Here are 50 new lines of poetry including dactylic hexameter, hendecasyllables, and scazon (i.e. limping iambics)!
This collection of poetry from the Pisoverse features a prose description of what inspired Piso’s poetry prior to each verse itself. This provides context and exposure to the words found in each verse, adding to its comprehensibility. Despite the lack of a single continuous plot, students should find fragmenta Pīsōnis more readable than the Pīsō Ille Poētulus novella, especially with any background knowledge from reading the other, much easier novellas in the Pisoverse (i.e. Rūfus lutulentus, Rūfus et arma ātra, and Agrippīna: māter fortis). The poetry in this collection includes more “big content words” to clearly convey meaning. fragmenta Pīsōnis can be used as a transition to the Pīsō Ille Poētulus novella, or as additional reading for students already comfortable with poetry having read the novella. The only new word added to the 96 word count from the entire Pisoverse is fragmentum. This collection is 2200 words in total length.
Use fragmenta Pīsōnis as a Free Voluntary Reading (FVR) option, read as a whole class together, or introduce each fragment as “poetry of week.”
fragmenta Pīsōnis is available…
1) On Amazon
2) As a free preview of the first section (includes 12 lines of poetry)
– Poetry of the Week (free audio files to use)
3) Email me for Purchase Orders and classroom set discounts
Here are more thoughts on assessment in addition to yesterday’s post. They should be timely seeing as teachers are talking about end of quarter exams, and upcoming mid-terms.
So, individually assessing student speaking one-at-a-time in the hall? This is a big waste of time, and here’s why…
My interest in assessment & grading began shortly after the first few months of teaching right out of grad school. I noticed that some students did well with the content from the first few textbook chapters, but others didn’t do so well at all. Thus, beginning the year with low self-efficacy that was hard to turn around. By November, I realized that students were comfortable with the vocabulary and grammar from the first few chapters of the textbook. Then hit me; if I had just delayed those first assessments by a month or so, ALL STUDENTS would have aced them! What is more, the students who actually improved had that lower 1st quarter grade (e.g. C) averaged with the new, higher grade (e.g. A), producing a skewed reflection of their ability (e.g. B). None of this made sense; I was playing gods & goddesses with my students’ GPA.
I began researching how to arrive at a course grade that actually reflected ability—not just the averaging I was familiar with and somehow never questioned (or was even taught about in grad school). I spent months reading up on grading from experts like Marzano, O’Connor, and even some stuff from Alfie Kohn. I moved towards a system that showed where students were at the very moment of the grading term’s end without penalizing them for understanding the content slowly at first, or even having those bad days that students inevitably have. This was how I came to use Proficiency-Based Grading (PBG), and subsequently the kind of no-prep quizzes that haven’t added anything to my planning time in years.
If you’re ready for that, hooray! If not, at least consider 1) NOT averaging grades, as well as 2) delaying your assessments until students have already shown you that they understand the content!
I’ve used DEA as anywhere from 0% (i.e. just rules) to 100% of a student’s grade, including a sliding scale throughout the year. While a few have referred to DEA as a “behavior system,” I prefer to look at it as habits that promote an ideal environment for input and interaction. Whatever you want to call it, students who do DEA, or DEA-like things acquire language (adjusting for neuro-diversity, of course), and those who don’t, make it harder for themselves and/or others. Some schools forbid grading behavior altogether, others report them as “Life Skills,” etc. Still, others implement elaborate behavior systems more closely tied to discipline, etc.
My school has implemented a streamlined version of their behavior system. If you’re wondering why it exists in the first place, there’s good reason. Some of our students had never done a homework assignment in middle school (eso si que es), yet they are all college-bound, so we need to support them. For me, DEA is just rules this year, but many of the behaviors in the streamlined behavior system address my version of DEA (i.e Look, Listen, Ask). As such I’ve decided to begin class with another Call/Response routine (popular this year). Now, this is the kind of thing I would typically do in English, like giving instructions, but it’s just another opportunity for more input using common words, while at the same time supporting students with a school policy:
If someone says that a particular teaching practice doesn’t work (sharing observations, or research), and your assessments indicate otherwise, there are 2 possibilities:
- The other person didn’t have your data set, making a premature claim.
- Your assessments are invalid.
While the former certainly occurs, the latter is more prevalent. For example, teachers typically announce tests on X ahead of time, teach X, then test X. Then, the tendency is to draw the conclusion that students know X, or do X well. This is almost never true. An assessment such as this can only show one thing for certain; who studied X for the test…