Lesson Title: Oregon Geography
Date of Class: April 6, 2015
Day of Class: Monday
Time of Class: 6- 7:30 pm
MC: David
DJ:none
Assistants:none
Module:Geography
How Many Learners:5
Materials Status (loyalty cards, alphabet sheets, etc):We are out of loyalty cards.

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) =7
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) =5

Total Score:42

What happened (as short or as long as you like, but be specific):We had three returning students and two new students. We started with a review: a dictation, call and response, and round robin of how to introduce ourselves and ask names of people. Then we moved into a dictation and round robin asking about Oregon geography, pronouncing the names of all Oregon counties, listen and point involving a map of Oregon counties, counting how many counties there are in Oregon (36), a dictation and round robin asking and answering how many counties there are in Oregon, and finished with singing This Land is Your Land.

Lesson Title: Oregon Geography
Date of Class: April 13, 2015
Day of Class:Monday
Time of Class:6-7:30 pm
MC:David
DJ:none
Assistants:Yanira
Module:Geography
How Many Learners:7
Materials Status (loyalty cards, alphabet sheets, etc):good

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) =5

Total Score:41

What happened (as short or as long as you like, but be specific): Yanira is a great addition, and connected as a native Spanish speaker in a way I cannot; she had a great rapport and really added a lot. We spent a lot of time introducing ourselves, and working on pronunciation. We practiced naming directionals using an exercise witl flashcards and ball-throwing, and finished by singing and reviewing This Land is Your Land.

Lesson Title:Counties of Oregon
Date of Class:April 20. 2015
Day of Class:Monday
Time of Class:6-7:30 pm
MC:David
DJ:none
Assistants:none
Module:Oregon geography
How Many Learners:9
Materials Status (loyalty cards, alphabet sheets, etc):OK

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) =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) =6

Total Score:44

What happened (as short or as long as you like, but be specific):
We used a template and dictation to introduce ourselves to each other, talked about the difference and similarity between Nice/good/glad/ pleased to meet you and between good to see you, too and Likewise, and we explored the meaning of “she goes by” and “What do you go by?” as in “Her name is Enedina, but she goes by Nina.” “David, do you go by Dave?” “No, I go by David.”, with a dictation, call and response, and then role play. We used a tennis ball-throwing exercise to review all eight directions, did a listen and point with our county maps of Oregon, and used the eight directions for a dictation and question and answer: Where is Multnomah County? It’s in the north. Where is Lincoln County? it’s in the west. We finished by reviewing the chorus and one verse of This Land is Your Land and then singing it.

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Lesson Title: Oops, I forgot to create one!
Date of Class: 4/27/15
Day of Class: Monday
Time of Class: 6-7:30
MC: Mary Louise
DJ: Ramin
Assistants:
Module: Maps and Addresses
How Many Learners: 4
Materials Status (loyalty cards, alphabet sheets, etc): more eval sheets needed

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) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 7
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 5

Total Score: 36

What happened (as short or as long as you like, but be specific): After the alphabet and names, the class took a distinct turn to focus on ordinals. We did some listen and point with ordinals and then full addresses, followed by some ordinal and directional (NSEW) dictation. We stayed on ordinals for awhile, repeating, choral response, round the room, and some putting-the-correct-suffix-on-the-number practice. Some NWES TPR (pointing, as well as using ourselves as a giant compass) was a good break, then we did some dialogue/address practice “What’s your address?” and students could pick various addresses from a pile. Regrettably, we ran out of time before we could lay our hands on an actual map. Next time. . .

Lesson Title:Driving Directions
Date of Class:5/4/15
Day of Class:Monday
Time of Class:6-7:30 pm
MC:David
DJ:none
Assistants:none
Module:Maps & Addresses
How Many Learners:7
Materials Status (loyalty cards, alphabet sheets, etc):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) =7
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) =5

Total Score:38

What happened (as short or as long as you like, but be specific): After introductions to new students, we listened and pointed using maps of Portland. We all had fun in an activity standing in a circle and giving each other basic instructions: go forward, stop, go back, turn right, turn left, turn around. Then, I gave directions from Hall to where I live as a dictation and then call and response and choral read. This was more challenging, as students asked good questions about the difference between go and going, between pass and go past, and meaning of if you pass the ___ you’ve gone too far.

Lesson Title:Where Do You Live?
Date of Class:May 11, 2015
Day of Class:Monday
Time of Class:6-7:30 pm
MC:David
DJ:none
Assistants:none
Module:Maps & Addresses
How Many Learners:5
Materials Status (loyalty cards, alphabet sheets, etc):OK

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) =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) =6

Total Score:44

What happened (as short or as long as you like, but be specific):We tried something new to the group: explaining where we live. I tried this as a dictation, starting with two sentences of my own, then had each student describe and others write it down. I then had each student stand and tell his/her story, and we repeated it back. It surprised me how challenging this was, even for some regular students, so we worked on saying, writing, using and understanding things like: I live with, I live together with, in front of, next to, near, far from, and in back of, as well as learning that in back of and behind mean (usually) the same thing, and that near and close to mean (usually) the same thing. Each student was given a chance for applause at the end of his/ her story and to feel a sense of accomplishment at having actually done it. We then did a song: Around, by reviewing the part we learned last week, and learning a new verse I wrote, both singing and acting out the words: the song now contains the directions: around, over, under, through, near, far, to the right of, to the left of, in front of, behind, and next to. We also learned the equivalents in Spanish and Romanian!

Lesson Title: Addresses
Date of Class:5/18/15
Day of Class:Monday
Time of Class:6-7:30 pm
MC:David
DJ:none
Assistants:none
Module:Maps & Addresses
How Many Learners:7
Materials Status (loyalty cards, alphabet sheets, etc):OK

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) =5

Total Score:41

What happened (as short or as long as you like, but be specific): We had one new student. We did an address dictation for those students who were on time and then I had the idea to have those students then dictate those addresses to the later arrivals. We wrote and practiced saying and understanding: “Did you get that? Did he/she get that?” Then we spelled our names and introduced each other to the new student. We went over how to write directional abbreviations: I held up flashcards with N, E, S, W, SE, NE, NW, and SW, and students had to shout out what they stood for, and we practiced pronouncing street names like 5th and 80th. I handed out a list of prepositions and we did a call and response. I noticed they were helping each other understand what they meant. I then divided them into three groups and each group took a phone group for a timed exercise in which one student had to read as many addresses and phone numbers as possible while the other wrote them down. Then, I had them switch roles, so everyone had a turn to speak and to write. Finally, I taught them, by call and response and then by a group sing, Abilene, which, though not exactly about addresses, contains many phrases commonly used in casual English to describe going somewhere: Folks out there, take me back where I come from, if I stay here I’ll…