In anticipation of wrenches being thrown at us next week when teachers are officially back, I went into school one morning to set up my room again. Here are updates…Continue reading
The companion text to Syra sōla is now available on Amazon.
Rūfus lutulentus, Rūfus et arma ātra, Agrippīna: māter fortis, and now Syra sōla all have companion texts, either as collections of additional stories via Expanded Readings (i.e. Rūfus et Lūcia: līberī lutulentī, Syra et animālia, and Rūfus et gladiātōrēs), or a parallel novella via Choose-Your-Own-Level Readings (i.e. Līvia: māter ēloquens). These books have a colored border, and more than one unique word count button to show the range throughout (depending on the level one reads), which corresponds the other Pisoverse books (i.e. light blue <50 words; dark blue 50-100 words; purple 100+ words). This word count button is intended to inform teachers of relative reading level, and help learners choose a book during Free Voluntary Reading (FVR). Thus, I refer to all these companion texts as “FVR readers.”
N.B. Even though the companion texts are all based on existing novellas, learners don’t need to have read the originals! They can exist independently as FVR reading options.
Syra et animālia is the latest addition to the FVR readers. The new companion text to Syra sōla features the most super clear cognates in a Pisoverse novella to date, with 60! In this book, Syra encounters various animals around Rome on her quest for a pet. Familiar Pisoverse characters make appearances throughout, such as the arrogant Terrex, who we learn has a pet ape he doesn’t like and never named, and a pet peacock he adores, named Pāvopapī!
Here’s how the FVR readers work, and can be used…Continue reading
Here it is.
“Tiberius is on the run. Fleeing from an attacking Germanic tribe, the soldier finds himself separated from the Roman army. Trying to escape Gaul, he gets help from an unexpected source—a magical druid priestess (a “Gaul” in his language, “Celt” in hers). With her help, can Tiberius survive the punishing landscape of Gaul with the Germanic tribe in pursuit, and make his way home to see Rufus, Piso, and Agrippina once again?“
Tiberius et Gallisēna ultima is over 3200 total words in length. It’s written with 155 unique words (excluding different forms of words, names, and meaning established within the text), 36 of which are cognates, and over 75% of which appear in Caesar’s Dē Bellō Gallicō, making this novella a quick read for anyone interested in the ancient text. Tiberius is available…
I had some time during end of the year cleaning, keeping a single copy of each co-created class text, and had fun with counting words. Those texts were also analyzed for vocab in this post. Anyway, I wrote about the solid start to the year up through 55 hours of CI, then the April update at the 100 hour mark. So, here we are at the end of the first year of Latin just 20 classes later (120 total hours of CI). Students have read on their own for 238 total minutes (just under 4 hours) of Sustained Silent Reading (SSR), and 270 minutes (4.5 hours) of Free Voluntary Reading (FVR)…Continue reading
This trick gets you immediate content to discuss, and then X new drawings (whereas X is the class size) used for other input-based activities.
- Get a picture.
- Crop it.
- Make copies, and have students draw the missing parts.
- Project several drawings, and describe them.
- Write & Discuss (or type up on your own)
- Print and give to students to read (i.e. up to a complete Free Voluntary Reading (FVR) packet of drawings and descriptions).
- Project as Timed Write prompt (i.e. “Write a story about…”
- Print and give to students to read (i.e. up to a complete FVR packet of drawings and descriptions).
- Flyswatter Picture Talk (using two drawings side-by-side)
Today, I greeted students at the door as usual, waiting for their class password and making a personal connection before class. When the bell rang, I went to my desk, a bit like Vanna White drawing attention to the projected “Do Now!” with the instructions to read a new text I had placed on each seat. After a minute or so, I began walking around with a clipboard marking a) who was reading, b) who wasn’t/who was talking, c) who was coming in late, and d) who was absent.
This went into the gradebook.Continue reading