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.
John Piazza shared how he moved his Independent Points Grade away from a homework-onlysystem to a something regularly-scheduled during class time, mostly for equity reasons. These are good reasons. I’ve borrowed from this idea to create a new routine, just without the points…
Add short sections of a text to the top of a Jamboard (it’s in your Google apps), read as a whole class and have students tell you how to depict what’s going on. They probably won’t be speaking the target language (TL), but that doesn’t matter. You will. If they say “oh oh oh, don’t forget their hair,” just restate in the TL: “ah, dēbeō capillōs dēlīneāre? ego possum capillōs optimōs dēlīneāre. ecce! capillōs magnōs et rīdiculōs dēlīneō!”
“Why not have students do a Read & Draw?!” Good question.
Here are more organizational tips and tricks to stay sane.
Notifications In general, it’s not a bad idea to turn off all notifications, all the time, for everything. Then, turn on only what you need, like Calendar event reminders, etc. One helpful notification is “late” work. I don’t take off any points for late work because #1…pandemic…and #2 that’s stupid anyway, but I definitely don’t need to be checking responses every hour, either. If a student gets around to something, I want to be notified, not go tracking them down…
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…
Here are 4 sneaky activities that don’t seem like input at first glance. I call them “admin-friendly” because when there’s conflict over providing CI, it’s usually someone in a position of power who just wants to see the kind of schoolwork that makes more sense/is familiar to them. Unfortunately, that kind of observable schoolwork is output, or something completely non-communicative, or not even in the target language. I must admit that these 4 activities appear output-heavy, but they aren’t, so pay attention…
Back in 2016, I wrote about five follow up activities based on one story. I’ve certainly been thinking differently since then, though I haven’t so much as changed my tune as I have changed keys. I’m now cautious of doing many activities over and over using just one story. Despite any novelty, the context remains the same. Surely, that can’t be ideal for acquisition, right? After a while, the student is probably just working with an understanding of the story from memory. Similarly, I’ve been highly critical of Latin teachers for remembering English translations they’ve studied and/or taught over the years instead of actually processing the target language itself. Because of that KEY change, I’ve been looking into creating new contexts with minimal planning effort. Here’s a workflow to hypermile your input:
1) Get a text
2) Read that text
3) Do a new activity that gets you a) more texts, b) drawings, or c) both
4) a) Read those new texts, b) Picture Talk the drawings, or c) both
5) Compile texts, drawings, and glossary into FVR packet
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: