Forum Replies Created
-
Posts
-
Lesson Title: President Donald Trump’s Cabinet
Date of Class: 7/31
Day of Class: Monday
Time of Class: 6pm
MC: Lexy
DJ: CamCivicContrarian
Assistants:
Module: All the President’s Men (Cabinet and Jeff Sessions)
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) = 5
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 6
Connection: Open Hostility (1) vs. Kumbayah (10) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 5
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 7Total Score: 35
What happened (as short or as long as you like, but be specific):
Challenging class today given highly variable learners’ levels and three kids in class (two were well behaved but one was quite a distraction). Lexy and I talked about repeating the whole phrase during dictation to keep learners on the same page and avoid confusion. I think that will help Lexy facilitate a smoother class. Lexy introduced a new activity that I like but had not been familiar with before: she demonstrated that the senate confirms the President’s cabinet nominees but I calling herself the president, the class was the senate, Lexy chose a chocolate from the table and asked whether the learners approved of her choice; modeled that demonstration around the class. I noticed that a learner who’s attended roughly 12 classes between Rockwood and HB Lee has improved her writing and comprehension skills tremendously. She and I looked through her notebook after class to compare her notes the first few class to her more recent notes.
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: 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: 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: 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: 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: What are we spending our money on?
Date of Class: 6/19
Day of Class: Monday
Time of Class: 6pm
MC: Ashley
DJ: Cam
Assistants: Trent
Module: Federal Budget
How Many Learners: 3
Materials Status (loyalty cards, alphabet sheets, etc):Self Evaluation
Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 4
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 5
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 5
Connection: Open Hostility (1) vs. Kumbayah (10) = 4
Poise: Charlie Brown (1) vs. Prince (10) = 4
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6Total Score: 28
What happened (as short or as long as you like, but be specific):
Ashley’s silent class:
-alphabet sheet
-yell and spell
-dictation:
“Today’s lesson is called, What are we spending our money on?”
“The 2018 budget includes $54 billion in cuts to federal departments.”
-dictation and round robin:
“Which departments will be cut?”
“A few of them are: Education, Agriculture, and Transportation.”
-here it is with Trump’s budget proposal bar chart
-dictation and round robin:
“Which program sees the biggest budget cut?”
“The Environmental Protection Agency, EPA”
“What’s the EPA?”
“EPA is an agency which protects human health and the environment.”
-read aloud, here it is with flyer for English classes at Teaching HouseThree lower-level learners today. Learners struggled at first with some of the more complex vocabulary, but one learner was able to use her notes from the previous week to recall how to spell words like “budget” and “cuts.” There was an effective amount of repetition in the lesson plan so that by the end of the class the learners were writing the dictated sentences more quickly.
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) = 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 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: What is a Federal Budget
Date of Class: June 5 2017
Day of Class: Monday
Time of Class: 6pm
MC: Ashley
DJ: Cam
Assistants:
Module: Federal Budget
How Many Learners: 9
Materials Status (loyalty cards, alphabet sheets, etc):Self Evaluation
Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 4
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) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 5
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 5Total Score: 30
What happened (as short or as long as you like, but be specific):
-Alphabet sheet
-Yell and spell
-Dictation:
“Today’s lesson is called What is a Federal Budget?”
“It is the amount of money the government spends each year”
“billion”
“military”
“revenue”
“The Constitution gives the US Congress power over the budget”
“By September 30, 2017, all bills must be signed into law”
-Listen and Point/Here it is: “money” “interest” “billion” “revenue” “transportation” “spending”
-Dictation:
“The federal budget for 2018 is named Budget Blueprint to Make America Great Again”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) = 7Total 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 eventNo 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
Lesson Title: If mom’s ruled the world
Date of Class: 5/22
Day of Class: Monday
Time of Class: 6pm
MC: Cam Coval
DJ: none
Assistants: none
Module: Motherhood
How Many Learners: 12
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) = 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:
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 if moms ruled the world
-modeled short dialogue around with a flyer for Mothers Out Front
-Read aloud and here it is with Mothers Out Front flyer
-Watch “about us” video for mothers out front
-mixer: learners walk around room and model previous dialogue with different learners; ask each other whether they’ve heard about Mothers Out Front
-listen and do: stop, listen, write, smile, smell, scratch, look, call, sneeze, eat
-Dictate “listen and do” verbs-Very mixed level class today; one learner knew almost no English whatsoever; two high-level learners helped model down to other learners; handful of students have attended all three classes at HB Lee and are interested in coming to Rockwood classes on Mondays
Lesson Title: I keep track of my library books in my notebook
Date of Class: 5/15
Day of Class: Monday
Time of Class: 6pm
MC: Ashley
DJ: Cam
Assistants: Sara
Module: Library
How Many Learners: 3
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) = 7
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
Connection: Open Hostility (1) vs. Kumbayah (10) = 6
Poise: Charlie Brown (1) vs. Prince (10) = 5
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6Total Score: 36
What happened (as short or as long as you like, but be specific):
-Alphabet sheet
-Yell and spell
-Progressive dictation: Today’s lesson is called “I keep track of my library books in my notebook”
-Verbal dictation: “scissors,” “a hole puncher,” “string,” “Cut out the front part of the box,” “Do the same for the back,” “Trace the front cover,” “Mark measurements on the box,” “Punch holes,” “cut out two small pieces of strings,” “tie together the paper and the cardboard through both of the holes,” “this is a DIY notebook”
-learners cut, traced, hole-punched, and tied together their own DIY notebooks as they verbally repeated the aforementioned phrases
-“Here it is” on PPT “Tour the South Park Blocks” flyer; learners found “library,” “Ashley,” “English,” “trees,” “environmental services,” “message,” “Saturday, May 20th,” “downtown Portland”
-Verbal dictation – read through entire flyer