![]() If you’ve never written Latin for the beginner by sheltering vocabulary, start with three basic sentences. And here’s where I’ll put the stories once they start rolling in. Here’s the form for Writing Challenge #1. NOOB level sheltering: no more than 15additional words Plus, the following additional words (excluding names, and different forms of words), scalable to your challenge level:īOSS level sheltering: no more than 5additional wordsĬONFIDENT level sheltering: no more than 10additional words Write a short story about an animal using any of the following core verbs and function words: That all depends if you’re up for the challenge! Latin 1 is about to get a whole lot of reading options. The best part? We can reasonably expect the texts to be of a similar level given the parameters. That means if 10 Latin teachers each submit a short story using a particular set of words and some parameters, every Latin teacher with the link will have the option of reading any number of them with their classes. Submissions will be anonymous-or not-and the spreadsheet will be shared with everyone to view, copy, and read. So, over the next weeks I’ll be adding some challenges to the Latin teaching community, for the Latin teaching & learning community. Sheltering vocabulary is a particular skill that gets us the most leverage, but takes some practice. However, sheltering grammar is a lot easier than limiting the number of words used to tell a story. I encourage teachers to use whatever grammar they need to express ideas, especially those that tend to be delayed until “advanced” study. At first glance, that doesn’t seem right, but what I’m talking about is setting parameters like writing a very short text using 20 unique words. November is time for the national writing month trend, so I thought it’d be a good way to get more teachers writing fewer words of Latin. How about some more books at the lowest of levels? For goal #2, I’ve been writing Latin using very, very few words, but my students could use more voices than just my own! Latin novellas being published still span quite the range. Sure, this accomplishes one thing, the end, but what about the means? When the point is going through some kind of process that results in those products, it makes sense to focus on supporting teachers honing those skills. Why the fuss? The idea is simple: when teachers don’t know what to do, they take anything pre-made and use it. We showed how to do that under a “connect, explore, create” framework. This all goes back to the #ACL100 presentation I gave with John Piazza and John Bracey, with contributions from David Maust. ![]() ![]() Granted, some of those for cultural exploration are available despite strongly encouraging teachers to focus on the process of writing their own. I’ve been hesitant because the process of creating a text together as a class is more important than teachers having a print-and-go option. I’m a big fan of process over product-so much so that I don’t love sharing a bunch of ready-to-go class texts.
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