Pīsō et Syra et pōtiōnēs mysticae: The Cognate Book Published!

This novella is written with 163…COGNATES!

That’s right.

There are 163 fairly to super clear Latin to English (and even Spanish) cognates, and then just 7 other necessary Latin words (ad, est, et, in, nōn, quoque, sed) found within this tale of nearly 2500 words in length.

“Piso can’t seem to write any poetry. He’s distracted, and can’t sleep. What’s going on?! Is he sick?! Is it anxiety?! Has he lost his inspiration?! On Syra’s advice, Piso seeks mystical remedies that have very—different—effects. Can he persevere?”

Pīsō et Syra… is the 17th novella in the Pisoverse, the collection of Latin novellas written with sheltered (i.e. limited) vocabulary to provide more understandable reading material for the beginning Latin student. The Pisoverse now provides over 44,000 total words of Latin using a vocabulary of 645 (just about half of which—320—are cognates!).

1) Pīsō et Syra et pōtiōnēs mysticae is now available on Amazon.
2) For Sets, Packs, and Bundle Specials (up to $200 off!), order here.

Game Of Quotes

This activity was shared quite some time ago. I didn’t look into it at the time, and just sent myself an email for whenever I had the chance. That chance was last week.

This game rules.

In short, it promotes reading, and highlights titles from your Free Voluntary Reading (FVR) library at the same time. Plus, even students who “don’t want to do the work” have a role that ends up bringing them into the fold (see below, *in bold*). This was my process for our team game after 10 minutes of independent reading (Free Reading Friday), also included in the Slides presentation you’ll find at the bottom of this post:

  • Students hold onto their books, forming teams (3+).
  • A prompt is revealed (e.g. “something you yell when you stub your toe”), then everyone has a minute or so to look for a word/phrase/quote from their book silently/independently.
  • Each student shares with their team. *Students who didn’t choose anything open to a random page and read a random sentence.*
  • After a count-off, teams vote for their favorite quote by pointing to whomever read it. Most votes wins.
  • Winner from each team shares their quote with the whole class.
  • A judge chooses best overall quote. That team gets a point, and becomes the next judge. Teacher chooses first judge to get things rolling.
  • Laugh and continue.

The process I listed above is a simple team-based version of the game I adapted from Jessie Oelke, with the presentation entirely in English. I figured that I’d end up spending more time trying to establish meaning of the prompts in Latin than we’d actually get to playing the game (i.e. students processing some input from their books). Otherwise, there’s this page from Senora Chase along with some Slides in various languages, as well as a longer story-based form of the game. You could always just collect a bunch of prompts that students create (much like Discipulus Illustris questions).

Here’s my Slides pres on Game of Quotes (in English).

Free Reading Fridays: We Need More Novellas

Last week, we started Free Voluntary Reading (FVR) in what I’m calling Free Reading Fridays, which is 10 minutes of independent reading at the start of class just before we do some kind of team game. It’s a great way to end the week. I wrote about how first year Latin students have had 143 minutes of FVR so far, but that’s been in segments of 3-5 minutes in the middle of class, with students choosing class texts from their folder. Last Friday was the first day they were able to sit in the back and choose anything from our library…

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Q1 Stats: 39% Of Input From Novellas

After sharing the strong start to the year from just the first 12 minutes of day 1, and results of a textbook comparison from the first 4 weeks, I’ve now got some stats from Quarter 1. Having arrived at the first 10 week mark of the year (36 hours), the total words read is now 6,500. But that figure isn’t really what I find most remarkable. How about the fact that 39% of the total input was read in just these last two weeks, from novellas alone…

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The Daily Lesson Plan: Talk & Read

Teachers unaccustomed to speaking the target language in class are often a bit lost when it comes to providing input. Instead, the more familiar rule-based lectures and paired speaking activities of PPP (present, practice, produce), target culture projects, and perhaps target language movies all become quite alluring, seducing teachers back to the pedagogy of yore. Here’s a way to conceptualize class in a clearer way that maximizes input:

  1. Talk about something
  2. Read something

Now, from the student perspective, this would be “listen & read,” but the “talk” portion of class is very much led by the teacher, especially in beginning years, so it’s easier to think of this in terms of what you, the teacher, must do. Don’t get fooled by anyone thinking this is the kind of “teacher-centered” lesson that’s frowned upon. The content is student-centered, it’s just that students can’t express themselves fully in the target language. They don’t have to, and this is expected. They need input. Case closed. The “read” portion could be any reading activity, either independent, led by you, in pairs, groups, or all of the above…

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Do Now & Text-Generating Routines

Classes feel a bit different this year—to say the least—meeting between just 40 and 44 minutes daily. That certainly doesn’t sound like much time for high school, but it’s growing on me. In fact, I’d even say that this is an ideal amount of time to spend in a second language each day, so no complaints, here. Due to the need for super efficient timing, though, my daily structure now looks like this:

  1. Do Now
  2. Activity 1 (or first part of a longer activity)
    -Brain Break-
  3. READ (independently)
  4. Activity 2 (or second part of a longer activity)

To give you a sense of how this looks, on Tuesday we held the first round of student interviews (i.e. Discipulus Illustris/Persona Especial), students read about last Friday’s basketball game, then I asked questions about what we learned from the student in the spotlight, typing into a Google Doc as students copied the Latin into their notebooks (i.e. Write & Discuss). That was it! Thinking of the class day as two parts is really easy to plan for. Also, since classes meet daily, I’ve decided to alternate activities. This makes the week feel like there’s more variety without adding too much. Here are my alternating daily routines for these first weeks of school…

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Are My Students Reading Every Day?

No? Why not?

After thinking it over—and I can think things over for a long, long time—I can’t find a compelling reason why students shouldn’t be reading every day, either independently, in pairs/groups/whole class, or both. This year’s students have already read independently for twice as long as last year’s students did…by the end of Quarter 1!!!!

Reading is probably the best source of input, and although I value class time interaction, the reason for all that interaction amounts to being able to read Latin. In fact, I would still place all my eggs in the reading basket when teaching a modern language, too, knowing that interpersonal communication *might* occur outside of the classroom, but that it also might not. However, books can accompany us wherever we go, and literacy is probably the most important skill to promote and build across all content areas, as well as language class.

Bottom line, reading is paramount. Looking back at last year’s plans, there were days when students didn’t read, but I can’t justify that, even for a few minutes at some point between activities. Therefore, I’ve now built reading time into my plans for each day…like…ALL of them…! How?!

Halfway through class, and before ANY reading or any other input-based activity, students read independently for 3 minutes. That’s it!

For example, last week I finished class with TPR (Total Physical Response), but guess what? Students had 3 minutes of independent reading time with their first text. This was after a brain break in the middle of class, and that’s in 40 to 44 minute classes. If I still taught for 1 hour, I’d set a timer for 25, quick break, then read. Every. Day.

Of course, the insistence on this routine means I need a text every day, but that doesn’t mean the text must be long. That also doesn’t mean that a new text is needed every day. While students certainly could be given new text daily, especially with judicious use of copying a text written/typed out during class (i.e. Write & Discuss), a longer text could last a couple days, or even the whole week.

So, if your students aren’t reading every day, what can you do to build in this time?