Getting Texts: Companion Post to Input-Based Strategies & Activities

**Updated 1.2.19 with Summary & Write**

See this post for all the input-based activities you can do with a text. But how do we end up with a text in the first place?! Here are all the ways I’ve been collecting:

**N.B. Many interactive ways to get texts require you to write something down during the school day, else you might forget details! If you can’t create the text during a planning period within an hour or two of the events, jot down notes right after class (as the next group of students line up for the Class Password?), or consider integrating a student job.**

Continue reading
Advertisements

Latin Stories Videos Series: Pygmaliōn

Pygmaliōn is the second video in the series after Mīnōtaurus. I wasn’t familiar with this myth until reading* Ovid with last year’s students. They voted to read it before Daedelus & Icarus, Pyramus & Thisbe, or Orpheus & Eurydice. My personal contribution here is calling Pygmalion “creepy” (i.e. infestus), which was inspired by student comments. I begin retelling the myth after the point when Ovid gives us Pygmalion’s reason for living alone, which downright bothered my students. Misogyny is completely unacceptable, and at an age when image is a sensitive topic, students weren’t comfortable with what the Pygmalion (i.e. Ovid) had to say about the nature of women, as well as how he sculpted a figure “more beautiful than a woman possibly could be.” Go ahead and add that part if you welcome the discussion, which could easily be connected to contemporary advertising industry and its use of Photoshop, as well as the negative social affects, but I kept the story more focused. Here’s Ovid’s Pygmalion myth retold using 31 unique words. The story is 221 words total in length.

1) Class
2) Story (link to Google Doc text found in YouTube video description, but also here)
3) Questions

*I say “reading,” but I definitely wasn’t reading Ovid with ease. I was certainly interacting with the text, reading the notes to establish meaning, consulting the L & S when necessary, and analyzing it closely for themes. After doing all of that in order to create simplified tiered versions for students, I will say that I had a better understanding, yet, as I “read” the poem now, I’m not sure I’m even reading still! Instead, I’m remembering what I translated during the interaction. I think this is what most Classicists do—recall what they’ve already translated, or discussion (in English) in the past.

Latin Stories Videos Series: Mīnōtaurus

This video series is inspired by Mike Peto’s straightforward Story Listening videos in Spanish, and Eric Herman’s structured English Class videos, both shared by John Piazza last month in an effort to get ones like these in Latin. Here’s the Minotaur myth retold using 21 unique words. The story is 229 words total in length.

Mīnōtaurus
1) Class
2) Story (Google Doc link found in YouTube video description)
3) Questions

Continue reading

NTPRS 2017 Takeaways

Before having the opportunity to present a couple workshops, my mind was blown quite sufficiently during the week. Overall, the Advanced Track with Alina Filipescu and Jason Fritze got me thinking about aaaaaaaall the things I’ve forgotten to do, or stopped doing (for no good reason) over the years. Thankfully, most of them are going to be soooooo easy to [re]implement. As for the others, I’ll pick 2 at a time to add—not replace—until they become automatic. This will probably take the entire year; there’s no rush!

Jason referred to high-leverage strategies—those yielding amazing results with minimal effort (i.e. juice vs. squeeze), and I’m grateful that he called our attention to everything Alina was doing while teaching us Romanian. ce excelent! I’ll indicate some high-leverage strategies, and will go as far as to classify them as “non-negotiable” for my own teaching, using the letters “NN.” I’ll also indicate strategies to update or re-implement with the word “Update!” and those I’d like to try for the first time with the word “New!” I encourage you to give them all a try. Here are the takeaways organized by presenter:

Continue reading

Free Writes: Who can write the…FEWEST?!

Whether it’s the first Timed Write (e.g. Free Write, or Story Retell) in September, or the final one during the last few weeks of school, you can turn any writing prompt into a game that everyone can participate in, with…

“Who can write the fewest words, but say the most…about X?”

What is X? Anything; describing oneself, TV show, sports match, or expressing thoughts on first days of high school, summer off, or graduating. The best part? This is a Personalized Questions & Answers (PQA) springboard.

Saving Stories: Retell Pre-Load

OK, so you’ve taken the first step of switching gears because NO ONE wants to suffer through a stale story retell between storyasking days or between brain breaks, but what if that story was pretty good? Should you scrap it and move on? Here’s one strategy to save a stale story retell…

We started a story towards the end of class on Friday because, well, because it was Friday and compelling diversions can often be better than anything we had planned. Monday arrived. Unsurprisingly, the class was a bit hazy on details over the weekend. N.B. no, it doesn’t matter that one or two kids remembered every little thing—teaching with CI is about including ALL students. After a retell that produced even better details (as well as a longer-than-usual brain break), we ran out of time to finish the story, which was nowhere close to being done. I don’t blame anything—it was only the second class story of the year so students have been in that phase of getting comfortable with what nearly complete control over co-creating a story feels like. In addition to being heavy on details, and light on plot with virtually no time left to class, 5 students were absent. Was I really going to start the next class by retelling, or having students retell what we had so far? Nope.

Class Story Intro/Background Info
I’ve written about the importance of parallel stories, but we can get some mileage out of reading the actual class story provided that we don’t beat it to death by reading the whole thing. Reports from the field suggest that stories start to wane, and a big reason is because things start to feel routine right down to reading the same story (which is where most of our power comes from).

Instead of asking/telling a story and then reading all of it verbatim, I pre-loaded my retell by typing up the beginning details and background information, but that’s it. We began class with a choral translation before finishing the story during the rest of class. You could bet that there were questions from the absent kids (which is great because that means they’re buying into DEA), and that meant even more input for the other students.

This was enough of a change up to not feel like the “same old same old” we had been doing for three days, and allowed me the opportunity to assist those absent students a little more directly while keeping the interest of the others who had been there all three days. Give it a try!

iFLT 2016: Immediate Instructional Changes, and Other Thoughts

I just went to my first iFLT conference. I got to chat (live) with Bill VanPatten and Stephen Krashen, saw master teachers teaching with CI, and went to some awesome presentations. I don’t take detailed notes during presentations, but as you can see there’s plenty to take away from a few ideas I emailed to myself over the week. This post includes what I intend to think about and/or change for 2016-17, and would recommend others considering as well. Some of the ideas were ones I’ve seen before but just haven’t gotten around to implementing them, while others were completely new. They’re organized by who inspired me:

Continue reading