The Gladiator Game

This is a lot like Latin Clue!, which was a fun way to end exploring Roman housing, but really only a one-off activity. The Gladiator Game, however, is much simpler, has faster game play, and is more likely to be repeatable. My students did this 2-3 different days over a couple weeks while exploring the topic of Roman gladiators, and reading Rūfus et arma ātra, as well as Rūfus et gladiātōrēs. The basic idea is for students to choose a gladiator’s actions during a fight. In this game, you can take on more of a GM (Game Master) role for no-prep, and maximum flexibility, or set up some things during your planning period beforehand and run it during class.

Either way, you’ll need to determine some details. I’ve found that VERBA cards serve this purpose nicely. Otherwise, determine a list using basic storyasking strategies (e.g. “should there be a lion, or giraffe?”), write them on the board, assign a number to each, and anytime you’d “draw,” instead just roll dice and choose from the list. Perhaps this is best to do after a few times when students have a better sense of the game. How many details? Try 5 for each category and see how long you can play the game. You’ll need…

– gladiator type & name
– opponents
– wounds
– health
attacks

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The Cropped Picture Picture Talk Trick!

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.

  1. Get a picture.
  2. Crop it.
  3. Make copies, and have students draw the missing parts.
  4. 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)

Using Novellas: 5 No-Prep Ways To Read

Teachers have had many questions regarding the use of novellas in the classroom. While the easiest is to simply have them available for students to read, I’ve taken a more cumulative approach to setting aside time for independent reading this year. Here are 5 different no-prep ways to read novellas:

**ALL novellas available for Free Voluntary Reading (FVR)**
1) Whole-Class & Sustained Silent Reading (SSR) Intro
2) Whole-Class & SSR
3) SSR & Expanded Readings (ExR)
4) Audiobook, SSR & ExR
5) Poetry of the Week

Keep reading for a LOT more detail…

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No-Prep Monday Poetry Of The Week: Using fragmenta Pīsōnis

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…

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Free Voluntary Reading (FVR) Myths & Starting Your Library For $0 – $250

Myth 1“My students aren’t ready.”
Face it, this is a myth. Your students might not be ready to spend 15min/day reading 300-word, 5k length novels, but they’re probably ready to begin self-selecting short texts like class stories to read very early on. Once you have about 5-10 class stories, make some booklets and start FVR for a few minutes 1x/week. For this reason, I intend to make TPRS a priority early in the year after some TPR. In the past, I’ve built this up too much, spending a whole class or two on a story. My new plan is more shorter stories, at least 2/week.

Myth 2 – “There aren’t enough resources.
Curating that collection of class stories takes care of this second myth, at least for a while. Also, don’t forget about writing/adapting short texts yourself!

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fragmenta Pīsōnis: Published!

Here are 50 new lines of poetry including dactylic hexameter, hendecasyllables, and scazon (i.e. limping iambics)!

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This collection of poetry from the Pisoverse features a prose description of what inspired Piso’s poetry prior to each verse itself. This provides context and exposure to the words found in each verse, adding to its comprehensibility. Despite the lack of a single continuous plot, students should find fragmenta Pīsōnis more readable than the Pīsō Ille Poētulus novella, especially with any background knowledge from reading the other, much easier novellas in the Pisoverse (i.e. Rūfus lutulentus, Rūfus et arma ātra, and Agrippīna: māter fortis). The poetry in this collection includes more “big content words” to clearly convey meaning. fragmenta Pīsōnis can be used as a transition to the Pīsō Ille Poētulus novella, or as additional reading for students already comfortable with poetry having read the novella. The only new word added to the 96 word count from the entire Pisoverse is fragmentum. This collection is 2200 words in total length.

Use fragmenta Pīsōnis as a Free Voluntary Reading (FVR) option, read as a whole class together, or introduce each fragment as “poetry of week.”

fragmenta Pīsōnis is available…

1) Classroom Set Specials (up to $80 off!)
2) On Amazon
3) As a free preview of the first section (includes 12 lines of poetry) (text only)
Poetry of the Week (free audio files to use)
4) Email me for Purchase Orders and classroom set discounts