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Introduction to Latin Literature and Culture

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Latin 205

Class Schedule

Actors and stage building

In addition to the scheduled items below, there will be daily reading assignments from the Mercator. A production schedule will also be distributed early the first week of class. This page may change each afternoon, especially the first week.

WEEK 1: Review.

Please review the appropriate sections of the Student's Latin Grammar before class (numbers in parentheses refer to page numbers in the SLG; new material in bold):

Day 1 Nouns

1st-2nd declensions; nominative case (p. 9)


ipse, idem, quidam, alter (pp. 18-24, Sections 5, 7, 9, 11)


present tense, indicative and subjunctive, active and passive voice (pp. 29ff.)
Irregular verbs: sum, possum, eo, fero (p. 42)


Independent uses of the subjunctive: iussive, deliberative, optative (wish), potential (p. 105)


Decline miseria, coquus, flagitium
Conjugate peto, sum, eo, fero in the present, indicative and subjunctive, active and passive
Review the grammar above
SLG, p. 11, Ex. 7; p. 20, Ex. 5, further examples; p. 21, Ex. 7, further examples, pp. 22-23, Ex 9, further examples; p. 31, Ex. 4; p. 105, further examples
Read Plautus' Mercator in English
Re-read the Latin that we read in class
Read lines 36-76 in Latin
Pick out the nominatives in lines 57-76 (both nouns and pronouns), say what verb they are the subject of, and list the dictionary form of each (nominative, genitive, gender)

Day 2 Nouns

3rd declension (p. 10); accusative case (p. 55)


Personal and Reflexive pronouns (p. 18)


imperfect and future indicative and imperfect subjunctive, active and passive (pp. 29ff.);
infinitives (p. 40); impersonal verbs (pp. 63-64)
Irregular verbs: volo, nolo, malo, fio (p. 42)


Indirect Speech pp 80-83.


Decline senex senis M. and nomen nominis N.
Conjugate scio scire scivi scitus in the imperfect, indicative and subjunctive, and future indicative, active and passive; you can practice more verbs and nouns at the online exercises, esp. Open University or Magistrula's Latin Exercises
SLG, p. 18, further examples; p. 48, Ex. 8, 1-20; p. 51 Ex. 4, further examples; do half the further examples, pp. 80-83

Review what we read in class
Read Mercator lines 59-110, esp. 80-110
Find the accusatives in lines 80-92, and explain why they are in accusative case.

Choose the ten most important words of tonight's passage and be prepared to explain why.

Day 3 Nouns

4th-5th declensions (p. 11); ablative case (pp. 56-57)


Demonstratives: is, hic, ille, iste (pp. 19-20)


Independent Uses of the Subjunctive: iussive, deliberative, optative, potential (pp. 49-52)
Perfect, pluperfect, future perfect indicative, active and passive (34-35);


Participles (p. 35, pp. 64-66);


Decline manus and dies
Conjugate iubeo in the perfect, pluperfect, and future perfect indicative, active and passive
SLG, p. 57, further examples 1-6; p. 66, Ex. 9, 3-9

Based on the plot of the Mercator, write four pairs of sentences, one in the indicative and the other in the subjunctive.

Find the personal and demonstrative pronouns in the first 10 lines of tonight's reading


Day 4 Nouns

genitive case (9)


Relative pronouns: qui quae quod (pp. 21-22)


Imperatives (p. pp. 34-35)
perfect and pluperfect subjunctive (pp. 32-34)


Subordinate clauses: relative, purpose, result, causal, temporal, concessive, comparative, fearing (pp. 70-76)


SLG, p. 24, Ex. 13; p. 64, further examples; Do half of the further examples, pp. 70-76

Review what we read in class and continue reading the next 35-40 lines
Write four sentences altogether using a different type of subordinate clause in each (pp. 70-76) describing Charinus, Demipho, avus (pater Demiphonis), Acanthio.

Day 5 Nouns

dative case (pp. 53-55)


Comparison of adjectives (24-25)


gerunds & gerundives (p. 36); supine (p. 36)


gerunds and gerundives (pp. 85-86)


synopsis of credo in the 1st pl active and utor in the 3rd pl passive
SLG, p. 55, further examples
pp. 85-86, further examples (3x)

Review what we read in class
Read lines 170-224
Prepare reports
With a partner, write a short dialogue (no more than 2 pages, double-spaced) condensing/summarizing what happened in Act 1 (up to where the class left off). Think of it as the Mercator Act 1 in five minutes or less. What needs to be kept that contributes to character development, plot, character motivation, and comic interest? It is perfectly acceptable to use Plautus' language in Mercator and adapt what he wrote.


Day 6: Mercator, Act 1 Condensed due.
Everyone reads John Porter, Roman New Comedy
Presentations: Slavery & Gender
Day 7: Presentations: Performance Spaces; Stage Conventions and Techniques; Everyone read Moore, "Characters and Spectators," The Theater of Plautus, 30-35 (on Moodle)
Day 8: Presentation: Music


Day 9: * MIDTERM *
Day 10: Presentations: Costumes and Masks


Day 11: summary/reaction of an article on the play due at 9:00 a.m. See Bibliography for list of appropriate articles.

Day 12: record a scene with others; due at 5:00 p.m. Each actor should choose a scene of 50-70 lines to record with at least one other who is not in the scene. If the scene has more than two actors, try to divide the parts evenly between actors and non-actors. No one who is not acting should have to do a scene without an actor in the mix. Record the scene in both Latin and English, based on the lines that you have chosen in Latin or in English.

This exercise is designed to help you become more comfortable with reading Latin expressively and accurately. Have fun with it. Try to capture the meaning, sound effects, and humor through your phrasing and intonation. Before recording, practice with the other people you have invited to present the scene. Then record it convincingly with feeling and accuracy. Please make the recording in CAN-8 (Day 12) by using the same mike/headset for everyone. Before presenting the scene, be sure to name the people and their parts and identify the line number at which the scene begins and ends.


Day 14: Interview or character sketch due at 5:00 p.m. Choose one character and create a fictional interview with that character. Write 5-6 questions that Oprah or someone similar might ask this character followed their responses. Alternatively, write a well-developed character sketch of your favorite character in the play. Write one paragraph (5-6 sentences) in either first or third person about one character in the play we have seen so far. How does this character act? What does this character feel or think about the others? What does this character want or hope to do (motivation)? Why does s/he act/feel/think this way? Whichever composition you choose, please try to use a variety of vocabulary and sentence structures (e.g., participles, subordinate clauses, indirect speech) as a review. It is perfectly acceptable to use Plautus' language in Mercator and adapt what he wrote.

Day 15


Day 16 at 6:00 p.m. and Day 17 at 11:45 a.m.: *Performances*

Day 18: log books & summary/reports due

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