1st - a listing of all vocabulary words studied that should be in vocabulary
notebooks.
2nd - a listing of all assignments for the 3rd grading period.
3rd - ANSWERS TO ALL CLASS WORK AND HOMEWORK
LATIN I Students - Get your vocabulary notebooks up to date.
Words from Stages 5, 6, 7, and 8 should be in your notebooks.
UPDATE NOW!!!
Stages 1 – 8 Vocabulary
1st Declension Nouns: (Stages 1-4)
1. culina culinam F – kitchen
2. via viam F – street
3. ancilla ancillam F – slave girl
4. cena cenam F – dinner
5. mensa mensam F - table
6. toga togam F – toga
7. tunica tunicam F – tunic
8. ianua ianuam F – door
9. taberna tabernam – F – shop, tavern
10. villa villam F – house
11. cera ceram F – wax, wax tablet
12. pecunia pecuniam F - money
13. poeta poetam M – poet
1st Declension Nouns: (Stages 5-8)
14. agricola agricolam M – farmer
15. fabula fabulam F – fable, story, play
16. ffemina feminam F – woman
17. puella puellam F – girl
18. turba turbam F – crowd
19. umbra umbram F – shadow, ghost
20. porta portam F – gate
21. silva silvam F – forest, woods
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2nd Declension Nouns: (Masculine) (Stages 1-4)
1. coquus coquum M – cook
2. filius filium M – son
3. hortus hortum M – garden
4. servus servum M – slave, servant
5. amicus amicum M – friend
6. cibus cibum M – food
7. dominus dominum M – master
8. annulus anulum M – ring
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2nd Declension Nouns: (Masculine) (Stages 5-8)
9. avarus avarum M – miser
10. libertus libertum M – freedman
11. gladius gladium M – sword
12. nuntius nuntium M – messenger
13. puer puerum M – boy
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2nd Declension Nouns: (Neuter) (Stages 1-4)
1. atrium atrium – atrium, main room
2. cubiculum cubiculum – bedroom
3. tablinum tablinum – study
4. triclinium triclinium – dining room
5. forum forum – market place, forum
6. vinum vinum – wine
7. negotium negotium – business
8. signum signum – sign
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2nd Declension Nouns: (Neuter) (Stages 5-8)
1. poculum poculum – cup
2. spectaculum spectaculum – spectacle, show
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3rd Declension Nouns: (Stages 1-4)
1. canis canem M – dog
2. mater matrem F – mother
3. pater patrem M – father
4. mercator mercatorem M – merchant
5. leo leonem M – lion
6. navis navem F – ship
7. iudex iudicem M – judge
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3rd Declension Nouns: (Stages 5-8)
8. clamor clamorem M – shout, uproar
9. clamor clamoris M – shout, uproar
10. senex senem M – old man
11. urbs urbem F – city
12. fur furem M or F – thief
13. infans infantis M/F – baby, infant
14. centurio centurionem M – centurion (soldier)
15. pestis pestem M – pest, scoundrel
16. pes pedem M - foot, paw
17. sanguis sanguinem M – blood
5th Declension Nouns: (Stages 4-8)
1. res rem M or F – thing
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Adjectives: (1st and 2nd Declension) (Stages 1-4)
1. laetus laeta laetum – happy
2. Iratus irata iratum – irate, angry
3. magnus magna magnum – great, big, large
4. PERTERRITUS perterrita perterritum – frightened
Adjectives: (1st and 2nd Declension) (Stages 5-8)
5. meus mea meum – my, mine
6. multus multa multum – much
7. multi multae multa – many
8. Optimus optima optimum – best, very good, excellent
9. Avarus avara avarum – greedy
10. Bonus bona bonum – good
11. Parvus parva parvum – small
12. Tuus tua tuum - your, yours
13. mortuus – dead
14. pulcher pulchra pulchrum – beautiful, handsome
15. ignavus – cowardly, lazy
16. totus – whole
3rd Declension Adjectives: (Stages 5-8)
1. fortis – brave
2. ingens – huge
3. omnis – all
1st Conjugation Verbs: (Stages 1-4)
1. laboro laborare laboravi laboratus – to work
2. gusto gustare gustavi – taste
3. intro intrare intravi – enter
4. laudo laudare laudavi – praise
5. saluto salutare salutavi – greet
6. circumspecto circumspectare circumspectavi – look around
7. clamo clamare clamavi – shout
8. exspecto exspectare exspectavi – expect, await
9. porto portare portavi – carry
10. voco vocare vocavi – call
1st Conjugation Verbs: (Stages 5-8)
11. ambulo ambulare ambulavi ambulates – to walk
12. specto spectare spectavi spectatus – to watch, to look at
13. sto stare steti – stand
14. festino festinare festinavi – hurry
15. pulso pulsare pulsavi – to beat, to hit
16. supero superare superavi – overcome
17. vitupero vituperare vituperavi – curse, yell at
18. ceno cenare cenavi – dine
19. lacrimo lacrimare lacrimavi – cry
20. narro narrare narravi – tell
21. neco necare necavi – kill
22. paro parare paravi – prepare
23. rogo rogare rogavi – ask
24. agito agitare agitavi – agitate, annoy, stir up, chase, hunt
25. habito habitare habitavi – live
26. incito incitare incitave – urge on, encourage
27. postulo postulare postulavi – demand
28. pugno pugnare pugnavi – fight
2nd Conjugation Verbs: (Stages 1-4)
1. sedeo sedere sedi – sit
2. Respondeo respondere respondi – to respond, reply
3. rideo ridere risi – to laugh, smile
4. video, videre vidi – to see
5. habeo habere habui habitus – to have
2nd Conjugation Verbs: (Stages 5-8)
6. terreo terrere rerrui – frighten
3rd Conjugation Verbs: (Stages 1-4)
1. bibo bibere bibi – to drink
2. surgo surgere surrexi – to stand, rise
3. ago agere egi – to do, act
4. coquo coquere coxi coctum – to cook
5. inquit – he/she says
6. QUAERO quaerere quaesivi quaesitus – to search for, to look for
7. reddo reddere reddidi redditum – give back
8. VENDO vendere vendidi venditus – to sell
3rd Conjugation Verbs: (Stages 5-8)
9. contendo contendere contendi contentus – to hurry
10. curro currere cucurri cusurus – to run
11. peto petere petivi petitus – to seek, to ask, to attack, to head for
12. plaudo plaudere plausi plausus – to applaud, to clap
13. Emo emere emi emptum - to buy
14. Scribo scribere scripsi scriptus - to write
15. intellego intellegere intellexi – to realize, understand
16. procedo procedere processi – to advance
17. consumo consumere consumpsi – to eat, destroy
18. duco ducere duxi – to lead
19. recumbo recumbere recubui – to lie back
3rd Conjugation –I- stems: (Stages 5-8)
1. conspicio conspicere conspexi – catch sight of
2. facio facere feci – to make, to do
4th Conjugation Verbs: (Stages 1-4)
1. Dormio dormire dormivi dormitus – to sleep
4th Conjugation Verbs: (Stages 5-8)
2. audio audire audivi auditus – to hear
3. venio venire veni ventus – to come
IRREGULAR VERBS: (Stages 1-4)
1. sum esse fui – to be
2. exio exire exii exitum – to go out
3. ADSUM adesse adfui – to be near, to be present
4. absum abesse afui – to be away, to be absent
OTHER VOCABULARY: (Stages 1-4)
1. in – in, on (preposition)
2. quoque – also (adverb)
3. ad – to, toward (preposition that takes the accusative)
4. ecce! – see! Look!
5. non – not (adverb)
6. cur? – why? (interrogative)
7. e, ex – out of, from (preposition)
8. ego – I (pronoun)
9. eheu! – alas! Oh, dear! (exclamation)
10. quis? – who? (interrogative)
11. satis – enough (adverb)
12. sed – but (conjunction)
13. tu – you (pronoun)
Other Vocabulary: (Stages 5-8)
14. euge! – hurrah! (exclamation)
15. hodie – today (adverb)
16. ubi? – where? (interrogative)
17. ferociter – fiercely (adverb)
18. intente – intently (adverb)
19. olim – once, some time ago (adverb)
20. per – through (preposition)
21. postquam – after, when (adverb, conjunction)
22. quod – because (conjunction)
23. subito – suddenly (adverb)
24. tum – then (adverb)
25. cum – with (preposition)
26. heri – yesterday (adverb)
27. prope – near (preposition)
28. tacite – quietly, silently (adverb)
29. tamen – however (conjunction)
30. valde – very much, very (adverb)
31. eum – him (pronoun)
32. hic – this (demonstrative pronoun)
33. saepe – often (adverb)
34. statim – at once (adverb)
Prepositions:
Ad – to, toward
In – in, on
E, EX – out from, out of
Per - through
Cum – with
Prope – near
Adverbs and Interrogatives:
Non – not
SEMPER – always
CUR – why?
QUIS – who?
SATIS – enough
Hodie – today
Multus – much
Ferociter – fiercely
Intente - intently
Olim – once
Quod – because
Subito – suddenly
Tum = then
Heri – yesterday
Tacite – quietly
Saepe – often
Statim – at once
Conjunctions:
Et – and
Tamen – nevertheless
Sed – but
Postquam – after, when
Quod – because
Tum – then
PRONOUNS:
EGO – I
TU – you
Nos – we
Vos – you
Exclamatory Statements:
Ecce! Look! See!
Eheu! Alas! Oh, dear!
Subito – suddenly
Euge – hurrah!
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3rd Grading Period - Schedule of Assignments
Latin I – Period 1-B: 3rd Marking Period JANUARY 26th and 28th
Students will begin Stage 9
Cultural Background: The Roman Baths
Story Line: Quintus celebrates his birthday by a visit to the baths. He tries
out his new discus with disastrous results. Metella and Melissa shop for a
new toga as a present. A toga thief is caught in the baths.
Main Language Features:
∑ Dative singular and plural (Indirect Object – to whom or for whom something
is given, told, or shown)
∑ “Ego” and “Tu” – forms of the pronouns “I” and “you”
Other Objectives:
∑ Identify features of the Roman baths
∑ Describe the atmosphere at the baths
TUESDAY, JANUARY 26th:
Assignments: Class Work # 1
1. Students are to read pages 154-158 in the textbook (Roman Baths).
2. Students are to answer questions 1-14 on page 68 in the red workbooks (in
one of the two maroon carts). Students are to write in COMPLETE sentences.
The questions do NOT have to be copied – jus the answers in complete sentences.
3. Give the 1st Semester Test to any student who was absent last Friday.
Collect papers from students:
Answers to 14 questions (Class Work # 1)
THURSDAY, JANUARY 28th:
Assignments: Class Work # 2
1. Students are to COPY all Latin vocabulary words on page 160 THREE
TIMES each. Example: agnoscit : agnovit – recognizes
agnoscit : agnovit – recognizes
agnoscit : agnovit – recognizes
2. Students are to complete the WORD STUDY on page 159 – Sections A and B.
Section A: Have students write both the WORD and the MEANING.
Example: ostensible – seeming; apparent
Section B: Have students write out the sentences 1-6 and complete each sentence
with a word in the word list.
Example: a. Having a bad day, you might feel dismal.
Collect papers from students: (Class Work # 2)
All vocabulary words written 3 times each
Word Study, page 159, Sections A and B
Latin I – Period 1-B: 3rd Marking Period FEBRUARY 1st, 3rd, & 5th
STAGE 9 - Cultural Background: The Roman Baths
Story Line: Quintus celebrates his birthday by a visit to the baths. He tries
out his new discus with disastrous results. Metella and Melissa shop for a
new toga as a present. A toga thief is caught in the baths.
Main Language Features:
∑ dative singular and plural (Indirect Object – to whom or for whom something
is given, told, or shown)
∑ “ego” and “tu” – forms of the pronouns “I” and “you”
MONDAY, FEBRUARY 1st:
Assignments: Class Work # 3
1. Students are to translate the 12 MODEL SENTENCES on pages 142-144.
Students should use the pictures to help them figure out the translations.
2. Students are the READ and STUDY the EXAMPLES on page 148, which introduce
the DATIVE CASE (Indirect Object).
3. Students are to WRITE/COPY the CHART in Section C on page 148. Students
are to STUDY and LEARN THE NEW ENDINGS for each declension of nouns.
4. Students are to COPY ALL EXAMPLES of PRONOUNS in Section E on p.149.
5. Students are to translate SECTION D on page 149.
TURN IN all work. They should have: (Class Work # 3)
o 12 Model Sentences ; A CHART (copied) from page 148, Section C;
o 6 examples in Latin AND English COPIED from page 149, Section E.
o Translation of 5 sentences, Section D, page 149.
o
WEDNESDAY, FEBRUARY 3rd:
Assignments: Class Work # 4
1. Translate page 145, “Thermae” (“The Baths”). WRITE the translation in
English for this story.
2. Translate page 146. Do NOT write down the translation; instead, ANSWER the
11 questions on page 147.
TURN IN all work: (Class Work # 4)
page 145, translation - and - page 147, 11 answers to questions
FRIDAY, FEBRUARY 5th
Assignments: CLASS WORK # 5
1. Translate “In Taberna” into English (pages 149-150).
2. FIND SIX (6) examples of words in the DATIVE case on page 149. Write the
Latin word(s) and the meaning of each. The first one is done for you below.
COPY it and find 5 more.
1. line 4: feminis – to the women (slaves showed dressed to the women.)
Turn in Class Work # 5 (Translation pp.149-150; 6 words in dative case)
Latin I – Period 1-B: 3rd Marking Period February 9th and 11th
Main Language Features:
o Dative singular and plural (Indirect Object – to whom or for whom something
is given, told, or shown)
o “Ego” and “Tu” – forms of the pronouns “I” and “you”
Other Objectives:
o Identify features of the Roman baths
o Describe the atmosphere at the baths
TUESDAY, FEBRUARY 9th
Assignments: CLASS WORK # 6
1. Complete Section A on page 151 (Practicing the Language) Copy #1 and then
complete 2-5 on your own.
1. Ancilla domino vinum dedit The slave-girl gave wine to the master. OR
– The slave-girl gave the master wine.
2. Complete Section B on page 151. Copy #1 (below) & then complete 2-8.
1. Puer gladiatoribus tunicas dedit. The boy gave tunics to the gladiators.
(The subject is singular so you must choose the singular verb.)
3. Complete Section C on page 151. Make two columns as instructed. The first
word in each category is given below. COPY the column headings and 1st
example in each category and then finish the rest of the list of words.
Accusative plural Dative plural
stolas feminis
HOMEWORK # 1: Translate page 152, “In Apodyterio” into English.
Study for a QUIZ on Stage 9.
Turn in Class Work # 6 (Page 151, Sections A, B, & C)
THURSDAY, FEBRUARY 11th
Assignments: QUIZ # 1
1. Turn in homework, translation page 152.
2. Spend 10 minutes studying vocabulary on page 160.
3. Take the QUIZ for Stage 9.
Turn in your QUIZ.
Latin I – Period 1-B: 3rd Marking Period February 17th & 19th
Students will work in STAGE 10
Cultural Background: The Roman Education System; books and writing materials.
Story Line: At the rhetor’s, Quintus and his Greek friend, Alexander, debate
the merits of the Romans and the Greeks. Quintus resolves a quarrel between
Alexander’s two young brothers. Story about a magic ring and the consequences
of owning it.
Main Language Features:
∑ 1st and 2nd persons plural, present tense (including “sum” – the verb “to be”)
∑ comparative adjectives
WEDNESDAY, FEBRUARY 17th
Assignments: CLASS WORK # 7
1. Read pages 175-178 about Roman Education in your textbooks.
2. Answer all 33 questions on pages 77-78 in the red workbooks. Write in
complete sentences. Do not copy the questions.
HOMEWORK # 2: Write all vocabulary words on page 180 THREE times each –
everything that is listed on page 180.
Example: abit : abiit – goes away
abit : abiit – goes away
abit : abiit – goes away
Turn in Class Work # 7 (33 questions)
FRIDAY, FEBRUARY 19th:
Assignments: CLASS WORK # 8
1. Turn in homework # 2 (words, page 180, three times each).
2. COPY the EIGHT (8) MODEL SENTENCES, pages 162-165. Below each sentence in
Latin, write the English translation. Use the pictures to help you.
3. Read and study page 170. Forms of the pronoun for “I” and “you” are now
given in the PLURAL.
4. COPY the CHART in tan in Section E at the bottom on page 170. STUDY and
LEARN the PRONOUNS and the FORMS of the VERB “to be” which is irregular just
as it is in English.
5. Read and STUDY the examples in Sections A, B, and C on page 171. You are
now getting the COMPARATIVE forms of adjectives. Ex: John is tall. Henry is
TALLER. When you COMPARE two people or things = we use the comparative form
of the adjective. (He is smart, but I am smarter!) Note the “ior” that is
added to the word BEFORE the ENDINGS, which are 3rd declension endings!
6. Translate lines 1-12 on page 166. Story: “controversia”
TURN IN Class Work # 8 (8 sentences; chart E; lines 1-12, p166)
Latin I – Period 1-B: 3rd Marking Period FEBRUARY 23rd and 25th
Students will work in STAGE 10
Cultural Background: The Roman Education System; books and writing materials.
Story Line: At the rhetor’s, Quintus and his Greek friend, Alexander, debate
the merits of the Romans and the Greeks. Quintus resolves a quarrel between
Alexander’s two young brothers. Story about a magic ring and the consequences
of owning it.
Main Language Features:
∑ 1st and 2nd persons plural, present tense (including “sum” – the verb “to be”)
∑ comparative adjectives
TUESDAY, FEBRUARY 23rd
Assignments: CLASS WORK # 9
1. Translate lines 13-29 on page 166 (controversia). Write in English only.
2. Complete the WORD STUDY on page 179 – Section “A” only. Write the English
word; after each English word, write the Latin word from which it is derived.
See words on page 180 for assistance.
susceptible – capit:cepit – takes
pronouncement – nuntiat:nuntiavit – announces
TURN IN Class Work # 9 (translation, p.166 and Word Study (A), p.179.
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THURSDAY, FEBRUARY 25th
Assignments: CLASS WORK # 10
1. Read over and translate (in your head) page 172 (“annulus Aegyptius” – “An
Egyptian Ring” in order to ANSWER the 10 QUESTIONS on page 173. Answer in
complete sentences. Do not copy the questions.
2. Complete Section A on page 174 (Practicing the Language). Write the
sentence. Underline the word choice from the box. Translate. COPY #1; then
do 2 & 3.
1. Nos sumus rhetores Graeci; nos in palaestra controversiam habemus.
We are Greek teachers; we are having a debate in the palaestra.
3. Complete Section B on page 174 (Practicing the Language). Write the
sentences in Latin. Choose a word from the tan box to complete each sentence.
Translate each. COPY #1 below and then complete 2 and 3.
1. Vos estis pictures callidi; vos pictures magnificas pingitis.
You are clever painters; you paint magnificent picures.
TURN IN Class Work # 10 (10 questions p.173; Sections A & B, page 174)
Latin I – Period 1-B: 3rd Marking Period MARCH 1st, 3rd, & 5th
Students will test on STAGE 10 and begin Stage 11
MONDAY, MARCH 1st
Assignments: CLASS WORK # 10 and QUIZ # 2
1. Spend 5-10 minutes studying the vocabulary, page 180, with a partner.
2. Complete WORD STUDY, page 179, Section B only. You may continue to work
with one partner. Write the derivative and its meaning. Copy #1 below and
then finish 2-8.
3. Re-read pages 175-178 on Roman Education. (individually)
4. Take the QUIZ on Stage 10.
TURN IN Class Work # 10 (Word Study, Section B)
TURN IN QUIZ # 2
WEDNESDAY, MARCH 3rd
Assignments: CLASS WORK # 11
1. Read pages 194-198 on Local Government and Elections in your textbook.
2. Answer all 33 questions on pages 85 and 86 in the red workbooks.
Homework # 3: Write all vocabulary words on page 200 THREE times each.
EX: convenit : convenit – gathers, meets
convenit : convenit – gathers, meets
convenit : convenit – gathers, meets
FRIDAY, MARCH 5th
Assignments: CLASS WORK # 12
1. Turn in Homework # 3 – words page 200, 3 times each
2. Read and STUDY pages 186-187. Further examples of the DATIVE case are
given BECAUSE SOME VERBS ARE “SPECIAL” and require the dative case.
3. COPY and TRANSLATE the 6 MODEL SENTENCES on pages 182-183.
4. Translate page 184, “Marcus et Quartus”. Write in English only.
TURN IN Class Work # 12 (HW #3 also) (6 Model Sentences and p. 184)
STAGE 11
Cultural Background: Pompeii: Elections and Local Government
Story Line: The Tulii brothers support different candidates in the election
and make use of the services of a signwriter. Grumio finds a way of taking
part in the elections, at some cost to himself.
Main Language Features:
∑ intransitive verbs with the dative case
∑ “nos” and “vos” – pronouns in the plural (we, you)
∑ different ways of asking questions (quis = who; quid = what; -ne?; num?)
Latin I – Period 1-B: 3rd Marking Period MARCH 9th & 11th
Students will work in Stage 11
STAGE 11
Cultural Background: Pompeii: Elections and Local Government
Story Line: The Tulii brothers support different candidates in the election
and make use of the services of a signwriter. Grumio finds a way of taking
part in the elections, at some cost to himself.
Main Language Features:
∑ intransitive verbs with the dative case
∑ “nos” and “vos” – pronouns in the plural (we, you)
∑ different ways of asking questions (quis = who; quid = what; -ne?; num?)
TUESDAY, MARCH 9th
Assignments: CLASS WORK # 13
1. Translate page 185 (Sulla). Write in English only.
2. Word Study, page 199, Section A only. Write the word and the definition.
Copy #1 below and then complete 2-8 on your own. Check with a partner before
turning in work. 1. mural – a wall-painting or drawing
TURN IN Class Work # 13 (p. 185 Sulla and Word Study p.199, A only)
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THURSDAY, MARCH 11th
Assignments: CLASS WORK # 14
1. Read and Study the examples on page 191 – ways to ask questions.
2. Translate 1-10 in SECTION B on page 191. Write the LATIN AND the English
translation. COPY #1 below and then continue with 2-10.
1. Cur tu in horto laboras? Why are you working in the garden?
3. You will be divided into FOUR GROUPS. Each group will translate ONE PLAY
from pages 188-190. You will also ACT OUT the play for the class. Your
choices are: a. Page 188: In Villa (In the House)
b. Page 189: Prope Amphitheatrum (Near the Amphitheater)
c. Pages 189-190: In Foro (In the Forum)
d. Page 190: In Culina (In the Kitchen)
DO NOT TURN IN ANY WORK FROM TODAY – next class!
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Latin I – Period 1-B: 3rd Marking Period MARCH 15th, 17th, & 19th
Students will finish Stage 11.
Students will act out a play.
MONDAY, MARCH 15th – (The Ides of March)
Assignments: CLASS WORK # 14, continued (a play: translation and performance)
Another play: The Ides of March
1. Students are to rehearse each play translated in the previous class.
2. Students will read through “The Ides of March”
3. Students may enjoy a Caesar Salad in class today.
WEDNESDAY, MARCH 17th
Assignments: CLASS WORK # 14, continued
1. Students are to rehearse and then present a play (four groups of students =
4 plays)
2. Page 192, Section A (Practicing the Language) – WRITE on CLASS WORK # 14
which was started 2 classes ago 10 questions translated on page 191). Copy
each sentence; complete each sentence with a word from the word box.
Underline the word choice. Translate each. COPY #1 below and then finish 2-8.
1. Ego ad forum contendo. Ego sum candidatus.
I am hurrying to the forum. I am a candidate.
TURN IN Class Work # 14
∑ Page 191, Section B, 1-10: questions completed two class ago, AND
∑ The translation for the play your were a part of inn the previous two
classes, AND
∑ Page 192, Section A completed today
FRIDAY, MARCH 19th
Assignments: CLASS WORK # 15
1. Page 192, Section B – Complete 1-8. Copy #1 below and then complete the
remaining exercises.
B1) Quartus Sullae decem denarios dedit. Sulla titulum in muro scripsit.
Quartus gave 10 denarii to Sulla. Sulla wrote a slogan on the wall.
2. Spend 10 minutes reviewing vocabulary with a partner.
3. Word Study, page 199 – Complete Sections B and C only.
TURN IN Class Work # 15 (p.192 Section B and p. 199 Word Study B and C)
Homework – Study for the test on Stage 11.
Latin I – Period 1-B: 3rd Marking Period MARCH 23rd & 25th
Students will test on Stage 11
TUESDAY, MARCH 23rd
Assignments: QUIZ # 3
1. Review Vocabulary with a partner or with the website review
2. Take the TEST on Stage 11.
TURN IN TEST # 3
THURSDAY, MARCH 25th
Assignments: MAKE-UP DAY
If no make-up work, students may watch a movie or play Latin Bingo or enjoy
another Caesar Salad.
ANSWERS:
Latin I – 3rd Marking Period
Class Work # 1 (January 26th)
Page 68, Workbook Questions 1-14
1. At what time of day would Caecilius go to the baths? Middle of the afternoon
2. What kinds of activities took place in the baths? Exercises such as
playing ball and wrestling, sit in a steamy warm room to sweat, take a hot
bath, get a massage, take a cold plunge after a hot bath, get a hair cut, buy
snacks
3. Who was the “ostiarius”? doorkeeper who took the admission fee to the baths
4. What was the “palaestra”? exercise area
5. What three activities did people do there? Throw balls, wrestle, fence
with wooden swords
6. What did Caecilius do in the following rooms?
a. Apodyterium – changing room to undress and then to hand their clothes to
one of the slave attendants who placed them in recesses arranged in rows along
the wall
b. Tepidarium - warm room to spend time sitting on benches around the wall in
a warm, steamy atmosphere, perspiring gently, and preparing for the higher
temperatures in the next room
c. Caldarium – hot room, a large marble bath, rectangular in shape and
stretching across the full width of the room, filled with hot water in which
the bathers sat or wallowed and cleaned their bodies.
d. Frigidarium – – cold room for the cold plunge followed by a brisk rub down
with a towel
7. How were oil and strigils used in the baths? Oil was used instead of soap
for cleaning the body; a strigil was the scraper used to remove the oil and
dirt from a body
8. What seven types of people did Seneca constantly hear in the baths?
Athletic gentlemen exercising, their grunts, the whistling of their breath as
it escapes from their lungs, rub downs by a masseur, men who sing in the bath,
enthusiasts who plunge into the water with a splash, the hair-plucker
advertising his job, the cake-seller and sausage man and other food-sellers
advertising their goods around the bath
9. From whom did the Romans learn to build baths? The Greeks
10. What feature of the bath complex did Roman skill improve? Method of
heating the baths
11. Explain how this system worked. A furnace was placed below the floor
level; the floor was supported on small brick piles leaving space through
which hot air from the furnace could circulate
12. Give the name for this system. Hypocaust
13. Where else was the system used? Private houses in Britain and other
colder parts of the Roman Empire
14. What was the most commonly used fuel for the furnaces? Wood
Class Work # 2 (January 28th)
Page 159, Word Study, Sections A and B
Section A:
1. ostensible – seeming; apparent
2. emission – a giving off or sending out
3. reiterate – to repeat
4. civilization – human society
5. homicide – murder
6. exercise – to engage in vigorous physical activity
7. hospital – a building used to house and treat sick persons
Section B:
1. dismal – Having a bad day, you might feel dismal. (dies – day)
2. traditions – Customs handed down from one generation to the next are the
primary source of traditions. (tradit – hand over)
3. conference – Bring together both sides to discuss their issues; hold a
conference. Fert – bring, carry)
4. ostentatious - A person who is showy and pretentious is ostentatious.
(ostendit – show)
5. agnostic – He does not deny God, he does not believe in God, but he also
does not recognize God since he is an agnostic. Agnoscit – recognize)
6. accelerator – To drive more quickly, depress the accelerator. Celeriter –
quickly)
All vocabulary words on page 160 written THREE times each, as follows:
ONE EXAMPLE:
Agnoscit: agnovit – recognizes
Agnoscit: agnovit – recognizes
Agnoscit: agnovit – recognizes 3rd conjugation verb – agnosco agnoscere
agnovi (agnostic)
ALL FORMS HERE SHOULD BE COPIED INTO YOUR VOCABUALARY NOTEBOOKS
in the correct section:
Celebrat:celebravit – celebrates 1st Conjugation Verb - celebro celebrare
celebravi (celebrant, celebrate, celebration, celebrity)
Celeriter – quickly (accelerate, celerity, decelerate)
Civis – citizen 3rd declension noun – civis civis civium Masculine (civic,
civil, civilian, civility, civilization, civilize)
Cupit:cupivit – wants 4th Conjugation Verb – cupio cupire cupivi (cupidity)
Dat:dedit – gives 1st Conjugation Verb – do dare dedi datum (add, date,
dative, dice, edit, editorial)
Dies – day 5th declension noun – dies diei masculine or feminine (diary)
Dies natalis – birthday
Emittit:emisit – throws, sends out 3rd Conjugation Verb – emitto emittere
emisi (emissary, emission, emit)
Exercet:exercuit – exercises 2nd Conjugation Verb – exerceo exercere exercui
(exercise, exert)
Fert:tulit – brings, carries Irregular Verb – fero ferro tuli latum
(aquifer, confer, conference, conifer, defer, ferry)
Homo – person, man 3rd declension Noun – homo hominis – masculine (homage,
homicide, human, humane, humanist, humanitarian, humanity, humanize)
Hospes – guest 3rd declension noun – hospis hospitis – masculine (hospice,
hospitable, hospital, hospitality, host, hostel)
Ille – that OTHER – demonstrative pronoun (ille illa illud)
Inspicit:inspexit – looks at, inspects, examines 3rd I-stem verb – inspicio
inspicere inspexi (inspect, inspection, inspector)
Iterum – again
Manet:mansit – remains, stays 2nd conjugation verb – maneo manere mansi
(manor, mansion, remain)
Medius – middle 1st and 2nd declension adjective – medius media medium
(media, median, medieval, medium)
Mox – soon
Notus – well-known, famous 1st and 2nd declension adjective – notus nota notum
(notion, notoriety, notorious)
Offert:obtulit – offers Irregular verb – offero offerre obtuli (offer,
offering, offertory)
Ostendit:ostendit – shows 3rd conjugation verb – ostendo ostendere ostendi
(ostentatious, ostensible, ostentation)
Paulisper – for a short time
Post – after (postdate, posterity, posthumous, postmeridian, postnasal,
postnatal, postoperative, postpone, postscript, preposterous)
Revenit:revenit – comes back, returns 4th conjugation verb – revenio
revenire reveni (revenue)
Suus – his 2st and 2nd declension adjective – suus sua suum (suicide)
Tradit:tradidit – hands over 3rd conjugation verb – trado tradere tradidi
(tradition, traditional, traitor, traitorous)
Class Work # 3 – February 1st
o 12 Model Sentences ;
o A CHART (copied) from page 148, Section C;
o 6 examples in Latin AND English COPIED from page 149, Section E.
o Translation of 5 sentences, Section D, page 149.
The 12 Model Sentences are in a POWER POINT in the HANDOUTS section of this
website.
1. Quintus came to the baths.
2. Quintus gave money to the slave.
3. The friends greeted Quintus happily because he was celebrating his birthday.
4. Quintus was carrying a new discus. Quintus showed the discus to his friends.
5. After Quintus threw the discus, the discus struck a statue.
6. Oh dear! The statue had a broken nose!
7. Metella and Melissa were walking in the forum. Metella was looking for a
gift for her son.
8. The women caught sight of a merchant. The merchant showed togas to the
women.
9. Metella chose a toga for Quintus. Melissa gave money to the merchant.
10. Grumio was preparing a very good dinner in the kitchen. The cook was
preparing a dinner for Quintus because he was celebrating his birthday.
11. Many guests were having dinner with Quintus. Clemens was offering wine to
the guests.
12. A slave-girl entered the dining room. Quintus gave a signal to the
slave-girl. The slave-girl sang sweetly.
Section C, page 148 – COPY:
1st Decl. 2nd Decl. 3rd Decl.
Nominative singular puella servus mercator
Dative singular puellae servo mercatori
Accusative singular puellam servum mercatorem
Section E, page 149 – COPY:
Ego senem saluto. I greet the old man.
Frater mihi statuam ostendit. My brother shows a statue to me.
Amicus me salutat. The friend greets me.
Tu picturam pingis. You are painting a picture.
Pater tibi pecuniam dat. Your father gives money to you.
Athleta te laudat. The athlete praises you.
Nominative ego I tu you
Dative mihi to me tibi to you
Accusative me me te you
Page 149 – Section D:
1. The slave-girl shows/showed the good to her master.
2. The farmer bought a ring for his wife.
3. The slave handed over the toga to Metella.
4. The merchant was offering money to the gladiators.
5. The woman was looking for tunics for the slave-girls.
WEDNESDAY, FEBRUARY 3rd:
Assignments: Class Work # 4
1. Translate page 145, “Thermae” (“The Baths”). WRITE the translation in
English for this story.
2. Translate page 146. Do NOT write down the translation; instead, ANSWER the
11 questions on page 147.
Page 145 “Thermae” (The Baths)
The citizens of Pompeii had three baths. The citizens used to go to the
baths every day. Slaves walked behind their masters. The slaves carried oil
and strigils.
After the citizens and slaves entered the baths, they saw athletes and
boxers. The athletes were exercising themselves in the palaestra. Many were
jumping; many were throwing discuses. Slaves would look for the discuses for
the citizens. After the slaves found the discuses, They returned to the
citizens. Then the slaves would hand the discuses over to the citizens.
After the citizens exercised, they entered the changing room. Everyone took
off their togas in the changing room and entered the warm room. The citizens
used to sit in the warm room for a short time, then go to the hot room. In
the hot room there were many seats. There the masters used to sit and gossip.
Slaves carried oil and strigils for their masters. Slaves carefully scraped
their masters. The baths pleased the Pompeians very much.
Page 146 In Palestra (In the Exercise Area)
Caecilius gave Quintus a discus because he was celebrating his birthday.
Then Caecilius took his son to the baths, were there was a palaestra. A slave
was carrying the discus for Quintus.
After Caecilius and his son entered the baths, they hurried to the palaestra.
There was a huge crowd in the palaestra. Quintus caught sight of many young
men, athletes, and boxers. Quintus saw many statues in the palaestra.
“The Pompeians have put up statues for the best-known athletes,” said
Caecilius.
In the palaestra there was a huge colonnade. Spectators were standing in the
colonnade. Slaves were offering wine to the spectators.
Quintus saw a crowd near the colonnade. A huge athlete was standing in the
middle of the crowd.
“Who is that athlete?” asked Quintus.
“That is Milo, a very well-known athlete,” answered Caecilius.
Caecilius and Quintus hurried to Milo.
Quintus showed his new discus to the athlete. After Milo inspected the
discus, he advanced to the middle of the palaestra. The athlete looked around
the palaestra and threw the discus. The discus flew far through the air. The
spectators praised the athlete. The slave searched for the discus for Milo.
After the slave found the discus, he went back to Milo. The slave offered the
discus to the athlete. The athlete, however, did not accept the discus.
“The discus is not mine,” said Milo.
The slave handed the discus over to Quintus. Then the young man also threw
the discus. The discus again flew through the air. The discus, however,
struck a statue.
“Oh dear!” shouted Caecilius. “The statue has a broken nose.”
Quintus smiled. The Pompeians smiled. Milo, however, did not smile.
“Why are you not smiling?” asked the youth.
Milo was very angry.
“Pest!” answered the athlete. “The statue is mine!”
11 Questions, page 147: (with the help of the translation that I typed above,
answer the questions in complete sentences.)
1. Why did Caecilius give Quintus a discus?
2. Where did Caecilius take Quintus? Suggest why they went there.
3. Who was in the crowd?
4. Why were there statues in the palaestra?
5. What were the slaves doing in the palaestra?
6. Write down two Latin words used in lines 12-15 to describe the athlete
Milo. What do they tell us about him?
7. athleta palaestram circumspectavit. Hy do you think Milo did this before
throwing the discus?
8. How did the spectators react in line 20? Why did they react in this way?
9. discus non est meus, line 24: What had just happened to make Milo say this?
10. In lines 26-28, what happened when Quintus threw the discus?
11. How was Milo’s reaction different from tht of the Pompeians in lines
29-32? Do you think he was right to behave as he did? Why?
FRIDAY, FEBRUARY 5th
Assignments: CLASS WORK # 5
1. Translate “In Taberna” into English (pages 149-150).
2. FIND SIX (6) examples of words in the DATIVE case on page 149. Write the
Latin word(s) and the meaning of each. The first one is done for you below.
COPY it and find 5 more.
1. line 4: feminis – to the women (slaves showed dressed to the women.)
pages 149-150, In Taberna (In the Store):
Metella and Melissa left the house in the morning. Metella was looking for a
toga for her son. After Metella and the slave-firl entered the forum, they
caught sight of the store where there were very good togas. Many women were
in the store. Slaves were showing dresses to the women. Two gladiators were
also in the store. Slaves were showing tunics to the gladiators.
A merchant was standing in the middle of the store. The merchant was
Marcellus. After Marcellus saw Metella, he asked,
“What are you looking for, madam?”
“I am looking for a toga,” said Metella. “I am looking for a gift for my son
because he is celebrating his birthday.”
“I have many togas,” answered the merchant.
The merchant gave a signal to his slaves. The slaves quickly handed over
togas to the merchant. Marcellus showed the togas to the women. Metella and
the slave-girl looked at the togas.
“By Hercules!” shouted Melissa. “These togas are dirty.”
Marcellus curses the slaves.
“There are splendid togas inside,” said Marcellus.
Marcellus led the women inside. The merchant showed other togas to the
women. Metella soon chose a splendid toga for Quintus.
“This toga, how much is it?” asked Metella.
“I want fifty denarii! Scoundrel!” shouted Melissa. “I offer you ten denarii.”
“I want forty denarii,” said the slave-girl.
“What? This is a very beautiful toga! I want forty denarii,” answered
Marcellus.
“You are demanding too much,” said Metella. “I am giving you thirty denarii.”
“I agree,” answered Marcellus.
Melissa gave the money to Marcellus. Marcellus handed the toga over to Metella.
“I thank you very much, madam,” said Marcellus.
SIX EXAMPLES of words in the dative case: (page 149)
1. line 4: feminis – to the women (slaves showed dressed to the women.)
2. gladiatoribis, line 5 – to the gladiators (The slaves showed tunics to the
gladiators.)
3. filio, line 9 – for my son (I am searching for a gift for my son.)
4. servis, line 12 – to the slaves (The merchant gave a signal to the slaves.)
5. feminis, line 13 – to the women (Marcellus showed togas to the women.)
6. filio, line 1 – for her son (Metella was searching for a toga for her son.)
Answers to Questions, page 147 (previous class-work):
1. because it was his birthday
2. to the baths, specifically to the palaestra – probably to try out the new
discus
3. young men, athletes, and boxers
4. by citizens of Pompeii in honor of their best-known athletes.
5. offering wine to the spectators
6. ingens and notissimus describe Milo – a large man and a very famour athlete
7. perhaps to see if it was safe to throw the discus or perhaps he wanted the
crowd to witness his athletic expertise
8. spectators praised him because the discus went far thru the air
9. slave returned with the discus and offered it to Milo
10. the discus struck a statue
11. Milo was angry – maybe he was short tempered and conceited for getting so
upset at an accident OR Milo was angry with justification because Quintus was
inexperienced or did not pay enuf attention to what he was doing.
TUESDAY, FEBRUARY 9th
Assignments: CLASS WORK # 6
Complete Section A on page 151 (Practicing the Language) Copy #1 and then
complete 2-5 on your own.
1. dedit - Ancilla domino vinum dedit The slave-girl gave wine to the
master. OR – The slave-girl gave the master wine.
2. emit – The young man bought a dress for the girl.
3. quaesiverunt – The women searched for tunics for the slaves.
4. tradiderunt – The citizens handed over the money to the actor.
5. tradidit – The centurion handed over ten denarii to the merchants.
Complete Section B on page 151. Copy #1 (below) & then complete 2-8.
1. Puer gladiatoribus tunicas dedit. The boy gave tunics to the gladiators.
(The subject is singular so you must choose the singular verb.)
2. posuerunt – The citizens set up a statue for Milo.
3. tradidit – The merchant handed over the wine to his friend.
4. emit – The cook bought a ring for the slave-firl.
5. ostenderunt – The slave-dealers showed the slaves to the women.
6. quaesivit – the slave searched for a discus for Quintus.
7. elegerunt – The sailors chose beautiful dresses for their wives.
8. paraverunt – Clemens and Grumio prepared a very good dinner for Metella.
Complete Section C on page 151. Make two columns as instructed. The first
word in each category is given below. COPY the column headings and 1st
example in each category and then finish the rest of the list of words.
Accusative plural Dative plural
stolas feminis
tunicas gladiatoribus
togas servis
servos
feminas
denarios
gratias
HOMEWORK # 1: Translate page 152, “In Apodyterio” into English.
Two slaves stand in the changing room. The slaves are Sceledrus and Anthrax.
Sceledrus: Why are you not working, Anthrax? Surely you are not sleeping?
Anthrax: What are you saying? I am working hard. I am guarding togas for the
Citizens.
Sceledrus: You are guarding togas? You are a liar!
Anthrax: Why do you scold me? I am not a liar. I am guarding togas.
Sceledrus: I scold you because there is a thief in the changing room, but you are
doing nothing.
Anthrax: Where is the thief? I do not see a thief.
Sceledrus: There! That man is a thief. I recognize a thief easily.
(Sceledrus shows the thirf to Anthrax. The thief takes off his own toga and
puts on a splendid toga. The slaes immediately run toward the thief.)
Anthrax: What are you doing? Scoundrel! This toga is not yours!
Thief: You are a liar! The toga in mine! Go away!
Sceledrus: I recognize you! You are a poor man, but you are wearing a
splendid toga.
(A merchant enters. He searches for his toga in vain.)
Merchant: Oh, hear! Where is my toga? My toga has vanished!
(The merchant looks around.)
Look! This thief is wearing my toga!
Thief: Mercy! Mercy! I am very poor … My wife is sick … I have ten
children …
The merchant and the slaves do not listen to the thief, but they drag him to
the judge.
THURSDAY, FEBRUARY 11th
Assignments: QUIZ # 1
1. Turn in homework, translation page 152.
2. Spend 10 minutes studying vocabulary on page 160.
3. Take the QUIZ for Stage 9.
Turn in your QUIZ. (Stage 9)
WEDNESDAY, FEBRUARY 17th
Assignments: CLASS WORK # 7
1. Read pages 175-178 about Roman Education in your textbooks.
2. Answer all 33 questions on pages 77-78 in the red workbooks. Write in
complete sentences. Do not copy the questions.
33 Questions, WORKBOOKS, pages 77-78:
1. Describe pre-school learning for most Roman children. Boys and girls shared
activities and games and had lessons from their mothers who taught them to
speak Latin correctly and to do elementary reading and writing
2. At what age was formal schooling usually begun? At 7 boys were sent to school
3. To what extent were Roman schools coeducational? Girls generally stayed at
home but some did go to school
4. Describe the education of an upper-class Roman girl. Girls continued
their education privately with a tutor with whom they studied Greek and Latin
literature and learned to play the lyre and sing. Most of their time was
spent learning the skills of a good housewife: cooking, cleaning, childcare
and sometimes spinning and weaving. Girls sometimes would learn to organize a
household of slaves.
5. How many students and how many teachers were there in the first school a
Roman child would attend? Small, about 30, with a teacher known as the ludi
magister
6. What was the name of the first teacher a Roman child would have? Ludi
magister
7. What did a typical Roman classroom look like? A rented room or perhaps in
a public colonnade; noise and distractions
8. Did Roman children have to attend school? no
9. Was there an educational fee? Yes, they had to pay for it.
10. Why would children go to school? The advantages of being able to read and
write
11. What were the duties of a paedagogus? Ge was responsible for their
behavior and protection
12. What 3 things did children study with the ludi magister? Read and write
Latin and Greek; simple arithmetic
13. What are the definitions of these terms?
a. Tabulae – wooden tablets coated with a thin film of wax
b. Stilus – a stick of metal, bone, or ivory for writing on the tabulae
c. Papyrus – a material that looked rather like modern paper but was rougher
in texture, manufactured from the bivers of the papyrus reed that grew along
the banks of the River Bile in Egypt
14. What instruments were used for writing on papyrus? A reed or a goose-quill
sharpened and split at one end like themodern pen-bib.
15. What was ink made from? From soot and resin or other gummy substances,
forming a paste that was thinned by adding water
16. How did the students work in school? No desks or blackboard; sat on
benches or stools resting tablets on their knees; master sat on a high chair
overlooking his class
17. What was classroom discipline like? Strict and sometimes harsh
18. How long was a school day? Six hours with a short break at midday
19. When did the students have holidays? Holidays were given on public
festivals and on every 9th day which was a market day. Some schoolmasters
closed schools between July and October.
20. When did Quintus go to secondary school? Around age 11
21. What was his teacher’s name at this level? A grammaticus
22. For what works were the following authors famous?
a. Homer – The Iliad and the Odyssey
b. Aeschylus, Sophocles, and Euripides – Greek playwrights: tragedies
c. Vergil and Horace – Roman poets
23. What was the major way to study the works of these men besides listening
and reciting the pieces? Analyze the grammar and learn long passages by heart
24. What two other subjects were taught? For what reason were they taught?
Gustirt and geography in order to understand references to famous people and
places mentioned in the literature (allusions)
25. When would Quintus leave the grammaticus? Age 15 or 16
26. What two languages would he know well? Latin and Greek
27. Why was it important for him to know Greek? To introduce students to a
culture which the Romans greatly admired and which had inspired much of their
own civilization; Greek was widely spoken in the countries of the eastern
Mediterranean where Roman merchants and government officials frequently
traveled on business
28. Who was the teacher at the third level of education? A rhetor
29. What two things did he teach? More advanced lessons in literature and the
art of public speaking
30. In what three ways would a Roman use the skills gained in this school? For
young men to take part in public life – to present cases in the law courts, to
express their opinions in town council meetings, and to address the people at
election time
31. When the rhetor taught public speaking, what were 4 parts to this training?
a. Rules for making different kinds of speeches
b. Practice arguing for and against a point of view
c. How to vary their tone of voice
d. How to emphasize their words with gestures
32. What was the purpose of ordinary Roman schools? What 4 abilities did this
include? To teach those things which were thought to be most necessary for
civilized living:
a. the ability to read and write,
b. knowledge of simple arithmetic,
c. the appreciation of fine literature, and
d. the ability to speak and argue convincingly
33. How did a student learn science or technical skills?
a. Science and advanced methematics were taught only to a few students whose
parents were interested and wealthy enough to pay the fees of a specialist
teacher, nearly always a Greek.
b. Technical skills were learned by becoming an apprentice in a trade or
business.
HOMEWORK # 2: Write all vocabulary words on page 180 THREE times each –
everything that is listed on page 180.
Example: abit : abiit – goes away
abit : abiit – goes away
abit : abiit – goes away
FRIDAY, FEBRUARY 19th:
Assignments: CLASS WORK # 8
COPY the EIGHT (8) MODEL SENTENCES, pages 162-165. Below each sentence in
Latin, write the English translation. Use the pictures to help you.
1. Romanus dicut, “Nos Romani sumus architecti. Nos vias et pontes
sedificamus.” A Roman days, “We Romans are architects. We build roads and
bridges.”
2. “Nos Romani sumus agricolae. Nos fundos optimos habemus.” “We Romans
aare farmers. We have excellent farms.”
3. Graecus dicit, “nos Graeci sumus sculptores. Nos statuas pulchras
facimus.” A Greek says, “We Greeks are sculptors. We make beautiful statues.”
4. “Nos Graeci sumus pictures. Nos pictures pingimus.” “We Greeks are
painters. We paint pictures.”
5. Romanus dicit, “Vos Graeci estes ignavi. Vos actors semper spectatis.” A
Roman says, “You Greeks are lazy. You are always looking at actors.”
6. Graecus dixit, “Vos Romani estis barbari. Vos semper pugnatis.” A Greek
says, “You Romans are barbarians. You are always fighting.”
7. Romanus dicit, “Nos sumus callidi. Nos res utiles facimus.” A Roman
says, “We are clever. We make useful things.”
8. Graecus dicit, “Nos sumus callidiores quam vos. Nos Graeci Romanos
docemus.” A Greek says, “We are more clever than you. We Greeks teach the
Romans.”
Read and study page 170. Forms of the pronoun for “I” and “you” are now given
in the PLURAL.
COPY the CHART in tan in Section E at the bottom on page 170. STUDY and LEARN
the PRONOUNS and the FORMS of the VERB “to be” which is irregular just as it
is in English.
(ego) sum I am
(tu) es you are
est he is
(nos) sumus we are
(vos) estis you are
sunt they are
Read and STUDY the examples in Sections A, B, and C on page 171. You are now
getting the COMPARATIVE forms of adjectives.
Ex: John is tall. Henry is TALLER.
When you COMPARE two people or things = we use the comparative form of the
adjective. (He is smart, but I am smarter!)
Note the “ior” that is added to the word BEFORE the ENDINGS, which are 3rd
declension endings!
Translate lines 1-12 on page 166. Story: “controversia”
Controversia (The Debate)
Quintus had a Greek friend. His friend was Alexander. Quintus and Alexander
used to go to the palaestra, where there was a Greek teacher. This teacher
was Theodorus and he lived near the palaestra. In the palaestra was a long
colonnade, where Theodorus taught young men. After Alexander and Quintus came
to this colonnade, they listened to the teacher. The teacher announced a
debate to the young men: “The Greeks are better than the Romans.”
Quintus declared loudly,
“No! We Romans are better than the Greeks.”
After Theodorus heard this opinion, he answered,
“This is your opinion. We, however, are not looking for opinion, we are
looking for proof.”
TUESDAY, FEBRUARY 23rd
Assignments: CLASS WORK # 9
Translate lines 13-29 on page 166 (controversia). Write in English only.
Then Quintus explained his proof to the teacher and his friends.
“We Romans are very brave. We overpower very fierce barbarians. We have a
very nig empire. We keep the peace. You Greeks always have arguments. You
are always rowdy.
“We are very good architects. We build roads and bridges everywhere. The
city of Rome is bigger than all other cities.
“Lastly, we Romans work hard. The gods therefore give us a very big empire.
You Greeks are lazy. You never work. The gods give you nothing.”
After Quintus explained this opinion, the Pompeian youths clapped loudly and
praised him. Then Alexander got up. The Pompeian youths were quiet and
watched Alexander intently.
“You Romans are pitiful. You have a very nig empire, but you are imitators;
we Greeks are creators. You look at Greek statues, you read Greek books, you
listen to Greek teachers. You Romans are ridiculous because you are more
Greek than we Greeks!”
After Alexander explained his opinion, the young men smiled. Then Theodorus
announced,
“Alexander is the winner. He explained the best proof.”
Complete the WORD STUDY on page 179 – Section “A” only. Write the English
word; after each English word, write the Latin word from which it is derived.
See words on page 180 for assistance.
susceptible – capit:cepit – takes
pronouncement – nuntiat:nuntiavit – announces
sentence – sentential - opinion
reservoir – servat servavit – save
fraternize – frater – brother
transit - it iit – go
inimical – inimicus - unfriendly
pacify – pax - peace
invention – invenit invenit – find, come upon
tacit – tacet tacuit – be quiet
THURSDAY, FEBRUARY 25th
Assignments: CLASS WORK # 10
Read over and translate (in your head) page 172 (“annulus Aegyptius” – “An
Egyptian Ring” in order to ANSWER the 10 QUESTIONS on page 173. Answer in
complete sentences. Do not copy the questions.
USE THE TRANSLATION BELOW TO HELP YOU ANSWER THE QUESTIONS:
Translation for page 172, Anulus Aegyptius – The Egyptian Ring
Syphax was sitting in an inn. The innkeeper gave Syphax some wine. Syphax
handed over a ring to the innkeeper.
“I do not have any money,” he said, “because Neptune has destroyed my ship.”
After the innkeeper took the ring, he inspected it.
“The ring is ancient,” he said.
“Yes, it is ancient,” Syphax answered the innkeeper. “An Egyptian slave gave
the ring to me. The slave found the ring n a pyramid.”
After the innkeeper closed the inn, he hurried to his house. The innkeeper
showed the ring to his wife. The innkeeper gave the ring to his wife because
the ring delighted her.
The next day the wife was hurrying to the city. Suddenly, a huge slave
appeared in the street. He demanded money. Because the woman was terrified,
she gave her money to the slave. The slave caught sight of the ring. He
demanded the ring. The woman handed it over to the slave.
The woman went back to the inn and looked for her husband. Soon she found
him. The innkeeper was watching a fire. Alas. His inn was on fire. The
woman told the whole story to her husband.
“The ring is unlucky,” said the innkeeper. “The ring has destroyed my inn.”
After the huge slave took the money and the ring, he hurried to the city.
Suddenly he caught sight of three slaves. The slaves were enemies. After
they caught sight of the money, the enemies started beating the slave. The
slave ran away, but los the ring.
Grumio was walking with Poppaea. He found the ring in the street.
“What do you see?” asked Poppaea.
“I see a ring,” he said. “The ring is Egyptian.”
“Hurrah!” said Poppaea. “The ring is luck.y.”
1. How did Syphax pay for his drink?
2. Why did he pay in this way?
3. What do you think he meant in lines 3-4 by saying “Beptunus navem meam
delevit”?
4. In lines 7-9, Syphax gave three other pieces of information about the ring.
What were they?
5. What two things did the innkeeper do with the ring?
6. What did the innkeeper’s wife do the next day? Whom did she meet? What
two things did he make her do”
7. What did she find when she returned to the inn, line 18?
8. What three things happened after the huge slave met the other slaves and
they spotted the money, lines 23-25?
9. Who found the ring?
10. Write a paragraph describing what you think will happen next to Grumio and
Poppaea.
Complete Section A on page 174 (Practicing the Language). Write the sentence.
Underline the word choice from the box. Translate. COPY #1; then do 2 & 3.
1. Nos sumus rhetores Graeci; nos in palaestra controversiam habemus.
We are Greek teachers; we are having a debate in the palaestra.
2. abulam agimus – We are very well-known actos; we are acting in a play in
the theater.
3. stolas componimus – We are pretty slave-girls; we arrange dresses for women.
4. cibum offerimus – We are cooks; we offer food to our masters.
5. panem Paramus – We are bakers; we prepare bread for the citizens.
Complete Section B on page 174 (Practicing the Language). Write the sentences
in Latin. Choose a word from the tan box to complete each sentence.
Translate each. COPY #1 below and then complete 2 and 3.
1. Vos estis pictures callidi; vos pictures magnificas pingitis.
You are clever painters; you paint magnificent picures.
2. gladiators – You are brave gladiators; you fight in the arena.
3. servi – We are slaves; we guard togas in the baths.
4. venalicii – You sell slaves in the forum because you are slave-dealers.
5. athletae – We are hurrying to the palaestro because we are athletes.
MONDAY, MARCH 1st
Assignments: CLASS WORK # 10 and QUIZ # 2
Complete WORD STUDY, page 179, Section B only. You may continue to work with
one partner. Write the derivative and its meaning. Copy #1 below and then
finish 2-8.
1. vehement – d – forceful, energetic
2. capacious – b – roomy, able to contain a large quantity
3. enmity – e – deep-seated hatred as between enemies
4. inventive – f – skilled in finding new methods, creative
5. circuitous – c – talking a long or indirect course
6. reticent – h – characteristically silent
7. soliloquy – a – a speech given alone, a monologue
8. library – g – a collection of books
Check answers to questions from the previous class, page 173:
1. He paid for his drink by giving the innkeeper an antique Egyptian ring.
2. He paid for it in this way because he has no money.
3. his ship had been destroyed in a storm – Neptune is the god of the sea.
4. Syphax confirmed that the ring was ancient, that it was an Egyptian slave
who gave him the ring, and that the ring had come from a pyramid.
5. He showed the ring to his wife and he gave the ring to her.
6. She hurried to the city, met a big slave who made her give him money and
the ring.
7. She found her husband watching their inn burn down.
8. The big slave in the city was beaten up by three slaves who were his
enemies. They took his money. He escaped but he lost the ting without their
noticing it.
9. Grumio and Poppaea found the ring.
Take the QUIZ on Stage 10.
WEDNESDAY, MARCH 3rd
Assignments: CLASS WORK # 11
Read pages 194-198 on Local Government and Elections in your textbook.
Answer all 33 questions on pages 85 and 86 in the red workbooks.
1. When were elections in Pompeii held? End of March
2. How did people react to the elections? Election fever!!!
3. Who were fautores? Supporters
4. What were the main ways to advertise for a candidate? Slogans on walls,
processions through the streets
5. What offices did candidates run for annually? Duoviri, responsible for
hearing evidence and giving jusgment in court AND aediles
6. What were the two main duties of the senior pair? See above
7. List the right duties of the junior pair. Aediles – had the task of
supervising the public markets, the police force, the baths, the places of
public entertainment, the water supply, and the sewers
8. Who composed the town council? 100 leading citizens, most of whom had
already served as duoviri or aediles
9. How ere these members selected? Chosen by the council itself
10. How did one recognize a candidate? A toga whitened with chalk
11. What does candidus mean? Dazzling white
12. What 3 roles did an agent play in the campaign? Praised their qualities,
made promises on their behalf, and distributed bribes in the form of money
13. What illegal form of persuasion was widely practiced? Financial bribery
14. What were legal forms of persuasion? Promises of games and entertainments
15. What was expected if a candidate won? Show their gratitude to the voters
by putting on splendid shows in the theater and amphitheater at their own expense
16. How else was a candidate expected to contribute from his own wealth? To
the construction or repair of public buildings
17. What was special about these families? The Holconii the Flacci The
Halconii were connected with the building of the large theater; the Flacci
helped to pay for other civic buildings.
18. How did public service affect small towns like Pompeii? Made it possible
for a small town to enjy benefits which could not have been paid for by local
taxes alone; men who wanted to take part in the government had to be wealthy.
19. As a result, what was an indispensable qualification for taking part in
government? Men had to be wealthy
20. What were 4 advantages of public service? It gave a man a position of
importance; got the wide seats in the front tow of the theater; had a special
place close to the arena in the amphitheater; might have a statue of him
erected in the town; could have his name inscribed on a building
21. What Roman characteristic made these rewards appealing? Romans were not
modest people – they were eager for honor and fame
22. When might the central government intervene in local politics? If local
officials were unable to preserve law and order
23. What happened in A.D. 60 in Pompeii? Why? After the Nucerians complained
to the Emperor after the quarrel with the Pompeians, Nero dismissed the
duoviri and appointed a special officer or praefectus to run the affairs of
the town
24. What was a praefectus? A special officer
25. How long was it before the Pompeians could run their own affairs again?
Two years
26. Who were vicini? Groups of neighbors who lived in the same area as the
candidate
27. What other groups might support a particular candidate? Personal friends
and one’s clients
28. Who were allowed to vote? Not Pompeian women; only adult male citizens
29. Where did they vote? In the comitium, the permanent voting hall in the forum
30. What role did women play in political campaigns? Had considerable
influence and supported various candidates vigorously (wrote slogans)
31. At what time of day were election notices painted on walls? At night
32. For what two reasons were they done that way? Streets were deserted;
there was less risk of trouble from rival supporters.
33. Here is part of one of Holconius’ election slogans. What office is he
standing for? Holconius for 2nd duoviri
Homework # 3: Write all vocabulary words on page 200 THREE times each.
EX: convenit : convenit – gathers, meets
convenit : convenit – gathers, meets
convenit : convenit – gathers, meets
FRIDAY, MARCH 5th
Assignments: CLASS WORK # 12
COPY and TRANSLATE the 6 MODEL SENTENCES on pages 182-183.
1. Cives in foro candidates spectant. The citizens are looking at the
candidates in the forum.
2. Agricolae clamant, “Nos candidatum optimum habemus.” “Candidatus noster est
Lucius.” “Nos Lucio favemus.” The farmers shout, “We have the best
candidate. Our candidate is Lucius. We support Lucius.”
3. Mercatores agricolis respondent, “Nos candidatum optimum habemus.”
“Candidatus noster est mercator.” “nos mercatori favemus.” The merchants
answer the farmers, “We have the best candidate. Out candidate is a merchant.
We support the merchant.”
4. Pistores in foro clamant, “nos pistores candidatum optimum habemus.”
“Candidatus noster est pistor.” “Nos pistori credimus.” The bakers shout in
the forum, “We bakers have the best candidate. Out candidate is a baker. We
trust the baker.”
5. Iuvenes pistoribus respondent, “Nos iuvenes candidatum optimim habemus.”
“Candidatus noster est athleta.” “Nos athletae credimus.” The young men
answer the bakers, “We young men have the best candidate. Our candidate is an
athlete. We trust the athlete.”
6. Fures clamant, “Nos quoque candidatum habemus.” “Candidatus noster est
fur.” “Nos candidato nostro non credimus sed favemus.” The thieves shout, “We
also have a candidate. Our candidate is a thief. We do not trust our
candidate, but we support him.”
Translate page 184, “Marcus et Quartus”. Write in English only.
Marcus Tullius and Quartus Tullius were brothers. Marchus and Quartus were
having an argument in their house. Marcus said to Quartus,
“Afr is the best candidate. Afer has many houses and many stores. Pompeians
support Afer because he is a rich man.”
“No! Holconius is the best candidate,” Quartus answered his brother.
“Holconius is a man of noble birth. The Pompeians trust Holconius because his
father was a senator.”
Because Quartus was very angry, he left the house. Quartus said to himself,
“My brother is very stupid. Our family always supports Holconius.”
Quartus was walking down the street and considering the problem. Suddenly,
he caught sight of a small store where a sign-writer lived. The sign-writer
was Sulla. After Quartus saw the store, he had an idea. He entered the store
and invited Sulla to his house.
After they came to the house, Quartus showed a wall to Sulla.
“Write this slogan!” he said. “Write ‘Quartus and his brother support
Holconius. Quartus and his brother trust Holconius.’”
Quartus gave ten denarii to the sign-writer.
“Does it suit you?” asked Quartus.
“It suits me,” Sulla answered Quartus. After Sulla took the denarii, he
wrote the slogan on the wall.
TUESDAY, MARCH 9th
Assignments: CLASS WORK # 13
Translate page 185 (Sulla). Write in English only.
Marcus left the house. He saw Sulla. He caught sight of the slogan. After
he read the slogan, he was angry. Marcus cursed the sign-writer a lot.
“Your brother invited me to the house,” said Sulla. “Your brother gave me
ten denarii.”
“My brother is more stupid than an ass,” Marcus answered Sulla. “In our
house I am the master because I am older. Sulla, erase that writing. Write a
new slogan.”
Marcus gave Sulla fifteen denarii.
“Does it suit you?” he asked.
“It suits me,” Sulla answered Marcus. After Sulla erased the writing, he
wrote this slogan, “Marcus and his brother support Afer. Marcus and his
brother trust Afer.”
Marcus was very happy and called his brother out of the house. Marcus showed
the new slogan to his brother. After Quartus read the slogan, he wa angry.
Quartus punched Marcus. Then the brothers started fighting in the street.
“Marcus. Quartus. Stop. Go inside.” Shouted Sulla. “I have a very good
idea.”
After the brothers entered the house, Sulla quickly finished the job.
He wrote two slogans on the wall. Then he called the brothers out of the house.
The sign-writer showed the wall to the brothers. Look. Marcus saw this
slogan: “Marcus supports Afer. Afer is the best candidate.”
“Hurrah! This slogan pleases me very much,” said Marchus.
Quartus caught sight of the other slogan on the wall:
“Quartus caught sight of the other slogan on the wall:
“Quartus favors Holconius. Holconius is the best candidate.”
Quartus was also very happy.
The brothers gave Sulla thirty denarii. Sulla was smiling. After Marcus and
Quartus left, he added a third slogan:
“Marcus and Quartus are very generous.”
Word Study, page 199, Section A only. Write the word and the definition.
Copy #1 below and then complete 2-8 on your own. Check with a partner before
turning in work.
1. mural – a wall-painting or drawing
2. stultify – to cause to appear foolish
3. utilitarian – practical, functional
4. placate – to soothe or pacify
5. solicitous – anxious, concerned, eager
6. rapacious – talomg by force, avaricious
7. liberal – generous; free-thinking
8. reverberate – to echo, resound
THURSDAY, MARCH 11th
Assignments: CLASS WORK # 14
Translate 1-10 in SECTION B on page 191. Write the LATIN AND the English
translation. COPY #1 below and then continue with 2-10.
1. Cur tu in horto laboras? Why are you working in the garden?
2. Quis est athleta ille? Who is that athlete?
3. tu discum habet? Do you have a discus?
4. vosne estis irati? Are you angry?
5. ubi sunt mercatores? Where are the merchants?
6. quid quaeris, domina? What are you looking for, madam?
7. tune Pompeianus es? Are you a Pompeian citizen?
8. quis vinum portat? Who is carrying the wine?
9. cenam paras? Are you preparing dinner?
10. num cenam paras? Surely you are not preparing dinner? You are not
preparing dinner, are you?
You will be divided into FOUR GROUPS. Each group will translate ONE PLAY from
pages 188-190. You will also ACT OUT the play for the class. Your choices
are:
a. Page 188: In Villa (In the House)
b. Page 189: Prope Amphitheatrum (Near the Amphitheater)
c. Pages 189-190: In Foro (In the Forum)
d. Page 190: In Culina (In the Kitchen)
.
MONDAY, MARCH 15th – (The Ides of March)
Assignments: CLASS WORK # 14, continued (a play: translation and performance)
Another play: The Ides of March
1. Students are to rehearse each play translated in the previous class.
2. Students will read through “The Ides of March”
3. Students may enjoy a Caesar Salad in class today.
WEDNESDAY, MARCH 17th
Assignments: CLASS WORK # 14, continued
Students are to rehearse and then present a play (four groups of students = 4
plays)
Page 192, Section A (Practicing the Language) – WRITE on CLASS WORK # 14 which
was started 2 classes ago 10 questions translated on page 191). Copy each
sentence; complete each sentence with a word from the word box. Underline the
word choice. Translate each. COPY #1 below and then finish 2-8.
1. Ego ad forum contendo. Ego sum candidatus.
I am hurrying to the forum. I am a candidate.
2. faces – You aupport Afer. You are stupid.
3. faveo – I support Holconius because Holconius is the best candidate.
4. Favemus – We do not support Holconius because Holconius is an ass.
5. contendis – Clemens, why are you gurrying to the harbor?
6. favetis – you support Afer because you are bakers.
7. contendimus – We are hurrying to the house because Holconius and his
friends are in the forum.
8. contenditis – Oh dear! Why are you hurrying out of the forum? You have my
denarii!
FRIDAY, MARCH 19th
Assignments: CLASS WORK # 15
Page 192, Section B – Complete 1-8. Copy #1 below and then complete the
remaining exercises.
1. Quartus Sullae decem denarios dedit. Sulla titulum in muro scripsit.
Quartus gave 10 denarii to Sulla. Sulla wrote a slogan on the wall.
2. mercator – The thief was entering the baths. A merchant recognized him.
3. Holconium – Many candidates are in the forum. I see Holconius.
4. ancilla – I am running to the harbor. A slave-girl is waiting for me.
5. leones – Today I am hurrying to the city. There are lions in the
amphitheater.
6. pueros – The teacher is angry. The teacher is waiting for the boys.
7. stolas – There are women in the store. The merchants are showing dresses
to the women.
8. denarios – After Holconius and his friends caught Grumio, they seized his
five denarii.
WORD STUDY, page 199 – Sections B and C.
Section B:
“Pomponianus” used Clemens as his slave to present himself as a more credible
citizen. He also tried to affect a more sophisticated and genteel manner.
Grumio had taken Caecilius’ toga in a surreptitious way, since the master was
away, but it was Clemens who showed real valor during the brawl. Later Grumio
was incredulous that Clemens was rewarded.
Section C:
1. virtue – vir
2. convenient – convenit
3. valiant – vale
4. creed – credit
5. legible – legit
6. complacent – placet
7. rapt – rapit
8. primitive – primus
TUESDAY, MARCH 23rd Assignments: QUIZ # 3
Take the TEST on Stage 11.