Erin Haney

(215)-478-5008 ︳​erhaney@umich.edu​ ︳715 S. Forest Ave. Apt 202, Ann Arbor, MI 48104

Sample Lesson Plan

Lesson Plan:

Level: ​Latin 2 Timing: ​25 minutes

Objectives

-Students recall and review what they have learned about deponent verbs
-Students are able to identify and translate deponent verbs correctly

Rationale

Earlier this week, students were introduced to deponent verbs. They have worked on some
practice sentences with these verbs in them. On Friday they will be having a quiz on these
verbs as well. As a way to help students think about deponent verbs, I have created a
lesson plan based on Among Us, which is a popular game among kids right now. One of
the aspects of the game is the idea that there is an imposter so I am going to teach
deponents as imposters, as verbs that are impersonating passive verbs in form, but are
translated actively. I hope that by adding this fun aspect to the lesson students will remain
more engaged.

ACTFL Standards Met

Interpretive Communication: ​Learners understand, interpret, and analyze what is read, or

viewed on a variety of topics.
Acquiring Information: ​Learners access and evaluate information that is available through
the language.
Language Comparisons: ​Learners use the language to investigate, explain, and reflect on
the nature of language through the comparisons of the language studied and their own.

Assessment

-Students will demonstrate their ability to identify a deponent verb by determining which
verb form is the “imposter”
-Students will demonstrate their ability to identity and translate a deponent correctly by
reading practice sentences
Materials

Google slides
Zoom

Color Coding

Teacher Thinking
Guessed Student Responses
Script
Transitions
Standards References

Agenda

-Practice identifying deponent verb forms based on their vocab knowledge

-Practice translating deponents in sentences

Activities

Script: Teacher thinking and standards:

Introduction and review (8 minutes):

How is everyone doing today? Always check-in

Can someone remind the class what Have students remind us what deponents
deponent means? are, make sure they remember

(the verb is passive in form and active in

meaning)

How many of you play the game Among Connect the lesson with something a lot of
Us? them play outside of school, hopefully I will
increase interest and engagement
I’m going to admit I don’t know much about
the game, but I do know that there are
imposters in the game. In a lot of ways, we
can think of deponent verbs as imposters, This analogy might help students remember
because they pretend to be passives, they better what a deponent is
look like passives in form, but they act like
actives.

Tomorrow you will be having a quiz on Remind them of their quiz, and show them
deponents, so we are going to practice that this is a way to review for it
identifying “imposters” or deponents based
on your knowledge of the vocab.

Pull up Google Slides

Here we have 4 verb forms, they all look Set up what they are looking for
passive, but one of them is an impostor or a
deponent verb

First, what form do all these verbs look like? Have them first recognize what tense all
What tense? these verb forms are in

(imperfect passive)

Because you have been studying your Have everyone type their answer in the chat,
vocab in preparation for tomorrow’s quiz, can see who got it and who didn’t
which of these 4 is the imposter? Everyone
type your answer in the chat

(proficisciebatur)

Great job! Even though this verb looks like a Have them practice how to translate it
regular imperfect passive verb, because it is correctly
deponent, it would be translated actively. So
how would we translate this verb?

(he/she/it sets out)

Let’s try identifying another imposter. Again, Again have them identify the tense,good
out of these 4 there is one imposter or one practice since they still learned passives
deponent verb. What form do all these relatively recently
verbs look like?

(perfect passive)

Which of these is the imposter? Type your Again, can get a better idea of who knew the
answer in the chat right answer

(secuti sunt)
Great! This is our deponent verb so how
would we translate this verb?

(they follow)

Transition: ​Good job on identifying these
deponent verbs! Now let’s look at some
sentences that tell the story of Hannibal’s
death, be careful to differentiate between
real passives and deponents.
Set them up that in this passage there will
be both passives and deponents so they
need to be paying attention

Practice Sentences (17 minutes):

Let’s translate the first sentence together. Work together on the first sentence to model
[student], can you read the sentence out how I would like them to do it
loud?

(Legati a senatoribus in Bithyniam missi Increase oral proficiency

sunt et Hannibalem a rege petebant.)

Thanks, how about someone mark our Always good practice to text mark to ensure
sentence for us? students know what is going on in the
sentence
(accusative, preposition with ablative, in
with accusative, perfect passive verb,
conjunction, accusative direct object, a with
ablative, imperfect verb)

Good! How would we translate this

sentence?

(The legates were sent by the senators into

Bithynia and they were seeking Hannibal
from the king)

How are the two “a” in the sentence Remind students about ablative agents, and
different from each other? how “a” acts differently with passive verb

(one is with a passive verb so it is an

ablative agent, and the other is with an
active verb so is just in a prepositional
phrase)
For the remaining 3 sentences, you will I want students to have time to work on
work with your partner or partners for 12 these sentences in groups.
minutes in a break out room and translate
these sentences. Make sure you pay
attention to the voice of your words as you
translate. If you run into trouble, remember
that text marking can help you

Put students in breakout rooms for 10 Popping in and out of breakout rooms can
minutes, maybe pop around and check in(?) take a lot of time

When students return:

Let’s go over the sentences! Check the sentences to make sure everyone
is on the same page
How would we translate the second
sentence?

(Hannibal was holding himself in one place,

in a castle, which was given to him by the
king)

Great! Any questions? If students had any trouble on sentences,

(If students say they had trouble with this walk them through the sentence by having
sentence go through word by word and them text mark
mark it)

(subject, ablative adjective modifying loco,

pronoun, verb, prepositional phrase, relative
pronoun referring back to castello and
acting as DO of clause, dative, ablative
agent, passive verb)

[student], how about translating the third

sentence?

(when the servant saw the legates of the

Romans from the door, this attack was
announced to Hannibal)

And the last sentence?

(Hannibal lost hope and drank poison, thus
he died in his 70th year)

Great job with these translations! Did any of Bring it back to being able to identify
these sentences have an imposter in it? deponents

(sentence 4)

Right! What was the deponent verb? Make sure all the students see where the
(Mortuus est) deponent verb was

Remember, deponent verbs are not difficult

as long as you learn your vocab and
remember that they are like imposters
because they look passive but act actively