advanced placement latin...aeneid book iv rewrite caesar book i test caesar book iv test historia...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

CLASSICAL & WORLD LANGUAGES DEPARTMENT

ADVANCED PLACEMENT LATIN

Grade Level: 12

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 26, 2013

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

https://docs.google.com/document/d/1mEcdd5YsukZgMjnuU4GLQbRsGh-qzbT5eC0sUSt3M0o/edit?usp=sharing

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent Mr. Jeffrey Moore, Director of Curriculum and Instruction

Curriculum Writing Committee

Mr. Efstratios Monafis

Supervisors Ms. Elena Andreacci Mr. David Bleakley

Mr. Peter Krais Ms. Michelle Lilley Ms. Judith Newins Dr. Meryl Norych

1

Advanced Placement Latin

Course Philosophy

The goal of this course is to foster an understanding, appreciation, and realization of the many contributions made to our modern society through the

proliferation and diffusion of the Roman culture. Through translation, text analysis, vocabulary acquisition, and deep language understanding, the course

aims to create lifelong learners who have a deep personal relationship with the works of ancient Roman authors and the accomplishments of the Roman

people. Students will be more informed of the basis of our own society, language, and culture, which owes much to Roman society.

Course Description

Through translation, text analysis, vocabulary acquisition, and deep language understanding, students will develop a holistic understanding of the Latin

language. Through vocabulary quizzes and activities, students will truly acquire words that are not only essential to understanding but keys to advanced

English vocabulary. By means of deep translation and text analysis exercises, students will learn how to understand an author’s intent on a deeper level than

allowed through simple translation. With the addition of grammar exercises, explanation, and replication, students will be able to make connections

between meaning, style and tone, and intent. This understanding will aid students in their ability to comprehend Latin on many levels of understanding. The

rigor of the course is equivalent to an entry-level college course, and students are expected to rise to the challenge of the College Board AP exam.

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Course Map

CCSS Enduring Understandings Essential Questions Common Assessments

7.1.IM.B.1 7.1.IM.C.1, 4 7.1.IH.A.8 7.1.IH.C.1,2,4,5 11-12.RH.1,2,4,5,6,9,10 11-12.WHST.2,4,6,9

Effective comprehension of Latin is dependent on students’ skill in identifying definitions and metrical devices in order to readily interpret summations and literal translations of Latin words.

How does meter affect the overall meaning of the writer?

Aeneid Book I Test Aeneid Book I Project Aeneid Book II Test Aeneid Book II Project Aeneid Book IV Test Aeneid Book IV Rewrite Aeneid Book VI Test

Why are certain synonyms, idioms, and words used by the author rather than others?

What changes are needed to create a literal translation of a passage?

7.1.IM.B.1 7.1.IM.C.1,4 7.1.IH.A.8 7.1.IH.C.1,2,4,5 11-12.RH.1,2,3,4,5,6,8,10 11-12.WHST.1,2,4,9

Mastery of reading and comprehension should stem from student’s ability to appropriately identify and explain Latin phrases and grammar in order to interpret the writings in a historical and stylistic environment.

How does the style of the author inform the reader in reading and comprehension?

Aeneid Book IV Test Aeneid Book IV Rewrite Caesar Book I Test Caesar Book IV Test Historia & Comentarii Comparison Caesar Book V Test Caesar Book VI Test

What phrases, idioms, or constructions contribute to the overall meaning of the passage?

7.1.IM.B.1 7.1.IM.C.1, 4 7.1.IH.A.8 7.1.IH.C.1,2,4,5 11-12.RH.1,2,4,5,10 11-12.WHST.2,9

The ability to combine the knowledge of use, grammar/syntax, morphology, and vocabulary of the Latin language should be implemented to create the most literal, yet reflective, translation possible.

How does the use of specific diction, syntax, and grammar form the construction of the passage?

Aeneid Book I Test Aeneid Book I Project Aeneid Book II Test

7.1.IM.B.1 7.1.IM.C.1,4 7.1.IH.A.8 7.1.IH.C.1,2,4,5 11-12.RH.2,4,5,6,10 11-12.WHST.2,4,9

Expansion of understanding beyond the text is reached through contextualization of Roman politics, cultural ideals, and the backgrounds of the authors themselves.

How does Roman culture inform the reader about certain information contained in the text?

Aeneid Book IV Test Aeneid Book IV Rewrite

Why does Roman political structure and climate inform the authors’ works?

How does the background and present environment of the authors influence their writings?

7.1.IM.B.1 7.1.IM.C.1, 4 7.1.IH.A.8 7.1.IH.C.1,2,4,5 11-12.RH.1,2,4,5,6,8,9,10 11-12.WHST.1,2,4,7,9

Contextual knowledge is informed through historical and mythological concepts.

What influences from mythology are able to be seen in the writings? Aeneid Book I Test

Aeneid Book I Project Aeneid Book VI Test Aeneid Allusions

How does history affect the information contained within the writing?

Why do concepts from mythology and history find their way into the text?

3

Course Map

CCSS Enduring Understandings Essential Questions Common Assessments

7.1.IM.B.1 7.1.IM.C.1,4 7.1.IH.A.8 7.1.IH.C.1,2,4,5 11-12.RH.1,3,4,5,6,8,9,10 11-12.WHST.1,2,4,7,9

The synthesis of comprehension, translation, and contextualization should be clear in students’ analysis of texts.

What makes a good leader; according to the Romans?

Aeneid Book VI Test Aeneid Allusions Caesar Book I Test Caesar Book IV Test Historia & Comentarii Comparison Caesar Book V Test Caesar Newspaper Article Caesar Book VI Test

What effects of past events can be seen in the present and future?

How do Roman ideals influence their view of others?

Why do the authors use certain allusions to create points?

7.1.IM.B.1 7.1.IM.C.1,4,5 7.1.IH.A.8 7.1.IH.C.1,2,4,5 11-12.RH.1,2,3,4,5,6,8,9,10 11-12.WHST.1,2,4,6,7,9

Text analysis should seek to reflect upon the knowledge of the Latin work through clear and coherent arguments.

How does the style of writing influence the meaning?

Aeneid Book II Test Aeneid Book II Project Caesar Book I Test Epic & Comentarii Style Comparison Caesar Book IV Test Historia & Comentarii Comparison Caesar Book V Test Caesar Newspaper Article Caesar Book VI Test Video Project

How does the text inform the reader with regards to translation comprehension, and contextualization?

How does a text support key ideas or themes?

How does a student write an argument with an organization which logically sequences claims, counterclaims, reasons, and evidence?

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Enduring Understandings & Pacing

Unit Title Unit Understandings Recommended

Duration

Unit 1:

Aeneid, Book I

Effective comprehension of Latin is dependent on students’ skill in identifying definitions and metrical devices in order to readily interpret summations and literal translations of Latin words. The ability to combine the knowledge of use, grammar/syntax, morphology, and vocabulary of the Latin language should be implemented to create the most literal, yet reflective, translation possible. Contextual knowledge is informed through historical and mythological concepts.

5 weeks

Unit 2:

Aeneid, Book II




5 weeks

Unit 3:

Aeneid, Book IV




4 weeks

Unit 4:

Aeneid, Book VI




4 weeks

Unit 5:

Caesar, Book I




4 weeks

5

Enduring Understandings & Pacing

Unit Title Unit Understandings Recommended

Duration

Unit 6:

Caesar, Book IV




4 weeks

Unit 7:

Caesar, Book V




4 weeks

Unit 8:

Caesar, Book VI




4 weeks

6

AP LATIN

UNIT 1: AENEID, BOOK I SUGGESTED DURATION: 5 weeks

UNIT OVERVIEW

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Effective comprehension of Latin is dependent on students’ skill in identifying definitions and metrical devices in order to readily interpret summations and literal translations of Latin words.

EQ1: How does meter affect the overall meaning of the writer? EQ2: Why are certain synonyms, idioms, and words used by the author rather than others? EQ3: What changes are needed to create a literal translation of a passage?


EQ4: How does the use of specific diction, syntax, and grammar form the construction of the passage?


EQ5: What influences from mythology are able to be seen in the writings? EQ6: Why do concepts from mythology and history find their way into the text?

LEARNING TARGETS

NJCCCS/CCSS COMMON ASSESSMENT EQs LEARNING GOALS

7.1.IM.B.1 7.1.IM.C.4 7.1.IH.A.8 7.1.IH.C.2, 5 11-12.RH.4,5,10

Unit Test Book I: The unit test measures vocabulary knowledge in context, grammatical constructions pertinent to overall comprehension, metrical style and construction, comprehension questions, translation skills, and text analysis preparation.

EQ1 EQ2 EQ3 EQ4 EQ5 EQ6

The proficient student will:

identify the role of meter in meaning;

translate with literal and reflective meaning;

use their knowledge of mythology to prompt their contextualization of the events in Book I.

7.1.IM.C.1, 4 7.1.IH.C.1, 4, 5 11-12.RH.1,2 11-12.WHST.2,9

English Book I Project: The project will encourage students to express their creativity on what happens in the Aeneid Book I in English. Partners or groups of students can present their portion of the book through a variety of mediums: newspaper articles, Prezi or PowerPoint presentations, and joint oral presentations.

EQ1 EQ4 EQ5 EQ6


connect the English translation to the Latin language through vocabulary, form, and construction;

understand and contextualize the mythological and historical references in Book I.

7

SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

EQ1: Use of musical instruments to express metrical design with a focus on percussion instruments

Scansion/Meter Long vs. Short Dactyl vs. Spondee Dactylic Hexameter

Understanding the use of meter in regards to emphasis, connotation, and meaning

EQ1, EQ3: Use of various poetry examples, written in the same meter as the Aeneid, for practice in scansion

Word Order Poetic Devices

Replication and/or application of meter to Latin

EQ2, EQ4: Co-Creation Story: this is implemented in order to use new vocabulary in context rather than in isolation. Students will use new vocabulary from the unit in order to more readily access, from memory, the vocabulary in the passages later.

Vocabulary Translation Connotation Idiomatic Phrases/Expressions

Determine the meaning of words and phrases as they are used in a text including analyzing how an author uses and refines the meaning of a key term over the course of a text.

EQ6: War of the Roses/Gods: Unlike static mythological instructions past, the divine make-up during the Aeneid is very different. Students and instructor should organize a map of past and present alliances within the divine family tree.

Gods/Heroes/Mythology Draw evidence from informational texts to

support analysis, reflection, and research.

EQ5, EQ4: Create a backstory to the branching dialogue fed by Aeneas and the other mortals, the Trojan War, and the gods themselves.

History/Ancient Civilizations Hero’s Characteristics Trojan War

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

TECHNOLOGY INTEGRATION

ACTIVITY ALTERNATIVES STUDENT MONITORING

Use of social media software such as Edmodo can allow students to access group participation and scaffolding at home, as well as enables student to seek help from peers. Use multimedia software and services to engage students in presentations. These types of software/services can include: Prezi, PowerPoints, videos, etc.

Edmodo quizzes can reflect student achievement instantly both to student and instructor. Quizzes can be short or long and offer valuable data. Multiple choice, polling, fill in the blank, etc. are available. SMART Responders can enable student monitoring in class during instruction for quick feedback for the instructor. Students can also identify areas which need work without being formally scrutinized.

DIFFERENTIATION For students who have trouble processing information orally, Pictionary can help with vocabulary acquisition.

For students who have trouble organizing information, a visual format for identifying and diagramming sentences can aid in understanding grammatical concepts.

For students who have trouble expressing their thoughts in writing, creating a story together as a class can aid in remembering the use of vocabulary.

For students who have trouble organizing information, students can work together in order to achieve the same results for analyzing the texts. Working with someone can help balance disorganized thoughts with another participant.

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AP LATIN

UNIT 2: AENEID, BOOK II SUGGESTED DURATION: 5 weeks

UNIT OVERVIEW




EQ4: How does the use of specific diction, syntax, and grammar form the construction of the passage?


EQ5: How does the text inform the reader with regards to translation comprehension, and contextualization? EQ6: How does a text support key ideas or themes?

LEARNING TARGETS


7.1.IM.B.1 7.1.IM.C.4 7.1.IH.A.8 7.1.IH.C.2, 5 11-12.RH.4,5,10

Unit Test Book II: The unit test measures vocabulary knowledge in context, grammatical constructions pertinent to overall comprehension, metrical style and construction, comprehension questions, translation skills, and text analysis preparation.





use their knowledge of mythology to prompt their contextualization of the events in Book II.

7.1.IM.C.1, 4 7.1.IH.C.1, 4, 5 11-12.RH.1,2,9 11-12.WHST.2,6

English Book II: The creative project offered in Book II will ask students to recreate an aspect of the Trojan War described by Aeneas in Book II. Students can choose to make a video, an art project (Prezi, PowerPoint, physical artwork) that reflects the most interesting aspect of the Trojan War to the student.

EQ3 EQ5 EQ6


identify the most important events in the Trojan War;

recreate their chosen event through creative processes;

explain why they believe their chosen event is one which is important to the overall story arc.





Understanding the use of meter in regards to emphasis, connotation, and meaning




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ACTIVITIES ACTIVITIES ACTIVITIES

EQ2, EQ4: Trojan War Timeline: By outlining the events and outcomes of the Trojan War from the past, students will aim to create an understanding of where the Aeneid comes from, and from this understanding, where the Aeneid will end its journey.

Battles Characters Foreshadowing Civilization Culture

Identify the passage of the Trojan War from start to finish and how it has influenced the current decision of Aeneas and his crew.

EQ5, EQ6: Creating a backstory to the branching dialogue fed by Aeneas and the other mortals, the Trojan War, and the gods themselves.

History/Ancient Civilizations Hero’s Characteristics Trojan War

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


ACTIVITY ALTERNATIVES STUDENT MONITORING Use of films such as Troy or The Odyssey (first 40 minutes) can help communicate the backstory of the Trojan War in a more digestible manner rather than the readings of Homer. YouTube offers various videos with deep understanding and explanation of scanning with visuals and text movement on screen, for those students who need further explanation.

In class text preparation can help aid students in guidance and direction when approaching the complexities of the text. Using the SMART Board for live translation and explanation will be helpful. Small comprehensive assessments will measure student progress using the SMART Responders and SMART Board technology.

DIFFERENTIATION

Students who have trouble expressing their thoughts orally may write out the relationships between characters, themes, and environments in a chart or other form.

For students who have trouble organizing information, a visual format for identifying and diagramming sentences can aid in understanding grammatical concepts.

For students who have difficulty remembering details, space for writing down the changes in certain vocabulary will aid in remembering forms. For students who have trouble expressing their thoughts in writing, oral translation with practice in pronunciation can be useful.

10

AP LATIN

UNIT 3: AENEID, BOOK IV SUGGESTED DURATION: 4 weeks

UNIT OVERVIEW




EQ4: How does the style of the author inform the reader in reading and comprehension? EQ5: What phrases, idioms, or constructions contribute to the overall meaning of the passage?


EQ6: How does Roman culture inform the reader about certain information contained in the text?

LEARNING TARGETS


7.1.IM.B.1 7.1.IM.C.4 7.1.IH.A.8 7.1.IH.C.2, 5 11-12.RH.4,5,10

Unit Test Book IV: The unit test measures vocabulary knowledge in context, grammatical constructions pertinent to overall comprehension, metrical style and construction, comprehension questions, translation skills, and text analysis preparation.





use their knowledge of mythology to prompt their contextualization of the events in Book IV.

7.1.IM.C.1, 4 7.1.IH.C.1, 4, 5 11-12.RH.2,5,6 11-12.WHST.2,4,9

English Book IV: Rewrite! Students will take the information from Book IV and will use the same characters and events to create an alternative ending to the story. The implications for changing the Aeneid alter all of Roman history and are profound.

EQ3 EQ4 EQ6


identify the important changes that will alter the timeline of Roman history;

reflect on the characters who’s decisions will need to be changed to reflect this alternative universe;

use their knowledge of mythology and history to create a new history of Aeneas’ people and the Roman people as well.

11





Understanding the use of meter in regards to emphasis, connotation, and meaning.




EQ3, EQ4, EQ5: Text Analysis: Students will be tasked with analyzing several characteristics of the passage, including grammar, comprehension, meaning, tone, etc. These analyses will better prepare students for the A.P. Exam.

Word Choice Tone Setting Theme

Understanding the use of certain words to create effects

Identifying the role of tone in scansion and in word choice

Analyzing the combination of both concrete and abstract meaning to create an informed translation

EQ4, EQ6: For the Love of Aeneas: Love is a strange phenomenon of the human condition; in mythological senses, it can manifest in a plethora of ways. Identify and discuss the instances of love so far seen in the Aeneid and how they came to be.

Love Amor Pudor Fama Roman Matrona Double Standards



ACTIVITY ALTERNATIVES STUDENT MONITORING Cell Phone integration: “Whittaker’s Words,” an app available for smart phones, is a handy way to look up word meaning and use in real time. SMART Board integration: Using the SMART Board to for real-time and collaborative is an excellent visual means of explaining and expanding upon the translation students are doing on their own.

Self-Monitoring Online Journal: Using Google Drive or TitanPad, students can record their progress, difficulties, strengths, and weaknesses through the translation process. Their self-monitoring can aid in their self-efficacy and be accessible to the teacher for data collection and informed lesson focus.

DIFFERENTIATION For students who have trouble processing information orally, writing down translation can be useful.

For students who have trouble organizing information, outline sheets for vocabulary and derivatives may be of use.

For students who have trouble expressing their thoughts in writing, oral explanation of grammatical concepts and use of examples that exist in English can help foster understanding.

For students who have trouble organizing information, a notebook divided into sections can be useful for organizing their work.

12

AP LATIN

UNIT 4: AENEID, BOOK VI SUGGESTED DURATION: 4 weeks

UNIT OVERVIEW




EQ4: What influences from mythology are able to be seen in the writings? EQ5: Why do concepts from mythology and history find their way into the text?


EQ6: What effects of past events can be seen in the present and future? EQ7: Why do the authors use certain allusions to create points?

LEARNING TARGETS


7.1.IM.B.1 7.1.IM.C.4 7.1.IH.A.8 7.1.IH.C.2, 5 11-12.RH.4,5,10

Unit Test Book VI: The unit test measures vocabulary knowledge in context, grammatical constructions pertinent to overall comprehension, metrical style and construction, comprehension questions, translation skills, and text analysis preparation.

EQ1 EQ2 EQ3 EQ4 EQ5 EQ6 EQ7




use their knowledge of mythology to prompt their contextualization of the events in Book VI.

7.1.IM.C.1, 4 7.1.IH.C.1, 4, 5 11-12.RH.6,8,9 11-12.WHST.1,4,7,9

English Book VI: “The Allusion.” The underworld presented by Virgil in Book VI is one which went on to not only influence Dante’s Inferno but also the inherent characteristics of the Biblical version of hell. Students will be asked to write a short paper comparing and contrasting the ideas of Virgil’s underworld with that of the underworld presented by another author or religion.

EQ4 EQ5 EQ6 EQ7


identify the characteristics of the underworld presented by Virgil;

compare and contrast these characteristics with another work or religion;

analyze the influences of Virgil on that consequent religion or work.

13



EQ1: Use of musical instruments to express metrical design with a focus on percussion instruments.


Use meter to hone emphasis, connotation, and meaning




EQ3, EQ6, EQ7: Text Analysis: Students will be tasked with identifying several characteristics of the passage including grammar, comprehension, meaning, tone, etc. These analyses will better prepare students for the A.P. Exam.

Word Choice Tone Setting Theme

Understanding the use of certain words to create effects

Identifying the role of tone in scansion and in word choice


EQ4, EQ5: The Mapping of Hell: The explanation of the underworld in the Aeneid is one which combines prior influences from the Greeks and Romans. Using creativity students will be asked to create a map of hell and Aeneas path through it. Any additions students wish to make are more than welcome. Student medium can be physical or technological.

Elysian Fields The Rivers of the Underworld Characters: Charon, Minos, Pluto, Persephone, Anchises Sins and Punishments

Use setting and spatial vocabulary in writing



Use of social media software such as Edmodo can allow students to access group participation and scaffolding at home, as well as enables student to seek help from peers. Use of multimedia software to engage students in presentations can include Prezi, PowerPoint, videos, etc.


DIFFERENTIATION For students who have trouble expressing their thoughts orally, asking students to write out the relationships between characters, themes, and environments in the

text can be useful.

For students who have trouble processing information orally, a visual format for identifying and diagramming sentences can aid in understanding grammatical concepts.

For students who have trouble expressing their thoughts in writing, oral translation with practice in pronunciation can be useful.

For students who have difficulty remembering details, space for writing down the changes in certain vocabulary will aid in remembering their forms.

14

AP LATIN

UNIT 5: CAESAR, BOOK I SUGGESTED DURATION: 4 weeks

UNIT OVERVIEW

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Mastery of reading and comprehension should stem from student’s ability to appropriately identify and explain Latin phrases and grammar in order to interpret the writings in a historical and stylistic environment.





EQ5: How does the style of writing influence the meaning? EQ6: How does the text inform the reader with regards to translation comprehension, and contextualization? EQ7: How does a text support key ideas or themes?

LEARNING TARGETS


7.1.IM.B.1 7.1.IM.C.4 7.1.IH.A.8 7.1.IH.C.2, 5 11-12.RH.4,5,10

Unit Test Book I: The unit test measures vocabulary knowledge in context, grammatical constructions pertinent to overall comprehension, metrical style and construction, comprehension questions, translation skills, and text analysis preparation.



identify the role of style in meaning;


use their knowledge of history to prompt their contextualization of the events in Book I.

7.1.IM.C.1, 4 7.1.IH.C.1, 4, 5 11-12.RH.1,3,6,8 11-12.WHST.1,4

Style Comparison: Students will be asked to compare and contrast the differences between epic and comentarii. Ten instances should be gathered by the students for their evidence. A short essay on their findings will be used as the assessment.

EQ5 EQ6 EQ7


compare and contrast the characteristics of epic and comentarii;

reflect on the nature of the two styles of works and their purpose;

formulate reasons why certain styles are implemented and for what purpose.

15



EQ1, EQ2, EQ3 EQ4: Translation: Work will be translated in a variety of modes. Individual work, class discussion, group work, and teacher directed instruction will all be implemented in order to have students achieve correct and concise translations.

Word Order Syntax Style Vocabulary

Understanding word choice for certain explanations of events

Understanding authorial purpose and intent

Identifying common themes/word choice in a text

EQ3, EQ4, EQ5 EQ6, EQ7: Text Analysis: Students will use their translations and understanding of grammar, style and context to analyze the text on a deeper level than simply meaning. Text analysis will develop reasons for use of stylistic elements, word choice, and translation paradigms.

Epic vs. Comentarii Grammar Syntax

Identifying the use of indirect statements

Identifying authorial purpose and intent

EQ1, EQ2: Co-Creation Story: this is implemented in order to use new vocabulary in context rather than in isolation. Students will use new vocabulary from the unit in order to more readily access, from memory, the vocabulary in the passages later.

Vocabulary Translation Connotation Idiomatic Phrases/Expressions

Determine the meaning of words and phrases as they are used in a text including analyzing how an author uses and refines the meaning of a key term over the course of a text.


ACTIVITY ALTERNATIVES STUDENT MONITORING Cell Phone integration: “Whittaker’s Words,” an app available for smart phones, is a handy way to look up word meaning and use in real time. SMART Board integration: Using the SMART Board for real-time and collaborative translation is an excellent visual means of explaining and expanding upon the translation students are doing on their own.

Self-Monitoring Online Journal: Using Google Drive or TitanPad, students can record their progress, difficulties, strengths, and weaknesses through the translation process. Their self-monitoring can aid in their self-efficacy and be accessible to the teacher for informed lesson focus.

DIFFERENTIATION

For students who have trouble processing information orally, writing down translations can be useful for the students. For students who have trouble organizing information, outline sheets for vocabulary and derivatives may be of use. For students who have trouble expressing their thoughts in writing, oral explanation of grammatical concepts and use of examples that exist in English can

help foster understanding.


16

AP LATIN

UNIT 6: CAESAR, BOOK IV SUGGESTED DURATION: 4 weeks

UNIT OVERVIEW







LEARNING TARGETS


7.1.IM.B.1 7.1.IM.C.4 7.1.IH.A.8 7.1.IH.C.2, 5 11-12.RH.4,5,10

Unit Test Book IV: The unit test measures vocabulary knowledge in context, grammatical constructions pertinent to overall comprehension, metrical style and construction, comprehension questions, translation skills, and text analysis preparation.





use their knowledge of history to prompt their contextualization of the events in Book IV.

7.1.IM.C.1, 4 7.1.IH.C.1, 4, 5 11-12.RH.1,3,6,8 11-12.WHST.1,4

Style Comparison: Students will be asked to compare and contrast the differences between historia and comentarii. Ten instances should be gathered by the students for their evidence. A short essay on their findings will be used as the assessment.

EQ1 EQ3 EQ5 EQ6 EQ7


compare and contrast the characteristics of historia and comentarii;

reflect on the nature of the two styles of works and their purpose;

formulate reasons why certain styles are implemented and for what purpose.

17



EQ1, EQ2, EQ3, EQ4: Translation: Work will be translated in a variety of modes. The use of individual work, class guided discussion, group work, and teacher directed instruction will all be implemented in order to have students achieve correct and concise translations.




Identifying common themes/ word choice

EQ4, EQ5, EQ6, EQ7: Text Analysis: Students will use their translations and understanding of grammar, style and context to analyze the text on a deeper level than simply meaning. Text analysis will develop reasons for use of stylistic elements, word choice, and translation paradigms.

Historia vs. Comentarii Grammar Syntax



EQ5, EQ6, EQ7: Sight Reading: Students use old NLE level-five exams, old AP Latin Exam multiple-choice sections, and other similar materials to practice various relevant skills ranging from scansion to case identification to translation and comprehension.

Vocabulary Grammar Syntax Style

Understanding grammar use

Combining multiple aspects of the language and grammar study to reinforce translation





DIFFERENTIATION For students who have trouble expressing their thoughts orally, outlining or writing out the relationships between characters, themes, and

environments in the text can be useful.

For students who have trouble processing information orally, a visual format for diagramming sentences can aid in understanding grammatical concepts.


For students who have difficulty remembering details, space for writing down the changes in certain vocabulary will aid in remembering their forms.

18

AP LATIN

UNIT 7: CAESAR, BOOK V SUGGESTED DURATION: 4 weeks

UNIT OVERVIEW






EQ5: How does the style of writing influence the meaning? EQ6: How does the text inform the reader with regards to translation comprehension, and contextualization? EQ7: How does a text support key ideas or themes? EQ8: How does a student write an argument with an organization which logically sequences claims, counterclaims, reasons, and evidence?

LEARNING TARGETS


7.1.IM.B.1 7.1.IM.C.4 7.1.IH.A.8 7.1.IH.C.2, 5 11-12.RH.4,5,10

Unit Test Book V: The unit test measures vocabulary knowledge in context, grammatical constructions pertinent to overall comprehension, metrical style and construction, comprehension questions, translation skills, and text analysis preparation.





use their knowledge of history to prompt their contextualization of the events in Book V.

7.1.IM.C.1, 4 7.1.IH.C.1, 4, 5 11-12.RH.3,6 11-12.WHST.2,4,9

Newspaper Article: Students will choose a portion of the English book of Caesar to present as a news article to the Roman people. It will reflect the propaganda style of Caesar’s work and the modern style of how news is received today.

EQ3 EQ4 EQ7 EQ8


reflect on the style of Caesar;

combine the modern and ancient into a project;

understand the importance of propaganda and information in Roman times.

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EQ1, EQ2, EQ3, EQ4 : Translation: Work will be translated in a variety of modes. The use of individual work, class guided discussion, group work, and teacher directed instruction will all be implemented in order to have students achieve correct and concise translations.





EQ4, EQ5, EQ6, EQ7, EQ8 : Text Analysis: Students will use their translations and understanding of grammar, style and context to analyze the text on a deeper level than simply meaning. Text analysis will develop reasons for use of stylistic elements, word choice, and translation paradigms.

Historia vs. Comentarii Grammar Syntax



EQ5, EQ6, EQ7: Sight Reading: Students use old NLE level five exams, old AP Latin Exam multiple-choice sections, and other similar materials to practice various relevant skills ranging from scansion to case identification to translation and comprehension.





ACTIVITY ALTERNATIVES STUDENT MONITORING Cell Phone integration: “Whittaker’s Words,” an app available for smart phones, is a handy way to look up word meaning and use in real time. SMART Board integration: Using the SMART Board for real-time and collaborative translation is an excellent visual means of explaining and expanding upon the translation students are doing on their own.

Self-Monitoring Online Journal: Using Google Drive or TitanPad, students can record their progress, difficulties, strengths, and weaknesses through the translation process. Their self-monitoring can aid in their self-efficacy and be accessible to the teacher for informed lesson focus.

DIFFERENTIATION For students who have trouble processing information orally, writing down translation can be useful.

For students who have trouble organizing information, outline sheets for vocabulary may be of use.

For students who have trouble expressing their thoughts in writing, oral explanation of grammatical concepts and use of examples that exist in English can help foster understanding.


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AP LATIN

UNIT 8: CAESAR, BOOK VI SUGGESTED DURATION: 4 weeks

UNIT OVERVIEW







LEARNING TARGETS


7.1.IM.B.1 7.1.IM.C.4 7.1.IH.A.8 7.1.IH.C.2, 5 11-12.RH.4,5,10

Unit Test Book VI: The unit test measures vocabulary knowledge in context, grammatical constructions pertinent to overall comprehension, metrical style and construction, comprehension questions, translation skills, and text analysis preparation.





use their knowledge of history to prompt their contextualization of the events in Book VI.

7.1.IM.C.1, 4 7.1.IH.C.1, 4, 5 11-12.RH.1,2,3,6,9 11-12.WHST.7,9

End of Year Video Project: Students will choose to recreate one of the favorite scenes from what has been discussed this year. Students will be in groups.

EQ5 EQ6 EQ7


creatively transfer of knowledge from content to product;

demonstrate a deeper understanding of learning through creative work;

reinforce ideas that have been acquired throughout the year.



EQ1, EQ2, EQ3, EQ4 : Translation: Work will be translated in a variety of modes. The use of individual work, class guided discussion, group work, and teacher directed instruction will all be implemented in order to have students achieve correct and concise translations.



Identifying authorial purpose


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ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE EQ4, EQ5, EQ6, EQ7: Text Analysis: Students will use their translations and understanding of grammar, style and context to analyze the text on a deeper level than simply meaning. Text analysis will develop reasons for use of stylistic elements, word choice, and translation paradigms.

Historia vs. Comentarii vs. Epic Grammar Syntax



EQ4, EQ5, EQ6 : Sight Reading: Students use old NLE level-five exams, old AP Latin Exam multiple-choice sections, and other similar materials to practice various relevant skills ranging from scansion to case identification to translation and comprehension.








DIFFERENTIATION For students who have trouble expressing their thoughts orally, writing out the relationships between characters, themes, and environments in the text

can be useful.

For students who have trouble processing information orally, a visual format for diagramming sentences can aid in understanding grammatical concepts.


For students who have difficulty remembering details, space for writing down the changes in certain vocabulary will aid in remembering forms.

advanced placement latin...aeneid book iv rewrite caesar book i test caesar book iv test historia...

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