Lesson Report:
### **Lesson Report**
**Title:** FYS Orientation: Introductions, Course Policies, and The Story of a Name
This first session served as an orientation for incoming freshmen, establishing the foundational elements of the two-week reading and writing workshop. The instructor introduced the course structure, key policies (attendance, grading, AI), and led students through foundational writing and icebreaker activities. The objectives were to acclimate students to the university’s academic environment, establish class norms, and begin exploring personal identity through the “Story of Your Name” exercise.
**Attendance**
The instructor counted 23 students present. No students were mentioned as absent.
**Topics Covered**
**1. Class Setup & Welcome**
* The class began with rearranging the room’s tables and chairs to accommodate a larger-than-expected group of 23 students in a single circle.
* The instructor welcomed the freshmen to AUCA and the two-week reading and writing workshop, noting this was the largest orientation group he has taught.
* He explained the course’s primary goal: to familiarize students with the university’s atmosphere and academic expectations before the official semester begins.
* Students were provided with notebooks, which the instructor described as their “companion” and “best friend” for all course activities.
**2. Warm-up Writing: The Free Write Sequence**
* **Activity: Private Free Write**
* **Objective:** To activate writing muscles and get students into a writing mindset without the pressure of being graded or sharing.
* **Instructions:** Students were instructed to open their new notebooks, date the page, and write continuously for three minutes on any topic that came to mind.
* **Key Point:** The instructor emphasized that this writing is private, will never be shared, and is meant to foster comfort with the physical act of writing in English. He shared a personal anecdote about his own unease with this activity during his college orientation, connecting it to the course goal of valuing the process of thinking over producing a “right” answer.
* **Activity: Focused Free Write**
* **Objective:** To transition from open-ended writing to responding to a specific academic prompt.
* **Instructions:** Students were given a new three-minute writing task based on a prompt, with the only rule being to keep their pen moving.
* **Prompt:** “In this room, sitting here, why are you here?” The instructor encouraged a wide range of personal, practical, or emotional responses.
**3. Sharing & Discussion: Bracketing Exercise**
* **Activity: Bracketing**
* **Objective:** To have students identify and articulate a core idea from their own writing.
* **Instructions:** Students were asked to review their focused free write and select (“bracket”) a single word, phrase, or sentence that felt most meaningful or important.
* **Student Sharing:**
* Four students volunteered to share their bracketed thoughts, which centered on themes of:
* Studying in Kyrgyzstan due to international visa difficulties for the US.
* Seeking a high-quality education at what they believe is the “best university in Central Asia.”
* A desire to learn, improve, and make the most of the university experience.
* Choosing AUCA for its reputation as the “most comfortable university in the country.”
**4. Course Introduction & Administrative Overview**
* **Instructor Introduction:** The instructor, Nate Matala, introduced himself (from New York, 6 years at AUCA, Political Science department) and shared his personal history with AUCA and Kyrgyzstan. He requested that students ask him to slow down if he speaks too quickly.
* **Lecture: Course Policies & Expectations**
* **Attendance:** It is mandatory and essential for passing. Missing three sessions risks failure. Sickness is not a valid excuse unless it is a catastrophic emergency, which must be communicated via email.
* **T-Shirts:** The orientation t-shirt must be worn at all times in the building, as it serves as an ID card.
* **Grading:** The course is strictly Pass/Fail. Passing is achieved through attendance, active participation, and completion of two main assignments. The instructor reassured students that participation is about effort, not perfection, and encouraged shy students to speak with him privately.
* **Assignments:**
1. **Mini Essay:** A 2-3 page in-class essay to be written together in class during the second week. Its purpose is to provide a baseline assessment of students’ ability to structure ideas in English for their First Year Seminar (FYS) instructors.
2. **Portfolio:** A collection of 6-7 selected pieces of writing from the course, including the mini-essay. This will be passed on to the student’s FYS teacher for the fall semester to inform their instruction.
* **Technology & AI Policy:** The use of AI (like ChatGPT) for assignments is strictly forbidden and will result in failure. The instructor explained the goal is to see students’ authentic, imperfect thoughts, not polished AI output. Phone use is discouraged during writing activities, and phones must be kept silent.
**5. Icebreaker: The Story of a Name**
* **Objective:** To facilitate introductions and explore the connection between identity and one’s given name, serving as a bridge from students’ past selves to their new university identity.
* **Activity Instructions:**
1. Students created stand-up name cards by folding a sheet of paper and writing their name in large letters.
2. On the inside of the card, they wrote a 3-4 sentence story about their name, prompted to consider its meaning, who named them and why, or their personal experience with their name.
* **Introductions:** Students went around the circle, stating their name, sharing their story, and then attempting to recite the names of all the students who had introduced themselves previously. The class got through approximately half of the students before the break.
**Actionable Items**
* **Urgent:**
* Ensure the two students who were missing pages for the name card activity receive them for the next session.
* **Follow-Up:**
* Provide the class with the instructor’s email address for emergency communication regarding absences.
* Make a note to check in with students who may be shy or have anxiety about public speaking, as promised.
* Plan a future session to discuss the structure and expectations for the Mini Essay in greater detail.
* Remember to complete the “Story of a Name” icebreaker with the remaining half of the class at the start of the next session.
Homework Instructions: