Course Profile Classical Languages, Level 3 (LVGCU/LVLCU), Grade 12, University Preparation, Public

Unit 1: Translation

Time: 55 hours

Unit Description

The essence of a Classical language course is the study of ancient culture which is accomplished in a number of ways, including the translation and reading of text for comprehension. Translation forms a significant portion of Classical language courses; in Level 3, approximately 55 hours are devoted to translation. Students refine and improve their ability to translate increasingly complex passages of adapted and, finally, original texts of Latin or ancient Greek into English. Teachers should attempt to use the same types of activities as in Levels 1 and 2 to meet all students’ needs, abilities, and interests; teachers should avoid an exclusive focus on translation. The mass appeal of the reading method is that it incorporates elements of grammar, derivative study, and ancient culture alongside translation in order to extend students’ understanding of the text. Translation should not appear as an academic exercise in itself; students read passages to understand directly the culture that produced them. Composition reinforces translation and provides students with insight into the creative process and the challenges faced by the authors of the works. Students develop their ability to translate phrases, clauses, sentences, and even small paragraphs (3-5 sentences) from English into the Classical language.

This unit involves a reading-translation approach along with an assortment of creative activities to bring vibrancy and humour to the most challenging element of the course. Written and oral translations are commonly used methods of presenting the material. Dramatizations, textual and stylistic analyses of poetry, novels, and plays, and comparisons of authors’ works and themes (e.g., love, friendship, family, etc.) can enhance student learning. To avoid the monotony often associated with the reading-translation approach, teachers can use cloze passages, matching of English translations to sentences in the Classical language, partial translations, answering questions, paraphrases, summaries, etc. Teachers may consult the Level 1 Course Profile for additional suggestions for the adaptation of translation activities. Teachers should complete the text chosen for the course first and then introduce unadapted text carefully. Students’ interests and abilities should guide teachers’ selections. In addition, teachers should carefully watch the pacing and amount of text covered. It is better to do a small amount of original text comprehensively and satisfactorily than to do a large amount of text quickly and without students’ full participation.

Through individual research projects, group work, guest speakers, hands-on activities, and re-enactments, students have the opportunity to see the past come alive. Teachers and students also have the opportunity to be creative and imaginative in learning about ancient literature.

Teachers read through the activities and decide if they are independent studies, seminars, group projects, or enrichment activities. Since this is a senior level class, students exercise their shared responsibility in the learning process and do considerable work independently. In this way, classroom time can be used more effectively. The time indicated for the activities refers to time in the classroom; some activities require students to do additional work outside of class time. This unit is not taught as a whole, but interspersed with lessons on grammar, vocabulary, derivatives, and ancient culture.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
1 Parse for the Course	5 hours	LIV.01, SPV.01, WRV.01, OCV.02, LI1.02, SP1.03, WR1.02, OC1.03, OC1.04	Knowledge/ Understanding Thinking/Inquiry Communication Application	Grammatical analysis, test
2 In Other Words: Paraphrase, Summarize, and Comprehend	5 hours	LIV.01, SPV.02, REV.01, WRV.02, LI1.01, SP1.03, RE1.01, RE1.02, RE1.03, WR1.04	Knowledge/ Understanding Thinking/Inquiry Communication Application	Paraphrases, summaries, comprehension questions, test
3 Up to Your Own Devices, Eh? – Analysing Literary/Stylistic Devices	5 hours	LIV.01, SPV.02, REV.01, WRV.02, OCV.02, LI1.02, SP1.02, SP1.04, SP1.05, RE1.01, RE1.03, WR1.04, OC1.02, OC1.06	Knowledge/ Understanding Thinking/Inquiry Communication Application	Stylistic analysis, translation, test
4 “Metre Made”	3 hours	REV.01, WRV.02, RE1.01, WR1.05	Knowledge/ Understanding Thinking/Inquiry Communication Application	Scansion, translation, test
5 “Amici, Romani, Cives! Date mihi aures!” Reading Aloud Poetry and Prose in the Classical Language	3 hours	SPV.02, WRV.02, LIV.01, REV.01, SP1.01, WR1.05, LI1.02, RE1.01	Knowledge/ Understanding Thinking/Inquiry Communication Application	Scansion, stylistic analysis, translation, oral reading, test
6 Mount Vesuvius Greeting Cards	3 hours	REV.01, WRV.01, RE1.03, WR1.01, WR1.02	Knowledge/ Understanding Thinking/Inquiry Communication Application	Translation, comprehension test
7 What’s History Got To Do With It	5 hours	LIV.02, SPV.02, SPV.03, REV.01, REV.02, WRV.03, OCV.02, LI1.01, SP1.05, SP1.06, RE1.04, OC1.04, WR1.06, OC1.05	Knowledge/ Understanding Thinking/Inquiry Communication Application	Seminar, presentations, written descriptions, tests
8 Comparing Translations and Passages	6 hours	LIV.01, SPV.02, REV.01, WRV.02, LI1.01, SP1.03, SP1.04, SP1.05, RE1.01, RE1.02, RE1.03, WR1.04, OC1.02	Knowledge/ Understanding Thinking/Inquiry Communication Application	Translation, discussion, test paraphrase, summary, stylistic analysis, comparison chart
9 Just Translating	10 hours	LIV.01, REV.01, LI1.01, LI1.02, SP1.03, RE1.01, RE1.02, RE1.03, WR1.02, WR1.04, OC1.04	Knowledge/ Understanding Thinking/Inquiry Communication Application	Translation (oral and written), test
10 Independent Research Project	10 hours	SPV.02, REV.02, WRV.03, SP1.04, SP1.06, RE1.01, RE1.02, RE1.03, RE1.04, WR1.03, WR1.04, WR1.05, WR1.06, OC1.05	Knowledge/ Understanding Thinking/Inquiry Communication Application	Translation, stylistic analysis, research, written paper, oral presentation, test

Prior Knowledge & Skills

Students have acquired language skills, including a broad range of vocabulary, grammatical concepts, and the ability to translate, as well as knowledge of the cultural material from Levels 1 and 2. In addition, students are able to work independently, to carry out research, to write papers, and to make oral presentations. Other required knowledge is indicated at the beginning of each activity.

Planning Notes

Teachers may need additional sources to supplement their text. They compile vocabulary lists and critical notes, and may need to enhance or modify the critical notes for their students. Teachers choose passages appropriate to their students’ abilities and interests; in some cases, teachers may choose to use more complex and challenging passages. To avoid subsequent student frustration, teachers must supplement and adapt the material. Teachers may also need to partially translate material.

Accommodations

See the comprehensive list of accommodations in the Course Overview.

Resources

An extensive list of resources, listed by topic, is provided in the Course Overview.

Activity 1: Parse for the Course

Time: 5 hours

Description

As in Levels 1 and 2, students must focus their attention on the grammatical structure of sentences. It is particularly important in Level 3 because students are required to read and translate more complex adapted prose and original prose and poetry. By requiring students to focus on grammar, teachers are assisting students to refine their ability to translate. Frequently, as the passages become more difficult because of length, subordinate clauses, etc., students look up the meanings of the words and attempt to force a translation out of the words’ definitions. This procedure requires inordinate amounts of time and provides incorrect translations. Students must focus on the grammar of the sentence as a road map to understanding its meaning. In this way, students can translate more accurately and autonomously. The value of a parsing activity is that students must pay attention to the structure of a sentence, noting the choice of words and their clustering into phrases “like pearls on a necklace.”

Strand(s) & Learning Expectations

Strand(s): Oral Communication: Listening, Oral Communication: Speaking, Writing,
Application of Knowledge to Other Contexts

Specific Expectations

LI1.02 - show an understanding of sophisticated vocabulary and grammatical forms in Latin or ancient Greek presented orally in a variety of contexts;

SP1.03 - convey the meaning of a variety of passages in the Classical language by translating, paraphrasing, and summarizing the passages both with and without preparation (sight passages);

WR1.02 - apply grammatical forms in the Classical language correctly in response activities (e.g., sentence composition, multiple choice, and matching exercises);

OC1.03 - use correctly sophisticated grammatical forms that are common to the Classical language, English, and other languages in speaking and writing activities;

OC1.04 - speak and write in English with increased clarity and precision, and improved diction.

Planning Notes

Teachers decide on the way to best carry out this activity. They may need to gather coloured chalk, markers, transparencies, etc. They may create handouts of complex sentences from both seen and unseen passages (from the text or from outside sources). Teachers begin with prose selections and then move on to poetry when student ability is stronger; the translation of poetry requires more complex parsing ability.

Teaching/Learning Strategies

1. Teachers select complex Latin or ancient Greek sentences (perhaps from passages students have recently translated) which include as many examples of specific grammatical concepts as possible.

2. Teachers then print each word of these sentences on a separate piece of paper and post them in the order of the Latin or ancient Greek sentence on the board. The Latin or ancient Greek sentence is posted on the upper part of the board, and the English translation is written on the lower part.

3. Working with one sentence at a time, students identify specific parts of speech (e.g., beginning with the subject, then moving on to the verb and object); then they remove the word from the Latin or ancient Greek sentence and place it in the blank area below in the order of the English translation. Students should work with the principal clause first. Subordinate clauses and phrases should be kept together as units and dealt with after the principal clause has been identified. Then, students engage in the same procedure for each of the subordinate clauses and phrases.

4. When the Latin or ancient Greek words of the principal clause have been located, teachers review the Latin-to-English word order as students translate the principal clause. Then, students carry out the same procedure for the phrases and subordinate clauses. Once students have reorganized the phrases and subordinate clauses, they translate them. Finally, students insert the phrases and clauses into the sentence and translate the sentence as a whole.

5. Alternately, teachers use coloured chalk to colour code the different parts of speech, or they use coloured overhead markers and a transparency or a smart board. Transparent language programs also allow students to exercise their parsing skills by identifying words by their case/tense.

6. In addition, teachers can prepare sentences, placing numbers over each word so that all #1s are Nominatives, all #2s are Verbs, all #3s are Accusatives, etc., so that students translate the words by following the sequence of the numbers.

7. Depending on the ability level of the class, teachers may ask students to identify (using coloured chalk, coloured markers, numbers, shapes, etc.) more complex combinations of words (e.g., subordinate clauses, ablatives absolute, genitives absolute, genitives of description, widely-separated noun-adjective pairs, datives of possession, etc.).

8. Teachers then provide students with a handout of sentences from the text, as well as sight sentences, appropriate to students’ ability levels. Students then analyse the sentences by colour coding (e.g., red for Nominative, blue for Accusative, etc.) or assigning numbers. As a homework assignment, students translate the sentences to show their understanding of the ways the grammatical structures interact in the translation process.

Assessment & Evaluation of Student Achievement

Diagnostic: Students are given a handout of a Latin or ancient Greek sentence to analyse for homework. The handout lists parts of speech to identify and the colour or number code to use. Teachers collect the handouts to mark or correct as a larger group. Teachers diagnose students’ ability levels and focus on individual and class difficulties, providing remediation where necessary.

Formative: To monitor improvement, teachers provide a series of homework assignments in which students practise their parsing skills.

Summative: Students analyse the grammatical structure of previously unseen sentences in the Classical language and translate them.

Activity 2: In Other Words: Paraphrase, Summarize, and Comprehend

Time: 5 hours

Description

While translation is an extremely important skill for students to master, the ability to read, paraphrase, summarize, and comprehend is also essential. Teachers provide a change of pace from a strict translation approach, which can be daunting for the best translators. Teachers can use this activity as an introduction to new topics, authors, or genres as a pre-translation activity.

Strand(s) & Learning Expectations

Strand(s): Oral Communication: Listening, Oral Communication: Speaking, Reading, Writing

Specific Expectations

LI1.01 - demonstrate an understanding of spoken prose and poetry in the Classical language by accurately translating and paraphrasing passages and answering questions correctly;

SP1.03 - convey the meaning of a variety of passages in the Classical language by translating, paraphrasing, and summarizing the passages both with and without preparation (sight passages);

RE1.01 - read adapted and original prose and poetry in the Classical language (e.g., letters, epigrams, speeches, lyric poems) and demonstrate understanding of content and style in a variety of activities;

RE1.02 - apply knowledge of complex grammatical constructions in the Classical language (e.g., conditional clauses, ablative absolute, gerunds and gerundives) to increase reading comprehension;

RE1.03 - use dictionaries and commentaries to determine the meaning of Classical words and passages;

WR1.04 - convey the meaning of prose and poetry passages in the Classical language by writing translations, paraphrases, and summaries of the passages as well as answers to questions with and without preparation (sight passages).

Planning Notes

Teachers select passages from the text or other sources for students to paraphrase or summarize. Teachers prepare a list of comprehension questions for each passage.

Teaching/Learning Strategies

1. Teachers select English translations of works written by the authors whom students are about to encounter. Teachers type the passages on pieces of paper and randomly distribute them to students. Alternatively, students could draw one passage each out of a hat.

2. Students paraphrase or summarize the passage they have selected, being sure to include the most essential information contained therein.

3. Once students demonstrate their proficiency at this task in English, teachers provide short passages in Latin or ancient Greek. Students draw one passage each out of a hat and repeat the process by paraphrasing or summarizing the most essential information. (Students are not expected to translate the passage; they peruse the Latin or ancient Greek words to recognize the general meaning.) Students note the positions of the words in the sentences and the diction of the author (particularly powerful words).

4. Teachers provide the class with a longer passage in Latin or ancient Greek, accompanied by a series of comprehension questions which require short, explanatory answers. Students work independently during class time to answer the questions. If students encounter difficulties, they note the reason. (Can they find the Nominative or the Verb? Are they unclear about cases and their uses? Can they recognize subordinate clauses, etc.?) Teachers intervene and remediate any difficulties.

5. Alternatively, teachers provide different passages to members of the class. Students translate their passages (which the teacher then checks) and create 10 comprehension questions. Each student then exchanges the work with another student who must then answer the questions. The answers are checked by the student who originally translated the passage.

Assessment & Evaluation of Student Achievement

Formative: Teachers observe students as they work and address any difficulties that arise.

Summative: Students are provided with a longer passage of Latin or ancient Greek. They summarize it and/or respond to comprehension questions. This is to be done independently during class. On a test/exam, students write a summary or paraphrase a passage.

Activity 3: Up to Your Own Devices, Eh? – Analysing Literary/Stylistic Devices

Time: 5 hours

Description

In order to appreciate passages fully in the Classical language, students must recognize that Classical authors were influenced by the times in which they lived and by significant people, political events, and historical occurrences. Frequently, Classical authors made reference to these things in their writing. The authors also used various stylistic devices to enhance their writing. Students are introduced to the process of locating literary devices and analysing their importance.

Strand(s) & Learning Expectations

Strand(s): Oral Communication: Listening, Oral Communication: Speaking, Reading, Writing,
Application of Knowledge to Other Contexts

Specific Expectations

LI1.02 - show an understanding of sophisticated vocabulary and grammatical forms in Latin or ancient Greek presented orally in a variety of contexts;

SP1.02 - use extensive knowledge of Latin or ancient Greek words and correct grammar in English in oral language activities (e.g., in doing a critical analysis of a passage orally);

SP1.04 - evaluate the style of passages in the Classical language orally;

SP1.05 - show an understanding of Classical prose and poetry studied by expressing personal reactions in a variety of group activities (e.g., literary debates, panel discussions);

RE1.03 - use dictionaries and commentaries to determine meaning of Classical words and passages;

OC1.02 - demonstrate an understanding of terms derived from the Classical language that are used today in fields such as literary analysis and philosophy;

OC1.06 - show the influence of Classical culture on later societies in areas such as literature, law, and theology (e.g., compare aspects of modern law with the law practice of ancient societies).

Planning Notes

Teachers prepare a worksheet of common literary devices. Teachers also select a variety of suitable Classical poems to illustrate these devices. Teachers should begin with poetic devices students are familiar with in English.

Prior Knowledge & Skills

Students have knowledge of poetic devices from past English courses.

Teaching/Learning Strategies

1. Teachers elicit from their students a series of literary devices that students have learned in English class. These devices are applied to examples of poetry or prose from previously encountered works in the Classical language. Working carefully through the selections, teachers assist students as they locate and explain devices, providing notes to students in a handout or on the board.

2. Teachers lead the class in a discussion of such questions as: What do these devices add to our appreciation and understanding of Classical poems? How do these devices lend interest to the passage? How do the devices indicate the author’s meaning? Through this discussion, teachers lead students to understand the high degree of craftsmanship evident in Classical works and their influence on Western poets and authors.

3. On a worksheet or in a chart, students write the words or lines that exemplify the literary devices.

4. Alternatively, students find influences of Classical poems in the works of later English or French writers.

Assessment & Evaluation of Student Achievement

Diagnostic: Teachers provide students with a selection of Classical passages to analyse. Are students able to identify and explain the effectiveness of the devices employed in the assigned passage? The teacher provides remediation to the class or individual students as necessary.

Formative: Working individually or in groups, at home or in class, students identify and analyse poetic devices in a variety of passages.

Summative: In a test or quiz, students demonstrate their ability to identify a variety of literary devices in the Classical language and explain the devices’ effectiveness.

Activity 4: “Metre Made”

Time: 3 hours

Description

Students are introduced to the concept of metrics and the rules of scansion in poetry in the Classical language.

Strand(s) & Learning Expectations

Strand(s): Reading, Writing

Specific Expectations

WR1.05 - scan major poetic metres (e.g., dactylic hexameter and elegiac couplet).

Planning Notes

Teachers organize translated or otherwise familiar poem(s) into groups sharing like metres. Teachers may also gather a selection of modern poetry, lyrics, nursery rhymes, etc., which demonstrate poetic types. Teachers may arrange for the use of a cassette player, CD player, or the computer lab (to make use of oral readings on the Internet). Teachers should introduce one metre at a time. If starting with epic poetry, teachers introduce the dactylic hexameter first. If starting with Catullus, they begin with the elegiac couplet. Teachers prepare handouts of the rules of scansion. They ensure that students understand the rules for one metre before they teach another. It is better for students to know one or two metres well than to have been exposed to several metres they do not understand.

Teaching/Learning Strategies

1. Students read aloud from (or recite from memory) a selection of nursery rhymes. They generally do this with a rhythm learned in early childhood; they are reminded of the different rhythms they already know. Just as English speakers adapt to different rhythms when speaking, speakers of Latin or ancient Greek adapted to the various rhythms now being introduced in class. Teachers emphasize the difference between modern and ancient poetry.

2. Teachers can introduce students to ancient poems read aloud, available on the Internet (see Resources) or on commercially-produced tapes. (Teachers may also read the poetry aloud.)
CD-ROMs are also available with sound clips of readings (see Resources).

3. Next, teachers present students with a visual representation of the Classical metre being studied (using the board, an overhead, or a Smart Board).

4. Teachers then provide the rules of metre, and the reasons Classical poets used various metres, on handouts or board notes.

5. Teachers and students work together to apply the rules of scansion to a previously studied piece of Classical poetry.

6. Students apply the rules of metre and scan a Classical poem independently. Students should repeat this activity as frequently as required for them to learn the process of scansion.

Assessment & Evaluation of Student Achievement

Diagnostic: Teachers observe students to determine if they understand the basic rules of scansion.

Formative: Teachers provide homework or in-class assignments in which students practise scanning Classical poetry and applying the rules of scansion.

Summative: Students demonstrate their ability to scan poetry on quizzes, tests, or an exam.

Activity 5: “Amici, Romani, Cives! Date mihi aures!”
Reading Aloud Poetry and Prose in the Classical Language

Time: 3 hours

Description

Students practise reading aloud in the Classical language. Ancient authors intended their works to be read aloud and heard by an audience; it is important that students have the chance to understand ancient works as the authors meant them to be experienced. This activity should directly follow Activity 4.

Strand(s) & Learning Expectations

Strand(s): Oral Communication: Listening, Oral Communication: Speaking, Reading, Writing

Specific Expectations

SP1.01 - recite Classical poetry with appropriate expression, correct pronunciation, and accurate understanding of metre;

WR1.05 - scan major poetic metres (e.g., dactylic hexameter, elegiac couplet);

LI1.02 - show an understanding of sophisticated vocabulary and grammatical forms in Latin or ancient Greek presented orally in a variety of contexts;

Planning Notes

Teachers may gather recordings of poems in Classical languages or simply gather a series of poems. To enhance students’ enjoyment, teachers may organize a banquet setting in which students perform a recitatio of prepared Classical speeches (see Level 1 Course Profile). Teachers may need to arrange for a tape cassette player or computer with speakers. Teachers provide students with the marking rubric in advance so that they are aware of the achievement criteria (e.g., accuracy of scansion; competence in pronunciation, intonation, and expression).

Prior Knowledge & Skills

Students have learned basic pronunciation (e.g., diphthongs, elision) and the skills of scansion.

Teaching/Learning Strategies

1. Teachers model oral reading to the class by performing a reading or using an audiocassette or audio clips from Internet (see Resources).

2. To build confidence and practise their oral reading skills, students read as whole class first, then individually.

3. As students’ ability is strengthened, they focus on conveying the mood of the passage as well as its rhythm.

4. When students have sufficiently practised reading the passage, teachers invite them to locate poems in Latin or ancient Greek or choose one from provided selections (passages should be 4-10 lines long). Students check the selections with their teacher in advance of performing; teachers ensure that students are aware they must memorize the passage. Teachers also ensure that students are aware of the requirements of the assignment from the rubric provided.

5. Teachers arrange a recitatio to be held during class; students deliver their oral readings at this time. The recitatio can be either a class presentation or arranged in the form of a mock banquet.

Assessment & Evaluation of Student Achievement

Diagnostic: Teachers observe students as they read passages aloud in class, as part of a larger group and individually, to determine their skill levels in oral reading.

Summative: Students declaim a memorized passage, using expression and rhythm.

Activity 6: Mount Vesuvius Greeting Cards

Time: 3 hours

Description

This activity offers many possibilities for composition in the Classical language. Teachers are reminded to use the word order found in their text. This activity can be used for major holidays, birthdays, and important events. Teachers may introduce this activity after the study of poetry and literary devices so that students become familiar with the impact of diction and word choice. The purpose is not to write in metre, but to compose short prose sentences.

Strand(s) & Learning Expectations

Strand(s): Reading, Writing

Specific Expectations

RE1.03 - use dictionaries and commentaries to determine the meaning of Classical words and passages;

WR1.01 - use Latin or ancient Greek vocabulary including synonyms and idiomatic expressions correctly and appropriately in a variety of writing activities (e.g., computer drills, exercises involving sentence completion);

WR1.02 - apply grammatical forms in the Classical language correctly in response activities (e.g., sentence composition, multiple choice, and matching exercises).

Planning Notes

Teachers gather a variety of greeting cards, which students use as templates or exemplars, as well as Latin-English or Greek-English dictionaries and grammars (or websites). Teachers may also provide a selection of poems appropriate to greeting cards (by such authors as Ovid, Homer, Sappho, Virgil, and Martial). Teachers arrange for cardstock papers, scissors, glue, and other items for decorating the cards.

Teaching/Learning Strategies

1. Teachers provide a written outline of the assignment to students, including the marking rubric. The outline includes a list of possible cards and themes; students choose three different types (e.g., birthday, sympathy, congratulations, marriage, Valentine’s Day, thank you, get well soon, bon voyage, etc.). Alternately, teachers and students can generate a list of types of cards. Teachers and students then create a vocabulary list of words and phrases appropriate to the various types of cards.

2. Teachers offer students a selection of poems by Classical authors (Greek or Latin). Students translate the poems to appreciate their style and tone. (Students have read a series of poems in class already and have studied poetic structure and figurative language.)

3. Teachers review elements of composition, word order, etc. Student compositions reflect the style and structure of the passages found in texts studied in Levels 1 and 2. Students practise writing simple and compound sentences containing subordinate clauses.

4. Students write five prose sentences (of six or more words) for each of their three cards. These sentences should include more complex elements of grammar and more sophisticated vocabulary. Class time is used for this activity; teachers intervene and remediate any difficulties.

5. Students create their three cards out of the assembled materials. They ensure their cards are visually appealing and are decorated with motifs appropriate to the ancient Greek and Roman world and to the theme of the cards.

6. Students present their cards to the class in an informal presentation.

Assessment & Evaluation of Student Achievement

Formative: Students work closely with the teacher during this process, checking their translations with the teacher as they progress and discussing any problems before submitting the final product.

Summative: Students create a collection of at least three greeting cards for which they have composed a total of fifteen sentences (at least ninety words), demonstrating composition skills and grammatical understanding.

Activity 7: What’s History Got To Do With It?

Time: 5 hours

Description

Students explore the historical background of the author whose works are being translated so that they gain an understanding of the historical period in which the author wrote and the cultural influences on his work. Authors’ experiences and personal histories influence their writings in significant ways; to appreciate the passages they read, students must know information about the author’s lifetime. This activity is designed as a seminar assignment. Teachers may decide to assign this activity at any point during the course and particularly before the study of the works of a given author. Students create a presentation of their findings for their peers.

Strand(s) & Learning Expectations

Strand(s): Oral Communication: Listening, Oral Communication: Speaking, Reading, Writing,
Application of Knowledge to Other Contexts

Specific Expectations

LI1.01 - show extensive knowledge of ancient societies and of the culture of the Classical world by responding appropriately to presentations (e.g., discuss information presented by guest lecturers or peers);

SP1.05 - show an understanding of Classical prose and poetry studied by expressing personal reactions in a variety of group activities (e.g., literary debates, panel discussions);

SP1.06 - demonstrate extensive knowledge of aspects of ancient culture in oral presentations (e.g., research report, seminar);

RE1.04 - demonstrate extensive knowledge of Classical culture gained through reading (e.g., reference books, ancient texts in a Classical language or an English translation) in independent study projects, seminars, and debates;

WR1.06 - demonstrate extensive knowledge of Classical culture in major writing projects (e.g., an essay comparing several Classical literary works, a presentation focussing on a comprehensive analysis of a Classical text);

OC1.04 - speak and write in English with increased clarity and precision, and improved diction;

OC1.05 - gather and analyse information about the ancient world using a variety of electronic and print sources (e.g., the Internet, software packages, and books).

Planning Notes

Teachers review proper seminar techniques and provide a marking rubric to students to guide their preparation. For the actual presentations, teachers may need to arrange access to video equipment (TV, VCR, etc.) or computer equipment for presentations (e.g., PowerPoint).

Prior Knowledge & Skills

Students know the fundamentals of a seminar presentation and have acquired research skills.

Teaching/Learning Strategies

1. Teachers review the requirements of a seminar presentation and provide students with the marking rubric.

2. Teachers divide students into small groups (the same number of groups as the number of authors being studied). Teachers may allow class time for group work.

3. Students prepare a brief presentation (approximately 30 minutes) on the historical background of the author.

4. Students also prepare a handout for the class (a one-page summary) and a visual component (e.g., bristol-board display, PowerPoint presentation).

5. Students may present their findings one after another or teachers may disperse the presentations to introduce new authors throughout the course.

Assessment & Evaluation of Student Achievement

Summative: Students deliver seminar presentations. Student understanding of the seminar material can be evaluated on unit tests and in the final assessment.

Activity 8: Comparing Translations and Passages

Time: 6 hours

Description

In this activity, students create a translation of a Classical passage and then compare it to at least two other translations of the same passage. Students consider the various subtleties involved in the process of translation and begin to understand the flexibility within the translation process, even given the rules of grammar. The role of a translator is to seek the subtleties of meaning being conveyed by an author. It is important to look at different passages by the same author and to consider the ways in which an author can change tone and use different devices to communicate different meanings. For example, in comparing two different epigrams by Martial, students understand how his mordent sarcasm can eviscerate an enemy, but his witty sense of humour can poke fun at someone he sees as less socially unacceptable. In addition, Homer’s tone and style in describing a war scene would differ greatly from those used in depicting Hector’s last moments with Andromache.

Strand(s) & Learning Expectations

Strand(s): Oral Communication: Listening, Oral Communication: Speaking, Reading, Writing,
Application of Knowledge to Other Contexts

Specific Expectations

LI1.01 - demonstrate an understanding of spoken prose and poetry in the Classical language by accurately translating and paraphrasing passages and answering questions correctly;

SP1.03 - convey the meaning of a variety of passages in the Classical language by translating, paraphrasing, and summarizing the passages both with and without preparation (sight passage);

SP1.04 - evaluate the style of passages in the Classical language orally;

SP1.05 - show an understanding of Classical prose and poetry studied by expressing personal reactions in a variety of group activities (e.g., literary debates and panel discussions);

RE1.01 - read adapted and original prose and poetry in the Classical language and demonstrate understanding of content and style in a variety of activities;

RE1.02 - apply knowledge of complex grammatical constructions in the Classical language (e.g., conditional clauses, ablative absolute, gerunds and gerundives) to increase reading comprehension;

RE1.03 - use dictionaries and commentaries to determine the meaning of Classical words and passages;

OC1.02 - demonstrate an understanding of terms derived from the Classical language that are used today in fields such as literary analysis and philosophy.

Planning Notes

Teachers select a passage in the Classical language, as well as at least two different English translations of this passage. Teachers may find it easier to locate translations of poetry rather than prose. Teachers provide the original passage to students first; students create their own translations prior to comparing their translations to the published English. For the second part of the activity, teachers provide a selection of passages by the same author or passages by different authors on the same themes or topics.

Teaching/Learning Strategies

1. Teachers or students read aloud the passage.

2. Students translate the passage; they then compare their translation to the translations of others in the class through group discussion.

3. Teachers lead a discussion of the Classical passage, including such questions as: What is the tone of the passage? How is this tone created (e.g., diction, poetic devices, imagery, metre)? What is the effect created by orally reading the work as compared to silent reading?

4. Students read and consider, either individually or in small groups, at least two different English translations of the same passage. Teachers lead a discussion of the translations.

a. Has the tone of the passage been captured? How did the translator create this tone?

b. What words in the original passage convey the meaning and emotion? What is the original passage trying to achieve or produce? How does the passage achieve it? Do the translations capture this?

c. Was the original form of the passage maintained (e.g., is a poem translated as a poem or as a prose passage)? Were any of the same images maintained? Was rhyme used in English? What effect did this choice have?

d. How do these translations differ from the ones students made? What historical allusion(s) are found here? How do they enhance the meaning of the poem?

e. What is lost in translating the Classical passage? Is anything gained? Can a translation capture all the meaning and emotion of the original? Why or why not?

5. Teachers provide students with another passage from the same author. Students translate the passage and, through group discussion, compare their translations to those of their peers. With teachers’ guidance, students arrive at an accurate reflection of the original.

6. Students independently consider their translations, dealing with such questions as: What was the purpose of this passage and how does it differ from the purpose of the first? How does the author’s tone differ between the passages? What words or phrases are clues to the tone? Has the author’s style changed to reflect a different purpose in writing or a different audience? These questions and observations are then discussed as a class.

7. Alternatively, teachers could provide students with at least two passages (each from a different author) on a specific theme (e.g., Ovid’s two accounts of Daedalus and Icarus; Virgil’s, Ovid’s, and Lucretius’ writing on the Golden Age; Virgil and Ovid on Orpheus; Catullus and Horace on love lost; Thucydides’ and Pizarro’s account of panic in the streets, etc.).

8. Students translate the passages and complete a chart, comparing tone, style, figurative language, historical or mythological allusion, the use of propaganda, etc. Then, students write a report or prepare a presentation on their findings. This activity can be done individually, in pairs, or in small groups.

Assessment & Evaluation of Student Achievement

Diagnostic: Teachers observe student contributions to the in-class assignments, looking for difficulties which must be remediated before continuing.

Formative: Students complete a homework assignment in which they translate the passage and prepare an analysis of the literary devices used. Students also complete a comparison chart of two passages by the same author.

Summative

· Students answer test or exam questions in which they compare at least two translations of one Latin or ancient Greek passage.

· Students write a report/make a presentation comparing passages by two different authors.

· Students may also translate a sight passage and then write a report comparing at least two other translations (student-created or published) to their own.

Activity 9: Just Translating

Time: 10 hours

Description

Students translate from Latin or ancient Greek into English. Teachers may wish to complete the text by dispersing translation assignments throughout the course. Teachers may approach translation orally as well as in writing.