Wednesday, August 15, 2018

Serving Poetry 6 Ways

This post is a long time coming. I actually wrote the title and left the post blank over a year ago. I took the pictures a year ago too. That's how long this post has taken for me to write it.

It's not that the post itself has been insanely hard, just that life, especially the way that I live it, tends to get busy, because I tend to be a passionate teacher who takes on a lot of things that I believe need to be taken on--I honestly do all the things I do because I believe in them, care about them, and want everyone and everything I'm involved with to be successful, so I can't just halfway do them. And sometimes something slips. Like this blog post.

So I'll #failforward and write it now, over a year later.

We read a little Catullus, a fun poet, especially for teenagers, because he's extremely #relatable (I hope my son sees that) and I wanted to help students delve a little deeper into his mindset, but approach him in their own ways and comfort zones. The poem is Catullus 70, and if you are not a Latinist, it expresses doubt about how much his girlfriend truly feels about him.

What is cool about this activity is it is a chance for students to self-select their approach based on their own strengths, and it is very independent, so it is a break for you, the teacher, so you get to mostly overview but don't have to be the focus the entire time--a great thing to bring out on a day when you might not have the energy to lead the class but you still want meaningful engagement with the language and text!

I set up six stations around the room and set up signs directing students to choose a station based on their interests. Here are the focuses I came up with:
  • Art: Pingite Carmen! Illustrate the poem in enough detail that it will be clear. The final form needs to be in color. Choose one butcher paper sheet.
  • Music: Cantate Carmen! Set the poem to music--it has to be recognizable as actual music and flow well with the words. Be ready to demonstrate the song.
  • Acting: Carmen Agite! Act out the poem--must be practiced and ready to perform. Should make the poem crystal clear.
  • Poetry: Scribite Carmen--Anglice! Translate the poem into poetic English--must clearly represent the same themes. Choose one butcher paper sheet to write the poem on.
  • Analyze: Componite Carmen! Compare the poem to two other poems or songs. Explain the connections between the poems and songs. Choose one butcher paper sheet to write the comparisons on.
  • Emote: Scribite de Carmine! Write a reaction to the poem that explains the thoughts it connects to or inspires. Any connections are fine. Choose one butcher paper sheet to write your reactions on.
Afterwards students presented their takes on Catullus' angst to the class and I got to hang up some great interpretations. One of my favorites was a poem that felt like it was straight out of So, I Married an Axe Murderer.

Fun, easy, and full of repetitions and automatically required us to delve deeper into the reading. This is something I had even forgotten I had done and will probably be using soon with my Latin I and II classes!


Wednesday, August 1, 2018

Monday Tips and Tricks

The New Year is coming. Just kidding, it's here! For those of us in the South, the new school year is underway or near abouts. I thought I'd share a short post on the tips and tricks I live by on Mondays:

For a tired Monday. 

  • Dictationes are my friend. When I am particularly tired or I know my kids are, I will turn to a dictatio. They are calm, focused, and quiet. (Here is the write up from Latin Best Practices)
  • OWATS are also a good friend. These are great to review or use new words and get material for following days. 
  • Picture Descriptions are another low key activity. They allow more discussion in the target language than the previous two options. 

For a "get up and go" Monday. 

  • The QR code dictatio is a great Monday activity. It gets kids up and moving, requires little of you in the moment, and ignites excitement about things to come. 
  • Total Physical Response is another great moving activity. You can use this on Mondays to assess, review, and teach. 

For the Monday after a break. 

  • Collective Memory is an awesome way to get kids back into the groove after a break. We often do collective memory in August, January, and after Spring Break
  • "Quid Agis?" activities are also great for this kind of Monday. You can teach holiday words, find out who traveled, and use key verbs to discuss what is important to kids. 
  • You can also do discipulus illustris (la persona especial) on a Monday like this. It is a great way to get kids involved and engaged. 
  • Personalised Question and Answer is another play on a lot of this list. It can be a great Monday activity. 

Links to Other Schedules.

What do you like to do on Mondays?

Wednesday, May 23, 2018

Changes and Updates to PBP and Stepping into CI

Hello all!

I just wanted to document a few quick, but important changes to our websites:


  1. Contact Us is no longer located on the PBP blog (this site), but rather on the homepage of www.steppingitoci.com
  2. Links have been updated on the PBP blog (see page above). 
  3. Our Products page has moved to the Stepping into CI website! On this page you'll find
    1. information on all our currently published books
    2. options to shop by title or series
    3. a link to purchase order forms
    4. links to the Amazon pages for each product
    5. links to any free resources we offer for each product
  4. Our next Latin Radio Project is on its way out! Facies Mirabilis is currently in the publishing phase. Episode 1 is available for free and episode 2 is already published to our subscription service. 
  5. We've added a NEW resource for beginning CI teachers! Check out this work in progress here and let us know if we've missed anything!
Additionally, we are hearing your comments and working on ways to:
  • download audio (for our novellas or the Latin radio project)
  • publish our podcast on a popular podcast app
Finally, NEW books are coming soon! 
  • magus mirabilis in Oz (adapted and translated by Miriam Patrick)
  • Medea: fabula amoris (written and illustrated by Miriam Patrick)
  • Echo: fabula amoris (written by Rachel Ash)
  • Itinera Petri Book II (currently in writing process by Bob Patrick)

Thank you ALL for your support over this time! 

Monday, May 21, 2018

Any questions, comments or concerns?

It's the most wonderful time of the year..... (at least until August comes and we get all excited about the new year and new ideas and new kiddos)!

Many teachers give some kind of end of year survey to their kids to evaluate their experience and how they, as teachers, can improve. In this post, I wanted to give an overview of my experience with these, what I did this year, and the results I got from my kids. I also want to talk about what we do with these results - how we can use them and what we should take away from them.

The Past 

What I have asked:

I've been doing these surveys for years. I want to know what my kids like and what we've done well. I also want to get ideas for the next year. I've seen many iterations of this and have tried a few different ones myself.

  • a detailed questionnaire on specific things we've done - These often include questions about student motivations, studying, and grades. Personally, while these things are important on a case by case basis, they are not key when it comes to an end of the year survey for me. They are important when it comes to student evaluations for themselves, but it shouldn't play into my evaluation of me. 
  • Plus/Deltas - Not only have I done these, but I have posted about them. They work great, for some things, but I do not think they are most useful for a full semester review. If I were to do these, it would be for a specific activity or lesson. 
  • 3 questions - This is the most recent version (except what I did this year). It is what many of my colleagues use as well:
    • What is one thing we've done this year that has HELPED you?
    • What is one thing we've done this year that has NOT HELPED you?
    • If you could change, ONE THING about Latin class you'd change to help you make progress?

My experiences

  • Detailed survey
    • I found that if a student hadn't studied or didn't have the motivation I expected, I was tempted to ignore their feedback because, "hey, they didn't put in the time." But, if I think about it, this survey is about me and my class, not what they do in their own time. 
    • I found this to be too taxing on a kid. They'd get caught up in the other questions and we'd run out of time, or they'd rush through it, and I would be left trying to interpret less than clear answers.
  • Plus/Deltas
    • I found that it was really easy to go onto a side road that steered away from the focus. Often the focus would become things I couldn't change, or things that spoke about students, rather than the focus. 
    • I also found it was really easy to go negative and find yourself begging for a plus. That can be incredibly disheartening to both students and teachers. 
    • Lastly, since these tend to be done publicly, many students may not speak at all, for fear of criticism or ridicule and since the list is singular
  • 3 questions
    • I found myself focusing on the negative and sometimes, it was really hard to deal with. 
    • I found that often those negatives were written in a way meant to hurt me, or written in a way that didn't provide ways to improve at all. 
    • The "change" requested often had little to do with we did and more with things I could change like: the heat and AC in the classroom, the time of day I had X student, the class size, etc. 

The Present

What I asked this year

Last year, when I got some particularly negative feedback that had little to do with what I had done and felt personal, I decided to make a change. I really am dedicated to improving every year and so I wanted to find a way to ask for feedback, but try to avoid personal attacks on myself, my language, or other students. So, I came up with these three questions:
  1. What is something we've done this semester that you really LIKED?
  2. What is something we've done this semester that you feel HELPED you the most?
  3. If you could do more of any one thing, what would it be?
These questions focus on positives, but also reveal things I could improve on. I know what my lessons were, I can see how often I did things. I did this last fall and got some great feedback. I've worked to include it this semester. 

The Results

Last semester revealed that students really liked interactive things and were enjoying tasks over written assessments. It also revealed that students' skills were evolving and so should some of my lessons. I worked to make that happen this semester. 

This semester's results are linked here. You'll find in this list basic numbers of students who said these things were enjoyable, were helpful, and that they want more of. Please be aware that as of my reflection a number of students hadn't taken the survey (AP testing and such) and I threw out 1-2 responses that were less than helpful.

Reflection

I just gave my survey this week. This year, I gave it on a google survey rather than on paper. I found it easier to collate responses that way. Overall, the responses were what I expected:
  • many kids like things like movie shorts, games, etc.
  • many kids felt like dictations were very helpful.
  • kids want more interactive things and more games
A few things surprised me:
  • the number of kids who liked timed writes went up from last year
  • where in previous years the focus was on specific activities, this year there was a lot of discussion of units we did that were enjoyed.
It was really nice to see how many kids have enjoyed what we did this year. It validates the way we do things here and the choice we give kids. 

I'm not quite sure how these surveys will affect what I do next year. I do see that many of them are ready for more and more intensive timed writes (based on this and some discussions I've had), but that was already part of my plan for next year. I will need to sit more with these, but I will definitely reference them when the time comes to think about the fall. 

Thursday, May 10, 2018

Organisation in the CI classroom

It's May! If you're like me, you are already making plans for next year and those include ways to become more organised. Also, if you are like me, you have a Pinterest board full of ideas on how to do this. Lastly, if you are like me, you often start and fail to finish these ideas and get lost in all the options. My post today is another form of "round up" and discussion. I am sharing ideas for organisation in the CI classroom along with my personal experience with them. I'd love to hear your ideas for organisation and how you handle these issues.

My organisation system (for me)

I keep my organisation system in a very particular way. I've tried them all - desk calendars, Google calendar, agendas.... all of them. What I've come to settle on, and really enjoy is a bullet journal. Each morning I sit down and update my journal and add anything I think of right away. As the day goes on, I add things and mark them as appropriate. Right now on my weekly spread, I have my tasks and appointments, and a sticky note of grading I need to do. Bullet journals are great for those who love sticky notes like me. Below is a labeled picture of this week's spread. 

My organisation system (for lesson plans)

As many of you know, I collaborate with a number of other teachers. Over the years, it has included teachers of multiple languages, and in both person and online. To that end, I have a specific format that I use each week for lesson plans (pictured below). It lists the days, has a space for writing notes, and a final row for things I still need to do. 


My organisation system (for students and supplies)

I have tried a lot of systems for organising supplies and things I do with students. I have listed many of the more popular ones below. Now, my system is much more relaxed and consists of a few things:
  • sticky notes! I use sticky notes to mark papers for copying, and mark them for my substitutes. I will use different colours for different classes to help be clear. 
  • File Folders! I love folders. I use them everywhere. I have a different folder for each class, and they live in my desk drawer. When I pull thing for grading (see bullet point 3), and have graded them, I put them in these folders to remind me to pass them back out. 
  • Hanging file folders! I have a set of file folders that hang. When I pull the entire thing down, it folds into an expanding file easy to pack up. My students turn in their assignments here based on class period. You can find these files, here. 
  • A small set of drawers! I have a set of 3 drawers that are often shown on Pinterest as a "file, copy, grade" set. Instead, I have a "file" drawer and a drawer for things I use that I don't want out and about (masking tape, stapler, hole punch, etc.). My third drawer is kind of a "junk" drawer for things I need to go through like old posters, papers, etc. I clean these drawers out every year. 
  • Cell Phone Pockets! I have taken hanging shoe pockets and put them on the back wall. Each has a tag inside, numbered. Students may turn in their phones at the beginning of the period and take their tag (I give them a ticket they can use to charge their phones with). I also will tell students to turn their phones in to this system when: I see them out during class, during final exams, etc. 
  • Assignment Folders! I use file folders in a basket to leave work for students who are absent or who are resubmitting work. There is a file online where they can see what folder something is in. 
  • Point System! I use a variation of Lauren Watson's point system and Meredith White's ticket system. I am planning to edit it some for next year, but you can hear more about it in our podcast. Essentially the students earn points for speaking in Latin, using rejoinders, and leaving the space as it should be (and impressing me). When a class earns 100 points, we trade them in for a fun Friday. 

Organisation Round Up

Here we go! 
  • Student Jobs (and my previous organisation system) - This worked for a while (and we still do the date and weather every day, but that's for another post). Now I've changed what I do with jobs to only include what I need when (which is usually time keepers, note takers, etc.). You can read more about Bryce Hedstrom's resources with student jobs and classroom management here
  • File and Computer organisation - Martina Bex wrote a nice blog post on how she organises her files and her social media. Here are my thoughts
    • computer files - I solely use Google Drive. At home I have a Chromebook and I am fully on the Android train (sorry fam. I will never switch to Apple). I love Google drive and its capabilities. 
    • paper files - I get rid of these as much as possible. If it is something I want to keep, I will scan it and put it online. Otherwise, I recycle. 
    • Pinterest Boards - I love Pinterest. It is one of my two go-to social medias (Instagram being the other). I use Instagram and Pinterest for just about every aspect of my life, while something like Twitter and Facebook are solely professional (and Facebook is slowly dying from my life - sorry). I have boards and am in the process of organising those boards. Pinterest is great for ideas. 
  • Daily Engagement Assessment - You can read some of my thoughts on this in the first bullet point, but I still use the DEA regularly. I am considering some changes for next year, when I get first years again, but I consider this a staple in my class. 

Daily Rituals

Lastly, I want to take a second and talk about daily rituals. I have developed one this last year that I really like, but I have made changes to it. I will be posting on this later. For now, you can read Bob Patrick's thoughts and John Piazza's thoughts below. 

Tuesday, May 1, 2018

Not Your Mama's Tasks: Recipes for Communicative Tasks in the CI Classroom

I haven't written about using Tasks in my classroom since I wrote the White Elephant Task post two January's ago. That's not because that's the last time I used a task in my classes--just the contrary--it's just that things got away from me--and I had trouble articulating in a useful way what I've been doing in my classes since then.

I've talked before about my concern over sharing big ideas with you and then not leaving you with any good way to use them in your classes. That's mostly because of my own frustrations with similar experiences. I've had that fear with Tasks. How can I share this idea, which is a big one, and not leave you with a half-baked concept and no real notion of how to use it in your own classes?

But I'm going to dive in! Because I think Tasks are game-changing.

So here goes.

What is a Task?
I'm going to start with a definition. Miriam teases me on our CI podcast (which we share with Bob Patrick) about being predictable, because I believe whole-heartedly that no real intelligent conversation can move forward without clear definitions (it's my debate background).

A Task, for our purposes, is a linguistic activity that has a purpose outside of learning language.

Some non-linguistic purposes could include:
  • find these clues to an animal we're going to read about, then use them to create a drawing of what you think the animal might look like.
  • read a passage for support and then choose sides and form arguments for a debate.
  • survey student opinions on a topic and create a class overview (this is the prototype Task that is generally offered as an example by Bill VanPatten and others he recommends as resources).
  • take a Buzzfeed quiz to find out what ___ you are (could be: Hogwarts House, animal, color, dessert, etc.) or to find out if you are more country or city, etc.
  • create a character, read stories for clues to prepare you to fight the next enemy, and role-play through a scenario. 
  • choose your own adventure stories.
  • follow instructions to create something.
Any of these things are tasks.

The point of a Task is to get students using language to accomplish things and effectively immerse themselves, and so forget the fact that they are using the target language while they strive to successfully complete the task.

This leads to another necessity of a task that may not be an explicit part of the definition of a task but falls naturally within the scope of a task: a task must be comprehensible and compelling

For a student to forget he or she is using the target language, the language must be comprehensible enough that the student does not interrupt linguistic flow. It also must be compelling enough that students are invested in the activity and care about the purpose they have been given; if they are only completing the activity because they are getting it done for a grade, then they start thinking about the language and not in the language. 

For more on tasks and to follow our own journey of discovery on Tasks, you can listen to our book study on Tasks and Communicating in Language Classrooms or you can listen to back episodes of Tea with BVP for various discussions of Tasks and what they are (here is Episode 24 on the Nature of Tasks to get you started!).

The Types of Tasks
Miriam and I are by no means experts on tasks, but I think we have refined our own use of tasks into a few types or categories of tasks that we generally go to. I have also provided a sample of each task type.

Survey Tasks
These are the first types of tasks that Miriam and I started with when we formally began experimenting with Tasks™.
  1. Checklist surveys are a convenient means of pure input. This makes them especially fitting for a Latin I or 2 class. We can fit them to either our own vocabulary or thematic needs (what pleases you, what scares you) and still the students' purpose for taking the survey is informational. We follow the checklists with group tallies and whole-class tallies of the information, which allows for heavily-supported student discussion in the target language.
  2. Buzzfeed quizzes are another way to survey students--and they are naturally engaging. Students somehow find esoteric things like what "Skittle flavor are you" fascinating, and while I don't create quizzes on these topics, to paraphrase Field of Dreams, offer to classify them, and they will come. I did create a "Are you more City or Country?" quiz to go with their City Mouse and Country Mouse unit and Miriam has written a quiz that helped students find out "What Animal are You?" Students automatically want to share their results, so this automatically engenders discussion, but I know that both Miriam and I like to make sure that there is directed discussion at the end of the quizzes.
Effort vs Yield: This task takes some work to create and maybe generates 30-40 minutes of input, depending on how long you can extend the discussion. The Buzzfeed style quizzes are actually harder because you have to create a result system. So I think these tasks, while the "prototasks," maybe fittingly for the prototasks, are the highest effort for the lowest yield.

Example Survey Task: Are You Country or City? Written in Buzzfeed style, but followed with survey style steps, so you get the best of both worlds.

Instruction Tasks
I have chosen to divide this category into two types, traditional and scavenger hunts.
  1. Traditional instruction tasks. To be honest, this idea itself is not new. Giving kids instructions in a target language and having them follow those instructions is as old as teaching language; keeping the instructions comprehensible and compelling so they can forget they are learning a language is the trick here (maybe--I don't want to invent wheels). I was privileged to do an entire unit of instructional tasks (among other things) when I taught a Roman food unit last semester to my fours, and it was an amazing mix of live moment-to-moment TL instruction and handing over recipes with some wandering guidance from me. This can be done at lower levels as well. We are teaching Minerva and Arachne to the Latin I students and I have been considering a very simple instructional task where I help them create a cardboard shuttle and loom and weave a bit of yard using a technique I learned from Miriam years ago!
  2. Scavenger Hunts and QR Code Hunts. These are tasks that ask students to follow clues to find something--in the case of my Harrius Potter unit, students had a scavenger hunt to find their Hogwarts school supplies (with some false leads if they did not follow the list in their acceptance letters). QR Code Hunts are similar, except students find QR codes with a Latin sentence to write down and a clue to the next code. The sentences usually add up to a story or are clues to a creature or a mystery needing solving. Miriam and I have presented over QR Code Hunts several times and posted over them here and here.
Effort vs Yield: I'll start with QR Code Hunts. Medium effort, though it can be more the first time you make them, but the yield is high. Students stay engaged, stay focused on the purpose of the clues, not language, and, as a bonus, it's a low effort day for you, so if you need a down day, I recommend it. Traditional instruction tasks are also medium effort and high yield, but you will be just as engaged as the kids the entire time, so high energy for them and you.

Example Instruction Task: Caseus Recipe. This is a recipe I used to lead the class as a whole through making cheese. The posted instructions are simple and allowed me to expand as needed aloud. 

Games
There is no easy way to discuss this without touching on my obsessiveness with games, so I had to divide this into two categories. I'm starting with the less strenuous party games, however.
  1. Party Games. I am going to start this section by saying you can bring simple games into your class and they can be really worth it. Think of party games that are conversationally focused and create a strong lexicon for support. I recently created a version of "Never Have I Ever" (also known as "Ten Fingers") to accompany my unit on the House of Atreus to review events we have read and to preview potential upcoming events. It generated a lot of TL discussion, with the purpose of finding out more about other students or getting them out of the game, as well as a lot of laughter, and was something I wrote fairly quickly in the exhausted haze of the Sunday after I got home from State Convention.
  2. Gamer Games. [Surgeon General's Warning: I love games and identify as a gamer. So I am willing to sacrifice health and sanity to bring gaming into my classroom. So if that is definitely not you, feel free to skip this portion, or read it, shaking your head and tsking at me, like my husband does (and he is a gamer too).] Some gaming influences Miriam and I have brought into our classes are: 1) choose your adventures, which require intense planning, because that's a much more involved story to write. Miriam started these last year--it feels longer--and I have started playing with them this year. 2) Breakout rooms, again requiring intense planning! I did my first one in October based in Harrius Potter, after discovering Breakout.edu at a presentation at AWLA last year. Miriam just completed hers over Roman medicine. They are SO cool! But they require weeks of planning. 3) Miriam and I have also done a strategy/Risk-esque game when teaching students about Hannibal in Latin II. Miriam's version took my beginning of an idea and developed it into a much better system that helped students use the target language more than mine did. 4) These last two years I have had role-play games in Latin III and IV, one in which students played major historical figures from Caesar's Civil War and, this year, a more traditional D&D style game in which students created heroes, fought monsters, and saved the world (I will be doing a write up about that one in about a month). These games give students a purpose outside language--kill an enemy, make a deal with Caesar, outmaneuver Hannibal--and that purpose is so much more engaging than anything else I could create that it's worth the exhaustion and, yes, sometimes tears, in my opinion.
Effort vs Yield: Traditional games have low effort for medium to high yield. They only take a small adjustment to prepare, students know how to play them, and they are easy to personalize to your needs. Gamer games are high to intense effort for high yield. The yield length can very between short-lived (choose-your-own adventure and Breakout rooms) and extended (role-play games).

Example Party Game: Never Have I Ever. This has an extensive lexical guide so students aren't left trying to produce Latin they may not be ready to produce (instead it's actually Comprehensible Input disguised as output!), but it does leave room for students to produce if they're ready. One of my favorite spontaneous moments was by a student who used his unique vision against his group: "Numquam umquam colores vidi." ("Never have I ever seen colors.")

Debate and Analysis Tasks
These are the headier tasks and I am having a harder time describing them. They are Miriam's strength more than mine--she is fantastic at building these. One example from her Jason and Medea unit is when she built a task that had us divide students (by their choice) into teams to argue as either Jason or Medea's divorce attorneys. Students reread through the novella to gather evidence, as well as using some additional evidence: a visual, a letter, a legal document. Their purpose was to gather evidence and build a case, then argue it. Miriam has also had students analyze dreams, and, recently, in their medical unit, they have had to look at symptoms and assign Roman cures. This is a task type I am hoping to personally improve in--I'm just not there yet. My analysis activities often end up linguistically-focused as well as thematic, automatically making them not tasks.

Effort vs Yield: Debate and Analysis tasks can take high effort to prepare but they also offer high yield; not only do they provide rich opportunity for input, but the depth of discussion is significant, and students find themselves thinking in the language at a level that they simply do not when they are not guided to do so. These tasks take students to that depth without the fear of drowning, so they are more willing to engage and forget about the fact that this heavier discussion is not happening in their first language.

Example Analysis Task: Dream Analysis. Students roll up a dream and then proceed to analyze it using a dream guide. Students then discussed their analyses and what their dreams meant to them and about them. This was part of a larger unit on games and fortune telling. All of their reading in this task is for the purpose of understanding the imagery they have been given in their dreams.

So what now?
Hopefully you try your hand at any of these types of tasks, or you come up with your own, completely other kind of task. The thing about tasks is, as long as you have students interacting with language in a way that is comprehensible, compelling, and caring (which is a given, if you've created something like this for them), and for a purpose outside of language learning, then the sky's the limit. That's really all there is to it. And if you make some, please share them in the comments below! I'd love to see what you write and learn from you.

That said, if you want even more examples and resources, plus six presentations organized around various topics over tasks that Miriam and I found important to help focus this discussion (including two 45 min long live sessions), and to hear the word "purpose" more times than you can count, we did a webinar over the topic on steppingintoci.com as part of our paid subscription. We are now past the time of live feedback for your tasks as you write them, but the videos and all written materials remain available.

Monday, April 23, 2018

Movie Talks and Novellas: CI Articles in Teaching Classical Languages

Movie Talks
I am excited to share with you that I had an article published in Teaching Classical Languages, CAMWS's peer-reviewed journal. I presented over the usefulness of Movie Talks and how to prepare and deliver Movie Talks a couple of years ago at ACL Institute, and was approached by John Gruber-Miller to write an article, so I am really pleased that I got this opportunity to publish my article.

My article begins with Comprehensible Input theory and a little discussion of Second Language Acquisition, and it is really the place where, at least to myself, I first articulated the three C's of CI: Comprehensible, Compelling, and Caring. Since then, we (Keith, Miriam, Bob, and myself) have spent a lot of time supporting that triple structure because I think it resonates with all of us, but it was in writing this article that I was able to simplify the concepts into those three words.

After that, the article clarifies how Movie Talks apply CI theory to concrete teaching practice and gets to work describing them and how to write and deliver them effectively in the classroom. I provided examples, all linked in the article, which is why I haven't written about them here--I didn't want to post anything I had already promised to the article.

If you want to read more, you can find the article here:
The MovieTalk: A Practical Application of Comprehensible Input Theory

Novellas
In addition, John Piazza, another awesome CI Latin teacher had an article published in this issue of Teaching Classical Languages. His article discusses the recent rise of Latin novellas and their potential uses in the Latin classroom. When explaining why the novellas had been written, I especially appreciated Piazza's emphasis on the difference between extensive (a lot of Latin with repetitive, sheltered vocabulary) and intensive (varied vocabulary and emphasis on close interpretation of grammar, etc.) readings, and the lack of extensive reading provided by current textbooks.

Piazza then describes ways to use novellas in class. He points out that one of the strengths of using a novella that allows all students to comprehend the story is (158)
that the successful reading of a chapter or a passage, or the entire novel itself, is not the end, but rather the beginning or midpoint of a process whose outcome is the interpersonal and creative use of the language as communication. Once basic understanding has been achieved, students are encouraged to use the text as a means to demonstrate a broader form of creative proficiency that is not limited to the book or the text or the vocabulary specific to that book.
In addition to discussing use of novellas as whole-class readings, Piazza describes Free Voluntary Reading and how he has organized it in his classes, and even provides an overview of Latin novellas that have been published. Piazza intersperses all with links to activities for using these novellas in classrooms, how he has used them in his own classes, how others have used them, and a page that he keeps up-to-date concerning Latin novellas.

To read the full article, you can find it here:
Beginner Latin Novels, a General Overview

Definitely an article worth reading!