Discuss with your table members:

Discuss with your table members:
11/13/13 Propositum: DWBAT conjugate sum, esse in the Present and Imperfect tenses Facite Nunc: Take a ‘Conjugating sum, esse (I am, to be)’ handout from the front and snap it into the Class Notes section of your binders Discuss with your table members: What is an irregular verb? What makes a verb irregular? PENSUM #36: Study for a sum, esse QUIZ on Thursday. Clean out your binders from Term 1 EXCEPT for Reference Info and Vocabulary

Conjugating ‘sum, esse’
We have encountered the verbs est and sunt before in the Present Tense est means _______________ or _______________ sunt means _______________ or _________________ We’ve also seen this verb in the Imperfect Tense, the verb forms erat and erant erat means ______________ or _________________ erant means _____________ or __________________ he/she/it is there is they are there are he/she/it was there was they were there were

Present tense of sum, esse
Even though we call this verb IRREGULAR because its STEM changes… What are the two different Present Stems of this verb? _____________ and _____________ Are the Personal Endings the same as the ones that you’ve learned for the Present Tense? YES NO su es

Imperfect Tense of sum, esse
you were eras we were eramus eratis you all were

Exerceāmus! Annotate and translate the following sentences into English ‘sum rex deōrum’ dīcit Iuppiter. __________________________________________________________________ ‘es puella pulchra’ nymphae* Phoebus. __________________________________________________________________ in agrō erat malum monstrum cum puellīs __________________________________________________________________ 4. rēgīnae et regulī erant in rēgnīs Annotate and translate the following sentences into Latin. 5. ‘We are the children of (your) husband’ the Olympians say to Rhea. ______________________________________________________________________ 6. You all are in the war against the Titans.

17, 19, 2 25, 7

Review with your table members:
11/13/13 Propositum: DWBAT conjugate sum, esse in the Present and Imperfect tenses Facite Nunc: On a new piece of paper in your Class Notes section, write out the conjugation of ‘sum, esse’ in the present and imperfect tenses Review with your table members: What are some features of an irregular verb? Name 3 ways in which the verb ‘sum, esse’ is irregular PENSUM #37: Complete your IA Reflection. Study for a sum, esse QUIZ on TOMORROW.

Present Tense of ‘sum, esse’
Latin SINGULAR English Translation Latin PLURAL 1st 2nd 3rd sum I am sumus we are you are you all are es estis he/she/it is/ there is sunt they are/there are est Irregularites Stems = su- / es- Endings = 1st sg. = m

Imperfect Tense of ‘sum, esse’
Latin SINGULAR English Translation Latin PLURAL 1st 2nd 3rd I was eramus eram we were eras you were eratis you all were he/she/it was/there was erant they were/there were erat Irregularities Stem = era- NO bā/ēbā

Translate the following into Latin
1. There were many gods and goddesses in the kingdom. multus, -a, -um: many 2. There are many boys and girls in the fields. _______________________________________ multī deī et deae in regnō erant multī puerī et puellae in agrīs sunt.

Actaeōn, rēgulus rēgnī, in silvā errābat et cum amīcīs ferās agitābat sagittīs.
2) What is the case and function of rēgnī ? (77%) a. genitive of possession b. accusative as an object of a preposition c. ablative of means d. nominative as a subject 11% said D

rēgulus amīcīs verba fessa dīcēbat:
4) Change dīcēbat to the present tense, keeping person and number the same. (71%) a. dīcit b. dīcet c. dīcunt d. dīcere 20% said B

rēgulus amīcīs verba fessa dīcēbat: ‘multās ferās agitābāmus
rēgulus amīcīs verba fessa dīcēbat: ‘multās ferās agitābāmus. meae familiae domum redīre optō.’ 7) The words meae familiae give what information about the domum ? (63%) a. the home is doing something to the family b. the family is doing something to the home c. the family belongs to the home d. the home belongs to the family 24 % said B

10) nymphae cum _____________ clamant. (43%) a. Diana b. Dianae c
10) nymphae cum _____________ clamant. (43%) a. Diana b. Dianae c. Dianam d. Dianā 36 % said A

dea aquam capit et ad rēgulum iactat et verba īrāta dīcit:
13) What is the implied direct object of the verb iactat ? (36%) a. dea b. aquam c. rēgulum d. īrāta 47% said C

dea aquam capit et ad rēgulum iactat et verba īrāta dīcit:
14) Change verba īrāta to the singular, keeping its case the same. (78%) a. verbum īrātum b. verbōrum īrātōrum c. verbō īrātō d. verbī īrātī 12% said C

canēs cervum vident et eum petunt.
25) To which conjugation does the verb vident belong? (40%) a. 1st b. 2nd c. 3rd d. 4th 45% said C

canēs cervum vident et eum petunt.
26) To which conjugation does the verb petunt belong? (53%) a. 1st b. 2nd c. 3rd d. 4th 22% said D

Term 1 IA Silently wait to receive your exam
Once you receive it, look over all 3 sections for your errors and comments In a page in your notes, assess your performance in all 3 categories (Translation, Multiple-Choice, Reading Comprehension) List 3 measureable goals you can work towards to improve your performance for Term 2

Term 1 IA- R6 Magna et Summa cum Laude (90%+)
Netanya Corey William Nayely Emma Rushaid Wuraola Charlene Coco Ralph Aminah

Arman Anik Sarah Andy Keri Naveed Robin

Itunu Asha Janice Reema Izabella Paul P Mirielle Abby

Take out a black/blue pen for your quiz
11/14/13 Propositum: DWBAT translate forms of sum, esse in the present and imperfect tenses in context Facite Nunc: Take out a black/blue pen for your quiz Take a “Not Dressed to Kill” handout from the front and snap it into your Class Notes section Review your translation of ‘Not Dressed to Kill’ from your Term 1 TRANSLATIO and summarize the plot of the passage PENSUM #38: Complete your “Not Dressed to Kill” translation and annotation in full.

Quiz 8: sum, esse Complete your quiz in black/blue ink
You have 8 minutes to work

Term 1 Addresses Janice Kevin Dylan Mohammad U.

Propositum: DWBAT translate forms of sum, esse in the present and imperfect tenses in context and answer reading comprehension questions using evidence from a text. 11/15/13 Facite Nunc: Take out your “Not Dressed to Kill” translation for inspection and correction Review your annotation with your group members for the section of the passage you completed for HW PENSUM #39: Complete the Reading Comprehension questions on the back of your ‘Not Dressed to Kill’ translation

‘Not Dressed to Kill’ Annotation and Translation
Annotate and translate the passage in groups 1 person will lead in annotation 1 person will lead in grammar and vocabulary reference 1-2 people will lead in translation Indicate your group role with an A, G, or T at the top of your page

Circle the PREDICATE NOMINATIVE
“Not Dressed To Kill” Line 1: Achilles fīlius nymphae erat, sed in tectō clarī Lycomēdis habitābat. Line 2: interim Ulixes ad insulam Scyrum vēla dabat. Lines 2-3: causa erat cōnscribere in bellō puerum. Achilles was the son of a nymph, but was living in the house of the famous Lycomedes. Meanwhile Odysseus was giving sails (setting sail) toward the island Syros. The reason was to enlist the boy in war. Circle the PREDICATE NOMINATIVE

CIRCLE THE PREDICATE NOMINATIVES.
“Not Dressed To Kill” Lines 4-5: ubi Ulixes ad Scyrum veniēbat, Lycomēdes virum Ithacae in domum accipiēbat. Lines 5-6: sed Lycomēdes erat fīdus amīcus nymphae magnae et Ulixem nōn iuvāre cupiēbat. Line 7: Ulixes callidus erat et consilium capiēbat: Line 7: “puer adest. Line 7-8: in forum sarcinam plēnam aurī et gemmārum et tēlōrum portābō.” When Odysseus was coming (came) to Sycros, Lycomedes was welcoming (welcomed) the man of Ithaca into (his) home. But Lycomedes was a loyal friend of the great nymph and was not wanting to help Odysseus. Odysseus was clever and was seizing (formed) a plan: “The boy is present (here). I will carry a bag full of gold and gems and weapons into the forum.” CIRCLE THE PREDICATE NOMINATIVES.

“Not Dressed To Kill” Lines 9-10: vestīmentō novō formam cēlat et in forō manet, dōnec fīliae Lycomedīs veniunt. Lines 10-11: gemmae pulchrae sunt, et ubi eās Ulixes prōponit, fīliae eās oculīs avidīs spectant. Lines 11-12: tēla quoque magnifica sunt, et ubi ea Ulixes prōponit, Achilles oculīs avidīs spectat. Line 13: ubi tēla Achilles capit, Ulixes cognoscit puellam esse Achillem. Line 14: dīcit, “es Achilles! Line 14: mea tela cupis quod studiōsus bellō es. Lines 14-15: cum tē contrā Troiānōs vincemus.” He hides his form with new clothing and remains in the forum, until the daughters of Lycomedes arrive. The gems are beautiful and when Odysseus displays them, the daughters watch them with greedy eyes. The weapons are also magnificent, and when Odysseus displays them, Achilles watches (them) with greedy eyes. When Achilles takes the weapons, Odysseus recognizes the girl to be Achilles. He says, “you are Achilles! You want my weapons because you are eager for war. With you we (will) conquer (be victorious) against the Trojans.”

1. Why does Lycomedes not want to help Odysseus?
Reading Comprehension Answer the following questions about the passage above using evidence from the text and citing line numbers in your answer. 1. Why does Lycomedes not want to help Odysseus? a. Where can we go to in the text to find this answer? “But Lycomedes was a loyal friend of the great nymph and was not wanting to help Odysseus.” (lines 5-6) b. Answer the question in your own words using contextual information, using the evidence you found from the text and giving your citation. Lycomedes did not want to help Odysseus find Achilles because Odysseus was trying to recruit Achilles for the war. Because Lycomedes was a friend of Thetis, he was serving her best interest by hiding her son to save him from being enlisted in the Trojan War.

Reading Comprehension
2. Why does Odysseus take a sarcina into the forum with him?

With your Table members, compose a group answer to #3 on looseleaf paper and turn it in as your Exit Slip.

Take a ‘Predicate Nominatives’ handout from the front
Propositum: DWBAT annotate, translate, and compose predicate nominatives 11/18/13 Facite Nunc: Take a ‘Predicate Nominatives’ handout from the front Take a ‘Term 2 Midterm Vocabulary List’ and put it into the Vocabulary section of your binders Write out the declension and conjugation numbers for the nouns and verbs in your list Wait to receive back your ‘sum, esse’ quiz and place it into the Assessments section of your binders PENSUM #40: Complete your ‘Predicate Nominatives’ handout in full. COMPOSITION Quiz on Tuesday.

Predicate Nominative Usually, the action of a verb is completed by a direct object. Ex. Ulixes consilium capiēbat Odysseus was seizing (forming) a plan Because the verb sum, esse is not an action verb, but rather a condition verb, it is not completed by a direct object. Instead it is completed by a PREDICATE NOMINATIVE. Ex. Ulixes erat callidus Odysseus was clever A PREDICATE NOMINATIVE is a noun or adjective that further describes the nominative subject of a form of the verb sum, esse. It is always in the nominative case. It is annotated with a circle.

Exerceāmus! Circle all of the predicate nominatives below.
Sāturnus erat deus. Saturn was a god. Sāturnus est magnus. Saturn is great. Sāturnus est vir Rheae. Saturn is the husband of Rhea. Rhea est fēmina Sāturnī. Rhea is the wife of Saturn. Sāturnus et Rhea sunt deī. Saturn and Rhea are gods. Sāturnus et Rhea erant deī. Saturn and Rhea were gods. Sāturnus et Rhea sunt vir et fēmina. Saturn and Rhea are man and wife. fīliae sunt amicae The daughters are friends. orāculum erat malum. The prophecy was bad. sumus deī We are gods. eras deus You were a god. est monstrum in regnō. There is a monster in the kingdom. erant filiī in tectō There were children in the house.

Notāte Bene! The predicate nominative noun or adjective must agree with the subject in gender (masculine, feminine, or neuter) and number (singular or plural). Ex. fēminae sunt bonae (The women are good) NOT fēminae sunt bonum because bonae must be feminine and plural to agree with the feminine, plural subject fēminae

Exerceāmus! Complete sections I-III on side 2 with your table members
Raise your hand for a group CHECK of your work when you are done

R9 Addresses Michelle Minhazul Dontae

R6 Make-Ups TODAY in office hours – 2:45 in Room 101 Noah Rushaid
William

Take a out a black/blue pen and a piece of looseleaf for your quiz
Propositum: DWBAT identify indirect objects and verbs that take indirect objects in English and Latin 11/19/13 Facite Nunc: Take a out a black/blue pen and a piece of looseleaf for your quiz Take a ‘Indirect Objects and Dative Case Nouns’ handout from the front and put it into the Class Notes section of your binder PENSUM #41: Complete your ‘Indirect Objects and the Dative Case’ handout in full. DATIVE CASE Quiz on Friday.

Quiz 9: sum, esse COMPOSITION
Translate the following sentence into Latin. There are beautiful gems and big weapons in the forum. pulcher, pulchra, pulchrum: beautiful gemma, -ae f.: gem tēlum, -ī n.: weapon forum, -ī n.: forum pulchrae gemmae et magna tēla in forō sunt

DATIVE CASE Recall the following sentence from your Term 1 IA Review Text: Plūto Prōserpinae grānātum dat Pluto gives a pomegranate to Proserpina. The word Prōserpinae in this sentence is in the DATIVE case. Words in the DATIVE case are translated “TO______” or “FOR ________”.

Indirect Object The most common function of the DATIVE case is an INDIRECT OBJECT. An INDIRECT OBJECT is a noun that receives the direct object OR the noun TO or FOR WHOM the action of the verb is done. Therefore it is indirectly affected by the verb. Ex. Pluto gives a pomegranate TO Proserpina. pomegranate = direct object Proserpina = INDIRECT OBJECT  she receives the direct object (the pomegranate) OR the action of the verb (gives) is done TO/FOR her (Pluto gives something TO her)

Verbs that govern DATIVE case nouns
cēdō, cēdere: to grant, yield dīcō, dīcere: to say, tell demonstrō, demonstrāre: to demonstrate, mention, reveal do, dare: to give doceō, docēre: to teach donō, donāre: to grant, bestow faciō, facere: to make indicō, indicāre: to indicate, point out, reveal monstrō, monstrāre: to show, teach, point out narrō, narrāre: to tell, narrate ostendō, ostendere: to show, display, reveal, display respondeō, respondēre: to reply

Exerceāmus! With your group members, annotate and translate the following sentences seen from your previous handouts and translations. Then, complete the noun declensions chart below filling in the DATIVE CASE endings from the sentences above The italicized Latin words are in the DATIVE CASE. What words can you use to translate the DATIVE case? to/for

Lycomedes makes a promise TO the great nymph.
a) Lycomēdes nymphae magnae vōtum facit. b) ‘nōn es puella!’ Ulixes puerō dīcit. c) mea tela cupis quod studiōsus bellō es. d) ‘estis tam pulchrae quam gemmae, puellae!’ Ulixes filiīs Lycomēdis dīcit. e) rēgulus amīcīs verba fessa dīcēbat Lycomedes makes a promise TO the great nymph. ‘You are not a girl!’ Odysseus says to the boy. You want my weapons because you are eager FOR war. ‘You all are as beautiful as jewels, girls!’ Odysseus says to the daughters of Lycomedes. The prince was saying tired words to (his) friends

DATIVE Case Endings -ō -ae -īs -ō -īs

Complete your Facite Nunc on the top of your handout
Propositum: DWBAT identify dative case nouns in Latin and distinguish dative case nouns in context 11/20/13 Facite Nunc: Take a ‘Distinguishing Dative Case’ handout from the front and put it into the Class Notes section of your binders Complete your Facite Nunc on the top of your handout Decline the 3 nouns (aura, cervus, tectum) on side 1 of your handout PENSUM #42: Complete your ‘Distinguishing Dative Case’ handout in full. DATIVE CASE Quiz on Friday.

Facite Nunc Can the following verbs govern an indirect object, or dative, in Latin? Circle “ita” (yes) or “nōn” (no); if “ita”, provide an example in English to prove your point. praestō, praestāre to offer, make available ( ita / nōn) __________________________ vidēo, vidēre to see ( ita / nōn) _____________________________________________ cēdō, cēdere to grant, yield ( ita / nōn) _______________________________________ prōmittō, prōmittere to promise ( ita / nōn) ___________________________________ amō, amāre to love ( ita / nōn) _____________________________________________ Ex. I’m offering my help TO you Ex. At the stoplight drivers yield TO other cars Ex. I promise my love TO you!

Declension Review Decline these nouns in all cases (use your handout from yesterday to check your work): 1st aur- aura aurae aurae aurārum aurae aurīs auram aurās aurā aurīs

cervī cervus cervōrum cervī cervō cervīs cervum cervōs cervō cervīs
2nd cerv- cervus cervī cervōrum cervī cervō cervīs cervum cervōs cervō cervīs

tect- 2nd tectum tecta tectī tectōrum tectō tectum tecta tectō tectīs

Exerceāmus! Distinguishing Dative Case Nouns
Cavēte! Different cases can have the same ending. To determine the case in a given sentence, you must use _______________. To recognize the dative case in particular look for _______________________. Annotate, translate, and ID the italicized nouns in sentences #1-8 with your group When your group is done, raise your hand for a group-work CHECK CONTEXT verbs that are followed by the dative case

Complete your Facite Nunc on the top of your handout
Propositum: DWBAT identify dative case nouns in Latin and distinguish dative case nouns in context 11/21/13 Facite Nunc: Take a ‘Distinguishing Dative Case’ handout from the front and put it into the Class Notes section of your binders Complete your Facite Nunc on the top of your handout Decline the 3 nouns (aura, cervus, tectum) on side 1 of your handout PENSUM #43: DATIVE CASE Quiz TOMORROW on Latin forms. (see declensions of aura, cervus, and tectum from your notes yesterday)

Propositum: DWBAT translate dative case nouns in context
11/21/13 Facite Nunc: Take a ‘“Iphigenia” or “Doe, a Deer, Diana’s Deer” handout from the front Take out a blue/black pen for your quiz AFTER THE QUIZ, wait to receive back OR take out your classwork from Wednesday (‘Distinguishing Dative Case Nouns’) PENSUM #43: 1) Complete your ‘Iphigenia’ translation through line 10 and complete pg. 3 of your packet in FULL. 2) DATIVE CASE translation QUIZ on Monday.

Exerceāmus! – Distinguishing DATIVE Case Nouns
5. sed quid Graecī, studiōsī bellō, meō fīliō dant? bellō could be:_________________________, but here it is:_______________ meō fīliō could be:_________________________, but here it is:____________ Translation:_________________________________________________ dative or ablative dative dative or ablative dative But what do the Greeks, eager for war, give to my son?

Exerceāmus! – Distinguishing DATIVE Case Nouns
7. sed puerō nōn vītam longam donant. puerō could be:_________________________, but here it is:______________ Translation:_________________________________________________ ablative or dative dative But they (will/do) not grant long life to the boy

“Iphigenia” Translation
Independent translation for the remainder of the recitation Work silently and independently Ask thoughtful questions only after you have done your best to answer them yourself first Use your Term 2 Midterm Vocabulary List for vocabulary help!

“Iphigenia” or “Doe, a Deer, Diana’s Deer”
1 Agamemnon dominus Mycēnārum erat, vir dūrus quamquam 2 fīdus. ōlim Dianae causam īrae dābat ubi in silvīs et agrīs 3 multās ferās agitābat: cervum sacrum deae caedit. 4 letō deam magnam silvārum īratam facit, itaque Diana ad 5 Graecōs aurās dūrās mittit. Graecī naviculīs ā Boeōtiā cēdere 6 nōn poterant, sed Calchas Graecīs sententiās deae dīcit oraculō: 7 ‘viam ad Trōiam nōn habētis. dea ā dominō Mycēnārum 8 poenam petit. deī sacrum virōrum aut fēminārum 9 nōn cupiunt. tamen Diana Graecīs viam cēdit, sī deae 10 sacrum dātis.’ sacrum erat fīlia Agamemnonis, Īphigenīa. 11 Agamemnon fīliam suam amābat et nōn interficere cupiēbat. 12 sed callidus Ulixes Graecōrum causās magnās amīcō dīcēbat, et 13 poterat sententiam mutāre. interim Graecī in Boeōtiā manent, 14 dōnec litterās Agamemnon fēmīnae Clytemnestrae mittit. nōn dē sacrō dīcēbat in 15 litterīs, sed dē matrimoniō Īphigenīae cum Achille. fīlia cēdit ab Mycēnīs et ad naviculās 16 Graecōrum venit ...

11/21/13 Facite Nunc: Take a ‘“Iphigenia” or “Doe, a Deer, Diana’s Deer” handout from the front Take out a blue/black pen for your quiz PENSUM #43: 1) Complete your ‘Iphigenia’ translation in FULL. 2) DATIVE CASE translation QUIZ on Monday.

“Iphigenia” Annotation and Translation

Dative Translation Quiz Monday 11/25
fabulam amīcīs dē puellā puer narrat Translation (5 pts.): ID the DATIVE word (1 pt.): The boy tells a story about a girl to (his) friends. amīcīs

11/25/13 Facite Nunc: Take out a blue/black pen for your quiz AFTER the quiz is over, take out your ‘Iphigenia’ translation and handout for correction and inspection Take out a red pen PENSUM #44: 1) Complete your ‘Iphigenia’ translation in FULL. 2) DATIVE CASE composition QUIZ on Wednesday. (see Dative Case Practice from the last pg. of your ‘Iphigenia’ handout)

Quiz 10: Dative Translation
You have 8 minutes to complete your quiz

‘Iphigenia’ Translation
Agamemnon dominus Mycēnārum erat, vir dūrus quamquam fīdus. ōlim Dianae causam īrae dābat ubi in silvīs et agrīs multās ferās 3 agitābat: cervum sacrum deae caedit. Agamemnon was a lord of Mycenae, a harsh husband although (he was) loyal. Once he was giving (gave) a cause of/to anger to Diana when he was hunting many wild beasts in forests and fields: he kills (killed) a sacred stag of the goddess.

letō deam magnam silvārum īratam facit, itaque Diana ad Graecōs aurās dūrās mittit. Graecī naviculīs ā Boeōtiā cēdere nōn poterant, sed 6 Calchas Graecīs sententiās deae dīcit oraculō: He makes (made) the great goddess of the forests angry with the killing and so Diana sends (sent) harsh winds to the Greeks. The Greeks were not able to go away from Boetia in (their) boats, but Calchas says (said) the feelings of the goddess to the Greeks in a prophecy:

‘viam ad Trōiam nōn habētis. dea ā dominō Mycēnārum poenam petit. deī sacrum virōrum aut fēminārum nōn cupiunt. tamen Diana Graecīs viam cēdit, sī deae sacrum dātis.’ sacrum erat fīlia 10 Agamemnonis, Īphigenīa. ‘You (will/do) not have a path to Troy. The goddess seeks a punishment from the lord of Mycenae. The gods do not want a sacrifice of men or women. Nevertheless Diana yields (will yield) a path to the Greeks, if you (will) give a sacrifice to the goddess.’ The sacrifice was the daughter of Agamemnon, Iphigenia.

Dianae to Diana Graecīs to the Greeks deae to the goddess
Dative Case Recognition Find the following DATIVE case nouns from the passage above in the declension, gender, and number combinations listed: Dianae to Diana Graecīs to the Greeks deae to the goddess

For each DATIVE case noun that appears, identify the Latin verb that is creating an INDIRECT OBJECT:
dābat 3rd sing. (he) was giving cēdit 3rd sing. (she) yields dātis 2nd pl. (you all) give

“Iphigenia” Annotation and Translation

Take a ‘Dative Case Composition’ handout from the front
Propositum: DWBAT translate dative case nouns in context; compose sentences including dative nouns 11/26/13 Facite Nunc: Take a ‘Dative Case Composition’ handout from the front Take out your ‘Iphigenia’ translation and handout for correction and inspection Take out a red pen PENSUM #45: 1) Complete your Dative Case Composition handout in full 2) Dative Case composition QUIZ TOMORROW. (see Dative Case Practice from the last pg. of your ‘Iphigenia’ handout)

Agamemnon fīliam suam amābat et eam nōn interficere cupiēbat. sed callidus Ulixes Graecōrum causās magnās amīcō dīcēbat, et poterat sententiam mutāre. interim Graecī in Boeōtiā manent, dōnec litterās Agamemnon fēmīnae, Clytemnestrae, mittit. nōn dē sacrō dīcēbat in litterīs, sed dē matrimoniō Īphigenīae cum Achille. fīlia 16 cēdit ab Mycēnīs et ad naviculās Graecōrum venit ... Agamemnon was loving (loved) his daughter and was not wanting to kill her. But the clever Odysseus of the Greeks was saying great (important) reasons to (his) friend, and he was able to change (his) thought (mind). Meanwhile the Greeks remain(ed) in Boetia, while Agamemnon sends (sent) letters for (his) wife, Clytemnestra. He was not speaking about the sacrifice in (his) letters, but about a marriage of Iphigenia with Achilles. (His) daughter goes from Mycenae and arrives at the Greeks’ boats…

fēminae Clytemnestrae for/to (his) wife Clytemnestra
Dative Case Recognition Find the following DATIVE case nouns from the passage above in the declension, gender, and number combinations listed: Dianae to Diana Graecīs to the Greeks deae to the goddess amīcō to (his) friend fēminae Clytemnestrae for/to (his) wife Clytemnestra

For each DATIVE case noun that appears, identify the Latin verb that is creating an INDIRECT OBJECT:
dābat 3rd sing. (he) was giving cēdit 3rd sing. (she) yields dātis 2nd pl. (you all) give (he) was saying dīcēbat 3rd sing. (he) sends mittit 3rd sing.

Dianae deīs dare Graecīs mittit Clytemnestrae dīcēbant Iphigeniam
Dative Case Practice Supply the properly declined NOUNS and the properly conjugated VERBS in the correct person and number: 1) Agamemnon prepares to give a sacrifice both to Diana and to the gods. Agamemnon et ______________ et ______________ sacrum ______________ parat. 2) If he does so, Diana sends favorable winds to the Greeks. sī sīc facit, Diana aurās bonās ______________ ______________. 3) Agamemnon and Ulysses were speaking about marriage in a letter to Clytemnestra. Agamenon et Ulixes dē matrimoniō in litterīs ______________ ______________ . 4) Clytemnestra sends Iphigenia to Boeōtia. Clytemnestra ______________ ______________ ______________. 5) Ulysses tells a story to (his) friend about the glory of the Greeks. (fabula, -ae, f. = story) Ulixes ______________ ______________ dē Graecōrum gloriā narrat. Dianae deīs dare Graecīs mittit Clytemnestrae dīcēbant Iphigeniam ad Boeotiam mittit fabulam amīcō

Dative Case Composition
Work on your Dative Case Composition handout with your table members Raise your hand for a groupwork check when you are done CHALLENGE! 6) Clytemnestra sends (her) daughter to Boetia with a letter about marriage with Achilles.

Francois Perrier “The Sacrifice of Iphigenia” (1632)

Leonart Bramer “The Sacrifice of Iphigenia” (1623)

Take a ‘Verb Tense Review’ handout from the front
Propositum: DWBAT define tense and aspect; form the present and imperfect tenses in all of their aspect in all conjugations 11/27/13 Facite Nunc: Take a ‘Verb Tense Review’ handout from the front Take out a piece of looseleaf from your Class Notes section to take notes Take out a black/blue pen for your quiz PENSUM #46: Have a happy holiday!

Quiz 11: Dative Case Composition

VERB REVIEW Every Latin verb has person, number, and tense PERSON
1st person = speaker (I or we) 2nd person = addressee (you or you all) 3rd person = 3rd party (he/she/it or they) NUMBER Singular (I, you, H/S/I) or plural (we, you all, they) TENSE Time when the action/condition of the verb happens Present, Imperfect, (future, perfect, pluperfect, future perfect)

For each pair of verbs, check the box of the verbal characteristic that differentiates the two:
       

TENSE and ASPECT TENSE = the time at which the verb occurs
Present – time NOW Past – time PRIOR ASPECT = how the action of the verb is done Simple = _____/_____-ed (ex. love, loved) Progressive/repeated = ____ing/was ____ing/used to _____ (ex. loving, was loving, used to love) Emphatic = does/do _______/did ______ (ex. does/do love, did love)

For each English verb, check the box of BOTH the time and aspect it expresses:
             

Exerceāmus! Conjugate all of the Latin verbs on pgs. 2 (Present tense) and pg. 3 (Imperfect tense) and give the conjugation # for each Cogitāte! What is the formula to form each verbs? What are the exceptions to that formula for each conjugations? Raise your hand for a groupwork check when you are done

PRESENT TENSE FORMULA: + Exceptions: 3rd conj. =
Present stem (2nd PP – re) Personal Endings (-ō, -s, -t, -mus, -tis, -nt) FORMULA: Exceptions: 3rd conj. = 1st person sing., 1st and 3rd conj. = 3rd person pl., 3rd reg. conj. = 3rd person pl., 3rd –io and 4th conj. = Present stem, ‘e’ becomes ‘i’ (ex. rege  regi) drop vowel (ex. amaō  amō) -unt (ex. dīcunt) -iunt (ex. faciunt, audiunt)

IMPERFECT TENSE FORMULA: + + Exceptions: 3rd reg. conj. =
1st person personal ending = Personal Endings Present stem bā/ēbā bā = 1st and 2nd conj. ēbā = 3rd, 3rd –io and 4th conj. drop vowel (ex. dīceēbat  dīcēbat) m (ex. amābam NOT amābao)

Take a ‘Future Tense’ handout from the front
Propositum: DWBAT identify and conjugate verbs in the future tense in all conjugation numbers 12/2/13 Facite Nunc: Take a ‘Future Tense’ handout from the front Complete the ‘Facite Nunc’ at the top of your Future Tense handout PENSUM #47: Complete your ‘Conjugating the Future Tense’ worksheet

1. tamen Diana Graecīs viam cēdet, sī deae sacrum dabitis.
dabitis comes from the verb ________, ________ meaning ‘_________’ Present stem = __________ Personal ending = __________ FUTURE tense infix = ________ Sentence translation: do dare to give da- -tis -bi- Still Diana will grant/yield a path to the Greeks, if you all will give a sacrifice to the goddess.

habēbimus comes from the verb ________, ________ meaning ‘_________’
2. ‘viam ad Trōiam habēbimus, sī Diana īrata nōn est,’ Agamemnonī* Graecī dīcunt. (*Agamemnonī = m. dat. sg.) habēbimus comes from the verb ________, ________ meaning ‘_________’ Present stem = __________ Personal ending = __________ FUTURE tense infix = ________ Sentence translation: habeō habēre to have habē- -mus -bi- ‘We will have a path to Troy, if Diana is not angry,’ the Greeks say to Agamemnon.

3. Graecī ad Trōiam cēdent sī Agamemnon sacrum facit.
cēdent comes from the verb ________, ________ meaning ‘_________’ Present stem = __________ Personal ending = __________ FUTURE tense infix = ________ Sentence translation: cēdō cēdere to grant, yield; go cēde- -nt None?... The Greeks will go to Troy if Agamemnon makes a sacrifice.

veniet comes from the verb ________, ________ meaning ‘_________’
4. ‘sī Iphigenīa veniet ad Mycēnās, Achilles eam in matrimonium dūcere potest,’ Clytemnestra dīcit. veniet comes from the verb ________, ________ meaning ‘_________’ Present stem = __________ Personal ending = __________ FUTURE tense infix = ________ Sentence translation: veniō venīre to come, arrive venī- -t e ‘If Iphigenia comes to Mycenae, Achilles can (is able to) lead her into marriage,’ Clytemnestra says.

Forming the Future Tense
Based on what you observed in sentences 1-4 above, complete the following formulae for conjugating FUTURE tense verbs. 1st and 2nd conjugations: ___________+ _____ + __________ *EXCEPT 1st person singular – no ‘i’ before ‘ō’ ending (ex. amābō NOT amābiō) 3rd person plural – infix and ending are ‘bunt’ (ex. amābunt, habēbunt) Present Stem bi Personal Endings

Based on what you observed in sentences 1-4 above, complete the following formulae for conjugating FUTURE tense verbs. 3rd reg., 3rd –io and 4th conj.: ________ + ____ + _______ *EXCEPT 3rd conj.- vowel from Present stem drops (ex. duces NOT ducees) 3rd –io conj. – ‘e’ in present stem becomes ‘I’ 1st person sing. – infix and ending are ‘am’ (ex. dīcam, capiam, audiam) Present Stem Personal Endings e 1 A, 5 E’s (ducam, duces, ducet, ducemus, ducetis, ducent)

1. do, dare to give Conjugation #: ________ Formula for Future Tense: ________ + ________ + ___________ 1st Present Stem Personal Endings bi dabō I will give we will give dabimus dabis you will give dabitis you all will give dabit h/s/I will give dabunt they will give Exerceāmus! (Let’s practice!) Conjugate verbs #2-5 independently and check your answers against your group members’ work when you are finished.

Take a ‘Forming the Future Tense’ handout from the front
Propositum: DWBAT conjugate verbs and form in the future tense in all conjugation numbers 12/3/13 Facite Nunc: Take a ‘Forming the Future Tense’ handout from the front Take out your ‘Conjugating the Future Tense’ handout from yesterday and a red pen PENSUM #48: Complete your ‘Forming the Future Tense’ handout in full. QUIZ TOMORROW on conjugating the Future Tense (see Conjugating the Future Tense for format)

2. maneō, manēre to remain, stay Conjugation #: ________ Formula for Future Tense: ________ + ________ + ___________ 2nd Present Stem Personal Endings bi manēbō I will stay we will stay manēbimus manēbis you will stay manēbitis you all will stay manēbit h/s/I will stay manēbunt they will stay EXCEPTIONS: 1st sing. ‘I’ drops from ‘bi’ infix 3rd plural infix and ending = bunt

4. faciō, facere to make, do Conjugation #: ________ Formula for Future Tense: ________ + ________ + ___________ 3rd -io Present Stem Personal Endings e faciam I will make we will make faciemus facies you will make facietis you all will make faciet h/s/i will make facient they will make EXCEPTIONS: ‘e’ from present stem changes to ‘i’ 1st sing. infix and ending = -am

1. dūcō, dūcere to lead Conjugation #: ________ Formula for Future Tense: ________ + ________ + ___________ 3rd Present Stem Personal Endings e dūcam I will lead we will lead dūcemus dūces you will lead dūcetis you all will lead dūcet h/s/i will lead dūcent they will lead EXCEPTIONS: ‘e’ drops from present stem 1st sing. infix and ending = -am

Complete the following sections of your worksheet in your groups Forming Future Tense Verb Forms (pg. 1-2) Present  Future Tense (pg. 2) Fill-in the Future Tense Verb (pg. 2-3) Raise your hand for a group-work CHECK of your work CHALLENGE! Composition (pg. 3) – complete as much as you can before the recitation ends! The group who gets the farthest will earn a BONUS point for their quiz tomorrow!

Propositum: DWBAT translate future tense verbs in context
12/4/13 Facite Nunc: Take a ‘Tale of the Trojan Horse’ handout from the front Take out a black/blue pen for your quiz PENSUM #49: Translate ‘Tale of the the Trojan Horse’ through line 9 and complete the Future Tense table on pg. 2

Quiz 12: Conjugating the Future Tense
You have 8 minutes for your quiz

The Tale of the Trojan Horse
Read over the italicized text at the top of pg. 1 of your packet and answer the following questions: CONTEXT CHECK What is Odysseus’ most valuable trait or skill in the Trojan War? __________________________________________________ What is the most famous example of Odysseus utilizing this skill in the war?__________________________________________________ What do you predict will happen next?__________________________________________________ His wit and eloquence which he used to ‘keep up morale, spy on the Trojans, and devise schemes’ to help the Greek side. Stealing the palladium from the Trojan shrine and devising a plan for to create the Trojan horse

equus Trōiānus

The Tale of the Trojan Horse
iam ad Priamum Trōiānī Graecum captīvum, Sinōnem, dūcunt. ubi Sinon Trōiānōs īrātōs videt et Trōiānōrum lūdōs audit, cūram simulat et Priamō mendācia dīcere audet: ‘verba vēra dīcam: mē esse Graecum nōn negābō. (quamquam mē miserum Fortūna facit, mē quoque falsum nōn faciet.) Palamēdis eram amīcus et amīcitiam petēbāmus cum Ulixe sed Ulixem īrātum faciēbāmus itaque amīcum meum dolō (fabulam cognoscitis) Ithacus caedit. nunc ex odiō Ulixis malī dēcēdere nōn possum--quid dīcam? sī Graecōs timētis, mē caedētis et Ulixem dīrum iuvābitis.’ Now the Trojans lead the Greek captive, Sinon, to Priam. When Sinon sees the Trojans angry and hears about the Trojan’s games, he feigns concern

“The Tale of the Trojan Horse” Annotation and Translation

12/5/13 Facite Nunc: Take out your ‘Tale of the Trojan Horse’ handout Take out a red/correcting pen With your table members, check over the annotations you completed for HW PENSUM #50: Translate ‘Tale of the the Trojan Horse’ through line 15. Quiz on translation/composition for the FUTURE tense on Monday.

Tale of the Trojan Horse
et Priamō mendācia dīcere audet: ‘verba vēra dīcam: mē esse Graecum nōn negābō. (quamquam mē miserum Fortūna facit, mē quoque falsum nōn faciet.) Palamēdis eram amīcus et amīcitiam petēbāmus cum Ulixe sed Ulixem īrātum faciēbāmus itaque amīcum meum dolō (fabulam cognoscitis) Ithacus caedit. nunc ex odiō Ulixis malī dēcēdere nōn possum--quid dīcam? sī Graecōs timētis, mē caedētis et Ulixem dīrum iuvābitis.’ and he dares to tell lies to Priam: ‘I will speak true words: I will not Although Fortune makes me miserable, deny myself to be (a) Greek. it will not also make me a liar. I was a friend of Palamedes and we were seeking friendship with Odysseus but we were making Odysseus angry and so the Ithacan (Odysseus) kills (killed) my friend with a trick (you all know the story). Now out of hatred of evil Odysseus I am not able to depart- what will I say? If you all fear the Greeks, you all will kill me and you will help awful Odysseus.’

FUTURE TENSE Identification (pg. 2)
negābō 1st sg. I will deny faciet 3rd sg. (it) will make dīcam 1st sg. I will say caedētis 2nd pl. you all will kill iuvābitis 2nd pl. you all will help

12/6/13 Facite Nunc: Take out your ‘Tale of the Trojan Horse’ handout Take out a red/correcting pen Wait to receive back your ‘Forming the Future Tense’ packet and make corrections to your work from the corrections you see on your table’s packet PENSUM #51: Quiz on translation/composition for the FUTURE tense on Monday. Study your Term 2 Midterm Vocabulary

12/6/13 Facite Nunc: Take out your ‘Tale of the Trojan Horse’ handout Take out a red/correcting pen Take out your ‘Forming the Future Tense’ packet and turn to pg. 2 PENSUM #51: Quiz on translation/composition for the FUTURE tense on Monday. Study your Term 2 Midterm Vocabulary

Quiz 13: Translating and Composing the FUTURE Tense (Monday 12/9)
2 sentences to translate similar to those from your ‘Tale of the Trojan Horse’ text Study your Term 2 Midterm Vocab list! 3 verb completions cognoscam ponam vidēbō capiet nōn manēbimus vincemus cēdemus

‘Tale of the Trojan Horse’ (lines 10-15)
Priamus et Trōiānī verba audiunt et Sinonem inimīcum nōn iam habent itaque Sinon ‘hīc,’ dīcit ‘mē Graecī relinquunt et per undās rēgna sua petunt, nam orāculum novum ab deīs accipimus: dea magna, Minerva, ob pallādium surreptum Graecōs nōn amat et Graecīs veniam nōn dabit dōnec in templō suō pallādium ponent--aut domum navigābimus aut Trōiānī vincent. Priam and the Trojans hear the words and no longer have (consider) Sinon an enemy and so Sinon says ‘The Greeks abandon(ed) me here and are seeking their kingdoms through the waves, for we receive a new prophecy from the gods: the great goddess Minerva does not love the Greeks because of the stolen palladium and will not give pardon to the Greeks until they (will) place the palladium in her temple- either we will sail home or the Trojans will conquer (be victorious).

Annotate and translate the passage in groups 1 person will lead in annotation 1 person will lead in grammar and vocabulary reference 1-2 people will lead in translation Indicate your group role with an A, G, or T at the top of your page You must finish your translation by the end of the recitation!!! Raise your hand to receive a classwork check when you are done If you finish early, complete your FUTURE TENSE CHECK at the bottom of pg. 3

‘Tale of the Trojan Horse’ (lines 15-18)
equum ex māteriā faciunt, nam Minervae satis facere optant. tam magnum equum faciunt, quod deae grātiam habēre Trōiānōs nōn optant. sī in portās equum trahētis, contrā Graecōs bellum gerētis et vincētis.’ They make a horse out of wood, for they want to make enough of (satisfy) Minerva. So they make a big horse, because they do not want the Trojans to have the favor of the goddess. If you (will) drag the horse into the gates, you all will wage war with the Trojans and will conquer (them).’

FUTURE TENSE CHECK (pg. 3)
dabit 3rd sg. she will give ponent 3rd pl. they will place navigābāmus 1st pl. we will sail vincent 3rd pl. they will conquer trahētis 2nd pl. you all will drag gerētis 2nd pl. you all will wage vincētis 2nd pl. you all will conquer

‘ob fīlium Trōia occidet.’
Translation: ‘On account of (your) son Troy will fall.’ What TENSE is the verb occidet? will fall = FUTURE tense The 3 Principal Parts of this verb are occidō, occidere, occidī (I fall, to fall, I fell) How would you write the verb occidet in the PRESENT TENSE? Present Stem (3rd conj.: change ‘-e’ to ‘-i’) + Personal Endings  occidit (he/she/it falls) How is the FUTURE form of this verb different than the PRESENT form? Future tense – ‘e’ before ending in occidet Present tense – ‘i’ before ending in occidit

12/9/13 Facite Nunc: Take out a black/blue pen for your quiz Take the following handouts from the front: ‘Compound Verbs of sum, esse’ (Class Notes) ‘Exerceāmus! Compound Verbs of sum, esse’ (Homework) PENSUM #52: Complete your ‘Exerceāmus! Compound Verbs of sum, esse’ handout

Quiz 13: Future Tense Translation and Conjugation

Statim: Examine the following verbs in English outsource oversee counteract underestimate outgrow The verbs can be split into two parts, a verb at the _________ of the word and a ___________________ at the beginning. end preposition

COMPOUND VERBS IN LATIN
In Latin, verbs that are made up a verbal base and a prepositional suffix are called COMPOUND VERBS. Below is a list of a few common COMPOUND VERBS: ab + ducō, ducere = abducō, abducere, means ________________ circum (around) + veniō, venīre = circumveniō, circumvenīre, means ________________ prae (before) + dicō, dicere = praedicō, praedicere, means ________________ satis (enough) + faciō, facere = satisfaciō, satisfacere, means ________________ or idiomatically, _________________ to lead away to surround to say beforehand; warn to make enough of to satisfy

Future Tense of sum, esse
Future stem = eri- erimus we will be eritis you all will be erit h/s/i will be

Compounds of Sum, Esse ad + sum, ad + esse = adsum, adesse, means _______________________ ab + sum, ab + esse = absum, abesse means _______________________ pos (/pot) + sum, pos + esse = possum, posse, means _______________________ to be present, be here to be absent, be away to be able; can

adsum, adessse To conjugate, add the prefix “ad-” to the regular sum, esse forms.
adsumus we are present ades you are present adestis you all are present adest h/s/i is present adsunt they are present aderamus we were present aderas you were present aderatis y’all were present aderat h/s/i was present aderant they were present aderimus we will be present aderis you will be present aderitis y’all will be present aderit he will be present aderunt they will be present

Independent Work Conjugate absum, abesse, and possum, posse independently If you finish early, you may move on to your HW worksheet

Propositum: DWBAT conjugate and translate compound verbs of sum, esse
12/10/13 Facite Nunc: Take the following handouts from the front: ‘Plūs Exerceāmus: Compound Verbs of sum, esse’ Take out your ‘Exerceāmus! Compound verbs of sum, esse’ handout for correction and inspection Take out your Term 2 Midterm Vocabulary List Take out a red pen PENSUM #53: Study for a QUIZ tomorrow on adsum, adesse and possum, posse

Quiz 14: Compound verbs of sum, esse
2 sentences to translate See your handout from today for examples STUDY YOUR TERM 2 MIDTERM VOCABULARY! 3 verb completions (English  Latin) Ex. I am here adsum

possum, posse means ________________________
possum, posse is always followed by an _______________. This is called a ex. Graecī viam ad Troiam nōn invenīre possunt. The Greeks are not able to find a path to Troy. to be able; can complementary infinitive infinitive possumus we are able potestis you all are able possunt they are able potest h/s/I is able

Exerceāmus! Compound Verbs of sum, esse
adsum. _____________________________ adest. _____________________________ absunt. _____________________________ aberunt. _____________________________ aderant. _____________________________ possumus vincere. _____________________________ poteramus vincere. ____________________________ poterimus vincere. _____________________________ I am present h/s/I is present they are absent/away they will be absent they were present we are able to conquer (be victorious) we were able to conquer we will be able to conquer

Exerceāmus! Compound Verbs of sum, esse
Sinonem Troianī capere poterant quod Sinonem Ulixes nōn amābat. adest dea Minerva itaque Troianī Graecōs vincere poterunt. et in agrō et in silvā audīre deōs in Olympō possumus. puella in forō amīcās cognoscere potest quamquam sunt multī puerī et multae puellae adsunt. The Trojans were able to capture Sinon because Odysseus was not loving (didn’t love) Sinon. The goddess Minerva is present/here and so the Trojans will be able to conquer the Greeks. We are able to hear the gods on Olympus in both the field and the forest. The girl is able to recognize (her) friends in the forum although there are many boys and many girls present.

Plūs Exerceāmus: Compound Verbs of sum, esse
Independently complete this worksheet If you finish early, study your Term 2 Midterm Vocabulary List for a BONUS pop quiz

VOCABULARY POP QUIZ Define the following words in ENGLISH:
aura, aurae f. īra, īrae f. fidus, fida, fidum novus, nova, novum cēlō, cēlāre mittō, mittere contrā (+ACC) interim dōnec

VOCABULARY POP QUIZ Define the following words in LATIN: stag
reason, cause roof; house clever full (of) to kill; cut to recognize either…or and so, therefore

Propositum: DWBAT translate compound verbs in context
12/11/13 Facite Nunc: Take the following handouts from the front: ‘Laocoōn’ Take out a black/blue pen for your quiz PENSUM #54: Translate lines 1-6 of your ‘Laocoōn’ passage

Quiz 14: Compound Verbs of sum, esse

‘Laocoōn’ PRE-READING CONTEXT Who is Sinon?
What is Sinon’s relationship with Odysseus? Why is Sinon the only Greek left behind? What is the prophecy Sinon mentions to Priam about the Greeks? What does Sinon claim the wooden horse to be for?

‘Laocoōn’ Annotation and Translation

Propositum: DWBAT translate compound verbs in context
12/12/13 Facite Nunc: Take out your ‘Laocoōn’ text for correction and inspection Take out a red pen With your table members, review your annotation for lines 1-6 PENSUM #55: Translate lines 7-16 of your ‘Laocoōn’ passage

‘Laocoōn’ lines 1-6 Lāocoōn dē arce Trōiae currit: 'amicī, Graecīs crēdēmus? dōnum est Graecōrum dolus: nōn cognoscitis opus Ulixis? aut equus māteriā multōs virōs Graecōs cēlat aut arietem facere poterant. equō, amīcī meī, nōn crēdam. quidquid id est, timeō Graecōs et sua dōna.’ post ea verba, ad equum hastam iacit. hasta in latere stat et tremit: caverna gemit contrā. Laocoon runs down from the citadel of Troy: ‘Friends, will we believe the Greeks? The gift is a trick of the Greeks: do you all not recognize the work of Odyssseus? Either the horse hides many Greek men with (its) wood or they were able to make a battering ram. I, my friends, will not trust in this horse. Whatever it is, I fear the Greeks and their gifts.’ After these words, he throws a spear towards the horse. The spear sticks in (its) side and shakes: the body groans in reply.

‘Laocoōn’ Annotation and Translation

Take the following handouts from the front:
Propositum: DWBAT complete a practice midterm exam to assess their comprehension 12/13/13 Facite Nunc: Take the following handouts from the front: Term 2 Midterm Study Guide Term 2 Midterm Practice Exam Take out your ‘Laocoōn’ text for correction and inspection Take out a red pen Read over your Term 2 Midterm Study Guide silently and annotate for clarification PENSUM #56: Complete your Term 2 Midterm Practice Exam. STUDY FOR YOUR MIDTERM ON 12/17

‘Lācoōn’ lines 7-11 Lāocoōn, prīmus sacerdos Neptūnī, sacrum taurī ad āram faciēbat. interim geminī serpentēs per undās movēbant. terga sanguinea habēbant et magnās clāmōrēs dabant. ubī ad oram veniunt, Trōiānī ob timōrem fugiunt. interim serpentēs Lāocoontem petunt sed prīmum fīliōs capiunt et puerōs dēvorāre incipiunt. Laocoon, the first priest of Neptune, was making a sacrifice of a bull at the altar. Meanwhile twin snakes were moving through the waves. They were having (had) bloody backs and were giving great (loud) shouts. When the arrive at the shore, the Trojans flee because of fear. Meanwhile the snakes seek Laocoon but first they seize (his) sons and they begin to devour the boys.

‘Lācoōn’ lines 12-16 patrī clāmōrēs puerī mittēbant; armātus ad fīliōs currit sed eōs servāre nōn potest, eum monstra vincunt. dōnec timor novus in animōs Trōiānōrum adest: ‘Lāocoōntī culpam damus, quod sacerdōs hastā malā sacrum vulnerat. portās Trōiae aperiēmus et ad templum equum trahēmus et deam veniam orābimus.’ The boys were sending shouts to (their) father; armed he runs towards (his) sons but he is not able to save them, the monsters conquer him. Until a new fear is present in the minds of the Trojans: ‘We give blame to Laocoon, because the priest wounds (wounded) the sacrifice with an evil spear. We will open the gates of Troy and we will drag the horse to the temple and we will pray (to) the goddess (for) forgiveness.’

Term 2 Midterm Practice Exam
Independently work on your Term 2 Midterm Practice Exam If you finish early, answer the Reading Comprehension questions attached to your ‘Lācoōn’ text

Propositum: DWBAT exhibit comprehension of content, skills and knowledge from Term 2 in preparation for the Term 2 Midterm Exam 12/16/13 Facite Nunc: Take the following handouts from the front: Term 2 Midterm Practice Exam ANSWER KEY Term 2 Midterm Review Worksheet Take out your Term 2 Midterm Study Guide (Practice Exam) for correction and inspection Take out a red pen Correct your Translation, Multiple-Choice, and Reading Comprehension from your Practice Exam using your ANSWER KEY PENSUM #57: STUDY FOR YOUR MIDTERM EXAM TOMORROW!!!

Term 2 Midterm Review Worksheet
Complete your Term 2 Midterm Review Worksheet working independently DO NOT USE YOUR NOTES! If you finish early, answer the Reading Comprehension questions on the last page of your ‘Laocoon’ packet

VOCABULARY POP QUIZ Define the following words in ENGLISH:
forum, forī n. navicula, naviculae f. sententia, sententiae f. tēlum, tēlī n. avidus, avida, avidum dūrus, dūra, dūrum īratus, īrata, īratum sacer, sacra, sacrum cēdō, cēdere iuvō, iuvāre ponō, ponere

VOCABULARY POP QUIZ Define the following words in LATIN: gold eye
punishment house clothing beautiful eager to stay, remain to be able to be or meanwhile

Term 2 MIDTERM EXAM Take out a pen/pencil for your exam
You may detach the text page from the rest of your exam, but if you do, re-staple the pages before you turn in your exam You have the entire recitation for your exam If there is a vocabulary word NOT listed on one of your prior vocabulary lists, let me know and I will put its forms and definition on the board

Propositum: DWBAT identify and translate singular 3rd declension nouns
12/18/13 Facite Nunc: Take the following handouts from the front: 3rd Declension Nouns Complete the ‘STATIM’ at the top of your handout PENSUM #58: Complete your 3rd Declension Nouns handout in full

Terminology that Every Classicist Needs to Know
A noun’s _________________ number categorizes it to show which set of endings are added onto the noun’s stem for each case and number combination. A noun declines in different _________________ depending on its grammatical function in a sentence (subject, direct object, indirect object, etc.). We’ve learned 5: _________________, _________________, _________________, _________________ and __________________. declension cases nominative genitive dative accusative ablative

The 3rd Declension Annotate and translate the 6 sentences including 3rd declension nouns Identify the CASE of the 3rd declension noun in italics Complete the chart at the bottom of the page, filling in the endings for the 3rd declension nouns you’ve found

3rd Declension Singular Complete the 3rd declension’s singular column by filling in the endings from the nouns in the sentences above ANYTHING (ex. -on, -ōn, -os) -is -ī -em -e

Exerceāmus! Decline pater, mater, sacerdōs, and Ulixes in the singular
CAVĒTE! Find the STEM of your noun before you decline it

Take the following handouts from the front:
Propositum: DWBAT identify and translate singular 3rd declension nouns in context 12/19/13 Facite Nunc: Take the following handouts from the front: Dido, Queen of Tyre Take out your Class Notes (3rd Declension Nouns) from yesterday and turn to the last page Identify ALL of the 3rd declension nouns from your ‘Dido, Queen of Tyre’ vocabulary box and label them ‘3rd’ PENSUM #59: Annotate and translate lines 1-9 of ‘Dido, Queen of Tyre’ and complete the 3rd Declension Scavenger Hunt on pgs. 2-3

3rd Declension Singular Complete the 3rd declension’s singular column by filling in the endings from the nouns in the sentences above ANYTHING (ex. -on, -ōn, -os) -is -ī -em -e

How do we decline this noun?
gen. sg. ending = is  3rd declension māter, mātris f. mother STEM : __________ mātr- māter mātris mātrī mātrem mātre

Aeneas Didonī fabulam bellī Trōianī narrat

‘Dido, Queen of Tyre’ Annotation and Translation
Annotate and translate the passage in groups 1 person will lead in annotation 1 person will lead in grammar and vocabulary reference 1-2 people will lead in translation Indicate your group role with an A, G, or T at the top of your page Aim to reach line 9 by the end of the recitation

PENSUM #60: Beatum novum annum!
Propositum: DWBAT identify and translate singular 3rd declension nouns in context 12/20/13 Facite Nunc: Take out your Dido, Queen of Tyre handout for correction and inspection Take out a red pen Decline ‘rex, rēgis m. king’ in the singular PENSUM #60: Beatum novum annum!

gen. sg. ending = is  3rd declension rex, rēgis m. king STEM : __________ rēg- rex rēgis rēgī rēgem rēge

Dido, Queen of Tyre lines 1-4
Pygmalion, rex Tyrī, beatus agrīs, sed nōn pecuniā erat. ditissimus vir in urbe Tyrī Sychaeus erat. quod aurum habēre cupiēbat, Pygmalion, frater Elissae, Sychaeum, quoque virum Elissae, ad āram caedit. Pygmalion, king of Tyre, was blessed/rich in fields, but not in money. The richest man in the city of Tyre was Sychaeus. Because he was wanting to have gold, Pygmalion, the brother of Dido, kills Sychaeus, also the husband of Dido, at an altar.

Dido, Queen of Tyre lines 5-9
post mortem Sychaeī, in somnīs imaginem virī Elissa videt. imagō interfectorem uxorī aperit. ab urbe fugere eam suadet, et eī indicat aurum argentumque quae in tellure cēlābat. itaque ea consilium capit: ‘in matrimōnium cum rege īre prōmittam, sed deinde aurum Sychaeī capiam et ab urbe fugiam.’ After the death of Sychaeus, Dido sees the ghost of (her) husband in dreams. The ghost reveals (his) murderer to (his) wife. He persuades her to flee from the city, and he points out to her the gold and silver which he was hiding in the ground. And so she seizes (forms) a plan: ‘I will promise to go into marriage with the king ,but there I will take Sychaeus’ gold and I will flee from the city.’

‘Dido, Queen of Tyre’ Annotation and Translation
Annotate and translate the passage in groups 1 person will lead in annotation 1 person will lead in grammar and vocabulary reference 1-2 people will lead in translation Indicate your group role with an A, G, or T at the top of your page You must finish the passage by the end of the recitation 1 text per group will be collected at random by the end of the recitation

Propositum: DWBAT identify and correct errors from their Term 2 Midterm exams; identify and apply strategies for annotation and translation 1/2/14 Facite Nunc: Take the following handouts from the front of the room ‘Term 2 Midterm Corrections’ (Homework) ‘Strategies for Annotation and Translation’ (Class Notes) Decline ‘frāter, frātris m. brother’ in the singular PENSUM #61: Complete your ‘Term 2 Midterm Corrections’ handout in full.

gen. sg. ending = is  3rd declension frāter, frātris m. brother STEM : __________ frātr- frāter frātris frātrī frātrem frātre

Strategies for Annotation
1. Recall/look up in the vocabulary the word’s _____________ and determine its ____________ to decide if it needs an annotation Ex. semper always “always” is an ADVERB, no annotation servō, servāre to save, protect “save” and “protect” are actions  VERB 2 principal parts, 2nd one ends in ‘-re’ 2. Look at the _________ of the word to decide how it should be annotated principal parts definition ending

Section A: Translation
your –ADJ. family - NOUN memory- NOUN always- ADV. be present - VERB ‘familia tua memoriā semper aderit quod fīdus vir es. (lines 2-3) (4 annotations) because –CONJ. loyal- ADJ. man - NOUN be - VERB ✓ familia ___________ memoriā ___________ aderit ___________ vir ___________ es ___________ NOMINATIVE ABLATIVE VERB (3rd sg.) NOMINATIVE VERB (2nd sg.)

Strategies for Translation
Check that you’ve annotated every word that needs annotation in the sentence ONLY once you’ve annotated correctly should you start to translate Follow this pattern will work almost ALL of the time subject + verb + direct object/predicate nominative + (indirect object) + (prepositional phrase) Read over what you wrote down for your translation and ask yourself “Does this make sense?”

‘familia tua memoriā semper aderit quod fīdus vir es. (lines 2-3) subject + verb + direct object/predicate nominative + (indirect object) + (prepositional phrase) ____________________________________________________________________________ Your family will be present BWIOF memory always because you are a loyal man. FINAL VERSION: Your family will always be present in (your) memory because you are a loyal man.

Independent Work Re-annotate and translate sentence “Aenēas mātris sententiam audit et fortūnae suam vītam cēdit. (line 5)” using the Strategies for Annotation and Translation (on the back of your handout) Raise your hand when you are done and you will receive back your Midterm exam Then move on to correcting Sections B (Multiple-Choice) and C (Reading Comprehension) Office hours available to discipuli who need help correcting multiple-choice questions from their Midterm

Translation Error Key The following symbols are used to indicate errors in your translations V = vocabulary G = grammar S = syntax # = number T = tense Vo = voice

3. Aenēas mātris sententiam audit et fortūnae suam vītam cēdit. (line 5) (6 annotations)

Propositum: DWBAT identify and translate 3rd declension nouns in the singular and plural
1/6/14 Facite Nunc: Take the following packet from the front of the room ‘3rd Declension Singular and Plural Nouns’ (Class Notes) ‘Exerceåmus¡ 3rd Declension Nouns’ (Homework) Decline ‘rex, rēgis m. king’ and ‘virtūs, virtūtis f. excellence’ in the singular PENSUM #62: Complete your ‘Exerceāmus! 3rd Declension Nouns’ (Homework) handout in full. Quiz on 3rd declension nouns on WEDNESDAY.

gen. sg. ending = is  3rd declension rex, rēgis m. king STEM: ________ rēg- rex rēgis rēgī rēgem rēge

gen. sg. ending = is  3rd declension virtūs, virtūtis f. excellence, virtue STEM: ________ virtūt- virtūs virtūtis virtūtī virtūtem virtūte

Group Work 3rd Declension PLURAL Nouns
First ANNOTATE, then TRANSLATE each sentence. The words in italics are 3rd declension PLURAL nouns. Determine their case and then complete your 3rd declension endings chart on the back. Raise your hand for a group-work CHECK when you are done Vocabulary is provided on side 2

3rd Declension Endings- PLURAL
Case 3rd Declension SINGULAR Endings 3rd Declension Plural Endings Nominative ANYTHING -___________ Genitive -is Dative -ī Accusative -em Ablative -e ēs um ibus ēs ibus

Decline mīles, mīlitis m. soldier
STEM: ______ mīlit- Case SINGULAR PLURAL Nominative Genitive Dative Accusative Ablative mīles mīlitēs mīlitis mīlitum mīlitī mīlitibus mīlitem mīlitēs mīlite mīlitibus

PENSUM #63: Study for a QUIZ on 3rd declension noun forms TOMORROW
Propositum: DWBAT form 3rd declension nouns in the sg. and pl. based on context 1/7/14 Facite Nunc: Take a ‘3rd Declension Noun Formation’ handout from the front of the room Decline ‘mater, matris f. mother’ and ‘amor, amoris m.. love’ in the singular AND plural on side 1 Take out your HW for correction and inspection PENSUM #63: Study for a QUIZ on 3rd declension noun forms TOMORROW

gen. sg. ending = is  3rd declension māter, mātris f. mother STEM: mātr- Case SINGULAR PLURAL Nominative Genitive Dative Accusative Ablative mātrēs māter mātris mātrum mātrī mātribus mātrem mātrēs mātribus mātre

gen. sg. ending = is  3rd declension amor, amoris m. love STEM: amor- Case SINGULAR PLURAL Nominative Genitive Dative Accusative Ablative amorēs amor amoris amorum amorī amoribus amorem amorēs amoribus amore

gen. sg. ending = is  3rd declension lītus, lītoris n. shore, beach STEM: ________ NEUTER RULE: Nom. and acc. pl. end in –a Nom. and acc. sg. are the SAME lītor- Case SINGULAR PLURAL Nominative Genitive Dative Accusative Ablative lītora lītus lītoris lītorum lītorī lītoribus lītus lītora lītoribus lītore

Exerceāmus! 3rd Declension Nouns
1) ex equō mīlitēs Graecī fundent et in urbe Troiae pācem frangent dōnec vocēs maerōris in viīs adsunt. (11 annotations) Translation: FINAL VERSION: out of the horse Greek soldiers pour and in the city of Troy peace they break/shatter while voices of sadness in the streets are present. Greek soldiers pour out of the horse and they break peace in the city of Troy while voices of sadness are present in the streets.

Group Work 3rd Declension Noun formation
First ANNOTATE, then TRANSLATE each sentence. Then determine the case, number and form of the English noun in italics Raise your hand for a group-work CHECK when you are done Vocabulary is provided on side 2

PENSUM #64: Complete your ‘Noun-Adjective Agreement: HOMEWORK’ (pg. 3)
Propositum: DWBAT identify and form noun-adjective pairs with nouns of the 1st, 2nd, and 3rd declension 1/8/14 Facite Nunc: Take a ‘Noun-Adjective Agreement’ handout from the front of the room Take out a pen for your quiz PENSUM #64: Complete your ‘Noun-Adjective Agreement: HOMEWORK’ (pg. 3)

Quiz 13: 3rd Declension Nouns
You have 5 minutes to complete this quiz

Annotate and translate
fīdī virī consilium Ulixis accipiēbant. in lacertōs animōsī mīlitēs magna tēla ponēbant, itaque callidus Ulixēs trāns terram aliēnam in certāmen dūrum eōs ducēbat. Translation: The loyal men were welcoming the plan of Odysseus. The courageous soldiers were placing big weapons on (their) arms, and so clever Odysseus was leading them across foreign land into a harsh battle.

An adjective is a part of speech which describes a noun.
fīdī mīlitēs 3rd magna 2nd aliēnam terram dūrum 2nd Ulixēs 3rd

These adjectives are called “___________ adjectives”.
So for these example adjectives, they happen to exactly match SOME nouns in ending, specifically nouns that are ________ or ________ declension. fīdus, a, -um animōsus, -a, -um magnus, -a, -um aliēnus, -a, -um dūrus, -a, -um callidus, -a, -um These adjectives are called “___________ adjectives”. When they modify feminine nouns of any declension, they decline with ________ declension endings. When they modify masculine or neuter nouns of any declension, they decline with ________ declension endings. 1st 2nd 2-1-2 1st 2nd

It is NOT a rule that adjectives and noun endings MATCH.
THE RULE IS THAT: Adjectives MUST match the nouns (of any declension) they modify GRAMMATICALLY in these 3 things: ______________, ______________ & ______________. GENDER NUMBER CASE

For example…. fīdī virī (#1): Both adjective and noun have endings which are _______________ (gender), _______________ (number) and _______________ (case). animōsī mīlitēs (#2): Both adjective and noun have endings which are _______________ (gender), _______________ (number) and _______________ (case). In both examples, the adjectives declined with ______ declension ending because they modify a _______________ noun. masculine nominative plural masculine plural nominative 2nd masculine

Group Work Complete parts I and II of your Exerceāmus! practice at the bottom of pg. 2 Raise your hand for a group work CHECK when you are done If you finish early, you may move onto your Homework

Propositum: DWBAT translate 3rd declension nouns and 2-1-2 noun-adjective pairs in context
1/9/14 Facite Nunc: Take out your Homework for inspection Take the following handouts from the front of the room: ‘Term 2 Vocabulary List: Translatiō’ ‘Aeneas & Dido’ text Fill out the DECLENSION NUMBER for the nouns in your Vocabulary list and the CONJUGATION NUMBER for the verbs Based on the context at the top of your text, summarize in your own words how the gods interfere in the lives of Aeneas and Dido PENSUM #65: Annotate and translate your ‘Aeneas & Dido’ text through line 6 and complete the Noun-Adjective Pairs exercise at the bottom of pg. 2

Aeneas Didonī fabulam bellī Trōianī narrat

‘Aeneas & Dido’ Annotation and Translation
Annotate and translate the passage in groups 1 person will lead in annotation 1 person will lead in grammar and vocabulary reference 1-2 people will lead in translation Indicate your group role with an A, G, or T at the top of your page Aim to reach line 6 by the end of the recitation and complete your Noun-Adjective Pairs exercise

PENSUM #66: Complete your ‘Aeneas & Dido’ translation in full
Propositum: DWBAT translate 3rd declension nouns and noun-adjective pairs in context 1/10/14 Facite Nunc: Take out your Homework for inspection and correction Take out a red pen With your table members, summarize Aeneas’ argument in the first paragraph of his speech to Dido in your own words. PENSUM #66: Complete your ‘Aeneas & Dido’ translation in full

‘Aeneas & Dido’ lines 1-6 ‘tē, Didōnem, memoriā tenēbō, dōnec anima est in corpore meō, nam ā mē magnum favōrem merēs. contrā orātiōnem tuam pauca dicam. nec malīs fraudibus meam fugam cēlāre sperō, nec umquam in pactionem matrimoniī tēcum veniēbam. fāta mē ex voluntātibus meīs dūcere meam vītam nōn sinunt et sponte meā cūrās gerere. I will hold you, Dido, in (my) memory, while (as long as) breath is in my body, for you deserve great favor from me. I will say little (few words) against your speech. Neither do I hope to hide my flight with evil deceptions, (but) nor was I ever going (did I enter) into a pact of marriage with you. The fates do not allow my to lead my life out of (according to) my (our) wishes and manage my concerns with my (own) free-will.

Noun-Adjective Pairs meō 3rd n favōrem 3rd f tuam 3rd f fraudibus
meam 1st voluntātibus 3rd f 1st meam sponte 3rd f

‘Aeneas & Dido’ Annotation and Translation

PENSUM #67: Study for your TRANSLATIO exam on Wednesday 1/15
Propositum: DWBAT translate 3rd declension nouns and noun-adjective pairs in context 1/13/14 Facite Nunc: Take out your ‘Aeneas & Dido’ text for inspection and correction Take out a red pen With your table members, check over your annotation and translation for lines PENSUM #67: Study for your TRANSLATIO exam on Wednesday 1/15

‘Aeneas & Dido’ lines 7-11 urbs Troiae et moenia rēgis Priamī nec iam manent et ex Orcō mīlitēs meōs servāre nōn possum. dūra orācula Apollōnis mē ad Italiam cēdere iubent. sī alta moenia Carthāginis tē et tuōs civēs tenent, cur nunc condere novam patriam in Italiā Troiānōs nōn sinunt? The city of Troy and the walls of king Priam no longer remain and I am not able to save my soldiers from the underworld. The harsh prophecies of Apollo order me to go towards Italy. If the tall walls of Carthage hold (keep) you and your citizens, why do they now not allow the Trojans to establish a new homeland in Italy?

‘Aeneas & Dido’ lines 12-16 in somnīs imāgō sollicita patris, Anchīsae, mē admonet: fīlium Ascanium hērēditāte prōmissā fraudō. nunc etiam Mercurius per aurās mandāta Iovis dēfert*: ipse deus magnus mihi dicēbat et vocem meīs auribus audiēbam. tuās querēlās audīre nolō; Italiam sponte meā nōn petō.’ The troubled ghost of (my) father, Anchises, warns me in dreams: I am cheating (my) son Ascanius from (his) promised inheritance. Now even Mercury brings down the orders of Jupiter through the winds: the great god himself was speaking to me and I was hearing (his) voice with my (own) ears. I do not want to hear your complaints; I do not seek Italy by my (own) free-will.

What justifications does Aeneas give to Dido for needing to leave Carthage? Cite at least THREE details from the Latin in support of your response. Take the next 7 minutes to write a response to this question Use full sentences and cite line numbers/specific evidence from the text to support your answer

VOCABULARY POP QUIZ! Translate the following words into English
civis, civis m./f. patria, -ae f. urbs, urbis f. memoria, -ae f. aliēnus, -a, -um unus, -a, -um inveniō, invenīre teneō, tenēre iubeō, iubēre etiam postquam

VOCABULARY POP QUIZ! Translate the following words into LATIN
plan care, concern, worry king tall my, mine to flee to wish, want across then, next

PENSUM #67: Study for your TRANSLATIO TOMORROW!
Propositum: DWBAT complete a practice translatiō in order to assess their skill and comprehension before their Term 2 Translatiō exam 1/14/14 Facite Nunc: Take a ‘Term 2 PRACTICE TRANSLATIO’ from the front of the room PENSUM #67: Study for your TRANSLATIO TOMORROW!

Term 2 PRACTICE Translatiō
Work silently and independently (testing conditions) on your Term 2 Practice Translatiō exam You should aim to reach line 10 By the end of the recitation you will receive an Answer Key for this passage As you are working, keep out your ‘Aeneas & Dido’ packet so I may check your Reading Comprehension response

VOCABULARY POP QUIZ! Translate the following words into English
corpus, corporis n. frāter, frātris m. uxor, uxoris f. tuus, -a, -um gerō, gerere tandem

VOCABULARY POP QUIZ! Translate the following words into LATIN
soldier gate tall, lofty to save, protect, serve even, also after, afterwards

Term 2 Translatiō EXAM You have the entire recitation to complete your exam You may detach the text page from the translation page, but be sure to restaple them before you turn in your exam Skip lines as you write Raise your hand if you have a question and come up to the front of the room to ask it If you finish early, take out non-Latin related work

3rd principal part quiz on Tuesday 1/21
Propositum: DWBAT distinguish present, imperfect, future and perfect tenses in translation, time and aspect 1/16/14 Facite Nunc: Take the following handouts from the front of the room: ‘Introduction to the Perfect Tense’ (Class Notes) Term 2 Vocabulary List: Perfect Tense (Vocabulary) Conjugate the verb ‘amō, amāre to love’ in the PRESENT, IMPERFECT, and FUTURE tenses on pg. 1 of your handout Answer the following question at the bottom of pg. 1: What do all of these tenses have in common in terms of the way they are formed in Latin? PENSUM #68: Complete your ‘Introduction to the Perfect Tense’ packet in full 3rd principal part quiz on Tuesday 1/21

amō, amāre I love, to love PRESENT Tense I love we love amāmus
you love amās amātis you all love amat h/s/i/ loves amant they love

amō, amāre I love, to love IMPERFECT Tense I was loving amābāmus
we were loving amābās amābātis you all were loving you were loving amābat h/s/i was loving amābant they were loving

amō, amāre I love, to love FUTURE Tense I will love amābimus
we will love amābis you will love you all will love amābitis amābit they will love h/s/i will love amābunt

The Perfect Tense PERFECT The perfect tense is built from the ________________ stem, unlike the present, imperfect, or future tense, which are built from the PRESENT stem. The perfect stem comes from the 3rd principal part, or the 3rd word in a dictionary entry for a verb. Ex. amō, amāre, amāvī = I love, to love, ________________    1st PP 2nd PP 3rd PP Perfect stem = 3rd PP – “ī” Ex. amāvī – ī = amāv- I loved

Tense and Aspect Each tense represents a different TIME and ASPECT.
TIME describes ____________________ the action/condition of a verb takes place Present Past Future ASPECT describes ________________ the action/condition of the verb takes place Simple Progressive Emphatic Completed WHEN HOW

Tense and Aspect The PRESENT tense represents PRESENT time and SIMPLE, PROGRESSIVE, EMPHATIC or COMPLETED aspect. Present SIMPLE = I love Present PROGRESSIVE = I am loving Present EMPHATIC = I do love Present COMPLETED = I have loved The FUTURE tense represents FUTURE time and SIMPLE or PROGRESSIVE aspect. Future SIMPLE = I will love Future PROGRESSIVE = I will be loving The IMPERFECT tense represents PAST time and PROGRESSIVE aspect. Past PROGRESSIVE = I was loving The PERFECT tense represents PAST time and SIMPLE or EMPHATIC aspect. Past SIMPLE = I loved Past EMPHATIC = I did love

1st person singular– to love
Tense Timeline 1st person singular– to love Perfect “I loved” “I did love” ? ? <      > Present Future Imperfect “I love” “I will love” “I was loving” “I will be loving” “I am loving” “I used to love” “I do love” “I have loved”

Group Work Exerceāmus! Annotate and translate the following sentences and identify the PERFECT tense verb in each sentence. Use your Term 2: Perfect Tense Vocabulary handout for reference to the 3rd PP Raise your hand for a GROUP WORK check when you are done

Propositum: DWBAT identify and translate perfect tense verbs with perfect personal endings
1/17/14 Facite Nunc: Take the following handouts from the front of the room: ‘Introduction to the Perfect Tense’ (Class Notes) Take out your ‘Term 2 Vocabulary List: Perfect Tense’ Review the following from your notes: How do we translate the perfect tense? What time and aspect does it show? Where does the Perfect stem come from? How is the perfect stem formed? Fill in the missing Latin principal parts for the STATIM on pg. 1 of your handout PENSUM #69: Complete your ‘Perfect Tense Personal Endings’ packet in full 3rd principal part vocabulary quiz on Tuesday 1/21

Introduction to the Perfect Tense
How do we translate the perfect tense? What time and aspect does it show? Where does the Perfect stem come from? How is the perfect stem formed? ________ed, did _______ Past simple or past emphatic The 3rd principal part 3rd PP – ī

Group Work Perfect Tense Personal Endings Annotate and translate sentences #1-6 and identify the PERFECT tense verb, personal ending, and person and number of that ending in each sentence. Use your Term 2: Perfect Tense Vocabulary handout for reference to the 3rd PP Raise your hand for a GROUP WORK check when you are done

ī imus istī istis ērunt it

Perfect Tense = Perfect Stem (3rd PP – ī) + Perfect Personal Endings
accipiō, accipere, accēpī accēpī – ī = accēp- + (-ī, -istī, -it, -imus, -istis, -ērunt) accēpī I received accēpimus we received accēpistī you received accēpistis y’all received accēpit she received accēpērunt they received

3rd principal part vocabulary quiz part 2 TOMORROW
Propositum: DWBAT identify and translate perfect tense verbs in context 1/21/14 Facite Nunc: Take the following handouts from the front of the room: ‘Dido’s Response to Aeneas’ (Class Notes) Take out a black/blue pen for your quiz After the quiz is over, take out your ‘Perfect Tense Personal Endings’ HW for correction and inspection PENSUM #70: Annotate and translate ‘Dido’s Response to Aeneas’ through line 7 3rd principal part vocabulary quiz part 2 TOMORROW

Quiz 14: 3rd Principal Part VOCABULARY
You have 5 minutes to complete your quiz Spelling COUNTS!

sum, esse, fuī fuī – ī = fu- + (-ī, -istī, -it, -imus, -istis, -ērunt) sum, esse, fuī fuī I was fuimus we were fuistī you were fuistis y’all were fuit she was fuērunt they were

veniō, venīre, vēnī vēnī – ī = vēn- + (-ī, -istī, -it, -imus, -istis, -ērunt) veniō, venīre, vēnī vēnī I arrived vēnimus we arrived vēnistī you arrived vēnistis y’all arrived vēnit she arrived vēnērunt they arrived

‘Dido’s Response to Aeneas’ Annotation and Translation

perfect tense quiz on Friday
Propositum: DWBAT identify and translate perfect tense verbs in context 1/22/14 Facite Nunc: Take out a black/blue pen for your quiz After the quiz is over, take out your ‘Dido’s Response to Aeneas’ (Class Notes) for correction and inspection PENSUM #71: Annotate and translate ‘Dido’s Response to Aeneas’ through line 12 perfect tense quiz on Friday

Quiz 14: 3rd Principal Part VOCABULARY
You have 5 minutes to complete your quiz Spelling COUNTS!

Dido’s Response to Aeneas
Dido tōtum corpus Aenēae luminibus īrātīs pervīdit. Trōiānī consilium audīvit et id eam accendit; itaque ea sīc dīxit: ‘nec tē mater dīva gessit nec urbis tuae auctor fuit Ilus rēx sed tē montēs horridī genuērunt et Caucasiae tigrēs servāvērunt. num tē vīcērunt lacrimae meae? numquam ego fuī tibi, dūcī Trōiānō, cūra. Dido surveyed Aeneas’ whole body with angry eyes. She heard the Trojan’s plan and it inflamed her; and so she spoke thus/in such a way: ‘Neither did a divine mother bear you nor was the founder of your city king Ilus the wild mountains gave birth to you and the tigers of the Caucasus protected you. Surely my tears did not conquer you/win you (over)? I was never a concern to you, Trojan leader.

‘Dido’s Response to Aeneas’ Annotation and Translation

perfect tense quiz on TOMORROW
Propositum: DWBAT identify and translate perfect tense verbs in context 1/23/14 Facite Nunc: Take out ‘Perfect Tense Practice’ worksheet from the front of the room and place it into your Class Notes section Take out your ‘Dido’s Response to Aeneas’ (Class Notes) for correction and inspection of lines 8-12 PENSUM #72: perfect tense quiz on TOMORROW 1-2 verbs to conjugate, 1-2 sentences to translate

Dido’s Response to Aeneas
postquam tē magna tempestās in aliēnō litore ēiēcit, auxilium petēbās itaque tē Trōiānōsque accēpī et eōs in meā urbe posuī. classem tuam amīsistī! ā morte certā tuōs mīlitēs dūxī! tē tamen hīc tenēre nōn possum: ī! uxōrem bonam nōn cognōvistī.’ After the big storm tossed you out on a foreign shore, you were seeking help and so I welcomed you and the Trojans and I placed (settled) them in my city. You lost your fleet! I led your soldiers from certain death! Still I am not able to keep you here: Go! You did not recognize a good wife.’

Perfect Tense Practice
Independently work on your Perfect Tense Practice worksheet (15 minutes) Try to work without your notes- if must reference them, you may

CHALLENGE Directions: Translate the following sentences, being mindful of each verb’s tense. Dido dīxit, “Aeneas adfuit, sed ā meā urbe cessit et nunc abest. sola sum - meum populum regere poterō?” 2) Aeneas ad lītus Italiae suōs mīlitēs dūxit. aquam nōn timēbant et consilium cēpērunt: novam urbem condent et populum ibi regent. Dido SAID, “Aeneas WAS PRESENT, but he WENT away from my city and now HE IS ABSENT. I AM alone- WILL I BE ABLE to rule my people? Aeneas LED his soldiers to the shore of Italy. THEY WERE NOT FEARING the water (sea) and THEY FORMED a plan: THEY WILL FOUND a new city and THEY WILL RULE (their) people there. condō, condere, condidī to found, establish ibi there

Study for your IA On Wednesday 1/29!
Propositum: DWBAT complete a practice version of their IA in order to assess their current comprehension and acquisition of skills and content covered in Term 2 1/24/14 Facite Nunc: Take out a black/blue pen for your quiz Take the following handouts from the front of the room: Term 2 Practice IA (Class Notes) Term 2 Interim Assessment- Study Guide (Reference) PENSUM #73: Study for your IA On Wednesday 1/29!

Quiz 15: Perfect Tense Verbs

Term 2 IA EXAM When? Wednesday 1/29, 2nd session What?
1 passage on which ALL sections and questions will be based 3-4 sentences for ANNOTATION AND TRANSLATION 30 MULTIPLE CHOICE questions 3 READING COMPREHENSION questions

Term 2 Practice IA Independently work to complete your Term 2 Practice IA Change #1. d. perfect Try to work without your notes, but if you need to use them, you may You can find your answer key from OR you can acquire one via

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