Inquiry Question 3: How do Latin Verbs work in the present tense?

Directions:

Your task, over the course of this inquiry, is a simple one: explain - in the way you think is most effective - to an audience wishing to learn Latin how Latin verbs work in the present tense.

For this question it is important to consider: This isn't an "interpretive" question - there is a single "right" answer. How do we use our deductive skills to arrive at the "right" answer? This question presents a harder because it involves finding a single right answer, so how do you manage your emotions during this difficult task? What is the value of arriving at your own answer for this question, instead of just being told?

To do this, you will need to consider several sources, compose and revise your hypothesis, compare your work against the work of experts, test your hypothesis out, and finalize your hypothesis.

Materials Needed:

Google Docs/Hardcopies

Sources provided below

Clue cards

Breakout Groups

Jamboard/or Poster Paper

DAY ONE - Formulating a working hypothesis

Individual Comprehension

Reread to yourself the inquiry question at the top of this page. Then review sources A and B. As you review, carefully annotate the sources looking for details, patterns, and connections that will help you answer the inquiry question.

At the end of 15 minutes, record your answer to the question "How do Latin Verbs work in present tense?" in the box labeled hypothesis one in following Google Doc.

Stuff to remember before you start complaining "I don't know Latin! Isn't this an English class?"

• The answer I am asking you to record is a hypothesis (educated guess). You may - and probably should - revise it later.

• It doesn't matter if your understanding of the question or the sources is incomplete, or if you're unsure how some details fit, record what you do know in the box. If you don't know anything, make the best guess you can.

• You decide how best to present your answer. Feel free to write a paragraph, draw a picture (you can use Jamboard as an alternative, download it as a pdf, and paste it in the Google Doc), design a chart, whatever. It is up to you to find the best way to present what you know.

• The ONLY way you can screw this up is by recording nothing or "I don't know" in the box. Those are the only unacceptable answers.

SOURCE A

amō, amāre, v. - to love, to like

SOURCE B

Memōiās casae tuae montibus Hispāniae. = You love the memories of your house in the mountains of Spain.

Puellam pulchram ā prōvinciā Galliae amat. = He loves the beautiful girl from the province of Gaul.

Laudāre glōriam mīlitum nōstrōrum et multās victoriās magnās Rōmae amant. = They love to praise the glory of our soldiers and the many great victories of Rome.

Dōnāre fratribus sorōibusque meīs dōna amō. = I love to give gifts to my brothers and sisters.

Legēs aequās patriae nostrae amātis. = You all love the just laws of our homeland.

Ambulāre per silvās terrae amāmus. = We love to walk through the forests of the land.

Interpretation

Access a copy of the Google Doc linked here (If you already have a copy of the Google Doc open, don't open a new one). In the box labeled Hypothesis One, create your first hypothesized answer to the question "How do Latin verbs work in present tense?" Remember, you decide how best to present your answer. Feel free to write a paragraph, draw a picture (you can use Jamboard as an alternative, download it as a pdf, and paste it in the Google Doc), design a chart, whatever. It is up to you to find the best way to present what you know.

After you complete your hypothesis, make sure you also answer the follow up reflection below the box.

DAY ONE con't and into DAY TWO

Group Analysis

Get into your breakout groups. See Google Classroom for Breakout Group Assignments.

You and your group members are now going to work together. You are going to share your hypotheses, your reflection writing, your doubts, and where you feel successful with each other. After doing this, your job is to answer the question again as a group, but only after you have collaboratively explored Source C/D very thoroughly, answered the reflection question linked in this Google Doc, and considered the clue cards (see more info on this below).

Before you leave class today, you should have sketched out a new and demonstratively improved hypothesis with each other.

SOURCE C

Rōmam amat. = He loves Rome.

Rōmam amat. = She loves Rome.

Rōmam amat. = It loves Rome.

Puella Rōmam amat. = The girl loves Rome.

Puer Rōmam amat. = The boy loves Rome.

Rēx Rōmam amat. = The King loves Rome.

Rēgīna Rōmam amat. = The Queen loves Rome.

SOURCE D

Rōmam amant. = They love Rome.

Mīlitēs Rōmam amant. = The soldiers love Rome.

Cīvēs Rōmam amant. = The citizens love Rome.

Senatorēs Rōmam amant. = The senators love Rome.

Servī Rōmam non amant. = The slaves do not love Rome.

Group Hypothesis

After your group, has looked through Source C/D, you have individually answered the question on the Google Doc above, and you have consulted the Clue Cards if necessary (basically all the work you did yesterday), then your task is to work together in your breakout groups to collectively create a final draft of your group answer to the question "How do Latin verbs work in present tense?"

You will create this answer using either a poster paper (in class) or a Jamboard (online). On this poster/Jamboard your group will need to come up with a consensus about the best way to present what you know (a paragraph, draw a picture, a chart, whatever) about how Latin verbs work in the present tense. Like in Inquiry Problem #1, your Jamboard/posters must stand for themselves. When you have finished, make sure all of your group member names are on the poster, download the Jamboard as a PDF, then turn the poster in to Google Classroom.

DAY THREE

Sharing Out of Jamboard/Posters

Spend the first 10 minutes of class viewing every group's Jamboard/Poster - starting with other groups and then ending with your own. As you view each Poster leave two comments underneath:

1. A comment that names a specific strength (must go beyond simplistic and empty comments like: "good job" or "nice") AND adds why that strength is a strength,

2. A comment that either asks a question about their proof OR offer a suggestion for revision (please don't say anything like "it's hard to read," rather offer how they could fix it).

Note, this is the second time we have done this. I expect you to think about the qualities that make for effective comments (you identified these in Inquiry Problem #1) and ensure that the comments you leave adhere to those qualities.

After commenting, review all the posters one more time. On the linked Google Document, rank each poster from best to worst considering the following criteria:

• Clarity

• Accuracy

• Completeness

• Aesthetic Quality

Provide a rationale for your ranking.

Consulting Expert Texts

Next, for 10 min review these expert sources below. On the same linked Google Doc, rank these sources using the same criteria as above.

Finalizing Your Individual Thesis

At this point, you have done enough research into the question "How do Latin verbs work in the present tense?" that your answer should now transition from a hypothesis (an educated guess) to a more certain thesis.

Your task for the remainder of class, on the same linked Google Doc as your rankings, is to create a final thesis which incorporates elements from all the best answers to the question, whether they come from yourself, your classmates, or experts.

Testing Your Thesis

Using your thesis as a model, and also the information contained in Source E, you will test its accuracy by translating the following problems - either from Latin to English, or English to Latin. Do this on the same Google Doc linked above.

SOURCE E

vocō, vocāre, v. - to call

spectō, spectāre, v. - to watch

1. vocās = ___________________________

2. spectāmus = ___________________________

3. spectant = ___________________________

4. vocat = ___________________________

5. I am watching. = _____________________________

6. We are calling. = _____________________________

7. They are calling. = _____________________________

8. She is watching. = _____________________________

KEY:

1. You are calling. 2.) We are watching. 3.) They are watching. 4.) He/she/it is calling. 5.) Spectō. 6.) Vocāmus. 7.) Vocant. 8.) Spectat.

Reflecting on Your Growth

• Compare your first hypothesis to your final thesis. Which is better? Why? Describe to me the thinking that led you to this final thesis, be sure to give credit to whomever may have given you ideas or helped you understand the problem. Tell this story thoroughly. Answer in prose.

• What did you learn through making observations of the different "compositions" that answered the Inquiry Question (both from your fellow students and the experts) about what makes some compositions more effective than others?

• What (if any) is the value of constructing your own answer to problem like this... rather than just being "told" it by someone who already knows? Explain.