upper academy course catalog 2010 2011

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 116

3/18/2010 11:25:40 AM

Upper Academy

Course Catalog

7th

-12th

Grade

2010-2011 Year

mailto:[email protected]



3/18/2010 11:25:40 AM

HEART Academy Schedule 2010-2011

Period 1 Period 2 Period 3 Period 4 Period 5Extracur

r

8:45-10:00 10:05-11:20 12:00-1:15 1:20-2:35 2:40-3:55 4:00-5:30

Fellowship

Auditorium

President's Physical

Fitness Challenge - Migi

Oey

Drama Class - April

Pekary

Intermediate Jazz Dance

- Jessica Allen

Tae Kwon Do, Weekly,

2:40-3:25 - Mr. King

Youth

Theater

Project -

Bayside

Auditorium

Simply Music Piano -

Bernie Ashby

Speech & Debate - Gail

Efting

HEARTbeat -

Student Run

FiresideGeography & Missions -

Bernie Ashby

Chemistry - Christy

Majchrowicz

American Sign

Language 1 - Deborah

Weaver

Beginning &

Intermediate Drawing -

Migi Oey

Room 5

7:45

-8:1

5

8:15

-8:4

0 More Exploring

Literature - Denise

Boiko

Biology - Denise Boiko

11:2

0-11

:55

Advanced Biology -

Denise Boiko

Advanced Composition -

Denise Boiko

Literature and Society -

Denise Boiko

Room 10Ancient Literature

Classics - Gail Efting

Biblical Application in

Life Management

(BALM) - Gail Efting

Ancient History - Gail

Efting

On Writing Well - Gail

Efting

Emotional & Spiritual

Health for Teens - Kara

Lawman

Room 11

SE

T U

P

PR

AY

Mechatronics - Mike

Kirouac

General Science -

Helene Lee

LU

NC

H

Physical Science -

Helene Lee

Intro to Composition -

Cheryl Meng

Intermediate

Composition - Cheryl

Meng

KidzoneBible Foundations to

Live By - Jere Allen

Technology

Entrepreneurial CEO

Challenge - Jere Allen

Starting Points - Jere

Allen

Classical Guitar - Chris

Adams

Classical Guitar - Chris

Adams

Chapel

Elementary Ancient

History, Set 1 - Elena

Walker

Conversational Spanish 2

- Rosi Adams

Conversational Spanish 1

- Rosi AdamsSpanish 1 - Rosi Adams

Elementary Spanish, Set

1 - Rosi Adams

Youth Room

or Office

Elementary Zoology

Flying Creatures, Set 1;

Swimming Creatures,

Set 2 - Helene Lee

Elementary Narnia

Literature, Set 1 - Elena

Walker

Digital Graphics - Migi

Oey

Set 1, Room

2

Advanced Problem

Solving, Set 1 - Brandon

Young

Elementary Anatomy

Adventures, Amazing

Design, Set 1 - Alaina &

April Pekary

Hands-On Science, Set

1 - Cara Galleher

Hands-On Science, Set

1 - Cara Galleher

(opening when P3 is full)

Elementary Music

Production (Vocal

Ensemble), Weekly - Bill

Smethers

Set 2, Room

2

Intermediate Problem

Solving, Set 2 - Brandon

Young

Math Club, Set 2 -

Matthew Burke

Elementary Writing, Set

2 - Cheryl Meng

Elementary Art, Set 2 -

Migi Oey

Elementary Music

Production (Vocal

Ensemble), Weekly - Bill

Smethers

Upper RoomAlgebra 1 - Sue

Watanabe

Worldviews of the

Western World, Year 2 -

Sue Watanabe

Algebra 2 - Sue

Watanabe

Geometry - Sue

Watanabe

Nursery &

Entry Room

The Art of Thinking

Using Logic & Inductive

Bible Study - Myron

Ashby

Mom's In Touch -

Nursery

Physics - Christy

Majchrowicz

Music RoomPrivate Vocal Lessons -

Jessica Allen

Private Vocal Lessons -

Jessica Allen


Jessica Allen


Jessica Allen

KitchenElementary Cooking, Set

1 - Dina Gonzalez

Blue is Upper Academy - 38 classes

Pink is Lower Academy - 10 classes Total = 56 classes

Green is Upper & Lower Academy - 7 classes Revised 3.11.10




3/18/2010 11:25:40 AM

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3/18/2010 11:25:40 AM

Upper Academy Classes 2010-2011

Day & Time

Class Name Mentor-Teacher Room Cost

Friday

8:45-10:00 am

Physical Education: President‘s Physical Fitness

Challenge

Migi Oey Fellowship $50/m

Friday

8:45-10:00 am

Social Science: Geography & Missions Bernie Ashby

Fireside $50/m

Friday

8:45-10:00 am

Literature: More Exploring Literature Denise Boiko 5 $50/m

Friday

8:45-10:00 am

Literature: Ancient Literature Gail Efting 10 $50/m

Friday

8:45-10:00 am

Physics, Computer, Robotics: Mechatronics Mike Kirouac 11 $50/m

Friday

8:45-10:00 am

Bible: Bible Foundations to Live By Jere Allen Kidzone $50/m

Friday

8:45-10:00 am

Math: Advanced Problem Solving (biweekly, club

format, grades 7+)

Brandon Young

Kathy Young

2 $30/m

Friday

8:45-10:00 am

Math: Intermediate Problem Solving (biweekly,

club format, grades 6-8)

Brandon Young

Kathy Young

2 $30/m

Friday

8:45-10:00 am

Logic, Bible Study: The Art of Thinking Using

Logic & Inductive Bible Study

Myron Ashby TBA $50/m

Friday

8:45-10:00 am

Music: Private Vocal Lessons (30 minutes each

student)

Jessica Allen Music Room $90/m

Friday

10:00-10:05

Transition Transition Transition

Friday

10:05-11:20

Fine Arts: Simply Music Piano

Bernie Ashby Auditorium 1 $120/m

Friday

10:05-11:20

Lab Science: Chemistry

Christy Majchrowicz

Laura Ball

Fireside $50/m

Friday

10:05-11:20

Lab Science: Biology Denise Boiko 5 $50/m

Friday

10:05-11:20

Bible, Practical Life Skills: Biblical Application in

Life Management

Gail Efting

10 $75/m

Friday

10:05-11:20

Lab Science: General Science Helene Lee

11 $50/m

Friday

10:05-11:20

Technology / Economics: Technology

Entrepreneurial CEO Challenge

Jere Allen Kidzone $75/m

Friday

10:05-11:20

Foreign Language: Conversational Spanish 2 Rosi Adams Chapel $50/m

Friday

10:05-11:20

Math: Algebra 1 Sue Watanabe Upper Room $50/m

Friday

10:05-11:20


student)





3/18/2010 11:25:40 AM

Friday

11:25-11:55

Lunch Lunch Lunch

Friday

12:00-1:15

Performing Arts: Drama Class April Pekary Fellowship $50/m

Friday

12:00-1:15

Foreign Language: American Sign Language Deborah Weaver Fireside $50/m

Friday

12:00-1:15

Lab Science: Advanced Biology Denise Boiko 5 $50/m

Friday

12:00-1:15

History: Ancient History Gail Efting 10 $50/m

Friday

12:00-1:15

Lab Science: Physical Science Helene Lee 11 $50/m

Friday

12:00-1:15

Bible, English, History: Starting Points Jere Allen Kidzone $50/m

Friday

12:00-1:15

Foreign Language: Conversational Spanish 1 Rosi Adams Chapel $50/m

Friday

12:00-1:15

Computer Art: Digital Graphics Migi Oey TBA $50/m

Friday

12:00-1:15

Humanities: Worldviews of the Western World,

Year 2

Sue Watanabe Upper Room $75/m

Friday

12:00-1:15

Science: Physics Christy Majchrowicz TBA $50/m

Friday

12:00-1:15


student)


Friday

1:15-1:20

Break Break Break

Friday

1:20-2:35

Dance: Intermediate Jazz Dance, (Grades 3-8,

weekly)

Jessica Allen Fellowship $50/m

Friday

1:20-2:35

English: Advanced Composition Denise Boiko 5 $50/m

Friday

1:20-2:35

English: On Writing Well Gail Efting 10 $50/m

Friday

1:20-2:35

English: Introduction to Composition Cheryl Meng 11 $50/m

Friday

1:20-2:35

Music: Classical Guitar Chris Adams Kidzone $50/m

Friday

1:20-2:35

Foreign Language: Spanish 1 Rosi Adams Chapel $50/m

Friday

1:20-2:35

Math: Algebra 2 Sue Watanabe Upper Room $50/m

Friday

2:35-2:40

Break Break Break

Friday

2:35-3:55

Physical Education: Tae Kwon Do – Grades K-12 Jeff King Fellowship $49/m




3/18/2010 11:25:40 AM

Friday

2:35-3:55

Communications: Speech & Debate Gail Efting Auditorium $50/m

Friday

2:35-3:55

Art: Beginning and Intermediate Drawing Migi Oey Fireside $50/m

Friday

2:35-3:55

English: Literature & Society Denise Boiko 5 $50/m

Friday

2:35-3:55

Practical Psychology: Emotional & Spiritual Health

for Teens

Kara Lawman 10 $50/m

Friday

2:35-3:55

English: Intermediate Composition Cheryl Meng 11 $50/m

Friday

2:35-3:55

Music: Classical Guitar Chris Adams Kidzone $50/m

Friday

2:35-3:55


student, weekly)


Friday

2:35-3:55

Mathematics: Geometry Sue Watanabe Upper Room $50/m or

$75/m

Friday

4:00-5:30

Performing Arts: Youth Theater Project TBA TBA $75/m




3/18/2010 11:25:40 AM

Course Catalog

President’s Physical Fitness Challenge – 8:45-10:00, Period 1

Main focus: Learn the importance of being active every day, and learn how to get ready to participate in one or more of the

President‘s Challenge programs www.presidentschallenge.org.

Mentor-Teacher: Migi Oey

Course Length: Two Semesters

Type of Class: Group Class through HEART Academy

When: Friday, 8:15-9:35

Class Fee: $50/month per person

Material Fee: $10 one time only

Questions: Migi Oey 408-687-7310 [email protected]

Credit: Full participation is equal to 10 high school credits. Partial participation is equal to 5 credits.

Prerequisites: Ages 13+, Adults Welcome

Minimum: 5 students

Course Description: Students will learn how to get in shape by being active and improving fitness levels. Students will be

participating in the President‘s Challenge - Active Lifestyle Program, the Presidential Champions Program, and the Physical Fitness

Test and Health Test, are the programs we will be focusing on. See web site for more details www.presidentschallenge.org.

Physical fitness can increase student participation in moderate to vigorous physical activity and help high school students gain the

knowledge, attitudes, and skills they need to engage in lifelong physical activity. Students will set personal goals and establish a

weekly plan to achieve objectives. Accountability can be instrumental in reaching personal goals.

Assessment System: Recording progress enables students to see development in their strength and endurance. Student will log their

physical activities and qualify for a Presidential Active Lifestyle Award

Get healthy together. Having a support network makes it easier to get fit! Class begins with a 40 min. cardio workout followed with 25

min. of circuit training and ends with 15 minutes of stretching.

Assignments: Students are required to perform physical activities beyond our Friday class; activity goal of (30 minutes a day for

adults/60 minutes a day for youths under 18) at least 5 days per week.

Bring to class:

An exercise/yoga mat

Bottled water

Workout clothes & running/walking shoes

Optional:

Exercise items to share with the class; i.e. 3lb., 5lb. 10lb.dumbbells, jump rope, core balance ball or disc, Thai pads or punch/kick

mitt, round wood/wobble boards, fitness/medicine balls, Pilates magic circles, aerobic steppers or a rubber resistance band/cord etc.

Attendance: It is very important that a student attends class. If a student is unable to attend a class, then they should inform the

Mentor-Teacher and obtain the assignment for the following week.

About Your Teacher: You will find their bio at the end of this document.

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


http://www.presidentschallenge.org/

http://www.presidentschallenge.org/




3/18/2010 11:25:40 AM

Geography & Missions – Mapping the World by HEART, 8:45-10:00 am, Period 1

Main Focus: To establish Geography Literacy and International Awareness from a Christian Missions Perspective.

Teacher: Bernadette Ashby

Course Length: Two semesters


Questions: Bernie Ashby [email protected]

Recommendation/Pre-requisite: Rigorous memorization ability.

Material Fee: $20.00 per student one time only

Cost of Class: $50/month

When: Friday, First period

Course Description: In-depth study of geography and intensive map memorization skills will prepare the student for the project of

generating a US map and a world map. This class will be ―hands-on.‖ Christian Missions will be a primary focus. Areas of Study: 1)

Cartography Skills 2) Geography/Geographer‘s language acquisition 3) Christian Missions Perspective

Required Texts: Let the Nations Be Glad, by John Piper and a biography on any Christian missions/missionary (i.e. Hudson Taylor's

Spiritual Secret, George Mueller, Peace Child, Bruchko, Eternity in Their Hearts, Bonhoeffer, Brother Andrew, Foxe's Book of

Martyrs) to be approved by Mentor-Teacher. Let the Nations Be Glad will be required for high school students. Please consult with

Mentor-Teacher before you make the purchase.

Comprehensive Atlas (inclusive of an index) - can be bought at Barnes/Noble or Border books, preferably paperbound so that they are

not lugging heavy books back and forth to class. This is not a title of a book but an atlas. Please do not buy an elementary or high

school level atlas. It needs to be comprehensive including a full index. For younger students, I will be requiring the books: Hero

Tales. Consult with the Mentor-Teacher before you make your purchase.

Comment on Let the Nations Be Glad by John Piper: This is by far the best missions‘ book that I have read. It underscores the

motivation why we do missions and world evangelism. Please note that John Piper can be difficult to read and uses a lot of theological

terms and concepts. Do not get bogged down by this but have your student do a general reading of this book – the book report will

only be a summarization of the chapter and should state what the student has learned.

Carry On Mr. Bowditch - completed by the 1st day of class

Materials Needed: Pen/Pencils, Binder. At some point, the student will be required to purchase colored pencils (prismacolors are

ideal but not necessary), rulers (a yardstick and a 12‖), black fine tip marker pen (I will tell you exactly what to purchase re: size of

tip), fine tip colored markers, a mechanical pencil, and white out.

Reading Schedule (this is suggested, the student can complete assignments sooner if desired):

Let the Nations Be Glad Chapter Summary/Notes Due (summary & what I learned on 1 page lined paper)

1. Chapter 1 Oct.

2. Chapter 2 Nov.

3. Chapter 3 Jan.

4. Chapter 4 Feb.

5. Chapter 5 Mar.




3/18/2010 11:25:40 AM

6. & conclusion

7. Biography April

8. reading completed

Content & Objectives: After completing this year, the student will be able to…

• Gain an understanding of God‘s Heart for the World and its people.

• Be able to deal comfortably with any map, regardless of differences in scale, symbols, and projections, etc.

• Be able to decode the information on any map.

• Be able to use atlas indices to find locations and other geographical information.

• Use correct names for parts of the Earth and parts of a map.

• Produce a map that shows as much as possible of their understanding of the outlines of all continents, countries, major cities, larger

islands, rivers and bodies of water. Produce a US Map.

Handing in Assignments: The student will not be required to hand in assignments, but will be expected to keep their notebook neat

and organized. I will expect the children to be able to quickly locate any work in their notebook to use as reference for class

discussions.

Bring to class every day:

• Binder with plenty of paper- lined.

• Pen/Pencils, Colored Pencils,

• Detailed Atlas,

Attendance: The student is expected to attend class and is responsible for inquiring with the Mentor-Teacher as to any assignments

that have been missed. An email should be sent to the teacher if any absences are to be expected.

Requirements

1. Active participation in class.

2. Complete assignments in appropriate time.

3. Written report on a region/country/state or any aspect of geography.

4. Oral reports on a cartographer, state, country, missionary.

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

Tentative Schedule (subject to change):

August – Introduction/Syllabus

1) September – Blank Grid Lesson, Cartography

2) September – Projections, Latitude and Longitude; Written & Oral Report on Cartographers

2) September – Latitude and Longitude

3) September – Contour Maps

4) October – Thematic Maps/Local Geography, LTNBG: Chapter 1 Summary Due

5) October – World Feature Maps



8) November – Missionary Speaker, Mapping the USA – Capitals, LTNBG: Chapter 2 Summary Due

9) November – Mapping the USA

10) November – Mapping the USA

11) January – Written and Oral Report on States, LTNBG: Chapter 3 Summary Due

12) January– Canada

13) January – The Americas




3/18/2010 11:25:40 AM

14) January – Former Soviet Union

15) February – Southwest Asia, LTNBG: Chapter 4 Summary Due

16) February – Africa

17) February - Africa

18) February – Missionary Speaker

19) February - Europe

20) March – Europe, LTNBG: Chapter 5 Summary Due

21) March – Asia/Oceana/Australia

22) March – Major Cities of the World

23) April – Written and Oral Report on Missions Biography

24) April – Major Cities of the World

25) April – Prepare for Mapping

26) April - Mapping

27) May – Mapping

28) May – Missionary Speaker

29) May - Mapping

30) May – Mapping

31) May – World Fair – Written and Oral Report on Country

Contacting the Teacher: The best way to contact Mrs. Ashby is via email [email protected]. The next best way to contact her

is through telephone, 408-923-8558.

More Exploring Literature – 8:50-10:05 am, Period 1

Course Title: More Exploring Literature

Mentor-Teacher: Denise Boiko


Type of Class: Group class through Heart Academy

When: Fridays, 8:50 – 10:05 AM

Cost: $50 / month

Credit Classification: 10 credits of English if taken by a high schooler

Materials Fee: $5, one time only

Minimum & Maximum Class Size: 6 and 20

Questions: Email Denise Boiko at [email protected] or phone (408)927-0737

Prerequisite: None

Other requirements

(Helpful but optional): Use of basic technology applications (word processing applications, email, Internet research).

A willingness to keep up with the reading and pace oneself on preparing projects. In addition to class time, this subject will require a

workload of 30-60 minutes per day, four days a week.

Course Description:

More Exploring Literature provides students in grades 7 through 9 with a foundation in understanding AND enjoying a vast variety of

literature selections. Students will be encouraged to read outside of their usual modes—fiction readers will be introduced to

fascinating non-fiction, and vice versa. This course has the same format as Exploring Literature from 2009-10 but with different

reading selections, and may be taken by any student, whether or not the student has taken Exploring Literature.





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A typical class period will include discussion of literature selections the students have been reading, fun comprehension games (some

designed by students), and the sharing of creative projects students have produced to showcase their understanding of the literature

they have just read.

Honors credit:

The course may be taken for honors credit; honors students will complete a few additional projects during the course of the year. See

Mentor-Teacher for specifics.

Topics to Be Covered:

Students will enjoy exploring classic, contemporary, and favorite selections from the following genres: short fiction (short stories,

fables, and fairy tales), novels, biography, autobiography, nonfiction, humor, children's literature, poetry, drama, and historical fiction.

Note: HEART classes will be on break during the holidays, from before Thanksgiving until just after New Year's Day. Some optional

but highly recommended assignments will be given during this time.

Class Expectations:

--Attendance and punctuality (very important). Please be in class on time, ready to start, and prepared for the day's material.

--Participation in discussion.

--Completion of assigned reading, projects, and other homework (on time!). Specific assignments will be given weekly by email and

by handout. Please stay caught up!

--You will work on your own with your parent's help as needed during the week.

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!

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 the topics 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 store it in your binder for future reference.

In HEART classes, we expect to have fun during class time yet be respectful and courteous to one another. We will learn to respect

you as young adults and you will learn to respect us as your teachers. Below are some of the guidelines and expectations during class

time.

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.

MOST IMPORTANTLY, if you behave in a way that we feel is disrupting the learning experience of others, we will discuss it with

you in a private meeting outside of class.

Handing in Assignments:

Assignments are due at the beginning of class. All work should be done neatly and reflect your best efforts. Strive for excellence and

do your best work.

Extra credit will be available for students who need to enhance their grades. Extra projects are also available for students with special

interests, gifts, or those needing a more advanced course – please ask Mentor-Teacher.


1. A folder or small 3-ring binder with pocket folders in which to keep notes and handouts. Folder should contain about 20 sheets of

college ruled notebook paper.

2. Pens and/or pencils.

3. Current book being read and discussed.




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You should also have access to a good dictionary at home.

Other supplies needed:

Highlighters for marking interesting passages (only if you own the book and don't mind marking in it).

Post-It Notes for marking important passages of books you do not own or do not want to mark up.

Workload:

A typical weekly workload will be:

Read several chapters of the book being discussed.

Discuss the section of the book and gain insights from each other.

Plan and prepare a project (upon completion of a book or literary work).

Note: Students who enjoy a greater challenge may take advantage of extra assignments and may read additional books.

Students will be provided with a long list of project ideas from which to choose, and will receive help if needed, to bring their project

to completion. Project ideas are numerous and could include the following (this is just a small sample of the list that will be

available):

Writing projects

Writing a letter to the main character (or a letter from one character to another)

Writing an advertisement for the book

Writing up a new adventure for one of the characters

Presentation/speaking projects

Reciting a monologue from the book

Retelling the story as if you were the main character

Acting as a news reporter and ―interviewing‖ a character

Re-creating dialogue between two characters

Hands-on projects

Constructing a board game relating to the book

Making a mobile relating to the story

Gathering a collection of objects described in the book

Artistic projects

Creating a poster highlighting important parts of the story

Painting, drawing, or sculpting scenes from the story

Making a diorama about the story

Miscellaneous projects

Writing quiz questions to try to stump the class

Making a map or timeline of the story

Making a ―life line‖ of a character's changes and development

Making a jigsaw puzzle of the story

Grading and Assessment:

Each project, as well as the student's alertness and participation in weekly discussions, will be evaluated. Teacher evaluation will be

based on effort, enthusiasm, participation, and improvement in comprehension. End-of-semester evaluations will be largely based

upon displaying consistent and measurable improvement and effort throughout the year (rather than on ―perfection‖).




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Parent involvement in discussion and evaluation of student's work is strongly encouraged. Teachers/Mentors will be available to

parents as needed, to assist in evaluating performance against priorities, to answer questions, or simply to be sounding boards for

discussion. We want to do everything we can to assist you in this endeavor.

A teacher-created evaluation will be provided for every student, which may be used as an aid to help parents determine grades for

report cards. All evaluations include the number of assignments completed, a description of challenges and accomplishments, a

review of student's progress and performance, and recommendations for future work. The student name and course, date of

completion and Mentor-Teacher signature are also included. Rather than a percentage grade or a letter grade, this will be an

individualized assessment of the student's progress, effort, and attitude. The basis for this assessment will be the following items (this

is an approximate breakdown and may be subject to change):

Literature projects: 50%

In-Class Effort, Discussion, and Participation: 35%

Short writing assignments and comprehension worksheets: 15%

Extra credit, as applicable (will add on to student's existing point total – extra books read, extra projects)

Curriculum

Books to be read throughout the year will be determined by mid-summer and the list emailed out to registered parents. Books may be

obtained by any available source: new, used, or library copies as long as the student has the book by the time we are reading it.

About Your Mentor-Teacher

You will find her bio at the end of this document.

Contacting the Teacher:

Please contact Mrs. Boiko (course questions) or Mrs. Allen (administrative questions) if there are any questions during the year.

The best way to contact Mrs. Boiko is via email at [email protected]. The next best way is by phone at (408)927-0737 or in case

of immediate need, by cell phone at (408)375-5189. Please use this number only for very short calls.

Teacher Assistant Position Available

Duties: taking roll, checking off homework completion, observing student accomplishments, helping run comprehension games. You

will receive a discount on your student's tuition in this class, according to HEART policies. Please contact Denise Boiko if interested.

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

Will be communicated to families once book list is set.

Ancient Literature Classics – 8:45-10:00 am, Period 1

Course Title: Introduction to the Classics – Ancient Literature

Mentor-Teacher: Gail Efting



When: Friday, 8:50 – 10:05

Class Fee payable to Gail Efting: $50/month per person

Credit Classification: Upper Academy, younger students by permission, only

Materials Fee: $20.00 one time only

Minimum & Maximum Class size: No Minimum, Maximum -18 students

Questions: Email Gail Efting [email protected]





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Credit: Junior High or High School Literature or English, Literatures in Critical Perspectives, or Honors Literature

Prerequisite: Summer Reading Intensive, or may use; Intro to Classics II (Medieval to Modern World Literature), Intro to Classics

III (American Literature), or Intro to Classics IV (Modern World Literature)

Course Description: High School English classes are a multi-level program of extensive interaction between the teacher and a group

of students. Students who participate develop and maintain proficiency in all levels of reading, understanding and analysis of

literature, and are exposed to the great writings of the era in history they are studying at HEART. This level focuses on types of

thoughtful reading and analysis. Students discover the correlation between experience, ideas and point of view. They also experience

how literature affects culture. They learn that good reading involves finding thematic patterns and insightful connections as

they develop these skills.

In response to student discussions and commentary, Mentor-Teacher holds student's work to either high school or honors standards.

Integral to this format is a substantial meta-cognitive dialogue with teacher and other students about the written works in class,

ongoing peer conversations, and follow-up discussions with teachers at home. Teacher will help students understand how standard

conventions of written languages are part of what, for many audiences, mark a careful, learned writer, but that writing is much more

than that.

This level presumes an understanding of analytical reading and focuses on types of thoughtful reading and analysis. Students discover

the correlation between experience, ideas and point of view. They also experience how literature affects culture. They learn that good

reading and writing involve finding thematic patterns and insightful connections as they develop these skills. We practice analysis in

a generative learning environment each week.

Honors course work is at college level and includes additional application of different forms of literary analysis (psychological,

sociological, archetypal, etc.) to original sources. Honors students examine principles and practices behind the written work, such as

authorial purpose and underlying bias, audience (cultural and historical) responses, generic conventions, storyline architecture, theme,

character development, point of view, style, and coherence. Revision of analysis, based on in-depth critiques from the teacher, is

emphasized.

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: Introduction to the Classics I – Ancient Literature, 2010-2011, will focus on classics spoken and written from

ancient times up through the 1st century, AD. 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. Also, if HS level analysis is completed, HS credit may be awarded

to younger students. Contact Gail Efting for more information. This course is designed to coordinate well with Ancient History,

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




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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.

Classroom 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: Overviews of assignments are given in blocks, in order to give you the flexibility which is so important to the

homeschool experience. It is the student‘s responsibility to make specific time commitments for completion of reading assignments

and submission of projects and essays, and to manage time and activities properly in order to keep those commitments, completing

assignments thoughtfully and with excellence. This process takes practice and may be difficult at first. However, with perseverance it

becomes an automatic and valuable skill. We will be there to guide you with this process. Some work will be due weekly, and reading

(or listening to audio books) will be necessary almost every day to absorb the original sources assigned.

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 reading material say, eight or ten different ways,

you will glean more from the reading and subsequent discussions. We will give constructive feedback and guidance on your

discoveries and analysis as much as you have interest. 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:

CLASSICS I – ANCIENT LITERATURE NOTE BOOK (please bring every week)

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

- This Class description in the Binder, in front of the sections listed below. - Notebook dividers (at least 8) including sections labeled;

Assignment Sheets (empty until given)

Essays and Supporting Documents (empty until created)




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New Words and Definitions (college ruled paper)

Notes (college ruled paper)

Research Materials (empty until procured)

Written Analysis / Feedback (empty until created)

- Portable hole punch (these fit onto the binder posts)

- ZIP POCKET which fits into the binder, containing

Colored pencils and pens (at least 8 colors) and a large eraser

Your notebook may be examined occasionally by a teacher in this class, and you WILL FREQUENTLY 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. The dividers are listed

above in alphabetical order, but 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 32 weeks is measured as 10 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

(Must have completed work through these books before class begins, see prerequisites. A Summer Reading Intensive is

available, contact Mrs. Efting.)

Invitation to the Classics, Cowan




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Additional original works, as assigned

Recommended Reference:

The Little, Brown Compact Handbook, Aaron, preferably the 5th

edition

Honors Texts:

How to Read Slowly, Sire

Literature in Critical Perspectives, Gordon

In the World, Timmerman, Hettinga

Additional analytical works, as assigned

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].

Teacher Assistant Position Available: One TA position is currently available for this class. If you would like to enjoy some lively

discussions with curious and insightful students, about a selection of powerful original works (or support the class in a more ―behind

the scenes‖ way) please send Gail Efting an e-mail immediately. Tuition discounts are available for TAs.

Assignments for the first week: Complete the Summer Reading Intensive or review the Analytical Reading section of How to Read

a Book if you have already completed the SRI. If you have not completed the SRI and are registering after the summer classes

have concluded, contact Gail Efting immediately.

As soon as you read through this Info Sheet, IMMEDIATELY send Gail Efting an e-mail. In the subject line enter ―Classics I,

Ancient Literature‖ 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, 3) whether you have read

the book being described, 4) how you think the culture may have been reflected in this book, and 5) how you think the culture may

have been affected by this book. Send me this e-mail no later than Aug. 13th. If you have any questions about this assignment, feel

free to send a note.

Make sure that you have your Classics I – Ancient Literature Notebook put together (see above) and that everything listed is in it

and easy to find. 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 or re-read The Purpose of Invitation to the Classics.

Mechatronics – 8:45-10:00 am, Period 1

Main Focus: Introduction to key principles in robotics, including mechanics, electronics, and programming.





3/18/2010 11:25:40 AM

Mentor-Teacher: Mike Kirouac


Credit: Physics and Computer Science


When: Friday, 8:45-10:00 am

Class Fee payable to Mike Kirouac: $50/month per person

Materials Fee: $50 material fee one time only

Questions: Email Mike Kirouac at [email protected]

Recommendation/Prerequisites: Algebra I (or permission of the Mentor-Teacher). Familiarity with the definitions of sine, cosine,

and tangent will be helpful. Use of basic technology applications, and a willingness to learn how to apply themselves in the classroom

experience and lab.

Class size: 3-12

Minimum age/grade: 8th-12th grade, or 7th with permission of the Mentor-Teacher (after parent/student interview)

Course Description: This pre-engineering class immerses students in all aspects of the exciting and growing field of robotics. It

strives to balance academics with relevant hands-on experience. Students will be introduced to the various parts of robots, including

drive trains, sensors, actuators, and control systems. They will also gain insight into the physics behind these components, and will

perform experiments to solidify their understanding of the concepts. The course will also cover programming and problem solving.

The culmination of the course will be the development of a robot to conquer a specific challenge.

Topics to be covered in Mechatronics class:

17 units paced at approximately 1 unit per 2 weeks

Introduction to VEX and Robotics; Building a Protobot

Speed, Power, Torque, and DC Motors; Gears, Chains, and Sprockets; Friction and Traction

Basic Electronics; Microcontroller and R/C Overview; Sensors

Drive Train Design; Object Manipulation; Joints and Linkages

Programming; Navigation; Systems Integration

Mechatronics Workload

Homework – Homework will be assigned, collected, and discussed regularly.

Experiments – All experiments will be done on Fridays, along with a short review of the unit.

Tests – A unit test will be done every two to three weeks to evaluate your learning. Tests will be completed at home, proctored

by the parent, and turned in to Mentor-Teacher during the next class, to be graded, recorded, and examined for further evaluation.

Tests should be done ―closed book‖ unless otherwise instructed. In some cases, parents may allow open book tests depending on

student's needs.

Lab Write-ups and Drawings – Each lab experiment will require either a short write-up (hypothesis, materials, results,

conclusion), neatly labeled drawings, or both. Write-ups and drawings will be filed in an Engineering Notebook to be turned in

for grading periodically.

Bring to class every day

1. A 3-ring binder with spine size approximately 1‖ to 1 1/2‖. This will be the Engineering Notebook, and will periodically be

turned in for grading. Insert two plastic sheet protectors at the front to store lab write-up instructions and drawing instructions.

Have a small supply of lined paper and plain white paper in the binder, for lab reports and drawings.

2. Sharp pencils with good erasers. Mechanical pencils are useful.

3. Pen

4. 6‖ ruler

5. Colored pencils for drawings (at least 6 colors)





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Materials: We will be purchasing VEX robotics kits and software in order to have a ratio of no more than three students per kit. Your

lab fee of $50 will be paid at the beginning of the school year, and will be used to help defray the cost of this equipment.

If you miss a lab due to an excused absence, the lab generally cannot be made up due to equipment considerations. Alternate activities

may be assigned if you miss more than two or three labs.

Grading and Assessment: Parent involvement in discussion and evaluation of student's work is a priority. Teachers will be available

to parents as needed, to answer questions, or simply be sounding boards for discussion. We want to do everything we can to assist

you in this endeavor.

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

planning to attend college, and as an aid to help parents ascertain grades for report cards. All evaluations include the number of tests,

homework, labs, and other assignments completed a description of challenges and accomplishments, a review of student's progress

and performance, test scores, and recommendations for future work. The student name and course, date of completion and Mentor-

Teacher signature are also included. Rather than a percentage grade or a letter grade, this will be an individualized assessment of the

student's progress, effort, and attitude. The basis for this assessment will be the following items:

Tests (20%) – Partial credit is given for partially correct answers

Homework (10%) – Completeness, not necessarily correctness

Lab (30%) – Effort, enthusiasm, and performance during the lab experiments

Engineering Notebook (40%) – Neatness and thoroughness of lab write-ups

Extra credit, as applicable

Curriculum: The Autodesk VEX Robotics Curriculum combines industry-leading Autodesk® Inventor® design tools with the premier

educational robotics platform for middle and high schools, the VEX Robotics Design System. It is designed to help students master

the fundamentals of robotics and the engineering design process. You will not need to purchase this curriculum, but you may view an

electronic copy of it at http://www.vexrobotics.com/edr-resources/

Programming will be done using easyC® version 2.0. You can find out more at http://www.intelitek.com/

You are encouraged to download a free student copy of the Autodesk® Inventor® design software. Please let the Mentor-

Teacher know if you would like instructions on how to do this.

Website: http://www.vexrobotics.com/

This site contains free and available for purchase resources that complement the classroom experience.

About Your Mentor-Teacher – Mike Kirouac: You will find his bio at the end of this document.

Contacting the Mentor-Teacher: Mr. Kirouac is best contacted via email at [email protected]. The next best way to contact Mr.

Kirouac is through phone at 408-297-3185 or in case of immediate need, by numeric pager at 800-418-7028. Please enter a call-back

number after the tone, and he will try to call you back as soon as possible.

Bible Foundations to Live By – 8:45-10:00 am, Period 1

Course Title: Bible Foundations to Live By

Mentor-Teacher: Jere Allen

Course Length: Two Semesters for Upper Academy, 32 weeks



Cost: $50 / month

Credit Classification: Bible


http://www.vexrobotics.com/edr-resources/

http://www.intelitek.com/

http://www.vexrobotics.com/




3/18/2010 11:25:40 AM

Materials Fee: $50 for 4 booklets and related handout materials, you will need to purchase the related reading assignments

$60 for the 4 booklets and related handout materials if registered after August 1, 2010


Questions: Jere Allen, [email protected], 408-712-4646

Prerequisite:

Use of basic technology applications.

A willingness to filter a Christian World View through literature and apply it through their projects.

This subject will require 1 hour a day workload, 5 days a week, 120 hours for the year.

Course Description: Students will learn what it means to become Biblically-Ordered in all areas of their lives through the Scriptures

and will follow the process of read, discuss, and create. An active learning project will be added for each booklet topic in the series.

The create phase of each unit will incorporate student‘s creativity in performing activities and reporting convictions that are

established for their personal lives through the course of each study. The type of projects produced by students would incorporate the

venues of writing, multi-media presentations, or other related modes of communication. We will, also, read one related Christian

living book and write a book report essay (or related project) on that book which pertains to the specific unit we are studying. Students

should have a willingness to seek the will of God in the areas of personal devotion, participation within a local church family, and

understanding the purpose of the church. This is a hands-on class with discipleship as a focus.

Topics to Be Covered: This series covers the beginnings of personal faith and carefully lays a firm foundation for growth. Both new

and seasoned believers will benefit from its clear teaching. It starts or re-energizes the participants in growing in the grace and

knowledge of the Lord and Savior Jesus Christ. Units include: Becoming a Disciple, Belonging to a Family of Families, Participating

in the Mission of the Church, Cultivating Habits of the Heart. (Source: www.bild.org)

Class Expectations: The student is expected to attend class and is, alone, responsible for inquiring with the Mentor-Teacher as to any

assignments that have been missed. Students should come to each class with their materials, booklet being studied, Bible, and

completed work in their portfolio binder.

We expect to have fun during class time yet be safe at the same time. Students will be treated with respect as young adults and their

respect to teachers is expected in return. Below are some of the guidelines and expectations during class time.

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


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

Handing in Assignments: Assignments are to be emailed electronically prior to each class as directed along with a printed copy

placed in the student‘s portfolio binder for class discussion. All work should be done neatly and reflect the student's best efforts.

Anything worth doing is worth doing well.


3-ring, one inch diameter binder divided up into these parts,

o Essays - rough drafts, outlines

o Bible study booklets

o Project descriptions and reports

o Vocabulary – 3 significant words per week with their definitions, checked during class on Friday

Bible

3 Pencils

Pen



http://www.bild.org/



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Highlighter

Container for pencils, erasers, etc.

Workload:

Vocabulary Words - While doing booklet work and reading their assigned books, students should define a minimum of 3 new

vocabulary words per week. They will be checked every week during notebook check.

Christian Living Book Essays or Projects – One book report essay or project on the assigned Christian living book will be due

on the final week of each unit (approximately every 7 weeks). An outline or rough draft for this should be turned in on week 6

and also email (Mrs. Allen should be copied on this email). Students will turn in a hard copy of their essay or project on Friday of

week 7 and also email their paper as an attachment to Mrs. Allen.

Booklet Completion and Discussion Notes – Lesson completion and notes from class discussions should be incorporated into

the booklet for each unit. Short writing assignments may be assigned based on class discussions from the booklets. These notes

should be used as a reference for projects and essays.

Booklet Project – This class provides opportunity for varied assessment of students. Students will develop an overall project for

each booklet to reflect convictions and actions they are led to consider from the lessons they go through. They will choose their

media of presentation: public address, technology, photo essay, dramatic prose, performing arts, or advocacy speech. Student

should choose their strength of presentation. However, some type of written report for the project should be placed into the course

notebook for discussion.

Be in God’s Word Daily - A steady diet of God‘s word will help filter the world‘s point of view and agenda. We obviously want

students to be in God‘s Word as they take this class.

Curriculum

The First Principles Series by BILD International Ministries, Series I (we will purchase this for you)

Four Booklets include:

Unit 1 – Becoming a Disciple Booklet

Unit 2 – Belonging to a Family of Families Booklet

Unit 3 – Participating in the Mission of the Church

Unit 4 – Cultivating Habits of the Heart

Website: www.bild.org

Related Assigned Book Reading (you will need to purchase from the website below)

Reading these books is certain to make a difference in the process of seeing students firmly established in their faith through this

course. If possible, I recommend these books be read aloud as a devotional time with your whole family and believe the discussions

you reap will be life-changing.

Lamplighter Books to order:

Titus, A Comrade of the Cross (for Unit 1) - Becoming a disciple begins by taking a journey to the cross with Jesus Christ.

Stephen, A Soldier of the Cross (for Unit 2) - Belonging to a family of families was critical in the first century church life as seen

through the eyes of those living there.

The Robbers‘ Cave (for Unit 3) - Participating in the mission of the church is lived out wherever God chooses to send us if we are

willing to stay the post.

Shipwrecked but not Lost (for boys in Unit 4) – Who we are and who we choose to be is often forged in the crucible of our

mistakes as we see what it means to becoming a man of godly character.


http://www.bild.org/



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House of Love (for girls in Unit 4) – As we all search for love and acceptance, letting Jesus truly love us is the first step to

becoming a woman of godly character.

Website: http://www.lamplighterpublishing.com/

About Your Mentor-Teacher – see the end of this document

Contacting the Teacher: The best way to contact Mr. & Mrs. Allen is via email [email protected]..

The next best way to contact them is through cell phone, 408-712-4646 – used only for short phone calls.


Parents: Please read this document with your children.

Students:

Email Mrs. Allen with 3 vocabulary words, with subject line: BFLB, Vocab Words

Get started on Lesson 1 in the first book, Becoming a Disciple. (This will not be discussed until our second session.)

If you have the book, get started reading, ―Titus, a Comrade of the Cross.‖

Choose 3 vocabulary words and write their definitions down on a piece of paper. File in your notebook and this will be checked

every Friday.

Tentative Schedule

Each unit will take approximately 7 weeks to finish. Lessons are subject to continuation into the next if necessary which could extend

the finishing date. This will be based on our discussions and extra time will be taken when needed.

Unit Timetable

Weeks 1 through 5 - The first 5 lessons from the booklet study, Read assigned book, Finish by week 5

Week 5 – Project Description Due

Week 6 – Project Due, Outline or rough draft of your essay due

Week 7 – Essay due, Present and discuss writing assignments and introduce the next unit

Book Report Essay or Project for Assigned Christian Living Book

For each assigned Christian living book, students will write an analysis assignment based on one of the three options below:

1. Students provide an analysis of the unit principles as it relates to the story

a. Are the characters following these principles?

b. What are the consequences / results of following or not following these principles in the story?

2. Students pick a character from the book and write about a ―lost scene or chapter‖ as that character by describing how they could

have interacted with the other characters to live out the principles of the study.

3. Students determine which one of the issues from the study applies the most to the story and discusses how it relates to a particular

scene or chapter.

Advanced Problem Solving – Set 1, 8:45 –10:00, Period 1


http://www.lamplighterpublishing.com/




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Course Title: Advanced Problem Solving

Mentor-Teacher: Brandon Young / Kathy Young (sponsor)

Course Length: Alternating Weeks for 8 months, 16 weeks

Type of Class: Group class through Heart Academy,

When: Set 1 Fridays, 8:45 – 10:00

Cost: $30 / month

Materials Fee: $25

Minimum & Maximum Class Size: 4 – 12 students Don‘t buy your curriculum until after August 1 and make sure the minimum has

been met.

Questions: Contact Brandon Young at (408) 252-5753 or [email protected].

Prerequisite: Student must be a current member of the HEART Math Olympiad Team or receive Mentor-Teacher‘s approval prior to

registration.

Course Description: Tackling math problems can be fun! Problem solving helps reading comprehension, builds critical thinking

skills, and encourages students to approach problems in creative ways. Problem solving competitions are a fun way for students to

apply their math skills to solve non-traditional math problems. The goals of this class follow the MOEMS program goals: to stimulate

enthusiasm and a love for mathematics; to introduce important mathematical concepts; to teach major strategies for problem solving;

to develop mathematical flexibility in solving problems; to strengthen mathematical intuition; and to provide for the satisfaction, joy,

and thrill of meeting challenges. This is an enrichment class that is NOT intended to replace a standard math curriculum, but rather,

to enhance the student‘s learning experience.

Teaching time will focus on exploring a problem solving topic or strategy in-depth and practicing non-routine problems from various

problem solving resources. Students will be encouraged to discover multiple ways of solving the same problem. In class, group

problem solving activities and various contests will be used to promote teamwork, communication, and learning. Homework will be

assigned that will reinforce the topic covered in class. Since this is an enrichment class, homework is not mandatory. However,

attempting the homework is highly recommended as skills are developed through exercise.

To build a passion for problem solving, several competitions will be held during class time to help students apply what they have

learned. Also, students in 8th

grade and under will have the option to officially participate in the Math Olympiad

(http://www.moems.org). The date and time of these official tests are TBD. There will be one extra class meeting in December to

administer the December test (location, date, and time TBD)

Topics to Be Covered: We will be going over arithmetic/geometric patterns, infinite sums, number theory, statistics, probability,

geometry, divisibility rules, logic squares, and exponents. We will also be covering basic problem solving techniques and strategies,

looking at multiple ways to solve the same problem. We will cover selected topics from The Art of Problem Solving Volume 1 and

Creative Problem Solving in School Mathematics.

Class Expectations: Students will be expected to come to class ready to learn. Previous homework assignments will be discussed and

analyzed during class time. Additional explanations will be used during class to clarify any confusion about lessons. Students will

only get as much out of the lessons as the time and effort they put into it.


8 ½ x 11-inch binder

Materials: None required.

Grading and Assessment: This class is for enrichment purposes, and official student evaluations will not be provided.



http://www.moems.org/



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Curriculum: None required.

About Your Mentor-Teachers – see the end of this document

Intermediate Problem Solving – Set 2, 8:45 – 10:00, Period 1

Course Title: Intermediate Problem Solving

Mentor-Teacher: Brandon Young / Kathy Young (sponsor)

Course Length: Alternating weeks for 8 months, 16 weeks


When: Set 2 Fridays, 8:45 – 10:00

Cost: $30 / month

Materials Fee: $30

Minimum & Maximum Class Size: 5 – 12 students, Don‘t buy your curriculum until after August 1 and make sure the minimum has

been met.

Questions: Contact Brandon Young at (408) 252-5753 or [email protected].

Prerequisite: Student needs to have strong addition, subtraction, multiplication, and division skills, along with experience working

with fractions, to actively participate in this class. The student must also receive the Mentor-Teacher‘s approval. For grades 6-8.

Course Description: Tackling math problems can be fun! Problem solving helps reading comprehension, builds critical thinking

skills, and encourages students to approach problems in creative ways. The Math Olympiads Program is a fun way for students to

apply their math skills to solve non-traditional math problems. The goals of this class follow the MOEMS program goals: to stimulate

enthusiasm and a love for mathematics; to introduce important mathematical concepts; to teach major strategies for problem solving;

to develop mathematical flexibility in solving problems; to strengthen mathematical intuition; and to provide for the satisfaction, joy,

and thrill of meeting challenges. This is an enrichment class that is NOT intended to replace a standard math curriculum, but rather,

to enhance the student‘s learning experience.

Teaching time will focus on exploring a problem solving topic or strategy in-depth and practicing non-routine problems from various

problem solving resources. Students will be encouraged to discover multiple ways of solving the same problem. In class, group

problem solving activities will be used to promote teamwork, communication, and learning. Homework will be assigned that will

reinforce the topic covered in class. Since this is an enrichment class, homework is not mandatory. However, attempting the

homework is highly recommended as skills are developed through exercise.

Prizes and group activities will be used to encourage students and promote a love for math.

Students will have the OPTION of participating in the National Math Olympiad program (www.moems.org). Contestants will have

the opportunity to receive participation certificates and to win patches, pins, and trophies. The Olympiad program consists of five

contests, each approximately 30 minutes long. These official tests are administered monthly from November to March. The problems

are difficult and many students start off with scores of 0 or 1 (out of 5). The goal is for them to improve their scores by the end of the

year. There will be one class meeting in December to administer the December Olympiad (location, date, and time TBD). Again, this

program is OPTIONAL, and there will be no additional charge for this opportunity. Students who choose not to participate will be

asked to attempt the problems for homework. The date and time of these official tests are TBD.

Topics to Be Covered: We will be going over basic math terms, divisibility, number theory, fractions, statistics, probability,

geometry, and divisibility rules. We will also be covering basic problem solving techniques and strategies, looking at multiple ways

to solve the same problem.





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Class Expectations: Students will be expected to come to class ready to learn. Previous homework assignments will be discussed and

analyzed during class time. Additional explanations will be used during class to clarify any confusion about lessons. Students will

only get as much out of the lessons as the time and effort they put into it.

Bring to class every day: 8 ½ x 11-inch binder

Materials: None required.

Grading and Assessment: Homework is optional, but students will be rewarded for their efforts. If student chooses to take the

Olympiads, test scores will be available. This class is for enrichment purposes, and official student evaluations will not be provided.

Curriculum: None required.

About Your Mentor-Teachers: see the end of the this document

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

at (408) 252-5753.

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

at (408) 252-5753.

The Art of Thinking Using Logic & Inductive Bible Study – 8:45-10:00, Period 1

Main focus: Introduction to Logic and the art of thinking using Inductive Bible Study.

Mentor-Teacher: Myron and Bernadette Ashby




Class Fee: $50/month per person

Questions: Email Myron and Bernadette Ashby, [email protected]

Credit: High School Logic, Bible Study Course

Prerequisites: Ages 12+

Minimum: 5 students

Course Description: As Christians, there is a need for a higher standard of reasoning. God wants his children to become people of

discernment. However, many Christians adopt beliefs and practices without properly evaluating the arguments which are used to

support them. We need to be like the Bereans of the bible who searched the Scriptures on a daily basis to see if the apostles teachings

were true (Acts 17:10-11). In this class, we will look at logic from a Christian perspective and learn how to apply this reasoning and

discernment to our daily lives. We will accomplish this by utilizing the Socratic method of study to logic. In addition, the student of

this class will be intensely immersed in how to study the Scriptures inductively. The book of Genesis and Mark will be our main

Scriptural study

.

Assessment System: Parent involvement in discussion and evaluation of students' work is a priority. Teachers will be available to

parents as needed, to assist in evaluating performance against priorities, answer questions, or simply be sounding boards for

discussion. We want to do everything we can to assist you in this endeavor. 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.






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Required Texts

The Fallacy Detective, 36 Lessons on How to Recognize Bad Reasoning, Nathaniel Bluedorn & Hans Bluedorn

The Thinking Tool Box, 35 Lessons That Will Build Your Reasoning Skills, Nathaniel Bluedorn & Hans Bludorn

NASB Bible – Mentor-Teachers will provide a copy of this on the book of Genesis and Mark

Not Sure yet if the Mentor-Teachers are requiring it

How to Think like Leonardo Da Vinci – Seven Steps to Genius Everyday – Michael J. Gelb

A Whole New Mind – Why Right Brainers Will Rule the Future – Daniel H. Pink

Moleskin Notebook

Subjects Covered

Logic:

o What is a Fallacy?

o Making Assumptions

o Statistical Fallacies

o Propaganda

o Tools for Thinking

o Tools for Opposing Viewpoints

o Tools for Science

Inductive Bible Study:

o Steps of Inductive Bible Study: Observation, Question and Answer, Timeless Truths, Application

o Common Laws of Written Language: Repetition, Continuity, Comparison, Contrast, Climax, Pivot , Particularization,

Generalization, Causation, Substantiation, Interrogation

Possible Subjects Covered:

o The Seven Da Vincian Principles: Curiosita, Dimonstrazione, Sensazione, Sfumato, Arte/Scienza, Corporalita, Connessione

o The Six Senses: Design, Story, Symphony, Empathy, Play, Meaning

Course Requirements: Because this class will be based on critical analysis and discussion, the Student will be required to:

o Actively participate and engage in classroom discussions and activities

o Read the appropriate assignments in a timely manner

o Complete and turn in the appropriate assignments

o Keep a log of daily observations and insights in their Moleskin Journal

o Study Scripture Daily as given in the assignments

Materials List:

2 inch Binder

NASB Bible

Pens – Red/Blue/Black

Pencils

Assignment Criteria




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There are weekly assignments and reading due every week. It is critical that assignments are completed because principles build on

one another.

Attendance: Because this class is discussion oriented, it is very important that a student attends class. If a student is unable to attend

a class, then they should inform the Mentor-Teacher and obtain the assignment for the following week.

About Your Teacher: You will find their bio at the end of this document.

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send Myron or Bernadette Ashby

and email [email protected] or call (408)923-8558.

For the First Week

Assignment Forthcoming

Private Vocal Lessons –Weekly, Period 1, 2, 3, & 5

Focus: Learning how to balance your voice by learning and applying specific exercises.

For Ages: 6+

Mentor-Teacher: Jessica Allen

Course length: 2 semesters, 32 weeks

Type of course: Class through HEART Academy

When: Friday, 1/2 hour each

Class Fee payable to Jessica Allen: $90 per month

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

Recommendation/Prerequisite: HEART Academy encourages parents to be involved in the classroom experience as much as

possible. If you want to attend with your children, we welcome you.

Required Material: Find a few songs you would like to work on.

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.

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;






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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.

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.

Jessica Allen’s Bio: See the end of this document

Simply Music Piano Lessons – Weekly, 10:00-11:20, Period 2

Focus: Simply Music® is a remarkable, Australian-developed piano and keyboard program that has beginning students playing great

sounding pop, blues, classical and accompaniment pieces - immediately - from their very first lessons.





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Mentor-Teacher: Bernadette Ashy

Course length: 2 semesters

Type of course: Group class through HEART Academy

When: Friday 10:05-11:20 Bayside Auditorium

Class Fee payable to Bernie Ashby: $120 per month, shared lessons

Materials Fee payable to Bernie Ashby: $48.00 per quarter

Questions: contact Bernie Ashby [email protected]



Course Description: Simply Music® is a remarkable, Australian-developed piano and keyboard program that has beginning students

playing great-sounding pop, blues, classical and accompaniment pieces - immediately - from their very first lessons. Traditional

lessons, for the most part, require that students first learn to read music as the means of learning how to play. This ‗read first, play

later‘ approach is slow and frustrating, and far too many students never acquire the ability to play. In fact, many lose their

desire to learn altogether.

Think of Simply Music as being like learning to talk. We all talked for years before we learned how to read and spell. It's the

same with our program. We delay the music reading process and start by showing you how to play fantastic music –

immediately.

Beginning students, with no attention on having to read music, are free to relate directly to the piano, and within months easily and

naturally begin to establish a ‗hands-on‘ and personal ‗feeling‘ for the instrument as they build a play-list that includes popular,

classical, blues and jazz styles, as well as develop the ability to play chords and modern accompaniments. After building a repertoire

of 30 to 50 pieces covering a broad range of musical styles, students go on to learn how to read music, their ability to play so well

providing a powerful foundation for learning the more formal aspects of music education.

“My boys are 8 and 10. They‟ve had just 12 lessons with Simply Music and already know 12 songs. Not just „Twinkle, Twinkle

Little Star‟ and „Mary Had A Little Lamb‟, but real music. The boys are already playing the blues. They think they‟re hot stuff.”

Rebecca Neis

“At 83 years of age, this wonderful program has given my life a dimension that has brought me much joy and satisfaction. The

experience of Simply Music has helped me to cope with stress, and even sadness. I have been most fortunate and blessed to have had

the experience of Simply Music.”

Sara Larmer Meuse

“After two years of being very frustrated with other programs, we have found one that works and that my daughter enjoys

tremendously. The results are wonderful.” Tammie Duke

“My daughter is only 7 years old with no previous music knowledge. Our experience has absolutely surpassed our expectations.

Recently she played a well-known song in front of 100 people and she brought the house down.” Marsha Goodstein

Studio Website: www.fortheluvofpiano.com

Bernadette Ashby, Accredited Simply Music Teacher

Home Studio Location: San Jose, 95127

(408)923-8558

Content & Objectives




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Requirements:

• MANDATORY Parent‘s Meeting TBA

• Class attendance.

• Weekly practice including Parent Participation – Parent keeps student accountable to practicing.

• View support DVD weekly – required.

• Listen to support CD weekly – required.

Assignment Criteria: They will need to show me their playlist weekly and practice at least five times during the week.

Attendance: The student is expected to attend class and is responsible for inquiring with the Mentor-Teacher as to any assignments

that have been missed. At the mandatory parent‘s meeting, I will provide my studio policies which will explain anything pertinent to

the running of my studio.

Contacting the Teacher

The best way to contact Mrs. Ashby is via email [email protected]

The next best way to contact her is through telephone, 408-923-8558.

Chemistry – 10:05-11:20, Period 2

Main Focus: Apologia Exploring Creation with Chemistry is a college-prep course that provides a detailed introduction to the

methods and concepts of general chemistry Mentor-Teacher: Christy Majchrowicz and Sherry Buhnerkempe Course Length: Two Semesters, 32 weeks Type of Class: Group Class through HEART Academy Questions: Email Christy Majchrowicz [email protected] Recommendation/Prerequisites: In order to be able to understand this text, the student needs to have completed Algebra I. Use of

basic technology applications, and a willingness to learn how to apply themselves in the classroom experience and lab. When: Friday, 10:05-1:20 Class Fee payable to Christine Majchrowicz: $50/month per person Lab Fee payable to Christine Majchrowicz: $40.00 Chemistry Course Description: Chemistry is a class designed to involve you in the activities of science. In order to be able to

understand this text, the student needs to have completed Algebra I. In this class you will

Learn the principles and vocabulary of Chemistry

Design and carry out experiments

Adapt the Scientific Method to interpret the findings of your experiments

Record, organize, and make interpretations of your findings

Recognize God‘s hand in the uniqueness of the Chemistry we study

This course is designed to be a first-year high school chemistry course and gives the student a rigorous foundation in chemistry, in

order to prepare him or her for a college-level course. You will develop an understanding of the role that Chemistry plays in your

personal lives. The knowledge and experiences in this class will allow you to act in an informed and intelligent way when making

decisions about current issues that involve science and technology. It is our goal to enable students to be successful in a college-prep

Chemistry course that provides a detailed introduction to the methods and concepts of Chemistry.





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Course Content for This Course: The course covers significant figures, units, classification, the mole concept, stoichiometry,

thermochemistry, thermodynamics, kinetics, acids and bases, redox reactions, solutions, atomic structure, Lewis structures, molecular

geometry, the gas laws, and equilibrium.

Curriculum Exploring Creation With Chemistry (Second Edition) by Dr. James Wile 2 volume set: The first book, hardbound, is the student text, which contains all student material, on-your-own questions and

solutions, laboratory exercises, and chapter study guides, color illustrations and diagrams. The second book, softbound, is the

solutions and tests manual, which contains answers to chapter study guides, tests, and test solutions. Price: $85.00

The texts are also available from Christian Book Distributors: www.christianbook.com or www.childsbook.com at a discount We will be using the second edition of the Chemistry book. Website: www.apologia.com

Optional resources:

The CD-ROM versions of these courses contain everything that is in the textbook courses plus multimedia add-ons like word

pronunciations, videos, and animations. Please note that this CD does not read the course to the student. It is the book on CD,

formatted as a website. If you want something that will read the course to the student, you should look at our MP3 Audio CD.

These are complete courses, not just supplements! Format: CD-ROM Price: $65 Multimedia Companion CDs: If you really want to use a textbook but would like the multimedia that is on the CD, there is a

special multimedia companion CD to accompany this course. This CD does not contain the text of the course, but it has all of

the multimedia that you find on the CD course. This companion CD is the ideal choice for someone who wants to use a book but

does not want to miss out on the multimedia. Format: CD-ROM Price: $15 MP3 Audio CD: There is also an MP3 Audio CD available for the Chemistry course. This MP3 CD has audio of a homeschooling

father reading the student text to his children. If your child has difficulty reading, this is the perfect companion to the textbook or

the full course CD. It will run on a computer or in an MP3-compatible CD player. Course Requirements

A willingness to learn how to apply a Christian World View in Chemistry.

This subject will require 1 hour a day workload, 5 days a week, 120 hours for the year. Students should always bring the following to every class: • Textbook • Lab notebook • Student‘s answers to questions, problems and tests • Pencil • Calculator Laboratory Exercises: We will be purchasing 1 lab kit per two students. Your lab fee will be $40 for the year. Assessment Criteria: 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. We want to do everything we can to assist you

in this endeavor. A teacher-created evaluation will be provided for every student, which may be used as a record of accomplishment for

students planning to attend college, and as an aid to help parents ascertain grades for your report cards. All evaluations include the

number of tests, homework, labs, and other assignments completed, a description of challenges and accomplishments, a review of

student's progress and performance, test scores, and recommendations for future work. The student name and course, date of


http://www.christianbook.com/

http://www.childsbook.com/

http://www.apologiascience.com/

http://www.apologia.com/cda/index.html




3/18/2010 11:25:40 AM


individualized assessment of the student's progress, effort, and attitude. The basis for this assessment will be the following items: Tests: Performance on tests (Parent can determine if the test should be opened or closed, proctored and graded by parent but

reviewed also by teacher). Partial credit is given for partially correct answers. Homework: Completeness (not necessarily correctness) of review questions, practice problems, and OYO questions For honors students, homework grade also includes summaries, current events, and book reports. Labs:

Effort, enthusiasm, and performance during the lab experiments Neatness and thoroughness of lab write-ups in lab notebook Maintenance of Chemistry notebook as directed The lab cannot be made up due to equipment considerations. For Honors students this will also include a science project grade.

Extra credit will be available for students who wish to enhance their learning experience. Students will also be evaluated on

preparation, participation and attitude in class. Parents who would like a more detailed grade assessment (percentage and/or letter

grade) may contact the Mentor-Teacher with this specific request. Handing in Assignments: Assignments are due at the beginning of class. All work should be done neatly and reflect the student's

best efforts. Illegible work will be returned to the student to be redone. Testing Policy: An assessment will be done every 2 weeks to evaluate understanding of material. Classroom Expectations

Attendance and punctuality (very important). Please be in class on time, ready to start, and prepared for the day's material. Participation in discussion. We will review the chapter in class to prepare for the test. Participation in lab and turning in lab reports. Completing other assigned homework (on time!) such as study guides and On Your Own questions. Specific assignments will be

given weekly by email and/or by handout. Please stay caught up! You will study on your own with your parent's help as needed during the week (reading the chapter, answering On Your Own

Questions, Review Questions, and Practice Problems, studying for test). Tests will be completed at home and proctored by parent. Since concepts continually build on important previous material, parents

may choose to allow the student to take the test a second time if mastery has not been achieved on the first administration of the

test. We can also discuss other ways to help the student assimilate the material. Our commitment as your Mentor-Teacher is to provide instruction and encouragement to you, supervise laboratory experiments

during class time, review the chapter material in class before the tests, and evaluate the student's work. We will be available to help

you develop skills in scientific observation and analysis, and in understanding the complex concepts we will be learning. Please feel

free to come to us with questions or email us during the week, so that this can be a team effort in learning together! An assignment sheet will be made available for each quarter. It will be emailed to you so that if you misplace your copy you will

always have it available. It is designed as a communication device for you, to clarify your weekly work process and help you focus on

the topics 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 store it in your binder for future reference.




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We expect to have fun during class time yet be safe at the same time. We will learn to respect you as young adults and you will learn

to respect us as your teachers. Below are some of the guidelines and expectations during class time. 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. OBEY SAFETY RULES FOR LABS COME PREPARED – have materials with you with your assignments finished. 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. Chemistry Workload

On Your Own Questions – Students must do ALL questions.

Experiments - All experiments will be done on Fridays with a short review of the module.

Review Questions and Practice Problems - should be done at the end of each module. These should be used to study for the

upcoming test.

Extra Practice Problems – very helpful to gain understanding if you are struggling with problems in the module. Required for

Honors students.

Tests - will be done at home. We will grade them and hand them back the following week. Before the First Class:

Parents read iv, v, and vi in the Solutions and Tests Book.

Students read iv, v, and vi in the Chemistry Book.

Go to http://www.apologia.com/bookextras as directed on page ii in the textbook, and print out the errata (printing errors) for your

printing of the textbook. Pencil them into your text in the appropriate places. About Your Mentor-Teachers – Sherry Buhnerkempe and Christy Majchrowicz: Find their bios at the end of this document. Contacting the Teacher: Please contact Mrs. Majchrowicz or Mrs. Buhnerkempe if there are any questions during the year. The best way to contact Mrs. Majchrowicz is via email at [email protected] The next best way to contact Mrs. Majchrowicz is by phone at 408-737-0784. The best way to contact Mrs. Buhnerkempe is via email at [email protected].

Biology – 10:05-11:20 am, Period 2

Course Title: Biology




When: Fridays, 10:10-11:25 AM

Cost: $50 / month

Credit Classification: 10 credits, Lab Science

Lab Fee: $35 one time only


http://www.apologia.com/bookextras





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Prerequisite: Ability to manage high school level course with maturity

Course Description:

This course is designed to be your first high school science course. Heavily emphasizing the vocabulary of biology, it provides you

with a strong background in the scientific method, the five-kingdom classification scheme, microscopy, biochemistry, cellular biology,

molecular and Mendelian genetics, evolution, and ecosystems. Dissection labs for four organisms (earthworm, crayfish, perch, and

frog) will also be included to aid in your understanding of animal anatomy and physiology. The course also provides a complete

survey of the five kingdoms in Creation. Students who take and understand this course will be prepared for a university biology

course. (Description taken from www.apologia.com).

Biology is a class designed to involve you in the activities of science. In this class you will:

Learn the principles and vocabulary of biological science




Recognize God's hand in the uniqueness of each biological structure we study

You will develop an understanding of the role that biology plays in your personal lives. The knowledge and experiences in this class

will allow you to act in an informed and intelligent way when making decisions about current issues that involve science and

technology. It is our goal to enable you to be successful in a college-prep biology course that provides a detailed introduction to the

methods and concepts of general biology.

Honors credit:

The course may be taken for honors credit. Additional assignments will be required; please see Mentor-Teacher for a list of these

assignments. Students desiring honors credit must make this request by the first or second week of class. If you are not sure whether

to take the course for honors credit, you may start in honors and later drop back to a standard course if desired.


16 modules (chapters) paced at approximately one module per two weeks:

1st Quarter: Basic Intro to Biology, Kingdoms Monera, Protista, and Fungi

2nd

Quarter: Chemistry of Life, Evolution (Christian perspective), Ecology, The Cell

3rd

Quarter: Cellular Reproduction & DNA, Mendelian Genetics, Invertebrates, Arthropods

4th

Quarter: Chordates, Fish, Amphibians, Plants, Reptiles, Birds, Mammals

Note: HEART classes will be on break during the holidays, from before Thanksgiving until just after New Year's Day. In order to

stay caught up in your textbook, you will read through two modules during this time. These modules will not have any labs assigned,

and tests and study guides will be optional and not graded, but recommended for comprehension.

Class Expectations:

Attendance and punctuality (very important). Please be in class on time, ready to start, and prepared for the day's material.

LISTENING to instructions given in class and FOLLOWING DIRECTIONS. This will save time and energy for all of us and is

extremely important for safety and for good performance in the class.

Participation in discussion. We will review the chapter in class to prepare for the test.

Participation in lab and turning in lab reports.

Completing other assigned homework (on time!) such as study guides and On Your Own questions. Specific assignments will be

given weekly by email and by handout. Please stay caught up!




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You will study on your own with your parent's help as needed during the week (reading the chapter, possibly performing some

household-based labs and reporting back during class, answering On Your Own Questions, Study Guides, and Module Summaries,

studying for tests).

Tests will be completed at home and proctored and scored by parent. Since biological concepts continually build on important

previous material, parents may choose to allow the student to take the test a second time if mastery has not been achieved on the first

administration of the test. We can also discuss other ways to help the student assimilate the material.

Use of basic technology applications (word processing applications, email, Internet).

A willingness to learn how to apply a Christian world view in biology.

In addition to class time, this subject will require a workload of about one hour a day, five days a week, 120 hours for the year.

Additional hours will be needed for honors students.

My commitment as your Mentor-Teacher is to provide instruction and encouragement to you, supervise laboratory experiments during

class time, review the chapter material in class before the tests, and grade or evaluate your work. I will be available to help you

develop skills in scientific observation and analysis, and in understanding the complex concepts we will be learning. 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!




Laboratory Exercises:

Exploring Creation With Biology contains three types of laboratory exercises:

Household labs - Only household equipment is used. Some of these will be done in class, and others may be done at home

(either required, or for extra credit), with the results shared in class.

Microscope labs - Require a microscope and slide set (will always be done in class).

Dissection labs - Require a dissection kit (will always be done in class).

Materials: A few very common household materials may occasionally be requested from you and your family. We will be

performing the microscope and dissection labs in class. They will be beneficial to you (especially if you are science-oriented). We

will be purchasing microscope and dissection equipment and specimens in order to have a ratio of three students per microscope and

dissection kit. Your lab fee of $35 will be paid at the beginning of the school year.

If you miss a lab due to an excused absence, the lab generally cannot be made up due to equipment considerations, though sometimes

we can try to make arrangements for you to catch up during the next week's class. Alternate activities may be assigned if you miss

more than two or three labs.


Assignments are due at the beginning of class. All work should be done neatly and reflect your best efforts. Messy work or work that

cannot be understood will be subject to a penalty or considered wrong and worth no credit. Strive for excellence and do your best

work.




1. A 3-ring binder with spine size approximately 1 1/2‖ to 2‖. Insert two plastic sheet protectors at the front of the binder to store

latest assignment sheet and important reference information. If it is a view binder, you may decorate the cover page any way you like.

Insert dividers, labeled as follows. Have a small supply of college-ruled paper in each section.

a. OYO Questions




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b. Class Notes and Handouts

c. Study Guides and Module Summaries

d. Tests

e. Extra Credit

2. A second 3-ring binder with spine size about 1‖. This will be the lab notebook, and will periodically be turned in for grading.

Insert two plastic sheet protectors at the front to store lab writeup instructions and drawing instructions. Have a supply of lined paper

and plain white paper in the binder, for lab reports and drawings.

3. Sharp pencils with good erasers, for sketches and drawings. Mechanical pencils are useful.

4. Pen.

5. 6‖ ruler for drawing straight lines for labels on lab drawings.

6. Colored pencils for biological drawings (at least 6 colors).

7. Zippered pocket for pencils, erasers, etc. (place this in your main Biology binder which stays with you and doesn't get turned in).

8. Textbook.

Workload:

On Your Own Questions – These are to be answered as you come to them in the reading of the module, and kept in a labeled section

of your notebook. Start each new module on a new sheet of paper. They will not be turned in, but you are accountable for doing

them.

Experiments - All experiments will be done on Fridays, along with a short review of the module. Occasionally, experiments

involving only household materials will be done at home (sometimes for extra credit).

Study Guides – These should be done in writing or typed on the computer, neatly and completely, at the end of each module. They

should be used to help you study for the upcoming test and will be turned in with the test.

Module Summaries – These are found at the back of the textbook in Appendix B and are a useful way to review the module before

the test. You may type out the entire question and entire answer, or photocopy the summary and fill in the blanks.

Tests – A module test will be done every two weeks to evaluate your learning. Tests will be completed at home, proctored by the

parent, and turned in to Mentor-Teacher during the next class, to be graded, recorded, and examined for further evaluation. Tests may

be typed or handwritten. Tests should be done ―closed book‖ unless otherwise instructed. In some cases, parents may allow open

book tests depending on student's needs, but closed book is strongly preferred for best preparation for college courses.

Lab Writeups and Drawings – Each lab experiment will require either a short writeup (hypothesis, materials, results, conclusion),

neatly labeled drawings, or both. Writeups and drawings will be filed in a lab notebook to be turned in for grading periodically.

5-4-3-2-1 Summaries of Modules – Extra credit, but highly recommended to create a personalized wrap-up of the module. Use 5-4-

3-2-1 handout. (Required for honors credit – one per module)

Quarterly Tests: Extra credit. Found in the paperback Solutions and Tests Book. Do Quarterly Test after we have covered all the

material from the 4 chapters on each quarterly test (1-4, then 5-8, 9-12, 13-16). Review and study your previous module tests to

prepare for the Quarterly Tests. These may be done open or closed book, with extra points given for closed book if this is noted at the

top of the tests. (Required for honors credit: one first semester, three second semester)

Current Events – Extra credit or for honors credit. Description of a scientific news item of your choice. Current event form

questions will be filled out to describe the event or discovery. (Required for honors credit – two per semester)

Book Report – Extra credit or honors credit. 1 or 2 page summary of a book from a recommended list, or of your choosing with

approval of teacher (Required for honors credit – one per semester)

Semester Project – Extra credit or honors credit. An extra experiment, detailed drawing, game, poem, report, or other project of your

choosing, to augment the learning experiences in the class (Required for honors credit – one per semester)


Parent involvement in discussion and evaluation of student's work is a priority. Parents will score each module test before the student

turns it in, and teacher will double check the scoring, sometimes allowing more points or partial credit. Teachers will be available to






3/18/2010 11:25:40 AM



homework, labs, and other assignments completed, a description of challenges and accomplishments, a review of student's progress




Tests: 55%

Performance on tests (usually closed book, proctored and graded by parent but reviewed also by teacher). Partial credit is given for

partially correct answers.

Homework: 10%

Completeness (not necessarily correctness) of study guides, module summaries, and OYO questions.

For honors students, homework grade also includes 5-4-3-2-1 summaries, current events, and book reports.

Lab: 35%

Effort, enthusiasm, and performance during the lab experiments.

Neatness and thoroughness of lab writeups in lab notebook .

Maintenance of biology notebook as directed.

For honors students, lab grade also includes project grade.


Extra labeled drawings, quarterly tests, current events, book reports, optional lab experiments, and other extra efforts in the class.

Extra points will add on to student's existing point total.

Student will also be evaluated on preparation, participation and attitude in class.

Curriculum

REQUIRED:

Exploring Creation With Biology (Second Edition) by Dr. Jay L. Wile and Marilyn F. Durnell, Apologia Educational Ministries,

2005.

2 volume set: The first book, hardbound, is the student text, which contains all student material, On-Your-Own questions and

solutions, laboratory exercises chapter study guides, color illustrations and diagrams. The second book, softbound, is the solutions and

tests manual, which contains answers to chapter study guides, tests, and test solutions. (B&W). Price: $85.00 for the set, but available

at discount (about $60) from CBD, Home Science Tools, or Children's Books (www.childsbooks.com).

Please note that because of the differences between the first and second editions, students in a group setting cannot use both.

They must all have the same edition. At HEART, we will be using the second edition so please make sure that this is the edition

you have purchased.

OPTIONAL:

The CD-ROM versions of these courses contain everything that is in the textbook courses plus multimedia add-ons such as word

pronunciations, videos, and animations. Please note that this CD does not read the course to the student. It is the book on CD,

formatted as a website. If you want something that will read the course to the student, consider Apologia's MP3 Audio CD (described

below). These are complete courses, not just supplements. Format: CD-ROM. To get an idea of what the CD-ROM courses are like,

check out the first module of biology at this link: http://www.apologiascience.com/courses/1/indx.html

Price: $65

Multimedia Companion CDs If you want to use a textbook but would like the multimedia that is on the CD, Apologia has made

special multimedia companion CDs to accompany these courses. These CDs do not contain the text of the courses, but they have all

of the multimedia that you find on the CD course. These companion CDs are the ideal choice for someone who wants to use a book

but does not want to miss out on the multimedia. Format: CD-ROM Price: $15

MP3 Audio CD Apologia also has an MP3 Audio CD available for the Biology course. This MP3 CD has audio of the student text

being read aloud. If your child has difficulty reading, this is the perfect companion to the textbook or the full course CD. It will run on

a computer or in a MP3-compatible CD player. Price: $15.




3/18/2010 11:25:40 AM

Website:

www.apologiascience.com

This site contains helpful hints and links for the parent and student which can aid in your study of the subject.








Parents:

Read iv, v, and vi in the Solutions and Tests Book. Carefully read the course expectations from this descriptive document. Be ready

to go over the handouts I give the students on the first day of class.

Students:

1. Read iv, v, and vi in textbook.

2. Read pp 1-24 in textbook.

3. Do On Your Own questions 1.1-1.10 on notebook paper, and file in the OYO Questions section of your notebook (you will not be

turning these in but will be expected to complete them and will show them to the teacher's aide in class).

4. Read procedure for Experiment 1.1, prepare your lab notebook, and be ready to do this experiment together in class.

5. Carefully read the course expectations from this current document (Biology Class Information). On the first day of class I will be

giving you many handouts. Be prepared to go over these with your parents.

Biblical Application in Life Management (BALM) – 10:05-11:20 am, Period 2

Course Title: Biblical Application to Life Management skills (BALM)




When: Friday, 10:10 – 11:25

Class Fee payable to Gail Efting: $75 / month per person

Credit Classification: Upper Academy, younger students by permission

Materials Fee: $60.00 per student, one time only

Minimum & Maximum Class size: No Minimum, Maximum - 22 students


Credit: Successful completion can be used to satisfy requirements for studies in Rhetoric, Logic, Biblical Hermeneutics, Micro

Economics, Life Management Skills, Philosophy and World View, or elective credit, depending on hours spent on the various aspects

of the coursework.

Prerequisite: None

Course Description: Our students have been well trained academically. But there are many additional challenges for which they

need to be prepared. We can't tackle these challenges for our children, but like a good coach with an athlete, our goal is to train and

prepare them to excel on their own.





3/18/2010 11:25:40 AM

In order to do their best as unto the Lord in every aspect of their lives, our students will need to know how to apply Scripture to every

situation, every day. They will need to be able to think clearly and with discernment, to work through issues logically, to respond

effectively and appropriately, and to make sound, Biblical decisions based on accurate observations and conclusions. They will also

need to be prepared for typical life management tasks.

Biblical Application to Life Management is simply applying Biblical principles to real life situations. This course will give students

the tools they need to "think Biblically" as they build useful skills related to the many practical, "every day" life issues they will face

as adults. It will encourage them to develop their critical thinking skills and teach them effective, Scripturally based strategies for Life

Management.

Every class session will focus on a different aspect of Biblical Life Management Skills. Socratic and Pauline discussion, practice in

Logic and Rhetoric, interactive and generative activities, experiential learning, and written analysis will provide the students with

opportunities to absorb, process and use the material presented. After each topic is covered, students will be required to submit

written and/or verbal feedback. Additionally, projects will be assigned every class session, for completion before the next class.

Course Content: This course is designed to be a two year study. Second year students will experience more in depth interaction

with the material. Some of the areas of study for both sets of students will include;

"World View" and how it is affected by our thinking - "thinking Biblically", presumptions and expectations, reality vs. fantasy

perceptions, deception vs. truth, bias and perception

Decision making skills – observation and discernment, ―T squares‖, priorities, God's will and our choices

Strategic planning and goal setting skills – vision casting, purpose and mission, identifying appropriate goals, successful self

management by objectives

Perseverance and effective follow through – building consistent patterns to completion, the ―enthusiasm parabola‖, dealing with

frustration and ―failure‖, going to the Word during difficulty

Time management - scheduling, organization, margin, ―Sabbath rest‖, incremental accomplishment, dealing with procrastination,

short and long term tasking

People skills – communication styles and patterns, negotiation, communication tracks, ―interaction stones‖, conflict resolution,

accountability, relationships in hierarchical situations

Money management - financial planning, budgets, ownership and debt, giving, Biblical attitudes toward "need"

Critical thinking skills – research and investigation, distractions to discernment, ―emotional charge‖, critical analysis, logic, rhetoric,

―persuasion by exposure‖

Applied Biblical Hermeneutics – Levels of reading in the Bible, applying Scripture in ―real life‖, Biblical research, word and topic

studies, use of Biblical study tools, checking against Biblical principles, ―doing the Word‖

Study skills – tangential thinking, ―free writing‖ and brain storming, note taking from lecture, note taking from reading, constructing

knowledge, the Kohl Cycle, Bloom and Armstrong‘s Taxonomy of Educational Objectives, oral presentations, using evaluation and

feedback, double check, revision

Assessment system: I will be available to parents as needed, to assist in evaluating performance against your own priorities, to answer

questions, or simply to be a sounding board for discussion. Please talk with me as often as you want. You are welcome to sit in on




3/18/2010 11:25:40 AM

the class on a regular basis, even all year if you like. I want to do everything I can to assist you in this endeavor. Please keep in mind,

however, that the purpose of this class is NOT primarily to ―pad a transcript‖, but to mold a life.

This is not like any other class your students will ever take. Its purpose is to help them prepare for REAL LIFE, of which class

room experiences and academic endeavors are only a very small part! Therefore a parental concern about ―how well the student is

performing‖ in the class can be counterproductive to their real growth process.

I know suspending this concern can be very difficult. I can guarantee you that they WILL learn a tremendous amount, students always

do. And they will be better prepared for college and life than you could imagine because of what they learn in this class. In fact,

many students choose to take the class more than the recommended two times, so they can glean even more. There is so much

material, no one can get it all the first (or even second) time. But in order to accomplish that tremendous learning process, you MUST

permit the student to fully experience the material and coursework COMPLETELY, themselves. The more you do for them (thinking,

explanation, retention, etc.), and the more you worry about ―how they are doing‖, the less they will gain and retain for life. Most of us

apply what we gain from our OWN realizations, rather than instruction or inculcation by others.

If you will, think about how we all learned to walk. Imagine what would have happened if someone had tried to do that learning

process FOR us, or to explain it to us (assuming we could have understood them). Or what if someone never let us down on the floor

without a protective halter holding us up ―in case we might fall‖. Or even if we were exhorted to ―perform‖ our walking and then were

judged critically on that performance. Now imagine what it would have been like if someone had been GRADING us on our progress

and trying to figure out how to help us get better grades! How different would our lives be now! Would we be walking so smoothly

and thoughtlessly as so many of us do? I wonder.

We walk because we had the DESIRE, the OPPORTUNITY, the ACCURATE FEEDBACK (through failure in a safe environment),

and the MODELING for it. We experienced REALIZATIONS about it. We experienced a SENSE OF ACCOMPLISHMENT in the

face of frustration (sometimes quite severe) when we had some small success. And remember, we were DESIGNED to do it! We

walk because we EXPERIENCED the walking process, done poorly and well, over and over again, and we learned as we went.

Parent involvement in students' work for this class is a priority. They need to be able to ask questions, do interviews, and bounce

ideas off of you, as their Godly counsel. They need to be able to ―think out loud‖ with you and express their observations and

opinions about a LOT of things. They need to be allowed to fail, and learn from their failure. I‘m just asking that you let their learning

flow where it goes, without external control or evaluation. I strongly request that you permit your students to experience the joys,

confusions, frustrations, successes, and even failures, through which they will be stretched and grow in this class. Your

encouragement to persevere will make all the difference for them.

My goal for our students in teaching this class is fourfold;

1) to encourage students to build the habit of seeking Godly counsel in decision making.

2) to stimulate students‘ transition from seeing parent as leader/authority to parent as wise counselor and mentor.

3) to give the students experiences and realizations which will stimulate the growth of a real, day to day, ability to consistently apply

Scripture to life.

4) to give the students reality based attitudes, clear understanding, and concrete skills related to aspects of life they will have to face as

they mature into adulthood.

Performance in the class will be not be evaluated like a “regular” class! If you choose to use some of the material covered for

transcript (academic) records please contact Gail Efting. Information can be provided on class participation, work submitted, and

completion of assigned projects. You will be able to give them a grade at the end of the year, if you choose, and this class does




3/18/2010 11:25:40 AM

provide opportunities to fulfill academic requirements. But performance in life will be evaluated based on applying the material

learned to real life situations, and THAT will take a while!

Course Requirements: My commitment is to provide opportunities, instruction and encouragement in observation, discernment and

critical thinking, communication, both written and verbal, life management skills, and discovery and application of God‘s truths in

every day situations around us. I will provide material and training which will be beneficial long term and practically useful.

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

work on time, to come prepared to observe, listen, learn, think, participate, and contribute at his/her best ―as unto the Lord‖. This

class requires considerable 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 “coach” is to help your student be accountable for the requirements of the class, starting on

time, submitting work as instructed, participation, doing their best ―as unto the Lord‖. Also, many of the projects may require your

input or availability for interviews or processes. Please do not do the work FOR your student, or give them the answers to thought

questions, but encourage them to persevere (sometimes in the face of frustration) to their goals.

A newsletter will be made available every week. It is designed as a communication device for you, to help you focus on some of

the issues we are discussing in class. Please read it every week. Once you have read the newsletter, please store it in your binder for

future use.

Attendance: Class learning is often experiential and interactive, and cannot be easily repeated outside of the group experience, so

consistent attendance within each topic block is EXTREMELY important. There is handout material given every week, which

students may not obtain easily if they miss a class. However, because of the ―block‖ nature of the coursework, a topic could be

missed in its entirety without seriously damaging the learning process during the rest of the year. This does give you the flexibility,

BY BLOCK, which is so important to the homeschool experience.

If you have scheduled to miss classes for any reason, please let me know as soon as YOU know, so that I can adjust the blocks, if

necessary, to make that easier for you. Courtesy mandates communication.




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 and often are activity or interview oriented. Topic blocks range from 4 to 8

weeks, depending on the subject matter being studied, with a final project (which requires several weeks to complete) due at the end of

each block. Students are STRONGLY encouraged to seek Godly counsel between sessions, and often have interview assignments.

Parents are encouraged to attend class to observe if they desire, so that they are familiar with the processes experienced by their

students. Many do so.



For example, if you want to change an attitude, gain knowledge or develop a skill, and are willing to participate in the class learning

experiences and do your best with the block projects, I will invest as much time and energy as necessary to counsel, encourage and

support you in this endeavor.




3/18/2010 11:25:40 AM

Your e-mail questions and comments are encouraged, and I will respond respectfully and thoughtfully to any question you ask.

Basically, you get the benefit of availability of a skilled Biblical counselor, on ANY topic, throughout the time you are in the BALM

class. Additionally, I am available for questions, additional discussion or assistance in Biblical research or with projects, at the

Theological Library at Peninsula Bible Church in Palo Alto, every Tuesday morning by appointment, from 7:00 AM to 9:30 AM.

Materials:

BIBLICAL APPLICATION IN LIFE MANAGEMENT (BALM) 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

- This Class description in the Binder, in front of the sections listed below.

BIBLE, which fits into the binder, and in which the student can make notes. Students will be marking and making notes in these

Bibles. Please make sure your student has a Bible they will feel comfortable writing in.

- Notebook dividers (at least 8) including sections labeled;

Bible / Information Requests (empty until created)

New Words and Definitions (college ruled paper

Newsletters (empty until received)


Observations and realizations journal (college ruled paper)

Project Records and Documents (empty until created)

Research Materials (empty until created)

Written Analysis and Feedback (empty until created)




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














The Holy Bible (accurate translation, no paraphrases) in which you can write

All other necessary coursework materials will be provided. (A $60.00 fee is charged to cover the cost of providing this

material.)




3/18/2010 11:25:40 AM











Mrs. Efting has taught the BALM class, in various forms, for over 12 years.


[email protected].


discussions with curious and insightful students (or support the class in a more ―behind the scenes‖ way) please send Gail Efting an e-

mail immediately. Tuition discounts are available for TAs.

Assignments for the first week: Make sure that you have your Biblical Application in Life Management Notebook put together (see

above) and that everything listed is in it and easy to find.

Make sure that you have your Bible, (remember, a good translation, you can write in) ready to go. Bring your Bible with you to

EVERY class.

Make sure your mind is ready to THINK (well rested, well fed, well exercised, comfortable shoes, etc.) when you come into class.

General Science – 10:05-11:20, Period 2

Course Title: General Science

Mentor-Teacher: Helene Lee

Course Length: Two Semesters for Upper Academy, 32 weeks



Cost: $50 / month for Upper Academy

Credit Classification: 6-8 Grade Science

Lab Fee: $20.00 one time only


Questions: Helene Lee, [email protected]

Prerequisites:

Use of basic technology applications

A willingness to learn how to apply a Christian World View in science.

This subject averages about 1 hour a day study load, 5 days a week, 120 hours for the year.





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Course Description: General Science is a wonderful, introduction to science in general and some of the specific sciences in

particular, designed from the ground up for use by homeschoolers. Topics include a brief history of science; the scientific method;

how to analyze and interpret experiments; the distinction between science, applied science, and technology; archeology, geology and

paleontology; uniformitarianism vs. catastrophism; genetics (DNA and life); cells; classification (the five-kingdom system: monera,

protista, fungi, plantae, and animalia); the energy cycle; and, over a third of the book: the human body and its primary systems:

digestive, respiratory, circulatory, lymphatic, endocrine, urinary, and nervous.

In this class you will:

Learn the principles and vocabulary of science

Carry out experiments

Learn to use the Scientific Method to interpret the findings of your experiments


Recognize God's hand in the study of science

You will develop an understanding of the role that science plays in your personal lives. The knowledge and experiences in this class


technology. It is our goal to enable students to successfully progress on to a general biology or physical science course.

Topics to Be Covered: 16 modules (chapters) paced at approximately 1 module per 2 weeks

1st quarter: History of Science, Scientific Inquiry, Analysis of Experiments, Applied Science and Technology

2nd

Quarter: History of Life, Geology, Fossil Record, Uniformitarianism and Catastrophism

3rd

Quarter: Cellular reproduction & DNA, Classifying Life, Human body, Energy Cycle

4th

Quarter: Human Digestion, Human Respiratory and Circulation, Human Lymphatic, Endocrine, Urinary Systems, Human Nervous

Systems

Content of This Course: This course is designed to be a student‘s first systematic introduction to the sciences. The course covers

such topics as the scientific method, designing experiments, simple machines, archaeology, geology, paleontology, biology, and

human anatomy and physiology. Its scope, therefore, is quite wide. There are many hands-on experiments to do, and they all use

household items. (taken from www.apologia.com)

Class Expectations:


Participation in discussion. We will review chapter in class to prepare for test.


Completing other assigned homework (on time!) such as study guides and On Your Own questions. Specific assignments

will be given weekly by email and/or by handout. Please stay caught up!

Tests will be completed at home and proctored by parent.

Students will study on their own with parent's help as needed during week (reading the chapter, possibly performing some

household-based labs and reporting back during class, answering On Your Own questions and study guide, studying for test).

My commitment is to provide instruction and encouragement to you. I will be available to help you develop skills in scientific

observation and analysis, and in understanding the complex concepts we will be learning. 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!

We expect to have fun during class time yet be safe at the same time. Below are some of the guidelines and expectations during class

time.

HAVE A 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.




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

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

private meeting outside of class.

Handing in Assignments: Assignments are due at the beginning of class. All work should be done neatly and reflect the student's best

efforts. Messy work or work that cannot be understood will be subject to a penalty or considered wrong and worth no credit. Please

strive for excellence and do your best work.

Extra credit will be available for students who need to enhance their grades. Extra projects are also available for students

with special interests, gifts, or those needing a more advanced course, please ask Mentor-Teacher.


1. A 3-ring, one inch diameter science binder (divided into parts)

a. Tests

b. Study Guides

c. OYO Questions – i.e. On Your Own Questions

d. Lab Experiments

e. Vocabulary Words

f. Module Summaries - typed or written out

2. Pencil and Pen

3. Scissors and Ruler

4. Lined paper

Workload:

On Your Own Questions -These are to be answered as you come to them in the reading of the module, and kept in a labeled

section of your notebook

Experiments - Most experiments will be done on Fridays with a short review of the module. Occasionally, labs involving only

household materials will be done at home.

Summary of Modules -Extra credit, but highly recommended, week to week homework to help students understand the coming

lecture.

Study Guides - These should be done in writing, neatly and completely, at the end of each module. They should be used to study

for the upcoming test.

Tests -A module test will be done every 2 weeks to evaluate the student's learning. Tests will be completed at home, proctored by

parent, graded and turned in to Mentor-Teacher during the next class, to be recorded in the grade book and examined for further

evaluation. Tests should be done _CLOSED BOOK_ unless otherwise instructed. . STUDENT MAY NOT PREVIEW TEST

NOR COPY ANSWERS FROM THE SOLUTIONS MANUAL.

Lab Exercises Exploring Creation With General Science features many laboratory exercises for the student to perform:

o Household labs - Only household equipment is used. Some of these will be done in class, and others may be done at

home (sometimes for extra credit) and the results shared in class.

o Materials: a few very common household materials may be requested from students and families.

We will be performing many lab experiments in class. Your materials fee will be used to purchase some of the items for experiments

in this class.

If student misses a lab due to an excused absence, the lab cannot be made up due to equipment considerations. If the absence is

excused, a student may miss up to three labs without harm to her/his grade. After that, all missed labs will receive a score of 0.





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Parent involvement in discussion and evaluation of students' work is a priority. Teachers will be available to parents as needed, to

assist in evaluating performance against priorities

A teacher-created evaluation will be provided for every student, which may be used as a record of accomplishment for students and to

help you ascertain grades for your report cards. All evaluations include the number of tests, homework, labs, and other assignments

completed, a description of challenges and accomplishments, a review of student's progress and performance, test scores, and

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

Rather than a letter grade, this will be an individualized assessment of the student's progress, effort, and attitude. The basis for this

assessment will be the following items:

Performance on the tests, high integrity, no preview, no copying answer book!

Completion of homework according to schedule, as assigned

Preparation, participation and attitude in class

Effort and enthusiasm during the lab experiments

Neatness and thoroughness of lab write ups in lab notebook

Parents who would like a more detailed grade assessment (percentage and/or letter grade) may contact the Mentor-Teacher with this

specific request and added fee.

Curriculum

Exploring Creation With General Science by Dr. Jay L. Wile and Marilyn F. Durnell, Apologia Educational Ministries, 2008, 2nd

edition.

2 volume set: The first book, hardbound, is the student text, which contains all student material, on-your-own questions and

solutions, laboratory exercises, and chapter study guides, Color illustrations and diagrams. The second book, softbound, is the

Solutions and Test Manual.

The CD-ROM versions of these courses contain everything that is in the textbook solutions and tests manual, which contains answers

to chapter study guides, tests, and test solutions. courses plus multimedia add-ons like word pronunciations, videos, and animations.

Please note that this CD does not read the course to the student. It is the book on CD, formatted as a website. If you want something

that will read the course to the student, consider Apologia's MP3 Audio CD (described below). These are complete courses, not just

supplements. Format: CD-ROM. To get an idea of what the CD-ROM courses are like, check out the first module of General Science

at this link: http://www.highschoolscience.com/books/ecgs/index.html




and the multimedia. Format: CD-ROM

MP3 Audio CD Apologia also has an MP3 Audio CD available for the General Science course. This MP3 CD has audio of the

student text being read aloud. If your child has difficulty reading, this is the perfect companion to the textbook or the full course CD.

It will run on a computer or in a MP3-compatible CD player.

Website: www.apologiascience.com


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




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Teacher Assistant Position Available:


Parents

Read iv, v, and vi in the Solutions and Tests Book.

Students

Day 1 - Read Student Notes iii and iv

Day 2 - Read/study p .1 – 6 (1-7 of 2nd

Ed.) (skipping experiments for now). Always memorize boldfaced terms in text and review

Figures - Figure 1.1 on p. 3 (2 of 2nd

Ed.)

Day 3 - p. 6 - 8; do OYO (On Your Own questions) p.8 (3 & 7 of 2nd

Ed.); correct using p.32 (33). Review terms and figures.

Day 4 - Read/study p. 8 – 12 (8-11 of 2nd

edition); Do OYO, p. 12 (p. 11 2nd

edition); correct. Review Terms and Figures.

Day 5 - Read/study p.12 – 16 (p. 12-16 2nd

edition); Do OYO, p. 16 (also p.16 2nd

edtition); correct. Terms and Figures.

Day 6 - Read/study p. 16 – 18 (p. 16-18 2nd

edition); Do OYO, p. 19 (p.16 2nd

edtition); correct. Terms and Figures.

Day 7 - Read/study p. 19 – 25 (p. 18-24 2nd

edtition); Do OYO, p. 23 (23) and 25 (24); correct. Terms and Figures.

Read and record in the Vocabulary section all boldfaced terms for the chapter.

Summary of what to do before the first class:

Read pp iii and iv (iv-vi 2nd

edition)

Read pp 1-25 (1-24 2nd

edition)

Do OYO 1.1-1.9 on notebook paper, and file in the OYO Questions section of your notebook.

Read procedure for Exp 1.1 - 1.4 and be ready to do them in class.

Bring Apologia book, lab notebook, and pencil to class.

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.

Tech Entrepreneurial CEO Challenge – 10:05-11:20, Period 2

Main Focus: Students will learn how to apply technology skills to a mock business of their choice. They will learn to apply

technology to real world applications in this context of building a business. Research shows that such an application of technology can

make a great difference in students overall academic and life success. While this course will not fully establish students in these skills,

from this start they will be equipped to use technology in ways that make them more effective and efficient in their course work. As

they continue this process, they will become well prepared to use the technology tools necessary for higher education and to

effectively pursue future goals as well. Parents are encouraged to be involved in this course to help students continue the process after

the training (not to mention, it‘s a great time as parents to get tooled up, as well).

Teachers/Mentors: Jere Allen



Recommendation/Prerequisites: Good Writing Skills, some familiarity with basic technology applications, and a willingness to learn

how to apply themselves in the classroom experience.

When: Fridays, 10:05-11:20 am

Class Fee payable to Jere or Crissi Allen: $75/person per month

Minimum & Maximum: 5 and 15

Questions: Email Jere Allen [email protected]





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Materials fee payable to Crissi Allen: $30.00 one time only

Course Description: Students will apply the Microsoft office suite of Word, Excel, and PowerPoint to projects dealing with their

mock business of choice. Along with learning how to apply these applications to learning, students will also investigate proper internet

researching techniques and learn to effectively communicate subject content using technology. This is a customized approach for

applying technology to student learning. If your student is in the process or has already opened up a business of their own, this will

help them learn how to apply professional business practices through technology. Projects include applying word processing to a

business plan, designing graphics for business cards, creating a company data base, investing in real stocks via the internet, tracking

their funds (investments, expenses and income) on a spreadsheet, designing marketing materials in a company brochure with desktop

publishing, developing / presenting a marketing multimedia presentation, designing their own website, etc.

Outcomes: Students will learn how to use technology to organize and infer understanding from information. Students will use

technology to apply entrepreneurial understanding in economics. Students will use technology to move from learning and

understanding to creating and purposefully presenting information through various technology strategies. Students will develop the

technology skills necessary for higher education and life.

Required Equipment/Applications: Students will need a laptop computer (PC or Apple) with wireless capability and the Microsoft

Office suite of Word, Excel, and PowerPoint. You can purchase the Student/Teacher version of Office for about $130 and can put it

on up to 3 different computers in your home or share the cost of it with other students. This is a great investment for students planning

on going to college as most colleges require the use of a computer and technology skills.

Course Requirements: It is my desire to help you in the technology area. These lessons will become powerful tools in your hand as

you continue your school career and beyond. I hope that the mentoring you receive will help you be successful in life.

Weekly emails from the teachers will be sent at the beginning of the week, after the Friday they meet. There are several

reasons why we send them. First, emails help the parents review what the students did on Friday. They also provide the information

parents need to keep their children accountable for completion of the assignments due the following Friday. Finally, the e-mails serve

as reminders to the students regarding completion of their studies. It is highly recommended that the both parent and student

read these emails and print out copies so they can refer to them during the week. If your child is going to be late with an

assignment or you are waiving the assignment, please let the teacher know by sending them a courtesy email.

Most of your work will be done during class time so please attend class on time. This class requires hard work but I know

we‘ll have some fun, too!

Materials List:

CEO Challenge NOTE BOOK (please bring every week)

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

Notebook dividers (at least 4) including sections labeled;

Weekly Assignment Sheets

Student Handouts (computer printouts)

Learning Objectives (computer printouts)

Student Projects

ZIP POCKET which fits into the binder, containing pens and/or pencils

Please keep you notebook neat so that you can locate information quickly.

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

Contacting the Teacher: Jere Allen e-mail at [email protected] or call at (408) 712-4646





3/18/2010 11:25:40 AM

For the First Week: Read through this entire information sheet and email me that you have read it and ask any questions that you

might still have about the course. Also, in the body of the e-mail, create a well written paragraph describing an idea for a business you

would like to develop in our virtual world of HEART Business conglomerates. You will be the entrepreneurial business magnet, but

your resources are limited. So, you must come up with a real and legitimate plan. Send me this e-mail within 24 hours of reading this

info sheet. If you have any questions about this assignment, feel free to call or send a note.

Dear Parents,

The computer lab curriculum is called CEO Challenge. CEO challenge will challenge your child in how to use and apply the major

areas of technology in building a business. This curriculum will also give your child a foundation in basic business principals.

Your child will be using ten major technology areas to create business projects that can be used in the real business world. These

technology areas are:

• Word Processing

• Database

• Spreadsheets

• Desktop Publishing

• Graphics

• Multimedia

• Internet

• Operating System

• Computer Basics

• Web Page Design

Some of the major projects that the students will be creating:

• Business Plan

• Brochure

• Budget & Cash Flow

• Web Page

• Logo

• Print Ads

• Marketing Plan

• Commercial

• Database of Customers

• Stock portfolio

• Computer Network Design

• Power Point Presentation

Students will form a partnership with another student on the first day of class and create a fictitious business of their own. Starting

with $50,000 and borrowing another $50,000 from the bank, students will write their business plan and then execute all the things

necessary to start and run a business.

Mr. Allen

Conversational Spanish 2 – 10:05-11:20, Period 2




3/18/2010 11:25:40 AM

Course Title: Conversational Spanish 2

Mentor-Teacher: Rosi Adams



When: Fridays, 12:00 – 1:15 pm

Cost: $50 for 5 or more students, $60 for 4 students, $65 for 3 students, $70 for 2 students and $75 for 1 student Credit

Classification: Foreign Language

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.

Pre-requisite: Students must have taken Spanish 1 and Conversational 1 classes at Heart.

Course Description:

This is a continuation for those students who have taken Spanish 1 and Conversational 1 class at Heart. This class will combine both

classes to create a more rounded learning by approaching the book/grammar part and conversational part at the same time. It will

provide you with the confidence to have friendly conversations, to introduce yourself and your family to others, to order a meal in a

restaurant, etc., to socialize and be able to communicate in Spanish. The students will continue working in their vocabulary,

pronunciation and the chance to practice and enhance their conversational ability as well as their correct grammar.

Content and Performance Standards for This Course: Each text provides an excellent presentation of grammar and conversation

skills. Easy-to-follow explanations, detailed examples, and abundant application exercises are designed to promote meaningful use of

the language in class. It includes a comprehensive vocabulary-building program.



discussion.

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 valuation 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.

A teacher written evaluation will be provided for high school students only or if requested by parent for their IPS, 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 assignments completed, a description of challenges and accomplishments, quizzes and test scores and


An oral evaluation will be provided to the parents of all younger students (Not high school students.)

However, you the parent will give the final grade to your student.

Required Texts (you should have all of them)

Spanish I Subject kit. Code # 208066, which includes the following: (This curriculum will be good for 2 years)

187294





3/18/2010 11:25:40 AM

Disclaimer on Used Books: If you have used curriculum, be aware page numbers and assignments might not correspond to the

teacher‗s manual we are using. We highly recommend using the 2nd

. Edition.

Website: www.bjupress.com

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

You can find it at

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

ISBN: 978-1-4000-2132-1 (1-4000-2132-4) Make sure it has these ISBN # please.

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





At the end of the class I will announce the homework. As a rule of thumb it will be 1 lesson per week. I will send an email early

next week, only to remind you of the assignment for that 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 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. It is the student‗s responsibility to make specific time commitments for

submission of homework, and to manage time and activities properly in order to keep those commitments, completing assignments

thoughtfully and with excellence. This process takes practice and may be difficult at first. However, with perseverance it becomes an

automatic and valuable skill. We will be there to guide you with this process. Work will be due weekly, reading and listening to your

Cds will be necessary almost every day to educate your hearing to the Spanish sounds.


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

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.


efforts, homework needs to be checked by parents as of its completion. Anything worth doing is worth doing well. Any assignment

not turned in on time is late.


http://www.ubah.com/

http://www.amazon.com/

http://usedmarketplace.borders.com/booksearch



3/18/2010 11:25:40 AM

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. 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.

Spanish Workload (what to expect)

Vocabulary Words – Memorization


the booklet for each unit. These notes should be used as a reference for projects and other work.

Quizzes / Tests – Oral quizzes will be done during class time. Students will take weekly written quizzes and test (approximately

every three weeks.) either at home or during class, TBA. Parents are responsible for checking the quizzes and tests with the help of

the Teacher‘s Edition Books, and turn them in on Friday to be recorded; however, most of the time we will grade them together in the

classroom.

If a parent prefers that the student take the quizzes and tests at home only under their supervision, they will be responsible for

checking them with the help of the Teacher‗s Edition Books. If a parent does not want his or her child to be tested, I need to be

notified asap.

Homework for the First Week (I will send this assignment at the beginning of class)

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

as young adults and their respect to teachers is expected in return. Below are some of the guidelines and expectations during class

time.

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.


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


About Your Mentor-Teacher: see the end of the 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.

Algebra I – 10:05-11:20, Period 2

Mentor-Teacher: Susan Watanabe



Credit Classification: Algebra I, 10 Units

Questions: E-mail Susan Watanabe at [email protected]

When: Fridays, 10:05-11:20 am

Prerequisite: Pre-Algebra






3/18/2010 11:25:40 AM

Recommendations: For students who can work effectively on their own during the first four days of the week including reviewing

material from the previous Friday if needed in order to complete the assigned problems for that week.

Class Fee Payable to Susan Watanabe: $50 per student per month if 5 students or more – regular fee. $75 per student per month if

under 5 students – tutoring fee.

Course Description: This course is designed for students to work independently through the first four days of the week. This may

include the need to review student notes in order to complete the assigned problems. The parent must correct the homework and the

student must attempt to correctly complete any missed problems. On Friday, when the class comes together, we will go over any

troublesome problems before the homework is handed in. Then the students will receive instruction for all of the lessons for the next

week. This will usually be four lessons. Students will work through key problems in class to verify mastery of the concepts needed to

complete the homework problems for the following week.

Curriculum: Saxon Algebra I (third edition) plus Home Study Packet

Attendance: Students are expected to attend class regularly. If a class is missed, arrangements must be made for the student to learn

the concepts that were taught during the missed class period.

Tests: Tests will be given at home either weekly or twice monthly. These tests will be overseen by a parent. Tests will be corrected by

the teacher.

Contacting the Teacher: If you have any questions feel free to contact me at [email protected] or at (408)275-8579.


Private Vocal Lessons – See Period 1

Drama Class – 12:00-1:15, Period 3

Course Title: Drama Class

Mentor-Teacher: April Pekary

Course Length: Two Semesters, 32 weeks



Fee Payable to April Pekary: $50 / month

Credit Classification: Performing Arts

Materials Fee: $20 payable to Bayside Community Church

Minimum & Maximum Class Size: 10

Questions: April Pekary, [email protected]

Prerequisite: The willingness to stand up and perform, OR assist as student director/ producer/ props/ sound/ lights/ tech, etc. Good

reading ability will be helpful, but not imperative if the student is willing to work hard.

Course Description: This is an acting class for all levels of actors. This class will include elements of acting, doing small skits and

performing for the Heart community at Pulse night. Most classes will open with acting exercises to sharpen communication skills.

The majority of our time will be spent practicing and developing plays and skits to perform at Heart Academy Pulse Nights 3 times

per year and/or at lunch hours. We will not require large amounts of rehearsal time outside of class.





3/18/2010 11:25:40 AM

Interested students will be encouraged to write and develop their own plays and skits. Feel free to contact me over the summer with

ideas or scripts you are working on. Search the web for scripts we can use, or write your own! We want to encourage as much student

leadership as possible.

Class Expectations: All students will be expected to participate in each assignment and Pulse night event unless specific written

permission is given by a parent in advance of casting the performance. Each student will be cast in the Pulse night event. After casting,

the student will be expected to be at Pulse night and all classes (rehearsals) leading up to the performance. Pulse dates are November

12, March 25 and May 27.


Binder for scripts, tech week schedules, and notes

Lined paper for note taking (in the binder)

Enthusiasm!!

Workload: The amount of homework will vary greatly. The student will sometimes be required to prepare a short speech or

performance as an acting exercise. Students who are interested may spend a lot of time writing plays/skits/songs. At the beginning of

learning new plays/skits, students will be required to memorize their lines diligently, which may take extra time for a few weeks

depending on the student‘s part.

Grading and Assessment: Students will be evaluated based on participation, preparation, cooperation, and servanthood. It takes a lot

of self-control in a fun class like Drama, and a lot of work for successful dramatic productions. We will all need to serve each other,

no matter how big or small our acting parts are.

Curriculum: We will be using teacher-designed exercises and assignments, and researching and developing our own plays, so no

specific outside curriculum will be necessary.

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 April Pekary or send an e-mail

at [email protected] or call at (650) 327-5433.

American Sign Language 1 – 12:00-1:15, Period 3

Course Title: American Sign Language 1

Mentor-Teacher: Deborah Weaver



When: Fridays, 12:00-1:15

Cost: $50 / month

Credit Classification: Foreign Language

Materials Fee: $5 one time only

Minimum Class Size: 5

Questions: Email Deborah at [email protected] ; phone (415)335-0193

Prerequisite: none

Course Description: This course is an introduction to American Sign Language (ASL). It includes basic grammar, vocabulary,

fingerspelling, numbers, and cultural information related to the Deaf community. It will include instruction, PowerPoint





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presentations, modeling, conversation, and classroom activities followed up with optional but valuable homework assignments using

language learning activities online.

Class Expectations: Attendance and punctuality are very important. Students should be attentive and willing to participate in

conversation and activities without the use of voice.

Bring to class every day: Your textbook, pen and notebook for taking notes.

Workload: For all students: Practice lesson content with a partner each week (a family member works fine).

Prepare for quizzes. Present a dialogue along with a fellow student as a final project.

For High School students: A research paper will be required as well.

Grading and Assessment: I will create an evaluation for each of the students based on class participation and each of the quizzes and

assignments mentioned above.

Curriculum: *Required: American Sign Language The Easy Way (Second Edition), by David A. Stewart, Elizabeth Stewart

Jessallyn Little, Barron‘s Educational Series, 2007.

*Optional: Random House Webster‘s Concise American Sign Language Dictionary

*Website: www.lifeprint.com The Lifeprint Curriculum is a discourse-based curriculum.

About Your Mentor-Teacher: Deborah Weaver, for the last 20 years, has been homeschooling six children. Before that she received

a BA in Communicative Disorders and spent several years as an interpreter for the Deaf in a variety of settings including legal,

medical, and educational, as well as in church. She has also taught sign language classes to adults and in home school co-op settings.

Contacting the Teacher: The best way to contact me is by email at [email protected] (or in case of immediate need, by

cell phone at (415)335-0193. Please use this number only for very short calls.

Advanced Biology – 12:00 – 1:15 pm, Period 3

Course Title: Advanced Biology (Honors)




When: Fridays, 12:00-1:15 PM

Cost: $50 / month

Credit Classification: 10 credits, Lab Science

Lab Fee: $45 one time only



Prerequisite: A previous high school level biology course.

IMPORTANT NOTE: A second stated prerequisite for this course, according to the textbook author, is a high school chemistry

course. However, students will not need to have had chemistry to enroll in this course at HEART. Applicable chemistry concepts will

be explained as we go along.

Other Prerequisite:

Use of basic technology applications (word processing applications, email, Internet).

A willingness to learn how to apply a Christian world view in biology.


http://www.lifeprint.com/




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In addition to class time, this subject will require a workload of at least one hour a day, five days a week, 120 hours for the year.

Additional hours will be needed for honors work.

Course Description:

This advanced course provides an in-depth study of the elegant design of the human body. Covering the anatomy and physiology of

the human body's 11 organ systems in detail, this course, combined with its prerequisite standard biology course, is equivalent to a

first year college course in biology. Using both microscopic and gross anatomy techniques, students will delve into the wonders of the

human body and its workings. As an option, interested students will receive assistance in preparing for the SAT Subject Test in

Biology.

Honors credit:

The course is by default an honors course because of its rigor. Students who do not want to take it for honors credit should contact the

Mentor-Teacher for adjustments in assignments and expectations.


16 modules (chapters) paced at approximately one module per two weeks:

1st Quarter: Organizational Overview and Review, Histology, Skin and Bones, Skeletal System Histology and Movement

2nd

Quarter: Muscle Histology and Physiology, Skeletal Muscle System, Nervous System: Neurons and Neuroglia, Central Nervous

System

3rd

Quarter: Peripheral Nervous System, Endocrine System, Circulatory System, Lymphatic System

4th

Quarter: Digestive System, Respiratory System, Urinary System, Reproductive System

Dissections include a cow's eye, a cow's heart, and a fetal pig. Other labs involve microscopic analysis of blood, bone, muscle, skin,

bone marrow, lung, and other specimens. Additional labs, including blood typing, will add to the interest of this course.

Note: HEART classes will be on break during the holidays, from before Thanksgiving until just after New Year's Day. In order to

stay caught up in your textbook, you will have some assigned reading during this time.

Class Expectations:

Attendance and punctuality (very important, since we meet only once a week). Please be in class on time, ready to start, and

prepared for the day's material.

LISTENING to instructions given in class and FOLLOWING DIRECTIONS. This will save time and energy for all of us and is

extremely important for safety and for good performance in the class.




given weekly by email and by handout. Please stay caught up!

You will study on your own with your parent's help as needed during the week. This will involve reading the chapter, possibly

performing some household-based labs and reporting back during class, answering On Your Own Questions, Study Guides, and

studying for tests.

Tests will be completed at home and proctored and scored by parent. Since biological concepts continually build on important

previous material, parents may choose to allow the student to take the test a second time if mastery has not been achieved on the first

administration of the test. We can also discuss other ways to help the student assimilate the material.

My commitment as your Mentor-Teacher is to provide instruction and encouragement to you, supervise laboratory experiments during

class time, review the chapter material in class before the tests, and grade or evaluate your work. I will be available to help you

develop skills in scientific observation and analysis, and in understanding the complex concepts we will be learning. 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!




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Laboratory Exercises:

The Human Body: Fearfully and Wonderfully Made contains three types of laboratory exercises:

Household labs - Only household equipment is used. Some of these will be done in class, and others may be done at home (either

required, or for extra credit), with the results shared in class.

Microscope labs - Require a microscope and slide set (will always be done in class).

Dissection labs - Require a dissection kit (will always be done in class).

Materials: A few very common household materials may occasionally be requested from you and your family. We will be

performing the microscope and dissection labs in class. They will be beneficial to you (especially if you are science-oriented). We

will be purchasing microscope and dissection equipment and specimens in order to have a ratio of two to three students per

microscope and dissection kit. Your lab fee of $45 will be paid at the beginning of the school year.

If you miss a lab due to an excused absence, the lab generally cannot be made up due to equipment considerations, though sometimes

we can try to make arrangements for you to catch up during the next week's class. Alternate activities may be assigned if you miss

more than two or three labs.


Assignments are due at the beginning of class. All work should be done neatly and reflect your best efforts. Messy work or work that

cannot be understood will be subject to a penalty or considered wrong and worth no credit. Strive for excellence and do your best

work.




1. A 3-ring binder with spine size approximately 1 1/2‖ to 2‖. Insert two plastic sheet protectors at the front of the binder to store

latest assignment sheet and important reference information. If it is a view binder, you may decorate the cover page any way you like.

Insert 16 dividers, each labeled with a module number (Module 1, Module 2, etc.) Within each section, you will keep the OYO

questions, study guide, module summary, and other notes for that module. Have a few sheets of college-ruled paper in each section.

2. A second 3-ring binder with spine size about 1‖. This will be the lab notebook, and will periodically be turned in for grading.

Insert two plastic sheet protectors at the front to store lab writeup instructions and drawing instructions. Have a supply of lined paper

and plain white paper in the binder, for lab reports and drawings.

3. Sharp pencils with good erasers. Mechanical pencils are useful.

4. Pen.

5. 6‖ ruler for drawing straight lines for labels on lab drawings.

6. Colored pencils for biological drawings (at least 6 colors).

7. Zippered pocket for pencils, erasers, etc. (place this in your main binder which stays with you and doesn't get turned in).

8. Textbooks.

Workload:

On Your Own Questions – These are to be answered as you come to them in the reading of the module, and kept in a labeled section

of your notebook. Start each new module on a new sheet of paper. They will not be turned in, but you are accountable for doing

them.

Experiments - All experiments will be done on Fridays, along with a review of the module. Occasionally, experiments involving

only household materials will be done at home.




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Study Guides – These should be done in writing or typed on the computer, neatly and completely, at the end of each module. They

should be used to help you study for the upcoming test and will be turned in with the test.

Tests – A module test will be done every two weeks to evaluate your learning. Tests will be completed at home, proctored by the

parent, and turned in to Mentor-Teacher during the next class, to be graded, recorded, and examined for further evaluation. Tests may

be typed or handwritten. Tests should be done ―closed book‖ unless otherwise instructed.

Lab Writeups and Drawings – Each lab experiment will require either a short writeup (hypothesis, materials, results, conclusion),

neatly labeled drawings, or both. Writeups and drawings will be filed in a lab notebook to be turned in for grading periodically.

Research Papers and Presentations—Each student will prepare one 2-4 page paper per semester on a previously selected disease or

disorder relating to the body systems we have been studying. After completing the paper, students will present a 2-5 minute class

presentation on the topic to educate classmates about this disorder.

Semester Project – Extra credit. An extra experiment, detailed drawing, game, poem, report, presentation, or other project of your

choosing, to augment the learning experiences in the class.


Parent involvement in discussion and evaluation of student's work is a priority. Parents will score each module test before the student

turns it in, and teacher will double check the scoring, sometimes allowing more points or partial credit. Teachers will be available to









Tests: 55%

Performance on tests (usually closed book, proctored and graded by parent but reviewed also by teacher). Partial credit is given for

partially correct answers.

Homework: 15%

Completeness (not necessarily correctness) of study guides, research reports and presentations, and OYO questions.

Lab: 30%

Effort, enthusiasm, and performance during the lab experiments. Student will also be evaluated on preparation, participation and

attitude in class.

Neatness and thoroughness of lab writeups in lab notebook .

Maintenance of lab notebook as directed.


Extra labeled drawings, current events, book reports, optional lab experiments, and other extra efforts in the class. Extra points will

add on to student's existing point total.

Curriculum:

REQUIRED:

The Human Body: Fearfully and Wonderfully Made by Dr. Jay L. Wile and Marilyn M. Shannon, Apologia Educational Ministries,

2001.

2 volume set: The first book, hardbound, is the student text, which contains all student material, On-Your-Own questions and

solutions, laboratory exercises chapter study guides, color illustrations and diagrams. The second book, softbound, is the solutions and

tests manual, which contains answers to chapter study guides, tests, and test solutions. (B&W). Price: $85.00 for the set, but available

at discount (about $60-$64) from CBD, Home Science Tools, or Children's Books (www.childsbooks.com).




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The Anatomy Coloring Book, 3rd edition, by Wynn Kapit and Lawrence M. Elson. Offers concisely written text and precise,

extraordinary hand-drawn figures. Organized according to body system, with an ingenious color key system where anatomical

terminology is linked to detailed illustrations of structures. Use of this book is one of the best ways to learn and memorize anatomical

details and nomenclature. Many college and medical students use this book in their study of anatomy.

$22 from Apologia, approximately $16.50 from Children's Books.

OPTIONAL:

(For students interested in preparing for the SAT Subject Test in Biology):

SAT Biology prep book (contact Mentor-Teacher for suggested titles).

Apologia offers the following versions and enhancements of the course. Check the Apologia website at

www.apologiascience.com for descriptions and prices. (None of these items is essential for the HEART course.)

A CD-ROM version of this course (book on CD—not an audio version) which contains everything that is in the textbook course plus

multimedia add-ons such as word pronunciations, videos, and animations.

An MP3 Audio CD with the audio of the student text being read aloud.

A Multimedia Companion CD with word pronunciations short videos, and animations.

Website:

www.apologiascience.com









Duties: taking roll, checking off homework completion (with some minor, straightforward grading), assisting with labs, setting up and

cleaning up from labs, helping with classroom review games. You will receive a discount on your student's tuition in this class,

according to HEART policies. Please contact Denise Boiko if interested.


Parents:

Read course expectations from this document and from the introduction in the Solutions and Tests Book. Be ready to go over the

handouts I give the students on the first day of class.

Students:

1. Read Module 1 in textbook.

2. Do all On Your Own questions 1.1-1.15 on notebook paper, and file in the OYO Questions section of your notebook (you will not

be turning these in but will be expected to complete them and will show them to the teacher assistant in class).

3. Start completing Study Guide for Module 1.

4. Carefully read the course expectations from this current document (Advanced Biology Class Information). On the first day of class

I will be giving you many handouts. Be prepared to go over these with your parents.

Ancient History – 12:00-1:15, Period 3




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Course Title: Ancient World History




When: Friday, 12:00 – 1:15






Credit: Junior High or High School History, High School Composition, or Honors Western Civ I

Prerequisite: None – Some reading recommended before class begins (see Assignments for the First Week).

Course Description: High School History classes are a multi-level program of extensive interaction between the teacher and a group

of students. Students who participate develop a clear understanding of the flow of history, including chronological relationships,

geographical relationships and consequences of ideas. Students are exposed to the great writings of the era they are studying. They

have opportunities to think critically and to interact personally with each age through discussion, presentation, activities and respectful

debate.

Mentor-Teacher will hold student's work to either High School or Honors standards, as requested by the student. Students‘ thoughtful

involvement in discussions, both in class and at home, is central to the learning process. Mentor-Teacher will use Pauline and Socratic

discussion and experiential learning to stimulate analytical thinking. Questions for discussion at home will be assigned frequently.

This course will use critical thinking skills to examine ideas and their consequences throughout Ancient World History. Ancient

Literature, original sources, living books and history texts will be absorbed and discussed. Projects and presentations will be a regular

part of the work. An extensive list of resources will be used throughout the course. Reading lists will be available in advance.

Honors course work is at college level and includes additional criteria for research, analysis and presentation.







Course Content: Ancient World History, 2010-2011, will focus on understanding Ancient World History from the beginning through

the 1st century, AD. Students are also encouraged to develop strong patterns of seeking Godly counsel from parents through topic

discussion. 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. Also, if HS level analysis is completed, HS credit may be awarded to younger students. Contact Gail

Efting for more information. This course is designed to coordinate well with Introduction to the Classics – Ancient Literature,

2010 – 2011.









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Materials:

ANCIENT HISTORY NOTE BOOK (please bring every week)


- This class description in the Binder, in front of the sections listed below.




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- Notebook dividers (at least 8) including sections labeled;


Observations and Realizations Journal (empty until created)

Discussion Questions (empty until created)



Research Materials (empty until procured)

Project Records and Documents (empty until created)






























The Bible as History, Keller




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Konos, History of the World, Ancient

The Consequences of Ideas, Sproul

Original works or living history materials, as assigned

Honors Texts:

Additional original works or living history materials, as assigned












[email protected].




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

History Student Book. Then;

1) Begin reading the Old Testament of the Bible, AS HISTORY. DO NOT refer to any commentaries or work books, simply

begin in Genesis and read as you would any other History book. DO NOT RUSH through it. DO plan to spend about an hour

a day reading it.

2) As soon as you receive your Konos Ancient History student book, read How to Study History, section 2 of 4, activity 1.

Take the pretest and send Gail Efting an e-mail with the YOUR ANSWERS recorded for this test. In the subject line enter

―Ancient World History Pre-test‖ and your name. The results of this pretest will NOT be incorporated into any grading

for this class! It is a diagnostic ONLY, to establish a ―starting point‖.

3) In the body of the e-mail, after the scores, include a well written paragraph describing the culture in which you have the most

interest. Tell me; 1) why this culture interests you, 2) what you would like to learn about this culture and, 3) your favorite

activity (learning or otherwise). Send me this e-mail NO LATER THAN August 5th. If you have any questions about this

assignment, feel free to call or send a note.

Make sure that you have your Ancient World History Notebook put together (see above) and that everything listed is in it and easy

to find. Make sure that you have your required texts, ready to go. Bring these books with you to the first class.

Read Konos, History of the Ancient World Student Book, Introduction





3/18/2010 11:25:40 AM

Physical Science – 12:00-1:15 pm, Period 3

Course Title: Physical Science

Mentor-Teacher: Helene Lee

Course Length: Two Semester, 32 weeks

Credit Classification: Lab Science for Junior High


Class Fee payable to Helene Lee: $50/ month

Type of Course: Group class through HEART Academy

Lab Fee: There is a $20 Lab Fee for the year.

Questions: Email Helene Lee at [email protected]

Minimum Class Size: 5 students, if less than 5, then it will turn into a tutoring class for $75/month

Physical Science Course Description: Physical Science is an overview of the structure of the earth as well as its place in the solar

system and the universe. Topics include atoms and molecules, measurements and unit multipliers, how to analyze and interpret

experiments, the air around us, the atmosphere, water, earth and the lithosphere, factors affecting weather and its prediction, an

introduction to the Physics of motion, Newton‘s Laws, the forces in creation, waves and sound, light, and an introduction to

Astrophysics.

In this class you will:

Learn the principles and vocabulary of science

Carry out experiments and how to interpret the findings of your experiments

Learn to use unit multipliers, the metric system, unit manipulation and conversion

Record, organize, calculate units and make interpretations of your findings

Recognize God's hand in the study of science

You will develop an understanding of the role that science plays in your personal lives. The knowledge and experiences in this class


technology. It is our goal to enable students to successfully progress on to a general biology or chemistry science course. Please note

that this course also has pre algebraic calculations. Please familiarize your student over the summer with pre algebra if possible.

Topics to be covered in Physical Science class:

16 modules (chapters) paced at approximately 1 module per 2 weeks

1st quarter: Atoms and Molecules, Measurements and Units, Air Surrounding Us, the Atmosphere, and Water.

2nd

Quarter: The Hydrosphere, Earth and the Lithosphere, Factors that affect Earth‘s Weather and Its Predictions.

3rd

Quarter: An Introduction to the Physics of Motion, Newton‘s Laws, Forces in Creation: Gravitational and Electric

4th

Quarter: Atomic forces, Waves and Sound, Light, An Introduction to Astrophysics

Content of This Course

This course is designed to be the last science course the student takes before high school biology. Thus, we generally recommend it as

an 8th grade course. However, if your student was recently in public school, he or she might need to wait until 9th grade to use it. The

course discusses such topics as the atmosphere, the hydrosphere, weather, the structure of the earth, environmentalism, the physics of

motion, Newton‘s Laws, gravity, and astrophysics. The author especially concentrates on the myths generated by the hysterical

environmentalist movement. There are many hands-on experiments to do, and they all use household chemicals and supplies. It is an

excellent course for preparing the student to take a college-prep high school science curriculum. (taken from www.apologia.com)

Course Requirements





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Use of basic technology applications and pre algebraic skills

Understanding of pre algebra is highly recommended

A willingness to learn how to apply a Christian World View in science.


Class expectations


Participation in discussion. We will review chapter in class to prepare for test.

Participation in lab and turning in lab report scores as graded by parent.


given weekly by email and/or by handout. Please stay caught up!

Tests to be completed at home, proctored by parent and grades recorded in class.

Students will study on their own with parent's help as needed during week (reading the chapter, possibly performing some

household-based labs and reporting back during class, answering On Your Own questions and study guide, studying for test).

My commitment is to provide instruction and encouragement to you. I will be available to help you develop skills in scientific

observation and analysis, and in understanding the complex concepts we will be learning. 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!

The weekly assignment sheet is a communication tool, designed to simplify and organize the study process and help you focus

on the topics 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 store it in your binder for future reference.

We expect to have fun during class time yet be safe at the same time. Below are some of the guidelines and expectations during class

time.

HAVE A 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 and your assignments finished & graded.

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


Handing in Assignments

Assignments are due at the beginning of class. All work should be done neatly and reflect the student's best efforts. Messy work

or work that cannot be understood will be subject to a penalty or considered wrong and worth no credit. Please strive for

excellence and do your best work.

Extra credit will be available for students who need to enhance their grades. Extra projects are also available for students with

special interests, gifts, or those needing a more advanced course, please ask the Mentor-Teacher.

Bring to class every class day

1. A 3-ring, one inch diameter science binder (divided into parts)

a. Tests

b. Study Guides

c. OYO Questions – i.e. On Your Own Questions

d. Lab Experiments

e. Vocabulary Words

f. Module Summaries - typed or written out




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2. Pencil

3. Pen

4. Lined paper

5. Zippered pocket for pencils, erasers, etc.

6. Physical Science Text book, 2nd

Edition!!!

7. Scissors

8. Ruler

9. Calculator

10. Safety glasses

11. Cellophane tape

Laboratory Exercises Exploring Creation with Physical Science 2

nd Edition features many laboratory exercises for the student to perform:

Household labs - Only household equipment is used. Some of these will be done in class, and others may be done at home (sometimes

for extra credit) and the results shared in class.

Materials: a few very common household materials may be requested from students and families.

We will be performing many lab experiments in class. Your materials fee will be used to purchase some of the items for

experiments in this class.

If student misses a lab due to an excused absence, the lab cannot be made up due to equipment considerations. If the absence is

excused, a student may miss up to three labs without harm to her/his grade. After that, all missed labs will receive a score of 0.

Physical Science Workload

On Your Own Questions -These are to be answered as you come to them in the reading of the module, and kept in a labeled

section of your notebook

Experiments - All experiments will be done on Fridays with a short review of the module. Occasionally, experiments involving

only household materials will be done at home.

Summary of Modules -Extra credit, but highly recommended, week to week homework to help students understand the coming

lecture.

Study Guides - These should be done in writing, neatly and completely, at the end of each module. They should be used to study

for the upcoming test.

Tests -A module test, approximately every 2 weeks, measures the student's learning. Tests will be completed at home, proctored

by parent, graded and recorded during the next class in the grade book. Tests should be done closed book unless otherwise

instructed.

Physical Science Assignments for the first week

(to be completed prior to the first class in September )

Parents

Read pages 1, 2, and 3 in the Solutions and Tests Book.

Students

Day 1 - Read Student Notes in the text on pages i and ii.

Day 2 - Read/study p .1 - 6 (only read all experiments for now). Always memorize boldfaced terms in text and review Figures - Figure

1.1 and 1.2 on pp. 4 - 5.

Day 3 - p. 6; do OYO (On Your Own questions) p.6; correct using p. 21. Define terms and review figures. Draw a sketch like the one

in Fig.1.1. Define the atom and molecule.

Day 4 - Read/study pp. 6 - 14; Do OYO, p. 14. *Correct and File in your binder. Define Terms and Review Figures = *CFDR

Day 5 - Read/study pp. 14 - 15; Do OYO, p. 15. *CFDR




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Day 6 - Read/study pp. 15 - 20; Do OYO, p. 2. *CFDR

Day 7 - Read/study p. 20 – 23, Reviewing all OYO and do Module Summary pp.449-450. Correct this and file in your binder.

During your reading, record all boldfaced terms for the chapter in the vocabulary section of binder.

Summary of what to do before September Class:

Read pp. i and ii

Read pp 1-23

Do OYO 1.1-1.10 on notebook paper, and file in the OYO Questions section of your notebook.

Read procedures for Exp 1.1 - 1.3 and be ready to do them in class.

Bring Apologia book, lab notebook, and pencil, safety glasses, calculator, ruler, scissors, cellophane tape to class.

Grading and Assessment Teachers will be available to parents as needed, to assist in evaluating performance against priorities.


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


and performance, test scores, and recommendations for future work. The student‘s name and course, date of completion and Mentor-

Teacher signature are also included. Rather than a letter grade, this will be an individualized assessment of the student's progress,

effort, and attitude. The basis for this assessment will be the following items:

Performance on the tests and labs.

Completion of homework

Preparation, participation and attitude in class

Effort and enthusiasm during the lab experiments

Neatness and thoroughness of lab write ups in lab notebook as scored by parent.

Parents who would like a more detailed grade assessment (percentage and/or letter grade) may contact the Mentor-Teacher with this

specific request for an added fee.

Curriculum

Exploring Creation With Physical Science, 2nd

Edition by Dr. Jay L. Wile, Apologia Educational Ministries, 2007.

2 volume set: The first book, hardbound, is the student text, which contains all student material, on-your-own questions and

solutions, laboratory exercises, and chapter study guides and summaries, Color illustrations and diagrams. The second book,

softbound, is the Solutions and Tests manual.

The CD-ROM versions of these courses contain everything that is in the textbook solutions and tests manual, which contains answers

to chapter study guides, tests, and test solutions. courses plus multimedia add-ons like word pronunciations, videos, and animations.

Please note that this CD does not read the course to the student. It is the book on CD, formatted as a website. If you want something

that will read the course to the student, consider Apologia's MP3 Audio CD (described below). These are complete courses, not just

supplements. Format: CD-ROM. To get an idea of what the CD-ROM courses are like, check out the first module of Physical

Science at this link: http://www.highschoolscience.com/books/ecgs/index.html




but does not want to miss out on the multimedia.




3/18/2010 11:25:40 AM

MP3 Audio CD Apologia also has an MP3 Audio CD available for the Physical Science course. This MP3 CD has audio of the

student text being read aloud. If your child has difficulty reading, this is the perfect companion to the textbook or the full course CD.

It will run on a computer or in a MP3-compatible CD player.

Website: www.apologiascience.com


About Your Mentor-Teacher: See end of 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

Starting Points – 12:00-1:15, Period 3 Main Focus: This course is a biblical world view primer and humanities course.

Teachers/Mentors: Jere Allen


Credit: Theology, Literature and Composition, American History


Questions: Email Crissi at [email protected]

Recommendation/Prerequisites: Strong Writing Skills, should be 8th

grade & above


Class Fee payable to Crissi Allen: $50/person per month

Materials Fee: $5 per person

Course Description: Starting Points is a biblical world view primer. It is the first place to begin. The purpose of this study is to

establish the biblical world view in the hearts and minds of your children. It lays the solid foundation for their personal lives. It also

provides a compass for giving direction in the evaluation of all the ideas that will confront them in life. And finally, this study is an

excellent preparatory course for World Views of the Western World.

Areas of Study: This course has three areas of study. 1) Theology – seven basis Bible Studies. This study is foundational in

understanding and establishing the biblical world view in the minds and hearts of your children. 2) Literature – Study the four areas of

literary analysis: plot, character, theme, and world view. There is special emphasis upon understanding the world view of the author.

3) American History – A study of the social, educational, religious, and political life of colonial America leading up to and including

the thoughts and ideas (the world view) that would shape both the Declaration of Independence and the United States Constitution.

(Taken from David Quine‘s website: www.cornerstonecurriculum.com.)

Required Texts: Starting Points by David Quine, Cornerstone Curriculum; Answers for Difficult Days by David Quine, Cornerstone

Curriculum; Know What You Believe by C.S. Lewis, Zondervan; How to Read Slowly by James Sire, Random House, Inc.;

Chronicles of Narnia - The Magician‘s Nephew, The Lion, the Witch and the Wardrobe, and the Horse and His Boy by C.S. Lewis,

Zondervan; Frankenstein by Mary Shelley, Random House; Dr. Jekyll & Mr. Hyde by Robert Louis Stevenson, Penguin Putnum Inc.;

The Deadliest Monster by J.F. Baldwin, Fisherman Press; Know Why You Believe by Paul Little, Inter-varsity Press; Mere

Christianity by C.S. Lewis, Zondervan; Assumptions by Christian Overman, Worldview Matters, Inc.; Never Before in History, by

Gary Amos & Richard Gardiner, Foundation for Thoughts and Ethics

Materials List:


http://www.cornerstonecurriculum.com/



3/18/2010 11:25:40 AM

1) Please buy all of the required books for this course before the first class. The students need to learn to underline and mark in the

margins of their books. If you do not want marks in the books you can buy tabs which your student can use to mark passages.

2) Binder at least two inches deep

3) College ruled notebook paper for taking notes in class

4) Notebook dividers

5) Portable hole punch that fits into the binder posts

6) College ruled paper for taking notes in class

Assignment Criteria: Work will be divided into weekly assignments. Students will be expected to finish these assignments each

week so they are prepared to discuss their findings on Friday. There will also be several papers due during the course of the year.

This is the primary means used in this course for the student to show what he or she has learned.

Weekly emails will be sent to students and parents after the Friday class to remind the students what the assignment is, to make the

parents aware of what their student is doing, and to help the parents keep their student accountable. It is recommended that you print

these e-mails out for reference during the week. If your student is going to be late with an assignment, please send a courtesy email to

the teacher.

There are several books in this course which, if read with the parent, the student could profit from much more than if the book was

read by the student alone.

Assessment System (taken from Registration Kit): Parent involvement in discussion and evaluation of student‘s work is a priority.

Teachers will be available to parents as needed, to answer questions, or simply be sounding boards for discussion. We want to 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


based on the number of hours of course work 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.


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.

Handing in Assignments: Please come to class with a hard copy of your assignments completed and your workbook filled in.

Assignments are due at the beginning of class. All work should be done neatly and reflect the student‘s best efforts.

Attendance: The lessons in this class build on each other so it is important to attend class regularly. If the student will miss a class,

please keep up with the assignments.

Class Expectations

Students will be expected to:

Participate in the discussion-oriented format of this class

Listen actively and take notes when necessary

Come prepared

About your Mentor/Teacher – Jere Allen: You will find his bio at the end of this document.




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Contacting the Teacher: You may contact Mr. Allen through email at [email protected], or by telephone at (408) 712-

4646.

For the First Week

Make sure that you have your Starting Points Binder ready to go and that you have all of the required texts.

Complete the reading and workbook pages that are for week one. These should be pages 11-20.

I will send an email out one week before the first class with the assignment just as you will have each Friday following.

Conversational Spanish 1 – 12:00-1:15, Period 3

Course Title: Conversational Spanish 1




When: Fridays, 10:05 – 11:20 am

Cost: $50 for 5 or more students, $60 for 4 students, $65 for 3 students, $70 for 2 students and $75 for 1 student

Credit Classification: Foreign Language



Course Description: Conversational Spanish will provide you with the tools to be able to meet Spanish speaking people, to have a

friendly conversation, to introduce yourself and your family to others, to order a meal in a restaurant, to book a room or make another

accommodations, to ask for directions, to buy a ticket and travel being confident you will get around fine, etc., to help you to 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, however for high school students will be given credit and it will be demanded a greater commitment.

Younger students will work at their own peace, but they need to be able to pay attention and behave during class time.



discussion.





A teacher written evaluation will be provided for high school students only or if requested by parent for their IPS, which may be used




However, you the parent will give the final grade to your student. For younger students who want to participate in this class there

will be an oral evaluation and they will work at a slower pace. They may take this class as many times as needed. Repetition will make

them only better at their Spanish comprehension and conversation abilities.






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Required Texts:

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. 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. Onceyou 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


4. pencil

5. pen

6. lined paper


Assignment Criteria: Assignments are given weekly. It is the student‗s responsibility to make specific time commitments for studying

and to manage time and activities properly in order to keep those commitments, completing assignments thoughtfully and with

excellence. This process takes practice and may be difficult at first. However, with perseverance it becomes an automatic and valuable

skill. We will be there to guide you with this process. You will have to study daily in order for you to learn to speak Spanish. Your

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





Handing in Assignments: Written assignments wil be rare. However, all work should be done neatly and reflect the student's best

efforts.






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

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

• Quizzes / Tests – Quizzes and tests will be oral most of the time, and during class time.


http://www.amazon.com/

http://usedmarketplace.borders.com/booksearch




3/18/2010 11:25:40 AM

Spanish for the First Week (I will send this assignment in a separate, 2 weeks before classes start)



time.











Digital Graphics – 12:00-1:15, Period 3

Main focus: To incorporate artistic works and practices into digital technology

Course Title: Digital Graphics

Teachers: Migi Oey

Course Length: Two Semesters. 32 weels


When: Friday, 12:00-1:15 pm

Cost payable to Migi Oey: $50/month per person

Credit Classification: Media Art

Material Fee: $15

Minimum & Maximum: 5 and 10

Questions: Migi Oey, [email protected]

Recommended for: High-school level artist already using drawing/painting mediums a/o photography

Course Description: Digital art is an umbrella term for a range of artistic works and practices that utilize digital technology. Digital

art is itself placed under the larger umbrella term new media art. Students will learn how to transform traditional art such as painting,

drawing and typography, into digital art. Students will make use of digital technology, photography and other media in the production

of art hence incorporating text and graphics.

Required Equipment: Each student is required to have a working computer at home. A laptop to bring to class would be most ideal

along with any version of Adobe Photoshop Elements or CS. software. We will be working from one of the Adobe Photoshop-

Classroom in a Book texts.

Assignments: Students will be required to finish projects, read material, and plan designs in their own time.



http://en.wikipedia.org/wiki/New_media_art



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

each art session.

World Views of the Western World Year 2 – 1:10-2:30, Period 4

Main Focus: World Views of the Western World is a full-year course for high schoolers integrating history, literature, composition,

art, Bible, philosophy, government and political theory. This course is a thoroughly classic education which guides your child to

understand the foundations of our western civilization and Christian history, and gives him a base for building apologetics. This class

will help your student to stand strong in his faith after high school.

Minimum Class Size: 6 students

Teachers/Mentors: Susan Watanabe

Course Length: Two semesters, 32 weeks

Credit: Western Civilization,Literature and Composition, Medieval Literature, American Government and political theory, plus

Bible, and Humanities, or you may follow the suggestions online at cornerstonecurriculum.com. You may speak with the teacher

directly for clarification. Note, when looking on line, please do not become intimidated by the units listed for years II and III as your

student will not be spending seven hours a day on these classes.

Type of Class: Group class emphasizing discussion

Questions: Email Susan Watanabe at [email protected]

Recommendations: For motivated high school students who are serious about reading, learning, and improving their writing skills.

When: Fridays, 1:10 – 2:30 P.M.

Class Fee payable to Susan Watanabe: $75/person per month

Course Description: World Views of the Western World is a serious classical education for high schoolers that prepares the student to

stand firm in college and beyond and be able to intelligently give an answer for the beliefs that he holds. Michael Farris, president of

Patrick Henry College, wrote: ―One of the best programs I have seen that offers a clearly Christian classical education is David

Quine's World Views of the Western World.‖ There is a battle for our children's minds, so it is important that our children are able to

stand firm after they graduate from high school and find their faith challenged by the world and by their professors in college.

This course integrates the history, literature, arts, and philosophy of western civilization. Students study ideas through

history and learn how those ideas affected the actions of those people. They will see the evolution of our western way of thinking and

understand how we became what we are today. The student sees the big picture of the foundations of western civilization and the

historical foundations for a Christian world view. Students will study other world views and contrast them to the ideas of

Christianity. This is important if they are going to defend their faith.

This course emphasizes reading, writing, and participation through class discussion and presentations.

World Views of the Western World is a series of courses that can be taken over a three-year period during high school.

Areas of Study: World Views of the Western World Year II takes the student from the Middle ages through the Renaissance and

Reformation and then through the American, French, and Russian Revolutions. The students will study the political founding of our

nation while reading original documents. They will learn why we can confidently say that our country has a Christian foundation.

Materials List: 1) Please buy all of the required books for this course before the first class. The students need to learn to underline and mark in the

margins of their books. If you do not want marks in the books, you can buy tabs which your student can use to mark passages.

2) Binder at least two inches deep

3) College ruled notebook paper for taking notes in class

4) Notebook dividers

5) Portable hole punch that fits into the binder posts





3/18/2010 11:25:40 AM

Assignment Criteria: Work will be divided into weekly assignments. Students will be expected to finish these assignments each

week so they are prepared to discuss their findings on Friday. It is important that all of the questions in the workbook are answered as

this is what will be the basis for the discussion during class.

There will also be several papers due during the course of the year. This is the primary means used in this course for the

student to show what he or she has learned. Writing instruction will be given during class.

Weekly e-mails will be sent to students and parents after the Friday class to remind the students what the assignment is, to

make the parents aware of what their student is doing, and to help the parents keep their student accountable. It is recommended that

you print these e-mails out for reference during the week. If your student is going to be late with an assignment, please send a

courtesy email to the teacher.

Handing in Assignments: Please come to class with a hard copy of your assignments completed and your workbook filled in.

Assignments are due at the beginning of class. All work should be done neatly and reflect the student‘s best efforts.

Attendance: The lessons in this class build on each other so it is important to attend class regularly. If the student will miss a class,

please keep up with the assignments.

Class Expectations: Students will be expected to:

Participate in the discussion-oriented format of this class

Listen actively and take notes when necessary

Come prepared

Not disrupt the class

Commitment: The teacher is committed to being prepared to help the students comprehend the material they are reading and

understand the main points the author intends the students to grasp. Each student must be committed to come to each class on time –

prepared with all homework completed so he or she can take part in class discussions.

About your Mentor: See the end of this document

Contacting the Teacher: You may contact Mrs. Watanabe through email at [email protected], or by telephone at (408)275-8579.

Physics – 12:00-1:15, Period 3

Main Focus: Apologia Exploring Creation with Physic is a college-prep course that provides a detailed introduction to the methods

and concepts of general physics

Mentor-Teacher: Christy Majchrowicz



Questions: Email Christy Majchrowicz at [email protected]

Recommendation/Prerequisites: Use of basic technology applications, and a willingness to learn how to apply themselves in the

classroom experience and lab. This college-prep physics course is designed for the student who has completed algebra and has had an

introduction to the definitions of sine, cosine, and tangent. The student also has the choice to enroll in the practical physics level

which means not doing the math portion of the curriculum.


Class Fee payable to Christy Majchrowicz: $50/month per person

Lab Fee payable to Christy Majchrowicz: $35.00






3/18/2010 11:25:40 AM

Physics Course Description: Physics is a class designed to involve you in the activities of science. Prerequisites: Algebra I,

Geometry; basic Trigonometry functions.

In this class you will

Learn the principles and vocabulary of Physics




Recognize God‘s hand in the uniqueness of the Physics we study

This college-prep physics course is designed for the student who has completed algebra and has had an introduction to the definitions

of sine, cosine, and tangent. It provides a detailed introduction to the methods and concepts of general physics, heavily emphasizing

vector analysis; this text is ideal preparation for a university-level physics course. It provides the student with a strong background in

one-dimensional and two-dimensional motion, Newton‘s laws and their application, gravity, work and energy, momentum, periodic

motion, waves, optics, electrostatics, electrodynamics, electrical circuits, and magnetism.

Course Content for This Course: The course covers significant figures, units, classification, the motion in one and two dimensions,

vectors, Newton‘s laws, circular motion and gravity, work and energy, momentum, periodic motion, waves, geometric optics,

Coulomb‘s Law and the electric field, electric potential, electric circuits, and magnetism.

Curriculum: Exploring Creation With Physics (Second Edition) by Dr. James Wile

2 volume set: The first book, hardbound, is the student text, which contains all student material, on-your-own questions and solutions,

laboratory exercises, and chapter study guides, color illustrations and diagrams. The second book, softbound, is the solutions and tests

manual, which contains answers to chapter study guides, tests, and test solutions.

Price: $85.00 The texts are also available from Christian Book Distributors: www.christianbook.com or www.childsbook.com at a

discount. We will be using the second edition of the Physics book. Website: www.apologia.com

Optional resources: The CD-ROM versions of these courses contain everything that is in the textbook courses plus multimedia add-

ons like word pronunciations, videos, and animations. Please note that this CD does not read the course to the student. It is the book

on CD, formatted as a website. If you want something that will read the course to the student, you should look at our MP3 Audio CD.

These are complete courses, not just supplements! Format: CD-ROM Price: $65

Multimedia Companion CDs: If you really want to use a textbook but would like the multimedia that is on the CD, there is a special

multimedia companion CD to accompany this course. This CD does not contain the text of the course, but it has all of the multimedia

that you find on the CD course. This companion CD is the ideal choice for someone who wants to use a book but does not want to

miss out on the multimedia. Format: CD-ROM Price: $15

MP3 Audio CD: There is also an MP3 Audio CD available for the Physics course. This MP3 CD has audio of a homeschooling father

reading the student text to his children. If your child has difficulty reading, this is the perfect companion to the textbook or the full

course CD. It will run on a computer or in an MP3-compatible CD player.

Course Requirements

A willingness to learn how to apply a Christian worldview in Physics.


Students should always bring the following to every class:

• Textbook

• Lab notebook

• Student‘s answers to questions, problems and tests


http://www.christianbook.com/

http://www.apologiascience.com/





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• Pencil

• Calculator

Laboratory Exercises: We will need the students to bring in various items from home to do the physics lab. This will be covered in

the assignments for the year. The lab fee is $30 per student.

Assessment Criteria: 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. We want to do everything we can to assist you

in this endeavor.

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

students planning to attend college, and as an aid to help parents ascertain grades for your report cards. All evaluations include the

number of tests, homework, labs, and other assignments completed a description of challenges and accomplishments, a review of

student's progress and performance, test scores, and recommendations for future work. The student name and course, date of


individualized assessment of the student's progress, effort, and attitude. The basis for this assessment will be the following items:

Tests: Performance on tests (Parent can determine if the text should be opened or closed, proctored and graded by parent but

reviewed also by teacher). Partial credit is given for partially correct answers.

Homework: Completeness (not necessarily correctness) of review questions, practice problems, and OYO questions

Lab:

Effort, enthusiasm, and performance during the lab experiments

Neatness and thoroughness of lab write-ups in lab notebook

Maintenance of Physics notebook as directed

The lab cannot be made up due to equipment considerations.

Students will also be evaluated on preparation, participation and attitude in class. Parents who would like a more detailed grade

assessment (percentage) may contact the Mentor-Teacher with this specific request.

Handing in Assignments: Assignments are due at the beginning of class. All work should be done neatly and reflect the student's

best efforts. Illegible work will be returned to the student to be redone.

Testing Policy

1. An assessment will be done every 2 weeks to evaluate understanding of material.

2. Every Friday, there will be checks to verify the notebook is being maintained, usually the first 30 minutes of lab.

Classroom Expectations





given weekly by email and/or by handout. Please stay caught up!

You will study on your own with your parent's help as needed during the week (reading the chapter, answering On Your Own

Questions, Review Questions, and Practice Problems, studying for test).

Tests will be completed at home and proctored by parent. Since concepts continually build on important previous material,

parents may choose to allow the student to take the test a second time if mastery has not been achieved on the first administration

of the test. We can also discuss other ways to help the student assimilate the material.




3/18/2010 11:25:40 AM

Our commitment as your Mentor-Teacher is to provide instruction and encouragement to you, supervise laboratory experiments

during class time, review the chapter material in class before the tests, and evaluate the student's work. We will be available to help

you develop skills in scientific observation and analysis, and in understanding the complex concepts we will be learning. Please feel

free to come to us with questions or email us during the week, so that this can be a team effort in learning together!

An assignment sheet will be made available for each quarter. It will be emailed to you so that if you misplace your copy you

will always have it available. It is designed as a communication device for you, to clarify your weekly work process and help you

focus on the topics 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 store it in your binder for future reference.

We expect to have fun during class time yet be safe at the same time. We will learn to respect you as young adults and you

will learn to respect us as your teachers. Below are some of the guidelines and expectations during class time.

WILLING HEART & Mind – a willing heart & mind to learn will prepare you for a lifetime of learning.





Physics Workload

On Your Own Questions – Students must do ALL questions.

Experiments - All experiments will be done on Fridays with a short review of the module.

Summary of Modules - week to week homework to help students understand the coming lecture.

Review Questions and Practice Problems - should be done at the end of each module. These should be used to study for the

upcoming test.

Extra Practice Problems – very helpful to gain understanding if you are struggling with problems in the module.

Tests - will be done at home. All tests will be brought to the next class time so that they can be graded and the percentage

recorded in our grade book.

Physics for the first week

Parents read iv, v, and vi in the Solutions and Tests Book.

Students read iv, v, and vi in the Physics Book.

Contacting the Teacher: The best way to contact Mrs. Majchrowicz is via email at [email protected]

The next best way to contact Mrs. Majchrowicz is by phone at 408-737-0784.

Private Vocal Lessons – see Period 1

Intermediate Jazz Dance –Weekly, 1:20-2:35, Period 4

Focus: Learning different Jazz steps such as privets, kick-ball changes, sashays, jazz squares and more. We will be applying those

steps to different combinations. I will also be emphasizing performance through games and fun!


Grades: 3-8

Mentor-Teacher: Jessica Allen

Course length: 2 semesters, every Friday

Type of course: Group class through HEART Academy When: Friday, 2:30-3:55




3/18/2010 11:25:40 AM

Class Fee payable to Jessica Allen: $50 per month

Questions: contact Jessica Allen [email protected]

Material Fee: Small costume fee, TBA



Required Material: Black jazz shoes and clothes you can stretch in. (Ask for examples)

Course Description: In any type of dance, technique, persistence, performance, personality, fun and praise are necessary ingredients

to a successful student. This class will allow your child to blossom in these areas. Because this class is geared toward young

beginners, it is intended to be an introduction to dance. Little or no experience is required. As the year moves forward, they will

advance in their knowledge of technique and performance.

Course Content:

My goals for this course are:

Technique and persistence: We will be learning different stretches, jazz steps and combinations. During the course, students will

learn the fundamentals of Step-touch, pivot, kick ball-change, sashay, jazz square, grape vine and more. We will be applying

these to a combination in class.

Performance: Not only do these kids get the chance to learn dance but they receive an opportunity to apply it! During our annual

PULSE meetings, the students will perform for our HEART community. There may be a small costume fee. We will be hosting a

few recitals for the class individually.

Personality and fun: During a performance, it is also important to express yourself. The stage can be a scary place! But it doesn‘t

have to be. While combining games and experience, I will also enforce the fundamentals of performance. This includes smiling,

being comfortable on stage and discovering a way to convey your child‘s fun and unique personality through dance.

Praise: God gave us the gift of dance! It is important to acknowledge that. Through whatever we do, He should be glorified.

Whether we are performing a worship ballad or a musical theater song, the state of our heart is what matters. Our attitude, spirit

and mind should be centered on his will. That is the most important part of dance and anything you put your mind too.

Dance will allow your child to shine freely. I hope you can join me for this exciting year.

Required Material: Black jazz shoes and a tba book.

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.

Advanced Composition – 1:20-2:35 pm, Period 4

Course Title: Advanced Composition




When: Fridays, 1:20-2:35 PM

Cost: $50 / month

Credit Classification: 10 credits of English




Prerequisite: Experience with Institute for Excellence in Writing (or equivalent training in style) at junior high or high school level






3/18/2010 11:25:40 AM

OR HEART Academy Intro to Classics, Intro to Writing, Intermediate Composition, or Literature in Critical Perspectives

OR another high school English course with writing. If in doubt about a student's readiness, parents may submit a previous essay by

the student for teacher's evaluation.

Other requirements:

Use of basic technology applications (word processing applications, email, Internet research).

A willingness to work on writing assignments each school day during the week. In addition to class time, this subject will require

a workload of at least one hour a day, five days a week, 120 hours for the year.

Students should be prepared to write at least one 2-4 page typed essay per week (sometimes more) and to revise one previously

written essay per week.

Course Description:

Advanced Composition is a college prep honors course designed to teach students writing skills required for a variety of types of

academic essays, including expository essays, timed SAT essays, research papers, and personal essays used for college and

scholarship applications. The course is recommended for 11th

and 12th

grade college prep students who are serious about improving

their writing skills. Motivated 9th

and 10th

graders may also be admitted.

Honors credit:

By default, the course will be considered an honors course, and thus students should be prepared for fairly rigorous assignments.

Those desiring to opt out of honors credit may choose a more flexible standard of grading and/or number of assignments.


Academic essays (various types such as comparison/contrast, descriptive, cause/effect, process, and persuasive)

2-part essay strategies

SAT timed essays

College application and scholarship essays

Literary analysis based on selected short stories

Research paper (term paper) with long term assignment goals and checkpoints

Subject-specific essays (such as those encountered in AP exams)

Writing techniques to complement writing assignments in other HEART classes

Crafting a strong, arguable thesis

Freewriting and prewriting techniques for content and organization

Extensive attention to the revision process

Students will be given instruction and examples in thesis development, essay organization, transitions, introductions and

conclusions, rapid writing for essay exams, and style techniques.



Class Expectations:


Participation in discussion.

Completion of assigned papers, textbook reading, and other homework (on time!). Specific assignments will be given weekly by

email and by handout. Please stay caught up!

You will work on your own with your parent's help as needed during the week




3/18/2010 11:25:40 AM

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

work. I will be available to help you develop skills in writing, from the pre-writing stage through the revision process. 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!





Assignments are due at the beginning of class. All work should be done neatly and reflect your best efforts. Strive for excellence

and do your best work.

Extra credit will be available for students who need to enhance their grades. Extra projects are also available for students with

special interests, gifts, or those needing a more advanced course – please ask Mentor-Teacher.


1. A 3-ring binder with spine size approximately 1 1/2‖ to 2‖. (Binder may be shared with that of another class you are taking.) Insert

two plastic sheet protectors at the front of the binder to store latest assignment sheet and important reference information. If it is a

view binder, you may decorate the cover page any way you like. Have a supply of college-ruled paper available, and insert dividers,

labeled as follows.

a. Notes and handouts

b. Essays in progress

c. Completed essays

d. Ideas

e. Research paper

2. Pens, as well as sharp pencils with good erasers.

3. Zippered pocket for pencils, erasers, etc.

4. Textbooks (see curriculum, below)

5. You should also have access to a good dictionary and a thesaurus at home.

Workload:

Workload will vary with the type of essay being taught, but a typical weekly workload will be:

Read 1-2 chapters of the textbook or writing handbook, as assigned.

Write a 2-4 page typed (double spaced) essay of the form being focused on that week.

Revise a previously written essay to turn in for a second evaluation.

You will be encouraged to write something every day, since this is the best way to improve as a writer.

Research Paper Tasks – Twice during the school year, you will prepare a research paper (1st semester approximately 7-10 paragraphs

and 2nd

semester approximately 12-15 paragraphs). For these papers, instruction will be given on thesis development, outlining,

drafting, revising, footnoting, and creation of bibliography, and you will keep up with the checklist on this longer term project while

you are also working on your normal essays. If you are taking other courses at HEART, you may turn in a single research paper (each

semester) to get credit for both Advanced Composition and the other course requiring a paper.


Each essay will be evaluated, and revisions will be required. Teacher evaluation will be based on improvement after revision and on

incorporating suggestions from the first draft, as well as using these suggestions in future essays. End-of-semester or end-of-year

evaluation will be largely based upon displaying consistent and measurable improvement throughout the year (rather than on

―perfection‖). By default, the course will be considered an honors course. Those desiring to opt out of honors credit may choose a

more flexible standard of grading and/or number of assignments, but the course will still be rather rigorous.




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Parent involvement in discussion and evaluation of students' work is strongly encouraged. Teachers/Mentors will be available to


discussion. We want to do everything we can to assist you in this endeavor. A portfolio of student work will be presented to the

student at the end of the course.


planning to attend college, and as an aid to help parents ascertain grades for report cards. All evaluations include the number of

assignments completed, a description of challenges and accomplishments, a review of student's progress and performance, and


Rather than a percentage grade or a letter grade, this will be an individualized assessment of the student's progress, effort, and attitude.

The basis for this assessment will be the following items (this is an approximate breakdown and may be subject to change):

Weekly Essays and Revisions: 75%

In-Class Effort, Discussion, and Participation: 10%

Research Paper: 15%

Extra credit, as applicable (will add on to student's existing point total)

Curriculum

REQUIRED:

The Lively Art of Writing by Lucile Vaughan Payne (Signet, 1969). ISBN 0451627121 Can be purchased through Amazon.com.

Writers INC: A Student Handbook for Writing and Learning by Patrick Sebranek, Dave Kemper, and Verne Meyer, published by The

Write Source. 2006 edition preferred, but older versions are acceptable. http://thewritesource.com/INC.html (then go to product

catalog). ISBN 978-0-669-52995-1

This site also contains helpful hints, topic ideas, student writing samples, and links for the parent and student which can aid in your

study of writing.








Duties: taking roll, checking off homework completion (with some minor, straightforward ―pre-grading‖ of essays). You will receive

a discount on your student's tuition in this class, according to HEART policies. Please contact Denise Boiko if interested.


Read Chapter 1 of The Lively Art of Writing.

Read pp 1-20 of Writers INC (―Understanding The Writing Process‖ and also pp 121-123 for topic ideas (―Writer's Resource‖).

Read pp 135-138 of Writers INC, ―Descriptive Writing.‖

(If you have an older version of Writers INC, consult me for proper page numbers.)

Come to class with:

1. Some input and ideas to share about what parts of the writing process you personally find most challenging.

2. One or two topic ideas for a descriptive essay (pp 121-123 of Writers INC should help).




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In class, we will be discussing this reading, talking about how to construct a thesis, and helping you plan a descriptive essay for the

next week's homework.

On Writing Well – 1:20-2:35 pm, Period 4

Course Title: On Writing Well




When: Friday, 1:20 – 2:35






Credit: Junior High or High School English, High School Composition, Honors Composition, or Writing for Publication

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

Course Description: High School English classes are a multi-level program of extensive interaction between the teacher and a group

of students. Students who participate develop and maintain proficiency in writing, understanding and analysis of literature.

In response to student pieces, Mentor-Teacher comments on form, style and content, holding student's work to either High School or

Honors standards. Critiques explain successes and delineate areas needing further work. Integral to this format is a substantial meta-

cognitive dialogue with the teacher and other students about writing in class, and ongoing peer discussion. Sentence level issues of

grammar are not the main focus of instruction. At this level, the teacher assumes that students already command standard English

grammar. Teacher introduces additional methods of revision, and at least eight assignments are expected to be intensive revisions of

pieces previously reviewed.

This level alternates literary analysis with writing. Students examine principles and practices of writing, such as authorial purpose,

audience needs, generic conventions, plot, theme, character development, point of view, dialogue, style, revision, coherence and the

resources of the English Language. Honors course work includes application of different forms of literary analysis to original sources.

Comprehensive revision, based on in depth critiques from the teacher, is strongly emphasized.








Course Content: On Writing Well, 2010-2011, will focus on application of critical thinking skills to continued development of writing

and editing well.

On Writing Well is based on the premise that anyone who can think clearly can write clearly, about any subject at all. Many of our

students have learned to write for academic purposes, but life is so much more than that. Just as we inform or persuade, enchant or





3/18/2010 11:25:40 AM

horrify, inspire or deter others face to face, so we can do the same with the written word. This course moves beyond the classroom,

giving students the tools, practice, and encouragement to write for LIFE, comfortably, creatively, and effectively. For students with

an interest, publication opportunities may be pursued.

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

thinking, and discussion based. Contact Gail Efting for more information. This course is designed to coordinate well with Speech

and Debate, 2010 – 2011.





































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Materials:

ON WRITING WELL NOTE BOOK (please bring every week)


- This class description in the Binder, in front of the sections listed below. - Notebook dividers (at least 8) including sections labeled;


Essays in Progress (empty until created)

Essays with edits (empty until created)



Project Records and Documents (empty until procured)

Research Materials (empty until created)


























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On Writing Well, Zinsser (30th

Anniversary Edition)

Additional original works, as assigned

Honors Text:

Literature in Critical Perspectives, Gordon


The Little, Brown Compact Handbook












[email protected].




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

subject line enter ―OWW‖ 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 August 5th. If you have any questions about this

assignment, feel free to call or send a note.

Make sure that you have your On Writing Well Notebook put together and that everything listed is in it and easy to find.

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





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Introduction to Composition – 1:20-2:35, Period 4

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

Teachers/Mentors: Cheryl Meng


Credit Classification: English


Questions: Email Cheryl Meng [email protected]

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


Class Fee payable to Cheryl Meng: $50/per person per month

Material Fee: $25 per student

Minimum: 5 students

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

Writing Structure and Techniques the first semester as well as Vocabulary from Classical Roots and parts of Lost Tools of Writing

during second semester. 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. Interwoven throughout both semesters will be vocabulary building,

spelling and grammar emphasis. During the second semester, students will learn how to write a complete essay of their own creation.

Piece by piece, The Lost Tools of Writing walks students through not only the entire essay-building process but teaches them to think!

Lost Tools of Writing is the 'flesh' to IEW's 'bones' or 'skeleton'. Bonus: We will tentatively be having the 2nd Annual Heart Spelling

Bee in May of 2011, using words learned in VfCR.

Required Texts: Vocabulary from Classical Roots, Book B (student books only) by Norma Fifer/Nancy Flowers available through

Amazon (make sure it has not been written in) or through EPS, www.epsbooks.com. A Writer‟s Guide to Transitional Words &

Expressions by Victor Pellegrino, available on the IEW website. I will have a copy in class for use only in class, but this is

an invaluable little resource guide that your student can utilize all the way through college.

Lost Tools of Writing Student Workbook by Andrew Kern. It is advised to wait to purchase this as we can get a group discount if 10 or

more purchase as a group. Visit www.circeinstitute.org for more information on the course and cost of the workbook without a

discount.

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

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; Strunk & White (paperback available at any B&N or Borders);

Course Requirements: An assignment sheet will handed out each week. After in-class instruction, time will often be given for the

students to practice what they‘ve learned and possibly even work on their homework. Assignment sheets must be stored in the

student‘s binder for future reference. 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, even those worked on in class, will subsequently need to be typed and turned in.



http://www.epsbooks.com/

http://www.circeinstitute.org/

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

http://thewritesource.com/INC.html



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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:

First Semester: Bring Vocabulary from Classical Roots, Book A, every week. Other resources will be requested as needed each

week.

Second Semester: Bring Vocabulary from Classical Roots, Book A and The Lost Tools of Writing Student Workbook every

week. Both Semesters:

Binder 8 ½ X 11, at least 2 inches deep

1. College ruled notebook paper

2. Notebook dividers (at least 5) including sections labeled;

a. Assignment Sheets (empty until given)

b. Assignments, Essays and Supporting Documents (empty until created)

c. New Words and Definitions, Banned Words (college ruled paper)

d. Notes (college ruled paper)

e. Vocabulary tests, homework

3. Portable hole punch (these fit onto the binder posts)

4. Lined 3 x 5 index cards for Vocabulary

5. Plain copy paper, probably less than 1 ream (for typed assignments)

6. ZIP POCKET which fits into the binder, containing large eraser, black or blue erasable pens, sharp pencils

Your binder will not be inspected or graded in any way, shape, or form. However, creating and maintaining an orderly system will

serve you well throughout the busy year ahead. Set yourself up to be successful!

Attendance: Once-weekly classes mean that we have very little time. It is impossible 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 most days, Mrs. Meng does expect them to take that

assignment home, finish it, 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




3/18/2010 11:25:40 AM

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

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.

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.

Classical Guitar – 1:20-2:35, Period 4

Mentor-Teacher: Chris Adams

Course Length: 2 Semesters, 32 weeks

Type of Class: Group class through HEART Academy

When: Friday, 1:20 -2:35 and 2:40-3:55

Class fee payable to Chris Adams: $50 / month

Credit Classification: Music / Fine Arts

Minimum & MaximumClass Size: 4 and 5

Questions: Email Chris Adams at [email protected]

Main Focus: Students in this class will learn the basic fundamentals of playing the classical guitar. Guitar technique, the ability to

read musical notation, music theory, and guitar performance will be covered in this course. This course will also cover a brief history

of the classical guitar and will allow the students to experience playing as a group and as an individual.

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

week.

Course Description: This is a Classical Guitar Class. Although I will introduce other styles briefly, this class is designed for

instruction in the classical guitar style. Although this is a beginner‘s guitar class, students who have played intermediate/advanced

classical guitar music or have experience in any style of guitar are encouraged to attend. At the beginning of the semester, we will

progress together as a group. As time passes, and as the students skills become more honed, class will continue to study the text

together but each student will also receive individual private instruction during class time (I know it sounds uncoordinated, but my

Mentor-Teacher does it, and it works quite effectively). More advanced students will also receive private instruction and separate

assignments.






3/18/2010 11:25:40 AM

Throughout the semester, 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.

Outcomes: Students in this class will learn how to read musical notation and how to give each piece they play a story. No two

musicians play a particular piece the exact same way; each person expresses different emotions and thoughts in the music. My goal is

not only to help them read and sight-read effectively, but also how to teach them how to harness the guitar‘s ability to run, walk,

laugh, dance, cry, and much more.

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.

You will receive an assignment sheet every week. It will help you to remember what we covered in class and to prepare

assignments for the next class. Print it, read it and store it in your binder. (Note: Individual assignments will not be posted in the

assignment sheet.)

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.

Required Texts: 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)

A Nylon-Stringed Classical Guitar (if you don‘t have a classical guitar, a steel string acoustic guitar will suffice; however, I

highly suggest [almost require] that it‘d be a classical guitar)

A small step or adjustable footstool. (Anything that can hold your left foot about 3-5 inches off the ground while sitting)

A Metronome

A Chromatic Tuner

A binder (anywhere from ½ in. to 2 in.) for notes, assignments, and music.

About Your Teacher – Christopher Adams: see the end of this document

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

at [email protected] or call (408) 292-0872.

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, a step or footstool, and a binder

for notes. (Oh, don‘t bother bringing guitar picks. They won‘t be necessary for this class.) I‘ll see you then.

Spanish I – 1:20-2:35, Period 4

Course Title: Spanish 1




When: Fridays, 1:20-2:35 pm





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Cost: $50 for 5 or more students, $60 for 4 students, $65 for 3 students, $70 for 2 students and $75 for 1 student Credit

Classification: Foreign Language



Course Description: Spanish I (2nd edition) presents the basics of the Spanish language as spoken in Latin America. Students learn

greetings, verb conjugations, basic vocabulary, pronunciation, and grammatical structures. They also expand their horizons through

the cultural-historical highlights and get a glimpse of the Spanish-speaking world as a mission field. Students develop a beginning

reading and conversational ability. The material emphasizes understanding and practical application rather than rote memory.

Students should have a basic understanding of English grammar before beginning this course. (Taken from BJU PRESS Catalog)

Content and Performance Standards for This Course: Each text provides an excellent presentation of grammar and conversation

skills. Easy-to-follow explanations, detailed examples, and abundant application exercises are designed to promote meaningful use of

the language in class. It includes a comprehensive vocabulary-building program.



discussion.





A teacher written evaluation will be provided for high school students only or if requested by parent for their ISP, which may be used




An oral evaluation will be provided to the parents of all younger students (Not high school students.)

However, you the parent will give the final grade to your student.

Required Texts

Spanish I Subject kit. Code # 208066, which includes the following: (This curriculum will be good for 2 years)

06

Disclaimer on Used Books: If you have used curriculum, be aware page numbers and assignments might not correspond to the

teacher‗s manual we are using. We highly recommend using the 2nd

. Edition.

Website: www.bjupress.com






3/18/2010 11:25:40 AM

You can find it at








At the end of the class I will announce the homework. As a rule of thumb it will be 1 lesson per week. I will send an email early

next week, only to remind you of the assignment for that 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 email, print it and store it in your binder for future reference.

Bring to class:

1. Your workbooks

2. Your homework


4. pencil

5. pen

6. lined paper


Assignment Criteria: Assignments are given weekly. It is the student‗s responsibility to make specific time commitments for

submission of homework, and to manage time and activities properly in order to keep those commitments, completing assignments

thoughtfully and with excellence. This process takes practice and may be difficult at first. However, with perseverance it becomes an

automatic and valuable skill. We will be there to guide you with this process. Work will be due weekly, reading and listening to your

Cds will be necessary almost every day to educate your hearing to the Spanish sounds.






efforts, homework needs to be checked by parents as of its completion. Anything worth doing is worth doing well. Any assignment

not turned in on time is late.






Vocabulary Words – Memorization


the booklet for each unit. These notes should be used as a reference for projects and other work.





3/18/2010 11:25:40 AM

Quizzes / Tests – Oral quizzes will be done during class time. Students will take weekly written quizzes and test (approximately

every three weeks.) either at home or during class, TBA. Parents are responsible for checking the quizzes and tests with the help of

the Teacher‘s Edition Books, and turn them in on Friday to be recorded; however, most of the time we will grade them together in the

classroom.

If a parent prefers that the student take the quizzes and tests at home only under their supervision, they will be responsible for

checking them with the help of the Teacher‗s Edition Books. If a parent does not want his or her child to be tested, I need to be

notified asap.

Spanish for the First Week (I will send this assignment at the beginning of class)

Parents – Please get familiar with the curriculum.

Students - Please get familiar with the curriculum.



time.











Algebra II – 1:20-2:35, Period 4






Prerequisite: Algebra I.



Class Fee Payable to Susan Watanabe: $50 per student per month if more than 5 students – regular fee; $75 per student per month

if 5 or less students – tutoring fee.









3/18/2010 11:25:40 AM

week. Students will work through key problems in class to verify mastery of the concepts needed to complete the homework

problems for the following week.

Curriculum: Saxon Algebra II Second Edition, including answer key and test packet.



Tests: Tests will be given at home either weekly or twice monthly. These tests will be overseen by a parent. Tests will be corrected

by the teacher.


Taekwondo – 2:40-3:25 (45 minutes ), Period 5

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

Teacher: Jeff King

Course length: This class will meet every Friday


Website: www.karate4u.com

When: Every Friday, 2:40-3:25, 45 minutes only

Class Fee payable to King‟s Martial Arts: $49 per month

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.

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.

Speech and Debate – 2:40-3:55, Period 5

Course Title: Speech and Debate




When: Friday, 2:40 – 3:55







http://www.karate4u.com/





3/18/2010 11:25:40 AM

Credit: High School Communications, Speech or English, Honors Composition, or Honors Communications

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

Course Description: High School Communication classes are a multi-level program of extensive interaction between a team

of teachers and a group of students. Studies in Speech and Debate provide opportunities for students to learn public speaking and/or

debate, both as an introduction to available competition (as with NCFCA or NFL) and for other purposes (teaching or story telling,

Biblical Exposition, persuasive apologetics, etc.) in an encouraging environment. Students will grow the confidence to speak what

they believe and learn how to stand firm, ―speaking the Truth in love‖. Presenters and debaters develop speaking and presentation

skills, logic and critical thinking skills, listening skills, writing skills, research skills, and discernment, while being encouraged to

always give an answer with gentleness and respect.

Debate activities develop and maintain proficiency in thorough and critical listening, analysis and extemporaneous response. Students

experience extensive practice in speech writing, logic and persuasion. Many students develop strong research skills, as well as a deep

understanding of applicable Biblical and current political and economic issues. Because many of the activities are topical, through the

year students may be inspired to learn more about literature, economics and trade, constitutional and/or international law, science and

technology, national and cultural influences, national and/or international politics, geography, and/or history.

Speech activities provide instruction and practice in a wide variety of presentation techniques and styles, helping students to become

adept at public (or private) speaking. Students are encouraged to begin just where they are and expand their speaking skills in a safe

environment. They are also given opportunities to create their own presentation materials and pieces for exposition, elucidation or

recitation. Many students also interact directly with the great writings and speeches of others, coordinating this work with the history

they are studying in other classes at HEART.

In response to student debates and presentations, Mentor-Teachers comment on effectiveness, speaking style and content, as well as

giving feedback on compliance with mandates for each applicable presentation category, holding student's work to either High School

or Honors standards. Comments explain successes and delineate areas needing further work. Integral to this format is a substantial

meta-cognitive dialogue with teachers and other students about rhetoric in class, and ongoing peer discussion.

Sentence level issues of grammar are not the main focus of instruction for any required writing. At this level, the teachers assume that

students already command standard English grammar. However, the effectiveness of communication without such distractions is

stressed and teachers do introduce additional methods for simplifying and clarifying communication styles.

This class alternates instruction of Speech with Debate. Students will examine principles and practices of speaking, as well as

practicing their own listening skills, in every class. Writing skills (such as argumentation construction, persuasion, use of evidence

and advocacy, creative writing and story telling formats, converting written to oral media, etc.) will be an integral part of different

aspects of the coursework. Honors course work includes application of full skill sets for all aspects of both Speech and Debate.

Comprehensive revision of previous material, based on in depth critiques from the teachers, is strongly emphasized.








Course Content: Speech and Debate, 2010-2011, will focus on developing understanding and increasing skill and comfort levels for

many types of speech (including persuasive, oratory, expository, dramatic, humorous and thematic interpretation, impromptu,

extemporaneous and apologetic speaking) and debate (including topical, values, parliamentary and individual debate) as well as




3/18/2010 11:25:40 AM

application of critical thinking skills to the continued development of speaking and listening well. Honors students will complete

activities for all categories in both areas of study.

Speech and Debate is based on the premise that anyone who can think clearly can speak clearly, about any subject at all, at any time at

all. Many of our students may have learned to speak or debate in competition, for academic purposes, but life is so much more than

that. Just as we inform or persuade, enchant or horrify, inspire or deter others in competition, we can do the same in every day life,

with our focus on the effect of our speech on others. This course moves beyond the classroom, giving students the tools, practice, and

encouragement to speak and interact for LIFE, comfortably, creatively, and effectively.

If your student is not yet in High School, the class may still be appropriate for him/her and HS credit may still be awarded. Contact

Gail Efting for more information on this. This course is designed to coordinate well with On Writing Well, 2010 – 2011.


















Attendance: This class uses intensive discussion, practice, and feedback as principle tenants of the learning process. Your attendance

in class will give you the information, critical thinking and speaking practice, and guidance you will need to make full use of your

work at home. Without consistent class interaction on the presentation or debate process, you will not be able to complete this

coursework. 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.











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homeschool experience. Both Speech and Debate are experiential processes, requiring considerable practice as well as some

supporting research/writing. It is the student‘s responsibility to make specific time commitments for practicing at home, along with

other preparation of cases and presentations, and to manage time and activities properly in order to keep those commitments,

completing assignments with excellence. This process takes practice and may be difficult at first. However, with perseverance it

becomes an automatic and valuable skill. We will be there to guide you with this process. Some work will be due weekly, and it will

be necessary to work/practice almost every day to become comfortable and gain confidence with the work assigned.







Materials:

SPEECH AND DEBATE BOXES (please bring every week)

Debate box, at least 8 X 14 X 2 or 3 inches wide

Speech box, at least 8 X 14 X 2 or 3 inches wide

File folders to go into boxes (more info on these to follow)

2 Binders 8 ½ X 11, at least ½ inch deep

8 ½ X 14 legal pad (for flowing) Portable hole punch (so paper can be fitted onto the binder/file folder posts)

ZIP POCKET which fits into the binder, containing

Colored pencils (at least 8 colors)

Colored pens (blue, black, red, etc.), at least 4

Large eraser

You will never have your boxes examined by a teacher in this class, but you WILL FREQUENTLY 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. The dividers to be used

will be discussed the first day of class. Put them together in any way that works best for YOU. Remember, you are accountable for

how USABLE your boxes are for YOU.
















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To Everyone an Answer, Beckwith

OPTIONAL:

Also a choice of: (after discussion with Mrs Efting, and based on student choice of activity)

JoJo Tabares' web site is; http://www.artofeloquence.com . The curriculum you might desire (but not require) is the "Say What You

Mean" series (especially ...for Teens, or ...an advanced speech course and … Defending the Faith). She also has "Know Your

Audience" which is good. These materials are not directed toward COMPETITIVE speech per se, but are more directed toward

general public speaking and communication.

Chris Jeub's web site is; http://www.trainingminds.org . The "Policy Debate Package" and "Values Debate Package", including "Blue

Book" and "Red Book" (with specific information about the topic for that year in LD or Team debate) are very good. On that web site

also are other excellent debate materials, "Strategic Debate" by Vance Trefethen, Christy Shipe's "Introduction to Argumentation and

Debate", and Jeub's Complete Guide to Speech and Debate.

Teresa Moon's web site is http://www.communicatorsforchrist.com. Her "Beginning Public Speaking" is a good introduction. Thane

Rhen's "As I was Saying" is VERY good for competitive speech, as well as "Thorns have Roses" by Thomas Gowan (for Impromptu)

and "Extemporaneous Handbook" by Anna Crowson (for Extemp). For debate, "The Great Debate" by Jonathan Wolfson (for team

policy cross X), and the "Values Handbook" by Graham, Gowan and Grant (for LD) are also good. I would also recommend for

every parent involved in debate, "It takes a Parent" by Deanna Stollar.

The Bluedorn boys' web site is http://www.christianlogic.com/ . Both "The Fallacy Detective" and the new "The Thinking Toolbox"

are excellent for reasoning materials.

Additional materials which are also very helpful to parents are:

From Playpen to Podium, by Jeffrey L. Myers

War of Words , by Paul David Tripp


http://www.artofeloquence.com/

http://www.trainingminds.org/

http://www.communicatorsforchrist.com/

http://www.christianlogic.com/



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Argumentation and Debate, The Next Step , by Haffey, Motter and Shipe

Honors Text:

You’ve Got to Be Believed to be Heard, Decker


The Little, Brown Compact Handbook












[email protected].

Teacher Assistant Position Available: Four TA positions are currently available for this class. If you would like to enjoy some

lively discussions with curious and insightful students (or support the class in a more ―behind the scenes‖ way) please send Gail Efting

an e-mail immediately. Tuition discounts are available for TAs.

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

subject line enter ―Speech and Debate‖ and your name. In the body of the e-mail, in a well written paragraph, describe an argument or

idea which has affected your point of view. Tell me; 1) what it is and who wrote it or said it, 2) what opinion of yours has changed

because of this communication and, 3) what the underlying bias of the author is on this issue. Send me this e-mail no later than Aug.

5th. If you have any questions about this assignment, feel free to call or send a note.

Make sure that you have your Speech and Debate Boxes put together (see above) and that everything listed is in them and easy to

find.

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

later)

Beginning Drawing – 2:40-3:55, Period 5

Main focus: To introduce the fundamental elements and compositional principals of drawing.




Recommendations: Should have an interest in drawing.






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Class fee: $50/month per person

Questions: Email Migi Oey at [email protected]

Material Fee: $15 (this will cover handouts and fee for models and other supplies)

Course Description: Class time will emphasize a variety of media, tools and techniques in studying the elements and principles of

drawing, including line, shape, value, perspective, proportion, and balance. Classroom will participate in an art exhibit each semester

Assessment: In class, critiques will enable students to see where their skills are and areas for improvement, with a desire to produce a

passion as well as a higher level of art.

Required Text: Drawing on the Right Side of the Brain WORKBOOK $11-$15


Bring to each class:

* A Sketchbook (8X10) A hardbound can be ordered $12-$13

* 12 x18 or 14x17 or 18x24 bigger 80lb. Drawing Pad ( must be slightly smaller than your Sketch Board

* 18x19 or 23x26 Sketch Board (1/8" thick masonite and is very lightweight, with rounded corners for safety and hand hole

Kneaded Eraser and polymer eraser

* Graphite Pencils 2B, 4B, 6B, 8B with a sharpener

* Black charcoal vine


each art session.

Contacting the Teacher: The best way to contact Mrs. Oey is by emailing her at [email protected] or phoning her at 408 687-

7310.

Intermediate Drawing – 2:40-3:55, Period 5

Main focus: A continuation to the fundamental elements and compositional principles of drawing. We will also emphasize three

dimensional design.




Recommendations: Exhibit a continued development of the skills and craft of drawing, as introduced in Beg. Drawing.


Class fee: $50/month per person (Registrations fees separate)

Material Fee: $15 (this fee will cover handouts, extra need supplies and model fees)

Course Description: Intermediate Drawing is a continuation and development of drawing ideas and skills introduced in Beg. Drawing.

Student will build on basic drawing skills, investigate new media and techniques, color theory and increase confidence and range.

Exploring still life, the human figure and two point perspective drawing, will be the main focus.

Student Outcomes; Use drawing skills necessary to visually express creative ideas. Class time will emphasize a variety of media,

tools and techniques in studying the elements and principles of drawing. Understand two & three point perspective. Classroom will

participate in an art exhibit each semester




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Assessment: In class, critiques will enable students to see where their skills are and areas for improvement, with a desire to produce a

passion as well as a higher level of art.

Required Text: A workbook will be needed. Each student will accumulate instruction sheets on using the mediums they work with as

well as project sheets.


Bring to each class:

* A Sketchbook (8X10) A hardbound can be ordered $12-$13

* Canson 90lb.(14x17 or 18x24) 50 shts Classic Cream will be order by teacher $8-$10

* Pastel (water base) at least set of 12. must include blk & wht (Prismacolor NuPastel Set, 12 Assorted Colors)

* 18X19 or 23x26 in. Sketch Board $7 if ordered by teacher

* other misc. supplies


each art session.

Contacting the Teacher: The best way to contact Mrs. Oey is by emailing her at [email protected] or phoning her at 408 687-

7310

Literature and Society – 2:40-3:55 pm, Period 5

Course Title: Literature and Society




When: Fridays, 2:40 – 3:55 PM

Cost: $50/month

Credit Classification: English




Prerequisite: None

Other requirements

--Grade-level high school writing skills.

--Use of basic technology applications (word processing applications, email, Internet research).

--A willingness to keep up with the reading and pace oneself on preparing projects and some writing assignments. In addition to class

time, this subject will require a workload of at least 60 minutes per day, five days a week (sometimes more when preparing a more

elaborate project).

--For students taking the course for honors credit, a small amount of summer reading may be assigned.






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Course Description:

Literature and Society explores the impact that literature has on society and its issues, as well as how society and its important

problems has inspired the writing of literature, both in current times and in the past. In other words, how has the written word changed

and shaped society in the past and present—and how has society responded by changing due to the influence of the written word? The

course will guide high school students as they read, enjoy, and analyze a spectrum of literary selections of varying difficulty. Genres

will include short stories, novels, biography, autobiography, nonfiction, essay, poetry, drama, and historical fiction. Students will learn

to read critically and extract important points.

A typical class period will include discussion of literature selections the students have been reading, comprehension quiz games (some

designed by students), and the sharing of creative projects students have produced to showcase their understanding of the literature

they have just read.

Honors credit:

Students may take this course at a standard college prep level or at an honors level. All students will choose from a ―bank‖ of project

types, including writing, speech, artistic, and miscellaneous assignments. Honors level students will be required to choose writing

assignments more frequently than will standard college prep students.

For standard college prep, typical assignments will involve essays approximately once a month, in addition to other projects and

shorter assignments. For honors level, assignments will involve essays every two or three weeks in addition to other projects and

shorter assignments.


Works of literature and their interaction with issues such as religion, education, public health and safety, morality, poverty, injustice,

and similar topics.

Class Expectations:

--Attendance and punctuality (very important). Please be in class on time, ready to start, and prepared for the day's material.

--Participation in discussion.

--Completion of assigned reading, projects, and other homework (on time!). Specific assignments will be given weekly by email and

by handout. Please stay caught up!

--You will work on your own with your parent's help (as needed) during the week.

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!





Assignments are due at the beginning of class. All work should be done neatly and reflect your best efforts. Strive for excellence and

do your best work.




1. A folder or small 3-ring binder with pocket folders in which to keep notes and handouts. Folder should contain about 20 sheets of

college ruled notebook paper.

2. Pens and/or pencils.

3. Current book being read and discussed.




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You should also have access to a good dictionary and thesaurus at home.

Other supplies needed:

Highlighters for marking interesting passages (only if you own the book and don't mind marking in it).

Post-It Notes for marking important passages of books you do not own or do not want to mark up.

Workload:

A typical weekly workload will be:

Read several chapters of the book being discussed.

Discuss the section of the book and gain insights from each other.

Plan and prepare a project or essay (upon completion of a book or literary work).

Note: Students who enjoy a greater challenge may take advantage of extra assignments and may read additional books.

Students will be provided with a long list of project ideas from which to choose, and will receive help as needed to bring their project

to completion. Project ideas are numerous and could include the following (this is just a small sample of the list that will be

available):

Writing projects

Writing a comparison/contrast or cause/effect essay relating to the book

Writing a dramatization of a certain episode from the book

Writing a new ending to the book

Analyzing the theme, character, or plot structure of the book

Presentation/speaking projects

With other students, presenting a debate on two opposing ideas from the book

Presenting an advertisement to encourage people to read the book

―Interviewing‖ a character or the author

Re-creating dialogue between two characters

Hands-on projects

Constructing a board game relating to the book

Preparing a bulletin board with pictures and captions relating to the book

Making a short film relating to the book or the author

Artistic projects

Making a miniature stage scene relating to the book as if it were dramatized

Painting, drawing, or sculpting scenes from the book

Making a diorama about the book

Miscellaneous projects

Writing quiz questions to try to stump the class

Making a map or timeline of the story

Making a ―life line‖ of a character's changes and development


Each project, as well as the student's alertness and participation in weekly discussions, will be evaluated. Teacher evaluation will be

based on effort, enthusiasm, participation, and improvement in comprehension. End-of-semester evaluations will be largely based

upon displaying consistent and measurable improvement and effort throughout the year (rather than on ―perfection‖).




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Parent involvement in discussion and evaluation of student's work is strongly encouraged. Teachers/Mentors will be available to



A teacher-created evaluation will be provided for every student, which may be used as an aid to help parents determine grades for

report cards. All evaluations include the number of assignments completed, a description of challenges and accomplishments, a

review of student's progress and performance, and recommendations for future work. The student name and course, date of


individualized assessment of the student's progress, effort, and attitude. The basis for this assessment will be the following items (this

is an approximate breakdown and may be subject to change):

Literature projects and essays: 60%

In-Class effort, discussion, and participation: 25%

Short writing assignments and comprehension worksheets: 15%

Extra credit, as applicable (will add on to student's existing point total and can be done with extra projects for assigned books, or

optional books read and reported on)

Curriculum

Books to be read throughout the year will be determined by mid-summer and the list emailed out to registered parents. Books may be

obtained by any available source: new, used, or library copies as long as the student has the book by the time we are reading it.








Duties: taking roll, checking off homework completion, observing student accomplishments, helping run comprehension games. You

will receive a discount on your student's tuition in this class, according to HEART policies. Please contact Denise Boiko if interested.


Will be communicated to families once book list is set.

Intermediate Composition – 2:35-3:55 pm, Period 5

Main Focus: This is an intermediate writing course that will utilize IEW Principles, the Lost Tools of Writing as well as Vocabulary

from Classical Roots Mentor-Teacher: Cheryl Meng Course Length: Two Semesters, 32 weeks


Questions: Email Cheryl Meng at [email protected] Recommendation/Prerequisites: Introduction to Writing






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Class Fee payable to Cheryl Meng: $50/per person per month Materials fee: $25 per student Recommendation/Prerequisites: Intro to Writing with HEART Academy, or any other equivalent writing class

Mimimum class size: 5

Course Description: Intermediate Composition is a high school level writing course that will encompass the Lost Tools of Writing, a

curriculum that "strives to attain two ends: first, to cultivate wisdom and virtue in students through the practice of classical

composition; second, to provide a curriculum that enables composition to be taught following a classical mode of instruction. Both

students and Mentor-Teacher gain judgment, discretion and discernment in writing and teaching while renewing their enthusiasm for

the joys of learning. The Lost Tools of Learning, Level 1, does not presume to be the culmination of a student's writing career. Rather,

it lays the foundation for higher level thinking, writing, and speaking skills. It prepares students for intensive readings for great works,

story-telling, poetry writing, oratory, debate, teaching and other human activities that involve thinking, communication and decision

making. It lays the foundation for high school and college-level writing and thinking."

Additionally, IEW principles will be integrated into their writing throughout the year. Vocabulary from Classical Roots, Book C, will

be studied concurrently, serving to encourage the students to expand their vocabulary both in writing and speaking. Recommendation/Prerequisites

Students should have completed the Institute for Excellence in Writing‘s Structure and Style curriculum, or Heart Academy‘s Intro to

Writing class. If a student has not completed this prerequisite, a pre-assessment by the Mentor-Teacher is needed in advance of

registration.

Required Texts and Materials List:

Lost Tools of Writing Student Workbook (this is available for a 10% group discount - please contact the teacher for details) Vocabulary from Classical Roots, Book C - usually available from Amazon or EPS Suggested text: Writers INC: A Student Handbook for Writing and Learning by Patrick Sebranek, Dave Kemper, and Verne Meyer

Binder 8 ½ X 11, at least 1 1/2 inches deep

College ruled paper

Notebook dividers (set of 5) Portable hole punch (these fit onto the binder posts)

ZIP POCKET, which fits into the binder, containing:

Pens - at least 4

Red pens (2) or any other color that is easily seen against their other pen colors

Your binder is not to be inspected or graded in any way. However, creating and maintaining an orderly system will serve you well

throughout the busy year ahead. Set yourself up to be successful!

Course Requirements / Workload: An assignment sheet will be handed out in class each week, and usually also e-mailed to parents.

Please read it ASAP to allow yourself the maximum time benefit for the week‘s assignments. Please print it and keep for your

records in your binder for future reference. Many weekly assignments will include a reading assignment as well as a writing

assignment. Students should be prepared to write a three to five paragraph paper each week, and make corrections to the previous

week‘s assignment.

Class Expectations:




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Attendance and punctuality. Please be in class on time, ready to start, and prepared for the day‘s material, putting distractions aside

so we can all glean the most benefit from our time together. Please let the Mentor-Teacher know, as soon as you know, if you are

planning an absence so we can discuss what you would like to do about the assignments.

Participation in class discussions – have a willing heart and mind to learn. Actively listen to others, and add your thoughts and

answers as appropriate.

Completion of assignments – all work should be completed neatly and reflect your best efforts.

You will work on your own with your parent‘s help as needed during the week. If at any time you need help, I will expect you to

call or e-mail me so you can receive the help you need before you fall behind.

As your Mentor-Teacher I am committed to providing weekly instruction, examples, modeling of new material, and encouragement to

you. I will be evaluating your work weekly. If you have questions, I encourage you to ask questions during class or contact me

during the week. My goal is to work with you, forming a team to improve your writing skills and confidence.


parents as needed, to answer questions, or simply be sounding boards for discussion. The student will have a portfolio of their work at

the end of the course. We want to 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

assignments completed, a description of accomplishments, participation, and challenges, and recommendations for future work. The

student name, course, date of completion, and Mentor-Teacher signature are also included.

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

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

[email protected] (preferred) or call at (408) 226-2370.

Come to the first class having completed the following: WRITE a three-paragraph paper without parental correction, on any topic

you choose, using your best writing skills, as they exist today. Underline your thesis sentence.

Classical Guitar – 1:20-2:35, Period 4

Mentor-Teacher: Chris Adams

Course Length: 2 Semesters, 32 weeks

Type of Class: Group class through HEART Academy

When: Friday, 1:20 -2:35 and 2:40-3:55

Class fee payable to Chris Adams: $50 / month

Credit Classification: Music / Fine Arts

Minimum & MaximumClass Size: 4 and 5

Questions: Email Chris Adams at [email protected]






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Main Focus: Students in this class will learn the basic fundamentals of playing the classical guitar. Guitar technique, the ability to

read musical notation, music theory, and guitar performance will be covered in this course. This course will also cover a brief history

of the classical guitar and will allow the students to experience playing as a group and as an individual.

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

week.

Course Description: This is a Classical Guitar Class. Although I will introduce other styles briefly, this class is designed for

instruction in the classical guitar style. Although this is a beginner‘s guitar class, students who have played intermediate/advanced

classical guitar music or have experience in any style of guitar are encouraged to attend. At the beginning of the semester, we will

progress together as a group. As time passes, and as the students skills become more honed, class will continue to study the text

together but each student will also receive individual private instruction during class time (I know it sounds uncoordinated, but my

Mentor-Teacher does it, and it works quite effectively). More advanced students will also receive private instruction and separate

assignments.

Throughout the semester, 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.

Outcomes: Students in this class will learn how to read musical notation and how to give each piece they play a story. No two

musicians play a particular piece the exact same way; each person expresses different emotions and thoughts in the music. My goal is

not only to help them read and sight-read effectively, but also how to teach them how to harness the guitar‘s ability to run, walk,

laugh, dance, cry, and much more.

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.

You will receive an assignment sheet every week. It will help you to remember what we covered in class and to prepare

assignments for the next class. Print it, read it and store it in your binder. (Note: Individual assignments will not be posted in the

assignment sheet.)

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.

Required Texts: 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)

A Nylon-Stringed Classical Guitar (if you don‘t have a classical guitar, a steel string acoustic guitar will suffice; however, I

highly suggest [almost require] that it‘d be a classical guitar)

A small step or adjustable footstool. (Anything that can hold your left foot about 3-5 inches off the ground while sitting)

A Metronome

A Chromatic Tuner

A binder (anywhere from ½ in. to 2 in.) for notes, assignments, and music.

About Your Teacher – Christopher Adams: see the end of this document

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

at [email protected] or call (408) 292-0872.





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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, a step or footstool, and a binder

for notes. (Oh, don‘t bother bringing guitar picks. They won‘t be necessary for this class.) I‘ll see you then.

Emotional and Spiritual Health for Teens – 2:40-3:55, Period 5

Mentor-Teacher: Dr. Kara Lawman


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


Fee Payable to Kara Lawman: $50 per month

Materials Fee: $15

Recommended Grades: Upper 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

Forgiving each other, just as in Christ God forgave us. Ephesians 4v32

Facing the reality of our sin. We only give Grace when we are able to receive God‘s Grace for our sin. Handling the ―Good/Bad

Split‖. Ephesians 2v1-10

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 communicate with Grace and Truth. John 1v17

How to handle anger. Ephesians 4v26-27

The power of thanksgiving. Philippians 4v6-7

Seeing our true worth through God‘s eyes. Romans 8v38-39

Material Used in the Course:

Bible

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

DVD‘s by Townsend and Cloud including ‗Boundaries‘ and ‗Changes That Heal‘

The Search for Significance by Robert McGee

Renewing The Mind by Equipping Ministries

The Peacemakers by Ken Sande


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



3/18/2010 11:25:40 AM

Required Texts

The Holy Bible in which you can write and highlight.

The Search for Significance by Robert McGee (containing both the book and workbook)

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.

Geometry – 2:35-3:55 pm, Period 5





When: Fridays, 2:35 – 3:55 P.M.

Prerequisite: Algebra I



Class Fee Payable to Susan Watanabe: $50 per student per month if 5 or more – regular fee; $75 per student per month if 5 or less –

tutoring fee.




3/18/2010 11:25:40 AM





week. Students will work through key problems in class to verify mastery of the concepts needed to complete the homework

problems for the following week.

Curriculum: McDougal Littell Geometry 2007 ISBN 978-0-618-81194-6



Tests: Tests will be given at home either weekly or twice monthly. These tests will be overseen by a parent. Tests will be corrected

by the teacher.


Private Vocal Lessons – See Period 1

Youth Theater Projects – 4:00-5:30 pm, Extracurricular Musical Production

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

It encompasses Drama, Music, and Movement.

Teachers/Mentors: TBA

Course Length: Deceember 2010 through April 2011.


When: Fridays, 4:00-5:30, Jan-April, Audition is in December

Class Fee payable to : $75/person per month

Questions: TBA

Materials Fee payable to Bayside Community Church: TBA

Recommendation/Prerequisites: Basic Writing Skills, use of basic technology applications and a willingness to learn. MAJOR

caveat: if the student is too terrified to stand up and perform, I do not think they should do the course because that is what we will

primarily be doing.

Course Description: This is an extra-curricular class for experienced actors and aspiring actors who desire to be in a musical stage

production. In Youth Theater Projects we take a group of students and produce 1 performances annually. Starting off, we will be

developing our acting, dancing, and singing skills. Next, we will move onto creating an utterly new musical utilizing existing songs

with background accompaniment tracks available (or live musicians from the wider HEART community). Wherever possible we will

seek to edify the audience with uplifting, godly messages. Students will have the opportunity to participate in every aspect of

production; from t set design/construction to costumes to make up and hair to choreography. In this way we hope to inspire students to

become effective communicators using various media, there is MUCH more to shows than who is on stage!

Areas of Study: This course has 2 areas of study; 1-ministry skills (planning, organizing, teamwork, serving, and preparing while

keeping spiritual content and atmosphere in place), and 2-artistic media (power point presentations, sound technology, lighting design,

costume design, make up and hair design, dance/choreography, acting, singing, and script writing).




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Required Texts: TBA

Auditions will be held in December. At that time, we ask that all parents and students meet before auditions. We will got through

some of expectations, conflict calendar, etc. We are thinking about performing Beauty& the Beast by Disney.

Course Content: We will be working on gaining basic and intermediate /advanced theatrical skills in singing, dancing, and acting.

Students will have lots of opportunities to try on new characters, voices, and movements. Around April or thereabouts, we will

perform a musical. Families will work with their child(ren) on their costume and a small portion of the set (or other aspect of the

production.) As you know, many hands make light work and productions need many hands. We will need your family to help out in

any of the production areas. I highly encourage parents to keep their theater student involved in any such contributions; this is a

learning process they will greatly benefit from.

Materials:

Binder for sheet music, scripts, tech week schedules, and notes

Lined paper for note taking (in the binder)

Calendar with family schedule on it (in the binder)

Assignment Criteria: There will be no weekly assignments for this class, other than showing 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: The student is expected to attend class and is responsible for inquiring with the Mentor-Teacher as to any

music/blocking/choreography etc that has been missed. An email should be sent to the teacher if any absences are to be expected. 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 show 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 as young adults 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. Because this is the older group, we anticipate a greater level of

focus.

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: TBA

About Your Teacher: TBA




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Your Teachers and Mentors

Our Beloved 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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Crissi Allen - Crissi‟s main calling in life is to be a wife and mother. In addition, her 13 years experiences include teaching sewing,

computers, and writing classes (for Institute for Excellence in Writing). She has also taught workshops for creating unit studies, co-

oping and how to home educate. Crissi graduated from San Jose State University, majoring in Behavioral Science. Jere and Crissi

educate their 2 children at home.

Bernadette Ashby has been a home school mom for the past 9 years. She currently also runs a private piano studio of about 40

students. She graduated from San Jose State with a B.S. in Health Education, California Teaching Credential and a Masters of Arts

in Education. In addition, she has a Masters of Arts in Religion with an emphasis in Missions from Trinity Evangelical Divinity

School and has taught on the college level. She is gifted in the areas of Helps, Teaching and Administration. In all that she teaches,

her goal is for her students to love to learn. The best way to contact Mrs. Ashby is via email [email protected]. The next best

way to contact her is through telephone, 408-923-8558.

Myron Ashby is a homeschool dad of nine years. He has a bachelor's degree in Aviation Maintenance from San Jose State

Universtiy and a Masters of Divinity Degree from Trinity Evangelical Divinity School. It was his desire to go into full-time ministry

however the Lord led him to pursue lay ministry in the area of Financial Planning. He holds his Certified Financial

Planning designation and practices with Ashby Financial Services. He is committed to discipleship and teaching others how to think

by using inductive bible study. Mr. Ashby can best be reached through email [email protected] or his phone 921-0172.

Denise Boiko seeks to show students the fascinating design of God's creation and to make science less intimidating. Because this

subject opens doors for many career paths, strengthens students' faith, and helps them relate to non-Christians, it is a valuable subject

to study. Denise received a B.S. in biology and has worked as a hospital clinical laboratory scientist and as a product development

scientist for a company producing physician's office diagnostics.

With an almost lifelong interest in writing, Denise also wants to help students see the written word as a way to minister to

others and to share God's truths. Her interest in writing has resulted in publication of short stories, articles, a poem, and most

recently, a 400-page book on college preparation for homeschoolers. Homeschooled and Headed for College: Your Road Map for a

Successful Journey walks parents and students through the often-perplexing path to college admissions.

Denise and her husband Ron are active at Calvary Church, Los Gatos, in preschool ministries and financial stewardship

ministries, respectively. Their two children were homeschooled from K-12th

grade, with their daughter Julie (Stanford University

class of 2010) now headed for medical school, and their son Steve attending USC as an engineering major. With this background,

Denise also desires to provide insights from her own family's experiences to help others navigate the path from homeschooling to

college.

Matthew Burke is a senior in high school and enjoys working with children: teaching Sunday school for five years, tutoring music

theory and math, and actively serving in his Boy Scout troop in the roles of Mentor-Teacher and Eagle Scout. He was introduced to

math problem solving in 4th

grade and has been competing with fellow Heart teacher, Brandon Young, on BASIC‟s math team ever

since. His experience includes the elementary and junior high math Olympiads, American Mathematics Competition 8 and 10,

Mathcounts, individual and team Mandelbrot tests, SUMO, and the Julia Robinson Math Festival. He enjoyed team teaching math and

chess with Brandon, but especially loved helping students become interested in the world of math beyond the textbook.

Michelle Burke is in her tenth year of homeschooling her four boys. She has a degree in sociology and psychology from Stanford

University. She was introduced to the exciting world of Math Olympiads and other math competitions through her homeschooling

support group. After finding ways to encourage math and science interests in her kids, she desires to share this excitement with

others. In addition to math, Michelle enjoys music performance and appreciation, with recent involvement in directing music for

Youth Theater Projects for Emma and Godspell Jr. She has been a Teacher's Assistant in many classes at Heart. Her passions are to

discover and nurture the strengths and God-given gifts in children, and to encourage them to desire to serve God.

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






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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




Cara Galleher My husband, Tim, and I have been homeschooling our three children (now ages 12 – 18) for 8 years. My experience in

science instruction began with a biology and life science teaching position at Glendale High School in Glendale, CA. For the past

nine years, I have been the Hands-On Science teacher at Valley Christian Elementary School for K – 5th

grade students. It is this

program that I am pleased to bring to HEART. Teaching science is not only fun for me, but it is an honor to explore different

disciplines of science as each uniquely reveals God‟s order in Creation. I hold a BA in Psychology, a BS in Kinesiology, and M.Ed

degrees. I am a California State credentialed teacher and hold an ACSI Standard teaching credential as well.

Dina Gonzalez: I have been home schooling my three children for the past 7 years. I am excited to have the opportunity to teach

something that I love and am passionate about, food. I have taken pastry classes at Mission College, have been a part of the cooking

team @ Church On The Hill, taught cooking @ Camp On The Hill, organized bake sales for Oasis Junior High Ministry @ Church

On The Hill and love to for my family and friends. As you can see, cooking has been such a big part of my life. It has been a way I

connect with special people in my life. My hope and desire is that it does the same for your children

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.

Mike Kirouac - Mike Kirouac‟s desire is to help parents prepare their students to be leaders and innovators in all that they do, to the

glory of God and for the benefit of His people. Since 2002 he has been very much involved in the homeschooling of his son, primarily

in the areas of math, science, and spiritual growth. Prior to being hired at Lockheed Martin in 1998 as a Systems Engineer, Mike

ministered with his wife Kim on staff with Campus Crusade for Christ, where they mentored college students and trained them to help

fulfill the Great Commission. He also served in the United States Air Force for 10 years. Mike earned both a B.S. and M.S. in

Computer Engineering, from Cal State Fresno and San Jose State University, respectively. He has also served as an AWANA leader

at his church.

Jeff King - As Head Mentor-Teacher, 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.




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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

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.

Christy Majchrowicz - Christy Majchrowicz attended Purdue University, graduated with a degree in Mathematics, and worked at

Lockheed Martin for four years until she and her husband had their first child. They now have six children ranging in ages 9 through

21, and she has been homeschooling for fifteen years.

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 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.

April Pekary and her husband, Shannon, have been home schooling their five children for at least 13 years, but have enjoyed

teaching Bible clubs for years before that. Their family runs a sports ministry in East Palo Alto, and their passion is to see Jesus

Christ change the lives of the families in their community. April graduated with honors in Accounting from Oklahoma State University

and is a CPA. April is especially excited to teach drama this year because the communication skills learned through acting can be

used in such great ways to serve God, in addition to helping students succeed in so many endeavors, from interviewing to customer

service. April‟s drama experience includes performing and speech competitions in high school, and acting in college. April's drama




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experience includes performing and speech competitions in high school, acting in college, and most importantly, directing Heart

Academy YTP during 2009-2010.

Alaina Pekary: Alaina Pekary loves to teach. She wants to be able to tell kids all about what she always wanted to learn – the

human body. She has taught at Heart for 3 years now, and teaches in Sunday school and Bible clubs, often as the lead teacher. Her

enthusiasm is contagious, and her energy will keep the kids learning and excited.

Bill Smethers - Bill‟s performing arts/music career was launched when he was five years old and he has been involved in some facet

of the arts ever since.

Founder along with this wife Gen and Executive Director of Youth Focus Inc. a position he has held without financial

compensation for 40 years. More than $950,000.00 in educational scholarships have been awarded to deserving young students in

their quest for higher education.

Bill is the former manager of the Santa Clara County Fair where he was on staff for 20 years. Former member of the Board of

Directors of Western Fairs Association and the Santa Clara County Fair Association.

•40 year‟s background and experience in the performing arts in teaching, directing and producing musical productions. Bill has

extensive background in script writing and creating original works. He has written and produced several children‟s/family character

shows. Bill also taught all forms of dance professionally for twenty-five years and owned his own studio. He has also extensive

background in drama and has directed major musical/dramas over the past twenty-five years.

•Musical Director/Producer from 1977 to present for the youth Entertainment Division of the Santa Clara County Fair producing

and directing on the average 5 shows yearly that are presented during the run of the Santa Clara County Fair. The shows have been

the recipient of the prestigious WFA Blue Ribbon Award and recognized by the Division of Fairs and Expositions-State of California

as an award winning youth performance program.

•Has written and produced advertising jingles for marketing and promotional of events

•Currently directs four youth musical groups/choirs:

•Music Director/Teacher Los Alamitos Elementary School

•Kidz-4-Him ages Ist through 6th grade

•Sonshine Kids ages 9-12

•Kid‟s of the Kingdom ages 13-16

•The California Kids ages 14-21

•Founder and producer of:

•The Western Regional California State Talent and Performing Arts Competition

•The Greater Bay Area Talent and Performing Arts Competition

•The California Performing Arts and Talent Competition

•The Oregon Talent and Performing Arts Competition

•The Southern California Talent and Performing Arts Competition

•Musical director/producer of the:

•California State Youth Accolades Scholarship Competition

•The California Junior and Teen Youth Accolades Scholarship Competition

•And other various youth scholarship competitions

•Founder of the:

• Santa Clara County Youth Hall of Fame

• Santa Clara County Salute to Youth

• Santa Clara County Youth Mentor Hall of Fame

•Santa Clara County Winter Festival of Education




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` •Santa Clara County Summer Festival of Education

• Recognized for professional service to youth by:

•.President of the United States

•Members of Congress

•The California State Legislature

•The Governor of the State of California

•The Lt. Governor of the State of California

•The Secretary State of the State of California

•The California State Division of Fairs and Expositions

•Western Fairs Association

•The County Board of Supervisors

•The San Jose City Council

•Various Municipalities within Santa Clara County

•Numerous organizations on the state, county and local levels

Susan Watanabe - While homeschooling her two daughters from preschool through high school , Susan Watanabe found she had a

passion for learning and teaching. Now that those two daughters are at San Francisco Academy of Art and Santa Clara University,

she thoroughly enjoys continuing to work with homeschooled children. From 2003 to 2006 Susan took a group of homeschooled teens

through the course World Views of the Western World, and during the 2008 – 2009 school year she taught Starting Points at HEART

Academy. Susan realized the tremendous potential these courses have to help a Christian student stand strong in his or her faith in

college and beyond. When the student is challenged by the other belief systems of this world, he will find he is equipped with the

strong reasoning abilities and the needed information to continue to choose and defend his Christian faith. Susan taught World Views

of the Western World Part 1 during the 2009 – 2010 school year at HEART Academy. She is excited to be offering World Views of the

Western World Part II for the 2010 – 2011 school year at HEART Academy. In addition to her passion for world views, Susan enjoys

math, so has been teaching and tutoring math courses to students other than her own since 2005. She is pleased to be offering

Algebra I, Algebra II, Geometry, and tutoring for the 2010 – 2011 school year at HEART Academy.

Deborah Weaver, for the last 20 years, has been homeschooling six children. Before that she received a BA in Communicative

Disorders and spent several years as an interpreter for the Deaf in a variety of settings including legal, medical, and educational, as

well as in church. She has also taught sign language classes to adults and in home school co-op settings.

Brandon Young loves math almost as much as he loves kids. He has taught Sunday School for six years and hopes to continue doing

so in the future. After years of normal math textbooks, he discovered the world outside of school, namely math contests. Since fifth

grade, he has competed in numerous math competitions, achieving a perfect score on the 2006 AMC8 and receiving 1st place at the

2009 Santa Clara University Math Competition and 1st place at the Oct 2009 Bay Area Math League Contest held at San Jose State

University. Qualifying as a sophomore, Brandon was part of a team of High School students that represented the Bay Area at the

national ARML (American Regions Mathematics League) competition held at the University of Nevada Las Vegas in May 2009. The

national Math Olympiad contest is what started his love for math problem solving, and hopes to pass on his passion for math problem

solving to kids.

Kathy Young graduated with a BS in Electrical Engineering from the University of Hawaii and went on to earn her MS in EE from

Stanford University. She worked as an engineer, designing communication hardware and systems for 14 years. Desiring for her family

to have more time learning about and worshiping God, she left the workforce and has been teaching her three children at home for the

past 10 years. Kathy has been teaching Sunday school for many years, as her heart‟s desire is for children to learn to love the Lord

with all their heart, soul, mind and strength.


upper academy course catalog 2010 2011

Documents

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upper lower academy

heart academy schedule

class site

bayside community church

upper academy course

cottle avenue

davenport drive