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.