Salvē Magistra Snyder LATIN LAB Monday Wednesday Thursday 245315 ROOM 101 CONTACT INFO EMAIL jsnyderbrooklynlatinorg for questions parent contact ONLINE wwwmagistrasnyderweeblycom ID: 783415
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Slide1
Salvēte, discipulī!
Salvē
,
Magistra
Snyder!
Slide2LATIN LAB
Monday, Wednesday, Thursday, 2:45-3:15 -- ROOM 101
CONTACT INFO
E-MAIL:
jsnyder@brooklynlatin.org
(for questions, parent contact)
ONLINE:
www.magistrasnyder.weebly.com
Slide3CLASSROOM MATERIALS
/1/
Buy a 1.5-inch three-ring binder, dedicated for Latin and Latin only. Label it with your name.
You will need
16 dividers for this class.
Label the first divider “COURSE INFO / GRADES.”
Label the remaining 15 dividers “PAPER 1,” “PAPER 2,” all the way through “PAPER 14.” Label the last divider “FINAL EXAM.”
/2/
Have a supply of
looseleaf
ready to use each class.
/3/
Due to the amount of annotating and correcting we will do to your texts,
bring
pencils and pens
to each class.
Slide4TEXTS
/1/
All handouts should be safely stored in your binder and must be accessible at all times. You will receive numerous handouts over the course of the year.
/2/
A Latin-English/English-Latin dictionary, provided for you by TBLS. Several good electronic versions also exist (as do
smartphone
apps
)
Slide5ASSESSMENT
/
1/
You are responsible for being able to produce any of the required course materials at any time.
/2/
Being unprepared for class may negatively impact your course grade.
Slide6IB LATIN: COURSE OBJECTIVES
At
the end of IB Latin Year 1, students will be able to:
translate
a short passage of Ovid into idiomatic English
read Latin out loud
according to the conventions of classical pronunciation with attention to the content, tone, and
meter
understand
a short passages of Latin poetry
comment
on aspects of style, rhetoric, and interpretation; key people and places; and a piece’s historical or cultural context
Slide7COURSE OUTLINE
IB Latin Year 1 is a transitional course, meaning it will start very much like Latin II but end as a very different course. In brief, we will...
during TERMS 1 and 2:
review of major concepts from Latin II, introduction to advanced grammar, readings from Ovid’s
Metamorphoses
during TERMS 3 and 4:
readings from the love poetry of Catullus and Propertius; focus on pronunciation, style, and comprehension
Slide8CLASSROOM EXPECTATIONS
My primary expectation is that you come to class prepared and willing to participate. I find that students who complete required assignments and take an interest in their academic good-standing pass Latin. That said, be prepared to be flexible as we work together to tackle the challenges of this abundantly interesting curriculum.
You will have ample opportunities to show me and your fellow classmates what you know during this course. Should you stumble, there will be opportunities for you to make up lost ground.
Your success hinges largely on your commitment to succeed, your perseverance, and your trust in me and your classmates.
Slide9HONESTY
As your recommenders write your colleges and prospective employers, it is imperative you maintain a spotless character record.
My expectations regarding academic honesty extend outside of formal assessments.
I expect you to be honest with me at all times and in all of our interactions.
Instances of academic dishonesty will be penalized with no credit on an assignment;
even worse, in my opinion, is the harm dishonesty will do to your reputation amongst your teachers and peers.
Slide10IB LATIN: ASSESSMENT PHILOSOPHY
At the end of IB Latin Year 2, candidates take the two-day IB Latin Exam. Each part of the exam assesses different skills. Your exams in this class assess these same skills. They are carefully designed to mimic the IB Exam itself. The key skills assessed by the IB exam are:
TRANSLATIO
translate a passage into English using a dictionary
EXPLICATIO
demonstrate in writing that you understand the meaning and style of a Latin text you have already read
Slide11CUMULATIVE GRADING
Your grade in this class does not reset every term -- it is
cumulative
and represents all the work you have done up to that point. Over the course of the year you will have two types of assessments:
16 major assessments called
PAPERS
PAPERS include period-long exams like
translatio
and
explicatio
, larger projects like
declamatio
,
and interim assessments.
The final exam is weighted double and is the equivalent of
TWO
PAPERS.
numerous smaller assessments called
BENCHMARKS
BENCHMARKS include quizzes, collected homework or
classwork
, or any other small-scale graded work.
Both types assessments will be graded on a curve developed by the IB. The score on your lowest PAPER will not be considered in the calculation of your overall grade -- with the exception of an interim assessment or final exam, either of which cannot be dropped.
In many cases, you will have the chance to retake or correct your work from PAPERS and BENCHMARKS to improve your grade.
Slide12CUMULATIVE GRADING
PAPERS and BENCHMARKS affect your course grade in different ways:
On PAPERS your work will be graded on a scale from 1 to 7. The grade is added to the pool of points you have accumulated on other assignments during the course of the year.
On BENCHMARKS you either earn extra credit (for good work) or incur a penalty (for poor work). The bonus or penalty is added or subtracted from your pool of points.
The IB-developed scale on which all of your work will be graded is:
Slide13Slide14Propositum: DWBAT recall information about the author, style, content and
style of
the
Metamorphoses.
Statim
:
Take an index card and write your name in BIG letters on one side of it
Take out your Course Information and Expectations handout from yesterday and answer the following question on
looseleaf
If Patrick earned a 5, a 5, and a 6 on his first 3 papers, what would be the minimum scores he would have to earn on his first 5 benchmarks in order to earn an A for the term?
9/
5
/14
7, 7, 7, 7, 5
7, 7, 7, 6, 6
Slide15Pensa I & II
DUE MONDAY- Fill out and e-mail to Ms. Snyder your
Discipulus
/-a Contact Info sheet (on website)
DUE WEDNESDAY- Materials due
Slide16AUTHOR
The
author of the
Metamorphoses
is named
.
The author's ____________ wanted him to become a lawyer, but he started to write poetry at around age 16.
Soon after completing the
Metamorphoses,
he was exiled by
at
around
A.D. because of a mysterious "
carmen
et error"
.
Publius
Ovidius
Naso
father
Emperor Augustus
8
Slide17Themes and Style of the Metamorphoses
The
Metamorpohses
is written in a meter called
,
which was usually reserved for epic poetry.
There are ____________ (
number)
books in the
Metamorphoses,
containing about 250 different mythological stories in total.
The a few major themes of the
Metamorphoses
were:
The myths of the
Metamorphoses
were linked together through connections (or antitheses) between their
,
,
or
.
dactylic hexameter
12
love, lust, greed, arrogance, jealousy
themes
locations
types of transformations
Slide18The Myth of Apollo and Daphne
Apollo's first love was given to him by
.
Daphne asks for protection from
,
who eventually transforms her into a
.
Despite her new appearance, Apollo still feels
for the laurel tree and says the its leaves will serve the following function for the nation of Rome:
Cupid’s anger
her father,
Peneus
laurel tree
love…
They will crown the heads of the kings and leaders of Rome.
Slide19Propositum: DWBAT recall information about the author, style, content and
style of
the
Metamorphoses;
omplete
pre-reading, morphology, and grammar exercises for
Met.
8.183-187
Statim
:
Take out your Metamorphoses Review handout from Friday
Take a handout from the front of the room and put your name at the top
Complete pg. 1 of your handout
Put a vertical line | between clauses in lines 183-187
Use the
Verba
Discenda
on pg. 4 to help you
9/8/14
Slide20Pensum III
Due tomorrow- Finish annotating and translating lines
Met
8.183-187
Slide21The Myth of Apollo and Daphne
One poetic device in the lines 498-499 is
.
One subjunctive verb in the lines 498-499 is
.
BONUS! What type of subjunctive verb is this?
498.“Quid,
sī
cōmantur
?”
ait
;
videt
igne
micantēs
499.
sīderibus
similēs
oculōs
;
videt
ōscula
...
simile
cōmantur
indirect question
Slide22Ovid, Metamorphoses VIII.183ff: Daedalus
et
Icarus
We will be reviewing key concepts from Latin II by reading a well-known episode from Ovid’s
Metamorphoses.
At the end of this review,
discipuli
will be able to:
Translate Latin accurately into idiomatic, sensible English
Use annotation methods to prepare texts for reading
Demonstrate understanding of morphology (endings), syntax (structure), and style.
Use a dictionary to look up unfamiliar words
Slide23labyrinthus
Theseus
et
Minotaurus
Slide24Daedalus et Icarus
Slide25Divide the following lines into clauses:
183
Daedalus
intereā
Crētēn
longumque
perōsus
184
exilium
tactusque
locī
nātālis
amōre
185
clausus
erat
pelagō. “terrās licet” inquit “et undās
186
obstruat
: et
caelum
certē
patet
;
ībimus
illāc
:
187
omnia possideat
: nōn possidet āëra
Mīnos
.”
Slide26STEP 2: morphology and syntax review
Directions
:
Answer the prompts below the passage. To do so, you may need the vocabulary
list (last page), notes (to the right of the text), or outside resources
.
Raise your hand when you and your group members are done to receive your
Classwork
check
Slide27Propositum: DWBAT
c
omplete
pre-reading, morphology, and grammar exercises for
Met.
8.183-187
Statim
:
Take out your
Met.
8.183-187 from yesterday
Take a
Met.
8.188-191 and answer the first question in your Pre-Reading section on pg. 1 (Who are
Daedalus
and
Icarus
?...)
9/9/14
Slide28Pensum IV
Due tomorrow- Materials listed on Course Expectations and Information
For
Met.
8.188-191, annotate and divide into clauses
Slide29TURN IN YOUR Contact Info.!!!
Alan Xiao
Niles
Marthone
Kevin Lin
Keeno
Glanville
Ryan Fredericks
Barbara D
Isselt
Jian
Feng
Chen
Dereck
Chavez
Mohammed
Ahamed
Slide30STATIM Fill in the following blanks about the mythological context of the story of
Daedalus
and
Icarus
As he ascended to the throne, King
Minos
of Crete was sent a beautiful bull from the god ________ as a sign of support.
Rather than killing the bull as a sacrifice,
Minos
decided to keep it. As punishment, his _____, Pasiphae, was punished by being forced to fall in love and mate with the bull. The offspring of their relationship was called the ___________.
In order to cage the ferocious beast, King
Minos
instructed his loyal architect, __________, (whose name means “________” in Latin), to build a maze in which it would live
Every year 7 ______ and ______ were chosen by lottery to be sent into the labyrinth and given up to the will of the beast
A young hero named _________, however, was able to finally slay the beast with the help of
Ariadne
who held a __________ at the entrance of the maze while he wandered the labyrinth holding onto the other end
As punishment and to prevent knowledge of his failed design from spreading, the architect was sentenced to be locked up in a tower on the island of Crete. Longing for his home, he devised a plan of escape for himself and his son, _________
Poseidon
wife
Minotaur
Daedalus
skillful
boys
girls
Theseus
ball of thread
Icarus
Slide31/4b/ Change possideat to the imperfect tense.
possideat
is in the subjunctive mood
How do we form imperfect tense subjunctives?
2
nd
PP (long final ‘
e
’) + Active/Passive personal endings
possidere
+ -
m/-s/-t/-mus/-tis/-nt
OR –
r/-ris/-tur/-mur/-minī/-ntur
possideat
possidere
+
t
=
possideret
Slide32Change the following verbs to the imperfect tense, subjunctive mood
perōsus
sum
tangimus
clausus
erat
obstruitis
perodissem
tangerēmus
clauderet
obstruerētis
Slide33Groupwork
Take out a piece of
looseleaf
and label it from lines 183-187
With your table members, compare the translations you came up with last night for HW and
create 1 group translation for collection
When you are done, raise your hand and I will collect 1 per table. Then you may move on to Step 2 for
Met.
8.188-191
Slide34Propositum: DWBAT use pre-reading, annotation, and practical mapping to translate a section of Ovid’s
Metamorphoses
Statim
:
Take out your
Met.
8.188-191 packet from yesterday
Wait to receive back your
groupwork
from yesterday and review the corrections on it with your table members
Answer the following sample IB (EXPLICATIO) question in 1-3 sentences:
Explain the phrase
perōsus
exilum
(8.183-4)
9/10/14
Slide35Pensum V
Due tomorrow-
Met.
8.188-191, complete Step 2: Morphology and Syntax Review (pgs. 2-3)
Slide36Annotation and Practical Mapping
188
dīxit
et
ignōtās
animum
dīmittit
in
artēs
189
natūramque
novat
.
nam
pōnit
in
ordine
pennās
190
ā
minimā
coeptās
,
longam
breviōre
sequenti,
191
ut
clīvō
crēvisse
putēs:
Slide37Groupwork
TRANSLATE lines 8.188-191 with your group members
Write your translation on the
draft
line on pg. 3
Use the BACK of pg. 3 for scrap work before you put down the translation you decide on with your table members
Slide38Annotation and Practical Mapping
188
dīxit
et
ignōtās
animum
dīmittit
in
artēs
189
natūramque
novat
.
nam
pōnit
in
ordine
pennās
190
ā
minimā
coeptās
,
longam
breviōre
sequenti,
191
ut
clīvō
crēvisse
putēs:
he spoke and directed (his) mind into (towards) unknown arts
and changed (his) nature.
For he placed wings in order
having been begun (beginning) from the smallest
, with the shorter (one) following the
long(er
),
so that you might think that (they) grew on a slope.
Slide39Slide40Propositum: DWBAT answer grammar and comprehension questions based off of Ovid’s
Metamorphoses
in order to review morphology and contextual understanding
Statim
:
Take a packet from the front of the room
Take out your HW from last night and a red pen for corrections
On the back of today’s handout at the bottom, answer the following sample IB (EXPLICATIO) question in 1-3 sentences:
Explain the phrase
naturamque
novat
in 8.189
9/11/14
Slide41TYPOS
2. Change
sequentī
to a
PERFECT
participle
6b
.
crēvisse
crescō
,
crescere
,
crēvī
,
cretus
to grow
NOT from
creō
,
creāre
Slide42STEP 2: morphology and syntax review
What adjective modifies
artēs
(
l
. 188)?
SG
PL
N
G
D
AC
AB
ignōtās
ars
artis
artī
artem
arte/-
ī
artēs
artium
artibus
artēs
artibus
Slide43STEP 2: morphology and syntax review
/2/ Keeping case, number, and gender the same, change
sequentī
(
l
. 190):
to
PERFECT participle
to
future participle
secutā
secuturā
Slide44STEP 2: morphology and syntax review
/3/ Provide the missing infinitive forms of
creō
,
creāre
in the chart below.
ACTIVE
PASSIVE
PR
FU
skip this box
PE
crēvisse
creāre
creārī
creāturum
esse
creātum
esse
Slide45STEP 2: morphology and syntax review
/4/ What noun is understood to modify both
minimā
and
longam
(
l
. 190)?
(
HINT: Check that and previous clauses for nouns of similar gender.)
/5/ What type of dependent clause is
longam
breviōre
sequentī
?
penna
ablative absolute
Slide46STEP 2: morphology and syntax review
/6a/ Identify the components of the indirect statement in
l
. 191:
/6b/ What noun can we understand as the subject of
crēvisse
(
l
. 191)?
HEAD VERB
INFINITIVE
ACC SUBJ OF INFINITIVE
skip this box —
see /6b/
putēs
(
pennās
)
pennās
Slide47Groupwork
Ovid,
Metamorphoses
VIII.183-191:
Daedalus
et
Icarus
(pars
tertia
)
Answer questions #1-13 with your group members
Raise your hand for a CLASSWORK check when you are done
Slide48Propositum: DWBAT use pre-reading, grammar and morphology review, and annotation to prepare a text for translation
Statim
:
Take a packet (
Met.
8.191-195) from the front of the room
Answer the 2 Pre-Reading questions at the bottom of pg. 1
9/12/14
Slide49Pensum VI
Due Monday- Translate lines 8.191-195
Slide50Annotation and Practical Mapping
191
sīc
rūstica
quondam
192
fistula
disparibus
paulātim
surgit
avēnīs
;
193
tum
līnō
mediās
et
cērīs
alligat
īmās
194
atque
ita
conpositās
parvō
curvāmine
flectit
,
195
ut
vērās imitētur avēs.
Slide51Groupwork
Step 2: Morphology and Syntax Review (pg. 2)
Answer questions #1-9 with your group members
Raise your hand for a CLASSWORK check when you are done
Slide52Propositum: DWBAT use pre-reading, grammar and morphology review, and annotation to prepare a text for translation
Statim
:
Take a packet (
Met.
8.195-200) from the front of the room and write your name at the top and circle your recitation number
Copy down and translate the following clauses and make sure you are able to articulate the difference between each of them.
pārvō
curvāmine
pennās
flectit
.
pārvō
curvāmine
pennās
flectēbat
.
pārvō
curvāmine
pennās
flectat
.
pārvō
curvāmine
pennās
flecteret
.
9/15/14
Slide53STATIM
pārvō
curvāmine
pennās
flectit
.
pārvō
curvāmine
pennās
flectēbat
.
pārvō
curvāmine
pennās
flectat
.
pārvō
curvāmine
pennās
flecteret
.
He bends the wings with a small curve.
He was bending the wings with a small curve.
He may/might/could bend the wings with a small curve.
He may/might/could have bent the wings with a small curve.
Slide54Pensum VII
Due Tuesday 9/16- Complete your annotation and practical mapping for lines 8.195-200
Slide55Annotation and Practical Mapping
191
sīc
rūstica
quondam
192
fistula
disparibus
paulātim
surgit
avēnīs
;
193
tum
līnō
mediās
et
cērīs
alligat
īmās
194
atque
ita
conpositās
parvō
curvāmine
flectit
,
ut
vērās imitētur avēs
.
191
192
193
194
195
in such a way as a rustic shepherd’s pipe at one time rises
little by little with unequal (uneven) reeds;
then he binds the middle (feathers) with thread and the lowest with wax
and therefore he bends (the wings after they are made) with a small curve
so that he might imitate real (actual) birds.
Slide56Independent Work
Step 1: Pre-Reading and Step 2: Pre-Translation
Answer questions #1-3 on pg. 1 and #1-7 on pg. 2 independently
Raise your hand for a check when you are done
Then you may move forward into your HW
Slide57Propositum: DWBAT use pre-reading, grammar and morphology review, and annotation to prepare a text for translation
Statim
:
Get ready for class AS QUICKLY AS POSSIBLE! (We must begin our review quickly so that we can have as much time as possible for our Benchmark)
Take out your packet (
Met.
8.195-200) and a red pen for corrections
9/16/14
Slide58STEP 1: pre-reading
What has
Daedalus
created and what does he plan to do with them?
This section introduces
Icarus
. What is his connection to
Daedalus
?
The “
sua
perīcla
”
of
Icarus
foreshadows his fate. Consider
Daedalus
’ creation and make a prediction about what will happen to
Icarus
.
Slide59STEP 2: pre-translation
Although technically an adjective,
ignarus
is working as a “head verb”, which introduces ______________.
What is the best contextual translation of
tractāre
? __________
sua
is a reflexive adjective
and
sē
is a reflexive pronoun, so they refer back to the subject, __________.
indirect statement
ignarus
sē
tractāre
causing, bringing on, creating
Icarus
Slide60STEP 2: pre-translation
What type of clausal translation is
ōre
renīdentī
? __________
The antecedent of
quās
needs to match it in __________, __________ and __________.
The antecedent of
quās
is __________
(hint: look in other lines)
.
quās
is in the __________ case, so it is functioning as the __________ of the verb.
The subject of the verbs
captābat
,
mollībat
and
impediēbat
is __________.
opus
is a noun of the __________ gender, __________ number and __________ case.
It is being modified by the adjective __________.
gender
number
plūmās
accusative
direct object
Icarus
neuter
singular
accusative
mīrābile
temporal (ablative absolute)
Slide61Annotation and Practical Mapping
195
puer
Īcarus
ūnā
196
stābat
et,
ignārus
sua
sē
tractāre
perīcula
,
197
ōre
renīdentī
modo
,
quās
vaga
mōverat
aura,
198
captābat
plūmās
,
flāvam
modo
pollice cēram199
mollībat
,
lūsūque
suō
mīrābile
patris
200
impediēbat
opus.
Slide62BENCHMARKYou have the remainder of your recitation to complete a translation of lines 8.195-200
I will collect 1 per group and grade it as a benchmark grade
Make sure to put NON-LITERAL translations in parentheses but be as literal as possible
Slide63Propositum: DWBAT use pre-reading, grammar and morphology review, and annotation to prepare a text for translation
Statim
:
Take a new packet (
Met.
8.200-206) from the front of the room and put your name and recitation on it
Answer the 2 pre-reading questions on pg. 1
9/17/14
Slide64Pensum VIII
Visit Ms. Snyder’s website for Reference Information and save/print out any reference sheets you want to bring in and keep in your binder (print at least 1)
Slide65STEP 1: pre-reading
What has
Icarus
been doing with his father’s creation in the lines before this?
How might
Icarus
’ recent actions now affect what is about to happen in the following lines?
Slide66Annotation and Practical Mapping
200
postquam
manus
ultima
cœptō
201
inposita
est
,
geminās
opifex
librāvit
in
ālās
202 ipse
suum
corpus
mōtāque
pependit
in
aurā
;
203
instruit
et
nātum
"
mediō
"
que
"
ut
līmite
currās,204 Īcare
,"
ait
"
moneō
,
nē
,
sī
dēmissior
ībīs
,
205
unda
gravet
pennās
,
sī
celsior
,
ignis
adūrat
:
206 inter
utrumque
volā
.
ībīs
Slide67Groupwork- Translation
Each member of your table will lead their group in translating 1 clause until as a table you reach line 203 (…
nātum
)
After you’ve produced a translation, discuss together any edits you want to make as a group
Then, representatives from 4 tables will come up to the board to write out 1 clause each and the other 4 tables will edit them
Slide68Propositum: DWBAT edit and revise the work of their peers in an effort to produce a collaboratively constructed translation
Statim
:
Take out your packet (
Met.
8.200-206)
Take an ‘IB YEAR 1 REFERENCE INFO. PACKET’ from the front of the room and snap it into BACK of your binder
With a partner, take 2 minutes to reflect on the process of group leader translation we did yesterday
Was it difficult to be a leader? If so, why?
Was it difficult to be a follower? If so, why?
In what ways could you improve your role as a leader? As a follower?
9/18/14
Slide69Pensum IX
Complete Step 2: Morphology Review (#1-11)
Slide70Groupwork- Translation
Each member of your table will lead their group in translating 1 clause until as a table you reach line 203 (…
nātum
)
After you’ve produced a translation, discuss together any edits you want to make as a group
Then, representatives from 4 tables will come up to the board to write out 1 clause each and the other 4 tables will edit them
Slide71Annotation and Practical Mapping
200
postquam
manus
ultima
cœptō
201
inposita
est
,
geminās
opifex
librāvit
in
ālās
202 ipse
suum
corpus
mōtāque
pependit
in
aurā
;
203
instruit
et
nātum
"
mediō
"
que
"
ut
līmite
currās,204 Īcare
,"
ait
"
moneō
,
nē
,
sī
dēmissior
ībīs
,
205
unda
gravet
pennās
,
sī
celsior
,
ignis
adūrat
:
206 inter
utrumque
volā
.
ībīs
Slide72PAPER 1
On
Wednesday 9/24
On Met. 181-206
Translation
Annotation
Grammar/syntax questions
SHORT
explicatiō
style questions
Short
BENCHMARK quiz on Monday
to prepare for this Paper (same format, 1 question per category)
Slide73Translation- FINAL
After the final hand (touch) was placed on the work,
the craftsman himself balanced his body onto the double (two) wings
and he hung (them) in the agitated/stirred wind
and he teaches/instructs (his) son…
Slide74Propositum: DWBAT edit and revise the work of their peers in an effort to produce a collaboratively constructed translation
Statim
:
Take out your packet (
Met.
8.200-206)
Take out a red pen for HW corrections
9/19/14
Slide75Pensum X
Study for BENCHMARK 1b on Monday on 8.200-206
Translation
Annotation
Grammar questions
1 short
explicātio
question
VOCABULARY will NOT be provided for this BENCHMARK
Check Ms. Snyder’s website for a PRACTICE BENCHMARK and answer key!
Slide76Annotation and Practical Mapping
200
postquam
manus
ultima
cœptō
201
inposita
est
,
geminās
opifex
librāvit
in
ālās
202 ipse
suum
corpus
mōtāque
pependit
in
aurā
;
203
instruit
et
nātum
"
mediō
"
que
"
ut
līmite
currās,204 Īcare
,"
ait
"
moneō
,
nē
,
sī
dēmissior
ībīs
,
205
unda
gravet
pennās
,
sī
celsior
,
ignis
adūrat
:
206 inter
utrumque
volā
.
ībīs
Slide77STEP 2: morphology Review
The subject of the verb
inposita
est
is
The tense and voice of
inposita
est
is
ipse
is a demonstrative adjective that modifies the noun
mōtā
is a participle in the
tense and
voice modifying the noun
Īcare
is in the
case
currās
is a verb in the
mood and
tense
dēmissior
is an adjective in the
positive / comparative / superlative
degree (circle one)
ībīs
is in the
tense and its subject is
What implied noun are
dēmissior
and
celsior
modifying?
What verb is omitted from the clause
sī
celsior
in line 205?
volā
is a verb in the
mood
manus
perfect
passive
opifex
perfect
passive
aurā
vocative
subjunctive
present
future
you
Icarus
ībīs
imperative
Slide78Translation- FINAL
After the final hand (touch) was placed on the work,
the craftsman himself balanced his body onto the double (two) wings
and he hung (them) in the agitated/stirred wind
and he teaches/instructs (his) son…
Slide79Groupwork- Group Leader Translation
Each member of your table will lead their group in translating 1 clause until as a table you reach line 206
After you’ve produced a translation, discuss together any edits you want to make as a group
Then, representatives from 4 tables (II, III, IV, V) will come up to the board to write out 1 clause each and the other 4 tables (I, VI, VII, VIII) will edit them
Pars I =
mediō
…
moneō
Pars II =
nē
…
pennās
Pars III =
sī
…
adūrat
Pars IV = inter…
volā
Slide80Translation
203 "
mediō
"
que
"
ut
līmite
currās
,
204
Īcare
,"
ait
"
moneō
,
nē
,
sī
dēmissior
ībīs
,
205
unda
gravet
pennās
,
sī
celsior
,
ignis adūrat
:
206 inter
utrumque
volā
.
and he said “
Icarus
, I advise you to travel in/on the middle path,
so that, if you will travel lower (too low), the wave (sea) not weigh down (your) wings,
(or) if (you will travel) higher (too high), fire (the sun’s heat) not scorch (your wings):
fly between both (paths).
Slide81Propositum: DWBAT exhibit their understanding of
Met.
8.200-206 on a BENCHMARK assessment; translate indirect commands
Statim
:
Take out a writing utensil for your BENCHMARK assessment
Take a handout from the front of the room and place it in your binder
9/22/14
Slide82Pensum XI
Complete #1-4 on the
Exerceāmus
! section of your INDIRECT COMMAND handout from today
Slide83Benchmark 1b
You have up to 20 minutes to complete your BENCHMARK assessment
When you are done, bring your paper up to the front of the room for collection
Slide84STATIM
Recall, or use notes to reference, the translation of the following couplet.
203 “
mediō
” que “ut
līmite
currās
Īcare
,” ait “
moneō
…”
Daedalus
is giving
Icarus
a grave warning. When ____________________ , _____________________ or _______________________ someone to do something, Latin requires the use of the subjunctive mood.
And he said, “I warn/advise you to travel on/in the middle path,
Icarus
…
warning
asking
commanding
Slide85The Subjunctive in Indirect Commands
An example of DIRECT command in English is ________________________________________. Latin expresses DIRECT commands with
imperative verbs or jussive subjunctives.
An example of INDIRECT command in English is ________________________________________. Latin expresses INDIRECT command with the following sentence structure:
Travel on the middle path!
I warn/advise/ask/beg that you travel on the middle path
Slide86Verbs of COMMANDING
Slide87Translating the Subjunctive in Indirect Commands
The subjunctive in indirect command does NOT need be translated with
might, may, would, etc.
, which are used to translate ____________________or ___________________ subjunctive usages.
The ______________________ subjunctive follows future or present tense “commanding” verbs, and the ___________________ subjunctive follows imperfect or pluperfect “commanding” verbs. One should translate the “commanding verb” normally according to tense, but does not need to specify the subjunctive verb’s tense in English.
potential
jussive
present
imperfect
Slide88Exerceāmus
1.
rēx
aedificatorem
celeberrimum
orāverat
ut
opus
variārum
viārum
poneret
.
aedificator
, -is,
m
.
builder, inventor
celeber
, -is, -
e
famous
opus, operis, n. work
Commanding Verb = ____________________
Subjunctive Verb = ____________________
Translation =
orāverat
poneret
The king had begged the most famous inventor to place (build) a work of varying paths (pathways).
Slide89Propositum: DWBAT translate indirect commands; review translation, annotation, grammatical concepts, and contextual understanding learned from
Met.
8-181-206
Statim
:
Take out your handout from yesterday, a red pen for correction, and a piece of
looseleaf
to take notes
Copy onto
looseleaf
and supply the missing information from the following statements:
Indirect commands include the following 3 elements: a verb of warning/asking/commanding + ________ + _________
If the verb of warning/asking/commanding is in the present/future tense, the _________ verb will be in the __________ tense
If the verb of warning/asking/commanding is in the imperfect/pluperfect tense, the _____________ will be in the ______________ tense
9/23/14
ut/nē
subjunctive verb
subjunctive
present
subjunctive
imperfect
Slide90Pensum XII
PAPER 1 TOMORROW!!!
Lines 181-206
Annotation
Translation
Grammar/syntax
Mini-
Explicātio
question
See the website for additional practice!
Slide91Exerceāmus
2.
rēx
aedificatorī
fīliōque
eius
imperat
nē
ab
insulā
Cretae
vēla
det.
Insula
, -
ae
,
f
. island,
Creta, -ae f. Crete,
vēlum
, -
ī
,
n
.
sail
Commanding Verb = ____________________
Subjunctive Verb = ____________________
Translation =
imperat
det
The king orders the inventor and his son not to give sails (sail) from the island of Crete.
Slide92Exerceāmus
3.
ut
sēcum
Athēnās
fugeret
Daedalus
fīliō
persuadēbat
.
Commanding Verb = ____________________
Subjunctive Verb = ____________________
Translation =
persuadēbat
fugeret
Daedalus
was persuading (his) son to flee to Athens with him.
Slide93Exerceāmus
4. hic
fīlium
suādet
nē
plumās
captet
.
captō
, -
āre
, -
āvī
, -
ātus
to grasp at, reach for
Commanding Verb = ____________________
Subjunctive Verb = ____________________
Translation =
suādet
captet
This (man) urges (his) son not to grasp at the feathers/wings.
Slide94Subjunctive Party!!“It
might
get crazy!”
Change the TENSE of the following subjunctive verbs (Present
Imperfect OR Imperfect
Present)
poneret
det
fugeret
captet
IMPF
ponō
,
ponere
,
posuī
,
positus
do, dare,
dedī
,
datus
fugiō
,
fugere
,
fūgī
,
fugitus
captō
,
captāre
,
captāvī
,
captātus
3
rd
conj.
ponat
PRES
1
st
conj.
daret
IMPF
3
rd
–
io
conj.
fugiat
PRES
1
st
conj.
captāret
Slide95SENTENTIA ANTIQUA
In this elegiac couplet, Martial explains why he refuses to recite poetry to his friend,
Celer
: namely because
Celer
only puts up with listening in order to have a turn reciting his own poetry.
Ut
recitem
tibi
nostra
rogās
epigrammata
.
Nōlō-
nōn
audire
, Celer,
sed
recitāre
cupis
!
Martial 1.63. epigramma, epigrammatis,
n
.
poem, short poem, epigram
Commanding Verb = ____________________
Subjunctive Verb = ____________________
Translation:
recitō
, -
āre
, -
āvī
, -
ātus
:
to recite, read out-loud
rogās
recitem
You ask me to/that I recite my poems to you.
I do not want (to)- you do not want to hear,
Celer
, but to read out-loud!
Slide96BENCHMARK REVIEW1a and 1b
Wait to receive back your BENCHMARKS
Review the results of BENCHMARK 1a with your table members
Review the results of 1b independently, using the KEY as a guide
Slide97PAPER 1
Take out a writing utensil
Sit so that 1 person is sitting on each side of your table (4 people per table)
Scrap paper is available at my desk
Raise your hand if you need clarification on what a question means or what format your answer should take
When you are done, turn your paper in and take out work for a different class
Slide98Propositum: DWBAT use contextual knowledge, annotation, and practical mapping to prepare
Met.
8.206-209 for translation
Statim
:
Take a new packet from the front of the room, write your name and circle your recitation at the top, and place it into the ‘Paper 2’ divider of your binder
Take 3 minutes to discuss the following questions with your table members:
On a scale of 1-5, how difficult did you find Paper 1?
What was the most difficult part/question?
What part/
question(s
) did you feel most prepared for?
Is there anything we can do together in class to better prepare for Paper 2?
9/29/14
Slide99Pensum XIII
Write a draft translation of lines 206-209
Slide100STATIM
Independent Work
Answer the Step 1: Pre-Reading questions on pg. 1 (5 minutes)
Group Share-Out
Share out your responses to these 3 questions with your table members (3 minutes)
Slide101STEP 1: pre-reading
Retranslate the final phrase of the last section:
inter
utrumque
volā
!
Does this phrase capture the tone of
Daedalus
’ address to
Icarus
? Why or why not?
(
Try to refer to elements of the Latin in your response.)
You are
Daedalus
, about to attempt your escape. Give reasons why you might feel
both
confident
and
anxious about the outcome.
Fly between both (of the paths)!
YES: By using the imperative form of the verb
volāre
(to fly),
Daedalus
’ commanding tone with his son is conveyed as he orders him to be careful to fly between the extremes of each path.
Confident! I am a master inventor AND my wings are boss- I mean, I modeled them after a
shepherd’s pipe
….c’mon!
Anxious! My son seems more excited to play with the feathers than to use them…I’m just glad there are no shiny things on them to distract him…
Slide102Annotation and Practical Mapping
206
nec
tē
spectāre
Boōten
*
aut
Helicen
*
iubeō
strictumque
Ōrīonis
ensem
mē
duce carpe
viam
!"
pariter
praecepta
volandī
209
tradit
et
ignōtās
umerīs
accommodat
ālās
.
Slide103Step 2: Questions for BEFORE you translate...
Answer the questions under this column for lines 206-209 with your table members
Slide104Propositum: DWBAT use contextual knowledge, annotation, and practical mapping to prepare
Met.
8.210-213 for translation
Statim
:
Take out your 2 packets:
Met.
8.206-219
Verba
Discenda
Turn to pg.3 of your text packet and draw a big switch arrow for the two columns of questions (these were flipped accidentally!)
Cross out the word ‘BEFORE’ and write ‘AFTER’ on the left hand column
Cross out the word ‘AFTER’ and write ‘BEFORE’ on the right hand column
Answer the questions for lines 206 and 208 on the
righthand
column
9/30/14
Slide105Pensum XIV
Write a draft translation of lines 210-213 (…
timet
)
Slide106Step 2: Questions for BEFORE you translate...
206
What word is causing
spectāre
to be an infinitive?
Annotate.
(Hint: me
dūce
are both in the same case)
208
mē
duce carpe
viam
What case are
mē
duce
in? What words can we use to translate this case?
What form is
volandī
?
iubeō
ablative (absolute), with
gerund (genitive)
Slide107Draft to Final Translation
Compare your HW translations with each of your table members, each person reading their translation
outloud
first and then coming to a consensus about a group translation
Representatives from 4 tables will be called up to put their translations for 4 clauses on the board
Lines 206-207:
nec
…
ensem
Line 208:
mē
…
viam
!
Lines 208-209:
pariter
…
tradit
Line 209: et…
ālās
The 4 remaining tables will check the translations on the board and offer up suggestions for improvement
We will write down the final results as the FINAL version of our translation for these lines on pg. 5 of our
Vocab
packets
Slide108Step 2: questions for AFTER you translate…
206
Why might you both circle and box
tē
?
Circle one: translate
nec
with
iubeō
/
spectāre
208
Evaluate your translation. What type of ablative did you treat
mē
duce
as?
What other words (if any) are
gen.
sg
.
to agree with
volandī
?
209
What is the best translation for
accomodat
?
tē
is the direct object of
iubeō
AND the subject of
spectāre
ablative absolute
NONE!
volandī
is a gerund and there are no adj. modifying it
put on, fit
Slide109Annotation and Practical Mapping
With your group, annotate and divide into clauses lines 210-213 (up to the word
timet
)
HINT! You should have 7 clauses and 12 annotations (noun-adjective pairs and participles count as 1 annotation)
Raise your hand for a CHECK when you are done
Slide110R6 Class Translation
206
nec
tē
spectāre
Boōten
*
aut
Helicen
*
iubeō
strictumque
Ōrīonis
ensem
:
mē
duce carpe
viam
!"
pariter
praecepta
volandī
209
tradit
et
ignōtās
umerīs
accommodat
ālās
.
206
209
I order you not to watch
Booten
nor
Helicen
and (nor) the sword of Orion (which) had been drawn/having been drawn
seize (follow) the (middle) path, with me (as) your leader!
Equally* he gives the instructions of flying
and he fits the unknown (unfamiliar/new/untested) wings to (on his) shoulders
*
pariter
= “equally
”,
as in
“at the same time as he…., he….”
Slide111Propositum: DWBAT use contextual knowledge, annotation, and practical mapping to prepare
Met.
8.210-213 for translation
Statim
:
Take out your 2 packets:
Met.
8.206-216
Verba
Discenda
Answer the ‘questions for BEFORE you translate’ for lines 210-213
10/1/14
Slide112Pensum XV
Answer the ‘questions for AFTER you translate’ for lines 210-213
Slide113Step 2: questions for BEFORE you translate
210
What case is
monitūs
? What declension?
Write out the full, unabbreviated forms of
maduēre
and
tremuēre
.
(
Hint: use the notes!)
212
Change the voice of this phrase:
going to repeat
From what verb does
levatus
come?
213
comitī
is dative case. What declension is it?
What words can we use to translate the dative case?
What word does
altō
agree with?
Slide114Annotation and Practical Mapping(lines 210-213)
inter opus
monitūsque
genae
maduēre
**
senīlēs
,
et
patriae
tremuēre
**
manūs
;
dedit
oscula
nātō
nōn
iterum
repetenda
***
suō
pennīsque
levātus
ante
volat
comitīque
timet
,
Slide115Groupwork- Group Leader Translation
Each member of your table will lead their group in translating 1 clause until as a table you reach line 213 (…
timet
)
After you’ve produced a translation, discuss together any edits you want to make as a group
Then write out ONE group translation and raise your hand for a CHECK when you are ready and I will give you permission to record your translation as your FINAL
If you finish early, you may begin your HW
Slide116What the Daedalus are you talking about, Ovid?!
Booten
(line 206) =
Bootes
The constellation of the ‘Ox-Driver’ or ‘Plowman’
Helicen
(line 207) =
Helice
The constellation
Ursa
Major
(The Greater Bear)
strictumque
Ōrīonis
ensem
(line 207) = the drawn sword of Orion
The constellation of Orion slaying
Slide117Slide118‘Boōten’
(line 206)
Booten
=
Bootes
The constellation of the ‘Ox-Driver’ or ‘Plowman’
Possibly the son of Demeter who ‘drove oxen’ into the constellation
Ursa
Major
The Big Dipper is the ‘plough with oxen’
Slide119Helicen
(line 207)
Helicen
=
Helice
The constellation
Ursa
Major
(The Greater Bear)
The bear is
Callisto
, conquest of Jupiter turned into a bear by Juno.
Callisto’s
son
Arcas
nearly shoots his bear mother but Jupiter turns them both into constellations in order to avoid the murder
Slide120strictumque Ōrīonis
ensem
(line 207)
The constellation of Orion represents the mythic hunter Orion, son of Neptune
Orion claimed he would kill every animal on the planet, so Gaia sent a giant Scorpion to slay him
Ophiuchus
revived him with an antidote
Slide121EXPLICATIO
Why might
Daedalus
mention these constellations in his warning to
Icarus
?
What do all of these constellations have in common?
What connections can you make between the myth of
Callisto
(
Ursa
Major) and
Daedalus
and
Icarus
?
How might a young boy react to seeing these shapes in the sky?
Why might this viewing be dangerous for
Icarus
?
Slide122Propositum: DWBAT use contextual knowledge, annotation, and practical mapping to prepare
Met.
8.210-213 for translation
Statim
:
Take out your 2 packets and your dictionary:
Met.
8.206-216
Verba
Discenda
Move the tables into a semi-circle, facing the
Smartboard
Sit in a position around the circle where you can easily see the
Smartboard
10/2/14
Slide123Pensum XVI
Answer the ‘questions for AFTER you translate’ for lines 213-16
Slide124Seminar Translation
Everyone will receive a number from 1-3
Move to sit with the person who shares your number
1 = Annotator
2 = Translator
3 = Editor
Slide125Seminar Translation
Annotators will have 10 minutes to work together to annotate the passage and I will record the results on the board
Translators will have 10 minutes to work together to annotate the passage and I will record the results on the board and score them
Editors will have 10 minutes to edit the work that has been recorded in order to improve the class’ current score and I will re-score the work
At the end, we will leave 5 minutes for feedback from me and questions about the work that has been done
Slide126Propositum: DWBAT use knowledge of translation and contextual information to answer comprehension questions in preparation for an EXPLICATIO seminar
Statim
:
Take out your 2 packets and your dictionary:
Met.
8.206-216
Verba
Discenda
Take 2 packets from the front of the room:
Comprehensio
Latin text and Final draft lines
Turn to your final draft lines for 213-216
10/3/14
Slide1271 error in annotation
he flies ahead and fears for his companion
just like a bird which led forth its delicate offspring*
*that (are) from a high nest he urges (
Icarus
) to follow
he led forth his young child into the air
and teaches the dangerous arts (of flying)
and he himself moves and looks back at the wings of (his) son
3
3
3
2
0
0
0
0
3
3
Slide128FINAL DRAFT
ante
volat
comitīque
timet
,
velut
āles
,
ab
altō
214 quae
teneram
prolem
prōduxit
in
āera
nīdō
,
215
hortāturque
sequī
damnōsāsque
ērudit
artēs
216 et
movet
ipse
suās
et
nātī
respicit
ālās.
he flies ahead and fears for his companion, just as a bird
which led forth (its) delicate offspring from a high nest,
and he urges (
Icarus
) to follow and teaches the dangerous arts (of flying)
and he himself moves (forward) and looks back at the wings of (his) son
Slide129Pensum XVII
Prepare questions 1 and 2 (
Comprehensio
) packet for Monday’s seminar
Your seminar will count as a Benchmark grade
No prep = -1/2
Incomplete/weak prep = -1/4
Completed prep = No change
Prep + comment in seminar = +1/4
Prep + thoughtful comment in seminar = +1/2
Slide130STEP 1: Comprehension
Directions
: Answer the following comprehension questions regarding lines 213-216
What is
Daedalus
warning
Icarus
about when he says
nec
tē
spectāre
Boōten
*
aut
Helicen
*
iubeō
strictumque
Ōrīonis
ensem
(lines 206-207)?
In line 210, what does the phrase
genae
maduēre
**
senīlēs
imply about
Daedalus
?
In the simile beginning at line 213 (
velut
ālēs
…), what is Daedalus being compared to? What is Icarus being compared to?
Slide131Slide132‘Boōten’
(line 206)
Booten
=
Bootes
The constellation of the ‘Ox-Driver’ or ‘Plowman’
Possibly the son of Demeter who ‘drove oxen’ into the constellation
Ursa
Major
The Big Dipper is the ‘plough with oxen’
Slide133Helicen
(line 207)
Helicen
=
Helice
The constellation
Ursa
Major
(The Greater Bear)
The bear is
Callisto
, conquest of Jupiter turned into a bear by Juno.
Callisto’s
son
Arcas
nearly shoots his bear- mother but Jupiter turns them both into constellations in order to avoid the murder
Slide134strictumque Ōrīonis
ensem
(line 207)
The constellation of Orion represents the mythic hunter Orion, son of Neptune
Orion claimed he would kill every animal on the planet, so Gaia (Terra) sent a giant Scorpion to slay him
Orion’s ‘sword’ (sometimes also thought of as a club) was the weapon used for hunting
Slide135EXPLICATIO
Why might
Daedalus
mention
these
constellations in his warning to
Icarus
?
What do these constellations have in common?
What comparisons/contrasts can you make between the myth of
Callisto
(
Ursa
Major) and
Daedalus
and
Icarus
?
How might a young boy react to seeing these shapes in the sky?
Why might looking at these constellations be dangerous for
Icarus
?
Slide136SEMINAR PREP
To what extent does
Daedalus
understand what will happen to his son?
To what extent is the bird simile (lines 213-216) appropriate for
Daedalus
and
Icarus
’ relationship?
You do NOT need to use evidence only from this packet (lines 206-216)- you may use evidence from any part of the text we’ve already translated and/or information given in class/lecture
Slide137Propositum: DWBAT exhibit their contextual understanding of Ovid’s myth of
Daedalus
and
Icarus
(
Met.
8.183-216) through an
Explicātio
style seminar
Statim
:
Move the tables into a seminar formation
Take a Discussion Rubric from the front of the room and put your name at the top
Take out your seminar prep
Take a seat around the circle and silently read over your Discussion Rubric for 3 minutes
10/6/14
Slide138Slide139Propositum: DWBAT find words in a dictionary, interpret a “dictionary notation”, and use a dictionary to select the best definition for a word in context
Statim
:
Take out your VERBA DISCENDA packet for Paper 2 (
Met.
8.206-216)
Take a handout from the front of the room and put your name and recitation at the top
Complete the STATIM – journal on the two prompts at the top of the handout
10/7/14
Slide140Pensum XVIII
TRANSLATIŌ on Thursday
You WILL be able to use your dictionary. REMEMBER TO BRING IT THURSDAY!
Use your dictionary to look up and fill out the VERBA DISCENDA for Paper 2, Packet 6 (lines 206-216) (pgs. 1 and 2)
Slide141STATIMGive one reason why access to a dictionary could be
helpful
Give one reason why access to a dictionary could be
harmful
Lots-
o
-words to help me translate (Latin to English AND English to Latin!)
Could get bogged down in trying to look up too many words, lose time from an assessment by keeping our heads in the dictionary rather than trying to figure out the Latin on the page
Slide142Consider the following dictionary entries:
oc•cīdō
-
cidere
-
cidī
-
cāsum
intr
to fall, fall down; (
of the sun
) to set; to fall, be slain; (
of hope, etc.)
to fade; (
of species
) to become extinct, die out; (
fig
) to be ruined, be done for;
occidī
!
(
coll
) I’m done for!
occlū•dō
-
dere
-
sī -
sus
tr
(
obc
-)
to close up, shut up, lock up; to close access to (buildings); to restrain
ōcean•us
-
ī
m
ocean
|| Ōceanus Oceanus (son of Uranus and Ge and father of the river gods and ocean nymphs)
oc
+
oc
+
oc
+
occidere
occidī
occāsum
Slide143What purpose do the following annotations serve?
the • in the Latin forms of each word
the parenthetical phrases
(of the sun)
or
(of hope, etc.)
or
(buildings)
the abbreviation
(fig)
the abbreviation
(
coll
)
the
(
obc
-)
in the entry for
occlūdō
the difference between the comma and semicolon here:
to fade; become extinct, die out
the
||
before
Ōceanus
the stem to which each subsequent abbreviated form is added
examples of words that may follow the definition
figurative (metaphorical or non-literal)
colloquial (used in everyday speech)
an alternate form of the stem
; = transition to different definition , = alternate definition/synonym
form after | | is a proper noun
Slide144PERICULUM SECUNDUM — can you find words in the dictionary?
ībimus
is on page
because it comes from
dedit
is on page
because it comes from
operis
is on page
because it comes from
Using dictionaries for inflected languages like Latin, where words vary widely in their stems and endings, is difficult, because of all the possible forms of a word, one must be chosen as the “dictionary entry.” The dictionary entry is the form of the word that is alphabetized for placement in the dictionary.
NOUNS
appear in the
case and
number.
PRONOUNS and ADJECTIVES
appear in the
case,
number, and
gender.
VERBS appear under their
principal part (which is the
person singular,
tense,
voice)
PREPOSITIONS, ADVERBS, and CONJUNCTIONS do not change forms.
164
eō
,
īre
153
do, dare
293
opus,
operis
n
.
nom.
sing.
nom.
sing.
masc.
1
st
1
st
present
active
Slide145PERICULUM TERTIUM — can you select the right meaning from context?
You are reading a passage of Cicero in which he is accusing
Catiline
of breaking Roman law. What definition of
migrō
, -
āre
(264) is most appropriate in this context?
In a passage of Ovid describing the loud noise at the chariot races, you see the phrase
capitis
dolorem
. What is the best translation of this phrase?
You are reading an exchange between a master and a slave in a Roman comedy. The slave responds to the master’s order with
validē
.
How would you translate this phrase?
When used in conjunction with your knowledge of a passage, the dictionary can often help you narrow down your options when deciding the best English word to use in a translation. The dictionary also provides common idioms — phrases whose literal meaning is different from the intended meaning. The IB measures your ability to pick the right definition of a word in the MEANING and VOCABULARY grades of a
translatio
.
to violate (a law)
headache
of course, certainly (NOT strongly or vehemently)
Slide146Progress Reports
Will be
e
-mailed by tomorrow, sent home by mail Friday/Monday
Will include Paper 1 and Benchmarks 1a and 1b
Midterm report cards will NOT include seminar grades
Another progress report will be
e
-mailed over the weekend with these grades
Slide147Propositum: DWBAT review their Paper 1 results in order to assess their strengths and weaknesses and use strategies to break down questions
Statim
:
Take a handout from the front of the room and put your name and recitation at the top
Come up to the front of the room to receive back Paper 1
Complete the STATIM – journal on the four prompts at the top of the handout (5 minutes)
10/8/14
Slide148Pensum XIX
TRANSLATIŌ TOMORROW!!!
You WILL be able to use your dictionary. REMEMBER TO BRING IT TOMORROW!
If you forget your dictionary, you will be able to borrow one but it will cost you -1/2 points on your score
ANSWER KEY for Paper 1 is on the website
Slide149Verbs with Irregular/Changing Stems
eō
,
īre
,
ivī
,
itus
to go; travel
ferō
,
ferre
,
tulī
,
latus
to bear, carry; endure
do, dare,
dedī
,
datus
to give
sum,
esse
,
fuī, futurus to bepossum, posse,
potuī, --- to be able, canvolō, velle,
voluī
, ----
to wish, want
nolō
,
nolle
,
noluī, ---- to not wantmalō
,
malle
,
maluī
, ----
to prefer
Slide150IB Translātio Rubric
How is this rubric similar to the one you saw in Latin 1 and 2?
How is it different?
How (if at all) will this rubric change the way you approach translating Latin during an assessment?
Slide151Translation Review
The 2 criteria on which you are judged for your translations are MEANING and GRAMMAR/VOCABULARY. For each sense unit, you will receive a score between 0-3 for each of these two categories (for a maximum score of 6 for each unit).
It should be your goal when you are translating then to do your best to BOTH convey the meaning of a text AND to do so while staying as true to the grammar and vocabulary of the Latin as possible.
If, however, you understand one of these two components more than the other, it is in your best interest to convey it as fully as possible to earn as many points as possible. You CANNOT be doubly penalized for a mistake in grammar/vocabulary that causes a mistake in meaning or vice versa!
Slide152Translation Review
When translating, always start by laying a foundation with the BASICS –
subject, verb form, (direct object)–
and then layer in additional words (adverbs, ablative, genitive, dative case nouns, adjectives) into your translation.
Ex.
I read a book
(S + V + D.O.)
After the bell rang,
I
slowly
read
a book
during conclave.
(Abl. absolute + S. + Adv. + V + D.O. + prep. phrase)
Slide153Grammar/VocabularyAsk yourself the following questions before you build and layer your translation:
puer
Īcarus
is the
The main/finite verb is
ignārus
is an
modifying the noun
sua
is an
modifying the noun
tractāre
is an infinitive because it is
COMPLEMENTARY /
in
INDIRECT SPEECH (
circle one)
What other word is
tractāre
depending on?
sē
is in the ACCUSATIVE / ABLATIVE
case in this sentence
How do you know?
ōre
renīdentī
is in the caseWhat function does this phrase have?
How do you know
?
subject
stābat
adjective
puer/Īcarus
adjective
perīcla
ignārus
It’s in indirect speech
ablative
ablative absolute
ablative noun + ablative participle; separated from the rest of the sentence by a comma
Slide154Grammar and Morphology Review
The following questions are some of the most commonly incorrectly answered, broken down into guided steps to help you better arrive at the correct answer.
10. Change the voice of
crēvisse
(line 191). (
crescō
,
crescere
,
crēvī
,
crētus
)
What VOICE is this verb form in?
What TENSE is this verb form in?
What FORM is this verb form in?
Change the voice from
to
FORMULA for this form =
+
ANSWER =
active
perfect
infinitive
active
passive
4
th
PP
esse
crētus
/-um
esse
Slide155Groupwork
Complete the MEANING review (pg. 3) and GRAMMAR/MORPHOLOGY review (pg. 4) for questions 15 and 19b
Raise your hand for a CHECK of your work when you are done
After you finish, complete the EXIT TICKET individually at the bottom of pg. 4
Slide156EXIT TICKET – Post-Review Journal
The grammar/morphology questions I answered incorrectly were #
The topics of the grammar/morphology questions I answered incorrectly are:
After reviewing my Paper, the section I most need to improve in is
One action step I can take to improve my score in this section is to
Slide157Term 1 TRANSLĀTIO
Sit 1
discipulus
/-a around each side of your table
3
discipulī
will sit at the front around the yellow table
Take out your dictionary
Put a divider up in front of you
Translate ONLY the Latin text between the asterisks (*)- the first and last lines have been translated already for you
If you finish your exam before the recitation ends, come up to the front to hand it in and when you return to your seat take out non-Latin related work
Slide158Propositum: DWBAT annotate, practically map, and answer preemptive grammatical/morphological questions about
Met
.8-217-227 to prepare the text for translation
Statim
:
Take 2 handouts from the front of the room and write your name and recitation at the top
Answer the 3 Step 1: Pre-Reading questions on pg. 1
10/10/14
Slide159Pensum XX
Fruāminī
vestrō
otiō
!
Bring your dictionary to class Tuesday
Slide160STEP 1: pre-reading
Directions
: Evaluate how well you remember what is going on by responding to the prompts below.
Describe what
Daedalus
was doing in line 216 (…
movet
ipse
suās
et
nātī
respicit
ālās
)
Line 217 starts with the adjective
hōs
. To what two words from the prior lines does this word refer?
There are 3 figures mentioned in lines 217-218-
aliquis
…
captat
…
piscēs
,
a
pastor,
and an
arator
.
How might these three characters be involved in or linked to
Daedalus
and
Icarus
’ current situation?
Slide161Groupwork
Answer the QUESTIONS BEFORE YOU TRANSLATE for lines 217-227 on pg. 3
Annotate and practically map lines 217-227 on pg. 4
HINT! You should have 15 clauses and 40 annotations (noun-adjective pairs and participles each count as 1 annotation)
Raise your hand for a CHECK of your work when you are done
Slide162Propositum: DWBAT annotate, practically map, and answer preemptive grammatical/morphological questions about
Met
.8-217-227 to prepare the text for translation
Statim
:
Take out your 2 handouts (
Verba
Discenda
,
Met.
8.217-227) and your dictionary
Turn to pg. 1 of your
Verba
Discenda
and review the list of words in the center of the page. Check off the words you DO know the definitions of
List any words you do NOT know under the heading WORDS ABOVE I DO NOT KNOW
10/14/14
Slide163Pensum XXI
DUE THURSDAY
Write a draft translation for lines 217-221
Slide164VERBA DISCENDA
videō
,
vidēre
,
vīdī
,
vīsus
to see, look at
possum, posse,
potuī
to be able; can
crēdō
,
crēdere
,
crēdidī
,
crēditus
to believe; have trust/faith in
deus
,
deī
m
. godpars,
partis f. (gen. pl. partium) part; sharerelinquō
,
relinquere
,
relinquī
,
relictus
to leave behind, abandonpuer, puerī
m
.
boy, child
dux,
dūcis
m. leader; general
caelum, caelī n. sky; heaven
sōl
,
sōlis
m
.
sun
penna
,
pennae
f
.
wing; feather
cēra
,
cērae
f
.
wax
altus
, -a, -um
tall; high; deep
agō
,
agere
,
ēgī
,
āctus
to do; drive; make; spend
Slide165VERBA DISCENDA (pg. 2)
aether
,
aetheris
n
. (
upper
)
air; sky; heaven
coepiō
,
coepere
,
coepī
,
coeptus
to begin; undertake
gaudeō
,
gaudēre
, ---,
gavisus
sum
to rejoice (in); delight (in), be glad
deserō
,
deserere, deseruī, desertus
to leave behind, quit, abandontrahō, trahere, traxī
,
tractus
to drag; draw; pull
iter
,
itineris
n. journey; path, passage
Slide166Groupwork
Answer the QUESTIONS BEFORE YOU TRANSLATE for lines 217-227 on pg. 3
Annotate and practically map lines 217-227 on pg. 4
HINT! You should have 15 clauses and 40 annotations (noun-adjective pairs and participles each count as 1 annotation)
Raise your hand for a CHECK of your work when you are done
When you finish, you may move on to translating lines 217-221
Slide167Propositum: DWBAT use annotation, practical mapping, and preemptive grammatical/morphological questions about
Met
.8-217-227 to translate
Statim
:
Take out your 2 handouts (
Verba
Discenda
,
Met.
8.217-227) and your dictionary
Share out your HW translation with your table members and put a star (*) next to lines/phrases you had trouble translating
10/15/14
Slide168Pensum XXII
Answer ‘Questions After You Translate’ for lines 217-220
Study your VERBA DISCENDA for an upcoming Benchmark on this packet (Tuesday 10/21)
Slide169questions for BEFORE you translate
Line 217
What familiar word is located the root of
aliquis
?
What is the GNC of
aliquis
?
Line 218
innixus
comes from the verb _____________________________, which is a _____________________________ verb (that is passive in form but active in meaning)
What case are both
baculō
and
stivā
in
?
Line 219
What familiar word is located the root of
quique
?
What is the GNC of
quique
?
Line 220
crēdidit
is a __________________ verb and we must add in the word “___________” after we translate it
Line 223
The adjective
audācī
modifies the noun __________________________
Line 224
To whom does
ducem
refer
?
Line 225altius
is an adjective in the POSTIVE / COMPARATIVE / SUPERLATIVE degree (circle one)altius agrees with the noun __________________ because they are both neuter, sing., acc.
Line 226
The subject of the verb
mollit
is __________________
quis/quī
masc.,
sg
., nom.
innitor
,
innitī
,
innixus
sum
deponent
ablative
quī
masc., pl., nom.
head
that
volātū
Daedalus
iter
vīcīnia
Slide170Annotation and Practical Mapping
hōs
aliquis
tremulā
dum
captat
harundine
piscēs
,
aut
pastor
baculō
stivāve
innixus
arātor
vidit
et
obstipuit
,
quique
æthera
carpere
possent
*,
crēdidit
esse
deōs
. et
iam
Iūnōnia lævā
parte Samōs** (fuerant
Dēlosque
Parōsque
***
relictae
****)
Slide171Translation
hōs
aliquis
tremulā
dum
captat
harundine
piscēs
,
aut
pastor
baculō
stivāve
innixus
arātor
vidit
et
obstipuit
,
quique
æthera
carpere
possent
*,
crēdidit
esse
deōs
. et
iam
Iūnōnia
lævā
parte Samōs** (fuerant
Dēlosque
Parōsque
***
relictae
****)
While someone catching fish with a trembling rod
or a shepherd leaning on (his) staff or a plowman (leaning on) (his) plow
saw these (men) and was amazed, he believed that they, whoever were able
to seize the airs (skies)/(fly), were gods.
And now Juno’s Samos was
on the left part (left-hand side) (both Delos and Paros had been left behind (passed over))
Slide172arator
Slide173Translation
dextra
Lebinthos
**
erat
fēcundaque
melle
Calymnē
**,
cum*****
puer
audācī
cœpit
gaudēre
volātū
deseruitque
ducem
cælīque
cupīdine
tractus
altius
ēgit
iter
.
rapidī
vīcīnia
sōlis
mollit
odōrātās, pennārum vincula,
cērās
;
tabuerant
cēræ
:
Lebinthos
and
Calymne
rich with honey were on the right
Slide174Slide175Slide176Levitha
=
Lebinthos
Kalymnos
=
Calymnē
Slide177Slide178COMPREHENSIO
Evaluate
Daedalus
’ choice of flight plan- is this the most efficient route to Athens?
What might be dangerous about this particular path?
What benefits do you think
Daedalus
might see in this particular path?
Slide179VERBA DISCENDA Do you remember the definitions for the following words?
aether
,
aetheris
n
.
coepiō
,
coepere
,
coepī
,
coeptus
gaudeō
,
gaudēre
, ---,
gavisus
sum
deserō
,
deserere
,
deseruī
,
desertus
trahō
,
trahere, traxī, tractus
iter
,
itineris
n
.
Slide180Propositum: DWBAT use annotation, practical mapping, and preemptive grammatical/morphological questions about
Met
.8-217-227 to translate
Statim
:
Take out your 2 handouts (
Verba
Discenda
,
Met.
8.217-227)
Share out your responses to the ‘Questions for AFTER you translate’ for lines 217-220 with your table members
10/17/14
Slide181Pensum XXIII
Study your text packet (translation, grammar questions) and VERBA DISCENDA for an upcoming Benchmark (Tuesday 10/21)
Annotation, translation, grammar, comprehension
ONLY on lines 217-227
Expect to see some repeat and some new questions for grammar and comprehension
Slide182questions for AFTER you translate
Line 217
hōs
is a _____________________________ demonstrative adjective
Line 218
innixus
is a _____________________________ tense participle in the _____________________________ voice
Line 219
Like
quī
,
quique
introduces a relative clause. What is the grammatical
antecendant
of
quique
?
Line 220
The word
esse
is an infinitive because it is COMPLEMENTARY / in INDIRECT SPEECH (circle one)
Line 223
The word
gaudēre
is an infinitive because it is COMPLEMENTARY / in INDIRECT SPEECH (circle one)
Line 224
cupīdine
is ablative because it is ABLATIVE OF MEANS / ABLATIVE PLACE FROM WHICH (circle one)
Line 225
What is the best translation of
ēgit
?
Line 226
vincula
is an appositive to the noun _________________________
substantive
perfect
ACTIVE (deponent)
deōs
Slide183Annotation and Practical Mapping
dextra
Lebinthos
**
erat
fēcundaque
melle
Calymnē
**,
cum*****
puer
audācī
cœpit
gaudēre
volātū
deseruitque
ducem
cælīque
cupīdine
tractus
altius
ēgit
iter
.
rapidī
vīcīnia
sōlis
mollit
odōrātās, pennārum vincula, cērās
;
tabuerant
cēræ
:
Slide184Groupwork
Translate lines 223-227 (10-15 minutes)
When you are done raise your hand for a
check
I will ask 4-5
discipulī
to put their translations on the board. Those will be our class version of the final draft translations for these lines.
Once the translations for these lines go up on the board, write them down on your translation lines in your VERBA DISCENDA packet.
After you write them down consider,
“What did _______ do well?”,
“What makes this a good translation?”,
“How does this compare to my translation?”
Slide185VERBA DISCENDA Do you remember the definitions for the following words?
aether
,
aetheris
n
.
iter
,
itineris
n
.
deserō
,
deserere
,
deseruī
,
desertus
coepiō
,
coepere
,
coepī
,
coeptus
trahō
,
trahere, traxī, tractus
gaudeō
,
gaudēre
, ---,
gavisus
sum
vinculum,
vinculī n.
Slide186Translation
dextra
Lebinthos
**
erat
fēcundaque
melle
Calymnē
**,
cum*****
puer
audācī
cœpit
gaudēre
volātū
deseruitque
ducem
cælīque
cupīdine
tractus
altius
ēgit
iter
.
rapidī
vīcīnia
sōlis
mollit
odōrātās, pennārum vincula,
cērās
;
tabuerant
cēræ
:
Lebinthos
and
Calymne
rich with honey were on the right
when the boy began to rejoice in (his) bold flight
and abandons (his) leader and having been touched by the desire of (for) the sky
he made (took) the higher path.
The closeness of the swift sun
softens the perfumed wax, the chains of (his) wings;
the wax had begun to melt:
Slide187Slide188Slide189R6 Class Final Draft Translation
dextra
Lebinthos
**
erat
fēcundaque
melle
Calymnē
**,
cum*****
puer
audācī
cœpit
gaudēre
volātū
deseruitque
ducem
cælīque
cupīdine
tractus
altius
ēgit
iter
.
rapidī
vīcīnia
sōlis
mollit
odōrātās, pennārum vincula,
cērās
;
tabuerant
cēræ
:
Lebinthos
and
Calymne
rich with honey were on the right
when the boy began to rejoice in the daring flight
he left behind (his) leader and having been dragged/pulled by (his) desire of the sky
he drove (flew) a taller journey (he flew higher).
The closeness of the fierce sun
softens the sweet smelling wax chains of (his) wings;
the wax had begun to melt:
Slide190questions for AFTER you translate
Line 217
hōs
is a _____________________________ demonstrative adjective
Line 218
innixus
is a _____________________________ tense participle in the _____________________________ voice
Line 219
Like
quī
,
quique
introduces a relative clause. What is the grammatical
antecendant
of
quique
?
Line 220
The word
esse
is an infinitive because it is COMPLEMENTARY / in INDIRECT SPEECH (circle one)
Line 223
The word
gaudēre
is an infinitive because it is COMPLEMENTARY / in INDIRECT SPEECH (circle one)
Line 224
cupīdine
is ablative because it is ABLATIVE OF MEANS / ABLATIVE PLACE FROM WHICH (circle one)
Line 225
What is the best translation of
ēgit
?
Line 226
vincula
is an appositive to the noun _________________________
substantive
perfect
ACTIVE (deponent)
deōs
made/took
cērās
Slide191Propositum: DWBAT review their Term 1
Translātio
in order to understand errors and use feedback to correct them
Statim
:
Take 2 handouts from the front (Practice Benchmark;
Translātio
Revision Exercise)
Complete the STATIM at the top of your
Translātio
Revision Exercise
Wait to receive back your
Translatio
10/20/14
Slide192Pensum XXIV
Complete your PRACTICE BENCHMARK in full
After studying and without using your notes
Study your text packet (translation, grammar questions) and VERBA DISCENDA for a Benchmark (TOMORROW)
Annotation, translation, grammar, comprehension
ONLY on lines 217-227
Expect to see some repeat and some new questions for grammar and comprehension
Slide193STATIMWhich is the better translation of
possēdit
cetera
pontus
.
Why?
He possessed the rest of the sea.
The sea possessed everything else.
Cetera and
pontus
don’t have the same GNC so we can’t translate them together as ‘the rest of the sea’
Slide194Term 1 Translatio Results
7 – 2
discipulī
6 – 5
discipulī
5 – 9
discipulī
4 – 9
discipulī
3 – 7
discipulī
2 – 3
discipulī
Slide195Term 1 Translātio Results
Score on
Translātio
Number of
discipulī
Slide196Using your Feedback form
Your feedback form contains comments designed to help you understand ways in which you can improve your TRANSLĀTIO. For each sense unit, you get the following information
the Latin text of the sense unit
the meaning and
vocab
/grammar scores
comments that suggest ways to improve your translation
Slide197Consider the following example:
quāscumque
vident
occāsus
et
ortus
Translation:
whoever saw the downfall and rising
SCORE: M = 1, G/V = 1
The translation earned 1 out of 3 meaning points and 1 out of 3 grammar/vocabulary points.
The comments tell us 3 things:
occāsus
et
ortus
refer to the sun; we should look for dictionary definitions to match
the proper annotation of the passage
that
vident
is a present tense verb
Slide198Translātio Comments
V = vocabulary (wrong definition or word choice)
V for
deinde
(next)
P.O.S = part of speech (ex. adjective instead of noun)
Case of (noun) _
(wrong)
___ (right)
Ex. Case of
occasus
is acc. (but should be nom.)
Tense of (verb)
(wrong)
(right)
Ex. Tense of
vident
is
perf
. (but should be pres.)
Slide199We can correct the translation to reflect the comments:
OLD TRANSLATION: (whoever)
saw
[the downfall and rising]
CHANGE – Comment 1: (whoever)
saw
[the setting and rising
of the sun]
CHANGE – Comment 2: [
whatever
] (the setting and rising of the sun)
saw
Changing word order to reflect case
CHANGE – Comment 3: [whatever] (the setting and rising of the sun)
sees
Slide200Independent Work
Directions
: Revise two of your sense units using the graphic organizers below. Try to revise sense units where you earned
some
points so that you don’t start from scratch.
If you have individual questions about why your sense unit received the score it did, raise your hand and I will explain it to you individually
Slide201Exit Ticket
Complete the short survey at the bottom of pg. 2
Once you complete it, tear it off of your page and hand it in.
Slide202VERBA DISCENDA Do you remember the definitions for the following words?
aether
,
aetheris
n
.
iter
,
itineris
n
.
deserō
,
deserere
,
deseruī
,
desertus
coepiō
,
coepere
,
coepī
,
coeptus
trahō
,
trahere, traxī, tractus
gaudeō
,
gaudēre
, ---,
gavisus
sum
vinculum,
vinculī n.
Slide203Propositum: DWBAT review translation, annotation, and grammar from
Met.
8.217-227 in preparation for a BENCHMARK assessment
Statim
:
Take out your Practice Benchmark 3A
Take out a red pen
Take 3 minutes to star any questions you had trouble answering and compare your answers to those questions with the other members of your table
10/21/14
Slide204PRACTICE BENCHMARK 3A
/1/
quique
æthera
carpere
possent
,
crēdidit
esse
deōs
.
219
220
He believed that
they were gods,
whoever were able to seize the skies (fly).
FINAL
:
He believed that they, whoever were able to seize the skies (fly), were gods.
Slide205PRACTICE BENCHMARK 3A
/2/
cœpit
gaudēre
volātū
deseruitque
ducem
cælīque
cupīdine
tractus
2 annotations for participles (1 underline, 1 for case) count as 1 POINT
Slide206PRACTICE BENCHMARK 3A
/3/ Change the number of
tremulā
harudine
(line 217)
/4/ Explain why
esse
(line 220) is in the infinitive form:
/5/ The adjective
audācī
(
line 223) modifies the noun:
/6/ Change the tense and voice of
tractus
(line 224)
/7/ What is meant by
altius
ēgit iter
(line 225)?
/8/ What is meant by
pennārum
vincula
(line 226)?
abl.
sg
.
f
.
tremulīs
harundinibus
either COMPLEMENTARY or INDIRECT SPEECH
Indirect speech
dat./
abl
.
sg
.
volātū
perf
. pass., nom.
sg
.
m
.
trahēns
‘make a higher journey’
I. flies higher (towards the sun)
‘chains of the wings/feathers’
the wax links/holds the feathers/wings together
Slide207BENCHMARK 3A
You have 20 minutes to complete your BENCHMARK
BONUS questions are +1 each; no penalty for wrong answers
When you are done, bring your quiz to the front and take out something non-Latin related when you return to your seat
Slide208VERBA UTILIA
tremulus
, -a, -um
shaking, trembling
dum
while, as
harundō
,
harundinis
f
.
(fishing) rod
piscis
,
piscis
m
.
fish
pastor,
pastoris
m
.
shepherd
baculum
, -ī
n. staff, walking stickstīva, -ae f
.
plow, handle (of a plow)
innitor
,
innitī
,
innixus
sum to lean on, rest onarātor,
arātoris
m
.
plowman
obstipescō
, obstipescere,
obstipuī, -- to be amazedcarpō, carpere, carpsī
,
carptus
to snatch, pluck; seize; take
Iūnōnius
, -a, -um
Juno’s; having to do with Juno
laevā
on the left
dextra
on the right
fēcundus
, -a, -um
full of, rich; fertile
mel
,
mellis
n
.
honey
audax
,
audacis
bold, daring; brave; rash
volātus
, -
ūs
m
. flight, flyingcupidō, cupidinis f
. desire; zealvīcīnia, -ae f.
closeness, nearness; vicinity
odōrātus
, -a, -um
fragrant, sweet-smelling, perfumed
tabescō
,
tabescere
,
tabescuī
, ---
to begin to melt; waste away
Slide209Propositum: DWBAT use annotation, mapping, and grammatical questions in order to prepare 8.227-230 for translation
Statim
:
Take 2 handouts from the front of the room and write your name and recitation at the top of each
Take out your dictionary and keep it in front of you
Look at the words on pg. 1 of your VERBA DISCENDA packet. For each word, write down its definition if you remember it. If you don’t, put a star next to it (you will add these words to your own list of words to learn)
10/22/14
Slide210Pensum XXV
Write a draft translation for lines 8.227-230
Slide211VERBA NOTA
ille
,
illa
,
illud
aura, -
ae
f
.
clāmō
,
clāmāre
,
clāmāvī
,
clāmātus
aqua, -
ae
f
.
careō
,
carēre
,
caruī
, ---pater, patris
m.nōmen, nōminis
n
.
dīcō
,
dīcere
,
dīxī
, dīctusubi
penna
, -
ae
f
.
ars, artis
f.corpus, corpōris n.
Slide212VERBA DISCENDA
excipiuntur
ex +
capiō
,
capere
=
infēlix
in (not) +
fēlix
=
aspexit
ad +
spectō
, -
āre
, -
āvī
, -
ātus =
unhappy
take out/from; remove
look at
Slide213VERBA DISCENDA
ūllus
, -a, -um
ōs
,
ōris
n
.
unda
, -
ae
f
.
fluctus
, -
ūs
m
.
condō
, -ere, -
didī
, -
ditus
tellūs
,
tellūris f.
terra, -ae f.humus, -ī
m
.
orbis
,
orbis
m.
= any
= mouth; expression; face, lip
wave; water; stream
= to put together; found,
establish, build, settle
= earth, globe,
land
Slide214STEP 1: pre-reading
Where is
Daedalus
flying in relation to
Icarus
?
Where does
Icarus
begin to fly, relative to “the middle path”? What have the immediate consequences been?
Where are
Daedalus
and
Icarus
geographically
? List as many details as you can.
In front of him
higher than the middle path (
altius
ēgit
iter
)
They have passed Delos and Paros (left) and now Samos is on the left;
Lebinthos
and
Calymne
are on the left
Slide215Questions BEFORE you translate
Line 227
Which noun does
nūdōs
modify?
Explain the contextual significance of this noun-adjective pair.
Line 228
The verb
carēre
is typically followed by a noun in the ____________ case.
Line 229
Which noun does
caeruleā
modify?
clamāntia
is a participle in the ____________ gender and ____________ number, and it modifies the noun ____________.
Line 230
What is the case of
Icare
?
lacertōs
Icarus
’ arms are bear because his wings are falling off
ablative
aquā
neuter
plural
ora
vocative
Slide216Annotation and Practical Mapping
227
nūdōs
quatit
ille
lacertōs
228
rēmigiōque
carēns
nōn
ūllās
percipit
aurās
229
ōraque
caruleā
patrium
clāmantia
nōmen
230
excipiuntur
aquā
, quae
nōmen
trāxit
ab
illō
.
How many clauses should there be in these lines? How do we know?
Find 14 annotations
Slide217Propositum: DWBAT translate lines 8.227-230; use mapping and grammatical questions to prepare lines 8.231-235 for translation
Statim
:
Take out your text packet and
Verba
Discenda
Take out your dictionary and keep it in front of you
Answer the ‘questions for AFTER you translate’ for lines 2.227-229
10/23/14
Slide218Pensum XXVI
Map and annotate lines 8.231-235
BENCHMARK 3B on Monday (10/27)
Met
.8.227-235 and
Verba
Discenda
(pars
octava
)
BENCHMARK 3C on Thursday (10/30)
Mini-IA/IA prep
Slide219Questions AFTER you translate
Line 227
ille
is a ____________ demonstrative adjective.
What/ whom does
ille
refer to?
Line 228
r
ēmigiō
marks a metaphor between two methods of propulsion: oars and ____________.
Line 229
What is the antecedent of
quae
?
illō
is a ____________ demonstrative adjective.
What/ whom does
illō
refer to?
substantive
Icarus
wings
aquā
substantive
Icarus
Slide220VERBA UTILIA
nūdus
, -a, um
quatiō
, -ere,
quassus
lacertus
, -
ī
m
.
rēmigium
, -
ī
n
.
percipiō
, -ere, -
cēpī
,
ceptus
caeruleus
, -a, -um
dēvōveō
, -
ēre
, -
ī, -votussepulcrum, -
ī
n
.
= nude, naked; bare; poor
= to shake;
cause to
tremble; beat
= lizard; upper arm
= rowing;
oars; flapping (of wings)
= get a hold of; catch, seize; perceive
= blue; dark blue;
greenish- blue
=
=
Slide221Groupwork Translation
With your table members, take 5 minutes to share out the translation you came up with for HW
Once each person has shared out, come to a consensus about what changes/adjustments you want to make and develop a table draft
One person from 4 of 8 tables will be asked to put their translation of a clause on the board
Line 227 (
nūdōs
…
lacertōs
)
Line 228 (
rēmigiōque
…
aurās
)
Line 229-230 (
ōraque
…
aquā
)
Line 230 (quae…
illō
)
The remaining 4 tables will check and edit the translations once they are written up
Slide222Translation
227
nūdōs
quatit
ille
lacertōs
228
rēmigiōque
carēns
nōn
ūllās
percipit
aurās
229
ōraque
caruleā
patrium
clāmantia
nōmen
230
excipiuntur
aquā
, quae
nōmen
trāxit
ab
illō
.
227
228
229
230
That (boy) shakes (his) naked (upper) arms
and, lacking oars (
flappage
), doesn’t catch hold of any breezes (air)
and (his) lips, shouting the name of his father,
are removed (swept away) by the blue sea,
which drew (took) (its) name from that (boy).
Slide223R6 Class Translation
227
nūdōs
quatit
ille
lacertōs
228
rēmigiōque
carēns
nōn
ūllās
percipit
aurās
229
ōraque
caruleā
patrium
clāmantia
nōmen
230
excipiuntur
aquā
, quae
nōmen
trāxit
ab
illō
.
227
228
229
230
That (boy) shakes (his) bare (upper) arms
and because he is lacking (flapping of) wings, he doesn’t seize/catch hold of any winds (breeze)
and (his) lips shouting the name of (his) father are removed (overpowered) by the blue sea
which pulled (got) (its) name from that (boy).
Slide224VERBA UTILIAWhich definitions fit the context best?
nūdus
, -a, um
quatiō
, -ere,
quassus
lacertus
, -
ī
m
.
rēmigium
, -
ī
n
.
percipiō
, -ere, -
cēpī
,
ceptus
caeruleus
, -a, -um
dēvōveō
, -
ēre
, -
ī, -votus
sepulcrum
, -
ī
n
.
= nude, naked; bare; poor
= to shake;
cause to
tremble; beat
= lizard; upper arm
= rowing;
oars; flapping (of wings)
= get a hold of; catch, seize; perceive
= blue; dark blue;
greenish- blue
=
=
Slide225Questions BEFORE you translate
Line 232
What is the case of
quā
?
Which noun does
quā
modify?
Line 234
What gender is
corpus
?
What are ALL the possible cases of
corpus
?
Line 235
What declension is
tellūs
?
What is the GNC of
tellūs
?
ablative
regiōne
neuter
nominative, accusative
3
rd
nom.
sg
.
f
.
Slide226Propositum: DWBAT use mapping, annotation, and grammatical questions to translate lines 8.231-235
Statim
:
Take out your text packet and
Verba
Discenda
Make the following correction to your ‘questions BEFORE you translate’
tellūs
is
3
rd
declension
(not 4
th
) (mea culpa!)
Look up the word ‘
sepultī
’ (line 235) in your dictionary and add it to your VERBA
UTILIA list
Count your clauses and annotations. How many do you have of each?
10/24/14
Slide227Pensum XXVII
BENCHMARK 3B on Monday (10/27)
Met
.8.227-235 and
Verba
Discenda
(pars
octava
)
BENCHMARK 3C on Thursday (10/30)
Mini-IA/IA prep
Slide228VERBA UTILIA
nūdus
, -a, um
quatiō
, -ere,
quassus
lacertus
, -
ī
m
.
rēmigium
, -
ī
n
.
percipiō
, -ere, -
cēpī
,
ceptus
caeruleus
, -a, -um
dēvōveō
, -
ēre
, -
ī, -votussepulcrum, -
ī
n
.
sepultus
, -a, -um
= nude, naked; bare; poor
= to shake;
cause to
tremble; beat
= lizard; upper arm
= rowing;
oars; flapping (of wings)
= get a hold of; catch, seize; perceive
= blue; dark blue;
greenish- blue
= devote; vow;
curse
=
grave, tomb
= buried; sunk, immersed
Slide229R6 Class Translation
227
nūdōs
quatit
ille
lacertōs
228
rēmigiōque
carēns
nōn
ūllās
percipit
aurās
229
ōraque
caruleā
patrium
clāmantia
nōmen
230
excipiuntur
aquā
, quae
nōmen
trāxit
ab
illō
.
227
228
229
230
That (boy) shakes (his) bare (upper) arms
and because he is lacking (flapping of) wings, he doesn’t seize/catch hold of any winds (breeze)
and (his) lips shouting the name of (his) father are removed (overpowered) by the blue sea
which pulled (got) (its) name from that (boy).
Slide230Annotation and Mapping(21 annotations and 9 clauses)
231 at
pater
īnfēlix
,
nec
iam
pater
, ‘
Icare
,’
dīxit
,
232 ‘
Icare
,’
dīxit
, ‘
ubi
es
?
quā
tē
regiōne
requīram
?’
233 ‘
Icare
’
dīcēbat
:
pennās
aspexit
in
undīs
,
234
dēvōvitve suās artēs,
corpusque
sepulcrō
235
condidit
, et
tellūs
ā
nōmine
dicta*
sepultī
.
*dicta = dicta
est
Slide231Propositum: DWBAT edit their translation of 8.233-235; exhibit their understanding of the
Statim
:
Take out your text packet and
Verba
Discenda
Turn to your final draft lines for 233-235
Answer the ‘questions for AFTER you translate’ for lines 232-235
10/27/14
Slide232R6 Class Translation
231 at
pater
īnfēlix
,
nec
iam
pater
, ‘
Icare
,’
dīxit
,
232 ‘
Icare
,’
dīxit
, ‘
ubi
es
?
quā
tē
regiōne requīram?’
233 ‘
Icare
’
dīcēbat
:
pennās
aspexit
in
undīs
,
234
dēvōvitue
suās
artēs, corpusque sepulcrō
235
condidit
, et
tellūs
ā
nōmine
dicta*
sepultī
.
231
232
233
234
235
But the unhappy father, (who was) no longer a father, said ‘
Icarus
’
‘
Icarus
’, he said, ‘where are you? In what region (place) should I look for you?’
‘
Icarus
,’ he was saying:
he looked at the feathers in the waves
or cursed his own crafts/arts,
and settled the body in a tomb
and the land was called by the name of the sunken (boy).
Slide233Cogitāte…
How do the following words have double meanings?
Consider how Ovid uses the following words to create nuance in meaning by implying
two different
definitions for each word
artēs
(line 235)
Daedalus
curse his ‘
crafts
’ or creations (i.e. the wings), but also his (false) confidence in his own ‘
skills
’ which prompted him to go through with this plan that caused his son’s death
condidit
(line 235)
Daedalus
‘
settles
’
Icarus’s
body in a tomb and the tomb ‘
establishes
’ or ‘
founds
’ the new name for the land
tellūs
(line 235)
The ‘
land
’ is the greater location in which
Icarus
is buried and which takes his name, but also the dirt ‘
ground
’ in which his body is interred
sepultī
(line 235)
Icarus
’ body is ‘
buried
’ in the earth but also has been killed by being ‘
sunk
’ or ‘
immersed
’ in water
Slide234Questions AFTER you translate
Line 232
What is the grammatical difference between
dīxit
and
dīcēbat
?
What is Ovid emphasizing my switching from
dīxit
to
dīcēbat
?
Line 234
What does
suās
artēs
refer to, contextually?
Line 235
sepultī
is a ____________ adjective.
What/ whom does
sepultī
refer to?
dīxit
is perfect tense,
dīcēbat
is imperfect
The perfect tense represents a single action,
dīcēbat
a continuous one
Daedalus
’ skill and/or crafts (i.e. creations, the wings)
substantive
corpus
Slide235BENCHMARK 3B
You have 20 minutes to complete this assessment
The BONUS question is worth +1 pt. No penalization for an incorrect answer
Adjectives should be annotated and/or connected to the nouns they agree with, but their annotations count together with the annotations of their nouns as 1 annotation
Ex.dēvōvitve
suās
artēs
Slide236VERBA UTILIA
nūdus
, -a, um
quatiō
, -ere,
quassus
lacertus
, -
ī
m
.
rēmigium
, -
ī
n
.
percipiō
, -ere, -
cēpī
,
ceptus
caeruleus
, -a, -um
dēvōveō
, -
ēre
, -
ī, -votussepulcrum, -
ī
n
.
sepultus
, -a, -um
= nude, naked; bare; poor
= to shake;
cause to
tremble; beat
= lizard; upper arm
= rowing;
oars; flapping (of wings)
= get a hold of; catch, seize; perceive
= blue; dark blue;
greenish- blue
= devote; vow;
curse
=
grave, tomb
= buried; sunk, immersed
Slide237Translation
231 at
pater
īnfēlix
,
nec
iam
pater
, ‘
Icare
,’
dīxit
,
232 ‘
Icare
,’
dīxit
, ‘
ubi
es
?
quā
tē
regiōne requīram?’
233 ‘
Icare
’
dīcēbat
:
pennās
aspexit in
undīs
,
234
dēvōvitue
suās
artēs, corpusque sepulcrō
235
condidit
, et
tellūs
ā
nōmine
dicta*
sepultī
.
231
232
233
234
235
But the unhappy father, no longer a father, said ‘
Icarus
’
‘
Icarus
’, he said, ‘where are you? In what region (place) should I look for you?’
‘
Icarus
,’ he was saying:
he looked at the feathers in the waves
or cursed his own crafts/arts,
and settled (buried) the body in a tomb
and the land was spoken (named) by the name of the (one) buried/sunk (there).
Slide238Slide239Slide240Propositum: DWBAT identify various types of EXPLICĀTIO questions; review for the EXPLICĀTIO half of Paper 3 by answering practice questions
Statim
:
Take a PAPER 3 REVIEW packet from the front of the room and put your name and recitation at the top
Scan through the Latin for the entire myth and think about/do the following:
How much of the story can you (roughly) translate?
Are there sections that you know better than others?
Put brackets and stars next to lines you feel LEAST comfortable with
10/28/14
Slide241Pensum XXVIII
Complete your PAPER 3 REVIEW in full
BENCHMARK 3C on Thursday (10/30)
Various types of
Explicātio
questions on the entire passage and 2-3 lines of
Translātio
Slide242TERM 1 IAYour term 1 IA will include two parts:
Translātio
Slightly shorter than your in-class
translātio
You will have access to your own dictionary
Explicātio
Questions ranging in type and style on the entire
Daedalus
and
Icarus
myth (8.183-235)
Slide243EXPLICĀTIO Question Types
There are five types of questions that make up
explicatiōnēs
:
Translation
:
Translate into clear, idiomatic English. There are high expectations since you have already seen and translated the text.
Annotation
:
Annotate to prove an understanding of the text’s grammar.
Summary
:
Paraphrase and include relevant details to prove understanding beyond translation.
Provide Context
:
Demonstrate knowledge of the whole text and/ or Roman culture by interpreting the narrative, actions, or concepts.
Analyze Language
:
Demonstrate an understanding of why the author has chosen certain words or expressions, the relationship between one word and the entire narrative, and poetic devices.
Slide244Identify the TYPE of question
What is
Daedalus
’
locī
nātālis
? ____________
Explain what is meant by
clausus
erat
pelagō
. (Paraphrase your translation)
Who is
Mīnos
? Provide TWO details about his significance in the story.
Summarize what is meant by
natūramque
novat
.
7. Translate
ōre
renīdentī
and explain whom this idea describes what this idea emphasizes about that character.
Provide Context
Summary
Provide Context
Summary
Translation, Summary, and Analyze Language
Slide245Groupwork (25 minutes)
In groups of 2-3
discipulī
, work through identifying each type of question and then answering for question #1-18
Cavēte
! Some questions will include more than 1 question and question type. Be sure to break down each question before you answer it.
Use the first two pages as reference should you need to access other sections of the Latin text
When you finish, raise your hand for a CHECK of your work
Any unfinished work will roll over into HW and will be checked tomorrow
Tomorrow we will review questions you have difficulty with and after tomorrow’s class, an answer key will be posted on the website
Slide246Propositum: DWBAT identify various themes present in Ovid’s
Daedalus
and
Icarus
myth
Statim
:
Immediately show me your HW- if it is done, sit at your normal table; if not, sit at the table in the back closest to the windows; if you normally sit at that table, wait to be assigned another seat
Take a ‘Thematic Review’ handout from the front of the room and write your name and recitation at the top
Keep you your
Explicātio
review handout from yesterday (to reference the Latin during today’s
classwork
)
Complete the STATIM by coming up with 2 themes you believe are most prominently treated in this myth (2 min) and then share out with your table members and write down 2 themes that you all agree on (3 min)
10/29/14
Slide247Pensum XXIX
BENCHMARK 3C on FRIDAY (10/31)
Various types of
Explicātio
questions on the entire passage and 2-3 lines of
Translātio
Prepare by organizing your final draft translation and annotations
Read through the blank Latin text and translate it, starring what you can’t translate
Study your
Verba
Discenda
Slide248THEME
A
theme
is a central topic a text treats — the
Odyssey
deals with honesty and fidelity; the
Iliad
with rage; the
Aeneid
with duty and responsibility.
Some works take positions on these themes — through action and narration they endorse certain values and actions and condemn others.
In the
Odyssey,
the title character’s knack for deception is a valuable trait, whereas his wife’s faithfulness is a defining (and decidedly positive) feature.
Vergil, in the
Aeneid
,
makes clear that fulfillment of one’s responsibilities in paramount, no matter what it costs
Slide249When is THEME relevant?
For what
type(s
) of EXPLICĀTIO questions will you need to identify and/or explain a theme that is present in a given text?
***
Analyze Language
***
“Ovid uses the phrase ________ to illustrate his theme of
“
Summary
“
In this line,
Daedalus
gives
Icarus
instructions for his impending flight, exemplifying Ovid’s theme of ________ within the myth”
Provide Context
“
The theme of __________ is present when Ovid references the constellations, alluding to the myths of ____ and ____ with which a contemporary reader would surely be familiar…”
Slide250THEMES in Ovid’s myth of Daedalus
and
Icarus
Temptation
Defiance
Responsibility
Risk and reward
Desire
Disobedience
Rebellion
Ambition
Desperation
Slide251GROUPWORK (20 min.)
With your table members, complete the graphic organizer on side 2
For each theme (obedience, moderation, innovation, and change), choose 2-3 excerpts from the Latin which you believe illustrate this theme, paraphrase those excerpts, and then answer the extension questions which follow
I will collect 1 per group at the end of the recitation
Slide252Propositum: DWBAT identify various themes present in Ovid’s
Daedalus
and
Icarus
myth
Statim
:
Sit with the group members you were working with yesterday. You have 10 minutes to complete your graphic organizers before 1 collect 1 at random per table.
Take out your EXPLICĀTIO review from Tuesday and circle/star any questions you would like to review with the class
10/30/14
Slide253Pensum XXX
BENCHMARK 3C on FRIDAY (10/31)
Various types of
Explicātio
questions on the entire passage (9-10 questions); NO TRANSLĀTIO!
Prepare by organizing your final draft translation and annotations
Read through the blank Latin text and translate it, starring what you can’t translate
Study your
Verba
Discenda
Slide254Annotation and Practical Mapping
188
dīxit
et
ignōtās
animum
dīmittit
in
artēs
189
natūramque
novat
.
nam
pōnit
in
ordine
pennās
190
ā
minimā
coeptās
,
longam
breviōre
sequenti,
191
ut
clīvō
crēvisse
putēs:
Slide255Annotation and Practical Mapping
188
dīxit
et
ignōtās
animum
dīmittit
in
artēs
189
natūramque
novat
.
nam
pōnit
in
ordine
pennās
190
ā
minimā
coeptās
,
longam
breviōre
sequenti,
191
ut
clīvō
crēvisse
putēs:
he spoke and directed (his) mind into (towards) unknown arts
and changed (his) nature.
For he placed wings in order
having been begun (beginning) from the smallest
, with the shorter (one) following the
long(er
),
so that you might think that (they) grew on a slope.
Slide256Annotation and Practical Mapping
191
sīc
rūstica
quondam
192
fistula
disparibus
paulātim
surgit
avēnīs
;
193
tum
līnō
mediās
et
cērīs
alligat
īmās
194
atque
ita
conpositās
parvō
curvāmine
flectit
,
195
ut
vērās imitētur avēs.
Slide257Annotation and Practical Mapping
191
sīc
rūstica
quondam
192
fistula
disparibus
paulātim
surgit
avēnīs
;
193
tum
līnō
mediās
et
cērīs
alligat
īmās
194
atque
ita
conpositās
parvō
curvāmine
flectit
,
ut
vērās imitētur avēs
.
191
192
193
194
195
in such a way as a rustic shepherd’s pipe at one time rises
little by little with unequal (uneven) reeds;
then he binds the middle (feathers) with thread and the lowest with wax
and therefore he bends (the wings after they are made) with a small curve
so that he might imitate real (actual) birds.
Slide258Slide259Slide260Propositum: DWBAT identify various themes present in Ovid’s
Daedalus
and
Icarus
myth
Statim
:
Take a Plot Summary handout from the front of the room and correct 1 typo
The back heading should read ‘Lines 195-
216
’ (NOT 208)
Put this into your accordion folder for HW
Take a divider and put it up in front of you
10/31/14
Slide261Pensum XXXI
Complete the Plot Summary review handout by filling in the missing blanks
Do NOT use your notes!
Slide262BENCHMARK 3C
You have 35 minutes to complete this assessment
If you have a question about
Verba
Utilia
, please come up to the front to ask
Adjectives should be annotated and/or connected to the nouns they agree with, but their annotations count together with the annotations of their nouns as 1 annotation
Ex.dēvōvitve
suās
artēs
Slide263TERM 1 IA
Friday 8:00 AM
Translātio
(60 minutes)
First 5 minutes for annotation and clausal breakdown ONLY
Slightly
shorter than your in-class
translātio
You will have access to your own
dictionary. YOU MUST BRING YOUR DICTIONARY ON FRIDAY!!!
Explicātio
(60 minutes)
Questions ranging in type and style on the entire
Daedalus
and
Icarus
myth (8.183-235
)
18 questions
NO DICTIONARY OR VERBA UTILIA/DISCENDA!!!
Slide264JEOPARDY RULES
Each table is a team and it give 1 buzzer
Each table may also have
looseleaf
paper to write down answers/notes on
GENTLY push the buzzer down on the table when you are ready to answer. If your buzzer turns green, hold it up in the air to be called on
When the buzzers are orange, they can be pressed. When they are red, you must wait until I reset them to press them again
There are no negative points today but if your team answers a question incorrectly, they cannot try to answer that question again
The team that answers a question correctly will choose the next question