Course Title: Honors Latin IV (449)
Teacher: Joseph V. Zebrak
GOALS AND OBJECTIVES
Course Description:
Prerequisite: Latin I (415), Latin II (425 or 429), and Latin III (435 or 439)
Qualifications: Grade of B or better in Honors Latin III (439) or grade of A- or better in Latin III (435)
and teacher recommendation.
This course is designed to cover material in an extensive and in-depth manner. It will challenge them
to academic excellence and the desire for life-long learning. Lyric Poetry comes in a wide
variety of styles and deals with many different topics. However, lyric poets, such as Catullus and Horace,
discuss their feelings, loves, hates, and personal philosophies. By exposing students to such cultural
material about Catullus’ and Horace’s era, the course should give them a glimpse of
Roman life (open to growth), religion (religious/loving), government (committed to
doing justice), education, literature (intellectually competent), and art. The Latin lyric
poets – Catullus and Horace – were the ancient song writers of their times – the reason that even today the
words of songs are called “lyric.” A further goal of this course is for the students to develop an
appreciation of the depth and complexity of Latin poetry both in content and metrical
artistry.
Big Ideas: Translating (reading/writing) Latin into acceptable English.
Pronouncing (speaking) and listening to spoken Latin phrases/common
prayers. Acquiring knowledge of the Roman and Greek cultures through the
poetry of Catullus and Horace..
Established Goals
Goal 1 Communication: Communicate in a Classical Language
 Students will read, understand, and interpret Latin.
 Students will use orally, listen to, and write Latin as part of the language learning
process.
Goal 2 Culture: Gain knowledge and Understanding of Greco-Roman Culture
 Students will learn the background knowledge about Roman Civilization in
preparation for the National Latin Exam
Goal 3 Connections: Connect with other disciplines and expand knowledge
 Students will recognize those elements in English which are related to Latin.
Goal 4 Comparisons: Develop insight into own language and culture
 Students will compare and contrast their own culture with that of the GrecoRoman world.
Goal 5 Communities: Participate in wider communities of language and culture
 Students will use their knowledge of Greco-Roman culture in a world of diverse
cultures.
Enduring Understandings
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Students will understand the perspectives of Greek and Roman culture as revealed
in the practices and products of the Romans.
Students will expand their knowledge through the reading of Latin poetry which
is the foundation of the western civilization.
Students will begin to recognize the general principals of poetry and metrical
schemes which in turn should enable them to better understand poetry in their
own language.
Students will begin to understand the influence of Roman culture on today’s
world and gain insight into their own culture.
Essential Questions
 How is learning a foreign language relevant in today’s society?
 How will understanding a foreign language help one make the world a
better place?
 To what extent is studying a foreign language satisfying, enjoyable,
and confidence building?
 How does poetry convey meaning differently than prose?
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Knowledge
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Vocabulary
Grammar
Literary Devices
Scansion of Meter
Knowledge of Roman/Greek civilizations
Skills
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Read, write, pronounce (speak), understand (listen) Latin.
Translate Latin into acceptable English.
Identify forms of words in Latin.
Identify literary devices
Identify meter of poems
Apply rules of scansion to lines of poetry
Apply rules of syntax/grammar.
Answer questions to demonstrate comprehension.
Compare ancient with modern culture.
Interpret meaning of lyric poetry.
Assessments
Formal assessments
I. Homework: evaluation to determine comprehension of material
Translation of assigned lines is an integral part of the learning process. Students are
expected to complete their nightly assignments in their notebooks. Assignments are to
translate approximately 20 lines of poetry. Students will receive 100 points per quarter
for complete and intelligible assignments. If a student does not come to class prepared,
ten (10) points will be deducted. Students will also receive 100 points per quarter for
answering grammar questions on the nightly homework. 1 point will be deducted for an
incorrect response. If a student answers incorrectly, he may redeem the point by pointing
out a literary device in the poem.
Make-up policy: If a student is absent, it is his responsibility to get the corrected
translation from a fellow student.
II. Quizzes: evaluation of factual knowledge and vocabulary recall
Quizzes will be given every two weeks and will cover vocabulary and formation.
All quizzes are worth 25 points.
Make-up policy: If a student is absent, it is his responsibility to make-up the quiz as soon
as he is able.
III. Tests: evaluation of factual knowledge, vocabulary recall, and synthesis
of material
Tests will be given every other week on average. The tests are worth 100 points and will
cover approximately 5-10 poems (@ 100 lines). Each test consists of translation,
grammar analysis, scansion, and essay questions. The essay questions are taken from
previous AP tests. There will be @ 3-4 tests per quarter.
Make-up policy: If a student is absent, it is his responsibility to make-up the test as soon
as he is able.
IV. Semester Exam: evaluation to determine overall skills
There will be a comprehensive departmental test at the end of each Semester.
Make-up policy: Refer to student hand book for making up semester exams
V. Projects: evaluation to determine application of skills and synthesis of
material.
There will be several 100 point projects spread over the course of the year. Students will
produce a highly polished English translation of a poem of Catullus or Horace. The
students will then have the opportunity to combine with other students or work
individually on presenting the polished translation to the class. The students will also
complete a three line Latin Hendecasyllable project and a video recreation of Horace’s
Sermones 1.9.
VI. National Latin Exam: evaluation to determine overall skills in
comparison to the national average.
Informal assessments
I. Questions and answers via the classroom discussions
II. Observations of students during classroom activities
Units
1. Catullus: Poems 1-5
2. Catullus: Poems 7-12
3. Catullus: Poems 13-35
4. Polish Poem Translation Project
5. Catullus: Poems 36-60
6. Catullus: Poems 64
7. Polished Poem Presentation Project
8. Catullus: Poems 65-72
9. Hendecasyllable Project
10. Catullus: Poems 76-116
11. Horace: Sermones 1.9
12. Horace: Odes 1.1-1.13
13. Horace: Odes 1.22-1.38
14. Sermones 1.9 Video Project
15. Horace: Odes Book II
16. Horace: Odes Book III and Book IV
17. Horace: Odes
18. Horace: Odes
Methodologies and Instructional Strategies
Learning Experiences
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Lecture/class discussions
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Projects/Group work
Video movies and class discussions re films
Intervention Strategies
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Individual tutoring
Peer tutoring
Texts
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Catullus (Expanded Edition). Bender and Forsyth. Wauconda, Illinois:
Bolchazy-Carducci Pubishers, Inc. 2005
A Horace Reader. Henry Bender. Newburyport, MA: Focus Publishing, Co.
1998
Class Rules/Expectations
The students will be presented with numerous opportunities for success in the class
via homework and projects. The successful student will take advantage of these
opportunities and consistently complete homework on a daily basis. Test will be
challenging but students who are prepared will capitalize on their early preparation
and note taking. Correct deportment in the classroom is also expected.
Technology Integration
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On-line Resources (use of technology)
Videos/Power Points (use of technology)
Academic Integrity Policy
Refer to student hand book for the school’s policy regarding academic integrity.
Department Plagiarism Policy
Refer to student hand book for the school’s policy regarding plagiarism.
Teacher Availability
Office Hours: After School or By Appointment
Grade Program:Net Classroom updated bi-weekly
Phone Number: (216) 651-0222 ext. 253
Email: jzebrak@ignatius.edu (checked daily)