Interpersonal Task

Students will be paired for this activity. Upon entering the classroom each pair will receive an envelope containing 27 typewritten statements on individual slips of paper and the assessment rubric (which is included in this unit). Taken as a whole the 27 statements retell Ovid’s myth of Orpheus and Eurydice. The statements in most cases are not direct quotes from Ovid; they are condensed restatements that use Ovid’s vocabulary and other vocabulary with which students should already be familiar.

As a first activity the students will work together to sort the statements by finding nine statements which tell the beginning of the myth, nine which tell the middle of the myth, and nine which tell the end of the myth. At this stage students should not attempt to put the statements into chronological order. Students will need to discuss their choices and come to a consensus quickly.

Once a consensus has been reached on the nine beginning, middle and end statements, students will take turns putting the slips into strict chronological order within these broad categories. One student will pick the statement that he feels is the very first of the nine beginning statements. He will roughly translate the statement in order to convince his teammate that he has made the correct choice. If the teammate disagrees with his partner’s choice, he will voice his opinion. Discussion must lead to consensus. Then the second teammate takes the lead to choose the second of the nine beginning statements. Sometimes an adjustment will be required at a later time if a student discovers a statement that has been skipped.

Teammates will alternate in putting all 27 statements into correct chronological order. They must work quickly in order to accomplish this in one class period. In the process of completing this activity the students will be rereading the myth, using the target vocabulary, and practicing sight translation techniques.

The statements follow. Note that they are given in correct chronological order. To be used for this activity in the classroom, they will need to be scrambled.

1.Hymenaeus in croceo amictu ad nuptiam Orphei venit.

2.Fax, infelix omen, lacrimoso fumo uritur.

3.Serpens talum nuptae novae mordit.

4.Nova nupta moritur.

5.Orpheus ad Styga descendit ut Persephonen et dominum umbrarum petat.

6.Orpheus causam probare temptat, pulsans nervos ad carmina.

7.Omnes mortals ad mundum positum sub terra eunt.

8.Orpheus Cerberum vincere non vult.

9.Amor in terra et sub terra notus est.

10.Amor quoque Persephonen et dominum umbrarum iunxit.

11.“Retexite properta fata Eurydices!”

12.Serius aut citius omnes ad unam domum properant.

13.Etiam Eurydice matura, vivens iustos annos, ad Tartarum veniet.

14.Orpheus usum uxoris pro munere poscit.

15.Si fata negant, Orpheus vivere non vult.

16.Tantalus aquam non cepit.

17.Ixionis orbis stupuit.

18.Volucres iecur non carpunt.

19.Belides urnas vacant.

20.Sisyphus in saxo sedet.

21.Eumenides lacrimant.

22.Rex et regina umbrarum Eurydicen vocant.

23.Eurydice tarde de vulnere ambulat.

24.Orpheus legem accipit: ne suos oculos flectat donec uxor Avernas exierit.

25.Trames est arduus, obscurus, densus opaca caligine.

26.Non procul margine summae telluris, Orpheus, amans, oculos flexit.

27.Illa relapsa est.

Students will submit this work and the assessment rubric to the teacher at the end of the period.

On the following day, the student pairs will meet with the teacher for continued assessment and feedback. While the students have pair-time with the teacher, the class as a whole will watch Jim Hensen’s video version of the myth of Orpheus and Eurydice. This will be compared and contrasted with Ovid’s version in a later class.

In the pair meetings, the teacher will first return the pair’s work from yesterday, pointing out any places where the students have made mistakes and helping them to correct them. She will show the pair the assessment rubric which has been completed for the first three categories. Next the teacher will use the following questions to assess the students’ understanding of the myth, command of key vocabulary, grasp of question/answer technique (which has been taught since Latin II), and knowledge of Latin syntax.

The teacher will ask the questions in full Latin sentences. The students will be expected to reply in full Latin sentences. However, they may add an English word to complete a thought if necessary. It is far better to add some English or to use an infinitive instead of a conjugated verb rather than to fail to respond at all. Students should use as much correct Latin as they possibly can, but simple, correct answers are just fine. The teacher will alternate between the students in asking the questions. Students will never see the questions in a written format. Note also that the questions do become slightly more difficult at the end.

1.Qui sunt nupta et maritus?

2.Quis aderat in croceo amictu?

3.Quid erat infelix omen?

4.Quomodo Eurydice moritur?

5.Quo Orpheus it ut Euridicen reportet?

6.Quem Orpheus sub terra videt?

7.Quid Orpheus a deis petit?

8.Quam legem dei Orpheo dant?

9.Quomodo Eurydice in via ad summam terram ambulat?

10.Quid accidit ubi Orpheus et Eurydice non procul margine afuerant?

Following the question/answer session, the teacher will complete the assessment rubric and assign a point value grade to each student. It is very important that the question/answer session take place in the hall. Other students in the class should never hear the questions in advance.