Quarter(s): 1

Day(s): Tue,Fri

Open Spots: 2

In this Senior English course, students will engage deeply with World Literature while developing advanced literary analysis skills. Students will read a diverse body of global literature to identify symbolism, imagery, recurring themes and to develop an understanding of the narrative perspectives used. Through these works, the class will also examine the cultural, social, and historical contexts that shaped literature across different regions and time periods. This course can be taken-on level or at the Advanced Placement (AP) level which will introduce college-level analytical writing and prepare the student for the AP Literature and Composition exam. AP students must also register for the Extended Coursework option. Literature: First quarter will examine the theme of Fate and Free Will through works such as Antigone by Sophocles, Oedipus Rex by Sophocles, The Metamorphosis by Franz Kafka and other selections. Composition: An essential component of this course will be an in-class Writing Lab. Students in this class should have mastered the basics of academic writing, such as constructing a thesis statement, organizing their thoughts with effective topic sentences and transition statements. This class will strengthen students' textual analysis skills with an emphasis on rhetorical analysis- the study of how a text creates meaning. Over the course of the year, students will develop familiarity with a variety of writing styles and forms including rhetorical analysis, literary analysis, critical response, close reading, opinion essay, and personal essay. Topics in this Series: Fate & Free Will (Quarter 1), Culture & Conflict (Quater 2), Conformity & Courage (Quarter 3), Power & Prejudice (Quarter 4). Prerequisites: Successful completion of year-long coursework in British and American Literature or the equivalent. Class Meetings: There will be two weekly, in-person class meetings: Tuesdays and Fridays. Levels: Two levels meet together: On-Level and Advanced Placement (AP). AP requires additional reading, writing, and AP skills practice. All students register online for the same course. AP students are required to also register for the AP World Literature: Extended Coursework activity which covers differentiated assignments, additional instruction, and feedback on AP-style writing and test preparation. Once the course begins, students may move down a level (from AP to On-Level) at any time, but may not "bump up." Students taking the AP level may designate the course as SP on their transcript and add one quality point when calculating their GPA. Workload: On-level students should expect to spend 2-3 hours per week outside of class. AP students should expect to spend 4-5 hours per week. Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom. AP students have an additional summer assignment. They should purchase, read, and annotate Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade. AP Testing: The AP English Literature and Composition exam fee (May 2027) is not included in tuition. Families are responsible for registering and paying for their student's AP exam at their local public high school by the end of October 2026. Textbooks/Materials: The cost of new, mass market paperback editions are included in class tuition because students need clean copies for annotation and must be able to reference identical page numbering. Supply Fee: Included What to Bring: Students should bring the current literature, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages. Students should also bring a laptop to class one day per week for in-class writing. Credit: Homeschool families may wish to count this course as a partial credit (one quarter) or full credit (all four quarters) in English for purposes of a high school transcript.

Quarter(s): 1

Day(s): Tue,Fri

Open Spots: 3

This American Literature course is designed to prepare students for college-level academic writing. Students will strengthen their critical reading and textual analysis skills by examining the concept of the American Dream and exploring what it means to be American through texts spanning the 18th century to the present. Throughout the course, students will read and respond in writing to both fiction and nonfiction works. Written assignments will emphasize rhetorical analysis, with a focus on subject, purpose, and audience. Literature: First quarter will explore the themes of Freedom and Foundations through Incidents in the Life of a Slave Girl by Jacobs and selections from early American writing and founding documents. Writing Lab: An essential component of this course will be an in-class Writing Lab. Students in this class should have mastered the basics of academic writing, such as constructing a thesis statement, organizing their thoughts with effective topic sentences and transition statements. This class will strengthen students' textual analysis skills with an emphasis on rhetorical analysis- the study of how a text creates meaning. Over the course of the year, students will develop familiarity with a variety of writing styles and forms including rhetorical analysis, literary analysis, critical response, close reading, opinion essay, and personal essay. Prerequisites: Students taking this class should have an understanding of the types of literature (from Intro to Genres) and successful completion of British Literature (or equivalent). Students are expected to take an active role in discussion and complete all writing assignments. Class Meetings: There will be two weekly, in-person class meetings: Tuesdays and Fridays. Topics in this Series: Freedoms & Foundations (Quarter 10), Promise & Illusion (Quarter 2), Voice & Identity (Quarter 3), and War & Memory (Quarter 4). Workload: Students should expect to spend 2-3 hours per week outside of class. Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom. Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade. Textbooks/Materials: The cost of new, mass market paperback editions are included in class tuition because students need clean copies for annotation and must be able to reference identical page numbering. Supply Fee: Included What to Bring: Students should bring the current literature, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages. Students should also bring a laptop to class one day per week for in-class writing. Credit: Homeschool families may wish to count this course as a partial credit (one quarter) or full credit (all four quarters) in English for purposes of a high school transcript.

Quarter(s): 1

Day(s): Tue,Fri

Open Spots: 3

This British Literature course focuses on developing critical reading and writing skills through the study of both canonical and postcolonial texts written in English. Drawing from a range of genres, time periods, and geographical regions, students will encounter diverse voices and perspectives. Literature: First quarter will explore Medival England through Beowulf and other writings of the Anglo-Saxon era. Writing Lab: An essential component of this course will be an in-class Writing Lab. Students in this class should have mastered the basics of academic writing, such as constructing a thesis statement, organizing their thoughts with effective topic sentences and transition statements. Students will learn to write critical response papers and a complete literary analysis essay including how to support their ideas with textual evidence, organize a logical argument, and cite sources in MLA format. Over the course of the year, students will develop familiarity with a variety of writing styles and forms including rhetorical analysis, literary analysis, critical response, close reading, opinion essay, and personal essay. Prerequisites: Students taking this class should have an understanding of the types of literature (from Intro to Genres). Students are expected to take an active role in discussion and complete all writing assignments. Topics in this Series: Anglo-Saxon (Quarter 1), Elizabethan (Quarter 2), Roamticism (Quarter 3), and Regency (Quarter 4). Class Meetings: There will be two weekly, in-person class meetings: Tuesdays and Fridays. Workload: Students should expect to spend 2-3 hours per week outside of class. Assignments: All assignments will be posted in a Google Classroom management site. Students will need their own gmail accounts to access Google Classroom. Assessments: Students' written assignments will be graded using a rubric and assigned points that the homeschool parent can use when assigning an overall class grade. Textbooks/Materials: Students will use clean, inexpensive copies of each novel for annotation and must be able to reference passages using consistent page numbers. Copies of the mass market paperback edition(s) is included in the class tuition. Supply Fee: Included What to Bring: Students should bring the current literature, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking passages/pages. Students should also bring a laptop to class one day per week for in-class writing. Credit: Homeschool families may wish to count this course as a partial credit (one quarter) or full credit (all four quarters) in English for purposes of a high school transcript.

Quarter(s): 1

Day(s): Tue

Open Spots: 6

In Cover-to-Cover, middle school-aged students will read renowned classics and award-winning young adult literature. This book discussion group will examine a different theme each quarter to introduce students to literary analysis. Students will read, examine, and compare two full-length novels that share similar themes through facilitated discussions and extension activities which encourage students to make personal connections to what is read. The group will evaluate themes, characters, setting, and writing style. First quarter, students will study the genre of Science Fiction with A Wrinkle in Time by Madeleine L'Engle and When You Reach Me by Rebecca Stead. Assigned chapters are expected to be read at home, either as read-aloud, individual silent reading, or listening to the unabridged audiobook. Students should come to class prepared to discuss the reading. Classroom discussions will emphasize the use of textual evidence when explaining thoughts and opinions. Students will be assigned creative, short assignments to enhance and demonstrate their understanding of each novel such as quote explications, thematic questions, or imagining a conversation between characters from different books. Topics in this Series: Science Fiction (Quarter 1); Animal Tales (Quarter 2); Dystopian (Quarter 3); and Mystery & Detective (Quarter 4). Textbook/Materials: The cost of new, mass market paperback editions are included in class tuition because students need clean copies for annotation and must be able to reference identical page numbering. Supply Fee: Included What to Bring: Students should bring the current novel, paper, pen or pencil and highlighter to class each week. Some students may wish to bring paper clips, adhesive flags or post-it notes for marking pages.

Quarter(s): 1

Day(s): Tue

Open Spots: 2

Writing is not only a critical skill for school and life, it gives kids a voice! In this class, third and fourth graders will gain confidence, increase writing fluency, and learn how to incorporate writing into everyday work and play. The objective of this class is for each student to progress and improve his/her own writing. This class does not have a fixed curriculum trying to achieve the same outcome and same skillset for each child, because each student comes to class with different writing experience and varying needs. Instead, through personalized feedback from the instructor and peer feedback exercises, student writers will improve their writing skills from where they started. Students will learn the steps of the writing process: prewriting, drafting, revising, and editing. Key skills practiced at this level include organizing one's thoughts, defining a purpose and audience for the paper, formulating a topic sentence or main idea, developing supporting details, using correct sentence structure (for example, initial capitalization and end punctuation). Students will always be encouraged to write about what interests them. They will write for a few minutes in class each week and will be expected to write short assignments at home and submit their work to the instructor for feedback. Each week, the instructor will share brief lessons on grammar (such as correct capitalization, agreement, tenses, parts of speech, use of adjectives/adverbs), and/or style (for example, using metaphors, adding details, building tension). Examples and exercises will be presented from a variety of styles and genres with the instructor using models from fiction, poetry, and non-fiction. Students should be on or near grade level for reading. Writing Wonders is offered each quarter under the same class name, but students may take it each quarter to continue to improve their writing skills.

Quarter(s): 1,2

Day(s): Tue, Thu

Open Spots: 5

For many neurodivergent students, language arts can present unique and persistent challenges. Dyslexia, dysgraphia, expressive and receptive language disorders, ADHD, and related differences can make reading feel like a significant hurdle- one that often creates a ripple effect across other areas of academic growth. These students benefit most from targeted, structured support guided by certified specialists in structured literacy and language-based learning differences. Reading Ready: A Language Arts Dys-covery is a specialized, needs-based language arts program designed for small cohorts of 3-4 students with similar abilities. Each group will use carefully selected, research-based materials designed to support developing readers, such as Orton-Gillingham- aligned programs, the University of Florida Literacy Institute (UFLI) curriculum, Lindamood-Bell comprehension program, and/or Handwriting Without Tears, along with additional resources chosen by the instructor to meet the specific needs of the group. Reading Ready meets twice per week and is a guided by certified specialists in structured literacy and language-based learning differences. Families are discouraged from introducing additional language arts curriculum while enrolled in Reading Ready so there is no confusion among teaching methods. ATTENTION! Assessments: Parents may not register for the Reading Ready program until their student has completed an in-person evaluation with one of the reading specialists. The evaluation will consist of the CUBED 3rd Edition, a comprehensive literacy assessment by the Language Dynamics Group that measures language, decoding, and reading comprehension to ensure accurate group placement. Cost: The placement evaluation must be scheduled and paid for through Compass at a cost of $60 for returning Reading Rally students (enrolled spring semester 2026) and $140 for new students. The fee is due prior to the assessment and is not refundable in the event the family decides not to register for a reading group. Schedule: Reading Ready classes for K-8th grade meet twice per week, either on Monday/Thursday or Tuesday/Thursday. Placement in a specific section is determined only after a student has been evaluated; parents should not assume a particular day or time in advance. Because reading groups are carefully leveled and not interchangeable, refunds will not be issued based on scheduling preferences. Families are strongly encouraged to receive their reading group assignment before registering for other classes. Teens interested in structured language arts classes are encouraged to inquire about available timeslots. Attendance: Consistent attendance is essential to keep this small group progressing together. If a student misses more than one consecutive class, a one-on-one make-up session will need to be scheduled (and paid for) to cover missed material and ensure the student remains on pace with the group. Parent Support/Homework: This program is designed for homeschooled students and relies on consistent parent support to ensure steady progress. Students must complete practice work at home to reinforce the skills introduced in class. Families should plan for approximately 20-40 minutes of homework, three to four days each week. Supply Fee: A supply fee of $45.00 - $50.00 is due payable to the instructor on or before the first day of class for consumable materials such as program workbooks or manipulatives from evidence-based curricula such as Story Grammar Marker, Framing Your Thoughts, Visualizing and Verbalizing, and/or Handwriting Without Tears. The exact amount will be determined after the initial assessment, as each student will be placed in an intervention group and receive materials specific to their program. Tuition: The semester tuition is based on a minimum of three students in a class. In the event only two students are assigned to one level, the families will be asked to pay the upcharge to a 2-person semi-private class (+$714-$740/each). With only one student, a class section will be canceled, or the family will have the option to pay the upcharge to 1:1 instruction (+2400-$2500)

Quarter(s): 1,2

Day(s): Tue, Thu

Open Spots: 5

For many neurodivergent students, language arts can present unique and persistent challenges. Dyslexia, dysgraphia, expressive and receptive language disorders, ADHD, and related differences can make reading feel like a significant hurdle- one that often creates a ripple effect across other areas of academic growth. These students benefit most from targeted, structured support guided by certified specialists in structured literacy and language-based learning differences. Reading Ready: A Language Arts Dys-covery is a specialized, needs-based language arts program designed for small cohorts of 3-4 students with similar abilities. Each group will use carefully selected, research-based materials designed to support developing readers, such as Orton-Gillingham- aligned programs, the University of Florida Literacy Institute (UFLI) curriculum, Lindamood-Bell comprehension program, and/or Handwriting Without Tears, along with additional resources chosen by the instructor to meet the specific needs of the group. Reading Ready meets twice per week and is a guided by certified specialists in structured literacy and language-based learning differences. Families are discouraged from introducing additional language arts curriculum while enrolled in Reading Ready so there is no confusion among teaching methods. ATTENTION! Assessments: Parents may not register for the Reading Ready program until their student has completed an in-person evaluation with one of the reading specialists. The evaluation will consist of the CUBED 3rd Edition, a comprehensive literacy assessment by the Language Dynamics Group that measures language, decoding, and reading comprehension to ensure accurate group placement. Cost: The placement evaluation must be scheduled and paid for through Compass at a cost of $60 for returning Reading Rally students (enrolled spring semester 2026) and $140 for new students. The fee is due prior to the assessment and is not refundable in the event the family decides not to register for a reading group. Schedule: Reading Ready classes for K-8th grade meet twice per week, either on Monday/Thursday or Tuesday/Thursday. Placement in a specific section is determined only after a student has been evaluated; parents should not assume a particular day or time in advance. Because reading groups are carefully leveled and not interchangeable, refunds will not be issued based on scheduling preferences. Families are strongly encouraged to receive their reading group assignment before registering for other classes. Teens interested in structured language arts classes are encouraged to inquire about available timeslots. Attendance: Consistent attendance is essential to keep this small group progressing together. If a student misses more than one consecutive class, a one-on-one make-up session will need to be scheduled (and paid for) to cover missed material and ensure the student remains on pace with the group. Parent Support/Homework: This program is designed for homeschooled students and relies on consistent parent support to ensure steady progress. Students must complete practice work at home to reinforce the skills introduced in class. Families should plan for approximately 20-40 minutes of homework, three to four days each week. Supply Fee: A supply fee of $45.00 - $50.00 is due payable to the instructor on or before the first day of class for consumable materials such as program workbooks or manipulatives from evidence-based curricula such as Story Grammar Marker, Framing Your Thoughts, Visualizing and Verbalizing, and/or Handwriting Without Tears. The exact amount will be determined after the initial assessment, as each student will be placed in an intervention group and receive materials specific to their program. Tuition: The semester tuition is based on a minimum of three students in a class. In the event only two students are assigned to one level, the families will be asked to pay the upcharge to a 2-person semi-private class (+$714-$740/each). With only one student, a class section will be canceled, or the family will have the option to pay the upcharge to 1:1 instruction (+2400-$2500)

Quarter(s): 1,2

Day(s): Tue, Thu

Open Spots: 5

For many neurodivergent students, language arts can present unique and persistent challenges. Dyslexia, dysgraphia, expressive and receptive language disorders, ADHD, and related differences can make reading feel like a significant hurdle- one that often creates a ripple effect across other areas of academic growth. These students benefit most from targeted, structured support guided by certified specialists in structured literacy and language-based learning differences. Reading Ready: A Language Arts Dys-covery is a specialized, needs-based language arts program designed for small cohorts of 3-4 students with similar abilities. Each group will use carefully selected, research-based materials designed to support developing readers, such as Orton-Gillingham- aligned programs, the University of Florida Literacy Institute (UFLI) curriculum, Lindamood-Bell comprehension program, and/or Handwriting Without Tears, along with additional resources chosen by the instructor to meet the specific needs of the group. Reading Ready meets twice per week and is a guided by certified specialists in structured literacy and language-based learning differences. Families are discouraged from introducing additional language arts curriculum while enrolled in Reading Ready so there is no confusion among teaching methods. ATTENTION! Assessments: Parents may not register for the Reading Ready program until their student has completed an in-person evaluation with one of the reading specialists. The evaluation will consist of the CUBED 3rd Edition, a comprehensive literacy assessment by the Language Dynamics Group that measures language, decoding, and reading comprehension to ensure accurate group placement. Cost: The placement evaluation must be scheduled and paid for through Compass at a cost of $60 for returning Reading Rally students (enrolled spring semester 2026) and $140 for new students. The fee is due prior to the assessment and is not refundable in the event the family decides not to register for a reading group. Schedule: Reading Ready classes for K-8th grade meet twice per week, either on Monday/Thursday or Tuesday/Thursday. Placement in a specific section is determined only after a student has been evaluated; parents should not assume a particular day or time in advance. Because reading groups are carefully leveled and not interchangeable, refunds will not be issued based on scheduling preferences. Families are strongly encouraged to receive their reading group assignment before registering for other classes. Teens interested in structured language arts classes are encouraged to inquire about available timeslots. Attendance: Consistent attendance is essential to keep this small group progressing together. If a student misses more than one consecutive class, a one-on-one make-up session will need to be scheduled (and paid for) to cover missed material and ensure the student remains on pace with the group. Parent Support/Homework: This program is designed for homeschooled students and relies on consistent parent support to ensure steady progress. Students must complete practice work at home to reinforce the skills introduced in class. Families should plan for approximately 20-40 minutes of homework, three to four days each week. Supply Fee: A supply fee of $45.00 - $50.00 is due payable to the instructor on or before the first day of class for consumable materials such as program workbooks or manipulatives from evidence-based curricula such as Story Grammar Marker, Framing Your Thoughts, Visualizing and Verbalizing, and/or Handwriting Without Tears. The exact amount will be determined after the initial assessment, as each student will be placed in an intervention group and receive materials specific to their program. Tuition: The semester tuition is based on a minimum of three students in a class. In the event only two students are assigned to one level, the families will be asked to pay the upcharge to a 2-person semi-private class (+$714-$740/each). With only one student, a class section will be canceled, or the family will have the option to pay the upcharge to 1:1 instruction (+2400-$2500)

Quarter(s): 1,2

Day(s): Tue, Thu

Open Spots: 5

For many neurodivergent students, language arts can present unique and persistent challenges. Dyslexia, dysgraphia, expressive and receptive language disorders, ADHD, and related differences can make reading feel like a significant hurdle- one that often creates a ripple effect across other areas of academic growth. These students benefit most from targeted, structured support guided by certified specialists in structured literacy and language-based learning differences. Reading Ready: A Language Arts Dys-covery is a specialized, needs-based language arts program designed for small cohorts of 3-4 students with similar abilities. Each group will use carefully selected, research-based materials designed to support developing readers, such as Orton-Gillingham- aligned programs, the University of Florida Literacy Institute (UFLI) curriculum, Lindamood-Bell comprehension program, and/or Handwriting Without Tears, along with additional resources chosen by the instructor to meet the specific needs of the group. Reading Ready meets twice per week and is a guided by certified specialists in structured literacy and language-based learning differences. Families are discouraged from introducing additional language arts curriculum while enrolled in Reading Ready so there is no confusion among teaching methods. ATTENTION! Assessments: Parents may not register for the Reading Ready program until their student has completed an in-person evaluation with one of the reading specialists. The evaluation will consist of the CUBED 3rd Edition, a comprehensive literacy assessment by the Language Dynamics Group that measures language, decoding, and reading comprehension to ensure accurate group placement. Cost: The placement evaluation must be scheduled and paid for through Compass at a cost of $60 for returning Reading Rally students (enrolled spring semester 2026) and $140 for new students. The fee is due prior to the assessment and is not refundable in the event the family decides not to register for a reading group. Schedule: Reading Ready classes for K-8th grade meet twice per week, either on Monday/Thursday or Tuesday/Thursday. Placement in a specific section is determined only after a student has been evaluated; parents should not assume a particular day or time in advance. Because reading groups are carefully leveled and not interchangeable, refunds will not be issued based on scheduling preferences. Families are strongly encouraged to receive their reading group assignment before registering for other classes. Teens interested in structured language arts classes are encouraged to inquire about available timeslots. Attendance: Consistent attendance is essential to keep this small group progressing together. If a student misses more than one consecutive class, a one-on-one make-up session will need to be scheduled (and paid for) to cover missed material and ensure the student remains on pace with the group. Parent Support/Homework: This program is designed for homeschooled students and relies on consistent parent support to ensure steady progress. Students must complete practice work at home to reinforce the skills introduced in class. Families should plan for approximately 20-40 minutes of homework, three to four days each week. Supply Fee: A supply fee of $45.00 - $50.00 is due payable to the instructor on or before the first day of class for consumable materials such as program workbooks or manipulatives from evidence-based curricula such as Story Grammar Marker, Framing Your Thoughts, Visualizing and Verbalizing, and/or Handwriting Without Tears. The exact amount will be determined after the initial assessment, as each student will be placed in an intervention group and receive materials specific to their program. Tuition: The semester tuition is based on a minimum of three students in a class. In the event only two students are assigned to one level, the families will be asked to pay the upcharge to a 2-person semi-private class (+$714-$740/each). With only one student, a class section will be canceled, or the family will have the option to pay the upcharge to 1:1 instruction (+2400-$2500)

Quarter(s): 1

Day(s): Tue

Open Spots: 2

Wee Writers is a simple journaling class for emergent kindergarten writers ages 5 and 6. Beginning writers will use basic sight words and phonetics while writing about feelings and experiences. Students will learn basic sentence structure with noun-verb construction, initial capital letter, and ending punctuation. Beginning sentences such as, "I lik cak." or "I drnk wtr." would be typical of emergent writers. Students will illustrate their journal entries and have opportunities to share and discuss their writing with peers. Children may repeat this class each quarter as new writing activities will be introduced each session. Note: This class is designed for students to enjoy a fun, new dimension of writing with peers and a teacher, but this will not take the place of a comprehensive language arts curriculum and regular writing practice. Writing Readiness Enrolling students must be able to (1) recognize and write his/her first name; (2) recognize and write each letter of the alphabet and know the corresponding sounds; and (3) hold and use crayons and scissors correctly. Social Readiness: Students must be age five (5) by the start of the class. To be successful in this program, kindergartners must be able to do the following preschool-level skills: (1) be able to separate from parents with little discomfort; (2) be able to sit and stay on a task for 10 minutes; (3) be able to follow simple, age-appropriate directions from the teacher or another adult; (4) be completely self-sufficient in a public restroom (wiping, flushing, washing hands, etc.)

Quarter(s): 1

Day(s): Tue

Open Spots: 1

Wannabe Writers is a beginning writing class for first and second graders. Students will use creative journaling and illustrations to respond to simple writing prompts. The class will explore the use of various punctuation for simple sentences and will use new vocabulary words to express an idea. Each week, students will share their completed writing and drawings with their classmates. For this level, students must be able to read a Level 1 reader independently and possess the readiness skills outlined below. Children may repeat this class each quarter as new prompts and writing techniques will be introduced each session, and assignments will not be repeated.

Note: This class is designed for students to enjoy a fun, new dimension of writing with peers and a teacher, but this will not take the place of a comprehensive language arts curriculum and regular writing practice.

Writing Readiness: Enrolling students must be able to (1) recognize, spell and write his/her first and last name; (2) recognize and write all upper case and lower case letters and know the corresponding sounds; (3) spell and pronounce simple blends, (4) recognize the following sight words: all, am, are, at, ate, be, black, brown, but, came, day, did, do, eat, four, get, go, good, have, he, in, into, is, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, the, there, they, this, to, too, under, want, was, well, went, what, white, who, will, with, yes; (5) spell and write all 2-letter sight words unaided; (6) be familiar with simple sentence structure; and (7) hold and use a pencil correctly.

Quarter(s): 1

Day(s): Tue

Open Spots: 1

Explore the world of gargantuan gods, humble heroes, and malevolent monsters! Some ancient myths have plots that rival today's comics and blockbuster movies. Many myths still have millennia-old appeal because of their timeless tales of good versus evil, life and death, creation and the afterlife. This class explores the origins of early mythology, from the Egyptians to the Greeks, Romans, Celts, Aztecs, and more through epics, plays and poetry. Readers will explore the realm of mythology through short stories, class discussion, analyses, extension activities and projects that will boost comprehension and the understanding of myths as the basis for many other forms of modern media. Students will enjoy reading and discussing battles, romance, treachery, larger than life heroes and characters, intricate gods and goddesses, and all sorts of fantastical creatures! First quarter, the class will explore Hero Myths, the exciting tales of bravery, cleverness, and courage that inspired legends across cultures. As examples, students will read about Hercules and his Twelve Labors, Theseus defeating the Minotaur, and Thor's encounter with the giant Utgaroa-Loki, where strength alone was not enough to win. They will also discover tricksters and epic heroes like Sun Wukong, Anansi, and Gilgamesh, whose adventures shaped the storytelling traditions of their worlds. Topics in this Series include: Heroes (Quarter 1); Monsters (Quarter 2); Gods and Goddesses (Quarter 3), and Origin Tales (Quarter 4).

Quarter(s): 1

Day(s): Tue

Open Spots: 5

In Write at Night, middle school students will expand essential communication skills- reading, retaining, discussing, composing, revising, and even listening and speaking- by reviewing short selections of renowned literature and putting pen to paper! Each quarter, students will write about a popular theme using the elements they observe in the example classics. A bold, boisterous buccaneer. A lonely little llama. A precocious princess: these are colorful characters! The class will read selections of classic literature to define what makes a strong, interesting character in a good story. Creating characters is a complex, cognitive process, so the class will use character sketching, guided imagery, and other in-class activities to envision new and compelling characters and bring them to life in their writing. Students will complete exercises and stepping stones to determine how their colorful characters fit into the story elements in the construction of an original short story. An anthology of student stories will be published at the end of the quarter. 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 the Writer's Tool Kit that includes: understanding parts and kinds of sentences, plurals, possessives, and punctuation. Across the four quarters of this class, students will also learn how to use a dictionary and a thesaurus, as well as higher-level, middle school level skills such as summarizing, outlining, note taking, writing a book report, or citing sources. In class, students will share drafts and in-progress works to receive peer feedback and promote revising and editing skills. Homework: Students are expected to write in a journal for a minimum of four minutes per day and respond to prompts that are sent home on an assignment bookmark. They will also be asked to read short assignments such as a chapter or excerpt in preparation for class discussions. Topics in this Series: Create Colorful Characters (Quarter 1), orge Fantasy Fun (Quarter 2), Chronical Castle Life (Quarter 3) and Pen Passport Pages (Quarter 4).