signs for your classroom
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Instructional materials
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games
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Songs
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mini-booklets (Go HERE to learn how to fold)
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Latin Simon's Cat Videos
In 2015 I experimented with adding Latin subtitles to short Simon's Cat cartoons to use for a movie talk. Of course, a movie talk is probably better if you don't have any text and students need to just listen to you and watch. I've recently added them to a new YouTube channel (since I can't access my old school one!). And don't ask me what program I used to add captions; I honestly don't remember!
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CLC Materials: Google Slides
I had not included specific Cambridge Latin Course materials on here before because I was concerned that there might be copyright concerns. But considering the problems with Covid and the needs of so many for online instructional material, I think it would be worthwhile to at least have links to materials for a while.
In my final years of teaching, I was teaching Latin 1 and Latin 4. The Google Slides I have to share are mainly those, and mainly for Unit 1 of CLC and some for Unit 2. Still there is some useful information in the slides.
In my final years of teaching, I was teaching Latin 1 and Latin 4. The Google Slides I have to share are mainly those, and mainly for Unit 1 of CLC and some for Unit 2. Still there is some useful information in the slides.
- Stage 1 Vocabulary (abridged) [MISSING]
Stage 1 General - Stage 2 Vocabulary (abridged) [MISSING]
Stage 2 General - Stage 3 Vocabulary (abridged)
Stage 3 General - Stage 4 Vocabulary (abridged)
Stage 4 General
CLC Materials: QUIA exercises
I also still have my quia.com materials that I began building 20 years ago, as crazy as that sounds. I am revising my quia.com pages to consolidate specific to CLC textbooks, and not according to how far we were getting in our courses.
When I first began creating QUIA materials, I mainly built vocab drills plus practice versions of my in-context vocab quizzes. While some people only saw these as previewing questions (thus memorization), my intent was to help students understand what details were being targeted and why. Most everything has detailed feedback in order to increase understanding.
As I began building more advanced materials to cover specific grammatical concepts, I mined the textbook for examples. I wanted students to be able to reflect back to a story and remember the context as well as to see just how many times and concept had been presented in the stories in the stage.
The QUIA materials only go through Stage 40, with a few things in other stages beyond. There's also some quia material for AP, but I stopped teaching AP a few years ago (mainly when my district went to block scheduling because I felt we just could not move through the material fast enough to be ready for AP, let alone be able to cover the AP syllabus. I still taught some Caesar and Vergil, but other authors too.
MY ADVICE: If you really like any of my QUIA materials, you should set up your own QUIA site and import them. BUT if you do so, please give me credit. I'm sure I invested thousands of hours making the materials, and most have macrons.
(UNDER DEVELOPMENT!)
When I first began creating QUIA materials, I mainly built vocab drills plus practice versions of my in-context vocab quizzes. While some people only saw these as previewing questions (thus memorization), my intent was to help students understand what details were being targeted and why. Most everything has detailed feedback in order to increase understanding.
As I began building more advanced materials to cover specific grammatical concepts, I mined the textbook for examples. I wanted students to be able to reflect back to a story and remember the context as well as to see just how many times and concept had been presented in the stories in the stage.
The QUIA materials only go through Stage 40, with a few things in other stages beyond. There's also some quia material for AP, but I stopped teaching AP a few years ago (mainly when my district went to block scheduling because I felt we just could not move through the material fast enough to be ready for AP, let alone be able to cover the AP syllabus. I still taught some Caesar and Vergil, but other authors too.
MY ADVICE: If you really like any of my QUIA materials, you should set up your own QUIA site and import them. BUT if you do so, please give me credit. I'm sure I invested thousands of hours making the materials, and most have macrons.
- Lindzey CLC Unit 1 Materials NEWLY REVISED
- Lindzey CLC Unit 2 Materials (still being revised but most items are there)
- (I am revising the rest of my Quia pages. They seem to be in disarray. I will keep you posted.)
(UNDER DEVELOPMENT!)
Articles
I will be going through files and searching links for articles that I have written. I will also start reposting some articles from my old blog to my new blog located on this site.
- “The Biduum Experience: Speaking Latin to Learn Latin” published in Teaching Classical Languages Spring 2015 (REFEREED).
- “Principles of Learning in a Middle School Latin Classroom” published in CAMWS/CJ 2006 (REFEREED)
- “A Ghost's Tale: Musings on the Film Scenario.” Texas Classics in Action, Summer 1998. Reprinted in The Classical Outlook, Volume 76, Number 4. Summer 1999. (REFEREED)
- “Lindsey Davis: An Interview with the Author of Silver Pigs.” Texas Classics in Action, Winter 1993. Reprinted in Mysterious Women, Winter 1996.
PRESENTATIONS
- NEW! 2021 ETC Live presentation: I Piscatum: Go Fish (broadcast date December 9, 2021)
Additional Materials (PDF files):
I Piscatum Booklet
I Piscatum Name Plate
Interjections Handout - NEW! 2021Texas Classical Association fall conference at Austin College in Sherman, TX: Chartīs Lūdāmus: Playing Cards in Latin in the 1500s and Now (Google Slides) (November 6, 2021)
Additional Materials (PDF files):
Latin: Ludus Chartarum (Vives Text)
English: Tudor School-Boy Life (translation of Vives)
I Piscatum Booklet
I Piscatum Name Plate
- Multi-state Junior Classical League Convention (North Carolina, Pennsylvania, New Jersey, & Maryland): Dead Voices Speak: Inscriptions & Graffiti from the Ancient World (revised & improved Google Slides). (April 25, 2021)
- Names & Bullas in the Latin Classroom, Excellence Through Classics / ETC Live, (Dec 2, 2020).
- Iowa University, Department of Classics, ETA SIGMA PHI "The Little Things" Lecture series, Fall 2020 (Sept 2, 2020): Dead Voices Speak: Inscriptions & Graffiti from the Ancient World. (YouTube from Zoom conference)
- CAMWS-SS & TCA: “The Time-Travel Passport: Promoting Spoken Latin in a Reading-Based Classroom” (Oct. 2018 & Nov. 2018)
PAPER * GOOGLE SLIDES [NB Many of the videos of students were not retained when I shifted my files from the school server. me paenitet.] - ACL: “Recapturing the Joy of Reading Latin” (June 2016) (Joint presentation with Caroline Kelly)
GOOGLE SLIDES (slides 1-19 were my part) * MAIN HANDOUT * PREASSESSMENT QUESTIONS * READING WITH EXPECTATIONS HANDOUT * OFFPRINT OF "RESOLVING AMBIGUOUS FORMS IN LATIN" - TCA: “What’s in Your Latin Toolbox? Developing Reading Skills” (Fall 2013)
PAPER AND HANDOUT - Austin College Summer Language Institute: “Building Solid Reading Skills” (Summer 2013)
HANDOUT - TFLA: “From Caecilius to Caesar: Building Reading Skills in the Latin Classroom” (Fall 2012) [NB This paper was just a revision of following paper.]
PAPER * HANDOUT - CAMWS: “From Caecilius to Aeneas: Thoughts on Growing a Successful Latin Program Using the Cambridge Latin Course” (2010)
PAPER AND HANDOUT