Transcript DAPHNE AND APOLLO - Magistra Snyder`s Latin Website

Propositum: DWBAT translate authentic lines of poetry including ellipses
4/30/14
Facite Nunc:
1. Take the following handouts from the front of the room:
1. Daphne and Apollo: Master Translation (Reference)
2. Daphne and Apollo, Metamorphoses I.452-567 (Reference)
3. Daphne and Apollo: Lines 452-457 (Class Notes)
1. Keep your binder in front of you and organize each of these 3
handouts into them
2. Poetic Language quiz pushed back until TOMORROW
PENSUM #112:
Answer the questions for lines 454-457 on your ‘Daphne and Apollo:
Lines 452-457’ handout
Reference Sheets
• Daphne and Apollo, Metamorphoses I.452567
– Source for vocabulary, glosses, and commentary
– For master annotations and notes on text
• Daphne and Apollo, Master Translation
– For master translation (corrected version only)
Daily Handouts
• Daphne and Apollo: Lines 452-457
– Handouts received in class with grammar
questions, reading comp. questions, notes, rough
draft translation
– For draft annotations, draft translations, grammar
and reading comp. question answers
DAPHNE AND APOLLO: Lines 452-457
452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn
453.fors ignāra dedit, sed saeva Cupīdinis īra.
454.Dēlius hunc nūper, victō serpente superbus,
455.vīderat adductō flectentem cornua nervō,
456.“Quid” que, “tibī, lascīve puer, cum fortibus armīs?”
457.dīxerat; “Ista decent umerōs gestāmina nostrōs,
Translation Method for Ovid
1. ALWAYS annotate first!
2. Answer the grammar questions for each
couplet
3. Use the annotations and responses to the
grammar questions to draft a translation of
that couplet
ANNOTATE!
erat
452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn
453.fors ignāra dedit, sed saeva Cupīdinis īra.
• What important part of speech is missing from the firs
clause? __________________________
VERB
– What English word should be implied in your translation?
___________________________
“was”
– What Latin word is omitted in the original text?
erat
___________________________
– When one or more words that are necessary to make sense
of the sentence are omitted, but easily understood or
implied from the context, it is called
______________________
ELLIPSIS
ANNOTATE!
erat
452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn
453.fors ignāra dedit, sed saeva Cupīdinis īra.dedit
– “sed”, as a conjunction, begins a clause. But what part
VERB
of speech is missing? _______________________
– What English word should be implied in your
“gave”
translation? ___________________________
– What Latin word is omitted in the original text?
dedit
___________________________
TRANSLATE!
erat
452.Prīmus amor Phoebī Daphnē Pēnēia, quem nōn
453.fors ignāra dedit, sed saeva Cupīdinis īra.dedit
454. The first love of Apollo (was) Daphne of Peneus,
455. which ignorant chance did not give, but the cruel
anger of Cupid (gave).
FINAL: The first love of Apollo, which ignorant
chance did not give, but the cruel anger of Cupid
(gave), was Daphne of Peneus.
POETIC DEVICES
• ANAPHORA – repetition of words or phrases in
close proximity
– EFFECTS: Emphasis, persistence
• TRICOLON – list of 3 items or phrases (usually
without a conjunction)
– EFFECTS: urgency, persuasion
• TETRACOLON – list of 4 items or phrases
(usually without a conjunction)
– EFFECTS: urgency, persuasion
Propositum: DWBAT translate authentic lines of poetry including
chiasmus
5/1/14
Facite Nunc:
1. Take out a black/blue pen for your quiz
2. If you were missing your binder yesterday, put your binder on your
desk for inspection
3. Keep your HW on your desk for inspection
PENSUM #113:
Nihil pensum hodie
Poetic Language Quiz: Phoebus et Daphne
• You have up to 10 minutes for your quiz
• /Lines 454-455/
• What is the main clause’s subject-verb-direct object?
vīderat
Dēlius
___________________,
_____________________
,
_______________
hunc
• What type of construction is victō serpente?
Ablative Absolute
___________________________
– What is the best clausal translation of this construction with
superbus? _____________________
CAUSAL
• What is adductō modifying?
___________________________
nervō
• What is flectentem modifying?
hunc
___________________________
•
• /Lines 456-457/
• What important part of speech is missing from the first
VERB
ELLIPSIS
clause? ___________________________
– What English word should be implied in your translation?
is
___________________________
– What Latin word is omitted in the original text?
est
___________________________
Apollo and Daphne: Lines 454-457
Group work (15 minutes)
For lines 454-457:
• Annotate
• Translate
• Paraphrase the meaning of these lines in your
own words
Apollo and Daphne: Lines 454-457
454.Dēlius hunc nūper, victō serpente superbus,
455.vīderat adductō flectentem cornua nervō,
456.“Quid” que, “tibī, lascīve puer, cum fortibus armīs?”
457.dīxerat; “Ista decent umerōs gestāmina nostrōs,
ANNOTATION AND TRANSLATION
Lines 454-455
454 Dēlius hunc nūper, victō serpente superbus,
455 vīderat adductō flectentem cornua nervō,
Apollo, proud because the snake (had been/was) defeated, recently
had seen this (man/boy/god), bending his bow with a pulled back
string.
Propositum: DWBAT translate authentic lines of poetry including
chiasmus
5/2/14
Facite Nunc:
1. Take a ‘Apollo and Daphne: Lines 458-465’ handout from the front
of the room and place it into the Class Notes section of your binders
2. Take out your ‘Apollo and Daphne: Lines 452-457’
3. Review:
1.
How is Apollo feeling when he sees Cupid? Why?
PENSUM #114:
Answer all questions for lines 458-465 on your handout
R3 – ROOM CHANGE
• Take out your blue room change forms and
write down the following change for next
week ONLY (May 5th-May 9th)
• For the week of May 5th – May 9th we will
meet in room 137
R5 – ROOM CHANGE
• Take out your blue room change forms and
write down the following change for next
week ONLY (May 12th –May 15th )
• For the week of May 12th – May 15th we will
meet in room 102
CHIASMUS
ABL
ACC
ACC
ABL
vīderat adductō flectentem cornua nervō,
A
B
B
➔ Word order is a special poetic device that
can be used to create a visual image.
➔ ABBA word order is called chiasmus.
➔ Chiasmus often creates an image of thing
A surrounding or enclosing thing B.
A
ANNOTATION AND TRANLSATION
Lines 456-457
“Quid” que, “tibī, lascīve puer, cum fortibus armīs?”
dīxerat; “Ista decent umerōs gestāmina nostrōs,
And he had said, “What is it to you, playful boy, with strong weapons?
Those weapons of yours are suitable for our (my) shoulders.”
Apollo and Daphne: Lines 458-465
Group work (20 minutes)
For lines 458-460
• ANNOTATE!!!
• ANSWER QUESTIONS FOR 458-460
• Translate lines 458-460
• Paraphrase the meaning of these lines in your
own words
R3
• Sit with your table members at the same table
you sit at in 103
• ARE YOU MISSING SOMETHING FROM YOUR
BINDER?
– Womp womp 
– Go to room 103 at the end of today to retrieve it
– You will NOT have access to any materials in 103
until next week
Propositum: DWBAT translate authentic lines of Ovidian poetry
including chiasmus
5/5/14
Facite Nunc:
1. Take out your ‘Apollo and Daphne: Lines 458-465’ handout and
‘Apollo and Daphne’ master text for a HW check
2. As HW is being checked, compare your annotation and translation
for lines 458-460 with your table members
3. Review:
1.
2.
Why does Apollo use the plural in place of the singular?
What is this device called?
PENSUM #116:
Complete your ANNOTATION and DRAFT TRANSLATION for lines 461-465
DAPHNE AND APOLLO: Lines 458-460
GRAMMAR QUESTIONS
/Lines 458-460/
– What is the grammatical subject of the verb
possumus? we
– What is the implied subject of possumus? I (Apollo speaking)
– Certa is a substantive adjective; what noun from the
text is it implying? vulnera
– What type of poetic device is present at the beginning
of lines 458 and 459? anaphora
– What case is Pythōna? accusative What two other
prementem and tumidum
words modify it?
– What does pestiferō modify? ventre
– What does innumerīs modify? sagittīs
DAPHNE AND APOLLO: Lines 458-460
ANNOTATE AND TRANSLATE
458.quī dare certa ferae,* dare vulnera possumus hostī,
459.quī modo, pestiferō tot iūgera ventre prementem,
460.strāvimus innumerīs tumidum Pythōna sagittīs.
•
•
•
we (I) who are (am) able to give certain (fatal) (wounds) to a wild
beast, to give (fatal) wounds to an enemy,
who just now with countless arrows struck down the swollen
Python, pressing so many acres (of land) with (its) pestilential
belly.
Can you find a CHIASMUS in lines 458-460?
458.quī dare certa ferae,* dare vulnera possumus hostī,
A
B
B
A
459.quī modo, pestiferō tot iūgera ventre prementem,
A
B
B
A
460.strāvimus innumerīs tumidum Pythōna sagittīs.
459 pestiferō tot iūgera ventre prementem
460 strāvimus innumerīs tumidum Pythōna sagittīs.
Apollo and Daphne: Lines 461-465
Group work (20 minutes)
For lines 461-465
• ANNOTATE!!!
• Translate lines 461-465
• Paraphrase the meaning of these lines in your
own words
• Raise your hand for a group work CHECK when
you are done
Propositum: DWBAT translate authentic lines of Ovidian poetry
including chiasmus
5/6/14
Facite Nunc:
1. Take a ‘Apollo and Daphne: Lines 466-473’ handout from the front
of the room
2. Take out your ‘Apollo and Daphne: Lines 458-465’ handout for a HW
check
3. As HW is being checked, find the 3rd CHIASMUS in lines 463-464 and
review:
1. What image is created by the CHIASMUS in line 459 (pestiferō tot iūgera
ventre prementem)?
2. What image is created by the CHIASMUS in line 460 (strāvimus innumerīs
tumidum Pythōna sagittīs) ?
PENSUM #117:
ANNOTATE, answer the GRAMMAR QUESTIONS, and TRANSLATE for
lines 466-469
IMAGES CREATED BY
CHIASMUS
1. pestiferō tot iūgera
ventre prementem
(line 459)
2. strāvimus innumerīs
tumidum Pythōna
sagittīs. (line 460)
GRAMMAR QUESTIONS
Lines 461-462
/Lines 461-462/
• Translate estō as an imperative form of sum, esse
Be!
• What case is and function does contentus have?
nominative, predicate nominative
• What noun does tuā modify? face
• Find 3 CHIASMI from like 458-464:
(line
(line
(line
)
)
)
3 CHIASMĪ (Lines 458-464)
ABBA word order – A/B pattern can be in ANY two cases
ABL
ACC
ACC
ABL
1. pestiferō tot iūgera ventre prementem (line
459)
ABL
ACC
ACC
ABL
2. strāvimus innumerīs tumidum Pythōna sagittīs.
(line 460)
NOM
ACC
ACC
NOM
3. tuus (arcus) omnia (Phoebe) tē meus arcus
(lines 463-464)
GRAMMAR QUESTIONS
Lines 463-465
/Lines 463-465/
• What is the GNC of huic? masc., sing., dat.
• What noun from line 464 does tuus imply? arcus
• omnia is a substantive adjective and implies the noun things
because it is in the neuter gender
• There is an ELLIPSIS
in the clause tē meus arcus because the
verb ,
figat , is missing
• What are the two possible GNC’s of deō? masc., sg., abl.and
masc., sg., dat.
– Circle the correct GNC for deō in this context
• What is the degree of the adjective minor? comparative
• What is the case and function of nostrā? abl. of comparison
• What noun is implied with the adjective nostrā? gloria
ANNOTATE
461.Tū face nescio quōs estō contentus amorēs
462.irrītāre tuā nec laudēs assere nostrās.”
arcus
463.Fīlius huic Veneris, “Fīgat tuus omnia, Phoebe,*
464.tē meus arcus,” ait, “quantōque animālia cēdunt
465.cūncta deō, tantō minor est tua glōria nostrā.”
TRANSLATE
461.Tū face nescio quōs estō contentus amorēs
462.irrītāre tuā nec laudēs assere nostrās.”
You, be satisfied to kindle loves, I don’t know what (they are),
with your torch, not to lay claim to our (my) praises.
Apollo and Daphne: Lines 461-465
Group work (15 minutes)
For lines 466-469
• ANNOTATE!!!
• ANSWER THE GRAMMAR QUESTIONS ON PG. 1
• Translate lines 466-469
• Paraphrase the meaning of these lines in your
own words
• Raise your hand for a group work CHECK when you
are done
Propositum: DWBAT translate authentic lines of Ovidian poetry
including chiasmus
5/7/14
Facite Nunc:
1. Take out both your ‘Lines 466-473’ handout for inspection
2. While HW is being checked:
1.
2.
Add your final draft translation to your Master Translation handout
Add your final annotations to your Master Text
PENSUM #118:
Study for a DECLENSION ENDINGS QUIZ on MONDAY
Propositum: DWBAT translate authentic lines of Ovidian poetry
including chiasmus
5/7/14
Facite Nunc:
1. Take out both your ‘Lines 458-465’ and ‘Lines 466-473’ handouts
2. While HW is being checked:
1.
Answer the GRAMMAR questions on side 1 of your ‘Lines 466-473’ handout
for lines 466-469
PENSUM #118:
Annotate, answer grammar questions for, and TRANSLATE lines 470-473
QUIZ on your HW assignment tomorrow
TRANSLATE
arcus
463.Fīlius huic Veneris, “Fīgat tuus omnia, Phoebe,*
464.tē meus arcus,” ait, “quantōque animālia cēdunt
465.cūncta deō, tantō minor est tua glōria nostrā.”
The son of Venus said to this (god/man),
“Your (bow) may pierce all things, Phoebus, (but)
my bow may pierce you, by as much as all animals
yield to a god (the gods), by that much less is your glory
than ours (mine).”
DAPHNE AND APOLLO: Lines 466-469
GRAMMAR questions
modify = translated with, has the same GNC
/466-467/
Cupid
Who is the subject of dixit in line 466? _______________________
What word does percussīs modify? _______________________
pennīs
aere
What word does elīsō modify? _______________________
What grammatical construction is present in line 466?
ablative absolute
__________________________________________
What is the best clausal translation for that clause? temporal
Cupid
Who is impiger modifying? _______________________
/468-469/
What noun must be implied with the substantive adjectives hoc and
illud? _______________________
weapon/arrow
What other type of noun is missing from the clause fugat hoc? What
direct object
can you imply? _______________________;
_______________________
amōrem (love)
DAPHNE AND APOLLO: Lines 466-467
466.Dīxit et, ēlīsō percussīs āere pennīs,
467.impiger umbrōsā Parnāsī cōnstitit arce,
DAPHNE AND APOLLO: Lines 468-9
468.ēque* sagittiferā prōmpsit duo tēla pharetrā
amōrem
469.dīversōrum operum. Fugat hoc, facit illud amōrem;
Apollo and Daphne: Lines 466-469
Group work (10 minutes)
For lines 466-469
• Translate
DAPHNE AND APOLLO: Lines 466-467
466.Dīxit et, ēlīsō percussīs āere pennīs,
467.impiger umbrōsā Parnāsī cōnstitit arce,
And he spoke, after the air was shattered by (his) beaten wings
after (his) wings were beaten in the shattered air
the quick (god) stood upon the shady summit of Parnassus.
DAPHNE AND APOLLO: Lines 468-9
468.ēque* sagittiferā prōmpsit duo tēla pharetrā
amōrem
469.dīversōrum operum. Fugat hoc, facit illud amōrem;
and he pulled out two weapons of opposite functions from
his arrow-bearing quiver.
This (weapon) flees love, that (weapon) makes love;
Apollo and Daphne: Lines 470-3
Group work (20 minutes)
For lines 470-3
• Annotate, answer grammar questions for, and
translate lines 470-473
• BONUS! Find a chiasmus in these lines and
label it ABBA
• I will collect 1 worksheet from your table at
random at the end of the recitation for a
CLASSWORK GRADE
Propositum: DWBAT translate authentic lines of Ovidian poetry
including chiasmus
5/8/14
Facite Nunc:
1. Take out or wait to receive back your ‘Lines 466-473’ handout
2. Take 2 handouts from the front of the room:
1.
2.
Daphne and Apollo: Lines 474-484
Gender, Number, Case: Practice Quiz
3. Work on your Gender, Number, Case: Practice Quiz
PENSUM #119:
HW DUE MONDAY: Annotate, grammar questions, and translation for
lines 474-479 (TAKE YOUR TEXT HOME)
DECLENSION ENDINGS QUIZ on Monday
Propositum: DWBAT translate authentic lines of Ovidian poetry
including chiasmus
5/8/14
Facite Nunc:
1. Take out a black/blue pen for your QUIZ
2. Take 2 handouts from the front of the room:
1.
2.
Daphne and Apollo: Lines 474-484
Gender, Number, Case: Practice Quiz
3. After the quiz is over, work on your Gender, Number, Case: Practice
Quiz
PENSUM #119:
HW DUE MONDAY: Annotate, grammar questions, and translation for
lines 474-479 (TAKE YOUR TEXT HOME)
DECLENSION ENDINGS QUIZ on Monday
QUIZ: Daphne & Apollo, lines 470-473
• Take 10 minutes for your quiz
• Open notes
ferae
• feminine, plural, nominative
• feminine, singular, genitive
• feminine, singular, dative
animālia
• neuter, plural, nominative
• neuter, plural, accusative
ventre
• masculine, singular, ablative
sagittīs
• feminine, plural, dative
• feminine, plural, ablative
amorēs
• masculine, plural, nominative
• masculine, plural, accusative
GRAMMAR QUESTIONS
/470-471/
• What is the antecedent of quod in line 470?
_______________________
hoc / tēlum / weapon
• What is the antecedent of quod in line 471?
illud/ tēlum / weapon
_______________________
• What direct object should be implied in the clauses quod facit and
quod fugat? amōrem
• What type of poetic device is present at the start of these two
lines? _______________________
anaphora
/472-473/
deus (Cupid)
• Who is the subject of laesit? _______________________
neuter,
ossa
• What noun does trāiecta modify? _______________________
• What are two features of the arrow that pierces Daphne? plural,
flees love
______________________;
accusative
obtūsum,
habet plumbum ____________________
• What are two features of the arrow that pierces Apollo?
makes love
aurātum,
fulget cuspide acūtā ______________________
______________________;
DAPHNE AND APOLLO: Lines 472-3
472.Hoc deus in nymphā Pēnēide fīxit, at illō
473.laesit Apollineās trāiecta per ossa medullās.
DAPHNE AND APOLLO: Lines 470-1
amōrem
470.quod* facit, aurātum est et cuspide fulget acūtā,
amōrem
471.quod* fugat, obtūsum est et habet sub harundine
plumbum.
DAPHNE AND APOLLO: Lines 470-1
amōrem
470.quod* facit, aurātum est et cuspide fulget acūtā,
amōrem
471.quod* fugat, obtūsum est et habet sub harundine
plumbum.
The one which makes (love), is golden and shines brightly
with (its) sharp tip,
the one which flees (love) is dull and has lead under its shaft.
DAPHNE AND APOLLO: Lines 472-3
472.Hoc deus in nymphā Pēnēide fīxit, at illō
473.laesit Apollineās trāiecta per ossa medullās.
The god pierced this (weapon) in the nymph of the river
Peneus, but
wounded the marrows of Apollo with that (weapon) through
(his) pierced bones.
Apollo and Daphne: Lines 474-6
Group work (20 minutes)
For lines 474-6
• Annotate, answer grammar questions for, and
translate lines 474-6
• BONUS! Find a chiasmus in these lines and
label it ABBA
Propositum: DWBAT translate authentic lines of Ovidian poetry
including chiasmus
5/9/14
Facite Nunc:
1. Take out your ‘Daphne and Apollo: Lines 474-484’ handout
PENSUM #119:
HW DUE MONDAY: Annotate, grammar questions, and translation for
lines 480-484 (TAKE YOUR TEXT HOME)
DECLENSION ENDINGS QUIZ on Monday
Apollo and Daphne: Lines 474-9
Group work (30 minutes)
For lines 474-9
• Annotate, answer grammar questions for, and
translate lines 474-9
• BONUS! Find 2 chiasmī in these lines and label
it ABBA
Propositum: DWBAT translate authentic lines of Ovidian poetry
including chiasmus and anaphora
5/12/14
Facite Nunc:
1. Take out your ‘Daphne and Apollo: Lines 474-484’ handout
1. Take out a black/blue pen for your quiz
2. Your HW will be checked while you take your quiz
PENSUM #120:
Annotate, grammar questions, and translation for lines 480-484 (TAKE
YOUR TEXT HOME)
ANNOTATION QUIZ on Wednesday
QUIZ: GENDER, NUMBER, CASE
• Take 5 minutes to complete your quiz
• Each question is all or nothing- you must get
the G, N and C correct to receive credit
QUIZ: GENDER, NUMBER, CASE
(Version 1)
1. latebrīs
fem., pl., abl. fem., pl., dat.
neut., sg., nom.
2.
3.
4.
5.
6.
neut., sg., acc.
nōmen masc., pl., abl. masc., pl., dat.
arcibusmasc., sg., dat.
hostī neut., pl., nom. neut., pl., acc.
ossa
neut., pl., gen.
operum
QUIZ: GENDER, NUMBER, CASE
(Version 2)
1.
2.
3.
4.
5.
silvārum fem., pl., gen.
plumbum neut., sg., nom. neut., sg., acc.
arcus masc., sg., nom.
ferae fem., sg., gen. fem., sg., dat. fem., pl., nom.
Veneris fem., sg., gen.
neut., pl., nom.
6. vulnera
neut., pl., acc.
Apollo and Daphne: Lines 474-484
474.Prōtinus alter* amat, fugit altera nōmen amantis,
475.silvārum latebrīs captīvārumque ferārum
476.exuviīs gaudēns, innūptaeque aemula Phoebēs*;
477.vitta coercēbat positōs sine lēge* capillōs.
478.Multī illam petiēre*; illa, āversāta* petentēs
479.impatiēns expersque virī, nemora āvia lūstrat,
480.nec, quid Hymēn, quid Amor, quid* cōnūbia, cūrat.
481.Saepe pater dīxit, “Generum mihi, fīlia, dēbēs”;
482.Saepe pater dīxit, “Dēbēs mihi, nāta, nepōtēs.”
483.Illa, velut crīmen taedās exōsa iugālēs,
484.pulchra verēcundō suffunditur ōra* rubōre,
Lines 474-6
GRAMMAR QUESTIONS
/474-476/
Apollo
• alter refers to _____________________,
and altera
Daphne
refers to _____________________
substantive
• amantis is a _____________________
participle, so
you must imply _____________________
a noun
• The subject of gaudēns is _____________________
altera/Daphne
• What are the 2 GNC options for latebrīs?
fem., pl., abl.
__________________,
__________________,
fem., pl., dat.
– Circle which one is correct
• In the clause innūptaeque aemula Phoebēs* there is
ellipsis
an _____________________,
because the
verb
_____________________
is missing, so you must
is /est
imply _____________________
• aemula is an appositive (a noun which describes
another noun, occurring in the same GNC), referring to
Daphne /altera
_____________________
Apollo and Daphne: Lines 474-7
ANNOTATION
474.Prōtinus alter* amat, fugit altera nōmen amantis,
475.silvārum latebrīs captīvārumque ferārum
est
476.exuviīs gaudēns, innūptaeque aemula Phoebēs*;
477.vitta coercēbat positōs sine lēge* capillōs.
Apollo and Daphne: Lines 474-6
TRANSLATION
474.Prōtinus alter* amat, fugit altera nōmen amantis,
475.silvārum latebrīs captīvārumque ferārum
476.exuviīs gaudēns, innūptaeque aemulaestPhoebēs*;
477.vitta coercēbat positōs sine lēge* capillōs.
Immediately the one loves, the other flees the name of the lover,
rejoicing in the hiding places of the forest and the spoils of captured beasts,
(she is) the rival of unwed Diana;
a ribbon was holding back (her) hair placed (arranged) without
order.
capillae feminārum Rōmānārum
palla
vitta
Apollo and Daphne: Lines 474-7
ANNOTATION
478.Multī illam petiēre*; illa, āversāta* petentēs
479.impatiēns expersque virī, nemora āvia lūstrat,
Apollo and Daphne: Lines 474-7
TRANSLATION
478.Multī illam petiēre*; illa, āversāta* petentēs
479.impatiēns expersque virī, nemora āvia lūstrat,
Many (men) sought (after) that (girl/nymph);
that (girl/nymph), having rejected (the men) seeking
(pursuing) (her) and intolerant of and inexperience with a
man (men), she roams the pathless forests
Apollo and Daphne: Lines 480-4
Group work (15 minutes)
For lines 480-4
• Annotate, answer grammar questions for, and
translate lines 480-4
• BONUS! Find 2 anaphorae in lines 480-484
Lines 477-80
GRAMMAR QUESTIONS
/477-480/
substantive
• Multī is a _____________________
adjective, and its gender is
masc. so you must imply the noun _____________________
men
• illam is a _____________________
demonstrative adjective, so
substantive
you must imply _____________________
woman/girl/nymph
• petentēs is a _____________________
participle, so you must
substantive
imply the noun _____________________
people/men
• What are the 2 GNC options for petentēs?
masc., pl., acc.
masc., pl., nom.
_______________________,
_______________________
– Circle which one is correct
• impatiēns modifies _____________________
and refers to
illa
_____________________
Daphne
• The clauses quid Hymēn and quid Amor are examples of
ellipsis
verb
_____________________,
because the _____________________
is
is /est
missing, so you must imply _____________________
illa
• the subject of cūrat is _____________________
Lines 480-3
GRAMMAR QUESTIONS
/480-481/
anaphora
• The poetic device _____________________
is present in
saepe pater dīxit
these lines because ______________________________
is
repeated, and the effect is
it emphasizes her father’s persistence and urgency
that___________________________________________
________________________________________________
/482-483/
substantive
• Illa is a _____________________
demonstrative adjective, so
you must imply _____________________
woman/girl/nymph
illa
• The subject of suffunditur is _____________________,
which refers to _____________________
Daphne
illa
• exōsa modifies _____________________
• When Ovid uses the phrase velut crīmen, he is making a
comparison between a “crime” and taedās iugālēs using the
Latin word velut (just like). This type of poetic device is called
simile .
ōra
• pulchra modifies _____________________
Propositum: DWBAT translate authentic lines of Ovidian poetry
including chiasmus and anaphora
5/13/14
Facite Nunc:
1. Take out your ‘Daphne and Apollo: Lines 474-484’ handout
1. Wait to receive your new seating assignment
2. Wait to receive back your quiz from yesterday.
1.
This quiz is HIGH STAKES. You have the ability (and are encouraged to) re-take
it as many times as you need to in order to earn a perfect score
PENSUM #121:
ANNOTATION QUIZ TOMORROW
MIDTERM EXAM on Wednesday 5/21
Lines 477-80
GRAMMAR QUESTIONS
/477-480/
substantive
• Multī is a _____________________
adjective, and its gender is
masc. so you must imply the noun _____________________
men
• illam is a _____________________
demonstrative adjective, so
substantive
you must imply _____________________
woman/girl/nymph
• petentēs is a _____________________
participle, so you must
substantive
imply the noun _____________________
people/men
• What are the 2 GNC options for petentēs?
masc., pl., acc.
masc., pl., nom.
_______________________,
_______________________
– Circle which one is correct
• impatiēns modifies _____________________
and refers to
illa
_____________________
Daphne
• The clauses quid Hymēn and quid Amor are examples of
ellipsis
verb
_____________________,
because the _____________________
is
is /est
missing, so you must imply _____________________
illa
• the subject of cūrat is _____________________
Apollo and Daphne: Lines 480-4
Group work (25 minutes)
For lines 480-4
• Annotate, answer grammar questions for, and translate
lines 480-4
• BONUS! Find 2 anaphorae in lines 480-484
• In the NOTES box, answer the following question:
– What is the significance of Daphne’s emulation of Diana
(474-480) and how, in the context of this story, is it ironic?
(pg. 13 of Master Text)
• I will collect 1 worksheet from your table at random at
the end of the recitation for a CLASSWORK GRADE
Lines 480-3
GRAMMAR QUESTIONS
/480-481/
anaphora
• The poetic device _____________________
is present in
saepe pater dīxit
these lines because ______________________________
is
repeated, and the effect is
it emphasizes her father’s persistence and urgency
that___________________________________________
________________________________________________
/482-483/
substantive
• Illa is a _____________________
demonstrative adjective, so
you must imply _____________________
woman/girl/nymph
illa
• The subject of suffunditur is _____________________,
which refers to _____________________
Daphne
illa
• exōsa modifies _____________________
• When Ovid uses the phrase velut crīmen, he is making a
comparison between a “crime” and taedās iugālēs using the
Latin word velut (just like). This type of poetic device is called
simile .
ōra
• pulchra modifies _____________________
Discussion Question
(pg. 13 of Master Text)
• What is the significance of Daphne’s
emulation of Diana (474-480) and how, in the
context of this story, is it ironic?
Propositum: DWBAT identify and translate potential subjunctive verb
forms in the present tense
5/14/14
Facite Nunc:
1. Take a ‘Introduction to the Subjunctive’ handout from the front of
the room
1. Take out a black/blue pen for your annotations quiz
1. After your quiz is over, wait to receive back your Classwork
Submission from yesterday and review it with your table members
PENSUM #122:
Finish your ‘Introduction to the Subjunctive’ handout in full
*Make-ups for GNC quiz today and tomorrow
MIDTERM EXAM on Wednesday 5/21
QUIZ: Annotation
• Take 5 minutes to complete your quiz
R3
TABULA NUMERUS
AESTIMATIO
1
2
3
4
59
59
56
56
5
6
7
52
45
42
R5
TABULA NUMERUS
AESTIMATIO
1
2
3
4
59
52
37
?
5
33
DEFINITION
– The DEFINITION of a verb tells you basic MEANING of
the verb (ex. love, run, see). The definition of a
verb is contained within its stem or root. The stem
BEGINNING
of a verb is located at the _________________
of
the verb form.
– Ex. the DEFINITION of amābāmus is “love” (stem =
amā)
PERSON AND NUMBER
– The PERSON AND NUMBER of a verb tell you WHO the
subject of the verb is (ex. I, you, he/she/it, we, you
all, they). There are 6 person number
combinations. The person and number can be
found at the _________________
of the verb
END
form.
– Ex. the PERSON AND NUMBER of amābāmus is 1st
person plural (person and number ending = -mus)
TENSE AND ASPECT
– The TENSE AND ASPECT of a verb tell you WHEN AND HOW the
verb is being done. There are 6 tenses and many different
aspects (ex. simple, progressive, completed, continual,
etc.). Aspect is decided by tense and if more than one is
possible, the best aspect is decided based on CONTEXT by
the reader/listener. The tense of a verb can be determined
MIDDLE
by looking at the infix/tense sign in the _______________
of the verb form or looking at the principal part and ending
used in the verb form.
– Ex. the TENSE of amābāmus is imperfect (tense sign/infix = bā-) and the ASPECT could be either habitual (used to love)
or continuous (was loving)
VOICE
– The VOICE of a verb tells you whether the subject
of a verb is DOING or RECEIVING the action of the
verb. The voice of a verb can either be ACTIVE (if
the subject is doing the action of the verb) or
PASSIVE (if the subject is receiving the action of
the verb)
– Ex. the VOICE of amābāmus is active because the
subject “we” are doing the action of loving.
MOOD
– The MOOD of a verb tells you MODE OR MANNER in which
the verb is expressed to the reader/listener. You are
already familiar with two of the three Latin moods,
the INDICATIVE, which “indicates” real actions that
definitely have occurred in the past, or are occurring
in the present, or that likely will occur in the future,
and the IMPERATIVE, which commands someone to
undertake and action that is not yet going on.
– Ex. the MOOD of amābāmus is indicative, because it
indicates that we are in fact loving someone/thing
now in present time, in actuality
The Subjunctive Mood
– The SUBJUNCTIVE mood, in contrast to the indicative (which is
the mood of factuality and actuality), is the mood of potential,
tentative, hypothetical, ideal, or sometimes unreal, action.
– In English, the subjunctive is expressed by adding helping words
to verb forms, like “were”, “would” to indicate actions that are
hypothetical, or “might”, “may”, “should”, “may have”, and
“would have” to express potential or ideal actions
• Ex. “If I were queen of the world, I would end hunger and poverty…”
(but in reality, I’m not)
• “I should leave at 4, if I am going to get to this appointment on
time…” (but in reality, I may not)
• “I might see you later, if I don’t have too much homework to do…”
(but in reality, I might not)
1st Conjugation
PRESENT SUBJUNCTIVE
How does the SUBJUNCTIVE form differ from the indicative
form for the 1st conjugation? ā  ē in present stem
2nd Conjugation
PRESENT SUBJUNCTIVE
• How does the SUBJUNCTIVE form differ from the
indicative form for the 2nd conjugation? ē  eā in present stem
3rd Conjugation
PRESENT SUBJUNCTIVE
• How does the SUBJUNCTIVE form differ from the
indicative form for the 3rd conjugation? i  ā in present stem
3rd –io and 4th Conjugation
PRESENT SUBJUNCTIVE
• How does the SUBJUNCTIVE form differ from the indicative
form for the 3rd –io and 4th conjugations? i/ī  iā in present stem
Present Subjunctive Vowel
Changes
She wears a diamond
3rd io/4th
__
1st __
3rd __
2nd __
We beat a liar
POTENTIAL SUBJUNCTIVES
• The potential usage of the subjunctive is used to
express an action that might possibly or
conceivably occur.
• We translate potential subjunctives using the
words “would”, “could”, “might”, or “may”
– dīcās eum hominem bonum esse.
• You would say that he is a good man;
• you could say that he is a good man;
• you might say that he is a good man.
Exerceāmus!
• Group work (10 minutes)
– Directions: Translate the following sentences
either from Latin into English. Double underline
the potential subjunctives in each one.
Propositum: DWBAT translate authentic lines of Ovidian poetry
including simile
5/14/14
Facite Nunc:
1. Take two handouts from the front of the room:
1.
2.
DAPHNE AND APOLLO: Lines 485-492
PRESENT SUBJUNCTIVE PRACTICE
2. Complete #1-3 in the chart of your ‘Present Subjunctive Practice’
handout
3. Review:
1.
What are the vowel changes for each conjugation of verb for the present
subjunctive?
PENSUM #123:
Annotate, answer grammar questions for and translate through line 491
*Make-ups for GNC quiz TODAY only
MIDTERM EXAM on Wednesday 5/21
PRESENT SUBJUNCTIVE PRACTICE
3rd
INDICATIVE
dīcat “he could say”
1st
SUBJUNCTIVE
dās “you give”
1st
INDICATIVE
optēs “you might want”
Exerceāmus!
POTENTIAL SUBJUNCTIVE PRACTICE
Directions: Translate the following sentences based on lines 485491 including potential subjunctive verbs. Double underline
the verbs in the subjunctive mood.
1. Daphnē cupiat esse virgō perpetuē sī potest.
Daphne might want to be a virgin forever if she is able (to).
Apollo and Daphne: Lines 485-9
ANNOTATION
485.inque* patris blandīs haerēns cervīce lacertīs
486.“Dā mihi perpetuā, genitor cārissime,” dīxit,
487.“virginitāte fruī; dedit hoc pater ante Diānae.”
488.Ille quidem obsequitur; sed tē decor iste, quod optās,
489.esse* vetat, vōtōque tuō tua fōrma repugnat.
Look up the verbs fruor and repungō. What is different
about these verbs?
Apollo and Daphne: Lines 485-9
Group work (20 minutes)
For lines 485-9
• Annotate, answer grammar questions for, and
translate lines 485-9
• I will give each group a check of their work by
the end of the recitation
Propositum: DWBAT translate authentic lines of Ovidian poetry
including simile
5/16/14
Facite Nunc:
1. Take out your DAPHNE AND APOLLO: Lines 485-492 handout for correction
and inspection
1.
If you have not finished your HW through line 491, take a seat at a back table of
the room
PENSUM #124:
Complete your Present Subjunctive Practice handout in full
*Make-ups for ANNOTATION quiz TODAY and MONDAY
MIDTERM EXAM on Wednesday 5/21
Lines 485-7
GRAMMAR questions
/485-487/
• Prepositions must be followed by words of the following cases:
accusative
_____________________
or _____________________.
What is the
ablative
cervice
object of the preposition in? _____________________
• haerēns refers to _____________________
Daphne
imperative
• Dā is a verb in the _____________________
mood
• cārissime is an adjective in the _____________________
degree
superlative
ablative
• perpetuā virginitāte are in the _____________________
case
because it follows the verb _______________________
fruor
• What word should be implied in the clause ‘Dā mihi perpetuā
virginitāte fruī’? ability/power
neut. sg. nom.
• What are the 2 GNC options for hoc? __________________
/
neut. sg. acc.
__________________
– Circle which one is correct
Apollo and Daphne: Lines 485-7
ANNOTATION and TRANSLATION
485.inque* patris blandīs haerēns cervīce lacertīs
486.“Dā mihi perpetuā, genitor cārissime,” dīxit,
487.“virginitāte fruī; dedit hoc pater ante Diānae.”
and clinging on the neck of her father with coaxing arms
she said, “Give to me, dearest father, (the ability) to
enjoy eternal virginity; a father gave this (gift) to Diana before.”
What is different about the verb fruor?
/488-489/
substantive
• ille is a _____________________
demonstrative adjective, so you must imply
man/father/god
_____________________
• iste modifies the noun decor
• tē is the direct object of the verb vetat
• *translate esse as “from being”
Apollo and Daphne: Lines 488-9
ANNOTATION and TRANSLATION
488.Ille quidem obsequitur; sed tē decor iste, quod optās,
489.esse* vetat, vōtōque tuō tua fōrma repugnat.
What is different about the verb repungō?
That (father) indeed obeys; but that beauty of yours
prohibits you from being (that) which/what you want (to be),
and your form opposes your vow.
GRAMMAR questions
lines 490-2
/490-491/
perfect passive
• vīsae is a _____________________
_____________________
participle that modifies _____________________
Daphnēs
• What is the GNC case of Daphnēs? _____________________
fem. gen. sg.
substantive
• ille is a _____________________
demonstrative adjective, so you
man/god
must imply _____________________
/492/
• When words like utque (just as) introduce a comparison, they
simile
create a poetic device called _____________________.
• dēmptīs… aristīs is an example of the grammar construction called
ablative absolute
_____________________.
The best clausal translation of this
phrase is _____________________.
temporal
Apollo and Daphne: Lines 490-2
ANNOTATION and TRANSLATION
490.Phoebus amat vīsaeque cupit cōnūbia Daphnēs*,
491.quodque cupit, spērat, suaque illum ōrācula fallunt.
492.Utque levēs stipulae dēmptīs adolentur aristīs,
Apollo loves and desires a marriage of (with) Daphne having been seen
(once she is seen by him)
and what he desires, he hopes for, and his oracular powers deceive that (god).
And just as gentle stalks are burned after (their) grains have been removed,
Comprehensiō
1. What is the difference between cupit and sperat?
2. What is the significance of Ovid’s comment on
suaque illum ōrācula fallunt? (Think, what is Apollo
the god of?)
3. Although we haven’t yet read line 493, what
message do you predict the simile will convey?
Propositum: DWBAT assess their comprehension of lines 453-492 of
Ovid’s Apollo and Daphne myth through a practice Midterm exam
5/19/14
Facite Nunc:
1. Take a ‘Term 4 PRACTICE MIDTERM’ from the front of the room
1.
Take out your Present Subjunctive Practice worksheet for inspection
2.
Skim your Practice Midterm and annotate for any questions you have on content
or format
PENSUM #125:
*Make-ups for ANNOTATION quiz TODAY
MIDTERM EXAM on Wednesday 5/21
Term 4 Practice Midterm
• Silently and independently work on
completing your Term 4 Practice Midterm
• DO NOT use your notes
• HIGHLIGHT words/questions you are stuck
on/having trouble with
– N.B.: Participles should have 2 annotations, one
for case and 1 underline
ANNOTATION AND TRANSLATION
Lines 454-455
454 Dēlius hunc nūper, victō serpente superbus,
455 vīderat adductō flectentem cornua nervō,
Apollo, proud because the snake (had been/was) defeated, recently
had seen this (man/boy/god), bending his bow with a pulled back
string.
ANNOTATION AND TRANLSATION
Lines 456-457
456 “Quid” que, “tibī, lascīve puer, cum fortibus armīs?”
457 dīxerat; “Ista decent umerōs gestāmina nostrōs,
And he had said, “What is it to you, playful boy, with strong weapons?
Those weapons of yours are suitable for our (my) shoulders.”
DAPHNE AND APOLLO: Lines 458-460
ANNOTATE AND TRANSLATE
458.quī dare certa ferae,* dare vulnera possumus hostī,
•
•
we (I) who are (am) able to give certain (fatal) (wounds) to a wild
beast, to give (fatal) wounds to an enemy,
PART II: GRAMMAR AND POETIC DEVICES
Lines 466-469
1.
2.
3.
4.
5.
6.
7.
8.
The poetic device chiasmus is present in the words
_______________________________________
sagittiferā…duo tēla pharetrā
and the image created is
a quiver encompassing/holding two arrows
The grammar construction ablative absolute is present in the words
_______________________________________
ēlīsō…aere
Describe the image that is created by the clause elīsō percussīs aere
pennīs:
Cupid beating his wings so rapidly that they seem to cut
through the very air as if it were a tangible form
substantive
impiger is a _____________________
adjective, and the reader can
god/man/boy
imply _____________________
pharetrā
The object of the preposition ē is _____________________
hoc and illud are _____________________
demonstrative adjectives
substantive
and they imply the Latin noun _____________________
from the text
tēlum
Propositum: DWBAT assess their comprehension of lines 453-492 of
Ovid’s Apollo and Daphne myth through a practice Midterm exam
5/20/14
Facite Nunc:
1. Take out your ‘Term 4 PRACTICE MIDTERM’ packet
1. Take a ‘Term 4 Midterm Review’ handout from the front of the
room and begin working on it with your table members
PENSUM #126:
MIDTERM EXAM TOMORROW!!!
Define the following poetic devices:
• Anaphora
– Repetition of a word or phrase at the beginning of
successive sentences or clauses
• Chiasmus
– interlocking word order in an ABBA pattern to create a
word picture
• Ellipsis
– omission of a word (verb) in a clause or sentence which
must be implied by the reader
• Simile
– comparison of two things using ut(que) or velut
• Tricolon
– list of 3 words/clauses without conjunctions
Present Subjunctives
• Translate with one of these 4 English words
(whichever sounds best in context):
might
may
– _____________________,
_____________________,
would
could
_____________________,
_____________________
• Remember the stem vowels with the useful
acronym:
She wears a diamond
_____________________________________
–
–
–
–
‘ē’
1st conjugation Stem Vowel = ________
‘eā’
2nd conjugation Stem Vowel = ________
‘ā’
3rd conjugation Stem Vowel = ________
‘iā’
3rd-io/4th conjugation Stem Vowel = ________
Term 4 Practice Midterm
• Silently and independently work on
completing your Term 4 Practice Midterm
• DO NOT use your notes
• HIGHLIGHT words/questions you are stuck
on/having trouble with
PART II: GRAMMAR AND POETIC
DEVICES
7. The clause innūptaeque aemula Phoebēs is
ellipsis
an example of _____________________,
verb
because the _____________________
is
missing, so you must imply
est
_____________________
8. The Gender, Number, Case (GNC) of Phoebēs
fem., sg., gen.
is _____________________
PART II: GRAMMAR AND POETIC
DEVICES
9. One poetic device present in these lines is
anaphora and the effect is that
it emphasizes Peneus’ persistence in requesting that
Daphne start a family
dative
10.mihi is in the _____________________
case
11.The best translation of dēbēs in these lines is
you owe / you ought (to give )
Term 4 MIDTERM EXAM
• You have the entire recitation to complete your
exam
• You may detach your text page from your packet,
but be sure to re-staple it before you turn it in
• All of your final answers must be in PEN!
• If you encounter a vocabulary word that has NOT
been on one of your vocabulary lists and you
would like its definition, ask and I will write it on
the board
Propositum: DWBAT compare and contrast similes and figurative
language in Ovid’s Daphne & Apollo
5/22/14
Facite Nunc:
1. Take a ‘Daphne and Apollo: Lines 492-4’ handout from the front of
the room
2. Review with your table members:
1.
2.
What was the simile that began in line 492?
What two things was it comparing?
PENSUM #127:
Nihil pensum hodie
Utque levēs stipulae dēmptīs
adolentur aristīs,
Lines 492-4
ANNOTATION and TRANSLATION
492. Utque levēs stipulae dēmptīs adolentur aristīs,
493. ut facibus saepēs ardent, quās forte viātor
prīmā
494. vel nimis admōvit vel iam sub lūce relīquit,
Just as gentle stalks are burned ritually after (their) grains have been removed,
as hedges burn from torches,which a traveler either by chance moves too close to
or (which) he had left just under first light (before dawn)
ut facibus saepēs ardent
Similes and Figurative Language:
Compare and Contrast
•In lines 492-494, two similes are created…
stipulae
saepēs
1. What happens to them?
They are burned ritually after their
grains are harvested (line 492)
They are burned by chance by someone
who either gets too close to them with
his torch or leaves his torch behind as
daylight is breaking (lines 493-4)
Similes and Figurative Language:
Compare and Contrast
•In lines 492-494, two similes are created…
stipulae
2. Who does this? Is their action intentional
or unintentional?
By a farmer, presumably, intentionally
(adolentur- ritual burning)
saepēs
By a traveler, by accident (forte, viator)
Similes and Figurative Language:
Compare and Contrast
•In lines 492-494, two similes are created…
stipulae
saepēs
3. What is the result of this action?
The stalks are burned down (stipulae
adolentur) and the soil becomes more
fertile for the next season
The hedges burn down (facibus saepēs
ardent), and the soil becomes more
fertile
Similes and Figurative Language:
Compare and Contrast
•In lines 492-494, two similes are created…
stipulae
saepēs
5. Who/what creates intentional love?
Who/what creates the unintentional love?
Use the evidence from lines 452-453 below
to guide your response
Cupid’s cruel anger (saeva Cupidinis īra)
creates intentional love
Ignorant chance (fors ignara) creates
unintentional love
Similes and Figurative Language:
Compare and Contrast
•In lines 492-494, two similes are created…
stipulae
4. Which is a more accurate depiction of
the love created in Apollo? Why?
The simile of the stalks, because they
are burned by someone intentionallyCupid’s anger causes Apollo to love
saepēs
The simile of the hedges because
Apollo is affected by a sudden,
unexpected burning love coming from
an unknown source. The hedges are
burned by torches, like torches of love.
Similes and Figurative Language:
Compare and Contrast
Group Work:
•Discuss questions 6-7 in groups
•Choose 1 person to report out the main points of your
discussion to the class
stipulae
6. What does this simile say about Apollo’s
fate?
7. What does it say about Cupid’s revenge?
saepēs
Propositum: DWBAT annotate, grammatically analyze, and translate
authentic lines of Ovidian poetry
5/23/14
Facite Nunc:
1. Take a ‘Daphne and Apollo: Lines 493-500’ handout from the front
of the room
1. Take out your Master Text and Translation
1.
SKIP lines 493-4 for now, start your translation at 495
PENSUM #128:
Annotate, answer grammar questions, and translate through line 500
Apollo and Daphne: Lines 495-500
Group work (30 minutes)
For lines 495-500
• Annotate, answer grammar questions for, and translate
lines 495-500
• BONUS! Find 1 PRESENT SUBJUNCTIVE verb form and
highlight it
• In the NOTES box, answer the following question:
– What is the tone of Apollo’s question in line 498, serious or
comic?
• I will collect 1 worksheet from your table at random at the
end of the recitation for a CLASSWORK SUBMISSION GRADE
R5 NLE Awards
•
•
•
•
•
•
•
Alecia – Gold Summa Cum Laude
Barbara – Silver Maxima Cum Laude
Marchellino – Magna Cum Laude
Xue Ling – Magna Cum Laude
Kevin – Magna Cum Laude
Gimel – Cum Laude
Anaya - Cum Laude
R3 NLE Awards
•
•
•
•
•
•
•
•
Ozichi – Silver Maxima Cum Laude
Manpreet – Magna Cum Laude
Jenny – Magna Cum Laude
Ferdi – Magna Cum Laude
Patrick – Magna Cum Laude
Nefertari – Magna Cum Laude
Tony – Cum Laude
Maya – Cum Laude
Propositum: DWBAT annotate, grammatically analyze, and translate
authentic lines of Ovidian poetry
5/27/14
Facite Nunc:
1. Take a ‘Daphne and Apollo: Lines 501-507’ handout from the front
of the room
1. Take out your ‘Lines 493-500’ handout for correction and inspection
2. Take out your Master Text and Translation
PENSUM #129:
Translate, annotate, answer grammar questions for lines 501-503
SUBJUNCTIVE quiz on MONDAY 6/2
Daphne & Apollo: Lines 495-6
Grammar Questions
/495-496/
accusative
• in is followed by the ____________________
case; thus, it should be translated as
into
____________________
pectore
• tōtō modifies ____________________
gerund
• spērandō is a ____________________
(in terms
of part of speech). It is in the
ablative
____________________
• The subject of abiit, ūritur and nūtrit is
____________________
deus (Apollo)
Daphne & Apollo: Lines 495-6
Annotation and Translation
495.sīc deus in flammās abiit, sīc pectore tōtō
496.ūritur, et sterilem spērandō nūtrit amōrem.
thus/in this way the god departs (falls) into the flames (of love),
in this way he is burned in his whole heart and nourishes a
barren love by hoping (for it).
Daphne & Apollo: Lines 497-500
Grammar Questions
/497-500/
head
• spectat is a ____________________
verb; thus, it
introduces ____________________
it should be followed
indirect speech
that
by the English word ____________________
and a subject
accusative
in the ____________________
case
• What is the implied subject of cōmantur? capillī
present
• micantēs is a ____________________
active
____________________
participle, and it modifies
____________________
oculōs
• similēs makes a comparison between
oculōs
sīderibus
____________________
and ____________________;
this
is an example of the poetic device ____________________
simile
• What is the antecedent of quae? ____________________
ōscula
Daphne & Apollo: Lines 497-500
Annotation and Translation
497.Spectat inōrnātōs collō pendēre capillōs,
498.et “Quid, sī cōmantur?” ait; videt igne micantēs
499.sīderibus similēs oculōs; videt ōscula, quae nōn
500.est* vīdisse satis; laudat digitōsque manūsque
He sees that (her) hairs hang disheveled on (her) neck
and he says, “What, if they could be combed?”;
he sees (her) eyes twinkling similar to stars; he sees (her) lips,
which it is not enough (merely) to have seen;
he praises both (her) fingers and (her) hands
Apollo and Daphne: Lines 501-507
Group work (20 minutes)
For lines 501-507
• Annotate, answer grammar questions for, and
translate lines 501-507
Propositum: DWBAT annotate, grammatically analyze, and translate
authentic lines of Ovidian poetry
5/28/14
Facite Nunc:
1. Take out your ‘Lines 501-507’ handout for correction and inspection
2. Take out your Master Text and Translation
3. Wait to receive back your Classwork Submission for Lines 493-500
and review it with your table members
PENSUM #130:
SUBJUNCTIVE quiz on MONDAY 6/2
R5
TABULA NUMERUS
AESTIMATIO
1
2
3
4
59 + 81 = 140
52 + 56 = 108
37 + 45 = 82
? + 45 = 45
5
33 + 38 = 71
Apollo and Daphne: Lines 501-507
Group work (25 minutes)
For lines 504-7
• Annotate, answer grammar questions for, and
translate lines 504-507
• You should have 20 annotations in total for
these lines
Apollo and Daphne: Lines 501-503
Grammar Questions
/501-503/
• bracchia & lacertōs are direct objects, governed over by the verb (line 500):
__________________
laudat
lacertōs
• nūdōs is an adjective modifying ____________________________________
• Between lines 500-501, Apollo praises 4 things: digitōs, manūs, bracchia and
tetracolon
lacertōs. This poetic device is called ____________________________________,
and the effect is that creates a sense of urgency, highlighting Apollo’s
___________________________________________________________________
excitement
___________________________________________________________
deus (Apollo)
• The subject of putat is __________________
head
• putat is a __________________
verb and it introduces
indirect speech
____________________________________.
It should be followed by a subject in
the __________________
case and a verb in the __________________
form, so
accusative
infinitive
contextually in English we can imply the subject __________________ and the
verb __________________.
esse
illa (Daphne)
• The subject of fugit is __________________
illa (Daphne)
nominative
• ōcior is in the__________________
case and it describes __________________.
ōcior is a positive/ comparative/ superlative adjective. It is followed by a noun in
the __________________
ablative
case.
dative
sing.
• Number/ Case options for levī are: _______________,
_______________
OR_______________,
_______________
ablative
singular
• levī modifies __________________
(circle which Number/ Case option is correct).
aurā
substantive participle; the reader must imply
• revocantis is a __________________
man/god
__________________.
Apollo and Daphne: Lines 501-503
Annotation and Translation
501.bracchiaque et nūdōs mediā plūs parte* lacertōs;
502.sī qua* latent, meliōra putat.
Fugit ōcior aurā
503. illa levī neque ad haec revocantis verba resistit:
and (he praises) (her) arms and (her) shoulders naked by
more than the middle (more than half-exposed);
if anything lies hidden, he thinks that (those) things/it (is) better.
That (girl) flees more swiftly than a light breeze and does not
pause at these words of the man/god calling (her) back:
Apollo and Daphne: Lines 504-7
Grammar Questions
• /504-507/
Apollo
• The speaker at the start of line 504 is __________________,
who is
Daphne
talking to __________________
• nympha is in the __________________
case
vocative
imperativ mood
• manē is in the __________________
• The clauses Sīc agna lupum
e and sīc cerva leōnem are examples of
__________________,
because the __________________
is missing. You
ellipsis
verb
fugit
should imply one from a nearby clause: __________________
• The repetition of Sīc...Sīc…Sīc… is an example of the poetic device
__________________.
anaphora
Sīc...Sīc…Sīc… also creates a list of 3 ideas, and
tricolon
this poetic device is called
__________________
ellipsis
• The clause hostēs quaeque suōs is an example of __________________,
verb
because the __________________
is missing. You should imply
fugiunt
__________________.
gerund
• sequendī is a __________________
(part of speech), and it’s in the
genitive
__________________
case.
Apollo and Daphne: Lines 504-7
Annotation and Translation
504.“Nympha, precor, Pēnēi, manē! Nōn īnsequor hostis;
505.nympha, manē! Sīc agna lupum, sīc cerva leōnem,
506.sīc aquilam pennā fugiunt trepidante columbae,
507.hostēs quaeque suōs; amor est mihi causa sequendī.
“Nymph of Peneus, I beg (you), stay! I do not follow (you) as an enemy;
nymph, stay! Just as the lamb flees the wolf,
just as the doe flees the lion, just as doves flee the eagle with
quivering wing(s), each (creature) flees its own enemies;
love is the cause of following for me (love is my cause of pursuing you).
Comprehensiō
• What do you think about Apollo’s choice of
simile in lines 505-507?
– Whom is he comparing himself to?
– Whom is he comparing Daphne to?
– What feelings might this arouse in Daphne?
– How does Apollo try at the end of his speech
(amor est mihi causa sequendī) to change the
simile in his favor?
R3
TABULA NUMERUS
AESTIMATIO
1
2
3
4
59 + 78 = 137
59 + 61 = 120
56 + ?
56 + 70 = 126
5
6
7
52 + 51 = 103
45 + 58 = 103
42 + 51 = 93
Propositum: DWBAT annotate, grammatically analyze, and translate
authentic lines of Ovidian poetry
5/29/14
Facite Nunc:
1. Take the following handouts from the front of the room:
1.
2.
Jussive Subjunctives and Indirect Questions
Daphne & Apollo: lines 508-513
2. Take out your Master Text and Translation
PENSUM #130:
Annotate, answer grammar questions for, and translate 508-509
SUBJUNCTIVE quiz on MONDAY 6/2 (Memorize question words for IQ)
Apollo and Daphne: Lines 504-7
Annotation and Translation
504.“Nympha, precor, Pēnēi, manē! Nōn īnsequor hostis;
505.nympha, manē! Sīc agna lupum, sīc cerva leōnem,
506.sīc aquilam pennā fugiunt trepidante columbae,
507.hostēs quaeque suōs; amor est mihi causa sequendī.
“Nymph of Peneus, I beg (you), stay! I do not follow (you) as an enemy;
nymph, stay! Just as the lamb flees the wolf,
just as the doe flees the lion, just as doves flee the eagle with
quivering wing(s), each (creature) flees its own enemies;
love is the cause of following for me (love is my cause of pursuing you).
JUSSIVE SUBJUNCTIVES
• The jussive use of the subjunctive expresses a command or
exhortation, usually in the 1st or 3rd person
• The jussive subjunctive is an independent subjunctive,
meaning it appears in the independent clause of a sentence as
the main, and often only, verb of the sentence
• Negative jussive subjunctives are introduced by the word nē
• We translate jussive subjunctives using the words “let”, “may”
or “should”.
JUSSIVE SUBJUNCTIVES
– Dīcam dē hōc librō.
Let
• ___________
me speak about this book;
May
• ___________
I speak about this book;
• I ___________
should
speak about this book.
– Nē hoc crīmen faciant.
Let
• ___________
them not commit this crime;
May
• ___________
they not commit this crime;
• They ______________
not commit this
should
crime;
Exerceāmus!
Directions: Translate the following sentences either from Latin into
English. Double underline the jussive subjunctives in each one.
1. Itaque prō patriā etiam maiōra meliōraque
nunc faciāmus.
Therefore let us now also do greater and better things for
(our) fatherland.
OR Therefore may we now also do …
1. Nē imperātor superbus crēdat sē esse
fēlīciōrem quam virum humillum.
(imperatōr, -ōris m. emperor, ruler; fēlix, fēlīcis happy; humilis, is, -e humble)
The arrogant ruler should not believe that he is happier than
the most humble man.
OR Let the arrogant ruler not believe that….
INDIRECT QUESTIONS
• Like indirect speech, indirect questions are dependent clauses
which report a question indirectly, NOT using a direct quotation
– DIRECT – They asked, “What is Gaius doing?”
– INDIRECT – They asked what Gaius was doing.
• Indirect questions use subjunctive mood verb forms
• Indirect questions are introduced by interrogative words such as:
–
–
–
–
–
–
–
quis/quī
quid
quam
quandō
cūr
ubi
unde
who
what
how
when
why
when
from where
• Subjunctive verbs in indirect questions are not translated any
differently than indicative verb forms and need no other additional
words to help translate them
INDIRECT QUESTIONS
Rogant quid Gaius faciat.
They ask what Gaius
Nesciō unde veniant.
I don’t know from where
is doing
.
.
they are coming
Exerceāmus!
Directions: Translate the following sentences either from Latin
into English. Double underline the indirect question subjunctives
in each one.
1. Apollo nescit ubi Daphnē currat, sed eam
sequētur.
Apollo does not know where Daphne is running, but he will
follow her.
1. Nympha Pēnēia mīrātur cūr deus eam
celeriter insequātur.
(mīror (1) wonder; insequor (3) pursue, chase)
The nymph of Peneus wonders why the god is quickly pursuing
her.
Apollo and Daphne: Lines 508-509
Group work (15 minutes)
For lines 508-9
• Annotate, answer grammar questions for, and translate
lines 508-9
• You should have 10 annotations in total for these lines
• There are 3 SUBJUNCTIVE VERBS in these lines- what
are they? What kinds of subjunctives are they? How
should they be translated?
– cadās  (negative) jussive “may you not fall”
– notent  (negative) jussive “let them not scar”
– sim  (negative) jussive “may I not be”
Propositum: DWBAT annotate, grammatically analyze, and translate
authentic lines of Ovidian poetry
5/30/14
Facite Nunc:
1. Take out your ‘Daphne & Apollo: lines 508-513’ handout for correction and
inspection
2.
Take out a red pen and your Master Text and Translation
3. Review:
1.
2.
3.
What are the 3 types of subjunctives we’ve learned?
What are the ways to translate each of them?
What words can introduce an indirect question?
PENSUM #131:
SUBJUNCTIVE quiz on MONDAY 6/2 (Memorize question words for IQ)
Daphne & Apollo: Lines 508-509
Grammar Questions
/508-509/
Apollo
• The speaker is __________________,
and this character is
Daphne
speaking to __________________
accusative
• Mē miserum is __________________
in case because of
this use _________________________
accusative of exclamation!
• The verbs __________________,
__________________
cadās
notent
and __________________
are all in the subjunctive mood.
sim
jussive
They are __________________
subjunctives in use.
you (Daphne)
• prōna modifies __________________
crūra
• indigna modifies __________________
I
• The subjective of sim grammatically is_________________,
Apollo
which refers to __________________
• This couplet lists 3 of Apollo’s outbursts, or 3 linked ideas
that all cause his anxiety. This poetic device is called
tricolon
__________________
Daphne & Apollo: Lines 508-509
Annotation and Translation
508. Mē miserum- nē prōna cadās, indignave* laedī
509. crūra notent sentēs, et sim tibi causa dolōris!
Miserable me- may/let you not fall head first, let brambles not
scar (your) legs, unworthy to be wounded (of being wounded)
and let me not be a cause of pain for you!
Apollo and Daphne: Lines 510-513
Group work (30 minutes)
For lines 510-513
• Annotate, answer grammar questions for, and translate
lines 510-513
• You should have 20 annotations in total for these lines
• BONUS! Highlight the word that introduces the indirect
question subjunctive
• I will collect 1 at random from your group by the end of
the recitation to grade. That grade will be added to
your Classwork aestimatiō
R3
TABULA NUMERUS
AESTIMATIO
1
2
3
4
59
59
56
56
5
6
7
52
45
42
R3
TABULA NUMERUS
AESTIMATIO
1
2
3
4
59 + 78 = 137
59 + 61 = 120
56 + ?
56 + 70 = 126
5
6
7
52 + 51 = 103
45 + 58 = 103
42 + 51 = 93
Propositum: DWBAT exhibit their understanding of subjunctive mood
verbs on a quiz assessment; conjugate and translate subjunctive verbs in
the imperfect tense
6/2/14
Facite Nunc:
1. Take an ‘Imperfect Tense Subjunctive Verbs’ handout from the front
of the room
2. Take out your ‘Daphne & Apollo: lines 508-513’ handout for collection. (I will
announce whose work I will be collected from your group momentarily)
3.
Take out a black/blue pen for your quiz
PENSUM #132:
Complete your ‘Imperfect Tense Subjunctive Verbs’ handout in full
TRANSLATIŌ on Monday 6/9
Quiz: Subjunctive Mood
• You have 15 minutes to complete your quiz
• Vocabulary is provided at the bottom of the
back side of the page
IMPERFECT TENSE SUBJUNCTIVE VERBS
STATIM:
• Complete the following blanks as review
The IMPERFECT Tense for the
Subjunctive Mood
CONJUGATION
• Examine the following IMPERFECT tense subjunctives
below and try to determine how IMPERFECT tense
subjunctive verbs are conjugated for ALL 5 conjugations.
1ST CONJUGATION, IMPERFECT TENSE
The IMPERFECT Tense for the
Subjunctive Mood
CONJUGATION
2ND CONJUGATION, IMPERFECT TENSE
The IMPERFECT Tense for the
Subjunctive Mood
CONJUGATION
3RD CONJUGATION, IMPERFECT TENSE
The IMPERFECT Tense for the
Subjunctive Mood
CONJUGATION
4TH CONJUGATION, IMPERFECT TENSE
The IMPERFECT Tense for the
Subjunctive Mood
• How is the IMPERFECT tense of the
subjunctive mood formed for ALL
conjugations?
•
2nd PP
(ending with a long ‘e’) +Imperf. Personal
endings
The IMPERFECT Tense for the
Subjunctive Mood
• For DEPONENT verbs:
2nd PP
•
-ī + ē *+ Passive Personal Endings
• *For 3rd conjugation: 2nd PP - ī + erē + Passive
Personal
Endings
The IMPERFECT Tense for the
Subjunctive Mood
TRANSLATION
• The rules for translating subjunctives are exactly the same for the
imperfect tense as the ones you have learned for the present tense.
The only difference is that the verbs themselves will be translated as
imperfect tense verbs.
•
– Ex. Dīcās eum hominem bonum esse. (PRESENT TENSE potential
subjunctive)
• You might say that he is a good man;
• You would say that he is a good man;
– You could say that he is a good man.
– Dīcerēs eum hominem bonum esse. (IMPERFECT TENSE potential
subjunctive)
• You would have been saying/would have said that he was a good man.
• You could have been saying/could have saidthat he was a good man.
• Youmight have been saying/might have saidthat he was a good man.
EXERCEĀMUS!
1. Daphnē mirāta est cūr Phoebus eam
insequerētur.
(mīror (1) to wonder)
– Subjunctive verb: insequerētur
– Type of subjunctive (circle one): Jussive /
Potential / Indirect Question
– Translate sentence:
Daphne wondered why Apollo was pursuing her.
Independent Work
EXERCEĀMUS! TRANSLATION
• Directions: For each of the sentences, identify
the subjunctive verb, circle the type of
subjunctive verb it is, and translate the
following sentences from English into Latin
Propositum: DWBAT translate authentic lines of Ovidian poetry
including subjunctive verb forms
6/3/14
Facite Nunc:
1. Take out your ‘Imperfect Tense Subjunctive Verbs’ handout for
inspection and a red pen
2. Take a ‘Daphne and Apollo: Lines 513-515’ handout from the front
of the room and place it into your Class Notes section
3. Wait to receive back your quiz from yesterday
PENSUM #133 (DUE FRIDAY):
TRANSLATE ONLY lines 515-520 (as practice Translatiō)
TRANSLATIŌ on Monday 6/9
EXERCEĀMUS
2 Phoebus nōn cuperet sentēs notāre crūra
Daphnēs.
– Subjunctive verb: cuperet
– Type of subjunctive (circle one): Jussive /
Potential / Indirect Question
– Translate sentence:
Let/may Apollo not desire (for) the brambles to scar
Daphne’s legs.
EXERCEĀMUS
3. Peneus nesciēbat quam suam fīliam
adiuvāret.
(adiuvō (1) to help, aid)
– Subjunctive verb: adiuvāret
– Type of subjunctive (circle one): Jussive /
Potential / Indirect Question
– Translate sentence:
Peneus was not knowing (didn’t know) how he
(could/would) help his daughter.
EXERCEĀMUS
4. nympha virginitātem tenēre posset sī tam
pulchra nōn erat.
(tam so)
– Subjunctive verb: posset
– Type of subjunctive (circle one): Jussive /
Potential / Indirect Question
– Translate sentence:
The nymph might/would be able to hold (keep) (her)
virginity if she was (were) not so beautiful.
Apollo and Daphne: Lines 513-515
Group work (25 minutes)
For lines 513-515
• Annotate, answer grammar questions for, and translate
lines 513-515, and answer the CONTEXT CHECK
question at the bottom
• You should have 10 annotations in total for these lines
• BONUS! Underline subjunctive verb and ID what type
of subjunctive it is
• Raise your hand for a groupwork CHECK when you are
done
Propositum: DWBAT translate authentic lines of Ovidian poetry at sight
in order to assess their current skills in preparation for the Term 4
6/6/14
Translatiō
Facite Nunc:
1. Take a ‘Term 4 Practice Translatiō’ from the front of the room
2. Take out your ‘Daphne and Apollo: lines 515-526’ handout for
inspection
3. Take out a red pen
PENSUM #134:
TRANSLATIŌ on Monday!!!
OPTIONAL: Translate lines 521-526. Answer Key will be on the website
Term 4 Translatiō (20%)
• 4-5 lines from Ovid’s Metamorphoses
• Adjusted rubric – vocabulary weight will be
reduced from 25% to 10%
• Annotation is HIGHLY RECOMMENDED but not
graded
• Put ALL inferences, substantives, non-literal
translations in parentheses
Term 4 Practice Translatiō
• Work on your Practice Translatio silently and
independently
• DO NOT CONSULT YOUR NOTES!
• When you are done, take out your red pen
and consult your answer key on the last page
to correct your work
– Mark G for grammatical mistakes
– Mark V for vocabulary mistakes
– Mark S for semantic/syntactic mistakes
Lines 515-520 ANSWER KEY
515.
...Mihi Delphica tellūs
The Delphic land and Claros and Tenedos and the shrine of Patarea
516.et Claros et Tenedos Patarēaque rēgia servit;
serve (to) me/are servants of (to) me;
517.Iuppiter est genitor; per mē quod eritque fuitque
Juppiter is (my) father; through me what will be and (what) was
518.estque patet; per mē concordant carmina nervīs.
and (what) is revealed; through me songs harmonize on strings (of a lyre).
519.Certa quidem nostra est, nostrā tamen ūna sagitta
Indeed my (arrow) is certain (sure), (though) still one arrow is more certain
520.certior, in vacuō quae vulnera pectore fēcit.
than mine, (the one) which made wounds/(wounded) (in) an empty
(loveless) heart.
Propositum: DWBAT translate authentic lines of Ovidian including poetic
devices
6/10/14
Facite Nunc:
1. Take a ‘Daphne & Apollo: Lines 533-538’ from the front of the room
1. Take out a highlighter/different colored pen
2. Discuss the following questions with your table members:
1.
2.
3.
4.
On the Translatiō, I think I did ________ well…
On the Translatiō, I think I could have done _________ better…
On thing that was expected on the Translatiō was….
One thing I could have felt more prepared for was…
PENSUM #135:
Complete your D&A Lines 533-538 handout in full
Apollo and Daphne: Lines 533-538
Group work (25 minutes)
For lines 533-538
• Annotate and translate lines 533-538
– Skip grammar questions for now
• Note – Where are the implications you need to
make?
• BONUS! Underline subjunctive verb and ID what
type of subjunctive it is
• Raise your hand for a groupwork CHECK when
you are done
Lines 533-538
533.ut canis in vacuō leporem cum* Gallicus arvō
just like when a Gallic dog sees a hare in an empty field
534.vīdit, et hic praedam pedibus petit, ille salūtem-
petit
and this (dog) seeks (his) prey by/on foot (feet), that (hare) (seeks)
leporem
saftey
535.alter inhaesūrō similis iam iamque tenēre
praedam
now one hopes to hold (its prey) similar to (one) about to stick to
(the hare) with its teeth
536.spērat, et extentō stringit vēstīgia rōstrō;
and draws close to (its) tracks with an outstretched muzzle;
537.alter in ambiguō est an sit comprēnsus, et ipsīs
the other is uncertain whether it is caught, and
538.morsibus ēripitur, tangentiaque ōra relinquitis ripped from the jaws themselves, and abandons (escapes) the
touching mouth(s)
Propositum: DWBAT translate authentic lines of Ovidian including poetic
devices
6/11/14
Facite Nunc:
1. Take a ‘Daphne & Apollo: Lines 539-542’ from the front of the room
2. Take out a piece of looseleaf to take notes
3. Begin to annotate and answer grammar questions for lines 539-542
independently
PENSUM #136:
1. Complete your D&A Lines 539-542 handout in full
2. Bring your Master Text and Master Translation to class
3. IMPERFECT SUBJUNCTIVE QUIZ ON FRIDAY
Lines 533-538
533.ut canis in vacuō leporem cum* Gallicus arvō
just like when a Gallic dog sees a hare in an empty field
534.vīdit, et hic praedam pedibus petit, ille salūtem-
petit
and this (dog) seeks (his) prey by/on foot (feet), that (hare) (seeks)
leporem
saftey
535.alter inhaesūrō similis iam iamque tenēre
praedam
now one hopes to hold (its prey) similar to (one) about to stick to
(the hare) with its teeth
536.spērat, et extentō stringit vēstīgia rōstrō;
and draws close to (its) tracks with an outstretched muzzle;
537.alter in ambiguō est an sit comprēnsus, et ipsīs
the other is uncertain whether it is caught, and
538.morsibus ēripitur, tangentiaque ōra relinquitis ripped from the jaws themselves, and abandons (escapes) the
touching mouth(s)
IMPLYING WORDS IN LATIN POETRY
• The most common types of words that need other words to
be implied in order for their translations to make sense are:
–
PARTICIPLES
• Implying subjects and direct objects
• Ex. inhaesūrō = to (one/an animal) about to hold onto (its prey) with its
teeth
–
SUBSTANTIVE ADJECTIVES
• Implying subjects
• Ex. hic= this (dog/animal)
– VERBS
• Implying direct objects
• Ex. tenēre (praedam) sperat = hopes to hold (its) (prey)
• When you encounter an ELLIPSIS, imply a verb from a nearby
clause or a form of sum, esse
Lines 533-534
Grammar Questions
/533-534/
simile
• ut introduces a poetic device called _________________________
– Here, the canis represents _____________________
and the leporem
Apollo
represents _____________________
Daphne
arvō
• vacuō modifies __________________
canis
• Gallicus modifies __________________
demonstrative substantive
• hic is a __________________
__________________ adjective, and
the reader should imply __________________
dog
demonstrative substantive
• ille is a __________________
__________________ adjective, and
the reader should imply __________________
hare
ellipsis
• The clause ille salūtem is an example of __________________,
verb
because the __________________
is missing. You should imply
petit
__________________.
Lines 535-8
Grammar Questions
/535-536/
future
• inhaesūrō is a participle that is __________________
in tense and
active
__________________
in voice
substantive
• inhaesūrō is a __________________
participle, so the reader can
animal/dog
imply __________________
• The clause alter inhaesūrō similis iam iamque tenēre spērat lacks a
direct object, but using context the reader can imply
__________________
praedam/leporem
rostrō
• extentō modifies __________________
/537-538/
subjunctive mood because it is part of
• sit is in the ________________
an indirect question (its use).
_____________________
present active
• tangentia is a ________________
________________ participle
that modifies ________________
ōra
Roman Mosaic depicting lines 533-538 of Apollo
and Daphne, Bardo National Museum in Tunis.
Apollo and Daphne: Lines 539-542
Group work (15 minutes)
For lines 539-542
• Annotate, answer grammar questions for, and
translate lines 539-542
• You should have 16 annotations for these lines
• Raise your hand for a groupwork CHECK when
you are done
Propositum: DWBAT translate authentic lines of Ovidian including poetic
devices
6/12/14
Facite Nunc:
1. Take a ‘Daphne & Apollo: Lines 553-556’ from the front of the room
2. Take out your ‘Daphne & Apollo: Lines 539-542’ for inspection
3. Review:
1.
Highlight the words for which you needed to make implications for lines 539542
PENSUM #136:
1. Bring your Master Text and Master Translation to class
2. IMPERFECT SUBJUNCTIVE QUIZ ON FRIDAY
Lines 539-542
sunt
est celer
539.sīc deus et virgō; est hic spē celer, illa timōre.
Thus (are) the god and the maiden; this (god) is quick
with/because of hope, that (maiden) (is) (quick) because of fear.
540.Quī* tamen īnsequitur, pennīs adiūtus Amōris,
Nevertheless (he) who follows (her), aided by the wings of Love,
541.ōcior est, requiemque negat, tergōque fugācis
is quicker, and denies rest and presses closely upon the back of
542.imminet, et crīnem sparsum cervīcibus afflat.
the one fleeing, and breathes on the scattered hair on (her)
neck(s).
Apollo and Daphne: Lines 553-556
Group work (30 minutes)
For lines 553-556
• Annotate, answer grammar questions for, and
translate lines 553-556
• Cross out the 2nd grammar question for lines
553-554
• At the end of the recitation, I will collect 1
from each group for your last CLASSWORK
SUBMISSION
Propositum: DWBAT translate authentic lines of Ovidian including poetic
devices
6/13/14
Facite Nunc:
1. Take all handouts from the front of the room
2. Take out a black/blue pen for your quiz
PENSUM #137:
1. Complete your Explicatiō Practice and check your work against the
model response on my website
QUIZ: Imperfect Subjunctive Verbs
• You have 8 minutes for your quiz
CONTEXT CHECK
for Ovid’s Daphne & Apollo
• Follow along while we complete the blanks for
the context check for lines 463-542 of the
passage
• We are skipping 557-565
DAPHNE AND APOLLO: Lines 566-567
566.Fīnierat Paeān; factīs modo laurea rāmīs adnuit,
567.utque caput vīsa est agitāsse cacūmen.
The Paean (Apollo) had finished; the laurel nodded with (her)
recently made (created) branches, and (its) peak/top was seen
(seemed) to move as if (it were) a head.
Context Checks (Response-Warm Ups)
1. Fīnierat Paeān references that Apollo
finished doing what?
1. What is the point of addressing Apollo as
Paeān?
1. What physical movements are the laurel tree
making? In the normal world, why would a
tree make these movements?
Comprehension Response:
• If anything, what does Daphne communicate
about accepting her fate when the laurel tree
moves its “head”?
Use support from the entire poem to justify your
response.
– Only use evidence from the LATIN given to you in
the test
– Use contextual/background evidence from the
entire text to support your response in ENGLISH
R3
TABULA NUMERUS
AESTIMATIO
1
2
3
4
59 + 65 = 124
59 + 74 = 133
56 + 67 = 123
56 + 60 = 116
5
6
7
52 + 65 =117
45 + 48 = 93
42 + 63 = 105
Propositum: DWBAT participate in a review Jeopardy game to assess
understanding of concepts and content pertinent to the Term 4 IA
6/16/14
Facite Nunc:
1. Take a ‘Term 4 Practice IA’ from the front of the room
2. Take out a piece of looseleaf and a writing utensil
3. A list of EXEMPTIONS can be found on the door of room 103
PENSUM #138:
1. Check the website for PowerPoints, review materials, and class
handouts before your exam on THURSDAY
2. CHECK YOUR PROGRESS REPORT FOR ANY MISSING ASSIGNMENTS OR
ASSESSMENTS
Term 4 IA
Logistics
• Time:
– Thursday, 1st exam
• Content:
– All material covered in Term 4 EXCLUDING future
passive participles
• Format:
– 5-6 lines of SEEN MATERIAL to ANNOTATE and
TRANSLATE
– 2 lines of UNSEEN material to TRANSLATE
– 10-20 questions on GRAMMAR and POETIC DEVICES
– 3 questions on SUBJUNCTIVE verbs
– 1 EXPLICATIO/READING COMPREHENSION question
pertaining to the Daphne & Apollo passage as a whole