Monday September 30-October 04

NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
NL CLL 2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.
NL CLL 2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.
NL CLL 2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.4.3 Recognize examples of cognates and loan words.


Task 01: Responde 13a (page 97 in textbook)
Use the story with translation to answer the questions in Responde Latine 13a. Find the story and Responde Latine questions here in Google Classroom.  Submit in Google Classroom. I have provided the substitute with hard copies (4) of the translated story (yellow handout) for students who encounter difficulty accessing it in Google Classroom. Share these if needed.

Task 02: Adverbs (for your notebook)
Read the grammar section on Adverbs on  pages100-101. Use the book or this link to study the adverbs. The adverbs are classified into categories. Copy into your notebooks the categories and then supply examples of each category.

1. adverbs made from adjective
2. adverbs that indicate time
3. adverbs that indicate place
4. adverbs that indicate the manner in an action is done
5. other adverbs (page 101)

Next do the following adverb matching activity in Google Classroom.

Task 03 Story and vocabulary for Chapter 14 "Who is to Blame"

In this Chapter: Cornelius's reaction to the accident on the Appian way. More about the imperfect tense. The seven kings of Rome.

Task 04: Vocabulary for Chapter 14 in Quizlet. PRACTICE.

Task 05. During the last 15 minutes of class Complete pre-reading derivatives Chapter 14 in Google Classroom.

Homework: Finish pre-reading derivatives Vocabulary for Chapter 14 in Quizlet

Tuesday October 01

Objectives: Assessment- Quiz on 14 chapter vocabulary  Practice the imperfect tense. History of Kings of Rome.

EQ. Can you identify the correct form of the imperfect in five sentences (14c)? Who were the major figures in Rome's age of kings? What were they known for? (deeds and misdeeds)

Bellwork: Quiz on vocabulary for Chapter 14 (10 questions)


Complete the following exercise on imperfect verbs.

Kings of Rome. Read about the Kings of Rome (109-111 textbook; also in Google Classroom). Then answer the questions about the period of Kings in Google Classroom.  Find all materials on Kings of Rome here.  Submit answers to question in Google Classroom. 

Homework: Exercises 14d & 14e in Activity Book (Google 

Classroom)

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Wednesday October 02

Complete work from Monday and Tuesday.

14 Chapter Ecce Romani Vocabulary Quiz

https://www.quia.com/quiz/7124305.html

Homework: Complete work from Monday and Tuesday.

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Thursday October 3

Bellwork: Chapter 13, imperfects
https://www.quia.com/cb/1058341.html

Guided: Check answers to 14c Textbook; 14d and 14e from Activity Book.

Independent: 14_01 Verbs: Ecce Romani -36 Questions
https://www.quia.com/quiz/6844269.html

Chapter 15 Periculum in Via - Future tense
Notes: Like the imperfect, the future tense is formed using the present stem (infinitive minus -re).


Copy the charts below, noting that the first and second conjugations have different ending from the 3rd and 4th.





"A and E for 4 and 3. -bo, -bi -bu for 1 and 2.

Begin translating Periculum in Via

Quizlet vocabulary for Periculum in Via Homework: Organize your notebook so you can turn it in for grading on Friday. Study vocabulary for Periculum in Via. -------------------------------------------------------------------------- Friday October 4.

Objective: Adopt Latin mottoes and illustrate them. Review work done September 30 and October 01, identify and  answer questions. Introduction to Chapter 14.

EQ. Why do you think that so many organizations choose Latin mottoes?  

Bellwork: Latin Mottoes on page 103. 

Read over the mottoes on page 103. Choose 2 to illustrate. Your illustrations should contain the Latin, but not the translation. 

Design your motto illustrations to look like a simple symbol, a logo, a bumper sticker, a coat of arms or as a book illustration.  

Your illustrated motto must be large enough to be read from across the room. 

Sketch out your illustration in pencil then add color.

If you want to explore alternate mottoes (for example of the college you want to go to; or a branch of the military, or a profession) you may do that.

Finally. Latin occurs in many spheres of activity.  Through a combination of book and internet research, Find key terms, expressions or mottoes in one of the following:
law
US money
buildings & monuments
tatooes
pharmacology
medicine (anatomy & physiology)
botany
music
philosophy
religion

Locate a tatoo containing a Latin error. (extra credit)

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While you are working on your mottoes, I will be reviewing your classwork and homework assigned on Monday and Tuesday.

Guided instruction: review assignments from Monday and Tuesday. 

Direct and Guided instruction:

In this Chapter: Cornelius's reaction to the accident on the Appian way. More about the imperfect tense. The seven kings of Rome.

Friday September 27

NM – Novice Mid Proficiency Level

NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.

NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli.

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.

NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).

NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.

NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language.

NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the students’ culture.

NM.CLL.4.2 Exemplify instances of cognates and loan words.

NM.CLL.4.3 Compare the language conventions of the students’ language and the target language.

NM.COD.2.1 Classify memorized words and phrases in the target language by key academic concepts.

NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.).

NM.COD.3.2 Use memorized words and phrases to describe common objects, concepts and actions related to other disciplines.

NM.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NM.COD.4.2 Identify information about target culture perspectives and practices.

NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities.

NM.CMT.3.1 Use memorized words and phrases from the target culture to communicate about cultural practices and achievements.

NM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture and language.

NM.CMT.4.2 Identify products made and used by members of the target culture and the students’ culture.

NM.CMT.4.4 Identify how knowledge of the target language is useful in developing a global perspective.

Objective: Review use and formation of the imperfect tense. Practice. Assessment.

EQ. How do we form and translate the imperfect tense?

Bellwork: Imperfect tense review. Copy into your notebooks

Tense = time; imperfect means “Unfinished”

Imperfect tense expresses a continuous or repeated action in the past

Translating imperfect:

• were verbing
• kept verbing
• used to verb
• began to verb

Formation

present stem + tense sign (-ba-) + present endings ( -o, s, t. mus, tis, nt.)

• first conjugation stem ending = -a  ama
• second conjugation stem ending = long -e  mone
• Third conjugation stem ending = short -e   pone
• Fourth conjugation and third conjugation stem ending = -ie

stem = infinitive form minus the -re

-------------------------------

Direct instruction: Latin tutorial on the imperfect tense (5 minutes)

Guided and independent: Identify and translate the imperfect verbs in story 13 (Google Classroom)

Assessment. Quizizz on determining the conjugation to which a verb belongs from the infinitive form

Assessment. Quizizz on Vocabulary Chapter 13

Guided and independent: Finish Activity book exercises for Chapter 13.

Homework: Study adverbs with Quizlet

Thursday September 26

NM – Novice Mid Proficiency Level

NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.

NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli.

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.

NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).

NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.

NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language.

NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the students’ culture.

NM.CLL.4.2 Exemplify instances of cognates and loan words.

NM.CLL.4.3 Compare the language conventions of the students’ language and the target language.

NM.COD.2.1 Classify memorized words and phrases in the target language by key academic concepts.

NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.).

NM.COD.3.2 Use memorized words and phrases to describe common objects, concepts and actions related to other disciplines.

NM.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NM.COD.4.2 Identify information about target culture perspectives and practices.

NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities.

NM.CMT.3.1 Use memorized words and phrases from the target culture to communicate about cultural practices and achievements.

NM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture and language.

NM.CMT.4.2 Identify products made and used by members of the target culture and the students’ culture.

NM.CMT.4.4 Identify how knowledge of the target language is useful in developing a global perspective.

Practice Vocabulary for Chapter 13 in Quizlet
Vocabulary Adjectives Chapter 13 Quizlet

Start Here:

Combined set of Vocabulary and Adverbs for Chapter 13

Try ou these games in Quia: Chapter 13, imperfects http://www.quia.com/cb/1058341.html


AP Latin I "DISASTER!!"
http://www.quia.com/rr/1346690.html

Tuesday September 24

NM – Novice Mid Proficiency Level

NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.

NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli.

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.

NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).

NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.

NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language.

NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the students’ culture.

NM.CLL.4.2 Exemplify instances of cognates and loan words.

NM.CLL.4.3 Compare the language conventions of the students’ language and the target language.

NM.COD.2.1 Classify memorized words and phrases in the target language by key academic concepts.

NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.).

NM.COD.3.2 Use memorized words and phrases to describe common objects, concepts and actions related to other disciplines.

NM.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NM.COD.4.2 Identify information about target culture perspectives and practices.

NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities.

NM.CMT.3.1 Use memorized words and phrases from the target culture to communicate about cultural practices and achievements.

NM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture and language.

NM.CMT.4.2 Identify products made and used by members of the target culture and the students’ culture.

NM.CMT.4.4 Identify how knowledge of the target language is useful in developing a global perspective.

Objective: Practice the imperfect.

EQ. What are the different ways an imperfect Latin verb can be translated?

Bellwork: Catullus 85

Guided: Discussion of Catullus 85

Independent or with partners. Activity 13d Match present and imperfect verbs with their correct translations

Work through the translation of Disaster

Jordan and Jaquan will be the guides through this translation. 

What kind of ablative?     Instrument or means? Time when or within which? Of manner?
tribus diebus [2]
virga [3]
septima hora [6]
pede [7]
magno risu [11]
virga [14]
magno fragore [16]

Guided: Watch this five minute video on the imperfect tense.
Latin tutorial on the imperfect tense (5 minutes)

Quizizz on determining the conjugation to which a verb belongs from the infinitive form,
Quizizz on Vocabulary Chapter 13

Homework: Study adverbs in Quizlet.
Chapter XIII Pre reading derivatives (define the highlighted words). Post your answers in Google Classroom, following the link above.

Bellum game High frequency words

Homework: The imperfect forms of irregular verbs esse & posse. Copy the verb chart then do 14a in Google Classroom.
esse = to be  posse = to be able, can
sum = I was    possum= I was able, I could

Monday September 23

NM – Novice Mid Proficiency Level

NM.CLL.1.1 Use memorized words and phrases to exchange information on familiar topics, such as likes, dislikes, emotions, everyday activities, and immediate surroundings.

NM.CLL.1.2 Use memorized responses to simple questions, statements, commands, or other stimuli.

NM.CLL.2.2 Understand the meaning of memorized words and phrases in sentences.

NM.CLL.2.3 Generalize short fiction and non-fiction passages about familiar topics in the target language, using context clues (signs, charts, graphs, etc.).

NM.CLL.2.4 Infer conclusions from simple spoken and written passages about familiar topics, using context clues and cognates.

NM.CLL.2.5 Understand language components (stems, prefixes, tones, verb endings, parts of speech) that are used in the target language.

NM.CLL.3.3 Use appropriate pronunciation and voice inflection in spoken presentations.

NM.CLL.4.1 Compare basic cultural practices of people in the target culture and the students’ culture.

NM.CLL.4.2 Exemplify instances of cognates and loan words.

NM.CLL.4.3 Compare the language conventions of the students’ language and the target language.

NM.COD.2.1 Classify memorized words and phrases in the target language by key academic concepts.

NM.COD.2.3 Interpret short, non-fiction passages from academic content areas using context clues (signs, charts, graphs, etc.).

NM.COD.3.2 Use memorized words and phrases to describe common objects, concepts and actions related to other disciplines.

NM.COD.3.3 Use readily available technology tools and digital literacy skills to present academic information in the target language.

NM.COD.4.2 Identify information about target culture perspectives and practices.

NM.CMT.2.3 Recall common expressions and phrases about familiar topics used in target language communities.

NM.CMT.3.1 Use memorized words and phrases from the target culture to communicate about cultural practices and achievements.

NM.CMT.4.1 Recognize aspects of the target culture and language in the students’ culture and language.

NM.CMT.4.2 Identify products made and used by members of the target culture and the students’ culture.NM.CMT.4.4 Identify how knowledge of the target language is useful in developing a global perspective.

Objectives: Learn/remember how to find the present stem of verbs. The present stem is used for present tense, imperfect tense and future tense. Formation of imperfect verbs. Translations of imperfect verbs. Deduce answers to questions on the text (Responde Latine) by locating them in the Latin story. 


EQs, How do we determine to what conjugation a verb belongs? What are the present tense endings? How is the imperfect tense formed and translated?

Bellwork
How many conjugations are there? How do you determine the conjugation to which a verb belongs (hint: look to the infinitive form). How do you determine the present stem of a verb? (again, look to the infinitive).

Conjugate and translate the forms in the present tense:
parare
videre (long e)
currere (short e)
iacio, iacere (short e)
advenire

Ask questions when you need to. Pages 271-3 in your textbook will also help you.

Direct instruction: (see page 98; and 106-107) Take notes: The imperfect tense is used for a continuous, repeated or beginning action in the past.

• They were traveling along the Appian Way.  Per viam Appiam iter faciebat.
• Davus used to live in Britain.  Davus in Britannia habitabat.
• Syrus kept beating the horses. Syrus equos verberabat.
• He began to turn the horses aside in the direction of our carriage. Equos ad raedam nostram devertebat.

The imperfect tense is formed by adding -ba- to the present stem and then the normal endings for present tense verbs: o -s-t-mus-tis-nt.

Latin tutorial on the imperfect tense (5 minutes)

13 Chapter Disaster pre-reading questions

Open your textbooks to pages 96-97 and to spend two minutes looking at the picture, reading the "In This Chapter" box and the title of the story, and looking very quickly at the vocabulary list.

Then answers the following questions:

a. What is happening in the picture?

b. Why do you suppose the carriage wasn't able to stay on;the road?

c. Who are sitting in the front of the carriage?

d. Look at the meanings of the verbs given in the vocabulary list. What is new about them?

e. What do you suppose is meant by the term the imperfect tense seen in the "In This Chapter" box?

f. Who can give an English sentence using a verb in what we call the past progressive tense?

Vocabulary

raeda, ae f. carriage                                                   virga, ae f.                          
raedarius, i m coachman, driver                                fossa, fossae f. ditch

Audio for Chapter XIII
Vocabulary
Story read quickly

Independent or with a partner. Use the story to answer the following questions.

Quizizz on determining the conjugation to which a verb belongs from the infinitive form,
Quizizz on Vocabulary Chapter 13

Homework: Study adverbs in Quizlet.
Chapter XIII Pre reading derivatives (define the highlighted words). Post your answers in Google Classroom, following the link above.

Tuesday September 17-20

NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
NL CLL 2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.
NL CLL 2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.
NL CLL 2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.4.3 Recognize examples of cognates and loan words

Objective: Review grammar and vocabulary for On the Banks of the Tiber;  review noun declensions; review various uses of the ablative case.
EQ

Bellwork:
Noun chart with new words. Here is a list of alternative nouns to use to make your chart.

Practice with a partner or by yourself this set of vocabulary for On the Banks of the Tiber in Quizlet.

Independent & guided: Finish and review answers for questions for On the Banks of the Tiber. 

Whole group (Latin II and III) Quizlet Live with vocabulary (60 terms) from review text "On the Banks of the Tiber."


Kahoot for Chapter 12 (grammar)
Kahoot for Vocabulary Chapter 12
100 most frequently used words in Ecce Romani
74 most important verbs in Ecce Romani

___________________________________________
Wednesday September 18
Bellwork and beyond:
Study pages 90-91. Answer the following questions:
1. Give in Latin 5 question words that may be answered by a preposition followed by a noun in the ablative (e.g "ubi")
2. Define and give an example of the "ablative of time when or within which."
3. Define and give an example of the "ablative of instrument or means."
4. Define and give an example of the "ablative of manner."
5. Define and give an example of the "ablative of respect."

Independent. Do exercise 12b on page 91.

Study vocabulary for Chapter 12 until teacher is able to review with Latin II answers to Bellwork, Exercise 12, and last questions on "On the Banks of the Tiber."

Guided: review of independent work assigned above.

Dative case. Study pages 189-192 and do exercise 22f.
Guided: Review worksheet on dative case (last page)

Noun endings practice with Quizlet.

Whole class (Latin II and Latin III)
Kahoot for Chapter 12 (grammar)
Kahoot for Vocabulary Chapter 12

---------------------------------
Thursday September 19

Bellwork
Dative case. Independent and guided. Study pages 189-192 and do exercise 22f.
Guided: Review worksheet on dative case (last page)

Homework: Noun endings practice with Quizlet.



-----------------------------------
Friday September 20

Objective: Begin Chapter 13. Introduce the imperfect tense. Translate first paragraph of Story 13.  Review content for Chapters 1-12.

EQ: How do we determine the conjugation to which a verb belongs?  How is the imperfect tense expressed in Latin. Translated into English? What is the tense sign for the imperfect? 

Bellwork: Practice vocabulary for Chapter 13 "Disaster," with Quizlet.

Direct instruction: Formation of imperfect verbs; identifying the conjugation to which a verb belongs.

Game day (choices)

Whole class (Latin II and Latin III)
Quizlet Live: Chapters 1-10 Verbs (95 terms)
Quizlet Live: Chapters 1-12 Nouns (30 terms)
Quizlet Live: Chapters 1-12 Small words (28 terms)
Kahoot for Chapter 12 (grammar)
Kahoot for Vocabulary Chapter 12
Quizizz Vocabulary chapters 8-12

Homework: Study vocabulary for Story 13

Monday September 16

Standards

NL.CLL.1.3 Use a variety of verbal and non-verbal communication strategies to ask memorized questions and express ideas or thoughts with prompting and modeling
NL.CLL. 2.1 Understand the meaning of simple, spoken greetings, words, and phrases, when accompanied by visual clues and/or prompts, as needed.
NL.CLL. 2.2 Understand the meanings of spoken words that are similar to those in the students’ language.
NL CLL 2.3 Identify written words and phrases that are similar to words and phrases in the students’ language.
NL CLL 2.4 Interpret phrases, commands, simple questions and descriptions that are presented with accompanying gestures, intonations, and other visual and auditory clues.
NL CLL 2.5 Recognize vocabulary and syntax of single words and simple memorized phrases in the target language.
NL.CLL.4.3 Recognize examples of cognates and loan words.


Objective. Review of vocabulary and grammar. Verb and nouns forms in On the Banks of the Tiber.

EQ: What thought processes must one go through to identify forms of verbs and nouns in Latin?

Bellwork: On the Banks of the Tiber pages 94-95. Copy vocabulary.

Noun and Declension Review (handout- exerices from Chapter 11)

Guided: Demonstrate and practice how to use translations in Quizlet for collaborative work using on the Banks of the Tiber.  Long vocabulary list in Quizlet; shorter one.

ON THE BANKS OF THE TIBER IN THE EIGHTH CENTURY B.C.

Translate in groups this passage from page 94 in textbook. Use a Quizlet, classroom dictionary or the glossary at the back of your textbook. No devices (iPad, phone or computer) may be used for vocabulary.

In Italia prope fluvium Tiberim habitat pastor quidam, nomine Faustulus.

Hodie ad casam redit et uxorem, nomine Accam Larentiam, magna voce vocat, "Uxor! Veni celeriter ad me!"

Larentia venit et virum rogat, "Quid est, coniunx? Cur me vocas?"

"Veni mecum ad ripam fluvii," respondet Faustulus. "Rem miram tibi  ostendere volo. Necesse est nobis festinare."

Pastor et uxor e casa currunt et ad Tiberim festinant. Larentia virum multa rogat. Vir tamen nihil respondet sed uxorem ad ripam fluvii ducit. Ubi adveniunt,

Larentia ripam spectat. Ibi videt lupam, quae pueros geminos alit. Lupa pueros

diligenter curat et lingua lambit.

"Age, Faustule," clamat Larentia. "Ramum arboris arripe et lupam repelle!"

"Cur me lupam repellere iubes?" rogat vir. "Lupa pueros neque vexat neque terret. Ecce! Pueros curat quod eos amat."

"Ita vero," respondet uxor, "sed ego pueros ad casam nostram portare volo.

Ego et tu pueros velut liberos nostros curare debemus."

Faustulus ad lupam appropinquat. Eam ramo repellere parat. Lupa tamen neque latrat neque pastorem petit sed pueros lambit et in silvam effugit. Tum pastor et uxor pueros ad casam portant. "Sine dubio," exclamat Faustulus, "sunt pueri mirabiles."

Vocabulary

fluvius, i m. river

Tiberis, Tiberis m Tiber River

pastor, pastoris m. shepherd

casa, -ae f. cottage

voco, vocare  to call

coniunx, coniugis m/f spouse

ripa, ae, f. river bank

rem iram a wonderful thing

tibi to you

ostendo, ostendere to show

multa  many things

geminus, i m. twin

alo, alere to feed, nourish

diligenter  carefully

lingua, ae f. tongue

lambo, lambere  to lick

1. Who is Faustulus?

2. Whom does he call with a loud voice?

3. To what place is it necessary to hurry?

4. What does Larentia see when she gets there?

5. What is the she-wolf doing?

6. What does Larentia want to do with the boys?

7. What are the last two things that the she-wolf does?

8. What, in Faustulus's judgment, are the boys?

Exercise IIf: Identification of Forms

In the passage on page 94, identify the following:

1. One 1st person singular verb.

2. Two 2nd person singular verbs.

3. One 1st person plural verb.

4. Three imperatives.

5. Three words in the genitive case and the noun that each modifies.

6. Three prepositional phrases with the accusative case.

7. Three prepositional phrases with the ablative case.

8. Four uses of the ablative case without a preposition.

                              ***************
Homework: Noun chart on page 187. Create a new chart with appropriate nouns from Ecce Romani I that follow the same pattern as the nouns in the chart.

100 most frequently used words in Ecce Romani
74 most important verbs in Ecce Romani