American Classical League
Catching Them in the Middle
Pre-Institute Workshop 25-26 June 2016
Educational Neuroscience Vocabulary
Acquisition Activity Models for the Latin
Classroom
Models presented here are the result of over 20 years of a rich
collaboration among the Latin faculty at Baker Demonstration School,
Evanston, Illinois, with colleagues Elisa Denja, Nava Cohen, Mina
Marien, Mary Joan Masello, Alexandra Vastardis, and Bleys Kueck.
Table of Contents:
Part 1 – Emotions and thoughts cannot be separated:
Models
1. Hoci Poci
2. Songs
3. Puppets
Part 2A - The brain organizes information into meaningful patterns:
Models
1. Vocabulary Charts and Journals
2. Syllabification
3. Chunking Exercises
4. Color Coded Vocabulary Charts
Part 2B – The brain seeks novelty:
Models
1. Ablative Hop
2. Verb Cantata
Part 3B – People can attend to auditory input for only a short time:
Model
1. Chapter XII Checklist
Part 4 – Processing time is crucial:
Model
1. Chapter XII Checklist
Part 5 – We all learn differently:
Models
1. Ferte Auxillia
2. Legos/Duplos
3. Fly-Swatter
Part 6 – Language is social:
Model
1. Checklist – Work on translation in pairs or small groups
2
Hocius Pocius
Hoci Poci!
Dextram imponis, dextram exponis
Dextram imponis et circumquatitis.
Facis hocim-pocim et sē volvis—
Ea quae facta sunt!
Alia Membra:
Sinistram (manum)
Dextrum latus (side)
Tergum
Dextrum pedem (femur)
Sinistrum latus
Caput
Sinistrum pedem (femur)
Nasum
Linguam
Gluteum maximum
Pectus
Tē totum/totam
3
AGRICOLA ANTIQUUS HABET AGRŌS
Ī
AE
Ī
ET IN AGRĪS IS
Ī
AE
AE
Ō
HABET ______
Ī
AE
Ō
CUM “____ - ____” HĪC
ET IBI “____ - ____”
HĪC “____”
IBI “____”
UBIQUE “____ - ____”
AGRICOLA ANTIQUUS HABET AGRŌS
Ī
AE
Ī
AE
Ō
©1987 Patricia Rektorik-Sprinkle
4
ARGUS
CANEM HABET ULYSSES VIR
ET ARGUS ERAT NOMEN
A-R-G-U-S, A-R-G-U-S, A-R-G-U-S
ET ARGUS ERAT NOMEN
~~
CANEM HABET ULYSSES VIR
ET ARGUS ERAT NOMEN
~~
*-R-G-U-S, *-R-G-U-S, *-R-G-U-S
ET ARGUS ERAT NOMEN
~~
CANEM HABET ULYSSES VIR
ET ARGUS ERAT NOMEN
*-*-G-U-S, *-*-G-U-S, *-*-G-U-S
ET ARGUS ERAT NOMEN
~~
CANEM HABET ULYSSES VIR
ET ARGUS ERAT NOMEN
*-*-*-U-S, *-*-*-U-S, *-*-*-U-S
ET ARGUS ERAT NOMEN
~~
CANEM HABET ULYSSES VIR
ET ARGUS ERAT NOMEN
*-*-*-*-S, *-*-*-*-S, *-*-*-*-S
ET ARGUS ERAT NOMEN
~~
CANEM HABET ULYSSES VIR
ET ARGUS ERAT NOMEN
*-*-*-*-*, *-*-*-*-*, *-*-*-*-*
ET ARGUS ERAT NOMEN
*=CLAP
5
Directions for Syllabification ©2015 Rickie Crown
Infants learn speech by listening to the sounds around them and eventually by replicating these
sounds by babbling. When infants create words, they do so by combining the various sounds
together to convey meaning (much to the delight of their ecstatic adults, who reinforce their new
talents).
Traditionally, we have expected that our Latin students develop perfect pronunciation and
comprehension without going through the babbling process which creates phonemic awareness.
Syllabification duplicates the babbling process for students, allowing them to develop the skill of
hearing the phonetic construction of the words they will be asked to read.
This exercise makes correct pronunciation possible for students who have cognitive processing
issues with phonemic awareness through overt practice. This overt practice allows for more rapid
phonemic facility for students without cognitive processing issues.
Preliminary Teacher Tasks
Task 1





Create a syllabification list for vocabulary by chapter of your text for each chapter in the
book.
In order to do this use the syllabification vowel and diphthong list in the syllabification
table.
Turn to a chapter vocabulary list you will be using and break down each word by syllable.
List the syllables for the vocabulary in the correct list under the vowel or diphthong list
they represent.
By the end of these tasks you will have created a list of syllables representing each vowel
or diphthong used in the chapter. (It looks like random syllables, but when spliced together,
these syllables create the vocabulary words that your students are responsible for
pronouncing and reading.)
Task 2 – Sponge Ball Puppet

Project and direction courtesy of Marilyn Price, puppeteer.
6
TALK TO ME!
A puppet partner for language and literacy development
Marilyn Price www.marilynprice.com
Materials: Sponge ball, eyeball ring puppet1, scissors & glue!
Draw lines and then cut with scissors!
Insert eyeball ring puppet with a bit of blue!
Holding ball in your dominant hand squeeze with pressure from your thumb to make
the mouth open and close!


Notes:
Either teacher or students may make puppets.
If you wish to, students may use the eyes by themselves as puppets. To do so, slide the eyes onto index finger
to create a finger puppet. To make this puppet talk tap index finger to thumb.
Class Activity Directions
To do this task, students and teacher need the syllabification list for the chapter plus a puppet (see above). If you wish,
a puppet can be created by simply using your four fingers to tap up and down vertically on your thumb.
To begin, the teacher models sounds, reading one syllable at a time out loud, using the puppet to speak each sound.
The class and its puppets echo each syllable after the teacher. Use approximately three to five minutes of class time
to do this exercise on a daily basis. As students become more familiar with the phonemes of the language, you may
increase the number of syllables you say an interval (la-ha-tat) and you may compare/contrast long and short vowels
by saying them in sequence (la-sta).
After students become proficient in the phonemes teachers may give the leadership role of this task to the class. For
many classes this exercise becomes a rapid-fire warm-up for each day’s activities. Then the puppets are put away and
the lesson proceeds.
1
Eyeball ring puppet from www.smilemakers.com
7
ECCE ROMANI CHAPTER I SYLLABIFICATION
A
Ā
E
Ē
I
O
Ī
la
stā
Ō
U
Ū
AE
nō
pu
ūr
quae
u
cūr
lae
ec
mi
vīl
quod
ha
ce
bi
vī
bo
tat
el
sti
cī
sub
am
ne
git
scrī
dum
ca
e
bit
ta
te
quis
iam
re
quid
ar
se
it
al
det
ra
et
na
le
fa
te
AU
EU
ae
©2005 Mary Joan Masello
8
OE
ECCE ROMANI CHAPTER II SYLLABIFICATION
A
Ā
E
Ē
I
O
Ī
Ō
U
Ū
AE
nōn
sunt
rūs
cae
a
que
ē
di
mī
quo
am
sed
dē
in
vī
ho
bu
lant
bre
strē
rit
grīs
po
nu
sa
tem
tē
ti
vīl
iam
re
quid
unt
a
fes
ci
us
tan
dem
a
ex
ad
len
lam
e
AU
EU
cur
ius
cam
fa
©2005 Mary Joan Masello
9
OE
ECCE ROMANI CHAPTER XV SYLLABIFICATION
A
Ā
E
Ē
I
O
Ō
Ī
U
Ū
AE
AU
plau
ap
tā
ex
rē
di
trī
lon
tō
gus
ū
tae
ta
pā
spec
bēs
bis
rī
ro
ō
cul
nū
prae
tar
ā
re
nēs
bi
pro
bōs
um
tas
ve
vis
o
pul
quat
ne
ris
bo
strum
tan
te
il
for
nus
se
lim
or
dus
mi
po
lud
quot
tu
ho
du
EU
ae
tum
num
©2005 Mary Joan Masello
10
OE
Chunking at the Middle School Level
Ecce Romani (Pearson) Chapter XII
©2008 Mary Joan Masello and Rickie Crown
What is Chunking?
Chunking may be defined as breaking words into individual morphemes or breaking sentences
into syntactic components. Many types of grammatical chunks may be identified. For purposes
of this lesson we will focus on subject chunks and prepositional phrase chunks.
Why is Chunking important?
Chunking helps the efficiency of working memory. Each of us is said to have access to seven bits
of working memory. Without chunking, each word of text equals, or takes up, one bit of
memory.
Example:
Marcus
1
&
2
Sextus
3
sat
4
under
5
the
6
tree.
7
With chunking, each bit of working memory can hold more than one word.
English Example: Marcus&Sextus
Subject Chunk
1
sat
Verb
2
Latin Example:
(sub arbore)
2. Prep Phrase
(Marcus et Sextus)
1- Subject Chunk
(under the tree).
Prepositional Phrase
3
sedebit
3. Verb
11
©2015 Rickie Crown
Given a Latin text, complete these tasks:
Task 1:
1. Find a partner.
2. Explain to partner why each of the words in the parentheses text is a Latin Chunk.

(Cornelia et mater sua) (ad portum) mane festinabant.

Aquitania (a Garumna flumine) (ad Pyrenaeos montes) et eam partem Oceani quae est
(ad Hispaniam)pertinent . . . . (I.I.VII CAESARIS COMMENTARIORVM DE BELLO
GALLICO LIBER PRIMVS)
Task 2:
1. Read the Latin sentence out loud.
2. Put parenthesis around any chunks you see.
3. Label the type of chunk:
 Subject chunk
 Prepositional phrase chunk
 Vadit inde Horatius (in primam partem pontis) et (ipso miraculo audaciae)
obstupefecit hostes. (Livy II.10.5)
12
C. IVLI CAESARIS COMMENTARIORVM DE BELLO
GALLICO LIBER PRIMVS
[1] 1 Gallia est omnis divisa in partes tres, quarum unam
incolunt Belgae, aliam Aquitani, tertiam qui ipsorum lingua
Celtae, nostra Galli appellantur. 2 Hi omnes lingua, institutis,
legibus inter se differunt. Gallos ab Aquitanis Garumna flumen,
a Belgis Matrona et Sequana dividit. 3 Horum omnium
fortissimi sunt Belgae, propterea quod a cultu atque
humanitate provinciae longissime absunt, minimeque ad eos
mercatores saepe commeant atque ea quae ad effeminandos
animos pertinent important, 4 proximique sunt Germanis, qui
trans Rhenum incolunt, quibuscum continenter bellum gerunt.
Qua de causa Helvetii quoque reliquos Gallos virtute
praecedunt, quod fere cotidianis proeliis cum Germanis
contendunt, cum aut suis finibus eos prohibent aut ipsi in
eorum finibus bellum gerunt. 5 [Eorum una pars, quam Gallos
obtinere dictum est, initium capit a flumine Rhodano,
continetur Garumna flumine, Oceano, finibus Belgarum,
attingit etiam ab Sequanis et Helvetiis flumen Rhenum, vergit
ad septentriones. 6 Belgae ab extremis Galliae finibus oriuntur,
pertinent ad inferiorem partem fluminis Rheni, spectant in
septentrionem et orientem solem. 7 Aquitania a Garumna
flumine ad Pyrenaeos montes et eam partem Oceani quae est
ad Hispaniam pertinet; spectat inter occasum solis et
septentriones]
13
Directions for Vocabulary Charts (Vocabulary Journal)
Materials needed:




One set of vocabulary journal charts for parts of speech (nouns, verbs, adjectives,
adverbs, prep phrases, etc.).
Varied colored paper to match each of the different parts of speech.
Make one copy of Vocabulary Journal per student which varies by parts of speech.
Vocabulary list per chapter (may refer students to vocabulary list in text if you wish
without printing out a separate vocabulary list).
To do the Vocabulary Journal Task:









Pass out one copy of Vocabulary packet to each student.
Ask students to access their vocab lists either in text or provided list.
Direct students to sort their vocab. Listing each work on the correct page of the vocab
journal.
For each entry students should list: Latin word, its English meaning, and any other
pertinent information (for nouns, GNC; for adjectives, nominative forms by gender; for
verbs, principle parts, etc.).
After students have sored the entire vocabulary, ask them to get a partner, exchange
papers, and check each other’s vocab entries. Making suggestions to each other as
needed.
Students may study vocabulary using these charts.
Continued practice may be done by creating color coded flash cards by using information
on the charts (these may be done using color coded 3x5 index cards or making virtual
flash on various apps online).
Direct students to use their charts/flash cards to practice vocabulary for 5 to 10 minutes
every day.
Use various games and apps to reinforce the practice of vocabulary.
©2004 Baker Demonstration School Latin Faculty
14
How to Use Color Coded Vocabulary Charts
Color Coded Vocabulary Grids - ©2004 Baker Demonstration School Latin Faculty
Given a vocabulary list and a vocabulary packet color code words by parts of speech:
Sort the words by entering each word on the correct part of speech page. For each part of speech include
the following:
Nouns:




Latin Noun
Genitive ending
Gender
Definition
Verbs:
 Latin Verb
 Infinitive
 Verb Definition (you may require principal parts and conjugation if you wish)
Adjective:
 Latin Adjective
 Masculine/Feminine/Neuter Endings
 Definition
Adverbs:


Latin Adverb
Definition
Prepositions:
 Case required
 Definition
Misc.



Word
Part of Speech
Definition
15
Ways to Use Charts to Practice Vocabulary

Make color coded flash cards which correspond to vocabulary lists.

Test yourself on vocabulary using these cards individually or with a partner.

You may create an icon (drawn/clip art) to illustrate each vocabulary flash card.

You may play any one of a number of matching games with your deck of cards and another
student’s deck of cards mixed (be sure to mark each individual’s deck of cards to facilitate sorting
after the game).
Examples of card games:



Go Fish
Old Maid
Concentration
©2015 Rickie Crown
16
Praenomen _________________ Nomen _________________ Cognomen _________________
Vocabulary Journal
Remember to draw a line between chapters! We will use this journal all year.
Latin
NOUNS
English
17
Color Coded Vocabulary Grids - ©2004 Baker Demonstration School Latin Faculty
18
Color Coded Vocabulary Grids - ©2004 Baker Demonstration School Latin Faculty
19
Color Coded Vocabulary Grids - ©2004 Baker Demonstration School Latin Faculty
20
Ablative Bunny HOp
Ablative “Bunny Hop”
In order to learn the ablative endings for 1st, 2nd, and 3rd declensions, the teacher can teach the students
the Ablative “Bunny Hop.” Using the traditional Bunny Hop dance, students should stand in a line with
their hands on the shoulders on the person in front of them. For the singular ablative endings, -a -o -e, the
students should switch kicking out their right and left foot. Then for the plural endings, -Is -Is -ibus, the
students should hop three steps forward. Then repeat.
©2005 Rickie Crown
21
Directions for Verb Cantata
(Modeled on a performance by P.D.Q Bach)
©2005 Rickie Crown
Materials Needed:


Pack of multi-colored 3x5 index cards (six colors needed in total – may use white)
Markers
To prepare for the Verb Cantata, select one index card of each color:

Write on one color the PRESENT verb tense person endings (o-s-t/mus-tis-nt)

Write on another color the IMPERFECT verb tense endings (bam-bas-bat/bamus-batis-bant)

Write on another color the FUTURE verb tense endings (bo-bis-bit/bimus-bitis-bunt)

Write on another color the PERFECT verb tense endings (i-isti-it/imus-istis-erunt)

Write on another color the PLUPERFECT verb tense endings (eram-eras-erat/eramus-eratiserant)

Write on another color the FUTURE PERFECT verb tense endings (ero-eris-erit/erimus-eritiserunt)
During the Verb Cantata:

Divide class members into six (6) groups.

Give one verb tense card to each group along with enough blank cards of the corresponding color
for each member.

Each member of the group should copy the group’s verb tense endings on his/her own card.

Each group is to create a rap, a chant, or a song around its assigned verb tense endings.

Give them three to five minutes to do so.

After five minutes, have each group perform their rap, chant, song for the rest of the class.

Then, arrange the groups to stand together in clumps, as though they were sections in a chorus.

You, the teacher, become the choral director.

Bring each group in, in the order you choose, and once a group begins singing, their job is to
continue repeating their rap, chant, song.

Spend about three minutes bringing groups in and changing volume (softer/louder) before you
bring the choral work to a conclusion.
22
Quid praenomen tibi est? ______________________
Chapter XII
©2008 Cohen, Crown, Denja, Masello, and Vastardis
Salvē! To refresh your memory . . . Davus is worried and angry. Geta is gone! If you look closely, you’ll
find him hiding in a tree. He’s in for it! Runaway slaves were not dealt with lightly . . . . If you breathe
deeply, you’ll smell the brand warming up!
_____
1. Read Chapter XII Objectives. Highlight anything that you do not understand.
_____
2. A. *Read over Latin vocabulary and meanings on page 89 of your text.
*Read over the story copied in your checklist and highlight all the new vocabulary as you read it.
B.
Complete vocabulary/parts of speech chart.
Latin word/s
Parts of Speech
Kernel
Noun Verb
example: cantat
X
Modifier
Adject.
Adverb
Meaning
Connector
Prep Phrase Other (specify)
he/she/it sings
1. bonus, -a, -um
2. canis, canis
3. fossa, -ae
4. cum
5. mox
6. vestigia
7. tunicā
8. vinea, -ae
9. trahō, trahere
10. inveniō,
invenīre
23
Latin word/s
Parts of Speech
Kernel
Noun Verb
Modifier
Adject.
Adverb
Meaning
Connector
Prep Phrase Other (specify)
11. lātrō, lātrare
12. rogō, rogāre
13. convocō,
convocāre
14. nam
15. tamen
16. olfaciō,
olfacere
17. reprehendō,
reprehendere
18. ferō, ferre
19. immobilis
20. in fronte
litterās inurere
C. Now enter each vocabulary word from the chart above into the color-coded vocabulary packet
for this chapter. Make sure you have checked the accuracy of your parts of speech before completing
this step!
D.
E.
Create colored flashcards for this chapter’s vocabulary. Remember:
• orange
nouns
• green
verbs
• yellow
adjectives
• blue
adverbs
• pink
prepositional phrases
• white
connectors and other miscellaneous parts of speech
Use your flashcards and vocabulary packet to review vocabulary.
24
• Study by yourself
A modern map of Rome to Baia
Domizia, ancient Baiae. Can you
• Drill yourself both orally and in writing
locate the Via Appia?
• Have someone else drill you
• See strategies list for more ideas
F.
MIRABILE DICTU: The Wonder of Words!
©2008 Mary Joan Masello
1.___ Read the following English passage. It contains several
English words derived from the Latin verbs in your vocabulary:
ferō, ferre; convocō, convocāre;
reprehendō,
reprehendere; and rogō, rogāre, and the noun vestigium.
Pay attention to how these derivative words are used in the context
of the story.
When the messenger arrived at Cornelius’ summer home at Baiae, Cornelius immediately
deferred to the Emperor Titus’ summons to return to Rome. It was no easy task to transfer the
family and its household goods from Baiae back to the city, a distance of some 300 plus miles
along the Via Appia. Davus, the overseer of the estate, could infer that only very critical business
would make his master leave Baiae’s medicinal sulfur springs where Cornelius enjoyed bathing his
knee, sore because of an old war injury. Davus wondered, “Was Cornelius being summoned to
supervise a referendum concerning a new law? Or was he being called to serve as a reference for
Titus when he convoked the Senate?” In any case, he dared not trouble the master right now over
the disappearance of that miserable field slave, Geta,
who left not one vestige of a clue as to his whereabouts. “Geta! By Hercules, just wait until I
reprehend and interrogate that wretched good-for-nothing!” As he strode off toward the threshing
floor, Davus was working on a plan to extract any possible information about Geta from the other
field slaves
1. ____In the table below, check the box that most accurately describes your understanding for each
of these English words derived from the Latin vocabulary in this chapter.
I
II
III
IV
English
Derivative
No way. Never saw
or heard this word
before.
I think I have seen or
heard this word but
don’t know what the
heck it means.
I recognize this
word when I see or
hear it and know
what it means
sometimes but it’s
hard for me to
explain it.
I know this word
when I see it or
hear it and can tell
someone what it
means.
25
1. defer
2. transfer
3. infer
4. referendum
5. reference
6. convoke
7. interrogate
8. vestige
9. extract
2. Compare your completed table above with a partner by following these steps:
a. ____Discuss similarities and differences checked.
b. ____For words checked in the first and second columns, guess or brainstorm some
possible categories or contexts in which you MIGHT find these words.
c. ____For words checked in the third column, compose with your partner a sentence
including the checked word and write it in the appropriate space.
d. ____For words checked in the fourth column, define using your own words or using a
picture.
3. ____ Complete a “Manipulate Your Derivatives” exercise
4. ____In the table given below, fill in the blanks for the second, third and fourth columns Follow
the directions as written for the fifth column. Use the chapter story, the vocabulary listed at the beginning
of the checklist and the completed table above to help you deduce the meanings of the derivative words.
26
English
Derivative
1. defer
2. transfer
Circle the number of the
gloss or paraphrase
which you think best
describes this word:
Latin
Root of
English
Derivative
1. to comply with or submit
to the opinion or decision
of another
De
2.to bear down, push
D
Meaning English
Use this English
derivative in a
of Latin
Part(s) of Speech sentence or sketch a
Root
picture or icon of it
Word
and be able to
explain it to another.
1. to carry over or across
from one place to another
2. to change markedly in
form or appearance
3. infer
1. to carry one’s self in a
lesser position
2. to draw a conclusion or
make a deduction based on
facts or evidence
4.
referendum
1. a vote submitted directly
to the people for approval
or disapproval of a
proposed law
2. one to whom something
is referred for decision
5. reference
1. a feeling of profound awe
and respect
2. one to whom another may
refer in attesting to a third
party’s character or
worthiness for employment
6. convoke
1. to call together; to convene;
to assemble
2. to annoy; to vex; to trouble
27
7.
interrogate
1. to examine by formal
questioning
2. to torture
1. visible trace, evidence, or
sign of something that has
once existed that either exists
no longer or appears to exist
no more
8. vestige
2. a garment usually worn
over a shirt or blouse
1. to drag, draw or pull out,
usually with force
9. extract
2. to sidetrack, divert
5. Prepositions, Prefixes and Word Structure
a.) ____You already know that many English words begin with prefixes. What is a prefix? A prefix
is a letter or group of letters attached to the front of a word that helps to refine or intensify meaning.
Have you noticed that many, though not all, Latin prepositions are used as prefixes in both Latin and
English? In Chapters One and Two of Ecce Romani, you have already met the prepositions in and sub
on page three and ad and ex (ē) on page seven. These prefixes can be attached to certain Latin words and
also to some English words as you have probably noticed before.
b.) ____The meanings of these prefixes are generally the same, or at least quite similar to,
their meanings as Latin prepositions. For example, as prefixes:
ad - = to, toward, near
in- = in, on, into, upon
ex- (ē-) = from, out of
sub- = under, beneath
c.) ____Here are a few English derivatives that begin with the prefix ad-, ex-, in – joined to a
Latin root word from this chapter:
in
+
fer = infer
(“to carry in, hence, to lead to as a result or
conclusion”)
(“in,” “into)
ad
(“carry”)
+
vent (from veniō) = invent (“to come upon, find, discover”)
28
(“to, toward,near”)
ex
+
(“come”)
tract (from trahō) = extract (“to drag out”)
(“out of, from”)
(“drag,” “pull”)
d.) ____In a later chapter, ( Ch.16), of our text, we will learn that another preposition, dē, is
frequently prefixed to some Latin root words. We have seen an example of this in
the word “defer” listed in this chapter’s derivatives.
e.) ____ There are also a few other Latin prefixes that are NOT formed from prepositions.
One of the most commonly used prefixes in both Latin and English is the prefix re-,
sometimes written as red-. Re(d)- means “back, backward, or again”. Knowing the
meaning of the Latin verb īre, meaning “to go” and the prefix re-, it is easy to figure
out the meaning of the verb redīre in chapter seven: _____________.
f.) ____ Another commonly used Latin prefix not formed from a preposition is dis-. Using a
good dictionary, look up the meaning of dis-. Write the definition you found. Share
and discuss with your classmates in a small group:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
g) Given the derivative words in the table below, analyze each word by filling in the
blanks as directed. The first one is done for you as an example.
Prefix
e.g. in= in
English Derivative
1. inhabit
Latin Root
habitō, habitāre-live,
dwell
Construct a possible meaning for
this word. Use a dictionary to
check if you are not sure.
“To live in, dwell in”
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2. infer
3. remain
4. repair
5. advent
6. attract
7. subtract
8. suburb
9. dispose
10. differ
11. event
12. expose
13. reduce
14. refer
15. depose
Nota Bene: did you notice what happened to the prefixes in numbers 6, “attract” and 10, “differ”? The
prefixes Ad - and Dis- changed slightly to At- and Dif- for a better –sounding pronunciation. This
process is called Assimilation.
h) Word Building: complete the table given below. Use any of the prefixes listed in column one and
affix them to any Latin root word from the following text box. You can use a root word or prefix as often
as you like. You might need to change the prefix slightly to assimilate to the root word. Feel free to use
30
a dictionary to check your work if you are unsure about a prefix + root combination. Build at least 5
words (construct words different from the derivatives given in this lesson).
-fer- (bring, bear, carry)
-pon- /-pos- (put, place)
-spect- (look)
-voc-/-vok- (call)
Prefix
Use ad-, de-,
dis-, ex
-mit-/-mis- (send)
-duc- (lead, take)
+ Root Word
(choose from the
text box above)
= Derivative Word
Meaning of
newly formed
word
Derivative used in a
sentence or
Definition of
Derivative
+ vok (voc-)
= revoke
“Call back or
take back”
The judge was
forced to revoke
the driver’s license
(-ē), in-, re-,
sube.g. re-
of the DUI
offender.
k.)
Complete workbook activity 12f.
I.
Are there vocabulary words that you keep forgetting? Write them in your color-coded TRICKY
VOCABULARY WORDS packet and then make two additional colored flashcards for each
tricky word.
31
J.
_____
3. A.
B.
Review vocabulary with your flashcards, vocabulary packet, the computer program, and any
other strategy that works for you. (See strategies list for more ideas.) Remember that you will
remember vocabulary words better if you study them for a short amount of time every night
than if you study for a long amount of time at the last minute!
Read "The Ablative Case" on pages 90-91 in your text.
ABLATIVES ARE MODIFIERS. When you see a noun in the ablative case, it will answer one
of the following questions:
1.
WHERE
An ablative with a preposition may answer the questions “UBI/where?” or “UNDE/from
where?” These are called ablative of place where and ablative of place from which.
Sounds logical!
Example: sub arbore = under the tree
in hortīs = in the gardens
in viā = on the road
ex ianuā = out of the door
2.
WITH WHOM
An ablative with the preposition cum answers the questions “QUŌCUM/with whom (sg)”
or “QUIBUSCUM/with whom (pl)” This is called an ablative of accompaniment.
Example: cum patribus = with the fathers
cum equō = with the horse
3.
WHEN
An ablative without a preposition (NIAWOP) may answer the question
“QUANDO/when?” This is called ablative of time when or ablative of time within
which.
Example: nocte = at night
32
aestate = in the summer
secundā horā = at the second hour
4.
a.
HOW
An ablative without a preposition (NIAWOP) may answer the questions “QUŌ
INSTRUMENTŌ/how?” or “QUŌ INSTRUMENTŌ/by what instrument?” This is
called an ablative of means and refers to things.
Example: baculō = with a stick
tunicā = by the tunic
complexū = in an embrace
b.
An ablative without a preposition (NIAWOP) may answer the questions
“QUŌMODO/how?” “QUŌMODO/in what manner?” This is called an ablative of
manner and refers to something abstract or something that can’t be touched.
Example: magnā voce = in a loud voice
I C E S is still a good memory device for frequently used prepositions
that require the ablative case.
C.
Given a list of Latin noun forms/phrases, circle each ablative prepositional phrase.
1. a.
villae
b. cum amicīs
4. a.
senator
b. ex ianuā
7. a.
in cubiculō
2. a. consulem
b. sub rivō
5. a. aestas
b. sub arboribus
8. a. ē portīs
3. a. arborem
b. in villā
6. a. cum puerīs
b. cistās
9. a. nocte
33
b. numerus
D.
b. ramōs
b. in lectīs
Given a list of Latin noun forms without a preposition (NIAWOP), underline each NIAWOP.
1. a.
baculō
b. ramī
4. a.
b. illā nocte
tribus diēbus
b. in agrōs
7. a.
2. a. vox
consulem
b. aestate
5. a. brevī tempore
b. sororis
8. a. magnā voce
b. patrem
3. a. magnā irā
b. amicae
6. a. baculum
b. vestigiō
9. a. in rivō
b. tunicā
_____ 4. A. Read your Ferte Auxilium, the Ablative Road Map
B.
Given a pair of ablatives, circle the ABLATIVES OF ACCOMPANIMENT.
1. a.
cum Corneliā
b. illā nocte
4. a.
cum sororibus
b. complexū
C.
2. a. baculō
b. cum equīs
5. a. cum cistīs
b. magnā voce
3. a. cum ancillā
b. in viā
6. a. ex urbe
b. cum fratre
Given a pair of ablatives, circle the ABLATIVES OF PLACE WHERE.
34
1. a.
in fossā
b. togā
4. a.
3. a. ultimā horā
b. in rivō
canibus
b. in cubiculīs
D.
2. a. ē raedīs
b. sub arbore
5. a. sub portīs
6. a. sub raedīs
b. magnō fragore
b. cum equō
Given a pair of ablatives, circle the ABLATIVES OF PLACE FROM WHERE.
1. a.
ex urbe
b. magnō clamore
4. a.
ē villā
b. in villā
E.
2. a. ē piscinā
3. a. aestate
b. cum amicīs
5. a. ē culinīs
b. ex equīs
6. a. cum Aureliā
b. brevī tempore
b. ē vineīs
Given a pair of ablatives, circle the ABLATIVES OF TIME.
1. a.
brevī tempore
b. cum equō
4. a.
septimā hora
b. complexū
F.
1. a.
2. a. magnā irā
3. a. aestate
b. tribus diēbus
5. a. nocte
b. stolīs
6. a. in lectō
b. ultimā horā
b. ex urbe
Given a pair of ablatives, circle the ABLATIVES OF MEANS.
baculō
2. a. magnā voce
3. a. ramīs
35
b. tribus diēbus
4. a.
stolīs
b. tunicā
5. a. togā
b. complexū
G.
b. aestate
6. a. in arbore
b. sub ianuā
b. canibus
Given a pair of ablatives, circle the ABLATIVES OF MANNER.
1. a.
magnō fragore
2. a. complexū
b. in silvā
4. a.
b. sub statuā
5. a. magnā arte
cum patribus
b. magnō clamore
3. a. raedīs
b. magnā irā
6. a. baculō
b. magnā voce
b. nocte
H.
Now go back to 4BCDEFG and translate the ablatives expressions you circled.
I.
Now go back to 3CD and list the ablative category and translation for each ablative expression you
circled.
J.
NIAWOPS & Ablative Prepositional Phrases!!
Given a list of Latin noun forms with AND without prepositions, underline each ablative, identify
the type of ablative 3 and translate.
1.
arte
cum puerō
2.
4.
vocis
3.
magnā
ē raedīs
36
4.
per arborem
5.
cibus
7.
in villā
8.
ex ianuā
9.
aestas
4.
ē raedīs
ē raedīs
10.
matrum
11.
sub arboribus
12.
in agrōs
13.
magnō cum gaudiō
14.
cum canibus
15.
in
18.
brevī tempore
cubiculum
_____
6.
4.
ē raedīs
16.
stylō
K.
Turn to 12c in the workbook. Complete according to directions. Identify the type of ablative using
the names in checklist #3.
L.
Turn to workbook activity 12e.
17.
prope hortum
1.
Underline any English expressions which translate into ablatives.
2.
Identify the type of ablative (use checklist #3 as a guide).
3.
Translate ablatives into Latin.
4.
Circle any genitives.
5.
Translate genitives into Latin.
5. Locate exercise 12b in the text. Complete according to directions and:
A.
Identify each ablative using the names in checklist #3.
B.
Use the appropriate Latin question word to tell what question each ablative answers.
37
_____
6. Given the story for this chapter below, using a pencil:
A.
Underline all prepositional phrases.
Identify the type of ablative (place/accompaniment.)
B.
Square ablatives without prepositions (NIAWOPS.)
Identify the type of ablative (time/means/manner.)
C.
Circle each genitive and draw an arrow to the word it modifies.
Davus est sollicitus, nam necesse est Getam invenīre. Ubi servī effugiunt, dominī saepe vilicōs
reprehendunt. Saepe etiam eōs verberant. Cornelius est dominus bonus, sed ubi Cornelius iratus est —
Servōs igitur Davus in aream statim convocat et rogat, “Ubi est Geta?” Nemō respondēre potest.
Davus igitur aliōs servōs in hortum, aliōs in agrōs, aliōs in vineās mittit. In hortō et agrīs et vineīs Getam
petunt. Neque in hortō neque in fossīs agrōrum neque in arboribus vineārum Getam inveniunt.
Davus igitur servōs iubet canēs in aream ducere. Aliī servī tunicam Getae in aream ferunt. Canēs
veniunt et tunicam olfaciunt. Mox Davus servōs cum canibus in agrōs dūcit. Latrant canēs. Per agrōs
Corneliī, deinde per agrōs vicinārum villārum currunt. Neque rivī neque fossae eōs impediunt. Vestigia
Getae inveniunt, sed Getam invenīre non possunt. Tandem Davus eōs in silvam incitat.
Geta in arbore adhūc manet et ibi dormit. Canēs latrantēs eum excitant. Nunc tamen Geta effugere
non potest et in ramīs sedet, immobilis et perterritus. Canēs, ubi ad aborem appropinquant, Getam ipsum
non conspiciunt, sed olfaciunt. Latrant canēs; appropinquant servī. Miserum servum vident quī in ramīs
arboris sē celat.
“Dēscende, Geta!” clamat Davus. Geta descendit. Davus eum tunicā arripit et baculō verberat. Deinde
servōs iubet Getam ad villam trahere et in fronte litterās FUG inūrere.
_____
7. Prepare for quiz on ablatives. Know your paradigms.
38
_____
8. Practice vocabulary and derivatives for chapter XII and for chapters I-XII, both orally and in
writing. (Reviewing old vocabulary now will help you remember it in the future!)
_____
9. Complete activity 12a in workbook according to directions.
_____ 10. Locate workbook activity in 12b. Follow these directions:
A.
Fill in the blanks according to the directions given.
B.
Label the S-TV/IV-O/P/C.
C.
Identify ablatives according to type.
D.
Circle each genitive and draw an arrow to the noun it modifies.
E.
Translate into English.
_____ 11. Complete exercise 12d in the text by:
A.
Copying each sentence onto a separate page.
B.
Labeling the S-TV/IV-O/P/C.
C.
Selecting the correct word to fill in the blank.
D.
Translating.
_____ 12. A.
Study vocabulary for Chapter XII and for Chapter VI both orally and in writing.
B
Complete a chapter VI vocabulary review quiz.
C.
Practice noun and verb paradigms.
_____ 13. Complete the reading calisthenics exercise copied at the end of your checklist.
____
14. Complete workbook activity 12d according to directions given. Then:
A.
Circle each adjective and draw an arrow to the noun it modifies.
B.
Square the Latin pronouns and give the person (1st, 2nd, 3rd) of each.
_____ 15. Look back at the story from Chapter XII in #6 above.
A.
Read over the story aloud. We will complete exercise 12a together in class. Practice your
responsum Latinum.
39
B.
Label the S-TV/IV-O-P/C.
C.
Translate.
_____ 16. Complete the Chapter XII Pre-test by following these steps:
A.
B.
C.
D.
Review Objectives.
Complete Cogitationes Pars Secunda, section I.
Complete Cogitationes Pars Secunda, section II and the pre-test.
Complete and review Cogitationes Pars Secunda, sections III, IV, and V.
_____ 17. Vince the Chapter XII Examen! Bona fortuna!
40
Ferte Auxilium Drawings
©2005 Nava Cohen
41
©2007 Alexandra Vastardis
42
©2008 Alexandra Vastardis
43
©2007 Alexandra Vastardis
44
Building Blocks of a Latin Sentence
©2016 Rickie Crown
Goals:
The purpose of this activity is to teach students to:
1. Teach to students to use the S-V, S-V-O, S-V-P- sentence structures to construct a model of a
Latin sentence using Duplo blocks.
2. Given a Latin sentence, construct a model of the sentence using the Duplo and use that model to
assist in translation.
Materials Needed:

Duplo Blocks – 36 blocks (4 colors - 9 of each color)

Duplo Trains (2 Duplo trains – each with 3 cars)

Using textbook vocabulary, create a group of Latin sentences which follow each of these patterns:
1. S-V-O
2. S-V-O-ObjAdj
3. S-V-O-SubAdj
4. S-V-O-Adv
5. S-V-O-PrepPhrase
6. S-V-O-PrepPhrase-Adj
modifying object of Prep
45
Demonstration
Model the steps of each activity with students before asking them to do the activity on their own.
Activity 1:
1. Given the train and a group of varied colored Duplos demonstrate how to build a Latin S-V-O
sentence using the Duplo train parts to represent the Subject, Verb, and Object of a Latin
sentence, e.g. Subjects are always red, Verbs are always blue, Objects are always yellow, etc.
2.
Demo how to build a sentence using the Duplo train and blocks putting subject blocks in the
engine, verb blocks in the second car, and the objects in the third car.
3. Using flash cards representing vocabulary, ask students to draw a word from the pile.
4. Read the word out loud.
5. Select a block that matches its sentence function color and put the block in the correct positon on
the train. Put the card next to it.
6. Pick another word and repeat the process until you have filled all three positions in the SVO train.
7. Read the Latin sentence you have built out loud. Make note of the correspondence between the
block and the word which it represents.
8. Translate the sentence.
9. Repeat the process of building new sentences several times.
10. When students are comfortable with SVO, then add Object Adjective to their building, then add
Subject Adjective, then hang Preposition Phrases off the back of the train. As students translate,
ask them to touch the block that represents the word they are translating.
Activity 2:
1. Break students into small groups.
2. Give each group a subset of the Latin sentences composed for the exercise.
3. Ask students to build a representation of each sentence using Duplo.
4. Write the Latin sentence on an index card and translate it.
5. Put the card next to the SVO Train, take a picture of the train and sent the picture to your teacher.
46
The
Fly-Swatter Latin Vocabulary
Review Game
1. Materials Needed:
 2 (or more) clean fly-swatters
 If desired (but not necessary) small prizes or treats for winning team
2. Procedure:
 Write all target Latin, vocabulary words for a particular chapter on the board
random order.
in
 Divide students into two or more relay teams (usually better to have no more than 5 students per group so that
they don't have to wait too long a time for a turn; use extra fly- swatters for large groups).
 Choose one student/volunteer to keep score (does not play game)
 Assign each group a colorful Roman or Mythological name (or let groups choose a name)
 Ask students to line up in relay teams behind a designated line at least 6 feet away from the board.
3. Explain rules:
 No running, must walk to the board.
 No hitting or touching one another with fly-swatters.
 No "shadow fighting" or "swordplay" with fly-swatters.
 If both students "swat" the same word, the fly-swatter on the bottom always wins.

Begin play by calling out English meaning of Latin word. Players first in line scurry toward the board and
"swat" the word each believes is the correct answer. A point is awarded for a correct answer to the player who
answers correctly. If a player has swatted a word that is incorrect, s/he may not swat again but moves to the back
of the line and passes the fly-swatter to the next person in line.

The game ends when all vocabulary words have been identified and swatted. Points for each team are tallied
by the scorekeeper.
47