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Da Vinci Climate Survey

Kim's Self Help Survey :)

seminar survey:

Course Overview:
My disclaimer: I will not teach you anything in this course. I will challenge your perception of yourself as a reader, writer and thinker. I will push you to do those things better, with more clarity and purpose. But, I will do it with the acknowledgment that you will only learn what you choose to learn. Teaching and learning begins and ends with you.
We start today.
· The following supplies are required:
· One notebook/folder/binder (your choice) for notes and readings (there are many)
· Pens – you can never have enough pens (within reason)
· Pencils for multiple choice (w/ mini-sharpener)
· Composition Book (2)
· Ink for your printer – think of it like a roll of toilet paper, or a light bulb. Would you ever just have one in the house?
Attendance: Please follow the school policies for attendance.
Conduct: As young adults, I expect you to behave respectfully towards others. Since we are focusing so intently on argument and strategies of argument, heated words surrounding controversial topics might be exchanged periodically. You will treat everyone in the room with respect at all times. Rudeness is not tolerated.
Class Participation: Class participation includes proper citizenship, answering questions in class and on the class discussion board, completing class assignments, bringing all materials to class, and most importantly, listening when others contribute.
Homework: Homework will be assigned nightly. It will include reading, note-taking, and reader responses. It will be checked or collected at my discretion and at random. Expect to read anywhere from 15-50 pages per night, so budget your time accordingly. You will receive two late homework passes per unit. Please use them wisely. Late homework is not accepted without a pass.
Message Board:
All students are required to be active members on the class discussion forum.
Academic Honesty
Any academic dishonesty, which includes plagiarism, homework sharing, and note sharing for outside reading/synthesis, will result in severe penalties in accordance with the school plagiarism policy. Please be clear: any form of homework, note, or source sharing is forbidden.
Quizzes/Tests: Quizzes will be unannounced or planned, and are usually based on nightly readings or grammar. Tests will always be announced at least one week in advance.
Outside Reading: Each unit has an accompanying outside reading component. Research is a vital component of this course. Outside readings and research will be used to compile editorials and complete rhetoric precis. More information will be available during each unit.
Major Assignments: Writing is a fundamental skill that is a huge part of this course. All writing you turn in should be your own work. All major assignments should be turned in on time. All work/projects, such as speeches, journals, and major projects, will not be accepted late under any circumstances. Proper time management is necessary to complete all assignments.
Special circumstances: As we all know, special circumstances occasionally arise that prevent us from accomplishing what we normally would. If you have a special circumstance that you need to discuss with me, please do so privately and on your own time (after school or during office hours). I am always willing to make time to listen. The beginning, duration, and end of class are never the appropriate times to discuss special circumstances. All students will receive TWO free passes to turn in an assignment late. Please use wisely. Passes are not good for group assignments, or assignments we are revising in class.
Thinking and activism:
It’s very easy on any given evening to commiserate with acquaintances at your local hangout about the sad state of affairs in the world, make broad assertions about the way things should be, and then return to the comforts of home only to forget those firebrand statements you were just professing as you realize that you have to do a load of laundry, you need to get lunch ready for the next day, and that big assignment that’s due soon is still waiting on your desk for your attention. Most people talk a good game, but pursuing positive action takes dedication and energy, not just fancy ideas and snazzy words.
The ability to think critically about issues and act effectively on ideas is crucial to positive, productive participation in local, national, and world communities. It’s vital to be involved, if you’re so inclined. If you are inclined, whatever your position may be―left or right, capitalist or communist, religious or secular, hawk or dove, pro- or anti-establishment, et cetera―it’s your responsibility to educate yourself and pursue action. However you choose to advance the ideas on whatever platform you stand―whether you start a revolution, carry a petition, write your congressman, or volunteer in your community―make sure you’re informed and make it count, because if you’re not part of the solution, you’re part of the problem.

WPA Outcomes Statement for First-Year Composition
United States Charters of Freedom
Student Rights Handbook
//The Oxford American Desk Dictionary and Thesaurus//, Oxford University Press
//A Pocket Style Manual//, 5th edition, Diana Hacker
//The Deluxe Transitive Vampire// and The New Well-Tempered Sentence, Karen Gordon
//A World of Ideas//, Chris Rohmann (You gotta get this book!)
Bloom’s Cognitive Taxonomy
Bloom’s Cognitive Taxonomy and Levels of Questioning
How to Prepare for a Revision Conference
How to Process a Text
How to Take and Review Notes
MLA templates
• Rhetorical Devices: Common Schemes and Tropes
General Practices:
These strategies and practices will be interspersed throughout the year as appropriate and may not be mentioned explicitly in this syllabus.

Reflective writing: Often done in your writing journal, this more personal work will ask you to reflect on your beliefs, ideas, and processes. The ideas are more important than spelling or grammar, and shared with your peers or the teacher only when you allow it to be, or it is determined ahead of time.

Writing to learn takes the form of notes, ideas jotted down based on discussion, or in response to questions in a text. This type of writing encourages you to put to paper words and ideas that may otherwise stay all jumbled up in your head. Many of us think we do a wonderful job of note taking. Historically, however, it is one of the most effective learning tools used least effectively. I will provide explicit instruction in note taking and will provide specific guidelines so we all improve in this essential skill for any college-bound student.

Writing to show understanding, or expository writing, explains or elaborates. This is what you do on an open response question or any test or assignment to show that you understand or can apply content.

On-demand writing asks you to use your best writing skills in a timed environment. Although you should have time to plan and re-read or edit your work, here you show how you can formulate an argument and communicate it clearly and effectively, using your best language skills, quickly. This type of writing is required on the AP Language and Composition exam.

Writing with multiple drafts represents essay writing which may be a culmination of many of the other types of writing. It will go through extensive peer and teacher conferencing as well as your own ever more vigilant revision process. The result should be “portfolio ready”. This writing will ultimately be judged using the standards set forth in the Analytical Scoring Guide.


Audience, purpose, strategy: Our course mantra, this guides all discussions of all types of literature. Who will read/see this? How has the author indicated his or her awareness of this? What is the purpose of the work? How can we tell? Which appeals does it use? How does its organizational pattern support the purpose? How do this diction, syntax and tone differ from other works? To what effect?

Bell-ringers will create a bridge between previous knowledge and the work of the day. We may write a reflective journal entry, employ an exercise from Voice Lessons (Nancy Dean) to focus on diction, detail, imagery, syntax or tone; or complete a revision exercise, using your work and focusing on the skills and ideas previously taught.

Reading journals are our way of interacting with the text. Each reading assignment requires a reading journal that will vary somewhat based upon the goals for that assignment. It also shows me that you have read deeply and completely and prepares you for class discussions and further work based on the text. See “Wrestling with the Text” for more information.

We will continually add to our vocabulary notebook, adding the specialized vocabulary of rhetoric as well as words from our reading. See above for more details.

The most common classroom strategy we use is “Think, Pair, Share” (Thoughtful Education). As a question is posed (in class, as homework, etc.) you will have time to reflect on an answer and then time to discuss it with a classmate before brining your ideas to the whole class. This works to build confidence in your responses and to create a community where everyone has a chance to participate. Each student answers at least one question each day. Only after students are called on will volunteers receive a chance.

We will engage is cooperative learning or “group work” often. Each member will have individual and group accountability and a specific role to play so this work remains fair and beneficial.

We will also employ task rotations (Thoughtful Education) which address multiple learning styles. You will have a chance to work in the styles most comfortable for you as well as in modes that challenge you in areas outside your natural proclivities. (Appendix C) These will appear as class work and as assessments

Comparing and contrasting styles, strategies, and our own writing, can help us bring into focus more complex elements of what we read and write. We will employ Thoughtful Education’s compare/contrast strategy that, most basically, asks us to analyze our subjects, define at least four criteria by which to compare, find evidence to explicate each element, and then to draw conclusions about what we have found. Finally, we will look at the “so what” of it all, synthesizing our analysis or using it to evaluate our subject. Compare and contrast criteria may be student or teacher designed. This may take the place of a standard assessment.

Culminating assessment will combine some or all of the preceding, and will include multiple choice and on-demand essay questions modeled on the AP exam as well as projects and presentations indented to synthesize our work.

Project Based Learning will use classroom projects, intended to encourage deeper learning of topics, as a mode for students to inquire, engage, and create based on issues and questions that are relevant to their lives. Students will use technology, and various methods on hands on learning to gain greater insight into topics.

Evaluation: Each unit or other natural grouping will include a time to evaluate your work, the process, and to make suggestions as to what we need to do next. I value your ideas and opinions. We will also do a more formal course evaluation after the final posting of grades each nine weeks.

Student Sign Up

To participate in an Edmodo group, create your own account. Here’s how to sign up:
Step 1: Visit and click on the student sign-up link.
Step 2: Enter the code provided by your teacher and complete the registration form.

Davincihumanities11The code to join the group is: 0ra0qf
You have created: DV Hum Honors The code to join the group is: 3ft8p4You can view and reset the code in the Settings box for the group.

History assessments:
American Pageant Link