In this section you will find links to some sample pages.  This should give you a good understanding of the teaching style that our text is written in.  Formatting is not exactly like the book because many pictures have been removed to make these files easier to use.

Vol. I Sample Chapters

Vol. II Sample Chapters

Vol. III Sample Chapters

Vol IV Sample Chapters

Vol V Sample Chapters (Advanced Placement)

Activity Book

(Many additional hints are given throughout the Teacher’s Guide.)

Course Description

This is the introductory course for the middle school or high school level student of Latin which provides an explanation and practice in beginning Latin.  This course focuses on the grammar, vocabulary and structure of the language while introducing some of Roman history and Biblical principles and Scripture.

Course Objectives and Anticipated Results: At the conclusion of this course, the student will be able to demonstrate

1. Comprehension of the structure of Latin, the forms used, the grammar and syntax of the language.
   2. Understanding of the similarities and differences between English and Latin.
   3. Proficiency to allow the student to read simple passages from the Bible.
   4. Some knowledge of the life of ancient Romans and their culture from a Christian perspective.

Materials of Instruction: Textbook, Study Sheets, and Drill Sheets.

Methods of Instruction: Older students can go through the book themselves; younger students need teacher-led instruction.

Sequence of Instruction: A general sequence is: 1.) Read the grammar, 2.) Learn the vocabulary, 3.) Do Study Sheet to reinforce.  4.) Do Drill Sheet for practice,  5.) Complete the Exercises in the chapter including the Reading Lesson 6.) Quiz orally or use bi-chapter tests to evaluate.

Course Requirements and Assessment Methods: Students are expected to score a minimum score of  75% on each test in order to show comprehension and retention of the materials.

You may give the assessment test on page xii if you are not sure your student is ready.

Teacher Instructions are all as complete as these two examples below:

Chapter One Objectives:
At the end of the lesson students will be able to:

• explain the rationale for learning Latin.
• organize Latin assignments in their notebook.
• identify the parts of speech in English.

Introduction.
The Teacher’s Guide is composed of all the student text, the Study Sheets, the Drill Sheets, and Tests, plus instructions for teaching.  Answers are written in Arial Font (like this) and the actual text copy is written in Times New Roman (like this).  Page numbers which correspond with the student text are given at the top of pages, and page numbers for the Teacher’s Guide are in Roman numerals at the bottom of each page.
The vocabulary in the Teacher’s Guide has diacritical marks and accent marks to help you, the teacher, with ecclesiastical pronunciation.  These marks are not in the student text.  You will notice that the rules for this pronunciation are not as strict as they are for the classical pronunciation; some variation occurs.

There are two extra sections of your notebook for which we do not give any information: the “Cultural” and the “Bible” sections.  These are places where you can add any historical reports that the students do, music you find that is in Latin, or any extra Bible study which is prompted by the lessons. Material for each other section is included in the text.  A textbook is just a “jumping off place” where you get ideas for extra reports, journal activities, etc.
The Lord’s Prayer is in the very back of the book.

Chapter One.

1. Read I and II together. Discuss.
   In section I, you may want to highlight “reasons for studying Latin”, and in section II, you may highlight “three stages of the Trivium approach to education”.
2. Read III and take time to set up notebooks and vocabulary card index.
   You will find the definition for the parts of speech in the box on page 3.
3. Read IV, and take time to copy the chart. Copy each part of speech on a separate piece of paper with the name of each part of speech as the title. Under that, copy the information in the box for each one, and then put them in the section of your notebook which is titled “Grammar”.
4. Have the students title a piece of notebook paper with the word “Phrases”. Fold the paper in half lengthwise, making two columns. Title the first column “Latin” and the second column “English”.  Write the Latin phrase at the beginning of each chapter on this sheet.  Discuss the phrase, and have the student put the paper into his notebook in the section titled “Phrases”.  There is a phrase page in the Teacher’s Guide.  You may also use this to teach the student some commonly used secular phrases.
   Student’s Written Work:
   5. Answer questions 1-4 on the bottom of page 3.
   6. Students should memorize the parts of speech and their meanings.

Chapter Four Objectives:
At the end of the lesson students will be able to:

• label the case required for each noun in a given sentence.
• recite the endings for each case, singular and plural, for first declension nouns.
• say the meanings for each vocabulary word in the lesson.

Chapter Four

1. Enter the phrase at the top of page 21 into the notebook.
2. Read and discuss I and II on pages 21 and 22.
3. Copy boxes on pages 22 and 23 following the directions. Merely understanding the material in the box on page 22 is sufficient, but the information in the box on page 23 has to be memorized.
4. Do Study Sheet questions 1-9.
5. Read and discuss section III. (See instruction numbers #8, 9, and 11 in Chapter Three for additional directions.) All of the words labeled “f.” should be put on the pink cards.  “Poeta” is the only one that you put on a blue card.
6. Student must memorize vocabulary by drilling vocabulary cards every day, and drilling each noun in the vocabulary list, using the chart on page 23, until they are all learned.
7. Do questions 10-12 in the Study Sheet.
8. Read and discuss section IV of the text. Follow the directions and copy the information in the boxes on page 24 and enter it into your notebook.
9. You may have students do the Drill Sheet side one for Chapter Four now. It is easier to have student do this orally with you, if you have time, or else as independent work.
10. Do questions 13-30 in the Study Sheet next.

11 . Written work- V.  Exercises.  Teacher reads the Latin; the student echoes.  (or use tape or CD)  Exercise A, page 24.

1. To easily conjugate the verbs, fold a paper in half to make two columns; title the first column “singular” and the second column “plural”. Copy the paradigm given in the box on page 23, using different verbs.
2. Do Exercises B and C on page 24, following directions in the text.
3. For Exercise D, student needs to copy the sentences, leaving a blank line between sentences as he copies them. Then, follow the directions given.
4. Read and discuss VI. Teacher reads a sentence aloud; student reads the same sentence after the teacher, or have student listen to tape or CD.  Have the student read the sentence in Latin first aloud, then translate it into English orally.  Do the same with the questions at the end of the story.  Then have the student do the whole Reading Lesson as a written work assignment.
5. Look at the maps in section VII. (Overhead sheet)
6. On the top map have the student find the city of Roma and mark it with a red map pencil.
7. On the bottom map have the student find the city of Vercellae and mark it with a red map pencil.
8. On the top map, find the approximate location of the city of Vercellae, and mark it with a red map pencil.
9. Do page two of the Drill Sheet.
10. Review all material one day, and then the next day give student “Test Two”.
11. Go over the test and make sure the student corrects anything he missed.