ebook img

DOCUMENT RESUME FL 002 723 Teacher's Guide to Accompany"Artes Latinae," the ... - Eric PDF

86 Pages·2007·1.64 MB·English
by  
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview DOCUMENT RESUME FL 002 723 Teacher's Guide to Accompany"Artes Latinae," the ... - Eric

DOCUMENT RESUME FL 002 723 ED 056 611 Mascian4lonio, Rudolph; And other- AUTHOR "Artes Latinae," the Teacher's Guide to Accompany TITLE Instructional Encyclopaedia Rritannica Latin Syqtem. Philadelphia School District, Pa. INSTITUTION' PUB DATE 71 113p. NOTE MF-$0.65 HC-T6.59 EDRS PRICE Languages; Films; Audiovisual Instruction; ,rClassical DESCRIPTORS Instructional Films; Individualized Instruction; Schools; *Latin; Instructional Materials; Junior High Multisensory Learning; *Multimedia Instruction; Guides; *Teaching Secondary Schools; *Teaching Methods ABSTRACT "Artes Latinae Level This guide, a supplement to the District of prepared for use in the School One Teacher's Manual," intended how to adapt this course, Philadelphia, focuses primarily on Discussion of to group instruction. for individualized instruction, concerning the system includes remarks the multisensory instructional reference prints, captioned filmstrips, a use of films, study instruction. Model lesson plans and notebook, and computer-assisted discussed. Appendixes contain individual units for level one are District's audiovisual library, a material on films in the School the and background information on bibliography for teacher reference, authors of the basic sentences. (RL) Accompan Teacher's Gvide to ART BR[TANXII'A THE EAT ycLOPAEDIA LA.TIAT iriivirrutICITIONAL SYSTE111 EDUCATION U.S. DEPARTMENT OF HEALTH, WELF^,RE OFFICE OF EDUCATION REPRODUCED THIS DOCUMENT HAS BEEN PERSON OR EXACTLY AS RECEIVED FROM THE POINTS OF ORGANIZATION ORIGINATING IT DO NOT NECES VIEW OR OPINIONS STATED OF EDLI SARILY REPRESENT OFFICIAL OFFICE CATION POSITION OR POLICY dit 1 . SERVICES UJ u u THE SCHOOL DISTRICT OF PHILADELPHIA FOREWORD Phila- The School District, of is to assist teachers in The purpose of this guide LATINAE, the Encyclopaedia utilization of ARTES delphia in the creative classroom supple- intended basically as a system. This guide is Britannica Latin instructional TEACHER'S MANUAL and presupposes LATINAE LEVEL ONE ment to the ARTES in the early units of Level One has been placed on the familiarity with it. Stress help with these. teacher needs the most belief that the inexperienced RUDOLPH MASCIANTONIO I. EZRA STAPLES Curriculum Specialist for Associate Superintendent Classical Languages for Instructional Services ELEANOR L. SANDSTROM Director of Foreign Languages CONTENTS Foreword vii Acknowledgments 1 LATINAE Introductory Notes on ARTE: 5 Level One Discussion of Individual Units in '35 V of Level One Model Lesson Plans for Units- I to .78 LECTIONES PRIMAE The Use of the Reader, 79 Films for Level One S1 The Use of the Study Prints 86 Filmstrips The Use of the Captioned 92 Notebook The Use of the Reference 93 with ARTES LATINAE Computer Assisted Instruction (CAI) Audio- Filmstrips in the School District's Appendix ISound Films and 99 Visual Library 102 Reference Appendix IIBibliography for Teacher the Authors of the Basic Appendix IIIBackground Information on 107 Sentences 113 Evaluation Form ACKNOWLEDGMENTS Specialist for Masciantonio, Curriculum This guide was written by Pudolph and help of the follow- Services, with the advice Classical Languages, Instructional District's Latin Curriculum Committee: ing members of the School of Latin, Shaw Jr. High School Mrs. Ruth Theorgood, Teacher High School Department Head, Lincoln Jr.-Sr. William McCoy, Foreign Language Frankford High School Language Department Chairman, Robert F. Mac Neal, Foreign School for Girls of Latin, The Philadelphia High Mrs. Georgine Wickel, Teacher Latin, Thomas Jr. High School Mrs. Anne Bliss, Teacher of Vare Jr. High School Miss Susan Belt, Teacher of Latin, Jr. High School Donald J. Busch, Teacher of Latin, Jones FLES Latin, Districts 4 and 2 Donald Danser, Itinerant Teacher of of FLES Latin, Districts 5 and 7 Vincent Douglass, Itinerant Teacher Simon Gratz High School Mrs. Reed Carter, Teacher of Latin, Teacher of FLES Latin, District 2 James Theodore Glessner, Itinerant FLES Latin, District 3 Thomas Guinan, Itinerant Teacher of Sulzberger Jr. High bchool Leroy Kennedy, Teacher of Latin, Latin, Germantown High School Mrs. Madeline Weldon, Teacher of Service:-; Foreign Languages, Instructional Eleanor L. Sandstrom, Director of Department 7hairman, of Latin and Foreign Language Mrs. Marilou Buffum. Teacher West Philadelphia High School consultnts guide were the following outside Also aiding in the development of this Angeles, California Immaculate Heart High School. Los Agnes Meek, Teacher of Latin, of ARTES the Teaching of Latin,author Waldo E. Sweet, Professor of Latin and LATINAE, University of Michigan ' 4 Encyclopaedia Britannica Consultant, Instructional Services, Lou Heckle, Educational Georgia Educational Corporation, Marietta, student consultants: also made to the following Grateful acknowledgment is Program, Community Alpha Douglass Farnum, Parkway Philadelphia High School Mitchell Petty, West Philadelphia High School Leon Beverly, West Philadelphia High School Vernon Scott, West High School Marlene Banks, Simon Gratz High School Helen Dixon, West Philadelphia Philadelphia High School Candy Howerton, West viii LATINAE INTRODUCTORY NOTES ON ARTES in the follow- approach to the teaching of Latin ARTES LATINAE is an innovative ing respects: Here the ability to those of the traditiona course. The goals are different from 1. English is stressed. write Latin without recourse to understand, speak, read, and Programmed instruction is used. 2. psychology, and structural linguistics, educational The findings of modern 3. psycholinguistics are employed. for aural-oral work. There is abundant provision 4. tapes, filmstrips, instructional system that includes The course is a multisensory 5. textbooks, a well as student programmed study prints, and sound films, as and printed tests. reference notebook, a reader, is how to facing the teacher of ARTES LATINAE A fundamental initj.al problem nr individUalized instruction to group instruction. adapt a course intended for done in lockstep, ten units of Level One be it is recommended that the first Programmed Text frame by working through the Student the class kept together and programming and have familiar with the concepts of frame. After the students are possibilities: lockstep there are several completed the first ten units in which may proceed at its into several groups, each of The class may be divided 1. recorder. work through the frames using a tape own speed. One group may student monitor the frames under the guidance of a Another may proceed through filmstrips. with the Basic Sentence teacher. Another may work or the classroom During this group readers or study prints or tests. Another might work with the help and motiva- the classroom to provide tutorial work the teacher moves around tion. by some of (CAI), where available, nn,y be used Computer Assisted Instruction (For additional information on CAI reinforcement. the pupils for extra drill and Assisted Instruction (CAI) with this guide headed Computer see the section of ARTES LATINAE. ) each unit and to bring target dates for the completion of The teacher may wish to set drill with the Basic Sentence film- activities, e.g. , the class together for certain small classes. with well-motivated or Group work generally works well strips. that is implicit in it the pupil centered classroom Effective group work and is teacher. Group work which planning on the part,:t.A the require very careful degenerate into mianingless chaos. not well planned tends to G 4 1 Students may recite the course. kept in lockstep throughout The class may be for homework. Frames may be assigned in chorus. answers individually or that do not read at grade well adapted to classes This approach is particularly in compreheilding the classes that have difficulties level in English or with It is also well found in ARTES LATINAE. cultural and structural concepts be allowed to form a Faster moving pupils might adapted to large classes. rate of speed. class to progress at their own small group apart from the his own pace using the through the programmed text at Each student may work control his own tape classroom. Each student would facilities of an electronic would be able to responses. Each pupil recorder and be able to hear his own The teacher's ARTES LATINAE as necessary. hear the tapes that accompany individuali- in order for such becomes largely tutorial. role in such an approach adequate time to con- effective the teacher must have zation of instruction to be pupil. fer with and monitor each carefully before attempting advised to preview each unit The teacher is strongly unit 64-91) contains an outline of each The Teacher's Manual (pp. to teach it. wish to present the students with a that is very helpful. The teacher may each unit. skeletal outline of the contents of after the student:-.: LATINAE will be begun in grade seven In many cases ARTES (The acronym ''FLES" in grades five and six. have had two years of FLES Latin During their FLES language in elementary school. ) stands, of course, for foreign fashion and with no Latin in a purely audio-lingual Latin experience pupils approached the spoken language. The emphasis was on manipulating formal grammatical analysis. everyday life, and English derivatives, Roman There was also abundant work on and eight should familiarize Teachers of Latin in grades seven classical mythology. capi.;alize on that they will be able to themselves with the FLES Latin course so want, Teachers of Latin in grade seven may what the pupils have already covered. this was not finished in the FLES Latin course when in particular cases, to finish FLES Latin should LATINAE. Pupils who have had grade six before beginning ARTES ho have not. those LATINAE more rapidly than be able to move through ARTES Studies in the of his obligation to teach Classical The teacher should be conscious of Latin grammar. than merely teaching the facts fullest humanistic sense rather literature it provides a around quotations from Latin Since ARTES LATINAE is built If this ancients. thought and wisdom of the wonderfully direct contact with the sufficient groundwork the students there must be contact is to be really meaningful to The multisensory classical culture, history, and civilization. laid by the teacher on this foundation. be mdSt useful in helping to lay components of ARTES LATINAE can want to use the English taaditional textbook*on hand may The teacher with a set of regard time spent on cul- material. The teacher should cultural essays as resource time well spent. ture, history, and civilization as 7 2 instrument to of the teacher is to use Latin as an Another important obligation place the subject functioning of the students and thus extend the English verbal work on studies. ARTES LATINAE does contain squarely in the realm of basic The the programmed text and in the reader. English vocabulary building both in For assistance in the possible opportunity. teacher must add to this work at every is referred to the FLES Latin materials teaching of English derivatives, the teacher Instructional Services. available from the office of Foreign Languages, is so different from the traditional Since the approach found in ARTES LATINAE home to parents explAining the approach to Latin, teachers may wish to send letters asking for the help of programmatic and multimedia nature of ARTES LATINAE and Pro- habits on the part of the pupils. parents in the development of good home study by the principal of the tocol generally demands that such a letter be countersigned which parents 'Write-ups in the school paper and demonstration lessons to school. for educating the school family on the nature and are invited are useful vehicles f'lvorable effect on Latin enrollment. goals of ARTES LATINAE and generally have a the teacher have daily The multimedia nature of ARTES LATINAE requires that projector. A 16mm. sound film projector is use of a tape recorder and filmstrip Lockable closet space for tapes, readers, filmstrips, films, also frequently needed. who "float" should and study prints as well as equipment is also necessary. Teachers equipment. be provided with carts or "trucks" for their materials and DISCUSSION OF INDIVIDUAL UNITS UNIT 1 unit is to ';each students to operate the pro- Though the primary purpose of this attitudes t.rds Latin, its rich cultural pos- grammed text and to create positive sibilities should not be ignored. individual students to read particular It is suggested that the teacher call on explain after each frame is done the teacher must frames aloud and give answers. the students to explain it in their own it in simpler terms where necessary or ask For the frames whore desirable. words. The teacher should also enlarge upon discussed. The teacher may wish to show example, in Frame 98 the Colosseum is of the Colosseum from the Historical Recon- the students at this point the study print structions of Rome and comment briefly on it. The use of ch each frame that requires it. The tape recorder should be used botton will facilitate use of the tape. The the "cut-off" botton rather than the "stop" stop the tape recorder as necessary. teacher may wish to train a student to start and of the masks. The teacher During this unit stress must be put on the proper use down before he tries to answer on should emphasize that if the student pulls the mask In the programmed text it is not wrong not to his own, he is only cheating himself. know an answer. after particular portions of it After the entire unit has been covered or perhaps the students to close the programmed have been gone through, the teacher might ask questions on the cultural content of text. The teacher mit:lat then ask the students The chief cultural topics covered the frames and invite discussion on this content. in the unit are: the geography of the Roman world I. Roman history 2. linguistic change 3. the reasons for studying Latin 4. invited to create bulletin board Students who are artistically inclined might be This bulletin board cultural topics. displays, posters, notebooks, or models on these after Unit 1 is completed. The teacher may work might continue to be developed even of the proper names mentioned in the wish to assign brief research reports on some Constantinople, Otto I, Charlemagne, Carthage, unit, e.g. , Romulus, Aeneas, Jupiter, research might be done during the class Chaucer, Colosseum. Some or all of this Rome be recommended that the film Life in Ancient period. At the end of Unit I it is cultural topics treated in the unit. It highlights many of the shown and discussed. a 5

Description:
Donald J. Busch, Teacher of Latin, Jones Jr. High School. Donald Danser Thomas Guinan, Itinerant Teacher of FLES Latin, District 3. Leroy Kennedy .. author is generally available in THE OXFORD CLASSICAL DICTIONARY (Oxford Uni- . appropriate filmstrip picture the teacher may elicit the.
See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.