641 Latin 4 H / 642 Latin 4 ACP
651 Latin 5 H / 653 Latin 5 ACP
Gr 10 - 12 | 6 Credits | Year-Long | 5x per Cycle
These courses offer advanced students an opportunity to broaden and deepen their experience in Latin literature with continued emphasis on grammatical structure, vocabulary, and English derivatives.
Success Criteria:
• I can write out and read orally translations of the Latin verses of parts of Books 1 and 2 of Vergil’s Aeneid, both through individual preparation and group collaboration.
• I can analyze the grammatical constructions that Vergil uses to convey meaning in his poem and distinguish poetic usage from prose style.
• I can analyze the nuances of Vergil’s vocabulary as used in the Aeneid.
• I can identify, define, and supply English words derived from Vergil’s Latin vocabulary for use in English sentences as I build a more extensive English vocabulary rooted in the language of Vergil.
• I can comment in both oral and written forms on the literary, philosophical, and historical implications of Vergil’s individual lines and passages as they stand on their own and as they pertain to the broader significance of the epic.
• I can identify stylistic features, rhetorical devices, and figures of speech that Vergil uses, and I can explain the various effects that these elements embody and convey.
• I can scan the dactylic hexameter verses of the poem.
• I can recognize and analyze the distinguishing features of epic poetry.
• I can learn and write out from memory longer passages drawn from the Aeneid.
• I can learn and write out from memory on a weekly basis selected shorter Latin loci, or passages, drawn from a wide range of Latin authors and genres, I can answer questions about grammatical or contextual elements represented in these loci, and I can produce evidence of this learning on semester assessments.
In order to accommodate third-year, fourth-year, and fifth-year students, the following topics are addressed. Course offerings each year and expectations for student performance are determined according to the student's experience.
Roman Authors I: This course is designed to give students an understanding of certain works of Latin prose and poetry. Students learn about the role of Latin literature in shaping the Western literary tradition. Prose selections include Cicero's First Catilinarian Oration and excerpts from Sallust's Catiline. Readings in poetry include selections from Ovid’s Metamorphoses, Fasti, and Tristia.
Roman Authors II: This course complements Roman Authors I in both spirit and intent, with special attention paid to the roles of the orator and poet in classical culture. The prose selection is Cicero's Oration For Archias; the poems are chiefly those of Catullus and Horace.
Vergil's Aeneid: This course involves the study of the language, achievement, and historical significance of Vergil's epic Aeneid. Reference to Homer's Iliad and Odyssey and to related works of Latin literature supplements this study.
This course is offered at the combined ACP/Honors level. Students will be placed in the Honors section for scheduling purposes only. Students will be able to designate which level they would like to be assessed at in the fall once they learn about course expectations.
Latin 4 H
For studies in the poetry of Catullus, Horace, and Ovid:
• I can write out and read orally translations of the poetry of Catullus, Horace, and Ovid, both through individual preparation and group collaboration.
• I can analyze the grammatical constructions that Catullus, Horace, and Ovid use to convey meaning in their poems and distinguish poetic usage from prose style.
• I can analyze the nuances of vocabulary as used in the poetry of Catullus, Horace, and Ovid.
• I can identify, define, and supply English words derived from Latin vocabulary for use in English sentences as I build a more extensive English vocabulary rooted in the language of Catullus, Horace, and Ovid.
• I can comment in both oral and written forms on the literary, philosophical, and historical implications of Catullus’s, Horace’s, and Ovid’s individual lines and passages as they stand on their own and as they pertain to the broader significance of a poem itself and of its relation to other poems that the writer has produced.
• I can discuss the social milieus of Catullus, Horace, and Ovid, and I can explain how the poems reflect those milieus.
• I can analyze stylistic features, rhetorical devices, and figures of speech that Catullus, Horace, and Vergil use, and I can analyze the various effects that these elements embody and convey.
• I can scan the meters used in the poems of Catullus: hendecasyllables, elegiac couplet, scazons, iambic trimeter, Fifth Asclepiadean.
• I can scan the meters used in the poems of Horace: First, Fourth, and Fifth Asclepiadean; Sapphics; Alcaics; dactylic hexameter.
• I can scan the meters used in the poetry of Ovid: dactylic hexameter, elegiac couplet.
• I can recognize and analyze the distinguishing features of Latin lyric poetry.
• I can learn and write out from memory poems and longer passages from the works of Catullus, Horace, and Ovid.
• I can learn and write out from memory on a weekly basis selected shorter Latin loci, or passages, drawn from a wide range of Latin authors and genres, I can answer questions about grammatical or contextual elements represented in these loci, and I can produce evidence of this learning on semester assessments.
5 ACP
For studies in the poetry of Catullus, Horace, and Ovid:
• I can identify and comment on the grammatical constructions that Catullus, Horace, and Ovid use to convey meaning in their poems and distinguish poetic usage from prose style.
• I can explain the nuances of vocabulary as used in the poetry of Catullus, Horace, and Ovid.
• I can identify, define, and supply English words derived from Latin vocabulary for use in English sentences as I to build a more extensive English vocabulary rooted in the language of Catullus, Horace, and Ovid.
• I can comment in both oral and written forms on the literary, philosophical, and historical implications of Catullus’s, Horace’s, and Ovid’s individual lines and passages as they stand on their own and as they pertain to the broader significance of a poem itself and its relation to other works of the poet.
• I can discuss the social milieus of Catullus, Horace, and Ovid, and I can explain how the poems reflect those milieus.
• I can identify and stylistic features, rhetorical devices, and figures of speech that Catullus, Horace, and Vergil use, and I can explain the various effects that these elements embody and convey.
• I can scan the meters used in the poems of Catullus: hendecasyllables, elegiac couplet, scazons, iambic trimeter, Fifth Asclepiadean.
• I can scan the meters used in the poems of Horace: First, Fourth, and Fifth Asclepiadean; Sapphics; Alcaics; dactylic hexameter.
• I can scan the meters used in the poetry of Ovid: dactylic hexameter, elegiac couplet.
• Ian recognize and discuss the distinguishing features of Latin lyric poetry.
• I can learn and write out from memory poems and longer passages from the works of Catullus, Horace, and Ovid.
• I can learn and write out from memory on a weekly basis selected shorter Latin loci, or passages, drawn from a wide range of Latin authors and genres, I can answer questions about grammatical or contextual elements represented in these loci, and I can produce evidence of this learning on semester assessments.