Saturday, February 11, 2017

Summer Pedagogy Seminar

Please read this posting from Patrick Owens, a friend and brilliant Latinist - one of the best in the world.

"I'll be offering a pedagogy seminar introducing active Latin methodology and its classroom applications. The seminar will run from June 19-21, and will be hosted by the Wethersfield Institute in Armenia, NY (with easy transport from NYC airports). Sessions will include (among other topics) a history of the direct (aka "natural") method, how to lesson plan for immersion classrooms, précis and discussion of current research on SLA and Classical language pedagogy, building resources, and how to transition from the grammar-translation method. The event will be professionally catered on the gorgeous and historic Wethersfield Estate, where participants will enjoy exquisite accommodations.

Thanks to a very generous grant from the Wethersfield Institute, the cost of this event, which includes meals, accommodations and the seminar sessions, is just $200.

For more information, please see:  http://www.wethersfieldgarden.org/latin_pedagogy.html . Thank you, in advance, for sharing this announcement."

Wednesday, February 11, 2015

Pacing

After several years of trial and error, I have settled upon the following schedule for my LLPSI course:

5th Grade - Latin 1/2 - LLPSI 1-8
6th Grade - Latin 1 - LLPSI 9-16
7th Grade - Latin 2 - LLPSI 17-24
8th Grade - Latin 3 - LLPSI 25-32
9th Grade - Latin 4 - LLPSI 33-40
10th Grade - Latin 5 - LLPSI 41-45
11th Grade - Latin 6 - LLPSI 46-51
12th Grade - Latin 7 - LLPSI 52-56

Every year, I recommend that students take the National Latin Exam and use the month of February to prepare. Also, I recommend that students use the summers to read the Colloquia Personarum (after 5th, 6th, and 7th grades),  Fabulae Syrae (after 8th grade), and the Epitome Historiae Sacrae (after 9th grade).  In the summers after 10th and 11th grades, students can go through any of Oerberg's readers, like Caesar, Vergil, Cicero, and Ovid.

I will modify this schedule as necessary with my own students.  Right now, I have a talented senior who has never studied Latin; he is going through Latin 1/2 and 1 in a single year (Capitula I-XVI).  Some colleges go much faster than that.  However, I have found that most, if not all, college professors wish that they had more time to spend on building basic Latin skills, and their pacing is forced upon them by other factors and not by what is ideal for learning.  In my opinion, students need time to internalize new vocabulary and grammar.  It aids long-term memory.  My schedule maintains rigor without outpacing the abilities of a typical student.

Let me know about your successes and failures with the pace of LLPSI.

Thursday, February 5, 2015

Chapter 4 - Rap



Theresa Ambat raps her way through Chapter 4.  Dowload, share, and enjoy!

Tuesday, October 29, 2013

Friday, September 13, 2013

LLPSI: Study Guide

This site has been re-organized to help make everything, particularly the new resources I am adding, easier to find and use.  The tabs are now arranged roughly in the order you are likely to use them when studying a new lesson in LLPSI.  So, if you are following my recommendations, for each new lesson you would navigate the tabs in the following order (from left to right):

1.  LLPSI: GRAMMAR LESSONS
(30 minutes) Participate in the grammar conversation for your lesson.
(10 minutes)  Complete the grammar worksheet for your lesson.

+ LLPSI: GRAMMAR SONGS
(5 minutes) Sing the song for your lesson (if available).

+ LLPSI: GRAMMAR KEY
(5 minutes) Use the systematic grammar key to check your work on the grammar worksheet.


2.  LLPSI: CONVERSATIONS
(30 minutes) Participate in the conversation for your lesson.


3.  READING TUTORIALS
(5 minutes) Watch the reading tutorial for your lesson.
 (30 minutes) Read (and re-read) the lesson in the LLPSI text.


4.  EXERCITIA TUTORIALS
(5 minutes) Watch the exercitia tutorial.
(30 minutes) Complete the first two exercitia for the lesson.


5.  LLPSI: CONVERSATIONS
(30 minutes)  Re-read the lesson (and/or participate in the conversation again).
(20 minutes) Complete the remaining exercitia.


Each of the numbered items should take roughly one hour to complete.  On this schedule, you would complete one lesson in one school week.

For the last lesson of each chapter, the 'grammatica latina', you will need to remove the introductory grammar lesson and add Pensa A-D toward the end.  Therefore, your last week of a chapter would look like this:

1.  LLPSI: CONVERSATIONS
(30 minutes) Participate in the conversation for the grammatica latina lesson.

+  READING TUTORIALS
(5 minutes) Watch the reading tutorial for the grammatica latina lesson.
 (30 minutes) Read (and re-read) the grammatica latina lesson in the LLPSI text.


2.  EXERCITIA TUTORIALS
(5 minutes) Watch the exercitia tutorial.
(30 minutes) Complete all the exercitia for the lesson.


3. [PENSA A-C] [NO TAB]
(30-60 minutes) Complete Pensa A-C in the text.


4.  PENSUM D
 Watch the Pensum D tutorial and complete the Pensum D worksheet.

TRANSLATIONS
Re-read text with audio translation.  

+ LATIN - LATIN FLASH CARDS
Study flash cards.

I hope these instructions and my new resources will make your study of the Latin language more efficient and productive.

Sunday, October 21, 2012

Latin Father, German Mother


As you all know, 50% of the English language is Latin, in spite of the fact that its origin is German.  Only 40% of our English words are now derived from our ancestral Germanic language (the language of the Angles, the Germanic tribe from which we get the name of our language, Angle-ish.)  You also know that almost all (90%) of the ‘big’ words in our language (3+ syllables) are Latin (9% are Greek and 1% are ‘other.’)  Because the Germanic words are the ‘little’ ones, they are also the ones that we learned in school and at home before the 3rd grade.  In this way, German was our ‘native’ tongue, because we learned it first.

However, around the 3rd grade we began to learn a foreign language, Latin, often without even knowing it.  Our classes became more difficult.  Our texts became more challenging.  We started learning ‘bigger’ words.  The percentage of Latin in school continued to increase every year until we graduated.  If we went to college, the percentage of Latin and Greek words in our texts far outnumbered the Germanic ones.

It’s as if you grew up with immigrant parents, a mother from Germany who dropped out of school after the 3rd grade and a father from ancient Rome with a Ph.D.  When you came home from the hospital, your German mother noted that her plump little baby was quite ‘fat,’ while your educated Latin father noted your ‘corpulence.’  Your mother wrapped you in a blanket covered with images of ‘horses,’ but your father doted on you swaddled in your ‘equine’ print.  Your German mom bought you a mobile with little blue ‘birdies’ while your father praised her for the azure ‘avian’ acquisition. 

As English speakers, we need to recognize the roots of our language.  We learn a predominantly German language in our youth, and as we mature, our language patterns shift toward Latin.  However, many parents continue to treat English as ‘English’ (i.e. German) for all twelve years of formal schooling and never teach the Latin grammar, syntax, and vocabulary that predominate after 3rd grade. 

Every student of English should also be a student of Latin from 3rd-12th grade.  And that does NOT mean a student of Latin ‘roots,’ but a student of the language.  Memorizing a list of 100 common Latin and Greek roots is NOT the same as learning Latin.  By the 12th grade, students should know around 3500 Latin words by having actually learned to read them.  In doing this, they will have increased their college-level vocabulary by more than 35,000 words.  It is no wonder that students who have studied even one year of Latin score 50-100 points higher on the SAT than their counterparts.

There are many fantastic Latin programs for parents who know absolutely no Latin but want to give the advantage of learning Latin to their children (for one such program, Latin for Children, see one of my earlier blog entries.)  If you see the competitive advantage of learning Latin, get out of your comfort zone and give it a try.

-Joe Klomparens

Saturday, September 29, 2012

Latin Windsprints


You might enjoy the following post from Doug Wilson regarding the benefit of learning Latin (my thanks go to David Byle, a missionary in Istanbul, for sharing this with me.)
The Brain Is More Like a Muscle Than a Shoebox (or Why It’s Good for Kids to Learn Latin)
Posted: 24 Sep 2012 11:00 AM PDT

“If a football coach were making his player run wind sprints in a particularly hard practice, no one would upbraid him for making his players run from the thirty-yard line to the forty-yard line and then, mindlessly, pointlessly, back again. If he were confronted, he would point out that the issue was discipline and not the particular piece of ground the players were covering. In fact the ground covered in the subsequent game is not important in itself either but is related to a higher end.

“We tend to think of our students’ minds as finite shoeboxes, and we then think we must take special care not to put anything in there if we do not want it to remain there for life. But the brain is more like a muscle. A student who learns one language, such as Latin, is not stuck with his shoebox three-quarters full, with no room for Spanish. Rather the student has a mind that has been stretched and exercised in such a way that subsequent learning is much easier, not much harder.

“Now of course this kind of mental discipline could be acquired by requiring of the students the intellectual equivalent of running back and forth. While a football coach might be able to get away with this, because everyone understands the point, we should not attempt it in the classroom—although mental wind sprints that had no point in themselves would still be better than simple laziness. The reason this approach would not work in the classroom is that the human mind is inescapably teleological; it wants to know why it is learning something. Latin has the advantage of providing the grist for the mill of the mind, while also providing great practical advantages. To return to our metaphor of football, the study of Latin is therefore simultaneously an exercise to prepare for the game and part of the game.”

—Douglas Wilson, The Case for Classical Christian Education (Wheaton, IL: Crossway, 2003), 140-141.