Latin I
World Languages
Mountain Lakes High School
The Mountain Lakes High School World Languages program is an essential academic component in order to
help students achieve a level of success in a second language while developing an understanding of diverse
cultures and traditions. As a result of their study, students will become globally and historically aware
individuals who possess the ability to participate in and have a deep appreciation for our multifaceted world.
The Latin program at Mountain Lakes High School will prepare students not only for the study of history,
culture and civilization of the ancient Roman world but will enable students to have a deeper understanding of
other subjects. In addition, this course will address the NJCCC Standards as its primary focus of World
Languages and Language Arts Literacy with secondary focus on Visual and Performing Arts, Science, Social
Studies, and Technology Literacy. In the first year of study, Latin students learn the fundamentals of the Latin
language and use that knowledge to explore the culture and civilization of the ancient Roman world. Emphasis
is placed on reading, listening to and writing Latin, with spoken Latin used to support classroom activities.
Students use their knowledge of Latin roots to increase their English vocabulary and knowledge of grammar.
Throughout this course and in the sequence of courses in Latin, students are consistently guided to consider the
following overarching essential questions at the Novice-Mid Level:
Communication: How do I develop communicative competence in Latin?
Cultures: How are cultural perspectives reflected in ancient Rome’s products (clothing, food, etc.) and social practices?
Connections: How does the study of world languages help me understand my own culture and the world in which I live?
Comparisons: How do ancient Roman cultural attitudes and social practices differ from my own?
Communities: How does the study of Latin help me extend my learning beyond the classroom?
Text References:
Cambridge Latin Course, Unit 1, 4th edition, North American Classics Project (2001).
Cambridge Latin Course Workbook, Unit 1, 4th edition, North American Classics Project (2001).
Audio CD Cambridge Latin Course
Cambridge School Classics Project online resources
Powell, B., Classical Myth, 6th ed., Pearson (2009).
Secondary: Latin for Americans, Wheelock’s Latin, Allen and Greenough’s New Latin Grammar
1
Unit I: Introduction to Ancient Roman Culture and Language
Essential Question:
How can we gain a better understanding of our culture through understanding its roots in Roman society and which modern cultures maintain
ancient Roman language and traditions?
Objectives: Students will be able to:
• Answer basic questions about ancient Roman societal norms.
• Identify where Latin was (and still is) spoken, written and read.
• Recognize the letters and sounds of the Latin alphabet.
• Employ classroom terminology.
• Distinguish the components of a Latin sentence.
• Relate the components of myth, folktale and legend.
Topic/Content
Skills
Introduction to
Canvas/Classroom
Ancient Roman
Society
Villa layout
Pompeii
Cultural beliefs
(myth/legend/folktale
)
Assessment
Resources
Instructional
Method
Nonverbal
responses
Written
progress
checks
Oral (rubric)
Quizzes and
Test (online)
Text
Online
worksheets
Discovery
and youtube
videos on
basics of
Rome
Reading
conversations
and answering
simple
questions
Role-playing
Pictorial
representation
of origins of
mythological
characters
Tech Infusion
NJCCCS
CambridgeSCP.com
Cambridgelatin.org
Google docs
Canvas LMS
https://youtu.be/8unLEPfJ4Gc?list=PL9SLkANZIEtV9SoZGPJZCLbg06
YIOUwF9
https://youtu.be/OCA9xGT9NTY
www.discovery.com
7.1A (1, 3, 5, 7) 7.1B
(1-5) 7.1C (1-4) 7.2A
(3,4) 7.2B (1-5) 8.1 A
(1, 5, 9) 8.1 B (6, 7,
9, 11, 12)
Differentiated Learning Activities
Visual comprehension exercises, Listening/Audial exercises, Questioning Dialogues, Paired and group work, Non-verbal responses, Role-plays
Ethical Decision Making/Character Education
Discussion on the ethics of the employment of slaves in the ancient world and the similarities/differences in American History.
21st Century Skills Activities
Use of Canvas LMS, Google docs, online homework, online assessments.
2
Unit II: Daily Life
Essential Question:
How would a citizen spend a day in Pompeii and how have the various aspects of Roman daily life influenced modern life?
Objectives: Students will be able to:
• Identify the members of a Roman familia, the rooms of the villa, and the location of Pompeii.
• Locate, translate, and explain the verb (sum) in Subject +Verb + Predicate Nominative pattern.
• Delineate the daily routine, the meals and common foods.
• Expand their knowledge of Latin vocabulary and English derivatives.
• Recognize in art and know the basic cultural myth characters of the Titans and Olympians.
Topic/Content Skills
Assessment
Resources
Instructional Method
Tech Infusion
NJCCCS
Pronunciation
Meals
Daily Routine
Family/Names
Characters
Clothing
Simple Sentences
(Nominative, Accusative,
Present Tense)
Banquets
Origins of mythology
Quizzes
Vocabulary Drills
Homework
Listening exercises
Paired / group work
Non verbal responses
Brief Presentations Oral
Comprehension
assessments
Preparing ancient recipes
(taste tests)
Online assessments for
projects, additional
assignments
Test
Unit I Text
Unit I Workbook
CLC Audio CD Maps of
Pompeii
Teacher worksheets
CSCP Website
Epicurious.com;
Apictetus’ ancient
cookbook
Ancient Rome videos
Powell Text
Listening, TPR, Reading,
Writing, Sentence
Manipulatives, Games both
online and in class,
Modeling
CambridgeSCP.com
Cambridgelatin.org
Google docs
Canvas LMS
Kahoot.it
https://www.youtube.com/watch?v=DHQWNYBOVg
https://youtu.be/juWYhMoDTN0
https://youtu.be/RQMgLxVxsrw
7.1A (1, 3, 5, 7)
7.1B (1-5)
7.1C (1-4)
7.2A (3,4)
7.2B (1-5)
8.1 A (1, 5, 9)
8.1 B (6, 7, 9, 11,
12)
Differentiated Learning Activities
Experiential learning in preparing ancient recipes, Visual comprehension exercises, Listening/Audial exercises, Questioning Dialogues, Paired and group work, Non-verbal
responses, Role-plays
Ethical Decision Making/Character Education
Discussion on differences between the lives of men and women in Pompeii and gender inequity both now and then.
3
Unit III: Business in the Roman Empire
Essential Questions:
How is business done in ancient Pompeii? How does business differ in today’s world? How is it the same?
Objectives: Students will be able to:
• Identify the geography, layout and structure of Pompeii.
• Identify aspects of the Pompeiian town.
• Differentiate between the 1st , 2nd & 3rd declensions.
• Use 1st and 2nd person singular, present including sum, es.
• Demonstrate knowledge of Latin vocabulary and English derivatives.
• Know the origins of Mt. Olympus and how it informs Roman culture.
Topic/Content
Skills
Layout of
Pompeii town
Introduction to
Forum
Business
vocabulary
Sum, esse
Interrogatives
Derivatives
Rise of Jupiter
Assessment
Resources
Instructional
Method
Tech Infusion
NJCCCS
Oral/written
assessment
Quizzes on
declension
and
geography
Presentations
as tour guide
with brochure
Test
Unit I text
Unit I
workbook
Cambridge
websites
Pearson text
Theoi.com
Youtube.com
Discovery.com
Reading,
conversations
and answering
simple
questions; roleplaying; text,
workbook,
teacher
generated
worksheets,
Paired and
grouped, art
presentation
Theoi.com
Cambridgescp.com
Google docs
https://youtu.be/VAgA6G75XsI?list=PL9SLkANZIEtV9SoZGPJZCLbg06YIOUwF9
kahoot.it
Canvas LMS
7.1A (1, 3,
5, 7) 7.1B
(1-5) 7.1C
(1-4) 7.2A
(3,4) 7.2B
(1-5) 8.1 A
(1, 5, 9) 8.1
B (6, 7, 9,
11, 12)
21st Century Skills Activities
Use of Canvas LMS, Google docs, online assessments (brochure), youtube, kahoot.it.
Ethical Decision Making/Character Education
Do manners matter? The scene in the tonsorial parlor and discussion on Caecilius’ response.
4
Unit IV: The Forum
Essential Question:
How was the forum of Pompeii laid out? What are the buildings in the forum and how are they used?
Objectives: Students will be able to:
•
•
•
•
•
•
•
•
Identify the layout and purpose of the Roman Forum.
Explain the similarities and differences between Pompeii, Herculaneum and Stabiae.
Describe the different buildings of Pompeii.
List the basic local employment positions in the forum and the purpose of each.
Use and translate interrogative pronouns.
Differentiate between I, you, he/she/it in verb formation and subject agreement.
Delineate the cultural history and use of an idiom and focus on why exact translation is not always effective.
Recognize the Olympians in art and know their spheres of influence.
Topic/Content Skills
Roman forum
Buildings and basic legal
system
Questions
Introduction to idiom
Singular noun/verb
agreement
Geography of the Bay of
Naples
Olympians
Assessment
Written responses to
questions, legal
presentation in groups,
online quizzes, test,
Olympian graphic
representation
Resources
Unit I text
Unit I workbook
Theoi.com
Pearson text
Youtube.com
Discovery.com
Instructional Method
Presentations, Group
discussion, Role play,
TPR, Video clips,
Manipulatives/realia
(legal), online games
Tech Infusion
https://youtu.be/0HTeWERWaJ4
kahoot.it
cambridgelatin.org
theoi.com
discovery.com
Differentiated Learning Activities
Visual, audial and kinesthetic exercises, Paired and group work, Non-verbal responses, Role-plays, Individualized projects.
Ethical Decision Making/Character Education
Proper and improper punishment in the ancient world for crimes such as theft, parricide, etc. How/why have punishments changed? Are they effective?
5
NJCCCS
7.1A (1, 3, 5, 7)
7.1B (1-5) 7.1C
(1-4) 7.2A (3,4)
7.2B (1-5) 8.1 A
(1, 5, 9) 8.1 B (6,
7, 9, 11, 12)
Unit V: Entertainment in Pompeii
Essential Question:
What did the Romans do for entertainment and in what ways are Roman attitudes towards entertainment different than contemporary society?
Objectives: Students will be able to:
• Identify the layouts of the theater and the amphitheatre.
• Differentiate between types of actor performances.
• Identify stock plots and characters. Recognize Hercules and his labors in ancient art.
• Identify, translate, form the nominative plural and 3rd plural verb forms.
• Recognize the difference between prepositional phrases ad + accusative and in + ablative.
• Display knowledge of specialized theatrical Latin vocabulary and English derivatives (i.e., interlude).
Topic/Content Skills
Assessment
Theatre of Pompeii
Types of
plays/entertainment
Plural noun/verb
agreement
Specialized theatrical
vocabulary
Stock plots/characters
Prepositional phrases with
the accusative case
Introduction to legend of
Hercules
Online quizzes, test.
Oral quiz on pronunciation
Written responses
Peer-review
Multiple intelligences
project on Hercules’
background and labors 1-6
Resources
Unit I text
Unit I workbook
Theoi.com
Pearson text
Youtube.com
Discovery.com
Pearson text
Instructional Method
Tech Infusion
NJCCCS
Reading, Expository writing,
Auditory process practicum,
Role play, Presentations,
TPR, Video (optional)
Graphic designs app
https://youtu.be/Uc7XfUcBC_Y
Google docs
Canvas LMS
Theoi.com
Ancienthistory.about.com
CambridgeSCP.com
7.1A (1, 3, 5, 7)
7.1B (1-5) 7.1C (14) 7.2A (3,4) 7.2B
(1-5) 8.1 A (1, 5, 9)
8.1 B (6, 7, 9, 11,
12)
Differentiated Learning Activities
Multiple intelligences assessment to show knowledge and understanding.
Sustainability
Use of online resources both in and outside class for submitting assignments, quizzes, tests and projects.
6
Unit VI: Politics in Ancient Rome
Essential Question:
In what ways does Roman society serve as a model for modern cultural norms? What purpose did ancient graffiti serve? How does graffiti
compare today?
Objectives: Students will be able to:
• Differentiate the function of slavery in Roman Society from that of modern history and explain the various roles slaves served.
• Identify, translate, and parse the imperfect and perfect forms in the 3rd person singular and plural.
• Compare and contrast the Roman model of government to contemporary models.
• Give evidence of understanding of the structure, purpose and meaning of Roman graffiti.
• Demonstrate knowledge of functional vocabulary and English derivatives.
• Recognize, explain and differentiate the legend of Hercules in ancient art as compared to modern representations.
Topic/Content Skills
Politics in ancient Rome
Government
Slavery
Graffiti
Past tenses
Hercules Labors 7-12 and
Death
Assessment
Quizzes
Sentence pattern
Vocabulary Drills
Comprehension
assessments
Listening exercises
Paired and group work
Presentations
Online assessments
Test
Resources
Unit I Text
Unit I Workbook
CLC Audio CD
CLC Handbook
Teacher worksheets 8.
CSCP Website
Theoi.com
www.quia.com
Youtube.com
Arena.yle.fi
About.com
Pearson text
Instructional Method
Tech Infusion
Lecture followed by social
roleplay
Video
Discussion
Online practicum
Art Powerpoints
Reading text
Workbook
Nuntii Latini
http://areena.yle.fi/1-1931339
(World news in Latin from Finland)
https://youtu.be/eQlwFiE0Lsw
Canvas LMS
Theoi.com
Ancienthistory.about.com
CambridgeSCP.com
21st Century Skills Activities
Use of Canvas LMS, Google docs, online resources and online assessments.
Ethical Decision Making/Character Education
What was the role of slavery in the ancient world? How was it the same as slavery in American history? How was it different?
7
NJCCCS
7.1A (1, 3, 5, 7)
7.1B (1-5) 7.1C
(1-4) 7.2A (3,4)
7.2B (1-5) 8.1 A
(1, 5, 9) 8.1 B (6,
7, 9, 11, 12)
Unit VII: Roman Education
Essential Question:
In what ways does the Roman education system contrast with the modern American education system and how did the Greek philosophers
influence both Roman and modern education?
Objectives: Students will be able to:
•
•
•
•
•
•
•
Display mastery of the levels & expectations of the education system.
Recognize, translate and form the first & second persons of verbs in the present tense.
Understand and know the vocabulary connected to Roman education system
Identify similarities and differences between Greek and Roman cultures
Translate and form the comparative adjectives in sentences and use them in contrast to the positive and superlative adjectives
Demonstrate knowledge of Latin vocabulary and English derivatives.
Know the story of the birth of Athena/Minerva and her spheres of influence.
Topic/Content
Skills
Roman education
Gender differences
Introduction to Greek
philosophers
Athena/Minerva
patron of wisdom and
cities
Comparison/superlativ
es
History of Rome
novels
Assessment
Quizzes
Test
Graded pair
work
presentatio
ns
Group
project on
Athena
Read Pair
Share
handout
Resources
Unit I text
Unit I workbook
Cambridgelatin.org
CambridgeSCP.com
Discovery.com
Youtube.com
Ancienthistory.about.c
om
Pearson text
Instructional
Method
Roman
education
presentations
Text reading
TPR
Listening
exercises
Philosophers
lecture with
discussion
Video
Tech Infusion
NJCCCS
Theoi.com
Canvas LMS
Google docs/slides
https://youtu.be/JgG9Go1Pdug
http://ancienthistory.about.com/od/grecoromandailylife1/a/060609
RomanEducation.htm
7.1A (1, 3, 5, 7)
7.1B (1-5) 7.1C (14) 7.2A (3,4) 7.2B
(1-5) 8.1 A (1, 5, 9)
8.1 B (6, 7, 9, 11,
12)
Differentiated Learning Activities
Discussion, TPR, Pair work, Group projects
Ethical Decision Making/Character Education
Philosophy and ethics discussion on Greek philosophers and how they informed the education of Romans. Fairness and
8
equity?
Unit VIII: Roman Baths and the Destruction of Pompeii
Essential Question:
How do ancient Roman attitudes towards health and exercise compare with modern views and customs and what do the archaeological discovery
and excavation of ancient Pompeii and Herculaneum reveal about Roman culture?
Objectives: Students will be able to:
•
•
•
•
•
•
•
•
•
Identify the layout and elements of the Roman Baths and exercise practices
Identify, translate, and form the dative case, singular & plural and the giving, showing, telling, entrusting verbs that use it.
Display knowledge of the accounts of the eruption of Mt. Vesuvius in AD 79 and the subsequent archaeological excavation.
Know and use the imperfect and perfect forms of verbs in the first and second person, singular and plural.
Identify, translate and explain the forms of est in the first and second person, singular and plural in both imperfect and perfect tenses.
Show awareness of the subject, verb and predicate nominative sentence structure.
Demonstrate evidence of comprehension of the Latin language through practice in reading continuous narratives.
Exhibit knowledge of Latin vocabulary and English derivatives
Recognize and describe the background and spheres of influence of Apollo.
Topic/Content
Skills
Assessment
Resources
Roman baths
Roman technology
Mt. Vesuvius
Indirect object with
giving verbs
Letters by Pliny the
Younger
First/second person in
past tenses
Sentence patterns
Apollo myth
Quizzes
Test
Graded pair work
presentations
Group video
project on Apollo
Read Pair Share
Unit I text
Unit I workbook
Youtube.com
Ancienthistory.ab
out.com
Theoi.com
Pearson text
Instructional Method
Text reading
Lecture on archaeology
of Pompeii pyroclastic
flow/excavation
Listening
Role play
Projects
Videos
21st Century Skills Activities
Use of Canvas LMS, Google docs, online resources and online assessments.
Sustainability
Reduction of paper use via online Canvas LMS, Google docs and kahoot.
9
Tech Infusion
Theoi.com
Canvas LMS
Google docs/slides
https://youtu.be/dY_3ggKg0Bc
https://youtu.be/PlZ-SGfp6Os
https://youtu.be/jJRXY0D1D3k
kahoot.it
iMovie/video editing software
NJCCCS
7.1A (1, 3, 5, 7)
7.1B (1-5) 7.1C (14) 7.2A (3,4) 7.2B
(1-5) 8.1 A (1, 5, 9)
8.1 B (6, 7, 9, 11,
12)
10