Livermore Valley Joint Unified School District
Course Title:
Latin 2 A/B
Grade Level(s):
10-12
Length of Course:
Two Semesters or Equivalent Term
Credit:
10 Units
Prerequisite:
Latin 1 A/B
Co-requisite:
None
DRAFT
Course Overview: Latin 2 A/B is an intermediate course that builds upon the language concepts in Latin 1 to work toward completion of the study of Latin grammar and increase vocabulary reservoirs in preparation for reading unabridged ancient Roman literature. Students will build their command of the English language by learning to identify diverse complex phrases and sentences in Latin and English. Students will examine Post-Ancient Rome in relationship to the rest of the world as it draws nearer to the present time, recognizing patterns of history and noting similar trends in the modern world. They will explore the ideals of Ancient Roman society through a study of its mythological heroes.
Schools Offering:
Del Valle High School Granada High School Livermore High School Vineyard High School
Meets University of California Entrance Requirements:
Seeking “e”- approval Language other than English
Meets California State University Entrance Requirements:
Seeking “e” approval Language other than English
Board Approval:
Pending Board Approval
Course Materials:
Latin for the New Millennium, Level 2; Milena Minkova, Terence Tunberg; Bolchazy-Carducci Publishers, 2009 ISBN: 0865165632
Supplemental Materials:
Latin for the New Millennium, Level 2 Workbook ISBN-13: 978-0865165649 The Clay-footed Superheroes, Rose Williams; Bolchazy-Carducci Publisher Inc.; USA; 2009
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From Romulus to Romulus Augustulus, Rose Williams, Donald Sprague, Adam Velez; BolchazyCarducci Publisher Inc.; USA; 2008 Collins Latin Dictionary plus Grammar, Littlejohn, Joyce, Mary Wade, and D. A. Kidd; Collins; New York; 2003. Print. ISBN 13: 978-0060536909.
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COURSE CONTENT: Latin 2 A/B is an intermediate course that builds upon the language concepts in Latin 1 to work toward completion of the study of Latin grammar and increase vocabulary reservoirs in preparation for reading unabridged ancient Roman literature. Students will build their command of the English language by learning to identify diverse complex phrases and sentences in Latin and English. Students will examine Post-Ancient Rome in relationship to the rest of the world as it draws nearer to the present time, recognizing patterns of history and noting similar trends in the modern world. They will explore the ideals of Ancient Roman society through a study of its mythological heroes. Mini Unit: Review and Reinforce Students will review declensions, conjugations in the indicative mood, and grammatical constructions they have learned in Latin 1 A/B. They will do this via rote recall and by translating Latin literature that they have studied as well as added new selections. Students will be required to synthesize, recognize, and categorize the Latin rules, forms, and vocabulary they have received in order to find explicit and implicit meaning in authentic Ancient Roman literary works, discover patterns of human thought throughout the ages, and express their understanding of these ideas in Latin and English. Activity: Students will review the future active and passive verb endings for first and second conjugations, again comparing them with those of the 3rd and 4th conjugations and noting that the former differ significantly from the latter in formation. They will then read through the passage from Seneca, “Seneca Senectutem Suam Convenit,” or “Seneca Meets His Old Age” (last practice passage from book I) identifying future tense verbs and categorizing them by their forms, conjugations, and meanings. After reading the passage, they will respond to the passage in Latin, examining and expressing the conflicting feelings of people as they approach old age and commenting on Seneca's feelings about old age, both expressed and unexpressed. Within this communication, they will show that they have learned previously taught Latin constructions, such as indirect discourse, relative clauses, and others in the indicative mood. Unit 1: Introducing the Subjunctive Students will learn the subjunctive forms for all conjugations in the present and imperfect tenses, including the irregular verb of being, “sum.” They will differentiate between a dependent and an independent clause in English. They will learn to use subjunctives in independent clauses to express an exhortation, such as, “Let us go” (volative or hortatory subjunctive) or a wish, such as, “May I always be a good man” (optative subjunctive); and they will learn to use them in dependent, or subordinate, clauses to express purpose (for example: He built the house so his family could live in it). They will analyze the time and intent of a complex sentence with a purpose clause and apply the appropriate tense in the dependent clause, taking into consideration the tenses of both the main verb and the verb of the dependent clause (sequence of tense). They will draw connections between the social order of Post-Ancient Roman society and future European societies. They will learn about four Roman heroes and compare their common characteristics that express the values of Roman society.
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Activity: The teacher will explain that there are many types of clauses that indicate a difference in what is called, “mood,” and these use a different verb form, known as the subjunctive. Then, the students will view, record, and recite the first conjugation present and passive subjunctive verb endings. After working in collaborative groups to complete exercises in forming subjunctive verbs, they will read the passage, “De Britannia,” by Bede, as a class, identifying the subjunctive verbs, as well as other previously learned grammar structures found therein. On another day, after the students have learned the volative and optative subjunctive uses, a follow-up to this lesson would be to place students in pairs, directing them to invent and role play the negotiations between the Picts and the Scots (for women to populate Britain) in “De Britannia,” using these subjunctives to ask for what they want and demonstrate that they understand the subjunctives, as well as the human significance of the negotiations. Unit 2: Expanding the Subjunctive; Comparison Students will memorize, categorize, and learn to use the perfect active and passive subjunctive verb forms for the perfect and pluperfect tense in all 4 conjugations. They will use them to form, recognize, interpret, and compose indirect commands and indirect questions. In addition, they will learn how to form comparatives and superlatives for different types of adjectives and adverbs. They will use the comparative and superlative forms to make comparisons in Latin. They will read Latin passages about Atticus, a good friend of Cicero, and write in English their reflections upon the influence of a good friend in the life of Cicero. Activity: The teacher will remind students what are direct questions and indirect questions in English and invite them to write direct questions in English, changing them to indirect questions (example: How are you? I am wondering how you are). The students will then read and translate several questions and statements in Latin, then change them to indirect questions or statements using a verb of asking or telling. Students will need to carefully consider whether to use the subjunctive verb or the infinitive verb, in order to express themselves clearly and accurately in Latin. Then they must choose the correct form of the subjunctive verb for indirect question and the infinitive form for indirect statements. Students will show their understanding by sharing their sentences in groups and collaborating with one another to teach and learn. Unit 3: A feast Feast of exceptions Exceptions and irregularsIrregulars In this unit, students will focus on learning many of the irregulars in Latin, such as verbs with irregular conjugations, deponent verbs (form is passive; meaning is active), and special uses and forms for superlatives. They will also study Homer's Odyssey and discuss the importance of Ancient classical literature throughout the ages, including its resurrection as a "sine qua non" in enlightened education during the Renaissance. Students will explore the influence of Cicero's rhetoric upon later legal systems and upon the writings of America's founding fathers. Sample activityActivity: Negative commands using irregular verb nolo Students will learn the irregular forms for the verb volo: wish/want. Then, they will recall their previous knowledge of the imperative forms of verbs to give commands. The teacher will explain that there is no negative command form in Latin, but rather a negative command is
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expressed by using the irregular verb volo in the negative with an infinitive. (Nolite ire: Do not wish to go.) Given a list of verbs, students will practice giving positive and negative commands to one another and obeying them. Unit 4: The game Game is afootAfoot. Exploring the complexity Complexity of Latin expressionExpression. Students will learn the formation of participles then begin to dig into the meat of Latin reading and translation, examining different types of subordinate clauses and categorizing them in order to determine whether they should use the indicative or subjunctive form. These clauses include temporal clauses, causal clauses, concessive clauses, and conditional clauses. Students will be required to synthesize learning about subjunctive verb endings, sequence of tense and clause recognition to express complex sentences in Latin, and translate them into correct English. Students will examine the role of Latin in the time of the exploration of the New World by Columbus. They will relate this event to events of exploration and discovery in the history of Classical Civilization. Activity: After learning the structures and meanings of subordinate (or dependent) clauses in their various expressions, students will discuss events of exploration and discovery in the old and new worlds. They will then read a passage in Latin from Sepulveda's De orbe novo (About the New World), which is full of many types of subordinate clauses. They will identify the type of clause in each complex sentence they find, then translate it in context. Contextual clues and a background knowledge of the voyage of Columbus will assist the comprehension of the passage about the voyage. After doing so, students will select one type of subordinate clause to form, as they comment in Latin on message of the passage. They will write down this sentence and shareout with the class. Unit 5: Noun case Case usesUses, Result Clauses, and Changing Verbs to Nouns Students will learn demonstrative pronouns and use them in their appropriate case and gender to modify nouns. They will learn to recognize and form result clauses using "marker" words and the subjunctive forms of verbs. They will learn new noun case uses, such as the ablative absolute and the supine constructions. They will learn to form adverbs, gerunds, and gerundives, and how to use gerunds and gerundives to express a need in the passive periphrastic construction. Students will examine the history and mythology behind the formation of Rome. Students will examine the role of Latin language in the scientific revolution. Activity: Result clause comprehension activity: Students will learn that another use for the subjunctive is in a result clause. They will learn to recognize and find the marker words in the main clause by which they can distinguish a subordinating result clause. The teacher will then give in Latin orally, one at a time, sentences that contain result clauses. For example: Tam diu cogitavi ut tandem dormiverim. "I thought for such a long time that finally I slept." Then the students will act out the sentence. (Students would pretend to think, then pretend to go to sleep.) After acting out several sentences, students will create their own sentences with a result clause and share them with partners. The students will act out the sentences produced by their partners.
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World Language Content Standards for California Public Schools: Kindergarten Through Grade Twelve Content: As students become literate in the target language, they acquire relevant content through the study of various topics. This in turn expands their access to information from around the globe. At the same time, students use the language to participate in everyday social interactions with members of California’s diverse communities. Moreover, the content that students acquire in the language classroom enables them to make connections and reinforce knowledge from other content areas of the curriculum. As they progress along the Language Learning Continuum,* students address a wide variety of content that is age- and stage- appropriate. Stage IV 4.0 Students acquire information, recognize distinctive viewpoints, and further their knowledge of other disciplines. 4.1 Students address complex, concrete, factual, and abstract topics related to the immediate and external environment, including: a. Societal b. Cultural and literary archetypes j. Authors and their times Communication: To achieve communicative competence, students convey and receive messages effectively. Students actively use language to transmit meaning while responding to real situations. Moreover, they process language in linguistically and culturally appropriate ways, while interacting with a wide variety of audiences. As they progress along the Language Learning Continuum, students engage in communication that is age- and stage-appropriate. Stage IV 4.0 Students use extended language (coherent and cohesive multi-paragraph texts). 4.1 Engage in oral, written, or signed (ASL) conversations. 4.2 Interpret written, spoken, or signed (ASL) language. 4.3 Present to an audience of listeners, readers, or ASL viewers. Functions 4.4 Discuss, compare and contrast, and support an opinion; persuade. 4.5 Demonstrate understanding of the main ideas and most details in authentic texts. Cultures: To understand the connection between language and culture, students discern how a culture views the world. Students comprehend the ideas, attitudes, and values that shape the target culture. Those shared common perspectives, practices, and products incorporate not only formal aspects of a culture such as contributions of literature, the arts, and science, but also the daily living practices, shared traditions, and common patterns of behavior acceptable to a society. As they progress along the Language Learning Continuum, students demonstrate their understanding of cultural perspectives by behaving in culturally appropriate ways. Stage III 3.0 Students determine appropriate responses to situations with complications. 3.2 Describe similarities and differences in the target cultures and between students’ own cultures.
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Structures: Languages vary considerably in the structures that learners use to convey meaning; therefore, the following standards are general in order to apply to all languages. It is expected that the curriculum will feature language- specific structures essential to accurate communication. As students acquire vocabulary in the target language, they grasp the associated concepts and comprehend the structures the language uses to convey meaning. Moreover, students discover patterns in the language system. A language system consists of grammar rules, vocabulary, and elements such as gestures and other forms of nonverbal communication. A language system also includes discourse, whereby speakers learn what to say, to whom, and when. As they progress along the Language Learning Continuum, students use linguistically and grammatically appropriate structures to comprehend and produce messages. Students identify similarities and differences among the languages they know. Stage III 3.0 Students use knowledge of text structure to understand topics related to the external environment. 3.1 Use paragraph-level discourse (text structure) to produce formal communications. California Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Reading Standards for Informational Text 6–12 Range of Reading and Level of Text Complexity RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Writing Standards 6-12 Range of Writing W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Language Standards 6-12 Vocabulary Acquisition and Use L.9-10.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to
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comprehension or expression. L.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Standards for Literacy in History/Social Science and Technical Subjects 6-12 Key Ideas and Details RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Craft and Structure RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. INSTRUCTIONAL METHODS AND/OR STRATEGIES • Direct instruction/ lecture and class discussion - The instructor will introduce new vocabulary and language concepts to the class, as they are presented in the textbook, inviting students to ask questions or make observations and connections, such as connections to English derivatives of Latin vocabulary. He/she will show examples and check for comprehension by asking questions. He/she will also use direct instruction to consolidate, clarify, summarize, organize, supplement, or lead discussions about other material from the textbook or ancillary texts such as Roman history, literature and mythology, in conjunction with students’ reading or presentations of these topics. • Individual reading assignments- Students will read from the textbook chapters, ancillary textbooks, and supplemental reading materials to prepare for group and class discussions. • Instructor-guided reading and analysis - As a class, students will translate and analyze the language of Latin passages to promote reading and grammar proficiency. The instructor will invite them to make observations and identify elements of language within the passage. He/she will guide them by pointing out parts of the Latin and asking questions directed toward analysis and comprehension, leading them to an accurate understanding of the meaning and the means for deriving it. • Small group collaboration - Students will often work together to complete practice exercises and master concepts for quizzes and exams, communicating with one another as they work out problems and make connections. Cooperation may be encouraged through competition, prizes, or other incentives for group as well as individual performance. Students will also be given the opportunity to prepare presentations or projects as a group. Individual pairs and small groups will regularly practice oral conversation with one another. • Projects and presentations - Students will instruct themselves and one another by means of projects and presentations, including informative research projects and creative projects connected to course content.
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• Additional forms of media - Course materials will also be supplemented by alternate forms media, such as documentaries, films, stories, or tutorials to expand context and content and facilitate connection. • Dramatic or artistic interpretation of course content - Course content may also be presented by impromptu or scripted dramatic performance, student-produced videos, or other artistic interpretation by students. • Guest speakers - Experts within the field of the course subject area may be invited to come in to the class, as guest speakers, to provide additional depth of knowledge and insight and answer questions regarding their subject of expertise. ASSESSMENT METHODS AND/OR TOOLS Formative assessments: • Written exercises - The instructor will assess understanding by examining students’ completed written practice exercises, noticing areas for clarification and further practice. • Written response to reading - Depth and breadth of comprehension and connection may be assessed by reading students’ responses to Latin and English reading, written in English and/or and Latin. • Contribution to classroom discussion and response to teacher questions - The instructor can assess students’ understanding and ability to apply concepts as students respond to the invitation to contribute comments or answer questions during class discussions. • Teacher observation of partner/group work and speaking practice - As students work together on group projects, translation and composition exercises, and oral language practice, the instructor may take advantage of the opportunity to walk around the room, checking in with students on their progress, and assessing skill and comprehension in order to clarify areas of greater instructional focus. Summative assessments: • Quizzes - Students will take quizzes frequently (with each textbook chapter) to assess their success in achieving course benchmarks and objectives. • Unit tests - Unit tests will be administered to assess students’ proficiency with cumulative skills, vocabulary, and knowledge. • Rubrics for assignments/projects - Projects and assignments will be graded using rubrics, which will outline key elements required in the projects. Assessment Criteria
Spelling and pronunciation
Accuracy of verb and noun endings in declension/conjugation charts
Correct synthesis of grammar and vocabulary forms in translation to English and composition of Latin
Knowledge of historical facts and mythological stories
Class participation, including volunteering answers and speaking up in class
Depth of thought in written and verbal response/reflection
Creativity and accuracy in projects and presentations
Collaboration and engagement with classmates and instructor
Clarity of communication
