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.