Note:There is no prerequisite for this class. The number of projects completed each quarter depends on the student's work speed and attendance in class. Compass parents are welcome to register for the class to work alongside their teens, or to work on their own, while their teen is in another Compass class.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assessments: will not be given.

Materials Fees: All material fees are due payable to the instructor on or before the first day of class by cash, check or electronic payment. Materials used vary depending on a student's experience with mosaic.

Beginner Material Fee: $40.00 for a selection of Beginner Materials, including:

Advanced Material Fee: $50.00 for a selection of Advanced Materials including:

Additional Fee: There may be additional fees for premium materials such as tesserae (by request and consultation with instructor), mother of pearl, 24 kt gold tiles (market rate), or specially cut substrates.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Who doesn't love a good "Whodunnit" mystery? In this workshop, teens actors will work together to bring a cast of characters to life through creative adaptations and interpretive improvisation. Using materials from a commercial murder mystery role playing game (RPG), students will assume the personas of outrageous and offbeat characters. As the drama unfolds in rounds guided by clue cards, eclectic evidence, and fictitious forensics, a victim, a motive, and eventually the murderer will be revealed.

Student actors will be guided through the development of a strong, compelling character, complete with unique ways of speaking, gesturing, and moving, an original costume, a backstory, and of course, an alibi.

Tragedy has struck again! Ever since the Crane family moved into Hilltop Manor
misfortune has followed them. Many of the townspeople tried to warn the family
that the land the house was built on is cursed. During the funeral of Henrietta Crane, her
brother Hugh is also found dead under suspicious circumstances. Now it's up to
Detective Justin Case to dispel the rumors of ghosts and find the real perpetrator of the
Crane family murders. Who could have done it?

In this workshop, students benefit from experimenting with acting and improvisation and working as a team. This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and enjoy working in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

Topics in this Series: Murder at the Haunted House (Quarter 1), Who Wacked a Mole? A 1920's Gangster Mystery (Quarter 2), Murder at the Theater (Quarter 3), Murder at the Buffalo Express (Quarter 4). Students continuing from the prior quarter will receive priority pre-registration for next quarter.

Workload: Students should expect to spend 1-1.5 hours per week outside of class.

Assignments: Will be posted in a Google classroom.

Assessments: Informal qualitative feedback will be given in class throughout the semester. A quantitative score/grade will not be provided.

Lab/Supply Fee: A class fee of $25.00 is due payable to the instructor on the first day of class for a script and costs related to props and performance license fee.

Credit: Homeschool families may wish to count this course as a component (partial) credit in fine arts or performing arts for purposes of a high school transcript.

Natural Leaders is an outdoor education and leadership program. Each week, the group will venture into the woods surrounding Lake Fairfax for an authentic, immersive adventure featuring hiking, outdoor skills, leadership, and camaraderie. At each meeting, students take turns in different roles that are key to the group's success, safety, and fun such as: coordinator (plan out the group's schedule for the day); navigator (following the map, practice orienteering); naturalist (investigate and present a lesson about local plants, animals or ecology); skills coaches (research, practice, and demonstrate a skill to others, such as knot tying or whittling); game master (plan and teach an group game or challenge); and safety officer (present on a safety or first aid topic) They will also learn survival skills such as fire-building, outdoor edibles, building shelters, use of knives, and safety/first aid.

The student-led portions of the program promote group cohesion, cooperation, and friendship, while students benefit from the positive peer pressure to come prepared for their weekly roles and responsibilities. Tweens and teens will also become more confident and comfortable as leaders and outdoor adventurers as their self-reliance skills grow. Natural Leaders is supervised by an experienced Natural Leaders mentor, trained and supported in providing a positive experience and managing safety. They typically have a passion for sharing nature with kids, and may have a background in a range of skills such as wilderness first aid, survival skills, tracking, primitive skills, and experience in hiking, camping, rock climbing, water sports, etc. Natural Leaders meets weekly rain, snow, or shine, in all temperatures. Students should always dress is layers for the forecasted weather conditions. Registered students will receive more detailed instructions about what to wear, what to bring, and where to meet prior to the start of the program.

7 weeks X 25-minute Private Music Lesson weeks with Jessica Eastridge in:

Song/Theory Books/Sheet Music: Instructor will make recommendations to purchase or reimburse her, depending on instrument and level.

Cancellation/Rescheduling: In the event of a change in your schedule, Compass requires 24 hours notice to reschedule the private lessons. Every effort will be made to reschedule the session at a time that is mutually agreeable to the teacher, the student/client, and Compass. In the event of a no-show or change/cancellation occurring less than 24 hours before the scheduled instruction session, pre-paid fees will be forfeited and no refund will be offered.

7 weeks X 25-minute Private Music Lesson weeks with Jessica Eastridge in:

Song/Theory Books/Sheet Music: Instructor will make recommendations to purchase or reimburse her, depending on instrument and level.

Cancellation/Rescheduling: In the event of a change in your schedule, Compass requires 24 hours notice to reschedule the private lessons. Every effort will be made to reschedule the session at a time that is mutually agreeable to the teacher, the student/client, and Compass. In the event of a no-show or change/cancellation occurring less than 24 hours before the scheduled instruction session, pre-paid fees will be forfeited and no refund will be offered.

7 weeks X 25-minute Private Music Lesson weeks with Ney Mello in:

Song/Theory Books/Sheet Music: Instructor will make recommendations to purchase or reimburse him, depending on instrument and level. New guitar students should purchase a tablature book from Compass for $8.00.

1-Hour Lessons: Students who wish to have a 55-minute lesson (two consecutive 1/2 hour time slots) should contact Compass to receive a discounted rate of $100 per hour (instead of 2 X $55 per hour)

Cancellation/Rescheduling: In the event of a change in your schedule, Compass requires 24 hours notice to reschedule the private lessons. Every effort will be made to reschedule the session at a time that is mutually agreeable to the teacher, the student/client, and Compass. In the event of a no-show or change/cancellation occurring less than 24 hours before the scheduled instruction session, pre-paid fees will be forfeited and no refund will be offered.

7 weeks X 25-minute Private Music Lesson weeks with Ney Mello in:

Song/Theory Books/Sheet Music: Instructor will make recommendations to purchase or reimburse him, depending on instrument and level. New guitar students should purchase a tablature book from Compass for $8.00.

1-Hour Lessons: Students who wish to have a 55-minute lesson (two consecutive 1/2 hour time slots) should contact Compass to receive a discounted rate of $100 per hour (instead of 2 X $55 per hour)

Cancellation/Rescheduling: In the event of a change in your schedule, Compass requires 24 hours notice to reschedule the private lessons. Every effort will be made to reschedule the session at a time that is mutually agreeable to the teacher, the student/client, and Compass. In the event of a no-show or change/cancellation occurring less than 24 hours before the scheduled instruction session, pre-paid fees will be forfeited and no refund will be offered.

7 weeks X 25-minute Private Music Lesson weeks with Ney Mello in:

Song/Theory Books/Sheet Music: Instructor will make recommendations to purchase or reimburse him, depending on instrument and level. New guitar students should purchase a tablature book from Compass for $8.00.

1-Hour Lessons: Students who wish to have a 55-minute lesson (two consecutive 1/2 hour time slots) should contact Compass to receive a discounted rate of $100 per hour (instead of 2 X $55 per hour)

Cancellation/Rescheduling: In the event of a change in your schedule, Compass requires 24 hours notice to reschedule the private lessons. Every effort will be made to reschedule the session at a time that is mutually agreeable to the teacher, the student/client, and Compass. In the event of a no-show or change/cancellation occurring less than 24 hours before the scheduled instruction session, pre-paid fees will be forfeited and no refund will be offered.

7 weeks X 25-minute Private Music Lesson weeks with Ney Mello in:

Song/Theory Books/Sheet Music: Instructor will make recommendations to purchase or reimburse him, depending on instrument and level. New guitar students should purchase a tablature book from Compass for $8.00.

1-Hour Lessons: Students who wish to have a 55-minute lesson (two consecutive 1/2 hour time slots) should contact Compass to receive a discounted rate of $100 per hour (instead of 2 X $55 per hour)

Cancellation/Rescheduling: In the event of a change in your schedule, Compass requires 24 hours notice to reschedule the private lessons. Every effort will be made to reschedule the session at a time that is mutually agreeable to the teacher, the student/client, and Compass. In the event of a no-show or change/cancellation occurring less than 24 hours before the scheduled instruction session, pre-paid fees will be forfeited and no refund will be offered.

The tantalizing aroma of cookies in the oven. A mouth-watering burst of mint. The silky feel of melted chocolate. The sticky sweet of fresh-made caramel. A subtle hint of lemon. Student bakers will enjoy these delicious sensations- and more- as they explore the world of baking homemade desserts.

Sweet Shop treats are scrumptious, fun, and simple to make. Each week they will prepare a fresh, handmade dessert or sweet such as: pies, cakes, cookies, tarts, trifles, mousses, puddings, candies, fudge, brittle, or chocolate. The class will include some icing, decorating, and garnishing techniques for completed desserts. This quarter, the Compass bakers' culinary adventures will include:

Students will be eating what they make each week and bringing home the recipes and leftovers. This engaging sweets class will get students excited about helping in the kitchen and entertaining. They will learn important baking skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary is introduced each week.

Notes: Students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain nuts, dairy, wheat, gluten, and eggs. All food supplies will be conventional, mass market ingredients. Specialty food preparations/certifications such as halal, kosher, and organic will not be used due to cost and sourcing logistics.

Topics in this Series: Decadent Delights (Quarter 1); Gooey Goodies (Quarter 2), Best Bon Bons (Quarter 3), and Tasty Treats (Quarter 4).

Assessments: Qualitative Feedback will be given in class. Formal grades/assessment will not be given.

Lab/Supply Fee: A class fee of $45.00 is due payable to the instructor on or before the first day of class.

What to Bring: None- Disposable aprons and take-home containers provided.

What to Wear: Students should wear clean clothes and have long hair tied back, braided, or secured under a bandana (male and female).

Cooking Class Requirements: For more information and FAQs, see the Compass Cooking Classes webpage.

The warm, welcoming smell of baking bread, flavorful fondant, carefully crackled creme brulee, mile-high mille-feuille, and proper puffed pastry. These are just some of the specialized baking techniques that Compass bakers will learn in Advanced Baking Academy. From pate a choux to piecrust, students chefs will create more complex baked items in this course. This quarter, the Compass bakers' culinary adventures will include:

This engaging advanced baked goods class will get students excited about pastries for a career, side gig, hobby, or special occasions. Some recipes will be completed over two class periods, and several, due to the complexity of the dough or crust, will be sent home with instructions on how to fill or finish baking. Students will be eating what they make each week and bringing home the recipes and leftovers. They will learn important baking skills such as safety, sanitation, measuring, knife skills, garnishes, and other tricks of the trade. Culinary vocabulary is introduced each week.

Notes: Students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain nuts, dairy, wheat, gluten, and eggs. All food supplies will be conventional, mass market ingredients. Specialty food preparations/certifications such as halal, kosher, and organic will not be used due to cost and sourcing logistics.

Topics in this Series: Delightful Desserts (Quarter 1); Seasonal Sweets (Quarter 2); Perfect Pastries (Quarter 3); Creative Confections (Quarter 4).

Assessments: Qualitative Feedback will be given in class. Formal grades/assessment will not be given.

Lab/Supply Fee: A class fee of $45.00 is due payable to the instructor on the first day of class.

What to Bring: None- Disposable aprons and take-home containers provided.

What to Wear: Students should wear clean clothes and have long hair tied back, braided, or secured under a bandana (male and female).

Cooking Class Requirements. For more information and FAQs, see the Compass Cooking Classes webpage.

Credit: Homeschool families may wish to count this course as a component (partial) credit in career exploration, fine arts, or electives for purposes of a high school transcript.

Students with a curiosity for culinary careers will explore many aspects of cooking for the hospitality industry and for themselves. In this advanced cooking class, students will make delicious, advanced recipes and learn skills that are the foundation for a future career in culinary arts. This class will get students excited about new foods, flavors, and techniques as they gain a working knowledge of food planning and preparation.

Each quarter, new technical, kitchen skills are introduced, and each week, a new recipe is made in class that demonstrates the featured food group or cooking style.

First quarter covers chapter Chapter 8 in the Level 1 textbook and features recipes the following recipes:

Culinary vocabulary will also be introduced each week. Students will leave this class with an introduction to culinary careers in the hospitality industry and a beginning foundation in culinary arts. Additionally, students will be able to take charge of a home kitchen, prepare advanced dishes, and adhere to safety and hygiene standards. They will have nutrition-planning and cooking skills that will enrich the lives of their friends and families.

Notes: Students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain nuts, dairy, wheat, gluten, and eggs. All food supplies will be conventional, mass market ingredients. Specialty food preparations/certifications such as halal, kosher, and organic will not be used due to cost and sourcing logistics.

Topics in this Series: Mixed Up! (Stir-Fries & Casseroles)- Quarter 1; Roasted! (Grilled, Baked & Broiled Dishes)- Quarter 2; Stuffed! (Filled Meats & Vegetables)- Quarter 3; Skewered! (Kabobs & Grilled Skewers)- Quarter 4. Students continuing from the prior quarter will receive priority pre-registration for next quarter.

Prerequisites: Students must be in 9th grade (minimum age 14) to take this class. 7th-8th graders must have Instructor's permission to enroll. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group.

Workload: Students should expect to spend 1-2 hours per week outside of class.

Assignments: Cooking assignments, practicing skills at home, and related homework will be given in class and e-mailed to students and parents. Brief written assignments may be given, such as recipe modification or development.

Assessments: Individual feedback will be given in class. Formal assessments will not be given. At the end of the second quarter, enrolled students will be required to complete an online Virginia Food Handler Course for food safety certification through the county health department, which will cost $25.00

https://courseforfoodsafety.com/states/VA?gclid=CjwKCAjw7LX0BRBiEiwA__gNw4AfZHgp_eOVTeiEXudxZhhF11E2UMggiIeYo6qL33xlUaDXbUeB5RoCG1cQAvD_BwE

Textbook/Materials: Students should purchase or rent the selected textbooks and workbooks. Used copies are acceptable.

Required Tools/Materials: Culinary students will be expected to begin to acquire their own tools. Students should purchase and bring with them each week the following basic, minimum tools and supplies:

Lab/Supply Fee: A class fee of $75.00 is due payable to the instructor on the first day of class for perishable food items, ingredients, and supplies that are used in this class. For more information and FAQs, see the Compass Cooking Classes webpage.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts or Career Education for purposes of a high school transcript.

The tantalizing aroma of cookies in the oven. A mouth-watering burst of mint. The silky feel of melted chocolate. The sticky sweet of fresh-made caramel. A subtle hint of lemon. Student bakers will enjoy these delicious sensations- and more- as they explore the world of baking homemade desserts.

Sweet Shop treats are scrumptious, fun, and simple to make. Each week they will prepare a fresh, handmade dessert or sweet such as: pies, cakes, cookies, tarts, trifles, mousses, puddings, candies, fudge, brittle, or chocolate. The class will include some icing, decorating, and garnishing techniques for completed desserts. This quarter, the Compass bakers' culinary adventures will include:

Students will be eating what they make each week and bringing home the recipes and leftovers. This engaging sweets class will get students excited about helping in the kitchen and entertaining. They will learn important baking skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary is introduced each week.

Notes: Students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain nuts, dairy, wheat, gluten, and eggs. All food supplies will be conventional, mass market ingredients. Specialty food preparations/certifications such as halal, kosher, and organic will not be used due to cost and sourcing logistics.

Topics in this Series: Decadent Delights (Quarter 1); Gooey Goodies (Quarter 2), Best Bon Bons (Quarter 3), and Tasty Treats (Quarter 4).

Assessments: Qualitative Feedback will be given in class. Formal grades/assessment will not be given.

Lab/Supply Fee: A class fee of $45.00 is due payable to the instructor on or before the first day of class.

What to Bring: None- Disposable aprons and take-home containers provided.

What to Wear: Students should wear clean clothes and have long hair tied back, braided, or secured under a bandana (male and female).

Cooking Class Requirements: For more information and FAQs, see the Compass Cooking Classes webpage.

Middle school students will learn how to improve their critical thinking for deeper understanding using strategies in reading comprehension. They will learn how to sort, analyze, describe, and compare information according to the rules of logic.

Throughout this semester, students will read Alice & Wonderland, which was (surprisingly!) designed to include many hidden gems of logic. Students will learn to ask, "Is this a good argument? What beliefs is it based on? Is it well constructed and convincing? Are there fallacies in it?" They will discover how to define terms and break a whole concept into its component parts in order to formulate and defend their own arguments.

The semester will build up to an exciting debate in the Lincoln-Douglas format. Students will have to develop a law code for Wonderland, and they will have to put a character on trial according to that code. Prosecution and defense will develop arguments, write speeches, and battle to convict or acquit the accused!

Middle school students should expect to spend an average of two hours per week on reading and short written responses for this class. Topics in this series include: Critical Thinking Through Short Stories (Semester 1) and Critical Thinking Through Non-Fiction (Semester 2).

Write to the Point is a comprehensive writing class that will prepare 7th, 8th, and 9th grade students for high school level composition. The class will practice the fundamentals of composition through weekly writing assignments that encompass a variety of writing formats.

First Semester, students will learn to "get to the point." Just as newspaper journalists have limited column spaceand some essayists have word limits, students will learn to make their point and provide supporting details within the criteria of their writing assignment. Students will learn techniques to define their topic, identify their audience, determine their purpose, and back it up with appropriate detail. The class will practice effective paragraph structure with openings statements, main point (or thesis), supporting details, closing sentences, and linking multiple paragraphs. The class will review writing basics such as grammar, agreement, and tense, and will learn tips for effective revision, editing, and feedback. Students will have the flexibility to select prompts and topics relevant to their own interests and will practice a variety of shorter writing styles such as paragraphs and articles.

Part of each in-class session will be dedicated to sharing and review of writing completed at home. Sometimes, students will be paired with classmates for peer review of grammar; other times, the class will collaborate through shared GoogleDocs for review and feedback of others' writing. Students should bring a laptop and charging cord to class each week for accessing in-progress assignments.

Topics in this series include: Paragraphs & Articles (Semester 1) and Essays & Short Stories (Semester 2).

Can your child sit in a circle for story time? Line up for lunch? Take turns talking? This one-day, 3-hour (half-day) program is a "taste" of kindergarten for 5- year-olds. Start your child's week off right with "Mornings with Miss M" at Compass Kindergarten. Children will work in a small group with an experienced early elementary educator for this dynamic, play-based program that offers regular interaction and socialization.

This fun, activity-based program will create rhythm and routine in a homeschooled kindergartner's week and give them a sense of community and a peer group. Children will practice routines and transitions as they move through the morning. Each session will include some simple structure such as a daily arrival song/greeting, circle time, story, snack time, activity, lunch, active game, and closing/goodbyes. Through games and activities, they will also practice key childhood social skills such as sharing, taking turns, and entering play with others. Academic basics such as the ABCs, days of the week, colors, shapes, and number sense will be integrated into activities involving fairy tales, nature and art. The teacher will provide ideas for parents to work on at home with their child during the week.

Compass Kindergarten is offered in three weekly sessions: Monday, Wednesday, or Friday. Registration is stand-alone for each day so parents can register for one, two, or all three. While each kindergarten class will give children the opportunities for learning and playing in a social environment along with classroom routines, each of the three days will focus on a particular area of study and discovery of how each is connected.

On Wednesdays, the focus will be on Math where students will be exposed to basic mathematical concepts such as adding, subtracting, skip counting, ordinal numbers, and time through stories and play.

Readiness Students must be age five (5) by the start of the program or have the teacher's approval for younger. To be successful in this program, entering kindergartners must be able to do the following preschool-level skills: (1) be able to separate from parents with little discomfort; (2) be able to sit and listen to a story or stay on a task for 10 minutes; (3) be able to follow simple, age-appropriate directions from the teacher or another adult; (4) be able to write and recognize his/her first name; (5) be able to hold and use crayons and scissors correctly; (6) be completely self sufficient in a public restroom (wiping, flushing, washing hands, etc.)

Other Notes:

• Children should bring a bagged lunch and water bottle to each session.
• There is a $50.00 material fee for class consumables due payable to the teacher on the first day of class.
• Parents can choose to drop children off for this program (different than Compass's school-year policies for 55 minute classes.)
• Registration for this program is by 14-week semester.
• Parents who are shopping around or applying to alternate kindergarten programs should review the Compass withdrawal policy.

Objections. Impeachments. Accusations. Contempt. Courtrooms can be filled with drama, though not always as seen on popular television portrayals. Trial advocacy is an engaging introduction to the legal world for high school students. Teens will step into the dynamic and thrilling world of trial advocacy, portraying the roles of witnesses and attorneys for the prosecution and defense in a mock criminal case. Throughout the semester, they will be instructed on how to analyze, strategize, and prepare a legal case.

First semester, students will learn the challenging art of crafting opening statements, closing arguments, and eliciting witness testimony through direct and cross-examinations in a persuasive, winsome, and compelling manner. The class will be taught federal rules of evidence by real attorneys and coaches who have collectively over 15 years of experience in mock trials at the high school and collegiate levels. Students will learn courtroom etiquette and strategize with their classmates to construct a clear, organized, and passionate argument for their client. Students will also have the opportunity to hone their acting skills and creativity, stepping into vital roles as witnesses, and testifying in support of either the prosecution or defense. Throughout the semester, they will develop and sharpen their critical thinking and public speaking skills.

This class will bolster a student's confidence to advocate for themselves, introduce and deepen their knowledge of trial advocacy and procedures, and so much more. Students do not need prior experience in trial advocacy, mock trials, or interest in law school to participate: no matter what career path a student is on, Trial Advocacy will provide students with enhanced written and oral communication, teamwork, leadership, and professionalism that will last a lifetime.

High School Mock Trial Team: Selection of mock trial competition team members is by audition in the spring. Enrollment in this course is required of all members of Compass's mock trial competition team. Those who are curious about high school mock trial, higher education in law, or a career in the criminal justice system are welcome and encouraged to enroll. Students who are enrolled in the class only may be invited to meet with the competition team as an alternate, scrimmage partner, or full member, if recommended by the Instructors.

Class Format: This class will meet at a virtual, synchronous lecture. Students are expected to be seated at a desk or table and have their cameras and microphones on to participate in class.

Workload: Students who are enrolled in the class only should expect to spend 1-2 hours per week outside of class working on writing, collaborating with other students, and memorizing their presentations. Students who are enrolled in the class and are competing members of the mock trial team have an additional, 2-hour in-person weekly team meeting, partner work, scrimmages, rehearsals, and regional and state competitions, for an estimated 5-6 additional hours of work outside of class.

Assignments and Assessments: Students will receive feedback on all assignments. There are no exams in this course, but there will be pop quizzes and points assigned for completed assignments, presentations, and participation.

Textbook/Materials: The case packet and course documents will be posted to an online classroom management system by the instructors.

Credit: For a student who is enrolled in the class only, the homeschool family may wish to count this course as a component (partial) credit in Humanities, Civics, or Career Exploration for purposes of a high school transcript. For a student who is enrolled in the class and a member of the competing mock trial team, the homeschool family may wish to count this course as a full credit at the honors level.

This full-credit English course is designed to prepare students for college level academic writing. It will deepen student's critical reading and textual analysis skills by asking students to think critically about the "American Dream" and what it means to be an American by reading texts that engage with these topics from the 18th century to today. In this course, students will read and respond in writing to both fiction and non-fiction texts, and our analytical method will focus on rhetorical context (subject, purpose and audience).

Fall Semester will feature Daisy Miller (James), Incidents in the Life of a Slave Girl (Jacobs), The Crucible (Miller), and The Great Gatsby (F. Scott Fitzgerald)

Writing Lab: An essential component of this course will be an in-class Writing Lab. Students in this class should have mastered the basics of academic writing, such as constructing a thesis statement that makes an argument and organizing their thoughts through effective topic sentences and transition statements. This class will deepen students' textual analysis skills with a focus on developing rhetorical analysis, the study of how a text makes meaning. Over the course of the year, students will develop familiarity with a variety of writing styles and forms including rhetorical analysis, literary analysis, critical response, close reading, opinion essay, and personal essay. Students should bring a laptop to class one day per week for in-class writing.

Prerequisites: Students taking this class should have mastered the foundations of Introduction to Genre and British Literature (or similar English courses), are expected to take an active role in discussion and complete all writing assignments.

Topics in this Series: American Literature, Part I (Semester 1) and American Literature, Part II (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. This is a 13.5 week course that will not meet on 11/7/23.

Workload: Students should expect to spend 2-3 hours per week outside of class.

Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom.

Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade.

Textbook/Materials: Because students will need clean, inexpensive copies of each novel to mark in, and they must be able to refer to the passages on the same page numbers, copies of mass market paperbacks will be pre-purchased and bundled for students. (See Supply Fee below).

Supply Fee: A class fee of $33.00 is due payable to Compass on the first day of class for the class pack of books and handouts.

What to Bring: Students should bring the current literature, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages.

Credit: Homeschool families may wish to count this course as a half-credit (one semester) or full credit (both semesters) in English for purposes of a high school transcript.

This full-credit high school English class will focus on developing critical reading and writing skills through the study of a range of canonical and post-colonial genres and texts written in English. Through exposure to a variety of voices across time periods and geographical regions, students will investigate major themes, such as the importance of language as a locus of power, the continuity of human nature, and the role of the imagination.

Fall semester will focus on canonical British texts such as the epic poem Beowulf, selections from Canterbury Tales (Chaucer), Shakespeare's Macbeth, and a selection of Romantic poetry.

Writing Lab: An essential component of this course will be an in-class Writing Lab. Students will write two or three critical response papers and a full-scale literary analysis essay each term. Students will continue to hone the components of academic writing, including how to construct a thesis statement that makes an argument, how to support their ideas effectively with textual evidence, how to organize an argument logically, and how to cite sources in MLA format. Students should bring a laptop to class one day per week for in-class writing.

Topics in this Series: British Literature, Part I (Semester 1) and British Literature, Part II (Semester 2). Students continuing from first semester receive priority pre-registration for second semester. This is a 13.5 week course that will not meet on 11/7/23.

Prerequisites: Students should be able to read at grade level and have completed Introduction to Genre or equivalent high school level writing class. Students are expected to take an active role in discussion and complete all writing assignments.

Workload: Students should expect to spend 2-3 hours per week outside of class.

Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom.

Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade.

Textbook/Materials: Because students will need clean, inexpensive copies of each novel to mark in, and they must be able to refer to the passages on the same page numbers, copies of mass market paperbacks will be pre-purchased and bundled for students. (See Supply Fee below).

Supply Fee: A class fee of $34.00 is due payable to Compass on the first day of class for the class pack of books and handouts.

What to Bring: Students should bring the current literature, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages.

Credit: Homeschool families may wish to count this course as a half-credit (one semester) or full credit (both semesters) in English for purposes of a high school transcript.

Tween builders will use a LEGO construction components in this hands-on engineering class. Each week, students will build a different project from the LEGO Education 9686 curriculum which will introduce concepts in simple machines, mechanical engineering, or structural engineering. Using the engineering design process, students will build a basic mechanism, test it, gather data, and then modify their design to improve performance. Students will gain experience in taking measurements such as distance traveled, using the stopwatch, and recording their findings on paper. This approach introduces applied physics concepts in a subtle way, encouraging observation of physical phenomena such as forces and relationships without being bogged down by equations. Students will work with ordinary LEGO bricks, beams, and plates along with specialized components such as gears, toothed elements, wheels and axles, pulleys, and motors. First semester projects will be simple machines and structures such as a crane, fishing rod, and sail car. There is a $50.00 supply and equipment fee due payable to the instructor on the first day of class.

Topics in this series include: Simple Machines & Structures (Semester 1) and Powered Machines & Mechanisms (Semester 2).

Bonjour and get ready for a full year French Fundamentals! French Fundamentals is a year-long class which covers that same content and uses the same textbook as high school French I. This level is for students middle school age (under age 14) who have taken at least two quarters of French Foundations with the instructor, but who are not yet ready to age up and attend Friday high school classes. The expectation is that middle school-aged Fundamentals students will be ready for high school French II the following school year. Registration for Fundamentals is by semester. The corresponding French I description follows:

French I is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in French. Vocabulary will include numbers, time, dates, seasons, school, free time activities/hobbies, likes/dislikes, personal descriptions, family relationships, emotions, food/restaurants, and places/locations in town. There will be a strong emphasis on competency using regular and irregular present tense verbs and common grammar concepts such as articles, pronouns, adjectives, and comparative phrases.

Class will be conducted primarily in French and will focus on listening and speaking skills, asking and answering questions, and correct use of grammar. At home, students will be responsible for memorizing vocabulary and grammar, completing homework assignments, and watching both grammar instruction and language immersion videos.

Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class.

Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class.

Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade.

Textbook: Students should purchase or rent the required textbook for this class: Bien Dit!: Student Edition Level 1 2013 (French Edition) (ISBN-13 978-0547871790)

Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

Learn the fundamentals of playing the guitar! In this class, students will learn basic melodies such as Happy Birthday, Jingle Bells, Twinkle Twinkle Little Star, as well as classic rock favorites like Smoke on the Water, etc. Kids will learn to play chords and strumming patterns for familiar songs chosen by the instructor and students. Students are encouraged to bring in music they are interested in learning. New chords and new songs will be added each week as students also learn to read music and basic music theory. Students will also learn how to hold, tune, and care for their guitars. Each student will need a least a beginner level acoustic guitar. Students should be able to read at grade level for this class and should plan to practice at home several times each week. Students should expect to spend 20-30 minutes per day most days practicing chords and melodies from class. There is a materials fee of $8.00 payable to the Compass on the first day of class for a tablature notebook.

Homeschool musicians who play violin, viola, cello, or bass are invited to join this homeschool string ensemble! Musicians will have an opportunity to develop orchestral skills and enjoy the experience of practicing, playing, and performing as a group. The ensemble will start each week with tuning and warm-ups such as playing musical scales and simple exercises. Then the musicians will work on several group songs each semester where they will improve musical literacy, learn to follow the directions from the conductor, and learn to play in different keys-- as a group. During the final session of the semester, a concert will be held for friends and family.

This ensemble is intended for advanced beginner, intermediate, and advanced strings students who are currently and concurrently enrolled in private lessons. As a guideline, a student should be able to play a D major scale in two octaves on his/her instrument. Students are expected to be able to locate notes on their instruments, read music and be able to identify all rhythmical patterns. Students with less experience may be asked to play for the conductor or to submit a brief video to help establish placement.

The instructor will provide the ensemble repertoires, and these arrangements will be specially composed to accommodate the range of abilities of all stringed players in the ensemble. Participants are expected to prepare and practice at home for at least 15 - 20 minutes per day. The cost of the class music is included. This is a 13-week semester program, and the week off will be announced by the instructor.

Learn to sew to create one-of-a kind articles of clothing, home decor, crafts, or handmade items for your side business like Etsy or Ebay. Sewing can be a relaxing hobby, a profitable side gig, and a practical money-saving life skill. Don't settle for store-bought when you can learn to sew the custom creations you envision!

First semester, students will learn the basics of hand sewing. Skills that will be introduced this semester include: quilter's knot, stitches (basting, running, backstitch, whip, ladder), tying a knot, and anchoring a knot. Students will learn to identify and use sewing tools such as fabric scissors, straight pins, thimbles, seam ripper, and various needles.

Students will also begin with get-to-know their sewing machines including different components, attachments, and functions, along with care, use, and maintenance of their machines. They will learn Identify parts of sewing machine; how to fill a bobbin and thread the machine; types of machine needles and how to change a needle, and how to control speeds. Students will practice machine stitches (straight, zig-zag, backstitch) and adjusting the length and width, learn about seam allowance, and sewing corners and curves. Students will begin with simple stitching exercises, and their first project will be sewing a pin cushion that they will use throughout the year.

As part of learning to sew, students will learn about different types of fabrics, what each is best used for, and how to identify grain lines, bias, and selvedge. The class will discover how garments are assembled by deconstructing an article of clothing from its seams. Students will learn how to read a sewing pattern and take measurements The group will learn about hems and elastic along with closures and how/where to use them. First semester's project will be sewing a custom pair of pajama pants.

Topics in this Series: Learn to Sew: Beginner (Semester 1), Learn to Sew: Beginner and Advanced Beginner (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

Workload: Students who practice at home will find that their sewing skills are refined and perfected more quickly. Students should expect to spend 1-2 hours per week outside of class practicing the sewing skill/step covered in class.

Assignments: Projects will be given out in class and will also be communicated via Google Classroom.

Equipment/Fabric: Students must bring to class each week:

Lab/Supply Fee: A class fee of $50.00 is due payable to the instructor on the first day of class for a project box, including a sewing kit (with 1 pack of sewing machine needles, thread, and hand sewing essentials), and other materials used in class.

Reading and writing affect a student's achievement in all aspects of schoolwork, so strong language arts skills are fundamental to success in homeschooling. This weekly class is a small group of 3-6 students who read and write at a similar level. Students follow a comprehensive language arts curriculum under the guidance of an experienced reading specialist. Each Monday class meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as a complete, self-contained language arts curriculum where families will not need additional resources in reading, comprehension, composition, spelling, and grammar.

Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading aloud in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization.

READINESS: As a comprehensive language arts curriculum, a student must be at a similar grade level ability in reading, comprehension, and writing. Early readers who have not learned to write, for example, or emerging readers who struggle with comprehenion, may not be a good fit for this class. In addition, students must have the hand-eye coordination and basic handwriting skills to be able to copy the instructor's many notes, examples, and definitions from the classroom white board into their own notebook.

Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE in language arts or who have a difference in skill level between their reading and writing may be recommended for a second, weekly class meeting on Fridays or 1-on-1 private instruction to make up ground in reading or writing skills. Additional class meetings or private instruction will be an additional cost.

ATTENTION! Parents should not register for a Reading Rally class until they have had a Language Arts Skills Inventory (i.e. brief assessment) and placement determination by the reading specialist. This must be scheduled separately through Compass at a cost of $125.00. The fee is due prior to the assessment and is not refundable in the event the child is not recommended for a reading group. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. However, she might recommend a more complete evaluation by another professional if she suspects other learning differences are impacting the student's langauge arts learning.

Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $XX.00 is due payable to Compass for the required books.

Students continuing from one semester to the next will receive priority registration to remain with their reading group.

Reading and writing affect a student's achievement in all aspects of schoolwork, so strong language arts skills are fundamental to success in homeschooling. This weekly class is a small group of 3-6 students who read and write at a similar level. Students follow a comprehensive language arts curriculum under the guidance of an experienced reading specialist. Each Monday class meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as a complete, self-contained language arts curriculum where families will not need additional resources in reading, comprehension, composition, spelling, and grammar.

Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading aloud in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization.

READINESS: As a comprehensive language arts curriculum, a student must be at a similar grade level ability in reading, comprehension, and writing. Early readers who have not learned to write, for example, or emerging readers who struggle with comprehenion, may not be a good fit for this class. In addition, students must have the hand-eye coordination and basic handwriting skills to be able to copy the instructor's many notes, examples, and definitions from the classroom white board into their own notebook.

Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE in language arts or who have a difference in skill level between their reading and writing may be recommended for a second, weekly class meeting on Fridays or 1-on-1 private instruction to make up ground in reading or writing skills. Additional class meetings or private instruction will be an additional cost.

ATTENTION! Parents should not register for a Reading Rally class until they have had a Language Arts Skills Inventory (i.e. brief assessment) and placement determination by the reading specialist. This must be scheduled separately through Compass at a cost of $125.00. The fee is due prior to the assessment and is not refundable in the event the child is not recommended for a reading group. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. However, she might recommend a more complete evaluation by another professional if she suspects other learning differences are impacting the student's langauge arts learning.

Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $XX.00 is due payable to Compass for the required books.

Students continuing from one semester to the next will receive priority registration to remain with their reading group.

Reading and writing affect a student's achievement in all aspects of schoolwork, so strong language arts skills are fundamental to success in homeschooling. This weekly class is a small group of 3-6 students who read and write at a similar level. Students follow a comprehensive language arts curriculum under the guidance of an experienced reading specialist. Each Monday class meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as a complete, self-contained language arts curriculum where families will not need additional resources in reading, comprehension, composition, spelling, and grammar.

Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading aloud in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization.

READINESS: As a comprehensive language arts curriculum, a student must be at a similar grade level ability in reading, comprehension, and writing. Early readers who have not learned to write, for example, or emerging readers who struggle with comprehenion, may not be a good fit for this class. In addition, students must have the hand-eye coordination and basic handwriting skills to be able to copy the instructor's many notes, examples, and definitions from the classroom white board into their own notebook.

Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE in language arts or who have a difference in skill level between their reading and writing may be recommended for a second, weekly class meeting on Fridays or 1-on-1 private instruction to make up ground in reading or writing skills. Additional class meetings or private instruction will be an additional cost.

ATTENTION! Parents should not register for a Reading Rally class until they have had a Language Arts Skills Inventory (i.e. brief assessment) and placement determination by the reading specialist. This must be scheduled separately through Compass at a cost of $125.00. The fee is due prior to the assessment and is not refundable in the event the child is not recommended for a reading group. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. However, she might recommend a more complete evaluation by another professional if she suspects other learning differences are impacting the student's langauge arts learning.

Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $XX.00 is due payable to Compass for the required books.

Students continuing from one semester to the next will receive priority registration to remain with their reading group.

Reading and writing affect a student's achievement in all aspects of schoolwork, so strong language arts skills are fundamental to success in homeschooling. This weekly class is a small group of 3-6 students who read and write at a similar level. Students follow a comprehensive language arts curriculum under the guidance of an experienced reading specialist. Each Monday class meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as a complete, self-contained language arts curriculum where families will not need additional resources in reading, comprehension, composition, spelling, and grammar.

Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading aloud in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization.

READINESS: As a comprehensive language arts curriculum, a student must be at a similar grade level ability in reading, comprehension, and writing. Early readers who have not learned to write, for example, or emerging readers who struggle with comprehenion, may not be a good fit for this class. In addition, students must have the hand-eye coordination and basic handwriting skills to be able to copy the instructor's many notes, examples, and definitions from the classroom white board into their own notebook.

Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE in language arts or who have a difference in skill level between their reading and writing may be recommended for a second, weekly class meeting on Fridays or 1-on-1 private instruction to make up ground in reading or writing skills. Additional class meetings or private instruction will be an additional cost.

ATTENTION! Parents should not register for a Reading Rally class until they have had a Language Arts Skills Inventory (i.e. brief assessment) and placement determination by the reading specialist. This must be scheduled separately through Compass at a cost of $125.00. The fee is due prior to the assessment and is not refundable in the event the child is not recommended for a reading group. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. However, she might recommend a more complete evaluation by another professional if she suspects other learning differences are impacting the student's langauge arts learning.

Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $XX.00 is due payable to Compass for the required books.

Students continuing from one semester to the next will receive priority registration to remain with their reading group.

Reading and writing affect a student's achievement in all aspects of schoolwork, so strong language arts skills are fundamental to success in homeschooling. This weekly class is a small group of 3-6 students who read and write at a similar level. Students follow a comprehensive language arts curriculum under the guidance of an experienced reading specialist. Each Monday class meeting will include a short story with select vocabulary words, a graphic organizer, main themes, and embedded learning objectives. Students will continue to practice language arts skills at home with easy-to-implement "page a day" workbook activities assigned by the instructor and implemented by the parents. For most early elementary learners, enrollment in Reading Rally can serve as a complete, self-contained language arts curriculum where families will not need additional resources in reading, comprehension, composition, spelling, and grammar.

Weekly readings are organized around thematic units. The instructor will teach students how to approach a new story as a fun reading puzzle. For example, before reading aloud in class, students will conduct a "picture walk" to overview and predict elements of the story from the illustrations, review a graphic organizer to assist in writing sentences, define vocabulary words, and preview summary questions. Then, the instructor will read the story aloud, model good reading practices, and encourage students to read. Students will only be asked to read aloud when they feel comfortable and have built trust in their group. All follow-up activities are designed around learning objectives such as decoding, comprehension, prediction, visualization, and verbalization.

READINESS: As a comprehensive language arts curriculum, a student must be at a similar grade level ability in reading, comprehension, and writing. Early readers who have not learned to write, for example, or emerging readers who struggle with comprehenion, may not be a good fit for this class. In addition, students must have the hand-eye coordination and basic handwriting skills to be able to copy the instructor's many notes, examples, and definitions from the classroom white board into their own notebook.

Grade level references in Reading Rally are based on scope, sequence and pacing that correlate to the Grade Level Equivalent (GLE) standards of learning. Students who are more than one year behind in GLE in language arts or who have a difference in skill level between their reading and writing may be recommended for a second, weekly class meeting on Fridays or 1-on-1 private instruction to make up ground in reading or writing skills. Additional class meetings or private instruction will be an additional cost.

ATTENTION! Parents should not register for a Reading Rally class until they have had a Language Arts Skills Inventory (i.e. brief assessment) and placement determination by the reading specialist. This must be scheduled separately through Compass at a cost of $125.00. The fee is due prior to the assessment and is not refundable in the event the child is not recommended for a reading group. The instructor has experience working with reluctant and fearful readers, those who are late bloomers, neurodivergent, dyslexic, and ESOL students. However, she might recommend a more complete evaluation by another professional if she suspects other learning differences are impacting the student's langauge arts learning.

Students will work from a spiral bound copy of reading textbook and workbook by Pearson. A class fee of $XX.00 is due payable to Compass for the required books.

Students continuing from one semester to the next will receive priority registration to remain with their reading group.

Students will learn a fun, simplified way to write songs from a professional, award-winning, soundtrack composer. Each week, students will tackle a different phase of songwriting. This class is open to students who play instruments, sing, write lyrics, or a combination of all three talents!

The group will learn about the song structure that is popular today with verse, chorus, pre-chorus, pre-verse, intros, and outros. They will listen to some examples of songs to convey what a verse, chorus, and bridge are, and will cover an overview of the basics of functional and classical harmony.

Each week, the group will approach a different stage of the songwriting process, working through ideas on their instruments, writing lyrics, or both. Student artists will be guided through making their own background tracks to encourage self- expression and to allow individual voices to emerge. They can use songs they know as inspiration, but they will be encouraged to create everything like a real songwriter. Musicians will be given ready-made chord options so their focus can remain on the creative aspects of songwriting.

If the student is only writing lyrics, he/she will be assigned a songwriting partner student who will write the melody and chords. In this case, the lyricist student will be provided with that song's work in progress tracks to write to at home.

Students who wish to record their songs should download the free Abbey Road 'Topline' app for Android or Apple smartphones. (The instructor uses this app professionally to share songs and concepts via e-mail, text message, or over social media with colleagues.) The app allows the artist to record songs in sections and play back all together. Microphones will not be needed.

The workshop is open to all instrument and voice students, not just guitar. Any style of music is acceptable (pop, folk, country, etc), but all lyrics must be rated "E" for everyone.

Learn to play the violin! Students will learn the fundamentals of playing the violin using the Suzuki method. They will begin by learning how to hold the instrument, how to correctly grasp the bow, parts of the instrument, and the names of the open strings. Students will be taught sequential techniques by adding one finger at a time to each string until they can play a complete scale. The class will be taught to play in unison from sheet music. At the end of the semester, the class will be able to play several simple tunes and will demonstrate for the parents.

Music education enhances teamwork and cooperative learning and provides children with a path for self-expression. Scientific research has shown that music lessons not only improve organizational skills and executive functioning but that they also develop self-confidence.

Class Expectations: Students will be asked to bring their violin, bow, and case to every class. In order to fully benefit from the in-class instruction, daily, at-home practice is expected. A student violin can be purchased or rented from most music stores and should be set up professionally by a local music store or a string luthier. The cost of the class sheet music is included. This is a 13-week semester class, and the week off will be announced by the instructor.

Middle schoolers embrace technology and easily navigate digital sources like apps, webpages, and online video platforms. In Digital Studio, they will transform from users of these tools to the designer and coders of their own content. In this cutting edge class, students will be introduced to one of the world's fastest-growing programming languages: Python. It is the programming language used by Google, NASA, YouTube, and the CIA! Middle schooleres will learn how to code with Python to create apps and games.

Digital Studio is a computer lab environment in which students work through the Black Rocket curriculum under the direction of computer science coaches. The lab environment allows students to enroll at any quarter, fosters brand new coders, and encourages those with prior coding experience. In the "Intro" level of a course (i.e., Part 1), students will work through the fundamentals of a new digital skill. In the "Continuing" level (i.e., Part 2), students who continue from "Intro" will develop new skills and will design and code an individual project. New students who enroll in Part 2, "Intro/Advanced" will begin with the introductory lessons. In order to differentiate instruction between new and continuing students, coaches work with small pull-out groups, pairs, or individuals to provide additional support as needed. The class tuition includes a student technology fee that covers the use of instructor-provided classroom laptops loaded with the required software, applications, and licenses. At the end of the class, students will receive access to Black Rocket's interactive learning platform to continue their coding journey at home.

Topics in this Series: Intro to Python Programming (Semester 1), and Coding Virtual Reality (Semester 2),

What is a lower calorie lunch: McDonald's Big Mac or Panera's Mac & Cheese (it's not what you think!) How much sleep does a tween really need? Is vaping a safe alternative to smoking? Tweens fall in the awkward gap between childhood and teen years and face many personal and physical changes. This class will cover the health topics tweens should be prepared for such as healthy habits and developing bodies.

The class will examine nutrition including specific recommendations for this age group and a look at the effects of favorites like sugar, caffeine, and fast food. Students will brainstorm safety topics such as internet safety, situational safety, risk-taking, and personal boundaries. Students will also learn about sleep recommendations and healthy sleep habits, exercise, and the effects of screen time, and students will be encouraged to keep a personal log to see how they fare on these measures.

When it comes to feelings such a depression, anxiety, and fear, the class will discuss what is normal, and when you should start to worry. Tweens will learn about eating disorders and self-harm, and when it is time to speak up and get adult help for themselves or a friend. The group will also examine brain development in the tween years and how it is different than that of a toddler and adult, and what this means for thought processes such as impulsivity.

The class will cover the usage of alcohol, illicit drugs, prescription drugs, smoking, and vaping including the effects they can have on a tween; common names, and new threats "on the street" such as drugs that look like candy, bath salts, or edibles. Students will learn how to identify addiction in themselves or someone else and how to get help.

Puberty and human reproduction will be taught from a purely biological perspective including male and female anatomy, pregnancy and fetal development, and sexually transmitted diseases. These topics will be covered in a mixed classroom of boys and girls. This class will not cover birth control, abortion, or gender identity issues, and parents will have the opportunity to preview the material covered before it is taught to ensure it is right for their tween.

This class will be structured as a facilitated discussion with ample opportunities for students to get their questions answered by an "outside" authority, a Compass science teacher with a PhD and work experience at the National Institutes of Health who has teenagers of her own. The class will incorporate some video clips, in-class activities, demonstrations, work with partners, and personal assessments/surveys. Some homework will be given in the form of logs to track sleep, screen time, etc. Class materials will include pamphlets and fliers put out by public health agencies and associations. A textbook will also be selected for the class, and families will be sent the ISBN of the book to purchase or rent for class. There is a supply fee of $20.00 due payable to the instructor on the first day of class.

Roundtable is a seminar-style literature analysis and discussion class for high school students. Instead of a broad, general survey of literature, Roundtable students will examine a focused, "special topic" in literature through critical evaluation and rich discussion. Written works will be selected for their contribution to a specific genre and their influence on society.

First semester, the class will examine the genre of dystopian literature with a critical eye on what elements are found in all dystopian fiction works. The class will examine the role of government and society in the imagined, oppressive or apocalyptic realms through a study of works such as: Maze Runner (Book 1, 2010) by James Dashner .; Brave New World (1932) by Aldous Huxley; Nineteen Eighty-Four (1949) by George Orwell; The Lottery (1948), a short story by Shirley Jackson; Farenheit 451 (Ray Bradbury); Genre-aligned short fiction will be incorporated throughout the semester.

For this course, students should be engaged readers who come to class prepared to participate in intellectual discussion. Students are also expected to take part in weekly class discussions by sharing their reflections and reactions to the readings and drawing conclusions and comparisons with other works. For each novel, the instructor will provide a guide with thoughtful questions and prompts on the reading that students must come to class prepared to discuss with textual evidence. The course instructor will serve as a facilitator-moderator to lead Socratic, "roundtable" discussions in addition to other in-class activities, such as partner and small group work, to further the class's understanding of the literature. This course will focus on comprehension and analysis through discussion rather than composition. Students will be assigned creative, short assignments to enhance and demonstrate their understanding of each novel such as rewriting a scene, imagining a conversation between characters from different books, developing a prequel or sequel scene, writing a review, etc.

When discussing written works, students will be expected to give textual references such as specific quotes and examples- a higher-order high school and college-level skill that will be needed in later courses which require written analysis of literature. A key skill that will be taught in this class is how to annotate texts. Students will begin by examining samples of the instructor's own annotated novels then move to annotating the first short story in class as a group. For each novel, students will be given specific details to search for and annotate such as major plot points, character traits, interesting word choice, setting details, quotations, or questions. Later, students will be prepared to annotate automatically as they read with their own questions and reactions, a skill that can also be applied to the readings in other courses.

Topics in this Series: Dystopian Discourse (Semester 1) and the Time Machine Travel (Semester 2). Continuing students from first semester receive priority pre-registration for second semester.

Prerequisites: Students should be able to read and comprehend at a minimum 9th grade level for this course. Per Compass guidelines, accelerated 8th grade students may register for this course, however, in addition to the 9th+ grade reading level, they must possess the maturity to handle high school level topics and more mature discussion.

Workload: Students should expect to read approximately 100 pages per week. For students who have challenges with reading, audio books may be used, but students should still be prepared to follow along and annotate in the physical novel.

Assignments: Weekly assignments will be posted in the Canvas classroom management system. Students will need their own e-mail addresses to access the system, and parents may be set up as additional "observers" to their teen's Canvas account.

Assessments: Points will be assigned for preparation, participation, and short assignments, and parents may use the total points earned to calculate a grade.

Textbook/Materials: Because students will need clean, inexpensive copies of each novel to mark in, and because they must be able to refer to the passages on the same page numbers, a "class bundle" of mass market paperbacks will be pre-purchased for students. (See Supply Fee below).

Lab/Supply Fee: A class fee of $54.00 is due payable to Compass on the first day of class for the class book bundle.

What to Bring: Students should bring the current novel, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking pages.

Credit: Homeschool families may wish to count this course as a component (partial) credit in English for purposes of a high school transcript. For a full credit in English, families would need to "bundle" this course with additional coursework in composition.

This class will use an interactive role-playing game (RPG) to immerse students in Medieval History. Students will be assigned land and titles to create a mock feudal system in which students collaborate and compete with classmates to better understand medieval society. By chance or choice, will they amass armies, capture castles, take titles, and repel rivals, or fail and fade into the pages of history?

First semester begins in 1066 with the last successful occupation of Britain, the Norman Conquest by William, Duke of Normandy following the Battle of Hastings. The class will examine the history of Normandy and how the conquest eliminated the existing Saxon nobility. Students will learn how the Normans were able to maintain control of the countryside with a comparatively small occupying force, using control of language, law, and lethal force. In addition, the class will study the resistance, both the real forces and the legends the resistance inspired in the English people. Students will evaluate the history of earlier resistance by the British peoples and compare how previous conquests affected their culture.

Students will examine case studies taken from primary source documents in art and literature to learn how warfare, architecture, politics, law, and religion interplay to create the history of the world. Students will complete a semester project on the Bayeux Tapestry. They will build on this base of knowledge to continue the study of English history in future semesters.

In this semester's RPG, all students are Normans and assigned a medieval English county and awarded the title of title of "count" or "countess." Students will develop their own coat of arms in the unit on heraldry. Each begins with similar wealth, populations, knights, and land, and waits to see how their fates unfold each week in a custom game described as a complicated, semester-long game of Risk or Medieval Axis & Allies.

Topics in this Series: Rise of Norman Power (Semester 1), Crusades and Conquests (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

Workload: Students should expect to spend 1-2 hours per week outside of class on readings.

Assignments: Reading assignments will be assigned in class and noted in the weekly e-mail.

Assessments: Short, open note in-class quizzes will be given, and students will have a semester project.

What to Bring: Paper or notebook; pen or pencil; assigned articles.

Credit: Homeschool families may wish to count this course as a component (partial) credit in world history for purposes of a high school transcript.

This is a semi-private section for students with permission of Compass and the Instructor.

This is continuing course in high school Algebra I and introduction to Geometry covering concepts in mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. This course is designed to continue the study of algebraic problem-solving with the incorporation of real-world applications. Part 1 topics in Algebra I will be reviewed such as number systems, linear systems, rational numbers, complex numbers, exponents, roots, and radicals. Algebra I, Part 2 topics including quadratic equations, polynomials, factoring, absolute values, ratios, and proportions will be covered first semester. The course will review and expand on solving and graphing systems of functions, linear equations, and inequalities.

Second semester, students will begin an introduction to Geometry covering lines, angles, congruence, concurrence, inequalities, parallel lines, quadrilaterals, transformations, area, similarity, right triangles, circles, regular polygons, and geometric solids. Geometric proofs will not be included. Students will explore these topics through class discussions, practice problems, and open-ended problem-solving.

Prerequisite: Students should have a solid foundation in pre-algebra and Algebra I, part 1 in order to take this class.

Workload: Students should expect to spend 1-1.5 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 7-day cycle, with assignments posted on Thursdays and due the following Thursday. Students are advised to start homework once it is assigned (i.e., not wait until the night before it is due). Weekly homework assignments will be of a length that a student should be able to complete them in two or three at-home work sessions. Solutions will be provided for some homework problems, but students are expected to show all steps of their work.

Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address in order to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload.

Assessments: Student progress will be assessed by: (1) The instructor checking that weekly homework sets are attempted and complete and (2) detailed grading of periodic take-home tests. Parents will be able to view accumulated points awarded in the class for the purpose of determining a parent-awarded course grade. See the instructor's webpage for detailed homework and test policy, including late work and re-work.

Textbook: Students should purchase or rent the required textbook for this class: Algebra I: Expressions, Equations, and Applications by Paul A. Foerster. It is available in a few different editions, each of which is virtually identical: 2nd edition (ISBN-10 020125073X, ISBN-13 978-0201250732), 3rd edition (ISBN-10 0201860945, ISBN-13 978-0201860948), and Classic edition (ISBN-10 020132458X, ISBN-13 978-0201324587). It is also available under the title Foerster Algebra I, Classics edition (ISBN-10 0131657089, ISBN-13 978-0131657083). A calculator is not needed for this course.

Credit: Homeschool families may wish to count this course as a complete credit in Algebra I for purposes of a high school transcript.

Writing is not only a critical skill for school and life, it gives teens a voice! In this class, high school students will gain confidence, increase writing fluency, and learn how to incorporate writing a variety of school subjects, for pleasure, and one day, for a job. The objective of this class is for each student to progress and improve his/her own writing. This class does not have a fixed curriculum trying to achieve the same outcome and same skillset for each teen, because each comes to class with different writing experience and varying needs. Instead, through personalized feedback from the instructor and peer feedback exercises, student writers will improve their writing skills from where they started.

Students will learn the steps of the writing process: prewriting, drafting, revising, and editing. Key skills practiced at this level include organizing one's thoughts, defining a purpose and audience for the paper, formulating a topic sentence or main idea, developing supporting details, using correct sentence structure. Students will always be encouraged to write about what interests them, or they may work on writing assignments for other classes or projects. They will write in class each week and will be expected to write at home and submit their work to the instructor for feedback. Each week, the instructor will share brief lessons on grammar (such as correct capitalization, agreement, tenses, parts of speech, use of adjectives/adverbs), and/or style (for example, using metaphors, adding details, building tension). Examples and exercises will be presented from a variety of styles and genres with the instructor using models from fiction, poetry, and non-fiction. Students must be near grade level for reading.

Topics in this Series: Writing Lab (Semester 1 and Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: Reading near grade level.

Workload: Students should expect to spend 2-3 hours per week outside of class.

Assignments: Will be discussed in class and emailed in a weekly update.

Assessments: The instructor will provide individualized, qualitative feedback and suggestions on assignments. Formal grades will not be given. The parent should review this work or keep a portfolio in order to assign a comprehensive grade the their student's effort and progression.

Credit: Homeschool families may wish to count this course as a component (partial) credit in English for purposes of a high school transcript. In order to earn a full credit in English, this course should be paired with a literature course.

Why read about key military battles on maps or in books when you can learn about them hands-on, in three dimensions, using historical miniature gaming? In 3D History, pivotal engagements come alive for new and experienced students, as they navigate a table-top terrain, deploy hundreds of miniature soldiers, ships, and tanks... all while playing a military strategy game. Each student will have the opportunity to fight a battle from both sides, allowing them to test various strategies, try multiple scenarios, predict different outcomes, and rewrite history- an effective way to gain a deeper understanding of what actually happened and why!

In 1916 The Great War had been churning through men and material for two years. Something had to be done- warring countries were driving deep into debt and losing entire generations of young men at the front. The armies had to go "Over the Top." Great Battle Plans were drawn up for massive, simultaneous attacks across the whole of Western Europe. In secret, the British built new technological horrors to drive through the German lines: land battleships bristling with guns, covered in armor and belching smoke and fire. The gears of war reached as far as Gallipoli in Turkey and the deserts of the Middle East. In the West, an untapped American giant slowly stirred to war. Provoked by unrestricted submarine warfare, diplomatic intrigue, and a righteous desire to defend democracy, would America arrive in time to decide the outcome of the Great War?

This semester will study later years of WWI, the major battles of the Western Front, where tens of thousands of men went "over the top" of their trenches to near certain death, as well as the desperate attempts to break the stalemate in other theaters of war with new technologies.

Note: This is a 1 hour, 55 minute class with a 10-minute break part way through. This is a 13-week class that will not meet on 10/18/2024.

Topics in this Series: WWI- No Man's Land 1914-1915 (Semester 1) and WWI- Over the Top 1916-1918 (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hours per week outside of class.

Assignments: Period maps, photographs, and re-creations will be posted on a class Google Drive, and video links from YouTube will be e-mailed to parents and students for homework or supplemental investigation.

Assessments: Will not be given.

Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

What happens when you don't have enough time to tell or watch the whole story? Well, you can always try the abridged version! On stage, abridged versions can fast-paced, quirky compilations or hilarious highlights of familiar full-length stories. Teens will enjoy the creativity and camaraderie of selecting, casting, rehearsing, and performing an abridged, one-act play. The class will begin by reading through three* possible scripts to select one that bests suits their group and grabs their interest from among:

Students, along with their acting coach, will cast, rehearse, and coordinate a class performance. Teens will enjoy taking on unusual personas and bringing their characters to life while interacting with classmates. They will be encouraged to design and assemble simple costumes, props, and backdrops from items at home. They will be expected to learn their lines and fully participate in planning their performance. The group will perform the 45-50 minute piece for family and friends at the end of the semester.

Classes in acting and theater education build a teen's confidence along with improving their social and communication skills. This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work collaboratively in a group. Students need to be able to stay in sync with the flow of the class.

(*An additional script might be introduced based on final cast size.)

Topics in this Series: Theater Abridged (Semester 1), It's Not What it Seems (Semester 2). Continuing students from the prior quarter will receive priority pre-registration for next semester.

Workload: Students should expect to spend 1-2 hours per week outside of class.

Assignments: If any, will be posted in a Google Classroom.

Assessments: Informal, qualitative feedback will be given in class throughout the semester. A quantitative score/grade will not be provided.

Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class for a copy of the licensed script, performance royalty, and project materials.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Snappy comebacks, one-liners, sarcasm, exaggeration, irony...and teenagers. These things just go together! Improv gives kids an outlet for fun, creative stories and spontaneous humor. Teens who find amusement in the unexpected and humor in the unpredictable will enjoy improvisational acting!

First semester, actors will explore the basics of improvisation, story-telling, and stagecraft through activities and exercises that encourage cooperation, communication, and teamwork. With fun, interactive improv games such as "Yes, and.." and "Improved Stories," students will learn how to use short form improv to play off each other to convey character, emotion, situation, setting, and to highlight their scene partners. The variety of improv activities each week will help develop the "group mind" and class dynamic. Small group and partner work will boost teens' confidence and trust in a supportive environment.

Improvisation is the art of entertaining with connected, unpredictable twists and turns often seen from the great comedians and best live entertainers. Improv students will improve their ability to think on-their-feet, play off each other, and react with spontaneous wit, sarcasm, and irony. Actors' creative thinking and communication skills will be strengthened as they work "outside-of-the-box" and learn to read their audience.

Improv can be for everyone! No previous experience is needed. Beginners are welcome, and experienced students will further develop their improv skills. If you have taken this class before, go ahead and take it again because no two classes are ever alike. This class is best suited for students who are active listeners, flexible, and easily adapt, have a sense of humor, and can work collaboratively in a group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.

Topics in this Series: Innovative Improv (Semester 1), Immersive Improv (Semester 2. Students continuing from first semester receive priority pre-registration for second semester.

Workload: Students should expect to spend 0-1 hour per week outside of class.

Assignments: If any, will be sent to parents and students by e-mail.

Assessments: Informal, qualitative feedback will be given in class throughout the semester. A quantitative score/grade will not be provided.

Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

Social dancing does not have to be slow or stuffy! There is energy in the ballroom with Action Dance! Students will learn the dynamic, rhythmic dances of the Caribbean: Salsa (Mexican-Cuban), Merengue (Dominican Republic), Rhumba (Afro-Cuban), and Cha-Cha (triple step Cuban). Emphasis in the class will be on having fun and learning techniques to help dancers be comfortable and relaxed. Social dances encourage confidence, social presence, posture, and poise in teens. Social dancing is partner-based dance; consider signing up with a friend! Please note that in order to demonstrate some steps and forms, students may occasionally be invited to partner with their instructor.

Topics in this Series: Action Dance: Caribbean & Latin (Semester 1), Action Dance: Swing & Shag (Semester 2), etc. Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

Assessments: Informal feedback will be given in class. Formal assessments or grades will not be given.

What to Wear: Students should wear loose, comfortable clothing.

Credit: Homeschool families may wish to count this course as a component (partial) credit in fine arts for purposes of a high school transcript.

From John Locke and Jamestown to conflict, crisis, then Constitution, students will engage with American Government from a unique, thoughtful perspective. This course is facilitated by college professor Dr. Albert Thompson, a historian of the state, culture, and conflict who was homeschooled through high school. He uses an engaging storytelling style to encourage high school students to use "historical data to advance solutions to contemporary problems."

First semester, the class will examine the founders and the establishment of a constitutional government in America. Students will consider the influence of Medieval English and British Protestant legal history in American thought. They will learn about the legacy of the wars throughout the British Empire, including the War for American Independence, on the development of the state governments and the federal system. This class will cover the Founding Fathers' vision and their framing of the US Constitution, including the economic influences.

This semester covers the period in American Government from 1607-1804 with a focus on 1764-1804, including an examination of primary sources such as the Articles of Confederation, Declaration of Independence, Federalist Papers, The Constitution of the United States, and the Bill of Rights.

Topics in this Series: Setting Up the Great Republic (Semester 1) and How the Republic Works Today (Semester 2). Students continuing from first semester receive priority pre-registration for second semester.

Prerequisites: None

Workload: Students should expect to spend 1-2 hours per week on readings. Readings should be treated as pre-readings which students complete before class in order to engage in in-class discussion.

Assignments: Reading assignments will be communicated weekly to students by email. This class will not have written assignments or projects.

Assessments: The instructor will not give quizzes or provide assessments. Parents may give the textbook Review Questions and/or Critical Thinking Questions that are available for each unit for purposes of assessing their own student's understanding of major themes. The instructor will provide the answer keys.

Textbook/Materials: The class will use American Government, , 3rd edition, a free, online open-source textbook from OpenStax. OpenStax is a nonprofit educational initiative based at Rice University. Contributing authors come from a variety of universities. Students may read the book online, download a Kindle version, download a pdf, or order an print copy from Amazon (ISBN-13: 978-1711493954 for $41.00).
https://openstax.org/details/books/american-government-3e

What to Bring: Paper or notebook; pen or pencil; assigned chapter.

Credit: Homeschool families may wish to count this course as a component (partial) credit in American Government or Civics for purposes of a high school transcript.