Observation of Mama Mary Sunbeam Class at South Lakes

OBSERVATION RECORD

Observation of Spirit Bear’s class with Mama Mary Sunbeam

Date:  3/15/02                         Period:  7                     ESOL Level:  B1 and A

Lesson observed:        Presentation by Mama Mary, Cherokee lecturer and performer

                                                (arranged by Marty)

Essential question:      What can students learn about the Cherokee culture and themselves through listening to a lecture, viewing a performance, and interacting with classmates?

The following were addressed:

Standards:     POS 2 – Understand variety and range of communication forms and strategies

                        POS 3 -  Apply techniques of effective communication in writing and speaking

Benchmarks:

·         Students listen and view for specific purposes.

• Students use speaking strategies to support viewing and listening processes.
• Students make use of responses for a variety of purposes.

Indicators:

• Students listened to instructions on how to perform and work collaboratively as a team.
• Students used speaking strategies to quickly rehearse roles and decide on leaders.
• Students listened for the purpose of each activity, which included the intellectual side of each activity. (What does the drum beat in unison mean?)
• Students expressed and supported opinions in writing in the form of a presentation feedback form.

The activity began with students assisting Mama Mary with transporting all of her props (clothes, instruments, blankets, wall hangings) to the Large Lecture Hall.  Roles for the students had been assigned by Marty beforehand, so everyone seemed to know what he or she was responsible for.  This made for a very smooth and organized start. 

As the props arrived, Mama Mary began to verbally instruct the students about their jobs.  She also visually demonstrated movement and instrument playing.  The students then had to practice among themselves.  This collaboration required much spontaneous conversation and negotiation.  Meanwhile, Marty was coordinating the other students and arriving audience members.  The room was nearly full with the audience.  Students were very animated and enthusiastic in sharing their ideas for performing, their obvious enthrallment with the props, and their picture taking.

The actual performance began with Marty presenting Mama Mary and her background. In doing so, he expressed his respect and admiration for her which obviously carried over to the students and audience.   Immediately after, Mama Mary gave Marty a token of her fondness:  a beautiful hand woven blanket. 

The presentation included a lecture by Mama Mary which was very comprehensible to the students but not simplified.  It included a lot of visuals, which also helped in comprehension.  Students performed instrument playing and dancing.  Mama Mary sang and chanted.  Before each performance, Mama Mary explained its history and significance.  She also had the audience interact with physical movement and singing/chanting.

I know this all connected to Marty’s curriculum, as he has done much in his class on Native Americans.  It just happened to connect with my A level curriculum at the moment.  We are doing regions of the world.  That week we had just read and discussed Eskimo culture.  Because of this, many of the props, vocabulary, and explanations were familiar to the A students.  About 1/3 of the A level ESOL students attended.

After the performance (homework or in class later?), Marty had the students complete an opinion sheet that gave the students an opportunity to express their opinion of the presentation in writing.

This class was a great opportunity for students to learn about and appreciate a different culture and to apply their communication skills in speaking, listening, and writing. Almost all students were very engaged and it was evident that they thought it was a valuable learning experience.   I know they were short on time, but a question and answer session might be planned the next time.