- This topic has 34 replies, 11 voices, and was last updated 6 years, 11 months ago by .
-
Posts
-
Lesson Title: Hauntings Happen Here
Date of Class: 4/25/17
Day of Class: Tuesday
Time of Class: 6:00pm
MC: Cecilia
DJ: Ashley L
Assistants: Cameron
Module: Maps & Addresses
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) = 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) = 6
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):
We started class with listen and point with the alphabet sheet. We went around the room doing yell and spell with names. We dictated the title of the lesson, “Today’s lesson is called, hauntings happen here.” We did a listen & point using a map of neighborhoods in Portland. We then dictated the addresses of several hunted addresses: Pittock Mansion, Crystal Hotel Ballroom, and Shanghai Tunnels. We dictated 2 Portland Fun Facts, “In its early years, Portland was a lawless frontier town.” “The government was corrupt.”
Lesson Title: 50 states!
Date of Class: 4/25/17
Day of Class: Tuesday
Time of Class: 2-3:30
MC: Benjamin
DJ: Maureen
Assistants: Judy
Module: Maps & Addresses
How Many Learners: 12
Materials Status (loyalty cards, alphabet sheets, etc):
Great now that Ramin dropped new sheets off at my house last night in the rain while the Blazers played their final game of the season!
Self EvaluationPreparation: 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) = 6
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):
What happened (as short or as long as you like, but be specific):
(I accidentally submitted the last post without including the “what happened” portion).
Ben used a photocopy of the US QWERTY keyboard to conduct listen and point. It was fun to see which learners were familiar with a standard keyboard, especially since we had 2 new learners who didn’t know the regular protocol. Ben continued with our “theme” of trying to fill in the U.S. map with state names. Learners answered the Round Robin question “Can you name the states in the West and Midwest?” with “Yes,” or “Not yet,” instead of the typical black and white answer. This is a lively and very competitive class and you could see on their faces that they expected to be put to the test! Ben played a song 3X with all the state names which they sang along with, unprompted. Learners passes around puzzle pieces of states, correcting and helping each other along. Two learners who are normally very shy and reserved took on teacher-y roles and directed his and her seatmates. Class ended with two teams of 6 putting puzzles together of the West and Midwest, respectively. One learner showed me a news bit of the violence that occurred on NE 82nd Avenue in an Iraqi restaurant. She seemed nervous about this, but was excited to show me another news headline about Trump’s attempt to put the kabosh on Sanctuary City funding getting vetoed.
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: 37What 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.
Lesson Title: Marching for May Day
Date of Class: 5/1/2017
Day of Class: Monday
Time of Class: 6:00 PM- 7:30 PM
MC: Ashley
DJ: Estefania
Assistants: Cameron, Lexy
Module: Education and Government
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) = 5
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) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 5
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6Total Score: 31
What happened (as short or as long as you like, but be specific):
We started with alphabet sheets, yell and spell names, and dictated the title of today’s lesson. We watched a short video about May Day, dictated phrases and words from it, then watched it again. We followed that with a listen and point using a map/information flyer for the route of the march. We ended with 3 dialogues.Lesson Title: Mother’s Day is in 2 weeks
Date of Class: 5/2/17
Day of Class: Tuesday
Time of Class: 6:00 PM
MC: Ashley
DJ: Cecilia
Assistants: Cameron
Module: Motherhood
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) = 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) = 7Total Score: 39
What happened (as short or as long as you like, but be specific): We began the lesson with three learners and the alphabet. We moved onto Yell and Spell and then dictated the title of the lesson. At this point another learner arrived and we did Listen and Point with a sheet on Mother’s Day. Ashley kept switching learners around to keep the group mixed and we searched for words such as “tradition,” “great-grandmothers,” and so on. We wrote down the question “what day does Mother’s Day land on this year?” One of our learners needed more individual attention (after we asked higher level learners to show her the spelling of the words) and this slowed the activity down a little. However, she was able to speak the words when the question was sent around the room Round Robin style. Then we did Yell and Spell with our mothers’ names, and wrote those down as well. After this, Ashley showed pictures of a newborn baby, a Mother’s Day card, a bouquet, etc., which we sent around the room as well. This was followed by writing the words down and progressive dictation. Finally, Ashley asked me how I would be celebrating Mother’s Day, to which my response was, “I don’t know yet.” We had learners write this down and perform dictation as well.
Lesson Title: Mothers day is on the 14th.
Date of Class: /5/2/2017
Day of Class:/Tuesday
Time of Class:2:00pm
MC:Maureen
DJ:Benjamin
Assistants:Judy
Module:Mothers day
How Many Learners:11
Materials Status (loyalty cards, alphabet sheets, etc):
Scrabble letters, crafts for mothers day cards
Self EvaluationPreparation: 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) =5
Poise: Charlie Brown (1) vs. Prince (10) =6
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):We had a couple new learners today. Made mothers day cards and played a game with scrabble letters. One of the children woke up from a nap and acted out a bit, we are still finding ways to make it a welcome environment for those with active kids so that learners can learn and children are welcome.
Lesson Title: Farmers Markets are Fun Places
Date of Class: May 3, 2017
Day of Class: Thursday
Time of Class: 2-3:30pm
MC: Patricia
DJ: Ashlyn
Assistants: Julia
Module: Farmers Market
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) = 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) = 6Total Score: 38
What happened (as short or as long as you like, but be specific): We did listen & point, yell & spell, and dictated the title of today’s lesson. Then we looked at a print out of Portland’s webpage describing where farmer’s markets are, and did listen & point with it. Patricia asked if anyone didn’t know what a word meant and we got to explain what sustainability meant. We did dictated sentences describing what some symbols under the word “amenities” (which we also had to define) meant on a Lent’s International Farmer’s Market flyer (a music sign, image of two people, and a dog on a leash). We ended with a word search and listen & point of the Plant word cloud.
Lesson Title: Do you know where your children are?
Date of Class: May 9, 2017
Day of Class: Tuesday
Time of Class: 6pm
MC: Cecilia
DJ: Mike
Assistants: n/a
Module: Motherhood
How Many Learners: 5
Materials Status (loyalty cards, alphabet sheets, etc): We were out of alphabet sheets with the sign language letters. There was a keyboard sheet that we copied and used, but we need a new sign language one.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) = 5
Poise: Charlie Brown (1) vs. Prince (10) = 5
Reflection: “It was ok.” (1) vs. Life-changing Epiphany (10) = 6Total Score: 35
What happened (as short or as long as you like, but be specific): We started out with one student, so Cecelia was able to match the drill precisely to the learner’s needs. we got another student for Yell and Spell. We followed up with a Listen and Point with a word cloud with children’s activities. During this exercise some students came in from the other language class. Cecelia then led us in a Round Robin with several questions about Mother’s Day traditions around the world. We finished up by listening to and transcribing the chorus to “A Song for Mama” by Boyz II Men.
Lesson Title: A Mother’s Love
Date of Class: 5/9/2017
Day of Class: Tuesday
Time of Class: 2-3:30
MC: Benjamin L
DJ: Maureen R
Assistants: Judy
Module: Motherhood
How Many Learners: 10
Materials Status (loyalty cards, alphabet sheets, etc): great! recently replenished alphabet point sheets.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) = 6
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): Ben did an extra spin on the names by pointing at students quickly and having learners say peoples’ names. Learners giggled when thrown off-guard by this activity. B played a song on the computer called “A Mother’s Love” and had students translate the lyrics line by line with encouragement from teachers and assistants and repetitive playing of the song. Several students were extremely challenged by this difficult activity, but with lots of help from higher-level students, no one was visibly discouraged and they sang along with the song by the end.
A slightly new student came alone without her children for the first time. This followed a somewhat scary incident last week where one of the learner’s children was accidentally bumped awake from a nap and freaked out. She screamed and threw papers all over the table, leaving an adjacent learner noticeably rattled.
During after-class chat, we decided we needed to support this student no matter what and try different solutions to the kid challenge. I’m going to ask the library staff if we could borrow some toys from Toddler Talk Time/other play groups and have some manipulatives for children to play with while their adults are focusing on the class.
*updates to followLesson 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: 33What 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.
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 flyerLesson Title: Motherhood
Date of Class: 5/16/2017
Day of Class:Tuesday
Time of Class:2:00pm
MC:Maureen
DJ:Benjamin
Assistants:
Module:Motherhood
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) =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) =7Total Score:39
What happened (as short or as long as you like, but be specific): Class was on Masupials and how the mothers care for thier children in pouches. Intriging approach to motherhood and the class enjoyed working with animal concepts. Alot of good questions and excitement.
Lesson Title: Mothers are Everywhere in English
Date of Class: 05/16/17
Day of Class: Tuesday
Time of Class: 6 pm
MC: Mike
DJ: Mike
Assistants: Sara
Module: Motherhood
How Many Learners: 5
Materials Status (loyalty cards, alphabet sheets, etc): completeSelf 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) = 6
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): We started with two new students, and began the Alphabet Drill, they Yell and Spell with our names. We then did Dictation Progression with the class title and with several sentences using phrases with the word mother, like “mother lode” or “mother tongue.” During this exercise a few new student arrived. We then did a word search with words related to mothers, followed by a Round Robin exercise. We stretched a bit with some Stand Up and Point. Then we went around the table reading “Old Mother Hubbard,” which everyone seemed to enjoy. We then did a worksheet together that I made, a fill-in-the-blank exercise using phrases we had learned in the class. We finished off with a Word Cloud exercise. To finish off, we looked at the flyer for the tree activity hosted by Marc this weekend. A couple of them showed an interest in going.
- The topic ‘Rockwood Library — Spring 2017’ is closed to new replies.