Sample Lesson Plan #2

Latin I UNIT: Ecce Romani Chapters 15 & 16 Lesson #8 55 minutes Context of this lesson: This is the eighth lesson in a two-week unit on Chapters 15 and 16 from the Ecce Romani Level I textbook. I taught this lesson to my Latin I class during my student teaching at Huron High School. This unit introduced the paradigm of neuter nouns from second and third declension, the paradigm of first/second declension adjectives, and the concepts of noun/adjective agreement. I introduced adjectives on Day 7, and we practiced as a class. For homework, students were asked to decline four noun/adjective pairs. OVERVIEW OF THE LESSON: Noun/Adjective Practice! OBJECTIVE FOR LESSON: Students will be able to decline a noun-adjective pair consisting of a 1st/2nd declension adjective and a 1st, 2nd, or 3rd declension noun, both in paradigmatic form as well as in individual cases/numbers. STANDARDS (Classical Language Standards): Standard 1.1: Students read, understand, and interpret Latin or Greek; Standard 1.2: Students use orally, listen to, or write Latin as part of the learning process; Standard 3.1: Students reinforce and further their knowledge of other disciplines through their study of classical languages MATERIALS: Adjective Worksheet (previous handout) Noun/Adjective word list Individual whiteboards/markers/erasers PROCEDURE: A. (5 minute) Attendance & Homework Check a. Take attendance. 8:43-8:48 b. Quickly walk around and check students homework for completion. B. (2 minutes) Hand back quizzes a. Hand back previous days vocabulary quizzes. 8:48-8:50 b. Go over any common errors, answer any questions. c. Schedule times with students for additional makeups. Transition: Have students put away quizzes, keep out homework. C. (15 minutes) Homework corrections (Standard 1.1: Students demonstrate a knowledge of inflectional systems and syntax appropriate to their reading level) (Standard 1.2: Students recognize and reproduce the sounds of Latin) a. Start by reviewing noun/adjective concepts. Ask students: i. What are the three ways adjectives must agree with their nouns? ii. Adjectives take their endings from which declensions? 8:50-9:05 iii. How do you know which ones to use? iv. Will adjectives always look like the nouns they modify? Why ?

Sample Lesson Plan #2

b. Draw three blank noun charts on the board and label them. i. Ask students to pronounce the Latin for the dictionary entries of the noun and adjective, write them above the chart. ii. Ask a student to identify the base of the noun, mark on the board. iii. Ask which declension the noun is stuck in. iv. Ask which form of the adjective well use, and which declension endings. c. Repeat for next two charts. d. Call on students to come up and write the declensions on the board. e. Go through the answers. f. Repeat for last three paradigms.

8:50-9:05

Transition: Have student volunteers come up and erase the board; ask the rest of the class to clear their desks. D. (27 minutes) Adjective PracticeMini Whiteboards (Standard 1.1: Students demonstrate a knowledge of inflectional systems and syntax appropriate to their reading level)(Standard 1.2: Students write simple phrases in Latin) a. Ask two students to distribute whiteboards, markers, and erasers to the rest of the class. b. While they are doing this, distribute word list. c. Explain instructions for the activity: I will announce and write on the board a nounadjective pair in English, and a case & number. For example, Big field, dative singular. You write the correct forms on your board, and then everyone will show me their answer. d. Point out that all the vocabulary can be found on the list in front of them. 9:05-9:33 e. Go through an example as a class. f. Begin! g. When every student has finished with one noun/adjective set, have all the students show their boards. Quickly look at each student, giving feedback where necessary. h. Write the correct answer on the board. i. Repeat! j. Around 9:30 have students clean their boards. k. Ask two students to collect markers, whiteboards, and erasers, and put them back in the cabinet. Transition: When youre finished putting away your whiteboard, take out your planners. E. (5 minutes) Quiz Preparation/Conclusion (Standard 1.1: Students demonstrate a knowledge of inflectional systems and syntax appropriate to their reading level) (Standard 3.1: Students reinforce and further their knowledge of effective study skills and habits through their study of Latin) a. Write on the board: i. Quiz Monday on Adjectives ii. It will look like the homework we correctedI will give dictionary entries, you decline. iii. Some multiple choice questions from yesterdays handout. 9:33-9:38 b. Ask if there are any questions. c. Ask students to suggest study strategies.

Sample Lesson Plan #2

d. For the remaining few minutes, ask review questions: i. What is an adjective? ii. What are the three ways that adjectives agree with nouns? 9:33-9:38 iii. Will an adjective always look like its noun? iv. Why not? v. Adjectives are stuck with endings from. ASSESSMENT: Correcting the homework will allow me to informally assess how well students understand the concepts of noun-adjective agreement. The whiteboard activity will be especially beneficial, as it will allow me to gauge each individual students progress. The next days quiz will formally assess students ability to decline noun/adjective pairs.

Sample Lesson Plan #2 -- Worksheet

Latin I 1. wicked girl Adjective Practice scelestus, scelesta, scelestum wicked puella, puellae, fem. girl Singular Nom. Gen. Dat. Acc. Abl. ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Plural ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Nomen: _________________

2. new burden

novus, nova, novum new onus, oneris, neut. burden Singular Plural ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Nom. Gen. Dat. Acc. Abl.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

3. energetic brother

strenuus, strenua, strenuum energetic frater, fratris, masc. brother Singular Plural ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Nom. Gen. Dat. Acc. Abl.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Sample Lesson Plan #2 -- Worksheet

Latin I 4. deranged mind Adjective Practice Nomen: _________________

commtus, commta, commtum deranged animus, anim, masc. mind Singular Plural ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Nom. Gen. Dat. Acc. Abl.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

5. slow dog

tardus, tarda, tardum slow canis, canis, masc. dog Singular Plural ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

Nom. Gen. Dat. Acc. Abl.

___________________________ ___________________________ ___________________________ ___________________________ ___________________________

6. annoying rumble

molestus, molesta, molestum annoying murmur, murmuris, neut. rumble Plural

Singular Nom. Gen. Dat. Acc. Abl. ___________________________ ___________________________ ___________________________ ___________________________ ___________________________

___________________________ ___________________________ ___________________________ ___________________________ __________________________

Sample Lesson Plan #2 Noun/Adjective Word List

Latin I -Adjective Agreement Practice Adjectives: Bigmagnus, magna, magnum Happylaetus, laeta, laetum Newnovus, nova, novum Nouns: Dustpulvis, pulveris, masc. Fieldager, agr masc. Footprintvestigium, vestigi, neut. Namenomen, nominis, neut. Sistersoror, sororis, fem. Skillars, artis, fem.

Latin I -Adjective Agreement Practice Adjectives: Bigmagnus, magna, magnum Happylaetus, laeta, laetum Newnovus, nova, novum Nouns: Dustpulvis, pulveris, masc. Fieldager, agr masc. Footprintvestigium, vestigi, neut. Namenomen, nominis, neut. Sistersoror, sororis, fem. Skillars, artis, fem.

Latin I -Adjective Agreement Practice Adjectives: Bigmagnus, magna, magnum Happylaetus, laeta, laetum Newnovus, nova, novum Nouns: Dustpulvis, pulveris, masc. Fieldager, agr masc. Footprintvestigium, vestigi, neut. Namenomen, nominis, neut. Sistersoror, sororis, fem. Skillars, artis, fem