A Year in F7: Week 25

Monday, February 18th

President’s Day – No School.


Tuesday, February 19th, Day 110

1.) One Word Image (OWI)

Reflection: I’m trying this again in order to get better at creating an entire character in a short amount of time (15 minutes of so).  I did this by asking more questions about personality, rather than appearance.  During the OWI demonstration, I only asked what they object was, how big or small it was, and what color(s) it was.  I left it up the artist to interpret the rest of it.  It allowed the artist to draw quickly and add surprising details to the picture.  For instance, here is an “aarkvark” named Poolshark:

Exemplum: This picture was created with three pieces of information:

(1) What is it?

(2) Is it big or small?

(3) What color is it?

I particularly like the monocle.  It gives me a lot to talk about tomorrow when I open class with a picture talk.

Prep Time: 0 minutes

2.) Reading Activity: Capitula Prima (first chapters): “Brando Brown Canem Vult”

Since I’m going to introduce FVR next month, I decided to periodically let the students read a preview chapter of the more popular books for novice readers, so that when it comes time to choose a book, the students will have read a sample of each, and can decide which one they want to continue reading.  I guess I will find out in a couple of weeks if this approach pays off.

Prep Time: 10 minutes

3.) Write and Discuss: review of OWI character

Prep Time: 0 minutes

Total prep Time: 10 minutes


Wednesday: February 20th, Day 111

1.) Picture Talk: The characters created in my previous classes.

Prep Time: 0 minutes

2.) Fabula: Ask-A-Story/OWI-image story to go along with each character.

Reflection: I decided the make the story a mystery, and the OWI character is the detective.  I came up with a list of possible crimes (someone stole something, someone broke something, someone kidnapped someone, etc), and when the crime emerged after a series of questions, I asked them what three random clues the investigator found.  Next the students had to brainstorm what kind of person would leave all three of those clues behind.  The rest of the story was simply the investigator travelling to wherever the criminal was hiding and bring them to justice.  I found that providing a different skeleton structure than the traditional questions “what does the character need?” and “where does the character go?”

Prep Time: 0 minutes

3.) Quick Quiz – Comprehension questions and/or true or false based on the details of the story.

Prep Time: 0 minutes

4.) Write and Discuss – Summary of the story (time permitting)

Prep Time: 0 minutes

Total Prep Time: 0 minutes


Thursday, February 21st, Day 112

1.)  Quid novi?/Calendar Talk/weather

Prep Time: 0 minutes

2.) Quizlet Live  – Diagram function (based on class stories)

Prep Time: 20 minutes

3.) Partner Reading Activity – Student created stories from the last couple days of class.

This was more prep time heavy because I typed up each classes’ stories individually.  However, I plan on having these different stories available on the FVR table later this semester, along with all of the other stories that I typed up this year (I also plan on putting out some older stories from years past that should be more or less comprehensible to my first year students).

Prep Time: 30-40 minutes

4.) Quick Quiz

Prep Time: 0 minutes

5.) Card Talk: Prediction Pictures (students provide ideas for how the mystery might resolve)

Prep Time: 0 minutes

Total Prep Time: 40-60 minutes


Friday, Feb. 22nd, Day 113

1.) Write and Discuss: The ending of the OWI story (based on the predictions yesterday)

Prep Time: 0 minutes

2.) Independent Listening/Watching: “Magister Craft: Horatius Cocles”

The students watch the video (2-3 times) on their tablets or telephones in pairs and completed a short follow-along sheet as they went.  Student reaction to this has been generally positive.  The video provides input (rather than the teacher!) and the students are free to pause the video, re-watch segments, toggle the subtitles on and off (or from English to Latin).  Overall, I find that it helps familiarize the students with unfamiliar vocabulary and turns of phrase that makes the Watch and Discuss activity that follows more dynamic, as I don’t have to establish meaning quite as much.

Prep Time: 20 minutes

3.) Watch and Discuss: “Magister Craft – Horatius Cocles”

Reflection: Since all the students have now seen this clip many times, in order to preserve novelty of this activity, we can talk about things that are in depth.  Examples: We talked about the fact that Horatius had one eye (hence the origin of his name), that the Etruscans were Rome’s immediate neighbors (we looked at Rome on a map earlier), made comparisons between what Horatius did and what the 300 Spartans did at the battle of Thermopylae, etc.  Since the students watched the video first, the discussion ended up feeling more communicative, rather than me just narrating a story and asking students details with the purpose of repeating vocabulary.

Prep Time: 0 minutes

4.) Quick Quiz: True of False/Comprehension

Prep Time: 0 minutes

Total Prep Time: 20 minutes

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