In a Latin Best Practices Facebook group discussion months back, I shared that I wasn’t sure I do any pre- or post-reading. I just have a bunch of…activities. While I still think that’s true, I’ve decided to consolidate and organize everything under the pre/dum(during)/post categories to make planning even easier.
I almost can’t believe I just typed that. Planning—for me—already takes mere minutes. With broad Class Day and Culture Day unit plans established for reference, I’ve had no need to plan the class agenda more than a day or two in advance. In fact, doing so becomes a waste of time as things become irrelevant, or causes frustration when plans—inevitably—must change. N.B. I’m able to plan this way because I work under a “forward procedure” approach, which I highly recommend. Still, if there’s a way to reduce planning even further, I’m game.
I hear teachers talk about cycles a lot these days, which are kind of like longer planning routines. Since my school went to A/B day block schedule, the whole “Monday = ____ day” is pointless, and the longer 84 minute classes really messed with how I structured it all. This year was a big adjustment to say the least. So next year, I’m gonna give the cycle thing a try as it pertains to pre-, dum-, and post-reading sequences within a single class. This differs from what Elizabeth Davidson shared, noting that her sequence typically lasts 4-6 days. These past weeks, though, I’ve been using the sequences when reading a short text, such as a novella chapter, in one class. As such, the amount of pre- needed for the reading (dum-) is far more limited, as well as the scope of a post-reading wrap-up (usually a game). For the descriptions of everything that follows, see this updated list of activities, which is now organized by timing, not prep…
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.
Here’s a list of how to easily convert tried-and-true activities to the digital space during our remote learning. For a list of all original in-person ways to get texts and input-based activities, see this post.
Last year, I reported total words read up to holiday break, and it’s hard to believe that time of year is upon us again. Since part of my teacher eval goal is to increase input throughout the year, let’s compare numbers. 2018-19 students read over 20,000 total words of Latin by this time. However, this year’s students have read…uh oh…just 11,000?!?!
Something’s going on. I’m positive that students are reading more now, and for longer periods of time. Classes are now structured to be roughly half listening and half reading (i.e. Talk & Read), too. So…why don’t the numbers add up?! Surely there’s a reason. Let’s look into that, starting with this quote from last year’s post:
“Over the 55 hours of CI starting in September up to the holiday break, students read on their own for 34 total minutes of Sustained Silent Reading (SSR), and 49 minutes of Free Voluntary Reading (FVR)…“
This year’s independent reading time has skyrocketed to 99 and 233. That’s nearly 5x more independent choice reading! Now, last year’s 20,000 figure included an estimated 1,900 from FVR. Therefore, it’s not unreasonable to estimate that this year’s students have read something like 9,500 total words during FVR, which would be like reading a third of this paragraph worth of Latin per minute. If so, the year-to-year comparison would be very close (i.e. 20,000 vs. 20,500). However, I’d expect the numbers to be much higher now with even more of a focus on reading. Seeing as it’s really difficult to nail down a confident number during independent choice reading due to individual differences, then, let’s just subtract all that FVR time from both years, arriving at 18,100 to compare to this year’s 11,000, which is still quite the spread. Let’s do some digging…
**Check out Using Novellas for a growing collection of ideas**
Teachers have had many questions regarding the use of novellas in the classroom. While the easiest is to simply have them available for students to read, I’ve taken a more cumulative approach to setting aside time for independent reading this year. Here are 5 different no-prep ways to read novellas:
**ALL novellas available for Free Voluntary Reading (FVR)**
1) Whole-Class & Sustained Silent Reading (SSR) Intro
2) Whole-Class & SSR
3) SSR & Expanded Readings (ExR)
4) Audiobook, SSR & ExR
5) Poetry of the Week
Keep reading for a LOT more detail…
**Here’s the list of older ones I haven’t used in a while**
When choosing the class agenda beyond the Talk & Read format, it dawned on me years ago that I couldn’t remember all my favorite activities. Thus, here are the input-based strategies & activities I’ve collected, all in one place, and that I currently use (see older ones above). Everything is organized by pre-, dum-, and post- timing. You won’t find prep-intensive activities here beyond typing, copying, and cutting paper. Oh, and for ways to get that one text to start, try here. Enjoy!
**N.B. Any activity with the word “translation” in it means translating what is already understood. This should NOT be confused with the more conventional practice of translating in order to understand.**
“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.