9 th -12 th Course Descriptions

Math

Algebra 1

Credits: 2 semesters = 10 high school creditsBJU Algebra 1 is a problem-solving course where students will learn the fundamentals of algebra, including, but not limited to: evaluating algebraic equations – including multi-variable equations; graphing functions and relations; identifying, graphing and writing linear equations; simplifying and factoring polynomials; graphing systems of inequalities; solving quadratic equations; analyzing probability data and much more. Students will learn to analyze a problem, identify and apply the correct method for solving real world problems. Michelle Montoya Curriculum: Text: Algebra 1, BJU 2nd Edition, ISBN#978-1-59166-643-1; available used on EBay and Amazon, $5.99 and up.Algebra 1, BJU 2nd Edition, TEST booklet, ISBN# 9781579243357

Algebra 2

Materials: - BJU text Alg 2 for Christian Schools 2nd Ed, www.bjupress.com/product/267781; - scientific calculator (graphing capability optional) (cell phones NOT ok as substitute) - for in-class notetaking: quadruled composition notebook. This is part of the participation grade. - blue or black pens/ #2 pencils, eraser, sharpener as needed - Ruler, compass, protractor. (Optional, recommended for homework)

This is a hard course; it's college-level material. You are required to learn stuff in this course. You should have the times table and squares memorized through 25, and cubes through 12 to the point when you see

an integer, say 45, you automatically think 5x9, 3x15; for 24 you think, 2x12, 3x8, 4x6; for 27, 3x3x3. You should be able to add, subtract, multiply and divide two- and three- digit numbers without a calculator. The course will be much easier and homework less burdensome if you can. Can you solve linear equations and proportions?

Legible penmanship is required; if I can't read it, it's wrong. PERIOD.Do NOT hand in a list of answers that is unsupported by work. Anybody can copy answers from the back of the book or from the teacher's edition. Such homework is unacceptable, and results in zeros. Tests and quizzes also must have work. Make sure you do all and only the assigned homework problems. DO NOT COPY OTHERS' WORK. The first 4 weeks we'll do two lessons a day; generally thereafter, one a day. We will cover Chapters 1-3 in five weeks, as they are mostly review. Tests will happen 2-3 weeks apart. This schedule will flux as we work through the material. Thoroughly review the first two sections of Chapter 1 prior to first class Sept 2. For this and every day of instruction read each section, take notes, and work the examples in the text prior to class. The class schedule will guide you to the sections you should study.Classroom Instruction: I'll write homework assignment for the day's lesson on board. I'll take questions on the previous homework. I'll give the day's lesson (you'll take notes) then work selected homework questions (you'll take more notes), and collect homework.Homework: Graded on a 10-point scale; due the next class period; allowances will be made for a Thursday assignment prior to a Friday test; returned the next class period. Homework scoring less than 7 can be made up for full credit, should be made up, but only before the test on the chapter. After that, score stands.Chapter Tests: 100 pts; full class period; Generally, tests given Friday the week after a chapter's last assignment. I will point out problems from the Chapter review that reinforce concepts and I strongly suggest that you do them prior to test; however, this is not an assignment and will not be graded. Ask questions from it prior to test day. I will grade and return tests the next class period with solutions. If you do miserably on a test, i.e., <65%, a second chance can be arranged. Second chance will be same test, within a week, graded on a 11% off scale meaning that you cannot get an A on the 2nd-chance test, but you can get a B+ if you get it all correct. Second chance test cannot hurt grade, only help (i.e. I'll

take the greater of the two scores). Hardly ever will these tests be open book. Cheat sheets will be tolerated, even strongly suggested; see below. Semester Finals: Cumulative on all material up to that point; 150 points each. No second chance on final. That's why it's called the FINAL.Quizzes: 10-15 minutes. No second chance for poor quiz scores. 15 points each.Make up tests and quizzes for excused absences only.Class participation:

5 pts/week all or nothing and subjective. No redress. Vine cell phone policy in force; no texting in class. Repeated tardiness is noted. Questions encouraged, but must connect with topic or general math sphere. I will ask questions of students, and they will answer with an appropriate response. Talking out of turn, talking not to me, singing, not tolerated. This amounts to nearly two tests, so don't blow it. Occasional discussion on current events as relates to math encouraged; leads to project ideas. Bring text to every class.

Notebooks: Quadruled composition notebooks, available from Staples, usually $1 or $2 at beginning of school year. These will be your classroom lecture notes. Also, they will be your cheat-sheets for tests. So at the back you will write all formulas, theorems, and definitions so that they will be handy. All must be in your handwriting and should be your very best work. Keep up as the semester progresses and you will have the best shot at learning it well. Must be your own work, not photocopies.

Project (optional): One project for the academic year. Must involve some math learned in class. Topic must be approved by me prior to attempt. Cannot hurt grade; can only help. See me for suggestions.

Pre- Calc

Text: Pre-Calculus, 2nd Edition, BJU PressThe course will cover the essentials of precalculus including Trig identities, the unit circle in radian and degree measure, logs, limits,

conic sections, polynomials beyond 2nd degree, series, derivatives, etc.. A quiz and a test per chapter (with comprehensive for semester mid-term and final). Homework will be 1-2 hours per hour of classroom instruction or about 4-6 hours per week. Some tests will be open book. Test problems will be from the homework. So, do the homework. Students are required to read the day’s text prior to coming to class. Students must be prepared to be auto-didacts. This is a difficult course!!Quarter 1: Chapters 1-4

Sem 1 mid-term

Quarter 2: Chapters 5-7Sem 1 final

Quarter 3: Chapters 8-11Sem 2 mid-term

Quarter 4: Chapters 12-14Sem 2 final

Grading:Homework: 10 pts. each assignment (117 assignments). Generally, we're going to do all the problems. Each lesson turned in separately, stapled as appropriate. Name at top. No name=no score.Tests: 100 pts. (28 tests)May substitute one project for one test score. If you bomb a test, this is a good way to erase its score. So do a project and have a reserve; just in case. Project must use techniques from class.Grading: A=91-100%; B=81-90%; C=71-80%; D=61-70%.

Show ALL Work for homework and tests. Homework and tests must not be merely a list of answers; I will mark these wrong!! All work must be shown and done in #2 pencil or blue or black ink on white paper. I get to use RED ink. A check mark means you got it right; a circled answer or problem number means you got it wrong. Sometimes I award partial points, but not without work. If you want to list your answers in a column, do so and leave plenty of room for the entire answer. But there must be work. If you choose not to list answers, OK, make sure I can find and read your answers. For instance, draw a box or circle around it.

Illegibility is cause for me to mark an answer wrong. I delight in this, but it does not make me happy.Vine's zero-tolerance- for- missed-homework policy applies (whatever it is this year). Full-credit window for make ups for poor performance on homework is one week. Two weeks late:50%. After that, window closed because we are done with the chapter most likely. So turn something in (minimum of 1/4 the assignment must have correct answers), get a poor score, then turn it in again within one week and get a better score. Do the math: even 50% is better than a zero.If you do a project it must have:

Statement of what is to be calculatedAssumptionsProcedureCalculationsResult and brief discussion of whether result matches “real world”.Implications/Ways to improve the result (make it closer to the actual value).Sources (bibliography)

English

English 9/10

Course Description: English 9 prepares the student for future high school work in literature, writing, and critical thinking.  Writing instruction focuses on learning to write the formal academic essay and the literature focus is on reading critically, understanding the author’s premise and world view, and exploring the author’s use of literary techniques to convey meaning. A dollop of poetry rounds out the literature menu. The final writing project, a research essay with in text citations and correct documentation is the culmination of the year’s writing instruction.

Science

Physical Science

Students of physical science will learn to understand and explore the wonderful world around them! Topics include theory and practical observations related to atoms and molecules of air and water, the weather and the earth’s layers, atmosphere and light and an intro into astrophysics. Students will discuss Newton’s Law, the principles and laws of physical science and learn on a technical level how God supports our life on earth. This course includes hands on laboratory experience and an understanding of scientific method.

Instructor:Brandi Aiena

Grade Level: 9th Grade

Prerequisite: a General science course

Textbook Required:Exploring Creation with Physical Science, 2nd Edition by Jay Wile ISBN# 978-1-932012-77-4

Supplies:Calculator, composition notebook, 3 ring binder with dividers, index cards, paper, pens, colored pencils

Chemistry

High School Chemistry Course with an Upgrade Option to an Honors Level Chemistry Course

Pre-requisite: Algebra 2 or concurrent enrollment in algebra 2.Course

meeting time: T/Th 7.40 am – 9.10 am, September 1st

, 2015 to June

2nd

, 2016.

The High School Chemistry Course at Vine Academy is offered as a one -year high school course with an option for an upgrade to an Honors Level Chemistry Course. In two 1.5 hours lessons per week, this course provides a basic introduction to chemistry, and to the lab techniques and procedures. Emphasis is placed on teaching problem solving skills, lab report writing skills and test taking skills. The following topics are covered: SI units, unit conversions, naming of compounds, energy, heat, classification of matter and its changes, stoichiometry, atomic and molecular structure, acids and bases, solutions, gases, thermodynamics, kinetics, chemical equilibrium, redox reactions.

The main objectives of this course are to spark interest in science and to prepare the students for additional advanced science programs.

History

US History

In this course your student will read, write, and analyze the events of American History beginning with a review of the events and importance of the American Civil War and culminating with the final decades of the 20th century. The student will learn to evaluate sources and points of view by reading primary and secondary source documents, as well as their textbook. By writing, thinking, and talking about the events of US History, they will learn about what happened as well as the reasons why events happened and how those events continue to influence our lives today.

Foreign Language

Instructor: Eduviges Driedger

Course Length: 2 Semesters

Course Goals: The students will be able to learn second-level communicative skills in Spanish (speaking, listening, reading and writing) by engaging in classroom activities and conversations with the teacher and other students. The activities are going to be enjoyable, biblical and related to the students own experiences and daily life. Also, by committing to stay up to date with the homework and practice on a daily basis the things they will learn in the classroom.

Textbooks: Spanish 2 for Christian Schools Student Textbook by BJU Press 1st or 2nd Edition

ISBN-10: 0890848734 ISBN-13: 978-0890848739

Spanish 2 for Christian Schools Activities Manual by BJU Press 2nd Edition ISBN-10: 1579247490 ISBN-13: 978-1579247492

Spanish 2 CD set (6 CDs; 2nd Edition) by BJU Press ISBN - 978-1-59166-373-7

Recommended:Webster’s Spanish-English Dictionary for Students (Spanish Edition)

ISBN-10: 159695096X ISBN-13: 978-1596950962

Bilingual Bible Reyna Valera/ESV Versions

Materials Required 1 Inch Binder Lined Paper Black Pen

Homework Expectations: Approximately 30 to 45 Minutes Daily

Grading Scale: Tests 30%Homework 20%

Vocabulary Quizzes and Cards 10%

Projects 20%

ASL !

Vine AcademyCourse Description

2015-2016ASL 1

Instructor: Lisa Hahn

Course Credits: 10 Credits

Course Length: 2 Semesters

Course Goals: Identify and accurately produce approx. 300-400 + ASL

vocabulary and be able to sign a variety of sentences and their variations.

Know an introductory level of Deaf Culture related information

Know introductory ASL history related information Know ASL related terminology Be able to Identify and apply the grammatical features of

ASL presented in the course. Be able to demonstrate a beginning conversational level  of

comprehension when receiving ASL. Be able to demonstrate a beginning conversational level  of

expressive fluency when using ASL.

Course Content: This course is an introduction to American Sign Language. It

includes introducing oneself, exchanging personal information, learning to communicate about one’s family, how to get attention, using appropriate cultural behaviors, and making requests. It also includes basic grammar, vocabulary, fingerspelling, numbers, and cultural information related to the Deaf Community. It also includes the importance of facial expression and hand shapes in signing.

Required Materials: This course makes extensive use of lessons 1-15 at the website

www.lifeprint.com I will be providing a workbook and the binder it needs to go in. I

will charge the cost of printing the workbook and binder. I believe the cost should be somewhere between $12-$15. Students will need to have online access to practice at home’

Homework Expectations: Approximately 45 minutes per day. As much of the homework assigned will be online practice, I will need to rely on the honor system as I ask if he/she studied. The quizzes in this course will have a heavy weight on their grade. I will be providing a “the dog ate my homework” slip, one per quarter, for the student to turn in if for some reason they were not able to complete their practice. This slip will not work towards any essays or quizzes. At the end of the year if a student has not used ANY of the slips, they will get an additional 20 pts. added to their grade. Also, class participation is key as we will be regularly practicing together.

Grading: Quizzes/Unit Tests: 50% Homework 25% Participation 25%

lhahn3@aol.com 408-804-4048

Electives

Public Speaking & Argumentation

Instructor: Holly K. Rauser Email: Holly@ConsiderEtiquette.com Cell: 408.340.0655

Materials:

Workbook provided by Mrs. Rauser each week. Please make a check for $20 to Holly Rauser to cover workbook. You will also need pens or pencils and binder paper.

Course Description:

Daniel Webster said, “If all my possessions and powers were to be taken from me with one exception, I would choose to keep the power of speech, for by it I could recover all the rest.”

“Since the ability to persuade--and to resist persuasion-- is directly related to one's success in life, you'd think the topic would be taught in school.” Kelton Rhoads, Ph.D.

Why Argumentation? "Behold, I send you out as sheep in the midst of wolves; so be shrewd as serpents and innocent as doves.” Matthew 10:16   

This course is a customized version of the Public Speaking and Argumentation & Advocacy courses Mrs. Rauser taught at San Jose State University. Students have the opportunity to take two university-required courses in a supportive, Christ centered and non-competitive environment.

No matter your life path, critical thinking skills will enable you to take greater advantage of opportunities presented to you. Whether you are a mother, lawyer, plumber, or doctor, you will face situations in which you must be able to give an answer for what you believe, often in the

face of a contrary argument. Witnessing, a job interview, talking to your spouse, even reading the newspaper, argumentation makes you better able to evaluate and construct arguments.

The first half of this course will cover basic principles of speech communication. Students will learn to develop, analyze, organize and deliver effective public messages through formal and informal presentations.

The second half of this course will provide students with the critical thinking skills necessary for intelligent participation in discussion and debate in a democratic society. Students will investigate issues of public policy, analyze and develop arguments and evidence to employ such arguments in effective oral advocacy. Each student is required to deliver clear and structured persuasive presentations, defending and critiquing positions on issues and will serve as an active critical audience member in evaluating student speeches.

Student Learning Objectives:

Having completed this course successfully, students will be able to:

Identify, analyze and research controversial issues of public policy and their ethical implications with a view to addressing these issues in oral argumentation and debate.

Construct and evaluate persuasive arguments, supported by credible evidence, related to public issues.

Assess the impact of the values and experiences of different audiences on their responses to a variety of arguments, and adapt arguments to specific audiences accordingly.

Be able to identify different appeals and fallacies in arguments.

Organize arguments, individually and in cooperation with others, in coherent, clearly structured and well-documented full-sentence outlines for oral delivery.

Attentively listen to and analyze the arguments of others, evaluate them, and respond to them with critical questions and helpful suggestions.

Parental Requirements:

Parental involvement is critical to student success. Parents need to be an attentive, supportive and constructive audience at home for their student to practice their speeches, over and over. Parents need to discuss issues with their students to help them develop critical thinking skills and to be able to answer for their faith.

Classroom Expectations:

Class participation is a must. This class encourages dialogue and critical listening. At all times we will show respect to others and their ideas. This is a “performance based” course. The actual speeches you give to an audience comprise of 65% of your grade. Participation is another 12% of your grade, toss it together using a little math and it comes out to 77% of your grade. So what does it mean to “participate” in this class? You must come prepared, your workbook pages completed thoughtfully, ready to participate in an informed way in class discussion.

If you come prepared everyday but do not engage in discussions you will not receive a good participation grade. If you engage, but takeover discussions, disrespectful or unpleasant you will not receive a good participation grade. Please have a positive attitude when you enter my classroom.

“The only reason to give a speech is to change the world.” –Nick Morgan

Grading Criteria

Assignments: SPEECHES: 65% SHOW N’ TELL SPEECH 4DEMONSTRATION SPEECH 4

GROUP SPEECH 6IMPROMPTU SPEECH 2INFORMATIVE SPEECH 7FALLACY PRESENTATION 6BIBLICAL CONCEPT 5IMPROMPTU SPEECH 2 REFUTATION 2PERSUASIVE SPEECH 12POLICY SPEECH 10 REFUTATION 5

WRITTEN ASSIGNMENTS: 22% DEMONSTRATION OUTLINE 2GROUP SPEECH OUTLINE 2INFORMATIVE SPEECH OUTLINE 2FALLACY PRESENTATION OUTLINE 2BIBLICAL CONCEPT OUTLINE 2PERSUASIVE SPEECH OUTLINE 4ISSUES BREIF 6WORKBOOK 12

PARTICIPATION: 12%

Participation 20%

Launch

Life Skills 2015-2016 School year

Credits 10

Life Skills, a one year course, presents high school students with helpful information in the form of activities, quizzes, tests, in class projects in order to assist them in preparation to exit high school. Whether their choice is college, technical school, the military, or a full-time career, this course teaches basic skills needed in every avenue. Goal Setting, consumerism, etiquette, establishing credit, managing money, buying a

car and renting an apartment for the first time, basic first aid, CPR are a few of the topics covered throughout this course.The class will be taught using Dave Ramsey’s “Financial Peace” course for high school and with teacher provided materials.Materials needed:

Foundations in Personal Finance, workbook- High School

Access to computer for research

Art 1 Course Description – Sue CarnesGrades 7 – 12; 10 units Fine Arts In the Art course this coming year the first half of the year will focus on drawing. We will focus on line, ellipses, simple objects, shading, values, complex objects, shadows, composition, still life, proportion, drapery, negative space, nature, trees, flowers, animals and portraits. In second semester the focus will be on color. We will explore the color wheel, primary, and secondary colors. We will explore analogous colors and monochromatic colors. We will explore shading, lights, darks, warm colors, cool colors, flesh tones, half tones, using white, textures, clouds, skies, autumn colors and tropical fish. Each student will be required to furnish his or her own supplies, including sketchbook , pencils and eraser.