SPRING / SUMMER 2012
Volume 16, Issue 2 Newsletter for the Excellence Through Classics (ETC), a standing committee of the American Classical League (ACL)
Scene from “The Race of the Gods,” in which an arrogant charioteer dares to challenge the gods.
ANCIENT WORLD COMES ALIVE IN GREEK MYTH THEATER Elise Anschel of The New Classical Academy in Asheville, NC, creatively finds a way to augment her students’ study of ancient Greece and Rome; alternative curriculum allows faculty to explore, highlight their interests As the 2011-2012 school year approached,
As the only elementary school in the Asheville,
Anschel’s fellow teachers at The New Classical
NC area that teaches Latin, it was a given that
Academy sat down with her to figure out a way
Anschel and her colleagues would throw
to enhance the school-wide study of ancient
themselves whole-heartedly into the ancient
Greece and Rome scheduled for the spring
semester. Anschel teaches at a small private school with multi-age classrooms, and the entire
The challenge before Anschel was to find a
school follows the same course of study in
project that not only incorporated the entire
geography, science and history.
school, from the preschoolers to the eighthgraders, but also was student-driven and
This curriculum gives the school the freedom to
offered roles that were age-appropriate and
devote significant amounts of time to the topics
varied enough to provide something of interest
that particularly interest the faculty, developing
projects based in the historical period to be
Scary Scylla: An early experiment with shadow fine arts that New Classical Academy teachers “Greek Mythology Theater” was the brainchild of puppetry; here, Scylla threatens possess. 3rd-5th grade classroom teacher Kelly Hanson, a ship. studied that utilize the talents in drama and the
based on her extensive experience in staging Story continues on page 8
PRIMA Alea Iacta Est — The American Classical League’s Annual Summer Institute heads to Vegas this year.
Q & A WITH JULI FLEMING-PAGE 5 Middle School teacher Juli Fleming responds to PRIMA’s 10 questions
PARTICIPLES AND INFINITIVES … OH MYPAGE 10-11 Rose Williams teaches us how to incorporate participles, infinitives in our teaching.
WHITEBOAD ACTIVITIES PAGE 13 Keith Toda shares whiteboard activities that help to spice up his classroom.
From the Chair: Plurimas Gratias Vobis Ago The ETC will be piloting its new Classics Club this coming year. Itʼs the culmination of two years of work and planning by our talented Classics Club Committee, a way for teachers or Classics enthusiasts to lead a group of students into the world of the Greeks and Romans. The ETC Classics Club will offer guidance, suggested activities, and motivators to help keep Classics Clubs everywhere focused and fascinated. Yet another way to spread the love of all things Classical to children of all ages!
This summer at the American Classical League annual institute (in Las Vegas—Alea Iacta Est!) the ETC board will be offering “Connect with Tech: Digital Tools for Creating a Connected and Collaborative Classroom” covering simple technology we each use in our classrooms that would be easy for you to implement as well.
alvēte Omnēs —
This is my last time to write this letter. I am really fortunate to have had a great two years as Chair of the Excellence Through Classics Committee (ETC), and though I am sorry to be leaving the position, I know that the incoming Chair, K.C. Kless, is a more than capable leader and will accomplish much for the ETC.
After our panel presentation we will be holding an open meeting for all members of the ETC. We will be holding elections for open officer positions, which will be expanded upon later in this issue of PRIMA. Though I will be moving on from the position of Chair, I will still be participating on the board as Past Chair, and I look forward to the future growth of the ETC under K.C.ʼs leadership.
In fact, in my time as Chair, I have had an amazing board of people to work with—and they are the reason for the great progress and success we have seen in the past two years.
Plurimas Gratias Vobis Ago,
One of the many accomplishments of the ETC this year is the debut of a new, updated website. I hope you are as happy with it as we are—we like the sleek, new design and the easy-to-navigate organization.
Rachel Ash Chair, ETC email@example.com
Thank you all for your continued input and support as we went through the process of updating the website; we were glad to use that input to help guide our final product.
From the Editor:
It’s summer already! It’s been a demanding academic year filled with new obligations and fresh professional opportunities. I also had the chance to revisit my undergraduate days by signing up and attending a graduate course -- my first in 10 years! In reading Lucretius I was enlightened to encover the dative of the work contemplated in his proem to De Rerum Natura — oh my!
The summer brings the opportunity to address what we did well this academic year as well as to review how to do better in the coming year.
In addition, I asked Charles Umiker, a Latin teacher in Wilmington, CT “What Iʼve Learned.” By the Way, Umiker is a sensation on YouTube – serenading his students with declension endings.
Iʼm excited for this period of contemplation along with some period of planning for the upcoming academic year.
A prolific author/contributor, Rose Williams, chimes in with a lessons on participles and infinitives. Who better to review participles and infinitives with us.
Well, PRIMA hopes to make thinking about and planning next year easier. We have a great bevy of articles from colleagues in this spring/summer issue.
Those with whiteboards will appreciate, Keith Todaʼs best uses. Iʼm looking forward to playing $25,000 pyramid with my students next fall.
We have a heart-warm Q & A with Juli Fleming, a teacher from the The Lovett School in Atlanta, GA.
I thank all of you for everything that you do to promote the Classics. Keep up the good work. All the best!
Our cover article features Ellie Anschel and her development with new greek mythology theater. Anschel was an ETC grant recipient and applied the grant money to revisit her curriculum.
Micheal A. Posey Immediate Past Chair of ETC; Editor, PRIMA firstname.lastname@example.org
10 Questions with … Juli Fleming A Middle School teacher at The Lovett School, Fleming shares her passions 1. What do you love most about being a language instructor? Tossing words around with young people is fun. The longer I teach, the more playful I become. The new emphasis on the story itself has been such a boon. Maybe I’ll regress all the way to infancy before it’s all been said and done. 2. What specifically do you enjoy about teaching Latin? I always loved being the one to introduce preteens and teens to the ideas of six verb tenses, of active and passive voice, of layering complex sentences, of visual and logical rules. Goal: decrease skepticism and increase wonder and delight. 3. If a snapshot were taken of you enjoying a perfect day, what would it look like? A book, coffee, a meal with contubernales, spontaneous conversation, a shared walk, playing outside or snuggling under a blanket with my six year old. There might be more than one book. 4. What should you be doing right this minute that you are not? Same thing as you – grading papers. 5. Tell us a little about you? I started teaching Latin in 1988, straight out of college, on a midyear fill in job because sales work wasn’t going well. Every time someone explained they couldn’t afford my product, I would agree. Learning on the job, returning to graduate school, eventually making a career of the impulse are still an adventure.
6. What makes you laugh? Usually I laugh at things others don’t see as funny, like when the principal is talking at faculty meeting. Kant’s definition of the sublime and Catullus are helpful here. I laugh when others do too, probably as a social convention. 7. Favorite Latin phrase or motto: Forsan et haec olim meminissse iuvabit. Vergil 8. People would describe me as … quirky, verbal, helpful, passionate about young people 9. What’s your favorite topic/unit to teach? This year we had fun filming the famous carriage crash in Ecce Romani, with the narrator shouting Francophile and Latin Middle School teacher since 1999, the unheeded warnings. Fleming enjoys reading, enlightening young minds and spontaneous conversation.
The carriage kept crashing anyway. Next year, I’m looking forward to reading with a Latin lexicon on the ipad. 10. What makes you smile?
Today we summarized the five declensions of nouns with our five fingers and talked about why the third finger is the longest. We talked about neuter variations on the second and fourth fingers. Puerile, maybe, but there’s a reason why Captain Underpants is so widely read.
After eight years of mostly high school classes, I took a maternity leave spot in a middle school to help a friend. That was 1999, and I’m still here.
Contact Ms. Fleming at email@example.com
Later still, as a single parent, I remarried a colleague, a French teacher. Our son and home are fully bilingual. Learning French as a mature adult is a completely humbling experience.
“I always loved being the one to introduce preteens and teens to the ideas of six verb tenses, of active and passive voice, of layering complex sentences, of visual and logical rules. Goal: decrease skepticism and increase wonder and delight.”
HARRY POTTER IN THE LATIN CLASSROOM? HERE’S HOW TO DO IT!
Meet the Teacher: Amy Rechtiene (below) teaches at Lake Norman High School in Mooresville, NC. In 2009, she was one of only six select teachers chosen throughout the US to create a lesson plan incorporating the ancient Rome layer in Google Earth.
Rechtiene suggests how to translate and dub modern movie trailers into Latin As a Latin teacher it is difficult if not impossible to find videos
Latin language. You can see her students Latin trailers on her
using the Latin language that students can relate to. I few years ago I was inspired by the Batman Begins movie that was completely in Latin posted on the Scorpio Martianus website.After watching this video with her
Youtube website by clicking on this link: http://www.youtube.com/user/magistra08/videos
SOFTWARE NEEDED iMovie, Audacity
Latin IV class, Rechtiene thought that this could be a
Lame MP3 encoder for
project in our class could do.
Rechtiene has complied instructions below that you or your class can follow to create your own Latin trailer. FINDING A TRAILER
With some trial and error over the course of the next three weeks Rechtiene translated and dubbed the movie trailers for Up
Find a movie trailer and then have it approved by your teacher.
and Finding Nemo into Latin. Ever since each of her Latin IV students
Watch out that there is not too much dialogue and it is not too fast paced.
works in groups of 2-3 pick a movie trailer to translate and dub into the
•Type an English transcript of your trailer. •Identify how each word is functioning grammatically.
FINDING NEMO: TAKE 2
FINDING NEMO: TAKE 3
Continued from page 6 •Translate the trailer into Latin.
dialogue” so that you can tell it apart from the
•Find the same trailer on Youtube and copy and
original MP3 file.
paste the html into this website- http://
IMPORTING THE MOVIE AND NEW AUDIO
keepvid.com/ to download the trailer both as a
•Open iMovie and click on File > Import and find
MP4 file and a MP3 file.
the MP4 movie trailer or drag it into iMovie. •After it is done importing, drag the box with the
GETTING RID OF THE DIALOGUE
movie trailer in it to the bottom of the page.
•Open a new file in audacity.
•Highlight the line with the trailer (it will turn
•Import the MP3 sound file into audacity by
blue) and right click on it and then choose to
clicking File > Import > Audio.
extract the audio.
•Open the track menu (click the arrow next to
•On the lowest line (the one with the sound
the movie title), and choose “Split Stereo Track
waves) click the box with the arrow in it to
remove the audio from the trailer. This will leave
•Select the lower track (the right channel) by
you with a trailer with no sound.
clicking it in the area around the mute/solo
•Import the MP3 file without dialogue that you
modified in Audacity.
COMING TO A QUIA UPCLOSE THEATER NEAR YOU!
•Choose “Invert” from the Effects menu. •If there is still dialogue remaining, you can
It should appear at the bottom of iMovie under
lower the volume when recording over it or
the audio track that you muted before.
choose a new trailer. •Export the Dialogue by clicking on File > Export. Make sure to save it as “movie without
Contact Ms. Rechtiene at firstname.lastname@example.org
LET'S LEARN LATIN: WORKSHOPS FOR ES/ MS TEACHERS – Summer sessions in 2 locations: The Latin language - Latin vocabulary word roots - ancient Roman culture Greek & Roman mythology - techniques for incorporating these topics into your classroom
the world of Latin and the ancient Romans through a series of engaging, standards-connected lessons.
Teachers get to play the role of students, learning the material through the same July 6, 2012 / 9:00 am - 4:30 pm / activities and lessons that they will be McLean, VA, presented by: Ascanius: able to use in their own classrooms. The Youth Classics Institute & Classical Participants will enjoy learning the basics Association of the Middle West and South of Latin, by working through a significant hosted by: The Madeira School portion of a colorful, interesting, kidfriendly text called Minimus, richly July 30-31 / 9:00 am – 3:30 pm / Boston, supplemented by effective and innovative MA, presented by: Ascanius: The Youth activities to practice the material. Other Classics Institute, hosted by: The topics include Latin vocabulary, word Roxbury Latin School roots, and Roman culture and mythology – all of which integrate seamlessly with Let's Learn Latin will introduce Minimus. No previous experience with elementary and middle school teachers to Latin is needed!
Movies with Latin subtitles! Rechtiene suggests how to translate and dub modern movie trailers including the zombie thriller, “Shaun of the dead,” which threee scenes are shown above
Continued from page 1 theatrical productions, especially puppet plays, The first and second grade class was fascinated with children.
by transformation myths, and wanted to write their own version of a transformation that
The unifying theme was to be dramatic centered on their personal obsession, horses. representations of Greek myths, but each classroom would choose both the story and the They told their vision for the story to teacher format of the play, in accordance with the Kelly Homolka, who translated it to a script, and developmental interests and abilities of the
each drew a design for a paper-mâché puppet.
students in the class. Homolka was able to work one-on-one with Creation
each student to make her vision of the puppet
As each classroom began reading and exploring come to life. “The Race of the Gods” tells the Greek literature, they quickly gravitated to a story of an arrogant charioteer who dares to particular type of story.
challenge the gods to a race, and who pays a heavy price for her victory when she is
In the studio:
After teachers Nikki Montgomery and Elise
transformed into a horse herself.
Hanson’s past experience had shown her that many children shy away from participating in dramatic performances because of the anxiety associated with reciting lines.
preschool and kindergarten class, they chose to In the third and fourth grade classroom, the
Cross read a variety of animal fables to the stage a more traditional play based on Aesop’s students were more focused on the adventure fable of “The Cat’s Bell.”
myths, and chose to perform “Jason and the Golden Fleece” and “Theseus and the
Thanks to the sewing skills of the dedicated Minotaur.” grandmother of a student, the little ones were
Her solution was to eliminate the source of the anxiety: Hanson pre-recorded each actor’s voice reading her part from a script, line by line.
completely transformed into squeaking mice The kids started by drawing storyboards for the and one ferocious cat, who pantomimed the myths, which helped them visualize the story as action of a short narrated script. Story continues on page 9
Using Sony ACID music creation software, Hanson then put together the audio portion of the performance, complete with music and sound effects. On performance day, the kids only needed to worry about moving according to audio cues. “It ensured that performance day was enjoyed by all, even the actors,” Anschel said. Above: 3rd-5th grade teacher Hanson works with a student to record her lines as the goddess Persephone.
Students create their puppets using oldfashioned papermâché.
Continued from page 8 a series of scenes that could be re-created with and Ares brandishing their weapons, and were puppets.
in awe of the amazing shadow-antics of Jason and his Argonauts.
Teacher Katherine Daven helped the students create incredible paper-mâché puppets for
Hands waved frantically in the audience as
“Theseus and the Minotaur.” For “Jason and the Hanson asked them what they had learned Golden Fleece,” Hanson wanted to try a shadow about ancient Greece from the plays, and they puppet play. Anschel’s middle-school students were left with instructions for creating their own with her aid helped create and cut the intricate paper-mâché puppets, ideas for their own plays, back-drops and stylized characters out of black and suggestions about where to learn more card-stock.
about the Greeks.
A basic overhead projector and a rented puppet “Perhaps the most important part of this project theater with a white sheet background were the was the way that it brought our school together. only other tools needed to bring this stunning It simply could not have happened without all of visual performance to life.
the students and teachers working together. As the Latin teacher, I did little more than serve as
Finally, the fifth grade class created a living consultant for intricacies of story lines and museum of gods and goddesses, basing it on pronunciation of Greek names,” Anschel said. the work of a project completed earlier in the semester. Each student had written a biography “In truth, the commitment of the individual of a god or goddess and then created an altar teachers to research myths, craft puppets and for that deity.
costumes, write scripts and spend time rehearsing was what made this project come to
The final step was to create a costume and fruition,” Anschel continued. choose appropriate background music to accompany the description of their life and A n s c h e l n o t e d t h a t t h e h i g h l e v e l o f powers.
professionalism and polish could not have happened without a generous grant from
Excellence Through Classics.
Although this project was initially planned to be performed only within the school community, The monetary grant allowed Anschel to Anschel and her colleagues quickly realized that purchase fabrics for costumes and backdrops, their students would benefit from the experience high-quality craft supplies for puppets, of performing outside of the school.
accessories for costumes, and the construction and the rental of a puppet stage.
They also wanted to share with other children the love for the stories of the ancient world that “It was truly an experience that our students will their own students had developed through this not forget, and one we hope to replicate with project.
other stories from throughout history,” Anschel noted.
The culmination of all of their work came on May 19th and May 25th when the students performed for 1st-5th grade students at a local public elementary school, the Hall Fletcher
Contact Ms. Anschel at eliseanschel@thenewclassicalacademy .org
School of Math, Science, and Technology. The audience loved the sweetness of the preschool play, were delighted with the
Lights! Cameras! Action! Top: The 1st and 2nd grade puppet masters from “The Race of the Gods.” Middle: The prekindergarten and kindergarten class at The New Classical Academy poses for a picture as the cat and mice from Aesop’s fable “The Cat’s Bell.” Bottom: Hanson and her 5th grade gods and goddesses prepare to perform.
intricately-crafted paper-mâché puppets, gasped at the spectacle of Athena, Poseidon,
GRAMMAR THROUTH MYTHOLOGY Williams presents how textbook exercises can be adapted through mythological stories. Latin classes need to teach an entire culture in a limited time. Stories s o m e
we want students to know can be arranged to showcase basic l e n g t h y a n d language facts.
complex; in these a n i n fi n i t i v e
Textbook exercises given for a specific usage or concept can be functions as the adapted to a mythological story.
verb. Students should
This is possible on any level from noun cases to subjunctive verbs.
examine the verbal charts and
See references below for a presentation of the Phaethon story used m a k e to explore various forms of pronouns.
verbals from the patterns.
Below is a lesson using the story of Neptune to present major verbals, which tend to surface as problems several times a year. This
L a t i n Ve r b a l
lesson can be done entirely in Latin, or translated into English when
About our writer: Rose William earned a French, B. A. Baylor University M. A. UNC, Chapel Hill Post graduate work University of Dallas; University of Texas at Arlington; Research: Bodleian Library, Oxford; University of Pisa Latin Teacher — Abilene Independent School District Latin and English Instructor — McMurry University
PA R T I C I P L E S Students may begin by considering the nature of verbals and their Half verb and half purposes.
Participles, in Latin as in modern languages,
adjective-used to modify as adjectives are used
describe a subject or object by what it does or what is done to it in terms of present, past, and future actions. A difficult participial construction for students is the ablative absolute, which often uses a noun and a participle in the ablative case to express a separate thought explaining something extra about the target sentence.
“My lesson plans are written to bring the ancient and vibrant culture of the Romans into the lives of modern people.”
Infinitives in Latin are hard for modern students to grasp.
• to make ablative absolute •used to make passive periphrastic INFINITIVES- Half verb and half noun-used as subjects, direct objects, and verbs of indirect statements 1) Read the story aloud in Latin.
2) The first four sentences include indirect statements with
These are numerous, as Latin employs frequent indirect statements, varying tenses and voices of infinitives.
DO YOU KNOW YOUR PARTICIPLES?
Story continues on page 11
Active Present tense (present stem + ns)
Active perf. passive participle + urus,a, um)
Passive (present stem + ndus, a, um)
(fourth principal part)1 E.g. portatus, a, um-
E.g. portanscarrying portantis-of (one) carrying
having been carried
E.g. portaturus, a, um-going to carry
portandus, a, um-going to be carried
Continued from page 10
NEPTUNUS, DEUS AQUARUM
Williams relays instructions on how to read, translate tauros sacrificantes et aquam potantes,
Underline each indirect statement. Make it a
simple sentence, being careful to preserve tenses and voices.
Post victoriam Augusti in mari, Neptunus maris regnator celebrandus erat.
3) The fifth sentence had two kinds of participles. Underline and identify them.
Agrippa, dux exercitus et amicus Augusti, templum Neptuno Oceanensi aedificavit.
REVIEW OF INFINITIVE FORMS
4) What special participial use is found in the
Vergilius in Aeneide Neptunum, deum maris
sixth sentence? What does it show?
Romani Neptunum regere aquas omnes
Cassius Dio 57.60
2nd principal part
Lacus Curtius – http://Penelope.uchicago.edu/ E.g. portare-to carry Quotannis Neptunum aquam fontibus et
fluminibus dedisse crediderunt.
Livy Book 28.1
Williams, Rose website (Phaethon story) 2nd principal part or 2nd principal part with"i" (3) Saepe mense Quintili (postea Mense Julio
appellato) Romani aquam additam requiri
Williams, Rose, Gods and Other Odd
I t a q u e R o m a n i s e i n a g ro s e t s i l v a s processuros esse et gratias Neptuno acturos
E.g. portari-to be carried
Perfect Active 3rd principal part +isse Contact Ms. Williams at E.g. portavisse-to have carried email@example.com
esse nuntiaverunt. Ibi, tabernaculis aedificatis,
Perfect Passive 4th principal part + esse E.g. portatus, a, um esse-to have been carried
Future Active Future (future active participle + esse) E.g. portaturus, a, um esse-to be going to carry For 3rd conjugation verbs the last three letters shorten to “i”
Umiker shares “What I’ve learned” Learning a language is developing a skill -- I like to say that the closest discipline to Latin taught at my school is driver’s education. And no one ever became a good driver just by hearing facts about driving. Like a beginning driver, the student will improve by practicing and experimenting, first with you waiting with your foot on the emergency brake, and soon enough without you there at all. Scary as it was at first, we all learned much more about driving once we got our licenses and had to figure out how not to die out there. Let them struggle, and let them find their own way out of trouble. The survival instinct is the best natural language teacher we have. Is help always helpful? How many times have you found yourself doing an in-class translation with the class and correcting the same errors ad nauseum? When we correct them as soon as they make any minor error, the primary lesson for them is that their Latin teacher all knows the lesson. They may think they “get it” for a moment, but without any personal investment, they likely won’t retain the skill being taught. “Oh yeah, right, of course it’s plural” is just as likely a statement of deference to the teacher or a protection against embarrassment as an expression of real understanding. Have you ever just let your class go at a reading as a group, without saying a word? It’s amazing how well they can do and the brilliant ways they can get there.
They will most likely correct many of their errors before the teacher says a word. We all know Charles Umiker (above) teaches Latin in the Upper School at the Tatnall a b o u t School in Wilmington, Delaware. A 2003 Yale grad, Umiker’s popular h e l i c o p t e r YouTube posts show his love of using music to engage his learners. parents— let’s not be helicopter Latin teachers. We happen to have had minds that could absorb this language in the way that it is traditionally taught, and because of this, we always thought that Latin was fun and interesting no matter what. This kind of Latin brain is not particularly common in the general population, and we must be mindful that the vast majority of our students are not destined for Latin teaching. In order to reach them, we must step outside of what makes sense to us and find approaches that suit their methods of getting there. These future non-Latin teachers have much to gain from learning Latin and engaging with the cultures of antiquity, and they will bring these lessons to the world. With that said, never forget what made you love Latin in the first place: your students will respond to your passion most of all.
At the very least, we should wait until students have finished translating a sentence before correcting their errors — allow them to hear themselves, and let them get there at their own speed.
Contact Mr. Umiker at firstname.lastname@example.org
“Remember that we became Latin teachers because we loved learning Latin in school…”
Toda offers up whiteboard activities to spice up your Latin classroom Here are some whiteboard activities which Keith Toda, a teacher at Brookwood High School in Snellville, GA, employs. “Many of these I learned at Rusticatio last summer (so I takes NO credit at all for any of them) and have now definitely added them to my arsenal of activities,” Toda states. Toda uses these activities to get students to internalize their vocabulary words and to take ownership of them. Vocabulary Picture – write four random vocabulary words on your classroom board. Students have one minute to draw a picture on their whiteboards which incorporates/ depicts all of the words (not four separate pictures, but one). Tell students if they do not know a word, then focus on what words they do know. When the minute is up, students hold up Keith Toda, or Toda as his their whiteboards to you and to each other, while you walk around and check them. students affectionately call him, is from Huntington Toda usually picks 2-3 boards to show the Beach, CA and is currently class and will then describe the picture in Latin, using the vocabulary words. teaching Latin at Brookwood High School. He has B.A. in Freeze Frame – You, the teacher, draw a Greek and Latin from the p i c t u r e b e f o r e h a n d ( u s i n g k n o w n University of California, and vocabulary words) and then write in Latin a description of the picture. The more random an M.A. in Latin from the the picture, the better! Read the description University of Georgia. He aloud to the class and have students draw was the State Latin Teacher what they hear. of the Year in 2003 and is the Toda usually reads the description 3 times – President of the Georgia by the 3rd time, students are simply Classical Association. checking their drawing against what they hear being read. Have them hold up their whiteboards to you the teacher and to each other. Then show them the original picture and compare. Then ask students comprehension questions in Latin about your picture. Guess the Word – pick 3 students to sit in front of the classroom with their backs to the classroom board. The rest of the class has whiteboards. 
On the classroom board, write a vocabulary word. The class will then draw a representation of that word on their whiteboards but not show the 3 students. On cue, have all of the students show the 3 students t h e i r pictures, and the 3 students guess the Latin vocabulary word. Variations: instead of pictures, have students write synonyms, antonyms, homophones, etc in Latin. Complete the Sentence – write a basic Latin sentence on the board but leave out a word. Students have 30-45 seconds to write Latin word/words which best complete(s) the sentence. When time is up, students hold up their boards to show you, while you go around to check. Conjugating – write an infinitive (or other verb principal part) on the board, and then give students a subject/pronoun. Students write the correct form on their whiteboard and then show you the teacher. 25,000 Pyramid – one student holds a whiteboard with a list of vocabulary words, one students sits with his/her back to the whiteboard and then one student sits facing the other student (this student can see the whiteboard). The student who can see the words is to get the other student to say the Latin vocabulary word by describing the word in Latin. Once the student guesses the correct word, then they go on to the next word.
Contact Mr. Toda at email@example.com
Familia Mea: A Podcast Project Three years ago the private school I teach at plunged into the world of educational technology and adopted a one-to-one MacBook program. Like many other Latin teachers today, I am constantly learning new ways to integrate technology to my students’ advantage. I developed The Familia Mea Podcast Project to provide my fifth-grade students review for the Exploratory Latin Exam, but it became so much more. They were able to interact with their vocabulary through composition and oral reading. Latin became a living language.
THE PROCESS I love podcasting in the GarageBand application, because we can utilize both visual and audio. For this project, the students first collected pictures of family members and pets. Some chose photos of their real family , while others found cartoons and actors on the Internet to replace them. Then they constructed a script of Latin sentences following a very simple pattern: family noun + est/ sunt + adjective. This helped the students review family and adjective vocabulary for the 2011 Exploratory Latin Exam. In addition, they practiced singular and plural, and even received a taste of noun-adjective agreement! They were required to submit at least one draft. After a demonstration of podcasting, it was
Tips For Promoting Superior Work
I thought we had so many options! It was hard to figure out the endings for the adjectives, but I learned a lot. It was so much fun to see the other podcasts. They were so funny!
5th & 6th grade students
C re a t e ru b ri c a s p e c i fi c g check li t o h a n d o u ra d i n g t as a st. Leave room f or crea tivity! Ha ndo u w o rd s t a list of additio a n d a d j e c t f a mily ives i n to n their vocabu require lary. d Show a n podcas example sc ript an t. d P ro v i d e che differ c e n t p kpoints fo project r arts of th . e Retu r promp n t h e i r d tly wit h feedb r a f t s ack. Spen d class demo n podcas s t r a t i n g h t i m e t. Let ow to t studen ts help he tech-savv y They m ay eve their peers n teach . you! Be av a i l a ble t studen o you ts. r
finally time to record and assemble pictures. We spent about two weeks (30 minute daily classes) working on the project. The MacBooks even enabled us to enjoy the sunny, grassy areas of campus. It was so much fun to watch the students spread out, working diligently, trying to avoid too much background noise.
THE RESULTS In the end, we exported the podcasts and viewed them with QuickTime. In effect, the podcasts became a slideshow with narration. We laughed
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out loud at the silly sentences, pictures, and sound effects. Every year I assign this project, the results grow more impressive. The students are proud of their work and show it off to teachers and parents. Not only are they prepared for whichever language they choose in junior high, they also have valuable computer skills that they can use and share in their other classes.
Contact Ms. Thibaudeau at Jessica.Thibaudeau@dunhamschool.org
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