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Lesson Plan

Latin Honors/Advanced - U of D Jesuit High School


Mr. Heiden
Unit: Reading Strategies - Sight Reading and Caesar
Day: 26 - Caesar - Continuing a Good System
Introduction: This lesson comes at the end of a very positive week of the honors class. The
worksheet format for each section seems to work nicely for the students, as they are thinking
about the language in a very grammatical way, and less of a translation-focused view of text. It
also provides them with a sampling of questions about each passage that would be the sort of
questions asked on an exam, much like in the workbook. However, the workbook does not ask
questions in the same way I do, and often skips a very important question or opportunity to make
a grammar point. This trend will continue with De Bello Gallico 5.26 in class, and will provide a
chance for discussion on the passage. In this particular lesson, students will have an opportunity
to work on some of the questions about the passage before it is assigned for homework. On the
previous day, I was encouraged by the plethora of questions from the students on the first
worksheet, and I hope that this new worksheet provides the same drive and opportunity to ask
grammar questions about the passages with which we are working.
Long Term Goals:
Students will recognize familiar grammatical constructions in the Latin text, be able to
recognize the English equivalent, understanding the function of the given construction,
and be able to name that construction using linguistic terminology.
Students will be able to use grammar and syntax of Latin text to understand and translate
a text literally with grammar points reflected into the English equivalent.
Students will be able to work in groups to come up with definitive answers to problems
they are having with the Latin, and self-check their work during larger class discussions.
Objectives:
Students will be able to accurately find and define a variety of dependent clauses,
focusing on cum clauses and ablative absolutes.
Students will be able to answer more completely questions about form and function of
any single word in the passage, using the correct linguistic terminology.
Standards Addressed (Using Classical Language Standards):
1.1 - Communicate in a Classical Language: Students will interpret, understand, and
translate Caesar's narrative, and even answer questions about grammar, enhancing their
reading and comprehension abilities.

4.1 - Comparing Languages: Students will be guided through the process of translating
Latin prose into English using literal strategies that help them see connections between
the Latin grammar and the English grammar.
Procedure Skeleton:
Warm up
Workbook Chapter 11 - section 26 focus
Analysis with worksheet in small groups
Whole class troubleshooting of the text

Materials:
Caesar Workbooks
De Bello Gallico 5.26 worksheet
Overhead projector for marking text
Perry's commentary

Procedure:
1) Have the following warm-up written on the board, and give the students about 5 minutes to
complete the prompt:
a) Translate the last sentence of DBG 5.25 into fluent and grammatically equivalent
English. (Workbook page 82)
2) After going over the warm-up, direct students to chapter 11 in the workbook, and Perry's
commentary on this chapter in his book. For time's sake, it may be necessary to only allow
single question group work, so that 5.26 can be completed in this hour. The single question
group work creates a more efficient atmosphere, as student only gets 2-3 minutes to discuss a
single thing, meaning they will utilize their time more efficiently than in a longer group
session.
3) After 2-3 minutes for a question, discuss the findings, looking at the text to explain the
elements of truth in answers. After the first sentence is well understood, begin reading the
next section, pointing out instances of cum clauses and ablative absolutes, which are
abundant in this passage. This will be a good exercise in textual interpretation. Ask students
to read the cum clauses, and their context, and try to determine their use in context. It may be
necessary to write the possible uses on the board.
4) It may be ambitious to get to section 27, but it is possible. This should be the goal, but not at
the expense of student understanding. Be sure students have no questions about anything
throughout the class.
5) Homework: Finish the worksheet on section 26, and then proceed to bracket all the relative
clauses in section 27, and drawing arrows to their antecedents.
Comments: