Latin V In Hot Pursuit Part 2 3.

20
Goals
To teach students how to translate and interpret Latin To teach students how to think like a classicist

Objectives
Students will be able to: Read and translate Met. I.523-539 accurately Identify instances of poetic word order and explain significance discuss how to identify a tricolon/tetracolon and their significance in text Correctly mark and translate participial phrases with all modifiers/extras Discuss the use of animal imagery in the pursuit of Daphne and the way it changes how we view the interaction between Daphne and Apollo

Standards
Standard 1.1 Students read, understand, and interpret Latin or Greek. Students will read and interpret Met. I.523-539 from their homework and from our discussion of the translation in class. Standard 2.2 Students demonstrate an understanding of the perspectives of Greek or Roman culture as revealed in the products of the Greeks or Romans. Today, our discussion of the chase scene will bring to a fore the common theme of violence in Roman literature. Why is it so common? Why does it permeate the very founding myths of Rome? Would a Roman find this scene acceptable? Should we? If Apollo is Augustus, how does this contribute to your understanding of the rape metaphor and its tie to politics? Standard 3.1 Students reinforce and further their knowledge of other disciplines through their study of classical languages. English poetry and prose exhibits instances of tricolon crescendo and our word patterns as well. For some students, like myself, the fancy terminology didnt make sense until I had seen it in Latin. Through Latin, I came to appreciate poetry as an art form. The adverbial modifier review and discussion of participial phrases will enforce English grammar, which students often understand poorly. The comparison between Latin and English grammar helped me learn the difference between the different modifiers. Standard 3.2 Students expand their knowledge through the reading of Latin or Greek and the study of ancient culture. Our discussion of animal imagery will lead us to the fine line between pursuit and rape and to consideration of the offspring of loved mixed with violence. These are hard issues, but I think our distance from ancient culture helps illuminate our own understanding of complex problems.

Materials
Teacher Copy of Reading Board and Markers Commentary Gradebook and Pen

Activities (55 minute period)

1:33-1:43 10 minutes Announcements and Review take attendance and settle in Quick refresher of what we learned. Lets briefly describe the types of patterns we have learnt. What do we know about modifiers? What can modify a participles? What has the chase scene contributed so far to our understanding of this story> Great! Lets get into our reading and discussion, bearing all this in mind. There is a quiz on Friday over the chase scene. You will be asked to translate, mark up dependent clauses, and use style devices in an essay. Keep in mind that the big unit test is coming next FRIDAY. Start studying! 40 minutes Translation and Discussion

1:43-2:23 -

Take turns translating and asking for grammar, style, and themes. Try the new thing where students to up to the board and present Word Order Patterns to discover: Ln 523 chiasmus reinforcement of the true order of things which Apollo, in his arrogance, challenged Ln 524 hyperbaton the relative clause precedes its noun-head, emphasizing Apollos helplessness Ln 525 hyperbaton emphasis on cursu, interesting that this is described as timidoalready afraid Ln 528 and 529 synchysis very poetic and very difficult to achieve in two lines in a row, Ovid draws attention to Daphnes body once again (just like he did last class when Apollo was viewing her like a piece of art), the interest in her physical form is mirrored by an artistic attention to poetic form Ln 532 hyperbaton the speed of Apollos pursuit seen in the way this phrase runs ahead to Daphnes footsteps (vestigia) Ln 533 synchysis this is the beginning of the more disturbing bit, where Apollo is compared to a hunting dog and Daphne to a rabbit; note that the poor rabbit is jumping around in the field, already surrounded by the dog

Looking at the simile in lines 533-539. Using the text to support your argument, tell me all the ways in which we see a violent streak running through this section. Ln 533: the dog sees the hare just like Apollo sees Daphne; we now see Daphne before less as the object being beheld and more like a piece of meat Ln 534: one seeks prey (food), the other safety

Ln 535: inhaesuro is particularly disturbing, like the jaws are about to latch onto the prey, especially the iam iamque; Apollo is very close to her now and she is just barely keeping away Ln 536: the extended jaw is right on her footsteps; shes about to be grabbed at any moment Ln 537: the fear mounts as we discuss uncertainty; she doesnt even know if shes been caught Ln 538: note the enjambment of ipsis morsibus, and how the hare tears itself away in the two lines; the touching of the mouth; also, the amount of body parts described has changed from one of beauty to one of eating/chewing/devouring Ln 539: the juxtaposition between spe and timore What we see here is the introduction of some of the violence of epic into elegy. If you think back to what we read of elegy, was there any rape? (wait a bit) No, there wasnt. But rape occurs frequently throughout the Metamorphoses and there are people who disagree about whether his depictions are sympathetic to the female or trivialize the situation. What do you think? What part of the text supports you? 1. Ovid gets inside the minds of his female characters. We understand what Daphne is thinking and why she is running. He tells us that she hates the thought of marriage and that she is afraid. 2. One can also argue that the discussion of rape inside of such beautiful lines is disturbing. It doesnt seem to fit with the polished smoothness of Ovids style. In a way, you could say that the medium of delivery takes the seriousness out of the situation. We are meant to laugh at Apollo, but its no laughing matter for Daphne. Larger Significance An opposition between love and war opposition between male and female here between mortal and divine women between gods and humans in general Between strength and weakness Between love and hate Two definitions of victory (war and love) Between gods, men, and animals Discuss how to build up from the lines to a larger argument 6 minutes Conclusion and Homework

2:22-2:28 -

So now we should be very disturbed. As you read for next time (up to 552), watch the patterns and clauses to see how Ovid will bring this to a close. Who wins? Is this epic or elegy? Come prepared to take a side. On Friday you will come in for you quiz on translation, clauses, and style. Questions? Just to let you know what is coming, test on Friday, March 28 th. In class is a sight exam with some extra questions (clauses/modifiers/etc). Take home translation and essay on big Q. Questions? Dismiss at bell!