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LATINAt Classical Academic Press we do not merely create instructional textbooks, we create complete sets of learning tools designed to make teaching and learning both accessible and delightful. For each subject we start with a core text: the student book. We then provide several support materials to give all the aid that a teacher or student could need to feel confident as they master the subject together. These products are all listed below so that you can see a complete view of the entire curriculum. In addition, we created an entire website, HeadventureLand.com, which offers free educational games, videos, and ebooks where students can practice the subject they are learning.
The Student Text: filled with the lessons and exercises that are the student’s primary contact with the material.
The Answer Key: includes actual full-size worksheets from the student text. Don’t reinvent the wheel, get the answers to quizzes, exercises and worksheets in large bold print.
The DVD & CD Set: we have bodies for a reason and we should take advantage of them in the learning process—the visual and audio component of our curricula is a tremendous application of this truth. Watch teachers and students interact, learn from the best tutors, and imprint the material with engaging visuals. Using the intelligence of your ear and eye will make learning vocabulary and other course content natural. Support your student’s understanding of the subject material and give yourself time in the week for other children, planning, and other daily responsibilities.
Activity Books: contain over 100 puzzles and games that follow chapter-by-chapter with the student text to help the students practice vocabulary and grammar.
History Readers: show students that they can use their newfound knowledge to read. Translation is an incredibly empowering experience for language learners. The readers are keyed to the grammar and vocabulary of the Latin for Children series and correspond to the Veritas Press History card series. They are also an excellent supplementary text for students using other Latin curricula.
Clashcards: these bright cards are not only straight flashcards, but also games that you can play! Who said that rigorous learning isn’t fun?
Test Packet: Often requested by customers, this set of comprehensive tests to supplement the student book is an excellent and helpful resource! The downloadable packet includes weekly chapter tests, unit tests, and even unit study guides. A complete answer key for the tests is included.
Latin Everywhere: Make Latin a consistent and fun part of your life! Have a visual learner for a Latin student? The Latin Word Quest Poster features a translation exercise of all the Latin for Children, Primer A vocabulary words to match with fun corresponding images. Have a wordsmith? Try the Latin Crosswords Book (which includes all the vocabulary in Latin for Children Primers A, B, and C!) and you will learn and practice over 1500 words! For the car and home, the Veni Emmanuel CD is a collection of hauntingly beautiful Latin carols, and includes a 16-page booklet of full Latin lyrics along with literal and poetic English translations. Hours of Latin fun!
Latin for Children
“Classical Latin Creatively Taught”
Latin for Children
Primer B
Dr. Aaron LarsenDr. Christopher Perrin
Day One: Present the paradigm (grammar chant) and vocabulary and introduce the grammar from
the grammar page. The kids should chant through the paradigm and vocabulary 2-3 times. Watch
the DVD video.
Day Two: Review the paradigm (grammar chant) and vocabulary and chant through them again 2-3
times. Spend more time now explaining the grammar page with special attention paid to the ex-
amples. The students could read the grammar page out loud and the teacher should ask the student
which sentences appear to be “key.” Those key sentences should be circled (with a colored pencil,
if possible). After this the Worksheet can be commenced or assigned as homework. Begin Activity
Book exercises (to impart mastery of the vocabulary and paradigm).
Day Three: Once again the day should start with some quick chanting of the paradigm and vocabu-
lary. The Worksheet is either started or completed. The teacher/parent should check the work, and
students should make corrections. Grammar should be reviewed and re-taught as necessary. Review
the DVD video. Continue with Activity Book assignments (this could be done as homework or as part
of the student’s seat work).
Day Four: Quick chanting of the paradigm and vocabulary. Complete the puzzles from the Activity
Book chapter. Review video as necessary. Begin the History Reader after students have completed
the Primer Worksheet.
Day Five: Students should take the quiz. Finish/complete the History Reader chapter.
How to teach Latin for ChildrenA suggested schedule
This is a basic weekly schedule, taking approximately 30 minutes per dayto be modified as necessary by a school or home-school teacher.
Latin for Children: Primer C© 2005, Classical Academic Press
Version 3.3
All rights reserved. This publication may not be reproduced, stored in a retriev-al system or transmitted, in any form or by any means, without the prior per-
mission in writing of Classical Academic Press.
Classical Academic Press2151 Market Street
Camp Hill, PA 17011
www.ClassicalAcademicPress.com
ISBN: 978-1-60051-012-0
Book design and cover by: Rob Baddorf
Acknowledgements Classical Academic Press would like to thank the talented and generous contributions of Karen Moore who has proofed this text and made several valu-able recommendations for improving it. She and Erin Davis have also created Latin stories (keyed to the Veritas history curriculum) to accompany this text, published as our Latin for Children, Primer C Reader.
And special thanks to Gary Varney for his expertise and thorough editing of the Latin for Children series.
Latin for Children: Primer C Answer Key
© 2005, Classical Academic PressVersion 3.4
All rights reserved. This publication may not be reproduced, stored in a retriev-al system or transmitted, in any form or by any means, without the prior per-
mission in writing of Classical Academic Press.
Classical Academic Press2151 Market Street
Camp Hill, PA 17011
www.ClassicalAcademicPress.com
ISBN: 978-1-60051-013-7
Book design and cover by: Rob Baddorf
A. Vocabulary:
1. aqua 9. vir
2. cürö 10. servus
3. portö 11. fëmina
4. salütö 12. colönus
5. bibö 13. lïber
6. festïnö 14. fessus
7. convocö 15. toga
8. dominus
B. Chant: 1. Give the 1st and 2nd declension endings (masculine, feminine and neuter).
Remember to label the boxes.
Masculine Feminine Neuter
us ï a ae um a
2. Give the present tense verb endings. Remember to label the boxes.
-ö
page 5
CHAPTER 1: MEMORY WORKSHEET UNIT 1
water
I care for
I carry
I greet
I drink
I hurry
I call together
lord, master
man
slave
woman
colonist; farmer
book
tired
toga
ī ōrum ae ārum ī ōrum
ō īs ae īs ō īs
um ōs am ās um a
ō īs ā īs ō īs
Singular Plural
1st Person -mus
2nd Person -s -tis
3rd Person -t -nt
page 6
CHAPTER 1: MEMORY WORKSHEET CONT. UNIT 1
C. Grammar:1. Give the names of the 5 noun cases:2. All nouns and adjectives have three characteristics. They are g____________,
n_____________ and c__________.3. 1st and 2nd declension adjectives have the same endings as _____________________
_______________________.4. All verbs have three characteristics. They are p____________, n_____________
and t__________.5. Tense refers to (choose one):
a. how you feel before a big testb. the time when the action of a verb takes place
6. Do you remember all the noun jobs and their abbreviations? Try to correctly match the following lists:
Predicate Adjective
Subject Noun
Direct Object
Predicate Nominative
Possessive Noun Adjective
Object of the Preposition
Nom.SNPrNPrA
Gen. PNA
Acc. DOOP
Abl. OP
umber aseender
declension nouns
1st and 2nd
erson umberense
Nominative, Genitive, Dative, Accusative, Ablative
1. Rëx omnës mïlitës in atrium convocat.
2. Servï multum cibum prö rëge portant.
3. Colönus mare nön cürat. Is terram cürat.
4. Nautae magistrum nävis salütant.
5. Post virï träns campum currunt, fessï erunt.
6. Omnës servï orant esse lïberï.
7. Dïcit eïs Iesus: Implëte (fill) hydriäs (jars) aquä. John 2:7
Famous Latin PhrasesCan you translate the first two of these Latin phrases?
Terra firma Festïnä lentë Make haste slowly
Vöx populï Rära avis A rare bird
page 7
CHAPTER 1: TRANSLATION WORKSHEET UNIT 1
The king calls all the soldiers into the hall.
The slaves carry/bring much food before the king.
The colonist does not care for the sea. He cares for the land.
The sailors greet the captain of the ship.
After the men run across the field, they will be tired.
All the slaves pray to be free.
Jesus said to them, “Fill the jars with water.”
Firm ground
Voice of the people
Crossword Puzzle:
Answer the Following:
A Predicate Nominative has this case _________________ .
A Direct Object takes this case _________________ .
An Object of the Preposition takes either of these cases ______________________ .
A Possessive Noun Adjective takes this case _________________ .
Gender, Number and Case characterizes both nouns and _________________ .
Person, Number and Tense characterizes _________________ .
page 8
CHAPTER 1: ACTIVITY WORKSHEET UNIT 1
New Criss Cross
Complete the puzzle using the clues shown below.
1 2 3 4
5 6
7
8
9
10
11
12
13
14
Created with Discovery Channel School's PuzzleMaker.
Down2. firm ground3. slave4. I drink6. voice of the people9. I greet, wish well; welcome12. I care for13. woman
Across1. I carry; bring5. man7. I call together, assemble8. toga (clothing)10. rare bird11. lord, master12. colonist; farmer13. I hurry, rush, accelerate14. water
New Criss Cross
Complete the puzzle using the clues shown below.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Created with Discovery Channel School's PuzzleMaker.
nominative
accusative
ablative or accusative
genitive
adjectives
verbs
A. Vocabulary:LATIN ENGLISH
bibö, bibere, bibï
cürö, cüräre, cürävï, cürätum
convocö, convocäre, convocävï, convocätum
festïnö, festïnäre, festïnävï, festïnätum
portö, portäre, portävï, portätum
salütö, salütäre, salütävï, salütätum
colönus, -ï
toga, -ae
fessus, -a, -um
lïber, lïbera, lïberum
B. Review Vocabulary:LATIN ENGLISH
aqua, -ae
dominus/domina
servus/serva
vir, -ï
fëmina, -ae
C. Chant: 1ST declension (f) 2ND declension (m) 2ND declension (n)
S P S P S PNominative
GenitiveDative
AccusativeAblative
page 9
UNIT 1CHAPTER 1: QUIZ
to drink
to care for
to call together
to hurry
to carry; bring
to greet, wish well; welcome
colonist; farmer
toga
tired
free
-a -ae -us -ī -um -a
-ae -ārum -ī -ōrum -ī -ōrum
-ae -īs -ō -īs -ō -īs
-am -ās -um -ōs -um -a
-ā -īs -ō -īs -ō -īs
water
lord, master/lady, mistress
slave (male)/slave (female)
man
woman
page 10
CHAPTER 1: GRAMMAR PAGE UNIT 1CHAPTER 1: QUIZ CONT. UNIT 1Present Tense Verb Endings
Singular Plural
1st Person
2nd Person
3rd Person
D. Grammar:
1. Give the names of the 5 noun cases:
2. All nouns and adjectives have three characteristics. They are g____________, n_____________ and c__________.
3. 1st and 2nd declension adjectives have the same endings as ____________________________________________.
4. All verbs have three characteristics. They are p____________, n_____________ and t__________.
5. Tense refers to (choose one):a. how you feel before a big testb. the time when the action of a verb takes place
6. Do you remember all the noun jobs and their abbreviations? Try to correctly match the following lists:
Predicate Adjective
Subject Noun
Direct Object
Predicate Nominative
Possessive Noun Adjective
Object of the Preposition
Nom.SNPrNPrA
Gen. PNA
Acc. DOOP
Abl. OP
-ō -mus
-s -tis
-t -nt
Nominative, Genitive, Dative, Accusative, Ablative
umber aseender
declension nouns
1st and 2nd
erson umberense
A. Vocabulary:
1. legö, legere, lëgï, lëctum 9. etiam
2. discö, discere, didicï 10. nön
3. doceö, docëre, docuï, doctum 11. rëx, rëgis (m)
4. studeö, studëre, studuï (+dat.) 12. uxor, uxöris (f)
5. cognöscö, cognöscere, cognövï, cognitum 13. iter, itineris (n)
6. schola, -ae 14. fïnis, fïnis (m, i)
7. liber, librï 15. mare, maris (n, i)
8. scholam habeö
B. Chant: Give the 3rd declension endings (masculine/feminine, neuter, I-stem masc./fem. and I-stem neuter). Remember to label the boxes.
C. Grammar:
1. Which I-stem form (f & m) is different than a normal 3rd declension noun?
2. Which ones are different in a 3rd declension neuter?
3. Which forms have an extra “i” in the I-stem neuters?
page 15
CHAPTER 2: MEMORY WORKSHEET UNIT 1
to collect, choose, read
to learn
to teach
to be eager for, study
to recognize
school
book
I give a class or lecture
also
not
king
wife
journey
limit, boundary, end
sea
3rd Declension 3rd Declension Neuter
3rd Declension I-stem
3rd Declension Neuter, I-stem
S P S P S P S PN -x -ēs -x -a -x -ēs -x -iaG -is -um -is -um -is -ium -is -iumD -ī -ibus -ī -ibus -ī -ibus -ī -ibus
Acc -em -ēs -x -a -em -ēs -x -iaAbl -e -ibus -e -ibus -e -ibus -ī -ibus
Genitive Plural (ium instead of just um)
Accusative Singular + Nominative Plural + Accusative Plural
Genitive Plural + Ablative Singular + Nominative Plural + Accusative Plural
1. Magister discipulös vocat.
2. Discipulï ad scholam currunt.
3. Discipulï sedent.
4. Magister inquit, “Librös novös tibi dö. Ex illïs discitis bene*.”
5. Marcus domum currit cum librö novö. “Ecce, mäter! Librum novum habeö!”
6. Marcus librum legëbat.
7. Postrïdïe (the next day), magister scholam habet. Magister inquit, “Librum doceö, librö discite!” “Ë librö doceö, ë librö discite!”
8. Marcus et discipulï tötï legunt et student. Post multäs horäs, fessï sunt. Marcus ad casam nön currit, sed ambulat.
9. Mäter eius rogat, “Cür fessus es?” Marcus respondet, “Hic liber perdit** oculös meös !”
FamouS Latin phraSeS
ex librïs from the books ofdocendö discimus we learn by teaching
erräre hümänum est to err is humanfïnem respice consider the end
page 16
CHAPTER 2: TRANSLATION WORKSHEET UNIT 1
* bene: well** perdit: ruins
The teacher calls the students.
The students run to the school.
The students sit.
The teacher says, “I am giving new books to you. You learn well out of these books.”
Marcus runs home with the new book. “Look, mother! I have a new book!”
Marcus was reading the book.
The next day, the teacher gave a lesson. The teacher says, “I teach the book, you learn the book!” “Out of the book I teach, out of the book you learn!”
Marcus and all the students read and study. After many hours, they are tired. Marcus does not run to the house, but walks.
His mother asks, “Why are you tired?” Marcus responds, “This books ruins my eyes!”
AN EXERCISE FEATURING 3RD DECLENSION NOUNS AND THE DATIVE CASE
1. In scholä, magister discipulïs librös dat.
2. Magister etiam discipulïs tabuläs dat.
3. Discipulï dïcunt, “Gratiäs tibi agimus.”
4. Rëx epistulam parvam uxörï mittit. Servus uxörï epistulam dat. Haec verba sunt in epistulä:
“Rëgïna mea, cupisne ïre ad lïtus? Mare pulchrum est nunc (or iam). Iter ad mare cupiö!”
5. Rëgïna epistulam scrïbit et rëgï eam mittit. Epistula rëgïnae ünum verbum habet:
Eämus! (let us go!)
page 17
CHAPTER 2: ACTIVITY WORKSHEET UNIT 1
In the school, the teacher gives the students books.
The teacher also gives the students tablets.
The students say, “We give thanks to you.”
The king sends a small letter to his wife. A slave gives it to her. These words are in the letter:
My queen, do you want to go to the shore? The sea is pretty now. I desire the journey to the sea!
The queen writes a letter and sends it to the king. The queen’s letter has one word:
A. New Vocabulary:
LATIN ENGLISH
legö, legere, lëgï, lëctum
discö, discere, didicï
doceö, docëre, docuï, doctum
studeö, studëre, studuï (+dat.)
cognöscö, cognöscere, cognövï, cognitum
schola, -ae
liber, librï
scholam habeö
etiam
nön
B. Review Vocabulary:
LATIN ENGLISHrëx, rëgis (m)
uxor, uxöris (f)iter, itineris (n)fïnis, fïnis (m, i)mare, maris (n, i)
page 18
UNIT 1CHAPTER 2: QUIZ
to collect, choose, read
to learn
to teach
to study
to recognize, get to know
school
book
I give a class (or lecture)
also
not
king
queen
journey
limit, boundary, end
sea
page 19
UNIT 1CHAPTER 2: QUIZ CONT.C. Chant: Noun Endings (3rd Declension)
3rd Declension 3rd Declension Neuter
3rd Declension I-stem
3rd Declension Neuter, I-stem
S P S P S P S P
N
G
D
Acc
Abl
D. Grammar:
1. Which I-stem form (f & m) is different than a normal 3rd declension noun?
2. Which ones are different in a 3rd declension neuter?
3. Which forms have an extra “i” in the I-stem neuters?
-x -ēs -x -a -x -ēs -x -ia
-is -um -is -um -is -ium -is -ium
-ī -ibus -ī -ibus -ī -ibus -ī -ibus
-em -ēs -x -a -em -ēs -x -ia
-e -ibus -e -ibus -e -ibus -ī -ibus
Genitive Plural (ium instead of just um)
Accusative Singular + Nominative Plural + Accusative Plural
Genitive Plural + Ablative Singular + Nominative Plural + Accusative Plural
A. Vocabulary:
1. fortis 9. omnis
2. difficilis 10. nöbilis
3. brevis 11. pecünia
4. facilis 12. poena
5. gravis 13. rosa
6. dulcis 14. vïta
7. levis 15. sententia
8. commünis
B. Chant: Give the forms for the adjective “brevis” (both the masculine/feminine and the neuter ones). Remember to label the boxes.
C. Grammar:
1. 2-termination adjectives have 2 different ______________ in the nominative singular.
page 23
CHAPTER 3: MEMORY WORKSHEET UNIT 1
strong, brave
difficult
short
easy
heavy, serious
sweet
light, fickle
common, shared
all, whole, every
well known, noble, famous
money
penalty, punishment
rose
life
opinion, sentence
Sin
gula
r
Case M F N
Nom. brevis breveGen. brevis brevisDat. brevī brevīAcc. brevem breveAbl. brevī brevī
Plu
ral
Nom. brevēs breviaGen. brevium breviumDat. brevibus brevibusAcc. brevēs breviaAbl. brevibus brevibus
endings
Some brave sailors face a strong storm in their ship.
1. Decem nautae et ünus magister nöbilis ad Ïtaliam nävigäbant.
2. Nautae nömen nävï dant. Nömen nävis “Rosa Marium” est.
3. Tempestäs magna et gravis in eïs cadit.
4. Magister nöbilis clämat, “Valëte, nautae fortës! Haec tempestäs brevis erit!”
5. Omnës nautae conträ tempestätem labörant.
6. Labor est magna et difficilis.
7. Post trës höräs tempestäs est gravis. Labor nautärum facilis nön est, sed omnës fortës sunt.
FAMOUS LATIN PHRASES
Amor vincit omnia. Love conquers all.
Dulce et decörum est prö patriä morï. It is sweet and seemly to die for one’s country.
Ars longa, vïta brevis. Art is long, life is brief.
Fortës fortüna iuvat. Fortune favors the brave.
Quot hominës, tot sententiae. There are as many opinions as there are men.
page 24
CHAPTER 3: TRANSLATION WORKSHEET UNIT 1
Ten sailors and one famous captain were sailing toward Italy.
The sailors give a name to the ship. The ship’s name is “The Rose of the Seas.”
A great and serious storm falls on them.
The famous captain shouts, “Be strong, brave sailors! This storm will be short!”
All the sailors are working against the storm.
The labor is great and difficult.
After three hours the storm is heavy. The struggle of the sailors is not easy, but all are brave.
The –täs and –tüdö suffixes:
As you no doubt know, sometimes a noun and an adjective can have closely related meanings. Several of the adjectives from this week’s list can be changed into nouns by add-ing either the suffix –täs or the suffix –tüdö. Check out the following examples:
Adjective + Suffix = Noun Meaning
brevis + -täs = brevitäs, brevitätis
the quality of being brief or short
fortis + -tüdö = fortitüdö, fortitüdinis the quality of being brave
gravis + -täs = gravitäs, gravitätis
the quality of being serious or heavy
nöbilis + -täs = nöbilitäs, nöbilitätis
the quality of being famous or noble
This type of noun is often called an “abstract noun,” because they stand for an abstract idea, rather than a concrete object (or person or place). Now try combining these adjectives with the listed suffix to create abstract nouns of your own. Double-check yourself using a Latin dictionary. Then see if you can come up with a couple more on your own!
Adjective + Suffix = Noun Meaning
commünis + -täs =
difficilis + -täs =
levis + -täs =
facilis + -täs =
magnus + -tüdö =
lïber + -täs =
cïvis* + -täs =
+ =
+ =
* Note that cïvis is actually a noun rather than an adjective. Sometimes a suffix can be added to a noun to create an abstract noun.
page 25
CHAPTER 3: ACTIVITY WORKSHEET UNIT 1
communitas community
difficilitas difficulty
levitas lightness
facilitas easy, easiness
magnitudo magnitude, size
libertas liberty
civitas citizenship, state
A. New Vocabulary:
Latin Englishbrevis, breve
commünis, commünedulcis, dulcefortis, forte
difficilis, difficilefacilis, facilegravis, grave
levis, levenöbilis, nöbileomnis, omne
B. Review Vocabulary:
Latin Englishpecünia, -aepoena, -aerosa, -ae
sententia, -aevïta, -ae
page 26
UNIT 1CHAPTER 3: QUIZ UNIT 1
short, briefshared, common
sweetbrave, strong
difficulteasy
heavy, seriouslight, fickle
well known, noble, famousall, whole, every
moneypenalty, punishment
rosesentence, opinion
life
page 27
UNIT 1CHAPTER 3: QUIZ CONT.C. Chant:
Sing
ular
Case M F NPl
ural
D. Grammar:
1. 2-termination adjectives have 2 different ______________ in the nominative singular.
Nom. brevis breveGen. brevis brevisDat. brevī brevīAcc. brevem breveAbl. brevī brevī
Nom. brevēs breviaGen. brevium breviumDat. brevibus brevibusAcc. brevēs breviaAbl. brevibus brevibus
endings
A. Vocabulary:
1. calculus, -ï 8. angulus, -ï
2. celer, celeris, celere 9. virïlis, virïle
3. äcer, äcris, äcre 10. immortälis, immortäle
4. cüra, -ae 11. cïvïlis, cïvïle
5. glöria, -ae 12. puerïlis, puerïle
6. culpa, -ae 13. mïlitäris, mïlitäre
7. mortälis, mortäle 14. incolumis, incolume
B. Chant: Give the forms for the adjective “celer” ( in masculine, feminine and neuter genders). Remember to label the boxes.
C. Grammar:In which case do 3-termination, 3rd declension adjectives have 3 terminations?
page 31
CHAPTER 4: MEMORY WORKSHEET UNIT 1
pebbleswiftsharpcaregloryfault, blamemortal
anglemanlyimmortalcivilboyishmilitarysafe
Sin
gula
r
Case M F NNom. celer celeris celereGen. celeris celeris celerisDat. celerī celerī celerīAcc. celerem celerem celereAbl. celerī celerī celerī
Plu
ral
Nom. celerēs celerēs celeriaGen. celerium celerium celeriumDat. celeribus celeribus celeribusAcc. celerēs celerēs celeriaAbl. celeribus celeribus celeribus
Nominative Singular
The brave sailors arrive safely on the shore of an island.
1. Tempestäs magna vëlum nävis frangit1.
2. Iam2 nautae fortës clämant et örant.
3. Magister nöbilis orat, “Deï immortälës! Nös serväte! Nös ad ïnsulam incolumem dücite!”
4. Nävis pauper fluitat3 (drifts) trës diës.
5. Deinde4 nauta ïnsulam videt. “Ecce virï,” inquit. “Videö ïnsulam!”
6. Nautae spectant ïnsulam parvam. Magister virïs clämat, “Paräte nävem et exspectäte! Videö saxa äcra circum ïnsulam.”
7. Nävis nävigat iuxtä ünum saxum äcre, deinde inter duo saxa.
8. Tandem (at last) per undäs celerës nävigant et in lïtore adveniunt (they arrive).
FAMOUS LATIN PHRASES
mea culpa my fault
Ad maiörem Deï glöriam. To the greater glory of God (motto of the Society of Jesus).
Cavë canem. Beware of the dog.
page 32
CHAPTER 4: TRANSLATION WORKSHEET UNIT 1
1 frangö, frangere — to break2 iam, adv. — now3 fluitö, -äre — to drift4 deinde — then, next
The great storm breaks the sail of the ship.
Now the brave sailors shout and pray.
The noble captain prays, “Immortal gods! Save us! Lead us to a safe island.”
The poor ship drifts for 3 days.
Then the sailor sees an island. “Look men,” he says, “I see an island!”
The sailors see a small island. The master shouts to the men, “Prepare the ship and look out! I see sharp rocks around the island.”
The ship sails near one sharp rock; next, between two rocks.
At last, through the swift waves they sail and arrive on the shore.
A. New Vocabulary:
LATIN ENGLISH
celer, celeris, celere
äcer, äcris, äcre
mortälis, mortäle
immortälis, immortäle
incolumis, incolume
cïvïlis, cïvïle
mïlitäris, mïlitäre
puerïlis, puerïle
virïlis, virïle
B. Review Vocabulary:
LATIN ENGLISH
cüra, -ae
culpa, -ae
glöria, -ae
angulus, -ï
calculus, -ï
page 34
UNIT 1CHAPTER 4: QUIZ
swiftsharpmortal
immortalsafecivil
militaryboyishmanly
care
fault
glory
angle
pebble
page 35
UNIT 1CHAPTER 4: QUIZ CONT.C. Chant: Give the forms for the adjective “celer” ( in masculine, feminine and neuter genders). Remember to label the boxes.
D. Grammar:
In which case do 3-termination, 3rd declension adjectives have 3 terminations?
Sin
gula
r
Case M F N
Nom. celer celeris celereGen. celeris celeris celerisDat. celerī celerī celerīAcc. celerem celerem celereAbl. celerī celerī celerī
Plu
ral
Nom. celerēs celerēs celeriaGen. celerium celerium celeriumDat. celeribus celeribus celeribusAcc. celerēs celerēs celeriaAbl. celeribus celeribus celeribus
Nominative Singular
A. Vocabulary:1. ingëns 9. ïnfëlïx
2. fëlïx 10. absëns
3. vetus 11. fräter
4. feröx 12. prïnceps
5. audäx 13. soror
6. prüdëns 14. adulëscëns
7. dïves 15. cïvitäs
8. potëns 16. praesëns
17. pauper
B. Chant: Give the forms for the adjective audäx (both the masculine/feminine and the neuter ones). Remember to label the boxes.
C. Grammar:
In which of the 5 cases do 1-termination, 3rd declension adjectives actually still have 2 terminations?
page 39
CHAPTER 5: MEMORY WORKSHEET UNIT 1
huge
happy, lucky, fruitful
old
fierce
bold
prudent
rich
powerful
unhappy, unlucky, unfruitful
absent
brother
leader, first one, prince
sister
young man
citizenship, state
present
poor
Sin
gula
r
Case M F N
Nom. audāx audāx
Gen. audācis audācis
Dat. audācī audācī
Acc. audācem audāx
Abl. audācī audācī
Plu
ral
Nom. audācēs audācia
Gen. audācium audācium
Dat. audācibus audācibus
Acc. audācēs audācia
Abl. audācibus audācibus
Accusative Singular, Nominative Plural & Accusative Plural
The sailors land on a strange island.
1. Iam (now) nautae ïnfëlïcës sölï sunt. Illï in ïnsulä aliënä sunt.
2. Subitö (suddenly), multï virï feröcës cum hastïs (spears) nävem circumveniunt*.
3. Nautae timent.
4. Magister audäx exclämat, “Valëte nautae! Tollite (take up) gladiös!”
5. Deinde magister virïs feröcibus clämat, “Movëte ä näve!”
6. Prïnceps virörum feröcium clämat etiam, “Movëte ab ïnsulä!”
7. Magister dïcit, “Nävis nostra (our) fracta est. Nön possumus movëre.”
8. Rëx vetus virörum feröcium dïcit, “Haec est ïnsula nostra (our). Nön possumus movëre.”
FAMOUS LATIN PHRASES
Ïra furor brevis est. Anger is a brief madness.
prö rëge, lëge, et grëge For the king, the law and the people
novus ordö seclörum A new order of the ages (motto on the reverse of the Great Seal of the United States)
page 40
CHAPTER 5: TRANSLATION WORKSHEET UNIT 1
* circumve-niunt (4th conj.)—“they surround”
Now the unlucky sailors are alone. They are on a strange island.
Suddenly, many fierce men with spears surround the ship.
The sailors are afraid.
The bold captain shouts, “Be brave sailors! Take up your swords!”
Next the captain shouts to the fierce men, “Move away from the ship!”
The leader of the fierce men shouts also, “Move away from the island!”
The captain says, “Our ship is broken. We are not able to move.”
The old king of the fierce men says, “This island is ours. We are not able to move.”
The –älis/ -änus/ -äris suffix:
No doubt you caught the fact that several of the words from last week’s word list were very similar to some other Latin words that you’ve learned. In this case, what we see is a suffix added on to a noun to make it into an adjective. Here are four prime examples:
Noun + Suffix = Adjective Meaning
cïvis + -älis = cïvïlis pertaining to citizenship
mïlitës + -äris = mïlitäris pertaining to the military
puer + -älis = puerïlis pertaining to a boy, boyish, etc.
vir + -älis = virïlis pertaining to a man, manly, etc.
Notice that often the “-a-” in the suffix changes to another vowel; don’t let that throw you off! Note also, that in each case this -älis/ -äris suffix adds an idea of “pertaining to” to the root noun. Now see if you can come up with a few more such adjectives by putting one of these endings on the noun listed. Check your answer by looking up the resulting word in a Latin dictionary. Then see if you can come up with a couple on your own (The Latin nouns listed are ones that you’ve had before; if you can’t remember what they mean, look them up).
Noun + Suffix = Adjective Meaningvïta + -älis =lüna + -äris =
populus + -äris =nävis + -älis =urbs + -änus =
+ =+ =
page 41
CHAPTER 5: ACTIVITY WORKSHEET UNIT 1
vītālis pertaining to life
lūnāris pertaining to the moon
populāris pertaining to the people
nāvālis pertaining to ships
urbānus pertaining to the city
A. New Vocabulary:
Latin English
audäx, audäcis
ingëns, ingentis
fëlïx, fëlïcis
ïnfëlïx, ïnfëlïcis
vetus, veteris
feröx, feröcis
prüdëns, prüdentis
dïves, dïvitis
potëns, potentis
absëns, absentis
praesëns, praesentis
pauper, pauperis
B. Review Vocabulary:
Latin English
adulëscëns, adulëscentis (c, i)
fräter, frätris (m)
prïnceps, prïncipis (c)
cïvitäs, cïvitätis (f)
soror, soröris (f)
page 42
UNIT 1CHAPTER 5: QUIZ
bold
huge
happy, lucky, fruitful
unhappy, unlucky, unfruitful
old
fierce
prudent
rich
powerful
absent
present
poor
young man
brother
leader, first one, prince
citizenship, state
sister
page 43
UNIT 1CHAPTER 5: QUIZ CONT.C. Chant: Give the forms for the adjectives “celer” and “audäx” (both the masculine/femi-
nine and the neuter ones). Remember to label the boxes.
D. Grammar:
In which of the 5 cases do 1-termination, 3rd declension adjectives actually still have 2 terminations?
Sin
gula
r
Case M F N
Nom. audāx audāx
Gen. audācis audācis
Dat. audācī audācī
Acc. audācem audāx
Abl. audācī audācī
Plu
ral
Nom. audācēs audācia
Gen. audācium audācium
Dat. audācibus audācibus
Acc. audācēs audācia
Abl. audācibus audācibus
Accusative Singular, Nominative Plural & Accusative Plural
Latin!Latin is a rich, ancient language, and is still very much alive in the modern languages
that we speak today. It plays a vital role training students in grammar, in categorical thinking about how a language works, in logical reasoning, and greatly expands a
student’s English vocabulary. Caveat emptor (let the buyer beware), these programs have made Latin the favorite subject of many students around the nation!
Spanish!After English, Spanish is arguably the most easily applied second language for North American students to learn and master. Classical Academic Press’s Spanish curricula are a blend of immersion and grammar-based study. We start with songs and vocabulary and go on to teach Spanish grammar for conversation—from its parts to its whole—so that students will know how to make sentences as well as recognize them by ear.
Greek!Greek is one of the mother tongues of the English language, with many English words having been derived from Greek. Greek is also a perfectly orderly language, ideal to help us understand the structure of any language. Koine Greek, which is the focus in our texts, is also the history-rich language of the New Testament.
Logic!There are several branches of logic, and our three levels of curriculum focus on teaching informal and formal logic, as well as supplying students with the tools to create their own logical arguments. Each logic text recognizes that students are living in the 21st century and applies logical concepts to real-life, and often humorous, examples. Mastery of logic is a requisite skill for critical thinking in any discipline and for the classical learning education.
Bible!If you would like to teach your students the narrative arc of the Bible and show them how God has been at work in His people since before creation, you will find God’s Great Covenant to be a unique and excellent Bible curriculum. Taught from a covenantal and reformed theological perspective, and rooted in Scripture, you will find this series to be a blessing to your classroom, Sunday School, or family.
Poetry!If you have ever felt mystified by poetry, this book will lead you step-by-step to an understanding and love of this branch of literature, guided by a gifted poet and teacher. This accessible curriculum demystifies the practice of reading a poem slowly and carefully, introduces students to the elements of poetry (such as imagery and metaphor), and highlights the historical forms that poems have taken (such as sonnet and open verse). Learn how absorbing the best words in the best order changes your relationship to ideas.
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Here at Classical Academic Press we understand the need for thorough explanations, enjoyable practice materials, independent student activities, encouraging collaborations, and the means to ask questions of other teachers! We also understand that these needs will vary among teachers and students, as well as their teaching and learning styles, and that learning happens in community. Our goal is to provide for you the resources you need, so that our curriculum is easy to use and so that your student’s studies are enjoyable, relevant, and complete. Here are just a sampling of the resources available to you:
HeadventureLand.comBe sure to check out this free practice for your student! HeadventureLand.com offers games, videos, stories, and other resources to support students studying Latin, Spanish, and Greek, particularly for students using curricula from Classical Academic Press. Headventure Land will always be a safe and family-friendly website for students to enjoy and is appropriate and appealing to students of all ages. As teachers and parents, you will find the For Teachers page particularly useful.
ClassicalAcademicPress.comThe Free Resources page at ClassicalAcademicPress.com offers suggested schedules, extra worksheets, audio pronunciation files, coloring pages, handy grammar charts, flash cards, articles, and mp3s. Also available is the “Ask the Magister (Teacher)” page, where you can submit questions to our magister (teacher) about any of our texts, subjects, or even specific questions of a text’s content.
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