MNPS Unit Planning Template
School Name: ________________________________________________________
1.
Course:
2.
Latin I
Teacher:
3.
8/1/14 - 9/5/14
Sarah Payne
4.
5.
Content Standards Addressed:
1.2.1
Master and apply the rules of classical pronunciation for
words, sentences, and short paragraphs
1.2.2
Exchange greetings and follow classroom instructions
1.1.1
Read words, phrases and simple sentences with pictures,
and/or other words, phrases, and simple sentences
6.
Unit Overview
7.
Number of Instructional Days?
A__10____
B__10____
Unpacked Standards:
Concepts and Big Ideas (Nouns/Noun Phrases):
Rules, Classical Pronunciation, Words, Sentences, Short
Paragraphs, Greetings, Classroom Instructions, Phrases, Simple
Sentences, Meaning, Text, Figurative, Connotative, & Technical
Meanings, Cumulative Impact, Specific Word Choices, Tone
Literacy Standards Addressed:
CCSS.ELA-Literacy.RI.9-10.4. Determine the meaning of words and
phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the cumulative impact of specific
word choices on meaning and tone (e.g., how the language of a
court opinion differs from that of a newspaper).
8.
Dates of Instructional Delivery?
Unit of Study Enduring Understandings and Essential
Questions:
Communicating in another language and being exposed to other
cultures will expand your mind.
Pronouncing and reading another correctly lays a foundation for
understanding your own language, too.
We can keep valuable parts of the past alive both by using them
and by seeing that they are already all around us.
What makes the study of the past worthwhile?
What connections can you draw between different languages and
cultures?
How do syntax and grammar work?
Skills (Verbs and verb phrases):
Master, Apply, Exchange, Follow, Read, Determine, Analyze
9.
Learning Progression of Concepts/Skills: (In which
order will the concepts and skills be taught during this unit
of study?
1.) What are greetings?
2.) How can we understand greetings?
3.) How do we exchange greetings?
4.) What are classroom instructions?
5.) How do we understand and apply classroom instructions?
6.) How do we follow classroom instructions?
7.) What is classical pronunciation?
8.) What are rules (of classical pronunciation)?
9.) How can we understand classical pronunciation?
10.) How can apply classical pronunciation?
11.) How can we master classical pronunciation?
12.) What are words, phrases, and simple sentences?
13.) What are some examples of words, phrases, and simple
sentences?
14.) How are words, phrases, and simple sentences different with
and without pictures?
15.) What are some kinds of words, phrases, and simple sentences
with and without pictures?
16.) How can we read words, phrases, and simple sentences?
17.) How can we understand words, phrases, and simple sentences?
18.) What is tone?
19.) What is meaning?
20.) What are some examples of meaning and tone?
21.) What are some differences between examples of meaning and
tone?
22.) How can we show understanding of meaning and tone?
23.) What are figurative, connotative, and technical meanings?
24.) What are some examples of figurative, connotative, and
technical meanings?
25.) What are some differences between figurative, connotative, and
technical meanings?
Adapted from the AAIS Teaching for UnderstandingTM Planning Template – www.aais.us
MNPS Unit Planning Template
School Name: ________________________________________________________
26.) How can we categorize tone and figurative, connotative, and
technical meanings?
27.) How we can we determine tone from figurative, connotative,
and technical meanings?
28.) What is specific word choice?
29.) What is cumulative impact?
30.) What are some examples of specific word choice and cumulative
impact?
31.) What are some differences in cumulative impact that come from
specific word choice?
32.) How can we determine the cumulative impact of specific word
choices on meaning and tone?
10. Assessment of Student Mastery of Concepts/Skills:
Summative: (How will you check for understanding at the end of the unit?)
UnitLevel
Planning
There will be two components of the summative assessment. One part will be a traditional test, consisting of short answer,
multiple choice, translation, matching, and an essay. This will cover the material for the following learning targets:
1.) I can exchange greetings.
2.) I can follow classroom instructions.
3.) I can use classical pronunciation correctly.
4.) I can read words, phrases, and simple sentences with understanding.
5.) I can analyze specific word choice.
6.) I can identify tone.
7.) I can differentiate between figurative, connotative, and technical meanings.
8.) I can determine cumulative impact based on specific word choice.
Students will be asked objective test questions about greetings and simple conversational exchanges (Hello/Goodbye - Salve(te),
Vale(te), How are you? - Quomodo es?, Well - Bene, Not well, etc.). There will also be questions about classroom instructions (May I go to
the bathroom? - Licetne mihi ire ad latrinam?, Write in English - Scribite in Anglica, Write in Latin - Scribite in Latine, Work together Collaborate, Work on your own - Laborate soli, etc.). We will have also learned some ways to talk to each other about how many people are
in our family, where we live, what day of the week it is, and so on, for the purposes of practicing speaking to each other in Latin. They will
also be asked about some specifics of classical pronunciation (a C is always hard like a K, a V sounds like a W, an I sounds like a Y, vowel
details, etc.). There will be words, phrases, and simple sentences (taken from our Ecce Romani textbook and also the supplemental Latin is
Fun book with pictures) to translate. These passages will be covering basic nominative and accusative case usage, 3rd person
singular/plural of verbs, and beginner level vocabulary (girl, house, forest, boy, water, etc.) There will be a brief passage (taken from the
text) for students to use to discuss word choice, tone, meanings, and cumulative impact.
In addition, there will be questions on Latin derivatives and words used in scientific/legal contexts in conjunction with the
following spiralling standards:
3.1
Reinforce and further the student's knowledge of other disciplines through the classical language
4.1
Recognize and use elements of the Latin or Greek language to increase knowledge of the student's own language
The project will assess the following standards:
1.2
Use orally, listen to, and write Latin or Greek as part of the language learning process
2.1
Demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or
Romans
4.2
Compare and contrast the student's own culture with that of the Greco-Roman world
The project will consist of the following:
Students should find one aspect of culture (this can include food, dress, entertainment, religion, social structure, government,
marriage/family life, education, etc.) in which our modern American society is similar to Roman society and one aspect in which we are
very different. For each of these (similar and dissimilar), students should create a skit consisting of the modern as well as the ancient
version of this area of life. (This means there will be a total of 4 mini-skirts, 2 each of modern and ancient.) Costumes (from the classroom
box of Roman dress items and props) should be utilized for the ancient scenes. The scripts for these skits must be written out beforehand,
and the ANCIENT scenes must be IN LATIN. The Latin portions of the skits should be checked for accuracy by peers and the teacher before
performance. This will combine understanding of culture and the ability to compare and contrast with the skills of writing, using orally,
and listening to Latin.
11. Student “I can” Statements:
1.) I can exchange greetings.
2.) I can follow classroom instructions.
3.) I can use classical pronunciation correctly.
12. How will these learning targets be communicated to students?
Learning targets will be expressly stated on activities that are linked to these
targets. They will be presented both in text, on the activities, and also
stated/explained verbally in class. Questions in class will be phrased with these
learning targets. For example, if I ask a student to greet another student and ask
Adapted from the AAIS Teaching for UnderstandingTM Planning Template – www.aais.us
MNPS Unit Planning Template
School Name: ________________________________________________________
4.) I can read words, phrases, and simple sentences
with understanding.
5.) I can analyze specific word choice.
6.) I can identify tone.
7.) I can differentiate between figurative, connotative,
and technical meanings.
8.) I can determine cumulative impact based on specific
word choice.
basic information about that student, I will reference the "I Can" statement "I
can exchange greetings". If correcting pronunciation, I will mention the "I Can"
statement. When preparing a quiz or test, I will identify which learning targets
are being assessed.
Also, students will keep a checklist in their folder of the learning targets for
which they are responsible. By the end of the grading period, they will be able to
self-assess and check off which ones they believe that they have mastered, or
identify which ones they might need additional assistance to master, before the
final assessment for the grading period. The goal is to have a transparent
classroom in which the expectations are communicated frequently and openly,
so that students know exactly what they need to understand and be able to do.
13. What formative assessments will be used to measure/inform
student understanding? (Formative: How will you check for
understanding as the unit progresses?)
I will utilize a variety of formative assessments, including:
Calling on students to answer questions in class
Short written quizzes
Asking students to read aloud
Asking students to translate
Derivative game (This tests vocabulary by asking for the exact English
meaning of each word, as well as giving extra points for English derivatives that
are related in form and meaning)
Show of hands (thumbs up, down, in the middle) for understanding
Exit tickets
14. High yield strategies to be used to
develop/enhance ENDURING
UNDERSTANDINGS (including technology):
Students will use graphic organizers (such as Venn
diagrams, thinking maps, and compare and contrast
organizers) to look at similarities and differences in
vocabulary, grammar, and culture features.
I will reinforce and recognize effort through displaying
student work, praising students’ effort (with praise for
specific accomplishments, not general value judgment
statements about a student being ‘smart’), and holding
competitions such as simple in-class games as well as
more formal spelling bees with prizes.
15. High yield strategies to be used to develop/enhance SKILLS
(including technology):
Students will frequently use nonlinguistic representations (cartoons, pictures,
skits) to learn and practice content and skills.
Students will participate in cooperative learning in small groups with clearly
defined roles. They will take part in activities such as jigsaw, Socratic seminars,
and fish bowls.
Students will use Cornell notes.
Students will use interactive computer games to practice and review skills.
I will provide guiding questions and advance
organizers. I will provide ample wait time and use cold
calling, think-pair-share, whiteboards, and other
questioning strategies to engage all learners. I will use
questioning as a way to encourage students toward
higher level thinking, asking students questions that
require them to analyze and evaluate information
instead of just identifying or reciting facts.
Students will utilize technology by doing research on
computers and making videos in project based
learning.
Adapted from the AAIS Teaching for UnderstandingTM Planning Template – www.aais.us
MNPS Unit Planning Template
School Name: ________________________________________________________
16. What activities will engage and
create interest for students?
Vocabulary games, spelling bees, debates,
think-pair-share, Socratic seminars,
computer games, skits, drawing cartoons,
and movie creating projects.
17. How will differentiation
occur?
Differentiation according to content and
process will occur through preassessment of students’
readiness/ability, interests, talents,
learning styles, and prior knowledge –
meaning that I will use knowledge of the
students as individuals to guide what
students learn and how they learn it. If,
for instance, a student is more interested
in military history than mythology, if they
wish to learn certain grammar skills
through reading Caesar instead of Ovid,
then they should be able to have this
choice and work with others who feel the
same way. Decisions about whether
students work individually, in pairs, in
small groups, etc. can be made based on
learning style, and students can be
grouped heterogeneously by ability. The
products that students create can also be
differentiated, most likely by a menu of
choices. Also, students who are struggling
can be given extra practice, while
students who are mastering material
quickly can be given enrichment
activities.
18. What interdisciplinary connections
will students make?
The nature of Latin is such that it is rife with
connections to other disciplines. If possible, it
would be ideal to do co-planning with English,
Drama, and History teachers in particular in
order to draw direct parallels between the
topics students are learning about in those
classes. I will refer frequently to politics,
science, and law, to help students who may
have interest in pursuing further study in those
fields. We will also focus on key vocabulary for
the SAT. To help students see Latin in other
disciplines and to make it more relevant for
them, I will establish a practice of having “Latin
moments,” where students bring in stories of
seeing connections with Latin in their other
classes or daily lives. Students will also learn
skills such as textual analysis that will be
transferrable in other contexts, such as
literature or additional foreign language
courses.
Adapted from the AAIS Teaching for UnderstandingTM Planning Template – www.aais.us