Monday, October 22, 2018

GimKit

After hearing much about this and reading about it on social media, I decided to try out GimKit last week, and wow, I am now a believer! It did not disappoint! GimKit is an online digital assessment tool much like Quizizz, but it has so many different upgrades and power-ups for students to use while they are playing this game. GimKit was created by students for students, so because of this, there is so much in this game which students find engaging.

The basic set up is like Quizizz in that students answer multiple choice questions asynchronously on their devices/computers at their own pace and receive "money" for correct answers, with the goal of having the most "money" at the end of the game. Students can play individually or on teams - if you put students in teams, they will still answer individually instead of collaboratively, but the "money" which they earn goes towards the team total. However, GimKit has some big differences which add to the fun:
  • Upgrades/Powerups - As students/teams gain "money," they can buy upgrades and powerups, such as increasing dollar values for correct answers, increasing question multipliers, insurance for incorrect answers, and removing two incorrect answers from the choices. In addition, however, they can also purchase powerups such as removing 20% from a team's total, reducing another's earnings by 50% for a minute, and increasing a bonus for a single question. 
  • Length of game - Instead of the game ending after all questions have been asked, the length of the game is determined by time or by total class earnings. As a result, questions are on a continuous loop.
  • Leaderboard - Because the leaderboard can be projected onto the screen, teams are always aware of where they stand, hence they know whom to "attack" with powerups.
  • The only way to earn money is to spend it in this game!
Pros:
  • The game is SO enaging for students once they understand how upgrades and powerups work. This is what makes students want to continue playing the game.
  • Because questions are asked asynchronously like Quizizz, students can proceed at their own pace. Where Kahoot is a game of speed where the fast processors benefit, GimKit allows for the slower processors to answer at their own speed but still contribute to the team.
  • Because questions are on a continuous loop, this allows for lots of repetitions.
  • You can easily import questions from an already existing Quizlet Live set or from a CSV form. 
  • You can enter in student names ahead of time to prevent "naught nicknames".
  • Like Kahoot and Quizizz, you can share your "kits" with other teachers and can assign it to students.
Cons
  • Like Quizizz, the only feedback which students receive for incorrect answers is the correct answer itself. Unlike Kahoot which is synchronous in nature where the teacher can review reasons for incorrect answers communally with the class before moving on to the next question, students do not receive any feedback as to why they answered incorrectly in GimKit.
  • Because the game length is based on time or the class combined-totals,and because the questions are on a continuous loop, if you do not have enough questions, it can get boring for students. I have found that 75-100 questions for 10 minutes is a good amount.
  • Pricing - There is a free version which you can use, but one can only create 5 kits, with 1 edit per kit. The pay version is $7.99 for a monthly pay-as-you-go, or one can pay $59.88 for a year. There is a discounted school/district price.
I was surprised at how engaged students were when playing GimKit. Although students were in teams but not sitting by each other, it was fun for me to hear students yell out, "Who just spent $3,000?!!" and "The Blue Team just attacked us - someone buy a Powerup to attack them and a Shield to protect us?" My students have asked to play this game again, but in order to prevent the novelty, I will only play 2-3 times a semester at the most.

Here are some "kits" which I have made on GimKit (you need to be logged in to play) so you can see how it is played - one is a Latin review of 4 Roman festivals, and the other is a pure vocabulary review.

Monday, October 15, 2018

More Brain Breaks - True/False, Heads/Tails, & Life or Death

Here are some more quick, fun brain breaks which can be done in the target language.

1. True/False
  1. Have students stand up.
  2. Explain to students that you are going to read a statement. 
  3. If students think that the statement is true, they are put their hands on their heads.
  4. If students think that the statement is false, they are to stretch their hands to their sides (like a T).
  5. Reveal if the statement is true or false.
  6. If students get the answer incorrect, they are to sit down.
  7. Do another true/false statement, repeating steps 3-6.
  8. See who is left standing, and do a 3rd statement if desired.
Some statements:
  • There are more trees on earth than in the Milky Way (TRUE - there are 3.04 trillion trees
vs. 400 billion stars)
  • It takes seven years for your body to digest gum (FALSE - it is digested like normal food)
  • Mickey Mouse’s full name is Michael Theodore Mouse (TRUE)
  • The most popular sold item at Walmart is shampoo (FALSE - it is bananas)
  • Dogs are banned on Antarctica (TRUE)
  • Mickey Mouse was originally supposed to be a rabbit (TRUE)
  • Sunsets on Mars are blue (TRUE)
  • In Alaska, it is illegal to shove a moose into a movie theater (FALSE)
  • You can actually charge your smartphone using static electricity from your hair (FALSE)
  • No two tongue prints are the same (TRUE)
  • Hello Kitty’s real name is Tammy Sue (FALSE)
2. Heads/Tails
  1. Have students stand up
  2. Take out a coin, and tell students that they need to predict if the coin will land heads or tails. 
  3. If they think that it will be heads, they will put their hands on their heads. 
  4. If students think that they it will be tails, they will put their hands on their bottoms.
  5. Flip a coin.
  6. Depending on the coin toss, whatever students who incorrectly predicted will sit down.
  7. Repeat again three more times.
3. Life or Death (I got this one from Miriam Patrick, who in turn got this from Andrew Snider)
  1. Make a statement, and ask students if this is a life or death situation.
  2. Continue adding details to the statement, and ask students if this changes the situation to life or death.
Some statements
  1. Rhoda is in the kitchen.
  2. There are lions in the kitchen with Rhoda.
  3. The lions are starving.
  4. The lions are sleeping.
  5. Rhoda runs out of the kitchen.
  6. Rhoda steps on the lions' tails.
  7. The lions do not wake up.
  8. An asteroid then hits Rhoda.
Observations
  1. I like doing these brain breaks in the target language, because it requires students to listen. Depending on the level of your students, it may be necessary to do True/False in English.
  2. I have found that students get very competitive with the True/False and Heads/Tails brain breaks.
  3. An administrator came to observe me when I was doing a True/False brain break, and I made her participate. She was so impressed that she now wants the Special Education teachers to observe our Latin department, because she wants them to start using brain breaks in their lessons.

Wednesday, September 26, 2018

Using Storyboard That to Deliver Input

This week, I have been playing around with Storyboard That, a web technology which allows users to create "storyboarded" versions of readings as a form of digital storytelling. This week, I was introducing a unit on the Underworld (which we will be covering for the rest of the semester), so I decided to try out Storyboard That as a post-reading activity. Below is what I created:


Below is a video explaining about how to use Storyboard That:


Observations
  1. This is definitely another novel way to deliver input and to do a reading due to the comic-book nature of the pictures and of the layout.
  2. I downloaded my storyboard as a powerpoint and created a screencast so that students would receive double input from hearing me narrate the story in Latin and from reading the Latin at the same time.
  3. There is definitely a learning curve in discovering how to use Storyboard That, because there are so many illustrations and options which you can use to create content.
  4. I can definitely see having students use this tool to create their own content, but like most technology, they need to learn how to use it properly, i.e. this is an easy tool for students to get caught up in the "bells and whistles" without creating anything with real substance or new meaning.
  5. Using this tool, I would like to create a library of "graphic readers" for students to read maybe during a FVR time.
Unfortunately, there are some drawbacks with Storyboard That. It is a pay-site, and while there are free options available, there are lots of limitations to the free option:
  • One can only create 2 storyboards a week.
  • Storyboards can only be 3 or 6 cells in length.
  • There is limited access to various storyboard layouts.
  • If you wish for students to create a storyboard on their own, they must register for a free individual account on their own OR you can pay per students to create a pay account. However, this may be a student privacy data issue for your school.
There is a free trial account for teachers which will give you extended access, but it only lasts for 14 days.

Tuesday, September 18, 2018

Emoji Picture Story Retell

A few months ago, I wrote a post about using emojis as part of a Find the Sentence activity. Here is an extension activity which you can do with emojis and can be used following doing Find the Sentence

Today in my Latin 2 classes, I used emojis as a story picture retell. Yesterday, I had students do an emoji Find the Sentence with a Movie Talk reading which we had been doing for the past few days. Today, I gave students the story written in emojis (and some English words where there was no fitting emoji) and had them retell the story to each other in Latin in partners. The Movie Talk story itself was incredibly basic with lots of repetitions and limited vocabulary, so it seemed like a perfect story to "emoji-ize" and to experiment as a story picture retell.


Monsterbox
Observations
  1. Because yesterday the class had done a Find the Sentence activity with these same emojis, students were already familiar with what Latin words these emojis represented, because meaning had already been established.
  2. Because vocabulary was limited, it was a very easy story for students to retell relying only on the emojis. If the story had extensive vocabulary, I think that it would have been more difficult due to an overabundance of emojis.
  3. Not every story lends itself to being "emoji-ized" due to not every vocabulary word having a matching emoji. As you can see in my story above, there are no emojis indicating size, so I had to write those words in English, as well as the verb want. 
  4. As an extension, I had students then use the emoji story as a guide for a timed-write so that what they verbally expressed had a place to go.
Overall, using emojis in this way is a novel way to do a story picture retell, and it is definitely one that I will do again in the future. At the same time, however, it does have its drawbacks due to a limited emoji language.

Thursday, September 13, 2018

RRR Days

The Latin program at my school, Parkview High School, has over 700 students taking Latin, and we have had no failures over the past number of years. The fact no student has failed Latin in the past few years has been a distinguishing hallmark of our Latin program and definitely a fact of which my school's administration is very aware. While I do believe that having a CI-based Latin program, embarking on a standards-based grading system, and eschewing the traditional way of assessing students have contributed to this, I will also say that we have a number of students who do not perform well in our Latin classes. To remedy this, however, once a month we have something called an "RRR Day."

RRR Day stands for "Rest, Retake, and Remediation" (or some form of that. I think that each of us in my Latin department calls it something different). The concept, however, is very basic: once a month, classtime is dedicated to students retaking any assessment which they want, making up missed assignments/assessments, and getting needed remediation for material which they are not understanding. If a student does not need any of that, then their reward is a day off in class.  

So how does it work?
  1. On the RRR day (I usually let students know a few days ahead of time), I tell students to check their grades online to see if there are any assessments/assignments which they would like to make up or to retake. If they wish to retake/make up anything, then they let me know. 
  2. If a student has a zero as an assessment score due to absence or has a 70 or below for an assessment, then that student receives a written notification from me, stating that the student has a low grade (or grades). See below:
  3. If a student needs remediation due to a score of 70 or below on an assessment, that student (or students) meets with me during the RRR time for remediation. Many times, I will have a group of students around my desk reviewing a past story with me. I like this individualized remediation, because it shows me what students are understanding, not understanding, where the problems are, etc. 
  4. Once students have demonstrated to me during this remediation time that they now understand the material, then they can do a retake. Usually, I will give them an altered form of the assessment on which they scored lower than a 70.
  5. Those students who do not need to do any remediation, make up, or retakes have the day off. They can work on homework for other classes, listen to music on their phones, play cards, etc. Essentially, an RRR day is a reward for them.
Observations
  1. If your class is proficiency-based and not performance-based, then RRR Days perfectly align with that, because your goal for students is that they demonstrate mastery of a concept/standard no matter how long it takes, as opposed to their performance on an assessment.
  2. Because our program is standards-based, our assessments are quite short (not the traditional 4-5 page tests), so it does not take long for a student to retake an assessment.
  3. Yes, there are students who have received a 95 on an assessment that wish to retake it so that they can get a 100 this time. I do let them retake it.
  4. Because an RRR day is once a month, sometimes much time has passed since the assessment, so students may have forgotten what they did not understand. The remediation time helps correct that.
  5. I personally like the RRR days, because it gives students opportunities to make up missed work, to receive individualized remediation time with me, and to retake assessments to improve their proficiency scores. Both students and I actually get a lot accomplished on these days.
  6. If I were to ask struggling students to come before or after school for remediation, many of them probably would not show up. This way, on an RRR Day, assuming that they are in class that day, these students have no choice but to do remediation with me.
So consider implementing an RRR day in your classroom, and see what a difference it makes for students. 

For further reading, Rachel Ash and Miriam Patrick have a blog post here about RRR days from a few years ago. 

Thursday, September 6, 2018

Story Listening

Today, I ventured into Story Listening with my Latin 2 classes. Story Listening is a pre-reading strategy devised by Beniko Mason, and the title is exactly what it is: students listening to a story being told while the teacher draws pictures as part of the storytelling. No circling takes place, and it is done in the same way as a parent telling children a story, i.e., parents tend not to interrupt a story with questions. I had dabbled before with Story Listening, but I had not added the picture component.

Today, in my Latin 2 classes, I did a Story Listening of the following story - the story of Vulcan and Mars. Below is the story with the pictures which I drew as I narrated the story aloud in Latin.

VULCANUS, PART 1
Iuppiter et Iuno duōs filiōs habebant. Primus filius erat Mars. Mars erat deus bellī. Iuno amabat suum filium Martem, quod Mars erat fortis et pulcher.

Secundus filius erat Vulcanus. Vulcanus erat deus ignis. Iuno non amabat suum secundum filium. Quamquam Vulcanus erat fortis, Iuno non putavit Vulcanum esse pulchrum.

Eheu! Quod Vulcanus erat fortis sed non pulcher, Iuno erat irata. Iuno Vulcanum non amabat, et noluit Vulcanum habitare in Monte Olympō. Iuno Vulcanum ad terram deicit. Vulcanus non iam erat in Monte Olympō sed in terrā. Vulcanus erat vulneratus in terrā.

Vulcanus erat tristis, quod mater Vulcanum non amabat. Vulcanus erat tristis, quod Iuno non putavit Vulcanum esse pulchrum. Vulcanus erat tristis, quod erat vulneratus. Vulcanus noluit habitare in terrā. Vulcanus voluit habitare in Monte Olympō.

TO BE CONTINUED


Observations
  1. Because this was my first real foray into Story Listening, I am glad that I had a very basic story with tons of repetitions and lots of vocabulary with which students were familiar. That made it much easier for me to tell.
  2. This is a very LOW-prep activity for you as the teacher. All that is required for you is the story and a place to draw pictures.
  3. I was surprised at how engaged students were when I told the story. Granted it was a rather comprehensible story to understand when heard aloud, but the fact that I was drawing pictures as I narrated it kept the story compelling.
  4. The pictures added another layer of comprehensible input. Essentially, students were receiving double input: hearing the Latin aloud and seeing the pictorial representation of the story as I drew it.
  5. I suppose one could draw the pictures ahead of time, but drawing the pictures while telling the story aloud forced me to go slow and to repeat a lot by referring to the pictures. I think that students appreciated this.
  6. Because students are just listening to a story and you as the teacher are not asking questions, it can be tricky to see if students are fully comprehending what you are saying. Halfway through the story listening, I did a comprehension check by asking students to tell me in English what was going on in the story. I could have circled or asked comprehension questions in Latin, but since this was the first experience which students had with this story, I wanted to confirm that they understood it.
  7. Because this is a pre-reading strategy (I suppose it could be used as a post-reading strategy), it is important that students are familiar with the vocabulary words in the story either as having already acquired them or as icing words written on the board.
  8. The whole story listening took about 10-15 minutes.
  9. This is definitely something which I going to do more often in the future!
To see how it works, see below for a Story Listening Demo by Beniko Mason


Also, check out this post on the Fluency Matters blog about Story Listening - New or Time-Tested. This is a very good write-up by Carol Gaab. 

Sunday, September 2, 2018

Where my Passion Lies

This past July, I led a Vergilian Society tour to Italy, where the morning focused on classroom sessions about CI in the Latin classroom, and the afternoon was devoted to touring. For our tour sessions, I wanted to focus on classical sites, since we were Latin teachers. At these sites, a number of participants wanted to read aloud excerpts in Latin from Roman authors who had written about some of the sites in classical times which we were now visiting. When our group was in the Piscina Mirabilis in Miseno and was reading excerpts from Book 6 of the Aeneid (where the Sibyl tells Aeneid that his comrade Misenus is dead, that his body needs to be buried, but that the land will be called Misenum after him), we took turns reading the passage in Latin and in English. Many participants really enjoyed it, but quite honestly, I so wanted to feel a part of it all and to experience the joy of hearing the Latin read about these places like others were, but to be honest, my heart just was not into it. That is not to say that there was anything wrong either with those who enjoyed it or with me who did not fully get into the experience - it just means that we are in different places when it comes to Latin.

I have come to realize that my passion no longer is in the Latin language itself. When I came straight out of graduate school, I would have told you that my passion was Vergil and how much I loved anything related to the Aeneid or dactyllic hexameter. That is NOT to say that I have lost my love for the Latin language; in many ways, it is as strong as ever. It is just not as strong as others whom I know and quite honestly, something else has taken its place and superseded it.

Where my passion lies is now in the TEACHING of Latin, in learning how to be a more effective CI instructor, and in passing along this knowledge to others through presentations, blogs, social media, etc. That is what excites me as a Latinist. This is why every summer I attend IFLT - I want to hone my craft and to become a better practitioner of delivering comprehensible input to my students. This is why I read blogs devoted to the topic and follow CI teachers on Twitter. In many ways, this is why I have not attended Rusticatio in the past few summers; as much as I want to become a better speaker of Latin, as I become more selective in what summer conferences I attend, an IFLT or NTPRS conference is going to be my first choice.

Even though I am taking off this year from conferences, I love presenting on implementing comprehensible input in the classroom. My absolute favorite presentation which I have ever given was my first session at IFLT 2017 in Denver on how to play Mafia (I gave two presentations there on Mafia). I had no idea what to expect for the presentation, since it was the first time for me to present on the topic, and I was also a bit intimidated, because there were a number of folks in attendance whom I absolutely admire and respect as CI teachers. Everything went so well, and I thoroughly enjoyed myself. Usually at the end of doing a CI demonstration in a presentation, I ask, "What made this activity comprehensible for you? Compelling for you? Lowered your affective filter?" One participant responded, "Your body language during the entire Mafia game made the activity so interesting for us and kept it entertaining." To be honest, my body language was something of which I was completely unaware (and am still unaware. Occasionally, I will notice my body language when telling a CI story or asking questions, and it kind of freaks me out). I am always taken by surprise when I hear this, because my body language is completely unintentional. One time, Jason Fritze commented that I look like I am surfing when I circle. At the same time, it is great to hear that my body language even communicates my joy of teaching Latin using CI and of wanting to teach others about how they can implement CI in their classrooms.

Where does your passion lie when it comes to language and to teaching?

Saturday, August 25, 2018

How to CI a Latin Textbook Chapter Reading

With the school year now beginning for many Latin teachers, here is a blog post about how to CI a textbook chapter for those teachers who are "bound" to the textbook or are wanting to incorporate CI in their curriculum but do not feel that they possess a strong enough foundation yet to leave behind the textbook.

Since most Latin textbooks are centered around readings, the first thing to do is to pick 1-2 readings from a chapter on which you will focus - do not feel the need to cover EVERY reading in a chapter (e.g., stage 14 of the Cambridge Latin Course has 9 readings!). The name of the game, though, is to sift through the reading(s) to determine with what vocabulary words students are unfamiliar PRIOR to the students reading it, and then to determine what vocabulary to PRETEACH, how you plan to introduce it, and what words will you leave as icing/glossed words. Then, you need to determine what kinds of post-reading activities which you want to do in order to consolidate this vocabulary.

Below are lessons plan examples of "how to CI" Stage 1 of the Cambridge Latin Course and Chapter 3 of Ecce Romani. 

Cambridge Latin Course - Stage 1 Model Sentence (due to copyright law, I am unable to post the actual reading from the story)

1. Words to immediately target before the reading:
  • pater
  • mater
  • filius
  • filia
  • canis
  • est
  • scribit
  • bibit
  • laborat
  • in culina
  • in tablino
    Icing words/words for glossing:
  • servus (possibly a cognate which students may recognize)
  • in atrio
  • in triclinio
  • in horto
  • dormit
  • legit
  • in via
  • coquus
2. Preteach the following words using Picture Talk: pater, mater, filius, filia, canis, est, -ne, quis, quae

Picture talk script

3. Preteach the following words using a Movie Talk: in culina, in tablino

Movie Talk script

4. Preteach the following words doing 3-ring circus: scribit, bibit, laborat
5. Project the model sentences and pictures from the textbook for students to read. Gloss icing words.
6. Do a choral reading of the model sentences.
7. Play a game of Stultus with the model sentences.
8. Do a Ping Pong reading of the model sentences.
9. Play Pancho Cumacho with vocabulary from model sentences. 

Pancho Cumacho script

10. Word Chunk Game with model sentences. 

Ecce Romani - Chapter 3 reading "In the Garden" (due to copyright law, I am unable to post the actual reading from the story)

1. Words with which students are "familiar/may have acquired" due to prior use in previous chapters:
  • est
  • nomine
  • in villa rustica/villis rusticis
  • habitat
  • alter
  • et
  • sunt 
  • amici
  • hodie
  • quod
  • laeti
  • quoque
  • in agris
  • currunt
  • sed
Words which are cognates:
  • pictura
  • Romanus
  • servus
  • Italia
  • Brittanicus
  • statua
Words to immediately target before the reading
  • puer
  • solus
  • clamant
  • rident
  • subito
  • laborant
  • iratus
  • molestus
Icing words/words for glossing
  • qui
  • in horto
  • eadem
  • multi
  • in piscinam
  • cadit
  • abite, molesti
  • gemit
2. Preteach the following vocabulary using a Movie Talk: Dragonboy

Dragonboy script

3. Preteach the following words doing 3-ring circus: clamat, ridet, laborat
4. Project Dragonboy reading for students to read. 

Dragonboy reading

6. Do a choral reading of the Dragonboy story.
7. Play a game of Stultus with the Dragonboy story
8. Social Emotional Learning reading with Dragonboy story.
9. Read/Draw of Dragonboy story

Read/Draw sentences
Read Draw cartoon grid

10. Using Read/Draw as a guide, do a 5-minute timed write of the Dragonboy story
11. NOW introduce Chapter 3 Ecce Romani reading. Gloss any icing words.

While some many wonder why it is necessary to do another story prior to introducing this chapter, our goal is to make the Chapter 3 reading as comprehensible as possible for students upon reading it for the first time, meaning that they know as many words as possible. Preteaching vocabulary will allow for this.

Thursday, August 16, 2018

Embedded/Tiered Reading Example

I am finishing up the second week of school - yep, here in Georgia, we start early. In my Latin 2 classes, I wanted to ease them back into reading with a very easy passage in order to make them feel successful, so I felt like doing an embedded/tirered reading would achieve that. Also because I am now doing a daily ritual of a "weather report," I felt like that particular vocabulary needed to go somewhere, so I included some of that in the reading. 

Tier 1
Latin: Sol non lucet, et pluit. Rhonda umbrellam non habet. Rhonda dicit, “Ubi est mea Mickey Mouse umbrella? Quis meam Mickeyem Mousem umbrellam habet?” Rhonda est madida. Rhonda est irata, quod pluit, et umbrellam non habet.

English: The sun is not shining. Rhonda does not have an umbrella. Rhonda says, "Where is my Mickey Mouse umbrella? Who has my Mickey Mouse umbrella? Rhonda is soaking wet. Rhonda is angry, because she does not have an umbrella.

Tier 2
Latin: Rhonda est tristis. Sol non lucet, et pluit. Rhonda est in domo. Rhonda umbrellam non habet. Rhonda dicit, “Ubi est mea Mickey Mouse umbrella? Mea Mickey Mouse umbrella non est in meo sacculo! Quis meam Mickeyem Mousem umbrellam habet?”

Pluit, sed Rhonda umbrellam non habet. Rhonda est madida (soaking wet). Quod Rhonda est madida, est irata!

Rhonda Carolem videt. Carol Mickeyem Mousem umbrellam habet! Rhonda est irata, et dicit, “Carol meam Mickeyem Mousem umbrellam habet! Sol non lucet, et pluit, et madida sum.

Rhonda Carolem pulsat, et umbrellam capit! Rhonda est laeta, quod habet Mickey Mousem umbrellam! Carol est tristis. Rhonda ridet.

English: Rhonda is sad. The sun is not shining, and it is raining. Rhonda is in her home. Rhonda does not have an umbrella. Rhonda says, "Where is my Mickey Mouse umbrella? My Mickey Mouse umbrella in not in my bookbag! Who has my Mickey Mouse umbrella?"

It is raining, but Rhonda does not have an umbrella. Rhonda is soaking wet. Because Rhonda is soaking wet, she is angry.

Rhonda sees Carol. Carol has a Mickey Mouse umbrella! Rhonda is angry and says, "Carol has my Mickey Mouse umbrella! The sun is not shining, and it is raining, and I am soaking wet!"

Rhonda punches Carol and takes the umbrella. Rhonda is happy, because she has her Mickey Mouse umbrella. Carol is sad. Rhonda laughs.

Tier 3
Hodie est primus dies scholae. Rhonda est tristis, quod sol non lucet, et pluit. Rhonda est in domo. Rhonda non vult ire ad scholam, quod sol non lucet, et pluit. Rhonda umbrellam non habet. Rhonda dicit, “Ubi est mea Mickey Mouse umbrella? Mea Mickey Mouse umbrella non est in meo sacculo! Mea Mickey Mouse umbrella semper est in meo sacculo! Quis meam Mickeyem Mousem umbrellam habet? Sol non lucet, et pluit!”

Rhonda ad scholam ambulat. Pluit, sed Rhonda umbrellam non habet. Rhonda est madida. Quod Rhonda est madida, est irata! Rhonda dicit, “Hodie est primus dies scholae, et madida sum. Sol non lucet, et pluit. Quis meam Mickey Mousem umbrellam habet?!”

Rhonda Carolem videt. Carol meam Mickeyem Mousem umbrellam habet! Rhonda est irata, et dicit, “Carol meam Mickeyem Mousem umbrellam habet! Sol non lucet, et pluit, et madida sum!”

Rhonda Carolem pulsat, et umbrellam capit! Rhonda est laeta, quod habet Mickey Mousem umbrellam! Carol est tristis, et quod pluit, Carol est madida. Rhonda ridet, quod pluit, et Carol est madida.

Subito, Bob Rhondam videt, et dicit, “O Rhonda, habeo tuam Mickeyem Mousem umbrellam! Quod sol non lucet et pluit, cepi tuam umbrellam!” Rhonda est laeta, quod habet DUAS Mickeyes Mouses umbrellas, sed Carol est irata, quod Rhonda cepit eius Mickey Mousem umbrellam. Carol displodit.

English: Today is the first day of school. Rhonda is sad, because the sun is not shining, and it is raining. Rhonda is in her home. Rhonda does not want to go to school today, because the sun is not shining, and it is raining Rhonda does not have an umbrella. Rhonda says, "Where is my Mickey Mouse umbrella? My Mickey Mouse umbrella in not in my bookbag! My umbrella is always in my bookbag. Who has my Mickey Mouse umbrella? The sun is not shining, and it is raining."

Rhonda walks to school. It is raining, but Rhonda does not have an umbrella. Rhonda is soaking wet. Because Rhonda is soaking wet, she is angry. Rhonda says, "Today is the first day of school, and I am soaking wet. The sun is not shining, and it is raining. Who has my Micky Mouse umbrella?!" 

Rhonda sees Carol. Carol has a Mickey Mouse umbrella! Rhonda is angry and says, "Carol has my Mickey Mouse umbrella! The sun is not shining, and it is raining, and I am soaking wet!"

Rhonda punches Carol and takes the umbrella. Rhonda is happy, because she has her Mickey Mouse umbrella. Carol is sad, and because it is raining, Carol is soaking wet. Rhonda laughs, because it is raining, and Carol is soaking wet.

Suddenly, Bob sees Rhonda, and says, "O Rhonda, I have your Mickey Mouse umbrella. Because the sun is not shining and it is raining, I took your umbrella!" Rhonda is happy, because she has TWO Mickey Mouse umbrellas, but Carol is angry, because Rhonda took her Mickey Mouse umbrella. Carol explodes.

Observations
  1. Yes, the reading passage may seem very basic for the second week of Latin 2, but as I stated earlier, I wanted to give them a passage where students would feel successful right away reading it. I also wanted to get in lots of repetitions, especially of the weather words.
  2.  Reading the passage as embedded readings, where new facts and details are added for each tier, keeps the passage novel and compelling.
  3. For more information about embedded readings, check out the official Embedded Reading website.