1L Distance Learning Week 5 - Parnassus Preparatory School

1L Student Distance Learning

Work for the Week of May 5-8, 2020

Videos: http://www.parnassusteachers.com/first-level-logic-1l.html

Use the password “Pegasus” for access.

Check off each assignment as you complete it:

Day Daily Work Weekly Work

One Staff Development Day □ Science

❑ Watch Video on Section 1

What is an Animal. Then

read p. 43-46. Answer

the section review

assessment questions on

blank graph on p. 50.

❑ Watch Video on Section 2

Symmetry. Then read p.

46-47. Use bank graph

on p. 51 to answer section

review assessment

questions.

□ History

❑ Watch “Cleopatra” lesson

video ❑ Answer questions on

Cleopatra worksheet p.

49

Two

□ Math

Work on 18A (Remember to SHOW YOUR WORK AND USE

STRATEGIES) Page 2 in packet (For an answer sheet use pages 6

& 7 in your packet. Cross out numbers 21-30)

□ English

❑ Finish Act I questions (Act I Study Questions worksheet)

7 in packet

❑ Poetry – Read “Pied Piper of Hamelin” on p. 20 Multiple

choice on p. 21

□ Latin

Part 1: Demonstratives + Vocab Check p. 27 □ Spanish:

1: NO VIDEOS THIS WEEK. Study page 40 in packet, make

flashcards for the words you don’t know well or can’t remember

Three

□ Math

Lesson 96 Functions * Graphing Functions Watch the

video going over the new concept (Follow along in your

math book, page. 512) Answer Practice Set a-e (page 515 in your

math book), and then Mixed Practice 1-30 (beginning on page

516) (Page 3 in packet Practice Set, & pages 8-9 for the Mixed

Practice)

□ English

❑ Watch video first for Act II, Sc I

❑ Read Act II, Scene I in Julius Caesar (pages 18-28) and

then answer questions 1-6 on the Act II Study Questions

worksheet. Page 18 in packet ❑ Poetry – Read “Poetry Connection” instructions on p.21.

Read the entire poem, and write a paragraph telling how

you feel about it. What was the lesson learned? Who

learned it? Use blank lined paper on p. 22 to write your

paragraph in cursive.

□ Latin

Part 2: Declension + Vocab Check p. 28 □ Spanish

2: Page 41 in Packet, unscramble the parts of the body

vocabulary. The words are scrambled in SPANISH.

http://www.parnassusteachers.com/first-level-logic-1l.html

Four

□ Math

Lesson 97 Transversals Watch the video going over the

new concept (Follow along in your math book, page 518). Fill

out definitions (worksheet titled Lesson 97 Transversals), and

then answer Practice Set questions a-e (page 520) on the same

worksheet with the definitions Page 4 in packet

□ English

❑ Watch video first for Act II, Sc II

❑ Read Act II, Scene II in Julius Caesar (page 28-32) and

then answer questions 7-10 on the Act II Study Guide

Questions worksheet. Page 18 & 19 in packet ❑ Poetry – Read “Paul Revere’s Ride” on p. 23. Answer

multiple choice on p. 24.

□ Latin

Part 3: Conjugation + Vocab Check p. 29 □ Spanish:

2: If you did not finish the word scramble on page 41, keep

working on that. If it is complete, study your flashcards/body

parts and/or use Quizlet to review vocabulary/grammar

□ Music

Sounds of Spring Pp. 53-57 (required for all IL scholars)

□ Art

Human Proportions on p.

59-62 (required for all IL scholars)

□ PE

Exercise guide p. 64

Five

□ Math

Lesson 98 Sum of the Angle Measures of Triangles and

Quadrilaterals Watch video going over new concept

(Follow along in your math book, page 526). Answer the Practice

Set a-f (page 526), and the Mixed Practice 1-30 (page 527) (Page 5

in packet for Practice Set, & pages 10-11 in packet for Mixed

Practice)

□ English

❑ Watch video for Act II, Sc III & IV

❑ Read Act II, Scene III and Act II, Scene IV in Julius

Caesar (pages 32-34) and then answer questions 11-12 on

the Act II Study Guide Questions worksheet. Page 19 in

packet ❑ Read “Poetry Connection” instructions on p. 24. Choose

part of the poem to illustrate. You may draw, paint, make

a model or a diorama, or use any other type of art form

you would like. Copy the lines of the poem that tell what

you have illustrated. lnclude the title of the poem and the

poet's name. Use blank paper to draw your illustration.

Writing must be incursive.

□ Latin

Part 4 Review- Go through a few Quizlet study sets or practice

memorizing your chart endings on your cheat sheets (pp. 31-35)

□ Spanish:

Continue reviewing using flashcards, previous notes, and

Quizlet

PLEASE SIGN AND DATE BELOW BEFORE RETURNING:

Student Full Name (First & Last): __________________________________________

Parent Signature:______________________________________________________

Date:______________________________________

Math

1

Math Lesson 96 Functions and Graphing Functions Follow the lesson along, beginning on page 512 in your Saxon math book. Watch the video on the Parnassus webpage to go over today’s New Concept. Answer Practice Set questions found on page 512 in your math book. Answer Practice Set questions a-e BELOW on this worksheet. Practice Set (page 512): a. b. c. d. e. Answer Mixed Practice questions 1-30 on a separate sheet of graph paper for Lesson 96

3

Math Lesson 97 Transversals Follow the lesson along, beginning on page 518 in your Saxon math book. Watch the video on the Parnassus webpage to go over today’s New Concept. Fill out the definitions for the following words: Transversals: ____________________________________________________________________________________________________________________________________________________________ Corresponding angles: ____________________________________________________________________________________________________________________________________________________________ Alternate interior angles: ____________________________________________________________________________________________________________________________________________________________ Alternate exterior angles: ____________________________________________________________________________________________________________________________________________________________ Answer Practice Set questions found on page 520 in your math book. Answer Practice Set questions a-e BELOW on this worksheet. Practice Set (page 512): a. b. c. d. e.

4

Math Lesson 98 Sum of the Angles Measures of Triangles and Quadrilaterals Follow the lesson along, beginning on page 526 in your Saxon math book. Watch the video on the Parnassus webpage to go over today’s New Concept. Answer Practice Set questions found on page 526 in your math book. Answer Practice Set questions a-f BELOW on this worksheet. Practice Set (page 526): a. b. c. d. e. f. Answer Mixed Practice questions 1-30 (pages 527 in your math book) on a separate sheet of graph paper.

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English/Writing

16

Julius Caesar by William Shakespeare Name: _____________________________ Period:_____

Act I Study Questions

Directions: Unless the question is fill in the blank, answer the questions using complete sentences.

1. Scene I takes place in a street in what city? (+2)

2. Definitions for some of the vocabulary in the play are provided in the footnotes at the bottom of each

page. Fill in the definitions for the following terms. (+4)

a. soles = ______________________________________

b. Pompey’s blood = ______________________________

c. dreamer = ___________________________________

d. jealous on = _________________________________

3. Where does Scene II take place? (+2)

4. How does the general population feel about Caesar? (+2)

5. In Scene II, what does the Soothsayer call out to Caesar?

The Soothsayer calls out, “______________________________________________” (4). (+1)

6. In Scene II, what two Roman senators discuss their fears that Caesar will gain even greater power

and take away the powers of their class of Roman aristocracy?

7. In Scene II, Casca tells Brutus and Cassius what all the shouting was about (10-11).

What was offered to Caesar three times? Did Caesar accept it? (+3)

8. Between Cassius and Brutus, who does Caesar like more? (+2)

9. What is the weather like in Scene III? (+2)

10. Who does Cassius get to deliver anonymous notes to Brutus (17)? (+2)

17

Julius Caesar by William Shakespeare Name: _____________________________ Period: _____

Act II Study Questions

Directions: Answer the questions using complete sentences.

Scene I

1. Brutus comes to the conclusion that if Caesar becomes king, he will become a tyrant

because that is the way of human nature. What does Brutus decide must happen to

Caesar? (18-19) (+2)

2. According to your Julius Caesar Terms & Definitions sheet (in your Introduction Packet),

what is a soliloquy? (+2)

3. Who gives a soliloquy on pages 18 & 19? (+2)

4. Does Cassius want to kill Antony? (23) (+2)

5. Does Brutus want to kill Antony? (23-24) (+2)

6. How does Portia prove to her husband Brutus that she can handle his secrets? (27) (+2)

Scene II

7. Where does Scene II take place? (+2)

8. What is the name of the character who doesn’t want Caesar to leave the house on the ides

of March? (29) (+2)

18

9. Answer the following questions about this quote in Act II, Scene II:

Cowards die many times before their deaths; / The valiant never taste of death but

once. / Of all the wonders that I yet have heard, / It seems to me most strange that

men should fear; / Seeing that death, a necessary end, / Will come when it will come.

a. What page is this quote from? (+2)

b. Who says these words? (+2)

c. Explain the meaning of this quote. (CHALLENGE – OPTIONAL)

10. Answer the following questions about this quote in Act II, Scene II:

If Caesar hide himself, shall they not whisper / “Lo, Caesar is afraid”? (31)

a. What is the name of the character who says this? (+2)

b. How does Caesar respond to these words? (+2)

Scene III

11. What is the point of Artemidorus’ letter? (+2)

Scene IV

12. Who does Portia send to the Capitol to find out what is happening? (+2)

19

NameDate

The Pied piper of Hametin lexcerptJbg Robert Browning

lnto the street the piper stept,Smiling first a littte smile,

As if he knew what magic sleptln his quiet pipe the while;

Then, like a musical adept,To blow the pipe his lips he wrinkled,And green and blue his sharp eyes twinkled,Like a candle-flame where salt is sprinkled;And ere three shrill notes the pipe uttered,You heard as if an army muttered;And the muttering grew to a grumblingAnd the grumbling grew to a mighty rumbling;And out of the houses the rats Came tumbling.Great rats, smalt rats, lean rats, brawny rats,Grave old plodders, gay young friskers,

Fathers, mothers, uncles, cousins,Cocking tails and pricking whiskers,

_ Families by the tens and dozens,Brothers, sisters, husbands, wives,Followed the Piper for their lives.From street to street he piped advancing,And step by step they followed dancing,Until they came to the river Weser,Wherein all plunged and perishedl

-Save one, who, stout as Julias Caesar,Swam across and lived to carry(As he, the manuscript he cherished)to Rat-land home his commentary:Which was, "At the first shrill notes of the pipe,I heard a sound as of scraping tripe,And putting apples, wondrouJripe,lnto a cider-press's gripe,

fnd a moving away of pickle tub_boards,

fnd a leaving ajar of conserve_cupboards,

fnd a drawing the corks of train_oil{lasks,And a breaking the hoops of butter_casks:

And it seemed as if a voice(Sweeter far than by harp of psalteryls breathed) called out, ,Oh rats, rejoice!The world is grown to one vast drysalterylSo munch on, crunch on, take you, nuncheon,Breakfast, supper, dinner, luncheon !,

And just as a bulky sugar-puncheon,All ready staved, like a great Sun shone,Glorious scarce an inch before me,Just as methought it said, ,Come,

bore me!,

-l found the Weser roiling o,re me.,,

Go on to the next page.

Unit Four: Tales to TeilPoetry S, SV 20494

@ Steck-Vaughn Company 5520

I

Name Date

The Pied Piper of Hamelin, p. 2

@E Think about the poem. Then answer these questions. Fill in thecircle before the correct answer.

l. What did the Pied Piper do to makethe rats follow?

@ He sang a song.@ He spoke a magic spell.@ He played a tune.O He carried food.

2. Before the rats went into the river,

@ the piper went into the river.@ they heard the sounds of food

bins opening.O they figured out what was

happening.@ they ran back into the town.

5. "Perished" means

4. This portion of "The Pied Piper" tellsmostly about

@ how the piper led the rats to theriver.

@ how the people of the villagefound the piper.

@ what gave the piper his ability tolead the rats.

@ how one rat made it across theriver.

5. The rats appear

@ to love to swim.@ to have been friends with the

prper.

@ to love food above everythingelse.

O to love music.@ swam.@ squeaked@ sank.@ died. 6. The story of the piper is most likely

@ a true story.@ a fairy tale.O historical fiction.@ an autobiography.

What you have read is only part of the poem "The Pied Piper ofHamelin" by Robert Browning. You may look on the lnternet or at

your library for the rest of this story. Read the entire poem, and write a paragraphtelling how you feel about it. What was the lesson learned? Who learned it?

Unit Four: Tales to Tell

Poetry 5, SV 2049-4

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Name

Paut Reveret Ride lexcerpt]bA HenrA Wddsworth Longfellow

Listen, my children, and you shall hear

Of the midnight ride of Paul Revere,

On the eighteenth of April, in Seventy-five;Hardly a man is now aliveWho remembers that famous day and year

lt/eanwhile, impatient to mount and ride,

Booted and spurred, with a heavy stride

On the opposite shore walked Paul Revere.

Now he patted his horse's side,

Now gazed at the landscape far and near,

Then, impetuous, stamped the earth,

And turned and tightened his saddle-girth;But mostly he watched with eager search

The belfrytower of the Old North Church,

As it rose above the graves on the hill,

Lonely and spectral and sombre and still.

And lo! as he looks, on the belfry's height

A glimmer, and then a gleam of light!

He springs to the saddle, the bridle he turns,

But lingers and gazes, till full on his sight

A second lamp in the belfry burns!

It was two by the village clock,When he came to the bridge in Concord townHe heard the bleating of the flock,And the twitter of birds among the trees,

Date

And felt the breath of the morning breeze

Blowing over the meadows brown.And one was safe and asleep in his bed

Who at the bridge would be first to fall,

Who that day would be lying dead,Pierced by a British musket-ball.

You know the rest. ln the books you have read,

How the British Regulars fired and fled,-How the farmers gave them ball for ball,

From behind each fence and farm-yard wall,

Chasing the red-coats down the lane,

Then crossing the fields to emerge again

Under the trees at the turn of the road,

And only pausing to fire and load.

So through the night rode Paul Revere;

And so through the night went his cry of alarm

To every [t/iddlesex village and farm,-A cry of defiance and not of fear,A voice in the darkness, a knock at the door,

And a word that shall echo forevermore!

For, borne on the night-wind of the Past,

Through all our history, to the last,

ln the hour of darkness and peril and need,

The people will waken and listen to hear

The hurrying hoof-beats of that steed,

And the midnight message of Paul Revere.

Go on to the next page.

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Poetry 5, SV 2049-4O Steck-Vaughn Company 45

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He said to his friend, "lf the British march

By land or sea from the town to-night,Hang a lantern aloft in the belfry arch

Of the North Church tower as a signal light,-One, if by land, and two, if by sea;And I on the opposite shore will be,

Ready to ride and spread the alarmThrough every Middlesex village and farm

For the country folk to be up and to arm."

23

Name Date

Paut Reveret Ride, F. 2

@D Think about the poem. Then answer these questions. Fill in thecircle before the correct answer.

t. Paul Revere warned the people that

@ the Americans were coming.@ the villagers were sleePing.

O the British were coming.@ the British were sailing away.

2. What did Paul's friend do beforePaul rode off?

@ He hung a lamP in the churchtower.

@ He shouted to Paul to go.

O He sent a messenger across theriver to Paul.

@ He hung two lamPs in thechurch tower.

5. ln the poem, the PeoPle are"Chasing the red-coats down thelane,/Then crossing the fields toemerge again." "Emerge" means

@ go back.@ enter.@ come out.@ run off.

4. The poem is mostly about

@ what good friends can do foreach other.

G) how one man made a differencein history.

@ why horses are imPortant fortransportation.

@ how to send a message acrosswater.

5, Without Paul Revere's help,

@ the British may have defeatedthe Americans.

@ the British would not have been

able to fight.O the Americans would have been

caught by surPrise.@ both A. and C.

6. Paul Revere was ProbablY

@ timid and hesitant.@ wild and careless.@ patriotic and brave.

@ young and foolish.


Poetry 5, SV 2049-4

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This is only part of Longfellow's famous poem "Paul Revere'S Ride."

Find the entire poem and read it again. Choose part of the poem to

illustrate. You may draw, paint, make a model or a diorama, or use any other type

of art form you would like. Copy the lines of the poem that tell what you have

illustrated. lnclude the title of the poem and the poet's name.

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24

Latin

26

Nōmen______________________________ Classis (Circle) Lacina | Sharpe | Trauba | Browers

Veach

1L Latin Distance Learning May 4 - 8

Part 1: Demonstratives

Directions: In the following chart there are TEN mistakes. Find and fix each mistake by writing down the

complete correct form. Don’t forget to check the translation!

Case Masc Sg Fem Sg Neut Sg Trans. Sg Masc Pl Fem Pl Neut Pl Trans. Pl

Nom

illus

illa illud That illī

ille illa Those

Gen

illius

illuis illius of that illōrium

illārum illōrum with those

Dat

illī

illy illī to-for

that

illīs

illibus illīs to-for

those

Acc

illem

illam illud that illōs

illās illia those

Abl

illō

illā illō of that illīs

illīs illīs BWF

those

Part 1: Vocab Check

agere ____________________ discere ____________________

dūcere ____________________ gerere ____________________

scrībere ____________________ trahere ____________________

vincere ____________________ posse ____________________

esse ____________________ audēre ____________________

27


Veach

Part 2: Declension

Directions: Decline “Those Wars” using ille, illa, illud and bellum, bellī, n. then translate in the PLURAL

Case Singular Plural PLURAL Translation

Nominative

Genitive

Dative

Accusative

Ablative

Part 2: Vocab Check

ūnus ____________________ neuter ____________________

nūllus ____________________ sōlus ____________________

tōtus ____________________ ūllus ____________________

uter ____________________ alius ____________________

alter ____________________ plēnus ____________________

28


Veach

Part 3: Conjugation

Directions: Conjugate then translate vincō, vincere, vīcī, victum (to conquer) in the IMPERFECT tense

Person Singular Translation

1st

2nd

3rd

Person Plural Translation

1st

2nd

3rd

Imperative Singular Imperative Plural Translation (Same for both)

Infinitive Translation

Part 3: Vocab Check

bāsium ____________________ bellum ____________________

caelum ____________________ cōnsilium ____________________

donum ____________________ exitium ____________________

officium ____________________ remedium ____________________

studium ____________________ ōtium ____________________

29


Veach

1L Latin Distance Learning Week 5 Grammar Companion

Part 1: Demonstratives

Refer to Chart Q to correct the chart for ille, illa, illud. As the directions say, note that the translation may

have mistakes that need to be corrected. Look closely!

For the Part 1: Vocab Check, note that all of the vocab words are the INFINITIVE forms (2nd Principal

Part) of 3rd Conjugation Verbs with the exception of audēre which is 2nd Conjugation.

Part 2: Declension

Refer to Charts Q & B to complete the declension. Note that bellum is a NEUTER noun so you will need

to follow the two neuter rules:

(1) Nominative = Accusative

(2) Nominative/Accusative Plural end in -a

*Don’t forget that you are translating the PLURAL

For the Part 2: Vocab Check, note that all of your vocab words will be ADJECTIVES. Additionally,

other than plēnus, all of these adjectives are those SPECIAL -IUS ADJECTIVES that use Chart R.

Part 3: Conjugation

Refer to Chart J for your endings. Remember that since the 2nd Principal Part ends in -ere, with no long

mark, that means vincō, vincere is 3rd Conjugation. To find your stem, simply chop off the entire -ere.

The imperative singular is exactly the same as the STEM. The imperative plural will be the STEM + -ite.

Translate all imperatives as a command. Ex. Run! Leave! Charge!

The infinitive is exactly the same as the 2nd Principal Part. Translate the infinitive as a form of to verb.

Ex. To be, to love, to ask

For the Part 3: Vocab Check, you will note that all of your vocab words are 2nd Declension Nouns and

NEUTER. As you continue to practice, be sure to note genitive singular forms and genders.

30

Nōmen__________________________ **DO NOT LOSE ME!** 1

1

1L Latin CHEAT SHEET

1st Declension:

Case Singular Plural

Nominative -a

-ae

Genitive -ae

-ārum

Dative -ae

-īs

Accusative -am

-ās

Ablative -ā

-īs

Vocative -a

-ae

2nd Declension:


Nominative -us/er/ um (N)

-ī/-a (N)

Genitive -ī

-ōrum

Dative -ō

-īs

Accusative -um

-ōs/ -a (N)

Ablative -ō

-īs

Vocative -e/er

-ī/-a (N)

3rd Declension:


Nominative Word

-ēs/-a(N)

Genitive -is

-um

Dative -ī

-ibus

Accusative -em/Word(N)

-ēs/-a(N)

Ablative -e

-ibus

Vocative Word

-ēs/-a(N)

Present Tense Endings (1/2): NONE/am, is,

are

Person Singular Plural

1st

-ō -mus

2nd

-s -tis

3rd

-t -nt

Imperfect Tense Endings (1/2) WAS/WERE


1st

-bam -bāmus

2nd

-bās -bātis

3rd

-bat -bant

Future Tense Endings (1/2): WILL


1st

-bō -bimus

2nd

-bis -bitis

3rd

-bit -bunt

Personal Pronouns:


1st

I We

2nd

You You all

3rd

HSI They

C

D

E

F

G

A

B

31


2

Functions of the Cases:

Case Function Translation

Nom. Subject

The, a

Gen. Possession

Of

Dat. Indirect Object

To-For

Acc. Direct Object

The, a

Abl. Object of a

Preposition

By-with-

from

Voc. Direct Address

NONE

Present Tense Endings (3rd)

NONE/am, is, are


1st

-ō -imus

2nd

-is -itis

3rd

-it -unt

Imperfect Tense Endings (3rd)

WAS/WERE


1st

-ēbam -ēbāmus

2nd

-ēbās -ēbātis

3rd

-ēbat -ēbant

Future Tense Endings (3rd)

WILL


1st

-am -ēmus

2nd

-ēs -ētis

3rd

-et -ent

The Nine Muses “TUM PECCET”

1.) Thalia—Comedy & Idyllic Poetry

2.) Urania—Astronomy

3.) Melpomone—Tragedy

4.) Polyhymnia—Sacred Music

5.) Erato—Love Poetry

6.) Clio—History

7.) Calliope—Epic Poetry & Eloquence

8.) Euterpe—Lyric Poetry

9.) Terpsichore—Dance

Present Forms of Sum, Esse, Fui, Futurus


1st

sum

I am

sumus

we are

2nd

es

you are

estis

you all are

3rd

est

he, she, it is

sunt

they are

Imperfect Forms of Sum, Esse, Fui, Futurus


1st

eram

I was

erāmus

we were

2nd

erās

you were

erātis

you all were

3rd

erat

he, she, it was

erant

they were

Future Forms of Sum, Esse, Fui, Futurus


1st

erō

I will be

erimus

we will be

2nd

eris

you will be

eritis

you all will be

3rd

erit

he, she, it will be

erunt

they will be

H

I

J

K

L

M

N

O

32


3

Demonstrative Chart: Hic, Haec, Hoc

Case Masc Sg Fem Sg Neut

Sg

Trans. Sg Masc Pl Fem

Pl

Neut Pl Trans.

Pl

Nom hic

haec hoc This hī

hae haec These

Gen huius

huius huius of this hōrum

hārum hōrum of these

Dat huic

huic huic to-for this hīs

hīs hīs to-for these

Acc hunc

hanc hoc this hōs

hās haec these

Abl hōc

hāc hōc BWF this hīs

hīs hīs BWF these

Demonstrative Chart: Ille, Illa, Illud

Case Masc Sg Fem Sg Neut Sg Trans. Sg Masc Pl Fem Pl Neut Pl Trans. Pl

Nom ille

illa illud That illī

illae illa Those

Gen illius

illius illius of that illōrum

illārum illōrum of those

Dat illī

illī illī to-for

that

illīs

illīs illīs to-fort

those

Acc illum

illam illud that illōs

illās illa those

Abl illō

illā illō BWF

that

illīs

illīs illīs BWF

those

Special -ius Adjective Endings:

Case Masc Sg Fem Sg Neut Sg Masc Pl Fem Pl Neut Pl

Nom -us

-a -um -ī -ae -a

Gen -ius -ius -ius -ōrum -ārum -ōrum

Dat -ī -ī -ī -īs -īs -īs

Acc -um -am -um -ōs -ās -a

Abl -ō -ā -ō -īs -īs -īs

P

Q

R

33


4

Present Tense Endings (3rd-io/4th)

NONE/am, is, are


1st

-iō -īmus

2nd

-īs -ītis

3rd

-it -iunt

Imperfect Tense Endings (3rd-io/4th)

WAS/WERE


1st

-iēbam -iēbāmus

2nd

-iēbās -iēbātis

3rd

-iēbat -iēbant

Future Tense Endings (3rd-io/4th)

WILL


1st

-iam -iēmus

2nd

-iēs -iētis

3rd

-iet -ient

Perfect Tense (All Conj.)

Magic Words: have, has, + Past Participle

(-ed)

Ex. I have verbed, HSI has verbed


1st

-ī -imus

2nd

-istī -istis

3rd

-it -erunt

Pluperfect Tense (All Conj.)

Magic Words: had + Past Participle (-ed)

Ex. I had verbed, HSI had verbed


1st

-eram -erāmus

2nd

-erās -erātis

3rd

-erat -erant

Future Perfect Tense (All Conj.)

Magic Words: will have + Past Participle

(-ed)

Ex. I will have verbed, HSI will have verbed


1st

--erō -erimus

2nd

-eris -eritis

3rd

-erit -erint

1st Person Singular Pronoun Chart:

Case Singular Translation

Nom ego

I

Gen meī

of me

Dat mihi

to me

Acc mē

me

Abl mē

by-with-

from me

1st Person Plural Pronoun Chart:

Case Plural Translation

Nom nōs

We

Gen nostrum/

nostrī

of us,our

Dat nōbīs

to us

Acc nōs

us

Abl nōbīs

by-with-

from us

S

T

U

V

W

X

Y

Z

34


5

2nd Person Singular Pronoun


Nom tū

You

Gen tuī

of you

Dat tibi

to you

Acc tē

you

Abl tē

by-with-

from you

2nd Person Plural Pronoun:


Nom vōs

You all

Gen vestrum/

vestrī

of you all

Dat vōbīs

to-for you

all

Acc vōs

you all

Abl vōbīs

by-with-

from you all

3rd Person Pronoun Chart:

SINGULAR

Case Masculine Masc Trans Feminine Fem Trans Neuter Neut Trans

Nominative is

He ea She id It

Genitive eius

his eius her eius its

Dative eī

to-for him eī to-for her eī to-for it

Accusative eum

him eam her id it

Ablative eō

By-With-

From him

eā By-With-

From her

eō By-With-

From it

PLURAL

Case Masculine Feminine Neuter Plural Trans

Nominative eī

eae ea They

Genitive eōrum

eārum eōrum their/of them

Dative eīs

eīs eīs to-for them

Accusative eōs

eās ea them

Ablative eīs

eīs eīs by-with-from them

Alpha Bravo

Charlie

Charlie

35

Spanish

38

SPANISH

MAY 5 – MAY 7

PARTS OF THE BODY REVIEW

• DAY 1: Study the parts of the body, make flashcards for each

one you don’t know or remember

• DAY 2: Unscramble parts of the body in Spanish

• DAY 3: Review vocabulary with flashcards or online with Quizlet

39

DAY 1

KEEP THIS PAGE FOR REFERENCE. You do NOT need to send this back.

el estómago

40

NAME ________________________ CLASS ________________

DAY 2

Unscramble the body parts in SPANISH. The list on the right in English is to given so you know which body

parts are used in this activity but they are not in order. The unscrambled word will be in SPANISH. The

first one is done for you.

NARIZ

41

Science

42

History

48

1L History

Name: ____________________________

Directions: Answer the following questions as you watch the presentation on Cleopatra VII.

You can find the video in 1L Resources – History at www.parnassusteachers.com. Answer in

COMPLETE SENTENCES and cursive.

1. Describe who Cleopatra was using five details from the presentation. – 3 to 4 sentences

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. How did Cleopatra take back the Egyptian throne from her brother, Ptolemy XIII? – 2 to 3 sentences

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. What was Cleopatra like as a queen? – 2 to 3 sentences

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. How did Cleopatra lose her rule of Egypt? – 2 to 3 sentences

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

49

http://www.parnassusteachers.com/

Music

52

Scholar Name: ___________________________

SOL Music Lesson

“Sounds of Spring”

Week of May 4, 2020

This week’s music lesson is about the connections between music and

language, and it features musical compositions inspired by themes related to

springtime. It starts with an instrumental work based on the composer’s own

poetry about spring. First read about Vivaldi’s famous set of violin concertos,

The Four Seasons, then answer the questions about the “Spring” concerto.

The “For Further Exploration” section has more great vocal and instrumental

music about spring, with links for listening. At the bottom of your answer

sheet, be sure to say which of the spring music pieces you listened to. Which

sounds the most like spring to you?

Important: put your name on this page and the answer sheet. Return these

two pages at the end of the week. The remaining music lesson pages are for

you to keep.

53

Scholar name: ______________________________________

Based on the reading on the next page, please answer the following questions.

Vivaldi’s The Four Seasons are concertos for what instrument that he also played?

_______________________

How many other concertos did Vivaldi compose? _______________________

List the images of spring that you find in Vivaldi’s poem (minimum of five).

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

What does spring “sound” like to you – what sounds do you associate with this time of

year?

______________________________________________________________________

Listen to at least two of the pieces of music from the “For Further Exploration” section,

using the links provided. Which pieces did you listen to (please list below)?

______________________________________________________________________

Which piece did you think sounded the most like spring, and why? ________________

______________________________________________________________________

54

Music Lesson No. 4: Sounds of Spring

This season of the year is often thought of as a time of rebirth or awakening after the

winter that precedes it. Temperatures rise, the ground thaws, flowers grow and bloom,

birds sing and tend their eggs, and the hours of sunlight increase. Spring is traditionally a

great time for sports and other outdoor activities. It is also the season for many musical

concerts and festivals that bring people together in a spirit of joyful celebration.

Many composers have tried to capture the essence of spring in their music, from

songs and other vocal works to concertos, symphonies, and other instrumental works

(see a selected list under “For Further Exploration”). Around 1725 the Italian composer

and violinist Antonio Vivaldi, who composed over 600 concertos, published a famous set

of four violin concertos called The Four Seasons. Vivaldi also wrote a poem in sonnet

form for each season, and he represents the various poetic images in his music. Here is

the Vivaldi’s sonnet about spring (La Primavera), in English translation:

Springtime is upon us. The birds celebrate her return with festive song, and murmuring streams are softly caressed by the breezes. Thunderstorms, those heralds of Spring, roar, casting their dark mantle over heaven, Then they die away to silence, and the birds take up their charming songs once more.

On the flower-strewn meadow, with leafy branches rustling overhead, the goat-herd sleeps, his faithful dog beside him.

Led by the festive sound of rustic bagpipes, nymphs and shepherds lightly dance beneath the brilliant canopy of spring.

55

For Further Exploration

Listen to “Spring” from Vivaldi’s The Four Seasons. What images of spring from his

poem can you recognize in the music? Hint: the concerto has 3 movements, and the first

movement is based on the first 8 lines of the poem.

https://www.youtube.com/watch?v=0FP9N2SbWn4

Vocal music for spring.

In 1802 the Austrian composer Joseph Haydn composed one of his last and most

ambitious works, The Seasons. It is an oratorio, a type of music that combines an

orchestra of instruments, a chorus of voices, and vocal soloists. Here are English poet

James Thomson’s words to the first chorus:

Come, gentle Spring, ethereal mildness come! Out of her wintry grave bid drowsy nature rise. At last the pleasing Spring is near; the softening air is full of balm. A boundless song bursts from the groves. As yet the year is unconfirmed, and Winter oft at eve resumes the breeze, and bids his driving sleets deform the day and chill the morn. Come, gentle Spring, ethereal mildness come! and smiling on our plains descend, while music wakes around.

Listen here: https://www.youtube.com/watch?v=BfCiAOZ9HrI

Johann Strauss, Jr. composed Voices of Spring, a famous Viennese waltz about spring,

that can be played by orchestra alone or with an optional soprano voice. The words are

by Richard Genée :

The lark rises into the blue, the mellow wind mildly blowing; his lovely mild breath revives and kisses the field, the meadow. Spring in all its splendour rises, ah all hardship is over, sorrow becomes milder, good expectations, the belief in happiness returns; sunshine, you warm us, ah, all is laughing, oh, oh awakes!

Listen here: https://www.youtube.com/watch?v=D4kHFQWzlrQ

56

https://www.youtube.com/watch?v=0FP9N2SbWn4

https://www.youtube.com/watch?v=BfCiAOZ9HrI

https://en.wikipedia.org/wiki/Richard_Gen%C3%A9e

https://www.youtube.com/watch?v=D4kHFQWzlrQ

A Spring Theme: Birdsong.

Among Vivaldi’s other concertos are at least two that are inspired by birdsong, the

“Goldfinch” flute concerto and the “Cuckoo” violin concerto. Haydn followed with his

“Lark” quartet, and Mozart’s pet starling is claimed to have sung the melody that

Mozart uses in his piano concerto No. 17. Respighi’s orchestral suite “The Birds” depicts

the song of the dove, nightingale, hen, and cuckoo. A particularly beautiful “bird” piece

is Vaughan Williams’s “The Lark Ascending” for violin and orchestra:

https://www.youtube.com/watch?v=IOWN5fQnzGk

Spring Symphonies.

Beethoven’s Pastoral Symphony (No. 6) is like a musical walk in the countryside, with

babbling brooks, a thunderstorm, and a village celebration. Schumann’s Symphony No.

1 is subtitled “Spring,” and Mahler uses a melody from his own song about spring in his

Symphony No. 1. The opening movement of Debussy’s Images for orchestra is “Spring

Rounds,” and Stravinsky’s epic orchestral work The Rite of Spring is a musical

reimagining of ancient Russian rituals. Listen to Beethoven’s thunderstorm here:

https://www.youtube.com/watch?v=9PrbLsQ_g7s

Musical Miniatures for Spring.

Romantic composers of the 19th century such as Mendelssohn, Grieg, and Sinding wrote

short piano pieces about spring, including Spring Song by Mendelssohn, To Spring by

Grieg, and Rustle of Spring by Sinding. The 20th-century Argentine composer Astor

Piazzolla adds the flavor of the tango, a popular dance style, to his Seasons of Buenos

Aires. Listen to an orchestral version of Sinding’s Rustle of Spring here:

https://www.youtube.com/watch?v=9YpEtx1TJp4

57

https://www.youtube.com/watch?v=IOWN5fQnzGk

https://www.youtube.com/watch?v=9PrbLsQ_g7s

https://www.youtube.com/watch?v=9YpEtx1TJp4

1L Art

Scholar’s Name:_________________

58

1.

2.

3.

4.

5.

6.

7.

8.

Human propor�ons: Just like drawing a face, there are tricks to drawing a propor�onal person. The first trick you need to know is that when we draw people we measure their height in heads. From the top and the bo�om of each head, we draw a line. Each line set us up with a guide to drawing a propor�onal human figure. To measure this, you look at the personyou are going to draw, and hold your hand up like you are trying to squish their head with your fingers. When you do this you are measuring a head. A�er you have the size of your subject's head, keep your fingers in that forma�on. Then, measure them from their head down. Most adult people are about eight heads high as shown below.

Chin line: Marks where the bo�om of the chin should end.

Shoulder line: Shows where the topof shoulders circles need to be

Center chest line: Points out the centerof the pectoral, or chest.

Belly bu�on/Elbow line: Indicates where you need to place elbow joint circles for both arms. Aso where the belly bu�on ofyour person should be.

Hip joint line: Shows where thehip joint circles need to be placed. also acts as the top of the hand shape.

Finger �p line: Simply tells us how far our longest finger �p should go.

Bo�om kneecap line: Tells us where we need to place the bo�om of our knee joint

Bo�om of calf muscle: This line marks the center of the leg bone and serves morepurpose when adding muscles.

Soles of feet = Ground: This line marks the ground/ soles/ bo�om of the feet .

1.

2.

3.

4.

5.

6.

7.

8.

2.5.

9.

Top of Head line: When you daw in your head the top of it should start here.

Always placed half waybetween lines 2 & 3.

3L

59

1.

2.

3.

4.

5.

6.

7.

8.

Chin line

Shoulder line

Center chest line

Belly bu�on/Elbow line

Hip joint line

Finger �p line

Bo�om kneecap line

Bo�om of calf muscle

Soles of feet = Ground

1.

2.

3.

4.

5.

6.

7.

8.

2.5.

9.

Top of Head line

This weeks assignment:Now that we know how to measure a person, and what every line means, I want you to lay out a skeleton like the one shown below. There are several grid sheets a�ached to draw this on. Remember, I just want you to draw this s�ck man type skeleton as this is the base to drawing a properly sized person. Also, do not forget to look at the school's web site for videos on this project. To turn your layout in please take a picture of it and email it to me at [email protected]. Make sure on the subject line you put your full name, red or blue day, and your elec�ve hour. If you turn your things in through the bus system please just write that same informa�on on the back of your sketch or on the name line provided.

60

Name

Hour

Red or Blue day

1.

2.

3.

4.

5.

6.

7.

8.

Chin line

Shoulder line

Center chest line


Hip joint line

Finger �p line




1.

2.

3.

4.

5.

6.

7.

8.

2.5.

9.

Top of Head line

61

Name

Hour

Red or Blue day

1.

2.

3.

4.

5.

6.

7.

8.

Chin line

Shoulder line

Center chest line


Hip joint line

Finger �p line




1.

2.

3.

4.

5.

6.

7.

8.

2.5.

9.

Top of Head line

62

1L Physical Education

Scholar’s Name:_________________

63

Name: _______________________________ Teacher (Circle): MANGOLD or BECK

Circle: Red or Blue Hour:____________

SOL Gym Class Guide – Week of May 4th – May 8th

Do 20 minutes of exercise 3 times a week, or every day if you want. Exercise will help manage stress and

is a great way to take a break. All 1L, 2L, 3L and 4L Students:

Complete #1-2 THREE times a week and have your parents initial box #3 when you finish each workout.

We want you to get moving! Here are some ideas for continuous exercise. You can choose one of these

or come up with your own idea: Run, jump, juggle, lift weights, dance, do household chores like

vacuuming, jump rope, bounce a ball, walk where you’re allowed, create a minute-2-win it challenge,

invent a game, throw a ball, play catch, climb, etc.

Take care of yourselves! -Magister Mangold and Magister Beck

Monday

Tuesday

Wednesday

Thursday

Friday

1. Stretch/Warm up for 5 minutes using our daily stretching routine. Include push-ups, sit-ups, planks to challenge yourself!

1. Stretch/Warm up for 5 minutes using our daily stretching routine. Include push-ups, sit-ups, planks to challenge yourself. .

1. Stretch/Warm up for 5 minutes using our daily stretching routine. Include push-ups, sit-ups, planks to challenge yourself.



2. Do 15 minutes of continuous exercise. Choose from the list below.





3. Have a parent initial here after you complete your workout. ___________





64

1L Distance Learning Week 5 - Parnassus Preparatory School

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Transcript of 1L Distance Learning Week 5 - Parnassus Preparatory School