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.

_____________________________________                                                                                        __________________

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