t2 guide text backup...centipede (creature with a hundred legs – pedes=feet in latin) octo, eight...

Maximum Classics

Teacher Guide: Term 2 (Weeks 13-23)

© Charlie Andrew 2017

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Contents page

Term2overview……………………… 3

Week-by-weeknotes………………… 5-39

Week13………………………… 4-6

Week14………………………… 7-9

Week15………………………… 10-12

Week16………………………… 13-15

Week17………………………… 16–19

Week18………………………… 20-23

Week19………………………… 24-27

Week20………………………… 28-31

Week21………………………… 32-35

Week22………………………… 36-38

Week23………………………… 39

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Term2overview

TheelevenTerm2sessionsaredesignedtofollowonfromthetwelveTerm1sessionsofClassicsClub.Theybuildon,thenaddto,LatinlanguageconceptslearnedintheKirstterm.Duetotheincreasingandcumulativeamountoflanguagework,noteverysessionincludesaculturalsegment.Therearethreenewlanguageelementsthisterm:

1)Theverb‘esse’(‘tobe’)Thisisaveryusefulverbinanylanguage,butcanalsohelpthepupilsgraspthenotionofirregularityinverbformation,justasinEnglish.TherearealsomanysimilaritiesbetweenLatinandMFLformsof‘tobe’,especiallyinFrenchandSpanish.

2)AdjectivesAgain,ausefulwordclass.LearningaboutLatinadjectivesintroducesthenotionofagreement,andthrowsaspotlightontoconceptsofsingular/plural,masculine/feminineandsubject/object.AdjectivalagreementisakeyprincipleinmanyMFLs.

3)PrepositionsThesearetaughttoreinforcethenotionthatwordsinthiscalssindicatenotonlylocationinspacebutalsointime.LatinprepositionsalsoformmanyEnglishpreKixes(e.g.post-,sub-),sounderstandingtheirrootmeaningcanaidliteracyandEnglishworddecoding.

language culture curric.

13 recap - ENG

14 Latin number cognates Greek numbers ENG,MATH

15 esse - ENG

16 esse dinosaur compounds ENG, SCI, ART

17 recap Olympic Games ENG, HIST

18 esse, self description - ENG

19 esse, self description (guess who) Linnaean classification system ENG, SCI

20 adjectival agreement Epic: Part 1 (intro) ENG

21 adjectival agreement Epic: Part 2 (story) ENG

22 prepositions Epic: Part 3 (top trumps) ENG, ART

23 millefiori pots ART & DESIGN

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Week13

Slide1Introslide.MostofthislessonisspentrecappingthelanguageworkdoneinTerm1(lessons1-11).Theculturalsegmentisalittlelanguage-biasedtoo,thisweek,lookingatthewaysthatAncientGreeknumeralshavefoundtheirwayintomodernEnglish.

Slide2Romanregister.

Slide3The(hopefully!)familiargameofWordRootsChallenge.ThisgameencouragesthepupilstothinkofEnglishwordsthatcomefromLatin,notonlyanchoringLatinvocabularyintheirmemories,butalsoenrichingEnglishvocabulary.Thesewordswerepreviouslyencounteredlastterm,sothisgamewillactasamemoryrefresh.

Eachstudenthasawhiteboardandmarker(orstudentscanworkinpairs).ALatinwordwithitsEnglishmeaningappearsonthescreen.Studentsaregiven30-60secondstowritedownontheirwhiteboardsanEnglishword(orwords)thattheythinkmaycomefromtheLatinword.Therearesevenwords:oncetheyhaveallbeendisplayed,theteachercanleadadiscussionaboutthewordsthatthestudentshavewrittendown.Correctanswersforthesewordsinclude:

aqua,water-aquarium,aquatic,Aquarius,Aquafresh,aquapark,sub-aqua habitare,tolive-habitat,inhabit,habitationvilla,house-villa,villagevidere,tosee-vision,visible,invisible,visor,videocurare,takecareof–care,curemaximus,verybig-Max,maximise,maximumporcus,pig–pork,porcupine,porcine(pig-like)

Discussionpoint:ifstudentscomeupupwithwordsthathavenon-Latinetymology,askthemtoresearch(usingadictionary)wherethewordscome

from.

Manyofthesewordswillappearinthislesson’swrittenexercise.

Slide4 LatinGoldenRules:aquickrecapaboutwordorderandwordending.Thislearningdatesfromtheverybeginningoflastterm,soperhapsgetthepupilstoconferinpartnersorgroupsaboutwhatthethreemissingwordscouldbe.

Slide5 WhatisaVerb?Aquickrefresherthatverbscanbe‘doing’words,butalso‘being’words(Iam,youwere,theyhavebeenetc).Thisisimportantaslaterthistermwe’llbe

lookingat‘tobe’inLatin.

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LatinverbendingsandOSTchantrecap.Thechant‘lyrics’arebackontheboardastheymayhaveforgottenthemsincelastterm.Theywilldisappearagainnextweek!Thisleadsontoagameof…

Slide7...QuickFireVerbs.Formsofthethreeverbsdisplayed(hereamare,habere,anddare)willappearontheboard,andpupilshavetowritewhattheverbmeansinEnglishontheirwhiteboardsandholdaloft.Double-checktheirunderstandingoftheinKinitiveverbmeaningsbeforeplaying,althoughthepicturesshouldactaseffectiveprompts.Remindthemtolookatthebeginningoftheverbtoseewhatishappening,andtheendtoseewhoisdoingit.Theverbsdisplayedhereare:

habeo,Ihavedant,theygiveamamus,welovehabetis,y’all/you(pl)haveamat,he/she/itloves do,Igive(da-oturnstodoastheaandoelide) dat,he/she/itgiveshabes,you(s)have

Slide8Whatisanoun?Ifneeded,prompttheclass(individuallyorinpairs/teams)thattheyneedtoKindthreedeKinitions.Mouseclickrevealstheseas‘person’,

‘place’and‘thing’.

Slide9 Ifit’sanoun,sitdown.Thisgame(Kirstplayedinweek7)solidiKiespupils’understandingoftheconceptofnounsinEnglish.Pupilsstandupandwheneachwordappears,sitdownifit’sanoun.Teachergivesthecorrectwordclassforeachwordafterthepupilshave‘voted’.

Whatparticularkindofnounis‘FatherChristmas’?[propernoun]Whatparticularkindofnounis‘happiness’?[abstractnoun]

Slide10 SorttheseLatinnouns(masculineandfeminine).Indiscussionpairs/teams,thestudentsneedtosortthesenouns.Youcangivethemthecluethattherearetwogroupsintowhichtheyneedtobesorted.Mouseclickhighlightsthemasculine‘us’nounsinblueandthenthefeminine‘a’nounsinred.

Slide11Anothernounsortingtask(singularandplural).Indiscussionpairs/teams,thestudentsneedtosortthesenouns.Youcangivethemthecluethattherearetwogroupsintowhichtheyneedtobesorted.Mouseclickhighlightsthesingular‘us’and‘a’nounsingreenandthentheplural‘i’and‘a’nounsinorange.

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Atrickiertask,indicatedbythe‘redhotchillichallenge’onmouseclick1.Thesenouns(variantsofvacca,cowandporcus,pig)havealreadybeensortedintofourgroups.Indiscussionpairs/teams,thestudentsneedtoworkoutwhatthewordsineachgrouphaveincommon.Tohelpwiththistrickytask,theycanbeencouragedtolookattheirlanguagesummarysheets(T1_language_summary.pdf).Therearealsocluesonthenextfourmouseclicks,givingthebeginningofthe‘sortingwords’they’relookingfor.

Slide13Theanswerstotheprevioustask:

• click1–singularandsubject• click2–singularandobject• click3–pluralandsubject• click4–pluralandobject

Onepartnerexplainswhat‘subject’meanstotheother,thenswaptoexplain‘object’.Writeasentenceinpairsonawhiteboardthatcontainsasubjectandanobject(andaverb!).Readitouttotheclassandexplainwhichnounisyoursubjectandwhichisyourobject.Ifthesubjectandobjectwordorderareswapped,doesitremain‘sensible’ordoesitturnintoa‘sillysentence’?

Slide14Summaryslideoftheendingsweknow.Thisisthetablethatthepupilshaveontheirlanguagesummary.

Usingtheirlanguagesummarysheets(containingwordendingsandvocabulary),pupilsshouldnowworkonwk13_lang_recap.pdf.This

encouragespupilstoidentifyandtranslatesingularandpluralnounsinboththenominativeandaccusativecases.Thisworkcanbedoneindividually,orcollaborativelyinpairs/groups.

Slide15

Theplenary,whichtakestheformofthreequestions:

1. IfaLatinverbendsin‘o’,whoisdoingit?[‘I’]

2. WhatpartofaLatinnounchangestoshowifit’sthesubjectortheobjectofasentence?[theending]

3.vaccasamas?[Doyoulikecows?Thismaytakeamomenttosinkin,butafewlightbulbsshouldstartpoppingbeforetoolong!Foranextension,pupilscananswer‘ita’foryesor‘minime’forno]

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Week14

Slide1Introslide.Thislessonfocusesmainlyonnumbers(GreekandLatin)andtheirmodernEnglishcognates.Thereisalsosomemaintenanceoflastweek’slanguagerefresh.


Slide3ThefamiliargameofWordRootsChallenge,butthisweekthemedaroundLatinnumbers.TheRomannumeralisalsowrittenoutbytheword.


decem,ten–December(whichwasoriginallythetenthmonthintheRomancalendar),decade(10years),decimal(countingsystembasedontennumbers),decibel(onetenthofa‘bel’,theunitusedtomeasuresound) unus,one-unique,unicorn(creaturewithonehorn),unify,universe,university(oneplacewhereyoucanlearneverything), quinque,Kive–quintuplets/quins(Kivebabiesbornatthesametime),quintet(musicalgroupwithKivemembers) centum,hundred-century(100years),cent(onehundredthofadollar/euro),centimeter(onehundredthofametre),centenary(100years’celebration),centipede(creaturewithahundredlegs–pedes=feetinLatin) octo,eight–October(originallytheeighthmonthintheRomancalendar),octopus,octogenarian(an80year-oldperson) mille,thousand–millennium(1000years),millisecond(thousandthofasecond),millimeter,milligram,millipede(creaturewithathousandlegs–pedes=feetinLatin),million(Sortof.theRomansdidn’treallyuse‘million’:itwasinventedlater,aftertheRomanEmpire) novem,nine–November(whichwasoriginallytheninthmonthintheRomancalendar),

Discussionpoint:ifstudentscomeupwithwordsthathavenon-Latinetymology,askthemtoresearch(usingadictionary)wherethewordscome

from.

ThisexercisecomplementsthelateronewherewelookatAncientGreeknumbersandtheircognatesinmodernEnglish.

Slide4

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OSTchant(minustheendings).Thisleadsontoagameof…

Slide5...QuickFireVerbs.Formsofthethreeverbsdisplayed(hereamare,habere,anddare)willappearontheboard,andpupilshavetowritewhattheverbmeansinEnglishontheirwhiteboardsandholdaloft.Double-checktheirunderstandingoftheinKinitiveverbmeaningsbeforeplaying,althoughthepicturesshouldactaseffectiveprompts.Therearetwonewverbs:consumere,toeat(consume,consumer)andcurrere,torun(current,curriculum,currency).Remindthemtolookatthebeginningoftheverbtoseewhatishappening,andtheendtoseewhoisdoingit.Theverbsdisplayedhereare:

consumo,Ieatcurrunt,theyrunvidemus,weseeconsumetis,y’all/you(pl)eat videt,he/she/itsees curro,Irun(curre-oturnstocurroastheeandoelide) currit,he/she/itrunsconsumes,you(s)eat

WhatwordsinEnglishcomefromcurrere[current,currency]andconsumer[consume,consumer,consumption]?

Slides6-9QuickontheDraw.ThisiseffectivelyanextensiontoQuickFireVerbs,encouragingtheclasstonotonlyidentifywhattheverbmeans,buttoalsotranslatesubjectandobjectnounsinasimplesentence.Pupilsworkinpairsorteams.TheKirstofthesefourslidesintroducesthe(hopefullyfamiliar)vocabulary:videre(tosee),amare(tolove),regina(queen),vacca(cow),porcus(pig)andgladius(sword).AswithQuickFireVerbs,checkpupils’understandingofthesewords,althoughthepicturesshouldactaseffectiveprompts.

Oneachmouseclick,thesentencewillbuildup(similarlytolastweek’swrittenexercise).Workingintheirpairs/teams,pupilsworkoutwhatthesentencemeans,andontheirwhiteboards,createanillustrationofthesentence,tobeheldaloftattheendofthecountdown.Teams/pairscanthenbeaskedtoexplainwhattheyhaveillustrated.Feedbackcanbegivenon(1)whetherthey’vegotthesubjectandtheobjecttherightwayround,and(2)iftheyhavecorrectlyidentiKiednounsassingularorplural.

Thesentencesare:

slide6–reginaporcumvidet–thequeenseesthepigslide7–vaccagladiumamat=thecowlovestheswordslide8–vaccaereginamamant–thecowslovethequeenslide9–porcigladiosvident–thepigslovetheswords

Slide10

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WehadalookatLatinnumbersearlier,nowit’stheturnofGreeknumbers,whichalsogiveusmanyfamiliarEnglishwords.Thisslideisthequizsheetthatthepupilsshouldnowbegiven(wk14_greek_numerals_worksheet.pdf).

Workinpairsorindividuallytodeducefromthecluesgiven,andyourknowledgeoftheEnglishwords,whatalloftheseGreeknumbersare.N.B.Therearecluesgivenforallnumbersexceptforheis(one)asthereareno

cognatesforthis.However,theyshouldbeabletoguessthisbyprocessofelimination!

OncetheclasshasKinishedthisexercise,theanswersarerevealedonmouseclick.

Slide11


1.WhatEnglishsynonymfor‘eat’comesfromtheLatin‘consumere’?[consume]

2. Whatdoes‘centum’meaninLatin?[hundred]

3.Inhowmanyeventswouldapentathletecompete?[Kive]

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Week15

Slide1Introslide.Thislessonintroducesanew(irregular)verb,‘esse’–tobe–inallsixpresenttenseforms.


Slide3ThefamiliargameofWordRootsChallenge.


stella,star–constellation,interstellar laudare,toprasie-(newverb)applaud,laudable(praiseworthy) regina,queen–reign,regal maga/magus,witch/wizard-magic,magical,mage,magician aqua,water–aquarium,aqueduct,aquatic,Aquafresh,aquamarine malus,bad–(newword,preparingforintroductionofadjectivesinafewweeks’time)malady,malaria,malware(‘bad’software),MaleKicent bonus,good–(newword,preparingforintroductionofadjectivesinafewweeks’time)bonus,bonbon

Discussionpoint:ifstudentscomeupwithwordsthathavenon-Latinetymology,askthemtoresearch(usingadictionary)wherethewords

comefrom.

Slide4 OSTchant(minustheendings).Thisleadsontoagameof…

Slide5...QuickFireVerbs.Formsofthethreeverbsdisplayed(hereamare,habere,anddare)willappearontheboard,andpupilshavetowritewhattheverbmeansinEnglishontheirwhiteboardsandholdaloft.Double-checktheirunderstandingoftheinKinitiveverbmeaningsbeforeplaying,althoughthepicturesshouldactaseffectiveprompts.Thetwonewverbsfromlastweekappearagain:consumere,toeat(consume,consumer)andcurrere,torun(current,curriculum,currency).Inaddition,anothernewverbappears:laudare,topraise(asseeninWoodRootsChallenge).Remindthepupilstolookatthebeginningoftheverbtoseewhatishappening,andtheendtoseewhoisdoingit.Theverbsdisplayedhereare:

laudo,Ipraise�10

consumunt,theyeat laudamus,wepraise curretis,y’all/you(pl)run laudat,he/she/itpraises consumo,Ieat(consume-oturnstoconsumoastheeandoelide) consumit,he/she/iteatscurres,you(s)run

Slide6Areminderthatverbsarenotjust‘doing’words,butalso‘being’words.

Whatexamplesof‘being’wordscanyouthinkofinEnglish?[Iam,heis,weare,wewere,Ihavebeen,youwillbe,Iwasn’t,hehadbeenetc]

Slides7AKirstlookatthepresenttenseof‘tobe’inLatin.Oneachmouseclick,awordanditsEnglishtranslationwillappearuntilyouhave:

sum–Iames–youareest–he/she/itissumus–weareestis–y’allaresunt–theyare

Someofthekeenerstudentsintheclassmaynoticethat,apartfrom‘sum’,these‘being’verbssticktothesameendingsrulesasotherverbstheyhavelearned(i.e.o,s,t,mus,tis,nt).Theirregularityisinwhatcomesbeforetheending,swappingbetween‘su-‘and‘es-‘).Getthepupilstochant‘sum,es,est,sumus,estis,sunt’alongwithyou.Oncetheyarecomfortablewiththis,youcandoitindifferentstyles!Onmouseclick,apicturewillappearonthelefthandside:pupilsthenperformthechantinthestyleofthatpicture.Youhave:

…squeakylikeamouse

…operatically!

…angrily

…tiredandyawning

…inhushedtones

Theclasscandothe‘styles’chantalltogether,oreachgroup/tablecanbeallocatedtodothechantinaparticularstyle.

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Slides9-14 Pupilsshouldworkinpairs(orsmallgroups)withawhiteboardandmarkertodecodethefollowingseriesofsentencescontaininga‘being’verb(asdeliveredbyatalkinghorse).

equussum–Iamahorsevaccaes–youareacow(‘you’issingularasthereisonlyonecow)magaest!–Itisawitch!equisumus–wearehorsesporciestis–you/y’allarepigs(again,drawattentiontotheplural)feminaesunt–theyarewomen

Slide15TherearenowtwoexercisesbasedonLatin‘being’verbs.TheKirstone(wk15_being_worksheet.pdf)isdisplayedinthisslide.Pupilsshouldsniptherighthandthirdofthesheetoff,alongthedottedline,andcutoutthebeing

verbs.Theycanthensticktheseintotheboxestomakesentences.Theyshouldthenprovideatranslation.Sentencesdonothavetomakesense:theonlyruleisthatsingularnouns(Kirstpart)musthaveasingularbeingverb(sum,esorest)andthepluralnouns(secondpart)musthaveapluralbeingverb(sumus,estis,sunt).

OncetheclasshasKinishedthisexercise,pupilscanpresentsentencesthattheyhavemade.

Anextensionactivity(wk15_being_worksheet_extension.pdf)withanswerkeyisalsoavailableforfastKinishers.

Slide16


1.WhatEnglishwordcomesfromtheLatin‘laudare’,meaning‘topraise’? [applaud]

2. Whatdoes‘sum’meaninEnglish?[Iam]

3.reginafeminaest?[Isthequeenawoman?Thismaytakeamomenttosinkin,butafewlightbulbsshouldstartpoppingbeforetoolong!Foranextension,pupilscananswer‘ita’foryesor‘minime’forno]

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Week16

Slide1Introslide.Thislessonrecapslastweek’s(irregular)verb,‘esse’–tobe–inallsixpresenttenseforms,andthenmixesitupwithregular(o,s,t)verbsandnounsinsentences.TheculturalsegmentlooksatthenamingofdinosaursusingAncientGreekwords.


Slide3OSTchant(minustheendings).Yourstudentsmaynowfeelableto‘activate’thischantbygoingthroughitsilentlyintheirheads(eyesclosedandheadsondeskcanhelpwithconcentratedrecall).TheQuickFireVerbsusuallycomesnext,butthistime,weneedtorefreshourmemoryofLatin‘being’verbs,so…

Slide4…the‘being’wordsandtheirtranslationsappearone-by-one:sum–Iames–youareest–he/she/itissumus–weareestis–y’allaresunt–theyare

Thesecanberehearsedinanormalvoice,andthenonmouseclick,apicturewillappearonthelefthandside:pupilsthenperformthechantinthestyleofthatpicture.Youhave:


…operatically!

…angrily

…tiredandyawning

…inhushedtones


Pupilshavenowrefreshedalltheirverbknowledge,andsoarenowreadyfor…

Slide5...QuickFireVerbs,whichthistimeincludesthe‘being’verbs.Formsofthethreeverbsamare(tolove),habere(tohave),andesse(tobe)willappearontheboard,

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andpupilshavetowritewhattheverbmeansinEnglishontheirwhiteboardsandholdaloft.Double-checktheirunderstandingoftheinKinitiveverbmeaningsbeforeplaying,althoughthepicturesshouldactaseffectiveprompts(althoughKindingapicturepromptfor‘tobe’istricky:anysuggestionstoimproveonachickhatching(i.e.comingintobeing)aregratefullyreceived!Remindthepupilstolookatthebeginningoftheverbtoseewhatishappening,andtheendtoseewhoisdoingit.Theverbsdisplayedhereare:

amo,Ilovesunt,theyarehabemus,wehaveamatis,y’all/you(pl.)love est,he/she/itis sum,Iam habet,he/she/ithashabes,you(s)have

Slides6-9ThegameofQuickontheDrawbuildontheverbworkjustcompleted,andencouragesthepupilstotranslatesentences.Pupilsshouldworkinpairs(orsmallgroups)withawhiteboardandmarkertodecodeandillustratethefollowingseriesofsentencescontainingeithera‘doing’ora‘being’verb.AswiththepreviousgameofQuickontheDraw,thesentencesbuildupincrementally(onmouseclick):allowpupilstimeateachstagetodiscussthetranslationwiththeirpartner.

gladiumhabeo–Ihaveaswordstellaest–itisastar(orhe/sheisastar)reginaesumus–Wearequeensreginagladiumhabet–Thequeenhasasword

Thisconcludesthelanguageworkforthislesson:thereisnowrittenexercise.

Slide10Everyoneknowsaboutdinosaurs…ordothey?

Whatdoestheword‘dinosaur’actuallymean?

Mouseclickrevealsthatdino=terribleandsaur=lizard.ThenamedinosaurwascoinedinVictoriantimesaspalaeontologists(peoplewhostudyfossils)begantoclassifytheancientfossilizedcreatures.

Wheredothewords‘deinos’and‘sauros’whichareusedtomaketheword‘dinosaur’comefrom?[AncientGreek]

PalaeontologistsalsousedAncientGreekwordsincompoundstonameindividualspeciesofdinosauraccordingtotheirappearance,sizeorhabits.

Slides11-13Herearesomefamiliardinosaurs,butcanyouguesswhatthecompoundpartsoftheirnamemean?Mouseclickrevealsthefollowinganswers:

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triceratops=three(tri)horned(cerat)face(ops)tyrannosaurusrex=king(tyranno)lizard(saurus)rex(king–whichisactuallyLatin,notGreek)brontosaurus=thunder(bronto)lizard(saurus)

Slide14Hereisalistofmanyofthemostcommoncompoundpartsusedinnamingdinosaurs.Thislist(wk16_dino_compounds_table.pdf)cannowbehandedouttothepupils.

Slide15…showstheDinosaurDiscoveryworksheetthatthepupilswillcomplete,wheretheywilluseexistingcompounds(asinwk16_dino_compounds_table.pdf)tosynthesizeanentirelynewdinosaur.

Mouseclickguidestheclassthroughthesevenpartsoftheworksheet.TheymaywanttoplayaroundwithpossiblecompoundcombinationsonawhiteboardKirst.Oncethesheetsarecomplete,pupilscanshoweachothertheirdinosaur‘discoveries’.

Slide16


1.Whatdoes‘sumus’meaninEnglish?[weare]

2. Whatdoesthe‘dino’partof‘dinosaur’mean?Fromwhichlanguagedoesthiswordcome?[terrible,AncientGreek]

3.Howmanyhornsdoyouthinkatetraceratopswouldhave?[tetra=four.TheymayalsolinkthistotheGreeknumbersworktheydidinWeek14.]

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Week17

Slide1Introslide.Thislessonrecapsmixesupregularverbs,‘being’verbs,andnounsassubjectandobjecttorecapthishalf-term’swork.Thelion’sshareofthelessonthisweek,though,istakenupbytheculturalsegment.Here,thepupilsgettoplayagamethemedaroundtheAncientGreekOlympics:thiseventmayhaveinspiredthemodernOlympics,butwasdifferentinmanyways.


Slide3EcceCenturio(“LookattheCenturion”)–theKirsttimewe’veplayeditthisterm,althoughthechildrenshouldrememberitfromlastterm.Thisgamesupportsthelearningofvocabularyalreadyencountered,andintroducesacoupleofnewwords.Theteacher(orapupil,ifconKident)comestothefront,donsthecenturion’shelmetandcallsoutawordontheboard.TheclassmustthenmimetheLatinword(ifanyonemakesasound,theyareout).BrieKlygothroughthewords’meaningwiththeclass.Thislesson’swordsareamixtureofverbsandnounsthatwillappearinalaterexercise:

ventus–windlaudare–topraiseaudire–tolisten/hear(newword,cognatesincludeaudio,audible)curare–tolookafter/careluna–moon(optionalhometaskonplanencouragespupilstoKindcognatessuchaslunarandlunatic)videre–tosee

Afterthegameisplayed,recapwhateachofthewordsmeansandtowhichwordclasstheyallbelong.

Discussionpoint:Iftimeallows,pupilscansuggestEnglishwordsthattheythinkmightcomefromtheseLatinverbs.

Slide4 OSTchant(minustheendings).Yourstudentsmaynowfeelableto‘activate’thischantbygoingthroughitsilentlyintheirheads(eyesclosedandheadsondeskcanhelpwithconcentratedrecall).TheQuickFireVerbsusuallycomesnext,butthistime,weneedtorefreshourmemoryofLatin‘being’verbs,so…

Slide5 …the‘being’wordsandtheirtranslationsappearone-by-one:sum–Iames–youareest–he/she/itis

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sumus–weareestis–y’allaresunt–theyare



…operatically!

…angrily

…tiredandyawning

…inhushedtones



Slides6-10QuickontheDraw.Thisweek,we’reworkingwithafewmorewords,whicharedisplayedacrossthetopoftheslide.Double-checkpupils’understandingfthesewords.Pupilsshouldworkinpairs(orsmallgroups)withawhiteboardandmarkertodecodeandillustratethefollowingseriesofsentencescontainingeithera‘doing’ora‘being’verb.Thesentencesbuildupincrementally(onmouseclick):allowpupilstimeateachstagetodiscussthetranslationwiththeirpartner.

ventumaudimus–Wehearthewind.stellaes–Youareastarmedicistellaslaudant–Thedoctorspraisethestarslunamlaudatis–Y’all(oryouplural)praisethemoonmediciinlunāsunt–Thedoctorsareonthemoon(anextraclueisgivenhereonmouseclickafterthefullsentencehasappeared,althoughmanypupilswillbeabletoinferwhat‘in’meansfromthecontext)

Thisconcludesthelanguageworkforthislesson:thereisnowrittenexercise.

Slide11EverybodyknowswhattheOlympicsare,andsomepupilsmayevenknowthattheywerebasedontheAncientGreekOlympicGames.ThisslideisanintroductiontoagamethattellsusmoreabouttheAncientOlympicGames,howtheyweresimilartotheirmoderncounterpart,andhowtheydiffered.

Mouseclick1:TheAncientOlympicGameswereasportingcompetition,justliketoday’sOlympics.Theyranfrom776B.C.to393A.D.

HowlongdidtheAncientOlympicGamesrunfor?[mouseclick2=1169years)

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Mouseclick3showsthreepicturesfromtheancientgames’siteatOlympia(whichiswherethegamesgettheirname).Therearestillafewruinstodayshowingthestadiumandtraininggroundsamongotherbuildings.

Slide12 InstructionsforplayingOlympicLying:

1.SorttheclassintoKiveteamsandgiveeachteamaname(Greekgodsandgoddessesworkwell,e.gAthene,Apollo,Artemis,Zeus,Hera).

2.Eachteamwillbegiven• aslipofpapercontainingaparagraphofinformationabouttheAncientOlympicGames.Ineachparagraph,therearethreethingsthatareuntrue.

• anOlympicLyingsheetforplayingthegameBothofthesesheetsarecontainedinwk17_olympic_lying.pdf.

3.Eachteamnominates• amember(ormembers)toreadtheparagraphslowlyandclearly• amembertowritedowntheliestheyspotontheOlympicLyingsheet

4.Therearetwowaystowinpointsinthisgame:

• Spotthethreeliesconcealedinotherteams’statements,andwritethemdownonyourOlympicLyingsheets.EachliecorrectlyidentiKiedisworthonepoint.5teams=maximumof4x3points=12points

• ‘Smuggle’yourownteam’sliesbyreadingthemwithsuchauthoritythateveryonewillbelieveyou.YoumaywanttochooseareaderwhoisnotpronetoKitsofgiggles,orwhohasagood‘pokerface’!Eachlie‘smuggled’isworthonepoint.3liesx1=3points

5.WhenallKiveteamshavereadtheirparagraphs,gettheteamstoswaptheirOlympicLyingsheets.

6.Eachteamshouldthenrevealwhichoftheirstatementswerelies.Teamsawardapointforeachliespotted.

7.WhenallKivesetsoflieshavebeenrevealed,you(theteacher)willneedtocollectinandcross-checkthesheetsforliessmuggled.Thiscantakeafewmoments.Keepingtheclassinsuspenseanddeliveringtheresultsthenextday/Classicslessoncanworktoincreaseanticipation!

8.Resultscanbedisplayedinwk17_olympic_lying_results.pptxorsimplyreadout(inreverseorder,ofcourse!).

�18


1.Whatdoes‘luna’meaninEnglish?[moon]

2. TowhomweretheAncientGreekOlympicsdedicated?[Zeus]

3.ventumaudietis?[Another‘lightbulb’question!Doyouhearthewind?yes/itaorno/minime,oreven(tobesuper-ambitious!)ventumaudio/ventumnonaudio(Ihearthewind/Idon’thearthewind)]

�19

Week18

Slide1Introslide.ThislessonintroducestheconceptofadjectivalagreementandhowtheendofanadjectiveinLatin‘matches’thenounit’sdescribing.Eventually,we’llseehowadjectivesagreeaccordingtowhethertheyaresingularorplural,subjectorobject,butwestartoffwiththeideaofhowanadjectivehastomatchitsnouningender.Today’sworkwillculminateinaself-descriptionexerciseinvolvingcorrectadjectiveselection,aswellastranslationof‘doing’and‘being’verbsinincreasinglycomplexsentences.


Slide3WordRootsChallenge,introducingsomeadjectiveswe’llbeworkingwithtodayandinthefollowingweeks.Asusual,playedwithawhiteboardandmarker,individuallyorinpairs/teams.SomeEnglishwordsderivedfromtheLatinareasfollows:

primus/prima,Kirst–prime[number,minister],OptimusPrime(leaderoftheTransformers!),primary[school,colours],primarily,primates[highestorKirstorderofanimals],primitive,primrose[primarosa=Kirstrose,asit’saspringKlower]malus/mala,bad–malformed,malaria,malicious,MaleKicent,malnutrition,malfunctionmirus/mira,amazing–miracle,admire,mirror[whereyouadmireyourself!]secundus/secunda,!–second[soobviousthatnotranslationisgiven!],secondary,millisecondfrigidus/frigida,cold–fridge,refrigeratetertius/tertia,third–tertiary.Aftersecondaryschoolcomestertiaryeducation(sixthform,collegeetc)bonus/bona,good–bonny,bonanza,bonbon,bonus

Ifthepupilsaskwhytherearetwovariations,youcanmentionthattheyalreadyknowthatnounscomeintwo‘endingvariations’andthatwe’lllearnmoreabouthowadjectives,tooarelikethislateroninthislesson.


Slide5 …the‘being’wordsandtheirtranslationsappearone-by-one:sum–Iames–youareest–he/she/itissumus–weare

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estis–y’allaresunt–theyare



…operatically!

…angrily

…tiredandyawning

…inhushedtones



Slide6...QuickFireVerbs.Formsofthethreeverbsamare(tolove),habere(tohave),andesse(tobe)willappearontheboard,andpupilshavetowritewhattheverbmeansinEnglishontheirwhiteboardsandholdaloft.Double-checktheirunderstandingoftheinKinitiveverbmeaningsbeforeplaying,althoughthepicturesshouldactaseffectiveprompts.Remindthepupilstolookatthebeginningoftheverbtoseewhatishappening,andtheendtoseewhoisdoingit.Theverbsdisplayedhereare:

amo,Ilovesunt,theyarehabeo,Ihaveamatis,y’all/you(pl.)love est,he/she/itis sum,Iam habet,he/she/ithashabes,you(s)have

Slide7 Today’ssessiondealswithadjectives,sojusttorefreshthepupils’knowledge,theycanplayagameofSpotTheAdjective.Teacherorpupils,ifconKident,cangivethedeKinitionofwhatanadjectiveis(awordthatdescriesanoun).Pupilscansuggestwhichofthewordsonthisslideisanadjective,andifcorrectcancomeandputacirclearounditonthewhiteboard.

Therearesixadjectives:happydisgustingyellowenormous

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terriKicwell-behaved

Theotherwordsare:horse,adog,strawberryjam,Paris,happiness(nouns)hesings,wesaw,Iam,youaregoing(verbs)quickly(adverb)

Slide8TheintroductiontoLatinadjectivestakestheformofapodium,ontowhichthreeanimalswilldroponmouseclick:Kirstacow(vacca),nextapig(porcus)andthenahorse(equus).Drawingonknowledgeofadjectivesencounteredearlierthislesson,andwiththepicturecues,thepupilsshouldhavenoproblemsworkingoutthesesentences.

Discusswithapartnerwhatyouthinkthesethreesentencesmean.

Ofcourse,thesentencesare:vaccaprimaest–thecowisKirstporcussecundusest–thepigissecondequustertiusest–thehorseisthird

Theadjectivesarebold.Whatdoyounoticeaboutthenoun-adjectivepair?Clue:lookattheendingofthewords.Discusswithyourpartner.

Theadjectiveandthenounbothhavethesameending,thenounending‘us’hasanadjectiveending‘us’andthenounending‘a’hasanadjectiveending‘a’.Ifstudentsareambitious,theymayusetheterminology‘masculine’and‘feminine’.

Slide8Thisslideencouragesthestudentstoapplythisruleaboutadjectives.Theanimalshavehadanothercontestandhavecomeindifferentpositions.

Canyouworkoutwithyourlearningpartnerwhatthemissingwordsare?Useawhiteboardtorecordyouranswers.

Theanswersarerevealedonmouseclick:equusprimusest–thehorseisKirstvaccasecundaest–thecowissecondporcustertiusest–thepigisthird

Slide9…recapstheruleuncoveredtoday,thatmasculinenounsendingin‘us’musthaveamasculineadjectiveendingin‘us’andthatfemininenounsendingin‘a’musthaveafeminineadjectiveendingin‘a’.

Slide10Thepupilsnowhaveawrittenexercisetopracticethisworkwithadjectives(wk18_describe_yourself.pdf),whichisdemonstratedbythisslide.EachmouseclickshowshowtoKillinthegaps(andtranslate)inordertocreatea

Latinself-description.Thesecompletedexercisesheetswillformthebasisofa

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gameofGuessWhonextlesson.InSentence3,therearesometimeschildrenwhoare:

quartus/quarta–fourthquintus/quinta–Kifthsextus/sexta–sixthseptimus/septima–seventhoctavius/octavia–eighth

Thepicture-cuedverbslistedfortheKinalsentenceare:

pediludere–toplayfootball(notanauthenticLatinword,Ihavetoconfess,butamoderncoiningasfootballdidn’texistinRomantimes!Pedi=byfoot,ludere=toplay)legere–toreadcantare(previouslyencountered)-tosingpingere–topaintcurrere(previouslyencountered)–torunanimaliacurare(previouslyencountered)–tolookafteranimals

Slide12


1. Whatdoes‘tertius’meaninEnglish?[third]

2. Isavacca‘bona’or‘bonus’?[bona,asit’sfeminine]

3.bonuses?[A‘lightbulb’question.Areyougood?Yes/itaorno/minime,butcaution:nogirlscanansweryestothisquestionastheadjectiveisamasculineone!]

�23

Week19

Slide1Introslide.Thislessonrecaps‘being’verbsandLatinadjectives.Usingtheself-descriptionscompletedlastweek,theclassplayagameofGuessWho,turningKirstintothirdpersondescriptions.TheculturesegmentdelvesintothosefunnyLatinnamesyousometimesKindattachedtoplantsandanimals:theirLinnaeanbinomialdesignation.


Slide3OSTchant(minustheendings).Yourstudentsmaynowfeelableto‘activate’thischantbygoingthroughitsilentlyintheirheads(eyesclosedandheadsondeskcanhelpwithconcentratedrecall).TheQuickFireVerbsusuallycomesnext,butthistime,weneedtorefreshourmemoryofLatin‘being’verbs,so…

Slide4 …the‘being’wordsandtheirtranslationsappearone-by-one:sum–Iames–youareest–he/she/itissumus–weareestis–y’allaresunt–theyare



…operatically!

…angrily

…tiredandyawning

…inhushedtones



Slide5...QuickFireVerbs.Formsofthethreeverbsamare(tolove),habere(tohave),andesse(tobe)willappearontheboard,andpupilshavetowritewhattheverbmeans

�24

inEnglishontheirwhiteboardsandholdaloft.Double-checktheirunderstandingoftheinKinitiveverbmeaningsbeforeplaying,althoughthepicturesshouldactaseffectiveprompts.Remindthepupilstolookatthebeginningoftheverbtoseewhatishappening,andtheendtoseewhoisdoingit.Theverbsdisplayedhereare:

amat,he/she/itloveshabent,theyhaveamant,theyloveamo,Ilove est,he/she/itis sum,Iam habet,he/she/ithashabeo,Ihaveestis,you(pl)aresumus,weare

Slide6 Thissliderecapslastweek’sself-descriptions.Atthispoint,thepupilsshouldtaketheirownself-descriptionfromtheirfolder.Iftimeallows,volunteerscanreadouttheirself-descriptioninLatin.

Doyoudisagreewithyourfellowclassmate’sdescriptionofthemselves?Ifyoudisagree,tellthemwhy–inLatinifyoufeelambitious!

Slide7 ThisslidedemonstratesthegameofGuessWho.Onmouseclick1,the‘family’cluecomesup.ThisisintheKirstpersonasitisaselfdescription.Tobecomeaclue,ithastobereportedinthethirdperson(mouseclick2).Therefore,allverbsendinginowillchangetheirendingstot.Equally,‘sum’willbecome‘est’.

Theseself-descriptionsusetheKirstperson.Whatdoesthismean?What‘person’dothecluesuse?

The‘hair’,‘eyes’and‘likes’clues(mouseclicks3-8)aremodeledinasimilarfashion.Afterfourclues,mouseclick9bringsupthequestion,“quisest?”(“Whoisit?”)

Slide8TheteachershouldleadtheKirstcoupleofroundsasthe‘leaddetective’andthenchoosepupilstotakeonthisroleinsubsequentrounds.

1.Pupilsplayingroups/tableteams.

2.Theteachercollectsinalloftheself-descriptions(whichshouldallbenamedduetotheKirstquestion),andplacesthemfacedownonatable.

3.The‘leaddetective’comestothefrontoftheclassandtakesarandomself-descriptionfromthepile.

4.Usingtheinformationgiveninsentences3,4,5and6,theleaddetectivegivesfourcluesaboutfamily,hair,eyesandlikes.NotethatalloftheKirstpersonself-

�25

descriptionswillneedtobeturnedintothirdpersonclues:thisisaidedbythepromptsonthisslide.

5.Onceallfourcluesaregiven,theteamsmustdiscussandrecordontheirwhiteboardswhotheythinkthepersonbeingdescribedis.

6.Theleaddetective/teacherasksfortheteams’answers,respondingwith‘itavero’(yes)iftheygotitright,or‘minime’(no)iftheygotitwrong.Ifno-onegetsitright,theleaddetectivecansaywhoitis(inLatin,ofcourse–“est<name>!”)

7.Repeatasmuchastimeallows!

Slide9MovingontothetopicofLinnaeanclassiKication.

Howwouldyougrouptheseobjects?Istheremorethanonewayofdoingit?[pupilsmaygrouponsize,colour,value,abilities/qualities]

Slide10 Classifyingtheworldaroundusintogroupsissomethingreallyusefultoscientists.ThemainsystemstillinusetodaywasdevelopedintheEighteenthCenturybyamancalledCarlLinnaeus,whospliteverythingonearthintosevenclassiKications.TheKirst,theKingdom,splitthingsintoanimals,plantsorminerals(e.g.rocks).Thelasttwogroups,theGenusandtheSpecies,arewhatgivesthescientiKicname.AndguesswhatlanguageCarlLinnaeususedinhisnamingsystem?Latin!

CarlLinnaeuswasSwedish.WhydoyouthinkhechoseLatinasthelanguageforhisclassiKicationsystem?[Becausehewantedalanguagethatpeoplefrom

alldifferentcountriescouldunderstand,andatthetimemosteducatedpeople,suchasscientists,wouldknowsome(oralotof)Latin.]

Someexamplesofgenus/speciesLatinnamesare(onmouseclick): quercusrobor–oaktreeequusquagga–zebra

Whatdoesequusmean?WhydoesazebrahavethisinitsscientiKicname?[horse,becauseitisamemberofthehorse‘genus’orfamily]

narcissuspseudonarcissus–daffodil(relatedtothenarcissus,and‘pseudo’means‘pretend’or‘false’inGreek)hippocampushistrix–spinyseahorse(‘hippocampus’literallymeanshorse-seainGreek.There’stheoddbitofGreekintheLatinclassiKication,mainlybecauseGreekanimalwordsofteninKiltratedthelanguageinRomantimes.)musmusculus–housemouse(‘musculus’isthediminutiveformof‘mus’,sothenamemeansmouse-littlemouse,whichisverycute!)

Slide11

Thepupilsnowhaveamatchingquiz(wk19_linnaean_matching_quiz.pdf),wheretheyhavetomatchLatinscientiKicnamestoanimals(andonevegetable!)usingtheknowledgethatEnglishwordsoftenhaveastrong

�26

similaritytotheirLatinroots.Somemayalsoknowtheterm‘homosapiens’.

Slide12Theanswers(onmouseclick):1.mouse=musmusculus2.salmon=salmosalar(wordsimilarityprettyobvious)3.blackrat=rattusrattus(asallfansofHorribleHistorieswillknow!)4.potato=solanumtuberosum(thecuewordhereis‘tuber’)5.cat=felisdomesticus(domesticusindicateddomesticated,orbelongingtothe‘domus’(home)6.lion=pantherleo(Leoinastrologyisrepresentedasalion)7.dog=canisfamiliaris(canineandfamiliarmayhelphere)8.Neanderthalman=homoNeanderthalensis9.horse=equuscaballus(pupilsshouldalreadybefamiliarwithequusfromourlanguagework)10.human=homosapiens(sapiensmeanswise,notentirelyapplicabletothispicture!)

Slide13


1.Putupyourhandifyouhaveoculosbrunos![browneyes]

2. Whatdoes‘est’meaninEnglish[he/she/itis]

3.Doyouhaveacanisfamiliarisorafelisdomesticusathome?[Doyouhaveadogorcatathome?]

�27

Week20

Slide1Introslide.Thislessonrecapsadjectivalagreementingender,asencounteredintheself-descriptionsandGuessWhogame,andextendstheconceptbyintroducingagreementinnumber(singularorplural).Theculturesegmentstartsatwo-weekencounterwithHomerandhisfamousepics,theIliadandtheOdyssey.


Slide3WordRootsChallenge.Thesewordsactasaprimeforthevocabularytobeusedintoday’sgameofQuickOnTheDraw.

laudare,toapplaud–applaud,laudablefemina,woman–female,feminine,feministmirus/mira,amazing–miracle,admire,admirable,mirroraudire,tohear–audio,audible,audience,audition,auditorium medicus,doctor–medic,medical,medicineiratus/irata,angry–irate





…operatically!

…angrily

…tiredandyawning�28

…inhushedtones


Pupilshavenowrefreshedboththeirverbandvocabularyknowledge,andsoarenowreadyfor…

Slides6-9...QuickOnTheDraw.Therearesevenwordsbeingused,andasanextratask,theclassisasked(onmouseclick)toidentifytheirwordclasses.TheverbwillalwaysappearKirst,andthentherestofthesentencewillbuilduparounditonmouseclick.Pupils(inpairs)mustdrawwhatishappeninginthesentence(oncethey’veshownyoutheirpictures,askthemtodescribewhatthey’veillustrated).Thesentencesare:

medicusaudit–Thedoctorhears.feminairataest–Thewomanisangry.feminamiramedicumlaudat–Theamazingwomanpraisesthedoctor.[Thelastwordtoappearhereistheadjective,sothepupilswillneedtodecidewhetheritisdescribingthewomanorthedoctor.Thisisdone,ofcourse,bylookingattheendingoftheadjectiveandlookingfortherhymingnoun.]medicimirifeminamaudiunt–Theamazingdoctorshearthewoman.[Thissentenceforeshadowsthislesson’snewlearning,butmanypupilsshouldbeabletousetherhymingheuristictoworkoutwhichnounisbeingdescribedby‘miri’.]

Slides10-13 Withwhiteboardsandmarkers,andindividuallyorinpairs,thepupilshavetoworkoutwhichformoftheadjectiveisneededtodescribethevariousanimalsasgoodorbad.Vocabularywillappearatthetopoftheslide.

Whatdo‘bonus’and‘malus’mean?Youencounteredthesewordsinyourself-descriptions.[bad/good]

Apictureofeitheracow(vacca)orapig(porcus)willappearonmouseclickineither‘good’or‘bad’form!Aftertheword‘vacca’or‘porcus’,thepupilsshouldwriteontheirboardsthecorrectversionoftheadjective,whichneedstohaveamatching‘a’(feminine)or‘us’(masculine)ending.Theseare:

porcusmalus–badpigporcusbonus–goodpigvaccabona–goodcowvaccamala–badcow

Mouseclickwillrevealtheanswer,thentheruleof‘lookfortherhyme!’isreinforcedontheKinalmouseclickofeachslide.

Slides14-17Thesamegame,butthistime,thenounsareplural.However,pupilsshouldbeabletofollowthe‘lookfortherhyme!’ruletoinfertheanswers.

�29

vaccaebonae–goodcowsvaccaemalae–badcowsporcimali–badpigsporciboni–goodpigs

Whatisdifferentabouttheselastfourexamples?[Theyareplural/thereismorethanoneanimal]Howdidyoudecidewhatendingtouse?[usedan

endingthatrhymed]

Slide18 Thisslidestatestherulethattheclasshavejustworkedout,thatadjectivesmustbethesameingender(masculineorfeminine)andinnumber(singularorplural).The‘rhyme’heuristicisagainre-stated.

Slide19 …modelsananswertotheexercisesheetonadjectiveagreementinnumberandgender(wk20_adj_agr_NG.pdf,withanswerkeywk20_adj_agr_NG_answerkey.pdf,).Thisworksheetcontainstwoexercises

wherepupilsmustselectanappropriateadjective.ForconKidentworkers,thereisanextensionsheet(wk20_adj_agr_NG_extension.pdf)withanswerkey(wk20_adj_agr_NG_extension_answerkey).pdf,wheretheKinalquestionforeshadowsnextweek’slearning,thatadjectivesmustalsobesubjectorobjectlikethenountheyaredescribing.

Slide20Homerandhisepics.It’slikelythatyourclassalreadyknowmanyofthetalestoldbyHomer,buttheymaynotknowthathewastheauthorofthem.WeknowverylittleaboutHomer,apartfromhisname(HomerosinGreek).Wedon’tevenknowwhenhelived:itcouldhavebeenthe12thCenturyB.C.(mouseclick),ormuchlaterinthe8thCenturyB.C.(mouseclick).Butwe’reverysurethatitwasalong,longtimeagoandit’samazingthathisstories,writtenasepicpoems,havesurvived.

Whatdoyouknowabout‘epic’poetry’sstyleorcontent?[Thepoemsarelong,fullofgreatheroesandevents]Whatothercultureshad‘epic’poetry?

[TheRamayanaandMahabharatafromIndia,BeowulfinOldEnglish,orNorsesagas]Howdoweusetheword‘epic’inmoderntimes?[brilliant,great,awesome!]

Infact,we’renotevensureif‘Homer’isjustoneperson.Theworkthatheisthoughttohavecomposedcouldwellhavebeenaddedtoorchangedbylotsofotherpeopleovertheages(mouseclick).Butwhoeverwrotethetales,youprobablyhavealreadyheardsomeofthem:

TheTrojanWar(mouseclick)

WhatdoyouknowabouttheTrojanWar?

TheTrojanHorse(mouseclick)

WhatdoyouknowabouttheTrojanHorse?

�30

TheCyclops(mouseclick)

Whatdoyouknowaboutthisstory?WhowastheCyclops?

Peoplebeingturnedintoanimalsbywitches.ThisisthestoryofCirce,Odysseus,andhisunfortunatecrewwhogotturnedintopigs.

Overthisweekandthenext,we’regoingtohearmoreofHomer’sepictales.

Atthispoint,youcanreadepic_script_beta.pdfaroundtheclass.Thistextisanaccessible,condensedversionoftheIliadandtheOdyssey,brokenintothirtychunks,soeachpupilcanhaveaturnatreading.Atthebeginningofeach

‘chunk’isaphoneticpronunciationguidetotheGreeknamescontainedinthetext.Pupilscanpracticethesetrickywordsbeforereading.

Slide21


1.Whatdoes‘iratus’mean?CanyouthinkofanEnglishwordthatcomesfromit?[angry,irate]

2. WhichAncientGreekpoetgaveusthestoryoftheTrojanWar?[Homer]

3. Areporci‘malae’?[No,theycan’tbeastheyaremasculine.Theywouldhavetobe‘mali’]

�31

Week21

Slide1Introslide.Thislessonisthelastinthefour-weekexplorationofLatinadjectives.We’veencounteredadjectivalagreementingenderandinnumber(singularorplural),andthislessonwecompleteourlearningbyseeinghowadjectivesalsohavetohaveasubjectorobjectendingtomatchtheirnoun.

TheculturesegmentcontinueswiththeepictalesofHomer,eitherusingtheaudiodramatization,orreadingoutloudwiththepupils.


Slide3WordRootsChallenge.Thesewordsactasaprimeforthevocabularytobeusedintoday’sgameofQuickOnTheDraw,aswellastoday’swrittenexercise.

primus/prima,Kirst–primary,prime(number,minister),OptimusPrimebellus/bella,beautiful/handsome–namesBella,BelleandIsabelle,embellishfrigidus/frigida,cold–fridge,refrigeratemirus/mira,amazing–miracle,admire,admirable,mirrorsecundus/secunda,second–secondary(school,colours),second malus/mala,bad–malady,malaria,MaleKicent,dismal,malicious,malevolentbonus/bona,good–bonus,bonbon iratus/irata,angry–irate




�32


…operatically!

…angrily

…tiredandyawning

…inhushedtones



Slides6-8...QuickOnTheDraw,whichpupilsplayinpairs.Therearesevenwordsbeingused,andasanextratask,theclassisasked(onmouseclick)toidentifytheirwordclasses.Checkunderstandingofthevocabulary,usingthepicturesascues(wehaven’tseenmaga(witch)orvidere(tosee)forawhile.TheverbinthesentencewillalwaysappearKirst,andthentherestofthesentencewillbuilduparounditonmouseclick.Pupilsmustdrawwhatishappeninginthesentence(oncethey’veshownyoutheirpictures,askthemtodescribewhatthey’veillustrated).Thesentencesare:

magaaudit–Thewitchhears.gladiusmirusest–Theswordisamazing.magaeirataegladiosvident–Theangrywitchesseetheswords.

Whichnoundoes‘iratae’describe?Howdoyouknowtheybelongtogether?[magae/becausetheirendingsarethesame]Whereisthesubjectinthis

sentence?[magae]Andtheobject?[gladios]

Slides9-14 Withwhiteboardsandmarkers,andindividuallyorinpairs,thepupilshavetoworkoutwhichformoftheadjectiveisneededtodescribethevariousanimalsasgoodorbad.Vocabularywillappearatthetopoftheslide:checkunderstandingof‘sordidus’(dirty,cognate=sordid)and‘iratus’(angry,cognate=irate,whichhasjustcomeupintoday’sWordRootsChallenge).

Apictureof‘dirty’or‘angry’cow(vacca)orapig(porcus)willappearonmouseclick.Aftertheword‘vacca’or‘porcus’,thepupilsshouldwriteontheirboardsthecorrectversionoftheadjective,whichneedstomatchacoordingtowhetherit’ssingular(a,us)orplural(ae,i),feminine(a,ae)ormasculine(us,i).Thepicturesonslides9-12are:

porcusiratus–angrypigvaccasordida–dirtycowvaccaeiratae–angrycows

�33

porcisordidi–dirtypigs

Aftereachslide,youcancheckthepupils’understandingofwhetherthenoun-adjectivepairissingularorplural,masculineorfeminine.

Slides13and14extendthelearningbyputtingthenoun-adjectivepairintoasentence.Thisisabittrickier,sopairthepupilsuptodiscusswhattheythinkthemissingadjectivesshouldbe.Ineachofthesentences,onmouseclick,acircleappearsaroundtheendingofthenounneedinganadjective.Thisgivesaclueasthepupilsknowthatthenounandadjectiveshouldrhyme.

vaccaporcumsordidumvidet–Thecowseesthedirtypig.

Whatnounisthesubjectinthissentence?Whichistheobject?[vacca/porcum]

porcusvaccasiratasvidet–Thepigseestheangrycows.

Whatnounisthesubjectinthissentence?Whichistheobject?[porcus/vaccas]

Whatisdifferentabouttheselasttwoadjectives?[Theydescribenounsthataretheobjectofthesentence]Howdidyoudecidewhatendingtouse?[used

anendingthatrhymed]

Slide15 Thisslidestatestherulethattheclasshavejustworkedout,thatadjectivesmustbethesameingender(masculineorfeminine),innumber(singularorplural),andthattheymustalsohavethesamesubject/objectendingasthenounthey’redescribing.The‘rhyme’heuristicisagainre-stated.

Slide16 …modelsananswertotheexercisesheetonadjectiveagreementinnumber,genderandsubject/object(wk21_adj_agr_NGC.pdf,withanswerkeyincludedinthesameKile).Inthisworksheetpupilsmustselectanappropriateadjective

fromthe‘cloud’(butwatchout,somewordsaredistractorsandwon’tKitinanyofthesentences!).ForconKidentworkers,thereisanextensionsheet(wk21_adj_agr_NGC_extension.pdf,againwithanswerkeyinthesameKile).

Slide17Homerandhisepics:arecapofsomewhatweheardlastweek,buthowwellweretheclasslistening?!Thequestions,eachdisplayedonmouseclick,are:

WhowritethefamousAncientGreekepictales,theIliadandtheOdyssey?[Homer,butwe’renotentirelysureif‘Homer’isjustoneperson.]

WhendidHomerlive?[We’renotentirelysure,butsomewherebetweenthe8thand12thcenturiesB.C.)

What’sthis?[TheTrojanHorse,designedbytheGreekarmytoenterthebesiegedcityofTroyandattacktheenemyfrominsidethecitywalls]

�34

Andwho’sthis?[ACyclops–theoneintheOdysseyhappenstobecalledPolyphemus(whichmeans‘Chatterbox’,whichisironic,ashe’samonsterofverylimitedvocabulary!).Youcantellhe’saCyclopsashehasonebiground(cycl-)eyeinhisface(ops).

Atthispoint,youcancontinuetoreadepic_script_beta.pdfaroundtheclass.

Slide18


1.AdjectivesinLatinhavetobethesameasthenounthey’redescribinginthreeways:whatarethey?[masculine/feminine,singular/plural,subject/

object]

2.porcisordidisunt?[Arepigsdirty?Usually,yes,becausetheyliketowallowinmud.]

3.What’sthemainfeatureofaCyclops?[Onebigeyeinthemiddleofhisface.Theycanalsotendtobeabitsavageandunfriendly!]

�35

Week22

Slide1Introslide.Inlanguageworkthisweek,weencounterLatinprepositions,exploretheirinKluencesonEnglishwordsandtranslatetheminsentences.Intheculturalsegment,weKinishourexplorationoftheIliadandtheOdysseyastheclasscreates(andplays!)agameofEpicTopTrumps.


Slide3WordRootsChallenge.Thesewordsintroducethevocabularytobeusedintoday’sgameofQuickOnTheDraw,aswellastoday’sworkonprepositions.

sub,under–submarine,subway,substandardnumerare,tocount–number,numeratorad,to–Advent(periodrunninguptoChristmas),advertisement(words/picturesusedtoturnyourattentiontoaproduct)per,through–perspective,Perspex,perspire,permanent(remainingthroughallcircumstances),person(personaisLatinformask,i.e.thethingthroughwhichyouspeak)laudare,topraise–applaud circum,around–circumference,circumstance,circumnavigatee/ex(whenfollowedbyavowel),out/outof–exit,ex-(i.e.former) post,after–postmeridiem(p.m.)n.b.post(mail,letters)ismorelikelyconnectedwithpostis(=doorpost)andponere(toplace)super,above–Superman,superhuman,supernaturalsordidus/sordida,dirty–sordid

Whatkindofword/wordclassaresub(under),ad(to),per(through),circum(around),e/ex(out),post(after)andsuper(above)?[prepositions]



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…operatically!

…angrily

…tiredandyawning

…inhushedtones



Slides6-10...QuickOnTheDraw,whichpupilsplayinpairsortableteams.Therearesevenwordsbeingused,andasanextratask,theclassisasked(onmouseclick)toidentifytheirwordclasses.Checkunderstandingofthevocabulary,usingthepicturesascues.Pupilsmustdrawwhatishappeninginthesentence(oncethey’veshownyoutheirpictures,askthemtodescribewhatthey’veillustrated).Thesentencesdrawonthelastfewweeks’workonadjectives.Thesentencesare:

magairataest–Thewitchisangry.magaestellasbellaslaudant–Thewitchespraisethebeautifulstars.magaequossordidosnumerat–Thewitchcountsthedirtyhorses.equisordidimagasiratasnumerant–Thedirtyhorsescounttheangrywitches

Whichnoundoes‘sordidi’describe?Howdoyouknowtheybelongtogether?[equi/becausetheirendingsarethesame]Whereisthesubjectinthis

sentence?[equi]Andtheobject?[magasiratas]

magaeirataesubstellassunt–Theangrywitchesareunderthestars

ThisKinalsentencesintroducesoneoftheprepositionswesawearlier.MouseclickdeKinesaprepositionasshowingwheresomethinghappensintimeorinspace.

Slide11Theaimofthisslideistoreinforcethatprepositionscanhappenintimeorinspace,andquiteofteninboth.

Gettheclasstodrawaclock(representingtime)ononefaceoftheirboards,andarocket(representingspace)ontheother.Astheprepositions(LatinandtheirEnglishtranslation)appearonmouseclick,getthestudentstodiscussinpairswhethertheythinktheprepositionis‘intime’or‘inspace’,andholduptherepresentativepicture.

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CanyouthinkofanEnglishsentencethatillustratesandjustiKiesyourchoiceof‘time’or‘space’?

Infact,throughactivediscussion(andperhapsdisagreement!),thepupilswilldiscoverthatmanyoftheseprepositionscanbeusedintimeorinspace

Thisthenleadsonto…

Slide12

Today’sexercise,whichconsistsoftranslatingsevenLatinsentenceseachcontainingapreposition(wk22_prepositions.pdf,whichincludesanswerkey).

Someofthekeen-eyedstudentswillnoticethatthenounsfollowingsomeprepositionsendin‘am’(whichtheyknowastheendingforanobjectnoun),andsomeendinā(awithalineaboveit):thisisanounendingthatwehaven’tmet,butisjustnecessarywhenfollowingsomeprepositions.

Slide13Culturalsegment.Forthelasttwoweeks,thepupilshaveeitherbeenlisteningtoorreadingoutthetaleoftheIliadandtheOdyssey.Ifyou’renotattheendyet,thisisagoodtimetocatchup.Ifyouhavegotthroughthestory,thisslidethenintroducesanactivitybasedonHomer’sepictales:EpicTopTrumps.

wk22_epic_card_template.pptcontains30charactercards(withrankingsbasedonintelligence,power,braveryandbeautyaccordingtotheirportrayalbyHomer).Thecardsneedcuttingout,stickingontostiffcard,andillustrating

withtherelevantcharacter.Eithereachpupilcanbegivenonecard(creatingonesetfortheclass),oreachtablegroupcanbegivenacompleteset,soeachpupilillustratesKiveorsix.Ifshortontime,thiscanmakeanicehometask.Onceillustrated,thecardscanthenbeusedinagame.CardsareshufKledanddealtbetween2-4players.Eachplayerthentakesitinturnstodrawthecardfromthetopoftheirpileandnominateacategory.Eachplayerthenlaysdowntheircard,andwhoeverhasthehighestscoreinthenominatedcategorywinsthecards.Playersareeliminatedastheygodowntozerocards.Iftwoormorecardsdrawonthehighestscore,thecardsareputintothemiddleofthegame,andcanbewonbythenexthand.

Slide14


1.WhatEnglishwordcomesfrom‘numerare’,tocount?[number/numerator]

2.Why,doyouthink,istheedgeofacirclecalledacircumference?[becauseitgoesaroundtheoutsideofthecircle]

3.Prepositionsshowwheresomethingishappeningint…….orins…….Whatarethemissingwords?[time/space]

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Week23

TheKinallessonofthetermisaone-hoursessionlearningabout,andthenusing,theRomantechniqueofmilleKioriglass-making(althoughthepupilswillusepolymerclay–cheaperandsafer!).

AlloftheinstructionsandinformationcanbefoundundertheWeek23sectionoftheMaximumClassicswebsite,includinglinkstocheapbulkpacksofpolymerclay.

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t2 guide text backup...centipede (creature with a hundred legs – pedes=feet in latin) octo, eight...

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