Standards - World Languages

WL17.LAT.L3.9a

Compare issues that reveal cultural similarities between the ancient world and modern cultures.

COS Examples

Examples: Sallust’s account of the 63 B.C.E. senate debate on capital punishment and the modern debate on capital punishment, Cicero’s consternation regarding the appropriate punishment of insurgent citizens and the current debate on what to do about domestic terrorism.

WL17.LAT.L3.11

Set goals and reflect on the progress made in using Latin for enjoyment, enrichment, and advancement.

COS Examples

Examples: Read Latin translations of literature at the appropriate proficiency level such as Ubi Fera Sunt (Where the Wild Things Are) or Winnie Ille Pu (Winnie the Pooh).

WL17.LAT.L4.2b

Identify metrical patterns by scanning selected Latin poetry.

COS Examples

Example: Dactylic hexameter in Vergil’s Aeneid –Ä€rmă vÄ­/rÅ«mqÅ­e că/nō Trō/iāe quÄ«/prÄ«mÅ­s ăb/ōrÄ«s“ (DDSSDS).

WL17.LAT.L4.2c

Answer questions in Latin or English to demonstrate understanding of adapted or unadapted Latin poetry.

COS Examples

Examples of grammar appropriate to Level IV: See the Latin Grammar Addendum (Appendix A, page 67).

Examples: Vergil, Ovid, Horace, and Catullus.

WL17.LAT.L4.3a

Write short messages and notes using a series of properly phrased Latin sentences.

COS Examples

Example: Prepare a short Latin paragraph about the characters in a story read in class.

WL17.LAT.L4.3b

Read or recite from memory authentic Latin poetry with proper inflection and attention to meter.

COS Examples

Examples: Catullus’ 5 (Vivamus mea Lesbia atque amemus“) Horace’s Odes 1.11 (“Carpe Diem”)“

WL17.LAT.L4.5a

Compare the actions and character traits of figures in Roman poetry to actions and character traits of figures in other periods of history and literature.

COS Examples

Example: Vergil’s Aeneas and George Washington, Ovid’s Daedalus and Leonardo da Vinci.

WL17.LAT.L4.6

Analyze and critique Roman poetry to determine its influence on art and literature throughout history.

COS Examples

Example: Ovid’s influence on Gianlorenzo Bernini’s sculptural rendition of Daphne and Apollo, William Shakespeare’s Romeo and Juliet, and Leonard Bernstein’s West Side Story.

WL17.LAT.L4.7

Describe the influence of themes in Roman poetry on Western art and literature.

COS Examples

Example: The theme of artistic discipline and loss in Ovid’s tale of Orpheus and Eurydice as interpreted in film and opera.

WL17.LAT.L4.8

Compare phrases used in English to their origins in Latin literature.

COS Examples

Examples: vanish into thin air hair stands on end and voice sticks in your throat“ originating in Vergil’s Aeneid.“

WL17.LAT.L4.9

Connect universal themes found in Roman poetry to artistic renditions of other time periods and cultures.

COS Examples

Example: Themes of love and hate in different versions of Catullus’ 85 Odi at amo“ and works by English poets Abraham Cowley (1667) Ezra Pound (1972) and Garry Wills (contemporary).

WL17.LAT.L4.10

Investigate connections between the study of Latin around the world and across time to the present.

COS Examples

Example: The study of Latin in European schools, and Milton’s Latin works.

WL17.ASL.NLP.1

Exchange simple information in American Sign Language.

Unpacked Content

Knowledge

Students know:
  • culturally appropriate ways to greet and take leave in a Deaf culture.
  • ways to tell someone their name.
  • certain words and simple phrases in ASL.

Skills

Students are able to:
  • sign basic words using correct parameters.
  • recognize simple words and phrases that have been taught.
  • fingerspell their own name.
  • recognize when a classmate is fingerspelling their name.
  • sign HELLO and GOODBYE in ASL.

Understanding

Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.

WL17.ASL.NLP.2

Demonstrate an understanding of live and recorded American Sign Language information presented on familiar topics.

Unpacked Content

Knowledge

Students know:
  • simple key words and basic phrases.
  • strategies to identify people and basic objects in their daily environment.
  • vocabulary for following simple instructions in ASL.
  • strategies to use spatial referencing with practiced pronouns.

Skills

Students are able to:
  • recognize simple words and phrases that have been taught.
  • recognize their own name being fingerspelled.
  • recognize when a classmate is fingerspelling their name.
  • recognize when a greeting or leave-taking is happening.
  • use pointing(indexing) to refer to a person or object.

Understanding

Students understand that:
  • effective communication requires knowing how when and why to say what to whom.
  • the purpose of language study is to communicate so one can understand others and be understood.
  • other understandings will depend on the theme being taught.
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