If An Hour Doesn’t Get Us One to Two Classes…

…we’re doing something wrong.

If we spend an hour preparing to teach, that hour should at least result in an entire class’ worth of content, activities, etc., and bonus if it gets us a couple more. In other words, the fruit of an hour’s labor should not result in a single activity lasting just 10-15 minutes, or a quiz that lasts the same time but adds another hour for us to check/enter in gradebook/follow up with. Even spending an hour on something that lasts half as much time in the classroom—physical, virtual, live, or asynchronous—isn’t enough juice for the squeeze, and we got alotta lemons this year…

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45,000 Total Words Read!

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)…

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Pronunciation & Poetry Quizzes

māter ārtium necessitās

It’s rare that I begin a blog post with some pretentious Latin quote that might as well have been in that Tombstone scene. However, it really fits nicely. Why? It seems that every time I experience unwanted confusion, additional work, changes of plans, and really just negōtium in general, I have an idea. The fruit of this day’s frustration is two additional sneaky quizzes to add to the Quick Quiz family. Besides, with Poetry Of The Week now underway for about a month, these have even more purpose…

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Card Talk 2 for 1: Double The Input

This year, I’m very on top of providing learners with texts. Each class section has been reading at least a half page of Latin every class, which I’ve also been able to print (all during my planning periods!), and give to learners as reading options at home. These texts also double as what some schools call “Do Now” or “Activators” as the first thing we read in class.

 

 

The texts include somewhere between 50-70 total words every day. Since I always print extra copies, I’ve shown learners where to go to get new texts if they’ve already read the ones from their own class. Why would they? Well, the texts from each section has different content written with frequent vocabulary that all learners understand. For those who have read all the texts available from other classes, that’s about 1300 total words after just one week! It’s worth noting that almost all of the content is the product of Card Talk, and a single Picture Talk. These are extremely low prep; the work is just typing up what happened in class, made even easier when doing a Write & Discuss at the end of class. Also, in typing up today’s events, I just stumbled upon a way to double the input from any X Talk (e.g. Card, Picture, Calendar, Item, etc.)…

Extending the concept of parallel texts to Card Talk is an easy way to double the input. Say the day’s prompt is “draw up to 4 things you don’t like, and circle them.” In class, 5-10min could easily be spent comparing two learners, their drawings, and the thoughts of others.

Now, instead of typing up what everyone heard and learned in class, review other drawings and type THOSE up. Project, and/or read using your favorite input-based strategy and activity, and you will have doubled the input in a more communicative and compelling way (vs. reading content that learners already know).

Rūfus et arma ātra: Teacher’s Materials & Rūfus et gladiātōrēs (Student FVR Reader)

**Updated 6.29.18**

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.

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