January 31, Thursday, Spartacus

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

Objective: view and respond to identification and discussion questions on the film, Spartacus.


EQ. How does a revolt in a gladiator school gain strength to quickly become a full scale rebellion against Rome? What differences emerge among the rebel slaves regarding the goal of the rebellion?

Quizlet presentation: Historical background of the film.

Whole class discussion of questions on portion of film viewed yesterday. Then, continue viewing.

Link to Spartacus Questions in Google Classroom


Exit ticket: Has viewing the film changed your ideas about Roman leadership or Roman slaves?

January 30, Wednesday, Makeup Days. Reading and Comprehension.

NL.CLL.2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.
NM.COD.4.2 Identify information about target culture perspectives and practises.

Objectives: Makeup Reading and Comprehension test. Learn about the slave rebellion initiated by Spartacus; the Roman political structures; and Roman perspectives that caused the slave rebellion and its escalation.

EQ. How do we analyze a Latin sentence so that it is comprehensible? What does the film Spartacus teach us about Roman slavery, gladiators, the social, military and political structures of the first century BCE?

Vocabulary practice for Comprehension and Translation test in Quizizz.

The makeup test today is one I advise you all to take.  It uses the same vocabulary and grammar as the first comprehension test, but is a different text/story.  I think all who take it will earn a higher grade than earned on the first comprehension test.

After all have finished the test we will watch the film "Spartacus." 

Film viewing guide for Latin I first period

Film viewing guide for Latin I THIRD PERIOD

Film viewing guide for Latin II second period

Spartacus (d. 71 BCE), a Thracian by birth, Spartacus served in the Roman army, perhaps deserted, led bandit raids, and was caught and sold as a slave. With about 70 fellow gladiators he escaped a gladiatorial training school at Capua in 73 and took refuge on Mount Vesuvius, where other runaway slaves joined the band. After defeating two Roman forces in succession, the rebels overran most of southern Italy. Ultimately their numbers grew to at least 90,000. Spartacus defeated the two consuls for the year 72 and fought his way northward toward the Alps, hoping to be able to disperse his soldiers to their homelands once they were outside Italy. When his men refused to leave Italy, he returned to Lucania and sought to cross his forces over to Sicily but was thwarted by the new Roman commander sent against him, Marcus Licinius Crassus. Hemmed in by Crassus’s eight legions, Spartacus’s army divided. The Gauls and Germans were defeated first, and Spartacus himself ultimately fell fighting in pitched battle. Pompey’s army intercepted and killed many slaves who were escaping northward, and 6,000 prisoners were crucified by Crassus along the Appian Way. Source: Encyclopaedia Britannica.


Exit ticket

As the movie begins, listen to the narrator’s voice-over. The “disease” which plagues Romein the first century BC is h_ _ _ _ s_ _ _ _ _ _.




2.In the first scene, we are in a salt quarry. Spartacus stops working and is punished. Whydoes he stop working? ________________________________________________________What does this show about his character? _________________________________________

WICOR

Write: on demand and timed writing

Reading: Content specific critical reading.

January 29, Tuesday MakeUp days. Review of Imperfect

EQ: How do we form the imperfect?

See previous post for links to makeup work.

Review of imperfect tense

How do we form the imperfect?

Take the infinitive form of the verb: amare, monere, ponere, audire
Take off the -re: ama, mone, pone, audi
Add bam, bas, bat, bamus, batis bant.
Note: for 3rd conjugation -io and 4th conjugation verbs add an "i" before the bam, bas, bat, bamus batis bant. 

We walk (ambulare)
you singular see (videre -long e)
They run (currere)
I sleep (dormire)

Irregular Verbs - Present and Imperfect Tenses

Now go back to previous post and follow the links to retake, if you choose, the two parts of the verb test.

January 28-30 Make up days

Objective: Make up work in Google Classroom and Quia.

Bellwork: Vocabulary Review in Quizizz for Translation test.

Guided instruction: this is a time for you to identify and ask questions about things you do not understand or would like retaught.

Independent or collaborative:  It is also time for you to review the grammar and vocabulary in chapters 11-13. Use Quizlet or make vocabulary cards.

Independent or collaborative: Complete assignments you skipped in Google Classroom and upload them into Google Classroom.

Independent: Do assignments in Quia. You can see which ones you are missing in PowerSchool; and ones for which you may want to make a better grade.

IMPORTANT! Make a list of the assignments you do or do again, so I can give you credit.

GOOGLE CLASSROOM

Link for First Period Latin I to January Review Material in Google Classroom

Link for Third Period Latin I to January Review Materials in Google Classroom


QUIZLET

11 Chapter Vocabulary List in Quizlet
12 Chapter Vocabulary List in Quizlet
13 Chapter Vocabulary List in Quizlet



Note: This is the last day you can take the make-up test on vocabulary.
***Exam Makeup 75 Nouns Ecce Romani LATIN I
http://www.quia.com/quiz/7081162.html

Verb tests:

***Makeup Exam Latin I Verb tenses January 2019- 22 questions
http://www.quia.com/quiz/7081163.html

***Makeup Exam Latin I Verbs January 2019 Part II
http://www.quia.com/quiz/7081078.html

January 25 Latin I Reading and Comprehension test

Look over the whole test before starting. Write on your own paper, not on the test. Please write as neatly as possible. 

January 24, Thursday. Two part verb unit test. Third period will meet in the media center to use computers there.

Standards
NL CLL 2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.
NL CLL 2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language. 
NL.CLL.4.3  Recognize examples of cognates and loan words. 

Objective: assess student learning of verbs, tenses, conjugations, stems, persons and number from chapters second quarter. 

EQ. How do we analyse a Latin verb to figure out its meaning in a sentence?

For every verb you encounter in Latin you must ask and answer a series of questions.
1) what's the stem? the infinitive minus the -re. What does the stem mean (a verbal action).
2) what conjugation does the verb belong to? this determines the endings. The infinitive tells you the conjugation to which a verb belongs. There are four conjugations.
3) what tense does a verb express? you have learned the present and the imperfect. The tense sign for the imperfect (-ba-) appears between the stem and the personal ending.
4) What is the personal ending? is it singular or plural: personal endings are -o, -s, -t, -mus -tis, -nt.  For imperfect verbs the first person singular is -ba +m. All the others are the same as the present tense.

Verb test part I. 22 Questions
***Exam Latin I Verb tenses January 2019- 22 questions
http://www.quia.com/quiz/7069412.html

Verb test part II
***Latin I Verb Exam January 2019 Part II
http://www.quia.com/quiz/7069095.html

When you have finished the tests, use computer time to review the story "Disaster" from Chapter 13.

23 January, Wednesday. Alternative noun unit test for students who had trouble navigating the original test

Only students in Latin 3rd period encountered trouble using their iPads or phones to take the original test. The errors seemed rooted in their own choices and trying to take or look at the the test more than once. Three students encountered problems.

***Exam 75 Most Used Nouns in Ecce Romani 1 -BBBB
http://www.quia.com/quiz/7075061.html

23 January, Wednesday. Noun exam USE THIS ONE

Standards
NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
NL CLL 2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.
NL CLL 2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.
NL CLL 2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.4.3 Recognize examples of cognates and loan words.

Objectives: Verb and tense review using 13 Story "Disaster" Verb meanings.  Noun test. 

EQ. How do we recognize and form the imperfect tense? What are some of the most important verbs we have learned this semester?

Whole Class Guided Instruction 13 Story Disaster (with special attention to noun cases and imperfect tense). 20-30 minutes.

***Exam 75 Most Used Nouns in Ecce Romani 1
http://www.quia.com/quiz/7071547.html (40 minutes)

When you finish study 74 most important verbs in Ecce Romani or if time allows with Ad Astra verb game.

WICOR

Write: on demand and timed writing

Inquiry: Using Inquiry to Increase rigor

Collaboration: Collaborative Study Groups to develop and deepen understanding of a specific question from a content area. Ad Astra verb game allows students to work together to review grammar and vocabulary. 

Organization: increase students’  organizational skills through various strategies

Reading: Content specific critical reading.

22 January, Tuesday Chapter 13 Story "Disaster" and Noun Review

Standards
NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
NL CLL 2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.
NL CLL 2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.
NL CLL 2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.4.3 Recognize examples of cognates and loan words.

Objective: Review noun case endings and formation of imperfect tense. 

EQ. What are the case endings for declensions 1,2 and 3? How do we form and recognize the imperfect tense?


Bellwork: Nouns and Cases (page 132 Textbook)

Whole Class Guided Instruction 13 Story Disaster (with special attention to noun cases and imperfect tense)

Collaborative: Four Round Review in Groups. Noun review. (45 minutes)

75 Most Used Nouns in Ecce Romani I Quizlet

Exit Ticket: 
11 Ecce Romani Review Activity: Declining Nouns - 3 nouns
http://www.quia.com/quiz/6859571.html

WICOR

Write: on demand and timed writing

Inquiry: Using Inquiry to Increase rigor

Collaboration: Collaborative Study Groups to develop and deepen understanding of a specific question from a content area. Four Round Review: students employ four different ways to learn, teach and remember aspects of the target language.

Organization: increase students’  organizational skills through various strategies

Reading: Content specific critical reading.

04 Verb Test for Latin I

10-01 All verbs Ecce Romani chapters 1-10 part 04
http://www.quia.com/quiz/7052875.html

10-01 All verbs Ecce Romani chapters 1-10 part 03
http://www.quia.com/quiz/7052808.html

10-01 All verbs Ecce Romani chapters 1-10 part 02 -15 minutes
http://www.quia.com/quiz/7052803.html

January 18, Friday Chapter 13

Standards
Standards
NL.CLL.1.1 Use single words and simple, memorized phrases to express needs, preferences, and feelings.
NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
NL CLL 2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.
NL CLL 2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.
NL CLL 2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.4.3 Recognize examples of cognates and loan words.
EQ 
Objective

Belwork

Take 10 minutes to study for the Chapter 13 Vocabulary quiz, assigned Wednesday.

Then take the vocabulary test in Quia
13 Ecce Romani - 25 Questions
http://www.quia.com/quiz/6774939.html

Audio Chapter 13
Vocabulary 13

Story 13


Collaborative (use imperfect handout on the imperfect to help you) 30 minutes

Collaborative (WICOR:inquiry) Work in groups to answer in Latin the questions in 13a. minutes. Together locate key sections of text and refine group answers to questions using Latin (use imperfect handout on the imperfect to help you) 20 minutes.

Whole class. Group review of answers.

Independent work

Assessment (10-15 minutes): 10-01 All verbs Ecce Romani chapters 1-10 part 05
http://www.quia.com/quiz/7052786.html

Homework: Quizlet Vocabulary for Chapter 13

13 - 14 Ecce Romani Thursday January 17

Standards
NL.CLL.1.1   Use single words and simple, memorized phrases to express needs, preferences, and feelings.
NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
NL CLL 2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.
NL CLL 2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.
NL CLL 2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.4.3  Recognize examples of cognates and loan words. 


Bellwork
Assessment (10-15 minutes): 10-01 All verbs Ecce Romani chapters 1-10 part 05
http://www.quia.com/quiz/7052786.html

Subplans- not used. Instead students worked on unfinished assignments in Google Classroom.

Exit ticket/Assessment Chapter 13 Vocabulary: http://www.quia.com/quiz/6774939.html

Chapter 13 Ecce Romani Disaster Wednesday January 16-Friday January 18

Standards
NL.CLL.1.1   Use single words and simple, memorized phrases to express needs, preferences, and feelings.
NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
NL CLL 2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.
NL CLL 2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.
NL CLL 2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.4.3  Recognize examples of cognates and loan words. 

Objective: Recognize and translate the imperfect tense. Finish yesterdays's free write. Identify verbs in story 13, their tenses and meanings. 

EQ. What is meant by the "imperfect tense" and/or its synonym "past progressive"?  From what Latin word does the English "imperfect" derive?  What is the tense sign of the imperfect?


Bellwork (handout) 20 minutes:
Latin I assignment in Google Classroom. First period.
Latin I assignment in Google Classroom Third Period

Free write: write a paragraph from the point of view of one of the two female slaves (filia, Theressa) expressing one or more responses to the Geta, Geta's escape, Davus and Geta's branding of the slave Geta. The daughter says she is worried. What sort of things do you think slaves might be worried about in this situation?

Include ideas that have come up in your previous readings about Roman slavery.  Does it make a difference that it is not the master but another slave who punishes Geta?  Do you think other slaves on the estate would be on Geta's side, hoping he succeeds in his escape, or feel frightened and unsettled by the misbehavior of a disgruntled slave?  Geta is presented as a lazy slave. Would this make a difference in your response?  Would you support the choices of Davus? How would you, if you were a slave, respond to Geta after his punishment?

WICOR

Attack the prompt

Brainstorm possible answers

Choose the order of you answers

Detect errors before turning in your work

Whole Group (Guided instruction):
Pre-reading questions

Open your textbooks to pages 96-97 and to spend two minutes looking at the picture, reading the "In This Chapter" box and the title of the story, and looking very quickly at the vocabulary list.

Then answers the following questions:

a. What is happening in the picture?

b. Why do you suppose the carriage wasn't able to stay on;the road? 

c. Who are sitting in the front of the carriage?

d. Look at the meanings of the verbs given in the vocabulary list. What is new about them?

e. What do you suppose is meant by the term the imperfect tense seen in the "In This Chapter" box? 

f. Who can give an English sentence using a verb in what we call the past progressive tense? 

g. Brainstorm English verbs in the past tense. 

Audio Chapter 13
Vocabulary 13

Story 13

Whole group (direct instruction-review)
Notes:
The term imperfect means "incomplete," from the Latin verb perficio, perficere, perfeci, perfectus, to complete. The imperfect tense thus usually denotes an incomplete, continuing, repeated, or habitual action (in past time).

The tense sign for the imperfect is -BA-. 
Form the imperfect by inserting BA between the verb stem and the personal endings:
porta-BA-T
sede-BA-T
duce-BA-T

The first person singular ends in an -M
portabam
sedebam
ducebam

Review handout on the imperfect tense.

Collaborative (use yesterday's handout on the imperfect to help you) 30 minutes

Now read the story in your groups noting all verbs, including infinitives and commands.  Underline verbs on your story handout. There are approximately 30 verbs, including repetitions.

A student from each group will now write verbs from the story on the board:
Group 1: lines 1-5
Group 2: lines 6-9
Group 3: lines 10-13
Group 4: lines 14-16
Group 5: verbs in vocabulary list
Group 6:  verbs in Responde Latin 13a page 97.

Now look at the verbs you found. Check what is written on the board against the verbs you found as a group.  Do we need to add or take away anything from the lists?  

Let's identify the tenses (present, imperfect) and forms (infinitive, imperative)

Collaborative (WICOR:inquiry) Work in groups to answer in Latin the questions in 13a. 20 minutes

Whole class. Group review of answers.

Assessment (10-15 minutes): 10-01 All verbs Ecce Romani chapters 1-10 part 05
http://www.quia.com/quiz/7052786.html

Homework: Quizlet Vocabulary for Chapter 13

13 January, Tuesday Latin I Third Period

Objective: Verb review and introduction to the imperfect tense

Bellwork
Chapter 12 Review of Verbs. Quizziz practice.

Guest Presentation: Caroline Lorio