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.
Here’s a list of how to easily convert tried-and-true activities to the digital space during our remote learning. For a list of all original in-person ways to get texts and input-based activities, see this post.
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…
**Updated 1.13.22 with the “EZ” code showing low-energy-demand**
**Check out the companion post on Getting Texts!**
**Here’s the list of older ones I haven’t used in a while**
When choosing the class agenda beyond each particular day’s routine, it dawned on me that I couldn’t remember all my favorite activities. Thus, here are the input-based strategies & activities I’ve collected over the years, all in one place. Although this began as only reading activities, I decided that it didn’t matter as much whether students were reading or listening. Why? These input-based activities start with some kind of text either way, so beyond variety, what really matters most to me when planning for class is providing students with input, and what kind of prep goes into getting the text/activity. Everything is organized by prep, whether no instructions, no prep, printing only, or low prep. 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.**
For me, paired translation activities a) are not speaking activities, and b) have a purpose similar to what Justin Slocum Bailey juuuust wrote about Choral Translation, with confidence building as the primary one. This is week 3 of school, which is also the 3rd hour my students have listened to and read (i.e. received input) in Latin.
Today, I used a new update to the classic ABBA paired translation activity I’ve always known as Volleyball Translation (i.e. the role is tossed back and forth like a volleyball “pass”). This comes from Jason Fritze at NTPRS, and I used it with the following text based on events of last week’s class, which includes:
- Something funny that happened on that day, specific to each class
- Details from an Either/Or TPR activity
- sī tibi placet X, surge, et consīde Pompēiīs (i.e. Pompēiī = right side group)
- sī tibi placet Y, surge, et consīde Rōmae (i.e. Rōma = left side group).