Jasmine Campbell

Item Page Number

Table of Contents 2
Modeling 3
Close reading with an image 4
Community Circle: Restorative 5
Justice
Exit Slip 6
Seed Discussion 7
Gallery Walk 8
Think, Pair, Share 9
Thinking Maps 10
Collaborative Clock 11
MODELING
Description: What is it about?
 The instructor/teacher will provide step by step instructions and demonstrate
for activities and assignments to be completed by the students.
Application: How does this support all students?
 Students will be able to efficiently comprehend instruction by relating it to
the visual example provided to them. They will do the analyzing themselves,
which will strengthen their observational, analytic, and communication
skills.
Connection to TED 407’s Language Acquisition Theories: How
does this relate to our readings, discussions, and lectures?
 Scaffolding for Emergent Bilinguals-Gain development in their expertise and
proficiency of the procedure, skill, or instruction being taught.
CLOSE READING
WITH AN IMAGE

Description: What is it about?

 Read text aloud with entire class. Students circle unfamiliar words
in text and then decide which words to define. Then students read
text silently and annotate text based on what they found
interesting, surprising or confusing. Next, students answer text-
dependent questions in small groups. A whole group discussion
follows based on small group responses

Application (How does this support all students?)

 It helps them by breaking down the text, it will help them learn
and understand the text. Also, the images will help them build
their academic literacy. They can connect pictures to the words

Connection to TED 407’s Language Acquisition Theories: How does

this relate to our readings, discussions, and lectures?

 Scaffolding for Emergent Bilinguals

COMMUNITY CIRCLE:
RESTORATIVE JUSTICE

Description: What is it about?

 1. Count off by 6.

 2. Circle up with designated group.

 3. Discuss with peers based on the prompts.

 4. Regroup as a large circle to share our thoughts.

 5. Group member(s) synthesize ideas discussed

Application (How does this support all students?)

 Students work on connecting ideas from sources and engage in both input and
output of language with peers

Connection to TED 407’s Language Acquisition Theories: How does this relate to
our readings, discussions, and lectures?

 Scaffolding for Emergent Bilinguals

Description: What is it about?

 Students will be given a few questions to end the lesson that reflect on
what the student took away from the lesson. The slip will be collected
by the teacher with the students names on them depending on what
the question were asking. Once the students have turned in their exit
slip they will be dismissed to leave. The teacher will use the slip to
improve the lesson and to check for understanding

Application (How does this support all students?)

 This method allows them to contemplate on what was discussed and to

check for understanding. The teachers can use this information to
better prepare for the next lesson. The students can also practice
writing out what they learned in an academic format

Connection to TED 407’s Language Acquisition Theories: How does this

relate to our readings, discussions, and lectures?

 Scaffolding for Emergent Bilinguals

SEED DISCUSSION
Description: What is it about?

 Through the use of Seed Discussions, students are able to preview

the new content or concepts for things that they can relate
to. They seek out information that looks familiar to them, things
they don’t quite understand, and things that look interesting to
them, including new vocabulary

Application (How does this support all students?)

 Students are able to have a discussion with their peers about new
information coming their way and exiting information that they
already hold.

Connection to TED 407’s Language Acquisition Theories: How does

this relate to our readings, discussions, and lectures?

 Scaffolding for Emergent Bilinguals

Description: What is it about?

 -In the small groups review reading or

question/prompt given.

 - Write down responses

 - Display post it’s on poster paper.

Application (How does this support all students?)

 Opportunity to write and share work and information

verbally with others. Building confidence to speak in
a public setting

Connection to TED 407’s Language Acquisition

Theories: How does this relate to our readings,
discussions, and lectures?

 Scaffolding for Emergent Bilinguals

THINK, PAIR SHARE
Description: What is it about?

 Take one minute to think about your response to the question,

share the answer with your elbow partner, share with the whole
class what you and your partner discussed

Application (How does this support all students?)

 The “think” part of this strategy gives Els time to think about the
information and process their ideas before sharing.

Connection to TED 407’s Language Acquisition Theories: How does

this relate to our readings, discussions, and lectures?

 Scaffolding for Emergent Bilinguals

Description: What is it about?

 Begin by placing the main idea or topic in the top center of a page. Branching
down from the main idea/topic construct boxes or circles with
subtopics/ideas. Branching down from these subtopics develop the details
for each of the second level subtopics. Continue to branch off until all details
of the concept/idea is fully fleshed out

Application (How does this support all students?)

 Will be able to gain the skill of elaborating on a concept being discussed.

They will be able to compare with their own prior knowledge. Students will
be able to gain a deeper understanding of a theme or concept by analyzing a
text. This will develop their level of complexity in comprehension. It will
break down step by step, which will help them comprehend the text a lot
better.

Connection to TED 407’s Language Acquisition Theories: How does this relate to
our readings, discussions, and lectures?

 Bilinguals
Description: What is it about?

 Each student will get or create a clock. Have students consider

developing clock partners. Have them set up an appointment with four
different collogues or more depending in how many numbers from a
clock you wish to use up to 12 appointments are available. Students
will fill in the names on multiple classmates

Application (How does this support all students?)

 Students work on connecting ideas from sources and engage in both

input and output of language with peers

Connection to TED 407’s Language Acquisition Theories: How does this

relate to our readings, discussions, and lectures?

 Scaffolding for Emergent Bilinguals

 Compton High School- February 20, 2019

 Introductions- Matt, Sheri, Taly, Sammy, Jasmine

 Community Circle(Introduction- Matt)

 Topics

 Name, nickname, pronoun preference (Matt)

 Favorite artist (Taly)

 Favorite place to eat in Compton (Taly)

 What are you doing after high school? (Taly)

 Chart Paper

 Identify with a theme that you are curious, passionate, or knowledgeable about? Find a theme and prepare to share (Chart Paper) Modify if needed.

 Key words to present in groups

 Sammy/Sherie- Education
 Funding

 Equity

 Literacy

 Resources

 Kendrick Lamar

 Artist
 Matt/Taly- Social Justice
 Equity
 Incarceration
 Homelessness
 Drugs epidemic
 poverty

 Jasmine/Neyri- Community
 Housing
 Resources
 Parks
 Library
 Youth development
 After school programs
 Media (Straight out of Compton)

 Closing

 Post with topics for community circle

 How do these topics we just discussed relate to your ideas for the labor fair?

 If you don’t have ideas, we hope these will help to start your thinking process.
Crenshaw Visit

 Tuesday, March 19th, 10am – 11:30am

 10am Welcome + Goals + Agenda – 5 - 10 minutes (Elexia)

 10:10 – 10:40am Human Spectrum Activity (Makonnen + ALL)

 Makonnen will explain directions and facilitate first round, then each person will
take turns facilitating the different statements and students’ opinions.

 Directions:

 - IF YOU AGREE WITH THE STATEMENT, MOVE TO THE LEFT SIDE OF THE ROOM.

 - IF YOU DISAGREE WITH THE STATEMENT, MOVE TO THE RIGHT SIDE OF THE
ROOM.

 - IF YOU ARE UNSURE, MOVE TO THE CENTER OF THE ROOM.

 - ONCE EVERYONE’S MOVED, WE’LL TALK ABOUT IT

 10:50am Small Group Activity – 20 - 30 minutes (Jasmine)

 Jasmine will explain directions and get everyone into the small groups. Each one of us will facilitate a small group.

 Goal: Get students to suggest ideas for Justice Fair Workshops – each group should present between 1 – 3 ideas for workshops to larger group

 (Remember that the fair is about LABOR, SOCIAL, & ENVIORNMENTAL JUSTICE)

 Split students up into 6 small groups of 10 people

 Try to focus dialogue on justice, their school and community

 What does labor justice mean to you?

 What does social justice mean to you?

 What does environmental justice mean to you?

 How do these ideas of justice apply to your community?

 What do to see want to see more of in your community?

 How can you bring back the knowledge and experience you gain at the CSUDH Justice Fair back to your community?

 11:15am Large Group Activity – 5 - 10 minutes (Shére)

 Shére will ask each group to share out their ideas.

 Each group will share out their 3 ideas for workshops to larger group using the poster

 Facilitator will draw connections to larger themes

 11:25am Closing – Meditation – 2 minutes (Makonnen)

Compton HS- March 27, 2019

 1. Community Circle

 Name one place where you would take “us” in Compton.

 2. “Inman” Circle – I emailed Dr. Inman for the questions we did in the
circle. I am waiting for her reply and will take the questions/ directions for
this activity with me on Wednesday. I have a feeling we might need to
adjust some questions so if we can all think of 2 questions each to have for
backup. I’ll leave space below so that we can write them down.

 3. Dive into strategies for workshop

2 large groups – ask students what they want to do? what ideas they
have?
 We need to see how we can help as far as strategies,
activities, supplies etc.

 4. Log all ideas and prepare presentations/ skits for next session
THE CAMPUS TOUR WAS A GREAT SUCCESS. I WAS
HONORED TO GIVE A TOUR OF MY COLLEGE CAMPUS.
ON THE TOUR I SHOWED THE STUDENTS AROUND WELCH
HALL. I MADE THEM AWARE OF THE DIFFERENT OFFICES,
WHICH INCLUDED WHY EACH OFFICE IS IMPORTANT. I
WAS ABLE TO RELATE TO THE STUENTS IN MANY WAYS.
BEING A PRODUCT OF LAUSD I COULD RELATE TO THEIR
LACK OF RESOURCES AND SUPPORT ON THEIR SCHOOL
CAMPUS. THE WORK I ATTENDED WITH A GROUP OF
GIRLS WAS VERY INTRIGUING. THE GIRLS WERE VERY
OPENED AND WILLING TO SHARE PEROSNAL
EXPERIENCES AND LEARN FROM THEM. THEY WERE OPEN
TO HEARING ADVISE IN THE WORKSHOP, WHICH MADE IT
VERY SUCCESSFUL. AS A FUTUREN EDUCATOE THIS MADE
ME AWARE THAT BEING CULTURALLY RESPONSIVE IN THE
CLASSROOM MIGH TBE THE MOST IMPORTANT QUALITY
ONE CAN BRING TO CLASS THAT WIL BENEFIT ALL
STUDNTS.
THE SERVICE LEARNING EXPERIENCE WAS A
GREAT OPPORTUNITY. DURUNG THIS
EXPERIENCE I SPOKE WITH SO MANY
STUSDENTS WHO ARE STRIVING TO BE GREAT
CITIZENS. IN THIS EXPERIENCE I WAS ABLE TO
REDEFINE MY TEACHING PEDAGOGY. I NOW
BELIEVE THAT STUDNTS COME TO CLASS
READY TO LEARN AND THE TEACHER SHOULD
BE COME PREPARED READY TO TEACH. THIS
PEDAGOGY COME FROM THE INSPRIATION OF
THE SOULS OF THESE STUDENTS. I AM HAPPY
TO HAVE EXPERIENCED THIS SERVICE
LEARNING PROJECT WTH BOTH GROUP OF
STUDNETS.