Using an Embedded Neo-Latin Twitter List as a Do-Now

Our assistant principal talked to us about the evaluation process and how his focus this year would be on the beginning of class and how class opened. I have always been conflicted about do-nows; I like the idea but I’m bad at doing little things regularly (like setting up and distributing a do-now) and I like that first few minutes of class to check in with students and build relationships.

I’d been using the Pope’s Latin twitter feed for a while now as a quick check in (when they’re not too proselytizing) and had been noticing neo-Latin / Latin tweets. It occurred to me that I could embed Latin tweets in our LMS and use that as a do-now that the kids might enjoy, that I wouldn’t have to set up, and that I still could use as time to check in with students.

(And, just in case, though I assume that, if you’re here, you have at least a passing knowledge of Twitter, Twitter is a useful language tool because of the 140 character limit, i.e. that limit naturally minimizes the complexity of sentences and language.)

First the technical. I’d embedded twitter feeds before, but they had always been my own tweets (back when I used Twitter instead of the much preferred Remind (101)); I quickly realized that I couldn’t (at least as far as I could tell) embed a twitter timeline. With a little research, however, I learned that I can embed a Twitter list, likely a better alternative to embedding the timeline because there is more customization available.

A Twitter list, in case you don’t know, is simply a curated timeline; it allows you to customize which accounts are included. (In the interest of full disclosure, before I knew what a list was, I revised a dormant account that I had used for class with the intention of customizing that timeline, not realizing that I could create a list and embed it via my existing account). So I gathered about 20 or so accounts that tweeted largely in Latin, and created a list. (And my Latin teacher Twitter account is @dehlatinteach rather than the account associated with that list, if you’re interested in following.)

So I embedded that list on the home page of my Latin course’s LMS:

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Students choose a tweet or two from the timeline / list and submit it to a discussion board (so that everyone can see them and so that I can gather them under one heading, i.e. instead of having a separate submission for each day for each student, I have all of a given students’ tweets in one place).

Here is the list embedded [for some reason it’s linking rather than embedding; working on that]:


And so far it’s gone well. My concern about do-nows, that essentially they are a hoop I’m forcing students to jump through, seems to have been addressed: not only are students completing the assignment, but they also seem excited to do so.

The bigger picture goal here of course is to focus on proficiency (buzzword, I realize), so we minimize talk of translation and focus more on meaning, which we all appreciate as well.

So so far so good with the embedded Twitter list do-now. If you can get over / figure out the technical aspect on your end, it’s a great way to start a class.


Legonium Tweet

I could probably post tens, if not hundreds, of tweets from Legonium / @tutubuslatinus, but I happened upon these tonight and their use of visual plus Latin made them worthwhile (again, pure happenstance that I, well, happened upon this particular one).

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CANE 2017 – Ted Zarrow – Strategies for Successful Storytelling

Ted’s full presentation is here (that he shared freely and openly with us) but I will highlight some of the, well, highlights below.

  • The idea of ‘sheltered’ vocabulary and grammar was reinforced. It was a term I had heard but wasn’t quite comfortable with.
  • Ted tends to focus on sheltered vocabulary but not necessarily sheltered grammar (or at least sheltered grammar with exceptions).
  • He focused on the importance of reducing the number of unfamiliar words in a text, that not uncommonly students see texts with upwards of 75% unfamiliar words (I would say that’s the case in my classroom).
  • This focus reminded me of Kitchell’s cricket experiment way back when (I believe in 2001), when he gave us an article about a cricket match that none of us could understand (because of the unfamiliar vocabulary) even though it was in English.
  • It was somewhat heartening to recognize things that I already do, albeit mostly in isolation, in addition to all of the things that I don’t do.
  • Much of the presentation and slide show consisted of the stories themselves, composed in simple Latin, with sheltered vocabulary, often incorporating his students themselves or his students’ ideas.

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CANE 2017 – Chris Buczek – Implementing a CI Latin Program

  • Lance Paintaggini:
    • active latin = producing language on the spot; focused on language but does not help anyone who has no prior knowledge of Latin
    • acquisition of Latin – lots of input is need; no production drills, etc.
  • Bill van Patten at Michigan State
  • Chris’ implementation:
    • mix of CI and TPRS strategies
    • limit vocab; high frequency words
    • adapting textbook cultural stories to students’ level
    • a class narrative for Latin 1
  • Dictation (dictatio) and 4-word picture stories for vocab intro
  • Reading Guides – enhanced reading comp
  • Read and Draw
  • Draw 1-2-3 –> draw a scene, 2 speech ballons narrate the story in the picture, 3 sents underneath to further describe what’s going on
  • student questionnaires to guide the story
  • find the sentence activities
  • quis diceret
  • Chris’s story:
  • Examples of activities and some student work: