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!
Here are 50 new lines of poetry including dactylic hexameter, hendecasyllables, and scazon (i.e. limping iambics)!
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
3000 additional total words in 28 scenes and stories for the novice reader featuring more vivid descriptions of weapons, deeper character development, mud, fights with animals, retiarii, baths, rumors, mysterious odors, infants in danger, Crixaflamma’s real name, and more…
This is a different kind of teacher’s guide.
Teacher’s Materials for Rūfus et arma ātra are just days away from being published, featuring 28 additional stories that expand the unique word count, and increase sentence lengths. This will provide the novice+ student with 3000 more total words to read in Latin, and is the first of my Latin texts written with deliberate attention to super clear cognates—45 of them!
When it comes to a student-centered acquisition-rich classroom, the main responsibility of a teacher is providing input. Given time constraints, as well as what we know about general anxiety over learning languages, the input (I) should be as comprehensible (C) as possible. Therefore, the teacher would benefit from spending most of their time making the target language more comprehensible, but doing so requires training in particular strategies and techniques.
An oft neglect technique for Latin teachers is the liberal use of cognates.
The low-tech/no-tech paper version of the English Quadrant Word Race (included in Pīsō Ille Poētulus Teacher’s Guide, as well as the upcoming Teacher’s Materials for Rūfus et arma ātra) is an awesome, simple, input-based competitive activity.
The more-tech version is to take 5min and make a Kahoot quiz for the whole class, or teams. On Kahoot, students earn more points the faster they answer, so you’ll get a whole class/team winner (vs. the 1 winner per pair in the low/no-tech paper version).
The process is the same—just read slowly in the target language, and when students hear you say one of the options, they choose it on their smartphone/computer.
Rūfus et arma ātra (40 unique words) represented an extreme example of sheltering (i.e. limiting) vocabulary that addresses the lack of understandable reading material available to beginning Latin students. It had the lowest unique word count of all published Latin and modern language novellas.
That is, until now…
The new Latin novellas, first published in September of 2015, have been written with sheltered (i.e. limited) vocabulary so the novice student can read Latin confidently after knowing as few as 40 words! This sheltering provides frequent exposure to Latin’s core vocabulary—even more so than textbook narratives, or unadapted ancient texts that seldom repeat words. Why novellas? Why shelter vocabulary? Novellas provide high-frequency repetition for the novice student.