Last Wednesday, we did our first MovieTalk (yes, still calling it this because I have no intentions or expectations of students acquiring specific vocab, and that’s peachy according to Dr. Ashley Hastings’ 2018 note to teachers who were misinterpreting the method). Believe it or not, but Wednesday’s MovieTalk has been the *ONLY* story so far. Yep. Other than that, no stories. With student interviews (i.e. Discipulus Illustris/Special Person), discussions based on a simple prompt (i.e. Card Talk), and questions about the weekend and upcoming week (i.e. Weekend & Week Chat), class has been compelling enough without any narrative. But stories are awesome, and we have a ton of other MovieTalk texts already prepared for every other week, so I’m thinking now is a good time to get into collaborative storytelling…Continue reading
**Check out the EZ conversions for remote learning!**
**Updated 2.24.2020 with Discipulī et Magistrī Illustrēs**
See this post for all the input-based activities you can do with a text. But how do we end up with a text in the first place?! Here are all the ways I’ve been collecting:
**N.B. Many interactive ways to get texts require you to write something down during the school day, else you might forget details! If you can’t create the text during a planning period within an hour or two of the events, jot down notes right after class (as the next group of students line up for the Class Password?), or consider integrating a student job.**Continue reading
Can’t get to a workshop, or conference? Well, first try Comprehensible Online, which starts tomorrow! Otherwise, have you watched every CI YouTube video out there, and want more training? Take a step back, be a CI ninja, and realize who’s in front of you each day. Our own students are usually an overlooked source for training us to provide comprehensible input (CI)! Sure, we hone our questioning skillz every day, but students can provide something more…
**Click for ready-to-go pairs using Picturae Database images** Updated 4.25.18
Do you have one set of cards taped to chairs, and distribute duplicate cards to students as they walk in for randomized seating? Do you have a left side/right side of the room labeled for Total Physical Response (TPR) groups? Try adding these for novelty…
Instead of cards taped to chairs, just shuffle and deal to students at the start of class (while they’re reading the one thing you’ve typed up?). Student pairs find each other, and either work together, or just sit next to one another for randomized seating.
Print and laminate images/names of things from the target language-speaking world. Keep them organized, and grab a new set every few days/week. For example, my room is labeled Rome and Pompeii for left/right, but I have other sets of cities, monsters, heroes, authors, social classes, etc. tucked away in a drawer. Next week, I could distribute 1/2 social class pulārēs and 1/2 optimātēs to the class, and have each sit on different sides of the room. This both mixes up the seating as well as gives new groups for TPR, etc. For small groups, say, One Word At a Time Stories (OWATS), I could distribute the chariot racing factions Alba, Russāta, Prasina, and Veneta, or just combine any pairs already formed, etc. This is just one more way to infuse target-culture into your class.
The 238 pages of support for Pīsō Ille Poētulus are finally here! In addition to invaluable information about Latin poetry, this Teacher’s Guide has 13 ready-to-go options for interacting with each chapter of Pīsō! Head to the copier, or project on board. Use them all, or choose a few per chapter; do whatever you’d like!
Pīsō Ille Poētulus is a poetry novella, so don’t overlook the Poetry Audio Album as a classroom resource, or more importantly, to improve your own rhythmic fluency. If a picture is worth a thousand words, the audio is invaluable when it comes to “feeling” the rhythm of Latin poetry. You can get it on iTunes or Amazon, but it’s better to download from Band Camp! Alternatively, I can mail it to you on a USB Drive. Continue reading
Here are five things that illustrate the variety and mileage you can get out of just one story. Start with a story (e.g. embedded authentic text, class story, MovieTalk, Story Card Magic, OWATS product, etc.), then do these:
- Interactive Read Aloud
- Choral Translation & Ask
- Read & Draw
- Timed Write
- Edit Products
A major reason to ditch what you’ve been doing (or what others expect language learning to look like), and teach with CI is for the flexibility in planning. In fact, the longer I teach with CI, the less I plan, and the better the results. This is probably the least intuitive concept as an educator, especially for anyone still green from their teacher training that included an obsession over Wiggins and McTighe’s Understanding by Design, the push for posted objectives, a need for required lesson plans tied to Bloom’s, etc.
I’ve written 13 blog posts and a summary about what should be considered and/or put in place in your classroom in order to continue teaching with CI. Here’s a perspective on a full year of teaching that might help you see the big picture of how simple it is to actually make this happen:
The Day **Added 12.9.17**
– Telling/Asking stories, then reading them
– Learning details about students
– 1-3 unannounced “open-book” Quick Quizzes
– 1-2 unannounced, no notes, 5-10min Fluency Writes
The Grading Term
– Students self-assess Rubric (but check these to see if they’re being too hard on themselves)
The bulk of “planning” then becomes varying how you tell/ask stories (e.g. One Word Image, TPRS, MovieTalk, Magic Tricks, etc.), what you do with them (e.g. Choral Translation, Airplane Translation, Read and Discuss, Running Dictation, Draw-Write-Pass, OWATS, etc.), and how you’ll learn more about each other (e.g. ask students for a new batch of questions to use during La Persona Especial/Discipulus Illustris, etc.).
Familiarize yourself with Bob Patrick’s One Word At a Time Stories (OWATS), here.
Sure, this activity can be used to deliver understandable messages when asking questions to each group and/or providing Pop-Up Grammar explanations. Realize, though, that the more groups you have, the less CI you can deliver; time is divided between groups students instead of all at once in a whole-class format. Aside from the main purpose of providing some limited CI, OWATS is also suitable when you need a break from delivering CI. I was in that kind of state of mind today, and didn’t ask groups many questions. Still, the students had a blast creating stories together.
I didn’t plan ahead of time for today’s OWATS, but quickly realized upon entering the building that after the long weekend (including a surreal night at Hôtel de Glace), I didn’t have the energy to sustain a full day in Spanish (n.b. we start Latin in February, then French in April for this 7th grade Exploratory Language course). Teachers new to CI, and Latin teachers new to speaking Latin will likely find themselves in a similar boat. OWATS is a good option. I always have phrases we’ve used typed up, cut out, and ready to go, and continue to add more to the pile as we go…