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Greco-Roman Sports and Games. Teacher's Guide

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Greco-Roman Sports and Games. Teacher's Guide DOCUMENT RESUME ED 216 525 FL 012 895 AUTHOR Masciantonio, Rudolph; And Others TITLE Greco-Roman Sports and.Games. Teacher's Guide. Tentative Edition, INSTITUTION. Philadelphia School Distric , Pa. Office of Curriculum and Instruction. PUB DATE 82 NOTE 92p. LANGUAGE English; Latin EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Ancient History; Athletics; Audiolingual Methods; *Cultural Awareness; Elementary Secondary Education; English; *Etymology; Greek Civilization; *Latin; Lesson Plans; SeCond Language Instruction; Semaptics; *Teaching Guides; *Word Study Skills ABSTRACT The purpose of this guide is to assist Latin and English teachers who have some background in Latin to expand the English vocabulary and reading skills ,of pupils through the study of Latin roots, prefixes, and suffixes. The lessons are deigned also to familiarize pupils with aspects of classical culture, specifically sports and games, and to,introduce orally some basic Latin. The . introductory material provides general notes on the teaching of Latin in the Philadelphia Schob,1 District, suggestions for scheduling, and staffing the. Latin classes, an outline of the organization of each lesson, some general *tints to the teacher, and an overview,of the material, to be flught in this unit. The guide itself contains 23 lessont ,for .oral presentation. Each lesson plan details the objectiveiand class activities., The second ,part of the guide consists of a set of% pen-and-ink drawings suitable for mounting. a (AIM) 9. O : 0 4 *********************************************************************** Reproductions supplied by EDRS are the hdst that can be made from the original document. , F 0 1 C. a. t. GRECO- ROMAN` SPORTS AND GAMES Teacher's Guide 0 Ten.tative edition US. DEPARTMENT OF EDUCATION ° NATIONAL INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES.INFORMATION MATERIAL HAS BEEN GRANTED BY - CENTER (ERIC) SI This document has been reprodtked as received from the person or organization Mast 41410 MO originating it U Milior changes have been made to improve reproduction quality 0 Points of view or opinions stated in this docu TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official NIE INFORMATION CENTERVRIC)." 0 potion or policy ° a 4 Division of 7oreign Language Education Office of C rriculum and Instruction The Schoql District of Philadelphia ii 1982 Copyright, fPhiladelphia The SchoolDistrict A r ).) Ie 40 4 c *Et 0 4 I- 41 0 9 BOARD OF EDUCATION' THE SCHOOL DISTRICT OF PHILADELPHIA Arthur W. Thomas, PresIdent. Mrs. Edward OberpoOtzer, Vice Pres\ident Augustus Baxter Samuel P. Katz 4 Joseph H. Previiy Samuel H. Rubin Herman Matt,lemen, Esq. Mrs. Erne.stine Rouse :*s. Superintendent of Schools - Dr.:Michael Pe Marcase Deputy Superintendent Charles A. Highsmith Associate Suerintadent for DurriCLIOm and Instruction , Dr. Bernard G. Kbiner Director o Foreigntanguage EdUcallon Dr.\ =anor L. SandstroM AssIt. Direto of Foreign CanguageEducation . Dr. RildolphMasciantonip .4, I 0. iii I TABLE OF CONTENT iv Foreword v Acknowledgements vi Introduction General Notes on TeachingLatin in I. v vi 4 *!.,t/ the Philadelphia SchoolDittrict. vii Utilization of this Guide '. vii A. Scheduling vii B. Staffing % viii Co Articulation with,OtherMaterials" viii D.Organization of Bach Lesson ix E. General Hints of theTeacher, the Matetial To BeTaught in F. An Overview of ix This Unit 1 Lessons . 65 Evaluation Form ,forOurriculbm Publications . e FOREWORD O e This guide is intendedto assistLatin teachers and'English teachers with.background in Latin to expand the Englishvocabulary and reading skills of pupils through the study of Latinroots, prefixes and suffixes. s. Recent research in various Pirts of the countryhas shown the signifi- cantly positive effect of the study. of Latin onthe vocabulary and reading skills-of pupils of all backgroundsand- abilities. Oyer 65% of the words in English come from Latin either directly orindirectly, including most literary and scientific terminolOgy. Latin roots, prefixes, and suffixes provide the key to unlocking the meanings ofthese'words. In addition,'the* inflected nature of the Latin language affordspupils the opportunity to acquire a linguistic perspective that ishelpful in learning English. eThis guide also is designedto familiarize pupils with aspects of classical culture and its impact;---tointroduce orally somebasic Latin; in and.to stimulate interest inthe study of languages and the Humanities general. R,Ad:44;s4 77*.a.c.4.1wwiromu fr DR. ELEANOR L. SANDSTROM DR. RUDOLPH MASCIANTONIO (Director Assistant Director Foreign LanguageEducation Foreign Language Education 4 DR: BERNARD G. KELNER" socifate Buuerintendent for Curriculum & Instruction e.* 4 A Arl . `-'4. I 6 ; 49 0 0 . - g . - I ACKNOWLEDGEMENTS This guide was written by: Dr. Rudolph Masciantonio, Assistant Director of. Foreign Language Education, . The School District of Philadelphia Assisting and advising him in the development of this unit were the following members of the Latin and Greek, Curriculum Committee of the School District: Dr. Pietro D'Anglido, Itinerant Teacher of Latin,.A. Wilson School, District I Harry J. Farnon, Teacher of Latta, Central High School, District 6. William J. Farnon, Teacher of Latin, Fitler Acadepics Plus, District 6 Robert F. MacNeal, Foreign Language Department Head, Germantown High School, District 6 Grace McFarland, Itinerant Teacher.of Latin, Lingelbach School., District 6 Richard, Miller, Teacher.of English, Bok Area Vocational Technical High SchOol, District 2 (lp Charles L. Myea, Itinerant Teacher of Latin, Howe School, District 7 Roland Nemeth; Teacher of Latin and Greek, Middle Years Alternative (MYA) For the Humanities, District I. WilliamdoWhite, Itinerant Teacher of Latin,Bache Didtrict Charles S. Ellis, Jr. , Itinerdht Teacher of Latin and Greek, E.M. Stanton School, District 2 Georgine Wickel, Teacher of Latin,, The Philadelphia High School for Girls, District 6 Helen Lamont, Itinerant Teacher of Latin, Duckrey School, District br..Eleanor L. Sandstrom; Director of Foreign Language Education, The School District of Philadelphia Gratitude is also expressed to classes and teachers throughout the school' district who assisted in ffeld testinivarious diafts'of these' materials.' 0 :Mr. Felix A. Cataldo,'Director of Physi sal arld Health Education for the .r.- School District, very kindly served as a consultant, in the development of 'these M.ii,oxihrs. Pierre St. Germain, Illustrator fOr the.Division of Foreign Languages, and bars. Reed Beck Carter Wooby, Teacher of Latin in the Lancaster Public Schools, did the art-work. - ' Feedback an a tentative version.of these materials wasskindly provided by various Latin teachers in the Commonwaalth.of Viiginiathrough the help of ,Helen P. Waxriner-Burke, Assoclate piiector for Languages in the Va. ' Dept.,of Education and her assistants David g. CoX and R. Marshall Brannon 7.. vi INTRODUCTION PHILADELPHIA:SCHOOL DISTRICT LATIN IN' THE I. GENERALNOTESON TEACHING Theichool bistrict of for the teachingof Latin in The major goals follows by theLatin .andGreeksturriculum Philadelphia havebeen stated as Language CurriculumCommittee: Committee and theK-12 Foreign within speak, read,and write Latin 1. .'Toteach pupils to understand,, an appropriatecultural context. of the pupils,especially through cultural horizons show- 2. To widen the our ownworld and through classical past with ancient comparing.the our worldand that of the ing therelationship between people. especially of the pupilsin English, To' extend theverbal functioning and affixes. 3. building based onLatin roots through vocabulary oeclassical and modernlanguages interest in thestudy 4. To foster and the Humanitiesin general. Other goalsire: between Latin and appreciation ofthe relationship 1. Tokdevelop an Romancelanguagel. 'languages,especially the other foreign -4 the opportunity of pupilsby giving them the self-concept otherwise identify. 2. To improve with which theymight not , tostudy a subject area gbals certainbasic principles To'aid in theaccomplishment ofcthest together instruction. ,,These principles, postulatedregarding Latin District policy onLatin in- have been constitute School with the goalslisttd above, - e struction. the'needs of allchildren -- not be 'geared to 1. Latin programs must or thecollege bound. just the.academically talented enthusiastic, beMatisensory, live , dramatic, Latin, teachingMust ed in thalearningprocess.., 2. Pupils must befully invo and creative. since this tendsto heighten be emphasized facile 3.Aural-oral work must 'ultimately to a morenatural and student interestand leads always precederead- Listening andspeaking should reading ability. ing and writing. piactice in thestructure to, usageand to 4. 'Emphasisshould be iven analysis. languige as Apposedto/minute grammatical . of 'the of pupils,especially by Extending theEnglishsve'rbal functibning affixes, should 5. words to theirLatin roots and relating English Attention shouldbe given of the Latinprogram., form a majorpirt Latie and'English. study of 'theStructures of ..to contrastive, A vii culture with our own and 6. Comparing and contrasting classical tracing the influence of the past onthe present should bc.' emphasized. II UTILIZATION OF THE GUIDE A. Scheduling This guide may form part of a minicourse or"course -within-a- course" on Word Power through Latin.The scheduling patternsthat minicourse or "course-within-a-course" are . may be used for sudh a very flexible; someworkable possibilities
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