We had a great first week at this year’s Summer Language Institute in Latin! Spreading out the curriculum over two weeks has made the material even more fun and natural for students, and we’ve had so much more time to play processing games and build proficiency with productive language skills. I knew the students were making great progress, but I was still impressed with their ability to retell stories, carry on conversations and communicate information through spoken Latin.
It’s almost time for the Summer Language Institute, so I thought I’d do a little throwback to my first TPR- and TPRS-based Latin class. I was very lucky to have such a motivated and creative group of students, but I also have to give credit to the TPR and TPRS themselves. Can you imagine, a whole group of high school students voluntarily studying Latin, not for the credit but just for fun, and mainly because they knew what the methodology would be like? What a great testament to brain-based teaching! The students made the class outstanding, and the methodology empowered them to do so.
Iter Īcarī was inspired by CPLI’s Pauvre Anne series, which I’ve always enjoyed using in my French classes. The series takes a good range of TPR and TPRS vocabulary, adds a dash of plot and high-frequency extra words, and offers a great cumulative reading experience for my French students at all levels. I wanted my Latin students to have the same experience, but I wanted it to be tailored to a Latin-specific range of vocabulary and culture.
The result was Iter Īcarī, a tale that begins with the myth of Daedalus and Icarus and ends centuries later at the Nashville Parthenon. The story uses classical and modern conversational Latin and all the typical structures found in a first-year Latin curriculum, including a famous quote from Latin literature at the start of each chapter. A full Latin-English glossary accompanies the text.Read More »