GREETINGS



animalia, cibus, corpus, et alia

CREATIVE WAYS TO TEACH “FUN” VOCABULARY WORDS

American Classical League Institute

Minneapolis, Minnesota | June 2011

Matthew D. Webb

Moultonborough School District

Moultonborough, New Hampshire 03254

magister@

acl/animalia

|Topic |Title of Activity |

|greetings |1. Introduction to Latin Greetings |

| |2. Practice with Latin Greetings |

| |3. Sock Puppets |

| |4. A Conversation Between Maximus and Valeria |

|family |5. Family Trees |

|foods |6. Introduction to Foods: Plastic Foods |

| |7. Buying and Selling |

| |8. Worksheet and Menu |

|body parts |9. Introduction to Body Parts: Labeling a Giant Monkey |

| |10. Body Parts Tracing |

| |11. Simō Dīcit and Guided Composition |

|color |12. Introduction to Colors: Flashcards |

| |13. Guess Who |

|animals |14. Introduction to Animals: Worksheet and PowerPoint |

| |15. Stuffed Animals and Go-Fish |

|emotions |16. Introduction to Emotions: Pictures |

| |17. Acting Game |

| |18. Spinner Game |

Greetings

1. Introduction to Latin Greetings

- greet students in Latin (use Greetings List) and encourage student response

- students complete Greetings Speech Bubble Worksheet

Materials: Greetings List, Greetings Speech Bubble Worksheet, scissors, glue/tape

2. Practice with Latin Greetings (worksheet adapted from K. Kitchell)

- Language Lab Activities: Pronunciation & Situational Practice

- One of These Things Greetings Worksheet

Materials: One of These Things Greetings Worksheet

3. Sock Puppets (adapted from L. Batten)

- Greet students in Latin, using Sockus the sock puppet and encourage student response

- Students decorate own sock puppet, converse with each other via sock puppets (show Greetings List

on overhead as a reference)

- Students present sock puppet conversations to class

Materials: Sockus, Tube socks for class, Sock decorating materials (markers, yarn, pipe cleaners, googly eyes, etc), Glue guns and glue, Greeting List overhead

4. Guided Composition: A Conversation Between Maximus and Valeria

- students construct a conversation by placing cut-ups on dialogue sheet (show Greetings List on overhead as a reference)

- hold completed conversation using sock puppets

Materials: Conversation Between Maximus and Valeria, Conversation Between Maximus and Valeria Cut-ups, Greetings List overhead

Family

5. Family Trees

- teach your students the various family terms introduced by your textbook

- show the students the Sample Stirps Rōmāna Sheet and ask them if they can figure out what any new family words mean

- students create family tree mobiles of their own families using wire coat hangers

- each student will need small, medium, and long lengths of yarn (cut with scissors) as well as index cards with holes punched in them

- students should write the name of the family member (i.e. Bob) plus the Latin term for that family member (i.e. pater) on each index card

- then the student should draw a picture of that family member on the index card

- then string the index cards up on the coat hanger, along with a title card

Materials: Sample Stirps Rōmāna Sheet, wire coat hangers, yarn, scissors, index cards, hole punch, markers

Foods

6. Introduction to Foods: Plastic Foods

- hold up each plastic food and describe in Latin what it is

- ask students questions about the item in Latin, and have them respond in Latin

- teach a few at a time and periodically review old foods

- dialogue sample: caseus est. quid est? caseus est. estne caseus? estne bubula?

Materials: plastic foods

7. Buying and Selling

- divide class into teams of four; further divide each team of four into pairs

- one pair is the mercātōrēs, other pair is the cīvēs who want to buy foods

- each pair has a stack of all the Foods Cards – the cīvēs stack is one color, the mercātōrēs stack is another color

- buy and sell five foods, one at a time, using this dialogue:

- Cīvēs: (randomly draws a card from their stack) – volumus emere _____.

- Mercātōrēs: (select correct card from stack and gives it to cīvēs) – vēndimus _____.

- pairs must correctly state the food (in its object form)

- pairs switch roles; then buy and sell five more foods, using above procedures

Materials: Foods Cards

8. Worksheet and Menu

- complete foods worksheet

- menu

- imagine that you own a restaurant back in ancient Roman times

- design a colorful menu that advertises either the different foods that you offer or the special meal of the day

- no English words allows; must have at least 5 Latin food words

Materials: Foods Worksheet

Body Parts

9. Introduction to Body Parts: Labeling a Giant Monkey

- label the giant monkey with the Body Parts Cards (anything very large with body parts will do: other

giant animals, cardboard people, giant Halloween skeletons, an actual student, etc)

- hold up a label and ask students where they think it might go on the giant monkey

- if a student is correct, have him/her come up and tape the card to the appropriate location on the giant monkey (another option is to use velcro instead of tape if you plan to re-use the giant monkey and Cards from year to year)

- discuss any pertinent English derivatives

- repeat until all Body Parts Cards have been taught

- complete the Body Parts of Augustus Worksheet as each body part is labeled

Materials: giant monkey, Body Parts Cards, tape, Body Parts of Augustus Worksheet

10. Body Parts Tracing

- divide the class into teams of two

- give each team a length of bulletin board paper that is approximately 5 feet long, as well as some tape to stick the paper to the floor

- one student will be the tracer, and one will be the tracee

- have the tracee lie down on the ground upon the bulletin board paper, and have the tracer trace around that student’s body with a marker

- then, as a team, the students should polish up the drawing and label all of the body parts in Latin

Materials: bulletin board paper, tape, markers

11. Simō Dīcit and Guided Composition

- play Simō Dīcit, using the usual rules, to practice body parts terms

- using the Body Parts Guided Composition, students create and illustrate short story with verbs and body parts on a storyboard

Materials: Body Parts Guided Composition, Storyboard

Colors

12. Introduction to Colors: Flashcards

- hand out the Colors Flashcards, one set to each student

- show Colors PowerPoint; with each color, describe in Latin what it is

- ask students questions about the color in Latin, and have them respond in Latin

- as each color term is learned, have students write it in Latin on the reverse of the matching flashcard

- teach a few at a time and periodically review old colors

- dialogue sample: prasinus est. quid est? prainus est. estne prasinus aut ruber? prasinus est.

Materials: Colors Flashcards, Colors PowerPoint

13. Guess Who (adapted from T. McCarthy)

- create groups of four; split each group into two teams of two

- each team of two has a Guess Who Board (inserted into a sheet protector) and the Guess Who Dialogue Sheet

- each group of four also has cut-up face cards, shuffled, placed face down

- each team of two secretly draws a face card, not showing it to the other team

- teams of two take turns asking questions from the Guess Who Dialogue Sheet to try and determine which face the other team has; eliminate faces by crossing them off on the Guess Who Board with a dry-erase marker

- first team of two to correctly guess which face card the other team has gets a point

- erase dry-erase markings with a small piece of felt, put the face cards back in the deck, shuffle, and repeat the game

Materials: Guess Who Boards, Guess Who Dialogue Sheets, Guess Who Faces to Cut Up, sheet protectors, dry-erase markers, small pieces of felt

Animals

14. Introduction to Animals: Worksheet and PowerPoint

- hand out Animals Worksheet

- show Animals PowerPoint (choose either Authentic images or ClipArt images version), with each animal, describe in Latin what it is

- ask students questions about the animal in Latin, and have them respond in Latin

- as each animal term is learned, students should write it down in Latin on the Animals Worksheet

- teach a few at a time and periodically review old animals

- dialogue sample: est simia. quod animal est? simia est. estne simia aut porcus? simia est.

Materials: Animals Worksheet, Animals PowerPoint

15. Stuffed Animals and Go-Fish (game adapted from S. Davis-Foxworth)

- hand out stuffed animal to each student

- ask students, “quis _____ habet?”

- students respond, “nōmen _____ habet.”

- ask students, “estne rana vīridis aut purpurea?” etc to practice colors, get repetitions of animal

- Animals Go Fish

- teams of 2, each team gets 2 copies of the card set (sets are on two different colors of paper)

- deal out 7 cards to each player in the team

- players put down pairs

- players take turns asking “habēsne _____” in accusative form

- if get what want, ask again

- if not, opponent says “piscāre”

- if get what want, ask again

Materials: stuffed animals, Go Fish Cards (sets are on two different colors of paper)

Emotions

16. Introduction to Emotions: Pictures

- hand out Emotions Worksheet

- hold up each Emotions Picture and describe in Latin what it is

- ask students questions about the emotion in Latin, and have them respond in Latin

- as each emotion term is learned, students should write it down in Latin on the Emotions Worksheet

- teach a few at a time and periodically review old emotions

- dialogue sample: puer est territus. quomodō puer est? territus est.

Materials: Emotions Pictures, Emotions Worksheet

17. Acting Game (from A. Banks)

- tape Emotions Cards (in Latin) to students’ backs

- students walk around room, acting out emotions on each others’ backs; no talking at all

- each student tries to determine what emotion is on his/her back, based on the actions that his/her classmates do; students sit down when they are positive what emotion is on their back

- go around the room, checking to see if emotion is correct

- repeat with different emotions!

Materials: Emotions Cards, tape

18. Spinner Game (adapted from T. McCarthy)

- divide class into groups

- decide the order in which groups will go

- the first group sends a representative to the front

- the student spins the spinner on the Emotions Spinner Game Board to select a feeling (secretly) and picks an Emotions Sentence

- student reads the sentence with the appropriate feeling (twice)

- the student’s group discusses with each other and attempts to guess the feeling: one guess only is allowed

- if the group fails, the next group may attempt to steal, etc.

- one point is awarded to the group that guesses correctly

- the next group sends a representative to the front; repeat

Materials: Emotions Spinner Game Board (construct using the Game Board, a brad, and a paper clip as the actual spinner), Emotions Sentences

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