Students will: Instructional Focus: In the target language, students will explore the following themes and language: objectives: -The life & exile of Ovid -Narration of a simple story -The basic uses of the cases used in Latin 1-4 Sample Assessments: Formative: -Retelling a myth in a short narrative -Review of summer work -Oral report on classmates Summative: -biweekly reading quiz -Unit exam -individual critical translation -Final draft of narration Instructional Strategies: Interpersonal: -Students will use a basic Latin questionnaire to learn info about their new classmates. -Students will use basic classroom phrases from a visual aid Interpretive: -Students will read a biography of Ovid -Students listen to a short lecture on the life of Ovid Presentational: -Students will use recently reviewed grammatical concepts to paraphrase and present a myth from Ovid's works Interdisciplinary Connections -Students will compare Ovid to other writers who were banned. Technology Integration Students will use google slides to collaborate on their narration. Global Perspectives Students will look at the punishment of (Enter NJCCCS or Common Core CPI’s here) 7.1.IM.A.1 Compare and contrast information (e.g. the main idea, theme,main characters, and setting) in texts from age and level appropriate, culturally authentic materials found in electronic information and other sources related to targeted themes. 7.1.IM.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses. 7.1.IM.A.3 Analyze the use of verbal and non-verbal etiquette (i.e.,gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message. 7.1.IM.A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities. 7.1.IM.A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics. 7.1.IM.B.1 Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics. 7.1.IM.B.4 Ask and respond to factual and interpretive questions of a personal nature, on school related topics, and on some unfamiliar topics and situations
-biweekly reading quiz -Unit exam -individual critical translation -vocabulary quiz Instructional Strategies: Interpersonal: -Student will describe a friend using the ablative and genitive of description Interpretive: -Students read selections from Cicero's De Amicitia -Students listen to a short lecture on the ancient philosophy as well as focus activities on individual philosophers Presentational: -Students will use the dative of purpose to describe a mystery object -Students will make an advertisement for a particular classical philosophy Interdisciplinary Connections -Students will learn about the first theories of atoms Technology Integration -Students will use peardeck to create an advertisement for a school of philosophy Global Perspectives -Students will look at how the meaning of Epicureanism has changed in modern times Culturally Responsive Teaching -Students will make a poll to see what the most important qualities of a friend are 7.1.IM.A.3 Analyze the use of verbal and non-verbal etiquette (i.e.,gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message. 7.1.IM.A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities. 7.1.IM.A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics. 7.1.IM.B.1 Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics. 7.1.IM.B.4 Ask and respond to factual and interpretive questions of a personal nature, on school related topics, and on some unfamiliar topics and situations 7.1.IM.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations. 7.1.IM.C.4 Synthesize information found in age and level appropriate culturally authentic materials 7.1.IM.C.5 Compare cultural perspectives of the target culture(s) with those of one’s own culture as evidenced through their cultural products and cultural practices
Sample Assessments: Formative: -Creation of a colloquial translation of one of Catullus' poems -short writing projects using target grammar Summative: -biweekly reading quiz -Unit exam -individual critical translation Instructional Strategies: Interpersonal: -Students will tweet from various stages of Catullus' writings Interpretive: -Students read selections from Catullus’ poems and Ovid’s Amores -Students listen to a short lecture on the the Catullus as well as focus activities on individual aspects of Roman society Presentational: -Students will present an artful translation of one of Catullus' poems in a modern format -Students will present a lesson on a literary device Interdisciplinary Connections -Students will compare use of literary devices between Roman and modern authors Technology Integration -Students will use hexameter.co to practice scansion. Global Perspectives -Students will compare valentines from ancient Rome and other cultures. Culturally Responsive Teaching -Students will find modern songs which are similar to Catullus' poems. 7.1.IM.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses. 7.1.IM.A.3 Analyze the use of verbal and non-verbal etiquette (i.e.,gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message. 7.1.IM.A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities. 7.1.IM.A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics. 7.1.IM.B.1 Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics. 7.1.IM.B.4 Ask and respond to factual and interpretive questions of a personal nature, on school related topics, and on some unfamiliar topics and situations 7.1.IM.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations. 7.1.IM.C.4 Synthesize information found in age and level appropriate culturally authentic materials
the following themes and language objectives: -Life of Julius Caesar -Geography and culture of ancient Gaul - Students will learn the advanced uses of the genitive case. - Students will learn to chunk a section of text to better process it. Sample Assessments: Formative: -Chunking of an advanced Latin text -short writing projects using target grammar Summative: -biweekly reading quiz -Unit exam -individual critical translation -Short writing activities to demonstrate grammar Instructional Strategies: Interpersonal: -Students will use the genitive of material to describe a mystery object Interpretive: -Students read selections from Caesar's De Bello Gallico -Students listen to a short lecture on Gaul as well as focus activities on individual aspects of Gallic culture. Presentational: -Students will describe their life as a Roman transfer student in Gaul Interdisciplinary Connections -Students will plan and build a wickerman from book 6 Technology Integration -Students use google docs to collaboratively chunk a text. Global Perspectives 7.1.IM.A.1 Compare and contrast information (e.g. the main idea, theme,main characters, and setting) in texts from age and level appropriate, culturally authentic materials found in electronic information and other sources related to targeted themes. 7.1.IM.A.2 Demonstrate comprehension of oral and written instructions connected to daily activities and to some unfamiliar situations through appropriate responses. 7.1.IM.A.3 Analyze the use of verbal and non-verbal etiquette (i.e.,gestures, intonation, and cultural practices) in the target culture(s) to determine the meaning of a message. 7.1.IM.A.4 Use target language to paraphrase what is heard or read in oral or written descriptions of people, places, objects, and daily activities. 7.1.IM.A.5 Comprehend conversations and written information on a variety of familiar and some unfamiliar topics. 7.1.IM.B.1 Use digital tools to participate in short conversations and to exchange information related to a variety of familiar topics and some unfamiliar topics. 7.1.IM.B.4 Ask and respond to factual and interpretive questions of a personal nature, on school related topics, and on some unfamiliar topics and situations 7.1.IM.C.3
-Students will look at other rituals from modern cultures that may be similar to the wickerman. Culturally Responsive Teaching -Students will compare their own life to that of a Gallic student entering druid school. Use language creatively to respond in writing to a variety of oral or visual prompts about familiar and some unfamiliar situations. 7.1.IM.C.4 Synthesize information found in age and level appropriate culturally authentic materials 7.1.IM.C.5 Compare cultural perspectives of the target culture(s) with those of one’s own culture as evidenced through their cultural products and cultural practices Texts and Resources: (LIST) Book 6 of De Bello Gallico NOTE re: Examples, Outcomes and Assessments The following skills and themes should be reflected in the design of units and lessons for this course or content area. 21st Century Skills: Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy Life and Career Skills 21st Century Themes (as applies to content area): Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy