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.Continue reading
Every now and then I get asked which of my novellas students should read and when. Of course, that depends entirely on how novellas plan to be used. However, there *is* a logical sequence to my books, and it’s simple. Although word count isn’t everything, I’ve found that it’s most things when it comes to the beginning student reading Latin. Therefore, reading from low to high word count pretty much as-is (i.e. 20 to 155) makes the most sense.
The only time this appears to go “out of order” is with books having a high cognate count, which I read a little earlier. For example, Quīntus et nox horrifica has 52 words, but 26 are cognates. I’ve read that immediately following Rūfus lutulentus (20 words, just 1 cognate) since the reading level is close due to the similar number of unrecognizable words between the two books. See this post on how cognates increase the likelihood of Latin being understood. In the list below, I’ve also omitted the companion texts used for additional reading, activities, and as independent reading options. However, when used along with a novella, those are just read at the same time (e.g. reading Syra et animālia along with Syra sōla). Here’s the current monthly sequence I have in mind:Continue reading
Let’s face it; most school-wide PD is trash. Either only one content area greatly benefits, or in an effort to get every department on the same page the facilitators end up wasting everyone’s time altogether.
Not today…Continue reading
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…Continue reading
With students meeting 1x/week—this year only—we just had the 30th class of the year. I compared this to our calendar for next year, which is as if it’s October 9th meeting every day of the week. Now, with constant reminders of routines (since at least one week passes from class to class), and typical testing/school interruptions, and Northeast snow, those 30 class hours could amount to fewer total hours of input (25, 20, 15?!). Total input hours is tough to calculate, though, so we’ll just stick with 30 for the purpose of this post! What does that mean for reading? Cue the first novella…
Hot on the heels of Drūsilla et convīvium magārum published last month, Pīsō perturbātus is the latest to emerge from the Pisoverse. It fills the need of beginning texts to read, and is on par with Rūfus et arma ātra, yet a couple hundred words longer. This book is silly, whimsical even, and completely inspired by the letters P and Q (and C)! Before he can actually compose poetry, and before even Rufus is around, Piso is seen as a very young boy with the crankiness of an old man. Oh, and there’s literally A LOT of alliteration!
Piso minds his Ps and Qs..(and Cs…and Ns and Os) in this alliterative tongue-twisting tale touching upon the Roman concepts of ōtium and negōtium. Before Piso becomes a little poet, early signs of an old curmudgeon can be seen.
Pīsō perturbātus can be read by the novice student known to curiously continue comprehending even the campiest content in the classroom. It has a unique word count of 36 (excluding different forms of the same word, names, and meaning established within the text), nearly all of which can be found in the novella’s final sentence of Ciceronian length!
Pīsō perturbātus is 1450 words in total length, and even features two nearly completed lines of dactylic hexameter. It’s available…
1) This weekend’s CANE’s Annual Meeting, University of RI, March 16-17
2) Classroom Set Specials (up to $80 off!)
3) On Amazon
4) As a free preview through Chapter 4 (of 8)
5) Email me for Purchase Orders and classroom set discounts
One Second Language Acquisition (SLA) idea is that teachers mostly control only the quantity and quality of input—the sine qua non of language acquisition—with the learner’s internal syllabus acting as a major constraint. Conventionally, Latin teachers have been preoccupied with quality of Latin over quantity, which is likely the opposite of how to acquire a language! Furthermore, quality* has different interpretations, especially concerning its comprehensibility.
Recently, John Piazza has been promoting HQ (High-Quantity) Reading—of texts students understand—on the Latin Best Practices Facebook group, and with good reason. Blaine Ray’s recommendation is reading 32 pages a week (half in school, half at home) beginning in the 3rd year, which is quite the challenge for a profession lacking a high quantity of understandable reading material (i.e. texts written with a reasonable number of words, and NOT what some consider appropriate texts)! Right now, there are a couple of ways Latin teachers are working towards that goal…
2) Writing personalized texts
There are about 17 novellas written with sheltered vocabulary for the beginning student, which I’ve been updating on a list, here. These novellas are ready-to-go sources of more understandable input than has ever been available in the past, offering thousands of Latin words for students to read in compelling contexts. As an author of some of those texts, I can share some stats. At this point in the Pisoverse, there are 4 novellas, and 2 readers. This winter, there will be a 5th novella of 58 unique words, which will end up being the longest in the Pisoverse at over 3000 total words! These 8 texts are written with just 300 unique words across them all—a reasonable amount for students to understand by their third year, no doubt containing some new words (because high-frequency is context-dependent). The total word count of these 8 texts is over 16,600. That’s a lot of Latin—twice as much, in fact, since this past October! So, the Pisoverse alone is just one huge source towards the 32 pages/wk goal in the third year. Approx. half of that Latin is available completely free for projecting/printing on each publication’s blog post,which you can find on the Novellas tab.
- Instead of creating worksheets…
- Instead of designing a 1-2 page quiz…
- Instead of grading quizzes at home, or during planning time…
- Instead of creating a translating activity…
…write personalized texts daily for your students!
*Quality is usually synonymous with Latīnitās, which will be debated ad nauseum, ad inferōs, and beyond, yet another take on quality of input is in the richness and clarity of meaning. The ancient unadapted short sentences found in “Wheelock’s” and “Learn to Read Latin” textbooks hold very little meaning for the beginning student—not to mention some degree-holders—which calls into question the quality of input if only few can understand that level of Latīnitās. After all, even the best examples of single-sentence Ciceronian Latin can be meaningless to most! Quality, then, can be seen as messages that hold a great deal of meaning, and not just messages of a particular style consistent with great ancient authors.