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

12 Chapter Ecce More practice with prepositions and ablative case.Tuesday January 15

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. PREPOSITIONS and the ablative case.
NL.CLL.4.3  Recognize examples of cognates and loan words. 

EQ: What are the uses of the ablative and prepositions?  Explore the impact of one slave (Davus) punishing another (Geta) with a painful branding. How do you imagine the two female slaves in 12g might respond?  How well do you know verb forms presented to date?

Objective: Review and extend understanding of the ablative case of nouns, used with and without prepositions.  Reflect on the following and two preceding stories about a slave's attempted escape.
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 branding of the slave Geta. Use ideas that have come up in your previous readings about Roman slavery.  Practice identify verb forms and meanings with Quizziz.

Bellwork
Chapter 12 Review of Verbs. Quizziz practice.



Whole group using Quizlet. We will read the whole text then translate sentence by sentence, noting uses of the ablative case.

Thressa's Daughter Talks with Her Mother -Uses of the ablative case

Independent Work. On a sheet of notebook paper respond to the True False (Vera, Falsa) questions. Then identify uses of the ablative case.

Background: Theressa (her names means a woman from Thrace, which encompassed part of Bulgaria and Greece; the Thracians, a name given to a diverse group of warrior tribes by the Greeks, then adopted by the Romans, did not think of themselves as "Thracian" they identified with their tribe of origin in a largely mountainous and rough region. An analogous example would be calling all native Americans "Indians") At any rate, she is far from home, with a daughter (filia) working on the Cornelii estate.

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

Assessment/exit ticket
12 Chapter Ecce Review: Verbs. Identification of forms

January 14, Monday. Chapter 12

Standards for Classical Language Learning: 1.1, 1.2, 3.2

EQ. How are prepositions used in Latin sentences?  Prepositions modify nouns using two cases. What two cases do prepositions take? What are the personal endings and stems of all conjugations of verbs? What are the command forms? How do you determine verb stems?
Objective: review prepositions and how they change the nouns they modify. Review of verb forms (conclusion of Unit II, Chapters 8-12).

Whole Group:
Bellwork: Copy the following information about prepositions into your notebooks:

• preposition = postioned (placed) + pre (before). A small word place before a noun.
• object of a preposition: a noun in the accusative or ablative case
• a preposition shows a relationship in place or time

Most common prepositions in Latin

Ablative                                                 Accusative
ab, a - away from, from                        ad - to, toward
cum - with                                            ante - before
de - down from                                     apud - at, near
ex, e - out of                                         circum -around
pro - in front of                                     inter - among, between
sine - without                                        ob - on account of
                                                              per-through
                                                              post -behind
                                                              prope - near
                                                              trans-across

Some prepositions can take the ablative or accusative case, but their meaning changes
in + ablative = on, in                                    in + accusative = into, onto (motion)
sub + ablative = under                                  sub+ accusative = up to

Review this information with students before continuing.

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

Watch LatinTutorial on prepositions. 
Pause video at "sub" slide so students can copy examples of "sub" sentences.

Notes:
Pattern for  whether a preposition takes the ablative or accusative:
Motion toward - Accusative Case
Location - Ablative Case
Motion away from - Ablative case


Collaboration/Group Work (WICOR): 

IId. Copy this Word bank:  in piscinam, aestate, ad ianuam, sub arbore,  ad villam rusticam, in villa,  illa nocte, cum canibus,  complexu, ex arbore,  baculo.

Then as a group, complete the following sentences (one handout for each group) with choices from the word bank that make good sense. Some phrases can be used twice or in more than one sentence, but you have to use all the phrases at least once. Then your team must translate your sentences.

1. Cornelia et Marcus et Sextus ___________________in villa habitant.

2. Marcus et Sextus ______________________sedent.

3. Nuntius sollicitus ________________currit.

4. Puer temerarius _____________________________ cadit.

5. Cornelia ____________________ad villam vicinam furtim ambulat.

6. Servus /ianitor__________________dormit.

7. Cornelius solus _______________________epistulam scribit.


8. Servi __________________per agros currunt.


9. Statua ­­___________________ cadit.


10. Davus Getam ______________ verberat.


11. Puella amicam _______________ tenet.

Compare group answers
Whole group kinesthetic practice of verb conjugations. Circling bean bag. 

In the eight sentences that follow supply the correct for of the verb starting with porto and continuing through invenio. This will show that you know the personal endings and verb stems of all verb conjugations. 

I will get you started:
porto, I carry the chest.
habeo, I hold the chest.
pono, I place the chest.
iacio, I throw the chest.
invenio, I find the chest.

Assessment (Independent)

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


Consolidation
Ad Astra game on verbs.


WICOR: Collaborative Study Groups- the students in the collaborative groups must decide which phrase best completes the given sentences. Several choices are possible. Students must make the case for their choices and the whole group must produce at least one plausible phrase for each sentence.

01_11 Friday Ecce Romani Chapter 12

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.
NL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language.

Bellwork. Copy: EQ. What can the ablative case express? MANY things, with or without a preposition.  Today we will learn how to identify:

• Ablatives of place where (answers the question "where?")
• Ablatives of time when (answers the question "when?")
• Ablatives of instrument (answers the question "with what instrument or means?")
• Ablatives of manner (answers the question "how?"
• Ablatives of respect (answers the question "with respect to whom or what?"

Ablative endings for first declension: long -a, -is
Ablative endings for second declension: -o, -is
Ablative endings for third declension: -e, -ibus

Direct Instruction: What can the ablative express? MANY things, with or without a preposition.

With a preposition:

Without a preposition:
1. TIME WHEN

2. ABLATIVE OF MEANS, MANNER AND RESPECT. 

Summary:
Ablative of place where: with a preposition
Ablative of manner: sometimes with a preposition (esp. cum)
Ablative of time: no preposition
Ablative of instrument: no preposition.
Ablative of respect: no preposition.

Guided Instruction (12c with story reading)

Guided Instruction:

Identify ablatives in the story. I will read it and you tell me what kind of ablative the word is. What kind of ablatives are they? (use with preposition? means? manner? time when?)

I will tell you the declension of the nouns. You need to provide the ablative endings. See noun chart. 

Independent Instruction/Exit ticket

09 Ecce Romani prepositions - 22 Questions 1/11 http://www.quia.com/quiz/6833932.html

More practice & homework. Guided instruction: Ablatives Ex 12d Activity Book

HOMEWORK: Finish 12d and study Verb Group 04 in Google Classroom. 

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Group: test each other on the vocabulary words for the story using Quizlet

Whole class independent work: do Quizizz game/quiz on vocabulary from Chapter 12.

Ecce Romani Chapter 12, Thursday January 10-January 11

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.
NL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language.

Bellwork
Quia quiz on verbs part 3
10-01 All verbs Ecce Romani chapters 1-10 part 03
http://www.quia.com/quiz/7052808.html

Guided instruction: Oral practice of vocabulary and story for Chapter 12.
Listen to the audio for Chapter 12 and repeat sentences.
Teacher will read story and point out important grammar.

Audio for Ecce 12
Vocabulary
Story with pauses

Group: Find the sentences that answer the questions in Reponde Latine 12a. Ask if you need help with vocabulary.

Independent Work:
Read "The Founding of Rome," pages 85-87 in your textbook and answer questions on you handout. Be as detailed as you can. Some answers are a couple of words. Other require longer answers.

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Practice vocabulary for Chapter 12

https://quizlet.com/_3lem9g
Quizlet vocabulary chapter 12


Assessment Quizziz Vocabulary for Chapter 12 Exercise
Vovabulary Quiz 11-12


Direct Instruction: The ablative case
What does it look like?

What can the ablative express? MANY things, with or without a preposition.

With a preposition:

Without a preposition:
1. TIME WHEN

2. ABLATIVE OF MEANS, MANNER AND RESPECT. 

EXAMPLES OF ABLATIVE OF MEANS MANNER AND RESPECT THAT YOU HAVE ALREADY SEEN IN THE STORIES.

DIRECT AND GUIDED INSTRUCTION. ABLATIVES...

DON'T DESPAIR! The ablative is probably the hardest thing about nouns. That's why the textbook left it to last.  When you say "with," "by means of (by)" or "when" in English you would have to use the ablative in English. If you really think about what you say in English, you will notice that often you would need the ablative to say it in Latin.  In addition, the ablative case is used so often in Latin you will soon become used to it.

Exit ticket.  I will tell you the declension of the nouns. You need to provide the ablative endings. See chart above. Use your own paper and turn it in.

Ecce Romani I Chapter XII Capture of the runaway Geta. Wednesday January 09

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.
NL.COD.3.3 Use readily available technology tools and digital literacy skills to present in the target language.
NL.COD.4 Compare the students’ culture and the target culture.
NL.CMT.4    Compare the students’ culture and the target culture.


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

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We are about to move on to the ablative case for nouns. But before we do, you need to show that you know the genitive case and why it is important.

The genitive case of nouns is important because you can identify a noun stem by removing the genitive ending in all three declensions. Example vox, voc-is f. The stem is voc, not vox.

The genitive case is important because it expresses possession and is usually translated "of."  The son of Cornelius (filius Cornelii). The sister of Marcus )  soror Marci. The brother of Cornelia (frater Corneliae)... etc. 

arbor, arbor-is f. (tree) take off the -is ending and you have the noun stem to which you add all other endings. 

villa, vill-ae f. (house) take off the -ae gentive ending and you have the stem.

puer, puer-i m.(boy)  take off the -i genitive ending and you have the stem.

Here is a completed noun chart:

Direct Instruction. 
Declension song

We will translate these sentences together. Record in  your notebooks the genitive and the word it modifies. Refer to the chart above and the vocabulary below.

1. Marcus est frater Corneliae.
2. Cornelia est soror Marci.
3. Cornelius est vir Aureliae.
4. Aurelia est uxor Cornelii.
5. Marcus est filius Cornelii et Aureliae.
6. Cornelia est filia Cornelii et Aureliae.
7. Cornelius et Aurelia sunt parentes Marci et Corneliae.
8. Marcus et Cornelia sunt liberi Cornelii et Aureliae.
9. Aurelia est mater Marci et Corneliae.
10. Cornelius est pater Marci et Cornelia.

Vocabulary
frater, fratris, m. brother
soror, sororis f. sister
vir, viri m. husband
filius, -i, m., son
filia, -ae, f., daughter
liberi, liberorum, m. pl., children
vir, viri, m., man, husband

uxor, uxoris, f., wife

Guided instruction

Guided instruction & independent instruction. Begin in class. Complete at home.

Independent work. Walking translation
Match the Latin and English sentences for the Story for Chapter 11 in your groups. Handout for walking translation.

Exit ticket: First declension: "area, areae f."  Second declension: "ager, agris m"  Third declension :"nox, noctis f."

HOMEWORK:
Verb set 03 in Google Classroom
Vocabulary for Chapter 11.



Thursday:
Guided instruction. Chapter 12 pre-reading questions

Open your textbooks to pages 88-89 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 answer the following questions:

a. What is happening in this picture?

b. How was the ablative case shown to be used in Chapter 9?

c. With what prepositions was the ablative case shown to be used in Chapter 9?

d. With what new preposition will it be used in Chapter 12?

e. What core element in a Latin sentence does a prepositional phrase modify?

Guided Instruction Chapter XII Audio

Vocabulary

Story read quickly

Story read with pauses

Exit ticket: 
Give the meaning in English for the Latin in Activity 11d. Refer to the chart at the beginning of this post or ask a question if you are unsure of an answer. Hand this in before you leave. 

Exit ticket decline these these three nouns ordering the cases:
11 Ecce Romani Review Activity: Declining Nouns - 3 nouns
http://www.quia.com/quiz/6859571.html

Homework
Verbs for Wednesday's Quiz.
Vocabulary for Chapter XII in Quizlet-practice

Preparation and Materials
Prepare handout of story 12 with pre-reading derivatives.