March 8, 2023: Latin 1 (9 students)

Objectives: Students will begin learning how to use personal pronouns

Rationale (Why): The students don’t know how to use pronouns like I/me/we/us/you/y’all. Learning these would help add some
more variety to our sentences. Afterwards, we might learn demonstrative pronouns.

Classical Learning Standards: Standard 1.1 Students read, understand, and interpret Latin

GM Framework Skills – Students will practice their morphology and translation skills

Joy – Students will play a game to help with morphology

Materials & Set up iPads for teacher and students

Agenda 1) Vocabulary Warm-Up

2) Learn Personal Pronouns
3) Line Race Game
4) Exit Ticket

Details Teacher Thinking and

Standards
Greetings, Agenda (2 min)
Greet students, try to spark some conversation, and inform them of the activities for the lesson.
Topics: last minute quiz questions Standard 1.1 Students translate their
Latin forms into English
Vocabulary Warm-Up: Definitions and Derivatives (10 min)
Introduce new words:
fessus, a, um tired
flumen fluminis n. river
frango, frangere, fregi fractus to break
fugio fugere fugi fugitus to flee
gladius gladii m sword

Here are our new words for the day. Looking at these words, can you predict the meaning of any of these words?

[ask students for predictions]

Good job, so now that we know what these words mean, let’s think of some derivatives to help us remember these words. Let’s
say you’re buying a very expensive glass jar online. When something that can shatter gets shipped in a box, what’s
the word that they usually put on the box as a warning to handle it with care? Ah, “fragile!” And what does
“fragile” mean? It means that it can _____ easily. “It can break easily,” exactly. And what Latin word does that
come from? Maybe one that we just learned 2 minutes ago? “Frango,” which means... “to break,” very good!

[continue giving clues and leading questions to help students think of English derivatives]

Learn Pronouns: charts and chanting (10 min)

Now, for our new material. Take a look at this chart for the verb mugeō mugēre, which means to moo (like a cow)

mugeo / muges / muget / mugemus / mugetis / mugent

You’ve never heard of this verb, but if I give you the definition, you know how to translate these forms, right? So let’s go
through the translations for these forms. mugeo – I moo, muges – you moo.....

So here’s the thing I want to get at. If mugeo is “I moo,” how do you say just “I” in Latin? (pause). Have you noticed that we
never have used a separate word for “I” and “you” in Latin? Why do you think that is? Compare that to English,
where you always have to put the pronoun or else you don’t know who is doing the action.[Andrew]? Ah, “it’s
because the ending tells you who is doing it.” Exactly. Well, the word for I is “ego”. You can actually say “ego
mugeō” for “I moo.” It’s not wrong to say that, but the Romans tended to not say it like that. Instead of “ego
mugeo”, they would just say “mugeo”. It’s a matter of efficiency, I suppose.

Anyway, even pronouns have cases – nominative, genitive, dative, accusative, and ablative. Which means the word for I/me is
going to have 5 cases also. Here’s what that looks like: ego / mei/ mihi / me / me. There aren’t any easy rules to help
you memorize this, but it actually looks kind of similar to the pronoun for you: tu / tui / tibi / te / te. Looking at these
 charts, what similarities or differences do you notice? Right, the accusative and ablative look the same. What else?
The dative forms both end in i, good. And it’s how many syllables? 2. What else? Genitives both end in -i, yes. So you
can see how they’re a very similar set of endings.

Now, we’re going to start chanting the forms to help us remember them. Let’s get a rhythm going by pounding on the desk.
Here’s the rhythm: ego / mei... mihi / me / me. ego / mei... mihi / me / me. ego / mei... mihi / me / me.

Got that? Let’s chant together: ego / mei... mihi / me / me. ego / mei... mihi / me / me. ego / mei... mihi / me / me.

Now I’m going to call on students. Please say the forms without me guiding you:
[call on students to say the forms]

Great! Now let’s do the same thing with Tu / tui / tibi / te /te!

[repeat chant]

Reading Race (15-20 min)

Now, we’re going to play a game to help you memorize the forms. On the board, you can see the 10 forms we’ve learned
written in a line like this: ego – mei – mihi – me – me – te - te - tibi – tui – tu.

We’re going to count off slightly differently from the other time and get into 2 teams. Team 1 will send a player to stand at the
left side of the board by “ego,” and Team 2 will send someone to stand at the right side of the board, by “tu”. When
I say go, you have to race to the other side of the board while touching all the forms on the board and saying them
aloud, one at a time. When you meet the other player in the middle (you will inevitably meet at some point), then you
have to play rock paper scissors. The winner gets to keep on reading forms and trying to get to the other side, but the
losing team will have to send a new representative to start from their end of the board. All of this happens in real-
time – if you see that your teammate loses, you have to send someone up FAST to shut down the other player before
they get to your end of the board. If you reach the other side of the board, your team gets a point.

Alright, let’s review how to play....

Exit Ticket (10 min)

Good work, people. For your exit ticket, I want you to translate these sentences into English:

ego tibi donum dare non poteram, quod tu accipere non cupiebas.
“I was not able to give a gift to you, because you did not want to receive it”

frater mēcum ambulabat ad flumen, sed pater, quod fessus erat, non veniebat.
“My brother was walking with me to the river, but my father, because he was tired, did not come”

I’ll be coming around to check your work and help you with vocabulary.
Assessment/Exit Ticket
Students will translate the above sentences

Critical Questions
Is this enough new material for one day?
10 forms don’t seem that complicated, so I wonder if introducing the pronouns for we/y’all on the same day would be better.

Back Pocket Activity

Return graded quizzes and talk about common issues.

Supplemental Materials
n/a