Monday
start up: none
review Roman comedy: history of (Livius Andronicus, etc.), stage set up, typical type of comedy, stock characters, comedic devices
A Funny Thing Happened on the Way to the Forum (first 10-12 minutes - up to Lykus' house)
pass out worksheet (from ACL)
homework: Stage 6 flashcards (Ex. A derivatives)

Tuesday
start up: none
explain Pompeian wall painting and show pictures
A Funny Thing Happened on the Way to the Forum
check flashcards while movie is playing (skip Lykus' house and start after - through 53:00, after Miles Gloriosus and exchange with sailor)
go over questions 1-6, 9-13 on sheet
go over derivatives (redeem is a tough one, maybe bonanza too)
homework: "transfer Latine" worksheet (extra credit); finish questions from last night (fill out answers you previously could not completely discuss)

Wednesday
start up: none
check worksheet
finish "A Funny Thing..."
homework: 6.7 (in workbook; questions on Stage 6 culture reading - good segue from movie to Stage 6 lessons)

Thursday
Start Up: Transfer Latine:
1. Today, while the cook is walking, the cook suddenly looks at a student.
2. While the cook is looking at the student, the student suddenly shouts.
3. While the student is shouting, a slave suddenly hits the student.
4. While the slave is hitting the student, a slave-girl suddenly curses the slave.
5. While the slave-girl is cursing the slave, the teacher suddenly shouts "Be quiet!"
The students work on this for a few minutes and, as they are finishing, assign certain students to write their Latin versions on the board. We go over them when all are done.
Now, with all the present tense Latin sentences on the board and in front of the students, I pick volunteers to be the coquus, discipulus, servus, and ancilla. They put name tags on that I've created (for clarity's sake).
I choreograph their actions as they act out the sentences in front of the class.
With the action practiced, I now announce that "non iam hodie, sed heri... quid significat 'heri'"?.... ita....
I start every sentence with "heri, dum..." and the kids act out the action. We do this repetitively for comprehension.
At the end, I elicit the various verb forms from the students and write them on the board along with the present tenses.
The students are then to create their own, "Dum....-bat, subito...-vit" sentence.
We go over those and then 'discover' what the best way to put this in english may be.
homework: 6.2

Friday
start up: translate 1-12 model sentences into good English
go over start up and review forms from yesterday
go over homework (6.2)
discuss how we now can do all sorts of things with a verb - quick oral or written drill of forms (pick a verb, pick a person and substitute)
start reading "pugna"
read out loud expressively and pause at commas and vocally group the adjective and noun pairs - let them hear the organization of longer sentences (pay attention to how they handle quod and postquam, the first subordinate clauses they've seen)
comprehension questions dictated and answered in Latin
did not finish go over on Monday after quiz
STAGE 6 VOCABULARY QUIZ ON MONDAY
homework: study for quiz (will have both vocab and model sentences on it)