Florida State College at Jacksonville s4

Form 2A, Page 1

FLORIDA STATE COLLEGE AT JACKSONVILLE

COLLEGE CREDIT COURSE OUTLINE

COURSE NUMBER: LAT 1121

COURSE TITLE: Beginning Latin II

PREREQUISITE(S): LAT 1120 or equivalent

COREQUISITE(S): None

CREDIT HOURS: 4

CONTACT HOURS/WEEK: 5

CONTACT HOUR BREAKDOWN: Lecture/Discussion: 4

Laboratory: 1 (unsupervised)

Other ______: FACULTY WORKLOAD POINTS: 4

STANDARDIZED CLASS SIZE ALLOCATION: 22

CATALOG COURSE DESCRIPTION: This course is a continuation of Beginning Latin I

SUGGESTED TEXT(S): Kitchell and Sienkewicz. Disce! An Introductory Latin Course, Volume 2. Pearson Education Inc. Upper Saddle River, New Jersey. 2010 ISBN: 9780205883677. NOTE: This package contains Disce! vol. 2 textbook, MyLatinLab with Pearson eText Access Card, and Student Activities Manual for Disce! vol. 2

IMPLEMENTATION DATE: Fall Term, 2013 (20141) – Proposal 2013-27

REVIEW OR MODIFICATION DATE: Form 2A, Page 2 COURSE TOPICS:

Topics may be arranged to accommodate Appropriate contact hours professors’ individual preferences per topic (Total = 60 and techniques contact hours

Instructional Unit 1 – (Chapters 21-25): 12 A. Communication:  Review of possessive adjectives  Synopsis of all active verbs  Former and latter  Counting like a Roman B. Structures:  Personal and reflexive pronouns  Irregular adjectives and pronouns: UNUS NAUTA words  Irregular noun vis  Passive voice  Ablative of agent, ablative of means  Imperfect and future passives  Irregular verb fero  Deponent verbs  4th and 5th declensions C. Suggested Cultural Topics:  Roman world: Graecia, Italia, Britannia, Alexandria  Birthing in the Roman world, Latin in the maternity ward  Roman Theater

Instructional Unit 2 (Chapters 26-30): 12 A. Communication:  Personal pronouns in the genitive  Using active and passive voice  Review of all passive tenses  Reflexive verb expressions  Indirect statement  Relative and real time in communication  Periphrasis B. Structures:  Perfect passive participles  4th principal part  Ablative absolute  Irregular verb fio  Perfect passive system, perfect of deponent verbs  Gerunds and gerundives  Double dative  Future passive periphrastic and dative of agent Form 2A, Page 3 COURSE TOPICS: (CONTINUED)

C. Suggested Cultural Topics:  The Roman World: Asia, Viae Romanae, Aetna et Sicilia, Carthago  City of Rome: Urbs Roma et Vigiles  Roman baths

Instructional Unit 3 (Chapters 31-35): 12 A. Communication:  Translating the subjunctive  Purpose clauses  Subordinate clauses of purpose and result  Giving commands  Indirect questions  Sequence of tenses  Colors in Latin B. Structures:  Present subjunctive  Imperfect subjunctive  Perfect subjunctive  Consolidation of interrogative words  Conjunction dum  Supine C. Suggested Cultural Topics:  The Roman world: Provinciae Romanae, Bithynia-et-Pontus, Germania  City of Rome: Via Appia, Circus Maximus  Roman clothing

Instructional Unit 4 (Chapters 36-40): 12 A. Communication:  Location and direction in Latin  Translating and using cum  Interjections  Expressing wishes  Fear constructions B. Structures:  Ne + perfect subjunctive  Cum clauses  Ablatives of separation, place from which  Conditions  Subjunctive in relative clauses  Clauses of doubting and hindering/preventing  Relative clauses in indirect constructions  Consolidation of uses of the subjunctive

Form 2A, Page 4 COURSE TOPICS: (CONTINUED)

C. Suggested Cultural Topics:  The Roman World: Athenae, Magnae Graeciae, Etruria  City of Rome: Mons Vaticanus  Voting in the Roman Republic, Latin in modern American political language  Roman marriage, Latin vocabulary of marriage today  The Roman Triumph

Instructional Unit 5: Review and discussion (Review Chapters 21-40 at the instructor’s discretion): 4

A. Communication:  Ongoing review of Latin vocabulary in English  Ongoing review of spoken Latin phrases  Latin grammar and its application to English writing B. Structures:  Grammatical topics covered in Chapters 21-40 C. Suggested Cultural Topics:  Ongoing discussion of the influence of the Roman world on contemporary society

Instructional Unit: Review and Testing 8

 This unit should be used for periodic reviews, quizzes and exams.  The FINAL EXAM is DEPARTMENTAL and is worth 25% of the students final grade. Form 2A, Page 5 LAT 1121 COLLEGE – LEVEL ACADEMIC SKILLS

It is important to note that according to ACTFL guidelines, “Communication for a classical language refers to an emphasis on reading ability.” Therefore, guidelines for speaking and oral communication are less emphasized than they are in the modern languages.

1. To continue developing cultural-oral skills at a level of proficiency that will allow the student a smooth transition to continued development of communicative skills regardless of its context. 2. To continue developing reading skills and vocabulary acquisition with emphasis on the comprehension of syntactical difficulties and/or subtleties. 3. To continue developing writing skills in terms of both academic material and practical everyday contexts. 4. To continue developing an awareness of translation as an art to be acquired through language proficiency. 5. To continue developing a mature understanding of Roman cultural traditions and artistic contributions.

ACTFL guidelines: Speaking -- Novice General Description The Novice level is characterized by the ability to communicate minimally with learned material. Novice-Mid Oral production continues to consist of isolated words and learned phrases within very predictable areas of need, although quantity is increased. Vocabulary is sufficient only for handling simple, elementary needs and expressing basic courtesies. Utterances rarely consist of more than two or three words and show frequent long pauses and repetition of interlocutor's words. Speaker may have some difficulty producing even the simplest utterances. Some Novice-Mid speakers will be understood only with great difficulty. Novice-High Able to satisfy partially the requirements of basic communicative exchanges by relying heavily on learned utterances but occasionally expanding these through simple recombinations of their elements. Can ask questions or make statements involving learned material. Shows signs of spontaneity although this falls short of real autonomy of expression. Speech continues to consist of learned utterances rather than of personalized, situationally adapted ones. Vocabulary centers on areas such as basic objects, places, and most common kinship terms. Pronunciation may still be strongly influenced by first language. Errors are frequent and, in spite of repetition, some Novice-High speakers will have difficulty being understood even by sympathetic interlocutors. ACTFL guidelines: Listening--Novice Novice-Mid Able to understand some short, learned utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends some words and phrases from simple questions, statements, high-frequency commands and

courtesy formulae about topics that refer to basic personal information or the immediate physical setting. The listener requires long pauses for assimilation and periodically requests repetition and/or a slower rate of speech. Novice-High Able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends words and phrases from simple questions, statements,

high-frequency commands, and courtesy formulae. May require repetition, rephrasing, and/or a slowed rate of speech for comprehension. ACTFL guidelines: Reading—Novice, Intermediate Novice-High Has sufficient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been learned, can read for instructional and directional purposes standardized messages, phrases or expressions, such as some items on menus, schedules, timetables, maps and signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive meaning from material at a slightly higher level where context and / or extra linguistic background knowledge are supportive. Intermediate-Low Able to understand main ideas and / or some facts from the simplest connected texts dealing with basic personal and social needs. Such texts are linguistically noncomplex and have a clear underlying internal structure, for example chronological sequencing. They impart basic information about which the reader has to make only minimal suppositions or to which the

reader brings person interest and / or knowledge. Examples include messages with social purposes or information for the widest possible audience, such as public announcements and short, straightforward instructions dealing with public life. Some misunderstandings will occur.

ACTFL guidelines: Writing—Novice Novice-Mid Able to copy or transcribe familiar words or phrases and reproduce some from memory. No practical communicative writing

skills. Novice-High Able to write simple fixed expressions and limited memorized material and some recombinations thereof. Can supply information on simple forms and documents. Can write names, numbers, dates, own nationality, and other simple autobiographical information as well as some short phrases and simple lists. Can write all the symbols in an alphabetic or syllabic or 50-100 characters or compounds in a character writing system. Spelling and representation of symbols (letters, syllables, characters) may be partially correct.

Florida State College Course Learning Outcomes & Assessment At Jacksonville

NOTE: Use either the Tab key or mouse click to move from field to field. The box will expand to accommodate your entry. Section 1 SEMESTER CREDIT HOURS (CC): 4 COURSE PREFIX AND NUMBER: LAT 1121 CONTACT HOURS (NCC): COURSE TITLE: Beginning Latin II Section 2 TYPE OF COURSE: (Click on the box to check all that apply) AA Elective AS Required Professional Course College Prep AS Professional Elective AAS Required Professional Course Technical Certificate Other PSAV Apprenticeship General Education: (For General Education courses, you must also complete Section 3 and Section 8)

Section 3 (If applicable) INDICATE BELOW THE DISCIPLINE AREA FOR GENERAL EDUCATION COURSES: Communications Social & Behavioral Sciences Mathematics Natural Sciences Humanities

Section 4 INTELLECTUAL COMPETENCIES: Quantitative Reading Speaking Critical Analysis Scientific Method of Inquiry Skills Information Ethical Writing Listening Working Collaboratively Literacy Judgment

Section 5 STATE GENERAL EDUCATION LEARNING OUTCOME AREA Critical Communication Scientific and Quantitative Reasoning Thinking Information Literacy Global Sociocultural Responsibility Type of Outcome: Section 6 Gen. Ed, METHOD OF ASSESSMENT LEARNING OUTCOMES Program, Course Be able to speak at the Novice-Mid level according to the ACTFL PROFICIENCY GUIDELINES: Oral production continues to consist of isolated words and learned phrases within very predictable areas of need, although quality is increased. Vocabulary is sufficient only for handling simple, elementary needs and Performance-based assessments: in-class discussions, expressing basic courtesies.  individual oral evaluations by the Instructor in an Utterances rarely consist of more than Course 2 unstructured conversational mode. Students’ scenarios two or three words and show frequent in class and performance in language lab assignments. long pauses and repetition of interlocutor’s words. Speaker may have some difficulty producing even the simplest utterances. Some Novice-Mid speakers will be understood only with great difficulty. This learning outcome aligns with College-wide goal 1 (Literacy skills and interpersonal communication) Be able to listen at the Novice-Mid level according to the ACTFL PROFICIENCY GUIDELINES: Able to understand some short, learned utterances, particularly where context strongly supports understanding and speech is clearly audible. Comprehends some words and phrases from simple questions, Listening-comprehension assignments (in class and in  statements, high-frequency commands Course the language lab) geared toward the measurement of 3 and courtesy formulae about topics that general understanding. Testing of this skill. refer to basic personal information or the immediate physical setting. The listener requires long pauses for assimilation and periodically requests repetition and/or a slower rate of speech. This outcome satisfies the ACTFL common core interpretative requirement. Type of Outcome: Section 6 (continued) Gen. Ed, METHOD OF ASSESSMENT LEARNING OUTCOMES Program, Course Be able to read at the Novice-High level according to the ACTFL PROFICIENCY GUIDELINES: Has sufficient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been learned, can read for instructional and directional purposes standardized messages, phrases or expressions, such as some Check comprehension of reading by appropriate  items on menus, schedules, timetables, Course questions and activities in class, in the language lab 4 maps, and sighs. At times, but not on a and in the reading section of tests. consistent basis, the Novice-High level reader may be able to derive meaning from material at a slightly higher level where context and/or extra-linguistic background knowledge are supportive. This outcome satisfies the ACTFL common core interpretative requirement. Be able to write at the Novice-High level according to the ACTFL PROFICIENCY GUIDELINES: Able to write simple fixed expressions and limited memorized material and some combinations thereof. Can supply information on simple forms and documents. Can write names, numbers, dates, own nationality, and other simple  autobiographical information as well as In class writing assignments, homework and language Course 5 some short phrases and simple lists. lab activities. Writing section of tests. Can write all the symbols in an alphabetic or syllabic system or 50-100 characters or compounds in a character writing system, such as Chinese. Spelling and representation of symbols (Letters, syllables, and characters) may be partially correct. This outcome satisfies the ACTFL common core presentational requirement.

Section 7 Name of Person Completing This Form: Jeff Knapp Date: April 17, 2013