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