Lingua Latina Across the Secondary Grades Robert Patrick robert_patrick@gwinnett.k12.ga.

us Parkview High School, Gwinnett County Public Schools Lilburn, GA Learning activies discussed in this panel paper: Learning Activity Drawing pictures of the LL stories by section, in small groups. Quality of work directly proportional to the details of the drawing. Only Latin labelling allowed. A. Transfer drawings to transparencies, and have students re-tell the story from the transparency. B. Show picture and have class describe the story from the picture, including quid pictur caret (what the picture is lacking). Read a story. Prepare and deliver dramatic readings of the story. See attached rubric for assessment. Re-write a story or section of a story as breviariumshort summary, in students own Latin words. Focus on central issues and basic intelligibility of the summary, and not flawless grammar. Do initially in small groups (perhaps along with drawings) but gradually scaffold this exercise to individual work on assessments. Teacher Dramatization of stories initial reading with props and selected invitation for students to participate (making group sound effects, for example). Manipulatives that relate to a particular story. E.g. hand puppets for capitulum 9, paper-plate people in capitulum 11, or a weather wheel or calendar in capitulum 13. Questions and Answers in Latin, about the story, with responses in Latinorally as often as possible and as the standard and as formative assessments. Then, in summative assessments, on paper. References
Armstrong, Thomas. Seven Kinds of Smart : Identifying and Developing Your Multiple Intelligences. Plume, 1999. Krashen, Stephen D. Second Language Acquisition and Second Language Learning. PrenticeHall International, 1988. Smith, Frank. The Book of Learning and Forgetting, Teachers College Press, 1998.

Type Learner Benefitted Interpersonal learners (small groups) Spatial learners Spatial learners Interpersonal learners Logical learners Verbal learners Musical learners Body-kinesthetic learners Verbal learners Interpersonal learners Interpersonal learners (groups) Verbal learners Intra-personal learners

Spatial learners Body-kinesthetic learners Interpersonal learners Musical learners Body-kinesthetic learners Inter-personal learners Logical learners Verbal learners Verbal learners Inter-personal learners Logical learners

Dramatic reading rubric High Quality 4 Clear, accurate, deliberate, confident, flowing Speaker clearly understands what he/she is saying and helps audience to understand as well with voice intonation, gestures and actions Audience gives evidence of enjoying the performance Good Quality 3 Clear, accurate, confident, flowing Speaker seems to understand what he/she is saying and offers some help for the audience to the do the same. Audience is attentive to the performance. Acceptable Quality 2 Clear, confident, flowing Generally, the speaker seems to understand what he/she is saying. Does not always help the audience with that. Audience is non-reactive. Poor Quality 1 Clarity and fluence lack, but student preservers to the end Generally not very clear about what he/she is saying. Confusing to the audience.

Pronunciation

Interpretation

Engaged Audience

Audience is bored or distracted.

Total Grade HQ = 4.0-3.5 GQ = 3.4-2.5 AQ = 2.4-1.5 PQ = 1.4-0.5