We will be presenting again this year, but this time in a session dedicated to computer assisted language acquisition. Our talk will be on Sunday afternoon (11/22/2015) in Atlanta in session S22-206, Applied Linguistics for Biblical Languages; Global Education and Research Technology. The theme of that session will be Computer-Aided Language Acquisition for Greek and Hebrew.
A part of what we will do is present a brief lesson snippet illustrating the method we recommend. In preparation for this I recently wrote a lesson using the Greek text of Matthew 2:12-13 based on methods that I regularly use for teaching both English and Spanish.
I have decided to post that lesson both here and on my blog at http://Greek-Language.com.
I would love to hear suggestions for improvement.
THE LESSON PLAN
Objective: Students will demonstrate comprehension of a short text with multiple participles responding orally and in writing to comprehension questions.
I. Build Background Knowledge/Access Prior Knowledge:
Use this section to prepare the students for reading Matthew 2:12-13.
A. Teach χρηματίζω
Preparation: Place a cardboard box labeled “ἐπικίνδυνος/dangerous/peligroso” in front of the students. Stand near the box.
![Image](http://greek-language.com/grklinguist/wp-content/uploads/2015/10/BoxSmallImage.jpeg)
• If you only have one student, say:
χρηματίζώ σοι, οὐ μὴ ἅπτῃ ἐκείνο. Ἐπικίνδυνος ἐστίν.
• For multiple students, say:
Χρηματίζω αὐτοῖς, οὐ μὴ ἅπτωνται ἐκείνο. Ἐπικίνδυνος ἐστίν.
As you say Χρηματίζω, extend your hands (palms forward) toward the audience as if to prevent anyone from approaching.
As you say σοι or αὐτοῖς, open your hands toward the student(s).
If necessary, repeat the phrase Χρηματίζώ σοι or Χρηματίζω αὐτοῖς before proceeding.
For οὐ μὴ ἅπτῃ or οὐ μὴ ἅπτωνται, shake your index finger back and forth and sign “touch” (http://www.lifeprint.com/asl101/pages-signs/t/touch.htm).
When you say ἐκείνο, point to the box.
As you say Ἐπικίνδυνος ἐστίν, move your finger from left to right under the word ἐπικίνδυνος on the box as if underlining it, but don’t touch the box.
Repeat this procedure if necessary.
B. Teach ἀναχωρῶ (ἀναχωρέω) and ἀνακάμπτω
Preparation: Before class, label two locations as ὁ οἴκος μου and ὁ οἴκος τοῦ θεοῦ with pictures.
![Image](http://greek-language.com/grklinguist/wp-content/uploads/2015/10/%E1%BD%81-%CE%BF%E1%BC%B4%CE%BA%CF%8C%CF%82-%CE%BC%CE%BF%CF%85.png)
![Image](http://greek-language.com/grklinguist/wp-content/uploads/2015/10/%E1%BD%81-%CE%BF%E1%BC%B4%CE%BA%CE%BF%CF%82-%CF%84%CE%BF%E1%BF%A6-%CE%B8%CE%B5%CE%BF%E1%BF%A6.png)
• Standing next to the sign, ὁ οἴκος μου, gesture toward the other sign as you say, Ἔρχομαι εἰς τὸν οἴκον τοῦ θεοῦ. As you say this, start walking to the sign, ὁ οἴκος τοῦ θεοῦ. When you arrive, look back at the first sign and say, ἀναχωρῶ εἰς τὸν οἴκον μου. Walk back to the first sign.
• Repeat this sequence substituting ἀνακάμπτω for ἀναχωρῶ.
Repeat the entire sequence (using ἀναχωρῶ and ἀνακάμπτω) as necessary.
• On the last repetition, say ἀναχωρῶ, ἀνακάμπτω εἰς τὸν οἴκον μου as you begin to return.
Summarize: Gesturing to indicate the direction of each trip, say, “πρώτον, ἔρχομαι. ὕστερον, ἀναχωρῶ.
πρώτον, ἔρχομαι. ὕστερον, ἀνακάμπτω.
ἀναχωρεῖν καὶ ἀνακάμπτειν ἴσα εἰσίν."
Repeat as needed.
C. Teach ἴσθι ἐκεῖ
Lead a student to the sign ὁ οἴκός μου. Raising both palms toward the student, say, ἴσθι ἐκεῖ and walk away. If the student moves, lead him or her back to the sign and repeat, ἴσθι ἐκεῖ and walk away again.
Repeat as needed until the student realizes that you want him or her to stay. When the student successfully follows the direction, say καλόν (the adverb related to καλός).
ΙI. Reading: Matthew 2:12—13.
Many class members will have heard the story of the flight to Egypt in their native language. This context will help them comprehend the meaning of several words in their Greek context. Read the passage aloud slowly without translation.
A. Scaffolded Reading
Picking up a Greek New Testament, say: ἀναγινωσκῶμεν τὸν εὐαγγέλιον τοῦ Ματθέου.
Read Matthew 2:12—13 using the text and illustrations provided online (http://slides.com/mwpalmer/fleetoegypt), but without translation. As you read, point to relevant portions of the illustrations and use gestures introduced earlier in the lesson to assist with comprehension.
[The last page of the online representation of the text contains a set of comprehension questions. Leave that page displayed throughout the remainder of the lesson, but don't attempt to answer the questions yet. Just move on to the re-reading below.]
B. Re-reading
Read the text a second time as printed below without the online support. You can use your own Greek New Testament if you wish, just make sure to stop at the appropriate place (with the words ἕως ἂν εἴπω σοι).
As you read, point to places in the classroom where you illustrated relevant vocabulary. Repeat key phrases from the lesson as needed to prompt memory.
Matthew 2:12-13
2:12 καὶ χρηματισθέντες κατ᾿ ὄναρ μὴ ἀνακάμψαι πρὸς Ἡρῴδην, δι᾿ ἄλλης ὁδοῦ ἀνεχώρησαν εἰς τὴν χώραν αὐτῶν.
13 Ἀναχωρησάντων δὲ αὐτῶν ἰδοὺ ἄγγελος κυρίου φαίνεται κατ᾿ ὄναρ τῷ Ἰωσὴφ λέγων· ἐγερθεὶς παράλαβε τὸ παιδίον καὶ τὴν μητέρα αὐτοῦ καὶ φεῦγε εἰς Αἴγυπτον καὶ ἴσθι ἐκεῖ ἕως ἂν εἴπω σοι·
III. Identify Student Success (Formative Assessment of Comprehension).
After the re-reading, distribute the student page (see χαρτηρία τοῦ μαθητοῦ below). Use this as an informal assessment of how well your lesson has gone. Can the students answer the questions effectively?
A. Oral Assessment
Ask the following questions to eliciting oral responses. Possible answers are given here in parentheses. The questions are displayed on the last page of the online presentation as well. Keep that version displayed as you ask these questions.
1. τίς ἐχρηματίσθηται;
(οἱ μάγοι, ὁ Ἰωσήφ, οἱ μάγοι καὶ ὁ Ἰωσήφ)
2. πῶς ἐχρηματίσθη ὁ Ἰωσήφ; (κατ᾽ ὄναρ)
3. πῶς ἐχρηματίσθηται οἱ μάγοι; (κατ᾽ ὄναρ)
4. τὶς πρῶτον ἐχρηματίσθη, ὁ Ἰωσήφ, ἤ οἰ μάγοι;
(οἰ μάγοι)
5. Ἀνεχώρησαν οἱ μάγοι πρὶν χρηματίσθηναι ὁ Ἰωσήφ ἤ ὕστερον; (πρίν) [Note: The adverbs πρὶν and ὕστερον may be unfamiliar, but should be easy to illustrate.]
6. τὶς ἀνήκαμψε / ἀνηκάμψαν εἰς τὴν χώραν αὐτοῦ / αὐτῶν;
B. Written Assessment
Distribute copies of the student page show below. Have the students write their answers on the student page. These are the same questions they just answered orally. You can either read them aloud a second time and ask for written responses or allow the students to work in pairs reading the questions to each other and negotiating answers.
___________________________________________________________________________
χαρτηρία τοῦ μαθητοῦ
Γραφε τὸ ὄνομά σου· ____________________
Ἀποκρίνου ἕκαστον λόγον
1. τίς ἐχρηματίσθηται;
2. πῶς ἐχρηματίσθη ὁ Ἰωσήφ;
3. πῶς ἐχρηματίσθηται οἱ μάγοι;
4. τὶς πρῶτον ἐχρηματίσθη;
5. Ἀνεχώρησαν οἱ μάγοι εἰς τὴν χώραν αὐτῶν πρὶν χρηματίσθηναι ὁ Ἰωσήφ ἤ ὕστερον;
6. τὶς ἀνήκαμψε / ἀνηκάμψαν εἰς τὴν χώραν αὐτοῦ / αὐτῶν;[/list]
END OF LESSON PLAN
Please comment freely. Do you have suggestions for improvement? Do you have questions about how to implement the lesson?