Time for an update! I have done a lot of things since my last update--it's been two weeks. (See my first week entry here)
First, I continue to really enjoy the challenge. I won't pretend to be okay; no teacher is right now, in the midst of a deluge of anger, vitriol, and disregard. But I can find some sparks of happiness in my day-to-day purpose, and that is not a surprise. I am a teacher by calling, not by circumstance or necessity. It's my passion.
I love my students. I am getting the chance to get to know them and I am working on building relationships, even from a distance. I asked them to fill out a form today to just tell me "vents and brags," and while I haven't finished reading their responses, one of the best things has been finding out that all the work I'm putting into the digital lessons has been noticed. That wasn't the goal of vents and brags (a term I got from Bob Patrick), but it was so encouraging to read.
Keith Toda often quotes Carol Gaab, "the brain craves novelty." I have done my best to keep that in mind as I plan my digital lessons this year and create activities that are engaging and feel different every day. I have worked to make every plan feel authentic to the space we're in, instead of trying to translate my in-person activities directly, though that doesn't mean I don't take inspiration from things I've done in my classes.
All that to say, here is what I've been doing in Latin IV!
Latin II is not my own lesson plan right now, so I don't feel comfortable sharing it. But you can mod these templates to work for you. Many things are made to work with Google Classroom because it is magical. Others work with Zoom. Hopefully you can see ways to adapt all!
At the bottom of the page are a quick couple of videos, including one to demonstrate how to modify these templates to fit your personal needs. I know that it's not perfectly intuitive and I want you to be able to use these successfully.
Introducing the Story: Engaging Background Vocabulary
It's been a while since these kids have had Latin in a classroom environment and we were mostly winging teaching online starting in March, so to make sure they are prepared to read anything, I can't assume they all know the vocabulary they were "taught" so it was important to me to make sure we did some things to find out what they did know and to reinforce it. Yes, that included Gimkit, an online resource that is always evolving. But I am not willing to use it exclusively. Here are the other things I did:
- Vocabulary Know-it Board I filtered out the vocabulary that I knew was supposed to be new to
- Vocabulary Bricks I took the 25 important words I got from the Vocabulary Know-it Board and Vocabulary Highlighter Game but I needed a way to play in the current digital environment. So I created a game board with a goal space for two players and boxes for each word. Students choose a slide to pair up on, put their names as either Player 1 or Player 2, and listen for me to call out words in English. When I called out a word, students grabbed the Latin word and dragged it to their goal on the slide. We were on the Zoom meeting together, but we all looked at the slide instead while we played. (If you would like to add visual support, please watch the demonstration on how to easily do so on the video for Accidit Romae below.) This template is also easy to modify for your own use; simply change out my words for your own on one of the student slides, then copy that slide and paste it several times--enough for your class to be divided into teams of two. This game is best used shared with all students able to edit the same Google Slides.
- Vocabulary Puzzle This is one of the few times I literally took a game I play in class and put it
- Venatio Traditionally the school year for most of my classes starts with Circling with Balls. It's a
- Vocabulary Slides I have already made a post about this type of activity before. These are just the vocabulary slides I created to go with the beginning of this particular story. This is best used live in session with teacher leading and discussing in the target language.
- Vocabulary Scenes Instead of OWATS, which can be easily collaborative (I am still always
- Sentence Frames So this idea is honestly one of my early ideas with manipulatives. I still think it
- Picture Story This is a link to the the story I told to my class using pictures. We are starting a
series of stories about Andromeda, the Ethiopian princess rescued by Perseus, but told from her point of view. Circling (asking questions to emphasize and reinforce vocabulary) is clunky at best in this setting, so instead I did my best to elaborate using the picture as a jumping-off point. To make your own, this is more labor-intensive, in that you will need to create your own images and take pictures and insert them or draw images on an app and insert them. However, images are useful not only for clarifying a story but for creating discussion. This is best used live in session with teacher leading and discussing in the target language.
- "Choral" Reading I need a better name for this. We did not read chorally. I was inspired by choral reading to create a space in class for me to find out who knew the story, who understood the story, and yet still make sure that I was clarifying the meaning. What I did, which worked very well, actually, was highlight a section, ask students to type the meaning in the chat (which I have programmed in Zoom to only send to me, so it is not public. This has been a wonderful feature because students who are sometimes afraid to speak up in class are much more comfortable in this setting), and then clarify the meaning after I got student input. It was slow, but that was also kind of nice for students who are slow processors, and it allowed those who are fast processors to get their answers in there asap and be proud they were able to write everything probably before everyone else. Then, afterward, I just opened the chat log (which I have Zoom set to save) and I had a grade ready to go! Prep is easy--a nice, large font version of your story! This is best used live in session with teacher leading and clarifying the meaning in English.
- Accidit Romae (and question template) Okay, so stay with me here. I was inspired by the Lasvideo below to show you what I mean, and how to run the game. It was very successful! If you teach another language, watch the modifying templates video to learn how to change this game to work with your own language. This game is best used shared with all students able to edit the same Google Slides.
- Andromeda Prima: Interpreting the Reading Finally, after reading the story twice and playing