12th Grade Capstone - Week 1 > Week 2

Begin filling out "Social Contract" sheet
Take attendance and then to the MPR for first day presentation by US Dean and Director
Finish discussion of social contract (needed b/c life, b/c tutorials, b/c narrationes)
QUICK syllabus discussion (see below)
"Rome" (HBO, 2005-2007)
Each week, we will watch an (edited) episode of HBO's "Rome".  We will watch, discuss, analyze, etc.  We will have fun with it, but your active participation and positive contributions to class discussions are expected and you will be graded on it.
With each episode, we will examine primary sources (in Latin) which inform this modern interpretation of Roman history
In-Class Translation
Accompanying each episode of "Rome," we will look at the primary sources which inform that episode.  For instance, we will revisit Caesar's introduction of Titus Pullo and Lucius Vorenus from the de Bello Gallico (we read it last year) in conjunction with Episode 1 (The Stolen Eagle).  We will read how Caesar describes Vercingetorix's surrender at Alesia, which is also depicted in Episode 1 (spoilers!).  
Also accompanying each episode, each student will pick a scene to describe extemporaneously in Latin for 60 seconds.  Only effort is assessed here
Everyone (Mr. Yaggy included) will stammer, stutter, fumble, mis-conjugate almost every verb, and forget to decline nouns; the point is to discuss the scenes in as comprehensible and understandable Latin as possible. Think "See spot run" and not a 10 line Ciceronian sentence.
While watching each "Rome" episode, think about:
(a) what scene/clip you'd like to narrate.  It should be something you think would be fun and interesting.
(b) what vocabulary you might need (some you already know, some you don't).  You may choose to narrate a scene that we have already connected to a bit of Latin (Caesar's description of Pullo and Vorenus, for instance).
As we progress with this, we will get interactive with the Narrationes... ask/answer questions and have very short(!) discussions about the scenes.  Again, though, the important thing is LOW STRESS
Also this year, each student will develop two (or three) Latin-/Classic-centric tutorials.  Investigate something that you always wondered about and teach us about it.  Your tutorials will include (a) a presentational aspect (MS PowerPoint, Prezi, Google Slides, etc.) and (b) an interactive/participation element (i.e., get the class involved).  Your presentation should show a breadth and depth of the subject matter, but to the extent that you can fully explain your tutorial in 15 minutes. Your classmates are then expected to engage you in a brief Q&A about your topic.
DUE TOMORROW by start of class: Email a scanned copy of the movie permission signature sheet with actual signatures.  

(1) BASIS Powerpoint
HBO's Rome Episode 1: The Stolen Eagle
Viewing: "Rome Episode 1: The Stolen Eagle" (1st few minutes through T+P introductory scene)
Plutarch and JC take on Vercingetorix's surrender (and watch that scene)
Remember to think about a scene you want to talk about.  What vocab do you need to know? Write down a time signature (to make it easier for me to find the right screencap)

Pass around narratio sign-up sheet (name, specific description of scene, about where in movie it is)
Remember to think about a scene you want to talk about.  What vocab do you need to know?
Examining the characters of Pullo and Vorenus (dBG 5.44)
Take five minutes and read through the section. You're not translating; you're focusing on comprehension
BIG QUESTION: What are the big differences between the way Caesar writes about Pullo and Vorenus here and how they are portrayed in "Rome"?
Discussion questions (if needed):
1. How does Caesar characterize the two men in the first several lines of 5.44?
2. Who is depicted bullying whom?
3. What does Pullo do in lines 8-10 (Haec . . . irrumpit) to show off?  What does Vorenus do in response (Ne . . . subsequitur)?
4. What happens to Pullo in lines 14-16 (in . . . defigitur)?
5. What adjective does Caesar use to describe Vorenus in line 19?
6. What does Vorenus do in reaction to seeing Pullo in trouble (lines 19-22)?
7. How does Pullo return the favor (lines 22-25)?
8. Do you agree with Caesar’s estimation summā cum laude (line 25)? 

Before class, take sign-up sheet and get screenshots of each narratio scene students requested.  Put them in a Google Slideshow and run through them to see if students need something else.
Show famous painting of Vercingetorix's surrender and then a corollary screencap from Rome Episode 1 (pretty clear that directors crafted some shots as homage to famous representations of the more famous scenes)
Introduce the surrender of Vercingetorix as told by Plutarch (Life of Julius Caesar) and Caesar (dBG7.89).
Read English translation of Plutarch's account and then look at Caesar's account together briefly (overview)... read out loud and emphasize phrasings... point out some problematic grammatical issues to give students a start.
In groups, read Latin.  Compare the two... how different? Point of view? Propaganda? Which one inspired the painting (and scene in Rome)?
Last 10-15 minutes of class, begin to develop your narratio
Establish vocabulary to help you

Now that you have a vocabulary list to help you, develop and practice your actual narratio.
*Remember - this is Go Dog Go, not Shakespeare.  The goal is comprehensibility.  If you are worrying about case endings, you're doing it wrong.
*Some helpful phrases: vult/non vult, potest, necesse est + dative, est statements
*You will be narrating for 60 seconds - a minute is a LONG time.... practice!  Even if you run out of things to say before the minute is up (and you probably will), you then start over and try maybe to expand/improve on what you said the first time.

Students will present their narrationes about "Rome: Episode 1"
Students describe the screenshot I sent which is from the scene they signed up to narrate (I provide shot on Google Slideshow I made).
The narratio lasts 60 seconds.  Speak slowly, deliberately, and keep language simple.
I encourage students who are nervous to go first.  BONAM FORTUNAM!
Students performed exceedingly well and enthusiastically.  We talked about altering the curriculum a bit to include more of this type of activity.  
Students requested opportunities to build to ability to have a conversation about a given topic or picture, have the challenge of being given a scene that I select from "Rome" and have them describe on the spot, would like more practice with daily/conversational vocabulary.
My additional thought is to give autobiographical presentations in Latin... I can model.  Students can ask questions.

We will watch "Rome Episode 2" and then revisit Caesar's own account of his speech prior to setting out for Rome.
While we watch the episode, think about your next narratio: which scene? what vocabulary?