While Card Talk (formerly Circling with Balls) is great for establishing MGMT expectations by having students literally play ball on the first day of school, don’t forget about it the rest of the year! Write/project a prompt (as bell ringer/Do Now?), then talk about what students drew on their cards. This is no-prep, which sounds like juuuuuuuust the right thing to begin class once back from the holiday break, especially to reinforce class routines after being away for a bit. Aside from my new Brain Bursts, this is what I’ll do tomorrow, and it might even last the entire class!
Given the nature of holidays, instead of making things difficult for the less-privileged, or assuming who celebrates what, I’ll keep mine to a simple and global prompt:
Quid bonum erat? (What was good?)
Oh, and the student who draws nihil (nothing) actually helps us out. The “nothing” response makes it all the easier to launch into some non-examples, either/or questions, and Personalized Questions & Answers (PQA) comparisons, as well as “I don’t believe you” and “liar” rejoinders that are instant hits that extend the conversation every time!
I spent about 15min entering data from the diēs Mārtis (i.e. Tuesday) Latin class K-F-D Quizzes. N.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.
28 students were in class for the K-F-D Quiz. Here are some observations:
I live by the “low-prep/no-prep” mantra. Yes, there’s life outside of school (maybe not if you teach high school ELA, sorry folks), and I enjoy sharing with others ideas on how to regain their personal life back while also being a damn fine teacher. As part of this, I pride myself on having not taken home student work for a few years now.
This first week, however, is different…
I’ve been used to starting the year with a half-day devoted to essential rules, some routines, and that school-required housekeeping stuff. Then, in next 8-10 class days over about 2 weeks, I would get into Circling with Balls (CWB), Total Physical Response (TPR), Discipulus Illustris, not to mention the No-Travel Story Script I was looking forward to trying out. Not this year. I see my students just 1 hour per week, which means those usual beginning activities would take us up through Thanksgiving! That’s simply too slow for he brain craving novelty. Expectations must be lowered. I’m just now recognizing exactly how much lower, too. This first week—one class—had to combine all that housekeeping with only a little bit of Latin…very little. You know what we did? placet (= likes). Yep, that’s it, at least as the only verb, although eī, tibi, -ne?, an, nōn, et, harpastum, minimē, and certē also made appearances. The focus was on just one student, and another parallel student to compare.
**Updated 12.13 with this clue tracking sheet for teams**
Every Latin program has that perfunctory “Roman house” unit in which students memorize the layout and names of various rooms in a vīlla or domus, and then read (or translate) a narrative loosely connected to those rooms. This got me thinking; is there a more meaningful way to learn about the Roman house through a game? To be clear, gamification usually sucks (e.g. playing a board game to teach prepositions), so the key is to align the game objective with a communicative task in Latin. On Episode 42 of Tea with BVP, Bill stated that “we communicate in order to learn, build, create, entertain, and socialize,” so what better task covering at least 3 of those purposes than a “whodunit” based on Clue™?
This is probably the most effective no-prep activity you should become familiar with:
1) Say or ask for one(1) word.
2) Draw it on the board (or have the Class Artist draw it).
3) Ask about it, and add details to the image.
I’m never at a loss for what to add because I rely on my Question Word Posters as reference to drive the image. Looking at the posters around my board, I usually just ask questions in order and get corresponding supporting details without planning a single thing. Here’s an example that began with a single word, fūr (thief)…
Where? = The thief is in Starbucks
From Where? = Lived in Spain
To Where? = Wants to go to Peet’s Coffee in Berkeley, not Cambridge
What? = Has a gladius (Roman sword)
Who? = The thief’s name is Tom
Whose? = The gladius is actually the Starbucks barista’s gladius
When? = It’s night time
Whom? = The thief sees someone with a better, bigger gladius
With Whom? = Donald Trump (obviously!)
To Whom? = The Starbucks barista gives a coffee to Donald Trump
How? = The thief has the gladius because he stole it from the Starbucks barista
How many? = Actually, the Tom the Thief has 7 gladiī—one from each Starbucks in Starbucksville
What sort of? = Tom is actually a bad thief…the Starbucks barista saw him steal the gladius
Why? = Donald Trump is there because he wants to buy all the Starbucks’
Note how some of the details don’t connect (e.g. there is another person with a sword but doesn’t get mentioned again), but realize that they don’t have to. We’re just creating an image, not any kind of plot. Also note, however, how easily this COULD turn into a prompt for a Timed Write, or a Storyasking session, especially given the image we’ve established as a class.