BOSTON LATIN SCHOOL Classics Department

Course Name Latin 5 Poetry

Course Description Latin 5 Poetry is a literature class that focuses on the Latin lyric poetry of Catullus and Ovid in an in depth fashion with an emphasis on both literal translation and thematic analysis in articulate English essays. The students must analyze the Latin, identify figures of speech and scan the poems outside of class and then present English translations of particular lines in class. In Term 1 students first write longer essays analyzing English poetry and then apply these skills to essays assigned to interpret the poetry of Catullus and Ovid. Over the course of the year students will strengthen and hone these analytical skills both in essay writing and in classroom discussions.

Shield of Achilles. Units of Study 1. The Impact of Classical literature on modern writers--W. H. Auden’s Novi Poetae-- 2. The philosophy and camaraderie of the Roman Neoterics. Otium Negotium 3. Satire, Invective & Travel Abroad--Catullus says is everything... not so . much 4. Total Self-Indulgence Begets Total Self-Destruction--the ecstasy and agony of Catullus’ great love for Lesbia. 5. Overall Narrative Threads & Catullus’ Character Arc--exploring Catullus’ poetry as a disjointed narrative & its implication for a new type of storytelling. 6. Wait! Has Catullus Gone Traditional All of a Sudden?--a look at Catullus’ Hymn to Diana & his Epithalamium (a not so traditional wedding hymn). Epyllion, -- 7. Catullus’ #64 an examination of Catullus’ blending of Neoteric and Sapphic stylistic elements to channel his own perspective through a 3rd person female voice-- Ariadne’s. 8. Individual Artistic Expression in the Age of Empire--an examination of Ovid’s poetic tone, persona & content within the ever increasingly authoritarian Age of Augustus.

Essential Questions 1. What skills are necessary to analyze, read, and demonstrate a fuller comprehension Latin poetry with increasing proficiency? 2. How can word order and constructions particular to Latin poetry be translated both literally and reworded into idiomatic English? 3. What skills are necessary to write articulate English essays that demonstrate both a deeper understanding of the themes within Latin poetry and a thorough understanding of the Latin text itself? 4. In what way does the fact that Catullus wrote during the latter Roman Republic and Ovid wrote during the Augustan regime inform the style, content and themes of their poetry? 5. How does Catullus fuse the Alexandrian philosophy of Callimachus with the intensely personal voice of Sappho in order to create a “poetic revolution”? 6. How does the “pursuit of happiness” as presented in Catullus’ philosophy compare to its role in the concept of modern day individualism? 7. What is the role of a creative artist like Ovid within Augustus’ authoritarian regime and how does this experience compare to contemporary artists’ struggles within the varied political systems of the present day? 8. What is the influence of classical authors on later writers? 9. What is the role of “Tradition and the Individual Talent” in the history of western literature?

Content-Specific ● Analyze, translate, read with comprehension, with appropriate assistance, both seen and Objectives unseen Latin selections from the poetry of Catullus and Ovid. ● Recognize word usage, figures of speech & morphological/syntactic structures specific to Students will be able Catullus’ and Ovid’s style. to… ● Read, scan, and recite Latin poetry in hendecasyllabic, choliambic, elegiac couplet & dactylic hexameter meters. ● Discuss the imagery & themes in Catullus’ poetry, especially the impact of Sappho, . Callimachus & the latter Roman Republic ● Write short analytical and interpretive English essays that use appropriate Latin to support the argument, cite Latin from throughout the poem, clearly demonstrate the connection of the cited Latin to the argument & translate, accurately paraphrase or otherwise demonstrate a clear understanding of the cited Latin. ● Discuss the imagery, themes, and ideas in Catullus’ poetry by exploring his poetry as a disjointed narrative & its implication for a new type of storytelling. ● Compose an overall thematic statement with accompanying supporting thematic sentences referencing the imagery, themes, and ideas in Catullus’ poetry when viewed as a disjointed narrative with implication for a new type of storytelling. ● Create an outline for this literary critical essay that quotes the Latin text needed to support . all thematic statements ● Write a polished literary critical essay on Catullus’ poetry utilizing previous outlines & drafts & using appropriate Latin support, citing Latin from throughout the poems, clearly demonstrating the connection of the cited Latin to the argument & translating, accurately, paraphrasing or otherwise demonstrating a clear understanding of the cited Latin. ● Discuss the imagery & themes in Ovid’s poetry, especially his response to contemporary poets and the prevailing attitudes of the Augustan Age. ● Write short analytical and interpretive English essays on the themes & imagery in Ovid’s poetry, using appropriate Latin to support the argument, cite Latin from throughout the poem, clearly demonstrate the connection of the cited Latin to the argument & translate, accurately paraphrase or otherwise demonstrate a clear understanding of the cited Latin.

● Reading: Students will utilize higher order thinking skills as they read authentic material from Core Competencies a variety of perspectives, cultures, and disciplines. BLS identified eight ● Writing: Students will write competently and creatively, having mastered language essential competencies conventions including rhetorical, stylistic, and grammatical structures. that span all content ● Speaking and Presenting: Students will communicate clearly and effectively in prepared and areas and grade extemporaneous speech. levels. Students will ● Researching: Students will generate questions and use informed research and technological engage with subject methodologies to evaluate information and synthesize new and innovative ideas. matter and reach ● Problem Solving: Students will develop and exercise sound diagnostic and creative skills in proficiency in their addressing complex challenges. coursework by ● Social Responsibility: Students will be open minded, respectful, responsible, and engaged practicing the members of the school community. following skills and by ● Civic Engagement: Students will demonstrate leadership through active community living out the listed involvement and advocacy. values. ● Global Awareness: Students will demonstrate their global understanding and growth as engaged global citizens.

● Love and Betrayal, A Catullus Reader Reading Syllabus Terms 1-3: by Bruce Arnold and Gilbert. Catullus 1, 9, 13, 27, 49, 35, 36, 50, 53, 96, 73, 77, 95, 12, 22, 84, 44, 101, 46, 4, 31, 10, 51, 86, 43, 5, 7, 2, 3, 8, 92, 83, 109, 70, 87, 72, 75, 85, 76, 11, 45, 62 & 34 ● Term 4: Writing Passion, A Catullus Reader by Ronnie Ancona. Epyllion, Catullus’ #64 ● Term 4: Love and Transformation, An Ovid Reader by Richard A. LaFleur. Amores Ovid’s I.1, I.2, I.3, I.9, I.11, I.12, III.15

● Common Diagnostic National Latin Exams: 3 per year (September, January, and May) ● Assessments Exams: Catullus-4 Exams, Ovid-1 Exam ● Essay: A literary critical multi-page essay on Catullus’ poetry as a disjointed narrative & its implication for a new type of storytelling.

Additional ● Daily assigning and checking of homework Assessments ● Individual and group presentations ● Binder or notebook checks These may include but ● Announced or unannounced quizzes are not limited to… ● Exams separate from the common assessments ● Short essays and/or projects