Recent Tutoring Session Reviews
"This session, we continued working on getting comfortable with verbs in the subjunctive mood. We reviewed how the subjunctive is formed, which the student has done a good job memorizing during the week since our last session, as she remembered the vowel combinations for the marker of the subjunctive in all four conjugations. We then continued working through some more practice sentences from her class handouts, continuing to work with purpose clauses. I also introduced the concept of the deliberative subjunctive, where a speaker is pondering what to do, since one showed up in one of the sentences."
"To begin our session, the students and I reviewed the definitions of noun, adjective, and verb and the animal flashcards. Then I gave both students a sheet of paper with a column labeled "Animal" and a column labeled "Sound." I placed a pile of flashcards with Latin animal sound verbs face down in the middle of the table. We each took turns selecting a flashcard from the pile, writing the Latin verb in the "Sound" column, and then drawing a picture of the corresponding animal in the "Animal" column. This game gave us an opportunity to review verbs. The first student struggled in this game because he couldn't draw each animal the way he wanted to. While the second student continued with the game, the first student and I reviewed the household item flashcards. After a brief review of the present tense conjugation chart of sum, I conjugated the Latin verb, balo, in the present tense and asked them both to repeat after me: balo, balas, balat, balamus, balatis, balant! I explained how in Latin one goat would balat but a group of goats would balant. Then we read a section in Minimus: Starting out in Latin, and both students learned how to say "Hello" and "Thank you" in Latin."
"We continued to practice with sentences involving subjunctive verbs in clauses and indirect questions; practiced verb forms via a verb synopsis."
"The most recent chapters introduced other uses of the ablative and indirect statements. The other uses of the ablative will, I am assuming, take a bit of practice because they are atypical and not commonly found in Latin text. The student's translation work, though, shows that they firmly grasp the concepts. The ablative of origin may be something to watch out for, since there are usually multiple back-to-back ablatives used in this construction, making it appear as if it could be an ablative absolute with an implied "being." The chapter they are currently working through is one of the fundamental chapters in this volume of the text series. Indirect statements are everywhere, so it is worth feeling confident about them before moving forward. I hope that my explanation of infinitive tenses answered their questions. The idea of a verb's tense being related relatively to another verb's tense is difficult for many to grasp, so I told the student to send any frustration my way."
"We continued to read Ovid's Metamorphoses. The student did really well on translating and identifying tricky grammar today."
"The student started her homework assignment, which is a lengthy prose composition piece in Latin. She was able to get through a good amount of the paragraph. Prose composition in Latin is really difficult work, so I was glad we were able to go through it slowly. At the end of the session she had a very solid amount of the assignment completed."