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I always say that everything one does in Latin 1 must have an eye toward the future. I stress pronunciation because my eye is toward poetry. I emphasize learning to read in word order because I'm thinking about reading prose with its lengthy sentences that can only best be tackled if read in word order.
I'm going over my lesson plans, which we must post online, for this week. Actually, we're supposed to have 6 weeks posted at a time, but I feel I'm doing good just to have the current week and sometimes the next week posted. Anyway, I'm reviewing what I'm doing in the Latin 1 class. We're in Stage 3 and I'm picking up steam with the pace, getting a good feel for how much I can push this group. So they were supposed to do a reading comp piece on Pictor this weekend that also had metaphrasing. Monday we do Tonsor and I have a sheet for them to draw pictures for tonsor to illustrate the story. After that we are reading Venalicius. I may be pushing the pace and I can always drop one of my extra assignments, but I'm really pleased about something I just made up for Venalicius.
I had in my lesson plans that we would read/listen to Venalicius on one day and then do the round-robin sort of reading that I had done in the 2's a week or so ago that they liked so much (where they were reading, I'd say freeze and the next couple would take over in the dialog from where the other left off).
Now Venalicius doesn't have a lot of dialog, but there's some good stuff for acting. And I was thinking that I wanted to do more with the film scenario this year anyway and need to figure out how to jump in so that as the stories get more involved that I can have students doing these with more ease. Plus in a film scenario (see previous entry, I think, for the link to my article on the film scenario) students have to learn how to support answers with the Latin--good for those future AP essays, etc, right?!!
SO...I wanted to make sure the students did something with Venalicius at home to make them internalize the vocab and to prep them for the acting we'll be doing the next day. Here's the sheet I made up (the macrons may not show so apologies in advance):
***
lege fabulam nōmine “vēnālīcius” in paginā XXXVIII.
Consider if you were to turn this story into something for film how you would do so.
1. How many actors do you need for all the parts? (Consider non-speaking roles as well!) Support your answer with LATIN from the story.
2. What would you need for the set/scenery? Support your answer with LATIN from the story.
3. What props would you need? Support your answer with LATIN from the story.
4. How would you act out or demonstrate the following sentence?
Caecilius servum quaerit.
Syphāx rīdet.
Caecilius Melissam emit et ad vīllam revenit.
***
HA! I hit the problem vocabulary (quaerit, ridet, emit and revenit), and made sure they went through the story to find set and props. I'll let you know how it goes.
I'm going over my lesson plans, which we must post online, for this week. Actually, we're supposed to have 6 weeks posted at a time, but I feel I'm doing good just to have the current week and sometimes the next week posted. Anyway, I'm reviewing what I'm doing in the Latin 1 class. We're in Stage 3 and I'm picking up steam with the pace, getting a good feel for how much I can push this group. So they were supposed to do a reading comp piece on Pictor this weekend that also had metaphrasing. Monday we do Tonsor and I have a sheet for them to draw pictures for tonsor to illustrate the story. After that we are reading Venalicius. I may be pushing the pace and I can always drop one of my extra assignments, but I'm really pleased about something I just made up for Venalicius.
I had in my lesson plans that we would read/listen to Venalicius on one day and then do the round-robin sort of reading that I had done in the 2's a week or so ago that they liked so much (where they were reading, I'd say freeze and the next couple would take over in the dialog from where the other left off).
Now Venalicius doesn't have a lot of dialog, but there's some good stuff for acting. And I was thinking that I wanted to do more with the film scenario this year anyway and need to figure out how to jump in so that as the stories get more involved that I can have students doing these with more ease. Plus in a film scenario (see previous entry, I think, for the link to my article on the film scenario) students have to learn how to support answers with the Latin--good for those future AP essays, etc, right?!!
SO...I wanted to make sure the students did something with Venalicius at home to make them internalize the vocab and to prep them for the acting we'll be doing the next day. Here's the sheet I made up (the macrons may not show so apologies in advance):
***
lege fabulam nōmine “vēnālīcius” in paginā XXXVIII.
Consider if you were to turn this story into something for film how you would do so.
1. How many actors do you need for all the parts? (Consider non-speaking roles as well!) Support your answer with LATIN from the story.
2. What would you need for the set/scenery? Support your answer with LATIN from the story.
3. What props would you need? Support your answer with LATIN from the story.
4. How would you act out or demonstrate the following sentence?
Caecilius servum quaerit.
Syphāx rīdet.
Caecilius Melissam emit et ad vīllam revenit.
***
HA! I hit the problem vocabulary (quaerit, ridet, emit and revenit), and made sure they went through the story to find set and props. I'll let you know how it goes.
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