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