• Latin 1 course criteria, syllabus and course expectations

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  • MUHS Course Criteria/ Syllabus

    Course Title & Name: 100 Latin 1

    Credit: 1

    Department: Language Acquisition

    Teacher: Adam Tufts                

    Prerequisites: None

    Course Description:  Latin I introduces students to the basics of the Latin language. Focus is on reading comprehension and pronunciation, with emphasis placed on understanding sentence structure patterns.  Significant attention paid to nouns and verbs in a language where these words change (inflect) according to their function in a sentence. Vocabulary has been chosen to demonstrate a good amount of English derivatives. Attention to the inflectional endings of verbs, nouns, adjectives and pronouns, and how they affect the meaning of the sentence form the bulk of the work. This class provides a depth of knowledge about languages and how they are put together and can offer the student a basis for further study in world languages, enrich their English vocabulary, and prepare them for a variety of careers. Students study daily life in ancient Rome and devote some time to the study of Roman history and culture, which includes some difficult topics such as slavery, gladiatorial combat, and cultural assimilation. Finally a study of Greek and Roman myth is a major focus to understand their relation and connection to modern art, music, religion and thought.

    Units of study with corresponding Standards (Common Core and/or National Standards) and IB criteria assessed: 

    Unit 1: gēns, domus, et urbs (CLC 1-4)

    Elements of Language: Latin alphabet, pronunciation, principle of inflection, noun cases and declensions, elements of simple sentences, customary Latin word order, uses of nominative and accusative cases, verb person and number, agreement of subjects and verbs (singular)

    Elements of Culture: Social dynamic of the Roman family, Roman houses, the city of Pompeii, Pompeiian Forum

    IB Criteria Assessed: Criterion A: Understanding Language

    Criterion D: Connecting Cultures and Societies

    NSCLL* Standards: 1.1, 1.2

    Unit 2: cīvēs, servī, et lībertī (CLC 5-8)

    Elements of Language:  Verb person and number, agreement of subjects and verbs (plural), perfect tense augments, negative rhetorical questions, incomplete verb conjugations for present, imperfect, and perfect verbs, esse, accusative plurals of 1st, 2nd, and 3rd declension nouns

    Elements of Culture:  Theatre and shows, slaves and freedmen, gladiatorial games

    IB Criteria Assessed: Criterion B: Comprehending Texts

    Criterion C: Analyzing Texts

    NSCLL* Standards: 1.1, 1.2, 2.1

    Unit 3: vīta et mōrs in Pompeiīs (CLC 9-12)

    Elements of Language: Indirect objects, suppression of subject pronouns, verbs that take dative objects (credo, faveo, placet), dative case for declensions 1-3, plural verb forms, full first and second declension forms, full verbs conjugations for present, imperfect and perfect tenses, superlative and comparative adjectives, vocabulary

    Elements of Culture: Public baths, Roman education, government and elections in Pompeii, the eruption of  Vesuvius and the destruction of Pompeii

    IB Criteria Assessed: Criterion C: Analyzing Texts

    Criterion D: Connecting Cultures and Societies

    NSCLL* Standards: 1.1, 1.2

    Unit 4: Quīntus ad Britanniam venit (CLC 13-16)

    Elements of Language: complementary infinitives, relative clauses, rhetorical questions with nonne, present participles, subordinate clauses with ubi, simulatque and quamquam, imperative mood, pluperfect tense, prepositional phrases with ablative and accusative, present, perfect and imperfect forms of possum, volo, and nolo, forms of the pluperfect tense, vocabulary

    Elements of Culture: Romans in Britain, agriculture in Roman Britain, life of Gaius Salvius Liberalis, King Cogidubnus and Britain chieftains

    IB Criteria Assessed: Criterion A: Understanding Language

    Criterion B: Comprehending Texts

    NSCLL* Standards: 1.1, 1.2

    *National Standards for Classical Language Learning Addressed: 

    1.1: Students read, understand and interpret Latin or Greek.

    1.2: Students speak, listen to and write Latin or Greek as part of the language learning process.

    2.1: Students demonstrate an understanding of the perspectives of Greek and Roman culture as revealed in the practices of the Greeks or Romans.

    2.2: Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.


    Text and/or Materials: Cambridge Latin Course Units 1 and 2; provided materials


    Classroom Procedures & Expectations:

    Habits of Work: 

    The MUHS Habits of Work are a combination of skills identified by IB in the two Approaches to Learning (ATL) categories called Social Skills and Self-Management Skills, as well as other skills from our research. At the end of each quarter I will report out on habits of work.  This is a subjective score, based on weeks of interaction with the student and observations made by me.

    Habits of Work include:

    • Present and Prepared (Come prepared to class. Come on time to class.)
    • Respect (We will treat everyone with decency and respect. Profanity, verbal abuse or callous language is unacceptable. All students responsible will receive first a warning and then a detention.)
    • Collaboration (Share the workload and decision making in group work, don’t assume someone else will do your work, nor should you do all the work excluding others to “get a better grade”)
    • Responsibility for Missed Class Time (If you have a planned absence, get your work before. Otherwise get your makeup work as soon as possible. Always check the class website first)
    • Deadlines (Unless a meteor hits your bus on the way into school, you need to turn your work in on time. I will not have a wide Late work window.)
    • Perseverance (There will be challenges in this and other classes that you will need to find a way to push through. Perseverance is always easier with help though, so get help from me, another teacher, a peer, the learning lab, flex time, your parents, a friendly squirrel, whatever)

    *For more information please see the MUHS Teaching and Learning Handbook 2019.


    Cell Phone Use

    While cell phones are wonders of innovation and can be immensely helpful tools when used appropriately, they have also unfortunately proven to be a routine distraction from learning when abused. To protect our classroom learning environments and our students’ well-being, the Language Acquisition Department has adopted the following approach to cell phones: 

    Unless otherwise directed for the purposes of a specific lesson (or granted an exception due to extenuating circumstances) students will be required to silence and store their cell phones, rear-facing, in a phone organizer upon entering the classroom. There the phones will remain until the end of class, when students will retrieve them. A student who is found to be using a phone they retained, or who retrieves a stored phone during class without permission, will receive a warning and have the phone confiscated (and stored) for the duration of the class period. A student who refuses to turn over a phone upon the teacher’s request, or chronically requires warnings, will be given a disciplinary referral in accordance with the MUHS Student Handbook’s cell phone policy.

    To respect the privacy of students and teachers, recording and photos are prohibited in the classroom.


    Grading Policy: 

    Classical Language Acquisition assesses your proficiency based on the following criteria: 

    • Criterion A: Understanding Language
    • Criterion B: Comprehending Texts
    • Criterion C: Analyzing Texts
    • Criterion D: Connecting Cultures and Societies


    The grading platform we use is ManageBac. 

    Formative assessments (quizzes, homework, classwork) fall into two categories:

    1. assessed using an MYP rubric -- these scores are reported and used to inform teacher professional judgement of the overall grade, though they do not determine the final grade
    2. assessed for completion -- these tasks may be reported with a comment only (e.g. “incomplete,” “late,” “completed,” or  “missing”). I may assign a number grade so that students/parents understand how much grammar/vocabulary a student knows and understands, though this does not fall under any rubric and does not determine the final grade.

    Summative assessments (final projects, essays/compositions, tests) are used to determine a student’s final grade. These are graded with IB rubrics. There will be a final exam which will serve two purposes: 1. the sections graded with IB rubrics will be a final summative evaluation; 2. the sections that are not graded using IB rubrics will be used as part of the rest of the final exam as a “placement exam” to continue Latin study the following year.


    Late Work Window: Language learning is a cumulative endeavor. Each new skill builds on previous skills. It is in the best interest of the student to strive to stay current with the sequence of assignments. 

    All homework will have a due-date—assumed to be the next class day unless otherwise stated. Since we often review homework as a class activity it is important to complete your homework each night. 

    For most formative assignments the LWW is one class day after the due date. Any changes to this LWW will be determined per assignment.


    Missing Summative tasks such as unit tests, essays and projects, students 

    • will receive a comment of “M” for missing and a score of zero.
    • then have two weeks from the original date to complete the assessment out of class (like during flex)
    • If task is completed within this time period, the achieved grade replaces the zero, but a comment of “L” for late is entered; otherwise the zero remains and the student should now focus on the current learning and demonstrating of current proficiencies.



    Students who score a 3 or below on a given assessment may retake/redo assessments, but it must happen within a two week window from the time the original work is returned to students. I strongly urge students to do this within one week, so as not to be overwhelmed by the past work and the current work. Students will be given the opportunity to reassess a specific assessment once.  If students would like to re-assess, the student must do the following:

    1. complete all missing work from the unit
    2. identify and correct mistakes and/or missing concepts on the original assessment
    3. complete any related practice per the teacher’s request
    4. conference with the teacher, showing completion of missing work, corrections on the original assessment.

    Additionally, no late assignments will be accepted after the end of a marking period. 

    *For more information please see the MUHS Teaching and Learning Handbook 2019.


    Extra Help and Flex Time

    I am available for extra help upon request. If you need help in my class, please see any of the language B teachers during their flex times, they may not be able to answer your specific language questions, but they know how to get you the resources you need. You will be able to view available times via PowerSchool. All students are expected to sign up for flex time for every flex session. Other Language B teachers are: Ms. Bailey, Ms. Causton, Mr. Swinhart, Ms. Steele. My schedule is as follows:

    A/Odd Days (Mon/Thurs…)

    1    8:22-9:45    -----

    3    9:49-11:12  Congressus Magistrorum

         11:16-12:16 Advisory/Lunch

    5   12:20-1:43   Latin 2

    7   1:47-3:10     DP Latin

    B/Even Days (Tues/Fri…)

    1    8:22-9:45    Latin 1

    3    9:49-11:12  -----

         11:16-12:16 Advisory/Lunch

    5   12:20-1:43   Latin 1

    7   1:47-3:10     Latin 2


    I am also available before/after school with an appointment. I strongly encourage students who feel lost or confused to seek help IMMEDIATELY!  Be a proactive and assertive learner. On the flip side, if you are willing to offer your help to other students as a tutor, please sign up in the Learning Lab. It is a great way to strengthen your own language skills.