Author Archives: M. Mix

L2 Agenda Mar 16-20, 2015

Posted in Latin 2 2014 Assignments by

Monday, March 16

In Class

Discuss DBG Bk 1 Ch 3 Part C Analysis

Text: itemque Dumnorîgî Haeduô, fratrî Dîviciâcî, [quî eô tempore prîncipâtum in cîvitâte obtinêbat ac maximê plebî acceptus erat], [ut idem conârêtur] persuadet, eîque fîliam suam in mâtrimônium dat. Dîxit [sê ipsum suae cîvitâtis imperium obtenturum esse].

DBG Bk 1 Ch 2 Part C Translation

At Home

DBG Bk 1 Ch 3 Reading Comprehension

Tuesday, March 17

In Class

Discuss DBG 1.3 Reading Comprehension

At Home

Study for DBG 1.3 Quiz tomorrow

Wednesday, March 18

In Class

QUIZ: DBG Bk 1 Ch 3

Begin VOCAB DBG 1.4 (A-E)

At Home

VOCAB DBG 1.4 Parts A-E (DOWNLOAD: DBG Bk 1 Ch 4 VOCAB)

Thursday, March 19

In Class (DOWNLOAD: DBG Bk 1 Ch 4 Text)

DBG 1.4 Parts A-B (Analysis and Translation – Divide and Conquer)

At Home

DBG 1.4 Parts C-D (Analysis – Divide and Conquer)

Friday, March 20

In Class

Discuss DBG 1.4 Parts C-D (Analysis)

DBG 1.4 Parts C-D Translation (Divide and Conquer)

At Home

DBG 1.4 Part E (Analysis and Translation)

L1B Agenda Jenney 18 and 19

Posted in Latin 1B Assignments by

FRIDAY’s HW: NOTES Jenney 18.1: Charts for 3rd declension adjectives celer, brevis, and audax pp 99-100

Day 01 (3/16) – Jenney 18 (3rd declension adjectives)

In Class

Take out NOTES Jenney 18.1 (3rd declension adjectives)

More for NOTES Jenney 18.1 (3rd declension adjectives)

CW Jenney 18.1: Exercise A p 101

At Home

HW Jenney 18.1: Decline equus celer, fabula brevis, proelium facile

VOCABULARY Jenney 18: FILL IN using page 100

Day 02 (3/17) – Jenney 18 (Abl Accompaniment)

In Class

Discuss HW Jenney 18.1

NOTES Jenney 18.2: Abl Accompaniment

CW Jenney 18.2: Exercise B p. 101 – COPY, ANALYZE, TRANSLATE #1, #2, #6, #7, #9 (DIVIDE and CONQUER)

At Home

VOCABULARY Jenney 17: FILL IN using page 96

Day 03 (3/18) – Jenney 19 (The Passive Voice)

In Class

Discuss VOCABULARY Jenney 17; Present Stems, Perfect Stems

NOTES Jenney 19.1: Passive Voice in ENGLISH

CW 19.1: Active vs. Passive (DOWNLOAD WORKSHEET: http://www.englishforeveryone.org/PDFs/Active%20-%20Passive%20Voice.pdf)

Begin HW

At Home

NOTES Jenney 19.2: NEATLY COPY all CHARTS on page 104

Day 04 (3/19) – Jenney 19 (Pres, Impf, Fut Passive)

In Class

Add to NOTES Jenney 19.2 (Nothing new: finding present stem, imperfect indicator, future indicator)

CW Jenney 19.2: CONJUGATE and TRANSLATE the present, imperfect, and future passive for the following 1st conjugation verbs: amo, do, laudo

Begin HW

At Home

HW Jenney 19.2: CONJUGATE and TRANSLATE the present, imperfect, and future passive for the following 2nd conjugation verbs: moneo, moveo, teneo

Day 05 (3/20) – Jenney 19 (Pres, Impf, Fut Passive)

In Class

Discuss CW and HW Jenney 19.2

CW Jenney 19.3: Exercise A p 105-106 CAREFULLY pick out, write down, and analyze the verb forms that are either present, imperfect, or future passive (HINT: There are XIII forms…)

At Home

HW Jenney 19.3:TRANSLATE the verb forms from today’s classwork

MT Iliad Book 3 (Week 3)

Posted in Myth Tradition Assignments by

Monday, March 9, 2015

In Class

Sections 1 & 2: Read aloud Iliad Book 3 Lines 1-110

Sections 3: Read aloud Iliad Book 3 Paragraphs 1-7; Quietly read paragraphs 8-11 (DOWNLOAD for Section 3 –>Iliad Book III)

Answer reading comprehension questions #1-8 (scroll to bottom of this page for all the questions for Book 3)

At Home

Section 1 & 2: Read Iliad Book 3 Lines 110-215; Answer related questions

Sections 3: Read Iliad Book 3 Paragraphs 12-16; Answer questions #9-12

Tuesday, March 10, 2015

In Class

Sections 1 & 2: Read aloud Iliad Book 3 Lines 110-215 and discuss questions; Read aloud Iliad Book 3 Lines 216-319; Answer related questions.

Sections 3: Read aloud Iliad Book 3 Paragraphs 12-16 and discuss questions; Quietly read paragraphs 17-28; Answer related questions for Book 3 (see above for DOWNLOAD)

At Home

Section 1, 2, &3: “Iliad Book 3 – Feelings Handout” DUE FRIDAY (DOWNLOAD: Iliad Book III Feelings Handout)

Wednesday, March 11, 2015

In Class

Sections 1 & 2: Read aloud Iliad Book 3 Lines 320-389; Answer related questions for Book 3

Sections 3: Read aloud Iliad Book 3 Paragraphs 29-35; Answer related questions for Book 3 (see above for DOWNLOAD)

At Home

Section 1, 2, &3: “Iliad Book 3 – Feelings Handout” DUE FRIDAY (see above for DOWNLOAD)

Thursday, March 12, 2015

In Class

Sections 1 & 2: Read aloud Iliad Book 3 Lines 390-461; Answer related questions for Book 3

Sections 3: Read aloud Iliad Book 3 Paragraphs 36-42; Answer related questions for Book 3 (see above for DOWNLOAD)

At Home

All Sections: STUDY for Quiz tomorrow on Iliad Book 3; “Iliad Book 3 – Feelings Handout” DUE FRIDAY (see above for DOWNLOAD)

Friday, March 13, 2015

In Class

Quiz: Iliad Book 3

Hand in “Iliad Book 3 – Feelings Handout”

Begin Iliad Book 5 (Sections 1 & 2: lines 1-165; Section 3: Paragraphs 1-17 — DOWNLOAD for Section 3 –>Iliad Book V)

At Home

Continue Iliad Book 5 (Sections 1 & 2: lines 1-165; Section 3: Paragraphs 1-17)

Questions for Iliad Book 3:

  1. How did the Trojans rush in for battle? How does it differ from the Achaians?
  2. How does the poet describe Paris as he emerges? How does Menelaos feel when he sees him? What simile is used for Menelaos?
  3. What does Paris do when he sees Menelaos? How does Hektor react to Paris’ behavior?
  4. What does Paris say about receiving gifts from the gods? Do you think this excuses his behavior?
  5. What does Paris propose as a way to end the war?
  6. Who approaches the Achaians with this proposal?
  7. How does Menelaos respond to the Trojans’ proposal for a “duel”? What are the conditions that Agamemnon demands for the duel to take place? Why does he feel this is necessary?
  8. What objects are sacrificed before the duel in Book 3 between Paris and his competition?
  9. What divine messenger visits Helen? What disguise does she use? What is Helen weaving when she is visited?
  10. How does Helen react to the delivered message?
  11. Who does Helen sit next to when watching Paris taking part in the duel on the battlefield?
  12. Who does King Priam blame for the war?
  13. What three men does King Priam notice from a distance and inquire Helen about?
  14. King Priam and his advisor Antenor appear to speak very positively of the various Greek leaders Helen explains, who are obviously his opponents in this war. What does this say about warrior culture?
  15. Describe the sacrificial ritual in steps.
  16. Why does King Priam leave after the sacrifice?
  17. Which god or goddess protects Paris during the challenge that he issued to the Greeks on the battlefield?
  18. Who demands that the Trojans concede victory to the Greeks and return Helen?
  19. What does Helen challenge Paris to do?
  20. What about Helen angers Aphrodite in Book 3?

L2 Agenda Mar 9-13, 2015

Posted in Latin 2 2014 Assignments by

Monday, March 9

In Class

Finish Corrections to Term 2 Test

Grammar Worksheet DBG Bk 1 Ch 2

At Home

Finish Grammar Worksheet DBG Bk 1 Ch 2

Study for Quiz tomorrow on DBG Bk 1 Ch 2

Tuesday, March 10

In Class

Quiz: DBG Bk 1 Ch 2

VOCAB for DBG Bk 1 Ch 3

At Home

Continue VOCAB for DBG Bk 1 Ch 3

Tuesday, March 10

In Class

DBG Bk 1 Ch 3 Part A – Analysis and Translation

At Home

DBG Bk 1 Ch 3 Part B – Analysis

Wednesday, March 11

In Class

Discuss DBG Bk 1 Ch 3 Part B Analysis

DBG Bk 1 Ch 3 Part B Translation

At Home

DBG Bk 1 Ch 3 Part C Analysis

Thursday, March 12

In Class

Discuss DBG Bk 1 Ch 3 Part C Analysis

DBG Bk 1 Ch 2 Part C Translation

At Home

STUDY for DBG Bk 1 Ch 3 Quiz tomorrow

Friday, March 13

In Class

QUIZ: DBG Bk 1 Ch 3

At Home

TBD

L1B Agenda Jenney 17, 18

Posted in Latin 1B Assignments by

Day 01 – Jenney 17 (2nd Conjugation)

  • In Class
  • Take out NOTES Jenney 17: Charts p 449-450 of 2nd Conjugation for Present, Imperfect, and Future
  • More NOTES Jenney 17: Recognizing the 2nd Conjugation; Finding the Stem
  • CW Jenney 17.1: Conjugate and translate present, imperfect, and future for habeo, maneo, and moveo 
  • At Home
  • HW Jenney 17.1: Conjugate and translate present, imperfect, and future for sedeo, teneo, and video
  • STUDY present, imperfect, and future for the 2nd conjugation (quiz tomorrow)

Day 02 – Jenney 17 (2nd Conjugation)

  • In Class
  • QUIZ: Present, Imperfect, Future for the 2nd Conjugation
  • NOTES Jenney 17.2: Charts p 450 of 2nd Conjugation for Perfect, Pluperfect, and Future Perfect; Finding AND Using the Perfect Stem
  • CW Jenney 17.2: Conjugate and translate PERFECT, PLUPERFECT, and FUTURE PERFECT for habeo, maneo, and moveo
  • At Home
  • HW Jenney 17.2: Conjugate and translate PERFECT, PLUPERFECT, and FUTURE PERFECT for sedeo, teneo, and video
  • STUDY PERFECT, PLUPERFECT, and FUTURE PERFECT for the 2nd conjugation (quiz tomorrow)

Day 03 – Jenney 17 (2nd Conjugation)

  • In Class
  • QUIZ: Perfect, Pluperfect, and Future Perfect for the 2nd Conjugation
  • CW Jenney 17.3: Exercise A p 96
  • At Home
  • NOTES Jenney 18.1: Charts for 3rd declension adjectives celer, brevis, and audax pp 99-100

Day 01 – Jenney 18 (3rd declension adjectives)

  • In Class
  • Take out NOTES Jenney 18.1 (3rd declension adjectives)
  • More for NOTES Jenney 18.1 (3rd declension adjectives)
  • CW Jenney 18.1: Exercise A p 101
  • At Home
  • HW Jenney 18.1: Decline equus celer, fabula brevis, proelium facile

Day 02 – Jenney 18 (Abl Accompaniment)

  • In Class
  • Discuss HW Jenney 18.1
  • NOTES Jenney 18.2: Abl Accompaniment
  • CW Jenney 18.2: Exercise B p. 101 – COPY, ANALYZE, TRANSLATE #1, #2, #6, #7, #9
  • At Home
  • Finish CW Jenney 18.2

MT Iliad Week 2

Posted in Myth Tradition Assignments by

Monday, March 2, 2015

Notes on the Chronology of Troy

Hand in Iliad Book 1 Quiz

Read aloud Iliad Book 2 Lines 1-100

Begin answering reading comprehension questions for lines 1-100

Questions:

1-4: Why is Zeus troubled so much that he can’t sleep?
5-15: What does Zeus decide to do?
16-22: In whose form did the Dream come? Why did the Dream choose this form?
23-36: What does the Dream tell Agamemnon and why is it evil?
37-40: What does the narrative call Agamemnon?
44-49: Agamemnon awakens and it is Dawns.
50-54: What is Agamemnon doing in these lines?
55-75: What is Agamemnon doing in these lines?
76-83: Who rose up to speak after Agamemnon’s address and what does he say? Why is it necessary at this point that someone to support Agamemnon (think of how the Achaians view Agamemnon)?
86-97: What is the simile seen here? Why does this simile work when describing soldiers? How might the soldiers be buzzing?

Homework: Iliad Book 2 Lines 1-100 – Finish all questions for lines 1-100

Tuesday, March 3, 2015

Recap Iliad Book 2 Lines 1-100

Read (aloud?) Iliad Book 2 Lines 100-197

Begin answering reading comprehension questions for lines 100-197

Questions:

100-108: We finally learn the importance of the scepter. According to these lines, why is the scepter is so valuable? What does it represent?
109: NOTA BENE: Here, Agamemnon is addressing ALL the Argives whereas before he addresses the “high-hearted princes” (line 53) and his “close counsel” (line 55).
110-141: What is Agamemnon saying here? It is different from what he spoke in lines 56-75.
134: For how long have the Greeks been fighting the Trojan War?
139-141: What does Agamemnon ultimately ask the Greeks to do in these lines? Again, be aware that this is different from what he spoke in lines 56-75.
147-152: What is the simile seen here? How does it differ from the simile mentioned in lines 86-97?
155-156: NOTA BENE: The Argives = Achaians = Danaans = Greeks
155-156: Who is unhappy about the Greeks going home? Whom does she approach for help?
157-165: What does Hera ask Athena to do?
166-171: Whom does Athena speak to first? What is she trying to convince him to do?
185: Who is approaching Agamemnon here? What did he take from Agamemnon?
187-189: How would this person strategically address a king/man of influence?
190-197: Who would be speaking here?

Homework: Iliad Book 2 Lines 100-197 – Finish questions; Make sure to re-read lines Iliad Bk 2:100-197 if necessary

Wednesday, March 4, 2015

Recap Iliad Book 2 Lines 100-197

Read (aloud?) Iliad Book 2 Lines 198-271

Begin answering reading comprehension questions for lines 198-271

Questions:

198-206 NOTA BENE: This is a HYPOTHETICAL situation. It is not actually happening. Instead, it is explaining how Odysseus would interact with a “man of the people” (line 198). How does this differ from how he would have spoken to “king” or “man of influence” (lines 188-197)?
206-210: Odysseus is trying to calm the people as Athena instructed.
211-223: How does the Iliad describe Thersites? What is he known for? Who hates him and why?
224-234: Who is speaking here? Whom is he addressing (i.e., who is the son of Atreus?)
235-242: Whom is the speaking addressing now? What is he advising them to do and why?
244-245: Who begins to speak? How is he described?
246-264: Whom is the speaker addressing? What is the speech intended to do? What are the social values custom conveyed in this speech?
265-269: What does Odysseus do here? What message is he trying to send?
270-271: What does this say about the warrior culture?

Homework: Iliad Book 2 Lines 198-271 – Finish questions

Thursday, March 4, 2015

Read  quietly Iliad Book 2 Lines 265-329

Independently, begin answering reading comprehension questions for lines 265-329

Questions

270-271: What does this say about the warrior culture?
272-277: What does this say about how people view Odysseus?
279-282: How was Athena disguised? Why was she accompanying Odysseus?
284: Whom is Odysseus addressing? Why has Odysseus chosen to
address him in public? How is Odysseus addressing him? (Think of how Athena asked him to handle people…)
289-290: How does Odysseus describe the Achaians right now?
291-298: How is Odysseus trying to be diplomatic and fair? What quality is he trying to display?
299-300: What reason does Odysseus pose for the Achaians’ patience?
301-320: What is Odysseus describing?
321-329: Who is Kalchas? How does he interpret the vision mentioned by Odysseus?

Homework: STUDY Iliad Book 2 Lines 1-329 for quiz tomorrow (CLOSED book, CLOSED notes)

Friday, March 6

QUIZ: Book 2:1-329

NOTES: Remainder of Book 2

Begin Book 3

L2 Agenda Mar 2 – Mar 6

Posted in Latin 2 2014 Assignments by

Monday, March 2

In Class

Quiz: DBG Bk 1 Ch 1

VOCAB for DBG Bk 1 Ch 2 (DOWNLOAD: DBG Bk 1 Ch 2 VOCAB)

At Home

Continue VOCAB for DBG Bk 1 Ch 2

Tuesday, March 3

In Class

DBG Bk 1 Ch 2 Part A  – Analysis and Translation (DOWNLOAD: DBG Bk 1 Ch 2 Text)

SLIDES for DBG Bk 1 Ch 2 Part A –> DBG Bk1 Ch2 Part A

At Home

DBG Bk 1 Ch 2 Part B – Analysis

Wednesday, March 4

In Class

Discuss DBG Bk 1 Ch 2 Part B Analysis

DBG Bk 1 Ch 2 Part B Translation

At Home

DBG Bk 1 Ch 2 Part C Analysis

Thursday, March 5

In Class

Discuss DBG Bk 1 Ch 2 Part C Analysis

DBG Bk 1 Ch 2 Part C Translation

At Home

Reading Comprehension DBG Bk 1 Ch 2

Friday, March 6

In Class

Discuss Reading Comprehension DBG Bk 1 Ch 2

Grammar Worksheet DBG Bk 1 Ch 2

At Home

Finish Grammar Worksheet DBG Bk 1 Ch 2

Study for Quiz on Monday DBG Bk 1 Ch 2

L1B Agenda Jenney 16, Jenney 17

Posted in Latin 1B Assignments by

LATIN 1B Agenda

Day 01 – Jenney 16

  • In Class
  • Take out “ignis” “urbs” and “mare” charts
  • NOTES Jenney 16.1: 3rd Declension i-stems
  • CW Jenney 16.1: Decline the following 3rd i-stem nouns: civis, finis, gens, hostis, mons, mors, navis, panis, pons (see Lesson 16 for genitive singulars)
  • At Home
  • HW Jenney 16.1: Decline 3rd -stem neuter noun: animal, animalis
  • STUDY 3rd i-stem endings for quiz on Wednesday
  • STUDY ALL nouns from Lessons 13-16 and their general information (genitive singulars, genders, and definitions) for Vocabulary test on Thursday (see p 91 for list of nouns if necessary)

Day 02 – Jenney 16

  • In Class
  • NOTES: Vocabulary Lessons 13-16 – Compare/Contrast 3rd declension nouns; observe/predict patterns
  • CW Jenney 16.2: Decline the following noun-adjective pairs: hostis verus; ignis novus; navis alba; urbs parata; animal amicum; mare nigrum
  • At Home
  • STUDY 3rd i-stem endings for quiz on Wednesday
  • STUDY ALL nouns from Lessons 13-16 and their general information (genitive singulars, genders, and definitions) for Vocabulary test on Thursday (see p 91 for list of nouns if necessary)

Day 03 – Jenney 13-16

  • In Class
  • QUIZ: 3rd i-stem noun declension
  • CW Vocabulary Lessons 13-16 – Recognizing vocabulary in context.
  • At Home
  • STUDY ALL nouns from Lessons 13-16 and their general information (genitive singulars, genders, and definitions) for Vocabulary test on Thursday (see p 91 for list of nouns if necessary)

Day 04 – Jenney 13-16; Roman Homes

  • In Class
  • TEST: Vocabulary Lessons 13-16
  • MHC: Houses, Gardens, Furnishings p 379-381 – READ and BE SURE to look at the pictures referenced by the provided page numbers. WRITE NOTES for the following terms: atrium, compluvium, cubicula, alae, fauces, cave canem, apartments, Trajan’s Markets, skyphos, cantharus
  • At Home
  • MHC: Complete worksheet on The Roman House (use the website provided to complete –> http://www.roman-empire.net/society/soc-house.html)

Day 01 – Jenney 17 (2nd Conjugation)

  • In Class
  • NOTES Jenney 17: Recognizing the 2nd Conjugation; Finding the Stem; Conjugating the Present, Imperfect, and Future (CHARTS p 449-450)
  • CW Jenney 17: Conjugate and translate present, imperfect, and future for habeo, maneo, and moveo 
  • At Home
  • HW Jenney 17: Conjugate and translate present, imperfect, and future for sedeo, teneo, and video