Schedule and Room Assignments

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

Quarter beginning January 8, 2020

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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
Room 4

Writer's Workshop: Writing from the Inside Out Writer's Workshop: Writing from the Inside Out - Understanding descriptive, narrative, expository, and persuasive paragraphs is essential to becoming a good writer. Learning how writing is constructed from the sentence to the paragraph is essential to the writer. Students will extend sentences into essays and stories to be shared. The four paragraphs have rules, and learning the rules helps us be better writers. Strategies for getting started, learning to show instead of tell, and lessons that enhance the writing will be shared. Graphic story pages and cartoons will be included in paragraph construction. Students will find their own voice as they move from one kind of paragraph to another. Focusing on specific skills throughout this class will strengthen student writing. Audience and purpose will play a role in the fiction and non-fiction students create and share in the class anthology.
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

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

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 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



 

Friday Classes (Click here to jump back up to Wednesday 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
Room 2

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.

12:00 pm-12:55 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.

10:00 am-10:55 am

9th-12th

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: Prequels and Sequels Formula for Fiction: Prequels and Sequels - Do you have a favorite tale that you always wanted to explore the beginning or further adventures of its characters, their ancestors, or their progeny? Sometimes we love a character or story so much that we want it to keep going! In this class, students will survey well-known prequels and sequels and will examine popular storylines as a possible "formula" for creating original fiction. What happened to D'Artagnan decades after The Three Muskateers? Find out in Dumas' sequel, Twenty Years After. Did you know that Rudyard Kipling penned The Second Jungle Book with further adventures of Mowgli and his friends, or that after his Adventures, Mark Twain continued to tell the story of Tom Sawyer Abroad and Tom Sawyer, Detective? Some sequels are not even written by the original author, such as Alexandra Ripley's sequel Scarlett to Margaret Mitchell's Gone with the Wind.
In this tradition, students will continue a beloved story through the creation of a before or after, borrowing and elaborating on characters, setting, and a few plot details. In the process of picking up where an author left off (or began), the student writer must delve deeper into story elements in order to remain true to the original concept. To do this requires knowledge and understanding author's intent by building credible preceding/continuing events and character continuity that mesh with the given storyline.
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).

10:00 am-10:55 am

7th-8th

Music Room

Shakespeare Off the Page: Death by Shakespeare! Shakespeare Off the Page: Death by Shakespeare! - Read it! Act it! Students will enjoy this two-hour, 8-week workshop with Shakespearian coach Heather Sanderson who hails from England and is known for instilling a love of Shakespeare into the hearts of students throughout the Greater DC area. The class will examine and explore some of Shakespeare's most famous death scenes from a variety of plays, including Hamlet, Titus Andronicus, Romeo & Juliet, Macbeth, and Julius Caesar. In addition to analyzing and acting out the 'final exits', the students will participate in an assortment of themed theatre games and improvisation activities.
Students will read various roles, study and act out scenes, practice monologues, and work through the literature while having fun with fellow teens. Theatre games will be used to encourage collaboration, and specially designed improv exercises will be used to stretch teens' imaginations and help them get "in character". The class will use read-aloud and in-class dramatization to decipher the original language, word choices, and to identify humor, satire, mockery, betrayal, and rejection in this mixed-up comedic tale of mistaken identity. The class will work from complete texts (not redacted, abridged, or simplified school versions) to hear and practice Elizabethan lingo. Students will learn how the Bard crafted scenes and conveyed the primary storyline and sub-plots in tales that have endured for over 400 years.
Instructor Heather Sanderson shares a teaching style based on actions and interactions, developed from years of experience coaching Shakespeare in a way that appeals to students. Her approach brings abstract concepts, complex themes, and difficult language to the students' level, so that they can relate to and appreciate Shakespeare.
Topics in this Series: Shakespeare Off the Page: The Winter's Tale (Semester 1), Shakespeare Off the Page: Death by Shakespeare (Quarter 3), and Shakespeare's Famous Re-Writes of English History: Antony & Cleopatra (Quarter 4). Workload: Students should expect to spend 0-1 hour per week outside of class reading sections. Assignments: Sections will be assigned in class and included in the weekly e-mail to parents/students. Assessments: Will not be given. Textbook: The cost of the class text is included in the course fee. Non-Meeting Dates: This is an 8-week class that follows the Compass 3rd quarter schedule. Credit: Homeschool families may wish to count this course as a component (partial) credit in English Literature or Fine Arts for purposes of a high school transcript.

11:00 am-12:55 pm

8th-12th