AHS * HUMANITIES 11
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Daily Blog

Wednesday, April 29th

4/28/2015

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Today's Agenda
1st Period: Take Action Project Proposal Work Time
2nd Period: Guest Speaker (see below)


5th and 6th Period
A
. Take Action Project Tune (small group critique)
B.  Refine Take Action proposal
C. Implement Take Action project
D. Refine sense of place writing if time (SEE resources below)

******************************************************************************************************
Guest Speaker-- expert in the oil/gas industry: Steve Struna with Bayswater Exploration and Production LLC
Steve's powerpoint

Bayswater Exploration and Production LLC is a Denver, CO based oil and gas development company that was established in 2004. The company owns and operates oil and gas properties throughout the Rocky Mountains, the Midcontinent Region, California, and the Permian Basin. Bayswater’s strategy is three-fold:

1) to acquire low risk working interests in producing oil and gas fields in North America based upon a thorough subsurface understanding of the field and a plan to redevelop and improve the field performance. Bayswater either holds the enhanced asset longer term or sells to another operator. (“New Opportunities in Old Fields”);

2) to acquire and drill low-risk non-producing acreage in repeatable, low cost, development areas (“Drilling Factory”);

3) to assemble prospective acreage positions with significant resource potential, utilizing both internal and external prospect generators and to achieve financial returns by selling those prospects to industry partners while retaining upside through over-rides and carried interests (“Prospect Generation and Sales”).

About Mr. Struna
Mr. Struna has over 32 years of petroleum industry experience in engineering, operations, finance, planning, and general management. Prior to joining MHA, and launching Bayswater Exploration & Production he held a wide variety of positions with BP, Amoco, Tenneco, Graham Resources, and Schlumberger. His most recent assignments with BP and Amoco included: Vice President and General Manager, Onshore Gulf Coast USA; North American Natural Gas Executive Leadership Team member with responsibility for the redesign of BP’s entire onshore US operations base; President, Central Alberta Midstream – Calgary; Vice President and General Manager, Amoco Canada Gas Gathering and Processing – Calgary; Senior Manager, Corporate Finance - Chicago; Resource Development Manager, Central North Sea – London. Project manager, Armada Platform and Development, Central North Sea U.K. Mr. Struna received his BSc Degree in Chemical Engineering from Columbia University in 1981, an MSc in Petroleum Engineering from Colorado School of Mines in 1985, and an MBA from Harvard Business School in 1990. He is a registered professional engineer and a member of the Society of Petroleum Engineers.


Sense of Place Resources:
  • **Minilessons Stations (good examples of excerpts from student writing focused on specific skills)
  •  Sense of Place Essay Task Statement, Rubric + Examples and Sources for Inspiration 
  • Google Doc Folder to all project resources
  • Quick link to writing mini-lessons folder 
  • Elements of Nature Writing handout + Metaphors/Similes/Analogies/Alliteration/Assonance
  • List of poetic devices
  • Categories of Sense of Place: Relationships to Place and Community Attachments
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Monday, 4/27

4/26/2015

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“We must all push on the walls until eventually we break through”—Cesar Chavez

This Week's Goal:
Finalize your Take Action project proposal and take action!
Why?
So that you can develop the strategic planning and leadership skills necessary to make impactful change both now and in the future!

Why?
Because, those who feel they have ownership over their lives, do work that they are passionate about, and can create their own reality, report being happier and feeling more successful in life. 

As 5th century Greek philosopher, historian and general, Thucydides once said, "The secret to happiness is freedom... And the secret to freedom is courage"   

Announcements
  • Students performing with Lori's poetry slam-- must rehearse once in class this week if you didn't last week
  • If you are going off campus for Take Action project work, you need parent permission and must sign out with Laurel
  • Reminder on steps 2 and 3 of Take Action project
  • 7 Lost American Slang Words
  • Wed-Friday class will be MOVED due to PARCC testing happening in here.  1st period= Jessica's room, 2nd period = Kyle's room.  5th and 6th= Marcus Renner's room
  • Check out the resources at the bottom of today's blog for help refining your sense of place writing piece (especially the "STATIONS" with short excerpts on student work

Work Time Steps
If you have already turned in a peer critiqued and refined draft of Sense of Place to Ashley, move on to the following: 

1. By the end of class on Monday, get a draft of your Take Action proposal done that answers all components (#s 1-5 ) on Rachel's workshop document: RACHEL'S WORKSHOP WORKSHEET

  • Take Action Project Resources
  • Check out this list of project ideas and organizations in our area

2. Sign up for a conference and have Ashley review your proposal and help refine it.

3. Begin working on the "how" (your approach and strategies)

4. Bring your project to life! Take Action! Don't forget to document it! (see Step 3 on pages 3-4 of Take Action Guidelines doc)

5. Honors: Read Half the Sky and work on seminar prep

6. Finish Happiness and Meaning art pieces or refine performance pieces
**********************************************************************************
Sense of Place Resources:
  • **Minilessons Stations (good examples of excerpts from student writing focused on specific skills)
  •  Sense of Place Essay Task Statement, Rubric + Examples and Sources for Inspiration 
  • Google Doc Folder to all project resources
  • Quick link to writing mini-lessons folder 
  • Elements of Nature Writing handout + Metaphors/Similes/Analogies/Alliteration/Assonance
  • List of poetic devices
  • Categories of Sense of Place: Relationships to Place and Community Attachments
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Thursday, 4/23

4/23/2015

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By the E.O.C on FRIDAY: Print and submit your revised draft with the rubric at the bottom AND submit evidence of a peer-critiqued draft by the end of class for 10 extra credit points

Be sure your draft has the following in place or Ashley will send it back to you and you won't get E.C. points
  • 1,500 words minimum
  •  Abstract: At the top of your essay, you must include an abstract that explains how you are defining sense of place according to the categories of sense of place (what type of relationship and/or community attachment do you show in the essay) and what your environmental ethic is.  Your abstract should include a quote from your essay that best shows  both of these components. 
  • Title: Give your essay a creative title! Center it at the top of your essay.
  • Name: Write your name underneath the title.
  • Font: Size 12
  • Spacing: 1.5 or double

Starter:
  • Copy and paste the rubric to the end of your draft.
  • Highlight TWO "Content" categories you'd like your critiquers to focus on.
  • Copy and paste this on the top of your draft and then be sure to do these things before submitting to me.
    • A focus question for both Ashley and your peer critiquers: What are you most struggling with? What do you think you are missing? Etc... 
    • "Before emailing this to Ashley for feedback, I must include my first draft with evidence of 1 peer critiquer's feedback.  I must self-assess and attach the rubric with my draft.
    • "Highlight my use of elements of nature writing (metaphor, simile, analogy, writing with sound, etc..)"
    • I must have all  other min. requirements as listed on Ashley's dp and the rubric.
Agenda
If you're writing a poem and want to watch an example of a poem with a clear environmental ethic, check this one out: "Dear Future Generations: Sorry" by Prince Ea
1. Peer critique (use the protocol below)

2. Refine or work on Take Action project
  • Why
  • Vision
  • Mission
  • Who (audience)

3. Student spotlight


PEER CRITIQUE PROTOCOL:
1. Author: State your focusing question and the 2 content areas of rubric you'd like the group to focus on

2. Critiquers: 

  • Track changes.
  • Focus on 2 content areas and focusing questions.  
  • Look out for sentence structure and spelling/grammar errors. 
  • Write down at least one clarifying question about the essay and at least 2 specific suggestions for refinement.

3. Critiquers: Discuss your feedback with the author and ask any clarifying questions you may have.
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Friday, 4/24

4/23/2015

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Goals:
Get a draft refined and printed for Ashley by the end of class for 10 e.c. points!

Agenda
1. Sense of Place Refinements Work time:
  • Make sure you have all the minimum requirements met (see Thursday's DP)
  • Print (1.5 or double spaced) and self-assess using the rubric. 
  • Staple rubric to your draft. 
  • Submit evidence of peer critique

2. Take Action project planning: Take Action Project Resources
  • Check out this list of project ideas and organizations in our area:
  • By the end of class, please fill out your row on the class poster with your WHY, WHAT, WHO and VISION statements: RACHEL'S WORKSHOP WORKSHEET
  • Begin planning the HOW (Strategy)  

3. Student Spotlight readings
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Wednesday's Advisory Agenda

4/22/2015

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Advisory Olympics Planning Session #1 of 3ish

GOALS:
1. Decide on team name/mascot

2. Decide which students will be on which committees

Agenda:
  1. Complete the one-page survey that Kim Coufal has provided for us: 11th grade form while Ashley checks in with students missing LINK requirements
  2. Send 11th graders that Dusty needs to complete their ACT packets to Sara Price’s room!!
Dellinger, Catherine - ALL
Duncan, Samatha - Back
Woodford, Towan - Back
Allsopp, Drew - Back
Etz, David - Back
Southwick, Aidan - Back

3. Advisory Olympics Planning

Advisory Olympics are Friday, May 22nd at Santa Rita Park. Here is what we will need to do over the next few advisory meetings:

A. Decide on your advisory olympics team costume:  


B. Create a flag:  
  • The flag should have the name of your group.  For example, not “Dunning’s Advisory”  but “Delicious Shrimp Waffles”

  • The flag should have an image of your group’s mascot.

C. Team chant, song, acting routine, dance etc…



D. What else do we need to REALLY set us apart??
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Wednesday, 4/22

4/22/2015

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Picture
Does this belong to you? It was left at the LINK Exhibition.


Happy Earth Day!

Today's Goal:
  • Define your "WHY" for the take action project and have that shape your "WHAT"
  • Why are you taking action and what is the best way to fulfill your mission given your interests, talents and desired outcomes?

Starter:  Ted Talk, "How Great Leaders Inspire Action"

Agenda
1. Discuss Ted Talk and Ashley to give an overview of our super awesome radical guest, Rachel Landis, Executive Director of FLC's Environmental Center!

2. Time to work on Sense of Place writing

2nd and 6th period:  Workshop on how to take action and create  meaningful change with Rachel Landis!


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Tuesday, 4/21

4/20/2015

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Today's Driving Questions
What DRIVES you to take action BESIDES a grade? WHY are you taking action?
What is the best way for YOU to take action for this project?

1. Take Action project launch
  • Ted Talk on Taking Action in unorthodox ways "The Shared Experience of Absurdity":  What change is this guy trying to bring about and why? 
  • Read through the Take Action project description as a class
  • Q and A with Ashley about project guidelines
  • Take Action Google Folder of resources

2. Take Action Brainstorm
  • As a group, try to come up with as many project ideas and potential audiences from our community as possible!
  • Add your ideas toTHIS GOOGLE DOC 
  • If possible, include a link to an image or an organization to provide examples for other students

3. Sense of Place writing work time
Students gone yesterday, check in with Ashley about deadlines/announcements

**Having trouble SHOWING vs. TELLING or using the Grand Style? Check out this short video Jmac made to help students:  https://www.youtube.com/watch?v=RSYbVA4bJiM

Resources:

  • minilessons Stations (good examples of excerpts from student writing focused on specific skills)
  •  Sense of Place Essay Task Statement, Rubric + Examples and Sources for Inspiration 
  • Google Doc Folder to all project resources
  • Quick link to writing mini-lessons folder 
  • Elements of Nature Writing handout + Metaphors/Similes/Analogies/Alliteration/Assonance
  • List of poetic devices
  • Categories of Sense of Place: Relationships to Place and Community Attachments

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Monday, 4/20

4/18/2015

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Essay Draft Deadline Review and Announcements
    • Peer critique is THURSDAY.  Bring a printed copy if you prefer that, otherwise, your critiquers can track changes electronically
    • PRINTED drafts are due to me for feedback on this FRIDAY, April 24th, by the end of class (Optional but 10 points E.C.). You must submit evidence of 1 peer critique  BEFORE I will critique it. 
    • The ABSOLUTE last day I'll accept drafts for feedback: Tuesday, April 28th 
    • I'll return your draft on Monday morning, May 4th for you to refine before Thursday's exhibition (May 7th)
    • You'll need to work on your take action project between now and its deadline of May 21st.
    • Honors: Have you turned in your Cat's Cradle project proposal?
    • Check out the helpful resources for your sense of place writing assignment
    • Sign up for a reading on the "Student Spotlight" schedule this week!
    • A note on letters recommendation requests

HELPFUL SENSE OF PLACE RESOURCES
  • Sense of Place Essay Task Statement, Rubric + Examples and Sources for Inspiration 
  • Google Doc Folder to all project resources
  • Quick link to writing mini-lessons folder 
  • Elements of Nature Writing handout + Metaphors/Similes/Analogies/Alliteration/Assonance
  • List of poetic devices
  • Categories of Sense of Place handout


Starter

  • Use the journal rubric to self-assess and then turn in your journals.
  • Pick one of these minilessons Stations that you think you need to work on the most and follow the instructions highlighted in yellow OR if you prefer video form, watch this screencast by Jmac on Showing v. Telling and the Grand Style


AGENDA
1. Turn in Journals!!!

2. Sense of place writing work time

3. Student Spotlight reading/feedback
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Thursday, 4/16

4/15/2015

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Reminders:
  • CHANGE IN DEADLINE: Sense of Place draft due THURSDAY, 4/23 B.O.C for critique
  • FLC field trip tomorrow!  We're going to the Center for Southwest Studies to check out THIS exhibit

Starter:
Read pages 3-5 of the handout on elements of nature writing to learn about Similes, Analogies and Metaphors in nature writing


Then answer these questions: 
1. How can metaphors be used to change someone's perspective according to the handout?
2. Write your own simile, analogy OR metaphor that you would use in your essay. Show this to Ashley at some point in class today! Get some feedback. 

HELPFUL SENSE OF PLACE RESOURCES
  • Sense of Place Essay Task Statement, Rubric + Examples and Sources for Inspiration 
  • Google Doc Folder to all project resources
  • Quick link to writing mini-lessons folder 
  • Elements of Nature Writing handout + Metaphors/Similes/Analogies/Alliteration/Assonance
  • List of poetic devices
  • Categories of Sense of Place handout

Agenda

1.  Let it flow like a turtle in the riptide!  Write those essays!  1 hour hard writing

2.  Last 30 minutes: Mini-workshop:
  • Note what you are struggling with, questions you have or feedback you want on what you've written thus far.
  • Groups of 3-4: share your sample and get feedback (Does the sample SHOW the place? Do you know what environmental ethic(s) you're trying to develop? Do you have a SPECIFIC relationship OR attachment to place you're going to be developing?)
  • 1-2 volunteers to share a sample of your writing with the class
Picture
Like this guy!!
Picture
But not like this guy. Poor fellow's not flowing anywhere!
Picture
But if you're feeling particularly amped about your essay, maybe like these guys
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Wednesday, 4/15

4/15/2015

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REMINDERS
  • Don't forget about the inspiration journal due 4/20!  See the homework page for necessary links.
  • Draft of Sense of Place essay for peer critique due Tuesday B.O.C of next week.  10 point process grade!
  • Honors project proposal due tomorrow
  • If you feel like it would be better (and possible) to go to your place tomorrow during class, you are free to do so as long as you have parent permission.  Please be sure to make up the short starter. 

TODAY'S GOALS
  • Understand the guidelines for the Sense of Place writing piece
  • Critique student example sense of place writings
  • Generate ideas and creative thought for your own writing!

Starter: 

  • What are your questions about the Abbey readings? (You can use the ones you came up with for the partner discussion)
  • What seems to be his thesis in the essay, "Freedom and Wilderness"?

AGENDA
1. * Time to discuss Abbey readings!***
  • Class 1/2 Discussion Notes
  • Class 5/6 Discussion Notes

2.  Go over the Sense of Place Writing Task Statement 


3. JOURNAL # 10 (LAST in-class journal!) Critique student examples from the Class of 2014

Select two of the student examples to read and as you do, jot down notes in your journal that answer these questions:
  • What is this student's environmental ethic? WHERE do they reveal that (quote it)
  • What seems to be their type of RELATIONSHIP or ATTACHMENT to sense of place (category of sense of place-- see white board)
  • Does he/she use elements of the “Grand Style” to SHOW the place to the reader?  (at least two of the following should be present: metaphor, simile, analogy, alliteration, assonance, onomatopoeia, sensory images like sight, taste, touch, sound, smell).  QUOTE TWO examples from the writing and explain which element of the Grand Style it uses.
  • Overall, what is your reaction to this piece? Do you like it? What specifically do you like? What questions did it raise for you?  

Class of 2014 and 2015 STUDENT EXAMPLES
  • Science Fiction Short Story (life in a biodome)
  • Personal Essay format
  • Poem #1
  • Poem #2
  • Creative piece- Survival Guide for finding your sense of place
  • Personal Essay (about kayaking and the river)
  • Short Story: Environmental Justice, Clouds, Native American protagonist

4. Begin brainstorming/drafting your written piece
****Due by the end of class as a ticket out the door***:  Where place are you writing about? What environmental ethic(s) is/are you incorporating?  What RELATIONSHIP to place OR Community attachment best describes your sense of place?  Will you incorporate your perception of energy production? If so, how?


Stuck?
  •  Look through the list of examples and inspiration I provided on the task statement document
  • Create a list of significant places you've been and why they hold value to you
  • Consider writing something more abstract-- sense of place as state of mind? 
  • Finish Activity #5 journal prompts!  



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    Ashley Carruth

    Humanities 11 Teacher at Animas High School

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