Theory

Students learn words associated to physical things before they learn words associated to sensate processes or rational concepts. Students learn an entire genus of words at once, not just an individual word or two from that genus. Students try to immediately use any new language in a game. Focuses heavily on connecting words (esp. prepositions and conjunctions, not on large amoutns of vocabulary) Homewor consists of writing assignments. !sually you write several sentences of your choosing. Since homewor is "#$ of the grade, those who do not do homewor at all, cannot get better than a %. &nce we learn a s ill, we exploit the opportunity, and blow it up (in 'uantity), e.g. adding e(tra adjectives in, doing it )ad e(tremum.* +ew vocabulary is always recorded in a 3-column vocab journal listing, word, translation, and derivative-picture-other way to remember its meaning by. .e don/t focus on verbs until much later, because we don/t want to give them the pleasure of ma ing complete sentences before they have mastered shorter phrases For verbs, we focus on the )0liding 01* method of conjugation. 0ach verb is learned as if it is a stem (e.g. lauda2 )praise*) 3 a form of e1 (imus) 4 laudamus (with the )2i2) elided out, because it just doesn/t sound good. This system wor s for all tenses in the active voice, and for the active participles.) Students are encouraged to thin of the words in the format, )praise2) 3 )2we go* 4 )we are praising 5progressive6.* 7n the perfect tenses, the double i, as in )iimus* becomes a 2vi2 through voice modulation.* However, to restrain over2e(uberant precociousness, verbs, are not systematically studied, until 899 the noun2cases have been covered. :erbs are also presented in timeline format, with guided stress2diagrams. Stories are brief, few, and +&T meant to be the main focus of the curriculum. Their function is merely (") to give students yet another e(posure to the words, (;) to ensure that students stay familiar with the written form of the words (not just the oral sound of them), and (<) to review previous vocabulary. Try to read stories 'uic ly, in whole sweeping phrases, with emphasis on the sound. %ut be ready to stop and reteach forgotten words or concepts, if necessary. 0ach story is followed by a modern, relevant moral topic for discussion, that has been brought up by the story. 7t isn/t enough to just communicate a formula. Students should have every opportunity to =see= every form that they will have to read-write-say-hear. (This will of course have to be mitigated in 9ater chapters, when the vocabulary words would be just too numerous to show them all.

>ey,
?agenta Highlight @ Signifies new Arammatical-Syntactical concepts. Aray Highlight @ +ames of distinct activities.

Areen Highlight @ 0(tra words for e(celling students to learn (for differentiation). Bar Cellow Highlight @ 7ndDcates culture activities. . 4 8 writing assignment (usually homewor ) E 4 8 reading assignment. H 4 Homewor F 4 FuiG. %lue @ +ouns &range @ :erbs Areen 2 8djectives %rown @ 8dverbs Hrepositions I conjunctions 2 %lac 9ight gray words @ To assist with the understanding, these are words that would typically precede or follow the stated word.

Aeneral,
Students are to learn the vocabulary at the start of each section. They should have a vocab journal in < columns. Jlass begins with a warm2up, 0ither teacher2banter or an overhead2based activity. < Eules for tas s, ". Ee'uire info2e(change. ;. Students should have time to plan before they interact. <. Have one, or a finite set of answers. Aive regular remedial wor to K eep it up,/ %oard-drill-. sht-te(tboo -JompHrog Students should be instructed to memorize words by association. They should associate each word with some other place, thing, thought, person or goal either (") with which it is naturally (objectively) associated or (;) with which it is (subjectively) associated in their mind. Students, should be trained, even when the teacher doesnLt say it, to go through this process of associating it with something, as a reminder for them to help them remember its meaning. 0ach chapter has (") a series of model2sentences for chanting (as a warmup), and (;) a story meant to introduce culture. See separate files for each of these. ?a e up :ocabulary mastery awards, that after having learned certain sections or amounts of vocabulary, students get a ribbon and a certificate, and a badge of some sort. 8lso, since )ne futurum 'uidem oratorem nisi virum bonum,* ()+o one should be an orator who is not also a good man,*), as Fuintillian says, each has a character-moral achievement associated with it, which must also be achieved. Tyro("##), Bemonstrate cooperativeness (temperance). 9uditor(;M#), Bemonstrate indness (justice). Arammaticus-a(M##), Bemosntrate diligence (in homewor ) (fortitude). ?agister-ra(NM#), Bemonstrate prudence. =Here you/re called ?r-?rs Ehetor("###), Bemonstrate Geal. &rator-tri( (;###). Bemonstrate humility. &ratores-tricOs additionally receive PPPPPPP. Jonsules can award each award to individuals or groups of students at the start of each class. Herhaps ma e each of these get an e(tra stripe or letter (see

%yGantine drawings) on a garment (e.g. a stole that can be warn at graduation), that can be warn in class on dies religiosi (Eoman, 8merican, or Jhristian holidays 3 one/s birthday). ?aterials needed for each student in the course, 2 " stole 2 Q stripes 2 Q Jertificates 2 For ?astery awards 2 Sunglasses (3 paint to ma e them opa'ue) @ For listening activities 2 Bry2erase board 2 For writing activities 2 " <2brad +oteboo (for important stuff) 2 " binder (for lesser sheets) !niversal &bjectives (for every chapter), ". Students will gain an intuitive, spontaneous association of a vocab word/s sound to its meaning. ;. Students will demonstrate an undertsanding of various syntactical forms based on their Brillboo e(ercises. <. Students will be able to translate any portion of the stories. R. Students will be able to discussion cultural topics.

Pre-Unit ( hapter zero!" - 3 days

= 2 Bo the ).hy Study 9atinS* Howerpoint. Students try to guess your top PP reasons, and those who do get paid candy-" as. = 2 0(plain to the students that 9atin will stress-emphasiGe s ills from year to year. First year, weLll focus on the oral s ill. Second year, weLll focus on mastering grammar. Third year, prehaps reading Jaesar, we/ll focus on vastly increasing vocabulary (and improving reading ability). Fourth year, we will do :ergil, so that they can pass the 8H e(am. %ecause some people e(cel in some s#ills and not in others, just because you do well one year, B&0S +&T necessarily mean you will do well the ne(t yearT and, conversely, just because you do poortly one year, B&0S+LT necessarily mean either that youLll do poorly the year after. +ow 9atin does indeed Kbuild with time, so theyLll need to eep learning their vocabulary I grammar from year to year, but whether they thrive and enjoy the class may change drastically from one year to the ne(t. &ur goal here, is to ultimately ma e then more well2 rounded, in not one, but a variety of s ills, by e(posing them to 899 of the dimensions of 9atin. +evertheless, certain parts of the process may be e(tra difficult (or e(tra easy) for them. = 2 &ptional, Hand out and go over the )Student Jharacteristics Eubric* in the Baily Hrocedures folder. = 2 This first year is a participatory oral 9atin class. Harticipation will be M#$ of the grade. 7 am the steering wheel, they are the motor. They have to be willing to go out of themselves, jump in, participate, and create a new identity for themselves as a Eoman person - 9atin spea er. 0(plain also that language is essentially oral long before it is written, and so they cannot be content to

just wor wor sheetsT they ?!ST themselves get involved in the language, through dialogue. =2 0stablish e(pectations, ". Harticipate (even if it ma es you loo bad). 9atin is an art, and part of practicing any art, is messing up. ;. %e professional (but a little humor is o ay). <. 9et me now when you/ve tried for ; hours, and it/s still not wor ing. R. Bo your homewor . M. 7f you/re absent (e(cused), then go online to see the day/s wor , and eep up. Hopefully all lin s should wor . 7f they don/t, then phone me. YOU ARE RESPONSIBLE FOR MAKING UP MISSED WORK. (7 will not say a word to you.) = 2 Hand out to students the 9etter Home to Harents (in the Baily Hrocedures folder). =2 7dentify items to be obtained-brought to class, 8 9atin dDctionary, a noteboo , writing materials, bullae (after we ma e them). = 2 0stablish motivators, %onus points for spea ing 9atin in any lesson. Joins paid for winning games. Hrices 2 " Sestertius or R 8ssOs 4 3" on a Test. 2 " 8s 4 3" on a :ocab Jhec or Eecitation Jhec = 2 Arading, Arading 4 8bout <#$ 4 Harticipation (Hoints lost for te(ting, tal ing, receiving a citation from censor, une(cused absences). <#$ 4 :ocab chec s. ;#$ 4 FuiGGes (every ; or < days, so about " per wee ), "#$ 4 Tests (" per month). "#$ 4 homewor assignments. = 2 Ao over the M Finger Feedbac system (7n )Aeneral 9atin Teaching 7deas ;* file). = 2 0(plain that the main goal of this course is to learn :ocabulary, and to learn it :0EC .099. Therefore, direct the students to sometime peruse the poster on the wall about methods of U8ssociationU (See file). 7ntroduce them to the <2column :ocab +oteboo system. Hand out to each a pronouns template. = 2 8 major part of this course is the central 'uestion that archaeologists wonder about even today, ).hat was it li e to live in 8ncient EomeS* %e thin ing about this 'uestion throughout the activities today. = 2 Aive students the sheet on 9atin pronunciation (in the +otes folder). 0(plain that in 9atin, vowels are more important than adjectives, and to listen for the vowel sounds not just today, but throughout your 9atin career. To learn pronunciation... 8lso, tell them that vowels are places where you can stall for time (li e )uh* in 0nglish). Simply hold them out. = 2 Teach :ocative. Airls end in U2a.U %oys who end in 2us are pronounced U2e.U 8nd boys who end in U2iusU are pronounced U2DU (%ecause the e is really just a trailing off sound following a consonant, but we have a vowel here, an UDU and so that gets emphasiGed, instead.). Show and then have them go to computers, loo up their names from this website.

= 2 8nticipation 8ctivity to e(pose students to Eoman 9ife as similar to their own, 8s the students the ?ultiple Jhoice 'uestions here. Then show them the accompanying video about The 9ife of 8 Teenager (9ucius) in 8ncient Eome. Springboard off of this into the %ulla activity, = 2 ?a e %ullas, writing their Eoman name on it. 0(plain where the %ullas are to be ept I when they are used (formal affairs or holidays). Herhaps have them choose a Hraenomen 3 Jognomen from the sheets in the Julture V Baily 9ife folder. The nomen for everyone will be )8urelius,* wihch ?8+C too as their gens, in gratitude, after ?arcus 8urelius made the entire empire citiGens = 2 Ao over &ffices, (See file UAeneral 9atin strategiesU). Herhaps appoint students to them immediately. =2 (&ptional) 7f desired introduce the conte(t-circumstances from which 9atin developed. Hut the students in groups, and have them wor on the wor sheet entitled the Buenos 7nscription (9i ely the oldest 9atin inscription ever discovered) 0mphasiGe over and over how just the S&!+B is what is important, and that it is the medium of transition, from one form of a language to another later form, So the students should tal out loud, as they decipher the parts of the inscription, sounding out the various parts of it. .8t the end, re2emphasiGe how 9atin came from older Aree and Aree 2ish forms, = 2 H, .rite a paragraph about < ideas you have of how ancient life would/ve been li e. Try to be correct but also thin of something une(pected. .&. the class by bringing up something they wouldn/t have thought about. = 2 H, %ring :ocabulary Wournals (for tomorrow). 22222222222222222222222222222222222222222222222222222222222

Birections,
sursum dOsuper ad de(teram ad sinistram porro retr1 rectX prorsus !p Bown Eight 9eft Forward %ac Straight )

= 2 :ocab. Hresent the diagram of the various directions (in the :ocab folder). Have the students copy these into their journals. (&r leave it for the activity coming later). = 2 Bo the first part of the Jase Jhanting Jh.# to practice the directions. Bemonstrate what the Tribunus-2a ?ilitum is supposed to do to lead the chanting. (Teacher is honorary Tribune, for today). = 2 Station ", Have students play 9ady %ug Hac2man, using the terms. " student commands, the other, wearing blinded sunglasses or a blindfold reacts. The goal is to eat all the dots and beat level ". Cou can push on green walls, but avoid the bugs coming after you, and certainly don/t eat a ghostY

= 2 Station ;, Have students play Aoogle0arthZ Flight2simulator, using the terms. &r, have one student pretend to be a plane, and respond as commanded. = 2 (&ptional) Have students do an art project showing the different directions. = 2 H, 7ntroduce the derivatives sheet for Jhapter #. = 2 Jlosure, 7f appropriate, have the students reflect on when they listened %0ST today 5probably during ladybug pacman6, and what changes they ma e when they listen really well. 0ncourage them to ma e those changes and listen TH8T 7+T0+T9C, whenever listening to a foreign language.

9ocations,
super 3 acc. suprX 3 acc. sub 3 abl. infrX 3 acc. ubD unde 'u1 hDc hinc h[c illDc, ibD illinc ill[c &ver, above 7mmediately on top of %elow 7mmediately beneathe .hereS From ) To ) Here Hence (From here) Hither (To here) There Thence (From there) Thither (To there)

= 2 :ocab 2 Have the students copy the words into their vocab noteboo s. Show them the directions slide again, this time removing the ; )Eemove* bo(es to e(pose super-suprX-infrX-sub. 8s the students what part of speech each word is. Then draw attention to its color. = 2 Show the students a picture of a hamburger. Have them leave out all articles I say )?eat is sub cheeseT cheese is super meat.* (etc.) = 2 Have students play Jhec ers or (if time) Eoman Jhec ers (9atrunculD), saying )Hinc\h[c* and on a double2move )hinc\huc\illinc\ill[c. .hen they ing themselves, they should say )This one is supra that one,* and )that one is subter this one.* 8s 'uestions too, )!nde did you comeS . . . 7llincS 5Hoint6 . . . HincS 5Hoint6* Fu1 did you goS...7ll[cS...H[cS* 5%lindfolded, as ,6 )!bi estS...7llDcS...HDc...S*Jriteria-goal, +ot to win, but the ?&ST ta es. 7f your partner doesn/t say hinc-huc, you ring the provided bell, and say )+on di(isti hinc hucY* and then you get to go again. = 2 &n the bac of the previous art project, have them graphically draw how they thin of ubD, hDc, illDc, and their Q derivatives, just as we did for directions. &ptional, 8lso include !nde-Fu1. = 2 .arn students that they have a :ocab Jhec tomorrow, 0ng. 9at. 22222222222222222222222222222222222222222222222222222222222

Simple Hrepositions,
ad 3 acc. a(b) 3 abl. to from

in 3 abl. in 3 acc. e( 3 abl. intrX 3 acc. e(trX 3 acc. per 3 acc. circum 3 acc. dO 3 abl. cum 3 abl. sine 3 abl. pro 3 abl.

in into from within outside of through around down from, about with without for, in front of

=2 F "st :ocab Jhec Jh. # 09. =2 Hresent the words and have them copy them into their vocab journals. =2 Have students draw a setting2picture with "# items in it 5switch papers,6. Then write M relational sentences about the objects in it, replacing the english word with a 9atin preposition from the list. 5Aive the papers bac to their ownersS6 Then do the same, for M more sentence that are incorrect. Hapers are posted, and students wal around the room, deciding which papers are correct. = 2 Have students go to the playground, get in partners, and give each pair a sheet of instructions. (Jircum swings, per tubum, cum rope, sine feet, super hole, intra house, etc.). The listener must follow the instructions, and then redo the trip saying the instructions from memory. Switch sheets with another group and ma e the other student the listener, and go again. = 2 8lternatively, play Jhain2reaction. Students stand in clusters around the room. ; students are mobile 5" boy, " girl6, and ; students are 7mperators and 7mperatri(. The imperators give a string of < commands to the mobiles, who must do them. For e(ample, )D intra ?ar I ?itch, circum 8aron, et sub Steven/s des .* .hen they complete the last one, then the nearest person automatically becomes mobile, and they stay where they/re standing and now give commands (after this they should sit down). Ao until everyone has had a turn, or race (boys versus girls) to get your whole group doing all the commands. the last people must be smart to get their mobiles into an ending position near those who haven/t gone yet. 7f they ma e a mista e, then they must give a Rth or Mth command until the mobile person is near someone who hasn/t gone yet = 2 ?a e a chart on the board showing the inds of ways you/ll answer. Fu1S . . . . 8dY 7nY 7ll[cY !ndeS . . . 0(Y BeY 8bY !bi estS . . . Hic, 7llicY JircumPPPY Jum-sine PPPPY 7ntra-0(tra PPPPY HroPPPP = 2 8s the students where-whence something is, or wither it goes. )!bi est coatS* 5)7ntra closet.*6 )!nde the rainS* 5)Be s y* 65 )Fu1 must 7 go to go to the officeS* )Horro Her hall, circum the corner, et ad sinistram* = 2 F ;nd :ocab Jhec Jh. #. 09 (Hart of Jhapter FuiG) = 2 F Berivs. due

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hapter % & ' days

Jh. " Specific &bjectives, ". Students will ?aster the Forms of the +ominative I Aenitive cases at an oral level. ;. Students will generate correct syntactical relationships between +ominatives I Aenitives. <. Students will achieve a reliable, wor ing, intuitive feel for in2class chanting, and homewor drilling.

Family roles,

- (earn )enitive case

= 2 Teach the students the < Beclensions, by introducng them to the concept of Aender. ( The <rd Beclension is for Aeneric nouns. ) is ea id he, she, it 'uisS 'ueaS 'uidS whoS whatS hic, haec, hoc this ille, illa, illud that infans, infantis %aby puer, 2* %oy puella, 2ae Airl vir, 2* ?an mulier, 2is .oman fDlius, 2* Son fDlia, 2ae Baughter pater,2tris Father mXter,2ris ?other frXter,2tris %rother soror,sor1ris Sister u(or,u(1ris .ife marDtus,2* Husband servus,2* Slave, servant ancilla,2ae Slave2girl, maid amDcus,2a Friend Fuis amDcusS 8li'ui amDcusS &mnis amDcus = 2 Have the students copy the words into their :ocab Wournals I Hronouns Template. 0mphasiGe that they ?!ST write down, and memoriGe both forms, +ominitive, and Aenitive. (.e/ll learn I memoriGe the genitive later. For now, they simply need to write it down ne(t to the +ominative.) 8s individual students what part of speech each word is, then draw attention to its color. Hoint out also the noun endings/ colors, and as them to guess or figure

out why these might be colored this way. 58ns, different Aenders6 Tell them we/ll learn more about gender later. = 2 H 2 Hand out the Jh. " Berivatives. (&ptional @ The words aren/t that good.) = 2 Bo part 7 of this chapter/s Jase Jhanting. ?a e pointing I 'uestioning gestures as they do it. &n chanting the vocab, teach them that the downbeat comes on the penult, unless it/s long, a dipthong, or followed by two consonants, in which case it goes to the antepenult. &ptional, Train students to lead the class with conducting gestures (so you don/t have to do it), )59eader,6 Eeady, go,... 58ll,6 Fuis 5etc.6* &ptional, Have real human beings I objects stand up as props to be pointed at while chanting. = 2 %riefly Hlay )Fuis estS* %lindfold one student. Then have another student guide that student to a student. The blindfolded one will as )Fuis estS* The others will pipe up and give clues )7s est puer - 7lla est puella (or )7lle-a est mD amDcus-a*). The student must continuosly attempt to guess who the person is. The rest confirm )7ta, estY* or )n1n est ille-a,* until the answer is reached. Then point at one student and as )Fuis estS* Students must respond )7s est PPPPP.* = 2 ?ove to the ne(t stage of the game. .al right up to a student, and put your hands on his-her shoulders, and as )Fuis est hic+haec puer-puellaS*= The students respond )Hic-haec est PPPP.* +ow stand at the farthest corner of the room, and point, as ing )Fuis est ille-illa*S (7f they can/t understand, and as ).hoS* say )7lle-a retro-porro-ad de(teram-ad sinistram.*) =2The first time let them now that the word means )this-that.* &r maybe don/t tell them, and let them figure it out. = 2 H For homewor , introduce the drillboo . Eemind the students of what we did in the Jase Jhanting. Then play the movie clip here (starting at Q,##) about 8lbert Speer, and e(plain that this is how 9atin used to be taught, and what is e(pected of students reciting every night ("M min.), and how to do the recitation (give e(amples from Jh. "). 8lso e(plain that this is a major part of the program, and you will be chec ing on certain students every night. 22222222222222222222222222222222222222222222222222222222222

The :erb Substantive,

sum es est 7ta n1n ?inimO ade1, adesse abe1, abesse sumus estis sunt habe1 habOmus habOs habOtis habet habent 2 :ocab embellishment, Jompounds of 0sse. Ces, So, Thus, Cet, Still +o. 8bsolutely notY be present be absent

= 2 .armup Eeview, 8s 'uestions, )Fuis est amDcus ?arcD.* = 2 "st :ocab Jhec Jh. " = 2 Show the new words, and have them copy them into their vocab journals. ?a e available compounds of esse. = 2 Jall the role, having each student use adsum-abest. ?eanwhile, do some training in how to communicate. The objective is to 2 Aet the message not to one/s own ears, but to the other/s ears. 2 Bo a %arrier game (e.g. the ?assanutten picture 2 in the .or sheets folder) to force them to communicate. 0mphasiGe that you want to hear them (") projecting and (;) articulating precisely. Tell them to use, not their )outside* voice, nor their inside voice, but something in between. Train them also not to tal when another is tal ing. Hlay the hush game, where all students tal , and then one (secret) student (who, of all the cards received gets not a blan one, but one with the words )0t ego penso*) says the magic word, )0t ego penso....* See how fast the other students can instantly 'uiet down and hush, even if they/re loo ing in the wrong direction. = 2 !se the family roles and forms of sum, to do some THES modelled on ?agistracinis/ e(ample. Teach sum and the personal pronouns. &bjective, Have them gain an intuitive understanding of ego, tu, is-ea-id. &nce they/ve got that, move onto connecting each of the personal pronouns to their matching nominitive endings. =2 Bo part 77 of Jase Jhanting the paradigm of Sum. =2 H @ 8ssign the )Hersonal Hronoun @ :erb 8greement* wor sheet. 22222222222222222222222222222222222222222222222222222222222 =2 7ntroduce students to the concept of gender, Springing the trap, Hoint at each one, )Frigidus 5cold6 sum, . . . frigidus es, . . . frigidus est. 5Then suddenly, staring someone down6 Frigida es5t6Y* Hic est ?arcus, . . . hic est Fuintus 5then suddenly6 Haec est JlaraY Haec est ?arcia . . . Haec est 8emilia . . . 5then suddenly6 Hic est Haulus (ot )Hoc est obiectumY*). 7f they get it, you may want to invite them to play )Buc duc goose.* 0ach person who is it has to (") highlight a grammatical distinction and (;) use correct gender. So if you are saying )8mDcus . . . amDcus . . . amDcus . . . 5before6 Amica!* then you have to pat only the heads of boys as you go around the circle. =2 &ptional Biversion, Show the Sum chant (stop at ;,<N) or the 8mo chant. = 2 Have students each ma e their own family trees, and answer 'uestions about them from the rest of the class. First the girls can wal around, and as 'uestions of the boys, then the boys can wal around and as 'uestions of the girls. = 2 Eead the Jhapter/s Jultural topic. (!se the Jambridge Te(t to read about Eoman FamiliesS) = 2 8s )Fuis est amDcus 5student with a 9atin sounding name in the genitive6S* = 2 H 2 Bo the )Jh. " :erb JategoriGing* sheet for homewor , s ippihng the verbs adDre and abDre (have the students cross them out).

Jlassroom 7tems,
stilus, D pencil penna pen, feather tabula,2ae board charta,2ae paper mensa,2ae des (table) sella,2ae chair liber, librD boo c1dDcillus,2D noteboo plumbum, 2D n. lead verbum, 2D n. word signum, 2D n. sign n1men,2inis n. name pensum domesticum n. homewor

([num nomen)

22222222222222222222222222222222222222222222222222222222222 = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Have students wal around as ing each other, )Fuis sum-es-estS* The response should begin )(0go-...-id) sum-es-est . . . .* = 2 Herhaps do a few s ill2trust activities, li e the circular group sit, the trust fall, or the group not. 0(plain that you are going to heavily delegate authority, and that the students will have to grow to depend upon and trust one another to lead such things seriously, efficiently, and effectively. They/ll also have to learn to depend upon one another to spea audibly, clearly, and distinctly because there are no other 9atin spea ers as good as them anywere in the world, so they can only get 9atin from each others/ voices. = Have the students copy the vocab into their journals. Hoint out what character the neuter nouns have, They/re abstract (ethereal), and impersonal. Therefore they have the ending )2um* ind of li e the word dum2dum* (%ecuase neuters are in fact Kdumb/ - non2spea ing objects). .hen they/re partway through copying down the words, yell )Hencils downY* Then say )[num nomen* (as the prompt), and then have them chant, )[num nomen, ullum nomenS nullum nomenS omne nomen.* 0(plain that leading this will become a job later in the year, but for now you want to do it. This particular job will become the job of the Trib[nus ?ilitum. = 2 Aive the students the notes on the Aenitive Jase. Show the students how to sign a genitive by pointing up high. 7nstruct the students to listen for the Kstep2up,/ huius cuius illDus puer. vir*, ancillae, ancill,rum, puer-rum. The only place where there isn/t always a Kstep up/ is in the <rd Beclension, 2is (singular) - 2um.(plural). 7t/s almost a push off, off the previous consonant. h

0ach declension has a certain sound of the genitive. 2ae, 2D, 2is, 2us (from the Aree 2ou), 2Os (from the Aree @) = 2 Bo part 777 of Jase Jhanting. = Survey of phrases. !sing the genitives in the previous (family) section as a model, have the students write, on paper, one phrase per line, in 9atin, several phrases, each )one thing Kof/ another.* 0.g., )The lead of the pencil.* 5plumbum stilD6 ).ord of the board.* 5)+1men tabulae*6)The name of the sign* )The Jhair of the des * )8 word of the name* )The sign of the name.* Have them read these aloud (for informal assessment) and correct any errors. 8s they get the hang of it, or afterwards . . . = 2 Sign the phrases, in addition to, or rather than writing them. Store the paper away for re2use tomorrow. = 2 !sing the previous family trees, redo the activity, this time charting family relationships. 0.g. )?arcus-Hic est pater filiD et filiae.* )Huer est filius Hatris. The person whose family tree it is must listen carefully, and confirm or deny whether what was said was correct, )Ces, 7 am the son of my Father PPPP.* Store the family trees for re2use, tomorrow.* = 2 For advanced-interested students show them the complete family tree here. = 2 8llow students to get e(tra credit by labeling a picture of a room, or the classroom itself. 22222222222222222222222222222222222222222222222222222222222 = 2 7f you/re going to use a word wall, post the genitive forms up on the ceiling. = 2 (.armupS) Hractice Simple Hrepositions using ?cJarthy/s Jlassroom cutouts (9esson M 7n )THE 9atin* folder).

Hossessives I Bemonstratives, Aender

meus,2a,2um my tuus,2a,2um your ipse,2a,2um theirself eius his-hers-itsT of him-her-it cuiusS whoseS - of whomS huius (of) that 5+o )of,* when it/s already attached to a genitive word.6 illius (of) that 5+o )of,* when it/s already attached to a genitive word.6 suus,2a,2um one/s(his-hers-its) (e.g. suus 4 her masc.thing.)Sua*4*his* fem. thing) proprius,2a,2um one/s own ....'uD-'uae-'uod... who-which-that Eelative Hronouns. = 2 Have the students copy the words into their :ocab Wournals I Hronouns Template. ?eanwhile, e(plain that these genitives don/t change by gender. So Juius always 4 )whose* (or )of whom-of which*), no matter what gender it is. = 2 Bo part 7: of Jase Jhanting. = 2 Tell the students how once upon a time, hic, haec, hoc would/ve been hi, hae, ho, but that the @c-@ce-2ci enclytic ending was added to demonstrate )here.* So )hic* doesn/t just mean )this,* but )this one here.* Aive the e(amples of 0c2 ce ()behold,* but literally et2ce )and here*), voici\)loo here* (vs. voila2)loo there*). So tell the students that if they can/t remember where the

c/s go, it/s not that important, but they should at least get the hi2-hae2-ho2 part. 8s them, .ill ille-illa-illud have )@ce* on itS 5+o, because you never say )that here,* but rather )that there.*6 0mphasiGe that hic-haec-hoc is for hear, is-ea-id is for normal distances, and ille-illa-illud is for far away distances. =2 THE. .al around the room referring to different items as )this,* )that,* )mine,* or )yours.* 0mphasiGe that you must use the correct gender of the adjective. =2 Hlay )Juius estS* 0(plain that one e(ception to the case chanting is the irregular 2ius in the above words. The teacher will set-throw the ball on a student/s des and as UJuius estS* 7mmediately anyone in arm/s reach must slap that person/s shoulder or des and say )HuiusY* and put their hands on his shoulderT in fast succession, the nearby students will gesture with flat hand and say )eiusT* and again in fast succession the farthest away students will stand up, point, and say )illius.* 7f a student says the wrong word, or doesn/t stand up-gesture-slap in time, or if a student does a wrong action, then (s)he is out. 7f students are all getting it, intersperse it with some )Fuis estS* (Simply point at the student) This time the slappers must say )hic-haec* the gesturers must say )ei-ea* and the pointers must say )ille-illa.* = 2 Optional, Haint different items in the room pin , blue, or gray depending on which gender their 9atin word is. = 2 7f desired, redo the )Springing the Trap/ e(ercise, from yesterday. Cou may even want to turn it into Buc 2Buc 2Aoose. )8mDcus huius 5point6, . . . amDcus huius . . . 5then suddenly6 amcus illius!* (or inimicus huius!) &r )Haec puella . . haec puella . . . haec puella . . . 5suddenly6 hic puer!* 0ncourage the students to try to thin of unanticipated grammatical distinctions, 0.g. )Hic puer . . . hic puer . . . hic vir 5if that person is particulary mature or tall6.* = 2 Aet in a line and pass objects from person to person, each person pointing reciting what the last person said and pointed, )meus liber,* )0ius 5point at someone6 charta,* )Hic nunc est tuus stilus,* )?agistrD sella...* etc. )Hlumbum ipsum.* = 2 H 2 Eeusing the paper from the previous day/s activity (Hractice ") as a model, have students ma e M more columns in it, and label the column )?y* - )Cour* )His-hers-its* - )That* - )This* and write out the same phrases, but this time adding the appropriate possessive or demonstrative adjective to the genitive, with both in the genitive case, 0.g., )The lead of my pencil.* 5)Hlumbum meD stilD*6, )8 .ord of its name.* 5):erbum suD n1minis*6 = 2 H 2 8ssign for Eeading Jhristianity Jhanged the .orld. by Fr. 8ntonios >aldas, through Footnote "M. .e will discuss it tomorrow. = 2 Hlay ?r.-?iss. Bunce. Hair students, 8 nower with a dunce. The nower will ma e a sentence using the genitive case of something, and try to attribute it to him-her-it. The Bunce will try to act stupid, and to eep from ac nowledging that attributee. %ut if the Bunce can/t thin of anyone else to say instead, before the R2?ississippis are silently slapped out, then (s)he loses and must concede )&Y Cou mean PPPPY* The Bunce has < rules to follow, (S)he must (") use correct 9atin (or she loses), (;) in correct conte(t (e.g. saying huius when referring to something nearby), and (<) may not say what was immediately just then said by the other person (So the other person may try to get the Bunce Koff guard/ by saying words that (s)he thin s the Bunce himself

is intending to say.) ?eanwhile, on their hands, the first student counts ?ississippis, and the Bunce counts how many distinct words (s)he has personally used. There are ] pronouns, so you can see that the Bunce must use at least ; normal nouns. 7t should go li e this, )Hic charta est sua propria.* )JuiusS* ?arcDY* )HuiusS 5patting the chair6* )+on, illiusY 5pointing6* )0iusS 5pointing at the teacher6* )+1n, illiusY* )StephanDS* (etc.) +ote, 7f the 'uestioner ma es a mista e (e.g. )?arc1,* the Bunce can get " of his-her "# as a Kfreebie/ by simply saying )?arcoS* in a weird tone of voice, to let the 'uestioner now there was something wrong with what (s)he said.) 8lso the Bunce may indeed reuse words (to Kbuy time/) as long as their partner didn/t just say them, but they do not count towad the "#. See who wins-survives the most times within the time allotted. 22222222222222222222222222222222222222222222222222222222222 = @ Eecitation Jhec . &ptional dictation sentences, To test (") listening and (;) level of familiarity with the Brillboo e(ercises, sometime during the recitation chec , have students turn over their sheets, and then read off to them (orally) a filled2in (i.e. with actual 9atin words), complete (e.g. Mf, rather then Ma) e(ercise from the drillboo . Eead off < such e(ercises, repreating each one after a pause. Students may write down the 9atin, but must write down the 0nglish translation. = 2 Herhaps have them read Jambridge St. " pp."#2";. = 2 . 2 Jultural Topic, The Eoman Family. Eead a discussion on Family, such as in Latin for Americans. (&ptionally,) , by Eay 9awrence, although it e(acerbates ia e &E Hlay the 9ife of Jaius, learning material in Hompeii. Have them answer the 9ife of Jaius B879C 97F0 'uestion sheet (in Julture folder) as they do it. Some of these answers will be on the Jhapter test. = 2 8ssign a Q2wee s project, Tracing your lineage on wi itree.com = 2 ?oral Topic, 0(plain the meaning of )?os,* as )custom* or )moral.* Then The place of .omen in Eome. .atch the cartoon, R Sisters in 8ncient Eome, by Eay 9awrence, although it e(acerbates in a jaded and negative way the status of Eoman girls. (?y attitude is in the comment at right.) 8lternatively, read this page about women. ?ove into a broader discussion fo the relative value of human beings in the ancient world, based on >aldas/ reading (last night/s homewor ). %ring up the issue of Hanno/s actions (the competitor of Hamilcar %arca, father of Hannibal), after the "st Hunic .ar, >illing his own mercenary soldiers because he didn/t want to pay them (Eead about the Truceless .ar, and then the eventual outcome at the bottom titled )The Aorge and the Saw*)Y Jontrast this with Eomulus/ giving free land to foreigners to encoruage them to settle in his city and thereby grow it. 22222222222222222222222222222222222222222222222222222222222 = 2 Jhapter " Test

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hapter .& 3 days

7ntro to 8djectives,
magnus, 2a, 2um parvus, 2a, 2um paulus paucus multus,2a,2um paucus,2a,2um little by little) fOlD( trDstis, 2e fortis,2e pulcher,2chra,2chrum Fu1mod1S Fuo'ue Areat (in SiGe) Small (in SiGe) ) Scant ?uch (in 8mount) little Scarce, scant (in 8mount), a bit (in music )poco a poco* 4 happy, blessed, luc y sad strong, brave pretty HowS also, too by little)

= 2 Have the students copy the :ocab into their noteboo s. =2 H 2 Hass out the Berivatives Jh. ; sheet. = 2 0mphasiGe that 9atin is much more liberal I descriptive than 0nglish. 0nglish is very structured and stiff, and word2order (synta() counts for much in 0nglish. However, in 9atin this word2order isn/t necessary. So as a spea er, you should Kloosen up/ your e(pectations and set yourself free, .hatever you (or someone else) would li e to signify, you can, and you can use any word2order whatsoever. .hatever anyone else would li e to signify, they can, and they might use any word2order they please. .hyS %ecause not the placement of the words, but the words themselves will tell what does what to what. So, on the one hand once you learn your words, it will be 'uite easy to spea 9atin. &n the other hand, it will be harder to understand 9atin, because you/ll have to Klisten in/ much more carefully to individual words (especially to the endings of each word), than you would in 0nglish. =2 Show the students the notes on 8djectives. (They don/t need to ta e notes, but can merely watch.) 0(plain the difference between a gendered adjective (2us, 2a, 2um) and a generic 8djective ()2is* in the genitive) Tell them that since +euter nouns are abstract, and ind of ethereal, some of their adjectives get a special ending, the laGy )@e.* This means that the first ending listed refers to its use in masculine and feminine. The second ending refers to its use in the +euter. &ther adjectives (e.g. fOli() have the same generic ending in all genders (?asc - Fem. - +eut). This occurs, however, only in the nominative (when you/re saying its name). 8ll generic adjective genitives (when you/re saying it as owner of something) end in )2is.* So just remember, when they list an @e there in the dDctionary entry, now

that that @e is the form for neuter nouns (here, at the start of a sentence). &f the gendered agjectivesadjectives, point out that the femiine ending 2a has a delicacy, that, in a way, bespea s the feminine genderT the masculine ending 2us has a hissing and (in other cases) boldness that bespea s male machonessarrogance and pride. 8nd the neuter ending U2umU has an obtuse sound that bespea s impersonal object2status. Student should be urged to try to pronounce words with sensitivity to these inherent differences, saying each word in the gender2specific spirit and sentiment which each ending suggests. This will help them when the nouns disappear, and theyLre left with just adjectives, and must LreadL a gender LintoL an adjective standing by itself. = 2 Bo the Jase Jhanting part 7 for +ominatives and Aenitives. First e(plain that although we have seen other generic endings22U2erU (pater), U2nsU (infans), U 2orU (soror), 2( (fOlD()2yet the most common generic ending is U2is,U as in Utristis.U Jase J7. = 2 Fuestioning. 8s the students how they would say )Sad fatherT* )of the sad Father* 5+ote for them that generic adjectives often rhyme with their nouns (both end in @is) in the genitive and so we can conclude that they/re more Kat home/ in the genitive than in the nominative6T 0licit 9atin of )sad nameT* )of the sad nameT* (etc.) %&+!S, )of my sad nameT* )of this sad nameT* = 2 8s the students how they are 5Fu1mod1 esS6T immediately then as another student to restate how that person is 5Fu1mod1 estS6 and then how something else is 5ditto6. = 2 Bo the activity from the )THE 'uestioning levels "2<* file for Jh. " only. &ptional, 8 ;nd time through, have them echo each statement (and your e(aggerated hand gestures), line by line. = 2 Bo the Jase Jhanting for +ominatives and Aenitives. First e(plain that although we have seen other generic endings22U2erU (pater), U2nsU (infans), U2orU (soror), 2( (fOlD()2yet the most common generic ending is U2is,U as in Utristis.U = 2 Ta e the family tree and Jlassroom items vocab lists and attach " of these R adjectives to them all (siGes to things, feelings to people). Have them do it in both the nominative, and the genitive cases. 9et the students discover that although sometimes it will sound the same 5as in last lesson6, sometimes it won/t. .hyS %ecause sometimes an adjective is Kat home/ with its noun 5when they both have the same ending that sounds the same6, and sometimes it/s on the wrong side of the neighborhood - out of its element - a foreigner. (7t/s with a noun of a different declension). 0mphasiGe though that we here in 9atin are :0EC multi2cultural and integrative, and we should have +& problem pairing them up and otherwise integrating them. 0ven though they clash and don/t fit together, we/re going to stic them together, and nobody is going to say a word otherwise. Then have the students compose their own phrases.

22222222222222222222222222222222222222222222222222222222222 = 2 Fuestioning Hart 77. 8s the students to say, in 9atin, 0nglish comple( phrases that you spea , 0.g. )The great name of the sad boy.* )The luc y chair of the luc y father.* )The luc y chair of the great Father.* )The little boo of the sad man.* )The sad paper of the sad servant.* /0 as them to ma e up their own such phrases, and then translate it. Have subse'uent students use the previous student/s nominitive as their own genitive. Someone should draw a pictuer on the chal board as this happens, beginning at the top of the chal board, and wor ing down. Then at the bottom, reverse directions and have students go bac up (using the pictures as a guide), now using the previous students/ genitive as their own nominitive Braw a flow chart on the board showing who owns what (7t The statements don/t doesn/t have to be true in real life). 7f time, try to speed it up really fast. &r do a second one. Then split into two groups and race. =2 Someday ma e up a Howerpoint to embellish the former e(ercise. = 2 7f time, do the card2game on 8djectival 8greement from the ?inimus series. Students try to turn over pairs of matching adjectives (e.g. yellow) and nouns (e.g. blue). 8t the end of the game, they read through what each noun is. Cou can even have a theme, such as )The emperor patronus is coming to dinnerY 7s the family preparedS* = 2 H.>,H 2 Aive the students the %7A adjective agreement sheet. (?a e it available onlineS) 7nsist that they follow the directions, doing Step 7 before Step 77.

&rdinal +umbers,
+umber ?eaning prDmus,2a,2um first secundus,2a,2um second tertius,2a,2um third 'uXrtus, 2a, 2um fourth 'uDntus, 2a, 2um fifth se(tus, 2a, 2um si(th septimus, 2a, 2um seventh octXvus, 2a, 2um eighth n1nus,2a,2um nineth decimus,2a,2um tenth medius,2a,2um in the middle ultimus,2a,2um last 1rd1, 1rdinis m. order = 2 :ocab Jhec Hart 7. 0nglish Berivative, primogeniture, prime, primer . [nus duo tertiary era () trOs 'uart, 'uarter 'uatuor 'uintessential (the Mth element, ether)'uin'ue (se(tant) se( (septuagenarian) septem (octave,] notes,J22VJ on the piango)oct1 (nonagenarian) novem (decimate, decimal) decem. ([nus ordo)

= 2 Have them copy the vocab into their journals. = 2 Bo the Jase Jhanting Hart 77. = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Eedo the family tree activity with the students () 5nominative6 est fDlius 5genitive6 *), but this time include the ordinal adjectives, Middle son, first wife, etc. ?a e sure they match their noun in gender and caseY Transition into a discussion of names, and how )Fuinta* was probably the fifth daughter. Eomans were re'uired, by law, to raise all male children, and the first female child. The others they would abandon or e(pose\the rich to limit their number of heirs, and the poor for lac of money. Eesult, +o spinsters. 0mperor Trajan e(panded grain dole to children." = 2 Hass out numbers, and as the students to stand in a line and shout out their position in order. EEeminder, 0ach student must use the correct gender. = 2 For a better game, number the rows and files. &ne student is Kit./ .ith heads down all the other students do a )chinese firedrill/ (switch seats). Then, without loo ing, the student who is Kit/ shouts )nonus n1nus ordo, secunda sellaT et tertius ordo tertia sella* Those person are out. Hlay goes on until only " student is left, who is the winner. 8dded dimension, Have < or R people who are Kit./ 0ach student is worth a certain numbers of points. The persons who are Kit/ compete to see who can get the most number of points. 22222222222222222222222222222222222222222222222222222222222 = 2 Eecitation Jhec . &ptional dictation sentences, To test (") listening and (;) level of familiarity with the e(ercises, sometime during the recitation chec , have students turn over their sheets, and then read off to them (orally) a filled2in (i.e. with actual 9atin words), complete (e.g. Mf, rather then Ma) e(ercise from the drillboo . Eead off < such e(ercises, repreating each one after a pause. Students may write down the 9atin, but must write down the 0nglish translation. = 2 Ao over relationship between the parts of the month and the fates (?oirai-Harcae), Jlotho +ona (Hregnancy)2 +ones. (Half ?oon 2 pregnant 2 Mth -Nth ) 9achesis Becima (Jhildbirth)2 7des (Full ?oon 2 birth 2 "<th-"Mth) 8tropos ?orta (Beath) 2 >alens (+ew ?oon @ Beath "st) = 2 Eead the Jhapter/s Story. = 2 Jultural Topic, 9ineages and the Eoman ?onarchy. !se the Aoogle0arth file on )Eoman %eginnings and the 9atin 9eague* to describe the early chapters of the founding of Eome, according to ?ythology, 8eneas vs. Turnus, 9avinium, 8lba 9onga. Aive the +otes on the ?onarchy (in the file )Timeline of 0arly Eoman History* in the Julture folder. 0(plain that the students must be able to list the ings in order, and tell where each came from (Eoman-Sabine-0truscan). They must also be able to say something about
"

Aillian Jlar , )Eoman .omen,* in Greece and Rome, Second Series, :ol. ;]., no. ;, pp."^R2"^R, Wubilee Cear (&ct. "^]"). http,--www.jstor.org-stable-QR;]QQSse'4;

8eneas vs. Turnus, 9avinium, I 8lba 9onga. = 2 ?oral Topic. Aens I &ne/s Hlace. 0veryone has a place. Should there be freedom or high e(pectationsS 22222222222222222222222222222222222222222222222222222222222 = 2 &ptional cultural topic, Ao over a typical day )Hrima hora, secunda hora, tertia hora....,* both then, and in modern 7taly. = 2 Jhapter Testh. $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

hapter 3& 3 days

7mperatives
7ntroduce students to the notion of 7mperatives. aperDs, 2Dre, 2uD open aperDY 8perDteY claudis,2ere, clausD close claudeY clauditeY obtinOs, obtinOre, obtinuD get obtinOY obtinOteY spectXs, spectXre, spectXvD loo at spectXY spectXteY facis, facere, fOcD ma e facY faciteY pensXs,2Xre,2XvD thin pensaY pensXteY agis, agere, OgD do, drive ageY agiteY audDs,2Dre, audD listen audDY audDteY dDcis, 2ere, dD(D say dDcY dDciteY capis, 2ere, cOpD ta e capeY capiteY legis, 2ere, lOgD read legOY legiteY scrDbis, 2ere, scrDpsD write scrDbeY scribiteY et and sed but nunc now tunc then ut as = 2 Have the students copy the words into their vocab noteboo s. ...*) = 2 H 2 Hand out the Jh. < Berivatives sheet. = 2 Aive the students the Hresent Tense notes. = 2 Bo the Jase Jhanting part 7. abis, abDre adis, adDre go from, depart go to, approach.

= 2 Have the students copy these two e(tra words into their vocab noteboo s ?eanwhile e(plain that the prefi(es (ab2 I ad2) are simply tac ed onto )e1, Dre.* = 2 Bo the Jase Jhanting part 77. = 2 Aive the Hresent Tense .or ing %ac wards notes.

= 2 H 2 Hand out the )Jh < Jonjugation Hractice* wor sheet. = 2 To review difference between singular and plural, you may want to watch the video here. ()Fuid facit hoc punctum rubrumS . . . Surgit et crescit.*) = 2 Bo some THES. )Fuis auditS 5ego audi16 8udDs tuS :idOteY )7lle-a auditY* See the file )THE 'uestioning levels "2<* file. = 2 Hlay a non2descript card game (or board game) with a partner. 8fter every move, one person says )e1 hinc-h[c-illinc-ill[c,U and the other person as s-confirms UDs illinc-ill[c-hinc-h[cSU Then get with a partner and play teams. This time, each group will say UDmus hinc-h[c-illinc-ill[c,U and one (") person on the other team responds UDtis illinc-ill[c-hinc-h[cSU 8lternatively, play battleship. Cou can use chec ers or any other game, but each team has a hidden board visible to them only. They must eep trac of not only the location of their own pieces, but also the other team/s pieces. 0ach move, a representative from their team comes up to a similarly drawn board on the blac board (rows numbered "2] and columns 82H), and demonstrates )_mus-e1-mD obiectum it hinc-illinc . . . h[c-ill[c.* To this the other team responds. )_tis-Ds-tuum obiectum it dO 82R . . . ad %2<.* = 2 Eeview how to sign "st and ;nd persons, Thumb at oneself, or pointer finger at others. Then do the %8-: Tense Hractice Aame powerpoint (start at slide <"), drilling the students on which form is which. = 2 .arn the students that on the :ocab chec , they/ll have to give a particular person and number. 22222222222222222222222222222222222222222222222222222222222 = 2 .armupS = 2 :ocab Jhec ". = 2 Have the students practice the forms of )eo, Dre* using the model sentence, PPPPP ad tabernam-latrinam-fontem-sinistram-de(teram. 0very one ma e up M of these endings. Then stand in two lines, and play ricochet. &ne person as s someone in the other line UStephanie, Fu1 it(-Ds-e1-Dmus-Dtis-eunt) ?arcusSU using the correct person and number. 8fter that person responds (s)he as s someone else, and they can either change the subject by saying U+unc,U or they can continue with the same subject by saying Utunc.U Try to get R or M ricochets going on at once in two lines of "# students each. = 2 H 2 8ssign the rest of the )Jh. " :erb JategoriGing* sheet for homewor .

Transitive :erbs,
Teach difference between strong (Jonj. "I ;) I wea (Jonj. <IR) verbs. = 2 9inguistic 8rchaeology 2 Eeshow the students how the forms of e1 append onto the end of a stem (the two vowels eliding together) to produce the standard forms of a 9atin verb. %egin with "st Jonjugation (U8U verbs), and show how 8 3 vowel 4 8 (because the 8 is more dominant). Tell them how to thin of each word, UHraise...7 go on 5doing6.U 7n other words, the action is ongoing incomplete - progressive 5in 0nglish we/d call it the Upresent progressiveU tense6. = 2 Hut all M conjugations at once up on the board, and have them just recite various

verbs for "M minutes. They needn/t have that verb itself/s conjugation on the board, so long as at least some other representative verb from that same conjugation is somewhere displayed. = 2 Teach the students that present tense endings come from the verb )e1,* and so they signify something present, or ongoing (what we/d call the Present Progressive, in 0nglish). 8dvanced students can note how the macron in Ds, Dmus and Dtis becomes the macron in laudXs, laudXmus, and laudXtis. 9audX2 3 e1 4V 9audX2 3 Ds 4V 9audX2 3 it 4V 9audX2 3 Dmus 4V 9audX2 3 Dtis 4V 9audX2 3 eunt. 4V &btinO2 3 e1 4V &btinO2 3 Ds 4V &btinO23 it 4V &btinO23 Dmus 4V &btinO23 Dtis 4V &btinO23 eunt. 4V 9auda-4VLaud 21 . . . 21 (1 dominates over the X) 9audXs 2[ . . . 2is (long D eeps long X long) 9audat 2is-2a...2it (short i shortens the long X to a) 9audXmus n1s . . . 2mus (long D eeps long X long) 9audXtis v1s . . . @tis (long D eeps long X long) 9audaeunt 4VLaudant 2D-2ae . . . 2unt (short e and u shorten long X to a) &btine&btinOs &btinet &btinOmus &btinOtis &btineeunt (short e shortens the long O to e) (long D eeps long O long) (short i shortens the long O to e) (long D eeps long O long) (long D eeps long O long) (short e and u shorten long O to e)

4V &btinent

= 2 Bo Jase Jhanting part 777. Then... = 2 Brill them to spontaneously give bac these responses at une(pected times. 7t doesnLt matter what the vowels on e1-Ds-it are . . . they elide leaving only their consonant. E0899C 0+J&!E8A0 the students to (") thin of the parts of the 9atin word as `the idea of UpraisingUV . . . then . . . `the idea of 7-you(s)he-we-yLall-they Ugoing onU about itV, and (;) pronounce it that way, giving due emphasis to both parts of the of the word, or, if only one, to the second part of the word. 7n essence, the two parts of the word are LslurredL together, the UBU of the previous syllable influencing-modifying- the U8U of the ending. +ote, The only thing that is stronger than 8 and overpowers it is long U21U in the "st person singular. = 2 Have the students practice saying each of the rows above, slowly, with 0aTE0?0, AE&SS pronunciation, maybe ; or < times, so that they get the sense of the sound in their ears, and can thin about the meaning of each part of each word. = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Thin 2pair2share. Have each student write < 9atin sentences of TH7+AS TH8T TH0C 5are pretending to6 B&, being careful to note their subject, and then write the matching verb2ending ("st, ;nd, or <rd person). Then have them tell their sentence to a partner. The partner must either agree U0go 'uo'ue PPPP1, ita ut tu PPPPPs,U (or U0go 'uo'ue PPP1, sed n1n ita ut tu PPPPs.U) or must disagree UTu PPPs, sed ego n1n PPP.U Have them stop until all students are done with this much. Then each student will as the other UPPPPit ?arcus 5or another student in the class6 ita ut ego PPPPPP1SU Then have them stop until all have done this much. Then each student must then go and as that person, U?., Tu PPPPPs ita ut

PPPPP PPPPitSU &nce all students have done this, then they can return and report bac to the first person. Try all < sentences on different people. &ptional, Teach them the plural, and let them find another group of ;, and say U+1s PPPPimus.U The alternate group must reply U+os, 'uo'ue PPPPimus, ita ut vos PPPPitis.U Bo this ?8+C T7?0S. (%). Then do the same activity, but have each partner disagree, and say, UTu PPPPs, sed ego n1n PPPP.U (&r U0go n1n PPP1, ita ut tu PPPs.U) (J) This time, have the students write < new sentences, and this time, be truthful, saying whether they 8JT!899C do it or donLt. 7f they do agree, then the pair must see another student or group to tell (who must use the correct singular2ego-plural2n1s ending in responding). 7f they donLt agree, they move on. = 2 Eead the Jhapter/s Story. 22222222222222222222222222222222222222222222222222222222222 = 2 Eecitation Jhec . &ptional, Have them turn it over I write < dictation sentences. = 2 Jultural Topic, The Eoman Eepublic. = 2 H @ Hand out the Jh ;2< ?ap Study (in the ?aps folder), and have them complete it. 0ncourage them to loo for clues T&B8C. = 2 Aive the +otes on the Eoman Eepublic (in the file )Timeline of 0arly Eoman History* in the Julture folder). Tell the students that they must be able to put the various wars in order, and that they must be able to say something about the underlined terms, and to identify the major regions shown on the map in the notes. !se the Aoogle0arth file )Eoman %eginnings I the 9atin 9eague* to assist with and embellish the description of the events. = 2 Eead page Q about the establishment of the Eepublic in the &ct./#; article of Jalliope. 8nswer the matching 'uestion. = 2 Eead pages N2"" about Eome/s ascendancy. 8nswer these 'uestions. = 2 ?oral Topic, Jontrast the ugliness and violence of the ancient world with the respect and tolerance of a civil society. %ring up %rennanus/ resentment. 9ars Horsena/s respect and admiration for Eome, Jaesar/s conciliation of the con'uered legions at Hharsalus, even the respect from and to slaves who have no share in their owners/ success. .hat is the " thing that ties all of these togetherS ?anners, or the lac of them. . . . Eespect, or the lac of it. This is the basis for all manners. Ao over some situations in which manners tend to be called for, 2 eating (becomes inherently selfish at older ages) 2 action of a man toward a women (inherently patroniGing) @ ?en ta e controlT it/s what they naturally do. So a man must e(ercise restraint to not ta e mental-emotional ownership over a nearby woman. He must force his mind/s cross2hairs to pay attention to something else, or at least not constantly on her. 2 action of a man toward a group of men (inherently patroniGing) @ ?an is tempted to ta e control over the whole group, to monopoliGe its attention, and draw attention to himself. He must e(ercise restraint to treat them respectfully, as peers. 2 interaction among races I with unpleasant people @ Temptation is to see

them as Kother/ or Kdifferent./ &ne must e(ercise not manners (negative restraint), but (positive) service, to ta e consideration for them, and their benefit, and to involve them (not avoid them). 0ach of these situations may call for a certain protocol, which we call )manners* or )eti'uette.* &f course the way you respond to these needs for over2compensating can vary, so ).hen in Eome, do as the Eomans.* 7f it/s viewed as impolite to cut your spaghetti, don/t cut your spaghetti, not because the convention is anything valuable, but because of the higher need for demonstrating non2selfishness. 7f time, go over some manners from 0mily Host. = 2 Hlay Weopardy using the )Jh < Weopardy Fuestions.* 22222222222222222222222222222222222222222222222222222222222 = Jhapter Test. $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$

hapter 1& 1 days

The 8ccusative case,
Teach the accusative case forms (translate them below). These are very easy, Cou just add an )@m* sound to the end of the word. mO, tO, sO eum, eam, id hunc, hanc, hoc illum, illam, illud 'uem, 'uidS 'uem,'uam,'uod 'uem,'uam,'uod nihil, 2D n. me(myself), you(rself), him-her-it-one(self) he - she - it (the Kdone to/ - object) this 5one6 that 5one6 whom - whatS which which nothing see , head for, attac see , search for see tertium n1num suum multum 'uXrtum decimum proprium paucum 'uDntum medium se(tum ultimum

petis, petere 'uaeris, 'uaerere vidOs, vidOre prDmum septimum meum magnum stilum librum

secundum octXvum tuum parvum

fOlDcem, fOlD( trDstem, 2e sellam signum n.

pennam tabulam codDcillum

chartam mensam plumbum n. verbum n.

n1men n. infantem fDliam marDtum

pensum domesticum n. puerum puellam patrem mXtrem servum ancillam

1rdinem virum frXtrem

mulierem sor1rem

fDlium u(1rem

= 2 Have the students copy the words into their :ocab Wournals I Hronouns Template. = 2 Tell the students that a transitive verb is one that ta ehs a direct object (8ccusative case word). 7n 9atin, nearly all singular direct objects end in @m. Eehearse that a )direct object* is the accusative/s Function (just as )Subject* is a nominative/s function.). Show the students how to sign an accusative. Say some sentences such as )ego habe1 mensam.....FDlia, verbum scribe,* signing the )FDlia* 5flat hand e(posed upward, and gestured in her direction6 and )verbum* 5ma e a fist and gesture as if it is proceeding forth from her6 as you say it. Then do . . . = 2 Bo Jase Jhanting part 7. = 2 Have the students loo at Jhs. < I R in their Brillboo s. Hoint out how the last numbered e(ercise in each of these has a relative pronoun that could be translated )which.* However, there is a big difference, &ne is 8ccusative, the other +ominative. 0mphasiGe this to the students. .hen you want to say )which* in 0nglish, you don/t worry about this aspect, but in 9atin you have to worry, 7s it a doer2which (starting the action), or a done2to2which (ending the aciton). = 2 Have the students get out their classroom items list, and spea a command form above, and a noun from that list, with an @m sound on the end of it. 5e.g. )librum aperD* or )claude librum tuumT* )pensum domesticum ageY* 6 Tell the students that this is their first mini2Synta( lesson. The smallest unit of a sentence is a verb by itself. %ut the ne(t smallest is a verb with a direct object, )servum vidOt.* 7n fact, tell them that these two are so much a unit, that in a way the whole phrase )servum2vidOre* is the verb, and it is a different verb from the verb )matrem2vidOre.* 9ead them through a recitation of the phrses mO2audDre, tO2audDre, sO2audDre. (Have them for homewor do )mO-tO-sO spectXreS) 0mphasiGe that a verb can now change on both ends, mO-tO-sO spect1,2Xs,2at. = 2 Help the students to remember that the neuter nouns were declared to be abstract ethereal. 8s them is something abstract-ethereal more li ely to be a subject or an objectS 58ns, &bj6 +ow tell them that neuter nouns were so often the object, so much the LbuttL of action rather than the doer, that it became their identity, They 9&ST their n1minitive form. So now their UnameU (n1men-nominitive) is their very accusative form itself (whatever the accusative is). 7n the process, theyLve become very impersonal (So sadY). That means that they don/t change from nominative to accusative. 7n other words, when the Eomans say a neuter word, they don/t bother themselves with worrying about how to say it as a nominative, or as an accusative . . . . +o, they just say the word (and so it ta es the e(act same form in both cases22 li e in 0nglish2easy). So tell them that 899 neuter accusatives are identical to their nominatives. (&f course, many are already ending in @um in their nominative, so it/s logical that the accusative, also ending in the )@m* sound

would be identical.) = 2 Eemind them that the neuter is abstract, and so it is always the same, 7t doesn/t matter if it/s subject or object. Signum, dDc verbum. ?arcus, BDc n1men tuum. :erbum, fac signum. +1men suum nominat= ?arcum. = 4 )names* Aive them some to try, )+1men meum secundum dDcit KSmith./* )KSmith/ dDcit n1men meum secundum* )Hrimum ordinem hoc verbum significat.* Here which is the sub!ect" # # # $hich is the ob!ect" = 2 Bo Jase Jhanting part 77. =2 Thin pair share. Hut them in partners, and have them wor together to come up with two2word (+oun3 adj.) neuter phrases and then demo those phrases as subject and object in two separate sentences. Have each group share theirs with the class.

Hlace Jonstruction Hrepositions (&ptional),

ad 3 acc. to in 3 acc. into intrX 3 acc. within e(trX 3 acc. outside of per 3 acc. through circum 3 acc. 8round super 3 acc above sub 3 acc. !p to (+ote, This is a special use of SubT the normal meaning of sub as )under* will occur when it/s followed by an ablative.) = 2 Have them copy these words into their :ocab noteboo s, if not done yet. = 2 Tell the students that one other way accusatives are commonly used is as the object of a preposition. 7n 9atin, many prepositions end with a long vowel, intrX,
e(trX. These should be spo en as if they are one word with their accusative object that follows, e.g. )intrXmensam,* )e(trXchartam,* etc. The way you do this is by hanging onto that long vowel, and stringing it out, unto you start the ne(t word.

0mphasiGe that these prepositions all ta e an accusative case word, and that the 7dea of these prepositions is that they present a goal - terminus - end to the (flow of the) actionT so these phrases will sometimes end the whole thought-clause. = 2 Bo the brief activity 777. from the )THE 'uestioning levels "2<* file. = 2 (Ee2)7ntroduce the M accusative forms of possessives I demonstratives, hic haec hoc ille illa illud hunc hanc hoc illum illam illud meus mea meum tuus tua tuum meum meam meum tuum tuam tuum Eemind the students that +euter(+ominitive)4+euter(8ccusative). Have them copy these into their 8djectives Template. Bo suum-suam-suum, also. =2 Hlay ).homS* Throw the crumpled up paper ball to a student and say )Jhartam

do ad 'uemS* The adjacent students slap his-her shoulder or das and say )ad hunc-hanc*T* the nearby students gesture (with a hand) and say )ad eum-eamT* the far2away students stand up, point and say )ad illum-illam.* Try to get a rhythm to it, with each group answering one right after the other. &nce the students have mastered this, then mi( it up. Hoint and say )Fuis persona est ?arcusS* to which they answer )0st hic-is-ille.* &r 5giving the ball to a student6 )Juius esS* to which they answer )0st huius - 0st eius - 0st illius.* = 2 Hlay ?r.-?iss Bunce, in partners. The leader starts off with an indDcative statement ()B1 hunc librum ad illumS* &r )7llam spect1.* Then...)FuemS* )eam* )illamS* 5wal ing over to her6 )+1n, hanc puellam.* (etc.) = 2 +ow that they/re good at objects of prepositions, have them try some on their own. Have hidden some e(tra credit points around the classroom and tell them where to search for them. )8d tabulamT* )7ntrX chartam super tabulamT* )e(tra codDcillum meumT* )Jircum sellamT* )Her verbum patris meDT* )_te in ordinem.* (Hoint if they just do it). Say each command " by ", and have them wor together to find the stuff. (Aive each student who is cooperating that number of pointsS) = 2 H 2 .arn the students that the 8ccusative pronouns will be on the :ocab chec . = 2 H 2 Have the students do the 7ndDcative Sentence Hractice half2sheet, indDcating what is happening. 22222222222222222222222222222222222222222222222222222222222 = 2 .armup. 8s the students )Fuid habO(ti)sS* They can respond )nihilum habe1,* or with an actual object, )PPPP2m habe1.* = 2 :ocab Jhec ". m[s,muris c. mouse canis,2is c. dog fOles,2is f. cat ([na fOles) iam already, now = 2 .rite the vocab on the board, and then have the students sing 8gricola in Jampo, (in Jhanting folder) signing it as they go. = 2 Have the students copy the new words into their :ocab journal. Tell them that it won/t be on the first :ocab chec . = 2 Have students volunteer to listen and do ?cJarthy/s Trac s Jh.R. Simple practice, 2 Tell the students they have a chance to earn < bonus pts. now. = 2 .armup (&ptional) @ Have the teacher play dummy. .henever a student uses correct grammar to say something that the teacher should do, the teacher does it. &therwise the teacher remains motionless. 0ach distinct thing that a team gets the teacher to do counts as a point. Have the Fuaestor hand out coins for each correct command. = 2 Eound " 2 Eeassurances, reassurancesY The ne(t step is for students to ma e a list of N commands to give to each other. Hut them in pairs. &ne person is to give a command, and the other is to reassure that (s)he (her)himself is doing it. 0.g. )9Dbrum spectaY* To which, the first student will reply, U0um iam spect1.U Have good students give commands bac and forth li e this, and the first one to

mess up loses. 8fter M min. award a point to whoever wins the most. Eeally good students can incorporate +egative Jommands. = 2 +oun2adj agreement. +e(t, give the students a few e(amples of an accusative noun paired with an accusative adjective. = 2 Eound ; 2 Then, send the students bac to their des s, and if they haven/t done it already, ma e them change their command, by adding in an adjective. The adjective should agree in case and gender with the noun it modifies. +ow send them to a different partner to say their new more descriptive commands. 8gain count mista es, and whoever has the fewest wins the point. = 2 0(emplify a student, @ Aive the students R2or2M step command lists (9ibrum 'uartum obtine, tunc scribite verbum super eum, et tunc scribO n1men matris tuD, et tunc dDc verbum primum super tabulam.*), and spea it to them audially, and then see if they go around the room and do the correct things, in order. Then have them do the same, = 2 Eound < Then when theyLre done, have them ta e their lists and ma e chains of R commands (mi( up the order). The partner will do the chain of commands, in the order specifiedT ta e turns ma ing up a new list of R commands. .hen both students are doing it really well, go up to all N commands. .hen someone messes up, determine who made the mista e and the other wins. 8gain, award a point for a victory. = 2 .atch the ?ovie )The Hhenomenon of 9anguage.* 8fterwards, discuss what was watched. Aive them some e(amples of how you indicate or refer to the physical thing(s) first before you get to the Sensate or physical, )0go 5most physical6 tO 5physical6 am1 5sensate6.* )T[ 5most physical6 sic 5physical 4 )thus*6 faciXs 5sensate6.* = 2 (&ptional) Have the students observe a scene on Coutube (muted), and describe it with indDcative statements. 22222222222222222222222222222222222222222222222222222222222 = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Have the students ma e . . . armor out of a paper grocery bag. . . . shield out of a piGGa bo(. . . . sword (a ruler or nerf-sponge material). . . . helmet (a hat that they have brought).

8rmy-Aladiatorial 8ctions,
m[tXs, m[tXre stXs, stXre movOs, movOre curris, currere, agis, agere, vertis, vertere audDs, audDre m[tXY stXY movOY curreY ageY verteY audD m[tXteY stXteY movOteY curriteY agiteY vertiteY audDteY Jhange Stand ?ove Eun Bo - Brive Turn 9isten mutat stat movet currit agit vertit audit

pensXs, 2Xre e(is, e(Dre redis, redDre geris,2ere lorica,2ae galea,2ae gladius, 2D sc[tum, 2D silentium, 2D linea, 2ae spatium, 2D n. pOs, pedis m. simul

pensXY pensateY Thin e(DY e(DteY Ao out redDY redDteY Eeturn gereY geriteY wear

pensat e(it redit gerit

breastplate helmet (perhaps from gallus,2D a a coc @ both have a crest) sword shield silence line space foot ==galea gallinae Aallicae== ([nus pOs) as one

= 2 Have the students copy the words into their :ocab journal. Hoint out the chapter/s Tongue Twister. (3M on the chapter2test if you can remember a Tongue2Twister and show you understand it by translating it.) = 2 H @ Hand out the Jhapter R Berivatives sheet. = 2 Hut the students in troops of R3, and give them army commands li e a drill2 sergeant. 9oo ing at others should help them get the meaning. )Aere loricamY* )Aere galeamY* )Jape gladium tuum et sc[tum tuum.* )?utX scutum-gladium ad de(teram-sinstramYU )8d gladium 5right6 vertiteY 8d sc[tum 5left6vertiteY Jircum2vertiteY 0t...?ovO...!nus2Buo2Tres2 Fuatuor2!num2Bu1....* UStateYU )?uta locum, et signifer, movO illucY* )StXteY* )0(DteY* )7ntraY* )Fac lineam ad de(teram.* )simul Dte ad de(teramY* UFac agmen5<2wide rectangle6-testudinem5turtle6-cuneum5wedge6-orbem5circle6 = 2 Hlay Follow the 9eader. 7n each troop appoint a )decurion* (person in charge of "# soldiers). That student gives commands and the whole line performs it. Those who mess up are out. = 2 ?ime2acting. Eemind the students that they must also now the indDcatives (7-you-He-she PPP(s)) of these words. 8s them to indDcate what you are doing, first out loud, then second by writing. Then act out each of the various new actions in front of them, and see if they say-write the correct words. 0.g. Stand, then thin#, then move, then change (put on a mas ), then drive the des into the wall, then listen, then turn the des around, then return the des to its original position, then go out. %onus points if they include the Bir.&bj. The second time, 2urn, (isten, move, change mas s (while you sit down), stand, drive the des to the wall, thin#, and then return it (by pulling).

7nterrogatives (&ptional),
sD nisi +um . . . an . . . 5+oY6 +onneS . . . 5CesY6 2ne 7f unless, e(cept, if not .hether 5something false6 . . . or 5something true6 . . . ...are you notS Surely..., 5'uestion6

= 2 Have them copy the new words into their :ocab journals. = 2 Bo Jase Jhanting part 777 to demonstrate some num-nonne-ne 'uestions. = 2 Have thet students as 'uestions, and the other student must give the e(pected answer (Ces-+o). Toss beanbags, balls, or even (outside) water2ballons, form two lines, and emphasiGe the importance of catching the person/s pass, both physically and linguistically. Eound " @ 8s 'uestions with just verbs. Eound ; @ 7nclude direct objects. = 2 Eead the chapter/s Story = 2 Have students act out (in groups of <) Jollo'ium < from 99ps7. (Herhaps ma e learning these words optional) 8u(iliary :ocab, dormDs,2Dre sleep cantXs,2Xre sing ridOs,2Ore laugh ancillarum of the slave girls JurS . . . Fuia .hyS . . . %ecause v1cXs,2Xre call laetus,2a,2um 4 fOlD( Dratus,2a,2um 4 n1n fOlD(. interr1gXs,2Xre 4 'uaer1,2ere respondis,2ere reply, respond venDs,Dre come (im)probus,2a,2um (dis)honest = 2 Eemind students of :ocab Jhec I Eecitation Jhec . = 2 H @ Hossibly assign emperors to research (see below). &r assign for homewor that they read the Ees Aestae BivD 8ugustD. = 2 Hurchase the materials for the concrete lab, ; chapters from now. 22222222222222222222222222222222222222222222222222222222222 = 2 :ocab Jhec ;. = 2 Eecitation Jhec . &ptional, Have them turn it over I write < dictation sentences. = 2 Eead the Jhapter/s Story. = 2 Biscuss honoring parents and ancestors. Ao over ancestor worship, both modern, and ancient, including the Eomanform of it which involved worhsip of a family/s (") lares (;) penates and (<) genius. = 2 Jultural topics, (Herhaps give these as +otes) 7. The 0mpire. How it differed from the Eepublic. W. Jaesar @ First to combine (") The super2general, and (;) demogogue in is person. 8ugustus @ 2 Jonsul (<"2;< %J) 2 Eefuses political powers (;^ %J) at first 2 &ctavian pretends to wish to Kretire/ to a private life. Senate (with wellsome 2placed agents) totally rejects this. 2 Eesult, Jonstitutional settlement (;N %J) @ Hower split between

&ctavian I Senate. &ctavian accorded the interesting title )8ugustus* (Holitical I religious title, but not ingly.). Jontrol over the army granted him, 0:0+ 7+ 7T89CY 2 )Hrinceps* or )first among e'uals* (;< %J) 2 Hontife( ?a(imus ("< %J) 2 Hater Hatriae (; %J). (0veryone/s Hatron) Have the students read &ctavian/s Ees Aestae. (`4:ocab wordY) 8 fuller e(planation can be read here. 77. The 0mperors. 0ach student is given a card with an emperor and some dates (of their reign), and maybe their dynasty. They can investigate si( (8ugust, :espasian, Hadrian, Severus, 8urelius, Jonstantine) here. Have them research the emperor. Then have them put themselves in order, and, remaining in line, report to the class what that emperor did. 8lternatively, have whole groups of students ta e the various dynasties, Wulio2Jlaudians, Flavians, the M Aood 0mperors, the Severan dynasty, and the Jhristians emperors. 77. Aladiators. &nline. Have the students play the gladiator game until they win. They may be assisted by reading through the gladiator library, and then play again and again until they get all < right. .hen they get the scene that says )Cou have been invited to the palace to discuss affairs with the emperor,* leave up that screen, and you may do something else 'uietly. +& H09H7+AYYY = 2 Hretend the students are not in the army, but gladiators in training. Show the training scene from Spartacus. Show a few artifacts I mosaics from online museums such as the Aoogle8rtHroject, ", ;, <, Ra, Rb, M, Q, Na, Nb, ]. ^a, ^b. Ao over gladiators in the time of our boo , as well as later, during the empire. Have the students reflect upon whether the growth of such Kpublic spectacles/ is a good thing. !se the topic )bread and circuses.* = 2 .arn them that the order of the emperors will be on the chapter test tomorrow. 8lso remind them that they must now both 9atin I 0nglish of SJE7HT8 abbreviations. 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter Test 2222222222222222222222222222222222222 $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$34 days

hapter 5& 5 days

+aming .ords,
0(plain the Bative
0(plain that in addition to an action/s direct object, 9atin has a special case for indicating an action/s 7ndirect &bject. 7t is usually translated )to*-)for.* Show the students how to sign a dative 5pointing6. Say

some sentences such as )ego faci1 mensam tibi*.....*0go tibi mensam habe1,* signing the )ego* and )mensam* as you say them. eD to him-her-it cuiS to whomS huic to this (one) illD to that (one) sibi to oneself me1,2ae,1 tu1,2ae,21 su1,2ae,1 - propri1,2ae,21 bulla, 2ae gens, 2tis f. prae2 cog2 n1men, n1minis ?edal tribe ==genius gentis gentilis== ==Aenius generis germinis== ([na gens) %efore (First +ame, one/s personal name) 8fter (0ponym, identifying the branch of the Family) n. +ame (%y itself, it signifies the family-last name)

The 7rregular Hersonal I Bemonstrative Hronouns, 0go 7 (subject) . . . Hic, haec hoc )This...* ?eD of me huius )of this* 6ihi to me huic 7to this8 ?O ...me (object). hunc, hanc, hoc )...this.* Tu Cou (Subject) 7lle, illa, illud )That...* TuD of you illius )of that* 2ibi to you ill* 7to that8 TO ...you (object). illum, illam, illud )...that.* 57pse,7psa,7psum6 SuD of PPPself Sibi to 999self SO ... PPPself (obj.ct) = 2 Have the students copy the words into their :ocab journals I Hronouns Template. Hoint out the chapter/s first two (of three) Tongue Twisters = 2 Eemind the students how to sign a dative. Say some sentences such as )ego faci1 mensam tibi*.....*0go tibi mensam habe1,* signing the )ego* and )mensam* as you say it. = 2 Bo Jase Jhanting part 7. =2 .rite )huic, eD, illD* on the board. Hlay )To whomS* Throw the ball to a student and say )JuiS* The adjacent students slap his-her shoulder or das and say )huicT* the nearby students gestures (with a hand) and say )eDT* the far2away students stand up, point and say )illD.* &nce the students have mastered this, then mi( it up. Hoint and say )FuisS* or 5giving the ball to a student6 )Juius esS* &r, )Jhartam d1 ad 'uemS* 57 give the ball to whomS6.

= 2 Teach the < names, Hraen1men (Family +ame), +1men (Hersonal +ame), Jogn1men (%ranch of the Family). Have each student construct their own 5middle I last6 name. (See behindthename.com for 9atin versions of names\8fter selecting one/s name Jlic on )Show Family Tree* I find the 9atin version within it). Wust li e in 0nglish, the family (middle) name can be 2 a personLs ancestor (U0ric sonU - UJalpurniaU from Jalpus), 2 occupation (U%a erU), 2 physical appearance (UEudminU4red faced), 2 characteristics (UU), 2 or town of origin (U:on %remen,U Ude SegoviaU) Herhaps have them choose a Hraenomen 3 Jognomen from the sheets in the Julture V Baily 9ife folder. The nomen for everyone will be )8urelius,* wihch ?8+C too as their gens, in gratitude, after ?arcus 8urelius made the entire empire citiGens Herhaps have them choose a Hraenomen 3 Jognomen from the sheets in the Julture V Baily 9ife folder. The nomen for everyone will be )8urelius,* wihch ?8+C too as their gens, in gratitude, after ?arcus 8urelius made the entire empire citiGens = 2 Eeview. Have students volunteer to listen I do ?cJarthy/s ?cJarthy/s Trac s Jh.M part 7. = 2 Have each student construct their own %ulla. 57f not done already6 = 2 Eeview again the R forms of 0go and Tu. = 2 Have the students wal around as ing each other )Fuid est n1men tibiS* .ith the other responding, )+1men ?ihi est PPPP* 2222222222222222222222222222222222222222222222222222222222

:erbs of ?ental 8ction,

das, dXre, dOdD monstrXs,2Xre,XvD narrXs,2Xre,2XvD give show tell

Bative Jase,
=2 Ao over the regular dative case forms. These are more difficult than the accusative ending, because they have < separate endings. ?asculines (and neuters) end in )21,* feminines end in )2ae,* and generics end in )2D.* Ao over these below, magn1,2ae,21 prDm1,2ae,21 stil1 libr1 n1minD n. infantD fDliae marDt1 gladi1 bullae parv1,2ae,21 mult1,2ae,21 pauc1,2ae,21 fOlDcD trDstD secund1,2ae,21 (etc) medi1,2ae,21 ultim1,2ae,1 pennae tabulae chartae mensae sellae codDcill1 plumb1 n. verb1 n. sign1 n. pens1 domestic1 n. 1rdinD puer1 puellae vir1 mulierD fDli1 patrD mXtrD frXtrD sor1rD u(1rD serv1 ancillae sc[t1 silenti1 lineae pedD gentD mihi tibi

puer1 illD puellae illD

to that boy to that girl

= 2 Have the students copy the vocab into their :ocab noteboo s. = 2 Have students volunteer to listen and do ?cJarthy/s Trac s Jh.M part 77. Wust the new onesY @ +o review yet. Several things must be pointed out here. First, Eomans don/t distinguish between the genitive (2ae) and dative (2ae) of feminine nouns. So how do you distinguish themS Jonte(t. (8lso, youLll never see an identical genitive and dative together.) Then mi( in the review trac s. = 2 Have the students recite the endings chant, so that they will now what sounds go together. Aenitive, )2ae, 2is . . . 2D, 2is,* (repeat) Bative, )2ae, 2D . . . 21, 2D, ,* (repeat) +euters (+om. or 8cc.), )2um, 2e, um, e,* (repeat) = 2 Hlay the game )EecogniGe the Bative .ord,* using a random piece of te(t. Eead it in 9atin, and the first one to shout )cut* after each dative word gets a point. = 2 H 2 Bo the Bissimilar 8djectives activity (See file of that same name). = 2 Sing the son )%a2la ovis* (in )Songsheet* file) =2 Hlay ?r.-?iss Bunce using Batives. &ne student starts off with an indDcitive statement (0.g. )eD chartam d1.*) The other student plays dumb, )7llDS* )+1n, ?arc1Y* = 2 7f students are very s illful, Hlay ?r.-?iss Bunce using the +ominitives )is-ea-id,* )hic-haec-hoc,* )ille-illa-illud* and )ego, tu, 'uis.* This will be harder since there are "; possible forms, not just ]. = 2 Second, have the students practice putting some <rd and ;nd declension nouns and adjectives (or vice versa) together. = 2 Eedo the previous activity (Hractice ;), this time with normal nouns, too. !se the Bative case to apply names to oneself and others. .hile everyone is wearing their %ullae, have them wal around and as each other )Fuid est n1men tibiS* )Fuid est n1men puellae-puer1-hominD-mulierD illDS* To which the response should be )+1men mihi-illD-huic est PPPPPP.* = 2 7f using a word wall, post the datives up on the wall of the room. = 2 Following the model of the previous chapter/beanbag - waterbaloon toss, as well as its interrogative vocabulary words, now have the students as 'uestions to each other using datives. 7nsist that they point. )+onne tibi a'uam datS*...)Si mihi a'uam dat.* )+um tibi stDlum dat, an mihiS*...)Tibi.* = 2 Have the students translate verse " of L:ictimae Haschali laudes.U Te(t here. = 2 H 2 Bo the )Jh. M :erb JategoriGing* sheet for homewor . 2222222222222222222222222222222222222222222222222222222222

7ntransitive :erbs (777),

favOs,2Ore crOdis,2ere to favor to trust

respondOs,2Ore placOs,2Ore

to respond to please

= 2 (&ptional,) .arm2!p. Have the students translate )?endXcD mem1rem esse* and-or )Fronti nulla fidOs* = 2 Have the students copy the vocab into the :ocab journals. = 2 7ntroduce the Jhapter/s SJE7HT8. = Tell the students that there are two easier, simpler uses of the dative which we will learn now. The first is the &bject of an 7ntransitive :erb, and the second is the Subjective Bative. Tell them that intransitive verbs have their objects as2it2were already within them, as assumed, and so they can go directly to an indirect object, using no direct object at all. Aive a few e(amples. = 2 Bo Jase Jhanting Hart 77. = 2 Bo a mini2election all student should wal arounnd and say )Jrede-FavO mihi 'uod . . .* or )Hlacetne tibi, dXre votum tuum ?ichaelDS*Students can %!C others/ votes by paying them to do so (%ut they have to use a dative case.) The top two most voted2for students get ice cream, and get to sit in the teacher/s easy2 chair all class.

7mpersonal Jonstructions (includes Subjective Bat.),

facilis, 2e difficilis, 2e (, nesesse lDberXlis,2e similis, 2e praeclXrus,2a,2um parum satis nimis - nimium bonus,2a,2um malus,2a,2um easy difficult necessary liberal, generous similar famous too little PPP enough, pretty PPPP too much good bad

==satiare satis est==

= 2 Have the students copy the words into their :ocab journals. Hoint out the chapter/s third TongueTwister. = !sing the previous two infinitive wordlists, have the students construct some impersonal sentences using an infinitive as the subject or predDcate nominative, )Facilis est PPPP.* )0rrXre est humanum.* )Satis est PPP.* = Have the students construct some sentences in which a subject is e(pressed in the dative, )+ecesse est mihi currere.* 57t is necessary to%for me to run.6 = 2 Ta e a chain of direct commands and have the students re2e(press it as a series of Subjective Bative constructions. = 2 H 2 Have the students fill out a characteristics sheet, of things that are too hard-liberal- easy-good-bad to do. Tell them to be creative.

= 2 H 2 Aive them the Bomus wor sheet (in the .or sheets folder). 7t will be due ; days from now. They should use the bac to help them do the front. 2222222222222222222222222222222222222222222222222222222222

Jomplimentary 7nfinitives,
= 2 0(plain that an infinitive is a verb (an action2word) concretiGed into a noun. .e translating it as )PPPPPPing* or, more often, )to PPPPPPP.* 8s , )Bo you see how we/re treating the action as a nounS 7t/s no longer an ongoing actionT now its a thing. .hat thing is itS .ell, it/s PPPPPing, treated as a whole.* 7n our dDctionary, the infinitive is the second word listed (>nown as the )second principle part*) in any entry. 7nfinitives we/ve had so far, aperDre, claudere, obtinOre, spectXre, facere, agere, audDre, dDcere, legere, scribere, facere, m[tXre, stXre, movOre, agere, vertere, audDre, e(Dre, redDre, obtinOre, narrXre, monstrXre, dXre, favOre, credere, respondOre +ote also the irregulars, sum, esse, fuD e1, *re, iD fer1, ferre, tulD, vol1, velle, voluD n1l1, nolle, noluD mXl1, m,lle, mXluD possum, posse, potuD est1Y DY bring want not want prefer be able, can est1teY DteY fert vult n1n vult

(similar in meaning to ger1)

= 2 Have the students copy the words into their :ocab noteboo s. = 2 H @ Hand out the Jhapter M Berivatives sheet. = 2 Eemind them of the R conjugations. Then22in pairs or groups22have them classify the various infinitives into the various conjugations (Aive points for spea ing in 9atinY). Then elicit summariGations of what is uni'ue to each group (Xre, Ore, ere, Dre). Tell them that this is how most 9atin teachers distinguish conjugation. =2 Show them the +olle-velle-posse Howerpoint. Eecite the forms aloud as they come up. Have them copy the final forms into their :ocab. Wournals. = 2 Bo Jase Jhanting Hart <. Throughout the rest of the day say the start of these chants, and see if particular students can give the ending. Hoints if they do. 9ast stanGa 2 Eemind them that an infinitive is a concretiGed verb, so it can be the (non2declining) object of volo-possum-etc. = 2 Bo a little guided practice (using the %8-: tense practice 9evel ; Howerpoint slides RM,<^,;N,R#,R],<#), !se the hand signals in the presentation to supply the proper person I number of (") velle, and then (;) posse. = 2 Ta e a poll. Fuestion certain students, individually or collectively ):Ds-vultis a'uam habOre in dom1 tuXS* ):Ds-vultis dicere nuncS* :ote on each one, and record the votes on the board, maybe by team-gender-etc.

=2 Have them do some interactive repartee, Hut them in groups of " or ;. 0ach group will write down one thing they want to do, and one thing they donLt want to do. Then wal around and as others UFuid vDs-vultisSU U0go vol1 -+1s volumus . . .U Sed +1s n1n volumus . . .U Then ST&H them. 8fter doing this, each group will tell another group what a particular person or individual wants to do. U7s-ea vult . . . - 0D-eae v1lunt . . .U

+egative Jommands
nolD(te) 3 inf. BonLt = Teach that when you tell someone not to do something, you tell them +&T T& .8+T to do it. The verb nolD (a form of nol1), is put in front of the infinitive, U+olD audDreYU UnolDte audDreYU 8s the students to whom the latter would apply. 58ns, Hlural people6. Then put in an object, and see how they handle it, U+olD mensam mutXreYU U+olDte plumbum obtinOreYU U+olD ad forum e(DreYU = 2 Aive each student a pile of Lpoints.L Have the students write down < positive commands, and then the < negative versions of them. They should be something that can be done in the classroom. Then have them wal around and tell a person suddenly to Udo it22then donLt do it22then do it22then donLt do it.U Tell them to try to say the commands as fast as possible, to catch the person off guard. The person must try to do it, before the spea er says the opposite. 7f the person clearly does it in time, then that person getLs a point. (Tell them that getting points is rare and sometimes impossible.) = 2 Eeward students for the rest of class for using negative (9atin) commands in the right conte(t. = 2 Herhaps show them the )< Jharacteristics of 9atin* video. = 2 Eemind them that they have a :ocab Jhec 8+B a Eecitation Jhec tomorrow. = 2 H @ 7f not done already, give the students the Bomus wor sheet (in the .or sheets folder). They should use the bac to help them do the front. 2222222222222222222222222222222222222222222222222222222222 = 2 :ocab Jhec ; = 2 Eecitation Jhec . &ptional, Have them turn it over I write < dictation sentences. = 2 Eead the Jhapter/s Story. = 2 8fter the reading, show the students this website, and write down a virtue, find or draw a picture of it, that represents that virtue. Then read both what (") 8ristotle and (;) St. Thomas said about it, and discuss it for M minutes before class. 7f necessary, first digress a little bit into natural law to show how various (mental) rights are connected to various (physical) parts of the body. 0.g. 2 The right to free speech is connected to the mouth. The right to em-immigrate is connected to your power over your legs. The right to freedom of opinion, That you have a brain unconnected to anyone elseLs. The right to wor is connected to the fact that you have hands. 8lthough the government doesnLt H8:0 to let you do these things, and can try to bloc you, as the students U.ho do you thin

wins out when the government does try to inhibit these thingsSU 58ns, !ltimately the individual wins out, and the government is always changed or overthrown.6 then emphasiGe to them that TH8T is why itLs a natural right. Heople may stop you for a while from using these abilities-powers-potencies in your body, but they wonLt stop you permanentlyY Herhafs involve anecdote at start of ne(t chapter. Aive some notes (pp. ;2<)on the Jommon Aood. Biscuss Slavery in the Eoman .orld. = 2 (&ptional,) 9earn the colors, and then play UAo fishU (UD piscXrDU) using the %aGaar board game. 0ach student ta es a card (with a M2jewel victory condition on it) and M jewels, which they eep secret. They must try to obtain the M jewels on their card by as ing for a specific color, UJaeruleum habOsSU UBX mihi croceumU U:olo rubrum.U 7f the person as ed doesnLt have the color, they miss their turn ()_ piscarDY*). = 2 . 2 Jultural Topic, The Eoman House. Ao over the layout, esp. of the Triclinium. Bescribe what would happen at a Eoman meal (esp. entertainment). .atch a virtual reality wal 2through of the house, and a real video wal through. There are also video discussions of the (rich) house of the Faun. Herhaps build a model Eoman house in a shoebo(. (S8:0 these for a future activity in the ne(t chapter.). = 2 .arn them that there/s a test tomorrow, and perhaps give them the Arammar 'uestions (or a Arammar Auide) ahead of time so that they now what to e(pect (There/s a lot thereY). 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter Test. ======================================;< days

hapter ' & ' days

Hrepositions ta ing 8blatives,
sub 3 abl. %elow in 3 abl. in-on dO 3 abl. down from, about sine 3 abl. without pro 3 abl. for, in front of a(b) 3 abl. from cum 3 abl. with e( 3 abl. from = 2 .armup, Eespond to this sentence, written by the Stoic writer Seneca, )Virtue you will find in the temple, in the forum, in the senate house, standing before the city
walls, dusty and sunburnt, her hands rough; pleasure you will most often find lurking around the baths and sweating rooms, and places that fear the police, in search of darkness, soft, effete, reeking of wine and perfume, pallid or else painted and made up with cosmetics like a

Tell the students, This is a clear e(ample of a value judgment, and is also a generiliGation 7s it fair to ma e value judgments li e thisS 7s it fair to ma e generaliGations li e thisS = 2 Show the )Hrepositions* file in the :ocab folder. Have the students copy the S7BSH8J0 prepositions into their :ocab noteboo s. Jhant it twice ()Sub2in2de2sine2pro2ab2cum2e(*), after they do this. = 2 Have students volunteer to listen I do ?cJarthy/s Trac s Jh.Q part 7. = 2 Ta e +otesS Tell the students that the idea of an ablative is that it is a 'ualitative modifier of the action. .hat sort of 'uality does it giveS 7t can tell the time, place or manner, in which the action occurs, in other words something not essential (li e the other R cases) but circumstantial. 8ll of these can be summed up by visualiGing the ablative word as if it happens in the floor&space in front of you . . . what we might call )Stage center.* .hile it happens right in front of you, it is also swept up and involved in the much bigger action of doing something or going somewhere, 0.g. )7n lDbr1, hoc verbum vide1.* ()7n the boo , this word 7 see.*) &r )7n bullX n1men suum monstrat.* ()&n-7n the bulla she shows her name.*) 7n each of these, notice how the first part tells where or within what the second part/s action will occur. BonLt be concerned with all the technical functions of ablatives that many 9atin boo s and 9atin teachers (even myself) may teach. Simply visualiGe it and intuitively grasp the sense. 8lso, )Aladi1, e(it.* (?any say )%y-.ith-From a sword, he goes out.* Tell them not to do this. Eather, just visualiGe- intuit the sense of it. 7f you thin of 8blatives as adverbs (which they can function as), you might even thin of it as )Swordly, he goes out.* %ut when ma ing a written translation you should pic the best translation, U%y-$'(H%From a sword he goes out.U) Here, notice how the having the sword is swept up in the motion of leaving. So no matter which preposition you use (or none), you should thin of the ablative as going on in the floor2space right in front of you. Eemind the students to emphasiGe (and m1mentarily hang onto) that macroned2ending when they/re saying an ablative, to communicate that it is an ablative, a 'ualifer, affecting the action. )Jum puellX, puer e(it.* +ote that in drawing it out, the voice/s pitch doesn/t go up (as it would if the ending had an accent), but remains low. How is he going outS...$ith the )irlY Aeneric ablatives are actually short2breathed @e/s. U*mine est ?arcus.U How is he ?arcusS ...'n%+y nameY ()7n-%y name, he is ?ar .*) Aeneric adjectives are always attached to another noun, and so they get drawn out from a short @e into a long @D. (e.g.*liberXlD\nomine...*). This drawing out audially KsymboliGes/-bespea s their attachment to that noun. )Jum fOlDcD u(1re e(it.* ()He goes out with his wife.*) How does he go outS...$ith his wifeY = 2 Teach-Ao over the 8blative forms to date (translate them)
corpse.

me1,2X,1 magn1,2X,21 trDstD prDm1,2X,21 facilD

tu1,2X,21 parv1,2X,21

su1,2X,1 mult1,2X,21

propri1,2X,21 pauc1,2X,21 medi1,2X,21 bon1,2X,21

fOlDcD ultim1,2X,1 mal1,2X,21

secund1,2X,21 (etc) difficilD lDberXlD

praeclXr1,2X,21 me1,2X,1 tu1,2X,21 magn1,2X,21 parv1,2X,21 fOlDcD prDm1,2X,21 secund1,2X,1 (etc.)

su1,2X,1 propri1,2X,21 trDstD similD medi1,2X,21 ultim1,2X,21 mensX sign1 n. muliere sor1re pede sO sellX fDli1

stil1 pennX tabulX chartX libr1 codDcill1 plumb1 n. verb1 n. n1mine n. pens1 domestic1 n. 1rdine infante puer1 puellX vir1 fDliX patre mXtre frXtre u(1re marDt1 serv1 ancillX gladi1 sc[t1 silenti1 lineX bullX gentO mO tO

Braw attention to the fact that there are two <rd declension endings, 7f it/s triste, its )with the sad one#* 7f it/s trist (li e the dative) then its just )with the sad.* 8s the students which ones are different from their datives. 58ns, feminines ("st decl.) nouns : adjectives, and the generics (<rd decl.) nouns. 8lso the pronouns6. .hat case are the pronouns/ ablatives identical toS 58ns, 8ccusativeY6 Jhant the whole pronoun paradigms for ego and tu. corpse. Have them note similarities, 8blative 4 Bative ( in ;nd I <rd declension), e(cept that generic ablative nouns are )@e* (should be @D, li e their generic adjectives)T pronouns/ ablatives 4 not their dative, but their accusative case. 8nd only feminine ablatives are completely distinct from 899 their other cases. = 2 Bo some THE with the is-ea-id pronouns, in all their cases, genders, and numbers. 0mphasiGe signing ths same homophone in ; different ways, e.g. )eD* 5ma ing the motion for +ominative plural )they,*6 and )eD* 5ma e the pointing to symboliGe )to that one.*6 and all at the same time, i.e. not putting others in between. Aive them the firsth half of the THE 'uiG sheet2study (in )Tests* folder). = 2 H 8ssign them to be able to do all of the THE gestures (each case) for a 'uiG the ne(t day. (&ptional, ?a e them do not just the pronouns on the sheet, but also masculine-feminine-neuter ordinary nouns.) 2222222222222222222222222222222222222222222222222222222222 = 2 Ta e the aforesaid THE 'uiG. Hut students in partners. Have them use their study2 sheet to chec off their partner as having signed each sound correctly or incorrectly (also as spea ing distinctly, not inserting other sounds in between identical sounds). = 2 (.arm2!pS) Ao through a list of 8ugustine/s wor s, identifying 8blatives. = 2 Have students volunteer to listen I do ?cJarthy/s Trac s Jh.Q part 77. = 2 Bo Jase Jhanting part 7. = 2 !sing one word from the adjectives, and one from the nouns, have the students ma e up (write or say) such locational or 'ualifying ablative phrases, 7n tabulX primX* )on the first boardT* sub mensX tuX,* )under your tableT* cum u(1re fOlDcD, )with the happy wife* Then, using infinitives have them add on a main verb which the 'ualification - location is describing. )Stil1 tu1 et chartX tuX narrXre,* )7n linea propriX vertere* )sine sor1re me1 e(Dre* Then have the students change

the infinitive to an indDcative ending, to ma e a sentence. Have students wal around the room and read each others/ sentences out loud, until everyone/s has been said several times. cum mO - tO - sO cum ips1-ipsX-ips1 cum h1c-hXc-h1c cum ill1-illX-ill1 cum 'u1-'uX-'u1 vo(, v1cis f. via, viae (ad)veni1,2Dre,vOnD advenDre clam1,2Xre clXmor,21ris with me-you-oneself with the same one with this one with that one with whom, with what, with which 8bl. of ?eans, voice v1ce ([na vo() way, road viX come (arrive) arrive shout

= 2 Have the students copy the words into their :ocab. journalsIHronouns Template. 8s them, )How would X 'u1-'uX-'u1* be translatedS 58ns, %y whom, %y what, or %y which6 = 2 (.armupS) E Eead first ; lines of );#.8ristides the Wust.* in $heeloc,/s 9oci 7m.. Have them translate whatever they can get. = 2 Teach the students the 8blative of ?eans and 8blative of 8ccompaniment. The latter gets a )cum.* = 2 Have the whole class practice changing voice modulation, U:1ce ?8A+bY . . . :1ce paulXY . . .U Train them so that when you shout out, )FuX v1ceS* They should all loudly whisper ):1ce paulX.* = 2 Toss2up (&ffer %onus pts.), 8s them how to say )5with a6 Sad woman.* 58ns, )5cum6 ?uliere trist**6 and )5with a6Bifficult name.* 58ns, )+1mine difficil**6 Here we see that the generic adjectives ( nown as 72stems) are still desirous of their (parent) dative/s form, and so have reverted to it, rather than having a distinct 8blative form. = 2 To Train for 8ccurate 9istening, Hlay Simon says. Aive them each some materials, and tell them, they/re only supposed to do the actions (using that material), if it is preceded by an ablative. )5Aladi16 vertiteY* )5+1minO tu16 5ad alteram sellam6 muta locumY* )5Hede6 movO sellam tuamY* )57n libr16 5primam lineam paginae decem6 lege.* )5Hro mO6 spectX.* etc. )SpectX dO tect1 ad fenestram. (Eed)_te X ?arc1 ad sellam tuam. =2Eemind them that )pro* also means )in front of.* Tell them that in 9ate 9atin )X* and )dO* are often interchangeable. %onus, )?onstrX dO diO in diem.* = 2 Have the students try to translate )JantXte Bomnin1* in the Eeadings folder. 7f time, play them Hassler/s version of it on Coutube. Time2.hen cras

tomorrow

crastinus,2a,2um concerning tomorrow h1c diO 4 UhodiOU today hodiernus,2a,2um concernig today herD yesterday hesternus,2a,um concerning yesterday diOs,2eD m. day (= Mth Beclension @ Wust learn the +om. I 8bl. @ )diO*) no(,noctis f. night (una no() hXc nocte tonight mXne in the morning merDdiOs,2eD m. ?idday (noon) ([nus PPPPdiOs) h1ra, 2ae hour m1mentum,2D minute = 2 Tell the students that we already learned ; methods of saying duration (accusative or )dO PPP in PPP*) but now we/re going to learn how to say e(actly when something happened. Have them copy the words into their :ocab journals. (8s they do so, as individuals what part of speech each word is.) 0(plain that diOs is actually a Mth declension word, but they needn/t worry about its genitive, dative, and accusative forms until Jhapter "<. = 2 Hractice the Jras-Hodie-Heri relationships a bit using THE signals to signal future 5pointing forward6-noun5pointing down6-past5thumb over shoulder6. = 2 Tell the students that one way an 8blative can be used is to specify times. .hen they do this they can translate it UbyU or Uon,U U%y nightU (nocte), )&n tomorrow night* (crastinX nocte). 0mphasiGe that this doesnLt violate what we said before, about the 8blative as occurring in the floor2space in front of you. 8fter all, the time, is one aspect of that space in front of you, so the time should be visualiGed as LgroundingL when that event (will) occur(s)(ed), or Kcaught up/ in it. Have them practice the ablative phrases, U( hesternX-hodiernX-crastinX) nocte,U U(crastin1-hodiern1-hestern1) diO,U UhodiO,U Ucras mXne,U UhodiO mXne,U UherD mXne.U = 2 Eead 8ugustineLs poem U8nnD tuDU (See Shared Eeading file in E08BRR# folder) = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Se'uential 0(ercise. Have each student write " thing that they did yesterday, last night, today, and what they will do tonight, tomorrow, and tomorrow night. ?a e sure they use one of the above phrases in 9atin, to tell when each happened, although the rest can be in 0nglish. Then have them cut up the papers into separate strips, mi( them up, and give the mi(ed up ones to a neighbor. The new student will put the papers bac in order based on the phrases. = 2 Have the students tell time in 9atin using the ordinal numbers, )!bi termina )Fuart1 m1ment1 decimae h1rae* 4 R,#R o/cloc . )Sunt +ovem m1menta ante-post decimam h1ram.* (see Hensum :7) 222222 How would you say )The ""th minute of the ""th hour of the ""th month, of +ovember ""th "^"N.* ("" is )undecem* and ""th is )undecimus) How would you say the time right nowS

(?a e sure they use the ablatives moment1, horX, diO (mense I ann1).) = 2 H 2 Bo the 8blative wor sheeth from file. = 2 H 2 %efore the students go, have them copy down the non2Eoom words below into their :ocab noteboo s (They should already now the Eoom words). Tell them that both these and the rooms (which they have on their previous room wor sheet from the previous chapter) will be on the :ocab Jhec tomorrow.

Eooms
aula, 2ae iXnua, 2ae fenestra, 2ae fons, 2tis m. m[rus, 2D tectum, 2D a'ua, 2ae

2 hall door window water fountain wall ceiling, roof water peristyle, colonnade, cloister room bathroom dining room study entrance hall Eain2opening Hool >itchen

([nus fons)

peristylium,2iD cubiculum, 2D lXtrDna, 2ae triclinium, 2iD tablDnum, 2D atrium, 2iD compluvium, 2iD impluvium, 2iD culDna,2ae

= 2 7f time, do Jase Jhanting part 77T otherwise do it ne(t class with Jase Jhanting part 777. 2222222222222222222222222222222222222222222222222222222222 pon1,2ere fer1,ferre toll1,2ere salt1, saltXre cant1,2Xre domus, 2[s f. humus,2D f.. r[s, r[ris n. putY ponOY bringY ferY ta eY tolleY dance sing house ground country(side) poniteY ferteY tollite ([na domus) ([lla h[mus) ([num r[s)

2 ab-e(-dO 3 abl. from The places below omit the 8b-0( here. 2 abl. or 9ocative at 9ocative(; e(ceptions, 280 ("st decl.) I 2_ (;nd decl.)) 2 ad 3 acc. to(ward) The Hlaces %elow omit the )ad.* 8pplies to cities I towns, small islands (e'uivalent to a town), I to the < words )BomD,* )HumD,* I )Eure.*

= Have the students copy the :ocab above into their :ocab noteboo s. = 2 H 2 Hass out the Jhapter Q Berivatives homewor . = 2 :ocab Jhec " = 2 7f time, do Jase Jhanting part 777T $ - Teach Hlace Jonstructions. (Wust Hlace from-To .hich I Hlace .hereT +o locatives yet). = Jut out the ;2page )Bomus* board in 9esson ] (enough for every ; students), and do the Bomus Howerpoint also in the )9atin THE folder.* = 2 H @ (&ptional,) 8ssign it for a 'uiG the following day. 7/ll give them a picture with persons doing stuff in various roomsT they must supply about ;# sentences, using correct ablative forms. = 2 .atch the Eomans Ao Home video.5+&T0,ST&H 0a8JT9Cc",M]6 = 2 Have students volunteer to listen and do ?cJarthy/s Trac s Jh.Q part 777. = Hlay chain2reaction. 8ll students are either )stans,* or )mobilis.* The rule is that only standing people can give commands. Have students stand in a cloud on the floor. &ne or several students begin as )mobilis.* The first correctly2spo en command he-she-they must ac nowledge and then perform ()PPP I PPP Dte ad PPP*), and this may re'uire releasing someone/s hand and ta ing another/s. %ut before they perform any command, they must agree on and say it simultaneously together, )7bimus ad PPPPP.* 0very time you correctly give a command, you get ; points. 0very time you correctly complete a command, you get " point. Highest score(s) gets candy or bonus points. = 2 Bo a few drills. 8s the students, UHow would you say, U.ith the boo , go to the window.U UBo you want to go out with meSU 5:isne mecum e(ireS6 )Ao to PPPPPPPP,* or )bring PPP to PPP, and put it on PPPP.* = 2 &ptional, Hlay the )/7n/ Jard Aame.* Aive each group of ;2R student a dec of cards, with ablatives on them. The goal is to play string of < cards with " inside another. &f couse, if it wouldn/t fit, then you can/t play it. 0ach student starts with ] cards. Turn up the first card. 7f the student cannot play onto it, (s)he must draw a face2down card. if the first student has something bigger, and can play, (s)he can add his-her card to it, saying the 9atin sentence )a'ua est in fonte* ma ing a ;2card string. (S)He then places the string in front of himself-herself. Then it is the ne(t player/s turn, who turns up a new top card (!nless the previous one is still face2up on top). That student can, while saying the 9atin, play onto the top card, thereby ma ing a stringT or (s)he can play onto another student/s string, thereby stealing that string. 7f he cannot or won/t play, then (s)he draws a card. 8fter the last card is turned up and stringed to or left, you get one point for every card in your strings, and lose " point for every card in your hand.* = 2 (Ee)Teach the Hlace Jonstructions for words having 9ocatives. Herhaps give them +otes or the +otes on 9ocatives sheet among ?r. >lemt/s Jambridge handouts, Jhapter <# (in )Jambridge V >lemt* folder). 0(plain that ?asculine and Feminine towns, use a Aenitive (instead of an 8blative, as we woulde(pect) to tell where. Herhaps the reason is because, if you use a genitive, then any other nouns in the sentence become the Kproperty/ of that place. 0.g. ):ia tangit mare Jastr* TarentDn** could be e'ually

translated, )The road touches the sea at + of the Tarentine Jamp.* 7t gets a little strange with proper names though, e.g. )7/ll see you at - of Eome.* (or )7/ll see Eome/s 5version of6 you.*) = 2 Bo Jase Jhanting part 7:. = 2 8s the students )how would you say, )Bepart from Eome, and go to ?ilan 5?ediolanum6*S &r, )Bepart from home and go to the Forum.* = 2 Bo the )Jomple( 9ocatives* wor sheet, in their Aeography Football groups (see ne(t activity). = 2 !sing the Simple Hrepositions above, play Aeography Football on a wall map Eules, ". The teacher moves the football. ;. The goal is to move the ball off the board on your team/s side of the board by being in an adjacent land2feature I saying )ad murum-tabulam.* <. The football can only be moved to adjacent land forms. R. 7f you use incorrect grammar, nothing happens (or, if ta ing turns, you miss your turn). M. To move it a)ain, you must say )8b PPP ad PPP.* Q. 8ll other teams need only say ). . . 8d PPP. N. Jities are Kbase./ 7f you get it into a city, and 'uic ly say the locative, then the ball is C&!ES and no one can move it, until you move it out ()8b...*) 8u(iliary vocab (to be written on the board), 2 ?ons,2tis m. mountain 2 ?are,2is n. sea (8bl. )?arD* `4 7rregular) 2 Flumen,2inis n. river. The first time, have the teams ta e turns giving commands (if they mis2spea it, the other team gets to move). The second time you play it, let anyone shout out as fast as they can. !se the )9atin I Jampania* map in the )?apsV%arrington* folder. For ; teams, Goom to "##$ and put Eoma (the starting s'uare) in the center. &ne team tryies to move it upward, the other rightward. For R teams, Goom to "M#$, and put Hraeneste (the starting s'uare) in the middle. 0ach team ta es " edge. = 2 Have them briefly read p.<" (Jh.<):iae E1mXnae*) in the Eoman ?ap wor boo . = 2 H 2 0ach student must do the Jhapter Q map2study (in the ?aps V ?ap studies folder), describing where from and where to each Eoman road goes. = 2 Sing the song, )+octd ut dormidbam in ldct1,... ...!t dormidbam in ldct1 noctd,... 0(tenddbam pedOs mdXs e( fendstrX. 0ffegerat mXter mda mfne. Last ni)ht as ' slept on my pillow Last ni)ht as ' slept on my bed ' stuc, my feet out of the window (he ne-t mornin) my nei)hbors had fled#

Ee2fer, re2fer, refer mD mat2rem mihi, mihi, Ee2fer, re2fer, refer mD mat2rem mihi.* +rin) bac, brin) bac, brin) bac, my nei)hbors to me to me +rin) bac, brin) bac, brin) bac, my nei)hbors to me#

2222222222222222222222222222222222222222222222222222222222

?ore Hrepositions,
ante 3 acc. post 3 acc. prope (ad) procul ab 3 abl. ultrX 3 acc. iu(ta ad 3 acc. praeter 3 acc. contrX 3 acc. %efore 8fter, behind +ear to Far from beyond +e(t to, beside beside against, across from

= 2 0(pose students to the above prepositions and have them copy them into their :ocab. noteboo s. = 2 To reinforce above vocabulary, Hlay Heads !p N2!p, .ith heads down, N students hide various objects around the room. Then when )heads up* is called, the other students guess in order (des by des ), where a particular objects is hidden. 7f they get it right, they replace that person as one of the N hiders. &nce all students have had a guess, )Heads down* is called and you play again. .rite on the board the phrase )illud obiectum* as a substitute, if they don/t now the proper word for something. = 2 To reinforce ablatives (from previous class), Sing, )There/s a Hole in the %uc et Bear 9iGa.* (See other file). = 2 7f using a word wall, post-ceremonially reveal the ablative forms of all nouns nown up until now on a patch of floor in the room. = 2 Jut out the )9esson M Jlassroom,* for each group of ; students, and do the Jonclave Howerpoint, both in the THE 9atin folder. First teach them, tang1,2ere touch puls1,2Xre stri e cad1,2ere fall (substitute )humum* for )in pavimento,* )stilus* for )graphidum,* and )capere* for )sumere,* )movOre* or )ferre* for )trudere,* and )cum-iu(ta PP* for )in manu.* ) = 2 Eeview, Have a student volunteer to listen I do ?cJarthy/s Trac s Jh.Q part 7:. = 2 (&ptional,) &ut in the field, put sta es or other objects in a giant grid pattern, and have them run relays, KD, ultra 'uartum librum, redD iu(ta lineam longam, et redD adhuc.* Bo a relay race where each returning person gives a 9atin command to the waiting runner of the opposite team. 7f that runner gets two commands . . . too bad\(s)he must do both. Jommands must not have students go outside the field boundaries, and may not use more than < tas s. = 2 Eecollect class, assign homewor , and dismiss. = 2 E Have the students read the Story )Two Foolish %rothers* (in the Eeadings folder). = 2 Eemind the students of the :ocab I Eecitation chec s tomorrow. = 2 (7f time) Biscuss the story and the errors the brothers made, and the error the

father made, using as much 9atin as possible (!sing a THES style) 2222222222222222222222222222222222222222222222222222222222 = 2 :ocab Jhec ; = 2 Eecitation Jhec . &ptional, Have them turn it over I write < dictation sentences. = 2 Eead the Jhapter/s Story. = 2 Hand out Br. Juddebac /s ;2side handout on Friendship in 8ristotle. Teach the < levels of friendship, using the handout as an aid. = 2 &ptional, Jonstruct a groma, which would/ve been used for surveying a road or city. = 2 &ptional, Jonstruct a Sun2dial, and label them with the hours. 7nclude a discussion of 9atitude, and how sun dials didn/t wor when they were carried +orth to Eome from Sicily (because of the wrong latitude), thereby shortening the hour down to a RM2minute2length during the winter months. 7f time, introduce students to the stars, and show how at night2time itLs reversed, and if in summer youLre tipped low22relative to your average latitude22during the day, then youLre tipped high during the nightT and if youLre tipped high22relative to your average latitude22(in winter) during the day, youLre tipped low, during the night giving you more southerly stars to see. So at winter, you get a better view of the night s y. Show on constellation maps how the ecliptic therefore E7S0S in winter (giving you more southern2hemisphere stars to see), and 9&.0ES in the summer (restricting you to the northern hemisphere). = 2 Eecollect, assign homewor . = 2 Jultural Topic, Trade.I industryS The wor day. Hatron2Jlient system. Eead Jambridge/s Jhapter ;R (and maybe "< and-or R) on trade in the provinces(S). = 2 8ssign a Q2wee s project, Jomparing methods of producing concrete. Herhaps hand it out tomorrow, in a field2day, after the test. = 2 H @ %ring a clean, dry Aallon jug for tomorrow. = 2 . 2 Jultural Topic, Baily 9ife in Eepublican ()I early imperialS) times. %uild a sun2dial (see above). 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter Test ======================================

hapter ; & 3 days

= 2 .armup, Have the students replace the highlighted words with 9atin phrases. Then have them respond to the sentence (.hat they thin of it), )Virtue you will find in the temple, in the forum, in the senate house, standing before the
city walls, dusty and sunburnt, her hands rough; pleasure you will most often find lurking around the baths and sweating rooms, and places that fear the police, in search of darkness, soft, effete, reeking of wine and perfume, pallid or else painted and made up with cosmetics like a corpse. @ The Stoic Hhilosopher Seneca,

9astly show (and read for them aloud) the 9atin.

Tell the students that an ablative is a very serious and substantial modification of the verb (action). %ut a softer, more normal modification of the verb is to use an 8dverb. ?asculine-feminine ("st I ;nd declension) adjectives all ma e their adverb with )@O,* and Aeneric (<rd declension) adjectives all ma e their adverb with )@iter.* 8dverb bene (should be bonO) malO lXtO longO propin'uO prDm1-um ultimO breviter altO humiliter faciliter difficiliter (dis)similter lDberXliter tarde celeriter - cito fOlDciter tristiter ?eaning well badly widely far closely firstly lastly briefly deeply, highly humbly easily difficultly (dis)similarly generously slowly 'uic ly happily sadly 8djective it comes from bonus,2a,2um malus, 2a, 2um latus,2a,2um longus,2a,2um propin'uus,2a,2um prDmus,2a,2um ultimus,2a,2um brevis,2e altus,2a,2um humilis,2e facilis,2e difficilis,2e (dis)similis,2e lDberXlis,2e tardus,2a,2um celer, celeris, celere fOli( tristis,2e

8lso ac'uaint them with the au(iliary adverbs which can modify other adverbs, 8blatives 8dverbs valdO very valens,2entis powerful mult1 much in parte modDcO moderately, ind of modDcus,2a,2um paul1 a little vi( scarcely 22222 magis more minus less nimis too (also an adverb) dum 'uam while how PPPPPY (e(clamation)

= 2 Have the students copy the words into their :ocab noteboo s. = 2 H @ Hand out the Jhapter N Berivatives sheet = 2 Bo the Jase Jhanting parts 7 and 77. = 2 8fterwards, give them a moment to loo over part 77 again. Then put them with a partner to play against in Jompleting the phrase. Aive each half of the words, and see if when one gives a sentence prompt (Jaelia/s part), whether the other

can give the antonym (9aelia/s) clause. Two points for the winners (or tied winners)T one pt. for anyone who gets at least < correct. = 2 Jharades. Have each group act out one of the adverbs. The rest of the class must guess what greater action is going on. They may spea their word in 9atin, and may ma e grunts or noise effects, but may say no other word. FOlDciterY TristiterY 9XtOY Hrim1Y Secund1Y %eneY 9ongeY .edding 8rmy defeat Tooth pulling Jourt case Joncert &lympics = 2 Hlay )Fuomodo vOreS* Student ", )Fuomodo agisS* Student ;, 58dv.6 Student ", )Fuomodo vOreS* Student ;, 58dv.658dv.6 Jontinue thus, and see who in the class can come up with the longest phrase. = 2 Bescribe something. Have the students choose two words from the list and use one as an adjective, and the other as an adverb, 0.g. )FOlDciter, liberXlis est ?arcus.* )Tristiter, alta sum.* = 2 Bo some listen and do from ?cJarthy/s Trac s Jh.N. = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 H 2 For Homewor , have the students memoriGe the N hills of Eome (To be on a mini 'uiG tomorrow.) Aive them the )N hills of Eome* picture (in the ?aps I Timelines V WH0As* folder). +ote for them the mnemonics, )8H0* 58ventine Halatine 0s'uiline6, )F.:.* 5Fuirinal :iminal6, )J.J.* 5Japitoline Jaelian6 7f desired, have them also now the locations of the subura, the Jampus ?artius, and the Forum. 8lternatively, 2222222222222222222222222222222222222222222222222222222222 = 2 :ocab Jhec = 2 Eecitation Jhec &ptional, Have them turn it over I write < dictation sentences. = 2 N Hills FuiG, (in Tests folder) = 2 Eead the Jhapter/s Story. = 2 Biscuss the < levels of human nature, using the < 9evels of ?aturity powerpoint. %egin by submitting for consideration the thought that Kthe mar of a wise man is to order things (ideas - subjects - etc.) well./ Today we/re going to see R ways in which things are well2ordered. Hoint out how the < Eoman social classes correspond to each of these levels, Senate 4 Eational, 0'uestrian 4 Sensate, Hlebian 4 Hhysical. This idea is actually Hlato/s (if time, even read %oo :777 of the Republic). 0(plain to the students that Hlato/s Republic is an e(tended analogy to draw out this <2level similarity, not of the < levels of human nature to Eome/s social classes, but to 8thens/. Through his argument Hlato demonstrates how a good person is supposed to live virtuously, obedient to his-her highest rational level, so as to emulate a good city, not slavishly enslaved to his-her passions, li e a bad city. Hlato lists the inds of political systems he values, 7. 8ristocracy @ Eule by the good (i.e. those with right rationality). 77. Timocracy @ Eule by the honorable (i.e. the nights-e'uites) 777. &ligarchy @ Eule by pleasure (i.e. the rich). 7:. Bemocracy @ Eule by the flesh (i.e. the masses). :. Tyranny @ Total enslavement to something (i.e. a tyrant). 8lthough we may not agree practically with the wisdom of Hlato/s hierarchy, yet

speculatively (in theory) his point is that rationality I good will should rule, not s ill, nor passions, nor physical needs or desires. 8s the students whether they/ve anywhere seen the top < levels (or something similar to them) beforeS 58ns, They correspond to the < levels of friendship, covered in the previous Jhapter.6 Biscuss the difference between civil )Eights, liberties, and entitlements,* as found in the Eeadings folder. Jlosure, .e saw R ways today in which things were deliberately ordered as some being higher, more important, or more valuable than others, ".) levels of maturity. ;.) levels of gov/t or social class. <.) inds of rights R.) levels of friendships. This ability to order is what .0ST0E+ J7:797g8T7&+ is built upon . . . . +ot built upon the egalitarian (horiGontal) principles of the French Eevolution, but built upon the vertical principles of Hhilosophy of Human +ature as Eational, Sensate-8nimal, and Hhysical-:egetable. H 2 Bescribe for them the R inds of ordering, and for homewor as them to give ; e(amples of each. = 2 Jultural topic, The N Hills of Eome. Bo )Wourney through Eome* Aoogle 0arth Tour using these settings. = 2 8fterwards, read to them the discussion at the start of Jhapter 7: in A Roman Map $or,boo, by 0liGabeth Heimbach. = 2 . 2 Jultural Hroject, The Jity of Eome. Have each student ta e one of the "R regions of Eome and find < maps, interspersed throughout history, showing how that region has changed, over time. 0ach should give a "# minute report, including Aoogle 0arth (0(tra Jredit for a wal ing tour), with any facts or views found in Aoogle 0arth, and describing how it once loo ed, how it changed, and how it is today. Theme, 8nalyGing change, .hat happens when things changeS How is the old incorporated into the newS .hat archaeological issues does this raiseS .hat ind of impression (or how did it change your view), did finding out about the past ma e on youS Bid you find anything new (Bid it change your view)S Bid you come to any sudden realiGationsS .hat would it have been li e to see Eome at each of these stages, throughout timeS 8lternatively, have them each ta e a region, and investigate it on :Eoma, and then report bac to the class. 8lternatively, hand out the Eome Hlace 7B Hroject sheet (in the Julture V 8rchaeology folder), and give each group of ; or < a piece from the Several )Forma !rbis Eomae* found in :espasian/s Templum Hacis. Students are re'uired to do anything they have to, to locate where their piece was located, and then find out about it, tell what would/ve happened there originally, how it changed over the centuries, and how it loo#s today< 2hey should present a report+presentation< =ou may also want to alert them to the e(istence of 9anciani/s "^## .orma /rbis Romae, and also the 9acus Jurtius website (which 'uotes, with the same info, Hlatner/s (opo)raphical 0ctionary of Ancient Rome or here, from Herseus), how to translate a whole page, and Aoogle Translator, all to help them, as well as the water resources of Eome timeline (which includes many good descriptions of temples). 9astly, you may want to give them some training in reading blueprints (what is a door - column - steps - hill - e(edra - aedis

- porticus - balnea ). For slower students, have them try to assemble the Jarretoni Hlates (puGGle pieces), which are photos of whole groups of associated fragments (i.e. ones already put together, to some degre0) . . . . %ut warn them that not all the pieces necessarily fit together. Some may be from an entirely different part of the map. This is just archaeologists/ Kbest guess./ 2 Hlates that can be assembled, "N, "], ;^, <<, <], M;, M<, 2 For a challenge, give them R#, R", RQ, R], M^ (all unsolved). 2 8lso, the plate <; showing where Jaesar was illed. 2 &r ones that they can place in a specific place on the map, Hlates R, "R, "], ;^, <", <;, 2222222222222222222222222222222222222222222222222222222222 =2 Jhapter N Test Students reports from the Julture assignment (S). . ================T0ST======================

hapter 4 & ' days

8bstract Bimensions,
longit[do 9ength longus,2a,2um 9ong brevis,2e Short latit[do,2inis-amplit[do,2inis .idth latus-amplus,2a,2um .ide angustus,2a,2um Thin altit[do, 2inis Height, depth altus,2a,2um High, deep humilis,2e humble (low) ([na longit[d1) ([na latit[d1) ([na altit[d1)

Jounting +umbers,
[nus duo trOs 'uatuor 'uDn'ue se( septem oct1 novem decem

= 2 Have the students copy the words into their :ocab journals. = 2 Bo Jase Jhanting part 7. Hoint out to them how the ending )2iOs* suggest multiple individuals. Tell them that we will see more of this, as it is a regular plural ending. = 2 .atch the movie here. 8s the students what they thin that )@a* ending is. 58ns, 7ts another Hlural ending6

= 2 Eeview. Have students volunteer to listen I do at least the "st trac in ?cJarthy/s Trac s Jh.]. = 2 ?ar the floor with tape and play hop2scotch, with each student chanting out loud. = 2 0(plain the 8blative of Specification. (The respect in which something is done.) Ta e a 9ego bloc and as them to describe its dimensions length, width, etc. 9ongitudine, est se(. = 2 %arrier Aame, Hut "; legos up on the overhead, and cover them with ; sheets. Hut studens in partners and have one turn around, facing away from the overhead. Then have the first describe for the other (using Ulongitudine,U etc.) each of the bloc s. The one who is bac ward listens and draws a picture of what (s)he hears. Then cover up the overhead, have them switch places, and reveal the other half of the bloc s. = Hlay with 9egosZ, and have one student tell the other what to do, )Fac murum longitudine se( et latitudine du1, et altitudine 'uatuor.* They can even micro2manage, )Tolle hoc, pone supra illud.*

+ominative Hlural +ouns,

$ 2each the plural noun endings. 7n general, Feminines plurals end in @ae. ?asculines ) ) ) @D. Aenerics ) ) ) @Os. +euters ) ) ) @a. Show them how (at least in the "st , ;nd, and Rth declensions, and ind of in the <rd) each +ominative Hlural is the same as (similar to, in the <rd declension) its Aenitive singular. The reason for this is that each clan2member in the clan of Wulius, would be called )WuliD,* i.e. )5great great grandson6 of Wulius.* 0ventually, by cross2application from the individuals to the universal, the whole group of clan members then came to collectively be called the )WuliD.* (Kof Wulius/-WuliD 3 Kof Wulius/-WuliD 3 Kof Wulius/-WuliD 4 Kthe Wuliuses/-WuliD) 7n this way the genitive singular ending became the nominative plural ending. = 2 Sing )hnus, du1, trOs E1mXnD* (ends ). . . trOs E1mXnD puerD.*) and )hna, duae, tres E1mXnae* (ends ). . . trOs E1mXnD puellae.*) = 2 Ao over the +euter plurals, Aive the e(amples of the nouns UphenomenonU (Aree ) and UdatumU (9atin), and as what the plurals are, in 0nglish. 58ns, Hhenomena and data.6 The same is for 9atin, +euter plural will always end in 2a. The e(ceptions is UhocU which become Uhaec,U but even this will obey the rule that U>euter plurals ? @eminine >ominative Singular.U = 2 Sing )hnum, du1, tria E1mXna (ends )...tria E1mXna castra* 4 < Eoman camps) 2222222222222222222222222222222222222222222222222222222222 = 2 Bo some Jase Jhanting part 77. cubicula n. et aulae rooms and halls

iXnuae et fenestrae doors and windows lXtrDnae et fontOs m. toilets and sin s m[ra et tecta n. walls and ceilings a'uae waters latit[dinOs, amplit[dinOs, et altit[dinOs f. 9engths, .idths, and Heighths stilD et pennae pencils and pens tabulae et chartae boards and papers mensae et sellae tables and chairs librD et codDcilla n. boo s and noteboo s signa n. 1rdinOs m. signs and orders verba et nomina n. verbs and nouns. pensa domestica n. homewor assignments infantOs m. or f. babies puerD et puellae boys and girls virD et mulierOs men and women fDliD et fDliae sons and daughters patrOs et matrOs fathers and mothers frXtrOs et sor1rOs brothers and sisters marDtD et u(1rOs husbands and wives servD et ancillae slaves and slave2girls gladiD et sc[ta n. swords and shields lineae et spatia n. lines and spaces pedOs m. feet bullae loc ets familiae et gentOs f. families and tribes = 2 Hresent the above list and point out that since all these blue words are already nown, nowing so many shouldn/t be a problem. Eecite the list. Then bring up the )Hlurals with prompts* powerpoint (in the Howerpoints folder). Bo all the slides. (The first half will e(pose them to the pictures and the words, and in the second half they are given the very same pictures and must supply the words.) = 2 8s math problems, UFuin'ue puerD et trOs puellae sunt 'uantD pedOsS* = 2 Hlay charades. Hass out strips of paper with one of the plural pairs above on it. Hut the groups in partners, and have them act out their particular pair (without saying it). The class must guess which one they have.

Hlural Hronouns I Hossessive 8djectives,

n1s we noster,2ra,2trum our nostrD,2ae,2D of our nostr1,2ae,21 to%for our nostrum,2am,2um our 5obj.6 nostr1,2ae,21 by%with%from our nostrD,nostrae,nostra our v1s you all

vester,2tra,2rum vestrD,2ae,2D vestr1,2ae,21 vestrum,2am,2um vestr1,2ae,21 vestrD,2trae,2ra sO

your of your to%for your your 5obj.6 by%with%from your your

themselves (also himself-herself-itself) suus, sua, suum their suD, suae, suD of their su1, suae, su1 to%for their suum, suam, suum their 5obj.6 su1, suX, su1 by%with%from their suD, suae, sua their

FuantusS . . .tantusY How muchS . . . So muchY = Jan be feminine, or neuter too. Fuantus . . . tantus. 8s much as . . . * ) Fuant1 . . . tant1S %y how much . . . %y so much. FuantD . . . tantDS How manyS . . . So manyY ut as = 2 Have them copy the words into their :ocab noteboo I Hronouns Template. Hoint out that the intervening cases of noster-vester-suus are e(actly what they/d e(pect. Aive them some drills. = 2 Hut the students in R groups, and do Jase Jhanting, part 777. = 2 >eep the students in groups, and do some THE, demonstrating e(amples of the cases of noster-vester-suus, as paired up with a noun of which you have a prop. = 2 H 2 ?a e up a Hossessive 8djectives JloGe. = 2 ?ore 8bstractions. Teach that 'uant1-um and tant1-um can go with a noun (as weLll do later), but can also stand by themselves as the abstract idea of Uhow-so much.U (This is just li e how longitudine, latitudine, altitudine functioned with mere numbers and no nouns going with them, 7n each case you donLt care what the gender of the object(s) are, because the Fuantum itself is the neuter, amorphous idea of Umuch,U U%y however much . . . by so much . . ..U) Have each of the groups ta e their wor , and join with another group, and ma e comparisons between some aspect of their creation, and another aspect of the other groupLs creation, 0.g. U'uant1 noster murus est longus, tant1 vester tectum est amplus.U They should write down at least Q such comparisons. = 2 ?ore 8bstractions 2 Eound ;. Hut the list of adjectives below on the board overhead beside the list of noun2pairs above, and go around ma ing comparisons using UFuantum-1 . . . tantum-1.U 0.g. U'uant1-'uantum virD bonD sunt, tant1 tantum mulierOs bonae sunt.U Here, 'uanta-tanta is functioning as an adverb, and so they can use whichever form they prefer, %oth wor the same way, although 'uant1 is a little more litterate.

= 2 Fuestion locations of plurals, )!bi sunt stilDS* )!bi sunt puerDS* UStXte puerDYU 5.ith a chessboard6 UFuanta linea suntS...Fuanta spatiaSU = 2 Hossible long2term project, Braw a blueprint (floorplan), and write a paragraph describing a Eoman House, describing all the major dimensions (e.g. length width and height of the e(terior walls, roof, etc.) Herhaps have them write down for the other how to ma e it, )Fac fenestram longitudine 'uDn'ue, et altitudine oct1.* = 2 7f necessary, formally teach Eoman numerals. +ote how a77a 4 duodevDgintD. 2222222222222222222222222222222222222222222222222222222222

Jounting +umbers to ;#,

[ndecim (a7) duodecim (a77) tredecim (a777) 'uattuordecim (a7:) 'uDndecim (a:) sedecim (a:7) septendecim (a:77) duodOvDgintD (a 3 77a) [ndOvDgintD (a 3 7a) vDgintD (aa) trDgintX (aaa)

Aeometric multipliers,
semel bis ter 'uater 'uin'uies sunt once twice three times four ) five ) are

= 2 :ocab Jhec " = 2 Have them copy the new words into their :ocab noteboo s. = 2 Bo Jase Jhanting Hart 7:. = 2 9isten to Aeometric ?ultipliers in Jarmina %urana )7n taberna 'uand1 sumus* (drin ing song). Bisplay the te(t here. 8s them if they can figure out each line as it is sung. = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 !sing the formula )Fu1 die-mense es diOs natXlis (birthday) tuusS* Have students spea only 9atin to line themselves up, in order from earliest to latest birthday. They can say )mense duodecima,* if they don/t now its name. Jf. Traupman, NR. = 2 Bo 9atin ?ath problems, Hut them on the board, and have students spea them aloud before giving the answer. )%is se( sunt 5duodecim6 .* )Ter a77 sunt . . .* 5triginta se(6)Tertia pars 'uin'uagintae unius est...* 5Septendecim6 = 2 &ptional Eeligious .arm!p, 8s them to try to translate the song in 7talian, )8lta Trinita beata, da noi sempre adorata. Trinita gloriosa, unita maravigliosa Tu sei manna saporosa, et tuta desiderosa.* Then play it for them.

vDgintD (aa) prDmD, secundD, mediD, et ultimD 2ae,2a first, second, middle, and last (ones) latD et angustD,2ae,2a .ide and thin (ones) longD et brevOs,2ia 9ong and short (ones) altD,2ae,2a et humilOs,2ia Tall and short (ones) facilOs et difficilOs 0asy and hard meD,2Xe,2a tuD,2Xe,2a suD,2Xe,2a propriD,2Xe,2a hD, hae, haec illD, illae, illa magnD et parvD,2Xe,2a fOlDcOs,2ia trDstOs, 2ia lDberXlOs similOs,2ia praeclXrD,2Xe,2a multD,2ae,2a many (in +umber) (= 2 +ote, 7n singular, it was )in amount*) paucD,2ae,2a few (in +umber) (= 2 +ote, 7n singular, it was )in amount*) omnis,2e omnin1 ali'uis, ali'uid 'uD, 'uae, 'uodS hD, hae, haec illD, illae, illa n1s sumus v1s estis eD-eae-ea sunt 2'ue, at'ue every (s.), all (pl.) completely some 5one-thing6 .hoS (plural of 'uis,'uis,'uid) These (plural of hic,haec,hoc) Those (plural of ille,illa,illud) we are yLall are they are and

= 2 Have the students copy the words into their :ocab noteboo IHronouns Template. = 2 9isten to the hymn )& :os &mnes* or here (stilo antico) or here (provocative version) by Ba :ictoria (bloc out the captions at the bottom) and as them to write down the 9atin and translate it (forHomewor S) 8ccessory :ocab, Bolor,2oris, m. sorrow 8ttendo,2ere S S S Sicut as, li e Transeo,transire S S S = 2 H @ Hass out the Jh. ] Berivatives sheet. 2222222222222222222222222222222222222222222222222222222222 = 2 .armup by doing some Jase Jhanting, part :. = 2 Bo Jall I Eesponse. Ao around the room, having each student call out a singular phrase, e.g. )7lle vDr,* and the rest responding with its plural, )7llD virD.* )Fuae mulier,* . . . )Fuae mulierOs.* )Hoc pensum domesticum,* . . . )Haec pensa domestica.*

= 2 Eedo 9atin ?ath problems, this time with subjects e.g. )'uater 'uin'ue pueri sunt vDgintD puerD .* = 2 Hractice saying the adjective pairs above. Hoint out that, 2 unli e 0nglish, you don/t need a noun (the adjective can function as a noun) 2 ; different declensions can match, )lineae et spatia,* )altD et humilOs.* 2 practice saying the pairs with the enclitic )@'ue,* then )at'ue . . . @'ue.* 2 try to get to having R words, U+&!+28BW...(0T)...+&!+28BW(F!0)U = 2 Bo the Traders activity (in .or sheets foldeE). = 2 &ptional, Have students translate verse " of the hymn U:ictimae Haschali 9audesU (see file in Jhanting folder). &ffer verse < for e(tra credit. = 2 Hut students in pairs and put the pronouns bac up on the board (at least the nominatives\first plurals, but later singulars too.). Aive each pair both individual copies and a master copy (" sheet containing all the pictures) of each of the pictures in the Hlurals powerpoint. &ne partner will pull up an individual copy, and as )FuD sunt hDS* - )Fuae sunt haeS* - )Fuae sunt haecS* depending on which gender they are. His-her partner will respond, )HD sunt illD* - )Hae sunt illae* - )Haec sunt illa,* and point to the matching picture. 9ater, each partner can as for " member of the pair, if they elect to, )FuD est hicS* )Fuae est haeS* )Fuae est haecS* =2 Hlay ?r.-?iss Bunce with FuD, 7llD-illae-illa, hD-hae-ha, n1s-v1s-eD-eae-ea. = 2 &ptional warmup 2 For the ne(t dayLs warm2up have them translate the sentence, U8mDcD, E1mXnD, JDvOs, dX mihi aurOs tuXsYU and tell where it comes from or who said it. 5Tuas48cc.Hl.6 58ns, The speech of ?arc 8ntony in the Forum, following Wulius JaesarLs assassination, in the Sha espearian play UWulius Jaesar.U) = 2 7f desired, show the students the Tabella 9anuvia, demonstrating the use of 2'ue in the Qth century, %.J. Ta e the discussion into (") Aree endings and (;) Jastor I Hollu(.

Jonjunctions (7),
et . . . et . . . aut . . . aut . . . vel . . . vel . . . nD . . . nD . . . nec . . . ne'ue . . . 'uo'ue necnon both . . . and either . . . or . . . ) ... )... neither . . . nor and not . . . and not also ) , no less 0(clusive or (a&E). @ From &scan-Aree . 7nclusive or (&E).

= 2 Have the students practice saying conjunctions.

Hlural :erbs,

aperiunt claudunt obtinent mutant

spectant faciunt agunt stant

audiunt dDcunt legunt movOnt

scrDbunt ferunt habent volunt est n1n vulunt vertunt

m[t1, m[tXre m[tXY m[tXteY Jhange st1, stXre stXY stXteY Stand move1, movOre movOY movOteY ?ove ag1, agere, ageY agiteY Bo - Brive vert1, vertere verteY vertiteY Turn audi1, audDre audD audDteY 9isten pens1, 2Xre pensXY pensateY Thin e(e1, e(Dre e(DY e(DteY Ao out rede1, redDre redDY redDteY Eeturn (Ao over - review the plurals of the words had so far.) = 2 Have the students copy the Jonjunctions into their :ocab Wournals. 0(plain the difference between (7n2)0(clusive &E. = 2 Eead the Story. = 2 Have the students act out the Jollo'uium Secundum from 9lps7, in groups of <. ; read and one tabulates. The goal is to tabulate how many and of what type of people are in each family. 8u(iliary :ocab, ceterus,2a,2um 4 alius, alia, aliud 'uot how manyS centum "## lDberD,21rum children = 2 Have the students practice saying two statements in the singular (using a conjunction), and then one statement in the plural (using plural nouns I verbs) 2222222222222222222222222222222222222222222222222222222222 = 2 :ocab Jhec ; = 2 Eecitation Jhec &ptional, Have them turn it over I write < dictation sentences. = 2 Jultural Topic, The ?editerranean. 9earn the Aree 8lphabet (to be memoriGed2orally, and also the shapes of letters). H @ Have the students (learn the symbol font and) write out every letter M times. H @ Have every student do the Jh. ] ?ap Study. )= 2 Julture Topic, Eoman education. Aive the students the +otes on 0ducation. Jame from Aree s (9ivius 8ndronicus first of all). 7f desired, read the 'uotes on Eoman 0ducation. ==0(tra Jredit 2 &ffer to drop a 'uiG grade to anyone who will read Borothy Sayers/ (he Lost (ools of Learnin) and write a one2page response. 3 "# on test for anyone who beats your first2time score of NN,N<N on the Jities of the ?editerranean online game, and publishes it on their Faceboo page. 0(tra credit for them bringing in ?editerranean foods.

%ring up the Topic of %eauty. Aree s strove for this concept in their architecture, sculpture, music, poetry, etc. They also saw beauty in the design of the universe. Herhaps read the selection from the Timaeus, on %eauty in traingles. The < Jlassical elements of beauty are (") 7ntegritas (;) Hroportio, and (<) Jlaritas. Eead St. Thomas 8'uinas on %eauty, or perhaps the first R pages of this powerpoint on %eauty. 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter ] Test. ======================================

hapter A & 5 days

The +aughty ^ @ )!+!S +8!T8*
[nus,2a,2um one ==hnitas [nit [nicO== n[llus,2a,2um none [llus,2a,2um any (From unulus )the least one.*) s1lus,2a,2um only neuter,2tra,2trum neither (of ;) alter,2tera,2terum the other (of ;) =8lter-!ter probably both from )aut...aut* uter,2tra,2trum either-which (of ;) (all < from &scan or Aree outeros*). t1tus,2a,2um the whole-entire alius,2a,2ud another = 2 Have the student copy the words into their :ocab +oteboo s. (Hoint out the 8ccrostic !+!S +8!T8U of their first letters). Hoint out this Jhapter/s first Tongue Twister. = 2 0(plain the declension of the U+aughty +ine,U Ao over the irregular genitives (2Dus) and datives (2D) of these ^ adjectives. = 2 Eecite-Jhant just their first forms, to hear the )unus nauta* acrosstic noting how the first R rhyme, and the ne(t < rhyme, and the last ;. = 2 Bo Jase Jhanting Hart 7. = 2 .atch Areen 0ggs on Ham, in the )!nus +ullus* Howerpoint). 8fter the first half (i.e. when the captions disappear), replay the "st half, telling them that this second time, they/re to try to memoriGe each of the captions. Then after this second go2 through, finally do the ;nd half of the powerpoint, and have them give you the correct caption, simply from memory. = 2 THE. Have the students voice2vote, one option or another, )!terS* (Aesture with palm in ; different directions at once)T )+euterS* (gesture with palm in the middle of the two choices). Then as U+um hic-haec-hoc, an-vel alter-2era-2erumSU (Ao through each of the genders, offering pairs of differently2gendered objects). 8s them to signal whether they/d li e Uunum solum* 5" finger straight

up6, )alium,* 5" finger horiGontal6, an Unullum* 5fist6S Then give them a series of simple choices, and have the class vote each time. = 2 Then put them in < teams, and play Joncentration. Have ;# unmar ed tiles on the overhead projector. Their goal is to name ; tiles that ma e a match. 8s each group in turn ):ultis pict[ram ullDusS* or )FavOtis ullDS* They have to answer in complete sentences, using the same case as what you used (genitive or dative) e.g. )FavOmus illD ad de(teram - sursum - desuper sinistram.* Then as )nomen huius, an n1men alDus.* Bon/t be fussy if they mess upT just wait and if necessary coach them until they say the sentence correctly. .hichever group ma es the most matches wins and gets rewarded. For added vocab use, have the matches be not pictures, but agreeing nouns I +aughty^ adjectives, e.g. )!llD* and )mulierD* go together. = 2 Teach the students to the comparative adjective. Aive them its < senses, 2 ?ore PPPP - PPPPer (i?ost common) 2 Eather PPPP 2 Too PPPP 7f time (otherwise tomorrow), write up the full declension of one ?-F and one +euter on the board so that they can see how the +eut./s are similar to the ?asc. I Fem./s. Tell them that the +euters Jomparative 8djectives will be almost the same as the ?asculine and Feminines (Having an )@7&E2)) The only difference will be that wherever they had @e in their positive degree (i.e. +eut. Sing. I 8cc. Sing.), they will now have @ius. 0verywhere else it/s the same as the ?asc/s and Fem./s (i.e. with )@7&E2* in the ending). Jomparative prior, 2ius posterior,2ius ulterior, 2ius amplior, 2ius angustior,2ius longior, 2ius brevior, 2ius altior,2ius humilior,2ius facilior,2ius difficilior,2ius fOlDcior,2ius tristior, 2ius liberXlior,2ius similior, 2ius praeclXrior,2ius fortior, 2ius tardior, 2ius celerior, 2ius ?eaning (Hositive of ) prior(ly) prDmus,2a,2um following, afterwards,later22222222222222 more ultimate(ly) ultimus2a2um more wide(ly) amplus,2a,2um narrower, more narrow(ly)angustus,2a,2um longer, more long (farther)longus,2a,2um shorter, more short(ly) brevis,2e more tall(ly) altus,2a,2um more humble(humbly) humilis,2e easier, more eas(il)y facilis,2e more difficult(ly) difficilis,2e more happy(ily) fOlDcis,2e sadder, more sad(ly) trDstis 2e more generous(ly) lDberXlis, 2e more similar(ly) similis,2e more famous(ly) praeclXrDus2a,2um more mighty(ily) more late(ly), slow(ly) more late(ly) .

fortis,2e, )strong* tardus,2a,2um )late* - )slow* celer, celeris, celere )fast*

maior, 2ius ma(imus,2a,2um pl[s=, pl[s pl[rimus,2a,2um minor,minus minimus,2a,2um melior,2ius optimus,2a,2um peior, 2ius pessimus,2a,2um 'uia 'uam mult1 valdO in parte modDcO pars,2tis f. paul1 vi(

bigger, greater, older more(ly) smaller, more small(ly) better(ly) worse(ly) because than very moderately, ind of part scarcely

magnus,2a,2um multus,2a,2um parvus,2a,2um bonus,2a,2um malus,2a,2um = ( Aen. 4 pl[ris )

multus,2a,2um-valens,2entis much-powerful modDcus,2a,2um

= 2 Have the student copy the words into their :ocab +oteboo s. Braw attention to the last M above as irregular ones that they just have to memoriGe. Hoint out that the neuter comparatives above (2ius) are colored brown because they are also the comparative adverbs. .e havenLt learned adverbs yet, but we will. For the present, they donLt need to worry about them. 7n particular, point out that the genitive of pl[s, is not pl[si1ris (as one might e(pect), but pl[ris (no 27&E2). = 2 Hass out the Jh. ^ Berivatives sheet. 2222222222222222222222222222222222222222222222222222222222 = 2 &ptional warmup, Eead from the :ulgate ?ar <,<"2<M. = 2 &ptional warmup, Translate 'uote from Jaesar about the ; Jenturions :orenus I Hullo, )Fuia alter alterD au(ilium 5help6 fert, nullus dicere potest, uter utrD virtute prDor est.* = 2 .atch the video here, and as the students what )superiores* I )inferiores* mean. = 2 Bo Jase Jhanting part 77. Eecite the paradigm while doing hand gestures for each case, Upuella altior, puellae alti1ris, puellae alti1rD, puellam alti1rem, puellX alti1re, puellae altiorOs.U Then you give the gesture (as teacher), and let them give the correct pair. = 2 Hand out and have the students do the first half of the fill2in2the2blan Jomparatives Hractice (in the .or sheets folder.) Eemind them that adj/s must agree with their nouns in Jase, j, I Aender. = 2 8s them some 'uestions using different cases of the word )FuXlis,2e,* e.g. )FuXlem habOre vDsS...Fortem an Forti1remS* )FuXlem servum habOre vDsS...FOlDci1rem an Tristi1remS* )7n cuius dom1 vivere 5live6 vDsS...7n dom1 alti1ris an in domus brevi1risS* )7n 'uXlD dom1, laetus-a esS...7n dom1 angusti1re, an in dom1 ampli1re. )FuXlD personae credisS...Hersonae humiilD an personae praeclXr1S ...humilD an personae humili1rDS )Jum FuXlD 5pers1nX6 dDcere vDsS...Jum personX praeclXr1 an praeclXri1rDS

)FuXlD personae credisS...Hersonae meli1rD an personae pei1rDS = 2 Tell them that 8ll adverbs are treated as generic (<rd decl.) neuters. (This will become more important when we learn the gerund.). Jonversely, the comparative neuter adjective form function also as the adverb. Hut up a comparative neuter adj., and tell them that this is also the comparative adverb. Teach them also the 8blative of Jomparison. 0(plain that the object in the ablative is Kstanding by/ while some other oblect (sur)passes it. Since it/s standing by, or ne(t to, which is the appropriate space for an ablative, that/s why it/s in the ablative. Aive e(amples of how to translate ()than PPP*). Eemind them that so far, they should now the following < adverb endings Superlative, S `4 (.e can substitute valde, or mult1) Jomparative, 2ius Hositive, 2O 2iter = 2 Bo Jase Jhanting part 777. = 2 Have them translate the following, then decide if it/s True or False, The second time through, don/t let them translate, but just be silent for M or "# seconds, then signal, and they should all simulatneously vote )True* (by raising their open hand) or )False* (by raising their closed fist.*) 7f they/re having difficulty, you may help them by using hand signals to show the better one (at a higher Klevel/) than the worse one (at a lower level). favere facilius est 'uam credere. 5T6 claudere peius est 'uam aperDre. 5T6 facilius scrDbis 'uam legis. 5F6 7nfans melius stXt 'uam movet. 5T6 7nfans melior melius stat 'uam movet et stat. 5F6 8s them, what is the melior-melius modifying in this caseS FOlDcius redis 'uam e(is. 5varies6 :elle peius est 'uam malle. 5T6 Similius puerD agunt 'uam puellae. 5F6 9ibrum brevius legis 'uam codicillum. 5F6 ?onstrXre melius est 'uam narrXre. 5T6 +arrXre prius est 'uam monstrXre. 5T6 8gere prius est 'uam esse. 5F6 Bifficilius vertis 'uam circumvertis. 5F6 Tristius obtinOs 'uam n1n obtinOs. 5F6 = 2 Hut the students in pairs and have them ma e comparisons of their partner to themselves. 0ach comparison must be illustrated by < e(amples. e.g. )Heior es 'uam ego, Heius scrDbOs, peius movOs, et peius dicis.U Since this is a purely verbal e(ercise, with no correspondence to reality, students can choose to praise or blame (in good nature, i.e. as a jo e) as they see fit. 8s soon as this is done, the other person should be ready with a Kcome2bac ./ = 2 Bo a trust2building building activity, %lindfold a student and have him wal through a maGe of des s (or tape on the floor) and place an object on a shelf. They must use their comparatives I directions (ad de(teram - ad sinisteram rectO - retr1) to tell them where to go- put it,

)_ 9ongius-!lteriusY . . . Hropin'uius ad de(teram. = 2 Have the students do the second half of the fill2in2the2blan Jomparatives Hractice (in the .or sheets folder.). 2222222222222222222222222222222222222222222222222222222222 = 2 .armup. E Eead first M lines of )M#. 7ssa.* in .heeloc /s 9oci 7mmutati. = 2 :ocab Jhec = 2 Eecitation Jhec &ptional, Have them turn it over I write < dictation sentences. = 2 .atch the video here. = 2 Hlay the %ragging game. &ne by one, students go around saying that their person-thing is better than the previous personLs thing-person. Tell the students that there are two ways to compare. &ne is U5+om.6 'uam 5nom.6.U The other is U5+om.6 58bl.6U (0(plain how here, the 8blative is visualiGed as Kon the floor/ (as we said before) that is, in the presence of the Areater. 8s them so how then might we say the ablative in 0nglishS 58ns, 8s the lesser thing, or )...than PPP*6) 0ncourage some to use the +ominative3ablative method of comparing. +e(t do it in 8ccusatives. Tal about who2or2what Jaesar wants. This time everyone change their sentence by putting an U2emU on the end of their comparative adjective. (>eep the U'uamU - 5abl.6, though), UJaesar vult tuX personX praeclXri1rem 5or the actual name6.U U+1nY Jaesar vult...U Ao around the class again saying your sentences. +e(t, tal about character 'ualities, Say U+ecessary est 5comparative dative6 personae consul esse.U Eemind them to point at a particular person (who actually is that way) as they say it.6 Finally tal about how U5Jomparative 8blative6 personX, omnia meliora sunt.U Finally, tal about how UHensum 5Jomparative genitive6 personae melius est 'uam pensum PPPP.U Finally, go around saying how UPPPPPP 5comparative nominative plural6 S!+T 'uam PPPPPPU = 2 7n groups, have them do the 8dverbs .or sheet on Jicero/s view of other orators. = 2 (Filler,) Hut up the ?as. I Fem. comparatives on one side of the board, and the +eut. comparatives on the other. 8s the students to each ma e a sentence using a plural masculine or feminine comparative as the subject and a neuter comparative as the object. = 2 7ntroduce the Jhapter/s SJE7HT8. Have them (with a dictionary) translate, )Jitius, 8ltius, Fortius.* 5)Faster Higher, Stronger*6 Tell them that this is the motto of the &lympics, proposed in "]^R. 8s them, .hat other super2hero does this apply toS 58ns, Superman6 = 2 .atch the Supravir video here. (Tell them Hosterus 4)ne(t*) pauper,2eris dD(ve)s,2tis poor rich ==BDvOs dDvus dDvitem dDtat.==

= 2 Have the students copy the words into their :ocab noteboo s. Aive them the chapter/s second Tongue Twister. = 2 Bo some THES 9atin, HlebOs dDvitOs suntS ?inimOY HlObOs pauperOs sunt.

Jaesar pauper estS ?inimOY Jaesar dDves est. Tu, dDves esS Haec sunt dDvitia 5show monopoly money I fa e gold6 Bivitia sunt tibiS ?inimOY Bivitia sunt JaesarDS 7ta. = 2 Eead the JhapterLs Story. 2222222222222222222222222222222222222222222222222222222222 Hossible Jultural Topic, Ao over the 9atin Social and Holitical Jlasses (See Holitics file in JultureVHolitics folder) HlebOs et HatriciD Hlebs and Hatricians Tribus, 2[s f. Tribe lO(,2gis f. law. =2 &ptional Jultural 8ctivity, ?oc 8ssembly. (7f they don/t yet have offices) Hass out to the students slips of paper with one of the <M Eoman Trib[s on it. Show them also the list of offices and tell them that they may run for " of them, to remain in it for the ne(t wee or two. Then collect who will run for which office, and tell them each to get up and ma e a speech (if they want to) of why they/re running for that office. Hut a diagram of the cursus honorum on the board and show them which offices are more honorable (and thus which will have more power.) Tell them, Cou are the spo esperson for your tribe in the Jomitia Tributa (tribal assembly), designed to protect farmers from domination by Eome. Today you will vote on <2R laws as well as < magistracies, Tribunus plebis, 'uaestor, and aedile. Hut the description of laws on the board-overhead and also write the names of those running for each office. Jonventio phase (spea ing). 0ach candidate gets to ma e a speech (with denariD for the one who uses the most 9atin words), or anyone else can ma e a speech, too. Jomitia phase (voting), " by ", each e(plains their vote, )+1s trib[s 5gen.6 favimus 5dat.6 'uia...* Spea in the plural (we2n1s), and write up an opinion (sententia) regarding each of the issues and individuals we support. Cou can have 8+C reason for supporting an individual. 8s the voting proceeds, summariGe the fraction who support different parties ()Sunt ullD candidatD pr1 offici1 tribunD plebisS !lliS Hr1 offici1 Fuaes1risS 8edDlisS HD %ene 2 JandiditatD sunt tres. !nus est PPPT alius PPPT et alius PPP. !llD aliD suntS...+ullDS +ullD favent PPPP, pauper PPPPT sed ali'uD\some\favent PPPP, et aliD favent PPP.* TotD PPP favent.U). (!trD5point6 favitisS 7llD5point6 creditisS 8lterD5point6 creditisS +eutrD creditisS %efore each person/s vote, over and over as ,!trD5point6 favOsS Huic aut illD an altDS Hrim1 est tribus 5gen.6 . Jui favOsS) Try to play it up. 8fter each vote, have the Jonsul of the day announce, )WuliD favent ?arc1.* 8t the end summariGe the results, U8liD 5dat.6 favent....aliD 5dat.6 favent, sed pl[s 5more6 faventPPPP 'uam PPPP.* Herdit1rD compassi1nOs, vict1rD grXtulXti1nOs.*

= 2 ?oc 8ssembly 2 9esser :ersion, 9earn the entire political handout of cursus honorum offices 3 comitiae. 7f time, divide into factionOs, and propose and vote on laws. Braw attention to the Jommitia Jenturiata I Jomitia Tribut as electing most of the offices. +oting the names of these committees, have the students infer from that among wihch groups of people power actually resides in Eome @ (") power to act 58ns, with the armed men, in the J. Jenturiata6, @ (;) power to up eep 58ns, with the 7tallian2dominated J. Tributa6, I @ (<) power to bloc 58ns, with the Hlebeians in the J. Hlebis6. = 2 Eead about the "; Tables in 0nglish. This was li e the Eoman founding document or Jonstitution. Show them the 9atin version too, and elicit comments. TranslateTabula 7:, )SD pater filium ter venum duit. Filius X patre liber est1* =2 ?oral Topic, .ho gets enfranchised throughout historyS ?ilitary precedents, .ar with the Sabines @ Sabine ing gets enfranchised with Eomulus. Hlebeian dispute @ Hlebs get enfranchised through their Tribunes. The Social .ar @ 7talian tribes get enfranchised. ?arcus 8urelius @ The entire empire gets enfranchised. 0nglish Jivil .ar2 Ta(paying males get enfranchised. !S Jivil .ar2 8ll literate men get enfranchised. "^th 8mendment 2 .omen (all adults) get enfranchised. 7ntroduce students to the concepts of matter (materia) and form (forma) For awhile throughout history, and even here in the !S only landowners could vote. Biscuss ownership I human dignity. Jontrast this to serfdom, company slaves (in the "]##s), southern slavey, etc. where the serf does not own the land. &wnership is possesion of material. Hossession of material is a necessary right of physical beings, such as we are. .ith something, you can do something, but with nothing you can/t do anything at all. This is a basic principle of feasibility, How are you going to bridge the grand canyon if there isn/ a tree within M# milesS Cou may often thin that you can ma e do, and somehow it will come together,but simply furnishing material (of any sort) is often a %7A tas . Bepriving someone of anything of their own to wor with, is essentially ma ing them a bodiless angel, something in mid2air. 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter ^ Test. ======================================

hapter 3B & ' days

passus, 2[s m. mille passuum e(ercitus, 2[s m. manus, [s f. corn[,2[s n. pace ==Hass[s pOdum super pavDmentum== ([nus passus) mile army ==0(ercitus e(ercet e(ercitium suum.==([nus e(ercitus) hand, band of soldiers ([na manus) horn, wing of an army ([num corn[)

centuria, 2ae f. manus, 2[s f. cohors, cohortis f. legi1, 1nis f. ger1,2ere bellum gerere

century hand-band (of men) cohort legion wear to wage war

([na manus) ([na cohors) ([na legi1)

= 2 Have the student copy the words into their :ocab +oteboo s. 8s them waht they notice about all the genders inthe second group of words 58ns, 8ll are feminine6. 8s them to opine why this might be. 58ns, Herhaps, it is traditional to personify an army as a woman, e.g. )9egio aa :aleria :ictri(,* li e )9ady 9iberty.*6 0(plain the etymology of e(erceo (from e( 3 arce1 to shut up I protect\ from arca, a chest, or bo() Hoint out the first two of the Jhapter/s three Tongue Twisters. = 2 Teach the Rth Beclension (through +om. Hl.). 0(plain that the Rth Beclension is an ancient Aree declension, Hut the two side by side, ?.IF. +. 2 2us 2 2[ 2() 2[s 2 2[s `4 = listen for this U11U sound as 2 2uD 2 2[ characteristic of the Aen sing. 2 2um 2 2[ 222 2[ 222 2[ 2 2[s 2 2[a `4 = 9isten for this U11U sound as 2 1n 2uum 2 2uum characteristic of the +om. Hl. 2 2ibus 2() 2ibus 2 2[s 2 2[a `4 = listen for this U11U sound as 2222 2ibus 222 2ibus characteristic of the 8cc. pl. Hut up on the board the declensions of the words passus,2[s and e(ercitus,2[s. 8s them to indicate which cases they don/t even need to worry about 58ns, +om.Sing, 8cc.Sing.8bl sing. Aen.Hl.6, and shade all the other ones 58ns, Aen.sing.Bat. Sing. +om.Hl.6 0(plain that Rth declensions loo more li e ;nds than any other declension, and so they are ?asculine or +euter (li e ;nd declensions). +early the sole e(ception is manus,2us, for a UhandU or Uband of men,U which is feminine. +ote that the macron over [s indicates a A-S, or +-H or 8c-H. This follows the pattern in the previous chapter that +-H 4 A-S. 8ssociate the neuters/ R identical cases (2[) with the THE gestures. Hoint out that only the ceiling (genitive case) gesture is different I distinctive (2[s). = 2 Jross out the bottom < declensions which they don/t yet need to now. Then do Jase Jhanting part 7. =2 Then do some THE to associate the different cases of e(ercitus to their correct locations (us2palm-[s2ceiling-uD2wall-um2fist-[2floor). 0ventually, just point at a location, and they should give you the correct form.

= 2 Hractice a few phrases, Umanus mea,U Upass[s tuD.U = 2 Hractice a few macroned forms within sentences to get a feel for conte(t. U0(ercit[s 5JarthaginD6 latitud1 erat < stadia.U U57llD6 e(ercit[s contra sO pugnant.U (==28 dead give2away is if the noun is accompanied by an adjective or pronoun.) = 2 Trivia math problem @ R pts. for first right answer. (&ptional, to use up e(tra time). )_ se( pass[s rectX, novem pass[s ad de(teram, tunc fac unum passum ad sinistram. !bD OsS* FuantX longitudine nunc es dO 'u1 prDm1 venisS 58ns, Becem6. (8s more such 'uestions to use up even more time.) = 2 H @ Hand out the wor sheet on EecogniGing )Rth Becl. Jases.* =2 Sing )He/s Aot the .hole .orld in His Hands* (in Jase Jhanting I Songs folder). = 2 Teach Eoman 8rmy divisions 2 +ote, The divisions grow on a geometric scale. " century 4 ]# men (" century) (U"##U) (circa "##) " maniple 4 "Q# men (; centuries) (UmanusU) (circa "M#) cohort 4 R]# men (< maniples) (circa M##) " legion 4 R]## men ("# cohorts) (circa M###) 8verage army 4 Q legions (Jaesar in Aaul) %7A army 4 "#3 legions (Jaesar vs. Hompey at HharsalusT &ctavian I 8ntony vs. %rutus I Jassius at Hhilippi) = 2 8s with all notes, ma es sure they write this down, as theyLll need to refer to it = 2 7f time, watch the battle scene from Spartacus. Stop it at ","M and as them which divisions each of the chec er2board units are. 58ns, Johorts\How do you nowS Jount the ;# ran s of men who wal ed past in the previous M seconds, and multiply by twice as many files, and you get ]## men per unit.6 Then stop it at <,"N and as them what units the first ; cohorts just split into 58ns, ?aniples. "-< of each cohort shaved off the front to fill in the gap in the center.6 = 2 7f time, drill them briefly on the various army siGes. = 2 H 2 8ssign the Surveying Hroject, for honors classes. They are to measure the siGe of a small Eoman Jamp (the football field), to be as nearly rectangular as possible, using a Aroma (s'uare) I Jhorabates (level). 2222222222222222222222222222222222222222222222222222222222

&rdinals to "##,
cing1, cingere, cin(D, cinctus,2a,2um vDCgintD trDCgintX 'uadrXCgintX 'uin'uXCgintX se(XCgintX septuXCgintX oct1Cginta n1nXCgintX bind (bi 3 cinti) (from cing1, cingere, cin(D, cinctusD-aD-um )bound*) (tria 3 cinta) (a elides, c changes to g) ('uadra 3 cinta) ( ) ) ) )) ('uin'ue 3 cinta) ()2e* changes to )2a* to match cinta/s )2a*) (se( 3 cinta) ()2a* added to match cinta/s )a*) (septem 3 cinta) ( ) ) ) ) ) )) (octo P cinta) (1 stays because it is long.)

centum ingens, 2entis numer1, 2Xre circa diligenter

(" UcentU) huge count about diligently, e(actly

ducentD (duo 3 centD) trecentD (trOs 3 centD) 'uadringentD ('uadra 3 centD, UinU inserted, JA) 'uDngentD ('uin'ue 3 centD, UinU inserted, JA) sescentD (se( 3 centD, aS) septingentD (septem 3 centD, UinU inserted, JA) octingentD (oct1 3 centD, UinU inserted, JA) n1ngentD (n1n2 3 centD, JA) (cf. Un1na2gintaU for U^#U) mDlle (mDlia n.) )thousand(s\often, of paces),* 8+B TH!S 8S9& )mile(s)* du1 mDlia two thousand = 2 Students are not re'uired to get the spelling 0a8JT9C right. They can use any earlier archaic form that sounds about the same (e.g. UcU instead of Ug.U), since that is 9atin, too. 0ven U'uattuor cintaU or U'uattuor centDU is o ay) = 2 Have the students copy the words into their vocab journals. ?eanwhile, do a demonstration for them showing some stic s 5pencils6 being bound by a rubber band. .hen you have "#, that is a group )cintus* (from cingo,2ere). .hen you have ; groups of "# bound pencils each, they are )bi2cinti* (which evolves into )vi2gintD*). < groups of "# bound each are )tria2cinta ) (which evolves into )trigintX*) = 2 8s them some number 'uestions, )Fuomodo dicitur BJJJ9a7:S* 58ns, &ctingentD, Se(aginta Fuattro.6 = 2 Then do some math problems. UFuantD sunt 'uadringentD2du1 5aJ776 et centum se(aginta se( 5J9a:76SU 58ns, du1centD oct16 UFuanti sunt se(Des 'uDngentDS 58ns, Tres mDlia6 =2 Henceforth refer to all numbers in 9atin, not 0nglish. = 2 Teach the Aenitive Hlural endings for all R declensions. Then recite their forms, me1rum tu1rum su1rum propri1rum prDm1rum secund1rum (etc.) medi1rum posteriorum mult1rum pauc1rum omnium nostr1rum vestrXrum prim1rum ultim1rum ampl1rum angust1rum long1rum priorum posteri1rum-ulteriorum ampliorum angustiorum longiorum brevium alt1rum humilium facilium difficilium breviorum altiorum humiliorum faciliorum difficiliorum fOlDcium tristium liberXlium similium praeclXr1rum fOlDciorum tristiorum liberXliorum similiorum praeclXriorum fortium magn1rum parv1rum bon1rum mal1rum fortiorum maiorum minorum meliorum peiorum

ingentium crastin1rum ingenti1rum

hodiern1rum hestern1rum s1l1rum 'uant1rum . . . tant1rum . . .

ali1rum

= 2 +ote, feminine adj.s would end 2Xrum stil1rum pennXrum tabulXrum chartXrum mensXrum sellXrum libr1rum codicill1rum plumb1rum n. verb1rum n. sign1rum n. nominum n. pens1rum domestic1rum n. 1rdinum infantium puerorum puellXrum vir1rum mulierum fDli1rum fDliXrum patrum mXtrum frXtrum sor1rum u(1rum marDt1rum serv1rum ancillXrum ali'u1rum,2Xrum,21rum gladi1rum sc[t1rum silent1rum lineXrum pedum bullXrum gentium nostrum vestrum = 2 +ote, E/(F U>FG0(%>GF words are 72stems. cubicul1rum aulXrum fontium m[r1rum tablin1rum atri1rum v1cum viXrum ?erDdiOrum horXrum 8mplitudinum Hlebum passuum e(ercituum legi1num bell1rum iXnuXrum fenestrXrum lXtrDnXrum tect1rum a'uXrum triclini1rum compluvi1rum impluvi1rum culinXrum diOrum noctium domuum m1ment1rum 9ongit[dinum 9atitudinum Hatrici1rum tribuum legum centuriXrum manuum cohortium

= 2 Hoint out how similar the <rd Becl., Aen.Hl. (2um) I 8cc. Sing. (2em) are. Cou really have to pronounce that )u* to distinguish it as Aenitive Hlural. = 2 7ntroduce the Jhapter/s SJE7HT8. &n Hetrarch/s 'uote, e(plain that these are accusative plurals, which they/ll get ne(t chapter, so they/re getting familiar now. Hoint out the phonic interloc ed word2order, ():1s vestr1s serv,te, me1s mihi linguite morOs.*) = 2 Biscuss the ; inds of habits (+atural I 7nfused), which include virtues. Habits can also be societal . . . = 2 8fter e(plaining what )?os mai1rum* means, discuss political tradition in Eome. Eead through the wi ipedia article on it, and perusing the virtues associated with it, as them to give an e(ample of a practice that might be associated with each virtue. 0(plain that a similar thing today (at least in the vein of 9aw) might be )0nglish Jommon 9aw,* which was the organically devloped system of legal traditions and practices that grew in 0ngland, beginning in the ";##s, as judges first began trying to render their verdicts according to established precedent. 8s the student to comment on the respect (or lac of it) for tradition in our own day and age, and nation. .hy is it loo ed down uponS (7n the name of what principle(s)S 58ns, ScienceS ?essianic progress to free the world of supersittion and spread democracyS6) 8re both of these opposed principles true to

some degree, or should one always supervene-outweight-trump the otherS Herhaps discuss the South (Jivil .ar), the 9a ota, and modern 7slam (with its Sharia precedents), all of whom fight to preserve their way of life. To what e(tent is this legitimate, and to what e(tent is it not. Hoint out that we might have a much higher view of tradition, had the strongest proponent of tradition not been thoroughly disgraced for other reasons (i.e. slavery). .hat if southern slavery had never e(isted, and a Jivil .ar had been between the South (principally S. Jarolina) and the +orth over the "];] )Tariff of 8bominationsS* .e would probably consider the larger +orth the clearly illegitimate party, in that case. &ur own 8merican revolution from 0ngland was on the basis of wanting to continue the tradition of their )salutary neglect* towards us, and thus our not wanting to incurnew ta(es. 7f a criminal in court were to say to the judge, )Cou don/t tal to me, unless you address me by my Khood/ name,* would that be legitimateS Jonsider the Aerman Holy Eoman 0mpire, and how it dealt with a patchwor of differing laws I customs, right up until "^"N. = 2 Bo Jase Jhanting part 77. = 2 Sing Eing 8round the Eosy. = 2 Eemind the students how to sign the genitive (point up). 8dditionally teach them that when they do so for a genitive plural, they should (") ma e their finger go in a little circle, and (;) Kroll/ their voice in a circle of emphasis, as if their voice is indicating the wh&&&&le group. This can be done no matter which declension it is (Aive e(amples). 'u1rum,2Xrum,21rum e1rum eXrum, e1rum h1rum, hXrum, h1rum ill1rum,2Xrum,21rum ips1rum,ipsXrum,ips1rum nostrD nostrD,2ae,2a vestrD vestrD,2ae,2a e1rum, eXrum, e1rum suD,2ae,2a whoseS their of these of those of the same 5ones6 of us our(s) of y/all your(s) of them their(s)

=2Have the students copy the words into their :ocab +oteboo s I HronounsTemplate. Ao over the difference between a Hossessive Hronoun vs. Hossessive 8djective, both in 9atin (eius vs. sua PPP), and in 0nglish (hers vs. her PPP). The problem is that the "st person and ;nd person ones loo so similar (in the singular, too, meD vs. meus PPPT tuD vs tuus PPP). = 2 Have the students play ?r.-?iss Bunce. Hut the students in groups of ; 5have at least one groups of just girls6. 0ach student is to gesture at other groups as (s)he spea s, using the appropriate gender. (21rum or 2Xrum). The 'uestioner begins with ; items that theoretically belong to one of the groups. (S)he starts by

as ing UFuorum suntSU 5.hose are theyS6 !se Uhorum,U Uill1rum,U eorum.U +ote the answerer has an e(tra word in his-her arsenal, Uips1rum.U 2222222222222222222222222222222222222222222222222222222222 = 2 E Eead first R lines of )<. Beath of a Het Sparrow* in .heeloc /s 9oci 7mmutati. 8ccessory vocab, 9uge1,2Ore weep :enustus,2a,2um charming, :enush2ish Hasser,2eris m. Sparrow deliciae,2Xrum delight(s) oculus,2D eye

<rd Beclension 72stems

hostis,2is m. cohors, 2tis f. pars, partis f. orbis, 2is m. enemy cohort part orb, world ([nus hostis) (Aen. pl. hostium) ==Hostiam hostis hostiliter hostiat.== (Aen. pl. cohortium) ([na cohors) (Aen. pl.. partium) ([na pars) (Aen. pl. orbium) ([nus orbis)

= 2 Have the student copy the words into their :ocab +oteboo s. Hoint out the third of the Jhapter/s three Tongue Twisters. = 2 Then have the students ta e notes on their paradigms from the 72stems powerpoint. = 2 Hractice identifying 72stem words and then giving the ",;, or R altered form(s), = 2 8s partitive genitive 'uestions, %ring a picture of a battle, and as Hoint out that this can be a Aen. Hoss. UFuantD legionum sunt in lineX primXSU Hron. or a +om. Hossesive 8djective. )FuantD cohortium sunt in lineX primXS* That/s why the Hoss.Hron. is )nostrD* and )FuantD hostium mortuD suntS* not )nostr1rum.*Cou can either translate )FuantD nostrD mortuD suntS* `444 it )How many of us,*or)How many uss2es - 5these6 our....* 7t/s the very same = 2 Hlay ?ystery clue, 7mperial conspiracy. dynamic that ma es +om.Hl.4 Aen.Sing. = 2 H @ 72stem hunt. Aive the students a big sheet of words they don/t now (perhaps a whole inde( to a 9atin te(tboo ), and as them to highlight all the 72stem nouns (they don/t need to do the adjectives), either type " (?asc. I Fem.) or type R (+eut.). 0(plain that they will have to correctly write 72stem forms on the test. = 2 Teach them Aenitive of the .hole-Hartitive Aenitive (as opposed to Aenitive of Hossession which is the most common Aenitive functino). Aenitive of the .hole is always optional (you could use +ominative Hlural instead), e(cept that when you/re dealing with Hlural thousands (milia), then it is obligatory. = 2 Aive some e(amples, +em1 nostrD hoc pensat. Hartem a'uae habe1. &mnis meD adest. Jentum hostium cadunt. (Jentum hostOs cadunt.) ?ilia Eoman1rum cadunt. = 2 Hlay )Hutting words in your mouth,* 8s the students to describe for you how many animals went on +oah/s ar (or Japtain >ir /s ar ). They can use any number, and any animal word they now. They can even use dictionaries to learn new animal names. Aive them N minutes, to loo up animal words I write their sentences, while you draw a picture of the ar on the board. Then bring them bac together, and have

them tell you how many and of what type were on. 8s they tell you, draw them into your picture, using as much 9atin language as possible. = 2 Bo some 'uantity problems. U?eus e(ercitus militum 'uadraginta2oct1 mDlia habet. FuantD legi1nOs suntSU FuantD cohortOs suntS 5centum6 FuantD man[s suntSU 5trOcentD6 Fuantae centuriae suntS 5sescentD6. For the following problems, tell them that youLll first have them estimate itT and then later youLll have them use pen and paper to actually do the math. 9egion[m du1, et cohortium 'uattuor sunt 5circa6 'uantD militOsS 5UJirca, undecim mDlia,U vel Udu1 legi1nOs et mediaUT diligenter, sunt "",M;# vel undecim milia 'uingentD vigintD6 U 8ncilla it ad tabernam. Hass[s su1s numerat. Sunt milia passuum 'uin'ue. FuantD pass[s suntS 5M mDlia6 FuantD pedes 5longitudine6 estS 5 ;Q,R##,###6 2222222222222222222222222222222222222222222222222222222222 =2 %efore revealing the list below, as the students, U7f you had no ruler or yardstic , how would you measure distancesSU 58ns, %y body parts, Thumb (7nch), foot, pace (yard, " mile 4 milia passuum) digitus,2D palmus,2D homo,2inis stella,2ae terra,2ae Finger (width) - inch Halm (width) man (height) star land

= 2 Have the students copy the word into their :ocab +oteboo s. = 2 Have the students describe some objects again in terms of number of units. 0.g., 8 ;(R, UHaec tabula habet latit[dinem du1rum digitorum, altitudinem 'uatuuor digit1rum (vel unius palmD), et longitudinem mediD hominis.U 7dea, First e(amine a globe or map of the world, then move to a map of the solar system. Finally move to a map of the stars. = 2 %ring out a globe (orbis TerrXrum) or even a medieval map of the world ()Jharta mundD*). Have them measure distances.* )Hinc illuc est R digitD. U0t unus digitus est mille, miliaU UFuam longO est de +ov1 0borac1 ad EomamSU 58ns, Fuin'ue2milia milia.6 8s them a few more distances. Then switch it up, Tell them that they can use ordinals as fractions. Tell them that U Jircum orbem terrXrum est 'uadrXgintX2milia miliapass[um U Becima pars 4 is one tenth. ?edia pars or secunda pars 4 one half UFuid pars longitudinis circum orbem est 8sia et 0uropaS 58ns, se(ta pars6. )Fuid pars latitudinis 8mericae est :irginiaS* 5Septima pars6 )Fuid pars altit[dinis ?on[mentD .ashingtoniens5MM# ft.6 es tuS 58ns, Jentum pars6 )Fuid pars latitudinis Sinae (Jhina) est 7ndiaS* 58ns, ?edia pars6

2222222222222222222222222222222222222222222222222222222222 = 2 :ocab Jhec = 2 Eecitation Jhec &ptional, Have them turn it over I write < dictation sentences. = 2 (&ptional,) !sing a Eoman Aroma 5s'uare6 I Jhorobates 5level6, both using line of sight, ta e the students outside and have them measure the s'uare of a football field (or half football field). Then chec your measurement with a "##2yd. measuring tape (from the gym) 3 the Hythagorean theorem to see how e(act they were. (7n construction, the acceptable tolerance for error is "-]* for every M feet of diagonal. That means they/re good if they get within <* of what it should be) = 2 &ptional, Scavenger hunt for %onus points on the wee end, ?easure the students/ paces, and give them compass bearings and number of paces (in genitive plural if over "###) to go. = 2 Hoint out how the Eomans were e(tremely good engineers. Handout the Jastra wor sheet and teach from its >0C (pages <2R). Show a picture of a Eoman legionary camp. Ao over its parts (contubernia, praetorium, principia, valetudinarium, horrea, fabrica, thermae, portae, fossa), using the ey, the online labeled castra I the labeled %ritish castra, and referring to .i ipedia for commentary, if necessary. Hoint out how s'uare it is. 0verything here was by design, even the leveling of the ground. The Eoman legions also constructed, among others, a straightline road from .interingham to 9incoln (in %ritain\as for directions on Aoogle maps so they can see the route still used today), over the distance of <# miles. How did they do thisS Herhaps give them a handout (p. "]) on Jontubernia within a barrac s, and the legionary camp diagram (pp.;;2;<). 8lso cover the "st cohort (double siGe), and the Hrimus Hilus, and the e'uites, as well as its ve(illarius (flag2bearer), signifer (for each century I cohort), and a'uilifer (with bears in). 8lso 0(plain how the egyptians leveled the great pyramid, .ater grooves. .hat happens if you canLt cut a groove (e.g. no time, or sloped terrain)S .ell, you can put a shorter groove in a piece of wood and now the wood is flat, and then use line2of2sight measurement to find out where it stri es on a measuring stic . Then you now how high your point is above that point. (Braw it on the chal 2bard so they understand it.)

Surveying"
2 Cou use a Eoman Aroma (may substitute a ";2foot bubble level) to lay out right angled roads and fields. Herhaps show them the video here. Have them go out and lay out a field, using chorobatis I yard stic . ?aterials per group, " Aroma, " yard2stic , R stic mar ers (I " carpenters/ s'uare

for good measure). Then chec their measurements by measuring the diagonals. (?a e sure it is not a windy day, or bring a wind2shield). 8ssignment, Students are to lay2out an )arvum 5field6, longitudine centum pedum, latitudine cin'uenta pedum.* They are given just the raw materials to construct a groma (H:J pipes) and chorobatis (" long, ; short boards with clamps, and a water groove down one of them\or a ";2foot bubble level.) and a picture-video of what a chorobatis and Aroma loo li e. !sing these materials, as well as a carpenter/s s'uare, yardstic , and R sta es, they are to perfectly lay out the the field to within " foot, and to indicate e(actly how much higher or lower the other < points are than their starting point, again within " foot of accuracy. Herhaps put one group on the groma, and the other on the chorobatis. They may use any method they li e, but should be warned to watch out for precision-accuracy, and even discuss how they can insure that their instruments are accurate. (Ee'uire good classes, to spea their measurements 9atinO, )&ctava digitD* 4)"-]*)

onstellations$"
(&ptional @ +ote on test) (!se the Jonstellations maps in the Jonstellations folder) = 2 ?a e a handout of constellations, for them each to wor on memoriGing. 7f time, incorporate the 0gyptian constellations from loose2leaf sheet. %egin at the +orth Star (Holaris) @ 8ll stars rotate around it, but it stays fi(ed. R Eeference2points, They form a cross, crossing at Holaris, %ac of Jepheus to the tail of Braco. Head of Jamelopardalis to the Head of Braco. R Fuadrants of the S y @ 7n alphabetical order, %2J J2J J2B B2B 4 Eig Bipper to amelopardalis 2 the empty (winter) 'uadrant 4 amelopardalis to epheus 2 the (fall) ?il y way Fuadrant 4 epheus to Fraco/s head. 2 the (summer) ?il y way Fuad. 4 Fraco/s head to Fraco/s tail. 2 the (spring) Hunters/ 'uadrant (+ote, Fraco/s tail 4 Eig Bipper (!rsa ?ajor), so we/ve made a full circle)

Zodiac: "LoVeLeSS, Can A Person Align Two Grid-Coordinates " !eo -Virgo-!yra- "corpius-"agittarius-#apricornus-$%uarius-&isces-$res-'aurus-(emini-#ancer )r if you*re trying to remember what they look like, use this mnemonic de+ice: ,$#--V..- ,./0-"&!1'- ,)01."- 'riangle. ,ack -Vee -,end-"plit - ,odies -'riangle. 2"ince the pattern repeats twice, identical pairs are on opposite ends of the sky. 3e*ll see some more pairs, below....4 5ou can show them how +arious pairs go together: - !eo2!ion of 6uda4--Virgo2Virgin 7ary4---"cales2)ften held by the Virgin, in ancient mythology4 - $%uarius-&isces 2'he two water beings4 - $res-'aurus 2'he two farm animals4

/on-8odiacal pairs opposite one another on either side of the sky: ,1((1.": !eo 9 :rsa 2opposite the other big animal, &egasus4 ;.<).": ;ercules 2opposite the other hero, &erseus4. . &./'$()/ 0))<" 2or "pots of gold," at either end of the milky rainbow4: 'he &entagon 2$uriga4 o+ertop one end of the 7ilky way opposite the other pentagon 2)phiuchus4 atop the other end of the 7ilky 3ay 71!-5 &$1<": 'he two birds 2#ygnus 9 $%uila4 flying down the milky way. 'he two arches, &erseus and #amelopardalis climbing up the other side of the milky way. $ few other relationships: ,ootes, the hunter, with his two leashed #anes Venatici, on the trail of :rsa 2but going the wrong way4 1denticals: 'aurus looks like $ndromeda, nearby.

= 2 7f time, e(plain to the students that the earth/s spring e'uino( is precessing, ma ing a full circuit every ;R> years, and so thus there are the ages of the world, "#>2]> %.J. 8ge of 9eo @ 9ions in +orthern 8frica. ]>2Q> %.J. 8ge of Jancer @ First humans spread by eating shellfish(S). Q>2R> %.J. 8ge of Aemini @ Jain I 8bel R>2;> %.J. 8ge of Taurus @ ?inoan dominance (cattle) ;>%.J.2& 8ge of 8res @ Sheep culture (Wews and Semites) #2;> 8.B. 8ges of Hisces @ Jhristians ;>2R> 8.B. 8ges of 8'uarius @ Transporting water will be necessary R>2Q> 8.B. 8ges of Scorpius 2 SSS F!T!E0 YYY Q>2]> 8.B. 8ge of Sagittarius 2 SSS F!T!E0 YYY = 2 8s 'uestions, e.g. )Fuanti stellarum sunt . . .S* = 2 Hut the students in groups. Have them model the earth/s path around the sun. someone be the sun, someone hold the globe,and the other Q or "; be each constellation. Have the person turn the globe, (precessing slightly, ma ing <QR-<QMs of a turn each time, and thus slowly moving the world %8J>.8EB around the circle. 8ssign someone to say when it is winter, and another when it is summer. Have the students mar e'uino(es and solstices. = 2 Eeview, 8s individual students to come up and put-draw each constellation of the night s y, in its proper place on the chal board. = 2 Hractice, (The ne(t day) Hut up a complete map of the night s y, and as students to come up and identify particular constellations. = 2 Eead the JhapterLs Story. = 2 . 2 Jultural Topic, The 8rmy - %aths - .restling + Aladiators (7f army is already sufficiently covered). Eead e(cerpt from the 8eneid about the public games. 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter "# Test. = 2 Q .ee s project. Have a field day, survey a flat s'uare of a ma e2believe Kplanned/ Eoman camp (&ut on the soccer field.), using either their homemade instruments (honors classes), or a s'uare I level. 0ach group can use any ideas it

wants to, and will be chec ed on its accuracy. E0J&??0+B that the plan their approach, before they do it. Ee'uirements are to pound in R sta es whose bases are rectangular and whose tops are all at the same elevation. (Jhec them by seeing how close the diagonals matched.) =====================================

hapter 33 & 1 days

8ccusative Hlural
mons,2tis m. mare,2is n. mare) marDtimus,2a,2um lDtus,21ris n. n[bes,2is f. s1l, is m. nebula,2ae n[bilus,2a,2um caelum,2D fl[men,2is n. pluvia,2ae const1,2Xre comed1,2ere cogn1sc1,2ere dOnXrius,2iD ("Qpts) as,assis m. (" pt) 'uadrans ("-R pt) uncia,2ae ("-";pt) pretium,2D em1,2ere vend1,2ere pecunia,2ae mountian sea, ocean sea2related seashore cloud sun ==S1l s1lus solet mO s1lXrD.== cloud cloudy heaven, s y river rain ([nus mons) ([num ([num lDtus) ([na n[bis) ([nus sol)

([num fl[men)

cost eat now, be familiar with coin representing a day/s wage 4 "# lbs. 4 ";# unciae-ounces coin ("-"#th of a denarius) 4 a pound 4 ";unciae-ounces coin ("-R#th of a denarius) 4 < unciae-ounces th coin ("-"## of a denarius) 4 " ounce price Hhrases to involve in all this, buy Hars 3 (gen.) sell j locD ultrX finem-latus 3 (gen.) money )?ore Hrepositions* list above. &bject. Hart ==Har Hars parieD apparet.== ([na pars) 0nd ([nus fDnis) Side ==9atus latum latum est.== ([num latus) Top (highest) summO, summius highly, greatly %ase )Fundus fundamentD funditur.* Hlace %eyond

Harts, 2
obiectum n. pars, 2tis f. fDnis, 2is m. latus, 2eris n. summus,2a,2um fundus, 2D locus, 2D ultrX

= 2 Have the student copy the words into their :ocab +oteboo sIHronounsTemplate. Hand out the Berivatives sheet. 7f time, review the inds of money. Hoint out the Jhapter/s four Tongue Twisters. (Jlic on them.) = 2 .atch the land2forms video here. = 2 Teach the 8ccusative Hlural. Eemind the students that just as +euter +ominatives and 8ccusatives are identical (both singular I plural), so also the Aeneric 5i.e. <rd decl.6 Hlurals are also identical. That means that there/s only a difference betwen +omHl I 8cc.Hl in "st I ;nd decl. For all the rest, you just say the plural form and don/t worry whether its the doer or done2to. = 2 Eecite the 8cc. Hl. forms below (translate them, too, if studens raise a hand to indicate that they don/t now one). me1s tu1s,2Xs,2X su1s,2Xs,2a propri1s,2Xs,2a summ1s,2Xs,2a secund1s,2Xs,2a (etc.) medi1s,2Xs,2a omnOs,2ia mult1s,2Xs,2a pauc1s,2Xs,2a ingentOs,2ia crastin1s,2Xs,2a hodiern1s,2Xs,2a hestern1s,2Xs,2a ingenti1rOs,2a nostr1s,2Xs,2a vestr1s,2Xs,2a 'uant1s,2Xs,2a . . . tant1s,2Xs,2a . . . prim1s,2Xs,2a ultim1s,2Xs,2a ampl1s,2Xs,2a angust1s,2Xs,2a pri1rOs,2a ulteri1rOs,2a-posteri1res,2a ampli1rOs,2a angusti1rOs,2a long1s,2Xs,2a brevOs,2ia alt1s,2Xs,2a humilOs,2ia longi1rOs,2a brevi1rOs,2a alti1rOs,2a humili1rOs,2a facilOs,2ia difficilOs,2ia fOlDcOs,2ia tristOs,2ia facili1rOs,2a difficili1rOs,2a fOlDci1rOs,2a tristi1rOs,2a liberXlOs,2ia similOs,2ia praeclXr1s,2Xs,2a fortOs,2ia liberXli1rOs,2a simili1rOs,2a praeclXri1rOs,2a forti1rOs,2a magn1s,2Xs,2a parv1s,2Xs,2a bon1s,2Xs,2a mal1s,2Xs,2a mai1rOs,2a min1rOs,2a meli1rOs,2a pei1rOs,2a s1l1rum ali1rum stil1s pennXs tabulXs chartXs mensXs sellXs libr1s codicilla plumba n. verba n. signa n. nomina n. pensa domestica n. 1rdinOs infantes puer1s puellXs vir1s mulierOs fDli1s fDliXs patrOs mXtrOs frXtrOs sor1rOs u(1rOs marDt1s serv1s ancillXs gladi1s sc[ta silentia lineXs pedOs bullXs gentOs n1s v1s cubicula aulXs iXnuXs fenestrXs lXtrDnXs fontOs m[r1s tect1s a'uXs triclDnia tablDna atria compl[via impl[via culinXs v1cOs viXs diOs noctOs dom[s ?erDdiOs horXs m1menta 9ongit[dinOs 9atitudinOs 8mplitudinOs HlebOs Hatrici1s trib[s legOs pass[s e(ercit[s centuriXs man[s cohortOs legi1nOs bella denari1s assOs unciXs pretia pecuniXs orbOs hostOs digit1s palm1s hominOs stellXs terrXs obiecta n. partOs finOs latera n. fund1s loc1s

= 2 Bo Jase Jhanting part 7. = 2 Sing Tres ?urOs, substituting )adeunt* for )se'uuntur.* 7f time, re2sing )8gricola in Jampo.* = 2 .atch the video here. The ;nd time through have them identify 8cc. Hlurals. (+ote, there are perfect tense words, discesserunt, fugerunt, invenerunt, which you may want to warn them about, or omit by stopping the video when the fish depart.). = 2 Sing )FuantD constat ille canis in fenestra (in )Songsheet* file). :erse ;, )FuantD constat porcupinus in fenestra . . . cum acrDs spinDs. = 2 Eeview. Have a student volunteer to listen I do ?cJarthy/s Trac s Jh."". = 2 (&ptional,) 8t the end, get out the House cut2outs and do ?cJarthy/s long Trac ]". Hut up the cut outs as the announcer says each statement. Then have a student come up and try to eep up. = 2 H 2 Bo the )Jh. "" :erb JategoriGing* sheet for homewor . 2222222222222222222222222222222222222222222222222222222222 = 2 .armup @ Hut the students in groups, give them dictinoaries, and have them try to translate the :ulgate, ?ar <,<"2<M. Have the students comment upon what they new-didn/t now, and what they had to do to fill in the missing pieces, and how easy-hard it was. 5Hopefully it was rather easy, because they could guess most of the words, and perhaps because they had heard the 0nglish version elsewhere.6

Teach the 8ccusative Hlural forms

'u1s,'uXs,'uae e1s, eXs, ea h1s, hXs, haec ill1s,illXs,illa ips1s, ipsXs, ipsa n1s nostr1s-nostrXs-n1stra v1s vestr1s-vestrXs-vestra whoseS - whom they these those the same 5ones6 we our you (pl.) your

= 2 Have the students copy the words into their :ocabWournals I HronounsTemplate. = 2 Hlay hot potato - Hila calida. Hut students in gender2specific groups of ; or < around the room. Aive each group a)hot potato* with their name on it. The hot potato can be thrown directly to any group, not just around the circle. 0very time the hot potato is passed, each group has to say )ad ill1s-illXs.* 7f a group says it incorrectly, then they must go get the ball (or someone can throw it bac to them), and try again. The rule is that if a hot potato goes all the way around, and comes bac to your group, you can throw it )8d illa spatia* (neuter) on the floor

in amongst the groups, and then you win and get a reward (e.g. M pts for "st and ;nd place, R pts. For <rd and Rth place, etc.), and may sit inside the circle. %ut if the music stops, and you/re holding a ball, then you must sit out5side the circle6 for one round of music. The object is not to give a hot potato bac to a group whose it really is (lest they throw theirs out and win), but also not to hold onto it so long reading the name, that you yourselves have to sit out a round (because then you can/t win). 7f studens are really good, ma e a rule hat you can/t throw it to those who has just threw it to you. = 2 Eound ;, This time, each group must +8?0 whose potato it is before they throw it, )pila 7ll1rum it ad illXs 8lso, this time, when the music stops, you/re out for good, and there will be only " winner. (.hen a group is out, it/s ball is out, too.) = 2 Have the students play ?r.-?iss Bunce. Hut the students in groups of ; 5have at least one groups of just girls6. 0ach student is to gesture at other groups as (s)he spea s, using the appropriate gender. (21s or @Xs or 2ae). The dunce begins by saying )'u1s amXsS* )?arcus et 9ucius, :ir1s ill1sY* )HaecS* )+1n ill1sY* )7ps1sS* )01s vir1sY* )H1sS* )+on, ill1sY* )HXsS* )?inimO, vir1s ill1sY* )7ll1s ingentOs illDc** )+1n, vir1s ill1sY* ):Dr1s caerule1sS* = 2 7f time, do a mar et simulation. Aive all students e'ual numbers of uncolored unciae, asses, sestertii and denarii, and and have them try to see who can get the most Kstuff./ The catch is that they each have different numbers of goods. The goal is to trade to get the most goods, while using 8ccusative plurals to propose trades, e.g. )Si tu mihi 'uattuor stilos das, ego tibi octo asses do. To mi( it up, every ; minutes draw a random Kevent/ card (e.g. )Jonfiscate all stilos,* or )The buying power of silver denarii increases by one.*). 8t a stated time limit, stop the game and see who has the most value in money. = 2 8lternatively, play a %idding game. Aive the students piles of play denariD, assOs, and unciae, and have them buy objects off of one another. The goal is to accumulate the most wealth of each color of object (e.g. %lue-Areen-Eed). 0ach time you receive an object, you have to eep its price secret (as best you can). Then a person will ma e you a denarii offer, )Tibi ego d1 'uadraginta denari1s pr1 illX.* 7f it is more than the price, then they ?!ST pay that amount and you ?!ST give them the object. 7f it is less than the price, than you say )?elior est 'uam PPPP denariD* or )Hretium est maius,*and the person may not bid on it again, until someone else has bidden for it. Time will be called in M minutes. .hoever has the highest value in their least valuable color, wins. +ote, Students may listen in and observe what other students paid for certain items, but the price itself of any item must +0:0E be said. 8t the end, everyone should comically pretend they li e their own stuff, holding up their own things, and saying )h1s nostr1s propi1s amXmus.* Then they may point at and repugne everyone else/s things )7ll1s vestr1s n1n c[rXmus-vol[mus.* = 2 H 2 Eead the Jreation ?yths handout (; pages front and bac ). Have the studens answer the "" 'uestions. = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Eead the JhapterLs Story. 2222222222222222222222222222222222222222222222222222222222

= 2 :ocab Jhec = 2 Eecitation Jhec

&ptional, Have them turn it over I write < dictation sentences.

= 2 See Solar System Simulation activity in Mica Mica 1arva 2tella. From this source, you might teach the reasons why each planet is called what it is, as well as some of the constellations of the Godiac. Try to simulate the night s y for them. = 2 Have the students learn about the wars of the gods - titans - giants. 2 Herseus I 8ndromeda 2 Hrometheus I Hercules = 2 Jultural Topic, Biagram I then discuss the Htolemaic version of the universe. Hoint out how logical it is, but also where it doesn/t ma e sense (e.g. epicycles) 9eave the diagram on the board, to be used during the ne(t discussion, = 2 Biscuss the R myths in the Jreation myths handout. Biscuss the Saturnalia as a nostalgic loo ing bac to that first golden age. = 2 Jompare the Symposium myth to our modern ideas (Jatholic - 9uthero2 Jalvinistic) of &riginal Sin. .hich is it most li eS .hat are the conse'uences of believing this about human natureS 50.g. 9oss of ?oral Self2Jontrol. Se( becomes the default e(pected thing to do (to recover your woundedness I get up to normalcy), not an option, and not a positive to produce new life.6 = 2 Biscuss the ; big aspects of ancient pagan culture, from a moral perspective, (") +udity and fertility cults (the deification of se() (;) 8lluring music I ostentation (e.g. at orgies, %acchanalia, etc.). (<) Javalier uncharity, i.e. callous unconcern for others/ misfortunes. These were later replaced by (") a theology I eventua culture of clothing oneself. (;) Simple I humble clothing, even for the %yGantine court. Wewish2tradition chanting becoming Aree and then Aregorian Jhant. (<) 9ove of neighbor as service to the gods. Jlose with reading 7 Wn ;,"Q. 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter "" Test. ======================================

hapter 3. & 1 days

Bative Hlural
dens,2ntis m. oculus,2D 1s,1ris n. caput,2itis n. collum,2D n. pectus,2oris n. viscera,21rum n. tooth ([nus dens) eye = 2 7f time, show them the video here. mouth ([num 1s) head ==Japit caput caprD.== ([num caput) nec chest ([num pectus) intestines, belly ([na viscera)

femur,fem1ris n. thigh (upper leg) tDbia,2ae shin (lower leg) tXlus,2D an le, claw pOs, pedis m. foot digitus,2D finger, toe brXcchium,2iD arm place1,2Ore please

([num femur) ([nus pOs)

= 2 Have the student copy the words into their :ocab +oteboo s. Hoint out the Jhapter/s only Tongue Twister. (Jlic on it.) = 2 Teach the Bative Hlural forms. = 2 Start off with Jase Jhanting. part 7. = 2 7ntroduce the students to the forms (translate them). meDs tuD suDs propriDs summDs s1lDs aliDs multDs paucDs crastinDs hodiernDs hesternDs ingentibus nostrDs vestrDs 'uantDs . . . tantDs . . . omnibus ingenti1ribus primDs ultimDs amplDs angustDs pri1ribus posteri1ribus-ulteri1ribus ampli1ribus angusti1ribus longDs brevibus altDs humilibus longi1ribus brevi1ribus alti1ribus humili1ribus facilibus difficilibus fOlDcibus tristibus facili1ribus difficili1ribus fOlDci1ribus tristi1ribus liberXlibus similibus praeclXrDs fortibus liberXli1ribus simili1ribus praeclXri1ribus forti1ribus magnDs parvDs bonDs malDs mai1ribus min1ribus meli1ribus pei1ribus stilDs codicillDs 1rdinibus fDliDs f. servDs pennDs tabulDs plumbDs n. verbDs n. infantibus puerDs patribus mXtribus ancillDs gladiDs chartDs signDs n. puellDs frXtribus sc[tDs mensDs sellDs librDs nominibus n. pensDs domesticDs n. virDs mulieribus fDliDs m. sor1ribus u(1ribus marDtDs silentiDs lineDs pedibus

bullDs gentibus n1bDs v1bDs cubiculDs aulDs iXnuDs fenestrDs lXtrDnDs fontibus m[rDs tectDs a'uDs triclDniDs tablDnDs atriDs compl[viDsimpl[viDs culinDs v1cibus viDs diObus noctibus domibus ?erDdiObus horDs m1mentDs 9ongit[dinibus 9atitudinibus 8mplitudinibus Hlebibus HatriciDs tribibus legibus passibus e(ercitibus centuriDs manibus cohortibus legi1nibus bellDs denariDs assibus unciDs pretiDs pecuniDs orbibus hostibus digitDs palmDs hominibus stellDs terrDs obiectDs n. partibus finibus lateribus n.fundDs locDs

= 2 Have them read selections from the :ulgate, or just hunt dative plurals, 0G. <Q,R. = 2 9earn )oculus,* Have a student volunteer to listen I do ?cJarthy/s Trac s Jh.";. = 2 .arm2!p, To get them riled up, sing, )Si hodie es fOlD(.* = 2 !sing your own body as a model, go from body part to body part, Udentes coniungunt capiti, caput coniungit pect1rD, pectus coniungit viscerDs, viscera coniungunt fem1ribus, femur coniungit tibiDs, tibiae coniungunt pedibus, etc.U Bo different variations, 2 Ao bac and forth between two body2parts, to concentrate on them. 2 Ao down one leg (singular) instead of both (plural). 2 Ao down arms (use manus,2[s) instead of legs Then have the students brea into groups of ; and do the same thing. 0ach gets a point if they either (") catch the otherLs mista e before they catch it or (;) say three body parts in a row without a contested mista e) = 2 Show (non2alluring) pictures from Gray3s Anatomy. = 2 Eoman Eeligion 2 Bo a study of the Hlural groups of Beities. 2 AeminD 2 9arOs I HenatOs 2 Furies (0rinyOs) 2 +ote lessons in their reason for belief. &aths are sacred. 2 Aorgons 2 ?uses 2 Araces (?erry little graces) 2 Harpies 2 Fates 2 &ptional, Have students learn the Aree declensions of these.

7rregular Hronouns and Hossessive 8djectives,

'uibus n1bDs v1bDs eDs-hDs-illDs-ipsDs meDs - tuDs - suDs nostrDs - vestrDs - suDs to whom to us to y/all to them - to these - to those - to the very ones to my - your - his2or2her2or2its to our - to your - to their

= 2 Jopy down the words into their :ocab noteboo s I HronounsTemplate. = 2 Hlay ?r-?iss Bunce. Hut the students in groups of two by gender and-or other common characteristics. 0ach partner will pretend to have something to give to the others, or to perform some intransitive verb action toward a group. Fuibus credisS 7llDsS HDsS ?eDs amDcDsS 0DsS 7psDsS &mnibusS = 2 Hut the students in groups of two around the classroom by gender, color of shirt, or other common characteristic. They can even ma e names for themselves (0.g. )the caeruleD*). 8nd put < balls into play. 0ach group will give the ball to another group, and specify to which group it is to be given ne(t, )0.g. )BXte (hanc) pDlam illDs caeruleDs.* Then the receiving group will clarify, )+ecesse est nobDs hanc pDlam dXre

illDsS* 8nd the giving group will affirm, )7ta, necesse est vobDs hanc pDlam dXre illDs.* Eace, Separate the room into two sides and see how many trades each side can get before time runs out. &r, play Hot Hotato. = 2 Teach the Bouble Bative. = @ Bo the previous activity, but using a double dative. This time label each ball as a )sign* )help* )spectacle,* They say, )this ball is for a help - sign - spectacle - uproar for them,* or )Haec pila est au(ili1 - sign1 spectacul1 - clXm1rD caeruleDs.* Then the receiving group will say )Haec pila est sign1 n1bDsS* )7ta est sign1 v1bDs.* Then that group will 5sigh in relief - e(amine carefully - say, ).o.Y* - scream6. 0ncourage them to Khamm it up./ 8fterward, as or point out to the students that these singular words we/re using are all abstract. = 2 7f time, have ; students act out the first s it on Traupman, MM. Then as the rest of the students what happened. &r have < separate groups do all < s its. = 2 Herhaps now (or in Jh. ;Q) Bo the ?ap Study on the !nderworld. 2222222222222222222222222222222222222222222222222222222222 = 2 :ocab Jhec = 2 Eecitation Jhec &ptional, Have them turn it over I write < dictation sentences. = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Eead the JhapterLs Story. = 2 Ao over the ?ap Study @ 0ntrances to the underworld at Taenarus and 9a e 8vernus = 2 Eead the ancients/ view about what happens to you when you die. = 2 Follow < heroes on their < Trips through the underworld. = 2 Jultural Topic, Eeligion (?ore JonstellationsS). Eead pp. R]2M" )Eoman Eeligion* in !nit 777 Jh. ;< of the Jambridge Series. &r read the roman2empire.net website here. 7f time, read Seneca/s Hump inification of Jlaudius. 7ntroduction here. Have them memoriGe the basic Hantheon of Eoman I Aree deities. Ao over the 7dea of Sacrifice sheet, front I perhaps bac (7n the culture folder.) Biscuss how numen comes down (sanctificatio) and worship goes up (cultus). Sacraments can be translated as )rites,* or )mysteries,* or just )sacred things.* Ao over Haruspices (pic), 8ugurs (pic), I Flamina. Biscuss Hriesthoods and the Flamen Bialis (weirdY). Ao over the < mystery religions @ Jybele (?agna ?ater), 7sis-Fall (pic from Hompeii 3 Jhristian sistrum), I %acchus (secret rites) I ?ythras. W.Jaesar permitted Wewish worship, since they helped him against Hompey. = 2 For honors classes, the :Eoma ?ythology Scavenger Hunt as H, today or tomorrow. 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter "; Test. ======================================

hapter 33

8blative Hlural
nXvis,2is f. nauta,2ae m. agric1la,2ae e'uus,2D du(, ducis rOs,reD rOs p[blica spOs,speD f. d[c1,2ere incipi1,2ere (per)territus clXrus,2a,2um obsc[rus,2a,2um (in)certus,2a,2um fidOlis,2is DrXtus,2a,2um laetus,2a,2um ship sailor farmer horse leader thing Eepublic hope lead begin terrified (through and through) bright clXrO=, clXrius = Jlearly, obviously dar obsc[rO, obsc[rius certain certO=, certius = Jertainly faithful (one) fidOliter, fidOlius (`22.ho was UFideliusSU) angry DrXtO, DrXtius joyful, happy laetO, laetius ([na navis)

([na rOs) ([na rOs publica) ([na spOs)

= 2 Have the students copy the words into their :ocab Wournals. Hoint out to the students that sometimes, especially with occupations, you have a feminine2 loo ing noun which, because of its meaning, is actually masculine. Hoint out the adverbs that come from each of the adjectives. = 2 H @ Hand out the Jh. "< Berivatives sheet. = 2 Teach the Mth Beclension. Tell the students that almost all Mth declensions are feminine, li e "st declensions (the sole e(ception being diOs, dieD, which is masculine.) 8lso, li e "st declensions, itLs Aen-S. and Bat.-S. are identical. However, in the plurals, itLs li e <rd declension, with the +om-Hl. and 8cc.Hlbeing identical (notice 7 just said an absolute), and with the dating and ablative plural endings being 20%!S (another abl. abs.Y). So the Mth declension is li e a marriage of the "st and <rd declensions. Jhant the endings. EeciteUrOs publica,U in its declension, ; or < times, gesturing. = 2 )Sing )B[c, d[c, remum d[c, in flumen retr1. :DvidO (R(), ut in somnDn1.* = 2 Bo some 9isten I Bo from ?cJarthy/s Trac s Jh."<. = 2 Bo Jase Jhanting part 7. = 2 Hlay Jlass Toss2ups. Hut the declension of UEes publicaU on the board, and have each student pic one case (encourage them to pic an esoteric case), and write a sentence using that case. They should say their sentence as 'uic ly as possible, out loud, and then the other students must immediately try to say as 'uic ly as posible which case it is. .hoever gets it right first gets the biggest reward, and then is Lout.L The remaining students compete for the ne(t rewards, etc., until all the students have LcaughtL a toss2up. For the last student remaining, the first

student out ma es up a new toss2up, and that student must just answer it correctly to get a point. = 2 Teach or give +otes on the students the 8blative Forms. (8ll M declensions) = 2 Aive e(amples of some 8bl. Functions. The bold ones below they need to now for the test. Herhaps have them ta e +otes on these, 8bl of description)cum pede mal1*8bl. of manner )01 cum diligentia* Hbl of omparison 7meli-r tI8 8bl of Begree of Bifference )melior mult1* Hbl of 6eans7)ladi- Pulsant<8 8bl by way of which 2 )8ureliX viX it.* Hbl of Place where 7in vi,8 Hbl< of Place from which 7a vi,8 Hbl< of 2ime-when7sext, h-r,8 Hbl< of 2ime-within-which 7sex h-r*s8 Hblative Hbsolute 76I fIl*c*D8 = 2 7f time, show the students the ablative Functions chart in your spiral noteboo . = 2 7ntroduce the students to the forms (translate them). propriDs summDs s1lDs multDs paucDs crastinDs 'uantDs . . . tantDs . . . omnibus aliDs hodiernDs hesternDs ingentibus ingenti1ribus

primDs ultimDs amplDs angustDs pri1ribus posteri1ribus-ulteri1ribus ampli1ribus angusti1ribus longDs brevibus altDs humilibus longi1ribus brevi1ribus alti1ribus humili1ribus facilibus difficilibus fOlDcibus tristibus facili1ribus difficili1ribus fOlDci1ribus tristi1ribus liberXlibus similibus praeclXrDs fortibus liberXli1ribus simili1ribus praeclXri1ribus forti1ribus magnDs parvDs bonDs malDs mai1ribus min1ribus meli1ribus pei1ribus stilDs codicillDs 1rdinibus fDliDs f. servDs pennDs tabulDs plumbDs n. verbDs n. infantibus puerDs patribus mXtribus ancillDs gladiDs chartDs signDs n. puellDs frXtribus sc[tDs mensDs sellDs librDs nominibus n. pensDs domesticDs n. virDs mulieribus fDliDs m. sor1ribus u(1ribus marDtDs silentiDs lineDs pedibus

bullDs gentibus n1bDs v1bDs cubiculDs aulDs iXnuDs fenestrDs lXtrDnDs fontibus m[rDs tectDs a'uDs triclDniDs tablDnDs atriDs compl[viDsimpl[viDs culinDs v1cibus viDs diObus noctibus domibus ?erDdiObus horDs m1mentDs 9ongit[dinibus 9atitudinibus 8mplitudinibus Hlebibus HatriciDs tribibus legibus passibus e(ercitibus centuriDs manibus cohortibus legi1nibus bellDs denariDs assibus unciDs pretiDs pecuniDs orbibus hostibus digitDs palmDs hominibus stellDs terrDs obiectDs n. partibus finibus lateribus n. fundDs locDs dentibus capitibus n. collDs n. pectoribus n. viscerDs n. fem1ribus n.

tibiDs

talDs

pOdibus

digitDs

bracchiDs

n1bDs v1bDs meDs - tuDs - suDs nostrDs - vestrDs - suDs illDs-hDs-ipsDs 'uibus = 2 Have the students copy the words into their :ocab Wournals I Hronouns Template. = 2 Bo Jase Jhanting part 77. = 2 9isten again to the 8blative plurals in Jarmina %urana )7n taberna 'uand1 sumus* (drin ing song). Bisplay the te(t here. 8s them if it ma es more sense than last time. = 2 Bo some THE with the is-ea-id pronouns, in all their cases, genders, and numbers. 0mphasiGe signing the same homophone is ; different ways, e.g. )eD* 5ma ing the motion for +ominative plural )they,*6 and )eD* 5ma e the pointing to symboliGe )to that one.*6 and all at the same time, i.e. not putting others in between. Aive them the THE 'uiG sheet to study (in )Tests* folder). = 2 H 8ssign them to be able to do all of them for a 'uiG the ne(t day. (&ptional, ?a e them do not just the pronouns on the sheet, but also masculine-feminine-neuter ordinary nouns.) 2222222222222222222222222222222222222222222222222222222222 = 2 Jh. "< :ocab Jhec " = 2 .arm2up, &n a current events topic, have each student write a sentence beginning UJlXrO-JertO. . .U = 2 Bo the previous day/s assigned THE 'uiG. Hut students in partners. Have them use their study2sheet to chec off their partner as having signed each sound correctly or incorrectly (also, without inserting other sounds in between identical sounds). = 2 Tell the students that just as there/s a double2dative (i.e. two datives used as a parenthetical phrase), so there/s also a double2ablative, and it/s called an )8blative 8bsolute.* !se File )8bl 8bs 9esson Hlan* (in +otes folder), or this, Ao over the < inds of such absolutes, 2 +oun 3 +oun `22Herforms the same function as a double dative, Tells of one thing acting-functioning-being in a certain capacity. The only difference is that it/s just saying that somebody was something, not that their being that was )F&E* anybody, as the double dative is.) 2 +oun 3 8dj. `22 Bescribing something (its 'uality). 2 +oun 3 Harticiple (we/ll learn this later). 8nd emphasiGe how to translate it, U.ith the PPPPPP PPPPPP.U (i %est and most literal) U.hen-while-after-since-although the PPPPP was PPPP.U UThe PPPPP, who was-is PPPPP.U Aive some e(amples,

UHuellDs amDcDs, fOlDcOs sumus.U U8gricolDs fort(i1r)ibus,U cibum habOmus. = 2 0mphasiGe that when you ma e an ablative absolute, it J&!9B just be one situation going on while another (the main action of the sentence) is going on. However it is better to pic a situation that either (") directly causes or influences the main action, or which (;) directly contrasts from the main action. For why should you ma e this parenthetical side2comment unless it has something to do with the main sentenceS 7t is these two latter that translators will translate as UsinceU and Ualthough.U = 2 8lso, remind them that whenever you say any ablative (how much more an ablative absoluteY), you should Lhang ontoL the long vowel, because that gives the sense of U&h this is going on while the main action is occurring. =2 Have each student write several ablative words. From these words, they are to ma e ablative absolutes. From this ablative absolute, they are to complete the sentence in < different ways, one merely descriptive, the other causatively impacting, and the third concessively obstructing the main action. = 2 Hlay 8round the .orld. First you start with a mundane sentence, usually with emotional content, such as UinfOlD( sum.U Then each student ma es up an ablative absolute (in their mind). The first student says their ablative absolute, UHuerDs caeruleDsU then UinfOlD( sum.U The ne(t student must say the previous studentLs ablative absolute, plus their own ablative absolute, ending it UinfOlD( sum.U Jontinue this way around the whole room. 7f the last student remembers the entire list, then the entire class gets a priGe. = 2 Bry20rase boards, have each student draw a picture of each 8blative 8bsolute that you say. = 2 Thin 2Hair2Share, %y themselves, students will write down some ablative words (principally nouns, but also a few adjectives and participles) that they might use in an ablative absolute. Then in partners, they will ta e turns, one student using one of his-her words to begin an 88, and the other using one of his-her words to complete it. Then in groups of R, each group will present their best- funniest 88s, and the other group must translate it (using a different one of the M techni'ues each time). = 2 7f a religious class, desired, translate the remaining verses of the hymn U:ictimae Haschali 9audes.UTranslate each line, and have them tell you whether the word(s) in it were Batives or 8blatives. caeruleus,2D ruber,rubra,rubrum croceus,2a,2um viridis,2e candidus,2a,2um niger,2gra,2grum blue (the color of the )caelum*-)s y*) red yellow green white blac

= 2 Have the students copy the words into their :ocab noteboo s. = 2 To learn vocab., have the students respond to the prompts in the video here.

= 2 &ptional (if time,). Hlay the %aGaar Trading game. Eeview the declension of UTwoU (du1 du1rum duobus du1 duobus) and UThreeU (trOs trium tribus trOs tribus), Hut students in R groups of R or M, and give them each ; boards and "; cards (placed face2up in R stac s), and ;M jewels (M of each color). 0ach turn they draw a jewel, and-or trade and purchase a card. 7f they sha e a star, they can ta e a jewel of their choice from another player (UBa mihi PPPU). .hoever gets the most cards wins. Tie2brea ers are number of stars. ; rules, (") +o one ta es their own jewels, but other players must hand them to them. (;) 0ach player re'uesting a trade must spea specifically (saying number and color of jewel in each trade). 7f a person is ambiguous, another student may interpret it otherwise than they intended and give them some other trade that isnLt profitable to them. 8fter each round switch groups. 8fter the <rd round, all the winners go to one table to play in the Rth round for the championship. Eound ", Students merely say UhD pro 5the color(s)-number(s) traded for, in abl.6.U Eound ;, (made up of the winners), Students say both sides of the trading e'uation, U!nus caeruleus et unus croceus pr1 duobus rubrDs un1'ue viridD.U Eemind them that since weLre dealing just with adjectives, generic 5<rd declension6 ones, in this case, just UviridD,U will end in Ui.U Eound <, Students say " side of the e'uation, using both adjective and Ures.U UHae pro duobus rebus caeruleDs et unX rO rubrX.U Eound R, (for just the champions), Students say both sides of the e'uation, 8+B adj as well as Ures.U U5Hae6 du1 rOs caruleae et 5haec6 rOs crocea, pro 5illDs6 trDbus rebus candidatDs, et 5illX6 unX rO caeruleX.U = 2 H @ Hass out the Jh. "< ?ap Study. 8lso pass out the reading from pp. RR2RM of the Roman Map $or,boo, by Heimbach. Tell them that most of the answers to the 'uestions will be here, and to just get as much as they can. Herhaps give them the Jambridge Stage <" culture readingS discussion (on )The Jity of Eome*) in the 4ambrid)e 2eries/ green boo to help them fill in the map. 7f ?ap study, they must get most of it by ne(t class. Have them as you if they have maps or internet access to get the answers from. =2 2222222222222222222222222222222222222222222222222222222222 = 2 Jh. "< :ocab Jhec ; = 2 Jh. "< Eecitation Jhec = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Eead the JhapterLs Story. = 2 Teach the students a map of Eome. Have them memoriGe ey locations, The N hills, the Forum, the Jampus ?artius, and the 7sola Tiburina. 7f time allows, give some pictures-slides of the various parts of Eome, throughout history (Eepublican walls . . . 7mperial Eome . . . ?edieval Eome . . . ?odern Eome.) Herhaps play the Aoogle0arth Eome tour again, to get familiar with each place. &ptional activity, Hut them in groups of ; or <, give them each a landmar , and have them find out about it by wal ing around :Eoma, and ta ing notes and pictures, which they must put into an ].M* ( ""* display on their landmar .

Then post these displays on a giant wall2map of Eome. 8fterwards, go into Aoogle 0arth and show them what is now on the spot of each of their landmar s. &ptional activity, Have each student adopt a spot or object (e.g. Trajan/s column, ara pacis, :illa Aiulia museum, 8rch of Titus, Bomus 8urea, %aths of Biocletain, ?ausoleum of Hadrian, etc.) in Eome and do a research project on it. (Hut in Jhapter NS) = 2 Jultural Topic, Eoman State Eeligion (?ore Jonstellations). =2 8ssign the Q2wee s/ project, They are to find a floor2plan of a Eoman building on 9anciani ("^##) Forma !rbis Eomae, and figure out where it/s at, and then plot it e(actly in Aoogle 0arth, using both a (") polygon and (;) a M#$ transparent overlay of the original blue2prints image. Aive them the instructions handout, and go over it with them, showing them, on an e(ample building, how to do it. Show them the end product on your own Aoogle 0arth Eome tour, and how we/re going to put all these into " big file, and be able to see where Eome is. 0ncourage them to pic a building that hasn/t been done yet. For answering the 'uestions, advice can be seen on the Eome Hlace 7B project wor sheet. 0mphasiGe to them to follow the instructions minutely. = 2 ?oral Topic, Ao over the < Beterminants of a ?oral 8ct, i.e. what constitutes sin (i.e. brea ing them). Aive an e(ample, 7ntent to >ill is a Jrime (end), >illing is a crime (?oral &bject), but accidental illing - involuntary manslaughter is not (Jircumstances). 7f time, go over the ; components of the soul, 7ntellect I .ill. 0mphasiGe that these are not emotional -animal faculties, but fully spiritual, and that is why we prosecute them as such, .hen they do evil, they constitute a spirit principle itself of evil itself. The latter must be implicated for sin to have been committed, and guilt to be imputed. 7f time, go over the M ?odifiers of ?orality, 7gnorance, Habit, Hassion, Fear, and Force. 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter "< Test =====================================

hapter 31
mO paenitet dObe1,2Ore cess1,2Xre vDv1,2ere (dO)ping1,2ere virt[s,2[tis f. vitium,2iD vDta,2ae tempus, temp1ris n. pict[ra,2ae it pains me, 7/m sorry owe, ought, should cease, stop live to paint, to draw virtue vice life time picture ([na virt[s) ([num tempus) (vs. incipi1,2ere)

causa,2ae c[rS 'uod 'uia 'uand1 ali'uand1

cause whyS because, than because when some day

= 2 Have the students copy the words into their :ocab noteboo s. = 2 H 2 Hand out the Jh. "R Berivatives sheet. = 2 Hand out the Hresent System :erb Template. 0(plain that we/ll be going through this, for most of ne(t year. =2 7ntroduce students to the Future tense, beginning with the future of Dre (Db1, Dbis, Dbit, etc.) Then tell them that there are two types of Future tenses, ib-Js and characteristically spanish endings (H+G!. The 7bo/s ("st I ;nd Becl.) have the future tense of Dre tac ed onto them, but the spanish ones (<rd and Rth Becl.) don/t. These latter, sound almost e(actly li e Spanish, e.g. )vDvrOmus* (Spanish), and )vDvOmus* (9atin). 7%&/s originally had the sense of our present progressive ()7/m going to...*) The Spanish ones originally had the sense of our normal future tense()7 will-shall PPP*). +owadays they each have the sense of both, ).ill*-*Shall*-*Aoing to.* This pattern of ; ways to say the future is common in many languages. (7f desired, tell them that it is imperfect, also e(plaining what )7mperfect* means.) 0(plain to the students that, whether it is @%72 or 8-02 the future tense has a light and airy sound, almost as if you are gasping or drawing out the tense2sign/s vowels.

paenitOb1,2bis,2bit debOb1,2bis,2bit cessXb1,2bis,2bit obtinOb1,2bis,2bit constXb1,2bis,2bit vendam,2Os,2et comedam,2Os,2et numerXb1,2bis,2bit pensXb1,2bis,2bit feram,2Os,2et tollam,2Os,2et veniam,2Os,2et monstrXb1,2bis,2bit narrXb1,2bis,2bit favOb1,2bis,2bit respondOb1,2bis,2bi, placOb1,2bis,2bit petam,2Os,2et vidOb1,2bis,2bit m[tXb1,2bis,2bit stXb1,2bis,2bit agam,2Os,2et vertam,2Os,2et audDam,2Os,2et scrDbam,2Os,2et aperiam,2Os,2et claudam,2Os,2et dDcam,2Os,2et agam,2Os,2et legam,2Os,2et ero,eris,erit (red-e(-ab-ad-trans)Db1,2bis,2bit

incipiam,2Os,2et cognoscam,2Os,2et p1nam,2Os,2et dXb1,2bis,2bit crOdeb1,2bis,2bit 'uaeram,2Os,2et movOb1,2bis,2bit spectab1,2bis,2bit faciam,2Os,2et habOb1,2bis,2bit

= 2 Eecite all the above forms = 2 Show the students the )Future Tense Hhonics* notes (see file of that name). 0mphasiGe how if it is a below2the2line sound (<rd or Rth conjugation, it has to get up to the line by adding on @O2 (e(cept "st perosn adds @a2). 7f it/s already a solid vowel above the line ("st and ;nd conjugation), then it will do a barrel role. Ao over with them a few e(amples from Jh."R jN, in the drillboo .) = 2 Bo some Jase Jhanting = 2 Bo some THES. )SpectXbis hDcS* - ):obis placObit spectXre hDcS* 5Spectamus6 9egOtis hocS* 57llud legimus.6 57f you were able to now who will be famous in life6 )Fuid faciOtis 'uand1 audiOtis nomina personXrum 'uD habObant e(itum (success) in vita, 'uD ibunt ad Harvardianam, vel ad CalensemS +um JredObitisS :obis placebit- 8n eritis tristOsS 0rit PPPPP praeclXrus-aS ?inimOY +1n erit PPPP Y (repeat (<) 0runt PPPP and PPP praeclXrD-aeS ?inimOY (repeat ; <). 0rit PPPP praeclXri1rS* 7taYYY PPP in universitate incipiet, et PPPP faciet magnum opum, et faciet alterum magnum opum, et faciet alterum. ?o( praeclXri1r erit. :1bDs monstrXb1, 'u1mod1 ea-is eritY 5Hold up picture of 0instein6 0rit idem ut 0instein. Hil1s mutabit, branum magnum habObit, altO pensabit et dDcet. +otitiam obtinObit. 0t v1s omns legOtis dO eX-e1. 0rit ita ut genius. 0t v1s ad illum-am 'uaerOtis, et is-ea v1bDs respondObit et respondObit sapientiter. 0t v1s illD scribOtis, et is-ea scriptum tuum leget, et is-ea vobDs scribObit, et v1s illius scriptum legOtis, et pensXbitis his vir-haec mulier est intelligentissimus-aY 0rit ut 0instein. :1s placObit, 'uand1 hic occurritS 57T8 - ?inimOY6 7f they li e it, then ne(t class, you can play robot, giving " student commands to do around the room. )Bepinge PPP....7ncipe 5inf.6....JessX 5inf.6* = 2 Hut students in groups of two, and have them tell each other )7f . . . then . . .* statements, with the KThen/ clause in the future tense. 0.g. )SD tu mO spectXs, ego mutXb1.* Aive awards for the correct ones that are (") craGiest, as well as (;) most comple(-difficult2sounding. = 2 8s the students, )7n 'u1 temp1re est hoc verbum KvidO5bi6tis.* 8nswer, Hresent. %onus points if they respond )Hraesens* or )in futur1.* Brill them a while. = 2 Hlay %all2Jontrol@ 8 student gives a present form, and the first student to shout out its future form, gets the ball, and themselves gets to give a Hresent2tense form. = 2 H 2 8ssign the Homewor sheet )Jh. "R :erb JategoriGing.* = 2 Teach the students the M attributes of a verb (have them ta e notes on it), which will be on the test. 2222222222222222222222222222222222222222222222222222222222 = 2 Jh. "R :ocab Jhec = 2 .arm2!p, Aive them the principle parts of mori, narrare, et vivere, and have them translate the stained glass window at ],## here (?usic from Hsalm ""N). Cou may play a little music, too, by Jesar Franc .

= 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Sing SuperXbimus ().e shall overcome*). (Cou may substitute )vincOmus* for )superXbDmus.* = 2 8rt activity, Have students loo up a few words of things they/d li e to have in their dream house, someday. Then they draw a picture of their dream house, showing the items they loo ed up. Then have them describe (using future tense words) how it will be and what it will have, all in 9atin. = 2 From the songboo sing, )She/ll be comin/ round the mountain.* = 2 Hut the students in partners again, and have them give commands to one another what to do, Then have each group ma e up a command for another group (using the plural )@tis* ending). = 2 7f at a christian school, finish with the motet U?editaborU, from the Jhristendom Jollege JB U?edia :ita,U on the iTunes store website. Aive the students the meanings of the words Umeditabor 5U2rU4deponent, but still future6, mandatum, dilectare, levare.U = 2 Eegin giving all assignments in future tense. = 2 H @ Have the students write a paragraph about what they will do in some future event. = 2 Eead the JhapterLs Story. Ao over the ; ways to translate a future2tense word, Future progressive (be going to PPPP), and Simple future (will-shall PPPPP ). = 2 H @ Eead Harmenides/ Hoem (or online). 2222222222222222222222222222222222222222222222222222222222 = 2 Jultural Topic, Hhilosophies (Eoman :irtues I :ices). Bo some readings from each of the major philosophies. Hhilosophy, ; Fuestions, .hat is the world made ofS .hat should we doS .hat isS Aive +otes on the early philosophers, They don/t need to learn the ones highlighted in Cellow. 8tomists, Hythagoreans, I HlatoI8ristotle. .hat shouldS Eead the article on the R ethical philosophies. = 2 ?oral Topic, Biscuss Human +ature and the Hhenomenon of Joncupiscence (8nimal-Sensate passion overpowering what reason nows is right-best to do). Biscuss evidence for it, (") 8 fallen world. (;) Founders putting chec s I balances into their government style. (<) !nruly passions @ e.g. in class. Ao over when it was denied, historically, Jommunism\e(pectation that people will just wor , as if they were wor ing for themselves, pulled down by natural tendency toward slothfulness. .e see this also pilgrims who almost died until they passed a law that everyone should wor his-her own land. Hlato/s communal system brea s down for this reason, too, with the sole e(ception of Sparta I certain monastic institutions (e.g. the Jarthusians) which have an intense focus on virtue. Hedonism @ .ithout concupiscence there/d be no reason in the world that hedonism (pursuit of pleasure) should ever fail or mess you up (since it doesn/t hurt anyone else) . . . and yet it did destroy ancient Eoman society and more and more is destroying culture today (Brug culture - Se( culture) etc.

= 2 E 8lternative Eeading The Arass is 8lways Areener (p. ;; in $heeloc,) )8gricola vDtam et fort[nam nautae laudatT nauta magnam fort[nam et vDtam poOtae laudetT et poOta vDtam et agr1s agricolae laudat. Sine philosophiX avXrD virD dO pec[niX semper c1gitant, multam pec[niam habent, sed pec[nia multa virum avXrum n1n satiat. ager,2rD field avXrus,2a,2um avarious, greedy, miserly sati1,2Xre satisfy, satiate 2222222222222222222222222222222222222222222222222222222222 = 2 Jhapter "R Test =====================================

hapter 35
Teach the students the 7mperfect Tense.
0(plain the two aspects of a verb, Time and Jompleteness. Here, the time is Hast, and the completeness is 7ncomplete (hence )imperfect*) =2 7ntroduce students to the 7mperfect tense. Teach them that the imperfect, tac s on something onto the Hresent(or Future) stem. 7n the "st and ;nd conjugations, it tac s )%8* onto the present stem. 7n the <rd and Rth conjugations, it tac s )%8* onto the future stem (2k2). (The only e(ception is the 8 in the "st person singular, which disappears, and is replaced by the standard )0.* 7f you thin of it all as just )%8* with an optional )k* then the imperfects have only " form, not ; li e the futures, so they/re much easier to say I remember. Hoint out that all of them have that )bX* from )Dbam,* S& TH0C/E0 899 HE&AE0SS7:0 (i.e. )imperfect*). (The only one which doesn/t have it, is eram) = 2 Tell them, that henceforth will call this )2k2) in the <rd and Rth conjugations, the )Jonnecting vowel.* Ao over the 7mperfect Hhonics +otes (see File of that name) to teach them about the connecting vowel. = 2 Ao over all the 7mperfect forms they now to date. paenitObam,2bXs,2bat obtinObam,2bXs,2bat comedObam,2bXs,2bat ferObam,2bXs,2bat monstrXbam,2bXs,2bat respondOb1,2bis,2bi, vidObam,2bXs,2bat agObam,2bXs,2bat debObam,2bXs,2bat constXbam,2bXs,2bat numerXbam,2bXs,2bat tollObam,2bXs,2bat narrXbam,2bXs,2bat placObam,2bXs,2bat m[tXbam,2bXs,2bat vertObam,2bXs,2bat cessXbam,2bXs,2bat vendObam,2bXs,2bat pensXbam,2bXs,2bat veniObam,2bXs,2bat favObam,2bXs,2bat petObam,2bXs,2bat stXbam,2bXs,2bat audDObam,2bXs,2bat incipiObam,2bXs,2bat cognoscObam,2bXs,2bat p1nObam,2bXs,2bat dXbam,2bXs,2bat crOdebam,2bXs,2bat 'uaerObam,2bXs,2bat movObam,2bXs,2bat spectabam,2bXs,2bat

scrDbObam,2bXs,2bat claudObam,2bXs,2bat aperiObam,2bXs,2bat dDcObam,2bXs,2bat agObam,2bXs,2bat legObam,2bXs,2bat eram,erXs,erat (red-e(-ab-ad-trans)Dbam,2bXs,2bat (de)pingObam,2bXs,2bat

faciObam,2bXs,2bat habObam,2bXs,2bat vDvObam,2bXs,2bat

= 2 Bo the %8-: Tense Hractice powerpoint. (just <rd person or "st I ;nd person, too) (8s a gameS) defend1,ere pend1,2ere pugn1,2Xre lab1r1,2Xre dormi1,2Dre comple1,2Ore perDculum,2D n. cibus,2D pro(imus,2a,2um stultus,2a,2um plOnus,2a,2um plOnO plerus'ue nisi olim defend pend-hang(down) fight wor sleep (ful)fill danger food ne(t, nearest (from propin'uus) stupid, foolish full fully, completely very many e(cept, if not once

= 2 Have the students copy the words into their :ocab +oteboo s. = 2 Bo some Jase Jhanting = 2 Hlay ?r.-?iss Bunce. Hut the students in groups of ; or <. &ne student will as , )Fuid faciObX(ti)sS* The other (two) will respond with an accusative and a verb. )Hortam claudObXm(us).* The first will act li e (s)he didn/t hear, and as something else, acting it out at the same time )Hortam credObX(ti)sS The other(s) will respond with the same verb, but a different accusative, )hanc - illam - eam magnam rem claudXbXmus.* .hoever can/t thin of a new word first, loses. = 2 Hlay Tic2Tac2Toe using the second matri( on Harticipial %oard # (see file). Cou get a point every time your partner ma es a mista e. Students ta e turns saying words, while moving around the board. Eound ", 0ach person may move " space horiGontally either up, down, right, or left. Cou may not stay in the same s'uare. Eound ;, 7nstead of just moving one space horiGonatlly, they may ta e the elevator (to any of the Q floors). 7magine a stac of Q such boards, with the board with )7* endings on the bottom, )Cou* endings above it, etc. !sing the elevator, they can jump directly to any floor, not just the ne(t floor (as the stairway would allow). 7f time, play a single elimination tournament, to see who is the best. = 2 Hlay whent did 7 see you doing itS Hut students in groups of ; (and give them each a noun wordlist, and a verb wordlist, if necessary). Have one student say what

(s)he saw the other person (or someone else entirely) doing today, e.g. )murum pingObXs.* The other will clarify that (s)he was doing it, is doing it, or will do it, e.g. )murum pingam.* Then the 'uestioner most repeat the answer, and as )cras-hodie-heriS* 7f the sentence was correctly repeated, the responder will repeat the sentence a third time, )7ta, murum pingam cras.* = 2 Hlay 8round the .orld. 0ach student says )?arcus 5impf.6, et Jynthia 5impf.6 . . . et ego 5impf.6 = 2 Hlay Toss2!p. Hut the students into R teams. 0ach round, a delegate from each team comes up. &ne student, chosen randomly from the whole class, says a verb aloud, e.g. )BDcObXs.* 7mmediately the delegates must 'uic ly come up with the other two tenses (in this case, Hresent2dDcis and Future2dDcOs) of it. = 2 Hlay )Fuis id faciObXtS* Send " student out of the room. The other students (e(cept one) each develop an alibi (using an imperfect word, e.g. 9aborXbam in cubicul1), and write their name with their alibi on paper. Then they switch papers. (8fter switching, " student will not have an alibi, and can just say )Silentus-a sum*). The student comes bac in and must 'uestion students one by one (Seth id faciObatS). .hoever has Seth/s alibi should step in and answer, )Seth +1n poterat 'uia in cubicul1 laborXbat.*) The student once found, should say, )7ta, id faciObam,* and immediately becomes Kit,/ and leaves the room to guess, in the ne(t round. The guesser should be encouraged to as multiple people at once, using a plural )PPP,PPP,IPP id faciObXtisS* (8t some point, there will be so many answers, that the 'uestioner won/t be able to eep trac of who was(n/t) accounted for. So it/s up to the 'uestioner. See which guesser can discover the culprit the F8ST0ST. = 2.atch mini2movie about the Time ?achine. 8u(. vocab, posterus,2a,2um ne(t creare create reli'uus,2a,2um left over = 2 .. .heeloc s e(ercises. Hage <Q". jR2M

Teach the students the 8ccusative of Buration.

Eemind them of, m1mentum,2D h1ra,2ae diOs, dieD mensis, mensis annus,2D dimidius,2a,2um ('uam-tam)di[ demum m1ment hour day month year half (how-so)long at last

2222222222222222222222222222222222222222222222222222222222 = 2 Jh. "M :ocab Jhec

= 2 Have the students copy the words into their :ocab noteboo s. = 2 H @ Hand out the Jh. "M Berivatives. = 2 .arm!H, Have the students intuit or ma e an educated guess about what )nihil1minus* (latin) and )Biuturnal* (0nglish) mean. = 2 Tell the students to thin of duration as implicitly havin) 5compl6re7 after it8 5se- anns7 9 5se- anns 5complObat6* = 2 Aive the students a problem, They must figure out )Fuamdi[ n1n dormiObat AaiusSU (or, .hen did he go to bedS) )Hrima h1rX dieD incipit. !nam h1ram comedObat 5to N8?6. Hro(imam h1ram et medium Dbat ad forum 5],<#8?6. Tunc TrOs horXs dDcObat cum amDcDs 5"",<#6. Fuadraginta2et2'uin'ue m1menta nautXs iu(ta flumen spectXbat 5";,"M6. Bimidiam horXm comedObat 5";,RM6. BuXs horXs redObat domum 5;,RM6. BuXs horXs 'uindecim m1menta laborXbat in dom1 5MH?6. 8liam h1ram comedObat in dom1 5QH?6. !litimO triginta2'uin'ue m1menta legObat in cubicul1 5Q,<M6. Tunc dormit. Fuamdi[ n1n dormiObat AaiusS (8n 'uid tempus estS) 58ns, duodecim h1rXs et trDginta2'uDn'ue m1menta n1n dormiObat (Tempus est duodecimX horX, trDginta2'uDn'ue m1mentDs).6 = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Eead the JhapterLs Story. = 2 Jultural Topic, Jity of Fountains Herhaps cover Eoman water resources (a'uaducts, fountains, baths, pools, latrines, and sewers). (7n Aaius/ time, there was no bath, only the public pool, .) 8fter teaching them the rooms in a bath, let them play the online %aths game. .hen a student gets into a new room, they should say it out loud. (Cou may want to warn them to (") eep an eye on the fire, because when it gets too small, they/re dead and (;) don/t eep going if your fire has gotten too small.

======================================

hapter 3'
Teach the students the lDber1,2Xre culp1,2Xre laud1,2Xre care1,2Ore 3 abl. inveni1,2Dre transd[c1,2ere n[b1,2ere sene(, senis

Hassive :oice.

free, liberate blame praise lac find translate marry

senior,2i1ris, senius iuvenis,2is iunior,2i1ris, iunius e'uidem 'uisdam, 'uaedam, 'uoddam i(s)dem, eadem, idem item indeed (Eemember other affirmation, 7ta, clXrO) a certain one the same also, li ewise

= 2 Aive Hassive :oice +otes. Have them chant the endings, both the presents and the futures (both "st-;nd Jonj. I <rd-Rth Jonj.). = 2 Bo some Jase Jhanting = 8s part of the notes, introduce the students to the 8blative of Hersonal 8gent. .henever passive voice is used, the doer is always in the ablative, following the preposition )X(b)* ()by*), +ote the slight grammatical and conte(tual difference between 8blative of ?eans (no X(b)), and 8blative of 8gent (X(b)). ?eans is translated )with,* while agent is translated )by.* )HastX vulnerXtur.* (`22 8blative of ?eans) )8 mO vulnerXtur (`228blative of Hersonal 8gent) = 2 . 2 Have the students do the Hassives Hractice wor sheet. = 2 Hut the students in a circle, and have them throw the ball around, with the rest of the class narrating, )X 5Someone/s name in the 8bl.6 iacOtur.* 7ntroduce a double2 ball, which when thrown, must be accompanied by the plural form )iacentur.* +ow do the imperfects. 0ach thrower must choose to throw, bring, or give the ball to someone else. The group will narrate )iacObXtur,* )ferObXtur,* or )dabXtur.* +ow do the futures. This time, after receiving, each thrower will dictate in advance by whom and to whom the ball is going to be given-brought-thrown. Then (s)he will throw-give-bring the ball as dictated by the previous thrower. They must say either )iacObitur X PP58bl.6PPP ad P58cc.6PPP* (will be thrown by PPP to PPPP), or )ferOtur* X PP58bl.6PPPP ad PP58cc.6PP* (will be brought by PPP to PPP), or )dabitur X PP58bl.6PPPP ad PP58cc.6PP* (will be given by PPP to PPP). = 2 Teach the students that one form of the ;nd person singular ending ()2ris*) is (2re) This loo s li e the infinitive ending. This special ending, along with )2minD* (the ;nd person plural) is what forms the passive imperative command forms, 9audXre )5you6(s.) be praisedY* 9audXminD )5you6 (pl.) be praisedY* JarOre ) (s.) be lac ed.* JarOminD ) (pl.) be lac edY* Transd[cere ) (s.) be translated* Transd[ciminD ) (pl.) be translatedY* Japere ) (s.) be ta enY* JapiminD ) (pl.) be ta enY* 7nvenDre ) (s.) be foundY* 7nvenDminD ) (pl.) be foundY* = 2 Teach the students the )?iddle :oice* word fi1,fiOri factum est, which can be translated passively )was made* or middlely )become.* = 2 7ntroduce students to the impersonal construction )Bictum est 5Bat.6 'uod . . .* +ote that it is neuter. = 2 .atch the ?ini2?ovie Hartners in Jrime. 8u(. :ocab, ?eta goal pagina,2ae page aura breeGe, gust

E 8lternative Eeading - .armup. Eead )The Hoet Horace Jontemplates an 7nvitation* (p. N in $heeloc,) 8u(iliary vocab, err1,Xre err, mess up cogit1,Xre thin = 2 7ntroduce the Jhapter/s SJE7HT8. = 2 Eead the JhapterLs Story. = 2 Jultural Topic, 8ncient Brama. 7nteract with online Jambridge website on Brama in Herculaneum (do the )9ife of Jaius* activity. .al from Hompeii to Herculaneum, and enter the theatre). <B simulation of a theatre. <Q# view of a real theatre. 9isten to these poc recitations, 8eneid. &vid et al. Eead a culture2section on Brama from a common Eoman te(tboo , e.g. the Jambridge series. Students do a classifying activity where they receive plot2 summaries on inde( cards (listing also author), and must classify them into the category of drama that they constitute. Jomedy, Tragedy, ?ime, or Hantomime. 9earn to clap out the various meters. Students must memoriGe the major Eoman dramatists, and what genres they each introduced. = 2 Jultural Topic, 7n large groups, the students each pic a Eoman stoc character, and then perform an improvised or real Eoman s it. = 2 Q .ee s Hroject @ Hut on a 9atin play. Hrobably from 9ingua 9atina per se 7llustrata/s boo of plays, or they can ma e their own, or you can do one %7A one, as a class. ================ - 0+B &F C08E======================