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.
2) Story (link to Google Doc text found in YouTube video description, but also here)
*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.
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.
2) Story (Google Doc link found in YouTube video description)
CI is not optional.
For language acquisition, CI is necessary, and no one disputes it. For full inclusion of all students, no one can deny that tapping into what every human is hard-wired for (i.e. language acquisition) is the more universal practice and responsible choice as educators.
CI is not a method or strategy.
The messages students listen to or read are received as Input. When students understand those messages, they receive Comprehensible Input. Continue reading
VERBA is an Apples to Apples clone game for language learners designed by the great folks who brought us the Picturae database. Aside from playing the game as-is following original rules (during which I monitor groups and deliver CI by asking students about their choices, etc.), I now use the white noun cards during storyasking/storytelling (e.g. “Once upon a time, there was a ______<reveal card>”).
What makes this different from TPRS? Vocabulary is limited to what’s on the cards, which is already in the target language along with a super clear image. You’re less likely to go out of bounds with infrequent target language vocabulary, or have to accept English details from students. On the other hand, you might WANT to accept English details from students (especially if they’re compelling). In that case, use the VERBA cards as non-examples for your students to reject, and then take their cute/hilarious/dark suggestion, etc.
What makes this different from using Rory’s Story Cubes? Story cubes contain images ONLY, no target language, so using VERBA might help keep your story more “on rails.” For an interesting storyasking/storytelling hybrid, use the white VERBA noun cards for details AND Rory’s Story Cubes: Actions set for verbs.