Schedule and Room Assignments

Classes meet on Wednesdays and Fridays in Oakton, VA. Filter by subject or grade below.

Quarter beginning October 26, 2018

Art / Music Science / Technology History / Humanities Language Arts
Extracurricular Math Foreign Language (Full Classes)
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Wednesday Classes (Click here for Friday Classes)

9:00
9:30
10:00
10:30
11:00
11:30
12:00
12:30
1:00
1:30
2:00
2:30
3:00
3:30
4:00
4:30
5:00
Outdoors

Nature Quest: Adventurers Nature Quest: Adventurers - Got shelter? Late fall is the best time of year to learn to build a debris-hut, the most life-saving survival skill for our region. It's also harvest time for wild nuts, and fruits like persimmons. Look around for evidence of animals getting ready for winter. Step outdoors to each week to explore nature with a seasoned naturalist, mentor and survivalist, Mr. Nick. This program will be run similar to a mini-version of Ancestral Knowledge and Natural Leaders programs that the instructor has lead for several years. Students will follow the paths and create their own through the wooded campus at Compass while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under! A portion of each session will be seeking and discussing what is found with the changing fall season. The class will also learn valuable outdoor skills such as constructing a temporary shelter, building a fire, or purifying water. Students will play games to practice skills like stillness, camouflage, agility, and stalking. Students will have a blast, develop greater self-confidence, and build a strong grounding in, and connection to nature, to the real world! p>Students will get to know about native animals, and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. Sorry, but the explorations in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated. "

11:00 am-11:55 am

1st-3rd

Nature Quest: Explorers Nature Quest: Explorers - Got shelter? Late fall is the best time of year to learn to build a debris-hut, the most life-saving survival skill for our region. It's also harvest time for wild nuts, and fruits like persimmons. Look around for evidence of animals getting ready for winter. Step outdoors to each week to explore nature with a seasoned naturalist, mentor and survivalist, Mr. Nick. This program will be run similar to a mini-version of Ancestral Knowledge and Natural Leaders programs that the instructor has lead for several years. Students will follow the paths and create their own through the wooded campus at Compass while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!
A portion of each session will be seeking and discussing what is found with the changing fall season. The class will also learn valuable outdoor skills such as constructing a temporary shelter, building a fire, or purifying water. Students will play games to practice skills like stillness, camouflage, agility, and stalking. Students will have a blast, develop greater self-confidence, and build a strong grounding in, and connection to nature, to the real world!
Students will get to know about native animals, and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. Sorry, but the explorations in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated. Students must be age 5 by the start of the class, and they must be comfortable separating from their parents for the length of the class. Students who are 4 or 4-1/2 years old and were previously enrolled and successfully participated in Nature Quest may enroll."

12:00 pm-12:55 pm

K-2nd

Nature Quest: Pathfinders Nature Quest: Pathfinders - Got shelter? Late fall is the best time of year to learn to build a debris-hut, the most life-saving survival skill for our region. It's also harvest time for wild nuts, and fruits like persimmons. Look around for evidence of animals getting ready for winter. Step outdoors to each week to explore nature with a seasoned naturalist, mentor and survivalist, Mr. Nick. This program will be run similar to a mini-version of Ancestral Knowledge and Natural Leaders programs that the instructor has lead for several years. Students will follow the paths and create their own through the wooded campus at Compass while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under!
A portion of each session will be seeking and discussing what is found with the changing fall season. The class will also learn valuable outdoor skills such as constructing a temporary shelter, building a fire, or purifying water. Students will play games to practice skills like stillness, camouflage, agility, and stalking. Students will have a blast, develop greater self-confidence, and build a strong grounding in, and connection to nature, to the real world!
Students will get to know about native animals, and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. Sorry, but the explorations in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated. "

1:00 pm-1:55 pm

3rd-5th

Nature Quest: Adventurers Nature Quest: Adventurers - Got shelter? Late fall is the best time of year to learn to build a debris-hut, the most life-saving survival skill for our region. It's also harvest time for wild nuts, and fruits like persimmons. Look around for evidence of animals getting ready for winter. Step outdoors to each week to explore nature with a seasoned naturalist, mentor and survivalist, Mr. Nick. This program will be run similar to a mini-version of Ancestral Knowledge and Natural Leaders programs that the instructor has lead for several years. Students will follow the paths and create their own through the wooded campus at Compass while they discover all the secrets that woods hold when you stop, look, listen, smell, touch, turn-over, and peek under! Students will get to know about native animals, and key types of plants and trees in our area. Emphasis will be on becoming comfortable with things they encounter outdoors, observing and appreciating discoveries in nature, safe exploration of the woods, and how to be a good steward of nature. Students should come prepared for class with outdoor/play clothes, closed-toe shoes, sunscreen and/or insect repellent, a hat, and jacket or layered outerwear depending on the weather/temperature. Sorry, but the explorations in the woods are for enrolled students only, and tag-along parents and siblings cannot be accommodated. " A portion of each session will be seeking and discussing what is found with the changing fall season. The class will also learn valuable outdoor skills such as constructing a temporary shelter, building a fire, or purifying water. Students will play games to practice skills like stillness, camouflage, agility, and stalking. Students will have a blast, develop greater self-confidence, and build a strong grounding in, and connection to nature, to the real world!

2:00 pm-2:55 pm

1st-3rd

Sanctuary

Acting- Young Actor's Playhouse: Outer Space Race Acting- Young Actor's Playhouse: Outer Space Race - Acting is an adventure! Young actors will embark upon an imaginary Outer Space Race where they will create an original storyline and unique characters. Together, they will create their very own original play about out-of-this-world creatures, outrageous aliens, and a race through the vast expanse of outer space. Students will think about the actions, voices, and personalities of characters as they develop their own through exercises and games. Students will explore skills such as sensory awareness, listening, stage movement, character development, emotional development, and observation/concentration while learning to perform their own unique character. Young actors will learn aspects of acting by script read-through, blocking, costume/prop discussion, and planning the show. Through individual and group activities, young actors build confidence in preparation for a final sharing for parents. This program has been specially adapted for Compass from Acting for Young People's curriculum, and is ideal for students with any level of experience.The script will be developed and customized uniquely for this class by the instructor with input from the students. All actors must be at least age 6 to sign up for this class. Topics in this year's class series include: Safari Adventure (first quarter), Outer Space Race (second quarter), Magical Monsters (third quarter), and Our Own Fairy Tale (fourth quarter).

12:00 pm-12:55 pm

1st-2nd

Acting- Kids' Theater: The Wizard of Oz, Act 2 of 2 Acting- Kids' Theater: The Wizard of Oz, Act 2 of 2 - Students will not want to miss the chance to play a part in this delightful musical classic which generations of children have enjoyed since it hit the big screen in 1939. This story began when Dorothy and her little dog Toto were swept away in a cyclone and land in the mixed-up, magical world of Oz. The Good Witch of the North sent Dorothy on a magical journey homeward where she met the Scarecrow, the Tin Man, the Cowardly Lion, and the Wicked Witch of the West. Act One (and quarter one) ended in a cliffhanger when the witch revealed that she will stop at nothing to stop Dorothy and her friends. Second quarter students will play all new roles and continue the adventure. The group will learn Act 2 of the story which takes the gang from the perilous journey to the Emerald City, through Dorothy's and Toto's safe return home. This is a story of friendship, courage, and the realization that, there's no place like home. Young actors will further their theatrical skills and stretch their imaginations by working on characters, envisioning settings, and exploring the plot as they develop scenes in which everyone has a role. Students will benefit from experimenting with public speaking through acting in a safe, supportive environment and enjoy the satisfaction of working as a team. Students will be coached on acting basics such as facing the audience, projecting their voices, and dramatizing their character through body language and movements. The final class will be a class performance which showcases what they have learned. This class is best suited for students who are active listeners, can follow directions, can collaborate with others, do their best to memorize lines, and enjoy working in a group. Students should be able to read on grade level in order to follow the script. The cost of the class script is included in the class fee. Topics in this year's class series include: Wizard of Oz, Act 1 of 2 (first quarter); Wizard of Oz, Act 2 of 2 (second quarter); The Jungle Book (third quarter), and Treasure Island (fourth quarter).

2:00 pm-2:55 pm

3rd-5th

MP Room
Room 1

Environmental Science (AP, Honors, or On-Level) Environmental Science (AP, Honors, or On-Level) - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
How will this year's La Nina weather pattern affect Mexico's Michoacan maize crop or monsoons in Mumbai? What are some strategies for improving water quality, reducing air pollution, and promoting renewal energy sources and sustainability around the world? Environmental Science is a critical, interdisciplinary study that merges the fields of geology, biology, chemistry, meteorology with geography, politics, economics, and sociology with several unifying themes including earth as an interconnected system with both natural and human-made influences.
Key themes in the year-long study of Environmental Science include Earth Systems consisting of geological processes and natural resources and the Living World comprised of ecosystems and cycles. Environmental Science combines the study of population and land and water usage such as agriculture, pest control, forestry, urban development, mining, and fishing. The field also examines energy resources and consumption including a comparison of types of power generation and various fuel sources. Finally, Environmental Science considers the impacts of humans on the planet including air pollution, water contamination, handling of solid waste, and climatological impacts wish as greenhouse gases, global warming, loss of habitats, reduced biodiversity, endangered/threatened species, and efforts in conservation.
This is a year-long, multilevel high school science course with laboratory and field work components. Environmental Science offers a substantive, full-credit experience. Students can pick their desired workload. They can always do more if they would like, but at any level they are expected to keep up with weekly readings and homework which will prepare them for in-class discussions, labs, and projects. All students should expect to spend 4-6 hours outside of class for reading and homework, regardless of level. All levels use materials written at a college level, but the amount and type of homework varies. Brief summer assignments are due in August for those who elect to take the AP level.
All students will register online for the same course. Students must indicate which level they want to study by e-mail by August 15. Once the course has begun, students may move down a level (from AP to honors, or from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level.
Students will be asked to purchase or rent the select class textbook: Living in the Environment: Principles, Connections, and Solutions by G. Tyler Miller. (15th edition, ISBN #978-0495015987). Students should have a ring binder for notes and handouts and a bound lab book for recording observations and measurements. There is a $160 lab fee due payable to the instructor on the first day of class. The fee to take the AP exam in May 2019 is not included; each family will be responsible for scheduling and paying for their student's AP exam.

9:30 am-10:55 am

9th-12th

Invention Dimension: Going Green! Invention Dimension: Going Green! - A fuzzy warm fleece jacket (made from recycled milk bottles); forgiving playground mulch (made from shredded tires). A new jigsaw puzzle (made from recycled paperboard). Kids use products every day that have been made from recycled materials! Inventing with all new materials is relatively easy, but also somewhat wasteful. Can our junior inventors create a new product using recycled or re-purposed materials? Can we solve a problem with a new invention while also reducing the waste materials sent to landfills?
In this class, students will practice creative thinking and be coached through the steps of the invention process. Students will be encouraged to identify a need by noticing a problem or inconvenience and thinking about ways to solve it. They will engage in hands-on, in-class activities to encourage imagination and effective brainstorming- the spontaneous, creative thinking where all ideas are considered. Recognizing that many great inventions are twists or remakes on existing goods or inspired by others ideas, kids will learn to apply the SCAMPER technique to the problems they identify: Substitute, Combine, Adapt, Minify, Magnify, Put to new use, Eliminate, and Reverse/Rearrange.
Students will practice inventive thinking with a class problem and class invention in order to get them comfortable with working on their own inventions. They will learn to consider alternatives and pros and cons of a new idea and narrow down possible solutions. Students will be asked to keep an Inventor s Log (journal) to track all aspects of their inventing process. They will name their invention, sketch it, and build a prototype (model) of the invention.
This class will use a curriculum called, "Invent it, Build it! Invention- Making the World a Better Place". In class, the instructor will provide basic prototyping materials such as cardboard, tape, straws, wooden sticks, scissors, glue, and paper. If a student's model-building needs require other materials, his/her family made need to send recycled materials from home.
During second quarter, inventors will be challenged with Invention Dimension: Going Green" using found or recycled materials. During winter and spring, themes for this age group will include Flight Academy: Aviation Challenge (third quarter) and Flight Academy: Aerospace Race (fourth quarter.)

11:00 am-11:55 am

3rd-4th

Invention Dimension: Going Green! Invention Dimension: Going Green! - A fuzzy warm fleece jacket (made from recycled milk bottles); forgiving playground mulch (made from shredded tires). A new jigsaw puzzle (made from recycled paperboard). Kids use products every day that have been made from recycled materials! Inventing with all new materials is relatively easy, but also somewhat wasteful. Can our junior inventors create a new product using recycled or re-purposed materials? Can we solve a problem with a new invention while also reducing the waste materials sent to landfills?
In this class, students will practice creative thinking and be coached through the steps of the invention process. Students will be encouraged to identify a need by noticing a problem or inconvenience and thinking about ways to solve it. They will engage in hands-on, in-class activities to encourage imagination and effective brainstorming- the spontaneous, creative thinking where all ideas are considered. Recognizing that many great inventions are twists or remakes on existing goods or inspired by others ideas, kids will learn to apply the SCAMPER technique to the problems they identify: Substitute, Combine, Adapt, Minify, Magnify, Put to new use, Eliminate, and Reverse/Rearrange.
Students will practice inventive thinking with a class problem and class invention in order to get them comfortable with working on their own inventions. They will learn to consider alternatives and pros and cons of a new idea and narrow down possible solutions. Students will be asked to keep an Inventor s Log (journal) to track all aspects of their inventing process. They will name their invention, sketch it, and build a prototype (model) of the invention.
This class will use a curriculum called, "Invent it, Build it! Invention- Making the World a Better Place". In class, the instructor will provide basic prototyping materials such as cardboard, tape, straws, wooden sticks, scissors, glue, and paper. If a student's model-building needs require other materials, his/her family made need to send recycled materials from home.
During winter and spring, themes for this age group will include Flight Academy: Aviation Challenge (third quarter) and Flight Academy: Aerospace Race (fourth quarter.)

12:00 pm-12:55 pm

5th-6th

Virtual Science: Citizen Scientist Apps Virtual Science: Citizen Scientist Apps - Quick, grab your smartphone to photograph the woodpecker on the trail! Use your tablet to document cloud formations, or use your laptop to classify satellite images. What sounds like a science fiction alternative reality is actually an exciting, accessible new approach to science called Citizen Scientist. People of any age and any education can get involved in scientific discovery in their own backyards or anywhere in the world through the virtual technology of Citizen Scientist apps (applications) on their everyday electronic devices.
Citizen Science projects are a great way to introduce kids to a range of scientific experiences and a variety of scientific fields in the convenience of their home or classroom and with the simplicity of the electronics they are so comfortable with. This class will serve as a survey to introduce students to a variety of Citizen Scientist apps across a range of scientific fields and will show them how easily science can be at their fingertips. Significant science institutions, such as NASA, NOAA, National Science Foundation, the National Park Service, and major universities, recruit average people to contribute to their studies. Citizen scientist projects encompass fields such as botany, meteorology, zoology, geography, geology, astronomy, oceanography, cartography, health care, entomology, and conservation. Some Citizen Scientist projects involve the collection of data while other projects use Citizen Scientists to help analyze and classify data.
So, whether you are interested in counting the birds at a feeder, snapping pix when something blooms, documenting air quality, photographing erosion, or analyzing astronomy data, there is a Citizen Scientist project for anyone! Students must have a smart phone or I-Pad to bring to class.

2:00 pm-2:55 pm

7th-8th

Odyssey of the Mind, Division 1 Odyssey of the Mind, Division 1 - Compass is forming two Odyssey of the Mind (OotM) teams for 2018-19! OotM teams will participate in creative, problem-solving challenges and work on year-long group projects. Odyssey of the Mind is an international program which has encouraged children to tackle problems in unconventional ways through innovation since 1978. OotM merges STEM and the arts into a collaborative effort that brings kids with a variety of interests and talents together. OotM participants build self-confidence, develop life skills, such as speaking and presenting in front of others, and make friends while having fun while they learn and create.
Students will learn to apply creativity to real-world problems in an approach the OotM organization boasts as NOT teaching students how to solve a problem, [but instead] teaching them how to be Problem Solvers! Each year, OotM publishes five, original, competitive long-term problems. Students work with their teams to think outside the box for one-of-a-kind solutions to the challenges. Students will brainstorm, create artwork, make technical drawings, create a set, design costumes, construct prototypes, write scripts, and more, all to package and present their unique solutions in a live performance at local and regional OftM competitions. Long term problems fall into the categories of: vehicle, technical, classics, structure, and performance, and each is designed with limits and constraints on size, cost, resources, or function.
OotM team members will also learn to tackle spontaneous challenge programs. These problems are solved in a brief time using on-the-spot creativity, quick thinking, and teamwork. Teams practice Verbal spontaneous challenges (name things that use water), Hands-On spontaneous challenges (move or build task with random objects), or combination Verbal/Hands-On challenges.
The Compass OotM teams will be facilitated by STEM instructor Donna Shackelford who has worked as a coach, mentor, coordinator and judge with over 20 OotM teams from public, private, and after school programs for 12 years. Registration is for three quarters, and Ms Shakelford will work with teams for 18 of the 22 weeks in the term. (Some weeks she will leave the teams to meet, research, or rehearse on their own.) The two Compass teams will be comprised of at least five (5), but no more than seven (7) team members, and two levels are planned: a Division 1 team for grades 3-5 and a Division 2 team for grades 6-8. In order to follow organization rules, the two Compass teams will have to select different long term problems (cannot have two teams doing structure, for example.) Compass will also need two parent assistants, one for each team, to help during class meetings and activities. There will be requirements for materials and supplies. Student contributions via purchased or donated materials or a class fee will be determined when the long term problem is selected. In addition, there will be team registration fees for the local and/or regional competitions that will be shared among team members. 2018-19 fees are not yet published as of spring registration. Registration for this program is a committment to participate in the regional OotM tournament at an area high school on a Saturday in February/March.

3:00 pm-3:55 pm

3rd-5th

Odyssey of the Mind, Division 2 Odyssey of the Mind, Division 2 - Compass is forming two Odyssey of the Mind (OotM) teams for 2018-19! OotM teams will participate in creative, problem-solving challenges and work on year-long group projects. Odyssey of the Mind is an international program which has encouraged children to tackle problems in unconventional ways through innovation since 1978. OotM merges STEM and the arts into a collaborative effort that brings kids with a variety of interests and talents together. OotM participants build self-confidence, develop life skills, such as speaking and presenting in front of others, and make friends while having fun while they learn and create.
Students will learn to apply creativity to real-world problems in an approach the OotM organization boasts as NOT teaching students how to solve a problem, [but instead] teaching them how to be Problem Solvers! Each year, OotM publishes five, original, competitive long-term problems. Students work with their teams to think outside the box for one-of-a-kind solutions to the challenges. Students will brainstorm, create artwork, make technical drawings, create a set, design costumes, construct prototypes, write scripts, and more, all to package and present their unique solutions in a live performance at local and regional OftM competitions. Long term problems fall into the categories of: vehicle, technical, classics, structure, and performance, and each is designed with limits and constraints on size, cost, resources, or function.
OotM team members will also learn to tackle spontaneous challenge programs. These problems are solved in a brief time using on-the-spot creativity, quick thinking, and teamwork. Teams practice Verbal spontaneous challenges (name things that use water), Hands-On spontaneous challenges (move or build task with random objects), or combination Verbal/Hands-On challenges.
The Compass OotM teams will be facilitated by STEM instructor Donna Shackelford who has worked as a coach, mentor, coordinator and judge with over 20 OotM teams from public, private, and after school programs for 12 years. Registration is for three quarters, and Ms Shakelford will work with teams for 18 of the 22 weeks in the term. (Some weeks she will leave the teams to meet, research, or rehearse on their own.) The two Compass teams will be comprised of at least five (5), but no more than seven (7) team members, and two levels are planned: a Division 1 team for grades 3-5 and a Division 2 team for grades 6-8. In order to follow organization rules, the two Compass teams will have to select different long term problems (cannot have two teams doing structure, for example.) Compass will also need two parent assistants, one for each team, to help during class meetings and activities. There will be requirements for materials and supplies. Student contributions via purchased or donated materials or a class fee will be determined when the long term problem is selected. In addition, there will be team registration fees for the local and/or regional competitions that will be shared among team members. 2018-19 fees are not yet published as of spring registration. Registration for this program is a committment to participate in the regional OotM tournament at an area high school on a Saturday in February/March.

3:00 pm-3:55 pm

6th-8th

Room 2

Pottery Workshop: Hanging Creations Pottery Workshop: Hanging Creations - Young sculptors will enjoy working hands-on with clay and experiencing the many forms this medium can take. Working with clay is multi-sensory, and young sculptors enjoy the tactile experience of pounding, pinching, rolling, flattening, squeezing, coiling, stretching, squashing, and bending clay into many forms. Working with clay engages a different artistic skillset than coloring, drawing, and writing and encourages creativity to sculpt and represent objects in three dimensions. In this workshop, students will create original hand-made pieces inspired by different themes and clay construction techniques. During second quarter, students will create hanging slab houses with a personalized message glazed onto them; several holiday ornaments with textures and unique shapes; and a mobile/wind-chime with hand-pressed organic materials. During week seven, students will string together the pieces of their mobile/wind-chime and if they decide they would like to give it as a gift, they will have a chance to wrap it and make a card, time permitting. Students will sculpt projects in weeks one, three, and five and paint/glaze projects in weeks two, four, and six each quarter. Students will use natural, low fire white clay and non-toxic glazes on their pieces. They will experiment with different textures and patterns formed in clay with tools, found objects, and with a variety of glaze colors. Clay projects will be taken to back to a studio to dry and be fired. All pieces are considered food safe once they are glaze fired and returned to students. Each quarter, students will further develop hand building techniques and painting skills with each new lesson and project. Topics in this class series include: Ancient Vessels and Modern Vases (first quarter); Hanging Creations (second quarter); Funny Faces (third quarter), and Springtime Sculptures (fourth quarter.) There is a $35.00 per student material fee due payable to the instructor on the first day of class."

10:00 am-10:55 am

1st-3rd

Pottery Workshop: Hanging Creations Pottery Workshop: Hanging Creations - Young sculptors will enjoy working hands-on with clay and experiencing the many forms this medium can take. Working with clay is multi-sensory, and young sculptors enjoy the tactile experience of pounding, pinching, rolling, flattening, squeezing, coiling, stretching, squashing, and bending clay into many forms. Working with clay engages a different artistic skillset than coloring, drawing, and writing and encourages creativity to sculpt and represent objects in three dimensions. In this workshop, students will create original hand-made pieces inspired by different themes and clay construction techniques. During second quarter, students will create hanging slab houses with a personalized message glazed onto them; several holiday ornaments with textures and unique shapes; and a mobile/wind-chime with hand-pressed organic materials. During week seven, students will string together the pieces of their mobile/wind-chime and if they decide they would like to give it as a gift, they will have a chance to wrap it and make a card, time permitting. Students will sculpt projects in weeks one, three, and five and paint/glaze projects in weeks two, four, and six each quarter. Students will use natural, low fire white clay and non-toxic glazes on their pieces. They will experiment with different textures and patterns formed in clay with tools, found objects, and with a variety of glaze colors. Clay projects will be taken to back to a studio to dry and be fired. All pieces are considered food safe once they are glaze fired and returned to students. Each quarter, students will further develop hand building techniques and painting skills with each new lesson and project. Topics in this class series include: Ancient Vessels and Modern Vases (first quarter); Hanging Creations (second quarter); Funny Faces (third quarter), and Springtime Sculptures (fourth quarter.) There is a $35.00 per student material fee due payable to the instructor on the first day of class."

11:00 am-11:55 am

4th-6th

Geo Detective: Wacky World Weather Geo Detective: Wacky World Weather - Geo-Detectives discover the many mysteries of Earth Science. From large scale disasters that come from inside the planet to microscopic contaminants in the water and soil, Geo-Detectives look high and low to understand the forces, systems, and cycles that continue to shape the Earth, its climates and ecosystems. Geo-Detectives will explore concepts as diverse as fossils to fault lines, ozone to ocean trenches, and trade winds to tundra. Hands-on labs and in-class activities will reinforce geological phenomena such as examining fossils, classifying rocks, reading the seismographic charts, or modelling the water cycle. Second quarter, students will learn the physics behind air and water circulation, and how they combine to form wacky weather phenomena such as hurricanes, tornados, hail, fog, and even regular old rain showers. The class will see how air and water systems on earth govern global climate systems as well as local and regional weather patterns. Kids will learn how meteorologists and climatologists examine data from a variety of sources, such as ice cores, sediment cores, the fossil record, and historic records to trace large-scale changes in climate and sea level over geologic time. Topics in this year s class series include: What a Disaster! Volcanoes, Tsunamis, and Earthquakes (first quarter); Wacky World Weather (second quarter); Global Ecosystems (third quarter); and Global Cycles (fourth quarter). There is a $10.00 lab fee due payable to the instructor on the first day of class for consumable materials.

12:00 pm-12:55 pm

3rd-4th

Aquatic Biology: Roparian Biomes- Rivers and Streams Aquatic Biology: Roparian Biomes- Rivers and Streams - More than 70% of the Earth s surface is water! Understanding the earth s oceans and freshwater systems is critical to understanding life on our planet- from beginnings in the seas to the water cycle that supports ongoing life. The study of aquatic and marine biology provides a basis for understanding much of the chemistry, physics, biology, and meteorology on our planet. Budding marine biologists will travel inland to learn about freshwater systems like lakes and ponds, rivers and streams before returning to the coast to study marshes and estuaries followed by extreme marine environments- all under the guidance of an experienced marine biologist. The focus will be on hands-on, dynamic learning, and students will engage in several demonstrations and experiments in each class. During Quarter 2, students will learn the basics of Riparian Biology, the study of aquatic life in rivers and streams. We ll discuss differences in water flow, sedimentation, and hydrodynamics that are used to classify riparian habitats and will learn about the characteristic assemblages of organisms that occur in different flow regimes. Students will compare various major river systems around the world and study the diversity of riverine biomes and organisms. Topics in this year s class series include: Lakes and Ponds (first quarter); Roparian Biomes- Rivers and Streams (second quarter); Marshes and Estuaries, Where the River Meets the Sea (third quarter); and Extreme Marine (fourth quarter). There is a $10.00 lab fee due payable to the instructor on the first day of class for consumable materials.

2:00 pm-2:55 pm

5th-6th

Eco Explorers: Northern Latitudes Eco Explorers: Northern Latitudes - Become a world-travelling eco adventurer and earth scientist without leaving Compass! Study the world's most exciting and diverse ecosystems and learn about the incredible biologic and geologic phenomena that shape them. Venture into caves and coasts, tundra and taiga, and forests and fjords. Each week student scientists will begin by locating the fascinating features on a map before learning about these incredible habitats from the ground-up, starting with the geology of a place, then working their way through the climate, biome, flora, and fauna. Hands-on labs and in-class activities will reinforce regional and ecological diversity by examining rock types, classifying plants, observing insects, or modelling weather phenomena. Throughout their journey to fascinating ecosystems, explorers will keep a science log to document their discoveries. Finally, students will link their studies to current events in these regions. Bundle up! Second quarter, students will journey to the northern latitudes. We ll begin in the frozen north of the Arctic Circle, then travel south through Greenland, Russia, and Europe. We ll see how some animal and human populations deal with environmental extremes through seasonal migrations. Along the way we ll learn about cold weather phenomena, polar ice, tundra and taiga (coniferous forest) biomes, inland seas, and the seasonal effects of polar nights and midnight sun. Topics in this year s class series include: The Americas & Antarctica (first quarter), Northern Lattitudes (The Arctic, Greenland, Russia, Europe) second quarter; Middle East Africa and Asia (third quarter); and Islands (fourth quarter). There is a $10.00 lab fee due payable to the instructor on the first day of class for consumable materials.

3:00 pm-3:55 pm

1st-2nd

Room 3

Battle Strategy & Dioramas: Revolutionary War, Battle of Yorktown Battle Strategy & Dioramas: Revolutionary War, Battle of Yorktown - Students will learn the basic history of the Revolutionary War, with a focus on the Siege of Yorktown and British Surrender. Facing the might of the most powerful empire in the world, George Washington and our French allies led the insurgent Americans to final victory and independence at this battle in Virginia.
Students will engage in a hands-on 3D battle strategy game using the military dioramas that they make! Using artistic model-making techniques, hand tools, and historical maps, students will each form a 12" X 18" shaped, foam diorama with landscape elements (hills, valleys, rivers, ridges, vegetation, fences, etc) to represent a scene of a famous historical engagement. Students will each receive 1:72 scale miniature soldiers to populate their scene. Once individual projects are constructed, students will combine their dioramas alongside those of their classmates to approximate the larger battlefield terrain. Students will spend the remainder of the quarter learning about the tactics and outcomes of the military engagement while playing a table-top strategy game. Student strategists will use a simplified version of the Fire and Fury historical war gaming rule system for moving troops and equipment. Along with their classmates, students will see how this battle progressed and test different outcome scenarios that might have occurred with different battlefield choices. The instructor will use maps and visual presentations to explain the historical background and circumstances leading up to the specific battle.
Course documents, such as period maps, game rules and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $25.00 materials fee payable to the instructor on the first day of class. Topics in this year s series include: Revolutionary War, Battles of Lexington and Concord (1st quarter), Revolutionary War, Yorktown (2nd quarter), Civil War, Gettysburg (3rd quarter), and Civil War, The Siege of Petersburg (4th quarter).

1:00 pm-1:55 pm

5th-8th

Dynamic Dioramas: The Iliad and The Odyssey Dynamic Dioramas: The Iliad and The Odyssey - The Iliad and Odyssey were originally epic poems that survived for generations until being written down by the first great author, Homer. The Iliad tells the legend of the Trojan War, the most beautiful woman in the world, jealous gods and the immortal deeds of Achilles. The Odyssey recounts the ten-year epic voyage home from the war of Odysseus, the King of Ithaca. Often referred to as Clever Odysseus, he would use his wits and cunning to overcome beasts of myth, and even a goddess!
Each student will create an individual diorama of the ancient city of Troy, or scene from the Odyssey. Students will craft and hand-shape their scene on a 10" x 12" foam board using artistic, model-making techniques. They will customize their dioramas with landscape elements, waterways, structures of the time, and paint. Once individual projects are constructed, students will populate them with 1:72 scale miniature figures and combine their dioramas alongside those of their classmates to create a larger terrain. Students will then compete in a historical tabletop warfare or role-playing game. This will reinforce lessons about the culture, literature, warfare, and politics of the time.
Each student will have at least one board and set of miniatures to take home with them. Course documents such as maps, game rules, and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $15.00 materials fee payable to the instructor on the first day of class. Topics in this year s series include Sumerian Settlement (1st quarter), Ancient Greece, The Iliad & Odyssey (2nd quarter), Roman Republic, Hannibal & The Punic Wars (3rd quarter), and Ancient China and The Three Kingdoms (4th quarter).

2:00 pm-2:55 pm

2nd-4th

Modeling the Great Conquests: Alexander Nevsky, Russia s Hero Modeling the Great Conquests: Alexander Nevsky, Russia s Hero - The most famous Prince of the East you've never heard of, until now! Alexander Nevsky would save the city of Novgorod not only from Mongol Conquest, but from the brutal Crusader order of the German Teutonic Knights. The Order would bring Christianity to pagan Lithuania, or it would bring death. The dark deeds of these German invaders, and heroic resistance of the proto-Russian state would inspire their descendants to similar feats 500 years later in the Second World War. Using artistic model-making techniques, hand tools, and historical maps, students will create a 12" X 18" diorama board, and populate it with 1:72 scale invading armies and their adversaries for historical re-enactments. Once individual projects are constructed, students will combine their dioramas alongside those of their classmates to approximate a larger battlefield terrain. Students will spend the remainder of the quarter learning about the tactics and outcomes of the conquest while playing a table-top strategy game. Student strategists will use a simplified version of the Fire and Fury historical war gaming rule system for moving troops and siege equipment. Along with their classmates, students will see how battles progressed and test different scenarios that might have occurred with different battlefield choices. Course documents, such as period maps, game rules, and all other instructional media will be available via a Google Drive link which will be emailed to parents. There is a $25.00 materials fee payable to the instructor on the first day of class. Topics in this year s series include: Genghis Khan (1st quarter), Alexander Nevsky, Russia's Hero (2nd quarter), Edward the Black Prince & Henry V, The 100 Years War (3rd quarter), and French King Charles VIII, The Italian Wars (4th quarter).

3:00 pm-3:55 pm

5th-8th

Room 4

Nonfiction Seminar: The Art of the Personal Essay Nonfiction Seminar: The Art of the Personal Essay - Figuring out who you are and what you think is the core of growing up. The personal essay provides a process of discovery as well as a finished product a resulting chronicle of both journey and person.
Going beyond the five-paragraph template that encourages cookie cutter essays, this course will focus on developing a unique architecture embedded with personal style, voice, and narrative structure. In short, students will uncover not just who they are as individuals, but who they are as writers and how to fuse these two identities into a creative, organized, clear, and elegant essay.
In the first part of the semester, we will focus on who you are and where you re heading (nonfictional character analysis). Recognizing that some students will have college essays on their minds and calendars, we ll devote lessons to analyzing applications, prompts, and the general process of showcasing self on paper.
As part of an application, an essay fills in the gaps and provides an opportunity to present what s not anywhere else. A well-written essay puts the writer across the table from the reader. - It s a powerful form.
We ll examine how professional writers put their selves in front of us. We will read essays by Henry David Thoreau, George Orwell, Robert Benchley, James Baldwin, Joan Didion, Annie Dillard, and Joyce Carol Oates. Students will strengthen their observation skills, learning to take note of people, places and situations around them and use this data to add richness and detail to writing. Students will strengthen a writing focus by narrowing not just to a topic, but an individual, a moment, a scene, or a conversation that embodies a polished thesis that may or may not be overtly stated.
The student should expect to spend 2-3 hours per week on writing homework, research, or reading for this class. The class will meet twice a week, with Wednesdays introducing writing concepts and literature for the week and Friday serving as a writing lab in which students revise and refine their drafts. Students will keep a journal and a portfolio to organize their writings and class handouts.

12:00 pm-12:55 pm

11th-12th

Room 5

Science of the Senses: Light and Sight from Eye to Brain Science of the Senses: Light and Sight from Eye to Brain - Students in this class will get to see and do a variety of fun experiments that illustrate the science of sound. What is sound, and what is the physical difference between musical notes like a B flat or F sharp? What properties of a note played on a clarinet allow you to tell that the sound is coming from a clarinet and not the same note played on a trumpet or violin? We will discuss these questions and other properties of sound, including its speed, which we will measure. You will learn how to electronically analyze vibrations caused by musical instruments or your own voice using a free computer program that produces pictures of different sounds. We will explore what physical properties of an object determine how fast it will tend to vibrate; then we ll use this knowledge to understand how musical instruments can play different notes. String players will learn about how their instruments work; and we will also examine some scientific principles of wind instruments. Is it possible for a soprano to break a glass by singing, or is that idea a myth? From this question we will move to a deep mystery: how can your ear and brain recognize different notes? We will learn how an understanding of the beautiful and complex structures of the inner ear can explain how we hear, what problems lead to deafness in some people, and how engineering can bypass these problems to provide hearing to some patients who were born deaf. You will be able to repeat almost all the fun demonstrations and experiments we do in this class at home. There is a $20.00 lab fee due payable to the instructor on the first day of class. Topics in this year s class series include: Science of the Senses: Sound and Hearing from Ear to Brain (1st quarter); Science of the Senses: Light and Vision from Eye to Brain (2nd quarter); Science of the Human Body Systems: Circulatory, Respiratory, Digestive (3rd quarter), and Science of the Human Body Systems: Kidney, Brain/Nervous and Immune (4th quarter).

10:00 am-10:55 am

5th-6th

Outbreak! The Microbiology of Disease: Bacteria & Prions (H... Outbreak! The Microbiology of Disease: Bacteria & Prions (Honors or On-Level) - Out of breath, sudden fever, rash! What could be wrong with this patient? This class is a case-based approach to the many infectious diseases that humans share and contract from domestic animals. Each week, students will be presented with a sick patient, and will follow that person's case through diagnostics, progression, treatments, and outcome.
The class will integrate principles of microbiology, immunology, physiology, and pharmacology within the framework of each individual case. We will also discuss the historical, economic, and societal impacts that plagues and pestilence resulting from these infectious agents have wrought over the course of recorded history.
The class will include laboratory activities in microbiologic techniques. Students will become familiar with principles of laboratory safety, light microscopy, biologic stains, culture techniques, and common immunologic tests.
First semester lectures and labs will introduce the basic microbiology and diseases caused by bacteria and prions, an introduction to the immune system, and antibiotic therapy/resistance. Cases will include zoonotic diseases such as Bubonic Plague, Lyme Disease, Mad Cow Disease, Anthrax, and many others!
This class will be offered on two levels: Honors and On-Level. All students will be expected to keep a lab manual for notetaking, lab reports, and assigned homework questions. On-level students should expect to spend 1-2 hours per week on assigned readings and lab reports. Honors students will be assigned additional readings, homework questions, and lab reports. Honors students should expect to spend 2-3 hours per week on work outside of the classroom. At the end of the semester, the instructor will review student notebooks and assign numerical scores to their notebooks, if requested, for the parents use in assigning letter grades.
Although previous classwork in Biology and Chemistry will be helpful, they are not prerequisites. Students should purchase or rent the required class textbook: Microbiology: A Systems Approach, 5th Edition" by Marjorie Kelly Cowan (ISBN # 978-1259706615). A lab fee of $100 is due payable to the instructor on the first day of class. Topics in this year s class series include: Bacteria and Prions (first semester) and Viruses and Parasites (second semester).

12:00 pm-12:55 pm

9th-12th

Building Blocks of American Literature: A Trio of British Writers Building Blocks of American Literature: A Trio of British Writers - In order to understand American Literature, it s important to know the roots of our literary tree, and we are deeply rooted in British Literature. As a new nation with emerging writers, Americans still consumed the literary works of our former mother country. This course focuses on two genres, the play and the novel, and three British writers, William Shakespeare, Mary Wollstonecraft Shelley and Charles Dickens, whose influence continues to resonate in American Literature today.
Beginning with the study of Shakespeare, students will read selected scenes and key acts of some of his well-known comedies and tragedies such as A Midsummer Night's Dream, Hamlet, As You Like It, Macbeth, Twelfth Night, and/or Romeo & Juliet. Students will analyze pivotal scenes and dialogue to identify methods Shakespeare used to present character and narrative conflict. Shakespeare s characters, memorable for their passion and angst, provide the psychological structure and templates for fictional characters for subsequent centuries including the twenty-first one.
The second half of the semester will move from stage to page. Students will examine the emergence of the English novel and its influence on modern literature by focusing on two pivotal writers: Charles Dickens and Mary Wollstonecraft Shelley. Dickens stories, first serialized in magazines then published as books, paved the way for both soap operas of the past and the binge-watching of today. Shelley s novel created and cemented the concept of gothic fiction. It is a literary cornerstone for multiple later genres: romance, detective, sci-fi, mystery, dystopian, and superheroes. Students will identify ways that Dickens and Shelley dealt with narrative conflicts and learn how to analyze character development and pivotal scenes. We remember Dickens s people in the same way that we remember those of Shakespeare.
Emphasis in this class will be on critiquing literature, forming a thesis statement, writing literary commentary, and citing examples to defend opinion. Literary criticism is one of the forms of higher-level writing needed for a student to transition from a casual writer to an academic and ultimately college-level writer. Criticism follows an analytical structure that parallels the way scientists approach problem-solving by selecting an area of study, developing a thesis or theory, and then supporting it with evidence.
The student should expect to spend 2-3 hours per week on writing homework, investigation, or reading for this class. The class will meet twice a week with Wednesdays introducing the concepts and vocabulary of the literature and authors, and Friday serving as a writing lab to explore the mechanics of writing criticism. Topics in this year s class series include: A Trio of British Literature (1st semester) and A Trio of American Genres (2nd semester). Homeschool families may wish to count this course as a component, or partial, credit in English or language arts for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-10th

Integrated Science: Biology, Chemistry, Physics, & Geosystems (Honors) Year 1 Integrated Science: Biology, Chemistry, Physics, & Geosystems (Honors) Year 1 - Biotechnology. Geophysics. Astrochemistry. These specialties evolved because scientific fields are interrelated, interdependent, and inseparable. Today's research and innovation take place across many disciplines demonstrating the chemistry, biology, physics, and geosystems work together and are not stand-alone subjects. This view, called Integrated Science, is how Princeton now teaches science as do Harvard, Northwestern, and locally, Virginia Tech.
Many of today's most pressing scientific problems and tomorrow's technological challenges will require an interdisciplinary understanding of science. The modern world s greatest scientific dilemmas, such as the global supply of clean water, alternative fuels, and prolonged space travel will require Integrated Science solutions.
In this course, students will learn how to think, discover logical connections, and come to scientifically sound conclusions based on multidisciplinary scientific facts. This approach will build knowledge and understanding in a systematic and interconnected manner. Integrated Science is intended to be a two-year course, that will prepare a student to pursue AP- level, higher-level, or dual enrollment biology, chemistry, or physics in high school. For students who will not be pursuing the sciences further, this course will give them a solid foundation in the basics for everyday application and will cover a general-education level high school biology, chemistry, and physics. However, because of the compact, accelerated approach to the material, this course is considered an honors level course. This course is year one of a two-year long course. Students should plan to take Year 2 in 2018-19. Students may not enroll in Year 2 if they have not taken Year 1.
This class will have both lecture and laboratory components. Students will be expected to maintain a science notebook and write laboratory reports. Weekly homework will be assigned, along with occasional independent or collaborative projects or presentations. There will be a 10-minute break in the middle of each 2-hour class. Students should expect to spend 6-8 hours per week on work outside of class for the first quarter (as he/she learns the class expectations and how to prepare lab reports and homework.) Thereafter, the student should expect to spend 5-7 hours per week. Students should be able to read and perform math at grade level for this class. There is a $100 supply and lab fee due payable to the instructor on the first day of class. The instructor may recommend that the students purchase the Building Foundations of Scientific Understanding text (ISBN # 978-1432770334) as a reference book. This is a year-long, 30-week course. Homeschool families may wish to count this course as a full credit in laboratory science for purposes of a high school transcript.

2:00 pm-4:15 pm

8th-10th

Room 9

Pre-Algebra Pre-Algebra - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a full year course in Pre-Algebra with an emphasis on problem solving skills and computations of math facts. The major topics covered in this course are variables, expressions, integers, order of operations, solving equations, and multi-step equations. The course will also cover inequalities, factors, fractions, exponents, and rational numbers. Additional Pre-Algebra concepts that will be taught include ratios, proportion, probability, percentages, linear functions, real numbers, right triangles, measurement, area, volume, and data analysis. Students will learn to use formulas to solve a variety of math problems encompassing geometry, probability, and statistics. Students will also be applying their learning to real life scenarios to solve problems.
For this course, students should be capable of basic computation, math facts, and an ability to work with fractions and decimals at the 6th/7th grade level. For anyone who is unsure if their child is ready for pre-algebra, the instructor can recommend one or more assessments or pretests to confirm placement. Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments. Please note, all assessments will be taken outside of class with the parental oversight to maximize in-class instructional time.
For this class, students will need a regular notebook and paper and graph paper or graphing notebook. Students will be required to rent or purchase the class textbook, McDougall Littell s Pre-Algebra (ISBM #978-0618250035), purchase the practice workbook (ISBN # 978-0618257522), and subscribe to the online math platform, IXL (https://www.ixl.com/). As an alternate, parents can purchase the textbook on audio-CD for any students who struggle with reading (ISBN #978-0618478828). Finally, although Pre-Algebra is often taught without the use of calculators, if a student is slow with some math facts or computation by hand, a TI-34 calculator is recommended so the student can keep up with the problems.

10:00 am-10:55 am

7th-9th

History Investigators: Ancient Western Civilizations History Investigators: Ancient Western Civilizations - History Investigators will examine formative events in Western Civilization through guided inquiry and evidence-based analysis. These topics are posed as a series of thought-provoking questions that students will research, debate, discuss, and form opinions about. First semester will examine three big questions: Citizenship in Athens vs. Rome: Which Was the Better System? How Great Was Alexander the Great? And, Why Did Christianity Take Hold in the Ancient World?
History Investigators is an interactive, multi-disciplinary examination of some of most significant events in ancient history using sources from The DBQ Project. DBQs, or document based questions, are derived from AP History exams and help develop high school level critical thinking skills. Students will review an array of primary sources such as letters, journal entries, inventories, ship's manifestos, newspaper articles, period maps, and court documents along with selected secondary sources like excerpts, charts, and graphs. Students will be guided through analyzing the documents, interpreting the data, drawing inferences, and forming conclusions. In some historical scenarios, the class will consider conflicting perspectives and be able to defend and debate multiple sides of a key issue. To demonstrate comprehension and a deeper understanding of the class themes, students will use factual findings to develop structured, evidence-based essays. Students should expect to spend 1-2 hours per week on homework, investigation, or reading for this class. Topics in this year s class series include: Ancient Western Civilizations (first semester) and Ancient Eastern Civilizations (second quarter). Homeschool families may wish to count this course as a component, or partial, credit in history for purposes of a high school transcript.

2:00 pm-2:55 pm

7th-10th

Room 10

Smart Start-Thinking Fun for Young Learners Smart Start-Thinking Fun for Young Learners - Stretch your child's brain with this metacognitive class! In Smart Start, children will sharpen their critical and creative thinking skills to become more independent and effective learners. Using in-class readings of high quality literature, children will be introduced to a broad range of thinking strategies such as de Bono's Thinking Hats, SCAMPER, and FFOE (Fluency, Flexibility, Originality, and Elaboration). Through facilitated discussion and community inquiry, children will learn to ask their own questions and raise issues for discussion, explore and develop their own ideas and theories, and give creative reasons. Each week, students will complete engaging activities that require them to apply what they have learned. For example, the class might consider, What happens when Max returns to Where the Wild Things Are the next day? Next year? How about 10 years from now? (Green Hat Thinking). They may expand to discuss what would happen if another character from literature, like Curious George or Cinderella, visited Where the Wild Things Are? (SCAMPER approach ""C"" for combining two things that do not normally go together). Young learners will have fun on this engaging, creative class which will boost their ability to use higher order thinking skills, predict outcomes, and solve problems! New stories and activities are introduced each week and not repeated from previous sessions. Students must be able to think independently, work collaboratively, and enjoy a good challenge. Emerging readers and writers can be accommodated."

11:00 am-11:55 am

K-2nd

Traditional Tales Retold: Egyptian Mythology- Tut, The Stor... Traditional Tales Retold: Egyptian Mythology- Tut, The Story of my Immortal Life - Follow the adventures of King Tut, an Egyptian demi-god who has been granted the gift of immortality. Problem is, Tut has been trapped in time as an 8th grader, right here in Washington DC! He is ready to mummify himself if he has to endure one more day of middle school! Not only that, but he is pursued by an evil general. P. J. Hoover, author of Tut: The Story of My Immortal Life brings Egyptian mythology to the modern day in this young adult fantasy book. Why do myths, legends, and fairy tales inspire countless retellings and reinvention? Traverse the globe while exploring the world of traditional tales in this class. Each quarter, students will read a full-length novel based on myths or fairy tales while simultaneously exploring the source material that inspired the author. In addition, students will analyze the culture and geography that generated the traditional tales and the hero cycle. Students will have the opportunity to synthesize all they have learned through a project shared on the last day of class. This class will be run as a book group with students being asked to read sections each week and return prepared to discuss. Students are welcome to read the works via recorded audio books if preferred. Topics in this year s class series include: Norse Mythology- Magnus Chase and the Gods of Asgard, Book 1: The Sword of Summer by Rick Riordan (first quarter); Egyptian Mythology- Tut: The Story of my Egyptian Immortal Life by P.J. Hoover (second quarter); Japanese Folklore- Momotaro: Xander and the Island of Lost Monsters by Margaret Dilloway (third quarter); and European Fairy Tales- A Tale Dark and Grimm by Adam Gidwitz (fourth quarter).

12:00 pm-12:55 pm

5th-7th

Geometry Geometry - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a complete course in high school Geometry which will cover the fundamental concepts of Euclidean geometry and focus on developing critical thinking skills as they relate to logical reasoning and argument. This course is designed to emphasize analytical thinking and will include an in-depth analysis of plane, solid, and coordinate geometry through abstract mathematical ideas as well as real world problem solutions. Students will connect concepts from Algebra I to geometric phenomena with the analysis of parallel lines and polygons, perimeter and area, volume and surface area, similarity and congruence, and introductory trigonometry. Students will develop an understanding of these concepts through the study of geometric definitions, theorems, axioms, and postulates by writing reasoned, logical explanations that arrive at the conclusion about the geometric statement. A key focus will be on the development and history of the concepts being studied. Students can expect to spend time in class learning how to articulate the logical progression of concepts in addition to a thorough analysis of the topics. Independent study will involve reading assignments on concepts *before* they are presented in class as well as various problems to support what is covered in class.
Students should have a solid foundation in Algebra I in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.
The required textbook for this class is The Art of Problem Solving: Introduction to Geometry text (ISBN: 978-1-934124-08-6) and corresponding solutions manual (ISBN #978-1-934124-09-3). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. Additional resources for the development of geometric proofs will be pulled from Euclidean and Non-Euclidean Geometries: Development and History. Students will be provided with the material used from this book. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-12th

Algebra I Algebra I - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a complete course in Algebra I which will cover fundamental concepts in algebra and provide a solid foundation of mathematical literacy, problem solving, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. This course is designed to emphasize the study of algebraic problem-solving with the incorporation of mathematical reasoning, analysis, communication skills, and real world applications. Students will build on prior knowledge by exploring and understanding our number system, linear systems, rational numbers and proportional relationships, complex numbers, exponents, quadratics, polynomials, factoring, data analysis and probability, and solving, graphing, and writing linear equations and inequalities. Students will discover these topics through hands-on activities, class discussions, and open-ended problem solving. Each assignment will be categorized as either cooperative group investigations, partner collaboration, or individual work. Individual work will consist of periodic checks for understanding and independent-study activities that students are expected to complete outside of class.
Students should have a solid foundation in pre-algebra topics in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.
The required textbook for this class is The Art of Problem Solving: Introduction to Algebra (ISBN# 978-1-934124-14-7) and the corresponding and solutions manual (ISBN# 978-1-934124-15-4). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Algebra for purposes of a high school transcript.

2:00 pm-2:55 pm

7th-10th

Masterworks: Literature Roundtable Masterworks: Literature Roundtable - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
Masterworks is a collegiate-level literature analysis and discussion class for advanced high school English students. Written works will be selected for their contribution to world literature or their influence on society. In the first half of the course, students will read and discuss literature focusing on tales of voyage, revenge, comedy and tragedy from the ancients through 1800, such as Homer s The Odyssey , Swift s Gulliver s Travels , and selections from Shakespeare. Students should expect to see a number of writers of the Western canon before transitioning to Medieval and Renaissance authors, and continuing with the Age of Enlightenment.
During the second half of the course, the class will explore modern works, beginning with the 1800s Romantic Period, and progress to the present. Readings will include pieces from a diverse group of writers, from Faulkner to Hurston, T.S. Eliot to Coelho, Morrison and Orwell, to non-Western writers. Along the way the class will discuss the rise of journalism, popular media, music, and the role of both technology and globalism in the study of literature. Works from other eras and authors will be added as time and interest permit.
For this course, students should be active, engaged, advanced readers who come to class prepared to participate in intellectual discussion. Students should expect to read up to 100 pages per week. Students are also expected to take the lead in weekly class discussions by sharing their reflections/ reactions to the readings, drawing conclusions/ comparisons with other works, and investigating scholarly articles or other writings on the theme, genre, or by the assigned author. The course instructor will serve as a facilitator-moderator and will use Socratic discussion to further the class s analysis of the literature. A goal in the class is to encourage students to think critically about what they are reading and to help them identify patterns and divergences in material that will give them a framework for anything they read in the future. Students will be expected to write one paper per semester and give one oral presentation to demonstrate understanding and interpretation of materials.

3:30 pm-4:55 pm

11th-12th

Atrium A

American History Illuminated: Manifest Destiny American History Illuminated: Manifest Destiny - Students will be immersed in detail and fully engaged in this intensive history course led by well- known homeschool instructor and historian Hugh Gardner. This history class is unlike other high school American history courses. Instead of learning a sequential set of names, dates, and battles, students will learn how to analyze and interpret history. Much like a college seminar, this approach to American History incorporates historiography (the history of the history.) Mr. Gardner does not teach a narrow view from a single textbook or static set of prepared notes. Instead, he presents the back story and multiple interpretations for the "why" questions in American history. Class discussion considers interpretations from a wide array of scholars and is updated as new sources are published. Rather than running through a timeline of outcomes, students will evaluate contributing factors (the "how" questions) and will learn about the personalities, prejudices, and biases of the people involved ("who").
First semester will begin with the War of 1812 and its test of the new republic. The group will examine slavery in America, from Jamestown to the rebellion of Nat Turner. In addition, the class will study how prevailing beliefs and movements such as westward expansion, manifest destiny, and nativism. The saga of Texas and the Mexican-American War will be investigated in-depth, as these not only are essential for study of the Civil War, but are extremely relevant to current political and economic debate. The class will discuss the effects on the political, social, economic, and religious climate as well as influences on the arts, science, literature, and warfare. This is no ordinary history class as Mr. Gardner surrounds the students with vivid posters, maps, charts, primary sources, and artifacts to supplement his story-telling style. Students will be able to examine and handle period pieces such as antique and replica weapons and military accoutrements of the era while learning how these tools helped shape the battlefields and turning points in history. With an emphasis on primary sources, students will scrutinize historical atlases and original writings, all in a fun and interactive setting. Just for fun, students earn historical trading cards for class participation. Registration for the second semester, covering the rise of Lincoln, the complete Civil War, and the aftermath will take place separately in late fall 2018.
This class meets for 2.5 hours, one time per week on Wednesdays. Students should expect to spend 1-2 hours outside of class each week completing assigned reading. For those families who want to investigate the course themes at a deeper level, an optional reading list will be furnished. Based on the format and rich content of this class, homeschool families could count two semesters of this series as a full credit in American History for purposes of a high school transcript.
The book list for the 2018-19 year is:
1st Semester
(1) The American Heritage Pictorial Atlas of American History
Hardcover – 1966
• by Hilde Heun, ed KAGAN
• Publisher: American Heritage; First Edition edition (1966)
• ASIN: B000ANASDG
• Hardcover: 424 pages
(2) Illustrated Atlas of The Civil War (Echoes of Glory)
Paperback – 1998
by Time-Life Books Editors
• Paperback: 320 pages
• Publisher: Time-Life Books (1998)
• ISBN-13: 978-0737031607
(3) So Far From God: The U. S. War With Mexico, 1846-1848
Paperback – September 15, 2000
by John S. D. Eisenhower (Author)
• Paperback: 464 pages
• Publisher: University of Oklahoma Press (September 15, 2000)
• ISBN-13: 978-0806132792
(4) Arms and Equipment of the Civil War
Paperback – April 2, 2004
by Jack Coggins
• Paperback: 160 pages
• Publisher: Dover Publications; Dover Ed edition (April 2, 2004)
• ISBN-13: 978-0486433950
2nd Semester
(5) Atlas of Slavery
1st Edition
by James Walvin (Author)
• Paperback: 160 pages
• Publisher: Routledge; 1 edition (August 27, 2005)
• ISBN-13: 978-0582437807
(6) Introduction to Civil War Photography
2nd Edition
by Ross J. Kelbaugh (Author)
• Paperback: 48 pages
• Publisher: Thomas Pubns; 2nd Edition edition (August 1, 1991)
• ISBN-13: 978-0939631360

9:30 am-12:00 pm

7th-12th

Atrium B

Writer's Workshop: Learn to Research, Life in a Castle Writer's Workshop: Learn to Research, Life in a Castle - A massive stone castle. A dark swampy moat. A victorious knight in his gleaming armor! Voyage to the Middle Ages to discover some classical texts and poetry. Information about life in the Middle Ages will be uncovered as students learn the skill of notetaking and documenting resources. Research is an essential skill for writers (and students). Find out how to compile and present information from another era with discovery drafts, gathering grids, and finally refining report content based on primary sources. Students will learn how to compile a bibliography and will wrap-up their research report with a short presentation at the last class. Students will also make a paper castle to demonstrate an understanding of castle life. Join the fun as we learn about life in a castle! The Writers Workshop gives students in grades 5-6 the skills they need for writing, reading, listening, and speaking that come from practicing by putting pen to paper. Sharing drafts and in-progess works enhances the understanding of language structure, encourages revision, and improves editing in story writing. Each quarter, students will review samples of literature and write about popular themes using the story elements of that theme. Imagination and creativity come easily to most young writers, but acquiring technical skills is also important. Each quarter, students will focus on specific skills. The skills are a part of their Writer's Tool Kit that includes understanding parts and kinds of sentences, plurals, possessives, and punctuation. Learning how to use a dictionary and a thesaurus, as well as practical, higher, middle school level skills such as summarizing, outlining, note taking, writing a book report, or citing sources are included throughout the four sessions. Topics in this year's Writer's Workshop series include: Time Travel, Fantasy or Science Fiction? (first quarter); Learn to Research, Life in a Castle (second quarter); Journalism (third quarter); and Writing Children s Books (fourth quarter).

11:00 am-11:55 am

5th-6th

Atrium C

Programming Lab: Mobile Apps Programming Lab: Mobile Apps - Tweens and teens love their phones and tablets and have fun writing custom apps (applications) for them. Students start with the Swift programming language which is used for iOS devices like the iPhone and iPad. Later students move into programming responsive web design to create hybrid apps for both desktop and mobile devices using Web App Maker. In all app programming languages, students practice the iterative design process to define a problem, generate ideas, build, test, and improve their app.
Programming Lab is a computer lab environment in which students work through the Coder Kids curriculum under the direction of computer science coaches. Work in the Programming Lab is self-paced which allows students to progress through skill-building activities and instructional coding modules at their own rate of learning. The Lab environment allows students to enroll at any quarter, fosters brand new coders, and encourages those with prior coding experience. Coder Kids coaches work with small pull-out groups, pairs, or individuals to provide additional instruction and support on the skillset each needs each week. Students should be able to read at grade level in order to benefit from this class.
Coder Kids proprietary curriculum is designed to meet and exceed the standards of the Computer Science Teachers Association (CSTA). Students work on modern MacBook Air laptops. Students may enroll in a Programming Lab course at any quarter, as they can start with initial lessons at any time. Coaches send prompts for parents in the weekly e-mail updates to encourage discussion and reflection about what the student learned in class each week. The class tuition includes a $35.00 per student, per quarter technology fee that covers repair/maintenance of hardware, software, and licenses."

10:00 am-10:55 am

6th - 8th

Programming Lab: Minecraft Mods Programming Lab: Minecraft Mods - Students are introduced to coding in the virtual world they already know and love. Students learn to enhance their Minecraft world through mods (modifications) that they program themselves. Young coders begin by creating custom structures, teleporting, and cool new effects through Python. Later they create mods that add custom items, armor, tools, and blocks to the game using Java. Students use their imaginations to make Minecraft do what they want it to do- through the power of coding. The custom features that each coder develops create one-of-a-kind mods for an enhanced gaming experience. When students learn Python to code mods, they add functions, loops, conditionals, predefined constructs, and parameters to their programming. They also gain a basic understanding of Minecraft s client-server architecture and the iterative design process. In learning to program with Java, students learn about hierarchy in coding languages, instruction sets, and logic circuits. They learn to create computational models and to program interactive elements that respond to an event or condition. Programming Lab is a computer lab environment in which students work through the Coder Kids curriculum under the direction of computer science coaches. Work in the Programming Lab is self-paced which allows students to progress through skill-building activities and instructional coding modules at their own rate of learning. The Lab environment allows students to enroll at any quarter, fosters brand new coders, and encourages those with prior coding experience. Coder Kids coaches work with small pull-out groups, pairs, or individuals to provide additional instruction and support on the skillset each needs each week. Students should be able to read at grade level in order to benefit from this class. Coder Kids proprietary curriculum is designed to meet and exceed the standards of the Computer Science Teachers Association (CSTA). Students work on modern MacBook Air laptops. Students may enroll in a Programming Lab course at any quarter, as they can start with initial lessons at any time. Coaches send prompts for parents in the weekly e-mail updates to encourage discussion and reflection about what the student learned in class each week. The class tuition includes a $35.00 per student, per quarter technology fee that covers repair/maintenance of hardware, software, and licenses.

11:00 am-11:55 am

4th-5th

Programming Lab: Creating Games Programming Lab: Creating Games - Our youngest coders learn to program simple video games using the block-based and text-based programming languages of Scratch, Roblox, and Lua. Students learn to create their very own game worlds and animate their own characters. They learn to add scripting logic to make their games interactive. Programming skills at this level include conditionals, loops, if-statements, multiple branches, and variables. Other computer science skills at this level include predicting outcomes, sequencing activities, debugging code, and incorporating responsive elements such as game objects that respond to an event or condition or keeping score. Students may program one simple video game each quarter, or may continue to build on and enhance their original game concept over many quarters.
Programming Lab is a computer lab environment in which students work through the Coder Kids curriculum under the direction of computer science coaches. Work in the Programming Lab is self-paced which allows students to progress through skill-building activities and instructional coding modules at their own rate of learning. The Lab environment allows students to enroll at any quarter, fosters brand new coders, and encourages those with prior coding experience. Coder Kids coaches work with small pull-out groups, pairs, or individuals to provide additional instruction and support on the skillset each needs each week. Students should be able to read at grade level in order to benefit from this class.
Coder Kids proprietary curriculum is designed to meet and exceed the standards of the Computer Science Teachers Association (CSTA). Students work on modern MacBook Air laptops. Students may enroll in a Programming Lab course at any quarter, as they can start with initial lessons at any time. Coaches send prompts for parents in the weekly e-mail updates to encourage discussion and reflection about what the student learned in class each week. The class tuition includes a $35.00 per student, per quarter technology fee that covers repair/maintenance of hardware, software, and licenses. "

12:00 pm-12:55 pm

2nd-3rd

Music Room

Homeschool String Orchestra Homeschool String Orchestra - Students who play violin, viola, cello, or bass are invited to join this homeschool string orchestra! Musicians will have an opportunity to develop ensemble skills and enjoy the experience of practicing, playing, and performing as a group. The class will start each week with tuning and warm-ups such as playing musical scales and simple exercises. Then the class 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 class of the semester, a concert will be held for friends and family.
This orchestra is intended for advanced beginners and intermediate strings students who are currently (or recently) 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 the their instruments, read music and be able to identify all rhythmical patterns. Students with less experience will be asked to play for the conductor or to submit a brief video to help establish placement.
The instructor will provide the orchestral repertoires, and these arrangements will be specially composed to accommodate the range of abilities of all stringed players in the orchestra. Students will be asked to pay a fee $5.00 for their individual music which will be provided on the first day of class. Participants are expected to prepare and practice at home for at least 15 - 20 minutes per day. This is a 13-week semester program, and the week off will be announced by the instructor.(PR 9/13)

11:00 am-11:55 am

5th-10th

Kitchen

Cooking for Kids: Festive Fall Flavors Cooking for Kids: Festive Fall Flavors - Students will enjoy making savory fall recipes and cool weather comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Fall Favorites are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: - Roasted Red Pepper Dip (appetizer) - Colorful Roasted Squash Salad - Ginger Carrot Soup - Loaded Au Gratin Potatoes (side) - Swedish Cabbage Rolls with Turkey & Rice (main dish) - Lentil Casserole - White Chocolate Dipped Ginger Cookies - Special Bonus Recipe Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

10:00 am-10:55 am

3rd-5th

Cooking for Tweens: Festive Fall Flavors Cooking for Tweens: Festive Fall Flavors - Students will enjoy making savory fall recipes and cool weather comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Fall Favorites are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: - Roasted Red Pepper Dip (appetizer) - Colorful Roasted Squash Salad - Ginger Carrot Soup - Loaded Au Gratin Potatoes (side) - Swedish Cabbage Rolls with Turkey & Rice (main dish) - Lentil Casserole - White Chocolate Dipped Ginger Cookies - Special Bonus Recipe Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

11:00 am-11:55 am

6th-8th

Cooking for Little Kids: Festive Fall Flavors Cooking for Little Kids: Festive Fall Flavors - Students will enjoy making savory fall recipes and cool weather comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Fall Favorites are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: - Roasted Red Pepper Dip (appetizer) - Colorful Roasted Squash Salad - Ginger Carrot Soup - Loaded Au Gratin Potatoes (side) - Swedish Cabbage Rolls with Turkey & Rice (main dish) - Lentil Casserole - White Chocolate Dipped Ginger Cookies - Special Bonus Recipe Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students must be minimum age six (6) by the start of class. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

12:00 pm-12:55 pm

1st-3rd

Cooking for Kids: Festive Fall Flavors Cooking for Kids: Festive Fall Flavors - Students will enjoy making savory fall recipes and cool weather comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Fall Favorites are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: - Roasted Red Pepper Dip (appetizer) - Colorful Roasted Squash Salad - Ginger Carrot Soup - Loaded Au Gratin Potatoes (side) - Swedish Cabbage Rolls with Turkey & Rice (main dish) - Lentil Casserole - White Chocolate Dipped Ginger Cookies - Special Bonus Recipe Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

1:00 pm-1:55 pm

3rd-5th

Cooking for Tweens: Festive Fall Flavors Cooking for Tweens: Festive Fall Flavors - Students will enjoy making savory fall recipes and cool weather comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Fall Favorites are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: - Roasted Red Pepper Dip (appetizer) - Colorful Roasted Squash Salad - Ginger Carrot Soup - Loaded Au Gratin Potatoes (side) - Swedish Cabbage Rolls with Turkey & Rice (main dish) - Lentil Casserole - White Chocolate Dipped Ginger Cookies - Special Bonus Recipe Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

2:00 pm-2:55 pm

6th-8th

Cooking for Little Kids: Festive Fall Flavors Cooking for Little Kids: Festive Fall Flavors - Students will enjoy making savory fall recipes and cool weather comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Fall Favorites are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: - Roasted Red Pepper Dip (appetizer) - Colorful Roasted Squash Salad - Ginger Carrot Soup - Loaded Au Gratin Potatoes (side) - Swedish Cabbage Rolls with Turkey & Rice (main dish) - Lentil Casserole - White Chocolate Dipped Ginger Cookies - Special Bonus Recipe Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students must be minimum age six (6) by the start of class. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

3:00 pm-3:55 pm

1st-3rd



 

Friday Classes (Click here to jump back up to Wednesday classes)

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Other

Mosaic Masterpieces: Creative Compositions with Curvy Glass Mosaic Masterpieces: Creative Compositions with Curvy Glass - Mosaics is run as a studio art class where students create unique compositions and work at their own pace under the guidance of an experienced mosaic artist. Each quarter, students are taught new design, cutting, layout, and finishing techniques and are introduced to new mosaic materials which they can incorporate into inspired, original pieces. Throughout the quarter, the instructor will suggest possible themes for projects based on the featured materials, but students are always welcome to pursue a different direction.
There is a $40.00 per student material and supply fee payable to the instructor on the first day of class. Topics in this year s studio series include: Whimsical Works in Wavy Glass (1st quarter), Creative Compositions with Curvy Glass (2nd quarter), Winter Works in Ceramic and Porcelain (3rd quarter), and Spring Sampler with Cut China (4th quarter). Homeschool families may wish to count this course as a component, or partial, credit in fine arts for purposes of a high school transcript.
Second quarter, students will practice and improve their skills with a pistol grip scorer, breaking pliers, and running pliers to custom cut curved glass. The featured project will be a mosaic that uses many different shapes of glass including circles, squares, diamonds, waves, and slides to create a chaotic, modern design. The mosaic can be monochromatic, complimentary, or contrasting colors.
Each project will expand a student's understanding of color, pattern, rhythm, texture, and spacing as they complete rich, dimensioned compositions. Students will be able to incorporate other glass and ceramic tiles into their compositions and may select feature elements such as beautiful glass gems, millifiori, sliced stone, metallic ornaments, mirrored bits, or shells, to serve as focal points in their mosaic piece. For each project, students will be able to choose from a variety of substrates- rectangular, square, shaped, or circular backboards, or special forms such as mirrors, pots, or small boxes.
There is no prerequisite for this class. Students who are new to mosaics will complete a quick checkerboard project (complete with wooden checkers) to teach pattern, layout, and lines before starting their specialized projects. 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.

1:00 pm-2:55 pm

7th-12th

Room 1

Introduction to Biology (Honors or On-Level) Introduction to Biology (Honors or On-Level) - This full-year lab science course introduces classic biology topics updated for the 21st century. Biology, the study of life, looks at living things and their relationships, from microscopic to enormous, ancient to modern, arctic to tropic. Our survey includes: (1) cellular and molecular biology, (2) ecology, (3) genetics, (4) biology of organisms (with selected human health and anatomy topics), and (5) evolution and diversity.
You will observe microscopic organisms; identify pill bug species; and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract real DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow in the dark. You will trick plants, observe animal behavior, and practice identifying and debunking pseudo-science.
By the end of the course, students will be able to explain the nature of science; cite evidence for foundational theories of modern biology; explain basic biological processes and functions; describe structures and relationships in living systems; outline systems of information, energy, and resources; demonstrate principles of valid experimental design; discern ethical standards of responsibility and respect; relate their values and scientific ideas to decision-making; and apply biological knowledge to their own health.
This course is run as a flipped classroom in which students are responsible for new content by completing readings, videos, animations, and written assignments prior to meetings. In-person classes are used for active discussion, clarification, exploration of content, review, modeling, and hands-on activities.
Labs conducted in class address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying basic math, drawing conclusions, and presenting findings. While some virtual dissections may be assigned, most are hands-on. These include flowers, crayfish, fetal pigs, a sheep heart, and a cow eyeball.
Regarding a few key issues in biology: Human reproduction is not taught as a separate, stand-alone topics, however, in the course/context of other topics, students will learn about chromosomes, sperm, eggs, stem cells, hormones, fetal development, adolescent growth, HIV, practices that harm fetuses (like drugs, tobacco, and alcohol), and benefits of breast-feeding. However, all those items appear in the context of other topics, not human reproduction specifically. The class will include some debate-type discussions on biological topics such as GMO. Abortion will not be debated. Birth control and sexuality education are not covered in this class. However, gender versus biological sex is a concept discussed in detail in the genetics unit. Dissections will be performed in this class, however, they will be optional for any student. Evolution is embedded in every topic, from molecular to ecological, and it not optional. It is addressed in a scientific context, not from a faith standpoint.
All instructor communications and assignments will take place over the password-protected platform, Canvas. On Canvas, students will find weekly homework, reading assignments, and videos; complete automated quizzes and tests; track their grades; and message the instructor and classmates. This class has a weekly, online meeting in addition to in-person sessions at Compass. Online meetings take place live through Canvas, but can be viewed asynchronously if a student has a conflict.
Introduction to Biology is a year-long, multi-level, high school laboratory science course. It offers a substantive, full-credit experience on either an Honors or On-Level track. The Honors level prepares a student to take the SAT Subject Test in Biology E/M. The amount and type of homework varies by track. All class members share core material and participate in the same labs. Honors goes deeper with longer or additional readings, more analytical work, and more thorough and difficult assessments. Brief, required summer assignments are due in August for those who elect to take Honors. All students, regardless of level, are expected to keep up with weekly readings and homework to prepare for in-class discussions, labs, and projects.
Students will register online for the same course, but must indicate which level they wish to study via e-mail by August 15. Once the course has begun, students may move down a level (from Honors to On-Level) at any time. However, once classes have started, students may not "bump up" a level.
Students at all levels should expect to spend 4-6 hours outside of class reading and preparing homework. They should be strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages. Homework consists of readings (both in the textbook and additional scholarly and popular sources), videos, animated clips and models, term cards, brief written responses, lab reports, online quizzes, and unit tests. Students will sometimes prepare short, in-class presentations; participate in group projects, run simulations, or conduct simple experiments at home.
Students need to purchase or rent the textbook Biology (2010 edition with baby alligator cover) by Stephen Nowicki, published by Houghton Mifflin Harcourt/Holt McDougal (ISBN# 9780547219479) An e-book version is also available (ISBN# 9780547221069). By second semester, those who elect to take the SAT Subject Test will also need the College Board s The Official SAT Subject Test in Biology Study Guide (ISBN# 978-1457309205) and a prep book of their choice, such as Princeton Review's Cracking the SAT Subject Test in Biology E/M, 16th Ed (ISBN# 978-1524710750) or Barron's SAT Subject Test Biology E/M, 6th Edition (ISBN# 978-1438009605).
Students will need the following materials and equipment: access to a computer/internet service, a compound microscope with at least 400X magnification and cool lighting (may be shared by up to two students at family discretion), splash goggles, water-resistant/acid-resistant lab apron, transparent metric ruler, kitchen or postal scale, 3-ring binder, a supply of at least 400 3 X 5 index cards, and plain, lined, and graph paper.
There is a $90 lab fee payable to the instructor on the first day of class. The fee to take the SAT Biology E/M Test in June 2019 is not included; each family is responsible for scheduling and paying for their student's exam. The instructor will provide a numerical score in the class which the homeschool parent may consider when assigning a letter grade.

9:30 am-10:55 am

9th-12th

Physical Anthropology Physical Anthropology - This semester-long, evidence-based science class offers a fascinating look at past and present variation in humans and our close relatives. Physical anthropology links biology, forensics, history, philosophy, and many other fields to examine the distant past and speculate on the future, always with an eye on the scientific method.
Our bodies carry clues about ancient environments and challenges faced by our ancestors, as well as our own personal pasts. To learn about this, physical anthropology (also called biological anthropology) investigates skeletal remains, variations among living people, life histories of non-human primates, genetic patterns, migration, and much more. Given a smooth, bleached skull, forensic anthropologists can reconstruct the face of a Neanderthal who lived thirty thousand years ago or a recent victim of crime. Using archaeology, genealogy, chemical tests, 3D scans, computer modeling, and other sources, anthropologists have identified previously anonymous individuals so their once-lost stories can now be told.
Physical anthropology is truly a bio-social science, considering both our bodies and our behaviors. How can we tell what sorts of labor early farming women did in Central Europe 7,000 years ago? Comparing their arm and leg bones to those of modern athletes has told us much about early agriculture that we could know no other way. Why do some people have thick, spiraled curls or long, loose locks? What advantages have many skin colors and eye colors given us? Now that DNA analysis has joined anthropology's toolkit, anthropologists have unveiled what Britain's famous, 10,000-year-old "Cheddar Man" looked like: a 5'4" tall, black-skinned man with blue eyes. Such variety is fascinating, but where does it come from?
Physical anthropology sheds light on such ancient mysteries, but also answers modern questions. Our health is closely connected to our evolutionary roots. Have you ever wondered why so many people have impacted wisdom teeth or the birth of a human infant is so difficult? Why do our bodies excel at storing fat, even at the risk of heart disease? Why did genes for sickle cell anemia spread throughout sub-Saharan Africa and the Mediterranean? Why can only some adults drink milk with lactose? By the end of this course, you'll know about many of these topics, and perhaps have some informed thoughts about the future of humanity. Are we still evolving? What might our distant descendants look like?
Class time is used for active discussion and weighing evidence, so students should come prepared with the week s investigations. All students should expect to spend 2-3 hours outside of class each week on reading/listening, both in the textbook and additional scientific sources such as podcasts, magazine articles, and videos. Students will also have some creative assignments and experiments over the semester with options based on interests. The class will not include in-depth writing, research papers, or unit tests. All instructor communications and assignments will take place over the password-protected platform, Canvas. On Canvas, students will find weekly assignments, links to videos and readings, brief online reading quizzes, and a message center for instructor and classmates.
Students will be asked to purchase or rent a print or electronic copy of the class textbook, Essentials of Physical Anthropology (3rd edition), by Clark Spencer Larsen (ISBN# 978-0-393-28874-2).
Homeschool families may wish to count this course as a component, or partial credit in a non-laboratory science or social science for purposes of a high school transcript. The topic for second semester is Cultural Anthropology.

11:00 am-11:55 am

9th-12th

Room 2

Paint Studio: Still Live- Values, Form, and Space Paint Studio: Still Live- Values, Form, and Space - Students will be introduced to painting with acrylics in a relaxed, informal studio setting under the guidance of a professional paint instructor. Students will work on framed canvas and easels and will learn elements of art and principles of design in addition to methods in painting.
Second quarter, students will begin painting still life such as fruits, vegetables, bowls, and glassware. Through the still life study, painters will learn techniques with acrylic paints such as shading, blending, stippling, and broad stroke to help them replicate the different effects in still life subjects with contrasting textures. Elements of art taught in the second quarter projects include line, shape, form, space, color, value, and texture. Students will complete one or two 16 X 20 canvases this quarter, depending on personal pace and development of their piece.
This class is suitable for beginners who have never painted before, or returning art students who have worked in any medium and are interested in expanding their knowledge and abilities with acrylic paint. Compass parents are welcome to register for this class to work alongside their teens, or to work on their own, while their teen is in another Compass class. Painting can provide a relaxing, needed mid-day break between rigorous academic classes and over-scheduled lives in a fun, supportive environment with an instructor who will meet students where they are with art skills.
There is a $16.00 per student material and supply fee due payable to the instructor on the first day of class for two canvases, acrylic paint, a sketchbook, a 5x7 pad of acrylic paint paper, and use of shared class supplies (desktop easels, brushes, paper products, etc.). Students who are continuing in this class from first quarter can continue using their sketchpad, but there is still a $12.50 fee for all the other materials. Topics in this year s class (or studio) series include: Botanicals Line, Color, Shape, and Texture (first quarter); Still Life- Values, Form, and Space (second quarter); Landscape Composition, Unity, and Repetition (third quarter) and Create Your Own- Balance, Emphasis, and Proportion (fourth quarter). Homeschool families may wish to count this course as a component, or partial, credit in fine arts for purposes of a high school transcript.

10:00 am-10:55 am

7th-12th

Physics: Newtonian Mechanics (Honors) Physics: Newtonian Mechanics (Honors) - Newtonian Mechanics is a classical, lab-based physics course which will help students explore everyday phenomena in our physical world. Students will develop an in-depth conceptual and analytical understanding of principals such as vectors and vector analysis, graph matching, linear motion and kinematics, acceleration and free fall, projectile motion, force and Newton s Laws of Motion, centripetal force and circular motion, gravitation, work and energy, conservation of energy and momentum, static equilibrium, and simple machines through the study of error analysis and trigonometry.
This course will use algebra- and trigonometry-based mathematical models to introduce the fundamental concepts that describe mechanics. The course is designed to emphasize scientific thinking and reasoning, problem solving, and experimentation. Students can expect to spend most of the time in class performing labs and collecting data relative to the current topic of discussion.
Students will be expected to study independently, read, and take detailed notes on concepts before coming to class, complete various problem-solving activities, analyze data, and write formal lab reports. Students should expect to spend 3 hours of independent study/homework for every 1 hours in class (or about 6 hours per week.)
Students should have completed Algebra I before taking this course and have completed some work in trigonometry. The instructor will recommend some trig resources and videos for any student who needs to review the concepts before the start of the physics class. The instructor will also be providing an assessment over the summer to understand where students are in their math background before starting class.
The second semester of Physics will cover the topics of fluid dynamics, heat and kinetic theory, thermodynamics, harmonic motion, waves and sound, light and optics, electricity and magnetism, and an introduction to relativity and nuclear physics. First semester is not required for second semester, but a basic understanding of mechanics and trigonometry is advised.
Students will be asked to rent or purchase the textbook Physics Fundamentals by Vincent Coletta (2010 ed.) ISBN #978-0971313453. There is a $125.00 lab fee due to the instructor on the first day of class. Students will also need a scientific calculator for this course.

11:00 am-12:55 pm

9th-12th

Room 3

Civics Critic: Constitutional Queries Civics Critic: Constitutional Queries - Civics Critics will explore specific queries related to the US constitution through guided inquiry and evidence-based analysis. These topics are posed as a series of thought-provoking questions that students will research, debate, discuss, and form opinions about. First semester will examine three big questions: The Ideals of the Declaration: Which is the Most Important? How Did the Constitution Guard Against Tyranny? Should Schools Be Allowed to Limit Students Online Speech?
Civics Critic is an interactive, multi-disciplinary examination of some of the key issues in American Government using sources from The DBQ Project. DBQs, or document based questions, are derived from AP History exams and help develop high school level critical thinking skills. Students will review an array of primary sources such as letters, journal entries, inventories, ship's manifestos, newspaper articles, period maps, and court documents along with selected secondary sources like excerpts, charts, and graphs. Students will be guided through analyzing the documents, interpreting the data, drawing inferences, and forming conclusions. In some historical scenarios, the class will consider conflicting perspectives and be able to defend and debate multiple sides of a key issue. To demonstrate comprehension and a deeper understanding of the class themes, students will use factual findings to develop structured, evidence-based essays. Students should expect to spend 1-2 hours per week on homework, investigation, or reading for this class. Topics in this year s class series include: Constitutional Queries (first semester) and Current Controversies (second semester). Homeschool families may wish to count this course as a component, or partial, credit in civics, government, or history for purposes of a high school transcript.

10:00 am-10:55 am

7th-10th

Public Speaking for Success Public Speaking for Success - Glossophobia is defined as the fear of public speaking", and in a recent survey conducted by Chapman University, public speaking was again defined as the #1 fear! Unfortunately, it is that fear that hinders many teens from becoming expressive, confident, and capable of speaking and being heard. Yet, public speaking is an invaluable skillset that we need throughout our lives!
In this class, students will find their voice! Preparation is the key, so students will learn how to select and formulate a speech topic, get to know their audience, and develop a speech. The class will learn how to control the nerves, incorporate gestures, eye contact, and other nonverbal body language techniques, and how to enhance their presentations with vocal variety, props, and visual aids in addition to learning the Art of Engagement.
Students will practice three speaking styles: Impromptu, Extemporaneous, and Original Oratory. Impromptu Speech is an off-the-cuff oral response to a question, statement, or phrase with minimal preparation. Participants will learn how to quickly think on their feet and deliver a two- minute speech. (Coach Mo won this category at Toastmasters International, District 27). Extemporaneous Speech is prepared on short notice with thirty minutes to outline a position on an issue or theme given three prompts to consider. Original Oratory, a favorite in the National Forensics and Speech competition, can be an informative or persuasive speech that is composed, rehearsed, and delivered by the speaker on any topic they choose. (This is a category that Coach Mo competed in while in high school and placed as a finalist for New York State.) At the end of the quarter, we will crown an Original Oratory Speech Champion...the first for Compass!

11:00 am-11:55 am

8th-12th

Veterinary Science: Medical Mysteries, Emergency! Veterinary Science: Medical Mysteries, Emergency! - Discover the science (and art) of small animal medicine! Find out how vets- and even human physicians and other medical professionals- use clues to form a diagnosis. Analyze actual cases and make predictions based on health history, exam findings, and diagnostics. See how anatomy, physiology, pharmacology, and biochemistry come together!
Each week students become "veterinarians for an hour." Using real veterinary cases from Emergency Medicine, the group will work together to evaluate a patient's history, consider various diagnostic tests, interpret results, and form a treatment plan. Students will work with a practicing veterinarian and use deductive reasoning and logic to piece together the clues of the medical mystery. Will they be successful clinicians?
This class is geared towards students interested in pursuing any career in the biological sciences, but will be interesting for anyone curious to learn more about the health of their furry friends. A basic understanding of biology and anatomy is recommended for this class. Students will receive a printed notebook with essential information to be reviewed before the first class. They will also be responsible for some research at home each week as they analyze their findings and formulate a diagnosis. There is a $20.00 material fee for the class notebook and in-class supplies for new students and a $5.00 fee for returning students. The topics in this class series include Emergency Medicine (first semester) and General Practice (second semester), the latter of which will include topics on canine and feline behavior. Students should expect to spend 1-2 hours per week on investigation and reading for this class. Homeschool families could count this course as a component, or partial credit, in science.

2:00 pm-2:55 pm

8th-12th

Room 4

Ace the ACT and SAT: Strategies for College Entrance Exams Ace the ACT and SAT: Strategies for College Entrance Exams - Whether college admissions tests (SAT, PSAT, or ACT) are right around the corner or down the road, this class will teach you how to tackle the tests, decode the questions, and boost your scores. While SAT/ACT test scores are not automatic ticket into the college of your choice, higher scores will get your application in the to be considered pile where admissions staff will take a closer look at all the other amazing things you have done.
This class will help you feel prepared to face standardized admissions tests and take away some of the worry and mystery that surround these assessments. Each week, students will spend time on strategies for math and English portions of the tests. Students will learn about test designs and the types and difficulty levels of reading, grammar, and math questions. The class will learn how to approach multiple choice questions, how to read passages for comprehension, and what to do when you don t know an answer. This class is not a crash course that preps you for one test sitting, but rather teaches you lasting techniques to get you ready for whenever you decide to take a standardized test. The instructor will lay out a study plan for test-ready students and be able to offer tips on many aspects of the college admissions process. When the class wraps up, students and parents will understand the process of SAT and ACT testing and feel prepared for the personal challenge of the test experience.
For this class, students should be reading and have comprehension at or above grade level and have completed Algebra I. While geometry is included on the tests, completion of geometry is not assumed. Geometry formulas are provided within the tests, and the instructor will teach how to find and apply those formulas. Students will take a variety of in-class and at-home time, practice test sections. They should expect to spend one hour per week on homework for this class. Students should purchase The Official SAT Study Guide, 2018 Edition , published by the College Board (ISBN # 978-1457309281) for the class. Students should also bring a TI-83 or equivalent calculator (no phone calculators) to class to practice math questions that permit the use of a calculator. This is a 13-week class that does not meet on 9/21/18.

10:00 am-10:55 am

9th-12th

Fabricating Fiction: Gothic Tales Fabricating Fiction: Gothic Tales - Transitioning from the worlds of fantasy, this quarter's fictional universes move into our real world, while retaining the possibility of dual realms. Beginning with excerpts from the short stories of Edgar Allan Poe and Mary Shelly s Frankenstein, students will explore the development and elements of gothic fiction literature that paved the way for romance, detective, sci fi and superhero genres. Closely aligned with advances in science, transportation and technology, gothic literature presents both what is and what might be. Students will examine classic and modern literature that is rooted in logic and realism, but incorporates psychological and supernatural elements Shakespeare s ghosts, Poe's raven, Melville s great white whale, Stan Lee s Spider-Man. From these stories, with their basic conflict of good vs. evil , characters succumb to tragic flaws or emerge as heroes.
Over the course of the quarter, middle school writers will create an original short story. The class will examine the key elements of a short story including plot, character, setting, and tone. A portion of each class will be dedicated to sharing students' working drafts and refining their stories with collaboration and in-class feedback. Students will be expected to complete some writing and short reading at home each week. Literature selections will not be assigned in their entirety, but students may want to continue reading the complete story. The culmination of the students' work will be a bound class literary magazine

11:00 am-11:55 am

7th-8th

Nonfiction Seminar: The Art of the Personal Essay Nonfiction Seminar: The Art of the Personal Essay - Figuring out who you are and what you think is the core of growing up. The personal essay provides a process of discovery as well as a finished product a resulting chronicle of both journey and person.
Going beyond the five-paragraph template that encourages cookie cutter essays, this course will focus on developing a unique architecture embedded with personal style, voice, and narrative structure. In short, students will uncover not just who they are as individuals, but who they are as writers and how to fuse these two identities into a creative, organized, clear, and elegant essay.
In the first part of the semester, we will focus on who you are and where you re heading (nonfictional character analysis). Recognizing that some students will have college essays on their minds and calendars, we ll devote lessons to analyzing applications, prompts, and the general process of showcasing self on paper.
As part of an application, an essay fills in the gaps and provides an opportunity to present what s not anywhere else. A well-written essay puts the writer across the table from the reader. - It s a powerful form.
We ll examine how professional writers put their selves in front of us. We will read essays by Henry David Thoreau, George Orwell, Robert Benchley, James Baldwin, Joan Didion, Annie Dillard, and Joyce Carol Oates. Students will strengthen their observation skills, learning to take note of people, places and situations around them and use this data to add richness and detail to writing. Students will strengthen a writing focus by narrowing not just to a topic, but an individual, a moment, a scene, or a conversation that embodies a polished thesis that may or may not be overtly stated.
The student should expect to spend 2-3 hours per week on writing homework, research, or reading for this class. The class will meet twice a week, with Wednesdays introducing writing concepts and literature for the week and Friday serving as a writing lab in which students revise and refine their drafts. Students will keep a journal and a portfolio to organize their writings and class handouts.

12:00 pm-12:55 pm

11th-12th

Compass Literarians: A Creative Writing and Literary Magazine Board Compass Literarians: A Creative Writing and Literary Magazine Board - This semester-long course is a home for students who love to write, who love to read writing, and who love to share writing with others. Writing is often a solitary act, but writers also need a community in which to grow. Mirroring the design of famous writing salons/groups like The Bloomsbury Group, The Algonquin Round Table, and The Inklings, this course fosters a Compass community that will encourage individual writers, promote literary collaboration and provide challenging feedback to boost creativity and artistic development.
Our first semester will focus on building a personal writing portfolio strengthening students' passions for genres and forms they re comfortable with as well as trying writing that is new to them. Using writing workshops to capitalize on what they already know and to encourage experimentation in unfamiliar areas, students can expect to grow as writers, editors and leaders in our Compass community.
Students will use their own work and the works of professional authors to understand what makes good writing, to improve technique, to experiment with new forms/genre and to understand the drafting, editing and publishing process.
Using the InkBlot Writers website that we built last year, students will have an internal and ongoing method for publishing. This portal will serve as both a place for students to explore their own fiction and nonfiction writing and to begin the process of creating online writing materials (columns, blogs, tutorials, videos, TED-type talks) for others.
Our second semester will focus on editing and publishing. Students in this course will select writings from their portfolios and prepare them to submit to contests, anthologies and publications beyond our Compass campus. While continuing to draft and explore their own personal writing, InkBlot students will assume editorial roles in the production of InkBlot, a beyond-our-classroom anthology. As editors, students will design and build an anthology, advertise the publication, solicit manuscripts and artwork, develop selection criteria, review/select/edit material, and learn the principles of layout and design. Embedded in this process are real-world experiences, and students will improve their communication and organization skills through goal-setting, time management, meeting deadlines, emailing, confirmations, proofreading, etc.
Students should expect to spend 2-3 hours per week out side of class on investigation, writing, or editing for this class. Homeschool families may wish to count this course as a component, or partial, credit in English or language arts for purposes of a high school transcript.

2:00 pm-2:55 pm

8th-12th

Room 5

Spanish 1 (Honors or On-Level) Spanish 1 (Honors or On-Level) - Get ready for a full year of beginner level high school Spanish! This is a conversation-focused program in which students will build their vocabulary quickly and learn essential grammar skills in Spanish. Vocabulary will include the alphabet, numbers, time, dates, seasons, school, free time activities/hobbies, likes/dislikes, personal descriptions, family relationships, emotions, food/restaurants, places/locations in town, and shopping/clothing. 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 Spanish 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 worksheets and written assignments, and watching both grammar instruction and language immersion videos.
Spanish I offers a substantive, full-credit experience taught at either an honors or on-level track. All students will register online for the same course. Students must indicate which level they want to study via e-mail by August 15. Once the course has begun, students may move down a level (from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level. While all students will cover the same material at the same pace, honors students will be given homework that requires higher level reasoning and advanced application of various grammar skills.
Students should expect to spend at least 30-45 minutes per day, four times per week outside of class time to ensure success with this course.
Students must have access to a computer and internet service as computer-based videos and practice tools are essential to success with this program. In lieu of a purchased textbook, the instructor will provide all materials. A materials fee of $30.00 per student will be due payable to the instructor on the first day of class.
Quizzes, tests, and formative assessments will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Homeschool families may wish to count this course as a full credit in high school Spanish for purposes of a high school transcript.

10:00 am-10:55 am

7th-12th

Shakespeare Off the Page: MacBeth Shakespeare Off the Page: MacBeth - Read it! Act it! Students will enjoy this two-hour, 10-week workshop with Shakespearian coach Heather Sanderson who hails from England and is known for instilling a love of Shakespeare into the hearts of students throughout the Greater DC area. The class will explore Shakespeare's timeless tragedy, Macbeth, and analyze its characters, plot, themes and motives. Students will take on the personas of King Duncan, General Macbeth, Lady Macbeth, the Three Witches, and a cast of courtesans, soldiers, murders, and apparitions in this tale of corruption, political ambition, and paranoia.
Students will read various roles, study and act out scenes, practice monologues, and work through the literature while having fun with fellow teens. Theatre games will be used to encourage collaboration, and specially designed improv exercises will be used to stretch teens' imaginations and help them get "in character". The class will use read-aloud and in-class dramatization to decipher the original language, word choices, and to identify suspicion, guilt, madness, conflict, and betrayal in this work. The class will work from complete texts (not redacted, abridged, or simplified school versions) to hear and practice Elizabethan lingo. (How did someone of Shakespeare's time hurl insults or woo a woman?) Students will learn how the Bard crafted scenes and conveyed the primary storyline and sub-plots in a dark tale that has endured for over 400 years.
Several scenes will be shared with parents on the last day of class as a way for students to demonstrate their appreciation and understanding of what they have learned about Shakespeare. Instructor Heather Sanderson shares a teaching style based on actions and interactions, developed from years of experience coaching Shakespeare in a way that appeals to students. Her approach brings abstract concepts, complex themes, and difficult language to the students' level, so that they can relate to and appreciate Shakespeare. This is a 10-week workshop that meets for two hours per week from September 14 through November 16. The course fee includes the cost of the selected paperback edition of the play. Homeschool families may wish to count this course as a component, or partial, credit in English or Fine Arts (drama) for purposes of a high school transcript.

11:00 am-12:55 pm

8th-12th

Building Blocks of American Literature: A Trio of British Writers Building Blocks of American Literature: A Trio of British Writers - In order to understand American Literature, it s important to know the roots of our literary tree, and we are deeply rooted in British Literature. As a new nation with emerging writers, Americans still consumed the literary works of our former mother country. This course focuses on two genres, the play and the novel, and three British writers, William Shakespeare, Mary Wollstonecraft Shelley and Charles Dickens, whose influence continues to resonate in American Literature today.
Beginning with the study of Shakespeare, students will read selected scenes and key acts of some of his well-known comedies and tragedies such as A Midsummer Night's Dream, Hamlet, As You Like It, Macbeth, Twelfth Night, and/or Romeo & Juliet. Students will analyze pivotal scenes and dialogue to identify methods Shakespeare used to present character and narrative conflict. Shakespeare s characters, memorable for their passion and angst, provide the psychological structure and templates for fictional characters for subsequent centuries including the twenty-first one.
The second half of the semester will move from stage to page. Students will examine the emergence of the English novel and its influence on modern literature by focusing on two pivotal writers: Charles Dickens and Mary Wollstonecraft Shelley. Dickens stories, first serialized in magazines then published as books, paved the way for both soap operas of the past and the binge-watching of today. Shelley s novel created and cemented the concept of gothic fiction. It is a literary cornerstone for multiple later genres: romance, detective, sci-fi, mystery, dystopian, and superheroes. Students will identify ways that Dickens and Shelley dealt with narrative conflicts and learn how to analyze character development and pivotal scenes. We remember Dickens s people in the same way that we remember those of Shakespeare.
Emphasis in this class will be on critiquing literature, forming a thesis statement, writing literary commentary, and citing examples to defend opinion. Literary criticism is one of the forms of higher-level writing needed for a student to transition from a casual writer to an academic and ultimately college-level writer. Criticism follows an analytical structure that parallels the way scientists approach problem-solving by selecting an area of study, developing a thesis or theory, and then supporting it with evidence.
The student should expect to spend 2-3 hours per week on writing homework, investigation, or reading for this class. The class will meet twice a week with Wednesdays introducing the concepts and vocabulary of the literature and authors, and Friday serving as a writing lab to explore the mechanics of writing criticism. Topics in this year s class series include: A Trio of British Literature (1st semester) and A Trio of American Genres (2nd semester). Homeschool families may wish to count this course as a component, or partial, credit in English or language arts for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-10th

3D History: WWII Beyond the Blitzkreig 3D History: WWII Beyond the Blitzkreig - 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 the summer of 1941 Nazi Germany seemed unbeatable. The Wehrmacht had made seemingly short work of almost all of mainland Europe and now, with Operation Barbarossa, turned its sights on Soviet Russia. Attempting to do what Napoleon could not, Hitler expected to repeat the successes of the invasion of France, only to find that he had bitten off more than his army could chew. At the gates of Moscow and in the streets of Stalingrad the lighting war would find itself frozen, then ground down into nothingness by the enormity of its failure. What had been the most impressive campaign in modern military history would instead turn into the biggest and bloodiest blunder in history.
This semester will study the early success, and ultimate failure of Germany s invasion, looking at the tactics, technology and economics behind this near total war, where the price of failure was nothing less than threat of extinction. The following semester will complete the study of the Eastern Front, from Kursk to Berlin. Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class YouTube playlist for any videos watched in class or assigned as homework.

1:00 pm-2:55 pm

7th-12th

3D History: WWII Beyond the Blitzkreig 3D History: WWII Beyond the Blitzkreig - 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 the summer of 1941 Nazi Germany seemed unbeatable. The Wehrmacht had made seemingly short work of almost all of mainland Europe and now, with Operation Barbarossa, turned its sights on Soviet Russia. Attempting to do what Napoleon could not, Hitler expected to repeat the successes of the invasion of France, only to find that he had bitten off more than his army could chew. At the gates of Moscow and in the streets of Stalingrad the lighting war would find itself frozen, then ground down into nothingness by the enormity of its failure. What had been the most impressive campaign in modern military history would instead turn into the biggest and bloodiest blunder in history.
This semester will study the early success, and ultimate failure of Germany s invasion, looking at the tactics, technology and economics behind this near total war, where the price of failure was nothing less than threat of extinction. The following semester will complete the study of the Eastern Front, from Kursk to Berlin. Course documents including period maps, photographs and recreations will be made available through a class Google Drive link emailed to parents (and students who provide their email address), as well as a class YouTube playlist for any videos watched in class or assigned as homework.

3:00 pm-4:25 pm

7th-12th

Room 9

Pre-Algebra Pre-Algebra - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a full year course in Pre-Algebra with an emphasis on problem solving skills and computations of math facts. The major topics covered in this course are variables, expressions, integers, order of operations, solving equations, and multi-step equations. The course will also cover inequalities, factors, fractions, exponents, and rational numbers. Additional Pre-Algebra concepts that will be taught include ratios, proportion, probability, percentages, linear functions, real numbers, right triangles, measurement, area, volume, and data analysis. Students will learn to use formulas to solve a variety of math problems encompassing geometry, probability, and statistics. Students will also be applying their learning to real life scenarios to solve problems.
For this course, students should be capable of basic computation, math facts, and an ability to work with fractions and decimals at the 6th/7th grade level. For anyone who is unsure if their child is ready for pre-algebra, the instructor can recommend one or more assessments or pretests to confirm placement. Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments. Please note, all assessments will be taken outside of class with the parental oversight to maximize in-class instructional time.
For this class, students will need a regular notebook and paper and graph paper or graphing notebook. Students will be required to rent or purchase the class textbook, McDougall Littell s Pre-Algebra (ISBM #978-0618250035), purchase the practice workbook (ISBN # 978-0618257522), and subscribe to the online math platform, IXL (https://www.ixl.com/). As an alternate, parents can purchase the textbook on audio-CD for any students who struggle with reading (ISBN #978-0618478828). Finally, although Pre-Algebra is often taught without the use of calculators, if a student is slow with some math facts or computation by hand, a TI-34 calculator is recommended so the student can keep up with the problems.

10:00 am-10:55 am

7th-9th

Psychology (AP, Honors, or On-Level) Psychology (AP, Honors, or On-Level) - Why do we dream? What happens to your brain when you are in love? Why do all babies like peek-a-boo? The course is designed to introduce students to the systematic and scientific study of behavior and mental processes of human beings. Students are exposed to psychological facts, principles and phenomena associated with each of the sub fields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. Students will be challenged to think like a psychologist as they analyze research and design future experiments.
This is a year-long, multi-level high school course. It will cover the fourteen major content areas covered on the College Board s AP Psychology Exam including: history and approaches, research methods, biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation and emotion, developmental psychology, personality, testing and individual differences, abnormal behavior, treatment of abnormal behavior, and social psychology.
The class offers a substantive, full-credit experience and will be a mixture of lecture, discussion, group work, and short videos. There is some mature content discussed in this course, especially as it pertains to abnormal psychology. Also, there is a section on sexual motivation, including homosexuality, that needs to be covered for the AP test. These topics will be discussed in a purely scientific manner, and students need to be prepared to have a respectful discussion about these subjects.
The course is offered at three levels, which meet together: Advanced Placement (AP), Honors, and On-Level. Students can pick their desired workload. Students can always do more if they would like, but at any level they are expected to keep up with weekly readings and homework which will prepare them for in-class discussions, assignments, and projects. All students must be prepared to read about 30 pages of college level text per week and should expect to spend 4-5 hours outside of class for reading and homework, regardless of level. All levels use materials written at a college level, but the amount and type of homework varies. A brief summer assignment will be due in August for those who wish to take the AP level, and successful completion is a prerequisite take the course at the AP level.
All students will register online for the same course. Students must indicate which level they want to study by e-mail by August 15. Once the course has begun, students may move down a level (from AP to honors, or from honors to on-level) at any time. However, once classes have started, students may not "bump up" a level. This is a year-long class that meets on Fridays for two hours and will have an additional online component. All assessments, essays, and projects will be submitted online so that class time can be maximized.
Students will be asked to purchase or rent the select class textbook: Myers Psychology for the AP, 2nd Edition, (ISBN #978-1464113079). The fee to take the AP exam in May 2019 is not included; each family will be responsible for scheduling and paying for their student's AP exam.

11:00 am-12:55 pm

9th-12th

American Sign Language (ASL) 1 American Sign Language (ASL) 1 - Are you interested in learning a new language that is used right here in America? Are you intrigued by a modern language that has no written form? Do you want to find out why American Sign Language is much more closely linked to French Sign Language than British Sign Language? If so, American Sign Language (ASL) is the perfect language for you! In this class, students will learn the basic skills in production and comprehension of ASL while covering thematic units such as personal and family life, school, social life, and community. Each unit will include presentations and readings on Deaf culture and Deaf history. Students will learn finger spelling and numbers, developing conversational ability, culturally appropriate behaviors, and fundamental ASL grammar.
Class time will be dedicated to interactive ASL conversations, games, poetry, and story-telling. Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and practice. Homework assignments will include an online component where students will be asked to upload videos of themselves signing. Enrolled students will be asked to complete a summer assignment consisting of learning the ASL alphabet and practicing fingerspelling before the start of classes. ASL is an excellent second language choice for teens who have difficultly with writing, spelling, or challenging pronunciation. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.
Students should plan to rent or purchase the "Signing Naturally Units 1-6 workbook" (ISBN# 978-1581212105) which includes a DVD or signing videos. Homeschool families may wish to count this course as a full credit in world language for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-12th

American Sign Language (ASL) for Tweens American Sign Language (ASL) for Tweens - Are you interested in learning a new language that is used right here in America? Are you intrigued by a modern language that has no written form? Do you want to find out why American Sign Language is much more closely linked to French Sign Language than British Sign Language? If so, American Sign Language (ASL) is the perfect language for you! In this middle school version of the class, students will learn the basic skills in production and comprehension of ASL while covering thematic units on personal and family life. Each unit will include presentations and readings on Deaf culture and Deaf history. Students will learn finger spelling and numbers, developing conversational ability, culturally appropriate behaviors, and fundamental ASL grammar.
Class time will be dedicated to interactive ASL conversations, games, poetry, and story-telling. Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and practice. ASL is an excellent second language choice for tweens who have difficultly with writing, spelling, or challenging pronunciation. Penn State University research demonstrated that the visual and kinesthetic elements of ASL helped to enhance the vocabulary, spelling, and reading skills in hearing students.
Students should plan to rent or purchase the "Signing Naturally Units 1-6 workbook" (ISBN# 978-1581212105) which includes a DVD or signing videos. This is a semseter-long, 14-week course. The goal is for 4 semesters of middle school ASL (two years) to equal one year of high school ASL.

2:00 pm-2:55 pm

6th-8th

Room 10

Geometry Geometry - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a complete course in high school Geometry which will cover the fundamental concepts of Euclidean geometry and focus on developing critical thinking skills as they relate to logical reasoning and argument. This course is designed to emphasize analytical thinking and will include an in-depth analysis of plane, solid, and coordinate geometry through abstract mathematical ideas as well as real world problem solutions. Students will connect concepts from Algebra I to geometric phenomena with the analysis of parallel lines and polygons, perimeter and area, volume and surface area, similarity and congruence, and introductory trigonometry. Students will develop an understanding of these concepts through the study of geometric definitions, theorems, axioms, and postulates by writing reasoned, logical explanations that arrive at the conclusion about the geometric statement. A key focus will be on the development and history of the concepts being studied. Students can expect to spend time in class learning how to articulate the logical progression of concepts in addition to a thorough analysis of the topics. Independent study will involve reading assignments on concepts *before* they are presented in class as well as various problems to support what is covered in class.
Students should have a solid foundation in Algebra I in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.
The required textbook for this class is The Art of Problem Solving: Introduction to Geometry text (ISBN: 978-1-934124-08-6) and corresponding solutions manual (ISBN #978-1-934124-09-3). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. Additional resources for the development of geometric proofs will be pulled from Euclidean and Non-Euclidean Geometries: Development and History. Students will be provided with the material used from this book. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-12th

Algebra I Algebra I - This is a year-long class that is in-progress. Mid-term enrollment may be possible by contacting Compass to discuss placement.
This is a complete course in Algebra I which will cover fundamental concepts in algebra and provide a solid foundation of mathematical literacy, problem solving, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. This course is designed to emphasize the study of algebraic problem-solving with the incorporation of mathematical reasoning, analysis, communication skills, and real world applications. Students will build on prior knowledge by exploring and understanding our number system, linear systems, rational numbers and proportional relationships, complex numbers, exponents, quadratics, polynomials, factoring, data analysis and probability, and solving, graphing, and writing linear equations and inequalities. Students will discover these topics through hands-on activities, class discussions, and open-ended problem solving. Each assignment will be categorized as either cooperative group investigations, partner collaboration, or individual work. Individual work will consist of periodic checks for understanding and independent-study activities that students are expected to complete outside of class.
Students should have a solid foundation in pre-algebra topics in order to take this class. Students should expect to spend 3 hours on independent study activities for each hour spent in class, or about 6 hours per week.
The required textbook for this class is The Art of Problem Solving: Introduction to Algebra (ISBN# 978-1-934124-14-7) and the corresponding and solutions manual (ISBN# 978-1-934124-15-4). These can be purchased from https://artofproblemsolving.com/store/item/intro-algebra. A calculator is not necessary for this course. Homeschool families may wish to count this course as a complete credit in Algebra for purposes of a high school transcript.

2:00 pm-2:55 pm

7th-10th

Kitchen

Cooking for Teens (Fri): Festive Fall Flavors Cooking for Teens (Fri): Festive Fall Flavors - Students will enjoy making savory fall recipes and cool weather comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Fall Favorites are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: - Roasted Red Pepper Dip (appetizer) - Colorful Roasted Squash Salad - Ginger Carrot Soup - Loaded Au Gratin Potatoes (side) - Swedish Cabbage Rolls with Turkey & Rice (main dish) - Lentil Casserole - White Chocolate Dipped Ginger Cookies - Special Bonus Recipe Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

10:00 am-10:55 am

7th-12th

Cooking for Teens (Fri): Festive Fall Flavors Cooking for Teens (Fri): Festive Fall Flavors - Students will enjoy making savory fall recipes and cool weather comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Fall Favorites are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: - Roasted Red Pepper Dip (appetizer) - Colorful Roasted Squash Salad - Ginger Carrot Soup - Loaded Au Gratin Potatoes (side) - Swedish Cabbage Rolls with Turkey & Rice (main dish) - Lentil Casserole - White Chocolate Dipped Ginger Cookies - Special Bonus Recipe Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

11:00 am-11:55 am

7th-12th

Cooking for Teens (Fri): Festive Fall Flavors Cooking for Teens (Fri): Festive Fall Flavors - Students will enjoy making savory fall recipes and cool weather comfort foods that feature a variety of fruits, vegetables, and fresh ingredients. Fall Favorites are selected to be nutritious, fun, and simple to make. Each class will focus on a portion of a meal including appetizer, salad, soup, side dish, main dish, and dessert. The Compass chefs' culinary adventures will include: - Roasted Red Pepper Dip (appetizer) - Colorful Roasted Squash Salad - Ginger Carrot Soup - Loaded Au Gratin Potatoes (side) - Swedish Cabbage Rolls with Turkey & Rice (main dish) - Lentil Casserole - White Chocolate Dipped Ginger Cookies - Special Bonus Recipe Students will be eating what they make each week and bringing home the recipes and leftovers. These engaging cooking classes will get students excited about helping in the kitchen, experimenting, and trying new foods. Students will be exposed to healthy ingredients they may not regularly eat. They will learn important kitchen skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary and terms are introduced each week, with no-pressure verbal review of those words the following week. Notes: Sorry, but students with allergies to food ingredients or dietary restrictions cannot be accommodated in this class. Recipes may contain dairy, wheat, gluten, and eggs. While no nuts are included in recipes, ingredients may come from factories or machinery that also process nuts. This class is best suited for students who can follow instructions, complete sequential tasks, and work in a group. Students will be asked to bring an apron and plastic storage container with a tight fitting lid. There is a $40.00 material fee for this course payable to the instructor on the first day.

12:00 pm-12:55 pm

7th-12th