portfolio/ course requirements governor’s institute for...

Portfolio/ Course Requirements

Governor’s Institute for

World Language Educators

July 29 to August 3, 2001

Table of Contents

Piece #1: Lesson Plan Template 3

Piece #2: Workshop Format & Workshop Outlines 8 • Workshop Format • Workshop for Pre-Service Teachers • Workshop for Shikellamy World Language Teachers

Piece #3: Learning Scenario Template 12

Piece #4: Reading Template 15

Piece#5: Reflection Essay/Journal Entry 20 • Small group work/meaningful, purposeful, and authentic activities • Integrated grammar • Implementing the reading process • Cultural perspective reflected in story/legend • Spanish Ambassador • Art and sculpture • Community Resources in the development of standards-based lessons

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Deborah M. Bernhisel Shikellamy High School

August 4, 2001 Governor’s Institute for World Language Educators

Lesson Plan Template Piece #1

Standards for Classical Language Learning 1.1, 1.2, 2.2, 3.1, 4.1, 4.2

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Lesson Plan Template July 29- August 3, 2001

Topic: An Introduction to the Geography and Language of Rome in the First Century AD Level: Latin 1 (high school, mixed grade levels 9-12) Standards: Standards for Classical Learning 1.1 Students read, understand, and interpret Latin or Greek. 1.2 Students use orally, listen to, and write Latin or Greek as part of the language learning process. 2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans. 3.1 Students reinforce and further their knowledge of other disciplines through their study of

classical languages. 4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language. 4.2 Students compare and contrast their own culture with that of the Greco-Roman world. 5.1 Students use their knowledge of Latin or Greek in a multi-lingual world. Overview: This multi-day lesson is designed to introduce to the layout of the cities, provinces, and countries that dominated the Roman Empire during the first century AD. Maps of the ancient world and the modern world help students to visualize Western Europe, Asia Minor, the Middle East, and Northern Africa as it was in the first century and as it is today, putting the world of the Roman Empire into context with the modern world. Since the lesson is taught to students who have no prior experience with the Latin language, the lesson also serves as an introduction to the language of the Romans. The impact of the Latin language on Modern English becomes apparent as the students learn the Latin names of some of the major cities, countries, islands, provinces, and bodies of water in and around the Mediterranean. Lesson: This introductory lesson is designed to cover the first five class meetings of beginning Latin and assumes no previous knowledge of the language or the culture.

• Day 1: The students begin their first class faced with a map that is labeled in Latin depicting the Roman world during the first century AD. The first lesson focuses on learning to pronounce the Latin place names (Italia, Graecia, Hibernia, etc.) using the guidelines for Classical Latin and on locating the various places on the map once the place names have been removed. By the end of the lesson, students have developed their first vocabulary list (made up of place names and recorded on a vocabulary record sheet) and are responding in Latin to the question: Ubi est . . . ? (For example, when asked “Ubi est Graecia?” a student would respond “Graecia est ibi.” while pointing to the place on the map which corresponds to the place name.)

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• Day 2: During the second class meeting, students receive their own unlabeled map and peal-and-stick place name labels. They spend the first five minutes of class attempting to identify the various countries, provinces, cities, and islands by placing the preprinted labels on their own maps. In the opening review, students are asked not to stick the labels to their maps. That step comes later. Following the individual review, students respond to “Ubi est . . . ?” by attaching the large place labels on the classroom size map. Once all of the countries, provinces, cities, and islands have been identified, the students will check their own label placement. Then, the students may permanently affix labels to their maps.

• Day 3: During the third lesson, students are introduced to the vocabulary of geography, some of which are English cognates: insula, terra, patria, oppidum, vicus, provincia, paeninsula, urbs, flumen, mare. It is also during this lesson that the names for some of the major rivers and seas are added to the classroom map and to the student maps. But the most important part of this lesson is the discussion of how mapping and our view of the world changed throughout history: i.e., the world was flat, the sun rotated around the earth, etc. Students will have access to copies of maps dating back to the time of the Romans in order to launch their discussion.

• Day 4: As a culminating exercise, students research the countries of Europe, the Middle East, Asia Minor, and Northern Africa as they are identified today. Internet research capabilities are particularly helpful at this time. Armed with their researched information, students spend a portion of the fourth lesson discussing the changes in place names and country borders that they discovered. There is one controlling question for this discussion: How much influence has Rome had on the geography of this region? Information gathered in this final discussion will be recorded on the back of the student maps.

• Day 5: (Optional) Since Latin is considered an important influence on many European

languages, particularly the Romance languages (French, Italian, Portuguese, Romanian, and Spanish), have students chart the various place names in languages other than English and Latin. This is particularly effective in classes composed of students who have already studied another language. The information which cannot be completed during the class brainstorming session can become and outside-of-class research project, forcing students to connect Latin to other languages in today’s world.

Task/Scenario: A geography lesson set in the first century AD provides students coming to beginning Latin from mixed grade levels and a variety of academic and language experience backgrounds with a common base from which to begin the study of the Latin language. This geography lesson begins in Latin because the Latin names for many of the countries, provinces, cities, and islands are cognates of English place names. While learning something of the geography of the ancient world, the students are also building Latin vocabulary and making connections between the “dead” language of Latin and Modern English. After learning the Latin place names as well as their pronunciations from the classroom map and engaging in a review using “Ubi est . . .” as the prompt, the students label their own maps. Subsequent lessons add Latin geographic place names as well as the names of rivers and major bodies of water to their maps and their growing list of vocabulary. It is also at this time that the

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students look at the evolution of mapping, beginning with the Romans, and discuss the changes in man’s perception of the world through the centuries. After having completed this introductory study of the geography of the Roman Empire, students engage in research of the contemporary geography of Europe, Asia Minor, the Middle East, and Northern Africa, seeking to answer such questions as: What countries exist in these locations today? What place names have changed? What place names have not changed? What boundary changes have occurred, if any? And finally, how much influence has Rome had on the geography of this region: place names, national boundaries, etc.? To extend the lesson into the community, the final question can be expanded to include place names in languages other than English and Latin. The comparisons are particularly effective if focused on the Romance languages but need not be limited to these languages. Information not readily supplied by students during the class discussion can then become out-of-class research to be filled in on the wall size chart as it becomes available. Materials: • a classroom size map of the Roman Empire in the first century AD labeled in Latin • unlabeled student maps of the Roman Empire in the first century AD • a contemporary map of Europe, the Middle East, and Northern Africa or access to internet

map sites • a copy of a Roman map of the Mediterranean (second or third century) • a collection of maps (copies) depicting the Mediterranean as mapped through the centuries • peal-and-stick labels containing place names (computer generated) • vocabulary record sheet Technology Connections: The websites provide resources for map collections that can be useful in teaching the opening lesson.

• http://www.princeton.edu/~markwoon/Myth/myth-maps.html • http://www.acsucalgary.ca/~vandersp/Courses/maps/fullmap2.jpg • http://www.nationalgeographic.com/maps/maps_link.html Extended Activities: The color and number lessons immediately following the geography unit incorporate the student maps as well. Once the maps are colored, they are laminated and returned to the students as a class resource. Each time a place name appears in a story, myth, or historical setting, the students use their laminated maps to locate the site in relationship to Rome. Eventually, they use the maps to track the journey of Aeneas from Troy to Rome.

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http://www.princeton.edu/~markwoon/Myth/myth-maps.html

http://www.acsucalgary.ca/~vandersp/Courses/maps/fullmap2.jpg

http://www.nationalgeographic.com/maps/maps_link.html

Deborah M. Bernhisel and Bonna R. Cafiso*

Shikellamy High School


Workshop Format & Workshop Outlines Piece #2

Standards for Foreign Language Learning 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2

* The Workshop Format and the Workshop Outlines which follow were designed jointly by Deborah M. Bernhisel and Bonna R. Cafiso and are intended to be presented jointly to the workshop participants by their creators.

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Workshop Format

Title of workshop. The 5 C’s: Applying National Standards for Foreign Language Learning to Classroom Practice Standard(s) to be addressed. This workshop will address the National Standards for Foreign Language Learning in the areas of Communication, Cultures, Connections, Comparisons, and Communities. Description of the workshop. This workshop is divided into three segments. In the first segment of the workshop participants will be introduced to the Standards for Foreign Language Learning as they apply to an already prepared teaching scenario. The brainstorming activity, which is a part of the first segment, is intended to expand the participants’ thinking to include actual classroom practices. For some of the participants, particularly the World Language faculty in Shikellamy School District, the introduction will function more as review with opportunity for discussion. The second segment of the workshop is intended to model the standards in practice. The sample lesson will expand the discussion initiated through the brainstorming activity since each participant will be asked to identify the standards incorporated into the lesson as well as expand and/or alter the lesson to incorporate additional standards. The third and final segment of the workshop is intended for application. After reviewing and discussing a third teaching scenario, participants will be ready to design their own teaching scenarios. For the pre-service teachers, this activity will be the basis for future lesson planning. For the veteran teaching staff, this activity will provide an opportunity to evaluate and possibly adapt present teaching strategies. Length of time of the workshop. The pre-service teacher workshop is planned for 90 minutes plus follow-up. The workshop for Shikellamy’s World Language teachers will be expanded to approximately three hours. Audience. This workshop is intended for Pre-Service World Language teachers as part of their Susquehanna University methods course and, in a modified form, to Shikellamy School District’s World Language teachers.

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THE 5 C’s: APPLYING NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING TO CLASSROOM PRACTICE

WORKSHOP FOR PRE-SERVICE TEACHERS by Bonna Cafiso and Deborah Bernhisel

Pre-workshop Assignment. We will provide the workshop participants with a copy of the National Standards for Foreign Language Learning and one learning scenario prior to the workshop. In preparation for the workshop, participants will be asked to read the learning scenario and identify the standards being addressed. Brainstorming Activity. On the day of the workshop, participants will: • Brainstorm activities for each standard while instructor lists the activities under the main

headings of the 5 C’s. • Review answers, evaluate, and decide to which sub-section each activity applies. • Discuss which standards have not been addressed and what could be added to include the

missing standards. Discuss Pre-workshop Learning Scenario. Having completed the brainstorming exercise, participants will return to the pre-workshop assignment to identify and discuss the standards that the scenario addresses. Experience a standards-based lesson. Workshop participants will: • Experience a lesson designed to meet several of the National Standards for Foreign

Language Learning. • Identify which standards were addressed by the sample lesson. • Discuss ways to expand the learning scenario to include standards not already covered in the

lesson. Post-workshop Assignment. At the conclusion of the workshop, participants will receive a new learning scenario to evaluate prior to their next methods class. In addition to identifying the standards already addressed by the lesson, workshop participants will be asked to expand the learning scenario to include standards not already addressed. Extensions. Participants will: • Create a learning scenario, applying and identifying appropriate standards. • Continue to identify and apply the standards throughout their methods course to written

learning scenarios, lesson plans, and a final unit plan, all of which could become part of the portfolio required by Susquehanna University.

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THE 5 C’s: APPLYING NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING TO CLASSROOM PRACTICE

WORKSHOP FOR SHIKELLAMY WORLD LANGUAGE TEACHERS by Bonna Cafiso and Deborah Bernhisel

Warm-up. We will provide teachers participating in this workshop with copies of the National Standards for Foreign Language Learning and one learning scenario at the beginning of the workshop. The participants will then be given 5-10 minutes to review the standards and read the learning scenario, after which they will be asked to identify the standards addressed through the learning scenario. Discuss prepared learning scenario. Having had time, on an individual basis to identify the standards, which applied to the learning scenario they received at the beginning of the workshop, participants will be asked to share their conclusions. Once the group has agreed upon and compiled a list of the standards being addressed, we will share the pre-determined answers. Brainstorming Activity. Having discussed the prepared learning scenario, the participants will be ready to begin thinking about standards as they apply to their own teaching. Participants will: • Brainstorm activities taken from their own classroom practices to list under the main

headings of the 5 Cs. • Review answers, evaluate, and decide in which sub-section each activity applies. • Discuss which standards have not been addressed and what activities and classroom practices

could be added to include the missing standards. Experience a standards-based lesson. Workshop participants will: • Experience a lesson designed to meet several of the National Standards for Foreign

Language Learning. • Identify which standards were addressed by the sample lesson. • Discuss ways to expand the learning scenario to include standards not already covered in the

lesson. Extension. For the remainder of the workshop, the participants will be divided up by languages and levels into groups of two or three (where possible) to develop a learning scenario which could be applied to a current classroom setting. The last 20-30 minutes of the workshop will be devoted to sharing the learning scenarios the participants developed.

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Learning Scenario Template Piece #3

Standards for Foreign Language Learning 1.1, 1.2, 2.1, 2.2, 4.1, 4.2

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LEARNING SCENARIO TEMPLATE Teacher: Deborah M. Bernhisel Language: Latin Level: First Year Grade(s): 9-12

School: Shikellamy High School

Class in which scenario can be used: 42 minute class periods

Scenario Title: An Introduction to the Geography and Language of Rome

Prior knowledge necessary for students and/or teacher: This multi-day lesson is intended as an introduction to Latin and assumes no prior knowledge of the Latin language. Description: A geography lesson set in the first century AD provides students coming to beginning Latin from mixed grade levels and a variety of academic and language experience backgrounds with a common base from which to begin the study of the Latin language. This geography lesson begins in Latin because the Latin names for many of the countries, provinces, cities, and islands are cognates of English place names. While learning something of the geography of the ancient world, the students are also building Latin vocabulary and making connections between the “dead” language of Latin and Modern English. After learning the Latin names for countries, provinces, cities, and islands as well as their pronunciations from the classroom map and engaging in a review using “Ubi est . . .” as the prompt, the students label their own maps. Subsequent lessons add Latin geographic place names as well as the names of rivers and major bodies of water to their maps and their growing list of vocabulary. It is also at this time that the students look at the evolution of mapping, beginning with the Romans, and discuss the changes in man’s perception of the world through the centuries. After having completed this introductory study of the geography of the Roman Empire, students engage in research of the contemporary geography of Europe, Asia Minor, the Middle East, and Northern Africa, seeking to answer such questions as: What countries exist in these locations today? What place names have changed? What place names have not changed? What boundary changes have occurred, if any? And finally, how much influence has Rome had on the geography of this region: place names, national boundaries, etc.? To extend the lesson into the community, the final question can be expanded to include place names in languages other than English and Latin. The comparisons are particularly effective if focused on the Romance languages (French, Italian, Portuguese, Romanian, and Spanish) but need not be limited to these languages. Students for whom English is not a primary language will find this particularly exciting. Information not readily supplied by students during the class discussion can then become out-of-class research to be filled in on a wall-size chart as it becomes available.

Standards for Classical Language Learning: 1.1, 1.2, 2.2, 3.1, 4.1, 4.2, 5.1 Tools and resources needed: • a classroom size map of the Roman Empire in the first century AD labeled in Latin • unlabeled student maps of the Roman Empire in the first century AD • a contemporary map of the Mediterranean region or internet access to map sites • a collection of maps (copies) depicting the Mediterranean as mapped through the centuries

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• peal-and-stick labels containing place names (computer generated) • vocabulary record sheet Time needed: 5 class periods of approximately 42 minutes each Assessment strategies: • completed vocabulary sheet • correctly labeled student map • vocabulary quiz

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Reading Template Piece #4

Standards for Foreign Language Learning 1.1, 1.2, 2.1, 2.2, 4.1, 4.2

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READING TEMPLATE

The following Interactive Reading Activities would be applied to a rewritten version of the Greek story of Daedalus and Icarus. The story being targeted by these activities is told in Latin and appears in Unit XXXI of the text Our Latin Heritage I. The story is written for students who have mastered three declensions of nouns and two conjugations of verbs and are just beginning to master Latin pronouns and expressions of time.

Activity Type

Brief Description of Activity/Activities

Goal of Each Activity General Standard Targeted

Pre-reading Show the class a copies of two paintings: “Daedalus and Icarus” by the Italian painter Domenico Piola and “Landscape of the Fall of Icarus” by the Flemish painter Bruegal (Pieter the Elder). Each depicts a segment of the story of Daedalus and Icarus. Have the students speculate on what happens in the story based on these paintings. Students would be responding to the following questions: What is happening in the painting? What might have happened before the painting? What might have happed after the painting? What questions do the paintings leave unanswered? Then have the class generate vocabulary, both in Latin and in English, that might appear in the story, recording the words under four headings: nouns, pronouns, adjectives, and verbs.

To allow the students to set the scene for the story they will be reading. To review vocabulary previously studied.

Standard 1.2 Students use orally, listen to, and write Latin or Greek as a part of the language learning process.

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Skimming After introducing the new vocabulary necessary to understand the story, have the students skim the text looking for a sequence of events: What portion of the reading covers the events prior to the painting? What portion of the story covers the events depicted in the painting? What portion of the story would be the conclusion?

To establish a chronology for the story’s content.

Standard 1.2 Students use orally, listen to, and write Latin or Greek as a part of the language learning process.

Scanning Divide the class into three groups to scan the lines of the story of Daedalus and Icarus looking for and listing a minimum of 10 Latin words that are cognates of English words. One group will scan the introduction to the story (Piola’s painting), the second group will scan the flight portion of the story, and the third group will scan the story’s conclusion (Bruegal’s painting) for this activity. For each word on its list, the group will answer the following questions: What is (are) the English derivative(s)? Are the English and Latin word meanings the same based on the context of the story? What context clues lead you to this

To reinforce student knowledge of Latin vocabulary. To expand English vocabulary. To reinforce problem-solving skills in conjunction with determining word meaning for both English and Latin vocabulary.

Standard 1.1 Students read, understand, and interpret Latin or Greek. Standard 1.2 Students use orally, listen to, and write Latin or Greek as a part of the language learning process. Standard 4.1 Students recognize and use elements of the Latin or Greek language to increase knowledge of their own language.

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conclusion? After having completed the assignment without the aid of a dictionary, the groups will share their lists. All the members of the class will be free to add information to any of the lists presented and any information under dispute may be verified using a dictionary at this time. The corrected lists will then be compiled and distributed to everyone in the class the following class period.

Reviewing/ Reconstructing Text Language

Create a story matrix containing three columns: characters, actions, consequences. In the first column students should list the names of all the characters that appear in the story. In the second column, students should match the actions that occur in the story to the appropriate character. Finally, in the third column students indicate the consequences, if any, which occur as a result of a character’s specific action. Have students share their results in pairs.

To identify the elements of storytelling in Greco-Roman stories.

Standard 1.1 Students read, understand, and interpret Latin or Greek. Standard 2.1 Students demonstrate an understanding of the perspectives of Roman culture as revealed in the practices of the Greeks or Romans.

Manipulating Text Language

Teach the lesson on “expressions of time,” including an exercise which can be completed outside of class. After discussing the exercise

To recognize “expressions of time” as they are used in Latin. To identify the expressions of time

Standard 1.1 Students read, understand, and interpret Latin or Greek. Standard 1.2 Students use orally, listen to,

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completed outside of class, have the students complete a scavenger hunt for expressions of time, which appear in the story of Daedalus and Icarus.

throughout the story. To review vocabulary that is used for sequencing ideas.

and write Latin or Greek as a part of the language learning process.

Extension of Reading Comprehension

Who’s responsible for the death of Daedalus? Divide the class into three groups: one representing Icarus, one Daedalus, and one King Minos. Each group must determine who is responsible for the death of Daedalus. Since the arguments will be made based on an American perspective from the 21st Century, once each group has stated its case, ask the groups will be asked to reevaluate their positions based on the Roman perspective of authority and responsibility. Discuss the results.

To explore parental rights and responsibilities under Roman law. To discuss the hierarchy of power as it was practiced in the Greco-Roman world. To compare and contrast modern culture to the culture of the Greco-Roman world.

Standard 2.1 Students demonstrate an understanding of the perspectives of Roman or Greek culture as revealed in the practices of the Greeks or Romans. Standard 2.2 Students demonstrate an understanding of the perspectives of Roman culture as revealed in the products of the Romans. Standard 4.2 Students compare and contrast their own culture with that of the Greco-Roman world.

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Reflection Essays/Journal Entries Piece #5

Standards for Foreign Language Learning 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2

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Reflection Essay/Journal Entry

How would you provide opportunities for your students to engage in pairs and small group work that involve meaningful, purposeful, and authentic activities? I have students work in pairs to bring Roman and Greek deities to life for the other members of the class. The project involves having each pair of students research the stories and the traditions surrounding a specific deity, write a monologue for that deity to use as an introduction himself (herself) to the rest of the class, and create a costume or a prop which represents that deity. To make the presentations more accurate, I will insist that all research be based on art or archeological evidence and translations of authentic texts (for beginning levels). First thoughts/impressions about the activity/lecture. Dr. June Phillips initially broached the subject during her afternoon session. She used several very good examples of authentic materials during her session: birth announcements, traffic tickets. Her topics, although interesting, were not directly relevant to my teaching situation. It wasn’t until Terry Klein’s presentation during Best Practices that I was able to make any practical applications to my own classroom. Memorable quotes from the presenter.

“The median is not the message; the message is the message.” A summary of thoughts held by other members of your group.

Participants in Dr. Phillips session seemed genuinely excited about the possibilities offered. I did not discuss reactions to specific topics in Best Practices with the other participants. Overall, we were excited to have someone speak directly to our subject area rather than having to adapt the information being presented to fit our own circumstances. Relevance to your classroom. The incorporation of “authentic” materials is more relevant to Classical Latin than I had originally realized. Group work has been a regular part of my classroom practice. Changes you would consider making in your classroom procedures because of this activity or lecture. I want to incorporate more authentic materials into the course at an earlier level, beginning with replicas of early Roman maps of the Mediterranean in my opening geography lesson.

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Reflection Essay/Journal Entry How would you provide opportunities for your students to engage in integrated grammar activities? My beginning Latin students learn the Latin names for a variety of animals by creating an alphabet coloring book. Each student is assigned an animal he/she is responsible for introducing to the class, including physical characteristics and living habits. Since the initial information is presented in Latin, an easy extension of that vocabulary exercise would be to connect the animals to the grammar unit on asking and answering questions. As we study the rules for asking and answering questions, we could use the animals as the source for our questions and our answers. As the unit progresses, students would be responsible for creating question-and-answer captions for each of the animals in the coloring book. By the conclusion of the unit, the coloring books would become storybooks. First thoughts/impressions about the activity/lecture. Initially, no one mentioned grammar. The emphasis seemed to be on reading and culture. It was only after the second day that I began to realize that grammar was still a part of the course content. It was being approached as a part of the whole, not as a separate entity with its own goals and objectives. This is presently the philosophy that governs the teaching of writing and basic communications in the study of English. Adapting the present texts to the approach will take some thought and some work. Memorable quotes from the presenters about this topic. “It takes the language and says it’s not out in the hall somewhere.” A summary of thoughts held by other members of your group. This was not a topic that I remember discussing with other members of any of the groups in which I participated. Relevance to the lesson that you are developing. The lesson that I developed does not contain a grammar lesson. Therefore, this is not applicable. It is applicable to the learning scenario I developed using a rewritten version of the story of Daedalus and Icarus. Changes you would consider making in your classroom procedures because of this activity or lecture. I think that for this coming school year, I will begin by

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Reflection Essay/Journal Entry How would you implement the reading process when assigning a legend from the target culture?

There are very few legends in Classical Latin which are part of the curriculum for Latin in the first two levels. Mythology, however, is a major part of the course content at present. The pre-reading techniques I can see being incorporated in several ways. Since one of the objectives of Latin in our district is to expand students’ understanding of English, I see the pre-reading experience of finding cognates throughout a selection prior to reading as a real asset. This activity will open discussion on the possibilities of meaning but will also allow for discussion of Latin influences on the English language. In addition to pre-reading as a time to review vocabulary, Dr. Richard Korb suggested incorporating more pictures into the discussion and having students generate more of the vocabulary. The latter, particularly, I see as a good addition to my teaching practices. First thoughts/impressions about the activity/lecture. One of my early concerns was Dr. Korb’s emphasis on authentic materials, particularly the use of advertisements, children’s books, newspapers, and magazines from the target culture. Such materials are not as readily available in Classical Latin. Memorable quotes from the presenters about this topic. “A ‘literal translation’ is really an exercise in decoding, not an exercise in comprehension.” A summary of thoughts held by other members of your group. Overall, the group seemed enthusiastic about the reading techniques that Dr. Korb introduced. For some, the techniques were new, particularly in the areas of pre-reading, skimming, and scanning. Relevance to the lesson that you are developing. Although the lesson that I developed is intended for first year, I have incorporated several of the pre-reading techniques that Dr. Korb suggested as a means of introducing vocabulary and building a common base of knowledge. Changes you would consider making in your classroom procedures because of this activity or lecture. I think that I will be more deliberate in planning pre-reading, skimming, and scanning activities for the “translation” exercises which are a part of first and second year Latin courses. This approach places more emphasis on comprehension and less on decoding and will be particularly valuable for the second year students who are beginning to read about Roman history in Latin.

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Reflection Essay/Journal Entry How would you teach the cultural perspective that is reflected in a short story/legend from the target culture? I would use Dr. June Phillips’s “Integrating the Three P’s” – practices, products, and perspectives – in leading a discussion of Roman culture as reflected in Roman mythology and literature. There are multiple versions of a number of Roman and Greek stories and myths (the story of Agamemnon’s sacrifice of his daughter Iphigenia, for example). I would have the students look at two versions of the same story, identify the practices (the patterns of social interactions) and the products (books, tools, foods, laws, music, and games) which appear in each version, and then discuss the cultural perspective (meanings, attitudes, values, ideas) that each version offers. The triangles composed of practices, products, and perspectives would serve as a springboard for the discussion of cultural differences that could produce multiple versions of the same story or myth. First thoughts/impressions about the activity/lecture Dr. Phillips’s presentation was easy to understand and helped to add perspective to the material covered with Dr. Korb. It seemed, initially, that having Dr. Phillips’s presentation on the first day would have been a better beginning to our study. Memorable quotes from the presenters about this topic. “Language is a continual learning experience.” A summary of thoughts held by other members of your group. Although the lesson that I developed is intended for first year students who are just being introduced to the Latin, I have incorporated several of the pre-reading techniques which Dr. Korb suggested as a means of introducing vocabulary and building a common base of knowledge. Relevance to the lesson that you are developing. Since there is no story in the lesson that I am developing, I will not be able to teach a culture perspective as it is presented in a story or legend. I am, however, dealing with mapping and mapping modifications through the centuries. I will be approaching culture perspective through products.

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Reflection Essay/Journal Entry Compare and contrast the perspectives of the Spanish Ambassador concerning a nation’s role as a member of the worldwide community with those held by the U. S. The Spanish Ambassador explained that, in theory, the United Nations (UN) is a democracy, but the true power is in the hands of the Security Council. Fifteen countries compose the Security Council, ten serving as representatives of member nations and five serving as permanent Security Council members (of which the US is one) with veto power over all Security Council resolutions. The Spanish Ambassador sees this arrangement as an inequality of power among the member nations. In addition, the present relationship between the US and the UN, based on the Spanish Ambassador’s comments, seems to be rather strained. The US presently controls approximately 26% of the world’s wealth but owes more than one million dollars to the UN. In addition, the US has used its veto power over the last several years to veto UN budgets. These actions have helped to create a level of distrust between the UN and the US. Based on these observations, the US appears to be a hindrance to the work of the UN rather than the driving force behind its operations. The impression I have always had of the US’s involvement with the UN was that the UN would not be able to exist without the US. That does not seem to be the prevailing attitude of the member nations. Certainly, the US’s wealth is vital to the operations of this governing body but, at present, is hindering UN operations by not contributing its assessed share. First thoughts/impressions about the activity/lecture. When I first learned that we would be visiting the United Nations, I saw little relevance between that portion of our time in New York City and my role as a teacher of Classical Latin. The visit was of personal interest, but professionally, I couldn’t imagine any connection between the UN and my classroom. Memorable quotes from the presenters about this topic. “You cannot give the UN a high mark, not 10 out of 10, because it has not accomplished its goals successfully.” The Ambassador went on to list the UN’s accomplishments, including “saving a million of the world’s children.” A summary of thoughts held by other members of your group. The Ambassador’s candor and his self-deprecating humor seemed to leave the greatest impression on those around me during the presentation. Group members commented on his willingness to speak out against US policies at the United Nations while facing an audience of approximately 100 US citizens, and the laughter at appropriate moments spoke to the audience’s appreciation of his humor. Relevance to the lesson that you are developing.

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Although my lesson plan focuses on a mapping project, the visit to the United Nations did not in any way influence the content of that lesson. Changes you would consider making in your classroom procedures because of this activity or lecture. I would make no changes to my classroom procedures based on this activity. I will, however, be able to tell my students that the Vatican (the last remaining stronghold of spoken Latin), although not a voting member of the UN, has an observer at all United Nations General Assembly meetings.

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Reflection Essay/Journal Entry

Compare one aspect of one painting or sculpture from one culture with those of another. Antonio Canova an Italian (Roman) sculptor who lived from 1757-1822 created a marble sculpture Perseus with the Head of Medusa between 1804 and 1806. It was so well done in the Neo-Classical style that the Vatican used it to replace a Greek Apollo that had been removed from its collection. The Neo-Classical movement in both sculpture and painting brought a rebirth to classicism. As a teacher of Classical Latin, I found this comparison interesting, particularly since it allows room for the discussion of the influence of Ancient Greek and Roman culture on later centuries. First thoughts/impressions about the activity/lecture. As a frequenter of art museums, I was excited at the prospect of visiting the Metropolitan Museum of Art. I am familiar with their classical collections and saw this as an opportunity to collect some materials that would be of use in my Latin classroom. Memorable quotes from the presenters about this topic. “‘Art for art’s sake’ is cliché, but the painters of the late 1800’s have begun to look at art as a reality of its own. The Renaissance saw art as a window into reality. Manét saw art as its own reality – not a window but a flat surface.” A summary of thoughts held by other members of your group. The predominant reaction in the group with which I was touring the Metropolitan Museum of Art was that the quantity of information presented by the guide during our tour was more than anyone could absorb completely in such a short amount of time. Relevance to the lesson that you are developing. The visit to the Metropolitan Museum of Art did not influence my lesson plan. It did, however, provide me with an opportunity to visit the Roman busts in its collections and acquire some teaching materials on Roman culture. Changes you would consider making in your classroom procedures because of this activity or lecture. Art and sculpture has not been a part of the Latin curriculum. I may consider incorporating Roman busts, particularly those of the first century AD into my Latin 3 class since Julius Caesar and the Caesars of the Early Empire are a part of the reading content at that time.

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Reflection Essay/Journal Entry How will you use community resources in the development of your standards-based lesson? Since many of my students are either bilingual or have studied another language other than English prior to taking Latin, I thought it might be possible to incorporate those languages into my geography lesson. The class could create a chart listing the place names from the mapping exercise in both Latin and English. Then, then could add columns for all of the other languages represented in the class. The students could then fill in as many of the place names as they know for the various languages and research those left blank to add during a later class period. The chart would serve as an excellent way to show Latin influences in contemporary languages and would also provide students with a various language backgrounds an opportunity to showcase their knowledge. First thoughts/impressions about the activity/lecture. One of the requirements of my first year Latin students is to prepare a 15 minute presentation on Roman influences in the modern world. Those influences may be linguistic or cultural and must come from a variety of sources. Because the presentations were time consuming, I was concerned that I was taking valuable time away from the study of the language itself, I kept the project because I saw its value in connecting what we were doing in the classroom with the world in which these students lived. Terry Klein’s presentation simply validated work that I had already begun. Memorable quotes from the presenters about this topic. “The real ‘message’ of a language is embedded into the culture of the people: their ideas, their prejudices, and their influences on us.” A summary of thoughts held by other members of your group. Because we only met as a group of Classicists for one extended session near the conclusion of the week, we had little opportunity to discuss our reactions to specific topics. Overall, the Terry Klein’s presentation was well received. I found the session very helpful in clarifying presentations I attended earlier in the institute. Changes you would consider making in your classroom procedures because of this activity or lecture. I want to add more structure to the incorporation of community resources into my beginning level Latin class, forcing students to begin making connections earlier in the school year. Incorporating modern foreign languages into the opening unit is the first step in that process.

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Follow-up Activity Report

When you have presented the standards-based lesson that you have created for the Institute, e mail the following to Lillian DeLeo [email protected]

Name Topic Standard(s) addressed Give a short description of the results of the lesson In what way did the participation of the students meet your expectations? What was your greatest challenge in presenting this lesson to students?

portfolio/ course requirements governor’s institute for...

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