Latin and Classical Language Resources

Introduction

The Latin and Classical resources are organized with the three steps for Backward Design of an intercultural unit. Please submit ideas for additional resources here.

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Where Do I Start?

• For individual resources, scroll down to Sections 1, 2 and 3.
• For detailed guidance on creating an intercultural unit, choose a template in the gray box and continue reading below.

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What is Backward Design Planning?

The Backward Design framework is a three-step process of how to plan instruction with the end goals in mind, developed by Jay McTighe and Grant Wiggins. Note that Backward Design is an integrated, non-linear planning process. Moving backward and forward among the three steps is expected while planning instruction. Most important is that there are strong intercultural and communicative learning outcomes, and that assessments and activities build reliably toward those outcomes. 

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STEP 1. Identify Learning Outcomes: Planning Latin Units

The first step is to determine the learning outcomes of the unit. These outcomes will guide the assessments, lessons and activities that are implemented throughout the unit. The following sample units and resources can be used individually or in conjunction with the planning templates in the top gray box to design the unit framework and learning outcomes.

 

• ​Full Sequence of Latin Sample Units (created by Ohio teachers)
  • "'IDENTITY": Who am I? Who are We?
    • Novice Low/Mid
    • Novice High/Intermediate Low
    • Intermediate Mid/High
  • "CULTURAL CELEBRATIONS": Comparisons, Communities, Evolutions
    • Novice Mid/High
    • Intermediate Low/Mid
    • Intermediate High/Advanced Low 
• Communication Overview and Proficiency Targets for Latin
• Curriculum Maps From Ohio World Language Teachers
• Essential Questions, Themes and Topics for Novice Low - Advanced Low

  • Additional Essential Questions (modify as needed for Latin or Greek)

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STEP 2. Determine Acceptable Evidence: Latin Assessments and Rubrics

The second step is to determine what kinds of evidence will show that learners have met the learning outcomes, such as formative and summative assessments, quizzes, homework, etc. The followinge resources can be used individually or in conjunction with the planning  templates in the top gray box to create and score various types of assessments.

• ​​​​​​​​​Ohio Rubrics for Performance and Proficiency
• Assessment, Performance and Proficiency Guidance Document 
• Template for Creating Integrated Performance Assessments (IPAs)​​
• Sample Assessments Found at the End of Each Ohio Latin Unit
• ​Template and Rubric for Creating Interpretive Tasks (ACTFL)

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STEP 3. Plan Learning Experiences: Latin Lessons and Activities 

The final step is to design activities that will help each learner meet the goals of the unit. By knowing in advance the learning outcomes and the assessments for the unit (Steps 1 and 2 above), the teacher can target content and activities in a more intentional and effective way. The following resources can be used individually or in conjunction with the planning templates in the top gray box to plan a variety of lessons to meet the needs of diverse learners.
 

latin lessons​

• Target Language: Comprehensible Input and Communicative Interaction
• Ideas for Interpretive, Interpersonal and Presentational Lessons
• Lesson Plan Template  (grahnforlang)
• Inclusive Lesson Ideas for the Latin Classroom (Cambridge University Press)
• R.A.F.T Technique for Writing
• ​​Thinking Routines Toolbox: (Harvard School of Education)
• Universal Design for Learning: World Language Ideas
• Authentic Cultural Resources for Latin (under revision)

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latin activities

• American Classical League: REDI instructional resources
• ​Magistrula: Latin/classical resources
• Choice Board 
• Conjuguemos: Practice Latin verbs
• EdPuzzle:  Search for Latin/classical topics and video activities
• Liveworksheets: Search for interactive learning activities for Latin topics
• ​PBS Latin Language Videos
• QUIA: Search for Latin quizzes and activities
• Quizlet: Search for Latin flashcards
• Wordwall: Search for Latin activities

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world language sites with latin resources

• CARLA:  Cultural and instructional resources organized by language
• FL Teach:  Cultural websites organized by language and topic
• Google Arts and Culture:  Virtually visit the world's museums, artwork and landmarks

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technology and digital resources for languageS

• Blooket: Live learning game​
• DuoLingo: Language learning and practice app. Classroom version available
• Flip: Create video discussions
• ​Gimkit: Live quiz learning game
• Kahoot: Live quiz learning game
• ​Loom: Record lessons from the computer screen
• ​Nearpod: Search and create interactive slides
• PearDeck: Search and create interactive slides
• Quizizz:  Quiz creator
• Seesaw: Create digital recordings and portfolios
• Whiteboard.fi:  Individual online whiteboards

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Communication Overview and Proficiency Targets

Reading and understanding written messages of the ancient world are key goals for students of Latin and Greek. Oral interpretation, writing and recitation are also important communicative elements in a well-balanced classical language program. Additionally, a social-cultural-historical emphasis may also be an important curricular goal in the classical language classroom. To a lesser extent, the oral use of the language can be employed to build student interest and heighten understanding of and appreciation for the languages and their cultures, but generally interpersonal communication is not a major goal in the classical language classroom. The importance of the three modes of communication for classical language is evidenced in the following standards found in the "Standards for Classical Languages" of the national Standards for Foreign Language Learning in the 21^st Century (1999):

• Students read, understand and interpret Latin or Greek.
• Students use orally, listen to, and write Latin or Greek as part of the language learning process.

Assessments in the classical languages focus most heavily on the interpretive domain. To a lesser degree, items that tap into the presentational and interpersonal domains also will be in evidence. 

MIDDLE SCHOOL/HIGH SCHOOL PROFICIENCY TARGETS FOR Classical LANGUAGES

These include languages like Latin and Ancient Greek which are taught with a focus on the written and not on the spoken word.

MODE AND SKILL	LEVEL  I 135-150 hours	LEVEL  II 270-300 hours	LEVEL  III 405-450 hours	LEVEL  IV 540-600 hours	LEVEL  V 675-750 hours	LEVEL  VI 825-900 hours
INTERPRETIVE Listening	Novice Mid	Novice High	Novice High	Int. Low	Int.  Mid	Int.  Mid
			Int. Low
INTERPRETIVE Reading	Novice High	Int.  Low	Int.  Mid	Int. Mid	Int. High	Adv. Low
				Int. High
PRESENTATIONAL Speaking	Novice Low	Novice Mid	Novice High	Novice High	Int.  Low	Int.  Low
PRESENTATIONAL Writing	Novice Mid	Novice High	Int. Low	Int. Low	Int. Mid	Int. High
				Int. Mid

 

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Last Modified: 4/9/2024 11:18:41 AM

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