One Story Five Ways ACL 2015 Martha Altieri, Ginny Blasi, and Donna Gerard

Reading a Story Five Different Ways  Any text  Any level  Any time

Rūsticus arma sua cūrābat. gladium pūrgāvit; deinde gladium pūrgātum aquā et cōte acuit; dēnique gladium acūtum polīvit. sed gladium splendidum facere nōn poterat. galea quoque erat sordida. neque scūtum, quamquam dīligenter polītum, eō magis splendēbat. centuriō omnēs mīlitēs arma cūrare iūsserat. cēterī mīlitēs iamdūdum ad contubernia redierant. Rūsticus sōlus arma sua polībat. tandem arma ad centuriōnem portāvit. ‘caudex!’ inquit centuriō. ‘haec arma sunt sordidissima. Volō imāginem meum sīcut in speculō vidēre. nōlī redīre nisi cum armīs bene cūrātīs!’ deinde centuriō Rūsticum baculō prōturbāvit; eum humī iacentem calcāvit. Rūsticus, magnos clāmōrēs tollēns, celeriter fūgit. deinde ad contubernium festīnāvit. Fortūnātum petīvit. ‘salve, Fortūnāte!’ inquit. ‘arma tua, sīvīs, mihi commodā; nam semper sunt splendidissima.’ Fortūnātus arma sua Rūsticō commodāvit. mox Rūsticus, ad centuriōnem regressus, arma Fortūnātī eī ostendit. ‘hercle!’ inquit centuriō. ‘haec arma sunt splendidissima imāginem meam sīcut in speculō vidēre possum. tū ea optimē cūrāvistī. dehinc semper arma tua tam bene cūrāta vidēre volō!’ Read the following story… arma, -orum: weapons purgo, purgare:to clean cos, cotis: sharpening-stone polio, polire: to polish eo magis: any more Iamdudum: long ago contubernium: barracks imago, imaginis reflection speculum: mirror baculum: centurion‘s staff proturbare:to knock down calco, calcare: to kick tollo, tollere:to raise sivis: “please” dehinc: from now on

1.Army background a.Weapons b.Camp life c.Soldier types 2.Language a.Past verb tenses – imperfect, perfect, pluperfect b.Superlatives c.Imperatives d.Infinitives e.Participles – present, perfect passive, deponents f.Personal and demonstrative pronouns 3.Latin II end of 1 st semester Pre-supposed vocabulary, timing, and forms

1. Answer in English. 1.What did Rusticus do first to his sword? 2.What result did he fail to achieve? 3.What other two pieces of armor were in this same condition? 4.Where had the other soldiers gone? 5.To whom did Rusticus take his weapons? 6.What did the centurion want to see? 7.What instructions did the centurion give Rusticus at this point? 8.What two actions followed this command? 9.What did he ask Fortunatus for? 10.What was the reaction of the centurion when he saw the armor? 11.What does the centurion say he will expect from now on?

2. Speed Translation  Use the strips that were passed out.  Translate your sentence.  Give your translation when we arrive at your sentence.

Selective Sentences to Translate… 1.sed gladium splendidum facere nōn poterat. 2.centuriō omnēs mīlitēs arma cūrāre iūsserat. 3.tandem arma ad ceturiōnem portāvit. 4.Volō imāginem meum sīcut in speculō vidēre. 5.deinde centriō Rūsticum baculō protūrbāvit; eum humī iacentem calcāvit. 6.‘salve, Fortūnāte!’ inquit. ‘arma tua, sīvīs, mihi commodā; nam semper sunt splendissima.’ 7.dehinc semper arma tua tam bene cūrata vidēre volō!’

3. Draw the story  Divide the class into four groups.  Have each group work on a different section of the story by drawing it.  Have one member of each group form new groups.  Share a part of the story in the new group Rusticus arma sua curabat. gladium purgavit; deinde gladium purgatum aqua et cote acuit. denique gladium acutum polivit. sed gladium spendidum facere non poterat. galea quoque erat sordida. neque scutum, quamquam diligenter politum eo magis splendebat

Rusticus______________his weapons. He cleaned______________; then he sharpened _____________ _______________ with water and a _______________; finally he polished _______________ _______________. But he was _______________ to make _____________ _____________. His helmet _______________ was dirty. He was not shining _______________, although _______________ _______________, any more. The centurion ______________ all the soldiers to ______________ _____________. The other soldiers ______________long ago to the _____________. Rusticus alone was _____________ his _____________. “Blockhead!” said the centurion. These ______________ are ______________. I want ______________ my _______________ just as in _______________. Do not _______________ unless you _______________. Then the centurion _______________ Rusticus with a _______________; he kicked him _______________ _______________. Rusticus, raising _______________ _______________, quickly _______________. Then he hurried to the _______________. He headed for _______________. “Hello, Fortunatus!” he said. Your weapons, please, ______________ ______________; For they are always _______________. Fortunatus _______________his weapons to Rusticus. Rusticus, having returned to the centurion, ______________the weapons of Fortunatus _______________. “By Hercules!” said the centurion.” _______________ _______________ are very splendid. I can ______________ my _______________just as in a mirror. You have ______________ them very well. From now on I always want _______________ your weapons _______________ _______________. 3. Cloze Activity

5. Share Pair  Divide class into pairs.  Have the pair look at the story and identify the following:  What does the title mean?  Are there any character names? Any places?  When does the action seem to be happening? Present? Past? Future?  Are there any quotes or dialogues?  Looking at the glossed words, what does the story seem to be about?  Using the information gathered, one of you tell the other what you think the paragraph is about. The partner adds facts. Then repeat with other paragraphs.

postridiē Felix in forō ambulabat, quod Grumiō cenam coquebat sed pavonem nōn habuit. Felix pavonem emit, et ad villam reveniebat. subitō Felix amicōs, Pentagathum et Celerem, vidit. Pentagathus et Celer ancillam intentē spectabat. “salvetē, amicī!” Felix vocavit. “sss! tace, caudex!” susurravērunt. “quid spectatis?” Felix susurravit. “ecce, puella pulcherrima!” Pentagathus respondit. Felix quoque ancillam spectavit. Felix rogavit, “cur hic sedetis? cur ancillae nōn dicitis?” “quod sumus perterritī!” inquit Celer. Felix igitur ancillae dixit et ad villam ancillam invitavit. postquam Felix et ancilla ad villam vēnērunt, Felix pavonem Grumionī dēdit et inquit: “ecce! egō puellam pulcherrimam in forō invēni!” Grumiō est iratus. “cur cum Felice ambulabas?” coquus ancillam rogāvit. “hanc ancillam novistī?” inquit Felix. coquus respondit, “ita verō, est columba mea, Poppaea!” Practicum: Prep this story with your students postridiē – the next day pavo, pavonis – peacock reveniō, revenīre, – return tace! – Be quiet! caudex – blockhead susurrō, susurrāre, susurrāvī, – whisper pulcherrimus, a, um – very beautiful rogō, rogāre, rogāvī, rogātus – ask hic – here dicō, dicere, dixī, dictus –speak igitur – therefore dō, dāre, dēdī, dātus – give inveniō, invenīre, invēnī, –find cum - with hanc - this novistī – you know

12 1.Act out story while teacher reads it 2.Pick choice words or phrases to get a sense of the story 3.Identify the speakers og the dialogue 4.Create a time line from pictures of parts of the story 5.Predict based on vocabulary 6.Pick 2 bold students to read the story dramatically and the rest of class 7.Split story up and arrange based on what they think is happening. 8.Be a movie director get class to emote 9.Give them pictures of the story 10.Storyboarding it 11.Leave out the punchline during prereading, keep it to read 2 nd time 12.Read to each other. 13.Use hand sounds or signals to indicate tense 14.Retell the story in Latin after reading it. 15.Change the perspective of the story 16.Parallel universe make slight changes in thestory 17.Rewrite this story to fit the new storyline