#teachersunday: No-Prep Monday

OK, so it’s still holiday break, but we can celebrate the third #teachersunday in a row, especially to get more teachers on board after the New Year (just post a pic of your Sunday in the Twitter sphere, and/or FB). Even though it’s still break, I’ve already heard teachers beginning to plan their upcoming week. Not me; I took care of that work—at work—before I left work. In fact, I’m not even sure what’s been planned, and don’t really need to know until school begins Wednesday. Come to think about it, I don’t even really have to plan for Mondays at all because the options are bountiful. Having some Monday routines on hand are a must for teacher sanity…

Before you check out my #teachersunday activities from this week, here are some favorite no-prep options for every Monday so you don’t have to think very hard on a Friday, and definitely not during a holiday…

  • Weekend Talk/Holiday Talk/Card Talk + Simple Survey (e.g. “What was good? What was bad?”)
  • Calendar Talk
  • Special Person Interviews
  • MovieTalk (always have the next one cued & printed)
  • One Word Image (OWI)
  • Free Voluntary Reading (FVR)

Also, whatever you do, make sure it’s something without printing (do all that by Friday). Heading to the copier Monday morning is about as bad an idea as driving back to any major city on a Sunday afternoon.

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Making some house compound gin (i.e. legal infusing, not illegal distilling)
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This ambient music show is free on Sundays, and you can stream the show all week free on the app.
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OK, so watching double bass videos isn’t exactly relaxing, but #teachersunday is more about not planning for school than it is about chilling out. #teachersunday is about making sure you retain free time, and doing what you want with it.
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Calm Quincy water from a cozy corner at Aunt Pat’s.
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2018-19 Syllabus & Latin Program Mission & Vision

Unless you’re an island of one, a program Mission & Vision is a good idea to keep the department heading in a similar direction, even if things don’t start out that way. I put a lot of time into crafting the document last spring, and just had some help from my admin for the final touches. Once that was squared away this week, I could hand in my 2018-19 Syllabus. Let’s unpack all that…

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Getting Texts: Companion Post to Input-Based Strategies & Activities

**Updated 1.2.19 with Summary & Write**

See this post for all the input-based activities you can do with a text. But how do we end up with a text in the first place?! Here are all the ways I’ve been collecting:

**N.B. Many interactive ways to get texts require you to write something down during the school day, else you might forget details! If you can’t create the text during a planning period within an hour or two of the events, jot down notes right after class (as the next group of students line up for the Class Password?), or consider integrating a student job.**

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Comprehensible Online 2018 Takeaways

In its debut year, Comprehensible Online offered a different kind of PD, allowing participants to watch as many presentations over three weeks as they could from their computers and phones. #pdinpajamas was trending for many teachers sneaking in loads of PD from the comfort of their own home. In fact, I was able to watch most videos during my part-time job (shhh)!

Like other conference takeaways, I’ll consult this post over the years, and the info will be here to share with all. I have a code system to help me spot new things to try, and others to update. High-leverage strategies I consider “non-negotiable” for my own teaching are “NN.” Strategies to update or re-implement are “Update!,” and those I’d like to try for the first time are “New!” I encourage you to give them all a try. Here are the takeaways from some of the presentations I got to, organized by presenter:

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Story Template Using Top 16 Verbs

Keith Toda just posted about writing simple texts and parallel stories for extensive reading use, such as during Free Voluntary Reading (FVR). Follow this template to create simple texts from scratch using the Sweet Sēdecim (Top 16). Also follow this template starting with any text (e.g. the simplest version of an Embedded Reading, a parallel story, a textbook chapter, a Write & Discuss, details from Discipulus Illustris, a myth, etc.). This will get you practice writing for the novice:

  1. Setup:
    (is, is in, likes)
  2. Conflict:
    (there isn’t, doesn’t have, wants [to ___], wants to go)
    Interactions: (sees, hears, says, thinks, knows)
  3. New Location(s):
    (leaves, comes to, is in, goes)
    – Interactions: (sees, hears, says, thinks, knows)
  4. Resolution/Unresolved Ending:
    (if item/object: someone carries, puts, gives, if action: character is able)


Example:
Here’s a 250 total word length story I could add to the FVR shelf as another comprehensible option…

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Special Person Truths & Lies: “Says that…”

This Discipulus Illustris (i.e. Special Person) variation was inspired by a student who shared with us that he had 4 names. Even though the whole class knew his name since September (i.e. boring interview question), they had NO IDEA that he had two middle names. Sweet. This is the kind of hook needed to reboot interest in a Special Person program. This variation ranks high on that compelling-o-meter…

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Sample CI Schedule: The Week & The Day

**Use this schedule with the Universal Language Curriculum (ULC) Updated 2.4.18**

Shifting one’s practice towards providing more input can feel like it’s a daunting task. All of a sudden, certain routines and practices don’t seem to make much sense, especially after looking at how few messages in the target language there might have been on a daily basis! The big picture of what a CI year looks like should be liberating and alleviate concern. Still, there are questions about what happens daily throughout the week…

The Week
– Telling/Asking stories, then reading them
– Learning details about students
– 1-3 unannounced “open-book” Quick Quizzes

The Day
– Routines
– Reading
– Students
– Stories
Write & Discuss! (Added 3.10.18)

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