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Salvete ! Welcome to Latin 1

Salvete ! Welcome to Latin 1. 9/9/13. Propositum : DWBAT identify the basic goals and structure of their Latin course for the 2013-2014 academic year. Facite Nunc : Take a Course Information and Expectations handout

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Salvete ! Welcome to Latin 1

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  1. Salvete!Welcome to Latin 1

  2. 9/9/13 Propositum: DWBAT identify the basic goals and structure of their Latin course for the 2013-2014 academic year FaciteNunc: • Take a Course Information and Expectations handout • Take out a pen/pencil and write your name at the top of your Course Information and Expectations handout • Read the text at the top of pg. 1 and in your own words identify the goals of the course

  3. Cogitāte….(Think about…) • What is your first memory of learning a language? • What was one moment in your learning of that language that was embarrassing? • What was one moment in your learning of that language that was exciting?

  4. Categories of Assessments • Homework and Preparation (10%) • Quizzes (40%) • Declamatiō (10%) (*incorporated into your Quizzes grade- Quizzes become 30%, Dec. 10% for that term) • Translatiō (20%) • Midterm Exam (10%) • Internal Assessment (20%)

  5. Homework Assignments #1 & 2 • Due tomorrow (9/10/13)- Discipulus/a Contact Information sheet completed and signed by a parent/guardian • Due Wednesday (9/11/13)- All materials listed in Materials section of Course Information and Expectations handout

  6. Salvete, Latin 1! Remain standing as you enter the room. You will be assigned seats alphabetically in a moment.

  7. 9/10/13 Propositum: DWBAT define terminology used to describe the Latin language FaciteNunc: • Take out your Discipulus/a Contact Information sheet for collection • Turn to the person sitting next to you and introduce yourself. • Exchange e-mail addresses/phone numbers. • Take out a piece of looseleaf and a pen/pencil PENSUM #2: Bring in all materials listed under the Materials section of your Course Information and Expectations handout

  8. Materials • Latin binder- bring this to class everyday and take it out when you enter • Dividers • 50 sheets of looseleaf paper • 3 blue/black and 3 red pens and one highlighter • Homework notebook/planner

  9. Heading Name Date (Section Name) Latin 1, R__ Ex. Magistra Snyder 9/10/13 Class Notes Latin 1, R1

  10. Latin Binder Sections • Class Notes • Daily notes for this class • Lecture notes • Worksheets and handouts • Homework • Written HW assignments • Worksheets and handouts given for HW • Assessments • Graded quizzes and exams • Reference Information • Grammatical Information sheets • Vocabulary • Running vocabulary lists in chronological order

  11. Cogitāte…(Think about…) • “Latin I is a yearlong course designed to teach students (discipuli) the fundamentals of Latin grammar, vocabulary and syntax while introducing them to the various facets of ancient Roman history and civilization with a view to preparing them to succeed in the IB Programme in their third and fourth years at TBLS and beyond.” • Grammar • Vocabulary • Syntax

  12. “Students love candy” • Grammar: • Syntax: • Vocabulary • Students = subject • love = verb • candy = direct object • subject + verb + direct object (S V DO) • student = person who studies at school • love = to care deeply for/about • candy = sugary food made with fruit or chocolate

  13. 9/11/13 Propositum: DWBAT use terminology to describe language; begin to define parts of speech in English FaciteNunc: • Take out your Materials for inspection • Turn to your notes from yesterday and share out with your table the words you associated with the terms grammar, syntax, and vocabulary PENSUM #3: Bring your binder to class

  14. 9/11/13 Propositum: DWBAT use terminology to describe language; begin to define parts of speech in English FaciteNunc: • Take out your Materials for inspection • Write out the following sentence and discuss with your table the grammar, syntax, and vocabulary within it: • “The dog bites the man” PENSUM #3: Bring your binder to class

  15. Latin 1 Terminology • Grammar- the function of words in any given clause or sentence • Syntax- the word order and structure of a given clause or sentence • Vocabulary- body of words used in a particular language

  16. “The dog bites the man” • Grammar: • Syntax: • Vocabulary • the dog= subject • bites= verb • man= direct object • subject + verb + direct object (S V DO) • dog= mammal belonging to the canine species, known for barking • bites= to use teeth to chew on something • man= human of masculine gender

  17. Identifying Parts of Speech in English handout • Take a handout and write your name and date at the top • Put it into the Class Notes section of your binder • Fill in the first 3 blanks on the page (above Nouns)

  18. 9/12/13 Propositum: DWBAT define and identify parts of speech in English FaciteNunc: • Take out your binder • Open up to your Class Notes section and turn to your Identifying Parts of Speech in English handout • Write out the following sentence and discuss with your table the grammar, syntax, and vocabulary within it: • “She likes pie” PENSUM #4: Review your Class Notes from 9/11 and 9/12. Short open notes quiz on parts of speech (nouns, verbs, prep. phrases)

  19. “She likes pie” • Grammar: • Syntax: • Vocabulary • she= subject • likes= verb • pie= direct object • subject + verb + direct object (S V DO) • she= pronoun standing in for a person of the feminine gender • likes= to find enjoyable • pie= baked fruit dish made with pastry

  20. 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

  21. Where is the noun? • Suddenly, the girl burst out laughing in her chair. • Never before did something across the room seem so funny. • Humor, she thought in her mind, was a funny thing.

  22. The Subject of a Sentence • The subject of a sentence is always a ______. • The subject is the “do-er” or “be-er” of the main verb of the sentence. It completes the action or condition of the verb. noun

  23. Which is the subject? • Suddenly, the girl burst out laughing in her chair. • Never before did something across the room seem so funny. • Humor, she thought in her mind, was a funny thing.

  24. VERB • A word that represents an action, condition, or occurrence. • Action: play, run, smile • Condition: is, has, seem • Occurrence: becomes, happens

  25. Where is the verb? • Suddenly, the girl burst out laughing in her chair. • Never before did something across the room seem so funny. • Humor, she thought in her mind, was a funny thing. action condition action condition

  26. PREPOSITIONAL PHRASE • A 2-3 word phrase (preposition + noun) that describes physical location or movement. • Prepositions • Physical location prepositions: in, on, at, under, by • Movement prepositions: through, from, across, toward, away

  27. Where’s the prepositional phrase? • Suddenly, the girl burst out laughing in her chair. • Never before did something across the room seem so funny. • Humor, she thought in her mind, was a funny thing

  28. PRACTICE • With your table members, complete the practice sentences #1-3 by annotating the parts of speech in these sentences

  29. 9/13/13 Propositum: DWBAT define and identify parts of speech in English FaciteNunc: • Take out your binder • Take out a sheet of looseleaf and put your heading on it. For the section, write assessments PENSUM #5: Review your Class Notes from 9/13. Short open notes quiz on parts of speech (adjectives, adverbs and conjunctions)

  30. Quiz 1: Nouns, verbs and prepositional phrases DIRECTIONS: Annotate the sentence below for nouns (circle), verbs (underline), and prepositional phrases (parentheses) Dolphins swim across the ocean and jump above the waves.

  31. ADJECTIVE • A descriptive word that modifies or refers to a __noun . • Descriptive: nice, intelligent, humorous • Possessive: my, our, your, his • Demonstrative: that, this • Interrogative: which? what?

  32. ADVERB • A word that modifies or refers to a verb, adjective, or another adverb. • Examples • Verb: “she ran to school ________” • Adjective: “the _______ spoken words haunted him” • Adverb: “__________, today the store is closed” quickly harshly Unfortunately

  33. CONJUNCTION • A word that links together individual words, phrases or clausesto express a relationship between them. • Examples • Words: “cats ________ dogs, chicken _____ fish” • Clauses: “_________ she learned to drive, Sarah felt more independent” and or Because

  34. PRACTICE • Return to sentences #1-3 and • connect adjectives to nouns with an arrow • put a squiggly line under adverbs • put a triangle around conjunctions • Find and list all different the parts of speech which were included in sentence #1-3 in the boxes below • List at the bottom of the page any words from #1-3 that did NOT fall into ANY of the parts of speech categories

  35. Circle the nouns, box the subject, underline the verb, and parenthesize the (prepositional phrase). • In my mind, nothing is more beautiful than stars that hang above mountaintops. • Under the sea buried treasure and sunken ships lie in a watery grave. • Hope springs eternally, but the blossom of love inevitably fades.

  36. Quiz 2:Adjectives, adverbs, and conjunctions DIRECTIONS: Annotate the sentence below for adjectives (arrow), adverbs (squiggly line), and conjunctions (triangle) I walked through a green field and sat quietly beneath a tree.

  37. 9/16/13 Propositum: DWBAT annotate a Latin passage FaciteNunc: • Take out your binder • Take out a sheet of looseleaf and put your heading on it. For the section, write assessments PENSUM #6: Complete your annotation and translation of the ‘Sicilia’ passage (from your Class Notes for today)

  38. Quiz 2:Adjectives, adverbs, and conjunctions DIRECTIONS: Annotate the sentence below for adjectives (arrow), adverbs (squiggly line), and conjunctions (triangle) The beautiful girl spoke slowly and quickly handed me the blue book.

  39. How does a TEXT convey meaning? • Brainstorm different ways that the writing (or written text) can convey meaning • Write down notes for your group on a piece of looseleaf in your Class Notes section

  40. Steps for Approaching a Latin Text • Vocabulary/Derivatives • Context • Annotation • Translation • Comprehension

  41. Vocabulary and Context • Are there any words in this passage that you can figure out the meaning of by thinking of derivatives? • What kinds of vocabulary words are being used in the text? • What does the top sentence/paragraph BEFORE the text tell me about context?

  42. Annotate the passage ‘Sicilia’ • EVERY word should have an annotation symbol • Nouns = • Verbs = • Adjectives = • Adverbs = • Prepositional phrases = • Conjunctions =

  43. 9/17/13 Propositum: DWBAT translate a Latin passage and reorder Latin sentences into proper English syntax FaciteNunc: • Open up to the looseleaf in Class Notes • Take out your homework • Take out a red pen • Discuss with your table members: • Were there any sentences that were difficult to translate/put into proper English word order? If so, which ones? PENSUM #7: Make a chart (on looseleaf) to list the way noun endings relate to noun function (#3 from your ‘Sicilia’ handout)

  44. ‘Sicilia’ lines 1-3 • Sicilia est magna īnsula in Eurōpā. magna estfāmaSiliciae*, sedfortūnaSiciliaenōn bona est. • in Siciliāvītaestdūra. terra et aqua suntbonae, sedfamiliaesuntmagnae. • magnaesilvae in Siciliānōnsunt. viaeparvae et nōnbonaesunt.

  45. Words in ( ) in your translation are inferences. These make the meaning of the text easier to understand. ‘Sicilia’ lines 1-3 Sicily is a large island in Europe. • Sicilia est magna īnsula in Eurōpā. magna estfāmaSiliciae*, sedfortūnaSiciliaenōn bona est. • in Siciliāvītaestdūra. terra et aqua suntbonae, sedfamiliaesuntmagnae. • magnaesilvae in Siciliānōnsunt. viaeparvae et nōnbonaesunt. The fame of Sicily is great, but the fortune of Sicily is not good. In Sicily life is hard. Land and water are good (plentiful), but families are large. The forests in Sicily are not big. The roads are small and not good.

  46. Review the translation of lines 4-6 with your table members • Note where you need to change the syntax of the sentence in order when going from Latin to English • Note where you need to add a word

  47. words in yellow = word order changes/word is added ‘Sicilia’ lines 4-6 Life is hard in Sicily, and fortune is not good. • vītaestdūra in Siciliā, et fortūnanōn bona est. in Siciliāsuntparvae et magnaepuellae. • magnaepuellaeaquamportant. familiaepuellāsbonāsamant. • familiaeSiciliam et fāmamSiciliaeamant, sedfortūnamdūramnōnamant. In Sicily (there) are small and large girls. Large girls carry water. Families love good girls. Families love Sicily and the fame of Sicily, but (do) not love hard (bad) fortune.

  48. The word ‘Sicilia’ appears in this text with 4 DIFFERENT endings. What are they? • _______________ • _______________ • _______________ • _______________ Sicilia Siciliae Siciliā Siciliam

  49. What function does the word in bold have in each of these sentences? • Siciliaest magna īnsula (line 1): __________________________ • In Siciliāvītaestdūra (line 2): ___________________________ • FamiliaeSiciliam….amant (line 6): ________________________ • Magna estfāmaSiciliae (line 1): __________________________ • Familiaepullāsbonāsamant (line 5): ______________________ Sicilia is the subject Sicilia is in a prepositional phrase Sicilia is the direct object Sicilia shows possession with the noun fāma Familiae is the plural subject

  50. Pensum #7

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