Propositum: DWBAT translate authentic lines of poetry including ellipses 4/30/14 Facite Nunc: 1. Take the following handouts from the front of the room: 1. Daphne and Apollo: Master Translation (Reference) 2. Daphne and Apollo, Metamorphoses I.452-567 (Reference) 3. Daphne and Apollo: Lines 452-457 (Class Notes) 1. Keep your binder in front of you and organize each of these 3 handouts into them 2. Poetic Language quiz pushed back until TOMORROW PENSUM #112: Answer the questions for lines 454-457 on your ‘Daphne and Apollo: Lines 452-457’ handout Reference Sheets • Daphne and Apollo, Metamorphoses I.452567 – Source for vocabulary, glosses, and commentary – For master annotations and notes on text • Daphne and Apollo, Master Translation – For master translation (corrected version only) Daily Handouts • Daphne and Apollo: Lines 452-457 – Handouts received in class with grammar questions, reading comp. questions, notes, rough draft translation – For draft annotations, draft translations, grammar and reading comp. question answers DAPHNE AND APOLLO: Lines 452-457 452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn 453.fors ignāra dedit, sed saeva Cupīdinis īra. 454.Dēlius hunc nūper, victō serpente superbus, 455.vīderat adductō flectentem cornua nervō, 456.“Quid” que, “tibī, lascīve puer, cum fortibus armīs?” 457.dīxerat; “Ista decent umerōs gestāmina nostrōs, Translation Method for Ovid 1. ALWAYS annotate first! 2. Answer the grammar questions for each couplet 3. Use the annotations and responses to the grammar questions to draft a translation of that couplet ANNOTATE! erat 452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn 453.fors ignāra dedit, sed saeva Cupīdinis īra. • What important part of speech is missing from the firs clause? __________________________ VERB – What English word should be implied in your translation? ___________________________ “was” – What Latin word is omitted in the original text? erat ___________________________ – When one or more words that are necessary to make sense of the sentence are omitted, but easily understood or implied from the context, it is called ______________________ ELLIPSIS ANNOTATE! erat 452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn 453.fors ignāra dedit, sed saeva Cupīdinis īra.dedit – “sed”, as a conjunction, begins a clause. But what part VERB of speech is missing? _______________________ – What English word should be implied in your “gave” translation? ___________________________ – What Latin word is omitted in the original text? dedit ___________________________ TRANSLATE! erat 452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn 453.fors ignāra dedit, sed saeva Cupīdinis īra.dedit 454. The first love of Apollo (was) Daphne of Peneus, 455. which ignorant chance did not give, but the cruel anger of Cupid (gave). FINAL: The first love of Apollo, which ignorant chance did not give, but the cruel anger of Cupid (gave), was Daphne of Peneus. POETIC DEVICES • ANAPHORA – repetition of words or phrases in close proximity – EFFECTS: Emphasis, persistence • TRICOLON – list of 3 items or phrases (usually without a conjunction) – EFFECTS: urgency, persuasion • TETRACOLON – list of 4 items or phrases (usually without a conjunction) – EFFECTS: urgency, persuasion Propositum: DWBAT translate authentic lines of poetry including chiasmus 5/1/14 Facite Nunc: 1. Take out a black/blue pen for your quiz 2. If you were missing your binder yesterday, put your binder on your desk for inspection 3. Keep your HW on your desk for inspection PENSUM #113: Nihil pensum hodie Poetic Language Quiz: Phoebus et Daphne • You have up to 10 minutes for your quiz • /Lines 454-455/ • What is the main clause’s subject-verb-direct object? vīderat Dēlius ___________________, _____________________ , _______________ hunc • What type of construction is victō serpente? Ablative Absolute ___________________________ – What is the best clausal translation of this construction with superbus? _____________________ CAUSAL • What is adductō modifying? ___________________________ nervō • What is flectentem modifying? hunc ___________________________ • • /Lines 456-457/ • What important part of speech is missing from the first VERB ELLIPSIS clause? ___________________________ – What English word should be implied in your translation? is ___________________________ – What Latin word is omitted in the original text? est ___________________________ Apollo and Daphne: Lines 454-457 Group work (15 minutes) For lines 454-457: • Annotate • Translate • Paraphrase the meaning of these lines in your own words Apollo and Daphne: Lines 454-457 454.Dēlius hunc nūper, victō serpente superbus, 455.vīderat adductō flectentem cornua nervō, 456.“Quid” que, “tibī, lascīve puer, cum fortibus armīs?” 457.dīxerat; “Ista decent umerōs gestāmina nostrōs, ANNOTATION AND TRANSLATION Lines 454-455 454 Dēlius hunc nūper, victō serpente superbus, 455 vīderat adductō flectentem cornua nervō, Apollo, proud because the snake (had been/was) defeated, recently had seen this (man/boy/god), bending his bow with a pulled back string. Propositum: DWBAT translate authentic lines of poetry including chiasmus 5/2/14 Facite Nunc: 1. Take a ‘Apollo and Daphne: Lines 458-465’ handout from the front of the room and place it into the Class Notes section of your binders 2. Take out your ‘Apollo and Daphne: Lines 452-457’ 3. Review: 1. How is Apollo feeling when he sees Cupid? Why? PENSUM #114: Answer all questions for lines 458-465 on your handout R3 – ROOM CHANGE • Take out your blue room change forms and write down the following change for next week ONLY (May 5th-May 9th) • For the week of May 5th – May 9th we will meet in room 137 R5 – ROOM CHANGE • Take out your blue room change forms and write down the following change for next week ONLY (May 12th –May 15th ) • For the week of May 12th – May 15th we will meet in room 102 CHIASMUS ABL ACC ACC ABL vīderat adductō flectentem cornua nervō, A B B ➔ Word order is a special poetic device that can be used to create a visual image. ➔ ABBA word order is called chiasmus. ➔ Chiasmus often creates an image of thing A surrounding or enclosing thing B. A ANNOTATION AND TRANLSATION Lines 456-457 “Quid” que, “tibī, lascīve puer, cum fortibus armīs?” dīxerat; “Ista decent umerōs gestāmina nostrōs, And he had said, “What is it to you, playful boy, with strong weapons? Those weapons of yours are suitable for our (my) shoulders.” Apollo and Daphne: Lines 458-465 Group work (20 minutes) For lines 458-460 • ANNOTATE!!! • ANSWER QUESTIONS FOR 458-460 • Translate lines 458-460 • Paraphrase the meaning of these lines in your own words R3 • Sit with your table members at the same table you sit at in 103 • ARE YOU MISSING SOMETHING FROM YOUR BINDER? – Womp womp – Go to room 103 at the end of today to retrieve it – You will NOT have access to any materials in 103 until next week Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus 5/5/14 Facite Nunc: 1. Take out your ‘Apollo and Daphne: Lines 458-465’ handout and ‘Apollo and Daphne’ master text for a HW check 2. As HW is being checked, compare your annotation and translation for lines 458-460 with your table members 3. Review: 1. 2. Why does Apollo use the plural in place of the singular? What is this device called? PENSUM #116: Complete your ANNOTATION and DRAFT TRANSLATION for lines 461-465 DAPHNE AND APOLLO: Lines 458-460 GRAMMAR QUESTIONS /Lines 458-460/ – What is the grammatical subject of the verb possumus? we – What is the implied subject of possumus? I (Apollo speaking) – Certa is a substantive adjective; what noun from the text is it implying? vulnera – What type of poetic device is present at the beginning of lines 458 and 459? anaphora – What case is Pythōna? accusative What two other prementem and tumidum words modify it? – What does pestiferō modify? ventre – What does innumerīs modify? sagittīs DAPHNE AND APOLLO: Lines 458-460 ANNOTATE AND TRANSLATE 458.quī dare certa ferae,* dare vulnera possumus hostī, 459.quī modo, pestiferō tot iūgera ventre prementem, 460.strāvimus innumerīs tumidum Pythōna sagittīs. • • • we (I) who are (am) able to give certain (fatal) (wounds) to a wild beast, to give (fatal) wounds to an enemy, who just now with countless arrows struck down the swollen Python, pressing so many acres (of land) with (its) pestilential belly. Can you find a CHIASMUS in lines 458-460? 458.quī dare certa ferae,* dare vulnera possumus hostī, A B B A 459.quī modo, pestiferō tot iūgera ventre prementem, A B B A 460.strāvimus innumerīs tumidum Pythōna sagittīs. 459 pestiferō tot iūgera ventre prementem 460 strāvimus innumerīs tumidum Pythōna sagittīs. Apollo and Daphne: Lines 461-465 Group work (20 minutes) For lines 461-465 • ANNOTATE!!! • Translate lines 461-465 • Paraphrase the meaning of these lines in your own words • Raise your hand for a group work CHECK when you are done Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus 5/6/14 Facite Nunc: 1. Take a ‘Apollo and Daphne: Lines 466-473’ handout from the front of the room 2. Take out your ‘Apollo and Daphne: Lines 458-465’ handout for a HW check 3. As HW is being checked, find the 3rd CHIASMUS in lines 463-464 and review: 1. What image is created by the CHIASMUS in line 459 (pestiferō tot iūgera ventre prementem)? 2. What image is created by the CHIASMUS in line 460 (strāvimus innumerīs tumidum Pythōna sagittīs) ? PENSUM #117: ANNOTATE, answer the GRAMMAR QUESTIONS, and TRANSLATE for lines 466-469 IMAGES CREATED BY CHIASMUS 1. pestiferō tot iūgera ventre prementem (line 459) 2. strāvimus innumerīs tumidum Pythōna sagittīs. (line 460) GRAMMAR QUESTIONS Lines 461-462 /Lines 461-462/ • Translate estō as an imperative form of sum, esse Be! • What case is and function does contentus have? nominative, predicate nominative • What noun does tuā modify? face • Find 3 CHIASMI from like 458-464: (line (line (line ) ) ) 3 CHIASMĪ (Lines 458-464) ABBA word order – A/B pattern can be in ANY two cases ABL ACC ACC ABL 1. pestiferō tot iūgera ventre prementem (line 459) ABL ACC ACC ABL 2. strāvimus innumerīs tumidum Pythōna sagittīs. (line 460) NOM ACC ACC NOM 3. tuus (arcus) omnia (Phoebe) tē meus arcus (lines 463-464) GRAMMAR QUESTIONS Lines 463-465 /Lines 463-465/ • What is the GNC of huic? masc., sing., dat. • What noun from line 464 does tuus imply? arcus • omnia is a substantive adjective and implies the noun things because it is in the neuter gender • There is an ELLIPSIS in the clause tē meus arcus because the verb , figat , is missing • What are the two possible GNC’s of deō? masc., sg., abl.and masc., sg., dat. – Circle the correct GNC for deō in this context • What is the degree of the adjective minor? comparative • What is the case and function of nostrā? abl. of comparison • What noun is implied with the adjective nostrā? gloria ANNOTATE 461.Tū face nescio quōs estō contentus amorēs 462.irrītāre tuā nec laudēs assere nostrās.” arcus 463.Fīlius huic Veneris, “Fīgat tuus omnia, Phoebe,* 464.tē meus arcus,” ait, “quantōque animālia cēdunt 465.cūncta deō, tantō minor est tua glōria nostrā.” TRANSLATE 461.Tū face nescio quōs estō contentus amorēs 462.irrītāre tuā nec laudēs assere nostrās.” You, be satisfied to kindle loves, I don’t know what (they are), with your torch, not to lay claim to our (my) praises. Apollo and Daphne: Lines 461-465 Group work (15 minutes) For lines 466-469 • ANNOTATE!!! • ANSWER THE GRAMMAR QUESTIONS ON PG. 1 • Translate lines 466-469 • Paraphrase the meaning of these lines in your own words • Raise your hand for a group work CHECK when you are done Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus 5/7/14 Facite Nunc: 1. Take out both your ‘Lines 466-473’ handout for inspection 2. While HW is being checked: 1. 2. Add your final draft translation to your Master Translation handout Add your final annotations to your Master Text PENSUM #118: Study for a DECLENSION ENDINGS QUIZ on MONDAY Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus 5/7/14 Facite Nunc: 1. Take out both your ‘Lines 458-465’ and ‘Lines 466-473’ handouts 2. While HW is being checked: 1. Answer the GRAMMAR questions on side 1 of your ‘Lines 466-473’ handout for lines 466-469 PENSUM #118: Annotate, answer grammar questions for, and TRANSLATE lines 470-473 QUIZ on your HW assignment tomorrow TRANSLATE arcus 463.Fīlius huic Veneris, “Fīgat tuus omnia, Phoebe,* 464.tē meus arcus,” ait, “quantōque animālia cēdunt 465.cūncta deō, tantō minor est tua glōria nostrā.” The son of Venus said to this (god/man), “Your (bow) may pierce all things, Phoebus, (but) my bow may pierce you, by as much as all animals yield to a god (the gods), by that much less is your glory than ours (mine).” DAPHNE AND APOLLO: Lines 466-469 GRAMMAR questions modify = translated with, has the same GNC /466-467/ Cupid Who is the subject of dixit in line 466? _______________________ What word does percussīs modify? _______________________ pennīs aere What word does elīsō modify? _______________________ What grammatical construction is present in line 466? ablative absolute __________________________________________ What is the best clausal translation for that clause? temporal Cupid Who is impiger modifying? _______________________ /468-469/ What noun must be implied with the substantive adjectives hoc and illud? _______________________ weapon/arrow What other type of noun is missing from the clause fugat hoc? What direct object can you imply? _______________________; _______________________ amōrem (love) DAPHNE AND APOLLO: Lines 466-467 466.Dīxit et, ēlīsō percussīs āere pennīs, 467.impiger umbrōsā Parnāsī cōnstitit arce, DAPHNE AND APOLLO: Lines 468-9 468.ēque* sagittiferā prōmpsit duo tēla pharetrā amōrem 469.dīversōrum operum. Fugat hoc, facit illud amōrem; Apollo and Daphne: Lines 466-469 Group work (10 minutes) For lines 466-469 • Translate DAPHNE AND APOLLO: Lines 466-467 466.Dīxit et, ēlīsō percussīs āere pennīs, 467.impiger umbrōsā Parnāsī cōnstitit arce, And he spoke, after the air was shattered by (his) beaten wings after (his) wings were beaten in the shattered air the quick (god) stood upon the shady summit of Parnassus. DAPHNE AND APOLLO: Lines 468-9 468.ēque* sagittiferā prōmpsit duo tēla pharetrā amōrem 469.dīversōrum operum. Fugat hoc, facit illud amōrem; and he pulled out two weapons of opposite functions from his arrow-bearing quiver. This (weapon) flees love, that (weapon) makes love; Apollo and Daphne: Lines 470-3 Group work (20 minutes) For lines 470-3 • Annotate, answer grammar questions for, and translate lines 470-473 • BONUS! Find a chiasmus in these lines and label it ABBA • I will collect 1 worksheet from your table at random at the end of the recitation for a CLASSWORK GRADE Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus 5/8/14 Facite Nunc: 1. Take out or wait to receive back your ‘Lines 466-473’ handout 2. Take 2 handouts from the front of the room: 1. 2. Daphne and Apollo: Lines 474-484 Gender, Number, Case: Practice Quiz 3. Work on your Gender, Number, Case: Practice Quiz PENSUM #119: HW DUE MONDAY: Annotate, grammar questions, and translation for lines 474-479 (TAKE YOUR TEXT HOME) DECLENSION ENDINGS QUIZ on Monday Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus 5/8/14 Facite Nunc: 1. Take out a black/blue pen for your QUIZ 2. Take 2 handouts from the front of the room: 1. 2. Daphne and Apollo: Lines 474-484 Gender, Number, Case: Practice Quiz 3. After the quiz is over, work on your Gender, Number, Case: Practice Quiz PENSUM #119: HW DUE MONDAY: Annotate, grammar questions, and translation for lines 474-479 (TAKE YOUR TEXT HOME) DECLENSION ENDINGS QUIZ on Monday QUIZ: Daphne & Apollo, lines 470-473 • Take 10 minutes for your quiz • Open notes ferae • feminine, plural, nominative • feminine, singular, genitive • feminine, singular, dative animālia • neuter, plural, nominative • neuter, plural, accusative ventre • masculine, singular, ablative sagittīs • feminine, plural, dative • feminine, plural, ablative amorēs • masculine, plural, nominative • masculine, plural, accusative GRAMMAR QUESTIONS /470-471/ • What is the antecedent of quod in line 470? _______________________ hoc / tēlum / weapon • What is the antecedent of quod in line 471? illud/ tēlum / weapon _______________________ • What direct object should be implied in the clauses quod facit and quod fugat? amōrem • What type of poetic device is present at the start of these two lines? _______________________ anaphora /472-473/ deus (Cupid) • Who is the subject of laesit? _______________________ neuter, ossa • What noun does trāiecta modify? _______________________ • What are two features of the arrow that pierces Daphne? plural, flees love ______________________; accusative obtūsum, habet plumbum ____________________ • What are two features of the arrow that pierces Apollo? makes love aurātum, fulget cuspide acūtā ______________________ ______________________; DAPHNE AND APOLLO: Lines 472-3 472.Hoc deus in nymphā Pēnēide fīxit, at illō 473.laesit Apollineās trāiecta per ossa medullās. DAPHNE AND APOLLO: Lines 470-1 amōrem 470.quod* facit, aurātum est et cuspide fulget acūtā, amōrem 471.quod* fugat, obtūsum est et habet sub harundine plumbum. DAPHNE AND APOLLO: Lines 470-1 amōrem 470.quod* facit, aurātum est et cuspide fulget acūtā, amōrem 471.quod* fugat, obtūsum est et habet sub harundine plumbum. The one which makes (love), is golden and shines brightly with (its) sharp tip, the one which flees (love) is dull and has lead under its shaft. DAPHNE AND APOLLO: Lines 472-3 472.Hoc deus in nymphā Pēnēide fīxit, at illō 473.laesit Apollineās trāiecta per ossa medullās. The god pierced this (weapon) in the nymph of the river Peneus, but wounded the marrows of Apollo with that (weapon) through (his) pierced bones. Apollo and Daphne: Lines 474-6 Group work (20 minutes) For lines 474-6 • Annotate, answer grammar questions for, and translate lines 474-6 • BONUS! Find a chiasmus in these lines and label it ABBA Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus 5/9/14 Facite Nunc: 1. Take out your ‘Daphne and Apollo: Lines 474-484’ handout PENSUM #119: HW DUE MONDAY: Annotate, grammar questions, and translation for lines 480-484 (TAKE YOUR TEXT HOME) DECLENSION ENDINGS QUIZ on Monday Apollo and Daphne: Lines 474-9 Group work (30 minutes) For lines 474-9 • Annotate, answer grammar questions for, and translate lines 474-9 • BONUS! Find 2 chiasmī in these lines and label it ABBA Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus and anaphora 5/12/14 Facite Nunc: 1. Take out your ‘Daphne and Apollo: Lines 474-484’ handout 1. Take out a black/blue pen for your quiz 2. Your HW will be checked while you take your quiz PENSUM #120: Annotate, grammar questions, and translation for lines 480-484 (TAKE YOUR TEXT HOME) ANNOTATION QUIZ on Wednesday QUIZ: GENDER, NUMBER, CASE • Take 5 minutes to complete your quiz • Each question is all or nothing- you must get the G, N and C correct to receive credit QUIZ: GENDER, NUMBER, CASE (Version 1) 1. latebrīs fem., pl., abl. fem., pl., dat. neut., sg., nom. 2. 3. 4. 5. 6. neut., sg., acc. nōmen masc., pl., abl. masc., pl., dat. arcibusmasc., sg., dat. hostī neut., pl., nom. neut., pl., acc. ossa neut., pl., gen. operum QUIZ: GENDER, NUMBER, CASE (Version 2) 1. 2. 3. 4. 5. silvārum fem., pl., gen. plumbum neut., sg., nom. neut., sg., acc. arcus masc., sg., nom. ferae fem., sg., gen. fem., sg., dat. fem., pl., nom. Veneris fem., sg., gen. neut., pl., nom. 6. vulnera neut., pl., acc. Apollo and Daphne: Lines 474-484 474.Prōtinus alter* amat, fugit altera nōmen amantis, 475.silvārum latebrīs captīvārumque ferārum 476.exuviīs gaudēns, innūptaeque aemula Phoebēs*; 477.vitta coercēbat positōs sine lēge* capillōs. 478.Multī illam petiēre*; illa, āversāta* petentēs 479.impatiēns expersque virī, nemora āvia lūstrat, 480.nec, quid Hymēn, quid Amor, quid* cōnūbia, cūrat. 481.Saepe pater dīxit, “Generum mihi, fīlia, dēbēs”; 482.Saepe pater dīxit, “Dēbēs mihi, nāta, nepōtēs.” 483.Illa, velut crīmen taedās exōsa iugālēs, 484.pulchra verēcundō suffunditur ōra* rubōre, Lines 474-6 GRAMMAR QUESTIONS /474-476/ Apollo • alter refers to _____________________, and altera Daphne refers to _____________________ substantive • amantis is a _____________________ participle, so you must imply _____________________ a noun • The subject of gaudēns is _____________________ altera/Daphne • What are the 2 GNC options for latebrīs? fem., pl., abl. __________________, __________________, fem., pl., dat. – Circle which one is correct • In the clause innūptaeque aemula Phoebēs* there is ellipsis an _____________________, because the verb _____________________ is missing, so you must is /est imply _____________________ • aemula is an appositive (a noun which describes another noun, occurring in the same GNC), referring to Daphne /altera _____________________ Apollo and Daphne: Lines 474-7 ANNOTATION 474.Prōtinus alter* amat, fugit altera nōmen amantis, 475.silvārum latebrīs captīvārumque ferārum est 476.exuviīs gaudēns, innūptaeque aemula Phoebēs*; 477.vitta coercēbat positōs sine lēge* capillōs. Apollo and Daphne: Lines 474-6 TRANSLATION 474.Prōtinus alter* amat, fugit altera nōmen amantis, 475.silvārum latebrīs captīvārumque ferārum 476.exuviīs gaudēns, innūptaeque aemulaestPhoebēs*; 477.vitta coercēbat positōs sine lēge* capillōs. Immediately the one loves, the other flees the name of the lover, rejoicing in the hiding places of the forest and the spoils of captured beasts, (she is) the rival of unwed Diana; a ribbon was holding back (her) hair placed (arranged) without order. capillae feminārum Rōmānārum palla vitta Apollo and Daphne: Lines 474-7 ANNOTATION 478.Multī illam petiēre*; illa, āversāta* petentēs 479.impatiēns expersque virī, nemora āvia lūstrat, Apollo and Daphne: Lines 474-7 TRANSLATION 478.Multī illam petiēre*; illa, āversāta* petentēs 479.impatiēns expersque virī, nemora āvia lūstrat, Many (men) sought (after) that (girl/nymph); that (girl/nymph), having rejected (the men) seeking (pursuing) (her) and intolerant of and inexperience with a man (men), she roams the pathless forests Apollo and Daphne: Lines 480-4 Group work (15 minutes) For lines 480-4 • Annotate, answer grammar questions for, and translate lines 480-4 • BONUS! Find 2 anaphorae in lines 480-484 Lines 477-80 GRAMMAR QUESTIONS /477-480/ substantive • Multī is a _____________________ adjective, and its gender is masc. so you must imply the noun _____________________ men • illam is a _____________________ demonstrative adjective, so substantive you must imply _____________________ woman/girl/nymph • petentēs is a _____________________ participle, so you must substantive imply the noun _____________________ people/men • What are the 2 GNC options for petentēs? masc., pl., acc. masc., pl., nom. _______________________, _______________________ – Circle which one is correct • impatiēns modifies _____________________ and refers to illa _____________________ Daphne • The clauses quid Hymēn and quid Amor are examples of ellipsis verb _____________________, because the _____________________ is is /est missing, so you must imply _____________________ illa • the subject of cūrat is _____________________ Lines 480-3 GRAMMAR QUESTIONS /480-481/ anaphora • The poetic device _____________________ is present in saepe pater dīxit these lines because ______________________________ is repeated, and the effect is it emphasizes her father’s persistence and urgency that___________________________________________ ________________________________________________ /482-483/ substantive • Illa is a _____________________ demonstrative adjective, so you must imply _____________________ woman/girl/nymph illa • The subject of suffunditur is _____________________, which refers to _____________________ Daphne illa • exōsa modifies _____________________ • When Ovid uses the phrase velut crīmen, he is making a comparison between a “crime” and taedās iugālēs using the Latin word velut (just like). This type of poetic device is called simile . ōra • pulchra modifies _____________________ Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus and anaphora 5/13/14 Facite Nunc: 1. Take out your ‘Daphne and Apollo: Lines 474-484’ handout 1. Wait to receive your new seating assignment 2. Wait to receive back your quiz from yesterday. 1. This quiz is HIGH STAKES. You have the ability (and are encouraged to) re-take it as many times as you need to in order to earn a perfect score PENSUM #121: ANNOTATION QUIZ TOMORROW MIDTERM EXAM on Wednesday 5/21 Lines 477-80 GRAMMAR QUESTIONS /477-480/ substantive • Multī is a _____________________ adjective, and its gender is masc. so you must imply the noun _____________________ men • illam is a _____________________ demonstrative adjective, so substantive you must imply _____________________ woman/girl/nymph • petentēs is a _____________________ participle, so you must substantive imply the noun _____________________ people/men • What are the 2 GNC options for petentēs? masc., pl., acc. masc., pl., nom. _______________________, _______________________ – Circle which one is correct • impatiēns modifies _____________________ and refers to illa _____________________ Daphne • The clauses quid Hymēn and quid Amor are examples of ellipsis verb _____________________, because the _____________________ is is /est missing, so you must imply _____________________ illa • the subject of cūrat is _____________________ Apollo and Daphne: Lines 480-4 Group work (25 minutes) For lines 480-4 • Annotate, answer grammar questions for, and translate lines 480-4 • BONUS! Find 2 anaphorae in lines 480-484 • In the NOTES box, answer the following question: – What is the significance of Daphne’s emulation of Diana (474-480) and how, in the context of this story, is it ironic? (pg. 13 of Master Text) • I will collect 1 worksheet from your table at random at the end of the recitation for a CLASSWORK GRADE Lines 480-3 GRAMMAR QUESTIONS /480-481/ anaphora • The poetic device _____________________ is present in saepe pater dīxit these lines because ______________________________ is repeated, and the effect is it emphasizes her father’s persistence and urgency that___________________________________________ ________________________________________________ /482-483/ substantive • Illa is a _____________________ demonstrative adjective, so you must imply _____________________ woman/girl/nymph illa • The subject of suffunditur is _____________________, which refers to _____________________ Daphne illa • exōsa modifies _____________________ • When Ovid uses the phrase velut crīmen, he is making a comparison between a “crime” and taedās iugālēs using the Latin word velut (just like). This type of poetic device is called simile . ōra • pulchra modifies _____________________ Discussion Question (pg. 13 of Master Text) • What is the significance of Daphne’s emulation of Diana (474-480) and how, in the context of this story, is it ironic? Propositum: DWBAT identify and translate potential subjunctive verb forms in the present tense 5/14/14 Facite Nunc: 1. Take a ‘Introduction to the Subjunctive’ handout from the front of the room 1. Take out a black/blue pen for your annotations quiz 1. After your quiz is over, wait to receive back your Classwork Submission from yesterday and review it with your table members PENSUM #122: Finish your ‘Introduction to the Subjunctive’ handout in full *Make-ups for GNC quiz today and tomorrow MIDTERM EXAM on Wednesday 5/21 QUIZ: Annotation • Take 5 minutes to complete your quiz R3 TABULA NUMERUS AESTIMATIO 1 2 3 4 59 59 56 56 5 6 7 52 45 42 R5 TABULA NUMERUS AESTIMATIO 1 2 3 4 59 52 37 ? 5 33 DEFINITION – The DEFINITION of a verb tells you basic MEANING of the verb (ex. love, run, see). The definition of a verb is contained within its stem or root. The stem BEGINNING of a verb is located at the _________________ of the verb form. – Ex. the DEFINITION of amābāmus is “love” (stem = amā) PERSON AND NUMBER – The PERSON AND NUMBER of a verb tell you WHO the subject of the verb is (ex. I, you, he/she/it, we, you all, they). There are 6 person number combinations. The person and number can be found at the _________________ of the verb END form. – Ex. the PERSON AND NUMBER of amābāmus is 1st person plural (person and number ending = -mus) TENSE AND ASPECT – The TENSE AND ASPECT of a verb tell you WHEN AND HOW the verb is being done. There are 6 tenses and many different aspects (ex. simple, progressive, completed, continual, etc.). Aspect is decided by tense and if more than one is possible, the best aspect is decided based on CONTEXT by the reader/listener. The tense of a verb can be determined MIDDLE by looking at the infix/tense sign in the _______________ of the verb form or looking at the principal part and ending used in the verb form. – Ex. the TENSE of amābāmus is imperfect (tense sign/infix = bā-) and the ASPECT could be either habitual (used to love) or continuous (was loving) VOICE – The VOICE of a verb tells you whether the subject of a verb is DOING or RECEIVING the action of the verb. The voice of a verb can either be ACTIVE (if the subject is doing the action of the verb) or PASSIVE (if the subject is receiving the action of the verb) – Ex. the VOICE of amābāmus is active because the subject “we” are doing the action of loving. MOOD – The MOOD of a verb tells you MODE OR MANNER in which the verb is expressed to the reader/listener. You are already familiar with two of the three Latin moods, the INDICATIVE, which “indicates” real actions that definitely have occurred in the past, or are occurring in the present, or that likely will occur in the future, and the IMPERATIVE, which commands someone to undertake and action that is not yet going on. – Ex. the MOOD of amābāmus is indicative, because it indicates that we are in fact loving someone/thing now in present time, in actuality The Subjunctive Mood – The SUBJUNCTIVE mood, in contrast to the indicative (which is the mood of factuality and actuality), is the mood of potential, tentative, hypothetical, ideal, or sometimes unreal, action. – In English, the subjunctive is expressed by adding helping words to verb forms, like “were”, “would” to indicate actions that are hypothetical, or “might”, “may”, “should”, “may have”, and “would have” to express potential or ideal actions • Ex. “If I were queen of the world, I would end hunger and poverty…” (but in reality, I’m not) • “I should leave at 4, if I am going to get to this appointment on time…” (but in reality, I may not) • “I might see you later, if I don’t have too much homework to do…” (but in reality, I might not) 1st Conjugation PRESENT SUBJUNCTIVE How does the SUBJUNCTIVE form differ from the indicative form for the 1st conjugation? ā ē in present stem 2nd Conjugation PRESENT SUBJUNCTIVE • How does the SUBJUNCTIVE form differ from the indicative form for the 2nd conjugation? ē eā in present stem 3rd Conjugation PRESENT SUBJUNCTIVE • How does the SUBJUNCTIVE form differ from the indicative form for the 3rd conjugation? i ā in present stem 3rd –io and 4th Conjugation PRESENT SUBJUNCTIVE • How does the SUBJUNCTIVE form differ from the indicative form for the 3rd –io and 4th conjugations? i/ī iā in present stem Present Subjunctive Vowel Changes She wears a diamond 3rd io/4th __ 1st __ 3rd __ 2nd __ We beat a liar POTENTIAL SUBJUNCTIVES • The potential usage of the subjunctive is used to express an action that might possibly or conceivably occur. • We translate potential subjunctives using the words “would”, “could”, “might”, or “may” – dīcās eum hominem bonum esse. • You would say that he is a good man; • you could say that he is a good man; • you might say that he is a good man. Exerceāmus! • Group work (10 minutes) – Directions: Translate the following sentences either from Latin into English. Double underline the potential subjunctives in each one. Propositum: DWBAT translate authentic lines of Ovidian poetry including simile 5/14/14 Facite Nunc: 1. Take two handouts from the front of the room: 1. 2. DAPHNE AND APOLLO: Lines 485-492 PRESENT SUBJUNCTIVE PRACTICE 2. Complete #1-3 in the chart of your ‘Present Subjunctive Practice’ handout 3. Review: 1. What are the vowel changes for each conjugation of verb for the present subjunctive? PENSUM #123: Annotate, answer grammar questions for and translate through line 491 *Make-ups for GNC quiz TODAY only MIDTERM EXAM on Wednesday 5/21 PRESENT SUBJUNCTIVE PRACTICE 3rd INDICATIVE dīcat “he could say” 1st SUBJUNCTIVE dās “you give” 1st INDICATIVE optēs “you might want” Exerceāmus! POTENTIAL SUBJUNCTIVE PRACTICE Directions: Translate the following sentences based on lines 485491 including potential subjunctive verbs. Double underline the verbs in the subjunctive mood. 1. Daphnē cupiat esse virgō perpetuē sī potest. Daphne might want to be a virgin forever if she is able (to). Apollo and Daphne: Lines 485-9 ANNOTATION 485.inque* patris blandīs haerēns cervīce lacertīs 486.“Dā mihi perpetuā, genitor cārissime,” dīxit, 487.“virginitāte fruī; dedit hoc pater ante Diānae.” 488.Ille quidem obsequitur; sed tē decor iste, quod optās, 489.esse* vetat, vōtōque tuō tua fōrma repugnat. Look up the verbs fruor and repungō. What is different about these verbs? Apollo and Daphne: Lines 485-9 Group work (20 minutes) For lines 485-9 • Annotate, answer grammar questions for, and translate lines 485-9 • I will give each group a check of their work by the end of the recitation Propositum: DWBAT translate authentic lines of Ovidian poetry including simile 5/16/14 Facite Nunc: 1. Take out your DAPHNE AND APOLLO: Lines 485-492 handout for correction and inspection 1. If you have not finished your HW through line 491, take a seat at a back table of the room PENSUM #124: Complete your Present Subjunctive Practice handout in full *Make-ups for ANNOTATION quiz TODAY and MONDAY MIDTERM EXAM on Wednesday 5/21 Lines 485-7 GRAMMAR questions /485-487/ • Prepositions must be followed by words of the following cases: accusative _____________________ or _____________________. What is the ablative cervice object of the preposition in? _____________________ • haerēns refers to _____________________ Daphne imperative • Dā is a verb in the _____________________ mood • cārissime is an adjective in the _____________________ degree superlative ablative • perpetuā virginitāte are in the _____________________ case because it follows the verb _______________________ fruor • What word should be implied in the clause ‘Dā mihi perpetuā virginitāte fruī’? ability/power neut. sg. nom. • What are the 2 GNC options for hoc? __________________ / neut. sg. acc. __________________ – Circle which one is correct Apollo and Daphne: Lines 485-7 ANNOTATION and TRANSLATION 485.inque* patris blandīs haerēns cervīce lacertīs 486.“Dā mihi perpetuā, genitor cārissime,” dīxit, 487.“virginitāte fruī; dedit hoc pater ante Diānae.” and clinging on the neck of her father with coaxing arms she said, “Give to me, dearest father, (the ability) to enjoy eternal virginity; a father gave this (gift) to Diana before.” What is different about the verb fruor? /488-489/ substantive • ille is a _____________________ demonstrative adjective, so you must imply man/father/god _____________________ • iste modifies the noun decor • tē is the direct object of the verb vetat • *translate esse as “from being” Apollo and Daphne: Lines 488-9 ANNOTATION and TRANSLATION 488.Ille quidem obsequitur; sed tē decor iste, quod optās, 489.esse* vetat, vōtōque tuō tua fōrma repugnat. What is different about the verb repungō? That (father) indeed obeys; but that beauty of yours prohibits you from being (that) which/what you want (to be), and your form opposes your vow. GRAMMAR questions lines 490-2 /490-491/ perfect passive • vīsae is a _____________________ _____________________ participle that modifies _____________________ Daphnēs • What is the GNC case of Daphnēs? _____________________ fem. gen. sg. substantive • ille is a _____________________ demonstrative adjective, so you man/god must imply _____________________ /492/ • When words like utque (just as) introduce a comparison, they simile create a poetic device called _____________________. • dēmptīs… aristīs is an example of the grammar construction called ablative absolute _____________________. The best clausal translation of this phrase is _____________________. temporal Apollo and Daphne: Lines 490-2 ANNOTATION and TRANSLATION 490.Phoebus amat vīsaeque cupit cōnūbia Daphnēs*, 491.quodque cupit, spērat, suaque illum ōrācula fallunt. 492.Utque levēs stipulae dēmptīs adolentur aristīs, Apollo loves and desires a marriage of (with) Daphne having been seen (once she is seen by him) and what he desires, he hopes for, and his oracular powers deceive that (god). And just as gentle stalks are burned after (their) grains have been removed, Comprehensiō 1. What is the difference between cupit and sperat? 2. What is the significance of Ovid’s comment on suaque illum ōrācula fallunt? (Think, what is Apollo the god of?) 3. Although we haven’t yet read line 493, what message do you predict the simile will convey? Propositum: DWBAT assess their comprehension of lines 453-492 of Ovid’s Apollo and Daphne myth through a practice Midterm exam 5/19/14 Facite Nunc: 1. Take a ‘Term 4 PRACTICE MIDTERM’ from the front of the room 1. Take out your Present Subjunctive Practice worksheet for inspection 2. Skim your Practice Midterm and annotate for any questions you have on content or format PENSUM #125: *Make-ups for ANNOTATION quiz TODAY MIDTERM EXAM on Wednesday 5/21 Term 4 Practice Midterm • Silently and independently work on completing your Term 4 Practice Midterm • DO NOT use your notes • HIGHLIGHT words/questions you are stuck on/having trouble with – N.B.: Participles should have 2 annotations, one for case and 1 underline ANNOTATION AND TRANSLATION Lines 454-455 454 Dēlius hunc nūper, victō serpente superbus, 455 vīderat adductō flectentem cornua nervō, Apollo, proud because the snake (had been/was) defeated, recently had seen this (man/boy/god), bending his bow with a pulled back string. ANNOTATION AND TRANLSATION Lines 456-457 456 “Quid” que, “tibī, lascīve puer, cum fortibus armīs?” 457 dīxerat; “Ista decent umerōs gestāmina nostrōs, And he had said, “What is it to you, playful boy, with strong weapons? Those weapons of yours are suitable for our (my) shoulders.” DAPHNE AND APOLLO: Lines 458-460 ANNOTATE AND TRANSLATE 458.quī dare certa ferae,* dare vulnera possumus hostī, • • we (I) who are (am) able to give certain (fatal) (wounds) to a wild beast, to give (fatal) wounds to an enemy, PART II: GRAMMAR AND POETIC DEVICES Lines 466-469 1. 2. 3. 4. 5. 6. 7. 8. The poetic device chiasmus is present in the words _______________________________________ sagittiferā…duo tēla pharetrā and the image created is a quiver encompassing/holding two arrows The grammar construction ablative absolute is present in the words _______________________________________ ēlīsō…aere Describe the image that is created by the clause elīsō percussīs aere pennīs: Cupid beating his wings so rapidly that they seem to cut through the very air as if it were a tangible form substantive impiger is a _____________________ adjective, and the reader can god/man/boy imply _____________________ pharetrā The object of the preposition ē is _____________________ hoc and illud are _____________________ demonstrative adjectives substantive and they imply the Latin noun _____________________ from the text tēlum Propositum: DWBAT assess their comprehension of lines 453-492 of Ovid’s Apollo and Daphne myth through a practice Midterm exam 5/20/14 Facite Nunc: 1. Take out your ‘Term 4 PRACTICE MIDTERM’ packet 1. Take a ‘Term 4 Midterm Review’ handout from the front of the room and begin working on it with your table members PENSUM #126: MIDTERM EXAM TOMORROW!!! Define the following poetic devices: • Anaphora – Repetition of a word or phrase at the beginning of successive sentences or clauses • Chiasmus – interlocking word order in an ABBA pattern to create a word picture • Ellipsis – omission of a word (verb) in a clause or sentence which must be implied by the reader • Simile – comparison of two things using ut(que) or velut • Tricolon – list of 3 words/clauses without conjunctions Present Subjunctives • Translate with one of these 4 English words (whichever sounds best in context): might may – _____________________, _____________________, would could _____________________, _____________________ • Remember the stem vowels with the useful acronym: She wears a diamond _____________________________________ – – – – ‘ē’ 1st conjugation Stem Vowel = ________ ‘eā’ 2nd conjugation Stem Vowel = ________ ‘ā’ 3rd conjugation Stem Vowel = ________ ‘iā’ 3rd-io/4th conjugation Stem Vowel = ________ Term 4 Practice Midterm • Silently and independently work on completing your Term 4 Practice Midterm • DO NOT use your notes • HIGHLIGHT words/questions you are stuck on/having trouble with PART II: GRAMMAR AND POETIC DEVICES 7. The clause innūptaeque aemula Phoebēs is ellipsis an example of _____________________, verb because the _____________________ is missing, so you must imply est _____________________ 8. The Gender, Number, Case (GNC) of Phoebēs fem., sg., gen. is _____________________ PART II: GRAMMAR AND POETIC DEVICES 9. One poetic device present in these lines is anaphora and the effect is that it emphasizes Peneus’ persistence in requesting that Daphne start a family dative 10.mihi is in the _____________________ case 11.The best translation of dēbēs in these lines is you owe / you ought (to give ) Term 4 MIDTERM EXAM • You have the entire recitation to complete your exam • You may detach your text page from your packet, but be sure to re-staple it before you turn it in • All of your final answers must be in PEN! • If you encounter a vocabulary word that has NOT been on one of your vocabulary lists and you would like its definition, ask and I will write it on the board Propositum: DWBAT compare and contrast similes and figurative language in Ovid’s Daphne & Apollo 5/22/14 Facite Nunc: 1. Take a ‘Daphne and Apollo: Lines 492-4’ handout from the front of the room 2. Review with your table members: 1. 2. What was the simile that began in line 492? What two things was it comparing? PENSUM #127: Nihil pensum hodie Utque levēs stipulae dēmptīs adolentur aristīs, Lines 492-4 ANNOTATION and TRANSLATION 492. Utque levēs stipulae dēmptīs adolentur aristīs, 493. ut facibus saepēs ardent, quās forte viātor prīmā 494. vel nimis admōvit vel iam sub lūce relīquit, Just as gentle stalks are burned ritually after (their) grains have been removed, as hedges burn from torches,which a traveler either by chance moves too close to or (which) he had left just under first light (before dawn) ut facibus saepēs ardent Similes and Figurative Language: Compare and Contrast •In lines 492-494, two similes are created… stipulae saepēs 1. What happens to them? They are burned ritually after their grains are harvested (line 492) They are burned by chance by someone who either gets too close to them with his torch or leaves his torch behind as daylight is breaking (lines 493-4) Similes and Figurative Language: Compare and Contrast •In lines 492-494, two similes are created… stipulae 2. Who does this? Is their action intentional or unintentional? By a farmer, presumably, intentionally (adolentur- ritual burning) saepēs By a traveler, by accident (forte, viator) Similes and Figurative Language: Compare and Contrast •In lines 492-494, two similes are created… stipulae saepēs 3. What is the result of this action? The stalks are burned down (stipulae adolentur) and the soil becomes more fertile for the next season The hedges burn down (facibus saepēs ardent), and the soil becomes more fertile Similes and Figurative Language: Compare and Contrast •In lines 492-494, two similes are created… stipulae saepēs 5. Who/what creates intentional love? Who/what creates the unintentional love? Use the evidence from lines 452-453 below to guide your response Cupid’s cruel anger (saeva Cupidinis īra) creates intentional love Ignorant chance (fors ignara) creates unintentional love Similes and Figurative Language: Compare and Contrast •In lines 492-494, two similes are created… stipulae 4. Which is a more accurate depiction of the love created in Apollo? Why? The simile of the stalks, because they are burned by someone intentionallyCupid’s anger causes Apollo to love saepēs The simile of the hedges because Apollo is affected by a sudden, unexpected burning love coming from an unknown source. The hedges are burned by torches, like torches of love. Similes and Figurative Language: Compare and Contrast Group Work: •Discuss questions 6-7 in groups •Choose 1 person to report out the main points of your discussion to the class stipulae 6. What does this simile say about Apollo’s fate? 7. What does it say about Cupid’s revenge? saepēs Propositum: DWBAT annotate, grammatically analyze, and translate authentic lines of Ovidian poetry 5/23/14 Facite Nunc: 1. Take a ‘Daphne and Apollo: Lines 493-500’ handout from the front of the room 1. Take out your Master Text and Translation 1. SKIP lines 493-4 for now, start your translation at 495 PENSUM #128: Annotate, answer grammar questions, and translate through line 500 Apollo and Daphne: Lines 495-500 Group work (30 minutes) For lines 495-500 • Annotate, answer grammar questions for, and translate lines 495-500 • BONUS! Find 1 PRESENT SUBJUNCTIVE verb form and highlight it • In the NOTES box, answer the following question: – What is the tone of Apollo’s question in line 498, serious or comic? • I will collect 1 worksheet from your table at random at the end of the recitation for a CLASSWORK SUBMISSION GRADE R5 NLE Awards • • • • • • • Alecia – Gold Summa Cum Laude Barbara – Silver Maxima Cum Laude Marchellino – Magna Cum Laude Xue Ling – Magna Cum Laude Kevin – Magna Cum Laude Gimel – Cum Laude Anaya - Cum Laude R3 NLE Awards • • • • • • • • Ozichi – Silver Maxima Cum Laude Manpreet – Magna Cum Laude Jenny – Magna Cum Laude Ferdi – Magna Cum Laude Patrick – Magna Cum Laude Nefertari – Magna Cum Laude Tony – Cum Laude Maya – Cum Laude Propositum: DWBAT annotate, grammatically analyze, and translate authentic lines of Ovidian poetry 5/27/14 Facite Nunc: 1. Take a ‘Daphne and Apollo: Lines 501-507’ handout from the front of the room 1. Take out your ‘Lines 493-500’ handout for correction and inspection 2. Take out your Master Text and Translation PENSUM #129: Translate, annotate, answer grammar questions for lines 501-503 SUBJUNCTIVE quiz on MONDAY 6/2 Daphne & Apollo: Lines 495-6 Grammar Questions /495-496/ accusative • in is followed by the ____________________ case; thus, it should be translated as into ____________________ pectore • tōtō modifies ____________________ gerund • spērandō is a ____________________ (in terms of part of speech). It is in the ablative ____________________ • The subject of abiit, ūritur and nūtrit is ____________________ deus (Apollo) Daphne & Apollo: Lines 495-6 Annotation and Translation 495.sīc deus in flammās abiit, sīc pectore tōtō 496.ūritur, et sterilem spērandō nūtrit amōrem. thus/in this way the god departs (falls) into the flames (of love), in this way he is burned in his whole heart and nourishes a barren love by hoping (for it). Daphne & Apollo: Lines 497-500 Grammar Questions /497-500/ head • spectat is a ____________________ verb; thus, it introduces ____________________ it should be followed indirect speech that by the English word ____________________ and a subject accusative in the ____________________ case • What is the implied subject of cōmantur? capillī present • micantēs is a ____________________ active ____________________ participle, and it modifies ____________________ oculōs • similēs makes a comparison between oculōs sīderibus ____________________ and ____________________; this is an example of the poetic device ____________________ simile • What is the antecedent of quae? ____________________ ōscula Daphne & Apollo: Lines 497-500 Annotation and Translation 497.Spectat inōrnātōs collō pendēre capillōs, 498.et “Quid, sī cōmantur?” ait; videt igne micantēs 499.sīderibus similēs oculōs; videt ōscula, quae nōn 500.est* vīdisse satis; laudat digitōsque manūsque He sees that (her) hairs hang disheveled on (her) neck and he says, “What, if they could be combed?”; he sees (her) eyes twinkling similar to stars; he sees (her) lips, which it is not enough (merely) to have seen; he praises both (her) fingers and (her) hands Apollo and Daphne: Lines 501-507 Group work (20 minutes) For lines 501-507 • Annotate, answer grammar questions for, and translate lines 501-507 Propositum: DWBAT annotate, grammatically analyze, and translate authentic lines of Ovidian poetry 5/28/14 Facite Nunc: 1. Take out your ‘Lines 501-507’ handout for correction and inspection 2. Take out your Master Text and Translation 3. Wait to receive back your Classwork Submission for Lines 493-500 and review it with your table members PENSUM #130: SUBJUNCTIVE quiz on MONDAY 6/2 R5 TABULA NUMERUS AESTIMATIO 1 2 3 4 59 + 81 = 140 52 + 56 = 108 37 + 45 = 82 ? + 45 = 45 5 33 + 38 = 71 Apollo and Daphne: Lines 501-507 Group work (25 minutes) For lines 504-7 • Annotate, answer grammar questions for, and translate lines 504-507 • You should have 20 annotations in total for these lines Apollo and Daphne: Lines 501-503 Grammar Questions /501-503/ • bracchia & lacertōs are direct objects, governed over by the verb (line 500): __________________ laudat lacertōs • nūdōs is an adjective modifying ____________________________________ • Between lines 500-501, Apollo praises 4 things: digitōs, manūs, bracchia and tetracolon lacertōs. This poetic device is called ____________________________________, and the effect is that creates a sense of urgency, highlighting Apollo’s ___________________________________________________________________ excitement ___________________________________________________________ deus (Apollo) • The subject of putat is __________________ head • putat is a __________________ verb and it introduces indirect speech ____________________________________. It should be followed by a subject in the __________________ case and a verb in the __________________ form, so accusative infinitive contextually in English we can imply the subject __________________ and the verb __________________. esse illa (Daphne) • The subject of fugit is __________________ illa (Daphne) nominative • ōcior is in the__________________ case and it describes __________________. ōcior is a positive/ comparative/ superlative adjective. It is followed by a noun in the __________________ ablative case. dative sing. • Number/ Case options for levī are: _______________, _______________ OR_______________, _______________ ablative singular • levī modifies __________________ (circle which Number/ Case option is correct). aurā substantive participle; the reader must imply • revocantis is a __________________ man/god __________________. Apollo and Daphne: Lines 501-503 Annotation and Translation 501.bracchiaque et nūdōs mediā plūs parte* lacertōs; 502.sī qua* latent, meliōra putat. Fugit ōcior aurā 503. illa levī neque ad haec revocantis verba resistit: and (he praises) (her) arms and (her) shoulders naked by more than the middle (more than half-exposed); if anything lies hidden, he thinks that (those) things/it (is) better. That (girl) flees more swiftly than a light breeze and does not pause at these words of the man/god calling (her) back: Apollo and Daphne: Lines 504-7 Grammar Questions • /504-507/ Apollo • The speaker at the start of line 504 is __________________, who is Daphne talking to __________________ • nympha is in the __________________ case vocative imperativ mood • manē is in the __________________ • The clauses Sīc agna lupum e and sīc cerva leōnem are examples of __________________, because the __________________ is missing. You ellipsis verb fugit should imply one from a nearby clause: __________________ • The repetition of Sīc...Sīc…Sīc… is an example of the poetic device __________________. anaphora Sīc...Sīc…Sīc… also creates a list of 3 ideas, and tricolon this poetic device is called __________________ ellipsis • The clause hostēs quaeque suōs is an example of __________________, verb because the __________________ is missing. You should imply fugiunt __________________. gerund • sequendī is a __________________ (part of speech), and it’s in the genitive __________________ case. Apollo and Daphne: Lines 504-7 Annotation and Translation 504.“Nympha, precor, Pēnēi, manē! Nōn īnsequor hostis; 505.nympha, manē! Sīc agna lupum, sīc cerva leōnem, 506.sīc aquilam pennā fugiunt trepidante columbae, 507.hostēs quaeque suōs; amor est mihi causa sequendī. “Nymph of Peneus, I beg (you), stay! I do not follow (you) as an enemy; nymph, stay! Just as the lamb flees the wolf, just as the doe flees the lion, just as doves flee the eagle with quivering wing(s), each (creature) flees its own enemies; love is the cause of following for me (love is my cause of pursuing you). Comprehensiō • What do you think about Apollo’s choice of simile in lines 505-507? – Whom is he comparing himself to? – Whom is he comparing Daphne to? – What feelings might this arouse in Daphne? – How does Apollo try at the end of his speech (amor est mihi causa sequendī) to change the simile in his favor? R3 TABULA NUMERUS AESTIMATIO 1 2 3 4 59 + 78 = 137 59 + 61 = 120 56 + ? 56 + 70 = 126 5 6 7 52 + 51 = 103 45 + 58 = 103 42 + 51 = 93 Propositum: DWBAT annotate, grammatically analyze, and translate authentic lines of Ovidian poetry 5/29/14 Facite Nunc: 1. Take the following handouts from the front of the room: 1. 2. Jussive Subjunctives and Indirect Questions Daphne & Apollo: lines 508-513 2. Take out your Master Text and Translation PENSUM #130: Annotate, answer grammar questions for, and translate 508-509 SUBJUNCTIVE quiz on MONDAY 6/2 (Memorize question words for IQ) Apollo and Daphne: Lines 504-7 Annotation and Translation 504.“Nympha, precor, Pēnēi, manē! Nōn īnsequor hostis; 505.nympha, manē! Sīc agna lupum, sīc cerva leōnem, 506.sīc aquilam pennā fugiunt trepidante columbae, 507.hostēs quaeque suōs; amor est mihi causa sequendī. “Nymph of Peneus, I beg (you), stay! I do not follow (you) as an enemy; nymph, stay! Just as the lamb flees the wolf, just as the doe flees the lion, just as doves flee the eagle with quivering wing(s), each (creature) flees its own enemies; love is the cause of following for me (love is my cause of pursuing you). JUSSIVE SUBJUNCTIVES • The jussive use of the subjunctive expresses a command or exhortation, usually in the 1st or 3rd person • The jussive subjunctive is an independent subjunctive, meaning it appears in the independent clause of a sentence as the main, and often only, verb of the sentence • Negative jussive subjunctives are introduced by the word nē • We translate jussive subjunctives using the words “let”, “may” or “should”. JUSSIVE SUBJUNCTIVES – Dīcam dē hōc librō. Let • ___________ me speak about this book; May • ___________ I speak about this book; • I ___________ should speak about this book. – Nē hoc crīmen faciant. Let • ___________ them not commit this crime; May • ___________ they not commit this crime; • They ______________ not commit this should crime; Exerceāmus! Directions: Translate the following sentences either from Latin into English. Double underline the jussive subjunctives in each one. 1. Itaque prō patriā etiam maiōra meliōraque nunc faciāmus. Therefore let us now also do greater and better things for (our) fatherland. OR Therefore may we now also do … 1. Nē imperātor superbus crēdat sē esse fēlīciōrem quam virum humillum. (imperatōr, -ōris m. emperor, ruler; fēlix, fēlīcis happy; humilis, is, -e humble) The arrogant ruler should not believe that he is happier than the most humble man. OR Let the arrogant ruler not believe that…. INDIRECT QUESTIONS • Like indirect speech, indirect questions are dependent clauses which report a question indirectly, NOT using a direct quotation – DIRECT – They asked, “What is Gaius doing?” – INDIRECT – They asked what Gaius was doing. • Indirect questions use subjunctive mood verb forms • Indirect questions are introduced by interrogative words such as: – – – – – – – quis/quī quid quam quandō cūr ubi unde who what how when why when from where • Subjunctive verbs in indirect questions are not translated any differently than indicative verb forms and need no other additional words to help translate them INDIRECT QUESTIONS Rogant quid Gaius faciat. They ask what Gaius Nesciō unde veniant. I don’t know from where is doing . . they are coming Exerceāmus! Directions: Translate the following sentences either from Latin into English. Double underline the indirect question subjunctives in each one. 1. Apollo nescit ubi Daphnē currat, sed eam sequētur. Apollo does not know where Daphne is running, but he will follow her. 1. Nympha Pēnēia mīrātur cūr deus eam celeriter insequātur. (mīror (1) wonder; insequor (3) pursue, chase) The nymph of Peneus wonders why the god is quickly pursuing her. Apollo and Daphne: Lines 508-509 Group work (15 minutes) For lines 508-9 • Annotate, answer grammar questions for, and translate lines 508-9 • You should have 10 annotations in total for these lines • There are 3 SUBJUNCTIVE VERBS in these lines- what are they? What kinds of subjunctives are they? How should they be translated? – cadās (negative) jussive “may you not fall” – notent (negative) jussive “let them not scar” – sim (negative) jussive “may I not be” Propositum: DWBAT annotate, grammatically analyze, and translate authentic lines of Ovidian poetry 5/30/14 Facite Nunc: 1. Take out your ‘Daphne & Apollo: lines 508-513’ handout for correction and inspection 2. Take out a red pen and your Master Text and Translation 3. Review: 1. 2. 3. What are the 3 types of subjunctives we’ve learned? What are the ways to translate each of them? What words can introduce an indirect question? PENSUM #131: SUBJUNCTIVE quiz on MONDAY 6/2 (Memorize question words for IQ) Daphne & Apollo: Lines 508-509 Grammar Questions /508-509/ Apollo • The speaker is __________________, and this character is Daphne speaking to __________________ accusative • Mē miserum is __________________ in case because of this use _________________________ accusative of exclamation! • The verbs __________________, __________________ cadās notent and __________________ are all in the subjunctive mood. sim jussive They are __________________ subjunctives in use. you (Daphne) • prōna modifies __________________ crūra • indigna modifies __________________ I • The subjective of sim grammatically is_________________, Apollo which refers to __________________ • This couplet lists 3 of Apollo’s outbursts, or 3 linked ideas that all cause his anxiety. This poetic device is called tricolon __________________ Daphne & Apollo: Lines 508-509 Annotation and Translation 508. Mē miserum- nē prōna cadās, indignave* laedī 509. crūra notent sentēs, et sim tibi causa dolōris! Miserable me- may/let you not fall head first, let brambles not scar (your) legs, unworthy to be wounded (of being wounded) and let me not be a cause of pain for you! Apollo and Daphne: Lines 510-513 Group work (30 minutes) For lines 510-513 • Annotate, answer grammar questions for, and translate lines 510-513 • You should have 20 annotations in total for these lines • BONUS! Highlight the word that introduces the indirect question subjunctive • I will collect 1 at random from your group by the end of the recitation to grade. That grade will be added to your Classwork aestimatiō R3 TABULA NUMERUS AESTIMATIO 1 2 3 4 59 59 56 56 5 6 7 52 45 42 R3 TABULA NUMERUS AESTIMATIO 1 2 3 4 59 + 78 = 137 59 + 61 = 120 56 + ? 56 + 70 = 126 5 6 7 52 + 51 = 103 45 + 58 = 103 42 + 51 = 93 Propositum: DWBAT exhibit their understanding of subjunctive mood verbs on a quiz assessment; conjugate and translate subjunctive verbs in the imperfect tense 6/2/14 Facite Nunc: 1. Take an ‘Imperfect Tense Subjunctive Verbs’ handout from the front of the room 2. Take out your ‘Daphne & Apollo: lines 508-513’ handout for collection. (I will announce whose work I will be collected from your group momentarily) 3. Take out a black/blue pen for your quiz PENSUM #132: Complete your ‘Imperfect Tense Subjunctive Verbs’ handout in full TRANSLATIŌ on Monday 6/9 Quiz: Subjunctive Mood • You have 15 minutes to complete your quiz • Vocabulary is provided at the bottom of the back side of the page IMPERFECT TENSE SUBJUNCTIVE VERBS STATIM: • Complete the following blanks as review The IMPERFECT Tense for the Subjunctive Mood CONJUGATION • Examine the following IMPERFECT tense subjunctives below and try to determine how IMPERFECT tense subjunctive verbs are conjugated for ALL 5 conjugations. 1ST CONJUGATION, IMPERFECT TENSE The IMPERFECT Tense for the Subjunctive Mood CONJUGATION 2ND CONJUGATION, IMPERFECT TENSE The IMPERFECT Tense for the Subjunctive Mood CONJUGATION 3RD CONJUGATION, IMPERFECT TENSE The IMPERFECT Tense for the Subjunctive Mood CONJUGATION 4TH CONJUGATION, IMPERFECT TENSE The IMPERFECT Tense for the Subjunctive Mood • How is the IMPERFECT tense of the subjunctive mood formed for ALL conjugations? • 2nd PP (ending with a long ‘e’) +Imperf. Personal endings The IMPERFECT Tense for the Subjunctive Mood • For DEPONENT verbs: 2nd PP • -ī + ē *+ Passive Personal Endings • *For 3rd conjugation: 2nd PP - ī + erē + Passive Personal Endings The IMPERFECT Tense for the Subjunctive Mood TRANSLATION • The rules for translating subjunctives are exactly the same for the imperfect tense as the ones you have learned for the present tense. The only difference is that the verbs themselves will be translated as imperfect tense verbs. • – Ex. Dīcās eum hominem bonum esse. (PRESENT TENSE potential subjunctive) • You might say that he is a good man; • You would say that he is a good man; – You could say that he is a good man. – Dīcerēs eum hominem bonum esse. (IMPERFECT TENSE potential subjunctive) • You would have been saying/would have said that he was a good man. • You could have been saying/could have saidthat he was a good man. • Youmight have been saying/might have saidthat he was a good man. EXERCEĀMUS! 1. Daphnē mirāta est cūr Phoebus eam insequerētur. (mīror (1) to wonder) – Subjunctive verb: insequerētur – Type of subjunctive (circle one): Jussive / Potential / Indirect Question – Translate sentence: Daphne wondered why Apollo was pursuing her. Independent Work EXERCEĀMUS! TRANSLATION • Directions: For each of the sentences, identify the subjunctive verb, circle the type of subjunctive verb it is, and translate the following sentences from English into Latin Propositum: DWBAT translate authentic lines of Ovidian poetry including subjunctive verb forms 6/3/14 Facite Nunc: 1. Take out your ‘Imperfect Tense Subjunctive Verbs’ handout for inspection and a red pen 2. Take a ‘Daphne and Apollo: Lines 513-515’ handout from the front of the room and place it into your Class Notes section 3. Wait to receive back your quiz from yesterday PENSUM #133 (DUE FRIDAY): TRANSLATE ONLY lines 515-520 (as practice Translatiō) TRANSLATIŌ on Monday 6/9 EXERCEĀMUS 2 Phoebus nōn cuperet sentēs notāre crūra Daphnēs. – Subjunctive verb: cuperet – Type of subjunctive (circle one): Jussive / Potential / Indirect Question – Translate sentence: Let/may Apollo not desire (for) the brambles to scar Daphne’s legs. EXERCEĀMUS 3. Peneus nesciēbat quam suam fīliam adiuvāret. (adiuvō (1) to help, aid) – Subjunctive verb: adiuvāret – Type of subjunctive (circle one): Jussive / Potential / Indirect Question – Translate sentence: Peneus was not knowing (didn’t know) how he (could/would) help his daughter. EXERCEĀMUS 4. nympha virginitātem tenēre posset sī tam pulchra nōn erat. (tam so) – Subjunctive verb: posset – Type of subjunctive (circle one): Jussive / Potential / Indirect Question – Translate sentence: The nymph might/would be able to hold (keep) (her) virginity if she was (were) not so beautiful. Apollo and Daphne: Lines 513-515 Group work (25 minutes) For lines 513-515 • Annotate, answer grammar questions for, and translate lines 513-515, and answer the CONTEXT CHECK question at the bottom • You should have 10 annotations in total for these lines • BONUS! Underline subjunctive verb and ID what type of subjunctive it is • Raise your hand for a groupwork CHECK when you are done Propositum: DWBAT translate authentic lines of Ovidian poetry at sight in order to assess their current skills in preparation for the Term 4 6/6/14 Translatiō Facite Nunc: 1. Take a ‘Term 4 Practice Translatiō’ from the front of the room 2. Take out your ‘Daphne and Apollo: lines 515-526’ handout for inspection 3. Take out a red pen PENSUM #134: TRANSLATIŌ on Monday!!! OPTIONAL: Translate lines 521-526. Answer Key will be on the website Term 4 Translatiō (20%) • 4-5 lines from Ovid’s Metamorphoses • Adjusted rubric – vocabulary weight will be reduced from 25% to 10% • Annotation is HIGHLY RECOMMENDED but not graded • Put ALL inferences, substantives, non-literal translations in parentheses Term 4 Practice Translatiō • Work on your Practice Translatio silently and independently • DO NOT CONSULT YOUR NOTES! • When you are done, take out your red pen and consult your answer key on the last page to correct your work – Mark G for grammatical mistakes – Mark V for vocabulary mistakes – Mark S for semantic/syntactic mistakes Lines 515-520 ANSWER KEY 515. ...Mihi Delphica tellūs The Delphic land and Claros and Tenedos and the shrine of Patarea 516.et Claros et Tenedos Patarēaque rēgia servit; serve (to) me/are servants of (to) me; 517.Iuppiter est genitor; per mē quod eritque fuitque Juppiter is (my) father; through me what will be and (what) was 518.estque patet; per mē concordant carmina nervīs. and (what) is revealed; through me songs harmonize on strings (of a lyre). 519.Certa quidem nostra est, nostrā tamen ūna sagitta Indeed my (arrow) is certain (sure), (though) still one arrow is more certain 520.certior, in vacuō quae vulnera pectore fēcit. than mine, (the one) which made wounds/(wounded) (in) an empty (loveless) heart. Propositum: DWBAT translate authentic lines of Ovidian including poetic devices 6/10/14 Facite Nunc: 1. Take a ‘Daphne & Apollo: Lines 533-538’ from the front of the room 1. Take out a highlighter/different colored pen 2. Discuss the following questions with your table members: 1. 2. 3. 4. On the Translatiō, I think I did ________ well… On the Translatiō, I think I could have done _________ better… On thing that was expected on the Translatiō was…. One thing I could have felt more prepared for was… PENSUM #135: Complete your D&A Lines 533-538 handout in full Apollo and Daphne: Lines 533-538 Group work (25 minutes) For lines 533-538 • Annotate and translate lines 533-538 – Skip grammar questions for now • Note – Where are the implications you need to make? • BONUS! Underline subjunctive verb and ID what type of subjunctive it is • Raise your hand for a groupwork CHECK when you are done Lines 533-538 533.ut canis in vacuō leporem cum* Gallicus arvō just like when a Gallic dog sees a hare in an empty field 534.vīdit, et hic praedam pedibus petit, ille salūtem- petit and this (dog) seeks (his) prey by/on foot (feet), that (hare) (seeks) leporem saftey 535.alter inhaesūrō similis iam iamque tenēre praedam now one hopes to hold (its prey) similar to (one) about to stick to (the hare) with its teeth 536.spērat, et extentō stringit vēstīgia rōstrō; and draws close to (its) tracks with an outstretched muzzle; 537.alter in ambiguō est an sit comprēnsus, et ipsīs the other is uncertain whether it is caught, and 538.morsibus ēripitur, tangentiaque ōra relinquitis ripped from the jaws themselves, and abandons (escapes) the touching mouth(s) Propositum: DWBAT translate authentic lines of Ovidian including poetic devices 6/11/14 Facite Nunc: 1. Take a ‘Daphne & Apollo: Lines 539-542’ from the front of the room 2. Take out a piece of looseleaf to take notes 3. Begin to annotate and answer grammar questions for lines 539-542 independently PENSUM #136: 1. Complete your D&A Lines 539-542 handout in full 2. Bring your Master Text and Master Translation to class 3. IMPERFECT SUBJUNCTIVE QUIZ ON FRIDAY Lines 533-538 533.ut canis in vacuō leporem cum* Gallicus arvō just like when a Gallic dog sees a hare in an empty field 534.vīdit, et hic praedam pedibus petit, ille salūtem- petit and this (dog) seeks (his) prey by/on foot (feet), that (hare) (seeks) leporem saftey 535.alter inhaesūrō similis iam iamque tenēre praedam now one hopes to hold (its prey) similar to (one) about to stick to (the hare) with its teeth 536.spērat, et extentō stringit vēstīgia rōstrō; and draws close to (its) tracks with an outstretched muzzle; 537.alter in ambiguō est an sit comprēnsus, et ipsīs the other is uncertain whether it is caught, and 538.morsibus ēripitur, tangentiaque ōra relinquitis ripped from the jaws themselves, and abandons (escapes) the touching mouth(s) IMPLYING WORDS IN LATIN POETRY • The most common types of words that need other words to be implied in order for their translations to make sense are: – PARTICIPLES • Implying subjects and direct objects • Ex. inhaesūrō = to (one/an animal) about to hold onto (its prey) with its teeth – SUBSTANTIVE ADJECTIVES • Implying subjects • Ex. hic= this (dog/animal) – VERBS • Implying direct objects • Ex. tenēre (praedam) sperat = hopes to hold (its) (prey) • When you encounter an ELLIPSIS, imply a verb from a nearby clause or a form of sum, esse Lines 533-534 Grammar Questions /533-534/ simile • ut introduces a poetic device called _________________________ – Here, the canis represents _____________________ and the leporem Apollo represents _____________________ Daphne arvō • vacuō modifies __________________ canis • Gallicus modifies __________________ demonstrative substantive • hic is a __________________ __________________ adjective, and the reader should imply __________________ dog demonstrative substantive • ille is a __________________ __________________ adjective, and the reader should imply __________________ hare ellipsis • The clause ille salūtem is an example of __________________, verb because the __________________ is missing. You should imply petit __________________. Lines 535-8 Grammar Questions /535-536/ future • inhaesūrō is a participle that is __________________ in tense and active __________________ in voice substantive • inhaesūrō is a __________________ participle, so the reader can animal/dog imply __________________ • The clause alter inhaesūrō similis iam iamque tenēre spērat lacks a direct object, but using context the reader can imply __________________ praedam/leporem rostrō • extentō modifies __________________ /537-538/ subjunctive mood because it is part of • sit is in the ________________ an indirect question (its use). _____________________ present active • tangentia is a ________________ ________________ participle that modifies ________________ ōra Roman Mosaic depicting lines 533-538 of Apollo and Daphne, Bardo National Museum in Tunis. Apollo and Daphne: Lines 539-542 Group work (15 minutes) For lines 539-542 • Annotate, answer grammar questions for, and translate lines 539-542 • You should have 16 annotations for these lines • Raise your hand for a groupwork CHECK when you are done Propositum: DWBAT translate authentic lines of Ovidian including poetic devices 6/12/14 Facite Nunc: 1. Take a ‘Daphne & Apollo: Lines 553-556’ from the front of the room 2. Take out your ‘Daphne & Apollo: Lines 539-542’ for inspection 3. Review: 1. Highlight the words for which you needed to make implications for lines 539542 PENSUM #136: 1. Bring your Master Text and Master Translation to class 2. IMPERFECT SUBJUNCTIVE QUIZ ON FRIDAY Lines 539-542 sunt est celer 539.sīc deus et virgō; est hic spē celer, illa timōre. Thus (are) the god and the maiden; this (god) is quick with/because of hope, that (maiden) (is) (quick) because of fear. 540.Quī* tamen īnsequitur, pennīs adiūtus Amōris, Nevertheless (he) who follows (her), aided by the wings of Love, 541.ōcior est, requiemque negat, tergōque fugācis is quicker, and denies rest and presses closely upon the back of 542.imminet, et crīnem sparsum cervīcibus afflat. the one fleeing, and breathes on the scattered hair on (her) neck(s). Apollo and Daphne: Lines 553-556 Group work (30 minutes) For lines 553-556 • Annotate, answer grammar questions for, and translate lines 553-556 • Cross out the 2nd grammar question for lines 553-554 • At the end of the recitation, I will collect 1 from each group for your last CLASSWORK SUBMISSION Propositum: DWBAT translate authentic lines of Ovidian including poetic devices 6/13/14 Facite Nunc: 1. Take all handouts from the front of the room 2. Take out a black/blue pen for your quiz PENSUM #137: 1. Complete your Explicatiō Practice and check your work against the model response on my website QUIZ: Imperfect Subjunctive Verbs • You have 8 minutes for your quiz CONTEXT CHECK for Ovid’s Daphne & Apollo • Follow along while we complete the blanks for the context check for lines 463-542 of the passage • We are skipping 557-565 DAPHNE AND APOLLO: Lines 566-567 566.Fīnierat Paeān; factīs modo laurea rāmīs adnuit, 567.utque caput vīsa est agitāsse cacūmen. The Paean (Apollo) had finished; the laurel nodded with (her) recently made (created) branches, and (its) peak/top was seen (seemed) to move as if (it were) a head. Context Checks (Response-Warm Ups) 1. Fīnierat Paeān references that Apollo finished doing what? 1. What is the point of addressing Apollo as Paeān? 1. What physical movements are the laurel tree making? In the normal world, why would a tree make these movements? Comprehension Response: • If anything, what does Daphne communicate about accepting her fate when the laurel tree moves its “head”? Use support from the entire poem to justify your response. – Only use evidence from the LATIN given to you in the test – Use contextual/background evidence from the entire text to support your response in ENGLISH R3 TABULA NUMERUS AESTIMATIO 1 2 3 4 59 + 65 = 124 59 + 74 = 133 56 + 67 = 123 56 + 60 = 116 5 6 7 52 + 65 =117 45 + 48 = 93 42 + 63 = 105 Propositum: DWBAT participate in a review Jeopardy game to assess understanding of concepts and content pertinent to the Term 4 IA 6/16/14 Facite Nunc: 1. Take a ‘Term 4 Practice IA’ from the front of the room 2. Take out a piece of looseleaf and a writing utensil 3. A list of EXEMPTIONS can be found on the door of room 103 PENSUM #138: 1. Check the website for PowerPoints, review materials, and class handouts before your exam on THURSDAY 2. CHECK YOUR PROGRESS REPORT FOR ANY MISSING ASSIGNMENTS OR ASSESSMENTS Term 4 IA Logistics • Time: – Thursday, 1st exam • Content: – All material covered in Term 4 EXCLUDING future passive participles • Format: – 5-6 lines of SEEN MATERIAL to ANNOTATE and TRANSLATE – 2 lines of UNSEEN material to TRANSLATE – 10-20 questions on GRAMMAR and POETIC DEVICES – 3 questions on SUBJUNCTIVE verbs – 1 EXPLICATIO/READING COMPREHENSION question pertaining to the Daphne & Apollo passage as a whole