Teacher Training...1 Dear Parents, Welcome to a new year at Highlands Latin School! My name is Ms....

SAVING WESTERN CIVILIZATION ONE STUDENT AT A TIME

Teacher TrainingFor Classical Teachers

LATIN

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Dear Parents, Welcome to a new year at Highlands Latin School! My name is Ms. Bier, and this year I will be teaching Fourth Form Latin. This is my fourth year teaching at HLS. I look forward to working with you as your child works through a year of classical education. Below you will find information regarding the class format and grading. The only materials students will need for class are their books (including the First Year Henle text), pencils, erasers, a red pen, and a binder with paper and dividers. In the event that your child misses class or is expected to miss class, please contact me and I will make sure he or she has what is needed in order to catch up. If you have any questions, please feel free to email me. Sincerely, Ms. Rachel Bier [email protected] Fourth Form Latin Every week we will cover 1 new lesson in class. In order to cover all the lessons in one year, very rarely we will cover two very similar lessons, or two review lessons, in one week. The classroom work will consist of me teaching the new concept, working through some of the workbook pages, translation practice, and the review of vocabulary and forms. Homework will entail finishing workbook pages and reviewing vocabulary, grammar, and forms. There will be weekly quizzes covering the Fourth Form lessons, and after each unit there will be a test. Homework will be graded for completion, and I will assign point values and letter grades to tests and quizzes. Mastery of the new vocabulary, forms, and grammar concepts is the main goal of Fourth Form. Another goal is to become better at translating longer and more complex Latin sentences. The best way to help your child in this course is by consistent review of vocabulary and ensuring they complete the workbook assignments each week. Fourth Form is the stepping stone between the Form Series and the Henle Series, and, as such, includes more translation than students might be used to. If the students work hard to apply themselves, practice and study the material daily, and participate in class, then by the end of the year they will have conquered some of the most difficult concepts of Latin grammar and they will be ready to move on to higher levels of Latin! As the saying goes, nulla tenaci invia est via, “No road is impassable to the determined.”

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Fourth Form Latin 2019-2020

Teacher: Ms. Bier Email: [email protected] Course Goals Welcome to Fourth Form Latin! This course is a continuation of the Form series. It will review the grammar learned in 1st, 2nd, and 3rd Form and progress into new aspects of grammar as well. This year we will focus on developing translation skills and understanding more subtle aspects of Latin grammar. This will prepare you, the students, for reading Latin literature in subsequent study! Texts Fourth Form Latin, text, Cheryl Lowe & Michael Simpson. Memoria Press 2012. Fourth Form Latin, student workbook, Cheryl Lowe & Michael Simpson. Memoria Press 2012. First Year Latin, Henle. Loyola Press. Supplies

Red pen for in-class corrections Index cards to make vocabulary flash cards (or the pre-made Fourth Form flashcards) 3-ring binder to be divided into three parts. This syllabus and the class schedule can be

placed before the first divider. 1st Divider: Grammar Notes and Extra Loose-Leaf Paper 2nd Divider: Henle Translations, organized by date 3rd Divider: Quizzes & Tests, organized by date (these make great review tools!)

Requirements/Assignments Participation/Binder: Students are expected to come to each class prepared to contribute constructively. This means that students who do not have all their materials ready (text, workbook, binder with loose-leaf paper, pencils, and red pen) will lose participation points for that day. The student’s binder and workbook will be checked regularly for neatness and completion. Homework: Homework will be checked for completion at the beginning of each class period. Students will be learning the content for the week in class and will carry out homework & practice throughout the week. *Note that only pencils will be allowed for work in this course. Pen is only allowed for in-class grading. Quizzes: There will be weekly lesson quizzes, covering vocabulary, grammar, and translation. Tests: There will be a test at the end of each unit. Due to the nature of studying a language, all tests will be cumulative. Method of Assessment Tests: 100-200 pts each Lesson Quizzes: 40-60 pts each Binder: 10 pts per check Homework: 10 pts per class Participation: 2 pts per class Contact Policy Please feel free to contact me by email with any questions or concerns. On weekdays I will always try to answer an email within 24 hours.

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Fourth Form Latin Schedule 2019-2020

Week Content Assessments 1: Aug. 26 Welcome, Review, and Lesson 1 2: Sept. 2 Lesson 2 Quiz 3: Sept. 9 L.3 Quiz 4: Sept. 16 L.4-5 Quiz 5: Sept. 23 L.6 Quiz 6: Sept. 30 L.7 Quiz 7: Oct. 7 Unit I Review Quiz 8: Oct. 14 Intro to Unit II; L.8 Unit I Test 9: Oct. 21 L.9 Quiz 10: Oct. 28 L.10 Quiz 11: Nov. 4 L.11 Quiz 12: Nov. 11 L.12 Quiz 13: Nov. 18 L. 13 Quiz

Thanksgiving 14: Dec. 2 L.14 Quiz 15: Dec. 9 Unit II Review Quiz 16: Dec. 16 Review/Intro to Unit III Unit II Test Christmas 17: Jan. 6 L.15 18: Jan. 13 L.16 Quiz 19: Jan. 20 L.17 Quiz 20: Jan. 27 L.18 Quiz 21: Feb. 3 L.19 Quiz 22: Feb. 10 L.20 Quiz 23: Feb. 17 Unit III Review Quiz 24: Feb. 24 Intro to Unit IV; L. 21 Unit III Test

Spring Break 25: Mar. 9 National Latin Exam Review

March 13: National Latin Exam testing day 26: Mar. 16 L.22 Quiz 27: Mar. 23 L.23-24 Quiz 28: Mar. 30 L.25 Quiz 29: Apr. 6 Unit IV Review Quiz 30: Apr. 13 Intro to Unit V; L.26 Unit IV Test 31: Apr. 20 L. 27 Quiz

April 21: Natale di Roma (Rome’s Birthday!) 32: Apr. 27 L.28 Quiz 33: May 4 L.29 Quiz 34: May 11 Translation/Review Quiz 35: May 18 Review/Final Exam Final Exam

*The instructor reserves the right to make adjustments to the schedule or course content as needed. Any such changes will be announced in class.

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Lesson XVII

Forsan et haec olim meminisse juvabit. Perhaps even these things, one day, it will please to remember. - Virgil

The Perfect and Future InfinitivesTense Active Passive

Present

amare to lovemonēre to warnrégere to rulecápere to takeaudire to hear

amari to be lovedmoneri to be warnedregi to be ruledcapi to be takenaudiri to be heard

Perfect

amavisse to have lovedmonuisse to have warned rexisse to have ruledcepisse to have takenaudivisse to have heard

amatus -a -um esse to have been lovedmónitus -a -um esse to have been warnedrectus -a -um esse to have been ruledcaptus -a -um esse to have been takenauditus -a -um esse to have been heard

Future

amaturus -a -um esse to be about to lovemoniturus -a -um esse to be about to warnrecturus -a -um esse to be about to rulecapturus -a -um esse to be about to takeauditurus -a -um esse to be about to hear

amatum iri to be about to be lovedmónitum iri to be about to be warnedrectum iri to be about to be ruledcaptum iri to be about to be takenauditum iri to be about to be heard

� There are 6 infinitives in Latin: 3 active and 3 passive. Like participles, infinitives have tense and voice, and exist only in the present, perfect, and future tenses.1

• the perfect active infinitive is formed by adding -isse to the perfect stem. • the perfect passive infinitive is a compound of the perfect passive participle and esse. • the future active infinitive is a compound of the future active participle and esse.

� Notice in the chart that the perfect passive and future active infinitives contain a participle. The participle must agree with the subject of the infinitive.

Dicit reginam recturam esse. he says the queen will rule. (recturam is f., sing., acc. to agree with reginam) (literally, to be about to rule)

Dicit servos captos esse. he says the slaves have been captured. (captos is m., pl., acc. to agree with servos) (literally, to have been captured)

1 The future passive infinitive is very rare and only in the chart for completeness. It will not be used in translations or any written work except charts that ask for all infinitives of all model verbs (e.g., the chart in this lesson's Workbook pages).

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Word Study ♦ Grammar ♦ Syntax

Tense in Indirect Statements � You have learned purpose clauses and indirect questions, both of which use the subjunctive in the subordinate clause. now you are learning indirect statements, which use the infinitive in the subordinate clause.

� indirect statements are introduced by verbs of speaking, thinking, and perceiving. again, the verbs in the main and subordinate clauses must correspond.

use the present infinitive if the action takes place at the same time as the main verb. use the perfect infinitive if the action takes place before the main verb. use the future infinitive if the action takes place after the main verb.

� the English translation of the Latin infinitive is tricky. The translation will depend on whether the main verb is a primary or secondary tense.

Main Verb Action Same Time As Action Before Action Afterpresent, future, future perfect (He says, will say, will have said …)

present infinitive (… that I love)

perfect infinitive (… that I loved)

future infinitive (… that I will love)

imperfect, perfect, pluperfect(He was saying, said, had said …)

present infinitive (… that I was loving)

perfect infinitive (… that I had loved)

future infinitive (… that I would love)

When in Rome - How Would the Romans Say That? � use recípio with a reflexive pronoun to say withdraw. (literally, to receive oneself)

Se in áliam regionem recipit. he withdraws into another region.

� use conjício with in fugam to say throw into flight. this is similar to how do with in fugam means put to flight.

Romani Gallos in fugam conjícient. The Romans will throw the Gauls into flight.

Vocabularyaccípio accípere accepi acceptus to receive, accept acceptrecípio recípere recepi receptus to receive, accept, recover receiptconfício confícere confeci confectus to finish, wear out confectioneryinterfício interfícere interfeci interfectus to killconjício conjícere conjeci conjectus to throw, hurl conjectureconspício conspícere conspexi conspectus to see, catch sight of conspicuouserípio erípere erípui ereptus w/e (ex) to take away, save (from) rapture

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Lesson XVII Worksheet 1

I. Word Study and Grammar

1. How many infinitives are there in Latin? _______________ how many are active? __________________ how many are passive? _________________

2. Like participles, infinitives have tense and voice, and only exist in three tenses: _____________________ __________________________________________________________________________________________ .

3. review: How do you form the present passive infinitive of the 1st, 2nd, and 4th conjugations? __________________________________________________________________________________________

4. Review: How do you form the present passive infinitive of the 3rd/3rd io conjugation? __________________________________________________________________________________________

5. The perfect active infinitive is formed by adding _____________ to the _________________________stem. The future active infinitive is a compound of the ________________________________________________ and ______________________. The perfect passive infinitive is a compound of the ______________________________________________ and ______________________.

6. indirect statements use the ________________________________________ in the subordinate clause.

7. the verbs in a sentence with an indirect statement must correspond. use the __________________________ infinitive if the action takes place at the same time as the main verb. use the __________________________ infinitive if the action takes place before the main verb. use the __________________________ infinitive if the action takes place after the main verb.

8. The English translation of the Latin infinitive in an indirect statement will depend on whether the main verb is a/an __________________________________or_______________________________________ tense.

9. Complete the chart below. Give both the Latin infinitive and the English translation. (Use the verb love.)

Main Verb Action Same Time As Action Before Action After

present, future, future perfect (He says, will say, will have said …)

imperfect, perfect, pluperfect(He was saying, said, had said …)

II. SayingSay aloud and write 3X.

Latin

Latin

Latin

English

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III. VocabularySay aloud and write with meanings. You do not have to include the review words.

Latin Meaning

IV. InfinitivesComplete the chart below using all five model verbs. You do not need to give the English meanings.

Tense Active Passive

Present

(1st)

(2nd)

(3rd)

(3rd io)

(4th)

Perfect

(1st)

(2nd)

(3rd)

(3rd io)

(4th)

Future

(1st)

(2nd)

(3rd)

(3rd io)

(4th)

V. Conjugation

Make one copy of Drill/Test Form A in the Appendix. Conjugate erípio in the 6 active and passive tenses of the indicative, the 4 active and passive tenses of the subjunctive, and the imperative. Be sure to include all participles and infinitives. Practice until perfect.

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VI. Form DrillsExercise 410 (Henle, pp. 412-413)

Instead of Henle's directions, use the following: Give all infinitives (Latin and English), but omit the future passive.

1. Latin: (pres. act.) ____________________________________ (pres. pass.) ________________________________ (perf. act.) ____________________________________ (perf. pass.) ________________________________ (fut. act.) _____________________________________ english: (pres. act.) ____________________________________ (pres. pass.) ________________________________ (perf. act.) ____________________________________ (perf. pass.) ________________________________ (fut. act.) _____________________________________




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VII. Indirect Statements - Active InfinitivesUse this chart for all remaining exercises and readings.

Henle Vocabulary

*Americanus -i m. an american

N.B.: Other modern words (e.g., Columbus, America) can be found in the vocabulary lists at the end of the henle text.

*exístimo (1) to think

Henle Vocabulary

*íncolo incólere incólui -- to inhabit, dwell in

*réperio reperire répperi repertus to find (out)

Exercise 412 (Henle, pp. 416-417) Follow the directions below instead of Henle's directions. If no directions are given for a sentence, simply translate it.

A. The Present Infinitive

1. What is the tense of the main verb? ___________________________ is this a primary or secondary tense? __________________________ What is the tense of the infinitive? ____________________________ thus, the action takes place ______________________________________________________the main verb. translate the sentence. ______________________________________________________________________




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B. The Perfect Infinitive


2. __________________________________________________________________________________________

3. __________________________________________________________________________________________

4. __________________________________________________________________________________________C. The Future Infinitive


2. __________________________________________________________________________________________

5. __________________________________________________________________________________________

6. __________________________________________________________________________________________D. Reflexives after Infinitives. Translate only.

2. __________________________________________________________________________________________

4. __________________________________________________________________________________________

6. __________________________________________________________________________________________

8. __________________________________________________________________________________________E. Agreement after Infinitives

1. __________________________________________________________________________________________

2. __________________________________________________________________________________________

3. __________________________________________________________________________________________

4. __________________________________________________________________________________________English - Latin. Exercise 413 (Henle, pp. 417-418)

a1. __________________________________________________________________________________________

b1. __________________________________________________________________________________________

b2. __________________________________________________________________________________________

d1. __________________________________________________________________________________________

e1. __________________________________________________________________________________________

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VIII. Indirect Statements - Passive InfinitivesLatin - English. Exercise 419 (Henle, p. 429)

1. __________________________________________________________________________________________

3. __________________________________________________________________________________________

5. __________________________________________________________________________________________

7. __________________________________________________________________________________________English - Latin. Exercise 420 (Henle, pp. 429-430)

2. __________________________________________________________________________________________

4. __________________________________________________________________________________________

6. __________________________________________________________________________________________

8. __________________________________________________________________________________________

IX. LéctioReading No. 35 (Henle, pp. 419-420)

A few vocabulary words: Pyrrhus -i m. a proper name Epirus -i m. a kingdom in Greece

Sicília -ae f. Sicily

Write your translation on a separate sheet of paper.

X. Derivatives ~ Honors / Extra PracticeDerivatives - Complete sentences with derivatives from this lesson.

1. his pride made him unwilling to __________________________________________ the charitable gift.

2. the culinary students worked together to make ________________________________________________ .

3. the information supporting his __________________________________________________ seemed valid.

4. the check-out clerk at the grocery forgot to give the customer his _________________________________ .

5. her bright clothes were very _________________________________________________________________ .

Honors / Extra PracticeYou may need to use this lesson's Henle vocabulary chart and the vocabulary appendix at the end of First Year Latin.

Latin - English English - Latinex. 412 (pp. 416-417) unassigned questions indirect statements w/active infinitives

ex. 413 (pp. 417-418) unassigned questions indirect statements w/active infinitives

ex. 419 (p. 429) unassigned questions indirect statements w/passive infinitives

ex. 414 (p. 418) indirect statements w/active infinitives

ex. 420 (pp. 429-430) unassigned questions indirect statements w/passive infinitives

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WEEk 20

day 1 day 2 day 3 day 4R

ecita

tion □ lēx, flūmen, rēs, gravis,

sum, moneō (in the Imperfect tense), imperfect endings, future endings

□ lēx, pars, flūmen, portus, rēs, ego, future endings

□ 1st, 2nd, 3rd, 4th, and 5th declension endings

□ terra, servus, lēx, pars, flūmen, portus, rēs, ego

Voc

abul

ary

Pp. 125 and 128 □ say aloud three times. □ Write three times. □ Make flashcards.

□ Drill week’s vocabulary. □ record Derivatives: □ related english words

(pp. 125 and 128) □ video

Gra

mm

ar/R

eadi

ngs

□ chalk talk: 1st and 2nd Person Personal Pronouns

□ read Lesson 11: Personal Pronouns and 1. Pronouns of the First Person (p. 125)

□ Grammar notebook: copy the declension of ego with cases and meanings (Grammar 123).

□ read Lesson 11: 2. Pronouns of the Second Person (p. 128)

□ Grammar notebook: copy the declension of ego with cases and meanings (Grammar 124).

Exer

cise

s

□ ex. #144 and #145 (p. 126)

□ Decline aloud the forms of ego in the singular and plural three times or until committed to memory.

□ conjugate sum and translate aloud in the present tense three times.

□ check all answers. □ redo incorrect answers.

□ Ex. #146 (p. 127) □ check all answers. □ redo incorrect answers.

□ Ex. #147 (p. 128) □ Decline aloud the forms of tū in the singular and plural three times or until committed to memory.

□ check all answers. □ redo incorrect answers.

□ Ex. #148 (pp. 129-131) □ check all answers. □ redo incorrect answers.

Extr

a C

redi

t □ recite Glōria Patrī (p. 118)

□ recite Pater Noster (pp. 388-389)

□ Drill vocabulary cards and grammar cards.

□ recite Pater Noster (pp. 388-389)

□ Ex. #149 (p. 131)

□ Day 5: Weekly Quiz

52 Week 20

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I . CHALk TALk: 1st and 2nd Person Personal Pronouns

1. Put on the board (overhead or written beforehand) and have students copy the following:

1sT Person Pronouns

Singular Plural

nom. ego (I) nōs (we)

Gen. meī (of me) nostrī, nostrum (of us)

Dat. mihi (to/for me) nōbīs (to/for us)

Acc. mē (me as a direct object) nōs (us as a direct object)

Abl. mē (by, with, from me) nōbīs (by, with, from us)

NOTE: the genitive plural can be either nostrī or nostrum but is not used as a possessive pronoun.

2nd Person Pronouns

Singular Plural

nom. tū (you) vōs (you)

Gen. tuī (of you) vestrī, vestrum (of you)

Dat. tibi (to/for you) vōbīs (to/for you)

Acc. tē (you as a direct object) vōs (you as a direct object)

Abl. tē (by, with, from you) vōbīs (by, with, from you)

NOTE: the genitive plural can be either vestrī or vestrum but is not used as a possessive pronoun.

rule A pronoun’s gender and number are derived from its antecedent. Its case is determined by its use in its own clause.

Pronunciation Notes:• Ego is not pronounced like the english word ego: ee-go (although this is its origin), but as eh-go. • Mē is pronounced meh or may, not mee as in english.

2. Ask students what a pronoun is. (A word that takes the place of a noun.)

3. Explain the rule: A pronoun’s gender and number come from its antecedent (we wouldn’t say the girl-they or the boy-she), but its case is determined by its use in its own clause.

Example:

Alexander the Great conquered the world. Many cities were named for him.

In the second sentence, him is a pronoun, and Alexander is its antecedent. In Latin, we would use a masculine singular pronoun because Alexander is male and there’s only one of him. In the first sentence, Alexander would be nominative because he’s the subject. In the second sentence, him would be ablative because it would be the object of the preposition prō (for). They have different functions, so their cases differ.

53Week 20

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BEYOND FOURTH FORM LATIN CLSA Conference

Part I

I. Making the Decision to Include Advanced Latin a. What is an advanced Latin course?

i. Courses which assume a solid grasp of elementary grammar 1. Includes intermediate authors (e.g. Caesar) 2. Includes advanced lessons (e.g. idioms and less common morphology

and syntax) ii. Courses that include reading authentic authors iii. Courses that include composing Latin sentences

b. Why to include advanced Latin courses? i. It is a formative tool: what math is to the sciences, Latin is to the humanities.

1. A formative tool which teaches: a. How to learn b. Perseverance

2. A rigorous, mostly systematic and logical, process-oriented language which enables students to access wisdom.

ii. It is the basis of humanistic learning. 1. Latin outlasted Rome and continued to modern times. 2. Latin was the language of philosophers and theologians.

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II. What is the goal? (The student is the goal, the aim) a. Intellectual power and moral responsibility (within a Christian worldview) b. Educational outcome: the type of student

i. Persistent ii. Creative iii. Thoughtful

c. Curricular terminus i. Latin poetry ii. Latin prose composition

---------------------------------------------------------------------------------------------------------------------------- III. What are the means to the goal?

a. Grammar (Grammar) b. Translation (Logic) c. Composition (Rhetoric)

---------------------------------------------------------------------------------------------------------------------------- IV. The Path to Including Advanced Latin Courses

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a. Obstacles: i. The Latin teacher’s constant need to defend the subject ii. Skeptical educators iii. Skeptical parents

1. “My friends’ kids do not take Latin.” 2. “How will Latin translation help my kid?” 3. “Why does Latin need to be so difficult?”

iv. Finding qualified faculty v. Finding qualified students vi. Selecting a curriculum vii. Competition from other subjects

b. The solutions: i. Educating educators ii. Convincing parents iii. Hiring quality faculty

1. Administrators inspire students through teachers. Teachers inspire parents through students.

2. Parents embrace what their children do well and what their children are excited about.

iv. Motivating students v. Selecting age-appropriate, quality curriculum vi. Emphasizing the right subjects

1. Multum non multa 2. AP courses

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V. Phases of Latin Instruction a. Lessons (2nd – 7th) b. Lessons and translation (8th, 9th, and 10th) c. Translation (11th) d. Composition (12th)

---------------------------------------------------------------------------------------------------------------------------- VI. Curriculum

a. Characteristics of useful textbooks i. Lesson books

1. Grammar 2. Limited vocabulary 3. Copious exercises

a. Latin to English b. English to Latin

4. Passages for continuous translation ii. Readers

1. Running vocabulary 2. Notes

a. Grammatical

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b. Historical (optional) 3. Macrons 4. Grammatical paradigms 5. Summary of syntax 6. Vocabulary section 7. Sufficient amount of text 8. Classical and Christian texts

b. Curriculum for each phase i. Lessons – Forms Series ii. Lessons and translation

1. Henle I 2. Henle II 3. Henle III

iii. Translation 1. Clean, unmarked text with room for notes 2. Steadman’s Caesar, Cicero, or Sallust 3. Mueller’s Caesar 4. Boyd’s Vergil 5. Steadman’s Passion of Perpetua and Felicity 6. Confessions of St. Augustine (Bolchazy)

iv. Latin prose composition 1. Bradley’s Arnold 2. Latin Prose Composition (North and Hillard)

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Part II VII. Lesson Plan

a. Lessons a. Form Series

i. Prayer ii. Recitation

1. Old material 2. New material (W, Th, F)

iii. Word Study and Grammar Questions (W, Th, F) iv. Vocabulary Drill v. HW Check vi. New Material

1. Teach the ‘Word Study and Grammar’ section of the study guide (T).

vii. Exercises 1. Complete difficult exercises in class.

viii. Assign HW 1. Assign copy work or less difficult exercises for homework. 2. Assign no written work the night before a quiz, just study.

b. Lessons and translation

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i. Opening 1. Recitation

a. Latin prayers b. Grammar

2. Review/collect homework (i.e., the previous day’s material) 3. Quiz

ii. Lesson – new material 1. Lecture 2. Exercises in translation and composition

iii. Closing 1. Assign homework 2. Review difficult material

c. Translation i. Recitation

1. Relevant lines 2. Latin prayers 3. Grammar

ii. Review homework 1. Call on a student to translate from his/her marked workbook 2. While one student translates, other students correct their homework 3. Repeat with another student 4. Take up homework

iii. New material 1. Call on a student to read the Latin text 2. Write notes on the board

a. Unknown vocabulary b. Difficult syntax c. Historical, textual, cultural helps

3. Call on a student to translate the text a. No one may write a translation (pencils down) b. Ask other students to help when necessary

4. Mark the text a. Circles, underlines, parentheses, etc. b. S-V-O c. Diagramming d. Henle grammar reference numbers

iv. Return papers d. Composition

i. Vocabulary ii. Morphology iii. Syntax iv. Word order v. Style

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VIII. Assessment a. Lessons b. Lessons and translation

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c. Translation i. Formative assessments

1. Homework a. Frequency: every night b. Format

i. Latin lines, written neatly ii. All unknown vocabulary from the day’s selection is

written neatly iii. Fairly literal translation into English

c. Grading i. Grade for completion ii. Correct format iii. Good penmanship iv. Classroom corrections

2. Quizzes a. Vocabulary b. Grammar

3. Tests a. Frequency: every 80 to 120 lines or 2 to 3 weeks b. Format

i. Translation ii. Grammar iii. Vocabulary iv. Comprehension, Context

c. Grading i. AP-style grading ii. 4 passages of 15 segments

d. Review i. Devote one day to review ii. Reread the entire text

ii. Summative final – see honors exams ----------------------------------------------------------------------------------------------------------------------------

Part III IX. Docendi Ratio

a. Translatio/lectio i. Translating a sentence

1. Read the Latin sentence as Latin. 2. While reading the sentence in Latin, mentally separate words

according to their agreement. 3. While reading the sentence in Latin, mentally group units of words

together based upon how they function syntactically. 4. While reading the sentence in Latin, discover the meanings of words

and units of words based upon one’s knowledge of vocabulary. If the student does not know the vocabulary word, then follow the steps below before looking up a word:

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a. Rely on English derivatives. b. Rely on related Latin words. c. Make a sensible guess. d. Use a dictionary (or the teacher) only to verify that one has

correctly translated a word. 5. Eliminate various possible syntactical relationships based upon what

makes the best sense in the context. 6. Translate the Latin sentence into English. 7. For long sentences in prose and for poetry that contains hyperbaton,

students may need to resort to “solving” the sentence by searching for the verb and subject outright.

ii. Conducting a class-wide textual analysis 1. Call on a translator. 2. Ask other students to answer questions about the text/translation:

a. Require both recall and original thought. b. Require justification of answers/translations, even when

correct. c. Ask students to explain the helpful notes in readers. d. Ask questions about the story/oration.

iii. Modeling translation b. Oratio

i. A magistris 1. Reading aloud 2. Common commands 3. Repeated phrases 4. Grammar

ii. A discipulis 5. Reading aloud 6. Responses in Latin 7. Recitation of grammar 8. Recitation of lines

c. Compositio i. Process of composition

1. Semantics 2. Morphology 3. Syntax 4. Word order

ii. Kinds of composition 1. Compositiones liberae 2. Assignandae compositiones

d. Auditus i. Modeling correct pronunciation ii. Critiquing pronunciation

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X. Scholae a. Grammatica

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i. Recitation of grammar ii. Written forms iii. Drills

b. Ordinatio i. Using examples

1. In tabula alba 2. In oratione

ii. Comparisons with English c. Vocabula

i. Developing word sense 1. Infixes, affixes, suffixes 2. Derivatives 3. Synonyms 4. Antonyms 5. Homonyms

ii. Repetition iii. Association iv. Charades v. English to Latin vi. Latin to English vii. Drills viii. Learning vocabulary in context ix. Learning vocabulary by frequency x. Learning vocabulary by author

d. Intellectus fabulae – the Latin teacher as classical studies teacher ---------------------------------------------------------------------------------------------------------------------------- XI. Pons Inter Grammaticam et Translationem

a. Parsing b. Diagramming c. Graded readers d. Short stories/multiple authors e. Sustained narrative/one author

---------------------------------------------------------------------------------------------------------------------------- XII. Pensa

a. Assignments in class i. Sight reading/translation ii. Composition iii. Using readers

1. Discourage dependence on notes and vocabulary. 2. The teacher is the best resource in class, not the book.

b. Homework i. Prioritize translation and composition. ii. Slow it down: making homework worthwhile

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1. Ask students to write out the vocabulary words they do not have memorized.

2. Ask students to write the Latin text. 3. Ask students to translate the text. 4. Have students diagram the text.

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XIII. Examina a. Quizzes – assessing student readiness for new material b. Tests – formative pedagogical tools

i. Reading/translating comprehension ii. Grammatical comprehension iii. Vocabulary

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XIV. Notandum a. Translatio

i. Five varieties of translation 1. Fundamental mistakes 2. Mistakes every sentence 3. Mistakes every other sentence 4. Translation English 5. English idiom

ii. The five varieties and grading b. Compositio

i. The purpose of composition ii. Process of composition and reasonable grading

---------------------------------------------------------------------------------------------------------------------------- XV. Leading Students to Love Latin

a. Science of Latin Study i. Translation is science. ii. Translation entails comprehending Latin in English

b. Art of Latin i. Sentiendum Latine ii. Putandum Latine

c. Teaching Latin as an art will lead to a love of Latin and a desire to read Latin after high school.

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Cicero Highlands Latin School

Teacher: Ms. Bier Email: [email protected] Course Description In this course, students will be introduced to the work of one of the most prolific and influential writers in the history of the Latin language: Marcus Tullius Cicero. The first half of the school year will focus on grammar and translation exercises which will prepare students to translate the entire First Catilinarian and selections of the Third Oration. Our study of these speeches will also provide the opportunity to explore a number of related topics: Cicero’s life, the political strife of the late Roman Republic, and Latin rhetoric and style. Textbooks Third Year Latin, Robert J. Henle, S.J. Latin Grammar, Robert J. Henle, S.J. First Oration against Catiline Workbook, Geoffrey Steadman. Method of Assessment Grades are based on a point system, but weight is given to assignments as follows: Participation 10% Homework/Binder 20% Quizzes 40% Tests 30% Participation Participation will be gauged in three areas: behavior, preparation of the material, and taking part in class. If a student comes to class unprepared, without the proper texts, notebooks, or pencils, he/she will automatically lose participation points for that day. Student and class expectations will be discussed on the first day of class. Binder Requirement Students should have a 3-ring binder organized in the following way: 1st section: Notes/Handouts 2nd section: Homework (Henle work) 3rd section: Written Translations (Cicero work) 4th section: Quizzes/Tests The sections should be organized chronologically. The binder will be checked periodically for completion and neatness. Quizzes There will often be 1-2 short quizzes a week, announced in advance. The frequency of grammar and vocabulary quizzes will allow for constant review and practice. Additional Information Late work will not be accepted, except in the case of illness or emergency. When a student is absent, homework must be turned in within two days of the student’s return to school. The student should complete missed assessments within one week of returning to school. The content and schedule of this syllabus are subject to change at the instructor’s discretion, but changes will always be clearly announced to the class.

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Cicero: Course Schedule

Week Material Assessments Fall Term 1: Aug. 27 Latin Review and Lesson 1 2: Sept. 3 Lesson 2

3: Sept. 10 Lesson 3 Test—Sept. 12 4: Sept. 17 L. 4-5 5: Sept. 24 L. 6 6: Oct. 1 L. 7, 9 Test (Midterms) 7: Oct. 8 L. 8, 10

8: Oct. 15 L. 11, 12 9: Oct. 22 L. 13 Test 10: Oct. 29 L. 14, 15 11: Nov. 5 L. 16

12: Nov. 12 L. 18 Test 13: Nov. 19 L. 19 Winter Term Thanksgiving Break: Nov. 25-29 14: Dec. 3 L. 20 15: Dec. 10 L. 21 16: Dec.17 L. 17 Test

Christmas Break: Dec. 20-Jan. 6 January 3: Cicero’s Birthday!

17: Jan. 7 Intro to First Catilinarian; Cat. 1-3 18: Jan. 14 First Cat. 4-6 (Midterms) 19: Jan. 21 First Cat. 7-9 20: Jan. 28 First Cat. 10-12 Test 21: Feb. 4 First Cat. 13-15

22: Feb. 11 First Cat. 16-18 23: Feb. 18 First Cat. 19-21 Test 24: Feb. 25 First Cat. 22-24 Spring Term Spring Break: March 2-6 25: Mar. 10 NLE Prep NLE March 13th 26: Mar. 17 First Cat. 25-27 27: Mar. 24 First Cat. 28-30 28: Mar. 31 First Cat. 31-33 Test 29: Apr. 7 Third Catilinarian 1-3 Good Friday 30: Apr. 14 Third Cat. 4-6 (Midterms) 31: Apr. 21 Third Cat. 14-16 32: Apr. 28 Third Cat. 17, 21-22 Test 33: May 5 Third Cat. 24-26 34: May 12 Third Cat. 27-29 and Review Cicero Exam 35: May 19 Review Final Exam

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Lesson 31: First Catilinarian XII.29 Name: ______________________________ I am willing to endure unpopularity Date: ____________________

XII Hīs ego sānctissimīs reī pūblicae vōcibus et eōrum hominum, quī hoc

idem sentient, mentibus pauca respondēbō. Ego, sī hoc optimum factū

iūdicārem, patrēs cōnscrīptī, Catilīnam morte multārī, ūnīus ūsūram hōrae

gladiātōrī istī ad vīvendum nōn dedissem. Etenim, sī summī virī et

clārissimī cīvēs Sāturnīnī et Gracchōrum et Flaccī et superiōrum

complūrium sanguine nōn modo sē nōn contāminārunt, sed etiam

honestārunt, certē, verendum mihi nōn erat nē quid, hōc parricīdā cīvium

interfectō, invidiae mihi in posteritātem redundāret. Quod sī ea mihi

māximē impendēret, tamen hōc animō fuī semper, ut invidiam virtūte

partam glōriam, nōn invidiam putārem.

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Teacher Training...1 Dear Parents, Welcome to a new year at Highlands Latin School! My name is Ms....

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Transcript of Teacher Training...1 Dear Parents, Welcome to a new year at Highlands Latin School! My name is Ms....