Monday, September 17, 2018

Report from the field: My Daily Routine

Recently, I posted about Monday tips and tricks and included John Piazza's weekly schedule. Last week, John Foulk, my colleague and friend, posted about finding support for the CI classroom.

I want to further that discussion a bit and talk about my daily schedule. I am going to skip my history with it... although, if you are interested in it you can check out our subscription service and our recent summer reflection series where I discuss in length.

My Schedule

My schedule this year is a little different in that last year and the previous year (when I started this), I had one prep. This year, as I am in charge of Latin IV (and we have 2 classes of Latin IV), I am also teaching one class of Latin II and two classes of Latin I. This has created a need (for me) for regular routine. My IVs were already used to the way I do things by now, but the IIs and Is have never had me before and so this was brand new to them (in the way that I do it). 

Daily Breakdown - ALL CLASSES

There are a few things that I do with all my classes. Variations (or lack thereof) are highlighted in orange.

Telephone Ritual

I give credit to Robert Patrick for this routine. I used to do it as needed, but now it is the first thing we do every day. In Latin, we go through where our phones should be and where they shouldn't be. Of course, this looks a little different by level:

Latin IV

These students know this by now and this serves merely as a reminder. We go through this quickly. 

Latin II

These students are used to it, but still need regular reminders. We go through it together, saying the words at the same time. 

Latin I

For these students, what I am asking is new. We go through each one and we do hand signals to show that we are ready for class. 


I do the date in Latin in every class, no matter what. It is done the same way in every class, but in my lower levels I sometimes break in English to make sure we understand or to ask follow up questions. I do not do the old Roman calendar. I see its benefits, but find it more useful to my students today that they use our calendar for the date. 

I don't vary this. We do it the same way every time because I want my students to feel this routine so that when I'm not here or when we do timed writes, they can do it on their own with little thought. 


We do the weather every day in my class. Last year I did not vary how we did it, but took advantage of the.... interesting weather we had: an eclipse, a hurricane, ice, snow, etc. But, this year... things have been relatively... stagnant, with the exception of rain, so I've gotten creative. Here are some variations I've done with a brief follow up on each. 
  1. with pictures - I started this way in August for my ones, who had never done this before. This was a way to provide some circling and give them visual input. My upper level also benefited from this. Each day I added a new picture. The first day was just the sun. The second day was the sun and clouds. The third day added hot and cold. The fourth day added wind, and so on. This led into a few days of slides with just the questions, no pictures on them. 
  2. with seasons - we are smack in the middle of changing seasons. In one month, fall officially begins (yay sweater and chili season). Most of my students are tired of the heat and the humidity and are hoping for some relief. This provided an opportunity to put up the seasons and discuss them and their differences. Day 1 included the change from summer to fall. Day 2 included all four seasons and a discussion of who liked what. Day 3 (tomorrow for me) will include all four seasons and the typical weather one finds in each season. 
  3. with the world - This may be one of my favourite ways to do weather right now. Here in Georgia, we are getting two types of weather: hot and sunny... and hot and humid... It gets boring. So, I picked some other kinds of weather (tornadoes, hurricanes, snow, monsoon, flood, lightning, etc.) and we talk about where in the world those things are happening. We've talked about Hurricane Lane, snow in the mountains in South America and Europe, lightning in Germany and Italy, and dust storms in Arizona. 

Daily Breakdown - Some classes Some Days

There are a few other things I do, but they don't happen every day or in every class. I've highlighted class specifics in blue and day specifics in green. Variations appear in orange. 

Nuntium - News

I only do the news in Latin II and IV. Originally, I had only intended to do it in Latin IV, but recently I accidentally showed the IIs the slide and they got really excited.... so now we do the news in Latin II as well. We do a news item on Tuesdays, Wednesdays, and Thursdays. I choose news items that I hear on my way in on the radio or that I have heard about recently. This year alone we've talked about Hurricane Lane, a robbery of a lemonade stand in North Carolina, the fire in California, and Senator John McCain's death. Typically I will  I do it a bit differently in these classes:

  1. Latin IV - This is done entirely in Latin. I usually try to include the grammar topics we are covering as well to provide an in context example. We will discuss as needed and sometimes we get into a debate or discussion about a variety of things. 
  2. Latin II - This is done part in Latin and part in English. Mostly my goal is to get them understanding things in Latin about our current world. 

Grammar Topics

This is only in my Latin IV class. They are ready to receive a bit of explicit grammar instruction, so on Tuesdays and Thursdays, we spend about 5-10 minutes discussing a topic. Last year, students covered all the declensions of nouns and all 7 cases. We also discussed sentence structure and poetry. This year, we've covered: ablative absolutes, fear clauses, ablative of time when, accusative of duration of time, ablative of description, subjunctive uses. However I should state that all of these things are not new. We've been using them in class as needed since day 1 of Latin I. In their first week of Latin I students saw an indirect statement. In Latin II we used the ablative repeatedly (including ablative absolutes) and worked with the supine. It is a common misconception that teachers who use CI do not use/teach grammar. We use grammar every day and our students see (often considered) complex grammar structures before their traditional class counterparts, however we don't explicitly talk about it until the students are ready. 

Free Voluntary Reading

I promise I am working on a post about how I do this. In fact, it should come out some time in October! But... in the meanwhile. I do free voluntary reading across the board, however it starts at different times of the year. Once we start it, we do it every Monday, Wednesday, and Friday. I've broken down how I do it (or plan to do it) below by level. 
  1. Latin IV - These students have been doing this now for 3 years. They started reading this year in the first week. Right now (August 2018), they read on Mondays for 10 minutes, Wednesday for 12+ minutes, and on Fridays we hold a class "book club". We talk about what we are reading, what we like, and other things like this. 
  2. Latin II - these students are in their first year of FVR with me. They started reading last week. Right now (August 2018), they read on Mondays for 5 minutes, Wednesdays for 5+ minutes, and on Fridays we hold a class "book club" (see above.)
  3. Latin I - These students have not started FVR. They are still acquiring basics and I won't start FVR until probably January of next year (2019). When we start, we'll read on Mondays for 5 minutes, Wednesdays for 5+ minutes, and on Fridays we'll hold "book club" (see above). 
I posted a few weeks ago on the FVR project my IVS did. You can read it here. Be on the lookout in October for my post of posts on FVR!


I am loving my daily routine right now. It keeps me accountable to (a) start class on time and (b) get us into the swing of Latin. Right now, my IVs are comfortable with 90%+ time in Latin. My IIs just experienced their first few days of 80%+ in Latin, and my ones are averaging about 50%+ in Latin right now. I credit this, in part, to my daily routine. It gets us speaking Latin right off the bat and sets clear expectations for class. If I don't have all the pieces ready, the kids know and they ask about it. 

This is something I will definitely continue doing and I am excited by some of the unique things my colleagues are coming up with! I'm hoping he'll post on it, but Keith has us doing things with "quot videtis" (how many do you see) and visual illusions as well as "quid hoc die accidit" what happened on this day. 

Do you have a daily routine? What is it like?