Matching Items (2)
Description
For my honors creative project, I decided to create and teach an elementary school Latin curriculum. As a Classics major, I love the Latin language and I was thrilled to be able to introduce my students to the Latin language in an interesting and fun way. I have taught weekly Latin lessons for this school year on Friday afternoons at a local private school. Each class is forty-five minutes long and involves students from kindergarten through eighth grade. The Latin classes were an optional offering after school. The creative element of this honors creative project was recording and compiling my weekly lesson plans. Since these lesson plans were taught in an after school setting, I wanted to ensure that my students found the lessons enjoyable. Therefore, each lesson has a project for the students to work on which enforces the concepts learned in each lesson. I tried to teach the students a variety of vocabulary that would be found in any introductory Latin course. In addition to teaching Latin nouns and verbs, I also tried to teach the class Latin roots that are found in English. I supplemented these lesson plans with stories of Roman mythology or Roman history, so that my students would have a greater appreciation for the Latin language. Almost all of these stories had to be simplified to ensure that they would be age-appropriate to tell to my class. Although my students all had taken Spanish classes, none of them had experience with Latin instruction. It was therefore unsurprising that most of the class showed huge improvement in their pre and post tests, given at the beginning of the school year in August, and again in March. I supplemented these lesson plans in my honors project with a literature review on the history and benefits of Latin instruction. Additionally, I included an extensive annotated bibliography of scholarly and didactic works useful to Latin instructors.
ContributorsFleming, Emma (Author) / Harris, Pamela (Thesis director) / Smudde, Christopher (Committee member) / Haberman, Lidia (Committee member) / Barrett, The Honors College (Contributor) / W. P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
The Roman satirist Persius composed six satires and one prologue, each displaying his unique style and voice. Persius' voice is often difficult to analyze given his complex language and deliberate obscurity, but a detailed reading of his satires allows the reader glean his message. The Prologue and First Satire illustrate Persius' literary mission and values: to separate himself from his peers by innovating the satires of Lucilius and Horace in order to promote his literary values of Roman-ness, self-sufficiency, and resentful restraint.
ContributorsMorrison, Kyle Rafael (Author) / Arena, Paul (Thesis director) / Haberman, Lidia (Committee member) / Welser, Christopher (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-05