Language Department Presentation

Language Department, 2009-2010
The Power of Many Voices

Home * Who * Why * What * Which Way * What Else * What Next

Our 6 “W’s”

Way”
“Who”

“Which
Else”
“What
“Why”

Next”
“What
“What”


The “Who:”
Who: Where: What:
Autonomous University of
Mercè Garcia Barcelona, B.A., M.A. Language Department Chair
mgarcia@fessenden.org University of Barcelona, M.A. FLES/Lower School Spanish
ISEP, B.A.

Bari Rabine Washington University, B.A.
FLES/Middle School Spanish
brabine@fessenden.org Harvard University, Ed.M.

Alberto Guzmán Inpahu College of Arts Sciences,
Upper School Spanish
aguzman@fessenden.org B.A.

Olga DeGrasse Manhattanville College, B.A.
Upper School Spanish
odegrasse@fessenden.org Middlebury College, M.A.

Bobbie Stevens Academic Tutoring Director
Boston University, B.A.
bstevens@fessenden.org Upper School Spanish

Stacey Smalley FLES/Middle School Latin
Union College, B.A., M.A.T.
ssmalley@fessenden.org Upper School Latin

Lilla Willey Northwestern University, B.A.
Upper School Latin
lwilley@fessenden.org Middlebury College, M.A.

University of Notre Dame, B.A.
Walter Kasinskas Harvard Univesity, M.T.S. Upper School Latin
wkasinskas@fessenden.org Boston College, Ph.D.

The “Why”
Our mission is to EMPOWER all students to become LIFE-LONG LANGUAGE LEARNERS with the
KNOWLEDGE, SKILLS and ATTITUDES to compete successfully in a global society.

We subscribe to the belief that all students should learn a world language and that this instruction should
begin as early as possible. It is our goal to prepare students using the best knowledge available
regarding foreign language pedagogy and to adapt curriculum and methods to achieve success for the
greatest number of students.

Communication is at the heart of what we do. Proﬁciency and skills development are the foremost goals.
We believe that the study of the language system itself, while useful for some students, does not
automatically result in the development of the ability to process language in real situations. Most learners
learn a language best when they are provided opportunities to use the target language to communicate
in a wide range of activities. This is why teachers will use the target language as much as possible in
class. Students are equally expected to use the language with the teacher, orally and in written work, as
well as in paired or group activities to exchange information or solve problems.

To be truly proﬁcient in a language requires an understanding and appreciation of the peoples who
speak the language studied. This cultural knowledge includes the typical products of culture, history,
geography, literature and the arts as well as the common routines and features of everyday life.
Knowledge of the target culture(s) as well as an understanding of how it compares to our own is essential
for a well-rounded education.

Foreign language, like other subject areas, prepares students for life-long learning. Efforts to make
connections to the community, learn technology skills, and develop research abilities are valuable
components of the curriculum.

The “Why” (cont.)
Teachers are encouraged to make connections with other disciplines so that students may be challenged to use
the higher order thinking skills of synthesis and analysis. Students are also able to take better ownership of
the material as they add new facts and gain better understanding of the material as they view it from different

perspectives.

With a diverse student body and the wide-range of course development and the teaching experience of our
faculty, the Latin and Spanish sections of the Language Department establish the foundations for life-long
language learning and cultural understanding.

In our role as teachers of language and literature, we deal constantly with issues of identity and diversity.
Therefore, our department is particularly well adapted to developing cross-cultural communication,
internationalization and entrepreneurship among our students. Success is measured not only in the ability to
speak, read and write the language of another culture, but also in the intellectual development of the individual
as a whole.

The Department of Languages prepares students for success on several levels. First and foremost, the study of
foreign languages and literature is the foundation for critical thinking and communication. For the non-native
student, our language courses develop the essential skills necessary to communicate in the target language and
to gain access to another culture. For our Hispanic students who possess mainly an oral command of their
language, we incorporate, within our Spanish classes, activities especially designed to improve their abilities in
writing and reading.

Second, by studying and learning another language, students learn about their own native language, its
structures and syntax. It has been proven that second-language acquisition improves the student's
communication skills in his own language.

Third, our foreign literature and culture lessons introduce students to diversity of thought and experience,
gaining perspective and deeper understanding of their own culture.

Finally, the Language Department faculty, being so diverse, brings to the classroom a broad spectrum of
knowledge and experience thus adding to students' understanding and enjoyment of the language.

The “What”

Spanish Latin

Progression of Progression of
Courses Courses

Course Course
Description Description

Spanish Progression of Courses


Spanish Progression of Courses

Spanish

5
FLES FLES FLES Spanish
FLES FLES
K 1 2 3 4 6
Spanish
5N

Spanish
1

} } }
Spanish 4 Spanish 3 Spanish 2
(upcoming
2010-2011) Honors Honors

Spanish Spanish
A student can be referred to 3 2
Introduction to Language if he has been
waived* out of the language.

*Waived, if referred by the skills center

Spanish Program Overview
In the Lower School the emphasis on aural training and oral communication makes maximum use
of the child’s natural ability to mimic at this age. Nursery rhymes, songs, stories, role-playing, art
projects and games are used to teach elementary vocabulary such as colors, days of the week,

animals, seasons, and numbers. Children are encouraged to speak in full sentences, and are
exposed to simple grammar through a method called Symtalk. This program uses the same type
of verbal and visual memory techniques children experience when they ﬁrst learned to speak.

Vocabulary and sentence structure that is introduced initially with the Symtalk symbol cards is
further developed in the Middle School as the 5th-6th grade program bridges the Symtalk
program to the Realidades program used in the 6th grade and the Upper School. In addition to
further developing students’ speaking and listening skills, in the Middle School there is greater
emphasis on reading and writing and general grammar as the Realidades program in 6th grade
provides more structured exercises and vocabulary study and is supplemented by two TPRS-style
chapter books.

The Upper School program continues the use of the Realidades series as students are exposed to
more advanced linguistic work, including the study of past, future, and perfect tenses as well as
the use of commands and a variety of writing and speaking styles, The 7th-9th grade curriculum
takes advantage of students’ developing abilities in their native language to assess how languages
function and to make connections between languages. As their writing abilities progress and
students are demonstrating great accuracy in their work, there is also greater exposure to reading
authentic materials in the target language through the use of several authentic texts.

Click “here” to experience a Lower School lesson, “El Cuento del Pollito”

Latin Progression of Courses

Click “here” to see
the Latin
presentation

Latin Progression of Courses

} }
Latin I Latin II Latin III

Latin 6

Latin I Latin II Latin III
Honors Honors Honors

A student can be referred to
Click “here” to see
Introduction to Language if he has been the Latin
waived* out of the language.
presentation
*Waived, if referred by the skills center

Latin Program Overview

Based on a text series which is both age-

appropriate and engaging, this multifaceted 3-
year curriculum has two goals: mastery of both
Latin and English grammar and translation and
cultural-historical understanding of Ancient
Rome. In related work students examine the
signiﬁcance of word parts and derivations in
determining the meaning of words in Latin,
English, and Romance languages. Students are
also introduced to Roman mythology, culture and
political and social history. The techniques used
for presentation and reinforcement of material are
varied in order to address a variety of learning
styles.

The “Which Way”
Text: Activities:

Reading &
Symtalk Realidades Role-Play Games
Storytelling

Ecce Hands-on Presentations Projects
First Latin
Romani

Culture TPR Songs

Video Technology Pen-Pals

Symtalk
The Symtalk language-building system has a simple, but effective
approach to learning language that delivers astonishing results Sample Sentences Development: K-5
immediately. Using the same type of verbal and visual memory

techniques children experience when they first learned to speak,
Symtalk gets our students speaking and, in the process, helps Kindergarten: Pablo tiene un perro negro y blanco.
them master vocabulary and sentence structure. As a result,
student confidence in speaking soars!
First Grade: Pablo tiene un perro negro y blanco. El perro come el
pastel de Pablo.
Symtalk workbooks ensure mastery of the core vocabulary and
structure through recycling exercises that progress in difficulty.

Second Grade: Pablo tiene un perro negro y blanco. El perro come
el pastel de Pablo.

Pablo tiene hambre porque el perro
come su pastel.
Symbol cards are at the core of the system, which represent all
parts of speech. Teachers introduce vocabulary and sentence
structure when the symbol cards are placed in sequence on a Third Grade: Pablo tiene un perro negro y blanco. El perro come el
magnetic board. Students read and “speak” the visuals, create pastel de Pablo. Pablo tiene hambre porque el perro come su pastel.
new sentences, and build fluency and proficiency. Pablo tiene hambre y quiere una hamburguesa.

Symtalk games foster communicative proficiency and listening Fourth Grade: Pablo tiene un perro negro y blanco. El perro come el
skills in contexts students care about. pastel de Pablo. Pablo tiene hambre porque el perro come su pastel.
Pablo tiene hambre y quiere una hamburguesa. Pablo necesita ir a la
tienda para comprar la hamburguesa.
The symbol cards, workbooks, and games complement each
other and lead to the same goal: students will speak in complex
sentences while fully understanding what they read, hear, write, Fifth Grade: Pablo tiene un perro negro y blanco. El perro come el
and say. pastel de Pablo.Pablo tiene hambre porque el perro come el pastel.
Pablo iene hambre y quiere una hamburguesa. Pablo necesita ir a la
tienda para comprar la hamburguesa. Pablo no compra la
hamburguesa en la tienda. Pablo va a ir al restaurante a comer una
hamburguesa y beber un refresco de limón. Después Pablo va a
jugar un partido de fútbol con sus amigos.

Realidades
* Real approach to language: vocabulary, grammar, culture, cross-curricular connections, learning strategies
* Three types of video in one video program: language videos, grammar videos, mystery video

– teach, connect, and motivate with Realidades videos!
* GramActiva grammar: hands-on activities that enable students to practice
the grammar before moving into the communication
* Sequenced activities: carefully sequenced activities progress from controlled to open-ended
* Step-by-step scaffolding and support: clearly laid out steps for students to follow
enable all students to be successful
* Exploracion de lenguaje: focused study of how language works
* La culture en vivo: real-life culture makes cultural products and practice come alive for students
* Perspectivas del mundo hispano: authentic cultural perspectives get students to
think about and compare cultures
* Performance-based tasks: culminating speaking or writing tasks per chapter
supported by the “speaking process” or “writing process” and rubrics
* Review and test preparation: end-of-chapter summary pages of vocabulary and grammar
plus preview of the chapter test

First Latin
First Latin is a text series that is a good preparatory for the Ecce Romani

series. It is a text that allows for oral communication in Latin. Culturally
and historically, the study of daily life in the time of Augustus and the
various family life styles are ever present. Students are exposed to
different myths, Roman religion, mythological creatures, Roman poets,
and Roman history through readings and Latin sentences focussing on
very basic Latin grammar structure. We also use Latin is Fun, a text that
focusses more on Latin as a language. This text also incorporates culture,
but using Latin as a tool. It is a more advanced grammar text than First
Latin. The two texts complement one another in content both
grammatically and culturally/historically. Both texts allow for a
communicative and reading approach which adds zest to the program.

Ecce Romani

Ecce Romani, the innovative, reading-based, Latin-
language course originally developed by The
Scottish Classics Group and widely adopted in
American schools, meets contemporary classroom
needs. Ecce Romani brings students to the point
where they can read the Latin of classical authors
with conﬁdence. It also enhances general language
learning techniques, including facility with English.
Finally, it develops awareness of the culture of the
Romans, its historical signiﬁcance, and its
contemporary relevance.

Role-Play


R
Games

P
O

O
M

N
A

G
E

A
Jeopardy

HangMan
Simón Dice

Around the World


Reading & Storytelling
Readers,
TPR Chapter Books,
Spanish 3H:

6th Grade Spanish:
Muerte en el barrio
Nosotros somos Dios

Readings,
Latin III Honors:
Caesar's De Bello Gallico,
Augustus' Res Gestae,
brief selections from Cicero,
and poems by Catullus,
Horace, and Virgil.

Hands-On Activities

Making

sombreros in the
Lower School

Making Aztec and Greco-Roman-style
pottery in the Middle School

Lower School
students
preparing
Huichol Yarn
Paintings

Presentations

¿Eres tú mi mamá? by the Lower School


Latin Name Project

Projects

Spanish-Speaking

Countries Project

Spanish Painters Project
click on the text to see an example of the project

Latin Villa Project Aztec Calendar

Culture

Mayan weavers present to students during
Language Week, 2009

TPR
To teach numbers in Spanish we can use TPR
For numbers one to 29 we signal with our fingers the quantity being expressed. One to ten is easy, then for the teens you signal 10 fingers and then
the corresponding number. For the 20s, signal two 10s, make the + sign with two fingers while saying “y” and then signal the corresponding number.

1. uno
6. seis
2. dos
7. siete
3. tres
8. ocho
4. cuatro
9. nueve

5. cinco
10. diez
11. once --> 14. catorce
15. quince ( Keen- say at times it is difficult for kids to learn number fifteen, if this happens when you get to 15 make a round motion over your head
as if you were wearing a crown to simbolize the first sound ( keen) as if you were a king and then put your hands on the sides of your mouth as if
yelling for the second sillable ( say)
16. dieciséis --> 29. veintinueve
30. treinta ( make a circular motion with your hand on the side as if it were a train)
31. treinta y uno
32. treinta y dos
33. treinta y tres
40. cuarenta ( open and close your hand in a cuacking motion)
41. cuarenta y uno
42. cuarenta y dos
50. cincuenta ( swirl your finger up and down as if the water is going down the sink)
60. sesenta ( hands to the sides of your mouth to for SAY and stand up and sit back down for SENTA)
70. setenta ( hands to the sides of your mouth to for SAY and make a triangle with your fingers for TENTa)
80. ochenta ( One of your fingers makes a circular motion in front of your lips for te round “O”)
90. noventa ( Make a NO sign with your finger and then move your hand in a fanning motion for “NO VENT”)
100. cien ( Bring your finger to your eye for an aproximate pronunciation SEEN)
200. doscientos ( signal number two with your fingers, bring your finger to your eye aand then make a thowing motion DOS-SEEN_AND_ TOSS)
300. trescientos ( signal number three with your fingers, bring your finger to your eye aand then make a thowing motion TRES-SEEN_AND_ TOSS)
400. cuatrocientos ( signal number four with your fingers, bring your finger to your eye aand then make a thowing motion CUATRO-SEEN_AND_ TOSS)
500. quinientos ( make as if you were opening a door, then touch your knee and then make a thowing motion KEY-KNEE_AND-TOSS)
600. seiscientos ( signal number 6 with your fingers, bring your finger to your eye aand then make a thowing motion SEIS-SEEN_AND_ TOSS
700. setecientos ( signal number 7 with your fingers, bring your finger to your eye aand then make a thowing motion SEVEN-SEEN_AND_ TOSS
800. ochocientos ( signal number 8 with your fingers, bring your finger to your eye aand then make a thowing motion EIGHT-SEEN_AND_ TOSS
900. novecientos ( signal number 9 with your fingers, bring your finger to your eye aand then make a thowing motion NINE-SEEN_AND_ TOSS
1.000. mil ( bring your hands to your mouth as if you were eating MEAL)

Songs
With a lesson on the verb “gustar:” With a lesson on the word of the month:
Me Gusta by Elvis Crespo Amigo by Marc Anthony

Album: Amar sin mentiras

Tú eres mi hermano del alma, realmente el amigo
Que en todo camino y jornada está siempre conmigo
As you listen to the Aunque eres un hombre aun tienes alma de niño
Aquel que me da su amistad su respeto y carino
song, these are words
to listen to: (Mark down Recuerdo que juntos pasamos muy duros momentos
Y tú no cambiaste por fuertes que fueran los vientos
each time you hear a Es tu corazón una casa de puertas abiertas
Tú eres realmente el más cierto en horas inciertas...
word/phrase!)
Actividad

1. me gusta Escucha la canción.
Busca y subrraya todos los diferentes tiempos

2. contigo
verbales que hemos estudiado en estos
momentos.
Elije dos o tres palabras que no conoces y busca

3. casa su signiﬁcado.
¿Cuál es el mensaje de la canción? ¿Cómo se

4. canciones
relaciona con tu vida?
Describe en tres frases por qué te gusta o no te
gusta la canción?

Video

For students: By students:
Abecedario Refranes
by Mrs. Garcia by the 5th graders

Technology

SmartBoards
VoiceThread

WebCams/Skype
iMovie

Keynote/PowerPoint
Podcasts

iTunes/GarageBand

Pen-Pals

Letters between 5th-6th grade

&

Letters between 5th-4th grade

&

Letters with a school in Barcelona

The “What Else”

Language Week

National Foreign Language Week was inaugurated in the Spring
of 1957 by Alpha Mu Gamma. Sister Eloise Therese, the National
President of Alpha Mu Gamma from 1956 to 1960 in Los Angeles
City College. The first celebration was set for the week of
February 17 to 23, 1957. In recent years it has become the
practice to have NFLW during the first weeks of March.
6th Grade Spanish class with Pedro
On December 12, 1956, President Dwight D. Eisenhower sent a Ángel, the Vice Consul of El Salvador
telegram endorsing the celebration, and each succeeding
president has added his support.

Trip to Spain Taking place annually in the second week of March, Fessenden Ongoing
Language Week is designed to celebrate the diversity of
languages used in U.S.A and throughout the world. Although it Excursions and
focuses on two languages taught in the Fessenden schools: Latin
and Spanish, Language Week celebrates the teaching, learning Guests
and use of ALL languages. Languages Week gives the Fessenden
school and it’s community the opportunity to recognize and value
the languages students speak at home or are learning at school
(or elsewhere). It provides an opportunity to develop students’
awareness of the languages around them as well, to high- light
the benefits of learning additional languages and to showcase the
achievements of those already learning languages – within the
school and the community. Through a series of contest,
presentations by our community members and Fessenden
Friends and guest speakers from consulates, cultral enrichment
programs, artist and performers, Fessenden students are given an
array of experiences that foster cultural awareness and better
understanding of the world.

The “What Next”

Language in
Trip to Rome
Motion

Spanish 4 Mandarin

Language in Motion
We think of it as an innovative, cooperative, outreach program using study-abroad returnees, international students, and upper-level language
students of the different Unversities in Boston to aid Fessenden’s K-9 teachers by creating and presenting language and cultural activities, and/or
“expert lessons” in their classrooms.

There would be three basic components:

Sharing the world with K-9 students
International students, upper-level language students, and study-abroad returnees regularly present in upper school, middle school, and lower school
classrooms to enrich language and cultural learning and to share their understanding of the country and culture. The teacher and presenter agree early
in the semester on the level and amount of language to be used. In language classes and classes ranging from Social Studies and English to Biology,

Art, Music, and Physical Education, College students will be able to present their expertise on their language and culture or in the ﬁeld they are
studying as “experts” giving students a new, young and different prespective of the subject being studied.

Providing professional development opportunities for teachers
Being in close contact with the Universities in our community would open vias for our teacher’s professional development by making it available for
teacher to attend to Visiting Schoolar Workshops.

Why should College students participate in this program?
In addition to gaining valuable experience that will help in the classroom, in the workplace, and in life, some of the beneﬁts:

* Improved communication skills * Opportunities for additional language practice
* A new look at your own and another culture * Chances to meet and work with new people
* An appreciative audience for their experiences * Respect for them and the language and culture they present
* Stimulating dialogue with teachers, students, and other presenters
* A better sense of the American educational system and American school students
* Fun and rewarding experiences * A chance to learn more about oneself
* Positive feedback * Community Service credit that would add to teir studies.

What will it offer to our teachers?
Language in Motion will offer teachers several opportunities for enriching their students’ learning experiences and for professional development.

We would offer a semi-annually changing group of college student presenters who are diverse, interesting, and passionate. They should have strong
second-language knowledge and international experience, either having returned from study abroad or having come on a study-abroad trip from their
home country. They will represent cultures from all over the world.

Teachers wuld choose the presenters they would like to have in their classes and work with to coordinate their appearance and scheduling. . Each
semester at a Teacher-Presenter workshop, participating teachers would have a chance to see short sample presentations, meet interested students
that woud like to participate at that time, and talk with them both about their expectations of presentation content and method and about their
students. The College students would then prepare class-length presentations on the chosen topics.

Mandarin Chinese
Why Learn Chinese?

There are many reasons! First, Chinese is the language of Nearly 1/4 of the World's Population. Speakers of Chinese not only live in China,
Taiwan, and Singapore, but also spread throughout Southeast Asia, North America, and Europe, where large Chinese communities
congregate. Chinese people today have been playing increasingly important roles worldwide.

Second, learning Chinese is an extraordinary and agreeable experience through which you can immerse yourself in a different culture. Unlike
most languages, Chinese has a unique ideographic writing system, which provides visual comprehensibility. The grammatical structure of
Chinese is not only logical, but also pragmatic, related to the particular way of Chinese thinking. Knowledge of the written language opens up
the culture of one of the world's oldest civilizations.

Third, traditional Chinese culture, from Confucianism and Chan Buddhism to martial arts and Chinese cuisine, has an enormous influence on
East and Southeast Asian nations. Chinese culture has also greatly inspired the western world through Marco Polo, G. W. Leibniz, Max Weber,
Franz Kafka, Andre Malraux, Bertolt Brecht, Ezra Pound, and Luis Borges, among others.

Last, but not least, the People's Republic of China currently boasts the fastest growing economy in the world and is widely regarded as the
potentially biggest global market in the twenty-first century. Proficient speakers of Mandarin Chinese will find jobs in various fields such as
business, government, international relations, information technology, tourism, education, translation and much, much more. Of all foreign
languages at American universities and colleges, Chinese shows the highest proportional increase in enrollment. Los Angeles Chinese
Learning Center, on the other hand, provides Chinese class at flexible schedule for working adults at reasonable rates.

Chinese language skills are increasingly in demand and schools nationwide are opting to update their Language Programs with the
opportunity for students to study Mandarin language. We, as a language department believes that this would be great step to adopt. We
would not only be giving broader opportunities to current language learners but would offer another possibility for our Mexican students
whose only option now is Latin and to the Korean population of students who would greatly be interested in joining a program such as this
for Chinese is a need for trade and business.

The Language Department proposal is to start offering Chinese to International students and those students who have completed 3 years of
another language study in a regular course or at least 2 years completed of another language in the honors track. This, while enriching our
Language Program would not affect in great manner to our current language courses.

In conclusion,
we aim for a love of learning
and of learning language.

We enjoy teaching your children because they are...

honest: “Mrs. Garcia, are you married?”
“Yes.”
“Is your husband also Spanish?”
“Yes.”
“So you speak Spanish all day long Mrs. Garcia?”
“Yes.”
“Oh that must be exhausting!”

compassionate: Teacher decides that from now on everything in the class is going to be in Spanish. She tells the
students that something really weird happened, and she bumped her head, and now, every time she enters the
class, she only knows how to speak Spanish... The next day, a very worried mother comes into the class and
wants to know how the accident happened and
if the teacher is okay because her son was very concerned.

respectful: In discussing characters in the textbook, one student stood up for one of them by saying:
“We’re all different. He’s just overweight.”

And because they are creative...

Thank you.


“A gentleman need not
know Latin, but he should
have at least forgotten it.”
-Brander Matthews

Fessenden Latin
Program Grades 6 -9

Text In Context

Teaching the Text in
Context: A Three-
Fold Approach
Study Skills

Classical Civilization

the Latin Language

Various Lenses
Roman Religion

The Roman Army

Ancient History

The Issue of Empire

Daily Life in Ancient Rome

I.Roman Villa:
A Way To Teach
Study Skills

ROMAN VILLA PROJECT

OBJECTIVES
1. To work together to create a beautiful villa.
2. To create a model of a villa that one might see in Ancient Rome.
3. To learn about the daily life of a Roman person on a villa.
4. To use creativity with the model, yet to maintain authenticity.
5. To utilize study skills, i.e. long term planning methods to achieve your goal.

DIRECTION
1. Research villas (with information from me, books, slide show, and the internet) and gather your information.
2. Gather your group together.
3. Brainstorm, as a group, how you want your villa to look like.
4. Decide roles for each person. BE FAIR with assignments.
a. Who will do the final floor plan?
b. What rooms will be done by which person?
c. How can you help each other to make a fantastic model?
5. Draw a neat and orderly floor plan of your model.
a. The floor plan must be drawn with a sharp pencil/colored pencils on plain paper or drawn on the computer.
b. Label each part of your villa with the Latin name. (It can be in the form of a key or a labeled diagram.)
The due date for the floor plan is _______________
6. Create your model of the rooms according to your groupʼs assignments.
You may use paper, cardboard, shoe boxes, Legos, sugar cubes, wood, pasta, etc.
If you need the help of Ms. Brophy, or the art room, YOU MUST ASK HER WAY AHEAD OF TIME.
The due date for the model is _________________

Your model will then be presented to your classmates and put on display in the library hallway.

Villa Grading Rubric

Criteria: Floor plan Authenticity Creativity Knowledge Presentation

Organization

Finished Product

Due Dates Met

Effort and Fairness
with all participants

The highest mark for each box is 4 points.
Give the score and comment on the reasoning.

4 = best 3 = good 2 = just ok, needed some work 1 = unsatisfactory

What did you learn about the project itself, the process and you as a Latin student?

Collaboration
Library

Fundamentals of Research

Research Organizer, Project Speciﬁc

Art Department

Learning How to Utilize Cross-Curricular
resources in the School

II. Roman Villa:
A Way to Teach
Classical Civilizations

Reconstructing the Past Through
Archaeology

How Archaeologists Interpret Non-Literary
Evidence

Example: House of The Silver Wedding In
Pompeii

III. Roman Villa:
A Way to Teach the
Latin Language

Grafﬁti

Campaign Advertisement

Examining the Language

culina, -ae, f. - kitchen

hortus, -i, m. - garden

Atrium, -i, n. - Main Room

Villa Project
Afterlife: Grade 7

Ecce Romani, Book I

Textbook presents a continuous narrative
of a Second-Century, Upper Class Roman
Family

Book i ﬁnds the family in their summer villa
in the south of Italy

Pliny, Letters ii.17

Pliny: Roman Author 61 A.D. - 112 A.D.

Letters provide a Unique Look into Everyday
life in the ﬁrst century

Villa usibus capax, non sumptuosa tutela. 4 Cuius in prima parte atrium
frugi, nec tamen sordidum; deinde porticus in D litterae similitudinem
circumactae, quibus parvola sed festiva area includitur. Egregium hac
adversus tempestates receptaculum; nam specularibus ac multo magis
imminentibus rectis muniuntur. 5 Est contra medias cavaedium hilare,
mox triclinium satis pulchrum, quod in litus excurrit ac si quando Africo
mare impulsum est, fractis iam et novissimis ﬂuctibus leviter alluitur.
Undique valvas aut fenestras non minores valvis habet atque ita a
lateribus a fronte quasi tria maria prospectat; a tergo cavaedium
porticum aream porticum rursus, mox atrium silvas et longinquos
respicit montes. 6 Huius a laeva retractius paulo cubiculum est
amplum, deinde aliud minus quod altera fenestra admittit orientem,
occidentem altera retinet; hac et subiacens mare longius quidem sed
securius intuetur. 7 Huius cubiculi et triclinii illius obiectu includitur
angulus, qui purissimum solem continet et accendit.

Reconstruction of Pliny’s Villa:

Villa Project
Afterlife Grade 8

Ecce Romani, Book II

Movement in the Narrative from the
Countryside to the City

Transition from An Agrarian Project to
Urban Rome

Ability TO Contrast Villa Life Against
Urban Poverty

Horace, Satires ii.6
Hoc erat in votis: modus agri non ita magnus,
hortus ubi et tecto vicinus iugis aquae fons
et paulum silvae super his foret. auctius atque
di melius fecere. bene est. nil amplius oro,
Maia nate, nisi ut propria haec mihi munera faxis. 5
si neque maiorem feci ratione mala rem
nec sum facturus vitio culpave minorem,
si veneror stultus nihil horum 'o si angulus ille
proximus accedat, qui nunc denormat agellum!'
'o si urnam argenti fors quae mihi monstret, ut illi, 10
thesauro invento qui mercennarius agrum
illum ipsum mercatus aravit, dives amico
Hercule!', si quod adest gratum iuvat, hac prece te oro:
pingue pecus domino facias et cetera praeter
ingenium, utque soles, custos mihi maximus adsis. 15
ergo ubi me in montes et in arcem ex urbe removi,
quid prius inlustrem saturis musaque pedestri?
nec mala me ambitio perdit nec plumbeus auster
autumnusque gravis, Libitinae quaestus acerbae.
Matutine pater, seu Iane libentius audis, 20
unde homines operum primos vitaeque labores
instituunt—sic dis placitum—, tu carminis esto
principium. Romae sponsorem me rapis: 'eia,
ne prior ofﬁcio quisquam respondeat, urge.'
sive aquilo radit terras seu bruma nivalem 25
interiore diem gyro trahit, ire necesse est.
postmodo quod mi obsit clare certumque locuto
luctandum in turba et facienda iniuria tardis.
'quid tibi vis, insane?' et 'quam rem agis?' inprobus urget
iratis precibus, 'tu pulses omne quod obstat, 30
ad Maecenatem memori si mente recurras.'

Villa Project
Afterlife Grade 9

Villa As Bucolic Ideal
Golden Age Latin Poetry - The Country Villa as
Prelapsarian Retreat from the Corrupt City

Horace, Odes 3.13
Velox amoenum saepe Lucretilem
mutat Lycaeo Faunus et igneam In swift passage Faunus often changes
defendit aestatem capellis Lycaeus for fair Lucretilis, and wards off
usque meis pluviosque ventos. from my goats the fiery heat and rainy winds
during all his stay.
impune tutum per nemus arbutos
quaerunt latentes et thyma deviae Harmlessly through safe thickets do the roaming
olentis uxores mariti, consorts of the rank he-goat hunt the hiding arbutus
nec viridis metuunt colubras and thyme. Nor do the kids have fear of poisonous
snakes or of the wolf, the war god's favourite,
nec Martialis haediliae lupos,
utcumque dulci, Tyndari, fistula when once, O Tyndaris, sloping Ustica's
valles et Vsticae cubantis vales and smooth-worn rocks have echoed
levia personuere saxa. with the sweet pipe.

di me tuentur, dis pietas mea
et Musa cordi est. Hic tibi copia The gods are my protection; to the gods both
manabit ad plenum benigno my devotion and
ruris honorum opulenta cornu. my muse are dear.

hic in reducta valle Caniculae
vitabis aestus, et fide Teia In this spot shall rich abundance of the glories of the field flow
dices laborantis in uno to the full for thee from bounteous horn. Here in retired valley
Penelopen vitreamque Circen; shalt thou escape the dog-star's heat, and sing on Teian lyre
Penelope and Circe of the glassy sea, enamoured of the self-same hero.
hic innocentis pocula Lesbii
duces sub umbra, nec Semeleius Here shalt thou quaff bowls of harmless
cum Marte confundet Thyoneus Mellow wine beneath the shade, nor shall Thyoneus,
proelia, nec metues protervum child of Semele, engage in broils with Mars. Nor
shalt thou, watched with jealous eye, fear the
suspecta Cyrum, ne male dispari
incontinentes iniciat manus wanton Cyrus, lest he lay rude hands on
et scindat haerentem coronam thee, a partner ill-suited to his cruel ways, or
crinibus inmeritamque vestem. lest he rend the garland clinging to thy locks,
or thy unoffending robe.

Villa as Socio-Political
Entity
As boys deepen their understanding of
Roman history, they learn that these villas
were only made possible when the wealthy
pushed poorer farmers off their land and
into the crowded cities

The “villa,” then becomes a symbol, the
abuse of power by the wealthy, the
dislocation of the poor, the subsequent
political unrest generated by these
Country Pleasure Palaces

Study of Julius
Caesar in 9th Grade
Studying Caesar and reading his
commentaries on the Civil War, the boys are
able to see how the massive disparities
between the Upper and Lower classes
resulted in turbulent, political urest

Boys are also able to read, in Caesar’s own
words, how he manipulated the political
situation to become dictator for life, thus
ending the Republic

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department presentation

El Cuento del Pollito
de Merce Garcia

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