Hebdomas decima - Week 10 - Lesson plan - Wednesday March 28

1. Copy vocabulary for Chapter VI (page 33) into your notebooks

2. Show your homework listing vocabulary in the story according to gender in your notebooks

3. Read together "Early in the Day" page 33 Ecce Romani

4. Do exercises for Chapter VI in from Activity Book (work independently while I consult with students individually about their grades, quality of work, missing work, etc.)

5. Alternatively you may get your notebooks in good order.

Hebdomas decima - Tuesday March 27

Lesson plan 3/27: Gender - Body Words - 06 Chapter Ecce Romani I

Check out keyboards from Media Center

Body parts matching game

tangite… tango; demonstrate…demonstro:  body parts (dialogue)

Dictation body words

Gender, cases and declension (properties of nouns and adjectives) Handout with chants

Introduction to Chapter 06 Ecce Romani

Recordings of 06 text and vocabulary 06 Chapter

Begin Translation of 06

Why did Vergil write the Aeneid?

Initial Questions

Hebdomas decima - Week X Declension songs

Noun ending song (Classical Conversations) Another version of the declension chant The Never ending noun ending song

Hebdomas decima - Declension - Nouns -Adjectives and Gender

Hebdomas decima - Week 10

Review of vocabulary from chapter 05.

jfd-0005

Hebdomas decima - Chapter VI Ecce Romani I - Grammar

The grammar for this chapter is not difficult.

The first point is that Latin uses infinitives with "impersonal verbs."  We already know this. "Licetne mihi ad latrinam ire?"  May I go to the restroom?  "Licetne mihi ad fontem ire?" May I go to the water fountain?

Licet is an impersonal verb. "Allowed"  Licentne? is is allowed?

You encounter one new impersonal verb on page 34: "necesse est."

Necesse est neque servum neque ancillam reprehendere?  It necessary  to scold neither slave nor slave-woman.

For a list of the most common impersonal verbs go HERE,

The second point is that you can figure out the GENDER of a noun by identifying the adjective that modifies it.  So, pay attention to adjectives.

That's is pretty simple.

Nevertheless lets watch this short video to make sure we all understand how gender works in Latin.




Now lets do together Exercise 6c on page 35.

Identify the adjective and the noun that describes it or modifies it. Use the ending on the adjective to determine whether the moun it modifies is masculine or feminine.

Hebdomas decima - More Body Words - Some you should already know!

Learn for Tuesday dictation:
caput, capitis n. = head
pectus, pectoris n. chest
tergum, tergi n. =back
dorsum, dorsi n. = back
digitus, i m. finger
pollex, pollicis = thumb
femus, femoris n. = thigh
crus, cruris n. leg, lower leg
tibia, ae f. = shin
pes, pedis m foot
calx, calcis f. = heel

Practice parts of the body. Includes first two lists.

Hebdomas decima - Week X -- Vergil's Aeneid

“The Aeneid” 

“The Aeneid” is the story of an exiled Trojan prince, who founds the first settlement in Italy after the destruction of Troy by the Greeks in the 12th century BC. It is the story of the earliest days of Rome, a national epic honoring Rome and prophesying the rise of the Roman Empire. 

The hero, Aeneas, deliberately embodies the Roman ideals of loyalty to the state, devotion to family, and reverence for the gods. Virgil believed that these virtues would help secure Rome's place in history. 

Past and present 

“The Aeneid” therefore has a double time scale: the story itself tells of the very earliest days of Rome through the actions of the hero, Aeneas. But Virgil also writes of the destiny of Rome “to impose peace and morality” ; the work reflects his own enthusiasm for the new Rome that Augustus had promised and the stability that the new emperor brought.

But “The Aeneid” does not just praise imperial rule. Although he preferred order to chaos, Virgil’s writing showed he knew there were costs, as well as benefits, in any political system. One reason why “The Aeneid” is considered a classic was that it did not just beat the drum for Roman virtue. It dealt thoughtfully with the complex relations at the heart of the Roman Empire. 

Source: PBS The Roman Empire in the First Century

Aeneas has been judged by some to be more of an anti-hero than a hero. He suffers much, witnesses much suffering, and causes much suffering in the process of founding Rome. He makes mistakes, loses control of his emotions and experiences much sadness. He has doubts and regrets. Part of Vergil's intent in writing his epic is to underscore the (high) price of founding Rome and building an empire, as well as to recall the ideals that Romans wished to claim as their own. Winning and ruling could be a nasty business. Vergil never lets us forget this for long. There is ambiguity in what looks like "triumph."

Keep this in mind as you read Edith Hamilton's synopsis of the the epic.

Hebdomas nona - Friday March 23

Today in class we reviewed commands (imperatives) formed by removing the -re from the infinitive form of the verb.  Example: micare (to twinkle or shine) take away the -re and you get the imperative mica (shine, twinkle).

Then Lily figured out what this song means (music by Mozart):

After doing as a class Exercise 5c in the textbook (page 27).  We played I Piscari with a deck of cards containing singular and plural commands.  Mel won the game.

Important irregular verbs that take complementary infinitives

possum = can or be able

volo= to want or wish

nolo = to not want

Hebdomas nona - Adventures of Aeneas by Edith Hamilton

WEEKEND HOMEWORK
Read pages 28-31 in your textbook on Aeneas.  Then read the longer text here.

Here is how the story begins.  As you read you will encounter some names, places and mythological figures with which you may not be familiar.  Open this document to find the questions you must answer. The websites Theoi Project and Greek Mythology Link can help you.

 

There will be a PowerPoint in class on Monday, March 26, to introduce you to the Aeneid and its characters.

Hebdomas nona - Story "Marcus to the Rescue" Exercise 5c and Homework

Task 01 We will listen to the entire story and then pick up with analysis and translation at paragraph 2. Be on the look out for complementary infinitives.

Task 02. Then we will translate together the first four sentence of Exercise 5c on page 27 of your textbook.

Task 03. DO SENTENCES 5-10 AS HOMEWORK. And study vocabulary for Chapter V for quiz.

Hebdomas nona - Practice with Complementary Infinitives

Go to the textbook's companion website here.

Type in the code jfd-0005

Do the short exercise Building the Meaning: The Complementary Infinitive

Print your results as a PDF and save it to your Google folder.

Hebdomas nona - Thursday - Notes on Complementary Infinitives 01

05 Chapter: Complementary Infinitives - Notes - Copy into your notebooks

Yesterday you were introduced to infinitives - the second principal part of verbs, which end in -re. Today we are going to look at "complementary infinitives"  - one of their many functions.


 The meaning of some verbs may be expanded or completed by the verbal forms called INFINITIVES (descendere = to descend; ascendere = to climb).

 These are called complementary infinitives because they complete the meaning of the verb.

 (see page 26)

Verbs commonly used with complementary infinitives:
volo (I want)
vult (s/he, it wants)
nolo (I don't want)
non vult (s/he it does not want)
possum (I can, I am able)
potest (s/he can, is able)
paro (I prepare, am preparing)
parat (s/he is preparing)
timeo (I am afraid to...)
timet (s/he it is afraid to...)

• Sextus arborem ascendere vult. Sextus wants to climb the tree. 
•  Sextus descendere timet. Sextus is afraid to come down. 
•  Infinitives usually end in -re and are translated to do something. 

Examples

• errare: to wander
  ridere: to laugh
• dormire: to sleep
•  cadere: to fall 
• repellere: to drive away
•  conspicere: to catch sight of 
•  ambulare: to walk 
•  sedere: to sit 
•  laborare: to work

HEBDOMAS nona Thursday March 22 - HOMEWORK

PRACTICE VOCABULARY FOR CHAPTER V






NOW PRACTICE CHAPTER FIVE VOCABULARY BY MATCHING ENGLISH DERIVATIVES TO A LATIN WORD.

Hebdomas nona Wednesday March 21-22

Warm up. FACE WORDS AND USING THE VERB SUM
1. Incipiamus cum Sum Song.

U[DATE: FINISH THE TASKS BELOW FOR MARCH 21 

2. In your interactive notebook draw a face that includes all the elements in the vocabulary list you were assigned to learn for today.  Label each element of the head/face.

3. On the page opposite your drawing use the forms of sum to describe four elements in your drawing:

sum
es
est
sumus
estis
sunt

Adjective suggestion:
laetus
iratus
defessus
strenuus
tristis (sad)
pulcher, pulchra (beautiful)
brutus (ugly)
Romanus -a

Noun suggestions:
puer
puella
vir
femina
servus
filius, filia

Use Latdict to find other words you might want to use to describe your drawing.

97 Posts as of Today March 20

That means you should have done 97 things for Latin Class!  Your pronunciation is great. And you all did very well today. Keep keeping up with the blog and homework.

Hebdomas nona - Wednesday March 21

Vocabulary to study for Chapter V. 

Hebdomas nona - Listen and repeat vocabulary for Chapter V - Wednesday March 21

Audio vocabulary for Chapter V

I do not know why, but this will not play with Google tools. You must download it and use something like iTunes to play it. This is a pain, since we are using a Google blog to communicate. Sorry. Mihi ignosco.

Hebdomas nona - Chapter V- Story and vocabulary- Wednesday March 21

Hebdomas nona - Wednesday March 21 - Anticipate and use what you know.

Look at the initial image in your book for Chapter V. Read what the chapter will focus on. Read the vocabulary words.

a.   Whatis the setting of the picture?.

b.  Whatcharacters do you seein this picture?

c.   Whatare they doing?

d.  Whatnew grammar   are you going to learn in this chapter?

e.   Whocan give me an example of an infinitive in English?

f.   Who can give me an example of a sentencein English that includes an

infinitive?

Hebdomas nona - Wednesday March 21

Warm up
In your interactive notebook draw a face that includes all the elements in the vocabulary list you were assigned to learn for today.  Label each element of the head/face.

You have 10 minutes to do this and then we will have a dictation of these parts of the face. Feel free to use the colored pencils in the classroom.

EXTRA CREDIT GIVEN FOR DERIVATIVES YOU CAN ASSOCIATE WITH THE LATIN WORDS. For example: binoculars for oculus, jugular vein for iugulum.... Why do you think we call small veins "capillaries?"

Hebdomas nona - Wednesday March 20

Corpus humanum: In your face!
Words to learn for March 21

frons, frontis, f.
oculus, -i m.
gena, genae f.
nasus, nasi m
nares, narium f. nostrils
os, oris n. mouth
labium, i m lips
iugulum, i n. throat
capillus, i m (usually plural) hair
supercilium, -i n. eyebrow
auris, is f.  ear
cervix, cervicis f. nape or top of (back of) neck
collum, i n. neck
iugulum, i n. throat
mentum i, chin
vertex, verticis m. - top of head
lingua, linguae f. tongue

Hebdomas nona- March 19

Today you received as handouts two that name parts of the body and one that names familiar objects in a classroom.  These are the nouns with which we are going to be practicing the use of direct objects with commands.

Here is today's list
bracchium, i n.  arm
umerus, i m.    shoulder
os, oris n.   mouth
caput, capitis n. head
manus, manus f.  hand
nasus, nasi m   nose
dens, dentis f. tooth
crus, cruris n. leg
genu, genus n. knee (plural = genua)
pes, pedis m foot (plural = pedes)
oculus, i m eye (plural = oculi)
auris, auris f. ear (plural = aures)


Can you translate this?
caput umeri genua pedes
caput umeri genua pedes
oculi et aures et os et nasus
caput umeri genua pedes

Nunc, cantate!

Hebdomas nona - Quia Quiz on Chapters III & IV

Ecce Romani Chapters III and IV Quiz in Quia

Hebdomas nona - Review of Chapter IV

Before we take the quiz on chapters III and IV lets review the vocabulary and grammar by doing together this activity which is 4g in your Activity Book Packet.

Hebdomas nona - Week IX

Task 1 - Take notes
Last week we practiced commands with Cicero dixit (Simon Says). We learned that commands are formed by removing the -re from the infinitive form of the verb (see Latintutorial below if you need a refresher).  There are two tricky things about infinitives. First, if the stem ends in a short-e, that short-e will change to an "i" in the command forms. The second tricky thing is that there are four irregular commands: fac (do or make) fer (bring) dic (say) duc (lead).

Benefit of learning commands (imperative forms): the singular command form is also the verb's stem.

We also leaned that the direct object form when it is singular usually ends in -m (unless the word is neuter).

This week we are going to put commands together with direct objects. "Touch your nose!"

Task 2 - Practice the flashcard set of commands in Quizlet. This set has audio. The speakers pronounce "v" as "v' instead of "w" and the audio for "lacrima" sounds like the noun for sorrow "maeror, maeroris m." - not the verb to cry.





Task 3 - Play the Match game with the command set and record your times.

Hebdomas octava - Homework for Monday

1. Student activity packet 4f and 4g
2. Read page 23 in your textbook "The Dictionary" and do Exercise 3.  Use Etymology online dictionary to look up the words nominal, cadence, virtue alter ramify and infirm and find the Latin word(s) from which they are derived.
3. Study Chapters 3-4 for biggish quiz.

Imperatives = Command form of verbs. "Learn them!"

Lets practice commands using the book Forum: MOTUS

Vocabulary Chapter IV

• Listen to the vocabulary and repeat after the speaker. 
• Remember links to the audio for vocabulary appear at the bottom of the blog. 
• Practice three times the vocabulary with the Quizlet Match Game below (Make Everything Disappear) 
• Then do Activity 4b in Student Activity packet for Chapter 4 "Vocabulary in Context."

Second person singular, imperative, vocative

Verb endings

ego (I)                       -o
tu (you)                     -s
is, ea, id (he, she it)  -t
nos (we)                    -mus
vos (you pl.)              -tis
they (ei, eae, ea)       -nt

When we talk about the "person" of a verb, we mean the person or thing doing the action (I, you, he-she-it, we, you-plural, they).

2nd person singular verbs: ending is -s
Find the verb in the story that is second person singular

imperatives verbs end in a vowel (a, e or i in the singular) and -te (in the plural) imperative means commands.

vocativesare nouns of direct address: Sexte, Marce. They are usually the same as the nominative form except in the second group of nouns, which are masculine and end in -us (servus Marcus, Sextus). 

   

Latin Sentences vs. English Sentences: KEY!!!

March 14, 2018
Follow up with 4d in Activity Book (packet): Identifying Elements of a Sentence.

Big ideas:
 • Core elements of a Latin sentence.
 • Differences between Latin and English sentence structure • Subject – Object – Verb are the basic elements of a sentence in Latin and English. These elements are expressed by the order of words in an English sentence; but by the endings of words in a Latin sentence.

 Key vocabulary
transitive verb (IV); VERBS THAT TAKE DIRECT OBJECTS
intransitive verb (TV): VERBS THAT DO NOT TAKE DIRECT OBJECTS; but they may take a complement if they are linking verbs like sum, es, est, sumus, estis, sunt.
 linking verbs (LV) these verbs link the subject to a description and the description is in the subject case (nominative). They “agree” in number and gender with the subject.

Cornelia puella Romana est. (puella Romana is the complement)
Sextus pestis est. (pestis is the complement)
Laeta sum. (Laeta is the complement) intransitive verbs with prepositional phrases:

 S          prepositional phrase   IV
Sextus       ex arbore             cadit.

 direct object: nouns that name the person or thing that receives the action of a transitive verb

 • Sextus Corneliam vexat = Corneliam Sextus vexat.

• Vocem Cornelia audit. = Cornelia vocem audit.

 In Latin, it is the ENDINGS of the words that show their function in sentences, while in English it is largely the order in which words come in sentences that shows their function.

 A typical English sentence will have this order subject­-verb-direct object. S V DO

The boy hits the ball.
pila, pilae f. = ball
puer, pueri m = boy
icio, icere, ici, ictus = hit; icit= he hits

 In Latin sentences the word order does not convey the sense of a sentence. The ENDINGS do.

 DO     S     TV          S      DO    TV           TV    DO    S 
Pilam puer icit    =   Puer pilam icit =      Icit    pilam    puer


 In Latin you have to retrain your brain NOT to pay attention to the order of words in a   sentence but to the endings of the words in a sentence.* Usually you cannot decipher the meaning of a sentence until the VERY LAST WORD. It is important to learn this early because as you go on in Latin sentences just get longer and longer. Retraining your brain through Latin supports your ability to think “outside the box” AND to learn other languages.

 Learn these abbreviations so you can identify the parts of a Latin sentence:
S= subject 
V= Verb
IV=intransitive verb 
TV = transitive verb 
C = complement
PP = Prepositional phrase
DO = direct object

 Write in your notebooks some English sentences with direct objects, transitive verbs, intransitive verbs and complements.

Hebdomas octava - Derivatives - Homework

Do the derivatives worksheet for chapter 04 for homework. I have highlighted the English words I want you to define. However the highlighting did not come out right, so please ask Mr. Baldwin to print the worksheet for you.

To do this worksheet you will need to have copied the vocabulary from the book OR use the Quizlet study set for Chapter 04.

Hebdomas octava - Vocabulary for Chapter 4

If you have any extra time after writing your scripts and correcting activity sheets on Monday, I would like for you to record the vocabulary for Chapter 4 in your interactive notebook.

Here is the audio for the vocabulary for Chapter 04.

You may also practice with the Quizlet Matching Game below:

Hebdomas octava - Student Activity Sheet Corrections

Here is a link to the correct answers for 3a-3g of the Student Activity Sheets which were assigned last week and for the weekend.

Project these onto the whiteboard. You can divide the job of reading the correct answers among the students present.  Ask the sub to make corrections on your section, if you are the one reading the correct answers, unless your worksheet is blank.  The purpose is to correct, not to do what you did not do. Please write your corrections in a different color ink or pencil from the one you used to do the activity sheets.

As you are making corrections, I want you to think of questions or observations that arise in your mind. THINK. You should record at least four questions or observations in your interactive notebook.  Label the questions with the date and give it the title: Activity Sheets 3e-3g: thoughts, observations and questions. 

Hebdomas octava - Week VIII - Primus Libellus

Primus Libellus
How to make a tiny origami book of very important Latin terms

Don't do anything to the Primus Libellus handout until you have watched this video.  Watch TWICE how and where the maker cuts.  If you cut anywhere else your book will fall apart.  Maker cuts at the inner fold, HALF way toward the ends of the open sides.




Once you have made your book, turn to the section with the title salutationes et cetera (link)

Each of you will become a play write, using the three columns or pages of salutations et cetera to compose a dramatic dialogue between two people.  You can use words and phrases from other parts of the book if you wish.  Your dramatic dialogue must be between 10-12 lines long.

Put your dialogue in your Latin Google folder and share the folder with me.  On Tuesday we will do casting.   If anyone happens to have 16 feet of cloth we could try to make a toga.  If you want costumes.  I am mostly interested in your scripts.

Watch Scorpio Martianus enact his dialogue to get in a good frame of mind. He plays two parts: a boy and a girl, who is not interested in the the boy. Here is the text of the level 01 conversation from Conversational Latin (author Traupman) which Scorpio Martianus enacts, followed by additional greeting phrases (vocabulary).  As your teacher to print out this document for you, using the printer on the teacher's desk.

Hebdomas septima - Friday

Warm up: clap once for singular, twice for plural; do this again at the end of correcting Activity Sheets

Listen to and repeat recordings for Chapter 3

Correct Activity Sheets

Student Presentations on Baiae and Roman Dress

Read last story in Activity Sheets for clap test

Homework: Quia Quiz on Chapters 1-2
Here is link to our class Quia Page

Hebdomas sepitma - Thursday - March 8

Cari discipuli -

      My clearance to return to school every day still has not completed its bureaucratic wanderings. So, I am sorry to say I won't be at school today.

Consequently I have left a packet of activity sheets on the teacher's desk for you to work on. You may use your book and consult one another when you do these activities.

Tomorrow you will be giving your presentations on Baiae or Roman dress. You may also use some of class time to polish your presentations.

We went over your interactive notebooks yesterday and all of you have somethings to do to make them more complete and more interactive - that is, inclusion of your response to material.

Finally, you have this week's derivative worksheet to do: Chapter 3 Pre-Reading Derivatives.

Spes = Hope
Lets hope (speremus) that I will be soon meeting everyday with you.

Curate cutem,
Magistra Gill

Hebdomas septima - Tuesday - TASK LIST

1. Review vocabulary by playing the Quizlet "Make-Everything-Disappear" game. Links:

Hebdomas septima -- Week VII -- Quizlet Matching Game

Hebdomas sexta - Friday - March 2, 2018 ALL READ

2. Do exercise 3b in Chapter II (included below-- scroll down in blog). Write the question and your answers in your notebooks.

3. Watch the video below "Basics of Declension." Read the introduction to this video before watching.

4. Go the post "Glimpse of teenage life in ancient Rome." Read the introduction and then watch the video. Take notes.

5. Go the post below "Four sisters in ancient Rome."  Read the introduction. Watch the video. Take notes.

6. Do the online exercises for Chapter III. Read the instructions. See post below: 

Hebdoma septima - Online exercises for Chapter III. 

7. Extra time? Work on your presentations (either Baiae or Roman Dress). 

Hebdomas septima - Week VI - Tuesday 3/6/2018

Read the introduction below and watch the video, taking notes.

Unlike English, Latin is an inflected language (which means that the endings of nouns change based on its role in the sentence) and divides its nouns into groups called declensions. Each declension has predictable and fixed patterns for changing endings to go along with the changing grammar. This video discusses at a very basic level what exactly declensions are and how you can identify the declension of a noun given just the nominative and accusative cases.

The last two chapters have focused on the singular and plural forms of nouns and adjectives. So far the text has presented nouns that are the subject of a sentence. The Latin term for the subject form is "nominative."  The direct object case is "accusative." Our textbook introduces the accusative or direct object form in the next chapter, Chapter IV. 

If you look at the far left side of the white board you will see a poster of all the possible functions of a noun in a sentence and the Latin terms for those functions. Right now you do not have to worry about the grammatical labels for noun functions. It is enough to get the general idea noun endings change depending on function and number (whether the noun is singular or plural). The change of endings is called inflection.

This video is introduces you to the basic concepts of inflection and declension. Video is 4:22 minutes long. 

This is my 73rd Post for Latin I

What have you been up to?

Hebdomas septima - Four sisters in ancient Rome

This Ted-Ed video focuses on Roman girls. Their lives seem very limited to us. However, there was quite a bit of subversion of "the rules."  Sometimes it was enabled by the love of fathers, mothers, husbands, brothers, sisters, lovers and female friends; sometimes it was because women became clever (and therefore often criticized) for manipulating  the system.  Both this video and the preceding one about Roman boys focus on upper class women.  If you were not upper class you had limited resources, but often more freedom.

Hebdomas septima - A glimpse of teenage life in ancient Rome

     This Ted-Ed video focuses on the day a Roman boy symbolically moves from being a child to being in some ways an adult. He gives up his bulla, putting it in the household shrine with the household gods, the Lares and Penates. 
     There is nothing to indicate that Romans had a clear sense of "teenage" as a distinct stage of life. Yet the passage out of childhood was viewed as important and was embedded in rituals. The rituals were different for boys than for girls. Many fathers did not live past 40 and in a patriarchal society it was important to give boys and girls some legal standing at an early age. Women tended to reach a stage of authority and some independence when they became widows. Since girls were married as young as 12 and were frequently decades younger than their husbands, there were a lot of young widows.  Note how the father grooms the son and what powers the son gains and doesn't gain by his passage from childhood.

Hebdoma septima - Online exercises for Chapter III

Go to the textbook's online site.

• Enter the code jfd-0003
• There are three sets of exercises. Do one and two (vocabulary and singular and plural) with your book closed. 
• You may use your textbook (page 17) to answer the questions in the Culture exercise. 
• When you finish an exercise you are offered an opportunity to save your results. Do this and then email them to gillmagistra@gmail.com

Monday March 5 - Sub Plan

Task 1: Read the "Forms" section in Chapter 3. Then, using the story and vocabulary fill out the chart that you can find HERE SINGULAR PLURAL.  Ask sub to print out the chart for you using the printer on my desk.

Task 2. Prepare a PowerPoint or Prezi presentation on either a) Baiae or b) Roman Dress

For Baiae: Start your research by looking at the PBS website for the documentary "Nero's Sunken City." Then look over the partial transcript I have made for the film. Both of these are in the links under the header near the end.  Be sure to cite your sources for words and images. Put information in your own words. Do not cut and paste text from the web. Length 8-12 slides.

For Roman Dress: Read page 17 in your textbook and study the illustration of the Cornelii family and their clothes.  Then read the detailed essay on Roman Dress that appears in the list of links under the blog header: Roman Dress Essay  Choose at least 10 articles of Roman clothing, find images for them on the internet (vRoma is a good site) and give a good description of the clothing and images. Cite your sources. Do not cut and paste text from web. 10-14 slides.

If you do not finish the presentation, I will give you some more time to do it tomorrow or Wednesday.

Read the blog to see what is coming up.

Homework: study vocabulary Chapter 3 for quiz.