This trick gets you immediate content to discuss, and then X new drawings (whereas X is the class size) used for other input-based activities.
- Get a picture.
- Crop it.
- Make copies, and have students draw the missing parts.
- Project several drawings, and describe them.
For those who have read Rūfus et arma ātra, here’s a large Crixaflamma to print out. Also, input hypermiling combos include:
- Write & Discuss (or type up on your own)
- Print and give to students to read (i.e. up to a complete Free Voluntary Reading (FVR) packet of drawings and descriptions).
- Project as Timed Write prompt (i.e. “Write a story about…”
- Print and give to students to read (i.e. up to a complete FVR packet of drawings and descriptions).
- Flyswatter Picture Talk (using two drawings side-by-side)
I wrote about the solid start to the year up through 55 hours of CI. We’re now at the 100 hour mark. Students have read on their own for 187 total minutes of Sustained Silent Reading (SSR), and 150 minutes of Free Voluntary Reading (FVR)…
This is my favorite novella yet.
Syra sōla has the second fewest unique words of all 12 other novellas—29—(excluding names, different forms, and meaning established in the text), 10 of which are super clear cognates! This novella of 1400 total words is excellent as a Free Voluntary Reading (FVR) option for beginners, a quick read for more experienced readers, and also as one of the first whole-class novellas.
About Syra sōla
Syra just wants to be alone. Good luck in Rome, right? Syra travels to the famous coastal towns of Pompeii and Herculaneum in search of solitude. She encounters a merchant with several animals from Africa, including arguably the best Latin animal name, camēlopardalis (a “giraffe,” because it really DOES look like a camel-leopard!). Don’t let that word bog you down; it’s pronounced camēēēēloPARRRRdalis, with the accent on the “PAR,” and has the rhythm of repeating iambs (i.e. short long short LONG short short). Syra sōla is available…
1) 2019 CANE Annual Meeting March 8 & 9 (discounted copies, any 5 for $25)!!!
3) Free Preview (first 5 of 10 chapters, no illustrations)
What’s an appropriate level text for students reading independently?
That is, texts intended to be used for Free Voluntary Reading (FVR) need to be way, way, way easier to read than most teachers think…
Here’s that first post with a longer explanation. Otherwise, the process:
- Students get a copy of fragmenta Pīsōnis
- Silient Sustained Reading (SSR) of the nefās est section for 10 minutes.
The new section is a little longer with 107 total words in length, but it also contains four lines of dactylic hexameter. If students finish before the timer goes off, they should reread the previous section, lutulentus ubīque.
After the 10 minutes of SSR, I’ll play the audio, then ask questions about the prose description, and finally recite the featured line of poetry.
Previous Audio Files:
0 fragmenta mea
1 lutulentus ubīque – Rūfus erat lutulentus et is…
New Audio Files:
1.1 nefās est – Rūfus vult lutulārī hodiē
1.2 nefas est – ecce domī est māter Rōmāna et
1.3 nefas est – Rūfus vult lutulārī in Templō
For this year’s students, learning about the Romans—in Latin—began late in October with a CALP-inspired topic exploration on Roman housing (more on this, later) after months of focusing on the self, class, and community. Exploring Roman housing took place just after students read their first novella, Quīntus et nox horrifica. Upon returning from the December holiday break, students read their second novella, Drūsilla in Subūrā, which featured city-living apartments more familiar to them after the topic exploration during the fall. Learning about the Romans will now continue throughout the year as a new weekly routine begins…
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)…