Torvani 6 can best be summed up as "provoke controversy and model for students." Not that there's anything wrong with that, but much of the chapter felt like, well, fluff to me. Having said that, the description of how to deal with recalcitrant struggling readers was quite helpful, and something which I jotted down to put in my folder of good ideas I intend steal from others.
Torvani 5 I summarized with a fun little phrase coined by Augustus: Fetina Lente, or "make haste slowly." Students tend to equate "reading quickly" with "reading well" and are loathe to do anything that will slow down their pace. Teachers also tend to have problems with turning into experts in their field. This usually means that the more we know, the harder and harder it is to decide what is worthwhile enough to be covered in class and what should be "secondary" material. That said, this may not be as big a problem for classical language teachers as it is for others, as our end of course exams tend to be either a passage to translate for accuracy or a large grammar test. And, as I've doubtlessly said dozens of times before, Latin builds off of what you learned earlier. For instance, if you can't keep your endings straight, your chances of reading a short passage are not good.
![]() |
No relation to anything |
Michael,
ReplyDeleteSounds like this week's reading is not very useful to you (except for the little part about the struggling reader)! And I agree that chapter 6 of the BBR book is a repeat of what we read before (except for the doodling part), which is why I decided to not blog or include it in my word journal description.
To the "Invisible Basketball" image: Ha. Thanks for the random "eye-candy" image!
And good luck tomorrow with the lesson!