The Curriculum Guide

Course Objectives

The student will:

• Answer basic questions about God, His existence, attributes, and the Bible as His only written Word

• Memorize and recite elementary doctrinal questions and answers from the First Catechism (Questions 1-52)

• Identify the two parts of the Bible: the Old and New Testaments

• Describe the key people and events in each Bible story read and discussed in class (Genesis - Major Prophets)

• Develop the ability to retell the stories read in class in their own words

• Memorize a Bible passage every other month

• Memorize the Nicene Creed

Curriculum: Come, Ye children - A Bible Storybook for Young Children, First catechism, English Standard Version of the Bible, The Nicene Creed (Modern Version), The Child’s Story Bible

Course Objectives

The student will:

• Understand that the English language is composed of phonemes (spoken sounds) and graphemes (written sounds)

• Write, identify, and say the seventy basic phonograms

• Write the strokes for all cursive letters

• Write letters that begin with the undercurve stroke (b,e,f,h,i,j,k,l,p,r,s,t,u,w)

• Write letters that begin with downcurve stroke (a,c,d,g,o,q)

• Write letters that begin with overcurve stroke (m,n,v,x,y,z)

• Write grapheme by grapheme through the dictation process

• Recode (reread graphemes) back to the teacher

• Mark words by using mnemonic marking symbols

• Identify most spelling rules and syllabication rules that govern each word

• Cover spelling list A-I2 and read the words with automaticity

Curriculum: Spell to Write and Read, Zaner-Bloser cursive

Course Objectives

The student will:

• Define and identify various story elements (i.e. character(s), setting, plot, problem, solution)

• Retell a story in their own words

• Sequence story events

• Read various primers

• Read most spelling words as sight words

• Read and comprehend books from Kindergarten list as chosen by teacher (The Kissing Hand, Harriet, You’ll Drive Me Wild!, A Tree Is Nice, How to Make an Apple Pie and See the World, Just Ore Apple, Hubert’s Hair-Raising Adventure, The Important Book, Frederick, Follow the Dream, Ox-Cart Man, Pumpkin Moonshine, The Story of Ferdinand, This First Thanksgiving Day, Pancakes, Pancakes! Bread and Jam for Frances, The Little Fir Tree, The Twelve Days of Christmas, Stellaluna, Owl Moon, Stopping by Woods on a Snow Evening, Gregory’s Shadow, Katy and the Big Snow, Abe’s Fish, The Frogs and Toads All Sang, Roxaboxen, Cactus Hotel, Hide and Frog Seek, What Do You Do With a Tail Like This?, A House For Hermit Crab, A Tale for Easter, An Extraordinary Egg, The Seven Silly Eaters, Come On, Rain!, Wonders of Nature, All Things Bright and Beautiful, The Story About Ping, Tikki Tikki Tembo, Madeline

Curriculum: Veritas Press readers, variety of literary works, poetry, Center for Lit, Memoria Press Kindergarten Enrichment

Course Objectives

The student will:

• Understand families, the roles of community helpers, traditions and holidays

• Name and identify continents and oceans

• Name and identify all 50 states in America

• Name and identify the planets in our solar system

• Continents and Oceans

• British Isles

• Western Europe

• Scandinavia

• Name and identify the basic parts of a plant and explain their functions

Curriculum: History for Little Pilgrims, Bede’s History of Me, Geography Songs, TGS Teacher Created Resources

Course Objectives

The student will be able to:

• State that God gave us numbers and systems of math to help us in life and to understand His unchangeable nature

• Write numbers

• Count from 1-10 on their fingers in the correct order

• Count to 100 by 1’s, 2’s, 5’s, and 10’s

• Identify basic geometric shapes (i.e. triangle, square, etc.)

• State the value of penny, nickel, and dime, quarter, and dollar

• Name and order the days of the week and the months of the year

• Identify even and odd numbers

• Identify and extend patterns

• Classify and sort objects by one or multiple attributes (i.e. color, shape, etc.)

• Order and compare objects by size, length, or weight using “bigger than,” “smaller than,” “taller than,” “shorter than,” etc.

• Sequence events and identify physical positions using ordinal numbers to the 4th position (i.e. 1st, 2nd, 3rd) and “before” and “after”

• Compare quantities of objects using “more,” “less,” and “fewer” (e.g. “There are more girls than boys.”) and determine the difference (e.g. “There are 2 more girls than boys.”)

• Measure and compare the length, height, and weight of objects using nonstandard units (i.e. connecting cubes)

• Name the four seasons (spring, summer, fall, winter)

• Identify numbers on a hundred chart

• Identify the next number in a sequence

• Identify most and fewest on a graph

• Solve simple addition and subtraction problems

• Write addition and subtraction number sentences (using +, -, =)

Curriculum: Math In Focus

Course Objectives

Students will 

Describe:

• What is the rhythm?

• What is the mood of the selection?

• Is the selection loud or soft? Does it change from one to the other?

• Is the tempo fast or slow?

Analyze:

• Where do you hear parts of the selection repeated? Can you hear patterns?

• What instruments do you hear? Is there one or several working together?

• What instrument(s) have the main part?

• What instrument(s) are played in the background?

Interpret:

• Do you think the composer likes this composition? Why or why not?

• What story do you think the composer is trying to tell?

Decide:

• Have you heard this selection anywhere before?

• Have you heard these instruments in another selection or anywhere else?

Aesthetic Perception:

• When you listen to the selection, what do you hear?

• What does thi9s selection make you want to do?

• How does the selection make you feel?

• What will you remember about this music selection?

Curriculum Used: Memoria Press Kindergarten Enrichment

Music pieces studied:  Radetzky March, The Star’s Spangled Banner, Ave Maria, William Tell Overture, The Blue Danube, This Land Is Your Land, Brandenburg Concerto No. q, Symphony No. 94, Le Toreadors, Suite No. q, Jesu, Joy of Man’s Desiring, Polovtsian March, Over the River and Through the Woods, O Tannenbaum, The Twelve Days of Christmas, The Nutcracker: Final Waltz, Fur Elise, Twinkle, Twinkle Little Star, Canon in D,  Movement 1: Allegro, Hungarian Dance No. 5, You’re a Grand Old Flag, The Four Seasons, Fourth Movement from Symphony No. 9, Brahms, Lullaby, Minuet in G major, Hallelujah Chorus, The Washington Post, Peer Grant's Suite No. 2, Movement 3, Peer’s Return, Hands Across the Sea, Flight of the Bumblebee, Air on the G string, Spring Concerto from The Four Seasons, All Things, Bright and Beautiful.

Course Objectives

Students will:

Describe: 

• What is the subject of the painting? What is the painting about?

• What do you see?

• What is the focal point?

• What does the artist emphasize? 

• What is happening in the painting?

• What is in the composition? How does s/he balance his composition?

• What shapes do you see?

• Where do you see straight lines? Where do you see curved lines?

• How does the painting look?

  • Is it bright or fades?

  • does it make the painting look clear or blurry?

  • Does it make the painting look rough or smooth?

  • Is it extra thick/

  • Are the brush strokes smooth, short, dots or dabs, 

  • Are there strong colors or soft colors?

Analyze:

• Where do you see shapes and colors repeated in the painting? can you see patterns anywhere in the painting?

• Is there movement in the picture?

• What is the perspective of the painting?

• What is in the foreground? What is in the background? What is in the middle?

• From where does the light come? Do you see shadows?

Interpret:

• Do you think the artist likes this place or person? Why or why not?

• What story do you think the artist is trying to tell?

Decide:

• Have you seen this painting anywhere before?

• Have you seen this medium before in another painting?

• Have you seen these colors in another painting?

Aesthetic Perception:

• When you look at the artwork, what do you hear?

• If you were in this artwork, what would you be doing? How would you feel?

• What will you remember about this painting?

Curriculum: Memoria Press Art Enrichment

Art pieces studied: Birth Forest, Still Life With Apples, Peasant Wedding Feast, Mona Lisa, A Sunday Afternoon on the Island of La Grande Jatte, A Harbor in Moonlight, The Old Stagecoach, All Saints, The Bull, The Gleaners, At the Moulin Rouge, The Harvest Wagon, The Annunciation, Sistine Madonna, Adoration of the Magi, Impression, Sunrise, Starry Night, Chestnut Trees at Lourveciennes, Supper at Emmaus, Hunters in the Snow, Abraham Lincoln, Girl Interrupted at Her Music, Roofs of Barcelona, The Sleeping Gypsy, Wanderer Above the Sea Fog, Pieta, Erick Carle’s are in Animals, Animals, Driftwood, An Old Woman, Still Life with Apples and Oranges, Umbrellas in the Rain, A Girl With a Watering Can, The Peaceable Kingdom.

Course Objectives:  To foster an appreciation for music through theory, listening exposure, practice, and production.

Students will learn seven building blocks of music.

Rhythm

• Whole Note / Whole Rest

• Half Note / Half Rest

• Quarter Note / Quarter Rest

• Eighth Note / Eighth Rest

• Sixteenth Note / Sixteenth Rest

• Triplets

• Dotted Quarter and Dotted Half Notes

• Time Signatures – 4/4 & 3/4

Tempo

• Is the music fast or slow?

• Does the speed of the song change or stay the same?

Pitch

• Is the sound high or low?

• Does the melody move in steps or skips?

• Solfege (Do, Re, Mi, Fa, Sol, La, Ti, Do

• Identify intervals by ear (Major 2nd, Major 3rd, Perfect 4th , Perfect 5th, etc.)

Timbre

• Instrument families  (woodwinds, strings, percussion, brass, keyboard)

• Even when instruments sing/play in unison, can you distinguish one from the other?

• Have you heard these instruments in another selection or anywhere else?

Dynamics

• Is the volume of music loud or quiet?

• How do periods of silence affect what we hear?

• Do the dynamics change or stay the same?

• Do you think the composer likes this composition? Why or why not?

• What story do you think the composer is trying to tell?

Structure

• How many distinct sections can you hear?

• Is there an identifiable pattern?

• Were any sections repeated?

Texture

• What instruments do you hear?  Is there one or several working together?

• Do the instruments play the same rhythms and pitches or something different?

• Harmony - Chords

Students will learn about composers and familiarize themselves with their most famous compositions.

• Fifteen composers a year (Five each trimester)

• Be able identify the composer 

  • By seeing a picture

  • Hearing facts about the composer’s life and work

  • After listening to excerpts from compositions by the composer

Choral Singing

• Students will sing for three performances during the year.  (Christmas Recital, Praxis, Graduation)

  • Students will progress through singing in unison, singing in a round, and singing in harmony.

Course Objectives:  To give students opportunities to explore materials and practice the basic elements of art while also learning about art from the prehistoric age through to present day. 

Students will learn the Seven Elements of Art:

Line

• Line is defined as a point moving in space where its length is greater than its width. 

• Lines can be two or three dimensional, implied or abstract. Different types of lines include continuous, broken, jagged, vertical, horizontal, or diagonal. 

• Lines are the foundation of drawing.

Shape

• Lines that are enclosed creating a two-dimensional and flat space

• Observing and translating shapes from the real world

• Geometric shapes and organic shapes

• Breaking subjects down to identifiable shapes in order to draw more accurately

Color

• Warm and Cool 

• Color Wheel

• Complimentary, tertiary, primary, and secondary

• Color Mixing

Form

• Form is a shape that has depth.

• Artwork can either be actual form or  illusion to form

Value

• Gradual shift from light to dark

• How does value help create form and space?

• Monochromatic value vs black and white value

Texture

• How does this object look or feel?

• What words can be used to describe the texture of this object?

Space

• Positive and negative

• Foreground, middle ground, and background

• How can color create space? How can shape, form or lines create space?

In the Art Through the Ages Curriculum, students will create projects focused on ten ages of Art History. Most projects are also literature based and are often introduced with a book relating to the project. Students will explore:

Ancient World

• Prehistoric and Egyptian Art

• Lascaux Cave, Easter Island, Woolly Mammoth, Stonehenge, Egyptian Art

• 30,000BC-30BC

• Classical World

  • Ancient Greek and Roman Art

  • Ancient Greece, the Coliseum

  • 800BC-476AD 

Middle Ages

• Byzantine, Gothic, and Medieval Art

• Mosaics, Castles

• 476-1450

• Renaissance and Romance

  • Romantic Period and Realism

  • Renaissance Art, Baroque, Leonardo Da Vinci, Rococo Art

  • 1400-1850

Dabs of Light

• Impressionism

• Edgar Degas, Berthe Morisot, Claude Monet

• 1865-1885

• Colorful Reactions

  • Post-Impressionism

  • Paul Cezanne, Vincent van Gogh, Paul Gaugin, Georges Seurat

  • 1885-1910

Modern Color and Shape

• Fauvism and Cubism

• Pablo Picasso, Henri Matisse

• 1900-1935

• Expressions and Dreams

  • Expressionism and Surrealism

  • Frida Kahlo, Wassily Kandinsky, Paul Klee, Salvador Dali

  • 1900-1950

Art that Pops

• Pop, Kinetic, and Op Art

• Andy Warhol, Roy Lichtenstein, Victor Vasarely

• 1920-1980

• Art Today

  • Contemporary and Living Artists

  • Keith Haring, Faith Ringgold, Romaro Britto, Yayoi Kusama, Kimmy Cantrell, Friendensreich Hundertwasser

  • 1950-Today

Course Objectives

The student will be able to:

• Read and understand passages from Genesis, Exodus, Psalms, Proverbs, Luke, Philippians, and the Books of the Bible.

• Memorize and recite answers 1-31 from the Shorter Catechism

• Memorize Scripture: Genesis 1:1, 1:26-27, 3:15, 9:11, 17:6,7, 45:7,8; Luke 2:8-12; Exodus 20: 1-17 (Ten Commandments); Psalm 1, Proverbs 3:21-26, Philippians 4:6-8

Curriculum: English Standard Version of the Bible, The Shorter Catechism in Modern English, Training Hearts and Teaching Minds *Check that this is accurate and find the resources for it.

Course Objectives

The student will be able to:

Spelling

• Use knowledge of our language system taught in K-1

• Write words grapheme by grapheme through the dictation process

• Recode (reread graphemes) back to the teacher

• Mark words by using mnemonic marking symbols

• Explain the rationale of using the mnemonic marking symbols

• Identify most marking, spelling, and syllabication rules that govern new spelling words

• Read the new word

• Write sentences using new spelling words

• The students will review lists J3-L3 and complete new spelling lists L4-N6

• The students will write two dictated sentences for assessment including assessment of spelling and punctuation

Curriculum: Spell to Write and Read

Cursive

• Write the twenty-six lower-case letters in cursive

• Write the twenty-six upper-case letters in cursive

Curriculum: Zaner Bloser Cursive 

Course Objectives

Grammar and Usage

• Recite the following jingles: sentence, noun, verb, adverb, adjective, article adjective, preposition, object of the preposition, pronoun, subject pronoun jingle, possessive pronoun

• Sentences: Definition, declarative, interrogative, exclamatory,, complete sentence, complete subject, complete predicate, simple subject, simple predicate, understood subject, fragments, run-on sentences

• Six parts of speech: nouns, verbs, adjective, adverb, preposition, pronoun

•  Nouns: definitions, subject nouns, singular and plural nouns, common and proper nouns, object of the preposition, possessive nouns

• Verbs: definition, action verbs, main verbs, regular verbs, irregular verbs, contractions

• Verb Tenses: present tense, past tense, future tense

• Verb Agreement: subject-verb agreement, compound subject agreement

• Adjectives: definition, article, a/an choice, possessive noun, possessive pronoun, proper adjective, degrees of adjectives (simple, comparative, superlative) predicate adjective

• Adverb: definition

•  Prepositions: definitions, object of the preposition, prepositional phrase

• Pronouns: definition, subject possessive, understood subject, object

Mechanics

• Capitalization: first word of sentence, the pronoun I, proper nouns, letter parts, abbreviations, titles and initials

Punctuation

• End marks

• Periods: after abbreviations, after initials

• Commas: with city and state, in dates, in letter parts, in series, with direct address

• Apostrophes: contractions, possessive nouns

Writing

• Sentences: writing simple sentences, expanding sentences, revising sentences, correcting fragments, editing sentences

•  Writing Process: rough draft, editing, final draft

• Writing Forms: time-order

• Letter Writing: friendly letter, envelope, thank you note, invitation

• Kinds of Writing: expository (two-point paragraph, three-point paragraph, descriptive (paragraph), narrative (story elements outline, without dialogue)

• Vocabulary: synonyms/antonyms, prefixes and suffixes

• Listening and speaking skills: published writings, poems, following directions

• Thinking and reasoning skills: classifying sequencing, the main idea, supporting/non-supporting ideas, fact and opinion

Curriculum:  Shurley English Grammar and Composition

Course Objectives

The student will be able to:

Literature

• Fluently read aloud and silently age-appropriate materials

• Read chapters orally in pairs or groups, as well as individually silently using McCall Crabs

•  Read a prepared passage with fluency and expression 

•  Read a variety of age-appropriate literary works, while they are still gaining the ability to learn to read. The literary works will be a canon of titles reserved for Second Grade from which the teacher may choose.  ( The Adventures of Jerry Muskrat, My Father’s Dragon, The Bears on Hemlock Mountain, , Mr. Popper’s Penguins, The Boxcar Children, Encyclopedia Brown, The Velveteen Rabbit, Winnie the Pooh, Owls in the Family). 

• Silently read several short, age-appropriate paragraphs and answer comprehension questions. (McCall-Crabb Diagnostic Tests, Center for Literature Worksheets)

Poems

• Study, analyze, and discuss poems

•  Memorize and Illustrate

• Poets

• Study, analyze, and discuss poets

Figurative language

•  Similes

• Metaphors

• Sound devices

• Repetition

• Rhyme

• Foreshadowing

• Personification

• Hyperbole

• Imagery

Curriculum: My Father’s Dragon, The Bears on Hemlock Mountain, Mr. Popper’s Penguins,, The Boxcar Children, Encyclopedia Brown, Owls in the Family, Winnie-the-Pooh, The Velveteen Rabbit, The Adventures of Jerry Muskrat, McCall-Crabbs Diagnostic Test, Various Poetry, and Poetry for the Primary Stage

Course Objectives

The student will be able to:

• Sing the names of and identify the locations of all of the countries and major landmarks of Africa

• Study the Old Testament through Ancient Egypt

• Write complete sentences to catechistic style questioning

• Communicate the ten most important events and dates of this time period in chronological order

• Understand our study of history begins with creation

• Understand God’s providential hand during the Ancient Egyptian period and Egypt’s relationship to the Israelites

• Understand primary sources

Curriculum:  Veritas Press Old Testament and Ancient Egypt, Geography Songs, assorted supplementary history books

Course Objectives

The student will be able to:

• Identify numbers to 1.000

• Solve addition and subtraction up to 1,000 with regrouping

• Bar Models with addition and subtraction

• Solve real-world problems with 2 steps for addition and subtraction

• Solve multiplication and division problems

• Solve real-world multiplication and division problems

• Know by memory multiplication tables of 2, 3, 4, 5, and 10

• Solve division problems using related multiplication facts

• Understand metric measurement of length (meters and centimeters)

• Understand mass (kilograms and grams)

• Understand volume in liters

• Use mental math 

• Count money

• Use the customary measurement of length (feet and inches)

• Tell time (to the minute/reading and writing time/ understand elapsed time/ use a.m. and p.m)

• Use Bar Models for multiplication and division

• Use Picture graphs for representation

• Understand parts of lines and surfaces

• Understand flat and curved surfaces

• Understand shapes and patterns

• Complete timed math drills (Sprints vary)

Curriculum: Math In Focus

Course Objectives

The student will be able to:

• Narrate stories read aloud

• Name classical music titles and musicians

• Name titles and authors of poetry

• Recite poetry

• Name titles, artists, years, and types of artwork for art pieces

Curriculum: The Boy Who Drew Birds, The Monkey and the Crocodile, The Ant and the Elephant, Cinderella, The Thanksgiving Story, Lucy’s Christmas, The Velveteen Rabbit, The Big Snow, Saint Valentine, George Washington’s Breakfast, Emily, Island, Boy, The 4th of July Story, Lucy’s Summer

Course Objectives:  To foster an appreciation for music through theory, listening exposure, practice, and production.

Students will learn seven building blocks of music.

Rhythm

• Whole Note / Whole Rest

• Half Note / Half Rest

• Quarter Note / Quarter Rest

• Eighth Note / Eighth Rest

• Sixteenth Note / Sixteenth Rest

• Triplets

• Dotted Quarter and Dotted Half Notes

• Time Signatures – 4/4 & 3/4

Tempo

• Is the music fast or slow?

• Does the speed of the song change or stay the same?

Pitch

• Is the sound high or low?

• Does the melody move in steps or skips?

• Solfege (Do, Re, Mi, Fa, Sol, La, Ti, Do

• Identify intervals by ear (Major 2nd, Major 3rd, Perfect 4th , Perfect 5th, etc.)

Timbre

• Instrument families  (woodwinds, strings, percussion, brass, keyboard)

• Even when instruments sing/play in unison, can you distinguish one from the other?

• Have you heard these instruments in another selection or anywhere else?

Dynamics

• Is the volume of music loud or quiet?

• How do periods of silence affect what we hear?

• Do the dynamics change or stay the same?

• Do you think the composer likes this composition? Why or why not?

• What story do you think the composer is trying to tell?

Structure

• How many distinct sections can you hear?

• Is there an identifiable pattern?

• Were any sections repeated?

Texture

• What instruments do you hear?  Is there one or several working together?

• Do the instruments play the same rhythms and pitches or something different?

• Harmony - Chords

Students will learn about composers and familiarize themselves with their most famous compositions.

• Fifteen composers a year (Five each trimester)

• Be able identify the composer 

  • By seeing a picture

  • Hearing facts about the composer’s life and work

  • After listening to excerpts from compositions by the composer

Choral Singing

• Students will sing for three performances during the year.  (Christmas Recital, Praxis, Graduation)

  • Students will progress through singing in unison, singing in a round, and singing in harmony.

Course Objectives:  To give students opportunities to explore materials and practice the basic elements of art while also learning about art from the prehistoric age through to present day. 

Students will learn the Seven Elements of Art:

Line

• Line is defined as a point moving in space where its length is greater than its width. 

• Lines can be two or three dimensional, implied or abstract. Different types of lines include continuous, broken, jagged, vertical, horizontal, or diagonal. 

• Lines are the foundation of drawing.

Shape

• Lines that are enclosed creating a two-dimensional and flat space

• Observing and translating shapes from the real world

• Geometric shapes and organic shapes

• Breaking subjects down to identifiable shapes in order to draw more accurately

Color

• Warm and Cool 

• Color Wheel

• Complimentary, tertiary, primary, and secondary

• Color Mixing

Form

• Form is a shape that has depth.

• Artwork can either be actual form or  illusion to form

Value

• Gradual shift from light to dark

• How does value help create form and space?

• Monochromatic value vs black and white value

Texture

• How does this object look or feel?

• What words can be used to describe the texture of this object?

Space

• Positive and negative

• Foreground, middle ground, and background

• How can color create space? How can shape, form or lines create space?

In the Art Through the Ages Curriculum, students will create projects focused on ten ages of Art History. Most projects are also literature based and are often introduced with a book relating to the project. Students will explore:

Ancient World

• Prehistoric and Egyptian Art

• Lascaux Cave, Easter Island, Woolly Mammoth, Stonehenge, Egyptian Art

• 30,000BC-30BC

Classical World

• Ancient Greek and Roman Art

• Ancient Greece, the Coliseum

• 800BC-476AD 

Middle Ages

• Byzantine, Gothic, and Medieval Art

• Mosaics, Castles

• 476-1450

Renaissance and Romance

• Romantic Period and Realism

• Renaissance Art, Baroque, Leonardo Da Vinci, Rococo Art

• 1400-1850

Dabs of Light

• Impressionism

• Edgar Degas, Berthe Morisot, Claude Monet

• 1865-1885

Colorful Reactions

• Post-Impressionism

• Paul Cezanne, Vincent van Gogh, Paul Gaugin, Georges Seurat

• 1885-1910

Modern Color and Shape

• Fauvism and Cubism

• Pablo Picasso, Henri Matisse

• 1900-1935

Expressions and Dreams

• Expressionism and Surrealism

• Frida Kahlo, Wassily Kandinsky, Paul Klee, Salvador Dali

• 1900-1950

Art that Pops

• Pop, Kinetic, and Op Art

• Andy Warhol, Roy Lichtenstein, Victor Vasarely

• 1920-1980

Art Today

• Contemporary and Living Artists

• Keith Haring, Faith Ringgold, Romaro Britto, Yayoi Kusama, Kimmy Cantrell, Friendensreich Hundertwasser

• 1950-Today

Course Objectives

The students will:

• Memorize and recite answers 63-85 of the Westminster Confession of Faith, Shorter Catechism.

• Memorize relevant passages of Scripture: 1 cor 12:12-26, Isiah 40:1-8, Luke 24:1-9, Isiah 40:27-31, Matthew 7:1-5, Psalm 121:1-8, Hebrews 4:12

Curriculum: English Standard Version of the Bible, Training Hearts and Training Minds, The Westminster Shorter Catechism in Modern English

Course Objectives

• Continue to apply spelling rules and generalizations learned in K-3

• Review spelling sections O1-Q5 

• Review phonograms and basic charts

• Write grapheme by grapheme through the dictation process

• Recode (reread graphemes) back to the teacher

• Mark words by using mnemonic marking symbols

• Explain the rationale of using the mnemonic marking symbols

• Identify marking, spelling, and syllabication rules that govern new spelling words

• Read the word

• Write sentences using the new spelling word

• The students will write 2 dictated sentences for assessment including assessment of spelling and punctuation

• Complete spelling list Q4-T4 (20 words per week)

Curriculum: Spell to Write and read

Course Objectives

The student will be able to:

Grammar and Usage

• Recite the following jingles: sentence, noun, verb, adverb, adjective, article adjective, preposition, object of the preposition, prepositional phrase, prepositional flow, pronoun, subject pronoun jingle, possessive pronoun, the 23 helping verbs, interjection, possessive noun eight parts of speech, direct object, object pronoun, indirect object, predicate noun, noun job

• Sentences: Definition, declarative, interrogative, exclamatory, imperative, complete sentence, simple sentence with compound parts, compound sentence, complete subject, complete predicate, simple subject, simple predicate, compound subjects, compound predicates, understood subject, fragments, run-on sentences

• Eight parts of speech: nouns, verbs, adjective, adverb, preposition, pronoun, conjunction, interjection

• Nouns: definitions, subject nouns, singular and plural nouns, common and proper nouns, object nouns, object of the preposition, direct object, indirect object, possessive nouns, predicate nouns, appositive nouns

• Verbs: definition, action verbs, main verbs, regular verbs, irregular verbs, contractions, helping verbs, transitive verbs, linking verbs, forms of “to be”

•  Verb Tenses: present tense, past tense, future tense,

•  Verb Agreement: subject-verb agreement, compound subject agreement

• Adjectives: definition, article, a/an choice, possessive noun, possessive pronoun, proper adjective, degrees of adjectives (simple, comparative, superlative), predicate adjective

• Adverb: definition, double negatives, negative adverb (not)

• Prepositions: definitions, object of the preposition, prepositional phrase

•  Pronouns: definition, subject pronoun, object pronoun, possessive pronoun, point of view, personal pronoun agreement with antecedent

• Conjunctions: definition, 3 conjunctions (and, but, or)

• Interjections: definition

Mechanics

• Capitalization: first word of sentence, the pronoun I, proper nouns, letter parts, abbreviations, titles and initials, proper adjectives, quotations in paragraphs, outline parts, beginning quotes, ending quotes

• Punctuation: end marks, in outline form. Quotations in paragraphs, beginning quotes, ending quotes

• Periods: after abbreviations, after initials

• Commas: with city and state, in dates, in letter parts, in series, with direct quotations, in compound sentences, with direct address, with appositives,

• Apostrophes: contractions, possessive nouns

• Quotation Marks: direct quotes, titles of songs or written works

• Other Punctuation Marks: colon, semicolon, italics/underlining

• Punctuation in bibliographic references

Writing

• Sentences: writing simple sentences, expanding sentences, revising sentences, correcting fragments, editing sentences, combining sentences, writing compound sentences, writing complex sentences

•  Writing Process: outlining, rough draft, revising, editing, final paper, publishing

• Writing Forms: point of view, time-order, transition, standard

• Letter Writing: friendly letter, envelope, thank you note, invitation, business letter

• Kinds of Writing: creative, expository (three-point paragraph, three-paragraph essay, five-paragraph essay), persuasive (paragraph, three-paragraph essay, five-paragraph essay), descriptive (paragraph), narrative (story elements outline, without dialogue, with dialogue), how to paragraph or essay, compare or contrast (Venn diagram, essay), book reports

• Vocabulary: synonyms/antonyms, vocabulary words, prefixes and suffixes, analogies

• Listening and speaking skills: published writings, dramatic presentations, poems, book reviews, following directions, evaluations (book reviews)

• Thinking and reasoning skills: classifying sequencing, main idea, supporting/non-supporting ideas, persuasive techniques, fact and opinion, propaganda techniques

Curriculum: Shurley Grammar and Composition

Course Objectives

The student will be able to:

• Read a variety of age-appropriate literary works. The literary works will be a canon of titles reserved for Fourth Grade from which the teacher may choose

• Read chapters orally in pairs or whole groups, as well as individually silently

• Identify character traits and actions performed by a character and write a paragraph substantiating observations using examples

• Analyze books with regard to their distinctives, such as point of view, worldview, style, etc.

• Research author and history background (where applicable).

• Create a story chart including,  setting, plot, character, conflict, and theme.

Figurative language

• Personification

• Similes

•  Metaphors

Definitions/Identification

• Protagonist

• Antagonist

• Onomatopoeia

• Anthropomorphism

• Juxtaposition,

• DialogueEpisode

• Suspense

• Synecdoche

• Narrator

• Point of View

• Prose

• Poetry

Sound devices

• Alliteration

• Assonance

• Repetition

• Rhyme

Curriculum: Center for Lit, The Mixed-up Files of Mrs. Basil E. Frankweiler, The Door in the Wall, The Hawk that Dare Not Hunt by Day, Luther the Leader, The Shakespeare Stealer, The Cricket in Times Square, The Trumpet of the Swan, Adam of the Road, King Arthur, Robin Hood, The Voyage of the Dawn Treader, Charlie and the Chocolate Factory, Dangerous Journey, Faerie Gold, and Leepike Ridge

Course Objectives

The student will be able to:

• Understand the events of the Middle Ages, Renaissance, and Reformation

• Answer catechistic style questions in complete sentences

• Be able to communicate the ten most important events and dates from this time period chronologically

• Sing the names of and be able to locate on a map the countries the following countries,  including bodies of water and landmarks such as major mountain ranges. Review all of Europe

  • Eastern Europe

  • South America 

  • Middle East

Curriculum:  Veritas Press Medieval History, Story of the World Volume 2, various history books and readers, Geography songs

Course Objectives

The student will be able to:

• State in his own words that God gave us numbers and systems of math to help us in life and that they also help us understand His logical, unchangeable character.

• Write, compare and order numbers to 1,000,000

• Add and subtract multi-digit numbers

• Round to the nearest thousand

• Estimate sums and differences

• Decide whether to find an exact answer or estimate

• Solve real-world problems involving addition and subtraction

• Multiply 1-digit and 2-digit numbers

• Estimate products

• Find the quotient and remainder

• Divide by a 1-digit number with and without regrouping and with and without remainders

• Estimate quotients

• Solve real-world problems involving multiplication and division

• Find the factors of a whole number

• Identify prime and composite numbers

• Find the greatest common factor of two whole numbers

• Find the multiples of a whole number

• Find the least common multiple of a whole number

• Add and subtract fractions with unlike denominators

• Generate equivalent fractions to compare fractions

• Write and name improper fractions and mixed numbers

• Convert mixed numbers to improper fractions and improper fractions to mixed numbers

• Add and subtract mixed numbers

• Multiply fractions and mixed numbers

• Solve real-world problems involving adding, subtracting, and multiplying fractions

• Write decimals through hundredths

• Compare and order decimals

• Round decimals to the nearest whole number of tenth

• Express a fraction as a decimal and a decimal as a fraction

• Add and subtract decimals

• Measure length in feet, inches, yards, and miles

• Estimate and measure weight in ounces, pounds, and tons

• Estimate and measure volume in fluid ounces, cups, pints, quarts, and gallons

• Solve real-world problems involving customary units of measure

• Measure length in meters and centimeters

• Measure length and distance in kilometers and meters

• Measure mass in kilograms and grams

• Measure volume in liters and milliliters

• Solve real-world problems involving metric units of measure

• Convert units of time

• Read and tell time using the 24-hour clock

• Solve real-world problems involving time

• Find the perimeter and area of a rectangle or square using a formula

• Find the perimeter and area of a composite figure

• Solve real-world problems involving perimeter and area of a figure or composite figure

• Name, measure, and draw rays and angles

• Relate turns to right angles and fractional parts of a circle

• Solve real-world problems involving unknown angles

• Draw parallel and perpendicular line segments

• Classify triangles by their angle measures

• Classify polygons

• Identify and make symmetric shapes and patterns

• Draw lines of symmetry

• Make, interpret, and find information in a table

• Read and interpret a line graph

Curriculum: Math In Focus

Course Objectives

• The student will be able to:

• Memorize 400 vocabulary words

• Memorize 1st, 2nd, and 3rd declension and 1st, 2nd conjugation chants and charts

• Be able to apply those to translations

• Understand the integration of Latin grammar rules and English grammar rules

• Understand Latin derivatives

Curriculum: Picta Dicta Level 2

Course Objectives

The student will be able to:

• Understand that God is the Creator and Sustainer of the universe

• Identify the orderliness and precision of God’s creation

• Learn disciplined and orderly approaches to problem-solving and the scientific method through laboratory activities in each unit

Curriculum: The Book of Mammals, Lyrical Life Science

Course Objectives:  To foster an appreciation for music through theory, listening exposure, practice, and production.

Students will learn seven building blocks of music.

Rhythm

• Whole Note / Whole Rest

• Half Note / Half Rest

• Quarter Note / Quarter Rest

• Eighth Note / Eighth Rest

• Sixteenth Note / Sixteenth Rest

• Triplets

• Dotted Quarter and Dotted Half Notes

• Time Signatures – 4/4 & 3/4

Tempo

• Is the music fast or slow?

• Does the speed of the song change or stay the same?

Pitch

• Is the sound high or low?

• Does the melody move in steps or skips?

• Solfege (Do, Re, Mi, Fa, Sol, La, Ti, Do

• Identify intervals by ear (Major 2nd, Major 3rd, Perfect 4th , Perfect 5th, etc.)

Timbre

• Instrument families  (woodwinds, strings, percussion, brass, keyboard)

• Even when instruments sing/play in unison, can you distinguish one from the other?

• Have you heard these instruments in another selection or anywhere else?

Dynamics

• Is the volume of music loud or quiet?

• How do periods of silence effect what we hear?

• Do the dynamics change or stay the same?

• Do you think the composer likes this composition? Why or why not?

• What story do you think the composer is trying to tell?

Structure

• How many distinct sections can you hear?

• Is there an identifiable pattern?

• Where any sections repeated?

Texture

• What instruments do you hear?  Is there one or several working together?

• Do the instruments play the same rhythms and pitches or something different?

• Harmony - Chords

Students will learn about composers and familiarize themselves with their most famous compositions.

• Fifteen composers a year (Five each trimester)

• Be able identify the composer 

  • By seeing a picture

  • Hearing facts about the composer’s life and work

  • After listening to excerpts from compositions by the composer

Choral Singing

• Students will sing for three performances during the year.  (Christmas Recital, Praxis, Graduation)

  • Students will progress through singing in unison, singing in a round, and singing in harmony.

Course Objectives

The student will be able to:

• Memorize The Westminster Shorter Catechism questions 96-107 with Scripture proofs
• Memorize large portions of Scripture
• Understand biblical themes that are interwoven throughout Scriptures
• Apply biblical teaching to overall thinking and daily living

Curriculum: Training Hearts & Teaching Minds; Teacher created materials

Course Objectives

The student will be able to:

Spelling

• Review T5-Z2. (20 words per week)

Curriculum: Spell to Write and Read

Vocabulary

• Learn 250 new vocabulary words

• Write definitions in their own words

• Break words into syllables (understand syllabication rules).

• Recognize derivatives

• Use words in original writing exercises

• Define words in reading passages

Curriculum: Wordly Wise 2000 Book 7

Course Objectives

The student will be able to:

• Define and work with sentences and sentence defaults, types of sentences, and parts of speech

• Reproduce types of sentences and types of paragraphs

• Analyze, diagram, and parse sentences accurately

• Utilize proper mechanics and properly use commonly misused words

• Implement rubric sheets in their own writing

• Follow and respond to rubric sheets

• Outline, compose, edit, revise, and produce a final draft

• Use a thesaurus, dictionary, and other helps

• Use and interpret editing symbols

• Use appropriate typewriting mechanics (margins, font type and size, title page, insets)

• Use progymnasmata exercises to imitate American Tall Tales by means of:

• Listening and taking accurate notes from a story [teacher]

• Capturing the atmosphere of the original story

• Rearranging and rewriting tales in their own words

• Analyzing narration – characters, theme, and literary devices

• Recognizing and imitating clincher sentences/paragraphs

• Noting build-up of suspense, and identifying moral

• Creating character types (static and dynamic characters)

• Create a well-ordered chreia

• Write literary response papers

• Identify and reproduce descriptive and narrative paragraphs in perspective writing (first, second, and third person perspective)

Curriculum: Classical Compositions, Teacher Created

Grammar and Usage

• Identify and understand the following: sentence, noun, verb, adverb, adjective, article adjective, preposition, object of the preposition, prepositional phrase, prepositional flow, transition words, pronoun, subject pronoun, possessive pronoun, conjunction sound-off, the 23 helping verbs, interjection, possessive noun, eight parts of speech, direct object, object pronoun, indirect object, predicate noun, predicate adjective, noun job

• Sentences: Definition, declarative, interrogative, exclamatory, imperative, complete sentence, simple sentence with compound parts, compound sentence, complete subject, complete predicate, simple subject, simple predicate, compound subjects, compound predicates, understood subject, fragments, run-on sentences, complex sentences

• Eight parts of speech: nouns, verbs, adjective, adverb, preposition, pronoun, conjunction, interjection

• Nouns: definitions, subject nouns, singular and plural nouns, common and proper nouns, object nouns, object of the preposition, direct object, indirect object, possessive nouns, predicate nouns, appositive nouns

• Verbs: definition, action verbs, main verbs, regular verbs, irregular verbs, contractions, helping verbs, transitive verbs, linking verbs, forms of “to be”

• Verb Tenses: present tense, past tense, future tense,

• Verb Agreement: subject-verb agreement, compound subject agreement

• Adjectives: definition, article, a/an choice, possessive noun, possessive pronoun, proper adjective, degrees of adjectives (simple, comparative, superlative), predicate adjective

• Adverb: definition, double negatives, negative adverb (not)

• Prepositions: definitions, object of the preposition, prepositional phrase

• Pronouns: definition, subject pronoun, object pronoun, possessive pronoun, point of view, personal pronoun agreement with antecedent

• Conjunctions: definition, 3 conjunctions (and, but, or)

• Interjections: definition

Mechanics

• Capitalization: first word of sentence, the pronoun I, proper nouns, letter parts, abbreviations, titles and initials, proper adjectives, quotations in paragraphs, outline parts, beginning quotes, ending quotes

• Punctuation: end marks, in outline form. Quotations in paragraphs, beginning quotes, ending quotes

• Periods: after abbreviations, after initials

• Commas: with city and state, in dates, in letter parts, in series, with direct quotations, in compound sentences, with direct address, with appositives,

• Apostrophes: contractions, possessive nouns

• Quotation Marks: direct quotes, titles of songs or written works

• Other Punctuation Marks: colon, semicolon, italics/underlining

• Punctuation in bibliographic references

• Sentences: writing simple sentences, expanding sentences, revising sentences, correcting fragments, editing sentences, combining sentences, writing compound sentences, writing complex sentences

Curriculum: Shurley Grammar and Composition

Course Objectives

The student will be able to:

• Read and interpret literary passages in groups and individually

• Identify the traits of literary characters through recognition of the author’s character development

• Identify literary devices

• Recall and review the main thematic events of a passage by answering comprehension and analysis questions

• Identify and interpret literary devices (including symbolism, metaphors and similes, dialect, imagery, personification, and mood)

• Make judgments about characters’ choices and actions based on the morals and truths of Scripture

• Read a variety of literary works

Curriculum:  Teaching the Classics, The Hobbit, The Hound of the Baskervilles, A Christmas Carol, Rifles for Wattie, Leepike Ridge, Animal Farm, The Hiding Place, Roll of Thunder, Hear My Cry

Course Objectives

The student will be able to:

• Understand the events and people during 1815 to present time period

• Reproduce a timeline of American history from this time period

• Create projects and presentations that coincide with the events of this time period.

• Identify the key names, places, and events associated with American history.

• Analyze and make judgments about both sides of historical controversies and debates (such as the Trail of Tears, the American Civil War and the bombings of Hiroshima and Nagasaki).

•  Identify and explain the use of propaganda such as political cartoons, photographs, and poetry and the role propaganda played in this time period of history.

• Locate on a map with major landmarks in Asia, including Former USSR, South Asia, Southeast Asia, Asia

Curriculum: Veritas Press 1815 to Present, A History of US, Story of the World, United State History

Course Objectives

The student will be able to:

• Memorize and use in translations advanced vocabulary and derivatives

• Use the 3rd declension

• Use the future tense

• Use 3rd declension neuter nouns

• Use the comparison of adjectives

• Use the pluperfect tense

• Use prepositions

• Use 3rd declension adjectives

• Compare 3rd declension adjectives

• Use subordinate clauses

• Understand the formation of adjectives

• Use the comparison of adjectives

• Understand transitive and intransitive

• Use proper nouns and adjectives

• Memorize new vocabulary and use in translations

• Use irregular verbs

• Use irregular nouns and adjectives

• Use different types of pronouns (Personal, Demonstrative, Weak Demonstrative)

• Use and form adverbs, comparative adverbs, and superlative adverbs

• Use transitive and intransitive verbs

• Use numbers and roman numerals

Curriculum:  Ecce Romani Book 1A

Course Objectives

The student will be able to:     

• Numerical Expressions and Factors: whole number operations, powers and exponents, order of operations, prime factoring, greatest common factor and least common multiple

• Fractions and Decimals: multiplying and dividing fractions, mixed numbers, and decimals

• Algebraic Expressions and Properties: writing expressions, properties of addition and multiplication, distributive property

• Areas of Polygons: parallelograms, triangles and trapezoids, as well as the coordinate plane

• Ratios, Rates and Proportions: ratio tables, comparing and graphing ratios, percent problems, writing and solving proportions, slope and direct variation

• Integers and the Coordinate Plane: comparing and ordering integers, fractions and decimals on the number line, absolute value

• Equations and Inequalities: writing and solving problems with one or two variables, graphing  inequalities

• Surface Area and Volume: three-dimensional figures, prisms and pyramids

• Statistics and Data Displays

• Integers and Rational Numbers: using all functions

• Percents: comparing and ordering, proportions, equations, increase, decrease, discounts, mark-ups simple interest

Curriculum: Big Ideas Advanced Sixth Grade Math

Course Objectives

The student will be able to:

• Positive and Negative Numbers: prime factorization, squares, cubes, roots, and absolute value

• Multiplying and Dividing Fractions and Decimals

• Ratios: comparing two quantities, equivalent ratios

• Rates

• Percent: fractions, decimals, percent of a quantity, percent of change

• Algebraic Expressions: writing, evaluating, simplifying, expanding, and factoring

• Equations and Inequalities: linear equations, graphing, coordinate plane

• Polygons: area of triangles, parallelograms, trapezoids, and composite figures

• Circles: radius, diameter, circumference, and area

• Surface Area and Volume of Solids

• Intro to Statistics

• Measures of Central Tendency

• Extensive word problems involving all concepts and areas of study

Curriculum: Math In Focus       

Course Objectives

The student will be able to:

• Understand that God is the Creator and Sustainer of the universe

• Identify the orderliness and precision of God’s creation

• Learn disciplined and orderly approaches to problem-solving in a scientific method through laboratory activities in each unit

• Learn key vocabulary in measuring units of force, energy, and space science

• See the integration of science in everyday life

• Understand the progression of scientific theories over periods of history and the  importance of science and technology in modern society

• Learn foundational science facts, vocabulary and skills to establish a foundation for further science instruction in topics of Atoms and Molecules, Electricity and Magnetism, Motion and Machines, Stars, Solar System, Earthquakes and Volcanoes, Weathering and Erosion, Natural Resources, Cells and Classification, Animal Classification, Plant Classification, Plant and Animal Reproduction, Heredity and Genetics, Nervous and Immune Systems of the Human Body

• Apply new skills, scientific methodology and knowledge through optional participation in the school science fair

Curriculum: Science 5/6 (Alternating Years)

Course Objectives:  To foster an appreciation for music through theory, listening exposure, practice, and production.

Students will learn seven building blocks of music.

Rhythm

• Whole Note / Whole Rest

• Half Note / Half Rest

• Quarter Note / Quarter Rest

• Eighth Note / Eighth Rest

• Sixteenth Note / Sixteenth Rest

• Triplets

• Dotted Quarter and Dotted Half Notes

• Time Signatures – 4/4 & 3/4

Tempo

• Is the music fast or slow?

• Does the speed of the song change or stay the same?

Pitch

• Is the sound high or low?

• Does the melody move in steps or skips?

• Solfege (Do, Re, Mi, Fa, Sol, La, Ti, Do

• Identify intervals by ear (Major 2nd, Major 3rd, Perfect 4th , Perfect 5th, etc.)

Timbre

• Instrument families  (woodwinds, strings, percussion, brass, keyboard)

• Even when instruments sing/play in unison, can you distinguish one from the other?

• Have you heard these instruments in another selection or anywhere else?

Dynamics

• Is the volume of music loud or quiet?

• How do periods of silence affect what we hear?

• Do the dynamics change or stay the same?

• Do you think the composer likes this composition? Why or why not?

• What story do you think the composer is trying to tell?

Structure

• How many distinct sections can you hear?

• Is there an identifiable pattern?

• Were any sections repeated?

Texture

• What instruments do you hear?  Is there one or several working together?

• Do the instruments play the same rhythms and pitches or something different?

• Harmony - Chords

Students will learn about composers and familiarize themselves with their most famous compositions.

• Fifteen composers a year (Five each trimester)

• Be able identify the composer 

  • By seeing a picture

  • Hearing facts about the composer’s life and work

  • After listening to excerpts from compositions by the composer

Choral Singing

• Students will sing for three performances during the year.  (Christmas Recital, Praxis, Graduation)

  • Students will progress through singing in unison, singing in a round, and singing in harmony.

Course Objectives:  To give students opportunities to explore materials and practice the basic elements of art while also learning about art from the prehistoric age through to present day. 

Students will learn the Seven Elements of Art:

Line

• Line is defined as a point moving in space where its length is greater than its width. 

• Lines can be two or three dimensional, implied or abstract. Different types of lines include continuous, broken, jagged, vertical, horizontal, or diagonal. 

• Lines are the foundation of drawing.

Shape

• Lines that are enclosed creating a two-dimensional and flat space

• Observing and translating shapes from the real world

• Geometric shapes and organic shapes

• Breaking subjects down to identifiable shapes in order to draw more accurately

Color

• Warm and Cool 

• Color Wheel

• Complimentary, tertiary, primary, and secondary

• Color Mixing

Form

• Form is a shape that has depth.

• Artwork can either be actual form or  illusion to form

Value

• Gradual shift from light to dark

• How does value help create form and space?

• Monochromatic value vs black and white value

Texture

• How does this object look or feel?

• What words can be used to describe the texture of this object?

Space

• Positive and negative

• Foreground, middle ground, and background

• How can color create space? How can shape, form or lines create space?

In the Art Through the Ages Curriculum, students will create projects focused on ten ages of Art History. Most projects are also literature based and are often introduced with a book relating to the project. Students will explore:

Ancient World

• Prehistoric and Egyptian Art

• Lascaux Cave, Easter Island, Woolly Mammoth, Stonehenge, Egyptian Art

• 30,000BC-30BC

Classical World

• Ancient Greek and Roman Art

• Ancient Greece, the Coliseum

• 800BC-476AD 

Middle Ages

• Byzantine, Gothic, and Medieval Art

• Mosaics, Castles

• 476-1450

Renaissance and Romance

• Romantic Period and Realism

• Renaissance Art, Baroque, Leonardo Da Vinci, Rococo Art

• 1400-1850

Dabs of Light

• Impressionism

• Edgar Degas, Berthe Morisot, Claude Monet

• 1865-1885

Colorful Reactions

• Post-Impressionism

• Paul Cezanne, Vincent van Gogh, Paul Gaugin, Georges Seurat

• 1885-1910

Modern Color and Shape

• Fauvism and Cubism

• Pablo Picasso, Henri Matisse

• 1900-1935

Expressions and Dreams

• Expressionism and Surrealism

• Frida Kahlo, Wassily Kandinsky, Paul Klee, Salvador Dali

• 1900-1950

Art that Pops

• Pop, Kinetic, and Op Art

• Andy Warhol, Roy Lichtenstein, Victor Vasarely

• 1920-1980

Art Today

• Contemporary and Living Artists

• Keith Haring, Faith Ringgold, Romaro Britto, Yayoi Kusama, Kimmy Cantrell, Friendensreich Hundertwasser

• 1950-Today

Course objectives

Students will be able to:

• Recite questions 21-40 of the Westminster Shorter Catechism with expression

• Recite Scripture proofs 3-6 references per catechism question

• Study an overview of the New Testament

• Learn introductory issues of each book (authorship, date, setting, etc.)

• Learn how to interpret significant passages

• Discuss theological themes that arise from the passages

• Understand how the New Testament is connected to the Old Testament

• Study historical overview of Christian apologetics

• Learn how to interact with views opposed to Christianity and how to present a reasonable defense of the Faith. 

Curriculum: Introductory material from the ESV Student Study Bible; The Unfolding Word, by Zach Keele,  Reason for God, by Tim Keller

Students will be able to:

• Apply and develop skills in Logic, Composition, and aesthetics.

• Read and discuss great works from and about medieval Europe.

• Learn to evaluate the ideas that arise from the reading from a Christian perspective.

• Develop the ability to decode difficult passages from the readings.

• Articulate the reasons for, the connections between and the significance of the ideas and historical events studied.

• Learn to discover layers of meaning in a text

• Locate on a map the places where key historical events occurred.

Curriculum: Fellowship of the Ring, History of the Church, Confessions, City of God, Beowulf, Song of Roland, History of the Kings of Britain, Sir Gawain and the Green Knight, Macbeth, A Midsummer Night’s Dream, Divine Comedy, Paradise Lost, Augsburg Confession, Council of Trent, Monks and Mystics, and Courage and Conviction 

Students will be able to:

Formal Logic

• Understand the difference between formal vs. informal logic

• Understand Formal Aristotelian Logic

• Understand formal logic and the three acts of the mind

•  Translate propositions into Categorical Syllogisms

•  Learn the Square of Opposition

• Understand the Relationship of Equivalence

• Understand The Syllogism

•  Determine the Validity of Syllogisms

• Understand Definitions and Disagreement

Informal Logic

• Define and understand Informal logic

• Understand how NOT to make an argument

• Understand and detect Ad Fontem Arguments

• Understand and detect Appeals to Emotion

• Understand and detect Red Herrings

•  Understand Presumption and Clarity

• Understand and detect Fallacies of Presupposition

• Understand and detect Fallacies of Induction

• Understand and detect Fallacies of Clarity

Curriculum: The Discovery of Deduction, Teacher Created Material, The Art of Argument

Students will be able to:

• Review 5 noun declensions

• Study of Roman/Classical History

• Translate difficult passages from classical sources

• Memorize and use in translations advanced vocabulary and derivatives

• Use the 3rd declension

• Use the future tense

• Use 3rd declension neuter nouns

• Use the comparison of adjectives

• Use the pluperfect tense

• Use prepositions

• Use 3rd declension adjectives

• Compare 3rd declension adjectives

• Use subordinate clauses

• Understand the formation of adjectives

• Use the comparison of adjectives

• Understand transitive and intransitive

• Use proper nouns and adjectives

• Memorize new vocabulary and use it in translations

• Understand purpose clauses

• Understand the sequence of tenses

• Use the present participles

• Know the locative case

• Understand the future passive

• Know the fifth declension

• Know the past participle passive

• Know the perfect passive

• Know the pluperfect passive

• Translate portions of Roman Literature

• Know the perfect infinitive case

• Know the perfect infinitive passive

• Understand the Subjunctive case

Curriculum: Latin Prep Books B & C

Course Objectives

Students will be able to:

• Identify and use the arithmetic properties of subsets of integers and rational, irrational, and real numbers, including closure properties for the four basic arithmetic operations where applicable

• Understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power. They understand and use the rules of exponents

• Solve equations and inequalities involving absolute values.

• Simplify expressions before solving linear equations and inequalities in one variable

• Solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.

• Graph a linear equation and compute the x- and y-intercep. They are also able to sketch the region defined by linear inequality

• Verify that a point lies on a line, given an equation of the line. Students are able to derive linear equations by using the point-slope formula

• Understand the concepts of parallel lines and perpendicular lines and how those slopes are related. Students are able to find the equation of a line perpendicular to a given line that passes through a given point

• Solve a system of two linear equations in two variables algebraically and are able to interpret the answer graphically. Students are able to solve a system of two linear inequalities in two variables and to sketch the solution sets

• Add, subtract, multiply, and divide monomials and polynomials. Students solve multistep problems, including word problems, by using these techniques

• Apply basic factoring techniques to second- and simple third-degree polynomials. These techniques include finding a common factor for all terms in a polynomial, recognizing the difference of two squares, and recognizing perfect squares of binomials

• Simplify fractions with polynomials in the numerator and denominator by factoring both and reducing them to the lowest terms

• Add, subtract, multiply, and divide rational expressions and functions. Students solve both computationally and conceptually challenging problems by using these techniques

• Solve a quadratic equation by factoring or completing the square

• Apply algebraic techniques to solve rate problems, work problems, and percent mixture problems

• Understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions

• Determine the domain of independent variables and the range of dependent variables defined by a graph, a set of ordered pairs, or a symbolic expression

• Determine whether a relation defined by a graph, a set of ordered pairs, or a symbolic expression is a function and justify the conclusion.

• Know the quadratic formula and are familiar with its proof by completing the square

• Use the quadratic formula to find the roots of a second-degree polynomial and to solve quadratic equations

• Graph quadratic functions and know that their roots are the x-intercepts

• Use the quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points.

• Apply quadratic equations to physical problems, such as the motion of an object under the force of gravity.

• Use and know simple aspects of a logical argument

• Use properties of the number system to judge the validity of results, to justify each step of a procedure, and to prove or disprove statements

Curriculum: Prentice Hall Algebra 1, California Edition

Course Objectives

Students will be able to:

Fable/Narrative

• Demonstrate a solid grasp of narration (e.g. effectively utilizing tone, dialogue, theme, detailed descriptions, character development

• Utilize well-chosen details to convey a clear, coherent narrative event

• Revise writing for word choice, organization, point of view, grammar, and transitions

 Chreia/Maxim

• Establish coherent, well-organized essays with a clear, coherent thesis

• Support thesis with analogies, paraphrases, quotations, historical examples, and comparisons

• Write a persuasive composition defending a famous quotation

• Write expository essays

• Write a research paper

• Plan and conduct research utilizing primary and secondary sources

• Analyze sources to defend a thesis and support a clear, convincing essay

• Utilize MLA format

• Explicate quotation

• Refine thesis statements

Refutation/Confirmation

• Identify arguments, fallacies, and logical errors and refute faulty claims

• Confirm or defend facts with various forms of evidence

• Provide detailed and reasoned arguments for or against ideas in order to persuade

•  Understand and Imitate various forms of poetry

• Understand and utilize poetic devices

Curriculum: Classical Writing

Course Objectives

This course presents the fundamentals of physics and chemistry. Students explore the amazing universe we live in, including the nature of matter and atoms, how chemicals mix and react, motion, energy, and the forces that hold the universe together.

The student will be able to:

• Understand that we should approach science from a Christian worldview, seeking to glorify God and love our neighbors through the study and application of physical science

• Demonstrate basic knowledge for matter and measurement, and apply proper scientific methods of measurement in various laboratory activities

• Learn disciplined and orderly approaches to problem-solving through scientific methodology during various laboratory activities

• Know that structure of matter, atomic theory and the organization of the periodic table

• Know that chemical reactions are processes in which atoms combine to form various molecules; conservation of matter; and characteristics of chemical change

• Know the science of motion including velocity, speed, and related formulas and relationships

• Know that force has both a direction and magnitude; how unbalance force causes changes in velocity; identify forces acting on a static object (gravity, tension and friction); the relationship of mass and force

• Have familiarity with topics of thermodynamics, electricity, magnetism, sound, light and optics

• Research a topic and design an experiment to test a hypothesis chosen for the school science fair. This project is a culmination of applying methodology, evaluating the accuracy and reproducibility of data, and controlling parameters of a test, as learned through the course. And in designing a science fair project within the scope of the course material (Physics and Chemistry) – they will also learn research, writing, grammar, planning and organizing, math and logic skills.

Curriculum: Chemistry or Physics for the Logic Stage, Elemental Science 

Course Objectives:  To foster an appreciation for music through theory, listening exposure, practice, and production.

Students will learn seven building blocks of music.

Rhythm

• Whole Note / Whole Rest

• Half Note / Half Rest

• Quarter Note / Quarter Rest

• Eighth Note / Eighth Rest

• Sixteenth Note / Sixteenth Rest

• Triplets

• Dotted Quarter and Dotted Half Notes

• Time Signatures – 4/4 & 3/4

Tempo

• Is the music fast or slow?

• Does the speed of the song change or stay the same?

Pitch

• Is the sound high or low?

• Does the melody move in steps or skips?

• Solfege (Do, Re, Mi, Fa, Sol, La, Ti, Do

• Identify intervals by ear (Major 2nd, Major 3rd, Perfect 4th , Perfect 5th, etc.)

Timbre

• Instrument families  (woodwinds, strings, percussion, brass, keyboard)

• Even when instruments sing/play in unison, can you distinguish one from the other?

• Have you heard these instruments in another selection or anywhere else?

Dynamics

• Is the volume of music loud or quiet?

• How do periods of silence affect what we hear?

• Do the dynamics change or stay the same?

• Do you think the composer likes this composition? Why or why not?

• What story do you think the composer is trying to tell?

Structure

• How many distinct sections can you hear?

• Is there an identifiable pattern?

• Were any sections repeated?

Texture

• What instruments do you hear?  Is there one or several working together?

• Do the instruments play the same rhythms and pitches or something different?

• Harmony - Chords

Students will learn about composers and familiarize themselves with their most famous compositions.

• Fifteen composers a year (Five each trimester)

• Be able identify the composer 

  • By seeing a picture

  • Hearing facts about the composer’s life and work

  • After listening to excerpts from compositions by the composer

Choral Singing

• Students will sing for three performances during the year.  (Christmas Recital, Praxis, Graduation)

  • Students will progress through singing in unison, singing in a round, and singing in harmony.

Course Objectives:  To give students opportunities to explore materials and practice the basic elements of art while also learning about art from the prehistoric age through to present day. 

Students will learn the Seven Elements of Art:

Line

• Line is defined as a point moving in space where its length is greater than its width. 

• Lines can be two or three dimensional, implied or abstract. Different types of lines include continuous, broken, jagged, vertical, horizontal, or diagonal. 

• Lines are the foundation of drawing.

Shape

• Lines that are enclosed creating a two-dimensional and flat space

• Observing and translating shapes from the real world

• Geometric shapes and organic shapes

• Breaking subjects down to identifiable shapes in order to draw more accurately

Color

• Warm and Cool 

• Color Wheel

• Complimentary, tertiary, primary, and secondary

• Color Mixing

Form

• Form is a shape that has depth.

• Artwork can either be actual form or  illusion to form

Value

• Gradual shift from light to dark

• How does value help create form and space?

• Monochromatic value vs black and white value

Texture

• How does this object look or feel?

• What words can be used to describe the texture of this object?

Space

• Positive and negative

• Foreground, middle ground, and background

• How can color create space? How can shape, form or lines create space?

In the Art Through the Ages Curriculum, students will create projects focused on ten ages of Art History. Most projects are also literature based and are often introduced with a book relating to the project. Students will explore:

Ancient World

• Prehistoric and Egyptian Art

• Lascaux Cave, Easter Island, Woolly Mammoth, Stonehenge, Egyptian Art

• 30,000BC-30BC

Classical World

• Ancient Greek and Roman Art

• Ancient Greece, the Coliseum

• 800BC-476AD 

Middle Ages

• Byzantine, Gothic, and Medieval Art

• Mosaics, Castles

• 476-1450

Renaissance and Romance

• Romantic Period and Realism

• Renaissance Art, Baroque, Leonardo Da Vinci, Rococo Art

• 1400-1850

Dabs of Light

• Impressionism

• Edgar Degas, Berthe Morisot, Claude Monet

• 1865-1885

Colorful Reactions

• Post-Impressionism

• Paul Cezanne, Vincent van Gogh, Paul Gaugin, Georges Seurat

• 1885-1910

Modern Color and Shape

• Fauvism and Cubism

• Pablo Picasso, Henri Matisse

• 1900-1935

Expressions and Dreams

• Expressionism and Surrealism

• Frida Kahlo, Wassily Kandinsky, Paul Klee, Salvador Dali

• 1900-1950

Art that Pops

• Pop, Kinetic, and Op Art

• Andy Warhol, Roy Lichtenstein, Victor Vasarely

• 1920-1980

Art Today

• Contemporary and Living Artists

• Keith Haring, Faith Ringgold, Romaro Britto, Yayoi Kusama, Kimmy Cantrell, Friendensreich Hundertwasser

• 1950-Today