tag:blogger.com,1999:blog-39487751175148241932024-03-14T02:06:24.982-07:00Two CIcerosA Melting Pot of Comprehensible Input and Lingua LatinaK.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.comBlogger21125tag:blogger.com,1999:blog-3948775117514824193.post-75614752712564592762018-08-15T03:30:00.001-07:002018-08-15T03:30:53.748-07:00Highlights and Takeaways from iFLT 2018Salvēte omnēs!<br />
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I'm back after a month of rejuvenation and recentering. In mid-July, I attended the <a href="https://fluencymatters.com/ifltmain/" target="_blank">iFLT Conference</a> (International Forum on Language Teaching), which was right where I live in Cincinnati, Ohio.<br />
<br />
The highlights:<br />
<ul>
<li>iFLT offers something tremendous that is rare in the conference circuit - 'lab classes'. These are classrooms with real live students (not just teachers pretending to be students) being led by talented and experienced CI teachers. Each year offers something different in terms of levels of learner, instructors, and languages available. This year featured the first-ever Latin lab class, featuring <a href="http://indwellinglanguage.com/" target="_blank">the incomparable Justin Slocum Bailey</a> and my own students! Seriously, each morning of the conference, attendees can watch master teachers in action, and it is priceless. I was fortunate enough to see not only the Latin class but also Annabelle Allen, "<a href="https://lamaestralocablog.com/" target="_blank">La Maestra Loca</a>". </li>
<li>Tracks & Coaching - iFLT offers attendees some options on customizing their conference experience. You can simply attend the conference and go to sessions based on your (& their) availability, or you can sign up for a particular track based on your novicity or expertise in teaching with Comprehensible Input. When you sign up for a track, you are placed into a cohort of like-ability teachers and assigned to a lead teacher as well as at least one coach. My coach was <a href="https://garydibianca.com/" target="_blank">the excellent Gary DiBianca</a>.</li>
<li>Open Coaching - Coaching is available for anyone throughout the conference - they set up many of the coaches in a common area and you can work with them rather than attend a session. If you like, you can work with different coaches until you find your Mister Miyagi. </li>
<li>Vibe - There is a relentless positive energy and encouragement! </li>
<li>Twitter & Attendify - The conference has a vibrant <a href="https://twitter.com/hashtag/iFLT18?src=hash" target="_blank">Twitter</a> and Instagram presence - offering a chance to connect from outside the conference and spread the love. The <a href="https://attendify.com/" target="_blank">Attendify</a> app provides a way for in-conference collaboration and communication. </li>
<li>Latin teachers! I can claim to have been part of a good squad of Latin teachers. We ate lunch together, mingled with other languages, and in general rocked! </li>
</ul>
<div>
Things I learned or re-learned, in no particular order:</div>
<div>
<ul>
<li>A 'Map Talk' can be a nice switchup from a Picture Talk or Movie Talk.</li>
<li>"Picasso of Plates" - This activity involves students holding a paper plate on their head and trying to draw something without being able to see. Can't wait to try it!</li>
<li>It is so efficient and easy to follow a Movie Talk with any activity that can use screen captures.</li>
<li>The Point and Pause is powerful - my cohort reminded me this again and again as I learned Spanish, Chinese, and Indonesian from their lessons!</li>
<li>"If they laugh, they're listening."</li>
<li>Sounds effects & choral activities can bring the room together.</li>
<li>When dealing with a problem behavior, distract rather than reprimand. And keep it to a whisper! (Or break the flow with a brain break.)</li>
<li>The Seven Voice Tricks to keep engagement:</li>
<ul>
<li>loud v. soft</li>
<li>fast v. slow</li>
<li>high v. low</li>
<li>p - a - u - s - e</li>
</ul>
<li>Kahoot without technology! </li>
<ul>
<li>Use colored paper / shapes to represent the four possible answers. Have students hold them in the air to answer! Will they cheat? Yes! Will they learn? Yes! I have a feeling this will turn into a longer blog post with more variants once I've used it in my classes.</li>
</ul>
<li>Compelling visuals are not hard to find:</li>
<ul>
<li>optical illusions</li>
<li><a href="https://gratisography.com/">https://gratisography.com</a></li>
</ul>
</ul>
<div>
That's all for now! </div>
</div>
K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-78984240175372227562018-08-09T05:42:00.000-07:002018-08-09T05:42:38.052-07:00A Month of MindfulnessSalvēte omnēs!<br />
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I'm back!! Where have I been? Well, many places, including some excellent conferences, and I will have reports from those posted soon. But for the past month I have embarked on an interesting quest, partly inspired by reading <a href="https://www.amazon.com/gp/product/0986155462/ref=s9u_simh_gw_i1?ie=UTF8&fpl=fresh&pd_rd_i=0986155462&pd_rd_r=J65R6F9AVVAK1AK5DHT1&pd_rd_w=LtwIy&pd_rd_wg=NLK22&pf_rd_m=ATVPDKIKX0DER&pf_rd_s=&pf_rd_r=V39XRY3GNFGKRJY380K1&pf_rd_t=36701&pf_rd_p=781f4767-b4d4-466b-8c26-2639359664eb&pf_rd_i=desktop" target="_blank">the Zen Teacher</a> (more about it, as well as Dan Tricarico, at his blog <a href="https://www.thezenteacher.com/" target="_blank">here</a>.) Those of you that know me personally are aware of my yoga practice as well as my being a meditator. And those things have been going on for years, with tremendous benefits. But the book got me thinking about routines and self-care in a different way - such that I decided to actually establish a <i>daily</i> mindfulness meditation <i>practice </i>for a month. In the past, I meditated, but there was no consistent habit or routine to it. I just managed to incorporate it often enough. This was going to be different!<br />
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In fact, so different that at first, I couldn't decide how I wanted to do it. I could not choose between trying to build the habit in the morning or in the evening. Both times had advantages and disadvantages. I had two tools and I could not choose between them - mindful drawing and the tremendous <a href="https://www.headspace.com/" target="_blank">Headspace App</a>. Both tools had advantages of providing reminders and 'pulling' on me to keep up the habit. I was physically carrying around my art materials and the phone app could pester me with notifications. I also had some boosts along the way - Miriam Patrick had created her <a href="https://latinsnailmail.weebly.com/take-5-latin-art-challenge/july-challenge" target="_blank">#take5latin challenge</a>, providing inspiration, and my school had paid for a subscription on Headspace, allowing me to access to many, many options for guided meditations. But in the end, there were no firm decisions made about these. It just kind of happened the way it happened.<br />
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Here is the finished result of my time in mindful drawing -<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-mEz6ZObu1aA/W2uh29kUajI/AAAAAAAADqs/ZOrIr2CmoLQctRcIRrL_943kcrY2vio7ACLcBGAs/s1600/July%2BTake%2B5.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1143" height="400" src="https://1.bp.blogspot.com/-mEz6ZObu1aA/W2uh29kUajI/AAAAAAAADqs/ZOrIr2CmoLQctRcIRrL_943kcrY2vio7ACLcBGAs/s400/July%2BTake%2B5.png" width="283" /></a></div>
As per Miriam's 'Take Five' challenge, it includes:<br />
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-arbor<br />
-ruber<br />
-charta<br />
-scribere<br />
-serpens<br />
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On the Headspace app, I worked my way through the first basic pack, a bunch of the minis and singles (the End of Day one is a favorite), plus portions of the Self-Esteem, Regret, and Stress packs.<br />
<br />
If it seems like this post is lacking in detail, it is. It could provide statistics, or answers to questions like "when exactly did you start? are there other pieces of art? do you actually meditate every single day?" For that last one, I'm not quite sure - and I think that's the way a 'Zen Teacher' would have it be.K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-80585702052578102672018-06-19T07:01:00.001-07:002018-06-19T07:01:09.364-07:00Monday Night Musing #8 - All You Have To Do Is Ask (A Little)Salvēte omnēs!<br />
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Welcome back to another edition of Monday Night Musings, when I set the timer for 15 minutes and let ideas flow instead of trying to craft, construct, and edit.<br />
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The topic tonight is 'on-demand' professional development, or the really recent phenomenon of social media serving as learning communities. Like anything, there are positives and negatives, but I am here to focus on the positive in particular.<br />
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A few weeks ago I posed a <i>'Quomodo dicitur?'</i> (How is it said?) question to one of the CI Latin teacher groups, in regards to using <i>Expo</i> brand markers in the classroom in Latin.<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://assets.fishersci.com/TFS-Assets/CCG/product-images/F37463~p.eps-650.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="527" data-original-width="650" height="258" src="https://assets.fishersci.com/TFS-Assets/CCG/product-images/F37463~p.eps-650.jpg" width="320" /></a></div>
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My question: "If you were to use 'Expo', like an Expo brand marker as a Latin noun, would you put it in the 2nd declension or 3rd? masculine or neuter? Leave it as indeclinable?"<br />
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As far as I can tell, none of us has formal training in how to handle questions like this. It's all feel. And of course, there's not really a wrong answer. If I want to discuss Expo markers in my classroom with students, I can do so with any of the options above and be just fine. But some of us want to feel like we are aligned with something, and even if you have colleagues in your school, teaching Latin with CI can feel pretty isolating at times.<br />
<br />
So what happened after I asked the question? Did the internet expo-lode into a flame war? Not at all. I received quick, friendly, and thoughtful replies that affirmed my idea. One answer even made me laugh out loud! The consensus was to model it as a 3rd declension masculine noun with a dictionary entry <i>expo, expōnis</i>. The reasons for this choice were well-stated and multiple. I closed out of the internet feeling good.<br />
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In conclusion, I would encourage anyone with little questions like this one, and especially anyone feeling the need for affirmation, to use this new form of PD to its fullest. Sometimes it is easy to think of <i>Quomodo dicitur?</i> only as <a href="https://quomododicitur.com/" target="_blank">a fantastic podcast </a>or a powerful weapon for our students in the classroom. As a community, we could use more ad hoc acknowledgement of our humanity and chances to have small, productive discussions. So let's take advantage of the best feature of social media PD and ask some more <i>'Quomodo dicitur?'</i> questions.K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-42905226210971417102018-06-12T06:58:00.002-07:002018-06-12T06:58:56.652-07:00Monday Night Musing #7 - MapsSalvēte omnēs!<br />
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I am a huge fan of maps, yet they don't find their way into my classroom very often. Reflecting on why this is the case brings me a fairly simple answer - I used to teach Social Studies, and in order to meet geographic standards, my counterparts and I would include maps with each unit in some way. I did not develop the same habit or pattern with language teaching, so maps tend to be something to build a unit around or as a way of keeping things fresh.<br />
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So what's are some ways to use maps?<br />
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#1 - Traditional Maps - Whether on paper or on a screen, students learn about the Greco-Roman world from maps like this one:<br />
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<a href="https://www.ancient.eu/img/r/p/750x750/266.png?v=1485680721" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="550" data-original-width="750" height="234" src="https://www.ancient.eu/img/r/p/750x750/266.png?v=1485680721" width="320" /></a></div>
They can color them or add in the details on a blank map, etc. There is certainly some value to be derived from this, but this is a quick post and I'd rather keep moving. But just to be sure you've heard of it, there are plenty of free quality maps from<a href="http://awmc.unc.edu/wordpress/free-maps/" target="_blank"> the Ancient World Mapping Center.</a><br />
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#2 - <a href="https://quizlet.com/blog/introducing-quizlet-diagrams" target="_blank">The Quizlet Diagram</a> - Using Quizlet's awesome diagram feature (more on this in a future blog post), you can create a game where students identify locations within a diagram, picutre, or map. Great for formative assessment, filling a little bit of class time, and for the fast processors who enjoy trying to get the best times. Here's <a href="https://quizlet.com/_4zn4xv" target="_blank">an example that includes the Seven Wonders of the Ancient World.</a><br />
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#3 - The Interactive Map - Using tools like Google Maps, which allow students to explore more in-depth than a 'traditional' map. I had students do this for a lesson this year when we had only studied three of the Seven Wonders. Honestly, it was a <a href="https://martinabex.com/2018/05/14/teacher-exhaustion/" target="_blank">'be your own sub day'</a> so I didn't think too hard about it except that it allowed me to facilitate and guide students instead of having to perform or lead the whole group. here is an example: <a href="https://www.google.com/maps/d/edit?mid=1Bb8QA0RghSjE2wc_iHzbPgyMtURVK-C8&ll=41.371031354404025%2C22.3933751953125&z=7" target="_blank">Student Three Wonders Map</a><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-HgwrMy-AwjM/Wx_Oj0iX6JI/AAAAAAAADpQ/I1M4tmoD8KInwoGjGTrOKbcdaVI1_DA2wCLcBGAs/s1600/Screen%2BShot%2B2018-06-12%2Bat%2B9.46.23%2BAM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="807" data-original-width="1600" height="201" src="https://2.bp.blogspot.com/-HgwrMy-AwjM/Wx_Oj0iX6JI/AAAAAAAADpQ/I1M4tmoD8KInwoGjGTrOKbcdaVI1_DA2wCLcBGAs/s400/Screen%2BShot%2B2018-06-12%2Bat%2B9.46.23%2BAM.png" width="400" /></a></div>
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#4 - The Custom Map - Incorporating geography, spatial or temporal mapping into a narrative. If you are a fan of <a href="https://www.benslavic.com/story-scripts-volume-1.html" target="_blank">Anne Matava's Story Scripts</a>, TPRS, or Asking A Story, then you know the value of having characters travel through space (and or time). Each year my students read a story based on ideas from Goldilocks and one of Anne's original scripts. It involves a character whose journey home from school takes her to multiple houses along the way, and because it is a script, it allows for a lot of customization of story details by the students in class. Here is an example of that story turned <a href="https://www.benslavic.com/story-scripts-volume-1.html" target="_blank">into a meandering 'map</a>' using Google Drawings:<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-Lc0dejDYWdQ/Wx_OveLM-bI/AAAAAAAADpU/iFglnBVtK1wnrcJCYRygPt1lFVH74LqoACLcBGAs/s1600/Copy%2Bof%2BJenfire%2527s%2BJourney.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="816" data-original-width="1056" height="247" src="https://2.bp.blogspot.com/-Lc0dejDYWdQ/Wx_OveLM-bI/AAAAAAAADpU/iFglnBVtK1wnrcJCYRygPt1lFVH74LqoACLcBGAs/s320/Copy%2Bof%2BJenfire%2527s%2BJourney.png" width="320" /></a></div>
I really do enjoy this story each year, and I also like to have students create this map because their final products can be reused for so many post-reading activities. A big hit with the students is <a href="http://todallycomprehensiblelatin.blogspot.com/2015/03/sentence-flyswatter.html" target="_blank">Picture Sentence Flyswatter</a>.<br />
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Okay, there's probably more to say on maps but my time is up! Feel free to share how you use maps in the classroom. See everyone next week!K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-7984458042690725872018-06-05T09:36:00.003-07:002018-06-05T09:37:08.838-07:00Monday Night Musing #6 - How Many Words?Salvēte omnēs!<br />
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Welcome back to my series of short posts where I set the timer for 15 minutes and give you a little something read each week. The topic this week comes straight from the news, specifically this <a href="https://www.npr.org/sections/ed/2018/06/01/615188051/lets-stop-talking-about-the-30-million-word-gap" target="_blank">NPR story</a> about the '30 Million Word Gap'. Are you familiar with the TMWG? If you are not familiar, there was a study done investigating differences within the homes of families from different socio-economic groups. The key finding reported was that there were vast differences in the words heard within these households, with the higher socio-economic class having a noted advantage not only in terms of total vocabulary words used by adults, but also the positivity and praising nature of the words. Hence the phrase "30 Million Word Gap" describing the difference between the professional income group and the poverty income group.<br />
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For more about it, see the following:<br />
<br />
<ul>
<li><a href="http://freakonomics.com/podcast/does-early-education-come-way-too-late-a-new-freakonomics-radio-podcast/" target="_blank">A Freakonomics episode from 2015</a></li>
<li>Here's a <a href="http://www.wvearlychildhood.org/resources/C-13_Handout_1.pdf" target="_blank">quick summary</a> of the study</li>
<li><a href="https://www.amazon.com/Thirty-Million-Words-Building-Childs/dp/0525954872" target="_blank">The book </a>by Dana Suskind (interviewed in the above episode) </li>
<li>The <a href="http://tmwcenter.uchicago.edu/who-we-are/leadership/" target="_blank">program at the University of Chicago </a>seeking to prevent the gap </li>
</ul>
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Firstly, for any of us who use CI to teach a language, knowing about <a href="http://www.wvearlychildhood.org/resources/C-13_Handout_1.pdf" target="_blank">the Hart & Risley study</a> is important because it has had such a strong influence not on foreign language education, but on literacy education in general as well as many people's perspectives on what factors influence student success when it comes to language learning (in the case of the study, first language learning).<br />
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Second, because of the marquee usage of the '30 Million Word Gap' phrase, the actual number that makes up the gap has been called into question. When I heard that again in the NPR piece, my CI-influenced brain said - were those repetitions comprehensible? Or just total? And then I remembered that the study just measured total words, not <i>meaningful</i> repetitions. As a CI teacher, I'm going for <i>quality</i> more than just raw <i>quantity</i>. Sometimes the way the Hart & Risley study has been utilized emphasizes <i>quantity</i> more than <i>quality, </i>and other times it flips the other way. So is the point here about CI? Or is it immersion? And is anyone monitoring the difference? <br />
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Third, I think the criticisms in the recent NPR story are fair to bring up. No piece of research is perfect and there is danger in relying too heavily on any single thing. However, the title "Let's Stop Talking About 'The 30 Million Word Gap" is purposefully taking it too far (clickbait, anyone?). Ending a conversation about something that has problems t is not useful or helpful. Enriching, deepening, or resetting that conversation in the interest of addressing those problems are ideas worth exploring.<br />
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And lastly, the '30 Million Word Gap' is compelling because it tugs on our desires as educators to help, to empower students through quality learning experiences, and it also seems to provide a simple and low-cost solution. CI is compelling and essential to me because it tugs on my desires as an educator to help, to empower students through quality learning experiences, and it seems to be a low-cost solution compared with textbooks, technology tools, flipped classrooms, etc. I practice CI because it can meet the needs of all learners and allow me to provide a rich, challenging, and differentiated curriculum. In other words, I believe it can prevent gaps in learning in a way that traditional methods cannot.<br />
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Thanks for reading - time's out for this week!K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com1tag:blogger.com,1999:blog-3948775117514824193.post-69140245861981766732018-05-28T19:31:00.002-07:002018-05-29T06:04:02.306-07:00Monday Night Musing #5 - Text Compare ToolSalvēte omnēs!<br />
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Tonight's post looks at just one of many free online tools you can use to work with texts. Specifcally, this one highlights "<a href="https://text-compare.com/" target="_blank">Text Compare</a>." It's pretty simple and somewhat easy to use. I know many teachers use tools like these, and they may have their favorite. If you know me outside of this blog, you might know that my favorite is <a href="http://voyant-tools.org/" target="_blank">Voyant Tools</a>, which is worthy of its own full-length post. I'm sharing Text Compare because my students have found it to be useful and mostly hassle-free.<br />
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To start, it doesn't require a login. That's a plus when working with students. Sure, they can't save their work to the site. But for their purposes, a simple screen capture usually does the trick.<br />
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Speaking of screen captures, here's an example of what Text Compare can do:<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://4.bp.blogspot.com/-LjNoqrttJGg/WwxY8BnvReI/AAAAAAAADos/wi9-ilkf4to-Pl3K6z7CgX6WI2Te3COogCLcBGAs/s1600/Screen%2BShot%2B2018-05-28%2Bat%2B3.26.20%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="643" data-original-width="1600" height="256" src="https://4.bp.blogspot.com/-LjNoqrttJGg/WwxY8BnvReI/AAAAAAAADos/wi9-ilkf4to-Pl3K6z7CgX6WI2Te3COogCLcBGAs/s640/Screen%2BShot%2B2018-05-28%2Bat%2B3.26.20%2BPM.png" width="640" /></a></div>
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As you can see, I entered two versions of a text. In this instance, I chose an embedded reading I created based on the 'Dies Natalis' story found on <a href="http://todallycomprehensiblelatin.blogspot.com/p/story-library.html" target="_blank">Keith Toda's blog.</a> Maximas gratias, magister! The blue text highlights differences in both the words and punctuation, even getting into the spelling of the words! This is <i>awesome</i> for those of us teaching Latin because of the amount of inflection it has. It can help you catch little typos and can be especially instructive for students to 'see' those inflections when comparing two texts. Perhaps two students are comparing their timed writes with each other, or perhaps you've given them texts from two differing perspectives (first person v. third person). In my class recently, students were being asked to change a certain percentage of words in a story and comparing the original with their adapted text through this tool worked very well for them.<br />
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It also happens that putting this text in there showed me a mistake on my part - if you read closely in the first paragraph, you can see that the items on his wish list are different colors in the different versions! Yikes! If you adapt or customize texts with student-contributed details each year or for differing class periods, a quick pop into Text Compare can save you quite a bit.<br />
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The final thing I want to point out is the last paragraph in each version. Why are they completely highlighted in blue? Well, as best as I can tell the code thinks they are completely different even though in fact they are not. I'm guessing it has to do with the spacing I typed between the paragraphs? I quickly tried to troubleshoot it, but even when I entered just the last paragraph, it thought they were 100% different:<br />
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-mKBKuyrGBWY/WwxbqgME7dI/AAAAAAAADo4/vKTYLSpTmtcl3Rbmmm3jqOj60rBEqHzSQCLcBGAs/s1600/Screen%2BShot%2B2018-05-28%2Bat%2B3.42.05%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="829" data-original-width="1600" height="331" src="https://2.bp.blogspot.com/-mKBKuyrGBWY/WwxbqgME7dI/AAAAAAAADo4/vKTYLSpTmtcl3Rbmmm3jqOj60rBEqHzSQCLcBGAs/s640/Screen%2BShot%2B2018-05-28%2Bat%2B3.42.05%2BPM.png" width="640" /></a></div>
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That just goes to show that this technology isn't perfect, and that anything you use is just a tool rather than a talisman. Perhaps a wise reader (you?) knows what is going on and can explain it to me. In any case, that's all I've got for this week. Thanks for reading!K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-73133398842380497122018-05-22T09:24:00.000-07:002018-05-22T09:24:01.376-07:00Monday Night Musing #4 - What To Invest In Next YearSalvēte omnēs!<br />
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I am back at the blog again - the new habit is working pretty well! And for tonight's post, I am going to veer away from CI & activities, although I promise not to totally ignore the student angle. Personally, blogging is hard for me. While I have much to share, the written format is not the best for much of it, and it is easy to hold what I publish to a high standard and therefore not publish things are not 'good enough'. So I am using this Monday Night Musings to improve on that. And so far, having a specific time and <u>time limit</u> to write has been helpful.<br />
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So, speaking of habits, there's this author, Gretchen Rubin, who has <a href="https://gretchenrubin.com/book/better-than-before" target="_blank">a book about habits</a> and another book about <a href="https://gretchenrubin.com/book/the-four-tendencies" target="_blank">what works for different people</a> and a podcast, and other books as well. If you're not familiar with them, here's a quick rundown - Rubin writes a book about habits that people like. In the process, she discovers that what works for her does not work for everyone, because although readers like her habit book, her metohds fail them. So Rubin digs deeper and thinks some more and invents <a href="data:image/png;base64,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" target="_blank">an organizational system</a> for how people operate relative to expectations, which she calls the 'Four Tendencies'. It is not foolproof, but it is useful.<br />
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<a href="https://api.gretchenrubin.com/wp-content/uploads/2017/08/FourTendenciesColorOvleraps.png.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="800" height="320" src="https://api.gretchenrubin.com/wp-content/uploads/2017/08/FourTendenciesColorOvleraps.png.jpg" width="320" /></a></div>
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One of these tendencies is called an upholder. This person responds to both outer expectations (what others want you to do) and inner expectations (what you want yourself to do). Rubin is an upholder, and you can probably think of someone right now who just gets things done, doesn't let anyone down, but doesn't put themself last either.<br />
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Okay, let's stop a second. Why would I bring this up if I'm not an upholder? In general, school works for upholders. It is filled with rules and procedures. But having rules, procedures, and relationships in place also benefits other tendencies, specifically obligers and questioners. And that should cover most of your student population.<br />
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But it matters how you set these things up - questioners need to know <i>why</i> the rules and procedures are what they are. For example, I end every class with a two minute warning before dismissal- time to organize the classroom, for students to gather their own belongings, for me to have a last conversation with individual students. And because I have gone over with students in detail <i>why</i> I do this, even taking their questions on the subject, asking them to explain the reasons back to me, brainstorming alternate reasons why I might do this, they continue to follow through even with only days left in the school year. And because I almost always have a short, generally positive conversation with an individual student during that time, each student has throughout the year had direct experience with one of the benefits of the two minute warning - relationship-building! And in this way, even questioners like me (could you guess?) stick with the routine because they can now explain <i>why</i> they value it.<br />
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So as we all dream of a beautiful beginning to next year, I challenge you to think deeply about what to invest in that will pay off all the way to the end of the year, and especially <i>how</i> you can invest in it so that it works for as many students as possible, perhaps even <i>all students</i>.<br />
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Okay, time's up for this week! Thanks for reading!K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-17525625604273047242018-05-15T03:33:00.001-07:002018-05-15T03:33:18.681-07:00Monday Night Musing #3 - Text EvidenceSalvēte omnēs!<br />
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Tonight's post is a quick one about the value of having students re-read a known text to show they can do something more than summarize or give the English when required to do so. A few of my classes have been working with a version of the Little Red Hen, and today was our final day reading the 'original' version - i.e., the one where they know the plot already. A few students grumbled about doing a partner translation / volleyball reading with the text. When I asked why, they explained that they already knew what happened in the story. So I pointed them to the follow-up questions I had printed on the back of the paper.<br />
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Here are those questions (with English for blog readers who don't read Latin):<br />
<ol><span style="font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline;">
<li style="font-family: "Chelsea Market"; font-size: 12pt; white-space: pre-wrap;"><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline;">Why do you think the </span><span style="font-size: 12pt; font-style: italic; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline;">liberī non respondent </span><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline;">? (the children don't reply)</span></li>
<li><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">How many times did </span><span style="font-family: "chelsea market"; font-size: 12pt; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">agnus</span><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="font-family: "chelsea market"; font-size: 12pt; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">respondet</span><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">, “</span><span style="font-family: "chelsea market"; font-size: 12pt; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">ego nōn adiuvābō”? </span><span style="font-family: "chelsea market"; font-size: 16px; white-space: pre-wrap;">(the lamb replies, "I will not help)</span></li>
<li><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"> List the steps the </span><span style="font-size: 12pt; font-style: italic; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">gallīna</span><span style="font-size: 12pt; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"> (hen) explained to be necessary: </span></li>
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<div dir="ltr" style="font-family: "Chelsea Market"; font-size: 12pt; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; white-space: pre;">
<span id="docs-internal-guid-14bad325-60fb-ff0f-2db8-24b564cca99a" style="font-family: -webkit-standard; white-space: normal;"><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">The directions: Support your answers by using evidence from the text.</span></span></div>
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<span style="font-family: -webkit-standard; white-space: normal;"><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span></div>
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<span style="font-family: -webkit-standard; white-space: normal;"><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Many, many students told me they completely understood the story but could not find the answer the #1 in the text. Can you? </span></span></div>
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<span style="font-family: -webkit-standard; white-space: normal;"><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span></div>
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<span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>in Galliā est parva gallīna rubra. gallīna habet trēs līberōs et trēs amīcōs. amīcī sunt feles, agnus, et porcus. sed amīcī sunt ignavī. </i></span></div>
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<i><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></i></div>
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<i><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">1. ūnō diē, gallīna spectat terram et invenit grāna </span><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="grana.png" height="40" src="https://lh3.googleusercontent.com/59Vvimr6cV72OJXIP3x-5B6k62YBww7kyXipyyjlqok3lytAFEjHzINtRFrNpZa4R5ZJcEQrSVOO3Q082AhuK_zalyOhFtnoVanBGxsXOvg-lOR7kUepSvj6DCy2cQ49KZL2NWnh" style="border: none; transform: rotate(0rad);" width="110" /></span><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in terra. gallīna amīcīs dicit, “necesse est ponere grana in terram. quis adiuvābit mē?” feles respondet, “ego nōn adiuvābō.” agnus respondet, “ego nōn adiuvābō.” porcus respondet, “ego nōn adiuvābō.” itaque gallīna sōla in terram ponit grāna.</span></i></div>
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<i><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">2. “nunc necesse est dare aquam </span><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="aqua.jpg" height="43" src="https://lh5.googleusercontent.com/vwv5vsM-X5y1nFcEUeiaiLflGveodzdb6swAw9rpauo9JtnXq9zFbqg0JLQPZOF-dQ7GalBhcsq6YZ_lQafV5eERvH_S-f3UvJwsKd39kzOJSY9mk_88lnadY1MkeogeFIBFOuNY" style="border: none; transform: rotate(0rad);" width="62" /></span><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> grānīs sub terra,” gallīna amīcīs dicit, “quis adiuvābit mē?” feles respondet, “ego nōn adiuvābō.” agnus respondet, “ego nōn adiuvābō.” porcus respondet, “ego nōn adiuvābō.” itaque gallīna sōla aquam grānīs dat.</span></i></div>
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<i><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">3. “nunc necesse est colligere frūmentum</span><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="58" src="https://lh4.googleusercontent.com/LiiM9BmU2tAMrrQCzrAXcjNEuQW53YoRUC6phRWA6i4-HrgCZ491RxH3UReU52mTkS-oVXkMC0KMkuoTnlCNefd4oaI6YMbNURqbu-S7wVqex6VJ6opJ4karNtmMESZZxcc49f3R" style="border: none; transform: rotate(0rad);" width="58" /></span><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">,” gallīna amīcīs dicit, “quis adiuvābit mē?” feles respondet, “ego nōn adiuvābō.” agnus respondet, “ego nōn adiuvābō.” porcus respondet, “ego nōn adiuvābō.” itaque gallīna sōla frūmentum collegit.</span></i></div>
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<i><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">4. “nunc necesse est coquere panem</span><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="64" src="https://lh5.googleusercontent.com/hhlNFzm6Iw9CZ4MvwDYiSAzUiZhF_n5GcijNPz3Y9IokQjwIZpPdZBm6sajqmfQhDdsMh3Vw_5PF7EbYwrLdpnQ20vIUrvDcgMADF0ak-OkSKt4sf9ovwhvf0Hl9vQeZ_G1ofGLE" style="border: none; transform: rotate(0rad);" width="64" /></span><span style="background-color: transparent; color: black; font-family: "chelsea market"; font-size: 12pt; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> ,” gallīna amīcīs dicit, “quis adiuvābit mē?” feles, porcus, et agnus respondent, “nōs nōn adiuvābimus.” itaque gallīna sōla panem coquit.</span></i></div>
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<span style="font-family: -webkit-standard; white-space: normal;"><i><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">5. nunc necesse est devorāre panem</span><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;"><img height="64" src="https://lh5.googleusercontent.com/hhlNFzm6Iw9CZ4MvwDYiSAzUiZhF_n5GcijNPz3Y9IokQjwIZpPdZBm6sajqmfQhDdsMh3Vw_5PF7EbYwrLdpnQ20vIUrvDcgMADF0ak-OkSKt4sf9ovwhvf0Hl9vQeZ_G1ofGLE" style="border: none; transform: rotate(0rad);" width="64" /></span><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">,” gallīna amīcīs dicit, “quis adiuvābit mē?” feles respondet, “ita - ego adiuvābō.” agnus respondet, “ita - ego adiuvābō.” porcus respondet, “ita - ego adiuvābō.” gallīna dīcit, “minimē! vōs estis ignāvī! ego et meī liberī devōrābimus panem! nōn necesse est amīcīs adiuvāre.”</span></i></span></div>
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<span style="font-family: -webkit-standard; white-space: normal;"><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">Now you may have noticed that it does not directly state the answer with a phrase like <i>liberi non respondet quod...</i> Of course, the text does provide the answer, in fact it provides it a whopping <u>five times</u>! </span></span></div>
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<span style="font-family: -webkit-standard; white-space: normal;"><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;">The children don't answer because the hen keeps speaking to the friends (</span></span><span style="font-size: 12pt; white-space: normal;"><span style="font-family: "chelsea market"; font-size: 12pt; vertical-align: baseline; white-space: pre-wrap;"><i>gallīna amīcīs dicit, “quis adiuvābit mē?”) </i>Approximately 85% of my students did not get this the first time, even though they knew the story. </span></span></div>
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<span style="white-space: pre-wrap;">There is a similar trick with #2 - if students aren't paying attention, they will not notice that the correct answer is 3 times instead of five. (when the bread is ready of course the lamb agrees to help, and another time all the animals answer together). </span><br />
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How often do you ask students these kinds of questions? I find them incredibly valuable for myself as a formative assessment. And while students may be less than pleased that the answer doesn't jump out to them right away, I do believe this type of thinking and re-reading has a benefit. Until next week!</div>
K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-87814149917639359942018-05-08T19:34:00.001-07:002018-05-08T19:34:27.966-07:00Monday Night Musing #2 - Spring Time & OWATPSSalvēte omnēs!<br />
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One of the great joys of teaching CI in the springtime is using <a href="https://latinbestpracticescir.wordpress.com/2015/02/17/owat-p-one-word-at-a-time-pictures/" target="_blank">OWATPS</a> (One Word At A Time Picture Stories), a more beginner-friendly version of <a href="https://latinbestpracticescir.wordpress.com/2015/02/17/owats-one-word-at-a-time-stories/?s=owats#" target="_blank">OWATS</a>. I always use Google Drive to make this happen in my classroom and have recently been using <a href="https://gsuite.google.com/learning-center/products/drive/get-started-team-drive/#!/" target="_blank">Team Drives</a> with great success. I am fortunate that my students bring their own laptops to school each day. Using these in the spring is great for many reasons:<br />
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1. It capitalizes on the classroom culture and groupwork skills that you have built throughout the year - all that work pays off!<br />
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2. It gives you a chance to be facilitator instead of performer - low energy teachers can do OWATPS!<br />
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3. It gives students a substantial amount of voice, especially because the picture component supports a greater sharing of workload within the group.<br />
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4. It covers a large swath of planning if needed. My students almost always need two days of writing to create something worth reading, and it almost always works out that two days are needed to read most (but probably not all) OWATPS.<br />
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5. It can introduce or review vocabulary or serve as a break in the middle of a unit when they crave novelty but haven't had enough repetitions to move on yet. So it fits anywhere in a unit!<br />
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6. It works great for shortened class periods, standardized testing days, etc.<br />
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7. Students use the word wall and their memories to recycle numerous old vocabulary items!<br />
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8. It provides some nice evidence of their growth through the year, especially in areas like circumlocution and complexity of sentence structure.<br />
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However, OWATPS is not all sunshine & adorable puppies. Sometimes groups have difficulty working together respectfully. Sometimes students need a lot of guidance on how to work with their peers instead of just the computer. Some of the stories aren't going to be great. But no activity is perfect.<br />
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To wrap it up, if you are unfamiliar with OWATPS and teach beginners, it would be a great time to try it out. You may want to do the tech thing if your students are familiar with that, or you may want to do it more traditionally. Only you know what's best for your classroom.<br />
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And to finish it off, here are two fun example pictures from my students' recent creations:<br />
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Until next week!!K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-1472845240595305022018-05-01T04:36:00.000-07:002018-05-01T04:36:26.616-07:00Monday Night Musing #1: Serpens & Student ChoiceSalvēte omnēs!<br />
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I'm starting up a new series with the goal of getting more posts. It's called 'Monday Night Musings' - each Monday from now until the end of June, I will set a timer for 15 minutes and write about something on my mind that day. These may not be everyone's cup of tea and they will lack much of the detail and forethought that goes into a longer post. But hey, you're here, so let's get to it!<br />
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Tonight I want to reflect on something simple - the idea of student choice. I have used the 'Serpens' assessment, <a href="https://pomegranatebeginnings.blogspot.com/2015/09/serpens-easy-assignment-for-both-sbg.html" target="_blank">first introduced by Rachel Ash on Pomegranate Beginnings</a>, essentially since I read the original post. I have made many tweaks and adjustments and revisions to the process and tried it out with different units and levels of students. But the one reason I come back to it twice a year, even though I know it will be one of the most difficult things for me to get in the gradebook, is that it is built upon the idea of <a href="https://www.blogger.com/"><span id="goog_432152179"></span>student choice</a>, one of the elements of the innovative classroom. I try each day to incorporate many of these, knowing that you can't hit them all at once. But often when I incorporate student choice, it comes in the form of customization of stories and characters. Or in determining partners or groups. Sometimes they can choose between two parallel readings. Rarely do I give them a choice of the task they will be doing. Serpens is one of those times, and it is worth it!<br />
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My incomplete list of why it is worth using assessments that include student choice:<br />
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<li>When students see their options in front of them, they engage in a way that is different than if the lesson is challenging them or simply interesting to them.</li>
<li>Students who normally feel put upon by school because of their struggles relative to their peers get an enormous sense of power than they don't usually experience.</li>
<li>You as the teacher have a great chance to teach decision-making skills - obviously if students need help making choices, or even by interviewing them about why they've made their choices after the fact.</li>
<li>Students compare themselves with others, but minus the typical level of judgment. In other words, they respect each other's choices much more easily because you are providing many good options.</li>
<li>The assessments will all look a little bit different! When you're scoring them, sometimes that can be enough to keep your interest. </li>
<li>Students develop fond memories of work they've done on them - many students today recalled details from the last time they worked on 'Serpens' in the fall semester, and the tone was positive and light-hearted. </li>
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Okay, the timer's telling me to stop, so that's it for now. How do you incorporate student choice in your classroom? Do you ever use it with assessments? </div>
K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-50077863172306778692018-04-06T03:20:00.001-07:002018-04-06T03:20:12.644-07:00Give Me A Break!Salvēte omnēs!<br />
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Today's post won't go into a file of activities or things you can pull up when you need something for that one class. There are tons of other posts (here and elsewhere) for that. Today, I want to reflect on something that happened to me over my spring break.<br />
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To set things up, you should know that I went into spring break telling myself that I was truly taking a break - I did not make overly ambitious plans to catch up on schoolwork or forge ahead to prepare for the remainder of the year. Instead, I told myself I would treat it as a true break from school life. And that meant no working / no cheating. I did say that I could write a blog post that had been on the back burner for a while. And when I set a rule for myself like that, I'm pretty good at holding to it.<br />
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For the most part, it went great! I was able to resist doing work and ramp down into a more refreshing, relaxed pace of life. For almost the entire time I was devoted to doing less and breathing more.<br />
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Sound good to you? <a href="http://viewpure.com/fRM8aoMXhh8?start=0&end=0" target="_blank">Break me off a piece of that!</a><br />
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Unfortunately, the piece I want to 'break off' is not a bite of crunchy chocolate nostalgia. Instead, it is a reflection on one of those moments of weakness. Many of us teachers use social media as part of our professional development network, much to our great benefit. But there is another side to the 'connect through technology' coin. I was taking a break from schoolwork - but social media is connected to both my personal and professional life, so I didn't stop myself from using it over break. And because social media has, by design, ways of making you do things without thinking, it was the gateway to sliding back. Fortunately for me, I was able to notice and hightail it right back out of there!<br />
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I will not use names here, but in my mindless scrolling and reading, I began reading posts within professional groups, including blog posts from some of my favorite colleagues. I came across a post asking for advice (like many do). The topic turned to homework and breaks. You see, students had requested homework over break. Why would they do that? Because they actually had downtime from extracurriculars and attending class, so they could actually do the work. The poster was seeking advice about that scenario, ex post facto. Comments and advice were given, probably more than the original poster bargained for, emotions got a bit rankled, at least as I perceived them. I'd seen that plenty of times before. I sympathized with the original poster as well as with the commenters, who were all giving of themselves and were trying their best to make good.<br />
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But what struck me swiftly and painfully was the idea that the students saw a break in their schedule where they had downtime, and rather than choose downtime, they chose work. Like our system has taught them to do. Like our system has taught us (teachers) to do. Some commenters on the post proposed the same idea that I went into my spring break clinging to - that a break could/should be a break! There's a catch, though. That only works if the humans are strong enough to insert a break in their work or life. If the humans (teachers, students, whomever) <i><u>have already been broken</u></i> by the work, then what?<br />
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I understand that we as teachers want to instill in our students a strong work ethic, and often we can accomplish that by modeling industrious habits and dedication. But if we, in the very human field of education, lose sight of the bigger picture of the field - people, then it is very easy to accidentally teach work without its opposite, rest. Or, as a Latinist might put it, <i><a href="http://latinlexicon.org/definition.php?p1=1010465" target="_blank">negotium</a></i> without <i><a href="http://latinlexicon.org/definition.php?p1=1010777" target="_blank">otium</a></i>. Friends, let's seek balance where we can.K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-63544137127598630502018-01-03T15:03:00.001-08:002018-01-03T17:35:29.085-08:00Resources & Variants: Quizlet LiveSalvēte omnēs!<br />
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This blog is now one year old! I am grateful for your support and readership and am looking forward to more posts in 2018. Today we're taking a look at Quizlet Live in the 'Resources & Variants' format. Quizlet Live is probably familiar to you, so the idea is for me to offer up something to make it easier for a teacher to implement in the classroom (resources), and provide options to help fit the activity with your class or help keep things interesting when returning to the activity over and over. Today's is a little light on the resources and a little heavier on the variants. For the original R&V post, <a href="https://goo.gl/ZI12c6" target="_blank">click here</a>. And if you are not familiar with Quizlet Live, check out Quizlet's official introduction <a href="https://quizlet.com/features/live" target="_blank">here</a>.<br />
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<u>Resources:</u><br />
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All I've got is a <a href="https://docs.google.com/spreadsheets/d/1Xhg0cTislY2-AgkDZ_eOBwNOtXlV4AvA3x57rheLMiE/edit?usp=sharing" target="_blank">pre-made template</a> to use when keeping track of times within or between class periods. Yes, you can write this on the board too. But what if a little board-erasing bad guy comes along and wipes them away while you're not looking?<br />
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Also, I've got the scoresheet set up with a larger font (for projecting), with easy number formatting, and it should<i> automatically highlight </i>the best time in each row and in each column so it is easy to see who is ahead.</div>
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<tr><td class="tr-caption" style="text-align: center;">The template will automatically highlight the best score</td></tr>
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N.B. - The only times I really use this template is when I'm playing '11', a more cooperative variant that was posted on <a href="https://quizlet.com/blog/teacher-tip-playing-quizlet-live-11" target="_blank">Quizlet's own blog</a>.</div>
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<u>Gameplay Variants:</u></div>
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'11' - As I mentioned, I did not create this variant. If your students already know how to play Quizlet Live, it can take some retraining to get it right. The basic idea is that the goal of the class (not individual teams) is to get every team to have '11' questions correct in as fast a time as possible. You can frame it as either a competition against other sections of the same course (if you have them) or a challenge to keep improving. I love this twist for four major reasons: </div>
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<ul>
<li>It removes the sting of competing against all the students in the room and replaces it with cheering for everyone to do well. </li>
<li>It fosters the quality conversation and teachable moments that make this kind of cooperative gaming (like what <a href="https://latinbestpracticescir.wordpress.com/2016/10/26/word-chunk-game-revisited-and-revised/" target="_blank">Bob Patrick calls 'The Word Chunk Game"</a>), so fruitful. </li>
<li>It keeps the replay value high for a Quizlet set because the class is excited to play again and demonstrate their growth rather than craving the novelty of a different challenge or activity.</li>
<li>It models a <a href="https://i2.wp.com/trainugly.com/wp-content/uploads/2015/11/Growth-Mindset-Characteristics-Table.png" target="_blank">Growth Mindset</a> for students. </li>
</ul>
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'Silent Round' - The '11' Quizlet blog post showed this too on its version of the scoresheet. I don't play Quizlet Live this way often, but when I do, I provide students with scrap paper or sticky notes so that they do something to process. We then use those 'cheat sheets' of notes in other rounds. </div>
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'Magic Word' - This begins similarly to a 'Silent Round.' However, before the game, there is a 'magic word' posted on the board. Once a team correctly answers that word, they may begin speaking. </div>
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'Only Captain Can' - This is a variant on 'Magic Word'. The difference is that whomever clicks the 'Magic Word' becomes the team captain and that student is the only one who can speak, others must remain silent. This works at altering the dynamics of teams without having to reshuffle students around the room into new teams. </div>
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'Story Sequence' - This variant also requires a scrap paper or sticky note - teams must write down the sequence of words they answer. If they miss, they start the whole sequence again. The winning sequence gets put on the board and becomes a prompt to write a story. Some quick suggestions:</div>
<div>
<ul>
<li>Of course the words can appear multiple times in the story, but their <i>first</i> appearance must match the prompted sequence. </li>
<li>I have found this works the fastest and best with partners writing the stories instead of groups of 3 or 4 as Quizlet Live requires. </li>
<li>You can play this as a race to finish as well, just know that the quality of the stories in that case will probably suffer.</li>
<li>In essence, this is a variation on <a href="https://latinbestpracticescir.wordpress.com/2015/02/17/owats-one-word-at-a-time-stories/" target="_blank">One Word At A Time Stories</a> and works well with<a href="https://latinbestpracticescir.wordpress.com/2015/02/17/owat-p-one-word-at-a-time-pictures/" target="_blank"> the picture version too</a>.</li>
</ul>
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'Double Up' - This one can be very fun, but you need the right numbers in a class (something divisible by 4). I have done this successfully with 8 students and 16 students. You also need students with <a href="http://mediag.com/wp-content/uploads/2017/07/Browser_Downloads-580x232.png" target="_blank">two browsers</a> on their laptops or with two separate devices. Why? Because each student is two players! Caveat Temptor! So here's the steps:<br />
<br />
<br />
<ol>
<li>Students login as normally, putting L (short for left) after their name</li>
<li>Students open second browser and login normally, putting R (short for right) after their name</li>
<li>You the teacher assign teams in advance, putting students in pairs.</li>
<li>You the teacher give each team a number. </li>
<li>You the teacher select the option that allows you to customize teams so students can login to the correct team together. Randomized teams won't work! </li>
<li>Allow students time to set up their screens so that they can see both their 'players' at the same time. </li>
<li>Start the game!</li>
</ol>
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Here are some helpful images to guide you through, just in case:</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-Fp90QOretQw/Wk2BD21a5cI/AAAAAAAADmc/wKHB9uVW3eE-xwEtWYz-1lfYcfK4y5yiQCEwYBhgL/s1600/Screen%2BShot%2B2018-01-03%2Bat%2B8.11.35%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="792" data-original-width="1600" height="197" src="https://4.bp.blogspot.com/-Fp90QOretQw/Wk2BD21a5cI/AAAAAAAADmc/wKHB9uVW3eE-xwEtWYz-1lfYcfK4y5yiQCEwYBhgL/s400/Screen%2BShot%2B2018-01-03%2Bat%2B8.11.35%2BPM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Each student logs in as two players, left and right</td></tr>
</tbody></table>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-vcgF7lc0QT0/Wk2DWAqNisI/AAAAAAAADm4/RXXFhAwOCoYo5fJ1x9bcFH-Ht4FI8uaTACEwYBhgL/s1600/Screen%2BShot%2B2018-01-03%2Bat%2B8.11.57%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1000" data-original-width="1600" height="250" src="https://2.bp.blogspot.com/-vcgF7lc0QT0/Wk2DWAqNisI/AAAAAAAADm4/RXXFhAwOCoYo5fJ1x9bcFH-Ht4FI8uaTACEwYBhgL/s400/Screen%2BShot%2B2018-01-03%2Bat%2B8.11.57%2BPM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Teacher selects 'custom teams'</td></tr>
</tbody></table>
<div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-BEp6feI6ANA/Wk2BGjONiAI/AAAAAAAADmg/5hdGzpBGuD4dbcEOsRXq2ik8KORYlsCIACEwYBhgL/s1600/Screen%2BShot%2B2018-01-03%2Bat%2B8.15.13%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="798" data-original-width="1600" height="198" src="https://4.bp.blogspot.com/-BEp6feI6ANA/Wk2BGjONiAI/AAAAAAAADmg/5hdGzpBGuD4dbcEOsRXq2ik8KORYlsCIACEwYBhgL/s400/Screen%2BShot%2B2018-01-03%2Bat%2B8.15.13%2BPM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">students enter their team numbers so that their name appears twice on a single team</td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-Xg2w-3Bw37w/Wk2BJOq2uUI/AAAAAAAADms/eCGRs1ffWW8YpP7qm9VeVv4WEhSOSn_fACEwYBhgL/s1600/Screen%2BShot%2B2018-01-03%2Bat%2B8.14.14%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="919" data-original-width="1600" height="228" src="https://3.bp.blogspot.com/-Xg2w-3Bw37w/Wk2BJOq2uUI/AAAAAAAADms/eCGRs1ffWW8YpP7qm9VeVv4WEhSOSn_fACEwYBhgL/s400/Screen%2BShot%2B2018-01-03%2Bat%2B8.14.14%2BPM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">students set up their screens to show both players at the same time</td></tr>
</tbody></table>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-Oek63qgUi54/Wk2BKhbX31I/AAAAAAAADmY/NFUqIzlsGe8eS7wE2TDwtQH34FQCVp4zgCLcBGAs/s1600/Screen%2BShot%2B2018-01-03%2Bat%2B8.15.33%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="964" data-original-width="1600" height="240" src="https://4.bp.blogspot.com/-Oek63qgUi54/Wk2BKhbX31I/AAAAAAAADmY/NFUqIzlsGe8eS7wE2TDwtQH34FQCVp4zgCLcBGAs/s400/Screen%2BShot%2B2018-01-03%2Bat%2B8.15.33%2BPM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Each student plays as two players in each round!</td></tr>
</tbody></table>
Option: You can also have them put S (short for <i>sinister</i>) and D (short for <i>dexter</i>) once students understand how to play this way.<br />
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<u>Naming Variants:</u></div>
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Whenever my class plays Quizlet Live or Kahoot, they know that I will give them a formula to create an interesting name. I do this to encourage creativity, connect class to other topics, add some whimsy, and build search and thinking skills. Here is the format I almost always use: </div>
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<ul>
<li>Their name must start with the first letter of their first name</li>
<li>It must fit into a topic, like the name of a mountain or a type of candy</li>
</ul>
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So a student named Freddie Jones might be named 'Fuji' in our mountain game or 'Fifth Avenue' in our candy game. Using the first letter helps me figure out who is who without using their real names, while using the topic helps students have a bit more fun with the sign-in process and gives them an outlet for expression so they don't try to do the 'naughty name' thing. If they find something they like, they immediately have great pride in it and most students enjoy their temporary name because of the <a href="https://en.wikipedia.org/wiki/Name-letter_effect" target="_blank">Name-letter Effect</a>. Occasionally, and depending on a little advance research on the topic, I may switch it to the first letter of their Latin name or the last letter of their last name.<br />
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Well that wraps this one up for now. </div>
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K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-9900166817269746402017-11-30T03:03:00.000-08:002017-11-30T03:03:05.244-08:00Factum / FictioHello everyone!<br />
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Here is an activity I like to use that gives a bit more structure and a different feel to a basic Picture Talk. You could also describe it as a blend of Picture Talk with Dictatio. For more on Picture Talk, I like <a href="https://magisterp.com/2017/05/23/picture-talk-a-discipulus-illustris-follow-up/" target="_blank">Chris Stolz's post</a> for beginners. For more on Dictatios, Rachel Ash <a href="http://pomegranatebeginnings.blogspot.com/2017/01/theres-more-than-one-way-to-skin.html" target="_blank">has a neat post</a> collecting many different variants to use and keep things fresh.<br />
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The basic idea is that the disscusion about the picture follows a scripted format. We talk about 'a fact', followed by 'a fiction'. For my purposes, I kept the name of the game in the super simple cognate zone. If you'd rather do something like True/False, or use different terms, please do!<br />
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<u>Materials & Setup:</u><br />
You will need a picture showing multiple vocabulary terms that students can easily identify. They can already know the terms, or you can introduce the terms during this lesson. <br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-Tc7ZW32SHjc/WhCMS_0WeOI/AAAAAAAADk4/bUNtpQHttYQKnPuGTekjL8EUcgWEdD--gCLcBGAs/s1600/Screen%2BShot%2B2017-11-18%2Bat%2B2.36.59%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="874" data-original-width="1218" height="229" src="https://1.bp.blogspot.com/-Tc7ZW32SHjc/WhCMS_0WeOI/AAAAAAAADk4/bUNtpQHttYQKnPuGTekjL8EUcgWEdD--gCLcBGAs/s320/Screen%2BShot%2B2017-11-18%2Bat%2B2.36.59%2BPM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This picture has so much fun stuff going on! <br />
It makes a great Factum / Fictio.</td></tr>
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It is especially helpful to have the terms listed somewhere in the classroom (written on another board, on a handout, etc.) The terms I use for the picture above are:<br />
<br />
<ul>
<li>habet</li>
<li>dat</li>
<li>donum tibi habeo!</li>
<li>gratias!</li>
</ul>
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Students also need something to write down the facts - for this, I prefer an index card since they probably aren't going to write down more than 8 sentences.<br />
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Lastly, the way I have always done this activity is by projecting the picture onto a whiteboard and then drawing onto the whiteboard/picture combo. This type of setup is kind of essential to the activity, but if you come up with another way, I'd love to hear about it!<br />
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<u>Running the Activity:</u><br />
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In my classroom, this activity occurs in 'Zona Latina' - so no English is used. Adjust as needed for your and your students' comfort with time in target language.<br />
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There are two phases to the activity, and students need to understand them well to be able to play along. The first phase is 'Factum' and the second is 'Fictio'. To make things more clear and more fun, we practice the 'special moves' below.<br />
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<b>Factum:</b><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://media.gettyimages.com/vectors/superhero-points-upward-by-his-index-finger-vector-id165728490" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://media.gettyimages.com/vectors/superhero-points-upward-by-his-index-finger-vector-id165728490" data-original-height="800" data-original-width="498" height="200" width="124" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Factum!</td></tr>
</tbody></table>
<ol>
<li>Using at least one word from the list of targets, a student suggests one sentence that is clearly in the picture. Option: you can call them to the board to point it out in the picture.</li>
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<li>If you approve of the fact, lead students in doing the special move for 'Factum'. This official declares it as a fact. What is the special move? Using a professional announcer-type voice, announce 'Factum!' while pointing toward the sky from a powerful position. This move serves as their signal to write. </li>
<li>Students write down the fact in Latin. You will repeat it as many times as necessary for them to get it down. They spell as best as they can - the goal of the activity is input!</li>
</ol>
<div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="clear: right; float: right; margin-bottom: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://i.pinimg.com/736x/1c/95/73/1c9573acf91d62935378db3e579f7a3e--jester-outfit.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="500" data-original-width="350" height="200" src="https://i.pinimg.com/736x/1c/95/73/1c9573acf91d62935378db3e579f7a3e--jester-outfit.jpg" width="140" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Fictio!</td></tr>
</tbody></table>
<b>Fictio:</b></div>
<ol>
<li>Using the <u><b>same word</b></u> from the list of targets, a student suggests one sentence that is clearly <u style="font-weight: bold;">not</u> in the picture, but can be drawn into it. Option: you can call them to the board to draw it themselves or have the official class artist draw it or draw it yourself. </li>
<li>If you approve of the fiction, lead students in doing the special move for 'Fictio'. This officially declares it as a fiction. What is the special move? Using a jokey or creepy voice, dance like a jester while repeating 'Fictio'. This move serves as their signal to <b><u>not</u> <u>write.</u></b></li>
<li>Instead of writing, students call out encouragement & feedback to the person adding the drawing to the original image, e.g.: </li>
<ol><ul>
<li>state the 'Fictio' over and over again</li>
<li>use positive rejoinders (euge! quam pulchra! ita vero!)</li>
</ul>
</ol>
<li>Repeat the cycle by going back to the beginning of 'Factum'.</li>
</ol>
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What students love most about the activity is the end result - the picture filled with both facts and fictions. Here is the picture shown earlier as an example. Hopefully everyone can see the parts that are drawn into it. with the list of sentences below. </div>
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<a href="https://3.bp.blogspot.com/-wxj0rV71TRM/WhCRj4RwiBI/AAAAAAAADlM/H82J8lAfwskm_6XgJkPPVGVyvodnsODWgCLcBGAs/s1600/IMG_1063.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://3.bp.blogspot.com/-wxj0rV71TRM/WhCRj4RwiBI/AAAAAAAADlM/H82J8lAfwskm_6XgJkPPVGVyvodnsODWgCLcBGAs/s640/IMG_1063.jpg" width="640" /></a></div>
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<u>Facts:</u></div>
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persona habet donum.</div>
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persona dicit, "donum tibi habeo!" </div>
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persona dat donum. </div>
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persona non dicit, "gratias!"</div>
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<u>Fictions:</u></div>
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persona habet lightsabrem.</div>
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latrina dicit, "donum tibi habeo!" </div>
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persona dat sellam. </div>
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persona dicit, "gratias!"</div>
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I think that covers it. Let me know if you try it out - and if you have multiple sections of a course, a great follow-up activity for the next lesson involves comparing the facts & fictions written by the other classes. Should that appear next on the blog? Thanks for reading. </div>
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K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-4629465995952875592017-09-21T03:24:00.001-07:002017-09-21T03:24:53.357-07:00Secret Agent SketchSalvēte omnēs!<br />
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Here is an activity that I use as a whiteboard game, although the possibilities for what you can do with the pictures are many - I am excited to see if anyone else puts a different spin on it. And my standard disclaimer applies, I can't be sure I didn't borrow this from someone else, but to the best of my recollection, I developed it myself.<br />
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So what's this about secret agents? Students, as much as they would like to, don't play the role of the secret agent - hidden letters do. To see what I mean, can you find all the letters of the alphabet hidden in this image?<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-oklSlSdwFRk/WcL_vpaNhDI/AAAAAAAADi4/VLK92ISoi4swyGvLOaPAy_FDwqF9m8__QCLcBGAs/s1600/Screen%2BShot%2B2017-09-20%2Bat%2B7.53.24%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1110" data-original-width="1600" height="276" src="https://3.bp.blogspot.com/-oklSlSdwFRk/WcL_vpaNhDI/AAAAAAAADi4/VLK92ISoi4swyGvLOaPAy_FDwqF9m8__QCLcBGAs/s400/Screen%2BShot%2B2017-09-20%2Bat%2B7.53.24%2BPM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">image credit: http://www.kiddoshelter.com/</td></tr>
</tbody></table>
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This is the kind of drawing students will be creating and inspecting.<br />
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Preparation:<br />
<br />
This is a low-prep activity, at least the way I use it. All you need are:<br />
<ul>
<li>Student hand-held whiteboards</li>
<li>A list of vocabulary words that are easily 'drawable'</li>
</ul>
<div>
It is also helpful to have students sit next to a partner (although they all do their own work), but you can have them move around the room too if that works with your class energy levels.</div>
<div>
<br /></div>
Procedure:<br />
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1. Give students a word to draw - make sure it is spelled out on the board / projector / word wall.<br />
2. Give them 2 minutes to draw a picture of the word (i.e., what the word means).<br />
3. They should also hide 'secret agents' in their sketch - the letters of the Latin word.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-4LX5W9JMpbE/WcJwGe_9WWI/AAAAAAAADiY/rnE2YepiJLclElcjiHQETHw4BmMJD_aYwCLcBGAs/s1600/secret%2Bagent%2Bsketch%2B-%2Bvi.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://2.bp.blogspot.com/-4LX5W9JMpbE/WcJwGe_9WWI/AAAAAAAADiY/rnE2YepiJLclElcjiHQETHw4BmMJD_aYwCLcBGAs/s320/secret%2Bagent%2Bsketch%2B-%2Bvi.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">example sketch of 'videt' (sees)<br />
Can you find all the letters?</td></tr>
</tbody></table>
4. When the 2 minutes is up, students switch whiteboards with the partner.<br />
5. Students then try to find the letters of the word in order in their partner's sketch, circling them as they go.<br />
6. Lastly, they review the letters & meaning with the partner before switching back their boards for the next word.<br />
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I hope this is a helpful tool! I find it pretty great as second activity to do with new vocabulary, especially if you limit yourself to 3 or 4 words. Let me know if you try anything different with it.<br />
<br />K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-86302996453236752862017-09-07T03:25:00.000-07:002017-09-07T03:25:40.320-07:00A Twist On New Classical StandardsSalvēte omnēs!<br />
<br />
Don't let today's title fool you! Although I am deeply grateful for the work done on the New Standards for Classical Language Learning (which you can check out on the <a href="https://aclclassics.org/pages/standards" target="_blank">ACL's page here</a>), our topic today is more of a construction project.<br />
<br />
<a href="https://1.bp.blogspot.com/-O9dmNxXW2Ug/WZjkpDo0NvI/AAAAAAAADgk/NkVA8wewu7UcDIpLyTrfo9ZzwfUAAa7SACLcBGAs/s1600/Screen%2BShot%2B2017-08-19%2Bat%2B9.23.10%2BPM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1239" data-original-width="1600" height="154" src="https://1.bp.blogspot.com/-O9dmNxXW2Ug/WZjkpDo0NvI/AAAAAAAADgk/NkVA8wewu7UcDIpLyTrfo9ZzwfUAAa7SACLcBGAs/s200/Screen%2BShot%2B2017-08-19%2Bat%2B9.23.10%2BPM.png" width="200" /></a>First, the story. A few years ago, I came across the idea of rejoinders (hat tip <a href="http://www.brycehedstrom.com/product/rejoinders-posters-in-spanish" target="_blank">Bryce Hedstrom</a> & <a href="http://www.grantboulanger.com/identity-and-belonging-empowering-authentic-communication-from-day-1-with-rejoinders/" target="_blank">Grant Boulanger</a>), and had already incorporated the idea of staying within the target language in my classroom. When class was expected to 'stay in Latin', I simply flipped the 'zona Latina' sign seen at right, which was held by magnet to my whiteboard. As I started thinking about including rejoinders, I was pretty low on board/display space in my classroom. And I knew from stuffed animals/circling with balls/props that students <i>loved</i> to hold things. This led me to thinking about signs that didn't go on the wall - it led me to thinking about hand-held signs, like Roman military standards. It took me a bit of trial and error, but I came up with a quick and relatively painless way to construct something that works.<br />
<br />
Here's what you will need to make your own:<br />
<br />
<ul>
<li>A wooden yard stick</li>
<li>packing/moving tape</li>
<li>the front flap of a 3-ring binder</li>
<ul>
<li>N.B. - you will specifically need the kind that has a plastic film around the outside which creates a <a href="https://www.target.com/p/avery-174-1-3-ring-binder-with-one-touch-slant-3-rings-and-internal-pockets-black/-/A-13291719?ref=tgt_adv_XS000000&AFID=google_pla_df&CPNG=PLA_Seasonal+Shopping&adgroup=SC_Seasonal&LID=700000001170770pgs&network=g&device=c&location=9015736&gclid=EAIaIQobChMIrZ2Vj9bk1QIVlCSBCh3YpApIEAQYAyABEgIvU_D_BwE&gclsrc=aw.ds" target="_blank">pocket on the front of the flap</a></li>
<li>my teaching partner and I collect student binders at the end of the year to reuse them for ourselves, so all my standards are made from binder flaps that would otherwise have been trash!</li>
</ul>
<li>scissors/box cutter</li>
<li>an large, old cardboard box (optional)</li>
<ul>
<li>I use this as a workstation to protect myself and the floor from the box cutter and the packing tape</li>
</ul>
</ul>
<br />
Here's the construction process:<br />
<br />
1. First, center the yardstick on the back of the binder flap, ensuring that the top of the stick is flush with the top of the flap.<br />
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<a href="https://3.bp.blogspot.com/-WKiNljX_OYI/WbCfl8OEneI/AAAAAAAADiA/UTcCXTKq71MGWlOQY7OBbHzw1uXvxGkhACLcBGAs/s1600/IMG_1057.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://3.bp.blogspot.com/-WKiNljX_OYI/WbCfl8OEneI/AAAAAAAADiA/UTcCXTKq71MGWlOQY7OBbHzw1uXvxGkhACLcBGAs/s200/IMG_1057.jpg" width="200" /></a></div>
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2. Now attach the stick to the flap using a serious amount of tape. First, tape vertically along the sides of the yardstick, trying to keep the tape flush with the sides of the yardstick.<br />
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3. Next, tape in rows, starting from the top, and maximize the surface area in contact with the tape.<br />
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<a href="https://3.bp.blogspot.com/-XoZYJOiwVDY/WbCffyBPLmI/AAAAAAAADh8/3JBIzy6W6QMGTYgf5BynMQiDg4TPhiR5wCLcBGAs/s1600/IMG_1058.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://3.bp.blogspot.com/-XoZYJOiwVDY/WbCffyBPLmI/AAAAAAAADh8/3JBIzy6W6QMGTYgf5BynMQiDg4TPhiR5wCLcBGAs/s200/IMG_1058.jpg" width="200" /></a></div>
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4. Cut the tape along the edges of the binder flap.<br />
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5. Test your standard by holding it in the air, waving it, trying to wiggle the binder flap. Drop it in an accidental way to make sure it is sturdy.<br />
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6. Slide a printout or something into the front pocket of the binder flap so it is visibile when the standard is displayed. Now it is ready to use! <span id="goog_2078790982"></span><br />
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<a href="https://1.bp.blogspot.com/-KZVyUnmmbIA/WbCfuxbff7I/AAAAAAAADiE/Cz4lG1r7Vs8x3k8LWa9Z5ozRBhiv7oCKACLcBGAs/s1600/IMG_1060.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://1.bp.blogspot.com/-KZVyUnmmbIA/WbCfuxbff7I/AAAAAAAADiE/Cz4lG1r7Vs8x3k8LWa9Z5ozRBhiv7oCKACLcBGAs/s200/IMG_1060.jpg" width="150" /></a></div>
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<br />
And a final note - once you start making these, your students will want more of them.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/--xobmQolrjE/WYcsWxdmn0I/AAAAAAAADfs/CRqY-YGJ9Kk_Q4MnezcJqdUuvWAg4PTtgCPcBGAYYCw/s1600/IMG_0750.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://4.bp.blogspot.com/--xobmQolrjE/WYcsWxdmn0I/AAAAAAAADfs/CRqY-YGJ9Kk_Q4MnezcJqdUuvWAg4PTtgCPcBGAYYCw/s320/IMG_0750.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">We store our standards in a 'milk crate' with file slots.</td></tr>
</tbody></table>
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K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-71059341669670914532017-07-24T06:50:00.000-07:002017-07-24T06:50:36.095-07:00Brain Break: Paper Cup Columns<div style="font-family: -apple-system-font; font-size: 12px; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; line-height: 16px;">
<span style="font-family: "georgia" , "times new roman" , serif;">Hello again!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Today's post is a quick one. It works both as a Brain Break and as a more standard lesson-type activity, depending on how you use it. It's fun and engaging. Plus, as a bonus - it incorporates a buzzword from the past few years of education - STEAM. For more info on Brain Breaks, see my previous post about <a href="http://twociceros.blogspot.com/2017/03/brain-break-sticky-step.html" target="_blank">the Sticky Step.</a> For more information on STEAM, check out <a href="http://educationcloset.com/steam/what-is-steam/" target="_blank">this short page </a>on STEAM Basics.</span></div>
<div style="font-family: -apple-system-font; font-size: 12px; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; line-height: 16px;">
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div style="line-height: 16px;">
<span style="font-family: "georgia" , "times new roman" , serif;">Preparation: <span style="font-size: 12px;">You will need some specific materials, and students assigned to groups (or maybe partners if necessary)</span></span><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; font-size: 12px; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-5kgvnPcXIl8/WXD8VQqVaCI/AAAAAAAADeY/RqozUBlRbbgv4-VtxJxzCdSmVYKn5SfOwCLcBGAs/s1600/IMG_9983.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="1200" data-original-width="1600" height="150" src="https://2.bp.blogspot.com/-5kgvnPcXIl8/WXD8VQqVaCI/AAAAAAAADeY/RqozUBlRbbgv4-VtxJxzCdSmVYKn5SfOwCLcBGAs/s200/IMG_9983.jpg" width="200" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "georgia" , "times new roman" , serif;">Stacking the Cups</span></td></tr>
</tbody></table>
<ul style="font-size: 12px;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">Paper Dixie Cups (5 oz. size) - 15 per group</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Scissors - 2/3 pairs per group</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Students will also need prior knowledge about the <a href="https://www.khanacademy.org/humanities/ancient-art-civilizations/greek-art/beginners-guide-greece/v/the-classical-orders" target="_blank">three major classical orders</a> or an explainer sheet (see picture at right)</span></li>
</ul>
</div>
<div style="line-height: 16px;">
<div style="font-size: 12px;">
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<span style="font-family: "georgia" , "times new roman" , serif;">Goal of the Activity:</span></div>
<div style="font-family: -apple-system-font; font-size: 12px; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; line-height: 16px;">
<span style="font-family: "georgia" , "times new roman" , serif;">Build 3 columns, one Doric, one Ionic, and one Corinthian.</span><br />
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>
<div style="line-height: 16px;">
<table border="0">
<caption><span style="font-family: "georgia" , "times new roman" , serif;">Sample Columns</span></caption>
<tbody style="font-size: 12px;">
<tr>
<th><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-HlYhBP791jI/WXD8SzLGQbI/AAAAAAAADeU/NC0f0ZvUjI4dJwUewm8gjwq1a-S8PPtFQCLcBGAs/s1600/IMG_9990.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://1.bp.blogspot.com/-HlYhBP791jI/WXD8SzLGQbI/AAAAAAAADeU/NC0f0ZvUjI4dJwUewm8gjwq1a-S8PPtFQCLcBGAs/s200/IMG_9990.jpg" width="150" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "georgia" , "times new roman" , serif; font-size: xx-small;">A majestic Corinthian column</span></td></tr>
</tbody></table>
</th>
<th><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-nUAO-HjlbCQ/WXJdgxGR90I/AAAAAAAADfU/QwD-4oVrwtweSZPDQetFeq4igqRgjTERwCLcBGAs/s1600/IMG_9984.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://2.bp.blogspot.com/-nUAO-HjlbCQ/WXJdgxGR90I/AAAAAAAADfU/QwD-4oVrwtweSZPDQetFeq4igqRgjTERwCLcBGAs/s200/IMG_9984.jpg" width="150" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "georgia" , "times new roman" , serif; font-size: xx-small;">A simple, free-standing Doric column</span></td></tr>
</tbody></table>
</th></tr>
</tbody></table>
</div>
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Victory criteria: </span><br />
<div style="font-family: -apple-system-font; font-size: 12px; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-position: normal; line-height: 16px;">
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">The different capitals on the columns must demonstrate knowledge of their features.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Each column must be 5 cups tall.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">Each column must be free-standing.</span></li>
</ul>
</div>
<div style="line-height: 16px;">
<div style="line-height: 16px;">
<div style="line-height: 16px;">
<div style="text-align: justify;">
<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif;">Some notes:</span></div>
<ul style="font-size: 12px;">
<li><span style="font-family: "georgia" , "times new roman" , serif;">The first time students do this activity, they will probably find it difficult.</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;"> many of STEAM or STEM activities, you can run it as a</span></li>
<ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">race (first team to finish wins!)</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">challenge (every team that completes the activity wins!) </span></li>
</ul>
<li><span style="font-family: "georgia" , "times new roman" , serif;">You can increase the difficulty of the activity by adding to the height of each column. </span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">If you use it as a Brain Break, you can recycle the cups!</span></li>
<li><span style="font-family: "georgia" , "times new roman" , serif;">If, by chance, you used paper cups with <a href="http://www.huffingtonpost.com/2015/06/26/jazz-cup-gina-ekiss_n_7666760.html" target="_blank">the Solo Jazz design,</a> that would be the bomb. :-)</span></li>
</ul>
</div>
<div style="font-size: 12px;">
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://cdn.thisiswhyimbroke.com/images/90s-paper-cups-640x533.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: "georgia" , "times new roman" , serif;"><img border="0" data-original-height="533" data-original-width="640" height="265" src="https://cdn.thisiswhyimbroke.com/images/90s-paper-cups-640x533.jpg" width="320" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "georgia" , "times new roman" , serif; font-size: xx-small;">classic, but not classical, cups from the ’90s</span></td></tr>
</tbody></table>
</div>
</div>
</div>
K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com2tag:blogger.com,1999:blog-3948775117514824193.post-5703678111783127282017-07-03T16:23:00.000-07:002017-07-03T16:51:43.159-07:00ACL Institute RecapSalvēte omnēs!<br />
<br />
Mea culpa! I didn't mean to be gone so long. And while I could spend a bunch of words discussing the reason for my lengthy, and certainly unintended, hiatus, I'm going to just jump right back in. In particular, today's post is about the 2017 American Classical League Institute at Grand Valley State University.<br />
<br />
I've often been told and shown that good teachers, after something has ended, reflect upon it. This has been emphasized by Charlotte Danielson's <a href="http://www.danielsongroup.org/framework/" target="_blank">Framework for Teaching</a>, by administrators who take stock of everyone's ideas before officially closing a meeting, by colleagues who <a href="http://todallycomprehensiblelatin.blogspot.com/2014/12/actfl-14-report.html" target="_blank">model reflective blogging</a>, among many other examples. And while I could write a quick summary of ideas and tips from presentations, instead I'd like to focus my reflection on one big takeaway from the past two Summer Institutes:<br />
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<a href="http://i.quoteaddicts.com/media/quotes/121/6045365-maya-angelou-quote-people-remember-how-you-made-them-feel.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://i.quoteaddicts.com/media/quotes/121/6045365-maya-angelou-quote-people-remember-how-you-made-them-feel.jpg" data-original-height="800" data-original-width="800" height="320" width="320" /></a></div>
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Because as great as the tips, pedagogical ideas, new readings of literature, lesson plans, and tech tools shared during the scheduled sessions are, I am confident that most people's experience of ACL Institute can be pretty accurately described by the above quote.<br />
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When I think about my friends who have been attending each year since before I was even an adult, they don't come back to hear their friends speak again, or watch their friends navigate an unfamiliar campus, they come back to feel as good as they did the last time they were together.<br />
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When I think about the meritus/merita honorees, they almost always speak about the people who made them feel good and tell stories of the good times. They usually skip a greatest hits list of presentations they've attended or accomplishments they've valued the most.<br />
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When I think about the teachers who attended for the first time, they want the professional development, but they also crave the connection and want to feel it again.<br />
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When I think about what people take away from the Teaching Materials Exhibits, they may have books in their hands and ideas in their heads, but the positive vibes of the people in the physical space are what make shopping there better than Amazon.<br />
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When I think about mentorship and supporting teachers, especially as the overall ACL as well as its sub-organizations have dedicated increasing effort to the cause, I realize the problem is an <a href="http://www.sgaumc.org/files/files_library/technical_vs_adaptive_challenges.pdf" target="_blank">adaptive challenge</a>. Technical solutions can only help so much, because the emotional well-being of other humans cannot be implemented by edict. The complex interactions, fostering of relationships, and most importantly, the people with the problem (those who need mentoring) being a part of the work solving it.<br />
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At this year's Institute, I spent countless hours listening to others, but comparatively very few listening to presentations. I purposely spoke person-to-person with so many people, in an effort to make sure they felt heard. And I will tell you, that, although I took notes on many of these chats, I don't remember exactly everything they said or did. I made my best go at speaking with purpose, to ensure a connection of ideas. And I remember feeling awesome about these conversations!<br />
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So, if you attended ACL Institute, I hope the time with colleagues fueled your fire, enriched your soul, and brought you joy. If you are going to return in the future, I hope you know what to look forward to. And if you are going to attend for the first time soon, I'll see you there, and afterward we can remember together how much we enjoyed it. K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com2tag:blogger.com,1999:blog-3948775117514824193.post-880056688328752012017-03-04T17:45:00.001-08:002017-03-04T17:58:24.328-08:00Brain Break: Sticky StepHello again!<br />
<br />
Today's post is a quick one - it's just about a single Brain Break. Brain Breaks are an awesome classroom management tool that can provide all kinds of wonderful things - a switch from sedentary mode into something physical, a way to transition from one type of activity to another, a chance to adjust the mood of the class in any direction, just to name a few. If you're interested in the topic, check out what the super <a href="https://martinabex.com/2014/08/30/brain-breaks/" target="_blank">Martina Bex wrote</a> about them here, and dig even deeper into her references for other sources of inspiration.<br />
<br />
Here's how the Sticky Step works:<br />
<br />
Preparation:<br />
1. Students need to have a 'used' sticky note (Post-It Note) that they will not need anymore. Rather than simply throw it away, put it on someone's back, or have it get stuffed in the bottom of a pencil pouch, we'll use it one last time.<br />
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<a href="https://1.bp.blogspot.com/-5g8ig-omVZ4/WLtsCxCOT-I/AAAAAAAADNs/OVHVFwJbzR8Q2zLFGa4Vof0qZP7_AXQ-wCLcB/s1600/Notes-List-Postit-Colorful-Paper-Memos-Post-It-1726554.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="151" src="https://1.bp.blogspot.com/-5g8ig-omVZ4/WLtsCxCOT-I/AAAAAAAADNs/OVHVFwJbzR8Q2zLFGa4Vof0qZP7_AXQ-wCLcB/s200/Notes-List-Postit-Colorful-Paper-Memos-Post-It-1726554.jpg" width="200" /></a></div>
The Activity:<br />
Step 1:<br />
Attach sticky note to the bottom of one foot, but in a way that only half the sticky is under your foot. The other half peeks out between your feet.<br />
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Step 2:<br />
Try to transfer the sticky note back and forth between your feet by simply stepping from one foot to the other. Each time you transfer, lift the sticky off the ground.<br />
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Step 3:<br />
Count each lift.<br />
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Here's a quick video demonstration:<br />
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Sometimes students just enjoy a brain break because it is a change of pace. Other times, they need a way to measure or compete. If that's the case, I use two different ways to frame the competition:<br />
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<ol>
<li>Count how many steps you can get in 10 seconds.</li>
<li>Count how many steps you can get before the sticky note gives up.</li>
</ol>
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With these, I don't declare winners for the class or anything. It's simply to encourage students to try their own personal best.<br />
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Some notes:<br />
<ul>
<li>Students will try to switch feet without lifting, which takes away an accurate count and some of the challenge.</li>
<li>Students will try to 'cheat' by standing both feet on the sticky at the same time.</li>
<li>Students will also try to use their hands.</li>
</ul>
Unlike a lot of Brain Breaks, this one does require some prior planning as far as classroom materials. It is a little easier for me to incorporate in my classroom because we use sticky notes (Post-It Notes) a lot and students generally have one on their desk or in their binder from a previous warm-up or temporary note-taking activity. I have a post coming in the future about all that sticky noting.K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-28628609311840639902017-01-26T03:06:00.001-08:002017-01-26T03:06:34.629-08:00Resources & Variants: Surrender On SixSalvēte omnēs!<br />
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Today's post introduces an ongoing series that I think many in the blogging community will appreciate. I'm calling it 'Resources & Variants', or 'R&V' for short. These posts will take another look at an activity or idea that can be found on someone else's blog and offer up something to make it easier for a teacher to implement in their classroom (resources), and provide options to help fit the activity with your class or help keep things interesting when returning to the activity over and over (variants).<br />
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So, the awesome activity on the docket today is 'Surrender on Six', which <a href="http://todallycomprehensiblelatin.blogspot.com/" target="_blank">Keith Toda</a> learned from two other teachers at his school, including <a href="http://pomegranatebeginnings.blogspot.com/" target="_blank">Pomegranate Beginnings' Miriam Patrick</a>. If you aren't familiar with it or want a refresh, here's Keith's original post:<br />
<a href="http://todallycomprehensiblelatin.blogspot.com/2016/01/the-sex-game.html">http://todallycomprehensiblelatin.blogspot.com/2016/01/the-sex-game.html</a><br />
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<b><u>Resources:</u></b><br />
The resources I have to share with you are pretty simple, but anything helps, right? The first one is for students to use, and the second is for you as the teacher to set up the activity effectively.<br />
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First, if your students have access to technology, you can have them 'roll the die' using <a href="https://www.random.org/dice/?num=1" target="_blank">this handy feature from random.org.</a> I am fortunate that my students have access to laptops every day, and I like using this type of rolling for the activity, for a few reasons:<br />
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<ol>
<li>It makes easier for me to supervise - you can read the roll from across the room instead of having to be perched over the top of a group's table. </li>
<li>It prevents students from doing things with the die that you'd rather they not do. Things like try to cheat the roll, keep it away from another student, roll it onto the floor each time, etc. Manipulatives are great, but experienced teachers know that sometimes they can cause issues that aren't really worth it. In my opinion, this is one of those times.</li>
<li>You can assign responsible students to be the 'roller' who clicks the button each time. Each group will need 2 'rollers', a primary and a backup (for when the primary is busying writing!) A single person clicking goes much quicker than a group of people rolling a physical die, so it really speeds things up!</li>
</ol>
Next up:<br />
<a href="https://goo.gl/bZNzlN" target="_blank">Follow this link to get a template </a>for creating the answer sheets students use during the activity. Hopefully the directions below will help you print them easily! 😄<br />
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First, highlight all the cells on the sheet:</div>
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<a href="https://3.bp.blogspot.com/-ru3eq2PQ3uI/WIZsvASPBZI/AAAAAAAADLc/qJsVRvL9iHAIn7KtDev5p5YVHq0sGE29gCLcB/s1600/Screen%2BShot%2B2017-01-20%2Bat%2B9.23.32%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://3.bp.blogspot.com/-ru3eq2PQ3uI/WIZsvASPBZI/AAAAAAAADLc/qJsVRvL9iHAIn7KtDev5p5YVHq0sGE29gCLcB/s640/Screen%2BShot%2B2017-01-20%2Bat%2B9.23.32%2BPM.png" width="640" /></a></div>
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Now click <b>File > Print</b>.</div>
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<a href="https://3.bp.blogspot.com/-coS-TzpWpsk/WIZxOI7pUcI/AAAAAAAADMU/KPuhYjeT8QA6DD02PRjqi3KXoc0xMSA4gCLcB/s1600/Screen%2BShot%2B2017-01-20%2Bat%2B9.23.36%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://3.bp.blogspot.com/-coS-TzpWpsk/WIZxOI7pUcI/AAAAAAAADMU/KPuhYjeT8QA6DD02PRjqi3KXoc0xMSA4gCLcB/s640/Screen%2BShot%2B2017-01-20%2Bat%2B9.23.36%2BPM.png" width="640" /></a></div>
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Set your Print Settings like this:<br />
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<li>Options: <b>Selection</b></li>
<li>Layout: Actual Size & Landscape</li>
<li>None of the boxes checked</li>
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<a href="https://4.bp.blogspot.com/-oaVgcPZ9O_0/WIZvCzoiisI/AAAAAAAADLw/ltXC5gDivdQvncZbHa9cnp9ZUmYefPhhwCLcB/s1600/with%2Bhighlights.png" imageanchor="1"><img border="0" height="400" src="https://4.bp.blogspot.com/-oaVgcPZ9O_0/WIZvCzoiisI/AAAAAAAADLw/ltXC5gDivdQvncZbHa9cnp9ZUmYefPhhwCLcB/s640/with%2Bhighlights.png" width="640" /></a></div>
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Then click the blue Print button on the lower left (highlighted in red).<br />
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<a href="https://4.bp.blogspot.com/-7z8T2GybBP8/WIZvwD3tKQI/AAAAAAAADME/sYEVuoSchQMfFl32aE4892P3gtBURC-hgCLcB/s1600/with%2Bhighlights%2Bcopy.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://4.bp.blogspot.com/-7z8T2GybBP8/WIZvwD3tKQI/AAAAAAAADME/sYEVuoSchQMfFl32aE4892P3gtBURC-hgCLcB/s640/with%2Bhighlights%2Bcopy.png" width="640" /></a></div>
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Now you've got a screen that looks like this:<br />
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<a href="https://3.bp.blogspot.com/-QSCiTmFPbjA/WIZvUyPqhRI/AAAAAAAADL0/6tsSrqlVDPQ1uEqlAzGlCsdHnFiWwkgOwCLcB/s1600/Screen%2BShot%2B2017-01-20%2Bat%2B9.23.54%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://3.bp.blogspot.com/-QSCiTmFPbjA/WIZvUyPqhRI/AAAAAAAADL0/6tsSrqlVDPQ1uEqlAzGlCsdHnFiWwkgOwCLcB/s640/Screen%2BShot%2B2017-01-20%2Bat%2B9.23.54%2BPM.png" width="640" /></a></div>
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You should see something that has a page break (like where the orange arrow points).<br />
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Check the box for 'Two-sided'.<br />
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Click the blue Print button at the top.<br />
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<a href="https://3.bp.blogspot.com/-abtrgkWrtNM/WIZwm3POqxI/AAAAAAAADMQ/qo8YT6p8JEMAjcjBv38qm6S0WWEm_gMjQCLcB/s1600/revised.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://3.bp.blogspot.com/-abtrgkWrtNM/WIZwm3POqxI/AAAAAAAADMQ/qo8YT6p8JEMAjcjBv38qm6S0WWEm_gMjQCLcB/s640/revised.png" width="640" /></a></div>
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This will print out double-sided sheets with your entire answer document. Yeah!<br />
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I've included 3 styles of answer sheet. You can choose the one you want using the tabs at the bottom:<br />
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<a href="https://4.bp.blogspot.com/-yXkFCC6caDg/WIZyOw2OpsI/AAAAAAAADMo/xi1fRr-XQcU3Bivj-pEz8EVfTQsKNRydgCLcB/s1600/Screen%2BShot%2B2017-01-23%2Bat%2B4.13.12%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://4.bp.blogspot.com/-yXkFCC6caDg/WIZyOw2OpsI/AAAAAAAADMo/xi1fRr-XQcU3Bivj-pEz8EVfTQsKNRydgCLcB/s640/Screen%2BShot%2B2017-01-23%2Bat%2B4.13.12%2BPM.png" width="640" /></a></div>
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<ol>
<li>A simple vocabulary-only template. </li>
<li>A template to play 'sentence-style' as Keith describes as his post-reading CI-variant. </li>
<li>A template with an in-line place to keep track of points. I use this one for a variant on Keith's variant. Variant, you say? Sure! Let's move on to that section of the post, where you can find little twists to keep your students on their toes. </li>
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<h3>
<b><u>Variants:</u></b></h3>
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<b>Bonus Point Scoring Variant:</b><br />
<span style="font-weight: normal;">This is the slight twist on Keith's CI variant, where each word in a sentence is worth a point. I created it as an incentive for students to try entire sentences and as a way to add bonus points to the activity, since everyone loves bonus points more than regular points. 😋 Each word in a sentence is still worth 1 point, but a complete sentence is worth a bonus point! </span><br />
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<b>Rainbow Rounds:</b></div>
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I really like to do this format. I will set a timer for a period of 7 to 10 mintues and the students compete using a specific colored marker. I have a pretty substantial number and variety of Sharpies in my classroom, including more fine and <a href="https://images-na.ssl-images-amazon.com/images/I/91xZQyzwAlL._SY355_.jpg" target="_blank">ultra fine tips</a> than any one person should own, so I will hand a red marker to each team for the first round, the 'Red Round'. The second round could be 'Orange Round', etc. Using this format, we can usually play 3 to 4 rounds per class period and declare winners within each group, plus a winning group for each round, plus an overall winning student, plus an overall winning group. At the end, the papers look beautiful.<br />
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Other awesome of Rainbow Rounds:<br />
<ul>
<li>When I review the sheets, I learn a lot about what is easy for students and what is not. Those things that are the easiest will come earlier in the rainbow, and you can see patterns where students skip over things, leaving them as some of the few things left to answer toward the end of the rainbow. </li>
<li>Chunking the class period into rounds allows you to add some flexibility to your lesson. If you need to work with a small group of students, or an individual student, they can sit out for one round, get the time or assistance they need, and still get a chance to play the other rounds. </li>
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<b>111:</b></div>
This variant involves the team keeping track of the rolls a little bit, so it is best played once your students know the game well. If three consecutive students roll a '1', all three students get to write one thing before passing the writing utensil/magic marker back to the person who earned it with the '6' roll. So if you're playing 'sentence-style', that means they write one sentence apiece, if you're playing vocabulary words alone, that means they write one definition apiece.<br />
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<b>Numerus Bestiae: </b></div>
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Caveat - This one may not be for everyone. Knowing your students, parents, school, administrators, and community is an important part of creating a micro-culture of learning within your classroom that fits into the greater culture. Just like the previous variant, it involves students keeping track of the consecutive rolls. If three consecutive students roll a '6', the entire group shouts, 'Numerus Bestiae!' in their most evil voices (because 666 is the number of the beast). Then you, as the teacher, do something evil. You declare that all Latin words containing the letters 's' 'e' & 'x' do not count for this round and students resume playing. Depending on what Latin is in your activity that day, that could be a lot of the words! In addition to thinking about the first caveat with this variant, I would double-check my word/sentence list to make sure the activity is still feasible after removing those words. </div>
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<b>Connect Four:</b></div>
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Yes indeed, another one with numbers, but this time there's no tracking of rolls. Instead, students are rewarded for getting consecutive lines on the answer sheet correct. If a student correctly answers four lines in a row, they earn a bonus point. To see how that works, take a look at this example:</div>
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<a href="https://2.bp.blogspot.com/-BmRHBq3VgQw/WIkZ2C9uiXI/AAAAAAAADNI/wxNR6iMyx4Yw1flK95B4KVAThLyhuJBAACLcB/s1600/boni%2Bexplained%2Bconnect%2Bfour%2B.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="246" src="https://2.bp.blogspot.com/-BmRHBq3VgQw/WIkZ2C9uiXI/AAAAAAAADNI/wxNR6iMyx4Yw1flK95B4KVAThLyhuJBAACLcB/s640/boni%2Bexplained%2Bconnect%2Bfour%2B.png" width="640" /></a></div>
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You will see that you begin counting from the top of a column. You cannot connect four across the columns. </div>
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This answer sheet would earn a bonus for laetus - lupus and magistra - mater. Notice how once a word counts in one group of four, it does not count in another. In other words, even though the four answers from leo through magistra are correct, the groups of four can't overlap and those connections won't count. </div>
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<b><u>Wrapping Up:</u></b></div>
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Feedback, feedback, feedback! Hopefully this kind of post is useful. If it is, please let me know via social media or the comments. I do plan on repeating this format with other CI activities in the future, so if you have suggestions for which activities would be good for a second look, shoot those my way too. </div>
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K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com0tag:blogger.com,1999:blog-3948775117514824193.post-64380640646909731432017-01-08T17:32:00.001-08:002017-01-10T05:36:31.253-08:00Write or Wait<span style="font-family: inherit;">'Write or Wait' is a listening and writing activity to use with students when reading new material with them. It is useful as a substitute for a traditional Dictatio, a topic that </span><a href="http://pomegranatebeginnings.blogspot.com/2017/01/theres-more-than-one-way-to-skin.html" style="font-family: inherit;" target="_blank">Rachel Ash wrote about earlier this week</a><span style="font-family: inherit;">. I like to think of this activity as a cross between ‘Read, Discuss, & Draw’ and a Dictatio. It isn’t precisely, but it has the feature of a Dictatio where you’re asking students to listen and write without seeing the Latin. It also reminds me of ‘Read, Discuss, & Draw’ in that the way the lesson flows with class involves a big allowance for the ‘Discuss’ portion - where the teacher clarifies meaning, uses circling techniques, perhaps calls up actors, and ensures that students understand before moving on. And if you regularly use embedded readings, the sweet spot for this activity is probably with the Tier 2 reading. </span><br />
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<span style="font-family: inherit;">Before we get to the good stuff, the usual ‘Scrambled Eggs’ caveat applies - I think I created this activity, but if not, please direct me to the originator so I can give them credit. If you’re not sure what I’m referring to, you can read up on what went through Paul McCartney’s mind when he first played “Yesterday” <a href="http://www.todayifoundout.com/index.php/2014/10/paul-mccartneys-yesterday/" target="_blank">here.</a> In any case, I can’t shake the feeling that I’ve gotten this activity from someone else, so speak up if you can help out. </span></div>
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<span style="font-family: inherit;">The basic idea is that the students have a choice to write or wait. </span></div>
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<li><span style="font-family: inherit;">If a student has chosen write, they will try to write the entire sentence <u>in Latin</u> as you read it out loud. </span></li>
<li><span style="font-family: inherit;">If a student has chosen to wait, they cannot write until after you’ve written the sentence yourself. </span></li>
</ol>
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<span style="font-family: inherit;">Preparation:</span></div>
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<ol style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; line-height: 16px;">
<li><span style="font-family: inherit;">You need a short piece of story (between 5-10 sentences is a good amount) that students haven’t read before. The activity really doesn’t work as well with seen material. I will explain why in a bit. </span></li>
<li><span style="font-family: inherit;">You also need the ability to write or project the story ‘live’. I typically use a blank Google Document for this with the font enlarged. But I think this activity could work with old-fashioned writing on the board if you have enough space. </span></li>
<li><span style="font-family: inherit;">Print that short piece of a story out so you have a copy to read for yourself.</span></li>
<li><span style="font-family: inherit;">***Spice Alert***</span><span style="font-family: inherit;">🌶🌶🌶 To keep things interesting, I use stickers to give to the students that represent their two options - Write or Wait. I really prefer stickers that come in rolls rather than sheets for this. But before you pick some stickers, you will need to think about how to deploy them: </span></li>
<ol>
<li><span style="font-family: inherit;">You can give them blank stickers of 2 different colors (<a href="https://www.uline.com/Product/Detail/S-2063P/Inventory-Labels/Blank-Inventory-Circle-Labels-Fluorescent-Pink-1-2?pricode=WY650&gadtype=pla&id=S-2063P&gclid=COq_xYiKoNECFUU7gQodKfUJgg&gclsrc=aw.ds)" target="_blank">like these</a>) and have them add the words ‘write’ or ‘wait.' </span></li>
<li><span style="font-family: inherit;">You can give them blank colorful ones and then use a ‘fun’ type of sticker for the second option. Disclaimer - this is my preference.</span></li>
<li><span style="font-family: inherit;">You can give them 2 different fun stickers, <a href="https://www.amazon.com/Fun-Express-Animal-Stickers-Roll/dp/B005WZKQ02" target="_blank">like these</a>. The difficulty here can be for students to remember which sticker is which. </span></li>
</ol>
<li><span style="font-family: inherit;">Decide how many of each option you want to give students. If you have 6 sentences, you can give 3 writes and 3 waits. Or 2 and 4. Or 4 and 2. Giving numbers that are far from equal, like 5 writes and just 1 wait, takes a bunch of the fun and, according to students, a bunch of fairness, out of the game.</span></li>
</ol>
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<span style="font-family: inherit;">Gameplay:</span></div>
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<ol>
<li><span style="font-family: inherit;">Students will need standard writing stuff in your classroom - pencil/pen, notebook paper/large index cards. </span></li>
<li><span style="font-family: inherit;">Hand out the stickers.</span></li>
<li><span style="font-family: inherit;">Give students the special instructions for the stickers (e.g. write ‘wait’ on the red stickers, and leave the smiley face stickers alone).</span></li>
<li><span style="font-family: inherit;">Have the projector at the ready, and have the students number the first sentence #1. Then ask ‘Write or Wait?’. Give students 10 seconds to decide and place their stickers on their papers, right next to the #1.</span></li>
<li><span style="font-family: inherit;">Read the sentence out loud (Don’t put it on the board yet!) one time, at a moderately slow pace. It should be fast enough that there will be some mistakes but not so fast that no student in the class will get every word. N.B.: This takes some practice to pace it well. </span></li>
<li><span style="font-family: inherit;">Pause long enough to make sure all students have stopped writing.</span></li>
<li><span style="font-family: inherit;">Now repeat the sentence out loud as you put it on the board. I love typing it, and have the good fortune of a technology setup that allows me to do that easily. You can make it work writing on the board too, though, so technology isn’t absolutely essential for this lesson. Good to remember when your school’s WiFi glitches out!</span></li>
<li><span style="font-family: inherit;">Do your normal classroom procedure for clarifying meaning and confirming that students understand before you move on. In my class, that means students' to ask 'Quid significat?' questions. When they understand and want to move on, they use a thumbs-up or <a href="http://www.lifeprint.com/asl101/pages-signs/f/finish.htm">the ASL sign for 'all done’</a>. </span></li>
<li><span style="font-family: inherit;">Repeat steps 4 through 8. </span></li>
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<span style="font-family: inherit;">Notes: </span></div>
<ul class="">
<li><span style="font-family: inherit;">Once students get into it, they will often celebrate or bemoan their choice to write or wait. This is <u>good</u>. This activity should produce high engagement from students - it taps into <u>5 of the 8</u> C’s of Engagement: Competition, Challenge, Curiosity, Controversy, and Choice. <a href="http://www.thoughtfulclassroom.com/OnlineTools/images/T-EightCs.pdf" target="_blank">Here’s a quick summary </a>of the C’s from Harvey Silver at the Thoughtful Classroom, and <a href="http://lackawannaschools.org/cms/lib/NY19000337/Centricity/ModuleInstance/865/TheEight_Cs_of_Engagement.pdf" target="_blank">here’s</a> a longer explanation if you’d like to become more familiar with them.</span></li>
<li><span style="font-family: inherit;">As for the idea of Choice, I absolutely love activities based on choosing one of two. The students get the benefit of a choice, and if you structure it correctly, they feel like that choice <u>matters</u>. In this activity, it gives them a sense of control over what they are assigned to do and allows them to shape their experience during the lesson. But you avoid many of the problems that come with giving students unlimited choice or a choice they have to persevere through even if they discover it isn’t a good one. </span></li>
<li><span style="font-family: inherit;">If you’re planning on asking students a story while typing it up in front of them, as Bob Patrick <a href="https://latinbestpracticescir.wordpress.com/2014/04/17/auto-dictatio/" target="_blank">describes here</a>, this is a great way to scaffold some of the skills they will need for that kind of lesson. </span></li>
</ul>
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<span style="font-family: inherit;">Thanks for reading!🌶🌶🌶</span></div>
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K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com6tag:blogger.com,1999:blog-3948775117514824193.post-58718985023894679482017-01-03T16:48:00.001-08:002017-01-03T16:49:45.009-08:00Felicem Diem Natalem!<div style="font-family: -apple-system-font; font-size: 12px; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; line-height: 16px;">
Salvete omnes! </div>
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Welcome to my brand new blog home for 2017. I am looking forward to sharing many things with you this year, hopefully every few weeks. </div>
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First, today’s post isn’t much of a post about teaching or learning. I wanted to start the blog today because January 3rd is the birthday of Marcus Tullius Cicero, and, well, my blog does include his name. I have chosen to do this because in the minds of many, he is the pinnacle of Latin. He was also a <i>novus homo, </i>a relative newcomer to the long tradition of Roman politics. I love that duality because as I appreciate the ancient world and have a reverence for history and tradition at times, I also believe in change and the search for new and better ways of doing things. But that ancient and famous Cicero, representing Latin & Classical culture, is only one part of this blog. </div>
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In addition, this blog will be about Comprehensible Input. I believe in what CI can do for all students, and I see ways that learning about it can benefit all teachers (even teachers of subjects besides language). I have taken from the wonderful online community of teachers who have shared much about CI, and I feel it is my time to give back in the best way that I know how. So, I will ‘cover’ the topic of CI (cerō “I cover with wax” + CI) on this blog, especially as it pertains to my own Latin classroom. </div>
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With that all said, be on the lookout for a lengthier post later this week. :-)</div>
K.C. Klesshttp://www.blogger.com/profile/01348798516830889417noreply@blogger.com1