Friday, February 29 Chapter 15 Numbers

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of 

speech) that are used in the target language.
NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

Objective: Deduce answers to Latin questions from the text. Introduction to Roman numerals and Latin numbers.

Objective: Introduce and practice Roman numbers.

EQ. How did the Romans count? What symbols and words did they use?  Numbers from 4 on are static, undeclined. How are 1-3 declined?  Why do you think Arabic numerals supplanted Roman numerals in math?

Bellwork:
15 Chapter Ecce Romani Neuter Nouns mostly
http://www.quia.com/quiz/7194962.html

Then...Copy the following information on Roman numerals and Roman numbers into your notebooks:


Direct instruction Roman numbers.

Watch: Latin Tutorial Roman numbers

Learn to pronounce Roman numbers: Quizlet Roman Numerals

Reflect, record and discuss: How would one do algebra with Roman numerals? Can you find ways Romans could do anything beyond add, subtract and measure with their number system? There is no zero in the Roman number system. What problems might this cause?

Whole class activity:
Lyrics to Numeramus

Audio for Numeramus

Direct instruction: 
Show students how the declined forms for number 1, 2 and 3 follow the pattern of certain other special adjectives.

UNUS NAUTA Adjectives

More irregular adjectives

Whole group: board race with vocabulary from Story 15 and numbers. 

Exit Ticket: Use the "more irregular adjectives link"  to decline "alius."

Homework: see Google Classroom for activity sheet on Roman numbers. -------------

February 28 Thursday 15 "Vehicle Spotting" More on Neuter nouns. Reponde Latine

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of 

speech) that are used in the target language.
NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

Objectives: Introduce the new text and vocabulary. Anticipate from illustration what the story will be about. Present handout on neuter nouns.

EQ. How can you identify neuter nouns in the 2nd and 3rd declensions?

Bellwork. Copy these questions leaving a space beneath each one where you later can put the correct answers.

Audio for 15 Vocabulary

Audio for Story 15

Guided. Pre-reading questions

a. What are the Latin names for the three types of vehicles in the illustration?

b. What new grammar will you learn in this chapter?

c. Which of the two vehicles in the illustration have Latin names that are neuter nouns (look in the vocabulary list for a hint)?

Independent. Practice the Vocabulary for 15 Chapter Vehicle Spotting.

Guided instruction: Use the story to answer in Latin the Responde Latine questions. Return to questions and text above.

Try out Hollywood Squares game with noun look-a-likes.

First period

Second period

Exit ticket. Translate "The load in the wagon is large."

Homework: Learn the neuter nouns presented in Chapter 15 , finish the handout of class and homework. Post in Google Classroom:

First period Latin

Second period Latin

Wednesday, February 27 PART I

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of 

speech) that are used in the target language.
NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

Objective: Assess learning about verb tenses and vocabulary presented in the story Periculum in Via.

EQ. How do you recognize a neuter noun. How are neuter nouns declined in the 1st, 2nd and 3rd declension?

Bellwork - ASSESSMENT
Quiz on Periculum in Via
Periculum in Via
http://www.quia.com/quiz/7188404.html


Direct instruction: Neuter nouns
handout for period 01
handout for period 02

Direct instruction. Student notes

• Neuter is the Latin word for “neither.” Neuter nouns are neither masculine of feminine.

• Neuter nouns have the same ending in the nominative (subject) and accusative (direct object) cases.

• Neuter nouns belong either to the 2nd or the third declension. 2nd declension neuters end in -um in the singular; and -a in the plural (nominative & accusative).

Guided and collaborative:
15b. page 116. Read each sentence aloud. Identify each neuter noun and its declension. How can you tell the case of each noun ending in -a or -um? Translate each sentence:

1. Nullum vehiculum conspicere poterant pueri.

2. Princeps magnas voces senatorum audire nolebat.

3. Nox erat; raeda in fossa immobilis manebat; nemo auxilium ferebat.

4. Canis latrabat quod murmur rotarum audiebat.

5. Sororem clamores fratrum vexabant.

6. Magna onera ferebant plaustra.

7. Erant multa vehicula in via; cisium tarda vehicula praeteribat.

8. Magnum onus fert plaustrum.

9. Necesse erat iter Romam facere.

10. Servi vestigia canum in agris inveniunt.

11. Ubi cisium praeterit, est magnum periculum.

12. Magnum onus non fert raeda.

praetereo, praeterire, praterivi – to go past
rota, -ae f. wheel
fero, ferre, tuli, latus – to bring

Guided instruction. How to do the homework activity sheet on look alike Latin nouns.

Exit ticket: What two cases can nomina be? Wicor: collaborative
Periculum in Via - (copy)
http://www.quia.com/quiz/7190035.html

February 25, Monday, Future Tense. Periculum in Via.

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of 

speech) that are used in the target language.
NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

Objective: Assist collaborative student groups understand the grammar and translate the story "Periculum in Via." Focus: Future tense.

EQ. How do we distinguish between present, imperfect and future forms of verbs in all conjugations?

Bellwork. Roman "sententiae" (sayings) using the future tense:

Quando cadet Roma, cadet et mundus. When Rome falls, the world will fall, too. (Medieval pilgrim's proverb; Venerable Bede d. 735) ·

In hoc signo vinces. In this sign you will conquer.
(Constantine after his victory at the Milvian Bridge in A.D. 312)

Sed quid temptare nocebit? But what harm will it do to try? (Ovid, Metamorphoses I.397: story of Deucalion and Pyrrah-flood)

Provide historical contexts of "sententiae."

Constantine: first Christian emperor. Made Christianity Legal.
Saw a sword/cross in the sky: "in this sign conqueror.

Why didn't the monk and writer Bede think Rome had fallen in the early 8th century?




Collaborative translation. Each of three groups has a series of sentences to translate from Periculum in Via. Find your sentence assignments here (Google Classroom) or here (blog page).  Use your Periculum in Via story sheet to translate the sentences in the order of the story. Underline verbs and identify person, number and tense.  Pause after each group has translated five sentences. 

Guided instruction. Review homework:

Independent practice. Play Hollywood Squares with 23f homework from Activity Book.

Practice Vocabulary Words from Periculum in Via

Exit ticket:
Cornelius vertit. Iratissimus erat. “Sum Romanus Senator. Si sodalem meae familiae capies, militēs principis vos invenient et necabunt.”

verto, vertere, verti, versus 3rd conjugation. Turn, turn around.
sodalis, sodalis m/f 3rd declension. Member, companion.
iratissimus = superlative form of iratus, a, um.

neco, necare, necavi - to kill.

WICOR: Collaboration

February 26, Tuesday Periculum in Via conclusion

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of 

speech) that are used in the target language.
NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

Objective: Reinforce students' ability to distinguish between present, imperfect and future tenses. Practice with future tenses. The peculiarities of neuter nouns.

EQ. How does your new knowledge about neuter nouns complicate and inform your translation of nouns?  How do you decide what case a noun is in when it can be feminine, masculine or neuter?

Bellwork
Sed quis custodiet ipsos custodes? But who will guard the guards themselves? Juvenal, Satires VI.347-348)

Medio tutissimus ibis. You will go most safely in a middle course. (Ovid, Metamorphoses Il.137)

Inveniet viam aut faciet. He will find a way or make one. (Seneca, Hercules furens 276-277) ·

AUT VIAM INVENIAM AUT FACIAM. I will either find a way or make one. (motto of the University of Pennsylvania)

Direct instruction: grammar and historical background of sententiae.

Collaborative translation. Continue with your group's next sentence to translate.  Each of three groups has a series of sentences to translate from Periculum in Via. Find your sentence assignments here (Google Classroom). Use your Periculum in Via story sheet to translate the sentences in the order of the story. Underline verbs and identify person, number and tense.  Finish story.

Periculum in Via Story and Translation in Quizlet

Groups present their texts and translations.

Periculum in Via Story and Translation in Quizlet

Translate: pretiosus, a um; pretium, - n.; praeda, praedae f.

22 February, Friday Future Tense Irregular verbs

Future tense- irregular verbs
NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3  Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4  Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5  Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language.
NM.CLL.3.3  Use appropriate pronunciation and voice inflection in spoken presentations.

Objective: Learn the future forms of irregular verbs. Recognition of future forms in Story.

EQ. How is the future tense formed in Latin with regular verbs? Irregular verbs? 

I can distinguish present, imperfect, perfect and future verb forms.

Bellwork:
Take this quiz on the Kings of Rome (no problem if you did your homework)
14 Chapter Kings of Rome
http://www.quia.com/quiz/7123620.html

Independent. When you have finished the quiz copy the chart below on irregular verbs. 

Still have time on your hands? The study the Quizlet vocabulary for Periculum in Via.

Direct and guided instruction:

Guided instruction: Review answers to homework activity book 23d-e-f

Translation of Periculum in Via Quizlet

Quizizz game with vocabulary from story.

Exit ticket:
Translate:

Monstrabo tē. Aedificium non procul est. Erimus salvī si manebimus ibi.”

Wednesday , Feburary 20 Activities

Preposition game: https://www.quia.com/rr/1199996.html
Play this at least two times.



09 Ecce Romani prepositions - 28 Questions February 20
http://www.quia.com/quiz/7124307.html

Read Kings of Rome and study this PowerPoint

Answer reflection questions if you haven't done it yet.

Read Legendary Heroes of Early Rome (Google Classroom) then do this Quizlet set.

Answer reflection questions if you haven't yet

Map Project

21 February Thursday, the Future tense

Future tense
NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.
NM.CLL.2.3  Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).
NM.CLL.2.4  Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.
NM.CLL.2.5  Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language.
NM.CLL.3.3  Use appropriate pronunciation and voice inflection in spoken presentations.

Objective

EQ. How is the future tense formed in Latin with regular verbs? Irregular verbs? 

I can distinguish present, imperfect, perfect and future verb forms. To form the future it is essential to be able to identify the conjugation to which a verb belongs.
Bellwork:
Copy these charts into your notebook

Direct Instruction
1. First and second declension futures are formed in the same way as the imperfect, but with different endings: simply add to stem (infinitive minus -re)

2. The third and fourth conjugations future forms differ from the first and second.

3. Future Tense Mnemonic: 
-Bo, -Bi-, -Bu- for one and two 
-A- and –E- for four and three 

Options for review at home: Latin Tutorial presents the future with this video. You may also review with  this PowerPoint.  

Independent:
Separate the stems from the endings & translate:

1. amatis
2. ambulabis
3. est
4. portabo
5. paramus
6. habitant
7. parabunt
8. navigo

Guided instruction

Periculum in Via vocabulary Quizlet

Periculum in Via Vocabulary with Derivatives

Story: Periculum in via

Diu familia a viā stabat et nox celeriter appropinquabat. Sextus sollicitus erat. Aureliam rogabat, “Quid faciemus? Ubi ibimus? Ubi pernoctabimus?”

“Tace!” Aurelia clamavit. “Pater cogitat.” Cornelius prope Aureliam stabat. Erat sollicitus.

“Ignem facere poterimusne?” rogabat Cornelia. “Erit frigida mox. Ubi equī dormient? Ubi aquam et frumentum equīs inveniemus?”

Eucleides dixit, “Dominus, consilium habeo. Est caupōna amicī meī in hāc viā . Monstrabo tē. Aedificium non procul est. Erimus salvī si manebimus ibi.”

“Nolī dicere!” Cornelius irate dixit. “Nolo audire tua consilia! Cauponae periculosae et sordidae sunt. Tacite, omnes. Necesse est mīhi cogitare!”

Subito, familia sonōs equorum in viā audiebant. Nubes pulveris appropinquabat per tenebrās.

“Eugēpae!” dixit Sextus. “Hominēs appropinquant. Nōs adjuvabunt!”
----
“Tacete! dixit Cornelius. “Celeriter omnēs celate!”

“Ubi?” Cornelia rogat.

“In fossam!” dixit Cornelius. “Currite nunc!”

Familia ad fossam properabat sed nōn satis temporis erat. “Ecce!” dixit magna vox in tenebrīs. “Quid video? Pretiosam raedam cum duōbus equīs?” Ubi hominēs sunt? Venite in viam, mī bonī amicī!” vox dixit.

“Nolī movere!” Cornelius familiae dixit sed iam serō erat. Trēs magnī hominēs cum gladiīs familiam circumdabant. Familiam in mediam viam ducebant. Omnes tacitī erant. Nemo lacrimabat quamquam omnes timidissimī erant. Homō magnā voce circum familiam ambulabat et spectabat. Aliī hominēs ē raedā cistās capiebant.

“Portabimus tibi hās rēs.” homō dixit. Vestēs, gemmās nobīs capere necesse est. Etiam equōs volemus. Nonne dabitis eōs nobis?” Dux latronum altus erat. Erant paucī dentēs in ore.

Cornelius nihil dixit. Subito unus latronum Sextum arripit. “Fortasse, dixit, “Unum ex liberis capere debemus?” Latro gladium prope collum Sexti tenebat. Certe, familia magnum pretium dabit.”

Cornelius vertit. Iratissimus erat. “Sum Romanus Senator. Si meos liberos capies, militēs principis vos invenient et necabunt.” Dux latronum ridebat.

Dux latroni dixit, “ Captivōs capere non necesse est.” Satis praedae habemus.” Latronēs onera vestium, gemmarum Corneliorum in equōs ponebant. “Ago tibi gratias!” Dux Corneliō dixit. Subito, dux vertit
----
“Scisne,” dixit. “ In hāc viā caupona est. Non est procul. Hūc ambulare potestis. Tamen in cauponā non pernoctabimus.” Postea latrones in nubem pulveris cum equīs Corneliī discessit.

Dum latronēs spectabat, Cornelius tandem Eucleidei dixit, “Dic mihi de hāc caupona quī mihi narrabas. “Potesnē eum invenire?”

“Ita verō, domine!” respondit Eucleides. “In hāc viā est. Mox videbis. Non procul est.”

Cornelius adnuit. “Duc nōs hūc,” dixit.

Dum familia ambulabat, Sextus Marcō dixit, “Marcus, hominēs in agrō ā viā spectabasnē?”

“Latronēs spectabam, “ Marcus dixit. “Nulli hominēs in agrō erant.”

“Erant!” Sextus dixit. “Tarde ambulabant. Paucī raedae nostrae appropinquabant et unus gemebat. Tibi narrare temptabam sed latrones veniebant.”

Marcus Sextō dixit, “ Sexte! Cur tu es tam molestus? Age! Ambulare celeriter necesse est. Pater iratus erit si sumus tardī.”

Sextus nihil dixit. Agrum spectabat. Cogitabat, “Erant hominēs. Ubi nunc sunt?”

FINIS

Verba:
taceo, tacete - (imperative of the verb taceo, tacere - to be quiet)
dixit - past tense of dico, dicere
Eugēpae - Hooray!
iam sero - too late
circumdare - to surround
has res - these things (acc plural)
Nonne - Surely (introduces a question that expects a “yes” answer)
fortasse - perhaps
stetit - past tense of sto, stare
huc - to this place, there
discessit - left
Dic - imperative of dicere
postea - afterwards
adnuit - nodded (in agreement)
Duc - imperative of ducere
tam - so

Kings of Rome Powerpoint continued. (rap song)

Choose with your feet: present, imperfect or future tense.

Exit ticket: Give the future forms of 

1. dico, dicĕre, dixi, dictus
2. valeo, valēre, valui, valiturus
3. fugio, fugĕre, fugi, fugiturus

Homework: Study vocabulary for Periculum in Via (Quizlet)

Do at least one of the future exercises in Google Classroom. 

20 February Wednesday Review Use of ablative case.

NL.CLL.2.3
Identify written words and phrases that are similar to words and phrases in the students’ language.
NL.CLL.2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.
NL.CLL.2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language
NL.CLL.4.3 Recognize examples of cognates and loan words.
NL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language.

Bellwork. Copy: EQ. What can the ablative case express? MANY things, with or without a preposition.  Today we will learn how to identify:

• Ablatives of place where (answers the question "where?")
• Ablatives of time when (answers the question "when?")
• Ablatives of instrument (answers the question "with what instrument or means?")
• Ablatives of manner (answers the question "how?"
• Ablatives of respect (answers the question "with respect to whom or what?"

Ablative endings for first declension: long -a, -is
Ablative endings for second declension: -o, -is
Ablative endings for third declension: -e, -ibus

Direct Instruction: What can the ablative express? MANY things, with or without a preposition.

With a preposition:

Without a preposition:
1. TIME WHEN

2. ABLATIVE OF MEANS, MANNER AND RESPECT. 

Summary:
Ablative of place where: with a preposition
Ablative of manner: sometimes with a preposition (esp. cum)
Ablative of time: no preposition
Ablative of instrument: no preposition.
Ablative of respect: no preposition.

Guided Instruction (12c with story reading)

Finish review Powerpoint (includes collaborative and independent work)

Powerpoint: Kings of Rome

February 19 Review of prepositions Chapters 09; Review of stories 9-12

Standards
Use the language to engage in interpersonal communication.
NM.CLL.1.1
Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.
NM.CLL.1.2
Use memorized responses to simple questions, statements, commands, or other stimuli.
Understand words and concepts presented in the language.
NM.CLL.2.1
Understand the meaning of memorized phrases and questions about familiar topics and surroundings.
NM.CLL.2.2
Understand the meaning of memorized words and phrases in sentences.
Compare the students’ culture and the target culture.
NM.CLL.4.1
Compare basic cultural practices of people in the target culture and the students’ culture.

Objectives: Review Latin texts, vocabulary and grammar from Chapters XI-XII. Review prepositions

EQs.   What are the most important prepositions in Latin How do prepositions alter the noun they modify?

Whole Group:
Bellwork: Distribute Quia codes for students. Do quiz.
14 Chapter Ecce Romani Vocabulary Quiz
http://www.quia.com/quiz/7124305.htmlWhen you finish, copy the following information about prepositions into your notebooks or, if you already have these notes, review them.

• preposition = postioned (placed) + pre (before). A small word place before a noun.
• object of a preposition: a noun in the accusative or ablative case
• a preposition shows a relationship in place or time

Most common prepositions in Latin

Ablative                                                 Accusative
ab, a - away from, from                        ad - to, toward
cum - with                                            ante - before
de - down from                                     apud - at, near
ex, e - out of                                         circum -around
pro - in front of                                     inter - among, between
sine - without                                        ob - on account of
                                                              per-through
                                                              post -behind
                                                              prope - near
                                                              trans-across

Some prepositions can take the ablative or accusative case, but their meaning changes
in + ablative = on, in                                    in + accusative = into, onto (motion)
sub + ablative = under                                  sub+ accusative = up to

Review this information with students before continuing.

---------------------------------------------------------------------------------

Watch LatinTutorial on prepositions. 
Pause video at "sub" slide so students can copy examples of "sub" sentences.

Notes:
Pattern for  whether a preposition takes the ablative or accusative:
Motion toward - Accusative Case
Location - Ablative Case
Motion away from - Ablative case


Collaboration/Group Work (WICOR): 

IId. Use this word bank to complete the sentences below:  in piscinam (fishpond), aestate (summer), ad ianuam (to the door), sub arbore (under the tree),  ad villam rusticam (to the country house), in villa (villa),  illa nocte (that night), cum canibus (dogs),  complexu (embrace, hug), ex arbore,  baculo ) stick, rod.

Then as a group, complete the following sentences (one handout for each group) with choices from the word bank that make good sense. Some phrases can be used twice or in more than one sentence, but you have to use all the phrases at least once. Then your team must translate your sentences.

1. Cornelia et Marcus et Sextus ___________________in villa habitant.

2. Marcus et Sextus ______________________sedent.

3. Nuntius sollicitus ________________currit.

4. Puer temerarius _____________________________ cadit.

5. Cornelia ____________________ad villam vicinam furtim ambulat.

6. Servus /ianitor__________________dormit.

7. Cornelius solus _______________________epistulam scribit.


8. Servi __________________per agros currunt.


9. Statua ­­___________________ cadit.


10. Davus Getam ______________ verberat.


11. Puella amicam _______________ tenet.

Compare group answers

Whole group: Powerpoint Review

Exit ticket: 

09 Ecce Romani prepositions - 22 Questions Feb 2019  http://www.quia.com/quiz/7123467.html

14-15 February, Thursday and Friday, !4 Chapter Ecce Romani

Standards
Use the language to engage in interpersonal communication.
NM.CLL.1.1
Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.
NM.CLL.1.2
Use memorized responses to simple questions, statements, commands, or other stimuli.
Understand words and concepts presented in the language.
NM.CLL.2.1
Understand the meaning of memorized phrases and questions about familiar topics and surroundings.
NM.CLL.2.2
Understand the meaning of memorized words and phrases in sentences.
Compare the students’ culture and the target culture.
NM.CLL.4.1
Compare basic cultural practices of people in the target culture and the students’ culture.

Objectives: Review Latin texts, vocabulary and grammar from Chapters XI-XIII. Practice pronunciation. Deduce meanings of words and phases in a Latin text using context cues.

EQs, What are the present tense endings? How is the imperfect tense formed and translated?

Bellwork
Write a Latin Valentine and decorate it. Ask for sisors, construction paper, colored pencils or markers if you want these.

Whole class: share your Valentine (use Elmo)

Bellwork for February 15
Copy and Translate:


Amor caecus est 

Amor meus amplior quam verba est 

In aeternum te amabo
Omnia vincit amor; et nos cedamus amori  (Vergil)

Review the parts of a Roman villa by playing this matching game.



Continue with PowerPoint

After Chapter X do this matching game


Continue with PowerPoint.

Return to Story "Whose to Blame" Chapter 14

Exit ticket: vocabulary quiz Chapter 14. Translate underlined words. Dictation.

12 February, Tuesday

Standards
Use the language to engage in interpersonal communication.
NM.CLL.1.1
Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.
NM.CLL.1.2
Use memorized responses to simple questions, statements, commands, or other stimuli.
Understand words and concepts presented in the language.
NM.CLL.2.1
Understand the meaning of memorized phrases and questions about familiar topics and surroundings.
NM.CLL.2.2
Understand the meaning of memorized words and phrases in sentences.
Compare the students’ culture and the target culture.
NM.CLL.4.1
Compare basic cultural practices of people in the target culture and the students’ culture.

Objectives: Review Latin texts, vocabulary and grammar from Chapters XI-XIII. Practice pronunciation. Deduce meanings of words and phases in a Latin text using context cues.

EQs, How do we determine to what conjugation a verb belongs? What are the present tense endings? How is the imperfect tense formed and translated?

Bellwork
How many conjugations are there?
Conjugate and translate the forms in the present tense:
parare
videre (long e)
currere (short e)
iacio, iacere (short e)
advenire

Ask questions when you need to. Pages 271-3 in your textbook will also help you.

PowerPoint Review for Ecce Romani VIII-XIII

After chapter VIII, pause and do this matching exercise on the Roman domus/villa.


 
After chapter X do this vocabulary matching exercise three times.


 

We will finish reviewing tomorrow.

Collaborative work: There are 10 answers to the questions on Chapter X: Departure (PowerPoint). Chose a partner or a group of not more than three.  I will assign each group the sentences.  Each group will write 1-2 of the Latin sentence on the board and then offer a translation.  You have 15 minutes to prepare.

After Chaper XI do this matching game on vocabulary:




Then do this matching game for Story XI


Back to PowerPoint


Chapter XIV

14 Chapter prereading questions

Open your textbooks to pages 104-105 and to spend two minutes looking at the picture, reading the "In This Chapter" box and the title of the story, and looking very quickly at the vocabulary list.

Then amswer the following questions:

a. What is Syrus trying to do?

b. What does Cornelius's reaction to the accident seem to be?

c. What do you think Sextus might be trying to do?

d. What more do you expect to learn about the imperfect tense?

a. What is Syrus trying to do? (He is trying to get the horse to pull the carriage out of the ditch.)

b. What does Cornelius's reaction to the accident seem to be? (He is angered and seems to be blaming it on Syrus.)

c. What do you think Sextus might be trying to do? (Responses will vary, but some might see him as sympathetic to Syrus and tying to explain to Cornelius what actually happened.)

d. What more do you expect to learn about the imperfect tense? (how the imperfect tense in the other conjugations is formed and how the imperfect tense of irregular verbs is formed)

Audio text Story Whose to Blame
Story
Vocabulary

Exit ticket: list the imperfect verbs in the story and translate.

Continue reading materials on Mary Beard Article.

Homework: Quizlet vocabulary for Chapter XIII

11 February, Monday

Standards
Standards
Use the language to engage in interpersonal communication.
NM.CLL.1.1
Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.
NM.CLL.1.2
Use memorized responses to simple questions, statements, commands, or other stimuli.
Understand words and concepts presented in the language.
NM.CLL.2.1
Understand the meaning of memorized phrases and questions about familiar topics and surroundings.
NM.CLL.2.2
Understand the meaning of memorized words and phrases in sentences.
Compare the students’ culture and the target culture.
NM.CLL.4.1
Compare basic cultural practices of people in the target culture and the students’ culture.

Objectives: Review Latin texts, vocabulary and grammar from Chapters I-X. Review noun declensions.   Deduce meanings of words and phases in a Latin text using context cues.

EQs, How do we determine to what conjugation a verb belongs? What are the present tense endings? Who are the primary characters in our textbook and what have we come to learn about them in the first 10 chapters.

Bellwork: Question words

Quis? Who
Quid? What
Cur? Why
Quid facit ... ? What does ... do? What is ... doing?

Qualis...? what sort of..?

Quo..? to where

Ubi?  where? or when?

Powerpoint Review of first 13 chapters of Ecce Romani

After chapter V, pause and do this matching exercise three times

Exit ticket: Identify the members of the Cornelii Family



Homework: Later this week we will have a Socrative Seminar on the article by Mary Beard, "Why ancient Rome matters to the modern world."  This is not an easy article. But it is rich and thoughtful. Everyone should try to read the whole article and make notes about questions you have. If you know nothing about the modern world it will be even harder than if you know even a little about the ancient world.  Try not to get frustrated and give up. Make notes on what you do understand and what catches your interest/curiosity, as well as what you do not comprehend. 

Together we will be able to draw more meaning from the article than a single person can.

I will be assigning 1-3 paragraphs to different groups in the class for close reading and presentation in the format of a Socrative Seminar. 

Homework: Review your notes and today's blog. 

Homework. Practice this Quizlet set on useful classroom words and phrases.

WICOR
Preparation for Socratic Seminar on Mary Beard article.

GOOGLE CLASSROOM

We will be using Google Classroom for giving and receiving assignments. Look for the Google Classroom icon on you iPad. Each Latin class has its own code. Here they are:

FIRST PERIOD Latin II: zuoclt

SECOND PERIOD LATIN II:  ob6yby

THIRD PERIOD LATIN I :  09hvolu

Here is the URL to the Latin II blog: https://02latin2019.blogspot.com/

Join code for Quizlet Latin 2:   https://quizlet.com/join/XssajReJd