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Curriculum Area: 8th Grade Latin: Day 2 Title: Aenēās ad Īnferōs (Aeneas goes to the Underworld) and Teaching the Pluperfect and Future Perfect Tenses Overall Background: This lesson is designed for an 8th grader in the 2nd semester. This lesson plan covers one chapter and is designed to span seven days of 45-minute periods. The abundance of activities will allow the teacher to offer at least one activity that is appealing and engaging to each student. All activities will not always be completed by each student– student interest and progress will dictate completion of activities. The daily goal will be to present/practice oral/aural activities that weave in and out of the grammatical and linguistic framework to create and sustain enthusiasm and attention. Literary Background: This will be the 5th in a series of readings on the Aeneid. This stage of Latin is still highly adapted from the original and represents the high points of Book 6. Students will be acquainted with the genre, characters and plot from previous readings and study of the Aeneid in translation. Metrical background: Students will have already seen dactylic hexameter and discussed it briefly but not in detail. Purpose: Student will be able to:
This chapter/unit will contribute to student knowledge in preparation for 2 National Tests: The National Latin Exam and the National Mythology Exam. National Standards for Classical Language Learning (aligned with State Standards)COMMUNICATION Goal 1: Communicate in a classical language. Standard 1.1 Students read, understand, and interpret Latin or Greek. Showing fluency, reciting in meter several lines from the original Latin Aeneid and recording it.
Standard 1.2 Students use orally, listen to, and write Latin or Greek as part of the language learning process. Listening to the unadapted, original passage recited in Dactylic Hexameter. Listening to teacher correctly pronounce original passage; then taking turns reciting Latin in meter; Reciting in meter several lines from the original Latin Aeneid and recording it.
CULTURE Goal 2: Gain Knowledge and Understanding of Greco-Roman Culture Standard 2.1 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans. Discussion of classical ideas of the afterlife as Aeneas visits the Underworld Discussion of pietas vs. piety (the reason for Aeneas' journey) Discussion of fortune-telling and prophecies (reason for Aeneas' visit to Underworld
Standard 2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans. The production of epic poetry in the classical world, i.e, The epic poem, The Aeneid.
CONNECTIONS Goal 3: Connect with Other Disciplines and Expand Knowledge Standard 3.1 Students reinforce and further their knowledge of other disciplines through their study of classical languages. Study of English derivatives and Latin prefixes to enhance Language Arts. View many types of artwork depicting the Aeneid in sequence leading up to our passage.
Goal 4 COMPARISONS: Develop Insight into Own Language and Culture Standard 4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language. Use knowledge of Latin prefixes and root words to understand difficult English words. Compare translations of original Latin in poetry and prose through several centuries of English.
Standard 4.2 Students compare and contrast their own culture with that of the Greco-Roman world. Discussion of afterlife in the classical world vs modern religions – concepts of Heaven, Purgatory, Hell and how those relate to the classical world (Tartaros, Elysium) and the story of Aeneas. Disussion of ‘pietas’: what it meant for Aeneas and what it might mean today. Has the definition changed? What moral obligations does one have to those who love or depend upon them?
Goal 5 COMMUNITIES: Participate in Wider Communities of Language and Culture Standard 5.2 Students use their knowledge of Greco-Roman culture in a world of diverse cultures. Discussion of superstitions and prophecies in the classical world compared with those in the modern world. Comparisons with other world religions Objectives: The Student will
Materials: The Day number indicates first day each material is needed.
Agenda/Overview of Activities/Procedures for the Chapter. Day 1: Grammatical introduction and activitiesDay 2: Cultural discussion of the Aeneid previous to viewing of power point on Aeneid; Literary discussion previous to listening to recitations of Latin in dactylic hexameterDay 3: Vocabulary/derivative introduction; Map work following Aeneas’ path through the Mediterranean (use transparencies over maps); review of Day 1 grammar; Beginning of passage recitation and translation.Day 4: Finish translation and review passage work using SmartBoard, discussion woven throughout; Vocabulary bingo and treats!. Day 5: Sentence work in groups; Write character letters in Latin; Day 6: Share character letters; Computer lab work in QUIA and other elements found on my website Day 7: Questions, review, Chapter Quiz; Certamen game Blooms Taxonomy Code listed in activitiesKnowledge: B-K Comprehension: B-C Application: B-App Analysis: B-An Evaluation: B-Ev GardnerLinguistic G-Ling Logical: G-Log Spatial: G-Sp Musical: G-M Intrapersonal: G-Intra Interpersonal: G-Inter Naturalist: G-Nat Activities: Day 2 in 7 day sequence: (I include here only the SECOND DAY of this chapter.)1. (This is repeated every day.) I stand at the door and greet students in Latin inviting students to greet teacher in Latin. Increasingly longer phrases and more difficult language will be used for more accomplished students while shorter, simpler phrases are used for lower-achieving students. This activity invites all to speak successfully in Latin without them realizing that I am differentiating the difficulty and length of my greeting. This activity sets the tone for the class and gets students thinking in Latin and of Latin words from the first seconds of class. I will ask students to retrieve texts from closet, get out paper and pencil, and sit. B-K, B-C, B-App; G-Ling, G-Inter2. Prior Knowledge Activities: Students will brainstorm the events of the Aeneas story: Students will be organized into 6 groups of 3 each (18 students in class). Each group will have a 24" piece of post-it paper and their regular paper and pencil. Students will be asked as groups (organized by proximity to each other), to recall and write the major events that have already happened in the Aeneid and put them into correct sequence. (Some students may use 'In Medias Res" (flashback) sequence since it is utilized by Vergil.) Groups will be asked to copy their events in order onto the large post-it paper. After all groups have finished, the 6 groups will fasten their lists on the white board and the lists will be discussed and analyzed for similarities. As events are discussed by students, teacher will edit to one list so there are no duplicates and a clear 'event map' will emerge. B-K, G-Inter 3. Disussion of the Aeneid: A. Classical 'pietas' will be contrasted with the idea of 'piety' today. Generate a definition for both. What motivated Aeneas to do the things he did?: What compels him to continue sailing around the Mediterranean only to find one disaster after another? Why doesn't he give up? Why does he leave Queen Dido? Why does his 'marriage' to her not count? B. Discussion of the classical Underworld vs. concept of Hell and purgatory and classical Elysium vs. Heaven. Compare and contrast ideas (teacher should bring up Dante's Inferno.) What was the classical concept of the afterlife compared with not only Judaic-Christian beliefs but also of other religions. Students in the class who are of other religions can share if they are willing. (Usually I have Middle-Eastern and Asian students). C. Why did Aeneas have to go the the Underworld? (told by his deceased father in a dream). Communication with the deceased? What were the requirements for the living to get into and out of the Underworld? D. Discuss fortune-telling and prophecy. Is this still used today? In what contexts? Consider Nostradamus and modern clairvoyants. B-K, B-C, B-An, B-Ev; G-Sp, G-Inter, G-Nat4. The Aeneid in Pictures. I will already have set up the digital projector and the screen with my laptop. I will access the Powerpoint show that I have created illustrating the events of the Aeneid from the Introduction and Prologue to the beginning of Book 6. I have pulled together artistic images (paintings, manuscripts, sculptures) and organized them chronologically to tell the story visually with brief narrations/captions. Artistic canons will be pointed out as the art spans from 1st Century to 19th Century. Students will be encouraged to make connections between their 'event maps' and the events portrayed in the slide show. Students will be informed that some images shown will be used on the chapter quiz and/or Unit Test. (Students have access to the slide show through my web page). Students will turn to pp 198 and 200 in textbook to view paintings. How are these different from the images in the slide show? B-C; B-An; G-Sp, G-Intra, G-Nat.
5. Dactylic Hexameter. Review of the meter of dactylic hexameter. Ask students to provide the definition of the 2 words 'dactylic' and 'hexameter' (2 Greek words - prior knowledge). I will illustrate the metrical pattern on the white board. This will lead to the discussion of 'oral poetry', reminding students that this poetry was meant to be recited and heard, not read! Vergil was following the form of Homer in many aspects of this epic poem, one of them meter. I will already have the laptop hooked up to the the speakers, internet and projector. A. I will go to my web page where I have the first 11 lines of the Aeneid visually scanned in meter. Students will see it as I say it, then students will say it chorally (only the first 2 or 3 lines). Student volunteers will take turns trying to pronounce the lines correctly in meter. B. I will go to my web page which contains the links to a university website. This website contains portions of the Aeneid written with audio files of professors reciting that part of the passage in dactylic hexameter. Following this are the same passages in the written version of Dryden's English couplets (1909) with an audio file of a professor reciting the English couplets. This illustrates to students the original intention of the Latin poetry, and the organic nature of a classic work of literature. I will have students read aloud the Dryden translation before I play the audio file. The purpose is to have students see that the poem is a narrative within the art form of meter. How difficult must it have been to write given the constraint of the meter! How might that affect word choices and placement of words within the sentence? Is it more pleasing to read as poetry or as prose? Which one is easier? C. Practice with dactylic hexameter. Students will practice scanning a passage of original Aeneid on a provided worksheet. This worksheet will list the rules for what makes up a syllable in Latin poetry. Students must use a pencil and have an eraser. Students will use this completed worksheet to recite their two lines into the recorder. D. As homework and later (corrected) part of their formal assessment, students will recite A: the first 11 lines (already scanned on website) and B: an additional 2 lines which they will scan themselves on the worksheet. If they record digitally, their recordings may be placed on my website. B-K, B-C, B-App, B-An; G-Lin, G-Sp, G-M, G-Inter, G-Intra.Measurable Assessment Goals (No formal assessment until end of chapter-Day 7)Oral Greetings: Proficiency: 100% of students will formulate some answer to teacher in a Latin phrase. It doesn't have to be grammatically correct.
Prior Knowledge: Each group will successfully create an 'event map' to be shared with the class. The event map will list at least 10 events in the proper sequence.
Artistic Information: On the formal assessment, students will be shown 3 pieces of artwork to discuss in the context of the narrative of story and artists' intended emotional response to the artwork. Students will include at least 5 relevant details about each visual in the context of one paragraph or list.
Cultural Information: On the formal assessment, students will be given five cultural topics discussed. Students will successfully compare and contrast two of them, each of which will contain two relevant details which they explain.
Dactylic Hexameter: Students will make a sound recording of 11 lines of already scanned meter and 2 lines of their own scansion. Proficiency on the homework means that the activity has been completed with some correct words. Proficiency on the formal assessment (after teacher feedback and corrections) will mean that student recites correctly at least 8 of the 13 lines.
Modifications All students will be encouraged to participate to their greatest ability. Students with language processing difficulties: Students who are unable to process the syllables quickly and therefore complete the scansion will only be asked to do 5 lines. The task for these students will become recognition of syllable parts rather than the scansion. Because much of this day is visual and aural stimulation, no other modifications need to be made (unless I had a visually or hearing impaired student, which I do not in my school). The recording portion for these students would be based upon their pronunciation of the Latin words rather than recitation of the meter. Students who are gifted: I would challenge the gifted students to perfect the scansion and record a larger portion. I would highlight their work on my website. I will also allow these students to use the internet or books in my room to research further the art located in the slideshow and give a short presentation to the class. If there are a number of gifted students, this would be a group research/presentation.
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