Course Profile Classical Languages, Level
1, Academic, Public
Unit 1: Translation
Activity
9 | Activity 10 | Activity
11 | Activity 12 | Activity
13 | Activity 14 | Activity
15
Unit Developers
Margaret-Anne Gillis (Project Manager)
Jennifer Archer
Elizabeth Ellison
James Lynd
Development Date: July 1999
Unit Revisers: (Internal) Rocky Yeung
Translation forms a significant portion of Classical language courses, and so constitutes approximately fifty hours of the instructional time allotted. This unit combines a reading - translation approach with a wide variety of creative and innovative activities to bring vibrancy and humour to a commonly challenging element of the course. The activities in this unit can be used at different stages throughout the course, to lend variety in approach to translation exercises. Indication is given at the beginning of each activity as to how many times the activity could be done within the course, and the approximate length of time one performance of the activity will take. These are only approximations and teachers must adjust activities to meet their own needs and circumstances.
Strand(s): Oral Communication: Listening, Oral Communication: Speaking, Reading, Writing, Application of Knowledge of the Classical Language to Other Contexts.
OLV.01 - demonstrate an understanding of simple spoken Latin or ancient Greek;
OSV.01 - use the Classical language to communicate simple ideas using vocabulary and grammatical forms appropriate to the level;
OSV.02 - understand and respond to simple passages in the Classical language;
REV.01 - read and demonstrate an understanding of simple texts in the Classical language;
WRV.01 - write simple phrases and sentences in the Classical language using grammatical forms and vocabulary appropriate to the level;
WRV.02 - use vocabulary and grammar correctly in English in writing activities;
WRV.03 - demonstrate an understanding of simple passages in the Classical language in various writing activities;
AKV.02 - apply knowledge of simple Latin or ancient Greek vocabulary and grammar to English and other languages.
See each activity for the specific expectations met.
|
Activity 1 |
Translation in the Round |
60 minutes |
|
Activity 2 |
Match Translation |
60 minutes |
|
Activity 3 |
Cloze Translation |
90 minutes |
|
Activity 4 |
Alternating Translation |
90 minutes |
|
Activity 5 |
Correct It! |
60 minutes |
|
Activity 6 |
Question and Answer Translation |
300 minutes |
|
Activity 7 |
Multiple Choice Translation |
60 minutes |
|
Activity 8 |
Organize Me! |
60 minutes |
|
Activity 9 |
True - False Translation |
60 minutes |
|
Activity 10 |
Paraphrasing / Summarizing Activity |
180 minutes |
|
Activity 11 |
English to Classical Language |
90 minutes |
|
Activity 12 |
“You Finish the Story” |
120 minutes |
|
Activity 13 |
Translation Dramatization |
240 minutes |
|
Activity 14 |
Illustrated Translation |
90 minutes |
|
Activity 15 |
Independent Student Translation |
1440 minutes |
Teachers should sample the information to glean materials, activities, and ideas, which they find personally useful and applicable to their own situations. In a beginning language course, teachers take a more active role in classroom activities since the students will begin with very little skill in the area. Teachers select from the variety of activities outlined those that assist them in making students' learning most successful, and they should feel free to adjust and adapt the activity as they see fit. In addition, times given are approximate and reflect a liberal allowance for the activity; teachers may find that activities take them greater or less time than indicated. The time allotted should be spread out over the course, rather than carried out in single blocks.
Some equipment is highly recommended in order to maximize use of the activities given below: computers and translation programs (Transparent Language: Latin Now!), an overhead projector with transparencies, art supplies, a tape/CD player.
Students enrolled in Latin or ancient Greek are assumed to have a good working knowledge of English at a grade-appropriate level. Students should have met the expectations outlined in The Ontario Curriculum, Grades 1-8, Language. Students should know the grammar and vocabulary taught in the course to date.
1. Teachers are strongly encouraged to address the varied learning styles in their class in the delivery of information, using a combination of Socratic teaching and student-centred learning.
2. Teachers should review group learning strategies with students, and provide opportunities for whole class learning, small group learning, learning in pairs, and individual work.
3. In cases where unfamiliar activities have been suggested, samples have been provided within the activity outline and in the appendix at the end.
Each activity is accompanied by a variety of suggested assessment/evaluation tools and strategies from which teachers can choose to accommodate the diversity of learning styles, student interests, and special needs present in every class. The assessment tools incorporate formative and summative evaluations reflective of various learning opportunities, techniques, and approaches.
See Resources in Course Overview.
See attached Appendices at the end of the unit.
Time: 60 minutes (approximately six times at ten minutes each)
This activity is designed to encourage students to translate in a variety of ways, developing the ability not only to translate independently, but also to locate a context for translation, identify linguistic concepts, and work in small and large groups.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.05 - translate simple passages in the Classical language both with and without preparation (sight passage);
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials.);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet.
It is recommended that teachers select a passage sufficiently long so that each student can be given one sentence. Teachers present the English translation of this story in a large font, ensuring that each sentence is in a complete unit that can be cut into a strip for distribution to the students.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers randomly distribute to each student a sentence taken from a story in the text translated from the original Latin or ancient Greek and direct students to the story in their text.
2. Students must locate their English sentence in the original Classical language in the story (which involves reading and comprehending), and then translate the sentence which falls directly before and after theirs (to confirm the placement of their sentence within the story).
3. Students then locate the individuals who hold the sentences directly before and after theirs, and arrange themselves sequentially around the classroom. Students take their text, open to the story's page, and their sentence with them to check their placement.
4. Students read their sentences aloud in proper sequence, going around the classroom until the story is complete. If the sequence is not followed, teachers ask students to help one another correct the story appropriately.
5. A variation of this activity is to have the students translate a single sentence from a sight passage orally, and once they have completed their translation, they choose another student to translate.
Formative: teacher assessment of student participation (e.g., Do the students need assistance in locating their sentence in the story? Do they need help finding those students directly before or after them? Do students continually refer to the dictionary? Can they apply rules of grammar to their translation?)
Summative: teacher evaluation of the story sequence (e.g., Have students positioned themselves in the correct sequential order?)
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 60 minutes (approximately four times at 15 minutes each)
In this activity, students apply their grammar and vocabulary knowledge to work from English back to the original Latin or ancient Greek. Students translate independently, locate a context for translation, and identify linguistic concepts.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.02 - identify and use standard pronunciation of Latin or ancient Greek;
OS1.05 - translate simple passages in the Classical language both with and without preparation (sight passage);
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet.
It is recommended that teachers select a sight passage in Latin or ancient Greek and choose 10 - 15 sentences which they translate into English. Teachers provide a worksheet containing the corresponding English sentences, which are randomly scrambled. If the story is not in the text, teachers provide the story so that the Classical passage appears at the top of the page, and the English sentences are scrambled beneath. (See Appendix B1 – Matching Translation for example.)
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers distribute the story and instruct the students that this is an individual exercise.
2. Students locate the Latin or ancient Greek in the story to match the sentences.
3. Students quote the original Latin or ancient Greek sentence underneath the correct English sentence at the bottom of the page. Teachers can correct this exercise orally, having students exchange their papers with other students.
Formative: teacher assessment of student participation (e.g., Do the students need assistance in locating the Latin or ancient Greek from which the English is derived? Do students continually refer to the dictionary? Can they apply rules of grammar to their translation?)
Summative: teacher evaluation (e.g., Have students matched correctly the English sentences to those in the Classical language of which they are a translation?)
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 90 minutes (approximately six times at 15 minutes each)
Students focus on their rapid translation of Latin or ancient Greek into English. The activity requires students to concentrate on accuracy and detail. Students develop the ability to translate independently.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.03 - apply correct grammar in English in oral language activities;
OS1.05 - translate simple passages in the Classical language both with and without preparation (sight passage);
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.05 - demonstrate understanding of simple passages in the Classical language by writing translations, paraphrases and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages);
AK1.03 - use correctly simple grammatical forms that are common to the Classical language, English and other languages in speaking and writing activities (e.g., subject - verb agreement);
AK1.04 - speak and write in English with clarity and precision.
It is recommended that teachers select a brief sight passage, which they then translate into English (see Appendix B2 – Cloze Translation), selecting nouns, verbs, adjectives, parts of sentences, or whole sentences to omit. To indicate the omission, they leave a space or insert a line, which the students will fill with the correct English translation. Teachers will need to provide students with the original story if it is not taken from students' text.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers distribute the translation with the missing components and a Latin or Greek story.
2. Students independently locate in the original story the Latin or ancient Greek components that have not been translated and translate them.
3. This activity orally can be done orally or students can write out their translations and then correct them orally in class.
Formative: teacher assessment of student participation (e.g., Do the students need assistance in locating the missing component in the story? Do they need help in translating the missing components? Do students continually refer to the dictionary? Can they apply rules of grammar to their translation?)
Summative: teacher evaluation of the completed translation (e.g., Have the students identified the omitted sections and translated them accurately?).
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 90 minutes (approximately six times at 15 minutes each)
In this activity, students can improve their translation speed and accuracy. They develop the ability to translate independently, to locate a context for translation, to identify linguistic concepts, and to work in small and large groups.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.03 - apply correct grammar in English in oral language activities;
OS1.05 - translate simple passages in the Classical language both with and without preparation (sight passage);
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.05 - demonstrate understanding of simple passages in the Classical language by writing translations, paraphrases and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages);
AK1.04 - speak and write in English with clarity and precision.
It is recommended that teachers select a longer sight passage and provide a translation of alternating paragraphs into English, leaving space for students to write translations of the remaining paragraphs. This translation can be done orally, in a small or large group (whole class), or in writing.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers distribute the worksheet or direct students’ attention to the story in their text (teachers distribute copies of the passage if it is not from the textbook).
2. If the activity is done in writing, students are given sufficient time to write translations of the missing paragraphs.
3. If this is an oral activity, the teacher translates alternating paragraphs, eliciting student translations of the remaining text. Each student can translate one sentence so that everyone is involved.
Formative: teacher assessment of student participation (e.g., Do the students need assistance in translating their sentence? Do students continually refer to the dictionary? Can they apply rules of grammar to their translation?)
Summative: teacher evaluation (e.g., Have students translated effectively? Have they worked within a reasonable time frame?).
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 60 minutes (approximately three times at 20 minutes each)
This activity is designed to encourage students to improve their accuracy of translation, and comprehension of grammar, along with their proofreading skills. They develop the ability to locate a context for translation and identify linguistic concepts.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.03 - apply correct grammar in English in oral language activities;
OS1.05 - translate simple passages in the Classical language both with and without preparation (sight passage);
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.05 - demonstrate understanding of simple passages in the Classical language by writing translations, paraphrases and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages);
AK1.04 - speak and write in English with clarity and precision.
It is recommended that teachers select a sight passage or one from students’ text and provide a double-spaced translation (to allow room for students’ writing) which intentionally contains errors for students to identify and correct. Teachers may wish to indicate that there are a certain number of errors which students are looking for, or they may wish to leave the number open.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers choose a sight translation from the students’ text or another source. They provide the story in the Classical language and a translation which contains ten errors. They notify the students that there are ten errors in the translation.
2. The students locate and correct errors.
Formative: teacher assessment of student participation (e.g., Do the students need assistance in locating the errors? Do students continually refer to the dictionary? Can they apply rules of grammar to their translation?)
Summative: teacher evaluation of the story sequence (Have students located and corrected all of the errors in the text?)
· See Resources in Course Overview.
See attached Appendices at the end of the unit.
Time: 300 minutes (approximately 12 times at 25 minutes each)
Students read Latin or ancient Greek texts for comprehension rather than precise word-for-word accuracy.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.01 - demonstrate an understanding of spoken words, phrases, questions, and simple passages in the Classical language by answering questions and translating material;
OL1.02 - identify and use standard pronunciation of Latin or ancient Greek;
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.01 - use simple vocabulary and standard pronunciation in Latin or ancient Greek in oral language activities (e.g., songs, skits, spelling bees);
OS1.02 - apply correct grammar in Latin or ancient Greek in question and answer activities and problem solving exercises (e.g., exercises that involve completing unfinished sentences);
OS1.03 - apply correct grammar in English in oral language activities;
OS1.06 - explain the meaning of simple passages in the Classical language by paraphrasing, summarizing, and answering questions;
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises);
WR1.05 - demonstrate understanding of simple passages in the Classical language by writing translations, paraphrases and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages);
AK1.04 - speak and write in English with clarity and precision.
It is recommended that teachers select a sight passage and create ten questions regarding its content (e.g., Who is the speaker of this sentence? What happens at this point in the story?). This passage can be taken from the students' text or from an alternate source (in which case it must be provided to the students). This activity can be done orally or in writing, individually, or as a class. (See Appendix B3 – Question and Answer Translation.)
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers distribute the passage to students, or direct students to the appropriate page in the text, and provide them with the list of ten questions to answer (the questions may be given in English, Latin, or ancient Greek).
2. The students read the story (either aloud or silently) and then answer the questions (either orally or in writing). Students must quote the Latin or ancient Greek sentences which lead them to their conclusions.
Formative: teacher assessment of student participation (e.g., Do the students need assistance in locating the answers to the questions? Do students continually refer to the dictionary?)
Summative: teacher evaluation of the student responses (e.g., Have students located the correct answers to the questions, demonstrating an ability to comprehend effectively?)
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 60 minutes (approximately six times at ten minutes each)
Students read Latin or ancient Greek passages carefully in order to determine the correct translation.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OS1.05 - translate simple passages in the Classical language both with and without preparation (sight passage);
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
AK1.04 - speak and write in English with clarity and precision.
It is recommended that teachers select a passage from students’ text or an alternate source (students should be provided with a copy of the text in this case). Teachers select 10-20 sentences sequentially ordered to match the story in the original language and beneath each sentence provide four English translations (one of which is correct, while the others contain subtle errors). Students select the correct translation from the choices given. By placing the Latin or ancient Greek text at the top of the page, students can directly compare in choosing the correct translation.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers distribute the worksheet to students and provide them sufficient time to analyse the sentences and choose the most accurate translation.
2. Working independently, students circle their choice of correct translation and explain the reason for it either in writing or orally.
Formative: teacher assessment of student participation (e.g., Do the students need assistance in locating the correct translation? Do students continually refer to the dictionary? Can they apply rules of grammar to their activity?)
Summative: teacher evaluation of the sentences selected (e.g., Are these the correct ones?)
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 60 minutes (approximately four times at 15 minutes each)
Students compose in Latin or ancient Greek and improve their translating accuracy.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.01 - use simple vocabulary and standard pronunciation in Latin or ancient Greek in oral language activities (e.g., songs, skits, spelling bees);
OS1.02 - apply correct grammar in Latin or ancient Greek in question and answer activities and problem solving exercises (e.g., exercises that involve completing unfinished sentences);
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.01 - use vocabulary correctly and appropriately in the Classical language in a variety of writing activities (e.g., completing unfinished sentences, matching words to their definitions, composing short phrases);
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises).
It is recommended that teachers select sentences which students have not translated previously, perhaps using ancillary translation sources (other texts) or teacher-composed passages. Teachers select ten sentences, translate them into English and paste one on the front of each envelope. Place the Latin or Greek words necessary to compose the sentence, along with a few extra words or alternate word forms, into the envelope.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. In each group of two or three, students start with one of the envelopes.
2. Students arrange the Latin or Greek words to form the correct sentence (allow five minutes.) On a sheet of paper, listing the group members, students write down the envelope number, the English sentence that appears on the outside of the envelope, and the Latin or ancient Greek words they chose in order to make it.
3. When students have completed one envelope, they return it and choose another envelope, continuing until they have translated five different sentences.
4. Teachers may collect the group members’ sheets to correct the sentences, or have the groups exchange their sheets with other students. Teachers may also correct the exercise orally by having students read the sentence in English and then give the Latin or Greek equivalent; or they can have students write the sentences on the board.
5. As an enrichment assignment, using previously taught vocabulary and grammar, teachers give the students three to five English sentences and ask them to compose the appropriate Latin or ancient Greek equivalent.
Formative: teacher assessment of student participation (e.g., Do the students need assistance in organizing their sentences? Can they apply rules of grammar to their organization?)
Summative: teacher evaluation of the Latin or Greek sentence submitted (e.g., Have students organized the words correctly? Have they demonstrated an understanding of grammar, vocabulary, and translation technique?)
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 60 minutes (approximately four times at 15 minutes each)
Students demonstrate understanding of the content of stories they have read for comprehension.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.05 - translate simple passages in the Classical language both with and without preparation (sight passage);
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet.
It is recommended that teachers select a sight passage either from students' text or from another source. Teachers create a variety of statements (in English, Latin or ancient Greek), based on the story, which are either true or false. This activity can be completed orally or in writing.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Students read a sight passage in Latin or ancient Greek, either silently or orally and identify whether each statement on the worksheet is true or false (verum aut falsum or alhqeV h yeudeV).
2. The teacher corrects the exercise orally or by collecting the sheets. If the statements are in Latin or Greek, students translate the statements, either orally or in writing, after they indicate whether they are true or false.
Summative: teacher evaluation of the true/false responses (e.g., Have students comprehended or translated correctly to determine whether the sentences are true or false? Have they demonstrated understanding of grammar, vocabulary, and translation technique?)
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 180 minutes (approximately six times at 30 minutes each)
Students paraphrase or summarize the essence of a passage in Latin or ancient Greek as an alternative to verbatim translation. Students do this translation orally or in writing.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OS1.03 - apply correct grammar in English in oral language activities;
OS1.06 - explain the meaning of simple passages in the Classical language by paraphrasing, summarizing, and answering questions;
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.05 - demonstrate understanding of simple passages in the Classical language by writing translations, paraphrases and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages).
It is recommended that teachers select a sight passage either from students' text or from another source (which teachers provide to students). Teachers provide students with class time in which to re-tell the story in a paraphrase or summary, and recount the content accurately.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers provide students with a copy of the passage (or direct students to the appropriate page in the text), and review the steps necessary to produce an effective paraphrase.
2. Students create a paraphrase or summary of the story of at least half of the length of the story; e.g., if the story is 30 lines in length, the paraphrase should be approximately 15 lines, demonstrating an understanding of the basic plot and content.
Formative: teacher assessment of student participation (e.g., Do the students need assistance in paraphrasing the passage? Do students continually refer to the dictionary, or do they demonstrate a firm grasp of necessary vocabulary? Can they apply rules of grammar to their paraphrase?)
Summative: teacher evaluation of the paraphrase submitted (e.g., Have students understood the main points of the passage? Have they demonstrated understanding of grammar, vocabulary, and paraphrase/summary technique?)
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 90 minutes (approximately six times at 15 minutes each)
Students translate English sentences into the Classical language. Students consider the elements of language and choose carefully the forms of words they need (e.g., case, number, verb tense, etc.).
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.02 - identify and use standard pronunciation of Latin or ancient Greek;
OS1.01 - use simple vocabulary and standard pronunciation in Latin or ancient Greek in oral language activities (e.g., songs, skits, spelling bees);
OS1.02 - apply correct grammar in Latin or ancient Greek in question and answer activities and problem solving exercises (e.g., exercises that involve completing unfinished sentences);
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials.)
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.01 - use vocabulary correctly and appropriately in the Classical language in a variety of writing activities (e.g., completing unfinished sentences, matching words to their definitions, composing short phrases);
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises).
At this early stage in students' learning, teachers should provide choices of word forms from which students can select in order to compose the sentence (see Appendix B4 – English to Classic Language Translation). Teachers could make an overhead of the work sheet for ease in correcting the exercises.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers provide a list of ten sentences in English which students are to translate into the Classical language, plus three to five bonus sentences accompanied by no word choices.
2. Students complete the work sheet, either in class or as homework. This can be corrected during the following class, or teachers may choose to collect the worksheets and mark them.
3. With a class that is particularly strong, this activity can be done orally, without a worksheet. Teachers can create an overhead with ten sentences, beneath which are the word choices. Students volunteer to compose each sentence orally or they circle the appropriate word choices on the overhead transparency.
Formative: teacher assessment of ability to translate into the Classical language on their own (e.g., Do students need considerable assistance in choosing the correct word forms?)
Summative: teacher evaluation of the translated sentences submitted
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 120 minutes (approximately four times at 30 minutes each)
Students augment translations done in class by writing alternative endings.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.01 - use simple vocabulary and standard pronunciation in Latin or ancient Greek in oral language activities (e.g., songs, skits, spelling bees);
OS1.03 - apply correct grammar in English in oral language activities;
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.01 - use vocabulary correctly and appropriately in the Classical language in a variety of writing activities (e.g., completing unfinished sentences, matching words to their definitions, composing short phrases);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.05 - demonstrate understanding of simple passages in the Classical language by writing translations, paraphrases and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages);
WR1.06 - produce pieces of writing (e.g., letters, journals, newspaper articles) that describe personal reactions to material studied;
AK1.04 - speak and write in English with clarity and precision.
It is recommended that teachers select a sight passage either from students' text or from another source and remove the ending so students can generate their own conclusion. Students translate the passage provided to set the stage for their own writing (in English).
Students are expected to have achieved a competency in English at the Grade 9 level. In addition, students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Students translate the passage for which the ending is missing and decide in which direction they would like the plot to travel.
2. Students write, in English, an alternate ending of their own design, incorporating dialogue in the Classical language (where applicable). This provides students an opportunity to compose simple expressions in Latin or ancient Greek and to practise their linguistic skills.
3. An alternative is to take a translation already done, ignore the ending, and have the students write their preferred version; another option would be to complete a story from the text that has no ending given.
4. As enrichment, teachers may wish to encourage students to write their alternate ending in Latin or ancient Greek. It need not be as long or detailed, depending on the students’ level of vocabulary and grammatical understanding in the Classical language.
5. Teachers collect the stories to mark or have students share their writing as a group through oral presentations.
Formative: Teachers confer with students to assist them with translating and to help them arrive at ideas for plot twists in the endings (e.g., Do the students need assistance in translating? Do students continually refer to the dictionary or do they exhibit a good grasp of vocabulary appropriate to the stage? Can they apply rules of grammar to their translation?).
Summative: teacher evaluation of the story completion submitted (e.g., Have students translated the original story correctly? Have they written a creative ending to it? Have they demonstrated understanding of grammar, vocabulary, translation technique, and correct English writing form? Have students incorporated at least a few phrases or lines in Latin or ancient Greek, accurately written (if this were part of the teachers' expectations)?
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 240 minutes (approximately three times at 80 minutes each)
Students translate passages and bring them to life through dramatization.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.01 - use simple vocabulary and standard pronunciation in Latin or ancient Greek in oral language activities (e.g., songs, skits, spelling bees);
OS1.03 - apply correct grammar in English in oral language activities;
OS1.05 - translate simple passages in the Classical language both with and without preparation (sight passage);
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.05 - demonstrate understanding of simple passages in the Classical language by writing translations, paraphrases and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages);
AK1.04 - speak and write in English with clarity and precision.
It is recommended that teachers provide students with a variety of passages that can be acted out in a creative fashion. Teachers assist in the creation of a useful product by providing props, costumes, and guidance in other aspects of the staging. (See Appendix B5 – Translation Dramatization – Marking Rubric.) This activity may require a class or two to prepare, depending on the class size and other factors.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done. Students also will have had experience with this type of presentation in other subject areas.
1. Teachers form groups of a size appropriate to the translations being staged (or provide guidelines for students to divide themselves). Teachers can assign groups a translation of the same story, or different stories, for which they are responsible for providing a translation as well as a dramatization. Teachers provide students with an outline of the criteria for the marking of the dramatization.
2. Within their groups, students translate the passage assigned, and then divide roles among their members. Students also decide if their group will perform the English translation or the original Latin or ancient Greek. If students decide to perform in Latin or ancient Greek, they must submit their translation to the teacher to be marked/corrected beforehand.
3. Teachers review the translation with each group to ensure the accuracy of the translation before practising begins.
4. Students practise their lines, organize props and costumes, and prepare other elements of their presentation.
5. Students present the dramatization.
Formative: teacher-student conference during the translation to deal with any difficulties that arise.
Summative: teacher may evaluate the translation as well as the dramatization, or may choose to assess only the final product (see Appendix B5 – Translation Dramatization – Marking Rubric). Peer- and self-evaluation can be incorporated by adjusting the rubric suggested in the appendix.
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 90 minutes (approximately two times at 45 minutes each)
Students produce an accurate translation from Latin or ancient Greek into English (or English into Latin or ancient Greek) and present it creatively.
See Overall Expectations at the beginning of the unit.
Specific Expectations
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.01 - use vocabulary correctly and appropriately in the Classical language in a variety of writing activities (e.g., completing unfinished sentences, matching words to their definitions, composing short phrases);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.05 - demonstrate understanding of simple passages in the Classical language by writing translations, paraphrases and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages).
It is recommended that teachers provide students with a selection of passages in the Classical language which lend themselves easily to creative illustration. Teachers should also provide students with an outline of the requirements for this assignment along with a marking scheme.
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Teachers provide students with a passage in the Classical language which they translate into English before illustrating it creatively. Students accurately create simple sentences in Latin or ancient Greek to form dialogue.
2. Teachers provide students with class time in which to work on their translation, especially if requiring students to translate into the Classical language, where teacher support may be needed.
Formative: teacher-student conference during the translation to deal with any difficulties that arise; teachers can assist in finding ideas or materials for illustration
Summative: Teacher evaluates the illustration for accuracy in translation, for example. Peer- and self-evaluation may also be incorporated.
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 1440 minute (time division will vary)
Students strengthen their linguistic abilities in translating from the Classical language to English, both orally and in writing. Students enhance their understanding of English grammar and their ability to understand the structure of other languages.
See Overall Expectations at the beginning of the unit.
Specific Expectations
OL1.01 - demonstrate an understanding of spoken words, phrases, questions, and simple passages in the Classical language by answering questions and translating material;
OL1.02 - identify and use standard pronunciation of Latin or ancient Greek;
OL1.03 - demonstrate an understanding of simple vocabulary and grammatical forms in passages of Latin or ancient Greek presented orally;
OS1.03 - apply correct grammar in English in oral language activities;
OS1.05 - translate simple passages in the Classical language both with and without preparation (sight passage);
RE1.01 - read simple stories in the Classical language and respond to main ideas;
RE1.02 - identify simple grammatical constructions (e.g., subject - verb agreement in Latin or ancient Greek texts as well as in English materials);
RE1.03 - use knowledge of Latin or ancient Greek vocabulary and grammar to build reading comprehension;
RE1.04 - show an understanding of the alphabet of the Classical language for translation, including the ways in which it differs from our modern alphabet;
WR1.05 - demonstrate understanding of simple passages in the Classical language by writing translations, paraphrases and summaries of the passages, as well as answers to questions, both with and without preparation (sight passages);
AK1.04 - speak and write in English with clarity and precision.
Teachers should consult the text and a variety of ancillary sources for sight passages which can be incorporated into student translation activities as an alternative to those contained in the text (see Resources in the Course Overview for a suggested list). (See Appendix B6 – Translation Marking Rubric.)
Students are expected to have achieved an understanding of the grammar, vocabulary, and translation technique appropriate to the stage at which the activity is done.
1. Students complete translation assignments, which may or may not be submitted for marking at the teacher’s discretion.
2. Translations may be done in writing or orally, with preparation or without, individually or in groups.
Diagnostic: Teachers use translation exercises to assess students’ metacognition and to determine which abilities need to be addressed in classroom activities.
Formative: teacher assessment of student activity (e.g., Do the students need assistance in translating? Do students continually refer to the dictionary, or do they exhibit a good grasp of the vocabulary appropriate to their level? Can they apply rules of grammar to their translation? Can students translate orally from sight, or do they need time to prepare translations?)
Summative
· teacher evaluation of student translation assignments (for accuracy, incorporation of grammatical concepts, etc.)
· test or exam translation passages, either with prior preparation or at sight (or both)
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
(Taken from Ecce Romani, Chapter 18, “Settling In”.)
Read the story carefully, then locate the Latin for each of the translated sentences provided and quote the Latin sentence below the corresponding English sentence. (The sentences are not in sequence.)
1.
“I am also very tired,” said Aurelia.
·
The innkeeper immediately ordered his
slaves to prepare dinner for Cornelius, Marcus, and Sextus.
·
Everyone entered the inn.
·
But he ordered the slaves to look for
another bed.
·
“I am not hungry,” answered Cornelia.
·
“My slaves can prepare a good meal for
you at once.”
·
“There are no dirty beds in my inn!”
·
“Many travellers are in the custom of
coming to my inn.”
·
“You cannot find a better inn near the
Appian Way,” muttered the innkeeper.
· “It is necessary to move another bed into the bedroom.”
(Taken from The Oxford Latin Course, Chapter IV, “Argus Saves Horatia.”)
Read the story and complete it by translating the missing sections indicated by blanks.
Quintus and Horatia go to the fields. Quintus is leading Argus. But Argus sees two hares in the road __________________________________ ; the hares run off into the woods. _________
___________________________________ and runs into the woods. The children call _________________ and ________________ for a long time, but the bad dog does not return.
Finally, they go into the woods and climb down a hill; soon, ________________________
___________________________________________ ; the river, called Aufidus, is long and quick-flowing. The children approach the riverbank; they are _____________________________ . They sit down on the riverbank. ____________________________________________________
___________________________________________________________________________ . They swim happily for a long time.
_____________________________________________________________________ ; but Horatia stays in the water and swims again. Suddenly, she slips; _________________________
______________________ , she shouts, scared. ______________________________________. He rushes into the water and looks for Horatia. But the river carries her away. ________________
___________________________________________________________________________ .
Marcus hears the shout; ____________________________________________________ ; he sees Horatia and plunges into the water. ____________________________________________ and drags her to the riverbank. _____________________________________________________
___________________________________________________________________________ . The boy and the girl, very exhausted, lie on the riverbank for a long time. ___________________________________________________________________________ . They praise Argus; they slowly climb the hill. They run through the woods and ______________
___________________________________________________________________________ . Scintilla is awaiting them anxiously. When she sees them, ________________________________ . She leads them into the house and _________________________________________________
(Taken from The Oxford Latin Course, Chapter IV, “Argus Saves Horatia.”)
Soon their father returns from the field; he greets Scintilla and his children. He is very tired. “___________________________________________________________________________,” he asks.
“ ____________________________________________________________________, “ replies Scintilla. _____________________________________________________________.
After dinner, Scintilla sees Horatia’s tunic; her tunic is _______________________ . Scintilla asks, “________________________________________________________________?” Horatia tells the whole story. __________________________________________________ but scold Quintus, __________________________________________________ .
finis
(Taken from Athenaze: Book I, pp. 116-177 “The Disaster”, chapter 10b)
Directions: Answer the questions, and quote the ancient Greek sentences that support your answers.
2. Why does Dikaiopolis want to leave Athens at midday?
· What does Myrrhine want to do instead?
· What does Dikaiopolis suspect Xanthias is doing, while the family is in Athens?
· What does Dikaiopolis think is happening to a) the cattle b) the sheep c) the house?
· a) What are the young men doing in the street?
b) In what condition are they?
· What do the other young men do to someone?
· What does Philip say to the ruffians?
· What does Philip do when one of the young men hits him?
· What do Philip's parents do with him?
· What is wrong with Philip?
(Taken from Cambridge Latin Course, Stage IV, pp. 55-56, “in basilica”)
Directions: Answer the questions, and quote the Latin sentences that support your answers.
3. quis est Hermogenes?
· ubi est iudex?
· quid Caecilius in foro cotidie agit?
· cur Caecilius ad basilicam venit?
· quis est testis?
· quid Hermogenes non reddit?
· quid Caecilius habet?
· quid Hermogenes habet?
· quis rem probat? cur?
· quis est mendax?
(Based on Cambridge Latin Course, Stage 10)
Translate the following English sentences into Latin, selecting the correct words from the list provided in each question and writing your sentence in the space provided.
1. Syphax gave a ring to Grumio.
Syphacem Grumioni anulum dat
Syphax Grumionem anulus dedit
2. The innkeeper was cursing at his wife.
caupo uxorem vituperabat vituperavit
caupones uxori vituperat
3. We gave the money to the slave.
vos servus pecuniam dat dedimus
nos servo pecuniae dedit
4. The woman searched for her husband in the street.
feminam femina maritum in villa quaesivit
feminae maritus in via rediit
5. You were lazier than Grumio.
tu eratis Grumioni ignavus
vos erat quam Grumio ignavus
6. Suddenly, three slaves beat the merchant.
nunc tria vituperabat servi mercatores
tum duo verberaverunt servus mercatorem
subito tres
7. The master gave an urn to the slave girl.
domina ancillas servo dabam
dominus ancillae servum dedit
(Based on Cambridge Latin Course, Stage 10)
8. I am very angry.
ego eram iratissimi
tu sum iratissima
9. A huge slave stole much money.
ingens servus paucam pecunia capit
parvus ancilla multa pecuniam cepit
multam
10. The unlucky cook destroyed the kitchen.
infelix coquus culinam ardebat
felix coquum culinas delevit
Bonus:
a) Caecilius was walking in the garden.
b) The innkeeper saw the fire.
Name: _____________________________________________________________
Date: ________________________
Translation/Story: ___________________________________________________
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Translation |
- translation contains many errors, and shows significant grammatical difficulty 1 2 3 4 |
- translation contains some minor errors, and shows some grammatical difficulty 5 6 7 8 |
- translation contains only a few minor errors and shows little grammatical difficulty 9 10 11 12 |
- translation contains few or no errors and demonstrates effective grammatical understanding 13 14 15 16 |
|
Knowledge |
- minimal use of appropriate costumes and props to exhibit understanding of content 1 2 |
- some use of appropriate costumes and props to exhibit understanding of content 3 4 |
- good use of appropriate costumes and props to exhibit understanding of content 5 6 |
- thorough use of appropriate costumes and props to exhibit understanding of content 7 8 |
|
Voice Projection/ Expression |
- few group members spoke clearly and expressively 1 2 |
- some group members spoke clearly and expressively 3 4 |
- most group members spoke clearly and expressively 5 6 |
- all group members spoke clearly and expressively 7 8 |
|
Performance |
- exhibited limited understanding of content 1 2 |
- exhibited some understanding of content 3 4 |
- exhibited good understanding of content 5 6 |
- exhibited thorough understanding of content 7 8 |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Student Name: _____________________________________
Translation: _________________________________
|
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Accuracy of Classical Grammar |
- many errors in grammar 1 2 3 |
- some errors in grammar 4 5 6 |
- few minor errors in grammar 7 8 9 |
- no errors in grammar 10 |
|
Vocabulary |
- many errors in identifying word meanings 1 2 3 |
- some errors in identifying word meaning 4 5 6 |
- few errors in identifying word meaning 7 8 9 |
- no errors in identifying word meaning 10 |
|
English Sentence Structure |
- many errors in forming English sentences 1 |
- some errors in forming English sentences 2 |
- few errors in forming English sentences 3 4 |
- no errors in forming English sentences 5 |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
|
Activity |
Knowledge/ Understanding |
Thinking/Inquiry |
Communication |
Application |
|
1: Translation in the Round |
X |
X |
|
X |
|
2. Match Translation |
X |
X |
|
X |
|
3. Cloze Translation |
X |
X |
X |
X |
|
4. Alternating Translation |
X |
X |
X |
X |
|
5. Question and Answer Translation |
X |
X |
X |
X |
|
6. Multiple Choice Translation |
X |
X |
|
X |
|
7. Organize Me! |
X |
X |
X |
X |
|
8. True - False Translation |
X |
X |
X |
X |
|
9. Paraphrase/ Summarize Activity |
X |
X |
X |
X |
|
10. English to Classical Language Translation |
X |
X |
X |
X |
|
11. “You Finish the Story” |
X |
X |
X |
X |
|
12. Translation Dramatization |
X |
X |
X |
X |
|
13. Illustrated Translation |
X |
X |
X |
X |
|
14. Independent Student Translation |
X |
X |
X |
X |