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Latin I Pacing Guide

Excerpt from the North Carolina Standard Course of Study

Latin I is an introduction to the study of the Latin language and Greco-Roman culture. It encourages students to learn basic functions of the language, become familiar with some elements of its culture and increase their understanding of English. Emphasis is on the development of skills in reading and comprehension of adapted Latin texts.

Integration of other disciplines, with special emphasis on English Language Arts, is ongoing throughout the course.

Suggestions for Use of Pacing Guide

The NC SCOS goals and objectives are listed for each unit. These are goals and objectives that can be met by the various activities and lessons in each unit.

This pacing guide allows for an articulated sequence of study beginning at the middle or high school grades.

Topics listed under “Culture” are suggestions and may be addressed at any time during the instructional year.

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Month Topic NC SCSObjectives

SuggestedActivities

Vocabulary Grammar CultureFirst Quarter

Week ONE

Refer to text Typically, one

lesson should be covered each week (but shorter lists should be combined)

English derivatives of Latin words

Alphabet Pronunciation Syllabification

(e.g., penult, antepenult, ultima)

Genders of nouns Meaning of

“inflected language”

English terminology of case, number, gender, declension

Nominative case PredicateNominative (withaccompanying verb est

and sunt) Latin word

order

Geography of Mediterranean

Romance languages’ roots in Latin

Relevance of Latin today

Roman numerals

1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.03, 3.03, 3.04, 3.05, 4.06

Teacher provides, or students bring, materials/products that show Latin in today’s world.

Ask (orally) simple Latin questions to introduce students to Latin names on a map (e.g., Ubi est Italia? Ubi est Roma?).

List several words of various genders on board, and ask students to categorize them according to gender (e.g., numerus, aqua, oppidum, puella, equus, bellum).

Students translate sentences and passage(s) in book, and show comprehension through paraphrasing, etc.

Relate English derivatives to Latin words.

Week TWO See text provided in lesson (cf. Week One)

Adjective agreement

Accusative case (introduce concept of transitive verb)

Introduce deities (Greek and Roman names, domains)

1.01, 1.03, 2.04, 3.02, 3.04, 4.07, 4.08, 4.09

Student will draw name of deity and depict deity with his/her aspects (as a daily assignment).

Student will fill in missing case endings for nouns and adjectives (e.g., Puella magn__ insul__ spectat).

Use highlighter or SmartBoard to find/point out subject of a Latin

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SuggestedActivities

Vocabulary Grammar Culturesentence.

Week THREE

In addition to vocabulary in text, define “mood, voice, tense, person, number”

Verbs, first conjugation: present tense, active voice

Introduce simple, emphatic, and progressive forms

Principal parts of verbs

Present active infinitive

Latin word order

Roman family members and roles/home life (e.g., paterfamilias)

Begin narrative of Trojan War/epic cycle

1.01, 1.03, 1.05, 1.07, 2.02, 2.01, 2.06, 3.04, 4.02, 4.04, 4.05

Chant/Sing verb endings (e.g., present tense endings to “Mickey Mouse” song).

Continue translating Latin passage(s), and act them out or perform a puppet show.

Using constructions learned, paraphrase passage translated; illustrate it, too.

Tell story of Judgment of Paris. Collaborate with art teacher, and

make masks of characters from Trojan War.

Compare Latin verbs to English verbs and their principal parts.

Using manipulatives of Latin present tense verb endings and their corresponding English meanings, pairs of students will order them correctly.

Week FOUR Second declension masculine (-us nouns)

Latin phrases and abbreviations (e.g., e pluribus

Second declension masculine

Genitive case Review

previously-learned grammar

Roman nomenclature

Roman roads and travel

Geography of Rome and Italy

1.01, 2.02, 2.03, 3.01, 3.03, 4.03, 4.06, 4.07

Draw/Color map, and find specific cities/sites.

Identify/Label seven hills of Rome on map of city.

Give students Latin names (or let them choose their own); relate genitive case to naming of a daughter.

Give each student index cards of

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SuggestedActivities

Vocabulary Grammar Cultureunum, carpe diem, i.e., e.g.)

one noun in three cases (both singular and plural). Say an English sentence, and students will hold up correct Latin form of noun (e.g., We love our families – student holds up familias card instead of any other form of familia).

Week FIVE verbs of motion (1st and 2nd conj.)

ad, in (with acc.)

Future tense of first conjugation, active voice

Accusative of place to which (with ad)

Continue narrating Trojan War (concentrating on heroes and major events)

1.01, 1.03, 1.07, 2.01, 2.03, 2.04, 3.02, 3.03, 3.04, 4.03

Compose a sentence in Latin using future tense and acc. of place to which. Illustrate content of that sentence. (May be done on overhead transparency or white board.)

Teacher shows authentic pictures of Greek and Roman art (e.g., picture of vase or sculpture). Teacher has captions to pictures jumbled up. Students must match captions to the pictures they describe.

Week SIX verbs of giving, showing, telling (e.g., dono, do, nuntio, monstro)

Dative of indirect object

Concentrate on uses of “to” (in acc. of place to which, dat. of ind. obj. and infinitive)

More place names (with ad plus acc.)

Begin adventures of Aeneas, and conclude with founding of Rome

1.03, 1.07, 2.03, 2.04, 3.02, 3.03, 3.04, 4.03, 4.04

Teacher writes sentence(s) to illustrate three uses of “to.” After modeling this, teacher gives Latin and English sentences to students, who will identify the use of “to” as dative, accusative or infinitive.

Trace travels of Aeneas on map.Week SEVEN

in with abl. (vs. with

Ablative of place where

Seven kings of Rome

1.07, 2.01, 2.02, 2.03,

Practice sentences with various ablative and accusative

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SuggestedActivities

Vocabulary Grammar Cultureacc.), sub

common nouns of locations (e.g., casa, via)

Ablative of means or instrument

2.04, 3.02, 3.03, 4.03

constructions learned thus far. Create Latin sentences about

kings to practice uses of ablative and vocabulary.

Who am I? (Students stand and offer one or two characteristics of a king. Classmates guess which king is being portrayed.)

Week EIGHT

noli vocabulary

review (from weeks one through seven)

Present imperative, singular and plural

General grammar review

Introduce heroes of Monarchy (e.g., Horatius Cocles, the Horatii vs. Curiatii, Cincinnatus)

Monuments and structures of Rome

1.05, 1.06, 2.03, 2.04, 3.02, 4.03

Teacher gives students commands in Latin, and they follow the instructions.

Teacher shows students pictures of monuments, etc. Relate to monuments around the world (e.g., Arc de Triomphe).

Picture words: illustrate a vocabulary word by turning the word into a picture of its meaning.

Play charades with vocabulary.Week NINE Continue

reviewing vocabulary

Review (for quarter test)

Finish any topics not taught yet

Show video clips (e.g., deities in Clash of the Titans)

Second Quarter

Week ONE

various second conjugation verbs

Second conjugation : present and future tenses, imperative

Republic 1.03, 2.01, 2.02, 2.05, 3.03, 4.03, 4.04

Compare and contrast first and second conjugation verbs.

Identify conjugation of verb based on principal parts.

Have a mock election for class consul.

Week TWO various first Review present Midas myth 1.01, 1.03, Students complete charts that show

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SuggestedActivities

Vocabulary Grammar Cultureand second conjugation verbs

and future tenses Perfect tense

Continue with study of Republic, if desired

1.07, 2.01, 2.04, 3.01, 3.02, 4.03, 4.04

verb in same person and number, but in different tenses (present, future, perfect). Then, use those verbs in Latin sentences and illustrate them (e.g., Puella aquam portabit/portat/portavit and draw a picture of the sequence).

Discuss aetiological and societal significance of Midas myth. Relate myth to “the Midas touch.”

Week THREE

de, e/ex, a/ab

selected –r nouns and adjectives (vir, puer, ager, līber, sacer)

names (e.g., Marcus, Brutus, Cornelius, Aurelia)

Ablative of place from which

Vocative case -r nouns of second

declension and –r adjectives

Pyramus and Thisbe myth

Echo and Narcissus myth

1.03, 1.05, 1.06, 1.07, 2.01, 2.04, 2.06, 3.02, 3.03, 4.03, 4.04, 4.07, 4.09, 5.01

Continue making oral commands and include vocative case.

In groups of three or four, students will create a dialogue, which classmates will summarize after some are presented.

Relate Pyramus and Thisbe to Romeo and Juliet. Discuss clandestine love and find real-life examples.

Discuss aetiology of an echo. Relate myth to “narcissism.”

Week FOUR review sum and its principal parts

Emphasize in with accusative vs. ablative

Present and perfect tenses sum

Review predicate nominative and adjective

Roman occupation and colonization

Nisus and Scylla myth

1.01, 1.03, 1.04, 2.03, 2.05, 3.02, 3.03, 4.09, 5.02, 5.04

Identify Roman provinces on a map. Use Latin names for countries, and translate.

Compare modern-day map to ancient map. (May also discuss products unique to those provinces.)

Discuss honor and betrayal in

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SuggestedActivities

Vocabulary Grammar CultureNisus myth. Relate to wars of 20th and 21st centuries.

Supply students with pictures that show verbs of action and rest. Have students determine whether in with accusative or ablative is used (e.g., Equus in aquam currit will show a picture of a horse running into water, but Equus in aqua est will show a horse standing in water).

Compare five sentences with predicate adj./nom. to five sentences with direct object. Students will fill in the blanks with the correct Latin word (e.g., Marcus est agricola versus Marcus agricolam videt – note different forms of agricola).

Divide the class in half. Students in one half of the class will receive a large note card with a Latin form of sum (in present or perfect), and the other half will receive a card with an English translation of sum. (N.B. If the class is larger than 24, include prepositional phrases in Latin with their English counterparts.) Each student will find the student with the matching form of the verb “be.”

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SuggestedActivities

Vocabulary Grammar CultureWeek FIVE neuter

nouns and adjectives (e.g., oppidum, templum, signum, frumentum)

Second declension, neuter nouns (with adjectives)

selected myths about various deities (e.g., stories from Ovid’s Metamorphoses, such as Baucis & Philemon, Daphne & Apollo, Phaethon)

1.03, 1.06, 1.07, 2.01, 2.04, 3.01, 3.02, 3.03, 4.06, 5.02, 5.04

Identify genders of nouns based on appearance of words. Include words not yet learned.

Discuss/Show/Research English derivatives based on neuter nouns.

Using nouns of all genders, students create sentences about deities.

Discuss theme(s) of selected myth(s). Relate to today’s headlines.

In groups, students will create a poster advertising a movie about a selected myth. They will choose modern-day actors to represent mythical characters. They will include a title and a tag line (in Latin or English).

Week SIX interrogatives (num, nonne, -ne, quis, quid, ubi, cur)

Future tense sum Infinitive as

subject and object Asking questions Apposition

festivals (especially Saturnalia and Lupercalia)

Spartacus

1.02, 1.03, 1.05, 1.06, 2.01, 2.02, 2.04, 2.05, 3.03, 3.04, 4.07, 5.01, 5.03

Translate adapted Latin passage about Spartacus. Ask students Latin questions, which must be answered in complete Latin sentences.

Students are engaged in a question-and-answer session about Spartacus in both Latin and English.

Relate traditions in contemporary festivals to Roman festivals.

Sponsor a festival for school.Week Begin learning Begin third Perseus myth 1.01, 1.05, Compare and contrast first, second

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SuggestedActivities

Vocabulary Grammar CultureSEVEN idiomatic

expressions with ago

conjugation : present and perfect tenses (active voice)

1.06, 2.05, 3.02, 3.03, 4.05, 4.07, 5.04

and third conjugations. In groups, students will compose

an imaginary conversation in Latin between Perseus and Medusa or between Danae and Acrisius.

Week EIGHT

In addition to vocabulary lessons, continue learning idioms: gratias ago, gratiam habeo, bellum gero, castra pono, viam munio, memoria teneo, verba facio, consilium capio

Continue learning/reviewing third conjugation.

Third –io and fourth conjugations : present and perfect tenses, imperative mood, present infinitive (active voice)

Roman house (with review of home life)

1.03, 1.07, 2.01, 2.02, 2.05, 3.03, 3.06, 4.07, 5.04

Create charts/graphic organizers to compare and contrast verbs of all conjugations (and irregular sum).

Complete Latin sentences with correct forms of idioms.

On a piece of paper (or taping off an area on floor in classroom), identify parts of house. Compare/Contrast Roman house to typical American home.

Students furnish a rendering of a floor pan of Roman house (with pictures of authentic Roman furniture, or student-created pictures).

Week NINE Review for midterm exam

Create practice exam for students. Review with Jeopardy game or

bingo. Use Classroom Performance

System (CPS) to review.SECOND SEMESTER

Third Quarter

Week ONE

Review vocabulary

Concentrate on verbs of third, third –io and fourth


Future tense : third, third –io, fourth conjugations

Eruption of Vesuvius

Study of archaeology

1.01, 1.04, 1.01, 1.03, 1.05, 2.03, 2.04, 2.05, 3.03, 3.04, 4.07, 5.04

Show pictures/magazine articles of excavations at Pompeii.

Show Forum Romanum series newscast of eruption. Follow up with oral questions in Latin.

Translate adapted passage about

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SuggestedActivities

Vocabulary Grammar Cultureconjugations (e.g., pono, mitto, capio, facio, munio, venio, audio)

(active voice) eruption. On a chart with four columns, list

ten verbs that belong to different conjugations (in one column of chart). Students will identify conjugation of each verb in one column in present tense only. In next column, write an English verb phrase, which students will translate in the next column. Point out differences in conjugations.

Week TWO Homo, lex, pes, dux, rex, miles, salus, soror, frater, pater, mater

Formation of adverbs

Ablative of accompaniment

Third declension nouns, masculine and feminine

Review members of family and their roles (cf.. Week Three, First Quarter)

Ceres and Proserpina myth

1.01, 1.02, 1.03, 1.05, 2.01, 2.02, 2.06, 3.03, 4.07, 5.04

Distinguish between ablative of means and accompaniment.

Complete sentence with correct form of noun.

Change ten Latin adjectives to adverbs and translate them into English.

Show picture of a Roman family. Students will identify mater, pater, etc.

To review the house and family, show pictures of family members engaged in activities in their home. Students must create and say a Latin sentence that represents a picture (e.g., Mater in hortam movet would be matched with a picture of a mother walking into a garden).

Explain aetiological significance

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SuggestedActivities

Vocabulary Grammar Cultureof Ceres myth.

Week THREE

Corpus, tempus, flumen, nomen, caput, carmen, vulnus

Imperfect tense of all conjugations (active voice)

Imperfect tense of sum

Third declension nouns neuter

Odyssey characters and plot summary

1.01, 1.03, 2.03, 2.04, 2.05, 3.01, 3.03, 4.03, 4.04, 4.07, 5.04

Show video clips of Ulysses and/or Odyssey. (Students typically learn about Odysseus in English I, so they will probably have a strong foundation.)

Translate adapted passage about Odyssey.

Compare and contrast imperfect and perfect tenses. Compare Latin tenses to English tenses.

Write synopsis of verb in active voice: present, imperfect, future and perfect tenses. Include Latin and English.

Week FOUR a/ab as “by” Passive voice of conjugations : present, imperfect, and future tenses

Ablative of agent

Continue and conclude discussing Odysseus and his adventures

Introduce Vergil

1.01, 2.03, 2.04, 3.03, 4.03

Students draw/create a symbol to display, and classmates identify a character from Odyssey that that symbol represents (e.g., a student cuts out a trident, and classmates guess Poseidon).

Students compare and contrast both Latin and English forms in active and passive voices.

Week FIVE Et…et, aut…aut, neque…neque (nec…nec)

Continue passive voice

Correlative conjunctions

clothing 1.03, 1.04, 1.05, 1.07, 2.02, 3.03, 4.04, 5.01, 5.04

Students make tunic, stola, etc., as a project. Have a fashion show.

Students wear Roman garb to all classes for a day. They will enlighten students in other classes about a few aspects of Roman culture.

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SuggestedActivities

Vocabulary Grammar Culture Create a chart of a Latin verb in

active voice and include English translations (present, future, and imperfect tenses only). Students will make each verb passive in Latin and English to see the relationship to their active counterparts.

Allow students to earn a denarius or as for correct answers (perhaps over a couple of days). After they earn enough money, open a mock clothing store and allow them to buy garments. They must, however, request them in Latin.

Week SIX selected vocabulary from textbook

Adjectives used as nouns (e.g., multa, mala)

Pluperfect and Future Perfect, active voice

Review Vergil’s life.

Study characters and plot summary of Aeneid

1.03, 1.07, 3.02, 4.04, 5.04

Compare and contrast the journeys and characteristics of Odysseus and Aeneas.

Give each student three cards: O (for Odysseus), A (for Aeneas), and B (for both). Say a Latin sentence and ask students to hold up the appropriate card (e.g., students would raise the “A” card when they heard Filius Veneris est).

Relate heroic qualities of ancient world to modern times.

Translate adapted passage about one of Aeneas’ adventures.

Week Ego and tu Personal pronouns Continue study 1.03, 1.07, Give students a list of verbs, and

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SuggestedActivities

Vocabulary Grammar CultureSEVEN Optional: is,

ea, id in nominative only

of Aeneid 3.02, 4.04, 5.04

ask them to supply specific pronouns to complete a Latin sentence. Then, translate.

In groups of four, compose a rudimentary soap opera in Latin about Dido and Aeneas. Students must use a personal pronoun in five different cases throughout the episode. (N.B. Students should be realistic about their sentences and keep them relatively short.)

Play Win, Lose, or Draw with characters in the Aeneid.

Week EIGHT

selected vocabulary from textbook

Perfect passive participle

Future active participle

Perfect system, passive voice

Theseus and the Minotaur myth

Daedalus and Icarus myth

1.03, 1.07, 3.02, 4.04, 5.04

Students supply missing participial form to Latin sentences.

Discuss ancient inventions and how they have influenced/impacted our world.

Using only passive verbs, give students Latin sentences about the Theseus and Daedalus myths. If a statement is true (verum), a student will raise a green card (or stand up); if a statement is false (falsum), a student will raise a red card (or remain seated).

Compare/Contrast heroic journeys of Aeneas, Odysseus and Theseus. Relate to modern fictional heroes.

Week NINE Review vocabulary

Review for quarter test

Review Aeneid and myths

In groups of four, students create a PowerPoint review of a grammar

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SuggestedActivities

Vocabulary Grammar Culture Review perfect

passive systemfrom third quarter

topic (assigned by teacher). Students will create sentences about an epic or myth to provide examples of grammatical construction in context.

Give students a practice test.Fourth Quarter

Week ONE

selected vocabulary from textbook

General grammar review, with emphasis on passive voice

Present passive infinitive

Niobe myth Arachne myth Further study

of Latin phrases and words in English.

1.01, 1.02, 1.03, 2.04, 3.02, 4.06, 5.02

Translate passage about Niobe. Then, answer questions about the passage.

Discuss hubris. Find examples in today’s society.

Week TWO types of gladiators (e.g., Retiarius, Thrax, etc.)


Gladiators Review slavery

1.01, 1.03, 2.01, 2.02, 2.03, 2.04, 3.02, 3.03, 3.04, 4.03, 4.04, 4.06, 4.07, 5.02

Show Spartacus after introducing gladiators, slavery, and revolt of 73 – 71 BC

Create-a-Gladiator: Give students basic outline drawing of a gladiator. Provide stickers of equipment, protective gear, etc. Students add stickers and color them. Then, they identify the type of gladiator that they created.

Week THREE

same as Week 3

Continue grammar review

Finish Spartacus

1.01, 1.03, 2.01, 2.02, 2.03, 2.04, 3.02, 3.03, 3.04, 4.03, 4.04, 4.06, 4.07, 5.02

Compare/contrast modern athletics and ancient games.

Teacher modifies previously translated Spartacus passage. First, re-translate passage from Week Six, Second Quarter. Then, translate modified passage. Note changes. Comment on progression

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SuggestedActivities

Vocabulary Grammar Cultureof language.

On a map, find points of interest related to Spartacus’ revolt.

Week FOUR qui, quae, quod

Relative pronoun Roman education

1.03, 1.05, 2.02, 3.03, 3.05, 4.06, 5.01, 5.04

With a partner, arrange in order 30 index cards with forms of qui.

Teach-a-Teen: In public area, create a “then and now” bulletin board or display case with educational tools, schooling, etc.

Use highlighters and/or colored pencils to emphasize relative pronoun and its antecedent in Latin sentences.

Week FIVE quis et qui Interrogative pronoun

Interrogative adjective

Ablative of manner

Hunting Myths : Calydonian Boar, Atalanta, Actaeon

1.04, 1.05, 1.07, 2.02, 2.04, 3.02, 3.05, 4.03, 4.07

Give students ten Latin sentences with interrogative pronouns and adjectives. Ask them to identify each interrogative as a pronoun or an adjective.

Using manipulatives, students will arrange scrambled interrogative pronoun cards in order.

Ask students Latin questions about this week’s myths (e.g., Quis Meleagrum interfecit?)

Week SIX numbers: cardinals (unus-decem)

and ordinals (primus-decimus)

review perfect passive & future active participles

Lovers’ Myths: Orpheus and Eurydice, Callisto, Pygmalion

1.04, 1.05, 1.07, 2.02, 2.04, 3.02, 3.05, 4.03, 4.07, 5.04

In groups of four, students will create board games to review myths, relative pronoun and/or interrogative pronoun and adjective.

Students will learn cardinals with song Unus, duo, tres Romani, etc.

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SuggestedActivities

Vocabulary Grammar Culture(to tune of “Ten Little Indians”).

Students will solve word problems (e.g., Marcus tres libros sed Anna quattuor libros habet. Quot libri sunt?)

Pictures of art reflecting myths are posted on a wall. Teacher commands students, “Monstrate tertiam picturam,” and a student will point to the 3rd picture. Then, the teacher may ask, “Quis/Quid est?” and student will identify the subject of the picture.

Relate myths to today’s society (e.g., compare Pygmalion myth to movies such as “My Fair Lady” and “She’s All That”).

Week SEVEN

possum if time, ablative absolute

if time, compounds of sum, e.g possum

Review myths from 4th quarter

1.01, 1.03, 3.02,

Translate adapted Latin passage about a myth. After translating, students will identify selected underlined nouns in passage according to case, number and use.

Week EIGHT

Exam review Give students practice exam. In groups of four, students create

PowerPoint presentations to review grammar.

Students review myths and/or epics by modernizing them.

Week NINE Exam week

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N.B. It is recommended that teachers and students participate in events sponsored by the Junior Classical League.It is also highly recommended that students take the National Latin Exam, National Mythology Exam, and/or SAT II. (5.01, 5.03)

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