Date of Class: April 7, 2014
Day of Class: Monday
Time of Class: 6:00-7:30 PM
MC: Lisa
DJ:
Assistants:
Module: Nutrition
How Many Learners: 15
Score: 48
What happened (as short or as long as you like, but be specific):
I felt like I had a grocery store in my backpack; I just kept pulling out food item after food item: oranges, celery, yogurt, rice, cheese, an egg, to name a few. This was definitely a big class for me, the first in a while. It was great seeing some familiar faces from when I was first at Hall, which was over a year ago; so it is great to know that this community is continuing to come and the class is growing. We had 2 newcomers (of which I only knew were newcomers to the community due to the fact that nobody else in the class knew who they were) who were completely involved and engaging.

Date of Class: April 14, 2014
Day of Class: Monday
Time of Class: 6:00-7:30 PM
MC: Lisa
DJ:
Assistants:
Module: Nutrition
How Many Learners: 12
Score: 38
What happened (as short or as long as you like, but be specific):’
We did a “What’s in a sandwich?” Activity; we made a list of things commonly found in a sandwich and then put them all in a sentence: “There are tomatoes, lettuce, cheese, and ham in a sandwich”; somehow we missed ‘bread’ in this list. We did the same thing with “What’s in a taco?” and the school just happened to have a giant paper-mache taco that I used as a prop; which was helpful to the 2 learners who didn’t know what a taco was; and we somehow missed ‘tortilla’ in this list also until the last minute when someone remembered it.

Then we played a dice game where each number corresponded with a food group; learners rolled the dice, name a food group corresponding with their number. Then I switched it up with 3 dice and instead of just naming food items, they were supposed to come up with an actual food item with all 3 ingredients. For example, if you rolled a 3=fruit, 6=sugar/fats, and 1=grain, then your answer would be something like an apple fritter because it contains all 3 food groups. This last change in the game, threw some of the learners for a loop.

Date of Class: April 21, 2014
Day of Class: Monday
Time of Class: 6:00-7:30 PM
MC: Lisa
DJ:
Assistants:
Module: Nutrition
How Many Learners: 9
Score: 28
What happened (as short or as long as you like, but be specific):
We took a quick questionnaire to find out what type of “Food-style” each of us had; turns out everybody is a “Planner”, which means everybody plans ahead for meals regarding when and what to eat according to the food groups. Then we covered the most important meal of the day: Breakfast, and doing some dictation with “tips” on eating a healthy breakfast. One of the learners said that she wakes up at 4 am to make breakfast for everyone in her family, which is crazy because at 4 am, I’m still sleeping.

**On another note, there was a consensus from the learners that class should be half an hour more, so YAY! sounds like they are really enjoying the classes.

Date of Class: April 28, 2014
Day of Class: Monday
Time of Class: 6:00-7:30 PM
MC: Lisa
DJ:
Assistants:
Module: What Do You Do?
How Many Learners: 7
Score: 32
What happened (as short or as long as you like, but be specific):
After noticing that learners remembered where the letters are on the alphabet sheet more than they remember the letters themselves, on top of doing the regular Alphabet Listen and Point, I made them close their eyes and point in the general direction on the alphabet sheet where the letters were; just to see if they can distinguish between the sounds rather than focus on the letters themselves; I did this for triplets a-e-i, g-j-y, and s-x-f. Then I adapted Patrik’s “13-30” hand-raising activity to distinguish between pairs b-v; t-d; and m-n.; I also had them close their eyes for this activity just to make sure that they weren’t just looking at each other for the right answer, which is a fine tool to use. This was a cool little experiment that worked out well because learners have told me that they have to look at my lips to tell whether it’s “b” or “v”; which is also fine but I just wanted to see if they can do without looking at me.

Of course, into the meat of the class, we dictated some job titles and a simple job description. For example: photographer; A photographer takes pictures. Then we went around, everyone had a picture of a job and they had to tweak what we wrote, saying: I am a _________ and I ________. For example: I am a photographer and I take pictures.

Date of Class: May 5, 2014
Day of Class: Monday
Time of Class: 6:00-7:30 PM
MC: Lisa
DJ:
Assistants:
Module: What Do You Do?
How Many Learners: 12
Score: 28
What happened (as short or as long as you like, but be specific):
Dictating and reviewing job titles and descriptions is getting a little dry; I can feel it, the students are expressing it. Will change it up for next class. More excitement.

Date of Class: May 12, 2014
Day of Class: Monday
Time of Class: 6:00-7:30 PM
MC: Lisa
DJ:
Assistants:
Module: What Do You Do?
How Many Learners: 6
Score: 28
What happened (as short or as long as you like, but be specific):
Found out today that half of the learners’ dream jobs are to teachers (an Math teacher, a Spanish teacher, and an English teacher) and 2 want jobs in the health field (dentist and pediatrician), and one librarian. Interesting, indeed. And the main reason: wanting to help and work with people/children.

Date of Class: May 19, 2014
Day of Class: Monday
Time of Class: 6:00-7:30 PM
MC: Lisa
DJ:
Assistants:
Module: What Do You Do?
How Many Learners: 9
Score: 32
What happened (as short or as long as you like, but be specific):
We went over the phrase “My favorite _____ is_____” with colors and seasons, then we brought in hobbies. Answers included reading, watching tv, sleeping, running, cooking, shopping, and fishing. Then we followed up the phrase by asking “Why?”