Prentice Hall. Ecce Romani, Level I, third edition South Carolina Academic Standards for Classical Languages, Beginning Stage

Transcription

1 Prentice Hall Ecce Romani, Level I, third edition 2005 C O R R E L A T E D T O

2 B Understand words, phrases, and simple sentences in Latin or Greek. CLASSICAL LANGUAGES Goal 1 Communication BEGINNING STAGE Essential Question 1.1 How does the ability to read a classical language enhance one s ability to communicate in one s native language? Standard 1.1 Students read, understand, and interpret Latin or Greek. Goal 1 defines communication as it applies to learning of a classical language. The written messages from the ancient world, from epic poetry to Pompeian graffiti, are the major source of knowledge and our major line of communication to the Greeks and Romans. Reading, then, is the first standard and the key to communicating with the ancient world. Standards for Foreign Language Learning in the 21st Century, p. 161 Ecce Romani students begin reading phrases and simple sentences from the very beginning. The Readings in each chapter form the core component of the course. SE/TE: 3, 7, 13, 19, 25, 33, 39, 53, 63, 71, 79, 89, 97, 105, 113, , 127, 137, 149, , , , , , 227, Acquisition of vocabulary is further assisted by Vocabulary Reviews in the Language Activity Books. TR: IA 19-20, 37-38, 54-55, IB 16-17, 31-32, TECH: Fabulae activities on Ecce Romani I B Match English derivatives to their Latin or Greek root words. The Word Study component trains the student to match English derivatives to the vocabulary of the individual lessons. SE/TE: 22-23, 57-58, , , , , TE: Indo-European Language Tree 359, Derivatives TECH: Verba activities on Ecce Romani I 1

3 B Use essential grammatical structures (including declension endings, conjugation forms, and syntax) to translate Latin or Greek texts. The Forms and the Building the Meaning components regularly address the use of grammar and syntax in the reading and translation of Latin texts. SE/TE: 4-5, 8-9, 14-15, 20-21, 26-27, 34-35, 40-44, 54-56, 64-67, 72-74, 80-82, 84, 90-92, , , , , , , , , , , , , , , , TE: Building the Meaning The Language Activity Books are an essential tool for the student to acquire this objective. TR: IA & IB 2-64 TECH: Grammatica games and activities, Forms, and Building the Meaning on the Ecce Romani I B Recognize specific, factual information in selected Latin or Greek passages. B Analyze sentences from selected Latin or Greek texts. B Use a bilingual dictionary as appropriate to read, understand, and/or interpret Latin or Greek texts. Students read for comprehension and answer specific oral questions in Latin regarding the passage in the Responde Latine component. SE/TE: 3, 7, 13, 19, 25, 33, 39, 53, 63, 71, 79, 89, 97, 105, 113, , 127, 137, 149, , , , , , 227, TECH: Activities on Ecce Romani Teacher s Corner Translation and parsing (syntactical analysis) of the Readings best address this objective. SE/TE: 3, 7, 13, 19, 25, 33, 39, 53, 63, 71, 79, 89, 97, 105, 113, , 127, 137, 149, , , , , , 227, TE: Building the Meaning TECH: Grammatica and Building the Meaning sections on the Ecce Romani I Student Home Page Both Latin-to-English and English-to-Latin Dictionaries address this objective. SE/TE: and Vocabulary Reviews in the Language Activity Books. TR: IA 19-20, 37-38, 54-55, IB 16-17, 31-32,

4 B Understand and respond appropriately to simple directions, commands, greetings, and questions in Latin or Greek. TECH: Verba activities on Ecce Romani I Essential Question 1.2 How does the ability to understand a classical language in both oral and written form enhance one s understanding of the nature of language in general? Standard 1.2 Students use orally, listen to, and write Latin or Greek as part of the language learning process. The Forum and the Agora were alive with the sounds of commerce, the speeches of politicians, the noise of gossip. The recitation of poetry published the sounds of an active literature. To hear these sounds, to imitate those cadences in the classroom, to practice writing words and ideas in the ancient language enhance the ability to read. The second standard of the communication goal emphasizes the importance of oral skills, listening, and writing as tools to improve reading. Standards for Foreign Language Learning in the 21st Century, p. 161 This objective is first presented directly by the teacher. TE: Introduction, pg. ix and pg. xiv Greetings, commands and simple questions are addressed. SE: 13, 19, 39, 74 Audio texts train the student in comprehension of oral Latin and model accurate recitation. TECH: AudioCD/Audiocassette Chapters 1-27 B Recite simple phrases and sentences in Latin or Greek. B Recite Latin or Greek with accurate pronunciation, meaningful phrase groupings, and appropriate voice inflection. Students make simple oral replies to the questions posed in the Responde Latine component. SE/TE: 3, 7, 13, 19, 25, 33, 39, 53, 63, 71, 79, 89, 97, 105, 113, , 127, 137, 149, , , , , , 227, Audio texts model accurate recitation of the Latin. TECH: AudioCD/Audiocassette Chapters 1-27 Accurate pronunciation and meaningful inflection are best developed by oral recitation of the Readings in each chapter. SE/TE: 3, 7, 13, 19, 25, 33, 39, 53, 63, 71, 79, 89, 97, 105, 113, , 127, 137, 149, , , , , , 227, In addition, specific reference is made to the Pronunciation of Latin component. SE/TE:

5 TE: Introduction ix TECH: Pronunciation activities in Grammatica section on Ecce Romani I B Create simple phrases in Latin or Greek. Regular English-to-Latin exercises address this objective. SE/TE: 5, ex. 1c; 9, ex. 2d; 15, ex. 3e; 21, ex. 4d; 27, ex. 5d; 35, ex. 6d; 40, ex. 7c; 57, ex. 8d; 66, ex. 9d; 82, ex. 11d; 99, ex. 13c; 108, ex. 14f; 129, ex. 17d; 163, ex. 20e; 176, ex. 21c; 190, ex. 22e; 202, ex. 23c; 219, ex. 24e; 256, ex. 27d Sentence completions and English-to-Latin composition are an integral part of the Language Activity Books. TR: IA & IB 2-64 TECH: Grammatica games and activities, Forms, and Building the Meaning on the Ecce Romani I Goal 2 Culture BEGINNING STAGE Essential Question 2.1 How does a knowledge of the relationship between the practices and perspectives of the Greco-Roman culture enhance one s understanding of modern Western 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. Formulating an understanding of the perspectives of the Greeks or Romans through their practices and through their products is key to an understanding of their culture. The focus in Goal 2 is on the ability of students to hear (i.e., read) and see (in physical remains) the message of the Greeks or Romans. Standards for Foreign Language Learning in the 21st Century, p. 162 B Explain special activities that are characteristic of Greco-Roman culture (e.g., banquets, holiday celebrations, theater productions). Characteristic elements and activities are included in the Roman Life component. SE/TE: 37, 59-61, 75-77, , , , , 258 TE: Supplementary Materials and , Cultural Background Readings TECH: Mores and Cetera sections of the Ecce Romani I 4

6 B Identify examples of the geographical, political, and/or social expansion of the Greco- Roman civilization. B Identify examples of Greco-Roman daily life (e.g., games, food, clothing). Geography is specifically addressed by the Maps component. SE/TE: xiii, xvi, 1, 28, 99, 125, 154, 169, 194, 206, 208, 217, 237, 244 In addition there are readings which highlight the spread of Greco-Roman civilization: SE/TE: xii-xiii, 28-31, 45-48, , , 215, Political expansion is specifically addressed by the History component. SE/TE: , , TE: Supplementary Materials and , Cultural Background Readings and Charts TECH: Maps listing in Links section of Ecce Romani I, as well as Historia activities Several parts of the Roman Life and Frontier Life components address Greco-Roman daily life. SE/TE: 10-11, 17, 45-48, 83, 164, , 215, TE: Supplementary Materials TECH: Mores activities on Ecce Romani I /KET website B Recognize Greco-Roman belief systems that are based on the mythology of that culture. B Identify the names, deeds, and spheres of influence of the major Greco-Roman deities. Students use the Myth component to supplement their perspective of Greco-Roman culture. SE/TE: 27, 28-31, 43, 68-69, 85-87, , , 221 TECH: Mythology activities on Ecce Romani I Essential Question 2.2 How does a knowledge of the relationship between the products and perspectives of the Greco-Roman culture enhance one s understanding of modern Western culture? 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. Their daily life, education, politics, history, philosophy, and religious practices tell students about their perspectives, revealed both in their literary products and in remaining artifacts. Literature, as well as non-literary writing, is key to an understanding of culture; it is a product of the culture and a primary source for understanding ancient practices. Standards for Foreign Language Learning in the 21st Century, p. 162 Specifically addressed in the Myth component and in the Plates. SE/TE: 27, 43, 68-69, 221 5

7 TECH: Mythology activities on Ecce Romani I B Identify various forms of Greco-Roman architecture, works of art, and artifacts. Art, architecture and artifacts are addressed in a variety of readings, diagrams and Plates. SE/TE: 4, 17, 32, 35, 40, 45-48, 55, 76, 112, 153, 163, 179, 180, , TE: Supplementary Materials and , Cultural Background Readings TECH: Art and Architecture activities on Links section of Ecce Romani I Student Home Page B Recognize ways that the Greco-Roman system of education affected the literature and oratory of that culture. Education and literature are addressed in the cultural readings. SE/TE: 60, 220, 233, TECH: Education activities in Links section of Ecce Romani I Goal 3 Connections BEGINNING STAGE Essential Question 3.1 Why does the ability to read a classical language increase one s ability to function in a variety of disciplines? Standard 3.1 Students reinforce and further their knowledge of other disciplines through their study of classical languages. Goal 3 focuses on connecting the knowledge and understanding gained under Goal 1 (Communication) and Goal 2 (Culture) to the core subject areas: English, mathematics, science, social studies and foreign languages. Standards for Foreign Language Learning in the 21st Century, p. 164 B Identify derivatives from Greek or Latin in modern English. Latin derivatives in modern English are regularly addressed in the Word Study component. SE/TE: 22-23, 57-58, , , , , TE: Indo-European Language Tree 359, Derivatives TECH: Verba activities on Ecce Romani I 6

8 B Identify traces of Greco-Roman culture in the modern Western world (e.g., roman numerals, road design, architecture). B Recall information about the Greco-Roman culture from passages written in Latin or Greek. Traces of Greco-Roman culture in the western world are identified and discussed in the Roman Life and Frontier Life components. SE/TE: 10-11, 17, 37, 45-48, 59-61, 75-77, 83, , 164, , , 215, , , , 258 The Roman number system is specifically addressed in SE/TE: TE: Supplementary Materials and , Cultural Background Readings TECH: Mores activities on Ecce Romani I Essential Question 3.2 Why does an understanding of Greco-Roman culture increase one s ability to function in a variety of disciplines? Standard 3.2 Students expand their knowledge through the reading of Latin or Greek and the study of ancient culture. It [Goal 3] also provides opportunities for interdisciplinary experiences in all areas of the curriculum. In addition, students use their knowledge of Greek or Latin to acquire new information as they read authentic works which may also relate to other subject areas. Standards for Foreign Language Learning in the 21st Century, p. 164 Indicator Recall of cultural information is a regular part of the Readings and the Responde Latine questions that accompany them. SE/TE: 3, 7, 13, 19, 25, 33, 39, 53, 63, 71, 79, 89, 97, 105, 113, , 127, 137, 149, , , , , , 227, TECH: Activities on Ecce Romani Teacher s Corner 7

9 Indicator B Compare the structure and syntax of Latin or Greek sentences with those written in modern English. Goal 4 Comparisons BEGINNING STAGE Essential Question 4.1 Why does the knowledge of a classical language enhance one s ability to handle the English language effectively? Standard 4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language. Goal 4 focuses on the comparisons that students make between the ancient and modern worlds. Through their study of the Latin or Greek language, students develop a greater understanding of the structure and vocabulary of English. Standards for Foreign Language Learning in the 21st Century, p. 165 The English-to-Latin exercises train the student to distinguish between the sentence structure of Latin and modern English. SE/TE: 5, ex. 1c; 9, ex. 2d; 15, ex. 3e; 21, ex. 4d; 27, ex. 5d; 35, ex. 6d; 40, ex. 7c; 57, ex. 8d; 66, ex. 9d; 82, ex. 11d; 99, ex. 13c; 108, ex. 14f; 129, ex. 17d; 163, ex. 20e; 176, ex. 21c; 190, ex. 22e; 202, ex. 23c; 219, ex. 24e; 256, ex. 27d TE: Building the Meaning Sentence completions and English-to-Latin composition are an integral part of the Language Activity Books. TR: IA & IB 2-64 TECH: Grammatica activities on Ecce Romani I B Explain how the Latin or Greek language influences other languages, including their roots and prefixes. Latin prefixes, suffixes and roots used in the Romance languages as well as in English are regularly addressed in the Word Study component. SE/TE: 22-23, 57-58, , , , , TE: Indo-European Language Tree 359, Derivatives TECH: Verba activities on Ecce Romani I /KET website 8

10 B Compare aspects of private life (e.g., table manners, clothing, the family unit) in Greco- Roman society with those of modern Western culture. Essential Question 4.2 Why does the ability to make comparisons between the Greco-Roman culture and one s native culture expand one s understanding of culture and society in general? Standard 4.2 Students compare and contrast their own culture with that of the Greco-Roman world. By examining and analyzing the public and private lives of the ancient Greeks and Romans, students acquire a perspective from which to examine and analyze their own culture more objectively. Cultural comparisons of a private life sort are a regular feature of the Roman Life and Frontier Life components. SE/TE: 10-11, 17, 37, 45-48, 59-61, 75-77, 83, , 164, , , 215, , , , 258 TE: Supplementary Materials and , Cultural Background Readings TECH: Mores and Cetera sections of the Ecce Romani I B Compare aspects of public life in Greco- Roman society with those of modern Western culture. Cultural comparisons of a public life sort are best addressed by the History component, as well as selected Roman Life readings. SE/TE 37, 59-61, 75-77, , , , TE: Supplementary Materials and , Cultural Background Readings TECH: Mores and Cetera sections of the Ecce Romani I 9

11 B Recognize the use of Latin or Greek words and phrases in the scientific professions. Goal 5 Communities BEGINNING STAGE Essential Question 5.1 How does the knowledge of a classical language enhance one s ability to function in a global society? Standard 5.1 Students use their knowledge of Latin or Greek in a multilingual world. Goal 5 focuses on the application of the knowledge of Latin or Greek to wider linguistic and cultural communities extending from school to later life. Knowledge of Latin or Greek enables students to develop a full understanding and appreciation of classical influences in today s world as they encounter new language-learning situations and other cultures. Students understand the link between classical languages and certain professional fields through their specialized terminology. Understanding Greco- Roman culture provides students with a basis for interpreting events of the modern world. Standards for Foreign Language Learning in the 21st Century, p. 167 Use of Latin in the scientific professions may be extracted from the Word Study component. SE/TE: 22-23, 57-58, , , , , TECH: Verba activities on Ecce Romani I /KET website B Recognize traces of Latin or Greek in common English usage. Latin abbreviations, professional terminology and derivations are addressed in the Word Study component. TE: Indo-European Language Tree 359, Derivatives TECH: Verba activities on Ecce Romani I 10

12 Essential Question 5.2 Standards for Foreign Language Learning in the 21st Century, p. 167 B Identify examples of Greco-Roman mythology in Western art and music. How does a knowledge of Greco-Roman culture enhance one s ability to function in a global society? Standard 5.2 Students use their knowledge of Greco-Roman culture in a world of diverse cultures. Understanding Greco-Roman culture provides students with a basis for interpreting events of the modern world. The tools of technology and telecommunication provide links to resources of the worldwide classical community. The influence of Greco-Roman mythology in Western Art is addressed in the Myth readings and in the plates which accompany them. SE:/TE: 27, 28-31, 43, 68-69, 85-87, , , 221 TECH: Mythology activities on Ecce Romani I /KET website B Identify issues of social diversity in the Greco-Roman world. Cultural assimilation or Romanization is the particular focus of the Frontier Life component, as well selected readings in Roman Life. SE/TE: 37, 75-77, , 215, TECH: Mores and Historia sections of Ecce Romani I, as well as Historia activities 11