tag:blogger.com,1999:blog-57807267656291763992024-02-19T09:42:00.250-05:00Latin Tool BoxEAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.comBlogger46125tag:blogger.com,1999:blog-5780726765629176399.post-13668246367928282472017-03-18T09:50:00.001-04:002017-03-18T09:50:11.384-04:00OWAT Story Scavenger Hunt: A thing you can do on sub daysI think I invented this activity, but I'm not sure. It's basically a gallery walk type thing that you can do the day after you do some <a href="http://todallycomprehensiblelatin.blogspot.com/2016/02/one-word-at-time-owat.html" target="_blank">One Word at a Time Stories</a>. <b>The best thing about it is that you can assign it as a sub plan and know the kids are still getting input</b>. It also requires them to get up and move around the room, which is sometimes desirable. And it's personalized because it's kids' output! And if you're 6 months pregnant you can sit down for most of it!<br />
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Day 1: (15-20 minutes)<br />
<br />
<ul>
<li>Maybe you're there, maybe you're not. </li>
<li>Prep cards for OWAT. </li>
<li><a href="https://docs.google.com/document/d/1u7BZRUP5Acfae2ZAn7F4tZ5sWGcV0jj3I8_iyK6OCUs/edit?usp=sharing" target="_blank">Print out these worksheets</a>... or don't. I made up these worksheets this past time because I got tired of repeating the directions, and also it makes it clear how many sentences there are supposed to be at the end. Oh, and unlike Keith, I never do this in groups of more than 2 people.</li>
<li>Have kids do the activity. </li>
<ul>
<li>Encourage them to use Latin words they know as much as possible. You want to keep the stories comprehensible for their level, so if you have to add a bunch of extra vocabulary it's a pain in the butt.</li>
</ul>
<li>Outside of class time, read them over and pick the easiest and frankly most coherent ones. </li>
<li>Type them out, correcting grammar as you go. </li>
<ul>
<li>You might need to simplify the story or change things a bit.</li>
<li>I recommend changing the story as little as possible because some kids get mad when you change their stories. </li>
<li>I don't keep the author names on the stories, but you can if you want.</li>
<li>Number each story.</li>
</ul>
<li>Make Scavenger Hunt questions about them. </li>
<ul>
<li><a href="https://docs.google.com/document/d/1cYwmCrsCXeurbQsLPqeBtkgCRIdcM5cusglU-W9ew9Y/edit?usp=sharing" target="_blank">You can use this worksheet as a template</a>, but sadly you're going to have to change the clues to fit the stories you get, of course.</li>
<li>Definitely make them write down the sentence that gave them the answer or they will write random numbers.</li>
<li>Adding the vocab is a new idea this time and I think it's a good one. I don't actually know how this went because I'm not at Day 3 yet :) Especially if you've used this to introduce newish vocab, they will need the help.</li>
<li><a href="https://docs.google.com/document/d/1b-qbH1KCUPR6F5Row1_Z6pma8kOSIEz_xMcWQhVKAkM/edit?usp=sharing" target="_blank">Here are the stories that go with the above worksheet</a>, for your reference. These aren't the best stories I've ever gotten but I wanted to use something recent. The more decent stories you get, the longer you can make the activity last. And the more input they'll get, which I'm sure is the more virtuous goal... but listen, I'm tired.</li>
</ul>
<li>Print out the stories out in BIG text.</li>
<ul>
<li>Use different colors of text or paper to differentiate between levels. On days I use this, I use it for all my levels.</li>
</ul>
<li>Pin/magnet the stories up around the room wherever you can.</li>
<ul>
<li>Try to spread them out and put them up a bit high because students will crowd around them and it can be hard for them to see.</li>
</ul>
</ul>
<br />
Day 2: (15-20 minutes)<br />
<br />
<ul>
<li>Give the sub some instructions like these: </li>
</ul>
<br />
<blockquote class="tr_bq">
<ol>
<li>Hand out One Word At a Time Scavenger Hunt worksheets. </li>
<li>Remind them to put their names on the papers.</li>
<li>Go over instructions with students. They will not get credit for random answers.</li>
<li>Direct students’ attention to the stories pinned up around the room. Be sure students know that Latin I stories are in RED TEXT, and to ignore the other ones.</li>
<li>Students should individually follow the instructions and walk around the room looking for the stories that fit the descriptions on their worksheets.</li>
</ol>
</blockquote>
Day 3 or whatever: (15ish minutes)<br />
<br />
<ul>
<li>Mark the papers at least for completion.</li>
<li>Re-read the stories together. Project them, or if you have a small enough class, walk around the room together and choral read and/or choral translate them.</li>
<li>Ask your scavenger hunt questions in TL or in L1, whatever works best for you. </li>
<li>Have kids correct their own papers as you go, if you want.</li>
<li>If you want, collect the papers again & mark them for interpretive proficiency.</li>
</ul>
<div>
There. Your lesson plan for parts of 3 days. Surround it with more input on the same structures. </div>
<div>
<br /></div>
<div>
Bonus question: This particular iteration of an OWAT Scavenger Hunt sequence was aimed at a particular text. <b>Do you know which chapter/unit/story I was targeting?</b> The winner gets <a href="https://en.wikipedia.org/wiki/Kleos" style="font-style: italic;" target="_blank">gloria immortalis</a>! (My kids never get concrete prizes. <i>KLEOS </i>ONLY!) </div>
EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com1tag:blogger.com,1999:blog-5780726765629176399.post-42497369222487814712017-02-24T16:34:00.002-05:002017-02-24T16:34:30.236-05:00News, news, news!1) <a href="http://www.latinteachertoolbox.com/" target="_blank">Website</a>!<br />
I now have a real website with like resources and stuff. This blog might eventually move over there, but that's extra work so we'll see. It's not pretty yet- no pictures or color to speak of. There are definitely formatting inconsistencies. BUT it's more or less together and I feel mostly okay about using it to link people to resources now. If you have a chance, please take a look and let me know what you think. Is it easy to find what you're looking for? Does the organization make sense at all? Any glaring omissions? Any formatting things that need fixing? I want it to be useful to people like YOU so please be as critical as you can!<br />
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It can be found at <a href="http://latinteachertoolbox.com/">latinteachertoolbox.com</a>.<br />
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2) <a href="http://www.latinteachertoolbox.com/mille-noctes-texts.html" target="_blank">Mille Noctes hits the big time</a><br />
Mille Noctes used to be a sad little blog where I posted some stories sometimes. Then I got volunteers like Allyson Bunch and Mark Christiansen and stuff got real. Check it out <a href="http://www.latinteachertoolbox.com/mille-noctes-texts.html" target="_blank">here</a>. It's not done yet, but it's sooooooo much more useful than it was. As a bonus, it also has tabs for Activities & Teaching Techniques and will eventually have a separate general Materials tag as well. I've been using it for a couple of weeks and LOVE it. I know, everyone thinks their own baby is the most beautiful, but trust me. It's beautiful.EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-70050028509603040932017-02-24T16:30:00.000-05:002017-02-24T16:30:24.026-05:00Creating CI materialsYou can’t.<br />
<br />
Well, bye everyone!<br />
<br />
Well, okay, since you’re here, I guess I could explain what I mean. Recently I was asked if I could write some short informational “CI” texts to include in a packet to be distributed to various Latin teachers. I said no, partly because I’m overcommitted as it is, and partly because I’d have had to like, research stuff, which is effort.<br />
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The thing that’s stuck with me though is the idea that we can include “CI materials” in such packets. I don’t think there’s such a thing as “CI materials.” There’s definitely such a thing as “I” materials, that is, materials that provide input in the target language. The “C” is as usual the difficult part. The reason you can’t make “CI materials” as such is that you can’t make something and guarantee it’ll be comprehensible to all parties. I’m comfortable writing for my own students because I have a decent idea of what’s known versus unknown to them. When writing <i>Cloelia </i>or other stuff for public consumption, however, I don’t have that knowledge. That’s why I don’t want to be known as someone who writes “CI novellas” or “CI texts.”<br />
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There are certainly things you can do to make materials that are CI-friendly, however. What I mean by CI-friendly, or CI-oriented, is this: the texts (or videos whatever) are designed with the end goal of comprehensibility in mind, and are presented in ways that make that goal as easy to attain as possible… assuming the teacher & students put the work in to make it there.<br />
Here are some ways you can make materials CI-friendly.<br />
<a name='more'></a><br />
<b>Include visuals</b>: Ideally, these would be pictures that actually show some of the action expressed in the text. Double ideally, maybe they’d have captions or labels that further clarify which word means what. TRIPLE ideally, it's an animation or actual movie.<br />
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<b>Limit the vocabulary used...</b>: The less vocabulary used, the better the chance any given reader will know more of the words.<br />
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<b>… to high frequency vocabulary as much as possible…</b>: so that more readers are more likely to have encountered that vocab.<br />
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<b>… and be aware it may still not help</b>: Even if you use mostly high frequency words, you’re always going to run into stumbling blocks depending on what vocabulary the reader happens to be familiar with. A <i>CLC </i>student may know the word <i>lacrimare </i>but not <i>plorare</i>, and an <i>LLPSI </i>student may be in exactly the opposite situation.<br />
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<b>Include a glossary</b>: Especially if your reading does include words that aren’t common or aren’t commonly taught in the early levels (Many irregular verbs for example are very high frequency, yet are not taught until Latin 2 or 3 sometimes…). I like side-by-side glossaries best, but you do have to limit those for space reasons. What I did in <i>Cloelia </i>was include page-side glosses for words used very infrequently in the book or for non-transparent things like cum clauses, and leave the rest to the back glossary.<br />
<br />
<b>Gloss unsheltered grammar as needed</b>: Here’s what I mean by this. Don’t “shelter” grammar in the way textbooks do, by not using any grammar out of sequence at all. Rather, if you need to use a more complex piece of grammar, go ahead… but if it’s not transparent (e.g. even if a kid knows <i>fert </i>they may not know <i>tulit </i>is just <i>fert </i>in the past), gloss it. Gloss that <i>ut </i>purpose clause, or at least gloss the <i>ut </i>as “in order to” or something. Nothing wrong with glossing. Lots wrong with assuming that ALL students will have had enough input to be able to implicitly understand, e.g., a fearing clause, even if all the vocab is known. A lot of CI relies on understanding by word order and vocabulary and ignoring endings (sorry, but it's true), so if the vocabulary is obscure in any way, or the syntax is markedly different from what the student has been exposed to, you can lose them.<br />
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<b>Set up the teacher for success</b>: Give the teacher a full list of words & forms used in the reading, so that they can prep their students by pre-teaching vocabulary and structures. I also suggest giving teachers editable or at least copy-paste-able docs whenever possible so that they can tweak things as necessary for their own students’ needs.<br />
<br />
So, that’s some thoughts I have on some things. Am I off base? What do you think? What's helpful to you as a teacher when you're using someone else's materials?EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com1tag:blogger.com,1999:blog-5780726765629176399.post-54053587574421170872017-02-07T15:30:00.001-05:002017-02-07T15:30:10.158-05:00Let's steal activities from SEI! Ping Pong Sentence FramesI'm taking a very short <a href="http://www.mass.gov/edu/government/departments-and-boards/ese/programs/educator-effectiveness/licensure/endorsements/sheltered-english-immersion-endorsements-sei.html" target="_blank">SEI</a> course on PD days at school. I'm actually finding it vaguely interesting and useful, which is nice! Here's a thing I just learned and then immediately turned around and used for Latin.<br />
<br />
It was presented as one option for Step Six in this <a href="https://www.uml.edu/docs/Alonzo%20Handout%202Calderon-Pre-teaching-vocab-in-7-steps-14t2dhz-1_tcm18-228416.pdf" target="_blank">Seven Step model for vocabulary introduction</a>, which is designed to take less than 3 minutes per word and be usable for any subject. The instructor didn't really give it a name but she did use the word "ping-pong" and it involved a sentence frame kinda thing so we'll go with that.<br />
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<b>Ping Pong Sentence Frames</b><br />
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1. Teacher provides some kind of sentence frame. We were practicing with "transform," and she used the frame, "A __________ can transform into a __________."<br />
<br />
2. Teacher sets a one-minute timer, and starts: "A caterpillar can transform into a butterfly."<br />
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3. Designated student gives their own version, "A tadpole can transform into a frog." Teacher & student continue, giving as many examples as possible in one minute.<br />
"A bad student can transform into a good student."<br />"A bad teacher can transform into a good teacher."<br />
"An ice cube can transform into a puddle."<br />
"An egg can transform into a chicken."<br />
<br />
etc. They don't really have to even be true, so long as they follow the pattern and make SOME kind of sense.<br />
<br />
The next day, I tried it with my kids. I didn't time us (mistake- the urgency would have helped) and I didn't make it one versus one. Instead, I took answers from anyone who was ready. Some classes got into it more than others, but it totally got in reps and we had fun.<br />
<i>___________ contra _____________ bellum gerit.</i><br />
Americans <i>contra </i>British <i>bellum gerit.</i><br />
Trump <i>contra </i>Hilary <i>bellum gerit.</i><br />
Japanese <i>contra </i>Americans <i>bellum gerit.</i><br />
America <i>contra </i>terrorism <i>bellum gerit.</i><br />
etc.<br />
<br />
We also did some with <i>servat</i>: Superman Lois Lane <i>servat</i>. Spiderman "that ginger" <i>servat. </i>Batman his parents <i>NON</i> <i>servat</i>. Tom Brady Patriots <i>servat</i>. etc.<br />
<br />
And some with <i>vincit</i>: Patriots Falcons <i>vincit</i>. Trump Hilary <i>vincit</i>. <i>amor omnia vincit</i> (okay, that was mine). etc.<br />
<br />
It was a good way to kill a few minutes and get some nice contextual reps in of some new terms. All in all, totally worth adding to the toolbox.<br />
<div>
<i><br /></i></div>
<i><br /></i>EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-32428091115371923102017-01-30T08:00:00.000-05:002017-01-30T08:00:00.805-05:00I accidentally made a dictation compelling. This is my story.So, dictation/<i><a href="http://todallycomprehensiblelatin.blogspot.com/2014/01/dictatio.html" target="_blank">dictatio</a></i>. I love dictations because they are QUIET and I don't really have to grade them. They also really seem to help with spelling & listening, and they force the skimming kids to actually READ the Latin in front of them. Beautiful! But... the kids hate them. They're not especially comprehensible as input, especially if you're using new words. You have to use them s.p.a.r.i.n.g.l.y or else do them in <a href="http://pomegranatebeginnings.blogspot.com/2017/01/theres-more-than-one-way-to-skin.html" target="_blank">more complex but totally awesome ways</a> that I'd have to, like, prep for. I'm much too lazy for that (or alternatively, my brain is too full to learn any new activities at the moment).<br />
<br />
The past two weeks I did two <a href="http://jillanebaros.weebly.com/story-listening.html" target="_blank">story listens</a>. I liked doing them and the kids mostly liked doing them. They seemed to work pretty well for getting the vocab into their brains. They will be hella part of my rotation, which means it's all the more important that I not overdo them. This week I needed to do something else to do some kind of story about the gods. I decided to do a simplified version of the <a href="https://en.wikipedia.org/wiki/Cronus#Greek_mythology" target="_blank">Cronos-baby-nomnoms</a> story, because I think it's hilarious, and it's as good a place to start for the Olympians as anything else.<br />
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The way it played out in different classes... differed, depending on time and what other stuff I had to do with each class and all that. Some classes got straight out dictate ten sentences, then correct ten sentences, then translate & discuss ten sentences. Others got dictate one, correct one, then translate & discuss the whole thing at the end. Still others got dictate, correct, translate & discuss, repeat. (The latter is an idea I got from <a href="http://hybridlatin.blogspot.com/" target="_blank">Chris Buczek, btw, who has a new blog and you should read it</a>.)<br />
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Here are some things I did that made it work well.<br />
<br />
1. The last order- dictate, correct, translate together & discuss- is definitely the best one. Why?<br />
<br />
<ul>
<li>Seeing the corrections on each sentence means kids build confidence as they go. Even if <i>Iuppiter </i>sounds like nonsense the first time, after they've seen it in writing once, it goes much easier. </li>
<li>The same thing builds comprehension as you go. For example, -<i>que</i> on the end of otherwise known words was upsetting and <b>incomprehensible</b> the first time they heard it, but once they'd seen it written and had it explained, the next five times were <b>comprehensible </b>input. </li>
<li>It breaks up the tedious listening & writing.</li>
<li>It slows down the storytelling, which builds suspense, because they didn't get to find out what happened next until they'd heard & corrected another sentence.</li>
</ul>
<br />
2. Before we started, I brought out my big thing of colored pencils and said, "Come pick out a colored pencil to use for corrections." This tactic meant:<br />
<br />
<ul>
<li>they had to move their butts out of their seats to walk over to my colored pencils before we did a long, seated activity.</li>
<li>they got to make a personal choice, even such an unimportant one as what color to use.</li>
<li>they got to use fun colors, which tbqh is the only way I get through grading. It is juvenile, but it really does make life cheerier.</li>
</ul>
<div>
3. This part was by accident. Here's the <i>dictatio </i>in English. The unknown words are in brackets. <a href="https://drive.google.com/open?id=0BzMof1BMlsd8RlNDUUI4eTMwQ0E" target="_blank">The Latin is here</a> in a variety of formats & tenses. </div>
<div>
<ol>
<li>Saturn is the [king] [of the gods], because he kills [his own] father.*</li>
<li>Rhea, sister and wife of Saturn, is the [queen] [of the gods].</li>
<li>Saturn and Rhea have many sons [and] daughters. (the "and" was a -<i>que </i>btw)</li>
<li>Saturn eats his sons [and] daughters because he [fears] [them].</li>
<li>Rhea [saves] one son.</li>
<li>[That] son, Jupiter, attacks his father.</li>
<li>Jupiter takes his brothers [and] sisters out of his father's stomach.</li>
<li>Jupiter [saves] his brothers [and] sisters.</li>
<li>Jupiter [wages] [war] [against] Saturn.</li>
<li>Jupiter puts Saturn in Tartarus.</li>
</ol>
</div>
<div>
Sentences 1, 2, 4, and 7 (and to a lesser extent, 6) contain shocking details: patricide,* incest, cannibalism, taking people out of someone else's stomach. Thus, they are the most <b>compelling</b> sentences. Since those sentences also contained mostly known vocab, they were also the most <b>comprehensible</b>. Thus this result:</div>
<div>
Sentence 1: ":mild shock:"</div>
<div>
Sentence 2: "What?" "Eww!" "Incest?!"</div>
<div>
Sentence 4ish: ":gasp:" "I think I understand a lot of what's going on, but it's really weird."</div>
<div>
Setence 7: "STOMACH?" (<i>stomachus</i>) "But they're dead, right? How can they be fine?"</div>
<div>
<br /></div>
<div>
Entirely by accident, I managed to pepper the <i>dictatio</i> with built in "hooks" to engage the kids in the story while they did the tedious work of writing down what I said. I am TOTALLY doing that on purpose next time!</div>
<div>
<br /></div>
<div>
* yes I know he didn't kill Uranus, but I forgot while I was writing this, and also they don't know the verb "to castrate" or "to defeat." I casually added the castration part in as we translated. </div>
<div>
<br /></div>
<div>
One thing I can't account for is that several of my literally-does-nothing-in-every-class kids participated and did the <i>dictatio</i>. Like, all of it. Even when I didn't finish on day 1 so it was two days in a row to some extent. I DO NOT KNOW WHY. We're talking three out of four kids who never do ANYTHING, in different sections of Latin 1. The fourth one is usually asleep and he slept through this too. If you have any ideas why <i>dictatio </i>was the thing that worked for them, I'd love to know. Maybe because it's a "free hundred." But so are my bell ringer activities, basically, and these kids don't do those... It's a mystery. A beautiful mystery.</div>
EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com3tag:blogger.com,1999:blog-5780726765629176399.post-16877124290413480532017-01-20T10:00:00.000-05:002017-01-20T10:00:14.154-05:00How to develop a brand new CI activity without even tryingHere is something that happened by accident one day..<br />
<br />
1st class PQA: what do you make & bring to a party? <i>qualem cibum facis et ad festam fers? </i>K says salad. I ask her if there are vegetables in the salad. No. I ask if there is fruit. No. I ask if there is meat. No. I ask if there are sweets. No. I ask if she had anything in mind at all. No. Okay, I say, let's make a salad together then. What does K put in her salad everyone? A few ideas. Not much response.<br />
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2nd class: Let's make a salad. What do you want to put in it? One idea each. I write them on the board. A few ideas, then one kid says 'broken glass.' Okay, new rule, you can put something in OR take something out. <i>visne aliquid imponere an extrahere? </i>The world's worst salad thus forms and is fixed and forms anew. Someone chooses to remove shrimp rather than the broken glass. We get lots of reps of <i>imponere </i>and <i>extrahere</i>. After kids add things, others respond with "<i>bene sapit</i>!" or "<i>male sapit</i>!" Everyone is delighted. And LOUD.<br />
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3rd class, boy this would be easier if I had Latin terms for all the food oh hey <a href="http://www.practomime.com/content/verba.php" target="_blank">VERBA</a> cards what's up. I pick out cards with foods and a bunch of animals and also stuff like tears, paint, love, etc.: Also, we've been using the word for soup this week, so we make soup instead. We sit on the rugs. Everyone has four randomly dealt cards. Same deal. They make a terrible soup but seem fairly pleased with it.<br />
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4th class, smallest class, things go smoothly. Not much to say. They mostly make a pretty decent soup, except for the time when someone puts in a heart, and the next person puts in love, and then the third person takes out love (but leaves the heart...).<br />
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5th class, my largest & most troublesome class. Not as much listening going on, but even the kid who literally never does anything says <i>imponere</i> in Latin when I ask him <i>visne aliquid imponere an extrahere?</i> and then he adds some batteries. I call that a win.<br />
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You can't plan this stuff. Thanks, K, for not having a plan for your salad.<br />
<br />EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com1tag:blogger.com,1999:blog-5780726765629176399.post-54663616141811463202017-01-18T16:59:00.003-05:002017-01-18T16:59:26.485-05:00Biduum Noveboracense 2017Salvete omnes!<br />
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I am just back from the first <a href="http://latin.org/wordpress/biduum-noveboracense/" target="_blank">Biduum Noveboracense</a>, held in Cornwall-on-Hudson, NY. I thought I'd share my experience and tell you some neat things I learned. It was about a four hour drive from my school, which wasn't ideal, but it was a heck of a lot closer than the other <a href="http://latin.org/wordpress/" target="_blank">SALVI</a> event I've been to in West Virginia! I wrote about that <a href="http://latintoolbox.blogspot.com/2016/08/summer-fun-is-speaking-latin.html" target="_blank">here</a>. SALVI is also hoping to build regional nodes of itself so they can hold more Bidua throughout the country. So far they've had them in Los Angeles and Oklahoma, and they're planning more. Definitely subscribe to their blog if you're interested.<br />
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The basic deal with SALVI events is this: come make friends in Latin. That's basically it. I mean, there's a whole philosophical and pedagogical agenda to it, but what makes SALVI special is the atmosphere. I've heard Rusticatio described as "a big week-long house party in Latin." That's about right, minus the parts of a house party that are scariest to homebodies like me. The atmosphere is summed up with three <i>dicta</i>, thus:<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEispvu3bs2XBox2syhjvNiRu73xRmpKxpqFC3LmVEVICLbPdTw14b75T48k-SVQagi5T6hfHr6nGJOEJjNB1lWyXT2ZFYmPNbDYgLLd9Xcxa9bG6cnskPt8VCXMOcmK7VCuTSa6kYMc-QA/s1600/2017-01-15+07.34.18.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEispvu3bs2XBox2syhjvNiRu73xRmpKxpqFC3LmVEVICLbPdTw14b75T48k-SVQagi5T6hfHr6nGJOEJjNB1lWyXT2ZFYmPNbDYgLLd9Xcxa9bG6cnskPt8VCXMOcmK7VCuTSa6kYMc-QA/s400/2017-01-15+07.34.18.jpg" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">regulae SALVIenses</td></tr>
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<b>serva patientiam!</b></div>
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Be patient, especially with yourself, but also with others. You will make a zillion mistakes, but that's okay. No one cares as much as you do. Keep trying.</div>
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<b>mitte difficiliora - dic quod potes!</b></div>
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Throw out what's too hard, and say what you can. If you can't remember the exact word for what you want, find another way. For example, maybe you don't know how to say "Open the drawer please and get me a hand towel." That's fine. Instead, try this: <i>quaeso, aperi hoc</i> :points at drawer: <i>et da mihi</i> :mimes drying hands:. <i>aqua in manibus est.</i>" Pointing and grunting is also a valid strategy.</div>
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<b>memento te versari apud amicos</b></div>
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Remember that you're among friends. This is the big thing I like about SALVI. Sure, there're always be people you "click" with better than others. The expectation however is that we put that aside and treat one another kindly. The staff is explicitly there to HELP you through the experience, and not just to TEACH you something.</div>
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This Biduum was different from Rusticatio Veteranorum in a couple of key ways. First, it was Friday night through Sunday morning, so it was a LOT shorter. That length difference was my least favorite thing. <i>bi</i> is not enough <i>duum</i>! But that's a necessary limitation of doing these things during the school year. </div>
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Secondly, there was more of a mix of proficiencies. Since RV is aimed at people with higher speaking & reading proficiencies, and Biduum is a mix, that's to be expected. I didn't mind this at all. In fact, it was kind of fun to hang out with people who hadn't done much spoken Latin and get to be one of the friendly (I hope) faces helping (I hope) them lose some of their shyness. At both RV and the Biduum, I felt totally safe asking questions during reading sessions.</div>
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Third, at RV, there is staff that feeds you. This is awesome. I was NOT looking forward to helping in the kitchen at Biduum because I am lazy. However, what I'd forgotten is that I like cooking and helping. I managed not to do a single dish the entire weekend, but I helped out a fair bit and definitely learned a LOT of useful words & expressions for food and cooking. </div>
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Fourth, and this isn't a normal difference, but one notable difference between RV and this particular Biduum was BABIES! There were twin one year olds and a three month old, and they were so cute. If babies aren't your thing, not to worry; they are not a default feature of SALVI events. I did feel relieved, however, because I thought this would be my last immersion event for several years due to the kid I'm expecting in June. Now I feel like it doesn't have to be. I also learned some useful words for diapers and what babies do to them and so on, which will come in handy with my kid when I'm <strike>indoctrinating him/her into Latin nerddom</strike> enriching his/her brain by speaking Latin. The fact that there were babies running around was awesome for me personally, but it also expresses something about the comfiness of the atmosphere.<br />
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Anyway, so those are some words about my Biduum experience. Soon hopefully I will post two entries about different teaching & reading techniques we used. I still have to write them though so no promises!</div>
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EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-52322986513394454602016-12-15T14:54:00.000-05:002016-12-15T15:08:32.140-05:00Getting teenagers interested in conjugationYesterday I was absent and the sub was-- well. I was absent. Anyway, so my Latin 3 class were apparently all on their phones. The principal walked into the room. One of my students whipped her phone away, and began loudly singing, <i>PORTO, PORTAS, PORTAT</i> and the entire class sung along, through all four conjugations, in sync. Although I don't know if he fell for it as them NOT being on their phones, I bet it was funny to witness. They do, for the record, know what they're saying, too- it's not just rote. Why am I telling you this? Because sometimes (a lot actually) I break the rules and do non-CI stuff. This technique for dealing with verb endings is one of my favorite things, and I strongly recommend it so long as you're willing to put away that pesky dignity and have fun with your kids.<br />
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Actually acquiring endings enough to use them for output is probably one of the hardest things we try to achieve through CI. CI-wise, I make an effort to use the other forms and clarify who the subject is by pointing at myself, at "you", at "y'all" etc. I'll still point at "<i>portat </i>- carries" (or better <i>portare</i> - to carry") on the board even as I say <i>porto</i> and point to myself, and the meaning gets through. TBQH, the kids don't really "hear" the endings for the most part anyway, especially -<i>t</i> vs -<i>nt</i>, so doing this doesn't confuse them. If you're having trouble fitting non-third person singular entries into your CI, it helps to make sure your stories, whether written or acted out, have dialogue. Circling by subbing in multiple subjects also helps for plurals. Once they've heard the other endings some, I also use them in written stories and usually gloss them.<br />
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Then when they've heard the different endings a lot, I take a page out of my non-CI background and I teach them the present tense active indicative charts for all four conjugations. <i>nefas! </i><br />
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Now, calm down. I don't give chart quizzes (although I've done it before and I'm not against it really as a just for fun, make up until you get it perfect type grade), and I don't say "and this is first person present active indicative of the third conjugation, characterized by the null vowel sound which results in..." [I'm too lazy to find a picture of Ben Stein but imagine him doing his thing here]<br />
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What I do is I teach them a song, and we sing it and practice it with hand motions, and they (mostly) LOVE it. I do it partly because they love it. The other reason I do it is because now they have the endings in their brains for reference if they're confused, and they recognize that <i>amo </i>and <i>amatis </i>are "the same word" even though they look different. This is not CI. Charts in themselves are incomprehensible. It is, however, engaging, brain-sticky, and many students find it helpful and fun. The tune is the Mexican Hat Dance and the "words" are:<br />
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<i>amo, amas, amat</i> :clap clap:<br />
<i>amamus, amatis, amant</i>. :clap clap:<br />
<i>habeo, habes, habet</i> :clap clap:<br />
<i>habemus, habetis, habent. </i>:clap clap:<br />
<i>peto*, petis, petit </i>:clap clap:<br />
<i>petimus, petitis, petunt. </i>:clap clap: <i> </i><br />
<i>venio,* venis, venit </i>:clap clap:<br />
<i>venimus, venitis, veniunt.</i> :clap clap:<br />
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Those "words" are always written on the board when we sing, for several weeks at least. I keep meaning to make a permanent wall chart version but I haven't got around to it.<br />
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(The * on <i>peto </i>and <i>venio </i>is because I think next time I might use <i>ago </i>and <i>audio</i>, respectively. In the past when I was teaching out of <i>CLC </i>I used <i>porto, sedeo, trado, audio </i>because those were used a lot. <a href="https://drive.google.com/file/d/0BzMof1BMlsd8cDhHLUI2TjBHdGs/view?usp=sharing" target="_blank">Here's an audio file of that version</a>. This year I tried to make it higher frequency/more classroom-useful verbs. )<br />
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The hand signs are:<br />
I - point at self.<br />
You - point directly in front.<br />
He/she/it - point to the left.<br />
We - pointing inward, make a half circle from right to left shoulder as if pointing "you know, me & y'all".<br />
Y'all - pointing outward, make a half circle as if pointing to a group of people.<br />
They - pointing to the left, make a circle/half circle.<br />
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Alternate hand signs - some kids like these better, and they're a little easier to coordinate.<br />
I - 1 thumb pointed inward.<br />
You - 1 thumb pointed straight outward.<br />
He/she/it - 1 thumb pointed over the shoulder.<br />
We - 2 thumbs pointed inward.<br />
You - two thumbs pointed outward.<br />
They - two thumbs pointed over the shoulder. I can make a video of me doing this, if you want.<br />
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As we get good at the song, we try to do it faster and faster, and gradually the kids work on hand motions as well. For kids who are unwilling to sing along, I ask that from the beginning they AT LEAST clap or tap a finger/toe at the clapping points, and move up from there by mouthing the words or doing the gestures as they get comfortable. They don't ever HAVE TO sing along, which is important. They'll learn it anyway, trust me. It's an earworm.<br />
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We also practice by using individual whiteboards where I say, "<i>porto</i>!" and they have to write "I carry" on their boards. To scaffold this, I keep the chart written on the board (the "song lyrics") and work ONLY with the ones written down on the board for a while. Eventually I do English to Latin, too.<br />
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For irregular verbs, I just put up charts with <i>volo, sum, & eo</i> on the wall and leave them there. We also practiced them a lot with the old school ball-tossing game and stuff. They like that very much too.<br />
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Yep, that's how I do verbs. It seems to work. They can't always produce the right forms, but when we've practiced like this, the higher flyers start to check their free writes with me and ask if they've got the right ones. If they get them wrong, I don't care, so long as I know what they're saying. As for how they read? It definitely helps. The whole "realizing <i>amo </i>and <i>amat </i>and <i>amatis</i>" are all some kind of "love" thing is a big deal, and I like doing it this way better than teaching them dictionary entries and equations for how to build verbs.<br />
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(note: this post is largely cribbed from a comment I just wrote on <a href="https://www.facebook.com/groups/AcquireLatin/" target="_blank">Teaching Latin for Acquisition</a>. I realized I've talked about this before, and it'd be easier to just link this post, so here it is.)<br />
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If you'd like a video, please comment or <a href="mailto:arnold.elliej@gmail.com" target="_blank">email me</a> and I'll work on making one.<br />
<br />EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-63138478026396100312016-08-14T16:00:00.000-04:002016-08-14T16:00:00.933-04:00Takeaways from Express Fluency: Latin Teacher Training with Justin Slocum BaileyOver the past two days I was fortunate enough to attend a historic event: the first <a href="https://tprstorytelling.com/conference/" target="_blank">iFLT</a>-style teacher training conducted in Latin. iFLT style means that we teachers observed while an experienced TPRS instructor taught a class made up of real language learners who didn’t know Latin- in this case, mostly adults, but usually I believe it’s school age children. <a href="https://expressfluency.com/" target="_blank">Express Fluency</a>, run by Elissa McLean, was the sponsor. Elissa herself was one of the Latin students, which I really appreciated as an observer. It was a lot of fun to watch her learn and get excited enough to use Latin with us during breaks! I hope in the future I’ll have time / energy to take Spanish or something from Express Fluency, since it’s local-ish to me and affordable (the credits were INCREDIBLY, pardon the pun, affordable, too: $62 each! what!). I also got the chance to briefly meet <a href="http://blog.heartsforteaching.com/" target="_blank">Laurie Clarcq</a>, the co-inventor of <a href="http://embeddedreading.com/" target="_blank">Embedded Reading</a>, who is charming and humble and full of great ideas.<br />
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You can find information about the detailed schedule <a href="http://expressfluency.com/product/latin-teacher-training/" target="_blank">here</a>, but basically the format was this: over two days, there were nine hours of Latin TPRS and general CI-oriented instruction. We teachers sat behind the class and observed what the instructor did. In the time before and after the Latin class each day, we discussed with the instructor and each other what we’d seen and had opportunities to ask questions and discuss how TPRS works in the real classroom.<br />
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The instructor was this guy <a href="http://indwellinglanguage.com/about/justin-slocum-bailey/" target="_blank">Justin Slocum Bailey</a>, who came all the way from Michigan to Brattleboro, VT to educate us. If you’ve spent any time with him or his <a href="http://indwellinglanguage.com/blog/" target="_blank">website</a>, you know how lucky we were. If you haven’t, I am excited to introduce you.<br />
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Okay, so down to the actual stuff I saw. I’m not going to cover TPRS basics too much because there’s a lot out there already on circling etc. This entry is more specific ways I saw Justin using these techniques very effectively, or just things that I particularly enjoyed.<br />
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A quick disclaimer: these are <i>my impressions</i> of what Justin was doing. I can’t speak for his actual motivations or thought process. I’d like to think I’m accurate, but definitely don’t judge Justin solely on how I describe him here.<br />
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Building Class Culture</h4>
Justin is a wonderful builder of class culture. Granted, this was a willing audience of adult language teachers already at least slightly interested in CI and three children of such language teachers. I imagine it might take him a little longer to have a class of “real” high school students eating out of his hand, but it’d be like fifteen minutes instead of two minutes.<br />
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One set of tools he uses extensively are gestures, both for his own and student use. He uses gestures extensively and consistently to build atmosphere, negotiate meaning, assess student understanding, cue participation, etc. To be clear, I think almost all of these gestures are either from ASL or from an amazing language teaching method Justin told us about called <a href="http://whereareyourkeys.org/" target="_blank">Where are your keys?</a> (<a href="http://whereareyourkeys.org/" target="_blank">WAYK</a>), which its inventor, Evan Gardner, uses to help disappearing language communities keep their speech alive without requiring extensive teacher training. I know Justin wouldn’t want to take credit for their invention, although he’s certainly a master of execution.<br />
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<b>Setting up expectations by using cues</b>: One “cueing” gesture I liked was “play with me,” which Justin used when he wanted to return to the activity: Much more immediate and efficient than “Okay class, let’s get back on topic now. We’re going to go back to the story blah blah...” Another he used was a sort of “gimme gimme” gesture for “give me some ideas here.” When you ask a truly open ended question in TPRS, it’s helpful to have this gesture so students know the answer should be something they make up, rather than something they should be able to find in the story so far.<br />
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<b>Safety Signals</b>: These are old hat if you’ve been reading about CI at all, but I liked how Justin used them. One thing he does is use safety signals on himself: if he thinks he needs to repeat something, he does the “repeat” gesture to let students know that’s what’s coming up. In this way, they know to expect reinforcement and don’t feel like they need to be trying to find the new information. In a sense, this kind of use is really a “cue” gesture as well.<br />
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<b>Using English strategically</b>: Everyone occasionally uses English to check comprehension or clarify stuff. What impressed me was <a href="http://indwellinglanguage.com/position-statement-l1-use/" target="_blank">how Justin used English</a> was to build class community. He used it to make jokes, often really silly ones. He used it to get excited along with the students about what they were learning, or to call back to an in joke from before. He used English to give compliments. When I said he had the class eating out of his hand, it wasn’t literally literal, but I think if he’d asked them to, they probably would have.<br />
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<b>Making lemonade</b>: As in “if life gives you lemons...” I really enjoyed watching Justin do this. A cellphone rang (Elissa’s, actually!) so he made the music part of the story. At one point, he wanted to move a podium a couple of feet over. It wasn’t that heavy but it wasn’t a one-handed job either. So he tried, then realized it was awkward and apparently decided to use two hands… but first, he ran over to the stuffed animal box, grabbed a large plush sea turtle, and held it in his lower hand so that the turtle appeared to be holding the podium on its back and “helping” him. When finished, he remarked, “<i>testudo fortis est! ego non sum fortis. sed testudo est fortis</i>.” and mimed a meaning for <i>fortis</i>. It was really funny and a great moment of “making lemons into lemonade.”<br />
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<b>Corrective Feedback</b>: During one of our teacher Q&A portions, someone remarked that Justin hadn’t corrected anyone at all. That wasn’t actually true. He just does his corrective feedback in such a way that you don’t notice it unless you know what to look at. One example was when he started using the phrase “<i>magis amat</i>.” No <i>quam</i>. One of the students said, “Oh! More than!” Instead of saying, “<i>magis </i>just means ‘more’.” He said something like “Yeah! MORE!” There’s a world of difference if you’re the student being corrected.<br />
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<b>Getting everyone involved</b>: TPRS usually uses actors, but I saw Justin use extra actors in a few interesting ways. One student “played” a speech bubble on which a character’s lines were written and held it up next to the correct actor. It was a great way to (1) include another student, and (2) scaffold output (3) without creating additional work for the instructor.<br />
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Another moment for this was when the main actor was looking for her “brother” who happened to be Justin Bieber. Justin (not Bieber) brought up five or six extra students, and gave each one a paper animal mask which they held so the audience couldn’t see what it was. The actor went around to each one and Justin asked if that person was the brother. Each time, they revealed their mask. Finally, the last one WAS Justin Bieber… except the mask was of John Lennon! And Justin told us this was “Justin Bieber <i>senex</i>.” I’m still not sure if he was just trolling the baby boomers in the audience or what, but it was a great surprise because obviously we all knew by the last person that this would be a Justin Bieber mask… except it wasn’t! It would have been just as funny with the Queen Elizabeth mask or the pig mask. With this activity Justin (1) included more students than otherwise possible, (2) in very low pressure roles, while (3) incorporating humor and (4) creating suspense, and he did it all (5) without allowing himself to be limited by the fact that he didn’t actually have the Bieber mask the story would call for. Making lemonade!<br />
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<h4>
Activities</h4>
Justin showed us a lot of activities. I won’t go into them too much here because there are a lot of posts about CI-friendly activities already. Here are some I noticed him using: <a href="https://martinabex.com/teacher-training/essential-strategies-for-tprsci-teachers/how-to-circle/" target="_blank">Circling</a>; <a href="http://www.chalkboard-productions.com/articles/doc/pqa.html" target="_blank">PQA</a>; <a href="http://pomegranatebeginnings.blogspot.com/2016/08/the-first-ten-tpr-in-two-weeks.html" target="_blank">TPR</a>; <a href="http://tprsbooks.com/about-us/" target="_blank">TPRS</a>; <a href="https://martinabex.com/2015/09/22/volleyball-translation/" target="_blank">Volleyball Reading</a>; Volleyball reading with gestures instead of translation (a.k.a. gesture retell); <a href="http://todallycomprehensiblelatin.blogspot.com/2014/11/dance-party-usa.html" target="_blank">Dance Party USA</a>; bottom-up <a href="https://embeddedreading.com/about/" target="_blank">embedded reading</a>, including with a “<a href="http://indwellinglanguage.com/create-twisted-embedded-readings/" target="_blank">twist</a>;” <a href="https://talktime.wordpress.com/2007/06/12/backward-buildup-2/" target="_blank">Backwards Buildup</a>; <a href="http://www.brycehedstrom.com/wp-content/uploads/2011/09/KINDERGARTEN-READING.pdf" target="_blank">Kindergarten Day</a>; <a href="http://tprs-witch.com/frequently-asked-questions/" target="_blank">Pop-Up Grammar</a>* (link is an FAQ; scroll down for what PUG is); <a href="https://en.wikipedia.org/wiki/White_elephant_gift_exchange" target="_blank">White Elephant / Yankee Swap</a> (doesn’t seem to be an existing activity but I’m going to leave it to Justin to make a post about what this was). I’m sure there are more things with more names, but that’s what I can pull out of my notes.<br />
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Planning</h4>
Again, this is my impression of what Justin did. I’ll include things he said, but they’re based on my insanely messy & incomplete notes, so please don’t blame any of this on Justin. <a href="http://indwellinglanguage.com/preparing-yourself/" target="_blank">Here’s some of what he’s said on planning publicly, also.</a><br />
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<b>“Target” Structures</b>: Justin was kind of vague on what structures he came in “planning” to teach. I don’t mean he was being cagey; he literally wasn’t sure himself. Eventually we worked out that he definitely had planned to start with <i>surge</i> and <i>conside</i>, a list of three rejoinders, and some question words. Apart from that, he had lots of possible ideas in mind, but nothing written in stone. That’s not to say he would have come in and taught them a bunch of random nautical vocabulary; he stuck to higher frequency words that are useful in a lot of contexts. He also told us one really important take away: <b>most conversations, even if they’re about modern things, are still largely doable with high frequency classical vocab</b>, e.g.<i> puer basipilam cum sociis ludere vult</i>. Only <i>basipilam </i>is a modernism there; everything else, including the syntax, is solidly Latin. So Justin aims to have conversations about universal, timeless things as much as possible, but he also doesn’t sweat it too much if he needs to insert a modernism in there now and again to keep it relevant to the particular interests of whatever specific, individual students he’s playing with. That relevance and personalization is what’s key.<br />
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<b>The “Ideal” Curriculum</b>: Of course we want to know what he’d do with an “ideal” curriculum… What he gave us was pretty bare bones: lots of TPR, including complex and extended TPR. <a href="http://www.brycehedstrom.com/2013/la-persona-especial-process" target="_blank">La Persona Especial</a> / <a href="https://magisterp.com/2015/10/21/discipulus-illustris-updated-materials-and-variation/" target="_blank">Discipulus Illustris</a> throughout the year. Novellas used in whatever way, either as supplementary fun times or target texts in themselves.<br />
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<b>How he plans</b>: If there’s a target text, he’ll look at that and pick out some “salient language.” The example he gave was perfect passives. Then he’d come up with 1-3 PQA questions that would lead naturally to those features, e.g. “<i>quis umquam a bestia fera morsus est</i>?” He can then circle their answers in the normal way and also with “shadow answers,” i.e. answers that are wrong, but use the same construction: “<i>a bestia fera MORSUS es an PULSATUS es</i>?” etc. Shadow answers is a really useful concept for me (<a href="http://terrywaltz.com/comprehensible-input-blog/tprs-from-a-textbook/" target="_blank">Terry Waltz is evidently the source for the term</a>). I think I’m going to start preparing cheat cards with some options for them because I usually can’t think of stuff on the fly.<br />
Regarding target texts, however, Justin told us he usually wouldn’t actually do top-down backwards planning from a text until midway through or even the end of the first year. For the first half or so, it’s all bottom-up based very much on the students themselves and what he can make work for them.<br />
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Wow, this wall of text is long enough and there’s still lots of stuff I could say. I literally already have 1200 more words I’ve removed from this post. If people are interested I could do a followup post with an even less organized description of stuff I noticed, but I think this is more than enough for now.<br />
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<b><a href="https://en.wikipedia.org/wiki/Wikipedia:Too_long;_didn%27t_read" target="_blank">TL; DR</a></b>: if you get the chance to watch Justin teach, it’s awesome and you should do it. Parts of it were a little tedious because I know Latin already, but if you notice, throughout this post I said “we” had these words, or “our” story. I was an observer. I wasn’t in the class at all. Because of Justin’s engaging personality and hard work, however, I felt like I was part of it. That is Justin’s magic, and it’s truly a joy to be part of.<br />
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* I’d like to start a movement to change the term “pop up grammar.” It’s a great name and very descriptive, unlike a lot of the jargon we have here in CI-land, but I think it’d be more fun to call it “Stop! Grammar time!” <a href="https://www.youtube.com/watch?v=DddpdCszQ5c" target="_blank">I’m also hardly the first one to come up with this</a>.EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-17373619969089498612016-08-11T16:00:00.000-04:002016-08-11T16:00:12.232-04:00Latin Novellas: Getting the most out of the editing processThe Latin teacher community is really nice. A lot of people give themselves and their time abundantly to help other teachers. For this reason, sometimes it's easy to take the community for granted. Here are some suggestions from me on how to make sure you get the help you need for editing your work without inadvertently taking advantage of others.<br />
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(FWIW, I didn't really follow all of these steps in writing <i>Cloelia</i>. I am trying to save you woes and rewrites by suggesting a better way of doing things.)<br />
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More under the cut.<br />
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<b>Before you ask for help</b>:</h4>
<br /><b>Be your own harshest editor</b>, as much as you can. See the previous post for how to do that.<br /><br />
<b>Keep your goals in mind</b>: it’s easy, especially if you’re writing in the mythological realm, to end up going down a rabbithole or adding a lot of unnecessary details. Keep your audience’s proficiency level and the themes you want to focus on in mind. No one likes a <a href="https://www.youtube.com/watch?v=68X8o0S7vJc" target="_blank">rambler</a>. For this reason, I strongly suggest having a separate brainstorming document where you let your imagination run wild. "what if she did this and then she can meet Theseus and do they wrestle or is it here and Peleus and oh crap was Theseus king yet?" that kind of thing. You can also use this document to work out themes and issues you want to focus on in advance.<br />
<br /><b>Write a lot of it first</b>, ideally a full draft (a bad one obviously is fine) and outline, so that pre-readers can sit down & deal with your work in a day or two, instead of going chapter by chapter as you write it. This way is more respectful of their time, and more productive in terms of fixing plot holes, finding what expressions you need to use over & over, etc. Also, frankly, it means you can be more creative because no one's stomping on your ideas right at the beginning.<br />
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<b>Asking for help, part I</b>: people you know</h4>
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<b style="font-weight: bold;"><a href="https://www.youtube.com/watch?v=75Oct1Qv8x0" target="_blank">Start with your Latin teacher </a></b><b style="font-weight: bold; text-decoration: underline;"><a href="https://www.youtube.com/watch?v=75Oct1Qv8x0" target="_blank">friends</a></b>- not vague acquaintances you really respect whose Latin you trust wholeheartedly, those come later- to help you with the plot, etc. and get that in good shape. <b>Ask your most judgmental friends </b>though, not the super nice ones who are impressed no matter what you do. Try to ask a variety, too, if you can: not just men, not just women, not just white or straight people.<br />
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And hey, <b>why not ask your actual audience-- your students?</b> They will be super impressed that you’re writing “a whole book” in Latin, and they also won’t pull any punches when it comes to what’s confusing or what parts of the plot are boring. Your students are your best bet for finding out what’s compelling.<br />
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Use what you learn from this pre-readers to improve the plot, the characters, etc. The more of the final product you can get done before asking non-friends for help, the better.<br />
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<b>Asking for help, part II</b>: people you maybe don't know</h4>
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Finally, once you feel like you have your story down and the writing is a rough draft, <b>politely</b> ask <b>several </b>really good Latinists- you know who the best Latinists in your circles are- to read it over for you and mark errors.<br />
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It's a good idea to <b>ask ahead of time what kind of credit they want </b>to get for their help, too.<br />
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You do want <b>multiple editors if possible</b> because one of the weirdnesses of working in a dead language is that you can have two or more very different ideas of what constitutes “real” Latin even if all parties are equally proficient (which they aren’t).<br />
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<b>If they say they can't, don't take it personally. </b><br />
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If they accept, <b>thank them profusely</b>, then wait <b>PATIENTLY </b>for your responses. They are busy. You are also busy, so you know. <b>Editing someone else's Latin is also really tedious</b>. You have to look up everything you're not quite sure of, even if you're pretty sure it's wrong-- what if this person just happens to know something you don't? It takes a lot of time and effort. Please respect that time and effort.<br />
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<b>Take their advice</b>. If you have questions, look it up in the tools in the previous post. If you still have questions, ask the editor. Try to get all your questions together and ask them at once lest you take up more of their time than necessary. But if an accomplished Latinist tells you something is wrong, and you look it up on your own and they are correct, <b>you should probably listen</b>. They're not doing it to be nasty. A good editor will also make a distinction between things they don’t like versus things that are actually <i>wrong</i>.<br />
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One thing I didn't understand til a conversation recently: if a Latinist, let's call her Erasma, gives you advice, and you don't take it, but still put Erasma in your acknowledgements, <b>it makes it look like Erasma has stamped approval on your errors</b>. This impression could impact Erasma's reputation as a Latinist, and if she's an academic, maybe even her career prospects. That's serious business. Respect that. I don’t know if this has happened; I just know it’s something some people are concerned about, so bear it in mind when you ask for help. I also totally agree that it’s ridiculous to draw that conclusion, but hey, welcome to academia. <a href="https://www.youtube.com/watch?v=1Npo0cmp-VY" target="_blank">‘Tis a silly place</a>.<br />
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Also, there will always be spots where it's actually harder for the editor to explain what's wrong than to just rewrite the sentence. And if that happens over and over again, at what point do they become the co-author? <b>You have to do your due diligence up front so that you're not asking them to write your book for you</b>. A good editor will, of course, explain what’s wrong. If you find that your editor tends to rewrite things for you, let them know you’re concerned that you’re asking too much of them and maybe try to steer them gently toward the “did you check the usage of <i>habere </i>with that noun?” level of advice.<b> If they rewrite things for you and don’t explain why, ask why</b>.<br />
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Overall, <b>be patient with yourself and others</b>. There's no need to publish your novella right now even if you're super excited. Publish it online, by all means, and get lots of feedback, but maybe hold off on the paperback. It's better to publish something polished and not have to make too many fixes than end up making multiple new editions because you didn't listen to someone the first time they told you how <i>inquit </i>works, not that I am talking about anyone specific here and definitely not about myself. Ahem. Apropos of nothing, Cloelia v.1.2 is in the works.EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-87259633421424486042016-08-09T16:00:00.000-04:002016-08-15T14:23:57.033-04:00Latin Novellas: How to improve your LatinAh, so you have read the other two entries and you're on board with trying to write really solid Latin. Awesome! Tips below! And I've decided the bit about how to ask for help editing/pre-reading should be its own post, so hold out for that on Thursday.<br />
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More under the cut.<br />
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Strategies for better Latin</h4>
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<span style="font-weight: normal;">Whew, finally, the bit you probably wanted. How to be your own editor.</span></h4>
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DO<span style="font-weight: normal;">: treat Latin like a real language. </span>If we want our students and our administrators to treat Latin as a real language, we have to too. <span style="font-weight: normal;">By that I mean</span> respect its right to be different from English. <span style="font-weight: normal;">Respect its existing corpus of vocabulary and its habits of expression. </span>Latin is a real language with a real history and a real community of speakers.<span style="font-weight: normal;"> Today’s relatively small Latin-speaking community is connected by a long, long thread all the way back to whoever first thought, "<i>heus, lingua nostra nomine caret. 'Latinam' appellemus, quia Latini sumus et in Latio habitamus.</i>" In between there’s a lot of popes and Newton and Dante and Petrarch and Augustine and Elagabalus and Cicero and literally millions of others. We’re part of that community; more than that, as teachers and authors, we’re stewards of it. We have a responsibility to not invent words on our own without reference to usage, and to attend to how Latin would handle a certain syntactical situation rather than whatever seems "easier" to us. </span>When we fudge our Latin, we are implicitly denying that reality.</h4>
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DON'T<span style="font-weight: normal;">: fall into the 1:1 vocab trap. We all have primary English meanings in mind for certain words, especially the ones we learned from our beginning textbooks. Latin tends to have a lot more multiple meanings for the same word. The best example of this is <i>res</i>, which means "thing" but actually it means almost anything except the basic concrete English meaning of "thing." Look at other meanings to figure out connotations before you use a word. The other side of the coin is when you think <i>alius </i>means “other” and it does but sometimes it’s not the right “other.” There’s also <i>ceterus </i>and <i>alter</i>. This one bit me in the butt in <i>Cloelia </i>v.1.0 big time.</span></h4>
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DO<span style="font-weight: normal;">: use dictionaries properly; that is, read the whole entry, not just the headword. Peruse the examples given and see if your sense is actually used. Not "kinda" or "almost" but actually. <a href="http://www.athirdway.com/glossa/" target="_blank">Glossa</a> is pretty solid, although since it's Lewis & Short there are sometimes weird macron problems.</span></h4>
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<span style="font-weight: normal;">What I actually use is <a href="https://community.dur.ac.uk/p.j.heslin/Software/Diogenes/" target="_blank">Diogenes</a>, which has Lewis & Short built in, and then files of the <a href="http://latin.packhum.org/" target="_blank">PHI</a> texts that I got in graduate school. I don't know if you can buy these from PHI somehow, but if you can manage it, do it. That way if there's a citation in Lewis & Short for how e.g. <i>natura</i> is used in Cicero, you can just click on the citation and get the context.</span></h4>
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DON'T<span style="font-weight: normal;">: make up words. If you need a word for a modern or fantasy thing, it may already exist. Check the <a href="http://www.wyomingcatholiccollege.com/faculty-pages/patrick-owens/lexicon/adumbratio/index.aspx" target="_blank">Morgan-Owens Lexicon</a> using ctrl-F, and if you can't find it go ask the <a href="https://www.facebook.com/groups/1120807324636900/" target="_blank">Literary Translation into Latin FB group</a> which is full of people who do spoken Latin and know what’s actually in common usage. Failing that, they can help you come up with something that follows Latin’s actual rules for creating new words. It does have certain habits for doing so. </span></h4>
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DO<span style="font-weight: normal;">: learn to use the <a href="http://latin.packhum.org/" target="_blank">PHI texts database</a> to search for actual usage. </span></h4>
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<span style="font-weight: normal;">For example, I knew the words for "bow" and "arrow" but wasn't sure what words would help me put those into action. How do you "shoot," "aim," or "hit" with a bow in Latin? What sound does it make? What are the different parts of a bow and of an arrow? I searched PHI for <i>arcus </i>and its forms, and I read a lot of bow passages, and I made a file of ones I thought would be useful for pulling from. I never would have guessed that an arrow gets <i>aptare</i>'d to the string, rather than <i>ponere</i>'d. Now I know. </span></h4>
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<span style="font-weight: normal;">Mind you though, if the archery thing weren’t important to my protagonist, though, I’d probably have just gone with <i>telum emittere</i> like I did in Cloelia all the time because it’s generic weapon shooting and it doesn’t much matter to the story which kind of weapon is hitting people, and best of all, <i>mittere </i>is a high frequency verb, so a compound of it is an easy choice. </span></h4>
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DON'T<span style="font-weight: normal;">: get so hung up on finding just the right word that your writing stalls out. Leave it highlighted so you know to go back, and keep getting the story out. You may find a way to fix the issue later on as it turns out you need some other verb that'll work here too.</span></h4>
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DO<span style="font-weight: normal;">: attend to word order, as best you can. You need to write in a way kids can understand, but please don't just write in English word order. That's permissible when speaking because most of us aren't at that level yet, but in writing you have the time to do things properly.</span></h4>
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The best way to work on your word order is to read a lot of Latin <span style="font-weight: normal;">(see <a href="http://indwellinglanguage.com/limen-a-latin-teaching-portal#extensiveandintensivereading" target="_blank">here</a> and <a href="http://indwellinglanguage.com/the-inescapable-case-for-extensive-reading/" target="_blank">here</a> and <a href="http://millenoctes.blogspot.com/p/resources.html" target="_blank">here's some easy Latin</a>), but there are some <a href="http://rharriso.sites.truman.edu/latin-language/latin-word-order/" target="_blank">rules</a> you can keep in mind (I'm not vouching for that last site necessarily; I only read a bit of it and it looks fine.).</span></h4>
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DON'T<span style="font-weight: normal;">: assume that because X works in English or a Romance language, it also works in Latin. English really likes to verb nouns and noun verbs and adjective nouns, and also noun adjectives for that matter. Latin is a bit more conservative with that, or rather when nouns get verbed or adjectives get nouned, they tend to have a different form.</span></h4>
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<span style="font-weight: normal;">The same goes for syntax, big time. <i>annos habere</i> is one example. In Italian, French, etc. that’s how you say "to be X years old." In Latin, it isn’t. I got it wrong in <i>Cloelia</i> too with <i>decem annorum sum</i>. Languages are their own languages for good reason, or we'd just call Italian a "dialect" of Latin.</span></h4>
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DO<span style="font-weight: normal;">: remain humble. We’re all going to make mistakes, even the most "accomplished" Latinists. It’s a reality of language. Even native speakers make mistakes. It's okay to make mistakes, but you have to be willing to fix them, just as you would if you were publishing something in English. </span></h4>
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DON'T<span style="font-weight: normal;">: </span>let me discourage you<span style="font-weight: normal;">. Everyone starts from nothing. Start writing. Keep writing! Keep improving your Latin, using the resources you have for support wisely, and keep writing! We <i>need</i> you. <i>You</i>. <i>Your</i> ideas, <i>your</i> compelling stories, <i>your </i>participation in this active Latin movement. Join those FB groups for writing in Latin: <a href="https://www.facebook.com/groups/1112037932188322/" target="_blank">Fabulae Latinae</a> for support and pre-readers, <a href="https://www.facebook.com/groups/1120807324636900/" target="_blank">Officina Scriptoria: The Latin Writers' Workshop</a> for technical stuff (and out of mercy because helping people with tattoos is boring) (also so far I'm the only one who asks questions there and it's a bit embarrassing so please come keep me company).</span></h4>
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<span style="font-weight: normal;">Whew, that's like a lot more than you maybe wanted to know. I hope it's helpful and NOT discouraging. If nothing else, do remember that I've only written the one novella so far, so I'm almost as much of a newbie as you are (possibly moreso). </span><br />
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<span style="font-weight: normal;">What do you think? Got any tips for improving Latin, or questions for how to deal with sheltering vocab without forfeiting accuracy?</span><br />
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Another part coming Thursday. <i>Valete!</i></div>
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EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-22331559472857152302016-08-07T16:00:00.000-04:002016-08-08T09:51:31.622-04:00Latin Novellas: Why attention to attested usage mattersWhen it comes to English, I try to be a <a href="http://english.blogoverflow.com/2012/10/prescriptivism-and-descriptivism/" target="_blank">descriptivist rather than a prescriptivist</a>. If I am in a store and I hear a kid say, "I should of broughten mo' money." (and yes, I've heard kids in my rural, lower income, largely white area say "broughten."), I don't correct them because I'm not a jerk. If however I were writing a novel about similar kids for an ELL audience, I would never ever write "I should of broughten mo' money." Why? Because I don't want to teach them weird things that aren't considered "standard" English by the community of English speakers at large.<br />
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(To be clear, I don’t think anyone has written anything at the level of “I should of broughten” in Latin, but I wanted to share that weird example of English doing its living language thing because I think it’s super cool.)<br />
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With Latin, the community of Latin speakers is MUCH smaller, and the community of native Latin speakers is dead. All the same, my goal for my kids is for them to be able to read Latin which was written by native speakers and maybe to communicate with other Latinists around the country and throughout the world. Why? <b>Because Latin is a language, and it deserves to be treated as such</b>, even if it’s dead. I’ve struggled a lot with the “point” of teaching a dead language. One of the conclusions I’ve come to is that it doesn’t matter if it’s dead, so long as my kids are still getting the language-learning experience that helps their brains work better (I’m not a neurologist, clearly.). To that end, I want them to be exposed to the things about Latin that aren’t like English: the word order, the morphology, the preference for verb forms compared to English’s love of substantives, everything, etc. Just as we understand other cultures by learning how they differ, I believe <b>we benefit from understanding languages on their own terms</b>.<br />
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Now, we’re not perfect Latin speakers. No one alive is, probably. You’re going to make errors. By all means, do so as you teach and in your TPRS stories and whatever you do in your classroom. I’m not saying every Latin teacher needs to be Reginald Foster himself. So long as you are working to improve, ideally by reading more Latin, there’s no problem. (More under the cut)<br />
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<a name='more'></a><br />
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BUT I do think we need to hold ourselves to a higher standard when we publish things. There’s one very simple reason.<br />
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<b>When you publish something, even if it's self-published, it gains authority.</b><br />
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Students are going to learn from your text. Bigger issue? <i>Teachers </i>are going to learn from your text. Teachers may, even if you don't want them to, teach <i>FROM </i>your text as a source of examples.<br />
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Someone remarked recently that they had a concern about the Latin in <i>Cloelia </i>due to a mistake in ch. 2 where I used an indicative <i>cum </i>clause (i.e. temporal) where it really should have been more of an undefined kind of temporal or even circumstantial <i>cum</i> clause.<br />
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Another teacher-- someone, somewhat recently-- I can't find the quote, unfortunately-- remarked happily that they'd finally understood <i>cum</i> clauses thanks to reading <i>Cloelia</i>.<br />
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What the heck do I do with this?<br />
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If it's just the former, I can (a) forgive myself for making a basic, small mistake and fix it in the next edition, (b) beat myself up for making a small mistake, or since I was raised Catholic, maybe both. But once the second comment comes in, I suddenly have (c) all of the above but also be seriously concerned that I've now taught a teacher something wrong, which the teacher may now pass on to students. Maybe they won’t, or maybe that second person will go on to look into cum clauses more because of what I wrote, and that’s awesome. What I’m trying to get across here is that when we publish things, people will learn from them, and we need to respect that enough to do our due diligence in making sure we get things right. This particular error is not actually that big of a deal and I know that. Little errors pile up, however, and I think we have an obligation to our readers to try to prevent there being too many, and to fix them when they’re pointed out to us.<br />
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Okay, okay, so maybe it doesn't matter, since in theory we're doing CI and not explicit grammar teaching. The goal is lots and lots of comprehensible input in the target language. With an appropriately high volume of input, we needn’t fear students’ fossilizing mistakes from one or two incidences. That’s true! Hooray! This is one of the many reasons CI is such a solid awesome tool for teaching with.<br />
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So long as you’re sure your work will only be used by CI-oriented teachers, you’re good. Once you've published something though, it's out there. Chances are, well, maybe not HIGH, but not low either, that a non-CI teacher might pick up <i>Cloelia</i> and decide to teach with it traditional G/T style. I have no way of controlling that.<br />
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<b>Consequently, I have a responsibility to ensure that any Latin I publish is worthy of my readers’ attention.</b><br />
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Now, I’m not perfect, and I’m not really happy with everything about the Latin in <i>Cloelia</i>. One of the best things about making it self-published is that I can continue to fix errors and put out updated editions. I’m also having a lot of fun exploring nuances of Latin I never even knew about before. The more I learn about Latin, the more important it is to me to get things correct, because I really love the language.<br />
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I hope my own struggles won’t turn you off from writing in Latin. We really, really need you to. There is a serious dearth of material that’s compelling for students in 2016, with characters that are relevant to a global community of Latin students. Our audiences now are so different than they were at the beginning or even the middle of the last century, when a lot of our textbooks were originally written. Maybe we can’t compete (yet) in terms of Latin style with the older works, but with the collaborative tools now available and our awesome community, I think we can get ourselves up to that standard pretty quickly. Needless to say, as soon as our materials are at that level, certain more traditional elements in the Latin teaching community are also more likely to take the CI Latin movement seriously.<br />
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In the next post, I’ll share some of the ways I’ve been trying to improve my own Latin. That post will come out day after tomorrow.<br />
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(n.b. If you're just starting to write, don't let this discourage you. This has to do with the editing step of the process. See the previous post for some stuff to worry about before you worry about this.)EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com2tag:blogger.com,1999:blog-5780726765629176399.post-87366850556150261642016-08-05T12:21:00.003-04:002016-08-07T16:29:14.655-04:00Latin Novellas: Nuts & boltsSalvete omnes! I wrote way too many words about Latin novella-writing so this is part one of a three part series.<br />
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First things first, <a href="http://latintoolbox.blogspot.com/2016/07/its-good-time-to-be-latinist.html" target="_blank">these are the ones currently available</a>. There are a lot of people working on more, which is awesome.<br />
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Also, just recently <a href="https://www.facebook.com/groups/1112037932188322/" target="_blank">a FB group</a> was created for people working on Latin novellas to discuss the process and help each other out a bit, etc. If you're planning to write something or already writing, join it! More under the cut.<br />
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Stuff you shouldn't worry about yet</h4>
re: <b>publishing</b>. Most of us used <a href="http://createspace.com/">CreateSpace.com</a>. It's not the only option, but it's easy and part of Amazon, which means it's basically immediately available world-wide.<br />
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re: <b>your copyright</b>. <a href="https://creativecommons.org/choose/" target="_blank">Creative Commons</a> is a really good way to make a license, especially if you want some level of free use to be allowed. Whatever you do, do think about what rights you want to retain and what you're okay with giving up. You retain copyright by being the author, but you can choose to allow certain levels of use & modification which I think is a nice thing to do.<br />
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re: <b>pricing</b>. Most of them are $6-7 with occasional conference pricing discounts. Feel free to charge more or less. I make mine freely available because I have a lot of privilege guilt and I'm trying to "give back" or something, and also because I think <a href="https://en.wikipedia.org/wiki/Open-source_movement" target="_blank">Open Source</a> is the best way to make more resources available more quickly. The paid version is only because people wanted bound versions for their classrooms & to reduce photocopy waste.<br />
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Stuff you should worry about</h4>
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re: <b>other people's copyright</b>. Respect it. That means don't steal images or sentences or plots. Duh. But also, some publishers of textbooks don't want you to use their characters, for example. Be careful about that. Also, I don't think this has been a problem so far, but even though these are for a pretty small market, it's not a good idea to rip off a movie or show or book you like for the plot. Just do something original or myth- or history-based.</div>
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re: <b>unsheltering grammar</b>. This is basic CI tenet that I have a lot of trouble getting my brain around, but here's a painful epiphany for you: <b>most of your students don't look at endings anyway</b>, no matter whether you're teaching them G/T or CI.</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://cdn.meme.am/instances/500x/34447133.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="220" src="https://cdn.meme.am/instances/500x/34447133.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Just think back to every translation you've ever graded or heard, especially in the lower levels. (pic from <a href="https://memegenerator.net/instance/34447133" target="_blank">here</a>)</td></tr>
</tbody></table>
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So if you need to say <i>faciat</i>, say <i>faciat</i>. Don't make it <i>facit</i> out of a misplaced concern that they'll be confused. They'll be fine. If it's a really weird form, like <i>velim</i> for <i>volo</i>, well, you can gloss it if you're that concerned.</div>
<div>
<br /></div>
<div>
(The above is not drawn from any formal research, but if you know of some, please tell me because I'm pretty sure I'm right.)</div>
<div>
<br /></div>
<div>
<div>
re: <b>sheltering vocab</b>. Bear in mind the below is my writing process, which led to a relatively difficult novella. I personally found however that doing it this way was easier on my creativity and I think led to better Latin and a better story than if I had tried to do it in a more restrictive way. YMMV.</div>
<div>
<ol>
<li><b>Write it keeping frequency in mind</b>, but don't stress too much. Use the <a href="http://dcc.dickinson.edu/latin-vocabulary-list" target="_blank">DCC frequency list</a> and <a href="http://logeion.uchicago.edu/" target="_blank">Logeion</a>'s frequency tool to determine what words to use. Once you have a full draft, go back and...</li>
<li><b>use a word-count tool</b>, e.g. <a href="http://voyant-tools.org/">voyant-tools.org</a> (n.b. rather fussy, significant learning curve) or <a href="http://rainbow.arch.scriptmania.com/tools/word_counter.html" target="_blank">this other one</a> (n.b. can't handle macrons). I tend to use voyant & then put it all into an excel sheet so I can manipulate it. I tend to also separate it by lemma/dictionary heading at this point, which involves significantly more fussing, but I can do a guide on it sometime.</li>
<li><b>Look at the list and figure out which words you only used a few times</b>. Not forms, WORDS, i.e. if you used <i>vult</i> and <i>volunt</i> those count as one "word" for frequency purposes.</li>
<li><b>Replace those rarely used ones with higher frequency ones</b>. Let's say you have the word <i>domus</i> plenty in your story, but you've used <i>habito</i> only twice. Maybe instead of <i>in Italia habito</i> you could say <i>domus mea in Italia est</i>. see Latin usage caveats section in the entry coming out Monday, however.</li>
<li><b>Now, deal with the Latin issues</b>, for which see the entry which will be coming out on Monday.</li>
</ol>
<div>
Bonam fortunam!</div>
</div>
</div>
<div>
<ol>
</ol>
<h4>
</h4>
</div>
<div>
<ul>
</ul>
</div>
EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-74493943395174595402016-08-02T12:49:00.000-04:002016-08-09T08:40:05.301-04:00Summer fun is speaking Latin!Salvete internet!<br />
<br />
I have been busy! Or rather, I have been at leisure, but in a non-English speaking way, and then lazy because I was tired from all that Latin leisure. The below is as usual a rather rambly reflection on my time at Rusticatio and the other spoken Latin stuff I've done recently. More under the cut.<br />
<a name='more'></a><br />
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<h4>
Rusticatio</h4>
I was fortunate enough to be able to attend a <a href="http://latin.org/programs/claymontsummerprograms/" target="_blank">Rusticatio</a> for the first time, namely the <a href="http://latin.org/programs/rusticatio/veteranorum/" target="_blank">Veteranorum</a> version. It was great! I spent a week speaking only Latin with a lot of really knowledgeable, talented, fun people. My goals going into it were to improve my spoken Latin to the point that I could use more complex structures, especially subjunctives and participles. I learned a lot more than I expected! I regularly use gerunds now, for example! Subjunctives are still a little hairy because the whole sequence of tenses thing has never really clicked for me, and I'll admit I still haven't really started using participles. But I will continue to try! I apologize for all the exclamation marks but it was really fun! I highly recommend it!<br />
<br />
If you haven't done any spoken Latin type stuff before, I suggest probably looking into a Biduum (<a href="http://latin.org/programs/biduum/WV/" target="_blank">WV</a>, <a href="http://latin.org/programs/biduum/LA/" target="_blank">LA</a>, or <a href="http://latin.org/programs/biduum/OK/" target="_blank">OK</a>) or the <a href="http://latin.org/programs/rusticatio/tironum/" target="_blank">Tironum</a> first. For me, the Veteranorum was a good fit because I already did a <a href="https://sites.google.com/site/conventiculumbostoniense/" target="_blank">Conventiculum Bostoniense</a> last summer, I've been doing <a href="http://latintoolbox.blogspot.com/p/9.html" target="_blank">weekly chats</a> for several months, and I have a strong foundation in the language otherwise (as in been doing it for 17 years already and I'm not that old). What I love about these events generally, I'll cover below. What I loved about Veteranorum specifically was that it was <b>challenging without being discouraging</b>. I really wasn't expecting to be particularly challenged, which sounds arrogant, but I mean that I expected I'd be able to <i>understand</i> everyone even if I couldn't speak at an equal level. I was right in that respect.<br />
<br />
What was surprising was the reading discussion group time. We read selections from a variety of authors, focusing on one each day (in order, I think: Augustine, Terence, Apuleius, Ovid, Petrarch). I pre-read the selections each morning (except Petrarch because complacency). In case you aren't aware, Terence and Apuleius? Those guys are tough. It's partly the colloquial language, partly unusual vocabulary, and partly the fact that most of my training focused on Golden Age poetry (Ovid felt so easy!). I really enjoyed being in an environment again where I had to work my interpretive Latin muscles relatively hard, and where I got to discuss literature without feeling like I needed to be ready to publish an article on it or relate it to whatever obscure thing I'm researching (PSA: friends don't let friends do doctoral programs).<br />
<br />
If you've heard about Rusticatio at all, you've probably heard the rest: it's held in this old mansion, and you eat all your meals together, and it's really friendly and supportive, and you just kind of hang out and Latin for a week. The nice thing about Veteranorum is that the meals are made for you by the staff, too, so that was awesome. The other challenging thing was not eating too much every meal. I failed that challenge... anyway...<br />
<br />
So, all in all, highly recommended! And if you're at the website and you think "oh god no way can I afford this," some advice: apply for the scholarship and hit up your regional Classics organizations (<a href="http://caneweb.org/" target="_blank">CANE</a>, <a href="http://caas-cw.org/wp/" target="_blank">CAAS</a>, <a href="https://camws.org/" target="_blank">CAMWS</a>). A lot of them have big endowments and want to give teachers grants to do stuff, but some years get zero applicants. Yes, they literally have trouble <i>giving away free money</i>. Ride that gravy train.<br />
<br />
<h4>
Spoken Latin generally</h4>
<div>
The other thing I did recently was crash a <a href="https://sites.google.com/site/conventiculumbostoniense/" target="_blank">Conventiculum Bostoniense</a> field trip to the <a href="http://www.pem.org/" target="_blank">Peabody Essex Museum</a> in Salem, MA. I'd been there last year as part of the group. This time, I brought along a tolerant, non-Latinist friend, and wandered around bothering the small groups of CB participants. Many of them are friends of mine, so it's not as obnoxious as it sounds. Well, hopefully. They were doing a scavenger hunt based on riddles, which was challenging but entertaining. Afterward we went over to the campus where the Conventiculum is being held and played some games and chatted with friends before having dinner. This doesn't sound unusual, but remember it's all in Latin.</div>
<div>
<br /></div>
<div>
Maybe you're wondering why I'm telling you this, so here's why: my favorite thing about the spoken Latin community is how friendly and chill everything is. There are politics and personal things going on undoubtedly, but I choose to be ignorant of them whenever possible. Generally, people who are speaking Latin are really excited to hang out with other people who want to speak Latin, so it's just a great atmosphere. One of the core tenets of Rusticatio is "you're among friends" (I don't remember how they say it in Latin...), and I find that it really holds true with spoken Latin folks generally. </div>
<div>
<br /></div>
<div>
So, if you're hesitant about getting into it, or afraid you can't talk well enough to be accepted, or whatever... don't worry about it. I mentioned above that I brought my non-Latinist friend. He hasn't done Latin since 2003, although admittedly he got to AP by that point. He was still able to understand a fair amount and even speak enough to interact a bit with my Latin nerd friends, most of whom he's never met before. Everyone was quite patient with him and I think the only person correcting him was me. So if you're a Latin <i>teacher</i>, with a much stronger background in Latin than he had, you'll be just fine. </div>
<div>
<br /></div>
<h4>
ergo... Latine loquamur!</h4>
<div>
Ready to dive in? Awesome! I particularly want to recommend you join me on a weekly basis (and more often in the summer) for my Latin chat in Google Hangouts. More info right <a href="http://latintoolbox.blogspot.com/p/9.html" target="_blank">here</a>. Now with a <a href="https://calendar.google.com/calendar/embed?src=herrjfqrgaqk775hpoaf3gj2nc%40group.calendar.google.com&ctz=America/New_York" target="_blank">Google Calendar</a> you can subscribe to! There's one tomorrow (Weds 8/3) at 10am EDT. </div>
<div>
<br /></div>
<div>
Another thing I particularly want to recommend, if you can, is the upcoming <a href="https://expressfluency.com/language/latin/" target="_blank">Express Fluency Latin workshop with Justin Slocum Bailey</a> next week. If you've never done spoken Latin, the <a href="https://expressfluency.com/product/latin-summer-intensive/" target="_blank">intensive Latin class</a> might be a good way to get your brain into that mode. I think it's really designed for people who don't know Latin at all, but I'm sure all are welcome. I will be attending the <a href="https://expressfluency.com/product/latin-teacher-training/" target="_blank">teacher training</a> version. Justin's an awesome teacher and person and I'm sure you'll get a lot out of it if you can come. </div>
<div>
<br /></div>
<div>
Apart from those, here are some options for practicing your spoken Latin. Taken from this document of <a href="https://docs.google.com/document/d/1RtnMHmgaJywifyK4yR1kZjZl9CAv1S2XaNwgXxR9kKE/edit?usp=sharing" target="_blank">Useful Phrases for Spoken Latin</a>, which I and the people from <a href="https://www.facebook.com/groups/AcquireLatin/" target="_blank">Teaching Latin from Acquisition</a> made this weekend.</div>
<div>
<br /></div>
<div>
<b>Where can I speak Latin with humans? </b></div>
<div>
<ul>
<li><a href="http://latintoolbox.blogspot.com/p/9.html" target="_blank">Latin Google Hangouts</a>: weekly chitchat on webcam. <b>(ONLINE & FREE)</b></li>
<li>Find a Latin buddy and chat via Facetime or Google or Skype or even using your real faces.</li>
<li><a href="http://www.paideiainstitute.org/" target="_blank">The Paideia Institute</a>'s <a href="http://www.paideiainstitute.org/online_classes" target="_blank">Telepaideia</a>: Online courses, including specifically in Spoken Latin, which are a great option for those who can’t travel or want to brush up during the school year. Affordable and they get great reviews. <b>(ONLINE)</b></li>
<li><a href="http://indwellinglanguage.com/services/" target="_blank">Indwelling Language</a>: Justin Slocum Bailey is awesome and will probably tutor you in Latin if you want. Prices vary but are probably reasonable. <b>(ONLINE)</b></li>
<li><a href="https://expressfluency.com/language/latin/" target="_blank">Express Fluency</a>: Sometimes offers intensive Latin sessions & Latin-teacher training.</li>
<li><b>Recurring regional events lasting less than a day</b>: If you don’t know the contact person or there isn’t a link, find them via <a href="https://www.facebook.com/groups/AcquireLatin/" target="_blank">Latin for Acquisition on FB</a>.</li>
<ul>
<li><a href="http://www.meetup.com/Boston-Active-Latin/" target="_blank">Boston Active Latin / Clipeus</a>: biweekly meetups in Boston. Contact Abbi Holt.</li>
<li>Amherst, MA Latin meetups: contact T.J. Howell.</li>
<li><a href="https://www.meetup.com/Circulus-Latinus-Noveboracensis/" target="_blank">New York City Latin meetups</a>: Weekly meetups with opportunities for both reading and speaking at different levels of proficiency.</li>
<li>North/Central NJ Latin meetups: these JUST started. Contact Kelsie Toy or Jamie Lawrence.</li>
<li>Erie Active Latin: I’m not sure if these happen regularly or what. Contact Chris Buczek.</li>
<li>At regional Classics conferences there’s usually a <i>mensa Latina</i> where you can speak Latin while you eat lunch. If there isn’t, organize one. </li>
</ul>
<li><b>Annual immersion events </b>(for which try to get funding from your regional org: <a href="http://caneweb.org/" target="_blank">CANE</a>, <a href="http://caas-cw.org/wp/" target="_blank">CAAS</a>, <a href="https://camws.org/" target="_blank">CAMWS</a>). All of these are <b>full immersion options offered by excellent speakers & Latin scholars. Any comparative statements made are to give you an idea of their focuses, and are not value judgments</b>. </li>
<ul>
<li><a href="http://latin.org/" target="_blank">SALVI</a>: Organization holding various annual week-long and two-day events. West Virginia, sometimes California, & other locations. Prices vary, no credit offered as far as I know (could be wrong). </li>
<li><a href="http://www.paideiainstitute.org/" target="_blank">The Paideia Institute</a>: Events in NYC, Italy, Greece, & elsewhere, mostly for adults but also for middle & high schoolers. Prices & focuses vary depending on the course.</li>
<li><a href="https://www.umb.edu/academics/caps/summer_programs/institutes/latinbysea" target="_blank">Conventiculum Bostoniense</a>: annual summer immersion event in Salem, MA. Graduate credit options available, including an excellent online pedagogy course. Doesn't include all meals. Prices vary depending on credits sought.</li>
<li><a href="http://www.dickinson.edu/info/20033/classical_studies/61/teacher_workshops" target="_blank">Conventiculum Dickinsoniense</a>: Annual summer immersion event in Carlisle, PA. By far most affordable, but doesn't include food or credits. <b>I need more info on this so if you want to let me know what it's like, <a href="mailto:arnold.elliej@gmail.com" target="_blank">send me an email</a>!</b> Don't know if credits available.</li>
<li><a href="https://mcl.as.uky.edu/conventiculum-latinum" target="_blank">Conventiculum Lexintoniense</a>: Annual summer immersion event in Lexington, KY. More academic, reading-oriented than some of the others, and also has more participants. By far most affordable, but doesn't include food or credits. Don't know if credits available.</li>
</ul>
</ul>
</div>
<div>
<b><br /></b>
<b>I like humans, but I like books better. What can I read about spoken Latin?</b><br />
<b><br /></b>
<br />
<div>
The single best thing you can do to improve your spoken Latin is read a lot of Latin: more info <a href="http://indwellinglanguage.com/limen-a-latin-teaching-portal#extensiveandintensivereading" target="_blank">here</a> and <a href="http://indwellinglanguage.com/the-inescapable-case-for-extensive-reading/" target="_blank">here</a>. You can find a bunch of relatively easy Latin to read & listen to <a href="http://millenoctes.blogspot.com/p/resources.html" target="_blank"><span id="goog_1711782763"></span>here<span id="goog_1711782764"></span></a>. But here are some reference works to help you out anyway!</div>
<div>
<ul>
<li><a href="http://www.wyomingcatholiccollege.com/faculty-pages/patrick-owens/lexicon/adumbratio/index.aspx" target="_blank">The Morgan-Owens Lexicon</a>: expressions for various modern (or more modern than Cicero anyway) things, excellently sourced. </li>
<li><a href="http://www.latin.org/resources/" target="_blank">SALVI’s resource page</a>, especially <a href="http://www.latin.org/resources/documents/latinspeakinghints.php" target="_blank">this page</a> by John Kuhner.</li>
<li><i><a href="http://www.ascaniusyci.org/store/vocabulapicta.htm" target="_blank">Vocabula Picta</a></i> by Anna Andresian: words for all your daily modern life needs. Check against Morgan, though. The eBook is only $5 and it’s all in Latin with pictures! <b>n.b. This is a paid resource. Please don't share the eBook around. It's cheap and Anna put a lot of work into it, and she already does so much for us by providing <a href="http://magistrula.com/">magistrula.com</a> for free.</b></li>
<li><a href="https://smile.amazon.com/First-Thousand-Heather-1-Jul-2014-Paperback/dp/B013IMUUGK/" target="_blank"><i>First Thousand Words in Latin</i></a> by Heather Amery (2014 edition only!): The 2014 edition was heavily amended by Patrick Owens of Morgan-Owens Lexicon fame. Do not get the earlier edition!</li>
<li><i>Vita Nostra</i> by Stephan Berard (<a href="https://l.facebook.com/l.php?u=https%3A%2F%2Fcommons.wvc.edu%2Fsberard%2Fdefault.aspx&h=8AQFfKEt9" target="_blank">contact here for a copy</a>)</li>
<li><i><a href="https://onedrive.live.com/?cid=1BFEEE81C3F1FFC6&id=1BFEEE81C3F1FFC6%21111&parId=1BFEEE81C3F1FFC6%21107&o=OneUp" target="_blank">Guide to Latin Conversation</a></i> by Stephen Wilby (1892) (PDF)</li>
<li><a href="http://hiberna-cr.wdfiles.com/local--files/downloads/Meissner-Latin_Phrase-Book_20151029.pdf" target="_blank"><i>Latin Phrase-Book</i></a> by Carl Meissner, trans. Henry William Auden (<a href="http://www.gutenberg.org/ebooks/50280" target="_blank">more various formats including those with functional chapter links</a>)</li>
<li><i><a href="https://books.google.com/books?id=V8NXAAAAcAAJ" target="_blank">Colloquia Familiaria</a></i> by Erasmus (1664) (<a href="http://www.stoa.org/colloquia/nelson/" target="_blank">selections</a> therefrom by Jennifer Nelson)</li>
<li><i><a href="https://smile.amazon.com/Conversational-Latin-Oral-Proficiency-Traupman/dp/0865166226" target="_blank">Conversational Latin for Oral Proficiency</a></i> by John Traupman (n.b. this gets mixed reviews from serious Latinists) (but it also has an audio option so that’s nice) </li>
</ul>
</div>
</div>
EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com5tag:blogger.com,1999:blog-5780726765629176399.post-15064542829864333072016-07-17T10:56:00.000-04:002016-07-17T10:57:12.752-04:00Cloelia updateWoah, would you believe I've sold 100 copies of Cloelia? It's only been out less than a month! Thank you so much, everyone! I am delighted that you like it. If you don't like it, I can't offer refunds but please give it to someone else for free rather than burning it.<br />
<br />
Anyway, important news! Life being the way it is, there were errors. I've put out a new version, which I'm calling v.1.1. The links to the new PDF & glossary are on <a href="http://latintoolbox.blogspot.com/p/cloelia-novella.html" target="_blank">the Cloelia page over here</a>.<br />
<br />
Click under the cut to see the detailed changes, but here's a general overview.<br />
<br />
<b>General Reasons for Changes</b><br />
<br />
<ul>
<li><i>Word Choice</i>: forms of alius have been reexamined and often omitted or changed.</li>
<li><i>Pronoun Position</i>: personal pronouns, wherever possible, have been moved to second position to better reflect idiomatic word order. If they are in the first position, they are in most cases meant to be somewhat emphatic. The exception is "et eōs relinquō" on p. 37, which I simply couldn't do neatly. Additionally, "someone and I" phrases, e.g. "pater et ego" have been changed to "I and someone," e.g. "ego et pater" to better reflect Latin idiom.</li>
<li><i>Vowel Length</i>: corrected macrons on nefās, alterīus, and forms of lacrimāre.</li>
<li><i>Prepositions</i>: instances of "ēmittere ad" have been changed to "ēmittere in" to better reflect Latin usage. instances of "contra + accusative ... pugnare" have been changed to "cum + ablative ... pugnare" to better reflect Latin usage.</li>
<li><i>Glossary</i>: added, removed, and changed some definitions to reflect other changes made in this version.</li>
<li><i>Other Changes</i>: All other changes are marked with an asterisk and explained at the note.</li>
</ul>
<br />
<br />
<a name='more'></a><br />
<br />
<b>Detailed Changelog</b><br />
<br />
<ul>
<li>p. 3: removed bold formatting from table of contents.</li>
<li>p. 5: changed "mihi nōmen est" to "nōmen mihi est"; changed " tibi rem tōtam narrābō" to "rem tōtam tibi narrābō."</li>
<li><b>*</b>p. 6: changed "māter et ego" to "ego et māter." Changed “volō” to “velim” and “vīs” to “velis.” Changes to subjunctive are to make things more polite.</li>
<li>p. 7 changed "tibi fābulam dē illā Camillā narrābō" to "fābulam dē illā Camillā tibi narrābō."</li>
<li>p. 8: changed "tū semper" to "semper tū;" removed "ego quoque."</li>
<li>p. 9: changed "ad eam tēlum ēmīsit" to "in eam tēlum ēmīsit."</li>
<li>p. 10: changed "vestīmenta certē tibi" to " vestīmenta tibi certē."</li>
<li>*p. 12: changed optima to bona on the advice that "tam optima" is strange in Latin.</li>
<li>*p. 13: changed mulier to mulierum on the advice that "optima mulier" did not have the force of "the best of all women."</li>
<li>p. 15: changed "ego quoque lacrimābam." to "nunc ego quoque lacrimābam."</li>
<li>p. 17: "Diāna et aliae virginēs" changed to "Diāna et virginēs;" changed "tibi fābulam dē vōtīs narrābō" to"fābulam dē vōtīs tibi narrābō."</li>
<li>p. 19: changed "nōs omnēs pudīcitiam et virtūtem Lucrētiae laudābāmus" to "pudīcitiam et virtūtem Lucrētiae nōs omnēs laudābāmus."</li>
<li>*p. 21: added "tamen" after "adhuc" to emphasize concessive nature of cum clause; changed "nōs puellae haec vestīmenta" to "haec vestīmenta nōs;" changed "alium virum" to "tertium virum;" changed "hic alius vir" to "hic tertius vir."</li>
<li>p. 22: changed "aliī virō" to "tertiō virō."</li>
<li>*p. 24: added "tamen" after "tacitus" to emphasize concessive nature of cum clause; changed "tū mē nōn interfēcistī, sed scrībam meum" to "scrībam meum, neque me, tu interfecisti;" changed "nōbīs magis placet rēs magnās gerere quam vīvere" to "rēs magnās gerere nōbīs magis placet quam vīvere;" changed "Porsenna vīdit mē manum in ignēs pōnere" to "Porsenna vīdit ignēs manum meam cōnsūmentēs, et" for a more vivid image & added "cōnsūmentēs" to sidebar.</li>
<li>p. 25: changed "ego mīlitēs" to " mīlitēs ego."</li>
<li>*p. 26: changed "ego et Iūnia statim" to "statim ego et Iūnia;" changed "fīliae maximōrum Rōmānōrum nōs erāmus! certē nōs ipsae erāmus duae..." to "nōs fīliae maximōrum Rōmānōrum erāmus! nōs ipsae certē erāmus duae..." in order to increase emphasis on the personal pronouns.</li>
<li>p. 27: "omnēs aliae puellae" changed to "aliae puellae" and "alios captīvōs" to "captīvōs;" changed "nōs omnēs audīvimus" to "omnēs nōs audīvimus."</li>
<li>p. 29: changed "nōs nunc sumus in castrīs hostium " to "nunc nōs sumus in castrīs hostium;" changed "trāns flūmen" to "in flūmine;" changed "Rōmānī simul hostēs pugnāre..." to "Rōmānī simul cum hostibus pugnāre...;" changed "...sōlus hostēs pugnābat" to "...sōlus cum hostibus pugnābat;" changed "... gladiō multōs hostēs pugnābat" to "tamen gladiō cum multīs hostibus pugnābat" to emphasize concessive nature of cum clause; changed changed "ad eum" with forms of ēmittō to "in eum" twice; changed "cum aliī Rōmānī" to "cum Rōmānī."</li>
<li>*p. 30: changed "cum ille sōlus hostēs pugnāvisset" to "quia ille sōlus cum hostibus pugnāverat" & removed gloss for cum causal clause. Causal clause was changed due to implied authority of cum causal clause vs. of quia causal clause.</li>
<li>*p. 31: changed "inquit alia puella" to "inquit ūna ē puellis;" changed "cum nox veniet" to "cum nox vēnerit" for idiomatic purposes and because Future Most Vivid is great.</li>
<li>*p. 32: changed "ego et aliae puellae per castra hostium īmus" to "per castra hostium ego et puellae īmus," and "quī omnēs hostēs sōlus pugnāvit" to "quī cum omnibus hostibus sōlus pugnāvit;" changed "tacita inquam" to "inquam" on the advice that you can't say anything silently; changed "nōs omnēs" to "omnēs nōs." Changed "serpimus" to "rēpimus" because "serpimus sīcut serpentēs" is awful.</li>
<li>p. 33: changed "nōs per noctem obscūram ad urbem celeriter īmus" to "per noctem obscūram nōs ad urbem celeriter īmus."</li>
<li>p. 34: changed "ego tūta sum" to "tūta ego sum;" changed "alias captīvās servavi" to "captīvās servavi;" changed "ego fortiter" to "fortiter ego."</li>
<li>*p. 35: moved "nefās" gloss to top of margin notes; changed "Porsenna dīxit sē nōbīscum dehinc" to "Porsenna dīxit dehinc sē nōbīscum;" in "sī eī captīvōs darēmus" changed eī to sibi since the pronoun refers to the subject of the main clause; changed "ad mē ēmittēbant" to "in mē emittēbant." </li>
<li>p. 37: changed "dīcēbat tē audācem puellam esse" to "dīcēbat audācem puellam tē esse;" changed "et tū eam servāvistī, sed nunc Rōmam ipsam quoque servāre potes." to "et eam servāvistī, sed nunc tū Rōmam ipsam quoque servāre potes."</li>
<li>*p. 38: changed "serpō" to "rēpō" to accord with change on p. 32.</li>
<li>*p. 39: changed "multa" to "multās," "audāciās" to "audācēs" twice; "rīdetne rēx mihi?" changed to "rīdetne rēx mē?"; changed "poterint" to "poterunt." All these changes are because of outright mistakes!</li>
<li>p. 40: changed "... contrā hostēs Rōmae pugnābunt" to "cum hostibus Rōmae pugnābunt;" changed "relinquō" to "relinquam" because of tense mistake.</li>
<li>p. 42: changed "fortiter prō sē spectat" to "fortiter prae sē spectat" because of sense of "prō" vs. "prae sē" idiom.</li>
<li>p. 44: "alterius" changed to "alterīus;" removed nonsense word "audāciās;" removed "aliās;" changed glossary entries for singular forms of alius to "another, some" instead of just "other" and for plural forms to "(some of the) other."</li>
<li>p. 46: added "cōnsūmentēs–devouring" to glossary.</li>
<li>p. 55: added "at" as a meaning of "in" in glossary.</li>
<li>*p. 56: changed meaning for forms of pudīcitia from "sexual modesty" to "chastity" to better reflect meaning; removed "pōnere–to place, put" from glossary; added "prae–ahead, in front" to glossary and changed definition of "prō" from "for, on behalf of" to "on behalf of, in front."</li>
<li>p. 57: added "rēpimus–we crawl" and "rēpō–I crawl" to glossary to accord with changes on p. 32 & 38.</li>
<li>p. 59: "sibi" added to glossary; changed error "vident–I will see" to "vident–they see." Removed "serpimus–we creep" and "serpō–I creep" from glossary to accord with changes on p. 32 & 38.</li>
<li>p. 60: tertiō, tertium, tertius added to glossary.</li>
</ul>
EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-54528983960731266872016-07-06T13:17:00.000-04:002016-07-13T10:10:56.246-04:00ACL RoundupLike almost every other Latin CI blogger, I went to the ACL annual conference last week. If you're not familiar, ACL is the <a href="http://aclclassics.org/" target="_blank">American Classical League</a>, and it's the big national organization for non-college teachers of Latin. I believe it's technically for post-secondary too, but since it focuses on Latin pedagogy, it's <i>de facto</i> secondary & primary level Latin teachers. It'd be cool if more post-secondary types worried about pedagogy, but it's not where we are right now. Even some MAT granting institutions don't actually talk about pedagogy and outsource it to the Ed department... which, well, anyway. ACL.<br />
<br />
It was fun! And HUMID. But fun! I saw lots of excellent talks that I feel like I haven't even begun to process properly yet. I actually feel like all the information slid out of my ears on the plane home, unfortunately. Thankfully, a lot of presentations are <a href="https://aclinstitute2016.sched.org/" target="_blank">online here at the meeting's Sched page</a>, so I can jog my memory. I took the liberty of organizing those materials into <a href="https://drive.google.com/open?id=0BzMof1BMlsd8SWlOdUtiVWFNaTg" target="_blank">a big google folder, which you can find here</a>. The starred ones are those that had direct CI applicability.<br />
<br />
Here are some random thoughts and take-aways.<br />
<br />
<a name='more'></a><br />
<b><a href="https://drive.google.com/open?id=0BzMof1BMlsd8X2ZBa1JqdVpoSXc" target="_blank">Authentic Engagement and Student Empowerment</a></b> from Ivy Livingston and Melanie Stowell. You MUST look at this. It does such a wonderful job articulating how we can teach grammar and culture and language and have them all work together, WHILE focusing on language acquisition. There's no need to jettison culture- as I did last year and frankly generally have- in seeking to build language acquisition. I'm just so impressed. Ivy & Melanie have several really great presentations on their site <a href="http://www.forummagistrorum.com/" target="_blank">Forum Magistrorum</a> that show how to do just this for some basic culture stuff as well. I need to look into making more such resources for myself.<br />
<br />
The other best thing about that talk is that unlike others, the actual meat of the talk has been inserted within the powerpoint, so you can understand the full thing even though you weren't there because there was guacamole in the exhibit hall. Sadly this is not true for most of them.<br />
<br />
<b><a href="https://drive.google.com/open?id=0BzMof1BMlsd8NFJsWnA0V2RBV2s" target="_blank">There is no hard grammar</a></b>. This concept is not new to me, but it was delightful to see Justin Slocum Bailey in action. Please be sure to look at the blog posts he links within the presentation. He can do greater justice to the concept than I can.<br />
<br />
My buddy Traci shared some <a href="https://drive.google.com/open?id=1WDLHXetWaF1_NUieZkSw3w2Yy7cS-jhbKU5FTxIhBEM" target="_blank"><b>results from her first year using CI</b></a>, especially with regard to how she used CI to teach the textbook material & curriculum. There are a lot of good links there and tips for how to actually organize your units. Her notes are available under the slides which may clarify some things, too, so be sure to read those.<br />
<br />
<b><a href="https://drive.google.com/open?id=0BzMof1BMlsd8LS1SRDY1YUF0SVk" target="_blank">The CI Pre-Institute</a> </b>led by Rachel Ash, Bob Patrick, and Keith Toda was... I keep using the word "tremendous" lately but listen, it was though, and I don't just mean because 52 people spent 6 hours together talking about CI. Particularly look at the <a href="https://drive.google.com/open?id=1vK_poHvcTFFm7P7t5l7ffsrleRAaogZeKeO-SqZaNI0" target="_blank"><b>Resources</b></a> slide for some lesson planning tools. Real lesson planning tools! DO YOU KNOW HOW EXCITED I AM? You don't, but really. Especially the stuff under "Planning." Tremendous.<br />
<br />
Okay so that's out of the way, what did we actually DO? Everything I'm going to talk about here is in the above folder, including the presenters' notes on how and when they would each present different things, which should be very valuable to you as you consider planning your own stuff. First, bear in mind that we were supposed to be pretending to be Latin III students throughout this experience. Probably we were /really really good/ Latin III students because it's hard for Latin teachers to stop being Latin teachers. BUT anyway.<br />
<br />
We started with a hard text- and it was actually legitimately hard, mostly because of vocabulary but the grammar was fairly challenging too. A little chunk of Apuleius. Then, we spent the rest of the institute actually participating as students in activities designed to teach a large number of the structures involved in the passage. Periodically we'd stop and read an embedded version- first the easiest, then a secondary one, and finally the original (with a little Latin glossing). By the end of six hours the original was challenging but not hard, if that makes sense. The grammar was still complex, but the unknown vocabulary was now known, so it wasn't as scary. It's like some kind of affective filter had been lowered... And also it was fun and I got to meet a lot of teachers who are interested in CI and I hope to spend more time working with them in the future. Really great. They're already planning another pre-Institute with more hands on training in CI techniques so definitely sign up for that if you are at all able. <a href="https://www.aclclassics.org/events/2017-acl-institute" target="_blank">ACL will be in Michigan</a> next year.<br />
<br />
Another one I only caught half of because I am a slacker/was probably eating, was the excellent presentation by Ginny Lindzey and Caroline Kelley: <b><a href="https://drive.google.com/open?id=0BzMof1BMlsd8MVFLNXRHdS10dDA" target="_blank">Recapturing the Joy of Reading Latin</a></b>. In it they suggested awesome ways to teach your kids pronunciation and reading skills for Latin. These are the kind of reading skills we do unconsciously in our L1 (assuming we're good readers), but have to develop over time through lots of CI in L2. A lot of my kids actually have pretty awful L1 reading skills and also need to be taught those explicitly, frankly.<br />
<br />
Teaching explicitly doesn't sound like CI, you say? True. But it's still a tool, and so long as we use it with judgment and empathy toward our students' levels, it's a useful tool. That is why this blog doesn't have anything about CI in the title by the way; I'm not rejecting non-CI tools, but rather seeking to find new ways to use them with an awareness of how SLA actually works.<br />
<br />
Then there's Bob Patrick's talk on <a href="https://drive.google.com/open?id=0BzMof1BMlsd8TGN2dVdBNEVTVnc" target="_blank"><b>The Value of Writing in a CI Classroom</b></a>. This was really, really good. I couldn't even handle it.<br />
<blockquote class="twitter-tweet" data-lang="en">
<div dir="ltr" lang="en">
Fav part of <a href="https://twitter.com/hashtag/ACLInstitute?src=hash">#ACLInstitute</a> learning from great teachers. Least fav? Comparing myself to how amazing everyone else is!! <a href="https://twitter.com/hashtag/ouch?src=hash">#ouch</a></div>
— Ellie Arnold (@magistrissima) <a href="https://twitter.com/magistrissima/status/747865147583004672">June 28, 2016</a></blockquote>
That was because of Bob Patrick. Well, and lots of other people (see above... and below...) but you see my point. Anyway, it was great. He set out exactly what you need to do to make writing valuable, which is basically to provide a lot of input BEFORE you ever try to get output. He had some wonderful suggestions for how to provide that input, as usual. Then, he talked about what writing is NOT for. It is not for error correction. What it is for is these three things (directly quoted from the presentation, very much not my words):<br />
<ul>
<li>"For the teacher: what does this writing show me about the input I’m giving them? Enough/not?</li>
<li>For the class: gently developing the monitor</li>
<li>For the student: does your work over time show progress? How do you know?"</li>
</ul>
Then he explained what the monitor was and how to help it develop, and how to ensure that those three purposes are actually being addressed, including a concept he calls "the deal." Really good stuff. Definitely check it out.<br />
<br />
Another fantastic talk that unfortunately ran out of time and was really uncomfortably crowded was the <b><a href="https://drive.google.com/open?id=1qUYlJR1yzyfdcvkS-Hq0dZQM7syDnnSYn8Jbl4F65YY" target="_blank">Textual Relations</a></b> (<-- digital handout, <a href="https://drive.google.com/open?id=1Qh_q7f2rkDBMSXWyGZAt1z4bmNu1EUG0jZtwg9xx2Wk" target="_blank">presentation here</a>) panel. Awesome rationale and methods for using "authentic texts" (however you define that) in the Latin classroom, regardless of level. I particularly liked Lizzie Hestand's portion, and I hope she will do a blog post or something on it someday so I can link to it. The presentation doesn't really do it justice. She explained how she breaks down different texts and goes over them repeatedly with students to look for different elements and types of words. Really good stuff. The presentation includes a list of Catullus poems she integrates into parts of LLPSI by chapter & theme, believe it or not! Alan's part is SUPER solid and great but you have to read through it yourself because there's like a lot of info there. Laura Manning was absent but her paper was read for us by Justin Schwamm, and that paper was also really good but frankly I don't remember it well. I wish it were available online... hint hint... Justin S-B did a lovely introduction especially regarding "q: what is an authentic resource? a: depends who you ask"<br />
<br />
Finally, the veeeeeeery last session I went to was Justin Schwamm's own talk on <b><a href="https://drive.google.com/open?id=0B2GA7zSE9mUDY3RmYmZuVjd3MWM" target="_blank">Holistic Assessment</a></b>, which has some really good thoughts. Click the links in the presentation because that is where a lot of the good stuff is. I find this <a href="https://drive.google.com/folderview?id=0B2GA7zSE9mUDZ1NsZUNWNnktbWM&usp=sharing" target="_blank">example IPA</a> particularly useful. Don't ignore it because it's an IPA! It's actually legitimately doable by and designed for Latin teachers using texts. The character diagramming sheet doesn't really come out well for some reason when I click on it from here but it's definitely a model I'll be using next year.<br />
<br />
<strike>I'd also like to link to Alan's handout but he's not quite sent it to me yet (I only just asked) so I'll add that in later.</strike> It's later! Alan's talk <b><a href="https://drive.google.com/open?id=0BzMof1BMlsd8Ym1jZnVGOUxBM1E" target="_blank">Something Old, Something New</a> </b>was about how all this CI stuff is basically just how people used to teach Latin back in the Renaissance. The handout is mostly Latin quotes from Erasmus and two other guys. This is my favorite quote, from Posselius: "<i>De exercitio latine loquendi hic non dicam. Sciunt enim viri docti & sapientes, id omnino necessarium esse, & sine mago discentium incommodo negligi aut omitti non posse.</i>" (Roughly: "I won't address here the practice of speaking Latin. For all learned & wise men know that it's above all necessary and-- <strike>lacking a wizard of learning</strike>-- cannot be neglected nor omitted due to inconvenience.") I obviously love it due not only to the sentiment,<strike> but especially to the wizard, which is perhaps the roughest part of my translation but I don't care right now.</strike> EDIT: and yes, I'm now reliably informed that this was a typo :( :( :( It should be "<i>sine magno discentium incommodo</i>" and therefore "without a great inconvenience for learners." Thank you Justin S-B :)<br />
<br />
Alan says there will be an article version of this in the near future, so keep your eyes peeled for that. It'll be a good read. Even if there aren't any wizards.<br />
<br />
There were a lot more presentations that I <i>didn't</i> see for one reason or another, and which you should check out. I particularly wish I'd been able to go to Bob's novel presentation because his real life explanations are really compelling and easy to understand, and just having the powerpoint doesn't do it justice. If you went, or if you're Bob (hi!), I'd love it if you could comment with some takeaways.<br />
<br />
I hope this was helpful. If nothing else, it's helped me process what was really an incredible learning opportunity and great fun socially as well. I really recommend going to ACL in the future if you can swing it, and if not, another good option for a similar mini experience is the <a href="http://caneweb.org/new/" target="_blank">CANE annual meeting</a> (even if you're not from New England. CANE is really uncharacteristically nice, both in terms of New Englanders and academia.) (ACL is nice too but not academia-oriented).EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-87645696778563483172016-07-03T10:59:00.002-04:002016-07-03T10:59:47.367-04:00It's a good time to be a Latinist!Within the last three or so weeks, the number of Latin novellas on the market has more than doubled!<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzZgsIRVxriZyKwsBu_cLMwIIrQXKeSl2FXHx7YgNyljDMNSPkgXcgGvo8XT6Bn0at-BaUvovivlGJeteXbk7jZkFsZ46qWyhk2F6kQMusK1xhbGH9UjbrrtYRFbAYGxqSBkh7mOnqJHtg/s1600/2016-07-03+10.46.50.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzZgsIRVxriZyKwsBu_cLMwIIrQXKeSl2FXHx7YgNyljDMNSPkgXcgGvo8XT6Bn0at-BaUvovivlGJeteXbk7jZkFsZ46qWyhk2F6kQMusK1xhbGH9UjbrrtYRFbAYGxqSBkh7mOnqJHtg/s400/2016-07-03+10.46.50.jpg" width="400" /></a></div>
<span id="goog_247597704"></span><span id="goog_247597705"></span><br />
<br />
Here is my cat modeling with the titles on offer. What's great about these is that they are, unlike most textbook readings:<br />
1) actually interesting<br />
2) actually readable by first or second year Latin students<br />
3) starring (some) characters who aren't boys<br />
<br />
Well, only two have what you can call female protagonists... and only one (<i>Cloelia</i>, full disclosure it's mine) has ONLY a female protagonist and an equal number of named male & female characters, but it's still better than the Latin textbooks out there. There are more coming out soon from Pomegranate Beginnings with female protagonists, too. We're still working on not white, not hetero representation, but this is a good start. I've got something in mind but it's not my next project. If you have an idea for representing a more diverse Rome in text or whatever medium... DO IT. We need it. Latin is for everyone, not just cisgendered, heterosexual, white English upper-class school boys in good enough shape to row for Oxford when they're done at Eton pip pip cheerio. Let's get our textbooks to reflect that.<br />
<br />
You can find them here:<br />
<ul>
<li><a href="http://latintoolbox.blogspot.com/p/cloelia-novella.html" style="font-style: italic;" target="_blank">Cloelia: Puella Romana</a> (free full text PDF also available) by Ellie Arnold (me!)</li>
<li><i><a href="https://tprstorytelling.com/products-page/featured-novels/brandon-brown-canem-vult-latin-novel/" target="_blank">Brando Brown Canem Vult</a> </i>by Carol Gaab, translated & adapted into Latin by <a href="http://indwellinglanguage.com/" target="_blank">Justin Slocum Bailey</a></li>
<li><a href="http://pomegranatebeginnings.blogspot.com/p/publications.html" style="font-style: italic;" target="_blank">Pluto: Fabula Amoris</a> by Miriam Patrick and Rachel Ash</li>
<li><a href="http://pomegranatebeginnings.blogspot.com/p/publications.html" style="font-style: italic;" target="_blank">Itinera Petri: Flammae Ducant</a> by Dr. Robert Patrick</li>
<li><a href="https://www.amazon.com/Iter-Mirabile-Dennis-Debrae-Novella/dp/1530806569/" style="font-style: italic;" target="_blank">Iter Mirabile Dennis et Debrae</a> by Dr. Christopher Buczek</li>
</ul>
EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-37644152490551073242016-05-24T16:50:00.000-04:002016-05-24T16:50:37.316-04:00CI Methods: an obvious epiphanyFriends, I just figured out why "CI methods" isn't a thing. Yes, I know I've been looking into CI for over a year. Yes, I know you already understand why it's not a thing. Just in case you don't, though, I'm going to share my epiphany. Don't laugh.<br />
<br />
CI Methods isn't a thing because CI isn't a methodology. It's material we use to reach a goal.<br />
<br />
Think of it this way: there are a lot of kinds of chefs. Some chefs focus on Italian food. Some focus on dessert and we call them pastry chefs. Some focus <a href="https://en.wikipedia.org/wiki/Molecular_gastronomy" target="_blank">on making weird foams</a> that no one really wants to eat. All chefs, however, work with food.<br />
<br />
CI is food. Without food, we are hungry. Without CI, we do not acquire language.<br />
<br />
Maybe we should stop abbreviating it because acronyms feel specific and official and definable. Ditto capitalization. There's no such thing as <b><u><i>C</i></u></b>omprehensible <b><u><i>I</i></u></b>nput. There's just input that's comprehensible, and input that isn't. As Latin teachers, we've traditionally been doing the latter. Oops. That's like a chef making supper out of clay and paint: it might look like something delicious and nutritious, but it's not.<br />
<br />
This lowercase comprehensible input is <i>not a method</i>. It's <i>stuff</i>. Stuff we have to use to do our job as language teachers (or communication facilitators or whatever BVP is calling it this week).<br />
<br />
It's the material. It's not the method. We don't talk about "food chefs." All (effective) chefs work with food. Maybe a pastry chef focuses on food that's in dessert form. Maybe an Italian chef focuses on food that tastes like food in Italy. But it's all food, and it all fills your belly. So you can't have a "CI teacher." You can have an effective language teacher- one who works with comprehensible input, or you can have a non-CI teacher who is perhaps still effective, but not at language acquisition. Maybe they're an effective teacher of grammar- that's like being a teacher of food science. Even if you know all the chemistry, though, you still can't make a souffle without some eggs. Lowercase comprehensible input is the eggs. And you don't call a chef who makes souffles an Egg Chef. You call him or her a chef.<br />
<br />
I can't believe I just got this. This might be totally incomprehensible to someone who isn't me, but I felt like I needed to get it out. I hope this is helpful for someone else, or perhaps you'll get a laugh.<br />
<br />
:)EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-37442413089895797002016-05-10T19:15:00.002-04:002016-06-24T07:13:33.028-04:00Spoken Latin in the classroomThe core tenet of CI is that kids need comprehensible input to acquire language-- a LOT of it. As Latin teachers we traditionally only provide input in written form, and it's rarely if ever actually comprehensible. So how can we deliver more input? By speaking Latin... a LOT. Terrifying! Right?<br />
<br />
Well, yes. It's hard. But we've got to do it. I'm going to say right now that I'm really very weak. We've done classroom commands and stuff but I hardly ever use them. We do attendance in Latin now, but that's limited to "<i>adestne Marcus</i>?" "<i>adsum</i>." etc. When I'm doing a story or PQA, I speak Latin, but I pretty regularly break into English, and very few of the kids use Latin beyond <i>sic</i>, <i>non</i>, and <i>adsum</i>. One of my goals for next year* is to really push the spoken Latin and use it whenever possible.<br />
<br />
Oh wait there's the rub. "Use it whenever possible." There are two huge constraints on this before we even worry about the kids' use of English. The first is the teacher's ability to speak, and the second is the kids' ability to understand.<br />
<br />
As Latin teachers, we are usually pretty horrible at output. Most of us never even take prose comp courses, and forget about speaking practice. I posted previously about how to improve your spoken Latin (tl;dr: the answer is get more comprehensible input yourself!).<br />
<br />
What about ensuring that the kids can understand you? You can read Cicero to them all day and they won't acquire a damn thing. You have to make sure that the input you provide is truly comprehensible. How do we do that? More under the cut.<br />
<a name='more'></a><br />
<br />
<b>Scaffolding</b>: when you're speaking to the kids, scaffold as much as you can. Scaffolding can be anything from having useful conversational phrases on the wall/board, pointing & pausing to words written somewhere in the room, using gestures (<i>TU</i> :points: <i>estisne laeta</i>? :ridiculous happy face:), using circumlocution to clarify meaning ('<i>dedit' est 'dat' sed heri, non hodie</i>). It's May and I'm still sometimes pointing to the <i>quid</i> sign above my board when I ask a "what" question. They all know most of the time, but why leave it in doubt?<br />
<br />
<b>Set yourself up for success</b>: Make sure they words they know first and best are the ones you need to talk about stuff you need to talk about. Get those question words up in your classroom & keep them there all year. Make sure they know <i>sedete! </i>if you're planning to do classroom commands, but make sure they also know "<i>NULLA TELEPHONA!</i>"<br />
<br />
<b>Repeat, repeat, repeat</b>: If you have to say it and gesture it nine times, don't get frustrated- it's all input. That being said, if they don't understand after two or three times, find another way to say it.<br />
<br />
<b><u>Use</u> your high achievers</b>: If you ask the whole class a question and get crickets, try asking just that one kid who you <i>know</i> understood. The other kids will pick up on what you mean by listening to that kid's answers. And if that one doesn't get it? Definitely time to rephrase.<br />
<br />
<b>Watch </b><b>your middle achievers</b>. The furrowed brow of a B student tells you nine million times as much as the mildly bored expression of an A+ kid. If you see that look of mild panic on a B student, smile specifically to them and check in in English.<br />
<br />
<b>Watch all your kids' eyes, actually, especially the slow ones</b>. This is basic TPRS- teach to the eyes. It's easy to forget when you're focused on your own Latin output.<br />
<br />
<b>KISS</b>: You know what this means. Keep it simple for your OWN sake, too. If you're tangled in your own words, you're not paying attention to the kids.<br />
<br />
<b>GO SLOW</b>. No, slower than that. SLOWER. If there's such a thing as "too slow," why not make it your mission to find it? The kids will let you know if it's too slow, but an awful lot of them will never let you know it's too fast.<br />
<br />
<b>Embedded questioning</b>: I just made up that term. It's essentially backwards circling. If you ask a question and get nothing, use a simpler question until you get something, then try going back up again. Example- assume gesturing for nose, size, 'no', etc.:<br />
<blockquote class="tr_bq">
<b>T</b>: <i>Iosua nullos amicos habet quia ei nasus maximus est</i>. <i>discipuli, cur est Iosua solus</i>?<br />
<b>Ss</b>: ...<br />
<b>T</b>: <i>Iosua nullos amicos habet quia ei nasus maximus est</i>. <i>Cur Iosua nullos amicos habet?</i><b>Ss</b>: ................<br />
T: <i>Iosua nullos amicos habet quia ei nasus maximus est</i>. <i>Habetne Iosua amicos</i>?<br />
<b>Ss</b>: <i>non?</i><br />
<b>T</b>: <i>bene</i>! <i>Iosua amicos non habet</i>! <i>Iosua nullos amicos habet quia ei nasus maximus est</i>. <i>estne ei nasus parvus</i>?<br />
<b>Ss</b>: <i>non</i>!<br />
<b>T</b>: <i>est nasus Iosuae parvus an maximus</i>?<br />
<b>Ss</b>: ....<br />
<b>T</b>: <i>Iosua nullos amicos habet quia ei nasus maximus est</i>. <i>estne nasus Iosuae maximus</i>?<br />
Ss: <i>sic</i>!<br />
<b>T</b>: <i>est nasus Iosuae parvus an maximus</i>?<br />
<b>Ss</b>: <i>maximus!</i> (some will say <i>sic/non</i>, others will say "big" in English, one or two may say <i>parvus</i>, others will say nothing at all-- but a few will say <i>maximus</i>)<br />
<b>T</b>: <i>bene! nasus Iosuae MAXIMUS est</i>! <i>Iosua nullos amicos habet quia ei nasus MAXIMUS est</i>. <i>habetne Iosua amicos</i>?<br />
Ss: <i>non</i>!<br />
<b>T</b>: <i>bene</i>! <i>Iosua NULLOS AMICOS habet quia ei nasus MAXIMUS est! discipuli... </i>:SLOW AS HECK HERE: <i>habetne Iosua ... nullos amicos... quia ei nasus... PARVUS... est...?</i><b>Ss</b>: <i>non</i>! (and a few will by this point go "<i>NON! MAXIMUS! MAXIMUS!</i>")<br />
etc. </blockquote>
The first question I asked is a problem because it doesn't even relate obviously to the sentence before it. Sure, it does if you think about the meaning, but they may not be at that level. Try again- repeat the core structure of the sentence "<i>nullos amicos habet.</i>" Still nothing, probably. Try again with a yes/no or either/or question. If the either/or is too hard, ask them each part of it individually, then ask it again as an either/or. Then build back up to a longer question.<br />
<br />
That actually speaks to something important: Don't expect them to be able to repeat back to you "<i>Iosua nullos amicos habet quia ei nasus maximus est.</i>" It will never happen. Maybe one of the really high kids will get to "<i>nasus maximus</i>" but it'll be one kid and the others will be lost and unhappy that they don't understand and possibly even angry with the other student for being a "try hard." We don't need those feelings in the room. The point isn't to get them to repeat what you say. The point is for them to <i>understand</i> what you say and be able to communicate that they understand.<br />
<br />
I think I haven't done too good a job saying in what situations I use Latin versus English, so I'll give a rundown of times you <i>could</i> use Latin, although I don't usually do all of these:<br />
<ul>
<li>attendance</li>
<li>hello, how are you, what did you do this weekend, etc. (build up complexity over time)</li>
<li>announce the day's routine & transition from activity to activity in Latin (this means you need Latin names for all your activities...)</li>
<li>classroom commands (get your pencils, paper, write in Latin, write in English, read two pages etc.)</li>
<li>Latinize everyone's names (Kaitlin = Ketlin, Ketlinis or Ketlina, ae, or Katarina... give em some options) so you don't interrupt your flow with sudden, jarring English. (I've also heard kids in other language classes complain about the random TL names they get- "My name's not Pablo!!" so I like to keep it connected to their real name. Oh and of course a Chris is going to respond better to "Cristopere!" than "Pablo!")</li>
<li>TPRS activities generally can and should be done in TL once you've established meaning</li>
</ul>
<div>
If you use spoken Latin in your classroom, tell us what YOU do in the comments! :)</div>
<div>
<br /></div>
<br />
<span style="font-size: x-small;">* This is a bad habit of mine. "Next year..." Why not now?! I don't know either.</span>EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com4tag:blogger.com,1999:blog-5780726765629176399.post-26227223488646274112016-05-06T08:21:00.002-04:002016-08-04T08:15:09.734-04:00"So, do you speak Latin?"Recently <a href="http://caneweb.org/new/?p=3016" target="_blank">I wrote a post for CANE's blog, CANENS</a>, and I posted it to Latin Teacher Idea Exchange on Facebook. A fellow teacher replied,<br />
<blockquote class="tr_bq">
When you have time, would you be willing to expand on your use of oral Latin? Like most Latin teachers, I was not taught to speak Latin so I am super hesitant to start. But I know I should get over myself for the sake of my students. How did you start?</blockquote>
So here I am. First, the title of this entry. <i>sodales</i>, you know that question and the embarrassment that attends it. "Well, no, but you see, I can read it. I mean like I've been reading it for a really long time. So I KNOW it, I just don't speak it. You see?" I cringe inside every time I have to answer that. Or I used to, anyway. No one's asked me in a while. But I hated that question because well, NO, I <i>didn't</i> speak Latin, even though I'd been studying it for half my life. Ouch.<br />
<br />
But now I do speak Latin. Kind of. I can have conversations about random stuff especially if it's not technology-heavy subject matter. I'm still not fluent at ALL and there's a pretty heavy English influence on my word order. But I certainly speak it better than I do any other language besides English, my L1.<br />
<br />
So, how did I start? Some tips to get over the hump.<br />
<br />
1. <b>Yes, you do know Latin. </b>I have been studying Latin for 15ish years. I may not speak Latin, but I know it. You do too. It's there, even if it takes a while to come out.<br />
<br />
2. <b>Be patient with yourself</b>. Go look at <a href="http://latintoolbox.blogspot.com/2016/04/more-on-building-my-ci-curriculum.html" target="_blank">this entry</a> and turn those tips on yourself. Guess what? You're going to get case endings and tenses wrong. All the time. ALL the time. It's not the end of the world. Do your best to get it right when you're teaching a new structure, but if it's just in passing or practice with other Latinists, give yourself a break. I've heard excellent Latinists who have been speaking for YEARS make case mistakes. It's what happens. How do you think Italian was invented?<br />
<br />
3. <b>Baby steps</b>. You don't have to be able to give a lecture in Latin to start using it with your kids. On the contrary, you really shouldn't! You need to pick a way to say yes & no (I use <i>sic </i>and <i>non</i>.), a couple of adjectives, and you're done. Like this:<br />
<blockquote class="tr_bq">
Board: -ne = ?, sic = yes, non = no, procerus = tall, brevis = short, est = is.<br />
T: estne Shelby procera? :gesture with your hand way above Shelby's head: (Your speaking speed should be something around where the bad kind of tourist tries to speak English to non-English-speaking locals: EHSSSTTTT NAY SHELBY PROOOOO-CEHR-AHH?)<br />
Ss: non.<br />
T: bene! Shelby procera non est! estne Shelby brevis? :gesture below Shelby's height:<br />
Ss: sic.<br />
T: sic! Shelby brevis est! estne Shelby brevis an procera? :use each hand to gesture one or the other:<br />
Ss: short?<br />
T: bene! :big smiles: Shelby brevis est! Shelby procera non est! Shelby brevis est!</blockquote>
Repeat with other students. Pick some more adjectives or nouns. Consider throwing in some comparatives- estne Shelby procerIOR quam Julia? etc. Congrats, you're using oral Latin in the classroom. It gets more complex from there as you need it to. <a href="http://todallycomprehensiblelatin.blogspot.com/2015/08/latin-1-week-1-lesson-plan.html" target="_blank">Check out this lesson plan by Keith Toda</a>. You'd be doing the same as above, only add in some question words (again, provide them on the board). You can ask: estne elephantus laetus? estne elephantus tristis? vultne Earl elephantum? etc. Which brings us to 3.<br />
<br />
4. <b>The bar is not that high</b>. In Keith's story, you are only dealing with three verbs (est, habet, vult) and two adjectives (laetus, tristis). It's not brain surgery. You can do this on Day 1 of Latin class <i>even if you have never taken Latin and have only read this post & Keith's</i>.<br />
<br />
How?<br />
<br />
<u>Your kids don't speak Latin either.</u> They won't know you're keeping it simple. They <i>need</i> you to keep it simple, and go slow, and repeat yourself.<br />
<br />
There is no one to feel embarrassed in front of or to feel inadequate compared to. Spend a couple minutes practicing Latin with your kids every day or so, point at your board a lot, and your speech will become smoother.<br />
<br />
5. <b>Take any opportunity to improve</b>. The above stuff will get you over that embarrassment hump. Now let's talk about how to become a functional Latin speaker. A bullet list! In ascending order of effort required!<br />
<ul>
<li><a href="https://www.youtube.com/playlist?list=PLKmJYGmjKVrMFkq-fgp2figcCTL328Z56" target="_blank">Listen to Latin</a> (and even better <a href="http://indwellinglanguage.com/latin-media/latin-audio/" target="_blank">here</a> and also see the listening links <a href="http://millenoctes.blogspot.com/p/resources.html" target="_blank">here</a>. And also, if you have audio from your textbook series, load it up on your phone and listen to it while you drive. Really.)</li>
<li><a href="http://jasonslanga.net/latin-reading-challenge-overview/" target="_blank">Read more Latin</a> </li>
<li>Write to someone else in Latin, like a penpal.</li>
<li>Speak to others aloud in Latin, including your students, pets, furniture... or just join a spoken Latin gathering either IRL or online (<a href="http://latintoolbox.blogspot.com/p/9.html" target="_blank">I host one weekly on Saturday mornings and sometimes more often. Info & calendar here</a>.)</li>
<li>There may be local IRL Latin speaking gatherings near you. I only know about Amherst, MA (contact <a href="mailto:magister.howell@gmail.com" target="_blank">TJ Howell</a>) & <a href="http://www.meetup.com/Boston-Active-Latin/" target="_blank">Boston</a>. If you know of others, please post them in the comments!</li>
<li>Go to a Latin camp! Then go to more! <a href="https://sites.google.com/site/conventiculumbostoniense/" target="_blank">Conventiculum Bostoniense</a>; <a href="https://mcl.as.uky.edu/conventiculum-latinum" target="_blank">Conventiculum Lexintoniense</a> & <a href="http://www.dickinson.edu/info/20033/classical_studies/61/teacher_workshops/" target="_blank">Dickinsoniense</a>; SALVI's <a href="http://latin.org/" target="_blank">Rusticationes</a> & other programs; <a href="http://www.paideiainstitute.org/" target="_blank">Paideia Institute events</a>; <a href="https://europalatina.live/symposia/" target="_blank">Europa Latina's summer school in Sicily</a>,</li>
</ul>
<div>
I hope that gives you some ideas on how to take the plunge. Next time, I'll talk more about how I use it in class on a daily(ish) basis.</div>
<div>
<br />
edit 8/4/2016: Look under the tag "<a href="http://latintoolbox.blogspot.com/search/label/spoken%20Latin" target="_blank">Spoken Latin</a>" for more similar entries, especially<a href="http://latintoolbox.blogspot.com/2016/08/summer-fun-is-speaking-latin.html" target="_blank"> this one with a much better list of resources & opportunities</a>. You may also find <a href="https://docs.google.com/document/d/1RtnMHmgaJywifyK4yR1kZjZl9CAv1S2XaNwgXxR9kKE/edit?usp=sharing" target="_blank">this "Useful Phrases for Spoken Latin" document</a> helpful for saying a lot of things Cicero never taught you how to say.</div>
EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-1753040835269120672016-04-30T10:53:00.002-04:002016-05-06T14:17:20.496-04:00Latin, Latin everywhereTwo announcements relating to Latin reading material.<br />
<h3>
<a href="https://docs.google.com/document/d/1cGE59bExZgmDSD8hOALtyJe-8aLpI5CwEuM0Gyj2fDM/edit?usp=sharing" target="_blank">I wrote a novella.</a></h3>
<div>
This is not a final draft, if ever there will be such a thing. It's definitely a work in progress, but the story is complete and it's been proofread by many people. That being said, since I am still making changes, there will be errors. Please comment if you find any, or if something seems unclear.</div>
<div>
<br /></div>
<div>
<b>Some questions you might have:</b></div>
<div>
<b>1. May I use this for my class?</b></div>
<div>
Absolutely. Give me feedback on how it goes. <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" target="_blank">Click here for copyright info in friendly, comprehensible language</a>.</div>
<div>
<br /></div>
<div>
<b>2. Is this appropriate for all ages?</b></div>
<div>
... That depends on you and your administrators and your students' parents. It contains two stories about rape: chapter five about Lucretia, and chapter six about Callisto. They're not graphic or anything: all it is is <i>scelus contra feminam fecit, cupivit,</i> and <i>violavit</i>. If you want to, you can print it off without those two chapters. It's designed to work even if those are skipped.<br />
<br />
That being said, I think that they're important discussion points for how Romans viewed honor and womanhood, and they explain the importance of vows, which will become relevant later in the story. I'd say definitely you can read it with 9-12 graders, and with middle schoolers if you feel confident no one will flip out. The concepts in it are probably overall a little confusing for elementary schoolers so I'd suggest just using adapted excerpts with them.</div>
<div>
<br />
<b>3. Is there a glossary?</b><br />
Yeah, <a href="https://docs.google.com/spreadsheets/d/1A6dh8SxcwVqU5iMWil8P13YehFbuKMiZFuoLA1nKySg/edit?usp=sharing" target="_blank">here</a>. Use that spreadsheet to make whatever style of glossary you like best. I will probably do a version of the text with side by side vocab eventually, and I do plan to make a printable booklet version of that full glossary as well.<br />
<br /></div>
<div>
<b>4. Are you going to publish this so I can buy real book versions?</b></div>
<div>
Eventually, I hope so. If I self-publish it and can sell hard copies, I hope I'll be able to include illustrations. Know anyone who wants to do illustrations? For a one-time fee? <a href="mailto:arnold.elliej@gmail.com" target="_blank">Email me</a>!</div>
<div>
<br /></div>
<div>
In any case, it will still remain online for free, because it's important to me to make more reading material available NOW, and I am lucky enough to not need the extra income that exclusively selling it might offer (nor am I so deluded to think that amount of income would even buy me a soda!) </div>
<div>
<br /></div>
<div>
For right now I suggest booklet-printing it on your school copier. Make sure you keep that last blank page.</div>
<div>
<b><br /></b>
<b>5. I want to do work! Is it okay if I make something to add to it, like illustrations or grammar notes or audio recordings or videos or a full/partial English translation or tiered versions of the chapters?</b><br />
YES. PLEASE DO. Just credit me as the author of the story, and share your work with others (and ideally me!). <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" target="_blank">Click here for a summary of adaptation & sharing & attribution rights</a>.<br />
<br />
<b>6. Copyright Information</b><br />
<b><br /></b></div>
<div>
<a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license"><img alt="Creative Commons License" src="https://i.creativecommons.org/l/by-nc-sa/4.0/88x31.png" style="border-width: 0;" /></a><br />
<span href="http://purl.org/dc/dcmitype/Text" property="dct:title" rel="dct:type" xmlns:dct="http://purl.org/dc/terms/"><u>Cloelia, puella </u></span><u>Rōmāna</u> by <a href="http://latintoolbox.blogspot.com/" property="cc:attributionName" rel="cc:attributionURL" xmlns:cc="http://creativecommons.org/ns#">Eleanor Arnold</a> is licensed under a <a href="http://creativecommons.org/licenses/by-nc-sa/4.0/" rel="license">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License</a>.</div>
<div>
<br /></div>
<div>
<br />
And secondly...</div>
<div>
<h3>
<b><a href="http://millenoctes.blogspot.com/" target="_blank">Mille Noctes</a> is live!</b></h3>
What is Mille Noctes? Think of it as a children's library for Latin. It's my attempt at creating a central place for Latin teachers to share free, low-level Latin readings. My direct inspiration was listening to Kevin Ballestrini's "<i>Gradus Parvi</i>" presentation at CANE 2016, which can be found <a href="https://drive.google.com/folderview?id=0B7zwAzkVY_F5cVJoRUhPaHNiUmM&usp=sharing&tid=0B_NLhIu16XGYS1VpTkJ2bGs0Sk0" target="_blank">here</a>. In it, he presented a variety of ideas about reading material for Latin learners, but one thing he made a call for was a central place teachers could go to just find a ton of stories. That's what I'm trying to do, basically.<br />
<br />
Right now it's almost all my own stories, but I have several more to put up from other teachers. Many of the stories began as story scripts for TPRS and can be used that way, but there are also several that are better for reading.<br />
<br />
So, this is my request to you. Check it out. See if it'll be useful to you. Share it with your students as a place to go for more Latin. If you have piles of original Latin stories- whether you're a CI teacher or not- <a href="http://millenoctes.blogspot.com/p/submit-story_13.html" target="_blank">consider sharing them with the world</a>. If you don't want to share them directly on the blog, I'd be happy to share them as links to a Google Doc or other site. The more stories, the better.<br />
<br />
For a more thorough description of what MN is and why it is what it is, <a href="http://millenoctes.blogspot.com/p/about.html" target="_blank">click here for its About page</a> and <a href="http://millenoctes.blogspot.com/p/how-to-use-mille-noctes.html" target="_blank">here for its How to Use page</a>.</div>
<div>
<br /></div>
EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-22070399950584911532016-04-19T07:41:00.000-04:002016-04-19T07:41:05.937-04:00More on building my CI curriculum<h2>
First, a clarification...</h2>
<div>
I think in my previous post I gave the impression that a CI Latin curriculum has to be an untextbooked curriculum. That is definitely <b>NOT</b> the case. I was focusing on that because that's the kind of curriculum I'm doing, but you can and should do CI with textbooks. The only reasons to abandon your textbook are</div>
<div>
(1) if you're too Type A to let others control your scope & sequence (that's me), </div>
<div>
(2) you just don't have enough books or access to online books.</div>
<div>
(3) you have an awesome team of CI colleagues with whom you can work to build your ideal curriculum</div>
<div>
<br /></div>
<div>
Your life will be a lot easier if you keep hold of the textbook as a guideline and a life preserver in the seas of curriculum design.</div>
<div>
<br /></div>
<div>
No matter where you get your curriculum, keep these principles in mind, and you'll be a-okay. Oh, and read <a href="https://magisterp.com/2016/03/17/ci-program-checklist-summary/" target="_blank">Lance's thing</a> on the actual logistics of a CI program.</div>
<h2>
Teach meaning, not grammar. </h2>
<div>
<br /></div>
In CI, kids don’t learn about language. They learn the language itself. That is, your goal is to hook them up with meaningful, understandable input as much as possible. When they want to know why you keep changing the endings on words, they’ll ask. If you start with that, they’ll tune out or listen but decide it’s too hard. You’ve seen it happen. Tell them what they want to know, when they want to know it. Don’t tell them more than they want to know or again, you’ll lose them.<br />
<br />
And once they do ask- your English grammar explanations need to be comprehensible too. Let’s say we’re working with<i> puella delphīnum vult </i>and you say “<i>estne delphīnus piscis</i>?”<br />
You could say:<br />
<blockquote class="tr_bq">
“When it’s ‘wants the dolphin’ dolphin has to be <i>delphīnum</i> because in Latin direct objects of transitive verbs have to have accusative endings. But when it's 'is the dolphin a fish?' the dolphin is the subject, which means it has to have a nominative ending, hence <i>delphīnus</i>.” </blockquote>
But to a kid who’s not good with English grammar already, that translates to “you’re too stupid to understand, so don’t ask next time.” Instead, try something like this. Include the [] stuff if the kids are good with parts of speech, but they're not necessary:<br />
<br />
<b>Ultra short version</b>:<br />
<blockquote class="tr_bq">
T: in Latin when the action [of the verb] is happening to something [a noun], that something gets an M on the end. :smile: </blockquote>
<b>Version for the kid who says "but WHY?"</b><br />
<blockquote class="tr_bq">
T: In English would you ever say ‘the girl wants he’?<br />
S: No?<br />
T: Right, what would you say? The girl wants...<br />
S: …him…?<br />
T: Exactly. <i>delphīnum</i> is like ‘him’ and <i>delphīnus</i> is like ‘he,’ except in Latin all the words do it, not just the he’s and him’s. Isn’t that cool?</blockquote>
The student will then think you’re an idiot for finding that cool, but you won’t have scared them off.<br />
<br />
<h2>
Be patient.</h2>
<div>
<br /></div>
<a href="http://www.grantboulanger.com/first-we-listen-posters-for-your-classroom/" target="_blank">Grant Boulanger</a> has this great saying:<br />
<blockquote class="tr_bq" style="text-align: center;">
When ACQUIRING another language:<br />
First, we learn to LISTEN.<br />
We learn to READ what we've heard.<br />
We learn to WRITE what we've read and heard.<br />
Finally...<br />
We SPEAK because we've heard, read and written it.</blockquote>
In short, your students will not be speaking fluent Latin anytime soon. They will mix up case and verb endings for a long time, probably years. That doesn’t mean they haven’t learned anything. If they can mostly understand you and the readings, they’re progressing well. Ability to comprehend will always be much better than ability to produce. Luckily, as Latin teachers, there’s little pressure to force our kids to produce perfect language quickly. Don’t weight output tasks heavily. Composition practice is an interesting change of pace and can be useful, but it’s definitely not how you should measure their OR your success. The biggest way they’re going to learn is by listening to you and by reading comprehensible texts. Focus on that, and the rest will come in time.<br />
<br />
<h2>
Be flexible, but don’t lose sight of your goals.</h2>
<div>
<br /></div>
Things aren’t always going to go as smoothly as you’d like. That’s okay. Build a lot of extra cushion into your curriculum. That being said, it’s easy to go off track and end up teaching random stuff that you didn’t really need to. Consciously limit your vocabulary: if you have <i>debet</i>, you don't need <i>necesse est</i>. But really, if you're properly unsheltering grammar (which I'm not doing a good job of at all), your kids will get the high frequency things they need.<br />
<br />
<h2>
Keep good notes as you go.</h2>
<div>
<br /></div>
Reflect on paper, whether digital or real. Keep track of what your kids know versus what you think you taught- not so you can flagellate them or yourself, but so you have an idea of what sticks when. Keep notes on what worked well and what bombed. Then start a blog and tell us about it because we could use the insight. :)EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com1tag:blogger.com,1999:blog-5780726765629176399.post-75226781373208173282016-04-16T16:33:00.000-04:002016-07-13T10:10:42.026-04:00Planning a CI Curriculum. I hope.My school requires us to put a Unit-by-Unit plan into an online system with learning goals and assessments and activity plans and essential questions and objectives and and and and and etc. Doing this for a CI course is a total headache. No one has put anything of this level online and I can understand why. Such things exist for other languages, but you have to buy them. One day maybe you’ll be able to buy Latin ones too. A girl can dream!<br />
<br />
This year, however, I have been building my own curriculum <i>ē culō</i>, if you will. I am going to share with you how I have been doing that. Here’s the tl;dr version:<br />
<ol>
<li>Define goals and limits…</li>
<li>… and create a curriculum that suits them.</li>
<li>Choose vocabulary based on frequency and utility.</li>
<li>Choose target structures based on frequency and utility.</li>
</ol>
<h2>
Define goals and limits...</h2>
Consider these questions.<br />
<ol>
<li>Are you using a textbook?</li>
<li>Do you have the freedom to transform your curriculum?</li>
<li>What are your goals for your students?</li>
<li>How much can your students realistically acquire in a year?</li>
</ol>
Here are my personal answers.<br />
<ol>
<li>No. My kids seem to hate books, and I'm a control freak so I don’t like doing what textbooks tell me to. This is crazy and I recommend you let a book help you.</li>
<li>Yes, I am the only Latin teacher, and I can basically teach however I want. </li>
<li>The usual goal for a Latin teacher is for students to be able to read classical Latin literature by their fourth year. That’s my “reach” goal. For right now, it’s more like “get them to see English isn’t the only language” and “have at least one academic class they don’t hate.”</li>
<li>With TPRS the average number of structures you can hope for a class to acquire in a year is between 150-200. That means that if you have 40 weeks of class, you can do roughly 5 structures a week (at best!).* </li>
</ol>
* Edited to add this note: This number comes from my Blaine Ray TPRS workshop. I strongly suspect that this number depends A LOT on (a) how much input the teacher is able to provide, (b) how comprehensible that input is, (c) how interesting that input is, and finally (d) individual student aptitude and attention. That means it should be considered an upper limit, probably. Realistically I think this year my kids have got about 50 vocabulary words really solidly known in many forms, and they can deal with present & imperfect tense active indicative pretty well. They have also seen perfect & future but I wouldn't say they've internalized how those work yet.<br />
<h2>
… and create a curriculum that suits them.</h2>
So, my curriculum should:<br />
<ul>
<li>have a maximum of 150-200 target structures</li>
<li>follow whatever scope & sequence I think is most useful</li>
<li>not scare kids away or make them hate me or themselves</li>
</ul>
My first year I taught out of <i>CLC </i>and none of those requirements were met. Good heavens, not by a long shot. This year I have been going by the seat of my pants and things are more or less working out. That middle point though- the scope & sequence- is really very hard to do on your own. I looked around at different books and things. The thing I’ve found that works best for me is to just follow the <a href="http://www.nle.org/syllabi.html" target="_blank">NLE syllabus</a> for scope & sequence, plus some additions to Latin I that make life more interesting (complementary infinitives) and grammar more comprehensible.<br />
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<h2>
Choose vocabulary based on frequency and utility.</h2>
<div>
<br /></div>
<h3>
Frequency</h3>
For this, I use the <a href="http://dcc.dickinson.edu/vocab/vocabulary-lists" target="_blank">Dickinson College Commentaries Core Vocabulary List</a> for Latin. I actually use an excel file based on this I found on <a href="https://groups.yahoo.com/neo/groups/latin-bestpractices/info" target="_blank">Latin Best Practices</a> in the Files section under CI Resources > vocabulary lists. It was posted by Jeffrey Brickler in 2012. I do not know if he made it or what. I'm not comfortable uploading something not immediately publicly available, so please join that group (it's great anyway) and download it yourself if you want it.<br />
<br />
Using the top 200 out of DCC's 1000 words, I made my own excel file and started adding parameters and cross-referencing with the other three lists below. I also added some words from the base VERBA set and a few others here and there. <a href="https://docs.google.com/spreadsheets/d/11EQTXxP4UkXlx0UIUGl_D8Z8LsMjGw3DYIGQcusW9MU/edit?usp=sharing" target="_blank">This is my file</a>- it's a big gross mess. Copy & edit as you will.<br />
<br />
<h3>
Utility</h3>
For determining utility, luckily a lot of the legwork has been done by people more knowledgeable and experienced than I am.<br />
<ul>
<li><a href="http://tprsforchinese.blogspot.com/2013/07/super-seven.html" target="_blank">Terry Waltz's Super Seven concept</a>: Latin can do this in 5.</li>
<li><a href="https://mrpeto.wordpress.com/2014/08/04/no-hay-ningun-gato-panqueques/" target="_blank">Mike Peto's Sweet 16 concept</a>: Latin can do this in 14.</li>
<li><a href="http://magisterp.com/ci-materials/" target="_blank">51 Most Important Verbs</a> (25 in bold prioritized) as linked on Lance's blog - This was put together by people from the <a href="https://groups.yahoo.com/neo/groups/latin-bestpractices/info" target="_blank">Latin Best Practices list</a>.</li>
</ul>
In making my own list, I started with those and then filled up the extra two spots with words I thought were handy to have around: <i>agere </i>and <i>facere</i>. In practice, I have needed them but don’t have a good enough handle on how to use them distinctly that I really haven’t spent enough time on them. Next year I’m thinking <i>facere</i> and <i>ferre</i>. Or maybe I’ll jettison <i>discedere </i>and keep <i>agere</i>. It’s tough. <a href="https://docs.google.com/spreadsheets/d/1C-WEE0P-EdmGm5Uk6cbJSyJkvyf0Rm_YbL68joPVb34/edit?usp=sharing" target="_blank">Here’s my list</a>- do with it what you will.<br />
<br />
You can find Miriam Patrick's (via Lance) and Lance's thoughts on the Latin equivalent of the Super 7 etc. <a href="https://magisterp.com/2016/02/25/ci-program-checklist-5-of-12/" target="_blank">here</a>. I may adopt those myself, in fact, since it'd be useful to have <i>dēbere </i>and <i>putāre </i>earlier on.<br />
<br />
<h2>
Choose target structures based on frequency and utility.</h2>
<div>
<br /></div>
Now here is where things get tricky. A target structure can be anything from “<i>amāmus</i> - we love” to “<i>magistra dīcit sē fessam esse</i>.” For the most part, this year, my target structures have been more along the first lines. Next year, I think I need to make them more meaningful chunks, i.e. <i>delphīnum vult</i> rather than just <i>vult</i>.<br />
<br />
In terms of Latin specifically, when we talk about target structures we are probably talking about meaningful chunks we can use as models for specific syntax. e.g., for the second declension masculine accusative singular of a -<i>us </i>noun, I might indeed use <i>delphīnum vult</i>, which would also serve as a model for the third person singular present active indicative of the irregular verb <i>velle</i>. Thinking about teaching grammar in these terms is very difficult for a person who was trained on charts.<br />
<br />
There is very much another option: non-targeted input. Read what Justin Slocum Bailey has to say on it: <a href="http://indwellinglanguage.com/non-targeted-ci-lesson-1-man-sells-moon/" target="_blank">part 1</a>, <a href="http://indwellinglanguage.com/non-targeted-ci-lesson-2-thank-justin-bieber/" target="_blank">part 2</a>, <a href="http://indwellinglanguage.com/non-targeted-ci-lesson-3-not-today/" target="_blank">part 3</a>, <a href="http://indwellinglanguage.com/non-targeted-ci-lesson-4-invention/" target="_blank">part 4</a>. Again, I personally need the structure and control that targeting offers, and my Latin isn’t nearly as good as Justin’s.<br />
<br />
<h3>
Frequency</h3>
<div>
<br /></div>
How do we determine frequency for features of Latin grammar? I do not know the answer to this either. Do you? Tell me, please.<br />
<br />
Some things are easy: do a PHI corpus search for <i>fīliābus </i>and you’ll find fewer than 30 instances of the form. That tells you you don’t need to teach <i>fīliābus </i>in Latin I, or even in Latin II or III really; wait til you come across it in literature and explain it then.<br />
<br />
On the other hand… what are the MOST frequent features of Latin grammar? Some are obvious: we do need to cover the five major cases of at least the first three declensions. We don’t need to cover ablative of degree of difference perhaps so much as ablative of means, but either way we have to cover the forms.<br />
<br />
Verbs make me nervous. Surely I ought to teach the full conjugations, yes? As I was taught? But what shows up more: -<i>mus</i> or -<i>ō</i>? Or should we just focus on the -<i>t</i> and -<i>nt</i> forms, as many textbooks do for the first while?<br />
<br />
<h3>
Utility</h3>
<div>
<br /></div>
Utility is a lot easier, at least so long as we’re talking about classroom utility. You will need things in year 1 of a CI Latin program that you wouldn’t in a traditional program (imperatives, mostly). Having the present, imperfect, perfect, and future is really nice, and waiting until the end of the year to hit them all feels very silly. This is the nice thing about CI- you can use future when you want to, so long as you establish the meaning for it. I taught indirect statement the other week without ever having discussed infinitives; I just wrote the meaning of “<i>dīcit sē … esse</i>” on the board and used it a lot. Now I can say “<i>Megana, audīvī Antonium nunc esse ‘puerum-amicum’ tuum</i>.” which is fun.<br />
<br />
So, how to determine utility? Teach your class. When you think for the tenth time, “oh boy I wish we’d done the future tense already.” just do it. Bam. Well, <i>bō</i>, but you see what I’m saying.<br />
<br />
<h2>
Final thoughts</h2>
<div>
<br /></div>
<div>
You will note, I think that I have not included an example of what my curriculum looks like. That's because it doesn't look like anything much at the moment. I have <a href="https://docs.google.com/spreadsheets/d/1kJP2yn64UEliu084reey59SzebREBWnqAzY7RbBkkAI/edit?usp=sharing" target="_blank">an appalling excel sheet</a> which I intend to change around quite a bit. In there too are "Topics - Grammar" and "Topics - Culture" sheets, in which you can find all the culture and grammar listed on the NLE syllabi for Latin I-III listed by level. Feel free to play with those.</div>
<div>
<br /></div>
<div>
You may also note that I have said absolutely nothing about grading or assessment. I don't feel like I have even a middling handle on how to do that yet. I know that ultimately I'd like to be doing proficiency based grading, but it's just not coming together yet. I will share as soon as I have some success (so, hopefully this time next year? Don't hold your breath.).</div>
<div>
<br /></div>
<div>
I hope this was helpful for you. I am very much a newbie to all this, as I often state, and I've had a hell of a time finding sources on what a CI curriculum looks like. In addition to my own insane musings, you may find these helpful:</div>
<div>
<ul>
<li><a href="http://immediateimmersion.com/preview/" target="_blank">Immediate Immersion sample curricula for Spanish, French, and German</a>: Probably TPRS should be more dynamic than this suggests, but it gives a good picture of what units can look like.</li>
<li><a href="https://martinabex.com/curriculum-map/spanish-i-curriculum-map/" target="_blank">Martina Bex's Spanish I Curriculum Map</a>: Much less detail in the preview than in the Immediate Immersion example, but still useful. Scroll down past the TPT links for the useful stuff.</li>
<li><a href="https://magisterp.com/2016/03/17/ci-program-checklist-summary/" target="_blank">Lance's 13 posts on building a CI program</a>: These posts address more the logistics than the actual content, but they're extremely helpful in envisioning what a program could look like. Note also his post "<a href="https://magisterp.com/2016/04/15/sample-ci-schedule-the-year/" target="_blank">Sample CI Schedule: The Year.</a>"</li>
<li>NEW ADDITIONS 6/2/2016: </li>
<ul>
<li>Several new posts on curriculum for Latin since I posted this! <a href="http://pomegranatebeginnings.blogspot.com/2016/05/ci-curriciulum-untextbooking-student.html" target="_blank">Bob Patrick posted on Pomegranate Beginnings re: curriculum</a></li>
<li>Lance made up <a href="https://magisterp.com/2016/04/24/a-new-curriculum-map/" target="_blank">this curriculum</a> & <a href="https://magisterp.com/2016/05/31/using-the-new-curriculum-map/" target="_blank">this handy guide on how to use it</a>- great flexibility!</li>
</ul>
</ul>
</div>
EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0tag:blogger.com,1999:blog-5780726765629176399.post-83014519829773591722016-04-11T17:05:00.000-04:002016-06-24T07:13:55.821-04:00Staying in the Target Language: Tips from someone bad at it (& thoughts on an EdCamp)On Saturday I attended <a href="http://langcampct.wix.com/lang" target="_blank">langcampct</a>, an "<a href="http://www.edcamp.org/" target="_blank">EdCamp</a>" for language teachers. An EdCamp is an "unconference" (I know) which is sort of a thing where the participants themselves decide, on the day, what sessions they'd like to have, and there's no dedicated panel leaders or schedules or talks. On the whole, I think such a format would be most valuable as part of a larger pedagogy conference: one or two blocks of "unconference" with more structure for the rest of the day. That aside, it was interesting and valuable, and most importantly, free!<br />
<br />
<a href="https://docs.google.com/document/d/1V7YykbuhZ47VnwPo5dqBxlNMiNdB7CQgcoacmSYOBRg/edit?usp=sharing" target="_blank">This is what our session schedule ended up looking like</a>.<br />
You can find notes from all the sessions linked there, and there are some additional ones <a href="https://drive.google.com/folderview?id=0B1yC4CFd6lBnRlVnUHR6bkJzRk0&usp=drive_web" target="_blank">here</a>.<br />
<br />
The session I got the most out of in terms of concrete ideas was about <span id="goog_1094849045"></span><a href="https://docs.google.com/document/d/1jTcRI6K6Hd-c31JCJ07huAAtDxSr3gQkSGiJRcg6Ino/edit?usp=sharing" target="_blank">ways to encourage students to use the target languag<span id="goog_1094849046"></span>e</a> (editable doc: please be careful). I didn't love everything I heard- since it was not all CI people by any means, there was a lot about forcing output. But, this leads us to the main topic of this post.<br />
<br />
One major goal for a lot of CI practitioners is to stay in the TL for 90% of the class time. This is something I struggle with big time for a couple of reasons. Mainly, I'm not that good at Latin-speaking yet. Working on that. But also, my kids aren't super interested in participating because there's no motivation for them to do so. I've tried a lot of different participation tracking systems but they're hard to keep track of in the moment and they're mostly fundamentally punitive. So... Gotta find a good way. Here are some things I've been chewing on lately, plus my favorites from this past weekend's "unconference."<br />
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<a name='more'></a><br />
<br />
<b>Scaffold the heck out of it</b>: Provide useful rejoinders and phrases around the classroom, like my <a href="http://latintoolbox.blogspot.com/2016/02/stuff-for-your-walls-to-help-you-teach.html" target="_blank">desk dictionaries or classroom item labels</a>. Martina Bex has great examples for <a href="https://martinabex.com/category/posters/" target="_blank">French, Italian, & Spanish</a>, and I did versions of those in Latin which you can find <a href="http://latintoolbox.blogspot.com/2016/02/stuff-for-your-walls-to-help-you-teach.html" target="_blank">here</a>.<br />
<br />
A great idea someone mentioned at langcampCT was the idea of keeping a Google Doc from the very beginning of the year with phrases for different situations: for example, if they're going to be playing a game in pairs, have phrases like "It's your turn" and "I win" etc. Martina Bex has some phrases for discussing stories like this, and I think I translated them into Latin on that page I linked above too.<br />
<b><br /></b>
<b>Grade-based systems</b>: <a href="https://latinbestpracticescir.wordpress.com/2014/06/12/d-e-a-daily-engagement-assessment-ci-classroom-management/" target="_blank">DEA</a> sort of fits in here. I have tried different ways but I can't get DEA to work. I suspect what I didn't do right is the part where you really emphasize the rules out loud all the time... which is super duper important. Cf. Ben Slavic's <a href="http://www.benslavic.com/Posters/classroom-rules.pdf" target="_blank">rules</a>.<br />
<br />
The other day I came across the <a href="http://www.aglobalclassroom.com/icecream/" target="_blank">Ice Cream Cone of Participation</a>: I love this one because it's all about everyone moving UP, not about losing points. I also love how simple it is. I may try implementing a Classicized version of this soon... On the other hand, it doesn't address speaking English out of turn at all, so I'll need to do something else too.<br />
<br />
<b>Keep yourself accountable too</b>: Create a system where both the teacher AND the students have reason to stay in the TL. I have a student job of "Fish Thrower." The student has a Teeny Beanie Baby of a fish, which they are allowed to throw at the me anytime I break into English or say "okay, so, all right" etc. This doesn't put pressure on them, though.<br />
<br />
Recently I saw this great idea from Katie Folke Sevilla off the <a href="https://www.facebook.com/groups/IFLTNTPRSCITEACHING/" target="_blank">iFLT/NTPRS group on Facebook</a> (which I love, and you should join.): every time you say an English word by accident, they get a point. Every time one of them uses English, you get a point.<br />
<br />
<div>
<b>Visual Cues</b>: Indicate that it's TL time visually. You can use a flippable flag or Open/Closed sign. I definitely want to do this: any thoughts on a fun Latin way to do so? </div>
<div>
<br /></div>
<div>
One French teacher at langcampCT told us about her "Beret Days." At the beginning of the year they all decorated their own berets, and fairly often they'd have a "Beret Day" where everyone has to wear a their beret and speak only French. For us, perhaps Bulla days? Or I could just wear a sweet centurion helmet myself...</div>
<br />
<br />
<b>Participation Points as currency</b>: This is not something that's on the table for me right now because I'm really not into things where I have to keep track of stuff. Scott Benedict has two articles on the subject at Teach For June: <a href="https://teachforjune.com/participation-done-right/" target="_blank">article one</a>, <a href="https://teachforjune.com/participation-standards-based-grading/" target="_blank">article two</a>. The latter features Mr. Benedict having been pied in the face. You can do this through <a href="http://www.creativelanguageclass.com/planning/idea-45-track-goals-with-stamp-sheets/" target="_blank">stamp cards</a> or punch cards, too. Or paper currency- but beware, as this is easy to forge/steal.<br />
<br />
Anyway, those are some thoughts. Please do note the subtitle of this post "Tips from someone bad at it." :) What have you done that's worked for you? What has not worked?<br />
<br />EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com2tag:blogger.com,1999:blog-5780726765629176399.post-49356993866703567922016-04-08T14:58:00.003-04:002016-04-08T14:58:43.276-04:00Pattern Sentence Scramble GameThis game is the one I mentioned several posts ago, <a href="http://latintoolbox.blogspot.com/2016/03/teaching-declensions-contextually-and.html" target="_blank">here</a>. When I say "pattern sentence" below, I mean the kind of sentences I described in that post. This is a game you can play without doing that method of teaching declensions, too, however.<br />
<br />
Grammar-brained students find this laughably easy, although they'll still mix up the vocab order sometimes. I have a handful of students who do poorly with both text and listening, and this really works well for them. They felt very good about themselves, which isn't usually how they feel when we do grammar. Middle range students find it helpful, although somewhat boring because I haven't worked out how to make it competitive.<br />
<br />
<b><u>Purpose</u></b><br />
Students practice composing English to Latin sentences with heavy scaffolding. Through this activity, they get a sense for how Latin uses endings to change meaning. The limited vocabulary and fixed syntax makes the importance of endings really clear. Once they're really good at this, you can make sentences that don't follow the exact pattern and reuse the same cards.<br />
<br />
<b><u>Rationale</u></b><br />
Is this CI? No. It's not CI because it's not input. I tried to bear in mind the concept of comprehensibility, however, which is why all the heavy scaffolding. This really has no place in a truly "pure" CI classroom. That said...<br />
<br />
The fixed syntactical order of the sentence removes the difficulty of figuring out which ending to use. Once the kids figure out that order, all they have to do is decide if a noun is singular or plural. The goal here is not for them to compose sentences by understanding the function of the cases; it's for them to understand the function of the cases by composing sentences.<br />
<br />
The English on the back of the vocab cards and the case functions on the back of the ending cards are there for the same reason: this isn't an activity about showing what you've learned already. It's about having all the information and tools ready and waiting, with clear instructions (color, fixed syntax, fixed order, helpful teacher <-- necessary! not a sub plan activity!). If giving a kid a chart and a dictionary is like sending someone to a lumber yard with a picture of a night table and a shopping list, this is like sending someone to IKEA for a night table. It's still possible to make mistakes, but you'll probably end up with something not entirely unlike a table in the end.<br />
<br />
Actual game prep, materials, and instructions follow!<br />
<b><u></u></b><br />
<a name='more'></a><b><u><br /></u></b>
<b><u>Preparation</u></b><br />
<b>Materials</b>: index cards, colored pencils or markers<br />
Each card set has at least 10 full size cards and 10 half size cards, plus at least one tiny card for a preposition. So, you will need at least 16 cards per set, and you will probably want at least 5 sets- so let's say 65 cards.<br />
<br />
You need five different colors, plus a neutral color for roots, verbs, & prepositions.<br />
<br />
You will also need a prepared presentation with sentences & answers. You could just write them on the board, but that's laborious and awful if you're doing this with more than one class.<br />
<br />
<b><u>Playing</u></b><br />
<b>Groups</b>: I wouldn't put students in groups larger than 3 or ideally 2.<br />
<b>Set up</b>: each group needs one set of cards. All sets should have the same words.<br />
<b>Procedure</b>:<br />
1. Tell students to spread out their cards on a desk (or two), Latin side up. Help them put the declension endings in order. If your students will need this tip, tell them the endings are always going to go in their declension order. Only the roots & the number will change.<br />
Latin side & English side:<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1pOokJiQLuLOlUIn_p7A5UpJ0GnSgTx7CXJfpvvH7fiZITWpJ5RuyBVoUNeWZy_sbTuQCMimY69ABZRj2STZRG6-3zjwnp9ye1fYP3FR9TZ_Yens_R33LiB2SHsIJLV9Bl0gZKX4No84/s1600/File_000.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="342" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1pOokJiQLuLOlUIn_p7A5UpJ0GnSgTx7CXJfpvvH7fiZITWpJ5RuyBVoUNeWZy_sbTuQCMimY69ABZRj2STZRG6-3zjwnp9ye1fYP3FR9TZ_Yens_R33LiB2SHsIJLV9Bl0gZKX4No84/s400/File_000.jpeg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy-ZQNEb04T8y8cPfDnZwD1LXIsG1nsQJlejypeM3fzg7LmoywMI4vQ7uLVP-6_W3gSD1d1MIFtyWVjllJ-okoVE8QdiepBMr5QLlvTtbw_tEpW9qAYOHsbuETyl1PHFhsnIkRGuHhh7U/s1600/File_001.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="367" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjy-ZQNEb04T8y8cPfDnZwD1LXIsG1nsQJlejypeM3fzg7LmoywMI4vQ7uLVP-6_W3gSD1d1MIFtyWVjllJ-okoVE8QdiepBMr5QLlvTtbw_tEpW9qAYOHsbuETyl1PHFhsnIkRGuHhh7U/s400/File_001.jpeg" width="400" /></a></div>
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(It's kind of hard to read the back of the endings cards. They say: </div>
<div style="text-align: center;">
Row 1: doing it singular, doing it plural</div>
<div style="text-align: center;">
Row 2: owning it singular, owning it plural</div>
<div style="text-align: center;">
Row 3: receiving it singular, receiving it plural</div>
<div style="text-align: center;">
Row 4: getting done singular, getting done plural</div>
<div style="text-align: center;">
Row 5: being used singular, being used plural)</div>
<br />
2. Project your sentences before the class. <a href="https://docs.google.com/presentation/d/1iRwUy_F81FAfmI1hdfQ0d2ngLc0HHxRS6oGmIArq04g/edit?usp=sharing" target="_blank">Here are mine for the second declension</a>. Each round, groups should work to match the correct cases to the correct vocab roots to make the English sentence.<br />
<br />
For example, the first sentence in that presentation is "The son of the donkey makes a sword for the man in the field" which would come out like this:<br />
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<br />
3. Once each group has made its attempt & you've gone around and checked, show them the solution and have everyone rearrange their cards into the correct configuration if they haven't already.<br />
<br />
<b>How to Win</b>: This part I haven't actually figured out yet. You can do it by which group gets it right fastest, perhaps? I found that I had to run around and help people and it often left the quickest groups waiting for several minutes. I'd be very happy to have your ideas on how to make this an actual game.<br />
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<a href="https://docs.google.com/presentation/d/1mteWV8jmBIzlPt59eJhl9-u1H2UKc7x5fQyfdv_pDNs/edit?usp=sharing" target="_blank">Here</a> is the presentation for the first declension. The cards needed are: a, ae, ae, am, ā, ae, ārum, īs, ās, īs; in; dat, dant; fīli-, rēgīn-, insul-, barb-, de-, epistul-, magistr-, coron-.<br />
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<a href="https://docs.google.com/presentation/d/1mteWV8jmBIzlPt59eJhl9-u1H2UKc7x5fQyfdv_pDNs/edit?usp=sharing" target="_blank">Here</a> is the presentation for the second declension. The cards needed are: us/er, ī, ō, um, ō, ī, ōrum, īs, ōs, īs; in; facit, faciunt; fīli-, asin-, gladi-, ager / agr-, vir-, barbar-, loc-, sterc-. NOTA BENE: the order of the English sentences necessarily switches the order of the IDO and the DO, which your students may have some trouble with. You could fix this by making your first & third declension sets also follow the S-V-O-IO order in English, instead of S-V-IO-O.<br />
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<a href="https://docs.google.com/presentation/d/1xbJ2eJ_i2y83B1Sb77PT6QFTIVNMpsnH0dOnu2WFprg/edit?usp=sharing" target="_blank">Here</a> is the presentation for the third declension. The cards needed are: (any), is, ī, em, e, ēs, um, ibus, ēs, ibus; in; dat, dant; uxor-, leo / leōn-, rex / reg-, urbs / urb-, sanguis / sanguin-, miles / milit-, flos / flōr-, iuvenis / iuven-, senex / sen-. I would recommend changing those and making some that will make better sentences.EAhttp://www.blogger.com/profile/09781510466268584647noreply@blogger.com0