Baucis and Philemon Storyboard Activity
by Melanie Elizabeth Rund
Subject: Ovid‟s Metamorphoses, Book 8 lines 611-724
Grade Level Indicator: Advanced
Standards for Classical Language Learning:
Goal: Communication
Standard 1.1 Students read, understand, and interpret Latin or Greek.
Standard 1.2 Students use orally, listen to, and write Latin or Greek as part of the language learning process.
Goal: Communities
Standard 5.1 Students use their knowledge of Latin or Greek in a multilingual world.
Lesson Objectives:
Students will be able to
-Translate Book 8 lines 611-724
-Subdivide the story into at least six essential scenes
-Create a visual representation of each scene
-Write one summative and one descriptive Latin sentence about each scene
-Present their story-boards to their peers
-Compare and contrast their own story boards with those of their peers
(Shrum Appendix 3.4)
Anticipatory Set: Introduce this lesson as a way to review and reflect on the Baucis and Philemon story which the students have just read in Latin. Also emphasize that the descriptive sentences that students will write will provide an opportunity for creativity. Finally, the introduction should emphasize that the storyboards, which will be posted in the school hallway, will be an opportunity for Latin students to share with the larger community.
Instructional Strategies:
Pair work
Interpersonal Communication
Presentational Communication
Authentic Texts
Student output
Peer feedback
Materials:
Latin text
Poster board
Markers/colored pencils/crayons
Latin dictionaries if needed
Other materials requested by students
Procedures:
Procedure 1: Approximately 35 minutes of in class time, with the remaining work as homework. Divide students into pairs.
a. With their partners, students will decide how to subdivide the Baucis and Philemon story, making sure to select at least six scenes and in those selected scenes, to include pre climatic events, the climactic event, and post climactic events.
b. Students will then visually represent the scenes that they have selected, in the correct narrative sequence, on the poster board. Ideally, students will draw the scene, but other creative visual representations should be encouraged, as long as they are clearly understood on paper.
c. Students will then collaborate to write two Latin sentences as captions to their story board visuals. The first sentence should briefly summarize the action of the scene. The second sentence should be a description of some aspect of the scene. (For example, “The house of Baucis and Philemon was humble in appearance, with its thatched roof, small size, and low, rough hewn doorway.”)
Procedure 2: Approximately 5-7 minutes per presentation, with time for discussion at the end Students will present the story boards to their peers.
a. In class, students will describe their visual representations, and they will speak their Latin sentences allowed to the class in both Latin and English.
b. After all the groups have presented their story board, the class will have a reflective conversation about the project. This discussion will foreshadow future consideration of the reception of the Metamorphoses. 1. What elements of the story were most frequently represented? 2. How did the storyboards differ?
c. Students will display their storyboards in the school hallway, or somewhere that they will be visible to the rest of the student population.
Assessment and Evaluation:
The students‟ storyboards will be evaluated according to rubric #3, tailored to match the requirements of the assignment.
Rubric #3 (points)
10 Excellent
9-8 Demonstrates High Proficiency/Quality
7-6 Clearly Demonstrates Proficiency/Quality
5-4 Demonstrates Progress towards Proficiency
3-2 Demonstrates Strong Need for Intervention
1 Assignment is Inappropriate or Falls below above Descriptions
(Adapted from Torlone “Reading Rubric”)
Author: Jennifer Cyr (adapted from Melanie Elizabeth Rund)
Title: Baucis and Philemon Storyboards
Suggested Grade Level:
11th and 12th
Estimated Lesson Time:
100 minutes
Student Prior Knowledge:
Students have a sufficient knowledge of Ovid and the collection of Metamorphosis poems in general. Students are proficient in translating Latin into English at an advanced level. Students will have prepared a translation of the Baucis and Philemon story prior to class, either as a class activity/class work or as homework. Students will also be familiar with literary elements and terms.
Standards:
Standard 1.1 Students read, understand, and interpret Latin or Greek.
This standard correlates to WL.K12.1: The student will be able to understand and interpret information, concepts, and ideas orally from a variety of culturally authentic sources on a variety of topics in the target language.
This standard also correlates to WL.K12.2: The student will be able to understand and interpret information, concepts, and ideas in writing from a variety of culturally authentic sources on a variety of topics in the target language.
Standard 1.2 Students use orally, listen to, and write Latin or Greek as part of the language learning process.
This standard correlates to WL.K12.3: The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a
variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.
Standard 5.1 Students use their knowledge of Latin or Greek in a multilingual world.
This standard correlates to WL.K12.9: The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment.
Goals:
Apply knowledge of Latin to translate into English Ovid’s story of Baucis and Philemon. Translating accurately is important for interpreting the author’s meaning and, through this, coming to a better understanding of the world and language of the ancient Romans, as well as our own.
Divide and arrange the story into six separate scenes. This will allow students to look at each section of the story in more detail while allowing them to organize their thoughts by arranging the story in a logical order.
Illustrate each scene and support the illustrations with Latin text from the story. This is important to assist students in processing information and understanding how the author decided to portray the story. It also encourages students to use specific details to support their ideas.
Describe the illustration and present it to the class. Compare and contrast illustrations with those other students completed. This helps develop a student’s ability to verbally express their ideas and present to others their thoughts. Comparing and contrasting also helps them to understand how others can have various interpretations of a story.
Learning Objectives/I Can Statements:
I can translate a story from Ovid’s Metamorphosis from Latin into English with few mistakes, occasionally using an aid such as a dictionary.
I can illustrate the story to portray the action and descriptions used in the story by Ovid by using statements from the Latin text to support my visual depiction of the story.
I can compare my classmates’ illustrations to my own. This means I can point out the differences and similarities in the various styles we used to present the story and how these similarities or differences influenced the way we viewed the story.
Resources:
Latin text of Ovid’s Metamorphosis from
Latin-English dictionary, if needed
Color Printer
Procedures:
1. I/teacher ask you/students if you/students have any questions concerning the story of Baucis and Philemon that you/students translated for homework prior to the class period. We/class look at the online text from to review the homework and clear up any confusion about the translation. (15-20 minutes)
2. You/students will split into groups of two or three. In these groups, you/students will decide how to subdivide the Baucis and Philemon story, making sure to select at least six scenes and in those selected scenes, to include pre climatic events, the climactic event, and post climactic events. You/students are have previously learned these terms, but I/teacher review what pre climatic, climatic, and post climatic events mean. (10-15 minutes)
3. You/students will then visually represent the scenes that you/students have selected, in the correct narrative sequence, using Students will collaborate to write two Latin sentences as captions to their story board visuals. The first sentence should briefly summarize the action of the scene. The second sentence should be a description of some aspect of the scene. (For example, “The house of Baucis and Philemon was humble in appearance, with its thatched roof, small size, and low, rough hewn doorway.”) When the six storyboards are complete, students should print out each one. (30-40 minutes)
4. You/students will show their storyboards and describe their visual representations before us/class. You/students will speak the Latin sentences used as captions out loud to us/class in both Latin and English. (15-20 minutes)
5. After all the groups have presented their story board, the class will have a reflective conversation about the project. This discussion will foreshadow future consideration of the reception of the Metamorphoses. Discussion questions include: What elements of the story were most frequently represented? How did the storyboards differ? (5-10 minutes)
6. Students will display their storyboards in the school hallway, or somewhere that they will be visible to the rest of the student population.
Assessment:
The students’ storyboards will be evaluated according to rubric #3, tailored to match the requirements of the assignment.
Rubric #3 (points)
10 Excellent
9-8 Demonstrates High Proficiency/Quality
7-6 Clearly Demonstrates Proficiency/Quality
5-4 Demonstrates Progress towards Proficiency
3-2 Demonstrates Strong Need for Intervention
1 Assignment is Inappropriate or Falls below above Descriptions
(Adapted from Torlone “Reading Rubric”)
Extensions and Adaptations:
Advanced students who are comfortable using the technology may be allowed to create their own animated video using rather than using Doodle Splash. These students are also encouraged to work with their peers who may be struggling or would like additional help. This cooperation enhances the learning process of both the struggling student and the advanced learner as the struggling student receives the help he/she needs from a peer they can easily relate to and the advanced learned solidifies his/her existing knowledge on the topic by finding new ways to expound on the topic by trying to teach it.
Students who struggle with this topic and/or class activity may be allowed to work with an advanced student or another student that he/she works well with and can learn and improve with.
For students who have trouble focusing, teacher should present these tasks to these students one at a time.