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Advice for teachers -
Latin

Teaching and learning activities

Unit 4: Latin epic poetry

Unit 4 Area of Study 1: The content, context and techniques of the Aeneid

Outcome 1

Explain and analyse the content, including the accidence and syntax, and context, as well as the literary, stylistic and structural techniques of the prescribed lines in the Aeneid.

Examples of learning activities

  • While translating the text, notate it for content, context, grammar, literary techniques and themes, using a different colour for each one.
  • With an assigned 20-line passage, each student guides the rest of the class through the translation. Include grammar, explain any references, find and discuss any literary techniques from the prescribed list, and choose two lines for the whole class to scan.
  • Individually prepare 20 lines in advance and be ready to translate part of this if called upon to do so.
  • Annotate a passage projected on to a whiteboard, using whiteboard markers of different colours. This is particularly useful for showing literary techniques and grammar. Either copy the notes onto student’s own text or take a photo and share it online with the class.
  • Create a master list of all the people, places and events referred to in the text.
  • Label the accidence and syntax of the text as it is studied.
  • Conduct a detailed examination of the literary techniques in highly descriptive or evocative passages.
  • Example icon for advice for teachers
    Develop a class study spreadsheet for a text.
Example icon for advice for teachers

Detailed example

Develop a class study spreadsheet for the Aeneid

Teacher prepares the following activities for students.

  1. Using an online resource such as the Latin Library, upload a copy of the text into a spreadsheet, with one line of Latin per row (check that the formatting is one that students are familiar with, such as the treatment of consonantal u and capitalisation).
  2. Create five columns alongside the text column: translation, explanatory notes, grammar, literary techniques and themes. Set the text in each column to a different colour; within the themes column, it may be possible to further colour-code by theme.
  3. Share the document with the whole class (teachers might opt to have a student set the document up from the beginning).
  4. As the class studies the text, they fill in the various columns. Every student can contribute, and every student can access the document at school and at home.

Unit 4 Area of Study 2: The themes and ideas of Virgil’s Aeneid

Outcome 2

Identify and discuss the issues raised by the themes and ideas of the prescribed lines and the Aeneid as a whole.

Examples of learning activities

  • Create a character guide for each of the main characters, with key points about each one, supported by references from the text.
  • Using an assigned book of the Aeneid, read and summarise this for the rest of the class, presenting the results as a talk with accompanying written notes.
  • In pairs, study an academic article that is relevant to the study. After reading the article, each pair of students guides their fellow students through the article, bringing out the important points and opening up discussion.
  • Example icon for advice for teachers
    Invite a guest speaker to talk about the themes and ideas of Virgil’s Aeneid. (This might be a retired teacher or an expert from a university.) For this activity it might be practical for a number of schools to band together. Consider approaching lecturers at overseas institutions and having a lecture delivered online.
Example icon for advice for teachers

Detailed example

Theme marking activity

Teacher prepares the following activities for the students.

  1. Discuss assessment criteria with the students, unpacking each one and making sure the students have a clear understanding of what is expected.
  2. Write a sample theme question, and provide examples of a low-scoring, medium-scoring and high-scoring responses. If using examples from a previous year, make sure they are de-identified. It may be necessary for teachers to write the responses themselves.
  3. Sort the class into small groups. Give each group a copy of each of the answers. Each group has to decide which is the low-, medium- and high-scoring response, and why, according to the assessment criteria.
  4. After the class has discussed this and agreed on the correct ordering of the responses, students then choose either the middle- or low-scoring response and write what advice they would give for improving the answer.
  5. Give the students a practice theme question, but tell them not to write their name on it. Instead, ask them to use a number you have allocated to them. Have the students complete the task in 80 minutes. In the next class, distribute the responses randomly. Students can only make constructive comments on the response they are given, and every comment must be based on the assessment criteria. Answers and comments are then returned to the students.