Course Profile Classical Languages, Level
1, Academic, Public
Unit 2: Grammatical Knowledge
Subject: Classical Languages, Level 1, Academic
Unit Developers
Margaret-Anne Gillis (Project Manager)
Jennifer Archer
Elizabeth Ellison
James Lynd
Development Date: July 1999
Unit Revisers: (Internal) Rocky Yeung
In order to read and translate Latin and ancient Greek effectively, students must develop an understanding of essential grammatical concepts and terminology. They must be able to analyse sentences for syntax, parts of speech, and word order. They must learn various cases of nouns, tenses of verbs, and other grammatical constructions. Students demonstrate their understanding through translation, composition, analytical and consolidation exercises which require them to apply their knowledge to new situations. According to the text used, teachers will introduce the grammatical concept before, after, or concurrently with the translations of the text, based on the difficulty of the concept, the needs of the student, or the teacher's own preferences. It is important, however, to ensure that the grammatical concepts are not taught in isolation, but are reinforced through translation activities and exercises within the text. This unit provides various activities that appeal to many learning styles, accommodate exceptional students, and facilitate the acquisition of grammatical skills.
Strand(s): Oral Communication: Listening, Oral Communication: Speaking, Reading, Writing, Application of Knowledge of Classical Language to Other Contexts
The expectations outlined in the policy document have been incorporated into all activities listed below, where appropriate. Teachers are directed to refer to each activity for specific expectations.
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;
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 |
Introduction to Case - Nominative and Accusative |
120 minutes |
|
Activity 2 |
Introduction to Verb Tense (Present, Imperfect, Perfect) - Person and Number |
300 minutes |
|
Activity 3 |
The Dative Case of Nouns |
240 minutes |
|
Activity 4 |
Adjectives - Agreement and Degree Positive, Comparative, and Superlative) |
240 minutes |
|
Activity 5 |
Genitive Case Nouns |
120 minutes |
|
Activity 6 |
Principal Parts of Verbs, Imperative Mood and Vocative Case |
150 minutes |
|
Activity 7 |
Pluperfect Tense |
60 minutes |
|
Activity 8 |
Culminating Activity: Analysis |
150 minutes |
Students should have met the expectations outlined in The Ontario Curriculum, Grades 1-8: Language. No prior formal grammatical knowledge is assumed, since the courses are taught ab initio.
Some equipment is highly recommended, but not necessary to maximize use of the activities: access to computers and computer software (Latin Now!), TV/VCR, an overhead projector with transparencies, art supplies, a tape/CD player.
· Teachers are encouraged to address the varied learning styles in their class, using a combination of Socratic teaching and student-centred learning.
· Teachers should review group learning strategies with students and provide opportunities for small group learning, learning in pairs, and individual work.
· In cases where unfamiliar activities have been suggested in the list below, 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/evaluative 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.
Time: 120 minutes
This activity is designed to review students’ understanding of the essential elements of English grammar (the definition of a sentence, a subject, and an object) and to introduce them to the equivalent elements in Latin.
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;
OS1.05 - 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;
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises);
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).
It is recommended that teachers prepare an endings chart reflective of the approach to endings with which they feel most comfortable (see Appendix C1 - Endings Chart for reproducible templates) and make it available to the students as a graphic organizer to help students internalize the concepts. This teaching strategy might be used to clarify and consolidate learning after the initial introduction of noun cases in the classical language.
Students are assumed to understand concepts taught in the course to date.
1. Teachers brainstorm a definition of a sentence with the class.
2. Teachers present sample English sentences and ask students to identify nouns/pronouns and verbs and introduce the concepts of subject and object with questions such as: Who is performing the action? Who is receiving the action?
3. Once English sentences are labelled, teachers can equate the subject and object with their Latin/ancient Greek equivalents (nominative and accusative), marking these on the English sentences.
4. Teachers introduce students to proper word order in Latin or ancient Greek, according to the conventions of the textbook being used. Students compare an English sentence to one in Latin or ancient Greek to understand that ancient inflected languages follow a very different order.
5. Teachers ask the class to write a note providing the definition of a sentence, a subject, an object (objects of prepositions and verbs), a verb, nominative case, and accusative case.
6. Students analyse Latin or ancient Greek sentences and label them individually with the terms “nominative and accusative”.
7. Students enter Latin or ancient Greek endings into a blank chart (see Appendix C1) as each concept is taught. This allows students to visualize the organization of grammatical concepts and endings with a view to memorizing them. Teachers may wish to explain in simple terms the meaning of declension and number, although these concepts will be reinforced later.
Diagnostic: informal teacher observation through class discussion, question, and answer (Can students define the above terms accurately?)
Formative: Student translation exercise: they apply this new knowledge to a series of Latin or ancient Greek sentences, e.g., graphic analysis of sentences in Latin/ancient Greek and English; simple sentence composition based on a teacher-created word list; unscrambling Latin or ancient Greek sentences to place words in the correct order, or applying skills in translation exercises.
Summative: Students complete a quiz in which they are asked to identify the nominative and accusative cases. They also complete a quiz in which they are asked to provide the definitions of the nominative and accusative cases, and to fill in a chart with the appropriate endings.
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 300 minutes
Students review their understanding of the essential elements of English grammar (verb tenses, person and number) which are also present in Latin and ancient Greek.
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;
OS1.04 - use knowledge of Latin or Greek roots and grammar when speaking in English;
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;
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.04 - use knowledge of Latin or ancient Greek roots and grammar when writing in English;
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 create a chart of verb endings, reflecting the approach with which they feel most comfortable. One chart for the four tenses learned in this course is practical as students can add or refer to it as each is presented. A reproducible template is provided in Appendix C2 – Latin Verb Endings. This teaching strategy might be used to clarify and consolidate learning after initially introducing verb tenses in the classical language. To reinforce work with irregular verbs, involve students in activities such as “vinco” and “cogitate.” (See Unit 3 for suggested approaches to these activities.)
Students are expected to have acquired the skills taught in the course to date.
1. Teachers elicit student examples of regular English verbs in the present and past tenses, noting them on the board or overhead. (Teachers may wish to indicate the difference between the three types of English present tense verbs: simple present [I walk], present progressive [I am walking], present emphatic [I do walk] and compare them to the past progressive [I was walking] and simple past [I walked] in English.)
2. Once this distinction is made, teachers illustrate the difference between imperfect and perfect tenses in English (for example, explaining that the perfect tense is like a snapshot of an event in the past while the imperfect tense is like a motion picture or video).
3. Teachers illustrate the distinction between person and number by conjugating an English verb.
4. Teachers explain the correspondence between English verbs and Latin or ancient Greek by helping students to complete a blank chart. Students should already know the terms “person and number” from English and other languages studied. Students look for signs of tense before the endings and make note of them on the chart in different colours or using highlighting. For instance, a useful mnemonic device for remembering the imperfect tense is “-ba”: “when you see -ba think was/were + ing”. A useful mnemonic for most regular perfect tense verbs is: “when you see the u, s, x, or v think ed.”
5. Using English, Latin or ancient Greek sentences to illustrate, teachers point out to students that a subject and its verb must agree in number (e.g., a singular subject must take a singular verb).
6. Teachers provide a few sentences with a variety of tenses, persons, and numbers that students are to translate correctly.
Diagnostic: informal teacher observation through class discussion, question and answer, e.g., Can students identify different tense endings? Can they distinguish between tenses, numbers?
Formative: student translation exercise where they apply this new knowledge to a Latin or ancient Greek paragraph, e.g., Students provide an accurate translation orally or in writing; students label/indicate various verb tenses, numbers, persons.
Summative: Students complete a quiz in which they accurately complete an endings chart, or translate a passage which contains examples of all three tenses, in various persons and numbers.
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 240 minutes
This activity introduces students to the indirect object, its recognition, use, and translation. This can be a very difficult concept for students to master.
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;
OS1.04 - use knowledge of Latin or Greek roots and grammar when speaking in English;
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;
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.04 - use knowledge of Latin or ancient Greek roots and grammar when writing in English;
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 refer to the endings chart for nouns which they created or accessed in Activity 1. This teaching strategy might be used to clarify and consolidate learning after initially introducing the dative case in the classical language.
Students are expected to have acquired the skills taught in the course to date.
1. Beginning with a sentence in English and Latin/ancient Greek (which contains a dative case word), teachers invite students to label the nominative, accusative, and verb (see Appendix C3 - Noun Case Practice Sheets).
2. Teachers demonstrate to students that the unlabelled word is a dative case word expressing the indirect object and, through Socratic questioning, elicit from the students that this case is often translated into English using the expression “to or for ____”. Teachers explain that the term “dative” derives from the Latin word “do, dare - to give”, a useful mnemonic device.
3. Teachers list several sentences containing dative case nouns in Latin or ancient Greek and ask the students to make observations about the verbs. The students may need assistance recognizing that verbs of “saying, showing and giving” often take the dative case after them.
4. Students expand their existing chart to include endings for the dative case in the three declensions learned.
5. Teachers provide practice sentences in Latin or ancient Greek and ask students to identify and translate the dative case words within them either orally or in writing. Students also identify and explain the use of other cases of nouns/adjectives previously learned, as well as verbs (tense, person, and number).
6. Teachers may wish to explain the use of the dative case in constructions involving “interest” and with specific verbs such as credere, favere, and respondere (including impersonal verbs).
Diagnostic: informal teacher observation through class discussion, question and answer, e.g., Can students identify the dative case and explain its use?
Formative: student translation exercise where they apply this new knowledge to a Latin or ancient Greek paragraph, e.g., Students provide an accurate translation orally or in writing; students label/indicate the dative case.
Summative: student quiz in which they are given five sentences containing dative case nouns and they are asked to identify them
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 240 minutes
Students reinforce their understanding of declensions, gender, and number and are introduced to the concept of agreement between adjectives and the nouns they modify and to the concept of the intensity of an adjective known as degree.
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;
OS1.04 - use knowledge of Latin or Greek roots and grammar when speaking in English;
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;
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.04 - use knowledge of Latin or ancient Greek roots and grammar when writing in English;
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.
The endings chart developed for Activities 1 and 3 is valuable to demonstrate the connection between adjectives and nouns. One of the learning activities involves matching, for which the teachers prepare flashcards featuring endings and adjective stems. This teaching strategy might be used to clarify and consolidate learning after initially introducing adjectives in the classical language.
Students are expected to have acquired the skills taught in the course to date.
1. Teachers begin by eliciting from students examples of adjectives in English.
2. Through class discussion, teachers review the purpose, definition, and use of adjectives in English.
3. Students generate examples of adjectives in Latin or ancient Greek, which are listed on the board or overhead.
4. Students match these adjectives to a Latin or ancient Greek noun they know. This leads to a discussion of the need for agreement between nouns and the adjectives that modify them.
5. Next, teachers display the endings chart and reinforce the concept of declension, noting that adjectives of one declension can modify nouns of another.
6. To reinforce this concept, students complete a declining activity in which they generate, either orally or in writing, a chart showing a noun of one declension matched with an adjective of another (e.g., “the angry merchant”: mercator iratus, mercatori irato, etc.). A practice worksheet could also be provided.
7. Students participate in a matching activity, in which they are given a series of nouns and adjective stems (without endings) along with jumbled endings on cue cards. Students match a noun with an appropriate adjective and add the proper ending.
8. Teachers use the endings chart to show that the three types of adjectives use the same endings as nouns, with certain conditions, explain the construction of the three types of adjectives, and provide a grammar note for students to add to their binders.
9. Using matching activities, teachers reinforce these concepts by asking the students to match a series of English adjectives (positive, comparative, and superlative) with the corresponding Latin or ancient Greek words.
10. Teachers use flashcards containing various forms of adjectives in Latin, ancient Greek, and English and elicit student responses as to degree.
11. Teachers then introduce the concept of agreement - adjectives must match the nouns they describe in gender, number and case, but not necessarily in declension. This can easily be done using a board or overhead note in which nouns of the first and second declension are modified by adjectives of the first and second declension; nouns of the third declension are modified by adjectives of the third declension. This can be reinforced using flashcards featuring a mixture of nouns and adjectives which students must match, paying attention to gender, number and case.
Diagnostic: informal teacher observation through class discussion, question and answer, and flashcard activity (e.g., Can students define and identify positive, comparative, and superlative adjectives in English and Latin/ancient Greek? Can they create agreement between nouns and adjectives in Latin/ancient Greek?)
Formative: student translation exercise where they apply this new knowledge to correctly translate a passage in Latin or ancient Greek that contains the three types of adjectives; a game activity in which students point to the correct form of the adjective in response to a verbal clue from the (see below, Unit 3, Activity 1).
Summative: student quiz in which they match the correct form of the adjective to a series of nouns; quiz in which they match the degree of adjective to the appropriate English word; translation test in which students recognize and correctly translate the three degrees of adjectives.
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 120 minutes
This activity introduces students to the concept of the genitive case of nouns and adjectives. Students develop a familiarity with this grammatical form, its appearance and usage, and learn to identify it in English and Latin/ancient Greek.
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;
OS1.04 - use knowledge of Latin or Greek roots and grammar when speaking in English;
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;
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.04 - use knowledge of Latin or ancient Greek roots and grammar when writing in English;
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.
Teachers should continue to access the endings chart previously prepared, and may wish to prepare overheads and worksheets to match the activities.
Students are expected to have acquired the skills taught in the course to date.
1. Teachers may wish to begin by picking up a few belongings from students’ desks to introduce the concept of possession as students claim ownership of the items. Teachers provide a grammar note on the board or overhead, outlining the purpose of the genitive case to express possession or ownership, primarily. They may also wish to indicate that the genitive case can be used to express description and measure (see below).
2. Teachers review the use of the apostrophe in English to show possession and form a contraction (e.g., “its” vs. “it’s”) to reinforce that the knowledge of this concept is essential to the translation of genitive expressions.
3. Teachers also provide examples of sentences containing genitive expressions in English highlighting the case to be learned, or drawing attention to the expression (in possessive statements, e.g., “the chariot of Sextus”, “Grumio’s toga”; in descriptive statements - the genitive of description, e.g., “a person of evil character,” or to express part of a whole - the partitive genitive, e.g., “more of the chocolate”, “too little of the coffee.”
4. Teachers provide examples in Latin/ancient Greek, highlighting the case to be learned, or drawing attention to the expression. Students generate more examples of the different types of genitive expressions in Latin/ancient Greek, orally and in writing.
5. Using the existing endings charts, teachers indicate the genitive endings in the appropriate place (singular and plural) and have the students add these.
6. Through an oral question and answer activity, teachers provide examples of sentences in English and Latin/ancient Greek and elicit student responses to identify the genitive expression or word in each, stating the type of genitive expression each is.
7. Teachers also introduce the concept that the genitive singular form of the word is used to determine its stem to which other case endings are added (e.g., rex, regis... regis is the genitive form of the word for “king”, and it is used to generate the stem “reg-” to which the other case endings are added.) In addition, teachers indicate that the genitive singular form of the noun identifies the declension from which it comes; this is the second form of the noun listed in every Latin/ancient Greek dictionary.
8. Students complete a worksheet that contains a series of English sentences matched with incomplete Latin or ancient Greek sentences (missing the genitive word). Students are required to generate the correct Latin or ancient Greek word to complete the sentence so that it translates correctly into the English given (e.g., “Caecilius purchased Syphax’s slave. Caecilius servum __________ emit.” Choose from: Syphax, Syphacem, Syphaci, Syphacis, Fred. “Quintus saw Flavia’s dog. Quintus canem ___________ vidit.” Choose from: Flavia, Flaviae, Flaviam, Jane.)
Diagnostic: informal teacher observation through class discussion, and question and answer (e.g., Can students recognize the possessive case in English--words made possessive using an apostrophe + s, or using “of”?)
Formative:
· student translation exercise where they apply this new knowledge in order to correctly translate a passage from Latin or ancient Greek containing various types of genitive expressions, or where students translate various genitive expressions into Latin/ancient Greek. The worksheet mentioned in Strategy 9 above could also be used as a formative assessment.
· dictionary exercise in which students are asked to consult a dictionary to find the genitive singular form of a selection of nouns, and generate the correct stem.
Summative: student quiz in which they correctly form genitive words in Latin/ancient Greek, in which they correctly complete the noun/adjective chart with genitive endings, or where they accurately translate a passage from Latin/ancient Greek containing different forms of genitive case expressions.
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 150 minutes
This activity introduces students to the imperative mood of verbs and the vocative case of nouns in English and Latin/ancient Greek and the partnership between them. Students reinforce their understanding of the principal parts and the conjugations of verbs.
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;
OS1.04 - use knowledge of Latin or Greek roots and grammar when speaking in English;
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;
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.04 - use knowledge of Latin or ancient Greek roots and grammar when writing in English;
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 outline useful commands in Latin or ancient Greek on an overhead, matching the English commands with those in the Classical language. Flashcards of these commands may also be useful, especially for students with hearing impairments. Teachers may also prepare a worksheet and grammar note to reinforce the concepts within this activity.
Students are expected to have acquired the skills taught in the course to date. In addition, teachers may want students to know before this activity that there are four conjugations of Latin verbs.
1. By calling out a variety of commands, teachers introduce expressions using the imperative mood.
2. Teachers explain the four principal parts of the verb, briefly. Teachers select a few verbs and point out principal parts, labelling them. Then, selecting 10 verbs, they write the 1st person singular, present indicative active (1st principal part) on the board and ask students to locate the correct verb in the dictionary/glossary of the text (or a separate dictionary).
3. Teachers explain the formation of the imperative form of verbs and provide a grammar note on this concept.
4. Teachers explain the formation of the negative imperative form of the verb (e.g., that by adding the word “noli/nolite” to the infinitive form of the verb, a negative command is given. For example, “noli ridere” means “do not laugh/smile”, directed to one person).
5. Teachers reinforce these new concepts by leading students in a class activity in which they give commands in Latin/ancient Greek (e.g., “surge” or “surgite” means “GET UP!”; “noli saltare - DON’T DANCE!; “salite” - JUMP!; “tangite nasum” - TOUCH YOUR NOSE!; “sedete” - “SIT!”).
6. Teachers could also reinforce these concepts by providing students with a work sheet that requires them to form the singular and plural, positive and negative, imperative forms of a variety of Latin or ancient Greek verbs.
7. Teachers introduce the vocative case of nouns by calling on students by name and giving them specific instructions. Teachers ask the class to comment on how they knew to whom the instructions were directed as a lead-in to a discussion of vocative case, used to address directly a person or group of people.
8. Teachers provide a grammar note which explains the formation of the vocative case in Latin or ancient Greek (e.g., et tu Brute? or w Filippe).
Diagnostic: informal teacher observation through class discussion, activities and question and answer (e.g., Can students identify and follow commands and distinguish these from regular verbs? Can students recognize when one person is being spoken to in the vocative case, as opposed to many people?)
Formative:
· student translation exercise where they apply this new knowledge in order correctly to translate a passage from Latin or ancient Greek containing imperative verbs and vocative nouns
· student participation in the activity in Latin or ancient Greek which requires them to see and hear both concepts used
· worksheet which requires students to generate correctly vocative nouns and imperative verbs from a list of words provided
· worksheet which requires students to generate correctly vocative nouns and imperative verbs, and to use them correctly in forming simple sentences
· worksheet which requires students to convert simple statements in Latin or ancient Greek to statements involving imperative commands and direct address (e.g., “Marcus cenam consumit.” would become “Marce! cenam consume!” or “consume, Marce, cenam!”)
· dramatization of a correct translation incorporating the vocative case and imperative mood to demonstrate student understanding
Summative: student quiz in which they correctly form imperative verbs and vocative nouns in Latin/ancient Greek, in which they correctly complete the noun/adjective chart with vocative endings, or where they accurately translate a passage from Latin/ancient Greek containing vocative and imperative expressions.
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 60 minutes
This activity introduces students to the concept of the pluperfect tense of verbs and consolidates their knowledge of the imperfect tense of the verb “to be” (esse) and the principal parts of the verb.
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;
OS1.04 - use knowledge of Latin or Greek roots and grammar when speaking in English;
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;
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.04 - use knowledge of Latin or ancient Greek roots and grammar when writing in English;
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.
Teachers assemble several manilla envelopes (large enough to hold index cards), four colours of medium-sized index cards: on one colour write the perfect active stem of ten verbs; on another colour, write the perfect endings; and on the third colour, write the pluperfect endings. On the fourth colour of card write the instructions, such as: “ form the first person singular, perfect tense” or “form 'she had looked'.” Teachers should form at least five of these instruction cards per kit. Arrange these into kits (stored in the envelopes) so that there is approximately one kit for every four students. This preparation takes approximately two hours, but the kits are reusable (especially if laminated).
Students are expected to have acquired the skills and knowledge taught in the course to date.
1. Teachers review present, imperfect, and perfect tenses with the students, reminding them of the signs which indicate the tenses (e.g., ba, u, s, x, v).
· Teachers review the forms of the verb “to be” in the imperfect tense.
· Teachers demonstrate that the pluperfect is formed by adding the imperfect form of esse to the perfect stem. Students enter this information into their verb charts or grammar notes.
· Teachers indicate the difference in translation between the perfect and pluperfect tenses of verbs. One way to indicate this difference is to associate pluperfect with the English auxiliary “had”.
· Students identify whether or not the verb in given sentences is perfect or pluperfect and translate it.
· Teachers divide the class into groups and have them work through the kit activity. This takes approximately five minutes to do, once the instructions are explained.
Diagnostic: informal observation through question and answer (e.g., Can the students identify and translate a present, imperfect, and perfect tense verb in Latin or ancient Greek?)
Formative:
· students form perfect and pluperfect tense verbs in Strategy 6
· students complete a worksheet form with the appropriate person, number, and tense of the Latin or ancient Greek verbs indicated
Summative:
· student quiz in which they are asked to indicate the tense of the verbs given
· translation test or quiz containing a variety of verb tenses that students must recognize to translate accurately
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
Time: 150 minutes
Students demonstrate that they have understood the grammatical concepts outlined above and that they are able to recognize and apply the grammatical forms they have learned appropriately in context.
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;
OS1.04 - use knowledge of Latin or Greek roots and grammar when speaking in English;
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;
WR1.02 - apply correct grammatical forms in the Classical language in question and answer activities (e.g., fill in the blank exercises);
WR1.03 - use correct grammar and vocabulary in English in various writing activities;
WR1.04 - use knowledge of Latin or ancient Greek roots and grammar when writing in English;
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 obtain a sight passage in Latin or ancient Greek which is appropriate to the level students have reached when this activity is done in class. Teachers should prepare written or oral questions that require students to identify correctly the required grammatical elements indicated and to explain the grammatical reasons why these forms were used.
Students are expected to have achieved a thorough understanding of the grammatical concepts outlined in the course to date.
1. Students accurately translate a passage in Latin or ancient Greek, incorporating the grammatical concepts outlined above to demonstrate a mastery of the skills fostered in Activities 1-7.
2. Teachers may wish students to identify correctly the required grammatical elements indicated (e.g., part of speech, verb tense, noun case, number, gender, person, degree of adjective, noun modified by adjective).
3. Students explain the grammatical reasons why these forms were used.
Summative: student translation and analysis of a passage from Latin or ancient Greek that incorporates the grammatical concepts outlined in Activities 1-7.
· See Resources in Course Overview.
· See attached Appendices at the end of the unit.
** Use this chart when translating your work, and to help you memorize the endings and how they work in Latin.
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1st Declension |
2nd Declension |
3rd Declension |
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feminine |
masculine |
neuter |
masc./fem. |
neut. |
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Singular |
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Nominative |
a |
us |
um |
-- |
-- * |
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Genitive |
ae |
i |
i |
is |
is |
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Dative |
ae |
o |
o |
i |
i |
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Accusative |
am |
um |
um |
em |
-- * |
|
Vocative |
a |
e |
um |
-- |
-- |
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Ablative |
a |
o |
o |
e |
e |
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* the neuter accusative singular of this declension takes the same ending as the nominative singular. |
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Plural |
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Nominative |
ae |
i |
a |
es |
a |
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Genitive |
arum |
orum |
orum |
um/ium |
um/ium |
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Dative |
is |
is |
is |
ibus |
ibus |
|
Accusative |
as |
os |
a |
es |
a |
|
Vocative |
ae |
i |
a |
es |
a |
|
Ablative |
is |
is |
is |
ibus |
ibus |
Gender: Latin nouns have a gender. Some nouns are masculine, some are feminine, and others are neuter. The genitive singular form of a noun determines to which declension it belongs, and therefore which of the above endings it gets. Your dictionary does not tell you the gender, but it gives you the Nominative singular or plural form of the noun. For example, if you look up “lingua” (a tongue or language), you know that the nominative singular form of the noun ends in “a,” so you know it is feminine, first declension, and takes the other feminine endings in that declension.
Number: Number refers to whether a word is singular or plural. A singular ending is used when you are talking about only one thing (one ball, one girl, one book). A plural ending is used when you have more than one noun (many balls, many girls, many books).
** If the subject of a sentence is plural (ex. the girls), then the verb must be plural, too. For example, you do not say in English “The girls (plural subject) goes (singular verb) to the store”, but rather: “The girls (plural subject) go (plural verb) to the store”.
Case: Case is a term that refers to the job a word does in the sentence.
What
do these cases do?
Nominative: Latin words use this ending when they are the subject of a sentence - the word doing the action.
Genitive: Latin words have a genitive ending when they are expressing ownership of something. For example, in the sentence, “This is Fred's book.” the Latin writer would write the word for Fred using a genitive ending to express his ownership of the book.
Dative: Latin words have a dative ending when the writer wants to express the idea “to or for someone”. For example, in the sentence, “I gave the book to her,” the Latin writer would write the word for “her” with a dative ending. The dative case is most often used with verbs of “saying”, “showing”, or “giving”.
Accusative: The accusative ending is used when the word is the direct object of the verb; for example, in “The girl hit the ball,” “ball” is the direct object of the verb “hit”. It is also used as the direct object of prepositions; e.g., “post cenam” is translated as “after dinner”.
Vocative: This ending is used when someone is speaking directly to someone else. For example, if the teacher were asking Fred a question, “Fred, did you do your homework?”, the Latin writer would place a vocative ending on the word “Fred”.
Ablative: Latin words have this ending when they are used in an adverbial sense, after certain prepositions and to show “agent” (e.g., This song was performed by the rock group.)
Blank Template
** Use this chart to practice labelling the endings, and to help you memorize how they work in Latin.
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1st Declension |
2nd Declension |
3rd Declension |
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feminine |
masculine |
neuter |
masc./fem. |
neut. |
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Singular |
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Nominative |
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Genitive |
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Dative |
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Accusative |
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Vocative |
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Ablative |
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Plural |
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Nominative |
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Genitive |
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Dative |
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Accusative |
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Vocative |
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Ablative |
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Every Latin verb is identified by different qualities. You can describe a verb according to its tense, person, and number.
Tense: The tense of the verb tells you when the action happened:
Present Tense: the action is happening NOW.
ex. “I walk/am walking to the school.”
Imperfect Tense: the action happened over a period of time during the past.
ex. “I was walking to the school when the bell rang.”
Perfect Tense: the action happened in the past. The perfect tense is used when you are not talking about something that happened over a period of time, but rather something that happened and is over.
ex. “I walked/have walked to school before.”
Pluperfect Tense: the action happened in the remote past, and is usually expressed in English by the use of the word “had” accompanying the verb.
ex. “By 10:00 yesterday, I had finished the work.”
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Pluperfect Tense |
Perfect Tense |
Imperfect Tense |
Present tense |
|
- happened in the remote past |
- happened ONCE in the past and is over |
- happened in the past, over a period of time |
NOW !! |
|
Tenses --> |
Present |
Imperfect |
Perfect |
Pluperfect |
|
1st person singular, “I” |
o |
bam |
i |
eram |
|
2nd person singular, “you” |
s |
bas |
isti |
eras |
|
3rd pers. sing., “she / he / it” |
t |
bat |
it |
erat |
|
1st person plural, “we” |
mus |
bamus |
imus |
eramus |
|
2nd person plural, “you” |
tis |
batis |
istis |
eratis |
|
3rd person plural, “they” |
nt |
bant |
erunt |
erant |
|
|
“I walk/am walking” |
“I was walking” |
“I walked” |
“I had walked” |
Blank Template
|
Tenses --> |
Present |
Imperfect |
Perfect |
Pluperfect |
|
1st person singular, “____” |
______ |
______ |
______ |
______ |
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2nd person singular, “____” |
______ |
______ |
______ |
______ |
|
3rd person sing., “_________” |
______ |
______ |
______ |
______ |
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1st person plural, “____” |
______ |
______ |
______ |
______ |
|
2nd person plural, “____” |
______ |
______ |
______ |
______ |
|
3rd person plural, “________” |
______ |
______ |
______ |
______ |
Replace the word in bold type in the following sentences with the correct form of the appropriate Latin word.
Section A: femina - woman
1. The women were walking in the street. _____________________
2. The boys greeted the woman. _____________________
3. I am buying presents for the women. _____________________
4. Did you see the women? _____________________
5. He gave the woman a rose. _____________________
6. The woman called the girls. _____________________
Section B: servus - slave
1. The master was calling the slaves. _____________________
2. The slaves were working in the house. _____________________
3. Lucius is a slave. _____________________
4. She gave food to the slave. _____________________
5. The merchants cursed the slave. _____________________
6. It is necessary for the slaves to come quickly. _____________________
Section C: mercator - merchant
1. The merchant comes from Greece. _____________________
2. I can't find the merchants. _____________________
3. Did you call the merchant? _____________________
4. The woman gave money to the merchants. _____________________
5. The merchants work in the forum. _____________________
6. Is that a present for the merchant? _____________________
|
Activity |
Knowledge/ Understanding |
Thinking/Inquiry |
Communication |
Application |
|
1. Introduction to Case - Nominative and Accusative |
X |
X |
X |
X |
|
2. Introduction to Verb Tense - Person and Number |
X |
X |
X |
X |
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3. The Dative Case of Nouns |
X |
X |
X |
X |
|
4. Adjectives - Agreement and Degree |
X |
X |
X |
X |
|
5. Genitive Case Nouns |
X |
X |
X |
X |
|
6. Principle Parts of Verbs, Imperative Mood and Vocative Case |
X |
X |
X |
X |
|
7. Pluperfect Tense |
X |
X |
X |
X |
|
8. Culminating Activity: Analysis |
X |
X |
X |
X |