Patricia Fraker

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  • in reply to: Rockwood Library — Spring 2017 #8784
    Patricia Fraker
    Spectator

    Lesson Title: Let’s Go to the Market
    
Date of Class: May 11, 2017

    Day of Class: Thursday 

    Time of Class: 2pm
    
MC: Ashlyn
    
DJ: Patricia
    
Assistants: Julia

    Module: Farmers Markets
    
How Many Learners: 6

    Materials Status (loyalty cards, alphabet sheets, etc): ok
    Self Evaluation
    Preparation: Forgot to Show Up (1) vs. Every Hair In Place (10) = 5

    Technique: Completely Incompetent (1) vs. Flawless Delivery (10) = 6

    Engagement: Snoring Loudly (1) vs. Absolutely Riveted (10) = 5

    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) = 5
    Total Score: 33

    What happened (as short or as long as you like, but be specific):

    After the Alphabet, Listen and Point, Ashlyn had them write the name of the lesson and dictation progression. She, then, passed around a colored picture of a farmer’s market with customers, products and vendors. There were lines from different things in the picture out to the margin with a line and number for the learners to write in what the words were: vendor, hat, canopy, customer, radishes, basket, sign, plastic bag, tin can, bouquets. The learners were interested and absorbed in the activity. Then there was writing down and dictation progression for different sentences about Rockwood’s Farmer’s Market, its location and what it was. We watched a 2 minute video about the market, and the learners were to write down words they recognized. Later, they shared those words with the group. The class ended with Ashlyn passing around seed packages, with the learners saying what they were. They had a choice at the end of the lesson to take some home.

    in reply to: Rockwood Library — Spring 2017 #8745
    Patricia Fraker
    Spectator

    Lesson Title: Room to Grow
    Date of Class: April 27, 2017
    Day of Class: Thursday
    Time of Class: 2-3:30 pm
    MC: Ashlyn
    DJ: Patricia
    Assistants: Julia
    Module: Community Gardens
    How Many Learners: 14
    Materials Status (loyalty cards, alphabet sheets, etc): everything ok
    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) = 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) = 6
    Total Score: 37

    What happened (as short or as long as you like, but be specific):

    There were so many learners, today, we had great need of our blind assistant’s help. A learner struggled with G and D writing G for D in words, and the same for A and I. Also, there was a problem with writing words, in general. When the MC’s first sentence “Gardens do not need to be big.” were said, word by word, I asked our blind assistant to spell the word for the learner. I kept pointing to the correct letter on the alphabet sheet, as she spelled the word over and over, until it helped the learner put together the correct word. After the sentence was completed, I told them to continue working together for the other four sentences, then we could modify any mistakes at the end of the lesson. There was no time to check back in with that learner, until the end. It worked out well, with whole correctly spelled words on the sheet of paper and lots of space between them. Obviously, mistakes had been done and were erased, leaving the correct words of the sentences with up to inches of space between them. I do not know the learner’s and the assistant’s communication, but we did not have to modify anything. The learner was very content and appeared satisfied with the help. There had been doubt and difficulty hearing letters spoken from over the other side of the table at the start, but they developed a good team on their own after the initial help.

    Ashlyn passed out a planting illustration for everyone, and she used words from its instructions and definitions for a word hunt. There were many items used in gardening passed around for a “This is a…” exercise. Many items provided good practice for when to use and not use plural and plural sounds. This lesson was a strong finish to the Community Garden module.

    in reply to: Rockwood Library — Spring 2017 #8643
    Patricia Fraker
    Spectator

    Lesson Title: Life’s a Garden, Dig it
    Date of Class: April 13, 2017
    Day of Class: Thursday
    Time of Class: 2-3:30 pm
    MC: Ashlyn
    DJ: Patricia
    Module: Community Gardening
    How Many Learners: 11
    Materials Status (loyalty cards, alphabet sheets, etc): Rockwood Library needs more loyalty card sheets printed out.

    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) = 6
    Poise: Charlie Brown (1) vs. Prince (10) = 6
    Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 7
    Total Score: 38

    What happened (as short or as long as you like, but be specific):
    The class started with a good balance of Alphabet listen and point, with most learners comfortable with it. The focus of the lesson was vegetable gardens, and the learners wrote down “Do you have a vegetable garden at home?” to ask each other. Everyone was very focused on the topic, and they took it personally. since most if not all did have gardens or wanted them. They enjoyed the other sentences for dictation progression: April is a great time to start a garden. Vegetables can be planted as seeds or starts. There are a variety of vegetables you can plant! They, also, enjoyed the Vegetable Worksheet with crude but cute line drawings done by Ashlyn. When the Make Your Garden sheet came around, they all wanted to draw and color their vegetable choices on their sheets, with none of the learners feeling or acting shy or hesitant. They enjoyed struggling to speak English about their gardens and vegetables with each other and the teachers. The learners were not shy asking questions to get their gardens correct. The lesson ended with Ashlyn passing around the Nadaka Flyer inviting people to an “Earth Day Clean-up Event at Nadaka Nature Park” . It was, also, to be an opportunity to practice speaking English. After the group repeated Ashlyn’s reading, together, a few learners volunteered to read the paragraph by themselves, out loud.

    in reply to: Rockwood Library — Winter 2017 #8612
    Patricia Fraker
    Spectator

    Lesson Title: Back Yard Bird Buddies
    Date of Class: 3-30-2017
    Day of Class: Thursday
    Time of Class: 2-3:30 pm
    MC: Ashlyn
    DJ: Patricia
    Assistants: Cait
    Module: Nature – Birds
    How Many Learners: 11
    Materials Status (loyalty cards, alphabet sheets, etc): Some black loyalty card-stock sheets are needed. There were only 2 sheets left in the file.

    Preparation:Forgot to Show Up (1) vs. Every Hair In Place (10) = 8
    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) = 7
    Total Score: 43

    What happened (as short or as long as you like, but be specific):
    There were a lot of learners and a variety of first languages. There were about 8 children with parents, and 3 children took part in the happenings. The other children played 2 with 2, causing no hindrance. First, Ashlyn did the alphabet, and some learners came in late. Second, Ashlyn began a lesson about Back Yard Bird Buddies, passing around a bird drawing with labels of bird’s anatomy, after the learners wrote down the Today’s Lesson sentence. The learners were enthused and kept focus on finding the printed words of anatomy she called out. Third, Ashlyn had many pictures of different kinds of birds common to people’s back yards, and the learners passed them around to each other with the “This is a…” exercise. As the first “ready” and “This is…” worked its way around the circle, she just handed a new picture to a learner saying its name to start another circulating. This was the most practical and effective way for the learners to get new bird pictures and names, since the class was too big to wait for one to finish. It worked extremely well to keep them speaking and hearing by getting a bird picture and telling another about it, with another one coming. After that, Ashlyn had a fun match game for the learners. She had a picture of the birds in one pile and bird descriptions in the another. The learners were to match them. They worked in four groups. The learners were very absorbed and worked together, well. One learner said he could not read anything, so his partner read the descriptions and had him pick out the correct one. I noticed the different groups were all doing things a little differently, working out their strengths and needs. Brooke gave an idea, afterwards, to have the learners write down the bird names before starting the exercise, letting them refer to it if they wanted (time permitting being the inference). At the end, Ashlyn would have the learners repeat after her, as she read bird names and descriptions from the match.

    in reply to: Rockwood Library — Winter 2017 #8552
    Patricia Fraker
    Spectator

    Lesson Title: Welcome Back Turkey Vultures
    Date of Class: 3-16-2017
    Day of Class: Thursday
    Time of Class: 2-3:30 pm
    MC: Ashlyn
    DJ: Patricia
    Assistants: Monica
    Module: Nature – Birds
    How Many Learners: 9
    Materials Status (loyalty cards, alphabet sheets, etc): Everything was there, except a stapler. I will look for a small one at the thrift store. We should print more loyalty cards on card stock and trim the edges, ahead of time. (leaving the card whole with the ten card forms, though) It is difficult to cut them down to a size that will fit into the little box, without that trimming, first. A lot of time is taken up finding out that one needs to trim more and more.

    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) = 6
    Total Score: 38

    What happened (as short or as long as you like, but be specific):

    We had two new learners, and they sat at different ends of the table setup. With the extra help from Monica, both got needed attention. One began life as a deaf mute with other languages later. I could see sometimes she made the letter sign with her hand, first, before picking the letter on the alphabet sheet. It looked like that helped her know which letter to pick, since the hand signals and letters are both on the sheet. Because she did that, she could not keep up when the listen and point picked up speed, sometimes. She got help from other learners. Pointing to their work saying She’s He’s got it, helped her to go to them for catchup. She saw they were struggling, also, and she was not an outsider.

    Ashlyn had a very entertaining bird lesson with subsequent video watching to demonstrate the Turkey Vulture’s nature. This led into Monica’s Nadaka Nature Park in Gresham which is having a festival with a real Turkey Vulture. Everyone was invited, and flyers were passed around. Julia was able to connect with the new learner she sat across from, setting up phone English practice. She decided to wait to ask the other new learner until he came again, not wanting him to feel overwhelmed.

    in reply to: Rockwood Library — Winter 2017 #8538
    Patricia Fraker
    Spectator

    Lesson Title: Owls Are a Hoot

    Date of Class: 3-9-2017

    Day of Class: Thursday

    Time of Class: 2-3:30 pm
    
MC: Ashlyn

    DJ: Patricia

    Assistants: 

    Module: Nature – Birds
    
How Many Learners: 8

    Materials Status (loyalty cards, alphabet sheets, etc): Everything was there, except a stapler. I will look for a small one at the thrift store.

    Self Evaluation
    Preparation:
    Forgot to Show Up (1) vs. Every Hair In Place (10) = 8
    
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) = 8

    Poise: Charlie Brown (1) vs. Prince (10) = 6
    
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6
    Total Score: 40

    What happened (as short or as long as you like, but be specific):
    There was a good balance of advanced and beginning learners. There were no new students. These students were comfortable, depending on each other for clarifications. The Owl topic interested everyone, even a tiny child, who wanted to take part, instead of playing separately. Ashlyn started the “This is a…” with the child, who did it to the mother and when to me, I would repeat it loudly and clearly, again, for the rest of the learners. It was a very successful way to include the child, and everything went efficiently. There was a good balance of speaking and writing, with a more complex sentence using the word “because”. It was good practice for the learners to have different reasons for liking their owl pick. Watching a video showing the scientific proof of the silence of owl flight, compared to other birds, was a fun last few minutes of the lesson. The learners were riveted and wanted to listen to the English words and understand them.

Viewing 6 posts - 1 through 6 (of 6 total)