Brandō Brown Canem Vult...Carol Gaab has been an ESL and Spanish teacher since 1990. In addition to teaching language, Carol has been a teacher trainer and curriculum designer since

Brandō Brown Canem Vult Capitulum 1

Teacher’s Manual

Brandō Brown Canem Vult

Written by:

Justin Slocum Bailey Edited by Carrie Toth

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copyright © 2017 Fluency Matters • 800-877-4738 • www.fluencymatters.com

Introduction to the Brandō Brown Canem Vult Teacher’s Manual

I. Organization The teacher’s manual is aligned with research concerning reading strategies. Good readers:

predict make connections between a) text and themselves, b) text

and other texts, and c) text and the world around them visualize what they read reread use contextual clues to decipher unknown vocabulary

There are plenty of activities to help students become better readers. Instill an interest in the topic and steer students into conversations in the target language about the events and the characters in the novel, both before and during the reading of the chapters. Ensure students know the essential vocabulary before reading the chapter. More time should be spent on pre‐reading activities than post‐reading activities. In addition to Latin pre-reading and post-reading questions, every chapter has many comprehension questions and quizzes. The main point of the comprehension questions and quizzes is simply to provide students with further exposure to the language of the chapters. Feel free to use the questions and quizzes as springboards for discussion/Q & A about each chapter, rather than as worksheets and actual quizzes. NOTE: We encourage you to skim the pre-reading and post-reading activities for all the chapters in advance, as many are described only once, but could easily be applied to other chapters. For instance, “4-Square” is described only in chapter 1, but would work in any chapter. “Character Cubes” are described in chapter 6, but could be used anytime, as soon as students have a feel for various characters.

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II. Topics The novel has some very basic topics grounded in high‐frequency vocabulary that would fit any level‐one curriculum:

Family relationships Growing up and developing independence Honesty and integrity Relationships with friends Birthdays Illness and doctor’s visits Pets and other animals Likes and dislikes Peer pressure Likes and dislikes Variety of verb, noun, and adjective forms

III. Cultural Context: American Culture vs. Target Cultures This novel is based on everyday events and activities. Although the novel is set in the United States, there are a multitude of cultural topics that can be explored by using the novel as a springboard to launch into cultural discussions and comparisons. The following are some of the topics that can be explored and/or enhanced using the novel as a springboard.

Family relationships in the Target Cultures Relationships with friends in the Target Cultures Celebration of birthdays in the Target Cultures The importance of responsibility/duty in the Target Cultures The role of pets or other animals in the Target Cultures

IV. Major themes in the novel

-child relationships

y

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V. Author of the Novel Carol Gaab has been an ESL and Spanish teacher since 1990. In addition to teaching language, Carol has been a teacher trainer and curriculum designer since 1997. She has written and published foreign language curricula for elementary through high school students and also serves as a TPRS consultant/editor for various textbook publishers. She is known for creating materials that are extremely teacher‐ and student‐friendly and highly effective for language learners, young and old. Her passion for and expertise in teaching and learning language are evident in the materials she creates.

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Note: In this and subsequent lists, every single form that appears in the chapter is listed. As there is no “assumed grammar” for each chapter, these complete lists can give you an idea of specific forms to focus on or ignore. For instance, as similem is the only form of the word similis –is –e that occurs in the chapter, you and your students don’t need to worry about the other forms at this point, if you don’t want to. ai album albī amīca amīcus animālium ātrī ātrum canem canis canēs canī colōris ego eius est et habet hortīs in ingeniōsum ingeniōsus ingeniōsī inquit magnum magnōs maximum maximus

molestum molestī multī multōs mūrem mūrēs nātūrālis nōn omnēs optimus parvum parvōs piscem piscēs planētā quoque rūfum sed similem soror sunt tēlevīsiōne valdē vel videt volō vult

Vocabulary

Using the chapter vocabulary list

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Note: In this and subsequent lists, only words almost certain to be near-transparent to teenage English speakers are included. Most likely, there will be many other words in the book that students can understand based on their prior knowledge of English and Latin vocabulary. colōris in ingeniōsum ingeniōsus ingeniōsī nātūrālis planētā similem tēlevīsiōne

Transparent Cognates/Etyma

Using the chapter vocabulary list

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Pre-Reading Discussion Questions For a successful discussion to take place, students must be engaged in the topic and they must be able to understand. Speaking in the target language is not enough. Teachers must assure that students comprehend the message and that they are attentive to the discussion. The more lighthearted you can be, the better. Take time to stop and enjoy a moment chatting in Latin with some individual students. Joke and laugh a bit. Use dramatic pauses or voice inflection to increase interest, just as you would if you were reading a story in English or telling a story around a campfire. Focus first on gaining student interest and second on the “curriculum at hand.” And always be sensitive to students who may have difficulties currently going on in their lives. They may not want to talk about their families, what their home is like, or where they have traveled. Remember to go SLOWLY and continually check that students are comprehending the discussion. For some really helpful techniques in leading class discussions, you may wish to read the book PQA in a Wink by Ben Slavic, available at www.fluencymatters.com. With the pre- and post-reading discussion questions for each chapter, don’t feel like you have to get an answer from each student. It can be more effective to get an answer from one or two students, ask follow-up questions, compare and contrast students’ responses, and so on. With more proficient students, you may be able to project or distribute one or more questions and have students discuss with a partner, then share with the whole class. Suntne hortī prope domum tuam? Saepe ad hortōs īs? Habēsne animal familiāre? / Estne tibi animal familiāre? Vīsne animal familiāre? Quae animālia tibi maximē placent?

Before the Reading

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1. 4-Square: 4-Square is an activity that allows you to get your students out of their

seats and actively involved in the story. In chapter one, students will be reading about the pets that Brandon’s family and friends have. Prepare them to discuss pets by using this activity.

Print pictures of several different pets (both common and less common) and

either laminate them or put them in protective sleeves. Create a large plus sign on the floor with masking tape. Choose four of the pictures and place one in each of the four squares you have

created. Ask students, “Quod animal habēs (vel vīs)? Change the pictures on the floor and ask “Quod animal maximē placet?” Create other questions that would allow students to move around and select other

animals. (“Quod animal minimē placet?” “Quod animal est fortissimum?” etc.) 2. Fābulae: Ask students about movies, books, and shows featuring animals, whether they

like the stories, whether they like the animals, etc.: Quae fābulae [cinematographicae, in librīs, etc.] habent animālia? Utra fābula magis placet—___________ an ___________? Quae fābula maximē placet? Quod animal [in fābulīs] maximē placet? 3. “Persōnae” slideshow: Use this slideshow to introduce the main characters and to build

anticipation of the conflict. The slides have some basic captions that you can use a springboard for discussion or narration, but you might also just ask simple questions (examples below) about the pictures and about students’s preferences. Quid est in pictūrā? Quid vidēs? Quot hominēs sunt in pictūra?” or any questions from “4-square” (above)

Pre Reading Activities

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Reading Comprehension Multiple Choice 1

Ēlige optimum respōnsum. 1. Brandō __________ canem vult.

a. magnum b. parvum

2. Soror Brandōnis __________ habet.

a. canem b. fēlem c. mūrem d. tigrem

3. Quis piscem habet?

a. Brandō b. Iacōbus c. Amālia d. soror Brandōnis

4. Quis canem habet?

a. Catharīna b. Iacōbus c. Brandō d. māter Brandōnis

5. Canis Iacōbī est ___________.

a. rūfus b. ingeniōsus c. parvus

6. Brandō dīcit piscēs esse ___________.

a. molestōs b. ingeniōsōs c. magnōs

7. Ubi Brandō multōs canēs videt?

a. domī b. in scholā c. in hortīs

8. Num Brandō omnēs canēs vult?

a. Ita est, omnēs canēs vult. b. Minimē, nōn vult parvōs canēs.

9. Brandō nōn vult canem ___________.

a. magnum b. rūfum c. ingeniōsum

10. Dēscrībe optimum canem. Estne magnus an parvus? Cuius colōris est? Estne

ingeniōsus?

Optimus canis...

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Reading Comprehension

Short Answer Respondē Latīnē.

1. Dēscrībe canem quem Brandō velit ( = vult).

2. Dēscrībe animal familiāre Catarīnae, sōroris Brandōnis.

3. Dēscrībe animal familiāre Iacōbī, amīcī Brandōnis.

4. Quid Brandō in hortīs videt?

5. Omnēsne canēs Brandō vult?

6. Quālem canem Brandō nōn vult?

7. Cūr Brando piscem nōn vult?

8. Cūr Brandō canem rūfum nōn vult?

9. Quid Brandō in Animālium Planētā videt?

10. Dēscrībe canem quem tū velis ( = vīs).

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Multiple Choice 2

Ēlige optimum respōnsum.

1. Vultne Brandō canem rūfum an canem colōris nātūrālis?

a. rūfum b. colōris nātūrālis

2. Vultne Brandō mūrem an canem?

a. mūrem b. canem

3. Habetne Amālia, amīca Brandōnis, animal familiāre?

a. Ita est. Habet canem. b. minimē, animal familiāre nōn habet.

c. Ita est. Habet piscem.

4. Brandō canem vult ___________.

a. ingeniōsum et magnum b. rūfum et parvum

5. Brandō multōs canēs ___________ videt.

a. in hortīs b. in oceanō c. domī

6. In hortīs, Brandō “___________,” inquit, “volō!”

a. maximam fēlem b. parvum canem c. magnum canem

7. Videtne Brandō Ego et Marley?

a. Videt. b. Nōn videt.

8. ___________ sunt ingeniōsī.

a. Piscēs b. Mūrēs c. Canēs


a. Piscium Planēta b. Animālium Planēta c. Planētārum Planēta

10. Brandō canem vult similem ___________.

a. canī Iacōbī b. Beethoven c. et a et b

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Comprehension Quiz

1. Does Brandon want a red dog or a normal colored dog?

a. red b. normal color

2. Does Brandon want a rat or a dog?

a. rat b. dog

3. Does Brandon’s friend Amālia have a pet?

a. Yes, she has a dog. b. No, she doesn’t have a pet.

c. Yes, she has a fish.

4. Brandon wants a pet that is ___________.

a. big and smart b. small and red

5. Brandon sees a lot of dogs in ___________.

a. the park b. the pizzeria c. the hospital d. the ocean

6. In the park, Brandon says, “___________.”

a. I want an enormous cat. b. I want a small dog, a Chihuahua.

c. I want a dog, but I don’t want a small one.

7. Does Brandon see the movie Marley and Me?

a. Yes, he watches it. b. No, he doesn’t watch it.

8. Does Brandon see the movie Beethoven?

a. Yes, and he wants a dog like Beethoven. b. Yes, but Beethoven is a cat.

c. Yes, and it’s his favorite musical.

9. What channel has a lot of dog shows?

a. Basketball Planet b. Animal Planet c. Planet Planet

10. Brandon wants a dog like…

a. Jake’s dog b. Marley c. both a and b

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Reading Comprehension Multiple Choice 1 – Answer Key

Ēlige optimum respōnsum. 1. Brandō ___________ canem vult.

a. magnum b. parvum

2. Soror Brandōnis __________ habet.

a. canem b. fēlem c. mūrem d. tigrem

3. Quis piscem habet?

a. Brandō b. Iacōbus c. Amālia d. soror Brandōnis

4. Quis canem habet?

a. Catharīna b. Iacōbus c. Brandō d. māter Brandōnis

5. Canis Iacōbī est ___________.

a. rūfus b. ingeniōsus c. parvus

6. Brandō dīcit piscēs esse ___________.

a. molestōs b. ingeniōsōs c. magnōs


a. domī b. in schōlā c. in hortīs

8. Num Brandō omnēs canēs vult?

a. Ita est, omnēs canēs vult. b. Minimē, nōn vult parvōs canēs.

9. Brandō nōn vult canem ___________.

a. magnum b. rūfum c. ingeniōsum

10. Dēscrībe optimum canem. Estne magnus an parvus? Cuius colōris est? Estne

ingeniōsus?

Optimus canis... [Answers will vary]

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Short Answer – Sample Answers Respondē Latīnē.

1. Dēscrībe canem quem Brandō velit ( = velit).

Brandō vult canem magnum et ingeniōsum colōris nātūrālis.

2. Dēscrībe animal familiāre Catarīnae, sōroris Brandōnis.

Catarīna mūrem molestum habet.

3. Dēscrībe animal familiāre Iacōbī, amīcī Brandōnis.

Canis Iacōbus est magnus et ingeniōsus.

4. Quid Brandō in hortīs videt?

In hortīs, Brandō multōs canēs videt—magnōs canēs et parvōs canēs.

5. Omnēsne canēs Brandō vult?

Minimē. Brandō nōn vult parvum canem. Brandō nōn vult canem rūfum.

6. Quālem canem Brandō nōn vult?

Brandō nōn vult parvum canem. Brandō nōn vult canem rūfum.

7. Cūr Brando piscem nōn vult?

Piscēs sunt molestī.

8. Cūr Brandō canem rūfum nōn vult?

Brandō vult canem colōris nātūralis.

9. Quid Brandō in Animālium Planētā videt?

In Animālium Planētā Brandō multōs canēs videt.

10. Dēscrībe canem quem tū velis ( = vīs).

[Answers will vary]

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Multiple Choice 2 – Answer Key Ēlige optimum respōnsum.

1. Vultne Brandō canem rūfum an canem colōris nātūrālis?

a. rūfum b. colōris nātūrālis

2. Vultne Brandō mūrem an canem?

a. mūrem b. canem

3. Habetne Amālia, amīca Brandōnis, animal familiāre?

a. Ita est. Habet canem. b. minimē, animal familiāre nōn habet.

c. Ita est. Habet piscem.

4. Brandō canem vult ___________.

a. ingeniōsum et magnum b. rūfum et parvum

5. Brandō multōs canēs ___________ videt.

a. in hortīs b. in oceanō c. domī

6. In hortīs, Brandō, “___________,” inquit, “volō!”

a. maximam fēlem b. parvum canem c. magnum canem

7. Videtne Brandō Ego et Marley?

a. Videt. b. Nōn videt.

8. ___________ sunt ingeniōsī.

a. Piscēs b. Mūrēs c. Canēs


a. Piscium Planēta b. Animālium Planēta c. Planētārum Planēta

10. Brandō canem vult similem ___________.

a. canī Iacōbī b. Beethoven c. et a et b

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Comprehension Quiz – Answer Key 1. Does Brandon want a red dog or a normal colored dog?

a. red b. normal color

2. Does Brandon want a rat or a dog?

a. rat b. dog

3. Does Brandon’s friend Amālia have a pet?

a. Yes, she has a dog. b. No, she doesn’t have a pet.

c. Yes, she has a fish.

4. Brandon wants a pet that is ___________.

a. big and smart b. small and red

5. Brandon sees a lot of dogs in ___________.

a. the park b. the drugstore c. the hospital d. the ocean

6. In the park, Brandon says, “___________.”

a. I want an enormous cat. b. I want a small dog, a Chihuahua.

c. I want a dog, but I don’t want a small one.

7. Does Brandon see the movie Marley and Me?

a. Yes, he watches it. b. No, he doesn’t watch it.

8. Does Brandon see the movie Beethoven?

a. Yes, and he wants a dog like Beethoven. b. Yes, but Beethoven is a cat.

c. Yes, and it’s his favorite musical.

9. What channel has a lot of dog shows?

a. Basketball Planet b. Animal Planet c. Planet Planet

10. Brandon wants a dog like…

a. Jake’s dog b. Marley c. both a and b

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Post-Reading Activity Animal Familiāre et Fābulōsum: Describe a real or hypothetical pet aloud, slowly, one feature at a time, using Latin that the students can understand. Either on paper or on small whiteboard, students draw the animal as they picture it based on your descriptions. Students can then share their drawings and you can do Q&A about each, have students compare their drawings to each other, have students label the drawings, etc. Variation: Instead of you describing the animal, a student describes his or her own pet or an imagined animal.

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Documents

Brandō Brown Canem Vult...Carol Gaab has been an ESL and Spanish teacher since 1990. In addition to teaching language, Carol has been a teacher trainer and curriculum designer since