Friday March 29 Introduction to Chapter 08

Bellwork: Go to Quizlet and make vocabulary cards with Chapter 08 words. Copy all the information.

Turn to pages 52-53 in your textbook 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 ask the following questions:

a. Compare the picture with the ground plan of the villa rustica on page 46. Exactly where in the villa is this scene taking place?

b. What is happening. in the picture?

c. What do you think Aurelia is saying to the slaves?

d. What do the endings you have seen on verbs tell you?

e. What do you suppose the new endings in this chapter will tell you? What is missing from what you have learned so far?

f. What have you learned so far about how to address a person by name in Latin? 

08 Story

08 Story read slowly

Vocabulary

Independent or collaborative: identify the person and number of the verbs in the story.

Responde Latine. Find the sentences in the story that answer the following questions:

1. Cur est Aurelia irata?

2. Cur necesse est omnia statim parare?

3. Quid Aurelia in cubiculo Marci clamat?

4. Quid facit Marcus?

5. Surgitne Sextus?

6. Quid facit Sextus?

7. Cur Marcus non surgit?

8. Quis subito intrat?

9. Cur Marcus surgit?

Kahoot Chapter 8 Vocabulary

Homework: Activity Book Exercises 8b and 8c (Handout).

Thursday, March 28

NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.
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

Objective: Practice endings of nouns in the first three declensions. Learn the function of each case in a declension.

EQ. How do we decline nouns in the first three declensions? What are the endings for each case? How do we determine if a noun should have a subject (nominative) or a direct object (accusative) ending?

Bellwork

Activity Book 07f: nominatives and accusatives (PowerPoint)

Check vocabulary cards. Have students add to their cards:

• miser, misera, miserum (adjective) unhappy
• vilicus, vilici (noun) overseer
• Age! command form of ago, agere "Come on!"
• sacculus, i m. (noun) pouch, bag
• habeo, habere (long -e) (verb) to have
• accidit: is happening

Guided instruction; Translation text

Guided: What words in the story did you not know the meaning of? Teacher will give dictionary forms of students' words. Students create new cards with these words.

Independent/Collaborative: Declining nouns with beanbags. Declension charts.

Guided and collaborative: Exercise 7f  (PowerPoint).

Exit ticket: Last two sentences of 7f.

Wednesday, March 27 Review of Chapter 07

NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.
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

Bellwork;
7c Activity Book. See ppt

Noun declension song.

Review Story

Guided
Activity book 7a and 7c

Assessment: Retake vocabulary section of Unit test.


07_01 Ecce Romani Vocabulary Test - 62 Questions Matching and Multiple Choice

http://www.quia.com/quiz/6890718.html

Bellwork

In the preamble to the Constitution of the United States, there are twenty-two different words derived from Latin roots, printed in italics in the passage below. Students should choose five of these words and look up their derivation in etymology online. Report your findings to the class.

We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.

Just use the information on the Latin root. Example:

people: late 13c., "humans, persons in general," from Anglo-French people, Old French peupel "people, population, crowd; mankind, humanity," from Latin populus "a people, nation; body of citizens; a multitude, crowd, throng," of unknown origin, possibly from Etruscan. The Latin word also is the source of Spanish pueblo, Italian popolo. In English, it displaced native folk.

https://www.etymonline.com/word/people#etymonline_v_12654


Direct instruction: Quizlet set on derivatives from US constitution. 


English words derived from combining TWO Latin suffixes: -al + itas.
princip + alis + itas -- principality (domain of a prince)

Give the meaning of the Latin word in parentheses:

Independent instruction

Answers to Exercise 5

March 26, Tuesday Unit Test Practice and then take the Vocabulary portion the test.

NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.
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

Objective: test for vocabulary mastery Chapters 1-7 Ecce Romani.
EQ: How well have you learned the vocabulary for the first seven chapters of our book?

Practice test. (before lunch)

Vocabulary test. Unit test part III for 01-07 Ecce.
07_01 Ecce Romani Major Vocabulary Test - 62 Questions Matching and Multiple Choice
http://www.quia.com/quiz/6890718.html

As students finish, review with them their work on the first two parts of the Unit Test. Allow students to finish translation section of test. 

March 25, Monday Unit Review Parts I and II

NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.
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

Objective: demonstrate that you know the grammar  presented in Chapters 1-7.

EQ. What are the elements of a Latin sentence and how do word endings signal what these elements are (verbs-transitive, intransitive and linking, infinitives), subjects, direct objects, prepositional phrases.?

Go to Google Classroom to take the first two parts of the Unit Test.

Practice vocabulary with any time remaining.

Independent review and make up

At some point during the day I will have to leave school to let a technician fix the heat in my house. So all your work today will be independent.  

Link to Review Activities in Google Classroom

Study the vocabulary and then do the "Write Your Own Story" first. Take care that your nouns and adjectives agree with each other; that subjects are in the right case and have the right ending; and that your subjects agree with your verb.  Please put some effort into this and come up with a good story. Not one with three words in each sentence.

Make sure you have no outstanding work due in Google Classroom.  In particular make sure you complete the Activity Book assignments.

20 March Review Exercises for Chapters 1-7

Part II

EQ. Can you identify the elements of a sentence? The nominative and accusative cases in singular and plural forms?  Agreement of adjectives with nouns?

Guided instruction:

 Independent 

Answers to Ib

Independent and Collaborative: Bellum Latinum card game for review of 1) verbs 2) nouns, adjectives and adverbs. 

20 March Roman insulae domus villae

Study these house/villa plans.

Direct Instruction: PowerPoint on Roman Insulae, Domus et Villae. (Google Classroom)

Kahoot for Chapter 06. 41 questions
Kahoot for Chapter 07. Vocabulary.

OR

Monday March 18

NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.
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

Objective: Introduction to Chapter 7. Accusative plural nouns. Vocabulary Review

EQ. What are the singular forms/ending for Latin nouns? What are the plural forms?

Chapter 07 News from Rome

07Chapter Quizlet Set

Pre-reading questions.

a. To whom are the children speaking in the road?
b. What is he carrying?
c. Where did he come from?
d. How did he get to the villa.
e. What is Cornelius doing?
f. What case governs the subject of a sentence?
g. What case governs the direct object of a sentence?
h. Do you anticipate that case ending will change when subjects and objects become plural?
i. How many of the five declensions have we met so far? (p. 41)

Audio for Chapter VII
Vocabulary
Story read quickly
Story read with pauses

Guided and independent. Questions on the text

Answer question 7 in Responde Latine

Direct, guided and independent. The accusative plural.

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

Tuesday March 19 Bellwork.

NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.
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

Objective: Introduction to Chapter 7. Accusative plural nouns. Vocabulary Review

EQ. Can you identify subjects and direct objects in Latin Declensions 1-3? Match them with their correct adjectives?

Bellwork:

Write out the following sentences and fill in the blanks  with information on pages 42-3.

1. The subject case is called ________

2. The direct object case is called ___________

3. First declension nouns in the accusative plural end in ______.

4. Second declension nouns in the accusative plural end in ______.

5. In the 2nd declension, most nouns end in _____ in the nominative singular, but some end in _______. They end in ____ in the accusative singular and ______ in the accusative plural.

6. In the 3rd declension, masculine and feminine nominative nouns end in _________. Accusative singular in __ and accusative plural in _____.

7. Most 1st declension nouns are what gender?

8. Most 2nd declension nouns are what gender?

9. Third declension nouns include what genders?

Direct and guided instruction:

7f (p.44) Read aloud, identify subjects and direct objects, translate.

1. Servus senators videt.

2. Arbores pueri saepe ascendunt.

3. Clamores puellas terrent.

4. Patres magnos fragores audiunt.

5. Patrem voces vexant.

6. Voces in horto audit.

7. Patres in via conspiciunt.

8. Patres pueros in via conspiciunt.

9. Patres solliciti clamores audiunt.

10. Magnas voces patres audiunt.

Roman houses and villae

Direct Instruction: PowerPoint on Roman Insulae, Domus et Villae. (Google Classroom)

Kahoot for Chapter 06. 41 questions
Kahoot for Chapter 07. Vocabulary.

OR

Exit ticket: Vocabulary Review for Chapters 1-6 in Quizizz

Monday March 11, Aeneas and Chapter VI Early in the Day

NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.
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.

Objectives: Introduce Chapter 06. Instruction to improve students' pre-reading derivatives activity handouts. Noun adjective agreement.

EQ. How do you use the story for a chapter to answer questions about it in Latin?


Bellwork. Open book exercise. Put the events of Aeneas's life in the correct order. Use page 28-31 in your textbook.
05 Chapter Ecce Aeneas pages 28-31. Open book.
http://www.quia.com/quiz/6981950.html

Chapter 06 Early in the Day

Guided:

06 Chapter Initial Questions

a. What is the setting of the picture?

b. Which of the character that we· have met so far is in the picture?

c. What is she doing?

d. How has the infinitive been used so far in the stories?

e. What do we mean by gender of nouns and adjectives?

f. Do French or Spanish nouns and adjectives have gender?

g. Do English nouns have gender?

h. What feminine nouns do you see in the vocabulary list? What masculine nouns?

Audio for Chapter VI
Vocabulary
Story read quickly
Story read with pauses

How to do a pre-reading derivative handout:
train, trail, tractor, intractable < ___________________

Definition: not easily controlled or directed; not docile or manageable; stubborn; obstinate:an intractable disposition.

"intractable" Etymology online doesn't give a word in vocabulary list. So try tractor: 

tractor (n.) 1856, "something that pulls," from Modern Latin tractor "that which draws," agent noun from past participle stem of Latin trahere "to pull, draw" (see tract (n.1))

OR, since the dictionary says for "intractable" says "see tractable" go to that definition in Dictionary.com and you will find in word origins:

from Latin tractābilis , from tractāre to manage, from trahere to draw.

Use both dictionary.com and etymology online to get back to the Latin word in the vocabulary list.

Direct Instruction:

Nouns are modified by adjectives. This means that the adjective must agree in gender, number (singular or plural) and case (subject, direct object, possessive) with the noun they modify.

servus Britannicus
puellam laetam
servi Britannici (subject plural)

The gender of many nouns is not easy to predict, but you can tell by looking at the adjective used to describe the noun:

Magnus clamor in horto est. There is great shouting in the garden.

Arbor est magna. The tree is big.

Dies est calidus.  The day is hot.

Latin tutorial on adjectives

Latin tutorial on adjective noun agreement.

Independent. Do this vocabulary worksheet.

Exit Ticket: If you do not know the gender of a nouns how can you go about determining it?

Homework
Link to Quizlet Vocabulary Chapter VI
Activity 6d Completing Sentences with Correct Verb Forms (Gender of nouns)

---------------------
Tuesday March 12
NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.
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.

Bellwork. Anwers 6g questions in your notebooks; then copy the questions below "Responde Latine" When you finish practice vocabulary in Quizlet: Link to Quizlet Vocabulary Chapter VI. Turn in homework for a check. Then we will turn back to Exercise 6c in last post (guided instruction)

Audio for Chapter VI
Vocabulary
Story read quickly
Story read with pauses

Guided instruction; Responde Latine. Use the story to answer these questions in Latin. We will do the first 6 together then you will do the last two in pairs.

1. Quis surgit?
2. Qui dormiunt?
3. Quid faciunt servi et ancillae?
4. Quid servi e rivo in villam portant?
5. Cur Cornelius iratus est?
6. Quid Aurelia Corneliam docet?
7. Quid Cornelia facere parat?
8. Quid Cornelia non facit?

Direct instruction: Infinitive with Impersonal Verbs.

• Certain verbal phrases are said to be impersonal because the subject is "it."
• Often an impersonal verb takes and infinitive.
• Examples: 
• necesse est - it is necessary + infinitive
• licet + dative- it is permitted + infinitve
• accidit, accidere, accidit -  it happens (w/acc.) + infinitive
• decet, decere, decuit -   it is proper, fitting; one should (w/acc.) + infinitive 
• iuvat, iuvare - it pleases (w/acc.) + infinitive 
• oportet, oportere, oportuit - it is fitting, one ought or must (w/acc.) + infinitive

Necesse est neque servum neque ancillam reprehendere (line 14-15)
It is necessary to scold neither slave nor slave woman.

Licetne mihi ad latrinam ire
Is it permitted for me to go to the restroom?

Kahoot on vocabulary Chapter 06

Vocabulary for Chapter 06


HOMEWORK:
6i activity book Expanding your English vocabulary.

--------------------------------------------------------------
Wednesday March 13
NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.
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.


Bellwork