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

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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