propositum : dwbat translate authentic lines of poetry including ellipses

Propositum: DWBAT translate authentic lines of poetry including ellipses

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

1. Daphne and Apollo: Master Translation (Reference)2. Daphne and Apollo, Metamorphoses I.452-567 (Reference)3. Daphne and Apollo: Lines 452-457 (Class Notes)

2. Keep your binder in front of you and organize each of these 3 handouts into them

3. Poetic Language quiz pushed back until TOMORROWPENSUM #112:Answer the questions for lines 454-457 on your ‘Daphne and Apollo:

Lines 452-457’ handout

4/30/14

Reference Sheets

• Daphne and Apollo, Metamorphoses I.452-567– Source for vocabulary, glosses, and commentary– For master annotations and notes on text

• Daphne and Apollo, Master Translation– For master translation (corrected version only)

Daily Handouts

• Daphne and Apollo: Lines 452-457– Handouts received in class with grammar

questions, reading comp. questions, notes, rough draft translation

– For draft annotations, draft translations, grammar and reading comp. question answers

DAPHNE AND APOLLO: Lines 452-457

452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn453.fors ignāra dedit, sed saeva Cupīdinis īra.454.Dēlius hunc nūper, victō serpente superbus,455.vīderat adductō flectentem cornua nervō,456.“Quid” que, “tibī, lascīve puer, cum fortibus armīs?”457.dīxerat; “Ista decent umerōs gestāmina nostrōs,

Translation Method for Ovid

1. ALWAYS annotate first!2. Answer the grammar questions for each

couplet3. Use the annotations and responses to the

grammar questions to draft a translation of that couplet

ANNOTATE!

452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn

453.fors ignāra dedit, sed saeva Cupīdinis īra.

• What important part of speech is missing from the first clause? __________________________– What English word should be implied in your translation?

___________________________– What Latin word is omitted in the original text?

___________________________– When one or more words that are necessary to make sense of

the sentence are omitted, but easily understood or implied from the context, it is called ______________________

VERB

“was”

erat

ELLIPSIS

erat

ANNOTATE!



– “sed”, as a conjunction, begins a clause. But what part of speech is missing? _______________________

– What English word should be implied in your translation? ___________________________

– What Latin word is omitted in the original text? ___________________________

erat

VERB

“gave”

dedit

dedit

TRANSLATE!



454.

455.

erat

dedit

The first love of Apollo (was) Daphne of Peneus,

which ignorant chance did not give, but the cruel anger of Cupid (gave).

FINAL: The first love of Apollo, which ignorant chance did not give, but the cruel anger of Cupid (gave), was Daphne of Peneus.

POETIC DEVICES

• ANAPHORA – repetition of words or phrases in close proximity– EFFECTS: Emphasis, persistence

• TRICOLON – list of 3 items or phrases (usually without a conjunction)– EFFECTS: urgency, persuasion

• TETRACOLON – list of 4 items or phrases (usually without a conjunction)– EFFECTS: urgency, persuasion

Propositum: DWBAT translate authentic lines of poetry including chiasmus

Facite Nunc: 1. Take out a black/blue pen for your quiz

2. If you were missing your binder yesterday, put your binder on your desk for inspection

3. Keep your HW on your desk for inspection

PENSUM #113:Nihil pensum hodie

5/1/14

Poetic Language Quiz: Phoebus et Daphne

• You have up to 10 minutes for your quiz

• /Lines 454-455/• What is the main clause’s subject-verb-direct object?

___________________, _____________________ , _______________

• What type of construction is victō serpente? ___________________________– What is the best clausal translation of this construction with superbus?

_____________________• What is adductō modifying? ___________________________• What is flectentem modifying? ___________________________• • /Lines 456-457/• What important part of speech is missing from the first clause?

___________________________– What English word should be implied in your translation?

___________________________– What Latin word is omitted in the original text?

___________________________

Dēlius vīderathunc

Ablative Absolute

CAUSAL

nervō

hunc

VERB ELLIPSIS

is

est

Apollo and Daphne: Lines 454-457

Group work (15 minutes)For lines 454-457:• Annotate• Translate• Paraphrase the meaning of these lines in your

own words


454.Dēlius hunc nūper, victō serpente superbus,455.vīderat adductō flectentem cornua nervō,456.“Quid” que, “tibī, lascīve puer, cum fortibus armīs?”457.dīxerat; “Ista decent umerōs gestāmina nostrōs,

ANNOTATION AND TRANSLATIONLines 454-455

454 Dēlius hunc nūper, victō serpente superbus,

455 vīderat adductō flectentem cornua nervō,

Apollo, proud because the snake (had been/was) defeated, recently

had seen this (man/boy/god), bending his bow with a pulled back string.

Propositum: DWBAT translate authentic lines of poetry including chiasmus

Facite Nunc: 1. Take a ‘Apollo and Daphne: Lines 458-465’ handout from the front

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

2. Take out your ‘Apollo and Daphne: Lines 452-457’

3. Review:1. How is Apollo feeling when he sees Cupid? Why?

PENSUM #114:Answer all questions for lines 458-465 on your handout

5/2/14

R3 – ROOM CHANGE• Take out your blue room change forms and

write down the following change for next week ONLY (May 5th-May 9th)

• For the week of May 5th – May 9th we will meet in room 137

R5 – ROOM CHANGE• Take out your blue room change forms and

write down the following change for next week ONLY (May 12th –May 15th )

• For the week of May 12th – May 15th we will meet in room 102

➔ Word order is a special poetic device that can be used to create a visual image.

➔ ABBA word order is called chiasmus.➔ Chiasmus often creates an image of thing A surrounding or enclosing thing B.

A AB B

CHIASMUSABL ABLACC ACC

vīderat adductō flectentem cornua nervō,

ANNOTATION AND TRANLSATIONLines 456-457

“Quid” que, “tibī, lascīve puer, cum fortibus armīs?”

dīxerat; “Ista decent umerōs gestāmina nostrōs,

And he had said, “What is it to you, playful boy, with strong weapons?

Those weapons of yours are suitable for our (my) shoulders.”


Group work (20 minutes)For lines 458-460• ANNOTATE!!!• ANSWER QUESTIONS FOR 458-460• Translate lines 458-460• Paraphrase the meaning of these lines in your

own words

R3

• Sit with your table members at the same table you sit at in 103

• ARE YOU MISSING SOMETHING FROM YOUR BINDER? – Womp womp – Go to room 103 at the end of today to retrieve it– You will NOT have access to any materials in 103

until next week

Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus

Facite Nunc: 1. Take out your ‘Apollo and Daphne: Lines 458-465’ handout and

‘Apollo and Daphne’ master text for a HW check

2. As HW is being checked, compare your annotation and translation for lines 458-460 with your table members

3. Review:1. Why does Apollo use the plural in place of the singular? 2. What is this device called?

PENSUM #116:Complete your ANNOTATION and DRAFT TRANSLATION for lines 461-465

5/5/14

DAPHNE AND APOLLO: Lines 458-460GRAMMAR QUESTIONS

/Lines 458-460/– What is the grammatical subject of the verb possumus? – What is the implied subject of possumus? – Certa is a substantive adjective; what noun from the text is it

implying? – What type of poetic device is present at the beginning of lines

458 and 459? – What case is Pythōna? What two other words modify it?

and – What does pestiferō modify? – What does innumerīs modify?

weI (Apollo speaking)

vulnera

anaphoraaccusative

prementem tumidumventre

sagittīs

DAPHNE AND APOLLO: Lines 458-460ANNOTATE AND TRANSLATE

458.quī dare certa ferae,* dare vulnera possumus hostī,459.quī modo, pestiferō tot iūgera ventre prementem,460.strāvimus innumerīs tumidum Pythōna sagittīs.

•• •

we (I) who are (am) able to give certain (fatal) (wounds) to a wild beast, to give (fatal) wounds to an enemy,

who just now with countless arrows struck down the swollen Python, pressing so many acres (of land) with (its) pestilential belly.

Can you find a CHIASMUS in lines 458-460?

458.quī dare certa ferae,* dare vulnera possumus hostī,459.quī modo, pestiferō tot iūgera ventre prementem,460.strāvimus innumerīs tumidum Pythōna sagittīs.

A AB B

459 pestiferō tot iūgera ventre prementem

A AB B

460 strāvimus innumerīs tumidum Pythōna sagittīs.


Group work (20 minutes)For lines 461-465• ANNOTATE!!!• Translate lines 461-465• Paraphrase the meaning of these lines in your

own words• Raise your hand for a group work CHECK when

you are done


Facite Nunc: 1. Take a ‘Apollo and Daphne: Lines 466-473’ handout from the front

of the room 2. Take out your ‘Apollo and Daphne: Lines 458-465’ handout for a HW

check3. As HW is being checked, find the 3rd CHIASMUS in lines 463-464 and

review:1. What image is created by the CHIASMUS in line 459 (pestiferō tot iūgera

ventre prementem)? 2. What image is created by the CHIASMUS in line 460 (strāvimus innumerīs

tumidum Pythōna sagittīs) ?PENSUM #117:ANNOTATE, answer the GRAMMAR QUESTIONS, and TRANSLATE for

lines 466-469

5/6/14

IMAGES CREATED BY CHIASMUS

1. pestiferō tot iūgera ventre prementem (line 459)

2. strāvimus innumerīs tumidum Pythōna sagittīs. (line 460)

GRAMMAR QUESTIONSLines 461-462

/Lines 461-462/• Translate estō as an imperative form of sum, esse

• What case is and function does contentus have? • What noun does tuā modify? • Find 3 CHIASMI from like 458-464:

(line ) (line ) (line )

Be!

nominative, predicate nominativeface

3 CHIASMĪ (Lines 458-464)

ABBA word order – A/B pattern can be in ANY two cases

1. pestiferō tot iūgera ventre prementem (line 459)

2. strāvimus innumerīs tumidum Pythōna sagittīs. (line 460)

3. tuus (arcus) omnia (Phoebe) tē meus arcus (lines 463-464)

ABL ABLACC ACC

ABL ABLACC ACC

NOM NOMACC ACC

GRAMMAR QUESTIONSLines 463-465

/Lines 463-465/• What is the GNC of huic? • What noun from line 464 does tuus imply?

• omnia is a adjective and implies the noun because it is in the gender

• There is an in the clause tē meus arcus because the , , is missing

• What are the two possible GNC’s of deō? and

– Circle the correct GNC for deō in this context• What is the degree of the adjective minor?

• What is the case and function of nostrā?

• What noun is implied with the adjective nostrā?

masc., sing., dat.arcus

substantive thingsneuter

ELLIPSISverb figat

masc., sg., abl.masc., sg., dat.

comparativeabl. of comparison

gloria

ANNOTATE

461.Tū face nescio quōs estō contentus amorēs

462.irrītāre tuā nec laudēs assere nostrās.”

463.Fīlius huic Veneris, “Fīgat tuus omnia, Phoebe,*

464.tē meus arcus,” ait, “quantōque animālia cēdunt

465.cūncta deō, tantō minor est tua glōria nostrā.”

arcus

TRANSLATE

461.Tū face nescio quōs estō contentus amorēs

462.irrītāre tuā nec laudēs assere nostrās.”

You, be satisfied to kindle loves, I don’t know what (they are),

with your torch, not to lay claim to our (my) praises.


Group work (15 minutes)For lines 466-469• ANNOTATE!!!• ANSWER THE GRAMMAR QUESTIONS ON PG. 1• Translate lines 466-469• Paraphrase the meaning of these lines in your own

words• Raise your hand for a group work CHECK when you

are done


Facite Nunc: 1. Take out both your ‘Lines 466-473’ handout for inspection

2. While HW is being checked:1. Add your final draft translation to your Master Translation handout2. Add your final annotations to your Master Text

PENSUM #118:Study for a DECLENSION ENDINGS QUIZ on MONDAY

5/7/14


Facite Nunc: 1. Take out both your ‘Lines 458-465’ and ‘Lines 466-473’ handouts

2. While HW is being checked:1. Answer the GRAMMAR questions on side 1 of your ‘Lines 466-473’ handout

for lines 466-469

PENSUM #118:Annotate, answer grammar questions for, and TRANSLATE lines 470-473QUIZ on your HW assignment tomorrow

5/7/14

TRANSLATE

463.Fīlius huic Veneris, “Fīgat tuus omnia, Phoebe,*

464.tē meus arcus,” ait, “quantōque animālia cēdunt

465.cūncta deō, tantō minor est tua glōria nostrā.”

arcus

The son of Venus said to this (god/man),“Your (bow) may pierce all things, Phoebus, (but) my bow may pierce you, by as much as all animalsyield to a god (the gods), by that much less is your glory than ours (mine).”

DAPHNE AND APOLLO: Lines 466-469GRAMMAR questions

/466-467/Who is the subject of dixit in line 466? _______________________What word does percussīs modify? _______________________What word does elīsō modify? _______________________What grammatical construction is present in line 466?

__________________________________________What is the best clausal translation for that clause?Who is impiger modifying? _______________________/468-469/What noun must be implied with the substantive adjectives hoc and illud?

_______________________What other type of noun is missing from the clause fugat hoc? What can you

imply? _______________________; _______________________

Cupidpennīsaere

ablative absolutetemporal

Cupid

weapon/arrow

direct objectamōrem (love)

modify = translated with, has the same GNC


466.Dīxit et, ēlīsō percussīs āere pennīs,

467.impiger umbrōsā Parnāsī cōnstitit arce,


468.ēque* sagittiferā prōmpsit duo tēla pharetrā

469.dīversōrum operum. Fugat hoc, facit illud amōrem;

amōrem


Group work (10 minutes)For lines 466-469• Translate


466.Dīxit et, ēlīsō percussīs āere pennīs,

467.impiger umbrōsā Parnāsī cōnstitit arce,

And he spoke, after the air was shattered by (his) beaten wings

after (his) wings were beaten in the shattered air

the quick (god) stood upon the shady summit of Parnassus.


468.ēque* sagittiferā prōmpsit duo tēla pharetrā

469.dīversōrum operum. Fugat hoc, facit illud amōrem;

amōrem

and he pulled out two weapons of opposite functions from his arrow-bearing quiver.

This (weapon) flees love, that (weapon) makes love;


Group work (20 minutes)For lines 470-3• Annotate, answer grammar questions for, and

translate lines 470-473• BONUS! Find a chiasmus in these lines and label

it ABBA• I will collect 1 worksheet from your table at

random at the end of the recitation for a CLASSWORK GRADE


Facite Nunc: 1. Take out or wait to receive back your ‘Lines 466-473’ handout2. Take 2 handouts from the front of the room:

1. Daphne and Apollo: Lines 474-4842. Gender, Number, Case: Practice Quiz

3. Work on your Gender, Number, Case: Practice Quiz

PENSUM #119:HW DUE MONDAY: Annotate, grammar questions, and translation for

lines 474-479 (TAKE YOUR TEXT HOME)DECLENSION ENDINGS QUIZ on Monday

5/8/14


Facite Nunc: 1. Take out a black/blue pen for your QUIZ

2. Take 2 handouts from the front of the room:1. Daphne and Apollo: Lines 474-4842. Gender, Number, Case: Practice Quiz

3. After the quiz is over, work on your Gender, Number, Case: Practice Quiz



5/8/14

QUIZ: Daphne & Apollo, lines 470-473

• Take 10 minutes for your quiz• Open notes

ferae

• feminine, plural, nominative• feminine, singular, genitive• feminine, singular, dative

animālia

• neuter, plural, nominative• neuter, plural, accusative

ventre

• masculine, singular, ablative

sagittīs

• feminine, plural, dative• feminine, plural, ablative

amorēs

• masculine, plural, nominative• masculine, plural, accusative

GRAMMAR QUESTIONS/470-471/• What is the antecedent of quod in line 470? _______________________• What is the antecedent of quod in line 471? _______________________• What direct object should be implied in the clauses quod facit and quod

fugat? • What type of poetic device is present at the start of these two lines?

_______________________ /472-473/• Who is the subject of laesit? _______________________• What noun does trāiecta modify? _______________________• What are two features of the arrow that pierces Daphne?

______________________; ____________________• What are two features of the arrow that pierces Apollo?

______________________; ______________________

hoc / tēlum / weapon

illud/ tēlum / weapon

amōrem

anaphora

deus (Cupid)ossa neuter,

plural, accusativeobtūsum, habet plumbum flees love

aurātum, fulget cuspide acūtā makes love


472.Hoc deus in nymphā Pēnēide fīxit, at illō

473.laesit Apollineās trāiecta per ossa medullās.


470.quod* facit, aurātum est et cuspide fulget acūtā,

471.quod* fugat, obtūsum est et habet sub harundine plumbum.

amōrem

amōrem


470.quod* facit, aurātum est et cuspide fulget acūtā,

471.quod* fugat, obtūsum est et habet sub harundine plumbum.

The one which makes (love), is golden and shines brightly with (its) sharp tip,

the one which flees (love) is dull and has lead under its shaft.

amōrem

amōrem


472.Hoc deus in nymphā Pēnēide fīxit, at illō

473.laesit Apollineās trāiecta per ossa medullās.

The god pierced this (weapon) in the nymph of the river Peneus, butwounded the marrows of Apollo with that (weapon) through (his) pierced bones.



translate lines 474-6• BONUS! Find a chiasmus in these lines and

label it ABBA


Facite Nunc: 1. Take out your ‘Daphne and Apollo: Lines 474-484’ handout



5/9/14



translate lines 474-9• BONUS! Find 2 chiasmī in these lines and label

it ABBA

Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus and anaphora


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

3. Your HW will be checked while you take your quiz

PENSUM #120:Annotate, grammar questions, and translation for lines 480-484 (TAKE

YOUR TEXT HOME)ANNOTATION QUIZ on Wednesday

5/12/14

QUIZ: GENDER, NUMBER, CASE

• Take 5 minutes to complete your quiz• Each question is all or nothing- you must get

the G, N and C correct to receive credit

QUIZ: GENDER, NUMBER, CASE (Version 1)

1. latebrīs 2. nōmen 3. arcibus 4. hostī 5. ossa 6. operum

fem., pl., abl. fem., pl., dat.

neut., sg., nom. neut., sg., acc.

masc., pl., abl. masc., pl., dat.

masc., sg., dat.

neut., pl., nom. neut., pl., acc.

neut., pl., gen.

QUIZ: GENDER, NUMBER, CASE (Version 2)

1. silvārum 2. plumbum 3. arcus 4. ferae 5. Veneris 6. vulnera

fem., pl., gen.

neut., sg., nom. neut., sg., acc.

masc., sg., nom.

fem., sg., gen. fem., sg., dat. fem., pl., nom.

fem., sg., gen.neut., pl., nom. neut., pl., acc.

Apollo and Daphne: Lines 474-484474.Prōtinus alter* amat, fugit altera nōmen amantis,475.silvārum latebrīs captīvārumque ferārum476.exuviīs gaudēns, innūptaeque aemula Phoebēs*;477.vitta coercēbat positōs sine lēge* capillōs.478.Multī illam petiēre*; illa, āversāta* petentēs479.impatiēns expersque virī, nemora āvia lūstrat,480.nec, quid Hymēn, quid Amor, quid* cōnūbia, cūrat.481.Saepe pater dīxit, “Generum mihi, fīlia, dēbēs”;482.Saepe pater dīxit, “Dēbēs mihi, nāta, nepōtēs.”483.Illa, velut crīmen taedās exōsa iugālēs,484.pulchra verēcundō suffunditur ōra* rubōre,

Lines 474-6 GRAMMAR QUESTIONS

/474-476/• alter refers to _____________________, and altera refers to

_____________________• amantis is a _____________________ participle, so you must

imply _____________________• The subject of gaudēns is _____________________• What are the 2 GNC options for latebrīs? __________________,

__________________, – Circle which one is correct

• In the clause innūptaeque aemula Phoebēs* there is an _____________________, because the _____________________ is missing, so you must imply _____________________

• aemula is an (a noun which describes another noun, occurring in the same GNC), referring to _____________________

ApolloDaphne

substantivea noun

altera/Daphne

fem., pl., abl. fem., pl., dat.

ellipsisverb

is /estappositive

Daphne /altera

Apollo and Daphne: Lines 474-7ANNOTATION

474.Prōtinus alter* amat, fugit altera nōmen amantis,

475.silvārum latebrīs captīvārumque ferārum

476.exuviīs gaudēns, innūptaeque aemula Phoebēs*;

477.vitta coercēbat positōs sine lēge* capillōs.

est

Apollo and Daphne: Lines 474-6TRANSLATION

474.Prōtinus alter* amat, fugit altera nōmen amantis,

475.silvārum latebrīs captīvārumque ferārum

476.exuviīs gaudēns, innūptaeque aemula Phoebēs*;

477.vitta coercēbat positōs sine lēge* capillōs.

est

Immediately the one loves, the other flees the name of the lover, rejoicing in the hiding places of the forest and the spoils of captured beasts,(she is) the rival of unwed Diana;

a ribbon was holding back (her) hair placed (arranged) without order.

capillae feminārum Rōmānārum

vittapalla


478.Multī illam petiēre*; illa, āversāta* petentēs

479.impatiēns expersque virī, nemora āvia lūstrat,

Apollo and Daphne: Lines 474-7TRANSLATION

478.Multī illam petiēre*; illa, āversāta* petentēs

479.impatiēns expersque virī, nemora āvia lūstrat,

Many (men) sought (after) that (girl/nymph);that (girl/nymph), having rejected (the men) seeking (pursuing) (her) and intolerant of and inexperience with a man (men), she roams the pathless forests



translate lines 480-4• BONUS! Find 2 anaphorae in lines 480-484

Lines 477-80GRAMMAR QUESTIONS

/477-480/• Multī is a _____________________ adjective, and its gender is so you

must imply the noun _____________________• illam is a _____________________ demonstrative adjective, so you must

imply _____________________• petentēs is a _____________________ participle, so you must imply the

noun _____________________• What are the 2 GNC options for petentēs? _______________________,

_______________________– Circle which one is correct

• impatiēns modifies _____________________ and refers to _____________________

• The clauses quid Hymēn and quid Amor are examples of _____________________, because the _____________________ is missing, so you must imply _____________________

• the subject of cūrat is _____________________

substantivemasc. men

substantivewoman/girl/nymph

substantivepeople/men

masc., pl., nom. masc., pl., acc.

illaDaphne

ellipsis verbis /est

illa

Lines 480-3GRAMMAR QUESTIONS/480-481/

• The poetic device _____________________ is present in these lines because ______________________________ is repeated, and the effect is that___________________________________________________________________________________________

/482-483/• Illa is a _____________________ demonstrative adjective, so

you must imply _____________________• The subject of suffunditur is _____________________, which

refers to _____________________• exōsa modifies _____________________• When Ovid uses the phrase velut crīmen, he is making a

comparison between a “crime” and using the Latin word velut (just like). This type of poetic device is called .

• pulchra modifies _____________________

anaphorasaepe pater dīxit

it emphasizes her father’s persistence and urgency


illaDaphne

illa

taedās iugālēs

simileōra

Propositum: DWBAT translate authentic lines of Ovidian poetry including chiasmus and anaphora


2. Wait to receive your new seating assignment

3. Wait to receive back your quiz from yesterday. 1. This quiz is HIGH STAKES. You have the ability (and are encouraged to) re-take

it as many times as you need to in order to earn a perfect score

PENSUM #121:ANNOTATION QUIZ TOMORROWMIDTERM EXAM on Wednesday 5/21

5/13/14

Lines 477-80GRAMMAR QUESTIONS

/477-480/• Multī is a _____________________ adjective, and its gender is so you

must imply the noun _____________________• illam is a _____________________ demonstrative adjective, so you must

imply _____________________• petentēs is a _____________________ participle, so you must imply the

noun _____________________• What are the 2 GNC options for petentēs? _______________________,

_______________________– Circle which one is correct

• impatiēns modifies _____________________ and refers to _____________________

• The clauses quid Hymēn and quid Amor are examples of _____________________, because the _____________________ is missing, so you must imply _____________________

• the subject of cūrat is _____________________

substantivemasc. men


substantivepeople/men

masc., pl., nom. masc., pl., acc.

illaDaphne

ellipsis verbis /est

illa

Apollo and Daphne: Lines 480-4Group work (25 minutes)For lines 480-4• Annotate, answer grammar questions for, and translate lines

480-4• BONUS! Find 2 anaphorae in lines 480-484• In the NOTES box, answer the following question:

– What is the significance of Daphne’s emulation of Diana (474-480) and how, in the context of this story, is it ironic? (pg. 13 of Master Text)

• I will collect 1 worksheet from your table at random at the end of the recitation for a CLASSWORK GRADE

Lines 480-3GRAMMAR QUESTIONS/480-481/

• The poetic device _____________________ is present in these lines because ______________________________ is repeated, and the effect is that___________________________________________________________________________________________

/482-483/• Illa is a _____________________ demonstrative adjective, so

you must imply _____________________• The subject of suffunditur is _____________________, which

refers to _____________________• exōsa modifies _____________________• When Ovid uses the phrase velut crīmen, he is making a

comparison between a “crime” and using the Latin word velut (just like). This type of poetic device is called .

• pulchra modifies _____________________

anaphorasaepe pater dīxit

it emphasizes her father’s persistence and urgency


illaDaphne

illa

taedās iugālēs

simileōra

Discussion Question (pg. 13 of Master Text)

• What is the significance of Daphne’s emulation of Diana (474-480) and how, in the context of this story, is it ironic?

Propositum: DWBAT identify and translate potential subjunctive verb forms in the present tense

Facite Nunc: 1. Take a ‘Introduction to the Subjunctive’ handout from the front of

the room

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

3. After your quiz is over, wait to receive back your Classwork Submission from yesterday and review it with your table members

PENSUM #122:Finish your ‘Introduction to the Subjunctive’ handout in full*Make-ups for GNC quiz today and tomorrowMIDTERM EXAM on Wednesday 5/21

5/14/14

QUIZ: Annotation

• Take 5 minutes to complete your quiz

R3TABULA NUMERUS AESTIMATIO

1 592 593 564 565 526 457 42


1 592 523 374 ?5 33

DEFINITION

– The DEFINITION of a verb tells you basic MEANING of the verb (ex. love, run, see). The definition of a verb is contained within its stem or root. The stem of a verb is located at the _________________ of the verb form.

– Ex. the DEFINITION of amābāmus is “love” (stem = amā)

BEGINNING

PERSON AND NUMBER

– The PERSON AND NUMBER of a verb tell you WHO the subject of the verb is (ex. I, you, he/she/it, we, you all, they). There are 6 person number combinations. The person and number can be found at the _________________ of the verb form.

– Ex. the PERSON AND NUMBER of amābāmus is 1st person plural (person and number ending = -mus)

END

TENSE AND ASPECT– The TENSE AND ASPECT of a verb tell you WHEN AND HOW the

verb is being done. There are 6 tenses and many different aspects (ex. simple, progressive, completed, continual, etc.). Aspect is decided by tense and if more than one is possible, the best aspect is decided based on CONTEXT by the reader/listener. The tense of a verb can be determined by looking at the infix/tense sign in the _______________ of the verb form or looking at the principal part and ending used in the verb form.

– Ex. the TENSE of amābāmus is imperfect (tense sign/infix = -bā-) and the ASPECT could be either habitual (used to love) or continuous (was loving)

MIDDLE

VOICE

– The VOICE of a verb tells you whether the subject of a verb is DOING or RECEIVING the action of the verb. The voice of a verb can either be ACTIVE (if the subject is doing the action of the verb) or PASSIVE (if the subject is receiving the action of the verb)

– Ex. the VOICE of amābāmus is active because the subject “we” are doing the action of loving.

MOOD– The MOOD of a verb tells you MODE OR MANNER in which

the verb is expressed to the reader/listener. You are already familiar with two of the three Latin moods, the INDICATIVE, which “indicates” real actions that definitely have occurred in the past, or are occurring in the present, or that likely will occur in the future, and the IMPERATIVE, which commands someone to undertake and action that is not yet going on.

– Ex. the MOOD of amābāmus is indicative, because it indicates that we are in fact loving someone/thing now in present time, in actuality

The Subjunctive Mood– The SUBJUNCTIVE mood, in contrast to the indicative (which is the

mood of factuality and actuality), is the mood of potential, tentative, hypothetical, ideal, or sometimes unreal, action.

– In English, the subjunctive is expressed by adding helping words to verb forms, like “were”, “would” to indicate actions that are hypothetical, or “might”, “may”, “should”, “may have”, and “would have” to express potential or ideal actions

• Ex. “If I were queen of the world, I would end hunger and poverty…” (but in reality, I’m not)

• “I should leave at 4, if I am going to get to this appointment on time…” (but in reality, I may not)

• “I might see you later, if I don’t have too much homework to do…” (but in reality, I might not)

How does the SUBJUNCTIVE form differ from the indicative form for the 1st conjugation?

1st Conjugation PRESENT SUBJUNCTIVE

ā ē in present stem

2nd Conjugation PRESENT SUBJUNCTIVE

• How does the SUBJUNCTIVE form differ from the indicative form for the 2nd conjugation? ē eā in present stem

3rd Conjugation PRESENT SUBJUNCTIVE

• How does the SUBJUNCTIVE form differ from the indicative form for the 3rd conjugation? i ā in present stem

3rd –io and 4th Conjugation PRESENT SUBJUNCTIVE

• How does the SUBJUNCTIVE form differ from the indicative form for the 3rd –io and 4th conjugations?

i/ī iā in present stem

Present Subjunctive Vowel Changes

She wears a diamond

__ __ __ __

We beat a liar

1st 2nd 3rd 3rd io/4th

POTENTIAL SUBJUNCTIVES• The potential usage of the subjunctive is used to express

an action that might possibly or conceivably occur.

• We translate potential subjunctives using the words “would”, “could”, “might”, or “may”

– dīcās eum hominem bonum esse. • You that he is a good man; • you that he is a good man;• you that he is a good man.

would saycould saymight say

Exerceāmus!

• Group work (10 minutes)– Directions: Translate the following sentences

either from Latin into English. Double underline the potential subjunctives in each one.

Propositum: DWBAT translate authentic lines of Ovidian poetry including simileFacite Nunc: 1. Take two handouts from the front of the room:

1. DAPHNE AND APOLLO: Lines 485-4922. PRESENT SUBJUNCTIVE PRACTICE

2. Complete #1-3 in the chart of your ‘Present Subjunctive Practice’ handout

3. Review:1. What are the vowel changes for each conjugation of verb for the present

subjunctive?

PENSUM #123:Annotate, answer grammar questions for and translate through line 491*Make-ups for GNC quiz TODAY onlyMIDTERM EXAM on Wednesday 5/21

5/14/14

PRESENT SUBJUNCTIVE PRACTICE

3rd INDICATIVE dīcat “he could say”1st SUBJUNCTIVE dās “you give”

1st INDICATIVE optēs “you might want”

Exerceāmus! POTENTIAL SUBJUNCTIVE PRACTICE

Directions: Translate the following sentences based on lines 485-491 including potential subjunctive verbs. Double underline the verbs in the subjunctive mood.

1. Daphnē cupiat esse virgō perpetuē sī potest. Daphne might want to be a virgin forever if she is able (to).


485.inque* patris blandīs haerēns cervīce lacertīs

486.“Dā mihi perpetuā, genitor cārissime,” dīxit,

487.“virginitāte fruī; dedit hoc pater ante Diānae.”

488.Ille quidem obsequitur; sed tē decor iste, quod optās,

489.esse* vetat, vōtōque tuō tua fōrma repugnat.

Look up the verbs fruor and repungō. What is different about these verbs?



translate lines 485-9• I will give each group a check of their work by

the end of the recitation

Propositum: DWBAT translate authentic lines of Ovidian poetry including simileFacite Nunc: 1. Take out your DAPHNE AND APOLLO: Lines 485-492 handout for correction

and inspection

2. If you have not finished your HW through line 491, take a seat at a back table of the room

PENSUM #124:Complete your Present Subjunctive Practice handout in full*Make-ups for ANNOTATION quiz TODAY and MONDAYMIDTERM EXAM on Wednesday 5/21

5/16/14

Lines 485-7GRAMMAR questions

/485-487/• Prepositions must be followed by words of the following cases:

_____________________ or _____________________. What is the object of the preposition in? _____________________

• haerēns refers to _____________________• Dā is a verb in the _____________________ mood• cārissime is an adjective in the _____________________ degree• perpetuā virginitāte are in the _____________________ case because it

follows the verb _______________________• What word should be implied in the clause ‘Dā mihi perpetuā virginitāte fruī’?

• What are the 2 GNC options for hoc? __________________ /

__________________– Circle which one is correct

ablative accusativecervice

Daphneimperative

superlativeablativefruor

ability/powerneut. sg. nom.

neut. sg. acc.

Apollo and Daphne: Lines 485-7ANNOTATION and TRANSLATION

485.inque* patris blandīs haerēns cervīce lacertīs

486.“Dā mihi perpetuā, genitor cārissime,” dīxit,

487.“virginitāte fruī; dedit hoc pater ante Diānae.”

What is different about the verb fruor?and clinging on the neck of her father with coaxing arms she said, “Give to me, dearest father, (the ability) to enjoy eternal virginity; a father gave this (gift) to Diana before.”

/488-489/• ille is a _____________________

demonstrative adjective, so you must imply _____________________

• iste modifies the noun • tē is the direct object of the verb

• *translate esse as “from being”

substantive

man/father/god

decor

vetat


488.Ille quidem obsequitur; sed tē decor iste, quod optās,

489.esse* vetat, vōtōque tuō tua fōrma repugnat.

What is different about the verb repungō?

That (father) indeed obeys; but that beauty of yoursprohibits you from being (that) which/what you want (to be),and your form opposes your vow.

GRAMMAR questionslines 490-2

/490-491/• vīsae is a _____________________ _____________________

participle that modifies _____________________• What is the GNC case of Daphnēs? _____________________• ille is a _____________________ demonstrative adjective, so

you must imply _____________________

/492/• When words like utque (just as) introduce a comparison, they

create a poetic device called _____________________.• dēmptīs… aristīs is an example of the grammar construction

called _____________________. The best clausal translation of this phrase is _____________________.

perfect passiveDaphnēs

fem. gen. sg.substantive

man/god

simile

ablative absolutetemporal


490.Phoebus amat vīsaeque cupit cōnūbia Daphnēs*,

491.quodque cupit, spērat, suaque illum ōrācula fallunt.

492.Utque levēs stipulae dēmptīs adolentur aristīs,

Apollo loves and desires a marriage of (with) Daphne having been seen (once she is seen by him)

and what he desires, he hopes for, and his oracular powers deceive that (god). And just as gentle stalks are burned after (their) grains have been removed,

Comprehensiō

1. What is the difference between cupit and sperat?

2. What is the significance of Ovid’s comment on suaque illum ōrācula fallunt? (Think, what is Apollo the god of?)

3. Although we haven’t yet read line 493, what message do you predict the simile will convey?

Propositum: DWBAT assess their comprehension of lines 453-492 of Ovid’s Apollo and Daphne myth through a practice Midterm examFacite Nunc: 1. Take a ‘Term 4 PRACTICE MIDTERM’ from the front of the room

2. Take out your Present Subjunctive Practice worksheet for inspection

3. Skim your Practice Midterm and annotate for any questions you have on content or format

PENSUM #125:*Make-ups for ANNOTATION quiz TODAYMIDTERM EXAM on Wednesday 5/21

5/19/14

Term 4 Practice Midterm

• Silently and independently work on completing your Term 4 Practice Midterm

• DO NOT use your notes• HIGHLIGHT words/questions you are stuck

on/having trouble with– N.B.: Participles should have 2 annotations, one

for case and 1 underline

ANNOTATION AND TRANSLATIONLines 454-455

454 Dēlius hunc nūper, victō serpente superbus,

455 vīderat adductō flectentem cornua nervō,

Apollo, proud because the snake (had been/was) defeated, recently

had seen this (man/boy/god), bending his bow with a pulled back string.

ANNOTATION AND TRANLSATIONLines 456-457

456 “Quid” que, “tibī, lascīve puer, cum fortibus armīs?”

457 dīxerat; “Ista decent umerōs gestāmina nostrōs,

And he had said, “What is it to you, playful boy, with strong weapons?

Those weapons of yours are suitable for our (my) shoulders.”

DAPHNE AND APOLLO: Lines 458-460ANNOTATE AND TRANSLATE

458.quī dare certa ferae,* dare vulnera possumus hostī,

•

•

we (I) who are (am) able to give certain (fatal) (wounds) to a wild beast, to give (fatal) wounds to an enemy,

PART II: GRAMMAR AND POETIC DEVICESLines 466-469

1. The poetic device chiasmus is present in the words _______________________________________

2. and the image created is 3. The grammar construction ablative absolute is present in the words

_______________________________________4. Describe the image that is created by the clause elīsō percussīs aere

pennīs: 5. 6. impiger is a _____________________ adjective, and the reader can

imply _____________________7. The object of the preposition ē is _____________________8. hoc and illud are _____________________ demonstrative adjectives

and they imply the Latin noun _____________________ from the text

sagittiferā…duo tēla pharetrā

a quiver encompassing/holding two arrows

ēlīsō…aere

Cupid beating his wings so rapidly that they seem to cut through the very air as if it were a tangible form

substantivegod/man/boy

pharetrāsubstantive

tēlum

Propositum: DWBAT assess their comprehension of lines 453-492 of Ovid’s Apollo and Daphne myth through a practice Midterm exam

Facite Nunc: 1. Take out your ‘Term 4 PRACTICE MIDTERM’ packet

2. Take a ‘Term 4 Midterm Review’ handout from the front of the room and begin working on it with your table members

PENSUM #126:MIDTERM EXAM TOMORROW!!!

5/20/14

Define the following poetic devices:

• Anaphora– Repetition of a word or phrase at the beginning of successive

sentences or clauses• Chiasmus

– interlocking word order in an ABBA pattern to create a word picture

• Ellipsis– omission of a word (verb) in a clause or sentence which must be

implied by the reader• Simile

– comparison of two things using ut(que) or velut• Tricolon

– list of 3 words/clauses without conjunctions

Present Subjunctives

• Translate with one of these 4 English words (whichever sounds best in context):– _____________________, _____________________,

_____________________, _____________________• Remember the stem vowels with the useful acronym:

_____________________________________– 1st conjugation Stem Vowel = ________– 2nd conjugation Stem Vowel = ________– 3rd conjugation Stem Vowel = ________– 3rd-io/4th conjugation Stem Vowel = ________

may mightcould would

She wears a diamond‘ē’‘eā’‘ā’

‘iā’

Term 4 Practice Midterm

• Silently and independently work on completing your Term 4 Practice Midterm

• DO NOT use your notes• HIGHLIGHT words/questions you are stuck

on/having trouble with

PART II: GRAMMAR AND POETIC DEVICES

7. The clause innūptaeque aemula Phoebēs is an example of _____________________, because the _____________________ is missing, so you must imply _____________________

8. The Gender, Number, Case (GNC) of Phoebēs is _____________________

ellipsisverb

est

fem., sg., gen.

PART II: GRAMMAR AND POETIC DEVICES

9. One poetic device present in these lines is and the effect is that

10.mihi is in the _____________________ case 11.The best translation of dēbēs in these lines is

anaphorait emphasizes Peneus’ persistence in requesting that Daphne start a family

dative

you owe / you ought (to give )

Term 4 MIDTERM EXAM

• You have the entire recitation to complete your exam

• You may detach your text page from your packet, but be sure to re-staple it before you turn it in

• All of your final answers must be in PEN!• If you encounter a vocabulary word that has NOT

been on one of your vocabulary lists and you would like its definition, ask and I will write it on the board

Propositum: DWBAT compare and contrast similes and figurative language in Ovid’s Daphne & Apollo

Facite Nunc: 1. Take a ‘Daphne and Apollo: Lines 492-4’ handout from the front of

the room2. Review with your table members:

1. What was the simile that began in line 492?2. What two things was it comparing?

PENSUM #127:Nihil pensum hodie

5/22/14

Utque levēs stipulae dēmptīs adolentur aristīs,

Lines 492-4ANNOTATION and TRANSLATION

492. Utque levēs stipulae dēmptīs adolentur aristīs,

493. ut facibus saepēs ardent, quās forte viātor

494. vel nimis admōvit vel iam sub lūce relīquit,

Just as gentle stalks are burned ritually after (their) grains have been removed,

as hedges burn from torches,

prīmā

which a traveler either by chance moves too close toor (which) he had left just under first light (before dawn)

ut facibus saepēs ardent

Similes and Figurative Language:Compare and Contrast

stipulae saepēs

1. What happens to them?

•In lines 492-494, two similes are created…

They are burned ritually after their grains are harvested (line 492)

They are burned by chance by someone who either gets too close to them with his torch or leaves his torch behind as daylight is breaking (lines 493-4)


stipulae saepēs

2. Who does this? Is their action intentional or unintentional?


By a farmer, presumably, intentionally (adolentur- ritual burning)

By a traveler, by accident (forte, viator)


stipulae saepēs

3. What is the result of this action?


The stalks are burned down (stipulae adolentur) and the soil becomes more fertile for the next season

The hedges burn down (facibus saepēs ardent), and the soil becomes more fertile


stipulae saepēs

5. Who/what creates intentional love? Who/what creates the unintentional love? Use the evidence from lines 452-453 below to guide your response


Cupid’s cruel anger (saeva Cupidinis īra) creates intentional love

Ignorant chance (fors ignara) creates unintentional love


stipulae saepēs

4. Which is a more accurate depiction of the love created in Apollo? Why?


The simile of the stalks, because they are burned by someone intentionally- Cupid’s anger causes Apollo to love

The simile of the hedges because Apollo is affected by a sudden, unexpected burning love coming from an unknown source. The hedges are burned by torches, like torches of love.


stipulae saepēs6. What does this simile say about Apollo’s fate?

7. What does it say about Cupid’s revenge?

Group Work:•Discuss questions 6-7 in groups•Choose 1 person to report out the main points of your discussion to the class

Propositum: DWBAT annotate, grammatically analyze, and translate authentic lines of Ovidian poetry

Facite Nunc: 1. Take a ‘Daphne and Apollo: Lines 493-500’ handout from the front

of the room

2. Take out your Master Text and Translation

3. SKIP lines 493-4 for now, start your translation at 495

PENSUM #128:Annotate, answer grammar questions, and translate through line 500

5/23/14

Apollo and Daphne: Lines 495-500Group work (30 minutes)For lines 495-500• Annotate, answer grammar questions for, and translate lines

495-500• BONUS! Find 1 PRESENT SUBJUNCTIVE verb form and highlight

it• In the NOTES box, answer the following question:

– What is the tone of Apollo’s question in line 498, serious or comic?

• I will collect 1 worksheet from your table at random at the end of the recitation for a CLASSWORK SUBMISSION GRADE

R5 NLE Awards

• Alecia – Gold Summa Cum Laude• Barbara – Silver Maxima Cum Laude• Marchellino – Magna Cum Laude• Xue Ling – Magna Cum Laude• Kevin – Magna Cum Laude• Gimel – Cum Laude• Anaya - Cum Laude

R3 NLE Awards

• Ozichi – Silver Maxima Cum Laude• Manpreet – Magna Cum Laude• Jenny – Magna Cum Laude• Ferdi – Magna Cum Laude• Patrick – Magna Cum Laude• Nefertari – Magna Cum Laude• Tony – Cum Laude• Maya – Cum Laude


Facite Nunc: 1. Take a ‘Daphne and Apollo: Lines 501-507’ handout from the front

of the room

2. Take out your ‘Lines 493-500’ handout for correction and inspection


PENSUM #129:Translate, annotate, answer grammar questions for lines 501-503SUBJUNCTIVE quiz on MONDAY 6/2

5/27/14

Daphne & Apollo: Lines 495-6Grammar Questions

/495-496/• in is followed by the ____________________ case;

thus, it should be translated as ____________________

• tōtō modifies ____________________• spērandō is a ____________________ (in terms of

part of speech). It is in the ____________________• The subject of abiit, ūritur and nūtrit is

____________________

accusative

intopectore

gerund

ablative

deus (Apollo)

Daphne & Apollo: Lines 495-6Annotation and Translation

495.sīc deus in flammās abiit, sīc pectore tōtō

496.ūritur, et sterilem spērandō nūtrit amōrem.

thus/in this way the god departs (falls) into the flames (of love), in this way he is burned in his whole heart and nourishes a

barren love by hoping (for it).


/497-500/• spectat is a ____________________ verb; thus, it introduces

____________________ it should be followed by the English word ____________________ and a subject in the ____________________ case

• What is the implied subject of cōmantur?• micantēs is a ____________________ ____________________

participle, and it modifies ____________________• similēs makes a comparison between ____________________ and

____________________; this is an example of the poetic device ____________________

• What is the antecedent of quae? ____________________

headindirect speech

thataccusative

capillīpresent

activeoculōs

oculōs sīderibussimile

ōscula


497.Spectat inōrnātōs collō pendēre capillōs,

498.et “Quid, sī cōmantur?” ait; videt igne micantēs

499.sīderibus similēs oculōs; videt ōscula, quae nōn

500.est* vīdisse satis; laudat digitōsque manūsque

He sees that (her) hairs hang disheveled on (her) neck

and he says, “What, if they could be combed?”;he sees (her) eyes twinkling similar to stars; he sees (her) lips,

which it is not enough (merely) to have seen; he praises both (her) fingers and (her) hands



translate lines 501-507


Facite Nunc:

1. Take out your ‘Lines 501-507’ handout for correction and inspection


3. Wait to receive back your Classwork Submission for Lines 493-500 and review it with your table members

PENSUM #130:SUBJUNCTIVE quiz on MONDAY 6/2

5/28/14


1 59 + 81 = 1402 52 + 56 = 1083 37 + 45 = 824 ? + 45 = 455 33 + 38 = 71



translate lines 504-507• You should have 20 annotations in total for

these lines

Apollo and Daphne: Lines 501-503Grammar Questions/501-503/

• bracchia & lacertōs are direct objects, governed over by the verb (line 500): __________________

• nūdōs is an adjective modifying ____________________________________• Between lines 500-501, Apollo praises 4 things: digitōs, manūs, bracchia and lacertōs. This

poetic device is called ____________________________________, and the effect is that ______________________________________________________________________________________________________________________________

• The subject of putat is __________________• putat is a __________________ verb and it introduces

____________________________________. It should be followed by a subject in the __________________ case and a verb in the __________________ form, so contextually in English we can imply the subject __________________ and the verb __________________.

• The subject of fugit is __________________• ōcior is in the__________________ case and it describes __________________. ōcior is

a positive/ comparative/ superlative adjective. It is followed by a noun in the __________________ case.

• Number/ Case options for levī are: _______________, _______________ OR_______________, _______________

• levī modifies __________________ (circle which Number/ Case option is correct).• revocantis is a __________________ participle; the reader must imply

__________________.

laudatlacertōs

tetracoloncreates a sense of urgency, highlighting Apollo’s excitement

deus (Apollo)head

indirect speechaccusative infinitive

esse illa (Daphne)nominative illa (Daphne)

ablativedative sing.

ablative singularaurā

substantiveman/god

Apollo and Daphne: Lines 501-503Annotation and Translation

501.bracchiaque et nūdōs mediā plūs parte* lacertōs;

502.sī qua* latent, meliōra putat.

Fugit ōcior aurā

503. illa levī neque ad haec revocantis verba resistit:

and (he praises) (her) arms and (her) shoulders naked by more than the middle (more than half-exposed);

if anything lies hidden, he thinks that (those) things/it (is) better.That (girl) flees more swiftly than a light breeze and does notpause at these words of the man/god calling (her) back:

Apollo and Daphne: Lines 504-7Grammar Questions

• /504-507/• The speaker at the start of line 504 is __________________, who is talking to

__________________• nympha is in the __________________ case• manē is in the __________________ mood• The clauses Sīc agna lupum and sīc cerva leōnem are examples of

__________________, because the __________________ is missing. You should imply one from a nearby clause: __________________

• The repetition of Sīc...Sīc…Sīc… is an example of the poetic device __________________. Sīc...Sīc…Sīc… also creates a list of 3 ideas, and this poetic device is called __________________

• The clause hostēs quaeque suōs is an example of __________________, because the __________________ is missing. You should imply __________________.

• sequendī is a __________________ (part of speech), and it’s in the __________________ case.

ApolloDaphne

vocativeimperative

ellipsis verbfugit

anaphoratricolon

ellipsisverb

fugiuntgerund

genitive


504.“Nympha, precor, Pēnēi, manē! Nōn īnsequor hostis;

505.nympha, manē! Sīc agna lupum, sīc cerva leōnem,

506.sīc aquilam pennā fugiunt trepidante columbae,

507.hostēs quaeque suōs; amor est mihi causa sequendī.

“Nymph of Peneus, I beg (you), stay! I do not follow (you) as an enemy;nymph, stay! Just as the lamb flees the wolf, just as the doe flees the lion, just as doves flee the eagle withquivering wing(s), each (creature) flees its own enemies;

love is the cause of following for me (love is my cause of pursuing you).

Comprehensiō

• What do you think about Apollo’s choice of simile in lines 505-507?– Whom is he comparing himself to?– Whom is he comparing Daphne to?– What feelings might this arouse in Daphne?– How does Apollo try at the end of his speech

(amor est mihi causa sequendī) to change the simile in his favor?


1 59 + 78 = 1372 59 + 61 = 1203 56 + ?4 56 + 70 = 1265 52 + 51 = 1036 45 + 58 = 1037 42 + 51 = 93


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

1. Jussive Subjunctives and Indirect Questions2. Daphne & Apollo: lines 508-513


PENSUM #130:Annotate, answer grammar questions for, and translate 508-509SUBJUNCTIVE quiz on MONDAY 6/2 (Memorize question words for IQ)

5/29/14


504.“Nympha, precor, Pēnēi, manē! Nōn īnsequor hostis;

505.nympha, manē! Sīc agna lupum, sīc cerva leōnem,

506.sīc aquilam pennā fugiunt trepidante columbae,

507.hostēs quaeque suōs; amor est mihi causa sequendī.

“Nymph of Peneus, I beg (you), stay! I do not follow (you) as an enemy;nymph, stay! Just as the lamb flees the wolf, just as the doe flees the lion, just as doves flee the eagle withquivering wing(s), each (creature) flees its own enemies;

love is the cause of following for me (love is my cause of pursuing you).

JUSSIVE SUBJUNCTIVES• The jussive use of the subjunctive expresses a command or

exhortation, usually in the 1st or 3rd person

• The jussive subjunctive is an independent subjunctive, meaning it appears in the independent clause of a sentence as the main, and often only, verb of the sentence

• Negative jussive subjunctives are introduced by the word nē

• We translate jussive subjunctives using the words “let”, “may” or “should”.

JUSSIVE SUBJUNCTIVES– Dīcam dē hōc librō.

• ___________ me speak about this book; • ___________ I speak about this book;• I ___________ speak about this book.

– Nē hoc crīmen faciant.• ___________ them not commit this crime;• ___________ they not commit this crime;• They ______________ not commit this

crime;

LetMay

should

Let

Mayshould

Exerceāmus!Directions: Translate the following sentences either from Latin into English. Double underline the jussive subjunctives in each one.

1. Itaque prō patriā etiam maiōra meliōraque nunc faciāmus.

2. Nē imperātor superbus crēdat sē esse fēlīciōrem quam virum humillum.

(imperatōr, -ōris m. emperor, ruler; fēlix, fēlīcis happy; humilis, -is, -e humble)

Therefore let us now also do greater and better things for (our) fatherland.

The arrogant ruler should not believe that he is happier than the most humble man.

OR Let the arrogant ruler not believe that….

OR Therefore may we now also do …

INDIRECT QUESTIONS• Like indirect speech, indirect questions are dependent clauses which report a

question indirectly, NOT using a direct quotation– DIRECT – They asked, “What is Gaius doing?”– INDIRECT – They asked what Gaius was doing.

• Indirect questions use subjunctive mood verb forms• Indirect questions are introduced by interrogative words such as:

– quis/quī who– quid what– quam how– quandō when– cūr why– ubi when– unde from where

• Subjunctive verbs in indirect questions are not translated any differently than indicative verb forms and need no other additional words to help translate them

INDIRECT QUESTIONS

Rogant quid Gaius faciat.They ask what Gaius .

Nesciō unde veniant.

I don’t know from where .

is doing

they are coming

Exerceāmus!Directions: Translate the following sentences either from Latin into English. Double underline the indirect question subjunctives in each one.

1. Apollo nescit ubi Daphnē currat, sed eam sequētur.

2. Nympha Pēnēia mīrātur cūr deus eam celeriter insequātur.

(mīror (1) wonder; insequor (3) pursue, chase)

Apollo does not know where Daphne is running, but he will follow her.

The nymph of Peneus wonders why the god is quickly pursuing her.


Group work (15 minutes)For lines 508-9• Annotate, answer grammar questions for, and translate lines

508-9• You should have 10 annotations in total for these lines• There are 3 SUBJUNCTIVE VERBS in these lines- what are

they? What kinds of subjunctives are they? How should they be translated?– cadās (negative) jussive “may you not fall”– notent (negative) jussive “let them not scar”– sim (negative) jussive “may I not be”


Facite Nunc: 1. Take out your ‘Daphne & Apollo: lines 508-513’ handout for correction and

inspection

2. Take out a red pen and your Master Text and Translation3. Review:

1. What are the 3 types of subjunctives we’ve learned?2. What are the ways to translate each of them?3. What words can introduce an indirect question?

PENSUM #131:SUBJUNCTIVE quiz on MONDAY 6/2 (Memorize question words for IQ)

5/30/14


/508-509/• The speaker is __________________, and this character is

speaking to __________________• Mē miserum is __________________ in case because of this use

_________________________• The verbs __________________, __________________ and

__________________ are all in the subjunctive mood. They are __________________ subjunctives in use.

• prōna modifies __________________• indigna modifies __________________• The subjective of sim grammatically is_________________, which

refers to __________________• This couplet lists 3 of Apollo’s outbursts, or 3 linked ideas that all

cause his anxiety. This poetic device is called __________________

ApolloDaphne

accusativeaccusative of exclamation!

cadās notentsim

jussiveyou (Daphne)

crūraI

Apollo

tricolon


508. Mē miserum- nē prōna cadās, indignave* laedī

509. crūra notent sentēs, et sim tibi causa dolōris!

Miserable me- may/let you not fall head first, let brambles not scar (your) legs, unworthy to be wounded (of being wounded)

and let me not be a cause of pain for you!


Group work (30 minutes)For lines 510-513• Annotate, answer grammar questions for, and translate

lines 510-513• You should have 20 annotations in total for these lines• BONUS! Highlight the word that introduces the indirect

question subjunctive• I will collect 1 at random from your group by the end of

the recitation to grade. That grade will be added to your Classwork aestimatiō


1 592 593 56 4 565 526 457 42


1 59 + 78 = 1372 59 + 61 = 1203 56 + ?4 56 + 70 = 1265 52 + 51 = 1036 45 + 58 = 1037 42 + 51 = 93

Propositum: DWBAT exhibit their understanding of subjunctive mood verbs on a quiz assessment; conjugate and translate subjunctive verbs in the imperfect tense

Facite Nunc: 1. Take an ‘Imperfect Tense Subjunctive Verbs’ handout from the front

of the room

2. Take out your ‘Daphne & Apollo: lines 508-513’ handout for collection. (I will announce whose work I will be collected from your group momentarily)


PENSUM #132:Complete your ‘Imperfect Tense Subjunctive Verbs’ handout in fullTRANSLATIŌ on Monday 6/9

6/2/14

Quiz: Subjunctive Mood

• You have 15 minutes to complete your quiz• Vocabulary is provided at the bottom of the

back side of the page

IMPERFECT TENSE SUBJUNCTIVE VERBS

STATIM:• Complete the following blanks as review

The IMPERFECT Tense for the Subjunctive Mood

CONJUGATION• Examine the following IMPERFECT tense subjunctives below and try to

determine how IMPERFECT tense subjunctive verbs are conjugated for ALL 5 conjugations.1ST CONJUGATION, IMPERFECT TENSE


CONJUGATION2ND CONJUGATION,

IMPERFECT TENSE


CONJUGATION3RD CONJUGATION,

IMPERFECT TENSE


CONJUGATION4TH CONJUGATION, IMPERFECT

TENSE


• How is the IMPERFECT tense of the subjunctive mood formed for ALL conjugations?

• (ending with a long ‘e’) +

2nd PP Imperf. Personal endings


• For DEPONENT verbs:

• -ī + ē *+

• *For 3rd conjugation: - ī + erē +

2nd PP Passive Personal Endings

2nd PP Passive Personal Endings


TRANSLATION• The rules for translating subjunctives are exactly the same for the

imperfect tense as the ones you have learned for the present tense. The only difference is that the verbs themselves will be translated as imperfect tense verbs.

• – Ex. Dīcās eum hominem bonum esse. (PRESENT TENSE potential subjunctive)

• You might say that he is a good man; • You would say that he is a good man;

– You could say that he is a good man.

– Dīcerēs eum hominem bonum esse. (IMPERFECT TENSE potential subjunctive)• You would have been saying/would have said that he was a good man.• You that he was a good man.• You that he was a good man.

could have been saying/could have saidmight have been saying/might have said

EXERCEĀMUS!

1. Daphnē mirāta est cūr Phoebus eam insequerētur. (mīror (1) to wonder)

– Subjunctive verb: – Type of subjunctive (circle one): Jussive / Potential /

Indirect Question– Translate sentence:

insequerētur

Daphne wondered why Apollo was pursuing her.

Independent Work

EXERCEĀMUS! TRANSLATION• Directions: For each of the sentences, identify

the subjunctive verb, circle the type of subjunctive verb it is, and translate the following sentences from English into Latin

Propositum: DWBAT translate authentic lines of Ovidian poetry including subjunctive verb forms

Facite Nunc: 1. Take out your ‘Imperfect Tense Subjunctive Verbs’ handout for

inspection and a red pen

2. Take a ‘Daphne and Apollo: Lines 513-515’ handout from the front of the room and place it into your Class Notes section

3. Wait to receive back your quiz from yesterday

PENSUM #133 (DUE FRIDAY):TRANSLATE ONLY lines 515-520 (as practice Translatiō)TRANSLATIŌ on Monday 6/9

6/3/14

EXERCEĀMUS

2 Phoebus nōn cuperet sentēs notāre crūra Daphnēs.

– Subjunctive verb: – Type of subjunctive (circle one): Jussive /

Potential / Indirect Question– Translate sentence:

cuperet

Let/may Apollo not desire (for) the brambles to scar Daphne’s legs.

EXERCEĀMUS

3. Peneus nesciēbat quam suam fīliam adiuvāret. (adiuvō (1) to help, aid)



adiuvāret

Peneus was not knowing (didn’t know) how he (could/would) help his daughter.

EXERCEĀMUS

4. nympha virginitātem tenēre posset sī tam pulchra nōn erat. (tam so)



posset

The nymph might/would be able to hold (keep) (her) virginity if she was (were) not so beautiful.


Group work (25 minutes)For lines 513-515• Annotate, answer grammar questions for, and translate

lines 513-515, and answer the CONTEXT CHECK question at the bottom

• You should have 10 annotations in total for these lines• BONUS! Underline subjunctive verb and ID what type of

subjunctive it is• Raise your hand for a groupwork CHECK when you are

done

Propositum: DWBAT translate authentic lines of Ovidian poetry at sight in order to assess their current skills in preparation for the Term 4 Translatiō

Facite Nunc: 1. Take a ‘Term 4 Practice Translatiō’ from the front of the room

2. Take out your ‘Daphne and Apollo: lines 515-526’ handout for inspection

3. Take out a red pen

PENSUM #134:TRANSLATIŌ on Monday!!!OPTIONAL: Translate lines 521-526. Answer Key will be on the website

6/6/14

Term 4 Translatiō (20%)

• 4-5 lines from Ovid’s Metamorphoses• Adjusted rubric – vocabulary weight will be

reduced from 25% to 10%• Annotation is HIGHLY RECOMMENDED but not

graded• Put ALL inferences, substantives, non-literal

translations in parentheses

Term 4 Practice Translatiō

• Work on your Practice Translatio silently and independently

• DO NOT CONSULT YOUR NOTES!• When you are done, take out your red pen and

consult your answer key on the last page to correct your work– Mark G for grammatical mistakes– Mark V for vocabulary mistakes– Mark S for semantic/syntactic mistakes

Lines 515-520 ANSWER KEY

515. ...Mihi Delphica tellūs

516.et Claros et Tenedos Patarēaque rēgia servit;

517.Iuppiter est genitor; per mē quod eritque fuitque

518.estque patet; per mē concordant carmina nervīs.

519.Certa quidem nostra est, nostrā tamen ūna sagitta

520.certior, in vacuō quae vulnera pectore fēcit.

The Delphic land and Claros and Tenedos and the shrine of Patarea

serve (to) me/are servants of (to) me;

Juppiter is (my) father; through me what will be and (what) was

and (what) is revealed; through me songs harmonize on strings (of a lyre).

Indeed my (arrow) is certain (sure), (though) still one arrow is more certain

than mine, (the one) which made wounds/(wounded) (in) an empty (loveless) heart.

Propositum: DWBAT translate authentic lines of Ovidian including poetic devices

Facite Nunc: 1. Take a ‘Daphne & Apollo: Lines 533-538’ from the front of the room

2. Take out a highlighter/different colored pen

3. Discuss the following questions with your table members:1. On the Translatiō, I think I did ________ well…2. On the Translatiō, I think I could have done _________ better…3. On thing that was expected on the Translatiō was….4. One thing I could have felt more prepared for was…

PENSUM #135:Complete your D&A Lines 533-538 handout in full

6/10/14


Group work (25 minutes)For lines 533-538• Annotate and translate lines 533-538– Skip grammar questions for now

• Note – Where are the implications you need to make?• BONUS! Underline subjunctive verb and ID what type

of subjunctive it is• Raise your hand for a groupwork CHECK when you are

done

Lines 533-538533.ut canis in vacuō leporem cum* Gallicus arvō

534.vīdit, et hic praedam pedibus petit, ille salūtem-

535.alter inhaesūrō similis iam iamque tenēre

536.spērat, et extentō stringit vēstīgia rōstrō;

537.alter in ambiguō est an sit comprēnsus, et ipsīs

538.morsibus ēripitur, tangentiaque ōra relinquit-

just like when a Gallic dog sees a hare in an empty field

and this (dog) seeks (his) prey by/on foot (feet), that (hare) (seeks) saftey

now one hopes to hold (its prey) similar to (one) about to stick to (the hare) with its teeth

and draws close to (its) tracks with an outstretched muzzle;

the other is uncertain whether it is caught, and

is ripped from the jaws themselves, and abandons (escapes) the touching mouth(s)

petit

praedamleporem



2. Take out a piece of looseleaf to take notes

3. Begin to annotate and answer grammar questions for lines 539-542 independently

PENSUM #136:4. Complete your D&A Lines 539-542 handout in full5. Bring your Master Text and Master Translation to class6. IMPERFECT SUBJUNCTIVE QUIZ ON FRIDAY

6/11/14

Lines 533-538533.ut canis in vacuō leporem cum* Gallicus arvō

534.vīdit, et hic praedam pedibus petit, ille salūtem-

535.alter inhaesūrō similis iam iamque tenēre

536.spērat, et extentō stringit vēstīgia rōstrō;

537.alter in ambiguō est an sit comprēnsus, et ipsīs

538.morsibus ēripitur, tangentiaque ōra relinquit-

just like when a Gallic dog sees a hare in an empty field

and this (dog) seeks (his) prey by/on foot (feet), that (hare) (seeks) saftey

now one hopes to hold (its prey) similar to (one) about to stick to (the hare) with its teeth

and draws close to (its) tracks with an outstretched muzzle;

the other is uncertain whether it is caught, and

is ripped from the jaws themselves, and abandons (escapes) the touching mouth(s)

petit

praedamleporem

IMPLYING WORDS IN LATIN POETRY• The most common types of words that need other words to be implied

in order for their translations to make sense are:

– PARTICIPLES• Implying subjects and direct objects• Ex. inhaesūrō = to (one/an animal) about to hold onto (its prey) with its teeth

– SUBSTANTIVE ADJECTIVES• Implying subjects• Ex. hic= this (dog/animal)

– VERBS• Implying direct objects• Ex. tenēre (praedam) sperat = hopes to hold (its) (prey)

• When you encounter an ELLIPSIS, imply a verb from a nearby clause or a form of sum, esse

Lines 533-534Grammar Questions

/533-534/• ut introduces a poetic device called _________________________

– Here, the canis represents _____________________ and the leporem represents _____________________

• vacuō modifies __________________• Gallicus modifies __________________• hic is a __________________ __________________ adjective, and the

reader should imply __________________• ille is a __________________ __________________ adjective, and the

reader should imply __________________• The clause ille salūtem is an example of __________________, because

the __________________ is missing. You should imply __________________.

simileApollo

Daphnearvō

canisdemonstrative substantive

dogdemonstrative substantive

hareellipsis

verbpetit

Lines 535-8Grammar Questions

/535-536/• inhaesūrō is a participle that is __________________ in tense and

__________________ in voice• inhaesūrō is a __________________ participle, so the reader can imply

__________________• The clause alter inhaesūrō similis iam iamque tenēre spērat lacks a

direct object, but using context the reader can imply __________________

• extentō modifies __________________

/537-538/• sit is in the ________________ mood because it is part of

_____________________ (its use).• tangentia is a ________________ ________________ participle that

modifies ________________

futureactive

substantiveanimal/dog

praedam/leporemrostrō

subjunctivean indirect question

present activeōra

Roman Mosaic depicting lines 533-538 of Apollo and Daphne, Bardo National Museum in Tunis.



translate lines 539-542• You should have 16 annotations for these lines• Raise your hand for a groupwork CHECK when

you are done



2. Take out your ‘Daphne & Apollo: Lines 539-542’ for inspection

3. Review:1. Highlight the words for which you needed to make implications for lines 539-

542

PENSUM #136:4. Bring your Master Text and Master Translation to class5. IMPERFECT SUBJUNCTIVE QUIZ ON FRIDAY

6/12/14

Lines 539-542

539.sīc deus et virgō; est hic spē celer, illa timōre.

540.Quī* tamen īnsequitur, pennīs adiūtus Amōris,

541.ōcior est, requiemque negat, tergōque fugācis

542.imminet, et crīnem sparsum cervīcibus afflat.

Thus (are) the god and the maiden; this (god) is quick with/because of hope, that (maiden) (is) (quick) because of fear.

Nevertheless (he) who follows (her), aided by the wings of Love,

is quicker, and denies rest and presses closely upon the back of

the one fleeing, and breathes on the scattered hair on (her) neck(s).

sunt est celer



translate lines 553-556• Cross out the 2nd grammar question for lines 553-

554• At the end of the recitation, I will collect 1 from

each group for your last CLASSWORK SUBMISSION


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


PENSUM #137:3. Complete your Explicatiō Practice and check your work against the

model response on my website

6/13/14

QUIZ: Imperfect Subjunctive Verbs

• You have 8 minutes for your quiz

CONTEXT CHECK for Ovid’s Daphne & Apollo

• Follow along while we complete the blanks for the context check for lines 463-542 of the passage

• We are skipping 557-565


566.Fīnierat Paeān; factīs modo laurea rāmīs adnuit,

567.utque caput vīsa est agitāsse cacūmen.

The Paean (Apollo) had finished; the laurel nodded with (her)recently made (created) branches, and (its) peak/top was seen

(seemed) to move as if (it were) a head.

Context Checks (Response-Warm Ups)

1. Fīnierat Paeān references that Apollo finished doing what?

2. What is the point of addressing Apollo as Paeān?

3. What physical movements are the laurel tree making? In the normal world, why would a tree make these movements?

Comprehension Response:

• If anything, what does Daphne communicate about accepting her fate when the laurel tree moves its “head”? Use support from the entire poem to justify your

response.

– Only use evidence from the LATIN given to you in the test

– Use contextual/background evidence from the entire text to support your response in ENGLISH


1 59 + 65 = 1242 59 + 74 = 133 3 56 + 67 = 123 4 56 + 60 = 1165 52 + 65 =117 6 45 + 48 = 937 42 + 63 = 105

Propositum: DWBAT participate in a review Jeopardy game to assess understanding of concepts and content pertinent to the Term 4 IA

Facite Nunc: 1. Take a ‘Term 4 Practice IA’ from the front of the room

2. Take out a piece of looseleaf and a writing utensil

3. A list of EXEMPTIONS can be found on the door of room 103

PENSUM #138:4. Check the website for PowerPoints, review materials, and class

handouts before your exam on THURSDAY5. CHECK YOUR PROGRESS REPORT FOR ANY MISSING ASSIGNMENTS

OR ASSESSMENTS

6/16/14

Term 4 IALogistics

• Time:– Thursday, 1st exam

• Content:– All material covered in Term 4 EXCLUDING future passive

participles • Format:– 5-6 lines of SEEN MATERIAL to ANNOTATE and TRANSLATE– 2 lines of UNSEEN material to TRANSLATE– 10-20 questions on GRAMMAR and POETIC DEVICES– 3 questions on SUBJUNCTIVE verbs– 1 EXPLICATIO/READING COMPREHENSION question

pertaining to the Daphne & Apollo passage as a whole

propositum : dwbat translate authentic lines of poetry including ellipses

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