![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
Ok... I think I'm satisfied with the PowerPoint presentation I've made as an overview for the 7th and 8th graders with the idea that if they understood where we were going, they'd understand why I want them to master certain concepts. For instance, with the preview that Latin is all about the endings, I'm hoping to get the 7th graders thinking about it even sooner than before.
With the 8th graders, I'm hoping a preview of adj/noun agreement, relative clauses, and participles will allow them to see how critical it is that they master their model sentences/cases up front. In fact, on Monday they are going to be working on their model sentences and on Tuesday they'll see this presentation, which will hopefully reinforce what we will be working on on Monday. On Weds it's the beginning of the verb review. And... and I think I need to work on lesson plans, but I also need to grade first.
The PowerPoint, also called The Latin Zone, is now online but it's slow. Something I purposely did for class but wouldn't do for a paper presentation at a conference, is to have used a very busy title animation. I did this because you can't help but look at it, and I want to make sure that all the students are watching this presentation, even though they might find it tedious. (I have tried not to make it tedious.) However, I should probably revise/remove this title animation from the online version because it is annoying and slow. But if you want to watch it, just click your mouse when it gets too slow for you. http://www.txclassics.org/latinpolicies.htm (The Latin Zone).
This PowerPoint took me hours and hours to make. I rarely do that for one lesson because it invariably ends up being more of a waste of time. But I'm trying to get students into the right frame of mind, to open up their thinking to what's ahead, to give them a reason to trust me that they really need to do/to learn the things I ask them to learn.
Language learning is tricky. It's not like some classes which have different topics/units that really don't rely on each other. You can fail to master the basics of types of clouds but still do well on types of rocks and not have one influence the other. But if you don't master your endings when you need to, you'll forever be behind. The concepts of noun adjective agreement, relative clauses, and participles are difficult to master on their own without being complicated by the student not having mastered case endings to begin with.
Anyway.
Time to grade like mad, I think.
With the 8th graders, I'm hoping a preview of adj/noun agreement, relative clauses, and participles will allow them to see how critical it is that they master their model sentences/cases up front. In fact, on Monday they are going to be working on their model sentences and on Tuesday they'll see this presentation, which will hopefully reinforce what we will be working on on Monday. On Weds it's the beginning of the verb review. And... and I think I need to work on lesson plans, but I also need to grade first.
The PowerPoint, also called The Latin Zone, is now online but it's slow. Something I purposely did for class but wouldn't do for a paper presentation at a conference, is to have used a very busy title animation. I did this because you can't help but look at it, and I want to make sure that all the students are watching this presentation, even though they might find it tedious. (I have tried not to make it tedious.) However, I should probably revise/remove this title animation from the online version because it is annoying and slow. But if you want to watch it, just click your mouse when it gets too slow for you. http://www.txclassics.org/latinpolicies.htm (The Latin Zone).
This PowerPoint took me hours and hours to make. I rarely do that for one lesson because it invariably ends up being more of a waste of time. But I'm trying to get students into the right frame of mind, to open up their thinking to what's ahead, to give them a reason to trust me that they really need to do/to learn the things I ask them to learn.
Language learning is tricky. It's not like some classes which have different topics/units that really don't rely on each other. You can fail to master the basics of types of clouds but still do well on types of rocks and not have one influence the other. But if you don't master your endings when you need to, you'll forever be behind. The concepts of noun adjective agreement, relative clauses, and participles are difficult to master on their own without being complicated by the student not having mastered case endings to begin with.
Anyway.
Time to grade like mad, I think.
