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.

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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.

Ecce Romani XI A Slave Runs Away January 8, Tuesday. Genitive case. Part II

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

EQ. Identify English cognates in the story and vocabulary list. What does the genitive case express?  How does one identify the stem of a Latin noun.

Bellwork
Verb quiz Quia 01
10-01 All verbs Ecce Romani chapters 1-10 part 01
http://www.quia.com/quiz/7052785.html (10 minutes)


When you finish the quiz copy into your notebooks the present conjugation of the verb to go: eo, ire

eo  I go                                     imus  we go
is you singular go                     itis  you plural go
it  s/he goes                              eunt  they go

To get the imperative forms, one takes of the -re of the infinitive (ire). So, the command forms are
 i!   and ite!

Now watch this shorts clip from Monte Python's Life of Brian "Romans Go Home" in which the command form of eo, ire is critical.

Guided instruction. Now for our story....

Guided Instruction. 11 Chapter prereading questions (10 minutes)

Open your textbooks to pages 78-79 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.

In this chapter: Davus takes charge. The slave Geta runs away. We are introduced to the "genitive" case for nouns (possessive). For example: the anger OF Davus (ira Davi); the dark of night (tenebra noctis); the friend of Cornelia (amica Corneliae). The gentive case often looks just like the nominative plural. So, you have to hold your horses and consider whether a plural subject or a singular possessive noun makes more sense. The chapter concludes with the story of the founding of Rome.

Now answer the following questions in your notebooks:

a. Who is the slave in green, and where did we see him last?

b. What is the slave in the picture at the top doing?

c. Look back at the first lines of the stories for Chapters 8 and 9. What phrases do you see in which one noun goes with another noun or nouns?
Chapter 8. "mater Marci et Corneliae
Chapter 9: Cornelia per agros ad villam anicAE currit.

d. How do you translate these phrases? Hint:  nouns are possessives or genitives.

e. What phrase can you find in the second line of the story for Chapter 11 in which one noun goes with another?  Davus est......."

f. From the information given in the "In This Chapter" box, what do you think the name of the case of the second or second and third words in these phrases is?

g. How do you translate a word in this case, and what does the case show?  Look at page 80!

Audio for Ecce I Chapter XI
Vocabulary
Story read quickly
Story read with pauses

Listen to the vocabulary. Repeat each word.  Identify Latin words that have English derivatives. For example "dominus" - dominate; "ira" -irate, irritable.
Why do you think Davus is irate?

Now listen to the whole story read aloud.

Next read the story quietly to yourself and record words that you do not know the meaning of and that are not in the vocabulary list.

Direct instruction. What is the genitive case?

Exit ticket: complete the chart above using ancilla (1st declension; slave woman); vilicus (overseer) for 2nd declension and arbor, arboris f. for third declension. Follow the model on page 81 below:

Homework:
Vocabulary for Chapter 11 in Quizlet
Verbs for Wednesday Quiz

Review textbook page 80 and notes for today:

January 7, Monday, Oral practice of present tense verbs and commands TPR, chapter 10-11

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.COD.4 Compare the students’ culture and the target culture.
NL.CMT.4    Compare the students’ culture and the target culture.

EQ. I can recognize, respond to and use with correct endings present tense verbs and their command forms (infinitive).  I can identify the major features of Roman slavery and how it differed from early modern slavery.

Bellwork (10 minutes)
Complete the chart using the verbs ambulare, tacere (long -e), legere (short -e) facere (short-e) and aperire.

Direct instruction: Show students where they can find in Google Classroom the 10 verbs they need to learn each day during the coming week. Go to section for Chapter 11 . Where they can also find Quizlet and Handout for these verbs.

Guided instruction TPR (Total Physical Reponse) 15 minutes

I will model an action and describe it as you do it, e.g, 

"Ego scribo. Quid facio? Scribo." 

Then I will turn to a student and give the imperative "Scribe!" If the student does not follow the instruction, I will  not translate, but rather model the activity again, encouraging the student to imitate you by saying, "Ego scribo. Nunc tu quoque scribe!" When the student begins to write, ask, "Quid facis?" and if necessary reenact the first part of the conversation, repeating, "Ego scribo."

When the student replies, "Ego scribo," follow up with: "Bene, tu scribis."

Then, turning to the whole class and using the student's  name, I will say, "_____scribit. Quid facit ?" to which the class replies, " scribit."

I will then introduce the plural in the same way by having two students perform an action

in response to an imperative, e.g., "Sribite! Quid facitis?" "Scribimus." "Bene,

scribitis." " et scribunt."

We will then continue with this exercise using different verbs.

verbs to use: ambulare, legere, surge/surgite, stare, ponere, aperire, claudere.

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Review/discussion Roman Slavery: What have we learned about Roman slavery so far? (8 minutes).
How did one become a slave (a number of ways)
Where did slaves come from?
What kind of work did slaves do?
How could a slave gain freedom?

Independent instruction: Roman culture. (35 minutes) 

• Read and take brief notes on "Treatment of slaves," pages 75-77 Ecce Romani. 

• Then read this article: Roman Slavery and the Rate of Manumission and study the images.

• Next answer questions on page 77. Use quotations from the texts to support your answers.

Questions:

1. Characterize in a sentence or two the attitudes toward slavery in each of the ancient writers cited in this reading.

2. If you were a Roman slave owner, would you use strict discipline or relative kindness to manage your slaves. Why?

3. Would you be afraid of your slaves? Why or why not?

4. How would you interact with slaves who have more knowledge than you have?

5. What characteristics do you think makes a good slave master/mistress?  A good slave?

6. Most slaves did not initially speak Latin. How might this have enlarged Romans' knowledge of foreign language words?  Can you think of examples of words from other languages that have become a normal part of English speech? UPLOAD YOUR ANSWERS into Google Classroom.

Assessment: Identify the terms  and discuss Quizlet questions:  "Treatment of Slaves" page 75-77. Use Quizlet Treatment of Slaves to assess this.

Homework
Latin I First Period: Create selected body parts just slightly greater than life-size. Cut out your drawing so that it can be laminated and attached to our mannequin. Do not write anything on the body parts except in small letters your name. Here is the link to the verbs that will be on Tuesday's quiz.

Latin I Third Period: Copy the first 10 verbs on your handout of Chapter 1-10 verbs into your notebook or make flash cards. Here is the link to the words that will be on tomorrow's quiz.

Both periods
Link to Quizlet verbs Chapters 1-10. Practice these.

Pre-reading derivatives in Google Classroom for Chapter 11.

Materials and preparation

WICOR

Write: on demand and timed writing

*Inquiry: Using Inquiry to Increase rigor: students read various sources about Roman slavery, mostly primary sources, evaluate these sources and develop their own position on slavery, the differences between Roman slavery and early/modern slavery in Europe and America. Students use primary sources to support their own positions on Roman slavery.

Collaboration: Collaborative Study Groups to develop and deepen understanding of a specific question from a content area.

Organization: increase students’  organizational skills through various strategies

Reading: Content specific critical reading.

Chapter 10, January 4, Friday Human Body and Verb review.

Standards: 1.1,1.2,2.1,2.2,4.1
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.3.3 Use appropriate pronunciation to present memorized phrases.
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.CLL.4.1 Compare behaviors in the target culture and the students’ culture (e.g. treatment of slaves, nature of slavery in Roman world).
NL.CLL.4.2 Recognize cultural expectations of people in both the target culture and the students’ culture.


EQ: I can identify parts of the body in Latin and recognize English words that are derived from many of them.  I can engage with the teacher and other students to answer and ask questions; and give command.  I can identify the major features of Roman slavery and how it differed from early modern slavery.

Bellwork: 15 minutes
Use the Latin body words on your handout to label the blank human body on the same handout. Study the meanings. What English words can you think of that come from Latin body words? (15 minutes)

Quizlet Body Words Flashcards. (prepare for quiz)

Assessment/Homework check: Now do the Quia exercise on the human body (corpus humanum) 20 minutes
Corpus humanum - human body - Short Version
http://www.quia.com/quiz/6950242.html

Corpus humanum Alternate quiz/or Extra credit
http://www.quia.com/quiz/6818424.htm

Whole class guided instruction. Practicing commands and present tense verbs orally, through questions and gestures. (20 minutes)

Latin I first period only: Learn commands in R.E.M. song "Stand." Say the words and do the action when the corresponding English word is sung. 

Review how to identify the stem of a verb and use it to make a command. Then, take yesterday's Quiz exercise again if you would like to raise your grade.  

Handout: All verbs from Ecce Romani, Chapters 1-10. You will learn 10 words a day. The words for each day's quiz are in Google Classroom.

Independent work: When/if you finish the make-up quiz on commands begin reading the texts below on Roman slavery to get a head start on homework

Review/discussion: What have we learned about Roman slavery so far? 

Independent instruction: Roman culture. (35 minutes) 

• Read and take brief notes on "Treatment of slaves," pages 75-77 Ecce Romani. 

• Then read this article: Roman Slavery and the Rate of Manumission and study the images.

• Next answer questions on page 77. Use quotations from the texts to support your answers.

Questions:

1. Characterize in a sentence or two the attitudes toward slavery in each of the ancient writers cited in this reading.

2. If you were a Roman slave owner, would you use strict discipline or relative kindness to manage your slaves. Why?

3. Would you be afraid of your slaves? Why or why not?

4. How would you interact with slaves who have more knowledge than you have?

5. What characteristics do you think makes a good slave master/mistress?  A good slave?

6. Most slaves did not initially speak Latin. How might this have enlarged Romans' knowledge of foreign language words?  Can you think of examples of words from other languages that have become a normal part of English speech? UPLOAD YOUR ANSWERS into Google Classroom.

Assessment: Identify the terms  and discuss Quizlet questions:  "Treatment of Slaves" page 75-77. Use Quizlet Treatment of Slaves to assess this.

Homework
Latin I First Period: Choose one or two body parts from a box. Then draw those body parts just slightly greater than life-size. Cut out your drawing so that it can be laminated and attached to our mannequin. Do not write anything on the body parts except in small letters your name. Due Monday.

Latin I Third Period: Copy the first 10 verbs on your handout of Chapter 1-10 verbs into your notebook or make flash cards.

Both periods
Link to Quizlet verbs Chapters 1-10. Practice these.

Pre-reading derivatives in Google Classroom for Chapter 11.

Materials and preparation

• Handout on body parts (2 pages)
• Put pre-reading derivatives in Google Classroom
• Construction and heavy-weight white paper, pencils, colored pencils, scissors, velcro.
• Body part names for students to draw from hat.