Posted in Latin VII

Three days before the kalends of December

We started to-day by establishing some guidelines for the project.

Presentation day: Tuesday 13 December (a fortnight from to-day)

Questions to guide your work and research:

  • Is your model made well?
  • Is your model historically accurate?
  • Can you tell your viewers what you included in your module and why?
  • Can you use your model to talk about the Ancient Roman army?
  • Can you explain how your portion of the model connects the rest?

We spent the rest of class building our models.

Posted in Latin VII

Ten days before the kalends of December

We started out by looking at the surprising Latin root of the English word filefīlum, a thread, in reference to the thread that mediaeval courts used to keep their documents in order (kind of like staples are used today).  Neat, eh? 🤓

We used most of the class to continue work on our model, particularly through painting. 🎨

Finally, at the end of class, we played a quick game of Quizlet Live.  It may be worth your while to review the locūtiōnēs, as they seemed to cause some trouble. 📓

Your homework is to continue your research for your part of the model.  Remember that non-fiction picture books from the library can be a great source of information and inspiration for what to include in your module of the model.  I also include below the image that I showed to you when we started the project.


Posted in Latin VII

Fifteen days before the kalends of December

We devoted most of to-day’s lesson to applying papier-mâché to the landscape of our model of the Roman army in action.  We finished almost all the modules … well done!


pensum: We shall soon begin populating the model.  Please begin doing some research so that you will be able to create an accurate representation of the Roman army, and so that you will have something to talk about when it comes time to present your work to others.

Posted in Latin IX, Latin VIII

Fifteen days before the kalends of December

I began the morning by drawing a few key ideas from last lesson to your attention, the most important being the following distinction.

  • The following endings are proper to verbs (action-words) and indicate who is doing the action of the verb.
    • ō = I, as in amō and mon
    • s = you (sg.), as in amās and monēs
    • t = he, she, it, one, as in amat and monet
    • mus = we, as in amāmus and monēmus
    • tis = you (pl.), as in amātis and monētis
    • nt = they, as in amant and monent
  • The following endings are proper to nouns (words which designate people, places, things or ideas) and indicate what the noun’s relationship to the other words in the sentence is.  So far, we have looked at just four endings (two singular and two plural).
    • The nominative case indicates the subject of the verb (who is always the same as the person indicated by the ending of the verb)
      • a / –ae (first-declension nominative singular and plural)
      • us / –ī (second-declension masculine nominative singular and plural)
      • um / –a (second-declension neuter nominative singular and plural)
    • The accusative case indicates the object of the verb (that is, the person or thing that is directly affected by the action of the verb)
      • am / –ās (first-declension accusative singular and plural)
      • um / –ōs (second-declension masculine accusative singular and plural)
      • um / –a (second-declension neuter accusative singular and plural)
A master of the medical art instructing his pupils (from a thirteenth-century English manuscript)
A master of the medical arts instructing his pupils (from a thirteenth-century English manuscript)

We then spent some time in discussion (first in groups and then all together) to come up with the basic parts of a rubric for our artefact project.  I thought the discussion went very well, and I was impressed by how well you all were able to reflect on your previous learning experiences and to combine them with my purpose for assigning the project to come up with a balanced rubric.  Well done!

For the balance of the lesson, we turned our attention to a game of Latin jeopardy, which I (at least) rather enjoyed.  😄

pensum: Begin the work on your artefact: gather supplies, draw up your plans, etc.  Remember to keep a record of your creative process, as discussed in class!

Posted in Latin IX, Latin VIII

Seventeen days before the kalends of December

To-day we again went over the method or process of reading a Latin sentence.  We shall continue to develop this skill as we go along.

Your homework is to come up with three categories for the rubric by which your artefact will be graded (doc. 407), and to brainstorm a few bullet-points for each category.  For example, if one of my categories is ‘The use of colour’, my bullets may read as follows.

  • colours suitable for the artefact (e.g. terra cotta is red)
  • colours reflect the artefact’s history (e.g. repainted, showing wear and tear, …)