Lesson Plan

Latin IV - University of Detroit Jesuit High School

Mr. Heiden
Unit: Horace
Day: 23 - Horace Odes - Continue through Odes 1.37 in the lab!
Introduction: Day twenty three will be extremely engaging for students, since they will be in the
lab, and be asked consistently to give answers via m.socrative, an online private quizzing site. I
will facilitate the questions that will be posed live to the students, and have anonymous responses
in order to get a feel for the whole class's knowledge, rather than one student at a time. This will
be interesting to see, and will also help the struggling students by giving them an anonymous
forum to try their ideas when a question is asked. They might be afraid to get things wrong, and
so they will be able to answer without that fear getting in the way. We will continue through the
text, as I ask grammar questions or translation questions to the students, and try to get through
the next section of the poem, which has to do with the chase of Cleopatra by Octavian. It will be
important for students to not use sites that do not pertain to Latin, and so there will be a warning
that any student who is on a site other than Whitaker's Words or m.socrative will get a JUG. This
includes site that display translations of the poem.
Long Term Goals
Students will begin to translate into grammatically equivalent English, representing the
grammar of the Latin into the English equivalent of that grammar.
Students will gain a further knowledge of ablative uses by practicing their identification
within real Latin literature.
Students will continue to practice seeing noun-adjective agreement in context, and
translate accordingly.
Struggling students will be able to check their ideas and gain confidence before the exam.
Objectives:
Students will be able to identify an ablative of cause, an ablative of separation, and
ablative of means in the text.
Students will be able to notice the change in tone and theme in the second part of Odes
1.37, and discuss Horace's thoughts on imperialism and warfare.
Students will be able to see a transferred epithet in a poem by Horace and be able to call
it by name.
Students will be able to answer multiple choice questions about content within the poem
as the discussion continues. This will include vocabulary, theme, and content
comprehension.



Standards Addressed (Using Classical Languages Standards):
1.1 - Reading, understanding, and interpreting: Students will translate Horace from Latin
to grammatically equivalent English, and interpret the subtleties of Horace's poetry.
2.2 - Cultural products and Perspectives: Students will review the effect of imperialism
on literature and poetry, showing the Roman idea of patronage on both a small and large
scale.
3.2: Expanding cultural knowledge: Students will learn about Cleopatra, festivals, and
Roman imperialism through Horace's Odes 1.37.
Procedure Skeleton:
Review of cultural and historical themes with a finished timeline on dipity.com
Log on to computers, m.socrative, and Whitaker's Words
Odes 1.37 with m.socrative questions (pre-made)
Wrap up & homework

Materials:

Computer lab!
Odes 1.37 worksheet

Procedure:
1) To begin the lesson, the students will do their prayer, and then go straight to a discussion of
theme in Horace's time period and the early empire. Use the student's previous work on
dipity.com to guide this discussion.
2) Tell students to get out notes on Odes 1.37, and continue to not surf the web. This is vital to
the next task, as they will need to be disciplined and attentive with their computers.
3) Move into Odes 1.37 after students have no more questions about the themes. The goal will
be to get through one more thematic section (about 2-3 stanzas) of the text, which happens to
be rich in ablative uses. The focus will be on translation of the text and identification of
ablative uses as practice for the exam. This discussion will be supplemented by the
m.socrative quiz software online. This will help students participate in grammar discussion,
even if they do not talk. The live results will help students see if they are thinking in the right
direction, and grasping the concepts at hand.
4) To wrap up the idea, there will be a short discussion of what happened in the poem after we
have translated it, and we'll continue to discuss how this last part of the poem fits in with the
beginning of the poem, hinting that the end will be even more interesting tomorrow.
5) For homework, have the students identify the form of every verb and participle in the rest of
the poem. This means tense, voice, mood, person, number for verbs and tense, voice, case,
number, gender for participles.
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