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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):
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) = 6Total 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 OUGHLesson 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) = 7Total 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
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) = 6Total 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.
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) = 7Total 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)
Lesson Title: Summertime and the living’s easy
Date of Class: 7/11/2017
Day of Class: Tuesday
Time of Class: 6pm
MC: CamCivicContrarian
DJ: none
Assistants: Alisa (shadower)
Module: Summertime
How Many Learners: 5
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) = 8
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 7Total Score: 45
What happened (as short or as long as you like, but be specific):
-alphabet
-yell and spell
-watch Ella Fitzgerald sing “Summertime”
-dictation: The title of today’s lesson is summertime and the living’s easy.
-Round robin dictation:
What did you do on the 4th?
Not much, we just barbecued and watched fireworks.
-Progressive dictation:
What are you doing?
What’re you doing?
How is it going?
How’s it going?
Are you going to go?
Are you gonna go?
What are you going to do?
What are you gonna do?
-Here it is with Play-Grow-Learn camp flyer: participate, registration, participants, offering, giveaways
-Dictation:
My kids get bored during the summer.
Have you heard of Play-Grow-Learn?
No I haven’t.
They’re offering free youth summer camps.
There
Their
They’re
-Round Robin Mixer with following dialogue:
My kids get bored during the summer.
Have you heard of Play-Grow-Learn?
No I haven’t.
They’re offering free youth summer camps.
Here it is with PGL registration form: Registering, allergies, participants, registration, limited, restrictionsSmaller class today of all Spanish speakers, which made it easier to check-in with each learner and explain content to the entire class. Learners seemed to really appreciate the dictation material around real world language and contractions (i.e. gonna, haven’t, they’re, how’s). Learners smiled and appeared excited when they understood how slang like gonna (going to) and common contractions function. Providing multiple examples allowed learners to begin to understand how slang and contractions function with minimal explanation on my part. At the end of class, the highest level learner said he really enjoyed the lesson.
Lesson Title: Summer festivals in Portland
Date of Class: 7/18/2017
Day of Class: Tuesday
Time of Class: 6pm
MC: CamCivicContrarian
DJ: none
Assistants: none
Module: Society and Culture
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) = 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) = 7
Poise: Charlie Brown (1) vs. Prince (10) = 7
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6Total Score: 41
What happened (as short or as long as you like, but be specific):
-alphabet
-yell and spell
-dictation:
Today’s lesson is called summer festivals
-Dictation with round robin:
Have you been to any festivals this summer?
Not yet, but I’m going to one this Saturday.
-Listen and do:
Paint
Dance
Laugh
Eat
Meet
-Dictation
Paint
Painted
Dance
Danced
Laugh
Laughed
Eat
Ate
Meet
Met
-Progressive dictation:
Did you see that?
Have you been seen yet?
See you there.
We’ll see.
-Here it is with Community Care Flyer:
Utilizing
Support
Crafts
Action
Gym
Things
Free
-dictation with round robin and mixer:
What’re you doing Saturday?
I don’t know yet.
You should come to a festival with me.
We’ll see. Where is it?
It’s at 10301 NE Glisan St.
Ok, see you there.
-Progressive dictation
How have you been?
How’ve you been?
When does the bus come?
When’s the bus come?
Where did she go?
Where’d she go?6 adult learners and 5 child learners today. The kids participated in the entire class, added lots of fun and laughter. Regular highest level learner was not in attendance today. Seemed to me like the content was just right for the level of this group of learners: dictation did not take as long as it did with more complex content; learners did not have to depend on each other as much, instead drawing on their own knowledge (didn’t need to copy others’ papers as often); one learner told me she had a real tough time at Rockwood last night but a much better time tonight at HB Lee. It was fun to see the young kids (~5-7 yrs old) assisting older learners with dictation, participating in the round robins and mixer; they jumped right in and performed like the adult learners; adult learners told me they enjoyed having the kids in class too. It helped that the kids were all very well behaved and actively participating.
Lesson Title: Free community festivals
Date of Class: 7/25
Day of Class: Tuesday
Time of Class: 6pm
MC: CamCivicContrarian
DJ: none
Assistants: Jana (shadower)
Module: Summertime
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) = 6
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 7
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
Connection: Open Hostility (1) vs. Kumbayah (10) = 7
Poise: Charlie Brown (1) vs. Prince (10) = 7
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 7Total Score: 41
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 free community festivals.
-dictation and round robin
Did you go to the Community Care festival last Saturday?
No I couldn’t make it.
That’s ok. There are more festivals next month.
-read aloud and here it is with Nadaka community festival flyer
-dictation
Did you go to the festival?
Did you make it to the festival?
Were you at the festival?
Did you stop by the festival?
-Listen and do
play
paint
dance
greet
laugh
sing
eat
meet
drive
-dictation
play
played
paint
painted
dance
danced
greet
greeted
laugh
laughed
sing
sang
eat
ate
meet
met
drive
drove
-dictation with round robin mixer
Have you heard about the Nadaka Community Festival?
No what’s that?
It’s a festival with free food, music, and activities.
Sounds fun! See you there.
-dictation
lesson
lessons
festival
festivals
activity
activities
community
communities
trophy
trophiesJana shadowed class today and it was nice to have extra help to give affirmations to learners and help lower level learners keep up with dictation. Young kids also participated in class today, bringing lots of smiles and laughter to learners and myself, but some were not as well behaved as last week and interupted the lesson a few times. I feel I did a good job of staying on task and not letting the distractions sidetrack the lesson. Several learners attended their 10th HB Lee class today. A few learners made their first visit to the Reynolds MS pantry last Friday; others have asked to enroll their kids in the Play-Grow-Learn summer camps I’m coordinating… nice to connect PPT class with social work I’m already engaged in.
Lesson Title: Welcome to Rockwood
Date of Class: 8/1
Day of Class: Tuesday
Time of Class: 6pm
MC: CamCivicContrarian
DJ:
Assistants:
Module: Neighborhood you live in
How Many Learners: 10
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) = 8
Connection: Open Hostility (1) vs. Kumbayah (10) = 7
Poise: Charlie Brown (1) vs. Prince (10) = 8
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 7Total Score: 42
What happened (as short or as long as you like, but be specific):
Good turnout today given the high temperatures. Highest level learners were not in attendance. Content was focused on identifying the Rockwood neighborhood and nearby community/public centers. Several child learners in attendance today; they all participated just like the adults. They continue to make the activities fun for myself and the learners (lots of smiles and laughter). A group of learners made a point of thanking me for my patience with them (I imagine because higher level learners were not in attendance so dictation went a bit slower). I noticed that one lower level learner did not keep up with all of the dictation today. I should have moved the highest level learner next to her, but its an example of when I would benefit from having a DJ. I’ll work on recruiting one.
Lesson Title: Rockwood rising
Date of Class:7_9_2017
Day of Class:tuesday
Time of Class:6
MC:cam
DJ:benjamin
Assistants:
Module:in my neighborhood- so and cul
How Many Learners:8
Materials Status (loyalty cards, alphabet sheets, etc):Self Evaluation
Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) =5
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) =7
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =7Total Score:37
What happened (as short or as long as you like, but be specific): good class today. A mix of adults and children that were a part of the group. Cam mentioned that it helps to have a dj in the class for a number of reasons. We had a good feedback session where we talked about some techniques and the local area.
Lesson Title: Supporting our neighbors in Rockwood
Date of Class: 8/15/17
Day of Class: tuesday
Time of Class: 6pm
MC: CamCivicContrarian
DJ:
Assistants:
Module: Society and Culture
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) = 7
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 7
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
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) = 6Total Score: 42
What happened (as short or as long as you like, but be specific):
Large class today with five school-aged learners. Used a lot of contractions in dictation (What are, what’re; I do not, I don’t) and then in round robin. Showed a video about Charlotte, played “this is a what?” with pictures of protestors, white supremacists, refugees, and political violence in the US, and here it is with 8/20 walk with immigrants and refugees flyer. These activities helped break up the dictation better this week so learners stayed more engaged and confident (with too much dictation some of the lowest and highest level learners appear to disengage, be bored, start side conversations, etc)Lesson Title: Can you give me directions?
Date of Class: 8/22/17
Day of Class: Tuesday
Time of Class: 6pm
MC: CamCivicContrarian
DJ:
Assistants:
Module: Society and Culture
How Many Learners: 6
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) = 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) = 5Total Score: 38
What happened (as short or as long as you like, but be specific):
-Higher level learners in attendance today, including 3 young learners. I included less dictation and more activities like Here it Is, This is a What, Listen and Do, and a map activity. Given higher level learners in attendance, more dictation probably would have gone over smoothly. But I believe the learners appreciated the balance I struck today between dictation and more engaging activities. One of the younger learners towards the ends of class said “this is fun.”Lesson Title: Let’s Explore Portland
Date of Class: 8/29/17
Day of Class: Tuesday
Time of Class: 6pm
MC: Ramin
DJ: CamCivicContrarian
Assistants:
Module: In the Neighborhood
How Many Learners: 7
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) = 7
Connection: Open Hostility (1) vs. Kumbayah (10) = 7
Poise: Charlie Brown (1) vs. Prince (10) = 7
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 7Total Score: 42
What happened (as short or as long as you like, but be specific):
My first coaching experience tonight. Ramin brought a lot of energy and enthusiasm. Ramin spent more time than I usually do on the alphabet warm up. He used a lot of repetition and tempo changes to make it fun–learners laughed a lot despite being frustrated/challenged. Ramin asked learners to say triplets and quadruplets aloud individually. I plan to incorporate his technique from now on.
Dictation focused on numbers that are used in addresses and used lots of 5s (1505, 2507, 2505). Ramin knew Spanish-speaking learners would struggle with 5s. Listen and do with North, South, East, West directionals. I enjoyed seeing that activity performed with something other than action verbs. Talked to Ramin and I spoke after class about other game-like activities that I can incorporate moving forward.Lesson Title: Working in the Kitchen
Date of Class: 9/12/2017
Day of Class: Tuesday
Time of Class: 6pm
MC: CamCivicContrarian
DJ:
Assistants:
Module: In the Kitchen/Try my recipe
How Many Learners: 10
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) = 7Total Score: 46
What happened (as short or as long as you like, but be specific):
Fun class today. I tried to incorporate some of the things Ramin and I talked about and what Zadock noted in the Monday Curriculum email for September i.e. make the activities challenging, faster, and game-like. I think my alphabet listen and point technique has improved since observing Ramin–I say triplets faster and after a while ask learners to say the triplets aloud several times with increasing speed. I’ve tried to push learners a little more than I have in the past to properly pronounce letters and words, especially B’s and V’s and Th’s (given many spanish-speakers in HB Lee class). Ramin gave me ideas for more engaging activities, so I’ve used less dictation in my lesson plans and more “This is a what,” “here it is,” “round robin,” “listen and do,” and memory games. These activities have made class seem to go by more quickly and smoothly compared to my earlier lesson plans that were heavy on the dictation side. Something new I tried today– we read through an apple pie recipe, watched a video that showed how to make the recipe, then learners read each step aloud and watched the video of the narrator performing that particular step. I think today’s class was one of my stronger classes because I was well prepared with an engaging lesson plan and tried out some of the techniques and activities I observed from Ramin.
- The topic ‘H.B. Lee Middle School – Summer 2017’ is closed to new replies.