Roman Names

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Subjects: Foreign Language, Latin

For students of 9th to 12th grade.

TOPIC: Names in Latin

GRADE: 9 (Latin 1)		DURATION: 45 minutes

Objectives: (SWBAT)
•	Recognize and explain a praenomen, nomen, and a cognomen
•	Recognize and explain the abbreviations of the most common praenomina
•	Discuss the social implications of a name, in ancient and modern contexts
•	Decline names that belong to the first or second declension
•	Practice oral Latin and social skills

•	LOTE.L.A.01. PI.A.01. LISTENING & SPEAKING: Recognize and comprehend simple spoken Latin statements and questions based on classroom situations.
•	LOTE.L.A.01. PI.A.02. LISTENING & SPEAKING: Articulate simple Latin phrases and convey meaning in controlled situations.
•	LOTE.L.B.01. PI.A.03. LISTENING & SPEAKING: Read familiar Latin aloud and speak Latin with accurate pronunciation, appropriate phrase grouping, voice inflection, and expression in controlled classroom situations.
•	CCSS.ELA.L.9-10.1. Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•	CCSS.ELA.L.9-10.2. Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

•	Learn to Read Latin textbook (see copied pages attached)
•	Smart Board or computer and projector (for PPT)
•	Class set of Latin dictionaries (or computer access for students)

Quaestio: How did names in ancient Rome reflect or affect a person?

Anticipatory Set: Students will discuss the significance and/or story of their own names. They will consider how, if at all, their names have defined them. In thinking about how their names have shaped their lives, students will also look at how names have shaped or changed the lives of some celebrities. Ultimately, students will consider how Latin names reflected and/or shaped a Roman’s status.

•	Nunc Agenda: (~5 minutes) Think about your name and consider the following questions:
-Does your name define you in any way?
-What, if anything, can others tell about you based on your name?
-Does your name have a meaning or a story behind it?
-Would you ever change your name?
Write at least one paragraph.
•	Brief class discussion of Nunc Agenda questions
•	In pairs: Think about celebrities whose names are essential to their identity or celebrity status. Make a list of 3-5 celebrities and be prepared to explain why their names are so essential to their identity or celebrity status.
•	Brief class discussion of celebrity names 
Possible celebrities to discuss: Lady Gaga (Stefani Joanne Angelina Germanotta), Miley Cyrus (Destiny Hope Cyrus), Audrey Hepburn (Edda Van Heemstra Hepburn), Marilyn Monroe (Norma Jean Baker), Whoopi Goldberg (Caryn Johnson) 
•	Turn to Roman names. (The night before, students will have been assigned to read p.44-46 in their textbooks.) The teacher will go over important terms, such as praenomen, nomen, cognomen, and gens, and will ask questions based on the reading. (e.g., How many names did a Roman man have? How many names did a Roman woman have? What is the English equivalent to a praenomen? etc.) The teacher should also ask students about the relationship between names and numbers (Tertia, Sextus, etc.)
•	For practice, since students will have just learned the first and second declensions, students should pick a Latin name from page 44 and decline it. A few volunteers should put their charts on the board and let their classmates correct/verify their answers.
•	Referring back to points (hopefully) made during the Nunc Agenda, the class should discuss what a Latin name reveals about a Roman man, woman, or slave.
•	Create your own cognomen! Since the cognomen was sometimes “based on some attribute of an old member of a family,” students will come up with their own cognomen, based on their own personal or family history. Once they have chosen a cognomen, they should translate it into Latin.
•	Oral exercise: Once students have created and translated their own cognomen, they will walk around and introduce themselves to each other. Students will ask, “Quid est tibi cognomen?”, “Quid significat?”, “Quid agis?”, and “Cur?”

•	The noun charts on the board (See “Procedures” above.)
•	Students will attempt to answer the Quaestio.

Closure: At the end of the period, when students have returned to their seats, the teacher will ask around the room, “Quid est tibi cognomen?” or “Quid est ei cognomen?” and students will have to answer in Latin. Lastly, students will attempt to answer the Quaestio.