Molly Rose Powers
Unit 1 Plan
Date: Class: Latin IV Topic: Review of Trimalchio’s Feast
Objective: Students will investigate the cultural topics covered in this unit as well as
questions that came up as we read about or based on the selections from the Satyricon
that we read in this unit.
Rationale: As this is the end of our unit studying satire and what it can tell us about
life for freemen and middle-class citizens in early Imperial Rome, I chose this lesson to
help them reflect on what they learned, both culturally and directly from the source
material. I also want students to think more deeply about what we can learn and apply
from this as well as how we could interpret the text from today’s perspective.
Gholdy Muhammad Framework: Standards Addressed:
Standard 1.1 Students read, understand,
Identity: Students will consider their and interpret Latin.
identities in this activity as they work
with others and notice how they each
think differently about the same topics.
Standard 2.1 Students demonstrate an
They will also think about their identities understanding of the perspectives of
as they relate to the world today Roman culture as revealed in
compared to how they would relate to the the practices of the Romans.
Roman world.
Standard 2.2 Students demonstrate an
Skills: Students will be able to understanding of the perspectives of
demonstrate their unique skills as they
work with their teammates to determine
Roman culture as revealed in
what information their peers should the products of the Romans.
learn, as well as learn new skills from
their teammates. Standard 3.2 Students expand their
knowledge through the reading of Latin
Intellect: Students’ intellect will be and the study of ancient culture.
engaged in this lesson as they are
learning how to teach each other, as well
Standard 4.2 Students compare and
as learning how to learn by teaching
about a topic they are interested in. contrast their own culture with that of the
Greco-Roman world.
Criticality: Students will incorporate
criticality into this lesson as they consider
the inequalities in Roman times,
especially the ones that have persisted
into modern times.
Joy: Joy is incorporated in this lesson as
students experience a new type of activity
and get to focus on becoming ‘experts’ on
a specific topic they seemed especially
interested in during the unit.
Agenda: Materials:
Day 1: Packet of texts & commentary (with their
Introduce the concept of Jigsaw, the notes)
specifics of our Jigsaw activity, and Notes taken about the text and
answer questions (12 min) translations of specific tricky parts
Split students up into their teams (3 min) Notebook & writing utensil
Allow students time to read through the Laptop/tablet
instructions and their specific questions Worksheet with instructions & questions
before they begin rereading their assigned for each team
text and notes and talking through the
questions with their teammates (35 min)
Day 2:
Students sit with their original teams and
review their discussion from the previous
day, finalizing what they believe needs to
be shared with the other groups (7
minutes)
Students are split up into their jigsaw
groups (see below for organization; 3
min)
Students do their jigsaw discussions
about their specific questions and begin
working to answer the broader questions
(7 minutes for each person to present: 28
minutes total)
Immediate (verbal) feedback on jigsaw
activity (5 minutes)
Students begin working on answering the
main questions. (7 minutes)
Specific Activities/Structure:
Day 1:
Good morning class! Today, to review everything we learned in this unit, we are going
to be doing a jigsaw activity. Have any of you done a jigsaw activity before or know
what it is?
*Pause to allow students time to think about this and answer, if any of them do know.*
For this activity, you will be divided up into four teams of four, *This lesson is done
under the assumption that there are 16 students in this class,* which I have already
determined to make everyone’s life easier. Each team will be given a passage (or
passages) that we read, the related cultural topic we learned about, and some questions
to consider as you review your passage and topic, which I want you to become experts
on.
*This activity will address standards 1.1, students read, understand, and interpret
Latin text, as they will be rereading a text we have already read and interpreting it
through literal and/or modern lenses. This also will help them achieve standards 2.1
and 2.2 as they examine the perspectives of Roman culture through authentic Latin
texts and practices.*
There are also some questions I want all of you to consider as you become experts on
your topics, which you will be answering individually at the end. You will have most of
the class today to work with your teams to review your passage(s) and notes from that
lesson to determine what information is most important for your classmates to know
based on the main questions and potentially your team’s specific questions. Tomorrow,
you will have time to review what you discussed today and prepare your information to
be presented to your classmates. You will be split up into new groups consisting of one
member from each original team, and you will teach each other about the topic you are
now an expert in.
Are there any questions before we break up into our teams?
*Pause to allow time to think and to ask and answer questions*
Our teams will be as follows: …
*Students are sent to sit with their team members and move their desks in a way that
works best for them*
You have the remaining class time to work with your teammates to review your
assigned text and notes to become experts in this field and determine what
information best answers your question(s) and the main questions and therefore will
pass on to your fellow students. If you have questions, please raise your hand and I will
come over to help.
*Give students time to work; walk around to answer questions, but also will take time
to listen to each group as they review the information and think about what they think
needs to be shared with their peers. During this jigsaw discussion, they will be
achieving standards 3.2 and 4.2 as they focus on learning more about their specific
cultural topics and make comparisons between their topics and their lives today.*
Fantastic work today students mei, I will see you tomorrow!
Day 2:
Bonum mane, studentes! Please return to your teams from yesterday, you are going to
spend the first 8 or so minutes of class with your teams reviewing what you discussed
yesterday and making sure you have all your main points narrowed down. You will
each have 7 minutes to present your expertise to your new group and answer
questions, so make sure you have a few ideas written down just in case, or questions
about things you remember learning earlier.
*Allow students time to work with their team while taking attendance, etc.*
Fantastic, that is 8 minutes. Leave your desks as they are, you are now going to move
into the following groups. I recommend bringing your text & commentary packet with
you as well as the worksheet, something to write on, and something to write with so
you can make note of what you learn, especially things that may help you answer the
main questions.
*Read groups aloud and direct students to appropriate cluster of desks.*
The person from Team A will be starting this jigsaw discussion; members from the
other teams, you will listen to their presentation of their expertise and ask any
questions you have when they are done. I will let you all know when there are 2
minutes left and when it is time to switch to your next expert. Does everyone know
what we are doing? Are there any questions before we begin?
*Allow time for students to process the instructions and ask questions before
beginning.*
Team A, your time starts now!
*Walk through the groups, listening to what each team member from team A has to
say, making note of what they considered important, things that they brought up that I
hadn’t considered, and writing down any especially thought-provoking questions being
asked by their fellow group members. After 5 minutes, give a:
Two minute warning!
*Then again at the end of the 7 minutes, tell the groups to switch to their next team
member.*
Team A, that is time. Team B, you will now be presenting your expertise. Your time
starts now.
*Repeat the process above, reminding students when they have two minutes left and
when they are done until all four groups have had all four members share.*
Well done class. As you move back to your seats, I would love to know what you all
thought about this activity. Does anyone feel comfortable sharing their thoughts? As a
reminder, you can also submit your feedback on the back of the sheet you turn in or
through google classroom if you would prefer to do that.
Yes, *student name.*
*Listen to student feedback, what they liked and didn’t like, and make notes on what
you thought went well or needed improvement as well for future jigsaw or similar
activities in the future, both with this class and with others.*
Thank you very much. As always, I greatly appreciate your feedback on these things,
you are helping me learn more about you all as students and as a class, and all your
feedback helps me teach you all and future classes better. You may use the remaining
time to work on answering the main questions, whether by beginning to write out your
full answers or just reading through all your notes from the jigsaw discussion and this
unit and synthesizing everything.
*Pause to allow students to process instructions.*
Are there any questions? If not, go ahead and start working.
Assessment:
Students will be assessed on their learning based on their input in the jigsaw activity as
well as the depth of their responses to the main questions.
Back Pocket Activity 1: Back Pocket Activity 2:
Read one of the passages we read in Sightread a passage we did not read from
English in the original Latin and discuss the Satyricon and practice linear reading.
what we learn from this passage that adds
to the other things we learned from the
other passages.
Critical Questions:
How could I better phrase the questions for any given group to have them reflect on
the same knowledge or topic?
Latin IV
Cena Trimalchionis Textus et Commentarii
XXVII Nos interim vestiti errare coepimus, immo iocari magis et circulis accedere, cum
subito videmus senem calvum, tunica vestitum russea, inter pueros capillatos ludentem
pila. Nec tam pueri nos, quamquam erat operae pretium, ad spectaculum duxerant,
quam ipse pater familiae, qui soleatus pila prasina exercebatur. Nec amplius eam
repetebat quae terram contigerat, sed follem plenum habebat servus sufficiebatque
ludentibus. Notavimus etiam res novas: nam duo spadones in diversa parte circuli
stabant, quorum alter matellam tenebat argenteam, alter numerabat pilas, non quidem
eas quae inter manus lusu expellente vibrabant, sed eas quae in terram decidebant.
Cum has ergo miraremur lautitias, accurrit Menelaus: "Hic est, inquit, apud quem
cubitum ponitis, et quidem iam principium cenae videtis.
XXVIII Longum erat singula excipere. Itaque intravimus balneum, et sudore calfacti
momento temporis ad frigidam eximus. Iam Trimalchio unguento perfusus tergebatur,
non linteis, sed palliis ex lana mollissima factis. Tres interim iatraliptae in conspectu
eius Falernum potabant, et cum plurimum rixantes effunderent, Trimalchio hoc suum
propinasse dicebat. Hinc involutus coccina gausapa lecticae impositus est
praecedentibus phaleratis cursoribus quattuor et chiramaxio, in quo deliciae eius
vehebantur, puer vetulus, lippus, domino Trimalchione deformior. Cum ergo auferretur,
ad caput eius symphoniacus cum minimis tibiis accessit et tanquam in aurem aliquid
secreto diceret, toto itinere cantavit.
XXXII In his eramus lautitiis, cum Trimalchio ad symphoniam allatus est, positusque
inter cervicalia minutissima expressit imprudentibus risum. Pallio enim coccineo
adrasum excluserat caput, circaque oneratas veste cervices laticlaviam immiserat
mappam fimbriis hinc atque illinc pendentibus. Habebat etiam in minimo digito
sinistrae manus anulum grandem subauratum, extremo vero articulo digiti sequentis
minorem, ut mihi videbatur, totum aureum, sed plane ferreis veluti stellis
ferruminatum. Et ne has tantum ostenderet divitias, dextrum nudavit lacertum armilla
aurea cultum et eboreo circulo lamina splendente conexo.
XXXVIII Don’t imagine that there is any vegetable that he buys, it’s all grown on his
land. Wool, citrus, peppers, look for a chicken’s milk and you will find it. For example,
the wool he was getting wasn’t too good, so he bought rams from Tarentum, and had
them mate with his ewes. He ordered bees from Athens to get home-made Athenian
honey; the little Greeks will improve the original strain too. Behold, only a few days ago
he wrote for mushrooms to be sent from India. As for his mules, he doesn’t have one
that wasn’t born by a wild donkey. You see all these cushions, every one of them is
stuffed with purple or scarlet. That’s how rich he is. As for the other freedmen sharing
his table, don’t write them off, they’re loaded. You see the one reclining at the end of the
bottom couch? Today he is worth 800,000 sesterces. He has risen from nothing; only
the other day he was carting logs on his back. The story goes – I’m talking only from
hearsay – that he stole an Incubonus cap and found treasure. I don’t begrudge anyone
getting what the gods give him, but he’s a bit of a braggart and not slow in putting
himself forward.
XLIV (In Anglice) Haec Phileros dixit, illa Ganymedes: "Narratis quod nec ad caelum
nec ad terram pertinet, cum interim nemo curat quid annona mordet. Non mehercules
hodie buccam panis invenire potui. Et quomodo siccitas perseverat! Iam annum esuritio
fuit. Aediles male eveniat, qui cum pistoribus colludunt: 'Serva me, servabo te.' Itaque
populus minutus laborat; nam isti maiores maxillae semper Saturnalia agunt. O si
haberemus illos leones, quos ego hic inveni, cum primum ex Asia veni. Illud erat vivere.
Simila si Silingine inferior esset, larvas sic istos percolopabant, ut illis Iuppiter iratus
esset. Sed memini Safinium; tunc habitabat ad arcum veterem, me puero: piper, non
homo. Is quacunque ibat, terram adurebat. Sed rectus, sed certus, amicus amico, cum
quo audacter posses in tenebris micare. In curia autem quomodo singulos pilabat. Nec
schemas loquebatur sed directum. Cum ageret porro in foro, sic illius vox crescebat
tanquam tuba. Nec sudavit unquam nec expuit; puto enim nescio quid Asiadis habuisse.
Et quam benignus resalutare, nomina omnium reddere, tanquam unus de nobis! Itaque
illo tempore annona pro luto erat. Asse panem quem emisses, non potuisses cum altero
devorare. Nunc oculum bublum vidi maiorem. Heu heu, quotidie peius! Haec colonia
retroversus crescit tanquam coda vituli. Sed quare nos habemus aedilem trium
cauniarum, qui sibi mavult assem quam vitam nostram? Itaque domi gaudet, plus in die
nummorum accipit quam alter patrimonium habet. Iam scio unde acceperit denarios
mille aureos. Sed si nos coleos haberemus, non tantum sibi placeret. Nunc populus est
domi leones, foras vulpes. Quod ad me attinet, iam pannos meos comedi, et si
perseverat haec annona, casulas meas vendam. Quid enim futurum est, si nec dii nec
homines eius coloniae miserentur? Ita meos fruniscar, ut ego puto omnia illa a diibus
fieri. Nemo enim caelum caelum putat, nemo ieiunium servat, nemo Iovem pili facit, sed
omnes opertis oculis bona sua computant. Antea stolatae ibant nudis pedibus in clivum,
passis capillis, mentibus puris, et Iovem aquam exrabant. Itaque statim urceatim
plovebat: aut tunc aut nunquam, et omnes ridebant udi tanquam mures. Itaque dii
pedes lanatos habent, quia nos religiosi non sumus. Agri iacent. . .
XLVI Et iam tibi discipulus crescit cicaro meus. Iam quattuor partis dicit; si vixerit,
habebis ad latus servulum. Nam quicquid illi vacat, caput de tabula non tollit.
Ingeniosus est et bono filo, etiam si in aves morbosus est… Ceterum iam Graeculis
calcem impingit et Latinas coepit non male appetere, etiam si magister eius sibi placens
sit. Nec uno loco consistit, sed venit dem litteras, sed non vult laborare. Est et alter non
quidem doctus, sed curiosus, qui plus docet quam scit. Itaque feriatis diebus solet
domum venire, et quicquid dederis, contentus est.
Emi ergo nunc puero aliquot libra rubricata, quia volo illum ad domusionem aliquid de
iure gustare. Habet haec res panem. Nam litteris satis inquinatus est. Quod si resilierit,
destinavi illum artificii docere, aut tonstreinum aut praeconem aut certe causidicum,
quod illi auferre non possit nisi Orcus. Ideo illi cotidie clamo: "Primigeni, crede mihi,
quicquid discis, tibi discis. Vides Phileronem causidicum: si non didicisset, hodie famem
a labris non abigeret. Modo, modo, collo suo circumferebat onera venalia; nunc etiam
adversus Norbanum se extendit." Litterae thesaurum est, et artificium nunquam
moritur".
Cooperative Learning Activity
In this activity, you will be split up into four teams of four and work with your
teammates to become experts on a specific aspect of Roman culture that we learned
about from the Satyricon. Your knowledge will come from our translations or readings
and your notes on it as well as any prior knowledge. Each team will have its own
questions to consider as they review their specific passage, as well as some broader
questions related to the Satyricon as a whole that you will be answering individually
after the activity to assess your understanding of what we read as well as what you
learned from each other.
Main Questions:
1. How do you think your interpretation of the Satyricon differs from how you
believe Petronius intended it to be interpreted or how you believe the Romans
interpreted it?
2. What does this text tell us about life in Rome compared to what we have learned
from other sources about early Imperial Rome? (Should we take this
interpretation seriously or should we treat it as satire?)
3. What themes or ideas from the Satyricon, if any, are especially relevant today or
are things we should learn from today? (If we interpret the Satyricon through a
modern lens, what holds up?)
4. What themes or ideas, if any, seem especially strange if we interpret them
through a modern lens?
Team-Specific Questions
Team 1: What new information did we learn about daily life for Romans from this text?
Compare their daily lives to ours.
Team 2: Based on what we learn about Trimalchio’s displays of wealth compared to the
more ‘standard’ displays of wealth at the time, does one seem more similar to how
wealthy people today display their wealth? (Consider celebrities, well-known
billionaires, etc.)
Team 3: A conversation relayed in Trimalchio’s Feast describes an older man lamenting
the loss of ‘the good old days’ and the current issues being faced by the people of Rome
(famine, lack of government assistance.) What about this conversation seems similar to
what you may hear today?
Team 4: Compare the significance of education in Roman times and today. Why was and
is it important? Why has it been always promoted? Who was encouraged (or required)
to be educated then compared to today?
Original teams:
Team A Team B Team C Team D
Student A1 Student B1 Student C1 Student D1
Student A2 Student B2 Student C2 Student D2
Student A3 Student B3 Student C3 Student D3
Student A4 Student B4 Student C4 Student D4
Jigsaw Teams:
Jigsaw 1: A1, B1, C1, D1
Jigsaw 2: A2, B2, C2, D2
Jigsaw 3: A3, B3, C3, D3
Jigsaw 4: A4, B4, C4, D4
