Propositum: DWBAT identify and correct common errors from the Term 3 IA; Facite Nunc: 1. Take the following handouts:

1. ‘Term 3 IA Review’ (Class Notes)2. ‘Future Participles’ (Class Notes)

2. Begin working on your ‘Term 3 IA Review’ handout with your table members

PENSUM #103:Complete pgs. 1 and 2 of your ‘Future Participles’ hanoutQUIZ ON FRIDAY ON FUTURE PARTICIPLES AND GERUNDIVES

4/7/14

SECTION A: TRANSLATION

1. urbe Rōmae cōnsule carēnte, Cinna, fīdissimus amīcus Mariō, duōs annōs cōnsul appositus est.

– What grammatical construction is urbe Rōmae cōnsule carēnte? ________________• Translate it LITERALLY:

_________________________________________________• Translate it CAUSALLY:

_________________________________________________

ablative absolute

with the city of Rome lacking a consul

Because the city of Rome was lacking a consul

SECTION A: TRANSLATION2. plūrēs mīlitum, īratissimōrum ob route magnum per

montēs niveiorēs, sentiēbant saevum dūcem ad suōs mortēs sē celeriter dūctūrum esse.

– The head verb is __________________– The infinitive inside indirect speech is __________________– The head verb is in the_________________ tense, and the

infinitive in indirect speech is in the _________________ tense; therefore that verb translates as “________________________”

– suōs and sē refer back to the _________________, which is _____________________.

sentiēbant

dūctūrum esseimperfect

future

would leadsubject of the head verb

more of the soldiers

SECTION A: TRANSLATION3. mīlitēs duōrum cōnsulum ā Sullā victī sunt et is nuntiāvit sī

aliquem sibi oppositūrum esse, illum acerrimās consecutiōnēs latūrum esse.

– The head verb is __________________– The infinitives inside indirect speech are

__________________________ and _____________________________.

– The head verb is in the_________________ tense, and the infinitives in indirect speech are in the _________________ tense; therefore the infinitives translate as “________________________________” and _________________________________.

– sibi refers back to the _________________, which is _____________________.

nuntiāvit

oppositūrum esselatūrum esse

perfect

futurewould oppose

would enduresubject of the head verbhe (Sulla)

SECTION A: TRANSLATION SCAVENGER HUNT!Find the following grammatical constructions within the translation sentences:

• A COMPARATIVE ADJECTIVE: ____________________; translates to “____________________”– Change it to positive ____________________; translates to “_________________”– Change it to superlative: ____________________; translates to “_________________”

• A SUPERLATIVE ADJECTIVE: ____________________; translates to “____________________”

• A -L/R- SUPERLATIVE ADJECTIVE: ____________________; translates to “____________________”

• A POSITIVE ADVERB: ____________________; translates to “____________________”– Change it to comparative: ____________________; translates to

“_________________”– Change it to superlative: ____________________; translates to “_________________”

niveiorēsrather snowy/snowier

niveīsnowy

niveissimīsnowiest

īratissimōrum angriest/most angry

acerrimās bitterest/harshest

celeriterquickly

celeriusmore quickly/rather quickly

celerrimēmost quickly

SECTION B: MULTIPLE-CHOICE(Marius) domum rediit et in lectō maestissimē dīxit nullum

virum Fortūnae vītam eius confidēre debēre. (lines 1-2) *confidō, confidere, confisus sum to trust, entrust (semi-deponent)

TRANSLATION:

4. The best translation of maestissimē is:a. sorrowfulb. sorrowfullyc. very sorrowfuld. very sorrowfully

(He/Marius) returned home and most/very sorrowfully in (his) bed said that no man ought to have entrusted his life

to Fortune.

SECTION B: MULTIPLE-CHOICE(Marius) domum rediit et in lectō maestissimē dīxit nullum

virum Fortūnae vītam eius confidēre debēre. (lines 1-2) *confidō, confidere, confisus sum to trust, entrust (semi-deponent)

TRANSLATION:

5. The subject-accusative of indirect speech in this sentence is:a. nullum virumb. Fortūnaec. vītam d. domum

(He/Marius) returned home and most/very sorrowfully in (his) bed said that no man ought to have entrusted his life

to Fortune.

SECTION B: MULTIPLE-CHOICE(Marius) domum rediit et in lectō maestissimē dīxit nullum virum

Fortūnae vītam eius confidēre debēre. (lines 1-2) *confidō, confidere, confisus sum to trust, entrust (semi-deponent)

TRANSLATION:

6. This sentence illustrates that:a. Marius wished that Fortune would have allowed him to

completely destroy Rome before he died.b. Marius wished that Sulla would have died before him.c. Marius was thinking that he ought to greet the Fates warmly

after death.d. Marius was thinking that nobody should relinquish control of his

life to Fortune.

no man ought to have entrusted his life to Fortune.

(He/Marius) returned home and most/very sorrowfully in (his) bed said that

SECTION B: MULTIPLE-CHOICE(Marius) domum rediit et in lectō maestissimē dīxit nullum virum

Fortūnae vītam eius confidēre debēre. (lines 1-2) *confidō, confidere, confisus sum to trust, entrust (semi-deponent)

TRANSLATION:

CIRCLE ONE:eius is REFLEXIVE/ PERSONAL; therefore it must/ cannot refer to

the subject of the __________________________. 7. eius refers to:

a. Mariusb. Sullac. Fortūnad. nullum virum

(He/Marius) returned home and most/very sorrowfully in (his) bed said that no man ought to have entrusted his life

to Fortune.

head verb

FUTURE PARTICIPLES

• Complete the STATIM: Participle Review with your table members (5 minutes)

• When you are done, raise your hand to let me know

THE FUTURE ACTIVE PARTICIPLE

• Formula = ____________________ - __________ + ____________ declension endings

• N.B. Add esse to the form the ____________________ ____________________ infinitive

• Literal Translation = “ ______________________________” or “ ______________________________”

4th PP usūrus 2-1-2

future active

about to _________going to _________

1. exercitus Rōmae mīlitēs Sullae, petitūrōs urbem ipsam, vincere conātus est.

– Participle = ___________________________

– The participle is modifying the noun _____________________

– LITERAL translation of the participle =______________________

– RELATIVE translation =_________________________________

– TEMPORAL translation =_____________________________

– CAUSAL translation =__________________________________

– ADVERSATIVE translation = ______________________________

– Sentence translation:

petitūrōs

mīlitēsabout to/going to attack

who are about to/going to attack

when/as they are about to attackbecause they are about to attack

although they are about to attack

The army of Rome tried to defeat the soldiers of Sulla, (because) they were about to attack the city itself.

Propositum: DWBAT identify and translate future active and passive participles Facite Nunc: 1. Take out your ‘Future Participles’ handout from yesterday

2. Take out a red pen for HW corrections

PENSUM #104:Complete your ‘Future Participles’ packet in fullQUIZ ON FRIDAY ON FUTURE PARTICIPLES AND GERUNDIVES

4/8/14

2. Sulla, suīs inimīcīs poenās datūrus, Rōmam gressus est.

a) Participle = ___________________________

b) The participle is modifying the noun ______________________

c) LITERAL translation of the participle =______________________

d) RELATIVE translation =_________________________________

e) TEMPORAL translation =________________________________

f) CAUSAL translation =___________________________________

g) ADVERSATIVE translation = _______________________________

h) Sentence translation:

datūrus

Sulla (masc., sg., nom.)

about to give

who was about to give

when he was about to give

because he was about to give

although he was about to give

Sulla, who was about to give punishments to his enemies, approached Rome.

3. “ignōratiō futūrōrum malōrum ūtilior est quam scientia.” (Cicero)

a) Participle = ___________________________

b) The participle is modifying _________________

c) LITERAL translation of participle=_____________

d) Sentence translation:

futūrōrum

malōrum

about to be

Ignorance of the evils which are about to be is more useful than knowledge.

The GERUNDIVE or FUTURE PASSIVE ParticipleThe gerundive is a passive adjective, and can be thought of as Latin’s future passive participle.

• Formula = ________________ + __________ + ____________ declension endings

• Literal Translation = “ __________________” or, to emphasize futurity “ _______________”

Present Stem -nd-

2-1-2

about to be _______ed

going to be _______ed

1. Decline mereō, merēre, meruī, meritus to earn, to obtain as a GERUNDIVE.

merendīmerendō

merendummerendō

merendīmerendōrum

merendīsmerendōsmerendīs

merendaemerendaemerendammerendā

merendaemerendārum

merendīsmerendāsmerendīs

merendīmerendō

merendummerendō

merenda

merendōrummerendīsmerendamerendīs

2. Decline mereō, merēre, meruī, meritus to earn, to obtain AS A GERUND.

merendī

merendō

merendum

merendō

Cōgitāte…

1. In what key ways do gerunds and future passive participles differ in form?

•

2. Why do gerundives need to decline with in

gender and number, but gerunds don’t?•

Gerundives decline with gender and number because they act like adjectives that must AGREE with other nouns in GNC. Gerunds don’t because they are noun forms and don’t need to agree with any other words.

•Gerunds only exist in the singular. •Gerunds don’t have a nominative. •Gerunds only have one gender.

Exerceāmus!Group work

• Complete the translations of sentences 1-3 and the Gerund vs. Gerundive graphic organizer on pg. 3

• When you finish, raise your hand for a CHECK• If you finish early, you may move on to your

HW (pg. 4 – Participle Practice: Forms)

Propositum: DWBAT identify and translate passive periphrastics and dative of agentFacite Nunc: 1. Take a ‘Passive Periphrastic and Dative of Agent’ handout from the

front of the room

2. Take out your ‘Future Participles’ handout from yesterday for inspection and leave it on your desk in front of your

3. Complete the STATIM at the top of pg. 1 – participle synopsis

PENSUM #105 (Due Friday):Complete your ‘Passive Periphrastic and Dative of Agent’ packet in fullQUIZ ON FRIDAY ON FUTURE PARTICIPLES AND GERUNDIVES

4/9/14

Participle Synopsis

dīcō, dīcere, dīxī, dīctus: to say

dīcēnssaying

dīctūrus

about to say

dīcendus

about to be said

dīctus

having been said

THE PASSIVE PERIPHRASTIC AND DATIVE OF AGENT

• The PASSIVE PERIPHRASTIC is a passive verb form consisting of the gerundive and a form of sum, esse. The gerundive, as an adjective, will agree with the subject of sum, esse and act as a predicate adjective.

Latin Formula = noun + gerundive + form of sum, esse

English Translation = ________ must be/will have to be/had to be ____________ed

The PASSIVE PERIPHRASTIC

• Unlike the regular gerundive, which is simply a verbal adjective with an “-ing” translation (ex. legendīs librīs by reading books), the passive periphrastic expresses OBLIGATION OR NECESSITY. So liber legendus est would mean “the book MUST be read”, rather than simply “the book is about to be read” or “the book is being read”.

Dative of Agent

• The DATIVE OF AGENT has the same function of the ablative of agent, but is only used with passive periphrastic constructions

• liber legendus MIHI est = the book must be read BY ME

Passive Periphrastic and Dative of Agent

• hic liber mihi cum cūrā legendus erit – this book will have to be read by me with care

• illa fēmina omnibus laudanda est – that woman must be praised by everyone

• pax dūcibus nōstrīs petenda erat – peace had to be sought by our leaders.

Write out and translate the following sentences:

1. pax cum Carthāgine Rōmae adquirenda est.

2. Mithridates Sullae celeriter vicendus erat.

3. fortī consulī Rōma regenda erit.

Peace with Carthage must be obtained by Rome.

Mithridates had to be conquered quickly by Sulla.

Rome will have to be ruled by a strong consul.

EXERCEĀMUS!(10 min.)

• Translate the following authentic Latin sentences involving the passive periphrastic. Put a plus sign over the dative of agent in each one.

• Raise your hand for a group work CHECK when you are done

EXERCEĀMUS!Translate the following authentic Latin sentences involving the passive periphrastic. Put a plus sign over the dative of agent in each one

1. Carthagō dēlenda est. (Cato)

2. haec omnia vulnera bellī tibi nunc sānanda erunt. (Cicero) 3. ad ūtilitātem vītae omnia cōnsilia factaque nōbīs regenda sunt.

(Tacitus) 4. Caesarī omnia ūnō tempore agenda erant. (Caesar)

Carthage must be destroyed.

All these wounds of war will now have to be healed by you.

All plans and deeds must be ruled by us for the benefit of life.

All things had to be done by Caesar at/during one time (at once.)

Quis erat Horace?

• 65-7 B.C.• Wrote poetry, satire, letters,

ranging in tone from sarcastic and humorous to serious and contemplative

• Close to Maecenas, righthand man to Octavian (later Augustus) during Octavian’s rise to power and role as first emperor of Rome

Propositum: DWBAT identify and translate passive periphrastics and dative of agent

Facite Nunc: 1. Take out your ‘Passive Periphrastic and Dative of Agent’ handout

from Wednesday

2. Reflect with your table members:1. What was one thing you found challenging about the Horace passages? What

was challenging about it?

PENSUM #106:otiō vestrō fruāminī!

4/9/14

Dē Cupiditāte – Horace, Epistluae 1.1.53

• Homō stultus, “Ō cīvēs, cīvēs,” dīcit, “pecūnia ante omnia quaerenda est; virtūs et probitās post pecūniam.”

• Pecūniae autem cupiditās fugienda est. Fugienda etiam est cupiditās glōriae; ēripit enim lībertātem. Neque imperia semper petenda sunt neque semper accipienda; etiam dēpōnenda nōn numquam.

•

A stupid man says, “Oh citizens, citizens, money must be sought before all things; virtue and honesty after money.”However the desire for money must be fled (avoided). Also the desire for glory must be avoided;

for (it) takes away (one’s) freedom.Neither must commands(authority) be sought always nor must they always be accepted; also they must not never be put aside.

Dē Cupiditāte – Horace, Epistluae 1.1.53

• What virtues and vices are mentioned by Horace?

• Which ones should be sought and which avoided?

• Why is Horace framing this in the words of a “homō stultus”?

QUIZ: Future Participles, Passive Periphrastic and Dative of Agent

• You have the remainder of your recitation to finish your quiz

Propositum: DWBAT analyze the structure of the IB syllabus for Latin and identify significant features of Ovid’s biography and literature

Facite Nunc: 1. Take the following handouts from the front of the room and place

them into the Reference Info. section of your binders1. IB Syllabus (SL and HL)2. Publius Ovidius Naso

2. Take out a highlighter or non-black/blue pen

3. Silently read over the IB syllabus handout and annotate it for clarifying questions and most important information

PENSUM #107:Mini QUIZ on Publius Ovidius Naso tomorrow (5 short answer questions)

4/23/14

IB Latin Assessments

IB Latin AssessmentsOn the day of your IB Examinations:Paper 1 = translating 1 excerpt from Ovid’s Metamorphoses,

which may or may not be an excerpt studied in class

Paper 2 = answering questions on reading comprehension, style, influence, significance, and possibly translating parts of a selection of passages studied in class (TBD)

During the course of the year:Part III- Individual study = an independent research paper

written on a topic of the student’s choosing involving copious primary and secondary research

IB Latin at TBLS

• Your assessments during your 3rd and 4th years of Latin will all be modeled after the types of assessments you will have to complete during your IB Examinations

• Your assessments up until this point have been modeled after those Papers– Paper 1 = Translatiō– Paper 2 = Explicatiō/Midterm/IA

Suggested Preparation for Paper 1 – Ovid’s Metamorphoses

“The aim of the Latin syllabus is to teach a facility with reading and understanding, and to develop some sensitivity to style. After grammar has been taught, selected reading of the prescribed author should be pursued. In paper 1, students are asked to produce a translation with the use of a dictionary, and proper dictionary skills should be developed in class to assist with all areas of the syllabus. It is best practice for teachers to encourage students to familiarize themselves with the most common words in prescribed authors.”

Preparation for Paper 1 – Ovid’s Metamorphoses

1. Knowing that you will have to translate a random passage from Ovid’s Metamorphoses, what kind of preparation should we be doing in order to make that task as manageable as possible?

2. What do you think “dictionary skills” mean?

3. What kinds of “dictionary skills” do you currently have? (Don’t say “none”)

Familiarity with Ovid’s style of writing, themes in the Metamorphoses, his vocabulary, as many of the passages from his work as possible

Being able to determine what part of speech a word is (noun, verb, adverb, adjective, preposition) and how to use that information to find the correct definition in a dictionary; how to chose the best definition based on context for a word

Knowing how to determine the part of speech of many kinds words; knowing how words (verbs, nouns) appear in a dictionary; knowing that you should chose one definition from many based on context

PUBLIUS OVIDIUS NASO43 B.C. – 17 A.D.

• BIOGRAPHICAL DETAILS– Publius Ovidius Naso, more commonly known as

“Ovid”, was born in , a town northeast of Rome, to an equestrian family.

• – His father, a lawyer, wanted him to pursue a legal

career and sent him to Rome to study and later to ,

• – After holding a few minor political positions, and the

death of his brother, Ovid abandoned his political career and decided to pursue poetry around the age of 16, a decision which his father disapproved of.

•

Sulmo

rhetoric Athens

PUBLIUS OVIDIUS NASO43 B.C. – 17 A.D.

• BIOGRAPHICAL DETAILS– Around the time of his first recitation of his work

in 25 B.C. he became part of a literary circle of M. V. Messalla Corvinus and , a close confidant of the emperor Augustus.

• – Ovid was friends with the poets (a love

elegist) and , and acquainted with and (another love elegist).

• – In 8 A.D. he was exiled to Tomi on the Black Sea

by Augustus for a carmen et error (“a and a “), though the reasons surrounding his exile

are unknown and highly contested

Maecenas

PropertiusHorace

Virgil Tibullus

poemmistake

Exile to Tomis

Exile to Tomis• The Julian Marriage Laws of 18 BC, which

promoted monogamous marriage to increase the population's birth rate, were fresh in the Roman mind. Ovid's writing in the Ars Amatoria concerned the serious crime of adultery, and he may have been banished for these works which appeared subversive to the emperor's moral legislation. However, in view of the long time that had elapsed between the publication of this work (1 BC) and the exile (AD 8), some authors suggest that Augustus used the poem as a mere justification for something more personal.

(Jose Gonzalez Vasquez)• Ovid may have been involved in an adulterous affair between

Augustus’ granddaughter Julia and a senator, Decimus Junius Silanus, for which Julia was also exiled

WORKS• Amores (“Loves”)

– Published in 16 B.C. and 8 B.C.– In two editions, the first in 5 books, the second in 3– Series of erotic poems addressed to a lover, Corinna

• Heroides (“The Heroines”)– Published in 15 B.C.– 21 letters written by famous women of mythology and history to the

male lovers who had wronged them (ex. Penelope to Odysseus, Dido to Aeneas, Ariadne to Theseus)

• Ars Amatoria (“The Art of Love”) and Remedia Amoris (“The Cure for Love”)– 3 books, first 2 written for men, the last for women– Parody of didactic (teaching) poetry meant as a manual for seducing

and attracting members of the opposite sex– The Remedia Amoris written for those suffering from broken hearts

WORKS• Metamorphoses (“The Transformations”)

– Finished in 8 A.D.– 15 book epic chronicling mythological stories of physical transformation of

gods and mortals from the beginning of time up until the age of Augustus – Considered the ultimate, encyclopedic catalogue of myth and mythology

• Fasti (“The Festivals”)– Finished 8 A.D., though incomplete– Poem written in 6 books about the Roman calendar (1 book for each month

January to June) and the origins of Roman holidays, rituals, traditions, and cultural phenomena

• Tristia (“Sorrows”) and Epistulae ex Ponto (“Letters from the (Black) Sea”)– Written during Ovid’s life in exile at Tomi– 5 and 4 books, respectively– Often personal in nature, sad and despairing in tone, these poems detail his

journey to and life in Tomi and advocate for his return from exile back to Rome

STYLE• Ovid has often been praised for his versatility; he is able to switch

between different genres of writing and poetry, from love elegy to almanac to encyclopedic catalogue, with ease and adroit skill

• Ovid sought to innovate in his writing- unlike many of his predecessors he did not express strong moralistic views, nor did he seek to mimic or replicate famous works of literature that had come before him in any traditional sense

• The language of Ovid’s poetry is often described as – Musical, employing many poetic devices which affect the sound of his

poetry – Expressive, creating vivid images and invoking strong emotions– Rhetorical, drawing influences from his legal training which can be seen

in his enumeration, transitions between topics, and effects of surprise

THE Metamorphoses • Bucking tradition, Ovid wrote a 15-book epic in dactylic hexameter (a type of meter reserved

for epic poetry) about a decidedly un-heroic topic- a series of mythological stories all tied together by the theme of transformation (god or human into animal, tree, rock, etc.)

• While he based his topic off of other famous works of literature which catalogued transformations or explained the origins of natural phenomena (Hesiod’s Theogony and Catalogue; Callimachus’ Aitia; Nicander of Colophon’s Heteroeumena), he chose to do so while writing in the epic genre, traditionally reserved for stories of heroes and their heroic deeds

• The scope of Ovid’s work is infinite- beginning his first book at the beginning of time and creation of the world and ending his last with the deification of Julius Caesar while praising the emperor Augustus

• There are about 250 different mythological episodes within the Metamorphoses, which are all linked by a wide variety of connections, ranging from geography (stories that all take place in Thebes in Book 3), to commonalities in theme (stories about the lovers of the gods, or the gods’ jealousies and revenge) or even contrasts in theme (stories about pious mortals juxtaposed with stories about impious ones), to genealogical relations or similarities in the kinds of transformations that take place (different kinds of flowers or birds).

THE Metamorphoses:Why it is Praised Today

● TRANSFORMATIONS are mythical, fantastical, awe-inspiring,

and yet...

● RELATABLE characters whose REAL HUMAN EMOTIONS lead to these transformations

○ Lust/ Love○ Greed○ Arrogance and Self-Indulgence○ Anger and Jealousy

THE Metamorphoses: Lust/ Love Daphne and Apollo

Juppiter and Io

THE Metamorphoses: Arrogance and Self-Indulgence

Daphne and Apollo

Narcissus and Echo

THE Metamorphoses: Greed

Daedalus and Icarus Arachne and Minerva

Cogitāte…

1. Which of Ovid’s works sounds most interesting to you?

2. In what ways were Ovid’s works innovative?

3. Is there anything about Ovid you feel you can relate to on a personal level?

EXIT TICKETWrite your answers on a slip of looseleaf paper

1. What profession did Ovid’s father want him to pursue?

2. What was Ovid trained in, while pursuing that profession, that had an impact on the style in which he wrote his poetry?

3. Name one innovative feature about Ovid’s style or poetry

4. What is the main theme of the Metamorphoses?

5. Name 1 way in which Ovid linked stories together in the Metamorphoses

Propositum: DWBAT translate an abridged version of the Daphne and Apollo myth to familiarize themselves with the plot and context of the passageFacite Nunc: 1. Take the following handouts from the front of the room and place

them into your binders1. Phoebus et Daphnē (Class Notes)

2. Take out a piece/half of looseleaf paper for your quiz3. Answer the following questions as a warm-up before your quiz:

1. What profession did Ovid’s father want him to pursue?2. What was Ovid trained in, while pursuing that profession, that had an

impact on the style in which he wrote his poetry?3. Name one innovative feature about Ovid’s style or poetry4. What is the main theme of the Metamorphoses?5. Name 1 way in which Ovid linked stories together in the

MetamorphosesPENSUM #108:Finish translating ‘Phoebus et Daphne’ to line 14

4/24/14

Propositum: DWBAT translate an abridged version of the Daphne and Apollo myth to familiarize themselves with the plot and context of the passage

Facite Nunc: 1. Take the following handouts from the front of the room and place

them into your binders1. Phoebus et Daphnē (Class Notes)

2. Wait to receive back your Exit Ticket from yesterday and review it

PENSUM #108:Finish translating ‘Phoebus et Daphne’ to line 14

4/24/14

EXIT TICKETWrite your answers on a slip of looseleaf paper

1. What profession did Ovid’s father want him to pursue?

2. What was Ovid trained in, while pursuing that profession, that had an impact on the style in which he wrote his poetry?

3. Name one innovative feature about Ovid’s style or poetry

4. What is the main theme of the Metamorphoses?

5. Name 1 way in which Ovid linked stories together in the Metamorphoses

Lawyer

Rhetoric- the art of persuasive speaking/writing

•Writing a epic style poem in a non-traditional genre•Did not express strong moralistic views•Didn’t seek to mimic prior famous works of literature

Physical transformation

•Geographic commonalities•Commonalities in theme•Contrasts in theme•Genealogical relations•Similarities in kinds of transformation

QUIZ: Publius Ovidius Naso

• Write your answers on your quiz slip• Each question is worth 2 points• You have 5 minutes

Phoebus et Daphnē

• This passage has been adapted from Ovid’s myth of Daphne and Apollo

• We will be reading this abridged version of the myth before we begin to read Ovid’s version to:– Refresh ourselves on the plot and context of the myth– Introduce ourselves to poetic language in a prose style– Begin to familiarize ourselves with Ovidian vocabulary

PHOEBUS ET DAPHNĒ• superbus, -a, -um: arrogant• duo: two• fugitō (1): to avoid, flee• errō (1): to wander; to make a mistake• flūmen, flūminis n.: river, stream• dōnum, -ī n.: gift• coniunx, coniungis f.: wife; spouse• ōrō (1): to beg, pray• perpetuus, -a, -um: eternal, forever• flamma, -ae f.: flame• autem: moreover; however• bracchium, –ī n.: arm• mūtā = sing. imperative of mutō (1)• capillī, -ōrum m. pl.: hairs• quid…? what…?• stō, stāre, stetī, status: to stand• arbor, arboris f.: tree• fōrmōsus, -a, -um: beautiful, lovely• sagitta, -ae f. arrow• īra, -ae f. anger• Cupīdō, Cupīdinis m. Cupid

Propositum: DWBAT translate an abridged version of the Daphne and Apollo myth to familiarize themselves with the plot and context of the passage

Facite Nunc: 1. Take out your ‘Phoebus et Daphnē’ text from yesterday

2. Review lines 1-14 with your table members from the point at which you left off in your group-work yesterday

PENSUM #109:Finish translating ‘Phoebus et Daphne’ to line 27 (lines 24-27 on back)CONTEXT QUIZ ON PHOEBUS ET DAPHNE ON TUESDAY

4/25/14

Phoebus et Daphnē1. Daphnē erat prīmus amor Phoebī. Īra Cupīdinis

Phoebō amōrem dedit.

2. Phoebus superbus vīderat Cupīdinem cum sagittīs et dīxerat: “Quid est tibi,

3. puer, cum armīs et sagittīs? Sagittae sunt meae. Ego possum dare vulnera

4. hostibus. Tū dēbēs contentus esse cum amōribus.”

Daphne was the first love of Apollo.

The anger of Cupid gave love to Apollo. (Caused Apollo to fall in love.)

Arrogant Apollo had seen Cupid with arrows and had said:

“What is (it) to you, boy, with weapons and arrows? (What are you doing with weapons and arrows?)

Arrows are mine. I am able to give wounds to enemies.

You ought to be satisfied with loves.”

Phoebus et Daphnē5. Fīlius Veneris respondit: “Tuus arcus omnia, Phoebe, fīgit, sed meus

6. arcus tē fīgit.” Et in arcū Cupīdō duo tēla tenuit: alterum tēlum amōrem

7. fugat; alterum amōrem facit. Hoc est acūtum, illud est obtūsum. Deus

8. Cupīdō obtūsum tēlum in virginem fīgit, acūtum in Phoebum. Phoebus

9. amat; Daphne nōmen amōris fugitat. Per silvās cum Dīānā et cēterīs nymphīs

10. errāre sōlum amat.

The son of Venus responded: “Your bow pierces all things, Apollo,

but my bow pierces you.” And in (his) bow Cupid had two darts: one dart puts love to flight;

the other makes love. This one is sharp, that one is dull.

The god Cupid pierces the dull dart into the maiden, the sharp (dart) into Apollo.

Apollo loves; Daphne flees the name of love. She loves to wander through the woods with Diana and the rest (of)

the nymphs alone.

Phoebus et Daphnē11. Saepe pater nymphae, deus flūminis, dīxit:

“Dēbēs coniugem habēre.”

12. Saepe dīxit, “Dēbēs fīliōs habēre.” Sed Daphnē pulchra patrem ōrat ita:

13. “Cārissime pater, dā mihi hoc dōnum- mē esse virginem perpetuam.”

14. Pater fīliae hoc dōnum dedit.

Often (her) father, god of a river, said to the nymph:“You ought to have a spouse/husband.

Often he said, “You ought to have children.”But beautiful Daphne begs (her) father thus:

“Dearest father, give this gift to me- that I be a maiden forever.”

The father gave this gift to (his) daughter.

‘Phoebus et Daphnē’ Annotation and Translation

• Annotate and translate the passage in groups• 1 person will lead in annotation• 1 person will lead in grammar and vocabulary

reference• 1-2 people will lead in translation– Indicate your group role with an A, G, or T at the

top of your page– Translate lines 15-27

PHOEBUS ET DAPHNĒ• flamma, -ae f.: flame• autem: moreover; however• bracchium, –ī n.: arm• mūtā = sing. imperative of mutō (1)• capillī, -ōrum m. pl.: hairs• quid…? what…?• stō, stāre, stetī, status: to stand• arbor, arboris f.: tree• fōrmōsus, -a, -um: beautiful, lovely• sagitta, -ae f. arrow• iterum: again• laudō (1) : to praise• manē = sing. imperative of maneō, manēre

Propositum: DWBAT 1) discuss and reference main plot points and character traits in Apollo and Daphne and 2) make inferences about the characterizations and actions of the main characters in the Apollo and Daphne myth

Facite Nunc: 1. Take a ‘PHOEBUS ET DAPHNĒ (LATIN VIA OVID)’ handout from the front of

the room and put it into the Class Notes section of your binders

2. Take out your ‘Phoebus et Daphnē’ text and translation for correction and inspection

3. Review lines 15-27 and discuss with your table members: 1. Were there any sentences or phrases that were difficult to translate? If

so, which were they?PENSUM #110:CONTEXT QUIZ on Phoebus et Daphne tomorrow (Plot Outline and Character

Traits and Context questions)Poetic Language quiz on Wednesday (Idiomatic and Poetic Expressions, Poetic

Devices)

4/28/14

Phoebus et Daphnē15. Phoebus autem virginem amat et flammae amōris in deō

crescunt. Deus

16. virginem videt et laudat caput, capillōs, oculōs; laudat digitōs et manūs et

17. bracchia. Daphnē autem nōn manet. Fugitat in silvās.

18. “Manē, nympha! Nōn sum hostis. Nympha, manē! Amor est mihi

19. causa dolōris. Nescīs mē esse Phoebum. Iūppiter est mihi pater. Sum deus

20. sōlis, mūsicae, medicīnae, artium.”

Apollo however loves the maiden and flames of love grow in the god.

The god sees the maiden and praises (her) head, hairs, eyes;

he praises (her) fingers and hands and arms. Daphne however does not stay. She flees into the woods.

“Stay, nymph! I am not an enemy. Nymph, stay!Love is a cause of grief/pain for me.

You do not know that I am Apollo. Jupiter is a father for me. (Jupiter is my father.)

I am the god of the sun, of music, of medicine, of the arts.”

Phoebus et Daphnē21. Daphnē iterum fugitāverat. Phoebus virginem iterum petīvit. Eam

22. superāre temptāvit. Daphnē aquās fluminis patris vīdet et dīxit: “Dā mihi

23. auxilium, pater, sī potentiam habēs, mūtā fōrmam meam.”

24. Statim pater bracchia pulchra in ramōs mūtat. Daphnē virgō fōrmōsa

25. nunc est laurus, arbor pulchra. Phoebus oscula arborī dat et dīcit: “Sī

26. coniūnx mea esse nōn potes, arbor eris certē mea; stābis prīma in capitibus

27. rēgum ducumque Rōmae.”

Daphne again had fled. Apollo again sought the maiden.

He tried to overcome her. Daphne sees the waters of the river (her) father and said:

“Give help to me, father, if you have the power, change my form.”

Immediately (her) father changes (her) beautiful arms into branches.

The beautiful maiden Daphne is now a laurel, a beautiful tree.Apollo gives kisses to the tree and says:

“If you are not able to be my wife, you will surely/certainly be my tree;

you will stand first (foremost) on the heads of kings and the leaders of Rome.”

PLOT OUTLINE• Who is the first love of Apollo (line 1)?

• How did Apollo come to love her (line 1)?

• What did Apollo say to Cupid to insult him (lines 2-4)?

• How does Apollo assert his superiority over Cupid (lines 3-4)?

• How does Cupid take revenge on Apollo (lines 6-8)?

• How does Cupid affect Daphne (lines 8-9)?

• How does Daphne wish to spend her time (lines 9-10)?

• What does Daphne’s father want her from her (lines 11-12) ?

• What does Daphne want from her father (line 13)?

• What does Apollo say to Daphne (lines 16-20)?

• What is Daphne’s reaction (lines 21-22)?

• How does Daphne’s father help her (lines 24-25)?

• How does Apollo react to Daphne’s new form (lines 26-27)?

CHARACTER TRAITSDirections: Fill in at least 2 personality traits for each character, and

cite Latin evidence (write out the Latin) to justify each answer.

Character TRAIT LATIN EVIDENCE

APOLLOPERSISTENT

(he continues to pursue Daphne even after she flees his advances)

1. Apollo praises her and Daphne flees- Lines 16-17: virginem

videt…fugitat in silvās

2. Daphne flees again and Apollo pursues her- Lines 21: Daphnē…

petīvit

Phoebus et Daphnē

• Group work (20 minutes)– Complete the following sections of your Phoebus

et Daphnē review handout• Character Traits• Context Questions

– When you are finished, raise your hand for a CHECK of your work

Propositum: DWBAT explain the effects on the passage created by the poetic devices anaphora, tricolon and tetracolon

Facite Nunc: 1. Take out a pen for your quiz

2. Keep your ‘Phoebus et Daphne’ handout out and turned face down for a HW check

PENSUM #111:3. Complete your ‘Phoebus et Daphnē’ handout in full4. Poetic Language quiz TOMORROW (Idiomatic and Poetic Expressions,

Poetic Devices)

4/29/14

Context Quiz: Phoebus et Daphnē

• You will have 15 minutes to complete your quiz

IDIOMATIC and POETIC EXPRESSIONS

1. “īra Cupīdinis Phoebō amōrem dedit” (line 1)

• LITERAL: The anger of Cupid gave love to Apollo.

• COLLOQUIAL: Angry Cupid made Apollo fall in love.

Phoebus et Daphnē

• Group work (20 minutes)– Complete the following sections of your Phoebus

et Daphnē review handout• Idiomatic and Poetic Expressions• Poetic Devices

– When you are finished, raise your hand for a CHECK of your work