Salvete ! Welcome to Latin 2

Salvēte Latin II discipulī!• STATIM:– Take a Course Expectations document and an index card from

the from the front of the room

– On your index card-• Write your name (the name you prefer to be called in class) in BIG

letters on the blank side• On the lined side, write out the name of your favorite mythological

character/story/event and your favorite Latin word

– Once you’ve created your index card, read over the Course Expectations document silently

I. CONTACT INFORMATION

– E-mail address: [email protected] , [email protected] • Website: http://magistrasnyder.weebly.com (Ms. Snyder’s

website), http://lancetomas99.wix.com/magistertomas (Mr. Tomas’ website)

• Visit the webpage for electronic copies of in-class worksheets, handouts, study guides, and links to online information.

– Office Hours: Latin Lab* (Location and times TBD)

mailto:[email protected]

mailto:[email protected]

http://magistrasnyder.weebly.com/

http://lancetomas99.wix.com/magistertomas

MATERIALS (*due Wednesday 9/16/15)

– A 1” width 3 ring binder ONLY for Latin. “Latin”, your Recitatio number, and your name should be labeled on the front and spine of your binder.

• • Inside of that binder you should have 4 sections divided by 4 dividers, labeled

– Packets– Graded Assessments – Reference Information– Vocabulary

• • At the back of your binder you must have at least 20 sheets of ruled loose-

leaf paper at all times

• – Pens- 3 black OR blue and 3 red, and 1 highlighter (any color) to keep

with you at all times

III. ASSESSMENT PHILOSOPHY and GRADING POLICY

• • The Brooklyn Latin School and the Department of Classics believes that a diverse

combination of assessments, regularly administered, provides your magistrī the best overall picture of how well you understand the key content and skills in this course.

• • We understand that learning a language is a process, one during which you are

expected to make mistakes and encouraged to learn from them. We also recognize that in a short time, you will be an IB Latin student. The IB requires you to be able to translate Latin accurately, as well as to read and write about the Romans and their literature with coherence and confidence.

• • Your teachers developed this policy as a team. It contains assessments of different

lengths and styles and provides opportunities for you to learn from and correct your mistakes. (Your magister/a will give you details about how you can complete revisions.) Above all, we think it provides a fair and accurate view of your abilities.

ABSENCES AND LATENESS

• Upon return to class after any period of absence, discipulī must bring a brief note signed and dated by their parent or guardian stating the reason for their absence, or have their parent/guardian send their magister/magistra an e-mail. Discipulī are responsible for obtaining any missed assignments from their magistra/magister or a fellow discipulus/-a and completing those assessments within a time frame specified by your magister/magistra.

DISHONESTY• As a member of the TBLS community, a discipulus/-a’s honesty and integrity are

valued on par with his/her academic abilities. Therefore dishonesty of any kind, academic or otherwise, will not be tolerated under any circumstances.

• Such dishonesty includes, but is not limited to, copying homework, cheating on any graded assessment, plagiarizing the words or ideas of another individual, and lying, either directly or by omission, to magister/magistra or one’s classmates.

• Discipuli perpetrating academic dishonestly of any form will be denied credit for the relevant assessment and prohibited from earning back any grade or points lost therein.

• If, as a discipulus/-a, you are ever unsure regarding what types of actions qualify as dishonesty, please do not hesitate to speak with your magister/magistra privately and confidentially.

• • All discipulī are held to the standards, guidelines, and expectations set

forth in the DISCIPULĪ HANDBOOK and ACADEMIC INTEGRITY CODE

Who remembers Latin?!?!

• Aeneas īrātus ferrum sub Turnī pectōre condidit. Turnī membra frigōre solvēbantur vitaque eius sub umbrās fūgit.

• ferrum, -ī n. sword• pectus, pectoris n. heart, chest• condō, -ere, condidī, conditus to plunge, bury• membrum, -ī n. limb• frigor, frigoris m. cold, chill, iciness • solvō, -ere, solvī, solutus to loosen, release• vita, -ae f. life• umbra, -ae f. shadow, shade

Propositum: DWBAT annotate and translate Latin sentences based on Book 9 of Vergil’s Aeneid

STATIM:1. Take a handout from the front of the room and put your

name and recitation at the top

2. Take out a piece of looseleaf paper and put your heading at the top and the title ‘Nisus and Euryalus’

3. Number your piece of looseleaf from 1-15 skipping lines as you go

PENSUM II- Complete the annotation and translation of the ‘Nisus and Euryalus’ text in full

9/10/15

iter Aeneae Troianōrumque

NISUS ET EURYALUS

1. Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum

2. Euryalō ad castra Rutulōrum mittētis, eōs vincēmus. quoque ex

3. eīs castrīs praedam capiēmus, somnus enim mīlitēs habēbit.” ubi

4. Aeneas ea cōnsilia audīverat dīxit sē honōrem duōrum civum

5. laudāre. “Valēte, iuvenēs amicī, et bona fortūna!”

Nisus said to the leaders of the Trojans, “Oh great men, if you all will send me

with Euryalus to the camps of the Rutulians, we will conquer them.

Nisus et Euryalus

• Partner Translation– With a partner, work through the annotation and

translation of this passage through LINE 8– 1 partner will LEAD in ANNOTATION

• He/she will say the annotations out-loud while their partner writes them down

– 1 partner will LEAD in TRANSLATION• He/she will say the translation, after their partner has

annotated, out-loud while their partner writes it down

– Raise your hand for a classwork CHECK when you are done

Propositum: DWBAT annotate and translate Latin sentences based on Book 9 of Vergil’s Aeneid

STATIM:1. Take out your handout from yesterday

2. Find 3 different HEAD VERBS from the text and write the letters ‘HV’ above them

PENSUM III- Bring in your MATERIALS for a check on Wednesday. COTIDIANA I on ‘Nisus and Euryalus’

9/11/15

COTIDIANA I

Wednesday 9/16• 5 questions on the ‘Nisus and Euryalus’ text– 1 translation– 1 annotation– 2 grammar– 1 summary/context

Nisus and Euryalus1. Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum

2. Euryalō ad castra Rutulōrum mittētis, eōs vincēmus. quoque ex

3. eīs castrīs praedam capiēmus, somnus enim mīlitēs habēbit.” ubi

4. Aeneas ea cōnsilia audīverat dīxit sē honōrem duōrum civum

5. laudāre. “Valēte, iuvenēs amicī, et bona fortūna!”

Nisus said to the leaders of the Trojans, “Oh great men, if you will send me with Euryalus to the camps of the Rutulians, we will conquer them.

We will also take loot out of their/these camps, for sleep will have (take over) (their) soldiers.”

When Aeneas had heard these plans, he said that he praised the honor of the two citizens.

“Goodbye, young friends, and good luck!”

Nisus and Euryalus6. Nīsus Euryalusque in castra vēnērunt, et eī multōs virōs

7. cecidērunt. Euryalus dūcem magnum cecidit et ē corpore eius

8. ōrnāmenta galeamque cēpit. is putābat galeam pulcherrimam

9. esse et eam gerere cupere. cum eīs praemiīs fūgiēbat, sed ubi

10. Volcēns, dux Rutulōrum, eum vīderat, suōs mīlitēs ad sē vocāvit.

Nisus and Euryalus came into the camps, and they killed many men.

Euryalus killed a great leader and took the equipment and helmet from his body.

He was thinking that the helmet was very beautiful and wanted to wear it.

He was fleeing with these spoils, but when Volcens, a leader of the Rutulians,

had seen him, he called his soldiers towards him.

Nisus and Euryalus

11. splendor eius galeae eōs ad Euryalum dūxit, itaque eī eum

12. caedere poterant. Nīsus suum amīcum in periculō viderat, et eum

13. servāre audēbat, sed eī auxilium dare nōn poterat: is Volcentem

14. cecidit, sed tum aliī Rutulī Nīsum cecidērunt. quamquam

15. fortēs erant, nēmō cognoscere cupiverat iuvenēs casūrōs esse.

The brightness of his helmet led them to Euryalus, and so they were able to strike him.

Nisus had seen his friend in danger, and he was daring to save him, but

he was not able to give help to him:

he killed Volcens, but then the other Rutulians killed Nisus.

Although they were brave, no one had wanted to recognize that the young men would die.

Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum Euryalō ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2)

• dūcibus is in the __________ case– nominative– dative– accusative– ablative

• What case is the word virī in?– nominative– genitive– dative– vocative


• Make mē PLURAL while keeping its case and gender the same– tibi– nōs– sē– mihi


• The tense and voice of mittētis is – present, passive– present, active– future, active– perfect, passive


• The pronoun eōs refers to– Nisus and Euryalus– The Trojans– The Latins– The Rutulians


Propositum: DWBAT summarize pertinent biographical details surrounding Ovid’s personal and literary life

STATIM:1. Take out a piece of looseleaf and label it with the

following heading:1. Your name2. The date3. Latin 2, R___4. COTIDIANA I

2. Have your materials out and ready for inspection in front of you at your table

PENSUM IV- COTIDIANA II on Ovid lecture

9/17/15

COTIDIANA I (10 minutes)

• DO NOT write on the quiz paper. Record your answers on your looseleaf paper

IB Latin Assessments

IB Latin AssessmentsOn the day of your IB Examinations:Paper 1 = translating 1 excerpt from Ovid’s Metamorphoses,

which may or may not be an excerpt studied in class

Paper 2 = answering questions on reading comprehension, style, influence, significance, and possibly translating parts of a selection of passages studied in (Catullus, Propertius, and Vergil)

During the course of your senior year:Part III- Individual study = an independent research paper

written on a topic of the student’s choosing involving copious primary and secondary research

IB Latin at TBLS

• Your assessments during your 3rd and 4th years of Latin will all be modeled after the types of assessments you will have to complete during your IB Examinations

• Your assessments up until this point have been modeled after those Papers– Paper 1 = Translatiō– Paper 2 = Explicatiō/Midterm/IA

Suggested Preparation for Paper 1 – Ovid’s Metamorphoses

“The aim of the Latin syllabus is to teach a facility with reading and understanding, and to develop some sensitivity to style. After grammar has been taught, selected reading of the prescribed author should be pursued. In paper 1, students are asked to produce a translation with the use of a dictionary, and proper dictionary skills should be developed in class to assist with all areas of the syllabus. It is best practice for teachers to encourage students to familiarize themselves with the most common words in prescribed authors.”

Preparation for Paper 1 – Ovid’s Metamorphoses

1. Knowing that you will have to translate a random passage from Ovid’s Metamorphoses, what kind of preparation should we be doing in order to make that task as manageable as possible?

2. What do you think “dictionary skills” mean?

3. What kinds of “dictionary skills” do you currently have? (Don’t say “none”)

Familiarity with Ovid’s style of writing, themes in the Metamorphoses, his vocabulary, as many of the passages from his work as possible

Being able to determine what part of speech a word is (noun, verb, adverb, adjective, preposition) and how to use that information to find the correct definition in a dictionary; how to chose the best definition based on context for a word

Knowing how to determine the part of speech of many kinds words; knowing how words (verbs, nouns) appear in a dictionary; knowing that you should chose one definition from many based on context

PUBLIUS OVIDIUS NASO43 B.C. – 17 A.D.

• BIOGRAPHICAL DETAILS– Publius Ovidius Naso, more commonly known as

“Ovid”, was born in , a town northeast of Rome, to an equestrian family.

• – His father, a lawyer, wanted him to pursue a legal

career and sent him to Rome to study and later to ,

• – After holding a few minor political positions, and the

death of his brother, Ovid abandoned his political career and decided to pursue poetry around the age of 16, a decision which his father disapproved of.

•

Sulmo

rhetoric Athens

PUBLIUS OVIDIUS NASO43 B.C. – 17 A.D.

• BIOGRAPHICAL DETAILS– Around the time of his first recitation of his work

in 25 B.C. he became part of a literary circle of M. V. Messalla Corvinus and , a close confidant of the emperor Augustus.

• – Ovid was friends with the poets (a love

elegist) and , and acquainted with and (another love elegist).

• – In 8 A.D. he was exiled to Tomis on the Black Sea

by Augustus for a carmen et error (“a and a “), though the reasons surrounding his exile

are unknown and highly contested

Maecenas

PropertiusHorace

Virgil Tibullus

poemmistake

Exile to Tomis

Exile to Tomis• The Julian Marriage Laws of 18 BC, which

promoted monogamous marriage to increase the population's birth rate, were fresh in the Roman mind. Ovid's writing in the Ars Amatoria concerned the serious crime of adultery, and he may have been banished for these works which appeared subversive to the emperor's moral legislation. However, in view of the long time that had elapsed between the publication of this work (1 BC) and the exile (AD 8), some authors suggest that Augustus used the poem as a mere justification for something more personal.

(Jose Gonzalez Vasquez)• Ovid may have been involved in an adulterous affair between

Augustus’ granddaughter Julia and a senator, Decimus Junius Silanus, for which Julia was also exiled

STYLE• Ovid has often been praised for his versatility; he is able to switch

between different genres of writing and poetry, from love elegy to almanac to encyclopedic catalogue, with ease and adroit skill

• Ovid sought to innovate in his writing- unlike many of his predecessors he did not express strong moralistic views, nor did he seek to mimic or replicate famous works of literature that had come before him in any traditional sense

• The language of Ovid’s poetry is often described as – Musical, employing many poetic devices which affect the sound of his

poetry – Expressive, creating vivid images and invoking strong emotions– Rhetorical, drawing influences from his legal training which can be seen

in his enumeration, transitions between topics, and effects of surprise

THE Metamorphoses • Bucking tradition, Ovid wrote a 15-book epic in dactylic hexameter (a type of meter reserved

for epic poetry) about a decidedly un-heroic topic- a series of mythological stories all tied together by the theme of transformation (god or human into animal, tree, rock, etc.)

• While he based his topic off of other famous works of literature which catalogued transformations or explained the origins of natural phenomena (Hesiod’s Theogony and Catalogue; Callimachus’ Aitia; Nicander of Colophon’s Heteroeumena), he chose to do so while writing in the epic genre, traditionally reserved for stories of heroes and their heroic deeds

• The scope of Ovid’s work is infinite- beginning his first book at the beginning of time and creation of the world and ending his last with the deification of Julius Caesar while praising the emperor Augustus

• There are about 250 different mythological episodes within the Metamorphoses, which are all linked by a wide variety of connections, ranging from geography (stories that all take place in Thebes in Book 3), to commonalities in theme (stories about the lovers of the gods, or the gods’ jealousies and revenge) or even contrasts in theme (stories about pious mortals juxtaposed with stories about impious ones), to genealogical relations or similarities in the kinds of transformations that take place (different kinds of flowers or birds).

THE Metamorphoses

● TRANSFORMATIONS are mythical, fantastical, awe-inspiring,

and yet...

● RELATABLE characters whose REAL HUMAN EMOTIONS lead to these transformations

○ Lust/ Love○ Greed○ Arrogance and Self-Indulgence○ Anger and Jealousy

THE Metamorphoses: Lust/ Love Daphne and Apollo

Juppiter and Io

THE Metamorphoses: Arrogance and Self-Indulgence

Daphne and Apollo

Narcissus and Echo

THE Metamorphoses: Greed

Daedalus and Icarus Arachne and Minerva

EXIT TICKET

1. What profession did Ovid’s father want him to pursue?

2. What was Ovid trained in, while pursuing that profession, that had an impact on the style in which he wrote his poetry?

3. Name one innovative feature about Ovid’s style or poetry

4. What is the main theme of the Metamorphoses?

5. Name 1 way in which Ovid linked stories together in the Metamorphoses

Propositum: DWBAT translate and annotate the myth of Phaethon from Ovid’s Metamorphoses

STATIM: 1. Take two handouts from the front of the room and put your name

and recitation at the top of each of them

2. Take out a half-sheet of looseleaf paper, put your heading at the top, and label it COTIDIANA II and number it from 1-5

PENSUM V:Annotate and translate ‘Phaethon’ through line 10

9/17/15

COTIDIANA II- Ovid

1. In what year and just after what major event was Ovid born?

2. Who was Ovid’s patron and a close friend and confidant to the emperor Augustus?

3. What happened to Ovid in 8 A.D. as a result of a carmen et error?

4. Name one way that Ovid linked stories together in the Metamorphoses

5. Name one prominent theme within the myths of the Metamorphoses

COTIDIANA II- Ovid

1. What skill did Ovid study during his pursuit of a legal career which influenced his style of writing?

2. The Metamorphoses, in 15 books of dactylic hexameter, was written in the traditional format for what poetic genre?

3. Name one other poet who was a friend and contemporary of Ovid

4. Name one way that Ovid linked stories together in the Metamorphoses

5. Name one prominent theme within the myths of the Metamorphoses

Phaethon et Apollo

Additional Vocabulary• ferō, ferre, tulī, latus to bring, carry; endure; say• semper always• credō, credere, credidī, creditus to believe, have trust/faith in (+DAT.)• superbus, -a, -um arrogant• sol, sōlis m. sun• Phaethon, Phaethonis m. • repremō, repremere, repressī, repressus to push down, repress• caelestus, -a, -um divine, heavenly• genus, generis m. race, family, lineage• inquit = dīxit• magis more• LINE 7 ea = these• fictus, -a, -um fictional, false, untrue• Clymenē = Clymene (nom. sg. f.)• moveō, movēre, movī, mōtus to move• loquor = I speak, say• iurō, iurāre to swear• negō, negāre to deny• lūmen, lūminis n. light• serō, serere, sevī, satus to give birth to, produce, create

Phaethon







Propositum: DWBAT translate and annotate the myth of Phaethon from Ovid’s Metamorphoses

STATIM: 1. Take out your ‘Phaethon’ translation from yesterday

2. SCAVENGER HUNT! Find 5 perfect tense verbs and label them with a ‘PF’

PENSUM VI:Annotate and translate ‘Phaethon’ through line 14

9/18/15

PHAETHON

1. semper Phaëthon patrem iactābat nam is erat Sōlis fīlius.

2. Epaphus Phaëthontem superbum ferre nōn poterat itaque

3. Phaëthontī verba īrāta dīxit: ‘mātrīne, dēmens, crēdis?

4. imāgine falsā patris tumidus es.’

Phaethon was always boasting (about) (his) father for he was the son of the Sun.

Epaphus was not able to endure the arrogant Phaethon and so

he spoke angry words to Phaethon:‘Do you believe (your) mother, foolish (boy)?

You are excited by a false conception of (your) father’

5. ērubuit Phaëthon īramque pudōre rēpressit et ad mātrem

6. Epaphī convīcia tulit. ‘tū,’ inquit ‘māter, magis dolēbis quod

7. ego tacuī: ea verba dīcēbantur et ego ea nōn refellī! sī modo

8. stirpe caelestī creātus sum, da mihi signum generis et tolle mē ad caelum!’

PHAETHON

Phaethon grew red and repressed (his) anger with shame and

brought Epaphus’ insults to (his) mother.‘You, mother’ he said ‘will suffer more pain because I was silent:

these words were being spoken and I did not refute them!

If only I was created by a divine family, give a signal of (that) family to me and take me up to heaven!’

Phaethon







EXIT TICKET

1. What profession did Ovid’s father want him to pursue?

2. What was Ovid trained in, while pursuing that profession, that had an impact on the style in which he wrote his poetry?

3. Name one innovative feature about Ovid’s style or poetry

4. What is the main theme of the Metamorphoses?

5. Name 1 way in which Ovid linked stories together in the Metamorphoses

Lawyer

Rhetoric- the art of persuasive speaking/writing

•Writing a epic style poem in a non-traditional genre•Did not express strong moralistic views•Didn’t seek to mimic prior famous works of literature

Physical transformation

•Geographic commonalities•Commonalities in theme•Contrasts in theme•Genealogical relations•Similarities in kinds of transformation

WORKS• Amores (“Loves”)

– Published in 16 B.C. and 8 B.C.– In two editions, the first in 5 books, the second in 3– Series of erotic poems addressed to a lover, Corinna

• Heroides (“The Heroines”)– Published in 15 B.C.– 21 letters written by famous women of mythology and history to the

male lovers who had wronged them (ex. Penelope to Odysseus, Dido to Aeneas, Ariadne to Theseus)

• Ars Amatoria (“The Art of Love”) and Remedia Amoris (“The Cure for Love”)– 3 books, first 2 written for men, the last for women– Parody of didactic (teaching) poetry meant as a manual for seducing

and attracting members of the opposite sex– The Remedia Amoris written for those suffering from broken hearts

WORKS• Metamorphoses (“The Transformations”)

– Finished in 8 A.D.– 15 book epic chronicling mythological stories of physical transformation of

gods and mortals from the beginning of time up until the age of Augustus – Considered the ultimate, encyclopedic catalogue of myth and mythology

• Fasti (“The Festivals”)– Finished 8 A.D., though incomplete– Poem written in 6 books about the Roman calendar (1 book for each month

January to June) and the origins of Roman holidays, rituals, traditions, and cultural phenomena

• Tristia (“Sorrows”) and Epistulae ex Ponto (“Letters from the (Black) Sea”)– Written during Ovid’s life in exile at Tomi– 5 and 4 books, respectively– Often personal in nature, sad and despairing in tone, these poems detail his

journey to and life in Tomi and advocate for his return from exile back to Rome

Propositum: DWBAT translate and identify deponent verbs

STATIM: 1. Take a new handout (‘Phaethon’ (Part II)) from the front of the room

2. Take out your ‘Phaethon’ translation from last week and a red pen to make corrections

3. Take out a piece of looseleaf paper to take notes

4. Using your Vocabulary list, look up the verb ‘loquor’ from the last line of your text. What is different about the way this verb’s dictionary entry looks as compared to other verbs you’ve seen?

PENSUM VII:Annotate and translate ‘Phaethon (Part II)’ through line 7

9/21/15

Re-takes

• COTIDIANAE– MOST cotidianae are eligible for re-takes– If you re-take a cotidiana, you have the

opportunity to earn 1 letter grade higher than your original score (ex. F C, C B)

– You may NOT re-take a cotidiana if you earned a B or higher (80+)

Credit Recovery

• NUNDINAE– ALL nundinae are eligible for credit recovery– During credit recovery, discipulī complete additional

work or correct their original assessments to the satisfaction of their magister/magistra

– Discipulī can earn 1 letter grade higher than their original grade (ex. F C, C B)

– You may NOT complete credit recovery for nundinae on which you earned a B or higher (80+)

Phaethon (Part I)

9. dīxit et bracchia collō mātris implicuit. Clymenē aut precibus

10. Phaethontis aut īrā crīminis falsī mōta erat et caelō bracchia sua porrēxit. ‘Sōle,’ inquit

11. ‘mī fīlī, satus es: id tibi per lūmen Sōlis iurō. sī ficta loquor, is mihi negāre lūmen dēbet!

He spoke and placed (his) arms on (his) mother’s neck.

Clymene had been moved by either Phaethon’s prayers or the anger of a false crime and extended her arms in the sky.

She said ‘My son, you were created by the Sun: I swear it to you through the light of the Sun.

If I am spoken false (things), he ought to deny the light to me!’

What’s wrong with this translation?

• sī ficta loquor– If I am spoken false (things)– It doesn’t make sense! …Why not?– There is a direct object and a passive verb…and the verb doesn’t

seem like it should be passive…– That’s because it’s not! – …SAY WHAT?!?!– Correct translation: If I say false (things)– Even though this verb LOOKS passive, an ACTIVE translation is the

only one that makes sense– Verbs that look passive but are translated actively are called

DEPONENT verbs

DEPONENT VERB FORMS

loquor, loquī, locutus sum: to speak, say

What is unusual about this dictionary entry?

> the verb has principal parts, instead of > the principal parts all look > although the verbs look , the translation of the verb must

be .

3 4passive

passive

active

Deponent Verbs!

• Deponent verbs LOOK different than other verbs because they have ____ principal parts instead of ____

• Deponent verbs always look ______ but are translated _______ly

• There are NO ______ voice translations for a deponent verbs because deponent verbs don’t have a _________________.

• Make an analogy! Deponent verbs are like …. because they look like one thing but are really the opposite.

34

passiveactive

passive

4th principal part

Phaethon (Part II)*N.B. The verbs in SMALL CAPS are deponent verbs

1. ‘nec vix GRADIĒRIS ad patris penātēs: domus, unde Sōl

2. ORITUR, est terrae nostrae contermina. cum patre LOQUĪ dēbēs.’

‘YOU WILL NOT GO to (your) father’s home with difficulty:

The home, from where the Sun RISES, is neighboring to our land.

You ought TO SPEAK with (your) father.’

Phaethon (Part II)







• Phaëthon caelum TUĒBĀTUR et MĪRĀBĀTUR et verba mātris suae

• SECŪTUS EST. Aethiopas suos Indosque TRANSGREDITUR et

• rēgiam Sōlis adit inpiger.

Propositum: DWBAT translate and annotate deponent verbs

STATIM: 1. Take a handout from the front of the room and put your name and

recitation at the top

2. Take out your ‘Phaethon (Part II)’ text and your Vocabulary List

3. REVIEW: How do we determine what conjugation number a verb belongs to?

PENSUM VIII:Finish annotating and translating ‘Phaethon (Part II)’ through line 11COTIDIANA III on FRIDAY – ID the conjugation number of deponent verbs

and annotate and translate a sentence including a deponent verb

9/22/15

In order to identify the conjugation of a deponent verb, you look at the Second Principal Part

mīror, mīrārī, mīrātus sum 1st Conjugation

fateor, fatērī, fassus sum 2nd Conjugation

lābor, lābī, lāpsus sum 3rd Conjugation

mentior, mentīrī, mentītus sum 4th Conjugation

Deponent Verb Conjugations

To form the Present Passive Infinitive, go to the 2nd principal part, take out the “-e” (or in 3rd “-ere”) then and “-ī”amo, amāre amāre amār + ī = amārī

video, vidēre vidēre vidēr+ ī= vidērī

pono, ponere ponere pon + ī= ponī

audio, audīre audīre audīr + ī= audīrī

Present Passive Infinitive Formation Review

Passive Deponent1st Conjugation amārī mīrārī

2nd Conjugation vidērī fatērī

3rd Conjugation lābī ponī

4th Conjugation audīrī mentīrī

Passive Infinitives vs Deponent

1st 1st 1st 2nd 2nd 2nd 3rd 3rd 3rd 3rd 3rd 3rd -io 3rd -io

3rd -io 3rd -io 4th

4th

Latin Word Conjugation Number

precor, precārī, precātus sum

reor, rērī, ratus sum

irāscor, irāscī, irātus sum

sequor, sequī, secūtus sum

orīor, orīrī, ortus sum

moror, morārī, morātus sum

tueor, tuērī, tuitus sum

queror, querī, questus sum

patior, patī, passus sum

ingredior, ingredī, ingressus sum

gradior gradī, gressus sum

morior, morī, mortuus sum

loquor, loquī, locūtus sum

1st 2nd

3rd 3rd 4th

1st 2nd 3rd

3rd -io 3rd -io

3rd -io 3rd -io

3rd

Deponent verb endings are the same as the Passive Voice

Go to the 2nd Principal Part, remove the “-rī” or the “–ī (3rd conjugation)” to find the stem, then add passive voice endings

Deponent Verb Endings

Mirārī Mirārī Mirā+ endings

1st Singular miror2nd Singular miraris3rd Singular miratur

1st Plural miramur2nd Plural miramini3rd Plural mirantur

Miror, Mirārī, Mīrātus Sum: Present Tense

I wonderyou wonder

he/she/it wonders

we wonderyou all wonderthey wonder

Lābī Lābī Lāb + endings

1st Singular labor2nd Singular laberis3rd Singular labitur

1st Plural labimur2nd Plural labimini3rd Plural labuntur

Labor, Lābī, Lāpsus Sum: Present Tense

I slipyou sliphe/she/it slips

we slipyou all slipthey slip

Annotate and translate the following sentences:

1. Phaethon locutus erat suum patrem optimum esse.

2. Phaethon īrātus est et cum matre querēbātur.

3. Mater, Clymene, ad caelum tuētur et deum sōlis precārī incipit.

Exerceamus

Phaethon had said that his father was the best.

Phaethon was angry and was complaining with (his) mother.

(His) mother, Clymere, gazes at the sky and begins to pray (to) the god of the son.

Phaethon (Part II)







Additional Vocabulary and Notes

• Line 8: id = this/that• ille: that (nom. sg. m.)• Phoebe Phoebus (Apollo)

Propositum: DWBAT distinguish between passive and deponent verbs

STATIM: 1. Take a new handout (‘Phaethon’ (Part III)) from the front of the

room

2. Take out a piece of looseleaf and label it with your heading and COTIDIANA III

3. After your quiz take out some looseleaf to take notes

PENSUM VIII:Finish annotating and translating ‘Phaethon (Part III)’

9/25/15

COTIDIANA III1. Identify the conjugations of the following deponent verbs:

a. patior, patī ________b. loquor, loquī ________c. moror, morārī ________d. reor, rērī ________

2. Translate:deus sōlis timidum filium tuēbātur et eī locūtus est.

timidus, -a –um scared, frightenedtueor, tuērī to gaze at; consider; protectsol, sōlis m. sunloquor, loquī, locūtus sum to speak, say

Phaethon (Part II)6. Sōl ipse iuvenem timidum tuēbātur fīliōque locūtus

7. est: ‘cur, mī fīlī, ad eam arcem gressus es? quid mē precāris?’

8. ille refert: ‘ō lūx mundī, Phoebe pater, sī mihi ā tē id nōmen

9. datur, nec Clymenē dē culpā suā mentītur, patere mē, genitor,

10. signum generis meī ferre: mē fīlium tuum fatēberis et meō ex

11. animō error dētrahētur.’

The sun himself was looking at the young (man) and spoke to (his) son

‘Why, my son, have you walked to this citadel? What do you beg (of) me?’

That (boy) replies: ‘Oh light of the world, father Apollo, if that name is

given to me by you, (and) Clymene does not lie about her reproach,

allow me, father, to bear a sign of my origin:

you will confess that I am your son and the mistake will be removed from my mind.’

Identify whether the verbs in the sentences are Deponent of Passive.

si mihi a te id nomen datur

nec Clymene de culpa sua mentitur

me filium tuum fateberis

meo ex animo error detrahetur

Passive VS Deponent

PASSIVE

DEPONENT

DEPONENT

PASSIVE

How do we distinguish between passive and deponent verbs?

PASSIVE DEPONENT

4 principal parts 3 principal parts

NO direct object Sometimes a direct object

Sometimes an ablative of agent/means

NO ablative of agent

Passive translation makes sense (ex. the book was read)

Passive translation does NOT make sense (ex. the sun was rised)

Phaethon (Part III)







sol ipse iuvenem timidum tuebatur filioque

locutus est:

Phaethon Part II

The sun itself/himself was watching the timid youth and spoke to his son

“cur, mī fīlī, ad eam arcem gressus es? quid mē

precāris?

Phaethon Part II

Why, my son, did you come to this citadel? What do you ask from me?

ille refert, “o lux mundī, Phoebe pater, sī mihi a

te id nomen datur nec Clymene de culpa sua

mentitur

Phaethon Part II

That man (Phaethon) responded, “Oh light of the world, Father Phoebe, if this name is given to me by you and Clymene is not lying out of blame

patere me, genitor, signum generis mei ferre

Phaethon Part IIAllow me, Father, to carry a sign of my lineage

Allow that I, father, carry a sign of my lineage

PATERE 2nd singular imperative active DEPONENT

VERBS

me filium tuum fateberis et meo ex animo error

detrahetur

Phaethon Part II

You will acknowledge me (as) your son and delusion will be removed from my soul

If a clause has a verb that looks passive:

1. there is NO DIRECT OBJECT, then the verb is most likely

2. there is an ablative of agent (ā/ab + ablative), the the verb is most likely

3. there is a direct object, the verb is most likely

4. the meaning of the verb does not make sense in the passive, e.g. patior I am suffered/ I am endured, then the verb is most likely

Passive VS Deponent** ASK JEN

PASSIVE

DEPONENT

DEPONENT

PASSIVE

R1, Latin 2

• Take your seat• Find a partner you’d like to share lockers with • Discuss your personal norms and expectations

for your locker with your partner• Wait for me to call your name and come up to

the front to receive your locker assignment and lock

TBLS Locker ExpectationsAvailability • Discipuli may use lockers in the morning, between 7:45 and 7:59

a.m.; during passing time between recitations; at the end of the day, for 15 minutes (Monday, Wednesday and Thursday, 2:30-2:45; Tuesday, 3:10-3:25; Friday 1:50-2:05).

• D. may enter classrooms to use lockers during or following office hours only for emergencies and with the permission of office hour magistri.

• D. may not enter classrooms to use lockers after R1 has begun, or during any other recitation, unless there is a clear emergency. Magistri should provide a written pass for discipuli, should they deem it necessary for them to use their lockers in another room.

Contents

• Electronics stored in lockers must be turned off. Should magistri have to enter lockers to retrieve noisy electronics, they may be subject to confiscation, and returned to parents or guardians.

• Food and drinks may not be stored in lockers.

• Dirty or smelly clothes, body sprays, or anything else that might disturb others may not be stored in lockers.

Locks

• Lockers must be locked at all times. Magistri are not responsible for securing lockers or their contents, should they be left unlocked.

• Discipuli should only use school-issued locks. They are free to borrow; however, if they are lost, D. must pay for replacements. Any personal locks placed on lockers may be subject to removal.

• Magistri are not responsible for lost or stolen locker contents. D. should only share lockers with someone they know and trust.

Behavior

• D. may not use electronics, eat or drink at their lockers.

• D. should avoid slamming locker doors.

• If D. must change clothes, they should do so in the latrina, rather than at their lockers.

What should you do if you have an issue…

• With your locker partner?• With your lock?• With something being stolen/missing from

your locker?• With having access to your locker?• With not having enough room in your locker

for your belongings?

Propositum: DWBAT distinguish between passive and deponent verbs

STATIM: 1. Take 2 new handouts from the front of the room (Vocabulary and

Exercitatio Translātionis)

2. On your Vocabulary List, write out the conjugation numbers for all of the verbs listed in the righthand column

PENSUM IX:Complete your handout in fullStudy your Vocabulary List for COTIDIANAE later in the week

9/28/15

• Translate the principal parts of the following two verbs:

PRINCIPAL PARTS: Active vs. Deponent

I say to say I said having been said

I confess to confess

I confessed


-āre

-ārī

-ēre-ērī

-ere-ī

-īre

-īrī


• What conjugation are the following infinitive verbs? Are they active or deponent?

3rd active3rd active4th deponen

t

EXERCITĀTIO TRANSLĀTIONIS

• Complete the remainder of your handout with the other members of your table

• When you are done, raise your hand for a CLASSWORK CHECK

Propositum: DWBAT distinguish between passive and deponent verbs in context

STATIM: 1. Take a new handout from the front of the room (Phaethon Part 4)

2. Take out your HW from yesterday and a red pen for correction

3. Take out your Phaethon part III text for inspection

PENSUM X:Translate and annotate through line 10 of Phaethon (Part IV)Study your Vocabulary List (Deponent Verbs) for COTIDIANAE later in

the week

9/29/15

EXERCITATIO TRANSLATIONIS

deponent

you delay

active you are

passive it was done

active to remove

deponent

to speak

passive you all are protected

EXERCITATIO TRANSLATIONISdeponent you will

walkpassive I am

orderedpassive to be done

deponentI confess

active you walked

passive we will be conqueredactive he leads

Phaethon (Part IV)







Propositum: DWBAT distinguish between passive and deponent verbs in context

STATIM: 1. Take out Phaethon Parts III and IV and a red pen for correction

2. In Phaethon Part IV, label all of the deponent verbs in the text with a letter ‘D’

PENSUM XI:Study your Vocabulary List- Deponent Verbs for a COTIDIANA tomorrow

9/30/15

Phaethon (Part III)1. dīxerat; genitor micantēs radiōs dēposuit et

fīlius ā patre

2. prōgredī iussus est. Sōl est fīlium suum complexus:

3. ‘mater tua mentīta nōn est: tū enim mē ortuus es.’

He had spoken; (his) father put down (his) glittering rays and the son was ordered to walk forward by (his) father.

The Sun embraced his son:

‘Your mother did not lie: indeed you descended from me.’

Phaethon (Part III)

6. ‘nolī id dubitāre; precāre* munus et id tibi dabitur.’

7. statim, ut locūtus erat, stultō ab iuvene currus paternus

8. ūnumque diem moderāmen equōrum rogāta sunt.

‘Don’t doubt it; pray for a gift and it will be given to you.’

Immediately, as he had spoken, the paternal chariot and the control of (its) horses were requested for one day by the foolish young (boy).

Phaethon (Part IV)

• The Sun-god instantly regretted his promise and begged Phaëthon to choose any other favor. The stubborn young man persisted, and his dutiful father brought him to his chariot, another ornate piece wrought by the god Vulcan. Gazing upon the shining wonder, Phaëthon grew even more excited, but Phoebus, after he arranged the crown of sunbeams on his head, gave his son some critical advice on following the path and controlling the horses, also trying one final time to dissuade his son from taking the trip.

Phaethon (Part IV)

1. sed iam Phaëthon currum occupāverat et

2. manibus tenēre habenās gaudēbat et patrī

3. invitō grātiās ēgit. interim Sōlis equī pedibus

4. portās pulsābant donec via erat in caelum

5. aperta: statim nebulās scidērunt et pennīs

6. portātī per aēra ortī sunt.

But Phaethon had already taken control of the chariot and

was delighting to hold the reigns with (his) hands and

gave thanks to (his) reluctant father.

Meanwhile the horses of the Son were beating the gates with (their) hooves

until a path had been opened into the sky: immediately

they tore the clouds and carried on (their) wings arose through the air.

Phaethon (Part IV)

7. sed parvum pondus iuvenis mirantur nec

8. aurigam cognoscere possunt itaque cursum

9. nōn sequuntur. terrās cum timōre Phaëthon

10.spectat; habēnās nōn tenet neque morīrī cupit.

But they wonder at the light weight of the young (boy) and are not

able to recognize the charioteer, therefore they do not follow the course.

Phaethon watches the lands (below) with fear;

he does not hold the reigns nor does he want to die.

loquor, loquī, locūtus sum

to speak, say

precor, precārī, precātus sum

to pray (to/for)

reor, rērī, ratus sum

to think

lābor, lābī, lāpsus sum

to slip, glide

sequor, sequī, secutus sum

to follow

gradior, gradī, gressus sum

to walk, go

patior, patī, passus sum

to suffer, endure; allow, permit

morior, morī, mortuus sum

to die

mentior, mentīrī, mentītus sum

to lie

moror, morārī, morātus sum

to delay

orīor, orīrī, ortus sum

to rise

fateor, fatērī, fassus sum

to confess, admit

ingredior, ingredī, ingressus sum

to enter

Propositum: DWBAT translate 3rd person personal pronouns in context

STATIM: 1. Take a new handout from the front of the room and put your name

and recitation at the top

2. Take out a half-sheet of looseleaf for your COTIDIANA and label it with your heading and COTIDIANA IV

PENSUM XII:Complete the chart for ILLE, ILLA, ILLUD on the back of your handout

10/1/15

COTIDIANA IV

1. Directions: Supply the missing forms for each of the deponent verbs below

1. moror, morārī, morātus sum

2. loquor, _____, locūtus sum to speak3. patior, patī, passus sum

4. orior, orīrī, ortus sum

5. ingredior, ingredī, ingressus sum

COTIDIANA IV Re-take

1. Directions: Supply the missing forms for each of the deponent verbs below

1. sequor, sequī, secūtus sum

2. gradior, gradī, gressus sum

3. ______, patī, passus sum to suffer; allow4. orior, orīrī, ortus sum

5. ingredior, ingredī, ingressus sum

CONTEXT- The Fate of the Heliades

• Unchecked, the horses and chariot of the Sun wreaked havoc in the heavens and set the earth ablaze until Earth herself asked Jupiter to intervene. Summoning storm clouds and his thunderbolt, Jupiter sent Phaëthon crashing to the riverbank of Eridanus, where nymphs buried his charred remains. The Sun refused to return to his route, Clymene lay weeping beside her beloved son’s tomb, and his sisters gathered there as well, mourning their brother incessantly for four days...

Class Translation

• Each table will translate and annotate one sentence from the passage and then share their translation with the class– For their sentence, each table will also share out the gender,

number, and case of the form of the PRONOUN in their sentence

– Table 1 – (a)– Table 2 – (b)– Table 3 – (c)– Table 4 – (d)– Table 5 – (e)– Table 6 – (f)– Table 7 – (g)

Table 1

• (a) ūna ex eīs, Phaëthūsa, in terram cecidit et pedēs rigidōs questa est.

One out of THEM, Phaethusa, fell onto the earth and lamented (complained about) (her) stiff feet.

eīs = abl. pl. fem.

Table 2

• (b) ad eam venīre Lampetia cōnāta est sed iam rādīce retenta est.

Lampetia tried to come to HER but she was already held by a root.

eam = acc. sg. fem.

Table 3

• (c) eius crūra stipite cēlāta sorōrēs et prō bracchīs longōs rāmōs sorōrēs vīdērunt.

The sisters saw HER legs hidden by a tree trunk and long branches in place of (her) arms.

eius = fem. sg. gen.

Table 4

• (d) eī tertia timēbat sed, ubi crīnem laniāre parāvit, āvellit frondēs.

A third (sister) was fearing FOR HER but, when she prepared to rend (her) hair, she tore off leaves.

eī = dat. sg. fem.

Table 5

• (e) dum ea mirantur, cortex complectitur per gradūs uterum pectusque umerōsque manūsque vultūsque.

While they wonder at THEM (these things), step by step bark enwraps (their) belly and chest and (their) arms and hands and faces.

ea = neut. acc. pl.

Table 6

• (f) eārum tamen lacrimae novīs dē rāmīs lābuntur: sōle rigescunt ēlectra.

THEIR tears still slip down from the new branches: amber (drops) stiffen from the sun(light).

eārum = gen. pl. fem.

Table 7

• (g) ea amnis accipit et nymphīs Rōmānīs reddit.

The river receives THEM and gives (them) to Roman nymphs.

3rd person PRONOUN forms

eius eius eiuseī eī eī

eam id

eaeārum

eaeīs eīs eīs

Propositum: DWBAT translate 3rd person personal pronouns in context

STATIM: 1. Take out your handout from yesterday and a red pen

2. Scan through lines 1-12 of Niobe (Part 1) and find 4 deponent verbs. Mark them with a ‘D’

PENSUM XIII:Complete your annotation and translation of Niobe (Part 1)TRANSLĀTIO next Thursday 10/8

10/2/15

vāticināta (line 1)prōgrediminī (line 2)precāminī (line 3)

irascitur (line 9)

ille, illa, illud that (sg.); those (pl.)

illius illius illius

illī illī illī

illum illam illudillō illā illō

illī illae illa

illōrum illārum illōrum

illīs illīs illīs

illōs illās illa

illīs illīs illīs

Niobe, Part 1

• Far from Ethiopia and from the Po River, where Phaëthon lies beside his poplar sisters, lived Niobe, a mortal woman with a pride rivaling her countrywoman Arachne.

• Queen of mighty Thebes, Niobe was married to Amphion, Jupiter’s son, who built the fabled walls of their kingdom with his musical talent and a magic lyre. As a mother she would have been known as the most fortunate, if only she had not seemed so to herself.

Niobe (Part 1)







Propositum: DWBAT translate forms of demonstratives adjectives in context

STATIM: 1. Take out your handout from Friday and a red pen

2. Scan through lines 1-12 of Niobe (Part 2) and find all deponent verbs. Mark them with a ‘D’

PENSUM XIV:Complete your annotation and translation of Niobe (Part II) through line 6TRANSLĀTIO on Thursday 10/8

10/5/15

Niobe (Part I)1. Tīresiae fīlia, Mantō, nūmine mōta, vāticināta

2. mediās per viās est: ‘prōgrediminī, Thēbaïdēs,

3. et precāminī Lātōnam eiusque fīliōs duōs. ōre

4. meō Lātōna iubet.’ illae verba audīvērunt

5. itaque omnēs laurō tempora ornābant et

6. sanctīs flammīs tūra precēsque dabant.

The daughter of Tiresias, Manto, moved by divine will, prophesied

through the midst of the streets: ‘Walk forth, women of Thebes,

and pray to Latona and her two children.

Latona commands through my mouth (speech).’

Those (women) heard the words and so all were adorning (their) temples with laurel

and were giving prayers and incense to sacred flames.

Niobe (Part I)7. tum inter eās Nioba venit; illae eam comitibus

8. celebrem et eius vestēs Phrygiās vident. illa

9. irascitur et eīs verba immītia dīcit: ‘deumne

10. caelestem eī ante oculōs praeponitis? aut cūr

11. colitur Lātōna per ārās; adhūc est nūmen meum sine tūre?’

Then Niobe comes between them;

those (women) see her frequented by attendants and her Phrygian clothes.

That (woman) is angry and says harsh words to them:

‘Do you place her divine god first before (your) eyes?

Or why is Latona honored through the altars;is my divinity still without incense?’

illa irascitur

• What is the literal translation of this sentence?• That is angry

– What sounds incomplete/wrong about this translation?• We don’t know what ‘that’ is referring to

– What can we do to make this sentence make more sense? • Imply a noun for illa to modify

– How do we decide what noun to imply?• Based on gender

COMPREHENSIO

• What do the women of Thebes note about their queen?

• Judging by her verba immitia, why is Niobe angry?

Niobe (Part II)1. Tantalus est pater meus et eī licuit mensam 2. caelestum tangere; mihi mater est fīlia 3. maximī Atlantis. mē gentēs Phrygiae 4. verentur, mē sub dominā est haec rēgia, ā mē 5. virōque haec moenia cum hōc populō 6. rēguntur. tuēminī omnēs opēs huius domūs 7. et hanc faciem meam dignam deā! adice huīc 8. septem fīliās et totidem fīliōs et mox 9. generōsque nurūsque! quae* causa est 10. nostrae superbiae? hocne ā mē quaeritis? 11. mihi Lātōnam praeferre ausī estis! huīc 12. quondam terra sēdem partūs negāvit.

hic, haec, hoc = this (sg.)/these (pl.)

Niobe (Part II)







LOCKERS

SMARTBOARD

Jaime

Liora

Michelle

Sadia

Austin

Rong

Zach

Ariel

Brian

Kerolous

Victoria

Kevan

Adam

Alex

AbrarAndrew

JaredKrishna

FaithWinnie

Iniayah

Zina

Kristian

Luis

Anthony

Anisa

Bhureshma

Jackie

LOCKERS

SMARTBOARD

Isabel

Jailyn

Joshua

Aniyah

Rose

Amy

Tasfia

Kali

Precious

Angelis

Musfique

Josie

Carlos

Baily

MayaSabrina

AlenaRuth

BenjaminGavin

Sophie

Ericson

Timothy

Andrea

Marlo

Moises

Juan

VincentJakia

Margarita

Emma

Propositum: DWBAT translate substantive adjectives

STATIM: 1. Take out a new handout from the front of the room and put your

name and recitation on it

2. Take out your Niobe (Part I) text

3. Complete the STATIM at the top of your handout

PENSUM XV:TRANSLĀTIO on Thursday 10/8

10/6/15

illa irascitur …(lines 8-9)

• What is the literal translation of this clause?

• What sounds wrong or incomplete about this translation?

• What can we add to this translation to make it make more sense?

• How do we decide what noun to imply?

That is angry

There is no noun that the adj. ‘that’ modifies

A noun to be modified by ‘that’

based on the gender and number of ‘illa’

SUBSTANTIVE ADJECTIVES

• Substantive adjectives are adjectives for which we must imply or supply a noun based on because they do not modify (or agree in GNC) with any Latin nouns in the sentence/clause in which they appear.

• As a general rule, substantive adjectives can imply the following nouns based on gender:– MASCULINE ‘man’/’person’ (sing.) or ‘men’/’people’(pl.)– FEMININE ‘woman’ (sing.) or ‘women’ (pl.)– NEUTER ‘thing’ (sing.) or ‘things’ (pl.)

gender and number

EXERCITĀTIO

1. bonae Lātōnam venerentur. – GNC of bonae:

– Since the gender of bonae is

, we can imply the noun – Translation:

fem. pl. nom.fem.

women

(The) good (women) revere Latona.

Group Work

• Complete the Exercitātio with your table members

• When you are done, raise your hand for a groupwork CHECK– You MUST receive a groupwork check before you

leave class today or your group must come to office hours

EXERCITĀTIO

2. superba irascitur et fēminīs quae Latōnam colunt immītia dīcit.

• – GNC of superba: – Since the gender of superba is , we can imply the noun

– GNC of immītia: – Since the gender of immītia is , we can imply the noun

– Translation:

fem. sg. nom,fem.

woman neut. pl. acc.

neut.things/words

*We can also imply LATIN nouns based on gender if they fit the context.

Ex. verba is also neut., so that fits the context with the verb dīcit

The arrogant (woman) is angry and says angry (things/words) to the women who worship Latona.

Propositum: DWBAT interpret and apply the TRANSLĀTIO rubric

STATIM: 1. Take out a new handout from the front of the room and put your

name and recitation on it

2. Take out your Niobe (Part II) text

3. Read over the TRANSLĀTIO rubric on the back of your handout. What advantages does it give you?

PENSUM XV:TRANSLĀTIO TOMORROWCheck website for Niobe Part II translation key for practice

10/7/15

CRITERION FULL CREDIT — 3 marks

MOST CREDIT — 2 marks

SOME CREDIT — 1 mark

NO CREDIT — 0 marks

MEANINGThe meaning has been fully

communicated.

The meaning has been partially

communicated.

The meaning has not been

communicated adequately.

No meaning has been

communicated.

GRAMMAR AND VOCBULARY

Vocabulary and grammar are

rendered correctly.


rendered adequately

despite inaccuracies.

Vocabulary and grammar are not rendered adequately.


not rendered at all.

Niobe, Part III (or Cynthetic Fires)• As Niobe continues, she ridicules Latona and the ordeal she

suffered in giving birth. Boasting her good fortune, the queen very nearly challenges the goddess to take it away. She claims her wealth is so vast and her family so large that even a devastating loss would leave her more than other mortals and more children than the goddess herself. Commanded by their queen to remove their laurel wreaths, the women of Thebes comply, mumbling still their prayers to the goddess.

• • Atop Mount Cynthus on the island of Delos where she bore

Apollo and Diana, Latona summons her twin children:

SCORING TRANSLĀTIONĒSet talibus verbīs geminā cum prōle locūta est: M G/V TOT

COMMENTS

and she spoke with her twin offspring with such words 3 3 6and she spoke with her twin offspring to such words 2 3 5And she spoke such words to her twin children 3 1 4And she spoke with twin words to such children 1 2 3And she was spoken offspring words with such 0 1 1

Everything is accurate

dative instead of abl. meansacc. instead of abl. means; V for prōle; dat. instead of prep. phraseswitching noun-adj. pairs impairs meaning significantly

doesn’t make any sense; vocab is accurate

SCORINGMAJOR Errors MINOR Errors

CaseVoiceVocabulary choices

SyntaxTense

Number

Subject

EXERCITĀTIO‘ēn ego ipsa sum vestra

parens M G/V TOT COMMENTS

‘Look I am your parent

‘Behold you are my parent yourself‘I myself your parent are looking’

3 2-3 5-6 Meaning is conveyed; ipsa is missing

1-2

2 3-4 Meaning is altered by incorrect subject; vocab errors (vestra, ipsa)

0 1-2 1-2 Translation doesn’t make sense; most vocab is accurate

Niobe (Part II)







Niobe (Part II)1. Tantalus est pater meus et eī licuit mensam 2. caelestum tangere; mihi mater est fīlia 3. maximī Atlantis. mē gentēs Phrygiae 4. verentur, mē sub dominā est haec rēgia, ā mē 5. virōque haec moenia cum hōc populō 6. rēguntur. tuēminī omnēs opēs huius domūs 7. et hanc faciem meam dignam deā! adice huīc 8. septem fīliās et totidem fīliōs et mox 9. generōsque nurūsque! quae* causa est 10. nostrae superbiae? hocne ā mē quaeritis? 11. mihi Lātōnam praeferre ausī estis! huīc 12. quondam terra sēdem partūs negāvit.

hic, haec, hoc = this (sg.)/these (pl.)

Niobe (Part II) Vocabulary

• praeferō, praeferre, praetulī, praelatus to prefer, place before/above

• generus, generī m. son-in-law• septem 7• superbia, -ae f. arrogance• noster, nostra, nostrum our• dignus, -a, -um worthy (of) (+ABL)• tangō, tangere, tetigī, tactus to touch

Niobe (Part II)1. Tantalus is my father and it was permitted for him2. to touch the table of the divine (gods); the mother to me (my

mother)3. is the goddess of the greatest Atlantis. The Phrygian people

revere me,4. this palace is under me (as its) mistress, these walls5. are ruled by me and (my) husband with these people.6. You all protect the riches of this house and 7. this my appearance worthy of a goddess!8. Add to this 7 daughters and the same number of sons and soon9. sons-in-law and daughters-in-law! What is the cause10. of our (my) arrogance? Do you seek this (knowledge) from me?11. You all dared to prefer Latona to me!12. The earth once denied a place of giving birth to this (woman).

TERM 1 TRANSLĀTIO

• You have the entire recitation for your exam• If you finish early, bring it up to the front and take

out non-Latin related work when you return to your seat

• If you have a question, raise your hand and I will call you over to my desk individually

• Write your final draft in PEN• Put all words that you are implying/adding to

your translation in parentheses

Propositum: DWBAT decline and translate 3rd declension adjectives

STATIM: 1. Take out your handout from Friday

2. Examine the 3rd declension adjective list (VERBA DISCENDA) on side 1. What pattern do you notice in their endings? What do these endings represent?

PENSUM XV:Annotate and translate ‘Arachne (Part I)’ through line 15

10/13/15

VERBA DISCENDA

• caelestis, -e heavenly, celestial; divine• exīlis, -e small, thin, slender; poor, feeble• fortis, -e strong; brave• grandis, -e large, great; big; old• mortālis, -e mortal• omnis, -e all, every (sg.)

nom. sg. for masc. and fem., gen. sg. for all genders

nom. sg. for neuter

3rd Declension Adjective Endings

• Mark the endings which DIFFER from normal 3rd declension noun endings

Noun-3rd Decl. Adjective Agreement

• SINGULAR

of a mortal womanfēminae mortālī for/to a mortal

womanfēminam mortālem a mortal womanfēminā mortālī with a mortal

woman

Noun-3rd Decl. Adjective Agreement

• PLURAL

of thin fingersdigitīs exīlibus to/for thin fingersdigitōs exīlēs thin fingersdigitīs exīlibus with thin fingers

Arachne

• Minerva, also known as Pallas, learned that Arachne, a girl famous throughout Lydia for her skill in weaving, denied the goddess any credit for her remarkable skill. Pallas in turn decided to come to earth and test the boastful maiden.

Arachne (Part I)

1. Pallas anum simulat. in tempora canōs addit et

2. īnfīrmōs artūs: hōs baculō sustinet. tum sīc locūta

3. est: ‘nōlī fugere grandis aetātis omnia. ūsus sērīs ab

4. annīs venit. nōlī spernere consilium meum: pete

5. inter fēminās mortālēs fāmam magnam! cēde deae

6. caelestī et prēcāre tuā vōce illius veniam: illa eam

7. supplicī piō dabit.’

Pallas (Athena) pretends (to be) an old woman.She adds gray hairs onto (her) temples and weak limbs:she sustains these (limbs) with a stick.Then she spoke in this way:

‘Don’t flee all (things) of great old age.

Experience comes from late years.

Don’t scorn my plan:

seek great fame among mortal women!

Yield to the divine goddess and pray for the favor of that (goddess) with your voice

that (goddess) will give it to a pious suppliant.’

Propositum: DWBAT decline and translate forms of hic, haec, hoc

STATIM: 1. Take a new packet from the front of the room and put your name


2. Complete the conjugation chart for ille, illa, illud on pg. 1

PENSUM XVI:Annotate and translate ‘Arachne (Part II)’ through line 5NUNDINA on Monday

10/15/15

What is a demonstrative adjective?

• DEMONSTRATIVE: this grammar term derives from demonstrāre (to show, point out) and indicates words translated as “this”, “that” and “itself”.

• So far, we have learned the demonstrative pronoun ille, illa, illud, which means that/

those

ille, illa, illud- that/those

illius illius illiusillī illī illīillum

illam

illudillō illā illō

illī illae illaillōrum

illārum

illōrumillīs illīs illīs

illōs illās illaillīs illīs illīs

SUBSTANTIVE DEMONSTRATIVE ADJECTIVES

• Remember that all adjectives can be substantive adjectives. Substantive adjectives are adjectives for which we must imply or supply a noun based on and because they do not modify any Latin nouns in the sentence/clause in which they appear.

• • As a general rule, substantive adjectives can imply the following nouns based on

gender:• • MASCULINE ‘man’/’person’ (sing.) or ‘men’/’people’(pl.)• FEMININE ‘woman’ (sing.) or ‘women’ (pl.)• NEUTER ‘thing’ (sing.) or ‘things’ (pl.)• • Ex. illōs = those (men)• cum illā = with that (woman)• illud = that (thing)

gender

number

hāchae

haec (x3)hanc

hārumhāshīhic

hīs (x6)hoc (x2)hōc (x2)

hōrum (x2)

hōshuic (x3)

huius (x3)hunc

FORMATION RULES• Rule 1: The neuter nom. sg. is hoc• Rule 2: The Neuter Rule* applies

– *Neuter Rule states that the _______________ and ______________ singular and the _______________ and _______________ plural forms are always the SAME

• Rule 3: The feminine nominative singular is haec• Rule 4: The fem. nom. sg. is the same as the neuter nom. plural

(Neuter Rule applies)

SINGULAR(‘this’)

PLURAL (‘these’)

hoc

nominative accusativenominative accusative

hoc

haec haec

haec

Demonstrative Adjective- ‘this/these’

Cogitāte…• Which two declensions is this adjective most similar to?

– 1st and 2nd declension• Which forms are most irregular?

– gen. sg. and dat. sg.

SINGULAR (‘this’) SINGULAR (‘this’)

hic haechoc huius huius

huius huic huichuic hunc hanchoc hōc hāchōc

hī haehaec hōrum hārum hōrum

hīs hīshīs

hīs hīshīs

hōs hāshaec

Arachne (Part II)1. illud opus Pallas ipsa carpere nōn potuit: illius2. successū doluit virāgō flāva et rūpit pictās, caelestia crīmina, 3. vestēs. ter, quater frontem Arachnēs Idmoniae radiō 4. percussit. hoc ipsa passa est et animōsa laqueō guttura 5. ligāvit. 6. sed eam pendentem Pallas miserāta est atque sīc dīxit: 7. ‘vīve quīdem; pende tamen, improba. hanc poenam tū 8. prolesque dabitis.’ post ea discēdēbat et illam sūcō Hecatēiō 9. sparsit: et statim comae, tristī venēnō tactae, dēfluxēre. cum 10. hīs et nāris et aurēs, fitque caput minimum; totō quoque 11. corpore parva est: in latere exilēs digitī prō cruribus haerent, 12. cetera venter habet, et dē hōc illa stamen tamen remittit et 13. telās antiquās exercet arānea.

Propositum: DWBAT decline and translate forms of ipse, ipsa, ipsum

STATIM: 1. Take out your packet from yesterday and

2. Translate and identify the GNC of the following phrases in your notes:

1. haec dea 2. haec crīmina 3. hī

PENSUM XVII:Annotate and translate ‘Arachne (Part II)’ through line 13NUNDINA on Monday

10/16/15

this goddessfem. sg. nom.these crimesneut. pl.

nom./acc.these (men) masc. pl. nom.

NUNDINA I• STUDY:

– substantive adjectives– ille, illa, illud– hic, haec, hoc– ipse, ipsa, ipsum– Term 1 Translātio vocab. list

• FORMAT– 5 short answer grammar questions– 2 sentences to annotate and translate– 5 forms of demonstrative adjectives to translate and ID the GNC of

IPSE, IPSA, IPSUM ‘him-/her-/itself/themselves’

• SINGULAR (‘him-/her-/itself) PLURAL (‘themselves)

• FORMATION RULES•

• Rule 1: The neuter nom. sg. is ipsum• Rule 2: The Neuter Rule* applies


• Rule 3: The feminine nominative singular ends in the same letter as the nom. sg. of all 1st declension nouns

ipsum

ipsum

ipsaipse

IPSE, IPSA, IPSUM ‘him-/her-/itself/themselves’

• SINGULAR (‘him-/her-/itself) PLURAL (‘themselves)

• FORMATION RULES•

• Rule 1: The neuter nom. sg. is ipsum• Rule 2: The Neuter Rule* applies


• Rule 3: The feminine nominative singular ends in the same letter as the nom. sg. of all 1st declension nouns

ipse ipsaipsum ipsius ipsiusipsius ipsī ipsīipsī ipsum ipsamipsum ipsō ipsāipsō

ipsī ipsaeipsa ipsōrum ipsārum ipsōrum

ipsīs ipsīsipsīs ipsōs ipsāsipsa ipsīs ipsīsipsīs

Substantive or non-substantive?

• SUSTANTIVE – adjective does NOT modify another noun in the sentence and a noun needs to be implied based on gender and number

• NON-SUBSTANTIVE- adjective DOES modify another noun in the sentence and no noun needs to be implied

Arachne (Part II)1. illud opus Pallas ipsa carpere nōn potuit: illius2. successū doluit virāgō flāva et rūpit pictās, caelestia crīmina, 3. vestēs. ter, quater frontem Arachnēs Idmoniae radiō 4. percussit. hoc ipsa passa est et animōsa laqueō guttura 5. ligāvit. 6. sed eam pendentem Pallas miserāta est atque sīc dīxit: 7. ‘vīve quīdem; pende tamen, improba. hanc poenam tū 8. prolesque dabitis.’ post ea discēdēbat et illam sūcō Hecatēiō 9. sparsit: et statim comae, tristī venēnō tactae, dēfluxēre. cum 10. hīs et nāris et aurēs, fitque caput minimum; totō quoque 11. corpore parva est: in latere exilēs digitī prō cruribus haerent, 12. cetera venter habet, et dē hōc illa stamen tamen remittit et 13. telās antiquās exercet arānea.

Demonstrative adjectives in ‘Arachne (Part II)’

Demonstrative Sub or non-sub? Translation

illud opus (line 1)

ipsa Pallas (line 1)

illius (line 1)

hoc (line 4)

ipsa (line 4)

hanc poenam (line 7)

illam (line 8)

cum hīs (line 10)

dē hōc (line 12)

illa (line 12)

Non-substantive that workNon-substantive Pallas herselfSubstantive of that (girl)Substantive this

(thing/attack)Substantive the (girl) herself

Non-substantive this punishmentSubstantive that (girl)Substantive with these

(hairs)Substantive from this (stomach)Substantive that

(girl/spider)

ipsum

Arachne (Part II)







Additional Vocabulary• ter: three times• Idmoniae = daughter of Idmon (gen. sg. f.)• tēla, -ae f. web; thread• minimum: smallest, very small• atque: and so• sīc: thus, in this way• pendentem: hanging (acc. sg. f.)• tamen: (but) still, nevertheless• Hecateius, -a, -um: of Hecate (a mythological goddess of witchcraft)• Arachnēs = Arachne (gen. sg. f.)• tangō, tangere, tetigī, tactus: to touch• post (+ACC): after• discēdō, -ere, -cessī, -cessus: to depart

Propositum: DWBAT exhibit understanding of the translation and GNC demonstrative adjectives on a NUNDINA assessment

STATIM: 1. Take out a pen for your NUNDINA

PENSUM XVI:Nihil pensum hodie!

10/20/15

Term 1 – NUNDINA 1

• You have 15 minutes to complete your NUNDINA

• After you’re done, take out your ‘Arachne’ Parts I and II texts and a red pen

Arachne (Part I)8. hanc torva spectat et fīla incepta relinquit. vix

9. manum retinet et īram vultū acrī fatētur. talibus

10. dictīs Pallādem obscūram resecūta est: ‘es longa

11. senectūte confecta et mē inops mentis

12. aggrederis. sī tibi nūrus est, loquere eācum!

13. consilī satis est mihi. cūr nōn dea ipsa venit?

14. cūr hoc certāmen vītat?’

15. tum dea ‘ipsa venit!’ dīxit formamque anilem

16. rēmōvit et Minervam Pallādem exhibuit.

She watches this (woman) fiercely and abandons (her) started threads. She scarcely restrains (her) hand and confesses anger with a sharp face.

She replied (to) the hidden Pallas with such spoken (words): ‘you are weakened by long (lengthy) old age and you, weak of mind,

will approach me.If there is a daughter-in-law for you (you have a daughter-in-law)

speak with her!There is enough of a plan for me (I have enough of a plan).

Why does the goddess herself not arrive?Why does she avoid this contest?’

Then the goddess said ‘She herself arrives!’ and she removes the form ofan old woman and revealed Pallas Minerva.

Arachne (Part II)1. illud opus Pallas ipsa carpere nōn potuit: illius

2. successū doluit virāgō flāva et rūpit pictās, caelestia crīmina,

3. vestēs. ter, quater frontem Arachnēs Idmoniae radiō

4. percussit. hoc ipsa passa est et animōsa laqueō guttura

5. ligāvit.

Pallas herself was not able to snatch that work:

the blonde heroine grieved at the success of that (girl/work) and broke the

embroidered garments, (which showed) divine crimes.

Three times, four times she struck the front (forehead) of Arachne the daughter of Idmon with a rod.

She herself endured this (thing/striking) and the bold (girl) tied (her) throat(s) with a noose.

Propositum: DWBAT exhibit understanding of the Arachne myth through answering reading comprehension EXPLICĀTIO questions

STATIM: 1. Take out your Arachne Part II text, a red pen, and a piece of

looseleaf

2. Find all deponent verbs in Part II and mark them with a ‘D’

PENSUM XVII:Check your grade on Pupil Path

10/21/15

Arachne (Part II)6. sed eam pendentem Pallas miserāta est atque sīc dīxit:

7. ‘vīve quīdem; pende tamen, improba. hanc poenam tū

8. prolesque dabitis.’ post ea discēdēbat et illam sūcō Hecatēiō

9. sparsit: et statim comae, tristī venēnō tactae, dēfluxēre. cum

10. hīs et nāris et aurēs, fitque caput minimum; totō quoque

11. corpore parva est: in latere exilēs digitī prō cruribus haerent,

12. cetera venter habet, et dē hōc illa stamen tamen remittit et

13. telās antiquās exercet arānea.

But Pallas felt sorry for her hanging and she spoke in this way:‘Live indeed; (but) nevertheless hang, wicked (girl).

You and your offspring will give (pay) this punishment.

After them (the words) she was departing and sprinkled that (girl) with a potion of Hecate

and immediately her hairs, touched by the sad poison, faded.With these both her nose and ears, and her head becomes very small;she is small in (throughout) her whole body: on her side thin fingers stick in place of legs,

the rest has her stomach, and from this (stomach) that (girl) still sends back thread andthe spider practices (spins) old threads.

COMPREHENSIO

1. Why is Pallas referred to as virāgō flāva in line 2? What aspect of her divinity is highlighted by this description? How is this relevant to her actions in this moment?

2. Why might Arachne's father be mentioned in patronymic adjective Idmoniae in line 3?

3. What does Arachne prepare to do in lines 4-5?4. What is the play on words Pallas uses in line 7 in the

imperative verb pende?5. Describe the physical changes Arachne's body goes

through in lines 9-12

Propositum: DWBAT identify and translate relative pronouns

STATIM: 1. Take a new packet from the front of the room and put your name


2. Complete the STATIM at the top of pg. 11. percutiō, percutere, percussī, percussus : to strike, hit

PENSUM XVIII:Annotate and translate through line 5 on pg. 3

10/22/15

STATIM

Arachnē ter quaterque ā Minervā, quae irascitur, percutitur. _______________________________________________ • What is the case of quae? __________________• What is the appropriate translation of quae?

___________________• Who/What does quae refer to?

_______________________

Arachne is struck three and four times by Minerva, who is angry

Nominative

who

Minerva

REVIEWWhat are relative pronouns? • Relative pronouns refer to a noun or pronoun and introduce

__________________ (the relative clause), which provides further information about the noun or pronoun.

• The noun, to which the relative pronoun refers, is called the ____________________.

• If the relative pronoun refers to a person, it is translated as _______________, but if the relative pronoun refers to an object or thing, it is translated as _______________.

• If a relative pronoun is in the genitive case, it is translated as whose.

• Relative pronouns must agree with their antecedents in _________________ and ______________.

• The ________________ of the relative pronoun is determined by how it is used in the ________________________

a new clause

antecedent

who/whomwhich

gender numbercase

relative clause

EXERCITĀTIO

• Complete the exercise on pg. 2 with your table members

• When you are done, raise your hands for a groupwork CHECK of your work

• If you finish early, you may move on to your HW

Propositum: DWBAT translate and identify the GNC of relative pronoun forms in the nom., acc., and genitive cases

STATIM: 1. Take out your Relative Pronouns packet and turn to pg. 3

2. Find TWO relative pronouns from the lines you translated yesterday (1-5), label their GNCs, and find their antecedents

PENSUM XIX:Annotate and translate ‘Proserpina (Part I)’ through line 11COTIDIANA on Monday on Relative Pronouns

1 sentence to annotate and translate and ID the antecedent and GNC of the relative pronoun

10/23/15

Relative Pronoun forms

quīcuius quās

quī quae quodcuiu

scuiusque

mquam

quod

quae quaequōrum

quārum

quōrumquōs quae

PROSERPINA and Pluto• On Sicily lies a volcano, Mount Etna, which shakes the earth and threatens to

crack open the earth itself, exposing the kingdom of the dead to the unwelcome sunlight. One day Dis, known as Pluto or Hades to the Greeks, drives his chariot from Sicily to inspect the foundations of the menacing mountain.

• Discerning no threat to his realm, he prepared to return, but Venus caught sight

of him and told her son Cupid, “Gather your arrows, my son, and pierce the heart of the Lord of the Underworld. His brothers Jupiter and Neptune, who hold sway over the sky, the earth, and the seas have fallen to our power. Why is Orcus excepted? Our power in the heavens is diminished—do you not see that Pallas and Diana remain maidens? Shall Proserpina also forsake me? Let us extend our kingdom to the world below and claim the daughter of Ceres as well.” Obeying his mother, winged Cupid shot his best arrow and struck his target in the heart of fearsome Dis himself.

• It happened that not far from the slopes of Etna, there was a deep pool and around it a wood in whose shade there is eternal spring and where flowers bloom all year.

Proserpina (Part I)1. et in hōc nemore Proserpina lūdit et flōrēs candidōs

carpit.

2. illa magnō studiō sinum implet et comitēs, quae quoque

3. flōrēs legunt, superāre certāverunt. simul hanc Dīs ipse eam

4. vidit et rapuit: amor, quī sagittā Cupidinis satus est,

5. properāvit.

And in this grove Proserpina plays and plucks white flowers.

That (girl) fills (her) lap with great zeal and (her) friends, who also gather flowers,

contended to win.

At the same time Dis himself sees this (girl) and snatched her

love, which was was produced by Cupid’s arrow, hastened.

Proserpina (Part I)







Propositum: DWBAT translate and identify the GNC of relative pronoun forms in the nom., acc., and genitive cases

STATIM: 1. Take out a half sheet of looseleaf for your COTIDIANA

2. Label it COTIDIANA V and write your heading at the top

PENSUM XX:Complete the Relative Pronoun reference sheet on pg. 5

10/26/15

COTIDIANA V – Relative Pronouns (Pt. 1)• Directions: Annotate and translate the following sentence and answer the

questions below

• Cupidō sagittam amōris quī pectus deī Orcī fixit iactat.– Relative pronoun: – Antecedent: – GNC of relative pronoun:

VocabularyCupidō, Cupidinis m. Cupidsagitta, -ae f. arrowamor, amōris m. lovepectus, pectōris n. chest; heartOrcus, -ī m. the Underworldfigō, figere, fixī, fictus to pierceiactō, -āre, -āvī, -ātus to throw, toss, hurl

DIRECTIONS: For each sentence, annotate and translate the sentences below and answer the questions. Then, fill out the relative pronoun chart below:

1. Venus vīdit Dītem, cui Cupidō sagittam mittit.

• Antecedent- _______Gender- ___ Number- ____ Case-______• Relative Pronoun- ______Gender- ___Number- ____ Case-______• Translation-

________________________________________

Cupidō, Cupidinis m. CupidDīs, Dītis m. Dis

Dītem

m sg acccui m sg dat

Venus saw Dis, to whom Cupid sends an arrow.

EXERCITĀTIO

• Complete the exercise on pg. 4 with your table members

• Insert all of the relative pronoun forms you find into the chart at the top of pg. 4 after you finish


• If you finish early, you may move on to your HW

Propositum: DWBAT translate and identify the GNC of relative pronoun forms in the dative and ablative cases

STATIM: 1. Take out your packet and turn to pg. 5

2. Annotate all of the RELATIVE PRONOUN forms you find in ‘Proserpina (Part II)’ on pg. 6

PENSUM XXI:Complete the translation and annotation of ‘Proserpina (Part II)’ through

line 11

10/27/15

Relative Pronouns

quī quae quodcuiu

scuius

cuiuscui cui cui

quem

quam

quodquō quā quō

quī quae quaequōrumquārumquōrum

quibusquibusquibusquōs quās quaequibusquibusquibus

PROSERPINA (Part II) • One of Proserpina’s companions, the nymph Cyane, was inconsolable at the

taking of Proserpina and was outraged at her treatment by Dis. So, she dissolved into tears, melting away into her own pool. Meanwhile, Ceres searches heaven and earth for her daughter and finally comes to Sicily, where Cyane, although unable to speak, kept Proserpina’s ribbon floating in her pool. In her grief and rage, Ceres withdrew her gift of grain from the world, bringing about famine to the mortals.

• • Another nymph of another fountain, Arethusa, who travelled beneath the earth

to reach Sicily, informed Ceres of her daughter’s fate, naming her queen among the dead. Enraged, Ceres summoned her chariot, rose to Olympus to consult with Jupiter, whom she begged for their daughter’s return. Although Jupiter wished his sister to see the glory in their daughter’s new role, he relented, decreeing that, as long as she had not eaten any food in the Underworld, she should be returned…

Proserpina (Part II)







Propositum: DWBAT translate and identify the GNC of relative pronoun forms in all cases

STATIM: 1. Take out your packet and turn to pg. 6

2. Supply the GNC and antecedent for the following relative pronouns from ‘Proserpina (Part II)’

PENSUM XXII:Nihil pensum hodieCOTIDIANA on FRIDAY on relative pronouns in the dative and ablative

10/28/15

Relative Pronoun GNC Antecedent

quae (line 1)

quō (line 3)

quem (line 4)

fem. nom. sg. virgoneut. abl. sg. pomummasc. acc. sg.Ascalaphus

PROSERPINA (Part II) 1. hoc nōn patiuntur Fāta quoniam virgo, quae

errābat in

2. hortīs cultīs, curvā ab arbōre pūniceum pomum

3. dēcerpserat, ex quō septem grāna sumpsit. hoc

4. Ascalaphus, solus ex omnibus, vīdit, quem Orphnē

5. quondam pepererat atrīs sub silvīs.

The Fates do not allow this (thing) because the maiden,

who was wandering in cultivated gardens,had plucked off a purple fruit from a curved tree,

from which she took 7 seeds.

Ascalaphus, whom Orphne once had given birth to under dark forests,

alone out of everyone, saw this.

PROSERPINA (Part II) 5. Illud vīdit et hōc

6. indiciō reditum crūdēlis adēmit. ingemuit rēgīna Erebī

7. testemque avem profānam mutāvit. os in rōstrum et

8. plumās et grandia lūmina vertit. reflectit sē longōs

9. unguēs sed vix movet pennās per inertia bracchia. foeda

10. avis fit: nuntia luctūs, īgnāvus būbō, dīrum mortālibus ōmen.

He saw that (consumption) and the cruel (boy) took away(her ability to) return with this information.

The queen of the Underworld lamented and changed the witness into a wicked bird.

(His) face turned into a beak and feathers and massive eyes.He bent back his long nails but scarcely moves feathers through sluggish arms.

He becomes an ugly bird: a messenger of distress, the cowardly owl, an a dreadful omen to mortal (men).

COMPREHENSIO1. What does the substantive adjective hoc refer to in line 1?

2. In an alternate Greek version of this myth, Proserpina eats 6 seeds instead of 7. Considering what the number of seeds represents, and that this is the Roman version, why might the number of seeds be different?

3. Grammatically speaking, the adjective crūdēlis in line 6 could apply to either Proserpina or Ascalaphus. Which character does it describe better? Why?

4. Describe how imagery of darkness is used throughout this passage (CITE 3 examples)

Propositum: DWBAT translate sentences including relative clauses in proper syntactical order


at the top

2. Take 5 minutes with your table members to finish the COMPREHENSIO questions from yesterday. I will collect 1 per table at random after your 5 minutes have elapsed

PENSUM XXI:COTIDIANA tomorrow on relative pronouns in the dat. and abl.

10/29/15

RELATIVE CLAUSE SYNTAX• We’ve already learned that relative pronouns and

antecedents need to agree in and , but don’t necessarily need to agree in

• That’s because the of an antecedent or relative pronoun is determined by its in its own individual clause

• When we translate relative clauses, however, we need to be sure that we follow two rules:

• The relative clause translation must START with the • The relative clause must be translated in the sentence

DIRECTLY AFTER the translation of the

gender numbercase

casefunction

relative pronoun

antecedent

EXERCITĀTIO• 1. Dīs in nemore in quō Proserpina amicaeque flōrēs carpunt fīliam

Cereris videt.• • Antecedent- __________ Gender- _______ Number-

_________ Case-______• Main clause translation-

__________________________________________________________• Relative Pronoun- _________ Gender- _______ Number-

_________ Case-______• Relative clause translation-

________________________________________________________• SENTENCE translation:

nemore neut.sg. abl.

Dis sees the daughter of Ceres in a grovequō neu

t.sg. abl.

in which Proserpina and (her) friends pick flowers

Dis sees the daughter of Ceres in a grove in which Proserpina and (her) friends pick flowers.

EXERCITĀTIO

• Complete the exercise with your table members


• If you finish early, you may study for your COTIDIANA tomorrow


STATIM: 1. Take out a half sheet of looseleaf paper for your COTIDIANA

2. Label it COTIDIANA VI and write your heading at the top

3. Take out a piece of looseleaf for your classwork EXERCITATIO after your quiz

PENSUM XXII:Nihil pensum

10/30/15

COTIDIANA V – Relative Pronouns (Pt. 2)• Directions: Annotate and translate the following sentence and answer the

questions below

• ad matrem rēgina Orcī cui Dīs amōrem sentit in terrā revenīre cupivit.

– Relative pronoun: – Antecedent: – GNC of relative pronoun:

Vocabularyrēgina, -ae f. queenOrcus, -ī m. the UnderworldDīs, Dītis m. Disamor, amōris m. lovesentiō, sentīre to feelreveniō, revenīre to return

EXERCITĀTIO4. in foedam avem illum rēgina Orcī quī reditum ad matrem Cererem

adēmit mutāvit.• • Antecedent- __________ Gender- _______ Number-

_________ Case-______• Main clause translation-

__________________________________________________________

• Relative Pronoun- _________ Gender- _______ Number- _________ Case-______

• Relative clause translation- ________________________________________________________

• SENTENCE translation:

quī masc.sg. nom.

illum masc.sg. acc.

The queen of the Underworld changed that (man) into an ugly bird.

who deprived (her) return to (her) mother Ceres)

The queen of the Underworld changed that (man) who deprived (her) return to (her) mother into an ugly bird.

COMPOSITIONDirections: Copy down, annotate the English and compose the

following sentences in LATIN. 1 per table will be checked at random for a classwork check

1. Proserpina and her friends, who were plucking flowers in a field, were frightened by the arrival of the god’s chariot.

2. The bird, into which Ascalaphus was changed, was an owl with large eyes who was an awful omen to all mortals.

3. Seven seeds which were taken from the purple fruit had been eaten by the beautiful girl.




2. Annotate, identify the GNC of and antecedents for all of the relative pronouns in lines 1-3 of your text

PENSUM XXII:Annotate and translate through line 11

11/2/15

ArethusaHer daughter returned, Ceres turns to Arethusa, who helped her,

and asked for her story: Why did she flee Elis (in Greece)? Why is she now a fountain? Arethusa replies to the goddess:

1. ‘ego eram una ex nymphīs, quae sunt Dianae

comitēs. magnō cum studiō errābam

2. per silvās, in quibus ferae habitant. sed quamvis numquam formae fāmam petēbam, et

3. quamvis fortis eram, pulchra habēbar. sed nōn mē iuvābat forma quā aliae gaudent.

fem. pl. nom.

fem. pl. abl.

fem. sg. abl.

Arethusa







Additional Vocabulary• habeō, -ēre to have; consider, think of• nudus, -a, -um naked, nude• errō, errāre to wander, roam; make a mistake• unus, -a, -um one• studium, -ī n. zeal, enthusiasm• gaudeō, gaudēre to rejoice, delight (in)• numerabilis, -e countable, possible to count• currō, currere to run• fuga, -ae f. flight, escape• fortis, -e brave, strong• territus, -a, -um frightened, scared• pes, pedis m. foot• neque and/but not

Propositum: DWBAT translate a passage including relative pronouns in preparation for the upcoming EXPLICATIO

STATIM: 1. Take a Term 1 IA Vocabulary List from the front of the room

2. Take out your Term 1 EXPLICATIO TEXT and a red pen

3. On your Vocabulary List, for the nouns, label their DECLENSIONS; for the verbs, label their CONJUGATION NUMBERS

PENSUM XXIII:Annotate and translate through line 16Make-ups tomorrow in office hoursEXPLICATIO on Friday 11/6

11/4/15

EXPLICĀTIO

• 12 questions on ‘Arethusa’– 6 comprehension questions (summary, analysis,

identification)– 2 translation questions– 2 grammar questions– 2 annotation questions

Arethusa

1. ‘ego eram una ex nymphīs, quae sunt Dianae comitēs. magnō cum studiō errābam

2. per silvās, in quibus ferae habitant. sed quamvis numquam formae fāmam petēbam, et

3. quamvis fortis eram, pulchra habēbar. sed nōn mē iuvābat forma quā aliae gaudent.

‘I was one out of the nymphs, who are friends of Diana.I was wandering through the forest, in which wild beasts live, with great zeal.

But although I was never seeking a reputation of beauty, andalthough I was strong, I used to be considered beautiful.

But beauty in which others delight was not pleasing to me.

Arethusa

4. ‘regrediēbar ā silvā; aestus erat; aquās, per quās numerābilis omnis erat calculus,

5. sine vertice inveniō. ingressa sum et in eās digitum tinxī, deinde crūs. vestem meam mīsī

6. nudumque corpus in aquīs ponō.

‘I was walking back from the forest; there was heat (it was hot out);I discover waters, through which every pebble is countable, without ripple.

I went in and wetted my toe into them, then my leg.I send (away/took off) my clothing and I put my naked body in the waters.

Arethusa







Additional Vocabulary• habeō, -ēre to have; consider, think of• nudus, -a, -um naked, nude• errō, errāre to wander, roam; make a mistake• unus, -a, -um one• studium, -ī n. zeal, enthusiasm• gaudeō, gaudēre to rejoice, delight (in)• numerabilis, -e countable, possible to count• currō, currere to run• fuga, -ae f. flight, escape• fortis, -e brave, strong• territus, -a, -um frightened, scared• pes, pedis m. foot• neque and/but not• discedō, discedere to depart, walk away• frigidus, -a, -um cold

Propositum: DWBAT translate a passage including relative pronouns in preparation for the upcoming EXPLICATIO

STATIM:

1. Take out your Term 1 EXPLICATIO TEXT and a red pen

2. Take out a piece of looseleaf for your EXPLICATIO practice questions

PENSUM XXIV:Make-ups/corrections for Nundinae TODAY, for Cotidianae on MondayEXPLICATIO TOMORROW

11/5/15

Arethusa7. subitō sub gurgite murmur audīvī; territa ad rīpam

volō. “quō volās, Arethusa?” suīs ab

8. undīs Alpheus clāmat. “quō volās?” mihi iterum ore fortī dīxerat. sine vestibus fugiō

9. sed mē sequitur. per nemora currō sed ille est velox.

10. fessa fugā “fer, Diana, opem,” dīxī “comitī tuae, cuī saepe dedistī arcum ferre

11. sagittāsque!” mōta dea est et mē nūbibus cēlāvit.

Suddenly I heard a murmur beneath the waters; frightened I rush to the riverbank.

“Where are you rushing, Arethusa?” Alpheus shouts from his waves.“Where are you rushing?” he had said again to me with a

strong mouth (voice).I flee without clothes but he follows me. I run through the woods but that (god) is fast.

Tired from the flight I said “Diana, bring help to your friend, to whom you often gave (your) bow and arrows to carry!” The goddess was moved and hid me in the clouds.

Arethusa12. ‘amnis nūbēs petit bisque locum, in quō mē dea

texerat, ignarus ambit et bis “Arethūsa!”

13. vocāvit. nōn tamen discēdit; neque vestigia videt: servat nūbemque locumque. sūdor

14. frigidus membra mea occupat et totō dē corpore guttae cadunt. ex omnī locō in quō pedem

15. movī, lacus mānat: in aquās mūtor. sed amnis aquam amātam cognōvit et ōs virī deposuit et

16. in undās versus est: sē mihi miscuit.

The river god looks for the clouds and encircle the location, in which the goddess had hidden me, two times and called ‘Arethusa!’ two times.Still he did not depart; and he does not see (my) footprints; he watches over both the cloud and the location.

A cold sweat occupies my limbs and drops fall down from (my) whole body.A pool flows from every place in which I move my foot: I am changed into waters. But the river god recognized (his) beloved water and put aside the face of a man and was changed into waves: he mixed himself with me.

EXPLICĀTIO Practice

1. What does Arethusa’s speech about herself reveal about her character in lines 2-3?

2. Paraphrase the phrase aestus erat (line 4) 3. Give one literal and one contextual translation for the

verb mīsī in line 54. To whom does the substantive adjective ille refer in

line 9?5. Explain in your own words why Diana may have

decided to help Arethusa referencing the Latin in lines 10-11

Term 1 EXPLICĀTIO• ***Make sure to take an IA practice handout. Answer Key is

on the website• ***IA Study Guide is on the website. If you don’t have a

printer/computer access at home and would like me to print on for you, let me know before you leave class

• Take out a piece of looseleaf and put your heading at the top• You will have the entire recitation for your exam. If you finish

early, bring your exam to the front and take out non-Latin related work when you return to your seat

• If you have an individual question, come up to the front to ask• Label all of your questions clearly by number

Salvete ! Welcome to Latin 2

Documents

Transcript of Salvete ! Welcome to Latin 2