**Here’s the list of older ones I haven’t used in a while**
When choosing the class agenda beyond the Talk & Read format (now Talk, Read & Reread), it dawned on me years ago that I couldn’t remember all my favorite activities. Thus, here are the input-based strategies & activities I’ve collected, all in one place, and that I currently use (see older ones above). Everything is organized by pre-, dum-, and post- timing. You won’t find prep-intensive activities here beyond typing, copying, and cutting paper. Oh, and for ways to get that one text to start, try here. Enjoy!
**N.B. Any activity with the word “translation” in it means translating what is already understood. This should NOT be confused with the more conventional practice of translating in order to understand.**Continue reading
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.
Pīsō Ille Poētulus is a poetry novella, so don’t overlook the Poetry Audio Album as a classroom resource, or more importantly, to improve your own rhythmic fluency. If a picture is worth a thousand words, the audio is invaluable when it comes to “feeling” the rhythm of Latin poetry. You can get it on iTunes or Amazon, but it’s better to download from Band Camp! Alternatively, I can mail it to you on a USB Drive. Continue reading
We’ve heard from Bill VanPatten that true communication has a purpose (i.e. cognitive-informational, and psycho-social). In the latest Tea with BVP, Bill stated those two purposes more clearly in teacher-friendly terms in that “we communicate in order to learn, build, create, entertain, and socialize.” My students love creating, entertaining, and socializing, so those are the three main purposes in my classroom.
Dictation, however, can easily have NONE of those purposes, lowering it down to the acceptable “activity,” but possibly the unacceptable “exercise” level, thus, rendering it non-communicative. Many of us have used Running Dictation (see an overview at the end of this post) to keep students moving and engaged, but in order to give dictation more of a social and entertaining purpose, I’ve combined it with the competitive Trashketball.
A major reason to ditch what you’ve been doing (or what others expect language learning to look like), and teach with CI is for the flexibility in planning. In fact, the longer I teach with CI, the less I plan, and the better the results. This is probably the least intuitive concept as an educator, especially for anyone still green from their teacher training that included an obsession over Wiggins and McTighe’s Understanding by Design, the push for posted objectives, a need for required lesson plans tied to Bloom’s, etc.
I’ve written 13 blog posts and a summary about what should be considered and/or put in place in your classroom in order to continue teaching with CI. Here’s a perspective on a full year of teaching that might help you see the big picture of how simple it is to actually make this happen:
The Day **Added 12.9.17**
– Telling/Asking stories, then reading them
– Learning details about students
– 1-3 unannounced “open-book” Quick Quizzes
– 1-2 unannounced, no notes, 5-10min Fluency Writes
The Grading Term
– Students self-assess Rubric (but check these to see if they’re being too hard on themselves)
The bulk of “planning” then becomes varying how you tell/ask stories (e.g. One Word Image, TPRS, MovieTalk, Magic Tricks, etc.), what you do with them (e.g. Choral Translation, Airplane Translation, Read and Discuss, Running Dictation, Draw-Write-Pass, OWATS, etc.), and how you’ll learn more about each other (e.g. ask students for a new batch of questions to use during La Persona Especial/Discipulus Illustris, etc.).