Salvēte, discipulī! Salvē, Magistra Snyder!.

Salvēte, discipulī! Salvē, Magistra Snyder!

LATIN LAB Monday, Wednesday, Thursday, 2:45-3:15 -- ROOM 101 CONTACT INFO (for questions, parent contact) ONLINE:

CLASSROOM 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.

TEXTS /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)

ASSESSMENT /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.

IB 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

COURSE 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

CLASSROOM 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.

HONESTY 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.

IB 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

CUMULATIVE 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.

CUMULATIVE 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:

9/5/14 Propositum: 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? 7, 7, 7, 7, 5 7, 7, 7, 6, 6

Pensa I & II DUE MONDAY- Fill out and to Ms. Snyder your Discipulus/-a Contact Info sheet (on website) DUE WEDNESDAY- Materials due

AUTHOR 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

Themes 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

The 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.

Take out your Metamorphoses Review handout from Friday
9/8/14 Propositum: DWBAT recall information about the author, style, content and style of the Metamorphoses; omplete pre-reading, morphology, and grammar exercises for Met 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 Use the Verba Discenda on pg. 4 to help you

Pensum III Due tomorrow- Finish annotating and translating lines Met

The Myth of Apollo and Daphne
One poetic device in the lines is . One subjunctive verb in the lines 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

Ovid, 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

labyrinthus Theseus et Minotaurus

Daedalus et Icarus

Divide the following lines into clauses:
183 Daedalus intereā Crētēn longumque perōsus exilium tactusque locī nātālis amōre clausus erat pelagō. “terrās licet” inquit “et undās obstruat: et caelum certē patet; ībimus illāc: omnia possideat: nōn possidet āëra Mīnos.”

STEP 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

Take out your Met. 8.183-187 from yesterday
9/9/14 Propositum: DWBAT complete pre-reading, morphology, and grammar exercises for Met Statim: Take out your Met from yesterday Take a Met and answer the first question in your Pre-Reading section on pg. 1 (Who are Daedalus and Icarus?...)

Pensum IV Due tomorrow- Materials listed on Course Expectations and Information For Met , annotate and divide into clauses

TURN IN YOUR Contact Info.!!! Alan Xiao Niles Marthone Kevin Lin Keeno Glanville Ryan Fredericks Barbara D Isselt Jian Feng Chen Dereck Chavez Mohammed Ahamed

STATIM 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

/4b/ Change possideat to the imperfect tense.
possideat is in the subjunctive mood How do we form imperfect tense subjunctives? 2nd 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

Change the following verbs to the imperfect tense, subjunctive mood
perōsus sum tangimus clausus erat obstruitis perodissem tangerēmus clauderet obstruerētis

Groupwork Take out a piece of looseleaf and label it from lines 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

Take out your Met. 8.188-191 packet from yesterday
9/10/14 Propositum: DWBAT use pre-reading, annotation, and practical mapping to translate a section of Ovid’s Metamorphoses Statim: Take out your Met 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 ( )

Pensum V Due tomorrow- Met , complete Step 2: Morphology and Syntax Review (pgs. 2-3)

Annotation 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:

Groupwork 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

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.

Take a packet from the front of the room
9/11/14 Propositum: 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

TYPOS 2. Change sequentī to a PERFECT participle
6b. crēvisse  crescō, crescere, crēvī, cretus to grow NOT from creō, creāre

What adjective modifies artēs (l. 188)? ignōtās SG PL N G D AC AB ars artēs artis artium artī artibus artēs artem artibus arte/-ī

/2/ Keeping case, number, and gender the same, change sequentī (l. 190): to PERFECT participle to future participle secutā secuturā

/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

/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

/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

Groupwork Ovid, Metamorphoses VIII : Daedalus et Icarus (pars tertia) Answer questions #1-13 with your group members Raise your hand for a CLASSWORK check when you are done

Take a packet (Met.8.191-195) from the front of the room
9/12/14 Propositum: DWBAT use pre-reading, grammar and morphology review, and annotation to prepare a text for translation Statim: Take a packet (Met ) from the front of the room Answer the 2 Pre-Reading questions at the bottom of pg. 1

Pensum VI Due Monday- Translate lines

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.

Groupwork 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

9/15/14 Propositum: DWBAT use pre-reading, grammar and morphology review, and annotation to prepare a text for translation Statim: Take a packet (Met ) 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.

STATIM 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.

Pensum VII Due Tuesday 9/16- Complete your annotation and practical mapping for lines

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.

Independent 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

Take out your packet (Met.8.195-200) and a red pen for corrections
9/16/14 Propositum: 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 ) and a red pen for corrections

STEP 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.

STEP 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

STEP 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 __________. temporal (ablative absolute) gender number plūmās accusative direct object Icarus neuter singular accusative mīrābile

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 cēram 199 mollībat, lūsūque suō mīrābile patris 200 impediēbat opus.

BENCHMARK You have the remainder of your recitation to complete a translation of lines 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

Answer the 2 pre-reading questions on pg. 1
9/17/14 Propositum: DWBAT use pre-reading, grammar and morphology review, and annotation to prepare a text for translation Statim: Take a new packet (Met ) from the front of the room and put your name and recitation on it Answer the 2 pre-reading questions on pg. 1

Pensum 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)

STEP 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?

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

Groupwork- 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

Take out your packet (Met.8.200-206)
9/18/14 Propositum: DWBAT edit and revise the work of their peers in an effort to produce a collaboratively constructed translation Statim: Take out your packet (Met ) 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?

Pensum IX Complete Step 2: Morphology Review (#1-11)

Groupwork- 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

PAPER 1 On Wednesday 9/24 On Met 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)

Translation- 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…

Take out your packet (Met.8.200-206)
9/19/14 Propositum: DWBAT edit and revise the work of their peers in an effort to produce a collaboratively constructed translation Statim: Take out your packet (Met ) Take out a red pen for HW corrections

Pensum 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!

STEP 2: morphology Review
manus 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 perfect passive opifex perfect passive aurā vocative subjunctive present future you Icarus ībīs imperative

Translation- 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…

Groupwork- 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

Translation 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).

Take out a writing utensil for your BENCHMARK assessment
9/22/14 Propositum: DWBAT exhibit their understanding of Met 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

Pensum XI Complete #1-4 on the Exerceāmus! section of your INDIRECT COMMAND handout from today

Benchmark 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

STATIM 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

The 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

Verbs of COMMANDING

Translating 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

Exerceāmus 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).

9/23/14 Propositum: DWBAT translate indirect commands; review translation, annotation, grammatical concepts, and contextual understanding learned from Met 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 ut/nē subjunctive verb subjunctive present subjunctive imperfect

Pensum XII PAPER 1 TOMORROW!!!
Lines Annotation Translation Grammar/syntax Mini-Explicātio question See the website for additional practice!

Exerceāmus 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.

Exerceāmus 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.

Exerceāmus 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.

Subjunctive Party!! “It might get crazy!”
Change the TENSE of the following subjunctive verbs (Present  Imperfect OR Imperfect  Present) poneret det fugeret captet IMPF ponat 3rd conj. ponō, ponere, posuī, positus do, dare, dedī, datus fugiō, fugere, fūgī, fugitus captō, captāre, captāvī, captātus PRES daret 1st conj. IMPF 3rd –io conj. fugiat PRES captāret 1st conj.

SENTENTIA ANTIQUA recitō, -āre, -āvī, -ātus: to recite, read out-loud
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 epigramma, epigrammatis, n. poem, short poem, epigram Commanding Verb = ____________________ Subjunctive Verb = ____________________ Translation: 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!

BENCHMARK REVIEW 1a 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

PAPER 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

9/29/14 Propositum: DWBAT use contextual knowledge, annotation, and practical mapping to prepare Met 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?

Pensum XIII Write a draft translation of lines

STATIM 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)

STEP 1: pre-reading Fly between both (of the paths)!
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…

nec tē spectāre Boōten* aut Helicen* iubeō strictumque Ōrīonis ensem mē duce carpe viam!" pariter praecepta volandī 209 tradit et ignōtās umerīs accommodat ālās.

Step 2: Questions for BEFORE you translate...
Answer the questions under this column for lines with your table members

Cross out the word ‘BEFORE’ and write ‘AFTER’ on the left hand column
9/30/14 Propositum: DWBAT use contextual knowledge, annotation, and practical mapping to prepare Met for translation Statim: Take out your 2 packets: Met 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

Pensum XIV Write a draft translation of lines (…timet)

Step 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)

Draft 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 : nec…ensem Line 208: mē…viam! Lines : 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

Step 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

With your group, annotate and divide into clauses lines (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

R6 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. I order you not to watch Booten nor Helicen and (nor) the sword of Orion (which) had been drawn/having been drawn 206 209 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….”

Answer the ‘questions for BEFORE you translate’ for lines 210-213
10/1/14 Propositum: DWBAT use contextual knowledge, annotation, and practical mapping to prepare Met for translation Statim: Take out your 2 packets: Met Verba Discenda Answer the ‘questions for BEFORE you translate’ for lines

Pensum XV Answer the ‘questions for AFTER you translate’ for lines

Step 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?

Annotation 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,

Groupwork- 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

What 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

‘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’

Helicen (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

strictumque 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

EXPLICATIO 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?

Take out your 2 packets and your dictionary:
10/2/14 Propositum: DWBAT use contextual knowledge, annotation, and practical mapping to prepare Met for translation Statim: Take out your 2 packets and your dictionary: Met 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

Pensum XVI Answer the ‘questions for AFTER you translate’ for lines

Seminar 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

Seminar 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

Take out your 2 packets and your dictionary:
10/3/14 Propositum: 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 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

1 error in annotation he flies ahead and fears for his companion 3 3
just like a bird which led forth its delicate offspring* 3 2 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 *that (are) from a high nest he urges (Icarus) to follow

FINAL 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

Pensum 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

STEP 1: Comprehension. Directions:
STEP 1: Comprehension Directions: Answer the following comprehension questions regarding lines What is Daedalus warning Icarus about when he says nec tē spectāre Boōten* aut Helicen* iubeō strictumque Ōrīonis ensem (lines )? 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?

‘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’

Helicen (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

strictumque 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

EXPLICATIO 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?

SEMINAR PREP To what extent does Daedalus understand what will happen to his son? To what extent is the bird simile (lines ) appropriate for Daedalus and Icarus’ relationship? You do NOT need to use evidence only from this packet (lines )- you may use evidence from any part of the text we’ve already translated and/or information given in class/lecture

Move the tables into a seminar formation
10/6/14 Propositum: DWBAT exhibit their contextual understanding of Ovid’s myth of Daedalus and Icarus (Met ) 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

Is the speaker correctly interpreting the Latin?
YES SUPPORT I agree with ____________ when he/she said ________ . I would like to offer evidence from line_____ of the text, where the author states “___________________.” This quote adds to the idea because ___________ NEW IDEA What I've heard is _____. A new idea I would like to introduce is _______. This is supported by line___ of the text where the author states "_________." NO CHALLENGE I disagree with _______ when he/she said _______________ because ________. This is supported by evidence in line ____from the text, where the author states “________________.” This quote differs from ____________’s statement because _____. CLARIFY What I am hearing is ______. Is this what you are saying? OR Could you restate your argument in a different way?

Take out your VERBA DISCENDA packet for Paper 2 (Met.8.206-216)
10/7/14 Propositum: 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 ) 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

Pensum 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 ) (pgs. 1 and 2)

STATIM Give 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

Consider the following dictionary entries:
occidere occidī occāsum oc + oc + oc + 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)

What 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

PERICULUM SECUNDUM — can you find words in the dictionary?
164 eō, īre 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. 153 do, dare 293 opus, operis n. nom. sing. nom. sing. masc. 1st 1st present active

PERICULUM 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)

Progress Reports Will be ed 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 ed over the weekend with these grades

Come up to the front of the room to receive back Paper 1
10/8/14 Propositum: 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)

Pensum 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

Verbs 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 be possum, posse, potuī, --- to be able, can volō, velle, voluī, ---- to wish, want nolō, nolle, noluī, ---- to not want malō, malle, maluī, ---- to prefer

IB 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?

Translation 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!

Translation 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)

The main/finite verb is ignārus is an modifying the noun
Grammar/Vocabulary Ask 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 case What function does this phrase have? subject stābat puer/Īcarus adjective perīcla adjective ignārus It’s in indirect speech ablative ablative absolute ablative noun + ablative participle; separated from the rest of the sentence by a comma

Grammar 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 esse 4th PP crētus/-um esse

Groupwork 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

EXIT 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

Term 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

Answer the 3 Step 1: Pre-Reading questions on pg. 1
10/10/14 Propositum: DWBAT annotate, practically map, and answer preemptive grammatical/morphological questions about Met 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

Pensum XX Fruāminī vestrō otiō! 
Bring your dictionary to class Tuesday

STEP 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 aliquis…captat…piscēs, a pastor, and an arator. How might these three characters be involved in or linked to Daedalus and Icarus’ current situation?

Groupwork Answer the QUESTIONS BEFORE YOU TRANSLATE for lines on pg. 3 Annotate and practically map lines 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

10/14/14 Propositum: DWBAT annotate, practically map, and answer preemptive grammatical/morphological questions about Met to prepare the text for translation Statim: Take out your 2 handouts (Verba Discenda, Met ) 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

Pensum XXI DUE THURSDAY Write a draft translation for lines

VERBA 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. god pars, partis f. (gen. pl. partium) part; share relinquō, relinquere, relinquī, relictus to leave behind, abandon puer, 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

VERBA 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, abandon trahō, trahere, traxī, tractus to drag; draw; pull iter, itineris n. journey; path, passage

Groupwork Answer the QUESTIONS BEFORE YOU TRANSLATE for lines on pg. 3 Annotate and practically map lines 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

10/15/14 Propositum: DWBAT use annotation, practical mapping, and preemptive grammatical/morphological questions about Met to translate Statim: Take out your 2 handouts (Verba Discenda, Met ) and your dictionary Share out your HW translation with your table members and put a star (*) next to lines/phrases you had trouble translating

Pensum XXII Answer ‘Questions After You Translate’ for lines 217-220
Study your VERBA DISCENDA for an upcoming Benchmark on this packet (Tuesday 10/21)

questions 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 225 altius 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

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****)

Translation 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))

arator

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

Levitha = Lebinthos Kalymnos = Calymnē

COMPREHENSIO 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?

coepiō, coepere, coepī, coeptus gaudeō, gaudēre, ---, gavisus sum
VERBA 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.

Take out your 2 handouts (Verba Discenda, Met.8.217-227)
10/17/14 Propositum: DWBAT use annotation, practical mapping, and preemptive grammatical/morphological questions about Met to translate Statim: Take out your 2 handouts (Verba Discenda, Met ) Share out your responses to the ‘Questions for AFTER you translate’ for lines with your table members

Pensum 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 Expect to see some repeat and some new questions for grammar and comprehension

questions 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

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:

Groupwork 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?”

deserō, deserere, deseruī, desertus coepiō, coepere, coepī, coeptus
VERBA 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.

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 (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:

R6 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:

questions 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

Complete the STATIM at the top of your Translātio Revision Exercise
10/20/14 Propositum: 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

Pensum 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 Expect to see some repeat and some new questions for grammar and comprehension

STATIM Which 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’

Term 1 Translatio Results
7 – 2 discipulī 6 – 5 discipulī 5 – 9 discipulī 4 – 9 discipulī 3 – 7 discipulī 2 – 3 discipulī

Term 1 Translātio Results
Number of discipulī Score on Translātio

Using 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

Consider 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

Translātio 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.)

We 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

Independent 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

Exit 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.

deserō, deserere, deseruī, desertus coepiō, coepere, coepī, coeptus
VERBA 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.

Take out your Practice Benchmark 3A Take out a red pen
10/21/14 Propositum: DWBAT review translation, annotation, and grammar from Met 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

PRACTICE BENCHMARK 3A /1/ quique æthera carpere possent, crēdidit esse deōs 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.

PRACTICE BENCHMARK 3A /2/ cœpit gaudēre volātū deseruitque ducem cælīque cupīdine tractus 2 annotations for participles (1 underline, 1 for case) count as 1 POINT

PRACTICE BENCHMARK 3A abl. sg. f. tremulīs harundinibus
/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)? 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

BENCHMARK 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

VERBA 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 stick stīva, -ae f. plow, handle (of a plow) innitor, innitī, innixus sum to lean on, rest on arātor, arātoris m. plowman obstipescō, obstipescere, obstipuī, -- to be amazed carpō, 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, flying cupidō, cupidinis f. desire; zeal vīcīnia, -ae f. closeness, nearness; vicinity odōrātus, -a, -um fragrant, sweet-smelling, perfumed tabescō, tabescere, tabescuī , --- to begin to melt; waste away

Take out your dictionary and keep it in front of you
10/22/14 Propositum: DWBAT use annotation, mapping, and grammatical questions in order to prepare 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)

Pensum XXV Write a draft translation for lines

VERBA 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, dīctus ubi penna, -ae f. ars, artis f. corpus, corpōris n.

VERBA DISCENDA excipiuntur  ex + capiō, capere =
infēlix  in (not) + fēlix = aspexit  ad + spectō, -āre, -āvī, -ātus = take out/from; remove unhappy look at

VERBA DISCENDA = any ūllus, -a, -um ōs, ōris n. wave; water; stream
= mouth; expression; face, lip wave; water; stream = to put together; found, establish, build, settle = earth, globe, land 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.

STEP 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

Questions 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

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

Take out your text packet and Verba Discenda
10/23/14 Propositum: DWBAT translate lines ; use mapping and grammatical questions to prepare lines 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

Pensum XXVI Map and annotate lines 8.231-235
BENCHMARK 3B on Monday (10/27) Met and Verba Discenda (pars octava) BENCHMARK 3C on Thursday (10/30) Mini-IA/IA prep

Questions AFTER you translate
Line 227 ille is a ____________ demonstrative adjective. What/ whom does ille refer to? Line 228 rēmigiō 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

VERBA UTILIA 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 =

Groupwork 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 (ōraque…aquā) Line 230 (quae…illō) The remaining 4 tables will check and edit the translations once they are written up

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. That (boy) shakes (his) naked (upper) arms 227 228 229 230 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).

R6 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. That (boy) shakes (his) bare (upper) arms 227 228 229 230 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).

VERBA UTILIA Which 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 =

Questions 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 3rd nom. sg. f.

10/24/14 Propositum: DWBAT use mapping, annotation, and grammatical questions to translate lines Statim: Take out your text packet and Verba Discenda Make the following correction to your ‘questions BEFORE you translate’ tellūs is 3rd declension (not 4th) (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?

Pensum XXVII BENCHMARK 3B on Monday (10/27)
Met and Verba Discenda (pars octava) BENCHMARK 3C on Thursday (10/30) Mini-IA/IA prep

rēmigium, -ī n. percipiō, -ere, -cēpī, ceptus caeruleus, -a, -um dēvōveō, -ēre, -ī, -votus sepulcrum, -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

R6 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. That (boy) shakes (his) bare (upper) arms 227 228 229 230 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).

Annotation 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

10/27/14 Propositum: DWBAT edit their translation of ; exhibit their understanding of the Statim: Take out your text packet and Verba Discenda Turn to your final draft lines for Answer the ‘questions for AFTER you translate’ for lines

R6 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 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).

Cogitāte… 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

Questions 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

BENCHMARK 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

rēmigium, -ī n. percipiō, -ere, -cēpī, ceptus caeruleus, -a, -um dēvōveō, -ēre, -ī, -votus sepulcrum, -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

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 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).

10/28/14 Propositum: 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

Pensum 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

TERM 1 IA Your term 1 IA will include two parts: Translātio Explicātio
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 ( )

EXPLICĀTIO 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.

Identify 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

Groupwork (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

10/29/14 Propositum: 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)

Pensum 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

THEME 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

When 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…”

THEMES in Ovid’s myth of Daedalus and Icarus
Temptation Defiance Responsibility Risk and reward Desire Disobedience Rebellion Ambition Desperation

GROUPWORK (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

10/30/14 Propositum: 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

Pensum 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

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:

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.

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.

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.

Put this into your accordion folder for HW
10/31/14 Propositum: 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 ’ (NOT 208) Put this into your accordion folder for HW Take a divider and put it up in front of you

Pensum XXXI Complete the Plot Summary review handout by filling in the missing blanks Do NOT use your notes!

BENCHMARK 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

TERM 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 ( ) 18 questions NO DICTIONARY OR VERBA UTILIA/DISCENDA!!!

JEOPARDY 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

Salvēte, discipulī! Salvē, Magistra Snyder!.

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Salvēte, discipulī! Salvē, Magistra Snyder!.

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Presentation on theme: "Salvēte, discipulī! Salvē, Magistra Snyder!."— Presentation transcript:

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About project

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