lower academy course catalog 2010 2011

HEART Academy - Home Educators Advancing the kingdom of God & Restoring our children’s hearts for the Lord Together PSP: Jere and Crissi Allen, Founders, 650 Davenport Drive, San Jose, CA 95127, 408-712-4646

Class Site: Bayside Community Church, 1901 Cottle Avenue, San Jose, CA 95125, Email: [email protected] of 32

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Lower Academy

Course Catalog

Grades 3-6

2010-2011 Year

mailto:[email protected]



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HEART Academy Schedule 2010-2011

Period 1 Period 2 Period 3 Period 4 Period 5Extracur

r

8:45-10:00 10:05-11:20 12:00-1:15 1:20-2:35 2:40-3:55 4:00-5:30

Fellowship

Auditorium

President's Physical

Fitness Challenge - Migi

Oey

Drama Class - April

Pekary

Intermediate Jazz Dance

- Jessica Allen

Tae Kwon Do, Weekly,

2:40-3:25 - Mr. King

Youth

Theater

Project -

Bayside

Auditorium

Simply Music Piano -

Bernie Ashby

Speech & Debate - Gail

Efting

HEARTbeat -

Student Run

FiresideGeography & Missions -

Bernie Ashby

Chemistry - Christy

Majchrowicz

American Sign

Language 1 - Deborah

Weaver

Beginning &

Intermediate Drawing -

Migi Oey

Room 5

7:45

-8:1

5

8:15

-8:4

0 More Exploring

Literature - Denise

Boiko

Biology - Denise Boiko

11:2

0-11

:55

Advanced Biology -

Denise Boiko

Advanced Composition -

Denise Boiko

Literature and Society -

Denise Boiko

Room 10Ancient Literature

Classics - Gail Efting

Biblical Application in

Life Management

(BALM) - Gail Efting

Ancient History - Gail

Efting

On Writing Well - Gail

Efting

Emotional & Spiritual

Health for Teens - Kara

Lawman

Room 11

SE

T U

P

PR

AY

Mechatronics - Mike

Kirouac

General Science -

Helene Lee

LU

NC

H

Physical Science -

Helene Lee

Intro to Composition -

Cheryl Meng

Intermediate

Composition - Cheryl

Meng

KidzoneBible Foundations to

Live By - Jere Allen

Technology

Entrepreneurial CEO

Challenge - Jere Allen

Starting Points - Jere

Allen

Classical Guitar - Chris

Adams

Classical Guitar - Chris

Adams

Chapel

Elementary Ancient

History, Set 1 - Elena

Walker

Conversational Spanish 2

- Rosi Adams

Conversational Spanish 1

- Rosi AdamsSpanish 1 - Rosi Adams

Elementary Spanish, Set

1 - Rosi Adams

Youth Room

or Office

Elementary Zoology

Flying Creatures, Set 1;

Swimming Creatures,

Set 2 - Helene Lee

Elementary Narnia

Literature, Set 1 - Elena

Walker

Digital Graphics - Migi

Oey

Set 1, Room

2

Advanced Problem

Solving, Set 1 - Brandon

Young

Elementary Anatomy

Adventures, Amazing

Design, Set 1 - Alaina &

April Pekary

Hands-On Science, Set

1 - Cara Galleher

Hands-On Science, Set

1 - Cara Galleher

(opening when P3 is full)

Elementary Music

Production (Vocal

Ensemble), Weekly - Bill

Smethers

Set 2, Room

2

Intermediate Problem

Solving, Set 2 - Brandon

Young

Math Club, Set 2 -

Matthew Burke

Elementary Writing, Set

2 - Cheryl Meng

Elementary Art, Set 2 -

Migi Oey

Elementary Music

Production (Vocal

Ensemble), Weekly - Bill

Smethers

Upper RoomAlgebra 1 - Sue

Watanabe

Worldviews of the

Western World, Year 2 -

Sue Watanabe

Algebra 2 - Sue

Watanabe

Geometry - Sue

Watanabe

Nursery &

Entry Room

The Art of Thinking

Using Logic & Inductive

Bible Study - Myron

Ashby

Mom's In Touch -

Nursery

Physics - Christy

Majchrowicz

Music RoomPrivate Vocal Lessons -

Jessica Allen

Private Vocal Lessons -

Jessica Allen


Jessica Allen


Jessica Allen

KitchenElementary Cooking, Set

1 - Dina Gonzalez

Blue is Upper Academy - 38 classes

Pink is Lower Academy - 10 classes Total = 56 classes

Green is Upper & Lower Academy - 7 classes Revised 3.11.10




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Elementary Classes, Set 1

(Every other Week starting 9/3)

Day & Time Class Name Mentor-Teacher Room Cost

8:45-10:00 Elementary Ancient History Elena Walker Chapel $30/month

8:45-10:00 Elementary Zoology Flying Creatures Helene Lee TBA $30/month

8:45-10:00 Private Vocal Lessons (30 minutes) Jessica Allen Music Room $90/month

10:05-11:20 Simply Music Piano, Weekly Bernie Ashby Auditorium $120/month

10:05-11:20 Elem Anatomy Adventures, Amazing Design Alaina & April Pekary 2 $30/month

10:05-11:20 Elementary Narnia Literature Elena Walker TBA $30/month

10:05-11:20 Private Vocal Lessons (30 minutes, weekly) Jessica Allen Music Room $90/month

11:25-11:55 Lunch Lunch Lunch Lunch

12:00-1:15 Drama Class (Grades 3-12, weekly) April Pekary Fellowship $50/month

12:00-1:15 American Sign Language (Grades 3-12, weekly) Deborah Weaver Fireside $50/month

12:00-1:15 Hands-on-Science (Grades 3-8) Cara Galleher 2 $30/month

12:00-1:15 Elementary Cooking Dina Garcia Kitchen $30/month


1:20-2:35 Intermediate Jazz Dance (Grades 3-8, weekly) Jessica Allen Fellowship $50/month

1:20-2:35 Elementary Hands-on-Science (Grades 3-8 if P3 is full) Cara Galleher 2 $30/month

2:40-3:25 Tae Kwon Do (Grades K-12, Weekly, 45 minutes) Jeff King Fellowship $49/month

2:40-3:25 Elementary Spanish Rosi Adams Chapel $30/month

240-3:55 Private Vocal Lessons (30 minutes, weekly) Jessica Allen Music Room $90/month

Elementary Classes, Set 2 (Every other Week starting 9/10)

Day & Time Class Name Mentor-Teacher Room Cost

8:45-10:00 Elementary Zoology Swimming Creatures Helene Lee TBA $30/month


10:05-11:20 Simply Music Piano, Weekly Bernie Ashby Auditorium $120/month

10:05-11:20 Math Club Matthew Burke 2 $30/month


11:25-11:55 Lunch Lunch Lunch Lunch

12:00-1:15 Drama Class (Grades 3-12, weekly) April Pekary Fellowship $50/month

12:00-1:15 American Sign Language (Grades 3-12, weekly) Deborah Weaver Fireside $50/month

12:00-1:15 Elementary Writing Cheryl Meng 2 $30/month

12:00-1:15 Private Vocal Lessons (30 minutes) Jessica Allen Auditorium $90/month

1:20-2:35 Intermediate Jazz Dance (Grades 3-8, weekly) Jessica Allen Fellowship $50/month

1:20-2:35 Elementary Art Migi Oey 2 $30/month

2:35-3:20 Tae Kwon Do – Grades K-12 Jeff King Fellowship $49/month

2:40-3:55 E Musical Production (2:55-3:55) Bill Smethers 2 $40/month

240-3:55 Private Vocal Lessons (30 minutes, weekly) Jessica Allen Music Room $90/month

**Note: Your lower academy classes are color coded in pink and have an “E” in front of the class name. Some classes extend out to

8th

grade. Some are weekly.




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Lower Academy Course Catalog

Elementary Ancient History –Set 1, 8:50-10:05, Period 1

Focus: Ancient History

Mentor-Teacher: Elena Walker

Course length: Alternating Weeks for 8 months

Type of course: Group class through HEART Academy

When: Friday, 8:50-10:05

Class Fee payable to Elena Walker: $30 per month,

Materials Fee payable to Elena Walker: $15 fee for the year

Questions: contact Elena Walker [email protected]

Minimum Class Size: 5 students

Recommendation/Prerequisite: none

Course description: We will study ancient history alongside the events and the people of the Bible. We will see how God‟s hand has

moved through history to ultimately reveal himself through Jesus Christ. Our class will consist of group discussions, fun activities and

projects to make history come alive in our classroom.

Required Text: The Mystery of History, Volume I Creation to the Resurrection by: Linda Lacour Hobar “The Mystery of History

provides a historically accurate, Bible-centered approach to learning ancient history. The completely chronological lessons shed new

light on who walked the earth when, as well as on where important Bible figures fit into secular history.”

Elementary Zoology Flying Creatures – Set 1, 8:45-10:00 am, Period 1

Course Title: Elementary Zoology Flying Creatures

Teacher/Mentor: Helene Lee

Course Length: 16 weeks for Lower Academy

Type of Class: Group class through Heart Academy

When: Fridays, 8:45-10:00 am, Set 1

Cost: $30 / month

Credit Classification: Lower Academy

Lab Fee: $40 one time only (lots of projects to do such as birdhouse, butterfies, habitats, we‟ll buy them for you, see below)

Minimum & Maximum Class Size: 5 and 10

Questions: Helene Lee, [email protected]

Prerequisite: This course is recommended for students in grade levels 3-6. The student needs no prior science or math experience to

be successful in this course. Astronomy may be taken before or after any of the other Young

Explorer series courses (Astronomy and Botany).

Other prerequisite: Parents are required to go over the materials in the book, asking narrative questions. Also, parental involvement

in finishing the projects as needed.

Course Description: There are 14 lessons in this text, covering birds, bats, pterosaurs, and insects. Most lessons can be divided into

two-week segments. You can do the reading and the notebook assignments during the first week, and you can do the experiments and

the data recording during the second week. If you do science two or three days per week, you can read four to six pages a day to





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finish a lesson and begin the experiment. This will give you 32 weeks for the entire book. Older students can work through the book

more quickly if they wish.

For record keeping and evaluation, narrations and note booking replace the traditional and less effective method of filling in blanks in

a workbook. We believe note booking and narrations are a superior method of facilitating retention and providing documentation of

your child‟s education.

Narrations : Older elementary students can do the entire book and most experiments on their own, while younger students will enjoy

an older sibling or parent reading it to them. Each lesson begins with a reading of the text. Throughout the reading, the students will

be asked to retell or narrate the information they just studied. This helps them assimilate the information in their minds. The act of

verbalizing it in their own words propels them forward in their ability to effectively and clearly communicate with others that which

they know. It also serves to lock the information into their minds.

Communication skills are necessary no matter what interests your children pursue, so please don‟t skip the narrations. Though they

may seem to take up valuable time, they are vital to your child‟s intellectual development. Persevere through the first attempts; the

more narrating the child does, the better at it he will become. The better at narrating the child becomes, the better at writing,

researching, and clearly communicating his beliefs he will be. Some parents encourage their child to take notes as they listen to them

read. You may or may not want to try this.

Notebooks : At the end of each lesson, notebook activities are used to give the child further experience with the material. The

notebook is an important tool that will provide you and your child with a record of what was learned. The notebook activities

generally occur at the end of a lesson, but they are sometimes used to break up lessons. Older students are given additional

assignments in some of the note booking segments for more challenge.

Projects and Experiments: In this text there are a wide variety of projects and experiments. Every single lesson ends with an

opportunity to further ground your child in real science using the scientific method. These experiments will help your children to

develop the skills needed to conduct valid and scientifically accurate science experiments. The last lesson culminates with the

children designing and conducting their own experiment based on their own hypothesis about caterpillars. This last experiment will

help you evaluate whether your child genuinely understands the necessary components for designing an experiment. This is an

important skill that often shows up on upper elementary achievement tests.

The projects and experiments in this book use mostly common, household items. As a result, they are fairly inexpensive, but you will

have to hunt down everything that you need. To aid you in this, pages viii-xi contain a list of the materials that you need for the

experiments and projects in each lesson.

The Immersion Approach: Is it Okay to Spend a Year on Just a Part of Zoology?

Presenting a child with scant and insufficient science fails to develop a love for the subject. If the learning is skimpy, the subject

seems monotonous. The child is simply scratching the surface of the amazing and fascinating information available in science. Sadly,

students taught in this way are led to believe they “know all about” that subject, when in reality the subject is much richer than they

were allowed to explore. That is why we recommend that kids, even young children, are given an in-depth, above their perceived

grade level exploration into each science topic. You, the educator, have the opportunity to abandon methods that don‟t work so that

your students can learn in the ways that have been proven effective. The immersion approach is the way everyone, even young kids,

learn best. That is why we major in one field in college and take many classes in that field alone. If you immerse your child in one

field of science for an entire year, he will develop a love for that subject and a love for learning in general.

Additionally, a child that has focused on one subject throughout an entire year is being challenged mentally in ways that will develop

his or her ability to think critically and retain complex information. This will actually benefit the child and give him an advantage on

achievement tests. He will be able to make more intelligent inferences about the right answer on science questions, as God has created




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an orderly world that works very similarly throughout all matters of science. A child who has not been given the deeper, more

profound information will not understand how the scientific world operates.

Methodology: Exploring Creation with Zoology books use the classical and Charlotte Mason methodology to give elementary school

students an introduction to God‟s incredible world of living organisms. Narration and note booking are used to encourage critical

thinking, logical ordering, retention, and record keeping. Each lesson in the book is organized with a narrative, some notebook work,

an activity, and a project. Although designed to be read by the parent to elementary students of various grade levels, it is possible for

students with a 4th-grade reading level to read this book on their own.

As you might expect from a book that uses the Charlotte Mason approach, the student notebook is emphasized in every lesson.

Students are told to make illustrations for each lesson and are given notebook assignments to reinforce what they have learned.

Activities/Projects: A carpentry project involving building a quality birdhouse as well as making a butterfly house and observing the

life cycle of the caterpillar to the emergence of the butterfly (we may substitute silk worms if

caterpillars and food are unavailable ) are the biggest projects of the course. The text contains actual experiments on the preferences

and habits of the birds your children see. These experiments further enrich the learning experience. In addition to designing

experiments with flies, crickets, darkling moths, and caterpillars, they will also learn how to attract and catch insects for scientific

study.

Recommended Use: You will spend the entire year covering this book, devoting approximately two sessions per week to the course.

The sessions will be something like 30 minutes to an hour, depending on exactly what

you are doing on that day.

Extra credit: Scattered throughout the lessons are optional exercises for older students

Topics to Be Covered:

1) Zoology Classification

2) What Makes a Bird a Bird?

3) Birds of a Feather

4) Flying Factuals

5) Nesting

6) Matching and Hatching

7) Bats

8) Flying Reptiles

9) introduction to Insects

10) insect Life Cycles and Life Styles

11) Social Insects

12) Beetles, Flies, and True Bugs

13) Interesting Insects

14) Order Lepidoptera (Butterflies)

Class Expectations: Ability to pay attention in class and follow instructions. Ability to keep up with the reading assignments given

each week.

Bring to class every day: Every student needs to bring his/her own notebook, blank paper, lined paper and colored pencils and eraser.

Curriculum REQUIRED: Textbook: Exploring Creation with Zoology 1: Flying Creatures of the 5th Day 2005 Edition

Website: www.apologia.com




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About Your Instructor: see the end of this document

Contacting the Teacher: Please contact Mrs. Lee via email at [email protected]. Mrs. Lee‟s home phone is 408-268-7358 or in

case of immediate need, by cell phone at (408)209-4909

Assignments for the first week: (to be completed prior to the first class)

Parents: Read through this course description with your child.

Students: Pages 18-20, Make a Field Notebook and do a project: Natures Scavenger Hunt

Elementary Zoology Swimming Creatures – Set 2, 8:45-10:00 am, Period 1

Course Title: Elementary Zoology Swimming Creatures

Teacher/Mentor: Helene Lee



When: Fridays, 8:45-10:00 am, Set 2

Cost: $30 / month

Credit Classification: Lower Academy Only

Lab Fee: $30 one time only


Questions: Helene Lee, [email protected]

Prerequisite: This course is recommended for students in grade levels 3-6. The student needs no prior science or math experience to

be successful in this course. Astronomy may be taken before or after any of the other Young Explorer series courses (Astronomy and

Botany).

Other Prerequisite: Parents are required to go over the materials in the book, asking narrative questions. Also, parental involvement

in finishing the projects as needed.

Course Description: This course on aquatic animals follows the first book in the series, Exploring Creation With Zoology 1: Flying

Creatures of the Fifth Day. It is highly recommended that you begin your study of zoology with Zoology 1. This is because

foundational concepts, such as animal classification, nomenclature, instincts, endangered species, parasites, and other important ideas

are explained in the first book. Attainment of this knowledge is assumed in Zoology 2. However, if zoology has been covered to

some degree, and parents feel they are equipped to fill in the gaps where this information is mentioned without explanation in Zoology

2, they are welcome to begin with whichever book they prefer. Ideally, Zoology 1 should be taken first. (Please read the

course description for Zoology 1: Flying Creatures)

Lesson Increments: There are 13 lessons in this text. Each lesson should be broken up into manageable time slots depending on

your children‟s age and attention span. This will vary from family to family. Most lessons can be divided into two-week segments.

You can do the reading and the notebook assignments during the first week, and you can do the experiments and the data recording

during the second week. If you do science two or three days per week, you might read four to six pages a day to finish a lesson and

begin the experiment. This will give you 32 weeks for the entire book. Older students can work through the book more quickly if

they wish. Sixth graders are encouraged to read the book on their own in preparation for the independence with which they will do

science the following year if they use Exploring Creation With General Science.




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When you have finished reading a lesson, the student will orally relate the information they learned (narration) and complete a

creative assignment associated with the lesson (notebooking).Narrations and notebooking replace the traditional and less effective

method of filling in blanks in a workbook. I believe this is a superior method of facilitating retention and providing documentation of

your child‟s education. For a more detailed discussion of how to use this course, please see the step- by-step guide at the end of this

introduction.

Narrations: Older elementary students can do the entire book and most experiments on their own, while younger students will enjoy

an older sibling or parent reading it to them. Each lesson begins with a reading of the text. Throughout the reading, the students will

be asked to retell or narrate the information they just studied. This helps them assimilate the information in their minds. The act of

verbalizing it in their own words propels them forward in their ability to effectively and clearly communicate with others that which

they know. It also serves to lock the information into their minds.

Notebooks: At the end of each lesson, notebook activities are used to give the learners further experience with the material. The

notebook activities will offer your child an opportunity to communicate through illustrations and written narratives. This is an

important tool for providing both a record of progress and learning, as well as documentation for review. Students of all ages will

create their own notebook, providing an opportunity for each child in a family to work on the same material at his or her own level.

Each notebook will be a reflection of the child‟s knowledge, learning, creativity, and personality. The notebook activities generally

occur at the end of a lesson, but they are sometimes used to break up lessons. Though simple sheets of blank paper will work just fine,

you can print templates that provide a space for drawing and lines for writing information by visiting http://www.apologia.com.

Project Ocean Box: Each student or family is encouraged to create clay or paper models of the animals they have studied. The first

lesson begins with the students using a box to create an “aquarium” in which they will display their animal creations. I call this

aquarium an “ocean box.” After completing each lesson, the students will add the animals about which they learned to the ocean box.

At the end of the course, they will have a tangible model of all that they learned in science throughout the year. The materials your

student or family uses to create the animals for display will vary according to the preferences of your family. You can use clay,

images cut out from magazines, or even plastic animal replicas which are often available at dollar stores. Obviously, if your family

wishes not to participate in this activity, you may skip this section of each lesson.

Experiments: Every Zoology 2 lesson ends with an experiment. These experiments will help your children develop the skills needed

to conduct valid and scientifically accurate experiments. It is recommended that your students complete at least a few, if not all, of

these experiments so as to become familiar with the scientific method. This will further their understanding of how to perform

experiments and what makes and does not make a good experiment.

The projects and experiments in this book use mostly common, household items. With the exception of a few simple experiments, lab

materials are covered and will be given to you in class. (Adapted from the Introduction of Zoology 2)

Extra credit: Scattered throughout the lessons are optional exercises for older students

Topics to Be Covered: There are 13 chapters and an example if needed

1. Aquatic Animals

2. Whales

3. Seals & Sea Cows

4. Aquatic Herps (example: Turtles)

5. Primeval Reptiles

6. Fish

7. Sharks & Rays

8. Crustaciea (example: Crabs)

9. Mollusks (ex: Clams)

10. Cephalopods (ex: Octopus, Squid)


http://www.apologia.com/



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11. Echinoderms (ex: Starfish)

12. Cindarians (ex: Jellyfish)

13. Sponges

Class Expectations: Be able to pay attention in class and follow instructions. Be able to keep an orderly notebook/binder.

Workload: An average of 2 weeks per lesson with perhaps 1 or 2 fieldtrips.

Bring to class every day: Pencil, eraser, blank and lined paper in a 3 ring 1 - 11/2" Binder with Tabs and pockets, colored pencils for

drawing and illustrating.

Curriculum REQUIRED: Exploring Creation With Zoology: Swimming Creatures of the Fifth Day, First printing 2006

Website: www.apologia.com

About Your Instructor: see the end of this document

Contacting the Teacher: Please contact Mrs. Lee via email at [email protected]. Mrs. Lee‟s home phone is 408-268-7358 or in

case of immediate need, by cell phone at (408)209-4909

Assignments for the first week: (to be completed prior to the first class)

1) Field Trip to Beach Tidepools and Lake Pg 16-17 of Lesson 1 gives direction on Beach and Lake exploration. Please take some

time this summer and go take a look, keeping a notebook to record findings and drawing illustrations of what you find!

2) Dedicated 3 ring binder Notebook for the purposes of recording and keeping handouts and papers. Blank and lined paper for lab

reports. Writing instument and colored pencils and eraser.

3) Creation of an Ocean Box for keeping the creatures you create in class. (pg. 17)

Parents: You will need to read with your student and have them orally tell you what they learn, using the questions scattered

throughout the lesson and referring to pg. 219-223 for answers!

Students: Please come on time, ready to learn with pencil and eraser, notebook and any assignments completed.

Private Vocal Lessons –Weekly, Period 1, 2, 3, & 5

Focus: Learning how to balance your voice by learning and applying specific exercises.

For Ages: 6+

Mentor-Teacher: Jessica Allen

Course length: 2 semesters, 32 weeks

Type of course: Class through HEART Academy

When: Friday, 1/2 hour each

Class Fee payable to Jessica Allen: $90 per month

Questions: contact Jessica Allen [email protected] or 408-712-8057

Recommendation/Prerequisite: HEART Academy encourages parents to be involved in the classroom experience as much as

possible. If you want to attend with your children, we welcome you.





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Required Material: Find a few songs you would like to work on.

Course Description: Vocal instruction in this technique of speech level singing helps improve your range, endurance, stamina,

breath-control, resonance, vocal strength and vocal quality. Learning how to sing properly allows singers of all styles of music to

perform well without fatigue or damage to the voice.

Course Content: The Speech Level Singing technique, developed by Seth Riggs, is a complete vocal training that maximizes a

singer‟s vocal abilities in any style of singing. From Opera to Rock; Jazz to Pop or R&B, over 100 Grammy award winners use it, as

well as winners of the Metropolitan Opera Auditions and Tony Award winning performers on broadway. SLS has also been practiced

by Academy Award winning actors and industry leaders to perfect their vocal presence and empower them in speech.

In many cases SLS rehabilitates vocal damage, caused by poor teaching or years of abuse, that could otherwise limit or even end a

career, or worse - require continual medical intervention. SLS training will both improve your voice allowing you to sing safely and

with greater range.

Who are some Artists who have studied SLS? Major recording artists such as Josh Groban, Luther Vandross, Michael

Jackson, Stevie Wonder, Anita Baker, Julio Egelesias, James Ingram, Marilyn McCoo, Geoffrey Osborne, Al Jarreau,

Michael Bolton, Natalie Cole, Bette Midler and Barbara Streisand;

Musical Theater performers such as Bernadette Peters, Carol Burnett, Douglas Sills (male lead in The Scarlet Pimpernel),

Leila Florentino (“Kim” Miss Saigon), Lorna Luft, Chita Rivera, Barbara Harris, Ben Vereen, and Tim Curry;

Professionals of the Operatic Stage such as Donald Ray Albert, Bass Baritone; Angela Maria Blasi Lyric Soprano (Winner

of Metropolitan National Opera Final Auditions in New York); Eduardo Villa, Tenor (Winner of Metropolitan National

Opera Final Auditions in New York); Rodney Gilfrey, Lyric Baritone; James Wagner, Tenor (Winner of Metropolitan

National Opera Final Auditions in New York).

The Larynx: The larynx is the large bump in the middle of the throat just below the chin (men call this the "Adam's Apple"). The

larynx houses the vocal cords and also controls the swallowing mechanism. When the larynx rises up, the muscles around the vocal

cords close in order to prevent food from entering the wind pipe and the lungs. This is essential to the swallowing process, yet hinders

good singing. If you place your hand on your larynx and yawn, you will feel your larynx come down. If you leave your hand on your

larynx and swallow, you will feel your larynx rise. In Speech Level Singing, our goal is keep the larynx at a comfortable "speech

level" while we sing (neither jamming up, nor locking down).

The vocal cords, also known as vocal folds, are a pair of soft tissue cords that are joined at the front of the larynx and extend to the

back. When they close, the back end of the cords come together (connect), and the flow of air is temporarily stopped. When the

pressure of air from the diaphragm overcomes the pressure of the muscles holding the cords together, they are blown apart. Sound is

made when they close again due to the resonation created. Then once again the air pressure overcomes the muscle pressure and the

process begins again.

If the cords are not brought together with a balanced pressure of air and muscle strength, you will have a strained and tense voice, or

your voice will break. This technique first eliminates any activity in the outer muscles of the larynx. These outer muscles interfere

with the singing tone; once these tensions are eliminated, the tone is freed. In addition, the ability to produce words easily and clearly

is enhanced.

Breathing for Singing: The diaphragm, is a dome shaped muscle that separates the chest cavity from the abdominal cavity. The

lungs, which are incapable of any muscular action, sit on top of the diaphragm. When the diaphragm contracts, it flattens downward




3/17/2010 11:51:45 AM

and slightly to the back, thus lowering the floor of the chest (thorax). As it does this, the lungs are stretched downward, creating a

partial vacuum which causes the air outside the body to rush in. During this inhale, as the diaphragm descends, the abdominal wall is

caused to expand outward. The diaphragm is active only during the inhalation process.

The abdominal muscles will automatically regulate the exhalation process during singing when a speech-level posture is maintained.

The breathing process during Speech-Level-Singing is very relaxed. This technique of singing promotes proper, automatic breath

support, and thus a balance between air and muscle. Speech-Level-Singing gives the vocal coordination needed to sing any style a

singer desires.

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send Jessica Allen an e-mail at

[email protected] or call at Home: (408) 251-8147 or Cell: (408) 712-8057. Note: My cell phone has bad reception at my house.

Jessica Allen’s Bio: See the end of this document

Simply Music Piano (Grades 2-12) – Weekly, 10:05-11:20, Period 2

Focus: Simply Music® is a remarkable, Australian-developed piano and keyboard program that has beginning students playing great

sounding pop, blues, classical and accompaniment pieces - immediately - from their very first lessons.

Mentor-Teacher: Bernadette Ashy

Course length: 2 semesters, 32 weeks


When: Friday 10:05-11:20 Bayside Auditorium

Schedule: Lesson schedule time is based on For the Luv of Piano Studio schedule time; see studio policies for details, some lessons

will be held at Mentor-Teacher‟s home studio during certain holidays

Class Fee payable to Bernie Ashby: $120 per month, shared lessons; please consult with Mentor-Teacher for private lessons

Materials Fee payable to Bernie Ashby: $48.00 per quarter

Questions: contact Bernie Ashby [email protected]



Course Description: Simply Music® is a remarkable, Australian-developed piano and keyboard program that has beginning students

playing great-sounding pop, blues, classical and accompaniment pieces - immediately - from their very first lessons. Traditional

lessons, for the most part, require that students first learn to read music as the means of learning how to play. This „read first, play

later‟ approach is slow and frustrating, and far too many students never acquire the ability to play. In fact, many lose their desire to

learn altogether.

Think of Simply Music as being like learning to talk. We all talked for years before we learned how to read and spell. It's the

same with our program. We delay the music reading process and start by showing you how to play fantastic music –

immediately.

Beginning students, with no attention on having to read music, are free to relate directly to the piano, and within months easily and

naturally begin to establish a „hands-on‟ and personal „feeling‟ for the instrument as they build a play-list that includes popular,

classical, blues and jazz styles, as well as develop the ability to play chords and modern accompaniments. After building a repertoire

of 30 to 50 pieces covering a broad range of musical styles, students go on to learn how to read music, their ability to play so well

providing a powerful foundation for learning the more formal aspects of music education.






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“My boys are 8 and 10. They‟ve had just 12 lessons with Simply Music and already know 12 songs. Not just „Twinkle, Twinkle

Little Star‟ and „Mary Had A Little Lamb‟, but real music. The boys are already playing the blues. They think they‟re hot stuff.”

Rebecca Neis

“At 83 years of age, this wonderful program has given my life a dimension that has brought me much joy and satisfaction. The

experience of Simply Music has helped me to cope with stress, and even sadness. I have been most fortunate and blessed to have had

the experience of Simply Music.”

Sara Larmer Meuse

“After two years of being very frustrated with other programs, we have found one that works and that my daughter enjoys

tremendously. The results are wonderful.” Tammie Duke

“My daughter is only 7 years old with no previous music knowledge. Our experience has absolutely surpassed our expectations.

Recently she played a well-known song in front of 100 people and she brought the house down.” Marsha Goodstein

Studio Website: www.fortheluvofpiano.com

Bernadette Ashby, Accredited Simply Music Teacher

Home Studio Location: San Jose, 95127

(408)923-8558

Content & Objectives

Requirements:

• MANDATORY Parent‟s Meeting TBA

• Class attendance.

• Weekly practice including Parent Participation – Parent keeps student accountable to practicing.

• View support DVD weekly – required.

• Listen to support CD weekly – required.

Assignment Criteria: They will need to show me their playlist weekly and practice at least five times during the week.

Attendance: The student is expected to attend class and is responsible for inquiring with the Mentor-Teacher as to any assignments

that have been missed. At the mandatory parent‟s meeting, I will provide my studio policies which will explain anything pertinent to

the running of my studio.

Contacting the Teacher

The best way to contact Mrs. Ashby is via email [email protected]

The next best way to contact her is through telephone, 408-923-8558.

Elementary Narnia Literature – Set 1, 10:05-11:20 am, Period 2

Focus: The seven books in C.S. Lewis‟s The Chronicles of Narnia series

Mentor-Teacher: Elena Walker

Course length: This class will meet on alternating Fridays for 8 months, 16 weeks

Type of course: Group class through HEART Academy Course

When: Alternating Fridays, 9:40 – 11:00




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Class Fee payable to Elena Walker: $30 per month

Materials Fee payable to Elena Walker: $15 fee for the year

Questions: contact Elena Walker [email protected]



Course Description: We‟ll study each of The Chronicles of Narnia, exploring a variety of subjects, including English literature, social

studies, geography, Bible and character building, cooking, and art. The Chronicles are rich in imagination, powerful language and

spiritual depth, and children naturally connect with the characters and their experiences in these iconic tales. We‟ll have our own

adventures discussing and learning from them.

Required Texts: The Chronicles of Narnia by C.S. Lewis

Math Club – 10:05-11:20, Period 2, Set 2

Course Title: Math Club

Mentor-Teacher: Matthew Burke. Michelle Burke (sponsor)

Course length: Alternating weeks for two semesters

Type of Class: Group class through HEART Academy


Cost: $30 / month

Materials Fee: TBD

Minimum and Maximum Class Size: 5-12 students

Class fee payable to: Matthew Burke

Questions: Contact Matthew Burke at (408) 738-3664

Recommendation: Your student needs to have basic addition, subtraction, multiplication, and division skills to actively

participate in this class.

Course Description: Math can be a fun and interesting subject to study. The course will cover a broad spectrum of topics

within math in hopes of piquing the students‟ interest in at least one area. The focus will be to develop mathematical

thinking, problem solving skills and a true enjoyment of math. We will incorporate games and activities throughout the

class to reinforce learning with prizes for participation. We hope to expose your students to the huge world of math and

inspire them to become more willing to explore and enjoy it. This class is an enrichment course and should NOT be used

as a replacement for a traditional math textbook or curriculum.

Course Content: Our class time will be spent in the following three main types of learning:

1) Topic or Lesson- We will cover a math topic or a problem solving technique using a workbook or handouts. Games

and hands on activities will help round out the learning and add an element of fun and opportunities to earn prizes.

2) Mental Math- We will have fun using tricks to help students for mental math computation. We will practice as a

group and improve our speed and accuracy.

3) Team Problem Solving- The students will be broken down into groups and given math challenge problems to

introduce them to group problem solving.


http://us.f586.mail.yahoo.com/ym/[email protected]



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Also, there will be optional homework that students can take home to apply what they‟ve learned and hone their skills.

The students will be rewarded for attempting problems in class or at home and will never be penalized for not being able

to answer a question correctly.

We will be referring to the following books for lesson plans: Mathematical Reasoning through Verbal Analysis, Creative

Problem Solving in School Mathematics, Math Olympiad Contest Problems, Mental Math in Junior High, TOPS Cards,

Arithmetricks and other resources.

Required Textbooks for Students: TBD

Materials to Bring to Class:

Pencils and a 8 ½ x 11-inch binder or folder to keep their work

Attendance: Students are expected to attend class. Please let us know by email ahead of time so we can compile

assignments and other exercise worksheets and make them available to the student.

Classroom Expectations: Students will be expected to come to class ready to learn. Previous homework assignments will

be discussed and analyzed during class time. The time and effort that they put into experimenting with and practicing

their skills help to develop the mind. Students will only get as much out of the lessons as the time and effort they put into

it.

Contacting the Teachers: Matthew Burke at [email protected] or (408) 738-3664.

Anatomy Adventures, Amazing Design (New) – Set 1, 10:05-11:20, Period 2

Course Title: Anatomy Adventures: Amazing Design (New)

Mentor-Teacher: Alaina & April Pekary

Course Length: 16 weeks, every other week


When: Fridays, 10:05-11:20

Fee payable to April Pekary: $30 / month for Lower Academy

Materials Fee: $25 one time only


Questions: April & Alaina Pekary, [email protected]

Course Description: Learning Basic Anatomy is a wonderful way to show how amazing our Creator is. It also makes an extensive

amount of biology a lot easier to learn. This class is designed for kids to have a wonderful time with their friends learning about

Anatomy. I am designing lessons focused around experiments and dissections related to parts of the body that are extra fantastically

designed, such as blood clotting, the eye, the circulatory system, and many others. This will be an all-new class.

Course Content: In each class we will do fun activities and experiments, including a number of dissections such as a sheep‟s heart

and brain, and a cow‟s eye. Squeamish students will not be required to handle the specimens, but they must be willing to watch

closely. We will also perform experiments such as blood typing, and microscope activities. Written work will include some






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worksheets, tests, and lab write-ups. Students will play games to learn, just like in my previous classes, and earn “crazy creation cash”

that they can spend on prizes. Each class we will feature a new memory verse related to what we are studying.

Class Expectations:

- Parents will check over the assignment handout and make sure their child has completed their work each week.

- Active participation in class discussion and activities.

- Students will be expected to complete a bi-weekly homework assignment by the next class and hand it in.

- When handling specimens, microscope, and other equipment it is important to be carefully attentive and follow directions.

- Carelessness or disregard of the teacher's instructions can not be tolerated, and students will lose the privilege of handling equipment.

Handing in Assignments: - Each class, students will hand in their assignments. They will be graded by the teacher and given back

the next class time. Though the scores will be recorded and can be requested by the parent to compare records, no grade will be given

for this class.

Bring to class every day:

Pencils

Colored pencils Binder to file handouts, memory verses and lab writeups Grading and Assessment: Students will study for a test each week during class, and then complete the test at home. Homework

should take about two hours every two weeks between classes, though students could spend more time if they‟re interested.

Curriculum: I am developing this curriculum, so there is no required text for this course.

About Your Mentor-Teacher: see the end of this document

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send Alaina Pekary an e-mail at

[email protected] or call at (650) 327-5433.

Private Vocal Lessons – see Period 1

Drama Class – 12:00-1:15, Period 3

Course Title: Drama Class

Mentor-Teacher: April Pekary

Course Length: Two Semesters, 32 weeks



Fee Payable to April Pekary: $50 / month

Credit Classification: Performing Arts

Materials Fee: $20 payable to Bayside Community Church

Minimum & Maximum Class Size: 10 and ..

Questions: April Pekary, [email protected]




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Prerequisite: The willingness to stand up and perform, OR assist as student director/ producer/ props/ sound/ lights/ tech, etc. Good

reading ability will be helpful, but not imperative if the student is willing to work hard.

Course Description: This is an acting class for all levels of actors. This class will include elements of acting, doing small skits and

performing for the Heart community at Pulse night. Most classes will open with acting exercises to sharpen communication skills.

The majority of our time will be spent practicing and developing plays and skits to perform at Heart Academy Pulse Nights 3 times

per year and/or at lunch hours. We will not require large amounts of rehearsal time outside of class.

Interested students will be encouraged to write and develop their own plays and skits. Feel free to contact me over the summer with

ideas or scripts you are working on. Search the web for scripts we can use, or write your own! We want to encourage as much student

leadership as possible.

Class Expectations: All students will be expected to participate in each assignment and Pulse night event unless specific written

permission is given by a parent in advance of casting the performance. Each student will be cast in the Pulse night event. After casting,

the student will be expected to be at Pulse night and all classes (rehearsals) leading up to the performance. Pulse dates are November

12, March 25 and May 27.


Binder for scripts, tech week schedules, and notes

Lined paper for note taking (in the binder)

Enthusiasm!!

Workload: The amount of homework will vary greatly. The student will sometimes be required to prepare a short speech or

performance as an acting exercise. Students who are interested may spend a lot of time writing plays/skits/songs. At the beginning of

learning new plays/skits, students will be required to memorize their lines diligently, which may take extra time for a few weeks

depending on the student‟s part.

Grading and Assessment: Students will be evaluated based on participation, preparation, cooperation, and servanthood. It takes a lot

of self-control in a fun class like Drama, and a lot of work for successful dramatic productions. We will all need to serve each other,

no matter how big or small our acting parts are.

Curriculum: We will be using teacher-designed exercises and assignments, and researching and developing our own plays, so no

specific outside curriculum will be necessary.

About Your Mentor-Teacher: See the end of this document.

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send April Pekary or send an e-mail

at [email protected] or call at (650) 327-5433.

American Sign Language 1 – 12:00-1:15, Period 3

Course Title: American Sign Language 1

Mentor-Teacher: Deborah Weaver

Course Length: Two Semesters


When: Fridays, 12:00-1:15

Cost: $50 / month

Credit Classification: Foreign Language

Materials Fee: $5 one time only

Minimum Class Size: 5




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Questions: Email Deborah at [email protected] ; phone (415)335-0193

Prerequisite: none

Course Description: This course is an introduction to American Sign Language (ASL). It includes basic grammar, vocabulary,

fingerspelling, numbers, and cultural information related to the Deaf community. It will include instruction, PowerPoint

presentations, modeling, conversation, and classroom activities followed up with optional but valuable homework assignments using

language learning activities online.

Class Expectations: Attendance and punctuality are very important. Students should be attentive and willing to participate in

conversation and activities without the use of voice.

Bring to class every day: Your textbook, pen and notebook for taking notes.

Workload: For all students: Practice lesson content with a partner each week (a family member works fine).

Prepare for quizzes. Present a dialogue along with a fellow student as a final project.

For High School students: A research paper will be required as well.

Grading and Assessment: I will create an evaluation for each of the students based on class participation and each of the quizzes and

assignments mentioned above.

Curriculum: *Required: American Sign Language The Easy Way (Second Edition), by David A. Stewart, Elizabeth Stewart

Jessallyn Little, Barron‟s Educational Series, 2007.

*Optional: Random House Webster‟s Concise American Sign Language Dictionary

*Website: www.lifeprint.com The Lifeprint Curriculum is a discourse-based curriculum.

About Your Mentor-Teacher: Deborah Weaver, for the last 20 years, has been homeschooling six children. Before that she received

a BA in Communicative Disorders and spent several years as an interpreter for the Deaf in a variety of settings including legal,

medical, and educational, as well as in church. She has also taught sign language classes to adults and in home school co-op settings.

Contacting the Teacher: The best way to contact me is by email at [email protected] (or in case of immediate need, by

cell phone at (415)335-0193. Please use this number only for very short calls.

Hands-On Science (ALL NEW MODULES!) –Set 1, 12:00-1:15 pm, Period 3

Course Title: Hands-On Science ALL NEW MODULES!

Mentor-Teacher: Cara Galleher

Course Length: Two Semesters, 16 weeks, every other week.

Type of Class: Group Class (3rd

– 8th

grade) through HEART Academy

*This is not solely an elementary-level class, as projects and principles are appropriate for all ages!

When: Every other Friday, 12:00 – 1:15 pm.

Cost: $30 / month

Lab Fee: $15/semester

Minimum & Maximum Class Size: 10 - 20

Questions: Cara Galleher, 408-741-1103, [email protected]



http://www.lifeprint.com/





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Prerequisite: Students should be able to follow verbal and written directions, have good reading and writing skills, and be willing to

work in a small group to complete labs. HEART Academy encourages parents to be involved in the classroom experience as much as

possible. If you want to attend class with your children, I welcome you.

Course Description: I have been teaching this Hands-On Science course for 9 years at Valley Christian Elementary School in San

Jose. Each lesson is accompanied by an extensive power point presentation, guided practice worksheet, and hands-on lab. Most

lessons will provide students with take-home projects, although some labs are better suited to working with in-class materials only.

Students will learn a vast array of life science, physical science, and earth science principles. Students will also prepare a “What I

Learned” review sheet at the end of each lab. I will take their picture with their project weekly for inclusion in their lab binder.

This program serves to:

-reinforce students‟ knowledge in God‟s Truth as revealed in the physical world

-provide students with solid science instruction in all disciplines of science (life science, physical science, earth science)

-engage students through hands-on experiences which reinforce concepts learned

-excite students‟ interest in the discipline of science through a motivating, completion-oriented approach that capitalizes on their

background knowledge and moves them to a more complete understanding of science concepts.

My hope for your student is that he/she would develop of love of science through hands-on experiences and understand that even

difficult concepts are not too hard to comprehend when they are applied in project-based learning. I would love to be part of instilling

an interest in your student for a possible future science major.

Topics to Be Covered: Students will participate in 16 unique labs which will most-likely include (but are not limited to) the following:

-Plant Structure and Function: Roots, Stems, and Leaves (Lab: Sprouting Seeds and Dendrochronology)

-Earthworm Structure and Function (Lab: Live Earthworm Analysis)

-Fungi Structure and Function (Lab: Mushroom Dissection and Spore Print)

-Grasshopper Structure and Function (Lab: Grasshopper Dissection)

-Magnetism (Lab: Analysis of Magnetic and Non-Magnetic Materials)

-Electromagnets (Lab: Build an Electromagnet)

-Electricity (Building a Simple Circuit with a Switch)

-Anamorphosis (Lab: Create Your Own Anamorphic Art)

-Optical Illusions (Lab: The Café Wall Illusion)

-Fire (Lab: Building Your Own Fire Extinguisher)

-Polymers (Lab: From Glue to Glob)

-How do Rockets Work? (Lab: Build Your Own Puff Rocket)

-Genetics (Lab: Phenotypes vs. Genotypes)

-DNA (Lab: Build a model of a DNA molecule)

-The Five Senses (Lab: Fun with the 5 Senses)

-Respiratory System (Lab: Build a Working Lung Model)

Class Expectations: Students will be asked to attend respectfully to the lesson, raise hands for questions, and take notes on a guided

practice worksheet. Students will work in teams of 2-3 or independently to complete their labs. In consideration of safety to students

and proper care of lab equipment, students using science supplies improperly will be asked to relinquish the privilege of completing

the lab.

Handing in Assignments: Students will be assigned a “What I Learned” review sheet at the end of each lab. I will provide a picture

of them with their project for inclusion in their lab binder upon completion of the “What I Learned” worksheet. All students will

finish the class with a completed lab notebook chronicling their work in 16 labs. Students‟ lab notebooks will contain lesson overview

sheets, completed guided-practice worksheets, “What I Learned” review sheets, and photos of in-class projects.




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Students must bring daily:

-1” 3-ring binder (preferably with clear sleeve on outside, so students can design their own binder insert) with 16 dividers for labeling

labs.

-Pencil pouch with pencils, colored pencils or twist-up crayons (no markers), eraser, scissors, ruler, black sharpie, small bottle of

white glue, and gluestick.

Materials/Curriculum: As I have developed each lesson in this course, there is no required textbook. Students may be asked to read

certain articles or perform virtual dissections in preparation for upcoming labs.

Grading and Assessment: This class is unevaluated. There is no homework other than the “What I Learned” worksheet and

occasional online activities to reinforce topics learned. Parents are encouraged to assign additional research in the areas we study for

inclusion in the lab binder. Students are welcome to share any extension work they‟ve done with the class.

About Your Mentor-Teacher: See the end of this docuemnt

Contacting the Teacher: Cara Galleher, 408-741-1103, [email protected]

Thank you for the privilege of working with your student.

Elementary Writing (Grades 4+) - Set 2, 11:45-1:05, Period 3

Focus: This class will focus on helping your child to write with stylistic techniques

Course length: This class will meet on alternating Fridays for 8 months

Mentor-Teacher: Cheryl Meng Type of course: Group class through HEART Academy

When: Alternating Fridays Class Fee: $30 per month Materials Fee: $20 Questions contact: Cheryl Meng [email protected] Recommendation/Prerequisite: This class highly recommends that parents sit in and learn the concepts with the children because

they are young and will need help at home.

Minimum students: 5

Course Description: This course is designed to take elementary and early junior high school students through The Institute for

Excellence in Writing’s Structure and Style course. Like Benjamin Franklin, students will learn using this classical system, which

stresses modeling through key word outlines, and builds a firm foundation of specific skills that will enhance their writing. As

students practice each technique, they develop confidence and improve writing skills. A Vocabulary curriculum, Vocabulary from

Classical Roots, Book A, will also be taught.

Recommendation/Prerequisites: Students should be able to identify nouns, verbs, subjects and write a basic, short sentence.

Texts and Materials List:

Optional: IEW, Teaching Writing: Structure and Style by Andrew Pudewa Required: Vocabulary from Classical Roots, Book A by Norma Fifer/Nancy Flowers available through Amazon (make sure it has not

been written in) or through EPS, www.epsbooks.com




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Binder 8 ½ X 11, at least 1 1/2 inches deep

Ruled paper

Notebook dividers including sections labeled:

Assignment Sheets - (empty until given)

Compositions (ruled paper)

Vocabulary Quizzes Word Banks – (empty until given)

Notes (ruled paper)

Portable hole punch (these fit onto the binder posts)

ZIP POCKET, which fits into the binder, containing:

Pens - at least 4 (Students may use pencil if preferred)

Red pens (2) or any other color that is easily seen against their other pen colors

Your binder is not to be inspected or graded in any way. However, creating and maintaining an orderly system will serve you well

throughout the busy year ahead. Set yourself up to be successful!

Course Requirements / Workload

An assignment sheet will be given to and reviewed with the students in class during each session, as well as e-mailed to the parents by

the Monday after each class. Please read it ASAP to allow yourself the maximum time benefit for the assignments. Please print a

copy for yourself so that you can more easily track your student's progress. Students should be prepared to write a paragraph as

homework after each class, practicing what was learned and modeled during class.

Class Expectations: Attendance and punctuality. Please be in class on time, ready to start, and prepared for the day’s material,

putting distractions aside so we can all glean the most benefit from our time together. Please let the Mentor-Teacher know, as soon

as you know, if you are planning an absence so we can discuss what you would like to do about the assignments.

Participation in class discussions – have a willing heart and mind to learn.

Completion of assignments – all work should be completed neatly and reflect your best efforts.

You will work on your own with your parent’s help as needed during the week. If at any time you need help, I will expect you to call

or e-mail me so you can receive the help you need before you feel frustrated.

As your Mentor-Teacher I am committed to providing instruction, examples, modeling of new material, and encouragement to you. I

will be evaluating your work. If you have questions, I encourage you to ask questions during class or contact me during the week. My

goal is to work with you, forming a team to improve your writing skills and confidence.

Assessment System: Parent involvement in discussion and evaluation of students' work is a priority. Teachers will be available to

parents as needed, to answer questions, or simply be sounding boards for discussion. The student will have a portfolio of their work

at the end of the course. We want to do everything we can to assist you in this endeavor.

A teacher created evaluation will be provided for every student, which may be used as record of accomplishment to help you ascertain

grades for your report cards. All evaluations have the number of writing assignments completed, a description of accomplishments,

participation, and challenges, and recommendations for future work. The student name, course, date of completion, and Mentor-

Teacher signature are also included.

About Your Teacher – Cheryl Meng: Her bio is at the end of this document.

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send Cheryl Meng an e-mail at






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Come to the first class having completed the following: Write a five-sentence paragraph on any topic you choose WITHOUT

parental correction or guidance. If you have never written a paragraph, write five sentences to the best of your ability.


Elementary Cooking – Set 1, 12:00-1:15 pm, Period 3

Focus: To learn how to use utensils, cook simple snacks, and meals

Mentor-Teacher: Dina Gonzalez


When: Alternating Fridays, 1:10-2:30 pm

Class Fee: $30 per month

Materials Fee: $16.00 for book

Questions contact Dina Gonzalelez at 281-9317 or 710-8929

Recommendation/Prerequisite: A willingness to learn.

Course Description: This class will introduce the student to simple cooking techniques appropriate for elementary children. The

goal of this course is to instill a desire to help in the kitchen. This is a hands-on course on how to prepare easy lunches, easy pastries,

cookies, easy breakfasts, and dinners. The students will learn how prepare and cook their projects during class and then their

homework is to make it at home. This is going to be a very fun class!

Materials Needed: - apron

- small cutting board

- knife

- container for above items

- ponytail holder (if child has long hair)

Book Required: DK Children‟s Cookbook. I have already purchased the book for you. You will receive it on the first day of class.

The cost of the book is $15.58 including tax.

Requirements:

- active participation in class

- bring ingredients that you signed up for

- review ahead of time the vocabulary words that will be in that weeks recipe

- prepare the recipe that was taught in class for family

My hope and desire for your child is not to only learn how to cook, but to enjoy and have fun cooking. I also hope that it will be a time

your family will bond together and just make it a fun family time. I would also like to challenge you to use the skills that they are

learning to be a blessing to others; making cookies for grandparents, cooking a meal for a family in need, just reaching out to others by

blessing them with a sweet treat. If you have any questions please feel free to contact me.

Home # 408.281.9317

Email [email protected]





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Intermediate Jazz Dance –Weekly, 1:20-2:35, Period 4

Focus: Learning different Jazz steps such as privets, kick-ball changes, sashays, jazz squares and more. We will be applying those

steps to different combinations. I will also be emphasizing performance through games and fun!


Grades: 3-8

Mentor-Teacher: Jessica Allen

Course length: 2 semesters, every Friday

Type of course: Group class through HEART Academy When: Friday, 2:30-3:55

Class Fee payable to Jessica Allen: $50 per month

Questions: contact Jessica Allen [email protected]

Material Fee: Small costume fee, TBA



Required Material: Black jazz shoes and clothes you can stretch in. (Ask for examples)

Course Description: In any type of dance, technique, persistence, performance, personality, fun and praise are necessary ingredients

to a successful student. This class will allow your child to blossom in these areas. Because this class is geared toward young

beginners, it is intended to be an introduction to dance. Little or no experience is required. As the year moves forward, they will

advance in their knowledge of technique and performance.

Course Content:

My goals for this course are:

Technique and persistence: We will be learning different stretches, jazz steps and combinations. During the course, students will

learn the fundamentals of Step-touch, pivot, kick ball-change, sashay, jazz square, grape vine and more. We will be applying

these to a combination in class.

Performance: Not only do these kids get the chance to learn dance but they receive an opportunity to apply it! During our annual

PULSE meetings, the students will perform for our HEART community. There may be a small costume fee. We will be hosting a

few recitals for the class individually.

Personality and fun: During a performance, it is also important to express yourself. The stage can be a scary place! But it doesn‟t

have to be. While combining games and experience, I will also enforce the fundamentals of performance. This includes smiling,

being comfortable on stage and discovering a way to convey your child‟s fun and unique personality through dance.

Praise: God gave us the gift of dance! It is important to acknowledge that. Through whatever we do, He should be glorified.

Whether we are performing a worship ballad or a musical theater song, the state of our heart is what matters. Our attitude, spirit

and mind should be centered on his will. That is the most important part of dance and anything you put your mind too.

Dance will allow your child to shine freely. I hope you can join me for this exciting year.

Required Material: Black jazz shoes and a tba book.

Contacting the Teacher: If you have any questions, comments or suggestions, please feel free to send Jessica Allen an e-mail at







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Hands-On Science (ALL NEW MODULES!) – Fridays, 12:00-1:15 pm, Period 4, Set 1

Course Title: Hands-On Science ALL NEW MODULES!

Mentor-Teacher: Cara Galleher

Course Length: Two Semesters, 16 weeks, every other week.

Type of Class: Group Class (3rd

– 8th

grade) through HEART Academy

*This is not solely an elementary-level class, as projects and principles are appropriate for all ages! When: Every other Friday, 12:00 – 1:15 pm.

Cost: $30 / month

Lab Fee: $15/semester

Minimum & Maximum Class Size: 10 – 20 (This class will open when Period 3 is full)

Questions: Cara Galleher, 408-741-1103, [email protected]

Prerequisite: Students should be able to follow verbal and written directions, have good reading and writing skills, and be willing to

work in a small group to complete labs. HEART Academy encourages parents to be involved in the classroom experience as much as

possible. If you want to attend class with your children, I welcome you.

Course Description: I have been teaching this Hands-On Science course for 9 years at Valley Christian Elementary School in San

Jose. Each lesson is accompanied by an extensive power point presentation, guided practice worksheet, and hands-on lab. Most

lessons will provide students with take-home projects, although some labs are better suited to working with in-class materials only.

Students will learn a vast array of life science, physical science, and earth science principles. Students will also prepare a “What I

Learned” review sheet at the end of each lab. I will take their picture with their project weekly for inclusion in their lab binder.

This program serves to:

-reinforce students‟ knowledge in God‟s Truth as revealed in the physical world

-provide students with solid science instruction in all disciplines of science (life science, physical science, earth science)

-engage students through hands-on experiences which reinforce concepts learned

-excite students‟ interest in the discipline of science through a motivating, completion-oriented approach that capitalizes on their

background knowledge and moves them to a more complete understanding of science concepts.

My hope for your student is that he/she would develop of love of science through hands-on experiences and understand that even

difficult concepts are not too hard to comprehend when they are applied in project-based learning. I would love to be part of instilling

an interest in your student for a possible future science major.

Topics to Be Covered: Students will participate in 16 unique labs which will most-likely include (but are not limited to) the following:

-Plant Structure and Function: Roots, Stems, and Leaves (Lab: Sprouting Seeds and Dendrochronology)

-Earthworm Structure and Function (Lab: Live Earthworm Analysis)

-Fungi Structure and Function (Lab: Mushroom Dissection and Spore Print)

-Grasshopper Structure and Function (Lab: Grasshopper Dissection)

-Magnetism (Lab: Analysis of Magnetic and Non-Magnetic Materials)

-Electromagnets (Lab: Build an Electromagnet)

-Electricity (Building a Simple Circuit with a Switch)

-Anamorphosis (Lab: Create Your Own Anamorphic Art)

-Optical Illusions (Lab: The Café Wall Illusion)

-Fire (Lab: Building Your Own Fire Extinguisher)

-Polymers (Lab: From Glue to Glob)





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-How do Rockets Work? (Lab: Build Your Own Puff Rocket)

-Genetics (Lab: Phenotypes vs. Genotypes)

-DNA (Lab: Build a model of a DNA molecule)

-The Five Senses (Lab: Fun with the 5 Senses)

-Respiratory System (Lab: Build a Working Lung Model)

Class Expectations: Students will be asked to attend respectfully to the lesson, raise hands for questions, and take notes on a guided

practice worksheet. Students will work in teams of 2-3 or independently to complete their labs. In consideration of safety to students

and proper care of lab equipment, students using science supplies improperly will be asked to relinquish the privilege of completing

the lab.

Handing in Assignments: Students will be assigned a “What I Learned” review sheet at the end of each lab. I will provide a picture

of them with their project for inclusion in their lab binder upon completion of the “What I Learned” worksheet. All students will

finish the class with a completed lab notebook chronicling their work in 16 labs. Students‟ lab notebooks will contain lesson overview

sheets, completed guided-practice worksheets, “What I Learned” review sheets, and photos of in-class projects.


Students must bring daily:

-1” 3-ring binder (preferably with clear sleeve on outside, so students can design their own binder insert) with 16 dividers for labeling

labs.

-Pencil pouch with pencils, colored pencils or twist-up crayons (no markers), eraser, scissors, ruler, black sharpie, small bottle of

white glue, and gluestick.

Materials/Curriculum: As I have developed each lesson in this course, there is no required textbook. Students may be asked to read

certain articles or perform virtual dissections in preparation for upcoming labs.

Grading and Assessment: This class is unevaluated. There is no homework other than the “What I Learned” worksheet and

occasional online activities to reinforce topics learned. Parents are encouraged to assign additional research in the areas we study for

inclusion in the lab binder. Students are welcome to share any extension work they‟ve done with the class.

About Your Mentor-TeacherMy husband, Tim, and I have been homeschooling our three children (now ages 12 – 18) for 8 years. My

experience in science instruction began with a biology and life science teaching position at Glendale High School in Glendale, CA.

For the past nine years, I have been the Hands-On Science teacher at Valley Christian Elementary School for K – 5th

grade students. It

is this program that I am pleased to bring to HEART.

Teaching science is not only fun for me, but it is an honor to explore different disciplines of science as each uniquely reveals God‟s

order in Creation. I hold a BA in Psychology, a BS in Kinesiology, and M.Ed degrees. I am a California State credentialed teacher

and hold an ACSI Standard teaching credential as well.

Contacting the Teacher: Cara Galleher, 408-741-1103, [email protected]

Thank you for the privilege of working with your student.

Elementary Art – Set 2; 1:20-2:35, Period 4

Main focus: To introduced the fundamental elements of Art

Teacher Mentor: Migi Oey

Course Length: Alternating Weeks for 8 months, 16 classes





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Recommended: For continuing students of the Fine Arts class or new students who already practice some sort of art.

When: Friday

Class fee: $30/month per person

Material Fee: $40 –majority of supplies will be provided by the teacher

Course Description: This course will introduce various basic art media (both academically and artistically) to enhance understanding

of the artistic process. The course will also present a historical study on well-known artists. Attention will be given to creative

activities based upon a wide range of two- and three-dimensional projects. Painting, collage and drawing techniques are taught.

A variety of materials are used including colored pencils, charcoal, pastel, acrylic, watercolor and markers.

Required Text: Each student will accumulate instruction sheets on using the mediums they work with and project sheets.

Assignments: Students will be required to finish projects, read material, and plan designs in their own time.

Attendance: Your attendance in class will give you the information, discussion, and guidance you will need to take full advantage of

each art session.

Materials to Buy Below (Bring your teacher ID and receive 20% off at University Arts)

Bring to each class:

Graphite Pencils 2B, 4B & 6B

13 x 17 Field Sketch Drawing board

2 Erasers -Design Kneaded Rubber & Staedtler Mars white plastic eraser

A Sketchbook 8.8 x 11 Hardbound or Spiral Bound $8-9

Ruler (You should already have)

Plastic box for pencils etc. (You should already have)

other misc. supplies will be provided my the teacher

A one or two-hole razor-blade sharpener (You should already have)

May not need for each class

1/2in. or 1 in. binder (You should already have)

A set of standard paint brushes

An apron or other cover-up

Contacting the Teacher: [email protected] or 408-687-7310

TaeKwonDo (Grades K-12)– Weekly, 2:40-3:25, Period 5

Focus: This class will focus on the fundamentals of Taekwondo

Mentor-Teacher: Jeff King

Course length: This class will meet every Friday


Website: www.karate4u.com

When: Every Friday, 2:40-3:25

Class Fee payable to King‟s Martial Arts: $49 per month

Materials Fee: $20 for a uniform (optional)

Questions: contact Write BQJN Jeff King at his email address [email protected]



http://www.karate4u.com/




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Course Description: This is a Fun martial arts class that helps build your child‟s confidence and leadership skills as well as self-

discipline. We teach with positive encouragement. An example would be to help the student and give them a high five or tell them

great job! As you may have noticed our studio does not display many trophies. We have many students who have won in tournaments.

Our belief is, trophies in the window do not make the studio successful. The students with their great attitudes do.

How to show respect: When students come into the school please bow to the senior belts. I.e. Black Belts especially. When a Black

belt is sitting in the office or behind the counter students must stop and bow to show respect. When student enter the training hall

(Dojang Korean term) Students must bow at the doorway. When bowing have feet together and look six feet in front of you looking at

the ground. Take your time when bowing. Do not rush the bow. It is a sign of respect.

Elementary Spanish – Set 1, 2:40-3:55, Period 5

Course Title: Elementary Spanish

Mentor-Teacher: Rosi Adams



When: Alternating Fridays, 2:40 – 3:55 p.m.

Cost: $30 for 5 or more students, $35 for 4 students, $40 for 3 students, $45 for 2 students and $50 for 1 student

Credit Classification: Lower Academy Only

Lab Fee: It will be $5.00 if I have to be copying the attachments that I email to the students sometimes.

Questions: Rosi Adams [email protected] (Write Spanish class inquiry in the subject line please, otherwise I will delete it,

thanks, ) you can call me at home (408)292-0872 or at my cell (408)230-1953.

Course Description: Elementary Coop Spanish Class, the main focus is to teach the children Spanish in a fun environment

Course Content: Each text will provide to extend their Spanish vocabulary in order to eventually be able to speak and understand

Spanish. We will be using different books, games, tapes and visuals to enhance their learning process of Spanish.

Required Texts

I have recorded a CD to supplement this book, no need to buy it with tape.

You can find it at

http://www.ubah.com/ecommerce/details.asp?sid=D0036&gid=18473905&title=First+1000+Span+with+Tape+%26++Workbook

&sqlwhere=+Titles%2EID+In+%28Select+ProductID+From+vCategoryGroupsItems+Where+CategoryID+%3D520%29 or

www.ubah.com in or you can borrow it from your Public Library

.

Bring to class:

1. Your workbooks

2. Your homework

3. pencil

4. pen

5. lined paper

6. Zippered pocket for pencils, erasers, Vocabulary CD‟s, etc.

Assignment Criteria: I will send out a weekly e-mail reiterating the homework assignment, as well as any additional project or

research that I would like for the student to accomplish. The student should do his/her best to keep up with the assigned schedule. Any

projects and presentations should always be completed to the student‟s best ability. Projects should be neat, colorful, and easy for the



http://www.ubah.com/



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other children to see. The children should rehearse their presentations at home so that they can be presented as “professionally” as

possible.

What to Expect

Vocabulary Words – Memorization

Quizzes / Tests – Oral evaluations will be done on a regular basis.

Attendance: The student is expected to attend class and is responsible for inquiring with the Mentor-Teacher as to any assignments

that have been missed. An email should be sent to the teacher if any absences are to be expected.

Classroom Expectations: WILLING HEART & MIND – a willing heart & mind to learn will prepare you for a lifetime of learning.

LISTEN ACTIVELY – you can‟t learn anything without listening to others.

COME PREPARED – have materials with you with your assignments finished

About Your Mentor-Teacher – see the end of this document

Elementary Musical Production (Vocal Ensemble) – Weekly, 2:55-3:55, Period 1

Course Title: Musical Production Class

Mentor-Teacher: Bill Smethers

Course Length: 32 weeks, weekly



Fee payable to Bill Smethers: $40.00 per month per child

Material Fees: $20 one time only

Minimum & Maximum Class Size: 5

Questions: Bill Smethers, [email protected], 408-591-1642

Prerequisite: No Experience Necessary

Course Description: This is beginning and intermediate vocal ensemble and choir for ages 9-12 years of age. Students will enjoy the

performing arts, learning how to commit to rehearsals on a regular basis and practice some habits for proper singing and vocal health.

They will sing together as an ensemble as they experience articulation, range, meter, intonation, tempo, improvisation, and phrase. In

addition, they will experience different musical styles and perform them throughout the year. Some choreography will be taught.

Sight reading will not be taught.

Class Expectations: Attendance and punctuality. Please be in class on time, ready to start, and prepared for the day‟s material,

putting distractions aside so we can all glean the most benefit from our time together.

Workload: Students will perform in three events, November 12, 2010, March 25, 2011 and May 25, 2011.

Curriculum: Your music sheets will be provided.

We have used different themes such as:

Disney

The Adventures of Lewis and Clark

Disney Magic





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Let‟s Go To the Movies

A Blast From the Past

Rock and Roll Is Here To Stay

An International Celebration

America Sings

Ease On Down The Road

The Best of Times

Broadway Magic

SRO

What do you want the students to walk away with through this musical experience? A greater appreciation of the value of music and

that the performing arts can be a fun learning experience. My heart‟s desire is that every student finishes the year with a greater self-

confidence and belief in themselves and in what they can achieve and become. I want our students to have an opportunity to discover

untapped talents and abilities.

What energizes you with this program? Knowing that I have an opportunity through this unique and wonderful performing arts/music education program to have a life

changing experience that will enhance students‟ self-image and give them a stronger sense of self-worth.

How do you develop students' knowledge and skill in this music program? First of all by selecting material for our two annual

musical productions that motivates and excites our students. I endeavor to select music that challenges the students and keeps their

interest. We also instill excellence in all that we do and a passion for being the best that we can be.

About Your Mentor-Teacher: see the end of this document

Contacting the Teacher: The best way to contact Bill is by phone at 408-591-1642l The next best way is by email at

[email protected] or in case of immediate need, by cell phone at 408-591-1642. Please use this number only for very short calls.




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Your Teachers and Mentors

Rosi Adams: Mrs. Rosi Adams has 3 children ranging from 10 to 18 years old. Rosi has homeschooled her children from 1st grade

to College a total of 13+ years. In addition, Mrs. Adams has taught a weekly Sunday school at Central Christian Church. Mrs. Adams

has been teaching Spanish at Heart Academy for the last 5 years. Born in Acapulco and raised in Mexico City, Rosi is a native

Spanish speaking person, graduated from the Instituto Politecnico Nacional, ESCA, as a Certified Public Accountant in Mexico City.

Among other activities, she is self-employed and translates official documents from Spanish to English and vice-versa. In her” spare”

time, she enjoys salsa dancing, doing Bible studies (especially with Beth Moore), exercising, and relaxing to a great movie. ¡VIVA LA

VIDA!

Jessica Allen: As I journey the road that God has stretched out before me, I pursue my passion to share my love of singing, piano and

dance through the incredable opportunity of teaching.

Singing: Ever since I was young, I was enthralled with the stage! The lights, the action, but most of all, the performers. Because I

also wanted to perform, I started taking voice lessons starting at age 13. I have experienced different methods of voice but Speech

Level Singing (SLS) is a method that has helped me grow the most. I have been taking this method since August 2006 and have been

officially certified for the first level of Teacher Training since April of 2008.

Piano: I took piano lessons when I was little but never pursued it. When I found out reading music would help my singing, I started

taking lessons again in August 2007. I have pursued it with a passion ever since. In March 2009, I had an opportunity to combine both

loves by leading worship at my church.

Dance: As another extension of performing, dance allows creativity and technique to flow into one outlet. My passion for dance snuck

up on me after a friend asked me to join her Irish Dancing class in fifth grade. I was hooked. Since then, I have enjoyed instruction in

Irish Dancing, Jazz, Ballet, Tap, Hip Hop, Swing and different styles of ballroom. Jazz is my favorite style because it allows the

dancer to be graceful and yet modern.

Teaching: Despite my ever constant affection for performing, teaching is a steady drive in my life. I have enjoyed working with

children since my fourth grade apprenticeship and discipleship program at church. Children have the ability to learn, inspire and

occasionally make mischief. Teaching offers me the opportunity to make a difference while sharing the passions that I live and

breathe. I look forward to working with you this year!

Bernadette Ashby: Bernadette Ashby has been a home school mom for the past 9 years. She currently also runs a private piano

studio of about 40 students. She graduated from San Jose State with a B.S. in Health Education, California Teaching Credential and

a Masters of Arts in Education. In addition, she has a Masters of Arts in Religion with an emphasis in Missions from Trinity

Evangelical Divinity School and has taught on the college level. She is gifted in the areas of Helps, Teaching and Administration. In

all that she teaches, her goal is for her students to love to learn. The best way to contact Mrs. Ashby is via email m-

[email protected]. The next best way to contact her is through telephone, 408-923-8558.

Matthew Burke is a senior in high school and enjoys working with children: teaching Sunday school for five years, tutoring music

theory and math, and actively serving in his Boy Scout troop in the roles of Mentor-Teacher and almost Eagle Scout. He was

introduced to math problem solving in 4th

grade and has been competing with fellow Heart teacher, Brandon Young, on BASIC’s math

team ever since. His experience includes the elementary and junior high math Olympiads, American Mathematics Competition 8 and

10, Mathcounts, individual and team Mandelbrot tests, Stanford Math Tournament, and the Julia Robinson Math Festival. He enjoyed

team teaching math and chess with Brandon, but especially loved helping students become interested in the world of math beyond the

textbook.

Michelle Burke is in her tenth year of homeschooling her four boys. She has a degree in sociology and psychology from Stanford

University. She was introduced to the exciting world of Math Olympiads and other math competitions through her homeschooling

support group. After finding ways to encourage math and science interests in her kids, she desires to share this excitement with

others. In addition to math, Michelle enjoys music performance and appreciation, with recent involvement in directing music for






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Youth Theater Projects for Emma and Godspell Jr. She has been a Teacher's Assistant in many classes at Heart. Her passions are to

discover and nurture the strengths and God-given gifts in children, and to encourage them to desire to serve God.

Cara Galleher My husband, Tim, and I have been homeschooling our three children (now ages 12 – 18) for 8 years. My experience in

science instruction began with a biology and life science teaching position at Glendale High School in Glendale, CA. For the past

nine years, I have been the Hands-On Science teacher at Valley Christian Elementary School for K – 5th

grade students. It is this

program that I am pleased to bring to HEART. Teaching science is not only fun for me, but it is an honor to explore different

disciplines of science as each uniquely reveals God’s order in Creation. I hold a BA in Psychology, a BS in Kinesiology, and M.Ed

degrees. I am a California State credentialed teacher and hold an ACSI Standard teaching credential as well.

Dina Gonzalez: I have been home schooling my three children for the past 7 years. I am excited to have the opportunity to teach

something that I love and am passionate about, food. I have taken pastry classes at Mission College, have been a part of the cooking

team @ Church On The Hill, taught cooking @ Camp On The Hill, organized bake sales for Oasis Junior High Ministry @ Church

On The Hill and love to for my family and friends. As you can see, cooking has been such a big part of my life. It has been a way I

connect with special people in my life. My hope and desire is that it does the same for your children.

Jeff King: As Head Mentor-Teacher, it is an honor to share with my students and their families, Taekwondo and to see their lives

change in many positive ways. It is my goal to have my students pass along to the generations that follow, the same love and

dedication I have for this wonderful art form. It should be every student's desire to be an Ambassador for Taekwondo, so that this

ancient martial art never losses its importance; only grows with knowledge and strength in numbers!

As a Christian, I can only credit the success of the studio to God! He is my guidance and wisdom and I daily rely on him for

all my needs. He is a Father that is always there for me and I know without a shadow of a doubt, that my business grows because; He

is the Head Master over me! I want to encourage you to read the most important scripture in the Bible, John 3:16. This passage is the

foundation of my belief as a Christian and gives me total peace and security in my eternal life! Many times we look to better ourselves

through books and other people. All of these avenues can be helpful, but the bottom line is; you must believe in yourself in order to

learn and grow in life! It is our business here at King's Martial Arts Academy, to help you to focus on the things that will help you to

grow in strength, physically and mentally Here are a few things to challenge

So, why do we train in TaeKwonDo? 1) Protect ourselves. 2) Protect our families. 3) To get into shape so that we can enjoy

life to it's fullest.

Our main goal at our academy is to "Commit to Excellence." We will do this by giving one hundred percent of ourselves to

our students. All that we ask is the same. I encourage you to call my wife or me anytime and ask questions. Phone 408-779-4797 May

God bless you and your family. Jeff & Kathy King

Helene Lee seeks to use her background and interest in science to help students appreciate the fascinating design of God's creation.

She also desires to make science more accessible and less intimidating to Christian students, since it opens doors for many career

paths, strengthens students' faith, and helps them relate to non-Christians, both now and in the future. Another goal Helene has is

helping homeschoolers navigate the path from homeschooling to college by providing advice insights from her own family's

experiences. Helene received a B.S. in psychobiology at UCLA. She has been a home school mom, for over 15 years. She has also

taught aerobics at various fitness centers and has her certification in aerobics from the YMCA. She currently works for Berlitz

Language Center as an English Teacher. Her eldest daughter was home schooled and is currently a medical student at the University

of California Los Angeles. She graduated from UC Riverside in biology. Her homeschooled son also attends UCR, majoring in

Business. She has a daughter, who is a recent graduate from The King’s Academy Part time program and a son who is a recent

graduate of Grace Christian School. She also has a preschooler son at home. Helene and her husband, Ed, are involved in a Chinese

church plant at First Baptist Church on the Hill.

Migi Oey - Migi Oey seeks to use her experience as an artist to inspire students to draw. She believes: “To create because He first

created and we bear His creative mark within us”. Migi has taught, dealt and managed a selection of subjects in an open variety of

settings. When the decision to home-school presented itself, she learned the essential skills necessary to become an advocate for her 8




3/17/2010 11:51:45 AM

year old son, who had learning challenges and did not know how to read. She put her career on hold and pulled her son out of public

school and chose to teach him at home. Three years later he scored above average on his SAT reading scores. During the eight years

of home-schooling her two boys, she has taught photography to other home-school groups and offered help and encouragement to

families with young children by tutoring them for Kindergarten readiness. During the summers she has worked as a freelanced artist.

Here she used her creative skills in photography, painting and corporate imagery. Migi has been a Christ follower for 20 years. It is

His grace that motivates her to guide others. She is fluent in Spanish and has been married for 18 years.

April Pekary: April Pekary and her husband, Shannon, have been home schooling their five children for at least 12 years, but have

enjoyed teaching Bible clubs for years before that. Their family runs a sports ministry in East Palo Alto, and their passion is to see

Jesus Christ change the lives of the families in their community. April graduated with honors in Accounting from Oklahoma State

University and is a CPA. April is especially excited to teach drama this year because the communication skills learned through acting

can be used in such great ways to serve God, in addition to helping students succeed in so many endeavors, from interviewing to

customer service. April’s drama experience includes performing and speech competitions in high school, and acting in college.

Alaina Pekary: Alaina Pekary loves to teach. She wants to be able to tell kids all about what she always wanted to learn – the

human body. She has taught at Heart for 3 years now, and teaches in Sunday school and Bible clubs, often as the lead teacher. Her

enthusiasm is contagious, and her energy will keep the kids learning and excited.

Bill Smethers - Bill’s performing arts/music career was launched when he was five years old and he has been involved in some facet

of the arts ever since.

Founder along with this wife Gen and Executive Director of Youth Focus Inc. a position he has held without financial

compensation for 40 years. More than $950,000.00 in educational scholarships have been awarded to deserving young students in

their quest for higher education.

Bill is the former manager of the Santa Clara County Fair where he was on staff for 20 years. Former member of the Board of

Directors of Western Fairs Association and the Santa Clara County Fair Association.

•40 year’s background and experience in the performing arts in teaching, directing and producing musical productions. Bill has

extensive background in script writing and creating original works. He has written and produced several children’s/family character

shows. Bill also taught all forms of dance professionally for twenty-five years and owned his own studio. He has also extensive

background in drama and has directed major musical/dramas over the past twenty-five years.

•Musical Director/Producer from 1977 to present for the youth Entertainment Division of the Santa Clara County Fair producing

and directing on the average 5 shows yearly that are presented during the run of the Santa Clara County Fair. The shows have been

the recipient of the prestigious WFA Blue Ribbon Award and recognized by the Division of Fairs and Expositions-State of California

as an award winning youth performance program.

•Has written and produced advertising jingles for marketing and promotional of events

•Currently directs four youth musical groups/choirs:

•Music Director/Teacher Los Alamitos Elementary School

•Kidz-4-Him ages Ist through 6th grade

•Sonshine Kids ages 9-12

•Kid’s of the Kingdom ages 13-16

•The California Kids ages 14-21

•Founder and producer of:

•The Western Regional California State Talent and Performing Arts Competition

•The Greater Bay Area Talent and Performing Arts Competition

•The California Performing Arts and Talent Competition

•The Oregon Talent and Performing Arts Competition

•The Southern California Talent and Performing Arts Competition




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•Musical director/producer of the:

•California State Youth Accolades Scholarship Competition

•The California Junior and Teen Youth Accolades Scholarship Competition

•And other various youth scholarship competitions

•Founder of the:

• Santa Clara County Youth Hall of Fame

• Santa Clara County Salute to Youth

• Santa Clara County Youth Mentor Hall of Fame

•Santa Clara County Winter Festival of Education

` •Santa Clara County Summer Festival of Education

• Recognized for professional service to youth by:

•.President of the United States

•Members of Congress

•The California State Legislature

•The Governor of the State of California

•The Lt. Governor of the State of California

•The Secretary State of the State of California

•The California State Division of Fairs and Expositions

•Western Fairs Association

•The County Board of Supervisors

•The San Jose City Council

•Various Municipalities within Santa Clara County

•Numerous organizations on the state, county and local levels

Deborah Weaver, for the last 20 years, has been homeschooling six children. Before that she received a BA in Communicative

Disorders and spent several years as an interpreter for the Deaf in a variety of settings including legal, medical, and educational, as

well as in church. She has also taught sign language classes to adults and in home school co-op settings.


lower academy course catalog 2010 2011

Documents

elementary art

elementary writing

elementary hands

weekly jessica allenmusic

weekly jessica allenfellowship

science grades

crissi allen

composition room