Monday
Start Up: write out a little narration of Quintus walking through his house
I had each of them recite their narration and wrote the incorrect sentences on the board and asked the students to fix them (remember to use the accusative!). After going through three or four narrations, I use the picture of the house on an overhead and quickly narrate extemporaneously that trip. Every time we enter a room, I ask "Quid Quintus in _____ agit?" and pick on someone to answer. At the very end, I tell them "Quintus est iratus." and ask "Cur Quintus iratus est?" and we entertain all the reasons he may be angry (I encourage the kids to be creative - one said that is was "quod canis vinum consumit."
Next, I made a deliberate transition, turned off the overhead, and said "Nunc, ego sum magister" and point to my chest. Then, "tu es discipulus(a)" and point to a student. I do this many times - getting to almost every student in the class. I also wrote the new words up on the board so the kids can reference them.
I then say "Ego sum magister, sed quis es tu?" - if they don't understand, I repeat the dialogue of the previous paragraph and ask another student. This is all very relaxed and I reassure them that it is okay if they don't understand. The first person that answers correctly gets a ton of praise and I quickly ask another, and then another until I'm sure they all get that they are supposed to respond "ego sum discipulus".
Then, I say "Ego sum magister et tu es discipulus. Quis ego sum?" If they don't get it, I proceed much the same way I did before until they do, praise, and then practice more.
The next step is that I asked both questions together - "Quis es tu?" "Quis sum ego?" to consolidate.
We finally then go to the model sentences - I read out the first two pages and then start asking the kids if they are a coquus, etc. Gets interesting when I ask if anyone is a slave dealer! get varied responses.
I read through the second half of the model sentences towards the end of the period, but we didn't have time to go through them intensely.
homework: turn the narration they wrote for a start up into a first person narration - making changes on the original writing with a different color pen. They also have to tell their parents who they are in Latin and teach their parents how to say who they are.

Tuesday
Start Up: 4.1
put sticky notes on each desk, each with a job title (pictor, etc.) on the bottom so no one can see it
write the following on the board:
Ego sum...
Tu es...
magister...quid tu doces? Ego linguam Latinam doceo.
discipulus(a)...quid tu discis? Ego linguam Latinam disco.
poeta...quid tu recitas? Ego versum recito.
coquus...quid tu coquis? Ego ________ coquo.
pictor...quid tu pingis?
argentarius...quid tu numeras? quid tu tenes? Ego pecuniam teneo
venalicius...quid tu vendas?
tonsor...quid tu _____?
go over start up
review of "Ego sum magister" "Tu es discipulus" Quis sum ego, quis es tu?
after quick review, go through what is on the board... class repeats as I read
then pick volunteers, assign them characters, and ask who they are and what they do - repeat several times.
now, have them look at the sticky note on desk... they must go around the room and find five different people (tonsor, pictor, etc.) by saying "salve!" "Quis es tu?" "gratias. quid tu ___?" "gratias. vale!" and answer the other person's questions with "salve!" "ego sum ____" "ego _____" "vale!"
must write down who is who
everyone sits and I ask who the 5 people each person found are.
go through rest of model sentences for consolidation
4.3 for consolidation
review vocabulary and derivatives from Ex. A for quiz tomorrow
Homework: study

Wednesday
start up: clear desk
STAGE 4 VOCAB QUIZ
when done, read Hermogenes
groups of 3 miming activity. One member from each group comes to front of class
three groups compete at a time; rest of class must be silent
the pantomimus of each group picks an action out of the hat and mimes it to his/her group (no talking whatsoever)
the other two must give the correct response of "Tu es ___" or "Tu ___" (tu es poeta" or "tu versum recitas" for example).
top two sit, last one stays
Homework: 4.2 (activity masters; worksheet)

Thursday
start up: complete 4.3 (on other side of homework worksheet) by reading Hermogenes again
go over Hermogenes with questions in partners - have pair question eachother about the story in Latin
when done, elicit the list of verbs relevant to the story and write them on the board
recreate the story using the list of verbs (check for accusatives and also structure some of the conversation so that we practice ego and tu)
first volunteers, but then pick on students to narrate sections of the story
when done, review verb conjugation with p. 59 (both transitive and 'to be')
go over homework (4.2)
Homework: 4.8

Friday
Start Up: Ex. A p. 60
go over start up and continue with Latine Q and A like last two days.
go over cultural section with web pages from CLC site
=
complete 4.7
expect Stage 3 test to be Wednesday