CPL Panel: Teaching Latin
in the 21^st Century Classroom

1. Student-generated Grammatical Definitions:  WAC in the Latin and Greek Classroom
2. Vergil's Demands on His Readers
3. Catullus, Martial and Latin Haiku for the Secondary Classroom
4. Real Latin: Vergil in a Level 1 Latin Classroom

This panel will offer four papers addressing issues of grammar and reading methodologies applicable in today's modern Latin classroom environment. The order below (certainly not fixed) begins with a paper discussing a fresh approach to perceiving/understanding grammatical functions peculiar to Latin and other inflectional languages. The second paper discusses a specific author, Vergil, and how his use of grammatical constructions was directly connected to what would enable a listener to comprehend the poetry. The third paper demonstrates the value of introducing Catullus and Martial early in Latin instruction to underline the importance of a thorough understanding inflectional forms (especially noun/adjective agreement).  The final paper will also underline the importance of mastering inflectional forms early in one's Latin education with an emphasis as well on the value of using authentic texts to introduce students to great classical literature—the whole point of studying Latin to begin with.

Student-generated Grammatical Definitions:  WAC in the Latin and Greek Classroom
Charles Lloyd, Classics Department, Marshall University, One John Marshall Drive, Huntington WV 25755-2642, palruth@adelphia.net

Vergil's Demands on His Readers
Dan McCaffrey, Daniel V. McCaffrey, Dept of Classics, Randolph-Macon College, PO Box 5005, Ashland, VA 23005, dmccaffr@rmc.edu

Catullus, Martial and Latin Haiku for the Secondary Classroom
Barbara Merry, Millburn High School in Millburn, NJ, barbaramerry@yahoo.com

Real Latin: Vergil in a Level 1 Latin Classroom
Ginny Lindzey, Porter Middle School, Austin TX, ginlindzey@lindzey.us