Andrew Ellis Anderson HS, AISD Lesson 4 of 8
Your CT’s First and Last Name Your School & District
The most amazing UTL 640 UTeacher on the planet (you): Isabella Mullen
Subject Level and Proficiency Level: Latin 1, Novice low
Submitted Date / Time: 3/4/2020, 12:00 Teach Date / Time: 3/6/2020, 3:00-4:30
Lesson Title: Datives with Special verbs
TEKS / Can-Do Performance Standard(s) addressed:
(2) Interpretive communication: reading and listening. The student comprehends sentence-length
information from culturally relevant print, digital, audio, and audiovisual materials as appropriate
within highly contextualized situations and sources. The student uses the interpretive mode in
communication with appropriate and applicable grammatical structures and processes at the
specified proficiency levels. The student is expected to:
(B) identify key words and details from fiction or nonfiction texts or audio or audiovisual
materials;
Enduring Understanding:
• Examining the development of language can help reveal literal explanations that show the reasoning
behind figurative translations.
Essential Question (S.M.A.R.T.):
• How can I identify the four verbs from stage 11 that take the dative case and translate eight sentences
using this construction in context?
Guiding Questions:
• Which verbs take a dative instead of an accusative?
• What do these verbs have in common?
• What are literal translations that make this make more sense?
Assessment: (How will you know that students have mastered the Essential Question? What will be the
measurable proof that each student will do to show that they’ve accomplished the Essential Question?)
The students will identify the eight instances of a verb that takes a dative in a story and provide a written
translation for each of those sentences.
Lesson Objective (SWBAT using kid-friendly language):
Students will be able to determine when to translate a dative as if it were an object of a verb.
Resources / Materials (advance preparation needed for this lesson):
PowerPoint slides-
[Link]
usp=sharing
Vocabulary Quizzes
Handouts for new verbs (below)
Mode(s) of Communication addressed in this lesson (this should be completed last):
Interpersonal Interpretive Presentational
Through: Speaking Listening Reading Writing IN THE TARGET LANGUAGE
Differentiation Strategies: Content Process Product
For: GT ADHD Dyslexia Hearing Impaired 504 SpEd students .
• for faster-processors I will ask for extra Latin synonyms during the mini-presentations
For the translations, I will provide feedback on correctness, not completion so that they know speed
does not equal intelligence.
Using drawings in addition to plain definitions for students who are more visual learners
Giving opportunities for both group work and independent work for those who work better
alone/with less distractions and vice versa
THE LESSON SEQUENCE TIME
BEGINNING
Mode: Interpersonal Interpretive Presentational IN THE TARGET LANGUAGE 10 min
Through: Speaking Listening Reading Writing IN ENGLISH
Warm-Up (hook; engage; connect): Culture Card
The culture topics for the day will be up on the board while I present and we discuss them
Students will write down information and join in discussion of the topics
Rationale (Why are students doing this? What is the purpose? How does it connect to the
obj./EQ)
Students are used to starting class this way
Provides cultural context to the language
They will use all of these cards for a competition later in the year
Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):
I will have them put everything away and get ready to play last person standing for review for the
quiz
What is the teacher doing? What are the students doing?
Presenting information Individually writing down/typing information as
Walking around while talking, checking the teacher speaks
that everyone is using their technology Asking questions about the topic or giving any
for notes/being on task comments/connections that might have to do
Encouraging questions, comments, and with past culture lessons
discussion
(Please underline CFU’s)
Mode: Interpersonal Interpretive Presentational IN THE TARGET LANGUAGE TIME
Through: Speaking Listening Reading Writing IN ENGLISH 15 min
Vocabulary Review: Last person standing
Review the vocab before the test, english to latin/latin to English
Rationale (Why are students doing this? What is the purpose? How does it connect to the
obj./EQ):
To review for their quiz
They are used to doing this before each quiz. Keeping with their routine.
Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):
I will tell them to put everything away and get ready for their quiz.
What is the teacher doing? What are the students doing?
Prompting students to remember words Standing and answering with definitions/sitting
By reading down the list. down when they don’t know the answer
Making sure no one has devices out and Paying attention to those still playing to keep
that everyone is paying attention even studying
after they get “out”
At the end, going over any that
consistently stumped the class
(Please underline CFU’s)
MIDDLE TIME
Mode: Interpersonal Interpretive Presentational IN THE TARGET LANGUAGE 20
Through: Speaking Listening Reading Writing IN ENGLISH min
Vocabulary Quiz
Students will take a quiz over stage 10 vocabulary
Rationale (Why are students doing this? What is the purpose? How does it connect to the obj./EQ?):
CT assigned it for this day
They will use this vocabulary going forward into the rest of the chapters of the book and use
some of it in the activities for the day
Formative assessment
Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):
I will ask everyone how they did and go over problems they thought they had/do a check in. I will
tell them to break into groups right away and pass out their sheets.
What is the teacher doing? What are the students doing?
Walking around to make sure no one is Taking a quiz.
cheating Studying stage 11 vocabulary or reading if they
have finished
(Please underline CFU’s)
Mode: Interpersonal Interpretive Presentational IN THE TARGET LANGUAGE TIME
Through: Speaking Listening Reading Writing IN ENGLISH 10
min
Verb Jigsaw
Each student will get assigned one of the four verbs that take a dative from stage 11.
Students have five minutes to study their word, write a definition and draw a picture
representing the verb.
Students will get in a group with those who have the SAME verb. They will revise and add to
their definitions/drawings.
The students divide into groups that have one member from each former verb group. Each
verb must only be represented once.
They teach each other the verbs and fill out their sheets.
Rationale (Why are students doing this? What is the purpose? How does it connect to the obj./EQ):
Want them to know these verbs really well
Teach each other
Moving and collaborating to get energy up after quiz
We will be using them to do the activity/assessment
These are the verbs that use a dative
Give them something to look at while translating later
Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):
I will ask what each of these has in common (they all take a dative). I will explain how the literal
translations of this word make a lot of sense with a dative instead of an accusative, and walk them
through an example with each of the four words. (2 min)
What is the teacher doing? What are the students doing?
Using resources and each other to get a really
Moving between groups, checking for good understanding of vocabulary words
correct words/definitions/appropriate Writing down the words from other students
drawings before letting present so they have a reference to use while doing the
Making sure everybody is participating. activity after this
If some finish quickly I will have them find
as many Latin synonyms for it as possible
before the timer runs out
(Please underline CFU’s)
END TIME
Mode: Interpersonal Interpretive Presentational IN THE TARGET LANGUAGE 20-30
Through: Speaking Listening Reading Writing IN ENGLISH min
Independent Practice
The students will skim through the passage I put up on the board “Marcus et Quartus” (they
also have in books) and find each of the eight instances our new verbs are used.
They will write down the line the sentence is in, the verb used, and the dative it takes.
They will correctly write translations of just those sentences and turn them in
Rationale (Why are students doing this? What is the purpose? How does it connect to the obj./EQ?):
Recognizing the verbs in context
Seeing how when they see those verbs they should always look for a dative next
Fulfilling the objective of translating a verb taking a dative
Transition statement (How will you smoothly connect to what’s next to show the progression to
their learning within this lesson? What will you say/do?):
I will tell them to turn in their translations to me (not the box) and thank them for letting me teach
them again.
What is the teacher doing? What are the students doing?
Providing an example/modeling by doing Identifying new words in context
the first sentence for them as if I were a Translating from Latin to English
student
Moving from student to student to offer
help and guidance
Referring students to their resources to
complete this assignment
Making sure everyone is on task
If I see lots of students are confused I will
do another quiz overview/discussion about
the concept
(Please underline CFU’s)
**Be sure to link or attach ALL resources/materials used (ppts, handouts, websites, etc.) within the lesson**
Remember that the brain remembers MOST what occurs first and last in the lesson cycle.
Agenda
I. Culture Card 10 min
II. Review 10-15 min
III. Quiz 15-20 min
IV. Jigsaw
1. Groups 15 min
2. Lecture/Discussion 5 min
V. Practice 20-30 min
Stage 11 Special Verbs
PRINCIPLE PARTS: PRINCIPLE PARTS:
Definition: Definition:
Synonyms: Synonyms:
PRINCIPLE PARTS: PRINCIPLE PARTS:
Definition: Definition:
Synonyms: Synonyms:
What do all of these verbs have in common? ________________________________________
Nomen: __________________
Marcus et Quartus
Skim through the reading (page 184) and translate only the sentences that have the four verbs we learned
that take a dative today. Write the line number the sentence is found on, identify the verb and dative used,
and translate that sentence into English.
Line Verb Dative Translation
______ __________ _________ ______________________________________________
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Summarize the entire passage:
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