Lingua Latina Across the Secondary GradesRobert Patrick robert_patrick@gwinnett.k12.ga.usParkview High School, Gwinnett County Public SchoolsLilburn, GA

Learning activies discussed in this panel paper:

Learning Activity Type Learner BenefittedDrawing 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.

Interpersonal learners (small groups)Spatial learners

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 picturā caret” (what the picture is lacking).

Spatial learnersInterpersonal learnersLogical learnersVerbal learnersMusical learners

Read a story. Prepare and deliver dramatic readings of the story. See attached rubric for assessment.

Body-kinesthetic learnersVerbal learnersInterpersonal learners

Re-write a story or section of a story as “breviarium”—short summary, in student’s 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.

Interpersonal learners (groups)Verbal learnersIntra-personal learners

Teacher Dramatization of stories initial reading with props and selected invitation for students to participate (making group sound effects, for example).

Spatial learnersBody-kinesthetic learnersInterpersonal learnersMusical learners

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.

Body-kinesthetic learnersInter-personal learnersLogical learnersVerbal learners

Questions and Answers in Latin, about the story, with responses in Latin—orally as often as possible and as the standard and as formative assessments. Then, in summative assessments, on paper.

Verbal learnersInter-personal learnersLogical learners

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.  Prentice-Hall International, 1988.

Smith, Frank. The Book of Learning and Forgetting, Teachers College Press, 1998.

Dramatic reading rubric

High Quality4

Good Quality3

Acceptable Quality 2

Poor Quality1

Pronunciation Clear, accurate, deliberate, confident, flowing

Clear, accurate, confident,flowing

Clear, confident, flowing

Clarity and fluence lack, but student preservers to the end

Interpretation Speaker clearly understands what he/she is saying and helps audience to understand as well with voice intonation, gestures and actions

Speaker seems to understand what he/she is saying and offers some help for the audience to the do the same.

Generally, the speaker seems to understand what he/she is saying. Does not always help the audience with that.

Generally not very clear about what he/she is saying. Confusing to the audience.

Engaged Audience

Audience gives evidence of enjoying the performance

Audience is attentive to the performance.

Audience is non-reactive.

Audience is bored or distracted.

Total Grade

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