Blog Archives

Stakeholder Group Assignments

9/30/2018

PRO-MONUMENT

Native American: Cultural/Governance

Charlie
Amaya
Sammy
**********
Sadie
Joe

Native American: Env't/Social

Lance
Alan
Lydia
********
Ce
Janey
Ryan

Local Utahn

Marilyn
Corbin
Finn
*********
Baylee
Claire

Environmental Conservation Group

Owen
Lucius
Aidyn
*********
Andy
Luke

ANTI-MONUMENT

Rancher

Abbey
Emery
Evan
*********
Faith
Tanner
Josie

Natural Resource Industry

Eli
Cole
Ella
**********
Henry
Amanda
Garnet

Utah State Politician

Ari
Steven
Emma
**********
Alma
TJ
Nyana

AGENDA

FriYAY!

9/28/2018

Starter: Islands and Whales note-taking guide completion (5 minutes)

Complete the rest of your note-taking guide with values/assumptions if you didn't finish that during the film.
If yours is done: Write down, somewhere on that guide, your biggest takeaway or Ah-ha from the film
Get out Ch. 2 reading notes and decide if you want 2 extra credit points or 6 extra credit points. If more than 10% of the class elects for 6, NO ONE will get them. But if less than 10% do, everyone will receive the amount they requested. Your choice. Write a 2 or a 6 in the top left corner of the note-taking guide. AT THE END OF CLASS, I'll collect your notes. Someone remind me!

Discuss starter (5 minutes)

Debrief ch. 2 homework (20 minutes)

3 discussion groups
Check for understanding and clear up any confusions about the vocab/notes. Really- make sure you're all good.
Elect a representative to share out to the WHOLE class ONE quote/assumption/value/ideology from the reading-- perhaps the most dialed one in your opinion?
Make a t-chart as a group and on one side, write down all the values you think those who support Sustainability hold and on the other side, all the values you think those who oppose sustainability hold.
Send a representative to add to the T-chart on the whiteboard
Discussion Questions (talk about these in your small group)
- On page 58 the author writes, “this chapter discusses two of these controversies with the understanding that they are merely immediate manifestations of inter-related challenges.” What are the 2 controversies?
- What is at the root of the political controversies around sustainability? (page 58)
- What were the TWO major IPCC findings? (63)
- On page 75, the author provides an example about two different views of a sustainability policy-- what is the policy, what are the two opposing views and values?
- Can you think of another example of a policy that might spark similar opposing responses?

Whole Class Discussion (5-10 minutes)

Representative to share out your BEST idea from your notes

Brain Break: Walking to the Amphitheater.

Let’s head outside to Ashley's Amphitheater to apply these values/ideologies to Bundyville episode #1
Context on Bundy family Occupation of the Malheur National Wildlife Refuge from Wikipedia:
On January 2, 2016, armed militants seized and occupied the headquarters of the Malheur National Wildlife Refuge in Harney County, Oregon, United States[25] and continued to occupy it until law enforcement made a final arrest on February 11, 2016.[26]Their leader was Ammon Bundy, who participated in the 2014 Bundy standoff at his father's Nevada ranch. Other members of the group were loosely affiliated with non-governmental militias and the sovereign citizen movement.
The organizers were seeking an opportunity to advance their view that the United States Forest Service (USFS), Bureau of Land Management (BLM), and other agencies are constitutionally required to turn over most of the federal public land they manage to the individual states. In 2015, the militants believed they could do this by protesting the treatment of two area ranchers convicted of federal land arson, even though the men in question, father and son Dwight and Steven Dwight Hammond, did not want their help.[27] The occupation began when Bundy led an armed party to the refuge headquarters following a peaceful public rally in the nearby city of Burns.[28]

Listen to Bundyville episode 1 to at least the trial start or through the first few minutes of the trial (minute 35). As students listen:

On the backside of ch. 2 homework notes, make T-chart and capture as much as you can about the underlying values reflected in the commentary of characters throughout this episode.

Discuss notes and reactions to the podcast and Islands and Whales

Do you think the Bundy’s are heroes or villains or something in between?? What about the Federal government? What does your answer say about your own assumptions, values and ideologies?
Any parallels in the values/ideologies we heard in Islands and Whales? (protecting a way of life? Freedom from external influence? Claim that certain way of life is sustainable?)

Film: The Island and the Whales

9/27/2018

Announcements

We will be heading outside for majority of class tomorrow for a guided discussion-- bring sunglasses/cushions, etc…
Bears Ears Student Leaders for the Activities/Games/Community Connection role: Can you all meet next week during lunch one day??
Student Groupings leaders (Lydia and Emma): Can you have the groups done by Friday??

Read Aloud: PBS DISCUSSION GUIDE

Before viewing the film, we will read pages 4, 6-9, 11-13 of the above linked PBS guide.
Jot down a question you’re hoping the film will answer, or perhaps a question for one of the Faroese people or the film director.

Film Note-Taking Guide
As you watch, follow along with 2 different characters or groups from the film. Try to identify at least three different arguments or political stances you hear related to environmental concerns, whale hunting, public health, or cultural traditions. Afterwards, you’ll complete the rest of the handout with what you think that person’s underlying assumptions and values are based on his/her/their comments.

Example
- About 20 minutes in, a random narrator says: “Our ancestors were convinced that the Huldufolk existed. They respected nature. They took care of it, and treated it carefully. When they went to catch birds, they would not take more than the population could bear. We don’t have that same connection to nature as our forefathers. We don’t show caution. We have drifted away from nature. So there’s a risk modern man goes too far.”
- Assumptions? Values?

List of Characters to choose from:

Bárður Isaksen – young father whose children have elevated mercury levels but who resists calls to end whaling or to stop eating whale meat or blubber
Pál Weihe – a doctor and the head of the Department of Occupational Medicine and Public Health of the Faroe Islands
Sea Shepherds-- Marine Wildlife COnservation activists
The Ornithologist (Puffin-bird guy)-- Local Faroese gentleman who studies birds and insects and has a unique perspective on the Faroese hunting habits

Debriefing Ch. 1 reading and MIT Table Analysis

9/26/2018

Announcements

Bears Ears prep in advisory today. Let's look at the agenda for that!
Please share your menus with me and Lori
Let mama Ashley alleviate any anxieties about our Bears Ears trip you all may be experiencing!

Starter-- A success story in grassroots sustainable development in Kenya
Watch this short video about educating girls in Lwala, Kenya and answer these questions:

What are the various barriers to education in this community?
Pop Quiz: What are the four objectives of Sustainable Development as outlined in last night's reading?
Which of the four objectives do you see being achieved in the video about Lwala? (If you can answer this, discuss how the Lwala Community Alliance is using a HOLISTIC approach to sustainable development).
Are there any problems in Durango that you think a holistic approach like this could solve? Explain.

Small Group Discussion

I'll put you in 6 groups and assign each group 1 Root and 1 Definition (see below for groupings)
First: Go through the comprehension questions for the ch. 1 reading and quickly answer each one.
NEXT, in your group, share-out your notes for your assigned ROOT and DEFINITION from the MIT Table.
Last, add your definitions to the following whole-class document under your designated sections: WHOLE CLASS MIT TABLE ANALYSIS

Assign Chapter 2 of MIT Book (Due Friday, beginning of class)
Read, take notes using this guide
***************************************************************************************************************
Wednesday's Discussion on ch. 1 COMPREHENSION QUESTIONS:

What are the main problems with the current global economy?
What do Sustainable Development Goals (SDGs) call for?
What are the 4 objectives of Sustainable Development?
How has the concept of Sustainable Development changed? Give at least two examples.
Why is it important to see the complex system? How does this guide approaches to sustainable development?
What are the three key things to think about with regards to technological advances?
What are the 5 concerns about the distribution of well-being?
What are the economic definitions of efficiency and equity, and how are they related?
What is a synergy?

Morning Class Discussion Groups
1. Ari, Alan, Cole
2. Lance, Finn, Eli, Evan
3. Owen, Charlie, Lydia
4. Emma, Sammy, Aidyn
5. Steven, Eli, Ella, Lucius
6. Abbey, Marilyn, Amaya, Emery

Afternoon Class Discussion Groups
1. Baylee, Alma, Ryan
2. Faith, TJ, Luke
3. Andy, Amanda, Tanner
4. Ce, Claire, Nyana
5. Henry, Josie, Janey
6. Sadie, Garnet, Joe

Finishing Human Element + Work Time

9/25/2018

No Starter: Finish Film! (7 minutes)

Human Element Class Discussion (30 minutes)

3 small discussion groups
Emotional check-in: Where you at after this film?
Check-in on your notes-- do you all feel good on your notes? Clarify any confusions or gaps

2. Use these discussion questions to guide your discussion-- Start with the Summative Questions and then work your way back through from the beginning. Pay special attention to Summative Question #1.

Work Time (1 hour)

Reading and note-taking for Ch. 1 of Sustainable Development
MIT TABLE Analysis
Finished? Come see Ashley for the next reading, which is due Friday.

The Human Element: Film

9/24/2018

Announcements

Be ready for Bears Ears food and gear planning in advisory this week--it is SUPER important that you attend advisory this week and next week!
Email me the link to your DP Update on writing goals
We need firewood and 5-gallon water containers for our Bears Ears Trip. Sign-up for water on the sheet I'll pass around. THANKS!

Framing for class this week: In the next week, we’re going to do some work fleshing out our understanding of sustainable development. We will revisit some frameworks (3 spheres!), talk about the importance of values, and do some reading to get a firm background in the academic approaches to these problems. Then, next week, we will apply what we are doing this week to the case study of Bears Ears.

Starter: Review your notes from Friday!
1. Choose a or b depending on your level of comprehension at this point:

Level 1: Write down a definition of sustainable development in your own words
Level 2: Explain how the three spheres of Sustainable Development are interrelated by using an example from the United Nations video on Papua New Guinea.

2. What is something you want to learn more about (or are wondering about) related to sustainability?
3. What is one goal you have for yourself for this project?

AGENDA

Intro to today's film: The Human Element
Renowned photographer James Balog (CHASING ICE) uses his camera to reveal how environmental change is affecting the lives of everyday Americans. Following the four classical elements— air, earth, fire and water— to frame his journey, Balog explores wildfires, hurricanes, sea level rise, coal mining, and the changes in the air we breathe. With compassion and heart, THE HUMAN ELEMENT tells an urgent story while giving inspiration for a more balanced relationship between humanity and nature.

FILM: The Human Element

Before beginning the movie, choose TWO elements.
Review note-taking sheet
Watch movie, take notes

Human Element Debrief

Get in groups with people who took notes on the same elements, compare notes, fill in gaps
Class discussion using these discussion questions

Reading for Wednesday: Chapter 1 of Age of Sustainable Development

TAKE NOTES:
1. Divide into sections (anytime there is a heading or title, you should have a new section of notes)
2. Summarize main points
3. Define terms
After you are done reading and taking notes, answer the comprehension questions. If you have taken good notes, you should be able to answer all these questions using ONLY your notes. Try it, and see how you do!
COMPREHENSION QUESTIONS:
1. What are the main problems with the current global economy?
2. What do Sustainable Development Goals (SDGs) call for?
3. What are the 4 objectives of Sustainable Development?
4. How has the concept of Sustainable Development changed? Give at least two examples.
5. Why is it important to see the complex system? How does this guide approaches to sustainable development?
6. What are the three key things to think about with regards to technological advances?
7. What are the 5 concerns about the distribution of well-being?
8. What are the economic definitions of efficiency and equity, and how are they related?
9. What is a synergy?
MIT TABLE Analysis
1. For this table, you are going to do an in-depth analysis, guided by the note-sheet I give you. The goal is to have a deep understanding of the content, and to practice applying it.
Both of these are due at the start of class, WEDNESDAY.

Exit Ticket
What is your biggest takeaway about sustainable development based on this film? What is one question you have?

Senior Project Brainstorm + Intro to Sustainable Devp Frameworks

9/21/2018

Announcements

Please submit your rubrics when you share your refined in-class essay with me
Must finish your college essay display board today and hang in hallway. If you haven’t already, please share your college essays with me (they will be counted as late now)
Bears Ears student leaders: I’ll come around today and schedule a time to meet with each committee for next week!
Email me the link to your DP with your 3 Writing Goals from Wednesday’s class. Ask a classmate if you’re confused about this! These will be late by the end of the day.
You have this weekend to get caught up on work before I assign a substantial reading assignment for next week. Let’s all start with a clean slate and ready to dive into Sustainable Development next week!

First Half of Class
Senior Project Brainstorming: Phase 1

15 minutes brain break

Make a list of what you’re missing in Humanities or what you need to finish up this weekend
Create a schedule for how you’ll manage your time this weekend
Meditate
Go for a walk (please check-in with Ashley before hand)
Draw
Read (see class bookshelf)
Nap

Second Half of Class

In the next week, we’re going to do some work fleshing out our understanding of sustainable development. We will revisit some frameworks (3 spheres!), talk about the importance of values, and do some reading to get a firm background in the academic approaches to these problems. Then, next week, we will apply what we are doing this week to the case study of Bears Ears.
Lecture: Intro to Sustainable Development Frameworks

Senior Project Orientation: Tuesday-Friday!

9/18/2018

SENIOR PROJECT ORIENTATION
The above linked document has EVERYTHING you need to know for Senior Project Orientation, including homework assignments, links, daily schedule, etc.... Don't let it ever leave your side. At least not until Friday. And then you should probably hang it on your fridge as a memento.

This Week's Schedule
Tuesday: Modified Schedule- All 12th graders in the Commons 4th and 5th period.
Wednesday: Normal Humanities schedule
Thursday: Modified Schedule- All 12th graders in the Commons 4th and 5th period
Friday: Normal Humanities schedule

Announcements

Tomorrow is Ute Mountain Tribal Park Tour Day- students in attendance, meet in my classroom at the beginning of 1st period with all the things I emailed you for "packing list"
College Essay Wrap Up: If you didn't yesterday, be sure to complete your display boards, hang them NEATLY outside in hallway and then SHARE your essay with me as "FINAL DRAFT"--these would be marked late today.
In-Class Essays: Be sure to turn in your rubrics, with a new self-assessment in order for me to grade your final drafts!

College Essay Wrap up! Display Boards and Senior Project Orientation Reading + Seminar Prep

9/17/2018

IMPORTANT UPDATE!

I have moved your deadline for the college essays to the end of class today to give you a bit more time to refine and because I sense more students needed conference time with me.

You'll have until 11:15/1:45 for work time after our starter. Then again from 11:30-12 or 2:00-2:30 if need be.
Once you finish your essay, take the survey and then create your display board and give it to the student volunteer who will set up the exhibition in our hallway. (See under the below "AGENDA" for all this info)

Review what you need for a complete college essay:

Final Draft College Essay (1 copy printed, 1 emailed or shared to Ashley) . For the printed copy get it onto one page if possible, and do NOT print double-sided! If you already shared it with me, re-share it and save it as "FINAL DRAFT"
1 printed page with your photo, essay prompt, and college list

Announcements

Class Charter Committee Reps: Report out!
Bears Ears Leaders! Please complete fill out THIS SPREADSHEET with your committee interest and availability. See the committee list on the whiteboard.
3 spots left for Wednesday's Ute Mountain Ute tour!
My afternoon class: Sign up for a current events spot in class today.
I need to create a schedule for giving feedback/grading college essays based on when your college apps are due.
Modified Schedule for This Week-

Tuesday- Meet 4th and 5th periods in the Commons
Wednesday- Normal Wednesday schedule
Thursday- Meet 4th and 5th periods in the Commons
Friday- To Be Determined

Agenda

College Essay Work Time
If you need more time to complete your final revisions, now is the time! You can revise, refine, proofread, conference with me, or do whatever else you need to do to finish up your essay.

WHEN YOU ARE FINISHED, do the following:

FIRST: Complete this College Essay Boot Camp Feedback Survey

NEXT: Exhibit Your Work: DONE TODAY but no later than Friday!

Create your COLLEGE ESSAY DISPLAY BOARD! See the document linked here, and the example on my board.
When your display board is put together, and give them to our student exhibition set-up volunteer(s).

With 45 minutes left in class, we'll do a read aloud of Zen and the Art of Motorcycle Maintenance excerpt.

Highlight one line that speaks to you for tomorrow's spirit read .

Zen Seminar Prep
Answer TWO of these seminar questions in paragraph form to prepare for our seminar tomorrow: One of the questions can be your choice but then you must answer the question in BOLD below.
Seminar Questions:

“The idea that the majority of students attend a university for an education independent of the degree and grades is a little hypocrisy everyone is happier not to expose.” What does this mean? Do you agree? Why/why not?
How much are you subject to the “mule mentality” (paragraph 8)? What impact does this have on you? Where does this come from?
“The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.” To what extent are you a mule? To what extent are you a free man?
The transformation described in this piece is predicated on the idea that everyone has an innate “creative intelligence” that has been stifled. Do you agree with this premise? Why/why not?
“He’d be a knowledge-motivated person. He would need no external pushing to learn. His push would come from inside.” When have you felt this? What contexts/subjects are conducive to this experience?
How motivated are you by grades? How motivated are you by knowledge? What implications does this have for your senior project?
Make sure to note that senior project itself is ungraded...how then, can we connect senior project to ideas in this text. Inspiring? Terrifying? Both?
(REQUIRED QUESTION) Last line: “It would be the real thing.” What do you need to do to make sure your Senior Project is the “real thing?”
The world outside of school is one that exists without grades. You succeed or fail based on your track record and reputation as well as a list of your accomplishments, not your GPA. How can the final senior project provide you with an artifact or story that will propel you forward outside of school?
How can your senior year help you make connections in the community, locally and abroad? How can those connections help you after your high school career is over?

HOMEWORK

Finish the Zen seminar responses for tomorrow's seminar

Friday: College Essay Bootcamp-- Last Day

9/14/2018

Starter

Please take this survey to give me feedback on the class so far. Welcome to Ashley's Learning Zone!

Also, remember that the final, printed draft of your college essay are due tomorrow!!

Agenda

Review what you need for Monday:

Final Draft College Essay (1 copy printed, 1 emailed or shared to Ashley) . For the printed copy get it onto one page if possible, and do NOT print double-sided!
Page with photo, prompt, and college list

Conferences with Ashley
Bring with you the most recent copy of your essay (it can just be pulled up on your computer), and any focusing questions you have for me. If you conferenced with me yesterday, I may have time to meet with you again, but no guarantees!

Revise, Refine, Write!
When you're not conferencing with me, you should be revising, refining, and making your essay as amazing as possible. Remember to rely on your peers for help here! You have lots of eyes--use them.

DONE?
Get a head start , and create your COLLEGE ESSAY DISPLAY BOARD!

HOMEWORK:
FINAL College Essay: Due Monday, 9/17 at the start of class. You need to have a copy printed and have it emailed or shared with Ashley BEFORE class starts.

Thursday: College Essay Refinements!

9/13/2018

Starter

1. Read through this resource on passive v. active voice
2. Complete the two practice sentence revisions on the second page,
3. Apply the idea to your own paper.
4. Once you feel you have a bomb-diggity sentence, write it on the board!

Announcements

Class Charter Reps- report out on the results of the summit!
All Students: During work time, sign up for a sub-committee position to flesh out the logistics of one of our pod's rituals/routines/practices.
I need student leaders to help plan my Bears Ears trip! Let me know if you're down.

Agenda

Conferences with Ashley
Bring with you the most recent copy of your essay (it can just be pulled up on your computer), and any focusing questions you have for me.

College Essays: Revise, Refine, Write!
When you're not conferencing with me, you should be revising, refining, and making your essay as amazing as possible. Remember to rely on your peers for help here! You have lots of eyes--use them.

Refine In-Class Essays too!
Please read the directions on the 1/2 sheet of paper I handed back with your rubrics and follow those for correct submissions.

HOMEWORK:

FINAL College Essay: Due Monday, 9/17, at the start of class. You need to have a copy printed and have it emailed or shared with Ashley BEFORE class starts.

College Essay Critiques

9/12/2018

Agenda

Ashley will pass out and go over the protocol for Peer Critiques

Get into your assigned group (see the front board)
Everyone should have three printed copies of their essay
Elect a timekeeper with military precision and one person to read the directions for the protocol and help group follow the directions.
Grab a highlighter, a pen, lined paper and something to use as a good writing surface (textbook/folder/binder)
Follow me to "Ashley's Amphitheater"!
Complete critiques for each person using the assigned protocol

Work Time!
Revise, revise, revise! And sign up for a writing conference with Ashley for sometime in the next two days.

Missed Peer Critique?
Share your essay with a trusted friend or two, and have them give you feedback. Then revise, and sign up for a writing conference with me.

HOMEWORK
Final Draft College Essay due on MONDAY, 9/17, start of class.

College Essay Bootcamp Day 3

9/11/2018

Starter

Read this New York Times article about a controversial college essay and answer the following prompts:

What are your general impressions?
Would you advocate for accepting this student, given the rest of his application was worthy? Why or why not?
In general, do you think one should aim to "entertain" the admissions officer? Why or why not?

Announcements

Bears Ears Forms/$ (few still missing!)
Ute Mt. Ute Tour, 9/19- This is REQUIRED for people not joining us for Bears Ears. First come, first served for everyone else. Check your emails for permission forms. This is FREE, and there are limited spots available that are going fast.
Bears Ears Talk, 10/16- Again, this is REQUIRED for people not joining us for Bears Ears, and is highly recommended for everyone else. This will be in the evening at the Discovery Museum, and will consist of a short film about Bears Ears followed by talks by Friends of Cedar Mesa and our own Ashley Carruth. This is FREE!
2:15 TODAY 6th period- Charter representatives meet up in Tina’s room. Check the email from Ashley first.
Essay Conference Sign Up- Sign up on the board for a conference about in-class essays and college essay on Tuesday, Thursday, or Friday. If I passed back your in-class essay, you should conference with me unless you are good on my feedback. You must refine it as I'm grading you on growth. No refined essay, no grade.
Bring in cushions and cheap sunglasses (label both w/your name) no later than Friday for a completion assignment grade for us to use when we go outside for class to Ashley's Amphitheater. We'll be outside for peer critiques tomorrow so come prepared!
Homework/Deadlines review (see below or "Homework" tab on my DP)
Now, read through ALL of today's agenda and get to it!

Agenda

Who Am I? Brainstorm

“It's like everyone tells a story about themselves inside their own head. Always. All the time. That story makes you what you are. We build ourselves out of that story.”

― Patrick Rothfuss, The Name of the Wind

Brainstorm/journal/word map/idea vomit- Who ARE you?
1. What’s the story you tell about yourselves?
2. What makes you unique?
3. What experiences in your life have shaped you?
4. Who are you beyond your education/lifestyle?
5. What do you most want people to know about you?
6. What’s the metaphor that defines you?
7. Imagine a box, with a set of objects in it. Each object represents one of your fundamental qualities. What’s in the box? What does each object represent?
Now find a partner who knows you reasonably well. Have them write a description of you. Is there anything here that you want to add?

Support Group Check In (Be sure to save 5 minutes at the end of class to check back in and share out what you accomplished today)

Spend 5-10 minutes in your support group, checking in.
Make sure everyone knows what they need to do for the day
Have each person in the group share where they want to be by the end of class today.

College Essay Work Time
Today, your goal should be to get a complete draft written, and if possible, do some initial refinements. Try to run right up against the word limit of your essay!

Support Group Check-In
In the last 5 minutes of class, regroup with your support group. Go around, see how well each person did at achieving the goal they set for themselves at the start of class today.

HOMEWORK
Bring sunglasses and a cushion and have 3 printed copies of your essay for peer critique TOMORROW. PRINT BEFORE CLASS. Make sure each copy includes, at the top of the paper:

The prompt you are responding to and word limits
Your current word count for your essay
A focusing question for critique (see College Essay Tuning Questions on the documents page for ideas here)

College Essay Bootcamp: Day 2

9/7/2018

Starter

Support Group Check In
Spend 10 minutes in your support group, checking in.

Review your support group google doc/schedule. Make sure everyone knows what they need to do for the days, and have each person in the group share where they want to be by the end of class today.
Consider sharing out what works for you all about the brainstorm process or the writing process, etc...Pool your collective wisdom!
As a group, check out the "Documents" tab on my DP and look at the titles of the links under "Writing Resources" and "Project 1: College Essay Bootcamp". Discuss which resources look most helpful to you, personally. (Full disclosure here, I'm making you do this so you'll actually pay attention to all the super helpful resources I've got for you! Take advantage of them!)

Agenda

NOTE: Jess Adams will be here the beginning of 4th period and the beginning of 6th period to work with you all!

College Essay Work Time
Time to work on your college essay! You could tackle any of the following:

Choose a Prompt- Figure out what prompt speaks to you. Need help with this? Come talk to Ashley!
Brainstorm- Use your own method, or any of the methods linked on my Documents page to help you generate ideas.
Write- Start writing, get words on the page. Remember, at this point it's okay to go over the word limit. We can always cut later.
Get Feedback- Show your writing to Ashley, your support group, another teacher, other classmates.
Revise- Make it better! Cut, revise, focus, refine! Check for show don't tell, cut extra words, replace boring sentences with more powerful ones, check out the revision strategies on the Documents page of my DP.

Please note that you should NOT be using your time for any of the following:

College Applications- This time is for writing your essay, NOT filling out the applications. That needs to be done outside of my class.
Scholarship Applications- See above.
Work for Other Classes- This is pretty self-explanatory, right?
Time Wasting Techniques- Including, but not limited to....YouTube, social media, finger-boarding, cosmetics, movies, idle chatter.

Support Group Check-In
In the last 5 minutes of class, regroup with your support group. Go around, see how well each person did at achieving the goal they set for themselves at the start of class today.

Homework Reminder

Complete draft of college essay. DUE: Start of class, Wednesday 9/12. Need 3 printed copies for critique. Please print BEFORE class!

College Essay Bootcamp: Day 1

9/6/2018

Class 3/4 Final Charter Discussion

My morning class, as per your request, will spend 15 minutes expanding on the ideas you came up with yesterday. For each practice, try to come up with the WHY (both how does this relate to sustainability AND what is the primary goal of the practice?).

Then we need to choose our 2-3 reps.

Class Business

A note on in-class essay feedback: I'm reading 5/day. Marking some comments on the google docs, and then giving summative feedback on the rubrics. Will try to pass those rubrics back by the middle of next week. I am giving some back today, however, so I can begin conferences with students in class. If you get your rubric back, please sign up for a conference with me!

Class Charter Reps: Report to Tina Hott's classroom at 2pm today to meet as a group. Check your email for further instructions.

Bears Ears Payment: I'm missing payment for the Bears Ears trip from many of you. PLEASE get that in asap. That will allow us to eat and sleep on our trip.

Mark your calendars! There are two make-up events for those of you not attending the trip. For those who ARE attending our trip and are interested, let me know if you'd like to join! Limited spots available for the 9/19 Ute Mountain Ute Tribal Park tour:
1. September 19th, ALL SCHOOL DAY: Ute Mountain Ute Tribal Park Tour.
For those who want to come, we'll have limited spots available and it will be first come first serve basis.
Whomever gets their permission form (which I emailed to all seniors) to me FIRST, is in! See below for beautiful photos from Ashley's tour
in April.
2. October 16th, EVENING, at the Discovery Museum: A short film about the Bears Ears followed be talks by Friends of Cedar Mesa and yours truly, Ashley Carruth.

STARTER: Welcome to College Essay Boot Camp

Preface: Independence!
One of the themes of this year for me, for you, is increasing independence. As such, I’m putting you in the driver’s seat for much of this process. In college, it’s unlikely that your professors will have interim deadlines for papers and projects. You will have to plan your time, hold yourself accountable, and seek the help you need. So let’s practice that with this project—there’s some symbolic resonance, no-- i.e. writing college essays, embodying college-level independence?

Read this document closely: College Essay Boot Camp
Then answer the following starter prompts in your starters:

Starter Prompts (answer these questions....)

What does success look like for you in this project? How will you measure if you’ve achieved it?
What is a potential obstacle to success, and how do you intend to overcome it?
Look through the tips of dos and don’ts. Which of these will be most helpful to you? Which of these might you have difficulty with? Why?

AGENDA

1. Sample Essay Read-aloud.
Choose one of the sample essays linked above in blue to read out loud in your group. Non-readers should follow along with the paper in front of you. As you read look for the following four things. When the read aloud is done, discuss:

Personality- where does it come from (use of story, written word, other?)
Favorite sentences/essay moments
What are the inherent strengths and weaknesses of the essay?
Would you want this person in your college? Why/why not?

2. Where Are You?
The corners of the classroom have been labeled with numbers 1-4. Go to the corner that best represents your current status in regards to college essays. Use the following criterion:

Which phrase best describes your current situation in regards to college essay writing?

I haven't started yet, and don't have a clue what the outcome might look like.
I have a prompt and have started writing, but I'm nowhere near done.
I have finished at least one essay, but it would benefit from some more refinement
I have mostly finished my college essays, but still have a few more and/or supplementary writing I can work on and refine.

3. Support Groups
Pick a group of 3 students from your corner and form a support group. You will be working in/with your support group for many of the remaining College Essay Boot Camp tasks. After your group is formed, go to the link for Support Group Scheduling. MAKE A COPY of this document, and work with your group to fill it out. You'll run through the following tasks:

As a group, you'll create a schedule using the Support Groups handout and resources on the handout.

4. Deadlines and Resources

Review deadlines (see Support Group handout linked on DP if you were absent!)
Review resources- tons of helpful stuff on the docs page of my DP! Explore them, use them if you get stuck!

5. Start Writing!
Start work on brainstorming for your college essay draft!

<<Previous

The Daily

Stakeholder Group Assignments

FriYAY!

Film: The Island and the Whales

Debriefing Ch. 1 reading and MIT Table Analysis

Finishing Human Element + Work Time

The Human Element: Film

Senior Project Brainstorm + Intro to Sustainable Devp Frameworks

Senior Project Orientation: Tuesday-Friday!

College Essay Wrap up! Display Boards and Senior Project Orientation Reading + Seminar Prep

IMPORTANT UPDATE!

Announcements

Agenda

Friday: College Essay Bootcamp-- Last Day

Starter

Agenda

Thursday: College Essay Refinements!

Starter

Announcements

Agenda

College Essay Critiques

Agenda

College Essay Bootcamp Day 3

Starter

Announcements

Agenda

College Essay Bootcamp: Day 2

Starter

Agenda

Homework Reminder

College Essay Bootcamp: Day 1

Class 3/4 Final Charter Discussion

Class Business

STARTER: Welcome to College Essay Boot Camp

AGENDA

Ashley Carruth

Archives

Categories

The Daily

IMPORTANT UPDATE!

Announcements

​Agenda

​Starter

Agenda

Starter

​​Announcements

​​Agenda

​Agenda

Starter

​​Announcements

Agenda

​Starter

​Agenda

Homework Reminder

Class 3/4 Final Charter Discussion

Class Business

STARTER: Welcome to College Essay Boot Camp ​

​AGENDA

Ashley Carruth

Archives

Categories

Agenda

Starter

Announcements

Agenda

Agenda

Announcements

Starter

Agenda

STARTER: Welcome to College Essay Boot Camp

AGENDA