AP 2/27

IN CLASS TODAY

TRANSLATE…

*DBG 5.35 (TJ & KB)

*DBG 5.36 (AO & AL);

*DBG 5.37 (AM & CC);

*DBG 5.38 (DR & JR);

*DBG 5.39 (JD & JJ)

*DBG 5.40 (TS & JL)

*DBG 5.41 (TB & ULJ)

Ms. Mix will be looking over the translations emailed last night and preparing them to be posted on the website. It is your responsibility to get them from the website and LEARN the material…

AT HOME TODAY

You must email your translations to me (or share on Google Drive) by midnight tonight.

Email me any questions about posted translations.

AP HW 2/26

The following students must email their translations to me (or share on Google Drive) by midnight tonight:

DBG 5.27 lines 21-34 = Arantxa and Christina

DBG 5.28 = Aileen and Andrew

DBG 5.29 = Thomas

DBG 5.30 = Ursile

DBG 5.31 = Kayla

DBG 5.32 = Tianna

DBG 5.33 = Thery

DBG 5.34 = Jeffrey

DBG 5.27

NOTA BENE: This long chapter in indirect speech is broken down into sense units to make things easier for students, and the indirect statements dependent on locūtus est are marked in small capitals.

DOWNLOAD the PDF: 5-27_sense_units

5.27

G. Arpineius, a Roman knight, an acquaintaince of Quintus Titurus, is sent to them for the sake of a conversing, and Quintus Iunius a certain man from Spain, who previously had already been accustomed to visit(ing) Ambiorix by the sending of Caesar; among them Ambiorisx spoke to this manner: that he confessed that he in return for Caesar’s favor toward him owed very much to him, because he had been freed from a tax by his {Caesar’s} works/efforts, which he {Ambiorix} had been accustomed to pay to Aduatuci, his own neighbors…

and because both his son and his brother’s son had been sent back by Caesar,  whom having been sent in the number of hostages the Aduatuci had held among them in slavery and chains; and not that, which he did concerning the attack of the camps, he had done either by decision or by his own consent, but by the compulsion of the state, and that his commands are of such a kind that the population did not have less authority over him than he himself over the population. For the state furthermore this was the cause of war, because he was not able to withstand the the sudden conspiracy of the Gauls.

[Ambiorix said that] he can prove this easily from his own humility/lowness, because he is not so inexperienced in affairs that {would} believe that the Roman people can be conquered by his own forces; but that [this] was the common plan of Gaul: this day was established for {the purpose of} attacking all the winter camps of Caesar, so that not any legion may be able to come for the aid of another legion; that the Gauls could not easily deny the Gauls, especially when a plan appeared to have been started/formed regarding/for recovering common freedom.

Since now he had apologized to these [men] for loyalty, [he/Ambiorix, said] that now he has a consideration of duty for the favors of Caesar: that he advises [and] beseeches Titurius for [his] hospitality to consider his own and the soldiers’ safety. [He also said] that a great assembled force of Germans had crossed the Rhine River, that this [band] would be present within two days.

[He also said] that the plan was of themselves [i.e., it was up to the Romans], whether they wish (before the neighboring [peoples] realize that the soldiers had been led down from the winter camps) to lead [them] either to Cicero or to Labienus, one of which was nearly 50 miles away, the other was slightly farther away from them. That this he promised and by confirming with oath that he would give [them] a safe passage through [their] borders.

When he [Ambiorix] does this, he was both considering his own state, because it would be relieved from the winter camps and he was making a requital to Caesar for his favors. Ambiorix departed with this speech having been delivered.

 

DBG 5.26

5.26

in about 15 days, in which (days) it was come into winter quarters, the beginning of a tumultuous insurrection/uprising and revolt/desertion has begun by Ambiorix and Catuvulcus; who, although they had met with Sabinus and Cotta near the territory of their kingdom and had collected grain into the winter quarters, having been influenced by the messages of the Indutiomarus the Treveran, they stirred up their people and suddenly with the wood gatherers having been attacked they came to the camp with a great gang to attack.

Since our men had seized arms quickly and had ascended the entrenchments and after the Spanish calvary had been sent out from one side/part, [our men] had been greater in the battle of cavalry, the enemy with the matter given up drew back their men from the siege. Then they shouted according to their custom, so that the some of our men would go forward to the conference: [they shouted] that they had [things] that they wished to say about the general matter, by means of which matters they hoped the conflicts could be lessened.

L2 Feb 25 – Mar 01, 2013

Mon Feb 25 – Workbook Check

In Class (for the workbook check, I will ask for 7-8 volunteers; if no one volunteers, I will volun-tell people for the workbook check)

AGITE NUNC: LOOK UP and WRITE OUT the principal parts and definitions for appello, appellere; audio; mitto; suscipio; accumbo

GSA 02/13: PREP for WORKBOOK p 107 Exer C #1-6

  • QUESTIONS TO THINK ABOUT: What do we know about ALL the verbs in Exercise C? What principal part is used to create these verb forms? 
  • IN THE WORKBOOK p 107 Exer C #1-6 –> TRANSFORM verb into present tense (What principal part will we need now?)
  • IN THE WORKBOOK p 107 Exer C #1-6 –> TRANSLATE the new verb in present tense

At Home

ON SEPARATE SHEET OF PAPER, LOOK UP the principal parts and definitions that correspond with the verbs in Workbook p 107 Exer C #7-12 (be sure to look THOROUGHLY at ALL four principal parts to find your verb…)

Tues Feb 26 – Workbook Check

In Class (for the workbook check, I will ask for 7-8 volunteers; if no one volunteers, I will volun-tell people for the workbook check)

DISCUSS PREP for WORKBOOK p 107 Exer C #7-12

Workbook p 107 Exer C #7-12

  • RECAP AGAIN – What principal part is used to form the perf act indic?
  • IN THE WORKBOOK p 107 Exer C #7-12 –> TRANSFORM verb into present tense (What principal part will we need now?)
  • IN THE WORKBOOK p 107 Exer C #7-12 –> TRANSLATE the new verb in present tense

At Home

LOOK UP the principal parts and definitions that correspond with the verbs in Workbook p 108 Exer C #13-16 (be sure to look at ALL four principal parts to find your verb)

WORKBOOK p 108 Exer C #13–16 –> TRANSFORM verb into present tense (What principal part will we need now?) and TRANSLATE new verb in the present tense

Wed Feb 27 – Workbook Check

In Class (for the workbook check, I will ask for 7-8 volunteers; if no one volunteers, I will volun-tell people for the workbook check)

DISCUSS WORKBOOK p 108 Exer C #13-16

 Workbook p 108 Exer C #17-20 – ON SEPARATE SHEET OF PAPER (TO BE HANDED IN!)
  • LOOK UP the principal parts and definitions that correspond with the verbs in Workbook p 108 Exer C #17-20 (be sure to look at ALL four principal parts to find your
  • TRANSFORM verb into present tense (What principal part will we need now?)
  • TRANSLATE the new verb in present tense
At Home

GSA 5/27: ON SEPARATE SHEET OF PAPER, TRANSLATE the PERF ACT INDIC forms for the verbs in Workbook p 108 Exer C #1-20 (e.g., #1) They drove away/They have driven away)

Thurs Feb 28 – Workbook Check

In Class (for the workbook check, I will ask for 7-8 volunteers; if no one volunteers, I will volun-tell people for the workbook check)

NLE PRACTICE

At Home

NLE PRACTICE

Fri Mar 01 – Workbook Check (last day of Term 03)

In Class (for the workbook check, I will ask for 7-8 volunteers; if no one volunteers, I will volun-tell people for the workbook check)

GSN: Indirect Statement
WORKSHEET: Indirect Statement Practice
At Home

WORKSHEET: Indirect Statement Practice

AP TERM 03 (subject to change)

MIX@LATINACADEMY.ORG                        MIXLATIN.WORDPRESS.COM                        TERM 03 2013

  • The assignment is due on the date listed. This agenda is subject to change.
  • Preparing a reading assignment includes: scansion, translating, learning vocabulary, learning commentary notes, and being prepared to interpret.
  • Be prepared for additional quizzes, especially on vocabulary, on Tuesdays and/or Thursdays.

Th         03 Jan.         TRANSLATE in class: DBG 1.1 lines 1-14 / (Assign Poster: Map Mueller p. xix – DUE Tues, Jan 08)

F         04 Jan.         DUE: Notes Mueller pp.xxxi-xxxviii; Notes Mueller p. 1 / TRANSLATE in class: DBG 1.1 lines 15-23

M         07 Jan.         DUE: Murphy article (Annotation & Notes); Summer Assignment for Caesar / Topic: History and Context for DBG

T         08 Jan.         DUE: Map of Roman Empire Mueller p. xix / TRANSLATE in class: DBG 1.2 lines 1-12

W         09 Jan.         DUE for everyone: DBG 1.2 lines 13-18; Notes Mueller p. 7 /TRANSLATE DBG 1.3 lines 1-24

Th         10 Jan.         DUE for everyone: DBG 1.4 lines 1-11 / SIGHT Translation (Poetry)

F            11 Jan.            TEST DBG 1.1-4 and General Information about Caesar and Gaul.

M         14 Jan.          DUE: DBG 1.5 lines 1-6; Notes Mueller p. 27, 31, 37

T         15 Jan.         DUE: DBG 1.5 lines 8-12; Map p. 32 / SIGHT Translation (Prose)

W         16 Jan.         DUE: DBG 1.6 lines 1-6 / TRANSLATE in class: DBG 1.6 lines 7-13

Th         17 Jan.         DUE: DBG 1.6 lines 14-16 (plus TBD) / TRANSLATE in class: DBG 1.7 lines 1-16 (liceat)

F            18 Jan.            TEST DBG 1.5-7

M            21 Jan.             schola vacat (MLK Jr. Day)

T 22 Jan. – Th 24 Jan. Student Presentations (Daily Quizzes on Previous Day’s Presentations)

F         25 Jan.          REVIEW DBG Book 1

M         28 Jan.          REVIEW DBG Book 1

T            29 Jan.            TEST: All of DBG Book 1

W         30 Jan.         DUE: NOTES DBG 4.1-23 (read in English); NOTES Mueller p. 232; pp. 45-47 / TRANSLATE in class: DBG 4.24 lines 1-15

Th         31 Jan.         DUE: DBG 4.25 lines 1-12 / TRANSLATE in class: DBG 4.25 lines 13-18

F         01 Feb.         DUE: DBG 4.26 lines 1-8 / TRANSLATE in class: DBG 4.26 lines 9-16

M         04 Feb.         DUE: DBG 4.27 (AO & AL); DBG 4.28 (AM & CC)

T         05 Feb.         DUE: DBG 4.29 (DR & JR); DBG 4.30 (JD & JJ)

W         06 Feb.         DUE: DBG 4.31 (JL & KB); DBG 4.32 (TB & TS)

Th         07 Feb.         TRANSLATE in class: DBG 4.33-36

F            08 Feb.       SNOW DAY

M         11 Feb.        SNOW DAY

T         12 Feb.        SNOW DAY

W         13 Feb.        DISCUSS DBG 4.33-36

Th         14 Feb.

DUE: DBG 5.24 (TS, TJ, ULJ); DBG 5.25 (KB & TB); DBG 5.26 (JJ & JL);

DUE: DBG 5.27 lines 1-20 (DR, JR, JD); DBG 5.27 lines 21-34 (AM & CC);

DUE: DBG 5.28 (AO & AL) TRANSLATE in Class: DBG 5.29-5.32

DUE: DBG 5.34; TRANSLATE in Class: 5.35-36

F         15 Feb.         DBG 5.36 (AO & AL); DBG 5.37 (AM & CC); DBG 5.38 (DR & JR); DBG 5.39 (JD & JJ)

M 18 Feb – F 22 Feb.             schola vacat (winter break) – assignments TBD

M         25 Feb.         DUE DBG 5.40; TRANSLATE in Class: DBG 5.41-5.43

T         26 Feb.         DUE DBG 5.43; TRANSLATE in Class: DBG 5.44-45

W         27 Feb.         DUE DBG 5.46; TRANSLATE in Class: DBG 5.47-48

Th         28 Feb.         REVIEW DBG Book 4 and 5; SIGHT Translation

F            01 Mar.            TEST: Books 4 and 5

STUDENT PRESENTATIONS: Using Mueller pp. 202-231 and additional research, students will create and present thorough yet concise presentations discussing chapters 8 through 54 of Caesar’s De Bello Gallico Book I.

Chapters

Chapters Student
8-11 Aileen
12-14 Andrew
15-18 Arantxa
19-21 Christina
22-25 Devaughn
26-29 Jake
30-31 Jeffrey
32-35 Joana
36-39 John
40-42 Kayla
43-45 Thery
46-48 Thomas
49-51 Tianna
52-54 Ursile

L2 Feb 13 – Feb 15, 2013

Wed Feb 13 – Valentine’s Day Cards are DUE in class

In Class

HAND IN Valentine’s Day Cards

GSA 02/13

  • GROUP ONE: Translate Negotium What is a dowry?
  • GROUP TWO: Translate Sponsalia What does it mean to be engaged? anulus, anuli (m) ring
  • SHARE TRANSLATIONS

At Home

GSA 02/13: Negotium and Sponsalia: LIST SIMILARITES and DIFFERENCES between Ancient Roman customs and current customs surrounding engagements.

PRINT OUT the workbook checklist from the website; WORK ON WORKBOOK

Thurs Feb 14 – HANDOUT: Nuptae p 57

In Class

DISCUSS GSA 02/13

GSA 02/14

  • GROUP ONE: Translate In Cubiculo Amabilis = name “Amabilis” nupta,-ae (f) bride
  • GROUP TWO: Translate In Atrio nupta,-ae (f) bride
  • SHARE TRANSLATIONS

At Home

GSA 02/14: In Cubiculo and In Atrio: LIST SIMILARITES and DIFFERENCES between Ancient Roman customs and current customs surrounding wedding ceremonies.

PRINT OUT the workbook checklist from website; WORK ON WORKBOOK

Fri Feb 15 – HANDOUT: Nuptae p 58

In Class

DISCUSS GSA 02/14

GSA 02/15

  • Translate Domus Nova

At Home

CONTINUE working on WORKBOOK USING WORKBOOK CHECKLIST

AGITE NUNC: LOOK UP and WRITE OUT the principal parts and definitions for appello, appellere; audio; mitto; suscipio; accumbo

GSA 02/13: PREP for WORKBOOK p 107 Exer C #1-6

  • RECAP – What principal part is used to form the perf act indic?
  • IN THE WORKBOOK p 107 Exer C #1-6 –> TRANSFORM verb into present tense (What principal part will we need now?)
  • IN THE WORKBOOK p 107 Exer C #1-6 –> TRANSLATE the new verb in present tense

At Home

ON SEPARATE SHEET OF PAPER, LOOK UP the principal parts and definitions that correspond with the verbs in Workbook p 107 Exer C #7-12 (be sure to look at ALL four principal parts to find your verb…)

DISCUSS PREP for WORKBOOK p 107 Exer C #7-12

Workbook p 107 Exer C #7-12

  • RECAP AGAIN – What principal part is used to form the perf act indic?
  • IN THE WORKBOOK p 107 Exer C #7-12 –> TRANSFORM verb into present tense (What principal part will we need now?)
  • IN THE WORKBOOK p 107 Exer C #7-12 –> TRANSLATE the new verb in present tense

WORKBOOK p  108 Exer C #13-16:

  • ON SEPARATE SHEET OF PAPER, LOOK UP the principal parts and definitions that correspond with the verbs in Workbook p 108 Exer C #13-16 (be sure to look at ALL four principal parts to find your
  • IN THE WORKBOOK p 108 Exer C #13–16 –> TRANSFORM verb into present tense (What principal part will we need now?)
  • IN THE WORKBOOK p 108 Exer C #13-16 –> TRANSLATE the new verb in present tense

Workbook p 108 Exer C #17-20 – ON SEPARATE SHEET OF PAPER (TO BE HANDED IN!)

  • LOOK UP the principal parts and definitions that correspond with the verbs in Workbook p 108 Exer C #17-20 (be sure to look at ALL four principal parts to find your
  • TRANSFORM verb into present tense (What principal part will we need now?)
  • TRANSLATE the new verb in present tense

PREPARE WORKBOOK for WORKBOOK CHECK according to the Checklist.

L2 Feb 04 – Feb 08, 2013

We are working on Valentine’s Day Cards in Latin all week!

Mon Feb 04 – Valentine’s Day Card

In Class

BEGIN Part 01- VOCABULARY

At Home

FINISH Part 01- VOCABULARY – BRING to class tomorrow!

Tues Feb 05 – Valentine’s Day Card

In Class

Begin Part 02 – TRANSLATION – HAND IN whatever has been completed at the end of class.

At Home

WORKBOOK p 106 Exer A 1-10 (you will need your books!)

BRING Markets, Colored Pencils, and Scissors to class tomorrow.

Wed Feb 06 – Valentine’s Day Card

In Class

FINISH Part 02 – TRANSLATION

Pick your phrases, Begin drawing card

At Home

WORKBOOK p 107 Exer B #1-10

Thurs Feb 07 – Valentine’s Day Card

In Class

WORK ON YOUR CARDS!

At Home

WORKBOOK p  107 Exer C #1-10

Fri Feb 08 – Valentine’s Day Card

In Class

FINISH YOUR CARDS! Cards, Part 01: Vocab, and Part 02: Translation  must ALL be handed in.

At Home

WORKBOOK p  107-108 Exer C #11-20

Meet Mr. Jaffe!

 

Dear Parents,

My name is Kenan Jaffe and I am a student teacher from Boston University. Recently I had the good fortune to be placed at Boston Latin Academy where I have been observing for the last few weeks. I received a BA from Swarthmore College near Philadelphia, came to Boston to attend the Harvard Divinity School for two years, and am now finishing up my training in high school education. I am writing to inform you that starting today I will be taking over your child’s Latin class in order to fulfill the final requirements of obtaining teacher licensure here in Massachusetts. I have been working closely with Ms. Maritere Mix and look forward to having her expert guidance and supervision as I move forward. Having already met and been in class with your children, I know that it will be a pleasure working with them over the next few months.

Please feel free to email me if you have any questions.

Kenan Jaffe

EMAIL: kenan.jaffe@gmail.com

WEBSITE: https://sites.google.com/site/kenanjaffe/