Week 1 – Day 2 and 3

Latin I

THURSDAY

  1. Remind students about classroom procedures (5 minutes)
  2. Card Talk (25 minutes)

Prep Time: 0 minutes

target vocabulary: habet: has, vult: wants

  1. TPR (20 minutes)

Prep Time: 10 minutes (creating a list of verbs that I wanted to target)

Target vocabulary: surgit: stands up, considit: sets down, ambulat: walks

Total prep time: 10 minutes

Reflection: Today we REALLY began Latin.

After a quick reminder of what the students should be doing (“Try to understand the MESSAGE.”), we began card talk. I planned on 25 minutes, but in each class, the activity lasted almost the entire time.  And we never did get to discussing sports (question #2).  In each class I talked to three students, discussing whether they had cats or dogs, elaborating where appropriate (names of pets, size, color).

And I spoke . . . very . . . slow . . . ly.  This time I remembered to breathe.   I remembered to teach to the eyes.   I checked for comprehension at least three times in each class—though I feel like I should have checked more often in the second half.  I asked a lot of confirmation questions in English.  And it’s really true: pausing and talking S-L-O-W-L-Y is a CI-focused teacher’s strongest and most effective classroom management tool.  There were some glorious moments where I was pausing and pointing to words, talking slowly, teaching to eyes, and the entire class was hanging on my every word.  Those moments were magical!

We’ll see if it lasts more than one day . . .

 

FRIDAY

  1. Write and Discuss (10-15) – recap yesterday’s discussion about pets

Prep Time: 0 minutes (I create the text with the students live)

  1. TPR

Target vocabulary: aspicit ad: looks at, currit: runs

(inspired by Karen Rowan’s Fluency Fast video)

NB: I used “aspicit” over “videt” in order to use ad + someone’s name. Exempi gratiaaspicit ad Frank, aspicit ad Rachel, etc.  In my experience the students pick this up more quickly, and videt is so high frequency that they tend to acquire that one pretty early.

         Prep Time: 10 minutes (I premade a slide with the target vocabulary and the English translation, along with some adverbs to make the actions more interesting)

  1. Choral Reading – text that we wrote at the beginning of the class

Prep Time: 0 minutes

Goal: I wanted the students to leave for the weekend realizing that they can understand quite a bit of Latin after only two classes.

Total prep time: 10 minutes

Reflection: The first activity was an experiment. I’ve never tried a Write and Discuss activity on the second day, but I will add this to my regular repertoire for now on.  The students enthusiastically recounted the events of the previous day.  In one period this lasted for over twenty minutes, and I ended up cutting it short, because the text was getting long.

Here’s the Latin text (I changed the student’s names):

Rachel ūnum canem habet, et fēlem nōn habet.  Eric ūnum canem nōn habet, sed duōs canēs habet.  Frank canēs nōn habet et fēlēs nōn habet.  ēheu!

Frank animal habet.  animal nōn est ōrdinārium.  Frank dinosaurum habet, sed dinosaurus nōn est ōrdinārius.  dinosaūrī sunt magnī! Frank dinosaurum parvum habet, quī multōs caprōs comēdit.

English text:

Rachel has one dog and does not have a cat.  Eric does not have one cat but has two dogs.  Frank does not have dogs and does not have cats! Oh no! Frank has an animal.  The animal is not ordinary.  Frank has a dinosaur, but the dinosaur is not ordinary.  Dinosaurs are large! Frank has a small dinosaur, who eats many goats.

We built the text phrase by phrase, as I asked the students questions, gave them choices, pointed to words, etc.  Since this was co-created with the students and about the students, they were highly interested and invested in the story.  They insisted that I get every detail just right.  At the end of class, we did a Choral translation (I called it “Karaoke Translation”) and participating and comprehension was extremely high.  I noticed some students for the first time really buying in to what we were doing in class. So far, Latin I is off to a great start.

Latin III/IV’s lesson plans will be posted soon . . .

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