Anyone who has looked at the Virginia SOL for Latin knows there is not a curriculum guideline for how content is taught. I have used the National Latin Exam’s syllabus as a frame of reference for what grammar knowledge a level one student should know. Per their suggestion, this future lesson only covers how to form the future for 1st and 2nd conjugation, since the remaining three form differently.
For this lesson, it has a bit of influence from Cinderella, because I had a professor that would ask “put it together and what have you go?” when we worked on verbs, and used the mnemonic “1 and 2 bo, bi, bu 3 and 4 ‘a’ and ‘e’ forever more.” The combination of the two phrases made me think of “bibbity bobbity boo.” The same sounds are there, but not in the correct order, for our purposes the line shall be “bobbity, bibbity, boo.” Because there is a story behind the theme of the lesson, that can and should be changed for each educator to engage your students with a silly story about how you learned the language.
With them hooked in by my story, we then set into connecting the previous two days and the exploration of tenses. Once those connections are established, the new body of information is presented using an interactive white board activity. This activity has different colored pumpkins with different verbs and mice, each with a picture of a student over as the heads (since I do not currently have students, names are used with each critter), the teacher is also included. Depending on which mice are pulled to form the ending on the verb will change. If I pull myself and another student, I would use the first person plural active verb ending, “bimus.” If two students are at the board and one pulls the other’s mouse up, the ending would then be “bis.” The activity continues under the students understand how the future tense is formed.
Once you have a pumpkin and mice, the two will become a horse drawn carriage, the future tense of the verb! It’s magic! Or maybe it’s just verb conjugating. This lesson is overall short than the others, because I am not teaching students how to conjugate the three remaining tenses.
To use up the rest of the time, students will use either digital or tactile tools to create monsters. These monsters will be used in the summative quest at the end of the unit. For these monsters, students will pull a verb and a theme out of a bowl. The student will have to use these two words to make a monster that is either relevant to theme or the verb. For example, if a student pulls the verb “peto, petere” and a theme of “ocean” they could create a sea monster or one with many eyes, or a sea monster with many eyes. This will help students build vocabulary, and the verb they use will be the one in the example for that quest question attached to the monster.
In closing I present another Bingo Bonus for the students who take the Opportunity. This bonus is for sentences using the future tense. The student may chose to either mark the appropriate tense, or change a mark from one square to another. However, the next future tense the student gets must be used to mark the appropriate tense. The Bingo Bonus from lesson two still applies.