Character "Has/Wants/Is/Does not Want/..." Warm Up

Here is a warmup, post-reading writing activity which you can do with your students if you are dealing with a reading/novella for which there are a number of characters and descriptions. I got this idea from Kelly Gallagher's book Readicide: How Schools are Killing Reading and What You Can Do About It - although the book was published in 2009, there are still a lot of issues which are still pertinent over a decade later.

Essentially, you create a chart in the target language with characters and verbs (I stick with high frequency words), and you ask students to fill out the chart with information which they know to be true about that character. 

Example (in English):

Observations

1. Since this is a warmup, I like that it does not require students to write in complete sentences in the target language (unless they want to), so it allows them to respond in words/phrases to finish the sentence.
2. I also like that this warm up does involve higher order thinking, because students are having to distinguish characteristics and actions which are specific to certain characters or to show commonalities between characters. 
3. It is a great quick way to focus on character development and motivation of characters.
4. This is also a great graphic organizer for students!

Quick Draw - Senora Chase Version

Here is a fun, post-reading activity which I recently saw on a blog post by Gary DiBianca. which he in turn got from Anne Marie Chase (Senora Chase). I recently did it with a few of my classes, and it went really well!

Quick Draw directions (Senora Chase)

Observations

1. This is a great post-reading activity, because it forces students to re-read a passage many times, thus receiving continued robust exposure and repetitions to understandable language.
2. Students need to have a great deal of familiarity with the passage, since it is a race. I did it immediately after a Treasure Hunt Writing, and that was a great setup for this activity since students were already familiar with how the passage was arranged.
3. When I first did this activity, it was with my first period class. No one was in the mood at 7:15am to say anything, let alone to be the first person to say the sentence from the passage aloud first. As a result, I had them find the sentence and WRITE it down, with the goal of being the first person to write the correct sentence. I found that many students preferred this way. However, with other classes, I found that students did not have a problem with being the first one to say the correct sentence aloud! Either way has its benefits.
4. I also made students wait before they wrote down the sentence in order to give slower processors a chance to find the sentence in the reading. Once I said "Scribite," students could write the sentence, but usually I counted silently between 7 and 10 before saying it.
5. Students discovered quickly that it was best to draw the long sentence for their partner and not to pick the short sentences!

Treasure Hunt - Writing

 At this summer's CI Summit in Savannah, I attended Eric Richards' presentation "Writing Strategies for the ADI Classroom" (based on his book, Grafted Writing - get this book!!) - for me, easily this was the BEST presentation which I attended that week (tied with Annabelle Williamson's "Brain Breaks," because 1) it was all about brain breaks and 2) it was freakin' Annabelle Williamson!). Eric presented SO MANY really practical ways to get students to write in the target language which are very easy to incorporate into one's curriculum.

One of the activities from Eric's presentation which I recently used with a few of my classes was Treasure Hunt Writing, and it is exactly that: a "treasure hunt" for students to find and copy down specific sentences from a reading based on a number of categories.

Directions

1. Using a known passage, create your categories. The categories can be structures, certain vocabulary words, or details. Pick categories for which students can find more than one sentence, i.e., do not pick an esoteric category for which there is only one sentence. 
2. If you want to give students additional parameters, tell students that they need to find X number of sentences for a category.
3. Give students a copy of the reading, as well as a whiteboard and marker (everything is made better with whiteboards, just like bacon!)
4. Project a category, and give students time to copy down the sentences based on the category.
5. As a group, review the sentences which students found.
6. Have students erase their whiteboards, and project a new category. 
7. Repeat again.
8. Variation - you can divide students into groups, and project all categories at once. Each group is in charge of finding sentences for that category. Students can then share and compare their sentences within their groups.

Below is an example which I used - mine was in Latin, but it is in English for you (this passage is actually based on a PQA which Eric demonstrated with our cohort group)

Cooper is not happy, because Kevin is a better basketball player than Cooper. Cooper wants to be a better basketball player than Kevin, but Kevin is the best. Kevin plays basketball very well! Cooper is athletic, but Kevin is more athletic than Cooper. When people see Kevin playing basketball, they shout, "Kevin is the best!" and they celebrate! When people see Cooper playing basketball, they do not shout and they do not celebrate.

Cooper has an elephant. The elephant is big and athletic. The elephant does not play basketball but plays soccer. When people see the elephant playing soccer, they shout, "The elephant is the best!" and they celebrate! Cooper does not want the elephant to play soccer. Cooper wants the elephant to play basketball. Cooper wants the people to shout, "The elephant is the best basketball player!"

Cooper wants the elephant to be a better basketball player than Kevin. Cooper wants the elephant to be more athletic than Kevin. Cooper trains the elephant to play basketball. Cooper trains the elephant to be a better basketball player than Kevin! But the elephant is not happy - it does not want to play basketball! The elephant wants to play soccer!

Categories

1. Copy down FOUR sentences from the story which contain the Latin word “want”
2. Copy down THREE sentences from the story which describe Kevin as a basketball player.
3. Copy down THREE sentences from the story which describe actual or possible crowd reaction.

Observations

1. This is a great post-reading activity!!
2. Students need to have some degree of familiarity with the passage, because this involves close reading. This is not at all something which I would do after introducing a passage unless it was very readable and 100% comprehensible for students.
3. Some may be wondering, "Where is the CI aspect of this? Aren't students just copying down sentences from the reading?" My response: "There is SO MUCH CI going on here!" First off, students are receiving understandable messages in reading/re-reading this familiar passage - lots of robust exposure to familiar language. Secondly, in copying down the sentences, students are receiving more comprehensible input, because they should be understanding the meaning in L1 as they copy down each word; if they are not, then to them they are just writing down "nonsense words."
4. I love that this is very low-prep activity! All that I had to do was to create 3-4 "categories" for students to find sentences based on the reading.
5. This is also a great higher-order thinking activity, because for those categories asking for a specific detail, students have to truly read the passage and to use their judgment to determine if a sentence fits that category.
6. I was surprised at how engaged students actually were in this!

Give this one a try - it is a definite keeper! Thanks, Eric!!

Grudgeball

This is another communicative-based activity which I learned from Andrea Schweitzer this summer at IFLT. It is very much like the Word Chunk Game/Trashketball but with a twist. The setup itself is the same like the Word Chunk Game/Trashketball, but the difference is that in Grudgeball, students can give points to other teams points or most likely take them away!. Martina Bex has a great writeup here with directions, so I will not waste blog space here rehashing her directions. You will learn that this activity is called Grudgeball for a reason!

Like the Word Chunk Game/Trashketball, I love how Andrea "communicatified" this game. If a team answered the question correctly, I asked in Latin "________, who will lose points? Team #1, Team #2, Team #3..." If a team answered the question incorrectly, I asked in Latin, "_________, who will receive points? Team #1, Team #2, Team #3..." And much like Word Chunk Game/Trashketball, I asked the class in Latin before the student attempted to score, "Class, do you think that ______ will score?" Previously in Word Chunk Game/Trashketball where most students would respond "Minime (no)!!", however because in this game there was the taking away of points of another team depending on the basket, most students yelled out, "Certe (yes)!" because they wanted to get on the good side of the student so that the student would NOT take away any of their points. Like earlier, I was able to ask again in Latin, "______, who will lose the points? Team #1, Team #2, Team #3..." This gave me an excuse to say the team numbers again in Latin for repetition.

Observations

1. In terms of a lesson plan, this activity took place late in the scaffolding of a reading. By the time we had played Grudgeball, students were quite familiar with both the English and Latin for the story.
2. In her presentation, Andrea said that when we facilitate "communicatified" games like Trashketball, Grudgeball, and The Unfair Game, although we are asking students questions to answer, our focus actually should be on engaging students in communication - asking the class to predict if a student is going to make a basket in the target language and then interacting with those responses are a great way to begin!

Write and Discuss - the OG version!

This summer I attended IFLT (the first in-person IFLT since 2019), and I did not realize just how much I needed IFLT to "refill my cup"- I came away with a renewed spirit for the school year and so many new activities (specifically communicative-based) which I cannot wait to try out in my classes. I have already blogged about "communicatifying" existing activities, and now I want to add Write and Discuss - the OG version.

I attended a session called "Write and Discuss with Sprinkles" given by Caitlin McKinney, who addressed how to do a basic Write and Discuss and then gave many variations of it. In the session, we actually took part in the basic Write and Discuss and other variations in English as if we were students. Although I had already blogged about my experience with Write and Discuss, I did not have much knowledge or experience with the original way to do a Write and Discuss, and I learned that there are SO many different ways to do one (hence, the "sprinkles" which Caitlyn presented also). Therefore, I will call this blog post "Write and Discuss - the OG version" and call my previous blog post about the activity "Write and Discuss as PreWriting".

A Write and Discuss (OG version) is another way to review a reading/story, and it is done quite early in the scaffolding process of a reading. Following a story introduction (such as a movie talk, picture talk, TPRS story, etc), ask students to tell you corporately what happened in the story in the target language for the purpose of creating a class recap. You can ask students processing questions to guide students and to garner responses. As students give you responses, you will type out the sentence out on a projected document for the class so that they can see what you are writing (Caitlin used a Google Slide for this, and that works great, but I can also see using Google Docs or some type of document). As students recap what happened in the story and continue to contribute, you can also give students the option to add sentences of events or descriptions which happened prior in the story (filling in the gaps) or they can continue moving forward with the story. When you are finished, now you have a class-created document of the story which you can then review the next day with students as a warm up.

Last week, my colleague John Foulk and I did a Write and Discuss (OG version) for the first time. We did this activity with our Latin 3 classes immediately following a Movie Talk (Sand Castle) but because it was an upper level class, we added a new element. The movie talk itself took about 30 minutes, so immediately afterwards we projected the vocabulary from the movie talk and told students that they had five minutes to write in Latin what they could about the movie talk (which hopefully was fresh in their minds since we had just completed it). We then collected their writings and read over what they had written to get an idea of what students were communicating. Then the next day, we returned their writings and showed the movie short again (to rejog memories and for those students who were absent the day before). Following that, using a projected Google Slide, we began the Write and Discuss:

We then asked students or called upon student volunteers one at a time to give us a single sentence in order to construct what happened in the story based on what they had written the day before. The first student had it the easiest, because that student just had to tell the opening of the story. As students told us sentences (either filling in the gaps or moving forward with the story), we typed up the story, serving as grammar and spelling editors while typing it up but not changing the student messages themselves.

I loved this activity so much, because although each class came up with the basic recounting of the Movie Talk, each class also differed in what they corporately wrote up. Below are my three different Latin 3 classes with their versions of the story:

Observations

1. Oh my gosh, I love this! What a great way to recap a story and have students do it for you, with you serving as their guide.
2. I like that what I am dictating from students is being projected for students to see. 
3. I felt that this was another way for students both to interact with the passage in the target language and to receive more understandable repetitions of the language.
4. Because this was a Latin 3 class, students were comfortable writing in the language prior to the Write and Discuss. NOTE - lower levels may not feel so comfortable doing a prewriting before the activity, so use your teacher discretion. Prewriting is not a requirement of a Write and Discuss. When Caitlin demonstrated a Write and Discuss in her presentation, I felt successful as a "student" with her just asking us questions aloud to elicit responses. 
5. It was John's idea for students do a writing of the story for five minutes immediately after the movie talk and prior to the Write and Discuss. When we did the Write and Discuss, students actually had something to which to refer when giving suggestions for the next sentence to add. 
6. I was surprised at how many students actually volunteered to provide a sentence. Again, maybe because they had already written something, this lowered their affective filters in offering a sentence instead of having to create/remember a sentence on the spot in Latin or answer me asking processing questions.
7. Many students wanted to "fill in the gaps" with their own sentences between sentences which had already been provided - wow, I was impressed!
8. I was surprised by how many students used vocabulary beyond what was provided for them or created their own sentences which were not originally from the Movie Talk.

So consider doing a Write and Discuss with your students (you do not have to do the prewriting portion that John and I did - a Write and Discuss functions just as well without it), because it is another great way to conduct a post-reading, communicative-based activity.  

The Sex Game 2.0

I am currently at IFLT at the moment, and literally 30 minutes ago, I had a conversation with one of my absolutely favorite people in the world, Annabelle Williamson! Annabelle teaches a Spanish language lab for elementary school students at IFLT, and I LOVE, LOVE, LOVE watching her with those students, because I learn so much from observing her (as well as some Spanish). Anyhow, I told her that I had stopped by her lab briefly to see what she was doing. She then asked, "Did you see [the students] play your Seis game? I do something different with it." (The Seis Game is the Sex Game in Spanish. Again, in Latin, the word "sex" means "six"!!!). Immediately that got my attention, and Annabelle then showed me what she does with the game - I ABSOLUTELY LOVE THIS IDEA, AND I AM NOW GOING TO DO IT THIS WAY!! I just had to blog about it immediately!!

So the set up of the game is still the same involving dice and a text. The rules themselves have not changed, i.e., students will roll a dice and if they roll a six, they begin writing. However, the difference now is in the worksheet given to students. The way I learned it was to give students sentences in the target language from a known/seen reading, and the goal was to translate the sentences into English as quickly as possible. Annabelle has turned the activity into a reading game instead of one based on translation - she has the story written out for students but now it consists of a cloze sentences with a word bank at the top! So now when students roll a six, they have to pick the missing word from the word bank to complete the sentence and will continue to do this with other sentences until another student rolls a six and relinquishes control of the pen/pencil. Annabelle said to me, "Now it is a reading activity, because students have to read the sentences to know what word is missing."

My example of a Sex Game 2.0 sheet (added 8/12/22)

I am loving this change to the Sex Game, because:

1. like Annabelle says, the focus for students is on reading and not on translation itself. Thus, Annabelle's modification has transformed this activity into one based on purposeful communication.
2. it keeps the activity in the target language.
3. due to the cloze sentence aspect, it requires some higher order thinking for students.
4. students are receiving repetitions of understandable messages in re-reading the sentences from the story.

So consider using the Sex Game 2.0 version with your students - there is nothing wrong with the original version, and I will still continue to use it. I would love to hear how version 2.0 goes with your students. Thanks, Annabelle!!

Embedded Writing

This week, I was cleaning out my files in my Google Drive and came across this activity which I had completely forgotten about and have not used for years. It is a post-reading, writing activity which I learned from a conversation that I had with Bess Hayles at NTPRS a number of years ago and then saw demonstrated by Betsy Paskvan. It is a very low-stress, low affective filter way to get students to write without overwhelming them into a full-blown timed/free write. It is very similar to an embedded reading, but this time, students are supplying the missing information. 

Instructions

1. Take a paragraph from a reading which you have been covering in class. 
2. Type the sentences out on a document as a list but leave a lined space between each sentence. 
3. The objective of the activity is very simple: Students' task is to write a sentence of their own in the target language in that lined space which makes sense between the two sentences. It can be an expansion of the sentence of previous sentence, be a transition between the two, or explain the need for the next sentence. Did something happen in the story between the two sentences that is missing? 

Observations

1. I like this activity, because although students are writing in the target language, they also have parameters in adding new details and meaning to a story.
2. For beginning levels, you may want to do this as a guided activity first to familiarize students with writing and with the activity itself. For example, for the sentence between #1 and #2, you could ask students aloud, "What is the boy or girl feeling? Happy? sad? Can you describe the boy or girl? Is the boy or girl doing anything?" This will help give students a number of different ideas and details which they could add. Many times I have found that it is not necessarily a lack of vocabulary knowledge which prevents students from writing but rather a lack of direction or ideas to follow.
3. This is actually a very good higher-order thinking activity, because students must create a sentence of their own which makes sense between two other existing sentences.
4. Depending on the level of the class and its familiarity with writing, you may choose to leave two lined spaces between each sentence as a higher-level challenge. Students must then write two sentences between each sentence.
5. I would scaffold this late in a unit lesson plan, because students do need to be familiar enough with the story that they can add new details of their own.
6. Variations of this activity could be pairing up students or having students pass their papers to another student after they complete writing a sentence, and the next student must write the next new sentence.

Again, I found this activity tucked away in a Google Drive file - I may need to see what else is in my Google Drive!

Dominoes - Putting the Story in Order #2

This is a great collaborative, tactile post-reading activity for students to apply their learning and knowledge of a particular reading using the target language. I learned this years ago at a Cambridge Latin Course workshop, and it was used in English as a culture review. However, I like doing this with a reading, since it is a twist on the "put the story in order" activity and is similar to dominoes. It requires students to recreate the story in the target language in word-for-word "chunks. NOTE - there is some prep involved prior to the activity.

Pre-Activity

1. On a MS Word or Google Docs document, create a table in which the cells are long in height and resemble domino tiles. I usually do a table of 3x6 (18 cells) or 4x6 (24 cells).
2. Print up the document.
3. On the top left hand cell, on the side, handwrite "Start Here" 
4. Now in that cell handwrite the first sentence of your reading but leave the last word blank. This may require you editing your sentence to fit the cell. NOTE - you do not always have to leave the last word blank, but I have found that visually it is easier for students to see than if a word in the middle is left blank.
5. On the cell below it, at the TOP of that cell, write that missing word.
6. Then below that word, write the next sentence from the story but leave the last word blank. Again, this may require you editing the sentence to fit the cell.
7. On the cell below it, at the TOP of that cell, write that missing word.
8. Continue this pattern.
9. When you get to the last cell/sentence of the reading, the missing word will be written on the top of the "Start Here" cell.
10. Make 10 copies of this table for a class of 30 - I usually use colored card stock, because card stock is firm and not flimsy like regular paper.
11. Cut the cells into "domino tiles," and put each set in a separate plastic Ziploc bag (the snack-sized bags are good).

Activity

1. Group students into 3's (a class of 30 would have 10 groups).
2. Have students take the cards out of the bag and lay them out on a flat surface.
3. Have them find the card which says "Start Here." 
4. Tell them that their job is to recreate the reading by finding the missing word of that sentence. That word is found at the top of another card. 
5. Like dominoes, students will line up that card underneath the "Start Here" card.
6. Now students have a new sentence with a missing word, and their job is find that missing word.
7. Tell students that the final card's missing word will be the one at the top of the "Start Here" card.
8. As students begin to have less cards remaining, the activity should become easier.
9. Optional competition - I have a bell at the front of my class that students ring when they think that they are done. I then will check that group's cards to make sure that the cards are correct.
10. When the activity is done, have students scramble the cards before they return them so that they are out of order for the next class.

Observations

1. I suppose one could create this digitally instead of handwriting the sentences. It would require you creating a fillable, set template where the parameters of the table do not change when typing in the sentences. If you can figure out how to do this, go for it.  
2. This activity usually lasts around 5-10 minutes.
3. 18-24 "cards" are a good amount - anything less than that is too quick and anything more can get long for students.
4. You cannot have duplicate words on the tops of cards, because that would mess up groups' domino orders. Every word on the top of the cards must be distinct.
5. Students can self-monitor their progress when they do this activity because if they "finish" but there are cards still remaining, then they have made a mistake somewhere.
6. I have seen this activity adapted on Textivate. Since that is a pay-site, I have not used it.
7. I have a deskless classroom, so this activity does not really lend itself well to playing on the floor since the cards are small. However, when I did have desks, I did this activity a lot!
8. I found that students liked the tactile nature of the activity. Plus, it helped students see the story arranged visually.
9. I like the collaborative nature of the activity, because students really do communicate with each other to find the next "domino" which completes the sentence.
   
10. I do not understand why students like ringing the bell when they are finished but they do! Therefore, I have to ensure that even the last group to finish gets the chance to ring the bell.
11. I would scaffold this activity for later in a reading's lesson plans, because students really need to know the reading well (and vocabulary) to be able to complete the sentence with the missing word.
12. I do like how this requires students to re-read the story again in a completely different way (and to receive repetitions of understandable messages in their re-reading) but the focus isn't on comprehension anymore but on completing the sentence with the missing words.

Write and Discuss as Pre-Writing Preparation

Update - there is a new blog post detailing "Write and Discuss - the OG version"

Writing in the target language is a skill which we want our students to develop, but so often we give students a topic and say, "Go ahead - write!" Students struggle to put down words, and even as sympathetic readers (an ACTFL term) who are focusing on "Am I able to understand what students are communicating errors and all?", as teachers many times we see that it can be difficult for students to "produce language." I am a firm believer that students cannot output unless they have enough comprehensible input and that students will write when they are ready to write. Personally, I feel like students can never have too much comprehensible input - we want to bathe our students in it to such a degree that as a result, students will naturally overflow with output. So if we are providing students with input, why do they struggle with writing and putting down ideas as output?

A few weeks ago, I gave my Latin 2 students a timed write where the topic was about Incitatus, a novella by Emma Vanderpool which we are reading. We had been back for second semester for 3 1/2 weeks, and I had spent the first week previewing the target vocabulary and structures through a movie talk and a subsequent reading. The following 1 1/2 weeks we read (and re-read!) through the first chapter of Incitatus, and in my opinion, I felt strongly like we had covered it to such a degree that students should be able to write about it, right? I was wrong! Now it wasn't that students could not write, but I could tell that many students were really struggling. My question was why? Was it that students were not ready for it yet? Had I not given them enough input for them to be able to output? Was I pushing them into something which was above their current capabilities? Was I at fault for possibly projecting too high of an expectation on them?

In many ways, there are other factors involved, so I cannot oversimplify the situation and say that comprehensible input is a panacea for all of this. I know that if I were to ask students to write paragraphs in L1, many would struggle even with that. So what are some ways I can assist students in helping them to write in the target language?

In looking over their post-writing reflections, a number of students wrote that we had not done a timed write since Thanksgiving (December was dedicated to exam stuff), so they felt very rusty when it came to an extended write. Other felt that they did not feel like they knew "enough" Latin from the story to answer the prompt. This feedback was very helpful.

This week, we did another timed write, but this time, I did a pre-writing activity the day before to help prepare students for the write. As a class we previewed the writing by doing a Write and Discuss, which is exactly what it sounds like: as a class, you corporately review a story together by asking students to help you retell the story by writing it on the board in the target language, and then you discuss it. We are currently finishing up a Movie Talk reading on The Smoke Seller, so since it was a Movie Talk, I projected screenshots from the animated short as prompts. Each time, I asked students to volunteer responses in Latin for what was happening. I wrote their responses (and edited their grammar when I wrote it but did not call attention to it), and students copied down what I wrote on the board. Many times, I would guide students by asking in both English and in the target language "Who is in the screenshot? What is that person doing? Where is that person? What is emotion of that person?" 

On the next day, we did the actual timed write and used the screenshots as prompts.

Observations

1. Wow, in their post-writing reflections, students told me that they felt MUCH better about this timed write than the one they did in January. In their post-writing reflections, here is what some students had to say about the Write and Discuss activity: 
• "Working on how to write and practice really helped." 
• "The activity yesterday really helped immensely with giving me ideas about what to write." 
• "Going over the story yesterday helped vocabulary stick to me more." 
• "I was able to remember details in Latin about the story better."
• "I felt much more confident in writing this time than before."
2. This was a great way to review a story corporately together for the purpose of preparing students to write.
3. Having students write down the sentences as I wrote them down definitely kept students focused and also helped prepare them for the timed write.
4. Reviewing the story in this manner definitely gave them more understandable input!
5. Due to the hybrid teaching situation last year, these Latin 2 students are probably more like "Latin 1.5" in terms of their foundational knowledge of the language. This Write and Discuss pre-writing activity truly did give them a lot of support for their actual timed write.

Telephone Relay

It is funny how one can learn a particular CI activity, pass it along to others to use, and then completely forget about it. Just recently, my colleague Rachel Ash shared a post-reading activity with our Latin 3 instructional team called Telephone Relay, and I said, "Wow, how does this work?" and she replied, "I learned this from you!" Once Rachel showed me how the activity works, then I completely remembered it (and vividly remembered when I had demonstrated it at a professional development for Rachel years ago!), but I am shocked that I have not used it in in the classroom since 2016! For some reason, it just was no longer on my radar. I am grateful to Rachel for bringing this activity back to my attention, because I really do like it.

I truly wish that I remembered from whom I learned this post-reading activity so that I can give proper credit (maybe Martina Bex or Cynthia Hitz?), but here are the directions:

Pre-Activity

1. Print out a reading of a known story - you will need a reading for every 3 students.
2. On index cards, write sentences from the story - again, you will need to make copies for every 3 students. For example, if you have 10 groups of 3 students, you will need to have 10 copies of each card. 
3. Number those cards accordingly so that all card #1s are the same, etc.

Activity

1. Divide your students into groups of 3. Groups of 4 are possible but one student will sit out each round. Groups of 2 will not work.
2. Each group will need to have two whiteboards and two markers.
3. Number each person in the group as #1, #2, and #3.
4. Persons #1 and #3 will have a whiteboard and marker. Person #3 will also have a copy of the story.
5. Person #1 will pick up card #1, and read the sentence on the card silently but not showing it to Person #2 or #3. After reading the sentence, person #1 will DRAW that sentence on the whiteboard without anyone seeing it, and then Person #2 (and only Person #2) will take a look at the picture.
6. Person #2 will TELL Person #3 (most likely in English but can be in the target language depending on the level) what was seen in the picture.
7. Based on what Person #2 said, Person #3 will look through the story to find the sentence which best matches that description and then will WRITE that sentence on the whiteboard.
8. As a class, you as the teacher reveal what the sentence was on card #1 - hopefully that is what is written on every Person #3's whiteboards.
9. Erase the whiteboards and move the whiteboards in a clockwise position so that there is now a new person #1, person #2, and person #3. If it is group of 4, there will be a new person sitting out.
10. The new person #1 will pick up card #2, and the activity starts over again.

Observations

1. This is a novel way to review a reading due to the variety of duties/tasks and rotation.
2. I give about 2-3 minutes for a round. Students will work on their own pace during that time, with the goal of having Person #3 finished when time is up. 
3. There are some strict rules about Person #1 which I enforce during this activity:
• When drawing, Person #1 cannot draw with the whiteboard on one's lap, because then everyone (especially Person #3) can see the picture as it is being drawn.
• When showing the picture, Person #1 needs to show it to Person #2 in a way that Person #3 cannot see it.
4. I like how this activity addresses many modalities and that each student does get a chance to experience them.
5. This is a great activity to get students to re-read a story and to do some close reading. 

Hot Potato

This is another activity which I learned from Emma Vanderpool, a Latin colleague and few CI-user in Massachusetts. It is a collaborative activity which can be used to preview a story, to review a known one, or as a warmup using known vocabulary. Here are her directions:

1. Students should sit in a large circle. All should have a whiteboard/marker/eraser.
2. Project the story/reading on the board.
3. Students have a set amount of time to draw (varying from 20 seconds to 1 minute).
4. After the timer goes off, students then pass the whiteboard clockwise.
5. Students should then pick up from where their peer left off.
6. After the timer goes off again, students again pass their whiteboard, and so on until you judge that the time is up.
7. Return the original whiteboard to students to review what should be illustrated there.

Observations

1. For each round, I gave students 25-30 seconds to read what was on the board and then 15 seconds to draw. The 25 seconds gave students a chance to re-read the story/sentences on the board, to look at what had already been drawn, and what needed to be added. Giving students only 15 seconds meant that they had to be quick in their drawing but essentially, they drew less which allowed for more rounds and for the activity to last longer.
2. There is a lot of critical thinking in this activity, because it causes students to re-read the sentences and to compare it with the whiteboard pictures which they have each time to see what is missing. Lots of close reading required!
3. Instead of a circle, I made it one continuous circuit so that the whiteboards traveled about 8-9 students. When we finished, students got their whiteboards back, and it was fun for them to see what had been added to their original drawing. Plus, since they had illustrated the story over a series of different whiteboards, they knew how they themselves had drawn the various parts of the story, so they liked seeing how others had drawn it.

Creating Manipulatives Using Google Slides - Picture Sentence Matching

School has now been back in session for 1.5 weeks (albeit virtually), and my technology goal for this year is to learn Google Classroom. Even though my district uses the Brightspace learning management system (with which I am familiar using it as a grad student so I understand the student perspective), I have been wanting to learn more about Google Classroom, especially since we are currently teaching in a digital environment. Wow - why did I wait so long?!! Although there is a definite learning curve involved, I really like it!

One of the tech tools which I am learning how to implement is using Google Slides to create manipulatives - thanks to my colleague Rachel Ash for introducing me to this! It is a wonderful way for students to interact with material and to manipulate it in a digital environment. Even better, it lines up perfectly with Google Classroom, because I can assign it to every student, who then can work on it and turn it back into me all within Google Classroom. On her blog, Rachel has written about how she has used manipulatives to create a My Favorites and Opinion Board assignments for students (which I too have implemented in classes with great success thanks to Rachel!). 

Just recently, I did a Movie Talk with my classes via Zoom (it was an interesting experience). As a post-reading activity, I created a manipulative for students to interact with the story in a basic way - basic, because I myself am still a novice at this. Using screenshots from the movie talk clip, I created a 5-slide manipulative where from a list of sentences, students had to drag the sentence which best described the picture. 

Rather than write out a list of directions of how to do this (it is kind of complex to write out), let me show you to do it. Once you learn the basics of creating manipulatives on Google Slides, it is not difficult. 

I hope you found this helpful, and I have a ton of ideas now about how to use manipulatives, so I hope to write about them here. 

Charlala DrawRoom - Picture/Sentence Match

Just recently, I learned about Charlala, a "conversational language platform" according to the website. I have not investigated much on the website outside of the DrawRoom function, but I really like what I see. Unfortunately, the DrawRoom function is still in Beta testing, so there are a number of drawbacks and limitations, but gosh, it really does have a lot of potential. The creator of Charlala is a world language teacher, and the DrawRoom has so many CI possibilities!

In this post, I am going to focus on the Game Mode of DrawRoom and how to use it as a post-reading activity. 

The example in the above video demonstrates the Game Mode using individual vocabulary words, but I used it with 9 sentences from a reading - I think that 7-9 sentences are a good amount (see drawbacks for why).

Observations

1. Students really got into this activity! It was fun trying to interpret others' drawings and match them with the correct sentence.
2. Because I was only focusing on 9 sentences, a number of students drew the same sentences so that allowed for lots of repetitions of pictures shown.
3. Students REALLY wanted their pictures to be displayed and guessed. That kept many students engaged. 
4. A number of my sentences involved close reading, so students had to choose carefully.
5. I stressed to students that they include ALL drawable aspects of their sentence, since many sentences were similar but certain aspects in the sentence made them distinct.

Drawbacks (NOTE - the Draw Room function is still in Beta testing)

1. Although students can draw their pictures on their smartphones, it works much better with a tablet. A number of students found the smartphone screen to be too small.
2. Due to the formatting of the sentence choices, there is not enough screen space on a smartphone for more than 9 sentences, and if sentences are too long, they can be difficult to see.
3. The leaderboard only shows 4 names. For a class of 30, students do not know where they have placed overall.
4. There is no way for you as the teacher to preview the pictures prior to posting them, so if a student draws an inappropriate picture, you cannot delete it nor will you know until it is projected. I also had some students misdraw the sentence, i.e., what a student drew was incorrect. Unfortunately, I did not know until the picture was projected.
5. Students enter in their names, so students can enter in "naughty nicknames" - much like Kahoot before, you as the teacher cannot delete any names until they are submitted. I would like to be able to enter in students' names prior to playing the game (I know that this is a student privacy information situation though).

Multiple Story "Put the Sentences in Order"

Once again, this is a post-reading activity which I learned from Annabelle Williamson (LaMaestraLoca) at IFLT this summer. It is actually an incredibly easy and quick activity to create (outside of cutting lots of sentence strips) and to facilitate. It will involve at least three different readings, with which your students are very familiar.

Pre-class directions

1. Pick at least three different readings with which your students are familiar and you wish to review.
2. Type up at least 15 sentences in the target language in a list for each reading in a large font. These sentences need to be in order of that particular reading. Do not number the sentences. You will also need to space each sentence.
3. Cut each of the sentences into strips (one sentence per strip). 
4. Type the titles of the readings and cut into strips.  
5. Mix all of the strips together.
6. You will need to repeat this as many times for groups of three, e.g., if you have 30 students, you will have 10 piles of identical strips.

Class directions

1. Divide the class into groups of three.
2. Give a pile of strips to each group.
3. Tell the class that there are three stories' worth of sentences in the pile. Their task is to separate the sentences according to the reading and then to arrange those sentences in order of the story.
4. When a group is finished, review its sentences to determine if it got the order correct. 

Observations

1. This is a higher-order thinking activity, because it not only involves students knowing which sentence strip goes with which story but then to put those sentence strips in order - both of these when written in the target language.
2. This is a quick 10-minute activity but a fun one to watch.
3. Students are receiving repetitions of familiar understandable messages in this activity.
4. I love seeing how the students work collaboratively on this activity. First, they separated the strips by story, and then each student took one of the stories to put into order. 
5. I was surprised at how much students remembered from the earlier stories, even though it had been a month since we did the first story.
6. If different stories have similar vocabulary, all the better, since this now requires to read each sentence strip closely to determine from which story the strip comes. I had two stories involving monsters, so students had to do close reading to determine of which story the sentence strip was a part.

Latin Lesson Plan for Prologue of "Perseus et Rex Malus"

This year in Latin 3, we have started the school year by beginning to read Andrew Olympi's novella Perseus et Malus Rex. Here is my lesson plan for the prologue - this also contains a lesson plan for how I previewed vocabulary and prepared students to be able to read the prologue - it is with Andrew's full permission that I post the entire prologue here on my blog:

Previewing Vocabulary for the Prologue 
Day 1

1. Movie Talk - Monstrum in Armario

• Target words - In lecto, aliquid, magnos sonos facit, defessus, in armario, tempus est, obdormire, timet
• Movie Talk script
• Movie Talk worksheet (students fill this out during the Movie Talk)

Day 2

1. Introduce reading of Movie Talk
2. Choral Reading
3. Stultus
4. Monstrum in Amario cartoon

Day 3

1. Running Dictatio with pictures
1. Pictures
2. Worksheet
2. Translation/Drawing Dictation (sentences) - students can either draw or translate what they hear

Day 4

1. Unfair/Give or Take game

Prologue

Day 1

• Story Listening 2.0 of Prologue (Tier 1)
• script
• picture example

Day 2

• Retell story again using picture (project Story Listening picture)
• Hand back pictures & students answer questions on paper using only their pictures
• questions
• Social Emotional Learning reading
• Tier 2 level of Prologue

Day 3

• Read/Draw/Pass of Tier 2 level reading
• Read Dating of full version of Prologue
• full version of Prologue

Day 4

• Lucky Reading Game of full version of Prologue

Day 5

• VINCO with pictures
• VINCO sheets
• VINCO cards
• Assessment

Word Cloud Cloze Sentence Activity

This is an activity which I learned from Cindy Hitz, and it is a great higher-order thinking, post-reading activity involving word clouds. In the past, I have normally used word clouds as a vocabulary highlighter game or have students predict what they think is going to happen in the story. Cindy takes it to the next level and uses the word clouds as part of a cloze sentence activity. So instead of calling out individual vocabulary words where students race to highlight words, now you read out cloze sentences from a reading, and students race to highlight the missing word in the word cloud.

You can find directions for this activity here on Cindy's blog at the bottom under the heading "Game Smashing with Word Clouds." 

Here are my directions on how to create word clouds using MS Word 

Example - this is based on the Monster and Dumpling Movie Talk:

Word Cloud

Slide presentation with cloze sentences



Observations

1. This is a great post-reading activity, but students need to be very familiar with the reading before they do this since they are doing cloze sentences without a word bank per se.
2. I loved the double input which students received in this activity - visually seeing the sentences and me reading them aloud.
3. Keep the sentences somewhat short, because the activity involves a lot of processing, so to give students a long sentence for they which they have to understand the meaning, to realize what the missing word is, and then to find it in a scrambled word cloud is a lot. 
4. I thought that students would struggle with knowing what the missing word was, when in actuality, students told me that was the easy part (again, because we had gone over the story so many times in different ways). The difficult part for them was finding the word in the word cloud before their opponents!
5. I love the higher-order thinking going on in this activity. It goes way beyond the basics of the regular vocabulary highlighter game. 
6. To keep the faster processors from always finding the word first, sometimes I would tell students that they had to wait until I said, "Go!" This allowed the slower processors a chance. 
7. Although I only focused on one reading, I threw in distractor words from other passages to fill out the word cloud. 

The Unfair Game/Give or Take Game

In online CI groups and in social media, there has been much talk about the Unfair Game over the years. For some reason, I never investigated what this game was, although folks were praising it as a fun activity for students. This summer at IFLT, Martina Bex talked about the activity with our cohort, and suddenly I realized that I already knew what this game was - I just called it something different! 

I have always called the game "Give or Take," but I like the title "The Unfair Game," because that so describes this game. Here is a link to the directions which Martina Bex has written up for the activity. However, I have always used it with a PowerPoint that has a grid with hyperlinks. The game is still played the same way but now with a visual. Students will pick a number from the grid, and the point total is revealed using the hyperlink. Although it is a generic grid and I have to write in new questions and answers, I can re-use the basic template.

Give or Take PowerPoint example 

• Download the PowerPoint and change the questions/answers.
• Don't touch the hyperlinks when editing. 
• The two icons, face and thunderbolt, are purely decorative. Choose which icon you want to be "give" and which one will be "take" - both icons have the same point value attached to it.

Directions for PowerPoint version

1. Project the slide which has the number grid.
2. Ask a student to pick a number from the grid, and click on that number. There should be a hyperlink on that number,
3. Ask the question now on the screen.
4. Student will respond.
5. Click on the screen to reveal the answer. Be sure NOT to click on the face or thunderbolt.
6. If the response is correct, ask if the student wants to give or take the points. 
7. If the response is incorrect, ask the other team if it wishes to give or take the points.
8. Click on the icon, and a point total will be revealed.
9. Click on the yellow reverse arrow, and you should now be at the original number grid. Numbers which have already been called will now be a different color.
10. Begin again with a new student on the other team.

Observations

1. Students REALLY get into this activity!
2. This is a great post-reading activity for a story, because there are so many different types of questions which you can ask (see Martina Bex's examples).
3. Quite honestly, although there are questions involved with this activity, for students it is all about giving or taking the points and making the correct choice for their teams.
4. I always tell students that they will either love this game or hate it depending on which end of the "fair/unfair" that they are on.
5. I also tell students that it is best to volunteer to be one of the first ones to pick a question, since there is not any stress just yet in the activity.
6.  I have had students deliberately miss a question for which they knew the answer, because they did not want the stress of having to choose either give or take.
7. The PowerPoint does not transfer well to Google Slides, because the hyperlinks get all messed up, so I just edit the PowerPoint template each time I use it.
8. Miss Maestra in the Middle's' version - great way to involve ALL students in the game at the same time instead of just two teams.
9. This is an easy game to keep in the target language, since the questions/answers are in the target language, and I keep the dialogue basic and formulaic: 

Teacher: Do you want to give or to take?

Student: I want to take.

Teacher: O class, _________ wants to take. And the points are ____________.