AP Latin Syllabus

AP Latin Syllabus Instructor: Wendy Wira

2019-2020 wwira@sandi.net

Objectives: This AP Latin course is designed to give students the experiences needed to be successful on the College Board AP Latin exam. The course’s goals are to improve students’ abilities in the following areas:

· translating the required passages from Caesar’s De bello Gallico and Vergil’s Aeneid into English as literally as possible

· understanding the context of the written passages (including the political, historical, literary, and cultural background of each author and text)

· comprehending the reasons behind the particular style of writing (whether historical commentary or epic) and the rhetorical devices employed

· analyzing Latin passages to understand how and why the author uses the language in a particular way and the effects he hopes to produce

· analyzing the text and in drawing logical conclusions about it, using the Latin as evidence for their assertions

· scanning dactylic hexameter (for the Aeneid) and seeing and hearing how meter is used to enhance the text and create effect

Accuracy and speed in translation will be expected of the AP candidate, as well as the concise communication of ideas in critical analysis. It is our goal to achieve these skills by the date of the exam.

Course Overview:

Students are required to keep up with assignments on a daily basis. At each class meeting, they are expected to translate literally and demonstrate comprehension of the Latin passages from books 1, 4, 5, and 6 of Caesar’s De bello Gallico and passages from books 1, 2, 5, and 6 of Vergil’s Aeneid prior to taking the AP exam. [CR2]

Students will be provided an annotated text of De bello Gallico and the Aeneid, and will be expected to use them along with a modern translation to complete the following assignments:

· Daily literal translation: Students are required to keep and use a three-ring binder to record their daily literal translations. Each day students will receive the day’s translation on a worksheet that will have space on it for students to write a literal translation of the passage, notes on unfamiliar vocabulary, and notes on key grammatical constructions and rhetorical devices. Students will also note historical, literary, and cultural connections as they arise. Students will use specific terminology throughout the course in discussions and in their notebooks to refer to grammar and literary devices. [CR2], [CR8]

NOTE: If the assigned lines for the day are completed with class time remaining (which will happen often), we will either continue to read at sight (for practice) or complete a worksheet related to the day’s passage that will focus on demonstrating comprehension of the passage, grammar, literary techniques, and vocabulary. [CR3],[ CR8]

· When appropriate, students will read assigned essays of literary criticism, listen to historical mini-lectures, and participate in discussions in order to develop a sense of the historical, cultural, and literary context of the texts. [CR9]

· Homework: Students are required to complete 5 Quizlet.com activites per week. In addition, students are expected to complete the daily assigned translation and make accompanying vocabulary and grammar notes. If the student does not finish the assignment in class, the assignment must be completed at home that evening.

· Success = At Home Studying: Students will be expected to review vocabulary at home for frequent vocabulary quizzes. Additionally, AP students are required to be self-reflective and be responsible for reviewing on their own any basic topics that they feel they lack mastery of (i.e., declensions, conjugations). Success on the AP exam requires a great knowledge of vocabulary and close attention paid to grammar. We will do as much as we can in class to prepare you, but a 5 on the AP exam will require some extra effort. Do not wait until the night before any test to begin studying!

· Students will take a test over the assigned passages approximately every 150-200 lines. All tests are in the style of the actual AP test and will include translation, multiple choice, short answer, scansion (when applicable), and essay questions. Tests will be scored according to AP rubrics.

-- Short answer questions will focus on identifying themes and uses of the the language (including specific terminology for grammar and literary devices), relevant vocabulary, grammar, historical and cultural content, and literary techniques. [CR7], [CR8], [CR9]

--Essays will involve analysis, discussion of motives, political and social relevance, and themes. The emphasis will be on finding evidence in the Latin text to support their ideas. [CR10]

· When reading poetry, students will scan dactylic hexameter and read aloud in meter at least once a week, for the purpose of evaluating grammar and style and as an aid for reading comprehension. [CR7]

· Multiple-choice questions based upon sight-readings will be practiced throughout the year. Sight readings will be drawn from non-syllabus-based prose and poetry, e.g., Cicero, Catullus, Ovid, Martial, Sallust, and Pliny and often will come from fifth-year NLE exams. Multiple-choice sight reading practice will be at least once a month in the beginning of the year, but will be more frequent in the weeks leading up the AP exam. [CR5]

Grading Policy:

Grades will be weighted according to these categories:

30% Classwork – in-class work, including translations, worksheets, practice exams, and writing

35% Tests – tests, unit, and final exams

15% Grammar Review Quizzes – frequent quick quizzes on conjugations and declensions

10% Notes – vocabulary and grammar notes in your notebook

10% Homework – 5 activities per week on Quizlet, occasional other homework

Grading Scale

A = 90 - 100%

B = 80 - 89%

C = 70 - 79%

D = 60 - 69%

F = 0 - 59%

Student Support Plan

v Before Instruction: Students will know the purpose and outcome for the day’s lesson. Readings will be contextualized so that students will be able to predict events in the day’s assigned translation.

v During Instruction: The instructor will be available in the classroom at all times during instructional time for one-on-one help in translating, and therefore students will be given ample opportunity to ask for assistance or clarification. Almost all daily work will involve collaborative learning in groups, so that students will be able to work cooperatively to help each other. If further assistance is needed, the instructor will be available for tutoring by appointment.

v After Assessments: The instructor will be available by appointment for feedback so students can improve skills, study habits, and/or understanding of concepts.

Latin Textbooks

1. Mueller, Hans-Friedrich. Caesar: Selections from his Commentarii De Bello Gallico.

Wauconda, IL: Bolchazy-Carducci, 2012.

2. Pharr, Clyde. Vergil’s Aeneid: Books I-VI. Wauconda, IL: Bolchazy-Carducci, 1998.

Additional articles and supplementary readings on historical, cultural, and literary contexts to be

assigned.

Online Resources:

Online Translation of the Aeneid: http://www.poetryintranslation.com/PITBR/Latin/Virgilhome.htm

Online Translation of De bello Gallico: http://etext.virginia.edu/toc/modeng/public/CaeComm.html

Dickinson College Commentary of Caesar’s De bello Gallico: http://dcc.dickinson.edu

The 1,000 Most Common Words in Latin: http://dcc.dickinson.edu/vocab/latin-alphabetical