summer school course catalog 2010

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HEART Academy - Home Educators Advancing the Kingdom of God & Restoring our children’s hearts for the Lord Together PSP: Jere and Crissi Allen, Founders, 650 Davenport Drive, San Jose, CA 95127, 408-712-4646

Class Site: Bayside Community Church, 1901 Cottle Avenue, San Jose, CA 95125, Email: [email protected] of 34

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Summer Classes 2010 Course Catalog

Upper and Lower Academy

mailto:[email protected]

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Summer Classes 2009

Day & Time

Class Name

Mentor-Teacher

Room

Cost

Wednesday

9:00-11:30

Get Fit in 6 weeks Migi Oey Fellowship

Hall

$120

Wednesday

9:00-11:30

Hip Hope & Jazz Summer Intensive (begins June 16

and ends July 21)

Jessica Allen Auditorium 1 $120

Wednesday

9:00-11:30

Conversational Spanish Rosi Adams Firesude $120

Wednesday

9:00-11:30

Reading Intensive Gail Efting 10 $120

Wednesday

9:00-11:30

Beginning & Intermediate Sewing Lesslie & Rhonda

Irwin

Room 11 $120

Wednesday

9:00-11:30

Math Mania Jere Allen Kidzone $69

Wednesday

9:00-11:30

Emotional & Spiritual Health Kara Lawman Small Chapel $120

Wednesday

9:00-11:30

Vocal Lessons or Piano Lessons (1/2 hour

individual lessons)

Jessica Allen Youth Room $135

Wednesday

9:00-11:30

The Bread Quest (a Bible Study and learning how to

bake bread)

Helene Lee Large

Kitchen

$120

Wednesday

12:00-2:30

Tae Kwon Do (1:45-2:30 pm only, 45 minutes only,

$69 for 6 weeks)

Jeff King Fellowship

Hall

$69

Wednesday

12:00-2:30

Vocal & Choreography Summer Intensive Jessica Allen Auditorium 1 $120

Wednesday

12:00-2:30

Beginning Painting Migi Oey Fireside $120

Wednesday

12:00-2:30

So You Want to be an Author? Gail Efting Room 10 $120

Wednesday

12:00-2:30

Beginning & Intermediate Guitar Class Chris Adams Room 11 $120

Wednesday

12:00-2:30

CEO Technology Marketing Jere Allen Kidzone $120

Wednesday

12:00-2:30

IEW Writing Intensive Cheryl Meng Small Chapel $120

Wednesday

12:00-2:30

Vocal Lessons or Piano Lessons Jessica Allen Youth Room $135

Wednesday

12:00-2:30

Scientific Secret Formulas Helene Lee Kitchen $120


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Course Catalog

Get Fit in 6 weeks! 9:00-11:30 am, Period 1

Course Title: Get Fit in 6 Weeks! Focus: This is a fun fitness class that will help build endurance and strength Mentor-Teacher: Migi Oey Course Length: 6 weeks, every Wednesday Type of Class: Group class through Heart Academy When: Wednesday, 9:00-11:30 am Fee payable to Migi Oey: $120 for six weeks, No price breaks if the family is on vacation. Credit Classification: Upper Academy Only, grades 7-12 Minimum & Maximum Class Size: 5+ Questions: Migi Oey, 408-687-7310 or [email protected] Course Description: This is a Fun fitness class that will help build endurance and strength. Accountability is vital to achieving

weight and fitness goals. Class time will focus on nutrition, stretching & yoga, building muscle, and increasing endurance.

Cardio exercises like walking; jogging, Kick-boxing and circuit training will be implemented weekly. Students are expected to

complete certain exercise during the week. Bring to class every day: Yoga mats, exercise wear and walking shoes, and water. If you already have hand weights, yoga balls

or cardio-step, please bring to class About Your Mentor-Teacher: See the end of this document Contacting the Teacher: The best way to contact Mrs. Oey is by emailing her at [email protected] or phoning her at 408

687-7310. Please use this number only for very short calls.

Hip-Hop/Jazz Summer Intensive – 9:00-11:30, Period 1

Main Focus: We will stretch, learn Hip-Hop/Jazz routines and have some fun! We will have a little performance at the end of the

session.

Mentor-Teacher: Jessica Allen

Grades: 3-8

Course Length: Six sessions,

Credit Classification: Performing Arts

Type of Class: Group Class through HEART Academy

Questions: Email Jessica Allen at [email protected]

Recommendation/Prerequisites: Likes to dance!

When: Wednesday, Hip-Hop 9:00-10:00 am, Jazz 10:15-11:15 am

Class Fee payable to Jessica Allen: 75$ for one class, $120 combined for six sessions

Minimum: 5 students





HEART Academy - Home Educators Advancing the kingdom of God & Restoring our children’s hearts for the Lord Together Jere and Crissi Allen, Founders, 650 Davenport Drive, San Jose, CA 95127, 408-712-4646


3/14/2010 12:36:55 PM

Course Description: Are you tired of raunchy dancing? Not sure what a dance studio will be teaching your child? In HEART

Academy‘s Hip-Hop/Jazz Intensive, we will be using fun and funky yet appropriate moves and music. During the first 20 minutes of

each class, we will be stretching and learning some across the floors. Then we will apply them by learning a fun Hip-Hop

Combination! After we learn our combo, we will take a 15-30 minute break to switch our minds to Jazz. We might take a walk or just

rest so if you would like, bring a snack. After the break, we will stretch again in more detail, go across the floor, maybe some bar

work, and then work on another JAZZ combo. All in all, your child will be learning 1-2 combos for the whole six weeks in EACH

class or 2-3 combos in all. Not only does dance teach you ―dancing‖ but also helps with fine motor skills, body language and over all

confidence.

Class Expectations: Students in the class are to treat their teachers and the peers with kindness and respect.

Handing in Assignments; Just be sure the practice during the week! The more you practice the more you can learn in that short

amount of time.

Bring to class every day: Wear clothes you can stretch and play in. No jewelry, or rhinestones on the shirts. NO JEANS OR

SKIRTS. Hair is to be pulled back in braids or ponytail.

Materials: Binder paper. If it helps, write down your steps during the break!

Grading and Assessment: If you would like to schedule a meeting with me,

I can meet with you individually and discuss your progress.

About Your Mentor-Teacher: See the end of this document.

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send Jessica Allen an e-mail at

[email protected] or call at (408) 712-8057 or my Home phone at (408) 251-8147

Assignments for the first week: Who is your favorite dancer? Bring a picture of them to the first day of class. Feel free to pick

someone from any genre of time! Is it Gene Kelly or Hawk from SYTYCD? Dance is always evolving so it is important to know the

variety of the ages.

Parents: Pssst! Adults and parents! Have you secretly wanted to learn some hip-hop or Jazz too? You know you have. This might

be the perfect opportunity to get some exercise and have some fun! I have had an adult student join my Jazz class before and she said

it was the perfect pace and she had tons of fun. Even if you don‘t want to perform at the end, feel free to join us!

Students: Come with a willing attitude to learn, have fun and try new things. ALWAYS ALWAYS ALWAYS ask questions! There

is no such thing as a stupid question because someone else in the class probably has the same question.

Conversational Spanish, 9:00 to 11:30, Period 1

Course Title: Conversational Spanish

Mentor-Teacher: Rosi Adams

Course Length: Six weeks

Type of Class: Group class through Heart Academy

When: Wednesdays, from 9:00 to 11:30 (June 23 to July 28, 2010)

Fee payable to Rosi Adams: $120 for six weeks, No price breaks if the family is on vacation.

Credit Classification: 7th grade and up, including adults.





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Material fee: $5.00 one time only

Minimum class: 2

Questions: : Rosi Adams [email protected] (Write Spanish class in the subject line please, otherwise I will delete it, thanks, )

you can call me at home (408)292-0872 or at my cell (408)230-1953.

Course Description: This Spanish class will take the student at the level he/she is at. Whatever level you are we can work with, either

for simple conversations, to get familiar with Spanish or to concentrate with a specific area you need help with. If you are new at

Spanish, we will concentrate in teaching you Spanish in a fun environment. The text will provide tools to extend your Spanish

vocabulary in order to eventually be able to speak and understand Spanish. We will be using different books, games, tapes and visuals

to enhance your learning process of Spanish. If you are already familiar with Spanish, I will provide you with the tools to be able to

meet Spanish speaking people and have friendly simple conversations, to introduce yourself and your family to others, to order a meal

in a restaurant, etc, to help you socialize and being able to communicate in Spanish. The students will learn basic vocabulary, work on

their pronunciation, and have the chance to practice during the classroom and enhance their conversational ability. This course is for

all ages. Depending on how many students and their level, we may be able to use your curriculum which you are already using at

school or work.

Required Texts: I have recorded a CD to supplement this book, no need to buy it with tape.

http://www.ubah.com/ecommerce/details.asp?sid=D0036&gid=18473905&title=First+1000+Span+with+Tape+%26++Workbook

&sqlwhere=+Titles%2EID+In+%28Select+ProductID+From+vCategoryGroupsItems+Where+CategoryID+%3D520%29 or

www.ubah.com in or you can borrow it from your Public Library

2. I will provide the conversations and their recording, as needed.

IF YOU ALREADY HAVE IT OR IF YOU CAN BORROW

IT ONLY. ISBN: 978-1-4000-2132-1 (1-4000-2132-4) Make sure it has these ISBN # please, otherwise you will be buying the wrong item.

http://www.amazon.com or http://usedmarketplace.borders.com/booksearch or borrow it from previous students.

Course Requirements: My commitment is to provide instruction and encouragement as you learn to speak Spanish.

At the end of the class I will announce the homework. I will send an email early next week, only to remind you of the assignment

for that week. Please read it at the beginning of every week and use it as a working guide. Once you have read the assignment email,

print it and store it in your binder for future reference.

Bring to class:

1. Your workbooks

2. Your homework

3. A binder to storage your homework and attachments I may email to you

4. pencil

5. pen

6. lined paper

7. Zippered pocket for pencils, erasers, Vocabulary CD‗s, etc.

Assignment Criteria: Assignments are given weekly. You will have to study daily if possible in order for you to learn to speak

Spanish. Your work will include, reading, memorizing and listening to your CDs to educate your hearing to the Spanish sounds.

Attendance: Your attendance in class will give you the information, discussion and guidance you will need to really take full

advantage of your work at home.



http://www.ubah.com/

http://www.amazon.com/

http://usedmarketplace.borders.com/booksearch



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Spanish Workload (what to expect)

• Vocabulary Words and conversations – Memorization, memorization, memorization.

• Willingness to speak during class time in order for me to see your progress

Spanish for the First Week: I will send an email for homework when I know who the students are and their knowledge so far with

Spanish.

Classroom Expectations: WILLING HEART & MIND – a willing heart & mind to learn will prepare you for a lifetime of learning.-LISTEN ACTIVELY –

you can‗t learn anything without listening to others.

COME PREPARED – have materials with you with your assignments finished.

About your teacher: See the end of this document.

Contacting the Teacher: Please contact Mrs. Adams if there are any questions during the year. The best way to contact Mrs. Adams is

via email at [email protected]. The next best way is by phone (408)292-0872 or if urgent (408) 230-1953

Teacher Assistant Position Available: Depends on the size of the group.

Summer Reading Intensive – 9:00-11:30 pm, Period 1

Course Title: Summer Reading Intensive

Mentor-Teacher: Gail Efting

Course Length: 6 weeks


When: Wednesday, 9:00 to 11:30 am

Cost: $120 for six weeks, No price breaks if the family is on vacation.

Credit Classification: Upper Academy younger students with permission, only

Material Fee: none

Minimum & Maximum Class Size: No Minimum, Maximum – 18 students

Questions: Email Gail Efting [email protected]

Credit: High School Literature or English – one semester (with additional reading through the summer). This course can be taken for

Honors credit.

Prerequisite: None

Course Description: High School and College English work requires the ability to read well, not just in terms of comprehension or

recognition of vocabulary, but also, inspectionally, analytically, and syntopically. Often these additional forms of reading, and their

appropriate usage, are not directly taught.

This course is designed to help students work through How to Read a Book, practicing the skills and developing the habits which

empower the students to read effectively, while training the students in discernment, so that they can know which reading type is

appropriate to each assignment or endeavor. Students who participate develop a strong foundation for proficiency in all types of

reading necessary for college and adult life. This class will prepare them to understand and enjoy the great writings of any era in

history they will be studying at HEART or elsewhere.

Instruction will be provided in the underlying theories, specific practices, habits to build and analysis methodology, as well as lots of

practice in class. Critiques explain successes and delineate problems needing further work. Integral to this format is a substantial






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meta-cognitive dialogue between the teacher and other students about reading, in class, and ongoing peer discussion, in response to

student questions and observations.

Sentence level issues of grammar are not the main focus of instruction, but students who require assistance in this area will receive it,

as time allows. The teacher will help students understand that familiarity with conventions of standard written English are part of what

marks a careful, learned reader.

This level focuses on types of thoughtful reading and analysis. Students discover the correlation between experience, ideas and point

of view. They learn that good reading includes finding thematic patterns and insightful connections as they develop their reading

skills.

Honors credit: Honors credit s available for this class. Honors courses are generally valued more highly in transcript GPA

calculations because they are more demanding. If your student completes work at honors levels we can help you with your

assessment and grade calculations. Students who request honors work will be held to a higher standard, both in terms of the level of

effort in class and the depth of thoughtful analysis in commentaries and other submissions. As the teacher of record, the parent can

expect to discuss the ideas and materials we cover in class, with your student at home. Please let Gail Efting know, immediately, if

you will be doing honors work.

Course Content: Summer Reading Intensive 2010-2011, will focus on application of critical thinking skills to continued development

of the four levels of reading well.

If your student is not yet in Junior High School, this class might still be appropriate for him/her, since this class is reading, thinking,

and discussion based. Contact Gail Efting for more information. This course is designed to fulfill prerequisite requirements for

Introduction to the Classics – Ancient Literature, 2010 – 2011.

Course Requirements: My commitment is to provide instruction and encouragement to you. I will be available to help you develop

skills in accurate observation and analysis, and in communication - both written and verbal. I will also provide material and training

which will be beneficial in critical thinking and discernment as well as specific information which will be practically useful in more

advanced High School and College courses.

An assignment sheet will be made available every week. It is designed as a communication device for you, to clarify your weekly

work process and help you focus on some of the issues we are discussing in class. Please read it at the beginning of every week and

use it as a working guide. Once you have read the assignment sheet, please discuss it with your parent(s) and use it as a foundation of

your weekly work together. Store each assignment sheet in your binder for future reference.

The commitment requested of each student is to be in class ready to start on time for every session, to submit required paperwork

on time, to come to class with assignments completed appropriately, prepared to observe, listen, learn, think, participate, and

contribute at his/her BEST ―as unto the Lord‖. This class requires extensive thought and work. Students will get out of the class what

they put into the class, no less, no more.

The commitment requested of each parent is to participate with your student in class at HEART whenever possible and maintain an

interactive relationship with them around the process. Parent involvement in the classes on Fridays, discussion at home, and personal

evaluation of students' work are very important to maintain the parent / student bond, encourage integration of the learning process

between HEART classes and home, and allow the students to see you as their primary counsel and guide. This is a priority to us, as

our purpose is to partner with you, not to replace you.

Attendance: This class uses intensive discussion as a principle tenant of the learning process. Your attendance in class will give you

the information, discussion, and guidance you will need to really take full advantage of your work at home. Every class or assignment




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you miss will make the learning process more cumbersome for you. If you have scheduled to miss a class for any reason, please let us

know as soon as YOU know, so that we have time to prepare support material for you, for the class you will be missing. Courtesy

mandates communication.

Class Expectations: Real learning is exciting, stimulating and tremendously interesting. It has intrinsic rewards of discovery, growth

and realization. Every student should feel free to embrace the joy of learning without distraction. In this class, students are

encouraged to put in the effort to take every thought captive to obedience in Jesus Christ, ready to give an answer with gentleness and

respect, considering one another ahead of themselves. Nothing will be permitted in the classroom which distracts students from the

thrilling process of learning.

All students should come to class ready to be attentive, courteous, interactive and teachable.

Assignment Criteria: Assignments are given weekly. However, in order to give you the flexibility which is so important to the

homeschool experience, I will adjust your assignments to match your summer schedule. Please let me know at the beginning of the

class what scheduling needs to be changed for your student.

It is the student‘s responsibility to make specific time commitments for submission of projects, and to manage time and activities

properly in order to keep those commitments, completing assignments thoughtfully and with excellence. Some of these processes take

practice and may be difficult at first. However, with perseverance they will become automatic and valuable skills. I will be there to

guide you through this process. Some work will be due weekly, and reading will be necessary almost every day to absorb and solidify

the habits we are building.

Growth in life is based, to a large degree, on perseverance. Because of the nature of student centered teaching, students will get just as

much benefit (guidance, feedback, help and growth) as they contribute of their own effort to the learning process. It‘s that simple.

For example, if you want to be an excellent reader, and are willing to review your observations say, eight or ten times, I will continue

to work with you to improve your discernment and skill in that area and give constructive feedback and guidance on your

observations, eight or ten times. Basically, you get the benefit of a skilled mentor to help you move toward your objectives in

proportion to your own perseverance and use of available resources.

Materials: READING INTENSIVE NOTE BOOK (please bring every week)

Binder 8 ½ X 11, at least 1 inch deep, with front and back page protectors on the outside

College ruled paper

Notebook dividers (at least 6) including sections labeled;

Assignment Sheets

(empty until given)

New Words and Definitions

(college ruled paper)

Notes

(college ruled paper)

Book Research Materials

(empty until procured)

Written Analysis / Feedback

(empty until received)

Portable hole punch (these fit onto the binder posts)

ZIP POCKET which fits into the binder, containing

Colored pencils (at least 8 colors)

Erasable pens (blue or black), at least 4




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Large eraser

You will never have your notebook examined by the teacher in this class, but you WILL be required to quickly locate specific

documentation or information in it, so put it together in such a way that you can find things FAST. You may put them together in any

way that works best for YOU. Remember, you are accountable for how USABLE your binder is for YOU.

Workload: All classes taught by Gail Efting are student and family centered. You, as teacher of record, determine whether your

student will be working at middle, high school, or honors levels.

If your student is working at high school levels, there are several ways to determine workload, based on how you plan to calculate

high school course credit. Determination before the class begins, of the method to be used, makes the workload planning and record

keeping process much easier. Feel free to discuss this with Gail Efting at any time.

One relatively easy method of valuation is based on the number of hours of coursework completed in the year. Generally, 5 hours of

work per week for 16 weeks is measured as 5 HS credits per year. Honors work, of course, will require more time and effort. If you

choose to use this method, it will be helpful to you to keep track of hours spent. An Academic Hour Check–off Sheet is available at

the end of the course catalogue.

Grading and Assessment: HEART Academy‘s function as a Co-op (not a school) precludes Mentor-Teachers from assigning grades.

Since we only experience your students‘ participation one day out of five, we really cannot fairly evaluate all of their attitudes,

challenges or efforts. The ultimate decisions about grades rest with you, the teacher of record.

We do want to do everything we can to assist you in this endeavor. Upon registration in this class, Gail Efting will be contacting you

to set up a time to meet, to discuss your goals and desires in this area, and to assist you in planning the evaluation process. She will be

available to parents through the year, as needed, to assist you in evaluating performance against priorities, answer questions, or simply

be a sounding board for discussion. Our goal is to support and mentor you as you have need in the homeschooling process, including

helping you get comfortable with the appropriate assignment of grades.

A teacher created evaluation will be provided for every student, which may be used as record of accomplishment for students planning

to attend college, and to facilitate your efforts in ascertaining grades for your report cards. All evaluations have the number of

assignments completed, a description of challenges and accomplishments, a review of analysis style and participation, and

recommendations for future work. The student name and course, date of completion, and Mentor-Teacher signature are also included.

Curriculum

REQUIRED:

How to Read a Book, Adler, Van Doren

Reading Between the Lines, Veith

Additional original works, as assigned

Honors Text:

How to Read Slowly, Sire

Recommended Reference:




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The Little, Brown Compact Handbook

About Your Mentor-Teacher

Contacting the Teacher: The best way to contact ? is via email ?. The next best way is by phone at ? or in case of immediate need,

by cell phone at ?. Please use this number only for very short calls.

Assignments for the first week: As soon as you read through this Info Sheet, IMMEDIATELY send Gail Efting an e-mail (the

address is listed above). In the subject line enter ―SRI‖ and your name. In the body of the e-mail, in a well written paragraph,

describe a book which interests you or about which you are curious. Tell me; 1) what it is and who wrote it, 2) why you are interested

in this book and, 3) whether you have read the book being described.

Send me this e-mail no later than June 12th. If you have any questions about this assignment, feel free to call or send a note.

Make sure that you have your Reading Intensive Notebook put together (see above, frontal page follows) and that everything listed is

in it and easy to find. Fill out the Student Info Sheet and put it in your binder, for the first day of class.

Make sure that you have ALL of the required texts, ready to go. Bring all of these books with you to the first class.

Read through the Preface of How to Read a Book

Beginning Sewing & Intermediate Sewing, 9:00-11:30, Period 1

Course Title: Beginning Sewing

Mentor-Teacher: Leslie Irwin & Rhonda Irwin

Course Length: 5 weeks, summer session (No class 7/21)


When: Wednesdays June 23rd

– July 28, 2010 (No class 7/21)

Cost: $100

Lab Fee: $15 one time only

Minimum & Maximum Class Size: Minimum 5, Maximum 10

Questions: Leslie & Rhonda Irwin, [email protected] (408) 243-4352

Prerequisite: Age 7+. The recommended starting age for more advanced projects is starting at 12 years old, however, each child is

different so, the age is a rough guideline. If you are just starting sewing lessons, beginning project lesson levels are required before

starting more advanced projects, regardless of age.

Other Prerequisite: Provide your own machine and manual. Purchase fabric, thread, notions and pillow form as listed. Bring needles, pin cushion,

scissors, pins, & seam ripper to class.

Course Description: Basic hand sewing and beginning machine skills.

Topics to Be Covered:

Skills: hemming (folding and ironing a hem), slip-stitch, button application, sewing on a machine (parts of a machine, threading a

machine, filling a bobbin, stitching paper designs, and stitching on fabric), measuring oneself for pattern size and reading pattern

envelopes.





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Class Expectations:

Expect to construct some creative projects through the art of sewing. Projects may include: pillow, tote bag, fleece blanket, book

cover, needle holder, skirt, pajama pants.

Bring to class every day:

Sewing machine, fabric, thread, notions and pillow form as listed. Bring needles, pin cushion, scissors, pins, & seam ripper to class.

Materials:

Tote Bag Sewing Project

3/4 yard of fabric (cotton broadcloth, lightweight denim, gingham)

No stripes or plaids.

3/4 yard of light weight cotton for the lining.

Pillow Sewing Project

1 16‖x 16‖ pillow form

1 yard of fabric (cotton broadcloth, lightweight denim, gingham)

No stripes or plaids.

68‖ (approximately) of trim

Other materials will be added as projects are completed. Students will be notified by e-mail.


Leslie Irwin is a senior at The King‘s Academy. She has used her sewing skills to create many costumes for her various drama

productions, from ball gowns to capes to flapper dresses. Leslie also served as the Costume Director for Grace Dance Academy‘s

What Can I Get For A Rib? summer musical in 2009. This is her second year teaching sewing for HEART academy.

Rhonda Irwin earned her Girl Scout sewing badge.

Contacting the Teacher: The best way to contact Leslie and Rhonda is via email [email protected]. The next best way is by phone

at (408) 243-4352 or in case of immediate need, by cell phone at (408) 472-0067. Please use this number only for very short calls.

Assignments for the first week: Purchase or borrow sewing machine. Purchase sewing notions. Notions include: Pins, Pincushion,

Measuring Tape, Thimble, Hand Needles, Straight Shears, Seam Ripper, Bobbins (to fit machine size). Purchase fabric for tote bag (as

described above).

Math Mania – 9:00-11:30 am, Period 1 Course Title: Math Mania

Mentor-Teacher: Jere Allen



When: Wednesdays, 9:00-11:30 am


Credit Classification: grades 3-8

Lab or material Fee: $10




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Minimum & Maximum Class Size: 5 and 12

Questions: Jere Allen, [email protected]

Prerequisite: Your student needs to have basic addition, subtraction, multiplication, and division skills to actively participate in this

class.

Other Prerequisite: A desire to think out of the box.

Course Description: Our theme for the Summer will be "Getting Into Shape." This will be project oriented

learning where students will work individually and in teams around concepts relating to problem solving,

geometry, patterns, algebraic manipulation, and more. Students should be prepared to rack their brains and

bodies as we will have some very active learning opportunities. The focus will be to develop mathematical

thinking, problem solving skills and a true enjoyment of math. We will incorporate games and activities

throughout the class to reinforce learning with certificates of accomplishment. We hope to expose students to

the huge world of math and inspire them to become more willing to explore and enjoy it. Because this course is

not based on any one curriculum but is supportive of many, any interested student can be successful. This class

is an enrichment course and should NOT be used as a replacement for a traditional math textbook or

curriculum.

Topics to Be Covered: Our class time will be spent in the following three main types of learning:

1) Topic or Lesson- We will cover a math topic or a problem solving technique focused on processes,

terminology, and secrets to success. Games, riddles, and hands on activities will help round out the learning

and add an element of fun.

2) Mental Math- We will have fun using tricks to help students for mental math computation. We will practice

as a group and improve our speed and accuracy.

3) Team Problem Solving- The students will be broken down into groups and given math challenge problems

to introduce them to group problem solving.

Class Expectations: Students will be expected to come to class ready to learn and think out of the box.

Handing in Assignments: There will be no homework assigned, but students will be encouraged to practice or try

out some of the things they learn on family and friends.

Bring to class every day: Pencils, scissors, compass, an 8 ½ x 11-inch binder or folder to keep their work, and large

grid graph paper

Materials: We will be providing and using manipulatives such as "Link It Cubes," "Pattern Blocks," "Popsicle

Sticks," etc.






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Contacting the Teacher: The best way to contact is via email at [email protected]. The next best way is by phone at

(408)655-4597.

Teacher Assistant Position Available: Yes. Please contact me if you are interested so that we can discuss this opportunity.

Assignments for the first week: Send me an email at least one week prior to class telling me about yourself: name, favorite ice cream,

current level in math, and a math riddle you've heard and liked (if you have one). Shhhh, don't tell anyone as we will share these in

our first class.

Parents: Please join us for the classes if you can.

Students: Here's one to get you thinking. How can the following be true - start with nineteen, take away one, and end up with

twenty.

Emotional and Spiritual Health for Teens, 9:00-11:30, Period 1

Mentor-Teacher: Dr. Kara Lawman Course Length: 6 week Intensive, 2.5 hours per day, equivalent to one semester

Credit: Successful completion can be used to satisfy requirements for Practical Psychology or Bible.

When: Wednesdays, 9:00-11:30 am

Fee Payable to Kara Lawman: $150 for the course

Materials Fee: $10

Recommended: Upper Academy

Type of course: Group class through HEART Academy

Questions: Email Kara Lawman at [email protected]

Course Description: This course is about looking into God‘s word for His emotional laws and then applying it to our lives.

James 1:25 says, “But the man who looks intently into the perfect law that gives freedom and continues to do this not forgetting what

he has heard, but doing it-he will be blessed in what he does.”

We will cover such topics as:

Taking every thought captive and make it obedient to Christ. 2 Corinthians 10v5

Being transformed by the renewing of our minds-by identifying mistaken beliefs and replacing them with the truth in God‘s

Word. Romans 12 v1-2

Stewardship of ourselves -taking responsibility for our feelings, attitudes and beliefs. Galations 6v7-8

Focusing on our heart –Are we motivated by love or is our behavior governed by internal compulsion e.g. guilt or externally by

others opinions, control or manipulation? Proverbs 4 v23

Finding and fulfilling our purposes in Christ –learning to stay focused on a goal. Learning to say no to ourselves and others that

would distract us. Hebrews 12 v1-2

How to handle anger. Ephesians 4v26-2

Learning to be content in all circumstances. Philipians 4v12

Learning to handle stress and worry. Matthew 6:25



http://uk.mc871.mail.yahoo.com/mc/[email protected]



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Material Used in the Course:

Bible

Material from our ―Stress Management Courses based on Biblical Principles‖.

DVD‘s by Townsend and Cloud including ‗Boundaries‘

Renewing The Mind by Equipping Ministries

Required Texts

The Holy Bible in which you can write and highlight.

Renewing The Mind Class Notes by Equipping Ministries www.equipmin.org

Material Requirements:

Binder with Dividers

Pencil

Eraser

Pens

Set of highlighters

10 clear binder sleeves

Set of note cards

Box for note cards

Course Requirements: That the student wants to learn and apply God‘s answers for their emotional and spiritual needs. There will be

accountability within the group. I would like to meet with each student for 20 minutes prior to the course starting in order to get to

know them and answer any questions.

Assessment System: Ongoing assessment based on completion of homework assignments, class participation and life application.

Dr. Kara A.T. Lawman MB BS (UK)

Home school mother of 4 children

British trained Psychiatrist.

Experienced in individual and group therapy with a Christian world view.

Life Coach running groups on ‗Stress and Anxiety Management based on Biblical principles‘, ‗Boundaries‘ (including

‗Boundaries for Teens‘), ‗Changes that Heal‘ and ‗Safe People‘

I believe that creating habits based on the truths in God‘s Word leads to emotional and spiritual health. My passion is to see

the teenagers in this group internalize the significance they have in Christ, find freedom, joy, peace and a deeper love for

others that comes from putting God‘s word into practice.

Piano Lessons, Individual ½ hour sessions

Focus: Learning the Basics of Piano through a proven method that will have you reading music in no time. This includes reading

music, chords and theory.


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Age: 5+

Teacher: Jessica Allen

When: Mondays through Friday at your convenience

Fee payable to Jessica Allen: $60 per month, $15 per lesson

Required Material: Students will use a set of manuals entitled, ―Reading Keyboard Music, Levels 1-3‖

Course Description: Piano instruction by using the curriculum Reading Keyboard Method.

Course Content: This method used for our piano lessons is unique because, unline other piano lesson books or videos, it teaches note

reading by using place-specific names and pictures. This method relates visual and tactile patterns on the keyboard to Patterson the

staff.

Contacting the Teacher: If ou have any questions, comments or suggestions please feel free to send me an email at

[email protected] or call my cell at 408-712-8057. You can also text me at this number. Please keep the phone calls short.

About your Teacher: I took piano lessons when I was little but never pursued it. I have always loved singing! When I found reading

music would help my singing, I pursued piano with a passion. That‘s when I found Reading Keyboard Music several years ago and I

excelled quickly. Now, I can accompany myself on piano whether I am leading worship at my church or just jamming with friends!

Vocal Coaching, Individual ½ hour sessions

Course Title: Vocal Coaching



Type of Class: Individual Lessons through Heart Academy

When: Mondays through Fridays at your convenience

Available during period 1 and period if no one signs up for those classes

Fee payable to Jessica Allen: $120.00 for 6 weeks

Credit Classification: Upper and Lower Academy, ages 6+

Questions: contact Jessica Allen [email protected] , 408-712-8057

Prerequisite: A desire to sing and work on learning how to sing.

Course Description: Vocal instruction in this technique of speech level singing helps improve your range, endurance, stamina,

breath-control, resonance, vocal strength and vocal quality. Learning how to sing properly allows singers of all styles of music to

perform well without fatigue or damage to the voice.

Course Content: The Speech Level Singing technique, developed by Seth Riggs, is a complete vocal training that maximizes a

singer‘s vocal abilities in any style of singing. From Opera to Rock; Jazz to Pop or R&B, over 100 Grammy award winners use it, as

well as winners of the Metropolitan Opera Auditions and Tony Award winning performers on broadway. SLS has also been practiced

by Academy Award winning actors and industry leaders to perfect their vocal presence and empower them in speech.

In many cases SLS rehabilitates vocal damage, caused by poor teaching or years of abuse, that could otherwise limit or even end a

career, or worse - require continual medical intervention. SLS training will both improve your voice allowing you to sing safely and

with greater range.

Materials to bring every time we meet:






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Blank Audio CD or your ipod

Workload: Listen to your CD and work through the exercises every day.

What about the method?

Who are some Artists who have studied SLS? Major recording artists such as Josh Groban, Luther Vandross, Michael

Jackson, Stevie Wonder, Anita Baker, Julio Egelesias, James Ingram, Marilyn McCoo, Geoffrey Osborne, Al Jarreau,

Michael Bolton, Natalie Cole, Bette Midler and Barbara Streisand;

Musical Theater performers such as Bernadette Peters, Carol Burnett, Douglas Sills (male lead in The Scarlet Pimpernel),

Leila Florentino (―Kim‖ Miss Saigon), Lorna Luft, Chita Rivera, Barbara Harris, Ben Vereen, and Tim Curry;

Professionals of the Operatic Stage such as Donald Ray Albert, Bass Baritone; Angela Maria Blasi Lyric Soprano (Winner

of Metropolitan National Opera Final Auditions in New York); Eduardo Villa, Tenor (Winner of Metropolitan National

Opera Final Auditions in New York); Rodney Gilfrey, Lyric Baritone; James Wagner, Tenor (Winner of Metropolitan

National Opera Final Auditions in New York).

The Larynx: The larynx is the large bump in the middle of the throat just below the chin (men call this the "Adam's Apple"). The

larynx houses the vocal cords and also controls the swallowing mechanism. When the larynx rises up, the muscles around the vocal

cords close in order to prevent food from entering the wind pipe and the lungs. This is essential to the swallowing process, yet hinders

good singing. If you place your hand on your larynx and yawn, you will feel your larynx come down. If you leave your hand on your

larynx and swallow, you will feel your larynx rise. In Speech Level Singing, our goal is keep the larynx at a comfortable "speech

level" while we sing (neither jamming up, nor locking down).

The vocal cords, also known as vocal folds, are a pair of soft tissue cords that are joined at the front of the larynx and extend to the

back. When they close, the back end of the cords come together (connect), and the flow of air is temporarily stopped. When the

pressure of air from the diaphragm overcomes the pressure of the muscles holding the cords together, they are blown apart. Sound is

made when they close again due to the resonation created. Then once again the air pressure overcomes the muscle pressure and the

process begins again.

If the cords are not brought together with a balanced pressure of air and muscle strength, you will have a strained and tense voice, or

your voice will break. This technique first eliminates any activity in the outer muscles of the larynx. These outer muscles interfere

with the singing tone; once these tensions are eliminated, the tone is freed. In addition, the ability to produce words easily and clearly

is enhanced.

Breathing for Singing: The diaphragm, is a dome shaped muscle that separates the chest cavity from the abdominal cavity. The

lungs, which are incapable of any muscular action, sit on top of the diaphragm. When the diaphragm contracts, it flattens downward

and slightly to the back, thus lowering the floor of the chest (thorax). As it does this, the lungs are stretched downward, creating a

partial vacuum which causes the air outside the body to rush in. During this inhale, as the diaphragm descends, the abdominal wall is

caused to expand outward. The diaphragm is active only during the inhalation process.

The abdominal muscles will automatically regulate the exhalation process during singing when a speech-level posture is maintained.

The breathing process during Speech-Level-Singing is very relaxed. This technique of singing promotes proper, automatic breath

support, and thus a balance between air and muscle. Speech-Level-Singing gives the vocal coordination needed to sing any style a

singer desires.




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Website: www.speechlevelsinging.com

My commitment as your Mentor-Teacher is to provide weekly instruction, help, and encouragement to you and to evaluate your

work. Please feel free to come to me with questions or email me during the week, so that this can be a team effort in learning

together!

HAVE A WILLING HEART & MIND – a willing heart and mind to learn will prepare you for a lifetime of learning.

LISTEN ACTIVELY – you can‘t learn anything without listening to others.

COME PREPARED – have materials with you, with your assignments finished.

Parents: If your child is under 18, the parent should accompany the child during the first lesson. We will go over the contract

together and talk about studio policies.

About Your Mentor-Teacher: Ever since I was young, I was enthralled with the stage! The lights, the action, but most of all, the

performers and singers. Because I wanted to be able to sing and perform also, I started taking voice lessons starting at age 13. Those

first few years taught me so much and I am thankful for the different mentors God has placed in my life. I have experienced different

methods of voice and speech level singing is a method that has helped me grow rapidly. My voice is now doing things I thought were

not possible. Strength and consistency has been inserted into my voice. I have been taking this method for approximately 2 years and

was certified for the first level of training in April of 2008. I started with my first voice student in June 2008 and am loving teaching.

I look forward to encouraging and striving to become the best singer you can be this year!

Contacting the Teacher: : If you have any questions, comments or suggestions, please feel free to send Jessica Allen an e-mail at

[email protected] or call at Home: (408) 251-8147 or Cell: (408) 712-8057. Note: My cell phone has bad reception at my

house. Please use this number only for very short calls.

The Bread Quest – 9:00-11:30, Period 1

Course Title: The Bread Quest

Mentor-Teacher: Helene Lee



When: Wednesdays, 9:00-11:30,


Credit Classification: Upper & Lower Academy Only

Lab or material Fee: $50 one time only - includes the textbook and homework bake assignments. 2 or more individuals from the

same family receive a $10 discount on this materials fee.

Minimum & Maximum Class Size: 5

Questions: Helene Lee, edlee@[email protected]

Prerequisite: Optimally students will have use of an oven for homework assignments.

Must be responsible to follow directions and accurately measure ingredients.

Other Prerequisite: Must be mature enough to handle powerful kitchen mixers and grain mills safely. Children 9 and under will need

an adult helper to deal with this safety hazard.

Course Description: These series if bread making classes study the major ingredients that go into creating bread and to magnify

Jesus Christ, the Bread of Life, whose sweet aroma, satisfies spirit and soul even as bread satisfies the body. Experiments and

interesting stories & facts on each ingredient in bread beginning with simple whole wheat and finally ending with the famous 7 grain

bread. Come learn the art of baking bread, enjoying the work of your hands and taking home some dough for homework. Your


http://www.speechlevelsinging.com/


mailto:edlee@[email protected]



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family will be amazed at the fragrance and taste of your labors. Let baking bread be the vehicle God uses to draw you closer to Him

as we use "The Bread Lady's Quest" as a devotional guide for prayer, reflection, meditation and praise, making Jesus your own Bread

of Life!

Topics to be covered: Weekly practice baking bread. Transfering this skill to other baked products such as pizza dough, giant

pretzels, cinnamon rolls, dinner rolls, hot cross buns, class choice on final project!

These will be homework assignments.

Class Expectations: Reading and spending time in the devotional homework is expected. You will be expected to pay attention and

follow directions as taught in class as well as keep an organize binder and keep a tidy work area. If you do this, after 6 weeks, you

will be a confident bread baker and you will have a closer walk with Jesus Christ.

Handing in Assignments: None

Bring to class every day: Bring back bread pans so that you can take home the next assignment. Bring in your binders for note

taking, hand outs, and simple lab writing. Have folder pockets to keep handouts and lined paper for

note taking.

Materials: Dough will be prepared and taken home to be worked on at home. Bread made in class can be enjoyed by the class.

Workload: Access to oven, availability of a cookie sheet and pot holders will be necessary for the homework assignments.

Curriculum REQUIRED: "The Bread Lady's Quest" by Jeanette Lavoie, R.N.

About Your Mentor-Teacher: See the end of this document

Contacting the Teacher: Please contact Mrs. Lee via email at [email protected]. Mrs. Lee‘s home phone is 408-268-7358 or in

case of immediate need, by cell phone at (408)209-4909.

Teacher Assistant Position Available: Yes, there is plenty of work to warrant one.

Taekwondo – 1:45-2:30, Period 1

Focus: This class will focus on the fundamentals of Tae Kwon Do

Teacher: Jeff King

Course length: 6 weeks


Website: www.karate4u.com

When: Every Wednesday, 1:45-2:30 pm

Class Fee payable to King’s Martial Arts: $69

Materials Fee: $20 for a uniform (optional)

Questions: contact Write BQJN Jeff King at his email address [email protected]

Course Description: This is a Fun martial arts class that helps build your child‘s confidence and leadership skills as well as self-

discipline. We teach with positive encouragement. An example would be to help the student and give them a high five or tell them

great job! As you may have noticed our studio does not display many trophies. We have many students who have won in tournaments.

Our belief is, trophies in the window do not make the studio successful. The students with their great attitudes do.


http://www.karate4u.com/




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How to show respect: When students come into the school please bow to the senior belts. I.e. Black Belts especially. When a Black

belt is sitting in the office or behind the counter students must stop and bow to show respect. When student enter the training hall

(Dojang Korean term) Students must bow at the doorway. When bowing have feet together and look six feet in front of you looking at

the ground. Take your time when bowing. Do not rush the bow. It is a sign of respect.

Vocal & Choreography Summer Intensive – Classic Disney Focus, 12:00-2:30, Period 2

Main Focus: This course is focused on developing the ability to communicate through the powerful and multifaceted tool of vocal

performance. It encompasses Music, and Movement. Our theme will be Classic Disney.


Grades: 3-8

Course Length: Six sessions,

Credit Classification: Performing Arts


Questions: Email Jessica Allen at [email protected]

Recommendation/Prerequisites: Likes or would like to sing and dance!

When: Wednesday, 12:00-2:30 pm

Class Fee payable to Jessica Allen: $120 for six sessions

Minimum: 5 students

Course Description: In this class, we take a group of upper elementary to junior high students and produce one 30 minute show.

Starting off, we will be developing our singing skills. Then we will move onto choreographing a new ensemble of songs with

background accompaniment tracks available. Students will have the opportunity to participate in every aspect of musical performance;

from choreography to costumes to make up and hair. In this way, we hope to inspire students to become effective communicators

using various media, there is MUCH more to shows than who gets the solo!

Areas of Study: This course has 2 areas of study;

1) Singing as a group: we will be focusing on singing technique as a group (how to blend ect…),

2) Singing as a soloist: everyone will be given a solo in the end recital!

Performance: What good are proper vocals if we don‘t communicate with our audience? We will be focusing on performing through

facial expressions and learning the importance of body language. We will use different fun games to bring you out of your shell and

then refine your performance with specific details. Other skills might include mic techniques. Mic technique: What? Mic technique?

Yes mic technique! Everyone will get an opportunity to sing with a mic and learn proper way to use it.

Required Texts: TBA

Course Content: We will be working on gaining basic to advanced skills in singing and performing. Students will have lots of

opportunities to try on new characters, voices, and movements. We will be putting together a small recital for friends and families to

attend. Date to TBA depending upon the availability of the families. Families will provide and work with their child(ren) on their

costume and props.

Materials:

Binder for sheet music, schedules, and notes

Lined paper for note taking (in the binder)

Calendar





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Assignment Criteria: Everyone will be asked to practice what they have learned that week in class. Practice is key to making a

performance look smooth and effortless! Other than that, show up with an attitude of excitement, desire to learn, and willingness to

TRY!

Bring to class every day: Your binder (as outlined above, with all handed out items inside.)

Attendance: Please send an email if a student is sick or is going to miss class. If a student misses a class, that student is expected to

ask another student (or Mentor-Teacher if needed) as to any music/blocking/choreography etc that they missed. If your family (or this

specific child) is unable to attend during tech week or performances then he/she can still participate in the class but we need to know

ASAP so that we can plan the choreography accordingly.

Classroom Expectations: We expect to have fun during class time yet be focused and safe at the same time. Students will be treated

with respect and their respect to teachers is expected as well. Below are some of the guidelines and expectations during class time.

Indeed these guidelines are welcome anywhere.

P=Properly Care for Things

R=Respect All of God‘s Creation

O=Obey Trustworthy Adults

Most importantly, if you behave in a way that we feel is disrupting the learning experience of others; we will discuss it with you and

your parent in a private meeting outside of class.

Contacting the Teacher: Please contact Miss Jessica Allen or the TA with any questions you may have during the year. Feel free to

e-mail or call. Jessica‘s email is [email protected] and her cell phone is 712-8057.

About Your Teacher – Jessica Allen: You will find her bio at the end of this document.

Beginning Painting – 12:00-2:30 pm, Period 2

Course Title: Beginning Painting

Mentor-Teacher: Migi Oey



When: Wednesday, 12:00-2:30, Period 2


Credit Classification: Upper Academy Only, grades 7-12

Lab or material Fee: $20 one time only (covers cost of paints and mediums)

Minimum & Maximum Class Size: 5 and 12

Questions: Migi Oey [email protected]

Prerequisite: An interest in Art

Other Prerequisite: Drawing skills are essential but not required

Course Description: Explore the basic techniques and concepts of painting such as color theory, composition, color mixing,

brushwork, blending and glazes. Emphasis is placed on developing skills and pursuing an imaginative and personal approach. Students

work from photos or still-lifes depending on their needs and interests. Individualized instruction is emphasized and students work at





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their own pace.

Topics to Be Covered: Water-coloring, Acrylic and oil painting

Materials: Student furnishes their own brushes and paper

Workload: In class assignments

About Your Mentor: See the end of this document

Assignments for the first week: Contact me

Contacting the Teacher: If you have any questions, comments or suggestions, Migi Oey 408-687-7310 [email protected].

So You Want to be an Author? – 12:00-2:30, Period 2

Course Title: So you want to be an author?

Mentor-Teacher: Gail Efting



When: Wednesday, 12:00 to 2:30 am


Credit Classification: Upper Academy, only

Material Fee: $60.00

Minimum & Maximum Class Size: No Minimum, Maximum – 18 students

Questions: Email Gail Efting [email protected]

Credit: High School Composition or English – one semester (with additional writing through the summer). This course can be taken

for Honors credit.

Prerequisite: None – Some writing required before class begins (see Assignments for the First Week

Course Description: High School and College English work requires the ability to write well, but many students want so much more

than a school requires. The focus of this course is give students the tools and information necessary to brainstorm, design, plan and

develop their own written work and prepare it for publication. Whether creating fiction, non-fiction or poetry, every writer can learn

more about the type of writing they love. In the process we will discuss (and practice) hooks, takeaways, logical organization, story

line architecture and construction, focus, exposition, meaningful use of research and quotations, environmental description, point of

view, character development, dialogue, internal description, progressive self-editing, simplicity, clutter, style and voice.

Instruction will be provided in the underlying theories, specific practices, habits to build and analysis methodology, as well as lots of

practice in class. Critiques explain successes and delineate areas needing further work. Integral to this format is a substantial meta-

cognitive dialogue between the teacher and other students about writing, in class, and ongoing peer discussion, in response to student

questions and observations.

Sentence level issues of grammar are not the main focus of instruction, but students who require assistance in this area will receive it,

as time allows. The teacher will help students understand that familiarity with conventions of standard written English are part of what

marks a careful, learned writer. Students will also learn to put various edits in their proper places, so the development of the work is

less time consuming.






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This level focuses on types of thoughtful writing and analysis. Students discover the correlation between experience, ideas and point

of view. They learn that good writing includes finding thematic patterns and insightful connections as they develop their skills. They

also, often realize that they can publish their work.

Honors credit: Honors credit s available for this class. Honors courses are generally valued more highly in transcript GPA

calculations because they are more demanding. If your student completes work at honors levels we can help you with your

assessment and grade calculations. Students who request honors work will be held to a higher standard, both in terms of the level of

effort in class and the depth of thoughtful analysis in commentaries and other submissions. As the teacher of record, the parent can

expect to discuss the ideas and materials we cover in class, with your student at home. Please let Gail Efting know, immediately, if

you will be doing honors work.

Course Content: So you want to be an author? 2010-2011, will focus on application of critical thinking and writing skills to continued

development of a written piece, with publication as the goal.

If your student is not yet in Junior High School, this class might still be appropriate for him/her, since this class is writing, thinking,

and discussion based. Contact Gail Efting for more information. This course is designed to coordinate well with the Summer

Reading Intensive, 2010 – 2011.

Course Requirements: My commitment is to provide instruction and encouragement to you. I will be available to help you develop

skills in accurate observation and analysis, and in communication - both written and verbal. I will also provide material and training

which will be beneficial in critical thinking and discernment as well as specific information which will be practically useful in more

advanced High School and College courses.


work process and help you focus on some of the issues we are discussing in class. Please read it at the beginning of every week and

use it as a working guide. Once you have read the assignment sheet, please discuss it with your parent(s) and use it as a foundation of

your weekly work together. Store each assignment sheet in your binder for future reference.

The commitment requested of each student is to be in class ready to start on time for every session, to submit required paperwork

on time, to come to class with assignments completed appropriately, prepared to observe, listen, learn, think, participate, and

contribute at his/her BEST ―as unto the Lord‖. This class requires extensive thought and work. Students will get out of the class what

they put into the class, no less, no more.

The commitment requested of each parent is to participate with your student in class at HEART whenever possible and maintain an

interactive relationship with them around the process. Parent involvement in the classes on Fridays, discussion at home, and personal

evaluation of students' work are very important to maintain the parent / student bond, encourage integration of the learning process

between HEART classes and home, and allow the students to see you as their primary counsel and guide. This is a priority to us, as

our purpose is to partner with you, not to replace you.

Attendance: This class uses intensive discussion as a principle tenant of the learning process. Your attendance in class will give you

the information, discussion, and guidance you will need to really take full advantage of your work at home. Every class or assignment

you miss will make the learning process more cumbersome for you. If you have scheduled to miss a class for any reason, please let us

know as soon as YOU know, so that we have time to prepare support material for you, for the class you will be missing. Courtesy

mandates communication.

Class Expectations: Real learning is exciting, stimulating and tremendously interesting. It has intrinsic rewards of discovery, growth

and realization. Every student should feel free to embrace the joy of learning without distraction. In this class, students are




3/14/2010 12:36:55 PM

encouraged to put in the effort to take every thought captive to obedience in Jesus Christ, ready to give an answer with gentleness and

respect, considering one another ahead of themselves. Nothing will be permitted in the classroom which distracts students from the

thrilling process of learning.

All students should come to class ready to be attentive, courteous, interactive and teachable.

Assignment Criteria: Assignments are given weekly. However, in order to give you the flexibility which is so important to the

homeschool experience, I will adjust your assignments to match your summer schedule. Please let me know at the beginning of the

class what scheduling needs to be changed for your student.

It is the student‘s responsibility to make specific time commitments for submission of projects, and to manage time and activities

properly in order to keep those commitments, completing assignments thoughtfully and with excellence. Some of these processes take

practice and may be difficult at first. However, with perseverance they will become automatic and valuable skills. I will be there to

guide you through this process. Some work will be due weekly, and reading will be necessary almost every day to absorb and solidify

the habits we are building.

Growth in life is based, to a large degree, on perseverance. Because of the nature of student centered teaching, students will get just as

much benefit (guidance, feedback, help and growth) as they contribute of their own effort to the learning process. It‘s that simple.

For example, if you want to be an excellent reader, and are willing to review your observations say, eight or ten times, I will continue

to work with you to improve your discernment and skill in that area and give constructive feedback and guidance on your

observations, eight or ten times. Basically, you get the benefit of a skilled mentor to help you move toward your objectives in

proportion to your own perseverance and use of available resources.

Materials: SO YOU WANT TO BE AN AUTHOR NOTE BOOK (please bring every week)

Binder 8 ½ X 11, at least 2 inchES deep, with front and back page protectors on the outside

College ruled paper

Notebook dividers (at least 6) including sections labeled;

Assignment Sheets (empty until given)

Drafts (empty until created)

New Words and Definitions (college ruled paper)

Notes (college ruled paper)

Book Research Materials (empty until procured)

Written Analysis / Feedback (empty until received)

Portable hole punch (these fit onto the binder posts)

ZIP POCKET which fits into the binder, containing

Colored pencils (at least 8 colors)

Erasable pens (blue or black), at least 4

Large eraser

You will never have your notebook examined by the teacher in this class, but you WILL be required to quickly locate specific

documentation or information in it, so put it together in such a way that you can find things FAST. You may put them together in any

way that works best for YOU. Remember, you are accountable for how USABLE your binder is for YOU.

Workload: All classes taught by Gail Efting are student and family centered. You, as teacher of record, determine whether your

student will be working at middle, high school, or honors levels.




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If your student is working at high school levels, there are several ways to determine workload, based on how you plan to calculate

high school course credit. Determination before the class begins, of the method to be used, makes the workload planning and record

keeping process much easier. Feel free to discuss this with Gail Efting at any time.

One relatively easy method of valuation is based on the number of hours of coursework completed in the year. Generally, 5 hours of

work per week for 16 weeks is measured as 5 HS credits per year, or one semester. Honors work, of course, will require more time

and effort. If you choose to use this method, it will be helpful to you to keep track of hours spent. An Academic Hour Check–off

Sheet is available at the end of the course catalogue.

Grading and Assessment: HEART Academy‘s function as a Co-op (not a school) precludes Mentor-Teachers from assigning grades.

Since we only experience your students‘ participation one day out of five, we really cannot fairly evaluate all of their attitudes,

challenges or efforts. The ultimate decisions about grades rest with you, the teacher of record.

We do want to do everything we can to assist you in this endeavor. Upon registration in this class, Gail Efting will be contacting you

to set up a time to meet, to discuss your goals and desires in this area, and to assist you in planning the evaluation process. She will be

available to parents through the year, as needed, to assist you in evaluating performance against priorities, answer questions, or simply

be a sounding board for discussion. Our goal is to support and mentor you as you have need in the homeschooling process, including

helping you get comfortable with the appropriate assignment of grades.

A teacher created evaluation will be provided for every student, which may be used as record of accomplishment for students planning

to attend college, and to facilitate your efforts in ascertaining grades for your report cards. All evaluations have the number of

assignments completed, a description of challenges and accomplishments, a review of analysis style and participation, and

recommendations for future work. The student name and course, date of completion, and Mentor-Teacher signature are also included.

Curriculum

REQUIRED:

NONE – all materials will be provided

Recommended Reference:

The Little, Brown Compact Handbook

About Your Mentor-Teacher Gail Efting‘s purpose is to live each day as unto the Lord, doing the works He has prepared for her, in

the light of God‘s Word. Her mission is to encourage others to consistently apply God‘s Truth to every aspect of everyday life. She

has served as a Bible teacher and Biblical counselor for many years, currently serving as librarian for the Theological Library at PBC,

Palo Alto, and host of Bible Dig. Her BALM (Biblical Application to Life Management skills) class is an outgrowth of this mission.

Gail has taught at elementary, middle and high school levels, in Christian private school settings and Homeschool Enrichment classes.

She has offered help and encouragement to Christian Homeschooling families for over 25 years, currently serving as Curriculum

Coordinator for The King‘s Academy‘s Independent Studies Program and Director of TKA‘s Enrichment Program. Before becoming

involved with Christian and homeschooling activities, Gail taught at college and corporate levels. The Eftings homeschooled their

own children through High School. Gail also currently serves on the Boards of Green Pastures, a Christian home for children with

disabilities in Mountain View, and the Green Pastures Endowment Foundation.

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send Gail Efting an e-mail at

[email protected].

Assignments for the first week: As soon as you read through this Info Sheet, IMMEDIATELY As soon as you read through





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this Info Sheet, IMMEDIATELY send Gail Efting an e-mail. In the subject line enter ―SYWTB‖ and your name. In the body of the

e-mail, in a well written paragraph, describe a book which has affected your point of view. Tell me; 1) what it is and who wrote it, 2)

what opinion of yours has changed because of this book and, 3) what the underlying bias of the author is on this issue. Send me this e-

mail No later than June 5th. If you have any questions about this assignment, feel free to call or send a note.

Make sure that you have your So You Want To Be An Author? Notebook put together and that everything listed is in it and easy to

find.

Send Gail Efting an e-mail (the address is listed above). In the subject line enter ―SRI‖ and your name. In the body of the e-mail, in a

well written paragraph, describe a book which interests you or about which you are curious. Tell me; 1) what it is and who wrote it, 2)

why you are interested in this book and, 3) whether you have read the book being described.

Send me this e-mail no later than June 12th. If you have any questions about this assignment, feel free to call or send a note.

Make sure that you have your So You Want To Be an Author Notebook put together (see above, frontal page follows) and that

everything listed is in it and easy to find. Fill out the Student Info Sheet and put it in your binder, for the first day of class.

Beginning & Intermediate Guitar Class - 12:00-2:30, Period 2

Main Focus: Students in this class will learn the basic fundamentals used for playing both electric and acoustic guitar. This course

will cover guitar fingering techniques, a broad understanding of chords and theory, the ability to read musical notation, and guitar

performance. This course will also cover a brief history of the guitar and will allow the students to experience playing as a group and

as an individual.

Mentor-Teacher: Chris Adams

Course Length: Six Sessions

Credit: Music / Fine Arts

When: Wednesday, 12:00-2:30

Class fee payable to Chris Adams: $120


Questions: Email Chris Adams at [email protected]

Recommendation/Prerequisites: A willingness to listen and learn during class, and dedication to practice their skills throughout the

week.

Course Description: This course is designed to provide private instruction as well as group instruction in the art of playing the guitar.

As a broad course, this course will cover the basic fundamentals that all styles of guitar music require. Some of these fundamentals

include: correct fingering technique, efficient strumming and picking techniques, guitar fret-board theory, improvisation technique,

chord knowledge, and performance tips. The point of this class is to prepare students to be able to partner with bands and have a basic

knowledge (as well as experience) in playing with groups. This class is also designed to help returning classical guitar students

(students who have specifically studied classical guitar with me) continue with their progress.

Because of our time frame, class will be divided into two main groups of study. One group will consist of beginners or intermediate

musicians who want to learn the guitar by means of scales and chords; the other group will consist of classical guitarists who use

music reading as a primary means to play. Other than those two main distinctions, all students will cover the broader fundamental

guitar concepts. Throughout our time together, students will be assigned individual music to play in front of the class. Music

assigned in such a way will be inspected and enhanced by me (yep, that‘s right, me) and will then be presented—when I feel they‘re

confident of the assigned piece—for the class‘s enjoyment.





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Course Requirements: My commitment is to provide instruction and encouragement to you. I will do my best to help you develop

your skills as a guitarist and to focus your potential as a musician. I also promise to coach you into being able to apply these skills for

God‘s glory.


work process and to help you focus on some of the material we cover in class. Please read it at the beginning of every week and use it

as a working guide. (Note: Individual assignments will not be posted in the assignment sheet.) Once you have read the assignment

sheet, please store it in your binder for future reference.

The commitment requested of each student is to be in class on time with a guitar that is already tuned (for the first day, I‘ll go over

how to do that). Practice throughout the week. Have all required materials handy. Bring your best, and be ready to participate and to

learn. And have fun! It‘s a guitar class.

Optional Texts: (For Classical Guitar Students only)

Solo Guitar Playing, Frederick M. Noad

This book is a complete course of instruction in the techniques of guitar performance. The Third Edition is required.

Materials List: (Please bring every week)

An functioning acoustic or electric guitar (If you own an electric guitar, please bring an amplifier and guitar cable. If you are

unable to bring these, then don‘t worry about it).

Guitar Picks

Electronic Tuner

Metronome

Binder with empty paper for notes and assignments.

Pencils (don‘t forget these)

Contacting the Mentor: If you have any questions, comments or suggestions, please feel free to send Christopher Adams an email

at [email protected] or call (408) 691-8904.

For the First Week: Read through this entire information sheet and email me if you have any questions. Since, you probably

received this sheet on short notice, you might not have had enough time to acquire all the required materials. I understand, but please

do your best to do so. I will be flexible the first class. But I will be expecting you to bring your guitar and a binder for notes. I‘ll see

you then.

CEO Technology Challenge in Marketing – 12:00-2:30 pm, Period 2

Main Focus: CEO Marketing is a one-semester computer course that will challenge you to apply the major areas of technology in

marketing a business.

Mentor-Teachers: Jere Allen

Course Length: Six sessions, equivalent to 1 semester

Credit Classification: Computers


Questions: Email Jere Allen at [email protected]

Recommendation/Prerequisites: Use of basic technology applications and a willingness to learn.







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Class Fee payable to Jere Allen: $120 for six sessions

Minimum: 5 students

Material Fee payable to Jere Allen: $10

Are you fascinated with Advertising? Do you have creative ideas for TV ads or billboards that you‘ve never had the chance to share?

CEO Marketing is a one-semester computer course that will challenge you to apply the major areas of technology in marketing a

business. It will also give you a foundation in basic advertising principles. This course can be used as the next stage after the CEO

Challenge course, or it can be used as an independent course.

On the first day of class, you will create a fictitious business of your choice. During the semester, you will be using Desktop

Publishing, Multimedia, Spreadsheets, the Internet, Graphics and other computer tools to create various advertising and marketing

projects for your company.

Some of the major projects you will be creating are: a full-page Magazine Ad; a Billboard Ad; 30 and 60-second Commercials; and a

home page for your company‘s Website. Creating a budget for your advertising efforts is also part of the class. In addition, you will

do some research to help you decide which advertising media would best fit the needs of your company.

CEO Marketing is designed to help you create projects that can be used in the real business world. If you enjoy computers and

showing your creativity, you‘ll really enjoy this course.

IEW Writing Intensive, 12:00-2:30, Period 2

Main Focus: This is a combination introductory writing course, basic English and Composition skills class

Mentor-Teacher: Cheryl Meng

Course Length: Six sessions, equivalent to 1 semester

Credit Classification: English


Questions: Email Cheryl Meng [email protected]

Recommendation/Prerequisites: Use of basic technology applications and a willingness to learn.


Dates: June 17, 24, July 1, 8, 15, 22

Class Fee payable to Cheryl Meng: $120 for six sessions

Minimum: 5 students

Material Fee payable to Cheryl Meng: $15

Course Description: This class will take the student through a variety of writing disciplines, focusing heavily on Institute for

Excellence in Writing Structure and Techniques. Unlike many creative writing programs, the more classical IEW system stresses

modeling and builds a firm foundation of specific skills. As students practice each format and master each technique, they develop

confidence - and consequently creativity. Even the youngest first grade student can get a sense of structure and a repertoire of style;

junior & high school students will see instant improvement in their written communication. Plenty of time will be given in class to

practice the concepts taught and work together on improving their skills. Other than some revision and typing up what is done in class

by hand, an effort will be made to limit work to be done at home, unless the parents desire more be assigned.

Optional Texts: Institute for Excellence in Writing, Teaching Writing: Structure and Style by Andrew Pudewa ($24); This binder is

a wonderful resource for your family, especially if you have other students coming up. However, I will provide some handouts that





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include the basic principles we will be covering. Website: http://www.writing-edu.com/. Writers Inc: A Student Handbook for

Writing and Learning by Patrick Sebranek, Dave Kemper, and Verne Meyer, published by The Write Source. Current 2006 edition

preferred, but older versions are acceptable. http://thewritesource.com/INC.html (then go to product catalog). ISBN 978-0-669-

52995-1; A Writer‟s Guide to Transitional Words & Expressions by Victor Pellegrino, available on the IEW website. I will have a

copy of both in class for use only in class, but these are invaluable little resource guides that your student can utilize all the way

through college.

Course Requirements: If the parent desires work to be done at home (see Course Description above), an assignment sheet will

handed out each week. Please notify the Mentor-Teacher prior to the first class if additional homework is desired for your student.

Otherwise, the work done in class will simply need to be revised if necessary, typed up at home and turned in the following week.

After in-class instruction, time will be given for the students to practice what they‘ve learned. Assignment sheets should be stored in

the student‘s binder for future reference and for class credit. This will assist both parents and students in their record keeping and help

make sure students get credit for all their hard work! Almost all assignments will need to be typed and turned in.

The commitment requested of each student is to be on time, on task, and on track. By on time we mean to convey the import of

showing respect to your Mentor-Teacher by both arriving at class in a timely fashion AND having all appropriate materials present

and assignments completed punctually as well. By on task we suggest that you come ready to work and not wait for others to pull you

along. By ―on track‖ we intend for you to understand that everything we learn in this course goes together and, thus, you cannot forget

previous lessons and hope to remain successful. If you do these things with a good attitude, then you will grow as a writer. It really is

that simple.

Materials List:

2. College ruled notebook paper

3. Plain copy paper for typed assignments 4. Black or blue pens, sharp pencils

Attendance: Once-weekly classes mean that we have very little time. It is difficult to teach a student that simply doesn‘t show up.

Please extend the courtesy of attendance to your teachers and you will find you come out on the winning end. Make every effort to be

there with a head, heart, and hand ready to learn. If you simply must miss, please consider how this affects others and communicate

your plans to the administrator and Mentor-Teacher. We will be most grateful and very much inclined to make it work! For an

additional fee of $15 per makeup session, I am willing to meet individually with a student who had to miss class due to illness or

vacation.

Classroom Expectations: Time will be spent in class both learning new concepts and practicing them right away. Mrs. Meng‘s style

is engaging and interactive and she truly enjoys helping students learn, apply what they‘ve learned, and enjoy the results. She is a

strong believer in the fact that it‘s difficult to become a good writer if you do not recognize good writing. Thus, she will attempt to

spend a small portion of each class time reading them examples of excellently written books and discussing the various techniques

used. Although the students will have time to work on their homework in class, Mrs. Meng does expect them to take that assignment

home, finish it if needed, or do any necessary revising, and convert it into a typed document if the student has access to a computer.

Parents should proofread their children‘s assignments and may offer ‗leading‘ suggestions, but may NOT rewrite the assignment for

their child. We learn best from our own mistakes, not the mistakes of others! As well, students will be expected to read their

assignments out loud to parents to not only catch their own mistakes, but to gain practice in public speaking.

Assessment System: As mentioned above, parent involvement in discussion and evaluation of students' work is a priority. Teachers

will be available to parents as needed, to answer questions, or simply be sounding boards for discussion. Checklists will be provided

for students to check their own work and must be handed in with the corresponding assignment. It is strongly suggested that the


http://www.writing-edu.com/

http://thewritesource.com/INC.html



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parents develop a portfolio of their student‘s best work as a delightful and visual record of how the student has grown and improved

over the course of the year. We will do everything we can to assist you in this endeavor.

There are several ways to calculate High School course credit. Determination before the class begins, of the method to be

used, makes the record keeping process much easier. Feel free to discuss this with us at any time. The most commonly used method

of evaluation is based on the number of hours of coursework completed in the year. If you choose to use this method, it will be

helpful to you to keep track of hours spent. An Academic Hour Check–off Sheet is available following this info.

A teacher created evaluation will be provided for every student, which may be used as record of accomplishment for

students planning to attend college, and to help you ascertain grades for your report cards. All evaluations have the number of writing

and discussion assignments completed, a description of challenges and accomplishments, a review of writing style and participation,

test scores (if any) and recommendations for future work. The student name and course, date of completion and Mentor-Teacher

signature are also included.

About your teacher – Cheryl Meng’s bio is at the end of this document.

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send me an e-mail at

[email protected]. Email is the best and fastest way to contact or communicate with me.

Come to the first class having completed the following:

1. Write one paragraph on any subject of interest, with NO parental help. This is simply so that Mrs. Meng can assess where each

student is in their writing ability. A paragraph consists of at least 5 sentences, preferably 7.

2. Please make sure the student‘s name, name of the class and date are on the paper in the upper right hand corner of the paper.

3. FORMAT- your paper as follows; 12 point font in Arial or Times New Roman (no fancy fonts, please!), double-spaced.

Scientific Secret Formulas – 12:00-2:30 pm, Period 2

Course Title: Scientific Secret Formulas

Mentor-Teacher: Helene Lee





Credit Classification: Lower Academy, Grades 3-6

Lab or material Fee: $15 one time only

Minimum & Maximum Class Size: 6

Questions: Helene Lee, [email protected], 408-268-7358

Prerequisite: Must be willing to follow directions! Must want to measure and mix LOTS of ingredients! Must be willing to make a

mess and CLEAN UP! Some writing skills to write directions and recipe of formulas. Some drawing out pictures depicting the

procedures.

Other Prerequisite: Must be able to keep an orderly binder.

Course Description: In Secret Formulas, students enjoy and experience the fundamental processes needed to develop any formula -

first observing, measuring, and testing ingredients, and then mixing them together to make their own formulas and evaluating the

results! By designing their personal formulas, they find that the effect is repeatable through careful record-keeping.

Students are given the opportunity to observe and describe the properties and attributes of substances namely, those that make up

Cola, Toothpaste, and Ice Cream!






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Through repeated opportunities, they build skill in understanding the concept of cause and effect in their experimentation. Students

learn that certain outcomes are dependable , repeatable, and have logical causes.

Once students know that results are dependable, they can begin to focus on the specific cause of a certain result or effect and the

relationship between them. "When I add more rock salt, the ice water gets colder!"

"Adding more of a secret ingredient, makes the toothpaste oozier." Through changing one ingredient (variable) at a time, students

investigate the attributes of ingredients and how these cause their final product to have certain, predictible attributes.

Extra credit: Extra Credit can be earned through home assignments and

more detailed lab reports. Students may compare and evaluate reasons for the prices of different toothpastes (cost analysis)

Topics to Be Covered: What Makes Paste? Tasting and Describing Cola, Investigating an Ingredient of Cola, Secret Formulas for

Cola, Tasting and Describing, and Investigating an Ingredient of Cola, Secret Formulas for Cola, Tasting, Describing, and Testing

Toothpaste and Ingredients, Secret formula for Toothpaste, Ice Cream Testing and Secret Formulas for Ice Cream.

Class Expectations: Students should have the ability to pay attention to instructions, work cooperatively in a group by sharing

ingredients and allow discussion. There are graphing experiences and some number skills needed as they need to measure and count.

Handing in Assignments: They are required to keep a lab notebook: a three ring binder with pocket folders hold class handouts.

Bring to class every day: Class binder, 20+ sheets of notebook paper

Materials: Materials are paid for by you lab fees.

Workload: No extra homework is necessary

Grading and Assessment: Cooperation and notebook assessment.

Curriculum: Great Explorations in Math and Science program: "SECRET FORMULAS" Lawrence Hall of Science, University of

California at Berkeley, GEMS Teacher's Guide by Rebecca Tilley and Carolyn Willard, copywrite 1996.

REQUIRED: 3 ring binder, pencil and eraser, paper (lined and blank)

OPTIONAL: hole puncher

About Your Mentor-Teacher: See bio at the end of the document

Teacher Assistant Position Available: I would be grateful to have a teaching assistant.

Assignments for the first week: (to be completed prior to the first class)

Students: Practice using a a dropper and water! Practice using a measuring spoon and leveling it with a butter knife or popsicle stick.

Teacher Contact: Please contact Mrs. Lee (course questions) or Mrs. Allen (administrative questions).

Mrs. Lee is best found via email at [email protected]. Mrs. Lee‘s home phone is 408-268-7358 or in case of immediate need,

by cell phone at (408)209-4909.




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Your Teachers and Mentors

Rosi Adams - Mrs. Rosi Adams has 3 children ranging from 10 to 18 years old. Rosi has homeschooled her children from 1st grade

to College a total of 13+ years. In addition, Mrs. Adams has taught a weekly Sunday school at Central Christian Church. Mrs. Adams

has been teaching Spanish at Heart Academy for the last 5 years. Born in Acapulco and raised in Mexico City, Rosi is a native

Spanish speaking person, graduated from the Instituto Politecnico Nacional, ESCA, as a Certified Public Accountant in Mexico City.

Among other activities, she is self-employed and translates official documents from Spanish to English and vice-versa. In her” spare”

time, she enjoys salsa dancing, doing Bible studies (especially with Beth Moore), exercising, and relaxing to a great movie. ¡VIVA LA

VIDA!

Chris Adams - As far as music is concerned, I‟ve been mostly self-taught (except for recently) since the age of six. At the age of 13, I

played in a concert band for 2½ years as a percussionist and received much knowledge in music theory during this period of time. I

also learned how to follow a conductor and actually how to conduct a concert band (whew, that was tough). Over the course of 5

years, I have learned how to competitively play several different instruments including piano, drums (and all other kinds of percussion

in general), guitar (both the electric and acoustic, as well as electric bass), saxophone, xaphoon, and recorder. As far as guitar is

concerned, I‟ve only played the guitar since May 2006 and have focused particularly on classical guitar within the last six months. I

take an advanced classical guitar class at the San Jose City College. This has allowed me to get a very well rounded ability to play

many different styles of guitar (except for heavy metal). However, I‟ve dedicated myself to become a professional concert classical

guitarist, so I‟ve been learning at a very quick rate and therefore feel sufficiently prepared to teach others this art. As a teacher, I‟ve

taught private guitar classes since June 2007 and have taught others to play saxophone, recorder, clarinet, and piano.

Jere Allen - Jere‟s 20+ years of teaching experience include youth ministry, creating PE programs for elementary schools, coaching

basketball, baseball and track for middle schools. He also spent several years as a teacher at Milpitas Christian Middle School where

he taught computers, math, science, literature, and Bible. His professional experience in Silicon Valley focused on training adults in

various software applications for many years. Jere graduated from San Jose Bible College majoring in Bible and Theology with a

minor in Math. Currently, Jere is working with schools developing technology programs and is also volunteering as Director of

Family Ministries and Outreach at Bayside Community Church in Willow Glen.

Jessica Allen - As I journey the road that God has stretched out before me, I pursue my passion to share my love of singing, piano and

dance through the incredable opportunity of teaching.

Singing: Ever since I was young, I was enthralled with the stage! The lights, the action, but most of all, the performers. Because I

also wanted to perform, I started taking voice lessons starting at age 13. I have experienced different methods of voice but Speech

Level Singing (SLS) is a method that has helped me grow the most. I have been taking this method since August 2006 and have been

officially certified for the first level of Teacher Training since April of 2008.

Piano: I took piano lessons when I was little but never pursued it. When I found out reading music would help my singing, I started

taking lessons again in August 2007. I have pursued it with a passion ever since. In March 2009, I had an opportunity to combine both

loves by leading worship at my church.

Dance: As another extension of performing, dance allows creativity and technique to flow into one outlet. My passion for dance snuck

up on me after a friend asked me to join her Irish Dancing class in fifth grade. I was hooked. Since then, I have enjoyed instruction in

Irish Dancing, Jazz, Ballet, Tap, Hip Hop, Swing and different styles of ballroom. Jazz is my favorite style because it allows the

dancer to be graceful and yet modern.

Teaching: Despite my ever constant affection for performing, teaching is a steady drive in my life. I have enjoyed working with

children since my fourth grade apprenticeship and discipleship program at church. Children have the ability to learn, inspire and

occasionally make mischief. Teaching offers me the opportunity to make a difference while sharing the passions that I live and

breathe. I look forward to working with you this year!




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Gail Efting - Gail Efting‟s purpose is to live each day as unto the Lord, doing the works He has prepared for her, in the light of God‟s

Word. Her mission is to encourage others to consistently apply God‟s Truth to every aspect of everyday life. She has served as a

Bible teacher and Biblical counselor for many years, currently serving as librarian for the Theological Library at PBC, Palo Alto,

and host of Bible Dig. Her BALM (Biblical Application to Life Management skills) class is an outgrowth of this mission. Gail has

taught at elementary, middle and high school levels, in Christian private school settings and Homeschool Enrichment classes. She

has offered help and encouragement to Christian Homeschooling families for over 25 years, currently serving as Curriculum

Coordinator for The King‟s Academy‟s Independent Studies Program and Director of TKA‟s Enrichment Program. Before becoming

involved with Christian and homeschooling activities, Gail taught at college and corporate levels. The Eftings homeschooled their

own children through High School. Gail also currently serves on the Boards of Green Pastures, a Christian home for children with

disabilities in Mountain View, and the Green Pastures Endowment Foundation.

Leslie Irwin is a senior at The King‘s Academy. She has used her sewing skills to create many costumes for her various drama

productions, from ball gowns to capes to flapper dresses. Leslie also served as the Costume Director for Grace Dance Academy‘s

What Can I Get For A Rib? summer musical in 2009. This is her second year teaching sewing for HEART academy.

Rhonda Irwin earned her Girl Scout sewing badge.

Jeff King - As Head Instructor, it is an honor to share with my students and their families, TaeKwonDo and to see their lives change

in many positive ways. It is my goal to have my students pass along to the generations that follow, the same love and dedication I have

for this wonderful art form. It should be every student's desire to be an Ambassador for TaeKwonDo, so that this ancient martial art

never losses its importance; only grows with knowledge and strength in numbers!

As a Christian, I can only credit the success of the studio to God! He is my guidance and wisdom and I daily rely on him for all my

needs. He is a Father that is always there for me and I know without a shadow of a doubt, that my business grows because; He is the

Head Master over me! I want to encourage you to read the most important scripture in the Bible, John 3:16. This passage is the

foundation of my belief as a Christian and gives me total peace and security in my eternal life! Many times we look to better ourselves

through books and other people. All of these avenues can be helpful, but the bottom line is; you must believe in yourself in order to

learn and grow in life! It is our business here at King's Martial Arts Academy, to help you to focus on the things that will help you to

grow in strength, physically and mentally Here are a few things to challenge

So, why do we train in Tae Kwon Do? 1) Protect ourselves. 2) Protect our families. 3) To get into shape so that we can enjoy life to

it's fullest.

Our main goal at our academy is to "Commit to Excellence." We will do this by giving one hundred percent of ourselves to our

students. All that we ask is the same. I encourage you to call my wife or me anytime

and ask questions. Phone 408-779-4797 May God bless you and your family. Jeff & Kathy King

Dr. Kara A.T. Lawman MB BS (UK) – Kara is a home school mother of 4 children and a British trained Psychiatrist. She has

experience in individual and group therapy with a Christian world view. She currently works as a Life Coaching and running groups

on „Stress and Anxiety Management based on Biblical principles‟, „Boundaries‟ ( including Boundaries for Teens), and „Changes that

Heal‟.I believe that creating habits based on the truths in God‟s Word leads to emotional and spiritual health. My passion is to see the

teenagers in this group internalize the significance they have in Christ. Find freedom, joy, peace and a deeper love for others that

comes from obeying God‟s word.

Helene Lee seeks to use her background and interest in science to help students appreciate the fascinating design of God's creation.

She also desires to make science more accessible and less intimidating to Christian students, since it opens doors for many career

paths, strengthens students' faith, and helps them relate to non-Christians, both now and in the future. Another goal Helene has is

helping homeschoolers navigate the path from homeschooling to college by providing advice insights from her own family's

experiences. Helene received a B.S. in psychobiology at UCLA. She has been a home school mom, for over 15 years. She has also




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taught aerobics at various fitness centers and has her certification in aerobics from the YMCA. She currently works for Berlitz

Language Center as an English Teacher. Her eldest daughter was home schooled and is currently a medical student at the University

of California Los Angeles. She graduated from UC Riverside in biology. Her homeschooled son also attends UCR, majoring in

Business. She has a daughter, who is a recent graduate from The King‟s Academy Part time program and a son who is a recent

graduate of Grace Christian School. She also has a preschooler son at home. Helene and her husband, Ed, are involved in a Chinese

church plant at First Baptist Church on the Hill.

Cheryl Meng - Cheryl and her husband have 5 children, ages 18 to 32, and 4 grandsons, all of whom will be homeschooled when

they're old enough. They began their homeschool journey when their oldest was headed into 6th grade and never looked back. Over

the years Cheryl has taught her own children as well as 9th and 10th grade English at Pioneer Family Academy, managed a Christian

bookstore and worked in the medical field off and on for years as both a medical assistant and a medical transcriptionist. Her desire

is to give students the tools to become effective communicators for Christ, and to grow up giving Him the glory in every aspect of their

lives.

Migi Oey - Migi Oey - Migi Oey seeks to use her experience as an artist to inspire students to draw. She believes: “To create

because He first created and we bear His creative mark within us”. Migi has taught, dealt and managed a selection of subjects in an

open variety of settings. When the decision to home-school presented itself, she learned the essential skills necessary to become an

advocate for her 8-year-old son, who had learning challenges and did not know how to read. She pulled her son out of public school

and chose to teach him at home. During the ten years of home-schooling her two boys, she has taught photography, art and fitness to

other home-school groups and helps the HEART Academy‟s theater class with set designs for their annual plays. She still works as a

freelanced artist were she uses her creative skills in photography, painting and corporate imagery. Migi has been a Christ follower

for 22 years. It is His grace that motivates her to guide others. She is fluent in Spanish and has been married for 20 years.


summer school course catalog 2010

Documents

class site

group class

class time

fun fitness class

san jose

class fee payable

email jessica allen

arts type of class