Like usual, it took me a matter of minutes the other day to create the next day’s class agenda. Oh, you wanna know the trick to that? There are lots of them, but it all starts with a good grading system and ends with the basic Talk & Read format. Then, I try not to plan too far out knowing that something ALWAYS changes last-minute, and about 20% of our weeks aren’t even the typical schedule to begin with. I have a rough idea what’s coming up in following weeks, but never anything set in stone. Printing much ahead of time? Forget it. I’ve recycled WAY too many reams of no-longer-relevant activity sheets to know better. Anyway, I felt good about the time spent during my planning period, and had a solid idea of how class would go. The plans were simple and straightforward.
Yet, why was I exhausted by the end classes today?!
It turns out that low-prep isn’t always as easy as it seems to carry out. The good news is that it doesn’t take much more effort to avoid a draining class. In this post, you’ll find a list of the best low-prep AND low-energy-demanding activities generated from my input-based strategies & activities and how to get texts lists. Those lists have also been updated with the “EZ” code showing low-energy-demand typically required to carry them out.
Back in 2016, I wrote about five follow up activities based on one story. I’ve certainly been thinking differently since then, though I haven’t so much as changed my tune as I have changed keys. I’m now cautious of doing many activities over and over using just one story. Despite any novelty, the context remains the same. Surely, that can’t be ideal for acquisition, right? After a while, the student is probably just working with an understanding of the story from memory. Similarly, I’ve been highly critical of Latin teachers for remembering English translations they’ve studied and/or taught over the years instead of actually processing the target language itself. Because of that KEY change, I’ve been looking into creating new contexts with minimal planning effort. Here’s a workflow to hypermile your input:
1) Get a text
2) Read that text
3) Do a new activity that gets you a) more texts, b) drawings, or c) both
4) a) Read those new texts, b) Picture Talk the drawings, or c) both
5) Compile texts, drawings, and glossary into FVR packet
“Stultus” is not a word I want thrown around class. Sure, it’s National Bullying Prevention Month, but the fundamental reason why I can’t have students yelling at me when I make a mistake or error as part of the comprehension activity is because mistakes and errors are welcome in my class. I would be sending the wrong message, however gratifying and novel it might seem to call the teacher “stupid,” if I allowed that in my room. N.B. I must emphasize MY room, because I know that Stultus works out just fine elsewhere.
So, my adaptation has been to rename the activity “Magister Mendāx!” The process is the same, but the results are a bit more suited to me and my students. When I say something that’s simply not true (e.g. “Trump reads a lot” when the Latin reads “Trump nōn legit”), the students yell out “liar!” I like that the adaptation is not a judgement of my ability, I don’t have to pretend to not understand, and they still get a fun word we can use in class and in stories.
Familiarize yourself with Bob Patrick’s One Word At a Time Stories (OWATS), here.
Sure, this activity can be used to deliver understandable messages when asking questions to each group and/or providing Pop-Up Grammar explanations. Realize, though, that the more groups you have, the less CI you can deliver; time is divided between groups students instead of all at once in a whole-class format. Aside from the main purpose of providing some limited CI, OWATS is also suitable when you need a break from delivering CI. I was in that kind of state of mind today, and didn’t ask groups many questions. Still, the students had a blast creating stories together.
I didn’t plan ahead of time for today’s OWATS, but quickly realized upon entering the building that after the long weekend (including a surreal night at Hôtel de Glace), I didn’t have the energy to sustain a full day in Spanish (n.b. we start Latin in February, then French in April for this 7th grade Exploratory Language course). Teachers new to CI, and Latin teachers new to speaking Latin will likely find themselves in a similar boat. OWATS is a good option. I always have phrases we’ve used typed up, cut out, and ready to go, and continue to add more to the pile as we go…