Monday-Tuesday September 23-24

NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
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: Quizlet Vocabulary for Chapter 04


Direct instruction: Review and comment on Pre-reading Derivatives for Chapter 04 (Friday's homework).

Essential Elements of a sentence using sentences about mythological gods, goddesses, creatures and humans. 

Initial questions:

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. 
"In this Chapter" Sextus the mischief-maker. Direct objects and the ending -m. Transitive and intransitive verbs. The relationship between English and Latin words. 

Then ask the following questions:

a. Which of the characters you have met so far do you see in this picture?

b. What do you think Sextus is doing in the tree?

c. What has Cornelia been doing?

d. What do Cornelia's feelings seem to be at the moment?

e. What new grammar are you going to learn in this chapter?

f. Give me some English sentences with direct objects, transitive verbs, and intransitive verbs.

g. What do you think the core elements of sentences might be? 

Audio for Chapter IV
Story read with pauses

Guided instruction. Use the story to answer the following questions. First write these question words in your notebooks:
quid- what?
qualis - what sort of..?
quo - where to..? to where?

Translation Quizlet

Whole group: Quizlet Live

Homework: Pre-reading derivatives; and Expanding your English vocabulary.
Activity 2b Vocabulary Chapter 04
Answers to Responde Latine.
Quizlet Vocabulary for Chapter 04

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Tuesday September 24
Objectives: Identify mica, mica parva stella. Deduce answers to Responde Latine by finding the sentence(s) in the story that answers the question. Singular and plural forms of first and second declension nouns. Direct object singular noun ending. Practice identifying core elements of a sentence.

EQ. What are the noun and adjective endings for singular and plural subject nouns of the 1st and 2nd declensions? What letter at the end of a noun indicates that the noun is a direct object singular noun? What are the core elements of a sentence?

Bellwork
Copy the lyrics BELOW and try to figure out the name of the song in English. The music for this song was composed by Mozart .

Mica, Mica, parva stella;
Miror quaenam sis tam bella.
Splendens eminus in illo,
Alba velut gemma caelo.

Key nouns: stella, gemma, caelo (in the sky)

Key adjectives: parva (small), bella (beautiful), splendens (shining), alba (white)

Verb: mica is a command or imperative form (micare- to shine, glitter)

Verb: sis = you are
Adverb: eminus: at a distance, afar, far away
Conjunction: quaenam: who then, who in the world

What is this song? Practice singing it.
Music to song

"Ad Astra"

 Pre-reading derivatives; and Expanding your English vocabulary.
Activity 2b Vocabulary Chapter 04

Direct instruction. NOTES: In the first two chapters, which were about two Roman girls, Cornelia and Flavia, most of the nouns and adjectives belong to the FIRST DECLENSION and their grammatical gender is female. A declension is a family of nouns whose endings follow the same pattern.  Here are some examples of first declension nouns:

amīca/amīcae    friend/friends

dēfessa/dēfessae            tired

strēnua/strēnuae            active, energetic

puella, ae            girl (noun, fem.)

altera    another (adjective)

laeta      happy (adjective)

Romana               Roman (adjective)

vīcīna     neighboring (adjective)

villa, ae house, country house (noun)

Note that they end in -a in singular and -ae in the plural when they are subjects of sentences. So too do these words from the mystery song:

stella-stellae - stellam (Direct Object [DO] form)

gemma - gemmae - gemmam (Direct Object [DO] form)

parva - parvae - parvam (DO form)

bella - bellae -- bellam (DO form)

alba - albae - bellam (DO form)

The ending -m is the sign that a noun functions in the sentence as a direct object. Examples from chapter 04: puellam, vocem, Corneliam, puerum.

In chapter 3 of Ecce Romani, all the characters are male.  Most of the nouns and adjectives belong to the SECOND DECLENSION and their grammatical gender is masculine. Here are some examples:

hortus, ī           garden (noun, masc.)

servus, ī           slave (noun, masculine)

puer, puerī       boy  (noun, masculine)

vir, virī                        man (noun, masculine)

alter     another, the other (adjective)

īrātus, a, um    angry  (adjective)

sōlus, a, um     alone (adjective)

Britannicus      British

You notice that second declension nouns and adjectives end in -us or -r when they are singular subjects; and -i when they are plural subjects (pueri).

Note that the accusative singular or direct object case ends in an -m.

Now lets turn back to our mythological sentences.

Latin at the movies
A Latin duel in Tombstone (1993) - text
Movie Clip
Ad Astra (2019) Preview trailer

Exit ticket: Play this matching game:

Study for vocabulary quiz on Chapter 04: Quizlet Vocabulary for Chapter 04

Monday-Tuesday September 16 - 17

NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
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: Copy the chart below for your notebooks, then use your story 02 handout or the textbook to locate all the verbs and complete the chart. 

Glue or tape Story 03 "In the Garden" into your notebook.

Guided instruction (listen and repeat vocabulary)

Audio for Story 03 Vocabulary


Independent: Copy vocabulary for story 03 into your notebooks.

Chapter 03 Ecce Romani (Guided Instruction)

Spend two minutes looking at the picture below, reading the "In This. Chapter" box and the title of the story and looking very quickly at the vocabulary list. Then respond orally to these questions:  

  
a. What are some of the differences between this picture

and the earlier ones?

b. Who are the people in this picture?

c. What do the gesture and the facial expression of the 

man· in the background indicate?

d. What is in the middle of the picture?

e. What has fallen into it?

f.· Who do you suppose knocked the statue into the 

fishpond?

                                                                                   ·

g. What do you suppose will be new about the singular and plural nouns and adjectives you will meet in this chapter?

h. What endings do you see on nouns and adjectives in the vocabulary list that are different from the endings of’ nouns and adjectives you have seen so far?

Now listen to the story:
Audio for Story 03 In the Garden, read quickly
Audio for Story 03 Read with pauses

Guided instruction: 

Direct instruction: declensions

• Nouns in Latin are grouped into five noun families, which are called "declensions."  
• In chapter 01-02 you met nouns that are mostly in the first declension: puella, villa, pictura and amica.
• Notice that they end in -a when they are singular subjects; -ae when they are plural subjects.
• In chapter 03 we meet nouns of the second declension, or noun family: puer, vir, ager, servus, amicus, hortus; and adjectives of the second declension: iratus, solus, laetus.
• Notice that 2nd declension nouns and adjectives end in -r or -us when they are singular subjects and -i when they are plural subjects

When a noun changes its ending, any adjective modifying it must change too.

Homework

Pre-reading derivatives (Google Classroom)
Quizlet Vocabulary for Chapter 03 (no images)
Quizlet Vocabulary for Chapter 03 (with images)

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Tuesday September 17
Objective:
EQ:

Bellwork: Put phones in pocket holder. Answer in your notebooks; homework check - derivatives.
3c. Independent. Change the plurals to singulars:
amicae defessae                      puellae strenuae
servi irati                                 viri Romani
viri defessi                              puellae iratae
villae vicinae                          villae Romanae                
amici laeti                               servi defessi

pueri soli

           saepe (adverb) often

Guided: listen again to the story Audio for Story 03 Read with pauses

Guided instruction: Translate In the Garden

Independent: TPR: Caput, umerus, genu, pes
caput - head
shoulders - humerus
genu - knee
pes  - foot
oculus - eye
auris - ear
os - mouth
nasus - nose

Whole class: sing: Caput, umerus, genu pes
Music

Homework: Review translation of "In the Garden" using Quizlet.
Study vocabulary for Chapter 03 Story in Quizlet.

Wednesday-Thursday - Friday September 18-19 - 20

NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
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.


Objective: Learn who are the members of the upper class Roman family, the Cornelii, who are central to the stories of Ecce Romani I & 2.  
EQ. Who are the members of the Cornelii family? What do they wear, when and why? What are the main parts of speech and how do we identify them in Latin sentences? What was it like for a teenage Roman boy to go through the day when he came of age as an adult?

Bellwork: Read pages 10-11 (Roman family) and 17 (Roman Dress). Then put the picture of the Cornelii family into your notebooks. 

Guided: Roman dress (descriptions in Quizlet to use for labeling the image of the Cornelii family. 

Activity 3d. First copy these definitions
Subject: noun that does the action of the verb
Linking verb: verb that links the subject to a Complement, which is in the same case as the Subject (nominative in Latin).
Complement: noun or noun phrase that follows a Linking Verb, which links the complement to the subject.
Adverb: modifies a verb or adjective (slowly, quickly, now, soon)
Adjective: modifies a noun (happy, angry, tired)
Conjunction: connects two clauses, two nouns or two adjectives (and, but, or, because)

Guided: Activity 3d (handout)

Video: A glimpe of teenage life in Rome (TED-ed)
1. What was the name of the annual festival celebrating the liberty of Rome's citizens?
2. What percentage of children died before reaching adulthood?
3. What did male children wear to protect them from an early death?
4. Where did a boy place this object when he came of age?
5. Who was the legendary founder of Rome?
6. Where did Roman citizens go about 2 in the afternoon (the 8th hour)?
You can abbreviate questions, like this:
1. annual festival celebrating liberty of citizens:
2. % of children who died:
3. worn to protect boys:
4. when he came of age, a boy placed his bulla in:
5. Founder of Rome:
6. At 2 p.m. citizens went to:

Homework: study vocabulary for 03 Ecce Romani:

Story vocabulary

Roman dress
For answers to Glimpse of Teenage Life questions, go here.

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Thursday September 19

Objective: Assess learning on content of Chapter 03; learn song "caput, umerus, genu, pes" (head, shoulder, knee, foot); learn about Roman numbers.                                                                                                                                      

EQ. What are the eight body parts in the first verse of the the song "caput, umerus, genu, pes"? What are the Roman numbers from 1-20?

Bellwork: Quiz on vocabulary for Chapter 03: Quizizz: 
Link to Quizizz test (Vocabulary Chapter 03 with Roman Dress)
Singular and plural nouns and adjectives (Quizizz)

Direct and guided instruction: Roman numbers. Practice song "Numeramus." ("Let's count") See pages 116 and 123 in textbook. Exercise 1 on page 123 for derivatives from Roman numbers.

Roman Numbers Quizlet Live
Quizlet live vocabulary 03

Homework: 
Review Roman numbers by working through the information on this site: Roman numbers
Practice numbers with this Quizlet set
Quizizz game code: 863530. Go to https://join.quizizz.com

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Friday
Objective
EQ: What are the eight body parts in the first verse of the the song "caput, umerus, genu, pes"? What are the Roman numbers from 1-20? How did the Roman's write them?  What are some English derivtives from Latin number words?

Bellwork: Quizizz on Roman Numbers

What are the eight body parts in the first verse of the the song "caput, umerus, genu, pes"? (give Latin and English). Add handout on body parts to your notebooks. 

Direct, guided and independent: TPR: Caput, umerus, genu, pes.
Copy into your notebooks words from second verse of song:
coma - hair (also capillus, capilli - a hair, hairs, (all) hair.
bracchium - arm
tergum (also dorsum) - back
crus - leg
manus - hand
digitus - finger (digitus is also used for toes)
lingua -tongue
dens - tooth

Practice & Sing: Caput, umerus, genu pes

Music.  Music slightly slower and longer
Direct Instruction: Latin Tutorials on the Basics of English Grammar. Handout to complete on basics of English Grammar.

Guided: Powerpoint and handout for identifying parts of speech using sentences about mythological gods and creatures.

Audio for vocabulary chapter 04

Homework: Pre-reading derivatives 04 Chapter. Link to Google Classroom.

03c-d Activity Ecce Romani singulars plurals subjects verbs complements conjunctions

 

Friday September 20

NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
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:
EQ

Bellwork

Thursday Sept 12

Students: Please wear your name tags so the substitute knows who you are.
Substitute: circulate a blank sheet of paper for students attending to record their names.

Handout yellow question sheets.
Finish Engineering Empire 1:36-01:58:21 (21 minutes left). Start at 1:35 or thereabouts.

Students should turn in the yellow sheets.

Then distribute viewing guide for pbs Baiae Nero's Sunken City at url: Baiae (https://www.pbs.org/wnet/secrets/neros-sunken-city-full-episode/3471/ (55 minutes). Sheet is white.

Students should read over the guide so they know what to expect and the definitions of words they might not know;  then answer questions in Viewing Guide. A copy of the Viewing Guide can be found here: https://01latin20192020.blogspot.com/p/baiae-neros-sunken-city-viewing-guide.html

A copy of the full transcript of the documentary can be found here: https://01latin20192020.blogspot.com/p/baiae-neros-sunken-city-transcript-pbs.html

Homework:
Study for quiz on last part of Engineering Empire and Baiae Nero's Sunken City.

If your notes are incomplete you can find a transcript of  Engineering Empire here; and a link to the transcript of Baiae Nero' Sunken city above. 

Friday September 13

Bellwork:
Quizizz on Engineering Empire part II

Finish Baiae Nero's Sunken City

Guided instruction: Translate story 02 A Summer Afternoon

Homework: Translate last sentences of story 02, beginning with "Brevi tempore"  See Google Classroom for story and vocabulary: LINK