Fall 2007 Volume 12, Issue 1 prima newsletter for excellence through classics Wichita Kids Get Hooked on the Aeneid Special Interest Articles: Information provided by Cynthia Crone- Koepsel, Wichita Collegiate School, Wichita, Kansas • Spotlight On Introducing the To introduce an antiquated classic to Aeneid at Wichita seventh graders in such a way that they will Collegiate School be intrigued by its relevance is no easy task. With two thousand years having passed • 10 Questions with since the birth of the Aeneid, how does one Ginny Lindzey gain the interest of all students as quickly as possible? • Emphasis on Oral Latin: geography Using the creative lesson described below, lesson from Rose English teacher Cynthia Crone-Koepsel Williams and aims to “hook” each and every student from TPR / TPRS with the start. Jaime Claymore One critical piece to Crone-Koepsel’s plan: do not announce anything about the fact that the class is going to start reading the Aeneid. Instead, she structures the lesson so as to get students thinking ahead of time about some issues in Vergil’s classic. Nicole S. illustrates Paris’ difficult decision in “I have found that the ‘bait and switch’ awarding the golden apple “to the fairest.” technique is an awesome way to get my class to come along with my plan willingly,” Individual says Crone-Koepsel. in support of their choice. They are also to consider how another group might Highlights: As students enter the classroom, they see undermine their arguments, and to have three options written on the board: “Wisdom examples to combat these potential attacks. Chair’s remarks 3 worthy of all honor, and success in war”; “Most beautiful spouse of all”; and “Ruler of By day two of the lesson, students are well- ACL Technology Tour a mighty kingdom, and great wealth.” armed with ideas, and eager to discuss Tour of Rome 4 them with classmates. But they must wait Instead of immediately jumping into just a bit longer, as Crone-Koepsel explains 10 Questions 6 discussion, Crone-Koepsel directs students the rules of the debate. to keep their thoughts to themselves, listing News & Events 8 on paper all the reasons they can think of for Each team is given time to air its arguments choosing one of these items over the others. in two round-robin types of “stand and ETC Grant Winner As students think and write, Crone-Koepsel deliver.” No one is allowed to debate the Danielle Schaefer 13 posts markers for each of the three options speaker during these two rounds. around the room. After ten minutes have passed, she asks students to indicate their Crone-Koepsel’s debate structure has a choices by quickly walking to the marker for unique twist: the freedom to switch teams at their option. any time. Upon hearing a compelling argument from another group, any student In their newly-formed groups, students take may pick up his or her chair and move into a few minutes to discuss why they made the that group. Deciding to switch sides is choice they made. For homework, students difficult for students at first, but becomes are asked to come up with strong arguments easier as the ideas start flowing.

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Spotlight On: 7th graders and Vergil at Wichita Collegiate School Continued from page 1 Next, Crone-Koepsel opens up the forum for free debate, with one group debating one other group at a time. “I have to say that the discussions that emerge [are] passionate!” notes Crone-Koepsel.

Moments of deep intellectual revelation mix with moments of humor, as students sometimes tip their chairs back to waddle across the room and join another group right in the middle of a speech.

Within the structure of a debate, students’ ideas fly. And “the active process of thinking on their feet, reasoning, synthesizing values, and applying historical and philosophical thoughts...is an incredible experience,” Crone-Koepsel remarks.

“I, the teacher, merely act as a mediator. I move the talk from one group equably to another when I feel a group has conducted the discussion long enough,” she says. Even as class time runs out, students’ enthusiasm for the debate often has not.

When all is said and done, Crone-Koepsel reads aloud the story of the Golden Apple from Black Ships Before Troy. Then it’s back to the board and the three options presented on the first day of the lesson.

These three options, of course, are exactly the same as those presented to Paris by Athena, Minerva, and Venus as he chooses “the fairest” of the three goddesses. By this time, Crone-Koepsel has the full and undivided attention of her seventh grade classes, and students are eager to begin the adventure of the Aeneid.

After their verbal sparring over these ethical and moral issues, many of Crone-Koepsel’s seventh graders feel a deep, human bond with the characters of the Aeneid. They understand first-hand what Paris went through in making his own dramatic choice.

“My students are switched on to the reality of the living human characters within the Aeneid, and this creates a lasting love of this classic story,” Crone-Koepsel says.

Contact Ms. Crone-Koepsel at [email protected].

From top: William S. depicts the gift of the Trojan Horse; Ellie N. illustrates Iris’ presence at the burning of the Greek ships; Miles C. shows Aeneas dragging Hector’s body around the walls. PRIMA Page 3

Note From the Chair: How to support ETC, elementary classics

Salvete omnes: Nashville. And please encourage your students to enter our T-shirt contest. Tempus fugit! It is hard to believe we are beginning the second quarter of a new Please share what you are doing in your school year! classrooms with us. You can choose to submit your ideas to PRIMA for The school where I teach had a major publication, post them on our ETC Blog, technology makeover the summer. The or compile them as resources for teachers and students are getting used to Quintillian, the ETC shop on CafePress. the new look of the classrooms with sleek Take advantage of your ACL membership computer towers, flat screen monitors, and what ETC has to offer as part of it. and computer projectors. Major software Apply for an ETC grant. Consider updates, an innovation in paying for presenting at the 61st Annual ACL school lunches by finger scanning, and Summer Institute in New Hampshire at the the streamlining of our internet based University of New Hampshire in Durham, Zee Ann Poerio holds the ETC gradebook program added to this from June 27-29, 2008. flyer and the ACL TMRC technological transformation. Catalogue at her presentation on We are always looking for topics of Ancient Coins and Classics for the Imagine how the ancients felt when new interest to give the elementary and middle Sewickley Area Women's Club. this was an opportunity to share technology was introduced to them. I am school teachers more choices from the modern day connections that we sure they were as amazed and excited sessions at ACL Institute. Nominate an have with the ancients including with the innovations of their day as we are ACL member who has contributed to the ancient influence on modern day today. I invite any of you to share your promotion of elementary and middle coinage and women's dress. technological discoveries, especially those school Classics programs in the past for a that help you bring the study of the Merita/Meritus Award. We need to ancients into our modern world. recognize those who helped build and strengthen the elementary and middle I encourage you to visit the ETC website school level programs. at www.etclassics.org to see how we have been working to meet the needs of the ETC celebrates 20 years as a standing teachers of elementary/middle school and committee of the ACL in 2009. We are beginning Classics programs. planning some special events and hope you will join us in California. We welcome Invite your colleagues to administer the your suggestions and ideas to help Exploratory Latin Exam and the National promote the study of Classics at the Mythology Exam this year. Visit the elementary and middle school levels. teacher resource page and download the Please consider supporting our projects great certificates designed by Katie and donate directly to ETC by making Robinson, of the NCLG, to commend checks payable to “Excellence Through students who have prepared for these Classics.” Payment can be sent to the exams. American Classical League at the following address: The American Classical Consider sharing links or lessons that we League, Miami University, 422 Wells Mill can post on the teacher’s resource page, Drive, Oxford, OH 45056. at www.etclassics.org/resourceteacher. Submit materials for publication in the Gratias! TMRC. Share photos from your travels to ancient sites on the photo album page or Zee Ann Poerio view pictures from the ACL Institute in ETC Chair [email protected] Page 4 PRIMA

“Rome in Situ and in the Lab”: Technology workshop & study tour

The American Classical League and its This workshop-tour is designed for 30-50 Committee on Educational Computer teachers of Latin, Classical Studies, and Applications are planning a two-week related fields. Travel companions (adults technology workshop and study tour in only) are welcome to attend and Rome and Campania from July 20 to participate in all activities except computer August 3, 2008. lab workshops, if desired, at a reduced rate. Scholarship funds are available from Accommodations and a computer lab will the ACL and other organizations. be provided by the American University of Rome, and excursions will include many Accommodations will be in air-conditioned Amphitheatrum Flavium of the most significant sites in Rome and apartment suites with paired bedrooms ©2003 Julian Morgan Campania. (single or double occupancy), bath, kitchenette, and sitting area. Meals will be The course will alternate days between provided by neighborhood restaurants and those spent visiting museums and food shops. archaeological sites and those spent developing teaching materials in the computer lab. Participants will learn what For more information, go to factors to consider in documenting sites www.aclclassics.org/rome2008, email with digital photography and journals, as [email protected], or contact the well as the latest methods of presenting American Classical League: that material in formats most accessible to 422 Wells Mill Dr., Oxford OH 45056 USA, Pompeii & Mt. Vesuvius, today’s students. tel. 513-529-7741. ©2003 Julian Morgan Mythical Adventures Unite Students of All Ages by Andrea Stehle for the exam. I knew teaching mythology to John Paul Stevens High School, others would help my students learn. San Antonio, Texas As our lessons on gods, goddesses, and It had been about 10 minutes since the transformation myths began, the focus seemed elementary school students boarded the bus to change. The students were enjoying the for our trip to the San Antonio Museum of Art. process of learning. The high school students They each sat next to one of my students from added to the prepared lesson and encouraged Stevens High School who would be their quiet students to participate. The elementary partner for the upcoming Classical Scavenger students asked lots of questions and began As our lessons on gods, Hunt. making requests for future lessons. We ended goddesses, and up performing a play of the entire Odyssey I looked back anxiously. My students and their rather than studying the one required book for transformation myths elementary partners had their heads together the NME, because that is what the students began, our focus seemed chatting away. So far so good. wanted to do. to change. The students The story began about six months earlier when As we took the National Mythology Exam in were enjoying the process I learned that the Northside Education February, I knew the students could have been of learning. Foundation awarded me a grant to teach more prepared if I had stuck to the syllabus, mythology. The grant proposal called for my but somehow it no longer mattered. My Latin I students to take the mythology lessons enthusiasm for classical mythology had found we were learning in class and teach the GT its way into many little hearts and minds. As [gifted and talented] students next door at far as I was concerned the grant had been a Murnin Elementary. success.

In February everyone would take the 2007 I hoped the students would continue to read National Mythology Exam. I had even and love mythology long after the test. As it budgeted in a shopping trip to Barnes and turns out, we did have two NME medal winners Noble to purchase mythology source books for at the elementary and four at the high school the schools. The original focus was preparing level. Story continues on page 5 PRIMA Page 5

Museum Scavenger Hunt Makes Lasting Memories for Students Continued from page 4 With the grant proposal complete I found Although the scavenger hunt at SAMA was not myself with an interesting dilemma. I hadn’t part of the original grant, the kids will tell you it spent all the money. I called and asked for was the best thing we did all year. As a permission to take the students to the San teacher it is my job to plan and prepare the Although the scavenger Antonio Museum of Art. They had a nice lesson and hope it reaches my audience. After hunt...was not part of the Greco-Roman section. It would make a good 17 years I have learned that a teacher must place to present awards. The plans for the also listen to her audience and modify and original grant, the kids will field trip were going well until I learned that adjust. tell you it was the best thing they were working on the Greco-Roman wing we did all year. and much of the classical exhibit was scattered Once you have them hooked, “mythical throughout the rest of the museum. adventures” can take you many different directions. Fortunately, no matter which way My daughter suggested that if we were going we choose to go, the torch of the classics will to have to hunt for the classical pieces in the be there to light our way. museum then I should make it a scavenger hunt. My high school students were a little If anyone would like suggestions on writing skeptical about the idea, but were willing to try grant proposals or creating museum it - which brings us full circle to the bus ride to scavenger hunts, Magistra Stehle would be the museum. happy to assist. There are lots of organizations out there trying to fund After we arrived at the San Antonio Museum of worthwhile projects. Remember the Art, I gave everyone an orientation and sent elementary school students whose lives you the partners out on the hunt. They had one touch are the future Latin students who will fill hour to find as many of the 54 items on the your high school program. And the high school scavenger hunt as possible. Not only did students who reach out to younger students students have to look for the statue of Cupid may just become the Latin teachers of and Psyche in the American section, but they tomorrow. had an extra credit follow-up question: “Who was Cupid’s mother?” Contact Ms. Stehle at My favorite item on the hunt was a black-figure [email protected] amphora with a picture of Heracles fighting the hydra. To prove they had found the correct amphora the students were asked “How many Nota Bene: This "mythical adventures" heads does the hydra have?” Strangely scavenger hunt won the "Most Creative Public enough the artist had gotten carried away: this Relations Idea" at the 2007 National Junior hydra had ten heads. Classical League Convention.

Magistra Stehle poses with her Mythical Adventurers. Page 6 PRIMA

10 Questions with Magistra Ginny Lindzey

Ginny Lindzey teaches Latin and English at 13. I knew the Latin 3's had already "covered" Dripping Springs High School in Dripping the poem with their previous teacher, but Springs, Texas. assumed that they had just been told to translate it. So I invited them to join us and What inspired you to start playing cards in revisit the poem. Latin, and what benefits have you and your students realized from it? First I read the poem to them, then I had them read it with me. I asked them whether they I grew up playing cards with my grandmother had picked up much. (No.) So I read the first and great aunts. Now that I have children of line again, and we translated it. Then we read my own, I have used playing cards to work on it again and added the 2nd line, and translated social skills as well as to have something fun that. Again we reread what we had translated to do for the whole family. in the Latin and added the next line, always Ginny Lindzey (right) with mentor being mindful of the word order, of emphasis, and high school Latin teacher, I started researching card playing in Latin, and etc. Each time we'd reread the Latin, I Doris Kays (left). discovered the Ludus Chartarum colloquia by encouraged them to read it expressively, Ioannes Lodovicus Vives, written in the 1500s. especially since they now understood what the I based many but not all of the card names/ words meant. And so we continued until done numbers from vocabulary in this dialogue, with the poem. which can be found at www.grexlat.com/biblio/ vives/21_Ludus.html. I dropped the Greek On the next day the students had to transcribe words, added appropriate Latin equivalents, the poem onto an unlined sheet of paper using and made it user-friendly with a few handouts Roman graffiti/cursive script (I use the Pompeii which can be found at www.txclassics.org/ Graffiti booklet from ACL) BUT with at least ginny_lindzey.htm. THREE CHANGES in the poem. Many students changed the name (Fabullus) for I have used playing cards in Latin for a Latin someone else (usually in the class), what that club activity, and for ALL LATIN days during person was bringing (I believe one had orders Latin week. In class I introduce it when we hit to bring a brawny young man), and what the accusative plurals in CLC because it is a great sacculus was full of--things like that. way to hear/use those accusative plurals. You are constantly saying things like, habēsne ullōs It was a fun project that had a two-fold result: bīniōnēs? or habēsne ullās rēgīnās? You also 1) I had student work to put on my walls, and get practice with changing your verb to agree 2) the students virtually had the poem with you or the person you're speaking to. For memorized by the time we were finished with instance, habēsne ullōs septēniōnēs? nōn it--memorized IN LATIN, not in English. habeō. ī piscātum! This last was very important to me. I don't I personally believe that the more you speak want my Latin students to spout English Latin and use Latin, the better you'll be at translations of poetry; I want them spouting the I don't want my Latin reading it. If you are playing cards and have Latin! students to spout English your basic card-playing vocabulary handy, you translations of poetry; I have a built in comfort zone. As a beginner, You have made some lovely posters and you can just stick to the script - asking for other items for Latin teachers. How did you want them spouting the cards, replying when asked, etc. Once you get started with that? Latin! feel more confident, you can stretch yourself. Several things just happened to fall into place. Other than playing cards, what's your First, I had spent several years doing desktop favorite activity to do with students? publishing work in an office that gave me some basic skills. Second, Santa brought me a large I love to read to them and with them. I love to color printer one year for Christmas. One thing teach reading skills and how to read like a just led to another. Once I had developed Roman. And then I want to read to them posters and things for myself, I had to share again. I am a dramatic fool, no question, and them with others. It's what we Latin teachers that probably goes back to my JCL days do. (national champ in dramatic interpretation for 3 years straight in the 1980s.) And besides, I was tired of there being very little in the way of classroom decorations for One of my best days with my Latin 2/3 split Latin. If I had more time, I would design level class last year was when we hit Catullus more--tons more. It just takes thumbing Story continues on page 7 PRIMA Page 7

Thoughts on Latin Literature, Becoming a High School Teacher Continued from page 6 ...If I had to tell you what bit through a catalog of Spanish and French influenced my decision to become a teacher is posters to realize what I could make for Latin. Bob Hicks. He's now a lawyer in San Antonio, of Latin has been going Perhaps if I had a clone? but he was the person who worked with me on through my head today, it my dramatic interpretations for JCL If you had to choose, what would be your competitions. I would not be in the classroom would be from the Carmina favorite piece of Latin literature? today if it were not for these two people. Burana, and yes, I’m singing it in my head. Wow. That is so difficult. And it so depends But I have to also pay my dues to Dexter upon my mood. I am very fond of Martial, who Hoyos and the correspondence we had in the I think is underestimated by many. I highly mid 1990s about reading versus decoding. recommend a new book, Martial: The World of Our conversations led me to identify what I felt Epigram, by William Fitzgerald, which I had done wrong in my own education. If I demonstrates how rich and complex Martial's had had his book, Latin: How to Read it books of epigrams were. I have been known Fluently (from CANE), perhaps I would have to find an epigram that I like and to rewrite it to gone on to graduate school. suit my mood or current life issue. Or, I'll spend time writing a double dactyl translation. You taught middle school for several years, Let me give you an example: and have recently moved to high school. How have you found the transition? Martial I. 64 I have found it challenging in regards to the Bella es, nouimus, et puella, uerum est, demands on my time. People used to always et diues, quis enim potest negare? ask me how I got so many things done. It was Sed cum te nimium, Fabulla, laudas, easy: I was teaching part-time: exploratory nec diues neque bella nec puella es. Latin, Latin 1a, and Latin 1b. Nothing terribly demanding. Now I have 3 Latin 1 classes, a Higgledy Piggledy split level Latin 2/3 with an independent study Cutie Fabulla, you're Latin 4, plus 2 sections of sophomore English. Obviously beautiful It's a full time job 30 minutes away from my Rich, too, we see; house. I never get ANYTHING done now! I But when you praise yourself tell myself that each year will be a little easier Hyperpersistently once I get used to teaching high school. Rich, young and beautiful Hardly you be. I truly love teaching at Dripping Springs. Drippin', as we call it, is a town southwest of But sometimes Catullus speaks volumes to Austin, soon to be overrun (sadly) by Austin. me, the romantic; and then I might read some There's still a lot of small town feeling out Ovid with a student and rediscover how much I there, but there's also a demand for the best love Ovid. I read Cicero's Pro Archia summer that education can offer. The students in before last for the first time and found it truly Drippin' are high achievers and go-getters; the enjoyable. Then I look up at the teenagers in administration is fantastic as are the people in my room and start reciting odī et amō in my central office. I highly respect our head.... superintendent too. How many teachers can say that? This year will be our first contest So don't make me choose, please, because if I year--and I'd be surprised if students didn't had to tell you what bit of Latin has been going bring back ribbons and trophies. These kids through my head today, I'd have to confess it's inspire me to be better for them. They are olim lacus colueram... (from the Carmina amazing. Burana, and yes, I'm singing it in my head). You're also teaching English now. Has What people have had the greatest working in another subject influenced the The Dripping Springs High School influence on your decision to become a way you approach your Latin classes? Latin Club. Latin teacher, and on how you teach Latin? We use a style of writing based on the Jane My decision to become a Latin teacher was Schaeffer Writing Program, I believe, that greatly influenced by the two teachers I worked utilizes "one-chunks" for short answer essays. with in high school. Doris Kays was my Latin Apparently I am really good at explaining how teacher, friend, and mentor. I lost my mater to write this beast referred to as the "one- secunda when she passed away last year and chunk" and have had students tell me that they I miss her. The other teacher who greatly Story continues on page 8 Page 8 PRIMA

Ginny Lindzey on Teacher Training, and Keeping Busy Continued from page 7 understood what to do for the first time after I deal with whatever is lacking in his/her degree I multitask to the point of explained it. coursework. absurdity--but surely other When I attended an AP workshop this summer, Do you have a favorite archaeological site mothers out there I remember thinking how I could potentially in the ancient world? understand grading papers start working in short answer essays in Latin 3 while at a child’s tennis to prepare for AP Latin, and that I could teach I haven't seen enough yet. I've been to students to write them as one-chunks (at least Pompeii, Ostia, Rome, and Capri. I thoroughly lessons? to begin with). enjoyed Pompeii and would have liked another day or two to explore it. I also thought I would But I confess, I am looking forward to not happily live on Capri if I had a good internet having English classes, and if my program connection. And if Vesuvius erupted during my continues to grow, I shouldn't be teaching life (as surely it will), so be it! FATO, as the English next year. Last year when I came to people of Naples say. I have also been to Drippin', I had 13 students in Latin 1. Currently ruins in England--London, Bath, Fishbourne I have 75. That's a huge leap. Palace, and Hadrian's Wall. Each offers something unique, but if I had to pick one, put If you could have a lasting effect on one me in Pompeii. aspect of how Latin is taught, what would it be? Teaching, family life, making posters and T- shirts, JCL...How do you find time for it That's an easy question. all?!

First, all college Latin programs would require I don't. I truly don't. I drop the ball on one that all undergrads take a Reading Latin Lab thing to do whatever currently has my 101 course--a one hour a week course to attention. I enjoy writing to unwind, so tonight teach reading skills and pronunciation. I'm doing this interview. I should be grading. I Ørberg's Lingua Latina would be the text (at multitask to the point of absurdity--but surely least to begin with), and students would learn other mothers out there understand grading to let go of the dictionary and the grammar text papers while at a child's tennis lessons or and just READ from left to right as well as to speech therapy? This summer I worked on read EXTENSIVELY. Students would practice some detailed vocab flashcards for my split accurate pronunciation via reading out loud, level Latin class while watching my youngest learning how to question and reply in Latin, play his favorite new computer game. I was etc. able to spend time with him and get some work done. But of course, sometimes I chuck it all This step alone should make reading large and just join in the game he's playing. amounts of Latin manageable and enjoyable, instead of smaller doses, parsed to death. Contact Ms. Lindzey at This would also prepare the future teacher to [email protected]

News and Happenings in the World of Elementary Classics

ETC Announces Second Annual T-Shirt Tamara J. and Jessica M., of Mount Vernon Design Contest. Students may enter in one High School in Mount Vernon, Indiana, or both of the following categories: “Notable announced to Magistra Judy Grebe that they Men of Ancient Rome,” “Theseus” (the themes had completed a “surprise” extra project one of this year’s Exploratory Latin Exam and weekend. View their work at the following National Mythology Exam, respectively). Two web site: iclavdvis.tribalpages.com winners will receive a free T-Shirt featuring their design, and will be published in the NCLG Offers Award Certificates for Spring 2008 issue of prima. Entry deadline is Participation in NLE, ELE, NME. Katie March 1, 2008. For more information, see Robinson has designed three lovely www.etclassics.org/contests. certificates to further recognize student accomplishment, and to promote continued Indiana Students Create Web Site of Julio- participation. Download the certificates at NCLG certificate for achievement Claudian Family Tree. Third-year students www.promotelatin.org/promotionalawards.htm. on the NME. ACL INSTITUTE 2008

THE AMERICAN CLASSICAL LEAGUE 61st ANNUAL INSTITUTE 85TH ANNUAL MEETING UNIVERSITY OF NEW HAMPSHIRE DURHAM, NEW HAMPSHIRE FRIDAY JUNE 27-SUNDAY JUNE 29, 2008

CALL FOR PAPERS

Papers and Workshops are invited from teachers at all levels, from Elementary School through College and University. Papers are normally 20 minutes in length, workshops 60-90 minutes. Consideration will be given to longer proposals, especially panels of papers or workshops focusing on one topic. Topics on anything about the Classical world and its modern influences are invited, but pedagogically-based presentations are especially encouraged.

DEADLINE: Submissions for papers must be postmarked or submitted online by December 10, 2007.

ONLINE SUBMISSION: http://www.aclclassics.org/Institute

A Special Pre-Institute Bus Trip to Boston is planned for Thursday, June 26, 2008. Participants will have the option of an entire day at the Boston Museum of Fine Arts or a bus/walking tour of historic Boston.

Poster Contest for 2008 ACL Institute: The ACL Program Committee invites ACL members to submit up to three student-created posters per teacher for a contest to be held at the 2008 Summer Institute. The theme of this contest is

“Forsan et haec olim meminisse iuvabit”

For further information about the bus trip to Boston and contest prizes and rules, see http://www.aclclassics.org/Institute/2008.

PROGRAM INFORMATION Thomas J. Sienkewicz, ACL Vice President Department of Classics, Monmouth College Monmouth, IL 61462 Tel 309-457-2371, Fax 815 346-2565, email: [email protected]

OTHER INFORMATION Geri Dutra, American Classical League Miami University, 422 Wells Mill Drive, Oxford, OH 45056 Tel. 513-529-7741, Fax 513-529-7742, email: [email protected]

Page 10 PRIMA

Rose Williams Shares Oral Latin Lessons for Beginning Students

Information provided by Rose Williams. When practicing an exercise like this for the first time, the teacher may want to give the Over the course of her teaching career, Rose meanings of ubi, quis, quid, and haec. The Williams has found many occasions to use oral similarity of names will help students Latin in her classroom. understand the rest. Also, while the whole class can answer or repeat in unison at first, In a series of several lessons Williams has the teacher should call on individuals once developed over the years, she uses oral Latin students are comfortable. The exercise can both to teach vocabulary and to reinforce then be varied, repeating each pattern enough grammar. Some drills call on students to times to build student confidence. repeat a phrase or sentence spoken by the teacher, while others call for more interaction. Additional lessons include topics such as classroom items, colors, and numbers. They The first in this series of lessons teaches a are also designed to practice gender, verb basic dialog of introduction, along with a dose tense, and noun cases. Author and teacher Rose Williams of Mediterranean geography. For those of you shares lessons in oral Latin. who would love to incorporate some oral Latin One lesson asks students to respond to into your classes, but don’t know where to commands involving nouns of varying cases. begin, this is a great starting point. Williams Williams asks students repeat the following has often used this lesson on the very first day sentences in a type of substitution exercise, of class! varying the sentences with different nouns of the same case: After each question or phrase, allow time for students to repeat: dā rōsās matrī / puellae / templō. mūnī pecūniam patriae / virī / rēī publicae. salvēte, discipulī. salvē, magister (magistra). For a more advanced lesson, Williams uses quō modō estis? sentence sets like the following, in which bene, gratiās, et quō modō es? students actually carry out the commands. For bene, gratiās. these, Williams notes, “students must depend on inflections to understand what to do.” (N.B.: quō modō estis is Late Latin. Williams uses it because it transferred into the cape pennam hominī. Romance languages as como está, etc. cape pennam hominis. Students have great Teachers wanting to be unflinchingly classical cape pennam ab homine. difficulty with the fact that should use quid agis, etc.) three out of five Latin nouns portā librum ad mulierem. Display a map of Europe, and point to each portā librum mulieris. are actually prepositional country while discussing it. Have students portā librum ā muliere. phrases...These sentences repeat each statement or question. portā pennam mulieris ad magistram. and phrases are designed haec est Eurōpa. portā pennam magistrae ā muliere. to promote and reinforce Ītālia est in Eurōpā. portā pennam hominis in librō. ubi est Ītālia? understanding. estne Ītālia in Asiā? “Students have great difficulty with the fact that nōn est; Ītālia est in Eurōpā. three out of five Latin nouns are actually haec est Sicilia. prepositional phrases [in English],” says Sicilia est īnsula. Williams. “These sentences and phrases are ubi est Sicilia? designed to promote and reinforce in Eurōpā est. understanding.” quid est Sicilia? īnsula est. Editor’s Note: Rose Williams is an experienced haec est Rōma; Rōma est in Ītāliā. teacher of Latin and English. She is perhaps Ītālia nōn est īnsula; Ītālia est paenīnsula. best known, however, as a prolific author of quid est Ītālia? books on classical themes. Her recent titles paenīnsula est. include Vergil for Beginners and Cicero the haec est Hispānia; estne Hispānia īnsula? Patriot. Hispānia nōn est īnsula; paenīnsula est. haec est Germānia; estne Germānia īnsula? Visit Ms. Williams at nōn est. www.roserwilliams.com. PRIMA Page 11

Using TPR and TPRS for Vocabulary Building and Composition

by Jaime Claymore If the student knows all the signs, they receive Mill Creek High School, points and applause; if not, the audience (the Gwinnett County, Georgia other students) usually help them out with hints or gestures. At this point, each student For some time, I have been working with TPR in the class is actively participating in (Total Physical Response) in my classroom. I sentence building, using correct grammar and had experimented with solving every foreign word order...because the students’ bodies are language teacher’s biggest problem: positioned correctly left to right. Each student vocabulary. is participating!

After some serious reflection, it occurred to After the simple sentence building, students me that what I needed to do was connect a can be separated into groups where the new vocabulary word to a previously existing students make up their own sentences that meaning of that word. The word would not be are all part of a cohesive story. The students assimilated or learned, until I had attempted to create both a story and the actions for the make a connection for each child. story. Yet when they perform, they do not Jaime Claymore discusses TPR speak the story as they “write” it for the class. and TPRS strategies that bring Therefore, rather than assign a list of arbitrary Instead the audience will attempt to record the her beginning Latin classes to life. words for students to memorize, each time a story in writing as it is performed. This new word is introduced, especially a new verb, audience itself can be split into groups as well. I ask the students to help me create a sign for Interpreting the performance can become a that word. Sometimes, I am fortunate enough contest among the other groups. to have a student who knows a little bit of American Sign Language, so I am able to The lesson can also be altered so that a attach a new (Latin) word to an existing “popcorn” story is written by the audience, and movement. Verbs, adjectives, adverbs, and the students on stage must perform it. I have even characters or character roles are also shared stories between classes to make assigned a sign. sure each class is learning the same signs and vocabulary at the same rate. Students learn these signs, getting their bodies up out of the seats and moving. The It is very important, however, that students are After some serious students have ownership of both the sign and given the chance to write down as many reflection, it occurred to me the word with each practice of listening, sentences or stories as possible. At times, I speaking, watching, and doing the ask for a scrīptor, or writer, at the board to that what I needed to do assignment. Essentially, they are becoming record the performance. Students must see was connect a new human-words. So this is what I do every day the words as well in order to make the vocabulary word to a in class: exercise with my students. This connection between the aural, oral, and accumulation of vocabulary is very heavy in written word. previously existing meaning the beginning of the school year but never of that word. stops throughout the course. It also makes a The purpose of this group of lessons is to help great review lesson or game for the days students learn and retain new foreign when students seem to be droopy: Simon vocabulary words. It can be done in any Says! language. I also try very hard to make my classroom an active learning environment, Yet, TPR itself has changed and grown, where students are accountable for their own evolving into TPRS: Teaching Proficiency learning. I cannot be the lone performer each through Reading and Storytelling. day.

Once students have mastered about 250 words with their “sign language,” I begin to call Contact Ms. Claymore at up four or five students to the front of the [email protected]. room. I speak a sentence in the target language...and they perform the sentence. Editor’s Note: Jaime Claymore presented her Each set of students will get about 5 work with TPR and TPRS to an enthusiastic sentences before a new group is called upon. audience at the ACL Institute in June 2007. Page 12 PRIMA

Body Parts With “Magistra Dicit” and the “Chalkboard Monster” by Sandra Enscoe imperatives while I give commands such Windermere Preparatory School, as Magistra dicit...tangite ORA! Windermere, Florida The students love this activity because it Learning the parts of the body in Latin is gets them out of their seats and moving. It an important lesson because it shows the also ignites their competitive streak and Students find this lesson direct use of Latin in today’s world. In gets them to focus on the Latin, since they one of their favorites order to reinforce the information and have to be quick to move. because of the variety of create an exciting environment for this activities and the active lesson, I incorporate several forms of Finally, I get them in touch with their media to keep the children engaged and creative side by doing the Chalkboard engagement... involved with the lesson. Monster. Using the cue cards, I call each student up one at a time and they pick a My goal is to reach all types of learners in card. They cannot show the card to their my class, following Howard Gardner’s students, but draw the body part on the multiple intelligence theory. The lesson is board in any form they want. After the about 48 minutes long and can be used students each draw a body part, a for grades 4 and above. One needs monster is created and we give the several colors of construction paper to monster a name. make cue cards and a language ladder*, a big marker to make the cards visible to the To summarize, I ask the students to write class, and a coat hanger to hang the down any words that they were able to language ladder. recognize at the beginning of the lesson. Then I have them name as many parts of I begin the lesson by giving the students a the body as they can remember on a handout with a skeleton on it. I then show separate piece of paper. the students cue cards with the vocabulary words and a picture of what They compare with a partner and see the body part is; for example, I would write which group remembered the most body oculus, -ī and a picture of an eye. I then parts. Overall, the students find this have the students guess what part of the lesson one of their favorites because of body it is. They can write the correct body the variety of activities and the active part on the worksheet so they have it for engagement that they are able to have reference. that many lessons cannot offer.

Following the worksheet, I display the lyrics to “Head, Shoulders, Knees and Contact Ms. Enscoe at Toes,” and we all sing together. If the [email protected]. Enscoe holds up a “language class loves to sing, I have them do duets ladder” as part of her dynamic lesson on body parts in Latin. and do Latin Karaoke. I actually have a miniature disco ball in my classroom for * Author’s Note: A language ladder is a such moments. series of vocabulary words for a lesson hung on a coat hanger. The pieces of Afterwards, I take out a language ladder paper should be different colors, and can with the vocabulary words. I teach them even be color-coded. For example, parts how to play “Magistra Dīcit.” I leave the of the body on the head can be a different language ladder displayed (note: the color than the parts of the body on the vocabulary words on the language ladder arms or legs. do not have pictures) and they learn about PRIMA Page 13

ETC Grant Helps Build Latin Program for Elementary Students

by Danielle Schaefer Mediterranean and its influence on our Newport School, Silver Spring, Maryland own culture and vocabulary.

As many local schools have phased out Students have Latin names and don Latin, The Newport School in Silver Roman attire during class. A typical Spring, Maryland has resurrected and lesson includes quotations from ancient expanded its Latin program thanks in part Roman authors and images of ancient art to an Excellence Through Classics (ETC) and architecture. grant. Magistra Schaefer leads an For example, a recent lesson on Roman elementary Latin class at The Newport has used the funds to purchase clothing included excerpts from Cicero Newport School. maps, games, books and other material. and Vergil and images of the Ara Pacis Both the middle school and elementary and ancient Roman sculptures. Students school programs have been very also each had a piece of fabric so that successful. they could fashion their own togas and stolas. I try to use as many primary The middle school Latin program had sources and hands-on activities as such high enrollment that it had to be possible so that even the youngest moved to the lecture hall. Likewise, there students can begin to experience the was such enthusiasm for the exploratory Roman world first-hand. program, Vivit!, that it was expanded to include grades two through five. The Latin program is not limited to the classroom, however. I have begun Headmistress Rachel Goldfarb, collaborating with teachers of science, recognizing the far-reaching benefits of language arts, and technology so that Latin and the role it can play in helping classics will permeate other areas of the Newport fulfill its mission, says “Teaching curriculum. I am also planning activities Latin to Newport School’s younger that involve the entire school community, students strengthens the most basic such as a performance by a traveling bard lessons of diversity. We notice the and a hands-on activity involving ancient differences in language, but focus upon Roman coins. the common beginnings, roots, and blocks with which we have built our lives today. This instruction gives Latin language links us to the past in a Contact Ms. Schaeffer at powerful way, with ancient sounds and [email protected] insight to the future, culture lessons. This instruction gives teaching that everything we insight to the future, teaching that consider “new” rides on the everything we consider ‘new’ rides on the shoulders of what is ‘old.’” shoulders of what is “old.” Naturally, I am also enthusiastic about the program. An alumna of Newport, I am excited to be back at my alma mater, where I first discovered the joys of both Latin and ancient Greek. It is wonderful to see Newport’s commitment to the classics. Studying Latin not only helps students understand their own language and culture, it is also the foundation a well-rounded intellect.

Through the Vivit! program, students quickly realize that Latin is not a “dead” or A group of Schaefer’s young students smile for irrelevant language. Students in the the camera as they dress like Romans. elementary school explore the ancient Page 14 PRIMA

8th Grade Students Learn How to Keep Ancient Artifacts SAFE by Dr. Kimberle Gray lost or damaged through looting, including Bridgewater-Raritan Middle School, many of the Seven Wonders. Bridgewater, New Jersey At the concluding display, visitors were The 8th-grade students in my Latin introduced to an exhibit showcasing classes at Bridgewater-Raritan Middle SAFE. Here, student presenters School in Bridgewater, New Jersey, discussed the current market in stolen recently hosted the 2007 Latin Museum, a antiquities, showed a DVD highlighting bi-annual presentation of student projects ongoing examples of looting throughout from throughout the year. the world, and took donations to further Student presenters from SAFE’s work. Visitors who made a Bridgewater-Raritan help educate Exhibits were designed to correspond to nominal donation received either a red visitors about stolen antiquities. the units of study from the Cambridge “SAFE” button or a glossy card with a Latin Course, and highlighted the various looted object featured on it. countries mentioned in the text, and which were conquered by the Romans (Italy, SAFE president Cindy Ho is interested in Greece, Egypt, Britain). New this year developing educational programs for was the cooperation of SAFE (Saving schools to advance SAFE’s message, and Antiquities for Everyone), a not-for-profit the BRMS Latin Museum was one of the organization devoted to bringing the plight first venues for these programs. of looted/stolen antiquities to the public. Reporters from the Courier-News who As in previous years, students, faculty and attended the museum put together a short administration traveled back through time video clip linked to their online news site to visit the countries which were and featured a front-page article about the influenced by, and contributed to, the museum. For more information on the cultural diversity of the Roman Empire. Latin Museum or SAFE, log on to www.c- This year, however, visitors stepped n.com or www.savingantiquities.org through a strobe-lit “time machine” to arrive at their destinations. Contact Dr. Kimberle Gray at [email protected] In Greece, they learned about the ancient trireme or wrote their names on pottery ostraca. In Italy, they saw props and masks from the Roman theatre and weapons from the Roman army in Britain; they visited a Romano-British palace, complete with mosaics and frescoes, and met historical figures such as Suetonius Paulinus, Boudicca, Cartimandua, Caratacus and Cogidubnus, who spoke to them about their experiences in the newly subdued province of Britannia. Finally, in Egypt, they could be inducted into the Isis cult, or practice writing in hieroglyphs. Visitors also viewed a 30-minute student- created movie on saving the port of Ostia, and explored models of the Seven Wonders of the Ancient World.

The theme of this year’s Museum was antiquities looting. Throughout their tour, visitors were reminded of the ancient One of Gray’s 8th grade students proudly displays “ancient” Egyptian scarabs at the monuments and artifacts which have been annual Latin Museum. EXPLORATORY LATIN NATIONAL MYTHOLOGY

Designed for students in Grades 3 - 6 in Exploratory Latin programs. Designed for students in Grades 3 - 9. See etclassics.org for details. This is not designed for students qualified to take the National Latin Exam

Name______EXPLORATORY LATIN EXAM TOTAL $______

School ______NATIONAL MYTHOLOGY EXAM TOTAL ______DONATION to ETC for Elementary, Address ______Middle School and Introductory Classics Programs (OPTIONAL) ______

City ______TOTAL ENCLOSED $______

State ______Zip Code ______I enclose a check made payable to “The American Classical League”

E-mail ______Please charge my MasterCard or VISA (Circle one)

Phone ______Card No. ______EXP. ______Please mail above order forms and payment to: The American Classical League, Miami University, 422 Wells Mill Drive, Oxford, Ohio 45056 What We Saw: Executive Committee on 2007 ACL Institute

PHONE: 513.529.7741 Micheal Posey, Vice-Chair: impression was how well the conference was For me, the brief 4-5 days served up a managed. Check in went quickly and FAX: 513.529.7742 mélange of serious, highbrow presentations smoothly. The support provided by the including an Advanced Placement pre- school to assist in finding rooms, equipment, WEB: www.etclassics.org Institute workshop; the splashy silliness of etc., was superb. Again, being a lay person, learning about Roman numismatics in I found the sessions that I attended Monstra Mihi Pecuniam presented by interesting and understandable for someone Executive Committee Excellence Through Classics chair, Zee Ann with no background in the area. Pictures Poerio; and finally sweltering heat! from the sessions I attended are located on Zee Ann Poerio, Chair the ETC website (www.etclassics.org). The [email protected] If you have the chance, please join us at most outstanding impression I was left with next year’s summer extravaganza to be held was the enthusiasm all the participants had Matt Webb, Immediate Past Chair in Durham, New Hampshire at the University about the classics and the joy in which they [email protected] of New Hampshire from June 27-29, 2008. would communicate their ideas. Micheal Posey, Vice-Chair Better yet, I would encourage each of you to [email protected] submit a proposal to present at next year’s Jacque Myers, prima Editor Institute. Others need to see what wonderful I always get so much inspiration from the Vivian Klein, Secretary contributions ETC teachers are making to presenters and other participants at the ACL [email protected] the promotion of the Classics at every level. Institute! What really struck me this year was how many people are getting more and more interested in active Latin - i.e., hearing, Diana Nixon, Myth Exam Chair Zee Ann Poerio, Chair: [email protected] speaking, and writing this so-called “dead” This year’s Institute was another opportunity language. Sessions led by Conrad Barrett, to learn, share, and collaborate with others Courtney Holman, ELE Chair Jaime Claymore, Bob Patrick, John Piazza, across the country. I enjoyed working with [email protected] and Nancy Llewellyn were packed to the Leslie Perkins, Susie Scoppa, and Dr. Tom gills. I have been interested in speaking Kris Tracy, Activity Packet Editor Buggey of ACE presenting a pre-institute Latin for some time, so this was great to see. [email protected] workshop on ancient coins. At every session I attended, I found something I was able to Jacque Myers, PRIMA Editor use, adapt, or share with a colleague. It was [email protected] great for me to meet more of the people I had known previously only from their writing Geri Dutra, or internet posts. The flavor and sounds of Administrative Secretary Nashville mixed with the Party at the [email protected] Parthenon added an interesting mix to the fun of Institute.

Terrie Baranek, Webmistress: My impressions are based on a first time The ETC table at Institute features medals, attendee who is not a Classicist. I attended ribbons, and certificates from the National because I manage the ETC website. My first Mythology Exam and Exploratory Latin Exam.

The American Classical League Excellence Through Classics NON-PROFIT ORG. for Elementary and Middle Levels U.S. POSTAGE Miami University 422 Wells Mill Drive PAID Oxford, OH 45056 PERMIT NO. 35 www.etclassics.org