One way to get students’ attention is to say something they don’t quite understand. Granted, you need to have solid rules in place for negotiating meaning, and you can’t just unleash a ton of words students don’t know. However, when used judiciously, messing with the input ever so slightly is a handy, level 10 trick…Continue reading
Quīntus et nox horrifica—a scary story even Latin 1 students can understand with ease!
It’s one of my favorites, and is here just in time for Halloween. This latest Pisoverse novella clocks in at 52 unique words (excluding names, different forms, and meaning established in the text), but uses 26 super clear cognates. In fact, this will be the very first novella we read in my classes in about a month, with Rūfus lutulentus (20 words), and the others to follow. Quīntus et nox horrifica is available…
The Super Clear Cognate list is up to 475! Aside from making posters of a small selection of them to have more readily available to use during class, I’ve forgotten major plans I had for the growing resource. Late July, I posted the following to Latin Best Practices Facebook group:
My latest plan is to browse the list before writing any texts (e.g. editing class stories, adapting ancient texts, etc.), and just adding at least 1 cognate—maybe per part of speech (while also REMEMBERING that adverb forms exist).
– Have dialogue? Toss in a cognate instead of “dicit!”
– Describing size? Check for more interesting adjectives!
– Introducing a new character? Give them a role!
Yeah…that didn’t really happen. Granted, I did use compacta for something small, but I haven’t made this part of my workflow of typing up the day’s events in class to read the next day. So, despite writing 1300 total words for learners by second week, I wonder if I could’ve been providing more varied input as we focus on those frequent verbs. The good news is that one week won’t have disastrous negative effects, which means I can implement the new workflow right away.
In addition to the cognates, consider what you can add after every sentence. Not only does this increase exposure to vocabulary, but also creates more of an image. Instead of moving onto the next sentence, action, though, or event…
- …could you describe something you just wrote?
- …could you restate the whole message from a different perspective, then add another detail (known, or possible), like how an action was done?
- …could you add a nōn sentence?
- …could you give background motivation for what just occurred based on character traits, or what they like/dislike?
The answer to all those is probably “yes.” Don’t get carried away with bogging down the text with super long sentences, but do consider how you might elaborate and expand the input without introducing any new words beyond those super clear cognates. This is one way to deliberately spiral (i.e. recycle) vocabulary that has already been used.
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!
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.
I spent about 15min entering data from the diēs Mārtis (i.e. Tuesday) Latin class K-F-D Quizzes. N.B. These are “sneaky quizzes” per my NTPRS 2017 presentation, No Prep Grading & Assessment, referring to “assessments” that satisfy most quizzing/testing requirements, yet are actually an opportunity to interact and acquire.
28 students were in class for the K-F-D Quiz. Here are some observations: