Monday September 30-Wednesday October 02

Standards:

NH – Novice High Proficiency Level

NH.CLL.2.4 Compare simple fiction texts with non-fiction texts about familiar topics.

NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics.

NH.CLL.3.2 Use the language to recite and act out poetry, songs, and simple stories from the target culture.

NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary.

NH.CLL.4.1 Classify basic cultural practices of people in the target culture and the students’ culture.

NH.CLL.4.2 Use learned cognates and loan words to express ideas on familiar topics.

NH.CLL.4.3 Analyze the language conventions from simple written and spoken texts in the target language.

NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details.

NH.COD.2.3 Interpret simple processes from other disciplines using the target language.

NH.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NH.COD.4.1 Understand cultural practices and perspectives from the target culture.

NH.COD.4.2 Identify the products of the target culture.

NH.CMT.2 Understand words and concepts presented in the language.         

NH.CMT.2.1 Understand practices, products, and perspectives on familiar topics from simple texts.

NH.CMT.4 Compare the students’ culture and the target culture.     

NH.CMT.4.1 Compare traditions and events of the target culture and the students’ culture.

NH.CMT.4.2 Identify examples of products, practices, and perspectives in the community related to the target culture.NH.CMT.4.3 Identify key characteristics of target culture traditions.

Objectives: Listen and practice pronouncing story and vocabulary Chapter 24. Discern the answers to Responde Latine 24a by examining closely the story. Explore derviatives to the vocabulary for 24. Study the formation of the pluperfect tense in Lain. Collaboratively complete textbook exercise 24b on the pluperfect.

EQ. How is the pluperfect translated? What endings are added to the PERFECT stem to form the pluperfect. These endings look just like the imperfect of what verb?

Chapter 24 Story and Vocabulary

Task 01.
Audio: The CD with readings for Chapter 24 is in the boom box next to the teacher's desk. Latin III students should listen to the story reading and the vocabulary for Chapter 24.

Task 02. Do collaboratively Responde Latine Chapter 24a. (Google Classroom) Submit.

Task 03. Independent. Pre-reading derivatives in Google Classroom.

Task 04. Read over the grammar presented in Chapter 24 (212-213.) Entire chapter can be found in Google Classroom. 

Task 05. Do the exercises on the pluperfect. Exercise 24b on Monday; 24c on Tuesday.

Homework: Study vocabulary for chapter 24

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Tuesday October 1.

Objectives: Pluperfect practice. Translation practice. Rome and Africa. 

EQ. What challenges did you face when working through the translation of 24 Story? What is the origin of the word "Punic?" Why were Rome's victories in the Punic Wars critical to it ability to expand geographically? 

Task 01. Bellwork: Exercise 24c on the pluperfect.

Task 02.  Return to the story and list all the verbs in the pluperfect tense, then translate.

Task 03. Use the Quizlet to guide you through a translation of Story 24. Take turns reading each sentence. Change which student sees the correct translation each sentence. Record any questions that arise. Link: Translation.

Task 04. Textbook 215-218. Read these sections on Frontier Life in North Africa and the Punic Wars. Then answer the questions on page 218 about the 1st and 2nd Punic wars.


Homework: 24c Activity book Dative with intransive verbs; 24d Activity Book Ablative of  cause.

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Wednesday October 2

Objective: review grammar and vocabulary for Chapter 24

Bellwork: Study the vocabulary for Chapter 24 with Quizlet


Write
What endings do you add to the perfect stem to make a verb pluperfect? (213)

What endings do you add to the perfect stem to make a verb future perfect? (218-219)

Assess: Quizizz 24 Chapter Vocabulary and Grammar. Ask participants to open   joinmyquiz.com and enter this code 648854

Guided. Check answers to 24b &c page 214

Assess: Quizizz 24 Chapter Vocabulary and Grammar. Ask participants to open   joinmyquiz.com and enter this code 648854

24 b & c Exercises and answers

Future perfect

24d future perfect p. 219 (Answer Key_

Friday September 27- Monday September 30

NH – Novice High Proficiency Level

NH.CLL.2.4 Compare simple fiction texts with non-fiction texts about familiar topics.

NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics.

NH.CLL.3.2 Use the language to recite and act out poetry, songs, and simple stories from the target culture.

NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary.

NH.CLL.4.1 Classify basic cultural practices of people in the target culture and the students’ culture.

NH.CLL.4.2 Use learned cognates and loan words to express ideas on familiar topics.

NH.CLL.4.3 Analyze the language conventions from simple written and spoken texts in the target language.

NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details.

NH.COD.2.3 Interpret simple processes from other disciplines using the target language.

NH.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NH.COD.4.1 Understand cultural practices and perspectives from the target culture.

NH.COD.4.2 Identify the products of the target culture.

NH.CMT.2 Understand words and concepts presented in the language.         

NH.CMT.2.1 Understand practices, products, and perspectives on familiar topics from simple texts.

NH.CMT.4 Compare the students’ culture and the target culture.     

NH.CMT.4.1 Compare traditions and events of the target culture and the students’ culture.

NH.CMT.4.2 Identify examples of products, practices, and perspectives in the community related to the target culture.NH.CMT.4.3 Identify key characteristics of target culture traditions.

Objectives: Complete study of Catullus 08, answering questions on the text. Read Ecce Romani Chapter 28 and complete 24a Responde Latine. 

EQs: How does Catullus express his anger and vulnerability in poem 8? Catullus represents himself as angry at two people. Who are they and where in the poem does he focus on each? How is the pluperfect tense formed in Latin and expressed in English.

Bellwork: Answer Questions on Catullus 8. There are two texts of the poem at this Google Classroom link. Answer the questions that follow each of these texts.

Independent and collaborative: Study the vocabulary for Chapter 24.  Review first in flashcard mode, then in matching mode.

Collaborative: Read the story aloud in Latin taking turns or listening to audio.  Then as a group answer the questions (in Latin) in the Responde Latine sections of pages 211 and 212. (Google Classroom)

Independent: Read the Forms section on the pluperfect tense page 213 in textbook. Then look back at the story and list examples of the pluperfect in your notebooks.

Homework: Study Quizlet vocabulary. Do exercise 24b in notebooks.

Wednesday September 25

NH – Novice High Proficiency Level

NH.CLL.2.4 Compare simple fiction texts with non-fiction texts about familiar topics.

NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics.

NH.CLL.3.2 Use the language to recite and act out poetry, songs, and simple stories from the target culture.

NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary.

NH.CLL.4.1 Classify basic cultural practices of people in the target culture and the students’ culture.

NH.CLL.4.2 Use learned cognates and loan words to express ideas on familiar topics.

NH.CLL.4.3 Analyze the language conventions from simple written and spoken texts in the target language.

NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details.

NH.COD.2.3 Interpret simple processes from other disciplines using the target language.

NH.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NH.COD.4.1 Understand cultural practices and perspectives from the target culture.

NH.COD.4.2 Identify the products of the target culture.

NH.CMT.2 Understand words and concepts presented in the language.         

NH.CMT.2.1 Understand practices, products, and perspectives on familiar topics from simple texts.

NH.CMT.4 Compare the students’ culture and the target culture.     

NH.CMT.4.1 Compare traditions and events of the target culture and the students’ culture.

NH.CMT.4.2 Identify examples of products, practices, and perspectives in the community related to the target culture.NH.CMT.4.3 Identify key characteristics of target culture traditions.

Catullus 70. Go to Google Classroom

Guided and independent:
- Read the poem in Latin listening to the audio
-Study the vocabulary
-Work out the meaning using the numbered interlinear "translation" of the poem
- Discuss and answer questions below and on handout for Catullus 70
From pages 112-113 Ecce Romani III
1.What does Lesbia say in lines 1-2? Why does the mention of Jupiter imply a compliment to Catullus? 
2. What would be the best translation for the first "dicit" in line 
3. (a) "She says" (b) "She says so" (c) "That's what she says" (d) "That's what she says" or none of these? 
3 What comment does Catullus then make about Lesbia's remark? 
4 What does he mean? Does he mean, for example, that women can't be trusted? Or is he suggesting something more precise than that? Is Catullus being cynical or fair-minded?

Kahoot for Catullus 70 &85


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Find Catullus 5 materials in Google Classroom: HERE

Listen to the audio for Catullus 5, following along with the text as it appears onf page 7 in your handout. Which reading do you like best? Why?

1. 2-18 Stage 45_ Lesbia_ Pars Secunda.m4a Audio
2. https://www.youtube.com/watch?v=Xg0TyMElq8s

Listen to the podcast on Catullus 05

Then read silently the poem on page 5 and look over the vocabulary.  Answer questions 1-4 in your handout (page 5-6)

Link to Vocabulary in Quizlet

Tuesday September 24

NH – Novice High Proficiency Level

NH.CLL.2.4 Compare simple fiction texts with non-fiction texts about familiar topics.

NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics.

NH.CLL.3.2 Use the language to recite and act out poetry, songs, and simple stories from the target culture.

NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary.

NH.CLL.4.1 Classify basic cultural practices of people in the target culture and the students’ culture.

NH.CLL.4.2 Use learned cognates and loan words to express ideas on familiar topics.

NH.CLL.4.3 Analyze the language conventions from simple written and spoken texts in the target language.

NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details.

NH.COD.2.3 Interpret simple processes from other disciplines using the target language.

NH.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NH.COD.4.1 Understand cultural practices and perspectives from the target culture.

NH.COD.4.2 Identify the products of the target culture.

NH.CMT.2 Understand words and concepts presented in the language.         

NH.CMT.2.1 Understand practices, products, and perspectives on familiar topics from simple texts.

NH.CMT.4 Compare the students’ culture and the target culture.     

NH.CMT.4.1 Compare traditions and events of the target culture and the students’ culture.

NH.CMT.4.2 Identify examples of products, practices, and perspectives in the community related to the target culture.NH.CMT.4.3 Identify key characteristics of target culture traditions.

Objective: Introduction to Catullus and his poetry.

EQ. What is lyric poetry and how do the two poems we are looking at today exemplify lyric poetry?

Begin Catullus packet. Google classroom.  Powerpoint on Catullus and his place in ancient literature. Work through material in Google Classroom on Odi et amo.

1. Podcast

2. Latin Tutorial 

3. Vocabulary

Answer Question on Catullus 85 on first page of Catullus handout. (notebook)

Catullus 70: Wind and water (2nd page of handout)

Go to Google classroom for materials on Catullus 70

Listen to the audio

Watch the Latin tutorial

Review the vocabulary

Take turns reading and making observations on the interlinear translation

Answer Question on page 2 of your Catullus handout.

Bellwork Exercise 23f. Dialogue. Read the dialogue in Latin and look at the vocabulary. Then use the translation in Quizlet to take turns translating the dialogue. Finally, take parts and read in Latin.

Read Adjectives as substantives on page 200 and give a brief definition of a substantive.

Homework: Vocabulary for Catullus 70

If time allows: 
Do exercise 23b on page 202

Monday September 23

NH – Novice High Proficiency Level

NH.CLL.2.4 Compare simple fiction texts with non-fiction texts about familiar topics.

NH.CLL.3.1 Create simple phrases and short sentences in spoken or written presentations to provide information about familiar topics.

NH.CLL.3.2 Use the language to recite and act out poetry, songs, and simple stories from the target culture.

NH.CLL.3.3 Produce simple dialogues and short skits using familiar structures and vocabulary.

NH.CLL.4.1 Classify basic cultural practices of people in the target culture and the students’ culture.

NH.CLL.4.2 Use learned cognates and loan words to express ideas on familiar topics.

NH.CLL.4.3 Analyze the language conventions from simple written and spoken texts in the target language.

NH.COD.2.2 Analyze simple texts containing familiar vocabulary from other disciplines in terms of the main ideas and supporting details.

NH.COD.2.3 Interpret simple processes from other disciplines using the target language.

NH.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NH.COD.4.1 Understand cultural practices and perspectives from the target culture.

NH.COD.4.2 Identify the products of the target culture.

NH.CMT.2 Understand words and concepts presented in the language.         

NH.CMT.2.1 Understand practices, products, and perspectives on familiar topics from simple texts.

NH.CMT.4 Compare the students’ culture and the target culture.     

NH.CMT.4.1 Compare traditions and events of the target culture and the students’ culture.

NH.CMT.4.2 Identify examples of products, practices, and perspectives in the community related to the target culture.

NH.CMT.4.3 Identify key characteristics of target culture traditions.

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

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

Bellwork
Future Tense review. Use the charts below for reference.

Separate the stems from the endings & translate:

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

Guided/guided instruction: Identify the conjugation of each of the following verbs. The second principal part will tell you. For definitions use Latdict, which will also tell you the conjugation. Make index cards with these verbs.

1. dico, dicĕre, dixi, dictus
2. valeo, valēre, valui, valiturus
3. fugio, fugĕre, fugi, fugiturus
4. gero, gerĕre, gessi, gestus
5. afficio, afficĕre, affeci, affectus
6. nuntio, nuntiare, nuntiavi, nuntiatus
7. incipio, incipĕre, incepi, inceptus
8. munio, munire, munivi, munitus

Direct instruction-Review
Future Tense Mnemonic: 
-Bo, -Bi-, -Bu- for I and II (one and two) 
-A- and –E- for IV and III (four and three)

The future tense the endings of verbs in the 3rd and 4th conjugations are quite different from the endings of verbs in the 1st and 2nd conjugations. Note also that the -e-of the ending in the 3rd and 4th conjugations is short before final -t and -nt. 

The future endings are added to the present stem, which you find by taking the -re away from the infinitive from the first and second declensions. Just the way you do for the imperfect tense. For the 3rd, 3rd-io and 4th conjugations, you remove the entire infinitive ending. HOWEVER, you need to insert an -i- before the 3rd-io and 4th conjugation verbs.  

Look carefully at the infinitives of the following verbs and then what happens to make the verb future tense. 

Latin Tutorial presents the future with this video. You may also review with  this PowerPoint.  

Recreate the chart above using the verbs: appropinquare, iubere (long e), ducere (short e), facere (short e) and advenire.

Direct instruction. Notes: Irregular infinitives. Note that except for ire irregular verbs do not take an-re off the infinitive to make the stem.
esero= I will; potero =I will be able to; volam = I will want, I will wish, nolam- I will not want; feram= I will bring; ibo =I will go

Use Quizlet to work through the translation of Story 23.

BGuided instruction for first six sentences. Complete the rest at home for HOMEWORK (see Google Classroom)

Homework: Study vocabulary for Catullus 85. Finish Exercise 23g if you weren't able to do so in class.

Friday September 20

Objective: Continue readings related to women in Roman society and the theme of Romanization. I will want to see notes and your efforts to respond to the questions below.

EQ: How will you demonstrate what you learned about Roman culture, women and marriage by reading the assigned texts? Did your note-taking create a basis for identifying recurrent themes? help you support your reasoning and observations?  Did you read with purpose? Write in a way that demonstrated critical thinking?

Read the inscribed stone funerary relief of Lucius Aurelius Hermia and his wife Aurelia Philematium, two freed slaves of Greek origin, portrayed as Roman citizens. Write a paragraph about your response to the inscription. What is striking to you? Surprises you? What does the tomb tell us about Roman culture and cultural assimilation in the late first century? About marriage? About the financial status of some freed slaves?
Find direct link to British Museum site or go through Google Classroom.
See also translation and longer analysis of inscription, here.

Then read the tomb inscriptions (327, 230, 341-3) in the “Sources for Women in Roman Society” from As the Romans Did (same section in Google Classroom). Make short notes on your responses to what you read. What do you learn that adds to or echoes the tomb of Aurelia Philematium?

Finally read 193-195 (Frontier Life II) and 220-221 (Frontier Life III), and answer questions at the end of each essay.

Tuesday - Thursday September 17-19

Objective
EQ

Bellwork
Alternative nouns for noun chart. Complete chart.
Adjective chart on page 188. Write out a full set of forms for one of these 3rd declension adjectives: immemor, immemoris (forgetful) or ingens, ingentis (huge)

Collaborative: Finish Translation of Story 22 "From the Inn to Rome."

Do exercises 22d and 22f and submit in Google Classroom

Read the inscribed stone funerary relief of Lucius Aurelius Hermia and his wife Aurelia Philematium, two freed slaves of Greek origin, portrayed as Roman citizens. Write a paragraph about your response to the inscription. What is striking to you? Surprises you? What does the tomb tell us about Roman culture and cultural assimilation in the late first century? About marriage? About the financial status of some freed slaves?
Find direct link to British Museum site or go through Google Classroom.

Then read the tomb inscriptions (327, 230, 341-3) in the “Sources for Women in Roman Society” from As the Romans Did (same section in Google Classroom). Make short notes on your responses to what you read. What do you learn that adds to or echoes the tomb of Aurelia Philematium?

Monday September 16

Standards

Objectives

EQ

Bellwork: Copy the vocabulary for Chapter 22 "From the Inn to Rome" into your notebooks. Google Classroom link. Then listen to the audio for story and vocabulary.

Guided: 22a Responde Latine EXERCISE 22a

1. Cui Sextus militis fabulam narrabat?

2. Quid Eucleides faciebat?

3. Quid dixit caupo ubi Cornelii discedebant?

4. Quid fecit raedarius?

5. Quid Sextus Marco explicavit?


6. Quid pueri conspexerunt?


7. Cur sepulcra non sunt intra urbem?

8. Cuius est alterum sepulcrum?

9. Audivitne Marcus de Caecilia Metella?

10. Quis Cornelios ad Portam Capenam excipiet?

Cuius ... ? Whose ... ?
Independent: Copy full noun chart page 186

Independent: Read word study section pages 196-197. Do the questions 2, 3, 6, 7 and 9 in Exercise 2, then Do Exercise 3.

Bellwork
Review Vocabulary for Chapters 19 and 20 in Quizlet

4. Chapter 19. Read the text and translation. Identify all perfect tense verbs and translate. Note (p. 151) stem endings for many perfect tense verbs and write them in your notes. eXtra LONG SUV is a mnemonic for remembering the perfect stem endings and the fact that some perfect stems are just like the present except that the vowel becomes LONG.  Some perfect stems are exactly the same as the present stem.

What does eXtra LONG SUV help you remember about perfect stems of verbs?

Finally, there are “reduplicated stems”: The root is reduplicated by prefixing the first consonant—generally with ĕ, sometimes with the root-vowel. Look up the following verbs in https://latin-dictionary.net/.

Independent TASK: Give principal parts and definitions in your notebook

ce-cid-ī (cadō, CAD)
to-tond-ī (tondeō, TOND)
cucurri (curro, CURR)

Copy into your notebooks - more reduplicating perfect stems:

cano, cecinit (sing)
do, dedit (give)
disco, didicit (teach)
mordeo, momordit (also: memordit) bite
pario, peperit (give birth, bring forth)
tango, tetigit (touch)
tendo, tetendit (draw (bow), exert oneself, press on, insist, pull tight)

Guided: Check answers for Adverb and Adjective handouts (Google Classroom)

Guided instruction: Review translation of Chapter 19 (Monday)

Guided instruction Translation of Chapter 20 (Tuesday)

6. Chapter 20. Study the text and its translation. Identify perfect tense verbs and translate. Note anything you do not understand.

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Tuesday Septermber 10

Objective: review Chapters 19-20

EQ: In what ways can you recognize the perfect participles of verbs?  What are four uses of the infinitive in a sentence? (page 162)

Independent: Kahoot

19 Ecce Romani vocabulary


19 Ecce Romani Grammar-- Identifying Tense

20 Ecce Romani vocabulary

p. 162. List the four uses of infinitives and give one example in Latin or English. a) the complementary infinitive and d) accusative with infinitive are used very frequently in Latin.

p. 166. In your notebooks write the perfect forms and principal parts of sum and eo.

Homework: Study the vocabulary for chapter 21 in Quizlet.

Tuesday-Wednesday September 3-4

Join remind:
text @9dbhfbk to the number 81010

Join Google Classroom: s8u6unv

Join Quizlet: https://quizlet.com/join/p3Yy3Rxec

Finish Quid est fabula.

TURN IN: ADJECTIVES pp. 138-140. Study page 138 then do Exercise 18c in Google Classroom.

Adjectives Ecce Romani 1-23 Ecce Romani

Kahoot: nouns and adjectives (cases and endings)

Kahoot: adjectives Ecce Romani 1-23 set 01

Kahoot: adjectives Ecce Romani 1-23 set 02

5. Chapter 19. Read the text and translation, using the audio in Google Classroom.

Identify all perfect tense verbs and translate. Note (p. 151) stem endings for many perfect tense verbs and write them in your notes.
eXtra LONG SUV is a mnemonic for remembering the perfect stem endings and the fact that some perfect stems are just like the present except that the vowel becomes LONG. Some perfect stems are exactly the same as the present stem.
Finally, there are “reduplicated stems”: The root is reduplicated by prefixing the first consonant—generally with ĕ, sometimes with the root-vowel. Look up the following verbs in https://latin-dictionary.net/. Give principal parts and definitions.

ce-cid-ī (cadō, CAD)
to-tond-ī (tondeō, TOND)
cucurri (curro, CURR)

Others:
cano, cecinit (sing)
do, dedit (give)
disco, didicit (teach)
mordeo, momordit (also: memordit) bite
pario, peperit (give birth, bring forth)
tango, tetigit (touch)
tendo, tetendit (draw (bow), exert oneself, press on, insist, pull tight)


6. Chapter 20. Study the text and its translation, using audio in Google Classroom. Identify perfect tense verbs and translate. Note anything you do not understand.

p. 162. List the four uses of infinitives and give one example in Latin or English. a) the complementary infinitive and d) accusative with infinitive are used very frequently in Latin.

p. 166. Give the perfect forms and principal parts of sum and eo.

Homework: complete assignments for Chapters 19-21 in Google Classroom.