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AHS * HUMANITIES 12
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    • Class of 2018 Senior Project Website
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Tuesday, 9/28: Intro to Rawls and Justice Monologue Peer Coaching

9/29/2020

 
Announcement for Ashley’s pods
  • Sign up for a conference with me! (this is posted in google classroom, too)
  • Reminder: Justice Monologue is due FRIDAY!
    ​
Intro to Rawls: 4 Philosophies Lecture Powerpoint 

  • We'll just go over slides 34-38 today
  • Take notes!

Justice Monologues #1 - Peer Coaching 

  • Open up the linked peer coaching document above
  • Follow the instructions!

Work time justice monologues

Monday, 9/28: Dalai Lama's "Compassion as a Question of Justice"

9/28/2020

 
Use the powerpoint below to follow along with today's class!

Friday, 9/25: True Justice Film

9/25/2020

 
Why did I teach "Law and Justice" by Howard Zinn?  
As we embark on the "Justice Project" and study various philosophies of justice, the goal is to critically examine our current legal system and societal practices and decide what laws are just and what SHOULD our laws and social practices be to ensure justice. Howard Zinn argues that the first principle of education is to question every premise.  And he argues in the essay that when laws are at odds with justice, we have an obligation to violate the law.  So, I wanted us to have a common reading that lays out some arguments in support of that thesis and encourage you to think about the way things are now through the lens of justice. Is this the way it should be?

Why are we watching the film, True Justice?
This film explores one man's journey to achieve more justice within our criminal justice system. It explores how both the laws and the way the laws are enforced have led to inequality.  It provides us with a good case study to apply the philosophies we're studying and specifically consider whether our criminal justice system is fair/just, and whether the death penalty is fair/just.
​
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True Justice (1hr 40 mins)
About True Justice: This HBO documentary follows Bryan Stevenson and EJI's struggle to create greater fairness in the criminal justice system.

While you watch:Take notes!! In your discussion groups you will be asked to reflect on specific examples from the movie, so be prepared. 

​Not at school today?  Watch the film (link is above!) and answer the first three discussion questions listed under "Part 1" below and choose 1 of the additional discussion questions from "Part 2 Discussion"

Group Discussion Questions for the movie - True Justice
Part 1: Answer the following questions as a group:
  1. Reflect on a moment or statement in True Justice that stands out or challenged your thinking in new ways. Share with your group your reflection. 
  2. What is your understanding of Bryan Stevenson’s statement, “We’re all more than the worst thing we’ve ever done?” 
  3. What did you see or hear anything in the film that was new or surprising to you?

Part 2: Pick a group facilitator and read through the questions. Pick your top 3 and use the other questions as back up if you have more time. 
  1. What are the political forces that you see shaping what is fair, just, and legal? To whom do those forces apply?
  2. African Americans make up less than 13 percent of the nation’s population, but 42  percent of the over 2700 people currently on death row are black, and 34 percent of those executed since 1976 have been black. The victim was white in over 75 percent of the cases resulting in execution since 1976, although only 50 percent of murder victims nationwide are white. The chief prosecutors in death penalty states are overwhelmingly white; only about one percent are black.  Discuss what the statistics and Walter McMillian’s story reveal about the death penalty.
  3. What are your reactions to reading the Sixth Amendment after watching True  Justice? (google the 6th Amendment and read it!)
  4. What is your reaction to the idea that fear and anger have been the fuel of mass incarceration? 
  5. What other examples can you think of where the politics of fear and anger become a justification for systems of oppression? 
  6. Discuss the through-line that you see in how the legacy of slavery is connected to child sentencing in today’s criminal justice system.
  7. What larger historical narrative is Equal Justice Initiative changing with their campaign “All Children Are Children?”
  8. What role do you see for public markers and memorials in moving our society forward towards equal justice for all? 
  9. What does it mean to be complicit, especially in the context of the criminal justice system? What about in other instances of injustice?
  10. How do we integrate difficult truths into our understanding of our national false narratives?
  11. In what ways have you learned from the film or in this discussion that our history of racial injustice is not told, or changed, or masked? Why does truth-telling matter?
  12. Bryan Stevenson shared, “Right before Mr. Hinton was released, we were talking. He was telling me, ‘I can’t hate people. I don’t want to stay in a prison when I leave here.’ He said, ‘It’s going to be hard. But I think I’ve actually decided that I’m going to forgive.” What are your thoughts and reactions to Mr. Hinton’s decision to forgive? 
  13. Bryan Stevenson believes that in order to give rise to the full strength of this nation it is incumbent to understand and address all the brutal, ugly details of our nation’s history. What is your reaction to his assessment? 
  14. What is the role of hope in creating a future of racial equity in our nation?

Homework: 
Due Monday, 9/28: The Dalai Lama’s “Compassion as Justice”
  1. Discussion Questions (for your reference. We’ll discuss these in online class on Monday, 9/28)
  2. Essay (read the entire thing)
Required for Honors: "Equality and American Democracy”

Libertarianism, Rawls and Howard Zinn

9/24/2020

 
Today's Learning Goals
  1. Apply your understanding of Bentham and Mill's different approaches to Utilitarianism to a real life scenario
  2. Understand the difference between Libertarianism, Utilitarianism and John Rawls' Justice as Fairness
  3. Analyze and form your own critical response to Howard Zinn's "Law and Justice"
 
Today's Agenda
  • Starter 
  • Lecture: Libertarianism and Rawls
  • Ashley's Amphitheater: Discuss the Zinn reading and time to start reading tomorrow's assignment
  • If time, we'll come back and start the film "True Justice"
 
Announcements
  • Homework reminder (and accountability= Justice Monologues next week)
  • No Sven today or tomorrow! Stick around if you're behind in work or need to conference with a teacher
  • Lunch! Order it (and pod 2, we'll eat lunch in Ashley's Amphitheater)
  • Who wants more feedback on college essay? Pair up with honors students. 
  • Honors students- We won't begin reading Windfall  until the last week of October to give you time to complete other major Hum12  readings as well as get most of the way through college applications.
  • I've switched over to google meet. I sent a calendar invite for y'all and you can access the link the same place you were accessing the ZOOM link on my DP.  
    ​
Starter 12: Bong Hits for Jesus→ One Philosophy, Two Different Moral Judgments (15 minutes)
Step 1:  Watch the above linked CNN report on the Supreme Court case, Morse v. Frederick (2002) aka “Bong Hits For Jesus”
Step 2:  In your starter doc, choose ONE of the following questions to answer:
  1. Jeremy Bentham would support the Court’s ruling that the First Amendment does not protect the individual’s right to freedom of speech because we need to protect the greater good.  How does the Court’s ruling protect the greater good?
  2. J.S. Mills would say the Court’s ruling was morally wrong, because protecting individual liberty actually does benefit the greater good in the long run.  How does protecting FREE SPEECH benefit the greater good in the long run?
  3. The court ruled in favor of the school on this issue, thus using Bentham’s line of reasoning.  How does this change the way you understand our protections under the First Amendment especially in the context of schools?
 
Libertarianism and Rawls’ Justice as Fairness: PPT Lecture 

Head outside!
  1. Ashley/Sara read aloud excerpts from this article on Trump’s criticism of Zinn and educators’ response
  2. Small group discussions-- Howard Zinn “Law and Justice” discussion   
  3. Time to read "Equality and American Democracy"
  4. Online classroom habits/focus/strategies.....

True Justice  Film Pre-Write

Tuesday, 9/22: Thesis Paper Discussion

9/22/2020

 
Announcements:
  • No SVEN this week!
  • Please read and annotate the Howard Zinn essay by the start of class Thursday.  Meaningful and worthwhile discussion depends on you being prepared!
  • Bring the hard copies of the packet of readings I handed out last Friday. We'll head OUTSIDE to read and discuss!
  • At the end of class, please help me play around with the new google meet breakout room function and see if it'll work for us

STARTER: Utilitarianism Pop Quiz!
* Go to the google classroom quiz assignment under "Coursework"

Senior Thesis Examples: Breakout Rooms
We'll get into breakout rooms of 5-6 students.   Have the thesis you read yesterday pulled up in front of you.  
​FIRST, just check in with each other. On a scale of 1-5, how are you each doing? If someone isn't doing so well, spend some time checking in with them and providing support.

NEXT, turn your attention to the thesis papers you read last night. Discuss the following:
  1. What was the research question and thesis statement (main argument) of the thesis you chose?
  2. What stood out to you about the thesis you read?  
  3. How well prepared do you feel for this task right now?  What do we need to focus on this semester to make you feel more prepared?
  4. What did you learn from this example that you would like to apply to your own writing?
  5. What questions do you have about the senior thesis now that you have read an example?  Write them down and we’ll go over your questions as a class.
  6. Elect a spokesperson to ask Ashley questions upon return from breakout rooms

Debrief discussions; Ashley answers questions when possible.

Let's experiment with google meet breakout rooms:
  • Go to this google meet link please!

EXIT TICKET-- Please write this as STARTER 11 in your starter docs:
Based on what you read last night, how prepared do you think you are as a writer to tackle your senior thesis?  What areas are you confident in? Where will you need to grow as a writer this semester to find success in the spring with your thesis?

NOTE: If you need help check out my basic Writing Rubric for ideas of skills you’ll be assessed on this semester in your writing or think about what you struggled with while writing your college essay.. 

HOMEWORK REMINDER
Read Howard  Zinn’s “Law and Justice”  (~27 pages total, REQUIRED pages include 397-414, 419-427, 434-435). Annotate and make sure you're able to answer the discussion questions so you're prepared for class on Thursday.

Today, we'll do the following to orient you to the reading: 
  1. Read the first page of Discussion questions for Howard Zinn  as a whole class to understand who Zinn was
  2. Read through all of the questions first so you know what to look for
  3. Read the bold titles for each section heading.  Read the first sentence of each paragraph closely. Make sure you understand the main idea of each section!

Intro to Philosophies of Justice AND the Senior Thesis

9/21/2020

 
Announcement
  1. Under the "lessons" tab of my DP is a "Weekly" tab. Check that page for a reminder on homework for the week! 
  2. I made a mistake while copying the readings for the next two week's for you all-- I accidentally duplicated the first two- Zinn and "Equality and American Democracy" readings. So just ignore the second copies of those. Oops! Sorry trees!
​
Today's Agenda
  1. ​Powerpoint lecture on an introduction to moral/political philosophy and Utilitarianism 
  2. Overview of our homework for tonight and the week
  3. Time to start tonight's homework (reading 1 example senior thesis paper)

Today's Learning Goals
  • Understand the way our Constitution and philosophical foundation tries to balance security/liberty/equality
  • Understand the big ideas and key terms related to the philosophy of Utilitarianism

STARTER 10: Soda Ban from today's powerpoint (located on slide #4- watch the video then answer the two questions)

Reminder on this great resource: Key Terms Vocab for Justice Project

Introduction to the Four Founding Philosophies: PPT Lecture 
Note: this powerpoint is embedded at the bottom of today's post as well as linked above
  • We'll only go through the slides through Utilitarianism, stop at Libertarianism
  • Take notes on key terms and ideas
  • Stop me if you have any questions

Review this week's homework: See the "WEEKLY" tab under the "Lessons" tab on my DP.

Homework for TUESDAY, start of class-- Read 1 Example Senior Thesis!
For tomorrow's class, read one of the example Senior Theses linked on my Senior Project page and found below and do the following:
  • Identify their research question
  • Identify their thesis statement (What is the answer to their research question?)
  • Make sure you are paying attention to how they are organized and what information is included.
  • Also, check out the length of their works cited pages to get a sense of how much research is involved!  Be in awe! Know you have the same capacity if not MORE! :)

These are the finalists for the class of 2020- the best thesis award went to Willa Kopp-Deval

These are two finalists from class of 2019
  1. Sarah Von Tersch: What is the most effective way to reduce drug cartel power and minimize their negative effects?
  2. Caeley McClain:  What are the most effective methods to get uninvolved people to take initial action on climate change in the United States?​
​
These are all the finalists from the class of 2018- the best thesis award went to Claire Leffler, but it was a close call!
  1. Lily Bisantz- To what extent does the sexualization of young girls and women in Western culture perpetuate sexual violence?  (Sociology)
  2. Dylan King- What in the past 50 years has led to the economic recession of Puerto Rico and how has hurricane Maria impacted the island?​​  (History and Economics)
  3. Quinn Luthy- How do confessional poets use form to create meaning?  (Literary Analysis)
  4. Ben Malone- What are the potential future roles of blockchain-based cryptocurrencies in the economy?  (Economics)
  5. Izzy Simpson- How can the fundamental structure of the stock market be utilized to predict market price fluctuations?  (Economics)
  6. Claire Leffler- How can recurring patterns and forms found in nature be explained mathematically and why are humans visually drawn to recreating these patterns?  (Art and Mathematics) ​​​​

Here are some more:
  1. Tucker Leavitt- Water Arc Explosions (Physics)
  2. Bekah Kuster- Energy Strategies to Reduce Greenhouse Gases  (Energy)
  3. Lyle Bryson- Trends and Youth Culture  (Marketing/Psychology)
  4. Philip Wiley- What makes good science fiction?  (Literary Analysis)
  5. Allee McKown- Theories of Global Inequality (International Studies)​
  6. Oli Sakadinsky- Special Interest Groups in US Politics (Political Science)
  7. Izzy Bonecutter- Mindfulness and the Brain (Neuroscience)
  8. Isabel Krull- Culture of Ballet (Sociology)
  9. Claire Larson- Brain Trauma and EMDR Therapy (Neuroscience)
  10. Anne Chase- Social Media and Perceptions of Nature (Media Studies)
  11. Grace Frideger- Ecofeminism and the environmental movement. (Philosophy and Environmental Studies)
  12. Corry Arcomano- Dry needling vs. Acupuncture (Medicine)

Intro to the A's and C's of Humanities

9/18/2020

 

Senior Project Orientation: Sven

9/17/2020

 

Academic Mindsets Seminar

9/17/2020

 
STARTER:  (10 minutes)
  1. Student Council's Bridge Program Survey: Please re-take this survey to let STUCO know your interest for participation in the Bridge program. They didn't capture your name the first time around.
  2. Now, in your starter docs: What is metacognition? (review from Tuesday)
  3. Next, practice metacognition: Reflect on your experience reading last night's homework. Questions to consider:
  • What reading strategies did you use, if any, to enhance your comprehension?
  • How long did it take you to read it?
  • What was difficult about reading it?
  • What did you do to overcome that challenge?
  • How engaged were you in reading it?
  • Did you try to find personal value or relevance in the reading?


I’ll go over your feedback from the Hum 12 feedback survey and answer a few questions :)
Debrief of Week 1
​
ACADEMIC MINDSETS Seminar Prep (assigned in google classroom and hard copy available in class.)
WHY ARE WE DOING THIS?
​The purpose of this is multi-fold: 
1. To help each other better understand and make more meaning out of an academic journal article
2. To help you reflect on your own identity
3. To give me more insight into who you are and how you see yourself, especially as a learner. 
4. To help you develop more metacognition and self-awareness as you reflect on areas of growth and strengths
5. To think about how to create a SWEET classroom culture!

LET’S GO OUTSIDE!
1. Peer coaching time
2. Seminar time!

Before the seminar....
  1. What are the qualities of BEST seminars?
  2. Take notes while on outside to help you prepare for the reflection
  3. Are seminars graded? No and yes.

After
  1. How'd we do?  
  2. How'd you do-- how engaged were you? How much did you apply your knowledge of the reading to your life? How deep did  you dig?

Begin working on the homework: Self-Assessment and Seminar Reflection due Friday! (instructions are on the bottom of page 1 and onto page 2)

Discussion of COVID-Climate Change Podcast and Intro to Metacognition

9/15/2020

 

This 1939 map of Los Angeles ranks neighborhoods by desirability, as determined by the Home Owners’ Loan Corporation (HOLC). The scale from most to least desirable goes from green to blue to yellow to red. HOLC maps generally rated poorer or less white neighborhoods as less desirable.

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Today's Learning Goals

  • Be able to identify the main premises of the homework podcast
  • Formulate a well-reasoned response to and critique of the THESIS of the podcast based on a critical analysis of each premise
  • Understand what metacognition is and why it matters to your success!

Today's Agenda
  1. Announcements (2 minutes)
  2. Starter (5 minutes)
  3. Debrief homework (podcast) (30 minutes) + Powerpoint on Redlining
  4. Intro to Metacognition (15 minutes)
  5. Explain the homework and give y'all work time

Announcements
  • Bring materials for outside class this Thursday/Friday
  • Homework: We have a seminar in class on Thursday. You’ll need to read the text for this seminar before class. We’ll go over the assignment at the end of class today. It is posted in google classroom.
  • SVEN is required on Thursday for senior project orientation

Starter 7: What was your overall reaction to the podcast we listened to for homework? Just journal on your thoughts for 5 minutes. Here are some questions to spur your thinking:
  • How did the intensity of Anthony Rogers-Wright hit you? Did it make you inspired or turn you off from his ideas?
  • Did you find yourself agreeing or disagreeing?
  • What was your emotional state like during and after listening?
  • What questions did it raise?
  • What was left out or what would you need to do more research on to determine whether the claims were legit?

Redlining Powerpoint

Whole Class Homework Debrief
  • What are the premises? I’ll share my whiteboard screen and take notes as you all share out what you identified as the main arguments (premises) in support of the conclusion or overarching THESIS of this podcast.
  • Logical Argumentation: You may not agree with everything in this podcast, but can you reject the source flat-out? Let’s find out what premises resonate with you and which ones do not.  
  • Look at the list of premises we created:
    • Which ones do you agree with? Why?
    • Which ones do you disagree with? Why? In other words, where does the author lose you? 

Transition to Metacognition and Academic Mindsets
  1. What is Metacognition? Powerpoint
  2. Assign homework and begin working

Homework (Due by the beginning of class THURSDAY):  Read and carefully annotate the assigned Academic Mindsets article. IT IS IN GOOGLE CLASSROOM.
Be prepared to be engaged in class discussions with your questions, and the relevancy of the article to yourself. Annotate for the following:
  • What are your questions/confusions?
  • What are the key vocabulary terms in this article? Look them up if you don’t know the definition.
  • What is the main point of the article?
  • What are significant lines/arguments/ideas? Highlight them.

Week 2 of Online Learning and Intro to Justice Project

9/14/2020

 
Today's Learning Goals
  • Get a sense of what we'll be studying this semester
  • Understand the relationship between environmental injustice and systemic racism as it relates to COVID-19
  • End with a sense of hope for the future rather than despair!

Today’s Agenda
  1. CACAW (2 minutes)
    1. Community Announcements, Concerns, Appreciations (Weekend shoutouts) and Wonders
  2. Starter (10 minutes with discussion)
  3. Justice Project Drop! (10 minutes)
  4. Systemic Racism and Environmental Injustice defined (10 minutes)
  5. BREAK (5 minutes)
  6. Podcast: Intersection between COVID, race and climate justice (20 minutes)
  7. Break out room discussions on the podcast (10 minutes)
  8. Whole class discussion (5-10 minutes)
  9. Wrapping up: Hopeful ending and tonight’s homework and lingering questions (5-10 minutes)

Announcements
  • College Essays due! Turn in your college essay to google classroom by attaching it to the college essay assignment I made in Google Classroom and clicking “Turn In”.  
  • Sven this week: We will have Sven time this Thursday, 9/14 as a time to introduce you all to Senior Project. So plan on being there!!
  • Outside class! Thur/Fri- weather permitting- Class will be held outside! Ashley’s amphitheater: Bring a notebook, pen/pencil, cushion/blanket, sunglasses, and layers to be comfortable!
  • Homework: Assigned in google classroom and listed on “Weekly” tab of Ashley’s DP. Today in class, we’ll go over tonight’s homework

Starter 6: Exposure in the time of Covid-10
What has COVID exposed for you? What new awareness have you gained about yourself/others/our country/our world?

Debrief - pair share, and whole class share out

Justice Project Drop
  • Read over the above-linked handout, popcorn style.
  • As we read write down questions you have about the project
  • I’ll go over questions as a class

Key Concepts Defined- Systemic Racism and Environmental Justice
We’ll watch two short videos. For each video, Take notes in your starter doc on a summary of the definition in your own words and be ready to share out.
  1. Video #1: systemic racism 
  2. Video #2: Environmental Justice VIDEO 

Covid-Climate Justice Podcast Assignment
  • Go to Google Classroom and find the assignment
  • We’ll go over the handout and instructions
    • Rationale
    • Premises example
    • Key Concepts
    • Take Notes
    • Discussion
    • Homework

Discussion (3 breakout rooms): 10 minutes
  1. Share out your notes from the podcast!  
  2. Elect one spokesperson to summarize what your group decided was the thesis/conclusion/overarching argument from the podcast as well as a brief synopsis of ideas your group explored.

Whole Class Debrief of Breakout Rooms’ Discussions
Spokesperson reports! Let’s all make sure we agree on the CONCLUSION/THESIS of this podcast

Homework Overview
  • Finish the handout by listening to the podcast again, this time while taking more careful notes as directed on the handout. The goal is to outline all the premises. Only listen till minute 14:50, unless you enjoy it and want to listen to more! 
  • Honors, you have one additional text to read and capture evidence from!

Two Hopeful Endings
These topics are not easy, they can bring up challenging emotions, and leave one feeling overwhelmed. But it is only through awareness that we can see the path toward something better, an opportunity to make change. 

Message of hope: The Next Big Idea - Humankind 
(9:25 - 14:00 for all  - positive messages on humans during crisis) OR
(9:25 - 11:30 Humans during crisis/ 12:50-14:00 on COVID specifically) 

Tim DeChristopher on Hope
And I’ll leave you with this excerpt from an interview between my literary crush, Terry Tempest Williams and environmental activist Tim DeChristopher:

TTW: But if it’s true...that there is no hope — then what’s the point?

TIM: Well there’s no hope in avoiding collapse. If you look at the worst-case consequences of climate change, those pretty much mean the collapse of our industrial civilization. But that doesn’t mean the end of everything. It means that we’re going to be living through the most rapid and intense period of change that humanity has ever faced. And that’s certainly not hopeless. It means we’re going to have to build another world in the ashes of this one. And it could very easily be a better world. I have a lot of hope in my generation’s ability to build a better world in the ashes of this one. And I have very little doubt that we’ll have to. The nice thing about that is that this culture hasn’t led to happiness anyway, it hasn’t satisfied our human needs. So there’s a lot of room for improvement.

TERRY: How has this experience — these past two years — changed you?

TIM: [Sighing.] It’s made me worry less.

TERRY: Why?

TIM: It’s somewhat comforting knowing that things are going to fall apart, because it does give us that opportunity to drastically change things.

Last day of college essay bootcamp and peer crtiques

9/11/2020

 
Today's Agenda
  1. Do the Starter
  2. Go over announcements/reminders
  3. Scene v. Analysis Workshop
  4. Peer Critique and Zoom Conferences with Ashley
  5. Complete the rubric self-assessment
  6. Revision Time 
​
Starter 5: Survey Time! (Melissa, please take attendance and email to Christine)
  1. Debrief of Week 1: Please click on the Google Form linked here to give me feedback on how this week went!  Please be honest, and as specific as you can.  
  2. Student Council's Bridge Program Survey: Please take this survey to let STUCO know your interest for participation in the Bridge program

Announcements/Reminders
  • Honors application is due today!
  • Today is the last day to turn in "Letter to your Teachers"
  • Please turn in your signed syllabus to Melissa, the sub. If you forgot it, parents can find it on my DP and sign and email the last page.
  • Final college essay draft due MONDAY at 10:00 am turned in to google classroom.
  • Due at end of class: Rubric with reflection .
  • Today's (and Monday's) conference schedule with me via ZOOM

Scene v. Analysis Workshop: Read this short handout to compare how one student refined his essay and reflect on:
**Melissa: please handout the 1-page rubric for them while they're working on the workshop!
  1. What changes did the student make? (In other words, what was somewhat weak about his first draft, and how did he improve it in the second?)
  2. What is one thing you are taking away from his refinements that you could apply to your own essay? (It could either be based on something you  liked about the student’s refined essay or something you did not like, and thus want to avoid or do differently!)

Discuss Workshop Handout
  • I’ll talk about the difference between scene v. analysis and the importance of balancing the two
  • If you want more help with this skill, here is a good resource for you! Dialogue, Details, Descriptions (and how to format quotes in dialogue)

PEER CRITIQUE PROCESS  (and a reminder on conference schedule with me)
  1. Peer Critiques Round 2! Please read the instructions in GREEN below and follow them for your peer critique.
  2. At the end of your peer critique, you'll need to turn in the RUBRIC REFLECTION, which I'll give you a hardcopy of in class.

Pod 1 Groups: 
  • Finn, Chris P., Rosie, Britt
  • Molly, Amira, Sam L., Vinny
  • Sarah, Leit, Kandice

Pod 2 Groups: 
  • Patrick, Ava, Jake
  • Owen, Milo, Lucy
  • Nick, Abbey, Xavier, Ryan
  • Trevor, Ainsley, Ty, Billie

Step 1: Prepare for the peer critique
  1. What is one thing you really like about your essay/topic?
  2. What is one thing you do not like or would like to change?
  3. What is a question you need help with from your group?
    EXAMPLES:  Do I balance scene and analysis well?  Does my word choice and tone show my personality?  How could my hook grab your attention better?  How can I end my essay in a less obvious way? Do you understand the moral of my story clearly? How could that be clearer or stronger?

Step 2:  Peer Critiques:  Here is the protocol handout
  1. Group up!
  2. Elect a timekeeper with military precision and a facilitator to read the directions for the protocol and help your group follow the directions.
  3. Read the instructions for the protocol
  4. Complete critiques for each person,
  5. When you are done, complete the rubric reflection and turn that into Melissa, our substitute.

Need more help with revisions?
  • Revision Strategies
  • ​Revision Checklist from Escape Essay Hell guide- pages 41-42
  • Dialogue, Details, Description!
  • Sound Smarter- How to fix 10 common grammar glitches
  • Dialogue, Details, Description!
  • Sound Smarter- How to fix 10 common grammar glitches
  • AHS Students' Sample Essays
  • More student examples

EXIT TICKET: Rubric Self-Reflection
Turn in the hardcopy to the sub, please!

College Essay Bootcamp Day 4: Conclusions, Drafting, Peer Critiques

9/10/2020

 
CACAW!
  1. Community Announcements:
  • Let’s review who I am conferencing with today and tomorrow!
  • Peer critique is today and tomorrow. Please print three copies of your essay so you can work outside and give your group members each their own draft to mark up OR EMAIL ME if you don’t have access to a printer at home. 
  • Final draft is due via GOOGLE CLASSROOM 
  • As per my late policy- tomorrow is the last day to turn in your letter to your teachers if it is missing.
  • Ashley’s Amphitheater classes begin next week on in-person days, weather permitting:
    • Bring something to sit (blanket, camp chair, foam pad, etc…), sunglasses, notebook, pens/pencils, and warm layers! 
         2. Concerns? Wonders?! (we’ll do appreciations tomorrow)

STARTER 4: Turn and talk
  1. What makes a strong conclusion? 
  2. What are examples of ways you all are concluding your essays?

Writing a Great Conclusion Workshop
We’ll read about three strategies for ending your essay and then practice each one before getting some feedback from friends!

Revision Resources
  • Let’s review the 4 qualities of a great essay from the rubric for this assignment! 
  • Here’s a revision check-list that might be helpful: Revision Checklist from Escape Essay Hell guide- pages 41-42
  • Struggle with grammar? Take this handout!

Work Time Goals
Share out:
  1. At what stage is your draft?
  2. What are your goals for today’s class time?  (Provide and receive quality feedback and begin refining? Finish a draft? Outline your ideas and write at least ½ page)

Work time, Conferences and Peer Critiques!

Vets- you are up for peer critique today!  Please read the instructions in GREEN below and follow them for your peer critique. 
  • Pod 1: Sam A, Chris A and Cormac
  • Pod 2: Ainsley, Trevor, Billie, Ty

Step 1: Prepare for the peer critique
  1. What is one thing you really like about your essay/topic?
  2. What is one thing you do not like or would like to change?
  3. What is a question you need help with from your group?
    EXAMPLES:  Do I balance scene and analysis well?  Does my word choice and tone show my personality?  How could my hook grab your attention better?  How can I end my essay in a less obvious way? Do you understand the moral of my story clearly? How could that be clearer or stronger?

Step 2:  Peer Critiques-- Here is the protocol handout
  1. Group up!
  2. Elect a timekeeper with military precision and a facilitator to read the directions for the protocol and help your group follow the directions.
  3. Read the instructions for protocol #1
  4. Complete critiques for each person using the protocol #1 
  5. When you are done, your group should check in with me and tell me what your major refinement needs are AND grab a mini-lesson resource from me relevant to your refinement needs.
  6. Need more help with revisions?
    1. Revision Strategies
    2. Revision Checklist from Escape Essay Hell guide- pages 41-42

Students who are doing peer critique tomorrow→ Work Time!
  1. Continue drafting/brainstorming/outlining (See docs page for helpful resources)
  2. Conference with Ashley
  3. Revise, revise, revise! 

EXIT TICKET
  1. What is one thing you did to improve your essay today?
  2. What is one additional thing you need to do to improve it?
  3. What is one appreciation you have about someone in our pod or at this school that you can share tomorrow during CACAW?

First day of online learning + how to write a GREAT hook for your college essay

9/8/2020

 
Technical problems with video/audio for Zoom? 
  • Audio broken/not connecting?   Dial in via phone (415-762-9988)
  • Meeting Id: 930 861 4715
  • Passcode: 866413

Starter 3: “I’ve been high before, but never that high”
  1. What do you think this college essay will be about?
  2. Do you think this could be a good “hook” for a college essay? Why or why not?
  3. Come up with as many ways as possible that you could start your college essay.  Having trouble thinking about different ways to start YOUR essay? Give advice to a friend. What are different strategies they might use?  Ex: Begin with a detailed description of a scene of a place you love.  

Discuss starter 
  • Starter Question #1: Copy and paste your answer in the chat box (Ashley will then reveal the answer!)
  • Starter Question #2: Popcorn style-- verbally discuss your answer: Good hook or bad?
  • Starter Question #3: I want to hear at least 4 different ways to start a college essay!

Mini-Lesson: How to (and how NOT to) start your college essay: 9 Strategies
Imagine for a minute that you’re a college admissions counselor.
It’s 6:13 pm on Thursday and you’ve been reading essays for, oh, ever. The coffee has grown cold in your cup, your shoulders are cramping, and your attention span is non-existent.
Which of these opening paragraphs is more likely to make you sit up in your ergonomically correct office chair and take notice?

Example A:
Merriam Webster defines music as “vocal or instrumental sounds (or both) combined in such a way as to produce beauty of form, harmony, and expression of emotion,” but to me it’s always been so much more.

Example B:
Bowing down to the porcelain god, I emptied the contents of my stomach. Foaming at the mouth, I was ready to pass out. My body couldn’t stop shaking as I gasped for air, and the room started spinning.

How to start a college essay and how NOT to
Ashley will start off reading and then randomly call on someone to read the next strategy. 

Class Business and Week’s Deadlines
  • Conference schedule for the week (if you haven’t signed up, please do)
  • Janae will be here 9/10 for those of you who need LINK help and Jess says check your email for info about virtual college rep visits!
  • No required SVEN this week unless you are signed up for a conference with me or Jess on your college essay
  • Draft of College Essay for Peer Critique:
    • Due Thursday for the “vets”
    • Due Friday for those of you who just started last week!
    • Quick check-in: 
      • Do you want to be able to do peer critiques OUTSIDE? 
      • If so: Who can PRINT 3 copies of their essay before their assigned critique day?  Who cannot?
  • Final College Essay due on Monday, 9/14 by the start of class (turn it into google classroom)
  • College Essay Display board due materials due Monday, 9/14 (google classroom!)
  • Signed Syllabus: Due Thursday, start of class
  • Honors Application (which you can find in google classroom): Due Friday, start of class
  • LATE: Letter to your teachers. Turn in to google classroom ASAP.
  • Opt Out Policy: I have developed a formalized “opt out” policy that pertains to your College Essay.  This would enable you, in cases, to opt out of the peer editing workshops and/or the exhibition of final work. Please read the “College Essay Opt Out Policy” document on my DP Docs page and follow the instructions if relevant to you.

Breakout room support groups: I’ll put you into breakout rooms of mixed groups- 15 minutes
  1. First check-in with each other.  How was everyone’s long weekend? How has the first week back to school been? How are people DOING? Like as human beings in this crazy world we’re living in? 
  2. Next, look over the list of one of the helpful 90 second videos listed below and decide who will watch which one.  Assign 1 resource per support group member. Go watch the one you pick and come back ready to share out a brief summary. 
    1. How to make sure your essay isn’t boring. 
    2. Should I Talk About Religion in My College Essay?
    3. Does it Matter Which Common App Prompt I Choose?
    4. What if I’m Worried that My Essay Will Sound Like a Sob Story? (not a video, but has some GOOD examples)
    5. How to add more vulnerability to your essay (not a video, but has some good advice)
  3. Lastly, have a 5-10 minute discussion about what you are thinking about writing for your college essay, and what has worked or hasn’t worked well in the essay writing process thus far. If someone is stuck, try helping each other brainstorm ideas!

Watch the Pomodoro Method  (7 minutes)
Who doesn’t struggle with procrastination, focus, productivity and generally feeling like you’ve squandered hours of your  avoiding homework with snapchat, IG, or any other myriad of distractions? Well, we might all just be going about it the wrong way. This video outlines one effective strategy to overcome procrastination.

Write your college essay and try out the Pomodoro Method!
If you are stuck, check out the resources on the “Documents” page of my DP. Consider brainstorming, reading more sample essays, or just free write without any judgement or desire for it to be “perfect”.

Day 2: College Essay Bootcamp and the Hum 12 Syllabus!

9/4/2020

 
CACAW
  1. Any Community Announcements? (see mine below)
  2. Concerns?
  3. Appreciations?
  4. Wonders?

Community Announcements
Honors Overview linked in google classroom. We'll go over it during class today.
Homework reminders
  1. Turn in your letter to your teachers (hopefully this was submitted before class)
  2. Syllabus signed by next Thursday, 9/10
  3. ​Draft of of college essay due Thur and Friday 9/10 and 9/1​1
  4. Honors application due Friday, 9/11
A note on the opt-out policy for displaying your college essay in the hallway
Sign up for a conference time with Ashley or Jess! (posted in google classroom)
Next Week’s Schedule
  • Online class Tuesday at 10 am. Use the ZOOM  link listed on the right hand side of my LESSONS page-It is in ORANGE! 
  • Expect to spend about an hour in the google meet with each other and then I’ll roll into conferences
  • Thursday and Friday are in-person days! We’ll do peer critiques (Thursday for students who had a head start on the essay! Friday for students who just started!)
*** Classroom Tech Resources
  1. My DP Layout (daily + weekly lessons)
  2. ZOOM Meeting Link (located on the right-hand side of my "Lessons" page of my DP.  Always the same! Use that for our online class days.)
  3. Google Classroom set-up
    1. Classwork/Assignments
    2. Stream function
    3. Questions?

STARTER 2:  Humanities KWL (5 minutes)
  1. What do you already know about Humanities 12?
  2. What do you want to know about this class? (Curriculum? Expectations? Rules, etc…)

Welcome to Humanities Syllabus + Powerpoint (30 minutes)

Follow-up on starter: (15 minutes)
  1. What did you learn about this class from my powerpoint?  Specifically, what did you take away about my philosophy as a teacher? Write 3 important new things you learned-- 1 needs to be about my philosophy. 
  1. What do you STILL want to know? Write any other questions down.  Read the syllabus linked on my DP
  2. Any more questions? Let me know; I’ll answer them!

BREAK! AKA: Super fun acting out what we learned from the syllabus and getting other people to guess it outside game time!!
  1. Two groups: Actors/Illustrators and Guessers
  2. Actors/illustrators: pick one thing you learned about Humanities and either come up with a way to act it out (without speaking) or draw it. You have 1 minute!
  3. Guessers: Once outside, you'll mill about and walk up to one actor/illustrator, check out what they have, and try to guess what they are representing.  You get 2 guesses before they have to tell you and then you move on. 
  4. Why are we doing this? Movement! Fun! Silliness! Creativity! Brain break and community connection!
​
*****
College Essay Boot Camp Warm-up:
  • Core Values for Pod 1 (in your guidebook)
  • Feelings and Needs exercise for Pod 2 or if you did this with Jess-- 10 minute FREEWRITE

College Essay Writing/Support Group Agreements
  1. We will all commit to stretching out of our comfort zone when brainstorming, sharing, and creating
  2. We will all listen to each other's ideas, experiences, and thoughts without judgement
  3. We will encourage each other to be creative and hold space for any emotions that come up during our exercises
  4. If we are asked to provide feedback we will do so in a caring manner that is specific and focused on improving each other’s work.
  5. Any others you feel important?

Vets: If you have some experience, please follow the instructions in green below--> 
  • Periods 1/2 some of you can work in Torrey's classroom
  • Periods 3/4 some of you can work in the Music room!

Montage v. Narrative Essay: Refer to this powerpoint
  • We'll pick up where your pod left off yesterday. Pod 2 got up to Narrative structure. Pod 1??? Did you look at any student examples?
  • Pod 2, maybe we'll just look at one more student example if you got through all this powerpoint with Jess. We'll look at "What had to be done"
​
In Support Groups
  • First check-in on how you are each doing today.  1= really bad and 5=awesome! No need to explain your rating.
  • Then, if your group didn't do this yesterday, get with support groups and complete Steps 1 and 2 on the Support Group Scheduling Document. Once you’ve done ALL the things there, move on...

Introduce the Pomodoro Method (Italian accent needed) (7 minutes)
  • Who struggles with procrastination, focus, productivity and generally feeling like you’ve squandered hours of your  avoiding homework with snapchat, IG, or any other myriad of distractions?
  • Well, then, this method is for all of us!
  • https://www.youtube.com/watch?v=1l4w7uHdNaQ

Ready to write?
(Pass "Values poster" around during work time)
  1. Pick a topic! 
    1. See the college essay boot camp overview for a list of questions or review the supplemental essays for your colleges or pick a scholarship prompt)
  2. Pick your approach
    1. Narrative Essay (if you haven't done the Feelings and Needs exercise , you should do it now)
    2.  Montage Essay 
  3. Begin brainstorming/free-writing-- Practice the Pomodoro Method

Brainstorming Techniques
  • See the values/needs and essentials exercises above
  • Mind map
  • Freewrite
  • Freespeak (record it!)
  • Talk with a partner-- Record each other’s thoughts
    • Ask each other any of these 100 Brave and Interesting Questions (scroll down a bit to see the list)
  • Go for a walk- one person at a time, though, sorry :( 
  • Others that have worked for you in the past?
  • Here are a whole lot more Brainstorming Strategies

Still Stuck? 
  1. Read some more Animas student examples
  2. Conference with Ashley

WRAPPING UP! (11:20 and 2:25)
Review homework and next week’s schedule
EXIT TICKET
  1. What was most valuable about class time this week?
  2. What did you learn about how to write a college essay?
  3. What did you take away most about what to expect from Ashley and Humanities 12?
  4. What is one piece of feedback or a suggestion you have for me moving forward?

******************
Instructions for the Vets
  1. First get with support groups and complete Steps 1 and 2 on the Support Group Scheduling Document. Once you’ve done ALL the things for Steps 1 and 2, move on:
    1. Work on the draft of your essay
    2. Look at colleges you’re applying to and see what additional essays they require (supplemental essays)
      1. Begin brainstorming for those
    3. Also, this year, there will be an optional box on your app where you can talk about any extenuating circumstances that you had during covid and how that impacted your academics…..So, was something happening in your homelife, worklife, etc…
    4. Sign up for a conference with Ashley
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    Ashley Carruth

    Humanities teacher at Animas High School

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