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  • Home
  • For Teachers
    • Comprehensible Input
    • ESOL >
      • ESOL Activities
      • ESOL Quick links
      • ESOL Reflections
    • Expand Your Classics
    • Online Latin Library
    • PBP/Stepping Into CI >
      • Stepping into CI
      • Pomegranate Beginnings Blog
    • Research
    • Social Emotional Learning
    • Social Justice
    • Special Education >
      • Assistive Technology
      • Implementation
    • Technology >
      • Audio and Video Resources
      • Digital Classroom
  • For Students
    • Online Latin Library
    • Take a Class
    • Tutoring
  • Originals
    • Lesson Plans
    • Original Audio Stories
    • Original Characters
    • Original Songs
    • Pondering Petronius
  • Publications
    • Published Novellas
    • Professional Publications
    • Presentations
  • Announcements
  • About me
    • Contact

Resource and Lesson: Marla's Week

6/19/2024

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Link to Resource
Quick Facts
  • PDF
  • $3.00 
This is a story I created to help my ELLs review the follow content items:
  1. family members
  2. days of the week
  3. wants and requirements
  4. routines
  5. question words
We also practised these activities:
  • reading (silently or out loud)
  • discussion/circling
  • reading comprehension
  • listening comprehension
  • charting​
This resource includes:
  1. a simple English story about Marla and her weekly routine
  2. a presentation in PDF format of this story with visuals​
  3. a PPT version of the story with visuals
  4. comprehension questions that can be printed for students to write on or as a discussion after reading

Lesson Ideas

I used this with my ELL learners who were newcomers to the country. Since it is written in basic English, I really wanted to go slowly with this and ensure comprehension. Prior to writing this I had asked students about things they wanted to do and things they had to do. This influenced the things in the story as well. 

I don't want to write a minute by minute lesson plan for this, but I do want to share how I did it by sharing what I considered in between each slide. Take what you want from this and leave the rest :) 
Reading Ideas
  • I mostly read this out loud since this was a class of newcomers.
  • If a student wanted to read out loud, I let them.
  • Once the class became comfortable, we read it together as one voice.
  • I never corrected pronunciation unless it hindered comprehension OR the student asked. 
Discussion/Circling While Reading
  • Since this was a newcomer class, I started with a fairly traditional Comprehensible Input formula for questions:
    • yes/no question (yes answer)
    • yes/no question (no answer - may be multiple questions)
    • repeat yes/no question with yes answer
    • either or question (may be multiple questions)
    • open ended question (may be multiple questions)
  • This is also a great opportunity for personalised questions. Since I had already polled the class I knew who I could comfortably ask about their weekly routine. Then I could expand and include others. 
    • ​e.g. while Maria LOVES to dance and dances daily, Martin hates dancing. But... he watches it on TikTok. 
Embedded Chart Practice
  • I had students draw a weekly chart on paper. I showed them the blank chart from the story and we wrote in the days of the week. Since we are in the US, we started with Sunday, but we discussed how they are more familiar with starting on Monday. 
  • For each activity, we marked our own charts first and then I revealed the slide with the answers. 
  • I also circled which days each activity was done each time we referenced the chart. 
​Final Comprehension Check/Other Activities
  • I used this as part of a larger lesson, so I did not include any writing when I did this.
  • The TPT file includes questions that can be used as discussion or printed to give to students
  • Other ideas to consider:
    • ​Treat this as a dictation/pictation. Read the sentences twice each and after students write them down, they draw pictures to go with them.
    • Give students the sentences and pictures separately. Have them recreate the story and match pictures to sentences.
    • ​Give students the sentences only from this and have them create a comic strip.
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Adaptation: Horace's Epode 3 on garlic and witches

10/31/2021

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Introduction

I originally started working with this poem as part of a Latin III story for October in 2017. There were some new things I wanted to try out and I love talking about different kinds of witches and surprising cultural facts. This poem features garlic and it's "nocens" attributes. My IIIs enjoyed the poem and our discussion that followed and so I've kept in my back pocket for when another time would arise and it could be useful. Enter 2021 :). In wanting to do some scary stories, my Latin I colleagues and I each chose a story for this most wonderful time of the year and I pulled this poem out! What follows in this post is a section on how I taught it for Latin III and resources and how I'm teaching it with Latin I and resources. Enjoy! Unless otherwise listed, work is my own. 

Canidia, Medea, and Latin III

If you haven't read the original of this poem, you can do so here with my translation, plus a traditional translation below it (retrieved from the Perseus Project). When considering this for my Latin IIIs, I considered a few different things:
  • length
  • vocabulary familiarity
  • Grammar familiarity
My Latin  IIIs had started requesting explicit grammar, so I always looked at my texts to see if I could incorporate more of what they knew so they could see it and practise with it. 

Ultimately I think you can see the most adaptation in the length and vocabulary. We didn't have long with this sidebar from our unit, so over the course of three days, we did a few activities with this work:
Days 1-2
Activity: Adapted Chain Reaction
​​I pulled the original idea of Chain Reaction from Martina Bex. I adapted it from a conversational practice to a dictation followed by the building of a story. 
Process Day 1
  1. I read each sentence to students in Latin twice. They wrote down what they heard. Students were told that this dictation did NOT build a story.
  2. I then projected each sentence and students and I worked to translate them together. 
  3. After all the sentences were translated, students were given the task to, in groups, put the sentences in an order that made sense to them, building their own story. 
Process Day 2
  1. After quickly reviewing the sentences and what they mean...
  2. We look at each group's story and determine what kind of story is being told. Students really enjoyed this because it allowed for a wide variety of stories!
​Day 3 (4 if needed)
Activity: Read and Discuss in English
  1. Students work individually on reading the poem again, in Latin with cultural notes, and ensuring they understand each line.
  2.  Students then get to create their own version of the poem a second time, without groups. 
  3. Students then answer the discussion questions on the second page based on Horace's original poem. 

If I had time, we then discussed these questions together. This gave us a chance to discuss the grammar, rhetorical devices, and imagery invoked in the poem. 

Latin I vs. Horace

I used "vs." here... not because it's a battle, but because most high school students won't see Horace at all. I readily admit that when I originally looked at this poem for Latin III years ago, I was scared. When I studied Horace in grad school I felt like... every time I started to get him as an author, he'd just laugh at me. The second time around, I felt better. I had already done the back work: I'd translated the poem, I'd compared my work against a published work, I had already adapted it once. 

This lesson was part of three stories that my colleagues and I chose for the October season. We decided to include a codeswitched passage for each story and do that on Day 1. We also paired this with a Blooket game made up of words students said they needed more practice with. 
​Day 1
Activity: Blooket, codeswitched passage
  1. Warm up with Blooket. Play for as long as you are comfortable. We played for 7-10 minutes
  2. Project Code Switched Passage and give a copy to students.
  3. Students read silently and mark all the Latin words with one of two markers/pens/highlighters
    1. one colour for words they are confident they know or can figure out
    2. one colour for words they have no clue about
  4. Students get a minute or two to work with a partner on those difficult words. 
  5. Introduce the three  kinds of witches.
  6. As a class we go over the story, making sure students understand the new Latin words and the poem
​Day 2
​Activity: Read and Discuss in Latin/English
  1. Warm up - students re-read the codeswitched passage. 
  2. Read passage with students
    1. PPT version*
    2. Text
  3. On each slide, consider:
    1. reading aloud to students
    2. Pausing for "quid significat" questions
    3. Asking students comprehension questions in Latin.
    4. Asking students comprehension questions in English. 
    5. Discussing various culture topics.
** Pictures were found on Ecosia search. If this is your picture and you'd like me to remove it, please send me an email. 
Things I discussed with Latin 1 students:
  • ​types of witches in ancient Rome and connections to contemporary society
  • the story of Medea (I left Canidia out as we'll be reading more about her later this week)
  • What kind of witch Canidia and Medea are (particularly Medea).
  • Connections between this poem and the saying that on first dates you shouldn't eat garlic
  • Poisonous plants
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Black History Month - Folktales

2/3/2021

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These lessons are from the year 2020. In this year, after doing many years of straight history, I wanted to look at culture and perspective via folktales. I grew up surrounded by Southern folktales, religious mythologies, and fables, and as I got older I learned the folktales of my ethnic traditions in Ireland, Italy, and Latvia. Storytelling is an important element to every culture and should be celebrated :)

Each story below was either taken from a free public source or I bought the book that goes with it. If you use these lessons, please purchase the appropriate book where appropriate to support these rich and wonderful stories. In respect for these authors and illustrators, any artwork from the book itself has been removed from my lessons. Please note that links to research are provided in the Teacher Notes.

It was also for these lessons that I developed some of my original characters, particularly Leaula. If you use this artwork, please cite me appropriately. 

​Below you will find a brief intro to each story and then the lesson plans. If you should find any issues or have any questions, there is a place for you to contact me at the bottom of this page. 

Anansi and Brother Death

This is the story of how Anansi earned immortality. After stealing food from a man, Anansi gives his daughter to this man as payment to live as a wife and servant. Later Anansi discovers that the man took his daughter, killed her, and cooked her. The man reveals himself to be Death. 

Anansi runs home and has his entire family cling to the ceiling to escape Death. One by one each family members falls, except for Anansi.
Themes
  • deities
  • death
  • family
  • bravery
  • strength
  • ancient storytelling
  • Explanations for natural phenomena
    • spiders hanging from ceilings

Mirandy and Brother Wind (By Patricia McKissack)

This story takes place in the American South and stars a young African American girl named Mirandy. As she prepares for her first cakewalk she searches for the perfect dancing partner. Everyone says Brother Wind is the best dancer and so Mirandy embarks on a journey to capture Brother Wind.
Themes
  • Bravery
  • Kindness
  • Music
    • Jazz
    • Bluegrass
  • Community
    • Cake Walk
  • American storytelling

Mufaro's Beautiful Daughters

This story comes from Zimbabwe. It is the story of two sisters who have been chosen as potential brides for the king. They must both make the journey to the capital and to the king. Their journey and how they treat those they encounter tells a lot about who they are and who is fitting to be queen. 
Themes:
  • ​African Storytelling
  • Kindness
  • Cruelty
  • Family
  • Country
  • Bravery
  • Beauty

Sukey and the Mermaid

This story was originally West African, but comes to the US and takes place in the Gullah region of South Carolina. Sukey, our main character, is a young girl with a rough childhood. She discovers a mermaid who promises protection and love. As Sukey grows her needs and wants change, but she learns important lessons about family, love, and wisdom. 
Themes
  • American storytelling
  • Gullah Tradition
  • mythology
  • family
  • strength
  • wisdom
  • love

See a mistake? Have a question?

Contact Me!
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    About this page

    These are lesson plans, activities, templates, etc. written by me using Comprehensible Input. They are not associated with any curriculum, district, etc. I try my best to give credit to my resources, but if I've missed something let me know. As always, I am not perfect. Some of these lessons are a few years old. If you find mistakes or have questions, do not hesitate to reach out. 

    If you use these materials, please provide proper credit and link back to my website. 

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