Schedule and Room Assignments

Classes meet on Wednesdays and Fridays in Oakton, VA. Filter by subject or grade below. You can see key dates in our Google calendar or view our Academic Calendar.

Quarter beginning March 18, 2020

Art / MusicScience / TechnologyHistory / HumanitiesLanguage Arts
ExtracurricularMathForeign 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
Nursery

Preschool Science Fun with Penny's Puppets Preschool Science Fun with Penny's Puppets - Preschoolers will have fun with weekly science topics presented through stories, songs, and games with puppeteer Miss Penny! Storytime with Penny is extra-special because she brings a different character from her cast of colorful puppets each week. Three and four- year olds will dive into the wonderful world of science through play, performing arts, and puppets!
Preschoolers will develop their observational skills as they listen to, act out, and learn from stories. Throughout the quarter, Miss Penny will use drama, puppetry, music, movement and stories to teach science concepts and beginning science vocabulary. Our youngest students will learn to work in a group, exercise their senses, improve their attention spans, make predictions, and think creatively when science is introduced in a fun, multi-sensory setting- with puppets. Topics presented in this workshop cover springtime, growth, and changes in plants, animals, and insects.
Children must be age 3 by the start of this program to enroll. This is program includes a 40-minute structured time with 10-minutes at the beginning for gathering and separating and 5 minutes at the end of the hour for winding-down and leaving. Parents will be invited to sit nearby but may not remain in the classroom, so children must be comfortable separating from the parent for this class. This is a 6-week program that meets on 3/25, 4/1, 4/15, 4/22, 5/6, and 5/13. 08.06.0303

11:00 am-11:55 am

Ages 3-4

Other

Sports Sampler for Young Players Sports Sampler for Young Players - Sports Sampler is a fun, engaging class for the youngest Compass students or their preschool-aged siblings! Sports Sampler is an outdoor, skills class in which children learn basic mechanics of favorite sports: basketball (weeks 1-2), t-ball (weeks 3-4), soccer (weeks 5-6), and flag football (weeks 7-8). Young athletes will learn skills such as passing, dribbling, batting, and catching through fun drills, imaginative games, and mini-matches in a fun, supportive, small-group experience with a dedicated coach. Each week, young players will be guided through warm-ups, skill-building games and challenges, and a short scrimmage. Equally as important, young athletes get to practice valuable life skills such as working with teammates, good sportsmanship, taking turns, cooperation, listening to directions, and communicating with their coach! Simple sports will also help young children improve confidence, large and fine motor skills, balance, and hand-eye coordination through sports, while giving them a "taste" of team sports for when they are ready for organized teams or leagues.
Students must be age 3 by the start of this program and must be able to separate from his/her parent and follow simple directions. Parents will be permitted to sit on nearby picnic tables. Students should come prepared for class in play clothes, sneakers, sunscreen and/or insect repellent, and layered outerwear depending on the weather/temperature. Sorry, but the Sports Sampler class is for enrolled students only, and tag-along siblings or passers-by cannot be accommodated
Weeks 1-2: Basketball
Weeks 3-4: T-ball
Weeks 5-6: Soccer
Weeks 7-8: Flag Football
12.09.02.21

1:00 pm-1:55 pm

Ages 3-4

Sports Sampler for Young Players Sports Sampler for Young Players - Sports Sampler is a fun, engaging class for the youngest Compass students or their preschool-aged siblings! Sports Sampler is an outdoor, skills class in which children learn basic mechanics of favorite sports: basketball (weeks 1-2), t-ball (weeks 3-4), soccer (weeks 5-6), and flag football (weeks 7-8). Young athletes will learn skills such as passing, dribbling, batting, and catching through fun drills, imaginative games, and mini-matches in a fun, supportive, small-group experience with a dedicated coach. Each week, young players will be guided through warm-ups, skill-building games and challenges, and a short scrimmage. Equally as important, young athletes get to practice valuable life skills such as working with teammates, good sportsmanship, taking turns, cooperation, listening to directions, and communicating with their coach! Simple sports will also help young children improve confidence, large and fine motor skills, balance, and hand-eye coordination through sports, while giving them a "taste" of team sports for when they are ready for organized teams or leagues.
Students must be age 5 by the start of this program and must be able to separate from his/her parent and follow simple directions. Parents will be permitted to sit on nearby picnic tables. Students should come prepared for class in play clothes, sneakers, sunscreen and/or insect repellent, and layered outerwear depending on the weather/temperature. Sorry, but the Sports Sampler class is for enrolled students only, and tag-along siblings or passers-by cannot be accommodated
Weeks 1-2: Basketball
Weeks 3-4: T-ball
Weeks 5-6: Soccer
Weeks 7-8: Flag Football
12.05.0302

2:00 pm-2:55 pm

Ages 5-6

Other 2

Nature Quest: Spring Adventurers Nature Quest: Spring Adventurers - Experience the thrill of spring- nature's fastest paced season! We will watch the forest transform each week with new flowers, greens, birds and other creatures. It is the time for harvesting wild edibles, enjoying bird-song, and relishing the sights and smells of wildflowers and the fresh spring air.
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 program that the instructor has led for several years. Students will follow the paths or 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 winter 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

11:00 am-11:55 am

2nd-3rd

Nature Quest: Spring Path Finders Nature Quest: Spring Path Finders - Experience the thrill of spring- nature's fastest paced season! We will watch the forest transform each week with new flowers, greens, birds and other creatures. It is the time for harvesting wild edibles, enjoying bird-song, and relishing the sights and smells of wildflowers and the fresh spring air.
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 program that the instructor has led for several years. Students will follow the paths or 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 winter 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

12:00 pm-12:55 pm

4th-5th

Nature Quest: Spring Explorers Nature Quest: Spring Explorers - Experience the thrill of spring- nature's fastest paced season! We will watch the forest transform each week with new flowers, greens, birds and other creatures. It is the time for harvesting wild edibles, enjoying bird-song, and relishing the sights and smells of wildflowers and the fresh spring air.
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 program that the instructor has led for several years. Students will follow the paths or 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 winter 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.

1:00 pm-1:55 pm

K-1st

Nature Quest: Spring Adventurers Nature Quest: Spring Adventurers - Experience the thrill of spring- nature's fastest paced season! We will watch the forest transform each week with new flowers, greens, birds and other creatures. It is the time for harvesting wild edibles, enjoying bird-song, and relishing the sights and smells of wildflowers and the fresh spring air.
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 program that the instructor has led for several years. Students will follow the paths or 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 winter 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

2:00 pm-2:55 pm

2nd-3rd

Sanctuary

Acting- Young Actor's Playhouse: Rainforest Rescue Acting- Young Actor's Playhouse: Rainforest Rescue - Acting is an adventure! Young actors will find themselves on a Rainforest Rescue where they will create an imaginative storyline and unique characters for their very own original play. Will they encounter a silly sloth, a jolly jaguar, a crazy crocodile, an angry anaconda, or other tropical pals on their equatorial escapades?
Students will begin with improvisational games to get to know each other and to begin to brainstorm about their original play. Through group activities and guided discussion, the young actors will decide on characters, conflict, and conclusion, and the story they want to tell. The script will be developed and customized for this class with input from the students.
Young actors will explore skills such as sensory awareness, listening, stage movement, character development, emotional expression, and observation/concentration while learning to portray their original 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.
Students will work from a simple, written script, but emerging readers can be accommodated. Parents will be emailed the script after the 3rd or 4th class and will be expected to help their children memorize their lines and assemble a simple make-at-home costume, ideally from clothing items and accessories you already own and a little creativity. All actors must be at least age 6 to sign up for this class.
Topics in this Series: Zany Zoo (Quarter 1), Cat & Dog Drama (Quarter 2), Our Arctic Adventure (Quarter 3), and Rainforest Rescue! (Quarter 4).

11:00 am-11:55 am

1st-2nd

Acting- Teen Scene: Mystery on Demand Acting- Teen Scene: Mystery on Demand - Students will create a unique, improvisational "Who Dunnit" mystery. As a group, the teens will select a unique theme and a intriguing location for their own, original mystery. Will it be a luxury cruise ship, a crowded mall, an Italian restaurant, or bomb shelter- who knows? Over the course of the workshop, students will develop their own characters including suspects and investigators- all who have a motive- and a victim. The cast will guide the audience along the path to solve the mystery. The final class will showcase their process and performance, where students will enjoy the artistry of putting it all together in a group setting. The question, Who done it? remains until the final performance, where no one knows until the final reveal.
The students will perform for family and friends at the end of the quarter. This class is best suited for students who are active listeners, are flexible and easily adapt, have a sense of humor, and can work in a collaborative group. Students need to be able to stay in sync with the flow of the class. This is not an "anything goes" or free-for-all class.
Topics in this Series: Wednesday Afternoon Live (Quarter 2); Long Form Improv (Quarter 3); and Mystery on Demand (Quarter 4). Taken these classes before? No problem, you can take them again as improv-based acting will be a new and different experience every time! Workload: Students should expect to spend 1 hour per week outside of class learning his/her lines. Assignments: Parts will be assigned in class. Assessments: Will not be given. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-12th

Ulimate Magic Academy: Groovy Green Wand Ulimate Magic Academy: Groovy Green Wand - Curious coins, baffling balls, confounding cards, and puzzling papers! Students will learn tricks of the trade from a professional magician using the Discover Magic curriculum! This class will present tricks from the Purple Wand curriculum.
Each week, kids will learn how to perform a unique magic trick, and students will practice and perfect the illusion in class so they can come home and mystify their friends and family. Students will unlock the secrets to eight special magic tricks: Radical Ropes, Total Chaos, Money Maker, Picasso Pouch, Future Card, Trap Door, Gifted, and Luck Winner. For each trick, students will receive a custom magic prop and full color instructions, and at the end of each class, every magician will take home a Top Secret file folder with additional tricks they can practice. Student magicians will be given a secret password each week to gain access to an additional magic trick on the Discover Magic website (parents will need to work the magic to set up the child's online account.) Along with the actual magic, students will discuss a life skill each week that is essential to a good magician (and student) such as public speaking, presentation skills, practicing, being prepared, and reading your audience. Magicians who complete the class will receive a certificate and magic wand.
Topics in this Series: Baffling Blue Wand (Quarter 1)- New; Orange Wand Wonders (Quarter 2) last taught in Sept. 2018; Perplexing Purple Wand (Quarter 3) last taught in Oct. 2018; and Groovy Green Wand (Quarter 4) last taught in Mar. 2019. Lab/Supply Fee: A class fee of $45.00 is due payable to the instructor on the first day of class. 14.10.02.12

3:00 pm-3:55 pm

3rd-6th

MP Room

Krav Maga Self Defense for Kids: Green Stripe Krav Maga Self Defense for Kids: Green Stripe - Krav Maga is the Israeli martial art which teaches self defense and fitness. Students of Krav Maga are taught a series of strategies to assess and respond to common situations, such as facing a bully. Kids are always taught first and foremost to get away, to get help, and to try to deescalate the situation. When that fails, students practice a technique that includes a warning strike followed by escape, and finally, they learn how to stand up for themselves and how to counterattack if a situation escalates and becomes threatening. Kids are empowered and gain confidence when they rehearse how to handle real-life situations. Exercises and in-class practice incorporate balance, coordination, energy, and other key elements of fitness along with life skills such as confidence, teamwork, respect, discipline, and respect.
Students may enroll in Krav Maga at any time, and everyone will begin as a white belt. Each quarter, students will practice the full range of skills, but there will be two "featured" moves that a student can earn a belt stripe for being able to demonstrate. Featured moves will include a combative strike and a defensive escape technique. No one stripe is a prerequisite for any other color, and color stripes can be earned in any order.
Fourth quarter, students will have the chance to earn a Green Stripe. Featured moves include: cover defense and wrist locks (red stripe); straight punch defense and bear hugs (orange stripe); head movement defense and front 2-handed choke (yellow stripe); round kick defense and back 2-handed choke (green stripe); front kick defense and guillotine choke (blue stripe); clinch defense and rear choke (purple stripe); ground striking defense and head lock defense (brown stripe); and 360 defense and full Nelson (black stripe).
Students will be able to test for belt promotions to move through the ranks of white belt, yellow belt, orange belt, etc. On average, it is estimated that a student will be ready for a belt test after four quarters/four color stripes. Belt testing will be by coach approval.
Topics in this Series: Red Stripe (1st Quarter), Orange Stripe (2nd Quarter), Yellow Stripe (3rd Quarter) and Green Stripe (4th Quarter). Assessments: Belt testing for promotion will be by coach recommendation, but on average will take 4 quarters. Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class for the t-shirt and white belt (new students) or $5.00 for the white belt (returning students). An belt test fee of $25.00 is due payable to the instructor when a student is ready to test for promotion. What to Bring: Refillable water bottle. What to Wear: In lieu of a full martial arts uniform, students will be asked to wear a class t-shirt provided by the instructor. Students should also wear shorts, leggings, or loose, comfortable athletic pants, and comfortable athletic shoes or sneakers with their class t-shirt. Non-Meeting Days: In addition to the scheduled days-off on the published Compass schedule, this class does not meet on October 4.

11:00 am-11:55 am

5th-8th

FUNctional Fitness: Conditioning and Cross-Training (Homeschool PE) FUNctional Fitness: Conditioning and Cross-Training (Homeschool PE) - FUNctional Fitness is a dynamic kids' homeschool PE program that incorporates well-rounded exercises to get kids up and moving mid-day! No two workouts are the same, but each day's activities incorporate exercises that target 10 areas: cardio-vascular endurance, stamina, strength, flexibility, power, speed, coordination, agility, balance, and accuracy. FUNctional Fitness focuses on functional movements that are fundamental to all aspects of play and exercise- pulling, pushing, running, throwing, climbing, lifting, and jumping. Work-outs are scalable and adaptable to different individual's own level, and the emphasis in on fun, safety, and personal accomplishment rather than competition among classmates. Kids will use a variety of small equipment and gear in their workouts such as mat, dumbbells, kettlebells, jump ropes, medicine balls, slam balls, rope ladders, and more. When the weather permits, some exercises may be taken outdoors. The physical challenges of FUNctional Fitness will foster self-confidence, focus, and help instill a foundation for a lifetime of fitness. All equipment is furnished. Students are asked to wear loose, comfortable clothing, such as running pants or sweatpants, and comfortable, supportive athletic shoes. FUNctional Fitness continues each quarter, and students may repeat the class to continue to improve fitness. No two workouts are the same! 12.06.02.12

1:00 pm-1:55 pm

2nd-6th

Stage Combat: Stunning Sword Scenes from Stage & Screen Stage Combat: Stunning Sword Scenes from Stage & Screen - "Luke, I am your father!" "All for one, one for all!" and "Do you think this wise, boy? Crossing blades with a pirate?" ...Have you wanted to shout these famous phrases and duel with swords like Darth Vader or D'Artagnan? Have you wanted to be Xena, Zorro, or Jack Sparrow? Students will learn sword fighting choreography, which they will perform as part of a scene from stage, screen, or literature. In addition to basic stage combat techniques, students will bring characters to life while incorporating acting, rhythm, footwork, and dialogue into their fights.
How do actors learn to perform these fights...and not get hurt? They train in stage combat! Stage combat is the art of creating the illusion of violence for storytelling in theatre and film. With an emphasis on safety, students will learn the movements used to create great fight scenes. Students will learn footwork, weapons handing, and hand-to-hand techniques and well as some acting and choreogrpahy skills. Join us in stage combat to learn behind-the-scenes skilld from a rich theatrical and cinematic tradition performed by your favorite characters.
This class is for beginning and experienced students. This class is best suited for students who are focused and have self-discipline, can follow instructions, complete sequential tasks, and work in a group. Topics in this Series: Sword & Unarmed Fights (Quarter 1); Double-Handed Blades (Quarter 2); Dual Duels (Quarter 3); and Fight Scenes (Quarter 4).12.10.02.20

2:00 pm-2:55 pm

5th-8th

Room 1

Principles of High School Science Principles of High School Science - This year-long, lab-based course is a survey of key concepts in the fields of physical science, Earth science, and life science which will give students the foundational knowledge to succeed in high school level Biology, Chemistry, Physics, and Environmental Science. Each class period will involve approximately 25 minutes of lecture and 60 minutes of lab time.
Weekly lab work will allow students to apply the scientific concepts studied, improve laboratory techniques, record observations, take a variety of measurements, use different lab equipment, record and interpret data, convert units of measure, and write lab reports. An effort is made to incorporate recent scientific discoveries and new technologies in class discussions. The background covered in this course will enable a teen to become an educated reader of scientific news and a more knowledgeable consumer.
The life science topics in this class are designed to give the student general knowledge in biology, zoology, botany, genetics and ecology. General themes in the class include life cycles, food webs, and an understanding that living things depend on each other. Microscope work will be used in life science labs. Students may want to dual register with this course and the 7th-8th grade fall Dissection Lab classes for a more robust introduction to biology and for even more lab experience. The physical science portion of the class will overview fundamentals of chemistry and physics such as the properties and classification of matter, the Periodic Table, basic chemical reactions, energy, forces, work, motion, simple and compound machines, waves, light, sound, and electricity. Earth science concepts include the water cycle, weather patterns, climates, and water/air quality.
This class is appropriate for a tween or teen who had limited middle school level science and who expects to pursue high school level Biology, Chemistry, Physics, Earth Science, or Environmental Science on a college-preparatory track. This class is also appropriate for a homeschooled teen who will likely pursue an arts- or vocational- focused path and for whom an overview of high school science concepts is sufficient.
Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: will be given in class and repeated in the weekly e-mail to parents and students. In addition, students will have some take-home labs to complete observations and measurements longer term at home. Assessments: The instructor will provide a quarterly student evaluation form which includes metrics on a student's class participation, homework, and general understanding of concepts for the parent's use in assigning a grade. Textbook: Students should purchase or rent Miller & Levine Biology, 2010 edition (red macaw cover, ISBN # 978-0133669510). Students should also purchase Everything You Need to Ace Science in One Big Fat Notebook: The Complete Middle School Study Guide by Workman Publishing (ISBN # 978-0761160953) Lab/Supply Fee: A lab fee of $125.00 is due payable to the instructor on the first day of class. Credit: Homeschool families may wish to count this course as a full credit in general science for purposes of a high school transcript.

9:30 am-10:55 am

8th-9th

Room 3

Battle Strategies & Dioramas: WWII, The Battle of the Bulge Battle Strategies & Dioramas: WWII, The Battle of the Bulge - Students will engage in a hands-on 3D battle strategy game using the military dioramas that they make! In late 1944 the outcome of the Second World War wasn't in doubt to anyone but the most deluded of Nazis. That didn't make the fighting any less lethal, but did increase Hitler's desperation to pull off a miraculous victory in the West and buy time to deal with the encroaching Soviet Red Army. The focal point of this plan was the Ardennes, a "quiet" sector of the front in Luxembourg where the Allies had sent badly mauled units to recover from fierce fighting elsewhere. The logic being, nobody in their right mind would invade through the forest, in winter, especially given the dire circumstances the German army was facing literally everywhere else. This was a miscalculation. Hitler used this opportunity to ram the last functioning units at his disposal to "drive the Allies back into the sea" and try and take the port of Antwerp, the only major port not left in total ruin by the German retreat. A victory here would have potentially reset the clock all the way back to D-Day, six months earlier. Using artistic model-making techniques, hand tools, and historical maps, students will each form a 10 X 16 shaped, foam diorama with landscape elements (hills, trenches, rivers, ridges, vegetation, barbed wire, 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. Topics in this Series: WWI, Germany's Summer Offensive (Quarter 1); WWI, America's Arrival (Quarter 2): WWII, D-Day (Quarter 3); and WWII, The Battle of the Bulge (Quarter 4). Lab/Supply Fee: A class fee of $25.00 is due payable to the instructor on the first day of class.

1:00 pm-1:55 pm

5th-8th

Dynamic Dioramas: Saladin & Third Crusade Dynamic Dioramas: Saladin & Third Crusade - More than a century after the initial Crusades and the capture of Jerusalem by the brilliant Caliph Salah ad-Din, there was an call for another crusade to retake the city. This plea was answered by the most powerful Monarchs in Europe. The Kings of France and England ended their war to join forces with the Holy Roman Emperor Frederick Barbarosa. Within two years, two of those monarch would die. Barbarosa drowned crossing a river in Turkey, and Henry II died of fever after a surprise rebellion by his son, Richard the Lionheart, who would go on to inherit the English throne and lead the English crusader contingent. This class will examine the Sieges of Jerusalem (1187) and Acre (1189) and Battles of Philomelion (1190) and Arsuf (1191) in the Third Crusade.
Each student will create an individual diorama of a scene from the Third Crusade. Students will craft and hand-shape their scene on a 10 x 16 inch 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 heroes and monsters, then combine their dioramas alongside those of their classmates to create larger terrain. Students will then compete in history-based survival strategy games. This will reinforce lessons about the culture, economy, warfare, and mythology 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.
Topics in this Series: Beowulf & the Vikings (Quarter 1); King Arthur & the Saxons (Quarter 2); Song of Roland & the Franks (Quarter 3), and Saladin & the Third Crusade (Quarter 4). Lab/Supply Fee: A class fee of $20.00 is due payable to the instructor on the first day of class.

2:00 pm-2:55 pm

2nd-4th

Modeling Renaissance Conquests: Ivan the Terrible of 16th C... Modeling Renaissance Conquests: Ivan the Terrible of 16th Century Russia - As the Renaissance spread enlightenment ideas across Europe, Russia lagged behind. At just 16 years old, the Grand Duke of Moscow would unite the Rus peoples, and then drag them into the new age, earning the honorific title, Ivan the Fearsome, the first Tsar of Russia. Eastern Europe was an unstable region at this time, having been ravaged by the Mongols and their successor states. The people in the region lived under threat of slavery and perpetual war, until Ivan the Terrible would unite them through fear. Ivan wielded war and politics in equal measure, skillfully avoiding manipulation and treachery, but was left paranoid and prone to uncontrollable rages, comparable to Joseph Stalin, to the point of murdering his own son.
Using artistic model-making techniques, hand tools, and historical maps, students will create a 10 X 16 diorama board of a pirate hideout or other Caribbean port, 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.
Topics in this Series: Barbarossa aka Pirate Redbeard, Europe, 16th century (Quarter 1); Suleiman the Magnificent, Europe, 16th century (Quarter 2); Pirates of the New World, 1650-1730 (Quarter 3); and Ivan the Terrible Russia, 16th century (4th quarter). Lab/Supply Fee: A class fee of $25.00 is due payable to the instructor on the first day of class.

3:00 pm-3:55 pm

5th-8th

Battle Strategies & Dioramas: WWII, The Battle of the Bulge Battle Strategies & Dioramas: WWII, The Battle of the Bulge - Students will engage in a hands-on 3D battle strategy game using the military dioramas that they make! In late 1944 the outcome of the Second World War wasn't in doubt to anyone but the most deluded of Nazis. That didn't make the fighting any less lethal, but did increase Hitler's desperation to pull off a miraculous victory in the West and buy time to deal with the encroaching Soviet Red Army. The focal point of this plan was the Ardennes, a "quiet" sector of the front in Luxembourg where the Allies had sent badly mauled units to recover from fierce fighting elsewhere. The logic being, nobody in their right mind would invade through the forest, in winter, especially given the dire circumstances the German army was facing literally everywhere else. This was a miscalculation. Hitler used this opportunity to ram the last functioning units at his disposal to "drive the Allies back into the sea" and try and take the port of Antwerp, the only major port not left in total ruin by the German retreat. A victory here would have potentially reset the clock all the way back to D-Day, six months earlier.
Using artistic model-making techniques, hand tools, and historical maps, students will each form a 10 X 16 shaped, foam diorama with landscape elements (hills, trenches, rivers, ridges, vegetation, barbed wire, 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. Topics in this Series: WWI, Germany's Summer Offensive (Quarter 1); WWI, America's Arrival (Quarter 2): WWII, D-Day (Quarter 3); and WWII, The Battle of the Bulge (Quarter 4). Lab/Supply Fee: A class fee of $25.00 is due payable to the instructor on the first day of class.

4:00 pm-4:55 pm

5th-8th

Room 2

Experimental Methods & Design: Botony Experimental Methods & Design: Botony - In this class, middle school students will learn to work as independent investigators using the scientific method. Students will observe the systems under investigation, choose a pattern or trend that interests them, and then develop a testable hypothesis. Students will learn how to: design a scientific experiment, choose appropriate controls, minimize investigator bias, correctly perform measurements and record and analyze data.
Join us as we investigate the secret lives of plants! They provide the oxygen we breathe and much of the food we eat, but we don t often consider the details of life as a plant. We ll embark on both laboratory and field studies to study the evolution and diversity of plants from single-cells that can photosynthesize, to towering trees and flowering plants that demonstrate complicated coevolution with their pollinators. We ll learn about plant communication (yes, they do communicate!), plant hormones, and the amazing anti-herbivory defenses they have evolved. By the end of this class, you ll be able to look at a plant from anywhere in the world and make a good guess of what kind of habitat it occurs in, what pollinates it, and whether or not it s poisonous.
Students will learn how to locate peer-reviewed scientific literature to research their subject. By the end of the quarter, students will have completed their independent investigations, summarized the results in a poster, and will present their data to the class and families. Each quarter will focus on a different aspect of science. Topics in this Series: Animal Behavior (Quarter 1), Chemistry (Quarter 2), Microscopic (Quarter 3), and Botany (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

12:00 pm-12:55 pm

7th-8th

Who Wants to Be a Scientist? Biologist, Entomologist, Marine Biologist Who Wants to Be a Scientist? Biologist, Entomologist, Marine Biologist - There are so many ways to do science! This class allows our youngest scientists to explore different careers in the sciences and shows them that science is fun, approachable, and that anyone can do it! Students will use real scientific equipment and learn actual science terminology to investigate questions in different fields. Try out SCUBA gear as a marine biologist, learn the basics for studying DNA, perform experiments in chemistry, and try your hand at operating an ROV (remote operated vehicle). The focus will be on hands-on, dynamic learning, and students will engage in at least three demonstrations or experiments during each class.
During the fourth quarter, students will begin as biologists, using our powers of observation and digital microscopes to investigate plants and animals from the woods around us and learn the science of how they survive. As entomologists, we ll take an up close look at insects and discover the many important ecological functions that they perform from nutrient cycling to pollination. Guest insects will include pillbugs, millipedes, Madagascar hissing cockroaches and an ant farm. While we re on the topic of nutrient cycling, students will also make their own worm farms to take home to observe, and learn the basics of composting household waste. Then we'll journey into the field of marine biology, learn about the amazing diversity of ocean life, and try out underwater corers and mini-ROVs to investigate aquatic habitats.
Topics in this Series: Chemist & Medical Scientist (Quarter 1); Physicist, Astonomer, & Engineer (Quarter 2)Paleontologist, Geologist & Field Biologist (Quarter 3), Entomologist, Marine Biologist (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

2:00 pm-2:55 pm

1st-2nd

Scientist for a Day: Biologist, Entomologist, Marine Biologist Scientist for a Day: Biologist, Entomologist, Marine Biologist - Find out what different scientists do! This class allows young scientists to explore different careers in the sciences and shows them that science is fun, approachable, and that anyone can do it! Students will use real scientific equipment and learn actual science terminology to investigate questions in different fields. Try out SCUBA gear as a marine biologist, learn the basics for studying DNA, perform experiments in chemistry, and try your hand at operating an ROV (remote operated vehicle). The focus will be on hands-on, dynamic learning, and students will engage in at least three demonstrations or experiments during each class.
During the fourth quarter, students will begin as biologists, using our powers of observation and digital microscopes to investigate plants and animals from the woods around us and learn the science of how they survive. As entomologists, we ll take an up close look at insects and discover the many important ecological functions that they perform from nutrient cycling to pollination. Guest insects will include pillbugs, millipedes, Madagascar hissing cockroaches and an ant farm. While we re on the topic of nutrient cycling, students will also make their own worm farms to take home to observe, and learn the basics of composting household waste. Then we'll journey into the field of marine biology, learn about the amazing diversity of ocean life, and try out underwater corers and mini-ROVs to investigate aquatic habitats.
Topics in this Series: Chemist & Medical Scientist (Quarter 1); Physicist, Astonomer, & Engineer (Quarter 2)Paleontologist, Geologist & Field Biologist (Quarter 3), Entomologist, Marine Biologist (Quarter 4). Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

3:00 pm-3:55 pm

3rd-4th

Room 4

Writer's Workshop: Classics, Paintings, and Poetry- A Passp... Writer's Workshop: Classics, Paintings, and Poetry- A Passport Adventure - Students will journey around the world reading classic stories and finding poetry in paintings as they study the masters of various art forms. A journal and passport will be handed out. Using an Ekphrastic poetry style to extend their thinking and encourage the writing of new meanings into old works, students will identify traditional poetry and free verse in classic literature. Student interpretations will extend influence the meaning of their own poetry as they study several famous artists and poets with international appeal: Van Gogh, Vermeer, Klimpt, Homer, Hopper, and O'Keefe, while Basho, Issa, and Muth will provide haiku, tanka, sijo, freeverse and sonnets as students travel from Europe to the States and on to Asia. In tandem, the class will read portions of Dickens, Twain, and Grahame to hear the voices of humanity and borrow a few lines to influence our own poetry. Each student will choose an artist for a report that will be shared in a printed class anthology. It will seem like a class game to get their passports stamped! Join us in our global travel.
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-progress 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 Series: Reading Classics, Writing New Endings (Quarter 1); Finding Colorful Characters for our Fiction (Quarter 2); Writing from the Inside Out (Quarter 3); and Classics, Paintings, and Poetry- A Passport Adventure (Quarter 4).

11:00 am-11:55 am

5th-6th

Integrated Science 2 (Honors) Integrated Science 2 (Honors) - This is year 2 of a two-year class in Integrated Science. Only students who completed Year 1 in 2018-19 may register for this course.
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.
Prerequisites: Integrated Science Year 1. In addition, students should be able to read and perform math at grade level for this class. Workload: Students should expect to spend 5-7 hours per week outside of class. Assignments: 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. Assessments: Homework and assignments will be graded under the same metrics as Year 1. Textbook: Students should bring textbook and materials from Year 1 Lab/Supply Fee: A class fee of $50.00 is due payable to the instructor on the first day of class. What to Bring: Students should bring a snack for the 10-minute class break. Credit: 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-11th

Room 5

Math Fact Foundations: Division Math Fact Foundations: Division - Does your child lack confidence in his or her mathematical ability? It might be because your child has not mastered basic math facts! Students who know their math facts can move confidently through other, higher levels of math. Basic math facts are to arithmetic as phonics are to reading! Math facts are the building blocks needed to be successful in multi-digit multiplication, long division, fractions, decimals, pre-algebra, and beyond! Fluent math facts help a student keep up in math and reduce frequent arithmetic errors.
Learning math facts for life does not have to be tedious drudgery! Flash cards and repetitive worksheets don't work for everyone, and a student won't always be able to use a calculator. This class will focus on strategies and introduce games that improve a student's number sense and fact fluency. Techniques such as counting up, tens partners, adding nine, and more will be explicitly modeled and reinforced in class. Students will play make-and-take math games in class like SLAP!, U-Know, and more that they will also be expected to practice at home. This class will provide an engaging, low-pressure environment and focus on individual skill development.
Topics in this Series: Addition (Quarter 1); Subtraction (Quarter 2); Multiplication (Quarter 3), and Division (Quarter 4).Lab/Supply Fee: A class fee of $5.00 is due payable to the instructor on the first day of class for the make-and-take games and materials. 12.06.02.12

10:00 am-10:55 am

3rd-5th

Art: Sculpture Studio for Kids Art: Sculpture Studio for Kids - Young sculptors will enjoy working hands-on in 3-dimensions with a variety of sculpting materials. Sculpture is multi-sensory, and student sculptors enjoy the tactile experience of shaping, stacking, forming, flattening, and layering a selection of materials to create unique, personal projects. Sculpting engages a different artistic skillset than coloring, drawing, and writing and encourages creativity to represent objects in three dimensions. In this workshop, students will create original hand-made pieces inspired by different artists and sculpting techniques.
Fourth quarter, young sculptors will experiment with materials such as papier mache, airdry and polymer clays, wire, etc. to create sculptures. Possible projects may be a wire wave sculpture, layered paper collage, animal creation, or sculpey flower magnets. Some projects may take two weeks to complete with one week dedicated to forming and shaping the base sculpture and the second week focused on finishing techniques such as painting and embellishing. Each week, the instructor will show examples and introduce an artist who served as inspiration and worked in a similar style.
This class was last taught in Spring 2019, but projects will be all new, so prior students are welcome to return. There is a $40.00 per student material fee due payable to the instructor on the first day of class. This is a 7-week class that will begin on March 25.

1:00 pm-1:55 pm

3rd-4th

Art: Sculpture Studio for Kids Art: Sculpture Studio for Kids - Young sculptors will enjoy working hands-on in 3-dimensions with a variety of sculpting materials. Sculpture is multi-sensory, and student sculptors enjoy the tactile experience of shaping, stacking, forming, flattening, and layering a selection of materials to create unique, personal projects. Sculpting engages a different artistic skillset than coloring, drawing, and writing and encourages creativity to represent objects in three dimensions. In this workshop, students will create original hand-made pieces inspired by different artists and sculpting techniques.
Fourth quarter, young sculptors will experiment with materials such as papier mache, airdry and polymer clays, wire, etc. to create sculptures. Possible projects may be a wire wave sculpture, layered paper collage, animal creation, or sculpey flower magnets. Some projects may take two weeks to complete with one week dedicated to forming and shaping the base sculpture and the second week focused on finishing techniques such as painting and embellishing. Each week, the instructor will show examples and introduce an artist who served as inspiration and worked in a similar style.
This class was last taught in Spring 2019, but projects will be all new, so prior students are welcome to return. There is a $40.00 per student material fee due payable to the instructor on the first day of class. This is a 7-week class that will begin on March 25.

2:00 pm-2:55 pm

5th-6th

Room 9A

Geometry Geometry - This is a complete course in high school Geometry which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Students will learn deductive reasoning, and logic by completing geometric proofs. Topics in geometry include: lines, angles, congruence, concurrence, inequalities, parallel lines, quadrilaterals, transformations, area, similarity, right triangles, circles, regular polygons, and geometric solids. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation Algebra I in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student?s progress and workload. Assessments: In this class, the instructor will assess a student?s progress by: checking that weekly homework sets are complete; spot-checking the full solution 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: The required textbook for this class is Geometry: Seeing, Doing, Understanding, 3rd edition (ISBN-10 0716743612, ISBN-13 978-0716743613) A calculator is not necessary for this course. Credit: Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.12.08.0612

10:00 am-10:55 am

8th-11th

Algebra II Algebra II - This is a complete course in Algebra II which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Algebra II include linear functions, systems of equations and inequalities, quadratic functions and complex numbers, exponential and logarithmic functions, rational and irrational algebraic functions, and quadratic relations and systems. In addition, this course will cover higher degree functions with complex numbers, sequences and series, probability, data analysis, and trigonometric and circular functions. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation Algebra I in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student?s progress and workload. In lieu of a graphing calculator, students should have access to websites desmos.com and wolframalpha.com for graphing assignments.Assessments: In this class, the instructor will assess a student?s progress by: checking that weekly homework sets are complete; spot-checking the full solution 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: The required textbook for this class is Algebra and Trigonometry: Functions and Applications- Prentice Hall Classics (ISBN-10 0131657100, ISBN-13 978-0131657106). A scientific calculator similar to the TI-83 is required for this class. Credit: Homeschool families may wish to count this course as a complete credit in Algebra II for purposes of a high school transcript. 12.06.0612

11:00 am-11:55 am

9th-12th

PreCalculus PreCalculus - This is a complete course in PreCalculus which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Precalculs include functions: polynomial, rational, exponential, logarithmic, and trigonometric (right angle and unit circle). In addition, the course will cover polar coordinates, parametric equations, analytic trigonometry, vectors, systems of equations/inequalities, conic sections, sequences, and series. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation Algebra I, Algebra II, and Geometry in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student?s progress and workload. In lieu of a graphing calculator, students should have access to websites desmos.com and wolframalpha.com for graphing assignments.Assessments: In this class, the instructor will assess a student?s progress by: checking that weekly homework sets are complete; spot-checking the full solution 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: The required textbooks for this class are Precalculus: Mathematics for Calculus, 6th edition by Stewart, Redlin, and Watson (ISBN-10 0840068077, ISBN-13 978-0840068071) and the downloadable Stitz-Zeager Precalculus, Preliminary 4th edition (www.stitz-zeager.com/Precalculus4.pdf) A scientific calculator similar to the TI-83 is required for this class. Credit: Homeschool families may wish to count this course as a complete credit in Precalculus for purposes of a high school transcript.12.07.0612

12:00 pm-12:55 pm

10th-12th

Algebra I Algebra I - 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, reasoning, 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 real world applications. Topics in Algebra I include number systems, linear systems, rational numbers, complex numbers, exponents, roots, radicals, quadratic equations, polynomials, factoring, absolute values, ratios, and proportions. In addition, the course will cover solving and graphing systems of functions, linear equations, and inequalities. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation in pre-algebra topics in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student?s progress and workload. Assessments: In this class, the instructor will assess a student?s progress by: checking that weekly homework sets are complete; spot-checking the full solution 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: The required textbooks for this class are (1) Practical Algebra: A Self-Teaching Guide, 2nd edition paperback- new copy recommended- (ISBN-10 0471530123, ISBN-13 978-0471530121) and (2) A-Plus Notes for Beginning Algebra: Pre-Algebra and Algebra 1 (ISBN-10 0965435229, ISBN-13 978-0965435222). A calculator is not necessary for this course. Credit: Homeschool families may wish to count this course as a complete credit in Algebra I for purposes of a high school transcript.12.10.0619

1:00 pm-1:55 pm

7th-10th

Pre-Algebra Pre-Algebra - This is a full year course in Pre-Algebra that will provide an introduction to basic algebra concepts and a review of arithmetic algorithms with an emphasis on problem solving. The major topics covered in this course are integers, order of operations, expressions, variables, equations, inequalities and polynomials. The course will also cover factors, fractions, exponents, and rational numbers. 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.
Prerequisites: Students must be fluent in the four basic operations- addition, subtraction, multiplication and division. They will need to show proficiency and have a thorough command of basic computation. In addition, a basic, introductory understanding and ability to work with fractions and decimals is required to solve equations and simplify expressions. If you are unsure about your child?s readiness for this class, the instructor will recommend one or more practice platforms and/or assessments to confirm placement. Workload: Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments. Assignments: will be e-mailed to parents and students after each class. Assessments: All chapter tests will be taken outside of class with parental oversight to maximize in-class instructional time. Textbook: Students should purchase or rent McDougall Littell?s Pre-Algebra (ISBN #978-0618250035) and accompanying practice workbook (ISBN # 978-0618257522). As an alternative, parents can purchase the textbook on audio-CD for any student who struggles with reading (ISBN #978-0618478828). Lab/Supply Fee: A class fee of $39.00 is due payable to Compass on the first day of class for the student?s online subscription to IXL online math platform where additional practice assignments are made. Please note that this subscription is typically $79.99 per student if purchased individually. What to Bring: Students will need a 1-1/2 inch binder with lined paper, graph paper, and a set of (5) dividers, a 12 inch ruler, and a TI-34 calculator. Credit: Homeschool families may wish to count this course as a full credit in Mathematics for purposes of a high school transcript.12.06.0612

2:00 pm-2:55 pm

7th-9th

Math Lab (Wed, Q4) Math Lab (Wed, Q4) - Math Lab is a tutoring center where students can go for weekly help on math homework! In Math Lab, homeschooled students bring the math homework they are assigned- whether from a Compass math class, an online math program, or material taught at home. Help is available for all topics from middle school (6th-8th grade) math through Algebra I, encompassing concepts such as: number lines, integers, negative numbers, fractions, decimals, percentages, factoring, exponents, roots, order of operations, inequalities, coordinate plane, working with variables, solving equations, and word problems.
Students will be expected to come to Math Lab with a current math assignment including any textbook, workbook, or worksheets and a pencil. They will work independently until they have a question, reach a stumbling block, or need clarification on a concept or computation. The Math Lab tutor will then work with them to check answers, remind them of a technique, or demonstrate a different way to solve the problem. Sometimes just hearing it from someone else will help a concept "click"!
An experienced Compass math instructor will oversee the Math Lab and will be circling the room and continually checking in with students. The tutor will not prepare or deliver structured lessons, but will be giving on-the-spot support/guidance as needed and may suggest additional practice to reinforce a concept. Math Lab students will receive discounts on subscriptions to IXL Math, on an online, learning platform. See Compass Store for details on IXL subscriptions.

3:00 pm-3:55 pm

6th-10th

Room 10

Fundamentals of Graphic Design: Digital Art Applications Fundamentals of Graphic Design: Digital Art Applications - Is there any mistaking McDonalds' "golden arches" or the Nike "swoosh"? Can you identify the Disney and Star Wars fonts or the specific shade of Barbie doll pink? Of course, because behind each of these strong, recognizable brands is the work of a graphic artist!
Students will be introduced the field of Graphic Design and learn what designers do: communicate visually while striving to achieve "intellectual and emotional responses" through simple, to-the-point messages and clear, memorable designs. Students will see how graphic designers use intentional, visual manipulation to create meaning through the careful selection, thoughtful layout, strategic placement of images, illustrations, and typography.
In this class, teen designers will continue using the Fundamentals of Graphic Design by applying the Design Process and incorporating art elements to understand composition and create several graphic design projects such as logos, brochures, fliers, web layout, magazine ads, etc. We will be discussing these different types of projects in class and how they are used for communication. Ideas and sketching for projects will be done in class. Students will take their concepts home and work on their own computers to make a more finished mock-up.
Students will need access to MicroSoft Word and MicroSoft PowerPoint and a camera phone or iPhone. Word will be used for gathering or composing text, while PowerPoint will be used for page/project layouts. The camera phone/ iPhone will be used to take pictures that can be cropped, edited, and uploaded to a computer and incorporated into finished projects.
This course will help prepare high school students who are interested in pursuing graphic design or many other, related visual arts or design fields like advertising, marketing, illustrating, multimedia, digital design, and more. Some works created in this class may be used for a high school student's portfolio. The curriculum used in this class was developed by the American Institute of Graphic Arts (AIGA) and adheres to the National Visual Arts curriculum standards.
Topics in this Series: Fundamentals of Graphic Design: Composition and Creativity (Semester 1), Fundamentals of Graphic Design: Digital Art Applications (Semester 2) Workload: Students should expect to spend 2-3 hours per week outside of class. Assignments: will be given in class and repeated in the weekly e-mail to parents and students. In order to complete some assignments, students should have access to and working knowledge of Microsoft Office, including PowerPoint. Students should also have access to a smart phone for taking and editing photos. Assessments: The instructor will use standardized rubrics that are part of the AIGA curriculum for assessing student projects. Lab/Supply Fee: A class fee of $20.00 is due payable to the instructor on the first day of class for class handouts and supplies. What to Bring: Students will need to bring first semester art supplies each week such as a sketch book, tracing paper, makers, sharpies, erasers, ruler, tape, pencils, and scissors. Credit: Homeschool families may wish to count this course as a component (partial) credit in Visual Arts for purposes of a high school transcript. This is a 15-week class with one day off. The specific date off will be announced.12.10.0107

10:00 am-10:55 am

9th-12th

English: Nobel and Pulitzer Prize Winning Non Fiction English: Nobel and Pulitzer Prize Winning Non Fiction -
Overview
Modern Narratives focuses on the incorporation of style, voice, and tone in literature and in writing. Viewing literature as "published writing", students will examine the products and processes of other writers in order to understand and refine their own. Through the analysis of professional and student works, students will explore what makes truly great writing.
Literature
First semester of Modern Narratives in Nonfiction will examine the works of great essayists. Examples of some essays that may read in this course are those by Henry David Thoreau, George Orwell, Virginia Woolf, Robert Benchley, James Baldwin, Joan Didion, Annie Dillard, and Joyce Carol Oates. In addition, the class will use style manuals and classic writing texts such as Strunk & White's The Elements of Styleand William Zinsser's On Writing Well. The full reading list will be presented in the course syllabus at the beginning of the term. In addition, students will be asked to read several selections over the summer. Students may also need to do some supplemental, parallel personal reading on his/her own to support the semester project.
Composition
First semester Senior Composition, dovetailing with the college admissions season, will focus on "the personal essay", writing to prompts, writing with a deadline, and ruthless editing (a.k.a. "meeting a word count"). Going beyond the five-paragraph template that encourages "cookie cutter" essays, students will create 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 process, students will master their writing process and identify personal writing strengths. These strengths will be developed into a writing workshop that they will present to classmates and the Compass community. Portfolios (now a potential college resume addition) will be expanded to include essays, research papers, and extracurricular support (artwork, performances, powerpoints, etc.) .
This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Mrs. Kosar will teach the literature components of the course on Wednesdays, and Mrs. Sharp will teach the writing portion of the class on Fridays.
Topics in this Series: Modern Narratives in Nonfiction Works (Semester 1) and Nobel and Pulitzer Prize Writings (Semester 2). Prerequisites: Students should be able to read at grade level. Workload: Students should expect to spend 3-4 hours per week outside of classAssignments: will be posted on a Google Classroom. Assessments: are portfolio-based. Students will create a digital portfolio that incorporates annotated reading lists, reflects individual interests and accomplishments and showcases a variety of writing. Textbook: Students should purchase or borrow the assigned literature. In some cases, specific editions will be identified with ISBN numbers so students can be on the "same page" (literally!) What to Bring: Students should bring paper or notebook, pen or pencil, current literature selection, and personal writing journal to class each week. Credit: Homeschool families may wish to count this course as a credit in English for purposes of a high school transcript.

11:00 am-11:55 am

11th-12th

English: Introduction to Literary Analysis & Writing- Forms... English: Introduction to Literary Analysis & Writing- Forms of Literature - Overview
The Introduction to Literary Analysis & Writing is a high school student's first look at the higher-level relationship between literature and personal writing. Literary analysis and critical writing move a teen from being merely a good reader- a middle school skill- to becoming a scholarly reader and diagnostic writer which are the foundations of high school and college level inquiry into all forms of written works.
In this course, literature is not restricted to a particular genre or form, and writing is not limited to a common five-paragraph composition. Instead, literature is presented as a survey, sampling many different types of works, and composition is approached as the development of a student's personal responses to what he reads. During the second semester, students will examine forms and genres to create a "big picture" of the development of literature.
Literature
Second semester Literary Analysis will focus on forms of literature- novels, short stories, essays, plays, poems, etc.- and the different ways they tell a story. Some well-known literature will be used to introduce students to the different forms.
Composition
Second semester writing will continue to incorporate the personal response to literature, through a personal writing journal. The students' journals will be a place to record what they think and feel about what they are reading. Students will learn to annotate, to cite passages from text, and to format. Notes made in the journals will be used to develop short, informal written pieces about the literature read in the course. Observations from the student's journal will also be used to collect supporting, textural evidence to support the reader's opinions which will be formulated into a thesis (personal position). Written assignments will include summaries, compare/contrast analyses, and parallel structure writings that focus on character, setting, plot, conflict, etc., to further underscore and assess student's understanding of the building blocks of literature. Second semester will conclude with a culminating project on a subgenre of the student's own choosing which compare different forms studied.
Class Structure
This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Mrs. Kosar will teach the literature components of the course on Wednesdays, and Mrs. Sharp will teach the writing portion of the class on Fridays.
Topics in this Series: Elements of Literature (Semester 1) and Forms of Literature (Semester 2). Prerequisites: Students should be able to read at grade level. Workload: Students should expect to spend 3-4 hours per week outside of class. In addition, students should complete the summer assignments consisting of the literature identified above and a hand-out of literary terminology to learn. Assignments: will be posted on a Google Classroom. Assessments: are portfolio-based. Students will create a digital portfolio that incorporates annotated reading lists, reflects individual interests and accomplishments and showcases a variety of writing. Textbook: Students should purchase or borrow the assigned literature. In some cases, specific editions will be identified with ISBN numbers so students can be on the "same page" (literally!) What to Bring: Students should bring paper or notebook, pen or pencil, current literature selection, and personal writing journal to class each week. Credit: Homeschool families may wish to count this course as a credit in English for purposes of a high school transcript.

12:00 pm-12:55 pm

9th-10th

English: Advanced Literary Criticism & Composition- Survey ... English: Advanced Literary Criticism & Composition- Survey of Themes in Literature - Overview
Advanced Literary Criticism & Composition introduces the high school student to a deeper investigation into literary movements and literary themes throughout the ages. Like art, literature is a writer's response to his world and a reflection of his society and contemporary culture. Literary genres evolved in response to significant events, prevailing philosophies, and impactful innovations and discoveries in the writer's lifetime. Literary movements create a timeline that reflects those influences. In this course, students will read and evaluate selections from various literary movements: Romanticism, Dark Romanticism, Gothic, Transcendentalism, Realism, Naturalism, Magical Realism, Stream of Consciousness, Expressionism, Harlem Renaissance, Modernism, Beat, etc., and make connections to significant effects of the period.
Advanced composition in this course will move beyond personal interpretation of the work ("What do I think?") and transition into two Schools of Literary Criticism: Biographical Criticism, which views literature through the personal world of the writer ("What did the writer think?"), and Historical/Societal Criticism which views literature through the society/times of the writer ("What was going on around the writer?")
Literature
Second semester of Advanced Literary Criticism will include a grouping of literature in "themes" and a study of how themes combine to create genre. Students will discover how literature reflects the people, events, discoveries, and ideology of the time and how literary movements provide clues to the philosophical, scientific, and societal climate. The class will look at wars and conflict as a creative element that drives evolution in literary movements. The types of literature used to examine movements will span novels, short stories, poetry, letters, political writings, slave narratives and analytical essays. Examples of some literature that students may read in this course are Sophie's World by Jostein Gaarder, Things Fall Apart by Chinua Achebe, and Siddhartha by Hermann Hesse. The full reading list will be presented in the course syllabus at the beginning of the term.
Composition
Second semester Composition will apply the Schools of Literary Criticism to craft essays that demonstrate and understanding of themes in the broader context of literature- across eras, across genre/form, across writers and across the world. Teens will write a series of short essays that use different "filters" or "lenses" to view literary genres. Students will develop skills in notetaking, adding research to their literary essays, and managing their writing portfolios. They will also perform parallel, independent research in literature to develop a presentation on a literary theme culminating a semester project.
Class Structure
This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Mrs. Kosar will teach the literature components of the course on Wednesdays, and Mrs. Sharp will teach the writing portion of the class on Fridays.
Topics in this Series: Overview of Literary Movements (Semester 1) and Survey of Themes in Literature (Semester 2). Prerequisites: Students should be able to read at grade level. Students should have had a prior course in literature to have established a firm foundation in basic literary elements and form. Workload: Students should expect to spend 3-4 hours per week outside of class. In addition, students should complete the summer assignments consisting of the literature identified above and a hand-out of literary terminology to learn. Assignments: will be posted on a Google Classroom. Assessments: are portfolio-based. Students will create a digital portfolio that incorporates annotated reading lists, reflects individual interests and accomplishments and showcases a variety of writing. Textbook: Students should purchase or borrow the assigned literature. In some cases, specific editions will be identified with ISBN numbers so students can be on the "same page" (literally!) What to Bring: Students should bring paper or notebook, pen or pencil, current literature selection, and personal writing journal to class each week. Credit: Homeschool families may wish to count this course as a credit in English for purposes of a high school transcript.

1:00 pm-1:55 pm

10th-11th

Dig It! Forensic Archaeology: Piecing Together History Dig It! Forensic Archaeology: Piecing Together History - Archaeology is the field of study that unlocks the clues to past civilizations. Forensic archaeology applies these methods to solve puzzles. In this class, students will use physical evidence to try to understand or re-create what happened to an object from creation, though use, and after it was lost, buried or discarded. This archaeological tour will be guided by a scholar of art and antiquity: Dr. Erica Hughes has traveled and participated in archaeological explorations throughout the ancient world. Students will "dig" her personal photos and stories and participate in class discussions, group activities, and individual hands-on experiences that are designed to help young people understand the creation and conservation of artifacts. The fourth quarter will explore issues such as the interpretation of skeletal remains, excavating Native burial grounds, the differences between restoration and reconstruction, and proper recording techniques during investigation. Example activities in this class include using the 6-6 rule to restore a smashed pot; assembling a complete, but disarticulated, human skeleton; role-playing and debating the ethics of paving over the Colosseum; and actual excavation techniques in our field square.
Topics in this Series: Early Archaeology: Paleolithic to Mesopotamian (Quarter 1); Bronze Age Archaeology: Egypt, Anatolia, Myceneans (Quarter 2); Classical Archaeology: Greece & Rome (Quarter 3); and Forensic Archaeology: Piecing Together History (Quarter 4).Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class.

2:00 pm-2:55 pm

7th-8th

Writing Lab Writing Lab - Scriptophobia. Break the block. Get past the paralysis. Every student struggles with writing at some point. Fearful writers worry what others will think. Reluctant writers have trouble getting started. Even strong, prolific writers experience roadblocks in their writing. Every teen can benefit from Writing Lab, a safe, supportive writing workshop where an experienced writing coach facilitates peer revision groups. Writing Lab is based on the idea of revision, revision, revision; teaching teens that writing does not have to be perfect; sometimes they just need to put words on paper to get started.
Writing Lab will give students the opportunity to revise their own writing at their own pace. Writing Lab may be taken stand-alone or to complement other classes. Each class will include the opportunity to write to a prompt or on a topic of choice, to confer with classmates about writing, and to work on developing pieces. Each session will include dedicated writing time. Students may bring pieces of writing from another class or something they are working on at home-- history paper, English composition, lab report, short story, personal essay, etc. No two will be the same. If a student shows up with no in-progress writing, the instructor will provide sample prompts to get the writing process started. After writing, students will break up into groups of 3-4 students to share their work and receive feedback from peers. Writers will benefit from having an audience and receiving input on their drafts. That feedback will inspire further revision, refinement, and clarification of their writing as well as ideas for new pieces. Each week the writing coach will provide writing tips and guidance on everything from organizing big ideas and writing mechanics to how to give and receive constructive criticism.
Revision is a vital step in the writing process in which writers consider what they have accomplished and what they can do to make their work more effective. Having the opportunity to revise is helpful to reluctant writers, who learn to free themselves of high expectations of every word they put to paper, as well as prolific writers, who benefit from honing their craft. Having models written by peers in addition to a peer audience is inspiring, and it trains writers to be critical readers who can give constructive feedback. Students will improve as writers if they choose to work on their pieces in class only, but working independently will significantly amplify the benefits of the class.
Topics in this Series: Writing Lab will continue in Semester 2, and students may continue the course to further develop/improve their writing. Workload: Students should expect to spend time outside of class writing, however the time will vary based on the type of writing and students' goals for the writing. Assignments: Students should bring works-in-progress to lab. The number of assignments completed or advanced will depend on the amount of outside writing a student does and the length of his/her piece. Assessments: The writing coach will provide individual feedback on pieces that a student brings to work on in lab. Credit: Homeschool families may wish to count this course as a component (partial) credit in English for purposes of a high school transcript.

3:00 pm-3:55 pm

8th-12th

Atrium A

The History of WWI: From World at War to a Precarious Peace The History of WWI: From World at War to a Precarious Peace - 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").
Second semester will demonstrate exactly why World War One was truly a World War...war on the Oceans, in Europe, Africa, and Asia. The class will spend considerable time learning how WW1 shaped the modern Middle East and helped create the conflicts in and dynamics of the region today. Students will learn how the Allies unexpectedly were able to win the War in 1918. Lastly, the group will closely examine the Armistice and The Versailles Conference and their ramifications for the future. As the course unfolds, students will learn about the new weapons, technology, and tactics introduced on a large scale in the "war to end all wars." The class will study actions on the Western Front and how trenches warfare led to a stalemate between the Allies and the Central Powers. The class will discuss the effects on the political, social, and economic climate as well as influences on the arts, science, literature, religion, 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 collaborative and interactive setting. Just for fun, students earn historical trading cards for class participation.
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.
Topics in this Series: WWI: From Balkan Crisis to Stalemate of the Trenches (Semester 1), WWI: From World at War to a Precarious Peace (Semester 2). Workload: Students should expect to spend 1-2 hours per week outside of classon assigned readings. Assignments: are given in class and e-mailed to parents and students. Assessments: Students will be given a short weekly quiz on an index card that will be graded in class and sent home each week for the parent's use in assigning a grade. Textbook: Students will use the same books as first semester:A Military Atlas of the First World War by Arthur Banks (softcover: ISBN# 978-0850527919 or hardcover: ISBN# 978-0850525632) and The Western Front Companion: The Complete Guide to How the Armies Fought for Four Devastating Years, 1914-1918 by Mark Adkin (ISBN# 978-0811713160). Credit: Homeschool families may wish to count two semesters of this course as a full credit in American or World History for purposes of a high school transcript.

9:30 am-11:55 am

8th-12th

Atrium B

Information Masters: Polished Products Information Masters: Polished Products - Information Masters transforms students into savvy consumers and producers of information capable of navigating today's intimidating infosphere. This class explores various forms of media and how to use them to effectively share information.
Students will learn how to synthesize information from multiple sources into coherent research products using free presentation software like Canva, Google Slides, Prezi, Glogster, and StoryboardThat. In the process, students will learn key elements of effective presentations and what to avoid. The class will also address the ethical use of information and help prevent plagiarism by emphasizing proper note-taking and citing of sources. Students should have access to laptop computers or tablet devices to access information and work on assignments.
Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: Will be given in class and e-mailed to parents and students in the weekly update. Assessments: The instructor will provide feedback via detailed rubrics on all written assignments. What to Bring: Some weeks, students will need to bring a laptop or tablet device to class. All students are required to have a library card, preferably from Fairfax County Public Library. Credit: Homeschool families may wish to count this course as a component (partial) credit in English for purposes of a high school transcript.

12:00 pm-12:55 pm

7th-12th

Music Room

History Investigators: Industrialization, the Gilded Age & ... History Investigators: Industrialization, the Gilded Age & the Progressive Era - History Investigators will examine formative periods in American History 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. Second semester will examine three big questions: The Philanthropy of Andrew Carnegie: Did It Make Him a Hero? Progressivism: Where Will You Put Your Million Dollars? and, Prohibition: Why Did America Change its Mind?
History Investigators is an interactive, multi-disciplinary examination of some of most significant events and turning points in American 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.
Topics in this Series: Westward Expansion in America (Semester 1) and Industrialization, The Gilded Age, & The Progressive Era in America (Semester 2). Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: are sent by e-mail to parents and students. Assessments: The instructor will assign completion points for homework assignments, % correct for quizzes/tests, and both quantitative and qualitative feedback on written papers for the parent's use in assigning a grade. Textbook: None. Lab/Supply Fee: The cost of class copies is included in the course fee. Credit: Homeschool families may wish to count this course as a component (partial) credit in American History for purposes of a high school transcript. This is a 15-week class that will not meet one week in the winter quarter. The exact week off will be announced.

2:00 pm-2:55 pm

7th-10th

Atrium C

Robot Fab Lab: Tomb Explorer Robot Fab Lab: Tomb Explorer - Student engineers will be given the challenge of designing, building and programming a robot to explore a simulated, newly discovered and unmapped ancient tomb. Each robot will have to be able to drive into the doorway of a "tomb" which contains a maze and a treasure that the students have not seen. Students will learn to program their robots to make "decisions" when exploring an unfamiliar maze such as "go straight until you encounter a wall" and "turn to the right if you run into an obstacle." Deep inside the maze, the robots will need to identify a "treasure" (while ignoring worthless tomb debris). Using a robotic claw arm, each robot will need to retrieve the treasure and exit the tomb.
Students will use the LEGO MINDSTORMS Education EV3 robotics sets. They will build with motors, wheels/axles, gears, levers, and special components. Students will have to install touch, sound, color, and infrared sensors while also learning to program sequences and commands that use input/output devices for controlled movements and precise turns. Using the drag-and-drop EV3 programming menu, students will learn to program their robots while experimenting with key concepts such as fixed values, variables, loops, and logic constructs.
This course integrates science, engineering and computational thinking while introducing physical constraints, units of measurement, and coordinate systems. But, don't worry, this is a beginning robotics class. Prior experience is not expected, but returning students are welcome. Each student will build his/her own robotic project, so students can progress and customize at their own pace. In general, in this class, students will spend two weeks assembling, three weeks programming, and two weeks testing and re-designing. Topics in this Series: Lunar Lander Challenge (Quarter 1); BattleBots (Quarter 2); Walking Humanoid (Quarter 3); and Tomb Explorer(Quarter 4).

11:00 am-11:55 am

5th-6th

Coding Club: Animations & Games Coding Club: Animations & Games - In Coding Club, students will create interactive stories, games, and animations. Our youngest coders will use the simple drag-and-drop block programming from the new 3.0 version of Scratch, a visual coding language designed for kids. Kids will learn the logic and patterns behind coding and will be introduced to hardware integration- where outside devices can be controlled by the code they construct. They will learn to use add-ons called "extensions" to incorporate new and interesting features to their code. Kids will discover how to integrate text-to-speech to make more immersive and interactive stories, and they will learn how to integrate a camera into their project for a whole new twist!
Coding Club 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.
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 Coding 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 student technology fee that covers repair/maintenance of hardware, software, and licenses. Coding Club continues all quarters. Students can continue from one quarter to the next with no repeat or overlap; instead they will just keep building and enhancing their ongoing projects.

1:00 pm-1:55 pm

2nd-3rd

Coding Studio: Interactive Electronics Coding Studio: Interactive Electronics - In Coding Studio, students will learn how to create coded instructions that make electronic devices come to life! Students will explore digital communications through interactive block programming in the new 3.0 version of Scratch, a visual coding language designed for kids. Coders will connect their programmed instructions to a micro:bit: a tiny, external, programmable circuit board (i.e. hardware). The micro:bit helps kids code with technology by providing responsive LEDs, buttons, and sensors which can be incorporated into creative projects. Students will begin by coding the micro:bit to respond as a digital musical instrument!
Coding Studio 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. /p>
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 Coding 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 student technology fee that covers repair/maintenance of hardware, software, and licenses. Coding Club continues all quarters. Students can continue from one quarter to the next with no repeat or overlap; instead they will just keep building and enhancing their ongoing projects. 12.08.02.12

2:00 pm-2:55 pm

4th-5th

Coding Lab: Video Game Design Coding Lab: Video Game Design - In Coding Lab, middle school students will learn to code what they love to play- video games! Students will learn how to code more sophisticated game interface by combining data input and output. They will learn how to connect and code external hardware and collect data from sensors, such as gyroscopes, to function as hand-held game controllers. They will experiment with combining LEDs (small lights) to provide feedback, such as when a point is earned or enemy eliminated, and they will discover how to make their games more interactive and interesting by allowing multiple players, keeping score, and integrating music or sound effects. Never programmed a video game? No problem, beginners are welcome.
Coding 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.
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 Coding 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 student technology fee that covers repair/maintenance of hardware, software, and licenses. Students can continue from one quarter to the next with no repeat or overlap; instead they will just keep building and enhancing their ongoing projects.

3:00 pm-3:55 pm

6th-8th

Kitchen

Cooking for Kids: Savory Spring Specialties Cooking for Kids: Savory Spring Specialties - Students will enjoy making tasty, light spring recipes that feature a variety of fruits, vegetables, and fresh ingredients. Spring specialties 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:
-Tuna Cucumber Bites (appetizer)
-Zesty Chicken and Rice Soup
-Carrot Ribbon Tzatziki Salas
-Glazed Green Beans (side dish)
-Duchess Potatoes (side dish)
-Backyard Barbeque Chicken Souvlaki (entree)
-Strawberry Lasagna (dessert)
-Quinoa and Tomato Casserole
-Baked Banana Oatmeal Cakes (breakfast)
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.
Topics in this Series: Fall Fare with Flair (Quarter 1), Festive Fall Flavors (Quarter 2), Winter Warm-Ups (Quarter 3), Savory Spring Specialties (Quarter 4). Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided, 07.05.03.02

10:00 am-10:55 am

3rd - 5th

Cooking for Tweens: Savory Spring Specialties (Wed) Cooking for Tweens: Savory Spring Specialties (Wed) - Students will enjoy making tasty, light, spring recipes that feature a variety of fruits, vegetables, and fresh ingredients. Spring specialties 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:
-Tuna Cucumber Bites (appetizer)
-Zesty Chicken and Rice Soup
-Carrot Ribbon Tzatziki Salas
-Glazed Green Beans (side dish)
-Duchess Potatoes (side dish)
-Backyard Barbeque Chicken Souvlaki (entree)
-Strawberry Lasagna (dessert)
-Quinoa and Tomato Casserole
-Baked Banana Oatmeal Cakes (breakfast)
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.
Topics in this Series: Fall Fare with Flair (Quarter 1), Festive Fall Flavors (Quarter 2), Winter Warm-Ups (Quarter 3), Savory Spring Specialties (Quarter 4). Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided

11:00 am-11:55 am

6th-8th

Cooking for Little Kids: Savory Spring Specialties Cooking for Little Kids: Savory Spring Specialties - Students will enjoy making tasty, light, spring recipes that feature a variety of fruits, vegetables, and fresh ingredients. Spring specialties 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:
-Tuna Cucumber Bites (appetizer)
-Zesty Chicken and Rice Soup
-Carrot Ribbon Tzatziki Salas
-Glazed Green Beans (side dish)
-Duchess Potatoes (side dish)
-Backyard Barbeque Chicken Souvlaki (entree)
-Strawberry Lasagna (dessert)
-Quinoa and Tomato Casserole
-Baked Banana Oatmeal Cakes (breakfast)
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.
Topics in this Series: Fall Fare with Flair (Quarter 1), Festive Fall Flavors (Quarter 2), Winter Warm-Ups (Quarter 3), Savory Spring Specialties (Quarter 4). Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided.tudents must be minimum age six (6) by the start of class.

12:00 pm-12:55 pm

1st-3rd

Cooking for Kids: Savory Spring Specialties Cooking for Kids: Savory Spring Specialties - Students will enjoy making tasty, light, spring recipes that feature a variety of fruits, vegetables, and fresh ingredients. Spring specialties 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:
-Tuna Cucumber Bites (appetizer)
-Zesty Chicken and Rice Soup
-Carrot Ribbon Tzatziki Salas
-Glazed Green Beans (side dish)
-Duchess Potatoes (side dish)
-Backyard Barbeque Chicken Souvlaki (entree)
-Strawberry Lasagna (dessert)
-Quinoa and Tomato Casserole
-Baked Banana Oatmeal Cakes (breakfast)
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.
Topics in this Series: Fall Fare with Flair (Quarter 1), Festive Fall Flavors (Quarter 2), Winter Warm-Ups (Quarter 3), Savory Spring Specialties (Quarter 4). Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided

1:00 pm-1:55 pm

3rd - 5th

Cooking for Tweens: Savory Spring Specialties (Wed) Cooking for Tweens: Savory Spring Specialties (Wed) - Students will enjoy making tasty, light, spring recipes that feature a variety of fruits, vegetables, and fresh ingredients. Spring specialties 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:
-Tuna Cucumber Bites (appetizer)
-Zesty Chicken and Rice Soup
-Carrot Ribbon Tzatziki Salas
-Glazed Green Beans (side dish)
-Duchess Potatoes (side dish)
-Backyard Barbeque Chicken Souvlaki (entree)
-Strawberry Lasagna (dessert)
-Quinoa and Tomato Casserole
-Baked Banana Oatmeal Cakes (breakfast)
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.
Topics in this Series: Fall Fare with Flair (Quarter 1), Festive Fall Flavors (Quarter 2), Winter Warm-Ups (Quarter 3), Savory Spring Specialties (Quarter 4). Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided

2:00 pm-2:55 pm

6th-8th

Kids' Confection Kitchen: Spring Sweets Kids' Confection Kitchen: Spring Sweets - Toffee. Taffy. Truffles... End the day on a sweet note! Students will enjoy making and eating seasonal confections. Each week they will bring home fresh, handmade candies, fudge, brittle, and other delicious treats for their family and friends. This quarter, the Compass bakers' confectionary adventures will include:
-Cookie Dough Truffles
-Orange Chocolate Oreo Fudge
-Butterscotch Crunch Candy
-Caramel Pretzel Bites
-Popcorn Crunch Candy
-Sour Citrus Candy
-Irish Potato Candy
-Hot Cocoa Fudge
Students will be eating what they make each week and bringing home the recipes and leftovers. This engaging candy-making class will get students excited about helping in the kitchen and entertaining. They will learn important baking skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary is introduced each week. Notes: 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 small group.
Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided

3:00 pm-3:55 pm

5th-8th

Kids' Confection Kitchen: Spring Sweets Kids' Confection Kitchen: Spring Sweets - Toffee. Taffy. Truffles... End the day on a sweet note! Students will enjoy making and eating seasonal confections. Each week they will bring home fresh, handmade candies, fudge, brittle, and other delicious treats for their family and friends. This quarter, the Compass bakers' confectionary adventures will include:
-Cookie Dough Truffles
-Orange Chocolate Oreo Fudge
-Butterscotch Crunch Candy
-Caramel Pretzel Bites
-Popcorn Crunch Candy
-Sour Citrus Candy
-Irish Potato Candy
-Hot Cocoa Fudge
Students will be eating what they make each week and bringing home the recipes and leftovers. This engaging candy-making class will get students excited about helping in the kitchen and entertaining. They will learn important baking skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary is introduced each week. Notes: 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 small group.
Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided.
07.04.02.12

4:00 pm-4:55 pm

5th-8th



 

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

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MP Room

Stage Combat Masters: A Survey of Weapons & Scene Building Stage Combat Masters: A Survey of Weapons & Scene Building - Stage Combat Mastes will take their work to the next level, try their hand and writing and directing, and test a variety of interesting variety of weapons they haven't yet used, such as small swords and quarterstaffs. Then, students will select their preferred weapons, develop characters, compose, and choreograph their own fight scenes. Actors will intensify the excitement, danger, or drama of their scene through stage combat; carefully planned fight scenarios with unique weaponty. Our stage combat masters' fight scenes will be shared in the final class.
Costumes and makeup are welcome for the final sharing, but are not required. Students who wish to wear costumes for the final sharing, need to use good judgement and wear those costumes to class for at least the last four practices to ensure free-movement and safety. Headgear that impedes ability to see, such as a mask, is prohibited. Costumes and make-up should not be overly mature, bloody, gruesome, or revealing.
This class is for continuing Stage Combat Masters students. Students who have had only beginning stage combat classes on Wednesdays, must seek the instructor's approval before registering. Students who are all new to stage combat should take the Wednesday, 2pm Stage Combat class, in preparation to take this Masters class next school year.
Topics in this Series: Acting in Action & Courageous Choreography (Semester 1) A Survey of Weapons (Semester 2)Prerequisites: Prior Master's level work or instructor approval. Workload: Students should expect to spend 1 hour per week outside of class. Assignments: Will be made in class and repeated in the weekly e-mail to parents and students. Assessments: What to Wear: Students should wear clothes they are comfortable moving in and athletic shoes. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

10:00 am-10:55 am

8th-12th

Krav Maga Self Defense for Teens: Green Stripe (Fri) Krav Maga Self Defense for Teens: Green Stripe (Fri) - Krav Maga is the Israeli martial art which teaches self defense and fitness. Students of Krav Maga are taught a series of strategies to assess and respond to common situations, such as facing a bully. Teens are always taught first and foremost to get away, to get help, and to try to deescalate the situation. When that fails, students practice a technique that includes a warning strike followed by escape, and finally, they learn how to stand up for themselves and how to counterattack if a situation escalates and becomes threatening. Teens are empowered and gain confidence when they rehearse how to handle real-life situations. Exercises and in-class practice incorporate balance, coordination, energy, and other key elements of fitness along with life skills such as confidence, teamwork, respect, discipline, and respect.
Students may enroll in Krav Maga at any time, and everyone will begin as a white belt. Each quarter, students will practice the full range of skills, but there will be two "featured" moves that a student can earn a belt stripe for being able to demonstrate. Featured moves will include a combative strike and a defensive escape technique. No one stripe is a prerequisite for any other color, and color stripes can be earned in any order.
Foiurth quarter, students will have the chance to earn a Green Stripe. Featured moves include: cover defense and wrist locks (red stripe); straight punch defense and bear hugs (orange stripe); head movement defense and front 2-handed choke (yellow stripe); round kick defense and back 2-handed choke (green stripe); front kick defense and guillotine choke (blue stripe); clinch defense and rear choke (purple stripe); ground striking defense and head lock defense (brown stripe); and 360 defense and full Nelson (black stripe).
Students will be able to test for belt promotions to move through the ranks of white belt, yellow belt, orange, etc. On average, it is estimated that a student will be ready for a belt test after four quarters/four color stripes. Belt testing will be by coach approval.
Topics in this Series: Red Stripe (1st Quarter), Orange Stripe (2nd Quarter), Yellow Stripe (3rd Quarter) and Green Stripe (4th Quarter). Workload: Students should expect to spend 0-2 hours per week outside of class. Assessments: Belt testing for promotion will be by coach recommendation, but on average will take 4 quarters. Lab/Supply Fee: A class fee of $10.00 is due payable to the instructor on the first day of class for the t-shirt and white belt (new students) or $5.00 for the white belt (returning students). An belt test fee of $25.00 is due payable to the instructor when a student is ready to test for promotion. What to Bring: Refillable water bottle. What to Wear: In lieu of a full martial arts uniform, students will be asked to wear a class t-shirt provided by the instructor. Students should also wear shorts, leggings, or loose, comfortable athletic pants, and comfortable athletic shoes or sneakers with their class t-shirt. Non-Meeting Days: In addition to the scheduled days-off on the published Compass schedule, this class does not meet on October 4. Credit: Homeschool families may wish to count this course as a component (partial) credit in Physical Education for purposes of a high school transcript.

11:00 am-11:55 am

7th-12th

Whole Health Yoga for Teens & Adults (Fri) Whole Health Yoga for Teens & Adults (Fri) - Come in for a mid-day break! Transition from morning classes to afternoon classes and shake off the stress of the week! Refresh and refocus for the weekend with yoga! Whole Health Yoga is a health and fitness program for teens and adults of all fitness and experience levels -beginners are welcome. It is intended to reduce overall stress and tension, and improve flexibility, strength, and balance. Each class will begin with "centering", or a breathing exercise to calm, focus, and unwind (approx. 5 mins). Next, the class will do warm-up stretching with particular focus on the spine (approx. 10 mins). which will help loosen the joints. Each class will include a work-out comprised of stretches and poses for the whole body that touch on major muscle groups and body parts (approx. 35 mins). Each week will include focused work on a featured body part such as back, hips, or shoulders. This is not a yoga class that is based on holding the perfect pose. Instead, participants will learn gentle, adaptable poses that are accessible to all ages, body types, and fitness levels. There is no set, repetitive class sequence: no two sessions will be the same! Each class will conclude with a final relaxation, which is typically done lying down, and may include some visualization (approx. 10 mins). Yoga philosophy is not included in this course. All participants should wear comfortable clothing and bring a yoga mat to class. 12.10.02.20

12:00 pm-12:55 pm

7th-Adult

Mosaic Masterpieces Open Studio Mosaic Masterpieces Open Studio - 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.
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. For each project, students will be able to choose from a variety of substrates- rectangular, square, shaped, or circular backboards (typically first-year students), or special forms or 3D objects (experienced students). 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, ceramic, and porcelain tiles into their projects 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. The mosaic can be monochromatic, complimentary, or contrasting colors. A broad pallet of colors is always available, and new colors are added each quarter to reflect the season.
Students will develop a skillset for mosaic artistry over multiple quarters or years. As each student demonstrates mastery of basic skills, safety, and artistic expression, that student will be taught advanced techniques, materials, tools, composition, and color theory. A typical progression in mosaics is:
-Flat, rectangular substrate, whole tiles, symmetric design, proper spacing and adhesion
-Flat, circular substrate, tile cutting with nippers, themed design and color choice
-Flat or curved substrate, cutting sheet glass with pistol grip, breaking pliers, and running pliers, composition and color design
-3D substrate, adhesion substances, and techniques
-Porcelain and ceramic cutting, special application, advanced design
There is no prerequisite for this class. The number of projects completed each quarter depends on the student s work speed and attendance in class. Compass parents are welcome to register for the class to work alongside their teens, or to work on their own, while their teen is in another Compass class.
Workload: Students should expect to spend 0-1 hours per week outside of class.
Assessments: will not be given.
Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class.
ScheduleThis is a 7-week class that does not meet on April 3. What to Bring: In-progress project must be brought back to studio each week. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript. This is a 7-week class that does not meet on April 3.

1:00 pm-2:55 pm

7th-Adult

Room 1

Modern World History (AP, Honors, or On-Level) Modern World History (AP, Honors, or On-Level) - This year-long, full credit, multilevel high school course offers an in-depth look at how the world we know came together between 1200 CE to today.
Long before jet travel and trans-Atlantic shipping, portions of the globe were much more connected than some realize. By the early 1200s, Persian historian Juvayni claimed that any unguarded traveler might walk safely from Southeast Asia to Eastern Europe - as long as an army unit of the massive Mongol Empire was posted nearby. The Silk Roads connected Moscow and Tibet, while a vibrant Indian Ocean trade circulated goods, people, and animals among China, Indonesia, and India, with linkages to East African coastal cities and the Arab world. In 200 more years, Muslim Admiral Zheng He would command China's gigantic treasure fleet.
Except for a brief visit to Canada by Leif Ericson's volatile family around 1000 CE, it seems the rest of the Old World remained ignorant of the land mass stretching from the Arctic Circle to the volcanic Tierra del Fuego until the end of the 1400s. Here, precursors to the Incan and Aztec empires built impressive city-states, while farther north, Cahokia's pyramids and Mesa Verde's cliffside apartments boomed, and the Iroquois League united five great nations. Millions of people had no knowledge of the world in the opposite hemisphere. At 1200 CE, when this course begins, two halves of the world had not yet collided - but would soon!
We will use the tools and perspectives of historians to see how this collision happened and what built the world we now know. Students will analyze primary and secondary sources, develop arguments, and make comparisons. They will apply reason to understand context, causation, and continuity and change over time. World history has it all! Five themes from the AP course curriculum will be covered to make connections among historical developments at different times and places: (1) interaction between humans and the environment; (2) development and interaction of cultures; (3) state building, expansion, and conflict; (4) creation, expansion, and interaction of economic systems; and (4) development and transformation of social structures.
Levels:This course is offered at three levels, On-Level, Honors, and Advanced Placement (AP). They have different workloads, but meet together. AP level students will work at a university freshman level and have the potential to earn college credit or placement through the spring 2020 AP exam. AP students must be prepared to start class two weeks earlier, with online homework due in mid- and late August. Honors students will have assignments that engage higher-level analysis and historical thinking skills. On-level students will use the same primary textbook, but will have less homework. Schedule: There are two weekly meetings: (1) Friday in-person for all class members; and (2) Monday online (time to be announced). The latter is required for AP students, but open to all interested, and recorded for those who cannot attend live. For Honors and On-Level students, this is a 28-week course which follows the Compass calendar but ends two weeks early due to the timing of the AP exam on May 14. AP students have the equivalent of 31 weeks, as they begin two weeks before the regular Compass start date and will have an additional session for a mock exam. Workload: Honors and On-Level students should plan on 4-5 hours each week outside class meetings for reading and homework. AP students typically need 6 hours (or more, depending on reading speed). All levels use materials written at a college level, but the amount and type of homework varies. This allows students to enjoy active discussions with your peers, an advantage of live, in-person meetings.Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments; upload homework, take automated quizzes and tests; track grades; message instructor and classmates. Assessments: Points are assigned for class submissions and tests, and parents can view total points earned at any time through the Canvas site. Textbook: Registered students will receive an e-mail with the required textbook(s) over the summer. Registration. All students will register online for the same course. Students must designate their intent to take the On-Level, Honors, or AP version by emailing Compass before August 4. 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 begun, students may not "bump up" a level.
AP Fees: There is an additional tuition fee of $150 for students who are approved to take the AP level of this course because of the additional instructional time. Those families will receive a separate invoice for this amount before the start of classes. The fee is not refundable if the student decides mid-year to change to honors or on-level work. The fee to take the College Board's AP Modern World History exam in May 2020 is not included; each family will be responsible for scheduling and paying for their student's AP exam. AP Approval: Students who have taken a prior course with this instructor can seek approval for the AP level through a conversation or e-mail with her. For any student new to the instructor, a short questionnaire and brief written assignment about a sample textbook chapter are needed to get approval for the AP level. Credit: Homeschool families may wish to count this course as a a full credit in World History for purposes of a high school transcript.

9:30 am-10:55 am

9th-12th

Principles of Biology (Honors or On-Level) Principles of Biology (Honors or On-Level) - This full-year lab science course introduces classic biology topics updated for the 21st century. Biology studies living things and their relationships from microscopic to massive, 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 and give monarch butterflies a health exam before tagging them for their 2,800 mile migration to Mexico. You will extract DNA, model its processes, and learn how scientists manipulate this magnificent molecule to make mice glow. You will observe animal behavior, test your heart rate, and practice identifying and debunking pseudo-science.
By the end of the course, students will be able to explain the nature of science as a system of knowing; 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 valid experimental design; discern ethical standards; relate their values and scientific ideas to decision-making; and apply biology knowledge to their own health.
In this flipped classroom, students are responsible for covering new material such as readings from the textbook and additional popular and scholarly sources, videos, and animations prior to class meetings. In-person sessions focus on active discussion, clarification, exploration of content, review, modeling, and hands-on activities.
Labs address not only technical skills and sequential operations, but also forming testable predictions, collecting data, applying math, drawing conclusions, and presenting findings. Hands-on dissection, always optional, is taught with preserved crayfish and fetal pigs.
Sensitive issues: human reproduction is not taught separately, but mentioned as students learn about other, related topics such as sperm, eggs, stem cells, genetic disease, hormones, fetal development, breast-feeding, adolescence, and HIV. While there may be some debate-style discussion of topics such as GMO, abortion will not be debated. Birth control and sexuality education are not covered, but distinctions between gender and biological sex are discussed in detail in the genetics unit. Dissections are optional. Evolution is embedded in every topic, from molecular to ecological, inseparably from other content. It is addressed in a scientific context, not from a faith standpoint.
The course provides a substantive, full-credit experience on either an Honors or On-Level track. All class members share core material and participate in the same labs. Honors has longer or additional readings, more analytical work, and more thorough and difficult assessments; it is appropriate for students who seek more challenge or plan to take the SAT Subject Test in Biology. Brief, required summer assignments are due in August for those who elect to take Honors. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. 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.
Prerequisites: Students should be very strong, independent readers and able to understand graphs, tables, percentages, decimals, ratios, and averages. Workload: Homework includes term cards, brief written responses, weekly online quizzes, unit tests, occasional lab reports, and some creative assignments including sketching. Students will sometimes prepare short, in-class presentations, participate in group projects, run simulations, or conduct simple experiments at home. All students should expect to spend 4-6 hours outside of class reading and preparing homework.
Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students access assignments; upload homework, take automated quizzes and tests; track grades; message instructor and classmates; and participate in a weekly conference held in addition to the in-person meeting at Compass. That online session is conducted live but can be viewed asynchronously if a student has a conflict. Assessments: Points are assigned for class submissions, and parents can view total points earned at any time through the Canvas site. Textbook: Students must 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 "Official SAT Subject Test in Biology Study Guide" (ISBN# 978-1457309205) and a prep book of their choice, such as the latest '"Princeton Review's Cracking the SAT Subject Test in Biology E/M" or "Barron's SAT Subject Test Biology E/M." Lab/Supply Fee: A class fee of $130 is due payable to the instructor on the first day of class.
Supplies/Equipment: Students will need access to a computer/internet, compound microscope with 400X magnification and cool lighting, splash goggles, water-resistant/acid-resistant lab apron, kitchen or postal scale, 3-ring binder, at least 400, 3"x5" index cards, and plain, lined, and graph paper. Some of these supplies are used at home. Students should watch class announcements on Canvas to know when to bring items to class. Notes: The cost for the SAT Subject Test in Biology in spring or summer 2020 is not included. Each family is responsible for scheduling and paying for their student's exam through the College Board. Credit: Homeschool families may wish to count this course as a full credit in Lab Science for purposes of a high school transcript.

11:00 am-12:30 pm

9th-12th

Website Development II: Interactive Design Website Development II: Interactive Design - Website Development is a fun, tangible way to introduce teens to coding! Students will be coding for themselves- to create their very own website! In this project-based class, students will design and develop a website on a topic of their choice. Will their personal website showcase a hobby, a club, a home business, or will it be used as their digital portfolio for future college applications?
Second semester, Students will learn a cutting edge approach to website design by using one of the most popular languages used by software developers today- Python. They will build on their knowlege of HTML, CSS, adn Javascript (from first semester) to create a fully functional blogging site. Students will learn about databases and data management behind-the-scenes of functional, interactive websites.
Students will build their websites on protected development sites. They can take their in-progress work home on a thumb drive each week. All work will be done on instructor-furnished laptops to prevent connectivity and technology problems in class. In order to work at home, students should have a laptop or desktop with a minimum Intel 64 processor, Windows 7 or 8 operatins system, 256 MB of RAM, and 200 MB of available hard-disk space for installation.
Workload: Students should expect to spend 1-2 hours per week outside of class.
Assignments: Will be given in class and noted in the weekly e-mails. Assessments: Will not be given. Topics in this Series: Visual Design (Semester 1) and Interactive Design (Semester 2) Lab/Supply Fee: The technology fee is included in the cost of the class. What to Bring: A thumbdrive Credit: Homeschool families may wish to count this course as a component (partial) credit in Technology for purposes of a high school transcript.

2:00 pm-2:55 pm

8th-12th

Code for a Cause: Technovation Team for Girls Code for a Cause: Technovation Team for Girls - Imagine a phone app that could quickly reunite lost pets, connect the poor with resources that they need, or report a problem in the community! Code for a Cause is the Compass-based Technovation hub where middle school girls will participate in the "world's largest technology entrepreneurship program for girls." Each year, Technovation teams solve real world problems through technology that they develop!
Through Technovation, girls work with women mentors, identify a problem in their community, develop a mobile app, and launch a startup. Since 2010, 23,000 girls around the world have developed mobile apps and startups to solve problems around a diverse range of problems, including food waste, nutrition, women's safety, and much more. In this year-long program, girls will work in teams and learn the skills they need to change the world with technology.
Girls will beging with get-to-know-you and team building activities before breaking into teams of 3-4. Each team will brainstorm to identify a problem in the community. They will propose a mobile app solution to their problem and conduct market research to see if their idea is the best possible solution. Next, the girls will learn to program their unique application using a web-based software called MIT App Inventor. In class, girls will be coached step-by-step on the process and logic of creating an interactive application. Finally, girls will learn how to brand their app, create a business plan, and look at what it would take to bring the app to market.
Girls will work on laptops provided by the instructor to eliminate technology or connectivity problems in class. However, since the app inventor platform is web-based, girls may continue to code at home. The course tuition includes a technology use/access fee.
Participation in Technovation gives girls the confidence to pursue more computer science courses (70%), and give many the foundation to eventually major in computer science (26%). Technovation teams are in 100 countries, and the program is sponsored by Oracle, Google, 3M, Adobe Foundation, and others. The Compass Technovation facilitator/instructor will be a coding coach from Coder Kids. This is a year-long program that follows the Compass calendar.12.07.0809

3:00 pm-4:30 pm

6th-8th

Room 2

Earth Science (Honors or On-Level) Earth Science (Honors or On-Level) - An earthquake rocks Irvine, CA; A cyclone hits the Solomon Islands; New fossils found in the Philippines; Volcanoes viewed on Venus. Aspects of Earth Science are in the news every single day! Earth Science is a study of the physical Earth and the universe- past and present- around us. It is a course that focuses on the study of space, geologic structures and forces, the waters on our planet, and the atmospheric forces above us, all of which shape our world. Students will explore the Earth's spheres including the geosphere, hydrosphere, cryosphere, and atmosphere, as well as the cycles of the Earth such as the water and carbon cycle.
In this course, students will use scientific practices to understand overarching concepts related to Earth and space science and to recognize unifying themes that integrate the major areas of study such as plate tectonics, weather, climate and climate change, water, ocean circulation, topography, natural resources, human impact on the environment, ecology, ice ages, and mass extinctions, among others. The curriculum integrates critical thinking and laboratory skills that stress the development of experimental design, detailed observation, accurate recording, data interpretation, and analysis. Ultimately, this course prepares students to be scientifically literate as well as prepare them for future courses in biology, physics, and environmental science.
An estimated 45 minutes of each class will be dedicated to delving into a specific, and the remainder of the time will be spent performing labs, observing demonstrations, reading and discussing articles, or using laptops for in-class investigation. Each student will do a long-term project that will incorporate research, data collection, a paper, and a year-end presentation. Ultimately, students will develop a conceptual and analytical understanding of the principals of Earth Science, with the design of this course being to introduce students to scientific thinking and reasoning, problem solving, and experimentation.
This class will be offered on two levels: Honors and On-Level. All class members share the core, weekly lesson and participate in the same in-class labs and activities. Honors students will be assigned supplemental articles, videos, and/or additional homework problems each week. Students register online for the same course, but must indicate which level they wish to study via e-mail by August 15. 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 will be expected to take notes during class, study independently, read, and take detailed notes on concepts before coming to class, complete various problem-solving activities or handouts, analyze data, and write formal lab reports.
Pre- or co-requisite: Pre-algebra Workload: Students should expect to spend 5-6 hours per week outside of class. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up as users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. Assessments: In this class, the instructor will assess a student's progress by: checking that weekly homework assignments are complete; spot-checking the full solution to 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: Students should purchase or rent Earth Science by Tarbuck and Lutgens, 2015 ed. (ISBN-13: 978-0134543536)
Lab/Supply Fee: A class fee of $150 is due payable to the instructor on the first day of class. What to Bring: Students will need a class notebook, a lab notebook with graph paper, a scientific calculator, and a laptop.Credit: Homeschool families may wish to count this course as a full credit in Lab Science for purposes of a high school transcript.

9:30 am-10:55 am

9th-12th

Civics Critic: Exploring Elections Civics Critic: Exploring Elections - Civics Critics will explore specific queries related to elections and voter's rights 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. Second semester will examine three big questions: Should Americans be Required to Vote? Campaign Propaganda: Which Strategies Would You Use? and Should the Electoral College Be Abolished?
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.
Topics in this Series: Sizing Up Citizenship (Semester 1), Exploring Elections (Semester 2). Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: are sent by e-mail to parents and students. Assessments: The instructor will assign completion points for homework assignments, % correct for quizzes/tests, and both quantitative and qualitative feedback on written papers for the parent's use in assigning a grade. Textbook: None. Lab/Supply Fee: The cost of class copies is included in the course fee. Credit: Homeschool families may wish to count this course as a component (partial) credit in Civics or American Government for purposes of a high school transcript. This is a 15-week class that will not meet one week in the winter quarter. The exact week off will be announced.

11:00 am-11:55 am

9th-12th

DebateAble: Debate for Teens DebateAble: Debate for Teens - Desmond Tutu once said, Don't raise your voice, improve your argument." Do you have what it takes to strategically win an argument? We live in a world where you will be challenged to think for yourself, defend opinions, and question conventions in society. Learn how to respond with evidence and enthusiasm when your opinion is challenged in this fun and interactive class!
Effective debate is a life skill that incorporates logic, communication, and public speaking skills. Being able to debate helps teens improve reasoning, conflict resolution, and confidence. In this class, students will learn the fundamentals of debate including persuasive appeals, a brief history of debate, and different styles of debate.
Over the semester, students will learn how to prepare and deliver three types of argument: The traditional, prepared, on-on-one, Lincoln-Douglas style debate; a researched and practiced Public Policy debate on a current topic affecting the country or community; and the off-the-cuff, think-on-your-feet Extemporaneous style debate in which students are paired to argue a specified topic with limited preparation time. Each week, students will practice giving brief impromptu speeches, delivering prepared presentations, and debating classmates.
Debaters will learn how to structure an argument, build their evidence, and best practices for researching a topic. Students will learn techniques for quoting sources, presenting statistics, acknowledging opposing views, and incorporating visual aids in debate. The class will also practice stylistic elements of public speaking such as using transitional words, timing, gestures, and eye contact. In this class, students will learn how to really listen to their opponent and how to craft a rebuttal. At the same time, debaters will be taught to read their audience, hold their attention, and establish credibility. Students will practice evaluating classmates and giving, receiving, and incorporating constructive feedback. For purposes of a high school transcript, homeschool families might chose to count this class as a component, or partial credit, in communication. 12.08.0107

12:00 pm-12:55 pm

8th-12th

Psychology: Case Studies in Human Development and Abnormal Psychology Psychology: Case Studies in Human Development and Abnormal Psychology - In this class, we will examine the nature, causes, and treatment of mental disorders. How do we define abnormality and classify mental disorders? How common are mental disorder and which disorders are most prevalent? How do mental disorders vary across cultures? Together, we will learn the answers to these questions and examine case studies by renowned psychologists including Dr. Mary Pipher. These readings will be at the core of this class, leading to ongoing, intellectually stimulating discussions. Topics covered will include phobias, PTSD, eating disorders, self-harm, addiction, schizophrenia, dementia and more. Students will learn how to analyze field work, evaluate theories, and think critically about how these studies apply to the world around them. They will also have an opportunity to share research on a personal topic of interest.
Cases will not be repeated from fall 2019 or the prior year's psychology course. Students who are new to psychology can use the Case Studies courses as an introduction to the field and to explore their interest in taking the AP Psychology course at Compass in 2020-2021!
Topics in this Series: Neuropsychology and Cognition (Semester 1) and Human Development and Abnormal Psychology (Semester 2)Workload: Students should expect to spend 2 hours per week outside of class on readings. Students will be expected to prepare for weekly discussions by reading the selected case study and answering questions. Assignments: All assignments will be posted on password-protected Canvas classroom management site. There, students can access assignments and upload homework. Extension assignments may include watching a short video clip, creating discussion questions, or suggesting a follow-up study. Assessments: The instructor will assign points for class participation and homework that the parents can use in assigning a grade. Lab/Supply Fee: The cost of class copies is included in the course fee. Credit: Homeschool families may wish to count this course as a component (partial) credit in Social Sciences for purposes of a high school transcript.

1:00 pm-1:55 pm

9th-12th

Website Development I: Visual Design Website Development I: Visual Design - Website Development is a fun, tangible way to introduce teens to coding! Students will be coding for themselves- to create their very own website! In this project-based class, students will design and develop a website on a topic of their choice. Will their personal website showcase a hobby, a club, a home business, or will it be used as their digital portfolio for future college applications?
In Visual Design, Students will learn to set up a website that follows industry standards and best practices. They will discover how HTML, CSS, and JavaSript are integrated as the core internet technologies that make a website useful, intuitive, and appealing. In the vast industry of website development, HTML serves as a website's framework, controlling content such as photos, videos, and text, while CSS is used for styling choices such as font styles, sizes, colors, and backgrounds. JavaScript is the dynamic, industry language that controls not only functionality such as inputs, interface, and responses within websites, but is also used for app and game development.
Students will build their websites on protected development sites. They can take their in-progress work home on a thumb drive each week. All work will be done on instructor-furnished laptops to prevent connectivity and technology problems in class. In order to work at home, students should have a laptop or desktop with a minimum Intel 64 processor, Windows 7 or 8 operatins system, 256 MB of RAM, and 200 MB of available hard-disk space for installation.
Workload: Students should expect to spend 1-2 hours per week outside of class.Assignments: Will be given in class and noted in the weekly e-mails. Assessments: Will not be given. Topics in this Series: Visual Design (Semester 1) and Interactive Design (Semester 2) Lab/Supply Fee: The technology fee is included in the cost of the class. What to Bring: A thumbdrive Credit: Homeschool families may wish to count this course as a component (partial) credit in Technology for purposes of a high school transcript.

2:00 pm-2:55 pm

8th-12th

Room 3

Success Skills for School: High School and Beyond Success Skills for School: High School and Beyond - Quizzes, tests, homework, projects, reports, teams, clubs, jobs, internships, volunteer work, applications, life decisions arghhh! The demands of high school can be overwhelming or downright intimidating to most teens, even those who are homeschooled! And guess what? That variety of new responsibilities and expectations doesn t go away. They will likely increase in the later years of high school and into college. But don t worry- there are strategies and core skills that will help prepare a teen for success in high school and beyond.
Study skills and college success basics include a toolbox of key life skills that will help your teen tackle high school and prepare for college. These skills are taught through in-class activities, some at-home trials, and by evaluating best practices. They are not taught as a one-size-fits all, but rather a range of options to accomplish the same thing for individual learners and different learning styles. Skills that will be addressed in this class include time management skills and tools like planners, to-do lists, calendars, and reminders- paper or electronic- what are the options, and what works best? Students will look at ways to manage short-term and long-term assignments; setting goals; how to break a bigger project into manageable steps and milestones; and how to avoid procrastination. The class will also learn fundamentals such as how to tackle a new chapter, read to retain, recall details, annotate, make margin notes, and take notes from readings, lectures, or videos; outline, and the art of brainstorming. Students will learn how to study and prepare for tests.
In their toolbox, teens will also learn soft skills needed in school such as communicating and coordinating with a team on group projects and how to ask for information from teachers, employers, and other adults. The group will complete a career inventory and think about what they might be interested in doing in the future and will get tips on internships, mentor relationships, and options for junior/senior summer or a gap year. Finally, the class will look at sleep, diet, stress, screen time, and other personal habits that can impact a teen's work and effectiveness.12.10.0107

10:00 am-10:55 am

9th-12th

Spanish I (Honors or On-Level) Spanish I (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.
This class will be offered on two levels: Honors and On-Level. Spanish I offers a substantive, full-credit experience taught at either level. All class members share core material and participate in the same class activities, but honors students will be given homework that requires higher level reasoning and advanced application of various grammar skills. 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.
Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Lab/Supply Fee: A class fee of $30.00 is due payable to the instructor on the first day of class for class materials in lieu of a textbook.
Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.

11:00 am-11:55 am

7th-12th

Outbreak! The Microbiology of Disease: Viruses & Parasites ... Outbreak! The Microbiology of Disease: Viruses & Parasites (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 introduced to a new pathogen.
The class will integrate principles of microbiology, immunology, physiology, and pharmacology within the framework of each epidemic. 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.
Second semester lectures and labs will cover viral and parasitic diseases, including Smallpox, Rabies, HIV/AIDS, Hookworm, Toxoplasma, and others.
This class will be offered on two levels: Honors and On-Level. All class members share core material and participate in the same labs. Honors students will be assigned additional readings, homework questions, and lab reports. Students register online for the same course, but must indicate which level they wish to study via e-mail by January 8. 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.
Topics in this Series: Bacteria & Prions (Semester 1), Viruses and Parasites (Semester 2), etc.Prerequisites: Although previous classwork in Biology and Chemistry will be helpful, they are not prerequisites. Workload: On-level students should expect to spend 1-2 hours per week on assigned readings and lab reports. Honors students should expect to spend 2-3 hours per week on work outside of the classroom. Assignments: All students will be expected to keep a lab manual for notetaking, lab reports, and assigned homework questions. Weekly readings will be documented in the course syllabus. Assessments: 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. Textbook: Students should purchase or rent Microbiology: A Systems Approach, 5th Edition" by Marjorie Kelly Cowan (ISBN # 978-1259706615). Lab/Supply Fee: A class fee of $100.00 is due payable to the instructor on the first day of class. Equipment/Supplies: Students will be asked to bring microscopes to class some weeks. Students should have access to a compound microscope with 400X magnification and cool lighting. Credit: Homeschool families may wish to count this course as a component (partial) credit in Lab Science for purposes of a high school transcript.

2:00 pm-2:55 pm

9th-12th

Room 4

Paint Studio II: Advanced Fundamentals- 3D Perspective Paint Studio II: Advanced Fundamentals- 3D Perspective - In Paint Studio II, student artists will further develop their skills in acrylic painting in a relaxed, informal studio setting under the guidance of a professional paint instructor. Paint Studio II is a 2-hour session where a focused lesson is demonstrated and practiced in the first hour, and students may continue to paint in open studio (shared with Paint Studio I students) the second hour. The second hour of Paint Studio II is optional in the event that a student must attend a 10:00 am class.
Students will work on framed canvas and easels and will learn elements of art and principles of design in addition to methods in painting. Advanced painting techniques that will be taught include dry brush work, washing, splattering, dabbing, pallet knife, underpainting, glazing, and layering. Each quarter, the instructor will demonstrate techniques by developing a sample painting. Students may elect to follow the class sample, or may apply the painting skills to an entirely unique composition. Students will complete one or two 16" X 20" canvases each quarter, depending on the level of detailing.
In fourth quarter, students will learn Linear Perspective, to realistically represent a 3-dimensional landscape on a 2-dimensional canvas. In order to create the illusion of depth, students will learn to use a vanishing point on the horizon line, and draw objects using orthogonal lines leading to the horizon line. Students will be taught to use two-point perspective using two vanishing points, to paint objects that are seen at an angle. Using Linear Perspective, objects that are closer will appear larger, and those that are farther will appear smaller.
This class is suitable for returning teen students who have completed at least two quarters of Paint Studio I, or adult students. Compass parents are welcome to register for this class to work alongside their teens or to work on their own while their teen is another Compass class. Painting can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.
Topics in this Series: Advanced Fundamentals I, Color Studies (Quarter 1), Special Effects in Acrylics Workshop (Quarter 2); Advanced Fundamentals II, Blending & Brush Techniques (Quarter 3), Advanced Fundamentals- 3D Perspective (Quarter 4). Prerequisites: at least 2 quarters of Paint Studio I Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use.Assessments: Individual feedback is given in class. Formal assessments will not be given. Lab/Supply Fee: A New Student class fee of $45.00 is due payable to the instructor on the first day of class for canvases, pallet, pallet knife, 12 piece paint brush set, a sketchbook, and use of shared class supplies (desktop easels, acrylic paint, brushes, paper products, etc.). The Returning Student class fee is $20.00 for canvases and shared class supplies What to Wear: Students may wish to wear an apron, smock, or paint shirt when working acrylic paints. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

9:00 am-10:55 am

8th-Adult

Paint Studio I: Landscapes- Composition and Unity Paint Studio I: Landscapes- Composition and Unity - 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. Painters will learn basic techniques such as shading, blending, stippling, and broad stroke. Each quarter, the instructor will demonstrate techniques by developing a sample painting. Students may elect to follow the class sample, or may apply the painting skills to an entirely unique composition. Students will complete one or two 16" X 20" canvases each quarter, depending on the level of detailing.
Fourth quarter, students will begin landscapes including trees, rivers, mountains, moons. Through this landscape study, painters will learn techniques with
acrylic paints such as shading, blending, stippling, and broad stroke to help them replicate the different effects in landscape subjects with contrasting textures.
Elements of art taught from prior quarters will be retaught or reinforced throughout fourth quarter, which include line, shape, form, space, color, value, texture, unity, and harmony.
This class is suitable for beginners who have never painted before, and for experienced art students who have worked in other mediums and are interested exploring acrylic painting. 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 break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.
Topics in this Series: Botanicals- Line, Color, Shape, and Texture (Quarter 1); Special Effects Workshop (Quarter 2); Still Life- Values, Form, and Space (Quarter 3); Landscapes- Composition, Unity, and Repetition (Quarter 4). Workload: Work outside of class is optional, however students who want to continue to practice their painting techniques might want to purchase a tabletop easel (approx. $10.00) and set of basic acrylic paints ($30.00+) for home use Assessments: Individual feedback is given in class. Formal assessments will not be given. Lab/Supply Fee: A class fee of $20.00 is due payable to the instructor on the first day of class for two canvases, a sketchbook, and use of shared class supplies (desktop easels, paints, brushes, paper products, etc.). Returning students who are continuing in this class from a prior quarter can continue using their sketchpad, but there is still a $14.00 fee for the other materials. What to Wear: Students may wish to wear an apron, smock, or paint shirt when working acrylic paints.Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript.

10:00 am-10:55 am

7th-Adult

Fundamentals of Drawing- Still Life Fundamentals of Drawing- Still Life - Students will learn how to draw in addition to discovering the elements of art and principles of design in this beginning class! Teens will begin basic sketching of still life such as fruits, bowls, and glassware, as freehand drawings that give a basic representation of the subject. Teen artists will learn techniques such as drawing a “good line”, shading and blending using crosshatching and smudging. Through the still life study, artists will learn techniques with pencil and charcoal to help them replicate different effects in still life subjects, with contrasting textures. Elements of art will be taught to include line, shape, form, and texture. Over the course, students will progressively draw more slowly and carefully to create drawings with refined details. Toward the end of the course, students may also choose to add color to their drawings.
The instructor will demonstrate techniques by developing a sample drawing. Students may elect to follow the class sample, or may apply the drawing skills to an entirely unique composition. This class is suitable for beginners who have never drawn before, and for experienced art students who have worked in other mediums and are interested exploring drawing. 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. Drawing can provide a relaxing, needed break from rigorous academic classes and over-scheduled lives in a fun, supportive environment.
Workload: Work outside of class is optional for those who wish to practice their drawing techniques. Assessments: Individual feedback is given in class. Formal assessments will not be given. Lab/Supply Fee: A class fee of $15.00 is due payable to the instructor on the first day of class for a sketchbook, a pencil box with pencils of varying hardness, and an eraser. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts for purposes of a high school transcript. Prerequisites: None

11:00 am-11:55 am

7th-Adult

American Sign Language (ASL) I American Sign Language (ASL) I - 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 a great 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 fingerspelling and numbers, developing conversational ability, culturally appropriate behaviors, and fundamental ASL grammar.
Class time will be dedicated to interactive ASL activities and signing practice. ASL is an excellent second language choice for teens who have difficulty with writing, spelling, or challenging pronunciation in English. 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.
ASL students will have a Deaf instructor for the whole year. He regularly teaches all-hearing classes and will be an excellent role model for students to meet and interact with a native speaker of ASL and to lean natural facial expressions, gestures, and body language used in Deaf communications. ASL students will have more confidence learning from Deaf instructors in college or greeting speakers of ASL in social settings.
Because the instructor is Deaf, students are not permitted to speak aloud in class. This approach improves visual attention and encourages immersion in the language. Students will be able to ask questions of the instructor by writing on individual white boards, but they will be encouraged to sign in order to communicate with the instructor. Enrolled students are not expected to know any sign language prior to beginning ASL I.
Workload: Students should expect to spend 2-3 hours each week outside of class on required vocabulary exercises, readings, and signing practice. Assignments: Homework assignments will be posted online in the Canvas digital classroom platform. There will be only minor written assignments but there will be no written tests. Through Canvas, students will be asked to post short videos of themselves signing as homework. Assessments: The instructor will assign points using a class rubric for the parent's use in assigning a course grade. Course rubrics will evaluate students on their sign production, fingerspelling, ASL grammar, facial expressions including “above the nose” grammar (brows and body movement), and “below the nose” modifiers (lip expressions). Textbook: Students should purchase or rent "Signing Naturally Units 1-6 workbook" (ISBN# 978-1581212105) which includes a DVD or signing videos.
Credit: Homeschool families may wish to count this course as a full credit in World Languages for purposes of a high school transcript.

12:00 pm-12:55 pm

7th-12th

Architecture: Visualizing and Modeling in 3D Architecture: Visualizing and Modeling in 3D - Architecture: Visualizing and Modeling in 3D is an immersive, interactive learning environment focused on inquiry, experimentation, and discovery. The class develops self-reliance and self-critique, opens intellectual horizons, and challenges students to continually expand and deepen their aesthetic judgement and critical understanding as they explore creating architecture in three dimensions.
Classes will begin with instruction in three dimensional architectural communication techniques. Students will learn how to create 3D perspective and orothographic sketches and drawings. Students will then explore how to transform their ideas into physical models using a variety of materials including paper, cardboard and clay. The class will also explore the use of computer modeling and rendering using programs such as Sketchup.
Using the techniques that they have learned, students will create an underwater Atlantis, a space colony or another project of their choice working both individually and in groups. The class will investigate relevant works of architecture for inspiration and students will have the opportunity to critique their own work and that of other architects and to receive feedback from the class and the instructor. Students will also have the opportunity to visit the National Building Museum and tour the private model collection.
Topics in this Series: Architecture in 2D- Drafting and Drawing (Semester 1) and Architecture in 3D- Modelling (Semester 2) Prerequisites: Students should be able to work with fractions for scaled drawing work.Workload: Students should expect to spend 1-2 hours per week outside of class. Assignments: Will be given in class and e-mailed to parents and students. Assessments: Throughout the semester, the class will work as in a collaborative design studio atmosphere with frequent, informal reviews.Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class for a kit consisting of tracing paper, grid paper, pencils, architect's and engineer's scales, presentation boards, and printing architectural drawings. What to Bring: Students should bring their architectural kit materials to class each week. Schedule This is a 16-week course. Class will not meet on Friday, April 24, but instead will meet on Friday, May 1 (which is off for other Compass classes) to take a class tour to the National Building Museum. Credit: Homeschool families may wish to count this course as a component (partial) credit in Fine Arts or Visual Arts for purposes of a high school transcript.

1:00 pm-2:55 pm

9th-12th

Room 5

Ancient Justice: Crime & Punishment- Roman Law, From Republ... Ancient Justice: Crime & Punishment- Roman Law, From Republic to Empire - This class will explore the judicial processes of the Roman Republic. Starting with the Regicide of the Tarquin King, followed by the first legal code, the Laws of the 12 Tables, all the way to the Codes of Emperor Justinian. This Semester will explore the foundation of the Roman Legal system that endures in some forms to this day. Like a traditional mock trial program, the class will hear cases, and students will defend themselves. Real historical cases will be studied and trial parts assigned to the class, which will be expected to debate from the perspective of Plebes and Senators of ancient Rome. The class will serve as the jury and, if necessary, select period-appropriate verdicts and explain how they arrived at their decisions, while striving for period accuracy.
Topics in this Series: Roman law, From Republic to Empire (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation.Textbooks: None Assessments: Will not be given. Lab/Supply Fee: The cost of photocopied class documents is included in the course fee.Credit: Homeschool families may wish to count this course as a component (partial) credit in History or Civics for purposes of a high school transcript.

10:00 am-10:55 am

8th-12th

3D History: The Forgotten Fronts of WWII 3D History: The Forgotten Fronts of WWII - 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 deploy to simulated battlefronts across the world in 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!
The Second World War was fought at every corner of the world map, but most people have only heard of the big famous battles in Europe and the Pacific. This semester we'll shed some light on the other pivotal battles of WWII, like the German paratroopers who invaded Crete, the Italian attacks in North Africa, and the Allied operations in Italy, which were overshadowed by the D-Day landings.
Topics in this Series: Naval Battles of WWII (Semester 1) and The Forgotten Fronts (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation.Assessments: Will not be given.Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

12:00 pm-1:55 pm

7th-12th

3D History: The Forgotten Fronts of WWII 3D History: The Forgotten Fronts of WWII - 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 deploy to simulated battlefronts across the world in 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!
The Second World War was fought at every corner of the world map, but most people have only heard of the big famous battles in Europe and the Pacific. This semester we'll shed some light on the other pivotal battles of WWII, like the German paratroopers who invaded Crete, the Italian attacks in North Africa, and the Allied operations in Italy, which were overshadowed by the D-Day landings.
Topics in this Series: Naval Battles of WWII (Semester 1) and The Forgotten Fronts (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class. Assignments: Google Drive (period maps, photographs and recreations) and YouTube (videos) links will be e-mailed to parents/students for homework or supplemental investigation.Assessments: Will not be given.Credit: Homeschool families may wish to count this course as a component (partial) credit in History for purposes of a high school transcript.

2:00 pm-3:55 pm

7th-12th

Room 9

Math Lab (Fri, Q4) Math Lab (Fri, Q4) - Math Lab is a tutoring center where students can go for weekly help on math homework! In Math Lab, homeschooled students bring the math homework they are assigned- whether from a Compass math class, an online math program, or material taught at home. Help is available for all topics from middle school (6th-8th grade) math through Algebra I, encompassing concepts such as: number lines, integers, negative numbers, fractions, decimals, percentages, factoring, exponents, roots, order of operations, inequalities, coordinate plane, working with variables, solving equations, and word problems.
Students will be expected to come to Math Lab with a current math assignment including any textbook, workbook, or worksheets and a pencil. They will work independently until they have a question, reach a stumbling block, or need clarification on a concept or computation. The Math Lab tutor will then work with them to check answers, remind them of a technique, or demonstrate a different way to solve the problem. Sometimes just hearing it from someone else will help a concept "click"!
An experienced Compass math instructor will oversee the Math Lab and will be circling the room and continually checking in with students. The tutor will not prepare or deliver structured lessons, but will be giving on-the-spot support/guidance as needed and may suggest additional practice to reinforce a concept. Math Lab students will receive discounts on subscriptions to IXL Math, on an online, learning platform. See Compass Store for details on IXL subscriptions.

2:00 pm-2:55 pm

6th-10th

Room 9A

Geometry Geometry - This is a complete course in high school Geometry which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Students will learn deductive reasoning, and logic by completing geometric proofs. Topics in geometry include: lines, angles, congruence, concurrence, inequalities, parallel lines, quadrilaterals, transformations, area, similarity, right triangles, circles, regular polygons, and geometric solids. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation Algebra I in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student?s progress and workload. Assessments: In this class, the instructor will assess a student?s progress by: checking that weekly homework sets are complete; spot-checking the full solution 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: The required textbook for this class is Geometry: Seeing, Doing, Understanding, 3rd edition (ISBN-10 0716743612, ISBN-13 978-0716743613) A calculator is not necessary for this course. Credit: Homeschool families may wish to count this course as a complete credit in Geometry for purposes of a high school transcript.12.08.0612

10:00 am-10:55 am

8th-11th

Algebra II Algebra II - This is a complete course in Algebra II which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Algebra II include linear functions, systems of equations and inequalities, quadratic functions and complex numbers, exponential and logarithmic functions, rational and irrational algebraic functions, and quadratic relations and systems. In addition, this course will cover higher degree functions with complex numbers, sequences and series, probability, data analysis, and trigonometric and circular functions. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation Algebra I in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student?s progress and workload. In lieu of a graphing calculator, students should have access to websites desmos.com and wolframalpha.com for graphing assignments.Assessments: In this class, the instructor will assess a student?s progress by: checking that weekly homework sets are complete; spot-checking the full solution 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: The required textbook for this class is Algebra and Trigonometry: Functions and Applications- Prentice Hall Classics (ISBN-10 0131657100, ISBN-13 978-0131657106). A scientific calculator similar to the TI-83 is required for this class. Credit: Homeschool families may wish to count this course as a complete credit in Algebra II for purposes of a high school transcript. 12.06.0612

11:00 am-11:55 am

9th-12th

PreCalculus PreCalculus - This is a complete course in PreCalculus which will cover fundamental concepts and provide a solid foundation of mathematical literacy, problem solving, reasoning, and critical thinking skills that are necessary for the exploration of more advanced and rigorous topics in mathematics. Topics in Precalculs include functions: polynomial, rational, exponential, logarithmic, and trigonometric (right angle and unit circle). In addition, the course will cover polar coordinates, parametric equations, analytic trigonometry, vectors, systems of equations/inequalities, conic sections, sequences, and series. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation Algebra I, Algebra II, and Geometry in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student?s progress and workload. In lieu of a graphing calculator, students should have access to websites desmos.com and wolframalpha.com for graphing assignments.Assessments: In this class, the instructor will assess a student?s progress by: checking that weekly homework sets are complete; spot-checking the full solution 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: The required textbooks for this class are Precalculus: Mathematics for Calculus, 6th edition by Stewart, Redlin, and Watson (ISBN-10 0840068077, ISBN-13 978-0840068071) and the downloadable Stitz-Zeager Precalculus, Preliminary 4th edition (www.stitz-zeager.com/Precalculus4.pdf) A scientific calculator similar to the TI-83 is required for this class. Credit: Homeschool families may wish to count this course as a complete credit in Precalculus for purposes of a high school transcript.12.07.0612

12:00 pm-12:55 pm

10th-12th

Algebra I Algebra I - 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, reasoning, 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 real world applications. Topics in Algebra I include number systems, linear systems, rational numbers, complex numbers, exponents, roots, radicals, quadratic equations, polynomials, factoring, absolute values, ratios, and proportions. In addition, the course will cover solving and graphing systems of functions, linear equations, and inequalities. Students will explore these topics through class discussions, practice problems, and open-ended problem solving.
Prerequisite: Students should have a solid foundation in pre-algebra topics in order to take this class. Workload: Students should expect to spend 1.25-1.75 hours per day on reading, review, and homework on most non-class days. Homework assignments will run on a 13-day cycle in this class with: a new unit introduced on a Friday (day 1), lecture on Wednesday (day 6), questions and answers on the next Friday (day 8), and homework due the next Wednesday (day 13). After introduction of a new topic (day 1), students will be expected to read the assigned section and look through worked, sample problems before the lecture the following Wednesday (day 6). Solutions will be provided for some homework problems, but students are expected to show all steps of all work. Assignments: The Canvas online class management system will be used to post assignments and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student?s progress and workload. Assessments: In this class, the instructor will assess a student?s progress by: checking that weekly homework sets are complete; spot-checking the full solution 1-2 select problems in class each week, and giving quarterly take-home tests. Points will also be awarded for class participation. Parents will be able to view accumulated points awarded in the class for purpose of determining a parent-awarded course grade. Textbook: The required textbooks for this class are (1) Practical Algebra: A Self-Teaching Guide, 2nd edition paperback- new copy recommended- (ISBN-10 0471530123, ISBN-13 978-0471530121) and (2) A-Plus Notes for Beginning Algebra: Pre-Algebra and Algebra 1 (ISBN-10 0965435229, ISBN-13 978-0965435222). A calculator is not necessary for this course. Credit: Homeschool families may wish to count this course as a complete credit in Algebra I for purposes of a high school transcript.12.10.0619

1:00 pm-1:55 pm

7th-10th

Pre-Algebra Pre-Algebra - This is a full year course in Pre-Algebra that will provide an introduction to basic algebra concepts and a review of arithmetic algorithms with an emphasis on problem solving. The major topics covered in this course are integers, order of operations, expressions, variables, equations, inequalities and polynomials. The course will also cover factors, fractions, exponents, and rational numbers. 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.
Prerequisites: Students must be fluent in the four basic operations- addition, subtraction, multiplication and division. They will need to show proficiency and have a thorough command of basic computation. In addition, a basic, introductory understanding and ability to work with fractions and decimals is required to solve equations and simplify expressions. If you are unsure about your child?s readiness for this class, the instructor will recommend one or more practice platforms and/or assessments to confirm placement. Workload: Students should expect to spend 3-4 hours per week outside of class to complete practice problems, homework, and assessments. Assignments: will be e-mailed to parents and students after each class. Assessments: All chapter tests will be taken outside of class with parental oversight to maximize in-class instructional time. Textbook: Students should purchase or rent McDougall Littell?s Pre-Algebra (ISBN #978-0618250035) and accompanying practice workbook (ISBN # 978-0618257522). As an alternative, parents can purchase the textbook on audio-CD for any student who struggles with reading (ISBN #978-0618478828). Lab/Supply Fee: A class fee of $39.00 is due payable to Compass on the first day of class for the student?s online subscription to IXL online math platform where additional practice assignments are made. Please note that this subscription is typically $79.99 per student if purchased individually. What to Bring: Students will need a 1-1/2 inch binder with lined paper, graph paper, and a set of (5) dividers, a 12 inch ruler, and a TI-34 calculator. Credit: Homeschool families may wish to count this course as a full credit in Mathematics for purposes of a high school transcript.12.06.0612

2:00 pm-2:55 pm

7th-9th

Room 10

English: Nobel and Pulitzer Prize Winning Non Fiction English: Nobel and Pulitzer Prize Winning Non Fiction -
Overview
Modern Narratives focuses on the incorporation of style, voice, and tone in literature and in writing. Viewing literature as "published writing", students will examine the products and processes of other writers in order to understand and refine their own. Through the analysis of professional and student works, students will explore what makes truly great writing.
Literature
First semester of Modern Narratives in Nonfiction will examine the works of great essayists. Examples of some essays that may read in this course are those by Henry David Thoreau, George Orwell, Virginia Woolf, Robert Benchley, James Baldwin, Joan Didion, Annie Dillard, and Joyce Carol Oates. In addition, the class will use style manuals and classic writing texts such as Strunk & White's The Elements of Styleand William Zinsser's On Writing Well. The full reading list will be presented in the course syllabus at the beginning of the term. In addition, students will be asked to read several selections over the summer. Students may also need to do some supplemental, parallel personal reading on his/her own to support the semester project.
Composition
First semester Senior Composition, dovetailing with the college admissions season, will focus on "the personal essay", writing to prompts, writing with a deadline, and ruthless editing (a.k.a. "meeting a word count"). Going beyond the five-paragraph template that encourages "cookie cutter" essays, students will create 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 process, students will master their writing process and identify personal writing strengths. These strengths will be developed into a writing workshop that they will present to classmates and the Compass community. Portfolios (now a potential college resume addition) will be expanded to include essays, research papers, and extracurricular support (artwork, performances, powerpoints, etc.) .
This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Mrs. Kosar will teach the literature components of the course on Wednesdays, and Mrs. Sharp will teach the writing portion of the class on Fridays.
Topics in this Series: Modern Narratives in Nonfiction Works (Semester 1) and Nobel and Pulitzer Prize Writings (Semester 2). Prerequisites: Students should be able to read at grade level. Workload: Students should expect to spend 3-4 hours per week outside of classAssignments: will be posted on a Google Classroom. Assessments: are portfolio-based. Students will create a digital portfolio that incorporates annotated reading lists, reflects individual interests and accomplishments and showcases a variety of writing. Textbook: Students should purchase or borrow the assigned literature. In some cases, specific editions will be identified with ISBN numbers so students can be on the "same page" (literally!) What to Bring: Students should bring paper or notebook, pen or pencil, current literature selection, and personal writing journal to class each week. Credit: Homeschool families may wish to count this course as a credit in English for purposes of a high school transcript.

11:00 am-11:55 am

11th-12th

English: Introduction to Literary Analysis & Writing- Forms... English: Introduction to Literary Analysis & Writing- Forms of Literature - Overview
The Introduction to Literary Analysis & Writing is a high school student's first look at the higher-level relationship between literature and personal writing. Literary analysis and critical writing move a teen from being merely a good reader- a middle school skill- to becoming a scholarly reader and diagnostic writer which are the foundations of high school and college level inquiry into all forms of written works.
In this course, literature is not restricted to a particular genre or form, and writing is not limited to a common five-paragraph composition. Instead, literature is presented as a survey, sampling many different types of works, and composition is approached as the development of a student's personal responses to what he reads. During the second semester, students will examine forms and genres to create a "big picture" of the development of literature.
Literature
Second semester Literary Analysis will focus on forms of literature- novels, short stories, essays, plays, poems, etc.- and the different ways they tell a story. Some well-known literature will be used to introduce students to the different forms.
Composition
Second semester writing will continue to incorporate the personal response to literature, through a personal writing journal. The students' journals will be a place to record what they think and feel about what they are reading. Students will learn to annotate, to cite passages from text, and to format. Notes made in the journals will be used to develop short, informal written pieces about the literature read in the course. Observations from the student's journal will also be used to collect supporting, textural evidence to support the reader's opinions which will be formulated into a thesis (personal position). Written assignments will include summaries, compare/contrast analyses, and parallel structure writings that focus on character, setting, plot, conflict, etc., to further underscore and assess student's understanding of the building blocks of literature. Second semester will conclude with a culminating project on a subgenre of the student's own choosing which compare different forms studied.
Class Structure
This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Mrs. Kosar will teach the literature components of the course on Wednesdays, and Mrs. Sharp will teach the writing portion of the class on Fridays.
Topics in this Series: Elements of Literature (Semester 1) and Forms of Literature (Semester 2). Prerequisites: Students should be able to read at grade level. Workload: Students should expect to spend 3-4 hours per week outside of class. In addition, students should complete the summer assignments consisting of the literature identified above and a hand-out of literary terminology to learn. Assignments: will be posted on a Google Classroom. Assessments: are portfolio-based. Students will create a digital portfolio that incorporates annotated reading lists, reflects individual interests and accomplishments and showcases a variety of writing. Textbook: Students should purchase or borrow the assigned literature. In some cases, specific editions will be identified with ISBN numbers so students can be on the "same page" (literally!) What to Bring: Students should bring paper or notebook, pen or pencil, current literature selection, and personal writing journal to class each week. Credit: Homeschool families may wish to count this course as a credit in English for purposes of a high school transcript.

12:00 pm-12:55 pm

9th-10th

English: Advanced Literary Criticism & Composition- Survey ... English: Advanced Literary Criticism & Composition- Survey of Themes in Literature - Overview
Advanced Literary Criticism & Composition introduces the high school student to a deeper investigation into literary movements and literary themes throughout the ages. Like art, literature is a writer's response to his world and a reflection of his society and contemporary culture. Literary genres evolved in response to significant events, prevailing philosophies, and impactful innovations and discoveries in the writer's lifetime. Literary movements create a timeline that reflects those influences. In this course, students will read and evaluate selections from various literary movements: Romanticism, Dark Romanticism, Gothic, Transcendentalism, Realism, Naturalism, Magical Realism, Stream of Consciousness, Expressionism, Harlem Renaissance, Modernism, Beat, etc., and make connections to significant effects of the period.
Advanced composition in this course will move beyond personal interpretation of the work ("What do I think?") and transition into two Schools of Literary Criticism: Biographical Criticism, which views literature through the personal world of the writer ("What did the writer think?"), and Historical/Societal Criticism which views literature through the society/times of the writer ("What was going on around the writer?")
Literature
Second semester of Advanced Literary Criticism will include a grouping of literature in "themes" and a study of how themes combine to create genre. Students will discover how literature reflects the people, events, discoveries, and ideology of the time and how literary movements provide clues to the philosophical, scientific, and societal climate. The class will look at wars and conflict as a creative element that drives evolution in literary movements. The types of literature used to examine movements will span novels, short stories, poetry, letters, political writings, slave narratives and analytical essays. Examples of some literature that students may read in this course are Sophie's World by Jostein Gaarder, Things Fall Apart by Chinua Achebe, and Siddhartha by Hermann Hesse. The full reading list will be presented in the course syllabus at the beginning of the term.
Composition
Second semester Composition will apply the Schools of Literary Criticism to craft essays that demonstrate and understanding of themes in the broader context of literature- across eras, across genre/form, across writers and across the world. Teens will write a series of short essays that use different "filters" or "lenses" to view literary genres. Students will develop skills in notetaking, adding research to their literary essays, and managing their writing portfolios. They will also perform parallel, independent research in literature to develop a presentation on a literary theme culminating a semester project.
Class Structure
This course is part of a custom curriculum developed and team-taught by Anne Sharp and Melanie Kosar. The courses are designed in a sequential program that complements the developmental skills of the adolescent learner. It is a seminar-style approach that mirrors university literature and writing classes. Mrs. Kosar will teach the literature components of the course on Wednesdays, and Mrs. Sharp will teach the writing portion of the class on Fridays.
Topics in this Series: Overview of Literary Movements (Semester 1) and Survey of Themes in Literature (Semester 2). Prerequisites: Students should be able to read at grade level. Students should have had a prior course in literature to have established a firm foundation in basic literary elements and form. Workload: Students should expect to spend 3-4 hours per week outside of class. In addition, students should complete the summer assignments consisting of the literature identified above and a hand-out of literary terminology to learn. Assignments: will be posted on a Google Classroom. Assessments: are portfolio-based. Students will create a digital portfolio that incorporates annotated reading lists, reflects individual interests and accomplishments and showcases a variety of writing. Textbook: Students should purchase or borrow the assigned literature. In some cases, specific editions will be identified with ISBN numbers so students can be on the "same page" (literally!) What to Bring: Students should bring paper or notebook, pen or pencil, current literature selection, and personal writing journal to class each week. Credit: Homeschool families may wish to count this course as a credit in English for purposes of a high school transcript.

1:00 pm-1:55 pm

10th-11th

Compass Literarians: Creative Writing & Literary Magazine Board Compass Literarians: Creative Writing & Literary Magazine Board - This Literarians writing board 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 are 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. They will explore publishing options through online platforms and hardbound journals.
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, students will assume editorial roles in the production of Pen Point, 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.
Topics in this Series: A Creative Writing and Literary Magazine Board (Semesters 1 and 2, with registration by semester.) Prerequisites: Advanced reading, writing, and analytical skills. Workload: Students should expect to spend 2-3 hours per week outside of class on investigation, writing, or editing for this class. Assignments: Writing and editing assignments will be delegated by the student board. Assessments: In lieu of a teacher-provided assessments, writers will receive peer feedback on their own work, and the finished product will be a printed anthology for their portfolio. Lab/Supply Fee: A class fee of $20.00 is due payable to the instructor on the first day of class for publishing expenses. What to Bring: Students should bring laptops to class to work collaboratively and real-time on shared documents and the class portal. Credit: Homeschool families may wish to count this course as a component (partial) credit in English for purposes of a high school transcript.

2:00 pm-2:55 pm

9th-12th

Formula for Fiction: Revisioning a Classic Formula for Fiction: Revisioning a Classic - Did you know that Westside Story is based on Shakespeare's Romeo and Juliet or that Ever After was inspired by the fairytale, Cinderella? The complete Percy Jackson series is based on classical Greek mythology, while the Broadway blockbuster "Wicked" was a spin-off of the beloved The Wizard of Oz novel and movie. Sometimes we are content to read a favorite story in its original form, but sometimes we enjoy a modern perspective, an updated version, or a fresh telling of a familiar tale.
In this tradition, students will borrow from the best that past literature has to offer and write a retelling, a reboot, or a parody of a favorite classic. While remaining faithful to the original concept (plot structure, events and characters), students will change perspective or setting, or time period to recreate a recognizable, yet revisioned fictional story. To do this, the student must understand author's original, prescribed character traits and motivation; include recognizable events and situations; and incorporate enough names and references to the original work, all while re-casting the story with a fresh twist.
Great writing doesn't always begin "from scratch." Sometimes writers use a formula, or template storyline, to create fiction. This class series examines different types of popular storylines to give the young writer a "formula" for creating original fiction. For each genre, the class will examine samples of literature and excerpts from well-known works that illustrate the story template. Each fiction formula includes a different mix of elements (characters, setting, plot) that change in the new story while others remain fixed to preserve the genre.
A portion of each class will be dedicated to sharing students' working drafts through collaboration and in-class feedback. Students will be expected to conduct some writing and reading at home each week. Literature selections will not be assigned in their entirety, but students may want to continue reading the complete work. The culmination of the students' work will be a bound class literary magazine. Topics in this Series: Mystery and Detective Stories (Quarter 1); Historical Fiction (Quarter 2); Prequels and Sequels (Quarter 3); and Revisioning a Classic (Quarter 4).12.08.0128

10:00 am-10:55 am

7th-8th

Music Room

Spanish II (Honors or On-Level) Spanish II (Honors or On-Level) - Get ready for a full year of intermediate 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 describing homes and chores; planning a party; health, body parts and sports; vacations, leisure time activities, fun events and places of interest; communicating via phone and computer; and daily routines. There will be a strong emphasis on competency using regular and irregular past tense verbs and common grammar concepts such as commands, direct and indiect object pronouns, reflexive verbs, and the differences between ser vs. estar and saber vs. conocer.
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.
This class will be offered on two levels: Honors and On-Level. Spanish I offers a substantive, full-credit experience taught at either level. All class members share core material and participate in the same class activities, but honors students will be given homework that requires higher level reasoning and advanced application of various grammar skills. 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.
Prerequistes Spanish I Workload: Students should expect to spend 30-45 minutes per day, 4 days per week on homework outside of class. Assignments: Are sent by e-mail to parents and students. Students must have access to a computer and internet service for computer-based videos and practice tools that are assigned as homework and are essential to success in the class. Assessments: Quizzes, tests, and individual performance reviews will be given to all students at regular intervals to provide parents with sufficient feedback to assign a grade. Lab/Supply Fee: A class fee of $30.00 is due payable to the instructor on the first day of class for class materials in lieu of a textbook. Credit: Homeschool families may wish to count this course as a full credit in Foreign Language for purposes of a high school transcript.10.07.0612

10:00 am-10:55 am

8th-12th

Shakespeare's Famous Re-Writes of History: Antony & Cleopatra Shakespeare's Famous Re-Writes of History: Antony & Cleopatra - Shakespeare's history plays* reflected and sometimes retold historical events and politics of the time. But did he rewrite history?
This fun combination of acting, history, and English classes will focus on the history play* for which Shakespeare is credited with "writing the book" and defining the genre. Going far beyond entertainment, his history plays informed audiences, creating understanding, and possibly bias, about historical figures and events.
Acting coach Tyler Herman will help students decode what was going on within and beyond one of Shakespeare's most beloved romance plays, Antony and Cleopatra. Did Antony and Cleopatra really fall in love in Egypt? Was she to blame for the fall of Rome? What was their real relationship, if any?
The class will read and informally act out scenes from this play, try to decipher fact from interpretation, and ask why Shakespeare wrote what he did. Looking at some of the famous speeches and scenes in this play, the group will examine power, intrigue, sacrifice, love, and honor to give students an appreciation for the character portrayals that deliver effective dramatization.
This engaging class will include acting exercises relating to status, dramatic action, motivation, objectives, and obstacles. Students will be guided through text analysis and will learn about the art of adaptation as they learn how to craft an effectively dramatic historical character. By the end of the course, students will have a conversational knowledge of some aspects of Roman history, and culture and politics during the English Renaissance.
*History is one of the three main genres of Shakespearean theatre, also including comedy and tragedy. A history play is based on a historical narrative, and often set in ancient, Medieval, or Early Modern times. History emerged as a distinct genre from tragedy in Renaissance England.
This is a 6.5 week class that will not meet on Friday, March 20. The class will meet for one-hour, from 12:00 pm- 12:55 pm on Friday, March 27, and then resume 2-hour sessions matching the Compass calendar. The course fee includes the cost of the text. Homeschool families may wish to count this course as a component, or partial, credit in English (British Literature) or Fine Arts (drama) for purposes of a high school transcript. 12.08.02.12

11:00 am-12:55 pm

8th-12th

Robotics Tech Challenge: Martian Battle Bots Robotics Tech Challenge: Martian Battle Bots - The Martians have discovered our presence and are not happy! Students will work in small teams to design, build, and program robots to compete in Battle Bots. They will build well-protected robots with "defenses" to withstand physical contact with their opponents, as well as, mechanical "weapon" systems to disable their opponent's robots. The class will conclude with a full-scale War of the Worlds competition. (Students not familiar with the references/context, may want to read "War of the Worlds" by Jules Verne beforehand.)
The class will focus on construction and programming, with heavy emphasis on design. The robots will be programmed to sense and react to the environment and to complete a series of missions on a pre-defined course. Students will build with Tetrix metal components, incorporate sensors, electronics, and motors from Tetrix Prizm, and will program using the Arduino IDE. Teams will conduct research, apply the engineering design process, follow the general rules and conventions of the engineering profession, including maintaining an engineering notebook. Please note that students do not get to keep finished projects.
Topics in this Series: Mars Rover (Semester 1) and Martian Battle Bots (Semester 2). Workload: Students should expect to spend 0-1 hours per week outside of class researching rover design. All other work is done in class. Assessments: Credit: Homeschool families may wish to count this course as a component (partial) credit in Technology for purposes of a high school transcript.12.08.0107

1:00 pm-2:55 pm

7th-12th

Kitchen

Cooking for Teens: Savory Spring Specialties (Fri) Cooking for Teens: Savory Spring Specialties (Fri) - Students will enjoy making tasty, light, spring recipes that feature a variety of fruits, vegetables, and fresh ingredients. Spring specialties 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:
-Tuna Cucumber Bites (appetizer)
-Zesty Chicken and Rice Soup
-Carrot Ribbon Tzatziki Salas
-Glazed Green Beans (side dish)
-Duchess Potatoes (side dish)
-Backyard Barbeque Chicken Souvlaki (entree)
-Strawberry Lasagna (dessert)
-Quinoa and Tomato Casserole
-Baked Banana Oatmeal Cakes (breakfast)
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.
Topics in this Series: Fall Fare with Flair (Quarter 1), Festive Fall Flavors (Quarter 2), Winter Warm-Ups (Quarter 3), Savory Spring Specialties (Quarter 4). Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided. This is a 7-week class that does not meet on April 3./p>

10:00 am-10:55 am

7th-12th

Cooking for Teens: Savory Spring Specialties (Fri) Cooking for Teens: Savory Spring Specialties (Fri) - Students will enjoy making tasty, light, spring recipes that feature a variety of fruits, vegetables, and fresh ingredients. Spring specialties 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:
-Tuna Cucumber Bites (appetizer)
-Zesty Chicken and Rice Soup
-Carrot Ribbon Tzatziki Salas
-Glazed Green Beans (side dish)
-Duchess Potatoes (side dish)
-Backyard Barbeque Chicken Souvlaki (entree)
-Strawberry Lasagna (dessert)
-Quinoa and Tomato Casserole
-Baked Banana Oatmeal Cakes (breakfast)
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.
Topics in this Series: Fall Fare with Flair (Quarter 1), Festive Fall Flavors (Quarter 2), Winter Warm-Ups (Quarter 3), Savory Spring Specialties (Quarter 4). Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided. This is a 7-week class that does not meet on April 3./p>

11:00 am-11:55 am

7th-12th

Cooking for Teens: Savory Spring Specialties (Fri) Cooking for Teens: Savory Spring Specialties (Fri) - Students will enjoy making tasty, light, spring recipes that feature a variety of fruits, vegetables, and fresh ingredients. Spring specialties 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:
-Tuna Cucumber Bites (appetizer)
-Zesty Chicken and Rice Soup
-Carrot Ribbon Tzatziki Salas
-Glazed Green Beans (side dish)
-Duchess Potatoes (side dish)
-Backyard Barbeque Chicken Souvlaki (entree)
-Strawberry Lasagna (dessert)
-Quinoa and Tomato Casserole
-Baked Banana Oatmeal Cakes (breakfast)
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.
Topics in this Series: Fall Fare with Flair (Quarter 1), Festive Fall Flavors (Quarter 2), Winter Warm-Ups (Quarter 3), Savory Spring Specialties (Quarter 4). Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided. This is a 7-week class that does not meet on April 3./p>

12:00 pm-12:55 pm

7th-12th

Sweets Shop: Casual Confections Sweets Shop: Casual Confections - The tantalizing aroma of cookies in the oven. A mouth-watering burst of mint. The silky feel of melted chocolate. The sticky sweet of fresh-made caramel. A subtle hint of lemon. Student bakers will enjoy these delicious sensations- and more- as they explore the world of baking homemade desserts.
Sweet Shop treats are scrumptious, fun, and simple to make. Compass bakers will learn to prepare a variety of desserts for friends and family, as an everyday treat or for holidays, birthdays, and other special occasions. Each quarter, students will create a range of desserts including a pie, a cake, a tray bake, cookies, a tart, a mousse or pudding, and a chocolate (plus, a frozen dessert in 8-week quarters). The class will include some icing, decorating, and garnishing techniques for completed desserts. This quarter, the Compass bakers' culinary adventures will include:
-Chocolate Molten Lava Cakes -S'mores Muffins -Apple Cinnamon Bread Pudding -Simple Kouign Amann (French pastry) -Peach Galette -Giant Candy Cookies -Cookie Dough Trifle -Frozen Chocolate-Covered Banana Split Bites
Students will be eating what they bake each week and bringing home the recipes and leftovers. These engaging baking classes will get students excited about helping in the kitchen and entertaining. They will learn important baking skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary is introduced each week. Notes: 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 small group.
Topics in this Series: Delectable Desserts (Quarter 1); Innovative Indulgences (Quarter 2), Decadent Delights (Quarter 3), and Casual Confections (Quarter 4).Assessments: Will not be given. Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided. Credit: Homeschool families may wish to count this course as a component (partial) credit in Career/Technical for purposes of a high school transcript.

1:00 pm-1:55 pm

7th-12th

Sweets Shop: Casual Confections Sweets Shop: Casual Confections - The tantalizing aroma of cookies in the oven. A mouth-watering burst of mint. The silky feel of melted chocolate. The sticky sweet of fresh-made caramel. A subtle hint of lemon. Student bakers will enjoy these delicious sensations- and more- as they explore the world of baking homemade desserts.
Sweet Shop treats are scrumptious, fun, and simple to make. Compass bakers will learn to prepare a variety of desserts for friends and family, as an everyday treat or for holidays, birthdays, and other special occasions. Each quarter, students will create a range of desserts including a pie, a cake, a tray bake, cookies, a tart, a mousse or pudding, and a chocolate (plus, a frozen dessert in 8-week quarters). The class will include some icing, decorating, and garnishing techniques for completed desserts. This quarter, the Compass bakers' culinary adventures will include:
-Chocolate Molten Lava Cakes
-S'mores Muffins
-Apple Cinnamon Bread Pudding
-Simple Kouign Amann (French pastry)
-Peach Galette
-Giant Candy Cookies
-Cookie Dough Trifle
-Frozen Chocolate-Covered Banana Split Bites
Students will be eating what they bake each week and bringing home the recipes and leftovers. These engaging baking classes will get students excited about helping in the kitchen and entertaining. They will learn important baking skills such as safety, sanitation, measuring, knife skills, and other tricks of the trade. Culinary vocabulary is introduced each week. Notes: 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 small group.
Topics in this Series: Delectable Desserts (Quarter 1); Innovative Indulgences (Quarter 2), Decadent Delights (Quarter 3), and Casual Confections (Quarter 4).Assessments: Will not be given. Lab/Supply Fee: A class fee of $40.00 is due payable to the instructor on the first day of class. What to Bring: A clean apron and plastic storage container with a tight-fitting lid for leftovers. What to Wear: Students should wear clean clothes and a bandana or have long hair tied back or braided. Credit: Homeschool families may wish to count this course as a component (partial) credit in Career/Technical for purposes of a high school transcript.

2:00 pm-2:55 pm

7th-12th

Room 11

Creative Journaling for Teens (Q4) Creative Journaling for Teens (Q4) - Need some personal time to relax and reflect? You don't write poetry and think you can't draw? Maybe not, but you may still want a creative way to record your thoughts, feelings, dreams, and ideas! Journaling is an ongoing process of discovery and exploration that allows one to be conscious of and connect with his/her thoughts, emotions, and ideas. It is a form of expression that supports personal growth and mindfulness.
Creative journaling is not writing daily "Dear Diary" style entries on dated pages. Instead, adults will explore various journaling methods, blending self-expression and self-discovery to guide them in learning new ways to problem-solve, achieve goals, and process emotions. Adults will work with several writing techniques and a range of art media to develop a personal journal throughout the quarter, and will have the opportunity to expand on it in subsequent quarters. Techniques such as freeform writing, black-out poetry, stream-of-consciousness writing, and creative list making- in addition to experimenting with simple mixed media like collage and photography- will be explored. Weekly prompts will cover a range of topics such as gratitude, goals, family, and memories as they relate to the adults' personal lives and current events. Conversation around the prompts will complement the adult artists' work in their individual journals.
Topics in this Series: Journal work is done in an open studio environment that allows adults to join in any quarter throughout the year. Prerequisites: No formal writing or art experience is needed. All Compass adults/parents are welcome. Workload: Participants should expect to spend 0-2 hours per week outside of class. Lab/Supply Fee: A NEW STUDENT class fee of $20.00 is due payable to the instructor on the first day of class for a spiral bound journal and a kit of supplies. A RETURNING STUDENT class fee of $10.00 is due for consumable, in-class supplies.

10:00 am-10:55 am

8th-12th

Creative Journaling for Adults (Q4) Creative Journaling for Adults (Q4) - Need some personal time to relax and reflect? You don’t write poetry and think you can’t draw? Maybe not, but you may still want a creative way to record your thoughts, feelings, dreams, and ideas! Journaling is an ongoing process of discovery and exploration that allows one to be conscious of and connect with his/her thoughts, emotions, and ideas. It is a form of expression that supports personal growth and mindfulness.
Creative journaling is not writing “Dear Diary” style entries on dated pages. Instead, adults will explore various journaling methods, blending self-expression and self-discovery to guide them in learning new ways to problem-solve, achieve goals, and process emotions. Adults will blend writing and visual work as they develop a personal journal throughout the quarter. Techniques such as freeform writing, found poetry, and creative list making - in addition to experimenting with collage and mandalas - will be explored. Weekly prompts will cover a range of topics such as gratitude, goals, family, and memories as they relate to the adults’ personal lives and current events. Conversation around the prompts will complement work in individual journals.
Prerequisities: No formal writing or art experience is needed. All Compass adults, parents, or instructors are welcome. Workload: Participants should expect to spend 0-2 hours per week outside of class. Lab/Supply Fee: There is a $10 fee for consumable, in-class supplies due payable to the instructor on the first day of class. Adults should bring their journal of choice and a favorite pen to class. A suggested materials list for personal use at home will be emailed at the beginning of the quarter.

11:00 am-11:55 am

Age 18+

Art History: Catacombs to Cathedrals, West Art Part 1 (On-L... Art History: Catacombs to Cathedrals, West Art Part 1 (On-Level or AP1b) - Students will travel through time and around the world in this survey of the history of art! The class will look at images of art as religious icons, records of historical events, myths, portraits, propaganda, conveyors of power and authority, and fantasy to answer the big question, "What is the function of art aside from being aesthetically pleasing?" Students will be asked to predict how their definition of art will change throughout the course of the year.
This unique exploration of art history will be enlivened by rich class discussions, projects, visits to exhibits, and the instructor's own creative style and personal experience at significant historical sites throughout the ancient world. Following the AP syllabus for this course, students will learn about the people and concepts behind each type of art, considering that the conditions of the time influenced the art and architecture: physical location, settlement, innovation, warfare, politics, beliefs, religion, funerary practices, and interconnections to other, contemporary cultures.
This study of the history of art will begin with the earliest known Christian art, and how its symbols evolved from Old Testament figures while still illegal. The image of Jesus will be traced from a young shepherd reminiscent of Apollo, to a stern Byzantine pantokrator, to a threatening Romanesque judge, to the caring and almost human Gothic hippy Christ. Covering the thousand years from the secretive catacombs of 200 AD through the height of Gothic architecture, the class will examine cross-cultural and pan-European elements of artworks and architecture. Next the study of art will take students to the East, to see the various influences in Byzantine art. Students will learn about the techniques of mosaic and see the grandeur of the Orthodox relics and icons. The influence of contact with Islam through the Crusades will be seen in the periods of iconoclasm.
After considering the differences between Islamic and Muslim arts, the students' exploration will move into the Early Medieval Period to investigate Carolingian and Ottonian painting, furniture and tapestries, and how these were based upon a desire to emulate those of the Roman Empire. The return of sculpture through decorative capitals enclosing cloisters and tympana covering the entranceways to churches is seen in the Romanesque Period, named for the first universalizing style across all of Europe. Finally, the class will reach the Gothic period across Europe to discuss the origins of its name, modifications to cathedrals across the early high and decadent Gothic periods, and compare French with English Gothic styles.
Levels:This course is offered at two levels, On-Level and Advanced Placement (AP). They have different workloads, but meet together. AP level students will work at a university freshman level and have the potential to earn college credit or placement through the spring 2021 AP exam. On-level students will use the same textbook, but will have less homework. The AP Art History curriculum will be taught using an approved AP syllabus over the course of four semesters (two years) in order to appreciate the depth and complexities of the topic. AP Art History taught in a typical one-year course would compact and compress the study to not be a thorough, enjoyable exploration of art. In order to list AP Art History on the student's syllabus, all four (4) semesters would be needed. Otherwise, any student may enroll in any semester for a solid Art History (non-AP) experience.
Topics in this Series: Caves to Colosseum, Prehistoric to Ancient Art (Semester 1), Catacombs to Cathedrals, Western Art Part 1 (Semester 2), Renaissance to Recent, Western Art Part 2 (Semester 3), Asia to Africa, Non-Western Art (Semester 4) Workload: AP students should expect to spend 2-3 hours per week outside of class; on-level students should expect to spend 1 hour outside of class. Assignments: The Canvas online class management system will be used to post assignments, quizzes, and scores. Students should have their own e-mail address to be set up users of the Canvas system. Parents can also be set up as Canvas guests/observers for purposes of tracking the student's progress and workload. For each chapter, there will be open book quizzes, and students should be able to describe their three favorite works. There will be a semester project based on the creation of one's own myth and culture. Image recognition is key to learning art history. Each semester, students will be assigned approximately 60 images to identify (25% of the AP's 250) on the midterm and final. On-level students should be able to identify the art or object by style. AP students are expected to learn the name, description and compare/contrast the images. Assessments: Points will be assigned for projects, quizzes, chapter summaries, and exams, and parents may use the total points earned to assign a class grade. Quizzes will be administered through Canvas. Textbook: Students should purchase or rent Gardner's Art through the Ages: A Global History, 15th Edition by Fred Kleiner (ISBN 13- 978-285754994). Registration. All students will register online for the same course. Students must designate their intent to take the On-Level or AP version by emailing Compass before August 16. Once the course has begun, students may move down a level (from AP to on-level) at any time. However, once classes have begun, students may not "bump up" a level. AP Fees: The fee to take the College Board's AP Art History exam in May 2021 is not included; each family will be responsible for scheduling and paying for their student's AP exam Credit:Homeschool families may wish to count this course as a component (partial) credit in History or Fine Arts for purposes of a high school transcript.12.08.0107

12:00 pm-12:55 pm

9th-12th

First Aid and CPR for Teens First Aid and CPR for Teens - Would you know what to do if you cut yourself in the kitchen? What if a friend had an anaphylactic reaction to a food or your teacher suddenly collapsed? Whether you play outdoors, participate in sports, go to the pool, cook at home, supervise siblings, or just hang out with friends, you should know what to do when an emergency arises! First Aid and CPR are the practical life skills you hope you don't have to use, but are thankful for if you do. Earn four American Heart Association certifications in one course this spring in preparation for working as a camp aide, babysitter, assistant coach, counselor-in-training, or part time employee this summer.
This workshop will be taught in five (5) sessions by certified AHA instructor Melissa Schaaf: First Aid (weeks 1, 2), Adult CPR (week 3), AED (automatic external defibrillators) and Choking Relief (week 4) and Child/Infant CPR (week 5). The course will use the AHA pediatric first aid curriculum which also emphasizes safety and prevention of accidents and injury, particularly in young children. Key topics include: lacerations/bleeding, broken bones, burns, allergic reactions, breathing problems, heat-related complications, cold-related injuries, bites/stings, fainting/unconsciousness, use of AEDs, chest compressions, rescue breathing, and more. Students will have hands-on practice with many skills and will have to demonstrate competency at certain steps to be "signed off" on learned skills.
At the end of the course, students will be certified in First Aid, Adult CPR, Child CPR, and Infant CPR. The certifications will be good for two years, and students will be able to print out their certifications for coaches, employers, scout leaders, or their own records from an online AHA portal. Students must attend all sessions in order to earn the certifications. Students registered in the course will receive a 185 page, full color textbook from the AHA, their own face shield for rescue breathing, and have their AHA registration fees covered.
This course is recommended for students ages 14+. At a minimum, students must be 5 feet tall and weigh at least 100 pounds to be able to properly perform chest compressions. This class will meet from 1:15 pm- 2:45 pm on five Fridays: 4/3, 4/17, 4/24, 5/8, and 5/15.

1:15 pm-2:45 pm

8th - 12th