Lesson Title: Where Do You Live?
Date of Class: Oct. 16, 2014
Day of Class: Thursday
Time of Class: 10:30 am to 12 noon
MC: Patrik
DJ: David
Assistants: none
Module: Maps and Addresses
How Many Learners: 16
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) =6
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) =6
Connection: Open Hostility (1) vs. Kumbayah (10) =6
Poise: Charlie Brown (1) vs. Prince (10) =6
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =7

Total Score:

What happened (as short or as long as you like, but be specific): Patrik showed up just on time. I rearranged tables. It was a good exercise to go around the room and say everyone’s name. We did a listen and point with maps, talked about the difference between “Where do you live?” and “What part of town do you live in?” and used this as a role play.

Lesson Title: How much money do you have?
Date of Class:Oct. 13, 2014
Day of Class:Monday
Time of Class:6-7:30 pm
MC:Verenice
DJ:David
Assistants:none
Module:Money
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) =5
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) =9
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) =8
Connection: Open Hostility (1) vs. Kumbayah (10) =7
Poise: Charlie Brown (1) vs. Prince (10) =9
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =10

Total Score:48

What happened (as short or as long as you like, but be specific):Verenice and my first time at Hall Elementary. We got there just in the nick of time; Verenice had a difficult time getting here from the west side during rush hour. We had 14 new learners, and already need to make more alphabet sheets. Laura Hernandez would like to know how many students we have each time. Verenice did a great job leading us all through some fun activities: dictations using the names and values of coins (“This is a penny. These are pennies. This is a dime. That is a dime.”) and then call and response; listen and do using methods of payment (cash, check, credit card, online); and then having students with coins asking and answering: How much money do you have? I have 13 cents.

Lesson Title: Right Side of the Road
Date of Class: Sep. 24, 2014
Day of Class: Wednesday
Time of Class: 12 noon – 2 pm
MC: David
DJ: Quinton
Assistants:
Module: Safe Roads
How Many Learners:10

Self Evaluation

Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 7
Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 8
Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 7
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) = 8

Total Score: 46

What happened (as short or as long as you like, but be specific): This was Julie’s dress rehearsal. I was really impressed with her poise and technique. We did a dictation based on Mayra’s video story, a dictation based on David’s Safe Roads story, listen and do with driving words, and listen and point with traffic sign sheets.

Lesson Title: Measure 88
Date of Class: Sep. 3, 2014
Day of Class:Wed.
Time of Class:12 noon – 2 pm
MC:Quinton
DJ:David R.
Assistants:Ramin
Module:Safe Roads
How Many Learners:8

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) =6
Poise: Charlie Brown (1) vs. Prince (10) =7
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =2

Total Score:33

What happened (as short or as long as you like, but be specific): Quinton’s second time teaching on Wednesday. I was happy that he was receptive to and implemented our ideas to have a class with more variety and fun, and he seemed more relaxed. We talked a bit about Measure 88 by using small parts of it, and the pros and cons, as dictations. Students seemed very interested in this issue and how it might affect them and their families. Quinton told a story of a car accident he was in as a dictation, and one student shared about a loved one she lost in a car accident. We did a listen-and-do and Simon Says with turn right, turn left, brake, drive, and check the rearview, that was a fun halftime activity. Finally, we worked on Mayra’s story on the Causa website’s video, about how not being able to have a driver’s license has affected her, using her story as a dictation. It was great to see Quinton really go with the flow and adjust activities in the moment, for instance giving the class things to say as call-and-response when he noticed that a particular explanation was leaving the students confused. Phung mentioned this would probably be her last class as she is moving, and told me how grateful she is for the class, and I was able to thank her for always being so helpful to all the other students (across cultural and language boundaries).

Lesson Title:Transportation
Date of Class:Aug. 15, 2014
Day of Class:Friday
Time of Class:12 noon – 2 pm
MC:David
DJ:Benjamin
Assistants:Ramin, Wes
Module:In the Neighborhood
How Many Learners:5

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) =7

Total Score:42

What happened (as short or as long as you like, but be specific):
Benjamin wasn’t able to come on time due to unforeseen circumstances, so David stepped in. He did a dialogue read with choral response using Little Red Riding Hood. We used this to learn new vocab and work on pronunciation, and individual reading. Then we did a name remembering exercise using ball-throwing and finished with a song: Ticket to Ride.

Date of Class: August 6, 2014
Day of Class:Wednesday
Time of Class:12 noon – 2 pm
MC:David
DJ:Quinton
Assistants:Blake & Stephanie
Module:English for Getting Around
How Many Learners:12

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) =5
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =5

Total Score:38

What happened (as short or as long as you like, but be specific):
We had Stephanie & Blake today for the first time. I found myself somewhat frazzled at first, actually, trying to explain to them how they could help with attendance, attendance cards and getting more chairs. I’ve also noticed a few times, both last week and this week, that during writing, Quinton erased one or more letters for lower-level learners, and this seems not only not helpful but only confuses the learner more. When I stopped him today from doing that, I’m not sure that he got why, and I didn’t get to explain later. I’m glad for his help, and I hope we can talk about it, but at the time, Stephanie & Blake were still here, so it didn’t seem like the right time. So I let him go and agreed to do the report myself this time. Meanwhile, we did have a few activities that engaged learners and facilitated a kind of social atmosphere. Saying our names today seemed to take forever, so right after I added something totally unprepared: luckily, I had brought my tennis ball “just in case”, so I had everyone get up, and away from the tables where we’d been writing, and
throw the ball at each other, at first saying only our own names when we had the ball, and trying to go as quickly as we could, and then changed it to saying the name of the person we threw the ball to! Boy did that work to get people moving and out of our heads and notebooks! And, I totally made it up on the spot, which felt good! Then, I brought some maps, and had lists of street words: road, avenue, lane, boulevard, etc. and we wrote down abbreviations together. Then, we tried finding these abbreviations in small groups, each group using one map of: Portland, Seattle, Tacoma, Olympia, Salem, and Eugene. This seemed engaging, and brought up good questions, even though the map print was so small. Finally, we told and wrote down each other’s stories, in pairs, about how we got here today: I took the MAX to the Rockwood Station. I walked on Stark Street. etc. Also, I would like to work on the bicycle element in the future: I hope to get some bike maps or other maps that are large enough to easily read.

Date of Class: July 16, 2014
Day of Class: Wednesday
Time of Class: 12 noon – 2pm
MC: David
DJ: none
Assistants: none
Module: Maps & Addresses
How Many Learners: 10
Score:6+8+8+8+8+8=46
What happened (as short or as long as you like, but be specific): Nice big multicultural & multilevel group today. Dictation on driving directions from Rockwood to Central Library; choral response; introduced new vocab words like merge, slight, onto, and follow, that I demonstrated using different learners. Then we used phone books and split into several small teams of two or three learners; one person dictated addresses and the other wrote them down, and after five minutes, we’d stop and see which team wrote down the most addresses. This was really fun! Everyone seemed to enjoy it, and it was a great opportunity for students to applaud everyone’s final score and offer encouragement, which happened naturally! Then, I tried something else with directions: I gave everyone a card with a direction on it: N, NE, E, SE, S, SW, W, or NW. Then the learner had to get in the right part of the room. We used choral response and one-at-a-time response as well. Then, I said a direction and had everyone just point. Finally, I had a dictation using the song I Know Where I’m Going by the Judds. One new learner, Semen, seems to have significant visual and auditory limitations, and I thought learners were very helpful with him.

Date of Class:July 9, 2014
Day of Class:Wednesday
Time of Class:12 noon – 2 pm
MC:David
DJ:none
Assistants:none
Module:Maps & Addresses
How Many Learners:7
Score:6+7+7+7+7+10=44
What happened (as short or as long as you like, but be specific):
We focused on directionals with an interactive game using cards and having learners stand in that part of the room, using call and response, then used a tennis ball toss to reinforce the spoken words and to practice saying them as quickly as possible. I used a question from the survey as dictation and choral response, but I think it might work better to bring printed surveys to class, go through a few questions together and have them fill them out on their own. We also did a song using prepositions: around, over, under, through, near & far, and then did a dictation of another song about waiting for the train.