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Lesson Title:
Date of Excursion:
Day of Excursion:
Time of Excursion:
Location of Excursion:
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: Friends of Trees ELA
Date of Excursion: 2-25-17
Day of Excursion: Sat
Time of Excursion: 8 AM – 1 PM
Location of Excursion: Parkrose United Community Church of Christ
MC: Marc C
DJ: Ashlyn
Assistants:
Module: Tree Hugger
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) = 9
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) = 8
Poise: Charlie Brown (1) vs. Prince (10) = 9
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 8Total Score: 48
What happened (as short or as long as you like, but be specific):
On Saturday morning, I met learners and Ashlyn at Midland Library. Two Rockwood folks and one from Midland showed up, and we all got into the BES van and headed up the street to the staging site, Parkrose United Methodist Church. We signed in, got some breakfast snacks, and looked over our planting clipboard, including tree ID tags, planting map, and address list. It was a bit chaotic as the space was jammed with neighborhood volunteers and 70+ David Douglas high school students (DDHS)—and I was pulling triple-duty as FOT Crew Leader, FOT Neighborhood Coordinator, and PPT Facilitator—so Ashlyn was essential in engaging learners during this time as I ran around performing various duties.
Around this time, an additional Midland learner suddenly appeared in the wild throng of volunteers, and we brought him over to the group. He’d been a bit late to Midland (we allowed for a 15-minute grace period, so we just missed him), and he looked up where the FOT planting was on his phone, hopped on the bus, and found us at Parkrose! A pretty astounding commitment to joining the event.
When the breakfast snacks and welcoming announcements had wrapped up, we headed outside to look over our trees and gather our tools. We didn’t have a truck driver, so an FOT staff member would drop off our trees at each of our stops, and we just had to load our equipment into the BES van. Everyone was happy to pitch-in, and soon we were off to our first stop.
We ended up planting eight street trees at five or six stops throughout the morning, and I quickly learned that we had some seasoned tree planters on Crew PPT (including the two terrific DDHS ESL students with us). Everyone worked together really well—including being mindful of safety procedures—and we got to hear about folks’ backgrounds in tree planting. About halfway through the planting, two additional Rockwood learners found us out in the field (!) after first going to the staging site, then going to the wrong address at Lloyd Center, and finally reaching us in Parkrose; another amazing commitment to joining the event! Several folks recalled terms and vocabulary from the Thursday class (stakes; twine; dig; soil) as we were planting, which was really awesome. Ashlyn was terrific at focusing on vocabulary and intentional English practice; it was harder for me as I was responsible for managing the crew and ensuring a safe and appropriate planting.
After we all ate lunch together, we embarked on a flurry of photo sharing from the day with each other via text, which was a huge hit! One of the learners urged us to invite them to more activities, and another wanted the photos so “we didn’t just have to remember this great event.”HIGH-FIVES
– Lots of laughing and smiles
– Learners recalled vocabulary from previous class’s lesson
– Recruited more learners than first ELA
– Recruited learners from another class site
– Learners had a chance to engage one another to a greater degree than in classCHALLENGES
– Marc took on too many roles!
– Finding space to be more intentional about language practice during activity
– Event may have been a bit on the long side
–Lesson Title: Welcome Back Vulture Day
Date of Excursion: 3/18/17
Day of Excursion: Sat
Time of Excursion: 12PM – 3PM
Location of Excursion: Nadaka Nature Park
MC: Ashlyn
DJ:
Assistants:
Module: Birds of the Wing
How Many Learners: 4 (1 adult + 3 children)
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) = 6
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
Connection: Open Hostility (1) vs. Kumbayah (10) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 7
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):
Trash for Peace and PPT tried to coordinate for a combined excursion on this day. Trash for Peace students walked to Nadaka Nature Park, while PPT learners bad option of meeting at Rockwood Library and then Lyfting to Nadaka. It was pouring rain that morning. Only 2 TfP learners were able to go on the walking field trip. One PPT learner met up with PPT at Nadaka Nature Park with her 3 children.
TfP thought the Welcome Back Vulture Day was at Nadaka Nature Park, so our group got a little lost in the park. We later realized it was actually in the church, next to the park. We finally arrive at 1pm, after 45 minutes of walking from Madrona Place Apartments. TfP students had fun playing in the church, doing all of the different bird activities. After they completed all the activities within an hour, they were ready to go home. PPT learners were enjoying themselves and stayed later than us, TfP group left around 2:15pm.
HIGH-FIVES
– Got people to come out even though it was pouring rain
– All of the activities at the church were funCHALLENGES
– Didn’t get to connect PPT learners with TfP students
– Too far of a walk for my 5/6 year old TfP kids (1 mile)Lesson Title: Earth Day Event
Date of Excursion: 4/22/17
Day of Excursion: Sat
Time of Excursion: 9am – 12PM
Location of Excursion: Nadaka Nature Park
MC: Ashlyn
DJ:
Assistants:
Module: N/A
How Many Learners: 4 (1 adult + 3 children)
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) = 6
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
Connection: Open Hostility (1) vs. Kumbayah (10) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 7
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):
Trash for Peace and PPT tried to coordinate for a combined excursion on this day. Ashlyn was a team leader at the Earth Day event at Nadaka Nature Park and I set-out to join her and her team to do a service project.
It was pouring rain this morning! I had kids sign up on a sheet the week before with their apartment number so I could knock on heir doors and collect them for the field trip. I only got 6/7 kids to sign-up so I coordinated with Rockwood’s Resident Services Coordinator to go door-to-door the morning of this event to recruit more kids. When I arrived, the RSC was not there. I went and knocked on everyone’s door who signed up, but only got one answer. We got one TfP student to join us that morning. Ashlyn had learners meet her at Rockwood library, where she had a charter van (Blue star) take her and her one learner to Nadaka.
We took a Lyft to Nadaka Nature Park and arrived around 10am. We had a bit of trouble finding Ashlyn because there are so many trees and she was in a back corner. After ~15 minutes, we finally connected! Ashlyn was our team leader and we followed her lead and switched projects when she told us to. I had the chance to talk to her PPT learner and she had the chance to talk to my TfP student, but we did not have our students interact.
We participated in the project until ~11:50am. We took a huge group photo with everyone who went out to help. Then we took a Lyft home and Ashlyn took her learner back to Rockwood.
HIGH-FIVES
– Ashlyn got to be our group’s team leader
– We got transportationCHALLENGES
– Finding the PPT group at the parkLesson Title:
Date of Excursion: 5/20/17
Day of Excursion: Sat
Time of Excursion: 9:30AM – 1:30PM
Location of Excursion: PSU Park Blocks
MC: Marc
DJ: Ashley
Assistants: Patrik, Svetlana, Judy
Module: N/A
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) = 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) = 7
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6Total Score: 40
What happened (as short or as long as you like, but be specific):
Patrik and I arrived at Midland library at 9:15am, Svetlana was already there with the city van. Marc arrived about 5 minutes later in a city car. Learners trickled in around 9:15am and continued until around 9:35am. We waited until 9:40-9:45am, and then took off. We had 3 learners with Marc in the city car and 10 learners in the van with Svetlana.
We arrived at PSU Park Blocks around 10:15am and we walked to the beginning location: SW Park & Main. We circled up into one huge group and did yell & spell of our names. We had learners count off into 4 groups and count off into 4 groups. It was difficult to have learners remember their number after the whole group went. Possibly next time we could have each facilitator stand off to the side holding up their number with their fingers, and learners can go directly to their facilitator when they find out their number.
We split up into 4 groups and Marc would read aloud a sentence a few times and then the facilitators broke down that sentence with their group of 3 learners. We recited sentences with facts about the park blocks. We walked over to the Abraham Lincoln statue and recited sentences about it. We walked over to the Teddy statue and recited sentences about it. We took a bathroom break in the Portland Art Museum.
We regrouped and recited sentences about the different types of trees we were passing. After we practiced sentences about a few trees, Svetlana took on the major MC role for the stormwater management section.
We walked over to a bioswale on a main street and recited a few sentences about its function. We walked over to the eco-roof on top of the bike shed and talked about eco-roofs. We then recited a sentence about the rain spout that releases water into the planters. After that, we walked to PSU Farmer’s Market. Marc left to pick up the donated food at this point.We walked through the market to get to the cob structures. We recited sentences about the eco-roof, the cob structure, and the cob oven. We had a worker from Portland Farmers Market do call and response with a few sentences about the farmers market. We ate lunch at the market. We walked back to the vans and drove home. We made it back in time around 1:27pm.
HIGH-FIVES
– AMAZING turnout!
– Very engaged group
– Smal breakout groups proved to be very successful
– Providing lunch for participants
– Seeing folks really make the connection to natural stormwater management methods, as well as asking about trees we were seeing along the way!Challenges
– Short on time/planned for too much
– Marc didn’t know he would be leading the group, and that caught him off guard. So, he would prefer clearer communication on roles the next time around.
– Probably should have ordered a few extra burritos
– It worked out okay, but could have planned for a morning bathroom break
– Not all of the facilitators had a lesson plan, which made it difficult
– Some of my learners wish they had the words in front of them to read because they couldn’t learn verbally
– People getting lost/disconnected from the group (maybe colored flags, shirts for next time)Lesson Title:Founding principles of the US
Date of ExcursionJuly 24, 2017:
Day of Excursion:Monday
Time of Excursion:6:00pm
Location of Excursion:Rockwood
MC:CamCivicCenturian
DJ:LexyMariposaAlegre
Assistants: 0
Module:Declaration of Independence
How Many Learners:9
Materials Status (loyalty cards, alphabet sheets, etc):
Alphabet – Listen and Point
2. Yell and Spell
3. Dication:
Today’s lesson is called the founding principles of the US
Individual liberty
limited government
private property
representative government
all men are created equal
separation of powers
4. Read aloud and here it is with Founding Principles document
5. Dictation
What does that mean
what’s that mean
What are those?
What’re those?
6. Dictation
What’re some founding principles of the U.S.?
A few are individual liberty and private property.
7 Round Robin (using above dictation)
8. Dictation
What’s individual liberty?
The idea that people are free from government control.
9. Round Robin
10. Listen and Do (celebrate, smile, fight, buy, eat, meet
11. Dictation (present and past of words in 10)
12. Progressive Dictation
Did you see that?
Have you been seen yet?
See you there.
We’ll see
Self EvaluationPreparation: 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) =7
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =7Total Score:40
What happened (as short or as long as you like, but be specific):Students actively participated. Two of the three young children wrote the sentences and participated in the round robin. One student with very little English struggled with dictation and was shy about repeating. I worked individually on dictation and found by pointing and saying each letter she could follow slowly, Cam didn’t push at first and then later in class had her repeat each word after he said it.
Lesson Title: Walk the Lents Green Ring
Date of Excursion: 10/1/17
Day of Excursion: Sunday
Time of Excursion: 10-1230
Location of Excursion: Lents
MC: Patrik
DJ:
Assistants: Santiago, Amy, Arlene, Izzy, Max, Na’ama
Module:
How Many Learners: 17
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) = 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) = 6Total Score: 37
What happened (as short or as long as you like, but be specific): Wow. what an incredible day. a rainy Sunday morning, with most people coming from outside the Lents area.. one person from Rockwood, one from Latino Connection.. and our friends Grupo Latitudes playing. We got to visit with Sydney from Portland Farmer’s Market, the organizing was challenging with lots of new helpers, but we just had a transcendant time identifying trees, going to Lents park with a brand new playground, we saw the goats, one learner from the good old days, I got to meet her son.. considering the challenges, the most successful. We didn’t even arrange transportation.. though $20 gift card makes a difference for sure!
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