Knox County Schools C & I Department World Languages: Latin 2 TEAM Lesson Plan Template LESSON OVERVIEW Summary of the task, challenge, investigation, career-­‐related scenario, problem, or community link. Day Three of Chapter 14, Module 1: Relative Clauses Students will use relative pronouns to read, write and translate relative clauses in Latin sentences. Students will read “Pyramus and Thisbe” and investigate Ovid’s influence on Shakespeare’s Romeo and Juliet. STANDARDS Identify what you want to teach. Reference State, Common Core, ACT College Readiness Standards and/or State Competencies. (Tennessee State Standards 1.1, 1.2, 2.1, 2.2, 3.2, 4.2) Knox County Standards 2. The student will demonstrate the ability to read Latin sentences fluently, using proper classical pronunciations. 4. The student will comprehend and translate sentences and passages from Latin to English. 15. The student will recognize, translate, and decline the relative pronouns qui, quae, quod. 33. The student will identify the following immortals: Minerva, Diana, Venus, Bacchus, and Vulcan 40. The student will identify Horace, Ovid, and Seneca and recognize their contributions to Roman literature. OBJECTIVE Clear, Specific, and Measurable – NOT ACTIVITIES Student-­‐Friendly I can identify a relative clause in English. I can identify a relative clause in Latin. I can combine two simple sentences into a single sentence with an independent clause and a relative clause in English. I can combine two simple sentences into a single sentence with an independent clause and a relative clause in Latin. I can separate a complex sentence containing an independent clause and a relative clause into two simple sentences in English. I can separate a complex sentence containing an independent clause and a relative clause into two simple sentences in Latin. I can identify the antecedent of a relative pronoun and explain how the pronoun agrees with its antecedent and why. I can read and analyze the abridged “Pyramus and Thisbe” selection by Ovid. I can identify Minerva, Diana, and Venus and discuss metamorphosis myths related to them. I can explain the importance of Ovid and his contributions to Roman literature as well as later literature. Knox County Schools C & I Department World Languages: Latin 2 ASSESSMENT/EVALUATION Students show evidence of proficiency through a variety of assessments. Aligned with the Lesson Objective Formative/Summative Performance-­‐Based/Rubric Formal/Informal The teacher will assess students’ understanding and grasp of the vocabulary and grammar structures during the lesson through guiding questions and during guided and independent practice as well as during the reading passage and the pursuant discussion. The teacher will also assess student mastery by viewing the finished products of the extension activity. Ongoing assessment will include a reading comprehension exam with both grammar and content questions. Additionally, students will complete a self-­‐assessment rating their own interest and understanding during the lesson. On this they will answer questions about antecedent / pronoun agreement and explain how Romeo and Juliet relates to the reading they completed. MATERIALS Aligned with the Lesson Objective Rigorous & Relevant PowerPoint on identifying, diagramming, and creating complex sentences using relative clauses Guided notes for students Relative clause worksheet: combining simple sentences using relative clauses, diagramming the clauses, antecedent / pronoun agreement Latin for the New Millennium textbooks Word cards for extension activity Paper and art supplies (markers, crayons, colored pencils) Post-­‐it notes ACTIVATING STRATEGY Motivator/Hook An Essential Question encourages students to put forth more effort when faced with a complex, open-­‐ended, challenging, meaningful and authentic questions. Discuss the influence of mythology on legends and fairy tales and later literature, especially Shakespeare’s plays. Segue to Ovid’s metamorphosis myths, specifically Arachne, Adonis, Actaeon, and Pyramus and Thisbe. Essential Questions: What is an antecedent? How does the relative pronoun relate to the antecedent? How does it not? What influence would Ovid’s writings have brought to fairy tales, legends, and literature? INSTRUCTION Step-­‐by-­‐Step Procedures-­‐Sequence Discover/Explain – Direct Instruction Modeling Expectations – “I Do” Questioning/Encourages Higher Order Thinking Grouping Strategies Differentiated Instructional Strategies to Provide Intervention & Extension Introduction The teacher will introduce the day’s objective and preview the lesson for students. The teacher will lead a discussion concerning metamorphosis myths and how they influenced later literature. The teacher will briefly tell the myths of Arachne, Adonis, and Actaeon. The teacher will remind students of the objectives by pointing out that the class will be reading Ovid’s metamorphosis myth, “Pyramus and Thisbe” today, and that Ovid used complex grammatical structures like relative clauses in his Metamorphoses. Using the PowerPoint, the teacher will explain identifying and diagramming relative clauses, as well as guiding students through the process of combining two simple sentences using relative clauses. Students will record the information on their guided notes. Knox County Schools C & I Department World Languages: Latin 2 GUIDED & INDEPENDENT PRACTICE “We Do”-­‐“You Do” Encourage Higher Order Thinking & Problem Solving Relevance Differentiated Strategies for Practice to Provide Intervention & Extension Independent Activity – Students will complete the relative clause worksheet, while the teacher monitors and adjusts. (The teacher might want to utilize a timer, either manual or on the computer to keep students on task). After the designated amount of time, teacher will go over the work with students, leading them through the answers projected onto the smartboard. Whole Group Activity – The class will read the “Pyramus and Thisbe” selection aloud, analyzing and translating the sentences together as a group and discussing the content, as well as its impact on later literature. Extension Activity (Partners) – The teacher will hand each student a card with a Latin noun on it. (Cards are in pairs, with each two cards containing the same word.) Each student will make a Latin sentence using the noun on his card. Next, students will find their word partners (matching words), and combine their sentences into a complex sentence using a relative clause. Students will illustrate the result on a sheet of paper which contains each of the original sentences, the complex sentence, and an illustration of the sentence. DIFFERENTIATION Advanced Learner On Grade Level Learner Emergent Learner Advanced Learner – Students working at an advanced level will complete all the sentences on the worksheet. (Sentences are graduated in difficulty.) During the extension activity, the cards which the advanced learners receive will include other grammar requirements for the sentence the students will compose, such as verb tense and voice requirements and / or noun usage requirements. On Grade Level Learner – Students will complete the first seven sentences on the worksheet. During the extension activity, the cards which these students receive will merely specify the noun which must be used in the sentence. Emergent Learner – Students will complete the first four sentences on the worksheet. During the extension activity, the cards which emergent learners receive will contain a complete sentence in Latin, which students will translate into English. CLOSURE Reflection/Wrap-­‐Up Summarizing, Reminding, Reflecting, Restating, Connecting The teacher will summarize the lesson’s objective and culture tie-­‐ins. The teacher will pass out post-­‐it notes and have students complete an informal self-­‐assessment and check for mastery. The teacher will direct students to rate their effort and understanding of the day’s lesson on a scale of 1-­‐5, with 5 as the highest. At the bottom, the teacher will ask students to explain how a pronoun agrees with its antecedent and why. Also the student will explain briefly how Romeo and Juliet relates to today’s lesson. As the teacher is taking up the exit tickets, the teacher will remind students of their homework. CROSS-­‐CURRICULAR CONNECTIONS This lesson works very well with CP English.