reviews

Melissa Schons Bishop - Momentum and Classroom Management

Fri, 24 Oct 2008 22:24:19 -0400

The first year in any school is by definition going to be horrific. I've taught in 4 high schools, and every time I've gone into a new position, it's been a terrible year. I think it's the combination of getting to know the students, who may have issues about having "lost" a beloved teacher to retirement or staffing changes, and getting used to the culture of the school and trying to figure out the job in that particular institution.

I can't emphasize consistency enough - make your rules and stick to them like glue. I took a seminar on pedagogy once and we spent a day on classroom management & discipline, and the entire focus of it was on how the teacher is actually the cause of the vast majority of discipline problems - because of inadequate planning. I was immediately put off by that - how could I
possibly be the source of the problem....but then I looked at the materials we covered about momentum & I realized that I had an awful lot of dead downtime because (a) I was not using agendas and (b) I was not keeping the kids on task from bell to bell.

The best way to get disruptive students under control is to give them something to DO. Ideally, you'll have all students in the class engaged in some form of active learning at least 75% of the time.

Suggestions for controlling momentum (flow):

1. Use an agenda - post the plan for the day, every day. Students who know what's coming up next will be far less likely to be disruptive.

2. Use do-nows - every day. Let the Do-Now habit kick off class, every day. Students come into class, see the do now, and generally will get started on it right away. After you get them into the habit of starting with the do now, you will see - they will start themselves each day, and
usually, they will prompt each other to get started, even before the opening bell rings.

3. Plan your class so that student activity is bell-to-bell. Starting with the do now, students will have active work (not busy work) to do from the beginning of the class until the end.

Promote Active Learning

I think most teachers are quite comfortable standing in front of a class talking about the day's lesson for most of the class period, and calling on students one at a time for answers or responses. I know this is how I experienced classes from high school to graduate school. And I know that I
spent more than 50% of my time bored. Because (a) auditory learning is not my thing and (b) I can't sit and listen to somebody talk for longer than 15-20 minutes before I need to shift gears. If I can't do that, how can I expect my high-schoolers to?

Things to Consider

1. Learning modalities and multiple intelligences - there's a ton of stuff online about these things - but in a nutshell, there's a lot of theory and research to support the theory that people learn in different ways. On the most basic level - visual, auditory & kinesthetic learning modalities; on a
more complex level - consider Gardner's theory of multiple intelligences. Self assess - how much of your teaching caters to different learning modalities? If you are "top-heavy" in one area, how can you develop classroom activities to support the other areas?

2. Active learning is when the student must perform - not the teacher. How do you want active learning to function in your classroom? You've got 4 basic areas to deal with - vocabulary, grammar, reading/translation, and culture. What kinds of activities can your students do so that they're all involved in the activity, most of the time?

Example - Flyswatter - This is a fun vocabulary game in which the teacher divides the class into 2 teams. One player from each team races to the board to slap the correct Latin vocabulary word with a flyswatter when its English definition is called out. But it's still one kid at a time, times 2 teams. Instead of putting the words on the board, why not create mini-flyswatter "boards" (Use WordArt, part of the Microsoft Word software package, to create attractive boards), pair the kids up and have them play the game in several groups of two, instead of two groups of many?

3. Fun activities are all well & good - but how much of your "fun and games" actually enhances the learning process? Kids are going to tell you the games help them learn - because they equate fun & learning. It's helpful to consider objectives when you're self-assessing this area of your
teaching. Ask yourself - what's the point of the activity? How is it reinforcing the learning? Any activity you do to reinforce learning should ideally require the students to go through the same or similar mental processes as they will need to do on the quiz or test of the material. When your activities are keyed to objective-based learning, students are much more focused and engaged. And then less likely to disrupt.

Ideas For Involving All of the Students All of the Time

1. Individual whiteboard activities.

Paired and small group activities.

3. Computer lab time - Give them a class period to go online and play the games and do the activities that exist for the textbook you use. You know where they are and you probably give students links to them all the time - if you think computer based study activities are important, then put your money where your mouth is and let them do the things during class time
periodically.

4. Scavenger hunts - I love these - whatever you're studying - make an answer sheet with 15-20 blanks and the instructions. Make 15-20 index cards with vocab words or forms or clauses. Hide the cards around the room & give students 20-30 minutes to find them and do the activity (define the vocabulary word, change the nouns from singular - plural, change the verb active to
passive, indicative to subjunctive, modify the noun with the adjective - you can customize this in a million ways)

5. The Booty Game - so named by a former "disruptive" class of mine - a group of freshman boys who giggled madly every time I said "booty" (praeda). This used to be the 10-second Game, but the new name is ever so much more fun. You use index cards, again, and put one on each desk - at least one per student in the class. I usually do 3-5 extras. Everyone starts out in a chair. When the game starts, they flip over the index card and answer the question/do the activity. At the 10-second mark, you get to yell out "BOOTY" at the top of your lungs (you could ring a bell, but I always used to forget to bring the bell, hence the evolution of "Booty" as the trigger sound), and they all have to move their booties to a new chair, where they get 10 more seconds to answer the next question. Body checking is forbidden. The idea is to have them all answer a certain number of questions. But for every 10-second interval, each kid is focused on a question; not one kid, one question. The Booty Game takes only a few minutes to set up.

There are many ways to involve all the students all the time. It could even be as simple as having them all working on a given worksheet - a prereading, or a grammar drill. Or as complex as a cooperative learning jigsaw translation.

When you shift your focus to managing your own momentum, and set goals about active learning in your classroom, then the issues with class disruption generally melt away.

Dexter Hoyos - The Ten Basic Rules for Reading Latin

Wed, 15 Oct 2008 07:55:04 -0400

The Ten Basic Rules for Reading Latin by Dexter Hoyos will transform how you approach reading Latin. Rather than trying to find the “hidden English” in Latin, these rules will help you read Latin as the original authors intended -- in the actual Latin word order. Professor Hoyos demonstrates that the Romans were entirely logical in how they composed their writing and that it is possible to train yourself to read in Latin word order by understanding how they grouped words. Professor Hoyos has kindly provided the rules in a convenient Adobe Acrobat Reader PDF file, which you may download. The complete manual, Latin: How to Read It Fluently, which describes methods that will assist the reader of Latin prose to read it fluently at sight and comprehend it clearly, is available from the Classical Association of New England.

Download: Reading &Translating Rules.pdf

Dexter Hoyos is an Associate Professor in the Department of Classics & Ancient History, School of Philosophical and Historical Inquiry at the University of Sydney, Australia. He has written several books and many articles. Recently, Professor Hoyos served as a consultant to the latest edition of the Ecce Romani series, 4th edition (Pearson, 2009).

Ginny Lindzey has created an attractive poster and handy bookmarks with the 10 rules so you can always have them nearby when you are reading.

Richard LaFleur - On the Importance of Macrons in Latin Instruction

Thu, 4 Sep 2008 13:27:46 -0400

A bit more, if I may, on the importance of macrons in Latin instruction: at the University of Georgia (UGA), it’s something we routinely emphasize in our introductory Latin classes. Learning macrons is a piece of cake if we and our students just learn proper pronunciation.

Macrons simply indicate vowel quantity, just as SPELLING does in English, and that can mean a LOT; you wouldn't want to confuse “liber” with “līber” (a “book” with a “free man”) or “venit” with “vēnit” (Santa's coming–or, wait, has he already come?!!), any more than you would want to confuse your cap with your cape (try putting that cape on your HEAD), your coat with a cot (your coat, unless it's unhappily mink, is not a comfy place to sleep), your cat with Kate (unless that's the kitty's name, of course), your sheep with a ship (important if you’re looking for wool and not a sea cruise), or your sheet with a. . . . . oh, well, not to in indulge in scatology, you get the point: VOWEL sounds ARE important to MEANING in virtually every language, certainly in English as well as in Latin; and just as spelling can indicate differences of vowel sound in English, so the macron indicates differences of vowel sound in Latin.

Beginning Latin students can just as easily remember to write “vēnit” (“she came”) vs. “venit” (“she comes”) as they can remember to write “cape” vs. “cap” (indeed, how can learning to position a macron directly over a vowel to indicate it’s pronounced long be any more difficult than learning to position an unpronounced letter, that pesky “silent -e,” all the way at the end of a word to indicate that a vowel appearing earlier in the word is long?), IF (a very important if) they have learned FROM THE BEGINNING the distinct PRONUNCIATIONS of the Latin words (“WAY-nit” vs. "WEH-nit"), just as they have learned the difference between the sounds of “rip” and “ripe.”

Train your students to HEAR the differences between long and short vowels in Latin just as you do in English, and it’ll be easy enough for them to WRITE words with macrons, just as when they HEAR “sheep” they use the “long vowel indicator” <ee> vs. short <i> and write “sheep” not “ship”; and the best ways to train your beginning Latin students to HEAR are (a) to model correct pronunciation yourself as the teacher, every single day, and (b) to emphasize the importance of macrons in writing.

In English we expect students and all literate persons to understand the implications for grammar and pronunciation of such forms as “can’t,” “isn’t,” “it’s” (vs. “its”), etc., and we expect students to include those tiny little marks when they write those words; in French, Spanish, German, and other modern languages students of all ages are responsible for learning a variety of accents and other diacritical marks from day one. Latin students can and should do the same; and the fact that advanced Latin textbooks commonly do NOT employ macrons makes it all the MORE important that students learn the differences of pronunciation indicated by macrons in their elementary courses.

Marking vowel quantity, it should be noted, was an important matter to the Romans themselves, who experimented with various ways of indicating long vowels, such as writing the long vowel twice, ROOMA, or writing it in a LARGER capital than the other letters in a word.

Students who are asked to learn macrons, which is simply asking them to learn THE CORRECT PRONUNCIATION of a word, from the BEGINNING have no more trouble with this than they do with learning to spell in English (a challenge, to be sure, but an important one) or learning the accents in French, Spanish, etc.

My experience, entirely, is that students who are told matter-of-factly, from day one in their first Latin class, simply to regard macrons as part of a word's spelling AND who are told WHY this is important, in the simple terms I have suggested above, do not balk at the prospect, do not even think twice about it. (One small further incentive is our scoring system in UGA intro Latin classes and in my own more advanced classes: minus 1 point for the first macron error of either omission or commission, minus one-fifth point for others.)

Often it is ADULT learners who have more trouble with this than youngsters, especially adult learners who were themselves previously taught by instructors who paid little or no attention to pronunciation and to the very important differences of pronunciation and, often, of usage and even root meaning signaled by those macrons. My beginning Latin students at UGA have VERY little difficulty dealing with macrons, when I present them simply as part of the spelling of a word--those who do have a bit of a problem at first are usually the ones who had studied some Latin earlier with teachers who were themselves uncomfortable with macrons and inconsistent in their own pronunciation and who, accordingly, gave little emphasis to the matter or told students it was unimportant.

I can't appeal strongly enough for trying our utmost, in teaching or learning ANY language, to reproduce as faithfully as possible the aural/oral experience of that language; but this is particularly important for Latin, whose literature was intended for a listening audience and whose writers, especially the poets, were often at pains to manipulate vowel (and other) sounds for artistic effect through the use of such devices as assonance and onomatopoeia. Having the development of careful and consistent pronunciation skills as an objective, and appreciating that macrons are an essential aid toward meeting that objective, is not even a little “harsh”; quite the opposite, as it amounts to a teacher helping her/his students toward the fullest possible appreciation of, and even delight in, this quintessentially oral/aural language.

My students don't find it at all unreasonable to be asked to use and recognize macrons; rather, they delight in hearing Latin spoken, and in letting it, deliciously, “fall from their lips.”

So, I would say to teachers at any level, K-12 or college, have your students IGNORE macrons, IF (a) you are also happy for them to ignore spelling in English or accents in French, Spanish, and other modern languages (some teachers are, I know), and (b) you care nothing for instilling in them either a consistent pronunciation (without which they cannot “think” the language consistently, i.e., cannot hear it in their mind’s ear, and therefore cannot read the language with comfort either silently or aloud, and thus experience needless difficulties with spelling, writing, reading comprehension, etc.) or an appreciation of the ways in which Latin writers frequently manipulated the language’s sounds for a wide range of often powerful rhetorical and artistic effects.

Rick

Latin Alphabet Songs

Fri, 22 Aug 2008 16:02:54 -0400

Now I Know My ABCs...in Latin!

In most modern language classes, one of the first lessons is how to pronounce the letters of the alphabet. Most teachers teach an alphabet song, much like the English alphabet song most of us learned as children.

A-B-C-D
E-F-G
H-I-J-K
L-M-N-O-P
Q-R-S
T-U-V
W-X-Y-and Z!
Now I know my A, B, Cs,
Next time won't you sing with me.

Here are a few versions taught by Latin teachers...

(Posted with the permission of the authors.)

Jacque Myer's Latin Alphabet Song

Jacque has written her own variation on the English a-b-c song...The tune is basically the same, but the "line" divisions are a little different:

a, be, ce,
de, e, ef
ge, ha, i, ka
el, em, en, o, pe
cu, er, es,
te, u, ix
upsilon, ze-e-ta

Dennis M. McHenry II's Latin Alphabet Song

Dennis' alphabet song goes like the traditional English alphabet song (but without the pauses that normally follow g, p, s, v, x, & z):

a, be, ce, de, e, ef, ge, ha,
i, ka, el, em, en, o, pe, qu,

er, es, te, u, ix, y graeca,
zeta: haec sunt elementa.

quae possumus recitare,
visne nobiscum cantare?

Dennis reports that, "My students at all levels loved it, which surprised me."

He goes on to describe the Elementa.

"...the letters of the alphabet, the elements of the language, and I've worked in a question, a relative clause, some infinitives, cum with a personal pronoun ... what more could you want? I had all of my students learn the song and reproduce it on a test, which nearly every one found to be an easy way to earn some points."

"If it seems like a mouthful without the usual pauses, you can have kids trade off lines by gender, by seating arrangements, by legions, etc."

Ginny Lindzey's Alphabet Song (To the Tune of "The Barney Song")
Also available from The Latin Zone, where you will find lots of links to neat stuff!

(CAPS for long vowels)

A, bE, cE
dE, E, ef
gE hA I
kA el em en
O-pE-cU (fast) er es tE
U et ypsIlon
zEta now our song is done.

Robert Patrick offers 2 alternative endings for Ginny's Lindzey's song:

...zEta carmen factum.

or

zEta carmen factum'st.

Robert suggests really punching the "st" for fun. (Factum'st is a contraction for factum est.)

Laura Higley's alternative ending for Ginny Lindzey's song:

zeta. carmen nostrum iam.

Laura's ending almost makes it rhyme.

Enjoy your singing. Cantate!

Latin Textbooks Organized by Teaching Methodology

Mon, 18 Aug 2008 13:42:34 -0400

GRAMMAR TRANSLATION
Also known as Deductive; “Parts to Whole”; Grammar-based; Preceptive.
Presents the morphology of forms first, followed by rules of syntax, which are then applied to translation from Latin into English.

PRIMA LATINA
For grades K-3-Memoria Press
Consumable workbook format
Some religious content

LATINA CHRISTIANA I
For grades 3-6; A beginning grammar-translation based textbook
Consumable workbook format
Memoria Press
Some religious content

LATINA CHRISTIANA II
For grades 3-6; a beginning grammar-translation based textbook
Second in the Latina Christiana series
Memoria Press
Consumable workbook format

FIRST FORM LATIN
Not yet in print
Memoria Press

HENLE LATIN, FIRST YEAR
Originally intended as a secondary school level. Could be used by middle school students.
Published by Loyola University Press
Some religious content

HENLE LATIN, SECOND YEAR
Originally intended as a secondary school level. Could be used by middle school students.
Published by Loyola University Press
Some religious content

JENNEY LATIN I
Originally intended as a secondary school level text. Could be used by middle school students.
Previous editions: Smith’s Latin Lessons
Originally published by Allyn and Bacon

JENNEY LATIN II
Originally intended as a secondary school level text. Could be used by middle school students.
Previous editions: Smith’s Latin Lessons
Originally published by Allyn and Bacon.

LATIN FOR AMERICANS, LEVEL 1
Originally intended as a secondary school level text. Could be used by middle school students.

LATIN FOR AMERICANS, LEVEL 2
Originally intended as a secondary school level text. Could be used by middle school students.

LATIN IS FUN, BOOK I
Consumable workbook format
Amsco Publishers

LATIN IS FUN, BOOK 2
Consumable workbook format
Amsco Publishers

LINGUA LATINA, BOOK ONE (TRAUPMAN)
Originally intended as a secondary school level text. Could be used by middle school students.
Amsco Publishers
Title is easily confused with Lingua Latina Per Se Illustra by Hans Oerberg

LATIN PREP, BOOK I
Galore Park Publishers (UK)

LATIN PREP, BOOK II
Galore Park Publishers (UK)

SO YOU REALLY WANT TO LEARN LATIN, BOOK I
Galore Park Publishers (UK)

SO YOU REALLY WANT TO LEARN LATIN II
Galore Park Publishers (UK)

SO YOU REALLY WANT TO LEARN LATIN, BOOK III
Galore Park Publishers (UK)

WHEELOCK’S LATIN
Currently in its Sixth Edition, Revised

USING LATIN I
Out of print, unlikely to reprinted
Previous editions: Latin, Book One (Language, Literature and Life)

USING LATIN II
Out of print
Previous editions: Latin, Book Two (Language, Literature and Life)

AUDIO LINGUAL METHOD/PROGRAMMED LEARNING
Based on Structural Linguistics with an Oral Component

ARTES LATINAE
Originally published by Encyclopedia Britannica; Currently published by Bolchazy-Carducci

LIVING LATIN A CONTEMPORARY APPROACH, BOOK ONE
Out of print

READING METHOD
Also rooted in Structural Linguistics; Inductive Method; “Whole to Parts”

CAMBRIDGE LATIN, UNIT ONE

CAMBRIDGE LATIN, UNIT TWO

CAMBRIDGE LATIN, UNIT THREE

CAMBRIDGE LATIN, UNIT FOUR

OXFORD LATIN COURSE, PART I

OXFORD LATIN COURSE, PART II

OXFORD LATIN COURSE, PART III

OXFORD LATIN READER

ECCE ROMANI
Soon to be re-published in a new edition

LATIN FOR READING
University of Michigan Press
Successor to Latin: A Structural Approach by Waldo Sweet

MINIMUS
Intended for grades 3-6, can be used as a prelude to any reading course, especially Cambridge

MINIMUS SECUNDA
Intended for grades 3-6, can be used as a prelude to any reading course, especially Cambridg

READING LATIN: TEXT
College and university level textbook. Could be used with secondary school students.
A project of the Joint Assocation of Classical Teachers

READING LATIN: VOCABULARY, GRAMMAR AND EXERCISES

READING LATIN: AN INDEPENDENT STUDY GUIDE

FUSION METHOD
Eclectic Method which combines Grammar-Translation, Reading Method, Optional Oral Conversational Communicative Method

LATIN FOR THE NEW MILENNIUM, BOOK ONE

DIRECT METHOD
Sometimes called the Natural Method. Latin is taught as a living language and classwork is presented, as much as possible, in the target language. Forms and syntax are taught in Latin.

LINGUA LATINA PER SE ILLUSTRATA: FAMILIA ROMANA (Book 1) (OERBERG)
Title is easily confused with Lingua Latina by John Traupman.
Distributed in the U.S. by Focus Publishing.

LINGUA LATINA PER SE ILLUSTRA: ROMA AETERNA (BOOK II) (OERBERG
Title is easily confused with Lingua Latina by John Traupman
Distributed in the U.S. by Focus Publishing.

PIPER SALVE

TOTAL PHYSICAL RESPONSE STORYTELLING (TPRS)
Blaine Ray Method

Note: A growing number of teachers are using Cambridge Latin Course, traditionally considered a Reading-Based curriculum, with TPRS methods.

CAMBRIDGE LATIN, UNIT ONE

CAMBRIDGE LATIN, UNIT TWO

CAMBRIDGE LATIN, UNIT THREE

CAMBRIDGE LATIN, UNIT FOUR

VOCABULARY ENRICHMENT

SONG SCHOOL LATIN
For K-3; A vocabulary building program
Classical Academic Press

WORDS AND IDEAS
Intended for secondary school and university level
Published by Bolchazy-Carducci

Ginny Lindzey - Classroom Habits to Promote Oral Latin

Sat, 26 Jul 2008 10:47:57 -0400

Some teachers conduct their entire class in Latin. Other teachers speak Latin occasionally in the classroom, to help reinforce grammar and vocabulary or to promote better pronunciation. This article will help you get started and then decide how much Latin you want to incorporate into your class period.

Download Classroom Classroom Habits to Promot...pdf (.pdf file)
Download Adobe Acrobat Reader

For more spoken Latin resources, see the Communicating in Latin section of this website.

Artwork courtesy of the Vroma Project.

Action Learning for Latin Students

Fri, 30 May 2008 17:39:32 -0400

Gail Cooper shared this teaching idea to help students with learning the number and persons of Latin verbs as well as the 5 cases of nouns. Ginny Lindzey remembers learning about the Verb Actions in classes with the late Professor Gareth Morgan of the University of Texas at Austin. Gail and her students devised the Case Actions.

VERB ACTIONS

Gestures are really hard to describe sometimes, but here goes. I can do number and person, but not tense. Haven't figured that out yet.

I = thumb pointing at my own chest
You = index finger pointing at someone in front of me
He/she/it = thumb backwards over my shoulder (i.e.,that guy in back of me)
Plural: same using two thumbs.

Imperative = admonitory/reprimanding index finger out front. Two fingers for plural.

Infinitive = This is hard to describe! Two hands clap in front of me up high, then jazz hands in a circle back down.

NOUN ACTIONS

NOMINATIVE = two arms "making muscles". (subject = most powerful noun in sentence)

GENITIVE = two arms crossed over chest ("mine!")

DATIVE = two arms held open in front of me (dat = benefit, so "for you")

ACCUSATIVE = right fist hitting open left palm. (DO = victim, recipient of action)

ABLATIVE = hand swinging gavel/axe/whatever (tool). With abl of time I sometimes add a finger to my watch.

PREPOSITIONAL PHRASE = making parentheses with my hands, can be followed by gesture for whatever case is being used.

Sometimes I will have the students make the gestures with me as we read through a passage. I don't do this as often as I would like. A nice small group activity is to assign a paragraph to gesture. I also have instruments that I can put with each gesture. And vocalizations for nominative (he-man grunt) and accusative ("Ow!").

This has been a tremendous short-cut for me. Reading a verb and wanting them to notice the subject, all I need is a gesture. And I see the kids using it all the time when quizzing or reading. I should probably do a workshop on it some time.

(Note from Latinteach -- Yes, you should do a workshop!)

Debra Baker-Schneider - Perfect Tense Song

Sun, 25 May 2008 21:33:42 -0400

Perfect Tense Song
by Debra Baker-Schneider

Sing to the tune of the “Addams Family” theme song.

For action that’s completed
And not the kind repeated
The way it should be treated
Is with the perfect tense

"I" "isti" "it" (snap, snap)
That’s how you start (snap, snap)
"imus" for "we"
"istis" "erunt"
On the third part (snap, snap)

To make it passive voice
It’s simple, so rejoice
The fourth part is your choice
For perfect passive tense!
Just write it down (snap, snap)

Then leave a space (snap, snap)
"sum," "es," "est," "sumus,"
"Estis" or "sunt"
In the next place (snap, snap)

David Pelligrino - Mnemonics: Pronouns & Question Words

Wed, 21 May 2008 23:56:21 -0400

Relative Pronoun Song
by David R. Pellegrino
sung to the tune of Three Blind Mice

Who, which, that

Quî, quae, quod

Cuius times three

And cui times three

Quem, quam, quod, quô, quâ, quô, quî, quae, quae

And quôrum and quârum and quôrum too

And then after three quibus forms, quôs, quâs, quae

Three quibus forms.

Is, Ea, Id Song
by David R. Pellegrino
sung to the tune of Ode to Joy

This, that, he, she, it

Is, ea, id

Eius, ei times three

Eum, eam, id, eo, eâ, eo and now the plurals:

Ei, eae, ea, eorum and then earum, eorum

And eîs times three

Eos, eas, ea

Eîs times three.

Ille, Illa, illud Song
by David R. Pellegrino
Sung to the tune of Ode to Joy

That, those

Ille, illa, illud

Illius, illi times three

Illum, illam, illud, illo, illâ, illo now the plurals:

Illi, illae, illa, illorum and then illarum, illorum

And illîs times three

Illos, illas, illa

Illîs times three.

Hic, haec, hoc Song
by David R. Pellegrino
sung to the tune of Three Blind Mice

This or these

Hic, haec, hoc

Huius times three

And huic times three

Hunc, hanc, hoc, hôc, hâc, hôc, hî, hae, haec

And hôrum and hârum and hôrum too

And then after three forms hîs, hôs, hâs, haec

Three forms of hîs.

Question Word Song
by David Pellegrino
(sung to the tune of Twinkle, Twinkle)

QUIS - WHO?; QUID - WHAT?;

QUANDÔ - WHEN?;

QUÂLIS - WHAT SORT OF?; CÛR - WHY?;

QUÔMODO - HOW?, IN WHAT WAY?;

UBI is WHERE?, IN WHAT PLACE?;

UNDE - FROM WHERE?;

QUÔ is WHERE?, TO WHAT PLACE?

Learn them with care.

David Pellegrino - Mnemonics: Adjectives Taking the Dative

Wed, 21 May 2008 23:45:56 -0400

Adjectives that Take the Dative Song
(sung to the tune of "Yankee Doodle")
by David R. Pellegrino

These are adjectives that take the dative: GRATUS - PLEASING,

CARUS - DEAR, BENIGNUS - KIND,

AMICUS - FRIENDLY, are four.

SIMILIS - LIKE (only things),

and PROPINQUUS - NEAR, CLOSE,

PAR - LIKE, EQUAL, and IDONEUS - SUITABLE, PROPER.