9th-12th Course Descriptions
Math
Algebra 1
Credits: 2 semesters = 10 high school credits
BJU 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 Press
The 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 5-7
Sem 1 final
Quarter 3: Chapters 8-11
Sem 2 mid-term
Quarter 4: Chapters 12-14
Sem 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 calculated
Assumptions
Procedure
Calculations
Result 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
st
meeting time: T/Th 7.40 am – 9.10 am, September 1 , 2015 to June
2
nd
, 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 Academy
Course Description
2015-2016
ASL 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:
 Homework
 Participation
50%
25%
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 universityrequired 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:
SHOW N’ TELL SPEECH
65%
4
DEMONSTRATION SPEECH
GROUP SPEECH
IMPROMPTU SPEECH
INFORMATIVE SPEECH
FALLACY PRESENTATION
BIBLICAL CONCEPT
IMPROMPTU SPEECH
PERSUASIVE SPEECH
POLICY SPEECH
4
6
2
6
5
2
12
10
7
WRITTEN ASSIGNMENTS:
22%
DEMONSTRATION OUTLINE
2
GROUP SPEECH OUTLINE
2
INFORMATIVE SPEECH
OUTLINE
FALLACY PRESENTATION OUTLINE 2
BIBLICAL CONCEPT OUTLINE
2
PERSUASIVE SPEECH OUTLINE
4
ISSUES BREIF
6
WORKBOOK
12
PARTICIPATION:
REFUTATION 2
REFUTATION 5
2
12%
Participation 20%
Launch
Life Skills
School year
10
2015-2016
Credits
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 Carnes
Grades 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.