You may move between areas and sit in other seats than the one you were assigned. - PowerPoint Presentation

Slide1

You may move between areas and sit in other seats than the one you were assigned.

You can use…

Textbooks…any textbooksOnline quiz sources (preferably written by teachers, at first)Latin-English/English-Latin dictionaries (be careful…your book glossary is probably better for you at this stage)Anything that helps you move the knowledge from short-term memory into long-term memoryIf you find a good resource, please bring or email me a link – I’ll put it on the website.

You should ignore…

Other people’s work/translations (very often, they fudge in the same places that confuse you…that doesn’t help you)

Computer-generated translations…they will not be good

Answer websites…

Use of these can lead to

zero grades

that cannot be retaken and/or disciplinary consequences

Slide2

Make Flash Cards – Vocabulary, Grammar

Front

First word in vocabulary entry(red=noun; orange=adj; yellow=pron.Green=verb; blue=adv; purple=prep.Black=conjunction; brown=interjection)

Back

Full vocabulary entryStemMeaningName, Period, Stage #

Culina

Culina

, culinae f.Culin-KitchenIma Student, Period 1, Stage 1

Grammar flash cards do not have a set template. Read and analyze the material, and format according to your preferences.

Slide3

Sound files and oral quizzes

Sound file

See example at http://sprucecreeklatin.weebly.com/latin-i---red-book-resources.html Play multiple times, and speak along with the tape until you feel like you know the list.

Oral quiz

Like the sound file, but…

Say only the first word

Pause after the first word long enough to think through the whole vocab entry while the tape’s running

Then say the vocab entry

When you listen, try to say the entry in the blank space you left; check yourself as the tape plays.

Slide4

Write the full vocabulary entry ten times.

Write each vocabulary entry ten times. If you need more, then do more…the point is to leverage your kinesthetic/verbal/visual skills to move the material into your long term memory.

Example:

1

culina

,

culinae

, f. kitchen

1

culina

,

culinae

, f. kitchen

1

culina

,

culinae

, f. kitchen

1

culina

,

culinae

, f. kitchen

1

culina

,

culinae

, f. kitchen

1

culina

,

culinae

, f. kitchen

1

culina

,

culinae

, f. kitchen

1

culina

,

culinae

, f. kitchen

1

culina

,

culinae

, f. kitchen

1

culina

,

culinae

, f.

kitchen

1 via,

viae

f. road, street, way

1 via,

viae

f. road, street, way

1

via,

viae

f. road, street, way

Slide5

Write sentences using word and meaning; English sentences with a Latin word…(Oops! I put the same thing twice, didn’t I? I’ll fix it. You can pick another if you want.)

Think of a snappy sentence using the word’s English meaning. Then write the sentence using the Latin word instead of the English. Use these to help you fill in the blanks. Do one for every word on the list.

Examples to get you started (don’t use these, please):

If you can’t stand the heat, get out of the

culina

.

I took the

via

less travelled by, and that has made all the difference.

Slide6

Vocabulary baseball: I need you to help me decide on “fouls” and “errors.”

Divide into two teams.

The side pitching gives the first word in the vocabulary entry.

The person at bat gives what they know of the vocabulary entry; for each part, they advance a base. If they don’t know any, they’re out.

If the batter doesn’t know and people are on base, a base (or more) can be stolen; one base for each part of the vocab entry.

3 outs? Switch sides.

Continue until you’ve gone through the list.

If there’s still time, play again. To make it harder, give the English meaning instead of the first word in the vocabulary entry.

If you miss a word, write it down, and be sure to study it tonight.

Slide7

Vocabulary hopscotch

See me for chalk and dice.Draw this (or another grid) on the floor. With each number from 2-9, write one vocabulary word.Each player rolls the die. Jump that many spaces. Give the vocabulary entry for the word you land on. If you get it right you get a point.When you’re bored, change the words on the floor or the shape. Let me know what variants you think of – we’ll add them here!

Slide8

Label things, pictures, videos; when you see it, say it out loud

This involves either searching out pictures or taking Latin into your daily life.

Either print or cut or cut/paste drawings or videos into a document or presentation, and label them with your vocabulary entry. Alternatively, you can cut real pictures from a magazine.

Especially in Stage 1, where the vocabulary includes the rooms of the house, make signs for the items you see every day.

When you look at or pass these things, say the vocabulary entry out loud. Are you in weightlifting? Put “

laboro

,

laborare

,

laboravi

,

laboratus

work” on your gym bag or at the gym. The more often you see and say the signs, the more effective this will be. Be creative!

Tell me what you’ve done, and the degree to which it helped you.

Slide9

Look for patterns on lists and in word families.Vocabulary, Grammar

Sometimes there is a section called “Word Patterns” in your book.

Other times, you have to look for the pattern…

Are certain words always masculine or feminine or neuter? Do certain vocabulary entries tend to run the same way?

This is very much a “look and think” kind of activity. Tell me what you notice.

Slide10

Make personal vocabulary lists

Initially, you can expand your vocabulary list by using the “glossed” vocabulary given to you in stories.

As we progress through the course, you can also add an old word that keeps giving you trouble back onto your list. (Many students put light pencil marks next to words when they have to look them up in the book’s glossary. When a word has three marks, it’s time to cycle it into your vocabulary reviews.)

You may add up to five words to any stage’s vocabulary quiz “pool” from your personal lists. You may or may not draw them, but at least there’s a possibility.

Slide11

Illogical/funny pictures and associations

One of my Latin 2’s mentioned that she makes memes of the words.

You can also note spelling and other oddities…things like “

tamen

” means “nevertheless.”

Tamen

ends in “

en

” and “nevertheless” starts with “ne” – the same two letters backwards.

Different things work for different people.

Show me what you come up with!

Slide12

Use derivatives and cognates, but be careful…

“

Culina

” looks like “culinary,” but they are not interchangeable, are they?

Make sure to provide yourself a “hook” into the word association…take a look at the sentences on the back of your Stage 1 Vocabulary list for inspiration.

Slide13

RAM drills

Save the vocabulary list as a text file, with only the word or meaning on the odd-numbered line, and the full vocabulary on the even numbered line. (Don’t use long marks.)

Go to

http://

www.slu.edu/colleges/AS/languages/classical/latin/tchmat/grammar/lvocab2.html

to download the Reading Acceleration Machine (RAM).

After the program’s installed, open your text file within it. Change the font, size, and color to suit your preferences.

Adjust the speed of display with the long slider bar.

Hit “auto-review.” Try to come up with the vocabulary entry as you see the questions (the odd-numbered lines) flash. As you get more confident, advance the lines more quickly.

(See if this sort of “line-by-line” focus has applications in your other classes…)

Slide14

Concentration/memoryVocabulary OR Grammar

Video link coming soon for handclapping game. Basically, use the handclapping rhythm to set the pace at which you expect to recall the material.

You can also do this by jumping rope, hopping, playing catch…

With a partner, put down your flash cards and match the information. When you spot a match, pick it up.

Slide15

Write/take online exercisesVocabulary, Grammar, Culture

Visit quizlet.com, quia.com, socrative.com, kahoot.it, classtools.net

Create quizzes that test

Vocabulary meanings

Genders of nouns

Declensions of nouns

Conjugations of verbs

Cultural material

Also see

http://www.cambridge.org/cambridgelatincourse/cambridge-latin-course-4e/stage-1

/

Send me the link. I want to see! I’ll post the best submissions to the weebly, so everyone can use them.



Slide16

Book, Workbook, and Derivatives Sheet Work (Vocabulary, Grammar, Offering, Story, Culture)

Vocabulary:

Back of Stage 1 list

Workbook 1.1, 1.4

Grammar

Practicing the Language, p. 7. This can be done online and printed

at

http://www.cambridge.org/cambridgelatincourse/cambridge-latin-course-4e/stage-1

/

Offering/oral

Workbook 1.2, 1.6, 1.7

Culture

Workbook 1.5, 1.8, 1.9, 1.10

Slide17

Watch/take notes on video

Sometimes this will be in

Edpuzzle

. Usually the videos are shorter than this one. (It was over the summer, and I missed my students.)

Watch three times. Watch more if you wish. It’s here for you.

http://sprucecreeklatin.weebly.com/latin-i---

red-book-resources.html

Slide18

Highlight/underline/color codeGrammar, Story

As a grammar assignment, copy Model Sentences 1-21 on pp. 2-5. As a story assignment, copy the Cerberus story from p. 6. In the upper left corner of your paper, write “nominative subject,” “verb,” “prepositional phrase.” Highlight or mark the words you wrote at the top left the way you intend to mark them on your paper. Now highlight/mark all the words on your paper accordingly.When you’re reading/translating, always take the words in “subject-verb-other” order, even if they’re not in that order from left to right.

Example

Subject

Verb

Prepositional phrase

Caecilius

in

tablino

sedet

.

Caecilius

is sitting in the office.

Slide19

Grammar – PTL/WB

For Stage One, do p. 7. You may also complete it online and print your results.

http://www.cambridge.org/cambridgelatincourse/cambridge-latin-course-4e/stage-1

/

There are no workbook grammar exercises in this stage.

Slide20

Ending Songs/Write, sing, and record better ending songs.

There aren’t any this stage. Please make another selection. You don’t have to tell me what your new selection is unless you just want to, or need advice.

Going forward, please post your work to Edmodo.

Slide21

Show similarities between old and new patterns.

Compare what you already know to this stage’s new grammar.

Often, some of this is done for you in the video.

Slide22

Jump rope, hop, clap, and/or play catch with your endings and forms; drill forms aloud with a partner; concentration/memory.

When learning a set of endings or meanings, feel free to move around, or use physical activities to set a pace at which you want to recall the material.

The clapping concentration game works

this way, too.

https://

www.youtube.com/watch?v=DSa3YoTNoZA

You can also work with a partner. One of you should put down your grammar flash cards face down, the other puts them face up. Then you make matches between your two sets as quickly as you can.

Slide23

Make/use sorters, flip charts, mobiles, and other learning tools; write mnemonics - grammar

Sort your flash cards by part of speech…or your nouns by gender…or your nouns by declension…

Put your verbs’ principal parts in order.

Label a Roman house with the vocabulary entries for each room. Please mater, pater,

filius

,

canis

, and

servus

icons where you wish them. Then practice saying the resulting sentence (Ex. – Mater

est

in

horto

– mother is in the garden.)

Here’s a great tool to make sorters online, if

you wish:

http://

www.classtools.net/education-games-php/dustbin

Come up with things like “Nathan goes driving across Alabama in a SPIDO.” Latin I, this will become clear soon.

Slide24

Write and translate full paradigms - grammar

Decline and translate the nouns – ten forms each, labeled, in Latin and English.

Give a synopsis of the verb. Vary the person and number you choose – 1s, 2s, 3s, 1pl, 2pl, 3pl; then start over. Label and translate the Latin forms.

Slide25

Drill forms aloud with a partner(grammar)

Have your partner give you a vocabulary word; you give the stem, declension, and/or gender.

Have your partner ask you questions about the model sentences. Who is each person? What is each likely to do? Answer in Latin if you can.

Slide26

Google Voice Recording – Offering (Latin 1)At this stage, this is pronunciation practice only. Later, we will work on emoting appropriately. This is the text for Latin Oratory at State and National Forum this year. Each stage, we will do the next sentence.

Do only the first sentence “Vos…reddidistis.”If you want to hear the whole thing, here it is:

Slide27

Google Voice Recording, Latin IIAt this stage, this is pronunciation practice only. Later, we will work on emoting appropriately. This is the text for Latin Oratory at State and National Forum this year. Each stage, we will do the next sentence.

Each stage, we will do the next sentence.Call me at 321-613-8741.Say your name.Read the sentence.Hang up.Here’s the whole speech:

Slide28

Read the story dramatically; listen to story - Offering, Story

If you are reading this as a libation, please post your recording to Edmodo or leave it on my Google Voice. If you are listening to help you gain story comprehension and pronunciation skills, here is the Stage 1 Story.

Slide29

Write five Latin sentences about your life or the stories in this stage, or a picture.

Be creative! Do not copy sentences from the textbook or workbook.

Slide30

Translate a verse, do a commercial (Offering); also, Latin/English story dialog (story)

Use the blue dictionaries from the shelf to the right of the door. Make sure you put them back.

Record either audio or video in the recording room. Post to Edmodo, along with a script and translation of it.

Let me know if you have questions – I’ll help!

Slide31

Highlight/underline/color codeGrammar, Story

As a grammar assignment, copy Model Sentences 1-21 on pp. 2-5. As a story assignment, copy the Cerberus story from p. 6. In the upper left corner of your paper, write “nominative subject,” “verb,” “prepositional phrase.” Highlight or mark the words you wrote at the top left the way you intend to mark them on your paper. Now highlight/mark all the words on your paper accordingly.When you’re reading/translating, always take the words in “subject-verb-other” order, even if they’re not in that order from left to right.

Example

Subject

Verb

Prepositional phrase

Caecilius

in

tablino

sedet

.

Caecilius

is sitting in the office.

Slide32

Write the translation. (Story option)

Make sure you have correctly accounted for every Latin word.

Make sure every English word can be traced back to its Latin word.

You’re not responsible for the writing style; please do not try to improve it. (But do make sure your sentences are grammatically correct; use “subject-verb-rest” word order; add “a,” “an,” “the.”)

Slide33

Illustrate the story

You may either do a scene or a comic strip.

Slide34

Chronological exercise - story

If you did a comic strip, try copying it. Cut your copy into frames, and have a neighbor re-order it.

If you are more verbal, put the Latin sentences on strips of paper; have a neighbor re-order it. (You don’t have to use every sentence.)

Check each other’s work.

Slide35

Translate a verse, do a commercial (Offering); also, Latin/English story dialog (story)

Use the blue dictionaries from the shelf to the right of the door. Make sure you put them back.

Record either audio or video in the recording room. Post to Edmodo, along with a script and translation of it.

Let me know if you have questions – I’ll help!

Slide36

Analyze the character information

What conclusions can you draw about each character based on what you read in the Model Sentences and the Story?

A good template to use:

“We see that ________ is ________ when he/she __________ on Page/Line _____ (put the Latin words and your translation of them here).”

Example:

“We see that

Quintus

is

a hard worker

when

he writes in the study

on Page

6

, Line

4

(“

Quintus in

tablino

scribit

,” Quintus is writing in the study

).

What other conclusions can you draw? Consider keeping half a page for each character in the “work” section of your workbook. This is the only item which can have information from all the stages mixed together. It will be a work in progress.

Slide37

Answer the following questions in Latin about all the stories in the stage.

Quae

historia

tibi

est

gratissima

? Cur?

Quae person

tibi

est

gratissima

? Cur?

Quae persona

tibi

est

minime

grata? Cur?

Quid non

exspectavisti

?

Quid

futurum

est

?

Vocabulary:

Quae-

which;

tibi

– to you;

gratissima

– most pleasing; persona – character;

minime

– least; grata – pleasing; non

exspectavisti

– did you not expect;

futurum

– going to be

Slide38

Work on your cultural exploration project/creative project (Culture)

This stage, you can work on these; feel free to use the reference books next to the

phonekeeper

. Just be sure to put them back neatly on the same shelf they came from before you leave the room. Thanks!

Visit

http://

www.nle.org/pdf/syllabi/NLE_Syllabus2015.pdf

, Page 3, Sections IV-V. Pick something you’d like to research. This is a great option when you’re done with your cultural exploration project. (Latin 2 and up, pick your syllabus, and choose from its cultural section.)

Read the culture section in your text, and answer the workbook exercises in

complete sentences.

Slide39

Formatives/Quizzes/Tests

Vocabulary Quiz 1 is available now. I need you to take it by Monday. Don’t be shy! Put your name on the board, and I’ll call you up. You can do this.



Stage 1 Test will be Wednesday, 8/31 or Thursday, 9/1. I’ll let you know which.

By test day, I will ask you to staple all your work products to your to-do list in the order they are listed. Make sure your name, period, and the Stage Number at the top right of your packet.

If an item is missing because you submitted it electronically, please write me a note to that effect on your list.

If you did more than the required number of assignments, please highlight the extras on your list.