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Latin 4

Enrollment and Placement

To help ensure that students enroll in the correct course levels, Scholé Academy requires many students to complete placement evaluations. Placement evaluations are only provided to students after the corresponding course registration has been completed. A placement assessment will be required in the following situations:

  • if the student falls outside of the stated age/grade range for the class.
  • if the student needs to demonstrate a certain level of skill and proficiency for the course.
  • if the student has completed prerequisite requirements somewhere other than Scholé Academy (e.g., at home or with another school). In this case, our instructors will need to verify that the student has adequately fulfilled the prerequisite requirements.
  • if a placement assessment has been recommended by a Scholé Academy instructor.

First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Parents are encouraged to connect with the Scholé Academy Principal and/or with the course instructor to make the best enrollment decision for their student.

Registration is not finalized until the student’s placement assessment has been returned by the course instructor with placement confirmation.

There is a $75 deposit built into the cost of each course.

  • Withdrawals requested before May 1 are granted a full refund, including the full $75 deposit.
  • On May 1 and before July 31 withdrawals are granted a full tuition refund less the $75 deposit.
  • On August 1 and before the drop/add deadline, withdrawals are granted a ½ tuition refund

View our full assessment policies and enrollment and withdrawal policies in the Student-Parent Handbook.

Latin Placement Process

For registered students, please anticipate contact regarding placement evaluations from instructors by May 15th and throughout the summer. Students must be registered in a Latin course to receive a placement assessment. Latin classes have a  detailed and specific placement process.

Learn more about the Latin placement process here.

Students having successfully completed the equivalent of Latin 1–3 are eligible to enroll in Latin 4. In Latin 4, students will apply their Latin knowledge and skills to the task of translating longer passages using Latin Alive! Reader. Students spend most of their time reading and translating original Latin works that span the centuries, from Cicero’s Art of Friendship to Latin ecclesiastical writers (such as Augustine) to historians (such as Bede) to monarchs (such as Queen Elizabeth) to scientists (such as Isaac Newton). This course also incorporates lessons on original Latin poetry and provides historical information about Latin poets.

Placement: Please read about our new process above.

Latin 4 offers a diverse set of readings through which the students will review what they already know of Latin grammar and syntax. The goal is to learn to read Latin with facility and to get a sense of the variety of genres in which Latin was employed.

Lessons will be supplemented with readings and historical studies which put the language into its ancient context. Parents are encouraged to look through the textbook to get a sense of the variety of auxiliary activities, some of which will be utilized during classes and homework assignments.

Homework will consist of written translations, practice questions, and review for tests. Students will also be encouraged to build their own timeline, based on the historical figures and events we encounter along the way. By the end of the year they should have developed their own chronological overview.

We plan to read six classical authors (Cicero, Caesar, Phaedrus, Catullus, Vergil, and Ovid), while leaving the remaining readings up to the choice of the students.  There is no way to cover all the readings in the book, but we are excited with the unique opportunity students have to participate in choosing the authors they want to read. The class is designed so that students will be able to transition smoothly to AP Latin Preparation next year. Mastery of previously learned material is of utmost importance.

Note: Classical pronunciation is used in this class

  • This course is designed for students who have successfully completed our Latin 3 course, or an equivalent course of study.

High School Credit: This course is the equivalent of one high school credit in foreign language.

Syllabus:

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For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.

  • With Parent Support: Skills that most lower school students will need help with.
  • Developing: Skills that the instructor will help develop and emphasize throughout the year.
  • Mastered: Prerequisite skills that the instructor is expecting students to possess.

Schoology

  • Developing
    • Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
    • Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).
    • Be able to respectfully and wisely engage with other students and the instructor on Schoology discussion boards.
    • Be able to respectfully, wisely and formally engage with instructor through private Schoology messaging.
  • Mastered
    • Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.

Writing

  • Developing
    • Be able to build and use alphanumeric outlines as part of the writing process.
    • Be able to self-edit written submissions for grammar and spelling mistakes.
    • Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
    • Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
    • Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
    • Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
  • Mastered
    • Be able to hand-write answers in complete sentences.
    • Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
    • Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.

Reading

  • Developing
    • Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
    • Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
    • Be able to identify key terms in a passage, and follow the author’s argument.
    • Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
  • Mastered
    • Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).

Typing

  • Developing
    • Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
    • Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
    • Be able to type paragraph essays (short essays, and 5 or more page essays).
  • Mastered
    • Be able to type short answers in complete sentences.

In-Class

  • Developing
    • Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
    • Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
    • Be prepared to thoughtfully answer questions when called on in a group setting, during class.
    • Follow along with instructor-led note-taking and record notes during class.
    • Follow along with instructor-led workbook completion and record answers during class.
  • Mastered
    • Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.

Study

  • Developing
    • Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
    • Be able to schedule and manage multiple projects from multiple instructors and courses.
    • Be able to schedule time outside of class to complete independent review of materials.
    • Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
  • Mastered
    • Be responsible to study at home for quizzes, tests and other assessments.

Math Skills

  • Developing
    • Be able to deductively apply content and previously learned mathematics skills and processes to the understanding of newly introduced content.

Latin 4 Image*Required Texts

 

*Required texts are not included in the purchase of the course.

 Danae McGregor Edsall holds a BA in classical liberal arts with an emphasis in literature and Latin from Patrick Henry College in Purcellville, Virginia. Danae’s own background in public, home, and private school traditions has provided her with a unique perspective on the intricacies of each system. She has taught in a variety of education models, including private, homeschool co-op, classical, and subject-specific tutoring. Her teaching experience spans nearly all levels of education from primary to secondary school. Danae finds her deepest joy in teaching the humanities, including English, composition, logic, literature, history, poetry, and Latin. Most recently, she taught Latin for 5 years and served one year as the foreign language department chair at a private school in northern Virginia, where she oversaw the administration of the Spanish, French, and Latin programs for the school. Danae believes that language plays a beautiful and powerful role in the pursuit of the true, the good, and the beautiful. Whether through reading well-known stories or writing a complex epigram, she is convinced that the study of language offers something for everyone to learn. In fact, it was the learning, studying and ultimately, teaching of Latin that solidified Danae’s desire to educate: docendo, discitur (by teaching, one learns).

Danae currently lives in the mountains of Blacksburg, Virginia, where she enjoys an active and often adventurous lifestyle. She spends much of her time weight training at a local gym, biking around the New River Valley on both road and trail, hiking on the weekend with friends, cooking and baking, reading yet another book, or traveling to see family. Danae is thankful for the Lord’s providence in her life to infuse her multifaceted background with greater purpose than she can see, and she is excited to partner with her brothers and sisters in growing Christ’s kingdom through education.

Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:

  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

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First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.

 

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Read the Student-Parent Handbook.

Please take careful note of our teaching philosophy, our technology requirements, our school policies, the parent agreement, and the distinctions between our grade levels.

Double-check the course section dates and times.

Make sure they don't conflict with other activities in your schedule or other courses you are purchasing. Our system will not catch double-bookings!

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Our Assistant to the Principal will be in touch with you after your enrollment to help you with next steps, including any placement evaluations that may be required for your course selections.

This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.

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