Omnes Viae Romam Ducunt: All roads lead to Rome

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  3. Interpretive Phase
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  6. Bibliography on Roman roads and travel
Home > Presentational Phase

Presentational Phase

 

Students will (individually) use what they have learned about Roman roads, travel, and culture to plan a trip to Rome, from a given point.  Each will make an oral presentation in English, as if from travel agent to a traveler-customer, of what will be needed for that trip. The student will then become the traveler himself, and give a short speech in Latin, about his trip.  The speech can be read or given from memory.

 

This presentational task requires student to know the directions, availability, names of roads (geography).

Cultural information about lodging opportunities.

Benefits and disadvantages of road system, travel.

 

Student task introduction

Travel Agent and traveler

 Roman travel agent and Roman traveler

 

You are planning a trip for someone to Rome, from some point in the Italian peninsula. You will find your point of origin by drawing a slip with the place name. You may decide the social class and sex of your customer. As the travel agent/advisor, you must decide what road he will  travel, why you choose this road for him, how long you expect his travel to take, what will be his needs along the way, what he will have to plan to take with him, where he will  sleep, how he will eat; how much it will cost him. Will he travel alone? Why or why not? You will want to bring in what you have learned in your research task and in classroom lectures and discussions.

This information you will present in English, as if you were telling the traveler about the upcoming trip.

Then you will switch roles, becoming the traveler himself (or herself), and give, in Latin, a short talk, of perhaps 10 sentences, about your trip.

Of course, as a Roman, you will need to dress appropriately in your tunica and toga/stola.

 

Travelogue in Latin

Story-starter for Latin section

Talking about your trip to Rome</ST1:CITY></ST1:PLACE>:                           50 points (+5 optional pts)

For your travelogue, you need to write a short (about 10 sentences) talk about your own road trip.  You will want to include words from each of the four categories.  A minimum number from each category is suggested (i.e., 4 different verbs). You are welcome to use words not in the box (this includes adverbs), as long as they have occurred in the vocabulary we have learned already.  When you have written your travelogue, you will submit the rough draft to me. I will mark the errors and return it to you for correction.  Having made the corrections, you will then prepare your travelogue for oral presentation to the class. You may read the speech or present it from memory (5 extra points).  Please see rubric for complete explanation of grading.

 

 5 Verbs

ambulare

ire

festinare

exclamare

probare

amare

habere

terrere

augere

est, sunt

 

 

 4 nouns

via

cibus

pecunia

equus

servus

puella

puer

vir

numerus

littera

Quintus

 

   Via _____________

 

 3 prepositions

ad

inter

 in

ab

de

ex

cum

 

 

3 adjectives

durus

longus

bonus

malus

gratus

antiquus

Romanus

clarus

 

Presentational phase rubric

Travel plans and travelogue rubric

Omnes viae Romam Ducunt

Presentational

Phase

85 pt

      Optimē

 

Bene

Satis bene

      Parum

 

 

Grammar

(Latin part)

     20 pt

You use correctly 5 cases (nom, acc, gen., abl, vocative)  5 parts of speech (noun, adjective, verb, preposition, adverb)

2 - 3 tenses (present, future or imperfect)

18 - 20

You use reasonably correctly 3 - 4 cases (nom, acc, gen., abl,)  4 parts of speech (noun, adjective, verb, preposition)

2 tenses (present, future)  

14 -17    

 

You use 2 cases (nom, acc), 3 parts of speech (noun, adjective, verb)

1 tense (present)

Heavy use of est and sunt.

 

9 - 13

You use only 1 case (nominative),  2 parts of speech (noun, verb)

1 tense (present). Very heavy use of est and sunt.

1 - 8

 

 

Vocabulary

(Latin part)

      15 pt

Very wide variety of vocabulary items: lots of different words from Units 1 + 2

This is really interesting!

14 - 15

Fairly wide variety of vocabulary items: quite a number of different words. This is clear but not interesting.

12 - 13

Restricted use of vocabulary items: not very many different words.

This is not interesting.

9 - 11

Very restricted vocabulary, only a few different words.

It’s hard to understand.

1 - 8

 

Content

10 pt (Latin part)

30 pt (English part)

 

You know so much about traveling on the Roman roads. You have told me everything I need to know in order to get to Rome safely and enjoy my trip at the same time.

27 - 30

You seem fairly knowledgeable about  traveling on the Roman roads. I wouldn’t mind giving my business to you or traveling with you.

23 - 26

I am not sure I picked the right travel agent. I don’t think you really know your stuff- about traveling on the Roman roads. Will I be safe? Were you safe when you traveled?    

18 - 22  

I really made a mistake in choosing my travel agent. You know very little about traveling on the Roman roads. This trip is going to be a disaster! I may not even get to Rome. Did you?

  1 - 17

 

Impact

(Latin and English parts)

     5 + 5 pt

[bonus 5 pt for memorized presentation of Latin part]

Wow!  You’re a real Roman! We could listen to you for hours! Will you plan another trip for us? You are a really exciting travel agent/traveler.

Lat 5

Eng 5

Rather interesting. You plan a decent trip, and I think you enjoyed your own trip.

 

 

Lat  4             Eng 4

Probably we’ll be able to get to Rome, but this will be a dull trip. Maybe you don’t really like being a travel agent or traveler.

Lat 3           Eng 3

Oh my goodness, this is so boring.  You really don’t like being a travel agent or a traveler. How soon can we get out of here?

Lat 1 - 2           

Eng 1 - 2

 

 

 

Presentational phase: standards addressed

USA- Standards for Classical Language
Goal: Communication: Communicate in a Classical Language
Standard: Standard 1.2- Students use orally, listen to, and write Latin or Greek as part of the language learning process.
Level: Beginning
Sample Progress Indicator: Students recognize and reproduce the sounds of Latin or Greek.
Sample Progress Indicator: Students write simple phrases and sentences in Latin or Greek.
Goal: Culture: Gain Knowledge and Understanding of Greco-Roman Culture
Standard: Standard 2.1- Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the practices of the Greeks or Romans.
Level: Beginning
Sample Progress Indicator: Students demonstrate a basic knowledge of the daily life of the ancient Greeks or Romans.
Sample Progress Indicator: Students demonstrate knowledge of some famous Greeks or Romans and of selected facts of history and geography of the ancient world.
Standard: Standard 2.2- Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans.
Level: Beginning
Sample Progress Indicator: Students recognize basic architectural features and art forms of the Greeks or Romans.
Author: Louise Wesson
Last modified: 1/30/2008 2:25 AM (EST)