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- Here.

- Chris or Lennon?

- Oh you can get that, huh?

- Hold back a little bit.

You can put some weight there.

Good, keep going.

Keep going, put your hands up.

There you go, come on.

Come on, put your hand on there.

Look up, look up.

Look up.

- Not today huh?

- Not today, come on.

He says, "The sun's bothering me, the sun's bothering me."

- Too much light for him, huh?

- Good.

- There are many definitions of curriculum,

ranging from very strict, very rigid type systems,

to very broad, open and flexible systems

of interpretation that are conducive

more to the kinds of things that most of us

have been agreeing that we should address.

If you view curriculum development,

or a curriculum guide as something that is restrictive,

something that impedes what the teacher does

or can do in the classroom with a student,

or what I call a fast food curriculum,

that was developed in a highly structured

developmental pattern with no flexibility,

than you and I aren't talking about the same thing.

We've all talked about that.

I'm sure most of you are going to agree with me

that whatever we have must be varied,

it must be flexible and it must be broad enough

to cover and meet the needs

of all the students at this school.

It is probably going to be impossible

for any single curriculum to do that.

So, when we talk about curriculum,

I just, going to continue to use that word,

remember that we're talking about a program of instruction,

not a set of guides and not a set of constraints.

The idea that I have, and I've just dialed it down a few,

is that this is to provide for efficient learning,

that our curriculum should be designed to ensure

that the program is consistent across all programs

at the school and that each program

within the school is mutually reinforcing them.

That is, Linwood is doing something

with a particular child out in a production workshop,

how does that tie in, perhaps,

with some of the activities that are going in the classroom?

And does that teacher know what Linwood's doing

and does Linwood know what that teacher is doing

and does each know where the other

is going to be moving that child?

When you get into money concepts

and various work type behaviors and all,

I'll bet you you'll find it would be important

that we all know where we are,

each of us know where the other is on a particular child

and have some idea of where we're headed.

Now, in that vein, I wanna quickly say

that the first step, then, is for us to agree

on a major objective for this school.

And after much thought

and discussion with some of the sympathizers,

we have drafted something

and we're going to post it on the bulletin board

in the coming day or so

and want every individual that works at this school

to have the opportunity to provide some input.

Here's what we just drafted very roughly.

The major objective of the Hellen Keller School

of Alabama is to provide education and training

for multiply handicapped, sensory impaired students

to develop to their highest potential,

skills and attitudes necessary to function

in an opened or sheltered society.

We can face it, many of our individuals,

many individuals that come through our school

are going to need some sort of support and guidance,

be it public or private, for the rest of their lives.

And so we cannot say that we're going to ignore that,

we're going to say that we're going to help

the individual go to their fullest potential,

but we're going to be prepared at age 21

because we know that that individual is likely

to need some sort of assistance by some other agency

after they've left the Hellen Keller School.

- Alright Susie, don't trip.

- A few minutes.

You alright?

- Yes.

One more.

Good.

Sherry, what color is this?

What color?

What color?

Green.

Is it dead or is it growing?

Growing, yes.

That's right, the corn is growing.

What's in here?

What?

What is that?

- Dirt, you see the dirt?

The corn grows in the dirt.

You see this Sherry?

The corn is growing in the dirt.

The dirt.

One more green.

Micheal, one more please.

Remember?

One morning I brought some corn here,

what'd you do?

What'd we do?

We went to the kitchen and did what?

In the kitchen.

You remember?

We cooked the corn...

and then what?

What'd you do?

We ate, we ate the corn.

Was it good?

Yes, are you sure?

Wasn't bad?

It was good? Alright.

Lisa, was the corn good to eat?

Did you like it?

Mmmm, good.

Good corn, good corn.

Sherry, remember when we cooked the corn?

- So you see?

Now, does that feel like a piece in your hand?

It does?

Now stick it in there. - Now try, ace spade.

- Alright, good.

Straighten it out.

Good.

Okay. - Okay great.

- Now you got red, a green piece,

a round piece, a circle.

What does that feel like?

Good, a circle.

Not in square, good.

- Go on, go left.

- So now what is it?

That one, good.

- A, space, A, space, A, space...

- Where?

D, space, D, space, D space, D, space...

- Right, nuh-uh, that's right, that's right.

Okay, E.

- E, space...

E, space, E, space...

E, space, E, space...

E, space, E space

- Anthony.

Work.

You have to do your work, where did that go?

- That one,

two and fold.

- Where?

Work Anthony.

- You got it.

Come on, work.

Good.

Pick it up.

You got start to use your hand, pick up.

- I ain't going.

- You not going?

You going to work though, aren't ya?

Boy, you've been here all day long,

you haven't said a word.

Here, pick it up, pick your buds up.

And place it where it's supposed to go,

Anthony, you want your mother to come and see you?

We gonna tell her you won't do your work.

Come on.

Terry, you're doing very good, okay.

Okay.

Janice, what are you doing here?

You don't know, do you?

Let me see.

Hold on.

- She can do it, it just takes a long time.

- Keep trying.

That one was in the wrong spot though.

- One.

- It won't come out.

- Two, okay, do it.

Put that two right back up there.

- Okay, good.

- Stay on...

Okay, then.

How far can she go...

- One, two, five, eight, Susie.

One, two and five.

- Three.

Four.

Four.

Five.

Show me seven O-O on this.

Okay, take these off.

Show me 5:30.

Take em off.

Seven...

Put the little on the seven.

Put the little hand on the seven

and the big one on the 12.

What does it say?

Seven, seven.

No.

O-O.

Okay, good.

Now, show me five o'clock.

5:30.

Put the little...

The little one on the five...

five.

Five O-O.

Where does this go?

This is 5:30.

Show me 3:30.

Where does this go?

Well put it on the O-O.

Right.

Okay, good.

Hmm-mm.

Yeah, 3:30, 3:30 that's right.

Good girl.

I forgot myself.

Show me 7:30.

Pay attention, 7:30.

Do this again.

Wait a minute.

7:30.

One.

Sign with me, Patrick.

One.

No, 7:30.

One.

Two.

Go on, three.

Three.

Three.

Four.

Four.

Five.

Five, Good.

Tracy, show me 9:30.

9:30.

30.

Okay, sign it with me.

One, come on, sign it.

One.

Now, one.

9:30.

That says 9 O-O.

9:30.

Nine...

30.

What does that say?

Where does this one go?

30.

O-O.

Good girl.

Okay Denise, show me...

4:30.

4:30.

4:30.

One.

4:30.

Two...

Two...

Two.

Hm-mm.

Three...

Three...

Three, put your thumb out.

Three.

4:30.

Four.

Patrick.

Four.

No, four.

Put your hand over here where I can reach it.

- Good girl, Denise! What time does that say?

What does that say? 4...

30, good!

You remembered!

Okay, Greg.

- It's remarkable how she's even been functioning

with so little sleep because most of the time,

not asleep is checked on every one of these sheets

and there's hardly anything for sleep for the whole week.

- I've come in here in the mornings,

when Deborah has had to just,

I mean, physically, hold her awake because she is so asleep.

We've gotten wet towels and wiped her face

and she was still, she's falling out

cause she's so sleepy because she hasn't had ant sleep.

So, it was affecting her, she really wanted to sleep.

And like, Saturday when I came up here,

she was sound asleep.

You know, she had been up all night but she was sound asleep

and they were having no problems with her

because she was tired.

And she slept, they had planned to keep her asleep,

to let her sleep for at least five hours

so that she did get some sleep

and then try to keep her up the rest of the afternoon,

after supper, so that she could sleep that night

but she didn't.

- It will be interesting to see what her mother says

about her sleep patterns at home during the summer, too

and when she went home over the long weekend.

- Do you think

I should call her mother now, today?

- Yes, if you would please call her and let me know

and I will check with the nurse to see

about having them call in a prescription

or evaluate her for a sleep medication.

And I will also check into...

an alternative placement assessment anyway,

not a placement at this point but just try to open it up

for an assessment and we'll talk to her mother

about that at another time.

- Okay.

- Let's just treat this sleeping problem right now.

- Okay, good.

I'm hoping this will clear up eventually, and everything.

And if it will, then we can do that

and then we won't have to go that route of thinking

other places because she's a good kid.

I don't mind working with her and I know it's gonna be hard,

but you know this sleeping, I'm just afraid

it's gonna take her down and get her sick

and if that does, we can't have that, being sick.

- And if the self-abusive behaviors continue,

even after the medication, then we need to look at that

and do something about it because we can't let that slide

but it may be due to the fact that her system is not rested

and she's so hyperactive that she has less control.

So we'll have to deal with that when the time comes,

after we've monitored her behavior on the medication.

- You're all gonna cook today, okay?

Okay?

Okay.

You've been talking so loud, too, alright?

Alright?

- James.

- Hold this for a second I'll fix your hair.

- Okay, you did good on that!

Huh? I know, I know, let's try it one more time,

one more time, then maybe time for lunch.

You know what to do, touch the board.

No.

Come on.

Good.

No, no.

Just do the work.

Okay, one more time.

Come on, try to do it...

You're doing good, come on with it.

Okay, good.

Okay, good, come on, three more.

Alright.

Go on.

Come on.

Two more then you're finished.

Okay.

One more and we're finished.

Okay!

What do you want to tell me?

What?

Okay, good!

Alright.

Let's see it's a quarter till, let's see.

Let's try folding a washcloth again.

Wanna try folding the washcloth?

Okay?

Come on.

Lauren, no, no,

that's mistake.

Try it again.

No, try it again.

- Shh.

Okay, that was good. I'll take that, that's very good.

Huh? Come on, try it again. You do it yourself this time.

See what you can do with it.

What you gonna do with it?

Come on.

Okay!

That's very good!

That's better than you've done all week, huh?

Come on, do some more, do some more.

Okay.

Okay.

Do it.

Do it.

What?

Okay.

Alright.

Yeah, that was good.

Getting tired aren't you?

Just do that one more time and then it'll be time for lunch.

No, that was a mistake.

Come on.

Come on.

Do it.

All the way over...

that was very good!

that was good, huh?

You don't realize how good you did on that one, see?

Everything's even.

It's good,

that's the best you've done.

Try it one more time.

Come on, come on.

A little sloppy but...

You're getting tired.

Come on, one more time.

One more time.

One more time,

I know.

Okay, what?

I'll let you take, have that today. Okay?

Finished? Okay.

Alright, it's time to wash your hands.

Okay, what you gonna do?

Can you stand up?

Stand up.

Turn around and push your chair in.

Okay.

Walk...

sink.

Be careful there's a chair there.

- First, this is the self-help skills

curriculum committee, okay?

And what we want you to do is provide for us a continuum

of skills that will be needed in self-help

and that is starting with level one up to level three,

according to that outline.

Okay, keeping in mind that some of the students

are going to be, won't even be in this self-help, you know?

They'll have skills...

you need to keep in mind the skills that a level three child

projecting independent living, the skills in self-help

that they would need.

Okay?

Need to really think about what kinds of skills

they will need in self-help.

I'm talking about beyond being able to dress themselves,

grooming, right, taking care of their personal,

really personal needs. For a girl, her menstrual cycle

and just really high-level self-self skills

at the top of the continuum.

- Okay, are you also meaning something simple

like fixing a sandwich? Preparing something?

- I think that's gonna come in home management.

- Okay.

The areas of which we will include,

- Level.

- Just in level one,

- Yeah

- Self-help areas.

- It's really everything.

- Bathing.

- Bathing, dressing.

- Brushing.

- Washing hands, things we do everyday.

- Toileting.

- Mm-hm.

- Under self-help, we were talking about personal hygiene

and this really is at the top of the continuum,

knowledge and care of body parts

including the menstrual hygiene, toileting,

dressing and grooming, that is clothing selection

and dressing, that's high level.

Care of teeth hair and skin, care of glasses, hearing aids

and braces, that's going to be high level, too.

Eating skills, feeding, first aid and safety,

see this is really at the top.

Reading and following prescriptions,

knowledge and identification of personal medication,

identify pain and localize it, you know, "My stomach hurts,"

you know, so all that needs to be included.

Safety signs and symbols, poison, you know those...

- Railroad...

- Yeah, safety, right.

Respond to emergency situations, all those are high level.

But before you get to this high level

you need to look at what will be needed at level one.

A kid comes here in level one,

there are gonna be some skills that he does not have, okay,

you'll need to start at that level

and move up the continuum.

The reason that the self-help area

is gonna be really important,

is that we realize that some of our kids

already have these skills.

At the same time, some of our kids

will not get into home management and work concepts,

so this is going to be like a prerequisite,

the self-help curriculum is gonna belike a prerequisite

to get into the other other areas.

So, you're not gonna even move into home management

and work concepts until you've gone

through the self-help that's needed.

Now, that's not to say that a kid that's in level,

a good, basic curriculum of level one, in home management,

won't have a need for some of these self-help skills,

they will have a need but the teacher

will be able to pull from this and apply where it's needed.

But before that, young children who come to us

will have a need for this basic self-help curriculum.

Okay, we realize that there's just so much of toileting

and dressing and we want to do that

at the appropriate time too, you know,

so, you know that when you bring a kid to the classroom

at eight o' clock that you're going to do toileting skills

and dressing skills at some point.

Like Pam is doing it in the dorm at the appropriate place.

So, you know that when you get to the classroom,

you're not going to do toileting and dressing

and eating skills all day long, you can't do it.

So, I want you to include in yours

some of the things that you're doing

right now in your classes.

You're doing sorting, uh, you know the little shapes,

you're doing little puzzles,

you're doing a lot of activities in your classes right now

that are called pre vocational training skills,

although they're not in this high level,

they're skills that the students will need

to get to this level, you know, fine motor skills,

and you're working on those now.

So, you will need to take this area of self-help

and start with personal hygiene,

get a broad objective for personal hygiene.

Then go through knowledge

and care of body parts at level one.

What are you going to do,

how are you going to get them to do that?

What is needed there?

What does a teacher need to work on in that area,

and then move up to level two and level three.

- Now as we write a statement,

it should be broad enough that it will apply

to deaf multi-handicap, blind multi-handicap?

- Right, right.

- And deaf blind?

- Right.

- Okay.

- Is that going to be difficult?

- Mm-hm.

- It's going to be difficult.

- Why?

- I was just thinking about using the things we do every day

like, for instance, like an objective,

like Ricky will independently brush his teeth,

is that what you're talking about?

That would go deaf, blind, deaf, blind, you know?

- Yeah.

- Everything.

- Okay like with personal hygiene...

your goal is to, basically,

to provide activities that will make them

as independent as possible in personal hygiene.

We're talking about something really broad

that will apply to every kid, a basic need of a child,

not whether he's deaf blind,

well you've got to keep that in mind of course,

because it's going to be different.

But it's got to be general enough

to encompass the whole program.

- Yeah.

- And then I'm going to add that area of...

you can call it pre -vocational training if you want to

or you can just call is sensory,

it's basically sensory stimulation kind of activities

that we need, the fine motor...

- They've got to do those things too,

like how will they match up their socks

and get socks that match?

- Right, right

- They've got to do these things in the classroom

to get them ready...

- They sure do.

- Dressing skills.

- And like you say,

we do that already.

- You're doing it. It's just, we're doing these things

that we're talking about putting in this group

and we're doing it, the program is intact,

we just need a guide to, you know,

we need something on paper in case something happens to us

and we're not here, that's all.

- Okay.

- Even though we all plan

to retire here, you know.

No new takers coming in.

- Judy will ask me sometimes, "Now, why do we do this?"

- Right.

- And I'll have to explain,

"Well now, he needs this in order to,

"say match his socks or...

"other things used in self-help skills."

- Basically, if a new teacher came in she would be lost.

- "Why does he string these beads?", you know?

"Well, one day maybe he'll lace those shoes."

- Right.

- See nobody knows that

if you're not working directly with them,

you know, you won't know that.

And we always use left to right, when we're working

on an activity so that's reading, too,

you know, some kind of training them for reading.

- Mm-hmm.

- Left to right.

- You're breaking my arm!

- Hold on everybody...

- Whee!

- Scoot under! Na-uh, under.

Wait a minute.

Don't be scared, come here, go under, go under,

come on.

See you made it!

Look, you're on this side now! Good girl!

Let's go!

- No, where not going that way!

Stand up,

come on,

stand up,

- Don't push her.

- Go, now.

- No you gotta hold this hand, here.

This hand, this hand!

This hand!

She seems to get more upset when...

- Alright.

- If she starts to self-abuse, then we'll stop.

- Okay.

- No.

Quiet. You're alright.

Come on, stand straight up.

- And I'll let you know if we have permission

to start the sleep medication tonight.

- Alright.

- Then we'll see.

- No.

- Cause we have our night nurse coming on tonight.

- Okay.

So she'll be able to help in dorm.

- Are you taking her finger?

- Music? Music?

- I think, as far as purchase

of gifts, we're gonna be on our own on that,

it's not gonna come from math curriculum,

we might find it in another area.

We're not gonna find it in the math curriculum.

- Just troubleshoot it, we could do it like birthday parties

and wrapping things in class and...

- Cause it has to be concrete.

I mean, totally, because you've got

your low functioning children

- Especially on their own, yeah.

- That they have no idea.

- They don't know...

- Birthdays, anything like that,

they're zeroing in on the cake and ice cream

and tangible rewards from that.

- True.

And that's all it is, so there's gonna have to be

some of these, like in level one that...

we're gonna have to zero out purchasing of gifts

because you can't start unless you start with money or math.

- We could just put down the concept itself and include

it in as many things as we can, such as,

the birthday parties and maybe a gift

or reward for good behavior.

And then maybe we can have them make some simple things,

if it wasn't anything more than just a picture

and then say give it...

- Like they

give each other at Christmas and..

- Exchange gifts in the classroom, things that they made.

Cause you don't have to purchase a gift, necessarily.

- Drawing names, like for Christmas.

- Yeah.

- For a gift.

- That'd help on name recognition, too,

you know, they'd have to be able to recognize, whose name.

- Whose name.

- And making the gift, draw the name, make the gift,

and make a make a whole lot over it.

- Making the gift would be good

for all their fine motor - Yeah.

and other skills, too.

- We could tie language into that, too.

- The holidays and everything.

- You could do, for making the gift,

you could have simple directions they have to follow.

- Cause you start first, you purchase a gift

and what do you do before that?

You have to have the money, you have to have the thought,

the fact that it's a birthday, it's an important day.

You've also have to have calendar skills for that.

And language.

- If we're gonna zero in on gifts

for special occasions, such as birthdays and holidays,

they have to know when is the birthday, when is the holiday.

- So that would be level three skill.

- We would start with the high skills

that we think we would want these kids to know

and we'll just go back

and then when we get to the lowest, we'll divide it.

- It seems like they have

the highest already right there.

- Level threes should be able to...

- Deborah's coming.

- To look at a calendar,

know if there's a holiday coming up and select a present.

- Well, that could be more or less a level two skill

for here even high level two, especially your children.

- We've got to get out of this habit

of looking at levels as we are here at school.

- Because we're probably...

- That's why reverse change is gonna do better.

The highest, maybe a table skill would be at home.

And later in the work setting, especially at home,

like at Christmas and things to remember,

without being told...

- And change too,

see like a level two child

could probably go and choose a gift but...

- If they were told, yeah.

- And hopefully

choose an appropriate one.

- It's gotta be with a prompt, with a prompt.

- And maybe we could

drop the prompt for the next level.

- They would automatically have those reasoning

and language receptive skills to know,

"Oh this is December, mama's birthday is in December,

"Christmas is in December, you know, who am I gonna buy for?

"What presents do I want?"

- We calling that a level two skill?

- No, that's a level three skill.

- I was starting to say, "That's a little high."

- That's the top.

- You know, like in the past, in my class,

we've only ever put the three childrens'

birthdays on the calendar but like now,

putting your class on the calendar, too and say,

like Joe's birthday is the next one.

Say, the week before...

since the kids don't have that much money

and we've almost quit buying individual gifts,

our class, let's make Joe a gift

because it's Joe's birthday, or something like that.

- That could be a level two

or even high functioning level one.

Well, see I'm getting into that old habit!

Of looking up here as level one.

- Even Janet's class, which is one of our level one classes,

they're doing rug hooking and things like that

and they could learn that they could

take this particular skill and they could use that skill.

- Intertwined with leisure time recreational skills.

- Claim it leisure time rec with the gift-making, you know,

cause all these kids aren't always going to have the money

they need to buy a gift, they need to know

they have an alternative.

- That's true.

- And that a hand-made gifts acceptable.

- You could go to town,

and say let's find so and so whoever a gift.

- But we've given Coke money

and rolls of Lifesavers as gifts before.

In fact, you know, they've given their own Coke money,

rather begrudgingly at times.

"Billy, let's give Tabitha your Coke money."

"No."

- Tracy, will you take your first name?

Hurry up, take it out.

Take it out.

Okay, can you take your last name?

Okay.

Will you get your address?

Okay.

Your town.

That's right.

You got them all right.

Okay, Denise, get your first name.

Your last name.

And address.

And your town.

Good girl.

Patrick.

Your first name, get it.

No, over here.

Your first name.

Right, move it there.

Your last name.

No.

Right.

Patrick, your address.

Good, and your town.

Your town.

Good boy Patrick, you remembered.

Okay, Greg.

Greg, find your last name.

Your last name, don't worry about Kelvin.

Your last name.

Find your last name.

You better hurry up and come down here.

Find your last name.

Your last name, okay.

Now, Kelvin are you ready to work?

Have a seat please.

Can you find your first name in all of this?

Who is that?

Does that say Kelvin?

No.

You're guessing now.

Find your first name.

Look, find your first name, Kelvin.

Good.

Take it away.

Okay, now find your last name.

Your last name.

Pay attention.

Okay, good boy.

- We need to work on this one more,

there personal hygiene, you know.

- Okay.

- Okay, it says knowledge of care and care of body parts.

- And toileting.

- Okay.

- So, a broad objective for personal hygiene.

- We need to include body image, identification,

you know, we need to do something.

- Okay.

- And toileting, so.

- To cover both

of those areas is pretty hard.

Alright, to develop body image through identification

of body parts and awareness of the function

- Of these parts.

- Okay, and then maybe if we could do something

like that and then the next step would be to narrow it down

to toileting but for level one,

we need to have that word in there.

- Well, now this is a good one just for this sub-area,

under personal hygiene, we need a broad statement,

a broad objective just for personal hygiene.

As broad as these we have written already. So.

Personal hygiene...

Alright, I'm gonna say, "To develop,"

um...

"Personal hygiene..."

Habits? That's not the word I want.

"Personal hygiene..."

"Personal hygiene..."

- Wait a minute,

we'll find the words.

"To develop..."

- "Personal hygiene..."

Knowledge?

- Knowledge.

Or skills.

- Skills.

- Skills, okay.

- We've got that much but...

- Okay.

- We've got basic personal hygiene

skills, not just for deaf blind,

not just for blind multi handicap,

but deaf multi handicap, all three.

- I wanna say "daily living".

- I do, too, again, I'm thinking,

"necessary for daily living".

- That's right, let's do that.

- "To develop basic personal hygiene skills..."

- "Necessary for daily living."

- "Necessary for daily living."

- You look for the cookie sheet,

I promise you it's in one of the cabinets!

- Use your right hand.

Back of your fingertips.

Stay on the wall, Suzanne, there you go.

You get to the record player stand, just go around it.

Just go around it, keep your hands on the wall.

All the way around it.

Okay.

Back your fingertips.

Okay now, who's room is this?

- Ms. Harvey's.

- Okay now, find your wall, don't lose your wall.

Okay, there you go.

Okay, now use your feet and find the carpet edge.

Come on, all the way, all the way up.

Okay now, tread your carpet.

One foot on, one foot off.

All the way around, stay on the carpet.

One foot on, one foot off.

Okay, you got your cane in the wrong hand, Suzanne.

Get your cane in your left hand.

Okay, now.

Okay, now. What do you do...

good, good.

Now find the railing, that's real good.

Okay, all the way to the front door.

Okay, all the way.

All the way, just keep going til you hear the doors open,

just keep going, you'll hear them open.

Okay.

Now, you're ready to use your cane outside,

let's position your hand.

Get your hand in the right position, okay good, let's go.

Okay, that's real good.

Your arc is not quite big enough.

Let's see if you can make it just a little bigger.

Okay, careful, careful.

That's real good, Suzanne, real good.

Okay, we're going to the lunch room, okay?

- Okay.

- Okay good, you made it a little too fast

but that's alright.

That's the ground, now find your sidewalk.

Okay, move up just a little bit, okay.

You made your turn just a little too soon but that's good.

Okay, good.

If you feel yourself getting off the walk,

if you feel the grass or the ground,

you can always use your cane

and find your walk again, Suzanne.

Find your sidewalk.

- What is the man doing?

- Man, man read book.

- Right, man read book.

Good, okay.

- Man... letter N.

- Man letter N, okay.

I heard you say three words, very good.

Okay.

What is the name doing?

- Man run.

- Right, man run.

What is the man doing?

- Man throw.

- Right, man throw ball.

What is the man doing?

- Man push.

- Man push what?

- Box.

- Right, can you say three words?

Man push box?

Say "man push box".

- Man push box.

- Right, very good.

You said three words, I heard that.

Terrific.

Hmm...

What is the man doing?

- Man bed.

- Man bed?

- Come on.

No!

The whole thing, that's right.

There's one, good girl!

Okay, there's nothing in it!

- Watch.

- Pull one in like I told you, grab the other one.

- That is very beautiful, you did a good job.

- Turn it the other way.

- Sit up straightly.

- Okay, right.

Good.

- Yes, were going to go now.

- Get on the bus, watch it Devon!

- Go straight, T!

any place you want.

- She can't bring that, it's Coke.

- Yeah.

Go on, go on.

- The man.

- What's he doing?

- Oh, rake.

- Raking.

Five.

Okay, start a new sentence.

That one's right.

Okay, Scotty, you wanna sign them all to me?

"I went to church in the auditorium yesterday.

"I did chin-ups in the gym last night.

"I talked with Patsy outside yesterday."

Good news.

Very good.

Get your green language book, okay?

- Okay.

Look, thank you.

Okay, now look in...

oh wait, look in your work book...

and get your math.

Alright, good.

- Look Robin, Robin.

Robin, trade school.

Trade school.

Trade school.

Ginger, good morning!

Okay, look, disregard him.

Look, get a comb, comb your hair.

Yeah, I'm Jackie, yeah, yeah, yeah.

Yeah, yeah, Jackie's room.

Yes, there's David.

Yes and you, Ginger.

Yes.

Look, get a comb.

Okay.

What's that?

Okay.

Very good.

Look, I want you to uh...

Do your adding, okay?

Look, I want you to stop...

at 9:30.

Alright?

What time do you have now?

Look, look for yourself.

Okay.

What time will you stop?

9:30, alright then, alright.

Sit, you hurry.

Look, pay attention, think a little bit,

Bea...

will drive...

the yellow...

what?

Mm-mm.

Bus.

Bus.

Look, do you know now?

Okay, wait a minute.

Who will drive?

Who?

Who will drive?

Okay.

Bea, yellow what?

Yellow...

Yellow...

Alright.

Bus.

Say it right, Bobby.

See?

Bus.

Okay, that's good, good.

Let's play...

a game.

Okay,

with money.

Alright.

Look, I want...

you to think,

okay?

Alright.

The boys...

will go skating...

tonight.

Okay.

David...

will buy...

two cokes.

Okay?

You want...

how much money...

for two cokes?

How much money?

Cokes are 35 cents.

Hopefully...

Two cokes are 70 cents, okay.

Seven, very good.

Okay, you want 70 cents, right?

Okay.

Give me...

70 cent.

Okay.

- There's a many, many, many people,

all around wants a job, and why?

Why you want a job?

You get free food, right?

Your clothes, are they free?

You live in a dorm, for free, that true?

You the same?

You want a job?

You have a job.

Now?

Can I give you another job?

Mm-hm.

Okay.

Travis, do you have a job?

No?

Do you want a job?

- Yes, sir.

- What for?

- To learn from.

- To learn, on the job?

Okay.

Who...

You have a job?

- Two boys, the same morning, came over here,

look at me, wanting a job.

Why...

and you can't tell me why?

You are...

unemployed.

Alright?

- What happen, you roll over her finger?

- There you go.

- Which boys are interested in joining Boy Scouts,

okay?

and then we are planning a trip to the...

speedway.

Many, many Boy Scouts go out at the speedway.

They could be have things that they've made themselves,

to show people.

They could be camping.

Not us now but in the future we will camp, okay?

You need to ask other boys in your dormitories,

in your dormitories, your dormitories,

if they are interested in joining the Boy Scouts

of The HKS Schools, okay?

November...

we'll go hiking...

H-I-K, hike, you know, walk to mountains,

through the woods...

Okay.

Maybe gather some things, okay?

- And try the new backpacks on, okay?

Change with other boys, the ball.

Mm-hm, right.

- And also, this year...

we plan to have deaf and blind boys join the group also,

and we're going to expect you boys

to help with the others boys

who are deaf and blind or blind, okay?

- Okay.

Maybe put you in a team, separate teams,

to help, help, help, understand?

Okay.

And we all must understand and realize

that we must work hard at becoming a Boy Scout.

A lot of responsibility.

Camping, cooking, cleaning.

- We come back to school.

We're not going to stay that night.

We come back to school that afternoon, okay?

- October 13th on a Saturday, it'll be early in the morning,

we'll eat lunch and come back to school.

We're not going to carry any tents.

Not tents this time.

Maybe later in the future we'll go and camp,

okay, if it's not too cold.

In the future, right.

- Mark, do you want to meet again next Tuesday?

- Makes sense.

- Okay.

- Next Tuesday afternoon we will meet again here, okay?

Same place.

- Okay.

- Okay?

- One thing we need to do a little more is,

in the afternoon, when children get to the dormitory,

I think we're getting back into the habit

of not getting them involved in any kind of activities,

we just letting them stand around and walk around,

that's good for awhile but when children come to dormitory

in the afternoon, at three o' clock,

you really need to organize something for them to do,

you know, we always talk about, if you don't find something

for the children to do, they're going to find something

and most of the time, when they find it on their own,

that's gonna be something that you're not too pleased with.

I know in some dormitories,

it's kinda hard to find something for the children to do,

everybody understand that,

but we try to put enough people in each dormitory

so that those who can get involved in activities,

that there'll be one person to take those students outside

who have the ability to run and play and kick a ball

or something and find some activities

for you to get for them to do every afternoon.

And of course, since were getting our supervisor on duty,

I think we can do more about that right now.

- And Judy don't have a plate.

- We got to have one more?

- There's three sitting on this table over here.

- There all sitting up here.

This is Cheryl's right here.

- Yeah, little Cheryl.

- Oh I forgot her.

- There's one more for Judy.

- Here we go.

- Does it go like this?

- No, baby. I'll do it.

- I never put that around her.

- The things got it right where we want it...

Hold up, Shan.

- You just push.

Girl, you're so hungry.

Why are you so hungry?

Here.

Go on.

- Here, would you rather hold it in place and eat it?

Not too much.

Just a little don't put...

you'd have choked.

Is it good?

Is it good?

- Come on up.

Step up.

Step up!

Step up!

Okay.

- ♪ One more river to go ♪

♪ Oh yes, I got one more river ♪

♪ Yes, I got one more river ♪

♪ She's got one more river to go. ♪

- We'll be back in a little bit!

- That's right, dance!

Dance and let 'em see you can dance!

Dance, Serena!

Come back this way now, come on.

Come on back this way.

Serena, come here!

Come here, Serena.

Serena, come on with your neighbor, come this way.

Okay, get on over here now.

Stay, get right over there.

Okay, play!

Play!

Good girl.

You happy, you happy?

Huh?

She's a sweet thing, you see?

- Okay, come on to the bathroom then.

Come on!

- Egypt and Jordan are going to reestablish...

Signed a peace agreement...

- Connor, come and sit.

- What.

- Where would you get that sound from?

- You've become a big baby, today.

- What are you looking for, Es?

Huh, what are you looking for?

You wanna see the doggy?

Let's see the doggy.

You wanna see this big old doggy?

Wanna see that big old doggy?

- Hold your head still.

- I have a enough money for a coke, too.

- What?

- I got enough money for a coke.

- Well, I'm not going out and get a coke.

Do you want me to get you some water right now?

- Okay, Alicia, that's the sore side,

we're gonna take it easy, okay?

- David no, come on!

Come on!

David, come here!

David, come here!

Come here!

Come this way!

- We have to go this way, this way.

- Oh, that way.

- We have to go that way.

- First, what you're going to sing is God is Here.

Stand up.

We gonna sing God is Here.

♪ God is here ♪

♪ God is here ♪

♪ God is here today ♪

♪ God is here ♪

♪ God is here ♪

♪ God is here ♪

♪ God is here with you and me ♪

Now, we're going to talk to God.

Our father...

thank you God for our homes...

thank you God for food...

thank you God for mothers and fathers...

help us to do good.

Thank you God for Jesus loving me...

Amen.

Jesus loves me, Amen.

"Pay attention! Pay attention!

"Wonderful!

"Jesus, wonderful, Jesus, wonderful

"oh, Jesus, wonderful, Jesus, wonderful,

"wonderful, Jesus, wonderful

"Jesus, wonderful, oh, Jesus, wonderful.

"Jesus, oh, Jesus, wonderful

"Oh Jesus, love."

Good, thank you.

Okay Sammy.

Whoops!

♪ Gods love is wonderful ♪

♪ Wonderful, wonderful ♪

♪ Gods love is wonderful ♪

♪ Oh, ♪

♪ wonderful ♪

- Alright, on the first day,

we were talking about the beginning of the world

and who did we say made the world?

- God!

- Alright, God made the world and everything that's in it.

Do you remember how many days he worked

in order to make the world?

- Yes!

- How many, Sam?

- Three of em.

And he used just three of em.

- Alright, he worked at least three

but then he worked three more...

Six days, good.

A total of six days and then what did he do

on the seventh day?

- He did...

- He rested.

Remember, he rested and that's why we don't work on Sunday

but we rest and worship God.

- A man named Adam.

- Alright, when god was making the world, he made a man.

- Adam.

- Adam's wife, remember her?

- Adam's wife was named Eve,

he had a cat named Cringer.

- After Adam and Eve were sent out of the garden of Eden,

they had two children.

- Two what?

- Two sons, two boys.

- Two sons?

- Uh-huh, and the oldest one's name was Cain.

Does anybody know the name of the youngest son?

- I do.

- Alright, what was it?

Abel.

- Abel.

- Cain and Abel.

Alright, when they became older, Cain became a farmer

while Abel was a shepard.

Now what does a shepard do?

- A shepard, a german shepard.

- A german shepard?

A man who's the shepard.

A man is a shepard, not no german shepard.

And a man named Adam.

- These two were Adam's sons.

Alright, they both had bad hearts, wicked hearts

and did wrong just like their parents did

but Abel was sorry about his sins

and he believed the promise that God made

to send a savior someday.

Now, what was the name of the savior

who was to come someday?

Jesus.

Jesus would come much later

to save the people from their sins.

The savior would be gentle and patient and innocent

like the lamb that Abel had offered

and he would be killed as a sacrifice

just like the lamb was.

Cain was angry with God, but took his anger out on Abel

and does anyone know what Cain did to Abel,

because he was so angry with him,

because God had accepted Abel's gift but not his?

He did what, to Abel?

Killed him.

- They killed him?!

- He killed him.

- Oh my goodness.

What's killed mean?

- The put him to death.

Then God called to Cain, "Where's your brother Abel?"

And Cain got very upset and just said,

"How should I know,

"am I supposed to babysit with my brother?"

But God had seen what Cain did and now declared

that all the rest of his life,

Cain must wander from place to place

as his punishment for killing Abel.

Always afraid, with no home to stay in.

So, God put a mark on Cain.

Now, we don't know what kind of mark it was,

but it was something that people could see

and when they saw it they knew that this was Cain

and remembered God's command that no one is to kill him.

Well, Adam lived for many years after this.

Finally, when he was 930 years old, he died

and his body became dust again

because this is what God had said would happen

because he had eaten of the fruit

that he wasn't supposed to eat of in the garden of Eden.

Now, 930 years is a long time for a man to live, isn't it?

But in those days, God allowed people to live much longer...

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