Re-read, Draw, Re-Tell: Continuing Input with Structured Output

With most of our input activities, one pass over anything is never really enough. Repetitio is mater studiorum must be one of the oldest signposts for Comprehensible Input on record! So, after reading a chapter of Pugio Bruti with Latin 5 students (and a chapter of Itinera Petri with Latin 4 students) I created this version of a “Read and Draw” that focusings on listening, reading and hearing AGAIN prior to a writing activity.  Here is the outline of how to do the activity which I am calling “Re-Read, Draw and Re-Tell”.

Students put themselves in groups of 3-4 (3 is best).

  1. They begin by taking turns reading and giving back the English of the most recent reading/chapter of a novella or other text.  This should not normally be a cold read.
  2. You circulate to help with problem spots.
  3. When a group has finished, they get ONE white board, marker and rag for the group (could be a blank piece of paper).
  4. Group goes back through the story and one of them draws in as much detail as possible the entire reading. They may label things in Latin, but not English, and only with words and phrases–not whole sentences.
  5. When they think they are finished, they call you over to see if they have left anything out.
  6. With your go ahead, they now take turns re-telling the story to each other using the drawing as their guide.
  7. They should each re-tell the story at least twice or until they feel that they have the entire story down. 
  8. As they listen to each other re-tell, the listeners should agree on a “grade” for the retell with these three options: 70–Needs Improvement; 80–Meets expectations; 90–exceeds expectations and a couple of notes about how to make this better. This is not a grade for the gradebook, but a form of peer-review that may give them some insight into how to make their output better. I doing so, it necessarily leads them back to more input around the “left out” items.
  9. They each take a picture of the drawing on their phones for future use.  Then, return all materials.
  10. On a subsequent day, each may use the photo on their phone to review the story before writing the story in their composition notebook. The writing may be simple a re-tell, or you may add extra considerations in the writing prompt that go along with the story and any personalized questions you have already asked them.

Here is the student copy I made to give to each group of three.

Here is the writing prompt I gave based on Cap 3 of Pugio Bruti:

Write a Latin summary of what happens in Cap 3. Then, write in Latin about a time or place where you were alone and things felt dangerous. Who would you want to be with you? Explain.

Here is the writing prompt for Cap 4 of Itinera Petri:

Retell in Latin the details of the story in Cap. 4  Then, in Latin describe a dream you had once and what happened in it.  Is it like Peter’s or different? How?

Bob Patrick