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New Steps in Latin
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New First Steps in Latin Lee Pearcy, Mary Allen, Thomas Kent, Michael Klaassen, Mary Van Dyke Konopka, and Alexander Pearson Episcopal Academy 2005 • 1-58510-008-0 • paper • 104 pages • 8 ˝ x 11 • $19.95 
New Second Steps in Latin Michael Klaassen, Mary Allen, Thomas Kent, Elizabeth Kennedy Klaasen, Mary Van Dyke Konopka, and Lee Pearcy Episcopal Academy 2005 • 1-58510-045-5 • paper • 104 pages • 8 ˝ x 11 • $19.95 
New Third Steps in Latin Mary Van Dyke Konopka,Michael Klaassen, Mary Allen, Lee Pearcy, Michelle Domondon, William McArdle, and Thomas Kent Episcopal Academy 2005 • 1-58510-095-1 • paper • 138 pages • 8 ˝ x 11 • $19.95 
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Description New Steps in Latin is a three book series designed specifically for middle school students (grades 6-9). The texts employ a minimum of explanation of grammatical principles, but focus on learning through numerous examples. The series offers students a complete graded introduction to Latin and grammar. Each book consists of 30 lessons intended for a year-long course in Latin. Taken together, the three books form a complete course for grades 7-9 or 6-8. Vocabulary in the series is based on Cicero, Vergil, Ovid, and Pliny. After completing New Steps in Latin, students will be ready to read these or other unaltered Latin authors. New First Steps (grade 6 or 7): conjugations 1-4, active and passive voice; declensions 1-5; simple sentences New Second Steps (grade 7 or 8): participles, infinitives, relative clauses, indirect statement; complex sentences; connected reading New Third Steps (grade 8 or 9): uses of the subjunctive, gerund and gerundive; excerpts from Caesar, Bellum Gallicum
New Steps in Latin concentrates on essential grammar and morphology, and on the syntax of simple, compound, and complex sentences. It combines a minimum of explanation with a maximum of exercises (at least 40 sentences per lesson). It can be used alone, as a main text supplemented by readings and cultural material, or as a supplementary grammatical worktext for a reading-oriented course. The three books together can also function as a quick Latin review. |
Authors This series has been the result of a group effort of instructors in Classics at The Episcopal Academy in Merion, Pennsylvania. The project was initiated by Lee Pearcy who has taught Latin and Greek for more that 30 years at all levels from middle school to graduate school and is the author of numerous articles, book reviews, textbooks, and scholarly studies.
Mary Allen, Thomas Kent, Michael Klaassen, Mary Van Dyke Konopka, and Alexander Pearson of the Department of Classics at The Episcopal Academy in Merion, Pennsylvania, make up the team of experienced, effective Latin teachers who have worked together for years to prepare this successor to Francis Ritchie’s classic 19th-century texts, First, Second and Third Steps in Latin. |
Table of Contents New First Steps In Latin Lessons I. Verbs; First Conjugation: Present Tense, Active Voice II. First Conjugation: Imperfect and Future Tenses, Active Voice III. First Conjugation: Perfect/Aorist Tenses, Active Voice IV. First Conjugation: Pluperfect and Future Perfect Tenses, Active Voice; The Sentence V. Nouns; First Declension; The Nominative Case; Subject Agreement with Verb VI. Second Conjugation: Present System, Active Voice; Direct Objects of Transitive Verbs. VII. Second Conjugation: Perfect System, Active Voice; Gapping. VIII. Second Declension Nouns: Masculine IX. Second Declension Nouns: Neuter; Puer. X. Third Conjugation: Consonant Verbs: Present System. XI. Third Conjugation: Consonant Verbs: Perfect System; Compound Subjects. XII. Adjectives: First and Second Declension; Adjective Agreement. XIII. Adjectives: First and Second Declension with -er. XIV. Fourth Conjugation: Present System, Active Voice XV. Fourth Conjugation: Perfect System, Active Voice; Genitive of Possession XVI. Third Conjugation: I-Stem Verbs: Present System, Active Voice XVII. Third Conjugation: I-Stem Verbs: Perfect System, Active Voice; Prepositions with Acc. XVIII. Irregular Verb: Sum; Predicate Noun; Predicate Adjective XIX. Third Declension Nouns: Masculine and Feminine XX. Third Declension Nouns: Neuter XXI. Third Declension Nouns: I-Stems XXII. First Conjugation: Present System, Passive Voice; Ablatives of Agent and Means XXIII. First Conjugation: Perfect System, Passive Voice; Participle Agreement XXIV. Prepositions: with Ablative, with Accusative; Intransitive Verbs XXV. Adjectives: Third Declension; Attributive, Predicative, Substantive XXVI. Adjectives: Two Termination, One Termination; Irregular Third Declension Nouns XXVII. Second Conjugation: Present System, Passive Voice; Apposition XXVIII. Second Conjugation: Perfect System, Passive Voice; Ablative of Time When XXIX. Fourth Declension Nouns: Masculine, Feminine, and Neuter XXX. Third Conjugation: Present System, Passive Voice; Accusative of Duration of Time XXXI. Third Conjugation: Perfect System, Passive Voice; The Dative Case XXXII. Fifth Declension Nouns: Masculine and Feminine; Review of Noun Endings XXXIII. Fourth Conjugation: Present System, Passive Voice XXXIV. Fourth Conjugation: Perfect System, Passive Voice
Appendix Readings Grammatical Catechism Sentence Diagramming Synopsis of amo Table of the Four Verb Conjugations, Active Voice Table of the Four Verb Conjugations, Passive Voice Table of the Five Noun Declensions Table of Adjective Declensions New Second Steps in Latin Lessons Pages I. Demonstratives: Is, Ea, Id and Idem, Eadem, Idem II. Personal Pronouns; Cum as Enclitic III. Participles IV. Infinitives; Complementary Infinitive V. Review I-IV; FYI: Compounds of Ago VI. Hic, Haec, Hoc; Formation of Adverbs VII. Reading: Connected Prose; Perseus 1 and 2 VIII. Regular Comparison of Adjectives; Quam; Ablative of Comparison IX. Irregular Comparison of Adjectives; Ablative of Degree of Difference X. Review VI-IX; FYI: Prefixes: dis-, ante-, post- XI. Ille, Illa, Illud and Iste,Ista, Istud; Cause: Ob or Propter with Accusative and Ablative of Cause XII. Reading: Connecting Ideas; Perseus 3 and 4 XIII. Possum; Uses of Infinitives: Accusative and Infinitive with iubeo and veto, Subject, Object XIV. Reflexive Pronouns and Adjectives; Cum as Enclitic; Eius, Eorum, Earum XV. Review XI-XIV; FYI: The Compounds Possum and Nemo XVI. Relative Pronoun: Qui, Quae, Quod; Antecedent and Third Rule of Concord; Cum as Enclitic XVII. Reading: One Thing at a Time; Perseus 5 and 6 XVIII. Deponent Verbs XIX. Fero; Ablative of Manner XX. Review XVI-XIX; FYI: Compounds of Fero and Sequor XXI. Volo, Nolo, Malo; List of Verbs with Complementary Infinitives XXII. Reading: Dividing the Sentence (1); Perseus 7 and 8 XXIII. Indirect Statement: Accusative and Infinitive with Introductory Verb in the Present Tense XXIV. Indirect Statement with Introductory Verb in Various Tenses; Pronoun Subjects XXV. Review XXI-XXIV; List of Introductory Verbs for Indirect Statement; FYI: Compounds of Sum and Volo XXVI. Eo; Ipse, Ipsa, Ipsum XXVII. Reading: Dividing the Sentence (2); Perseus 9 and 10 XXVIII.Comparison of Adverbs; Comparison with Magis and Maxime; Quam with the Superlative XXIX. Adjectives with Genitive in –ius and Dative in –i; Cardinal Numbers 1-10, 100; Ordinal Numbers XXX. Review Lessons XXVI-XXIX; FYI: Compounds of Eo; Perseus 11 APPENDIX Rules of Syntax Regular Verb Conjugations: Indicative, Participles and Infinitives Irregular Verb Conjugations: Indicative, Participles and Infinitives Deponent Verbs: Indicative, Participles and Infinitives Noun Declensions Adjective Declensions Comparison: Adjectives and Adverbs Pronoun Declensions Demonstratives and Intensive Numbers Classified Vocabulary Latin - English Vocabulary English - Latin Vocabulary Index New Third Steps in Latin I. Subjunctive Mood; Present Subjunctive; Hortatory/ Jussive Subjunctive II. Present Subjunctive of Irregular Verbs; Purpose Clauses; Relative Clauses of Purpose III. Imperfect Subjunctive; Sequence of Tenses; Purpose Clauses in Secondary Sequence IV. Perfect Subjunctive; Result Clauses V. Pluperfect Subjunctive; Cum Clauses VI. Review: Lessons I-V VII. Correlatives; Domus, Rus; the Locative Case; Vīs VIII. Direct Questions, Interrogative Particles IX. The Imperative Mood; the Vocative Case X. Irregular Verb - Fiō, fīerī, factus sum; Certiōrem facere XI. Review: Lessons VI – X XII. Indirect Questions XIII. The Ablative Case; Separation, Specification, Description; Ablative Uses XIV. Ablative Absolute XV. The Dative Case; Dative with Special Verbs; Dative of Possession, Purpose, Reference; Double Dative XVI. Review: Lessons XII – XV XVII. Conditions XVIII. Gerunds XIX. Gerundives XX. Passive Periphrastic XXI. Review: Lessons XVII – XX XXII. Indirect Commands XXIII. Subjunctive Relative Clauses; Relative Clause of Purpose, Characteristic, and Result XXIV. Supines and Purpose Review XXV. Subordinate Clauses in Indirect Discourse XXVI. Review: Lessons XXII – XXV XXVII. Impersonal Constructions XXVIII. Clauses of Fearing XXIX. The Genitive Case; Partitive; Genitive of Description; Objective Genitive; Meminī and oblīviscor XXX. Review: Lessons XXVII – XXIX Readings and Notes Rules of Syntax Regular Verb Conjugations Irregular Verb Conjugations Deponent Verb Conjugations Noun Declensions Adjective Declensions Comparative Adjectives and Adverbs Pronouns Demonstratives Numerals Classified Vocabulary Latin - English Vocabulary English - Latin Vocabulary Index
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Ancillaries All requests for Teacher's Manuals and Answer Keys need to be faxed on department letterhead to (978) 462-9035. Instructor's Manual 2005 • 1-58510-026-9 • paper • 28 pages • 8 ˝ x 11 • $19.95  Answer Key 2007 • 978-1-58510-250-1 • paper • 139 pages • 8 ˝ x 11 • $24.95 |
Preface New Steps in Latin is grounded in pedagogical practice. It is based on an old idea, that learning Latin plays an important role in the cognitive development of all young adolescents. It is based on a new idea, that learning Latin by the grammar-translation method can help students who process language in non-standard ways to become aware of language and their own use of it. In 1995-96, two members of The Episcopal Academy’s Classics Department team-taught an eighth-grade Latin class. Several students in the class were finding it hard to learn Latin, and the two teachers worked with them individually and in small groups, all the time trying to identify the sources of their difficulties. All six members of the department became drawn into this intriguing pedagogical problem. Working together and with our students, we discovered that many of the students had identifiable learning differences. They experienced great difficulty with the layout and presentation of their textbook, an in-house reprint of Francis Ritchie’s Second Steps in Latin, which was first published in 1898 and issued in revised editions until 1978. The textbook’s age was not the problem. Ritchie’s venerable text, along with his First Steps in Latin, was still the best textbook that we could find for our middle schoolers. We had tried or evaluated the others, and they did not work in our classrooms. From this experience, and from dozens of conversations and classroom experiments, has come New First Steps in Latin. In the summer of 1998, with the support of Episcopal’s Class of 1944 Fund and Parents’ Association, we spent six weeks working full-time on Phase I of this project. We prepared a draft of New First Steps in Latin, began work on the Internet-based version of this text and its teachers’ manual, and began investigations that will ground our pedagogical intuitions in modern work on cognitive processes and learning styles. During the 1998-99 school year a draft was tested with one section of middle-school beginners, and work continued, again with support from Episcopal’s Class of 1944, during the summer of 1999. We hope to follow New First Steps with New Second Steps, a teachers’ manual, Internet-based instructional material, and other instructional tools. It is a pleasure for us to thank here some of those who have made this book possible. Episcopal Academy’s Class of 1944, and in particular H. Alan Hume, Bruce Mainwaring, and Newbold Smith, led the way in supporting our work on this book. Jay Crawford, Randy Woods, Jon Kulp, and other members of Episcopal’s administration encouraged us to turn our ideas into print and practice and gave us the freedom to do so. Ron Pullins and his staff at Focus Publishing encouraged us along the way and turned our computer files into a book. Finally, through their energy, enthusiasm, and eagerness to learn, our students in Episcopal Academy’s Middle and Upper Schools have contributed more to this book than they may know.
The Episcopal Academy Classics Department Lee Pearcy, Mary Allen, Tim Kent, Michael Klaassen, Molly Konopka, Alex Pearson |
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