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Tuesday, March 10, 2015

03.10 - Reading and Logs

We started today's class by looking at and evaluating a reading log that responds to one of the prompts used with our Into the Wild logs (see handouts). Everyone had a chance to read, assess, and critique this log and then we came together as a class and had everyone rate the log in a four corners activity. We rent around to each group and heard how and why they assessed the log as they did.

I then explained how I would assess the log (just below a 92, it focuses more on the readers perspectives than Goodall's, but does use and discuss quotes). Following this, everyone had time to work on their reading (up to page 24) and complete a reading log. While everyone was working on this, I met with people individually to discuss the goals that they created in class yesterday.

We used the last ten minutes of the class to discuss people's impressions of the book so far (see the section 01 questions in this presentation to get a sense of our discussion).

Submitted Today:
Grizzly Man viewing notes
these assignments may have also been handed in previously, today was just the official collection

Sample reading log critique


Handouts:
Sample reading log


Homework:

If you did not do so in class, complete your first log for Into the Wild for tomorrow.
Into the Wild Reading Logs

Read to page 46 in Into the Wild.
Into the Wild Reading Schedule

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Monday, March 9, 2015

03.09 - Into the Wild

In today's class we did a reflection activity around academic habits and the preparedness slips that students have been completing when they don't have an assignment. We reviewed the reflection (see handouts below) and discussed how to respond to the various questions on the front of the sheet. Everyone then had time to respond to these questions. 

 Following this, I handed out the "not prepared for class" slips that I have collected from people so far and they used in reflection to create a goal for their academic work in the next quarter.

 Next, I introduced the text we will be reading as we continue our work with civic action and exploration of the relationship people have to nature. The book we will be reading with this is Into the Wild by Jon Krakauer. I handed out reading schedules and reading log information (see handouts) which we reviewed in class. Everyone also received a copy of the book and signed it out in class. 

 We used the last ten minutes of class to begin reading the book with everyone recording the page on which they ended. We will use this to help with pacing and planning logs.
Handouts:



Homework:

Read to page 24 in Into the Wild.
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Friday, March 6, 2015

03.06 - Grizzly Man Socratic Seminar

At the beginning of class today, we reviewed the context and purpose of Timothy Treadwell's work with grizzly bears (working in Katmai national park, educating people about grizzly bears to protect them). We then finished watching the last fifteen minutes of Grizzly Man.

Following the film, those people who had completed their prep sheets had a Socratic seminar discussion on the movie. At the end of this discussion the listening group discussed what they found to be interesting for ideas and perspectives from the discussion.

Submitted Today:

Homework:

If you did not do so in class, finish responding to the Socratic seminar prompt. 

Revisions:
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Thursday, March 5, 2015

03.05 - Grizzly Man Analysis

I was attending an AVEC Young Writer's conference with several students today so the work done is class was facilitated by a substitute.

Today in class, everyone was using their notes from Grizzly Man on the two parts of our work. The first part involved two writing prompts and the second focused on preparing for a Socratic seminar that we will have tomorrow. What is not done in class will need to be finished for homework.

People were only completing the “Preparing for the Discussion” section on the Socratic seminar sheet (we will address the other two sections tomorrow).

Everyone was working independently on both of these assignments (our work tomorrow with the discussion will be collaborative).

Handouts:

Homework:

If you did not do so in class, finish responding to the writing prompts for Grizzly Man.

If you did not do so in class, finish the Socratic seminar prep sheet for Grizzly Man.

Revisions:
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Wednesday, March 4, 2015

03.04 - Grizzly Man (cont'd)

Today, we continued watching Grizzly Man in which Timothy Treadwell studies grizzly bears in Alaska in much the same way Jane Goodall studied chimpanzees in Africa, by staying near them until they became used to her and then observing them.

While watching the movie, everyone completed notes on the film (see handouts below).

Handouts:
Grizzly Man viewing notes

If you were not in class: you can start reading the article from Vanity Fair (below) about Treadwell and take notes from it using the viewing sheet.

Vanity Fair Article on Treadwell

Homework:

Identify and discuss the significance of the notes you took today on the Grizzly Man movie.

Revisions:
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Tuesday, March 3, 2015

03.03 - Grizzly Man

We started today's class by responding to the following prompt question:

What would "living like chimpanzees" mean and would you like that lifestyle?

After everyone had a chance to respond to this prompt, we discussed the various responses that people had come up with. In general, people felt that to live like a chimpanzee would be to live simply, but in luxury. Chimpanzees do not do much, but there isn't a lot they want either. They search for food and spend time together.

We talked about how free time and relaxed living is one kind of luxury while there are other luxuries (books, internet, air conditioning, a bed that has a mattress) that require people to work for them.

Next, we began watching Grizzly Man in which Timothy Treadwell studies grizzly bears in Alaska in much the same way Jane Goodall studied chimpanzees in Africa, by staying near them until they became used to her and then observing them.

While watching the movie, everyone completed notes on the film (see handouts below).

Handouts:
Grizzly Man viewing notes

 If you were not in class: you can start reading the article from Vanity Fair (below) about Treadwell and take notes from it using the viewing sheet.

Vanity Fair Article on Treadwell

Homework:

Identify and discuss the significance of the notes you took today on the Grizzly Man movie.

Revisions:
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Monday, March 2, 2015

03.02 - Revisions and Grade Reports

We started class today by reviewing notes and feedback that Ms. Gervais' class took on our debate of marijuana legalization. We took time to discuss and reflect on this feedback in class. Next, I handed out grade report sheets and a couple people helped me to return work. 

The assignments that were returned today were the concentric circles discussion reflection and the processing questions for "Living Like Weasels". I reviewed the overall class performance and discussed what people could do to improve their responses. Everyone then had time to work on these assignments and to check in with me with any questions about their grades or class progress.

At the end of class, I introduced the Socratic seminar discussion format that we will be using to discuss the movie Grizzly Man which we will start watching in class tomorrow (people should complete permission slips for this film tomorrow).

Submitted Today:

Handouts:

Homework:
Have the permission slip for Grizzly Man completed and ready to turn in for tomorrow.

Revisions:
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