Salvēte Latin II discipulī!
• STATIM:
– Take a Course Expectations document and an index
card from the from the front of the room
– On your index card• Write your name (the name you prefer to be called in class)
in BIG letters on the blank side
• On the lined side, write out the name of your favorite
mythological character/story/event and your favorite Latin
word
– Once you’ve created your index card, read over the
Course Expectations document silently
I. CONTACT INFORMATION
– E-mail address: jsnyder@brooklynlatin.org ,
ltomas@brooklynlatin.org
• Website: http://magistrasnyder.weebly.com (Ms.
Snyder’s website),
http://lancetomas99.wix.com/magistertomas (Mr.
Tomas’ website)
• Visit the webpage for electronic copies of in-class
worksheets, handouts, study guides, and links to online
information.
– Office Hours: Latin Lab* (Location and times TBD)
MATERIALS
(*due Wednesday 9/16/15)
– A 1” width 3 ring binder ONLY for Latin. “Latin”, your Recitatio number,
and your name should be labeled on the front and spine of your
binder.
•
• Inside of that binder you should have 4 sections divided by 4 dividers, labeled
–
–
–
–
Packets
Graded Assessments
Reference Information
Vocabulary
•
• At the back of your binder you must have at least 20 sheets of ruled loose-leaf
paper at all times
•
– Pens- 3 black OR blue and 3 red, and 1 highlighter (any color) to keep
with you at all times
III. ASSESSMENT PHILOSOPHY and
GRADING POLICY
•
•
•
•
•
•
The Brooklyn Latin School and the Department of Classics believes that a diverse
combination of assessments, regularly administered, provides your magistrī the
best overall picture of how well you understand the key content and skills in this
course.
We understand that learning a language is a process, one during which you are
expected to make mistakes and encouraged to learn from them. We also recognize
that in a short time, you will be an IB Latin student. The IB requires you to be able
to translate Latin accurately, as well as to read and write about the Romans and
their literature with coherence and confidence.
Your teachers developed this policy as a team. It contains assessments of
different lengths and styles and provides opportunities for you to learn from and
correct your mistakes. (Your magister/a will give you details about how you can
complete revisions.) Above all, we think it provides a fair and accurate view of
your abilities.
ABSENCES AND LATENESS
• Upon return to class after any period of absence,
discipulī must bring a brief note signed and dated
by their parent or guardian stating the reason for
their absence, or have their parent/guardian send
their magister/magistra an e-mail. Discipulī are
responsible for obtaining any missed assignments
from their magistra/magister or a fellow
discipulus/-a and completing those assessments
within a time frame specified by your
magister/magistra.
DISHONESTY
•
As a member of the TBLS community, a discipulus/-a’s honesty and
integrity are valued on par with his/her academic abilities. Therefore
dishonesty of any kind, academic or otherwise, will not be tolerated under
any circumstances.
• Such dishonesty includes, but is not limited to, copying homework,
cheating on any graded assessment, plagiarizing the words or ideas of
another individual, and lying, either directly or by omission, to
magister/magistra or one’s classmates.
• Discipuli perpetrating academic dishonestly of any form will be denied
credit for the relevant assessment and prohibited from earning back any
grade or points lost therein.
• If, as a discipulus/-a, you are ever unsure regarding what types of actions
qualify as dishonesty, please do not hesitate to speak with your
magister/magistra privately and confidentially.
•
• All discipulī are held to the standards, guidelines, and expectations set
forth in the DISCIPULĪ HANDBOOK and ACADEMIC INTEGRITY CODE
Who remembers Latin?!?!
• Aeneas īrātus ferrum sub Turnī pectōre
condidit. Turnī membra frigōre solvēbantur
vitaque eius sub umbrās fūgit.
•
•
•
•
•
•
•
•
ferrum, -ī n. sword
pectus, pectoris n. heart, chest
condō, -ere, condidī, conditus to plunge, bury
membrum, -ī n. limb
frigor, frigoris m. cold, chill, iciness
solvō, -ere, solvī, solutus to loosen, release
vita, -ae f. life
umbra, -ae f. shadow, shade
Propositum: DWBAT annotate and translate Latin sentences based on
Book 9 of Vergil’s Aeneid
9/10/15
STATIM:
1. Take a handout from the front of the room and put your
name and recitation at the top
2. Take out a piece of looseleaf paper and put your heading
at the top and the title ‘Nisus and Euryalus’
3. Number your piece of looseleaf from 1-15 skipping lines
as you go
PENSUM II- Complete the annotation and translation of the
‘Nisus and Euryalus’ text in full
iter Aeneae Troianōrumque
NISUS ET EURYALUS
1.
Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum
Nisus said to the leaders of the Trojans, “Oh great men, if you all will send me
2. Euryalō ad castra Rutulōrum mittētis, eōs vincēmus. quoque ex
with Euryalus to the camps of the Rutulians, we will conquer them.
3. eīs castrīs praedam capiēmus, somnus enim mīlitēs habēbit.”
ubi
4. Aeneas ea cōnsilia audīverat dīxit sē honōrem duōrum civum
5. laudāre. “Valēte, iuvenēs amicī, et bona fortūna!”
Nisus et Euryalus
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 8
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Propositum: DWBAT annotate and translate Latin sentences based on
Book 9 of Vergil’s Aeneid
9/11/15
STATIM:
1. Take out your handout from yesterday
1. Find 3 different HEAD VERBS from the text and write the
letters ‘HV’ above them
PENSUM III- Bring in your MATERIALS for a check on
Wednesday. COTIDIANA I on ‘Nisus and Euryalus’
COTIDIANA I
Wednesday 9/16
• 5 questions on the ‘Nisus and Euryalus’ text
– 1 translation
– 1 annotation
– 2 grammar
– 1 summary/context
Nisus and Euryalus
1. Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum
Nisus said to the leaders of the Trojans, “Oh great men, if you will send me
with Euryalus to the camps of the Rutulians, we will conquer them.
2. Euryalō ad castra Rutulōrum mittētis, eōs vincēmus. quoque ex
We will also take loot out of their/these camps, for sleep will have (take
over) (their) soldiers.”
3. eīs castrīs praedam capiēmus, somnus enim mīlitēs habēbit.”
ubi
When Aeneas had heard these plans, he said that he praised the honor of
the two citizens.
4. Aeneas ea cōnsilia audīverat dīxit sē honōrem duōrum civum
5. laudāre. “Valēte, iuvenēs amicī, et bona fortūna!”
“Goodbye, young friends, and good luck!”
Nisus and Euryalus
6. Nīsus Euryalusque in castra vēnērunt, et eī multōs virōs
Nisus and Euryalus came into the camps, and they killed many men.
7. cecidērunt. Euryalus dūcem magnum cecidit et ē corpore eius
Euryalus killed a great leader and took the equipment and helmet from his
body.
8. ōrnāmenta galeamque cēpit. is putābat galeam pulcherrimam
He was thinking that the helmet was very beautiful and wanted to wear it.
9. esse et eam gerere cupere. cum eīs praemiīs fūgiēbat, sed ubi
He was fleeing with these spoils, but when Volcens, a leader of the
Rutulians,
10. Volcēns, dux Rutulōrum, eum vīderat, suōs mīlitēs ad sē
vocāvit.
had seen him, he called his soldiers towards him.
Nisus and Euryalus
11. splendor eius galeae eōs ad Euryalum dūxit, itaque eī eum
The brightness of his helmet led them to Euryalus, and so they were able
to strike him.
12. caedere poterant. Nīsus suum amīcum in periculō viderat, et eum
Nisus had seen his friend in danger, and he was daring to save him, but
13. servāre audēbat, sed eī auxilium dare nōn poterat: is Volcentem
he was not able to give help to him:
14. cecidit, sed tum aliī Rutulī Nīsum cecidērunt. quamquam
he killed Volcens, but then the other Rutulians killed Nisus.
15. fortēs erant, nēmō cognoscere cupiverat iuvenēs casūrōs esse.
Although they were brave, no one had wanted to recognize that the young
men would die.
Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum Euryalō
ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2)
• dūcibus is in the __________ case
– nominative
– dative
– accusative
– ablative
Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum Euryalō
ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2)
• What case is the word virī in?
– nominative
– genitive
– dative
– vocative
Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum Euryalō
ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2)
• Make mē PLURAL while keeping its case and
gender the same
– tibi
– nōs
– sē
– mihi
Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum Euryalō
ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2)
• The tense and voice of mittētis is
– present, passive
– present, active
– future, active
– perfect, passive
Nīsus dūcibus Trōiānōrum dīxit, “Ō magnī virī, sī mē cum Euryalō
ad castra Rutulōrum mittētis, eōs vincēmus. (lines 1-2)
• The pronoun eōs refers to
– Nisus and Euryalus
– The Trojans
– The Latins
– The Rutulians
Propositum: DWBAT summarize pertinent biographical details
surrounding Ovid’s personal and literary life
9/17/15
STATIM:
1. Take out a piece of looseleaf and label it with the
following heading:
1.
2.
3.
4.
Your name
The date
Latin 2, R___
COTIDIANA I
2. Have your materials out and ready for inspection in front
of you at your table
PENSUM IV- COTIDIANA II on Ovid lecture
COTIDIANA I (10 minutes)
• DO NOT write on the quiz paper. Record your
answers on your looseleaf paper
IB Latin Assessments
IB Latin Assessments
On the day of your IB Examinations:
Paper 1 = translating 1 excerpt from Ovid’s
Metamorphoses, which may or may not be an excerpt
studied in class
Paper 2 = answering questions on reading
comprehension, style, influence, significance, and
possibly translating parts of a selection of passages
studied in (Catullus, Propertius, and Vergil)
During the course of your senior year:
Part III- Individual study = an independent research paper
written on a topic of the student’s choosing involving
copious primary and secondary research
IB Latin at TBLS
• Your assessments during your 3rd and 4th years
of Latin will all be modeled after the types of
assessments you will have to complete during
your IB Examinations
• Your assessments up until this point have
been modeled after those Papers
– Paper 1 = Translatiō
– Paper 2 = Explicatiō/Midterm/IA
Suggested Preparation for Paper 1 –
Ovid’s Metamorphoses
“The aim of the Latin syllabus is to teach a facility
with reading and understanding, and to develop
some sensitivity to style. After grammar has been
taught, selected reading of the prescribed author
should be pursued. In paper 1, students are asked
to produce a translation with the use of a
dictionary, and proper dictionary skills should be
developed in class to assist with all areas of the
syllabus. It is best practice for teachers to
encourage students to familiarize themselves with
the most common words in prescribed authors.”
Preparation for Paper 1 – Ovid’s
Metamorphoses
1.
Knowing that you will have to translate a random passage from
Ovid’s Metamorphoses, what kind of preparation should we be
doing in order to make that task as manageable as possible?
Familiarity with Ovid’s style of writing, themes in the Metamorphoses, his
vocabulary, as many of the passages from his work as possible
2. What do you think “dictionary skills” mean?
Being able to determine what part of speech a word is (noun, verb, adverb,
adjective, preposition) and how to use that information to find the correct
definition in a dictionary; how to chose the best definition based on
context for a word
3. What kinds of “dictionary skills” do you currently have? (Don’t
say “none”)
Knowing how to determine the part of speech of many kinds words;
knowing how words (verbs, nouns) appear in a dictionary; knowing that
you should chose one definition from many based on context
PUBLIUS OVIDIUS NASO
43 B.C. – 17 A.D.
• BIOGRAPHICAL DETAILS
– Publius Ovidius Naso, more commonly known
as “Ovid”, was born in Sulmo , a town
northeast of Rome, to an equestrian family.
•
– His father, a lawyer, wanted him to pursue a
legal career and sent him to Rome to study
rhetoric and later to Athens ,
•
– After holding a few minor political positions,
and the death of his brother, Ovid abandoned
his political career and decided to pursue
poetry around the age of 16, a decision which
his father disapproved of.
•
PUBLIUS OVIDIUS NASO
43 B.C. – 17 A.D.
• BIOGRAPHICAL DETAILS
– Around the time of his first recitation of his
work in 25 B.C. he became part of a literary
circle of M. V. Messalla Corvinus and Maecenas,
a close confidant of the emperor Augustus.
•
– Ovid was friends with the poets Propertius (a
love elegist) and Horace , and acquainted
with Virgil and
(another love
Tibullus
elegist).
•
– In 8 A.D. he was exiled to Tomis on the Black
Sea by Augustus for a carmen et error (“a poem
and a mistake “), though the reasons
surrounding his exile are unknown and highly
contested
Exile to Tomis
Exile to Tomis
• The Julian Marriage Laws of 18 BC, which
promoted monogamous marriage to increase the
population's birth rate, were fresh in the Roman mind.
Ovid's writing in the Ars Amatoria concerned the serious
crime of adultery, and he may have been banished for
these works which appeared subversive to the emperor's
moral legislation. However, in view of the long time that
had elapsed between the publication of this work (1 BC)
and the exile (AD 8), some authors suggest that Augustus
used the poem as a mere justification for something more
personal.
(Jose Gonzalez Vasquez)
• Ovid may have been involved in an adulterous affair
between Augustus’ granddaughter Julia and a senator,
Decimus Junius Silanus, for which Julia was also exiled
STYLE
• Ovid has often been praised for his versatility; he is able to
switch between different genres of writing and poetry,
from love elegy to almanac to encyclopedic catalogue, with
ease and adroit skill
• Ovid sought to innovate in his writing- unlike many of his
predecessors he did not express strong moralistic views,
nor did he seek to mimic or replicate famous works of
literature that had come before him in any traditional sense
• The language of Ovid’s poetry is often described as
– Musical, employing many poetic devices which affect the sound
of his poetry
– Expressive, creating vivid images and invoking strong emotions
– Rhetorical, drawing influences from his legal training which can
be seen in his enumeration, transitions between topics, and
effects of surprise
THE Metamorphoses
• Bucking tradition, Ovid wrote a 15-book epic in dactylic hexameter (a type of meter
reserved for epic poetry) about a decidedly un-heroic topic- a series of
mythological stories all tied together by the theme of transformation (god or
human into animal, tree, rock, etc.)
• While he based his topic off of other famous works of literature which catalogued
transformations or explained the origins of natural phenomena (Hesiod’s Theogony
and Catalogue; Callimachus’ Aitia; Nicander of Colophon’s Heteroeumena), he
chose to do so while writing in the epic genre, traditionally reserved for stories of
heroes and their heroic deeds
• The scope of Ovid’s work is infinite- beginning his first book at the beginning of
time and creation of the world and ending his last with the deification of Julius
Caesar while praising the emperor Augustus
• There are about 250 different mythological episodes within the Metamorphoses,
which are all linked by a wide variety of connections, ranging from geography
(stories that all take place in Thebes in Book 3), to commonalities in theme (stories
about the lovers of the gods, or the gods’ jealousies and revenge) or even contrasts
in theme (stories about pious mortals juxtaposed with stories about impious ones),
to genealogical relations or similarities in the kinds of transformations that take
place (different kinds of flowers or birds).
THE Metamorphoses
● TRANSFORMATIONS are mythical, fantastical, awe-inspiring,
and yet...
● RELATABLE characters whose REAL HUMAN EMOTIONS lead to
these transformations
○
○
○
○
Lust/ Love
Greed
Arrogance and Self-Indulgence
Anger and Jealousy
THE Metamorphoses: Lust/ Love Juppiter
Daphne
and
Apollo
and Io
Daphne
and
Apollo
THE Metamorphoses:
Arrogance and Self-Indulgence
Narcissus
and Echo
THE Metamorphoses: Greed
Daedalus and Icarus
Arachne and Minerva
EXIT TICKET
1. What profession did Ovid’s father want him to pursue?
2. What was Ovid trained in, while pursuing that profession,
that had an impact on the style in which he wrote his
poetry?
3. Name one innovative feature about Ovid’s style or poetry
4. What is the main theme of the Metamorphoses?
5. Name 1 way in which Ovid linked stories together in the
Metamorphoses
Propositum: DWBAT translate and annotate the myth of Phaethon from Ovid’s
Metamorphoses
9/17/15
STATIM:
1. Take two handouts from the front of the room and put your name
and recitation at the top of each of them
2. Take out a half-sheet of looseleaf paper, put your heading at the
top, and label it COTIDIANA II and number it from 1-5
PENSUM V:
Annotate and translate ‘Phaethon’ through line 10
COTIDIANA II- Ovid
1. In what year and just after what major event
was Ovid born?
2. Who was Ovid’s patron and a close friend and
confidant to the emperor Augustus?
3. What happened to Ovid in 8 A.D. as a result of a
carmen et error?
4. Name one way that Ovid linked stories together
in the Metamorphoses
5. Name one prominent theme within the myths of
the Metamorphoses
COTIDIANA II- Ovid
1. What skill did Ovid study during his pursuit of a legal
career which influenced his style of writing?
2. The Metamorphoses, in 15 books of dactylic
hexameter, was written in the traditional format for
what poetic genre?
3. Name one other poet who was a friend and
contemporary of Ovid
4. Name one way that Ovid linked stories together in the
Metamorphoses
5. Name one prominent theme within the myths of the
Metamorphoses
Phaethon et Apollo
Additional Vocabulary
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•
•
•
•
•
•
•
•
•
•
•
•
•
ferō, ferre, tulī, latus to bring, carry; endure; say
semper always
credō, credere, credidī, creditus to believe, have trust/faith in (+DAT.)
superbus, -a, -um arrogant
sol, sōlis m. sun
Phaethon, Phaethonis m.
repremō, repremere, repressī, repressus to push down, repress
caelestus, -a, -um divine, heavenly
genus, generis m. race, family, lineage
inquit = dīxit
magis more
LINE 7  ea = these
fictus, -a, -um fictional, false, untrue
Clymenē = Clymene (nom. sg. f.)
moveō, movēre, movī, mōtus to move
loquor = I speak, say
iurō, iurāre to swear
negō, negāre to deny
lūmen, lūminis n. light
serō, serere, sevī, satus to give birth to, produce, create
Phaethon
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 10
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Propositum: DWBAT translate and annotate the myth of Phaethon from Ovid’s
Metamorphoses
9/18/15
STATIM:
1. Take out your ‘Phaethon’ translation from yesterday
2. SCAVENGER HUNT! Find 5 perfect tense verbs and label them with a
‘PF’
PENSUM VI:
Annotate and translate ‘Phaethon’ through line 14
PHAETHON
1. semper Phaëthon patrem iactābat nam is erat Sōlis fīlius.
Phaethon was always boasting (about) (his) father for he was the son of
the Sun.
2. Epaphus Phaëthontem superbum ferre nōn poterat
itaquewas not able to endure the arrogant Phaethon and so
Epaphus
Phaëthontī
īrāta‘Do
dīxit:
dēmens,
crēdis?
he3.spoke
angry wordsverba
to Phaethon:
you ‘mātrīne,
believe (your)
mother, foolish
(boy)?
4.You are
imāgine
patris
tumidus
es.’ father’
excited falsā
by a false
conception
of (your)
PHAETHON
5. ērubuit Phaëthon īramque pudōre rēpressit et ad mātrem
Phaethon grew red and repressed (his) anger with shame and
6. Epaphī convīcia tulit. ‘tū,’ inquit ‘māter, magis dolēbis quod
brought Epaphus’ insults to (his) mother.
‘You, mother’ he said ‘will suffer more pain because I was silent:
7. ego tacuī: ea verba dīcēbantur et ego ea nōn refellī! sī
modo
these words were being spoken and I did not refute them!
8. stirpe caelestī creātus sum, da mihi signum generis et tolle
mē ad caelum!’
If only I was created by a divine family, give a signal of (that) family
to me and take me up to heaven!’
Phaethon
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 14
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
EXIT TICKET
1. What profession did Ovid’s father want him to pursue?
Lawyer
2. What was Ovid trained in, while pursuing that profession,
that had an impact on the style in which he wrote his
poetry?
Rhetoric- the art of persuasive speaking/writing
3. Name one innovative feature about Ovid’s style or poetry
•Writing a epic style poem in a non-traditional genre
•Did not express strong moralistic views
•Didn’t seek to mimic prior famous works of literature
4. What is the main theme of the Metamorphoses?
Physical transformation
1. Name 1 way in which Ovid linked stories together in the
Metamorphoses •Geographic commonalities
•Commonalities in theme
•Contrasts in theme
•Genealogical relations
•Similarities in kinds of transformation
• Amores (“Loves”)
WORKS
– Published in 16 B.C. and 8 B.C.
– In two editions, the first in 5 books, the second in 3
– Series of erotic poems addressed to a lover, Corinna
• Heroides (“The Heroines”)
– Published in 15 B.C.
– 21 letters written by famous women of mythology and history
to the male lovers who had wronged them (ex. Penelope to
Odysseus, Dido to Aeneas, Ariadne to Theseus)
• Ars Amatoria (“The Art of Love”) and Remedia Amoris
(“The Cure for Love”)
– 3 books, first 2 written for men, the last for women
– Parody of didactic (teaching) poetry meant as a manual for
seducing and attracting members of the opposite sex
– The Remedia Amoris written for those suffering from broken
hearts
WORKS
• Metamorphoses (“The Transformations”)
– Finished in 8 A.D.
– 15 book epic chronicling mythological stories of physical
transformation of gods and mortals from the beginning of time up
until the age of Augustus
– Considered the ultimate, encyclopedic catalogue of myth and
mythology
• Fasti (“The Festivals”)
– Finished 8 A.D., though incomplete
– Poem written in 6 books about the Roman calendar (1 book for each
month January to June) and the origins of Roman holidays, rituals,
traditions, and cultural phenomena
• Tristia (“Sorrows”) and Epistulae ex Ponto (“Letters from the
(Black) Sea”)
– Written during Ovid’s life in exile at Tomi
– 5 and 4 books, respectively
– Often personal in nature, sad and despairing in tone, these poems
detail his journey to and life in Tomi and advocate for his return from
exile back to Rome
Propositum: DWBAT translate and identify deponent verbs
9/21/15
STATIM:
1. Take a new handout (‘Phaethon’ (Part II)) from the front of the room
2. Take out your ‘Phaethon’ translation from last week and a red pen
to make corrections
3. Take out a piece of looseleaf paper to take notes
4. Using your Vocabulary list, look up the verb ‘loquor’ from the last
line of your text. What is different about the way this verb’s
dictionary entry looks as compared to other verbs you’ve seen?
PENSUM VII:
Annotate and translate ‘Phaethon (Part II)’ through line 7
Re-takes
• COTIDIANAE
– MOST cotidianae are eligible for re-takes
– If you re-take a cotidiana, you have the
opportunity to earn 1 letter grade higher than
your original score (ex. F  C, C  B)
– You may NOT re-take a cotidiana if you earned a B
or higher (80+)
Credit Recovery
• NUNDINAE
– ALL nundinae are eligible for credit recovery
– During credit recovery, discipulī complete
additional work or correct their original
assessments to the satisfaction of their
magister/magistra
– Discipulī can earn 1 letter grade higher than their
original grade (ex. F  C, C B)
– You may NOT complete credit recovery for
nundinae on which you earned a B or higher (80+)
Phaethon (Part I)
9. dīxit et bracchia collō mātris implicuit. Clymenē aut
precibus
He spoke and placed (his) arms on (his) mother’s neck.
10. Phaethontis aut īrā crīminis falsī mōta erat et caelō
bracchia sua porrēxit. ‘Sōle,’ inquit
Clymene had been moved by either Phaethon’s prayers or the anger
of a false crime and extended her arms in the sky.
11. ‘mī fīlī, satus es: id tibi per lūmen Sōlis iurō. sī ficta
loquor, is mihi negāre lūmen dēbet!
She said ‘My son, you were created by the Sun: I swear it to you
through the light of the Sun.
If I am spoken false (things), he ought to deny the light to me!’
What’s wrong with this translation?
• sī ficta loquor
– If I am spoken false (things)
– It doesn’t make sense! …Why not?
– There is a direct object and a passive verb…and the verb
doesn’t seem like it should be passive…
– That’s because it’s not!
– …SAY WHAT?!?!
– Correct translation: If I say false (things)
– Even though this verb LOOKS passive, an ACTIVE
translation is the only one that makes sense
– Verbs that look passive but are translated actively are
called DEPONENT verbs
DEPONENT VERB FORMS
loquor, loquī, locutus sum:
to speak, say
What is unusual about this dictionary entry?
> the verb has 3 principal parts, instead of
> the principal parts all look passive
> although the verbs look passive
, the
translation of the verb must
be active
.
4
Deponent Verbs!
• Deponent verbs LOOK different than other verbs
3
because they have ____
principal parts instead of
4
____
passive but are
• Deponent verbs always look ______
active
translated _______ly
passive voice translations for a
• There are NO ______
deponent verbs because deponent verbs don’t
4th principal part
have a _________________.
• Make an analogy! Deponent verbs are like ….
because they look like one thing but are really the
opposite.
Phaethon (Part II)
*N.B. The verbs in SMALL CAPS are deponent verbs
1.
‘nec vix GRADIĒRIS ad patris penātēs:
domus, unde Sōl
‘YOU WILL NOT GO to (your) father’s home with difficulty:
1.
ORITUR, est terrae nostrae contermina.
cum
patre LOQUĪ dēbēs.’
The home, from where the Sun RISES, is neighboring to our land.
You ought TO SPEAK with (your) father.’
Phaethon (Part II)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 7
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
• Phaëthon caelum TUĒBĀTUR et MĪRĀBĀTUR et
verba mātris suae
• SECŪTUS EST. Aethiopas suos Indosque
TRANSGREDITUR et
• rēgiam Sōlis adit inpiger.
Propositum: DWBAT translate and annotate deponent verbs
9/22/15
STATIM:
1. Take a handout from the front of the room and put your name and
recitation at the top
2. Take out your ‘Phaethon (Part II)’ text and your Vocabulary List
3. REVIEW: How do we determine what conjugation number a verb
belongs to?
PENSUM VIII:
Finish annotating and translating ‘Phaethon (Part II)’ through line 11
COTIDIANA III on FRIDAY – ID the conjugation number of deponent verbs
and annotate and translate a sentence including a deponent verb
Deponent Verb Conjugations
In order to identify the conjugation of a deponent verb, you look at the
Second Principal Part
mīror, mīrārī, mīrātus sum
1st Conjugation
fateor, fatērī, fassus sum
2nd Conjugation
lābor, lābī, lāpsus sum
3rd Conjugation
mentior, mentīrī, mentītus sum 4th Conjugation
Present Passive Infinitive Formation
Review
To form the Present Passive Infinitive, go to the 2nd principal part, take out
the “-e” (or in 3rd “-ere”) then and “-ī”
amo, amāre  amāre  amār + ī = amārī
video, vidēre vidēre  vidēr+ ī= vidērī
pono, ponere 
ponere pon + ī= ponī
audio, audīre audīre audīr + ī= audīrī
Passive Infinitives vs Deponent
Passive
Deponent
1st Conjugation
amārī
mīrārī
2nd Conjugation
vidērī
3rd Conjugation
lābī
ponī
4th Conjugation
audīrī
mentīrī
fatērī
1st
1st
1st
2nd
2nd
2nd
3rd
3rd
3rd
3rd
3rd
3rd -io
3rd -io
3rd -io
3rd -io
4th
4th
Latin Word
precor, precārī, precātus sum
reor, rērī, ratus sum
irāscor, irāscī, irātus sum
sequor, sequī, secūtus sum
orīor, orīrī, ortus sum
moror, morārī, morātus sum
tueor, tuērī, tuitus sum
queror, querī, questus sum
patior, patī, passus sum
ingredior, ingredī, ingressus sum
gradior gradī, gressus sum
morior, morī, mortuus sum
loquor, loquī, locūtus sum
Conjugation Number
1st
2nd
3rd
3rd
4th
1st
2nd
3rd
3rd -io
3rd -io
3rd -io
3rd -io
3rd
Deponent Verb Endings
Deponent verb endings are the same as the Passive Voice
Go to the 2nd Principal Part, remove the “-rī” or the “–ī (3rd conjugation)” to
find the stem, then add passive voice endings
Miror, Mirārī, Mīrātus Sum: Present Tense
Mirārī Mirārī
Mirā+ endings
1st Singular
2nd Singular
3rd Singular
miror I wonder
miraris you wonder
miratur he/she/it wonders
1st Plural
2nd Plural
3rd Plural
miramur
miramini
mirantur
we wonder
you all wonder
they wonder
Labor, Lābī, Lāpsus Sum: Present Tense
Lābī Lābī
1st Singular
2nd Singular
3rd Singular
labor
laberis
labitur
1st Plural
2nd Plural
3rd Plural
labimur
labimini
labuntur
Lāb + endings
I slip
you slip
he/she/it slips
we slip
you all slip
they slip
Exerceamus
Annotate and translate the following sentences:
1. Phaethon locutus erat suum patrem optimum esse.
Phaethon had said that his father was the best.
2. Phaethon īrātus est et cum matre querēbātur.
Phaethon was angry and was complaining with (his) mother.
3. Mater, Clymene, ad caelum tuētur et deum sōlis precārī
incipit.
(His) mother, Clymere, gazes at the sky and begins to pray (to) the
god of the son.
Phaethon (Part II)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 11
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Additional Vocabulary and Notes
• Line 8: id = this/that
• ille: that (nom. sg. m.)
• Phoebe  Phoebus (Apollo)
Propositum: DWBAT distinguish between passive and deponent verbs
9/25/15
STATIM:
1. Take a new handout (‘Phaethon’ (Part III)) from the front of the
room
2. Take out a piece of looseleaf and label it with your heading and
COTIDIANA III
3. After your quiz take out some looseleaf to take notes
PENSUM VIII:
Finish annotating and translating ‘Phaethon (Part III)’
COTIDIANA III
1. Identify the conjugations of the following deponent verbs:
a. patior, patī
________
b. loquor, loquī
________
c. moror, morārī
________
d. reor, rērī
________
2. Translate:
deus sōlis timidum filium tuēbātur et eī locūtus est.
timidus, -a –um scared, frightened
tueor, tuērī to gaze at; consider; protect
sol, sōlis m. sun
loquor, loquī, locūtus sum to speak, say
Phaethon (Part II)
6. Sōl ipse iuvenem timidum tuēbātur fīliōque locūtus
The sun himself was looking at the young (man) and spoke to (his) son
7. est: ‘cur, mī fīlī, ad eam arcem gressus es? quid mē
precāris?’
‘Why, my son, have you walked to this citadel? What do you beg (of) me?’
8. ille refert: ‘ō lūx mundī, Phoebe pater, sī mihi ā tē id
nōmen
That (boy) replies: ‘Oh light of the world, father Apollo, if that name is
9. datur, nec Clymenē dē culpā suā mentītur, patere mē,
genitor,
given to me by you, (and) Clymene does not lie about her reproach,
10. signum generis meī ferre: mē fīlium tuum fatēberis et
meō ex
allow me, father, to bear a sign of my origin:
11. animō error dētrahētur.’
you will confess that I am your son and the mistake will be removed from
my mind.’
Passive VS Deponent
Identify whether the verbs in the sentences are Deponent of Passive.
PASSIVE
si mihi a te id nomen datur
nec Clymene de culpa sua mentitur
me filium tuum fateberis
PASSIVE
meo ex animo error detrahetur
DEPONENT
DEPONENT
How do we distinguish between
passive and deponent verbs?
PASSIVE
4 principal parts
NO direct object
Sometimes an ablative of
agent/means
Passive translation makes
sense (ex. the book was read)
DEPONENT
3 principal parts
Sometimes a direct object
NO ablative of agent
Passive translation does NOT
make sense (ex. the sun was
rised)
Phaethon (Part III)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 6
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Phaethon Part II
sol ipse iuvenem timidum tuebatur filioque
The sun itself/himself was watching the timid youth and
spoke to his son
locutus est:
Phaethon Part II
“cur, mī fīlī, ad eam arcem gressus es? quid mē
Why, my son, did you come to this citadel? What do you
ask from me?
precāris?
ille refert, “o lux mundī, Phoebe pater, sī mihi a
te id nomen datur nec Clymene de culpa sua
Phaethon Part II
mentitur
That man (Phaethon) responded, “Oh light of the world,
Father Phoebe, if this name is given to me by you and
Clymene is not lying out of blame
Phaethon Part II
Allow me, Father, to carry a sign of my lineage
me, genitor,
generis
mei ferre
Allow patere
that I, father,
carrysignum
a sign of
my lineage
PATERE 2nd singular imperative active DEPONENT
VERBS
Phaethon Part II
me filium tuum fateberis et meo ex animo error
You will acknowledge me
(as) your son and delusion will
detrahetur
be removed from my soul
Passive VS Deponent** ASK JEN
If a clause has a verb that looks passive:
1. there is NO DIRECT OBJECT, then the verb is most likely
PASSIVE
2. there is an ablative of agent (ā/ab + ablative), the the verb is most
likely PASSIVE
3. there is a direct object, the verb is most likely
DEPONENT
4. the meaning of the verb does not make sense in the passive, e.g.
patior  I am suffered/ I am endured, then the verb is most likely
DEPONENT
R1, Latin 2
• Take your seat
• Find a partner you’d like to share lockers with
• Discuss your personal norms and expectations
for your locker with your partner
• Wait for me to call your name and come up to
the front to receive your locker assignment
and lock
TBLS Locker Expectations
Availability
• Discipuli may use lockers in the morning, between 7:45 and
7:59 a.m.; during passing time between recitations; at the
end of the day, for 15 minutes (Monday, Wednesday and
Thursday, 2:30-2:45; Tuesday, 3:10-3:25; Friday 1:50-2:05).
• D. may enter classrooms to use lockers during or following
office hours only for emergencies and with the permission
of office hour magistri.
• D. may not enter classrooms to use lockers after R1 has
begun, or during any other recitation, unless there is a clear
emergency. Magistri should provide a written pass for
discipuli, should they deem it necessary for them to use
their lockers in another room.
Contents
• Electronics stored in lockers must be turned off.
Should magistri have to enter lockers to retrieve
noisy electronics, they may be subject to
confiscation, and returned to parents or
guardians.
• Food and drinks may not be stored in lockers.
• Dirty or smelly clothes, body sprays, or anything
else that might disturb others may not be stored
in lockers.
Locks
• Lockers must be locked at all times. Magistri are not
responsible for securing lockers or their contents, should
they be left unlocked.
• Discipuli should only use school-issued locks. They are free
to borrow; however, if they are lost, D. must pay for
replacements. Any personal locks placed on lockers may be
subject to removal.
• Magistri are not responsible for lost or stolen locker
contents. D. should only share lockers with someone they
know and trust.
Behavior
• D. may not use electronics, eat or drink at
their lockers.
• D. should avoid slamming locker doors.
• If D. must change clothes, they should do so in
the latrina, rather than at their lockers.
What should you do if you have an
issue…
• With your locker partner?
• With your lock?
• With something being stolen/missing from
your locker?
• With having access to your locker?
• With not having enough room in your locker
for your belongings?
Propositum: DWBAT distinguish between passive and deponent verbs
9/28/15
STATIM:
1. Take 2 new handouts from the front of the room (Vocabulary and
Exercitatio Translātionis)
2. On your Vocabulary List, write out the conjugation numbers for all
of the verbs listed in the righthand column
PENSUM IX:
Complete your handout in full
Study your Vocabulary List for COTIDIANAE later in the week
PRINCIPAL PARTS:
Active vs. Deponent
• Translate the principal parts of the following
two verbs:
I say
I confess
to say
to confess
I said
I confessed
having
been said
PRINCIPAL PARTS:
Active vs. Deponent
-āre
-ārī
-ēre
-ērī
-ere
-ī
-īre
-īrī
PRINCIPAL PARTS:
Active vs. Deponent
• What conjugation are the following infinitive
verbs? Are they active or deponent?
3rd
3rd
4th
active
active
deponent
EXERCITĀTIO TRANSLĀTIONIS
• Complete the remainder of your handout with
the other members of your table
• When you are done, raise your hand for a
CLASSWORK CHECK
Propositum: DWBAT distinguish between passive and deponent verbs in
context
9/29/15
STATIM:
1. Take a new handout from the front of the room (Phaethon Part 4)
2. Take out your HW from yesterday and a red pen for correction
3. Take out your Phaethon part III text for inspection
PENSUM X:
Translate and annotate through line 10 of Phaethon (Part IV)
Study your Vocabulary List (Deponent Verbs) for COTIDIANAE later in the
week
EXERCITATIO TRANSLATIONIS
deponent
active
passive
active
deponent
passive
you delay
you are
it was done
to remove
to speak
you all are protected
EXERCITATIO TRANSLATIONIS
deponent
passive
passive
deponent
active
passive
active
you will walk
I am ordered
to be done
I confess
you walked
we will be conquered
he leads
Phaethon (Part IV)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 10
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Propositum: DWBAT distinguish between passive and deponent verbs in
context
9/30/15
STATIM:
1. Take out Phaethon Parts III and IV and a red pen for correction
2. In Phaethon Part IV, label all of the deponent verbs in the text with a
letter ‘D’
PENSUM XI:
Study your Vocabulary List- Deponent Verbs for a COTIDIANA tomorrow
Phaethon (Part III)
1. dīxerat; genitor micantēs radiōs dēposuit et
fīlius ā patre
He had spoken; (his) father put down (his) glittering rays and
the son was ordered to walk forward by (his) father.
2. prōgredī iussus est. Sōl est fīlium suum
complexus:
The Sun embraced his son:
3. ‘mater tua mentīta nōn est: tū enim mē ortuus
es.’
‘Your mother did not lie: indeed you descended from me.’
Phaethon (Part III)
6. ‘nolī id dubitāre; precāre* munus et id tibi
dabitur.’
‘Don’t doubt it; pray for a gift and it will be given to you.’
7. statim, ut locūtus erat, stultō ab iuvene
currus paternus
Immediately, as he had spoken, the paternal chariot and the control of
(its) horses were requested for one day by the foolish young (boy).
8. ūnumque diem moderāmen equōrum rogāta
sunt.
Phaethon (Part IV)
• The Sun-god instantly regretted his promise and
begged Phaëthon to choose any other favor. The
stubborn young man persisted, and his dutiful
father brought him to his chariot, another ornate
piece wrought by the god Vulcan. Gazing upon
the shining wonder, Phaëthon grew even more
excited, but Phoebus, after he arranged the crown
of sunbeams on his head, gave his son some
critical advice on following the path and
controlling the horses, also trying one final time
to dissuade his son from taking the trip.
Phaethon (Part IV)
1. sed iam Phaëthon currum occupāverat et
But Phaethon had already taken control of the chariot and
2. manibus tenēre habenās gaudēbat et patrī
was delighting to hold the reigns with (his) hands and
3. invitō grātiās ēgit. interim Sōlis equī pedibus
gave thanks to (his) reluctant father.
4. portās pulsābant donec via erat in caelum
Meanwhile the horses of the Son were beating the gates with (their) hooves
5. aperta: statim nebulās scidērunt et pennīs
until a path had been opened into the sky: immediately
6. portātī per aēra ortī sunt.
they tore the clouds and carried on (their) wings arose through the air.
Phaethon (Part IV)
7. sed parvum pondus iuvenis mirantur nec
But they wonder at the light weight of the young (boy) and are not
8. aurigam cognoscere possunt itaque cursum
able to recognize the charioteer, therefore they do not follow the course.
9. nōn sequuntur. terrās cum timōre Phaëthon
Phaethon watches the lands (below) with fear;
10.spectat; habēnās nōn tenet neque morīrī cupit.
he does not hold the reigns nor does he want to die.
loquor, loquī, locūtus sum
to speak, say
precor, precārī, precātus sum
to pray (to/for)
reor, rērī, ratus sum
to think
lābor, lābī, lāpsus sum
to slip, glide
sequor, sequī, secutus sum
to follow
gradior, gradī, gressus sum
to walk, go
patior, patī, passus sum
to suffer, endure; allow, permit
morior, morī, mortuus sum
to die
mentior, mentīrī, mentītus sum
to lie
moror, morārī, morātus sum
to delay
orīor, orīrī, ortus sum
to rise
fateor, fatērī, fassus sum
to confess, admit
ingredior, ingredī, ingressus sum
to enter
Propositum: DWBAT translate 3rd person personal pronouns in context
10/1/15
STATIM:
1. Take a new handout from the front of the room and put your name
and recitation at the top
2. Take out a half-sheet of looseleaf for your COTIDIANA and label it
with your heading and COTIDIANA IV
PENSUM XII:
Complete the chart for ILLE, ILLA, ILLUD on the back of your handout
COTIDIANA IV
1. Directions: Supply the missing forms for each
of the deponent verbs below
1.
2.
3.
4.
5.
moror, morārī, morātus sum
loquor, _____, locūtus sum to speak
patior, patī, passus sum
orior, orīrī, ortus sum
ingredior, ingredī, ingressus sum
COTIDIANA IV Re-take
1. Directions: Supply the missing forms for each
of the deponent verbs below
1.
2.
3.
4.
5.
sequor, sequī, secūtus sum
gradior, gradī, gressus sum
______, patī, passus sum to suffer; allow
orior, orīrī, ortus sum
ingredior, ingredī, ingressus sum
CONTEXT- The Fate of the Heliades
• Unchecked, the horses and chariot of the Sun
wreaked havoc in the heavens and set the earth
ablaze until Earth herself asked Jupiter to
intervene. Summoning storm clouds and his
thunderbolt, Jupiter sent Phaëthon crashing to
the riverbank of Eridanus, where nymphs buried
his charred remains. The Sun refused to return to
his route, Clymene lay weeping beside her
beloved son’s tomb, and his sisters gathered there
as well, mourning their brother incessantly for
four days...
Class Translation
• Each table will translate and annotate one
sentence from the passage and then share their
translation with the class
– For their sentence, each table will also share out the
gender, number, and case of the form of the
PRONOUN in their sentence
– Table 1 – (a)
– Table 2 – (b)
– Table 3 – (c)
– Table 4 – (d)
– Table 5 – (e)
– Table 6 – (f)
– Table 7 – (g)
Table 1
• (a) ūna ex eīs, Phaëthūsa, in terram cecidit et
pedēs rigidōs questa est.
One out of THEM, Phaethusa, fell onto the earth and lamented
(complained about) (her) stiff feet.
eīs = abl. pl. fem.
Table 2
• (b) ad eam venīre Lampetia cōnāta est sed
iam rādīce retenta est.
Lampetia tried to come to HER but she was already held by a root.
eam = acc. sg. fem.
Table 3
• (c) eius crūra stipite cēlāta sorōrēs et prō
bracchīs longōs rāmōs sorōrēs vīdērunt.
The sisters saw HER legs hidden by a tree trunk and long branches in
place of (her) arms.
eius = fem. sg. gen.
Table 4
• (d) eī tertia timēbat sed, ubi crīnem laniāre
parāvit, āvellit frondēs.
A third (sister) was fearing FOR HER but, when she prepared to rend
(her) hair, she tore off leaves.
eī = dat. sg. fem.
Table 5
• (e) dum ea mirantur, cortex complectitur per
gradūs uterum pectusque umerōsque
manūsque vultūsque.
While they wonder at THEM (these things), step by step bark enwraps
(their) belly and chest and (their) arms and hands and faces.
ea = neut. acc. pl.
Table 6
• (f) eārum tamen lacrimae novīs dē rāmīs
lābuntur: sōle rigescunt ēlectra.
THEIR tears still slip down from the new branches: amber (drops)
stiffen from the sun(light).
eārum = gen. pl. fem.
Table 7
• (g) ea amnis accipit et nymphīs Rōmānīs
reddit.
The river receives THEM and gives (them) to Roman nymphs.
3rd person PRONOUN forms
eius
eī
eius
eī
eam
eius
eī
id
ea
eārum
ea
eīs
eīs
eīs
Propositum: DWBAT translate 3rd person personal pronouns in context
10/2/15
STATIM:
1. Take out your handout from yesterday and a red pen
2. Scan through lines 1-12 of Niobe (Part 1) and find 4 deponent verbs.
Mark them with a ‘D’
vāticināta (line 1)
prōgrediminī (line 2)
precāminī (line 3)
irascitur (line 9)
PENSUM XIII:
Complete your annotation and translation of Niobe (Part 1)
TRANSLĀTIO next Thursday 10/8
ille, illa, illud that (sg.); those (pl.)
illius
illius
illī
illī
illī
illum
illam
illud
illō
illā
illī
illae
illius
illō
illa
illōrum
illārum
illōrum
illīs
illīs
illīs
illās
illa
illōs
illīs
illīs
illīs
Niobe, Part 1
• Far from Ethiopia and from the Po River, where
Phaëthon lies beside his poplar sisters, lived
Niobe, a mortal woman with a pride rivaling her
countrywoman Arachne.
• Queen of mighty Thebes, Niobe was married to
Amphion, Jupiter’s son, who built the fabled walls
of their kingdom with his musical talent and a
magic lyre. As a mother she would have been
known as the most fortunate, if only she had not
seemed so to herself.
Niobe (Part 1)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 10
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Propositum: DWBAT translate forms of demonstratives adjectives in context
10/5/15
STATIM:
1. Take out your handout from Friday and a red pen
2. Scan through lines 1-12 of Niobe (Part 2) and find all deponent
verbs. Mark them with a ‘D’
PENSUM XIV:
Complete your annotation and translation of Niobe (Part II)
through line 6
TRANSLĀTIO on Thursday 10/8
Niobe (Part I)
1. Tīresiae fīlia, Mantō, nūmine mōta, vāticināta
The daughter of Tiresias, Manto, moved by divine will, prophesied
2. mediās per viās est: ‘prōgrediminī, Thēbaïdēs,
through the midst of the streets: ‘Walk forth, women of Thebes,
3. et precāminī Lātōnam eiusque fīliōs duōs. ōre
and pray to Latona and her two children.
4. meō Lātōna iubet.’ illae verba audīvērunt
Latona commands through my mouth (speech).’
5. itaque omnēs laurō tempora ornābant et
Those (women) heard the words and so all were adorning (their)
temples with laurel
6. sanctīs flammīs tūra precēsque dabant.
and were giving prayers and incense to sacred flames.
Niobe (Part I)
7.
tum inter eās Nioba venit; illae eam comitibus
Then Niobe comes between them;
8.
celebrem et eius vestēs Phrygiās vident. illa
those (women) see her frequented by attendants and her Phrygian clothes.
9.
irascitur et eīs verba immītia dīcit: ‘deumne
That (woman) is angry and says harsh words to them:
10. caelestem eī ante oculōs praeponitis? aut cūr
‘Do you place her divine god first before (your) eyes?
11. colitur Lātōna per ārās; adhūc est nūmen meum sine tūre?’
Or why is Latona honored through the altars;
is my divinity still without incense?’
illa irascitur
• What is the literal translation of this sentence?
• That is angry
– What sounds incomplete/wrong about this
translation?
• We don’t know what ‘that’ is referring to
– What can we do to make this sentence make more
sense?
• Imply a noun for illa to modify
– How do we decide what noun to imply?
• Based on gender
COMPREHENSIO
• What do the women of Thebes note about
their queen?
• Judging by her verba immitia, why is Niobe
angry?
hic, haec, hoc = this (sg.)/these (pl.)
Niobe (Part II)
1. Tantalus est pater meus et eī licuit mensam
2. caelestum tangere; mihi mater est fīlia
3. maximī Atlantis. mē gentēs Phrygiae
4. verentur, mē sub dominā est haec rēgia, ā mē
5. virōque haec moenia cum hōc populō
6. rēguntur. tuēminī omnēs opēs huius domūs
7. et hanc faciem meam dignam deā! adice huīc
8. septem fīliās et totidem fīliōs et mox
9. generōsque nurūsque! quae* causa est
10. nostrae superbiae? hocne ā mē quaeritis?
11. mihi Lātōnam praeferre ausī estis! huīc
12. quondam terra sēdem partūs negāvit.
Niobe (Part II)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 12
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
LOCKERS
Brian
Alex
Anthony
Jackie
Liora
Iniayah
Winnie
Zina
Sadia
Jaime
Faith
Zach
Kerolous
Rong
Ariel
Bhureshma
Austin
Andrew Abrar
Michelle Krishna
Anisa
Kristian
Jared
SMARTBOARD
Adam
Victoria
Kevan
Luis
LOCKERS
Baily
Marlo
Jakia
Vincent
Jailyn
Sophie
Gavin
Ericson
Aniyah
Isabel
Benjamin
Margarita
Tasfia
Amy
Kali
Sabrina Maya
Joshua Ruth
Angelis
Juan
Rose
Moises
Timothy
Alena
SMARTBOARD
Carlos
Precious
Emma
Musfique
Josie
Andrea
Propositum: DWBAT translate substantive adjectives
10/6/15
STATIM:
1. Take out a new handout from the front of the room and put your
name and recitation on it
2. Take out your Niobe (Part I) text
3. Complete the STATIM at the top of your handout
PENSUM XV:
TRANSLĀTIO on Thursday 10/8
illa irascitur …(lines 8-9)
• What is the literal translation of this clause?
That is angry
• What sounds wrong or incomplete about this
translation? There is no noun that the adj. ‘that’
modifies
• What can we add to this translation to make it
make more sense? A noun to be modified by ‘that’
• How do we decide what noun to imply?
based on the gender and number of ‘illa’
SUBSTANTIVE ADJECTIVES
• Substantive adjectives are adjectives for which we
must imply or supply a noun based on gender and number
because they do not modify (or agree in GNC) with any
Latin nouns in the sentence/clause in which they
appear.
• As a general rule, substantive adjectives can imply the
following nouns based on gender:
– MASCULINE  ‘man’/’person’ (sing.) or ‘men’/’people’(pl.)
– FEMININE  ‘woman’ (sing.) or ‘women’ (pl.)
– NEUTER  ‘thing’ (sing.) or ‘things’ (pl.)
EXERCITĀTIO
1. bonae Lātōnam venerentur.
pl.
nom.
– GNC of bonae: fem.
– Since the gender of bonae is fem.
, we can
imply the noun wome
n
– Translation: (The) good (women) revere
Latona.
Group Work
• Complete the Exercitātio with your table
members
• When you are done, raise your hand for a
groupwork CHECK
– You MUST receive a groupwork check before you
leave class today or your group must come to
office hours
EXERCITĀTIO
2. superba irascitur et fēminīs quae Latōnam
colunt immītia dīcit.
•
sg.
nom,
– GNC of superba: fem.
– Since the gender of superba is fem. , we can imply
the noun woma
n
neut.
pl.
acc.
– GNC of immītia:
– Since the gender of immītia is neut. , we can imply
the noun things/word
s arrogant (woman) is angry and says angry
– Translation:The
(things/words) to the women who worship Latona.
*We can also imply LATIN nouns based on gender if they fit the
context.
EXERCITĀTIO
2. superba irascitur et fēminīs quae Latōnam
colunt immītia dīcit.
•
sg.
nom,
– GNC of superba: fem.
– Since the gender of superba is fem. , we can imply
the noun woma
n
neut.
pl.
acc.
– GNC of immītia:
– Since the gender of immītia is neut. , we can imply
the noun things/word
s arrogant (woman) is angry and says angry
– Translation:The
(things/words) to the women who worship Latona.
*We can also imply LATIN nouns based on gender if they fit the
context.
Propositum: DWBAT interpret and apply the TRANSLĀTIO rubric
10/7/15
STATIM:
1. Take out a new handout from the front of the room and put your
name and recitation on it
2. Take out your Niobe (Part II) text
3. Read over the TRANSLĀTIO rubric on the back of your handout.
What advantages does it give you?
PENSUM XV:
TRANSLĀTIO TOMORROW
Check website for Niobe Part II translation key for practice
CRITERION
FULL CREDIT —
3 marks
MOST CREDIT —
2 marks
SOME CREDIT —
1 mark
NO CREDIT — 0
marks
MEANING
The meaning has
been fully
communicated.
The meaning has
been partially
communicated.
The meaning has
not been
communicated
adequately.
No meaning has
been
communicated.
Vocabulary and
grammar are not
rendered
adequately.
Vocabulary and
grammar are not
rendered at all.
GRAMMAR AND
VOCBULARY
Vocabulary and
Vocabulary and
grammar are
grammar are
rendered
rendered correctly. adequately despite
inaccuracies.
Niobe, Part III (or Cynthetic Fires)
• As Niobe continues, she ridicules Latona and the ordeal she
suffered in giving birth. Boasting her good fortune, the
queen very nearly challenges the goddess to take it away.
She claims her wealth is so vast and her family so large that
even a devastating loss would leave her more than other
mortals and more children than the goddess herself.
Commanded by their queen to remove their laurel wreaths,
the women of Thebes comply, mumbling still their prayers
to the goddess.
•
• Atop Mount Cynthus on the island of Delos where she bore
Apollo and Diana, Latona summons her twin children:
SCORING TRANSLĀTIONĒS
et talibus verbīs geminā cum
prōle locūta est:
COMMENTS
M
G/V
TOT
and she spoke with her twin offspring
with such words
3
3
6
and she spoke with her twin offspring
to such words
2
3
5
dative instead of abl. means
And she spoke such words to her twin
children
3
1
4
acc. instead of abl. means; V for
prōle; dat. instead of prep. phrase
And she spoke with twin words to
such children
1
2
3
switching noun-adj. pairs impairs
meaning significantly
And she was spoken offspring words
with such
0
1
1
doesn’t make any sense; vocab is
accurate
Everything is accurate
SCORING
MAJOR Errors
MINOR Errors
Case
Voice
Vocabulary choices
Subject
Syntax
Tense
Number
EXERCITĀTIO
‘ēn ego ipsa sum vestra
parens
M
G/V
TOT
‘Look I am your parent
3
2-3
5-6
‘Behold you are my parent
yourself
1-2
2
3-4
0
1-2
‘I myself your parent are
looking’
1-2
COMMENTS
Meaning is conveyed; ipsa is
missing
Meaning is altered by incorrect
subject; vocab errors (vestra, ipsa)
Translation doesn’t make sense;
most vocab is accurate
Niobe (Part II)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 12
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
hic, haec, hoc = this (sg.)/these (pl.)
Niobe (Part II)
1. Tantalus est pater meus et eī licuit mensam
2. caelestum tangere; mihi mater est fīlia
3. maximī Atlantis. mē gentēs Phrygiae
4. verentur, mē sub dominā est haec rēgia, ā mē
5. virōque haec moenia cum hōc populō
6. rēguntur. tuēminī omnēs opēs huius domūs
7. et hanc faciem meam dignam deā! adice huīc
8. septem fīliās et totidem fīliōs et mox
9. generōsque nurūsque! quae* causa est
10. nostrae superbiae? hocne ā mē quaeritis?
11. mihi Lātōnam praeferre ausī estis! huīc
12. quondam terra sēdem partūs negāvit.
Niobe (Part II) Vocabulary
• praeferō, praeferre, praetulī, praelatus to
prefer, place before/above
• generus, generī m. son-in-law
• septem 7
• superbia, -ae f. arrogance
• noster, nostra, nostrum our
• dignus, -a, -um worthy (of) (+ABL)
• tangō, tangere, tetigī, tactus to touch
Niobe (Part II)
1. Tantalus is my father and it was permitted for him
2. to touch the table of the divine (gods); the mother to me (my
mother)
3. is the goddess of the greatest Atlantis. The Phrygian people
revere me,
4. this palace is under me (as its) mistress, these walls
5. are ruled by me and (my) husband with these people.
6. You all protect the riches of this house and
7. this my appearance worthy of a goddess!
8. Add to this 7 daughters and the same number of sons and
soon
9. sons-in-law and daughters-in-law! What is the cause
10. of our (my) arrogance? Do you seek this (knowledge) from
me?
11. You all dared to prefer Latona to me!
12. The earth once denied a place of giving birth to this (woman).
TERM 1 TRANSLĀTIO
• You have the entire recitation for your exam
• If you finish early, bring it up to the front and
take out non-Latin related work when you
return to your seat
• If you have a question, raise your hand and I
will call you over to my desk individually
• Write your final draft in PEN
• Put all words that you are implying/adding to
your translation in parentheses
Propositum: DWBAT decline and translate 3rd declension adjectives
10/13/15
STATIM:
1. Take out your handout from Friday
2. Examine the 3rd declension adjective list (VERBA DISCENDA) on side
1. What pattern do you notice in their endings? What do these
endings represent?
PENSUM XV:
Annotate and translate ‘Arachne (Part I)’ through line 15
VERBA DISCENDA
•
•
•
•
•
•
caelestis, -e heavenly, celestial; divine
exīlis, -e small, thin, slender; poor, feeble
fortis, -e strong; brave
grandis, -e large, great; big; old
mortālis, -e mortal
omnis, -e all, every (sg.)
nom. sg. for masc. and fem., gen. sg. for all genders
nom. sg. for neuter
3rd Declension Adjective Endings
• Mark the endings which DIFFER from normal
3rd declension noun endings
Noun-3rd Decl. Adjective Agreement
• SINGULAR
fēminae mortālī
fēminam mortālem
fēminā mortālī
of a mortal woman
for/to a mortal woman
a mortal woman
with a mortal woman
Noun-3rd Decl. Adjective Agreement
• PLURAL
digitīs exīlibus
digitōs exīlēs
digitīs exīlibus
of thin fingers
to/for thin fingers
thin fingers
with thin fingers
Arachne
• Minerva, also known as Pallas, learned that
Arachne, a girl famous throughout Lydia for
her skill in weaving, denied the goddess any
credit for her remarkable skill. Pallas in turn
decided to come to earth and test the boastful
maiden.
Arachne (Part I)
1.
Pallas anum simulat. in tempora canōs addit et
Pallas (Athena) pretends (to be) an old woman.
2. īnfīrmōs artūs: hōs baculō sustinet. tum sīc locūta
She adds gray hairs onto (her) temples and weak
limbs:
she
sustains these (limbs) with a stick.
Then she spoke in this way:
3. est: ‘nōlī fugere grandis aetātis omnia. ūsus sērīs ab
‘Don’t flee all (things) of great old Experience comes from late year
4.age.
annīs venit. nōlī spernere consilium meum: pete
Don’t scorn my plan:seek great fame among mortal women!
5. inter fēminās mortālēs fāmam magnam! cēde deae
Yield to the divine goddess and pray for the favor of that (goddess)
with your voice
6. caelestī et prēcāre tuā vōce illius veniam: illa eam
that (goddess) will give it to a pious suppliant.’
7. supplicī piō dabit.’
Propositum: DWBAT decline and translate forms of hic, haec, hoc
10/15/15
STATIM:
1. Take a new packet from the front of the room and put your name
and recitation at the top
2. Complete the conjugation chart for ille, illa, illud on pg. 1
PENSUM XVI:
Annotate and translate ‘Arachne (Part II)’ through line 5
NUNDINA on Monday
What is a demonstrative adjective?
• DEMONSTRATIVE: this grammar term derives
from demonstrāre (to show, point out) and
indicates words translated as “this”, “that”
and “itself”.
• So far, we have learned the demonstrative
pronoun ille, illa, illud, which means that/those
ille, illa, illud- that/those
illius
illius
illius
illī
illī
illī
illam
illud
illum
illō
illī
illōru
m
illīs
illōs
illīs
illā
illō
illae
illa
illāru illōru
m
m
illīs
illīs
illās
illa
illīs
illīs
SUBSTANTIVE DEMONSTRATIVE
ADJECTIVES
• Remember that all adjectives can be substantive adjectives. Substantive
adjectives are adjectives for which we must imply or supply a noun based
on gender and numbe because they do not modify any Latin
nouns in the sentence/clause
in which they appear.
r
•
• As a general rule, substantive adjectives can imply the following nouns
based on gender:
•
• MASCULINE  ‘man’/’person’ (sing.) or ‘men’/’people’(pl.)
• FEMININE  ‘woman’ (sing.) or ‘women’ (pl.)
• NEUTER  ‘thing’ (sing.) or ‘things’ (pl.)
•
• Ex. illōs = those (men)
• cum illā = with that (woman)
• illud = that (thing)
hāc
hae
haec (x3)
hanc
SINGULAR
hārum
hās
hī
hic
(‘this’)
hīs (x6)
hoc (x2)
hōc (x2)
hōrum (x2)
hōs
huic (x3)
huius (x3)
hunc
PLURAL (‘these’)
haec
hoc
haec
hoc
haec
FORMATION RULES
• Rule 1: The neuter nom. sg. is hoc
• Rule 2: The Neuter Rule* applies
nominative
– *Neuter Rule states that the _______________
and accusative
______________ singular
accusative
and thenominative
_______________ and _______________
plural forms are always the
SAME
• Rule 3: The feminine nominative singular is haec
• Rule 4: The fem. nom. sg. is the same as the neuter nom. plural
(Neuter Rule applies)
Demonstrative Adjective- ‘this/these’
SINGULAR
(‘this’)
hic
SINGULAR
haec
hoc
(‘this’)
hī
hae
hārum
huius
huius
huius
hōrum
huic
huic
huic
hunc
hōc
hanc
hāc
hoc
hōc
hīs
hōs
hīs
haec
hōrum
hīs
hās
hīs
haec
hīs
hīs
Cogitāte…
• Which two declensions is this adjective most similar to?
– 1st and 2nd declension
• Which forms are most irregular?
– gen. sg. and dat. sg.
Arachne (Part II)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
illud opus Pallas ipsa carpere nōn potuit: illius
successū doluit virāgō flāva et rūpit pictās, caelestia crīmina,
vestēs. ter, quater frontem Arachnēs Idmoniae radiō
percussit. hoc ipsa passa est et animōsa laqueō guttura
ligāvit.
sed eam pendentem Pallas miserāta est atque sīc dīxit:
‘vīve quīdem; pende tamen, improba. hanc poenam tū
prolesque dabitis.’ post ea discēdēbat et illam sūcō Hecatēiō
sparsit: et statim comae, tristī venēnō tactae, dēfluxēre. cum
hīs et nāris et aurēs, fitque caput minimum; totō quoque
corpore parva est: in latere exilēs digitī prō cruribus haerent,
cetera venter habet, et dē hōc illa stamen tamen remittit et
telās antiquās exercet arānea.
Propositum: DWBAT decline and translate forms of ipse, ipsa, ipsum
10/16/15
STATIM:
1. Take out your packet from yesterday and
2. Translate and identify the GNC of the following phrases in your
notes:
1. haec dea this goddess fem. sg. nom.
2. haec crīmina these crimes neut. pl. nom./acc.
3. hī these (men)
masc. pl. nom.
PENSUM XVII:
Annotate and translate ‘Arachne (Part II)’ through line 13
NUNDINA on Monday
NUNDINA I
• STUDY:
–
–
–
–
–
substantive adjectives
ille, illa, illud
hic, haec, hoc
ipse, ipsa, ipsum
Term 1 Translātio vocab. list
• FORMAT
– 5 short answer grammar questions
– 2 sentences to annotate and translate
– 5 forms of demonstrative adjectives to translate and ID the
GNC of
IPSE, IPSA, IPSUM
‘him-/her-/itself/themselves’
•
SINGULAR
(‘him-/her-/itself)
ipse
ipsa
PLURAL (‘themselves)
ipsu
m
•
•
FORMATION RULES
•
•
Rule 1: The neuter nom. sg. is ipsum
Rule 2: The Neuter Rule* applies
ipsu
m
– *Neuter Rule states that the _______________ and ______________ singular and the
_______________ and _______________ plural forms are always the SAME
•
Rule 3: The feminine nominative singular ends in the same letter as the nom. sg. of
all 1st declension nouns
IPSE, IPSA, IPSUM
‘him-/her-/itself/themselves’
•
•
•
SINGULAR
PLURAL (‘themselves)
ipse
ipsa
ipsum
ipsī
ipsae
ipsius
ipsius
ipsius
ipsōrum
ipsārum ipsōrum
ipsī
ipsī
FORMATION RULES
ipsum
ipsam
ipsō
•
•
(‘him-/her-/itself)
ipsā
ipsī
ipsum
ipsō
ipsīs
ipsōs
ipsīs
ipsās
ipsīs
ipsīs
ipsa
ipsīs
ipsa
ipsīs
Rule 1: The neuter nom. sg. is ipsum
Rule 2: The Neuter Rule* applies
– *Neuter Rule states that the _______________ and ______________ singular and the
_______________ and _______________ plural forms are always the SAME
•
Rule 3: The feminine nominative singular ends in the same letter as the nom. sg. of
all 1st declension nouns
Substantive or non-substantive?
• SUSTANTIVE – adjective does NOT modify
another noun in the sentence and a noun
needs to be implied based on gender and
number
• NON-SUBSTANTIVE- adjective DOES modify
another noun in the sentence and no noun
needs to be implied
Arachne (Part II)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
illud opus Pallas ipsa carpere nōn potuit: illius
successū doluit virāgō flāva et rūpit pictās, caelestia crīmina,
vestēs. ter, quater frontem Arachnēs Idmoniae radiō
percussit. hoc ipsa passa est et animōsa laqueō guttura
ligāvit.
sed eam pendentem Pallas miserāta est atque sīc dīxit:
‘vīve quīdem; pende tamen, improba. hanc poenam tū
prolesque dabitis.’ post ea discēdēbat et illam sūcō Hecatēiō
sparsit: et statim comae, tristī venēnō tactae, dēfluxēre. cum
hīs et nāris et aurēs, fitque caput minimum; totō quoque
corpore parva est: in latere exilēs digitī prō cruribus haerent,
cetera venter habet, et dē hōc illa stamen tamen remittit et
telās antiquās exercet arānea.
Demonstrative adjectives
in ‘Arachne (Part II)’
Demonstrative
illud opus (line 1)
ipsa Pallas (line 1)
illius (line 1)
hoc (line 4)
ipsa (line 4)
hanc poenam (line 7)
illam (line 8)
cum hīs (line 10)
dē hōc (line 12)
illa (line 12)
Sub or non-sub?
Translation
Non-substantive
ipsu
Non-substantive
m
Substantive
Substantive
that work
Pallas herself
of that (girl)
this (thing/attack)
Substantive
Non-substantive
the (girl) herself
Substantive
Substantive
Substantive
Substantive
this punishment
that (girl)
with these (hairs)
from this (stomach)
that (girl/spider)
Arachne (Part II)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 13
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Additional Vocabulary
•
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ter: three times
Idmoniae = daughter of Idmon (gen. sg. f.)
tēla, -ae f. web; thread
minimum: smallest, very small
atque: and so
sīc: thus, in this way
pendentem: hanging (acc. sg. f.)
tamen: (but) still, nevertheless
Hecateius, -a, -um: of Hecate (a mythological goddess of witchcraft)
Arachnēs = Arachne (gen. sg. f.)
tangō, tangere, tetigī, tactus: to touch
post (+ACC): after
discēdō, -ere, -cessī, -cessus: to depart
Propositum: DWBAT exhibit understanding of the translation and GNC
demonstrative adjectives on a NUNDINA assessment
10/20/15
STATIM:
1. Take out a pen for your NUNDINA
PENSUM XVI:
Nihil pensum hodie!
Term 1 – NUNDINA 1
• You have 15 minutes to complete your
NUNDINA
• After you’re done, take out your ‘Arachne’
Parts I and II texts and a red pen
Arachne (Part I)
8. hanc torva spectat et fīla incepta relinquit. vix
She watches this (woman) fiercely and abandons (her) started
9. manum retinet et īram vultū acrī fatētur. talibus
threads.
She scarcely restrains (her) hand and confesses anger with a
10.
dictīs
Pallādem obscūram resecūta est: ‘es longa
sharp
face.
She replied (to) the hidden Pallas with such spoken (words):
11. senectūte confecta et mē inops mentis
‘you are weakened by long (lengthy) old age and you, weak of
12.
aggrederis. sī tibi nūrus est, loquere eācum!
mind,
will approach me.
If there is a daughter-in-law for you (you have a daughter
13. consilī satis est mihi. cūr nōn dea ipsa venit?
speak with her!There is enough of a plan for me (I have enough of a p
14. cūr hoc certāmen vītat?’
Why does the goddess herself not arrive?
Why does she avoid this contest?’
8. tum dea ‘ipsa venit!’ dīxit formamque anilem
Then the goddess said ‘She herself arrives!’ and she removes the
9.
et Minervam Pallādem exhibuit.
formrēmōvit
of
an old woman and revealed Pallas Minerva.
Arachne (Part II)
1.
illud opus Pallas ipsa carpere nōn potuit: illius
Pallas herself was not able to snatch that work:
2.
successū doluit virāgō flāva et rūpit pictās, caelestia
crīmina,
the blonde heroine grieved at the success of that (girl/work) and
broke the
3. vestēs. ter, quater frontem Arachnēs Idmoniae radiō
embroidered garments, (which showed) divine crimes.
4. percussit. hoc ipsa passa est et animōsa laqueō guttura
Three times, four times she struck the front (forehead) of Arachne
the daughter of Idmon with a rod.
5. ligāvit.
She herself endured this (thing/striking) and the bold (girl) tied (her)
throat(s) with a noose.
Propositum: DWBAT exhibit understanding of the Arachne myth through
answering reading comprehension EXPLICĀTIO questions
10/21/15
STATIM:
1. Take out your Arachne Part II text, a red pen, and a piece of
looseleaf
2. Find all deponent verbs in Part II and mark them with a ‘D’
PENSUM XVII:
Check your grade on Pupil Path
Arachne (Part II)
6.
sed eam pendentem Pallas miserāta est atque sīc dīxit:
But Pallas felt sorry for her hanging and she spoke in this way:
7. ‘vīve quīdem; pende tamen, improba. hanc poenam tū
‘Live indeed; (but) nevertheless hang, wicked (girl).
8. prolesque dabitis.’ post ea discēdēbat et illam sūcō Hecatēiō
You and your offspring will give (pay) this punishment.
9. sparsit: et statim comae, tristī venēnō tactae, dēfluxēre. cum
After them (the words) she was departing and sprinkled that (girl)
with a potion of Hecate
10. hīs et nāris et aurēs, fitque caput minimum; totō quoque
and immediately her hairs, touched by the sad poison, faded.
11. corpore parva est: in latere exilēs digitī prō cruribus haerent,
With these both her nose and ears, and her head becomes very
12.
cetera venter habet, et dē hōc illa stamen tamen remittit et
small;
she is small in (throughout) her whole body:
on her side thin fingers stick in place of legs,
13. telās antiquās exercet arānea.
the rest has her stomach, and from this (stomach) that (girl) still
sends backthe
thread
and
spider
practices (spins) old threads.
COMPREHENSIO
1. Why is Pallas referred to as virāgō flāva in line
2? What aspect of her divinity is highlighted by
this description? How is this relevant to her
actions in this moment?
2. Why might Arachne's father be mentioned in
patronymic adjective Idmoniae in line 3?
3. What does Arachne prepare to do in lines 4-5?
4. What is the play on words Pallas uses in line 7 in
the imperative verb pende?
5. Describe the physical changes Arachne's body
goes through in lines 9-12
Propositum: DWBAT identify and translate relative pronouns
10/22/15
STATIM:
1. Take a new packet from the front of the room and put your name
and recitation at the top
2. Complete the STATIM at the top of pg. 1
1.
percutiō, percutere, percussī, percussus : to strike, hit
PENSUM XVIII:
Annotate and translate through line 5 on pg. 3
STATIM
Arachnē ter quaterque ā Minervā, quae irascitur, percutitur.
Arachne
is struck three and four times by Minerva, who is angry
_______________________________________________
Nominative
• What is the case of quae? __________________
• What is the appropriate translation of quae?
who
___________________
• Who/What does quae refer to?
Minerva
_______________________
REVIEW
What are relative pronouns?
• Relative pronouns refer to a noun or pronoun and
introduce __________________
(the relative clause),
a new clause
which provides further information about the noun or
pronoun.
antecedent
• The noun,
to which the relative pronoun refers, is called the
____________________.
who/whom
• If the
relative pronoun refers to a person, it is translated as
_______________, but if the relativewhich
pronoun refers to an
object or thing, it is translated as _______________.
• If a relative pronoun is in the genitive case, it is translated
as whose.
• Relative
pronouns must agree
with their antecedents in
gender
number
_________________
and ______________.
case
• The ________________ of the relative pronoun is
relativebyclause
determined
how it is used in the
________________________
EXERCITĀTIO
• Complete the exercise on pg. 2 with your table
members
• When you are done, raise your hands for a
groupwork CHECK of your work
• If you finish early, you may move on to your
HW
Propositum: DWBAT translate and identify the GNC of relative pronoun forms
in the nom., acc., and genitive cases
10/23/15
STATIM:
1. Take out your Relative Pronouns packet and turn to pg. 3
2. Find TWO relative pronouns from the lines you translated yesterday
(1-5), label their GNCs, and find their antecedents
PENSUM XIX:
Annotate and translate ‘Proserpina (Part I)’ through line 11
COTIDIANA on Monday on Relative Pronouns
1 sentence to annotate and translate and ID the antecedent and
GNC of the relative pronoun
Relative Pronoun forms
quī
cuius
que
m
quae quod
cuius cuius
qua quod
m
quī
quōru
mquōs
quae quae
quāru quōru
quās mquae
m
PROSERPINA and Pluto
• On Sicily lies a volcano, Mount Etna, which shakes the earth and threatens
to crack open the earth itself, exposing the kingdom of the dead to the
unwelcome sunlight. One day Dis, known as Pluto or Hades to the Greeks,
drives his chariot from Sicily to inspect the foundations of the menacing
mountain.
• Discerning no threat to his realm, he prepared to return, but Venus caught
sight of him and told her son Cupid, “Gather your arrows, my son, and
pierce the heart of the Lord of the Underworld. His brothers Jupiter and
Neptune, who hold sway over the sky, the earth, and the seas have fallen
to our power. Why is Orcus excepted? Our power in the heavens is
diminished—do you not see that Pallas and Diana remain maidens? Shall
Proserpina also forsake me? Let us extend our kingdom to the world below
and claim the daughter of Ceres as well.” Obeying his mother, winged
Cupid shot his best arrow and struck his target in the heart of fearsome Dis
himself.
• It happened that not far from the slopes of Etna, there was a deep pool
and around it a wood in whose shade there is eternal spring and where
flowers bloom all year.
Proserpina (Part I)
1. et in hōc nemore Proserpina lūdit et flōrēs candidōs
carpit.
And in this grove Proserpina plays and plucks white flowers.
2. illa magnō studiō sinum implet et comitēs, quae
quoque
That (girl) fills (her) lap with great zeal and (her) friends, who also
gather flowers,
3. flōrēs legunt, superāre certāverunt. simul hanc Dīs
ipse eam
contended to win.
At the same time Dis himself sees this (girl) and
snatched
herquī sagittā Cupidinis satus est,
4. vidit et rapuit:
amor,
love, which was was produced by Cupid’s arrow, hastened.
5. properāvit.
Proserpina (Part I)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 11
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Propositum: DWBAT translate and identify the GNC of relative pronoun forms
in the nom., acc., and genitive cases
10/26/15
STATIM:
1. Take out a half sheet of looseleaf for your COTIDIANA
2. Label it COTIDIANA V and write your heading at the top
PENSUM XX:
Complete the Relative Pronoun reference sheet on pg. 5
COTIDIANA V – Relative Pronouns (Pt. 1)
• Directions: Annotate and translate the following sentence and answer the
questions below
• Cupidō sagittam amōris quī pectus deī Orcī fixit iactat.
– Relative pronoun:
– Antecedent:
– GNC of relative pronoun:
Vocabulary
Cupidō, Cupidinis m. Cupid
sagitta, -ae f. arrow
amor, amōris m. love
pectus, pectōris n. chest; heart
Orcus, -ī m. the Underworld
figō, figere, fixī, fictus to pierce
iactō, -āre, -āvī, -ātus to throw, toss, hurl
DIRECTIONS: For each sentence, annotate and translate the sentences
below and answer the questions. Then, fill out the relative pronoun
chart below:
1. Venus vīdit Dītem, cui Cupidō sagittam mittit.
Dīte
m Number- ____
sg
acc
• Antecedent- _______Gender___
Case-______
m ______Gendersg Case- dat
cui
m
• Relative Pronoun___Number____
______
• TranslationVenus saw Dis, to whom Cupid sends an arrow.
________________________________________
Cupidō, Cupidinis m. Cupid
Dīs, Dītis m. Dis
EXERCITĀTIO
• Complete the exercise on pg. 4 with your table
members
• Insert all of the relative pronoun forms you
find into the chart at the top of pg. 4 after you
finish
• When you are done, raise your hands for a
groupwork CHECK of your work
• If you finish early, you may move on to your
HW
EXERCITĀTIO
• Complete the exercise on pg. 4 with your table
members
• Insert all of the relative pronoun forms you
find into the chart at the top of pg. 4 after you
finish
• When you are done, raise your hands for a
groupwork CHECK of your work
• If you finish early, you may move on to your
HW
Propositum: DWBAT translate and identify the GNC of relative pronoun forms
in the dative and ablative cases
10/27/15
STATIM:
1. Take out your packet and turn to pg. 5
2. Annotate all of the RELATIVE PRONOUN forms you find in
‘Proserpina (Part II)’ on pg. 6
PENSUM XXI:
Complete the translation and annotation of ‘Proserpina (Part II)’ through
line 11
Relative Pronouns
quī
cuius
cui
que
m
quō
quae
quod
cuius cuius
cui
qua
m
quā
cui
quod
quō
quī
quae
quae
quōrum quārum quōrum
quibus quibus quibus
quās quae
quōs
quibus quibus quibus
PROSERPINA (Part II)
• One of Proserpina’s companions, the nymph Cyane, was inconsolable at
the taking of Proserpina and was outraged at her treatment by Dis. So, she
dissolved into tears, melting away into her own pool. Meanwhile, Ceres
searches heaven and earth for her daughter and finally comes to Sicily,
where Cyane, although unable to speak, kept Proserpina’s ribbon floating
in her pool. In her grief and rage, Ceres withdrew her gift of grain from the
world, bringing about famine to the mortals.
•
• Another nymph of another fountain, Arethusa, who travelled beneath the
earth to reach Sicily, informed Ceres of her daughter’s fate, naming her
queen among the dead. Enraged, Ceres summoned her chariot, rose to
Olympus to consult with Jupiter, whom she begged for their daughter’s
return. Although Jupiter wished his sister to see the glory in their
daughter’s new role, he relented, decreeing that, as long as she had not
eaten any food in the Underworld, she should be returned…
Proserpina (Part II)
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 11
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Propositum: DWBAT translate and identify the GNC of relative pronoun forms
in all cases
10/28/15
STATIM:
1. Take out your packet and turn to pg. 6
2. Supply the GNC and antecedent for the following relative pronouns
from ‘Proserpina (Part II)’
Relative Pronoun
GNC
quae (line 1)
fem. nom. sg.
virgo
neut. abl. sg.
pomum
masc. acc. sg. Ascalaphus
quō (line 3)
quem (line 4)
Antecedent
PENSUM XXII:
Nihil pensum hodie
COTIDIANA on FRIDAY on relative pronouns in the dative and ablative
PROSERPINA (Part II)
1. hoc nōn patiuntur Fāta quoniam virgo, quae errābat in
The Fates do not allow this (thing) because the maiden,
2. hortīs cultīs, curvā ab arbōre pūniceum pomum
who was wandering in cultivated gardens,
had plucked off a purple fruit from a curved tree,
3. dēcerpserat, ex quō septem grāna sumpsit. hoc
from which she took 7 seeds.
4. Ascalaphus, solus ex omnibus, vīdit, quem Orphnē
Ascalaphus, whom Orphne once had given birth to under dark
forests,
5. quondam pepererat atrīs sub silvīs.
alone out of everyone, saw this.
PROSERPINA (Part II)
5. Illud vīdit et hōc
He saw that (consumption) and the cruel (boy) took away
6. indiciō reditum crūdēlis adēmit. ingemuit rēgīna Erebī
(her ability to) return with this information.
7. testemque avem profānam mutāvit. os in rōstrum et
The queen of the Underworld lamented and changed the witness
into a wicked bird.
8. plumās et grandia lūmina vertit. reflectit sē longōs
(His) face turned into a beak and feathers and massive eyes.
9. unguēs sed vix movet pennās per inertia bracchia.
He bent
back his long nails but scarcely moves feathers through
foeda
sluggish arms.
10. avis fit: nuntia luctūs, īgnāvus būbō, dīrum mortālibus
ōmen.
He becomes an ugly bird: a messenger of distress, the cowardly
owl, an a dreadful omen to mortal (men).
COMPREHENSIO
1. What does the substantive adjective hoc refer to in line 1?
2. In an alternate Greek version of this myth, Proserpina eats
6 seeds instead of 7. Considering what the number of
seeds represents, and that this is the Roman version, why
might the number of seeds be different?
1. Grammatically speaking, the adjective crūdēlis in line 6
could apply to either Proserpina or Ascalaphus. Which
character does it describe better? Why?
2. Describe how imagery of darkness is used throughout this
passage (CITE 3 examples)
Propositum: DWBAT translate sentences including relative clauses in proper
syntactical order
10/29/15
STATIM:
1. Take a new handout from the front of the room and put your name
at the top
2. Take 5 minutes with your table members to finish the
COMPREHENSIO questions from yesterday. I will collect 1 per table
at random after your 5 minutes have elapsed
PENSUM XXI:
COTIDIANA tomorrow on relative pronouns in the dat. and abl.
RELATIVE CLAUSE SYNTAX
• We’ve already learned that relative pronouns and
antecedents need to agree in genderand number, but
don’t necessarily need to agree in case
• That’s because the case
of an antecedent or
relative pronoun is determined by its function in
its own individual clause
• When we translate relative clauses, however, we need
to be sure that we follow two rules:
• The relative clause translation must START with the
relative
• Thepronoun
relative clause must be translated in the sentence
DIRECTLY AFTER the translation of the antecedent
EXERCITĀTIO
• 1. Dīs in nemore in quō Proserpina amicaeque flōrēs carpunt
fīliam Cereris videt.
•
nemore
neut.
• Antecedent- __________
Gender_______ Numberabl.
sg.
_________
Case-______
• Main clause translationDis sees the daughter of Ceres in a grove
_______________________________________________________
___
quō
neut Number• Relative Pronoun- _________
Gender- _______
.
abl.
_________
Case-______
sg.
• Relative clause translation_______________________________________________________
in which Proserpina and (her) friends pick flowers
_
• SENTENCE translation:
Dis sees the daughter of Ceres in a grove in which Proserpina and
(her) friends pick flowers.
EXERCITĀTIO
• Complete the exercise with your table
members
• When you are done, raise your hands for a
groupwork CHECK of your work
• If you finish early, you may study for your
COTIDIANA tomorrow
Propositum: DWBAT translate sentences including relative clauses in proper
syntactical order
10/30/15
STATIM:
1. Take out a half sheet of looseleaf paper for your COTIDIANA
2. Label it COTIDIANA VI and write your heading at the top
3. Take out a piece of looseleaf for your classwork EXERCITATIO after
your quiz
PENSUM XXII:
Nihil pensum 
COTIDIANA V – Relative Pronouns (Pt. 2)
• Directions: Annotate and translate the following sentence and answer the
questions below
• ad matrem rēgina Orcī cui Dīs amōrem sentit in terrā
revenīre cupivit.
– Relative pronoun:
– Antecedent:
– GNC of relative pronoun:
Vocabulary
rēgina, -ae f. queen
Orcus, -ī m. the Underworld
Dīs, Dītis m. Dis
amor, amōris m. love
sentiō, sentīre to feel
reveniō, revenīre to return
EXERCITĀTIO
4. in foedam avem illum rēgina Orcī quī reditum ad matrem
Cererem adēmit mutāvit.
•
masc.
illum
• Antecedent- __________
Gender- _______
Numbersg.
_________
Case-______
acc.
• Main clause translationThe___________________________________________________
queen of the Underworld changed that (man) into an ugly bird.
_______
masc.
quī
• Relative Pronoun- _________
Gender- _______ Numbersg.
nom.
_________
Case-______
• Relative clause translation___________________________________________________
who
deprived (her) return to (her) mother Ceres)
_____
• SENTENCE translation:
The queen of the Underworld changed that (man) who deprived (her)
return to (her) mother into an ugly bird.
COMPOSITION
Directions: Copy down, annotate the English and compose the
following sentences in LATIN. 1 per table will be checked at
random for a classwork check
1. Proserpina and her friends, who were plucking flowers in a
field, were frightened by the arrival of the god’s chariot.
2. The bird, into which Ascalaphus was changed, was an owl
with large eyes who was an awful omen to all mortals.
3. Seven seeds which were taken from the purple fruit had
been eaten by the beautiful girl.
Propositum: DWBAT translate sentences including relative clauses in proper
syntactical order
11/2/15
STATIM:
1. Take a new handout from the front of the room and put your name
and recitation at the top
2. Annotate, identify the GNC of and antecedents for all of the relative
pronouns in lines 1-3 of your text
PENSUM XXII:
Annotate and translate through line 11
Arethusa
Her daughter returned, Ceres turns to Arethusa, who helped her,
and asked for her story: Why did she flee Elis (in Greece)? Why
is she now a fountain? Arethusa replies to the goddess:
fem. pl. nom.
1.
‘ego eram una ex nymphīs, quae sunt Dianae comitēs.
magnō cum studiō errābam
fem. pl. abl.
2. per silvās, in quibus ferae habitant. sed quamvis numquam
formae fāmam petēbam, et
3. quamvis fortis eram, pulchra habēbar. sed nōn mē iuvābat
forma quā aliae gaudent.
fem. sg. abl.
Arethusa
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 11
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Additional Vocabulary
•
•
•
•
•
•
•
•
•
•
•
•
•
habeō, -ēre to have; consider, think of
nudus, -a, -um naked, nude
errō, errāre to wander, roam; make a mistake
unus, -a, -um one
studium, -ī n. zeal, enthusiasm
gaudeō, gaudēre to rejoice, delight (in)
numerabilis, -e countable, possible to count
currō, currere to run
fuga, -ae f. flight, escape
fortis, -e brave, strong
territus, -a, -um frightened, scared
pes, pedis m. foot
neque and/but not
Propositum: DWBAT translate a passage including relative pronouns in
preparation for the upcoming EXPLICATIO
11/4/15
STATIM:
1. Take a Term 1 IA Vocabulary List from the front of the room
2. Take out your Term 1 EXPLICATIO TEXT and a red pen
3. On your Vocabulary List, for the nouns, label their DECLENSIONS; for
the verbs, label their CONJUGATION NUMBERS
PENSUM XXIII:
Annotate and translate through line 16
Make-ups tomorrow in office hours
EXPLICATIO on Friday 11/6
EXPLICĀTIO
• 12 questions on ‘Arethusa’
– 6 comprehension questions (summary, analysis,
identification)
– 2 translation questions
– 2 grammar questions
– 2 annotation questions
Arethusa
1.
‘ego eram una ex nymphīs, quae sunt Dianae comitēs.
magnō cum studiō errābam
‘I was one out of the nymphs, who are friends of Diana.
I was wandering through the forest, in which wild beasts live, with
great zeal.
2. per silvās, in quibus ferae habitant. sed quamvis numquam
formae fāmam petēbam, et
But although I was never seeking a reputation of beauty, and
although I was strong, I used to be considered beautiful.
3. quamvis fortis eram, pulchra habēbar. sed nōn mē iuvābat
forma quā aliae gaudent.
But beauty in which others delight was not pleasing to me.
Arethusa
4.
‘regrediēbar ā silvā; aestus erat; aquās, per quās
numerābilis omnis erat calculus,
‘I was walking back from the forest; there was heat (it was hot out);
I discover waters, through which every pebble is countable, without
ripple.
5. sine vertice inveniō. ingressa sum et in eās digitum
tinxī, deinde crūs. vestem meam mīsī
I went in and wetted my toe into them, then my leg.
I send (away/took off) my clothing and I put my naked body in the
waters.
6. nudumque corpus in aquīs ponō.
Arethusa
• Partner Translation
– With a partner, work through the annotation and
translation of this passage through LINE 16
– 1 partner will LEAD in ANNOTATION
• He/she will say the annotations out-loud while their partner
writes them down
– 1 partner will LEAD in TRANSLATION
• He/she will say the translation, after their partner has
annotated, out-loud while their partner writes it down
– Raise your hand for a classwork CHECK when you are
done
Additional Vocabulary
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
habeō, -ēre to have; consider, think of
nudus, -a, -um naked, nude
errō, errāre to wander, roam; make a mistake
unus, -a, -um one
studium, -ī n. zeal, enthusiasm
gaudeō, gaudēre to rejoice, delight (in)
numerabilis, -e countable, possible to count
currō, currere to run
fuga, -ae f. flight, escape
fortis, -e brave, strong
territus, -a, -um frightened, scared
pes, pedis m. foot
neque and/but not
discedō, discedere to depart, walk away
frigidus, -a, -um cold
Propositum: DWBAT translate a passage including relative pronouns in
preparation for the upcoming EXPLICATIO
11/5/15
STATIM:
1. Take out your Term 1 EXPLICATIO TEXT and a red pen
2. Take out a piece of looseleaf for your EXPLICATIO practice questions
PENSUM XXIV:
Make-ups/corrections for Nundinae TODAY, for Cotidianae on Monday
EXPLICATIO TOMORROW
Arethusa
7. subitō sub gurgite murmur audīvī; territa ad rīpam volō.
“quō volās, Arethusa?” suīs ab
Suddenly I heard a murmur beneath the waters; frightened I rush to
the riverbank.
8. undīs Alpheus clāmat. “quō volās?” mihi iterum ore fortī
dīxerat. sine vestibus fugiō
“Where are you rushing, Arethusa?” Alpheus shouts from his waves.
“Where are you rushing?” he had said again to me with a strong mouth
9. sed mē sequitur. per nemora currō sed ille est velox.
(voice).
I flee without clothes but he follows me. I run through the woods but that
(god) is fast.
10.
fessa fugā “fer, Diana, opem,” dīxī “comitī tuae, cuī
saepe dedistī arcum ferre
Tired from the flight I said “Diana, bring help to your friend, to whom
you often gave (your) bow and arrows to carry!”
11. sagittāsque!” mōta dea est et mē nūbibus cēlāvit.
The goddess was moved and hid me in the clouds.
Arethusa
12. ‘amnis nūbēs petit bisque locum, in quō mē dea texerat, ignarus
ambit et bis “Arethūsa!”
The river god looks for the clouds and encircle the location, in which
the goddess had hidden me, two times and called ‘Arethusa!’ two times.
13. vocāvit. nōn tamen discēdit; neque vestigia videt: servat
nūbemque locumque. sūdor
Still he did not depart; and he does not see (my) footprints; he watches
over both the cloud and the location.
14. frigidus membra mea occupat et totō dē corpore guttae cadunt.
ex omnī locō in quō pedem
A cold sweat occupies my limbs and drops fall down from (my) whole body
A pool flows from every place in which I move my foot: I am changed into
15. movī, lacus mānat: in aquās mūtor. sed amnis aquam amātam
waters.
cognōvit et ōs virī deposuit et
But the river god recognized (his) beloved water and put aside the face of
a man and was changed into waves: he mixed himself with me.
16. in undās versus est: sē mihi miscuit.
EXPLICĀTIO Practice
1. What does Arethusa’s speech about herself
reveal about her character in lines 2-3?
2. Paraphrase the phrase aestus erat (line 4)
3. Give one literal and one contextual translation
for the verb mīsī in line 5
4. To whom does the substantive adjective ille
refer in line 9?
5. Explain in your own words why Diana may have
decided to help Arethusa referencing the Latin
in lines 10-11
Term 1 EXPLICĀTIO
• ***Make sure to take an IA practice handout. Answer
Key is on the website
• ***IA Study Guide is on the website. If you don’t have
a printer/computer access at home and would like me
to print on for you, let me know before you leave class
• Take out a piece of looseleaf and put your heading at
the top
• You will have the entire recitation for your exam. If you
finish early, bring your exam to the front and take out
non-Latin related work when you return to your seat
• If you have an individual question, come up to the
front to ask
• Label all of your questions clearly by number