7.03.2013

An Example of the Classroom Flow of Operation LAPIS

I'm always asked what the flow of Operation LAPIS looks like in a typical classroom over a typical few days. Since I was adding a page for the equivalent of the teacher's guide, I figured that I would also post this here. Each episode has two parts (A and B), each mission has 3 episodes, and there are 28 missions across the entire curricula. LAPIS can be used as a stand-alone source or in conjunction with most popular textbook series. The generic example here is in a stand-alone setting.

Operation LAPIS

Day 1 - Start of a new Mission
  • Post the new episode (part A) to the TSTT Interface
  • Teams collaboratively read through the new immersion
    • Students utilize VERBA and GRAMMATICA sections for new words and constructions
    • Monitor the teams as they work their way through
  • Review the immersion as a group, reviewing any new or unfamiliar constructions
    • If necessary, a small amount of direct instruction based on the content GRAMMATICA section
  • Hypothesize about potential cultural and historical information needed for the immersion
  • Teams read the CULTURALIA section of the CODEX and use the comprehension questions in the ATTUNEMENT section as scaffolding for the immersion response
    • Monitor the teams as they read and work on the comprehension questions
Day 1 - Outside of Class
  • Teams collaborate on a response by their character in their team-specific areas
    • Monitor discussions and intervene as necessary
  • Lead Operative posts their character's action in the main TSTT thread
  • Respond in-character as other NPCs, or continue telling the story as linking narrative
    • Award denariÄ« (if after Mission 3.3)
Day 2 - In class
  • Read the in-character responses of each team as a group
  • Make minor corrections to Latin that are common mistakes with the intention to not "over do" the correction. Instead of emphatically correcting every small bit, continually model correct usage in order to not interfere or impact the willingness to compose in the target language.
    • Excellent opportunity to utilize circling techniques to ask questions about each character's actions in the TL
  • KEY-TEXT reading:
  • Project the KEY-TEXT on a whiteboard, play accompanying audio file and ask students to listen and follow along
    • Each team collaboratively reads the KEY-TEXT for meaning
      • Utilize roll-over tooltips and visual walkthrough if needed for new vocabulary or constructions
    • Monitor the teams as they read
  • Each team then collaboratively responds to the reading comprehension questions in the ATTUNEMENT section
    • Monitor the teams as they respond in the TL
  • Come back together as a group, review comprehension questions
    • Another excellent opportunity for circling techniques to ask additional questions in the TL
  • Post the new episode (part B) to the TSTT Interface
  • Teams collaboratively read through the new immersion
Day 2 - Outside of Class
  • Teams collaborate on a response by their character in their team-specific areas
    • Monitor discussions and intervene as necessary
  • Lead Operative posts their character's action in the main TSTT thread
  • Respond in-character as other NPCs, or continue telling the story as linking narrative to next Episode
    • Award denariÄ« (if after Mission 3.3)
Day 3 - In class
  • Read the in-character responses of each team as a group
  • Make minor corrections to Latin that are common mistakes with the intention to not "over do" the correction. Instead of emphatically correcting every small bit, continually model correct usage in order to not interfere or impact the willingness to compose in the target language.
    • Excellent opportunity to utilize circling techniques to ask questions about each character's actions in the TL
  • Teams collaboratively work on remaining ATTUNEMENT exercises
    • Monitor teams as they work through the exercises
  • Teams collaborate on the memoratio for the episode in the TL
    • Using memoratio questions in the ATTUNEMENT if needed
    • Acts a closure activity for the episode

As you can see, there are plenty of opportunities for composition, speaking, listening, and reading in the target language. Because all of the content is situated inside of the narrative, it also affords a level of cultural competency that tends not to be seen in a traditional textbook driven classroom.

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