具有多樣化、包容性特徵的初級拉丁語
古地中海研究課程聚焦在羅馬人的個性、產品和語言！以圖像小說的形式探索語言、文化和考古學。
Andrea Sansone
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5.0
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包含什麼
32 現場會議
26 小時 40 分鐘 上課時間作業
每週 1 小時. Suggested activities: (From the Resources and other touchstone texts) Like the practice of a modern language, 15-20 minutes of suggested practice 5-6 days a week supports the acquisition of language learning. There are many more ways to approach a story but here are some examples given below - - Ask the children to act out (part of) the story, either in Latin or in English. You can let them prepare by giving them the line drawing version of the story to work through, and write out a script. Encourage them to add their own dialogue in English to flesh out the narrative. - Hot-seat a character: ask a student to imagine s/he is one of the characters in the story, then ask the rest of the class to ask her/him questions about the content of the story (“What did you do today?”, “How did you feel about being defeated by your son in a wrestling match?”, “Do you like going to school? Why (not)?”). - Print a line drawing version of the story, and cut it up into different sections, then ask the children to put the story back together by sticking the sections on a sheet of paper in the right order. - Read half of the story with the class, then ask children to write their own account (in English) of how the story continued. - Children write a diary entry for one of the characters in the story, or write another account from the point of view of one character. - Hot-seating: let children study and take on the role of one of the characters, then ask them questions in the voice of the character. - Tell your neighbor: let the students summarize (a part of) the story for their neighbor, remembering as many details as they can. - True or false? Prepare a series of statements about the story and ask the children to vote on whether they are true or false by a show of hands or using mini white boards or green and red pieces of paper. Each week's lessons will recommend have specific culture and connection content follow up as well.評估
A Latin standard based post course assessment and report along with a grade percentage may be provided when planned from the beginning of the course. This report is easily translatable for each student's needs and educational goals. A pre-and post test may also be administered in an additional (parent and teacher) Zoom proctored setting.等級
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課堂經歷
英語程度 - 未知
美國 6 - 9 年級
The cultural topics that meet students standard based Latin level include Greco-Roman cultural themes such as The Labors of Hercules The story of Odysseus Daedalus and Icarus Actaeon and Artemis The Story of Persephone Iphigenia Once mastery of reading Latin at 70% or above has been achieved, students will continue to make progress in Latin learning objectives with standard based introductory Latin texts in the form of graphic novel style intuitive readings and other novellas and other Latin learning resources designed for the young Latin student. The more important grammar and syntax patterns encountered through the course may include and go beyond: Part 1 Simple sentences with "est" and "non est" Hello and professions of the ancient world. Ex "salve, carnifex!" Part 2 Main verb at the end of the sentence: Marcus in via ambulat. Sentences including a negative: Silvia non est in palaestra. Part 3 Sentences including adjectives: filius non est fessus. Further use of main verb at the end of the sentence: Marcus ad frigidarium currit. apodyterium (changing room), frigidarium (cold room), tepidarium (warm room), caldarium (hot room), labrum (basin), palaestra Part 4 Sentences with nominative, accusative and verb: Caper quoque hortum intrat. Part 5 Longer sentences (including two verbs) Caper mercatorem videt, et salutat. Part 6 Longer sentences (including two verbs and/or adjectives Balbus, parvus, cum magno servo in theatro stat. STORIES Aims and content Each chapter has one core story which introduces a new language feature, sentence patterns and vocabulary, building progressively on the language met in the previous chapters. The core story is set in the location that the chapter focuses on, and so is used not just to advance children’s language, but also to broaden their cultural understanding. For each chapter there is at least one additional consolidation story, which uses the same vocabulary and does not introduce any new language, and one extension story, in which new vocabulary and sentence patterns may be met. Setting - The town of Herculaneum and its burial in the eruption of Vesuvius. The main street. Archaeological Mystery objects: a loaf of bread a stylus a strigil papyrus scroll Interactive image per section - I. The main street 1. The people in the town: a range of characters greet one another in locations in Herculaneum. 2. salve! Dama, the owner of the taberna, is visited by a range of characters. 3. The cat and the fish: A fish is stolen from the fishmonger II- Going to School 4. Marcus and Silvia go to school and meet an unexpected character. 5. The cat wanders: Ulysses the cat wanders through the town, discovering characters in various places. 6. Where is Silvia? Silvia cannot be found - her mother Cara looks for her around the town III. 7. Dama and Marcus go to the baths: Dama and his son get competitive at the baths. 8. The wrong toga: In the changing room, not everyone gets the right toga back. 9. Silvia and the 3 baths: Too cold, too hot, just right! IV. 10. The singing slave: A loud singing slave annoys a merchant eating in Dama’s tavern. 11.Cara paints a picture: Cara paints a picture in the house of her ex-master, Balbus. 12. Livia gets an audience: Livia thinks she is alone and begins to sing, but an audience gathers. 13. Balbus the painter: Cara is painting a picture, but Balbus treads the paint everywhere. V. 14. An errand for Aper and Caper: The two slaves go do shopping, but Aper draws the short straw. 15. Balbus looks for a present: Balbus thinks he’s found an exotic animal for Livia’s birthday... or has he? 16. A new spice: Cara’s family try a new spice: pepper from India VI 17. A new statue: Balbus donates a statue to the theatre, but who does it depict? 18. Dama gets a scare: Dama goes for a walk at night, but gets a scare in the theatre. 19. A play: Balbus and Livia go to see a comedy, but Balbus struggles to find the best place to sit. Civilization Herculaneum’s position within the Roman empire. The eruption of Vesuvius. The archaeology of the site. Factfile Patulcius Felix, a baker, an ordinary inhabitant of the town. The production of bread in Roman world. Connections & Culture Mythology: The labors of Hercules The story of Odysseus’ return home from Troy and its depiction in art. What makes a hero? The story of Daedalus and Icarus and its depiction in art over time. The story of Artemis and Actaeon The story of Demeter and Persephone, and how myths were used to explain natural phenomena (such as the seasons) Points for discussion (An example per session) - In what ways was a Roman house different to a house today? - Is it strange that in the Roman house the least decorated rooms were the most private ones (the cubicula)? Is that the same today? - What do students feel about the choice of decoration? What would they have painted on their walls if they had a Roman house?
學習目標
Reading, writing, speaking and listening world language goals are already aligned to meet the ACTFL and U.K. K2 foreign language as well as K2 Roman history standards.
教學大綱
32 課程
超過 16 週課 1:
Day 1: Introduction to the Romans & Latin A
Day 1: Introduction to Latin - History and Importance, Latin Alphabet and Pronunciation 50 分鐘線上直播課
課 2:
Day 2: Introduction to the Romans & Latin B
Day 2: Basic Greetings and Sample Sentences, Numbers 1-10, Roman Numerals I-X. 50 分鐘線上直播課
課 3:
Day 1: Introduction to Inflection - Nouns: Singular and Plural
Language development and sentence patterns: Simple sentences (noun focus) 50 分鐘線上直播課
課 4:
Day 2: Introduction to Inflection - Verbs: 3rd person Singular and Plural
Language development and sentence patterns: Simple sentences (verb focus) 50 分鐘線上直播課
其他詳情
父母的引導和規範
The ancient world had different cultural practices and standards than those of modern times. It is possible that the discussions of Roman setting of Pompeii might require a gentle understanding of this what happened to the people in the Bay of Naples. Each week parents can request materials be previewed a week in advance to help personalize the learning experience for each child.
供應清單
One Folder for printed materials One Composition Notebook Writing Tool
外部資源
除了 Outschool 教室外，本課程也使用：
來源
Resources
The Primary Latin Course (PLC) Digital Textbook for young learners may be accessed by parents with parental approval. Subsequent Reading Latin 1 texts will be shared as the learning community grows in its standard based knowledge base.
A link and a review of the initial text is available for parents here:
http://lisibo.com/2018/05/the-primary-latin-course/
https://www.aclclassics.org/Portals/0/Site%20Documents/Publications/Standards_for_Classical_Language_Learning_2017%20FINAL.pdf
The PLC curriculum and team have been consulted when designing lessons for this online format. This resource has passed an independent Provo check for online resources.
The Hands Up Latin Course materials has already been aligned to the U.K.'s KS2 (Key Stage 2) Romans and Foreign Languages National Curriculum.
ACTFL World-Readiness Standards for Learning Languages, as well as the work of the ACL task Force on Standards for
Classical Language Learning have been consulted and documents to align the PLC curricula with these documents are in process for being developed for this Outschool course.
已加入 November, 2022
5.0
1評論
教師專業知識和證書
2 教學證書
維吉尼亞州 教學證書 在 外語
加州 教學證書 在 外語
I am a credentialed Latin teacher in various states. I would be happy my credentials with parents upon request! I am a life-long-learner that volunteers and trains with the American Classical League. I lived in Athens, Greece while attending Deree College - the American College of Athens in order to pursue my passion of studying the Ancient World.評論
現場團體小班課程
US$80
每週或US$1,280 用於 32 課程每週2次，共 16 週
50 分鐘
有2 位學習者完成此課程
即時視訊會議
年齡: 13-16
6-8 每班學員人數
