Lesson Plan : "Relaxed Rotating Review"

Teacher Name:
 Justin M. Schwamm, Jr.
Grade:
 Grade 9-10
Subject:
 World Languages

Topic:
 Comprehensive review of the "5 C's" as developed in the first half of Latin I (Cambridge Latin Course Unit 1, Stages 1-10)
Content:
 1. Basic "everyday life" Latin vocabulary 2. Nouns: nominative, dative, accusative, ablative case 3. Verbs: all persons and numbers, present tense; 3rd person singular and plural, perfect tense 4. Reading strategies: reading for specific information 5. Post-reading strategies: creating a visual representation 6. Culture: Daily life in Pompeii, housing, entertainment, sanitation, education 7. English derivatives from Latin roots 8. Comparisons and Communitiies: influence of Latin and Roman Empire on our languages and cultures
Goals:
 Students will: 1. Recall and use familiar vocabulary in reading and writing 2. Recognize and create familiar grammatical forms 3. Use reading and post-reading strategies 4. Recall specific details about Roman culture 5. Use these details to compare Roman and modern American culture 6. Recognize and propose English derivatives from familiar Latin roots.
Objectives:
 1. Given a Latin passage, TLWD comprehension by listing important details from the passage in response to English questions. 2. Given an English sentence, TLWD application and synthesis of Latin grammar by developing a correct Latin sentence. 3. Given Latin nouns and verbs, TLWD application of grammatical forms by transforming them into specified forms. 4. GIven a list of Latin nouns or verbs, TLWD analysis of the grammatical forms by choosing the exact English equivalent from a list. 5. Given two familiar Latin passages, TLWD application of post-reading strategies and synthesis of the passages by creating a visual representation of a character's thoughts, words, and actions. 6. Given a graphic organizer, TLWD comparison of Roman and modern American culture by recalling and listing specific details on the organizer. 7. Given a list of Latin root words, TLWD synthesis of the concept of derivatives by proposing and listing correct derivatives. In the case of problematic or possible derivatives, TLWD analysis and evaluation by using an English dictionary (with etymologies) to check the derivation.
Materials:
 For objective 1: CLC Unit 1 textbook with story "anulus Aegyptius" For objective 2: my "statuae" Follow-Up WS For objective 3: "Make the Verb alea iacta" and "Make the Noun alea iacta" sheets per group, dice For objective 4: "Vocabulary Check" lists for (1) Verbs and (2) Nouns / Adjectives, listing familiar and partially-familiar words in conjugated/declined forms, with a list of meanings to match. For objective 5: art materials; CLC Unit 1 textbook with "controversia" and "statuae" stories For objective 6: paper, markers For objective 7: Derivative List sheets, students' Vocabulary Cards and textbooks
Introduction:
 On scrap paper, students list 3 - areas of strength 2 - areas of improvement 1 - area of concern Then share in their existing groups.
Development:
 I review goals for Rotating Review. Everyone will probably reach at least one station that seems easy and one that seems difficult. Discuss: what are some effective strategies at the stations where we are strong? what are some effective ways of getting stronger at areas where we are concerned or weaker? what are some effective ways of helping others?
Practice:
 Groups rotate through the first 3-4 of the 9 available stations (9-10 minutes each). I circulate and monitor. As needed, I engage students in additional discussions about strategies.
Accommodations:
 Since these are timed assignments, different groups (and different students) complete different amounts of work at each station. Focus is on effort, improvement, and quality rather than quantity. Also, the stations appeal to different learning styles and learning modalities.
Checking For Understanding:
 I circulate through the room and do "in-production quality control" in Fred Jones' terms. Stronger students (based on their self-assessment) assist and check the work of weaker students at each station.
Closure:
 With 3-5 minutes remaining in the class period, show of fingers (1-5 scale): how are we feeing about ... (each objective)? What might we still need to do to prepare for the exam tomorrow?
Evaluation:
 1. My "in-production" work monitoring each group's products. I will be particularly interested to see if the quality and quantity of work increase as students become better and better at the strategies of giving and receiving help. 2. Scores on each section of exam tomorrow.
Teacher Reflections:
 (TBD)

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