Study Guide
Field 119: Latin CST
Pedagogical Content Knowledge
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Directions for Pedagogical Content Knowledge Assignment
For the Pedagogical Content Knowledge section of the test, you will write a response of approximately 400 to 600 words in English to an assignment.
Read the assignment carefully before you begin to write. Think about how you will organize your response. You should use your time to plan, write, review, and edit your response to the assignment. Your final response must be typed in the on-screen response box presented with the assignment.
Please note that special characters (such as letters with accents or other diacritical marks) cannot be entered using the keyboard, but are available for insertion in the on-screen response box. To access these characters, click on the
button that appears in the upper left corner of the screen. Using the mouse, double-click on the character you wish to include in your response, or click on the character and then select " start bold Insert end bold ." The character will be inserted where the cursor is positioned in the response box.
Your response will be evaluated according to the following criteria:
- start bold COMPLETENESS: end bold The degree to which the response addresses all parts of the assignment
- start bold ACCURACY: end bold The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively
- start bold DEPTH OF SUPPORT: end bold The degree to which the response provides appropriate examples and details that demonstrate sound reasoning
Your response will be evaluated on the criteria above, not writing ability. However, your response must be communicated clearly enough to permit valid judgment of your knowledge and skills. Your response must be your original work, written in your own words, and not copied or paraphrased from some other work.
Be sure to write about the assigned topic. Remember to review what you have written to ensure that you address all aspects of the assignment and make any changes you think will improve your response.
Select the start bold Next end bold button to continue.
Sample Pedagogical Content Knowledge Assignment
Competency 0004
Pedagogical Content Knowledge
start bold Use the information below and the exhibit provided to complete the assignment that follows. end bold
You are planning instruction for a Latin language class. Your instruction includes a specific learning goal aligned to the following New York State Learning Standard for Languages Other Than English.
Standard 1: Students will be able to use a language other than English for communication.
You will use the exhibit provided as part of your instruction. To view the exhibit, click the "Exhibit" tab above.
Using your knowledge of Latin and your pedagogical knowledge related to teaching Latin, write a response in English of approximately 400 to 600 words in which you:
- state the grade level (middle school or high school) of your instruction;
- state the NYS Checkpoint level (A, B, or C) that aligns to your instruction;
- identify a specific learning goal that aligns with the given standard and the grade level and NYS Checkpoint you have identified, and that relates to the given exhibit;
- provide a rationale for the learning goal you have identified;
- describe a research- or evidence-based instructional strategy or activity you would use to promote student achievement of the specified learning goal and explain how you would use the given exhibit to support your instruction; and
- describe an effective formative or summative assessment tool, strategy, or activity you would use to measure student achievement of the specified learning goal.
[To view the exhibit, the examinee will click the Exhibit tab.]
Exhibit
The aftermath of a battle
Hostēs proeliō superātī ad Caesarem lēgātōs dē pāce mīsērunt. Cum hīs lēgātīs Commius Atrebas vēnit, quem suprā dēmōnstrāveram ā Caesare in Britanniam praemissum. Hunc illī ē nāvī ēgressum, cum ad eōs ōrātōris modō Caesaris mandāta dēferret, comprehenderant atque in vincula coniēcerant; tum proeliō factō remīsērunt et in petendā pāce eius reī culpam in multitūdinem contulērunt et propter imprūdentiam ut ignōscerētur petīvērunt.
Caesar questus quod, cum ultrō in continentem lēgātīs missīs pācem ab sē petīssent, bellum sine causā intulissent, ignōscere sē imprūdentiae dīxit obsidēsque imperāvit; quōrum illī partem obsidum statim dedērunt, partem ex longinquiōribus locīs arcessītam paucīs diēbus sēsē datūrōs dīxērunt.
From Caesar, De Bello Gallico (abridged)
Sample Strong Response to Pedagogical Content Knowledge Assignment
I will use this exhibit in a high school class at checkpoint B. The learning goal is for students to identify perfect participles in Latin and translate them accurately. The rationale for this goal is that Latin authors use perfect participles frequently and students need to build a repertoire of ways to translate them into English to be able to show their understanding of a Latin passage.
First, I will give students context and perspective for understanding the passage by having them act out in English a version of the events related in the exhibit as follows: Students draw lots for the roles of Commius, British Multitude, British Troops, British Envoys, Caesar, Roman Troops. Each actor or group is given a basic outline of their role: Commius has a list of demands from Caesar; Caesar has an indignant speech complaining of the Britons' behavior, etc. We then act out the scenes in the following order: 1) British envoys come to Caesar on the continent seeking peace. 2) Arrival, speech and arrest of Commius. 3) Arrival of Roman troops and battle. 4) British envoys come to Caesar seeking peace, blaming the multitude, begging forgiveness. Caesar complains of their inconsistent behavior, forgives them, demands hostages. Britons give some hostages, promise more later. This activity will provide students with the general background knowledge to understand the Latin in the passage.
Once students are familiar with the content of the passage, I will project the text with the participles and the words they modify highlighted in bold and color-matched: Hostēs superātī, hunc ēgressum, proeliō factō, Caesar questus, lēgātīs missīs, partem arcessītam. As a class we will generate a variety of translations for Hostēs superātī: the defeated enemies, the enemies having been defeated, after the enemies had been defeated, when the enemies had been defeated. Each of the remaining examples will be assigned to a small group. Their task will be to identify the participle and to suggest possible translations of the phrase in the context of the story.
As each group presents translations, students will fill in the information on a graphic organizer that I will provide. The text will be broken up with space to identify and translate the participles. After each group's presentation, I will check for understanding by asking follow up questions.
As an assessment, I will give students a copy of the text with the participles highlighted. They will have to identify each participle and the word it modifies, and translate them appropriately. This work will give me data on students' ability to recognize and translate perfect participles. Seeing where they demonstrate comprehension and where they still struggle will help me plan future instruction.
Performance Characteristics for Pedagogical Content Knowledge Assignment
The following characteristics guide the scoring of responses to the Pedagogical Content Knowledge assignment.
| COMPLETENESS | The degree to which the response addresses all parts of the assignment |
|---|---|
| ACCURACY | The degree to which the response demonstrates the relevant knowledge and skills accurately and effectively |
| DEPTH OF SUPPORT | The degree to which the response provides appropriate examples and details that demonstrate sound reasoning |
Score Scale for Pedagogical Content Knowledge Assignment
A score will be assigned to the response to the Pedagogical Content Knowledge assignment according to the following score scale.
| Score Point | Score Point Description |
|---|---|
| 4 | The "4" response reflects a thorough command of the relevant knowledge and skills. |
| 3 | The "3" response reflects a general command of the relevant knowledge and skills. |
| 2 | The "2" response reflects a partial command of the relevant knowledge and skills. |
| 1 | The "1" response reflects little or no command of the relevant knowledge and skills. |
| U | The response is unscorable because it is unrelated to the assigned topic or off-task, unreadable, written in a language other than English or contains an insufficient amount of original work to score. |
| B | No response. |