Propositum: DWBAT conjugate sum, esse in the Present and Imperfect tenses Facite Nunc: 1.Take a...

Propositum: DWBAT conjugate sum, esse in the Present and Imperfect tenses

Facite Nunc: 1. Take a ‘Conjugating sum, esse (I am, to be)’ handout

from the front and snap it into the Class Notes section of your binders

2. Discuss with your table members:1. What is an irregular verb?2. 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

11/13/13

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? YESNO

su es

Imperfect Tense of sum, esse

eras you were

eramus we were

eratis you all were

Exerceāmus!Annotate and translate the following sentences into English1. ‘sum rex deōrum’ dīcit Iuppiter.

__________________________________________________________________

2. ‘es puella pulchra’ nymphae* Phoebus. __________________________________________________________________

3. 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

Propositum: DWBAT conjugate sum, esse in the Present and Imperfect tenses

Facite Nunc: 1. On a new piece of paper in your Class Notes section,

write out the conjugation of ‘sum, esse’ in the present and imperfect tenses

2. Review with your table members:1. What are some features of an irregular verb?2. 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.

11/13/13

Present Tense of ‘sum, esse’Latin SINGULAR

English Translation

Latin PLURAL English Translation

1st

2nd

3rd

IrregularitesStems = su- / es-Endings = 1st sg. = m

sum I am

es you are

est he/she/it is/ there is

sumus we are

estis you all are

sunt they are/there are

Imperfect Tense of ‘sum, esse’

Irregularities• Stem = era-• NO bā/ēbā

Latin SINGULAR

English Translation

Latin PLURAL English Translation

1st

2nd

3rd

eram I was

eras you were

erathe/she/it was/there was

eramus we were

eratis you all were

erant they were/there were

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._______________________________________

erantmultī deī et deae in regnō

sunt.multī puerī et puellae in agrīs

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. 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. 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- R6Magna 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

Propositum: DWBAT translate forms of sum, esse in the present and imperfect tenses in context

Facite Nunc: 1. Take out a black/blue pen for your quiz

2. Take a “Not Dressed to Kill” handout from the front and snap it into your Class Notes section

3. 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.

11/14/13

Quiz 8: sum, esse

• Complete your quiz in black/blue ink• You have 8 minutes to work

Term 1 E-mail 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.

Facite Nunc: 1. Take out your “Not Dressed to Kill” translation for

inspection and correction

2. 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

11/15/13

‘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

“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.

Circle the PREDICATE NOMINATIVE

Meanwhile Odysseus was giving sails (setting sail) toward the island Syros.

The reason was to enlist the boy in war.

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.

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.”

READING COMPREHENSIONAnswer 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?

READING COMPREHENSION

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

Propositum: DWBAT annotate, translate, and compose predicate nominatives

Facite Nunc: 1. Take a ‘Predicate Nominatives’ handout from the front2. Take a ‘Term 2 Midterm Vocabulary List’ and put it into

the Vocabulary section of your binders1. Write out the declension and conjugation numbers for the

nouns and verbs in your list

3. 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.

11/18/13

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 E-mail Addresses

• Michelle• Minhazul• Dontae

R6 Make-Ups

TODAY in office hours – 2:45 in Room 101• Noah• Rushaid• William

Propositum: DWBAT identify indirect objects and verbs that take indirect objects in English and Latin

Facite Nunc: 1. Take a out a black/blue pen and a piece of

looseleaf for your quiz2. 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.

11/19/13

Quiz 9: sum, esse COMPOSITION

• Translate the following sentence into Latin.

– There are beautiful gems and big weapons in the forum.

pulcher, pulchra, pulchrum: beautifulgemma, -ae f.: gemtēlum, -ī n.: weaponforum, -ī n.: forum

suntpulchrae gemmae et magna tēla in forō

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

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

-ae -īs -ō -īs -ō

Propositum: DWBAT identify dative case nouns in Latin and distinguish dative case nouns in context

Facite Nunc: 1. Take a ‘Distinguishing Dative Case’ handout from

the front and put it into the Class Notes section of your binders

2. Complete your Facite Nunc on the top of your handout

3. 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.

11/20/13

Facite NuncCan 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.

I. praestō, praestāre to offer, make available ( ita / nōn) __________________________

II. vidēo, vidēre to see ( ita / nōn) _____________________________________________

III. cēdō, cēdere to grant, yield ( ita / nōn) _______________________________________

IV. prōmittō, prōmittere to promise ( ita / nōn) ___________________________________

V. 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 ReviewDecline these nouns in all cases (use your handout from yesterday to check your work):

1st aur-

auraauraeauraeauramaurā

auraeaurārumaurīsaurāsaurīs

2nd cerv-

cervuscervīcervōcervumcervō

cervīcervōrumcervīscervōscervīs

2nd tect-

tectumtectītectōtectumtectō

tectatectōrum

tectatectīs

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

Propositum: DWBAT identify dative case nouns in Latin and distinguish dative case nouns in context

Facite Nunc: 1. Take a ‘Distinguishing Dative Case’ handout from the

front and put it into the Class Notes section of your binders

2. Complete your Facite Nunc on the top of your handout

3. 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)

11/21/13

Propositum: DWBAT translate dative case nouns in context

Facite Nunc: 1. Take a ‘“Iphigenia” or “Doe, a Deer, Diana’s Deer” handout

from the front2. Take out a blue/black pen for your quiz3. 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.

11/21/13

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 or ablative

But what do the Greeks, eager for war, give to my son?

dative

dative

Exerceāmus! – Distinguishing DATIVE Case Nouns

7. sed puerō nōn vītam longam donant. – puerō could be:_________________________,

but here it is:______________– Translation:_______________________________

__________________

ablative or dativedative

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 ...


Facite Nunc: 1. Take a ‘“Iphigenia” or “Doe, a Deer, Diana’s

Deer” handout from the front2. 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.

11/21/13

“Iphigenia” Annotation and Translation



top of your page

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


Facite Nunc: 1. Take out a blue/black pen for your quiz2. AFTER the quiz is over, take out your ‘Iphigenia’

translation and handout for correction and inspection3. 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)

11/25/13

Quiz 10: Dative Translation

• You have 8 minutes to complete your quiz

‘Iphigenia’ Translation 1 Agamemnon dominus Mycēnārum erat, vir dūrus quamquam fīdus.

2 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.

‘Iphigenia’ Translation

4 letō deam magnam silvārum īratam facit, itaque Diana ad Graecōs

5 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:

‘Iphigenia’ Translation

7 ‘viam ad Trōiam nōn habētis. dea ā dominō Mycēnārum poenam

8 petit. deī sacrum virōrum aut fēminārum nōn cupiunt. tamen Diana

9 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.

Dative Case RecognitionFind the following DATIVE case nouns from the passage above in the declension, gender, and number combinations listed:

Dianae to Diana

Graecīs to the Greeks

deaeto the goddess

For each DATIVE case noun that appears, identify the Latin verb that is creating an INDIRECT OBJECT:

dābat 3rd sing. (he) was givingcēdit 3rd sing. (she) yields

dātis 2nd pl. (you all) give

“Iphigenia” Annotation and Translation



top of your page

Propositum: DWBAT translate dative case nouns in context; compose sentences including dative nouns

Facite Nunc: 1. Take a ‘Dative Case Composition’ handout from the front2. Take out your ‘Iphigenia’ translation and handout for

correction and inspection3. Take out a red pen

PENSUM #45: 1) Complete your Dative Case Composition handout in full2) Dative Case composition QUIZ TOMORROW. (see Dative

Case Practice from the last pg. of your ‘Iphigenia’ handout)

11/26/13

‘Iphigenia’ Translation11 Agamemnon fīliam suam amābat et eam nōn interficere cupiēbat.

12 sed callidus Ulixes Graecōrum causās magnās amīcō dīcēbat, et

13 poterat sententiam mutāre. interim Graecī in Boeōtiā manent, dōnec

14 litterās Agamemnon fēmīnae, Clytemnestrae, mittit. nōn dē sacrō

15 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…

Dative Case RecognitionFind the following DATIVE case nouns from the passage above in the declension, gender, and number combinations listed:

Dianae to Diana

Graecīs to the Greeks

deaeto 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 givingcēdit 3rd sing. (she) yields

dātis 2nd pl. (you all) givedīcēbat 3rd sing. (he) was sayingmittit 3rd sing. (he) sends

Dative Case PracticeSupply 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.

dareDianae deīs

mittitGraecīs

dīcēbantClytemnestrae

mittitIphigeniam ad Boeotiam

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)

Propositum: DWBAT define tense and aspect; form the present and imperfect tenses in all of their aspect in all conjugations

Facite Nunc: 1. Take a ‘Verb Tense Review’ handout from the

front2. Take out a piece of looseleaf from your Class

Notes section to take notes3. Take out a black/blue pen for your quiz

PENSUM #46: Have a happy holiday!

11/27/13

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. =– 1st person sing., 1st and 3rd conj. =– 3rd person pl., 3rd reg. conj. =– 3rd person pl., 3rd –io and 4th conj. =

Present stem(2nd PP – re)

Personal Endings(-ō, -s, -t, -mus, -tis, -nt)

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 =

Present stem bā/ēbā Personal Endings

drop vowel (ex. dīceēbat dīcēbat)

m (ex. amābam NOT amābao)

bā = 1st and 2nd conj.ēbā = 3rd, 3rd –io and 4th conj.

Propositum: DWBAT identify and conjugate verbs in the future tense in all conjugation numbers

Facite Nunc: 1. Take a ‘Future Tense’ handout from the front2. Complete the ‘Facite Nunc’ at the top of your

Future Tense handout

PENSUM #47: Complete your ‘Conjugating the Future Tense’ worksheet

12/2/13

1. tamen Diana Graecīs viam cēdet, sī deae sacrum dabitis.

a) dabitis comes from the verb ________, ________ meaning ‘_________’

b) Present stem = __________c) Personal ending = __________d) FUTURE tense infix = ________e) Sentence translation:

dodare 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.

2. ‘viam ad Trōiam habēbimus, sī Diana īrata nōn est,’ Agamemnonī* Graecī dīcunt.(*Agamemnonī = m. dat. sg.)

a) habēbimus comes from the verb ________, ________ meaning ‘_________’


habeōhabēre 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.

a) cēdent comes from the verb ________, ________ meaning ‘_________’


cēdōcēdere to grant, yield; go

cēde-

-ntNone?...

The Greeks will go to Troy if Agamemnon makes a sacrifice.

4. ‘sī Iphigenīa veniet ad Mycēnās, Achilles eam in matrimonium dūcere potest,’ Clytemnestra dīcit.

a) veniet comes from the verb ________, ________ meaning ‘_________’


veniō venīre

to come, arrivevenī-

-te

‘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

Forming the Future Tense

• 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 e

Personal Endings

1 A, 5 E’s(ducam, duces, ducet, ducemus, ducetis, ducent)

1. do, dare to give Conjugation #: ________Formula for Future Tense: ________ + ________ + ___________

1st Present Stem bi

Personal Endings

dabō I will give

dabis you will give

dabit h/s/I will give

dabimus we will give

dabitis you all 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.

Propositum: DWBAT conjugate verbs and form in the future tense in all conjugation numbers

Facite Nunc: 1. Take a ‘Forming the Future Tense’ handout from

the front2. 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)

12/3/13

2. maneō, manēre to remain, stay Conjugation #: ________Formula for Future Tense: ________ + ________ + ___________

2nd Present Stem bi

Personal Endings

manēbō I will stay

manēbis you will stay

manēbit h/s/I will stay

manēbimus we will stay

manēbitis you all 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 e

Personal Endings

faciam I will make

facies you will make

faciet h/s/i will make

faciemus we will make

facietis you all 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 e

Personal Endings

dūcam I will lead

dūces you will lead

dūcet h/s/i will lead

dūcemus we will lead

dūcetis you all will lead

dūcent they will lead

EXCEPTIONS:•‘e’ drops from present stem•1st sing. infix and ending = -am

FORMING THE FUTURE TENSE

• 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

Facite Nunc: 1. Take a ‘Tale of the Trojan Horse’ handout from

the front2. 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

12/4/13

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

1. What is Odysseus’ most valuable trait or skill in the Trojan War? __________________________________________________

2. What is the most famous example of Odysseus utilizing this skill in the war?__________________________________________________

3. 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

1. iam ad Priamum Trōiānī Graecum captīvum, Sinōnem, dūcunt. ubi

2. Sinon Trōiānōs īrātōs videt et Trōiānōrum lūdōs audit, cūram simulat

3. et Priamō mendācia dīcere audet: ‘verba vēra dīcam: mē esse

4. Graecum nōn negābō. (quamquam mē miserum Fortūna facit, mē

5. quoque falsum nōn faciet.) Palamēdis eram amīcus et amīcitiam

6. petēbāmus cum Ulixe sed Ulixem īrātum faciēbāmus itaque amīcum

7. meum dolō (fabulam cognoscitis) Ithacus caedit. nunc ex odiō Ulixis

8. malī dēcēdere nōn possum--quid dīcam? sī Graecōs timētis,

9. 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



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Facite Nunc: 1. Take out your ‘Tale of the Trojan Horse’ handout2. Take out a red/correcting pen3. 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.

12/5/13

Tale of the Trojan Horse

3. et Priamō mendācia dīcere audet: ‘verba vēra dīcam: mē esse

4. Graecum nōn negābō. (quamquam mē miserum Fortūna facit, mē

5. quoque falsum nōn faciet.) Palamēdis eram amīcus et amīcitiam

6. petēbāmus cum Ulixe sed Ulixem īrātum faciēbāmus itaque amīcum

7. meum dolō (fabulam cognoscitis) Ithacus caedit. nunc ex odiō Ulixis

8. malī dēcēdere nōn possum--quid dīcam? sī Graecōs timētis,

9. mē caedētis et Ulixem dīrum iuvābitis.’

and he dares to tell lies to Priam:

deny myself to be (a) Greek. Although Fortune makes me miserable,

it will not also make me a liar. I was a friend of Palamedes and we were

seeking friendship with Odysseus

and so the Ithacan (Odysseus) kills (killed) my friend with a trick (you all know the story).

I am not able to depart- what will I say?

you all will kill me and you will help awful Odysseus.’

‘I will speak true words: I will not

but we were making Odysseus angry

Now out of hatred of evil Odysseus

If you all fear the Greeks,

FUTURE TENSE Identification (pg. 2)

negābō 1st sg. I will denyfaciet 3rd sg. (it) will makedīcam 1st sg. I will saycaedētis 2nd pl. you all will killiuvābitis 2nd pl. you all will help




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Facite Nunc: 1. Take out your ‘Tale of the Trojan Horse’ handout2. Take out a red/correcting pen3. 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: 1. Take out your ‘Tale of the Trojan Horse’ handout2. Take out a red/correcting pen3. 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

12/6/13

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 completionscognoscam

ponam

capiet vidēbōnōn manēbimus

cēdemus vincemus

10. Priamus et Trōiānī verba audiunt et Sinonem inimīcum nōn iam

11. habent itaque Sinon ‘hīc,’ dīcit ‘mē Graecī relinquunt et per undās

12. rēgna sua petunt, nam orāculum novum ab deīs accipimus: dea magna,

13. Minerva, ob pallādium surreptum Graecōs nōn amat et Graecīs

14. veniam nōn dabit dōnec in templō suō pallādium ponent--aut domum

15. 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).

‘Tale of the Trojan Horse’ (lines 10-15)


• 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)

15. equum ex māteriā faciunt, nam

16. Minervae satis facere optant. tam magnum equum faciunt, quod deae

17. grātiam habēre Trōiānōs nōn optant. sī in portās equum trahētis,

18. 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 giveponent 3rd pl. they will placenavigābāmus 1st pl. we will sailvincent 3rd pl. they will conquertrahētis 2nd pl. you all will draggerētis 2nd pl. you all will wagevincētis 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


Facite Nunc: 1. Take out a black/blue pen for your quiz2. Take the following handouts from the front:

1. ‘Compound Verbs of sum, esse’ (Class Notes)2. ‘Exerceāmus! Compound Verbs of sum, esse’

(Homework)

PENSUM #52: Complete your ‘Exerceāmus! Compound Verbs of sum, esse’ handout

12/9/13

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.

endpreposition

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-

erit h/s/i will be

erimus we will beeritis you all 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.

ades you are presentadest h/s/i is present

adsumus we are presentadestis you all are presentadsunt they are present

aderas you were presentaderat h/s/i was present

aderamus we were present

aderatis y’all were presentaderant they were present

aderis you will be presentaderit he will be present

aderimus we will be present

aderitis y’all will be presentaderunt 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

Facite Nunc: 1. Take the following handouts from the front:

1. ‘Plūs Exerceāmus: Compound Verbs of sum, esse’

2. Take out your ‘Exerceāmus! Compound verbs of sum, esse’ handout for correction and inspection

3. Take out your Term 2 Midterm Vocabulary List

4. Take out a red pen

PENSUM #53: Study for a QUIZ tomorrow on adsum, adesse and possum, posse

12/10/13

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

infinitive complementary infinitive

potest h/s/I is able

possumus we are ablepotestis you all are ablepossunt they are able

Exerceāmus! Compound Verbs of sum, esse

1. adsum. _____________________________2. adest. _____________________________3. absunt. _____________________________4. aberunt. _____________________________5. aderant. _____________________________6. possumus vincere. _____________________________7. poteramus vincere. ____________________________8. poterimus vincere. _____________________________

I am presenth/s/I is present

they are absent/awaythey will be absent

they were presentwe are able to conquer (be victorious)we were able to conquerwe will be able to conquer

Exerceāmus! Compound Verbs of sum, esse

9. Sinonem Troianī capere poterant quod Sinonem Ulixes nōn amābat.

10. adest dea Minerva itaque Troianī Graecōs vincere poterunt.

11. et in agrō et in silvā audīre deōs in Olympō possumus.

12. 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


1. ‘Laocoōn’

2. Take out a black/blue pen for your quiz

PENSUM #54: Translate lines 1-6 of your ‘Laocoōn’ passage

12/11/13

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



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Propositum: DWBAT translate compound verbs in context

Facite Nunc: 1. Take out your ‘Laocoōn’ text for correction and

inspection2. Take out a red pen3. With your table members, review your

annotation for lines 1-6

PENSUM #55: Translate lines 7-16 of your ‘Laocoōn’ passage

12/12/13

‘Laocoōn’ lines 1-61. Lāocoōn dē arce Trōiae currit: 'amicī, Graecīs crēdēmus?

dōnum est

2. Graecōrum dolus: nōn cognoscitis opus Ulixis? aut equus māteriā

3. multōs virōs Graecōs cēlat aut arietem facere poterant. equō, amīcī

4. meī, nōn crēdam. quidquid id est, timeō Graecōs et sua dōna.’

5. post ea verba, ad equum hastam iacit. hasta in latere stat et tremit:

6. 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



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Propositum: DWBAT complete a practice midterm exam to assess their comprehension


1. Term 2 Midterm Study Guide2. Term 2 Midterm Practice Exam

2. Take out your ‘Laocoōn’ text for correction and inspection3. Take out a red pen4. 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

12/13/13

‘Lācoōn’ lines 7-117. Lāocoōn, prīmus sacerdos Neptūnī, sacrum taurī ad āram

8. faciēbat. interim geminī serpentēs per undās movēbant. terga

9. sanguinea habēbant et magnās clāmōrēs dabant. ubī ad oram

10. veniunt, Trōiānī ob timōrem fugiunt. interim serpentēs Lāocoontem

11. 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

12. patrī clāmōrēs puerī mittēbant; armātus ad fīliōs currit sed eōs

13. servāre nōn potest, eum monstra vincunt. dōnec timor novus in

14. animōs Trōiānōrum adest: ‘Lāocoōntī culpam damus, quod sacerdōs

15. hastā malā sacrum vulnerat. portās Trōiae aperiēmus et ad templum

16. 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

Facite Nunc:

1. Take the following handouts from the front:1. Term 2 Midterm Practice Exam ANSWER KEY2. Term 2 Midterm Review Worksheet

2. Take out your Term 2 Midterm Study Guide (Practice Exam) for correction and inspection


4. Correct your Translation, Multiple-Choice, and Reading Comprehension from your Practice Exam using your ANSWER KEY

PENSUM #57: STUDY FOR YOUR MIDTERM EXAM TOMORROW!!!

12/16/13

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

Facite Nunc:

1. Take the following handouts from the front:1. 3rd Declension Nouns

2. Complete the ‘STATIM’ at the top of your handout

PENSUM #58: Complete your 3rd Declension Nouns handout in full

12/18/13

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

nominativegenitive dativeaccusative 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

Propositum: DWBAT identify and translate singular 3rd declension nouns in context

Facite Nunc:

1. Take the following handouts from the front:1. Dido, Queen of Tyre

2. Take out your Class Notes (3rd Declension Nouns) from yesterday and turn to the last page

3. 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

12/19/13

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?

• māter, mātris f. mother• STEM : __________

mātermātris

gen. sg. ending = is 3rd declension

mātr-

mātrī

mātrem

mātre

Aeneas Didonī fabulam bellī Trōianī narrat

‘Dido, Queen of Tyre’ Annotation and Translation



top of your page– Aim to reach line 9 by the end of the recitation

Propositum: DWBAT identify and translate singular 3rd declension nouns in context

Facite Nunc: 1. Take out your Dido, Queen of Tyre handout for

correction and inspection


3. Decline ‘rex, rēgis m. king’ in the singular

PENSUM #60: Beatum novum annum!

12/20/13


• rex, rēgis m. king• STEM : __________

rexrēgis


rēg-

rēgī

rēgem

rēge

Dido, Queen of Tyre lines 1-4

1. Pygmalion, rex Tyrī, beatus agrīs, sed nōn pecuniā erat.

2. ditissimus vir in urbe Tyrī Sychaeus erat. quod aurum habēre

3. cupiēbat, Pygmalion, frater Elissae, Sychaeum, quoque virum

4. 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

5. post mortem Sychaeī, in somnīs imaginem virī Elissa videt.

6. imagō interfectorem uxorī aperit. ab urbe fugere eam suadet, et eī

7. indicat aurum argentumque quae in tellure cēlābat.

8. itaque ea consilium capit: ‘in matrimōnium cum rege īre

9. 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


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

Facite Nunc: 1. Take the following handouts from the front of the room

1. ‘Term 2 Midterm Corrections’ (Homework)2. ‘Strategies for Annotation and Translation’ (Class Notes)

2. Decline ‘frāter, frātris m. brother’ in the singular

PENSUM #61: Complete your ‘Term 2 Midterm Corrections’ handout in full.

1/2/14


• frāter, frātris m. brother• STEM : __________

frāterfrātris


frātr-

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

definition principal parts

ending

Section A: Translation

‘familia tua memoriā semper aderit quod fīdus vir es. (lines 2-3)

(4 annotations)

family - NOUN your –ADJ. memory- NOUN always- ADV. be present - VERB

because –CONJ.

loyal- ADJ.man - NOUN be - VERB

1. familia ___________

2. memoriā ___________

3. aderit ___________

4. vir ___________

5. es ___________

NOMINATIVE

ABLATIVE

VERB (3rd sg.)

NOMINATIVE

VERB (2nd sg.)

✓

Strategies for Translation

1. Check that you’ve annotated every word that needs annotation in the sentence– ONLY once you’ve annotated correctly should you start to

translate

2. Follow this pattern will work almost ALL of the time– subject + verb + direct object/predicate nominative +

(indirect object) + (prepositional phrase)

3. 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 alwaysbecause 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

Facite Nunc: 1. Take the following packet from the front of the room

1. ‘3rd Declension Singular and Plural Nouns’ (Class Notes)2. ‘Exerceåmus¡ 3rd Declension Nouns’ (Homework)

2. 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.

1/6/14


• rex, rēgis m. king• STEM: ________

rexrēgis


rēg-

rēgī

rēgem

rēge


• virtūs, virtūtis f. excellence, virtue• STEM: ________

virtūsvirtūtis


virtūt-

virtūtī

virtūtem

virtūte

Group Work3RD 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- PLURALCase 3rd Declension SINGULAR Endings 3rd Declension PLURAL

Endings

Nominative ANYTHING -___________

Genitive -is -___________

Dative -ī -___________

Accusative -em -___________

Ablative -e -___________

ēsum

ibus

ēsibus

Decline mīles, mīlitis m. soldier • STEM: ______

Case SINGULAR PLURAL

Nominative

Genitive

Dative

Accusative

Ablative

mīles

mīlit-

mīlitismīlitīmīlitem

mīlite

mīlitēsmīlitum

mīlitibusmīlitēsmīlitibus

Propositum: DWBAT form 3rd declension nouns in the sg. and pl. based on context

Facite Nunc: 1. Take a ‘3rd Declension Noun Formation’ handout from

the front of the room2. Decline ‘mater, matris f. mother’ and ‘amor, amoris m..

love’ in the singular AND plural on side 13. Take out your HW for correction and inspection

PENSUM #63: Study for a QUIZ on 3rd declension noun forms TOMORROW

1/7/14


• māter, mātris f. mother• STEM:


mātr-


Nominative

Genitive

Dative

Accusative

Ablative

mātermātris

mātrīmātrem

mātre

mātrēs

mātrummātribusmātrēs

mātribus


• amor, amoris m. love• STEM:


amor-


Nominative

Genitive

Dative

Accusative

Ablative

amoramoris

amorīamorem

amore

amorēs

amorumamoribusamorēs

amoribus


• lītus, lītoris n. shore, beach• STEM: ________


lītor-


Nominative

Genitive

Dative

Accusative

Ablative

lītuslītoris

lītorīlītus

lītore

lītora

lītorumlītoribuslītora

lītoribus

NEUTER RULE:•Nom. and acc. pl. end in –a•Nom. and acc. sg. are the SAME

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 cityof 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 Work3RD 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

Propositum: DWBAT identify and form noun-adjective pairs with nouns of the 1st, 2nd, and 3rd declension

Facite Nunc: 1. Take a ‘Noun-Adjective Agreement’ handout from the

front of the room2. Take out a pen for your quiz

PENSUM #64: Complete your ‘Noun-Adjective Agreement: HOMEWORK’ (pg. 3)

1/8/14

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.

fīdīmīlitēs 3rd

magna 2nd aliēnam terramdūrum 2nd

Ulixēs 3rd

• 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: ______________, ______________ & ______________.

GENDERNUMBER 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.

masculineplural nominative

masculineplural 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

Facite Nunc: 1. Take out your Homework for inspection2. Take the following handouts from the front of the room:

1. ‘Term 2 Vocabulary List: Translatiō’2. ‘Aeneas & Dido’ text

3. Fill out the DECLENSION NUMBER for the nouns in your Vocabulary list and the CONJUGATION NUMBER for the verbs

4. 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

1/9/14

Aeneas Didonī fabulam bellī Trōianī narrat

‘Aeneas & Dido’ Annotation and Translation




and complete your Noun-Adjective Pairs exercise


Facite Nunc: 1. Take out your Homework for inspection and correction2. Take out a red pen3. 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

1/10/14

‘Aeneas & Dido’ lines 1-6

1. ‘tē, Didōnem, memoriā tenēbō, dōnec anima est in corpore meō,

2. nam ā mē magnum favōrem merēs. contrā orātiōnem tuam pauca

3. dicam. nec malīs fraudibus meam fugam cēlāre sperō, nec

4. umquam in pactionem matrimoniī tēcum veniēbam. fāta mē ex

5. voluntātibus meīs dūcere meam vītam nōn sinunt et sponte meā

6. 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 ffraudibus 3rd f

meam 1st

voluntātibus 3rd f

meam 1st sponte 3rd f

‘Aeneas & Dido’ Annotation and Translation





Facite Nunc: 1. Take out your ‘Aeneas & Dido’ text for inspection and

correction2. Take out a red pen3. With your table members, check over your annotation

and translation for lines

PENSUM #67: Study for your TRANSLATIO exam on Wednesday 1/15

1/13/14

‘Aeneas & Dido’ lines 7-11

7. urbs Troiae et moenia rēgis Priamī nec iam manent et ex Orcō

8. mīlitēs meōs servāre nōn possum. dūra orācula Apollōnis mē

9. ad Italiam cēdere iubent. sī alta moenia Carthāginis tē et tuōs

10. civēs tenent, cur nunc condere novam patriam in Italiā Troiānōs

11. nōn sinunt?

The city of Troy and the walls of king Priam no longer remainand 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 12-1612. in somnīs imāgō sollicita patris, Anchīsae, mē admonet: fīlium

13. Ascanium hērēditāte prōmissā fraudō. nunc etiam Mercurius per

14. aurās mandāta Iovis dēfert*: ipse deus magnus mihi dicēbat

15. et vocem meīs auribus audiēbam. tuās querēlās audīre nolō;

16. 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.

Reading Comprehension

• 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

Propositum: DWBAT complete a practice translatiō in order to assess their skill and comprehension before their Term 2 Translatiō exam

Facite Nunc: 1. Take a ‘Term 2 PRACTICE TRANSLATIO’ from the front

of the room

PENSUM #67: Study for your TRANSLATIO TOMORROW!

1/14/14

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

Propositum: DWBAT distinguish present, imperfect, future and perfect tenses in translation, time and aspect

Facite Nunc: 1. Take the following handouts from the front of the room:

1. ‘Introduction to the Perfect Tense’ (Class Notes)2. Term 2 Vocabulary List: Perfect Tense (Vocabulary)

2. Conjugate the verb ‘amō, amāre to love’ in the PRESENT, IMPERFECT, and FUTURE tenses on pg. 1 of your handout

3. 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

1/16/14

amō, amāre I love, to love

PRESENT Tense

I love

amās you love

amat h/s/i/ loves

amāmus we love

amātis you all love

amant they love


IMPERFECT Tense

I was loving

amābās you were lovingamābat h/s/i was loving

amābāmus we were loving

amābātis you all were loving

amābant they were loving


FUTURE Tense

I will love

amābis you will love

amābit h/s/i will love

amābimus we will love

amābitis you all will love

amābunt they will love

The Perfect Tense

• 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-

PERFECT

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

Present Future

Perfect

Imperfect

“I loved”

“I did love”

Tense Timeline

“I love”“I am loving”

“I will love”“I was loving”

“I used to love” “I do love”“I have loved”

“I will be loving”

>< ??

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. ‘Introduction to the Perfect Tense’ (Class Notes)

2. Take out your ‘Term 2 Vocabulary List: Perfect Tense’

3. Review the following from your notes:1. How do we translate the perfect tense?2. What time and aspect does it show?3. Where does the Perfect stem come from?4. How is the perfect stem formed?

4. 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

1/17/14

Introduction to the Perfect Tense

1. How do we translate the perfect tense?

2. What time and aspect does it show?

3. Where does the Perfect stem come from?

4. 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 ENDINGSAnnotate 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

istī

it

imus

istis

ērunt

Perfect Tense = Perfect Stem (3rd PP – ī) + Perfect Personal Endings

• accipiō, accipere, accēpī• accēpī – ī = accēp- + (-ī, -istī, -it, -imus, -istis, -

ērunt)

accēpī I receivedaccēpistī you received

accēpit she received

accēpimus we receivedaccēpistis y’all received

accēpērunt they received

Propositum: DWBAT identify and translate perfect tense verbs in context


1. ‘Dido’s Response to Aeneas’ (Class Notes)

2. Take out a black/blue pen for your quiz

3. 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

1/21/14

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)

fuī I wasfuistī you were

fuit she was

fuimus we werefuistis y’all were

fuērunt they were

sum, esse, fuī


• veniō, venīre, vēnī• vēnī – ī = vēn- + (-ī, -istī, -it, -imus, -istis, -

ērunt)

vēnī I arrivedvēnistī you arrived

vēnit she arrived

vēnimus we arrivedvēnistis y’all arrived

vēnērunt they arrived

veniō, venīre, vēnī

‘Dido’s Response to Aeneas’ Annotation and Translation






2. 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

1/22/14

Quiz 14: 3rd Principal Part VOCABULARY

• You have 5 minutes to complete your quiz• Spelling COUNTS!

DIDO’S RESPONSE TO AENEAS 1. Dido tōtum corpus Aenēae luminibus īrātīs pervīdit.

2. Trōiānī consilium audīvit et id eam accendit; itaque ea sīc

3. dīxit:

4. ‘nec tē mater dīva gessit nec urbis tuae auctor fuit

5. Ilus rēx sed tē montēs horridī genuērunt et Caucasiae

6. tigrēs servāvērunt. num tē vīcērunt lacrimae meae?

7. 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

the wild mountains gave birth to you andthe tigers of the Caucasus protected you.

nor was the founder of your city king Ilus

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





Facite Nunc: 1. Take out ‘Perfect Tense Practice’ worksheet from the

front of the room and place it into your Class Notes section

2. 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

1/23/14

DIDO’S RESPONSE TO AENEAS 8. postquam tē magna tempestās in aliēnō litore

9. ēiēcit, auxilium petēbās itaque tē Trōiānōsque accēpī

10. et eōs in meā urbe posuī. classem tuam amīsistī! ā morte

11. certā tuōs mīlitēs dūxī! tē tamen hīc tenēre nōn possum: ī!

12. 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

CHALLENGEDirections: Translate the following sentences, being mindful

of each verb’s tense.

1) 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 frommy 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, establishibi there

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


2. Take the following handouts from the front of the room:

1. Term 2 Practice IA (Class Notes)2. Term 2 Interim Assessment- Study Guide (Reference)

PENSUM #73:STUDY FOR YOUR IA ON WEDNESDAY 1/29!

1/24/14

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 http://magistrasnyder.weebly.com OR you can acquire one via e-mail

Propositum: DWBAT conjugate sum, esse in the Present and Imperfect tenses Facite Nunc: 1.Take a...

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