Propositum - PowerPoint Presentation

Slide1

Propositum: DWBAT identify and correct common errors from the Term 3 IA;

Facite Nunc: Take the following handouts: ‘Term 3 IA Review’ (Class Notes)‘Future Participles’ (Class Notes)Begin working on your ‘Term 3 IA Review’ handout with your table membersPENSUM #103:Complete pgs. 1 and 2 of your ‘Future Participles’ hanoutQUIZ ON FRIDAY ON FUTURE PARTICIPLES AND GERUNDIVES

4/7/14Slide2

Section A: TRANSLATION

urbe Rōmae cōnsule carēnte, Cinna, fīdissimus amīcus Mariō, duōs annōs cōnsul appositus est.What grammatical construction is urbe Rōmae cōnsule carēnte? ________________Translate it LITERALLY: _________________________________________________Translate it CAUSALLY:

_________________________________________________

ablative absolute

with the city of Rome lacking a consul

Because the city of Rome was lacking a consulSlide3

Section A: TRANSLATION

2. plūrēs mīlitum, īratissimōrum ob route magnum per montēs niveiorēs, sentiēbant saevum dūcem ad suōs mortēs sē celeriter dūctūrum esse. The head verb is __________________The infinitive inside indirect speech is __________________The head verb is in the_________________ tense, and the infinitive in indirect speech is in the _________________ tense; therefore that verb translates as “________________________”

suōs

and

sē refer back to the _________________, which is _____________________.

sentiēbant

dūctūrum

esse

imperfect

future

would lead

subject of the head verb

more of the soldiers Slide4

Section A: TRANSLATION

3. mīlitēs duōrum cōnsulum ā Sullā victī sunt et is nuntiāvit sī aliquem sibi oppositūrum esse, illum acerrimās consecutiōnēs latūrum esse. The head verb is __________________The infinitives inside indirect speech are __________________________ and _____________________________.

The head verb is in the_________________ tense, and the infinitives in indirect speech are in the _________________ tense; therefore the infinitives translate as “________________________________” and _________________________________.

sibi

refers back to the _________________, which is _____________________

.

nuntiāvit

oppositūrum

esse

latūrum

esse

perfect

future

would oppose

would endure

subject of the head verb

he (Sulla) Slide5

Section A: TRANSLATION

 SCAVENGER HUNT!Find the following grammatical constructions within the translation sentences:A COMPARATIVE ADJECTIVE: ____________________; translates to “____________________”Change it to positive ____________________; translates to “_________________”Change it to superlative: ____________________; translates to “_________________”A SUPERLATIVE ADJECTIVE: ____________________; translates to “____________________”A -L/R- SUPERLATIVE ADJECTIVE: ____________________; translates to “____________________”A POSITIVE ADVERB: ____________________; translates to “____________________”Change it to comparative: ____________________; translates to “_________________”Change it to superlative: ____________________; translates to “_________________”niveiorēs

rather snowy/snowier

niveī

snowy

niveissimī

snowiest

īratissimōrum

angriest/most angry

acerrimās

bitterest/harshest

celeriter

quickly

celerius

more quickly/rather quickly

celerrimē

most quicklySlide6

Section B: MULTIPLE-CHOICE

(Marius) domum rediit et in lectō maestissimē dīxit nullum virum Fortūnae vītam eius confidēre debēre. (lines 1-2) *confidō, confidere, confisus sum to trust, entrust (semi-deponent) 

Translation

:

4. The best translation of maestissimē is:a. sorrowful

b. sorrowfullyc. very sorrowfuld. very sorrowfully

(He/Marius) returned home and most/very sorrowfully in (his) bed said that

no man ought to have entrusted his life to Fortune. Slide7

Section B: MULTIPLE-CHOICE

(Marius) domum rediit et in lectō maestissimē dīxit nullum virum Fortūnae vītam eius confidēre debēre. (lines 1-2) *confidō, confidere, confisus sum to trust, entrust (semi-deponent) 

Translation

:

5. The subject-accusative of indirect speech in this sentence is:a. nullum

virumb. Fortūnaec.

vītam

d

.

domum

(He/Marius) returned home and most/very sorrowfully in (his) bed said that

no man ought to have entrusted his life to Fortune. Slide8

Section B: MULTIPLE-CHOICE

(Marius) domum rediit et in lectō maestissimē dīxit nullum virum Fortūnae vītam eius confidēre debēre. (lines 1-2) *confidō, confidere, confisus sum to trust, entrust (semi-deponent)

Translation

:

6. This sentence illustrates that:a. Marius wished that Fortune would have allowed him to completely destroy Rome before he died.

b. Marius wished that Sulla would have died before him. c. Marius was thinking that he ought to greet the Fates warmly after death.d

. Marius was thinking that nobody should relinquish control of his life to Fortune.

no man ought to have entrusted his life to Fortune.

(He/Marius) returned home and most/very sorrowfully in (his) bed said thatSlide9

Section B: MULTIPLE-CHOICE

(Marius) domum rediit et in lectō maestissimē dīxit nullum virum Fortūnae vītam eius confidēre debēre. (lines 1-2) *confidō, confidere, confisus sum to trust, entrust (semi-deponent)

Translation

:

CIRCLE ONE:eius

is reflexive/ personal; therefore it must/ cannot refer to the subject of the __________________________. 

7.

eius

refers to:

a. Marius

b

. Sullac. Fortūnad.

nullum virum

(He/Marius) returned home and most/very sorrowfully in (his) bed said that

no man ought to have entrusted his life to Fortune.

head verbSlide10

FUTURE PARTICIPLESComplete the STATIM:

Participle Review with your table members (5 minutes)When you are done, raise your hand to let me knowSlide11

THE FUTURE ACTIVE PARTICIPLE

Formula = ____________________ - __________ + ____________ declension endingsN.B. Add esse to the form the ____________________ ____________________ infinitiveLiteral Translation = “ ______________________________” or “ ______________________________”4th PPusūrus

2-1-2

future

active

about to _________

going to _________Slide12

1. exercitus Rōmae

mīlitēs Sullae, petitūrōs urbem ipsam, vincere conātus est. Participle = ___________________________The participle is modifying the noun _____________________LITERAL translation of the participle =______________________RELATIVE translation =_________________________________TEMPORAL translation =_____________________________

CAUSAL translation =

__________________________________

Adversative

translation = ______________________________Sentence translation:

petitūrōs

mīlitēs

about to/going to attack

who are about to/going to attack

when/as they are about to attack

because they are about to attack

although they are about to attack

The army of Rome tried to defeat the soldiers of Sulla, (because) they were about to attack the city itself.Slide13

Propositum: DWBAT identify and translate future active and passive participles

Facite Nunc: Take out your ‘Future Participles’ handout from yesterdayTake out a red pen for HW correctionsPENSUM #104:Complete your ‘Future Participles’ packet in fullQUIZ ON FRIDAY ON FUTURE PARTICIPLES AND GERUNDIVES4/8/14Slide14

2. Sulla, suīs inimīcīs

poenās datūrus, Rōmam gressus est.Participle = ___________________________The participle is modifying the noun ______________________LITERAL translation of the participle =______________________RELATIVE translation =_________________________________TEMPORAL translation =________________________________

CAUSAL translation =

___________________________________

Adversative

translation = _______________________________

Sentence translation:

datūrus

Sulla

(masc.,

sg

., nom.)

about to give

who was about to give

when he was about to give

because he was about to give

although he was about to give

Sulla, who was about to give punishments to his enemies, approached Rome.Slide15

3. “ignōratiō futūrōrum malōrum

ūtilior est quam scientia.” (Cicero) Participle = ___________________________The participle is modifying _________________LITERAL translation of participle=_____________Sentence translation: futūrōrum

malōrum

about to be

Ignorance of the evils which are about to be is more useful than knowledge. Slide16

The GERUNDIVE or FUTURE PASSIVE ParticipleThe gerundive is a pass

ive adjective, and can be thought of as Latin’s future passive participle.Formula = ________________ + __________ + ____________ declension endingsLiteral Translation = “ __________________” or, to emphasize futurity “ _______________”Present Stem-nd-

2-1-2

about to be _______

ed

going to be _______

edSlide17

1. Decline mereō, merēre

, meruī, meritus to earn, to obtain as a GERUNDIVE.merendīmerendō

merendum

merendō

merendī

merendōrum

merendīs

merendōs

merendīs

merendae

merendae

merendam

merendā

merendae

merendārum

merendīs

merendās

merendīs

merendī

merendō

merendum

merendō

merenda

merendōrum

merendīs

merenda

merendīsSlide18

2. Decline mereō,

merēre, meruī, meritus to earn, to obtain AS A GERUND.merendīmerendō

merendum

merendōSlide19

Cōgitāte…

1. In what key ways do gerunds and future passive participles differ in form?  2. Why do gerundives need to decline with in gender and number, but gerunds don’t? Gerundives decline with gender and number because they act like adjectives that must AGREE with other nouns in GNC. Gerunds don’t because they are noun forms and don’t need to agree with any other words.Gerunds only exist in the singular. Gerunds don’t have a nominative. Gerunds only have one gender.Slide20

Exerceāmus!Group work

Complete the translations of sentences 1-3 and the Gerund vs. Gerundive graphic organizer on pg. 3 When you finish, raise your hand for a CHECKIf you finish early, you may move on to your HW (pg. 4 – Participle Practice: Forms)Slide21

Propositum: DWBAT identify and translate passive periphrastics and dative of agent

Facite Nunc: Take a ‘Passive Periphrastic and Dative of Agent’ handout from the front of the roomTake out your ‘Future Participles’ handout from yesterday for inspection and leave it on your desk in front of yourComplete the STATIM at the top of pg. 1 – participle synopsisPENSUM #105 (Due Friday):Complete your ‘Passive Periphrastic and Dative of Agent’ packet in fullQUIZ ON FRIDAY ON FUTURE PARTICIPLES AND GERUNDIVES

4/9/14Slide22

Participle Synopsisdīcō,

dīcere, dīxī, dīctus: to saydīcēnssayingdīctūrus

about to say

dīcendus

about to be said

dīctus

having been saidSlide23

The Passive Periphrastic and Dative of Agent

The Passive Periphrastic is a passive verb form consisting of the gerundive and a form of sum, esse. The gerundive, as an adjective, will agree with the subject of sum, esse and act as a predicate adjective.Latin Formula = noun + gerundive + form of sum, esseEnglish Translation = ________ must be/will have to be/had to be ____________edSlide24

The Passive Periphrastic Unlike the regular gerundive, which is simply a verbal adjective with an “-

ing” translation (ex. legendīs librīs by reading books), the passive periphrastic expresses obligation or necessity. So liber legendus est would mean “the book must be read”, rather than simply “the book is about to be read” or “the book is being read”.Slide25

Dative of AgentThe DATIVE OF AGENT has the same function of the ablative of agent, but is only used with passive periphrastic constructions

liber legendus mihi est = the book must be read BY MESlide26

Passive Periphrastic and Dative of Agent

hic liber mihi cum cūrā legendus erit this book will have to be read by me with careilla fēmina omnibus laudanda est that woman must be praised by everyonepax dūcibus nōstrīs petenda erat peace had to be sought by our leaders.Slide27

Write out and translate the following sentences:

pax cum Carthāgine Rōmae adquirenda est.Mithridates Sullae celeriter vicendus erat.fortī consulī Rōma regenda erit.

Peace with Carthage must be obtained by Rome.

Mithridates

had to be conquered quickly by Sulla.

Rome will have to be ruled by a strong consul.Slide28

Exerceāmus!(10 min.)

Translate the following authentic Latin sentences involving the passive periphrastic. Put a plus sign over the dative of agent in each one.Raise your hand for a group work check when you are doneSlide29

Exerceāmus!Translate the following authentic Latin sentences involving the passive periphrastic. Put a plus sign over the dative of agent in each one

Carthagō dēlenda est. (Cato)  2. haec omnia vulnera bellī tibi nunc sānanda erunt. (Cicero)  

3. ad

ūtilitātem

vītae omnia cōnsilia factaque

nōbīs regenda sunt. (Tacitus)

4.

Caesarī

omnia ūnō tempore agenda erant. (

Caesar)

Carthage must be destroyed.

All these wounds of war will now have to be healed by you.

All plans and deeds must be ruled by us for the benefit of life.

All things had to be done by Caesar at/during one time (at once.)Slide30

Quis erat Horace?

65-7 B.C.Wrote poetry, satire, letters, ranging in tone from sarcastic and humorous to serious and contemplativeClose to Maecenas, righthand man to Octavian (later Augustus) during Octavian’s rise to power and role as first emperor of RomeSlide31

Propositum: DWBAT identify and translate passive periphrastics and dative of agent

Facite Nunc: Take out your ‘Passive Periphrastic and Dative of Agent’ handout from WednesdayReflect with your table members:What was one thing you found challenging about the Horace passages? What was challenging about it?PENSUM #106:otiō vestrō

fruāminī

!

4/9/14Slide32

Dē Cupiditāte – Horace, Epistluae 1.1.53

Homō stultus, “Ō cīvēs, cīvēs,” dīcit, “pecūnia ante omnia quaerenda est; virtūs et probitās post pecūniam.”Pecūniae autem cupiditās fugienda est. Fugienda etiam est

cupiditās

glōriae; ēripit enim lībertātem. Neque

imperia semper petenda sunt neque

semper

accipienda

;

etiam dēpōnenda

nōn numquam.

A stupid man says, “Oh citizens, citizens, money must be sought before all things;

virtue and honesty after money.”

However the desire for money must be fled (avoided).

Also the desire for glory must be avoided;

for (it) takes away (one’s) freedom.

Neither must commands

(authority) be sought always nor

must they always be accepted;

also they must not never be put aside.Slide33

Dē Cupiditāte – Horace, Epistluae 1.1.53

What virtues and vices are mentioned by Horace?Which ones should be sought and which avoided?Why is Horace framing this in the words of a “homō stultus”?Slide34

QUIZ: Future Participles, Passive Periphrastic and Dative of AgentYou have the remainder of your recitation to finish your quizSlide35

Propositum: DWBAT analyze the structure of the IB syllabus for Latin and identify significant features of Ovid’s biography and literature

Facite Nunc: Take the following handouts from the front of the room and place them into the Reference Info. section of your bindersIB Syllabus (SL and HL)Publius Ovidius NasoTake out a highlighter or non-black/blue penSilently read over the IB syllabus handout and annotate it for clarifying questions and most important informationPENSUM #107:

Mini QUIZ on

Publius

Ovidius

Naso tomorrow (5 short answer questions)

4/23/14Slide36

IB Latin Assessments Slide37

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 class (TBD) During the course of the year:Part III- Individual study = an independent research paper written on a topic of the student’s choosing involving copious primary and secondary research Slide38

IB Latin at TBLSYour assessments during your 3rd

and 4th years of Latin will all be modeled after the types of assessments you will have to complete during your IB ExaminationsYour assessments up until this point have been modeled after those PapersPaper 1 = TranslatiōPaper 2 = Explicatiō/Midterm/IASlide39

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.”Slide40

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 contextSlide41

Publius Ovidius Naso

43 B.C. – 17 A.D.Biographical detailsPublius 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

AthensSlide42

Publius Ovidius Naso

43 B.C. – 17 A.D.Biographical detailsAround 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 Tomi 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

mistakeSlide43

Exile to TomisSlide44

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 exiledSlide45

Works

Amores (“Loves”)Published in 16 B.C. and 8 B.C.In two editions, the first in 5 books, the second in 3Series of erotic poems addressed to a lover, CorinnaHeroides (“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 sex

The Remedia Amoris written for those suffering from broken heartsSlide46

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 incompletePoem 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 RomeSlide47

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 skillOvid 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 senseThe 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 emotionsRhetorical, drawing influences from his legal training which can be seen in his enumeration, transitions between topics, and effects of surpriseSlide48

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 deedsThe 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 AugustusThere 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).

Slide49

Slide50

Slide51

The

Metamorphoses: Arrogance and Self-Indulgence 

Daphne and Apollo

Narcissus and EchoSlide52

Slide53

Cogitāte…

Which of Ovid’s works sounds most interesting to you?In what ways were Ovid’s works innovative?Is there anything about Ovid you feel you can relate to on a personal level?Slide54

EXIT TICKETWrite your answers on a slip of looseleaf paper

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 poetryWhat is the main theme of the Metamorphoses?Name 1 way in which Ovid linked stories together in the MetamorphosesSlide55

Propositum: DWBAT translate an abridged version of the Daphne and Apollo myth to familiarize themselves with the plot and context of the passage

Facite Nunc: Take the following handouts from the front of the room and place them into your bindersPhoebus et Daphnē (Class Notes)Take out a piece/half of looseleaf paper for your quizAnswer the following questions as a warm-up before your quiz: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

MetamorphosesPENSUM #108:

Finish translating ‘Phoebus et Daphne’ to line 14

4/24/14Slide56

Propositum: DWBAT translate an abridged version of the Daphne and Apollo myth to familiarize themselves with the plot and context of the passage

Facite Nunc: Take the following handouts from the front of the room and place them into your bindersPhoebus et Daphnē (Class Notes)Wait to receive back your Exit Ticket from yesterday and review itPENSUM #108:Finish translating ‘Phoebus et Daphne’ to line 144/24/14Slide57

EXIT TICKETWrite your answers on a slip of looseleaf

paperWhat 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 poetryWhat 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 transformationSlide58

QUIZ: Publius Ovidius

NasoWrite your answers on your quiz slipEach question is worth 2 pointsYou have 5 minutesSlide59

Phoebus et DaphnēThis passage has been adapted from Ovid’s myth of Daphne and Apollo

We will be reading this abridged version of the myth before we begin to read Ovid’s version to:Refresh ourselves on the plot and context of the mythIntroduce ourselves to poetic language in a prose styleBegin to familiarize ourselves with Ovidian vocabularySlide60

Phoebus et Daphnē

superbus, -a, -um: arrogantduo: twofugitō (1): to avoid, fleeerrō (1): to wander; to make a mistakeflūmen, flūminis n.: river, streamdōnum, -ī n.: giftconiunx, coniungis f.: wife; spouseōrō (1): to beg, prayperpetuus, -a, -um:

eternal, forever

flamma

, -

ae f.: flameautem:

moreover; howeverbracchium, –ī n.: arm

mūtā

= sing. imperative of

mutō

(1)

capillī, -

ōrum m. pl.: hairsquid…? what…?

stō, stāre, stetī, status: to stand

arbor, arboris f.: treefōrmōsus, -a, -um:

beautiful, lovelysagitta, -ae f. arrow

īra

, -

ae

f

.

anger

Cupīdō

, Cupīdinis

m. CupidSlide61

Propositum: DWBAT translate an abridged version of the Daphne and Apollo myth to familiarize themselves with the plot and context of the passage

Facite Nunc: Take out your ‘Phoebus et Daphnē’ text from yesterdayReview lines 1-14 with your table members from the point at which you left off in your group-work yesterdayPENSUM #109:Finish translating ‘Phoebus et Daphne’ to line 27 (lines 24-27 on back)CONTEXT QUIZ on Phoebus et Daphne on Tuesday4/25/14Slide62

Phoebus et Daphnē

Daphnē erat prīmus amor Phoebī. Īra Cupīdinis Phoebō amōrem dedit.Phoebus superbus vīderat Cupīdinem cum sagittīs et dīxerat: “Quid est tibi

,

puer

, cum

armīs et sagittīs? Sagittae

sunt meae. Ego possum dare vulnera hostibus

. Tū

dēbēs

contentus

esse

cum amōribus.”

Daphne was the first love of Apollo.

The anger of Cupid gave love to Apollo. (Caused Apollo to fall in love.)

Arrogant Apollo had seen Cupid with arrows and had said:

“What is (it) to you, boy, with weapons and arrows?

(What are you doing with weapons and arrows?)

Arrows are mine.

I am able to give wounds to enemies.

You ought to be satisfied with loves.”Slide63

Phoebus et Daphnē

Fīlius Veneris respondit: “Tuus arcus omnia, Phoebe, fīgit, sed meusarcus tē fīgit.” Et in arcū Cupīdō duo tēla tenuit: alterum tēlum

amōrem

fugat

; alterum amōrem facit

. Hoc est acūtum, illud est

obtūsum

. Deus

Cupīdō

obtūsum tēlum in virginem fīgit

, acūtum in Phoebum. Phoebus

amat; Daphne nōmen amōris fugitat. Per

silvās cum Dīānā et cēterīs nymphīs

errāre

sōlum

amat

.

The son of Venus responded: “Your bow pierces all things, Apollo,

but my bow pierces you.”

And in (his) bow Cupid had two darts: one dart puts love to flight;

the other makes love.

This one is sharp, that one is dull.

The god Cupid pierces the dull dart into the maiden, the sharp (dart) into Apollo.

Apollo loves; Daphne flees the name of love.

She loves to wander through the woods with Diana and the rest (of)

the nymphs alone.Slide64

Phoebus et Daphnē

Saepe pater nymphae, deus flūminis, dīxit: “Dēbēs coniugem habēre.”Saepe dīxit, “Dēbēs fīliōs habēre.” Sed Daphnē pulchra patrem

ōrat

ita:“Cārissime pater

, dā mihi hoc dōnum- mē

esse

virginem

perpetuam.”

Pater fīliae hoc dōnum dedit

.

Often (her) father, god of a river, said to the nymph:

“You ought to have a spouse/husband.

Often he said, “You ought to have children.”

But beautiful Daphne begs (her) father thus:

“Dearest father, give this gift to me- that I be a maiden forever.”

The father gave this gift to (his) daughter. Slide65

‘Phoebus et Daphnē’ Annotation and Translation

Annotate and translate the passage in groups1 person will lead in annotation1 person will lead in grammar and vocabulary reference1-2 people will lead in translationIndicate your group role with an A, G, or T at the top of your pageTranslate lines 15-27Slide66

Phoebus et Daphnē

flamma, -ae f.: flameautem: moreover; howeverbracchium, –ī n.: armmūtā = sing. imperative of mutō (1)capillī, -ōrum m. pl.: hairsquid…? what…?stō, stāre, stetī, status: to stand

arbor,

arboris

f.: treefōrmōsus, -a, -um: beautiful, lovelysagitta

, -ae f. arrowiterum:

again

laudō

(1) :

to praise

manē = sing. imperative of

maneō, manēreSlide67

Propositum: DWBAT 1) discuss and reference main plot points and character traits in Apollo and Daphne and 2) make inferences about the characterizations and actions of the main characters in the Apollo and Daphne myth

Facite Nunc: Take a ‘Phoebus et Daphnē (Latin via Ovid)’ handout from the front of the room and put it into the Class Notes section of your bindersTake out your ‘Phoebus et Daphnē’ text and translation for correction and inspectionReview lines 15-27 and discuss with your table members: Were there any sentences or phrases that were difficult to translate? If so, which were they?PENSUM #110:

CONTEXT QUIZ

on Phoebus et Daphne tomorrow (Plot Outline and Character Traits and Context questions)

Poetic Language quiz

on Wednesday (Idiomatic and Poetic Expressions, Poetic Devices)

4/28/14Slide68

Phoebus et Daphnē

Phoebus autem virginem amat et flammae amōris in deō crescunt. Deusvirginem videt et laudat caput, capillōs, oculōs; laudat digitōs et manūs etbracchia

.

Daphnē

autem

nōn manet. Fugitat in silvās

. “Manē, nympha!

Nōn

sum

hostis

.

Nympha,

manē! Amor est mihi

causa dolōris. Nescīs mē

esse Phoebum. Iūppiter est

mihi pater. Sum deus

sōlis

,

mūsicae

,

medicīnae

,

artium

.”

Apollo however loves the maiden and flames of love grow in the god.

The god sees the maiden and praises (her) head, hairs, eyes;

he praises (her) fingers and hands and arms.

Daphne however does not stay. She flees into the woods.

“Stay, nymph! I am not an enemy. Nymph, stay!

Love is a cause of grief/pain for me.

You do not know that I am Apollo.

Jupiter is a father for me. (Jupiter is my father.)

I am the god of the sun, of music, of medicine, of the arts.”Slide69

Phoebus et Daphnē

Daphnē iterum fugitāverat. Phoebus virginem iterum petīvit. Eamsuperāre temptāvit. Daphnē aquās fluminis patris vīdet et dīxit: “Dā mihi

auxilium

,

pater

, sī potentiam habēs, mūtā

fōrmam meam.” Statim

pater

bracchia

pulchra

in ramōs mūtat. Daphnē virgō

fōrmōsanunc est

laurus, arbor pulchra. Phoebus oscula

arborī dat et dīcit: “Sī

coniūnx

mea

esse

nōn

potes

, arbor

eris certē

mea; stābis prīma in capitibus

rēgum ducumque Rōmae.”

Daphne again had fled. Apollo again sought the maiden.

He tried to overcome her. Daphne sees the waters of the river (her) father and said:

“Give help to me, father, if you have the power, change my form.”

Immediately (her) father changes (her) beautiful arms into branches.

The beautiful maiden Daphne is now a laurel, a beautiful tree.

Apollo gives kisses to the tree and says:

“If you are not able to be my wife, you will surely/certainly be my tree;

you will stand first (foremost) on the heads of kings and the leaders of Rome.”Slide70

PLOT OUTLINE

Who is the first love of Apollo (line 1)? How did Apollo come to love her (line 1)?What did Apollo say to Cupid to insult him (lines 2-4)? How does Apollo assert his superiority over Cupid (lines 3-4)?How does Cupid take revenge on Apollo (lines 6-8)?How does Cupid affect Daphne (lines 8-9)?How does Daphne wish to spend her time (lines 9-10)?What does Daphne’s father want her from her (lines 11-12) ?What does Daphne want from her father (line 13)?What does Apollo say to Daphne (lines 16-20)? What is Daphne’s reaction (lines 21-22)?How does Daphne’s father help her (lines 24-25)?How does Apollo react to Daphne’s new form (lines 26-27)?Slide71

CHARACTER TRAITSDirections: Fill in at least 2 personality traits for each character, and cite Latin evidence (write out the Latin) to justify each answer.

Character TRAIT

LATIN EVIDENCE

Apollo

Persistent

(he continues to pursue Daphne even after she flees his advances)

1.

Apollo praises her and Daphne flees

-

Lines 16-17:

virginem

videt

…

fugitat

in

silvās

2.

Daphne flees again and Apollo pursues her

-

Lines 21:

Daphnē

…

petīvitSlide72

Phoebus et Daphnē

Group work (20 minutes)Complete the following sections of your Phoebus et Daphnē review handoutCharacter TraitsContext QuestionsWhen you are finished, raise your hand for a check of your workSlide73

Propositum: DWBAT explain the effects on the passage created by the poetic devices anaphora, tricolon

and tetracolonFacite Nunc: Take out a pen for your quizKeep your ‘Phoebus et Daphne’ handout out and turned face down for a HW checkPENSUM #111:Complete your ‘Phoebus et Daphnē’ handout in full

Poetic Language quiz

TOMORROW (Idiomatic and Poetic Expressions, Poetic Devices)

4/29/14Slide74

Context Quiz: Phoebus et DaphnēYou will have 15 minutes to complete your quizSlide75

IDIOMATIC and POETIC EXPRESSIONS1. “

īra Cupīdinis Phoebō amōrem dedit” (line 1) LITERAL: The anger of Cupid gave love to Apollo. COLLOQUIAL: Angry Cupid made Apollo fall in love. Slide76

Phoebus et Daphnē

Group work (20 minutes)Complete the following sections of your Phoebus et Daphnē review handoutIdiomatic and Poetic ExpressionsPoetic DevicesWhen you are finished, raise your hand for a check of your work