River School Academic Calendar

Schedule - Spring 2012

School will start January 17, 2012.

Some afternoons (1:00 – 3:00) will be used as RASB (rent-a-student-body) hours as needed.

Travel Dates:   Spring Travel Block(TBA)

School will end June 6, 2012. 

Class Descriptions

ENGLISH LANGUAGE ARTS
Spring 2012
Instructor: Dan McCarthy

Description
Spring semester English Language Arts is focused on enabling students to be reflective, articulate individuals who use language for learning, communicating, and pleasure. Students will read a variety of nonfiction and fiction selected with their input, ability and interests in mind. They will be encouraged to analyze and interpret information, expand their vocabulary and communicate their ideas in writing. Planned activities include individualized assignments and instruction as well as everyone, including the teacher, working together on the same activity.

Grading
50% Writing Assignments/Projects
25% Quizzes /Journal
25% Participation

Journal
Keep a journal for free writing and responses to class readings and discussion.

Topics
Grammar and Rhetoric
Critical Reading and Thinking
Writing (with focus on narrative nonfiction
Vocabulary
Poetry
Fiction
Research Skills

HISTORY OF WORLD MYTHOLOGY COURSE SYLLABUS
Spring 2012
Teacher: Jeff Smith, Adjunct English Teacher. email jeffjapan055@gmail.com

Course Description:
A one semester, one-half graduation credit course in the history of the world's mythology that will be defined by the students' individual and independent research, preparation and presentation the class of the world's myths, god, goddesses and creatures and their connection to the recorded and oral history of the peoples and their national cultures.

The study of mythology can refer to both the study of historical myths and to a body or collection of myth stories. As examples, comparative mythology is the study of connections between myths from different cultures, whereas Greek mythology is the body of myths from ancient Greece. In the field of folklore, a creation myth is a sacred narrative explaining how the world and humankind came to be in their present form. In a broader sense, the world can refer to any story origination within any culture's traditions. Students will study and explore the cultural gods in history and the differences and similarities between their myths, folktales, tall tales, legends, urban legends, tall tales, fairy tales, morality lessons, and local anecdotal stories.

There in this context, the History of World Mythology is the study of the relevance and connection between a culture's events and its myths: where embodied in gods, creation history, folk tales, fables, legends, or other historically important stories. From the Greeks and Romans to the First Nations of the world, myth stories play an important part in national pride and history education. Students will be asked to research, explore and learn how and why this occurs.

Examples of national myths are found in every nation, country and peoples of the world. Some that will be discovered and explored in this course may include Greek, Roman, British Isles, North & South American (including Native or First Nations cultures) African, East & West European, Balkan, Slavic, Nordic, Arctic, Greenland, Southeast Asian, including China, Korea, Japan, Malaysian, Australian, New Zealander, and other Island cultures.

This course will include a major component study of the Maine Native American or Indian mythology and history of place names as that reflects the myths, gods and creatures of the native culture. Native myths and stories as they mirror Maine's history and culture yesterday and today will be stressed. Student will do original research and exploration of their cultural backyards.

Students will be encouraged to independently research, explore chosen myths in a historical context, and report their findings to the class. Internet links to myths, gods, creation stories, aboriginal and native myths will be resourced and interactive activities, such as readers' theater skits and games, puzzles and student demonstrations and presentation may be used as time permits.

Texts and Resources:
Edith Hamilton's classic Mythology, Little Brown & Co., 1942, 1989 and Mythology for Teens: Classic Myths in Today's World, Zachary Hamby, Prufrock Press Inc., Waco, TX 2009 will be class resources for teacher and student. A local Maine poster chart resource, Naming Places: The Penobscot Way, Bangor Daily News, 2006 will be available for reference to Maine Indian cultural myths and history. No individual student text will be otherwise assigned.

Student Goals:

• Learn of classic, modern and aboriginal myths and gods
• Learn or the etymology and history of modern words and names, cultural norms
• Undertake original research & complete written & oral presentations
• Each student will create their own invented mythological character and story

Student Expectations:

• Prompt and prepared attendance – no excuses!
• Respectful attention and positive participation
• Self-directed and cooperative learning
• Completed and quality class and home work

Student Requirements:

• A writing implement, pencil and ink, eraser, paper and other writing tools
• A 3-ring binder, dividers, notepaper, pen (blue or black ink), pencil, and agenda/planner
• A writing journal or composition book
• Access to a computer at school and/or home for research and word processing

Grades and scoring rubrics: Grading will be as provided in the River School Policy, except:

• Class or home work: check+ = 95, check = 85, check- = 75
• Assigned Homework: 60% weight of grade
• Final exam, tests, quizzes, projects: 20% weight of grade
• Class Participation: 20% weight of final grade

ZOOLOGY CURRICULUM

Spring 2012

Course Description:
This will be a dynamic class involving movies, lab work, fieldwork, guest speakers and field trips. As result, the schedule will change to accommodate opportunities, including quick trips around town to collect specimens and artifacts.

Responsible and respectful dissection will be part of the class, and students who choose not to dissect can produce a brief report or diagram on the systems of the relevant animal. Comparisons will be made between and among animal systems- including our own!

Students are encouraged to bring in “lessons” from their daily life- a snakeskin, found eggshell, insects, tufts of hair or feathers, water samples- the living animal world is all around us, within us and includes us!

Outside resources may include: Aldermere Farm, Unity College, Marine Environmental Resource Institute (MERI), Avian Haven, Hope Elephants, Craig Brook Fish Hatchery

Class requirements:

• Attend
• Participate thoughtfully and respectfully
• Maintain a notebook with assignments, class and lab notes- this will be checked weekly
• Complete all homework assignments and quizzes
• Contribute thoughtfully when on field trips or hosting guest speakers

APPLIED MATHEMATICS

Instructor: Jamie Wilkinson
Spring 2012

Course Description

Time:  Mondays, Period 3, Thursdays, Period 3. Study Hall TBA.

Description: This course is a continuation of the math lab offered in the fall.  It will build on student’s skills and bring in more application of the mathematic concepts being covered. The students who are returning are working at the Algebra I/II level, and any new students who join us will be placed based on their existing math skill level. The students will also be reviewing areas of difficulty.

Course Expectations and Grade Requirements:

            1) Students will complete assignments and evaluations.  Assignments will be completed in class or at home as time warrants. (80% course grade)

             2) Students will participate in a class project that utilizes their math skills to be decided upon by the students and instructor and completed by the end of the semester.  Alternate: final exam.  (20% course grade)

JAPANESE II LANGUAGE CLASS SYLLABUS

Spring 2012
Teacher: Jeff Smith, Adjunct Language Teacher. email jeffjapan055@gmail.com

Course Description

This is a second semester of the first semester beginning Japanese language course and a further introduction to Japanese history, society, culture and customs. It will continue with more of the material in the first semester syllabus, but in this second semester, more conversation, writing in Japanese Romaji, and translating Japanese into English, both written and orally, will be practiced and encouraged. Students will be encouraged to speak as much Japanese during class as possible and will practice conversational Japanese.

Each student will conduct independent research in a Japanese topic of their choice and present it to the class using motto conversational and written Japanese than in the first semester. Ganbatte! 

Text Resource:

Japanese for Busy People I, Rev. Ed, Assoc. for Japanese-Language Teaching, Kodansha International, Tokyo, 1984, 1994, my own Japanese Language Course textbook will be a resource for lessons and practice rubrics. No student text is assigned. Each student must have their own English-Japanese/Japanese-English dictionary as in the first semester.

Student Goals:

• Speak conversational Japanese and write in the Japanese language
• Speak more phrases & sentences in Japanese
• Ask and answer simple questions in Japanese
• Each student will research, write and present a Japanese research project using written and spoken Japanese

Student Expectations:

• Prompt and prepared attendance
• Respectful attention and positive participation
• Self-directed and cooperative learning
• Completed and quality class and home work

Student Requirements:

• English – Japanese Dictionary (electronic dictionary or translator, optional)
• A writing implement, pencil and ink, eraser, paper and other writing tools
• A 3-ring binder, dividers, notepaper, and agenda/planner
• A writing journal or composition book
• Access to a computer at school and/or home for research and word processing

Grades and scoring rubrics: Grading will be as provided in the River School Policy, except:

• Class or home work: check+ = 95, check = 85, check- = 75
• Assigned Homework: 60% weight of grade
• Final exam, tests, quizzes, projects: 20% weight of grade
• Class Participation: 20% weight of final grade

Absences, late work and make-up policy: All work is due when assigned or may receive zero (0) credit.

• No make-up work accepted if unexcused absence determined by teacher attendance list
• If excused absence, make-up by next class after return to class or zero (0) grade
• After school policy four (4) absences, no make-up work accepted without teacher waiver

POP ART

Spring 2012
Instructor: Marley Wilkinson

Individual Projects
Mosaic
War propaganda posters/ Collage (current events)
Warhol Portraits 2x2 (self portrait) Digital project
Found Objects. Acrylic painting.
Lyric sketch (use words from favorite song to form art) 8x10
Product logo advertising. Guest artist Patricia Shea

Group Project
In town installation

Movies

“Exit through the Gift Shop”
2010 R 86 minutes
Amateur filmmaker Thierry Guetta's project to chronicle the underground world of street art takes a fascinating twist when he meets Banksy, an elusive British stencil artist, in this Independent Spirit Award winner for Best Documentary. Unimpressed with Guetta's footage, Banksy takes over filmmaking duties while Guetta reinvents himself as a street artist and -- much to Banksy's surprise -- instantly becomes a darling of the Los Angeles art scene.

“Waste Land”
2010 NR 99 minutes
Renowned artist Vik Muniz embarks on one of the most inspired collaborations of his career, joining creative forces with Brazilian catadores -- garbage pickers who mine treasure from the trash heaps of Rio de Janeiro's Jardim Gramacho landfill. In this Oscar-nominated documentary, the catadores prove to be unique and surprising individuals in their own right, waxing philosophic as they impart a valuable lesson about what society discards.

RIVER SCHOOL COMMUNITY SERVICE PROJECT (CSP)

Spring 2012

Working together as a group, we will identify needs in our community, develop a project to help address one of these needs, and spend time executing our planned project. The CSP group will meet every two weeks, adjusting our schedule when we get to implement the project.

Besides meeting a community need, CSP will help us grow as a school community and as individuals, as we practice respectful communication, negotiation, compromise and assuming responsibility for our commitment to the group effort. With staff as resources, students will take on all aspects of the project, including communicating with community partners, developing needs and price lists, establishing a timeline, deciding on logistics, and getting it done.

Project stages will include:

• Brainstorming: ideas, pros/cons, challenges, opportunities, practicalities
• Decision-making: analyze opportunities, determine needs and logistics
• Strategizing: What abilities do we have as individuals? A group? Materials needed? Community partner? Time frame?
• Project Outline and Organization: Who will do what? When? Where? Budget?
• Community contacts and scheduling: Agencies? Partners? Retailers?
• Project Implementation: How are we doing? On the job? As a group? Do we need to change something?
• Project review and celebration: How did it go? What went well? What didn’t? What will we need to consider next time?