Wednesday, October 18, 2017

Encountering a text - reading variation

My IIs have been finishing up Petronius' versipellis story - we divided it into three chapters. We've done a lot of prereading activities (micrologues, dictations, vocab activities, listen and draw, etc), and now they're ready to sit down and read the text. They voted to do this in groups.

So here's how we did it:

Students choose, or are put in, groups of three - whatever works for your particular bunch. Some of my classes self-group well, and others...less so. :) You know how it goes.

They designate person A, B, and C (or if you're my kids, rock/paper/scissors, servus/miles/melissa, anas/ananas/pudor...whatever works for y'all...). I project the first sentence of the text, with some questions following, on a PowerPoint slide. For example:

Melissa mea: "Lupus," inquit, "villam intravit et, petens omnia pecora tamquam lanius, sanguinem illis misit."
Quis fabulam narrat?
Quomodo lupus pecora petivit?
Quis sanguinem misit?
Cuius sanguis missus est?

Person A reads the sentence. Person B asks a question - this can be one of my questions I've projected, or they can come up with their own question. Person C answers the question.

They turn their attention to me again, and we walk through the sentence so everyone's on the same page, and we share questions and answers.

I project sentence two, also with questions. Now they switch roles: B reads the sentence, C asks, A answers. It goes like this in circuitu until they have finished reading the text.

This works well with short texts, or you can provide them with their own copy of the text with questions written in so that groups can go at their own pace instead of turning back to the class each time.

It forces the kids to stop after every sentence to really process what's going on; it scaffolds the questions for them so they don't have to formulate their own, but they can if they wish; and it asks them to focus on each thing that happens so they don't get lost in the middle, which can easily happen when they're encountering a new text. Let me know if it works for you, and what changes you make!

Friday, September 22, 2017

Auto-audio-dictation (a variation on a running dictation)

This year I have a high-flying Latin III student in a very, very behind Latin II class. If I thought I was going to be able to ask them to level up for him, I'd be integrating him, but they can't, and I can't in good conscience ask him to sit through Latin II again. So instead, I'm making use of flipgrid and seesaw (at the suggestion of the great Ginny Lindzey) - more on those later - to essentially give him the lessons I'm teaching in class, but online.

Monday, September 18, 2017

Y'all, my classroom looks different now: flexible seating

This is my fifth year deskless! I distinctly remember myself, a colleague, and a student carrying desks out of my room to a trailer. We got our workout that day. We've had chairs for the last four years - just chairs - but this year I'd been reading a lot about flexible seating, and I got to thinking:

FVR, an update

I completely revamped my classroom this year - look out for a post on flexible seating - and that's meant revamping FVR a little, too.

In the last year, there's been a huge boom of easier readers, so of course I went on a spending spree and bought a bunch of them. I have Quot Animalia, Quid Edam, Brando Brown, Filia Regis et Monstrum Horribile, most of Lance Piantaggini's books, Iter Mirabilis Dennis et Debrae, Cattus Petasatus, Olivia, Ritchie's Fabulae Facies, Vesuvius iand other Plays, Itinera Petri, and many others.

Running in Circles, and a new friend

First, a new friend

I'm pleased to say that I will be sharing my blog with my friend and excellent Latin teacher up in Erie, PA, Eric Mentges. Eric teaches from the Orberg Lingua Latina book. He is also deskless, and, unlike me, has an AP class. I'm excited to be sharing this space, and also to be widening the perspectives we can share. Keep an eye out - I'm hoping our next post will be from Eric. We'll be tagging our posts with our names so you can look for specific people, if you wish.

Thursday, August 24, 2017

A short list of handy-dandy brain breaks we've been doing and have liked

Brain breaks are an incredibly useful tool in the classroom, especially (god sixth period, or first period) when your kids are full or fidgety - and you can do them target language. Here's a short list of ones I've done so far this year that have worked for me. Let me know if there are any you do, too, that work, and I'll put 'em on the list!

Friday, August 4, 2017

Angeli et Diaboli

I got this years ago from a workshop with Jason Fritze. It's the Peruvian (?! Jason, correct me!) version of tag, I think.

I own several giant white boards, so I use one of them for my demonstration, but you could just as easily use paper. I write on it: