Friday November 15

10 Ecce Romani Translation Matching
http://www.quia.com/quiz/7450779.html

Tuesday November 12 -Thursday November 14 verbs and Roman Slavery

Latin I November 12-14

Bellwork (Quia - 10 questions)
10 Ecce Romani Conjugating Verbs Present Tense 10 Questions
http://www.quia.com/quiz/6890666.html

Task 02. Make a list of verbs in the Story "Departure." (lines 1-10 and 15-16). Use the glossary at the back of the book to identify the first person singular, present tense, and the infinitive. These forms are called the first two "principle parts" of the verb.  Then translate the verb as it appears in the story "Departure."

Examples:

laborant - laboro, laborare 1st conjugation; they are working.

gerit - gero, gerere 3rd conjugation; she is wearing

Make your list in your notebook or on your own paper. Then take a picture of it and submit it here in Google Classroom. DUE TODAY. ---------------------------------------------------

Roman Slavery (look at this whole post so you know what is coming)

Task 03. I have created a series of tasks to help you understand what slavery was like in the Roman world. Plan to devote at least two classes and two homework chunks of time to do the following tasks.

I have put together a collection of sources on Roman slavery (see below - TES-Blendspace). There are things for you to read and things for you to write. The instructions are embedded in the assignments.  One link that can be temperamental is to a PowerPoint that is important for completing a worksheet.  So I am giving the link to the PowerPoint here too.

Roman slavery was different from the trans-Atlantic slavery with which we are familiar from more modern times. There are many surprises in the kind of slavery we find in the Roman world.  And, the number of slaves was vast - approximately 50% of people living in Rome by the 200s CE. 


In your notes make a T-chart with Roman slavery as one heading and American slavery as the other.  Your Roman list should be longer. Keep adding to your T-chart as you read through all the sources offered. 

BEGIN!

Task 03a. Read tile/square 1, 2 and view the Powerpoint in tile 5 (see below). Then in your notebook answer the questions on the worksheet in tile 3 - Google Classroom.. Don't rush through this. And, as always write in complete, grammatically correct sentences. Tile 2 and tile 5 will give you the answers to the questions on the worksheet. You can also find a copy of the worksheet here.

When you have finished answering questions on tile 2, submit them through Google Classroom. (Due date November 13 before 8 a.m.)
HOMEWORK: Study vocabulary for Chapter 10
-----------------------------------

Wednesday Bellwork
10 Ecce Romani-Vocabulary short matching
http://www.quia.com/quiz/7045202.html

Now continue with Roman Slavery....
Task 03b.

• Read tiles 6, 7, 8, 13 and 14. 
• Then Study this Quizlet set on the Treatment of Slaves.(8-12 minutes)
• Finally complete this open book quiz (pages 75-77 in textbook): 10 Ecce Romani Treatment of Slaves 11 Short Answer questions http://www.quia.com/quiz/6845949.html. Support your answers with quotations from the text. 

_________________

Choose one of the following readings to summarize and write a personal response to what you find there. Why did you choose the text you did? What did you find most interesting about it? What is the author's point of view of slaves and slavery? What did you agree or disagree with? Choose one short passage as quotation that reveals a central point of the text.  You will be graded on the depth and specificity (details, quotations, examples) of your response. 

Task 03c
Slide 15 tells the story of a cruel slave owner murdered by his slaves. It comes from a letter of Pliny the Younger, the same Pliny that documented the eruption of Mt. Vesuvius. 

Task 03d.
Slide 16 is written by a philosopher who advances the idea that all humans are slaves - slaves to illness, slaves to fate, slaves to anxieties, slaves to social expectations. So, legal status as a slave is only a matter of degree of enslavement. With the right philosophical insights (frame of mind), one can manage enslavement and still have a good life. 

Task 03e. Slide 17 is about resisting slavery in Ancient Rome. It shows how slaves were not passive victims, but had strategies of resistance. 

                                                            Click on "open in Tes Teach"

Homework: Review Vocabulary for Chapter 10

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

Thursday November 14

Task 01. Spend 10 minutes reading the Latin text of story 10 "Departure" and reviewing the vocabulary.

Task 02. With books closed. Do the following translation practice exercise:
10 Ecce Romani Translation Matching
http://www.quia.com/quiz/7450779.html

Make sure you have completed the following assignments in Google Classroom. If not done before class tomorrow grades will  turn to zeros.

Activity Book 10e

Pre-reading derivatives for Chapter 10

Exercises 10b and 10c Verbs.  See page 73 in textbook. Answer questions on your own paper and then submit to Google Classroom using this link. 

Teacher: use answer key in notebook help students check their work. Choose students to read the Latin. 

Exercise 10d (activity)

Friday November 8 VERBS

Task 01: The Infinitive form of Latin Verbs (6 minutes)

Task 02: LatinTutorial the present tense of verbs (6 minutes)

Task 03: Read carefully Chapter 8 page 54

Task 04: Read Chapter 10 Verb conjugations pages 72-73 and answer the questions in your notebooks.

Notes: a conjugation is a group of verbs 
1. how many conjugations are there in Latin?
2. how do you tell to what conjugation a verb belongs?
3. The infinitive ending of 1st conjugation verbs is _____
4. The infinitive ending of 2st conjugation verbs is _____
5. The infinitive ending of 3rd conjugation verbs is _____
6. The infinitive ending of 3rd-io verbs is _____
7. The infinitive ending of 4th conjugation verbs is _____
8. Third conjugation verbs that end in -io in the first person singular are called ___________. These verbs look like 4th conjugation verbs (-ire) in the first person singular, but ONLY there. 
9. It is very important to notice whether the -ere infinitive ending has a long mark over it, or not. Look at the second conjugation in the chart below. Long -e means second conjugation; short-ē

 means third (the short-e will not have any mark over it).

Task 05: Exercise 10b

• ascendo, ascendere - no long mark over -e- therefore 3rd conjugation. Meaning: climb up, ascend
• terreo, terrēre - long-e- therefore 2nd conjugation. Meaning: to scare, terrify
• arripio, arripere - io ending on first person singular and short -e in the infinitive. Therefore 3-io conjugation. Meaning: snatch, grab.

Do 4-15 in the same way in your notebooks. Use the glossary in the back of the book to look up definitions. 

Task 06: Read the directions for 10c and then conjugate 10-15 in your notebook.

Take a picture of your answers to10b and 10c. 

Post in Google Classroom. 

Upcoming deadline

All the assignments in Google Classroom from October 25-today will be due Saturday by 11 p.m. This includes Quia Quizzes. Links to these in the blog.

Thursday November 7

I did not realize that Tuesday was not a school day for students. So I am shifting the deadlines up a day. I want you to use today to complete work that was due Monday, Tuesday and Wednesday.  

Everything closes out Saturday and you will not be able to turn in late work after that day. 

Some of you have produced excellent work on your poster and Dei and Deae packet. Others have done a rush job. Some have not submitted anything.  You are sitting in a class with others who know how to achieve excellence. And who are consistent in their efforts. Look around and follow their models.

Poster Instructions:
On plain white paper (behind teacher desk) make two small posters of two different deities: 1) a deity featured in Dei et Deae; 2) a deity from Rose William's Roman gods (preferably a "nearby god"). Posters include images of the attributes of each god (symbols, animals, habitats, etc). An image of the god/goddess. Posters are neat, well designed and colorful.

I have include a link to a high end poster of Minerva. You do not need to do posters as complex as this one. In addition you can look in the hallway by our class door to see posters done by last year's students to get ideas and models of good work.

Note, you do not have to completely re-do your existing poster. I suggest cutting out the texts and images on the posters you already did. Improve these with color, captions (Latin and English), additional information etc. AND then arrange these on a piece of plain white paper (or the colored paper on the shelf at the back of the room) and when you like what you see, glue the cut outs onto the poster. 

Pen and markers are better than pencil; legibility (able to be read - legere) is essential. Can a person sitting in the back of the room read your poster and recognize the images.

Wednesday November 6

I''d like one of you to show the blog to the substitute - yesterday's and today's posts.

Task 1.
Take the Quia Quiz on Roman Gods by Rose Williams (25 questions)
09 Chapter Ecce Roman Gods according to Rose Williams - October 2019. http://www.quia.com/quiz/7436093.html

THIS IS "CLOSED BOOK" - YOU MAY NOT USE NOTES OR THE ARTICLE.

Alternate Quia Quiz on Rose Williams:
09 Chapter Ecce Roman Gods according to Rose Williams - October 2019 - (copy)
http://www.quia.com/quiz/7447358.html

Task 2. If you did not take the Quia Quiz on Dei et Dea yesterday, please do it now.

09 Ecce Romani Dei et Deae 2019-2020
http://www.quia.com/quiz/7039276.html

Find Quia passwords here.7. 
I'd like Carolina, Emilee and Son to email me at gillmagistra@gmail.com and tell me why no one in Latin I 3rd period did this quiz yesterday.

Task 3. Summary and response for three TEDed myth videos - grading closes out today. Did you make it clear why you chose each myth?  Have you proof read what you wrote and submitted these through Google Classroom? My grammar and spelling is correct.

Task 4. Open book quiz on verbs. Study pages 72-74. Then take the following Quia Quiz on verbs
10 Ecce Romani verb test: endings, conjugations and imperatives-45 questions
http://www.quia.com/quiz/6846339.html

Tuesday November 5

Checklist - All tasks must be completed by tomorrow

1. I have reviewed the Powerpoint on gods and goddesses

2. I paid attention to images, vocabulary and grammar on the slides

3. I have filled out the chart and answered the questions in the handout Dei et Deae and submitted it through Google Classroom.

4. I have made two small posters of two different deities: 1) a deity featured in Dei et Deae; 2) a deity from Rose William's Roman gods (preferably a "nearby god"). My posters include images of the attributes of each god (symbols, animals, habitats, etc). My poster is neat, well designed and colorful.  I have submitted these through Google Classroom. 

5. I have written a summary and response for three TEDed myth videos. I made it clear why I had chosen each myth.  I have proof read what I wrote and submitted these through Google Classroom. My grammar and spelling is correct.

6. I have taken the Quia quiz (25 questions) on Dei et Deae (closed book, no use of PowerPoint or handouts).  Allow at least 30 minutes to take this quiz. You may take it twice. Deadline: today.
09 Ecce Romani Dei et Deae 2019-2020
http://www.quia.com/quiz/7039276.html

Find Quia passwords here.7. 

Homework is to study Rose William's article to prepare for a quiz on this essay tomorrow. 

Those of you who have already submitted items to Google Classroom have, for the most part, done a good job.