propositum: dwbat conjugate sum, esse in the present and imperfect tenses facite nunc: 1.take a...
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Propositum: DWBAT conjugate sum, esse in the Present and Imperfect tenses
Facite Nunc: 1. Take a ‘Conjugating sum, esse (I am, to be)’ handout
from the front and snap it into the Class Notes section of your binders
2. Discuss with your table members:1. What is an irregular verb?2. What makes a verb irregular?
PENSUM #36: Study for a sum, esse QUIZ on Thursday. Clean out your binders from Term 1 EXCEPT for Reference Info and Vocabulary
11/13/13
Conjugating ‘sum, esse’
• We have encountered the verbs est and sunt before in the PRESENT Tense
• est means _______________ or _______________• sunt means _______________ or _________________
• We’ve also seen this verb in the IMPERFECT Tense, the verb forms erat and erant
• erat means ______________ or _________________• erant means _____________ or __________________
he/she/it is there is
they are there are
he/she/it was there was
they were there were
Present tense of sum, esse
• Even though we call this verb IRREGULAR because its STEM changes…• What are the two different Present Stems of this verb?
– _____________ and _____________• Are the Personal Endings the same as the ones that you’ve learned for
the Present Tense? YESNO
su es
Imperfect Tense of sum, esse
eras you were
eramus we were
eratis you all were
Exerceāmus!Annotate and translate the following sentences into English1. ‘sum rex deōrum’ dīcit Iuppiter.
__________________________________________________________________
2. ‘es puella pulchra’ nymphae* Phoebus. __________________________________________________________________
3. in agrō erat malum monstrum cum puellīs__________________________________________________________________
4. rēgīnae et regulī erant in rēgnīs __________________________________________________________________
Annotate and translate the following sentences into Latin.
5. ‘We are the children of (your) husband’ the Olympians say to Rhea.______________________________________________________________________
6. You all are in the war against the Titans. ______________________________________________________________________
• 17, 19, 2• 25, 7
Propositum: DWBAT conjugate sum, esse in the Present and Imperfect tenses
Facite Nunc: 1. On a new piece of paper in your Class Notes section,
write out the conjugation of ‘sum, esse’ in the present and imperfect tenses
2. Review with your table members:1. What are some features of an irregular verb?2. Name 3 ways in which the verb ‘sum, esse’ is irregular
PENSUM #37: Complete your IA Reflection. Study for a sum, esse QUIZ on TOMORROW.
11/13/13
Present Tense of ‘sum, esse’Latin SINGULAR
English Translation
Latin PLURAL English Translation
1st
2nd
3rd
IrregularitesStems = su- / es-Endings = 1st sg. = m
sum I am
es you are
est he/she/it is/ there is
sumus we are
estis you all are
sunt they are/there are
Imperfect Tense of ‘sum, esse’
Irregularities• Stem = era-• NO bā/ēbā
Latin SINGULAR
English Translation
Latin PLURAL English Translation
1st
2nd
3rd
eram I was
eras you were
erathe/she/it was/there was
eramus we were
eratis you all were
erant they were/there were
Translate the following into Latin
1. There were many gods and goddesses in the kingdom.
multus, -a, -um: many
2. There are many boys and girls in the fields._______________________________________
erantmultī deī et deae in regnō
sunt.multī puerī et puellae in agrīs
Actaeōn, rēgulus rēgnī, in silvā errābat et cum amīcīs ferās agitābat sagittīs.
2) What is the case and function of rēgnī ? (77%) a. genitive of possession b. accusative as an object of a preposition c. ablative of means d. nominative as a subject 11% said D
rēgulus amīcīs verba fessa dīcēbat:
4) Change dīcēbat to the present tense, keeping person and number the same. (71%)
a. dīcit b. dīcet c. dīcunt d. dīcere
20% said B
rēgulus amīcīs verba fessa dīcēbat: ‘multās ferās agitābāmus. meae familiae domum redīre optō.’
7) The words meae familiae give what information about the domum ? (63%) a. the home is doing something to the family b. the family is doing something to the home c. the family belongs to the home d. the home belongs to the family
24 % said B
10) nymphae cum _____________ clamant. (43%) a. Diana b. Dianae c. Dianam d. Dianā
36 % said A
dea aquam capit et ad rēgulum iactat et verba īrāta dīcit:
13) What is the implied direct object of the verb iactat ? (36%) a. dea b. aquam c. rēgulum d. īrāta
47% said C
dea aquam capit et ad rēgulum iactat et verba īrāta dīcit:
14) Change verba īrāta to the singular, keeping its case the same. (78%) a. verbum īrātum b. verbōrum īrātōrum c. verbō īrātō d. verbī īrātī
12% said C
canēs cervum vident et eum petunt.
25) To which conjugation does the verb vident belong? (40%) a. 1st b. 2nd c. 3rd d. 4th
45% said C
canēs cervum vident et eum petunt.
26) To which conjugation does the verb petunt belong? (53%) a. 1st b. 2nd c. 3rd d. 4th
22% said D
Term 1 IA
• Silently wait to receive your exam• Once you receive it, look over all 3 sections for
your errors and comments• In a page in your notes, assess your
performance in all 3 categories (Translation, Multiple-Choice, Reading Comprehension)
• List 3 measureable goals you can work towards to improve your performance for Term 2
Term 1 IA- R6Magna et Summa cum Laude (90%+)
• Netanya• Corey• William• Nayely• Emma• Rushaid• Wuraola• Charlene• Coco• Ralph• Aminah
Term 1 IA- R9Magna et Summa cum Laude (90%+)
• Arman• Anik• Sarah• Andy• Keri• Naveed• Robin
Term 1 IA- R1Magna et Summa cum Laude (90%+)
• Itunu• Asha• Janice• Reema• Izabella• Paul P• Mirielle• Abby
Propositum: DWBAT translate forms of sum, esse in the present and imperfect tenses in context
Facite Nunc: 1. Take out a black/blue pen for your quiz
2. Take a “Not Dressed to Kill” handout from the front and snap it into your Class Notes section
3. Review your translation of ‘Not Dressed to Kill’ from your Term 1 TRANSLATIO and summarize the plot of the passage
PENSUM #38: Complete your “Not Dressed to Kill” translation and annotation in full.
11/14/13
Quiz 8: sum, esse
• Complete your quiz in black/blue ink• You have 8 minutes to work
Term 1 E-mail Addresses
• Janice• Kevin• Dylan• Mohammad U.
Propositum: DWBAT translate forms of sum, esse in the present and imperfect tenses in context and answer reading comprehension questions using evidence from a text.
Facite Nunc: 1. Take out your “Not Dressed to Kill” translation for
inspection and correction
2. Review your annotation with your group members for the section of the passage you completed for HW
PENSUM #39: Complete the Reading Comprehension questions on the back of your ‘Not Dressed to Kill’ translation
11/15/13
‘Not Dressed to Kill’ Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page
“Not Dressed To Kill”
Line 1: Achilles fīlius nymphae erat, sed in tectō clarī Lycomēdis habitābat.
Line 2: interim Ulixes ad insulam Scyrum vēla dabat.
Lines 2-3: causa erat cōnscribere in bellō puerum.
Achilles was the son of a nymph, but was living in the house of the famous Lycomedes.
Circle the PREDICATE NOMINATIVE
Meanwhile Odysseus was giving sails (setting sail) toward the island Syros.
The reason was to enlist the boy in war.
Lines 4-5: ubi Ulixes ad Scyrum veniēbat, Lycomēdes virum Ithacae in domum accipiēbat.
Lines 5-6: sed Lycomēdes erat fīdus amīcus nymphae magnae et Ulixem nōn iuvāre cupiēbat.
Line 7: Ulixes callidus erat et consilium capiēbat:
Line 7: “puer adest.
Line 7-8: in forum sarcinam plēnam aurī et gemmārum et tēlōrum portābō.”
“Not Dressed To Kill”
When Odysseus was coming (came) to Sycros, Lycomedes was welcoming (welcomed) the man of Ithaca into (his) home.
But Lycomedes was a loyal friend of the great nymph and was not wanting to help Odysseus.
Odysseus was clever and was seizing (formed) a plan:
“The boy is present (here).
I will carry a bag full of gold and gems and weapons into the forum.”CIRCLE THE PREDICATE NOMINATIVES.
Lines 9-10: vestīmentō novō formam cēlat et in forō manet, dōnec fīliae Lycomedīs veniunt.
Lines 10-11: gemmae pulchrae sunt, et ubi eās Ulixes prōponit, fīliae eās oculīs avidīs spectant.
Lines 11-12: tēla quoque magnifica sunt, et ubi ea Ulixes prōponit, Achilles oculīs avidīs spectat.
Line 13: ubi tēla Achilles capit, Ulixes cognoscit puellam esse Achillem.
Line 14: dīcit, “es Achilles!
Line 14: mea tela cupis quod studiōsus bellō es.
Lines 14-15: cum tē contrā Troiānōs vincemus.”
“Not Dressed To Kill”
He hides his form with new clothing and remains in the forum, until the daughters of Lycomedes arrive.
The gems are beautiful and when Odysseus displays them, the daughters watch them with greedy eyes.
The weapons are also magnificent, and when Odysseus displays them, Achilles watches (them) with greedy eyes.
When Achilles takes the weapons, Odysseus recognizes the girl to be Achilles.
He says, “you are Achilles!
You want my weapons because you are eager for war.
With you we (will) conquer (be victorious) against the Trojans.”
READING COMPREHENSIONAnswer the following questions about the passage above using evidence from the text and citing line numbers in your answer.
1. Why does Lycomedes not want to help Odysseus?
a. Where can we go to in the text to find this answer?“But Lycomedes was a loyal friend of the great nymph and was not wanting to help Odysseus.” (lines 5-6)
b. Answer the question in your own words using contextual information, using the evidence you found from the text and giving your citation.Lycomedes did not want to help Odysseus find Achilles because Odysseus was trying to recruit Achilles for the war. Because Lycomedes was a friend of Thetis, he was serving her best interest by hiding her son to save him from being enlisted in the Trojan War.
READING COMPREHENSION
2. Why does Odysseus take a sarcina into the forum with him?
READING COMPREHENSION
With your Table members, compose a group answer to #3 on looseleaf paper and turn it in as your Exit Slip.
Propositum: DWBAT annotate, translate, and compose predicate nominatives
Facite Nunc: 1. Take a ‘Predicate Nominatives’ handout from the front2. Take a ‘Term 2 Midterm Vocabulary List’ and put it into
the Vocabulary section of your binders1. Write out the declension and conjugation numbers for the
nouns and verbs in your list
3. Wait to receive back your ‘sum, esse’ quiz and place it into the Assessments section of your binders
PENSUM #40: Complete your ‘Predicate Nominatives’ handout in full. COMPOSITION Quiz on Tuesday.
11/18/13
Predicate Nominative• Usually, the action of a verb is completed by a direct object.
– Ex. Ulixes consilium capiēbat Odysseus was seizing (forming) a plan
• Because the verb sum, esse is not an action verb, but rather a condition verb, it is not completed by a direct object. Instead it is completed by a PREDICATE NOMINATIVE.
– Ex. Ulixes erat callidus Odysseus was clever
• A PREDICATE NOMINATIVE is a noun or adjective that further describes the
nominative subject of a form of the verb sum, esse. It is always in the nominative case. It is annotated with a circle.
Exerceāmus! Circle all of the predicate nominatives below.
• Sāturnus erat deus. Saturn was a god.• Sāturnus est magnus. Saturn is great.• Sāturnus est vir Rheae. Saturn is the husband of Rhea.• Rhea est fēmina Sāturnī. Rhea is the wife of Saturn.• Sāturnus et Rhea sunt deī. Saturn and Rhea are gods.• Sāturnus et Rhea erant deī. Saturn and Rhea were gods.• Sāturnus et Rhea sunt vir et fēmina. Saturn and Rhea are man
and wife.• fīliae sunt amicae. The daughters are friends.• orāculum erat malum. The prophecy was bad.• sumus deī. We are gods.• eras deus. You were a god.• est monstrum in regnō. There is a monster in the kingdom.• erant filiī in tectō. There were children in the house.
• NOTĀTE BENE! The predicate nominative noun or adjective must agree with the subject in GENDER (masculine, feminine, or neuter) and NUMBER (singular or plural).
• • Ex. fēminae sunt bonae (The women are good)
NOT fēminae sunt bonum because bonae must • be feminine and plural to agree with the feminine,
plural subject fēminae
Exerceāmus!
• Complete sections I-III on side 2 with your table members
• Raise your hand for a group CHECK of your work when you are done
R9 E-mail Addresses
• Michelle• Minhazul• Dontae
R6 Make-Ups
TODAY in office hours – 2:45 in Room 101• Noah• Rushaid• William
Propositum: DWBAT identify indirect objects and verbs that take indirect objects in English and Latin
Facite Nunc: 1. Take a out a black/blue pen and a piece of
looseleaf for your quiz2. Take a ‘Indirect Objects and Dative Case
Nouns’ handout from the front and put it into the Class Notes section of your binder
PENSUM #41: Complete your ‘Indirect Objects and the Dative Case’ handout in full. DATIVE CASE Quiz on Friday.
11/19/13
Quiz 9: sum, esse COMPOSITION
• Translate the following sentence into Latin.
– There are beautiful gems and big weapons in the forum.
pulcher, pulchra, pulchrum: beautifulgemma, -ae f.: gemtēlum, -ī n.: weaponforum, -ī n.: forum
suntpulchrae gemmae et magna tēla in forō
DATIVE CASE
Recall the following sentence from your Term 1 IA Review Text:
• Plūto Prōserpinae grānātum dat• Pluto gives a pomegranate to Proserpina.
The word Prōserpinae in this sentence is in the DATIVE case. Words in the DATIVE case are translated “TO______” or
“FOR ________”.
Indirect Object
The most common function of the DATIVE case is an INDIRECT OBJECT.
• An INDIRECT OBJECT is a noun that receives the direct object OR the noun TO or FOR WHOM the action of the verb is done. Therefore it is indirectly affected by the verb.
• Ex. Pluto gives a pomegranate TO Proserpina. • pomegranate = direct object• Proserpina = INDIRECT OBJECT she receives the direct object (the
pomegranate)
• OR the action of the verb (gives) is done TO/FOR her (Pluto gives something TO her)
Verbs that govern DATIVE case nouns
• cēdō, cēdere: to grant, yield• dīcō, dīcere: to say, tell• demonstrō, demonstrāre: to demonstrate, mention, reveal• do, dare: to give• doceō, docēre: to teach• donō, donāre: to grant, bestow• faciō, facere: to make• indicō, indicāre: to indicate, point out, reveal• monstrō, monstrāre: to show, teach, point out• narrō, narrāre: to tell, narrate• ostendō, ostendere: to show, display, reveal, display• respondeō, respondēre: to reply
Exerceāmus!
• With your group members, annotate and translate the following sentences seen from your previous handouts and translations.
• Then, complete the noun declensions chart below filling in the DATIVE CASE endings from the sentences above
• The italicized Latin words are in the DATIVE CASE.– What words can you use to translate the DATIVE case?
to/for
a) Lycomēdes nymphae magnae vōtum facit. b) ‘nōn es puella!’ Ulixes puerō dīcit. c) mea tela cupis quod studiōsus bellō es. d) ‘estis tam pulchrae quam gemmae, puellae!’ Ulixes filiīs Lycomēdis dīcit. e) rēgulus amīcīs verba fessa dīcēbat
Lycomedes makes a promise TO the great nymph.
‘You are not a girl!’ Odysseus says to the boy.
You want my weapons because you are eager FOR war.
‘You all are as beautiful as jewels, girls!’ Odysseus says to the daughters of Lycomedes.
The prince was saying tired words to (his) friends
DATIVE Case Endings
-ae -īs -ō -īs -ō
Propositum: DWBAT identify dative case nouns in Latin and distinguish dative case nouns in context
Facite Nunc: 1. Take a ‘Distinguishing Dative Case’ handout from
the front and put it into the Class Notes section of your binders
2. Complete your Facite Nunc on the top of your handout
3. Decline the 3 nouns (aura, cervus, tectum) on side 1 of your handout
PENSUM #42: Complete your ‘Distinguishing Dative Case’ handout in full. DATIVE CASE Quiz on Friday.
11/20/13
Facite NuncCan the following verbs govern an indirect object, or dative, in Latin? Circle “ita” (yes) or “nōn” (no); if “ita”, provide an example in English to prove your point.
I. praestō, praestāre to offer, make available ( ita / nōn) __________________________
II. vidēo, vidēre to see ( ita / nōn) _____________________________________________
III. cēdō, cēdere to grant, yield ( ita / nōn) _______________________________________
IV. prōmittō, prōmittere to promise ( ita / nōn) ___________________________________
V. amō, amāre to love ( ita / nōn) _____________________________________________
Ex. I’m offering my help TO you
Ex. At the stoplight drivers yield TO other cars
Ex. I promise my love TO you!
Declension ReviewDecline these nouns in all cases (use your handout from yesterday to check your work):
1st aur-
auraauraeauraeauramaurā
auraeaurārumaurīsaurāsaurīs
2nd cerv-
cervuscervīcervōcervumcervō
cervīcervōrumcervīscervōscervīs
2nd tect-
tectumtectītectōtectumtectō
tectatectōrum
tectatectīs
Exerceāmus! Distinguishing Dative Case Nouns
• Cavēte! Different cases can have the same ending. To determine the case in a given sentence, you must use _______________. To recognize the dative case in particular look for _______________________.
• Annotate, translate, and ID the italicized nouns in sentences #1-8 with your group
• When your group is done, raise your hand for a group-work CHECK
CONTEXT
verbs that are followed by the dative case
Propositum: DWBAT identify dative case nouns in Latin and distinguish dative case nouns in context
Facite Nunc: 1. Take a ‘Distinguishing Dative Case’ handout from the
front and put it into the Class Notes section of your binders
2. Complete your Facite Nunc on the top of your handout
3. Decline the 3 nouns (aura, cervus, tectum) on side 1 of your handout
PENSUM #43: DATIVE CASE Quiz TOMORROW on Latin forms. (see declensions of aura, cervus, and tectum from your notes yesterday)
11/21/13
Propositum: DWBAT translate dative case nouns in context
Facite Nunc: 1. Take a ‘“Iphigenia” or “Doe, a Deer, Diana’s Deer” handout
from the front2. Take out a blue/black pen for your quiz3. AFTER THE QUIZ, wait to receive back OR take out your
classwork from Wednesday (‘Distinguishing Dative Case Nouns’)
PENSUM #43: 1) Complete your ‘Iphigenia’ translation through line 10 and
complete pg. 3 of your packet in FULL. 2) DATIVE CASE translation QUIZ on Monday.
11/21/13
Exerceāmus! – Distinguishing DATIVE Case Nouns
5. sed quid Graecī, studiōsī bellō, meō fīliō dant? – bellō could be:_________________________, but
here it is:_______________– meō fīliō could be:_________________________,
but here it is:____________– Translation:_______________________________
__________________
dative or ablative
dative or ablative
But what do the Greeks, eager for war, give to my son?
dative
dative
Exerceāmus! – Distinguishing DATIVE Case Nouns
7. sed puerō nōn vītam longam donant. – puerō could be:_________________________,
but here it is:______________– Translation:_______________________________
__________________
ablative or dativedative
But they (will/do) not grant long life to the boy
“Iphigenia” Translation
• Independent translation for the remainder of the recitation– Work silently and independently – Ask thoughtful questions only after you have done
your best to answer them yourself first• Use your Term 2 Midterm Vocabulary List for
vocabulary help!
“Iphigenia” or “Doe, a Deer, Diana’s Deer”• 1 Agamemnon dominus Mycēnārum erat, vir dūrus quamquam • 2 fīdus. ōlim Dianae causam īrae dābat ubi in silvīs et agrīs • 3 multās ferās agitābat: cervum sacrum deae caedit. • • 4 letō deam magnam silvārum īratam facit, itaque Diana ad • 5 Graecōs aurās dūrās mittit. Graecī naviculīs ā Boeōtiā cēdere • 6 nōn poterant, sed Calchas Graecīs sententiās deae dīcit oraculō: • • 7 ‘viam ad Trōiam nōn habētis. dea ā dominō Mycēnārum • 8 poenam petit. deī sacrum virōrum aut fēminārum • 9 nōn cupiunt. tamen Diana Graecīs viam cēdit, sī deae • 10 sacrum dātis.’ sacrum erat fīlia Agamemnonis, Īphigenīa. • • 11 Agamemnon fīliam suam amābat et nōn interficere cupiēbat.• 12 sed callidus Ulixes Graecōrum causās magnās amīcō dīcēbat, et • 13 poterat sententiam mutāre. interim Graecī in Boeōtiā manent, • 14 dōnec litterās Agamemnon fēmīnae Clytemnestrae mittit. nōn dē sacrō dīcēbat
in • 15 litterīs, sed dē matrimoniō Īphigenīae cum Achille. fīlia cēdit ab Mycēnīs et ad
naviculās 16 Graecōrum venit ...
Propositum: DWBAT translate dative case nouns in context
Facite Nunc: 1. Take a ‘“Iphigenia” or “Doe, a Deer, Diana’s
Deer” handout from the front2. Take out a blue/black pen for your quiz
PENSUM #43: 1) Complete your ‘Iphigenia’ translation in FULL. 2) DATIVE CASE translation QUIZ on Monday.
11/21/13
“Iphigenia” Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page
Dative Translation Quiz Monday 11/25
• fabulam amīcīs dē puellā puer narrat– Translation (5 pts.):
– ID the DATIVE word (1 pt.):
The boy tells a story about a girl to (his) friends.
amīcīs
Propositum: DWBAT translate dative case nouns in context
Facite Nunc: 1. Take out a blue/black pen for your quiz2. AFTER the quiz is over, take out your ‘Iphigenia’
translation and handout for correction and inspection3. Take out a red pen
PENSUM #44: 1) Complete your ‘Iphigenia’ translation in FULL. 2) DATIVE CASE composition QUIZ on Wednesday. (see
Dative Case Practice from the last pg. of your ‘Iphigenia’ handout)
11/25/13
Quiz 10: Dative Translation
• You have 8 minutes to complete your quiz
‘Iphigenia’ Translation 1 Agamemnon dominus Mycēnārum erat, vir dūrus quamquam fīdus.
2 ōlim Dianae causam īrae dābat ubi in silvīs et agrīs multās ferās
3 agitābat: cervum sacrum deae caedit.
Agamemnon was a lord of Mycenae, a harsh husband although (he was) loyal.
Once he was giving (gave) a cause of/to anger to Diana when he was hunting many wild beasts in forests and fields:
he kills (killed) a sacred stag of the goddess.
‘Iphigenia’ Translation
4 letō deam magnam silvārum īratam facit, itaque Diana ad Graecōs
5 aurās dūrās mittit. Graecī naviculīs ā Boeōtiā cēdere nōn poterant, sed
6 Calchas Graecīs sententiās deae dīcit oraculō:
He makes (made) the great goddess of the forests angry with the killing and so Diana
sends (sent) harsh winds to the Greeks. The Greeks were not able to go away from Boetia in (their) boats, but
Calchas says (said) the feelings of the goddess to the Greeks in a prophecy:
‘Iphigenia’ Translation
7 ‘viam ad Trōiam nōn habētis. dea ā dominō Mycēnārum poenam
8 petit. deī sacrum virōrum aut fēminārum nōn cupiunt. tamen Diana
9 Graecīs viam cēdit, sī deae sacrum dātis.’ sacrum erat fīlia
10 Agamemnonis, Īphigenīa.
‘You (will/do) not have a path to Troy. The goddess seeks a punishment from the lord of Mycenae.
The gods do not want a sacrifice of men or women. Nevertheless Diana
yields (will yield) a path to the Greeks, if you (will) give a sacrifice to the goddess.’ The sacrifice was the daughter
of Agamemnon, Iphigenia.
Dative Case RecognitionFind the following DATIVE case nouns from the passage above in the declension, gender, and number combinations listed:
Dianae to Diana
Graecīs to the Greeks
deaeto the goddess
For each DATIVE case noun that appears, identify the Latin verb that is creating an INDIRECT OBJECT:
dābat 3rd sing. (he) was givingcēdit 3rd sing. (she) yields
dātis 2nd pl. (you all) give
“Iphigenia” Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page
Propositum: DWBAT translate dative case nouns in context; compose sentences including dative nouns
Facite Nunc: 1. Take a ‘Dative Case Composition’ handout from the front2. Take out your ‘Iphigenia’ translation and handout for
correction and inspection3. Take out a red pen
PENSUM #45: 1) Complete your Dative Case Composition handout in full2) Dative Case composition QUIZ TOMORROW. (see Dative
Case Practice from the last pg. of your ‘Iphigenia’ handout)
11/26/13
‘Iphigenia’ Translation11 Agamemnon fīliam suam amābat et eam nōn interficere cupiēbat.
12 sed callidus Ulixes Graecōrum causās magnās amīcō dīcēbat, et
13 poterat sententiam mutāre. interim Graecī in Boeōtiā manent, dōnec
14 litterās Agamemnon fēmīnae, Clytemnestrae, mittit. nōn dē sacrō
15 dīcēbat in litterīs, sed dē matrimoniō Īphigenīae cum Achille. fīlia
16 cēdit ab Mycēnīs et ad naviculās Graecōrum venit ...
Agamemnon was loving (loved) his daughter and was not wanting to kill her.
But the clever Odysseus of the Greeks was saying great (important) reasons to (his) friend, and
he was able to change (his) thought (mind). Meanwhile the Greeks remain(ed) in Boetia, while
Agamemnon sends (sent) letters for (his) wife, Clytemnestra. He was not speaking about the sacrifice
in (his) letters, but about a marriage of Iphigenia with Achilles. (His) daughter
goes from Mycenae and arrives at the Greeks’ boats…
Dative Case RecognitionFind the following DATIVE case nouns from the passage above in the declension, gender, and number combinations listed:
Dianae to Diana
Graecīs to the Greeks
deaeto the goddess
amīcō to (his) friend
fēminae Clytemnestrae
for/to (his) wife Clytemnestra
For each DATIVE case noun that appears, identify the Latin verb that is creating an INDIRECT OBJECT:
dābat 3rd sing. (he) was givingcēdit 3rd sing. (she) yields
dātis 2nd pl. (you all) givedīcēbat 3rd sing. (he) was sayingmittit 3rd sing. (he) sends
Dative Case PracticeSupply the properly declined NOUNS and the properly conjugated VERBS in the correct person and number:1) Agamemnon prepares to give a sacrifice both to Diana and to the gods. Agamemnon et ______________ et ______________ sacrum ______________ parat. 2) If he does so, Diana sends favorable winds to the Greeks. sī sīc facit, Diana aurās bonās ______________ ______________. 3) Agamemnon and Ulysses were speaking about marriage in a letter to Clytemnestra. Agamenon et Ulixes dē matrimoniō in litterīs ______________ ______________ . 4) Clytemnestra sends Iphigenia to Boeōtia. Clytemnestra ______________ ______________ ______________. 5) Ulysses tells a story to (his) friend about the glory of the Greeks. (fabula, -ae, f. = story) Ulixes ______________ ______________ dē Graecōrum gloriā narrat.
dareDianae deīs
mittitGraecīs
dīcēbantClytemnestrae
mittitIphigeniam ad Boeotiam
fabulam amīcō
Dative Case Composition
• Work on your Dative Case Composition handout with your table members
• Raise your hand for a groupwork check when you are done
• CHALLENGE! – 6) Clytemnestra sends (her) daughter to Boetia
with a letter about marriage with Achilles.
Francois Perrier “The Sacrifice of Iphigenia” (1632)
Leonart Bramer “The Sacrifice of Iphigenia” (1623)
Propositum: DWBAT define tense and aspect; form the present and imperfect tenses in all of their aspect in all conjugations
Facite Nunc: 1. Take a ‘Verb Tense Review’ handout from the
front2. Take out a piece of looseleaf from your Class
Notes section to take notes3. Take out a black/blue pen for your quiz
PENSUM #46: Have a happy holiday!
11/27/13
Quiz 11: Dative Case Composition
• You have 10 minutes to complete your quiz
VERB REVIEW
• Every Latin verb has person, number, and tense– PERSON• 1st person = speaker (I or we)• 2nd person = addressee (you or you all)• 3rd person = 3rd party (he/she/it or they)
– NUMBER• Singular (I, you, H/S/I) or plural (we, you all, they)
– TENSE• Time when the action/condition of the verb happens
– Present, Imperfect, (future, perfect, pluperfect, future perfect)
For each pair of verbs, check the box of the verbal characteristic that differentiates the two:
TENSE and ASPECT
• TENSE = the time at which the verb occurs– Present – time NOW– Past – time PRIOR
• ASPECT = how the action of the verb is done– Simple = _____/_____-ed (ex. love, loved)– Progressive/repeated = ____ing/was ____ing/used
to _____ (ex. loving, was loving, used to love)– Emphatic = does/do _______/did ______ (ex.
does/do love, did love)
For each English verb, check the box of BOTH the time and aspect it expresses:
Exerceāmus!
• Conjugate all of the Latin verbs on pgs. 2 (Present tense) and pg. 3 (Imperfect tense) and give the conjugation # for each– Cogitāte! What is the formula to form each verbs?
What are the exceptions to that formula for each conjugations?
– Raise your hand for a groupwork check when you are done
PRESENT TENSE
• FORMULA: +
• Exceptions:– 3rd conj. =– 1st person sing., 1st and 3rd conj. =– 3rd person pl., 3rd reg. conj. =– 3rd person pl., 3rd –io and 4th conj. =
Present stem(2nd PP – re)
Personal Endings(-ō, -s, -t, -mus, -tis, -nt)
Present stem, ‘e’ becomes ‘i’ (ex. rege regi)
drop vowel (ex. amaō amō)
-unt (ex. dīcunt)
-iunt (ex. faciunt, audiunt)
IMPERFECT TENSE
• FORMULA: + +
• Exceptions:– 3rd reg. conj. =– 1st person personal ending =
Present stem bā/ēbā Personal Endings
drop vowel (ex. dīceēbat dīcēbat)
m (ex. amābam NOT amābao)
bā = 1st and 2nd conj.ēbā = 3rd, 3rd –io and 4th conj.
Propositum: DWBAT identify and conjugate verbs in the future tense in all conjugation numbers
Facite Nunc: 1. Take a ‘Future Tense’ handout from the front2. Complete the ‘Facite Nunc’ at the top of your
Future Tense handout
PENSUM #47: Complete your ‘Conjugating the Future Tense’ worksheet
12/2/13
1. tamen Diana Graecīs viam cēdet, sī deae sacrum dabitis.
a) dabitis comes from the verb ________, ________ meaning ‘_________’
b) Present stem = __________c) Personal ending = __________d) FUTURE tense infix = ________e) Sentence translation:
dodare to give
da-
-tis-bi-
Still Diana will grant/yield a path to the Greeks, if you all will give a sacrifice to the goddess.
2. ‘viam ad Trōiam habēbimus, sī Diana īrata nōn est,’ Agamemnonī* Graecī dīcunt.(*Agamemnonī = m. dat. sg.)
a) habēbimus comes from the verb ________, ________ meaning ‘_________’
b) Present stem = __________c) Personal ending = __________d) FUTURE tense infix = ________e) Sentence translation:
habeōhabēre to have
habē-
-mus-bi-
‘We will have a path to Troy, if Diana is not angry,’ the Greeks say to Agamemnon.
3. Graecī ad Trōiam cēdent sī Agamemnon sacrum facit.
a) cēdent comes from the verb ________, ________ meaning ‘_________’
b) Present stem = __________c) Personal ending = __________d) FUTURE tense infix = ________e) Sentence translation:
cēdōcēdere to grant, yield; go
cēde-
-ntNone?...
The Greeks will go to Troy if Agamemnon makes a sacrifice.
4. ‘sī Iphigenīa veniet ad Mycēnās, Achilles eam in matrimonium dūcere potest,’ Clytemnestra dīcit.
a) veniet comes from the verb ________, ________ meaning ‘_________’
b) Present stem = __________c) Personal ending = __________d) FUTURE tense infix = ________e) Sentence translation:
veniō venīre
to come, arrivevenī-
-te
‘If Iphigenia comes to Mycenae, Achilles can (is able to) lead her into marriage,’ Clytemnestra says.
Forming the Future Tense
• Based on what you observed in sentences 1-4 above, complete the following formulae for conjugating FUTURE tense verbs.
1st and 2nd conjugations: ___________+ _____ + __________
*EXCEPT• 1st person singular – no ‘i’ before ‘ō’ ending (ex. amābō NOT
amābiō)• 3rd person plural – infix and ending are ‘bunt’ (ex. amābunt,
habēbunt)
Present Stem bi Personal Endings
Forming the Future Tense
• Based on what you observed in sentences 1-4 above, complete the following formulae for conjugating FUTURE tense verbs.
3rd reg., 3rd –io and 4th conj.: ________ + ____ + _______
*EXCEPT• 3rd conj.- vowel from Present stem drops (ex. duces NOT
ducees)• 3rd –io conj. – ‘e’ in present stem becomes ‘I’• 1st person sing. – infix and ending are ‘am’ (ex. dīcam, capiam,
audiam)
Present Stem e
Personal Endings
1 A, 5 E’s(ducam, duces, ducet, ducemus, ducetis, ducent)
1. do, dare to give Conjugation #: ________Formula for Future Tense: ________ + ________ + ___________
1st Present Stem bi
Personal Endings
dabō I will give
dabis you will give
dabit h/s/I will give
dabimus we will give
dabitis you all will give
dabunt they will give
Exerceāmus! (Let’s practice!)Conjugate verbs #2-5 independently and check your answers against your group members’ work when you are finished.
Propositum: DWBAT conjugate verbs and form in the future tense in all conjugation numbers
Facite Nunc: 1. Take a ‘Forming the Future Tense’ handout from
the front2. Take out your ‘Conjugating the Future Tense’
handout from yesterday and a red pen
PENSUM #48: Complete your ‘Forming the Future Tense’ handout in full. QUIZ TOMORROW on conjugating the Future Tense (see Conjugating the Future Tense for format)
12/3/13
2. maneō, manēre to remain, stay Conjugation #: ________Formula for Future Tense: ________ + ________ + ___________
2nd Present Stem bi
Personal Endings
manēbō I will stay
manēbis you will stay
manēbit h/s/I will stay
manēbimus we will stay
manēbitis you all will stay
manēbunt they will stay
EXCEPTIONS:•1st sing. ‘I’ drops from ‘bi’ infix•3rd plural infix and ending = bunt
4. faciō, facere to make, do Conjugation #: ________Formula for Future Tense: ________ + ________ + ___________
3rd -io Present Stem e
Personal Endings
faciam I will make
facies you will make
faciet h/s/i will make
faciemus we will make
facietis you all will make
facient they will make
EXCEPTIONS:•‘e’ from present stem changes to ‘i’•1st sing. infix and ending = -am
1. dūcō, dūcere to lead Conjugation #: ________Formula for Future Tense: ________ + ________ + ___________
3rd Present Stem e
Personal Endings
dūcam I will lead
dūces you will lead
dūcet h/s/i will lead
dūcemus we will lead
dūcetis you all will lead
dūcent they will lead
EXCEPTIONS:•‘e’ drops from present stem•1st sing. infix and ending = -am
FORMING THE FUTURE TENSE
• Complete the following sections of your worksheet in your groups– Forming Future Tense Verb Forms (pg. 1-2)– Present Future Tense (pg. 2)– Fill-in the Future Tense Verb (pg. 2-3)
• Raise your hand for a group-work CHECK of your work
– CHALLENGE! Composition (pg. 3) – complete as much as you can before the recitation ends! The group who gets the farthest will earn a BONUS point for their quiz tomorrow!
Propositum: DWBAT translate future tense verbs in context
Facite Nunc: 1. Take a ‘Tale of the Trojan Horse’ handout from
the front2. Take out a black/blue pen for your quiz
PENSUM #49: Translate ‘Tale of the the Trojan Horse’ through line 9 and complete the Future Tense table on pg. 2
12/4/13
Quiz 12: Conjugating the Future Tense
• You have 8 minutes for your quiz
The Tale of the Trojan Horse
• Read over the italicized text at the top of pg. 1 of your packet and answer the following questions:
• CONTEXT CHECK
1. What is Odysseus’ most valuable trait or skill in the Trojan War? __________________________________________________
2. What is the most famous example of Odysseus utilizing this skill in the war?__________________________________________________
3. What do you predict will happen next?__________________________________________________
His wit and eloquence which he used to ‘keep up morale, spy on the Trojans, and devise schemes’ to help the Greek side.
Stealing the palladium from the Trojan shrine and devising a plan for to create the Trojan horse
equus Trōiānus
The Tale of the Trojan Horse
1. iam ad Priamum Trōiānī Graecum captīvum, Sinōnem, dūcunt. ubi
2. Sinon Trōiānōs īrātōs videt et Trōiānōrum lūdōs audit, cūram simulat
3. et Priamō mendācia dīcere audet: ‘verba vēra dīcam: mē esse
4. Graecum nōn negābō. (quamquam mē miserum Fortūna facit, mē
5. quoque falsum nōn faciet.) Palamēdis eram amīcus et amīcitiam
6. petēbāmus cum Ulixe sed Ulixem īrātum faciēbāmus itaque amīcum
7. meum dolō (fabulam cognoscitis) Ithacus caedit. nunc ex odiō Ulixis
8. malī dēcēdere nōn possum--quid dīcam? sī Graecōs timētis,
9. mē caedētis et Ulixem dīrum iuvābitis.’
Now the Trojans lead the Greek captive, Sinon, to Priam.
When Sinon sees the Trojans angry and hears about the Trojan’s games,
he feigns concern
“The Tale of the Trojan Horse” Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page
Propositum: DWBAT translate future tense verbs in context
Facite Nunc: 1. Take out your ‘Tale of the Trojan Horse’ handout2. Take out a red/correcting pen3. With your table members, check over the
annotations you completed for HW
PENSUM #50: Translate ‘Tale of the the Trojan Horse’ through line 15. Quiz on translation/composition for the FUTURE tense on Monday.
12/5/13
Tale of the Trojan Horse
3. et Priamō mendācia dīcere audet: ‘verba vēra dīcam: mē esse
4. Graecum nōn negābō. (quamquam mē miserum Fortūna facit, mē
5. quoque falsum nōn faciet.) Palamēdis eram amīcus et amīcitiam
6. petēbāmus cum Ulixe sed Ulixem īrātum faciēbāmus itaque amīcum
7. meum dolō (fabulam cognoscitis) Ithacus caedit. nunc ex odiō Ulixis
8. malī dēcēdere nōn possum--quid dīcam? sī Graecōs timētis,
9. mē caedētis et Ulixem dīrum iuvābitis.’
and he dares to tell lies to Priam:
deny myself to be (a) Greek. Although Fortune makes me miserable,
it will not also make me a liar. I was a friend of Palamedes and we were
seeking friendship with Odysseus
and so the Ithacan (Odysseus) kills (killed) my friend with a trick (you all know the story).
I am not able to depart- what will I say?
you all will kill me and you will help awful Odysseus.’
‘I will speak true words: I will not
but we were making Odysseus angry
Now out of hatred of evil Odysseus
If you all fear the Greeks,
FUTURE TENSE Identification (pg. 2)
negābō 1st sg. I will denyfaciet 3rd sg. (it) will makedīcam 1st sg. I will saycaedētis 2nd pl. you all will killiuvābitis 2nd pl. you all will help
“The Tale of the Trojan Horse” Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page
Propositum: DWBAT translate future tense verbs in context
Facite Nunc: 1. Take out your ‘Tale of the Trojan Horse’ handout2. Take out a red/correcting pen3. Wait to receive back your ‘Forming the Future
Tense’ packet and make corrections to your work from the corrections you see on your table’s packet
PENSUM #51: Quiz on translation/composition for the FUTURE tense on Monday. STUDY YOUR TERM 2 MIDTERM VOCABULARY
12/6/13
Propositum: DWBAT translate future tense verbs in context
Facite Nunc: 1. Take out your ‘Tale of the Trojan Horse’ handout2. Take out a red/correcting pen3. Take out your ‘Forming the Future Tense’ packet
and turn to pg. 2
PENSUM #51: Quiz on translation/composition for the FUTURE tense on Monday. STUDY YOUR TERM 2 MIDTERM VOCABULARY
12/6/13
Quiz 13: Translating and Composing the FUTURE Tense (Monday 12/9)
• 2 sentences to translate similar to those from your ‘Tale of the Trojan Horse’ text– Study your Term 2 Midterm Vocab list!
• 3 verb completionscognoscam
ponam
capiet vidēbōnōn manēbimus
cēdemus vincemus
10. Priamus et Trōiānī verba audiunt et Sinonem inimīcum nōn iam
11. habent itaque Sinon ‘hīc,’ dīcit ‘mē Graecī relinquunt et per undās
12. rēgna sua petunt, nam orāculum novum ab deīs accipimus: dea magna,
13. Minerva, ob pallādium surreptum Graecōs nōn amat et Graecīs
14. veniam nōn dabit dōnec in templō suō pallādium ponent--aut domum
15. navigābimus aut Trōiānī vincent.
Priam and the Trojans hear the words and no longer have (consider) Sinon an enemy
and so Sinon says ‘The Greeks abandon(ed) me here and are seeking
their kingdoms through the waves, for we receive a new prophecy from the gods: the great goddess
Minerva does not love the Greeks because of the stolen palladium and
will not give pardon to the Greeks until they (will) place the palladium in her temple- either
we will sail home or the Trojans will conquer (be victorious).
‘Tale of the Trojan Horse’ (lines 10-15)
“The Tale of the Trojan Horse” Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary reference• 1-2 people will lead in translation
– Indicate your group role with an A, G, or T at the top of your page
• YOU MUST FINISH YOUR TRANSLATION BY THE END OF THE RECITATION!!!
• Raise your hand to receive a classwork CHECK when you are done
• If you finish early, complete your FUTURE TENSE CHECK at the bottom of pg. 3
‘Tale of the Trojan Horse’ (lines 15-18)
15. equum ex māteriā faciunt, nam
16. Minervae satis facere optant. tam magnum equum faciunt, quod deae
17. grātiam habēre Trōiānōs nōn optant. sī in portās equum trahētis,
18. contrā Graecōs bellum gerētis et vincētis.’
They make a horse out of wood, for
they want to make enough of (satisfy) Minerva. So they make a big horse, because
they do not want the Trojans to have the favor of the goddess. If you (will) drag the horse into the gates,
you all will wage war with the Trojans and will conquer (them).’
FUTURE TENSE CHECK (pg. 3)
dabit 3rd sg. she will giveponent 3rd pl. they will placenavigābāmus 1st pl. we will sailvincent 3rd pl. they will conquertrahētis 2nd pl. you all will draggerētis 2nd pl. you all will wagevincētis 2nd pl. you all will conquer
‘ob fīlium Trōia occidet.’
• Translation: ‘On account of (your) son Troy will fall.’• What TENSE is the verb occidet?
– will fall = FUTURE tense• The 3 Principal Parts of this verb are occidō, occidere, occidī (I
fall, to fall, I fell)• How would you write the verb occidet in the PRESENT TENSE?
– Present Stem (3rd conj.: change ‘-e’ to ‘-i’) + Personal Endings occidit (he/she/it falls)
• How is the FUTURE form of this verb different than the PRESENT form?– Future tense – ‘e’ before ending in occidet– Present tense – ‘i’ before ending in occidit
Propositum: DWBAT translate future tense verbs in context
Facite Nunc: 1. Take out a black/blue pen for your quiz2. Take the following handouts from the front:
1. ‘Compound Verbs of sum, esse’ (Class Notes)2. ‘Exerceāmus! Compound Verbs of sum, esse’
(Homework)
PENSUM #52: Complete your ‘Exerceāmus! Compound Verbs of sum, esse’ handout
12/9/13
Quiz 13: Future Tense Translation and Conjugation
• You have 12 minutes to complete your quiz
STATIM:Examine the following verbs in English outsource oversee counteract
underestimate outgrow The verbs can be split into two parts, a verb at the
_________ of the word and a ___________________ at the beginning.
endpreposition
COMPOUND VERBS IN LATIN
In Latin, verbs that are made up a verbal base and a prepositional suffix are called COMPOUND VERBS.
Below is a list of a few common COMPOUND VERBS: • ab + ducō, ducere = abducō, abducere, means
________________• circum (around) + veniō, venīre = circumveniō, circumvenīre, means
________________• prae (before) + dicō, dicere = praedicō, praedicere, means
________________• satis (enough) + faciō, facere = satisfaciō, satisfacere, means
________________ or idiomatically, _________________
to lead away
to surround
to say beforehand; warn
to make enough of to satisfy
FUTURE Tense of sum, esse
Future stem = eri-
erit h/s/i will be
erimus we will beeritis you all will be
COMPOUNDS OF SUM, ESSE
• ad + sum, ad + esse = adsum, adesse, means _______________________
• ab + sum, ab + esse = absum, abesse means_______________________
• pos (/pot) + sum, pos + esse = possum, posse, means _______________________
to be present, be here
to be absent, be away
to be able; can
ADSUM, ADESSSE To conjugate, add the prefix “ad-” to the regular sum, esse forms.
ades you are presentadest h/s/i is present
adsumus we are presentadestis you all are presentadsunt they are present
aderas you were presentaderat h/s/i was present
aderamus we were present
aderatis y’all were presentaderant they were present
aderis you will be presentaderit he will be present
aderimus we will be present
aderitis y’all will be presentaderunt they will be present
Independent Work
• Conjugate absum, abesse, and possum, posse independently
• If you finish early, you may move on to your HW worksheet
Propositum: DWBAT conjugate and translate compound verbs of sum, esse
Facite Nunc: 1. Take the following handouts from the front:
1. ‘Plūs Exerceāmus: Compound Verbs of sum, esse’
2. Take out your ‘Exerceāmus! Compound verbs of sum, esse’ handout for correction and inspection
3. Take out your Term 2 Midterm Vocabulary List
4. Take out a red pen
PENSUM #53: Study for a QUIZ tomorrow on adsum, adesse and possum, posse
12/10/13
Quiz 14: Compound verbs of sum, esse
• 2 sentences to translate– See your handout from today for examples– STUDY YOUR TERM 2 MIDTERM VOCABULARY!
• 3 verb completions (English Latin)– Ex. I am here adsum
• possum, posse means ________________________• possum, posse is always followed by an
_______________. This is called a .
• ex. Graecī viam ad Troiam nōn invenīre possunt. The Greeks are not able to find a path to Troy.
to be able; can
infinitive complementary infinitive
potest h/s/I is able
possumus we are ablepotestis you all are ablepossunt they are able
Exerceāmus! Compound Verbs of sum, esse
1. adsum. _____________________________2. adest. _____________________________3. absunt. _____________________________4. aberunt. _____________________________5. aderant. _____________________________6. possumus vincere. _____________________________7. poteramus vincere. ____________________________8. poterimus vincere. _____________________________
I am presenth/s/I is present
they are absent/awaythey will be absent
they were presentwe are able to conquer (be victorious)we were able to conquerwe will be able to conquer
Exerceāmus! Compound Verbs of sum, esse
9. Sinonem Troianī capere poterant quod Sinonem Ulixes nōn amābat.
10. adest dea Minerva itaque Troianī Graecōs vincere poterunt.
11. et in agrō et in silvā audīre deōs in Olympō possumus.
12. puella in forō amīcās cognoscere potest quamquam sunt multī puerī et multae puellae adsunt.
The Trojans were able to capture Sinon because Odysseus was not loving (didn’t love) Sinon.
The goddess Minerva is present/here and so the Trojans will be able to conquer the Greeks.
We are able to hear the gods on Olympus in both the field and the forest.
The girl is able to recognize (her) friends in the forum although there are many boys and many girls present.
Plūs Exerceāmus: Compound Verbs of sum, esse
• Independently complete this worksheet
• If you finish early, study your Term 2 Midterm Vocabulary List for a BONUS pop quiz
VOCABULARY POP QUIZ
• Define the following words in ENGLISH:– aura, aurae f.– īra, īrae f.– fidus, fida, fidum– novus, nova, novum– cēlō, cēlāre– mittō, mittere– contrā (+ACC)– interim– dōnec
VOCABULARY POP QUIZ
• Define the following words in LATIN:
– stag– reason, cause– roof; house– clever– full (of)– to kill; cut– to recognize– either…or– and so, therefore
Propositum: DWBAT translate compound verbs in context
Facite Nunc: 1. Take the following handouts from the front:
1. ‘Laocoōn’
2. Take out a black/blue pen for your quiz
PENSUM #54: Translate lines 1-6 of your ‘Laocoōn’ passage
12/11/13
Quiz 14: Compound Verbs of sum, esse
• You have 10 minutes to complete your quiz
‘Laocoōn’
• PRE-READING CONTEXT– Who is Sinon?– What is Sinon’s relationship with Odysseus?– Why is Sinon the only Greek left behind?– What is the prophecy Sinon mentions to Priam
about the Greeks?– What does Sinon claim the wooden horse to be
for?
‘Laocoōn’ Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page
Propositum: DWBAT translate compound verbs in context
Facite Nunc: 1. Take out your ‘Laocoōn’ text for correction and
inspection2. Take out a red pen3. With your table members, review your
annotation for lines 1-6
PENSUM #55: Translate lines 7-16 of your ‘Laocoōn’ passage
12/12/13
‘Laocoōn’ lines 1-61. Lāocoōn dē arce Trōiae currit: 'amicī, Graecīs crēdēmus?
dōnum est
2. Graecōrum dolus: nōn cognoscitis opus Ulixis? aut equus māteriā
3. multōs virōs Graecōs cēlat aut arietem facere poterant. equō, amīcī
4. meī, nōn crēdam. quidquid id est, timeō Graecōs et sua dōna.’
5. post ea verba, ad equum hastam iacit. hasta in latere stat et tremit:
6. caverna gemit contrā.
Laocoon runs down from the citadel of Troy: ‘Friends, will we believe the Greeks?
The gift is a trick of the Greeks: do you all not recognize the work of Odyssseus?
Either the horse hides many Greek men with (its) wood or they were able to make a battering ram.
I, my friends, will not trust in this horse. Whatever it is, I fear the Greeks and their gifts.’
After these words, he throws a spear towards the horse.The spear sticks in (its) side and shakes:
the body groans in reply.
‘Laocoōn’ Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page
Propositum: DWBAT complete a practice midterm exam to assess their comprehension
Facite Nunc: 1. Take the following handouts from the front:
1. Term 2 Midterm Study Guide2. Term 2 Midterm Practice Exam
2. Take out your ‘Laocoōn’ text for correction and inspection3. Take out a red pen4. Read over your Term 2 Midterm Study Guide silently and
annotate for clarification
PENSUM #56: Complete your Term 2 Midterm Practice Exam. STUDY FOR YOUR MIDTERM ON 12/17
12/13/13
‘Lācoōn’ lines 7-117. Lāocoōn, prīmus sacerdos Neptūnī, sacrum taurī ad āram
8. faciēbat. interim geminī serpentēs per undās movēbant. terga
9. sanguinea habēbant et magnās clāmōrēs dabant. ubī ad oram
10. veniunt, Trōiānī ob timōrem fugiunt. interim serpentēs Lāocoontem
11. petunt sed prīmum fīliōs capiunt et puerōs dēvorāre incipiunt.
Laocoon, the first priest of Neptune, was making a sacrifice of a bull at the altar.
Meanwhile twin snakes were moving through the waves.
They were having (had) bloody backs and were giving great (loud) shouts.
When the arrive at the shore, the Trojans flee because of fear.
Meanwhile the snakes seek Laocoon but first they seize (his) sons and they begin to devour the boys.
‘Lācoōn’ lines 12-16
12. patrī clāmōrēs puerī mittēbant; armātus ad fīliōs currit sed eōs
13. servāre nōn potest, eum monstra vincunt. dōnec timor novus in
14. animōs Trōiānōrum adest: ‘Lāocoōntī culpam damus, quod sacerdōs
15. hastā malā sacrum vulnerat. portās Trōiae aperiēmus et ad templum
16. equum trahēmus et deam veniam orābimus.’
The boys were sending shouts to (their) father; armed he runs towards (his) sons but he is not able to save them,
the monsters conquer him.Until a new fear is present in the minds of the Trojans:
‘We give blame to Laocoon, because the priest wounds (wounded) the sacrifice with an evil spear.
We will open the gates of Troy and we will drag the horse to the temple
and we will pray (to) the goddess (for) forgiveness.’
Term 2 Midterm Practice Exam
• Independently work on your Term 2 Midterm Practice Exam
• If you finish early, answer the Reading Comprehension questions attached to your ‘Lācoōn’ text
Propositum: DWBAT exhibit comprehension of content, skills and knowledge from Term 2 in preparation for the Term 2 Midterm Exam
Facite Nunc:
1. Take the following handouts from the front:1. Term 2 Midterm Practice Exam ANSWER KEY2. Term 2 Midterm Review Worksheet
2. Take out your Term 2 Midterm Study Guide (Practice Exam) for correction and inspection
3. Take out a red pen
4. Correct your Translation, Multiple-Choice, and Reading Comprehension from your Practice Exam using your ANSWER KEY
PENSUM #57: STUDY FOR YOUR MIDTERM EXAM TOMORROW!!!
12/16/13
Term 2 Midterm Review Worksheet
• Complete your Term 2 Midterm Review Worksheet working independently – DO NOT USE YOUR NOTES!
• If you finish early, answer the Reading Comprehension questions on the last page of your ‘Laocoon’ packet
VOCABULARY POP QUIZ
• Define the following words in ENGLISH:– forum, forī n.– navicula, naviculae f.– sententia, sententiae f.– tēlum, tēlī n.– avidus, avida, avidum– dūrus, dūra, dūrum– īratus, īrata, īratum– sacer, sacra, sacrum– cēdō, cēdere– iuvō, iuvāre– ponō, ponere
VOCABULARY POP QUIZ• Define the following words in LATIN:
– gold– eye– punishment– house– clothing– beautiful– eager– to stay, remain– to be able– to be– or– meanwhile
Term 2 MIDTERM EXAM
• Take out a pen/pencil for your exam
• You may detach the text page from the rest of your exam, but if you do, re-staple the pages before you turn in your exam
• You have the entire recitation for your exam
• If there is a vocabulary word NOT listed on one of your prior vocabulary lists, let me know and I will put its forms and definition on the board
Propositum: DWBAT identify and translate singular 3rd declension nouns
Facite Nunc:
1. Take the following handouts from the front:1. 3rd Declension Nouns
2. Complete the ‘STATIM’ at the top of your handout
PENSUM #58: Complete your 3rd Declension Nouns handout in full
12/18/13
Terminology that Every Classicist Needs to Know
• A noun’s _________________ number categorizes it to show which set of endings are added onto the noun’s stem for each case and number combination.
• A noun declines in different _________________ depending on its grammatical function in a sentence (subject, direct object, indirect object, etc.). We’ve learned 5: _________________, _________________, _________________, _________________ and __________________.
declension
cases
nominativegenitive dativeaccusative ablative
The 3rd Declension
• Annotate and translate the 6 sentences including 3rd declension nouns
• Identify the CASE of the 3rd declension noun in italics
• Complete the chart at the bottom of the page, filling in the endings for the 3rd declension nouns you’ve found
3rd Declension Singular Complete the 3rd declension’s singular column by filling in
the endings from the nouns in the sentences above
ANYTHING(ex. -on, -ōn, -os)
-is
-ī
-em-e
Exerceāmus!
• Decline pater, mater, sacerdōs, and Ulixes in the singular
• CAVĒTE! Find the STEM of your noun before you decline it
Propositum: DWBAT identify and translate singular 3rd declension nouns in context
Facite Nunc:
1. Take the following handouts from the front:1. Dido, Queen of Tyre
2. Take out your Class Notes (3rd Declension Nouns) from yesterday and turn to the last page
3. Identify ALL of the 3rd declension nouns from your ‘Dido, Queen of Tyre’ vocabulary box and label them ‘3rd’
PENSUM #59: Annotate and translate lines 1-9 of ‘Dido, Queen of Tyre’ and complete the 3rd Declension Scavenger Hunt on pgs. 2-3
12/19/13
3rd Declension Singular Complete the 3rd declension’s singular column by filling in
the endings from the nouns in the sentences above
ANYTHING(ex. -on, -ōn, -os)
-is
-ī
-em-e
How do we decline this noun?
• māter, mātris f. mother• STEM : __________
mātermātris
gen. sg. ending = is 3rd declension
mātr-
mātrī
mātrem
mātre
Aeneas Didonī fabulam bellī Trōianī narrat
‘Dido, Queen of Tyre’ Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page– Aim to reach line 9 by the end of the recitation
Propositum: DWBAT identify and translate singular 3rd declension nouns in context
Facite Nunc: 1. Take out your Dido, Queen of Tyre handout for
correction and inspection
2. Take out a red pen
3. Decline ‘rex, rēgis m. king’ in the singular
PENSUM #60: Beatum novum annum!
12/20/13
How do we decline this noun?
• rex, rēgis m. king• STEM : __________
rexrēgis
gen. sg. ending = is 3rd declension
rēg-
rēgī
rēgem
rēge
Dido, Queen of Tyre lines 1-4
1. Pygmalion, rex Tyrī, beatus agrīs, sed nōn pecuniā erat.
2. ditissimus vir in urbe Tyrī Sychaeus erat. quod aurum habēre
3. cupiēbat, Pygmalion, frater Elissae, Sychaeum, quoque virum
4. Elissae, ad āram caedit.
Pygmalion, king of Tyre, was blessed/rich in fields, but not in money.
The richest man in the city of Tyre was Sychaeus. Because he was wanting to have gold,
Pygmalion, the brother of Dido, kills Sychaeus, also the husband
of Dido, at an altar.
Dido, Queen of Tyre lines 5-9
5. post mortem Sychaeī, in somnīs imaginem virī Elissa videt.
6. imagō interfectorem uxorī aperit. ab urbe fugere eam suadet, et eī
7. indicat aurum argentumque quae in tellure cēlābat.
8. itaque ea consilium capit: ‘in matrimōnium cum rege īre
9. prōmittam, sed deinde aurum Sychaeī capiam et ab urbe fugiam.’
After the death of Sychaeus, Dido sees the ghost of (her) husband in dreams.
The ghost reveals (his) murderer to (his) wife.He persuades her to flee from the city, and
he points out to her the gold and silver which he was hiding in the ground.
And so she seizes (forms) a plan: ‘I will promise to go into marriage with the king
,but there I will take Sychaeus’ gold and I will flee from the city.’
‘Dido, Queen of Tyre’ Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the top of
your page– You must finish the passage by the end of the recitation– 1 text per group will be collected at random by the end
of the recitation
Propositum: DWBAT identify and correct errors from their Term 2 Midterm exams; identify and apply strategies for annotation and translation
Facite Nunc: 1. Take the following handouts from the front of the room
1. ‘Term 2 Midterm Corrections’ (Homework)2. ‘Strategies for Annotation and Translation’ (Class Notes)
2. Decline ‘frāter, frātris m. brother’ in the singular
PENSUM #61: Complete your ‘Term 2 Midterm Corrections’ handout in full.
1/2/14
How do we decline this noun?
• frāter, frātris m. brother• STEM : __________
frāterfrātris
gen. sg. ending = is 3rd declension
frātr-
frātrī
frātrem
frātre
Strategies for Annotation
1. Recall/look up in the vocabulary the word’s _____________ and determine its ____________ to decide if it needs an annotation– Ex. semper always
• “always” is an ADVERB, no annotation
– servō, servāre to save, protect• “save” and “protect” are actions VERB• 2 principal parts, 2nd one ends in ‘-re’
2. Look at the _________ of the word to decide how it should be annotated
definition principal parts
ending
Section A: Translation
‘familia tua memoriā semper aderit quod fīdus vir es. (lines 2-3)
(4 annotations)
family - NOUN your –ADJ. memory- NOUN always- ADV. be present - VERB
because –CONJ.
loyal- ADJ.man - NOUN be - VERB
1. familia ___________
2. memoriā ___________
3. aderit ___________
4. vir ___________
5. es ___________
NOMINATIVE
ABLATIVE
VERB (3rd sg.)
NOMINATIVE
VERB (2nd sg.)
✓
Strategies for Translation
1. Check that you’ve annotated every word that needs annotation in the sentence– ONLY once you’ve annotated correctly should you start to
translate
2. Follow this pattern will work almost ALL of the time– subject + verb + direct object/predicate nominative +
(indirect object) + (prepositional phrase)
3. Read over what you wrote down for your translation and ask yourself “Does this make sense?”
Section A: Translation
‘familia tua memoriā semper aderit quod fīdus vir es. (lines 2-3)
subject + verb + direct object/predicate nominative + (indirect object) + (prepositional phrase)
____________________________________________________________________________
Your family will be present BWIOF memory alwaysbecause you are a loyal man.
FINAL VERSION: Your family will always be present in (your) memory because you are a loyal man.
Independent Work
• Re-annotate and translate sentence “Aenēas mātris sententiam audit et fortūnae suam vītam cēdit. (line 5)” using the Strategies for Annotation and Translation (on the back of your handout)
• Raise your hand when you are done and you will receive back your Midterm exam
• Then move on to correcting Sections B (Multiple-Choice) and C (Reading Comprehension)– Office hours available to discipuli who need help correcting multiple-
choice questions from their Midterm
Translation Error Key
• The following symbols are used to indicate errors in your translations
– V = vocabulary– G = grammar– S = syntax– # = number– T = tense– Vo = voice
Section A: Translation
3. Aenēas mātris sententiam audit et fortūnae suam vītam cēdit. (line 5)
(6 annotations)
Propositum: DWBAT identify and translate 3rd declension nouns in the singular and plural
Facite Nunc: 1. Take the following packet from the front of the room
1. ‘3rd Declension Singular and Plural Nouns’ (Class Notes)2. ‘Exerceåmus¡ 3rd Declension Nouns’ (Homework)
2. Decline ‘rex, rēgis m. king’ and ‘virtūs, virtūtis f. excellence’ in the singular
PENSUM #62: Complete your ‘Exerceāmus! 3rd Declension Nouns’ (Homework) handout in full. Quiz on 3rd declension nouns on WEDNESDAY.
1/6/14
How do we decline this noun?
• rex, rēgis m. king• STEM: ________
rexrēgis
gen. sg. ending = is 3rd declension
rēg-
rēgī
rēgem
rēge
How do we decline this noun?
• virtūs, virtūtis f. excellence, virtue• STEM: ________
virtūsvirtūtis
gen. sg. ending = is 3rd declension
virtūt-
virtūtī
virtūtem
virtūte
Group Work3RD DECLENSION PLURAL NOUNS
• First ANNOTATE, then TRANSLATE each sentence.
• The words in italics are 3rd declension PLURAL nouns. Determine their case and then complete your 3rd declension endings chart on the back.
• Raise your hand for a group-work CHECK when you are done
• Vocabulary is provided on side 2
3rd Declension Endings- PLURALCase 3rd Declension SINGULAR Endings 3rd Declension PLURAL
Endings
Nominative ANYTHING -___________
Genitive -is -___________
Dative -ī -___________
Accusative -em -___________
Ablative -e -___________
ēsum
ibus
ēsibus
Decline mīles, mīlitis m. soldier • STEM: ______
Case SINGULAR PLURAL
Nominative
Genitive
Dative
Accusative
Ablative
mīles
mīlit-
mīlitismīlitīmīlitem
mīlite
mīlitēsmīlitum
mīlitibusmīlitēsmīlitibus
Propositum: DWBAT form 3rd declension nouns in the sg. and pl. based on context
Facite Nunc: 1. Take a ‘3rd Declension Noun Formation’ handout from
the front of the room2. Decline ‘mater, matris f. mother’ and ‘amor, amoris m..
love’ in the singular AND plural on side 13. Take out your HW for correction and inspection
PENSUM #63: Study for a QUIZ on 3rd declension noun forms TOMORROW
1/7/14
How do we decline this noun?
• māter, mātris f. mother• STEM:
gen. sg. ending = is 3rd declension
mātr-
Case SINGULAR PLURAL
Nominative
Genitive
Dative
Accusative
Ablative
mātermātris
mātrīmātrem
mātre
mātrēs
mātrummātribusmātrēs
mātribus
How do we decline this noun?
• amor, amoris m. love• STEM:
gen. sg. ending = is 3rd declension
amor-
Case SINGULAR PLURAL
Nominative
Genitive
Dative
Accusative
Ablative
amoramoris
amorīamorem
amore
amorēs
amorumamoribusamorēs
amoribus
How do we decline this noun?
• lītus, lītoris n. shore, beach• STEM: ________
gen. sg. ending = is 3rd declension
lītor-
Case SINGULAR PLURAL
Nominative
Genitive
Dative
Accusative
Ablative
lītuslītoris
lītorīlītus
lītore
lītora
lītorumlītoribuslītora
lītoribus
NEUTER RULE:•Nom. and acc. pl. end in –a•Nom. and acc. sg. are the SAME
EXERCEĀMUS! 3RD DECLENSION NOUNS
1) ex equō mīlitēs Graecī fundent et in urbe Troiae pācem frangent dōnec vocēs maerōris in viīs adsunt.
(11 annotations)
Translation:
FINAL VERSION:
out of the horse Greek soldiers pour and in the cityof Troy peace they break/shatter while voices of sadness in the streets
are present.
Greek soldiers pour out of the horse and they break peace in the city of Troy while voices of sadness are present in the streets.
Group Work3RD DECLENSION NOUN FORMATION
• First ANNOTATE, then TRANSLATE each sentence.
• Then determine the case, number and form of the English noun in italics
• Raise your hand for a group-work CHECK when you are done
• Vocabulary is provided on side 2
Propositum: DWBAT identify and form noun-adjective pairs with nouns of the 1st, 2nd, and 3rd declension
Facite Nunc: 1. Take a ‘Noun-Adjective Agreement’ handout from the
front of the room2. Take out a pen for your quiz
PENSUM #64: Complete your ‘Noun-Adjective Agreement: HOMEWORK’ (pg. 3)
1/8/14
Quiz 13: 3rd Declension Nouns
• You have 5 minutes to complete this quiz
Annotate and translate
fīdī virī consilium Ulixis accipiēbant. in lacertōs animōsī mīlitēs magna tēla ponēbant, itaque callidus Ulixēs trāns terram aliēnam in certāmen dūrum eōs ducēbat.
Translation: The loyal men were welcoming the plan of Odysseus.The courageous soldiers were placing big weapons on (their) arms,
and so clever Odysseus was leading them across foreign land into a harsh battle.
An adjective is a part of speech which describes a noun.
fīdīmīlitēs 3rd
magna 2nd aliēnam terramdūrum 2nd
Ulixēs 3rd
• So for these example adjectives, they happen to exactly match SOME nouns in ending, specifically nouns that are ________ or ________ declension.
• fīdus, a, -um• animōsus, -a, -um• magnus, -a, -um• aliēnus, -a, -um• dūrus, -a, -um• callidus, -a, -um• • These adjectives are called “___________ adjectives”.
• When they modify feminine nouns of any declension, they decline with ________ declension endings.
• When they modify masculine or neuter nouns of any declension, they decline with ________ declension endings.
1st 2nd
2-1-2
1st
2nd
• It is NOT a rule that adjectives and noun endings MATCH.
• THE RULE IS THAT:• Adjectives MUST match the nouns (of any
declension) they modify GRAMMATICALLY in these 3 things: ______________, ______________ & ______________.
GENDERNUMBER CASE
• For example….• fīdī virī (#1): Both adjective and noun have endings which
are _______________ (gender), _______________ (number) and _______________ (case).
• animōsī mīlitēs (#2): Both adjective and noun have endings which are _______________ (gender), _______________ (number) and _______________ (case).
• In both examples, the adjectives declined with ______ declension ending because they modify a _______________ noun.
masculineplural nominative
masculineplural nominative
2nd
masculine
Group Work
• Complete parts I and II of your Exerceāmus! practice at the bottom of pg. 2
• Raise your hand for a group work CHECK when you are done
• If you finish early, you may move onto your Homework
Propositum: DWBAT translate 3rd declension nouns and 2-1-2 noun-adjective pairs in context
Facite Nunc: 1. Take out your Homework for inspection2. Take the following handouts from the front of the room:
1. ‘Term 2 Vocabulary List: Translatiō’2. ‘Aeneas & Dido’ text
3. Fill out the DECLENSION NUMBER for the nouns in your Vocabulary list and the CONJUGATION NUMBER for the verbs
4. Based on the context at the top of your text, summarize in your own words how the gods interfere in the lives of Aeneas and Dido
PENSUM #65: Annotate and translate your ‘Aeneas & Dido’ text through line 6 and complete the Noun-Adjective Pairs exercise at the bottom of pg. 2
1/9/14
Aeneas Didonī fabulam bellī Trōianī narrat
‘Aeneas & Dido’ Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page– Aim to reach line 6 by the end of the recitation
and complete your Noun-Adjective Pairs exercise
Propositum: DWBAT translate 3rd declension nouns and 2-1-2 noun-adjective pairs in context
Facite Nunc: 1. Take out your Homework for inspection and correction2. Take out a red pen3. With your table members, summarize Aeneas’
argument in the first paragraph of his speech to Dido in your own words.
PENSUM #66: Complete your ‘Aeneas & Dido’ translation in full
1/10/14
‘Aeneas & Dido’ lines 1-6
1. ‘tē, Didōnem, memoriā tenēbō, dōnec anima est in corpore meō,
2. nam ā mē magnum favōrem merēs. contrā orātiōnem tuam pauca
3. dicam. nec malīs fraudibus meam fugam cēlāre sperō, nec
4. umquam in pactionem matrimoniī tēcum veniēbam. fāta mē ex
5. voluntātibus meīs dūcere meam vītam nōn sinunt et sponte meā
6. cūrās gerere.
I will hold you, Dido, in (my) memory, while (as long as) breath is in my body,
for you deserve great favor from me.I will say little (few words) against your speech.
Neither do I hope to hide my flight with evil deceptions, (but) nor
was I ever going (did I enter) into a pact of marriage with you.
The fates do not allow my to lead my life out of (according to) my (our) wishes
and manage my concerns with my (own) free-will.
Noun-Adjective Pairs
meō 3rd n favōrem 3rd f
tuam 3rd ffraudibus 3rd f
meam 1st
voluntātibus 3rd f
meam 1st sponte 3rd f
‘Aeneas & Dido’ Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page– Aim to reach line 11 by the end of the recitation
Propositum: DWBAT translate 3rd declension nouns and 2-1-2 noun-adjective pairs in context
Facite Nunc: 1. Take out your ‘Aeneas & Dido’ text for inspection and
correction2. Take out a red pen3. With your table members, check over your annotation
and translation for lines
PENSUM #67: Study for your TRANSLATIO exam on Wednesday 1/15
1/13/14
‘Aeneas & Dido’ lines 7-11
7. urbs Troiae et moenia rēgis Priamī nec iam manent et ex Orcō
8. mīlitēs meōs servāre nōn possum. dūra orācula Apollōnis mē
9. ad Italiam cēdere iubent. sī alta moenia Carthāginis tē et tuōs
10. civēs tenent, cur nunc condere novam patriam in Italiā Troiānōs
11. nōn sinunt?
The city of Troy and the walls of king Priam no longer remainand I am not able to save my soldiers from the underworld.
The harsh prophecies of Apollo order me to go towards Italy.
If the tall walls of Carthage hold (keep) you and your citizens,
why do they now not allow the Trojans to establish a new homeland in Italy?
‘Aeneas & Dido’ lines 12-1612. in somnīs imāgō sollicita patris, Anchīsae, mē admonet: fīlium
13. Ascanium hērēditāte prōmissā fraudō. nunc etiam Mercurius per
14. aurās mandāta Iovis dēfert*: ipse deus magnus mihi dicēbat
15. et vocem meīs auribus audiēbam. tuās querēlās audīre nolō;
16. Italiam sponte meā nōn petō.’
The troubled ghost of (my) father, Anchises, warns me in dreams:
I am cheating (my) son Ascanius from (his) promised inheritance.
Now even Mercury brings down the orders of Jupiter through the winds: the great god himself was speaking to me
and I was hearing (his) voice with my (own) ears.I do not want to hear your complaints;
I do not seek Italy by my (own) free-will.
Reading Comprehension
• What justifications does Aeneas give to Dido for needing to leave Carthage? Cite at least THREE details from the Latin in support of your response.– Take the next 7 minutes to write a response to this
question– Use full sentences and cite line numbers/specific
evidence from the text to support your answer
VOCABULARY POP QUIZ!Translate the following words into English
• civis, civis m./f.• patria, -ae f.• urbs, urbis f.• memoria, -ae f.• aliēnus, -a, -um• unus, -a, -um• inveniō, invenīre• teneō, tenēre• iubeō, iubēre• etiam• postquam
VOCABULARY POP QUIZ!Translate the following words into LATIN
• plan• care, concern, worry• king• tall• my, mine• to flee• to wish, want• across• then, next
Propositum: DWBAT complete a practice translatiō in order to assess their skill and comprehension before their Term 2 Translatiō exam
Facite Nunc: 1. Take a ‘Term 2 PRACTICE TRANSLATIO’ from the front
of the room
PENSUM #67: Study for your TRANSLATIO TOMORROW!
1/14/14
Term 2 PRACTICE Translatiō
• Work silently and independently (testing conditions) on your Term 2 Practice Translatiō exam– You should aim to reach line 10– By the end of the recitation you will receive an
Answer Key for this passage• As you are working, keep out your ‘Aeneas &
Dido’ packet so I may check your Reading Comprehension response
VOCABULARY POP QUIZ!Translate the following words into English
• corpus, corporis n.• frāter, frātris m.• uxor, uxoris f.• tuus, -a, -um• gerō, gerere• tandem
VOCABULARY POP QUIZ!Translate the following words into LATIN
• soldier• gate• tall, lofty• to save, protect, serve• even, also• after, afterwards
Term 2 Translatiō EXAM
• You have the entire recitation to complete your exam
• You may detach the text page from the translation page, but be sure to restaple them before you turn in your exam
• Skip lines as you write
• Raise your hand if you have a question and come up to the front of the room to ask it
• If you finish early, take out non-Latin related work
Propositum: DWBAT distinguish present, imperfect, future and perfect tenses in translation, time and aspect
Facite Nunc: 1. Take the following handouts from the front of the room:
1. ‘Introduction to the Perfect Tense’ (Class Notes)2. Term 2 Vocabulary List: Perfect Tense (Vocabulary)
2. Conjugate the verb ‘amō, amāre to love’ in the PRESENT, IMPERFECT, and FUTURE tenses on pg. 1 of your handout
3. Answer the following question at the bottom of pg. 1:– What do all of these tenses have in common in terms of the way they
are formed in Latin?
PENSUM #68: Complete your ‘Introduction to the Perfect Tense’ packet in full
3RD PRINCIPAL PART QUIZ ON TUESDAY 1/21
1/16/14
amō, amāre I love, to love
PRESENT Tense
I love
amās you love
amat h/s/i/ loves
amāmus we love
amātis you all love
amant they love
amō, amāre I love, to love
IMPERFECT Tense
I was loving
amābās you were lovingamābat h/s/i was loving
amābāmus we were loving
amābātis you all were loving
amābant they were loving
amō, amāre I love, to love
FUTURE Tense
I will love
amābis you will love
amābit h/s/i will love
amābimus we will love
amābitis you all will love
amābunt they will love
The Perfect Tense
• The perfect tense is built from the ________________ stem, unlike the present, imperfect, or future tense, which are built from the PRESENT stem.
• The perfect stem comes from the 3rd principal part, or the 3rd word in a dictionary entry for a verb.
– Ex. amō, amāre, amāvī = I love, to love, ________________
1st PP 2nd PP 3rd PP Perfect stem = 3rd PP – “ī”
– Ex. amāvī – ī = amāv-
PERFECT
I loved
Tense and Aspect
• Each tense represents a different TIME and ASPECT.
• TIME describes ____________________ the action/condition of a verb takes place– Present– Past – Future
• ASPECT describes ________________ the action/condition of the verb takes place– Simple– Progressive– Emphatic – Completed
WHEN
HOW
Tense and Aspect• The PRESENT tense represents PRESENT time and SIMPLE, PROGRESSIVE,
EMPHATIC or COMPLETED aspect.– Present SIMPLE = I love– Present PROGRESSIVE = I am loving– Present EMPHATIC = I do love– Present COMPLETED = I have loved
• The FUTURE tense represents FUTURE time and SIMPLE or PROGRESSIVE aspect.– Future SIMPLE = I will love– Future PROGRESSIVE = I will be loving
• The IMPERFECT tense represents PAST time and PROGRESSIVE aspect.– Past PROGRESSIVE = I was loving
• The PERFECT tense represents PAST time and SIMPLE or EMPHATIC aspect.– Past SIMPLE = I loved– Past EMPHATIC = I did love
1st person singular– to love
Present Future
Perfect
Imperfect
“I loved”
“I did love”
Tense Timeline
“I love”“I am loving”
“I will love”“I was loving”
“I used to love” “I do love”“I have loved”
“I will be loving”
>< ??
Group Work
• EXERCEĀMUS!Annotate and translate the following sentences and identify the PERFECT tense verb in each sentence.– Use your Term 2: Perfect Tense Vocabulary
handout for reference to the 3rd PP• Raise your hand for a GROUP WORK check
when you are done
Propositum: DWBAT identify and translate perfect tense verbs with perfect personal endings
Facite Nunc: 1. Take the following handouts from the front of the room:
1. ‘Introduction to the Perfect Tense’ (Class Notes)
2. Take out your ‘Term 2 Vocabulary List: Perfect Tense’
3. Review the following from your notes:1. How do we translate the perfect tense?2. What time and aspect does it show?3. Where does the Perfect stem come from?4. How is the perfect stem formed?
4. Fill in the missing Latin principal parts for the STATIM on pg. 1 of your handout
PENSUM #69: Complete your ‘Perfect Tense Personal Endings’ packet in full
3RD PRINCIPAL PART VOCABULARY QUIZ ON TUESDAY 1/21
1/17/14
Introduction to the Perfect Tense
1. How do we translate the perfect tense?
2. What time and aspect does it show?
3. Where does the Perfect stem come from?
4. How is the perfect stem formed?
________ed, did _______
Past simple or past emphatic
The 3rd principal part
3rd PP – ī
Group Work
• PERFECT TENSE PERSONAL ENDINGSAnnotate and translate sentences #1-6 and identify the PERFECT tense verb, personal ending, and person and number of that ending in each sentence.– Use your Term 2: Perfect Tense Vocabulary
handout for reference to the 3rd PP• Raise your hand for a GROUP WORK check
when you are done
ī
istī
it
imus
istis
ērunt
Perfect Tense = Perfect Stem (3rd PP – ī) + Perfect Personal Endings
• accipiō, accipere, accēpī• accēpī – ī = accēp- + (-ī, -istī, -it, -imus, -istis, -
ērunt)
accēpī I receivedaccēpistī you received
accēpit she received
accēpimus we receivedaccēpistis y’all received
accēpērunt they received
Propositum: DWBAT identify and translate perfect tense verbs in context
Facite Nunc: 1. Take the following handouts from the front of the room:
1. ‘Dido’s Response to Aeneas’ (Class Notes)
2. Take out a black/blue pen for your quiz
3. After the quiz is over, take out your ‘Perfect Tense Personal Endings’ HW for correction and inspection
PENSUM #70: Annotate and translate ‘Dido’s Response to Aeneas’ through line 7
3RD PRINCIPAL PART VOCABULARY QUIZ PART 2 TOMORROW
1/21/14
Quiz 14: 3rd Principal Part VOCABULARY
• You have 5 minutes to complete your quiz• Spelling COUNTS!
Perfect Tense = Perfect Stem (3rd PP – ī) + Perfect Personal Endings
• sum, esse, fuī• fuī – ī = fu- + (-ī, -istī, -it, -imus, -istis, -ērunt)
fuī I wasfuistī you were
fuit she was
fuimus we werefuistis y’all were
fuērunt they were
sum, esse, fuī
Perfect Tense = Perfect Stem (3rd PP – ī) + Perfect Personal Endings
• veniō, venīre, vēnī• vēnī – ī = vēn- + (-ī, -istī, -it, -imus, -istis, -
ērunt)
vēnī I arrivedvēnistī you arrived
vēnit she arrived
vēnimus we arrivedvēnistis y’all arrived
vēnērunt they arrived
veniō, venīre, vēnī
‘Dido’s Response to Aeneas’ Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page– Aim to reach line 7 by the end of the recitation
Propositum: DWBAT identify and translate perfect tense verbs in context
Facite Nunc: 1. Take out a black/blue pen for your quiz
2. After the quiz is over, take out your ‘Dido’s Response to Aeneas’ (Class Notes) for correction and inspection
PENSUM #71: Annotate and translate ‘Dido’s Response to Aeneas’ through line 12
PERFECT TENSE QUIZ ON FRIDAY
1/22/14
Quiz 14: 3rd Principal Part VOCABULARY
• You have 5 minutes to complete your quiz• Spelling COUNTS!
DIDO’S RESPONSE TO AENEAS 1. Dido tōtum corpus Aenēae luminibus īrātīs pervīdit.
2. Trōiānī consilium audīvit et id eam accendit; itaque ea sīc
3. dīxit:
4. ‘nec tē mater dīva gessit nec urbis tuae auctor fuit
5. Ilus rēx sed tē montēs horridī genuērunt et Caucasiae
6. tigrēs servāvērunt. num tē vīcērunt lacrimae meae?
7. numquam ego fuī tibi, dūcī Trōiānō, cūra.
Dido surveyed Aeneas’ whole body with angry eyes.
She heard the Trojan’s plan and it inflamed her;
and so she spoke thus/in such a way:
‘Neither did a divine mother bear you
the wild mountains gave birth to you andthe tigers of the Caucasus protected you.
nor was the founder of your city king Ilus
Surely my tears did not conquer you/win you (over)?
I was never a concern to you, Trojan leader.
‘Dido’s Response to Aeneas’ Annotation and Translation
• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary
reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the
top of your page– Aim to reach line 12 by the end of the recitation
Propositum: DWBAT identify and translate perfect tense verbs in context
Facite Nunc: 1. Take out ‘Perfect Tense Practice’ worksheet from the
front of the room and place it into your Class Notes section
2. Take out your ‘Dido’s Response to Aeneas’ (Class Notes) for correction and inspection of lines 8-12
PENSUM #72:PERFECT TENSE QUIZ ON TOMORROW• 1-2 verbs to conjugate, 1-2 sentences to translate
1/23/14
DIDO’S RESPONSE TO AENEAS 8. postquam tē magna tempestās in aliēnō litore
9. ēiēcit, auxilium petēbās itaque tē Trōiānōsque accēpī
10. et eōs in meā urbe posuī. classem tuam amīsistī! ā morte
11. certā tuōs mīlitēs dūxī! tē tamen hīc tenēre nōn possum: ī!
12. uxōrem bonam nōn cognōvistī.’
After the big storm tossed you out on a foreign shore,
you were seeking help and so I welcomed you and the Trojans
and I placed (settled) them in my city.You lost your fleet!
I led your soldiers from certain death!Still I am not able to keep you here:
Go! You did not recognize a good wife.’
Perfect Tense Practice
• Independently work on your Perfect Tense Practice worksheet (15 minutes)
• Try to work without your notes- if must reference them, you may
CHALLENGEDirections: Translate the following sentences, being mindful
of each verb’s tense.
1) Dido dīxit, “Aeneas adfuit, sed ā meā urbe cessit et nunc abest. sola sum - meum populum regere poterō?”
2) Aeneas ad lītus Italiae suōs mīlitēs dūxit. aquam nōn timēbant et consilium cēpērunt: novam urbem condent et populum ibi regent.
Dido SAID, “Aeneas WAS PRESENT, but he WENT away frommy city and now HE IS ABSENT. I AM alone-WILL I BE ABLE to rule my people?
Aeneas LED his soldiers to the shore of Italy.THEY WERE NOT FEARING the water (sea) and THEY FORMED a plan:
THEY WILL FOUND a new city and THEY WILL RULE (their) people there.condō, condere, condidī to found, establishibi there
Propositum: DWBAT complete a practice version of their IA in order to assess their current comprehension and acquisition of skills and content covered in Term 2
Facite Nunc: 1. Take out a black/blue pen for your quiz
2. Take the following handouts from the front of the room:
1. Term 2 Practice IA (Class Notes)2. Term 2 Interim Assessment- Study Guide (Reference)
PENSUM #73:STUDY FOR YOUR IA ON WEDNESDAY 1/29!
1/24/14
Quiz 15: Perfect Tense Verbs
• You have 5 minutes to complete your quiz
Term 2 IA EXAM
• When? Wednesday 1/29, 2nd session• What?– 1 passage on which ALL sections and questions
will be based• 3-4 sentences for ANNOTATION AND TRANSLATION• 30 MULTIPLE CHOICE questions• 3 READING COMPREHENSION questions
Term 2 Practice IA
• Independently work to complete your Term 2 Practice IA– Change #1. d. perfect
• Try to work without your notes, but if you need to use them, you may
• You can find your answer key from http://magistrasnyder.weebly.com OR you can acquire one via e-mail