Long day, and yet I was not very busy. Colleague got stuck on the subway so I ended up administering the daily quiz and teaching the first hour of drill when I was not scheduled to do so. He, having arrived, then relieved me for the second hour of drill, for which I had originally been scheduled.
Actually, I spent a lot of the morning online following the breaking news about the Supreme Court's decision on the Affordable Care Act (a.k.a. Obamacare).
Then it was lunch time. I taught the lunchtime optional grammar review. Prepped for various things in my office while our students attended a two-hour afternoon grammar lecture—a change from the schedule in recent days, when we had one hour of grammar and one hour of a Catullus poem.
Unit 12, however, is simply too long to squeeze into one hour, covering independent uses of the subjunctive (jussive, hortatory, potential, deliberative, optative); direct questions; indirect questions; the pronoun/adjective īdem, eadem, idem; the pronoun/adjective quīdam; the intensive pronoun/adjective ipse, ipsa, ipsum; and the demonstrative pronoun/adjective iste, ista, istud.
After the instructional day is over, I have been meeting with my fellow Latin teachers to presess (Institute speak for "prep") the selections in the prose survey that will begin when we have completed the 18 units of Moreland and Fleischer.
And, of course, answering questions from students.
Then coming home, watering gardens, feeding kittie cats, having dinner, checking my email, and...
...answering questions from students.
Note: The opinions expressed in this blog entry are those of the blogger, and do not represent the opinions of the CUNY Latin/Greek Institute, its students, faculty, or administration.