July 24th, 2013

7/24/13

In Class:
Journal--  Describe how your relationship with nature has changed over the past six weeks.

Students used class time to finish and polish final projects, complete missing work, and make up missing journal entries.

Exit ticket: What grade do you deserve in this class and why?

Homework:
Continue appreciating the natural world!

July 22nd, 2013

7/22/13

In Class:
Journal--  Respond to one or both of the following quotes:
“The best thing once can do when it’s raining is to let it rain.” - Henry Wadsworth Longfellow 
“A bird doesn’t sing because it has an answer; it sings because it has a song.” - Lou Holtz

As a class, we read the introduction to "Diary of a Fire Lookout." Independently, students continued to study the piece with the following assignment:
1) Read and annotate at least seven of the diary entries, looking specifically for the intersection of the human and other-than-human worlds.
2) a. Write 3 haiku inspired by an entry;
    b. Write 1 personal reaction/response to an entry;
    c. Illustrate an entry.

With remaining class time, students worked on final projects or missing assignments.

Exit ticket: Describe one place where you feel balanced.

Homework:
Finish today's assignments.
Work on final.
Catch up on any missing work.

July 17th, 2013

7/17/13

In Class: 
Journal-- Respond to one or more of the following images:  
http://500px.com/photo/40533706
http://500px.com/photo/40519320
http://500px.com/photo/40524258

Using a collection of five nature-inspired memoirs, students completed the following assignment:

1) Read and annotate the collected nature memoirs, looking specifically for the intersection of the human and other-than-human worlds. 
2) Write: 
  a. 1 summary,
  b. 1 creative response, and 
  c. 1 found poem using three or more of the nature memoirs. 

Exit ticket: Describe the state of being the "transparent eyeball."

Homework:
Work on final submissions.
Catch up on missing work!

July 15th, 2013

7/15/13

In Class:
Journal--  Respond to the following quote: "Forget not that the earth delights to feel your bare feet, and the winds long to play with your hair." - Khalil Gibran

Read and discussed "At the River Clarion" by Mary Oliver, particularly focusing on the Transcendentalist conception of (G/g)od in nature.

Independently, students worked on the following activities:
* Read "Swans" by Mary Oliver and write a creative response (poem, short story, etc.).
* Catch up on missing work.
* Work on final projects.

Exit ticket: Describe a non-human living creature you encountered this weekend.

Homework:
Catch up on missing work.
Work on your final project.

July 10th, 2013

7/10/13

In Class:
Nature excursion to Mt. Sanitas trail base to do species-focused nature writing.

Introduced final project (see separate post).

Exit ticket: Name one new thing you've learned (academic or otherwise) in the last week.

Homework:
Revise and polish your species-focused nature writing; the piece and the graphic organizer are due on Monday.

Final Project -- Nature Writing

Nature Writing – Final Project

Due July 24^th, 2013 at 3:00 PM

In order to demonstrate your developing relationship with the natural world and proficiency with nature writing, you will expand, revise, and develop a collection of your eco-writing to submit to the Boulder Prep field guide.

Assignment:

Your task in this project is to prepare six nature writing pieces to the standard of a publishable field guide. This process will involve several steps:

1)    Identify and collect six strong drafts you have written.
(Depending on how many assignments you have completed, you may need to write more.)

2)    Expand and revise these drafts: add more detail and description; make stronger connections; incorporate intersections with the human world; draw out thematic meaning within your writing.
(You should complete this step once at the very least. Better writing pieces require more drafts.)

3)    Ask a peer, teacher, family member, or other responsible person to read and critique your drafts. Use feedback to re-shape and improve your writing.

4)    Polish your drafts: edit and correct grammar/mechanical errors, type, and format.

For your six submissions, you may use writing of whichever styles you want, including: ecopoetry, species-focused nature writing, non-fiction nature prose, short fiction, reflective writing, landscape description, responses to other nature writing, etc.

Additionally, to demonstrate your writing process, you must include at least one previous draft of each piece. The more drafts you include, the more clear it will be that you have engaged the iterative process of writing; no one gets it right the first time, and no piece of writing is ever really “finished.”

Tips for success on this project:

·      Start early. Start now. The quality of your ‘final’ drafts will directly correlate to the amount of time you dedicate to this project.

·      Ask questions and find support. Whether you come to me, your peers, other teachers, your family, or any other responsible person, you should not—and cannot—do this right all by yourself.

·      Consider all your options: if you draw from a large pool of your own writing, you will more easily find the writing with genuine potential.

July 8th, 2013

7/8/13

In Class:
Journal (after reading 'Tenacity of Life' from H.D. Thoreau's Journals)--  Do you agree with Thoreau's statement about living creatures? Why do you think he believes in this notion?

As a class, reviewed and analyzed "For the Lobaria, Usnea, Witch’s Hair, Map Lichen, Ground Lichen, Shield Lichen" and "Witchgrass" as species-focused nature writing using the following questions:
   * Pull up Wiki for background information/extra resources 
   * What species is the subject of this piece? 
   * What message is the author trying to convey about the species and its place in the world? 
   * What characteristics, symbolic purpose, and behaviors of the species help the author convey that message? 
   * Where do you see the intersection of the human and other-than- human worlds? What does that intersection imply about the Earth as a whole? 

Independently, each student read either 1) 'White-Headed Eagle' by John James Audobon, 2) 'Galapagos Tortoise' by Charles Darwin, or 3) 'Loon' by Henry David Thoreau, then analyzing and answering the above questions.
 


Next, each student chose one of the following species (which we will see on Wednesday) to research for species-focused nature writing:
- Prickly pear cactus       - Yucca
- Morning glory               - Prickly rose
- Sage                             - Hemlock
- Penstemon                   - Purple locoweed
- Plains cottonweed        - Ponderosa pine
- Creeping thistles          - Chicory

With chosen species, students began researching using the graphic organizer to the left.

Exit ticket: What time do you need to be in class on Wednesday?


Homework:
Finish graphic organizer for species research.
Excursion on Wednesday!

July 3rd, 2013

7/3/13

In Class:

Journal-- Use descriptive imagery to describe this setting and reflect on its meaning; infer the four senses other than sight.

As a class, we read “The Lake Isle of Innisfree” by W.B. Yeats and discuss the use of imagery, especially language that inherently creates imagery, e.g., “lake water lapping.” 

 Independently, students worked on the following asssignments:
* Read “The Third Planet: Operating Instructions” by David Brower. 
* Write either a one-paragraph summary and response or a creative response inspired by "The Third Planet."
* Choose two of the prompts on the handout “Natural World Creative Writing Prompts” and complete two writing pieces.
* Review and complete missing assignments.


Exit Ticket: Name one thing you are proud of.

Homework:
Complete and polish the pieces you started today.

July 1st, 2013

7/1/13

In Class:
Journal--  What responsibility do humans have to preserve the other-than-human world?

Reviewed and annotated Country Diary articles to examine the use of imagery.
       imagery: the use of language that appeals to any and all of the five senses.
Imagery is controlled by specific and deliberate diction--e.g., "beasted" in "Could the psychedelic blueness..." or "mellow and gentle" in "Sounds of summer..."
       diction: the choice and use of words.

Practiced using deliberate and specific imagery outdoors using sensory stimulants, including the surrounding environment, lemon juice, broccoli, and candy.

With remaining time, students worked on the following assignments:
* Write a piece (poetry, short fiction, anything) based on today's imagery activity that appeals to all five senses.
* Revise and polish a piece from last week's excursion.

Exit ticket: Name one place you consider 'home.'

Homework:
Finish the imagery piece you began today.

June 26th, 2013

6/26/13

In Class:
Nature excursion to Davidson Mesa Overlook, focusing on the following guiding questions:
- What do you [see, hear, smell, feel, taste] around you? -- small scale to large scale
- Where do you see the human and other-than-human world intersect? What does this say?
- How does this fit into "the big picture"?
- What is your role in all of this?

Journal: What is the benefit of nature excursions?

Exit ticket: Describe one thing you remember from the Country Diary excerpts.

Homework:
Polish a piece from today to turn in on Monday.

June 24th, 2013

6/24/13

In Class:
Journal--  Reflect on "Becoming a Redwood." How does this relate to Emerson's "Nature" excerpt that we read in class last week?


Reviewed the concept of solitude in "Nature," then discussed the lack of solitude in modern lifestyles using an excerpt of "Dwelling in Possibilities" by Mark Edmundson, an advertisement for a new cell phone, and the photograph to the right.  Established the necessity of focus and awareness through solitude in nature.

In front of the school, each student practiced artificial solitude by focusing on a singular object and writing about it for an extended period.


Independently, each student read and annotated selected works from "Country Diary," trying to identify what makes the selections good examples of nature writing. What techniques does the author use to help the reader experience the subject? How do you think the writer achieved the insight into the other-than-human world? How does the author show the interactions between the human and other-than-human-world?

Exit ticket: How can you achieve the "spirit of infancy"?

Homework:
Finish annotating and analyzing "Country Diary" selections.

June 19th, 2013

6/19/13

In Class:
Journal--  Tell a story using the following photograph as a setting: http://500px.com/photo/37928098?from=popular

Reviewed and discussed the excerpt of "Nature" by Ralph Waldo Emerson, particularly focusing on the concepts of solitude, the "spirit of infancy," and the "transparent eye-ball." What strategies can we draw from Emerson in order to tune our inner and outer senses with the natural world?

Notes on the different types of Eco-Writing:

First nature excursion: Twin Lakes.

Homework:
Revise and polish something you wrote on our excursion to turn in on Monday.

June 17th, 2013

6/17/13

In Class:
Journal--  Respond to the following quote about nature: "When we try to pick out anything by itself we find that it is bound fast by a thousand invisible cords that cannot be broken, to everything in the universe." - John Muir

Discussed the interconnectivity of the human and other-than-human world as framed by nature writing.

Reviewed course syllabus (see separate post) and class expectations.

Exit ticket: When did you most recently spend a significant amount of time with nature?

Homework:
Read excerpt of "Nature" by Ralph Waldo Emerson--prepare to discuss on Wednesday.

Course Syllabus -- Nature Writing

Nature Writing

June 17th – July 24^th, 2013

MW 11:10 - 12:40, Room 1

http://boulderprepnaturewriting.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

Course Texts

The vast majority of course texts will be provided in handouts; a folder, binder, or other organizational system will be necessary.

The following blog will also serve as a resource for disseminating materials and texts: 

http://boulderprepnaturewriting.blogspot.com/

Course Description

The aim of this course is to provide students a broader and more intimate relationship with the natural environment while they simultaneously cultivate literacy skills. By reading models of established nature writing and using frequent opportunities to write, we will enhance our understanding of the natural world and our interconnected role in it.

Learning Outcomes and Essential Questions

During this course, students will develop the ability to…

·       critically read and discuss the writing of established authors.

·       identify and apply strategies and techniques for writing about nature.

·       describe and explore the role and responsibilities of humans in the natural world.

·       compose unique and relevant nature writing in a variety of styles and media.

We will aim to explore—perhaps even answer—some of the following questions:

·       As simultaneous members of both contemporary society and also the natural world, what role do we play as ‘nature writers’?

·       How are the man-made world and the natural world interconnected?

·       Why do humans separate from the natural world, and how do we re-establish connections?

·       What techniques do strong nature writers use to create their art?

Outcomes Assessment

The following assignments will be used to assess students’ progress toward learning outcomes: participation & attendance (graded daily); daily journal entries (graded once per block); in-class and out-of-class assignments; nature excursions; and final contributions to the Boulder Prep field guide. Additionally, other artistic or academic assignments will be collected and assessed when the instructor sees appropriate.

Classroom Policy – Grading, Attendance, and Comportment

Grades for Nature Writing will be calculated on a points-based scale; i.e., each assignment, including long-term projects and daily participation grades, will be valued at a certain number of points possible. Over the 6-week course, points possible will amount to roughly 900-1100 points. At any time, a student may request his or her grade, and I will do my best to provide a response in a timely fashion.

Extra credit will not be provided, barring unforeseen, extenuating circumstances; therefore, students are expected to complete each and every assignment to the best of their respective abilities. Opportunity for success will not be withheld: each student will have the chance to excel, in terms of grades and personal growth. However, the burden lies upon the student to optimize these opportunities.

Students should attend all classes as possible. There will be only 12 sessions Nature Writing; each absence is detrimental to learning potential. I will not deduct points for absences, whether they are excused or unexcused. However, students are always responsible for information, work, and cumulative assignments which they miss when absent: missing multiple classes will unforgivingly hinder a student’s academic success. If a student misses class, I advise visiting the course blog – http://boulderprepnaturewriting.blogspot.com/— to see what she or he missed and what she or he needs in order to catch up. If you know in advance that you will miss a class, please consult with me beforehand.

Students are expected to arrive to class on time. This means that each student should be sitting at a desk with all necessary materials, including any assigned reading for the class, ready to begin working at 11:10. This does not mean walking from the Commons to the classroom at 11:10; this does not mean arriving at 11:09 and leaving to use the bathroom until 11:15. In regards to breaks: there will be no out-of-class breaks. You should think of yourselves as adults during this class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be out of the classroom at any given time.

My classroom is a place for personal growth, be it intellectual, emotional, or otherwise. I expect all students to help me maintain an environment conducive to such growth. All students are entitled to the right to improve and evolve, and no person should infringe upon this right in any manner. My classroom will be a safe and respectful environment for my students to exercise their right to learn.

Course Specific Grades:

Daily participation – 10 pts. / day

Daily journal entries – 120 pts.

Excursions – 200 pts.

General assignments – approx. 200 pts.

Final FG contributions – 300 pts.

                  * see particular assignment sheets for specific breakdown and expectations

Academic Honesty

Plagiarism and cheating, whether intentional or unintentional, shall not be tolerated. Every student is expected to follow any and all codes of academic honesty endorsed by Boulder Preparatory High School.

Electronic Devices

In order to facilitate the development of a respectful and focused classroom environment, students are asked to refrain from the use of cell phones and other unnecessary and/or distracting devices during class time. When you are in class, regardless of the nature of the activity, your cell phone should be put away, your music device shut off, and any other devices out of sight. Devices that seem to be distracting any student will be impounded for the remainder of the period.

Materials Needed

Please bring these things to class every day:

Writing materials (pen/pencil, paper)

Course texts (handouts, assignments, etc.)

Writing journal

Binder, folder, or other organizational system for hand-out readings

Dress comfortably for days on which outings are planned (closed-toed shoes, appropriate clothes, etc.)

Approximate Schedule of Study and Curriculum

This schedule is a rough estimate and is subject to change.

Week one (6/17 - 6/20) –	Introduction to Nature Writing
Week two (6/24 - 6/27) –	Use of Language – Diction, Figurative Language, Imagery
Week three (7/1 - 7/4) –	Nonfiction Nature Writing
Week four (7/8 - 7/11) –	Nature Poetry
Week five (7/15 - 7/18) –	Humans and the Environment
Week six (7/22 - 7/25) –	Final submission preparation

Miscellaneous

I reserve the right to amend or alter this syllabus; please note that any changes are made in an effort to create the best possible academic environment. I will notify students of any such changes as promptly as possible.

I wholeheartedly welcome feedback. Please do not hesitate to provide response to my teaching practices, assignments, etc.—but please provide this feedback while class is not in session.

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[Please detach and return this section.]

I, _______________________________, hereby acknowledge that I have received and reviewed this

(print name)

syllabus. Any questions or concerns that have arisen have been addressed adequately.

I recognize that I am a student: I am capable of anything I encounter in this course, though it may be challenging—and it should be challenging. I will not state that I “can’t” do something, but that I “can’t yet.” I will ask for help when I need it, whether assistance is from Shane, from my peers, or from another responsible individual.

I will contribute to a classroom environment which is healthy, fun, welcoming, intellectual, emotional, and safe, among other things.

I will respect everyone’s educational opportunities; I will respect our building; I will respect my peers’ and instructors’ belongings; I will respect everyone’s right to make amends.

I will be the best person—intellectually, socially, and otherwise—that I can be.

_____________________________________                                                                                        __________________

    (signature)                                                                                                                                                   (date)

Welcome!

Welcome to Nature Writing!

Block V, 2012-13 -- June 17th through July 25th

This site will serve as a log of class reading, select notes, assignments, dates, and a hodge-podge of other important information. Each class period and major assignments will be documented here.