Salvēte - PowerPoint Presentation

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Slide2

Salvēte

Latin II

discipulī!

STATIM

:

Take a Course Expectations document and an index card from the from the front of the room

On your index card-

Write your name (the name you prefer to be called in class) in BIG letters on the blank side

On the lined side, write out the name of your favorite mythological character/story/event and your favorite Latin word

Once you’ve created your index card, read over the Course Expectations document silentlySlide3

I.

CONTACT INFORMATION

E-mail address:

jsnyder@brooklynlatin.org

,

ltomas@brooklynlatin.org

Website:

http://magistrasnyder.weebly.com

(Ms. Snyder’s website),

http://lancetomas99.wix.com/magistertomas

(Mr. Tomas’ website)

Visit the webpage for electronic copies of in-class worksheets, handouts, study guides, and links to online information.

Office Hours: Latin Lab* (Location and times TBD)Slide4

MATERIALS

(*due Wednesday 9/16/15

)

A 1” width 3 ring

binder

ONLY for Latin. “Latin”, your

Recitatio

number, and your name should be labeled on the front and spine of your binder.

Inside of that binder you should have 4 sections divided by 4 dividers, labeled

Packets

Graded Assessments

Reference Information

Vocabulary

At the back of your binder you must have at least

20 sheets of ruled loose-leaf paper at all times

Pens

- 3 black OR blue and 3 red, and 1 highlighter (any color) to keep with you at all times Slide5

III.

ASSESSMENT

PHILOSOPHY and GRADING POLICY

The Brooklyn Latin School and the Department of Classics believes that a diverse combination of assessments, regularly administered, provides your

magistrī

the best overall picture of how well you understand the key content and skills in this course.

We understand that learning a language is a process, one during which you are

expected

to make mistakes and

encouraged

to learn from them. We also recognize that in a short time, you will be an IB Latin student. The IB requires you to be able to translate Latin accurately, as well as to read and write about the Romans and their literature with coherence and confidence.

Your teachers developed this policy as a team. It contains assessments of different lengths and styles and provides opportunities for you to learn from and correct your mistakes. (Your magister/a will give you details about how you can complete revisions.) Above all, we think it provides a fair and accurate view of your abilities.Slide6
Slide7
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Slide9

ABSENCES AND LATENESS

Upon

return to class after any period of absence,

discipulī

must bring a brief note signed and dated by their parent or guardian stating the reason for their absence, or have their parent/guardian send their magister/

magistra

an e-mail.

Discipulī

are responsible for obtaining any missed assignments from their

magistra

/magister or a fellow

discipulus

/-a and completing those assessments within a time frame specified by your magister/

magistra

.Slide10

DISHONESTY

As

a member of the TBLS community, a

discipulus/-a’s

honesty and integrity are valued on par with his/her academic abilities. Therefore dishonesty of any kind, academic or otherwise, will not be tolerated under any circumstances.

Such dishonesty includes, but is not limited to, copying homework, cheating on any graded assessment, plagiarizing the words or ideas of another individual, and lying, either directly or by omission, to magister/

magistra

or one’s classmates.

Discipuli

perpetrating academic dishonestly of any form will be denied credit for the relevant assessment and prohibited from earning back any grade or points lost therein.

If, as a

discipulus

/-a, you are ever unsure regarding what types of actions qualify as dishonesty, please do not hesitate to speak with your magister/

magistra

privately and confidentially.

All

discipulī

are held to the standards, guidelines, and expectations set forth in the DISCIPULĪ HANDBOOK and ACADEMIC INTEGRITY

CODESlide11

Who remembers Latin?!?!

Aeneas

īrātus

ferrum

sub

Turnī

pectōre

condidit

.

Turnī

membra

frigōre

solvēbantur

vitaque

eius

sub

umbrās

fūgit

.

ferrum

, -

ī

n

.

sword

pectus

, pectoris

n

.

heart, chest

condō

, -ere,

condidī

,

conditus

to plunge, bury

membrum

, -

ī

n

.

limb

frigor

,

frigoris

m

.

cold, chill, iciness

solvō

, -ere,

solvī

,

solutus

to loosen, release

vita, -

ae

f

.

life

umbra, -

ae

f

.

shadow, shadeSlide12

Propositum

: DWBAT annotate and translate Latin sentences based on Book 9 of Vergil’s

Aeneid

STATIM:

Take a handout from the front of the room and put your name and recitation at the top

Take out a piece of

looseleaf

paper and put your heading at the top and the title ‘Nisus and

Euryalus

’

Number your piece of

looseleaf

from 1-15 skipping lines as you go

PENSUM II- Complete the annotation and translation of the ‘Nisus and

Euryalus

’ text in full

9/10/15Slide13

iter

Aeneae TroianōrumqueSlide14

Nisus et

Euryalus

Nīsus

dūcibus

Trōiānōrum

dīxit

, “

Ō

magnī

virī

,

sī

mē

cum

Euryalō

ad

castra

Rutulōrum

mittētis, eōs vincēmus. quoque ex eīs castrīs praedam capiēmus, somnus enim mīlitēs habēbit.” ubi

Aeneas ea

cōnsilia

audīverat

dīxit sē honōrem duōrum civum laudāre. “Valēte, iuvenēs amicī, et bona fortūna!”

Nisus said to the leaders of the Trojans,

“Oh great men, if you all will send me

with

Euryalus

to the camps of the

Rutulians

, we will conquer them.Slide15

Nisus et

Euryalus

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE

8

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide16

Propositum

: DWBAT annotate and translate Latin sentences based on Book 9 of Vergil’s

Aeneid

STATIM:

Take out your handout from yesterday

Find 3 different HEAD VERBS from the text and write the letters ‘HV’ above them

PENSUM III- Bring in your MATERIALS for a check on Wednesday. COTIDIANA I on ‘Nisus and

Euryalus

’

9/11/15Slide17

COTIDIANA I

Wednesday 9/16

5 questions on the ‘Nisus and

Euryalus

’ text

1 translation

1 annotation

2

grammar

1 summary/contextSlide18

Nisus and

Euryalus

Nīsus

dūcibus

Trōiānōrum

dīxit

, “

Ō

magnī

virī

,

sī

mē

cum

Euryalō

ad

castra

Rutulōrum

mittētis, eōs vincēmus. quoque ex eīs castrīs praedam capiēmus, somnus enim

mīlitēs

habēbit

.”

ubi

Aeneas ea cōnsilia audīverat dīxit sē honōrem duōrum civum laudāre. “Valēte, iuvenēs

amicī, et bona fortūna!”

Nisus said to the leaders of the Trojans, “Oh great men, if you will send me with

Euryalus

to the camps of the

Rutulians

, we will conquer them.

We will also take loot out of their/these camps, for sleep will have (take over) (their) soldiers.”

When Aeneas had heard these plans, he said that he praised the honor of the two citizens.

“Goodbye, young friends, and good luck!”Slide19

Nisus and

Euryalus

Nīsus

Euryalusque

in

castra

vēnērunt

, et

eī

multōs

virōs

cecidērunt

.

Euryalus

dūcem

magnum

cecidit

et

ē

corpore

eiusōrnāmenta galeamque cēpit. is putābat galeam pulcherrimam esse et

eam

gerere

cupere

. cum eīs praemiīs fūgiēbat, sed ubiVolcēns, dux Rutulōrum, eum vīderat, suōs mīlitēs ad sē

vocāvit. Nisus and Euryalus

came into the camps, and they killed many men.Euryalus killed a great leader and took the equipment and helmet from his body.

He was thinking that the helmet was very beautiful and wanted to wear it.

He was fleeing with these spoils, but when

Volcens, a leader of the Rutulians,

had seen him, he called his soldiers towards him.Slide20

Nisus and

Euryalus

splendor

eius

galeae

eōs

ad

Euryalum

dūxit

,

itaque

eī

eum

caedere

poterant

.

Nīsus

suum

amīcum in periculō viderat, et eumservāre audēbat, sed eī auxilium dare nōn

poterat

: is

Volcentem

cecidit

,

sed tum aliī Rutulī Nīsum cecidērunt. quamquam fortēs erant, nēmō

cognoscere cupiverat iuvenēs casūrōs esse.

The brightness of his helmet led them to Euryalus, and so they were able to strike him.

Nisus had seen his friend in danger, and he was daring to save him, but

he was not able to give help to him:

he killed Volcens, but then the other Rutulians killed Nisus.

Although they were brave, no one had wanted to recognize that the young men would die. Slide21

Nīsus

dūcibus

Trōiānōrum

dīxit

, “

Ō

magnī

virī

,

sī

mē

cum

Euryalō

ad

castra

Rutulōrum

mittētis

,

eōs vincēmus. (lines 1-2) dūcibus is in the __________ casenominativedativeaccusativeablativeSlide22

What case is the word

virī

in?

nominative

genitive

dative

vocative

Nīsus

dūcibus

Trōiānōrum

dīxit

, “

Ō

magnī

virī

,

sī

mē

cum

Euryalō

ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2) Slide23

Make

mē

PLURAL while keeping its case and gender the same

tibi

nōs

sē

mihi

Nīsus

dūcibus

Trōiānōrum

dīxit

, “

Ō

magnī

virī

,

sī

mē

cum

Euryalō

ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2) Slide24

The tense and voice of

mittētis

is present

, passive

present, active

future, active

perfect, passive

Nīsus

dūcibus

Trōiānōrum

dīxit

, “

Ō

magnī

virī

,

sī

mē

cum

Euryalō

ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2) Slide25

The pronoun

eōs

refers to

Nisus

and

Euryalus

The Trojans

The

Latins

The

Rutulians

Nīsus

dūcibus

Trōiānōrum

dīxit

, “

Ō

magnī

virī

,

sī

mē cum Euryalō ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2) Slide26

Propositum

: DWBAT summarize pertinent biographical details surrounding Ovid’s personal and literary life

STATIM:

Take out a piece of

looseleaf

and label it with the following heading:

Your name

The date

Latin 2, R___

COTIDIANA I

Have your materials out and ready for inspection in front of you at your table

PENSUM IV

- COTIDIANA II on Ovid lecture

9/17/15Slide27

COTIDIANA I (10 minutes)

DO NOT write on the quiz paper. Record your answers on your

looseleaf

paperSlide28

IB Latin Assessments Slide29

IB Latin Assessments

On the day of your IB Examinations

:

Paper 1 = translating 1 excerpt from Ovid’s

Metamorphoses

, which may or may not be an excerpt studied in class

Paper 2 = answering questions on reading comprehension, style, influence, significance, and possibly translating parts of a selection of passages studied in (Catullus, Propertius, and Vergil)

During the course of your senior year

:

Part III- Individual study = an independent research paper written on a topic of the student’s choosing involving copious primary and secondary research Slide30

IB Latin at TBLS

Your assessments during your 3

rd

and 4

th

years of Latin will all be modeled after the types of assessments you will have to complete during your IB Examinations

Your assessments up until this point have been modeled after those Papers

Paper 1 =

Translatiō

Paper 2 =

Explicatiō

/Midterm/IASlide31

Suggested Preparation for

Paper 1

– Ovid’s Metamorphoses

“The aim of the Latin syllabus is to teach a facility with reading and understanding, and to develop some sensitivity to style. After grammar has been taught, selected reading of the prescribed author should be pursued. In paper 1, students are asked to produce a translation with the use of a dictionary, and proper dictionary skills should be developed in class to assist with all areas of the syllabus. It is best practice for teachers to encourage students to familiarize themselves with the most common words in prescribed authors.”Slide32

Preparation for

Paper 1

– Ovid’s Metamorphoses

Knowing that you will have to translate a random passage from Ovid’s

Metamorphoses

, what kind of preparation should we be doing in order to make that task as manageable as possible?

What do you think “dictionary skills” mean?

What kinds of “dictionary skills” do you currently have? (Don’t say “none”)

Familiarity with Ovid’s style of writing, themes in the Metamorphoses, his vocabulary, as many of the passages from his work as possible

Being able to determine what part of speech a word is (noun, verb, adverb, adjective, preposition) and how to use that information to find the correct definition in a dictionary; how to chose the best definition based on context for a word

Knowing how to determine the part of speech of many kinds words; knowing how words (verbs, nouns) appear in a dictionary; knowing that you should chose one definition from many based on contextSlide33

Publius

Ovidius

Naso

43 B.C. – 17 A.D.

Biographical details

Publius

Ovidius

Naso

, more commonly known as “Ovid”, was born in

, a town northeast of Rome, to an equestrian family.

His father, a lawyer, wanted him to pursue a legal career and sent him to Rome to study

and later to

,

After holding a few minor political positions, and the death of his brother, Ovid abandoned his political career and decided to pursue poetry around the age of 16, a decision which his father disapproved of.

Sulmo

rhetoric

AthensSlide34

Publius

Ovidius

Naso

43 B.C. – 17 A.D.

Biographical details

Around the time of his first recitation of his work in 25 B.C. he became part of a literary circle of M. V.

Messalla

Corvinus

and

, a close confidant of the emperor Augustus.

Ovid was friends with the poets

(a love elegist) and

, and acquainted with ­

and

(another love elegist).

In 8 A.D. he was exiled to

Tomis on the Black Sea by Augustus for a carmen et error (“a and a “), though the reasons surrounding his exile are unknown and highly contested

Maecenas

Propertius

Horace

Virgil

Tibullus

poem

mistakeSlide35

Exile to

TomisSlide36

Exile to

Tomis

The Julian Marriage Laws of 18 BC, which promoted monogamous marriage to increase the population's birth rate, were fresh in the Roman mind. Ovid's writing in the 

Ars

Amatoria

 concerned the serious crime of adultery, and he may have been banished for these works which appeared subversive to the emperor's moral legislation. However, in view of the long time that had elapsed between the publication of this work (1 BC) and the exile (AD 8), some authors suggest that Augustus used the poem as a mere justification for something more personal.

(Jose Gonzalez Vasquez)

Ovid may have been involved in an adulterous affair between Augustus’ granddaughter Julia and a senator,

Decimus

Junius

Silanus

, for which Julia was also exiledSlide37

Style

Ovid has often been praised for his versatility; he is able to switch between different genres of writing and poetry, from love elegy to almanac to encyclopedic catalogue, with ease and adroit skill

Ovid sought to innovate in his writing- unlike many of his predecessors he did not express strong moralistic views, nor did he seek to mimic or replicate famous works of literature that had come before him in any traditional sense

The language of Ovid’s poetry is often described as

Musical

, employing many poetic devices which affect the sound of his poetry

Expressive

, creating vivid images and invoking strong emotions

Rhetorical

, drawing influences from his legal training which can be seen in his enumeration, transitions between topics, and effects of surpriseSlide38

The

Metamorphoses

Bucking tradition, Ovid wrote a 15-book epic in dactylic hexameter (a type of meter reserved for epic poetry) about a decidedly un-heroic topic- a series of mythological stories all tied together by the theme of transformation (god or human into animal, tree, rock, etc.)

While he based his topic off of other famous works of literature which catalogued transformations or explained the origins of natural phenomena (Hesiod’s

Theogony

and

Catalogue

; Callimachus’

Aitia

;

Nicander

of Colophon’s

Heteroeumena

), he chose to do so while writing in the epic genre, traditionally reserved for stories of heroes and their heroic deeds

The scope of Ovid’s work is infinite- beginning his first book at the beginning of time and creation of the world and ending his last with the deification of Julius Caesar while praising the emperor Augustus

There are about 250 different mythological episodes within the Metamorphoses, which are all

linked

by a wide variety of connections, ranging from

geography

(stories that all take place in Thebes in Book 3), to

commonalities

in theme (stories about the lovers of the gods, or the gods’ jealousies and revenge) or even

contrasts

in theme (stories about pious mortals juxtaposed with stories about impious ones), to

genealogical relations or similarities in the kinds of transformations that take place (different kinds of flowers or birds).

Slide39

The

Metamorphoses

TRANSFORMATIONS

are mythical, fantastical, awe-inspiring,

and yet..

.

RELATABLE

characters whose

REAL HUMAN EMOTIONS

lead to these

transformations

Lust/ Love

Greed

Arrogance and Self-Indulgence

Anger and JealousySlide40

Slide41

The

Metamorphoses:

Arrogance and Self-Indulgence

Daphne and Apollo

Narcissus and EchoSlide42

Slide43

EXIT TICKET

What profession did Ovid’s father want him to pursue?

What was Ovid trained in, while pursuing that profession, that had an impact on the style in which he wrote his poetry?

Name one innovative feature about Ovid’s style or poetry

What is the main theme of the

Metamorphoses

?

Name 1 way in which Ovid linked stories together in the

MetamorphosesSlide44

Propositum

: DWBAT translate and annotate the myth of Phaethon from Ovid’s

Metamorphoses

STATIM

:

Take two handouts from the front of the room and put your name and recitation at the top of each of them

Take out a half-sheet of

looseleaf

paper, put your heading at the top, and label it COTIDIANA II and number it from 1-5

PENSUM V

:

Annotate and translate ‘Phaethon’ through line 10

9/17/15Slide45

COTIDIANA II- Ovid

In what year and just after what major event was Ovid born?

Who was Ovid’s patron and a close friend and confidant to the emperor Augustus?

What happened to Ovid in 8 A.D. as a result of a

carmen

et error

?

Name one way that Ovid linked stories together in the

Metamorphoses

Name one prominent theme within the myths of the

MetamorphosesSlide46

COTIDIANA II- Ovid

What skill did Ovid study during his pursuit of a legal career which influenced his style of writing?

The

Metamorphoses,

in 15 books of dactylic hexameter, was written in the traditional format for what poetic genre?

Name one other poet who was a friend and contemporary of Ovid

Name one way that Ovid linked stories together in the

Metamorphoses

Name one prominent theme within the myths of the

MetamorphosesSlide47

Phaethon et ApolloSlide48

Additional Vocabulary

ferō

,

ferre

,

tulī

,

latus

to bring, carry; endure; say

semper

always

credō

,

credere

,

credidī

,

creditus

to believe, have trust/faith in (

+DAT.)

superbus

, -a, -um

arrogant

sol, sōlis m. sunPhaethon, Phaethonis m. repremō, repremere, repressī, repressus to push down, represscaelestus, -a, -um divine, heavenlygenus, generis m. race, family, lineage

inquit

=

dīxit

magis

moreLINE 7  ea = thesefictus, -a, -um fictional, false, untrueClymenē = Clymene (nom. sg. f.)moveō

, movēre, movī, mōtus to moveloquor

= I speak, sayiurō, iurāre to swearnegō, negāre

to denylūmen, lūminis

n. lightserō,

serere, sevī, satus to give birth to, produce, createSlide49

Phaethon

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 10

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide50

Propositum

: DWBAT translate and annotate the myth of Phaethon from Ovid’s

Metamorphoses

STATIM

:

Take out your ‘Phaethon’ translation from yesterday

SCAVENGER HUNT! Find 5 perfect tense verbs and label them with a ‘PF’

PENSUM VI

:

Annotate and translate ‘Phaethon’ through line 14

9/18/15Slide51

PHAETHON

semper

Phaëthon

patrem

iactābat

nam

is

erat

Sōlis

fīlius

.

Epaphus

Phaëthontem

superbum

ferre

nōn

poterat itaque Phaëthontī verba īrāta dīxit: ‘mātrīne, dēmens, crēdis?

imāgine

falsā

patris tumidus es.’

Phaethon was always boasting (about) (his) father for he was the son of the Sun.

Epaphus

was not able to endure the arrogant Phaethon and so

he spoke angry words to Phaethon:

‘Do you believe (your) mother, foolish (boy)?

You are excited by a false conception of (your) father’ Slide52

ērubuit

Phaëthon

īramque

pudōre

rēpressit

et ad

mātrem

Epaphī

convīcia

tulit

. ‘

tū

,’

inquit

‘

māter

,

magis

dolēbis quod ego tacuī: ea verba dīcēbantur et ego ea nōn refellī! sī modo stirpe caelestī creātus

sum,

da

mihi

signum generis et tolle mē ad caelum!’PHAETHON

Phaethon grew red and repressed (his) anger with shame and

brought

Epaphus

’ insults to (his) mother.

‘You, mother’ he said ‘will suffer more pain because I was silent:

these words were being spoken and I did not refute them!

If only I was created by a divine family, give a signal of (that) family to me and take me up to heaven!’Slide53

Phaethon

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 14

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide54

EXIT TICKET

What profession did Ovid’s father want him to pursue?

What was Ovid trained in, while pursuing that profession, that had an impact on the style in which he wrote his poetry?

Name one innovative feature about Ovid’s style or poetry

What is the main theme of the

Metamorphoses

?

Name 1 way in which Ovid linked stories together in the

Metamorphoses

Lawyer

Rhetoric- the art of persuasive speaking/writing

Writing a epic style poem in a non-traditional genre

Did not express strong moralistic views

Didn’t seek to mimic prior famous works of literature

Physical transformation

Geographic commonalities

Commonalities in theme

Contrasts in theme

Genealogical relations

Similarities in kinds of transformationSlide55

Works

Amores

(

“Loves”)

Published in 16 B.C. and 8 B.C.

In two editions, the first in 5 books, the second in 3

Series of erotic poems addressed to a lover,

Corinna

Heroides

(“

The Heroines”)

Published in 15 B.C.

21 letters written by famous women of mythology and history to the male lovers who had wronged them (ex. Penelope to Odysseus, Dido to Aeneas,

Ariadne

to

Theseus

)

Ars

Amatoria

(“

The Art of Love”)

and

Remedia

Amoris (“The Cure for Love”)3 books, first 2 written for men, the last for womenParody of didactic (teaching) poetry meant as a manual for seducing and attracting members of the opposite sexThe Remedia

Amoris

written for those suffering from broken heartsSlide56

WORKS

Metamorphoses (

“The Transformations”)

Finished in 8 A.D.

15 book epic chronicling mythological stories of physical transformation of gods and mortals from the beginning of time up until the age of Augustus

Considered the ultimate, encyclopedic catalogue of myth and mythology

Fasti

(

“The Festivals”)

Finished 8 A.D., though incomplete

Poem written in 6 books about the Roman calendar (1 book for each month January to June) and the origins of Roman holidays, rituals, traditions, and cultural phenomena

Tristia

(“

Sorrows

”)

and

Epistulae

ex Ponto (“

Letters from the (Black) Sea”)

Written during Ovid’s life in exile at

Tomi

5 and 4 books, respectively

Often personal in nature, sad and despairing in tone, these poems detail his journey to and life in

Tomi

and advocate for his return from exile back to RomeSlide57

Propositum

: DWBAT translate and identify deponent verbs

STATIM

:

Take a new handout (‘Phaethon’ (Part II)) from the front of the room

Take out your ‘Phaethon’ translation from last week and a red pen to make corrections

Take out a piece of

looseleaf

paper to take notes

Using your Vocabulary list, look up the verb ‘

loquor

’ from the last line of your text. What is different about the way this verb’s dictionary entry looks as compared to other verbs you’ve seen?

PENSUM VII

:

Annotate and translate ‘Phaethon (Part II)’ through line 7

9/21/15Slide58

Re-takes

COTIDIANAE

MOST

cotidianae

are eligible for re-takes

If you re-take a

cotidiana

,

you have the opportunity to earn 1 letter grade higher than your original score (ex. F



C, C



B)

You may NOT re-take a

cotidiana

if you earned a B or higher (80+)Slide59

Credit Recovery

NUNDINAE

ALL

nundinae

are eligible for credit recovery

During credit recovery,

discipulī

complete additional work or correct their original assessments to the satisfaction of their

magister/

magistra

Discipulī

can earn 1 letter grade higher than their original grade (ex. F



C, C B)

You may NOT complete credit recovery for

nundinae

on which you earned a B or higher (80+)Slide60

Phaethon (Part I)

dīxit

et

bracchia

collō

mātris

implicuit

.

Clymenē

aut

precibus

Phaethontis

aut

īrā

crīminis

falsī

mōta erat et caelō bracchia sua porrēxit. ‘Sōle,’ inquit ‘mī fīlī, satus

es

: id

tibi

per

lūmen Sōlis iurō. sī ficta loquor, is mihi negāre lūmen dēbet!

He spoke and placed (his) arms on (his) mother’s neck.

Clymene had been moved by either Phaethon’s prayers or the anger of a false crime and extended her arms in the sky.She said ‘My son, you were created by the Sun: I swear it to you through the light of the Sun.

If I am spoken false (things), he ought to deny the light to me!’Slide61

What’s wrong with this translation?

sī

ficta

loquor

If

I am spoken

false (things)

It doesn’t make sense! …Why not?

There is a direct object and a passive verb…and the verb doesn’t seem like it should be passive…

That’s because it’s not!

…SAY WHAT?!?!

Correct translation:

If

I say

false (things)

Even though this verb LOOKS passive, an ACTIVE translation is the only one that makes sense

Verbs that look passive but are translated actively are called DEPONENT verbsSlide62

Deponent Verb Forms

loquor

,

loquī

,

locutus

sum:

to speak, say

What is unusual about this dictionary entry?

> the verb has

principal parts, instead of

> the principal parts all look

> although the verbs

look

, the translation of the verb must

be

.

3

4

passive

passive

activeSlide63

Deponent Verbs!

Deponent verbs LOOK different than other verbs because they have ____ principal parts instead of ____

Deponent verbs always look ______ but are translated _______

ly

There are NO ______ voice translations for a deponent verbs because deponent verbs don’t have a _________________.

Make an analogy! Deponent verbs are like …. because they look like one thing but are really the opposite.

3

4

passive

active

passive

4

th

principal partSlide64

Phaethon (Part II)

*N.B. The verbs in

small caps

are deponent verbs

‘

nec

vix

gradiēris

ad

patris

penātēs

:

domus

,

unde

Sōl

oritur

,

est

terrae

nostrae contermina. cum patre loquī dēbēs.’

‘YOU WILL NOT GO to (your) father’s home with difficulty:

The home, from where the Sun RISES, is neighboring to our land.

You ought TO SPEAK with (your) father.’Slide65

Phaethon (Part II)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 7

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide66

Phaëthon

caelum

tuēbātur

et

mīrābātur

et

verba

mātris

suae

secūtus

est

.

Aethiopas

suos

Indosque

transgreditur

et

rēgiam

Sōlis adit inpiger.Slide67
Slide68

Propositum

: DWBAT translate and annotate deponent verbs

STATIM

:

Take a handout from the front of the room and put your name and recitation at the top

Take out your ‘Phaethon (Part II)’ text and your Vocabulary List

REVIEW: How do we determine what conjugation number a verb belongs to?

PENSUM VIII

:

Finish annotating and translating ‘Phaethon (Part II)’ through line 11

COTIDIANA III on FRIDAY – ID the conjugation number of deponent verbs and annotate and translate a sentence including a deponent verb

9/22/15Slide69

In order to identify the conjugation of a deponent verb, you look at the Second Principal Part

mīror

,

mīr

ārī

,

mīrātus

sum

1

st

Conjugation

fateor

,

fat

ērī

,

fassus

sum

2

nd

Conjugation

lābor

,

lāb

ī

,

lāpsus sum 3rd Conjugationmentior, mentīrī

,

mentītus

sum

4

th

ConjugationDeponent Verb ConjugationsSlide70

To form the Present Passive Infinitive, go to the 2

nd

principal part, take out the “-e” (or in 3

rd

“-ere”) then and “-

ī

”

amo

,

amāre



amār

e



amār

+

ī

=

amārī

video, vidēre

 vidēr

e



vidēr

+

ī

=

vidērī

pono

,

ponere

 ponere

pon + ī= ponī

audio, audīre  audīre audīr +

ī= audīrī

Present Passive Infinitive Formation ReviewSlide71

Passive Deponent

1

st

Conjugation

amārī

mīrārī

2

nd

Conjugation

vidērī

fatērī

3

rd

Conjugation

lābī

ponī

4

th

Conjugation

audīrī

mentīrī

Passive Infinitives

vs

DeponentSlide72

1

st

1

st

1

st

2

nd

2

nd

2

nd

3

rd

3

rd

3

rd

3

rd

3

rd

3

rd -

io

3

rd -io

3rd -io

3

rd -io

4th

4th Slide73

Latin Word

Conjugation Number

precor

,

precārī

,

precātus

sum

reor

,

rērī

,

ratus

sum

irāscor

,

irāscī

,

irātus

sum

sequor

,

sequī

,

secūtus

sum

orīor

,

orīrī

,

ortus

sum

moror

,

morārī

,

morātus

sum

tueor

,

tuērī

,

tuitus sum

queror

,

querī

,

questus

sum

patior

,

patī

,

passus

sum

ingredior

,

ingredī

,

ingressus

sum

gradior

gradī

,

gressus

sum

morior

,

morī

,

mortuus

sum

loquor

,

loquī

,

locūtus

sum

1

st

2

nd

3

rd

3

rd

4

th

1

st

2

nd

3

rd

3

rd -

io

3

rd -

io

3

rd -

io

3

rd -

io

3

rd Slide74

Deponent verb endings are the same as the Passive Voice

Go to the 2

nd

Principal Part, remove the “-

rī

” or the “–

ī

(3

rd

conjugation)” to find the stem, then add passive voice endings

Deponent Verb EndingsSlide75

Mirārī



Mirā

rī



Mirā

+ endings

1

st

Singular

miror

2

nd

Singular

miraris

3

rd

Singular

miratur

1

st

Plural

miramur

2

nd

Plural

miramini

3

rd

Plural

mirantur

Miror

,

Mirārī, Mīrātus Sum: Present Tense

I wonderyou wonder

he/she/it wonders

we wonder

you all wonderthey wonderSlide76

Lābī



Lāb

ī



Lāb

+ endings

1

st

Singular labor

2

nd

Singular

laberis

3

rd

Singular

labitur

1

st

Plural

labimur

2

nd

Plural

labimini

3

rd

Plural

labuntur

Labor,

Lābī

,

Lāpsus Sum: Present TenseI slip

you sliphe/she/it slips

we slip

you all slip

they slipSlide77

Annotate and translate the following sentences:

Phaethon

locutus

erat

suum

patrem

optimum

esse

.

Phaethon

īrātus

est

et cum

matre

querēbātur

.

Mater,

Clymene

, ad

caelum

tuētur

et

deum

sōlis

precārī incipit.ExerceamusPhaethon had said that his father was the best.

Phaethon was angry and was complaining with (his) mother.

(His) mother, Clymere, gazes at the sky and begins to pray (to) the god of the son.Slide78

Phaethon (Part II)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 11

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide79

Additional Vocabulary and Notes

Line 8: id =

this/that

ille

:

that

(nom.

sg

.

m

.)

Phoebe



Phoebus (Apollo)Slide80

Propositum

: DWBAT distinguish between passive and deponent verbs

STATIM

:

Take a new handout (‘Phaethon’ (Part III)) from the front of the room

Take out a piece of

looseleaf

and label it with your heading and COTIDIANA III

After your quiz take out some

looseleaf

to take notes

PENSUM VIII

:

Finish annotating and translating ‘Phaethon (Part III)’

9/25/15Slide81

COTIDIANA III

1. Identify the

conjugations

of the following deponent verbs:

a.

patior

,

patī

________

b

.

loquor

,

loquī

________

c

.

moror

,

morārī

________

d

.

reor, rērī ________2. Translate:

deus

sōlis

timidum

filium tuēbātur et eī locūtus est.timidus, -a –um scared, frightenedtueor,

tuērī to gaze at; consider; protectsol, sōlis m. sunloquor, loquī

, locūtus sum to speak, saySlide82

Phaethon (Part II)

Sōl

ipse

iuvenem

timidum

tuēbātur

fīliōque

locūtus

est

: ‘cur,

mī

fīlī

, ad

eam

arcem

gressus

es

? quid mē precāris?’ille refert: ‘ō lūx mundī, Phoebe pater, sī

mihi

ā

tē

id nōmen datur, nec Clymenē dē culpā suā mentītur, patere mē, genitor,

signum generis meī ferre: mē fīlium tuum fatēberis

et meō ex animō error dētrahētur.’

The sun himself was looking at the young (man) and spoke to (his) son

‘Why, my son, have you walked to this citadel? What do you beg (of) me?’

That (boy) replies: ‘Oh light of the world, father Apollo, if that name is

given to me by you, (and) Clymene does not lie about her reproach,

allow me, father, to bear a sign of my origin:

you will confess that I am your son and the mistake will be removed from my mind.’Slide83

Identify whether the verbs in the sentences are Deponent of Passive.

si

mihi a

te

id

nomen

datur

nec

Clymene

de culpa

sua

mentitur

me

filium

tuum

fateberis

meo ex

animo

error

detrahetur

Passive

VS

Deponent

PASSIVE

DEPONENT

DEPONENT

PASSIVESlide84

How do we distinguish between passive and deponent verbs?

PASSIVE

DEPONENT

4 principal parts

3 principal parts

NO direct object

Sometimes a direct object

Sometimes an ablative of agent/means

NO ablative of agent

Passive translation makes sense (ex. the book was read)

Passive translation does NOT make sense (ex. the sun was

rised

)Slide85

Phaethon (Part III)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 6

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide86

sol ipse

iuvenem

timidum

tuebatur

filioque

locutus

est:

Phaethon Part II

The sun itself/himself was watching the timid youth and spoke to his sonSlide87

“cur,

mī

fīlī

, ad

eam

arcem

gressus

es

? quid

mē

precāris

?

Phaethon Part II

Why, my son, did you come to this citadel? What do you ask from me?Slide88

ille

refert

, “o lux

mundī

, Phoebe pater,

sī

mihi a

te

id

nomen

datur

nec

Clymene

de culpa

sua

mentitur

Phaethon Part II

That man (Phaethon) responded, “Oh light of the world, Father Phoebe, if this name is given to me by you and

Clymene

is not lying out of blameSlide89

patere

me, genitor,

signum

generis

mei

ferre

Phaethon Part II

Allow me, Father, to carry a sign of my lineage

Allow that I, father, carry a sign of my lineage

PAT

ERE

 2

nd

singular imperative active DEPONENT VERBSSlide90

me

filium

tuum

fateberis

et meo ex

animo

error

detrahetur

Phaethon Part II

You will acknowledge me (as) your son and delusion will be removed from my soul Slide91

If a clause has a verb that looks passive:

1. there is NO DIRECT OBJECT, then the verb is most likely

2. there is an ablative of agent (

ā/ab

+ ablative), the the verb is most likely

3. there is a direct object, the verb is most likely

4. the meaning of the verb does not make sense in the passive, e.g.

patior

 I am suffered/ I am endured, then the verb is most likely

Passive

VS

Deponent** ASK JEN

PASSIVE

DEPONENT

DEPONENT

PASSIVESlide92

R1, Latin 2

Take your seat

Find a partner you’d like to share lockers with

Discuss your personal norms and expectations for your locker with your partner

Wait for me to call your name and come up to the front to receive your locker assignment and lockSlide93

TBLS Locker Expectations

Availability

Discipuli

may use lockers in the morning, between 7:45 and 7:59 a.m.; during passing time between recitations; at the end of the day, for 15 minutes (Monday, Wednesday and Thursday, 2:30-2:45; Tuesday, 3:10-3:25; Friday 1:50-2:05).

D. may enter classrooms to use lockers during or following office hours only for emergencies and with the permission of office hour

magistri

.

D. may not enter classrooms to use lockers after R1 has begun, or during any other recitation, unless there is a clear emergency.

Magistri

should provide a written pass for

discipuli

, should they deem it necessary for them to use their lockers in another room.Slide94

Contents

Electronics stored in lockers must be turned off. Should

magistri

have to enter lockers to retrieve noisy electronics, they may be subject to confiscation, and returned to parents or guardians.

Food and drinks may not be stored in lockers.

Dirty or smelly clothes, body sprays, or anything else that might disturb others may not be stored in lockers.Slide95

Locks

Lockers must be locked at all times.

Magistri

are not responsible for securing lockers or their contents, should they be left unlocked.

Discipuli

should only use school-issued locks. They are free to borrow; however, if they are lost, D. must pay for replacements. Any personal locks placed on lockers may be subject to removal.

Magistri

are not responsible for lost or stolen locker contents. D. should only share lockers with someone they know and trust.Slide96

Behavior

D. may not use electronics, eat or drink at their lockers.

D. should avoid slamming locker doors.

If D. must change clothes, they should do so in the

latrina

, rather than at their lockers.Slide97

What should you do if you have an issue…

With your locker partner?

With your lock?

With something being stolen/missing from your locker?

With having access to your locker?

With not having enough room in your locker for your belongings?Slide98

Propositum

: DWBAT distinguish between passive and deponent verbs

STATIM

:

Take 2 new handouts from the front of the room (Vocabulary and

Exercitatio

Translātionis

)

On your Vocabulary List, write out the conjugation numbers for all of the verbs listed in the

righthand

column

PENSUM IX

:

Complete your handout in full

Study your Vocabulary List for COTIDIANAE later in the week

9/28/15Slide99

Translate the principal parts of the following two verbs:

PRINCIPAL PARTS:

Active vs. Deponent

I say

to say

I said

having been said

I confess

to confess

I confessedSlide100

PRINCIPAL PARTS:

Active vs. Deponent

-

āre

-

ārī

-

ēre

-

ērī

-ere

-

ī

-

īre

-

īrīSlide101

PRINCIPAL PARTS:

Active vs. Deponent

What conjugation are the following infinitive verbs? Are they active or deponent?

3

rd

active

3

rd

active

4

th

deponentSlide102

EXERCITĀTIO TRANSLĀTIONIS

Complete the remainder of your handout with the other members of your table

When you are done, raise your hand for a CLASSWORK CHECK Slide103

Propositum

: DWBAT distinguish between passive and deponent verbs in context

STATIM

:

Take a new handout from the front of the room (Phaethon Part 4)

Take out your HW from yesterday and a red pen for correction

Take out your Phaethon part III text for inspection

PENSUM X

:

Translate and annotate through line 10 of Phaethon (Part IV)

Study your Vocabulary List (Deponent Verbs) for COTIDIANAE later in the week

9/29/15Slide104

EXERCITATIO TRANSLATIONIS

deponent

you delay

active

you are

passive

it was done

active

to remove

deponent

to speak

passive

you all are protectedSlide105

EXERCITATIO TRANSLATIONIS

deponent

you will walk

passive

I am ordered

passive

to be done

deponent

I confess

active

you walked

passive

we will be conquered

active

he leadsSlide106

Phaethon (Part IV)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 10

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide107

Propositum

: DWBAT distinguish between passive and deponent verbs in context

STATIM

:

Take out Phaethon Parts III and IV and a red pen for correction

In Phaethon Part IV, label all of the deponent verbs in the text with a letter ‘D’

PENSUM XI

:

Study your Vocabulary List- Deponent Verbs for a COTIDIANA tomorrow

9/30/15Slide108

Phaethon (Part III)

dīxerat

; genitor

micantēs

radiōs

dēposuit

et

fīlius

ā

patre

prōgredī

iussus

est.

Sōl

est

fīlium

suum

complexus: ‘mater tua mentīta nōn est: tū enim mē ortuus

es

.’

He had spoken; (his) father put down (his) glittering rays and

the son was ordered to walk forward by (his) father.

The Sun embraced his son:

‘Your mother did not lie: indeed you descended from me.’Slide109

Phaethon (Part III)

‘

nolī

id

dubitāre

;

precāre

*

munus

et id

tibi

dabitur

.’

statim

,

ut

locūtus

erat

,

stultō

ab

iuvene currus paternus ūnumque diem moderāmen equōrum rogāta sunt.‘Don’t doubt it; pray for a gift and it will be given to you.’

Immediately, as he had spoken, the paternal chariot and the control of (its) horses were requested for one day by the foolish young (boy).Slide110

Phaethon (Part IV)

The Sun-god instantly regretted his promise and begged

Phaëthon

to choose any other favor. The stubborn young man persisted, and his dutiful father brought him to his chariot, another ornate piece wrought by the god Vulcan. Gazing upon the shining wonder,

Phaëthon

grew even more excited, but Phoebus, after he arranged the crown of sunbeams on his head, gave his son some critical advice on following the path and controlling the horses, also trying one final time to dissuade his son from taking the trip.Slide111

Phaethon (Part IV)

sed

iam

Phaëthon

currum

occupāverat

et

manibus

tenēre

habenās

gaudēbat

et

patrī

invitō

grātiās

ēgit

. interim Sōlis equī pedibus portās pulsābant donec via erat in caelum

aperta

:

statim

nebulās

scidērunt et pennīs portātī per aēra ortī sunt.

But Phaethon had already taken control of the chariot and was delighting to hold the reigns with (his) hands and

gave thanks to (his) reluctant father. Meanwhile the horses of the Son were beating the gates with (their) hooves

until a path had been opened into the sky: immediately

they tore the clouds and carried on (their) wings arose through the air.Slide112

Phaethon (Part IV)

sed

parvum

pondus

iuvenis

mirantur

nec

aurigam

cognoscere

possunt

itaque

cursum

nōn

sequuntur

.  terrās cum timōre Phaëthon spectat; habēnās nōn tenet neque morīrī cupit.

But they wonder at the light weight of the young (boy) and are not

able to recognize the charioteer, therefore they do not follow the course.

Phaethon watches the lands (below) with fear;

he does not hold the reigns nor does he want to die.Slide113

loquor

,

loquī,

locūtus

sum

to speak, saySlide114

precor

,

precārī,

precātus

sum

to pray (to/for)Slide115

reor

,

rērī,

ratus

sum

to thinkSlide116

lābor

,

lābī,

lāpsus

sum

to slip, glideSlide117

sequor

,

sequī,

secutus

sum

to followSlide118

gradior

,

gradī,

gressus

sum

to walk, goSlide119

patior

,

patī,

passus

sum

to suffer, endure; allow, permitSlide120

morior

,

morī,

mortuus

sum

to dieSlide121

mentior

,

mentīrī,

mentītus

sum

to lieSlide122

moror

,

morārī,

morātus

sum

to delaySlide123

orīor

,

orīrī,

ortus

sum

to riseSlide124

fateor

,

fatērī,

fassus

sum

to confess, admitSlide125

ingredior

,

ingredī,

ingressus

sum

to enterSlide126

Propositum

: DWBAT translate 3

rd

person personal pronouns in context

STATIM

:

Take a new handout from the front of the room and put your name and recitation at the top

Take out a half-sheet of

looseleaf

for your COTIDIANA and label it with your heading and COTIDIANA IV

PENSUM XII

:

Complete the chart for ILLE, ILLA, ILLUD on the back of your handout

10/1/15Slide127

COTIDIANA IV

Directions

: Supply the missing forms for each of the deponent verbs below

moror

,

morārī

,

morātus

sum

loquor

, _____,

locūtus

sum

to speak

patior

,

patī

,

passus

sum

orior

,

orīrī

,

ortus sum

ingredior

,

ingredī

,

ingressus

sum Slide128

COTIDIANA IV Re-take

Directions

: Supply the missing forms for each of the deponent verbs below

sequor

,

sequī

,

secūtus

sum

gradior

,

gradī

,

gressus

sum

______,

patī

,

passus

sum

to suffer; allow

orior

,

orīrī

, ortus

sum

ingredior

,

ingredī

, ingressus sum Slide129

CONTEXT- The Fate of the

Heliades

Unchecked, the horses and chariot of the Sun wreaked havoc in the heavens and set the earth ablaze until Earth herself asked Jupiter to intervene. Summoning storm clouds and his thunderbolt, Jupiter sent

Phaëthon

crashing to the riverbank of

Eridanus

, where nymphs buried his charred remains. The Sun refused to return to his route,

Clymene

lay weeping beside her beloved son’s tomb, and his sisters gathered there as well, mourning their brother incessantly for four days...Slide130

Class Translation

Each table will translate and annotate one sentence from the passage and then share their translation with the class

For their sentence, each table will also share out the gender, number, and case of the form of the PRONOUN in their sentence

Table 1 – (a)

Table 2 – (

b

)

Table 3 – (

c

)

Table 4 – (

d

)

Table 5 – (

e

)

Table 6 – (

f

)

Table 7 – (

g

)Slide131

Table 1

(a)

ūna

ex

eīs

,

Phaëthūsa

, in

terram

cecidit

et

pedēs

rigidōs

questa

est.

One out of THEM,

Phaethusa

, fell onto the earth and lamented (complained about) (her) stiff feet.

eīs

= abl. pl. fem. Slide132

Table 2

(

b

)

ad

eam

venīre

Lampetia

cōnāta

est

sed

iam

rādīce

retenta

est.

Lampetia

tried to come to HER but she was already held by a root.

eam

= acc. sg. fem.Slide133

Table 3

(

c

)

eius

crūra

stipite

cēlāta

sorōrēs

et

prō

bracchīs

longōs

rāmōs

sorōrēs

vīdērunt

.

The sisters saw HER legs hidden by a tree trunk and long branches in place of (her) arms. eius = fem. sg. gen. Slide134

Table 4

(

d

)

eī

tertia

timēbat

sed

,

ubi

crīnem

laniāre

parāvit

,

āvellit

frondēs

.  

A third (sister) was fearing FOR HER but, when she prepared to rend (her) hair, she tore off leaves.

eī

= dat. sg. fem. Slide135

Table 5

(

e

)

dum

ea

mirantur

, cortex

complectitur

per

gradūs

uterum

pectusque

umerōsque

manūsque

vultūsque

.

While they wonder at THEM (these things), step by step bark enwraps (their) belly and chest and (their) arms and hands and faces.

ea = neut. acc. pl. Slide136

Table 6

(

f

)

eārum

tamen

lacrimae

novīs

dē

rāmīs

lābuntur

:

sōle

rigescunt

ēlectra

.

THEIR tears still slip down from the new branches: amber (drops) stiffen from the

sun(light

). eārum = gen. pl. fem. Slide137

Table 7

(

g

)

ea

amnis

accipit

et

nymphīs

Rōmānīs

reddit

.

The river receives THEM and gives (them) to

Roman nymphs. Slide138
Slide139

3

rd

person PRONOUN forms

eius

eius

eius

eī

eī

eī

eam

id

ea

eārum

ea

eīs

eīs

eīsSlide140

Propositum

: DWBAT translate 3

rd

person personal pronouns in context

STATIM

:

Take out your handout from yesterday and a red pen

Scan through lines 1-12 of

Niobe

(Part 1) and find 4 deponent verbs. Mark them with a ‘D’

PENSUM XIII

:

Complete your annotation and translation of

Niobe

(Part 1)

TRANSLĀTIO next Thursday 10/8

10/2/15

vāticināta

(line 1)

prōgrediminī

(line 2)

precāminī

(line 3)

irascitur

(line 9)Slide141

ille

,

illa,

illud

that

(

sg

.)

; those

(pl.)

illius

illius

illius

illī

illī

illī

illum

illam

illud

illō

illā

illō

illī

illae

illa

illōrum

illārum

illōrum

illīs

illīs

illīs

illōs

illās

illa

illīs

illīs

illīsSlide142

Niobe

, Part 1

Far from Ethiopia and from the Po River, where

Phaëthon

lies beside his poplar sisters, lived

Niobe

, a mortal woman with a pride rivaling her countrywoman

Arachne

.

Queen of mighty Thebes,

Niobe

was married to

Amphion

, Jupiter’s son, who built the fabled walls of their kingdom with his musical talent and a magic lyre. As a mother she would have been known as the most fortunate, if only she had not seemed so to herself.

Slide143

Niobe

(Part 1)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 10

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide144

Propositum

: DWBAT translate forms of demonstratives adjectives in context

STATIM

:

Take out your handout from Friday and a red pen

Scan through lines 1-12 of

Niobe

(Part 2) and find all deponent verbs. Mark them with a ‘D’

PENSUM XIV

:

Complete your annotation and translation of

Niobe

(Part II)

through line 6

TRANSLĀTIO on Thursday 10/8

10/5/15Slide145

Niobe

(Part I)

Tīresiae

fīlia

,

Mantō

,

nūmine

mōta

,

vāticināta

mediās

per

viās

est

: ‘

prōgrediminī

,

Thēbaïdēs

,

et

precāminī

Lātōnam eiusque fīliōs duōs. ōre meō Lātōna iubet.’ illae

verba

audīvērunt

itaque omnēs laurō tempora ornābant et sanctīs flammīs tūra precēsque dabant.

The daughter of Tiresias, Manto, moved by divine will, prophesied

through the midst of the streets:

‘Walk forth, women of Thebes,

and pray to Latona and her two children.

Latona commands through my mouth (speech).’

Those (women) heard the words and so all were adorning (their) temples with laurel and were giving prayers and incense to sacred flames.Slide146

Niobe

(Part I)

tum

inter

eās

Nioba

venit

;

illae

eam

comitibus

celebrem

et

eius

vestēs

Phrygiās

vident

. illa irascitur et eīs verba immītia dīcit: ‘deumne caelestem

eī

ante

oculōs

praeponitis

? aut cūr colitur Lātōna per ārās; adhūc est nūmen meum sine tūre?’

Then Niobe comes between them;

those (women) see her frequented by attendants and her Phrygian clothes.That (woman) is angry and says harsh words to them:

‘Do you place her divine god first before (your) eyes?

Or why is

Latona honored through the altars;is my divinity still without incense?’Slide147

illa

irascitur

What is the literal translation of this sentence?

That is angry

What sounds incomplete/wrong about this translation?

We don’t know what ‘that’ is referring to

What can we do to make this sentence make more sense?

Imply a noun for

illa

to modify

How do we decide what noun to imply?

Based on genderSlide148

COMPREHENSIO

What do the women of Thebes note about their queen?

Judging by her

verba

immitia

, why is

Niobe

angry?Slide149

Niobe

(Part II)

Tantalus

est pater meus et

eī

licuit

mensam

caelestum

tangere;

mihi

mater est

fīlia

maximī

Atlantis.

mē

gentēs

Phrygiae

verentur

,

mē sub dominā est haec rēgia, ā mē virōque haec

moenia

cum

hōc

populō rēguntur. tuēminī omnēs opēs huius domūs et hanc

faciem meam dignam deā!

adice huīc septem fīliās et totidem fīliōs et

mox generōsque nurūsque

! quae* causa est nostrae

superbiae? hocne ā mē quaeritis?

mihi Lātōnam praeferre ausī estis! huīc

quondam terra sēdem partūs

negāvit.

hic,

haec

, hoc = this (

sg

.)/these (pl.)Slide150

Niobe

(Part II)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 12

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide151

LOCKERS

SMARTBOARD

Jaime

Liora

Michelle

Sadia

Austin

Rong

Zach

Ariel

Brian

Kerolous

Victoria

Kevan

Adam

Alex

Abrar

Andrew

Jared

Krishna

Faith

Winnie

Iniayah

Zina

Kristian

Luis

Anthony

Anisa

Bhureshma

JackieSlide152

LOCKERS

SMARTBOARD

Isabel

Jailyn

Joshua

Aniyah

Rose

Amy

Tasfia

Kali

Precious

Angelis

Musfique

Josie

Carlos

Baily

Maya

Sabrina

Alena

Ruth

Benjamin

Gavin

Sophie

Ericson

Timothy

Andrea

Marlo

Moises

Juan

Vincent

Jakia

Margarita

EmmaSlide153

Propositum

: DWBAT translate substantive adjectives

STATIM

:

Take out a new handout from the front of the room and put your name and recitation on it

Take out your

Niobe

(Part I) text

Complete the STATIM at the top of your handout

PENSUM XV

:

TRANSLĀTIO on Thursday 10/8

10/6/15Slide154

illa

irascitur …(lines 8-9)

What is the literal translation of this clause?

What sounds wrong or incomplete about this translation?

What can we add to this translation to make it make more sense?

How do we decide what noun to imply?

That is angry

There is no noun that the adj. ‘that’ modifies

A noun to be modified by ‘that’

based on the gender and number of ‘

illa

’Slide155

SUBSTANTIVE ADJECTIVES

Substantive adjectives are adjectives for which we must imply or supply a noun based on

because they do not modify (or agree in GNC) with any Latin nouns in the sentence/clause in which they appear.

As a general rule, substantive adjectives can imply the following nouns based on gender:

MASCULINE



‘man’/’person’ (sing.) or ‘men’/’

people’(pl

.)

FEMININE



‘woman’ (sing.) or ‘women’ (pl.)

NEUTER



‘thing’ (sing.) or ‘things’ (pl.)

gender and numberSlide156

EXERCITĀTIO

1.

bonae

Lātōnam

venerentur

.

GNC of

bonae

:

Since the gender of

bonae

is

, we can imply the noun

Translation:

fem.

pl.nom.

fem.

women

(The) good (women) revere

Latona

.Slide157

Group Work

Complete the

Exercitātio

with your table members

When you are done, raise your hand for a

groupwork

CHECK

You MUST receive a

groupwork

check before you leave class today or your group must come to office hours Slide158

EXERCITĀTIO

2.

superba

irascitur

et

fēminīs

quae

Latōnam

colunt

immītia

dīcit

.

GNC of

superba

:

Since the gender of

superba is , we can imply the noun GNC of immītia: Since the gender of immītia is , we can imply the noun Translation:

fem.

sg

.

nom,

fem.

woman

neut.

pl.

acc.

neut.

things/words

*We can also imply LATIN nouns based on gender if they fit the context.

Ex. verba

is also neut., so that fits the context with the verb dīcit

The arrogant (woman) is angry and says angry (things/words) to the women who worship Latona

. Slide159

EXERCITĀTIO

2.

superba

irascitur

et

fēminīs

quae

Latōnam

colunt

immītia

dīcit

.

GNC of

superba

:

Since the gender of

superba is , we can imply the noun GNC of immītia: Since the gender of immītia is , we can imply the noun Translation:

fem.

sg

.

nom,

fem.

woman

neut.

pl.

acc.

neut.

things/words

*We can also imply LATIN nouns based on gender if they fit the context.

Ex. verba

is also neut., so that fits the context with the verb dīcit

The arrogant (woman) is angry and says angry (things/words) to the women who worship Latona

. Slide160

Propositum

: DWBAT interpret and apply the TRANSLĀTIO rubric

STATIM

:

Take out a new handout from the front of the room and put your name and recitation on it

Take out your

Niobe

(Part II) text

Read over the TRANSLĀTIO rubric on the back of your handout. What advantages does it give you?

PENSUM XV

:

TRANSLĀTIO TOMORROW

Check website for

Niobe

Part II translation key for practice

10/7/15Slide161

CRITERION

FULL CREDIT — 3 marks

MOST CREDIT — 2 marks

SOME CREDIT — 1 mark

NO CREDIT

— 0 marks

MEANING

The meaning has been fully communicated.

The meaning has been partially communicated.

The meaning has not been communicated adequately.

No meaning has been communicated.

GRAMMAR AND VOCBULARY

Vocabulary and grammar are rendered correctly.

Vocabulary and grammar are rendered adequately despite inaccuracies.

Vocabulary and grammar are not rendered adequately.

Vocabulary and grammar are not rendered at all.Slide162

Niobe

, Part III (or

Cynthetic Fires)

As

Niobe

continues, she ridicules

Latona

and the ordeal she suffered in giving birth. Boasting her good fortune, the queen very nearly challenges the goddess to take it away. She claims her wealth is so vast and her family so large that even a devastating loss would leave her more than other mortals and more children than the goddess herself. Commanded by their queen to remove their laurel wreaths, the women of Thebes comply, mumbling still their prayers to the goddess.

Atop Mount

Cynthus

on the island of Delos where she bore Apollo and Diana,

Latona

summons her twin children:Slide163

SCORING TRANSLĀTIONĒS

et

talibus

verbīs

geminā

cum

prōle

locūta

est

:

M

G/V

TOT

COMMENTS

and she spoke with her twin offspring with such words

3

3

6

and she spoke with her twin offspring to such words

2

3

5

And she spoke such words to her twin children

3

1

4

And she spoke with twin words to such children

1

2

3

And she was spoken offspring words with such

0

1

1

Everything is accurate

dative instead of abl. means

acc. instead of abl. means; V for

prōle

; dat. instead of prep. phrase

switching noun-

adj

. pairs impairs meaning significantly

doesn’t make any sense;

vocab

is accurateSlide164

SCORING

MAJOR

Errors

MINOR Errors

Case

Voice

Vocabulary choices

Syntax

Tense

Number

SubjectSlide165

EXERCITĀTIO

‘ēn ego ipsa sum vestra parens

M

G/V

TOT

COMMENTS

‘Look I am your parent

‘Behold you are my parent yourself

‘I myself your parent are looking’

3

2-3

5-6

Meaning is conveyed;

ipsa

is missing

1-2

2

3-4

Meaning is altered by incorrect subject;

vocab

errors (

vestra

,

ipsa

)

0

1-2

1-2

Translation doesn’t make sense; most

vocab

is accurateSlide166

Niobe

(Part II)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 12

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide167

Niobe

(Part II)

Tantalus

est pater meus et

eī

licuit

mensam

caelestum

tangere;

mihi

mater est

fīlia

maximī

Atlantis.

mē

gentēs

Phrygiae

verentur

,

mē sub dominā est haec rēgia, ā mē virōque haec

moenia

cum

hōc

populō rēguntur. tuēminī omnēs opēs huius domūs et hanc

faciem meam dignam deā!

adice huīc septem fīliās et totidem fīliōs et

mox generōsque nurūsque

! quae* causa est nostrae

superbiae? hocne ā mē quaeritis?

mihi Lātōnam praeferre ausī estis! huīc

quondam terra sēdem partūs

negāvit.

hic,

haec

, hoc = this (

sg

.)/these (pl.)Slide168

Niobe

(Part II) Vocabulary

praeferō

,

praeferre

,

praetulī

,

praelatus

to prefer, place before/above

generus

,

generī

m

.

son-in-law

septem

7

superbia

, -

ae

f

. arrogancenoster, nostra, nostrum ourdignus, -a, -um worthy (of) (+ABL)tangō, tangere, tetigī, tactus to touch Slide169

Niobe

(Part II)

Tantalus is my father and it was permitted for him

to touch the table of the divine (gods); the mother to me (my mother)

is the goddess of the greatest Atlantis. The Phrygian people revere me,

this palace is under me (as its) mistress, these walls

are ruled by me and (my) husband with these people.

You all protect the riches of this house and

this my appearance worthy of a goddess!

Add to this 7 daughters and the same number of sons and soon

sons-in-law and daughters-in-law! What is the cause

of our (my) arrogance? Do you seek this (knowledge) from me?

You all dared to prefer

Latona

to me!

The earth once denied a place of giving birth to this (woman).Slide170

TERM 1 TRANSLĀTIO

You have the entire recitation for your exam

If you finish early, bring it up to the front and take out non-Latin related work when you return to your seat

If you have a question, raise your hand and I will call you over to my desk individually

Write your final draft in PEN

Put all words that you are implying/adding to your translation in parentheses Slide171

Propositum

: DWBAT decline and translate 3

rd

declension adjectives

STATIM

:

Take out your handout from Friday

Examine the 3

rd

declension adjective list (VERBA DISCENDA) on side 1. What pattern do you notice in their endings? What do these endings represent?

PENSUM XV

:

Annotate and translate ‘

Arachne

(Part I)’ through line 15

10/13/15Slide172

VERBA DISCENDA

caelestis

, -

e

heavenly, celestial; divine

exīlis

, -

e

small, thin, slender; poor, feeble

fortis

, -

e

strong; brave

grandis

, -

e

large, great; big; old

mortālis

, -

e

mortal

omnis, -e all, every (sg.)

nom.

sg

. for masc. and fem., gen.

sg

. for all genders

nom.

sg

. for neuterSlide173

3

rd

Declension Adjective Endings

Mark the endings which DIFFER from normal 3

rd

declension noun endingsSlide174

Noun-3

rd

Decl. Adjective Agreement

SINGULAR

of a mortal woman

fēminae

mortālī

for/to a mortal woman

fēminam

mortālem

a mortal woman

fēminā

mortālī

with a mortal womanSlide175

Noun-3

rd

Decl. Adjective Agreement

PLURAL

of thin fingers

digitīs

exīlibus

to/for thin fingers

digitōs

exīlēs

thin fingers

digitīs

exīlibus

with thin fingersSlide176

Arachne

Minerva, also known as Pallas, learned that

Arachne

, a girl famous throughout Lydia for her skill in weaving, denied the goddess any credit for her remarkable skill. Pallas in turn decided to come to earth and test the boastful maiden.Slide177

Arachne

(Part I)

 Pallas

anum

simulat

. in

tempora

canōs

addit

et

īnfīrmōs

artūs

:

hōs

baculō

sustinet

.

tum

sīc

locūta est: ‘nōlī fugere grandis aetātis omnia. ūsus sērīs ab

annīs

venit

.

nōlī

spernere consilium meum: pete inter fēminās mortālēs fāmam magnam! cēde deae

caelestī et prēcāre tuā vōce illius veniam:

illa eam supplicī piō dabit.’

Pallas (Athena) pretends (to be) an old woman.

She adds gray hairs onto (her) temples and weak limbs:

she sustains these (limbs) with a stick.

Then she spoke in this way:

‘Don’t flee all (things) of great old age.

Experience comes from late years.

Don’t scorn my plan:

seek great fame among mortal women!

Yield to the divine goddess and pray for the favor of that (goddess) with your voice

that (goddess) will give it to a pious suppliant.’Slide178

Propositum

: DWBAT decline and translate forms of

hic,

haec

, hoc

STATIM

:

Take a new packet from the front of the room and put your name and recitation at the top

Complete the conjugation chart for

ille

,

illa

,

illud

on pg. 1

PENSUM XVI

:

Annotate and translate ‘

Arachne

(Part II)’ through line 5

NUNDINA on Monday

10/15/15Slide179

What is a demonstrative adjective?

Demonstrative

:

this grammar term derives from

demonstrāre

(to show, point out) and indicates words translated as “this”, “that” and “itself”.

So far, we have learned the demonstrative pronoun

ille

,

illa

,

illud

,

which means

that/thoseSlide180

ille

,

illa, illud

-

that/those

illius

illius

illius

illī

illī

illī

illum

illam

illud

illō

illā

illō

illī

illae

illa

illōrum

illārum

illōrum

illīs

illīs

illīs

illōs

illās

illa

illīs

illīs

illīsSlide181

SUBSTANTIVE DEMONSTRATIVE ADJECTIVES

Remember that all adjectives can be substantive adjectives. Substantive adjectives are adjectives for which we must imply or supply a noun based on

and

because they do not modify any Latin nouns in the sentence/clause in which they appear.

As a general rule, substantive adjectives can imply the following nouns based on gender:

MASCULINE



‘man’/’person’ (sing.) or ‘men’/’

people’(pl

.)

FEMININE



‘woman’ (sing.) or ‘women’ (pl.)

NEUTER



‘thing’ (sing.) or ‘things’ (pl.)

Ex.

illōs

=

those (men)

cum

illā = with that (woman)illud = that (thing)gender

numberSlide182

hāc

hae

haec

(x3)

hanc

hārum

hās

hī

hic

hīs

(x6)

hoc (x2)

hōc

(x2)

hōrum

(x2)

hōs

huic

(x3)

huius

(x3)

hunc

FORMATION RULES

Rule 1:

The neuter nom.

sg

. is

hoc

Rule 2

: The Neuter Rule* applies

*Neuter Rule states that the _______________ and ______________ singular and the _______________ and _______________ plural forms are always the SAME

Rule 3

: The feminine nominative singular is

haecRule 4: The fem. nom. sg. is the same as the neuter nom. plural (Neuter Rule applies)

SINGULAR

(‘

this’) PLURAL (‘these’)

hoc

nominative

accusative

nominative

accusativehoc

haechaec

haecSlide183

Demonstrative Adjective- ‘this/these’

Cogitāte

…

Which two declensions is this adjective most similar to?

1

st

and 2

nd

declension

Which forms are most irregular?

gen.

sg

. and dat.

sg

.

SINGULAR

(‘

this’

)

SINGULAR

(‘

this’

)

hic

haec

hoc

huius

huius

huius

huic huic

huic hunc hanc

hoc hōc hāc

hōc

hī

hae haec

hōrum hārum hōrum

hīs hīs

hīs

hīs hīs hīs

hōs hās haecSlide184

Arachne

(Part II)

illud

opus Pallas

ipsa

carpere

nōn

potuit

:

illius

successū

doluit

virāgō

flāva

et

rūpit

pictās

, caelestia crīmina, vestēs. ter, quater frontem Arachnēs Idmoniae radiō percussit

. hoc

ipsa

passa

est et animōsa laqueō guttura ligāvit. sed eam pendentem Pallas miserāta est atque

sīc dīxit: ‘vīve quīdem; pende

tamen, improba. hanc poenam tū prolesque

dabitis.’ post ea discēdēbat et illam

sūcō Hecatēiō

sparsit: et statim comae, tristī venēnō tactae, dēfluxēre

. cum hīs et nāris et aurēs, fitque caput minimum; totō

quoque corpore parva

est: in latere exilēs digitī

prō cruribus haerent,

cetera venter habet, et dē hōc illa stamen tamen remittit

et telās antiquās exercet arānea.Slide185

Propositum

: DWBAT decline and translate forms of

ipse,

ipsa

,

ipsum

STATIM

:

Take out your packet from yesterday and

Translate and identify the GNC of the following phrases in your notes:

haec

dea

haec

crīmina

hī

PENSUM XVII

:

Annotate and translate ‘

Arachne (Part II)’ through line 13NUNDINA on Monday

10/16/15

this goddess

fem.

sg

. nom.

these crimes

neut. pl. nom./acc.

these (men)

masc. pl. nom.Slide186

NUNDINA I

STUDY:

substantive adjectives

ille

,

illa

,

illud

hic,

haec

, hoc

ipse,

ipsa

,

ipsum

Term 1

Translātio

vocab. list

FORMAT

5 short answer grammar questions

2 sentences to annotate and translate

5 forms of demonstrative adjectives to translate and ID the GNC ofSlide187

IPSE, IPSA, IPSUM

‘

him-/her-/itself/themselves’

SINGULAR

(‘

him-/her-/itself

)

PLURAL

(‘

themselves

)

FORMATION RULES

Rule 1:

The neuter nom.

sg

. is

ipsum

Rule 2

: The Neuter Rule* applies

*Neuter Rule states that the _______________ and ______________ singular and the _______________ and _______________ plural forms are always the SAME

Rule 3

: The feminine nominative singular ends in the same letter as the nom.

sg

. of all 1

st

declension nouns

ipsum

ipsum

ipsa

ipseSlide188

IPSE, IPSA, IPSUM

‘

him-/her-/itself/themselves’

SINGULAR

(‘

him-/her-/itself

)

PLURAL

(‘

themselves

)

FORMATION RULES

Rule 1:

The neuter nom.

sg

. is

ipsum

Rule 2

: The Neuter Rule* applies

*Neuter Rule states that the _______________ and ______________ singular and the _______________ and _______________ plural forms are always the SAME

Rule 3

: The feminine nominative singular ends in the same letter as the nom.

sg

. of all 1

st

declension nouns

ipse

ipsa

ipsum

ipsius ipsius ipsius

ipsī ipsī

ipsī ipsum

ipsam ipsum

ipsō

ipsā ipsō

ipsī ipsae ipsa

ipsōrum ipsārum

ipsōrum

ipsīs ipsīs

ipsīs ipsōs ipsās

ipsa ipsīs

ipsīs ipsīsSlide189

Substantive or non-substantive?

SUSTANTIVE – adjective does NOT modify another noun in the sentence and a noun needs to be implied based on gender and number

NON-SUBSTANTIVE- adjective DOES modify another noun in the sentence and no noun needs to be impliedSlide190

Arachne

(Part II)

illud

opus Pallas

ipsa

carpere

nōn

potuit

:

illius

successū

doluit

virāgō

flāva

et

rūpit

pictās

, caelestia crīmina, vestēs. ter, quater frontem Arachnēs Idmoniae radiō percussit

. hoc

ipsa

passa

est et animōsa laqueō guttura ligāvit. sed eam pendentem Pallas miserāta est atque

sīc dīxit: ‘vīve quīdem; pende

tamen, improba. hanc poenam tū prolesque

dabitis.’ post ea discēdēbat et illam

sūcō Hecatēiō

sparsit: et statim comae, tristī venēnō tactae, dēfluxēre

. cum hīs et nāris et aurēs, fitque caput minimum; totō

quoque corpore parva

est: in latere exilēs digitī

prō cruribus haerent,

cetera venter habet, et dē hōc illa stamen tamen remittit

et telās antiquās exercet arānea.Slide191

Demonstrative adjectives

in ‘

Arachne

(Part II)’

Demonstrative

Sub

or non-sub?

Translation

illud opus (line 1)

ipsa Pallas (line 1)

illius (line 1)

hoc (line 4)

ipsa (line 4)

hanc poenam (line 7)

illam (line 8)

cum hīs (line 10)

dē hōc (line 12)

illa

(line 12)

Non-substantive

that work

Non-substantive

Pallas herself

Substantive

of that (girl)

Substantive

this (thing/attack)

Substantive

the (girl) herself

Non-substantive

this punishment

Substantive

that (girl)

Substantive

with these (hairs)

Substantive

from this (stomach)

Substantive

that (girl/spider)

ipsumSlide192

Arachne

(Part II)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 13

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide193

Additional Vocabulary

ter

:

three times

Idmoniae

= daughter of

Idmon

(gen.

sg

.

f

.)

tēla

, -

ae

f

.

web; thread

minimum:

smallest, very small

atque

:

and so

sīc

:

thus, in this waypendentem: hanging (acc. sg. f.)tamen: (but) still, neverthelessHecateius, -a, -um: of Hecate (a mythological goddess of witchcraft)Arachnēs = Arachne (gen. sg. f.)tangō, tangere, tetigī

,

tactus

:

to touch

post (+ACC):

afterdiscēdō, -ere, -cessī, -cessus: to departSlide194

Propositum

: DWBAT exhibit understanding of the translation and GNC demonstrative adjectives on a NUNDINA assessment

STATIM

:

Take out a pen for your NUNDINA

PENSUM XVI

:

Nihil

pensum

hodie

!

10/20/15Slide195

Term 1 – NUNDINA 1

You have 15 minutes to complete your NUNDINA

After you’re done, take out your ‘

Arachne

’ Parts I and II texts and a red penSlide196

Arachne

(Part I)

hanc

torva

spectat

et

fīla

incepta

relinquit

.

vix

manum

retinet

et

īram

vultū

acrī

fatētur. talibus dictīs Pallādem obscūram resecūta est: ‘es longa senectūte

confecta

et

mē

inops mentis aggrederis. sī tibi nūrus est, loquere eācum! consilī satis est

mihi. cūr nōn dea ipsa venit?

cūr hoc certāmen vītat?’tum

dea ‘ipsa venit!’ dīxit

formamque anilem

rēmōvit et Minervam Pallādem exhibuit.

She watches this (woman) fiercely and abandons (her) started threads.

She scarcely restrains (her) hand and confesses anger with a sharp face.

She replied (to) the hidden Pallas with such spoken (words):

‘you are weakened by long (lengthy) old age and you, weak of mind,

will approach me.

If there is a daughter-in-law for you (you have a daughter-in-law)

speak with her!

There is enough of a plan for me (I have enough of a plan).Why does the goddess herself not arrive?

Why does she avoid this contest?’

Then the goddess said ‘She herself arrives!’ and she removes the form of

an old woman and revealed Pallas Minerva.Slide197

Arachne

(Part II)

illud

opus Pallas

ipsa

carpere

nōn

potuit

:

illius

successū

doluit

virāgō

flāva

et

rūpit

pictās

, caelestia crīmina, vestēs. ter, quater frontem Arachnēs Idmoniae radiō

percussit

. hoc

ipsa

passa

est et animōsa laqueō guttura ligāvit. Pallas herself was not able to snatch that work:

the blonde heroine grieved at the success of that (girl/work) and broke the

embroidered garments, (which showed) divine crimes.

Three times, four times she struck the front (forehead) of Arachne

the daughter of Idmon

with a rod. She herself endured this (thing/striking) and the bold (girl) tied (her)

throat(s) with a noose. Slide198

Propositum

: DWBAT exhibit understanding of the

Arachne

myth through answering reading comprehension EXPLICĀTIO questions

STATIM

:

Take out your

Arachne

Part II text, a red pen, and a piece of

looseleaf

Find all deponent verbs in Part II and mark them with a ‘D’

PENSUM XVII

:

Check your grade on Pupil Path

10/21/15Slide199

Arachne

(Part II)

sed

eam

pendentem

Pallas

miserāta

est

atque

sīc

dīxit

:

‘

vīve

quīdem

;

pende

tamen, improba. hanc poenam tū prolesque dabitis.’ post ea discēdēbat et illam sūcō

Hecatēiō

sparsit

: et

statim comae, tristī venēnō tactae, dēfluxēre. cum hīs et nāris et aurēs, fitque caput minimum;

totō quoque corpore parva est: in latere

exilēs digitī prō cruribus haerent,

cetera venter habet, et dē

hōc illa stamen tamen remittit

et telās antiquās exercet arānea.

But Pallas felt sorry for her hanging and she spoke in this way:

‘Live indeed; (but) nevertheless hang, wicked (girl).

You and your offspring will give (pay) this punishment.

After them (the words) she was departing and sprinkled that (girl) with a potion of Hecate

and immediately her hairs, touched by the sad poison, faded.

With these both her nose and ears, and her head becomes very small;

she is small in (throughout) her whole body:

on her side thin fingers stick in place of legs,

the rest has her stomach, and from this (stomach) that (girl) still sends back thread and

the spider practices (spins) old threads.Slide200

COMPREHENSIO

Why is Pallas referred to as 

virāgō

flāva

in line 2? What aspect of her divinity is highlighted by this description? How is this relevant to her actions in this moment?

Why might

Arachne's

father be mentioned in patronymic adjective 

Idmoniae

 in 

line 3? 

What does

Arachne

prepare to do in lines 4-5?

What is the play on words Pallas uses in line 7 in the imperative verb

pende

?

Describe the physical changes

Arachne's

body goes through in lines 9-12Slide201

Propositum

: DWBAT identify and translate relative pronouns

STATIM

:

Take a new packet from the front of the room and put your name and recitation at the top

Complete the STATIM at the top of pg. 1

percutiō

,

percutere

,

percussī

,

percussus

:

to strike, hit

PENSUM XVIII

:

Annotate and translate through line 5 on pg. 3

10/22/15Slide202

STATIM

Arachnē

ter

quaterque

ā

Minervā

, quae

irascitur

,

percutitur

.

_______________________________________________

What is the case of

quae

? __________________

What is the appropriate translation of

quae

? ___________________

Who/What does

quae

refer to? _______________________Arachne is struck three and four times by Minerva, who is angryNominative

who

MinervaSlide203

REVIEW

What are relative pronouns?

Relative pronouns refer to a noun or pronoun and introduce __________________ (the relative clause), which provides further information about the noun or pronoun.

The noun, to which the relative pronoun refers, is called the ____________________.

If the relative pronoun refers to a person, it is translated as _______________, but if the relative pronoun refers to an object or thing, it is translated as _______________.

If a relative pronoun is in the

genitive case

, it is translated as

whose.

Relative pronouns

must

agree with their antecedents in _________________ and ______________.

The ________________ of the relative pronoun is determined by how it is used in the ________________________

a new clause

antecedent

who/whom

which

gender

number

case

relative clauseSlide204

EXERCITĀTIO

Complete the exercise on pg. 2 with your table members

When you are done, raise your hands for a

groupwork

CHECK of your work

If you finish early, you may move on to your HWSlide205

Propositum

: DWBAT translate and identify the GNC of relative pronoun forms in the nom., acc., and genitive cases

STATIM

:

Take out your Relative Pronouns packet and turn to pg. 3

Find TWO relative pronouns from the lines you translated yesterday (1-5), label their

GNCs

, and find their antecedents

PENSUM XIX

:

Annotate and translate ‘Proserpina (Part I)’ through line 11

COTIDIANA on Monday on Relative Pronouns

1 sentence to annotate and translate and ID the antecedent and GNC of the relative pronoun

10/23/15Slide206

Relative Pronoun forms

quī

cuius

quās

quī

quae

quod

cuius

cuius

quem

quam

quod

quae

quae

quōrum

quārum

quōrum

quōs

quaeSlide207

Proserpina

and Pluto

On Sicily lies a volcano, Mount Etna, which shakes the earth and threatens to crack open the earth itself, exposing the kingdom of the dead to the unwelcome sunlight. One day

Dis

, known as Pluto or Hades to the Greeks, drives his chariot from Sicily to inspect the foundations of the menacing mountain.

Discerning no threat to his realm, he prepared to return, but Venus caught sight of him and told her son Cupid, “Gather your arrows, my son, and pierce the heart of the Lord of the Underworld. His brothers Jupiter and Neptune, who hold sway over the sky, the earth, and the seas have fallen to our power. Why is Orcus excepted? Our power in the heavens is diminished—do you not see that Pallas and Diana remain maidens? Shall Proserpina also forsake me? Let us extend our kingdom to the world below and claim the daughter of Ceres as well.” Obeying his mother, winged Cupid shot his best arrow and struck his target in the heart of fearsome

Dis

himself.

It happened that not far from the slopes of Etna, there was a deep pool and around it a wood in whose shade there is eternal spring and where flowers bloom all year.Slide208

Proserpina (Part I)

et in

hōc

nemore

Proserpina

lūdit

et

flōrēs

candidōs

carpit

.

illa

magnō

studiō

sinum

implet

et

comitēs

, quae

quoque flōrēs legunt, superāre certāverunt. simul hanc Dīs ipse eam

vidit

et

rapuit

:

amor

, quī sagittā Cupidinis satus est, properāvit. And in this grove Proserpina plays and plucks white flowers.

That (girl) fills (her) lap with great zeal and (her) friends, who also gather flowers,

contended to win.At the same time

Dis himself sees this (girl) and snatched her

love, which was was produced by Cupid’s arrow, hastened.Slide209

Proserpina (Part I)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 11

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide210

Propositum

: DWBAT translate and identify the GNC of relative pronoun forms in the nom., acc., and genitive cases

STATIM

:

Take out a half sheet of

looseleaf

for your COTIDIANA

Label it COTIDIANA V and write your heading at the top

PENSUM XX

:

Complete the Relative Pronoun reference sheet on pg. 5

10/26/15Slide211

COTIDIANA V – Relative Pronouns (Pt. 1)

Directions

: Annotate and translate the following sentence and answer the questions below

Cupidō

sagittam

amōris

quī

pectus

deī

Orcī

fixit

iactat

.

Relative pronoun:

Antecedent:

GNC of relative pronoun

:

Vocabulary

Cupidō, Cupidinis

m

.

Cupid

sagitta

, -

ae f. arrowamor, amōris m. lovepectus, pectōris n. chest; heartOrcus, -ī m. the Underworld

figō, figere, fixī, fictus to pierceiactō, -āre, -āvī

, -ātus to throw, toss, hurlSlide212

DIRECTIONS

: For each sentence, annotate and translate the sentences below and answer the questions. Then, fill out the relative pronoun chart below:

Venus

vīdit

Dītem

, cui

Cupidō

sagittam

mittit

.

Antecedent- _______Gender- ___ Number- ____ Case-______

Relative Pronoun- ______Gender- ___Number- ____ Case-______

Translation-

________________________________________

Cupidō

,

Cupidinis

m

.

Cupid

Dīs

,

Dītis m. DisDītem

m

sg

acc

cui

m

sg

dat

Venus saw

Dis

, to whom Cupid sends an arrow.Slide213

EXERCITĀTIO

Complete the exercise on pg. 4 with your table members

Insert all of the relative pronoun forms you find into the chart at the top of pg. 4 after you finish

When you are done, raise your hands for a

groupwork

CHECK of your work

If you finish early, you may move on to your HWSlide214

EXERCITĀTIO

Complete the exercise on pg. 4 with your table members

Insert all of the relative pronoun forms you find into the chart at the top of pg. 4 after you finish

When you are done, raise your hands for a

groupwork

CHECK of your work

If you finish early, you may move on to your HWSlide215

Propositum

: DWBAT translate and identify the GNC of relative pronoun forms in the dative and ablative cases

STATIM

:

Take out your packet and turn to pg. 5

Annotate all of the RELATIVE PRONOUN forms you find in ‘Proserpina (Part II)’ on pg. 6

PENSUM XXI

:

Complete the translation and annotation of ‘Proserpina (Part II)’ through line 11

10/27/15Slide216

Relative Pronouns

quī

quae

quod

cuius

cuius

cuius

cui

cui

cui

quem

quam

quod

quō

quā

quō

quī

quae

quae

quōrum

quārum

quōrum

quibus

quibus

quibus

quōs

quās

quae

quibus

quibus

quibusSlide217

Proserpina

(Part II)

One of Proserpina’s companions, the nymph

Cyane

, was inconsolable at the taking of Proserpina and was outraged at her treatment by Dis. So, she dissolved into tears, melting away into her own pool. Meanwhile, Ceres searches heaven and earth for her daughter and finally comes to Sicily, where

Cyane

, although unable to speak, kept Proserpina’s ribbon floating in her pool. In her grief and rage, Ceres withdrew her gift of grain from the world, bringing about famine to the mortals.

Another nymph of another fountain, Arethusa, who travelled beneath the earth to reach Sicily, informed Ceres of her daughter’s fate, naming her queen among the dead. Enraged, Ceres summoned her chariot, rose to Olympus to consult with Jupiter, whom she begged for their daughter’s return. Although Jupiter wished his sister to see the glory in their daughter’s new role, he relented, decreeing that, as long as she had not eaten any food in the Underworld, she should be returned…Slide218

Proserpina (Part II)

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 11

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide219

Propositum

: DWBAT translate and identify the GNC of relative pronoun forms in all cases

STATIM

:

Take out your packet and turn to pg. 6

Supply the GNC and antecedent for the following relative pronouns from ‘Proserpina (Part II)’

PENSUM XXII

:

Nihil

pensum

hodie

COTIDIANA on FRIDAY on relative pronouns in the dative and ablative

10/28/15

Relative Pronoun

GNC

Antecedent

quae (line 1)

quō

(line 3)

quem

(line 4)

fem. nom.

sg

.

virgo

neut. abl.

sg

.

pomum

masc. acc.

sg

.

AscalaphusSlide220

Proserpina

(Part II)

hoc

nōn

patiuntur

Fāta

quoniam

virgo

, quae

errābat

in

hortīs

cultīs

,

curvā

ab

arbōre

pūniceum

pomum dēcerpserat, ex quō septem grāna sumpsit. hoc Ascalaphus, solus ex omnibus,

vīdit

,

quem

Orphnē

quondam pepererat atrīs sub silvīs. The Fates do not allow this (thing) because the maiden,

who was wandering in cultivated gardens,had plucked off a purple fruit from a curved tree,

from which she took 7 seeds.

Ascalaphus, whom

Orphne once had given birth to under dark forests,

alone out of everyone, saw this. Slide221
Slide222

Proserpina

(Part II)

Illud

vīdit

et

hōc

indiciō

reditum

crūdēlis

adēmit

.

ingemuit

rēgīna

Erebī

testemque

avem

profānam mutāvit. os in rōstrum et plumās et grandia lūmina vertit.

reflectit

sē

longōs

unguēs sed vix movet pennās per inertia bracchia. foeda avis fit: nuntia luctūs, īgnāvus

būbō, dīrum mortālibus ōmen.

He saw that (consumption) and the cruel (boy) took away

(her ability to) return with this information.

The queen of the Underworld lamented and changed the witness into a wicked bird.

(His) face turned into a beak and feathers and massive eyes.

He bent back his long nails but scarcely moves feathers through sluggish arms.

He becomes an ugly bird: a messenger of distress, the cowardly owl, an a dreadful omen to mortal (men).Slide223

COMPREHENSIO

What does the substantive adjective

hoc

refer to in line 1?

In an alternate Greek version of this myth, Proserpina eats 6 seeds instead of 7. Considering what the number of seeds represents, and that this is the Roman version, why might the number of seeds be different?

Grammatically speaking, the adjective

crūdēlis

in line 6 could apply to either Proserpina or

Ascalaphus

. Which character does it describe better? Why?

Describe how imagery of darkness is used throughout this passage (CITE 3 examples)Slide224

Propositum

: DWBAT translate sentences including relative clauses in proper syntactical order

STATIM

:

Take a new handout from the front of the room and put your name at the top

Take 5 minutes with your table members to finish the COMPREHENSIO questions from yesterday. I will collect 1 per table at random after your 5 minutes have elapsed

PENSUM XXI

:

COTIDIANA tomorrow on relative pronouns in the dat. and abl.

10/29/15Slide225

Relative Clause Syntax

We’ve already learned that relative pronouns and antecedents need to agree in

and

, but don’t necessarily need to agree in

That’s because the

of an antecedent or relative pronoun is determined by its

in its own individual clause

When we translate relative clauses, however, we need to be sure that we follow two rules:

The relative clause translation must START with the

The relative clause must be translated in the sentence DIRECTLY AFTER the translation of the

gender

number

case

case

function

relative pronoun

antecedentSlide226

EXERCITĀTIO

1.

Dīs

in

nemore

in

quō

Proserpina

amicaeque

flōrēs

carpunt

fīliam

Cereris

videt

.

Antecedent- __________ Gender- _______ Number- _________ Case-______

Main clause translation- __________________________________________________________

Relative Pronoun- _________ Gender- _______ Number- _________ Case-______

Relative clause translation- ________________________________________________________

SENTENCE translation:

nemoreneut.

sg

.

abl.

Dis

sees the daughter of Ceres in a grove

quō

neut.

sg.

abl.

in which Proserpina and (her) friends pick flowers

Dis

sees the daughter of Ceres in a grove in which Proserpina and (her) friends pick flowers.Slide227

EXERCITĀTIO

Complete the exercise with your table members

When you are done, raise your hands for a

groupwork

CHECK of your work

If you finish early, you may study for your COTIDIANA tomorrowSlide228

Propositum

: DWBAT translate sentences including relative clauses in proper syntactical order

STATIM

:

Take

out a half sheet of

looseleaf

paper for your COTIDIANA

Label it COTIDIANA VI and write your heading at the top

Take out a piece of

looseleaf

for your

classwork

EXERCITATIO after your quiz

PENSUM

XXII

:

Nihil

pensum



10

/

30

/

15Slide229

COTIDIANA V – Relative Pronouns (Pt.

2)

Directions

: Annotate and translate the following sentence and answer the questions below

ad

matrem

rēgina

Orcī

cui

Dīs

amōrem

sentit

in

terrā

revenīre

cupivit

.

Relative pronoun:

Antecedent:

GNC of relative pronoun:

Vocabulary

rēgina

, -

ae

f. queenOrcus, -ī m. the UnderworldDīs, Dītis m. Disamor, amōris m. love

sentiō, sentīre to feelreveniō, revenīre to returnSlide230

EXERCITĀTIO

4. in

foedam

avem

illum

rēgina

Orcī

quī

reditum

ad

matrem

Cererem

adēmit

mutāvit

.

Antecedent- __________ Gender- _______ Number- _________ Case-______

Main clause translation- __________________________________________________________Relative Pronoun- _________ Gender- _______ Number- _________ Case-______Relative clause translation- ________________________________________________________SENTENCE translation: quīmasc.

sg

.

nom.

illum

masc.

sg

.

acc.

The queen of the Underworld changed that (man) into an ugly bird.

who

deprived (her) return to (her) mother Ceres)

The queen of the Underworld changed that (man) who deprived (her) return to (her) mother into an ugly bird.Slide231

COMPOSITION

Directions

: Copy down, annotate the English and compose the following sentences in LATIN. 1 per table will be checked at random for a

classwork

check

Proserpina and her friends, who were plucking flowers in a field, were frightened by the arrival of the god’s chariot.

The bird, into which

Ascalaphus

was changed, was an owl with large eyes who was an awful omen to all mortals.

Seven seeds which were taken from the purple fruit had been eaten by the beautiful girl. Slide232

Propositum

: DWBAT translate sentences including relative clauses in proper syntactical order

STATIM

:

Take

a new handout from the front of the room and put your name and recitation at the top

Annotate, identify the GNC of and antecedents for all of the relative pronouns

in lines 1-3 of your text

PENSUM

XXII

:

Annotate and translate through line 11

11/2/

15Slide233

Arethusa

Her

daughter returned, Ceres turns to Arethusa, who helped her, and asked for her story: Why did she flee Elis (in Greece)? Why is she now a fountain? Arethusa replies to the goddess:

‘ego

eram

una

ex

nymphīs

, quae

sunt

Dianae

comitēs

.

magnō

cum

studiō

errābam

per

silvās

, in

quibus ferae habitant. sed quamvis numquam formae fāmam petēbam, et

quamvis

fortis

eram

, pulchra habēbar. sed nōn mē iuvābat forma quā aliae gaudent.

fem. pl. nom.

fem. pl. abl.

fem.

sg

. abl.Slide234

Arethusa

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE 11

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide235

Additional Vocabulary

habeō

, -

ēre

to have; consider, think of

nudus

, -a, -um

naked, nude

errō

,

errāre

to wander, roam; make a mistake

unus

, -a, -um

one

studium

, -

ī

n

.

zeal, enthusiasm

gaudeō

,

gaudēre to rejoice, delight (in)numerabilis, -e countable, possible to countcurrō, currere to runfuga, -ae f. flight, escapefortis, -e brave, strongterritus, -a, -um frightened, scared

pes

,

pedis

m

. footneque and/but notSlide236

Propositum

: DWBAT

translate a passage including relative pronouns in preparation for the upcoming EXPLICATIO

STATIM

:

Take a Term 1 IA Vocabulary List from the front of the room

Take out your Term 1 EXPLICATIO TEXT and a red pen

On your Vocabulary List, f

or the nouns, label their DECLENSIONS; for the verbs, label their CONJUGATION NUMBERS

PENSUM

XXIII

:

Annotate and translate through line 16

Make-ups tomorrow in office hours

EXPLICATIO on Friday 11/6

11/4/

15Slide237

EXPLICĀTIO

12 questions on ‘Arethusa’

6 comprehension questions (summary, analysis, identification)

2 translation questions

2 grammar questions

2 annotation questionsSlide238

Arethusa

‘ego

eram

una

ex

nymphīs

, quae

sunt

Dianae

comitēs

.

magnō

cum

studiō

errābam

per

silvās

, in

quibus

ferae

habitant. sed quamvis numquam formae fāmam petēbam, et quamvis fortis eram, pulchra

habēbar

.

sed

nōn

mē iuvābat forma quā aliae gaudent. ‘I was one out of the nymphs, who are friends of Diana.

I was wandering through the forest, in which wild beasts live, with great zeal.

But although I was never seeking a reputation of beauty, andalthough I was strong, I used to be considered beautiful.

But beauty in which others delight was not pleasing to me.Slide239

Arethusa

‘

regrediēbar

ā

silvā

;

aestus

erat

;

aquās

, per

quās

numerābilis

omnis

erat

calculus,

sine

vertice

inveniō

. ingressa sum et in eās digitum tinxī, deinde crūs. vestem meam mīsī nudumque corpus in

aquīs

ponō

.

‘I was walking back from the forest; there was heat (it was hot out);

I discover waters, through which every pebble is countable, without ripple.

I went in and wetted my toe into them, then my leg.I send (away/took off) my clothing and I put my naked body in the waters. Slide240

Arethusa

Partner Translation

With a partner, work through the annotation and translation of this passage through LINE

16

1 partner will LEAD in ANNOTATION

He/she will say the annotations out-loud while their partner writes them down

1 partner will LEAD in TRANSLATION

He/she will say the translation, after their partner has annotated, out-loud while their partner writes it down

Raise your hand for a

classwork

CHECK when you are doneSlide241

Additional Vocabulary

habeō

, -

ēre

to have; consider, think of

nudus

, -a, -um

naked, nude

errō

,

errāre

to wander, roam; make a mistake

unus

, -a, -um

one

studium

, -

ī

n

.

zeal, enthusiasm

gaudeō

,

gaudēre to rejoice, delight (in)numerabilis, -e countable, possible to countcurrō, currere to runfuga, -ae f. flight, escapefortis, -e brave, strongterritus, -a, -um frightened, scared

pes

,

pedis

m

. footneque and/but notdiscedō, discedere to depart, walk awayfrigidus, -a, -um coldSlide242

Propositum

: DWBAT

translate a passage including relative pronouns in preparation for the upcoming EXPLICATIO

STATIM

:

Take out your Term 1 EXPLICATIO TEXT and a red pen

Take

out a piece of

looseleaf

for your EXPLICATIO practice questions

PENSUM

XXIV

:

Make-ups/corrections for

Nundinae

TODAY, for

Cotidianae

on Monday

EXPLICATIO TOMORROW

11/5/15Slide243

Arethusa

subitō

sub

gurgite

murmur

audīvī

;

territa

ad

rīpam

volō

. “

quō

volās

, Arethusa?”

suīs

ab

undīs

Alpheus

clāmat

. “

quō

volās?” mihi iterum ore fortī dīxerat. sine vestibus fugiō sed mē sequitur. per nemora

currō

sed

ille est velox. fessa fugā “fer, Diana, opem,” dīxī “comitī tuae, cuī

saepe dedistī arcum ferre sagittāsque!”

mōta dea est et mē nūbibus cēlāvit.  

Suddenly I heard a murmur beneath the waters; frightened I rush to the riverbank.

“Where are you rushing, Arethusa?” Alpheus

shouts from his waves.

“Where are you rushing?” he had said again to me with a strong mouth (voice).

I flee without clothes but he follows me. I run through the woods but that (god) is fast.

Tired from the flight I said “Diana, bring help to your friend, to whom you often gave (your) bow and arrows to carry!”

The goddess was moved and hid me in the clouds.Slide244

Arethusa

‘

amnis

nūbēs

petit bisque locum, in

quō

mē

dea

texerat

,

ignarus

ambit et

bis

“

Arethūsa

!”

vocāvit

.

nōn

tamen

discēdit; neque vestigia videt: servat nūbemque locumque. sūdor frigidus membra

mea

occupat

et

totō

dē corpore guttae cadunt. ex omnī locō in quō pedem movī, lacus mānat: in aquās mūtor

. sed amnis aquam amātam cognōvit et ōs

virī deposuit et in undās versus est: sē mihi

miscuit.

The river god looks for the clouds and encircle the location, in which the goddess had hidden me, two times and called ‘Arethusa!’ two times.

Still he did not depart; and he does not see (my) footprints; he watches over both the cloud and the location.

A cold sweat occupies my limbs and drops fall down from (my) whole body.

A pool flows from every place in which I move my foot: I am changed into waters.

But the river god recognized (his) beloved water and put aside the face of a man and was changed into waves: he mixed himself with me.Slide245

EXPLICĀTIO Practice

What does

Arethusa’s

speech about herself reveal about her character in lines 2-3?

Paraphrase the phrase

aestus

erat

(line 4)

Give one literal and one contextual translation for the verb

mīsī

in line 5

To whom does the substantive adjective

ille

refer in line 9

?

Explain in your own words why Diana may have decided to help Arethusa referencing the Latin in lines 10-11Slide246

Term 1 EXPLICĀTIO

***Make sure to take an IA practice handout. Answer Key is on the website

***IA Study Guide is on the website. If you don’t have a printer/computer access at home and would like me to print on for you, let me know before you leave class

Take out a piece of

looseleaf

and put your heading at the top

You will have the entire recitation for your exam. If you finish early, bring your exam to the front and take out non-Latin related work when you return to your seat

If you have an individual question, come up to the front to ask

Label all of your questions clearly by number