Dictations Revisited

In students' return to an in-person, post-hybrid classroom, I have realized that they need A LOT of guided support. We cannot make the assumption that everything is going to be "business as usual" and that we can pick up from where we left off last year. As I have stated before in previous blog posts, I have entered this year with the mindset that students did NOT acquire any language last year (or at least the majority of students did not), so I need to focus on sheltering vocabulary (and not grammar) and giving them a lot of support in the beginning. While last year teaching hybrid in a primarily digital environment was definitely challenging, there were a number of revisions and adaptations which occurred to usual face-to-face lessons which I liked and am now incorporating back into my regular teaching. One of them is the dictatio activity.

The basics of the dictatio still remain the same in terms of the activity itself. 

1. I read aloud a sentence SLOWLY in the target language many times while students write down the words as I say them.
2. After the 3rd time of reading the sentence aloud, I project the sentence on the screen.
3. Students make any spelling corrections to their sentences if any words are misspelled.

Here is how I have changed the way in which I do dictations:

1. I write all unknown/new targeted words on the board prior to the dictation with their English defintion in order to establish meaning right away for students and will point/pause at those words when they come up in the dictation. This way when students are writing down unknown words, they are able to understand the meaning immediately instead of waiting for me to project the sentence and having to ask then.
2. I now give students a handout/digital document that has three boxes: sentence, corrections, picture/translation. This is something which my instructional team did with students when we were trying to conduct dictations virtually via Zoom (it did not work well at all!).
3. Students will transcribe the dictation in the Sentence box.
4. When I project the sentence, students will the correct spelling for any misspelled words in the Corrections box. If they had no spelling errors, they write Optime!
5. We now do a choral reading of the projected sentence to establish meaning.
6. I then give students one minute to either write down a translation of the sentence into English or to draw a visual representation of the sentence. At an IFLT many years ago, I saw Annabelle Williamson do this with elementary school students, and I was amazed at how focused they were in doing a dictation!

Observations

1. Establishing meaning of unknown words for students during the actual dictation has been very helpful for students, because now they can have an immediate understanding of these new words as they write them down.
2. The format of the handout gives structure to students as they perform this activity.
3. The choral reading afterwards continues to establish meaning for students with the dictated sentence.
4. The one-minute of writing down a translation of the sentence or drawing the sentence gives students something to do with that sentence (albeit for a minute).

Drawing Dictation

This is a great listening comprehension activity, which I learned this summer from Linda Li in her Fluency Fast Mandarin class. It is very much like a regular dictation, but the difference though is that instead of having students write down the target language sentences as you say them, they draw them! I would recommend that you do this as a post-reading activity, instead of as a pre-reading activity.

Directions

1. Take 6 sentences from a story which you have been going over in class. These sentences need to be "drawable."
2. If needed, write any target vocabulary on the board with their English meaning.
3. On a sheet of paper, tell students to draw a 2x3 grid which should fill the entire paper.
4. Have students number each box from 1-6.
5. Tell students “I will say a sentence, and your job is to draw a visual representation of that sentence. You will have 2-3 minutes to draw.” 
6. Begin reading the first sentence slowly. It will be necessary to repeat the sentence many times. 
7. Continue with the other sentences. Remind students that words are on the board if they need them.
8. At the end, repeat the sentences and tell students to check their drawings to ensure that they have drawn everything needed.

Alternate version - ask students to draw their visual representations with their NON-DOMINANT hand. This will take a lot more time for students to complete and will cause them to focus more on what they are drawing (which means you saying more repetitions of the sentence).

Observations

1. The sentences need to be very comprehensible, because students are drawing what they hear. If the sentences are too long or are incomprehensible, students will become frustrated.
2. Students were much more engaged with this type of dictation instead of a regular one, since it involved them having to draw a visual representation of what they heard, as opposed to just writing down words. 
3. Because students had to draw what they heard, it was necessary for me to repeat the sentences many times, which meant LOTS of great repetitions. 
4. Students did not complain about doing this type of dictation, because it did not "feel" like a regular dictation.  
5. Because students were already familiar with the story and vocabulary, it was not a difficult activity for them to do.
6. This is another great post-reading activity for going over a story and to get in more repetitions.

Example (taken from a Movie Talk called MonsterBox)

1. Ecce puella et duo monstra: parvum monstrum et mediocre monstrum! (Behold a girl and two monsters: a small monster and a medium monster)
2. Faber facit casam parvo monstro (The craftsman makes a house for the small monster)
3. Puella est laeta, quod monstro placet casa (The girl is happy, because the monster likes the house)
4. Ecce puella et tria monstra: parvum monstrum, mediocre monstrum, et magnum monstrum. (Behold the girl and three monster: a small monster, a medium monster, and a big monster).
5. Faber facit casam mediocri monstro (The craftsman makes a house for the medium monster).
6. Faber non facit casam magno monstro, quod magnum monstrum est molestum (The craftsman does not make a house for the big monster, because the big monster is annoying).

QR Code Running Dictatio

Here is a great variation of a dictation which combines a running dictation on a much larger scale with QR codes. Bob Patrick and I did this activity last week with our Latin 1 with students with great success! I can absolutely take no credit for this activity, as I learned this from my colleagues Miriam Patrick and Rachel Ash, who discuss this on their blog - they in turn learned this from Meredith White, a wonderful CI Spanish teacher in our district last week.

The idea is essentially a scavenger hunt throughout the school. Students will scan QR codes, which will give them a sentence to write down as a dictation and will then give them a clue to the location of the next QR code. 

I will tell you up front that this activity takes much preparation on the front end, but once it is set into motion, you as the teacher simply facilitate or more specifically, observe!

Preparation

1. Write a series of sentences in the target language like in any dictation. The sentences should form a story; 10-12 sentences are a good amount. NOTE - for this activity, I created sentences using already-known vocabulary which had been targeted, so these sentences served as another way to get in repetitions of these targeted words. One can still use this activity to introduce new vocabulary but there will be an additional step.
2. Make a list of locations where you can place QR codes, e.g., drinking fountains, vending machines, pictures, backs of books, under chairs/desks, etc. It is up to you to determine the scope/magnitude of the area of this activity. Bob and I chose to keep it to just our building but with many varied locations.
3. Write up these locations in the target language.
4. Create an order in which students will go to each location.
5. Assign each dictation sentence to a location AND with the next clue. It is up to you whether you wish to have students write down each sentence in order or for the sentence order to be scattered is up to you. Because my dictation sentences were using known vocabulary, I scattered the order for novelty.
6. Write up a list of the order of clues (with each sentence, location of sentence, and location of next clue), because it will come in handy during the activity. My example.
7. Using a QR Code Generator, type up the sentence and location of next clue. It is important that you use a QR Code Generator which will save text. Save that QR Code - be sure to remember where that QR Code falls in the order!

Example of QR Code - scan with QR Code reader to see embedded information

    8. Repeat step #7 for all remaining sentences and clues.
    9. Create a table to cut/paste the QR codes. Be sure to put the QR codes in order. My     
        example of QR table.
  10. Print QR Code table.
  11. Create dictatio handouts. Students will record their dictation on this handout. On the 
        dictatio handout, paste a QR Code. At the very beginning, students will scan the QR 
        code to receive the first sentence and to find the location of their next sentence. You 
        will need to create handouts with DIFFERENT QR codes so that students are not all 
        starting at the same location. My example.
 12. Cut the QR codes from the QR code table and tape them in the various locations.
 13. Print the dictatio handouts - do not collate! 
 14. Send an email to your faculty, notifying them of the activity, that students will be 
       running around the school, and to notify you of any student problems.

Activity

1. Explain that students will be doing a dictatio but with QR codes.
2. Tell students to divide into groups of 2-3. No groups of four! You may also create the groups if needed. It is important that at least one team member has a smartphone with a QR code reader. If students have the Snapchat app, then that has a QR Code reader.
3. Hand each group their “team dictatio sheets” - every team member will get a dictatio sheet. For me, There were nine different dictatio sheets, each with a Roman numeral at top. For example, Team 1 had two members, so each member received a “Dictatio I” sheet, Team 2 has three members so each member will get a “Dictatio II” sheet.
4. Students will scan QR code on their student document. It will send them to one of 8 places.

• Each QR code will have a dictatio sentence AND a clue to the next sentence on it.
• Students are to write the dicatio sentence IN LATIN which matches the number on their sheet, i.e. the sentences are not in order when they scan the QR code
• The QR code will also tell students where to go for the next sentence.

5. If you are using this dictation activity to introduce new vocabulary, you will want to add

in a step where students come to you for the meaning of new words BEFORE they

head to their next clue.

6. When they get ALL dictatio sentences, students will return to the class to turn it in.

7. Explain that they are to be respectful of other classes and to be quiet in the hallways.

8. Begin the activity, and watch the fun!

Observations

1. The search for QR codes made the activity very engaging for students. The activity became more about finding the QR codes than about the actual writing down of the dictation sentence. In other words, the dictation sentences became incidental, although they were receiving subconscious repetitions of comprehensible language in writing them down. The search kept the activity novel. As one of my students who tends to be "less engaged" in my class said: "This was SO much fun! Let's do this EVERY week." 
2. Bob Patrick said it best: "This activity was a true communicative activity, because students were actually using the language to complete a task."
3. To make the activity last longer, you can add a translation component where students have to translate the sentences prior to turning them in. Per Miriam Patrick, you can also have students write down the location clues on their dictation handouts.
4. Bob and I limited our QR code locations to a certain area in our building (as it was the first time doing something like this). Students requested that they wanted to go to various parts of the school for the next time. 
5. Students said that they really liked being able to copy down the sentences from their phones instead of having to write them down by listening to me repeat the sentence aloud three times - lol!
6. The list of sentences, locations, and next clues will come in handy if students get out of order. You can redirect them if they get "lost."

As I said earlier, this activity takes a lot of preparation the first time you do it, because you will be learning how to put it together. Now that I have created one, the next time I do this, it will be much quicker to prepare.

PreReading for a Classical Text

A few weeks ago at ACL, I was asked a number of times, "So how do you use CI to prepare students for a classical text?" Maybe a better question should be "What pre-reading activities/strateges do you use to prepare students for a classical text?" 

Under the traditional method, when it came to classical readings, we would give students a text, a dictionary, and say, "Go translate (and good luck, because you will need it)." We would do this, because we were under the impression that students already knew ALL of the necessary grammar and if they did not know a word, they could just look it up. Unfortunately, students would end up looking up probably 80% of the words, and heaven forbid, if it were an idiomatic expression or a phrase needing a note of some kind. The 4%ers could complete the task, but the remaining were floundering. 

If you are new to CI and are wanting to use CI methodology, here is an example of how I introduced students to a classical text. A few years ago, I was teaching Latin 3, and I was wanting to expose students to some passages from the AP syllabus, so I chose the scene in Book 1 where Aeneas and Achates first see the city of Carthage being built. I felt that there was enough plot to keep students interested, and that there was a degree of repetition happening to keep it comprehensible.

Because I was still kind of new to CI at that time, I decided to preview vocabulary/structures using a dictation. By this point, my students were very familiar with dictations.

Prior to the dication, though, I had to select which vocabulary/structures which I was going to preview. I decided on the following words:

1) quondam

2) sulcus

3) arx

4) mirari

5) magalium

6) subvolvere

7) collis

8) moenia

9) concludere

Day 1
I gave a dictation of the following. See here for directions about how to do a dictatio. The dictation was about three students: Colleen, Ray and Sahil.

1) Colleen ira affecta est, quod quondam Ray eam in sulco deiecerat.

2) in sulco a Raye deiecta, Colleen ultionem voluit et arcem in colle aedificavit.

3) arce in colle aedificata, Colleen invitavit ut arcem videat.

4) arce a Rayo viso, non miratus est, sed risit, dicens “ille non est arx, sed magalium!

5) arce vocato “magalium,” Colleen Rayem humi deiecit, et Ray de colle subvolvit.

6) Ray subvolvit in sulco, quem Colleen quondam effoderat.

7) Ray non ascendere e sulco poterat, quod Colleen sulcum moenis conclusit.

8) conclusus in sulco moenis, Ray tristitia affectus est et lacrimavit.

9) Sahil ad sulcum festinavit, et arcem miratus est.

10) mirans arcem, Sahil clamavit, “O fortunatus est vir qui arcem aedificavit!”

11) Sahilo audito, Colleen ira affecta est et in sulco Sahilem deiecit.

Following the dictation, we did a choral reading of the passage to establish meaning.

Day 2

1) I did a review of the dictation with a powerpoint, calling attention to particular vocabulary words. This was done was a choral reading.

2) I then introduced an embedded reading of the passage written in prose (as Nancy Llewellyn likes to call it, an enodatio):

Aeneas miratur molem (aedificia) in Karthagō - molēs erant quondam magalia, sed nunc sunt moles. Aeneas quoque miratur portās, strepitum urbis et strata viārum (paved roads). Tyriī (the Tyrians) sunt ardentēs (ablaze), et instant (they press on): pars Tyriī ducunt (extend) murōs, pars Tyriī aedificant arcem, et pars Tyriī subvolvunt saxa manibus; pars Tyriī quaerunt locum domō (for a home), et concludunt locum sulcō.

Tyriī legunt (choose) iura (leges), magistratūs et sanctum senatum. Hic (here), aliī (pars Tyrii) effodiunt portus. hic, aliī (pars Tyrii) locant alta fundamenta (foundations) theatrīs. Tyriī excidunt (carve out) immanēs (magnas) columnās e rupibus (cliffs). columnae sunt alta decora (ornamenta) scaenīs futurīs (for future stages). Aeneas dicit, “O fortunatī sunt homines quorum moenia iam (nunc) surgunt!”

3) I then had the class do a choral reading of this, since this was the first time for them to see it. I asked some comprehension questions and circled in Latin about the passage.

Day 3

1) Students did a 20-minute Read and Draw of the embedded prose passage. See here for a description. 

2) Following this, students did a 8-minute timed write of the passage, using the Read and Draw as a guide. When they finished writing the passage, they continued writing what happened next. 

Day 4
1) I gave students another version of the reading, this time as an outline - they read this silently:

molem = aedificia quondam = olim pars = alii moliri = aedificant subvolvere = subvolvunt pars = alii optare = quaerunt iura = leges

I. Aeneas miratur

A. molem (quondam magalia) et
B. portas et

C. strepitum(que)

D. et strata viarum[1].

II. ardentes Tyrii instant[2].

III. pars (Tyrii)

A. ducere[3] muros
B. et moliri arcem et

C. subvolvere saxa manibus

IV. pars optare locum tecto[4] et concludere sulco.            

V. (Tyrii) legunt[5]

A. iura et

B. magistratus et

C. sanctum senatum

VI. hic[6], alii (Tyrii) effodiunt portus

VII. hic, (alii Tyrii) locant alta fundamenta[7] theatris

VIII. (alii Tyrii) excidunt[8] immanis columnas (e) rupibus[9] scaenis decora alta futuris[10].

IX. Aeneas ait, “O fortunati (homines), quorum moenia iam surgunt!”

---

[1] strata viarum = paved roads

[2] ardentes Tyrii instant = the blazing Tyrians press on

[3] ducere = are extending

[4] tecto = for a house (tecto = roof – what poetic device is this?

[5] legunt = choose

[6] hic - here

[7] fundamenta - foundations

[8] excidunt = dig out

[9] rupibus = cliffs

[10] scaenis decora alta futuris – lofty decorations for future stages

2) Finally, they saw the original text:

miratur molem Aeneas, magalia quondam,
miratur portas strepitumque et strata viarum.
Instant ardentes Tyrii: pars ducere muros,
molirique arcem et manibus subvolvere saxa,
pars optare locum tecto et concludere sulco.               5

iura magistratusque legunt sanctumque senatum;       
hic portus alii effodiunt; hic alta theatris
fundamenta locant alii, immanisque columnas
rupibus excidunt, scaenis decora alta futuris.

'O fortunati, quorum iam moenia surgunt!'               10

3) As an assessment, I gave them the following two pictures and they had to label them using the text. In many ways, it was easy for them to do since they had already done a Read and Draw of the prose version.

Observations

1) Yes, it took four days to get students to read the original text, but at the same time, they were able TO READ the original Latin by then without really translating.

2) Most students told me how easy it was to read the original, even with the funky dactyllic hexameter word order. My response, "Well, it should have been! You read it multiple times, different ways and you knew most of the vocabulary by the time you got to how Vergil wrote it."

Scrambled Eggs

This is a great activity which I just learned from Lauren Watson, a French teacher in my district. She is a fellow user of CI and has been using it for years in her classroom, long before I ever had even heard of CI. Along with Bob Patrick and me, Lauren co-facilitates our districtwide CI inservices.

Scrambled Eggs is a much like a running dictation but with a twist. For this activity, you wil need plastic Easter eggs. Here are her directions, as she explained it to me:

1. Write a 10 sentence story with words which students have acquired; then scramble the sentences so that the story is out of order. 
2. Number each sentence, cut the story into 10 sentence strips and put one strip into a plastic Easter egg. 
3. Put the eggs into a basket in the center of the room.
4. Students worked in partners (partner A and partner B)
5. Partner B has a sheet of paper numbered 1-10 (because there are 10 sentences).
6. Partner A is responsible for going to the basket and bringing an egg back to Partner B.  They are NOT ALLOWED to open the egg until they are at their seats!  
7. Partner A opens the egg, gives Partner B the sentence number and reads the sentence slowly.  Partner B writes down what he/she hears.
8. After 5 sentences, they switch roles.
9. When finished, show them the correct sentences, and they make corrections.
10. At the end, they have to unscramble the story so that it makes sense.  
11. As a bonus, I added 2 extra eggs with "Brain Breaks" in them.  Every time they got an egg with a Brain Break, they had to do what the paper inside said.  EX:  Touche le singe! (Touch the monkey!- I have a stuffed monkey hanging in my classroom) or a list of TPR commands for them to do.  Just silly, but they liked it.  

Okay, back to me now. Yesterday, we had the GA Graduation Writing Test, so I had a number of students out so this was a nice extension activity to do in class. Scrambled Eggs is a high energy activity, because there will be students constantly running back and forth to put back eggs and to retrieve new ones. 

As I have 34 students in a few of my Latin I classes, I added the following to the activity:

1. In addition to the 10 sentences and 2 brain breaks, I added 2 more brain break strips and 2 strips which had "XXXXXXs", meaning that students had gotten a "dead" egg without a sentence so they would have to go back to get a new egg
2. I added the task of translating the sentence into English after writing down the sentence in Latin. This was just to add another task to the activity in order to make it last longer.

Observations

1. Because you are solely working with words which students have acquired and as the sentences are comprehensible, the actual reading, listening, writing and translating is not difficult at all for students.
2. The activity does take prep time but during the activity, you the teacher are simply faciilitating.
3. It is a different way to do a dictation. In having students read to each other, they are hearing the language spoken by someone other than you the teacher.
4. It is a different way to do a running dictation, especially since students are just running to the center of the room as opposed to across a gym or hallway.
5. Because students switch off every 5th sentence, they each get a turn having to read the Latin aloud and to write it down as a dictation
6. To quote Lauren, "it is a chaotic activity but a good kind of chaos."
7. It was fun watching students get an egg, go back to their partners and open it, only to find that they already had that sentence so they had to go put it back and then grab a new egg (which hopefully had a new sentence) 

Thanks, Lauren, for a great activity

Freeze Frame

This is a great listening comprehension activity which I learned a few years ago at an ACL Summer Institute. It will require whiteboards - in my experience, I have found that students love any activity involving white boards. It is very similar to a dictatio but instead of students writing down the sentences, they will draw it.

1. You, the teacher, draw a picture beforehand (using known vocabulary words and language structures) and then write a description of the picture in Latin. The more random the picture, the better!
2. Explain to students that you are going to read a description to them, and their task is to draw a picture of what you read to them
3. Inform students that you will read the description four times.
4. Read the description slowly first without them drawing anything. Get them to formulate a picture in their own minds first.
5. Then read the description three times slowly. By the third reading, students will almost be done with their picture, but inform students that during the fourth reading, they should confirm that their drawing is correct.
6. After the fourth reading, ask students to show their picture to two other classmates and to describe the picture in Latin
7. Ask students to hold up their drawing for you. Walk around the class, commenting on students’ drawings
8. Using an overhead projector, project your picture for students to see. If the picture has been digitally scanned, project the picture onto a screen using a computer projector.
9. Ask comprehension questions in Latin about the picture 
10. If you have a document camera, then take a few students' whiteboards and project their picture onto the screen. This is actually very fun, as students get to see each other's work.

An example of a Freeze Frame picture and description:

est nox, et luna est in caelo. multi nubes sunt in caelo. tempestas quoque est in caelo. cantantes umbrae quoque sunt in caelo. interea, tres puellae sunt in silva. prima puella pecuniam in manibus tenet. avis in capite primae puellae stat. secunda puella a tertia puella trahitur.  

 

Dictatio

When I first heard about using dictationes in the target language with students, I had my immediate doubts purely because of what the activity was: it was a dictation exercise. What benefit could students gain from hearing me read sentences aloud in Latin and from writing them down word for word? To me, it sounded incredibly boring and not very interactive or engaging for students.

I, however, decided to give it a try and am now convinced of its benefits. This is now how I begin a new chapter. Here is how to do a dictatio:

1. Look at your upcoming chapter and choose the vocabulary/language structures which you want to introduce. I have found that students can begin to acquire as many as 8-9 new vocabulary words in a dictatio (whereas in a TPRS story, I usually only focus on 3-4 new words).
2. Compose around 10-12 sentences in Latin using these new words/structures. I tend to make the dictatio a story in order to make it somewhat compelling for students and so that the sentences do not seem disjointed on their own. I have colleagues who will use the model sentences in CLC as a dictatio. The key part is that the sentences need to be comprehensible for students. Repeat new words/structures as many times as you can in a dictatio; get in the reps!
3. Write the sentences on an overhead or on a word document, as you will be projecting them for students to see in order to correct any spelling mistakes after they write them down.
4. When it comes to a dictatio, I tell students to get out a clean sheet of paper and that we will be doing one; by this point, they know the drill.
5. I tell them the following (a variation of the directions found on LatinBestPracticesCIR.com, and like Bob Patrick's says in those directions, I say it to them as if it is the first time that they are doing it):

• this is a listening, comprehension and writing exercise
• their job is write down the Latin sentence which I am saying as best as they can
• I will repeat the sentence three times slowly. By the end of the 2nd repetition, they should have it written down completely so that during the 3rd time, they are just verifying what they have written.
• after the 3rd time, I will project the sentence on the screen, and their job is to make any types of spelling corrections. If they need to make a correction, they are to cross off the word and to rewrite it either above or below the word. If the sentence is written correctly, they are to write “optime” next to the sentence.
• following this, if there are words/forms which they do not know, they are to raise their hand and ask. I will give them the English meaning.
• after this, I will proceed to the next sentence.
• this is a quiz grade so if they do what I say (i.e., write down the sentence as I say it, make any corrections to it, write the word optime if the sentence is correct), then this is an easy 100%

    6.  After we complete the entire dictatio, I collect them and then I project the sentences again

         on the board, and we do a group choral translation of the dictatio in order to establish

         meaning.

    7.  I do take a look at the dictationes afterwards but since they are self-corrected, I do not have

         to do anything other than verify that students either corrected their sentences or wrote the

         word optime and then enter their grade in my gradebook.
 

Observations

• In some ways, a dictatio can seem like a very passive activity, but wow, due to the listening, writing and comprehension aspects of it, students truly do internalize these new words/forms very quickly
• If you never have had students write in the target language before, this is a non-threatening way to get them started, since they are not composing
• It is not the most engaging activity for students and as a teacher it can be rather boring just reading sentences aloud, but the benefits outweigh the lack of engagement factor
• Afterwards when I look over the dictationes, it helps me see what kinds of spelling errors students are making, how much of that was my fault due to the way I was reading it, and what kinds of things do I need to address better, e.g., did I make it clear that a particular word was one word and not two when I said it, what particular Latin pronunciation sounds are difficult for students to correlate in writing, e.g, long e vs. short e.
• Due to the vast number of repetitions, students really do catch onto the way Latin sounds subconsciously and are able to mimic those pronunciations on their own in later activities
• Remember that the sentences need to be comprehensible. I would never read sentences from Caesar's De Bello Gallico or Vergil's Aeneid to my AP students as a dictatio, because I do not think that student would understand what they were writing down.

An example of a dictatio (stage 17 CLC)

New Words to be introduced

1) benignus

2) insulam

3) diu

4) pervenit

5) maximus

6) multitudo

7) exanimatus

 

1) Joseph est benignus iuvenis, et ad insulam navigat

2) Joseph ad insulam navigat, quod vult invenire benignam uxorem.

3) Joseph diu navigat, et tamen insulam pervenit.

4) postquam Joseph insulam pervenit, vidit maximum templum.

5) in maximo templo est multitudo feminarum pro ara.

6) Joseph templum pervenit, et clamat, “O feminae, quis vult esse mea uxor?!”

7) feminae non respondent diu, et tamen una femina Josephem pulsat.

8) Joseph est exanimatus diu, et in ara excitat.

9) feminae Josephem in ara sacrificant; feminae in hac insula non sunt benignae.