Scribo Ergo Disco The Use of Writing in the World Language Classroom American Classical League Institute June 2008 Presented by: John Rathgeb Kinnelon High School (firstname.lastname@example.org) The Writing Process I. Exploring II. Shaping III. Drafting IV. Sharing V. Revising VI. Publishing CLUSTERING Clustering is a brainstorming activity which is very helpful in the pre-writing stage. Place discussion topic, theme, etc in central circle. Connect subordinating ideas to the main theme in the circles branching off from the central one. Connect related words to each of the subordinating ideas. You may use as many circles and spokes as needed. Suggestions for use: - Generate student vocabulary related to a particular theme -Analyze qualities of a character in a story Sample Lesson #1 1. 1. Brainstorm list of noun, verb, adj for your chosen topic Place words in cluster graphic organizer 2. 2. Compose English sentence from cluster 3. 3. Look up Latin equivalent in dictionary Show students how to interpret entries 4. Compose Latin sentence Remind students about grammar points they need to remember Sample sentence: At night, my family and I sit down at the table and eat a delicio us meal. Mea familia et ego ad mensam considimus et cenam suavem edimus. Sit down Eat Food Family Verb Talk Noun Plate Dinner Drink Table Delicious Filling Adjective Hungry MEA FAMILIA Pre-writing Cluster FAMILIA PICTURE PROMP T As the name implies, picture prompt involves showing students a picture and asking them to answer specific questions related to what they see. In addition to looking at the whole picture, you can: 1. Focus student attention on just the foreground or background 2. Block out all but 1 section of the picture 3. Tilt the picture to give a different perspective 4. Walk students through the picture moving left to right, or vice versa Suggested uses: -As a pre-reading activity: Have students use answers to the questions as the basis of a creative writing piece. Students become more engaged in the text as they read to assess the accuracy of their own versions. -As a post-translation activity: Students apply what they know about a story to explain the iconography employed by the artist or to assess the accuracy of the artist’s interpretation. Strategy: Picture prompt Grade Level: Latin 4/5 Advanced Placement Activity: By making reference to the picture, students will answer the questions in the graphic organizer and then, using their answers as a base, students will write a short story explaining what is depicted in the picture. Assessment: Students will compare their stories with the Greek myth of Daphne and Apollo, noting what aspects they guessed correctly. Step 1: Answer the following questions about the picture. Question Answer Whom do you see? Where are they? What has happened? What is happening now? Why is it happening? What will happen? Step 2: Using the answers you developed above, write a short story describing the scene. DIAMANTE Diamante is a poetic arrangement of words that require the students to make a contrast between objects or ideas. Directions: 1. Write a noun which has an opposite 2. Write 2 adjectives to describe the noun 3. Write 3 verbs, using the present participle 4. Write 4 more nouns 5. Add 3 more verbs 6. Add 2 more adjectives 7. Add a noun which is the opposite of the first Tullia ambitious callous plotting seizing killing queen ruler wife paragon honoring respecting judging virtuous dutiful Lucretia CINQUAIN Cinquain is a variation on the diamante, utilizing 5 instead of 6 lines. The format is: Noun Adjective Adjective Adjective Verb Verb Verb Verb Verb Adverb Adverb Adverb Noun I use this format to have students compose Latin poems on a winter/holiday theme Interactive Writing Interactive writing is a strategy that asks the student to assume the role of a character in a story. The student then writes a letter to another character in the story from the perspective of their assumed role. Steps for implementing interactive writing: 1. Create a graphic organizer, listing characters from the story. 2. Brainstorm about words that address both positive and negative traits of each character. 3. Decide which character will be writing the letter and to whom they will write. 4. Select which of the recipient’s traits (+ or -) to focus on while writing. 5. As part of the pre-writing session, consider the purpose in writing. Sample activity: As a review of the unit on Daedalus & Icarus, students will brainstorm about the positive and negative qualities of each character as depicted by Ovid, and then, pretending to be one of the two characters, will write a letter to the other providing more insight into the personality of the writer. Daedalus & Icarus Icarus Daedalus Plus Minus Plus Minus Playful immature Creative impatient Buoyant inattentive Intelligent self- focused Fun- loving disobedient Loving conniving thoughtless Cautious jealous bothersome Observant Meticulous MAGIC WHO Magic Who is another brainstorming technique. Place central theme in the rectangular box. Brainstorm qualities/characteristics that relate to the central theme. Connect each idea to the box with a spoke. You can put as many spokes as you like. Suggested uses: -As the basis for a body paragraph in an essay -As a pre-translation activity to activate student expectations of content -As a closing activity to help students solidify their understanding Turnus vs. Aeneas Inde Turnus auxilium petiit ab Etrūscīs, quī tōtam Italiam fāmā nōminis suī implēverant; illī metuentēs novam urbem multitūdine opibusque crēscentem laetī auxilium tulērunt. Aenēās in tantō discrīmine, ut Aborīginēs Troiānōsque sub eōdem iūre atque nōmine habēret, Latīnōs utramque gentem appellāvit. Cum adversus Etrūscōs sē moenibus 5 dēfendere posset, tamen in aciem cōpiās ēdūxit. Etrūscī victī sunt. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Strategy: Magic Who Grade Level: 7th Grade Activity: Following student presentations on 12 Olympian gods, students will brain- storm 6 characteristics for a god assigned to their group at random. Choosing 3 of the characteristics, student will compose 3 sentences following the format “I am a ______ who ______”. Using their 3 statements as a basis, students will write a “Who Am I” riddle. Assessment: Students will read completed riddle to whole class to see if peers can guess the identity of their god. Son of Zeus Twin Musician APOLLO Sun Healer Archer I am a son of Zeus who brightens his day whenever we meet. I am an archer who killed the monstrous Python I am a healer who could not cure the wound I received from Cupid’s .arrow. Who Am I?