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