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.