![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
Latin teachers seem to frequently find themselves teaching a truly smart student independently so that they can fit Latin into their schedule, or cover more Latin in fewer years, etc. And sometimes we get very lucky and have students who are already gifted in other languages.
I have a student this year, JS, who is working through what I cover for Latin 3 this summer in order to take AP Vergil next year. He is more than capable. I was just explaining ablative absolutes to him. I've gotten to where I really like ablative absolutes, such a nifty little Latin construction.
Anyway, after we talked about the stage 31 model sentences in CLC and what was on my quia site for ablative absolutes, we discussed other aspects of how my class is organized. We talked about how we do very little English to Latin, or Latin to Latin for that matter. I told him I had an idea of what I wanted to do this year for my Latin 3 preAP class. I thought I would find older stories from Unit 2 that have similar patterns (or first appearances of a particular construction, etc) to assign to be reread over the weekend and an original Latin summary be written about it. Check grade for completion, plus 3 or 4 picked at random on Mondays to look at all together for edits and corrections. At the end of the 9 weeks, students pick one of their own to correct and turn in for a quiz grade.
He liked that idea. Plus, I figure I only have 21 people signed up for Latin 3 next year. SURELY I can get my act together to grade just 21 once a 9 weeks grading period?
Then I talked about the problem of needing to have 6 weeks tests in Eduphoria, that I wanted to incorporate listening questions (with pictures on the test), like items in the workbook. He liked that idea--and I enjoyed having his feedback on this. We discussed other problems/challenges. My point: not only are these types of students fun to work with because they understand things quickly, but they can also provide us with valuable student input.
I am grateful.
I have a student this year, JS, who is working through what I cover for Latin 3 this summer in order to take AP Vergil next year. He is more than capable. I was just explaining ablative absolutes to him. I've gotten to where I really like ablative absolutes, such a nifty little Latin construction.
Anyway, after we talked about the stage 31 model sentences in CLC and what was on my quia site for ablative absolutes, we discussed other aspects of how my class is organized. We talked about how we do very little English to Latin, or Latin to Latin for that matter. I told him I had an idea of what I wanted to do this year for my Latin 3 preAP class. I thought I would find older stories from Unit 2 that have similar patterns (or first appearances of a particular construction, etc) to assign to be reread over the weekend and an original Latin summary be written about it. Check grade for completion, plus 3 or 4 picked at random on Mondays to look at all together for edits and corrections. At the end of the 9 weeks, students pick one of their own to correct and turn in for a quiz grade.
He liked that idea. Plus, I figure I only have 21 people signed up for Latin 3 next year. SURELY I can get my act together to grade just 21 once a 9 weeks grading period?
Then I talked about the problem of needing to have 6 weeks tests in Eduphoria, that I wanted to incorporate listening questions (with pictures on the test), like items in the workbook. He liked that idea--and I enjoyed having his feedback on this. We discussed other problems/challenges. My point: not only are these types of students fun to work with because they understand things quickly, but they can also provide us with valuable student input.
I am grateful.
you're back!
Date: 2011-06-12 04:43 am (UTC)Anne, Portland OR
Re: you're back!
Date: 2011-06-12 06:17 pm (UTC)