Powers Abbreviated Unit Plan

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Petronian Parodies: Using Satire to Understand Roman Society
Molly Rose Powers
University of Michigan School of Education: EDUC 420

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Table of Contents
Table of Contents 2
Introductory Statement: 3
Big Hairy Question: 3
Literacy Lens & Commitments: 4
Skills & Content: 6
Calendar/Timeline: 8
Lesson Plans & Materials 10
Day 1 Lesson Plan: 10
Day 2 Lesson Plan 17
Day 4 Lesson Plan (Literacy LP) 27
Day 8 Lesson Plan (Direct Instruction LP) 51
Days 9 & 10 Lesson Plan (Cooperative Learning & Special Education Adapted LP) 57
Cooperative Learning Activity 63
Main Questions: 63
Team-Specific Questions 63
Text & Commentary Packet 65
Final Assessment: 75
Homework Assignment 76
Quiz 77
Back Pocket Activities 79
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Introductory Statement:
At this point in their Latin career, my Latin IV students will have read a wide
variety of Latin texts, both prose and poetry, from several periods of Roman history
including Julius Caesar’s De Bello Gallico, Cicero’s political speeches, Catullus’ poetry,
Ovid’s mythological poems, and of course the Aeneid. All those texts have helped them
learn different things about life in Rome, whether serious or sarcastic, but mostly from
the perspective of upper-class Roman citizens, who had a very different perspective and
life than their enslaved or middle-class counterparts. Petronius’ Satyricon, written in
the late 1st century AD, is considered to be a very accurate portrayal of life in Rome for a
lower or middle-class citizen at the time, and will provide a different angle from which
students will learn about Roman life. The Satyricon is also a very famous work of satire,
specifically Menippean satire which is written as a mix of poetry and prose, which adds
its own new reading experience for students.
The satirical attitude is an especially important aspect of the text for students to
be aware of and to read, as it shows how Petronius was able to get away with describing
the issues faced at the time without being persecuted by the emperor for what he said, as
he could say he was joking about it all. This unit will discuss the Roman Empire at the
time Petronius was writing, under the rule of the Emperor Nero, and discuss the current
social and political climates, traditional Roman pasttimes including visiting the baths
and attending dinner parties, parts of a typical Roman childhood like playing trigon, and
the importance of education to Roman boys. Many of those things are discussed in other
Latin classes, but the Satyricon allows us to see how the average Roman would have felt
in the current sociopolitical climate and how they viewed the upper classes or others
who displayed their wealth in over the top ways.
Big Hairy Question:

What can we learn about life in Ancient Rome from a satirical text? How might our
perceptions of modern satire influence our interpretation or understanding of the
Satyricon?
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Literacy Lens & Commitments:

As an educator, I want my students to be aware of the different aspects and
definitions or types of literacy that exist, rather than thinking that literacy just means
being able to read and write. Literacy is the ability to investigate and interpret a text to
determine what the author meant, whether it was implicitly or explicitly stated. The
Gholdy Muhammad Framework allows educators to make sure that we are helping our
students become literate in ways that push beyond learning just the skills. Dr.
Muhammad’s framework focuses on engaging a student’s identity, skills, intellect,
criticality, and sense of joy, all of which are incorporated throughout this unit.
My students’ identities are engaged in this unit as they learn about different parts
of Roman society and think about what that knowledge helps them learn about
themselves. Would their life be significantly different in Roman times? Would the lives
of their close friends or classmates be significantly different? In my lessons, I work to
help students think about their own identities as well as the identities of other people
and how those affect their lives today or would affect their lives in the past.
As this unit has lots of grammar review, I provide many opportunities for
students to practice and build up their grammar skills in both Latin and English.
Learning Latin grammar often helps students practice and learn more English grammar,
so by reviewing the skills they already have, I am helping them to build confidence in
two languages and allowing them opportunities to show off their skills.
My students’ intellect is engaged in this unit as I encourage them to ask deeper
questions and go beyond surface level learning. When we discuss cultural topics, even
ones they have previously learned, I want to make sure that my students are learning
new things about Roman life and culture, especially in ways that make them reconsider
what they previously thought or learned.
Connected to that intellect and reconsideration is the sense of criticality. This
unit is full of criticality, as the students are reading a text by a non-traditional Roman
author. Petronius was a middle-class author who was part of the emperor Nero’s court,
and his experiences provided him with a unique perspective on Roman life in the early
Empire. This perspective will allow my students to look more closely at the power
structures that existed in Rome and today and think more critically about how those
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power structures have affected the narratives that survived history and what we should
be mindful of as we read other texts.
Finally, I want to engage my students and provide them with opportunities to
experience joy in my classroom. Although not every lesson will necessarily be about a
joyful topic, I want to allow them to have time to do or learn about fun things and be
able to go home and be excited to share what they learned today. I attempt to
incorporate this sense of joy into as many of my lessons as possible, both here and in
future lesson plans.
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Skills & Content:

Grammar: In this unit, students will mainly be reviewing grammatical topics they
learned in Latin II or Latin III classes, especially dependent clauses and how to identify
them, determine the function, and properly translate based on context. The primary
grammatical focus in this unit is further practice of linear reading, which they learned in
a previous unit. Linear reading is the practice of reading Latin just as you do English:
one word at a time, left to right. Dr. Daniel Mccaffrey of Randolph-Macon College wrote
an article in 2009 about how reading Latin out of order makes it harder for students to
understand what was written, whereas reading linearly helps to clarify potential
ambiguities as they come up.
Culture: Students will be learning about a different specific aspect of Roman culture
each day based on the main aspect discussed in that day’s reading. These include the
cultural context and relevance of the Satyricon, Roman baths and pastimes, the
traditional Roman household, Roman childhoods, and education in Ancient Rome.
These cultural topics will be discussed with regards to the how they relate to what we
have previously learned about Roman life and culture, as well as how they are similar or
different to students’ current lives.
Reading: Students will be continuing to practice linear reading each day with a new
text and genre of authentic Latin. In sections of the text that are written in a poetic style,
students will practice scanning the text in the appropriate meter.
Writing: Students at this stage of their Latin career will feel somewhat comfortable
writing their own Latin texts, especially with guidance or vocabulary, and will be writing
sentences in Latin especially as part of their grammar review exercises.
Speaking: As the Satyricon was originally intended to be performed aloud at dinner

parties, and to help with determining the meter or correct cadence of the text, my
students and I will be reading each section of the text aloud before we begin translating.
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The students have been reading Latin for several years now, and are confident in their
abilities to read it, so this will help them continue to practice and build that skill.
Listening: Students will listen to themselves and each other reciting parts of
Trimalchio’s Feast and gain a better understanding of the importance of macrons and
other vowel quantities and where they commonly occur.
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Calendar/Timeline:
Two Week Calendar
Day Activities (Grammar Reading Culture)
Day 1 ● Satire! What is it? Why read it?

● Background on Satyricon
○ What was happening at the time, why it was written
● Biography of Petronius
● Introduce Linear Reading & practice with beginning of
Trimalchio’s Feast
● Nos interim... ludentibus
Day 2 ● Review Linear Reading; Relative Clauses

● Finish 27 (Notavimus... videtis)
● Trigon: discuss and play!
○ What similar (or different) games do we play as
kids?
Day 3 ● Cum Clauses

● First half of 28 (Longum... dicebat)
● Roman baths & associated past times; intersection of otium
& negotium
Day 4 ● What really is satire? Why is it used?

● Ut Clauses
● Finish 28 (Hinc... cantavit)
● Roman household- Literacy LP
Day 5 ● Indirect Speech

● Read 32 (all)
● Trimalchio’s displays of weath vs. the ‘standard,’ how
people earned money and climbed the social ladder and/or
gained freedom (tbc on day 6 as well)
Day 6 ● Quiz
● Read 38 & 44 (In Anglice)
● Reminiscing on “the good old days,” how is this reflected in
today’s world? How did Romans earn money and climb the
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social ladder and/or gained freedom?
Day 7 ● Sequence of Tenses

● Read first half of 46 (Et iam... contentus est)
● Education of young Romans
○ Who was educated?
○ How did education differ for young Romans based
on gender?
○ Why was education important?
Day 8 ● Conditional clauses

● Finish 46 (Emi ergo... moritur)
Day 9 ● N/A (Cooperative Learning Activity)

● Reread relevant passages for CL (this is included for both
the culture and reading goals for today)
Day 10 ● N/A (Cooperative Learning Activity)

● Reread relevant passages for CL (this is included for both
the culture and reading goals for today)
Day 11 ASSESSMENT
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Lesson Plans & Materials

Day 1 Lesson Plan:
*denotes teacher thinking*
*denotes script/notes*
*denotes standard connections*
Date: Day 1 Class: Latin IV Topic: Introducing Trimalchio’s Feast
and Linear Reading
Objective: Students will know who Petronius was, the social and political climates of
Rome during Nero’s reign as emperor, and learn how to read Latin as they would
English - a skill that will be especially useful should they choose to continue studying
Latin in college.
Rationale: Prior to reading the Satyricon, my students will have read other well-
known works of Roman literature, whether prose or poetry, but I chose this to allow
them to read a different genre than they are accustomed to. This lesson will help them
learn what to expect from the text, learn how to read Latin the same way they do
English, and provide them with important historical and cultural context that is often
never expanded upon in other classes.
Gholdy Muhammad Framework: Standards Addressed:

Identity: Although not directly engaged Interpersonal Communication:
in this specific lesson, students’ identities Learners interact and negotiate meaning
will be engaged in this unit as we learn in spoken, signed, or written
about life for different groups of people in conversations to share information,
Rome and make comparisons between reactions, feelings, and opinions.
those times and today, as well as
discussing what life could have been like Interpretive Communication:
if we lived in Roman times. Learners understand, interpret, and
analyze what is heard, read, or viewed on a
Skills & Intellect: Students’ skills and variety of topics.
intellect will be engaged in this lesson as
they are taught how to use skills learned Relating Cultural Practices to
at young ages in a new way. Their Perspectives: Learners use Latin to
intellect is engaged as they learn and investigate, explain, and reflect on the
practice new skills and think about ways relationship between the practices and
that they can use them elsewhere. perspectives of the cultures studied.
Criticality: Especially later on in this Relating Cultural Products to

unit, students will be discussing the ‘facts’ Perspectives: Learners use Latin to
we have about ancient Rome, based on investigate, explain, and reflect on the
what Roman historians wrote, and what relationship between the products and
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the ‘truth’ could be based on texts like the perspectives of the cultures studied.
Satyricon and archaeological evidence.
Making Connections: Learners build,
Joy: Joy will be engaged in this lesson as reinforce, and expand their knowledge of
students learn new skills, begin a new other disciplines while using Latin to
unit, and learn a new side of Roman develop critical thinking and to solve
history and culture they may have been problems creatively.
previously unaware of.
Acquiring Information & Diverse
Perspectives: Learners access and
evaluate information and diverse
perspectives that are available
through Classical languages and cultures.
Agenda & Timing: Materials:

1. Monday check-in! (5 minutes) Whiteboard & markers (for teacher)
2. Brief biography of Petronius (5 Projector & screen
minutes) Note-taking materials (for students)
Text & Commentary packet
3. Background on Satyricon (10
minutes)
a. Cultural/historical setting
b. Political setting
c. Why was it written? Why
should we read a satirical
piece?
4. Introduce Linear Reading (10
minutes)
5. Read the first part of section 27 of
the Satyricon using linear reading
(20 minutes)
Specific Activities/Structure & Transitions:

Good morning class! How are you all doing? Did anyone do anything exciting over the
weekend?
*Allow students time to talk about their weekends and what they did, follow up or ask
about events I knew were happening, tell them about anything interesting I did or any
school events I saw. This is something I do every week, and helps me build and
strengthen relationships with my students by showing interest in their lives outside of
the classroom and supporting them in their lives.*
Today we will be beginning our unit on Petronius and what we can learn about Roman
life through the lens of satire. We are going to start out with a brief biography of
Petronius, background on the Satyricon and the cultural and political climates at the
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time, and then learn a new way to read authentic Latin texts.
*Starting out with the agenda lets my students know what today’s plan is, which many
students can find helpful or reassuring.*
The Satyricon was written by Gaius Petronius Arbiter, who lived from roughly 27 to 66
AD. He served as consul in either 62 or 63 AD, as governor in the Roman province of
Bithynia, and later was appointed ‘director of excellence’ by the emperor Nero, who
may have at least partially inspired the character of Trimalchio in his Satyricon.
*Transition into discussing the relevant events and history by asking students:*
Have any of you heard of the Satyricon before? How many of you are familiar with the
emperor Nero? Historians and scholars disagree about if the current consensus about
Nero is truly accurate, so it is unclear if he was truly as bad as Roman historians wrote.
While there is a chance that Nero was part of the inspiration for Trimalchio, that is not
the only reason I chose to have us read this text: it is considered to be an accurate
depiction of life in Rome in the mid-1st century AD, especially for a middle-class
citizen. At one point in the narrative, which we will read later in the unit, our narrator
Encolpius describes a conversations he overhears between other guests at the dinner
party describing the corruption present in the lower levels of the Roman government,
the difficulty in affording anything during the famine and because of that corruption,
and the lack of respect for ‘the good old days’ and the gods.
*This introduction helps students begin to achieve the ‘Acquiring Information &
Diverse Perspectives’ standard, as this text was written from a different perspective by
a non-traditional author, and they will continue learning more about this standard
throughout the unit.*
This text highlights several other aspects of Roman culture that you have learned about
in prior Latin classes: childhood pastimes, education of young Romans, the culture of
the baths, class structure, feelings towards the aristocracy and Emperor, and funerary
traditions, as well as some newer ideas including ‘normal’ displays of wealth by
Romans as compared to how the ‘nouveau rich’ displayed their wealth. Archaeological
evidence from Nero’s reign shows that he had sponsored many great works of art and
architecture, most well known being his Domus Aurea, but may have included things
to benefit the people of Rome.
*This part of the lesson works on relating cultural practices and products to
perspectives as we explore what evidence we have for specific eras and people and how
that compares to what has been written about those same eras or people.*
Unlike another well-known piece of Roman literature from the early Empire, the
Aeneid, the Satyricon was likely not written by order of the emperor or to paint Nero’s
reign or any of Rome in a more positive light. As you have read, the Aeneid tells the
story of Aeneas’ journey from Troy to Italy, and his quest to create Rome, as Augustus
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had ordered Vergil to write. The Satyricon, however, was written entirely to entertain
and potentially poke fun at the writing style of the time. It should also be noted, as is
made obvious by the title, that this is a work of satire, specifically a Menippean satire,
in which mental attitudes, rather than people or groups specifically, are mocked.
Are there any examples of modern Menippean satire that you can think of?
Alternatively, what are some common features of modern satire that you see often?
*Telling the students about something upcoming that they don’t often do helps them
know what to expect later, as well as that we may be reviewing something learned last
year. I explain my reasoning for choosing this text as a way of helping them
understand why I chose it while also allowing them to learn what we’ll be covering
over the entire unit.*
We see a lot of satire on Saturday Night Live as well as in Reductress or the Onion,
that’s right. What tends to happen in those videos or articles? Yes, they tend to be
making fun of current events or people, especially things that the creator thinks is
ridiculous. SNL often has sketches that criticize (or on rare occasion, praise) current
political leaders or events, which has been the way I’ve learned about an event from the
previous week once or twice. SNL tends to criticize right-leaning political things more
than left- or center-leaning politics, but still brings up or mocks all politics.
*The discussion of modern satire and comparing it to the Satyricon will be continued
on Day 4, as we look more closely at the similarities and differences between the two.*
For now, however, we are going to start out by reading the first two sentences of Cena
Trimalchionis - Trimalchio’s Feast - in a new way. We have all been reading English
for quite some time now, whether it is our first language or not, so we have become
very accustomed to reading left to right, down a page, one word at a time. However,
when we began to read Latin, what do we tend to do?
*Pause and allow students time to consider how they read Latin both now and when
they initially started.*
Exactly, we tend to look for the main parts of speech we see first in English before
reading the rest of the sentence: we look for our subject, verb, and potentially a direct
object. In Latin, as we have seen from many authors, we don’t always get them in that
exact order. Oftentimes, the verb is the last word in our sentence, and by jumping
through the sentence looking for it, we become overwhelmed by the rest of the
sentence, especially if there are tricky clauses between the beginning and the verb. To
counteract this, we are going to start practicing linear reading. Have any of you heard
of this before, or do any of you think you know what it means?
*Pause and allow students time to think and answer.*
Linear reading is the process of reading Latin exactly as we do in English: left to right,
one word at a time. By now, we understand how to determine, or at least narrow down,
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what a word is or could be doing based on its endings, correct? So as we come across
each word, we can note what we expect it to be doing in the sentence. Practicing linear
reading will take more time initially, especially as we do it as a group, but will become
much easier, especially when we encounter more challenging sections.
The main thing to remember when reading linearly, especially when we come across
sections that are challenging, is that almost all of the ambiguities you find will be
resolved by the time you get to the verb.
In order to do this, I am going to project the first two sentences from Trimalchio’s
Feast onto the board, as well as give you a copy to mark up as needed. As a class, we
will be going one word at a time, determining what part of speech the word is, what we
think it is doing in the sentence, and what we expect to see next. For example, when we
see a word that could be the subject, what else do we expect to see?
Yes, a verb that tells us what the subject is doing, and potentially a direct object.
Before we begin, are there any questions on Petronius, the Satyricon, or linear
reading?
*Pause and answer questions. Once questions have been answered, I will pass out the
handout containing the first two sentences and project it onto the board. I will be
covering all except for the first word of the first sentence, showing each word as it
comes up.*
*As we begin reading the Latin, we will be working on interpersonal and interpretive
communication as we read and translate the Latin and discuss how we interpret it and
how we think Petronius may have intended for it to be interpreted..*
Nos interim vestiti errare coepimus, immo iocari magis et circulis accedere, cum subito
videmus senem calvum, tunica vestitum russea, inter pueros capillatos ludentem pila.
Nec tam pueri nos, quamquam erat operae pretium, ad spectaculum duxerant, quam
ipse pater familiae, qui soleatus pila prasina exercebatur.
What is our first word here? Nos, very good. And what do we think it is doing?
Yes, it could be our subject, and I want us to assume that it is unless or until we come
across another word that could be a subject. What is our next word? Interim. Does
anyone remember what part of speech that is or what it means? Yes, it’s an adverb and
yes! We do get the English word ‘interim’ from it. Do we have any ideas for what it is
doing here or what we expect next? Yes, I think we need a verb coming up for it to
describe.
*I will continue this exercise of reading a word, determining the part of speech, its
function, and what we expect based on that as we continue through the rest of the
sentence. This forces students to slow down and take more time to think before they
translate rather than guessing at what a word means or what it is doing. It is also
helpful when subordinate clauses come up, as they have to consider each potential way
it could translate and rule things out as they read rather than jumping around to think
about it.*
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Assessment: Students’ linear reading abilities will be assessed throughout this unit
and future units, and their content knowledge will be assessed both as we read, and as
part of the end-of-unit assessment.
Critical Questions:
How can I be sure to keep all my students engaged in this lecture-heavy class?
What changes can I make to this plan or to my unit plan to make it more engaging or
collaborative?
Day 1 Text & Commentary:

XXVII Nos interim vestiti errare coepimus, immo iocari magis et circulis accedere, cum
subito videmus senem calvum, tunica vestitum russea, inter pueros capillatos ludentem
pila. Nec tam pueri nos, quamquam erat operae pretium, ad spectaculum duxerant,
quam ipse pater familiae, qui soleatus pila prasina exercebatur. Nec amplius eam
repetebat quae terram contigerat, sed follem plenum habebat servus sufficiebatque
ludentibus.
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Day 2 Lesson Plan

Date: Day 2 Class: Latin IV Topic: Roman Childhood!
Objective: Students will have a better understanding of relative clauses and of Roman
childhood activities. They will discuss previous and new knowledge of childhood
activities, making comparisons to their own childhoods, and play trigon, a game
enjoyed by all Romans.
Rationale:

Interpersonal Communication:
Identity: Students’ identities will be Learners interact and negotiate meaning
engaged in this lesson as they learn about in spoken, signed, or written
what Roman children do and discover conversations to share information,
what similar activities they may have reactions, feelings, and opinions.
done as children.
Interpretive Communication:
Skills: Students’ athletic and academic Learners understand, interpret, and
skills will both be engaged in today’s analyze what is heard, read, or viewed on a
lesson as they review relative clauses, variety of topics.
practice reading more authentic Latin,
and learn how to play a popular Roman Relating Cultural Products to
game. Perspectives: Learners use Latin to
investigate, explain, and reflect on the
relationship between the products and
Criticality: Criticality will be engaged in perspectives of the cultures studied.
this lesson as students make comparisons
between their own childhoods and what Acquiring Information & Diverse
they did growing up and what Roman Perspectives: Learners access and
children often did. evaluate information and diverse
Joy: Joy will be incorporated into this through Classical languages and cultures.
lesson as students are able to play a
typical Roman game- trigon! Cultural Comparisons: Learners use
Classical languages to
concept of culture through comparisons of
the cultures studied and their own.
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Agenda: Materials:
1. Review Linear Reading & review of Whiteboard & markers (for teacher)
yesterday’s lesson(5 min) Note-taking materials (for students)
2. Review Relative Clauses & Text & Commentary packet
pronouns (15 min) Projector
3. Finish Section 27 (Notavimus… Balls for trigon
videtis) (10 min)
4. Discuss what games we play as
kids and what games Roman kids
played (10 min)
5. Play trigon! (5-10 min)
Specific Activities/Structure:
Salvete omnes! I hope you’ve been having a good day so far. Today we will be reviewing
relative clauses, reading more of Trimalchio’s Feast, and then playing a popular
Roman game. Before we begin, are there any questions from yesterday’s lesson?
*Take a moment to answer any lingering questions from students; if there are any
about linear reading, tell them that we are about to review the important things for
that.*
Who can tell me the important things to remember about linear reading? How is it
done? Yes exactly- left to right, one word at a time.
And then at what point will most of our confusion be clarified by? Yes, by the time we
find the verb. We won’t be using this much as an entire class unless there is an
especially difficult sentence that we encounter, but I still want you all to have this
knowledge in your back pocket for when you are reading Latin on your own.
If there are no further questions, we are going to switch gears and review relative
pronouns and clauses. Who can give me some examples of relative pronouns in Latin?
That’s right- forms of qui, quae, quod are all relative pronouns. What do they translate
to in English? Yes, who, which, sometimes because.
Does anyone remember what we call the thing that the relative pronoun refers back to?
The antecedent, that’s right. How do relative pronouns match their antecedents?
Unlike adjectives, they only match in two categories, what are those?
Exactly- gender and number. Who can tell me why relative pronouns don’t match the
antecedent in case? It is because the case of a relative pronoun is based on the function
that the pronoun is serving in its own clause. There are occasions where the relative
pronoun will match its antecedent in case, gender, and number, but not always.
Whenever you come across a qu- word and are trying to determine its antecedent, you
should first determine what gender and number it is, then find the word or words that
are the same gender and number. You’ll then determine its case to figure out what it is
doing in the sentence.
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For example, if we have the sentence: eae fruges et fructus quos terra gignit (N. D.
2.37), where is our relative pronoun? That’s right, ‘quos.’ What gender and number is
it? Masculine plural, yes. What else in our sentence is or could be masculine plural? I
agree, fructus could be. I can see why you would say fruges, but that comes from frux,
which is feminine. So that means that quos is describing fructus.
What case is ‘quos?’ Yes, it is accusative, so what is it doing in the sentence? It is the
direct object of gignit, exactly. So with that, how would we translate our sentence then?
*Allow students a moment to think about how to translate the sentence, providing
vocabulary help with gignit- to produce*
Yes, those fruits and crops, which the earth produces. Very nice work.
Let’s do one more example: Eum nihil dēlectābat quod fās esset. (Mil. 43)
Our relative pronoun is obviously ‘quod,’ yes. What is it describing? Yes, here it is
describing another pronoun- eum. What function does quod have in this sentence? It
is the subject of its clause yes.
So we would translate this sentence ‘nothing was pleasing him which was right.’
Nice work everyone. Are there any remaining questions on relative clauses?
*If there are remaining questions, go over further examples, but there will be some in
today’s text as well.*
Let’s move on to finishing this section of Trimalchio’s Feast. Who would like to start
off by reading the first sentence in Latin?
*Guide students through the translation one sentence or clause at a time. This passage
isn’t too difficult, and at most the students will likely need help with vocabulary.*
*The reading and translation helps students achieve the standards of interpersonal
and interpretive communication and helps them draw more comparisons between
their own culture and Roman culture.
Well done. Our final activity for today is going to be playing trigon, a common Roman
game. Could I get three volunteers to come stand up here to help demonstrate this
game? Thank you- I would like you to stand in a triangle-like shape. You will have two
balls which you will throw back and forth to each other. *Student A* will throw a ball
to *student B,* who will have thrown their ball to *student C.* So if we start off with
one ball, *student A* throws it to *B,* then B throws it to C who throws it back to A.
*have students practice first with one ball.*
Very nice. Do you feel ready to try it with two balls? Student A, you will wait for
student B to throw their ball to student C before you throw your ball to them.
*Allow students time to slowly practice playing before allowing them to speed up a bit
as they get more comfortable.*
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Roman children would often play this game and throw the balls to each other very
quickly, but they were very much accustomed to playing this game. What games did
you all play as children? Anything similar?
*As students get more comfortable playing, allow them to switch out with each other
so that everyone who wants to play is able to. Some students may prefer not to play,
which is totally acceptable. All students should be engaging in the discussion.*
Assessment:
Students’ knowledge of relative clauses will be assessed on the quiz later in the unit
and while they are reading the text.
Students’ knowledge of the cultural aspect and text will be assessed during the
cooperative learning lesson and on the final assessment.
Day 2 Text & Commentary:

Notavimus etiam res novas: nam duo spadones in diversa parte circuli stabant, quorum
alter matellam tenebat argenteam, alter numerabat pilas, non quidem eas quae inter
manus lusu expellente vibrabant, sed eas quae in terram decidebant.
Cum has ergo miraremur lautitias, accurrit Menelaus: "Hic est, inquit, apud quem
cubitum ponitis, et quidem iam principium cenae videtis.
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Day 3 Lesson Plan

Date: Day 3 Class: Latin IV Topic: Roman Past times
Objective: Students will be able to use and identify the four types of cum clauses,
discuss Roman past times like visiting the baths, and discuss what they believe should
be taken seriously or should be interpreted as satire from this passage.
Rationale: I chose this lesson for these students today because they likely have not
had an in-depth review of cum clauses since first learning them, and they are going to
appear more frequently in the upcoming passages.

Skills: Students’ skills will be engaged in Learners interact and negotiate meaning
this lesson as they are able to review a in spoken, signed, or written
previously learned skill before reading a conversations to share information,
new text. reactions, feelings, and opinions.
Intellect: Students will engage intellect Interpretive Communication:

in this lesson as they are able to use their Learners understand, interpret, and
newly learned or reviewed skills on the analyze what is heard, read, or viewed on a
upcoming text. variety of topics.
Criticality: Students will engage Relating Cultural Practices and

criticality as they consider the activities Perspectives: Learners use Latin to
done at the baths (going to the bath for investigate, explain, and reflect on the
pleasure vs. for business) as well as who relationship between the practices and
was able to go to the bath as they pleased perspectives of the cultures studied.
compared to who could only go at certain
times or in certain situations. Language Comparisons: Learners
build, reinforce, and expand their
Joy: Joy will be engaged in this lesson as knowledge of other disciplines while using
students have opportunities to display Latin to develop critical thinking and to
their knowledge and mastery of the solve problems creatively.
material.
Cultural Comparisons: Learners use
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Agenda: Materials:
1. Questions from yesterday? (5 Whiteboard & markers (for teacher)
2. Grammar review: Cum clauses (15 Text & Commentary Packet
minutes) Projector
3. Read first half of 28 (20 minutes)
4. Discuss Roman baths & similar
past times (10 minutes)
Good morning class! Today in Latin IV, we will be looking at Roman past times,
especially visiting the baths, as part of our ongoing investigation into the question:
how seriously should we interpret Petronius' Satyricon as it depicts Roman life in the
early Empire? We will be reviewing cum clauses, which you likely learned at the end of
Latin II or during Latin III, reading part of section 28 of Satyricon, and then
discussing what we can learn about Roman baths from it, as well as what we have
learned from other sources about the baths and other forms of otium, though the baths
can be seen as a place of both otium and negotium.
*Otium is the Latin word for leisure time, in contrast to negotium, the Latin word for
business. I am going over the agenda with the students so they know what will be
happening in class today; I mention the cultural section here as well as it helps them
be aware of what I want them to think about as we are reading and translating the
Latin*
Before we officially begin though, does anyone have questions about yesterday’s lesson
on relative clauses or linear reading? Anything from section 27 you’d like to go back
over? I will do a brief summary of what we read yesterday for anyone who was absent,
but is there anything you want to cover before we begin?
*Allow students time to ask questions they have, answer appropriately*
We are going to start out with a review of cum clauses. You can take notes if you would
like, although I would recommend noting how to identify and translate each type.
What can you all tell me about cum clauses?
*Allow students to think about what they have learned, mainly how many types of cum
clauses there are, what they are each called, and whether they use a subjunctive or an
indicative verb.*
Raise your hand when you have something you want to tell us about them.
What do you remember? Yes, there are four types of cum clauses. Do you remember
what any of them are called? Temporal and causal. Can someone else tell us the other
two types? Yes, concessive and circumstantial.
*Write the four types on the board next to each other, so my next notes are going
beneath each type*
If you see a cum plus an indicative verb, what type of clause is that? Only one of the 4
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cum clauses takes the indicative, which makes it easy to identify.

*Allow students time to think, call on someone raising their hand*
Which one is it? Yes, the temporal cum.

*Write ‘takes indicative verb’ on the board under temporal*
So if it’s temporal, how do you think we would translate it? I agree, we’d translate it as
‘when,’ although sometimes you may translate it as ‘while.’
*Write ‘translates as ‘when’ or sometimes ‘while’ on the board*
Very nice. So our remaining three types of cum clauses will all have verbs in the
subjunctive. Any strong preferences on which one we review first? We can do the
circumstantial first. So, we know that it will take a subjunctive verb.
*Write ‘takes subjunctive verb’ under circumstantial*
How would you translate a circumstantial cum? What word or words would you use to
describe the circumstances of something that happened?
*Allow students time to think about the word(s) they would use; I am looking for
‘when.’ Call on a student raising their hand.*
When? Yes, I agree; similar to temporal clauses, the cum in a circumstantial clause will
also translate as ‘when.’
*Write ‘when’ on the board under circumstantial*
On to causal clauses; these also take a subjunctive verb. Based on the name, and an
English derivative word, when do you think these clauses are used? Yes, to describe the
cause of something. How would you translate a causal cum clause?
*Allow students time to think while I write *take subjunctive verb* under causal*
It will translate as ‘since’ or ‘because,’ very nice. Causal cum clauses can often be
recognized by tam or tantum, or another word meaning ‘so’ or ‘so much.’
*Writes ‘recognized by tam, tantum, or other word meaning ‘so,’ ‘so much.’ under
causal*
Our final type of cum clause is cum concessive, which is easily recognized by what?
Yes, by ‘tamen’
*Write ‘takes subjunctive’ and ‘recognized by tamen’ under concessive*
Remind me what ‘tamen’ translates to in English? Yes, nevertheless. How would you
translate the cum with tamen then? Yes, although, very nice.
*Write ‘translates as ‘tamen’’ under concessive*
The best way to determine how to translate a ‘cum’ with a subjunctive verb if there’s no
signifying word is to translate it each way – ‘when, since/because, or although’ – and
determine which fits the context best.
Are there any questions about cum clauses before we move on to translating?
*Allow students time to think of questions, answer appropriately*
Alright, let’s move on to our next passage. As you pull out your text packets, I’ll provide
a quick review of what we read yesterday. Our narrator and his friends entered
Trimalchio’s villa and watched Trimalchio play trigon with a few enslaved boys and
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then use one of the boys’ hair as a hand towel. Remember, today we are focusing on
what we can learn about Roman leisure time, and occasionally business, from this text.
We will be reading from the beginning of XXVIII, longum erat, to propinasse dicebat.
Who would like to read the first sentence aloud in Latin?
*Call on student who volunteers*
*This activity engages standards 1.1, 2.1, and 3.2, as the students are reading the
original Latin, learning about the culture and discussing it, and learn more about
Roman culture.*
Would you also like to translate the first sentence? Thank you!
*Guide students through the translation one sentence or clause at a time. This passage
isn’t too difficult, and at most the students will likely need help with vocabulary.*
Very nice work everyone. What does this tell us about Roman leisure activities? And
how does this connect to what we learned earlier this year about the ideas of otium and
negotium?
*Otium is the word for leisure, while negotium is the word for business; the baths were
often a place where one would go to spend one’s leisure time and relax, although
business would be done there on occasion. I am hoping that the students will
remember that, and make those connections as they discuss what we read.*
*This discussion will help students achieve standards 3.2 and 4.2*
Assessment:
Students’ knowledge of cum clauses will be assessed on the quiz later in the unit and
while they are reading the text.
Day 3 Text & Commentary

XXVIII Longum erat singula excipere. Itaque intravimus balneum, et sudore calfacti
momento temporis ad frigidam eximus. Iam Trimalchio unguento perfusus tergebatur,
non linteis, sed palliis ex lana mollissima factis. Tres interim iatraliptae in conspectu
eius Falernum potabant, et cum plurimum rixantes effunderent, Trimalchio hoc suum
propinasse dicebat.
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Day 4 Lesson Plan (Literacy LP)

Date: Day 4 Class: Latin IV Topic: Roman Enslavement
Practices & Households
Objective: Students will learn about the variety of Roman households that existed in
the early Empire and consider what they can learn from reading the Satyricon that was
not discussed in other texts. Students will also make connections between Roman and
modern households as they read. They will focus on a different perspective on ancient
slavery and discuss how their beliefs or thoughts on ancient enslavement changed as
they read authentic accounts rather than fictional stories.
Rationale: Enslavement is a topic that is often only briefly touched upon in Latin
classes, despite its historical importance and significance to Roman society. I want my
students to be more aware of the reality of enslavement practices in the Roman world
while also having them reflect on their previous beliefs or what they were previously
taught about it.

Skills: Students will review and build Learners interact and negotiate meaning
upon previously learned grammatical and in spoken, signed, or written
structural skills. conversations to share information,
reactions, feelings, and opinions.
Intellect (become smarter about):
Students will think more deeply about Interpretive Communication:
how members of the Roman household Learners understand, interpret, and
are portrayed in both authentic texts and analyze what is heard, read, or viewed on a
their textbooks and wonder why people variety of topics.
are portrayed in their specific ways?
Relating Cultural Practices to
Criticality: Students will continue to Perspectives: Learners use Latin to
reflect on what they have learned about investigate, explain, and reflect on the
Roman culture and society from ancient relationship between the practices and
authors and how the reality may have perspectives of the cultures studied.
been very different from what they
previously read. Relating Cultural Products to
Perspectives: Learners use Latin to
Joy: Students will engage their sense of investigate, explain, and reflect on the
joy as they make connections between relationship between the products and
Trimalchio’s Feast and other texts they perspectives of the cultures studied.
have read previously.
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reinforce, and expand their knowledge of
other disciplines while using Latin to
develop critical thinking
and to solve problems creatively.
Acquiring Information & Diverse

Perspectives: Learners access and
evaluate information and diverse
through Classical languages and cultures.

School & Global Communities:

Learners use Classical languages both
within and beyond the classroom to
interact and collaborate in their
community and the globalized world.
Agenda: Materials:
1. Questions from yesterday? (5 min) Whiteboard & markers (for teacher)
2. Review of ut clauses Note-taking materials (for students)
3. Pre-reading: Copy of Lingua Latina to project
a. Reread/skim through Student text & commentary packet
Lingua Latina Ch. 2, 5, 6 Projector
(Familia Romana; Villa et
Hortus; Via Latina)
i. What do we know
about Roman
household? (What
have we learned,
what perspectives
have we seen, etc.)
ii. How does this text
portray ancient
slavery?
4. Finish 28 (hinc… cantavit),
thinking about the questions below
5. Post-reading: Discuss the Roman
households
a. What new or differing
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things did this text tell us?

i. How accurate of a
portrayal is this
passage?
b. Connections to historical
and modern variations of
households
Salvete omnes! Today we are going to be reviewing ut clauses and continuing to
examine the Roman household, especially as it relates to household roles. To start, are
there any questions remaining from yesterday’s lesson, whether about cum clauses or
about what we read?
Although we are mostly reviewing grammar in this unit, I want to ensure that students
understand the previous day’s lesson before we move on to the next lesson.
Take time to run through any confusing things from yesterday’s grammar lesson.
Ok, on to ut clauses! How many types of ut clauses are there? Yes, there are two, three
if you include indirect commands but we will review those later. What are the other
two types called?
Yes, purpose and result. Can someone give me an example of a purpose clause, in
English or in Latin?
*Asking students to do this will help them make connections between English and
Latin but also helps them think about the parts of each type of ut clause.*
Yes, if we say ‘I went to school so that or in order that I could learn more Latin,’ that
would be a purpose clause. The action is being done for the purpose of or so that the
direct object can be done.
*Emphasizing ‘so that’ and ‘in order that’ as I say them and writing them on the board
under ‘purpose clause’
The final thing to note for purpose clauses is that they are negated with ‘ne’ in place of
‘ut.’ So rather than having ut and non plus the verb, the clause will be started by ‘ne’
*Add ‘negated by ne’ to the board.*
On the other hand, what is an example of a result clause? Yes, ‘there were so many
things to do that I could not accomplish them all.’ Not being able to accomplish
everything is a result of having so many things to do. In Latin, this clause describes
something that results from/is the result of an earlier thing, and is often preceded by
tam (so, so very), sic (so, in such a way), ita (so, so very, in such a way), or tantus,
-a, -um (so large, so great).
*Write ‘so that’ and tam, ita, sic, tantus/tanta/tantumon the board under ‘result
clause’*
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Result clauses are negated by ut… non; so the clause is still started with ‘ut’ but there
will be ‘non’ before the verb.
A couple quick practice sentences: if we have:

*Show the first pre-written sentence on the board*
Tam strenue laborat ut multa perficiat.
Would this be a purpose clause or a result clause?
*Pause and allow students time to think, then ask students what they think the answer
is and why they think that, making them show their thought process and reasoning
behind their answer. This would be a result clause.*
And if we have:
*Show second sentence*
Puella discessit ne videretur. Is this a purpose or result clause?
*Again allow students time to think and explain their answer. This would be a purpose
clause.*
Very nice. One final example:

Erant tot aedificia ut omnia videre non possem.
Purpose or result?
*This would be a result clause*
Well done everyone! We are going to continue reading Trimalchio’s Feast, picking up
from where we ended yesterday, but first I’d like for us to take a couple minutes and
think about what we’ve previously learned about the structure of the Roman
household, especially with regards to enslavement in Roman times. If you thnk back to
what you read in Lingua Latina in earlier classes, what stands out?
*Give students time to think about what they’ve learned and discuss that with each
other.*
The text tells us a little about each member of the family – the mother, father, two
sons, and daughter – before discussing where each of the enslaved people had
originally lived, that’s right. In later chapters, we learn more about each member of the
family and about each of the enslaved people that are part of the household. Lingua
Latina takes a slightly different perspective than many textbooks do by characterizing
each of the enslaved characters and telling us about their backgrounds and lives.
For those of you who learned from other textbooks, did you learn anything different? If
there were enslaved characters in your textbooks, how were they characterized (if at
all?)
*Allow students time to think about what they learned from other sources and how
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that differs from Lingua Latina*

*The pre-reading activity helps students practice the standards of acquiring
information and diverse perspectives and making connections as they learn about the
typical Roman family and practices of slavery in Rome, and make connections to their
own lives and what they have learned about slavery in America*
We are now going to shift to reading Petronius’ description of the Roman household
and Trimalchio’s slaves. I want you to keep in mind what we just discussed as we read,
as we will be discussing the differences between the two accounts.
*Finish reading section 28 with students, highlighting the ut and cum clauses that
come up as further review*
*This activity engages standards of Interpersonal and interpretive communication,
relating cultural practices and perspectives, and cultural comparisons as the students
are reading the original Latin, learning about the culture and discussing it, and learn
more about Roman culture.*
Well done everyone. Obviously the textbooks and original texts have rather sanitized
depictions of slavery, but what new things about Roman life and ancient practices of
slavery did we learn from this section? Did anything greatly contrast with what you’ve
learned in previous Latin courses? What from this section of Trimalchio’s Feast
challenges what you’ve previously learned or what you thought before?
*Engage students in a discussion about the issues of slavery both in Rome, in

American history, and in today’s world while also noting how enslavement practices
differed in each time: the Romans often enslaved people they defeated in battle rather
than based solely on race.*
*This discussion engages the standards of relating cultural practices to perspectives,

acquiring information and diverse perspectives, and making cultural comparisons.*
Assessment:
Students’ grammatical knowledge is assessed as they read and translate the Latin text,
while their knowledge of the text overall and the cultural aspects will be assessed
during the discussion and again on the final assessment. As students learn more and
discuss what they learn more, I expect them to have deeper thoughts and contributions
in our discussions.

Hinc involutus coccina gausapa lecticae impositus est praecedentibus phaleratis
cursoribus quattuor et chiramaxio, in quo deliciae eius vehebantur, puer vetulus, lippus,
domino Trimalchione deformior. Cum ergo auferretur, ad caput eius symphoniacus cum
minimis tibiis accessit et tanquam in aurem aliquid secreto diceret, toto itinere cantavit.
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Day 5 Lesson Plan

Date: Day 5 Class: Latin IV Topic: Social Status in Rome
Objective: Students will be able to identify (in context) and create each of the 3 types
of indirect speech (statement, question, and command) as well as discuss social status
in Rome and how that was displayed by most citizens as opposed to how Trimalchio
displayed his wealth. This discussion will have connections to earlier lessons, as we
discuss how people could move up the social ladder and what rungs were available to
whom and why that may have been. (i.e. Roman citizens could achieve certain ranks
that freedmen or non-citizens were unable to)
Rationale: One of the defining characteristics of Trimalchio is his ostentatiousness,

and I would not want to teach Trimalchio’s Feast without a clear example of that. This
lesson will help students better understand the ridiculousness of Trimalchio and the
mockery of Nero and the nouveau riche Roman citizens who helped inspire Petronius
to write the Satyricon initially.

Identity: Students’ identities will be Learners interact and negotiate meaning
engaged in this lesson as they think about in spoken, signed, or written
how certain groups of people were able to conversations to share information,
easily gain social status in Rome while reactions, feelings, and opinions.
others could only get so far.
Skills: Students will be able to reinforce Learners understand, interpret, and
and demonstrate their knowledge of analyze what is heard, read, or viewed on a
indirect speech in both Latin and in variety of topics.
English.
Relating Cultural Practices to
Intellect: Intellect will be engaged in Perspectives: Learners use Latin to
this lesson as students think about and investigate, explain, and reflect on the
apply concepts they have learned in relationship between the practices and
previous Latin classes or in history perspectives of the cultures studied.
classes and discuss how certain power
structures were created and in what ways Acquiring Information & Diverse
they were manipulated to keep specific Perspectives: Learners access and
people or groups in power. evaluate information and diverse
Criticality: Students will think more through Classical languages and cultures.
deeply about who was able to gain social
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or political status in Rome and why they Cultural Comparisons: Learners use
were able to compared to other people. Classical languages to
They will also investigate what structures investigate, explain, and reflect on the
were in place that helped keep the concept of culture through comparisons of
government that way or what changes the cultures studied and their own.
were made to help people have more say
in the government.
Agenda: Materials:
2. Review Indirect Speech (15 min) Note-taking materials (for students)
3. Read 32 (all) (20 min) Text & Commentary packet
4. Discuss how Romans climbed the Projector
social ladder, gained freedom,
earned money; Trimalchio’s
displays of wealth vs. the
‘standard’ (10 min)
Happy Friday studentes mei! Does anyone have anything fun planned for this
weekend?
*Listen to student plans, share any of my own that may be interesting, ask if there are
any school-sponsored activities happening that I should check out like sporting events
or theatrical performances that my students are in.*
Our agenda for today is going over any questions we have from yesterday, reviewing
indirect speech, doing some reading, and then thinking about and discussing what we
read today and earlier this week. What questions do you all have about ut clauses or
anything we covered yesterday or earlier in the week? No questions? We’re all good?
Alright, let’s get started on indirect speech then!
*I want to start off my class with time to go over any confusing points so that students
are able to start class on the same page and not be confused by previous subject matter
before we begin something new.*
What are the three types of indirect speech? I heard command, yes, what else?
Statement, very good, and what’s the last one? Indirect question, yes.
If we start with an indirect statement, what are the main components of an indirect
statement? We’ll obviously have our subject and main verb, but what else do we have?
Yes, we’ll have an accusative subject, and what is that the subject of? An infinitive, very
good. What type of verb does our main verb need to be though? Can it be any verb?
No, it needs to be a mind & mouth verb, exactly. It’ll be a verb of saying, thinking,
seeing, knowing, hearing, etc. Any process that happens above the neck.
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So let’s say we have the sentence: Marcus dicit Caesarem ad urbem currere. What is
our subject? Yes, Marcus. Our verb? Dicit. Do we have ‘Marcus says Caesar to run to
the city?’ No, why does that sound weird?
Exactly, because ‘dicit’ is a mind/mouth verb. How would we translate the sentence
then? Marcus says THAT Caesar is running to the city. Very well done. Our infinitive
here translates like a finite verb, and will translate in the proper tense. If we had
‘cursum’ instead of ‘currere,’ we would say ‘Marcus says Caesar has run to the city,’ as
cursum would be a perfect infinitive.
Are we good so far?
Onto indirect questions. What makes up an indirect question? A question word, yes,
but what do you mean by that?
We will have a verb of asking or showing or something similar yes, and what else? A
word like quare, cur, other qu- words that are used to ask questions yes.
Our verb of asking will be in the indicative, and then the verb in the actual indirect
question is going to be in the subjunctive. The important things to remember are that
there will be two finite verbs- our questioning verb in the indicative and then the other
verb in the subjunctive- and that the sentence itself is not going to be a question. In
English an example could be ‘the teacher asked her students how they were doing.’ We
have a verb of asking and a question word, but the sentence isn’t a question.
In Latin, we might have: Caesar rogavit ubi milites essent. Who is our subject? Caesar.
What’s next? Yes we have rogavit, which means? He asked, yes. So Caesar asked…
where the soldiers were, very nice! A direct question might be ‘where are the soldiers,’
but here we have ‘Caesar asked where the soldiers were.’
Any questions about questions?
Onto commands then, our final frontier. We’ll follow our same pattern: a verb of what?
Commanding, yes. Commanding, demanding, ordering, anything along those lines is
going to be one of the things that tells us we have an indirect command. Will that verb
be in the indicative or the subjunctive? Yes, in the indicative. We’ll have our verb of
commanding plus ut or ne and then a verb in? The subjunctive, very good. The second
verb tells us what we are being ordered to do.
In Latin, you might see: Centurio mihi imperavit ut tacerem. The centurion did what?
Yes he ordered me to be quiet, or he ordered that I be quiet. Well done.
Are there any questions about indirect commands? Indirect speech overall?
Let’s get reading then! Would anyone like to read our first sentence of 32 aloud?
*Students will read the Latin sentences aloud before translating them. If no one
volunteers to read, I will read the sentence before guiding them through the
translation if they need help.*
*As the students read, they are achieving the standards of interpersonal and
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interpretive communication, and relating cultural practices to perspectives.*
Optime! What are your thoughts on Trimalchio after reading this section? He seems to
be quite the character. What did the narrator think was interesting about him? How
did he display his wealth as compared to most Romans you have learned about?
*Allow students time to think about those questions as you write them on the board.
After providing them time to think, have them begin discussing their thoughts.*
*The students will be achieving standards of acquiring information and diverse
perspectives and cultural comparisons through this discussion.*
What do we know about Trimalchio’s background? He wasn’t born rich, no, so do you
think that may be one reason he displays his wealth so ostentatiously? Yes, he may not
be aware of the ‘standard’ ways of showing off wealth and he may think this is normal,
or he may be an eccentric old man. Those are both great points.
Assessment:
Students’ knowledge of indirect speech will be assessed on the quiz later in the unit
and while they are reading the text.

XXXII In his eramus lautitiis, cum Trimalchio ad symphoniam allatus est, positusque
inter cervicalia minutissima expressit imprudentibus risum. Pallio enim coccineo
adrasum excluserat caput, circaque oneratas veste cervices laticlaviam immiserat
mappam fimbriis hinc atque illinc pendentibus. Habebat etiam in minimo digito
sinistrae manus anulum grandem subauratum, extremo vero articulo digiti sequentis
minorem, ut mihi videbatur, totum aureum, sed plane ferreis veluti stellis
ferruminatum. Et ne has tantum ostenderet divitias, dextrum nudavit lacertum armilla
aurea cultum et eboreo circulo lamina splendente conexo.
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Day 6 Lesson Plan

Date: Day 6 Class: Latin IV Topic: ‘The Good Old Days™’ in Rome
(and today)
Objective: Students will take a quiz on the grammar topics they have reviewed so far
as well as important vocabulary words. They will also reflect on what they have learned
so far and discuss the concept of ‘the good old days’ both in Rome and today’s world
and how some themes or aspects seem to be eternal.
Rationale: As we are halfway through our unit, I want to assess their understanding
of the grammar so far. We are also going to take a short break from reading the
Satyricon in Latin and read two longer passages in English, as the sections contain
important perspectives that I want the students to read but would take too much time
to read in the original Latin as part of this unit.

Identity: Students’ identities and the Learners interact and negotiate meaning
identities of others will be explored as in spoken, signed, or written
they consider the differences in lifestyles conversations to share information,
based on wealth and family status, as well reactions, feelings, and opinions.
as who the government was seen as more
helpful to. Interpretive Communication:
Learners understand, interpret, and
Skills: Students will demonstrate their analyze what is heard, read, or viewed on a
previously learned and recently reviewed variety of topics.
skills on the grammar quiz.
Relating Cultural Products to
Intellect: Students’ intellect will be Perspectives: Learners use Latin to
shown as they think deeply and critically investigate, explain, and reflect on the
about what they read and how relationship between the products and
perspective impacts text and their perspectives of the cultures studied.
interpretation of the text.
Criticality: As they think about and reinforce, and expand their knowledge of
discuss who wrote this text vs. previous other disciplines while using Latin to
texts they have read, students will think develop critical thinking and to solve
about why it is important to consider the problems creatively.
author of a piece and what the author’s
background can tell us about their Acquiring Information & Diverse
opinions or thoughts on the material Perspectives: Learners access and
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discussed. Petronius is telling us one evaluate information and diverse

thing, but how would another person perspectives that are available through
describe the same situation? Classical languages and cultures.

Classical languages to investigate, explain,
and reflect on the concept of culture
through comparisons of the cultures
studied and their own.
School & Global Communities:

Learners use Classical languages both
within and beyond the classroom to
interact and collaborate in their
community and the globalized world.
Agenda: Materials:
1. Monday check-in (5 min) Quiz
2. Grammar quiz! (20 min) Writing utensil(s)
3. Read sections 38 & 44 (aloud, in Text & commentary packet
Anglice) (12 min) Whiteboard & markers (for teacher) Note-
4. Reflect on what was read; think taking materials
about questions brought up at the Projector
beginning (3 min)
5. Discuss what we read: lots of
discussion of ‘the good old days’-
how is this seen or reflected today?
(10 min)
Happy Monday y’all! How were your weekends? Who did something fun they want to
talk about?
*Allow students to share their weekend adventures, ask questions about things I knew
they had planned or about how some athletic or artistic things went, etc. I want to have
positive relationships with students, but especially want to do this before a quiz to get
their minds away from potential stress, as I know that they know the material.*
We are going to start off with a quiz on the grammar we’ve reviewed so far, and a few
vocab words that you’ve seen. Before I hand it out, are there any questions?
*Pause to answer questions, if any.*
As always, if you have a question during the quiz just raise your hand and I will come
over and answer it however I can without directly giving you the answer.
*After the quiz ends*

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Ok, so where did we last leave our hero? What was happening at the feast?
*Have students answer what we’ve covered so far in the text & what we have
discussed*
*This helps them practice standards 2.2, 4.2, and 5.2*
Yes, very nice. We’ve covered quite a bit of material in Latin and culturally, so today we
are switching gears slightly and will be reading two sections in Anglice.
*I did not want to exclude either of these sections, as I think they discuss parts of
Roman culture that are important to read, such as how higher class Romans would
earn and spend money and how the government had stopped helping citizens like it
did in the Republic or earlier days of the Empire. They will be read in English, as I did
not want to cut any Latin text out, but both passages 38 and 44 are longer and would
lead to all the selections taking longer than 2 weeks to read.*
Is there anyone who would like to read first? You’ll read the first few sentences, and
then we will see who wants to pick up reading from there. As we read, I want you all to
think about what you previously learned about the Roman government, their
involvement in daily life, and about how Romans earned and spent money.
*After the reading is done*

I have a few questions that I want us to think about for a few minutes and then discuss.
Obviously our first question is, ‘what did we learn from this reading, especially about
how older Romans viewed current events?’ Additionally, how do you think Romans
from different parts of society viewed what was happening at the time? Do you think a
proconsul in Gaul would have the same opinion on Nero as someone who was
enslaved?
What questions do you all have that you’d like to discuss? If any come up as you think,
shout them out and I will add them to the board.
*As students are rereading the text and thinking, write the questions on the board,
adding any student-generated questions as they come up. After they have had time to
think, have everyone discuss their thoughts and add in my own as they come up.*
Assessment:
Grammatically, students will be assessed based on their quiz scores, which will also
help me determine what I should go over again in the next few days.
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Quiz:
Latin IV Quiz
Grammar:
Translate the following sentences and identify the construction. (What type of ut clause,
cum clause, or indirect speech construction is present here?)
Cum fulmen mīlitēs terruisset, Periclēs eōs sēdāvit.
Scimus mercatorem multam pecuniam habere.
Cloelia captīvās hortābātur ut sēcum flūmen trānsīrent.
Puer tam fessus erat ut dormire non posset.
Moenia Troianorum tam dura erant ut Graeci bellum vincere non possent.
Agricola dicit carmen a poeta scriptum esse.
Cum sōlitūdō īnsidiārum et metūs plēna sit, ratiō ipsa monet amīcitiās comparāre. (Fin.
1.66)
Cum se in exsilium contulisset tamen amicos novos mox invenit.

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Vocabulary:
Define the following terms and their person, number, and gender for nouns and
adjectives or person, number, tense, voice, and mood for verbs.
Coepimus
Iocari
Spadones
Ludentibus
Balneum
Ferruminatum
Sequentis
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XXXVIII Don’t imagine that there is any vegetable that he buys, it’s all grown on his
land. Wool, citrus, peppers, look for a chicken’s milk and you will find it. For example,
the wool he was getting wasn’t too good, so he bought rams from Tarentum, and had
them mate with his ewes. He ordered bees from Athens to get home-made Athenian
honey; the little Greeks will improve the original strain too. Behold, only a few days ago
he wrote for mushrooms to be sent from India. As for his mules, he doesn’t have one
that wasn’t born by a wild donkey. You see all these cushions, every one of them is
stuffed with purple or scarlet. That’s how rich he is. As for the other freedmen sharing
his table, don’t write them off, they’re loaded. You see the one reclining at the end of the
bottom couch? Today he is worth 800,000 sesterces. He has risen from nothing; only
the other day he was carting logs on his back. The story goes – I’m talking only from
hearsay – that he stole an Incubonus cap and found treasure. I don’t begrudge anyone
getting what the gods give him, but he’s a bit of a braggart and not slow in putting
himself forward.
XLIV After Phileros had his say, Ganymede spoke up. “You’re all nattering on about
things of no concern in heaven or on earth, and all the time no one gives a damn about
the crippling price of corn. I swear I couldn’t afford a mouthful of bread today. THe
drought still continues – there’s been a shortage for a year now. I swear I couldn’t afford
a mouthful of bread today. To hell with the aediles, I say, for they’re in league with the
bakers. It’s a case of ‘you look after me and I’ll look after you.” So those at the bottom of
the heap suffer, because the ones on top grind them down, and enjoy a perpetual
holiday. If only we had the lionheradts whom I found living here when I first arrived
from Asia! Life was good in those days. If the best Sicilian flour wasn’t as it should have
been, they would give those devils such a hiding that they knew heaven was frowning on
them. Safinius is one I remember. When I was a boy he lived down by the old arch. He
was a firebrand, not a man; wherever he put his feet, he scorched the ground. But he
was straight as a die, utterly reliable, never let a friend down – you could happily play
morra with him in the dark. How he used to dress them down one by one in the council
chamber! He didn’t use fancy language, but spoke straight out. And again, when he
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pleaded in court, his voice would swell like a trumpet. He never sweated or spat; I think
the gods had blessed him with a dry inside. He would return your greeting as friendly as
you like, and address everyone by name; he was just like one of the boys.
So at that time corn was as cheap as dirt. The bread you bought for a penny was more
than enough for two of you to swallow. But today I’ve seen bull’s eyes that are bigger.
Sad to say, every day things get worse. The colony’s like a calf’s tail, growing backwards.
Why do we put up with an aedile not worth three figs, who would rather make a penny
profit for himself than keep us alive? He sits at home, laughing all over his face, raking
in more money by the day than the next man’s entire fortune. I know quite well where
he got his thousand gold pieces. If we were men with real balls he wouldn’t be so pleased
with himself. But as it is, people are lions at home but foxes outside. In my own case, the
rags on my back are already spoken for; if this corn shortage continues, I shall have to
sell my little shack. If neither gods nor men take pity on this colony, heaven knows what
will happen to it. As I hope to have the joy of my children, I really do think the gods are
visiting all these things on us. It’s because no one believes in heaven, no one observes
the fasts, no one gives a toss for Jupiter; they all sit with their eyes closed, but they’re
reckoning what they’re worth. At one time the women wore long dresses, and walked
barefoot up the hill with their hair unbound and their clothes washed dazzling whtie,
praying to Jupiter for rain. At once it came down in buckets; otherwise it never rained.
They would all go home looking like drowned rats. So this is why the gods wrap their
feet in wool: it’s because we don’t keep the faith. The fields lay fallow…
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Day 7 Lesson Plan

Date: Day 7 Class: Latin IV Topic: Roman Education
Objective: Students will be able to discuss certain aspects of Roman education, such
as who was educated and how education differed based on gender and social status.
They will also make connections to other disciplines, especially history, as they
consider how some of those ideas on education carried over until even somewhat
recently.
Rationale: Students have learned the basics of Roman education, but have expressed
interest in learning more about it. This passage provides lots of information about
traditional Roman education at the time and complements what they have previously
learned, while also allowing the students to learn new perspectives on education from
our discussion.

Identity: Students will consider their Learners interact and negotiate meaning
own educational journeys and draw in spoken, signed, or written
comparisons to what their educational conversations to share information,
journey would be like if they lived in reactions, feelings, and opinions.
Roman times.
Intellect: Students will be come more Learners understand, interpret, and
knowledgeable about education in the analyze what is heard, read, or viewed on a
Roman world and draw connections variety of topics.
between Roman and modern educations.
Relating Practices to Perspectives:
Criticality: Students will think about the Learners use Latin to investigate,
differences in education based on explain, and reflect on the relationship
assigned gender in Roman times as well between the practices and perspectives of
as the importance of education to the cultures studied.
Romans. They will also think about how
and why the importance of education has Cultural Comparisons: Learners use
changed over time. Classical languages to
Joy: Students will engage their sense of concept of culture through comparisons of
joy in this lesson as they think about their the cultures studied and their own.
own educations and draw comparisons to
other classes or consider some of the
things they could have learned in Roman
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times that they would love to learn now.
Agenda: Materials:
2. Read all of 46 (25 min) Note-taking materials (for students)
3. Discuss Roman education (15 min) Text & Commentary packet
a. Who was educated? Projector
b. How did education differ
based on gender?
c. Why was education
important?
Salvete omnes! Happy Tuesday! How are you all doing today? Today is, at least in my
opinion, a rather fun day as we will be discussing Roman education. Before we get
started, however, are there any questions about yesterday’s class or anything we’ve
learned so far in this unit?
*Take a few minutes to answer questions, recap or summarize the text read so far, etc.*
Almost all of you have taken your quizzes, just waiting on a couple more people to take
them, so expect to get them back probably by the end of the week. For now, let’s see
where we last left our hero and his friends. We’ll be reading quite a bit today, so does
anyone want to start us off?
Yes, thank you!
*Guide students through section 46, providing grammatical and additional vocabulary
help as needed. As they read, students will be achieving both communication
standards and starting to relate practices to perspectives as they read about Roman
education.*
Great work everyone. I want you all to take a few minutes to think about what you just
read and what it tells you about Roman education, as well as what you’ve previously
learned about Roman education from other sources. Was there anything discussed in
this passage that was new information? Did anything contradict what you already
knew? Let’s take 5 minutes to think about it.
*Allow students 5 minutes to think about the questions asked, writing those questions
on the board along with ‘who was educated?’ ‘How did education differ based on
gender?’ and ‘Why was education important?’*
And that is time. I’ve added a couple more questions for us to think about as well, as
I’m curious to know what you already knew about Roman education. Who would like
to share their thoughts? Did you find any interesting connections or comparisons
between Roman education and either historical or modern education that you’ve
learned about or experienced in other classes?
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*Allow students to have a discussion about the questions asked; the text focuses on
education of young Roman males, but they will likely have learned that young Roman
girls were still educated, though mostly on household-related tasks like weaving and
other things related to running the household.*
*As students discuss Roman education and draw connections and comparisons
between Roman and historical and modern educations, they are achieving the Cultural
Comparisons and Relating Practices to Perspectives standards.*
Assessment:
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XLVI Et iam tibi discipulus crescit cicaro meus. Iam quattuor partis dicit; si vixerit,
habebis ad latus servulum. Nam quicquid illi vacat, caput de tabula non tollit.
Ingeniosus est et bono filo, etiam si in aves morbosus est… Ceterum iam Graeculis
calcem impingit et Latinas coepit non male appetere, etiam si magister eius sibi placens
sit. Nec uno loco consistit, sed venit dem litteras, sed non vult laborare. Est et alter non
quidem doctus, sed curiosus, qui plus docet quam scit. Itaque feriatis diebus solet
domum venire, et quicquid dederis, contentus est. Emi ergo nunc puero aliquot libra
rubricata, quia volo illum ad domusionem aliquid de iure gustare. Habet haec res
panem. Nam litteris satis inquinatus est. Quod si resilierit, destinavi illum artificii
docere, aut tonstreinum aut praeconem aut certe causidicum, quod illi auferre non
possit nisi Orcus. Ideo illi cotidie clamo: "Primigeni, crede mihi, quicquid discis, tibi
discis. Vides Phileronem causidicum: si non didicisset, hodie famem a labris non
abigeret. Modo, modo, collo suo circumferebat onera venalia; nunc etiam adversus
Norbanum se extendit." Litterae thesaurum est, et artificium nunquam moritur".
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Day 8 Lesson Plan (Direct Instruction LP)

Date: Day 8 Class: Latin IV Topic: Conditional Clauses
Objective: Students will review conditional clauses.
Rationale: The next few passages that we will be reading contain several different
types of conditional clauses, and as they learned conditionals in late Latin II, a review
is necessary and will be helpful for students. This lesson will help students be able to
comfortably and confidently read and understand conditionals in both Latin and in
English.

Skills: Students will build their skills Interpretive Communication:
with identifying and translating Learners understand, interpret, and
conditional sentences in English and in analyze what is heard, read, or viewed on a
Latin. They will also practice identifying variety of topics.
indicative and subjunctive verb forms.
Learners build, reinforce, and expand their
Intellect: Students will practice applying knowledge of other disciplines while using
their English skills to similar forms in Latin to develop critical thinking and to
Latin and consider how conditional solve problems creatively.
phrases are used in other areas of their
lives. Learners use Classical languages to
Joy: Students will experience joy as they concept of culture through comparisons of
review a challenging topic and become the cultures studied and their own.
more confident in their abilities to
identify and translate conditional clauses.
Agenda: Materials:
1. Questions from yesterday? (5 Whiteboard and markers (for teacher)
minutes) Projector
2. Review of conditionals (15 Chart (attached below) containing
minutes) examples and how to identify parts of
3. Modeling: walk students through conditional clauses
first two sentences on worksheet (5 Worksheet (attached below) for practice
Text & commentary packet
4. Practice time! (15 minutes)
5. Feedback on practice (10 minutes)
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Specific Activities:
Salvete omnes! Happy *day of the week.* Before we get started, does anyone have any
questions about anything we learned about or read yesterday?
*Take time to answer questions about previous materials so that all students start class
on the same page.*
Today we are going to be reviewing conditional clauses. Can someone tell me what a
conditional clause is?
*Pause and wait for student's answer*
Yes, a conditional clause is a statement of ‘if one thing happens, then another thing
happens. Based on that, what are the identifying aspects of a conditional clause in
English?
Yes, the ‘if… then.’ You may also see ‘When… then,’ in cases of more concrete
conditionals. In Latin, a conditional clause can be identified by either ‘si’ or ‘nisi’- if or
if not.
Final question: what are the two parts of the conditional called? The ‘if’ statement is
called the? Yes, the protasis. The ‘then’ statement is? The apodosis, very nice.
*I will project the review sheet below onto the board here*
As you learned in Latin II, there are six types of conditional statements in Latin:
simple past, simple present, future more vivid, future less vivid, present contrary to
fact, and past contrary to fact. The first three use indicative verbs and refer to events
that definitely are or did happen, while the latter three use subjunctive verbs and refer
to events that may have happened or could happen.
In the simple present, both the verb in the protasis and the verb in the apodosis
are in the present tense. For example, when I do my homework, then I do well in
school. In Latin, you’ll be looking for present tense indicative verbs in both parts of the
sentence. When I did x, then y happens.
Si magistrum laudo, me bene docet.
Both our verbs, laudo and docet, are present active forms, which is how we know that
we have a simple present condition.
In simple past, similarly to simple present, both verbs are in what tense? Yes, a past
tense- in Latin, we will be looking for two verbs in the perfect indicative. When I did
my homework, then I did well in school. We will translate this as if I did x in the past,
then y happened in the past.
Si magistrum laudavi, me bene docuit.
Both our verbs here - laudavi and docuit - are in the perfect tense, which shows us that
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we have a simple past condition.
Finally in future more vivid, we are looking for two verbs that use the future indicative.
When I will do my homework, I will do well in school. We translate this as if I will do x,
then y will happen.
Si magistrum laudabo, me bene docebit.
Both our verbs here are in what tense? Yes, future tense, meaning that we have a future
more vivid condition.
Any questions so far?

*Check for understanding before moving on to the trickier part; subjunctive verbs are
difficult, and I want to make sure my students are following along before we get there.*
Now for the ‘unreal’ conditions. These all use verbs in the subjunctive and describe
things that could or may happen, but we aren’t sure if they did or will happen. These
conditions all use the potential subjunctive.
Our first unreal condition, the present contrary-to-fact condition, uses the imperfect
subjunctive to express the actions in the protasis and the apodosis. If I were doing my
homework, I would be doing well in school. If x were happening, then y would be
happening.
Si magistrum laudarem, me bene doceret.
Our two verbs here are in what tense? Yes, the imperfect subjunctive. And how do we
know this? Yes, because they have the second principle part plus the endings.
If our present contrary-to-fact conditions use imperfect subjunctive, what tense do we

think past contrary-to-fact conditions will use? What is in the past relative to the
imperfect tense? Yes, the perfect or pluperfect tenses. Latin uses the pluperfect
subjunctive to express past contrary-to-fact conditions. If I had done my homework, I
would have done well in school. If x had happened, then y would have happened.
Si magistrum laudavissem, me bene docuisset.
What tense are our verbs here? Yes, pluperfect subjunctive. How do we know this? The
-isse- very nice.
Our final conditional statement is the future less vivid. We have no future subjunctive
in Latin, and only two tenses left, so which one is more likely to be our verb tense for
future less vivid conditions? Present tense. Both the protasis and apodosis will use the
present subjunctive. Future less vivid conditionals are also called ‘should-would
clauses,’ as that is how they are translated. If I should do my homework, then I would
do well in school. If x should happen, then y would happen.
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Si magistrum laudem, me bene doceat.

What verb tense do we have here? Present subjunctive, yes. How do we know? Let’s
look at the vowels- we have ‘em’ and ‘eat-’ if we remember that laudo is first
conjugation and doceo is second conjugation, what are our subjunctive endings there?
Remember ‘we beat all liars-’ we have the ‘em’ and ‘eat’ and first and second
conjugations, so we have present subjunctives here.
*We beat all liars is one way for students to remember the vowel patterns for each
conjugation in the present subjunctive*
Are there any questions about unreal conditions?

*Pause to answer questions and provide clarification.*
Any about real conditions?
*I ask if there are questions about both, as sometimes questions about an earlier topic
come up as students are learning another topic, and I want my students to have a clear
understanding of the material before I allow them to begin practicing on their own.*
Alright, now we are going to practice these conditions. On the worksheet, I want you
to identify what type of conditional this sentence is, which verb is the protasis and the
apodosis, and translate the sentence. Let’s do the first sentence all together.
Would anyone like to read it aloud?
Very nice. What tense and mood is our first verb? Yes, pluperfect subjunctive. Let’s
write that down in the first box. What about our second verb? Also pluperfect
subjunctive, write that down in the second box. If we have two pluperfect subjunctive
verbs, what type of condition do we have? Yes, past contrary-to-fact.
Let’s do one more example.
*Walk students through the second sentence in the same way as before, then have
them finish the next 4 sentences themselves while walking around and assisting as
needed.*
Well done everyone- I saw you all getting some really great work done. Does anyone
want a couple more minutes to finish the worksheet? If everyone is done, let’s go over
the answers. Starting with number three, what did you get for the first verb tense. Yes,
*student*?
*Go through each part of each question, calling on a different student each time.
Breaking the questions down and calling on multiple students allows most or all of the
students opportunities to participate while also helping me see where each student’s
level of understanding appears to be for conditional clauses and helps me determine if
further review will be necessary.*
Assessment: The assessment on this lesson will be twofold: I will assess student
knowledge of conditionals based on the worksheets they did, as well as how they are
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able to translate the different conditionals as they come up in the authentic Latin. The
reason for assessing them in two ways is that I want to see how they do immediately
after learning or reviewing the content, and then again when they come across the
same material in ‘the wild’ (as we are reading Latin, whether conditionals appear
tomorrow or in a few weeks)
I. Review Sheet
II. Worksheet
Powers Latin IV
Conditionals Review Worksheet
Read the following sentences and identify which type of conditional the sentence is.
Identify the parts of the sentence that mark it as that specific conditional.
Translate the sentences below the chart.
Sentence Protasis Apodosis Condition

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1. Si id linguā Latinā dixissem,

mirabiles fuissem
1. Translation
2. Si hoc dixit, erravit.
2. Translation
3. Si veniat, hoc videat
3. Translation
4. Nisi dormiam, moriar
4. Translation
5. Nisi insidiae paterent, ferrum

eius maxime timeremus.
5. Translation
6. Si hoc dicit, errat
6. Translation
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Days 9 & 10 Lesson Plan (Cooperative Learning and Special

Education Adapted LP)
Date: Days 9 & 10 Class: Latin IV Topic: Review of Trimalchio’s Feast
Objective: Students will investigate the cultural topics covered in this unit as well as
questions that came up as we read about or based on the selections from the Satyricon
that we read in this unit.
Rationale: As this is the end of our unit studying satire and what it can tell us about
life for freemen and middle-class citizens in early Imperial Rome, I chose this lesson to
help them reflect on what they learned, both culturally and directly from the source
material. I also want students to think more deeply about what we can learn and apply
from this as well as how we could interpret the text from today’s perspective.

Learners interact and negotiate meaning
Identity: Students will consider their in spoken, signed, or written
identities in this activity as they work conversations to share information,
with others and notice how they each reactions, feelings, and opinions.
think differently about the same topics.
They will also think about their identities Learners understand, interpret, and
as they relate to the world today analyze what is heard, read, or viewed on a
compared to how they would relate to the variety of topics.
Roman world.
Learners use Latin to investigate,
Skills: Students will be able to explain, and reflect on the relationship
demonstrate their unique skills as they between the practices and perspectives of
work with their teammates to determine the cultures studied.
what information their peers should
learn, as well as learn new skills from Learners use Latin to investigate,
their teammates. explain, and reflect on the relationship
between the products and perspectives of
Intellect: Students’ intellect will be the cultures studied.
engaged in this lesson as they are
learning how to teach each other, as well Learners build, reinforce, and expand their
as learning how to learn by teaching knowledge of other disciplines while using
about a topic they are interested in. Latin to develop critical thinking and to
solve problems creatively.
Criticality: Students will incorporate
criticality into this lesson as they consider Learners access and evaluate information
the inequalities in Roman times, and diverse perspectives that are available
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especially the ones that have persisted through Classical languages and cultures.
into modern times.
Learners use Classical languages to
Joy: Joy is incorporated in this lesson as investigate, explain, and reflect on the
students experience a new type of activity concept of culture through comparisons of
and get to focus on becoming ‘experts’ on the cultures studied and their own
a specific topic they seemed especially
interested in during the unit.
Agenda: Materials:
Day 1: Packet of texts & commentary (with their
1. Introduce the concept of Jigsaw, notes) (This will be available in physical
the specifics of our Jigsaw activity, and digital copies to make it accessible to
and answer questions (12 min) all students. Both copies will be printed in
2. Split students up into their teams a text that is easy to read)
(3 min) Notes taken about the text and
3. Allow students time to read translations of specific tricky parts
through the instructions and their Notebook & writing utensil (or other
specific questions before they preferred writing implements)
begin rereading their assigned text Laptop/tablet
and notes and talking through the Worksheet with instructions & questions
questions with their teammates for each team (Again available in physical
(35 min) and digital copies written in an easy-to-
read text)
Day 2:
1. Students sit with their original
teams and review their discussion
from the previous day, finalizing
what they believe needs to be
shared with the other groups (7
minutes)
2. Students are split up into their
jigsaw groups (see below for
organization; 3 min)
3. Students do their jigsaw
discussions about their specific
questions and begin working to
answer the broader questions (7
minutes for each person to
present: 28 minutes total)
4. Immediate feedback on jigsaw
activity (5 minutes)
5. Final wrap-up and collective
discussion
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Day 1:
Good morning class! Today, to review everything we learned in this unit, we are going
to be doing a jigsaw activity. Have any of you done a jigsaw activity before or know
what it is?
*Pause to allow students time to think about this and answer, if any of them do know.*
For this activity, you will be divided up into four teams of four,
*This lesson is done under the assumption that there are 16 students in this class,*
which I have already determined to make everyone’s life easier. Each team will be
given a passage (or passages) that we read, the related cultural topic we learned about,
and some questions to consider as you review your passage and topic, which I want
you to become experts on.
*This activity will address standards 1.1, students read, understand, and interpret
Latin text, as they will be rereading a text we have already read and interpreting it
through literal and/or modern lenses. This also will help them achieve standards 2.1
and 2.2 as they examine the perspectives of Roman culture through authentic Latin
texts and practices.*
There are also some questions I want all of you to consider as you become experts on
your topics, which you will be answering individually at the end. You will have most of
the class today to work with your teams to review your passage(s) and notes from that
lesson to determine what information is most important for your classmates to know
based on the main questions and potentially your team’s specific questions. You should
write down that information, as you will be presenting this information to your
classmates tomorrow but also thinking more deeply about it as part of the final
assessment for this unit.
The questions you all will be considering are:

1. How do you think your interpretation of the Satyricon differs from how you
believe Petronius intended it to be interpreted or how you believe the Romans
interpreted it?
2. What themes or ideas from the Satyricon, if any, are especially relevant today or
are things we should learn from today? (If we interpret the Satyricon through a
modern lens, what holds up?)
3. What themes or ideas, if any, seem especially strange if we interpret them
through a modern lens?
*Reading the questions aloud helps make them more accessible to students regardless
of their education needs or difficulties. This will help students who have trouble
reading be able to hear the questions they will consider, and students who may have
issues with auditory processing will be able to read along as the questions are read.*
Tomorrow, you will have time to review your notes from today’s discussion and
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prepare your information to be presented to your classmates. If you want to quote

specific passages, please make sure to read them aloud to ensure that you all are on the
same page with regards to the passage and your reasoning. You will be split up into
new groups consisting of one member from each original team, and you will teach each
other about the topic you are now an expert in.
Are there any questions before we break up into our teams?
*Pause to allow time to think and to ask and answer questions*
*The teams have been chosen so that each one has students with different academic
skill levels and ways of thinking, while also incorporating English Language Learning
students with students who speak English as a first language and allowing any
neurodiverse students to work with neurotypical students.*
Our teams will be as follows: …

*Students are sent to sit with their team members and move their desks in a way that
works best for them*
You have the remaining class time to work with your teammates to review your
assigned text and notes to become experts in this field and determine what
information best answers your question(s) and the main questions and therefore will
pass on to your fellow students. If you have questions, please raise your hand and I will
come over to help.
*Give students time to work; walk around to answer questions, but also will take time
to listen to each group as they review the information and think about what they think
needs to be shared with their peers. Students will be able to read or listen to their notes
and the text During this jigsaw discussion, they will be achieving standards 3.2 and
4.2 as they focus on learning more about their specific cultural topics and make
comparisons between their topics and their lives today.*
Fantastic work today students mei, I will see you tomorrow!
Day 2:
Bonum mane, studentes! Please return to your teams from yesterday, you are going to
spend the first 8 or so minutes of class with your teams reviewing what you discussed
yesterday and making sure you have all your main points narrowed down. You will
each have 7 minutes to present your expertise to your new group and answer
questions, so make sure you have a few ideas written down just in case, or questions
about things you remember learning earlier.
*Allow students time to work with their team while taking attendance, etc.*
Fantastic, that is 8 minutes. Would any group like a few more minutes to finish your
discussions?
*If students would like more time, ask how much additional time would be helpful and
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take that time out of the feedback and/or independent work time at the end of class.*
Leave your desks as they are, you are now going to move into the following groups. I
recommend bringing your text & commentary packet with you as well as the
worksheet, something to write on, and something to write with so you can make note
of what you learn, especially things that may help you answer the main questions.
*Read groups aloud and direct students to appropriate cluster of desks.*
The person from Team A will be starting this jigsaw discussion; members from the
other teams, you will listen to their presentation of their expertise and take notes on
what you are learning, especially what stands out. You should also ask any questions
you have when they are done. I will let you all know when there are 2 minutes left and
when it is time to switch to your next expert. Does everyone know what we are doing?
Are there any questions before we begin?
*Allow time for students to process the instructions and ask questions before
beginning.*
Team A, your time starts now!
*Walk through the groups, listening to what each team member from team A has to
say, making note of what they considered important, things that they brought up that I
hadn’t considered, and writing down any especially thought-provoking questions being
asked by their fellow group members. After 5 minutes, give a:
Two minute warning!
*Then again at the end of the 7 minutes, tell the groups to switch to their next team
member.*
Team A, that is time. Do any teams need 2 more minutes to finish their discussion?
*If more time is needed, it will also be taken out of the independent work time at the
end.*
Team B, you will now be presenting your expertise. Your time starts now.
*Repeat the process above, reminding students when they have two minutes left and
when they are done until all four groups have had all four members share.*
Well done class. As you move back to your seats, I would love to know what you all
thought about this activity. As a reminder, you can submit your feedback on the back
of the sheet you turn in or through google classroom if you would prefer to do that.
*Allow students time to write down or type out any feedback they have about the
activity. This time will be shortened or removed if more time is needed for the jigsaw
discussions*
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Thank you very much. As always, I greatly appreciate your feedback on these things,
you are helping me learn more about you all as students and as a class, and all your
feedback helps me teach you all and future classes better.
We are going to finish up by discussing everything you learned from these discussions.
Was there anything you learned that really stood out to you or challenged the way you
had been thinking about something?
Assessment:
Students will be assessed on their learning based on their input in the jigsaw activity as
well as the depth of their responses to the main questions. Their knowledge will also be
addressed and assessed on the final test.
Critical Questions:
How could I better phrase the questions for any given group to have them reflect on
the same knowledge or topic?
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Cooperative Learning Activity

In this activity, you will be split up into four teams of four and work with your
teammates to become experts on a specific aspect of Roman culture that we learned
about from the Satyricon. Your knowledge will come from our translations or readings
and your notes on it as well as any prior knowledge. Each team will have its own
questions to consider as they review their specific passage, as well as some broader
questions related to the Satyricon as a whole that you will be answering individually
after the activity to assess your understanding of what we read as well as what you
learned from each other.
Main Questions:
1. How do you think your interpretation of the Satyricon differs from how you
believe Petronius intended it to be interpreted or how you believe the Romans
interpreted it?
2. What themes or ideas from the Satyricon, if any, are especially relevant today or
are things we should learn from today? (If we interpret the Satyricon through a
modern lens, what holds up?)
3. What themes or ideas, if any, seem especially strange if we interpret them
through a modern lens?
Team-Specific Questions
Team 1: What does this text tell us about life in Rome compared to what we have learned
from other sources about early Imperial Rome? (How seriously should we take this
information?)
Team 2: Based on what we learn about Trimalchio’s displays of wealth compared to the
more ‘standard’ displays of wealth at the time, does one seem more similar to how
wealthy people today display their wealth? (Consider celebrities, well-known
billionaires, etc.)
Team 3: A conversation relayed in Trimalchio’s Feast describes an older man lamenting

the loss of ‘the good old days’ and the current issues being faced by the people of Rome
(famine, lack of government assistance.) What about this conversation seems similar to
what you may hear today?
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Team 4: Compare the significance of education in Roman times and today. Why was and
is it important? Why has it been always promoted? Who was encouraged (or required)
to be educated then compared to today?
Original teams:
Team A Team B Team C Team D
Student A1 Student B1 Student C1 Student D1
Jigsaw Teams:
Jigsaw 1: A1, B1, C1, D1
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Text & Commentary Packet

Latin IV
Cena Trimalchionis Textus et Commentarii
XXVII Nos interim vestiti errare coepimus, immo iocari magis et circulis accedere, cum
subito videmus senem calvum, tunica vestitum russea, inter pueros capillatos ludentem
pila. Nec tam pueri nos, quamquam erat operae pretium, ad spectaculum duxerant,
quam ipse pater familiae, qui soleatus pila prasina exercebatur. Nec amplius eam
repetebat quae terram contigerat, sed follem plenum habebat servus sufficiebatque
ludentibus. Notavimus etiam res novas: nam duo spadones in diversa parte circuli
stabant, quorum alter matellam tenebat argenteam, alter numerabat pilas, non quidem
eas quae inter manus lusu expellente vibrabant, sed eas quae in terram decidebant.
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XXVIII Longum erat singula excipere. Itaque intravimus balneum, et sudore calfacti
momento temporis ad frigidam eximus. Iam Trimalchio unguento perfusus tergebatur,
non linteis, sed palliis ex lana mollissima factis. Tres interim iatraliptae in conspectu
eius Falernum potabant, et cum plurimum rixantes effunderent, Trimalchio hoc suum
propinasse [propin esse] dicebat. Hinc involutus coccina gausapa lecticae impositus est
praecedentibus phaleratis cursoribus quattuor et chiramaxio, in quo deliciae eius
vehebantur, puer vetulus, lippus, domino Trimalchione deformior. Cum ergo auferretur,
ad caput eius symphoniacus cum minimis tibiis accessit et tamquam in aurem aliquid
secreto diceret, toto itinere cantavit.
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XXXII In his eramus lautitiis, cum Trimalchio ad symphoniam allatus est, positusque
inter cervicalia minutissima expressit imprudentibus risum. Pallio enim coccineo
adrasum excluserat caput, circaque oneratas veste cervices laticlaviam immiserat
mappam fimbriis hinc atque illinc pendentibus. Habebat etiam in minimo digito
sinistrae manus anulum grandem subauratum, extremo vero articulo digiti sequentis
minorem, ut mihi videbatur, totum aureum, sed plane ferreis veluti stellis
ferruminatum. Et ne has tantum ostenderet divitias, dextrum nudavit lacertum armilla
aurea cultum et eboreo circulo lamina splendente conexo.
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XXXVIII Don’t imagine that there is any vegetable that he buys, it’s all grown on his
land. Wool, citrus, peppers, look for a chicken’s milk and you will find it. For example,
the wool he was getting wasn’t too good, so he bought rams from Tarentum, and had
them mate with his ewes. He ordered bees from Athens to get homemade Athenian
honey; the little Greeks will improve the original strain too. Behold, only a few days ago
he wrote for mushrooms to be sent from India. As for his mules, he doesn’t have one
that wasn’t born by a wild donkey. You see all these cushions, every one of them is
stuffed with purple or scarlet. That’s how rich he is. As for the other freedmen sharing
his table, don’t write them off, they’re loaded. You see the one reclining at the end of the
bottom couch? Today he is worth 800,000 sesterces. He has risen from nothing; only
the other day he was carting logs on his back. The story goes – I’m talking only from
hearsay – that he stole an Incubonus cap and found treasure. I don’t begrudge anyone
getting what the gods give him, but he’s a bit of a braggart and not slow in putting
himself forward.
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XLIV (In Anglice) After Phileros had his say, Ganymede spoke up. “You’re all nattering
on about things of no concern in heaven or on earth, and all the time no one gives a
damn about the crippling price of corn. I swear I couldn’t afford a mouthful of bread
today. THe drought still continues – there’s been a shortage for a year now. I swear I
couldn’t afford a mouthful of bread today. To hell with the aediles, I say, for they’re in
league with the bakers. It’s a case of ‘you look after me and I’ll look after you.” So those
at the bottom of the heap suffer, because the ones on top grind them down, and enjoy a
perpetual holiday. If only we had the lionheradts whom I found living here when I first
arrived from Asia! Life was good in those days. If the best Sicilian flour wasn’t as it
should have been, they would give those devils such a hiding that they knew heaven was
frowning on them. Safinius is one I remember. When I was a boy he lived down by the
old arch. He was a firebrand, not a man; wherever he put his feet, he scorched the
ground. But he was straight as a die, utterly reliable, never let a friend down – you could
happily play morra with him in the dark. How he used to dress them down one by one
in the council chamber! He didn’t use fancy language, but spoke straight out. And again,
when he pleaded in court, his voice would swell like a trumpet. He never sweated or
spat; I think the gods had blessed him with a dry inside. He would return your greeting
as friendly as you like, and address everyone by name; he was just like one of the boys.
So at that time corn was as cheap as dirt. The bread you bought for a penny was more
than enough for two of you to swallow. But today I’ve seen bull’s eyes that are bigger.
Sad to say, every day things get worse. The colony’s like a calf’s tail, growing backwards.
Why do we put up with an aedile not worth three figs, who would rather make a penny
profit for himself than keep us alive? He sits at home, laughing all over his face, raking
in more money by the day than the next man’s entire fortune. I know quite well where
he got his thousand gold pieces. If we were men with real balls he wouldn’t be so pleased
with himself. But as it is, people are lions at home but foxes outside. In my own case, the
rags on my back are already spoken for; if this corn shortage continues, I shall have to
sell my little shack. If neither gods nor men take pity on this colony, heaven knows what
will happen to it. As I hope to have the joy of my children, I really do think the gods are
visiting all these things on us. It’s because no one believes in heaven, no one observes
the fasts, no one gives a toss for Jupiter; they all sit with their eyes closed, but they’re
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reckoning what they’re worth. At one time the women wore long dresses, and walked
barefoot up the hill with their hair unbound and their clothes washed dazzling whtie,
praying to Jupiter for rain. At once it came down in buckets; otherwise it never rained.
They would all go home looking like drowned rats. So this is why the gods wrap their
feet in wool: it’s because we don’t keep the faith. The fields lay fallow…
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XLVI Et iam tibi discipulus crescit cicaro meus. Iam quattuor partis dicit; si vixerit,
habebis ad latus servulum. Nam quicquid illi vacat, caput de tabula non tollit.
Ingeniosus est et bono filo, etiam si in aves morbosus est… Ceterum iam Graeculis
calcem impingit et Latinas coepit non male appetere, etiam si magister eius sibi placens
sit. Nec uno loco consistit, sed venit dem litteras, sed non vult laborare. Est et alter non
quidem doctus, sed curiosus, qui plus docet quam scit. Itaque feriatis diebus solet
domum venire, et quicquid dederis, contentus est.
Emi ergo nunc puero aliquot libra rubricata, quia volo illum ad domusionem aliquid de
iure gustare. Habet haec res panem. Nam litteris satis inquinatus est. Quod si resilierit,
destinavi illum artificii docere, aut tonstreinum aut praeconem aut certe causidicum,
quod illi auferre non possit nisi Orcus. Ideo illi cotidie clamo: "Primigeni, crede mihi,
quicquid discis, tibi discis. Vides Phileronem causidicum: si non didicisset, hodie famem
a labris non abigeret. Modo, modo, collo suo circumferebat onera venalia; nunc etiam
adversus Norbanum se extendit." Litterae thesaurum est, et artificium nunquam
moritur".
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Final Assessment:
Latin IV Satyricon Assessment
Your final assessment is in two parts. The first part is based on the jigsaw activity you all
did yesterday. You have written out your thoughts about each of the questions you
looked at for your part of the discussion, as well as what you heard from each of your
classmates. For this part of the assessment, I want you to write out a response to the
following questions based on your notes from the discussion and the translations. You
may consult your notes throughout this part of the assessment.
1. How seriously or literally do you think we should take Petronius’ portrayal of life
in Rome in the early Empire? Although it is satirical, does that mean we should
take his account with a grain of salt? Or is there anything you learned here that is
similar to what you have read in other sources?
2. What do you think we can or should learn from the Satyricon? What parts should
students potentially read in English as part of another class?
The second part of your assessment is going to be translating the following sentences
from the passages we read. I want you to translate them in a way that makes sense in
English while also demonstrating your understanding of the original Latin grammar.
Cum ergo auferretur, ad caput eius symphoniacus cum minimis tibiis accessit et
tanquam in aurem aliquid secreto diceret, toto itinere cantavit.
Quod si resilierit, destinavi illum artificii docere, aut tonstreinum aut praeconem aut
certe causidicum, quod illi auferre non possit nisi Orcus.
Nec uno loco consistit, sed venit dem litteras, sed non vult laborare.
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Homework Assignment:
Latin IV
We have reviewed several different grammatical constructions in this unit, and I want to
allow you the opportunity to practice identifying and translating each of them in a
different context. For this assignment, as with all other homework assignments in this
class, I want you to work on it for around 20-30 minutes or until you finish it –
whichever happens first. My one requirement is that you attempt to do at least one
sentence from each type of construction. These include conditionals, cum clauses, ut
clauses, and indirect speech, so I would like you to have translated and identified at least
one of each. (This assignment would take place between days 8 and 9)
Si de Caesare necato cogitat, Octavian lacrimat.
Cogito hostes custodes necare.
Octavian ad forum festinavit ut nobis de morte Caesaris narraret.
Octavian, cum de morte Caesaris audivisset, non tamen lacrimavit.
Rogavit qui narraverant de morte Caesaris.
Cogitaveram hostes custodes necavisse.
Imperavit ut veniremus, post audiveramus de morte Caesaris.
Si de morte Caesaris audivisses, lacrimavisses.

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Quiz
Grammar:
Translate the following sentences and identify the construction. (What type of ut clause,
cum clause, or indirect speech construction is present here?)
Cum fulmen mīlitēs terruisset, Periclēs eōs sēdāvit.
Scimus mercatorem multam pecuniam habere.
Cloelia captīvās hortābātur ut sēcum flūmen trānsīrent.
Puer tam fessus erat ut dormire non posset.
Moenia Troianorum tam dura erant ut Graeci bellum vincere non possent.
Agricola dicit carmen a poeta scriptum esse.
Cum sōlitūdō īnsidiārum et metūs plēna sit, ratiō ipsa monet amīcitiās comparāre. (Fin.
1.66)
Cum se in exsilium contulisset tamen amicos novos mox invenit.

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Vocabulary:
Define the following terms and their person, number, and gender for nouns and
adjectives or person, number, tense, voice, and mood for verbs.
Coepimus
Iocari
Spadones
Ludentibus
Balneum
Ferruminatum
Sequentis
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Back Pocket Activities:

1. Practice Linear Reading with a simpler sentence
a. Students will translate a sentence by reading it left to right, one word at a
time. They will determine the part of speech of each word, its form, and its
function to determine what it could be doing in the sentence before
moving on to the next word. When there are multiple options for a word,
they should note all of them until they come across another word that
confirms the function of the earlier word.
2. Reread earlier sections (in Latin) and translate challenging sentences
a. Ask students for sentences or sections that were especially challenging to
them and go back over those areas slowly. If necessary, review the difficult
grammar topics that caused them trouble there and have students try
again to translate the sentence themselves.
3. Review of challenging grammar topics
a. Similarly to above, if specific topics that were reviewed are still challenging
to students, take time to review those topics and use specific examples
from a textbook to further practice the grammar.
4. Read or reread previous sections in English and further discuss cultural aspects
a. Students will read an English translation of an earlier section and have an
extended discussion on the cultural aspects we focused on in that passage.
5. Read one of the sections read in English in Latin and discuss what the original
Latin adds to our knowledge or thoughts that we didn’t get from reading the same
in English.
6. Tux tax game
a. This game involves writing down several Latin phrases or vocabulary
words on sheets of paper and giving each student one piece of paper. They
will move their desks into a circle holding the paper with the Latin word or
phrase facing the middle, with one student standing in the middle holding
a pool noodle. The instructor will call out an English word or phrase
corresponding to on one of the pieces of paper and the student in the
middle will have to determine which piece of paper has that phrase on it
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and then smack the desk of the student holding that phrase. Whoever is
holding that phrase should try to call out another phrase in English before
the student in the middle can hit their desk, and then the student in the
middle needs to find the new desk. If the student with the paper is unable
to call another word or phrase out before their desk is hit, they will switch
places with the student in the middle.
7. Trigon!
a. This will allow the students to have a bit of fun at the end of class. The
participants will stand in a triangle shape and pass two balls between
them. *Student A* will throw a ball to *student B,* who will have thrown
their ball to *student C.* So if we start off with one ball, *student A*
throws it to *B,* then B throws it to C who throws it back to A. If students
have not played before, they will practice with one ball initially.
8. Sight-reading of an unread section. I will choose another section of Trimalchio’s
Feast or the Satyricon that we did not read and have students read it together,
with more help from me as it is an unfamiliar passage.
9. Vocabulary review using English derivatives
a. Students will review some of the more challenging vocabulary from this
unit and earlier units by being given an English word derived from a Latin
word and using the English word to determine the meaning(s) of the Latin
word.
10. Acting out a scene from Trimalchio’s Feast
a. Students will choose a passage they read from Trimalchio’s Feast and
transform it into a short performance and then explain their reasoning for
why they chose that passage and why they chose to portray the characters
and their actions they way they did. Although this would be read aloud
rather than performed in Roman times, having them put it on as a
performance will allow them to think about how they want to portray the
social commentary embedded in the text for an audience that is unaware
of the commentary.

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Powers 1

Petronian Parodies: Using Satire to Understand Roman Society

Molly Rose Powers

University of Michigan School of Education: EDUC 420

Big Hairy Question:

Literacy Lens & Commitments:

Skills & Content:

Speaking: As the Satyricon was originally intended to be performed aloud at dinner

Day Activities (Grammar Reading Culture)

Day 1 ● Satire! What is it? Why read it?

Day 2 ● Review Linear Reading; Relative Clauses

Day 3 ● Cum Clauses

Day 4 ● What really is satire? Why is it used?

Day 5 ● Indirect Speech

social ladder and/or gained freedom?

Day 7 ● Sequence of Tenses

Day 8 ● Conditional clauses

Day 9 ● N/A (Cooperative Learning Activity)

Day 10 ● N/A (Cooperative Learning Activity)

Lesson Plans & Materials

Gholdy Muhammad Framework: Standards Addressed:

Criticality: Especially later on in this Relating Cultural Products to

Agenda & Timing: Materials:

Specific Activities/Structure & Transitions:

*Pause and allow students time to think and answer.*

Day 1 Text & Commentary:

Day 2 Lesson Plan

Gholdy Muhammad Framework: Standards Addressed:

*have students practice first with one ball.*

Day 2 Text & Commentary:

Day 3 Lesson Plan

Gholdy Muhammad Framework: Standards Addressed:

Intellect: Students will engage intellect Interpretive Communication:

Criticality: Students will engage Relating Cultural Practices and

cum clauses takes the indicative, which makes it easy to identify.

Which one is it? Yes, the temporal cum.

Day 3 Text & Commentary

Day 4 Lesson Plan (Literacy LP)

Gholdy Muhammad Framework: Standards Addressed:

Making Connections: Learners build,

Acquiring Information & Diverse

Cultural Comparisons: Learners use

School & Global Communities:

things did this text tell us?

A couple quick practice sentences: if we have:

Very nice. One final example:

that differs from Lingua Latina*

*Engage students in a discussion about the issues of slavery both in Rome, in

*This discussion engages the standards of relating cultural practices to perspectives,

Day 4 Text & Commentary

Day 5 Lesson Plan

Rationale: One of the defining characteristics of Trimalchio is his ostentatiousness,

Gholdy Muhammad Framework: Standards Addressed:

Are we good so far?

Any questions about questions?

interpretive communication, and relating cultural practices to perspectives.*

Day 5 Text & Commentary

Day 6 Lesson Plan

Gholdy Muhammad Framework: Standards Addressed:

discussed. Petronius is telling us one evaluate information and diverse

Cultural Comparisons: Learners use

School & Global Communities:

*After the quiz ends*

Pause and allow students time to think and answer.

have students practice first with one ball.

After the quiz ends

After the reading is done

Pause to allow time to think and to ask and answer questions

Read groups aloud and direct students to appropriate cluster of desks.