I got some positive feedback on the last Mad Libs assignment I posted, so I decided to make another one. This assignment is based on passage 19 from Ecce Romani I, and corresponds to the content of the surrounding chapters, particularly noun-adjective agreement. In these chapters, the distinction between 2-1-2 and 3rd declension adjectives is discussed, so special emphasis is placed on that. Download after the jump.
BEGIN RANT —
Hey, you know how some students use text/Twitter-speak in their academic papers? Yeah… STOP.
— END OF RANT
Sometimes it’s hard to get students engaged.
Especially when in Latin class.
Taking inspiration from Mad Libs, and adapting a passage from Ecce Romani, I made what I think is a fun activity to help students practice noun-adjective agreement. The passage is from chapter 5, but the activity actually correlates better with chapter 6. Chapter 5’s story was just more entertaining.
Students fill in blanks to prompts such as “masc nom sing,” meaning a masculine nominative singular adjective. They then plug in these adjectives into the story and translate. Comedy ensues! Grammar is practiced. Download after the jump.
Woo! I made a crossword puzzle! There are a number of sites out there to use, like this one and this one. Not quite sure I’ve found a favorite yet. Some interfaces are better than others, but those others have a prettier end product. Hmm. Jury’s still out on that one.
This crossword is for grammar drills – the perfect active system of Latin verbs. Perfect, pluperfect and future perfect. Correlates with Wheelock chapter 12. Enjoy!
Oh, we had some fun with this activity.
To discuss word choice (particularly words of Latinate vs Germanic origins), we used the wonderful Joseph Decreux meme. This meme takes rap lyrics or other well-known quotes, and “translates” them into archaic language. Often with hilarious results.
After having a good laugh looking at some hilarious (yet school appropriate) memes, the students got their chance. Again keeping with the Hemingway theme that drove the course, I gave them an excerpt from the Simple Wikipedia entry on Hemingway. They then “translated” sections, with hilarious results.
Before: At home in Oak Park, Ernest wrote for his school newspaper.
After: In thine place of eating, resting and bladder drainage, he inked for the scholastic scroll.
Before: At home in Oak Park, Ernest wrote for his school newspaper. He tried to write like a famous sports writer, Ring Lardner, and he made his writing skills better.
After: In the vicinity of household near Oak Park, Ernest inscribed for his schoolhouse biweekly. He attempted at composing approximative to noble frolic wordsmiths, such as Ray Lardner, and in result of that improved his wordsmith trade for the worthier.
Before: In 1917, Ernest found a job with the Kansas City Star newspaper in Kansas City, Missouri.
After: In the year 1917, the Kansas City Star newspaper, abiding in Kansas City, abiding in Missouri, supplied Ernest with employment.
Before: One reporter said: “Hemingway liked to be where the action was.”
After: A single reporter aforementioned, “Hemingway enjoyed to exist approximal to the location of heated activity.”
The best part about this activity is how much Hemingway himself probably would have hated it. Teehee…
This article in The Guardian has a great outline for teaching Shakespeare… through Shakespeare’s insults. It’s chock full of resources, YouTube links, lesson plan ideas… you name it. AWESOME.
There’s been an over-abundance of ESL posts on this blog, I know. I’ll get back to German, Latin, etc. soon enough, I promise. I’ve been building a curriculum from scratch for this ESL job I just took, so lately my mind has been concerned with little else.
Today’s post deals with GRAMMAR and LISTENING COMPREHENSION in one fell swoop! We’re covering “to be” in class this week – a new concept for some students and a much needed review for others. After going over the basics, I decided to make it a little fun by letting them listen to some of their favorite songs. Including one by, you guessed it, One Direction.
I whipped up a quick worksheet featuring some lyrics from popular songs, leaving blanks in the place of forms of “to be” and the contractions that go with it. We’d listen to the song, and then rewind to the appropriate section so they’d have a second and third chance to listen for the correct form.
The kids enjoyed it a lot, and were actually quite successful in filling in the blanks. Fun was had by all. (Except for the kid who tried to steal my speaker. Fun was had by most, suspensions were had by some.)
Grab the worksheet after the jump: Continue reading
Remember that worksheet I posted a lil’ while ago that used an advice column to teach modals? Well, here’s an extension activity. This new worksheet works with the same article, but it introduces vocab and English idioms and whatnot. It’d be good for more beginner students to aid in their overall comprehension of the content.
Download it after the jump. Continue reading
I recently took on a long-term subbing gig as an ESL/ELL teacher at an inner-city charter school. The previous teacher left nothing behind, so I’m starting from scratch, and developing my own curriculum as I go. Heaven help us.
I’ve decided to start with an “advice column” unit, in order to teach modal verbs (can, should, might, etc.) and to develop writing skills. There are many great resources online, such as this quick how-to on teaching modals on Busy Teacher, but I wanted to add my own touch to it.
I took an existing advice column, found here, answering the letter of a girl whose boyfriend refuses to shower. The poor, unfortunate soul. Add an assignment to find some modal verbs… finish it off with some reading comprehension questions… and… VOILA! A worksheet to drill a mundane grammar concept in a slightly fun way.
Snatch the free download after the jump:
This is submitted without comment. Enjoy.