At long last, the Latin Movie Trailers. Here they are in all of their glory (or lack thereof). In no particular order (except I did put Rogue One (Furcifer Unus) first because I believe the BluRay comes out today or hereabouts). Enjoy.
Toy Story 3
Song of the Sea
Beauty and the Beast
To Kill A Mockingbird
Wallace and Grommit
Beauty and the Beast (a different one)
Grand Budapest Hotel
I had applied to be an ADE this time around and just found out yesterday that I was not chosen. A bummer, to be certain, but not entirely surprising; it is a difficult admission to achieve and I wasn’t entirely confident in my video. With that said, as I made the video, going through old materials, reviewing my own career with technology, I will admit that I felt more confident as the process went along than when I decided to apply.
I write this really for two reasons. One, for the simple act of transparency. I did it. It didn’t work out. Here it is. Two, a bit more tricky. Here is Apple’s email:
Perhaps I’m being a bit sensitive here, but, as a humanities teacher and believer, I find the primacy of ‘Everyone Can Code’ in the opportunities-to-engage-with-Apple suggestions a bit disconcerting. I understand too that the code movement is not entirely a STEM phenomenon and that the humanities in many ways have been at the vanguard of technology expansion and exploration. I’m also not saying that I wasn’t chosen because of my humanities interest and teaching.
With all of that said, however, assuming that there are plenty of humanities teachers who applied and were denied, it does seem a touch tone-deaf to lead with something so antithetical to their training and day-to-day work (however much Apple may want us to expand our horizons), especially in this era of STEM-dominance and humanities-survival (or lack thereof).
Am I bitter? I’m not sure that’s quite the right word, but I will reluctantly admit that I am on that spectrum. I guess I’m just concerned that everyone has forgotten how many STEM advancements were made with the simple yet powerful training that the humanities provide (and, lest we forget, science and math and their offshoots are part of the humanities) and, as we move farther and farther away from that training, I wonder what we will lose as we gain other things.
Sed de hoc satis. On to the video. I’ve embedded it below. I thought it was a bit rushed (I was hoping they’d hit the pause button a few times) and I suspect it focused a bit too much on me and not enough on my students and the impact of (Apple) technology on them. That’s my utterly anecdotal assessment.
I wrote here about my Latin Movie Trailers projects and I promised more posters (and the videos) to come. Well, a bit longer than I would have liked, here are the other posters. Two disclaimers: 1. I included the ones from the previous post just to have them all in one place; and 2. the new ones are photos of the printed versions from the bulletin board (if they look a little funky). Enjoy.
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.
- Lance Paintaggini: https://magisterp.com/2017/01/24/active-latin-vs-acquisition-of-latin/
- 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: bit.ly/2m9eCzp
- Examples of activities and some student work: bit.ly/2mEuGuw
In our language PD today (thanks, Megan and Kara) and saw what could be a cool activity to try. It began with a Spanish Wikipedia page on Lionel Messi and a checklist of information to find in the article: team, position, jersey number, etc. They then showed a Latin example with an updated idea: rather than searching for specific information, use color coded categories to find information:
- blue = people / names
- green = location(s)
- yellow = actions / deeds
- pink = time / date
- orange = personality / character / variable (depending on the topic)
I was thinking even that the original checklist activity would be a good activity but I like this even more, though they target different things, the former specific information and comprehension, the latter more recognition. (And some of them are debatable / on the border but for the sake of illustration.)
Just received the latest issue of the ACL’s Classical Outlook and not only was a review of my A Latin Grammar Quick Reference in the Clearinghouse section but it was also very positive (thanks, SK). I’ve included a .jpg below and you can download a .pdf here.
I would add too that it can (and perhaps can best) be used with the Mac’s iBooks app as well. We are a 1:1 school with MacBook Airs and so my students primarily use the book on their laptops. And the real advantage is indeed the navigable table of contents. The ability to quickly access those forms in a consistent and focused way (as opposed to the clutter of Google search results) has been hugely helpful to my students, more so even than I envisioned when I wrote it; seeing it in action has made it a more indispensable part of my class than I expected.
Bolchazy-Carducci has published their Martia Dementia bracket and contest, in which seeded Roman emperors vie for bracket supremacy, e.g. in the first round? 1 seed Augustus vs. 16 seed Anaximander. See here for a complete description of and rules for the contest.