Get documents about "Handout - PICTURE PROMPT
Document Sample
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
(rathgebj@kinnelon.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?
