DAILY LESSON PLAN
	WEEK OF: January 28, 2013			COURSE: AP Latin				TEACHER: Snyder
	UNIT: n/a		CHAPTER: n/a	LESSON TITLE AND NUMBER: n/a		LENGTH OF LESSON IN DAYS: 5		REFERENCE MATERIAL: Vergil's Aeneid, Selected Readings from Books 1, 2, 4, and 6, ed. Boyd
	STANDARD (S)	LESSON OBJECTIVES			STUDENT ACTIVITIES	ASSESSMENT METHODS	DELIVERY METHODS		EQUIPMENT AND SUPPLIES
MON.	1.1; 1.2 2.1; 2.2 3.1; 3.2 4.1, 4.2 5.1	work on vocabulary and reading skills; consider how the poet sets forth themes in the opening 33 lines to be dealt with in the rest of the poem			Start on the Aeneid: Read introductory matter carefully; review Life of Vergil from last summer's handout; start on Bk 1, lines 1 - 33	informal checks for comprehension;	discussion		Books; copies of workbook pages
TUES.	1.1; 1.2 2.1; 2.2 3.1; 3.2 4.1, 4.2 5.1	work on vocabulary and reading skills; consider how the poet sets forth themes in the opening 33 lines to be dealt with in the rest of the poem			continue work on Bk 1, lines 1 - 33, writing out "literal translation" and responses to the workbook questions; develop vocabulary lists, flashcards	informal checks for comprehension;	discussion		Note: In terms of the schedules I composed in early November, we must start the Aeneid now, in order to have any chance of finishing by early May; however,
WEDS.	1.1; 1.2 2.1; 2.2 3.1; 3.2 4.1, 4.2 5.1	work on vocabulary and reading skills; consider how the poet sets forth themes in the opening 33 lines to be dealt with in the rest of the poem			continue work on Bk 1, lines 1 - 33, writing out "literal translation" and responses to the workbook questions; develop vocabulary lists, flashcards	informal checks for comprehension;	discussion		there are major defaults in the work on Caesar, ranging from 1 workbook chapter and 5 essays up to a dozen workbook chapters and 18 essays not turned in;
THURS.	1.1; 1.2 2.1; 2.2 3.1; 3.2 4.1, 4.2 5.1	work on vocabulary and reading skills; consider how the poet sets forth themes in the opening 33 lines to be dealt with in the rest of the poem			continue work on Bk 1, lines 1 - 33, writing out "literal translation" and responses to the workbook questions; develop vocabulary lists, flashcards	informal checks for comprehension;	discussion		In other words, we may need to spend the week trying to help students make up the work they said months ago they'd do but haven't done. We really should start
FRI.	1.1; 1.2 2.1; 2.2 3.1; 3.2 4.1, 4.2 5.1	work on vocabulary and reading skills; consider how the poet sets forth themes in the opening 33 lines to be dealt with in the rest of the poem			continue work on Bk 1, lines 1 - 33, writing out "literal translation" and responses to the workbook questions; develop vocabulary lists, flashcards	informal checks for comprehension;	discussion		Vergil together, even if that is not until next week