Drūsilla et convīvium magārum: Published!

Here’s the latest compelling, comprehensible text written with sheltered (i.e. limited) vocabulary to provide more understandable reading material for the beginning Latin student. Drūsilla et convīvium magārum features mages (i.e. witches, sorcerers, etc.), serpents, a dinner party, peacocks, and potentially pooping in a cooking-pot (fūfae! = gross!). Fun for everyone, right?

 

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Drūsilla is the longest Pisoverse novella to date, finishing at over 3400 total words in length. That’s over 500 words longer than Pīsō Ille Poētulus, but with half the vocab! It’s the first Pisoverse novella to venture into magic and the occult, making for quite the compelling narrative, yet still within the context of ancient Rome.

Drusilla lives next to Piso. Like many Romans, she likes to eat, especially peacocks! As the Roman army returns, she awaits a big dinner party celebrating her father’s homecoming. One day, however, she sees a suspicious figure give something to her brother. Who was it? Is her brother in danger? Is she in danger?

Drūsilla et convīvium magārum contains 58 unique words (excluding names, different forms of words, and meaning established within the text), and works well with any Roman daily life unit (e.g. home, family, food, etc.) in Latin class.

Drūsilla et convīvium magārum is available…

1) Classroom Set Specials (up to $80 off!)
2) On Amazon
3) As a free preview of the first 7 chapters (of 17)
4) Email me for Purchase Orders and classroom set discounts

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K-F-D Quiz: Fun With Data Analysis!

I spent about 15min entering data from the diēs Mārtis (i.e. Tuesday) Latin class K-F-D QuizzesN.B. These are “sneaky quizzes” per my NTPRS 2017 presentation, No Prep Grading & Assessment, referring to “assessments” that satisfy most quizzing/testing requirements, yet are actually an opportunity to interact and acquire.

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28 students were in class for the K-F-D Quiz. Here are some observations:

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Sheltering Vocabulary: Caesar & Piso Fun Facts

Fun Facts:

  • Caesar’s Dē Bellō Gallicō, Liber V (i.e. just book 5, though there are 8 total) has 2900 unique words, and is 7400 total words in length.
  • All 4 current “Pisoverse” novellas combined have 233 unique words, and are 8445 total words in length.

Observations:

  • Regardless of any definition of “reading” that could possibly exist, successfully reading one of the above is an impossible task for nearly all high school students, and extremely unlikely for the remaining handful.
  • The unique word count of 108 in Pīsō Ille Poētulus—the highest of my novellas—is too high for some students to read easily. That’s with just 108 words, let alone 200, let alone 400, let alone 800, 1600, or the 2900 in Caesar.
  • Most students will fail to read anything close to this excerpt of just one ancient author (traditionally considered “easy Latin!”) that has 26x the vocabulary of a novella some students can’t yet read easily.
  • At most, high school students receive 4 years of input (5-6 if middle school Latin?). Given that some students in years 1 and 2 might not be able to read Pīsō Ille Poētulus easily, it’s clear that realistic expectations for reading are much, much lower than we think.
  • Students will be more successful reading copious amounts of Latin containing words they are familiar with.
  • Sheltering vocabulary has the greatest impact on providing contexts with more familiar words.
  • Students would benefit from reading more novellas under 100 unique words.

 

Why novellas? Read more, here.

Pīsō (latín -> español) Published!

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You’ve seen this map, right? Among many things, it’s to remind Western cultures that their historic place in the world doesn’t mean that the continents actually exist as they’ve been portrayed. This was the first image that came to mind when Donaciano Pardo, a Latin teacher in Spain, expressed to me that he wanted his students to read Pīsō Ille Poētulus, but that they didn’t understand English…

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Why Novellas? Why “Shelter Vocabulary?”

The new Latin novellas, first published in September of 2015, have been written with sheltered (i.e. limited) vocabulary so the novice student can read Latin confidently after knowing as few as 40 words! This sheltering provides frequent exposure to Latin’s core vocabulary—even more so than textbook narratives, or unadapted ancient texts that seldom repeat words. Why novellas? Why shelter vocabulary? Novellas provide high-frequency repetition for the novice student.

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Input: DENIED

I shared the following picture of my language library to the “iFLT/NTPRS/CI Teaching” Facebook group to share how reading novellas has increased my Spanish and French proficiency:

library

Now, the books circled in red are either mostly-unadapted ancient Latin containing support (i.e. some words defined—in Latin—in the margins), or Latin translations of books unintended for the language learner (e.g. The Hobbit, or Harry Potter). These represent more than half of my current extensive reading options for Latin—the others nearby not circled being 10 novellas with sheltered (i.e. limited) vocabulary published within the last three years. Sheltering vocabulary has had a positive effect on my Spanish and French proficiency, so I got thinking about the effects of reading unsheltered Latin…

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