H.B. Lee Middle School – Summer 2017

Forums Past Tense Journal (Classroom Log) H.B. Lee Middle School – Summer 2017

This topic contains 5 replies, has 2 voices, and was last updated by  Cameron Coval 1 day, 10 hours ago.

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  • #8862

    WebMaestr@
    Keymaster

    Copy the text below and paste into a comment, then fill it out! Please do not use your last name, or any learner names.

    Lesson Title:
    Date of Class:
    Day of Class:
    Time of Class:
    MC:
    DJ:
    Assistants:
    Module:
    How Many Learners:
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) =
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) =
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) =
    Connection: Open Hostility (1) vs. Kumbayah (10) =
    Poise: Charlie Brown (1) vs. Prince (10) =
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =

    Total Score:

    What happened (as short or as long as you like, but be specific):

    #8867

    WebMaestr@
    Keymaster

    Lesson Title: The Racist History of Portland
    Date of Class: 5/30
    Day of Class: Tuesday
    Time of Class: 6pm
    MC: none
    DJ: Cam
    Assistants:
    Module: Race in Oregon
    How Many Learners: 11
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 8
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 7
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 8
    Connection: Open Hostility (1) vs. Kumbayah (10) = 8
    Poise: Charlie Brown (1) vs. Prince (10) = 8
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 7

    Total Score: 46

    What happened (as short or as long as you like, but be specific):

    -Alphabet listen and point
    -Yell and spell
    -Dictation: The title of today’s lesson is the racist history of Portland
    -Round Robin: model following dialogue around room
    Cam: “Hi Diana”
    Diana: “Hi Cam”
    Cam: “Is Portland a progressive city?”
    Diana: “Yes, but it has a racist history.”
    -This is a flyer: model around room
    -Read aloud and Here it is with Portland Stands United Against Hate flyer
    -Dictation:
    “Today, Portland is known as a progressive city.
    However, Portland is the whitest city in America.
    State laws made it harder for people of color to move there.
    Rising housing costs forced the black community to move away from the city.
    White people moved into these neighborhoods.
    This process is called gentrification.”
    -Activist Mixer: learners walk around the room and model the following dialogue with other learners:
    Cam: “Hi Diana!”
    Diana: “Hi Cam!”
    Cam: “Do you support immigrants in Portland?”
    Diana: “Yes, I do.”
    Cam: “Would you like to come to the rally on Sunday?”
    Diana: “Yes, I would!”
    -DIY rally flyers: learners made their own flyers and wrote the title, date, time, location, and address of the Portland Stands Against Hate event

    No new learners. Most are food pantry clients. Good rapport forming between learners. Higher-level learners were spread evenly (in terms of seating) to help other lower-level learners. A native English speaking high school student (RMS food pantry volunteer) acted as my assistant/DJ and expressed interest in continuing to come help out each week

    #8878

    Cameron Coval
    Participant

    Lesson Title: The First Amendment and Free Speech
    Date of Class: June 6 2017
    Day of Class: Tuesday
    Time of Class: 6pm
    MC: Cam
    DJ: none
    Assistants:
    Module: Race in Oregon
    How Many Learners: 14
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 6
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 7
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 8
    Connection: Open Hostility (1) vs. Kumbayah (10) = 8
    Poise: Charlie Brown (1) vs. Prince (10) = 7
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6

    Total Score: 42

    What happened (as short or as long as you like, but be specific):
    -Alphabet listen and point
    -Yell and spell
    -Dictation: “The title of today’s lesson is the First Amendment and Free Speech”
    -Round robin:
    “Hi Javier”
    “Hi Cam”
    “What is the First Amendment?”
    “The First Amendment gives us five basic freedoms”
    -Read aloud and here it is: First Amendment of the US Constitution
    -Dictation:
    “Freedom of religion permits people to worship as they please”
    “Freedom of the press prohibits the government from censoring information”
    “Freedom of assembly and petition allows people to organize and protest”
    “Freedom of speech gives you the right to express your opinion”
    -Watch USA today protest video: https://www.usatoday.com/story/news/nation/2017/06/05/portland-demonstrations-marked-arrests-clashes/102508926/
    -Activist Mixer:
    “Why is it important to protect free speech?”
    “Because it gives me the right to express what I believe”
    -I Love Lucy video with words ending in OUGH

    #8893

    Cameron Coval
    Participant

    Lesson Title:
    Date of Class:
    Day of Class:
    Time of Class:
    MC:
    DJ:
    Assistants:
    Module:
    How Many Learners:
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 7
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 7
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 8
    Connection: Open Hostility (1) vs. Kumbayah (10) = 8
    Poise: Charlie Brown (1) vs. Prince (10) = 7
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 7

    Total Score: 44

    What happened (as short or as long as you like, but be specific):
    -alphabet listen and point
    -yell and spell
    -Dictation:
    “The title of today’s lesson is white supremacy in Oregon.”
    “White supremacy is the belief that whites are superior to people of other races.”
    “These racist ideas are still around today.”
    -Round Robin:
    “Hi Javier”
    “Hi Cam”
    “Is white supremacy a problem in Oregon?”
    “Yes, white supremacy has always been a problem here.”
    -Read aloud and here it is with excerpts for three articles: White Utopia-Oregon’s Racist History; The KKK in Oregon; Skinheads in Portland
    -Dictation:
    “The KKK promoted ideas of white supremacy and racism.”
    “These ideas inspired other hate groups, such as the Skinheads and Neo-Nazis.”
    -Watch Southern Poverty Law Center video on racist hate groups in US
    -Activist mixer – learners walk around room engaging each other in following dialogue:
    “How do we fight white supremacy?”
    “By teaching and practicing tolerance.”

    Learners were very engaged in this learning material. Great teamwork among learners today. Learners asked me to distinguish between “to” and “too” as well as between “this” and “these”; showed learners how to turn a singular noun ending in -y (e.g. agency) into a plural noun ending in -ies (e.g. agencies). Learners appreciated the quick grammar instruction

    #8912

    Cameron Coval
    Participant

    Lesson Title: The Good in the Hood Multicultural Festival
    Date of Class: 6/20
    Day of Class: Tuesday
    Time of Class: 6pm
    MC: Cam
    DJ:
    Assistants:
    Module: Race in Oregon
    How Many Learners: 4
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 6
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 6
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
    Connection: Open Hostility (1) vs. Kumbayah (10) = 7
    Poise: Charlie Brown (1) vs. Prince (10) = 6
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6

    Total Score: 38

    What happened (as short or as long as you like, but be specific):
    -alphabet
    -yell and spell
    -dictation:
    “The title of today’s lesson is the Good in the Hood multicultural festival.”
    “Are you going to the good in the hood festival?”
    “Yes, they have music, arts, and food!”
    -round robin:
    “Are you going to the good in the hood festival?”
    “Yes, they have music, arts, and food!”
    -read aloud and here it is with Good in the Hood “Save the Date” flyer
    -dictation:
    “The Good in the Hood multicultural festival is this weekend.”
    “Community members and organizations will unite through food and music.”
    “White supremacist groups threatened the festival organizers.”
    “The organizers decided not to cancel the festival.”
    -real aloud and here it is with Good in the Hood community response letter
    -watch Equal Justice Initiative about addressing America’s racist history (I posted it in the PPT community FB group)

    Much fewer learners today than all previous classes; I had been told by several learners that they couldn’t make it today so I expected lower attendance. High-level learners were absent today. Similar to last lesson, learners that were in class today seemed interested/engaged in the content of the lesson plan (e.g. few periods of attention lapse or side conversation; learners asked follow-up questions; learners stayed after class for 5-10 minutes to continue discussion). Learners asked questions that connected today’s lesson with previous week’s lessons about white supremacist groups in Oregon and the solidarity movement “Portland stands united against hate.” However, due to generally lower-level class in attendance, dictation went slower than usual. We ended up watching the Equal Justice Initiative video and briefly discussing the history of racial inequality and violence in America towards the end of class. Unfortunately, this meant we didn’t have time for the mixer that tends to get students up and talking with each other and lightens the mood. I could have done a better job managing time so that class did not end on such a heavy note. Fortunately, learners stayed several minutes after class to continue the discussion, and we eventually were able to steer conversation towards lighter, more positive topics (I got invited to a birthday party one learner is throwing for her son!).

    My favorite part of class: after watching the Equal Justice Initiative video and discussing the narrator’s assertion that as a society we need to acknowledge and talk about racism in order to address it, one learner raised her hand and noted that while she agrees, she thinks it’s white Americans who really need to start having these discussions. She juxtaposed words like “tolerance” and “acceptance” with President Trump’s rhetoric that promoted “racism” and “white supremacy.” Tolerance, acceptance, racism, and white supremacy are all terms we have introduced in class the past three weeks.

    #8932

    Cameron Coval
    Participant

    Lesson Title: Black Lives Matter
    Date of Class: 6/27
    Day of Class: Tuesday
    Time of Class: 6pm
    MC: Cam
    DJ:
    Assistants:
    Module: Race in Oregon
    How Many Learners: 13
    Materials Status (loyalty cards, alphabet sheets, etc):

    Self Evaluation

    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 6
    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 5
    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 6
    Connection: Open Hostility (1) vs. Kumbayah (10) = 7
    Poise: Charlie Brown (1) vs. Prince (10) = 6
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 7

    Total Score: 37

    What happened (as short or as long as you like, but be specific):
    -alphabet
    -yell and spell
    -dictation:
    The title of today’s lesson is Black Lives Matter.
    -dictation with round robin:
    Have you heard of the social movement Black Lives Matter?
    Yes, they protest police brutality against black and brown people.
    -BLM video on USA today
    -Dictation:
    No justice. No peace. No racist police!
    Police brutality is when a policeman unlawfully uses violence against a civilian.
    On August 9, 2014, a white policeman shot and killed a black man, Michael Brown.
    Michael’s death caused weeks of protest in Ferguson, Missouri.
    -BLM WIRED video
    -youtube 23 ways to die if you’re black video
    -dictation with activist mixer: students engage each other in the dialogue below
    What can we do to address racism in our communities?
    We all have to acknowledge it and talk about it.

    Large class again today. 4 of the learners were children brought by return learners. Class wasn’t as smooth today given larger class size and the complexity of the lesson content. I should have re-arranged seating assignments sooner; once I did, I noticed a few learners write dictation faster, and appear to be more confident and positive. Once again, it seemed like learners appreciated the relevancy of the material (asked follow up questions; connected today’s material to previous lessons)

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