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)
Page 17 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.
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 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.
5
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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
a
PoetrgConnection
56
t 21
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.
\\l!!- /l'- .-.-,\
Unit Four: Tales to Tell
Poetry 5, SV 2049-4O Steck-Vaughn Company 45
t
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.
Unit Four: Tales to Tell
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.
a
O Steck-Vaughn ComPanY 44
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24
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 ____________________
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Nōmen______________________________ Classis (Circle) Lacina | Sharpe | Trauba | Browers
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 ____________________
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Nōmen______________________________ Classis (Circle) Lacina | Sharpe | Trauba | Browers
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 ____________________
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Nōmen______________________________ Classis (Circle) Lacina | Sharpe | Trauba | Browers
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:
Case Singular Plural
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:
Case Singular Plural
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
Person Singular Plural
1st
-bam -bāmus
2nd
-bās -bātis
3rd
-bat -bant
Future Tense Endings (1/2): WILL
Person Singular Plural
1st
-bō -bimus
2nd
-bis -bitis
3rd
-bit -bunt
Personal Pronouns:
Person Singular Plural
1st
I We
2nd
You You all
3rd
HSI They
C
D
E
F
G
A
B
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Nōmen__________________________ **DO NOT LOSE ME!** 2
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
Person Singular Plural
1st
-ō -imus
2nd
-is -itis
3rd
-it -unt
Imperfect Tense Endings (3rd)
WAS/WERE
Person Singular Plural
1st
-ēbam -ēbāmus
2nd
-ēbās -ēbātis
3rd
-ēbat -ēbant
Future Tense Endings (3rd)
WILL
Person Singular Plural
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
Person Singular Plural
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
Person Singular Plural
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
Person Singular Plural
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
Nōmen__________________________ **DO NOT LOSE ME!** 3
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
Nōmen__________________________ **DO NOT LOSE ME!** 4
4
Present Tense Endings (3rd-io/4th)
NONE/am, is, are
Person Singular Plural
1st
-iō -īmus
2nd
-īs -ītis
3rd
-it -iunt
Imperfect Tense Endings (3rd-io/4th)
WAS/WERE
Person Singular Plural
1st
-iēbam -iēbāmus
2nd
-iēbās -iēbātis
3rd
-iēbat -iēbant
Future Tense Endings (3rd-io/4th)
WILL
Person Singular Plural
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
Person Singular Plural
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
Person Singular Plural
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
Person Singular Plural
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
Nōmen__________________________ **DO NOT LOSE ME!** 5
5
2nd Person Singular Pronoun
Case Singular Translation
Nom tū
You
Gen tuī
of you
Dat tibi
to you
Acc tē
you
Abl tē
by-with-
from you
2nd Person Plural Pronoun:
Case Singular Translation
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
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
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
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
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
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
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
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
61
Name
Hour
Red or Blue day
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
62
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.
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.
2. Do 15 minutes of continuous exercise. Choose from the list below.
2. Do 15 minutes of continuous exercise. Choose from the list below.
2. Do 15 minutes of continuous exercise. Choose from the list below.
2. Do 15 minutes of continuous exercise. Choose from the list below.
3. Have a parent initial here after you complete your workout. ___________
3. Have a parent initial here after you complete your workout. ___________
3. Have a parent initial here after you complete your workout. ___________
3. Have a parent initial here after you complete your workout. ___________
3. Have a parent initial here after you complete your workout. ___________
64
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