propositum : dwbat identify and translate 4 th and 5 th declension nouns

Facite Nunc: 1. Take a ‘4th and 5th Declension Nouns’ handout from the front of the room

and snap it into your binder

2. Take 2 minutes to honestly reflect on the following questions. You may write out a short response in your Class Notes:

1. How long did I prepare for my Term 2 IA?2. How well did I learn my vocabulary?3. Did I make use of the Practice IA and Study Guide?4. Did I ask for help or additional practice in order to better prepare?5. Were/was there any questions/sections/content I didn’t feel prepared for? If so, why

didn’t I feel prepared?

PENSUM #76: Make flashcards with endings for the 4th and 5th declension

2/4/14

Propositum: DWBAT identify and translate 4th and 5th declension nouns

Section B: Translation

accendēns senātōrēs capiēndō nimium auctōritatis etiam ab illīs maledictus est. (line 5)

Because he (Tiberius) was inflaming the senators

by taking too much (of) power/influence)indeed he was slandered by those (men/senators).

4th DECLENSION: exercitus, -ūs m. / manus, -ūs f.

SINGULAR PLURAL

NOM

GEN

DAT

ACC

ABL

huic exercituī

illa manus

ipsīs exercitibus

huius manūs

illō exercitū

ipsam manum

illī exercitūs

hīs manibus

ipsōs exercitūs

illārum manuum

4th Declension Endings

us

ūs

uī

um

ū

ūs

uum

ibus

ūs

ibus

5th DECLENSION: aciēs, acieī f. / diēs, dieī m.

SINGULAR PLURAL

NOM

GEN

DAT

ACC

ABL

hic diēs

illīs aciēbus

ipsum dīem

hāc aciē

illōrum diērum

huic acieī

ipsius dieī

illae aciēs

hīs diēbus

ipsās aciēs

5th Declension Endings

ēs

eī

eī

em

ē

ēs

ērum

ēbus

ēs

ēbus

Independent Work

• Take 3 minutes to translate the underlined phrases at the bottom of pg. 2 using your 4th and 5th declension endings and the Vocabulary at the bottom of the page.

Facite Nunc: 1. Take a ‘4th and 5th Declension Noun Forms’ handout from the

front of the room and snap it into your binder

2. Take out your 4th and 5th declension flashcards for inspection

3. Complete the STATIM on side 1 of your handout (declining nouns and 2 MC questions)

PENSUM #77: Study for a 4th and 5th declension QUIZ on Friday(Composition and translation)

2/5/14

Propositum: DWBAT decline, form, and translate 4th and 5th declension nouns

impetus, -ūs m. DECLENSION # _______4th

impetus

impetūs

impetuī

impetum

impetū

impetūs

impetuum

impetibus

impetūs

impetibus

fides, -eī f. DECLENSION # _______5th

fides

fideī

fideī

fidem

fidē

fidēs

fidērum

fidēbus

fidēs

fidēbus

Multiple Choice Practice1. Change the noun-adjective pair hōrum diērum to the

SINGULAR keeping case the samea) hic diēsb) huius dieīc) huic dieīd) hōc diē

2. The form aciēs could have the following GNCa) nominative plural onlyb) nominative plural or nominative singularc) nominative plural, nominative singular, or accusative plurald) accusative plural only

Paired Translation

• Choose 1 person at your table to complete and translate your Exerceāmus! passage (15 minutes)

– Fill in the missing 4th and 5th declension nouns with the right case and number based on the grammatical CONTEXT of the sentence

– Translate the passage in full below

Facite Nunc: 1. Take a ‘4th and 5th Declension Noun Forms in Context’ handout

from the front of the room and snap it into your binder

2. Complete the STATIM at the top of your handout (declining nouns) in your notes

1. Don’t use your reference cards!

PENSUM #78: Study for a 4th and 5th declension QUIZ on Friday(Composition and translation)

2/6/14

Propositum: DWBAT translate 4th and 5th declension nouns in context

(After the downfall) frātris luctō, Gaius tamen horribilem (uproar) quem inter adversariōs advocatōsque Lēgis Semproniae Agrariae in forō accidit dediscere nōn poterat. (The grief) , quem is sustulerat, hunc prō moribus frātris edīcere impavidē citābat. aliī etiam (hope) dē reparatione illārum morum per Gaium animīs tenēbant, aliī Gaium (to a likeness) exactae frātris componēbant.

Translation:

occasūtumultum

After the downfall of (his) brother was mourned/lamented, Gaius still was not able to forget the horrible uproarwhich occurred between the opponents and advocates of the Lex Sempronia Agraria in the forum.

luctus

The grief, which he had suffered, was encouraging this (man) to speak out fearlessly on behalf of/for the character/morals of (his) brother.

spem

Some (people) were still holding hope in (their) mind about the restoration of those morals through Gaius,

effigieī

others were comparing Gaius to an exact likeness of (his) brother.

Paired Translation

• Choose 1 person at your table to complete and translate your Exerceāmus! passage (15 minutes)

– Translate the passage in full below – Identify the 4th and 5th declension nouns by

highlighting/starring them

consilia Gaiī, in speciēbus, autem plurēs hōminēs, quam illa frātris, advēniērunt.primum consilium erat hoc: sī magistratus ā cīvibus deiectus est, tum illemagistratus iterum officium tenēre nōn poterit. quoque Gaius intulit LēgemFrumentarium, quae magnus fructus cīvibus erat, dīxit haec: reī publicae ā ĀfricāSiciliāque frumenta emere necesse est et Rōmānō ipsī populō illa frumenta exiguō pretiō vendere.

Translation:

The plans of Gaius, in appearances, however, reached more people than those of his brother.

The first plan was this: if a magistrate was deposed by the citizens, then that magistrate will (would) not be able to hold office again.Also Gaius brought in (introduced) the Lex Frumentarium, which was a great delight/satisfaction to the citizens, (and) said these (things):it is necessary for the republic to buy grains from Africa and Sicily andto sell those grains to the Roman people itself for a small price.

Facite Nunc: 1. Take out your ‘4th and 5th declension Nouns in Context’

handout

2. STATIM: Decline ‘this hope’ (haec spes) on a page in your Class Notes section

3. Your quiz will happen AFTER our warm-up

PENSUM #79: Nihil pensum

2/7/14

Propositum: DWBAT translate 4th and 5th declension nouns in context

Quiz 15: 4th and 5th Decl. Nouns

• Take out a black/blue pen for your quiz• You have 25 minutes to complete your quiz• If you need a NON Vocabulary List vocabulary

word, raise your hand– exercitus, -ūs m. army– iussus, -ūs n. order

Facite Nunc: 1. Take a ‘Ablative and Accusative of Time and Space’ handout

from the front and snap it into the Class Notes section of your binder

2. Read over the text and translation on pg. 1 and translate the underlined phrases of time, space, and place in the spaces within the English translation space

PENSUM #79: Study your notes from today on Accusative and Ablative expressions of time, space, and place for a QUIZ on Friday

2/10/14

Propositum: DWBAT translate and compose expressions of time, space, and place in the ablative and accusative cases

1. consilium factum est: colōnia Rōmāna condetur ubi Carthāgō stēterat, dēlēta XVII 2. annōs abhinc. Gaius Gracchus Carthāginem missus est ad cōnstructiōnem 3. praesidēndum; itaque hic statim multa milia passuum Romā ambulāvit. multōs

diēs4. bene laborāvērunt, sed deinde quintā nocte Scipio Aemilius illīc perivit, inimīus5. Grachiōrum, quī mortem Tiberiī laudāverat et consilia Gaiī improbāverat. causā

mortis6. numquam conpertā, tamen aliī senatōrēs Gaium accūsāvērunt, et aliī eius sociōs7. accūsāvērunt. domum Gaius rediit, atquin crīmina senatuūs eī minācia erat.

A plan was made: a Roman colony will be established where Carthage had stood, which had been destroyed____________________________________. Gaius Gracchus was sent___________________________ in order to oversee the construction; and so this man immediately traveled ____________________________________ __________________________. __________________________________ they worked well, but then __________________________________ Scipio Aemilius died there, an enemy of the Gracchi, who had praised the death of Tiberius and criticized the plans of Gaius. Although the cause of his death was never discovered, nevertheless some senators accused Gaius, and others accused his allies. Gaius returned __________________________________, but the senators’ accusations were still threatening for him.

17 years agoto Carthage

many thousands of miles from RomeFor many days

on the 15th night

(to) home

Ablative and Accusative Expressions of Time and Space

17 years ago ACCUSATIVEto Carthage ACCUSATIVE

many thousands of miles ACCUSATIVEfrom Rome ABLATIVE

for many days ACCUSATIVEon the 15th night ABLATIVE

(to) home ACCUSATIVE

PLACE EXPRESSIONS• The ACCUSATIVE expresses motion towards. When

expressing motion towards a specific city (or domus, -ūs, home), ad is removed and the city (or domus, -ūs, home) stands alone in the accusative. – ex. Gaius Gracchus ad Carthāginem missus est.

• The ABLATIVE expresses motion away. When expressing motion away from a specific city (or domus, -ūs, home), ab/ ā is removed and the city (or domus, -ūs, home) stands alone in the ablative. domus, -ūs, home in the ablative is domō.– ex. hic statim ā Romā cessit.

TIME/SPACE EXPRESSIONS• The ACCUSATIVE of time expresses how long an event

occurs and is translated with “for”. The ACCUSATIVE of space expresses how far a distance an action happens across and there are no additional words needed to translate it.

• • The ABLATIVE of time expresses when or the time within

which an event occurs and is translated with “on”, “during”, or “within”.– Gaius Rōmā itinere durō navigāvit. Gaius sailed from Rome

during a difficult journey.

Exerceāmus!Compose the following sentences in Latin:

1. Gaius came to Rome. ____________________________________

2. Gaius left from Rome. ____________________________________

3. Gaius came (to) home. ____________________________________

4. Gaius travelled thousands of miles. _______________________________

5. Gaius came into the city. ____________________________________

6. Gaius made a journey for three days. ________________________________

7. Gaius left three days ago. ____________________________________

8. Gaius arrived on the second day. ____________________________________

9. Gaius will arrive within three days. ________________________________

cedō, cedere, cessī, cessus: to go; leave; grantadveniō, advenīre, advēnī, adventus: to arrivetrēs, trēs, tria: three secundus, -a, -um: seconditer, itineris n.: journeyambulō, -āre, -āvī, -ātus: to walk; travel

Gaius Rōmam vēnit.Gaius Rōmā cessit.Gaius domum vēnit.

Gaius milia passuum ambulāvit.

Gaius in urbem vēnit.Gaius trēs diēs iter fēcitGaius trēs diēs abhinc cessit.Gaius secundō diē advēnit.

Gaius trēbus diēbus adveniet.

Facite Nunc: 1. Take a ‘Comparative and Superlative Adjective’ from the front

of the room and place it into the Class Notes section of your binder

2. Complete the ‘STATIM’ at the top of pg. 1 of your handout

PENSUM #79: Study your notes from today on Comparative and Superlative Adjectives for a QUIZ on Friday

2/11/14

Propositum: DWBAT translate and form comparative and superlative adjectives

DEGREES OF ADJECTIVES

• Positive Degree: _______________________________________________________________________

– translated as the basic definition of the adjective• ex. Gaius is a young man.

denotes a quality of a noun

DEGREES OF ADJECTIVES • Comparative Degree:

_________________________________________________________________

– usually translated into English by adding the suffix “________” to the end of the adjective; otherwise by adding the word “ _____________”. If not being used to directly compare two nouns, translated as “____________”

• ex. Gaius was younger and more energetic than his brother, Tiberius.• Gaius was rather young and energetic.

denotes a greater degree of a quality of a noun

-ermore

rather

DEGREES OF ADJECTIVES

• Superlative Degree: ___________________________________________________________________

– usually translated into English by adding the suffix “________” to the end of the adjective; otherwise by adding the word “ _____________”

• ex. Gaius was the youngest and most influential orator in Rome at this time.

denotes the greatest degree of a quality of a noun

-estmost

COMPARATIVE ADJECTIVESFormula:

• STEM _________ (Gen Sing - Ending) + -ior, iōr- + ___ decl. endings

• Exception:

– Neuter Nominative and Accusative Singular = STEM + -ius• nota bene:

– the 3rd declension endings are NOT i-stem (e.g. ablative singular = -e)– these 3rd declension endings are added on to any adjective of any

declension (2-1-2 adjectives or 3rd declension adjectives)

of adjective 3rd

Decline celer, celeris, celere quick in the comparative:

Case MASCULINE, FEMININE NEUTER

NOMINATIVE SING. celerior celerius

GENITIVE SING. celeriōris celeriōris

DATIVE SING.

ACCUSATIVE SING.

ABLATIVE SING.

NOMINATIVE PL.

GENITIVE PL.

DATIVE PL.

ACCUSATIVE PL.

ABLATIVE PL.

celeriorīcelerioremcelerioreceleriorēs

celeriorumcelerioribus

celeriorēscelerioribus

celeriorīceleriusceleriore

celerioraceleriorumcelerioribus

celerioracelerioribus

SUPERLATIVE ADJECTIVESFormula: • STEM ______________ (Gen Sing - Ending) + -issim- + -us, -a, -um

– -us = masculine adjectives will decline with 2nd declension endings; – -a = feminine adjectives will decline with 1st declension endings; – -um = neuter adjectives will decline with 2nd declension neuter

endings. • Exceptions: If the stem of the positive-degree adjective ends in -l

or -r, replace -issim- with -illim- and -irrim-, respectively.– ex. similis, simile (similar) = simillimus, -a, -um (most similar)– ex. celer, celeris, celere (quick) = celerrimus, -a, -um (quickest)

of adjective

Decline potēns, potentis powerful in the superlative:

Case MASCULINE FEMININE NEUTER

NOMINATIVE SING. potentissimus potentissima potentissimum

GENITIVE SING.

DATIVE SING.

ACCUSATIVE SING.

ABLATIVE SING.

NOMINATIVE PL.

GENITIVE PL.

DATIVE PL.

ACCUSATIVE PL.

ABLATIVE PL.

potentissimīpotentissimōpotentissimum

potentissimōpotentissimī

potentissimōrumpotentissimīspotentissimōspotentissimīs

potentissimaepotentissimaepotentissimampotentissimāpotentissimae

potentissimārumpotentissimīs

potentissimāspotentissimīs

potentissimīpotentissimō

potentissimumpotentissimōpotentissima

potentissimōrum

potentissimīspotentissimapotentissimīs

EXERCEĀMUS!Independent Work

• Identify the degree of the adjective; then parse and translate the noun- adjective pairs. Translate according to case. Use the vocabulary section of your binder as an aid.– 8. Change to ‘manuum’– 9. Change to ‘potentiōris’

Facite Nunc: 1. Take a Gaius in the Forum: Comparative and Superlative

Adjectives in Context’ from the front of the room and place it into the Class Notes section of your binder

2. Answer the following MC question in your notes:1. Change the noun-adjective pair ingentius pretium to the

PLURAL, keeping case the same:1. ingentiora pretia2. ingentiorum pretiōrum3. ingentibus pretiīs4. ingentiorēs pretia

PENSUM #80: Complete your Class Notes in full. Study your notes and translation from today for a QUIZ on Friday

2/12/14

Propositum: DWBAT translate comparative and superlative adjectives in context

GAIUS IN THE FORUM: COMPARATIVE & SUPERLATIVE ADJECTIVES IN

CONTEXT1. Gaius, ā ferōcissimīs senātōribus accusātus, tamen sine metū Rōmam

reddit.

2. VIII diēbus domum in Palatiō, quod potentissimī Rōmānī habitābant, relinquit

3. et humiliōrem domum prope forum ēmit, quod pauperrimī habitābant; itaque

4. populō favōrabiliōr erat.

Gaius, (although) he was accused by the fiercest senators, still returned to Rome without fear.

He abandoned his home on the Palatine Hill within 8 days, which the most powerful Romans were inhabiting,

and he bought a rather humble home near the forum, which the poorest (Romans) were inhabiting;

and so he was more favorable to the people.

SECTION II: Expressing Comparison to Someone/ Something

• Comparative Adjectives describe a noun by comparing it to another noun.– ex. Gaius is younger than his brother.

• There are two ways to do this in Latin, used interchangeably:– Comparative Adjective + quam (“than”) +

____________________________________________– Comparative Adjective + _____________________________

• Latin = ______________________________________________________________________________________

noun in the NOMINATIVE case

noun in the ABLATIVE case

(noun #1) is _____er/more ______ THAN (noun #2)

Gaius in the Forum: Comparatives & Superlative Adjectives in Context

• GROUP WORK– Take 15 minutes to translate lines 5-10– Translate in GROUPS assigning the following roles:• 1 person leads the group in ANNOTATION• 1 person assists the group by helping in GRAMMAR and

VOCABULARY REFERENCE• 1-2 people lead the group in TRANSLATION

GAIUS IN THE FORUM: COMPARATIVE & SUPERLATIVE ADJECTIVES IN CONTEXT

5. murī altiōrēs quam multa aedificia attollēbantur in forō ad spectāculum

6. gladiātōrum fortiōrum Hercule ipsō tenēndum, sed multōs diēs Gaius illōs

7. mūrōs deferrī iussit. nōn sōlum dīvitissimōs, sed omnēs sine pretiō, spectāculum

8. assistere optābat. posterā nocte Gaius ipse domō cessit et illōs murōs rupit.

9. eum populus laudābat, sed aliī tribunī, legibus fidiōrēs quam Gaius, eum

10. perīculōsissimum vidēbant….

Walls taller than many buildings were being built in the forum

for the purpose of having a spectacle of gladiators stronger than Hercules himself, but Gaius ordered those walls to be

brought down for many days.

He was wishing not only the richest (people) to attend the show, but all (people) without price (cost).

During the next night Gaius himself left (from) (his) home and destroyed those walls.

The people were praising him, but some tribunes, (who were) more faithful to the laws than Gaius, were seeing him (as) the most dangerous (person)/(extremely dangerous).

Facite Nunc: 1. Take a ‘Practice Quiz 18’ from the front of the room and snap it

into your Class Notes section of your binder

2. Answer the following MC question in your notes:1. Change celerrimī to the positive degree, keeping GNC the same:

a) celeriōrēsb) celerēsc) celeriad) celeriter

PENSUM #81: Study your notes from Monday-Wednesday and practice quiz from today for a QUIZ TOMORROW

2/13/14

Propositum: DWBAT translate comparative and superlative adjectives in context

GAIUS IN THE FORUM: COMPARATIVE & SUPERLATIVE ADJECTIVES IN CONTEXT

5. murī altiōrēs quam multa aedificia attollēbantur in forō ad spectāculum

6. gladiātōrum fortiōrum Hercule ipsō tenēndum, sed multōs diēs Gaius illōs

7. mūrōs deferrī iussit. nōn sōlum dīvitissimōs, sed omnēs sine pretiō, spectāculum

8. assistere optābat. posterā nocte Gaius ipse domō cessit et illōs murōs rupit.

9. eum populus laudābat, sed aliī tribunī, legibus fidiōrēs quam Gaius, eum

10. perīculōsissimum vidēbant….

Walls taller than many buildings were being built in the forum

for the purpose of having a spectacle of gladiators stronger than Hercules himself, but Gaius ordered those walls to be

brought down for many days.

He was wishing not only the richest (people) to attend the show, but all (people) without price (cost).

During the next night Gaius himself left (from) (his) home and destroyed those walls.

The people were praising him, but some tribunes, (who were) more faithful to the laws than Gaius, were seeing him (as) the most dangerous (person)/(extremely dangerous).

Quam murī to aedificia

fortiōrum (line 6) Ablative gladiatōrum to Hercule

fidiōrēs (line 9) Quam tribunī to Gaius

PRACTICE QUIZ 18: ABLATIVE AND ACCUSATIVE EXPRESSIONS OF TIME, SPACE,

AND PLACEAND COMPARATIVE AND SUPERLATIVE ADJECTIVES

GROUP WORK• Take 20 minutes to complete your practice

quiz with your group members• If you finish early, translate the remainder of

the passage

Part I: Translation1. posterō mane omnēs forum apertiōrem quam prius

vīdērunt itaque omnēs cīvēs,

2. divitissimī pauperrimīque, spectāculum sine pretiō aut murīs, quī conspectum

3. impediēbant, assistere poterant.

1.2. 3.

On the next morning all (people/everyone) saw the forum more open than before and so all the citizens,

the richest and poorest, were able to attend the show without cost or walls,

which were obstructing the view.

Part II: Multiple-Choice/Short Answer

1. The adjectives divitissimī pauperrimīque (line 2) are in the ____________ degreea) positiveb) comparativec) superlatived) none of the above

2. The phrase illum annum (line 4) best translates toa) during that yearb) for that yearc) within that yeard) in that year


3. paucīs diēbus (line 6) is in the ablative case because it is:a) Ablative of Time When/Within Whichb) Ablative of Comparisonc) Ablative Place from Whichd) Ablative Absolute

4. A phrase that translates to “on the next day” is missing from line 7. What Latin phrase would best represent that translation?a) posterum diemb) posterō diēc) in posterō diēd) posterīs diēbus


5. The word domīs in line 7 is best translated as:a) to (their) homesb) in (their) homesc) from (their) homesd) by (their) homes

6. The best translation for “factiosissimī cīvēs, honestioribus virīs cēdite!” is:a) “More seditious citizens should yield to the most honest men!”b) “Most seditious citizens, yield to more honest men!”c) “Seditious citizens, yield to the most honest men!”d) “Most seditious citizens, yield to the most honest men!”

Part III: Comparative Adjectives and Comparison with Quam/Ablatives

Quam Gaius quīquam

Ablative Gaius

clarior omnēs aliī

Facite Nunc: 1. Take a ‘Term 3 Vocabulary List: Midterm’ and write out the

DECLENSION number for nouns and adjectives

PENSUM #82: Study your Term 3 Vocabulary List: Midterm. Felicem otium!!

2/14/14Propositum: DWBAT exhibit mastery of content involving ablative and accusative expressions of time, place, and space and comparative and superlative adjectives on a unit quiz

Quiz 18: ABLATIVE AND ACCUSATIVE EXPRESSIONS OF TIME, SPACE,

AND PLACEAND COMPARATIVE AND SUPERLATIVE ADJECTIVES

• You have 30 minutes to complete your quiz• You may use your Term 3 Vocabulary List:

Midterm

Facite Nunc: 1. Take a ‘COMPARATIVE & SUPERLATIVE ADVERBSAND IRREGULAR COMPARISON OF ADVERBS’ handout from the front

of the room and snap it into your Class Notes section

2. Take out your ‘Term 3 Vocabulary List: Midterm’

3. Complete the STATIM at the top of your handout

PENSUM #83: Translate through line 4 (interfectus est) on pg. 4 of your packet (Gaius et Licinia)

2/24/14

Propositum: DWBAT identify, form, and translate adverbs in the positive, comparative, and superlative degrees

What is an ADVERB?

• An adverb describes a ___________________, , or a _.

• Underline the adverbs in the Latin sentence below and in its English translation:

Latin• Opimius malum consilium ibi in domō suō celeriter fēcitEnglish• Opimius quickly devised an evil plan there in his home.

adjective adverbverb

Positive Degree – translated as “___________ly” (if derived from an adjective) or as a

basic definition– ex. Opimius quickly devised a plan there in his home.

• Formula: • STEM ___________ (Gen Sing - Ending) + -ē (2-1-2)/-iter (3rd)

• Ex. fīdus, -a, -um loyal, faithful fīdē loyally, faithfully

• potens, potentis powerful potentiter powerfully• ferox, ferōcis fierce; cruel; arrogant ferōciter fiercely;

cruelly; arrogantly

Comparative Degree

– usually translated into English by adding the word “more ____________” to the adverbs when making a comparison or “rather ______________” or “too ____________” if no comparison is being made

• • ex. Opimius devised a plan more quickly than his

supporters (were).• Opimus devised a plan rather/too quickly.

COMPARATIVE ADVERBS• Formula: • STEM ____________________ (Gen Sing - Ending) + -ius

• Ex. fīdus, -a, -um loyal, faithful fīdius more loyally, more faithfully

• potens, potentis powerful potentius more powerfully

• ferox, ferōcis fierce; cruel; arrogant ferōcius more fiercely; more cruelly;

• more arrogantly

Superlative Degree

– usually translated into English by adding the word “most____________” to the adverb

– If quam comes before a superlative adverb, it is translated “as ___________ as possible”

• • ex. Opimius devised a plan most quickly.• Opimius devised a plan as quickly as possible (quam

celerrimē)

SUPERLATIVE ADVERBS• Formula:

• STEM ____ (Gen Sing - Ending) + -issimē (-rimē, -limē)

• Ex. fīdus, -a, -um loyal, faithful fīdissimē most loyally, most faithfully

• celer, celeris, celere quick, swift celerrimēmost quickly, most swiftly

• facilis, facilis, facile easy facillimē most easily

IRREGULAR COMPARISON OF ADVERBS

EXERCEĀMUS Independent Work

• Complete the graphic organizer below by filling in either the form, the degree, the root (positive degree of the) adjective, or translation of the adverb. You may use your Term 3 Vocabulary List: Midterm to help you.

• When you are done, check your work with your table members and then raise your hand for a table CHECK

GAIUS ET LICINA, VIR ET UXORCONTEXT • The other tribunes, especially Opimius, were feeling angry

towards Gaius for gaining a dangerous amount of support for the people and committing an act of unlawful power grabbing- knocking down walls meant to encompass a gladiator show. Opimius convinced the senate to pass the Senatus Consultum Ultimum, which stated_________________________________________________________________________________________________________. Gaius that night was feeling afraid for his life and weary of the next morning, where Opimius was gathering the senators and ordering them to take up arms.

a man could be made dictator for a short period of time for the purpose of protecting the republic in a time of emergency

Facite Nunc: 1. Take a ‘GAIUS ET LICINIA: ADVERBS AND ADJECTIVES’ handout from

the front of the room and snap it into your Class Notes section

2. Take out your ‘Term 3 Vocabulary List: Midterm’

3. Take out your ‘COMPARATIVE & SUPERLATIVE ADVERBS AND IRREGULAR COMPARISON OF ADVERBS’ handout for inspection

PENSUM #84: Study for a short quiz on adverbs (see notes from Monday 2/24 for format) on THURSDAY 2/27

2/25/14

Propositum: DWBAT identify, form, and translate adverbs in the positive, comparative, and superlative degrees

GAIUS ET LICINA, VIR ET UXOR1. posterō diē Gaius celeriter surrexit tacitissimēque domō

cessit. tamen Licinia, bona

2. uxor, cui mātūtīnissima hora sōlum luctum, nōn pācem, cedēbat, celerius surrexit et

3. in viā Gaium impedīvit. “ Ō bonus vir, Ō tūtor populī, Ō frāter sōlus superstes, manē,

4. tē orō. crūdēllimē Tiberius ā ferōcissimō senātū interfectus est.

On the next day Gaius rose quickly and left from (his) home most (extremely) quietly.

Nevertheless Licinia, (his) good wife, to whom the earliest (extremely early) hour was granting grief alone, not peace,

rose rather quickly and blocked Gaius in (his) path.“Oh good husband, (oh) defender of the people, (oh) only surviving brother, stay, I beg you.

Tiberius was killed most cruelly by the fiercest (an extremely fierce) senate.

GAIUS ET LICINA, VIR ET UXOR

• GROUP WORK– Take 20 minutes to translate lines 4-8

• careō, carēre, caruī, caritus: to lack (+ABL.)• spē NOT speī (line 6)

– Translate in GROUPS assigning the following roles:• 1 person leads the group in ANNOTATION• 1 person assists the group by helping in GRAMMAR and

VOCABULARY REFERENCE• 1-2 people lead the group in TRANSLATION• I will collect 1 per group at RANDOM by the end of the

recitation to grade

GAIUS ET LICINA, VIR ET UXORADVERBS AND ADJECTIVES

tacitissimē Superlative most quietly

celerius celer, celeris, celere rather quickly

crūdellimē Superlative most cruellypeditē Positive perditus, -a, -um

GAIUS ET LICINA, VIR ET UXOR

4. illīs tū maior odio* 5. quam frāter es, itaque illī tibi perīculōsiōrēs

sunt. tē orō- tua mors minimum 6. auxilium reī pūblicae erit. tē interfectō, speī

populus carēbit, et virō cārissimō carēbō.” 7. Gaius, perditē suam uxōrem amāns, tamen

ē bracchiīs, minoribus quam suīs, cessit et8. Rōmam ambulāvit.

Facite Nunc: 1. Take a ‘TUMULTUS OPIMIĪ’ handout from the front of the room and

snap it into your Class Notes section

2. Take out your:1. GAIUS ET LICINIA: ADVERBS AND ADJECTIVES’ 2. ‘Term 3 Vocabulary List: Midterm’

3. Complete the CONTEXT check at the top of your handout

PENSUM #85: Study for a short quiz on adverbs (see notes from 2/24 and 2/25 for

format) on THURSDAY 2/27. Study ADJECTIVES from your Term 3 Midterm Vocabulary list

2/26/14

Propositum: DWBAT identify, form, and translate adverbs and adjectives in the positive, comparative, and superlative degrees

TUMULTUS OPIMIĪ

• GROUP WORK– Take 20 minutes to translate lines 1-7– Each table will present their translation of 1

sentence – Translate in GROUPS assigning the following roles:• 1 person leads the group in ANNOTATION• 1 person assists the group by helping in GRAMMAR and


TUMULTUS OPIMIĪ1. prīmum ad pācem componēndum Gaius nūntium ad Opimium misit.

2. adventū huius nūntiatō, Opimius clarrimē animōs militum cōnfirmāvit et

3. fortissimē arma sumī iussit.

4. mox advocatī Opimiī contrā illōs Gaiī audāciter impetum fēcērunt. tumultus,

5. maior quam aliquid prius, mortēs multās telīs gladiīsque saevissimē cessit. itaque

6. celerrimē Gaius in templum Dianae fūgit, et hoc cōnsilium cēpit: mortum

7. acciēndō celerius interficī poterit. sed subitō iānua templī tardissimē aperiēbatur….

First Gaius sent a messenge to Opimius for the purpose of bringing about peace.

After the arrival of this (message) was announced, Opimius encouraged the minds of the soldiers most notably and

ordered arms to be taken up most bravely.

Soon the advocates of Opimius boldly made an attack against those of Gaius

The uproar, greater than anything before, brought about many deaths most savagely with weapons and swords.And so Gaius fled most (extremely) quickly into the temple of Diana, and formed this plan:

he will (would) be able to be killed more quickly by committing suicide. But suddenly the door of the temple (began to) be opened most slowly…

GAIUS ET LICINA, VIR ET UXORADVERBS AND ADJECTIVES

Facite Nunc: 1. Take a ‘DEPONENT VERBS’ handout from the front of the room and

snap it into your Class Notes section

2. Take out a black/blue pen for your quiz

3. After your quiz is over, complete pg. 1 of your ‘Deponent Verbs’ handout with your table members

4. Take out your Term 3 Midterm Vocabulary List

PENSUM #86: Complete your ‘Deponent Verbs’ handout in fullTERM 3 MIDTERM- Thursday 3/6

2/27/14

Propositum: DWBAT recognize and translate deponent verbs

Quiz 19: Adverbs

• Take 10 minutes to complete your quiz

/1/ advocatī Opimiī sociōs Gaiī oppugnāvērunt, quī in urbe conveniēbant.

(conveniō, -īre, convēnī, conventus to gather, meet

Parse oppugnāvērunt: person and numbertense and voice

TRANSLATION:

3rd pluralperfect, active

The supporters of Opimius attacked the allies of Gaius, who were gathering in the city.

/2/ advocatī Opimiī sociōs Gaiī aggressī sunt, quī in urbe conveniēbant.

[aggressī sunt > to attack]

Parse aggressī sunt: person and number tense and voice

TRANSLATION:

3rd pluralperfect, passive

The supporters of Opimius were attacked allies of Gaius, who were gathering in the city.

DEPONENT VERB FORMS

aggredior, aggredī, aggressus sum: to attack, approach

What is unusual about this dictionary entry?

> the verb has principal parts, instead of > the principal parts all look > although the verbs look , the translation of the verb must

be .

3 4passive

passive

active

Term 3 Vocabulary List: Midterm

3rd io1st 3rd -io3rd -io1st 3rd 4th 3rd io2nd 3rd 3rd

GROUP WORK10 MINUTES

EXERCEĀMUS!• Annotate and translate the sentences below.

The underlined verbs are deponent. Use your Term 3 Midterm Vocabulary list for help.

Facite Nunc: 1. Take a ‘DEPONENT VERBS IN CONTEXT’ handout from the front of

the room and snap it into your Class Notes section

2. Take out your:2. ‘Introduction to Deponent Verbs’ handout from yesterday3. Term 3 Midterm Vocabulary List

3. Complete your STATIM at the top of your handout for today

PENSUM #87: Complete your ‘Gaius’ Flight’ translation in fullTERM 3 MIDTERM- Thursday 3/6

2/28/14

Propositum: DWBAT recognize and translate deponent verbs in context

Deponent Verbs!

• Deponent verbs LOOK different than other verbs because they have ____ principal parts instead of ____

• Deponent verbs always look ______ but are translated _______ly

• There are NO ______ voice translations for a deponent verbs because deponent verbs don’t have a _________________.

• Make an analogy! Deponent verbs are like …. because they look like one thing but are really the opposite.

34

passiveactive

passive

4th principal part

GAIUS’ FLIGHT

• GROUP WORK– Take 25 minutes to translate lines 1-9– Each table will present their translation of 1

sentence ON MONDAY– Translate in GROUPS assigning the following roles:• 1 person leads the group in ANNOTATION• 1 person assists the group by helping in GRAMMAR and


Facite Nunc: 1. Take a ‘DEPONENT VERBS IN CONTEXT: OPIMIUS’ ORDERS’ handout from

the front of the room and snap it into your Class Notes section

2. Take out your:2. ‘Deponent Verbs in Context: Gaius’ Flight’ handout from Friday3. Term 3 Midterm Vocabulary List

3. Complete your STATIM at the top of your handout for today

PENSUM #88: Complete your ‘Opimius’ Orders’ translation in full through line 7 (…saxum

erat)TERM 3 MIDTERM- Thursday 3/6

3/3/14

Propositum: DWBAT recognize and translate deponent verbs in context

STATIMTranslate the following forms of deponent verbs:

– conor ____________________________– hortārī ____________________________– locutī sunt ____________________________– secutus eram ____________________________– passae eritis ____________________________

I try

to encourage, urgethey spoke

I had followedyou all (fem.) will have endured

Sentence Presentations GAIUS’ FLIGHT

• Sentence Assignments:– Line 1: “II amicī…stetērunt.”– Lines 1-3: “Gaiō…servābimus.”– Lines 3-4: “Gaius…est:”– Lines 4-6: “’tē…debēbunt.”– Lines 6-7: “statim…vīdit.”– Lines 7-9: “Pomponius…profectus est.”

Sentence Presentations GAIUS’ FLIGHT

• Each group will present:– Annotation for their sentence– How the annotation, grammar, and definitions led

them to the translation– Final translation– Revisions/edits to their work after the key comes

up

Gaius’ Flight: Line 1

• II amīcī, fīdissimī Gaiō, Pomponius Liciniusque, in ostiō stetērunt.

Two friends, most loyal to Gaius, Pomponius and Licinius, stood in the doorway.

Gaius’ Flight: Lines 1-3

• Gaiō suadissimē loquēbantur et pollicitī sunt hoc: “ē templō proficīscī poteris et ab omnī perīculō vītam eius servābimus.”

They were speaking to Gaius most persuasively and they promised this: “You will be able to depart from the temple and we will protect his (your) life from every danger.”


• Gaius, ab amīcīs impulsus, illōs ad ostium secutus est, sed primum Dianam precātus est:

Gaius, persuaded by (his) friends, followed those (friends) to the doorway, but first he prayed to Diana:


• “tē precor, potēntissima dea - omnēs Rōmānī, quī celerrimē societātem suam vertērunt et nunc senātōrēs sequuntur et semper illīs ferōciōribus dominīs servīre debēbunt”. “I pray to/beg you, most powerful goddess- all (of) the

Romans who changed their alliance/allegiance most quickly and now follow the senators always must be slaves to those rather/too ferocious masters.”


• statim ē templō ēgressī sunt. • mox Gaius, Romā gressus, advocatōs

Opimiī, quī eum sequēbantur, vīdit.

Immediately they left the temple.Soon Gaius, walking/having walked from Rome, saw the supporters of Opimius, who were following him.


• Pomponius Liciniusque, eum servāre pollicitī, in ponte hostēs repulsērunt dum Gaius cum suō servō domum profectus est.

Pomponius and Licinius, having promised to protect him, warded off (his) enemies on the bridge while Gaius set out for (his) home with his slave.

OPIMIUS’ ORDERS

• GROUP WORK– Take the remainder of the recitation to translate

lines 1-7– Translate in GROUPS assigning the following roles:• 1 person leads the group in ANNOTATION• 1 person assists the group by helping in GRAMMAR and


Facite Nunc: 1. Take the following handouts from the front of the room:

1. Term 3 Practice Midterm2. Term 3 Midterm Study Guide3. Deponent vs. Passive Verbs

2. Take out your:2. ‘Deponent Verbs in Context: OPIMIUS’ ORDERS ’ handout from yesterday

3. Complete side 1 of your ‘Deponent vs. Passive Verbs’ handout by writing out your translations for these sentences from your HW and circling whether the underlined verbs are deponent or passive

PENSUM #89: Complete the Translation section of your Term 3 Practice Midterm examTERM 3 MIDTERM- Thursday 3/6

3/4/14

Propositum: DWBAT distinguish deponent from passive (non-deponent) verbs in context

/2/ itaque ad corpus Gaiī inveniēndum multī viam ē templō Dianae ad pontem, ubi Pomponius Liciniusque interfectī erant, sequēbantur. (lines 5-6)

• Translation:

• interfectī erant = DEPONENT / PASSIVE• sequēbantur = DEPONENT / PASSIVE

And so many (men) were following a path out of the temple of Diana to the bridge, where Pomponius and Licinius had been killed, for the purpose of finding the body of Gaius.

Deponent vs. Passive

Deponent Passive (NON-DEPONENT)

Look for an accusative direct object

Passive translation doesn’t make sense

CHECK dictionary entry

Look for an ablative- Agent (ā/ab) or Means (no prep.)

Subject and verb must agree in number

NO direct object

Exerceāmus!

• GROUP WORK– Translate the following sentences and determine

whether the verbs in each are deponent or passive and state a reason(s) that led you to that conclusion other than the verb’s dictionary entry

– Complete sentences 1 and 2 and raise your hand for a table CHECK

– When you finish, complete the remaining lines (9-11) of your OPIMIUS’ ORDERS translation• iniustus, -a, -um: unjust• aedificiō, aedificiāre, aedificiāvī, aedificiātus: to build

Facite Nunc: 1. Take out your ‘Term 3 Practice Midterm Exam’ and a red pen for

corrections

2. Star at least 1 place (sentence, word, phrase) in the Translation section of your Practice Midterm that was confusing/difficult

PENSUM #90:TERM 3 MIDTERM EXAM TOMORROW!!!

3/4/14

Propositum: DWBAT assess their understanding of concepts and skills acquired in Term 3 in preparation for the Term 3 Midterm Exam

SECTION A: TRANSLATION (40 POINTS)

iuvenis Marius Arpinō in altissimō monte proficīscēbatur ubi

nīdum aggressus est, in quō VII maxima ōva aquilae inventa sunt. (lines 1-2)

The/a young Marius was departing from Arpino on the highest mountain when he approached a bird’s nest, in which 7 (of the) biggest/largest eagle’s eggs were found.


aquilae sacriōrēs Iovī quam ūlla animālia sunt, itaque VII ōva praedīxērunt clarum Marium VII annīs consulem allegī. (lines 4-5)

Eagles are more sacred to Jupiter than any (other) animals, and so the 7 eggs foretold/predicted the famous/notable Marius to be elected consul within 7 years.


3. itinere durō, Scipio, quī cōnsultissimē loquēbatur, nūntiāvit Marium optimum successōrem esse

post suam mortem. (lines 8-9)

During a difficult journey, Scipio, who was speaking most deliberately, announced Marius to be the best (choice for) successor after his own death.

Sections B (Multiple-Choice) and C (COMPARATIVE ADJECTIVES AND COMPARISONS WITH

QUAM/ABLATIVE )

• Independent work– Take 15-20 minutes to complete sections B and C

of your Practice Midterm– DO NOT use your notes. If you’re unsure of an

answer, make your best guess and star the question

Section C (COMPARATIVE ADJECTIVES AND COMPARISONS WITH QUAM/ABLATIVE)

aquilae ūlla animalia

clarius Ablative ōmen

Vocabulary POP QUIZ!• Define the following words in English:– annus, -ī m. – fidēs, fideī f. – luctus, -ūs m. – murus, -ī m. – rēs, reī f. – spes, speī f. – tempus, temporis n – fīdus, -a, -um– maximus, -a, -um – perīculōsus, -a, -um – posterus, -a, -um

Vocabulary POP QUIZ!• Define the following words in LATIN:– to try, attempt– to walk, step– to promise– to set out, depart– to encourage, urge– to follow– soon– than– before, previously, earlier

Propositum: DWBAT complete a section of an prior NLE exam in order to prepare for the upcoming NLE

Facite Nunc: 1. Take the following sheets from the front of the room:

1. ‘National Latin Exam 2011’ question sheet (Class Notes)2. Common Expressions (Reference)3. NLE registration form

2. Begin to fill out your NLE registration form in PENCILPENSUM #90:BRING A PENCIL TO SCHOOL ON MONDAYVISIT WWW.NLE.ORGWIKIPEDIA ‘LIST OF LATIN PHRASES’

3/6/14

NLE Registration Form• Write/bubble in:– Level of Latin - 2– Name– Gender– School Name– City – Brooklyn– State– Teacher’s name – Snyder– Grade level (bubble in)– Bubble AND write below your last name _ first name– Bubble AND write below my last name

The National Latin Exam

• What is it?– An 40 question multiple choice test that questions

students on their knowledge of Latin grammar, translation, as well as Roman history, culture, mythology and literature

• Who takes it?– 154,000 Latin students of all ages, levels and abilities

in all 50 states and 12 countries around the world


• What kinds of questions can I expect to see?– There are 5 levels of the exam. You will be taking the Latin

2 level. You can expect to see questions about grammar, vocabulary, mythology, English sayings/phrases taken from Latin, Latin cultural terminology, culture, and geography

• Should I be worried…this is an “exam”, right?– Not at all!!! Your score on the NLE will NOT affect your

grade in any way and no one will know about it besides your magister/ra


• So nothing happens if I don’t do well. But what if I do?– If you score above the national average (usually a

score of 26/40) you will receive a certificate or a medal, depending on how well you do. This is a great thing to put on your resume or college application!

– If you receive a perfect score this year and do well in the years to come, you will be eligible for scholarships for college and prizes.


• Should I study for it?– That’s up to you- because our curriculum is

aligned to IB, and not strictly to the syllabi given by the NLE, there will be questions you won’t know the answers to. The best way to study is to take old exams (all free, with answer keys) on www.nle.org

NLE 2011

• Work through questions 1-29 of your NLE question sheet

• Circle any questions you don’t know the answers to

• Do not leave any questions blank- if you are unsure, guess

NLE 2011

4.licet = it is allowedplacet = it is pleasingdecet = it is fittingnecesse est = it is necessary

NLE 201123. • ex post facto = from a thing done after

– Refers to retroactive laws– “This ex post facto judgment is no more than retroactive scape-goating!”

• per se = by/through itself– I don’t like fish per se, but I like sushi

• sine qua non = without which not– An essential condition, something absolutely necessary– Both are sine qua non for citizens to have a decent standard of living and

avoid the squalor of poverty• causus belli = a cause for war

– Slavery was a causus belli during the 19th century

Geography

• Seas– Tyrrhenian (west)– Adriatic (east)– Mediterranean (south)

• Rivers– Tiber– Po– Rubicon

• Mountains– Apennines

Timeline of Roman Historical Events

• Founding of Rome- 4/21/753 B.C.• End of the Monarchy/beginning of the Republic – 509 B.C.• Punic Wars

– 1st (264-241 B.C.)– 2nd (218-201 B.C.)– 3rd (149-146 B.C.)

• Caesar invades Gaul – 59 B.C.• First Triumvirate – 60 B.C.• Second Triumvirate – 43 B.C.• Reign of Augustus – 27 B.C. – 14 A.D.• Eruption of Mt. Vesuvius – 79 A.D.• Reign of Constantine – 306 A.D.

Propositum: DWBAT distinguish between direct and indirect speech in Latin and EnglishFacite Nunc: 1. Take an ‘Introduction to Indirect Speech’ handout from the front of the

room and place it into the Class Notes section of your binders

2. Take out a piece of paper to take notes, write down, and then DISCUSS the following questions:1. What is direct speech?2. What is indirect speech?3. When would an author want to use direct speech vs. indirect speech?4. In English, what word do we use to signify a transition into indirect

speech?

PENSUM #91:NIHIL PENSUM HODIE

3/10/14

Direct vs. Indirect Speech

1. What is direct speech?

2. What is indirect speech?

3. When would an author want to use direct speech vs. indirect speech?

4. In English, what word do we use to signify a transition into indirect speech?

Direct quotations that report speech or thought in its original form

The expression of speech or thought NOT in its original form, but restated, without using quotations

“that”

DIRECT- primary source, dialogue DIRECT- secondary source, analysis/inference

Direct Indirect SpeechDIRECT SPEECHMarius avidissimē dīxit, “ego dūx melior Metellō sum.”Marius most passionately said, “I am a better leader than Metellus.”

INDIRECT SPEECHMarius avidissimē dīxit sē dūcem meliorem Metellō esse.Marius most passionately said that he was a better leader than Metellus.

1. Quotation marks (“ ”) disappear

2. Nominative subject Accusative

1

1

3. conjugated verb infinitive (SAME TENSE!)

4. A HEAD VERB (of sensing, perceiving, understanding) indicates that indirect speech is beginning

Ex. he said THAT…

2

2

3

3

4

4

1b. Latin has no word for “that”

1b

1b

Head Verbs

• Verbs of sensing, perceiving, or understanding after which the word “that” naturally follows– I know that…– you see that…– we recognize that…– she said that…– they heard that…

• In order to have indirect speech, you MUST have a head verb that begins it

HEAD VERBS

audīre

dīcerenuntiāre

cognosceresentīre

Direct Indirect Speech in LATIN

• Write down the following sentence in your notes and change it from direct to indirect speech.– DIRECT:• Marius clamāvit, “brevī tempore Iugurtham capere possum.”

– INDIRECT:• Marius clamāvit / sē brevī tempore Iugurtham capere posse.

Cogitāte…Why are we using the pronoun “sē” to say “he” and NOT “eum”?

Propositum: DWBAT translate sentences with direct and indirect speech in LatinFacite Nunc: 1. Take an ‘Indirect Speech: Present Tense Translation’ handout

from the front of the room and place it into the Class Notes section of your binders

2. Complete the STATIM at the top of pg. 1 of your handout

PENSUM #92:STUDY FOR AN INDIRECT SPEECH QUIZ ON FRIDAY 3/14

3/11/14

STATIM

Recall these 4 important features of indirect speech sentence structure in Latin:

• Indirect speech is introduced by ___________ verbs

• The word “___________________” does not exist in Latin sentences with indirect speech, so it must implied when translating from Latin to English.

• The subject in indirect speech is in the ________ case

• The verb in indirect speech is in its ___________ mood

HEAD

that

accusative

infinitive

Head Verb or Not?1) do you do it with your head (literal or figurative?)

2) does the word ‘that’ naturally follow?

• pollicērī – to promise• cognoscere – to understand• cupīre – to desire• vincere – to conquer• ambulāre – to walk• cēdere – to go, leave• arbitrārī – to judge• esse – to be• scribere – to write• mittere – to send• consentīre – to agree

EXERCEĀMUS!

1. Marius arbitrābatur sē dūcem meliorem quam Metellum reī pūblicae esse.

• Circle one: Direct Speech Indirect Speech

• Translation: Marius was judging that he was a better leader

for the republic than Metellus.

EXERCEĀMUS!

• Circle whether the sentences below are direct or indirect speech and translate.

• When you are done, raise your hand for a group work CHECK to receive classwork credit

• After you receive your check, complete your Indirect Speech Composition for collection

Propositum: DWBAT form all tenses of the infinitive and distinguish relative time in indirect speech in EnglishFacite Nunc: 1. Take an ‘Infinitives and Relative Time’ handout from the front of the

room and place it into the Class Notes section of your binders2. Take out your HW for collection3. pg. 1- By relying on your knowledge of verb morphology, determine

which Latin infinitive and corresponding English translation should fit for each box in the infinitive synopsis below.

PENSUM #93:Make 2 Reference Flashcards:

Infinitive Synopsis (pg. 1)Relative Time (pg. 3)

STUDY FOR AN INDIRECT SPEECH QUIZ ON FRIDAY 3/14

3/12/14

sauciō, sauciāre, sauciāvī, sauciātus = to wound

sauciāre

to wound

sauciārī

to be wounded

sauciāvisseto have wounded

sauciātum esse

to have been wounded

sauciātūrum esse

to be going to/about to wound

UNDERSTANDING THE INFINITIVE• What word is including in the translation of ALL infinitives?

_____________________

• What 2 tense and voice combinations of the infinitive include the present infinitive of esse?– ___________________________________________– __________________________________________

• What tenses of the infinitive do not exist in Latin?

– ___________________________ – ___________________________– ___________________________

• Why do you think that there are only 3 tenses of infinitives in Latin? Why would only these 3 tenses have infinitive forms and not the others?

• ______________________________________________________________________________________________________________

to

perfect passivefuture active

imperfectpluperfectfuture perfect

The present, future, and perfect tenses represent present, future, and past time. The other 3 tenses represent time that is relative to these 3 central tenses so they do not possess their own infinitives.

RULES FOR FORMING AND TRANSLATING THE INFINITIVE

• Present Active • Present Passive • Perfect Active • Perfect Passive • Future Active

2nd PP “to __________”

2nd pp – e + ī* “to be _____ed”

Perf. stem + -isse “to have ____ed”

4th PP + esse “to have been ____ed”4th PP – us + ūrus + esse

“to be about to ____”

*For 3rd conjugation, 2nd PP – ere + ī

expellō, expellere, expulsī, expulsus to expel, drive out

expellere

to drive out

expellī

to be driven out

expulsisseto have driven out

expulsum esse

to have been driven out

expulsūrum esseto be about to drive out

RELATIVE TIME• The present infinitive indicates the SAME time as that of the

head verb– Marius dīcit sē Iugurtham capere. Marius says that he captures

Jugurtha.

• The perfect infinitive indicates time BEFORE that of the head verb– Marius dīcit sē Iugurtham cēpisse. Marius says that he captured

Jugurtha.

• The future infinitive indicates time AFTER that of the head verb– Marius dīcit sē Iugurtham captūrum esse. Marius says that he will

capture Iugurtha.

Exerceāmus!Independent Work

Directions: Underline the head verb and match the Latin infinitive to the words underlined that it correctly translates. Then describe the relative time shown by each infinitive.

Raise your hand for a CHECK when you are done

Translating Indirect Speech

“___ed”, “was ___ing” “was ___ed”, “was being _____ed”

“will ___” “will be___ed”

“____ed”, “was ___ing”

“had ___ed”

“was ___ed”, “was being _____ed”

“had been___ed”“would ____”, “would be ____ing”

“would be____ed”, “would be being ____ed”

Conclave

• Work on something silently and independently

• If you would like a mini Latin tutoring session, I will come around and confer with you individually

Indirect Speech Practice Sentences

• Work with a partner on the indirect speech practice sentences

• Use your Term 3 Vocabulary List for vocabulary help

• When you are done, raise your hand for a BONUS check

• If you finish early, you may use the remainder of the recitation as a conclave

Propositum: DWBAT translate all tenses of infinitives in indirect speech

Facite Nunc: 1. Take an ‘Indirect Speech and Relative Time’ handout from the front

of the room and place it into the Class Notes section of your binders2. Take out your HW for inspection3. Complete the STATIM at the top of your handout

PENSUM #94:Complete your ‘Indirect Speech and Relative Time’ handout in fullEXPLICATION ON FRIDAY 3/21

3/14/14

dūcō, dūcere, dūxī, dūctus: to lead

dūcere

to lead

dūcī

to be led

dūxisseto have led

dūctum esse

to have been led

dūctūrum esseto be about to lead

Indirect Speech and Relative Time

• An infinitive in the ___________________ tense indicates the SAME time as that of the head verb

• An infinitive in the ___________________ tense indicates time BEFORE that of the head verb

• An infinitive in the ___________________ tense indicates time AFTER that of the head verb

PRESENT

PERFECT

FUTURE

Translating Indirect Speech

“___ed”, “was ___ing” “was ___ed”, “was being _____ed”

“will ___” “will be___ed”

“____ed”, “was ___ing”

“had ___ed”

“was ___ed”, “was being _____ed”

“had been___ed”“would ____”, “would be ____ing”

“would be____ed”, “would be being ____ed”

1. fabula est VII ova aquilae inventa ā Mariō praedīxisse eum consulātum VII annōs tentūrum esse.

– Tense of head verb: ____present____________________• Translation : ____The story is_________________

– Tense, voice of infinitive #1: _________________________• Translation #1: _________________________________

– Tense, voice of infinitive #2: _________________________• Translation #2: _________________________________

– Sentence Translation:

perf. activepredicted/foretold

future activewould hold

The story is that7 eagle’s eggs found by Marius predictedthat he would hold the consulship for 7 years.

Exerceāmus!Group Work

• For each of the following sentences, identify the tenses of both the head verb and the infinitive and translate each verb, then translate the sentence in full.

• Raise your hand for a CHECK when you are done

Quiz 20: Indirect Speech

• You have 15 minutes to complete your quiz• If you have Version 2, change prehendēbantur

(pl.) to prehendēbatur (sing.)


Facite Nunc: 1. Take an ‘Indirect Speech and Relative Time (Pars 2)’ handout from

the front of the room and place it into the Class Notes section of your binders

2. Take out your HW for inspection

3. Complete the STATIM on side 1 of your handout

PENSUM #95:Complete ‘Indirect Speech and Relative Time (Pars 2) ’ handout pg. 2

(Composition)- will be collectedEXPLICATION ON FRIDAY 3/21

3/17/14

teneō, tenēre, tenuī, tentus: to hold

tenēre

to hold

tenērī

to be held

tenuisseto have held

tentum esse

to have been held

tentūrum esseto be about to hold

a) Marius sperat sē consulātum multōs annōs tentūrum esse.

– The head verb is in the tense, so the infinitive, , in the tense, is translated as “ “.

b) Marius sperāvit sē consulātum multōs annōs tentūrum esse.


c) Marius sperābit sē consulātum semel saltem tenēre.


sperat PRESENTtentūrum esse FUTURE

will hold

sperāvit PERFECTtentūrum esse FUTURE

would hold

sperābit FUTUREtenēre PRESENT

holds

EXERCEĀMUS!- RELATIVE TIME IN INDIRECT SPEECHGroup Work



• If you finish early, you may work on your HW

2. dūx clarissimus, Scipio Africanus, putābat sē Marium successorem dīctūrum esse.

– Tense of head verb: ________________________• Translation: _________________________________

– Tense, voice of infinitive: _________________________• Translation: _________________________________


imperfectwas thinking

future activewould appoint

The most famous general, Scipio Africanus, was thinking that he would appoint Marius (as) his successor.

3. populus Rōmānus scīvit Marium nōn faciē ipsā sed factīs celebrioribus quam illīs competitorum designāre.


– Tense, voice of infinitive: _________________________• Translation: _________________________________


perfectknew

present activeelected

The Roman people knew thatthey elected Marius not by (because of) his appearance itself but by (his) accomplishments more famous than those of (his) rivals.


Facite Nunc: 1. Take an ‘Exercitus Mariī: Term 3 Explicatiō Text’ handout from the

front of the room and place it into your HW folder

2. Take out your ‘Indirect Speech and Relative Time (Pars 2)’ handout from yesterday for correction and inspection

3. Review the STATIM on side 1 of your handout with your table members

PENSUM #95:Map, annotate and translate lines 1-3 of your Exercitus Mariī text (pg. 4)EXPLICATION ON FRIDAY 3/21

3/18/14

teneō, tenēre, tenuī, tentus: to hold

tenēre

to hold

tenērī

to be held

tenuisseto have held

tentum esse

to have been held

tentūrum esseto be about to hold

a) Marius sperat sē consulātum multōs annōs tentūrum esse.


b) Marius sperāvit sē consulātum multōs annōs tentūrum esse.


c) Marius sperābit sē consulātum semel saltem tenēre.


sperat PRESENTtentūrum esse FUTURE

will hold

sperāvit PERFECTtentūrum esse FUTURE

would hold

sperābit FUTUREtenēre PRESENT

will hold

Marius hopes that he will hold the consulship for many years.

Marius hoped that he would hold the consulship for many years.

Marius will hope that he will hold the consulship at least once.

EXERCEĀMUS!- RELATIVE TIME IN INDIRECT SPEECHGroup Work


• Review your sentences with your table members for 5 minutes

EXERCEĀMUS!- RELATIVE TIME IN INDIRECT SPEECH

1. Marius, tribunus plebis electus, scīvit sē tribūnātum beneficō Metellī adeptum esse.

– Tense of head verb: • Translation :

– Tense, voice of infinitive: ____________________• Translation: _________________________________


perfectknew

perfect activehad won

Marius, having been elected tribune of the plebs, knew thathe had won the tribunate by the support of Metellus


2. lēgem, quae dīxit optimātēs inspiciendō tabellās ēlectiōnibus intervenīre nōn iam posse, Marius sanxit.




perfectsaid

present activewere able

Marius passed a law which said that the optimates were no longer able to interfere with elections by inspecting ballots.


3. nōn intellegēbat sē Metellum sanciendō hanc lēgem ā sē dīvulsūrum esse.




imperfectwas understanding

future activewould alienate

He was not understanding thathe would alienate Metellus from him by passing this law.

Exit Ticket

• Tear off pg. 3 from your ‘Indirect Speech and Relative Time (Pars 2)’ packet for collection

Marius’ law stated that it was illegal for the wealthy to harass citizens casting* their ballots.

Head verb = ____________Infinitive in indirect speech = ____________

adscripsit

esse


Facite Nunc: 1. Take out your ‘Exercitus Mariī: Term 3 Explicatiō Text’ handout for

inspection and correction

PENSUM #96:Complete your translation of lines 3-13 in full of Exercitus MariīEXPLICATIO ON FRIDAY 3/21

3/19/14

What kinds of clauses are dependent vs. independent?

DEPENDENT CLAUSES INDEPENDENT CLAUSES

Relative clauses

Ablative absolutes

Participles

INDIRECT SPEECH

EVERYTHING ELSE(Finite/conjugated verbs)

exercitū Mariī ad Galliam missō, officium mīlitibus quī in verba iurābant sua arma armātūramque parāre erat, et sōlum tenēntibus agrōs quī IV milibus sesterīs* vēndī poterant stīpendia licet merēre .

• Dependent Clause Translation #1:

• Independent Clause Translation #1:


• Independent Clause Translation #2:



exercitū Mariī ad Galliam missōofficium mīlitibus…sua arma armātūramque parāre erat

quī in verba iurābantet sōlum …stīpendia licet merēre

tenēntibus agrōs quī IV milibus sesterīs vēndī poterant

When Marius’ army was sent to Gaul, it was the duty for soldiers … to prepare their weapons and supplies

who were swearing a military oathand…it is (was) only permitted (for them) to earn payfor those who held (owned) lands

which were able to be sold for 4,000 sesterces

exercitū Mariī ad Galliam missō, officium mīlitibus quī in verba iurābant sua arma armātūramque parāre erat, et sōlum tenēntibus agrōs quī IV milibus sesterīs* vēndī poterant stīpendia licet merēre . (lines 1-3)

Sentence Translation: When Marius’ army was sent to Gaul, it was the duty for soldiers who were swearing a military oath to prepare their weapons and supplies and it was only permitted for those (soldiers) who held lands, which were able to be sold for 4,000 sesterces, to earn pay.

‘Exercitus Mariī’ Annotation and Translation

• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary

reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the

top of your page– Translate lines 3-13


Facite Nunc: 1. Take the following handouts:

1. ‘Exercitus Mariī: Context Check’2. ‘Exercitus Mariī: FINAL DRAFT Text’

2. Take out your ‘Exercitus Mariī: Term 3 Explicatiō Text’ handout for inspection and correction

3. Review your translation of lines 3-13 with your table members before we begin our review as a class

PENSUM #97:Re-write your annotations and translation of your Explicatio Text. YOU MUST BRING THIS WITH YOU FOR YOUR EXPLICATIO!!!EXPLICATIO TOMORROWMODEL RESPONSE FOR PRACTICE EXPLICATIO ON WEBSITE

3/20/14

Exercitus Mariī lines 3-8

3. sed Marius, sperāns sē occassūs barbarōrum lātūrum esse, nōvās lēgēs

4. sanciēbat.

5. Marius scīvit plūs mīlitum victōriam significātūrum esse, itaque hic capite cēnsōs

6. cōnscrīpsit, quibus rēs pūblica apparātum bellī dedit. tantīs pauperibus in bellō glōriam

7. praedamque petentibus, Marius nōn sōlum subsidia auxit, sed etiam exercitum mīlitum quī

8. temporibus bellī aut pacis XVI annōs stīpendia merēbant cōnstituere poterat.

but Marius, hoping that he will bring (about) the downfall of the barbaric (peoples), was passing new laws.

Marius knew that more (of) soldiers would indicate victory, and so this (man) enlisted (soldiers) counted by head, to whom the republic gave supplies of war.

Because so many poor (people) were seeking glory and spoils in war,

Marius not only increased the reserves, but also was able to establish an army of soldiers who were earning pay for 16 years during times of peace or war.

8. quoque hic iussit

9. lēgātōs suīs mīlitibus agrōs captōs dare posse, ubi tandem dēcessērunt. multī mīlitēs

10. credēbant lēgātōs sē remūnerātūrōs esse, itaque illīs fīdissimī erant. hic etiam cīvitātem sociīs

11. Ītalicīs dedit, augēns cīvēs quī arma ferre poterant.

12. itaque dicitur multōs, quibus nūper Rōmāna cīvitātas data, reī pūblicae gratiās ēgisse.

13. quoque scītur mīlitēs in novās terrās linguam et īnstitūta Rōmāna cum eīs tulisse.

Exercitus Mariī lines 8-13

Also this (man) ordered commanders to be able to give captured fields to their soldiers, when they finally retired.

Many soldiers were believing that the commanders would reimburse them, and so they were most (extremely) loyal to those (commanders).

This (man) also gave citizenship to many Italian allies,

And so it is said that many, to whom Roman citizenship was recently given, gave thanks to the republic.

increasing the (number of) citizens who were able to carry arms.

Also it is know that the soldiers carried (the Latin) language and Roman customs into new territories with them.

Exercitus Mariī:Context Checks

• Complete your ‘Context Checks’ as a preparatory guide for your Explicatiō tomorrow

• If you finish early, work on your Practice Explicatio questions on pg. 3

Propositum: DWBAT exhibit comprehension and contextual understanding of a passage through Explicatiō assessment Facite Nunc: 1. Take the following handouts:

1. ‘Term 3 Vocabulary: IA’

2. Take out your ‘Exercitus Mariī: Term 3 Explicatiō Text’ translation for your EXPLICATIŌ

PENSUM #98:Study for your Translatiō next Thursday 3/27

3/21/14

Term 3 Explicatiō

• You have 30 minutes to write your response• Make sure to CITE at least 3 pieces of Latin

evidence from the text• Consult the rubric attached to the last page to

see how you will be graded and structure your response accordingly

Propositum: DWBAT distinguish between reflexive and personal pronouns in direct and indirect speechFacite Nunc: 1. Take the following handouts:

1. ‘Reflexive vs. Personal Pronouns in Indirect Speech’2. ‘Reflexive vs. Personal Pronouns REFERENCE Sheet’

2. Take out your ‘Term 3 Vocabulary List: IA’3. Complete the STATIM on pg. 1 of your ‘Reflexive vs. Personal

Pronouns in Indirect speech’ packet

PENSUM #99:Complete your ‘Reflexive vs. Personal Pronouns in Indirect Speech’

packet in fullStudy for your Translatiō Thursday 3/27

3/24/14

STATIM

• A pronoun is a ________________ that _____________________ another noun.

• A 3rd person personal pronoun is a form of “he, she, it” (is, ea, id)

• 1st person personal pronouns are forms of the word “_____________”

• 2nd person personal pronouns are case of the word “_____________”

word

stands in for/replaces

I/we

you/you all

Definitions

• Personal pronouns refer to a specific person who is NOT the same as the subject of the verb of sentence. (Ex. Cicero praised him).

• • Reflexive pronouns refer to a person who IS

the same as the subject of the verb of the sentence. (Ex. Cicero praised himself)

Cogitāte…• The word “reflexive” comes from reflectō, reflectere, reflexī, reflexus-

to bend back. A reflexive pronoun “bends back” to the subject. • • Therefore, in what 2 grammatical features do you think a reflexive

pronoun will agree with the subject of a sentence?•

– –

• • • Looking at the examples after the definitions above, what suffix is

USUALLY added in English to make a word a reflexive pronoun? •

– ---___________

numbergender

self

REFLEXIVE VS. PERSONAL PRONOUNS- A COMPARISON

• Since 3rd person reflexive pronouns (suī, sibi, sē, sē) are different than 3rd personal pronouns (is, ea, id…), it is always obvious whom the “he”, “she”, or “it” is referring to.

• • Cicero sē laudāvit. = Cicero praised himself. (Reflexive) • Cicero eum laudāvit. = Cicero praised him. (Personal)• Rōmānī sē laudāvērunt. = The Romans praised themselves.

(Reflexive)• Rōmānī eōs laudāvērunt. = The Romans praised them.

(Personal)

Translate the following sentences and identify each pronoun as reflexive or personal

a) puella sē servāvit. • The girl saved herself. ( Reflexive)

b) puella eam servāvit. • ( )

c) senātus salutātem suī nōn servāvit. • ( )

d) senātus iussūs sibi numquam dedit.• ( )

e) fēminae eīs currūs reddidērunt.• ( )

The girl saved her. Personal

The senate did not preserve its safety. Reflexive

The senate never gave orders to itself. Reflexive

The women returned the chariots to them. Personal

Translate the following sentences and identify each pronoun as reflexive or personal.

a) tē laudāvistī.– ( )b) Cicero tē laudāvit.– ( )c) laudāvimus nōs.– ( )d) puella nōs laudāvit. – ( )e) mihi iussum dedī.– ( )f) Rōmānī iussum mihi dedērunt.– ( )

You praised yourself. Reflexive

Cicero praised you. Personal

We praised ourselves. Reflexive

The girl praised us. Personal

I gave an order to myself. Reflexive

The Romans gave an order to me. Personal

REFLEXIVE VS. PERSONAL PRONOUNS IN INDIRECT SPEECH

• In indirect speech, pronouns are used if the subject of indirect speech is the SAME as the subject of the head verb.

• – Marius dīcit sē consulātum tentūrum esse. Marius says that HE

(himself) will hold the consulship.• • pronouns are used if the subject of indirect speech is

DIFFERENT that the subject of the head verb. •

– Marius dīcit eum consulātum tentūrum esse. Marius says that HE (someone else) will hold the consulship.

reflexive

Personal

EXERCEĀMUS!Group Work

• Directions: Translate each sentence and complete the blanks about the Latin pronouns in each sentence, the nouns to which they refer, and CIRCLE whether they are reflexive or personal.– CHANGE locutus sum to locutus est


VOCABULARY• fīdus, -a, -um: loyal• sortilegus, -ī m.: fortune teller• candidatus, -ī m.: candidate• iuvō, iuvāre, iuvāvī, iuvātus: to support, help• civitas, civitātis f.: citizenship• identidem: repeatedly, again and again• Fortūna, -ae f.: Fortune, Fate• praedīcō, praedīcere, praedīxī, praedīcuts: to predict, foretell• quia: because• auctō, auctāre, auctāvī, auctātus: to be successful, prosper• temptō, temptāre, temptāvī, temptātus: to test• coeptum, –ī n.: undertaking, endeavor• futūrus esse = future infinitive for sum, esse

Propositum: DWBAT complete a practice Translatiō in order to assess their present level of skill and comprehensionFacite Nunc: 1. Take the following handouts:

1. Term 3 Practice Translatiō: Adversarius Mariī

2. Take out your HW for correction and a red pen3. Take out your ‘Term 3 Vocabulary List: IA’

PENSUM #100:Study for your Translatiō Thursday 3/27

3/25/14


1. Marius cum sortilegō locutus est. sortilegus praedīxit eum Fortunam identidem temptāre posse quia omnia coepta eius auctatūra esse.

– The pronouns are and , which refer to the noun , are REFLEXIVE / PERSONAL .

– Translation:

eum eiusMarius

Marius spoke with a fortune teller. The fortune teller predicted that he was able to test Fortune again and again because all (of) his undertakings would be successful/prosper.


2. capite censī sentiēbant sē candidatum pollicentem agrōs sibi iuvātūrōs esse.

– The pronouns are and , which refer to the noun , are

REFLEXIVE / PERSONAL .

– Translation:

sē sibicapite censī

The capite censī (citizens counted by head) were feeling that they would support a candidate promising lands to them.


3. Marius sperābat Ītalicōs Rōmae fīdiorēs futurōs esse sī sē eīs civitātem datūrum esse.

– The pronouns are and , which refer to the nouns ,

and are REFLEXIVE / PERSONAL.

– Translation:

sē eīsMarius Ītalicōs

Marius was hoping that the Italians would be more loyal to Rome if he would give citizenship to them.

Term 3 Practice Translatiō

• Independently work on your practice Translatiō for the next 25 minutes– Use your Term 3 Vocabulary List: IA– Try to use your notes as little as possible

• Aim to reach line 7

Propositum: DWBAT complete a practice Translatiō in order to assess their present level of skill and comprehension

Facite Nunc: 1. Take out your ‘Term 3 Practice Translatiō: Adversarius Mariī’

2. Take out your ‘Term 3 Vocabulary List: IA’

PENSUM #101:Study for your Translatiō Thursday 3/27

3/26/14

Term 3 Practice Translatiō ANSWER KEY ADVERSARIUS MARIĪ

1. L. Cornēlius Sulla, quaestor Mariī, usque ad quaestūram vītam lūxuriōsissimam

2. ēgerat, et dīcitur Marium, gravissimum bellum gerentem, malē tulisse. sed multī

3. cogitāvērunt virtutem eius in illō bellō ēnituisse. deinde Sullae ipsī, cōnsulī factō,

4. imperium bellī in Mithridātem ā senatū datum erat, et Rōmā profectus est. tribunī

5. tamen fidiōrēs Mariō, Sullae invidentī, putābant Marium meliorem ducem Sullā

6. futūrum esse, itaque lēge imperium Sullae abrogāvērunt et Mariō id dētulērunt.

L(ucius) Cornelius Sulla, Marius’ quaestor, had lived/spent a most luxurious life all the way up to (his) quaestorship,

and it is said that Marius, waging the most burdensome war, endured (it) badly/poorly.

But many (people) thought that his virtue had shone forth in that war.

Then the command of war against Mithridates was given by the senate to Sulla himself, (having been) made consul, and he departed from Rome.

The tribunes nevertheless more loyal to Marius, (who was) envying Sulla, were thinking that Marius would be a better leader than Sulla,

and so they repealed Sulla’s command by law and entrusted it to Marius.

Grammatical Structures of lines 1-6• Superlative adjective

– lūxuriossimam (line 1), gravissimum (line 2)• Impersonal head verb

– dīcitur = it is said• Indirect speech

– dīcitur…Marium…tulisse– cognitāvērunt…virtutem…ēnituisse– putābant…Marium…futūrum esse

• Participle– gerentem (line 2)

• Adverb– malē (line 2)

• Comparative adjective– fidiōrēs (line 5)

• Personal pronoun– id (line 6)

• Ablative Place from Which– Rōmā (line 4)

Term 3 Practice Translatiō

• Independently work on your practice Translatiō for the next 20 minutes– Use your Term 3 Vocabulary List: IA– Try to use your notes as little as possible

• Aim to FINISH the text completely • When you finish, raise your hand to receive an

ANSWER KEY


7. nuntium ad Sullam latum est, quī ex Italiā nōndum excesserat. hic mīlitibus dīxit

8. Marium iussūs senātōrum neglegere et eum comminātiōnem reī pūblicae esse. celerrimē

9. Rōmam cum exercitū, sibi fīdissimō, rediit et mōx urbem Rōmae occupāvit. multō cruōre

10. in viās fusō, tandem Sulla unum tribunum interfēcit Mariumque fugāvit.

The message was brought/carried to Sulla, who had not yet left from Italy.

This (man) said to (his) soldiers that Marius ignored/neglected the orders of the senators and that he was a threat to the republic.

He returned to Rome most (extremely) quickly with (his) army, most loyal to him, and soon he seized the city of Rome.

After much blood was poured into the streets, finally Sulla killed one tribune and drove Marius into exile.

Grammatical Structures of lines 7-11

• Relative clause– quī..excesserat (line 7)

• Indirect speech– dīxit…Marium…neglegere…et eum…esse (line 8)

• Personal and Reflexive Pronouns– eum (line 8)– sibi (line 9)

• Ablative Absolute– multō cruōre…fusō (lines 9-10)

• Superlative Adverb– celerrimē (line 8)


11. Marius, quī nōn credēbat sē in exiliō superāturum esse, Carthāginem vēla dēdit.

12. itaque ibi putābat exercitum, potentissimum ā sē factum, suum exilium tūlisse. ubi līctor

13. Sextiliī eum invēnit, Marius solum dīxit, “Sextiliō nūntiābis tē C. Marium sedentem in

14. ruīnīs Carthāginis vīdisse.”

Marius, who was not believing that he would survive in exile, gave sails (sailed) to Carthage.

And so there he was thinking that (his) army, made most powerful by him, was enduring his exile.

When the lictor of Sextilius found him, Marius only said,

“You will announce to Sextilius that you saw (Gaius) Marius sitting on the ruins of Carthage.”

Marius sedēns in ruīnīs Carthāginis

Term 3 Translatiō

• Write in blue/black ink• Put a divider up in front of you• If you finish before the recitation ends, bring up

your exam and return to your seat and take out non-Latin related work

• The last underlined line has been translated for you. YOU DO NOT NEED TO TRANSLATE IT!

• You may ask vocabulary questions about words from your Term 3 Vocabulary List: IA

Midterm Corrections• Take out a piece of looseleaf and list out the questions

you answered incorrectly from your Midterm • For each question:– Write out your original answer– Why you chose your original answer– The correct answer– Why the correct is the correct answer

• Once you have finished your corrections, hand them in for collection and work on ‘Indirect Speech: Practice Sentences’

Midterm Corrections

1. potēntissimī (line 1) is a:a) comparative adjectiveb) positive adverbc) superlative adverbd) superlative adjective

I originally chose answer C. I chose that answer because I thought that the ‘-issimī’ ending and knew that was an ending for a superlative. The correct answer is D because the ‘-ī’ ending is for an adjective, and an ‘-ē’ would be for an adverb.

propositum : dwbat identify and translate 4 th and 5 th declension nouns

Documents

declension nouns handout

declension quiz

declension flashcards

declension nouns facite

declension noun forms

handout declining nouns

context handout

dwbat decline