Monday October 28 - Friday November 1 -with updates

Update: I am going to call during class today to get a reading on how things have gone with Latin III and Latin II.  I still cannot drive so I am not able to pick up notes and materials a sub might have left. Grades have to go in tomorrow and I want to be fair in my expectations of how much was/could have been accomplished. 

Latin III: Practice Pronouns and Demonstrative Adjectives Chapter 27 Pronouns Quizizz - 15 questions
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Latin III 26-27 Ecce Romani Demonstrative and personal pronouns - 10 questions
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Here is a link to Latin II's assigned work for the week.

Here is a link to answers for exercises in the Activity Book for Chapter 17.  Thought it might help with Latin II.

PLEASE SHARE THIS POST WITH THE SUBSTITUTE.

Monday October 28 - Friday November 1

Task 01
Use class time on Monday to complete Google Classroom assignments that you have not completed.

Continue with the following Google Classroom assignment. 

Task 02. Read the Word Study Section pages 259-261.  Then do Exercise 2, 3 and 4 in the Word Study Section. 

Task 03
Review VI 260-263. Exercise VIa

Task 04
Review VI 260-263. Exercise VIb

Task 05
Review VI 260-263. Exercise VIe

We are now about to move into book II!

Latin II is requesting hands-on help with Google Classroom assignments. I planned to have a conference call with them today, during class, in order to offer the guidance they are seeking. JaQuan,  Eli and T'Keisah especially eager for this. The others may be too, just not so vocal about it. 

I am going to have to postpone the conference call in order to go the doctor's office to get a prescription renewal. And go to the pharmacy. Let the Latin II students know that I can reschedule the conference call for tomorrow. 

If any of you are willing to coach Latin II students with Google Classroom assignments, I would really appreciate it. Keep a log identifying the student(s), assignments and time spent.  You can trade in tutoring credits to 1) excuse your own missing work; 2) earn 95-100 for an extra classwork credit or an A quiz credit. 3) boost any grades you would like to improve.

I am not going to give you any more assignments until Friday, when I give you the basic texts for Chapter 28.

So what do you think? Email me at gillmagistra@gmail.com.

I am doing fairly well. I do feel as if I was a lady in a magician's box who actually got sawed in half, with no magic.  Since my leg is better, I think that recovery from surgery is all that is going on. 

I would appreciate any feedback on the substitutes and information that can make your experience better. 

It was fun to read your Circus Projects!

For Latin II
Here are the answers to Activity Book Exercises b-d

Chapter 17 Activity 17b:

1. E

2. C

3.A

4.A

5.A

6. C

7. E

8. A

9. E

10.C

Activity 17c:

1. videt

2. Videsne

3. video

4. Videtisne

5. videmus

6. vident

7. Audisne

8. audio

9. Auditisne

10. audimus

11. audiunt  

12. audimus

13. petitis

14. petimus

15. Petite

16. petunt

17. ambulat

18. ambulamus

19. ambulatis

20. ambulas

21. ambulo

Activity 17 d:

1. haerebat; The carriage was stuck in the ditch.

2. legebas; "Cornelia, what were you reading?"

3. habebat; The innkeeper used to have/had many horses.

4. extrahebant; Cornelius's horses were not dragging the carriage out of the ditch;

5. Pernoctabatisne; "Were you spending the night in an inn?"

6. ducebas; You were leading/taking/bringing the horses to the inn.

7. manebat; The coachman was remaining/staying in the road.

8. Custodiebasne "Were you guarding the horses in the road?"

9. custodiebam; "Yes, I was guarding the horses in the road."

10. pernoctabant; The Comelii were spending the night in the inn.

11. veniebant; The Cornelii were coming from the country house and farm.

12. laborabant; Peasants were working in the fields.

13.ludebam; I was playing ball in the road with Marcus.

14. ambulabamus; We were walking to the inn on the Appian Way.

15. clamabamus, erat; We were shouting "Bring help!" in a loud voice because the danger was great.

26 Chapter Ecce Romani Vocabulary Quiz

Only Caroline took this Quiz, so I am giving the rest of you another chance (good through Friday)

This game was assigned to 4 students
Students receive assignment notifications at
join.quizizz.com

To access through code: joinmyquiz.com enter this code: 700286

Monday October 21

Monday October 21

Task 1. Pre-reading derivatives in Google Classroom.  Use the dictionaries linked in Google Classroom to this assignment. 

Task 2. Practice Vocabulary with Quizlet.

Task 3. Questions on Readings from As The Romans Did. For questions go to Quia. This is an "open book" assignment, so you can use the text in Google Classroom to answer the questions in Quia.

Task 4. Read the Latin and English of Martial's poems dedicated to Scorpus,  a charioteer who died young. Then answer the questions. Find texts and questions in Google Classroom.

Task 5. As a group work through the translation of Story 27 in Quizlet. Do not look at the translation until you as a group have tried to work out the Latin. Take turns reading and leading the translation of the Latin sentences in Quizlet.  Take notes. I will be looking in your notebook for questions and observations about this text. The grammar for this chapter focuses mostly on pronouns. So you should also focus on pronouns in the reading. YOU DON'T HAVE TO FINISH this assignment on Monday. It is better to go slowly rather than rapidly through the translation process.

Tuesday October 22

Tuesday October 22
Task 01
Finish working through the translation of Story 27, if you did not do so Monday. 

Task 02. 27b Activity Book. Sextus Tells it His Way

Task 03 Do 27c in Activity Book that poses questions on the Story. 

Task 04
Look ahead to an assignment that will be due Friday. Choose* one the following for your project:

Write a descriptive newspaper story, complete with headlines and pictures, about a circus event and the victory or mishap of a charioteer. Give a detailed description of the race that ended in victory or defeat of your charioteer. Give biographical details about the charioteer. What faction does he ride for? Has ridden for? Be creative AND use specific details from the historical texts (As the Romans Did & the EcceRomani readings from the teacher’s manual.) Cite these texts by giving the author and title of the text in parentheses. See also inscriptions about Charioteers in textbook, page 258.

Write an autobiographical story in which you pretend to be an auriga. How did you come to be a charioteer? What faction(s) have you ridden for? Who has financed your faction and what do you think of him?  Have you had favorite horses? If so, what are/were their names? What have your successes been? Close calls. Have you been disabled? By what event? Be creative AND use specific details from the historical texts (As the Romans Did & the EcceRomani readings from the teacher’s manual.) Cite these texts by giving the author and title of the text in parentheses. See also inscriptions about Charioteers in textbook, page 258.

Write an advertisement for a day at the Circus. Who is sponsoring it? Who is paying for it? Who will be the most outstanding charioteers riding for the Whites, Reds, Blues and Greens? Include specific details about each charioteer. Who do you expect to be winners and why? Be creative AND use specific details from the historical texts (As the Romans Did & the Ecce Romani readings from theteacher’s manual.) Cite these texts by giving the author and title of the text in parentheses. See also inscriptions about Charioteers in textbook, page 258.

Here is the link to the supplemental historical texts from the teacher's manual. The text by Sidonius is noteworthy because of its late date, 430, its detailed descriptions, and because Sidonius was or soon would become a bishop. He clearly does not see races as promoting decadence. There are many fascinating facts and perspectives in these sources.

.

*Read!!! all the historical texts before choosing your project. Your use of actual historical sources will be a large factor in your grade. You should read the primary sources carefully and collect details that you think can make whatever project you choose more compelling. What stands out to you? What details do you find most interesting?

Wednesday October 23

Wednesday October 23
Task 01 
Study and take notes on the Forms pages (Pronouns) 253-256. Copy the charts in your notebooks. 

Task 02
Textbook Exercise 27a.
Textbook Exercise 27b.
Textbook Exercise 27c.

When you finish these exercises, work on your project. Remember the strength of your project will rely well chosen concrete details from historical documents. 

Thursday October 24

Thursday October 24

Task 01
Read "Dative with Special Intransitive Verbs" page 252, textbook

Task 02
Do Exercise 27d Activity Book on Dative with Intransitive Verbs.

Work on you Circus project.

Friday October 25

Friday October 25

Task 01
Read "Prefixes: Compound Verbs I

Task 02.
Do Exercise 27e in textbook.

Task 03
Polish your project for submission. 

Task 04
Project.  share your work and your thought process with other Latin III students. What factors determined your choice of topics? What historical texts did you find most interesting? Why and how did you include them in your project?  Allow plenty of time to present because a high degree of detail is expected. Each student should be ready to offer helpful responses and pose questions to the presenting student. 

Each student should write 7-8 sentences about the other three students' projects. What was the project chosen? What did you learn? What especially caught your attention?  How extensively were actual historical details used? Give praise and recommendations. How neat and organize was the project?

Plan to submit your finished project by Sunday October 27.

Friday October 18

Friday October 18, Latin III 

Polish and submit your answers to the culture reading "Rome and the Mediterranean." Use Google Classroom to submit your answers.  Text, questions and submission site.


Practice the Vocabulary from Chapter 26 with Quizizz
This game was assigned to 4 students. Students receive assignment notifications at
join.quizizz.com

Alternate way:  open joinmyquiz.com and enter this code 346338

Read  primary sources about the Roman Circuses (text in Google Classroom)

Pick up a copy of Chapter 27 "A visit to the races." In sub's notebook  Also in Google Classroom 

Practice vocabulary and verbs Chapter 24

Practice vocabulary for Chapter 25

Review vocabulary for Chapter 26

Homework: Vocabulary Chapter 27

Thursday October 17

Thursday October 17 - Latin III

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.4.2 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.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.4.1 Compare traditions and events of the target culture and the students’ culture.

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


26 Vocabulary Quiz (if you have misplaced your Quia code you can find it on the pink sheets affixed to the small whiteboard on the far left, by the window.) You can take the quiz two times. 

Exercise 26e page 243 "Aurelia's Concern for Sextus."  You can also find it in Google Classroom.  

• Choose two Aurelias and Two Corneliuses, then read the dialogue alternating between Aurelia 1 and Aurelia 2, Cornelius 1 and Cornelius 2. 
• Study the story's vocabulary by writing it in your notebooks
• Then as a group try to translate the story
• When you have given translation a serious attempt, check how you did with the translation in Google Classroom.  

Do this practice exercise on the neuter so you can help Latin II with the same assignment. Review page 114-115.

If you have remaining time read "Rome in the Mediterranean World" pp. 244-247. Sketch out answers to the questions. You will polish and submit your answers on Friday. 

Wednesday October 16

Wednesday October 16 - Latin III

NM – Novice Mid Proficiency Level

NM.CdNM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli.

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.

NM.CNM.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.

NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the students’ culture.

NM.CLL.4.2 Exemplify instances of cognates and loan words.

NM.CLL.4.3 Compare the language conventions of the students’ language and the target language.

NM.COD.2.1 Classify memorized words and phrases in the target language by key academic concepts.

NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.).

NM.CONM.COD.4.2 Identify information about target culture perspectives and practices.

NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities.

NMpraNM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture and language.

NM.C

Bellwork- Study this chart of the demonstrative adjectives hic and ille

Read the Forms section of the textbook pages 240-241

Story 26 "A Grim Lesson" with Quizlet Vocabulary in Google Classroom.

Use the Story "A Grim Lesson." Chapter 26 to answer the following questions in Latin. Questions and way to submit are in Google Classroom. STORY IS IN NOTEBOOK

26a
1. Cur non licet pueris exire in urbem solis?

2. Quocum pueris licet exire in urbem?

3. Quo ibant pueri?

4. Qui se in viam praecipitaverunt?

5. Quid fecit Marcus postquam Sextum clamantem audivit?

6. Cur praedo gladium strinxit?

7. Quis venit ubi Sextus clamavit? 

Identify demonstrative adjectives and pronouns (hic, ille) in the story (4 instances).


Identify instances of the future perfect tense in the story (2):

Find Answers to questions above here. 

Use the Quizlet translation to work through Story 26. First look only at the Latin and try to translate before you look at the translation. You are not going to know what you really know if you look at text and translation at the same time from the beginning. 

Complete handout on demonstrative adjectives hic and ille 26c. For class or homework: 26c Textbook Handout on Demonstrative Pronouns (hard copy and in Google Classroom.)  Do this sheet then check your answers against the answer key in Google Classroom. Turn it in via Google Classroom and keep this in your notebooks.

Study vocabulary for 26 with Quizlet

Tuesday October 15

Tuesday October 15 - Latin III

Homework: Study vocabulary for Chapter 26

Bellwork: Do Quia review of Kahn Academy Videos on ancient Rome, the Pantheon and Trajan's column (multiple choice).

Submit your description and image of a building in the Forum of Augustus in Google Classroom.

Assist Latin II students in doing these two assignments. Make sure you understand the Latin II assignments before you step forth to assist:

1) Google Classroom Kings of Rome assignment (due by the end of class). Do the reading, watch the video, answer the questions and submit to Google Classroom by the end of class. Or end of the day. Due October 15

Here are the names of the seven kings of Rome for your notebooks:

Romulus                                       753-716 (37)

Numa Pompilius                          715-673 (40)

Tullus Hostilius                            673-638 (35)

Ancus Marcius                             638-614 (24)

Tarquinius Priscus                        614-576 (38)

Servius Tullius                              576-535 (41)

Tarquinius Superbus                     535-510 (25)

2) Read more about the Monarchy here. Each student should choose one king of Rome to investigate further using the Monarchy (above) text and the textbook reading in Google Classroom (textbook pages 109-111). One student should choose the figure Lucretia. Then each student should write up an one paragraph impersonation of their historical figure. Plan to act out while reading your text tomorrow. Don't double up. Each student should present a different figure.

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Latin III Classwork

For Latin III: Find a short summary of each king's reign here.

When you are not assisting Latin II, study the painting by Renaissance painter Sandro Botticelli of the story of Lucretia (painting). Notes on painting. Identify the parts of the painting described in the Notes.

Question to discuss among yourselves and answer in your notebooks: Botticelli alludes to the story of Judith in his painting that focuses on Lucretia. Judith murdered, beheaded, the general oppressing her people (the Jews). Lucretia kills herself when raped by an oppressor. Why do you think Botticelli might have included Judith? Does he think both are equally heroines? Does he step back from valorizing Lucretia's suicide by including a heroine who acted in an opposite way? Is he condemning Lucretia's action by including Judith?

This painting was on/for a wedding present for a bride (painted on a large wooden trunk). It was destined to stand in the bedroom of the new bride. The painting has both a personal and political context. The Notes on the painting record that a statue of Judith stood on the main governmental piazza in Florence at the time of Botticelli's painting and was at that time a symbol of Florence, the city where the painting was painted.

To see the statue of Judith by Donatello and learn more about it go here: Piazza della Signoria website.

Thursday October 10

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.

Work in Class on Activity Book Exercises and Forum Project

Due Friday: Activity Book Exercises 25c & d

Forum Project

Homework: Study for Quiz on Friday:

1) Kahn Academy videos: 
The city
The Pantheon
Forum of Trajan

2) Textbook pages 230-237 (skipping Exericse 25e, p. 234) on the city of  Rome. 

3) Forum Romanum via Google Classroom.

Wednesday October 9

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.

Bellwork:
Check answers for 25b and 25c.
25b
25c

Study vocabulary for Chapter 25 (Quizlet)

Story 25 First Morning in Rome. Use the translation to finish the story. Try to translate the Latin first, then check your translation(s). Quizlet translation of Story 25

Read pages 230-237 (skipping Exericse 25e, p. 234) on the city of  Rome. Next study further the Forum Romanum via Google Classroom. Then do the one page assignment. This may require more time than one class period. You can continue this work on Thursday. 

Forum Romanum in the Age of Augustus

Note: so many things are associated with the term “Iulia, Iulii etc” because the name refers to the Julian family (Gens Iulia) from whom rulers came from Julius Caesar through Nero.

1. Tabularium

78 B.c., housing the state archives.

2. Templum Concordiae

Temple of Harmony, built by Camillus in 366 B.C. in honor of harmony established between patricians and plebs.

3. Templum Saturni

Temple of Saturn, the old god of Golden Age Italy; founded 497 B.c.; the Saturnalia was celebrated on December 17.

4. Basilica Iulia

An immense building housing courts of law; begun by Julius Caesar and completed by Augustus.

5. Rostra Speakers' Platform, originally decorated with rostra, beaks of ships captured in naval battles.

6. Templum Castoris

Temple of Castor or Temple of the Dioscuri; originally built in 484 B.C. to commemorate the Roman victory over the Tarquins after the expulsion of the kings; the Dioscuri or "Sons of Zeus"-Castor and Pollux-were said to have appeared at a critical moment and secured victory for the Romans over the Tarquins and their allies at the Battle of Lake Regillus.

7. Templum Divi Iulii

Temple of the Deified Julius Caesar; built in 29 B.C. by Augustus on the spot where Caesar's body was cremated and his will read by Antony after Caesar's assassination on the Ides of March in 44 B.c.

8. Templum Vestae

Temple of Vesta, where the city's sacred fire burned and was guarded by the Vestal Virgins.

9. Regia

Home or office of the chief priest or Pontifex Maximus; said originally to have been the palace of the second king, Numa Pompilius.

10. Basilica Aemilia

Originally built in 179 B.C.

11. Curia Iulia

Senate House; originally the Curia Hostilia, built by one of the early kings of Rome, Tullus Hostilius; damaged or destroyed many times and rebuilt by Julius Caesar in 44 B.C.

12. Forum Iulium

The Forum of Julius Caesar was built as an annex to the Forum Romanum to provide more space for public business, and especially for the business of the Senate.

13. Templum Veneris Genetricis

At one end of the colonnaded Forum of Julius Caesar, stood the Temple of Venus Genetrix, the ancestress of the Gens Iulia, on a high podium.

14. Forum Augustum or Forum Augusti

Within the grand colonnades of the Forum of Augustus, stood a series of statues of the Julian clan and the summi viri of Rome, while in the hemicycles were displayed the statue groups of Aeneas carrying Anchises on his shoulder while leading Ascanius by his hand and of Romulus carrying a trophy of the spolia opima of Acron, king of the Caeninenses.

15. Templum Martis Ultoris

Augustus vowed to build the elaborately decorated Temple of Mars Ultor (the Avenger) on the eve of the Battle of Philippi; in it he placed statues of the deified Julius Caesar, of Venus with Cupid, and of Mars in full armor.

Tuesday October 8

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.

Essential question: what are the main characteristics of the 4th and 5th declensions? Which endings can be confusing because identical? E.G. nominative singular, nominative plural and accusative plural of 5th declension nouns?

Bellwork. Copy the chart of 4th and 5th declension nouns and list of nouns from 4th and 5th declensions. Then do Exercise 25b

Guided: Check answers

Review Vocabulary from Story 25

Use this Quizlet translation of Story 25 to work through the story. Try to translate collectively each sentence, then check the translation. Just do the first paragraph or so.

Then do for class and homework do in Google Classroom 23c-d Activity Book - 4th and 5th declensions.

Homework: Watch these Kahn Academy video on ancient Rome. Note (in writing) information or insights that especially interest you?
The city
The Pantheon
Forum of Trajan

Monday October 7 Hannibal, Intro to Chapter 25 and Mottoes

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.

Bellwork:
Y'all might want to do again or for the first time.
24 Vocabulary from Pluperfect and Future Perfect Exercises (Caroline 93)
Open joinmyquiz.com
and enter this code 044112

24 Vocabulary and tenses (Ethan 96)
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Independent. Finish and check Reading Comprehension Rome's Fiercest Enemy and questions pp. 224-225. Questions should be answered in Latin.

Guided: Review comprehension questions

Independent & Collaborative. (if time allows)
Chapter 25. Read the story and copy the vocabulary words. Then answer the Reponde Latine questions in Google Classroom.

Responde Latine EXERCISE 25a

1. Cur Sextus dormire non poterat?

2. Quid Sextus facere et videre vult?

3. Cur Eucleides in Argiletum descendit?

4. Quid in postibus tabernae vidit?

5. Quid Eucleides in viis vidit?

6. Quid princeps mox faciet?

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Share and finish mottoes project.

Homework: Pre-reading derivatives. Use the vocabulary above from the story.

Friday October 4. Test Reading Comprehension. Rome's Fiercest Enemy

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.

Part I
Rome's Fiercest Enemy (Google Classroom). Read, answer questions and post in Google Classroom.. Due Monday.

Organize your notebooks and turn them in to the sub so I can pick them up and grade them over the weekend.

Quizizz: 24 Chapter Ecce Romani Pluperfect and Future Perfect Exercises: Vocabulary.  Madeline and Hunter have not yet enrolled in Latin III for Quizizz. Set up as Homework. Open joinmyquiz.com
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Part II
Friday October 4. Work with Latin II to complete the following motto project. Each student must produce two illustrated mottoes.

Objective: Adopt Latin mottoes and illustrate them. Review work done September 30 and October 01, identify and  answer questions. Introduction to Chapter 14.

EQ. Why do you think that so many organizations choose Latin mottoes?  

Bellwork: Latin Mottoes on page 103.  More mottoes can be found in Quizlet.

Read over the mottoes on page 103 and in Quizlet. Choose 2 to illustrate. Your illustrations should contain the Latin, but not the translation. 

Design your motto illustrations to look like a simple symbol, a logo, a bumper sticker, a coat of arms or as a book illustration.  

Your illustrated motto must be large enough to be read from across the room. 

Sketch out your illustration in pencil then add color.

If you want to explore alternate mottoes (for example of the college you want to go to; or a branch of the military, or a profession) you may do that.

Finally. Latin occurs in many spheres of activity.  Through a combination of book and internet research, Find key terms, expressions or mottoes in one of the following:
law
US money
buildings & monuments
tatooes
pharmacology
medicine (anatomy & physiology)
botany
music
philosophy
religion

Locate a tatoo containing a Latin error. (extra credit)