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

86 Pages·2007·1.64 MB·English

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