Salvēte, discipulī!
• Find a seat at your assigned table
• Write your name in BIG letters on the index
card you’ve been given
• Introduce yourself to the other discipulī at
your table
• Answer the questions on the handout on your
table with your table members and on your
table’s page
Salvēte, discipulī!
Salvē, Magistra Snyder!
CONTACT INFORMATION
– E-mail address: jsnyder@brooklynlatin.org ,
kjaffe@brooklynlatin.org
– Website: http://magistrasnyder.weebly.com (Ms.
Snyder’s website),
http://site.google.com/a/brooklynlatin.org/magist
er-jaffe/ (Mr. Jaffe’s 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)
MATERIALS
(*due Wednesday 9/10/14)
– 1.5” 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 20 sheets of ruled looseleaf paper
– Pens- 3 black OR blue and 3 red, and 1 highlighter (any
color) to keep with you at all times
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 new 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
students. 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.
Assessments
Assessments
• Your grade for the TERM is the average of each of
these five components. It converts to a letter
grade according to the following scale:
• Your grade resets at the beginning of each term,
giving you a new opportunity to demonstrate
your understanding of course material.
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.
DISCIPULUS/A CONTACT
INFORMATION for Latin 1
(*due Monday 9/8/14)
• Please complete the following information to
the best of your knowledge. Make sure to
have a parent/guardian check it over to
ensure that all of the information written here
is accurate and then have them sign the
bottom.
Valēte, discipulī!
Valē, Magistra Snyder!
Salvēte, discipulī!
Salvē, Magistra Snyder!
9/5/14
Propositum: DWBAT identify the Latin language’s linguistic ancestor
and influence
Statim:
• Take out your Course Information and Expectations
handout from yesterday and answer the following
questions on looseleaf
1.
If you were to take a short, 5 minute quiz at the beginning of
class, what assessment category would that quiz fall into?
2.
If you wanted to retake that quiz to improve your score, would
you be able to?
3.
How often should you expect to have quizzes like this?
4.
If this quiz entailed translating a line of Latin you’d never seen
before, what major assessment would it be preparing you for?
PENSUM #1& 2
• Due Monday (9/8/14)- Discipulus/a Contact
Information sheet completed and signed by a
parent/guardian
• Due Wednesday (9/10/14)- All materials listed
in Materials section of Course Information and
Expectations handout
On your handout, write down every language you and your table
members can think of that is spoken within the demarcated territory.
Proto-Indo-European
• All of these languages come from a common
ancestor, or parent, language called PROTOINDO-EUROPEAN and are linguistically related to
one another, sharing similarities in
grammatical structures and vocabulary.
• Can you form a hypothesis about how all of
these languages might have come to be
related to one another?
Romance Languages
The Influence of Latin on the English Language
Independent Work (10 minutes)
• Read the 5 paragraphs on pg. 3 of your handout, annotating
and underlining the most important information
• When you are done reading, begin to answer the questions
on pg. 4
Group Work (5 minutes)
• Share out your answers to these questions with your group
members
• If you disagree on any answer(s), explain your thinking
behind your answer to your group members
Cogitāte…(Consider/Think about…)
1.
What common theme or themes do you see between the
Germanic and English words listed in sections 1 and 2 that were
adopted from Latin?
2.
What kinds of people in England would need to know Latin after it
became a Roman province in the 1st century A.D.? What kinds of
people wouldn’t?
3.
What use would someone in 6th century England have for Latin?
4.
In conclusion, what 3 major institutions can we say were largely
responsible for conveying the Latin language to England?
Military, government, church
Valēte, discipulī!
Valē, Magistra Snyder!
Salvēte, discipulī!
Salvē, Magistra Snyder!
9/8/14
Propositum: DWBAT identify the Latin language’s linguistic ancestor
and influence; DWBAT define and identify nouns, verbs, and
adjectives in English
Statim:
1. Take out your Disipulus/-a Contact
Information form and place it in the middle
of your table for collection
2. Take out your handout from Friday and take 5
minutes to finish reading the 5 paragraphs on
pg. 3. Then begin to answer the questions on
pg. 4
PENSUM #3
• Due Tomorrow- Complete the EXERCITATIO on
pg. 2 of your Packet
Cogitāte…(Consider/Think about…)
1.
What common theme or themes do you see between the
Germanic and English words listed in sections 1 and 2 that were
adopted from Latin?
2.
What kinds of people in England would need to know Latin after it
became a Roman province in the 1st century A.D.? What kinds of
people wouldn’t?
3.
What use would someone in 6th century England have for Latin?
4.
In conclusion, what 3 major institutions can we say were largely
responsible for conveying the Latin language to England?
Military, government, church
STATIM:
• Write 3 short sentences in English. Make one
of them the SHORTEST sentence you can
come up with.
• What 2 components does every sentence
NEED to have in order for it to qualify as a
sentence?
– A subject and a verb
NOUN
• A word that is either a living thing, place,
object, or concept.
•
•
•
•
Living thing: teacher, student, starfish
Place: school, earth, New York
Object: chair, pencil, hand
Concept: hope, learning, work, love
VERB
• A word that represents an action, condition, or
occurrence.
• Action: play, run, smile
• Condition: is, has, seem
• Occurrence: becomes, happens
ADJECTIVE
• A word that modifies, describes, or gives more
information about a noun .
– Descriptive: nice, intelligent, humorous
– Possessive: my, our, your, his
– Demonstrative: that _____, this _____
– Interrogative: which _____? what _____?
EXERCITĀTIO (Exercise)
Directions: Circle the nouns, underline the verbs, and write an “A” above any
adjectives you see.
NB: There are words in the sentences below that are neither nouns, nor verbs, nor
adjectives!
A
A
/1/ Ovid, a famous Latin poet, used to go frequently to
public events in ancient Rome.
A
A
/2/ He loved to observe and to write about the customs
of the people there.
A
/3/ Ovid’s poems were seen as scandalous and they
sometimes mocked mighty people.
A
A
/4/ The emperor Augustus sent poor Ovid into exile on
the Black Sea.
A
9/9/14
Propositum: DWBAT define and identify adverbs, conjunctions, and
prepositional phrases in English
Statim:
1. Take out your Packet from yesterday and turn
to your HW on pg. 2
2. With one other member of your table,
compare your answers and mark any word
on which you and your partner disagree
PENSUM # 2
• Short COTIDIANA quiz tomorrow at the beginning of
class
– You will be asked to ‘annotate’ a sentence in English for
nouns, verbs, adjectives, adverbs, conjunctions, and
prepositional phrases
• Due tomorrow (9/10/14)- All materials listed in
Materials section of Course Information and
Expectations handout
– Be sure to LABEL your binder and include the following
items in the proper locations of your binder
• Course Expectations and Information  before 1st divider
• Handouts and packets from Friday 9/5 and Monday 9/8 
‘Packets’ section of your binder
EXERCITĀTIO (Exercise)
Directions: Circle the nouns, underline the verbs, and write an “A” above any
adjectives you see.
NB: There are words in the sentences below that are neither nouns, nor verbs, nor
adjectives!
A
A
/1/ Ovid, a famous Latin poet, used to go frequently to
public events in ancient Rome.
A
A
/2/ He loved to observe and to write about the customs
of the people there.
A
/3/ Ovid’s poems were seen as scandalous and they
sometimes mocked mighty people.
A
A
/4/ The emperor Augustus sent poor Ovid into exile on
the Black Sea.
A
ADVERB
• A word that modifies a verb, adjective, or
another adverb.
– Examples
quickly
• Verb: She ran to school ________
• Adjective: I eat ______
very cold ice cream.
extremely quickly.
• Adverb: She ran to school __________
CONJUNCTION
• A word that links together different words,
phrases or clauses, or even full sentences to
express a relationship between them.
– Examples
or fish
– Words: cats ________
and dogs, chicken _____
or about a girl
– Phrases: : about a boy ______
but they still must study
– Clauses: TBLS discipulī are bright, ______
their Latin.
PREPOSITIONAL PHRASE
• A phrase of at least two words consisting of a
preposition + noun. Prepositional phrases
describe movement or physical location.
• Examples
• Physical location prepositions: in, on, at, under, by
• Movement prepositions: through, from, across,
toward, away
EXERCITĀTIO (Exercise)
pg. 3
Directions: Circle nouns, underline verbs, mark adjectives with “A,”
mark adverbs with “ADV,” draw triangles around conjunctions, and
draw brackets around complete prepositional phrases.
NB: There are words in the sentences below that are not among the
types listed above!
A
A
/1/ At the circus, Ovid rooted for his favorite
charioteer, and he saw many young men and
A
ADV
women there.
ADV
EXERCITĀTIO (Exercise)
pg. 3
Group Work (10 minutes)
• Complete ‘annotation’ for sentences 2-4
– Make sure to check that you have the number of
parts of speech listed at the bottom of the
exercise (Ex. 25 Nouns, 11 Verbs, 8 Adjectives, 5
Adverbs, 6 Conjunctions, 7 Prepositional Phrases)
EXERCITĀTIO (Exercise)
pg. 3
/2/ Ovid was a friend of Augustus’ daughter, but
the friendship did not help him in the emperor’s
ADV
eyes.
A
ADV
/3/ In exile, Ovid wrote sad poems, and hopelessly
asked to return to Rome.
ADV
A
/4/ Without Ovid
we would know much less about
A
Rome, sinceA his poems speak about mythology,
A
describe Roman social
life, and are models of
Latin literature.
A
EXERCITĀTIO (Exercise)
pg. 3
• Which words from these sentences do not
belong to ANY of these categories?
– the
–a
– of
– did
– would
– to + verb
9/10/14
Propositum: DWBAT define the grammatical roles of nouns and
identify the functions of nouns in sentences in English
Statim:
1. Take out a piece of looseleaf and write your
heading at the top
1. Name, date, Latin 1, R ___
2. COTIDIANA #1
2. Take out your materials and place them in
front of you on your desk for inspection
COTIDIANA #1
• Write out the following sentence and then ‘annotate’ the parts of
speech listed below:
–
–
–
–
–
–
Circle nouns
Underline verbs
Put an A over adjectives
Put ADV over adverbs
Put a triangle around conjunctions
Put parentheses/brackets around prepositional phrases
1.
The poet wrote many poems at his home
although sadly none were preserved.
COTIDIANA #1
• Write out the following sentence and then ‘annotate’ the parts of
speech listed below:
–
–
–
–
–
–
Circle nouns
Underline verbs
Put an A over adjectives
Put ADV over adverbs
Put a triangle around conjunctions
Put parentheses/brackets around prepositional phrases
1.
Ovid read poetry in his home and close
friends listened attentively.
COTIDIANA #1
• Write out the following sentence and then ‘annotate’ the parts of
speech listed below:
–
–
–
–
–
–
Circle nouns
Underline verbs
Put an A over adjectives
Put ADV over adverbs
Put a triangle around conjunctions
Put parentheses/brackets around prepositional phrases
1.
Ovid wrote poetry beautifully and invited
friends to listen to it in his home.
PENSUM # 4
• Finish EXERCITĀTIO on pg. 5, #2-7
Grammatical Roles of Nouns
• Most sentences have many nouns. But not all
nouns do the same thing in a sentence.
• The SUBJECT of a sentence is always a noun, but
do-er
it plays the role of the ___________________
or
___________________
of the verb in that
be-er
sentence. It is the subject that performs or
completes the action or the condition of the verb.
It is the subject that VERBS.
– Ex. I eat pancakes. She was a toddler. Honesty is the
best policy. Stupidity can get you killed.
Grammatical Roles of Nouns
• The DIRECT OBJECT of a sentence is always a
noun, but it plays the role of the
recipient
___________________
of the verbal action.
The subject VERBS the direct object.
– Ex. I eat pancakes.
The fall broke my phone.
Latin increases intelligence. Cats have hats.
Grammatical Roles of Nouns
indirect recipient
• An INDIRECT OBJECT is a ________________
of the verbal action. The subject VERBS the
direct object TO or FOR the indirect object.
– Ex. I made pancakes for you. I gave my broken
phone to my sister. They told a story to us.
Grammatical Roles of Nouns
a condition
• Verbs that express ___________________
or
occurrence
___________________
(e.g. the verb “to be”)
DO NOT EVER take a direct object, because
they do not express an action that happens to
another person or thing. Such verbs instead
are followed by a PREDICATE NOMINATIVE.
– Ex. I am a pancake., My phone was broken., Cats
are not hats., A student becomes a graduate.
Annotation
• You will UNDERLINE a verb.
• You will CIRCLE a subject or a predicate
nominative.
• You will BOX a direct object.
• When an adjective modifies a subject or a
predicate nominative or a direct object, you may
circle or box that adjective along with the noun it
modifies.
• You will put BRACKETS around a prepositional
phrase.
Cogitāte…
• Looking at these annotation directions, what
is different from what we have been doing for
the past 2 days?
• Why do you think the annotation for the
adjective now will be the same as the noun it
modifies?
ANNOTATION
• You may have realized that every single sentence,
no matter how short, must contain both a
subject
___________________
and a
verb
___________________.
compound/complex sentence, there are
• In a ___________________
clauses
two or more ___________________,
each of
which contains a ___________________
and a
subject
___________________.
A group of words which
verb
does NOT contain a ___________________
and a
subject
verb
___________________
is merely a
___________________.
phrase
ANNOTATION
• When you annotate, you will separate clauses, each
containing exactly one verb and one subject:
– We are readers, and wonderful Ovid
wrote good poems at home for us.
• NB: You will NOT be annotating every word in a sentence!
Annotation is designed to bring out the backbone of the
sentence, not to bog you down in every detail.
EXERCITĀTIO (Exercise)
pg.5
• Directions: Begin by counting the number of verbs in
each sentence to determine how many clauses are
present. Then annotate fully and mark clause divisions.
• /1/ Ovid walked towards the forum and he
gave poetry lessons to children and adults.
EXERCITĀTIO (Exercise)
pg.5
• Group Work
– For sentences #2-7, divide each one into clauses
and then annotate the entire sentence
Valēte, discipulī!
Valē, Magistra Snyder!
The Subject of a Sentence
noun
• The subject of a sentence is always a ______.
• The subject is the “do-er” or “be-er” of the
main verb of the sentence. It completes the
action or condition of the verb.
9/11/14
Propositum: DWBAT define the grammatical roles of nouns and
identify the functions of nouns in sentences in English
Statim:
1. Take out your packet and turn to pg.5
2. Answer the following questions with your table
members:
1. What is the role of the subject in a sentence?
do-er or be-er
receives the action of a verb in a
2. The direct object ________
sentence
TO
3. An indirect object is the person/thing ______
or
_______
FOR whom/which an action is done
4. Predicate nominatives further describe the subject in
condition or
a sentence in which the verb is a _________
occurrence
_____________
PENSUM # 5
• COTIDIANA #2
– Annotate an English sentence for subjects,
predicate nominatives, direct objects, verbs, and
prepositional phrases
EXERCITĀTIO (Exercise)
pg.5
/2/ Ovid was a friendly man and he greeted the
citizens in the forum, and they greeted him with
joy.
/3/ The dusty marketplace sent loud noises and
strong smells to Ovid’s mind, so he went to the
public baths where he soaked and he relaxed.
/4/ Although Ovid had important friends,
Augustus exiled him anyway.
EXERCITĀTIO (Exercise)
pg.5
/5/ In exile, Ovid exclaimed: “I wish that I were walking
upon Roman streets!”
/6/ Ovid claimed: “a poem and a mistake caused my
exile,” but we do not know the poem or the mistake.
/7/ The Metamorphoses is the most famous poetic work
of Ovid; in it humans become animals and gods
transform into many disguises.
THE FOUR AGES
• In this story, Ovid narrates the primordial origins of
humanity. This is the introduction to Ovid’s most
famous work called The Metamorphoses- a book of
poetry about mythological stories having to do with
transformation.
• GROUPWORK- With your group members, annotate
the story for subjects/predicate nominatives, direct
objects, indirect objects, verbs, and prepositional
phrases
– When you are done, raise your hand and I will give 1
random member of your group a classwork check for your
table
THE FOUR AGES
1. The history of the world is change. Time
changes forms into new forms,
2. and changes bodies into new bodies, and
even gods and humans transform.
9/12/14
Propositum: DWBAT identify the functions of nouns in sentences in
English
Statim:
1. Take out a piece of looseleaf and write your
heading at the top
1. Name, date, Latin 1, R ___
2. COTIDIANA #2
2. Keep your binder in front of you on your desk
with your packet inside in the Packets section
COTIDIANA #2
• Write out the following sentence and then
‘annotate’ the parts of speech listed below:
–
–
–
–
Circle subjects and predicate nominatives
Underline verbs
Box direct objects
Put parentheses/brackets around prepositional
phrases
1. In the beginning, the world was chaos, until a
god separated it into parts.
COTIDIANA #2
• Write out the following sentence and then
‘annotate’ the parts of speech listed below:
–
–
–
–
–
Circle subjects and predicate nominatives
Underline verbs
Box direct objects
Put a plus sign over indirect objects
Put parentheses/brackets around prepositional
phrases
1. People did not make laws for other people, and
everyone consumed food from the earth.
COTIDIANA #2 (Make-up)
• Write out the following sentence and then ‘annotate’
the parts of speech listed below:
–
–
–
–
–
Circle subjects and predicate nominatives
Underline verbs
Box direct objects
Put a plus sign over indirect objects
Put parentheses/brackets around prepositional phrases
• 8 ANNOTATIONS TOTAL (Not every word should be
annotated)
1. Humans built shelters and the land did not give forth
food willingly to the people on earth.
STATIM:
Compose an English sentence that contains at least
a subject, a verb, a direct object, and an indirect
object.
In what order do these items appear?
Subject  verb  direct object  indirect object
Syntax of English and Latin
• When we consider the structure of language, we
need to think about three different elements.
– The VOCABULARY of a language consists of the body
of words used in a particular language.
– GRAMMAR is an analysis of the specific function that
specific words play in a clause or sentence.
– SYNTAX refers to the order in which words combine to
form meaningful clauses and sentences.
“AN AUTHOR WROTE POETRY.”
• Grammar:
•author= subject
•wrote= verb
•poetry= direct object
• Syntax:
•subject  verb  direct object (S V DO)
• Vocabulary
•author= a person who writes professionally
•wrote = to compose words which convey meaning
•poetry= genre of literature marked by specific rhythm and style
EXERCITĀTIO (Exercise)
pg. 8
LATIN
mundī historia
mutātio est.
Subj.  pred. nom. 
verb
LATIN WORD BANK
mundī = of the world
historia = history
mutātio = change
est = is
ENGLISH
The history of the
world is change.
Subj.  verb  pred.
nom.
EXERCITĀTIO (Exercise)
pg. 8
LATIN
LATIN WORD BANK
in novās formās
in = into
formās tempus
mutat.
novās = new
formās = forms
ENGLISH
Time changes forms
into new forms
tempus = time
mutat = changes
prep. phrase 
direct object 
subject  verb
Subj.  verb 
direct object 
prep. phrase
3. Food naturally grew on trees and in fields
4. The earth did not give forth food willingly.
EXERCITĀTIO (Exercise)
pg.8
• Groupwork
– Annotate the English sentence
– Label the syntactical (word order) pattern of the English
sentence
– Annotate the Latin sentence
– Label the syntactical pattern of the Latin sentence
– Come up with a conclusion at the bottom of
your page about the syntax of English
sentences vs. the syntax of Latin sentences
Exit Question
• What can you conclude about the SYNTAX of
English sentences? What can you conclude
about the SYNTAX of Latin sentences?