1. All materials available at http://tinyurl.com/SommerACL2016

2. Why this topic? As Latin teachers we  support student learning by providing structure for grammar concepts (often insufficient in a reading method textbook)  are expected to differentiate learning  strive to engage students in active learning  need sustainable practices for planning classroom activities and developing materials  want to meet the needs of our students, without sacrificing all of our sleep and/or sanity

3. Why this topic?  Most of us have a single textbook series as our primary resource, which we may or may not have chosen ourselves.  Kids and parents like textbooks.  We (should) like textbooks.  There is no perfect textbook.  Teaching straight from the textbook is boring for everyone.  Creating everything from scratch is not sustainable.  Finding the sweet spot between those extremes can lead to excellent results for us and our students.

4. My point of view and priorities  pro-reading method, with additional grammar support  4-year high school program with AP in the 4 th year  literal translation  grammar analysis  giving students the tools to think analytically about language is immensely beneficial to their overall education  set kids up for success  support, move on, circle back, keep moving, keep supporting  bang for your buck (and your time)  your textbook is not the boss of you  treat your creative energy and your time as precious resources

5. This is a lie.

6. Judgment-free opportunity to leave

7. I. Chapter Stories (aka the reading method’s greatest asset... and sometimes burden)

8. A. Before translating  add scaffolding  activate prior knowledge  reteach a key concept that some of the students still aren’t getting  provide focus  promote analytical thinking while reading  N.B. I am not advocating for complete sentence diagramming before reading

9. Ch. 34 (adjectives)

10. As easy as command + U  tense and voice of underlined verbs  case and number of underlined nouns  type of participle  etc.  students can do the hunting  caveat: don’t negate the importance of reading and analyzing forms in context  key questions:  What will set them up for success?  Is it better to give them the tools to “get it right” the first time or let them make a mistake and create a teachable moment?

11. Sometimes I break the Ecce Romani rules (please don’t tell on me) e.g. Ch. 30 (passive verbs)

12. Ch. 32 story (reviewing active and passive verbs)

13. Ch. 37 (deponents)

14. Ch. 38 story (reviewing active, passive, and deponents)

15. Adding movement Ch. 43 (subjunctive verbs)

16. Then do a little analysis together

17. B. After translating  analyze forms  consistent graphic organizers help ALL students  help students conceptualize and compartmentalize the various components of reading Latin  reinforce a new grammar concept by going back to the story after teaching/practicing the concept  provide focus  provide an opportunity for all students (including weaker readers) to feel successful  encourage students to use their resources to think through a problem (those notes sheets just became more valuable in their eyes!)

18. Ch. 28 (relative clauses)

19. Relative clauses and imposters

20. Ch. 27 (pronouns)

21. Ch. 34 noun IDs (final exam review)

22. Ch. 41 (story with participle IDs)

23. After-reading verb hunt  make two lists of verbs: imperfect and perfect (or present and future, indicative and subjunctive, or whatever you’re working on distinguishing)  change verbs in the list to the other tense/mood  the story can be a resource for a lot of good analysis, manipulation, and practice for the students

24. II. Chapter Exercises (aka, your students don’t read the directions anyway, so you may as well change them!)

25. Your textbook is a resource.... But it is not the boss of you!  These are all negotiable:  Who?  What?  When?  Where?  Why?  How?

26.  Who?  Can you do something that provides better direction and focus for the students? Should the students be doing something more than what the book is asking of them?  What?  What actions lead to maximum learning? Which activities are worth the time? What level of difficulty is appropriate and useful?  When?  Would the activities work better in a different sequence? Where does direct instruction fit in?

27.  Where?  At their desks? Sitting on the floor? “Rome-ing around”? In the hallway? Outside?  Why?  What is your objective?  How?  How do you want the students to work through the task? What scaffolding or resources will help them be successful?  Classwork or homework? Individuals, pairs, groups, whole class?  On paper? On whiteboards? Orally?

28. Chapters 34 & 35: the ditch of Latin II (comparative & superlative adjectives & adverbs)

29. Ex. 34e before and after Double circle activity with enough cards for every student and clear instructions.

30. Ex. 34f before and after

31. Ex. 34h before...

32. ...and after

33. Ex. 35d before...

34. ...and after

35. Ex. 35g before...

36. ...and after (ADVERBAPALOOZA!)

37. Additional Ch. 35 activity

38. And a warm-up targeting common mistakes

39. You can add structure to anything. e.g. Ex. 50e ( sponsalia Corneliae)

40. You can change the focus. E.g. Ex. 26e with noun IDs

41. Ex. VIIj (Orpheus & Eurydice story in the Ch. 28-33 review section)

42. You can change the format...the timing...the expectation... E.g. Responde Latine as a matching warm-up

43. You can build up to a difficult task and make it “fun” E.g. Ch. 30 & 31 active  passive and passive  active sentences The goal in Ch. 31: Dominus saepe multās et optimās cēnās dat. Multae et optimae cēnae ā dominō saepe dantur. Hodiē dominus tē ad cēnam accipiet. Hodiē (tū) ad cēnam ā dominō accipiēris.

44. Ch. 30 museum of passive  active sentences

45. Having the answers ready to go = speedy feedback

46. I Museum of Sentences

47. Why not Latin circuit training?

48. III. Some favorite “bang for your buck” activities Composition relay games

49. Porci!

50. Ultimate Porci!

51. Individual whiteboard activities E.g. Ch. 38 numbers Q&A

52. Creating experiences that help students connect to the language E.g. “Know your Ecce Romani” (Ch. 29 interrogatives)

54. Or a skit that combines language and culture (E.g. Ch. 27 at the chariot races)

55. I love a good rubric.

56. IV. Providing Structure (to help ALL students organize information and compartmentalize learning)

57. Giving credit...  David Volk  Barbara Hill  Laura Good  Debra Baker-Schneider  Elizabeth Solomon

58. Your turn!  Story before translating (add scaffolding, add focus, activate prior knowledge, set them up for success)  Story after translating (analyze, compartmentalize, revisit new grammar concept in context, use imposters to your advantage)  Change the directions of an exercise to  better meet the needs of the students  allow students of different ability levels to access learning and achieve success  add movement  add collaboration  change the focus, format, or outcome  target your objective