{"id":18,"date":"2013-10-24T21:54:51","date_gmt":"2013-10-24T21:54:51","guid":{"rendered":"http:\/\/blogs.dickinson.edu\/latinclub\/?page_id=18"},"modified":"2017-09-16T10:50:50","modified_gmt":"2017-09-16T10:50:50","slug":"grades-4-5","status":"publish","type":"page","link":"https:\/\/blogs.dickinson.edu\/latinclub\/grades-4-5\/","title":{"rendered":"Grades 4-5"},"content":{"rendered":"

1) Choosing a Roman name \u2013 My name is _____ (Nomen mini est) – Salve!\/ Salvete! \u2013 How are you? (quid agis?) and responses (optime!\/ bene!\/ haud male!\/ male! And pessime!) \u2013 Vale!\/Valete! \/Give the students time to decorate their Latin Club notebook.<\/p>\n

2) Family Vocabulary \u2013 teach the students the words for mother, father, sister, brother, grandmother, grandfather, etc. in Latin. Have students make a family tree in Latin.<\/p>\n

3) Read the cartoon \u201cWho are you?\u201d Discuss parts of speech, and have students figure out the parts of speech of the words in the comic. Read \u201cThe Birthday Party\u201d and translate \u201cLepidina arrives at the party.\u201d<\/p>\n

4) Tell the students the story of Perseus and Medusa. Have them memorize the present tense forms of sum. Roman Food: Discuss what Romans would have for a dinner party (they\u2019d always start with eggs and end with apples, and garum a fish sauce was very popular). Have the students translate: \u201cThe Governor is Coming!\u201d and \u201cDinner for the Governor.\u201d<\/p>\n

5) Discuss adjectives in Latin. Give the students a list of adjectives. Have them describe themselves using sum\/non sum and an adjective. Then have students describe their partners, then their magister. You could also project pictures and have the students describe them in Latin. Lastly, teach the students a few animal names (vespa, balaena, cuniculus, delphinus, equus and porcus) and have the students describe each of those animals.<\/p>\n

6) Tell the students the story of Icarus and Daedalus. Verbs: Singular and Plural: teach the students the difference between a singular verbal ending (-t) and the plural verbal ending (-nt). Havce them switch plurals to singulars and singulars to plurals. Learn the personal endings \u2013o, -s, -t, -mus, -tis and \u2013nt and practice telling who does the action of each verb with exercise 3 on page 16. Students should then translate the comics \u201cWhat are you doing?\u201d and \u201cPandora Settles In.\u201d<\/p>\n

7) Tell the students the story of Pandora\u2019s Box. Teach the students vocabulary for the parts of the classroom. Have the students identify pictures of classroom objects that you either hold up on sheets of paper or project on a screen. Break the class into two teams. Have them race to label the items in the classroom in Latin.<\/p>\n

8) Have the students translate the comic \u201cA Writing Lesson\u201d and \u201cRufus Don\u2019t Touch.\u201d When finished tell the students the story of Echo and Narcissus. You could show them a video of the story if you wanted to.<\/p>\n

9) Teach the students about the Roman Conquest of Briton. Then read \u201cBritons are best!\u201d and \u201cRomans are best!\u201d Talk about adverbs in English \u2013 what letters do they end in? Then discuss adverbs in Latin? \u2013 what letters do they often end in?<\/p>\n

10) The Roman Empire: Provinces. Teach the students 15 different provinces in the Roman Empire. Teach the students the expression \u201cUbi est ____?\u201d and have them point to the places on a map. I can provide you with blank maps of the Roman Empire, if you would like to have the students label and color the maps.<\/p>\n

11) Have the students read \u201cLet\u2019s Go Shopping\u201d on pages 33 and 35. Complete \u201cA Day in Eboracum\u201d on page 37 by having the students say who bought each item. Review what nouns, verbs and adjectives do. Complete the \u201cGrasp the Grammar\u201d quiz on page 36. Review personal endings in Latin. Have the students play the DEAD FISH game to practice forming present tense verbs.<\/p>\n

12) Tell the students the story of Actaeon and Diana. The Roman Army: Have the students read \u201cBe Careful, Rufus,\u201d and \u201cDo as You\u2019re Told!\u201d Tell the students about what a normal Roman soldier\u2019s outfit and armor would look like, then tell them about how a Centurion\u2019s costume would differ from other soldiers\u2019 garb.<\/p>\n

13) Teach the students how to form singular and plural command forms. Play \u201cSimonus Dicit\u201d with the students to get them understanding the commands. Then have students be take turns being Simonus and giving commands to their classmates. If time, tell students about the Trojan horse and how Odysseus and the Greeks outsmarted the Trojans (if you do not get to this, start with it next class).<\/p>\n

14) The Roman Baths: Tell the students about the basic layout of the Roman baths. Explain how hypocausts worked. Have the students read \u201cTime for a Bath!\u201d on page 46.<\/p>\n

15) Review what an adverb is in English. Discuss what endings adverbs usually have in English. Talk about what ending adverbs usually have in Latin. Do Grasp the Grammar exercise 1 on page 47 to practice with adverbs. Tell the students the story of Odysseus, Polyphemos and the Trick of Nobody.<\/p>\n

16) Read \u201cWho\u2019s Who\u201d on page 53, and discuss how you can tell the different army officers apart. Then read \u201cYou Look Lovely\u201d on page 59. Roman Clothing: Discuss the basic clothing that a Roman man, a Senator, and a Roman woman would wear. Teach the students what a conjunction is in English, then practice combining Latin sentences using QUOD, ET, SED, and TAMEN to make the sentences longer.<\/p>\n

17) Teach the students about the Creation of the world, and review the Titans and the Olympian Gods. Read the comics \u201cRufus is Ill\u201d and \u201cAll\u2019s Well That Ends Well.\u201d Teach the students what a direct object is and that a direct object ends in \u2013m in Latin. Complete exercise 5 on page 74 matching the characters with their actions.<\/p>\n

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