Olianna et obiectum magicum: Published!

Olianna is different from the rest of her family, and finds herself excluded as a result. Have you ever felt that way? One day, a magical object appears that just might change everything for good. However, will it really be for the better? Can you spot any morals in this tale told from different perspectives?

12 cognates + 12 other words!
1100 total length

“Familiar” is the name of the game. This debut non-Roman novella gets into the kind of family dynamics I discuss with students in first year Latin with the theme of “belongingness” relatable to all. The familiarity of the topic and high cognate count puts this on par with Mārcus magulus as the first two books that can be read by the earliest of beginners!

When it comes to those beginners, exposure to the language is crucial, yet they key is to not overwhelm the learner with too many different word meanings while reading. This is known as “sheltering vocabulary,” or limiting words, whenever possible. At the same time, the learner also needs exposure to different word forms for languages with many inflections, such as Latin. Exposure to different forms builds a mental representation of the language that helps the learner process meaning. Therefore, the most effective texts vary word forms within a small vocabulary. Varying word forms is known as “unsheltering grammar,” that is, not limiting word forms in an effort to teach that grammatical form—dearest no—but instead using any grammatical forms necessary, and at times even deliberately using as many forms as possible so the learner acquires them implicitly without effort. Olianna et obiectum magicum is another one of my best examples of exposing students to different grammatical forms of Latin within a single narrative, especially given its small scope. Despite the low word count, the novella contains over 120 different grammatical forms! These include:

  • ablative of comparison
  • ablative of means
  • noun/adjective agreement (across 1st/2nd and 3rd declensions)
  • comparative, superlative, and diminutive adjectives
  • imperfect, perfect, and future active
  • present and future passive
  • passive infinitive

You might not believe that a novella containing the above grammatical forms and functions could be one of the first texts read by Latin students, but trust me, it can. When meaning is clear and individual word meanings are reduced, magical things happen, and Olianna is a good example of that. So, with vocabulary sheltered, grammatical exposure early on provides a solid base language learners use to continue building mental representation of Latin throughout the year.

Oh, and like Mārcus, the new Olianna also has a few new features. There are two lists after chapters two and four that include summaries of what’s been learned so far. These short statements can be used to check understanding while building a sense of Olianna’s family dynamics. There’s also a choose-your-own-style epilogue where readers decide what best represents Olianna’s voice. Enjoy!

  1. For Sets, Packs, and eBooks order here
  2. Amazon
  3. eBooks: Storylabs
  4. Digital audio narration

Magister P’s Poetry Practice: Published!, Rhythmic Fluency Reboot, and 2021 Pisoverse Production Schedule

I started this blog in 2012—holy moly nearly a decade ago!—as a place for ideas about Latin poetry. At the time, I didn’t have much else to share besides what I knew on an abstract level about meter, and rhythm. My attention turned to understanding a bit of second language acquisition (SLA) as I began teaching. Therefore, I shifted the focus of this blog to sharing more practical language teaching ideas. Needless to say, poetry took a back seat. Still, I kept presenting on meter at Classical conferences. At these conferences, I learned that poetry didn’t make sense to a lot of Latin teachers, and I started lending a hand in what I began calling “rhythmic fluency,” sharing materials, and adding them to a tab here on the blog. I pretty much left that alone for years. It’s time for a reboot…

Continue reading

Independent Reading & Speaking Latin

I recently updated the Universal Language Curriculum (ULC) to include ongoing Class Days and Culture Days. This provides more of a balance to the year without the previous “Unit 1/Unit 2” structure that each lasted approximately an entire semester. I also made sure to list independent reading as a key component. Yeah, I obviously have a stake in whether teachers build class libraries and include my books, but the whole reason I got into writing novellas in the first place is because I bought into the idea of independent reading tenfold…

Continue reading

Survey Says…Kids Like Self-Assessment! (et cētera)

Considering how impersonal the year felt, the responses from this end-of-year survey support an early prediction many of us had that learning and growth/development would take place this year after all, though certainly different from what we’ve expected in the past. To be clear, “learning loss” is a myth, and you should stop anyone trying to talk about that dead in their tracks. You simply cannot lose what you never had in the first place. It was a talking point used to get kids into schools ASAP, and nothing more. If students, or even just their learning were truly the priority, the conversation would be about improving living conditions for families at the societal level, as well as fully-funding our public schools.

Anyway, let’s start with the first question on my mind: grading. I’ve settled on the system after experience with a LOT of different ones, but what about students? The open-ended responses explaining what kind of grading students preferred are quite genuine. Scroll through the slideshow to see:

Continue reading

Bracey For NEA Director, Prep Time, & Prepped For 2021-22

I continue to claim that teachers have the most positive impact on learning when there’s ample time to reflect and prepare. It sounds basic, but this isn’t reality for most. Ideally, for every class hour taught, there should be at least 30min prep time, and bonus if it’s 1:1 (e.g. teach four classes, have four hours to plan, every day). This probably sounds insane, but only because most teachers have been working insane schedules. It’s unhealthy. Most teachers put up with the madness of something like one guaranteed prep period a day, etc., which leaves them kind of screwed if they teach more than one course, which is almost everyone, especially teachers of less-commonly taught languages (LCTL) who prep all levels as a department of one. No wonder there hasn’t been much innovation in education, there’s no time for it! The solution? First of all, teachers should streamline their practices so they don’t waste that precious time doing something like grading, or giving the same feedback over and over that students won’t read, or pretending their code system will make any difference. Beyond that, it takes adequate funding to hire more teachers. That should be a reasonable ask, and is just one of the many reasons why I’m supporting John Bracey as NEA Director in the runoff, who’s vying for fully-funded public schools in Massachusetts among other crucial fights. It’s ridiculous this even has to be part of any campaign at all, right? Fully-funded public education should be the unquestionable foundation of society, period. Vote Bracey. He’ll get that job done.

Anyway, I’ve finally made it to a point in my career where in these last weeks I get everything ready for the fall. I’ve been close to accomplishing that in the past, but there’s always been this August calendar event I set up that goes something like “read this, review that, create this, think about that,” yet there’s usually no time, even for someone like me hyperaware of prep time. Guess what? I already did all that stuff, and consolidated the ideas into this one post so the work is truly done to start 2021-22.

Posters
I sat in the middle of the room, looked around as if I were a student, and updated every poster that was hard to read. Really, what’s the point of having them if kids can’t see them?! Most are now on 11×17 at 120-pt font, with 80-pt English given below the Latin. Clarity is key, and so is comprehension. I’ll be pointing to these posters a LOT to establish meaning, and then even more when cuing it. I’ve also took down posters I couldn’t remember using. Some posters are nice in concept, but I’m just not gonna refer to fractions in Latin, etc. Also, I’ve redesigned my numbers, and put up my “who needs a boost” and “what would you like?” The latter are actually my first new practices I’ll have to be mindful of, which deserves a number, and bold color to draw attention when I check back in here come August. 1) Use Boosts & Quid velīs?

quālitātēs
Since the cognate list has grown to over 700 words, I updated quālitātēs to have *only* cognates, and dropped the English. There are 19 pages with about 160 words organized by positive, neutral, and negative adjectives. My plan is to show students how much Latin they probably already understand, while at the same time introduce English words not in their vocabulary. For example, diabolicum is just too good of a word to avoid using (any fans of The Boys out there?). I’m also going to use these lists more deliberately, like when we describe characters during storytelling. This is another new practice. 2) Use quālitātēs.

Password Now “Weekly Word(s)
This one’s simple. I used to stop students at the door requiring a rotating class password (but really for a quick check-in), and I wouldn’t let them in if they forgot the password. It was kinda fun except for when it wasn’t. The update is a reframing. No passwords, just weekly words now, but I’ll use the same words/phrases that went over well in the past. The very first one has always been “salvē!” which makes sense. However, I’m adding “…sum [___]” to the end so I get to hear how students pronounce their own name for a week. Can’t believe I hadn’t thought of this sooner!

DEA (Daily Engagement Agreements) Now “Look, Listen, Ask
The update to collecting gradebook evidence that now has a weekly focus on Look, Listen, and Ask means I won’t need to refer to these the way I used to. I’m not even gonna mention the word “rule.” Also, it’s a good thing I wrote about this, because I hadn’t made that Google Form yet. Check! 3) Use new form to collect gradebook evidence on focus areas.

TPR Wall
I’ve never really had much success with Total Physical Response, and haven’t been around students who like to act during collaborative storytelling either (i.e. so no TPRS for me). I’ve just removed all expectations (hopes?) for these things. It’s not the culture here. I’m not gonna force it. Therefore, I cleared up a whole wall that had TPR words, and moved the Look, Listen, and Ask posters over there.

Safety Nets
I’ve already written about this, but it’s worth a reminder that I won’t have to establish the routine.

Digital Fluency Write/Timed Write Form
I’ve been having students type Latin into a Google Form, then count up their words (responses from each class section all link to the same spreadsheet). It turns out there’s a formula =IF(C2=””,””,COUNTA(SPLIT(C2,” “))) that takes care of the counting. Drop it into a column in the spreadsheet, and you’re all set. Check out how close it comes to students counting one-by-one! I still review the student’s writing and adjust for only Latin words & names in that last column, but the formula skips the step of students counting—and miscounting—after writing.

Eval
I’ve been using timed writes for years to show growth. However, I haven’t been totally happy with the measurements used in the teacher evaluation goal setting. For example, if it’s by percentage, some students have increased their word count 1250%, while others by just 5%. If it’s by total word count, some students are writing 89 words, while others are still writing 10. If it’s by word increase, some students have written 74 more words than their first, and others just one or two. Regardless of the measurement, some students start writing a LOT right away, and don’t make much progress because most are just in that plateau of hanging out at Novice High or something. Therefore, I need a more variable goal that takes into account all these situations based on an average of the first three writing samples:

Under 10 will double.
10-30 will increase by 50%.
Over 30 will increase by 25%.

Also, I’ll have to get writing samples early on within a few weeks (not months) so I have a more accurate baseline. I’m also adding two new practices to help increase comprehension when reading, lead to acquisition, and result in higher output. These are alternating between 4) Code-switched Readings and Facing English in addition to full glossaries. Every text will include at least one of these three supports.

Activities
**Update: In particular, I’m gonna be sure to start with Card Talk Stories. This could be 4.5.** Due to remote teaching, I haven’t had much experience with a lot of things on my lists of input-based strategies & activities, and how to get texts. Therefore, I’m not ready to ditch any of them. Also, we’ll have more classes in what should be a more typical year, so I might need to draw from those lists to keep things novel. In particular, I’m thinking of varying reading activities considerably more. So, I’ll be sure to consult the lists when planning. 5) Check lists, weekly.

Syllabus/Learning Plan
For the first time ever in my teaching career, I had the opportunity to review the entire year’s class agendas! I thought I’d end up with a long list of activities and a rough sequence for the year, but no. First of all, I don’t plan more than a day or two in advance, and certainly not more than a week out. Second of all, it turns out I already did some of that work when creating my core practices! However, until I’m familiar with the whole teaching thing next fall—because I DO forget how to teach, every single year—I’ll make it a point to review all those practices: 6) Check out core practices, weekly. Still, looking back at the entire year’s class agendas was helpful. Hands down, I’m keeping “hodiē,” the one doc I open each day and work from, for organization (although I’ll be created a new Google Classroom assignment each week to better help students keep track). Here are some other routines and ideas I found from reviewing the agendas that I want to make sure I include next year:

  • A basic Talk & Read format to each class
  • Start class with date + something else to copy into notebook (statement, story, excerpt, etc.)
  • Use digital class libraries (only print for certain activities)
  • Build in time to read on own (since no more expectations of reading at home)
  • Occasional Flashcard Blitz
  • Brain Breaks
    • JUST a break…lap around school, etc.
    • Rock, Paper, Scissors
    • Higher/Lower prediction w/ cards
    • Which Would You Choose?
    • Fun Facts (but ask as if they were T/F)
  • Use general prompts during novella month (February)
  • Consider January a “reset,” spiraling back down to lower level texts & novellas
  • Do a 1-class CALP more often, and after each novella (poll students on some related topic from the book)

Blog Posts
Also a first in my career, I reviewed every blog post I wrote since last August. Here are various reminders and ideas that might influence the year to come:

Summary
So, here I am. There’s a LOT of stuff in this one post to review come August. After all, I plan to take a full summer break. No PD. No posts?! Maybe. Who knows, but having all my work done in order to set up next year’s success feels real good, and maybe the consolidated resources will help you, too.

Mārcus magulus: Published!

Marcus likes being a young Roman mage, but such a conspicuous combo presents problems in provincial Egypt after he and his parents relocate from Rome. Despite generously offering magical medicine to the locals, this young mage feels like an obvious outsider, sometimes wishing he were invisible. Have you ever felt that way? Marcus searches Egypt for a place to be openly accepted, and even has a run-in with the famously fiendish Sphinx! Can Marcus escape unscathed?

11 cognates + 8 other words!
800 total length

In 2017, I heard Jason Fritze say that “TPRS is basically the art of communicating using no words.” I’ve been drawing from that quote for years, writing stories with as “no words” as possible. This book truly pushes those limits. If you or your students have found any success with the ultra-early beginner Rūfus lutulentus, this new Mārcus magulus will not disappoint. The former will still have its place in the FVR (Free Voluntary Reading) library. However, effective immediately, Mārcus will replace Rūfus as the very first whole-class novella we read for 2021 and beyond. This new book is shorter, more engaging and intriguing (i.e. moves along quickly!), and comes out even a bit easier—if you could believe that! The audiobook also features a noticeably slower speech rate. Michael Sintros (Duinneall) has done another amazing job on the music. Here are excerpts:

Chapter 1 Excerpt
Chapter 4 Excerpt
Chapter 5 Excerpt
Chapter 6 Excerpt
Chapter 7 Excerpt

Mārcus magulus also has a few new features. There are two lists after chapters two and five that include summaries of what’s been learned so far. These short statements can be used to check understanding while building a sense of Marcus’ experience in Egypt. There are also some post-reading discussion questions that I’ve redacted in the screenshot below so as to not spoil the book.

  1. For Sets, Packs, eBooks, and USB Audio, order here
  2. Amazon
  3. eBooks: Storylabs
  4. Digital Audiobook

Pisoverse Companion Texts: HARDCOVER Combos!

Following last month’s new hardcover containing all three volumes of sīgna zōdiaca, the five Pisoverse novellas with a companion text are now offered as a combined hardcover option, as well. The companion texts have been used as more independent reading options, to expand vocabulary and bridge beginner texts, and for various annotation tasks and activities by copying them from the teacher guides/materials (Rūfus lutulentus Teacher’s Materials, Syra sōla Teacher’s Materials, Rūfus et arma ātra Teacher’s Materials, Agrippīna Teacher’s materials, and Pīsō Teacher’s Guide).

These combos are more geared toward independent reading, with notes at the end of each novella chapter that send students to the additional story pages.

Available only on Amazon…

Core Practices

I got thinking about what I’d say my core practices were if anyone wanted to learn more about CI and get an overview of what comprehension-based and communicative language teaching (CCLT) looks like. Would it be a list of 10? Could I get that down to five? Might it be better to prioritize some practices like the top 5, 8, and 16 verbs (i.e. quaint quīnque, awesome octō, and sweet sēdecim)? Would I go specific, with concrete activities? Or, would I go broad and global, starting with principles and ideas?

I highly recommend that you do this just as an exercise during a planning period this week, making a quick list of your core practices. Doing so required me to sort out a few things in the process, and helped organize and align my practices to certain principles. Of course, terms and definitions can get tricky, here. I just saw that Reed Riggs and Diane Neubauer refer to “instructional activities (IA),” which covers a lot of what goes on in the classroom. It’s a good term. I’m using “practices” in a similar way to refer to many different methods, strategies, techniques, and activities that all fall under a CCLT approach, as well as general “teacher stuff” I find to be core as well.

Another reason for this post is that I’ve seen the “CI umbrella” graphic shared before, but that doesn’t quite fit with my understanding of things. Rather than practices falling under a CI umbrella, I envision CI instead as the result of practices under the umbrella of CCLT. I also consider such an approach a defense against incomprehensibility—the first obstacle that needs to be removed—and I thought a more aggressive graphic of a “CI shield” might best represent that.

Here’s the first line of core practice defense:

Continue reading

sīgna zōdiaca collectiō: HARDCOVER!

All three volumes of sīgna zōdiaca have been combined into one new collection bound in hardcover! The myths also feature a new version that’s been adapted even further for a quick read (i.e. fābula rapida). When myths are read monthly with the changing of each sign, these new versions provide additional scaffolding which I found helpful in the first months of first year Latin. The book feels good, too, with a solid binding, similar to my LLPSI (Lingua Latina Per Se Illustrata) hardcover. The total length of this collection is 8100 words.

The collection is only available here on Amazon.

ecce, poēmata discipulīs! (Published!)

This is—by far—my metrical magnum opus, yet that doesn’t mean it’s beyond the reach of Latin 1 students. Forget any meter of mine you’ve ever met. If your pupils haven’t cared much for poor Piso’s poetry, no problem. This book is for them! It basically makes fun of Latin class, and school in general, which is a very different, yet delightful read, and it’s for students. I keep pointing that out because I’ve come to find that a lot of teaching materials are actually written for teachers, who then of course go on to use them with students (my own Piso Workbook included). This book, however, instead is written for students, directly…

“Wait, we have to read…Eutropius…who’s that?! Homework on a Friday?! Class for an hour straight without a break?! Oh no, more tests in Math?! What, no glossary?! Why can’t we just read?! Honestly, I was in bed (but the teacher doesn’t know!)…”

This collection of 33 poems is a humorous yet honest reflection of school, Latin class, homework, tests, Romans, teaching, and remote learning.

First Poems: “For students, teachers, cats, and dogs”
Those Classes in English: “Chem 101”
Romans & Not-So-Great Teaching: “Who’s Left?”

What makes this good? Why do I need this?
I can answer with some numbers:

Continue reading