So, in wrapping up a bit of translating in a post-reading activity, I decided to try out the activity called Stultus, as outlined on Keith Toda’s website.
Basically, the students would use a laser pointer to point out the syntax of a Latin sentence, shown on the overhead, and then the teacher would translate the sentence to the class. As the teacher, you have the option of testing your students’ ability to check your translation and this could be achieved by reading back a mistranslation. If the students recognize your mistake, they can yell “stultus!” to claim that you are, in fact, being a stultus.
I adapted this a bit. I had the students take turns reading sentences from our reading (Capitulum II from LLPSI) and I would translate (or mistranslate) the sentence into English. I did this after a round of tenisia with the lectionēs that we read before. I also took it a step further and told my students to call me “stulte” (they don’t know the vocative case yet) – I figured, why not just go all out with this?
The kids did have fun calling me stulte but the novelty did wear off after a while and I had to think of funny things to translate, without being too obvious.
This is a good activity to consolidate a post-reading activity like tenisia, where they students get their reps in and practice switching between Latin and English to help reinforce meaning and understanding. (I am still wrapping my mind around using English and not performing in the target language 100% of the time, but there are definitely merits to this.) The only problem is, you cannot possibly work through a large portion of textual material as students will eventually get over the novelty of calling their teacher a name. There has to be some “gamified” aspect of this activity to help prolong the fun. I have not a solution at the moment for that, but stay tuned! I definitely would welcome your comments and feedback.