Ms. Maddie's 8th Grade Latin Assignments
- Instructor
- Dr. Madison Forbes Ph.D.
- Term
- School year 2019-2020
- Grade Level
- The Barry Upper School: 4th Grade through 8th Grade
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Section I: Vocabulary
First Declension:
agricola, agricolae, m.: farmer
aqua, aquae, f.: water
āthlēta, āthlētae, m.: athlete
filia, filiae, f.: daughter
lupa, lupae, f.: she-wolf
nauta, nautae. m: sailor
poēta, poētae, m.: poet
puella, puellae, f.: girl
Rōma, Rōmae, f.: Rome
terra, terrae, f.: land
vita, vitae, f. life
Second Declension:
ager, agrī, m.: plowable/farming land
amīcus, amīcī, m.: friend
animus, animī, m.: soul, spirit, mind
campus, campī, m. Chariot racing field
fīlius, fīliī, m: son
gladius, gladiī, m.: sword
nātus, nātī, m.: son, child
oculus, oculī, m.: eye
puer, puerī, m.: boy
rivus, rivī, m.: stream, brook, river
servus, servī, m.: slave
ventus, ventī, m.: wind
vir, virī, m.: man
deus, deī, m..: god
equus, equī, m. or f.: horse
domus, domī, m.: house, home
First Conjugation:
amō, amāre, amāvi, amātum: to love
ambulō, ambulāre, ambulāvi, ambulātum: to walk
cūrō, cūrāre, cūrāvi, cūrātum: to care for
exspectō, exspectāre, exspectāvi, ēxspectātum: to wait; to await
habitō, habitāre, habitāvi, habitātum: to live
nārro, nārrāre, nārrāvi, nārrātum: to tell; to narrate
parō, parāre, parāvi, parātum: to prepare
vocō, vocāre, vocāvi, vocātum: to call
Second Conjugation:
dēbeo, dēbēre, dēbuī, dēbitum: to ought
habeō, habēre, habuī, habitum: to have
teneō, tenēre, tenuī, tentum: to hold
videō, vidēre, vīdī, vīsum: to see
timeō, timēre, timuī, —-: to fear
Other declensions + Conjugations (You do not need to know how to decline or conjugate these words, just know this form only!):
custodit: he/she/it protects
Rōmanus, Rōmana, Rōmanum: Roman
homines: people
mortuōs: dead
English to Latin:
Nouns: Must give the nominative singular, genitive singular, and gender (e.g.: agricola, agricolae, m.)
Plowable/farming field: ager, agrī, m.
Field for chariot racing: campus, campī, m.
Soul: animus, amimī, m.
man: vir, virī, m.
girl: puella, puellae, f.
horse: equus, equī, m. or f.
people: homines
sailor: nauta, nautae, m.
poet: poēta, poētae, m.
god: deus, deī, m.
goddess: dea, deae, m.
She-wolf: lupa, lupae, f.
Water: aqua, aquae, f.
Land: terra, terrae, f.
Son: fīlius, fīliī, m.
Friend: amīcus, amīcī, m.
Sword: gladius, gladiī, m.
Son: natus, natī, m.
Brook: rivus, rivī, m.
eye: oculus, oculī, m.
wind: ventus, ventī, m.
daughter: filia, filiae, f.
Rome: Rōma, Rōmae, f.
slave: servus, servī, m.
farmer: agricola, agricolā, f.
life: vita, vitae, f.
Verbs: Must give all four principal parts (e.g. amō, amāre, amāvī, amātum)
To love: amō, amāre, amāvi, amātum
To have: habeō, habēre, habuī, hab
To live: habitō, habitāre, habitāvi
To see: videō, vidēre, vīdī, vīsum
To take care of: cūrō, cūrāre, cūrāvi, cūrātum
To wait for: exspectō, exspectāre, exspectāvi, ēxspectātum
To tell: nārro, nārrāre, nārrāvi, nārrātum
To prepare: parō, parāre, parāvi, parātum
To hold: teneō, tenēre, tenuī, tentum
To fear: timeō, timēre, timuī, —-
To ought: dēbeo, dēbēre, dēbuī, dēbitum
To call: vocō, vocāre, vocāvi, vocātum
Section II. Latin grammar and Morphology: (Answers were due as Homework and Gone over in class for 1-2)
- On separate sheets of paper decline the following nouns:
- agricola, agricolae, m.
- poēta, poētae, m.
- fīlia, fīliae, f.
- vir, virī, m.
- servus, servī, m.
- ager, agrī, m.
- terra, terrae, f.
- ventus, ventī, m.
- puer, puerī, m.
- amīcus amīcī, m.
- On separate sheets of paper conjugate the following verbs:
- dēbeo, dēbēre, dēbuī, dēbitum
- habeō, habēre, habuī, habitum
- cūrō, cūrāre, cūrāvi, cūrātum
- nārro, nārrāre, nārrāvi, nārrātum
- videō, vidēre, vīdī, vīsum
- timeō, timēre, timuī, —-
- vocō, vocāre, vocāvi, vocātum
- parō, parāre, parāvi, parātum
- amō, amāre, amāvi, amātum
- teneō, tenēre, tenuī, tentum
3. Identify the case and number of the following nouns and translate accordingly (if there is more than one option, provide all).
puerī: gen. sg., “of the boy” and nom. pl. “the boys”
deus: nom. sg. “the god”
agricolā: abl. sg. “by/with the farmer”
agricola: nom. sg. “the farmer”
oculō: dat. sg. “to/for the eye” or “abl. sg. “by/with the eye”
agrīs: dat. pl. “to/for the fields” or abl. pl. “by/with the fields”
terrae: gen. sg. “of the land” or dat. sg. “to/for the land” or
animōs: acc. pl. "the souls"
nātum: acc sg. "the child"
ventīs: dat pl. "to/for the winds" or abl. pl. "by/with the winds"
aqua: nom. sg. "the water"
poētārum: gen. pl. "of the poets"
lupam: acc. sg. "the she-wolf"
filiās: acc. pl. "the daughters"
servō: dat. sg. "to/for the slave" or abl. sg. "by/with the slave"
equī: gen sg. "of the horse" or nom. pl "the horses"
ager: nom. sg. "the field"
gladiī: gen sg. "of the sword" or nom pl. "the swords"
4. Identify the person and number of the following verbs and translate accordingly:
habet: 3rd. sg. he/she/it has
habitat: 3rd. sg. he/she/it lives
vidēs: 2nd. sg. You see
debeō: 1st sg. I ought
nārrāmus: 1st pl. we tell
parātis: 2nd pl. y’all prepare
est: 3rd. sg. he/she/it is
sum: 1st. sg. I am
custodit: 3rd sg. he/she it is
expsectātis: 2nd pl. y’all wait for
sumus: 1st. pl. we are
vocō: 1st sg. I call
timet: 3rd. sg. he/she/it fears
cūrant: 3rd. pl. they care for
dēbent: 3rd. pl. they ought
vocāmus: 1st pl. we call
5. Finite and infinitive verbs: In the following groups of Latin verbs, underline the finite verbs and circle the infinitive verbs.
ambulat timēre parat vocāmus
curāre parāre expsectant amō
nārrō vidēre habētis debēre
custodit habitās habēre exspectāre
6. How do we translate infinitives? (Nota bene, they are NEVER the main verb of a sentence!)
amāre = “to love”
Cūrāre = “to care for”
Dēbēre = “to ought”
Section III. Translation sentences:
Translate from Latin into English:
- Fīlium nautae Romanī in agrīs vidēmus. We see the son of the Roman sailor in the fields.
- Puerī puellās hodie (today) vocant. The boys call the girls today.
- Dea virōs Rōmanōs amat. The godess loves Roman men.
- Agricolae agrōs magnōs (big) amant et cūrant. The farmers love and care for the big fields.
- Habitātisne non in campīs sed (but) in domīs? Do y’all not live in fields but in houses?
- Es in campō Romanō, non es in domō. You are in the Roman field, you are not in the home.
- Āthlēta et puerum et puellam poētae timet. The athlete fears both the poet’s boy and girl.
- Iuppiter multās feminās (many women) amat, sed dēbet amāre non multās feminās sed uxorem, Junonem (Juno). Jupiter loves man women, but he ought to love not many women but the wife, Juno.
- Tū (you) parās virōs non timēre. You prepare not to fear the men.
- Amō Linguam Latiniam. I love the Latin language.
Translate from English into Latin:
- The daughters of the Roman men do not live in Roman houses. Filiae virōrum Rōmanōrum non in Domīs Romanīs habitant.
- You see the Great (Magnum) Roman River, the Tiber (Tiberem). Magnum, Romanum, Rivum, Tiberem, vidēs.
- The goddess loves few (paucōs) men. Dea paucōs virōs amat.
- The son of the poet does not tell the story (fabulam) of the great (magnōrum) Roman men. Filius poētae fabulam magnōrum virōrum non nārrat.
- I am a poet. Sum poēta.
- Y’all do not prepare the way (viam) for the goddesses and gods. Non parātis viam deīs.
- Who (Quis = singular OR Qui = plural) loves Rome? Quis Rōmam amat? OR Qui Rōmam amant?
- The father (Pater) and Mother (Mater) call for the boys to come (venīre) home. Pater et Mater puerōs venīre ad domom.
- I await the boys and girls to listen (audīre). Expsectō puerōs et puellās audīre.
- We love the Latin Language. Amāmus Lingaum Latinam.
Section IV: Hymn to Demeter:
- List the major themes from the first 45 lines of the poem
Power, agency, loss, doctrine of correspondence
- List the people, gods, and/or objects involved in the story
Demeter, Hades, Persephone, nature, naiads
- What are some technical terms involved in the creation of this type of poem?
epithet, epic poetry, dactylic hexameter
- Who do we believe wrote these poems? Where were they performed and for whom?
We thought it was Homer, hence the name “Homeric Hymns,” but now we think that poets in ancient Greece would recite these before longer drama or recitations of Homer’s longer, epic poems, the Iliad and the Odyssey.
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Compare and Contrast Essay: 3 paragraphs, typed and printed or emailed ([email protected]) by Wednesday, January 25th. Topics are to be completed on the groups we had at the MET. You can go to the MET's website to look at their collections for my information about the artifacts you are writing about.
ROMAN RELIGION:
(In Museum: 1) find two different Greek/Roman gods; (2) draw both images/statues next to each other; (3) Write a Compare and Contrast essay of 3 paragraphs regarding the two statues you choose (Due Wednesday, January 15th) (Nota Bene, make sure you take down the name and date of this work so I can identify it later!)
COINS:
In Mueseum: (1) Find a Roman coin that interests you; (2) sketch that Roman coin and describe important things about that coin; (3) Find a Greek coin; (4) Sketch that Greek coin and describe important things about that coin; (5) Write a Compare and Contrast essay of 3 paragraphs regarding the two coins you choose (Due Wednesday, January 15th) (Nota Bene, make sure you take down the name and date of this work so I can identify it later!)
POLITICAL PORTRAITURE:
In Museum: (1) Find a portrait of someone from the First century BC; (2) sketch that portrait and give it a written description on things you think might be important to note; (3) find a portrait of someone from after the 2nd century AD; (4) sketch that portrait and give it a written description on things you find important; (5) ) Write a Compare and Contrast essay of 3 paragraphs regarding the two portraits you choose (Due Wednesday, January 15th) (Nota Bene, make sure you take down the name and date of this work so I can identify it later!)