A Pisoverse Novella Monthly Sequence: 1st Year Latin

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:

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30 Hours & First Novella

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…

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