June & July have seen several additions to the Pisoverse. With the low unique word counts and numerous cognates included throughout, the novellas now provide over 28,700 total words for the beginning Latin learner to read! That’s with a vocabulary of just 360 unique words across all texts! Here are the latest publications:
**Updated 1.19.19 with Individual Word Race**
**Check out the companion post on Getting Texts!**
When choosing the class agenda beyond each particular day’s routine, it dawned on me that I couldn’t remember all my favorite activities. Thus, here are the input-based strategies & activities I’ve collected over the years, all in one place. Although this began as only reading activities, I decided that it didn’t matter as much whether students were reading or listening. Why? These input-based activities start with some kind of text either way, so beyond variety, what really matters most to me when planning for class is providing students with input, and what kind of prep goes into getting the text/activity. Everything is organized by prep, whether no instructions, no prep, printing only, or low prep. You won’t find prep-intensive activities here beyond typing, copying, and cutting paper. Oh, and for ways to get that one text to start, try here. Enjoy!
**N.B. Any activity with the word “translation” in it means translating what is already understood. This should NOT be confused with the more conventional practice of translating in order to understand.**
3000 additional total words in 28 scenes and stories for the novice reader featuring more vivid descriptions of weapons, deeper character development, mud, fights with animals, retiarii, baths, rumors, mysterious odors, infants in danger, Crixaflamma’s real name, and more…
This is a different kind of teacher’s guide.
The 238 pages of support for Pīsō Ille Poētulus are finally here! In addition to invaluable information about Latin poetry, this Teacher’s Guide has 13 ready-to-go options for interacting with each chapter of Pīsō! Head to the copier, or project on board. Use them all, or choose a few per chapter; do whatever you’d like!
Pīsō Ille Poētulus is a poetry novella, so don’t overlook the Poetry Audio Album as a classroom resource, or more importantly, to improve your own rhythmic fluency. If a picture is worth a thousand words, the audio is invaluable when it comes to “feeling” the rhythm of Latin poetry. You can get it on iTunes or Amazon, but it’s better to download from Band Camp! Alternatively, I can mail it to you on a USB Drive. Continue reading
We’ve heard from Bill VanPatten that true communication has a purpose (i.e. cognitive-informational, and psycho-social). In the latest Tea with BVP, Bill stated those two purposes more clearly in teacher-friendly terms in that “we communicate in order to learn, build, create, entertain, and socialize.” My students love creating, entertaining, and socializing, so those are the three main purposes in my classroom.
Dictation, however, can easily have NONE of those purposes, lowering it down to the acceptable “activity,” but possibly the unacceptable “exercise” level, thus, rendering it non-communicative. Many of us have used Running Dictation (see an overview at the end of this post) to keep students moving and engaged, but in order to give dictation more of a social and entertaining purpose, I’ve combined it with the competitive Trashketball.
This is my first post about Teaching with CI Online, but I’m skipping ahead to showing some student work samples before explaining a bit about how CI Online is working out. That post will follow shortly.
So, here’s the context for the student work I’m showing you: