The Blog of Kirk Ellis

Syllabi and more

2011-02-10T06:23:00.000-08:00

Here we go! Semester Two is underway and here are the syllabi for my classes. Any supplementary material, test and project due dates and announcements will come as they are relevant. Thanks!

You will have to scroll down to read them all...

Middle School Writing

kirk@trilliumcharterschool.org

Instructor: Kirk Ellis (Waiter, Construction Worker, Cashier…)

Daily 10:30 – 11:30

S2 2010 – 2011 TCS

Course Overview:

This is a language arts class that is focused on improving the fundamentals of writing. There is no greater asset to clear communication than being a competent reader and writer. It is essential that we be able to express ourselves succinctly and eloquently in many different forms and styles of writing. Direct instruction, handouts and worksheets, peer editing and small group work, exams, and projects make up the coursework for the class. We shall focus on personal narrative, fictional narrative, expository and persuasive writing. There will be room for independent projects in poetry, songwriting, editorials, memoir, and more.

You will keep a journal. Through experience I have discovered that this is one of the greatest challenges for a middle school student; to bring a writing workbook to class every day. I shall not keep it for you. I shall not provide other journals when one is lost. This key element is your responsibility. I recommend a backpack with a binder that has sections for organization and that the writing journal is housed in one of these sections and is looked at every day. You will take notes and write on prompts in this journal every class session, and as the class meets daily, the journal should have many pages. It is NOT an online journal, but handwritten.

Several writing texts will be used. Handouts from these sources as well as any direct instruction or mini-lesson type lectures will be fair game for the two exams in class.

Grading Policy:

30% Daily Work and In-Class Prompts:

Journal writing and work every day on class assignments or major projects; note-taking; revision process and peer editing; on-task work for writing class; prompts.

40% Projects:

There will be four major assignments of varying length and complexity (due dates forthcoming) and each is worth 10 points. Must be typed and edited and turned in on the assigned due date, stapled with name on work or no credit will be given.

20% Exams:

There will be two multiple choice and fill in the blank tests that cover handouts, mini-lessons, and small group work.

10% Participation

Upholding the constitution, being on time and on task.

= 100 Points

NOTE: Middle school core values will also be part of the assessment for the class. 75% is required to receive an acceptable grade and 90% or more is required for exemplary.

Food & Drink:

You may eat in class. You may drink in class. Candy, sugary snacks, Arizona Teas and energy drinks are forbidden. They will kill you in time. Associated with this policy is that ALL trash will be cleaned up at the end of every class and any extraneous papers will be recycled. This is applicable to ALL students, even if you did not make the mess. We are all in this together. I will issue one reminder about cleaning up before revoking the privilege to eat and drink in class.

NOTE: The LOFT is off-limits without permission. It is a space that is earned. Ask and ye shall receive (probably). Maximum = 4 people.

Computers & Laptops & Cell Phones:

I love the current state of human-advanced technology, especially our cleverness as evidenced in the advent of laptops and high-tech hand-held devices. Ironically, these can also be tremendous distractions to real interactions and conversation. I consider them to be a crutch (in class at least) that promotes escapism and enables mediocrity.

Consequently, NO laptops are allowed to be open in class without express permission. Also NO texting or cell phone use of any kind is allowed during class. If I see a cell phone being used, it will be confiscated until the end of class OR you will be sent home for violation of our MS policy.

The two computers in my room can only be used with permission. There are also NO hand-held gaming devices allowed.

If you are curious about my right to make such demands, see the Trillium Constitution and Portland Public Schools handbook.

Learning Goals and Standards:

See PPS and Oregon State Standards website for writing core curriculum goals. A separate handout will be provided for reference.

Crossroads – Ancient History

kirk@trilliumcharterschool.org

Instructor: Kirk Ellis

Block A3 12:15 – 1:45

S2 2010-2011 TCS

Course Overview:

This middle school social studies class is a survey and study of various events in ancient history that changed the course of humanity and civilization. It is third in a series/cycle of courses that I offer (see History of the British Isles & Exploration). We shall start with a TOK (theory of knowledge) template to help us discover why we should study history in the first place. We will also look at events in the natural and animal worlds. With so much to cover, we are “limiting” our study to India, Egypt, China, Greece, Rome, the Near East, Europe, and Babylonia and Assyria.

The title of the class, “Crossroads”, implies a branching off or fork in the development of humans on earth. It is curious to discuss why and how human development has taken the paths that it has, and what could the alternative(s) have been. There are certain events worth studying from the advent of language and writing to the shifts in hunting and gathering to agriculture. We shall also explore religions and philosophies that intersected with commerce, travel, war, art and more.

NOTE: See my blog for due dates as they come up and for other update to the syllabus and/or announcements about this class and others. It can be accessed through the school website under middle school staff.

Grading Policy:

As this is a more “traditional” lecture-based class, there will be only three categories of assessment.

30% = Note-taking and active participation:

There will be daily lectures and handouts. Students are expected to read and study this material, and to take notes in a journal or binder as the instructor goes over handouts or information at the board and in small groups. Notebooks will be turned in for review and will act as study guides for the exams.

Students are also expected to work in small groups, uphold the constitution of the school especially in regard to safe, productive and non-disruptive behavior, and to participate in class discussions.

40% = Exams:

There will be four (4) multiple-choice exams worth 10 points each. These will be based on the handouts and lectures and films. Before each exam, a study guide will be made available, but the tests are NOT open note.

30% = Projects:

There will be three projects expected from each student, each worth 10 points. With over eight (8) different cultures, topics and events to choose from, the students will decide upon three for their research and presentation. This can take the form of an essay, power point, art project and more. See instructor for approval.

= 100 Points

NOTE: The middle school core values will also be factored into the grade for each student. As there is a percentage breakdown listed above, it should be noted that 75% is required to get an acceptable grade, and exemplary is 90% or above.

Food & Drink:

NOTE: The LOFT is off-limits without permission. It is a space that is earned. Ask and ye shall receive (probably). Maximum = 4 people.

Computers & Laptops & Cell Phones:

The two computers in my room can only be used with permission. There are also NO hand-held gaming devices allowed.

If you are curious about my right to make such demands, see the Trillium Constitution and Portland Public Schools handbook.

Learning Goals and Standards:

NOTE:

PLEASE SEE OREGON STATE STANDARDS CORE CURRICULUM GOALS FOR SOCIAL STUDIES AND READING. A SEPARATE HANDOUT WILL DETAIL THE EXPECTATIONS.

Defense Against the Dark Arts

kirk@trilliumcharterschool.org

Instructor: Lord Jonathan Kirk Ellis (Resident Wizard, Scholar, Scribe, and Dungeon Master)

Term: S2 – 2010/2011 Time: B3 12:15 – 1:45

TCS – An island between Public School and Home

Course Overview:

I shall either die or go insane teaching this class. Fortunately I have a doppelganger, my ghostly counterpart, who will take over in my absence (and who taught a previous section of this same class).

To begin we must ask ourselves what are these “Dark Arts” against which one must defend. That is both a rhetorical and direct question. It is always relevant. Are there Dark Arts? Jean-Paul Sartre, the great existential philosopher, once wrote that hell is other people. While this position might be considered negative, there is some truth in it that will guide our initial discussions about the Dark Arts in this class. Indeed, there are energies, practices, events, root causes, situations, people (yes) and even natural phenomenon that might be considered “evil” or dark. We shall have discussions about these and more, and that will make up the more philosophical element of the class. In fact, each class will begin with a discussion and/or lecture (yes, I shall lecture) or seminar that relates to writing, reading or some other esoteric topic.

I digress. This class is a writing class. You will receive .5 Language Arts credits. I shall grant that credit based on the course expectations that are put forth in this syllabus. The expectations are derived from the state of Oregon's curriculum standards that hold me accountable, as a teacher at an accredited school (i.e. Trillium), for providing the best and most equitable education possible. People wrote these standards with you in mind. The purpose is to prepare you for a future in our society. If you were to satisfy these common core standards the district and the state could then confer upon you, with confidence, a diploma that signifies you have had “access” to literacy training. Please see the end of the syllabus for a detailed list of these standards.

Yet, I digress again! I have a different goal. It is not mutually exclusive from the aforementioned expectations. It is a lofty goal beyond the scope of these district guidelines. My goal is to teach you to empower yourself with language. How do we fight ignorance, intolerance and darkness in this world; a darkness that harkens back to the 10^th century C.E.? You may become a semanticist! Linguist! Etymologist! Thaumaturgist! Rhetorician! Sage! Magi! You may yet be able to explain the inexplicable! To command both word and phrase! Control speech! To see and know what opposites have in common! You might even pass a test...

Now, since I am most likely already insane the chances are greater that during the next sixteen weeks I shall die or be imprisoned by some highly powerful sorcerer. In preparation for this event I have taken the liberty of including my last will and testament. Here it is:

You all get nothing! Ha Ha Ha! I bequeath all personal wealth and possessions to my spouse and children.

Signed,

Lord Jonathan Kirk Ellis

Now the Grading Policy:

20% = Daily In-Class Writing

Writing prompts and worksheets: That's right! There will be twenty of these (valued at 1 point each). They must be done IN CLASS when assigned. One scroll of parchment per assignment written with your quill is sufficient. NO TYPING. Quality penmanship is a virtue! See standards at end of syllabus for bulleted skills.

30% = Essays

There will be three essays assigned: You will choose a topic from a list that is generated from our class discussions and my lectures. If you cannot chose from the list or offer a topic for approval one will be assigned. Each piece of writing will be 5 scrolls (pages) of parchment or longer (10 points each). The final version must be single-spaced and 12-point font Times New Roman. A rough draft, written with your quill will be attached to you final typed and edited version (APA format for references, MLA for citations). See also standards at end of syllabus for bulleted skills. The due dates are as follows:

Tuesday, March 15th

Thursday, April 21st

Thursday, June 2nd

30% = Presentation of Optimal Proficiency (P.O.O.P) Exams

There will be three exams: Each exam is worth 10 points. These will be based on in-class lectures, handouts, readings, overhead projections, prestidigitation, field trips, guest speakers, lessons, and seminar discussions. You will have a wand (or rod or staff) to use while taking the test, along with your quill. See standards for note-taking and study skills.

20% = Participation

Every class begins with a mini-lesson or lecture on a writing or literature or philosophy topic: Attending, being on time to class (and yes, I am aware that the class meets right after lunch), upholding the constitution of the school at ALL times, coming to class prepared to work and organized; these are required components of class. Points will be deducted as students are often tardy, reticent with their input, disrespectful of the class, of myself or of others, and if they miss 3 or more classes. Trillium standards and social maturity standards apply. IF THERE IS TEAHER-DETERMINED SIGNIFICANT DISRUPTION TO THE LEARNING ENVIRONMENT STUDENTS WILL BE ASKED TO LEAVE CLASS OR SCHOOL. IT WILL BE THE STUDENT AND THEIR FAMILY’S RESPONSIBILITY TO MAKE UP THE WORK.

NOTE: There is a possible individual project option with instructor approval that can make up for (up to) 10% of the grade. See me for details.

= 100 Points

100 A+

99 – 90 A

89 – 80 B

79 – 70 C

69 – 60 D

59 – below F

NOTE: Universities DO NOT accept “D” grades as sufficient. It may be enough to get credit for graduating high school, but you must get “C” or better to pursue a 4-year college. Aim high!

NOTE: Grades have nothing to do with whether you are a quality human being. By nature, you are perfect, albeit blind to that perfection by degree. Such paradoxes and ironies will be at the core of this class's curriculum.

Food & Drink:

NOTE: The LOFT is off-limits without permission. It is a space that is earned. Ask and ye shall receive (probably). Maximum = 4 people.

Computers & Laptops & Cell Phones:

I love the current state of human-advanced technology, especially our cleverness as evidenced in the advent of laptops and high-tech hand-held devices. Ironically, these can also be tremendous distractions to real interactions and conversation. I consider them to be dark magic and a crutch (in class at least) that promotes escapism and enables mediocrity. Consequently, NO laptops are allowed to be open in class without express permission.

Also NO texting or cell phone use of any kind is allowed during class. If I see a cell phone being used, it will be confiscated until the end of class - they too are dark magic. The two computers in my room can only be used with permission.

There are also NO hand-held gaming devices allowed. This is evil on par with the Eye and Hand of Vecna, the Lich Mage.

If you are curious about my right to make such demands, see the Trillium Constitution and Portland Public Schools handbook. Also, I am ancient, and so like an old dragon who knows nothing but pain my tolerance is low for any sort of upstart n'er-do-well who enters my lair and demands access to these aforementioned cultural ephemera as if they are a right!

NOTE: I am not a Luddite and I do not romanticize archaism. I support the clear interchange of thoughts, opinions, or information by speech, writing, or signs.

Supplies:

You will have this syllabus in a pocket folder. There will be 20 sheets of parchment in the folder as well for your 20 writing prompts. You will be issued a ONE quill (so please take care of it). Bring ALL of this to class every day. Pencils and any further organizational tools are your responsibility.

Learning Goals & Standards:

In part, or in totality, we shall approach the following benchmarks (i.e. State Writing Standards) in this class. You will at the least have an opportunity to work on proficiency in all of these areas:

Planning, Evaluation, and Revision: Pre-write, draft, revise, edit, and publish across

the subject areas.

EL.HS.WR.01 Use a variety of strategies to prepare for writing, such as brainstorming, making

lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes.

EL.HS.WR.02 Discuss ideas for writing with classmates, teachers, and other writers, and

develop drafts alone and collaboratively.

EL.HS.WR.03 Identify audience and purpose.

EL.HS.WR.04 Choose the form of writing that best suits the intended purpose--personal letter,

letter to the editor, review, poem, report, or narrative.

EL.HS.WR.05 Use the writing process--prewriting, drafting, revising, editing, and publishing

successive versions.

EL.HS.WR.06 Focus on a central idea, excluding loosely related, extraneous, and repetitious

information.

EL.HS.WR.07 Use a scoring guide to review, evaluate, and revise writing for meaning and clarity.

EL.HS.WR.08 Revise drafts to improve the logic and coherence of the organization and

controlling idea, the precision of word choice, and the tone--by taking into consideration the

audience, purpose, and formality of the context.

EL.HS.WR.09 Edit and proofread one's own writing, as well as that of others, using the writing

conventions, and, for example, an editing checklist or list of rules with specific examples of

corrections of specific errors.

Writing: Communicate supported ideas across the subject areas, including relevant

examples, facts, anecdotes, and details appropriate to audience and purpose that

engage reader interest ; organize information in clear sequence, making

connections and transitions among ideas, sentences, and paragraphs ; and use

precise words and fluent sentence structures that support meaning.

EL.HS.WR.10 Establish a coherent and clearly supported thesis that engages the reader, conveys a

clear and distinctive perspective on the subject, maintains a consistent tone and focus throughout the

piece of writing, and ends with a well supported conclusion.

EL.HS.WR.11 Create an organizational structure that logically and effectively presents information

using transitional elements that unify paragraphs and the work as a whole.

EL.HS.WR.12 Use precise language, action verbs, sensory details, and appropriate modifiers.

EL.HS.WR.13 Demonstrate an understanding of sentence construction--including parallel structure and

subordination--to achieve clarity of meaning, vary sentence types, and enhance flow and rhythm.

Conventions: Spelling: Demonstrate knowledge of spelling, grammar, punctuation,

capitalization, and penmanship across the subject areas.

EL.HS.WR.14 Produce writing that shows accurate spelling.

Conventions: Grammar: Demonstrate knowledge of spelling, grammar, punctuation,

capitalization, and penmanship across the subject areas.

EL.HS.WR.15 Show control of clauses, including main and subordinate, and phrases, including gerund, infinitive, and participial.

EL.HS.WR.16 Understand and use proper placement of modifiers.

EL.HS.WR.17 Demonstrate an understanding of proper English usage, including the consistent use of

verb tenses and forms.

Conventions: Punctuation: Demonstrate knowledge of spelling, grammar,

punctuation, capitalization, and penmanship across the subject areas.

EL.HS.WR.18 Use conventions of punctuation correctly, including semicolons, colons, ellipses,

hyphens and dashes.

EL.HS.WR.19 Use correct capitalization.

Conventions: Handwriting: Demonstrate knowledge of spelling, grammar,

punctuation, capitalization, and penmanship across the subject areas.

EL.HS.WR.20 Write legibly.

Writing Modes: Write narrative, expository, and persuasive texts, using a variety of

written forms―including journals, essays, short stories, poems, research reports,

research papers, business and technical writing―to express ideas appropriate to

audience and purpose across the subject areas.

Personal Narrative

Fictional Narrative

Expository

Persuasive

Writing Applications: Narrative Writing: Write narrative, expository, and persuasive

texts, using a variety of written forms―including journals, essays, short stories,

poems, research reports, research papers, business and technical writing―to

express ideas appropriate to audience and purpose across the subject areas.

*Suggested word length: High School, 500-1,500 words.

EL.HS.WR.21 Write biographical or autobiographical narratives or short stories:

Relate a sequence of events, and communicate the significance of the events to the audience.

Locate scenes and incidents in specific places.

Describe with concrete sensory details the sights, sounds, and smells of a scene and the

specific actions, movements, gestures, and feelings of the characters; use interior monologue

to depict the characters' feelings.

Pace the presentation of actions to accommodate changes in time and mood.

Make effective use of descriptions of appearance, images, shifting perspectives, and sensory

details.

Writing Applications: Expository Writing: Response to Literary Text (4-HS): Write

narrative, expository, and persuasive texts, using a variety of written

forms―including journals, essays, short stories, poems, research reports, research

papers, business and technical writing―to express ideas appropriate to audience

and purpose across the subject areas. *Suggested word length: High School, 500-

1,500 words.

EL.HS.WR.22 Write responses to literature:

Demonstrate an understanding of the significant ideas of literary works.

Support important ideas and viewpoints through accurate and detailed references to the text or

to other works.

Demonstrate an awareness of the author's use of stylistic devices and an appreciation of the

effects created.

Identify and analyze the impact of perceived ambiguities, nuances, and complexities within the

text.

Writing Applications: Expository Writing: Research Reports/ Multi-media

Presentations (4-HS): Write narrative, expository, and persuasive texts, using a

variety of written forms―including journals, essays, short stories, poems, research

reports, research papers, business and technical writing―to express ideas

appropriate to audience and purpose across the subject areas. *Suggested word

length: High School, 500-1,500 words.

EL.HS.WR.23 Write analytical essays and research reports:

Gather evidence in support of a thesis, including information on all relevant perspectives.

Convey information and ideas from primary and secondary sources accurately and coherently.

Make distinctions between the relative value and significance of specific data, facts, and ideas.

Include visual aids by employing appropriate technology to organize and record information on

charts, maps, and graphs.

Anticipate and address readers' potential misunderstandings, biases, and expectations.

Use technical terms and notations accurately.

Document sources.

Writing Applications: Persuasive Writing (4-HS): Write narrative, expository, and

persuasive texts, using a variety of written forms―including journals, essays, short

stories, poems, research reports, research papers, business and technical

writing―to express ideas appropriate to audience and purpose across the subject

areas. *Suggested word length: High School, 500-1,500 words.

EL.HS.WR.24 Write persuasive compositions:

Structure ideas and arguments in a sustained and logical fashion.

Use specific rhetorical (communication) devices to support assertions, such as appealing to

logic through reasoning; appealing to emotion or ethical beliefs; or relating a personal

anecdote, case study, or analogy.

Clarify and defend positions with precise and relevant evidence, including facts, expert

opinions, quotations, and expressions of commonly accepted beliefs and logical reasoning.

Address readers' concerns, counter-claims, biases, and expectations.

Graphic and Pulp

kirk@trilliumcharterschool.org

Instructor: Mr. Kirk Ellis, Esq. (Author, Necromancer, Genius)

S2 - 2010/2011

TCS – An island between public school and home

Course Overview:

This class was taught 5 years ago under a different title (“Getting Graphic”), but much of the same curriculum is involved. There are two “tracks” that students can pursue: the study and creation of graphic novels and/or the study and creation of pulp fiction. The graphic novel has a rich history steeped in politics, science and technology, literature, art, and psychology.

There will be lectures and guest speakers in an attempt to contextualize this great tradition. Students will be able to create their own “graphic project” once examples are studied. Also, we have the privilege to continue our partnership with Dark Horse Comics this term. They are one of the foremost publishers of comics, graphic novels, books and more, not only in the Northwest but also in the whole United States.

Pulp fiction is a collection of genres that has its roots in supernatural fiction and literature from the 19^th century. In the twentieth century, styles have included westerns, detective fiction, romance, thrillers, science fiction, fantasy, mystery, and more. Now, in the twenty-first century, the page moves quickly to screen and reality blends more seamlessly with fiction.

Readings will be provided and students will be expected to analyze and reflect on the representations of the various genres and write their own example as well. Emphasis will be placed on several authors including (but not limited to): Edgar Allan Poe, Arthur Conan Doyle, Edgar Rice Burroughs and H.P. Lovecraft. In the graphic novel arena study will include Will Eisner, Brian Michael Bendis, Neil Gaiman, Alan Moore and Michael Lloyd, Katsuhiro Otomo and more.

NOTE: By taking this class you may earn .5 Language Arts credit. IF you are interested in splitting that credit with .25 Art & Elective credit, please see me at the beginning of the term. Otherwise, I will assume that you are signed up for the writing and literature elements of the class.

Grading Policy:

30% Daily Genre Study & Workshop: Each day I shall present a topic for discussion or review an assigned reading. This is the literacy and seminar section of the class. Notes should be taken in preparation for the exams. On days where there is nothing to discuss (i.e. when a reading is currently assigned but not finished) there will be in-class workshop time to create your masterpiece.

30% Project: Your masterpiece. This is either a piece of pulp fiction that emulates the style and grandeur of the genre or takes it to some new brave place. It must be a minimum of 10 typed pages (single spaced, 12pt font, Times New Roman or similar). If it is a graphic novel (or “comic book” style piece) that it must be 18 pages or more (with cover and at least one splash piece). Details and due dates will be handled on a separate sheet as the semester progresses.

20% Exams (10 points each): Two exams will cover material studied and discussed in class.

20% Attendance and Participation: It is required that you attend when we have a guest speaker. This is a great privilege and opportunity. They will be on the calendar ahead of time so you will know when to expect them. Also, any material that they cover may be on the exams. It is also expected that you show up on time, uphold the school constitution, work productively and on-task for this class, and engage in discussion.

= 100 POINTS

100 A+

99 - 90 A

89 – 80 B

79 – 70 C

69 – 60 D

59 - F

Food & Drink:

You may eat in class. You may drink in class. Candy, sugary snacks, Arizona Teas and energy drinks are forbidden. They will kill you in time. Associated with this policy is that ALL trash will be cleaned up at the end of every class and any extraneous papers will be recycled. This is applicable to ALL students, even if you did not make the mess. We are all in this together! I will issue one reminder about cleaning up before revoking the privilege to eat and drink in class.

NOTE: The LOFT is off-limits without permission. It is a space that is earned. Ask and ye shall receive (probably). Maximum = 4 people. There will be no funny business on the couch.

Computers & Laptops & Cell Phones:

I love the current state of human-advanced technology, especially our cleverness as evidenced in the advent of laptops and high tech hand-held devices. Ironically, these can also be tremendous distractions to real interactions and conversation. Consequently, NO laptops are allowed to be open in class without express permission. Also NO text messaging or cell phone use of any kind is allowed during class. If I see a cell phone being used, it will be confiscated until the end of class. The two computers in my room can only be used with permission. There are also NO hand-held gaming devices allowed.

NOTE: I am not a Luddite and I do not romanticize archaism. I support the clear interchange of thoughts, opinions, or information by speech, writing, or signs.

Learning Goals & Core Curriculum Standards:

The following state standard areas are the condensed core curriculum expectations for literature and reading. Writing standards and art will be presented separately, but still go into the assessment of student work in this class.

NOTE: Proficiency in each bulleted area is expected, but a modified rubric for each student will most likely be arranged.

Literature

Listen to text and read text to make connections and respond to a wide variety of literature of varying complexity

Demonstrate general understanding of grade-level literary text

Develop an interpretation of grade-level literary text.

· Examine content and structure of grade-level literary text.

Reading

Analyze words, recognize words, and learn to read grade-level text fluently across the subject areas.

Listen to, read, and understand a wide variety of informational and narrative text across the subject areas at school and on own (*) applying comprehension strategies as needed.

* Suggested grade-level target for reading on own: HS, 1,500,000 words annually.

Increase word knowledge through systematic vocabulary development; determine the meaning of new words by applying knowledge of word origins, word relationships, and context clues; verify the meaning of new words; and use those new words accurately across the subject areas.

Find, understand, and use specific information in a variety of texts across the subject areas to perform a task.

Demonstrate general understanding of grade-level informational text across the subject areas.

Develop an interpretation of grade-level informational text across the subject areas.

Examine content and structure of grade-level informational text across the subject areas.

Semester Two

2011-02-04T06:27:00.000-08:00

Well, we are bidding farewell to semester one. This weekend is a four-day weekend for your students so we can do grades and work on next semester's schedule.

Wednesday, February 9th will be the first day of the new classes. There will be the end of next week and the following week for an add/drop period - so we can get it just right for everyone.

Look to this blog for ALL syllabi (MS and HS classes) and important due dates and announcements. There will also be a "wish list" published. Thanks for all of your support and patience. This new term is going to be fabulous.

Kirk

November is here already

2010-11-01T06:10:00.000-07:00

Hello,

I am back from a family trip to Mexico...refreshed and relaxed. Thanks for hanging in there for me.

We have three weeks until Thanksgiving break. Conferences will officially be held that following week when we return to discuss the mid-semester progress report. There are some individual conferences that I will schedule before then to catch some folks up if I see a need with their student that should be addressed with a little more time.

Advising: We are finishing a read-aloud book today and students will begin writing their 3-page analytical essay. This will be due Friday, November 19th.

Math of Travel: Kids are continuing the simulation and should be finished will all work on Oman today, Monday the 1st.

Songwriting: Next performance on Wed. November 10th.

AD&D and RPGs: Kids have finished going through a "mini-adventure" and are set and working on creating their own module and world. This will end up being a minimum of 8 typed pages. Due day forthcoming.

Writing Workshop: Many individual due dates in class. All journals checked this week. Fiction assignments ALL finished by Thursday, November 18th.

IMPORTANT: A quick note about Fridays. We are doing them in a rotation this year that includes (every month) a service day, testing/assessment, K-12 (buddy) experience, advising activity. This week is a testing and assessment day. 7th and 8th graders will test and get practice tests in both reading and math.
6th graders = this day is OPTIONAL and we encourage your family to make other plans for the day. If they do show up, Kurt and I will have a non-academic activity for them. However, they do not need to attend (ONLY 6th graders). Other grade levels will have this same opportunity through the year as testing continues. We are striving to have the least distractions on these days and to have our best scores ever!

Lastly, INTENSIVES...

They are in January this year. We have a week "off" between semesters to have intensives i.e. workshops that run all day and are led by teachers and parents and community members. If you would like to lead a group for this activity or have any questions please let me know. It is also a time when we need drivers for activities too! Lots more on this soon.

Kirk

News Update

2010-10-18T06:34:00.000-07:00

Service day last Friday went very well. Our next opportunity will be in November!

Please check with individual class teachers for due dates, assignments and course expectations. Mid-semester will be upon us before we know it.

FYI I will be out and have a substitute this coming Friday and the following Monday and Tuesday. Let me know if you have any questions or concerns.

Trillium has had a partnership with PSU for the last six years. Workshops on social justice and oppression theory have supported high school and middle school curriculum. Soon, we will have small workshops in middle school advising on various topics. This will blend into our Friday rotation schedule (i.e. testing/assessment, service, advising activities, K-12 experiences etc.).

Thanks to everyone who has been involved this year with driving and chaperoning events. We can't do it without you.

Lastly, if you have not paid the activity fee, please see the front desk for details and payment plan. We need you in that way too!

Kirk

Camping, rotations, and more!

2010-10-08T16:35:00.001-07:00

Camping was amazing. The weather!

Any gear can be picked up on Tuesday. I will be working in retreat on Monday and not available to sort through left overs from camping. We had a wonderful time and will debrief in advising about how we can work better with each other, make and keep friendships, and use our core values and trust for each other to support our academic choices back at school.

We are in rotations as well in the second half of advising on Monday, Tuesday and Thursday. We are still tinkering with its format. It might be only on Monday and Tuesday this coming week, and that would leave the rest of advising time to work on projects from that "class", PLP choices, read aloud (and essay writing), assessment, and more.

We have another service project planned for the 15th of October. I will keep you posted of where folks are going.

Thanks again to all of the MS families for the campout. I also thank you again for checking with the front desk and turning in activity fees ($150) and all of the paperwork that we have on the website and in hardcopy with Ramona.

More about homework and assignments this week.

Kirk

week 2 homework

2010-09-25T15:07:00.000-07:00

Hello. Add/drop period is over. Kids are in their classes now and the work of the semester is truly underway.

Here is what is happening in my classes at the end of week #2:

AD&D/RPGs: Students are to write the back story for the characters we created in class. This is a biographical sketch of their origin, how they gained their skills, beliefs etc. We will review these on TUESDAY, Sept. 28th.

WRITING WORKSHOP: Fiction stories have been started. I will sit with each student one-on-one and discuss the page length, writing goal, editing process, and due date for their final work. Some installment of the story must be presented at this time. DUE Tuesday, Sept. 28th.

ADVISING: We will start a read aloud book in class on Monday. Students will eventually write an analytical essay on the book with guidelines to come. Also, after our trip to Powell's, students will all have their own books to bring to school for SSR as it fits into the week. ROTATIONS begin on Monday.

MATH OF TRAVEL: We move to the next installment of our simulation in class on Monday. Students need to be done with the assignment below. We have worked on it in class all week and it was sent home with folks who were not done.

Simulation Overview: Week 1

You will be traveling in pairs around the world. In each location there will be problems and obstacles that must be solved and overcome.

You will have a budget of $10,000 (US) as a team. This money must get you around the world. That means you must make some money along the way (most likely) unless you can somehow stretch it the whole way.

Because this is a “simulation” it will not necessarily be exactly how travel and commerce works. For example there will be an interest rate and taxes that occur on your budget that is artificial, and this will have to be tracked in a log.

There will be ONE new location per week to “circumnavigate” the globe and everyone starts in Portland. The first destination is London, England.

This week students must:

Book a flight

Find a hotel for 3 nights

Find prices on 3 meals per/day

Report on England’s chief import and export

What is their deficit and what is their GNP?

Purchase the means to travel to the next destination (TBA)

Hypothetically invest or accrue money while in London (to be discussed)

Balance budget at end of week (including all expenses, exchange rates, interest and investments)

NOTE: When the team finishes these tasks their next destination will be announced. A team cannot move forward until they accomplish these goals (which change in each location, as does what the students can do in each location). As the simulation progresses, more choices can be made in the travel arrangements.

Add/drop, Friday and more...

2010-09-20T06:08:00.000-07:00

This week is the last week (by Thursday the 23rd actually) to add or drop a class for your student. I am still making sure that the right math class is in the mix, and that they have writing in there. I will send a new and final schedule to everyone by the end of the week.

This Friday we are going on an excursion to Powell's Books. This is a great trip! Every student can get something (through the activity fee and my classroom budget). This will be a book they can bring to school and eventually use a project book for class (i.e. book report, essay, reflection paper etc.). We also get to practice being in the world as a respectful group and have a day being surrounded by and talking about literature. I will not use the budget to buy snacks or toys at Powell's, but if you would like to send your child with something extra there is a coffee shop on the premises. I am sorry I cannot extend the money past book buying...

School Paperwork: IF you have not turned in the "home visit" paperwork, we need it. This includes the field trip permission form, activity fee payment ($135), free/reduced lunch application (if necessary), and more. If you did not get these in the mail, they are available ONLINE on our website at www.trilliumcharterschool.org under "home visit packet".

P.S. Thanks to everyone who helped out last Friday on our first service trip. It had some kinks, but with your flexibility it went VERY smoothly and was quite rewarding.

Kirk

By the way...

2010-09-17T06:33:00.000-07:00

I thought that I would include the Bill of Rights of our school (from the Trillium Constitution available on our website). I talk about this quite a bit and it, along with the core values detailed on the advising syllabus, is the driving force of how we are expected to interact at school.

Article VII. Bill of Rights and Responsibilities

All members have the right to pursue their curiosities, interests, and passions with the responsibility to demonstrate what they have learned.
All members have the right to learn and teach in a way that works best for them with the responsibility to learn and teach in a way that is safe, non-disruptive and productive.
All members have the right to have their body, space, beliefs, property and feelings respected with the responsibility to respect the body, space, beliefs, property and feelings of others.
All members have the right to speak freely with the responsibility to speak without harming others.
All members have the right to be listened to with the responsibility to listen to others.
All members have the right to have a turn with community items with the responsibility to share community items with others.

homework

2010-09-17T06:23:00.001-07:00

Please note that this is the add/drop time still. Classes will begin to be working on material and potentially have some take home assignments. Math and foreign language are good things to ask your student about. Here are a few small things to work on for my classes.

Advising: students need to be thinking of what their PLP activities and goals will be in this class (personal learning plan). On Monday they can begin work on what we discuss one-on-one

Writing Workshop: taking notes, please watch approximately 20 commercials on television or via the computer. Write down how each one relates to your 5 senses (taste, touch, smell, sight, hearing). This material will be processed in class on Tuesday.

Math of Travel: Finish the worksheet below (if possible). I know that it might be something that your student has never seen before and we have been and will continue to go over it in class. NOTE: this is not a "math" class but it is important in the simulation we will be doing.

Mental Math in Percent Problems (for Math of Travel)

1. Find mentally. Find first 10% or 1% of the number to help. Subtraction helps too.
2. Round the numbers and estimate the percentages.
4. Use your ability to mentally calculate 10% and 1% of number, and your ability to round numbers,
and solve these percent problems mentally. In each problem, an approximate answer is enough.

a. 10% of 250
30% of 250
b. 1% of 320
7% of 320
c. 10% of $11
60% of $11
d. 1% of $1,500
6% of $1,500
e. 25% of $48
75% of $48
f. 4% of 90
12% of 90
g. 20% of $4.50
80% of $4.50
h. 5% of 62
95% of 62

a. 7 people out of the 99 visitors bought a gift.
→ About ___% of the visitors bought of a gift.
b. 63 out of 241 women preferred store A.
→ About ___% of the women preferred store A.

3. Estimate the success percents by rounding some of the
numbers.
Name Tries Baskets Success percent
Jack 26 12
Dick 31 20
Dave 19 14
Matt 49 35

a. In group 1, 19 out of 120 mice got the disease, and in group 2, 22 out of 106 mice got the
disease. About how many percent of mice got the disease in each group?
b. A $37.90 jacket is on 20% discount. About how much is the discounted price?
c. Jack pays 21.5% of his $1,850 salary as taxes. About how much is left for him?
d. The now $157 house rent will increase by 7%. About how much is the new rent?
e. A $497 laptop is on 15% discount, and a $455 laptop is on 10% discount. Which is cheaper?
f. If you give $4 off of a $13 item, and $7 off of a $20 item, about how much are the discount
percents?

Some Syllabi

2010-09-14T06:47:00.001-07:00

Here are the syllabi for my classes. Due dates and more specific assignment details will be added as they are necessary, but the "basics" are here. Thanks.

AD&D and RPGs

Syllabus Fall 2010

TCS - Kirk Ellis

kirk@trilliumcharterschool.org

Overview:

This class is designed for very motivated middle school students who can work independently and well with peers, and for high school students looking for language arts and elective credit. MUST BE ABLE TO WORK COOPERATIVELY IN GROUPS. Using various role-playing systems, particularly the Advanced Dungeons and Dragons fantasy RPG, students will create and participate in games. While the instructor will utilize and teach through the 1^st edition rulebooks and discuss the history of this style of game, other versions may be used and other RPGs introduced.

Small workshops on game design and world creation will be provided. Materials for the process will be partially provided, but students will have to seek out the necessary materials for making campaigns, modules, worlds, characters, biographies, monsters, NPCs, etc.

There will be lectures, guest speakers, alumni participation, some field trips, character generation and play, and final presentation of work to small groups. Because the class will most likely be full, sharing of space and materials will be essential.

Grading:

Everyone plays. Everyone creates a character. Everyone learns the rules and how to create and “run” (or Dungeon Master) a game.

This can be VERY complex and takes years, not weeks, to do well. Participation and respectful effort according to the Constitution and core values of the program are a large part of the grade (30%). This includes attendance.

A module (prescribed adventure) for a campaign must be created. The format and examples will be discussed separately with an accompanying due date, but it will be 40% of the grade. It will be original, written through multiple drafts and typed. Look for this to be a minimum of 8 pages.

NOTE:

Supplies like dice, figurines, rulebooks, graph paper, paint and brushes, modules and more can be expensive. Please be careful when and if you borrow materials. There was a $15 fee in the catalog for this class. A trip to Guardian Games and/or Powell’s books can be arranged to get what you need to game or create. Some of this is provided and a “shopping list” can also be generated for the class. Regardless, respect for the game is essential.

Math of Travel

Syllabus Fall 2010-2011

TCS – Kirk Ellis

kirk@trilliumcharterschool.org

Overview:

This class is designed for the students to understand the significance and challenges, the complexities and rewards, and the skills and knowledge that are all involved in world travel. The “travel” in this class is virtual and simulated. Students work in small groups in a Storyline-type format to move from place to place in the world, studying the commerce and trade, the economics, and the customs/traditions and history of each area.

There is one essential skill that is focused upon; the daily use of mathematics in our lives.

Through a teacher-designed model called “theory of knowledge” (see separate handout), we will come to know each part of the globe (in terms of the simulation) and the math that happens around getting there and its livelihood. It is an adventure of discovery and applied skills, integrating the academic work of school into what will come next in the “real world”. Essential questions in the class are:

How to we know and form knowledge around places and people?
How is mental and practical math used outside of the classroom?
Who (or what) travels? How? Why?
What do we do with the skills we possess?

Grading:

40% - There will be daily mini-lessons/lectures by the instructor to open each class. This will help create the assignments for the week and focus the simulation. PARTICIPATION is essential as the class is mainly group work, so your grade is partially based on being involved in the activities. NOTE: This participation grade is bound too in the language of the middle school core values (see separate handout) and will be part of the assessment for the class.

40% - Problem-solving activities happen each day. Students’ progress and “move” around the world only when each set of questions and challenges are finished. Worksheets and inquiries are presented to individuals in some cases and to the whole group or team in other cases. Completing these activities and working in collaboration is also part of the grade.

20% - There will be exams. These will focus on the information that the teacher presents and will have a study guide for the material provided ahead of time.

DUE DATES: These are flexible and organically generated in class. They will be announced ahead of time, posted on my blog, and handed out to the students.

Songwriting

Syllabus Fall 2010 – 2011

TCS – Kirk Ellis

kirk@trilliumcharterschool.org

Overview:

Students study music in this class. Instruction is provided in guitar and voice, however self-led learning is the key to success. Students are expected to pursue an instrument of choice (not only guitar), study and rehearse, and ultimately perform live.

Cover songs and original music are both encouraged and required; that is out of the four performances in the term one at least has to be an original song. Students may work individually or in groups (group work being far more difficult and unpredictable). Due dates are known ahead of time and everyone is expected to perform for each round of due dates.

In addition to rehearsal and performance there will be some mini-lessons on the process of songwriting and some instructor-led activities that all students are expected to participate in (and is part of the participation grade). This will also include maintenance of the Hut and classroom and caretaking of the musical instruments (whether “you used them or not”).

Grading:

Participation is essential. While it is officially 40% of the grade, it is infused into the whole structure of the class. There should be no “down time” in this class and students can and need to be immersed in their music for each class. The core values of both the middle and high school programs will apply to your grade.

Being a respectful audience is expected. It is difficult to perform for peers. No unkindness or perceived unkindness will be tolerated and such behaviors can effect your grade. This is a supportive, “laboratory” experience and trust is required.

Each performance is worth 15% of your grade (X 4 = 60%). Feedback about how each exhibition went will be provided one-on-one.

Performance Dates (subject to change):

Wednesday, October 13^th

Wednesday, November 3^rd

Wednesday, December 8^th

Wednesday, January 26^th

Writing Workshop

Syllabus Fall 2010-2011

TCS – Kirk Ellis

kirk@trilliumcharterschool.org

Overview:

This class is designed to provide a workspace for students to practice all styles and genres of writing. We will share our work and progress individually. The students have a teacher-provided menu of choices to guide them and due dates are determined both through one-on-one conferences and as the whole class finishes a prompt or group assignment.

A writing journal is essential. Students free write every day when they walk in the door. Often a mini-lesson will follow, examples of professional work will be provided, and then the class can work on their own projects.

Fiction, poetry, memoir, expository writing and more will be expected and encouraged. Again the goal of the class is for co-created curriculum to have space and time to grow.

Participation is required and is a significant portion of the grade. On-task and respectful behavior according to the constitution and core values is expected, especially when work is shared.

Also, this class provides an opportunity for work samples to be collected and for students to practice the type of writing they will see on state tests and college applications.

Grading:

Students will be graded on the following categories:

Participation = 20 points

Writing journal = 15 points

Prompts and in-class assignments = 20 points

Final projects = (3 @ 15 points each)

TOTAL: 100 points

The final projects are polished writing pieces of various lengths and genres that the student arranges with the instructor. They must be turned in TYPED AND EDITED, and on the agreed upon due date without extensions.

Advising Syllabus

Middle-School Program

Fall 2010-2011

Advising is a block class that has distinct sections. It meets Monday through Thursday from 8:30 to 10:30 and Friday from 8:30 – 12:00. This syllabus provides a description of our assessment goals and philosophy so that students and their families can see that time must be spent with thoughtfulness and respectful engagement.

There is rarely, if ever, a time when a student has nothing to do. All of the below listed items are happening each week.

On-time to class/announcements/Morning Gathering
Independent Projects
Exploring Interests
Current events/ class discussions
Buddies and/or K-12 experiences
MS meeting (Wednesday mornings)
Class meeting/duties/All-School Meeting
Rotations and workshops with other advisors

Fairs and exhibitions
Choices and curriculum designed by students (PLP)
Projects worked on in-class
Study Hall

Service
Lit. Circle
Read Aloud
Literacy

NOTE: Advising is a community class that centers on the Trillium Constitution. The Rights and Responsibility section is of vital importance for the students and their families to understand.

Fridays carry with them a separate curriculum that includes some of the elements listed above: testing/assessment (including work samples), service, K-12 experiences, advising-centered activities and more.

Mid-semester and end-of-semester grading reports are generated. Parent conferences are scheduled in the fall. Grading is based on the following:

CORE VALUES

This year students will be assessed with the rubric below and in the following categories. There will be a narrative attached to their grade that explains why they received the assessment.

Scale:

Not Applicable (i.e. not enough information to form an assessment)

Always

Often

Sometimes

Rarely

Independent Learning: Pursuing interests and passions through realizing the intrinsic and extrinsic rewards of putting forth effort to achieve personal goals and to develop and demonstrate expertise.

Individual Responsibility: Using good judgment and being accountable for your actions towards yourself, others and the community.

Self Discovery: Exploring and building on one's personal strengths and being willing to take positive risks to that end.

Togetherness: Celebrating diversity and understanding that we when support each other we are most successful.

Active Participation: Having the opportunity, motivation, knowledge and ability to actively participate and contribute to the community.

Play: Appreciating and be able to interact and learn through empathetic play and fun.

nina@trilliumcharterschool.org

amy@trilliumcharterschool.org

kurt@trilliumcharterschool.org

kirk@trilliumcharterschool.org

You can also find our blogs and wiki page through the school website: www.trilliumcharterschool.org

Wish List

2010-09-10T19:15:00.001-07:00

As we are not the most "flush" school in the cash and resource department, I thought that I would put together a list of commonly used items (and some things that we would all like to have around):

lots of pencils (Dixon Ticonderoga #2 are best)
$$ for book sets or trip to book store
lined paper (college ruled)
blank white computer paper
crayola markers
Sharpies (assorted colors)
glue sticks
scissors
spiral notebooks
pocket folders
composition books
pens (black)
Expo dry erase markers
Acoustic and electric guitar strings
drum sticks
picks
guitar cables
bass strings
$$ for drum heads

Thanks! I am trying to raise funds this year as well for a small PA that can live in the Hut...

More by the end of the week.

Kirk

Monday is almost here!

2010-09-09T11:09:00.000-07:00

Please look to this site for class syllabi and advising announcements. There will also be due dates and important calendar updates. I will do my best to post weekly. If you have any questions feel free to email me.

Get plenty of rest...

loft...

2010-08-09T10:22:00.001-07:00

Almost done!

Today I hope to finish a large and lovely loft in my classroom. I have had the amazing help of Alfred Marquez (Andrea's dad).

It will give a new space in the room for art, research, reading, and quiet contemplation. Thanks Alfred (and Mitchell Fischer too for helping out).

Home visits will be early in September, but if you are a returning student you will be invited to the school to meet. We can see the changes in the class and talk about the amazing new year.

More soon...

summer and change

2010-07-14T15:33:00.000-07:00

Hello.

Summer is a great time (for those of us on a school schedule) to re-evaluate and look inward instead of outward. It is a time of revision and growth. The fall at Trillium will see many changes and many wonderful new classes and teachers.

To prepare I have been immersing myself in a physical practice of yoga again. I used to teach hatha yoga and then let it slip away in favor, I suppose, of a richer inner contemplative practice of Surat Shabda Yoga - a bhakti path. However, now I see that there is a balance to be struck between the two, and this will certainly inform my teaching; classes like AD&D/RPGs, Don Quixote, Graphic Novels & Pulp, Writing Workshop, The Math of Travel, Sound & Music, and more...

Please refer to this blog for updated class info, syllabi and announcements.

I am also hoping to complete the construction of a library loft in my classroom this July!

More soon,
Kirk

The New Year and Some Upcoming Assignments

2010-01-03T08:45:00.000-08:00

Happy New Year!

And a new decade...with my best wishes to all families and the community of Trillium. I hope that we can greet these times, this now, and this year with patience, love, kindness, and listening.

Having said that, we are also deep in the work of the first semester and on home stretch for the term. The last day of the semester is Friday, January 29th. We will have a four-day weekend after that for professional in-service to finish grading and the new class rosters for second term. That is, students will have all new classes and their final report card will be issued shortly thereafter.

Here are some significant dates and information for the end of first semester:

Tolkien Class:
3 more Monday quizzes
5-page final essay due on Thursday, January 21st
writing journal/log due Wednesday, January 20th

Advising:
3-page analytical essay on literature (book choice) due Thursday, January 7th
Debate Rotation final work due and debates begin on Thursday, January 14th
Final Project Work(s) and PLP material due throughout January (TBA) and exhibition on January 29th

Making Meaning:
Two more guest speakers (Thursdays)
Final Work and personal practice reflections due Thursday, January 21st

Drama:
All original scenes begin performances on Wednesday, January 20th

Musicianship:
Final performances on Thursday, January 21st
Group Jam session Tuesday, January 27th
CD booklet & "liner notes" (TBA) due on Thursday, January 29th

MS Writing Workshop:
All MENU items due Wednesday, January 20th
Writing Journal (with daily prompts and free writes) due Monday, January 25th
"Publishing Piece" selected and finalized by Wednesday, January 27th

syllabi and news

2009-09-21T05:17:00.000-07:00

Greetings.

I am including a couple of course details. Also, the MS newsletter comes out today in hard copy and you can view it on the wiki.

For drama and writing class syllabus, please look in my blog archives to Q2 2006. You will find many course descriptions that repeat. Songwriting too!

Tolkien
Semester 1: 2009-2010
Literature Foundations Course
Kirk Ellis
kirk@trilliumcharterschool.org

Course Overview:

This is a literature foundations course designed for college-bound students who are looking for a challenge in their academic choices. It is a WIC course (writing intensive) and carries a robust reading expectation. The material is complex and will be approached not simply through reading and discussion groups, but instruction will also be provided on the origins of the author’s work, his life, the genre from which his material came, linguistics, and the elements of fiction and literature.

Why Teach Tolkien?

The Lord of the Rings is arguably the greatest work of imaginative literature ever created by a single author. J.R.R. Tolkien bridged a gap between the old world of language and literature and created a contemporary allegory that changed multiple genres of fiction. It stands alone in modern literature as folklore, mythology, social critique, linguistics, and epic poetry combine and influence the world of music, social justice, and professional writing.

As the course progresses, the student should be able to:

• Comprehend The Hobbit and The Lord of the Rings at the level of plot, character, setting, and idea.

• Appreciate the astonishingly complex world in which Tolkien's novels unfold.

• Think critically and write clearly about Tolkien's themes, with special emphasis on their contemporary relevance.

• Understand how Tolkien's fiction is informed by many literary and linguistic traditions, as well as by philosophical, psychological, sociological, and political issues that reverberate through the entire secondary school curriculum.

To help you meet these objectives, I shall have you focus on these eight elements:

1. Unit-Specific Learning Goals (as weekly assignments)
2. Preliminary and Post Quizzes
3. Key Terms
4. Handouts
5. Discussion Topics
6. Suggested Activities
7. Writing Prompts
8. Lectures

The heart of any given class and discussion resides in the discussion topics and the suggested activities. In each case: IT IS ESSENTIAL THAT THE STUDENTS KEEP UP WITH THE READING MATERIAL.

NOTE: Watching the movies may not be a substitution!

Beyond the preliminary quizzes, the primary evaluation tool is the student's own writing. Each class member should keep a daily journal, either in a notebook or on-line, to record questions about the readings, reactions to the discussions, and responses to the activities.

Learning Goals:

There are many themes that become apparent in Tolkien’s work: war, friendship, loyalty, music, home, fear, industrialization, environmentalism, mythology, religion, and much more.

• I expect students to be able to identify and discuss these and other themes with me.

• Craft their own analysis of the works into an essay including one or more of these elements (details below).

• Students must read.

• Students must be able to discuss in small groups.

• Understand and adhere to the Trillium Constitution.

Assessment:

Grading is as follows:

Reading/Writing Log and In-Class Discussion: 50 points
Attendance and Participation (quizzes/small groups): 30 Points
Final Essay: 20 points

Reading and Writing Log: This combined with in-class discussion makes up half of the possible class points. Journals will be checked on Thursdays. As one reads it is essential to reflect feelings, inspirations, difficult vocabulary, confusion, humor, dreams, questions, and ideas for essay topics. This is practice for the inevitable university experience of literary analysis and textual note taking. It will also help you retain ideas to talk about in class. Listening and offering insights happens best when the material is being discussed, but if one is shy then a journal can act as substitute.

Attendance and Participation: Being in class helps one learn complex material. Taking part in discussion helps retain information. Short quizzes will be offered (and announced ahead of time) and some small group work will be required. Points are attained by moving through this flexible curriculum.

Final Essay: There is a final essay in class that can make the difference between an A or a C letter grade. It is to be 5 pages, typed, 1.5 spaced, 12-point Times New Roman font with a reference page (which does not count as one of the five pages). Reflection and analysis on a pervasive theme of the book will be exposed and supported. Conferences will be provided to help clarify.

The Road goes ever on and on
Down from the door where it began.
Now far ahead the Road has gone,
And I must follow, if I can,
Pursuing it with eager feet,
Until it joins some larger way
Where many paths and errands meet.
And whither then? I cannot say.

(Bilbo, pg. 63, I)

Making Meaning
Fall 2009-2010
Trillium Charter School
Instructors: Ken Gadbow & Kirk Ellis
kirk@trilliumcharterschool.org
ken@trilliumcharterschool.org

Course Overview:

There are two main questions guiding this course:

• How do we find meaningful experiences in our lives and why?
• How do we see what we already have and/or do as meaningful?

Supplementary questions might include: How do we come to know who we are? How do we accept ourselves as we are and then come to embrace or reject that view? When and how does our view of ourselves, and that which we consider “meaningful” change? Are there rites of passage for this progression? Are their practices that enhance meaningful experiences? Again, in our lives, to what do we attach meaning or ascribe meaning to throughout our day?

To answer any one inquiry, other viewpoints must be considered to eliminate possibilities of what we are not, or what is not meaningful, or what is not productive, constructive, loving, spiritual, real and so on…

Guests and outings are essential.
Place and space is important.
Context to conversation is vital.
Silence is necessary.
Contemplation is recommended.

Learning Goals:

Progress from where each student is toward a deeper answer to the first two questions above.

Develop a practice of inner reflection.

Assessment:

Class is set as A or F. Those are the only two options. Students will be asked to demonstrate progress in the course at three points during the semester, how students do so is up them. Students may choose to write a paper, do a performance, create an art piece, etc. The manner of demonstrating learning should be discussed with Kirk or Ken beforehand.
Students must attend guest lectures. Participation in these events is essential to passing this course. They will generally take place on Thursdays.
Participate in the demonstration of the following practices during the first few weeks of the term, and then choose ONE to do for the rest of the semester:

• Contemplative walking
• Yoga
• Tai Chi
• Anapana (breathing)
• Meditation/Contemplation
• Chanting

Boundaries and expectations

This class, and this space, must be safe. All actions, words, and language must be respectful of self and others.
Tell the truth.
Uphold the Rights and Responsibilities of the Trillium Constitution.
Stay. Be present.
Noble Silence is to be observed during times of personal practice such as meditation.

Thanks,
Kirk

End of First Week

2009-09-19T08:40:00.001-07:00

Hope you had a great week back to school!

I am going to add advising syllabus, writing workshop syllabus, Tolkien, songwriting, and Making Meaning to this page by MONDAY. Please check back soon...

However, to keep you updated here are some important due dates:

Writing class:

students need to work with one other person on Team Writing Prompt from class handout (1 page of writing each) DUE September 28th
Select 3 options (from menu = appetizer, entree, dessert) and begin working in and out of class. DUE in January TBD

Songwriting:

choose a project by Tuesday September 22nd. Can be an original song or cover or work with other students to perform by Thursday, October 8th.
STUDENTS can perform for Trillium in Bloom October 9th in the evening (7pm) as a substitute for this performance

Tolkien:

Read through Chapter Two: Shadow of the Past (including prologue) by Monday September 21st.

Drama:

Structured Improvisations on Monday with partners. Bring props or costumes if necessary.

Advising:

Independent projects must begin to be designed.
Add/drop ends this coming week.
Read aloud starts Monday
Current Events
Rotation Design (continued)
Therapy Dolls this week! (Thanks Amy...)
Friday Field Trip = Bowling, Books, or Birds (Forest Park/Mt.Tabor)? TBD

There will be a paper newsletter coming out twice per month, and the wikispace is also a site for information. Feel free to email me as well. I will also have my liaison in contact soon...

Thanks,
Kirk

First Day

2009-09-14T05:15:00.001-07:00

Good Morning,

I hope everyone is rested and ready. I am excited to get into the classroom again. There is much to discuss in advising this week:

Class meetings, student voice, Be The Change curriculum, the constitution, the 5-year plan, summer homework assignment, schedules (and add/drop), the MS Meeting and Morning Gathering, introductions and more!

I will be adding my course syllabus to the website on Wednesday and all other classes will be posted here too with any relevant assignments. Look for a message soon from my liaison about an advising parent meeting and class wish list!

Thanks for some great home visits. More soon...

Kirk

Ready...Set...

2009-08-27T07:28:00.000-07:00

Hello,

...and welcome back! Soon anyway...

I am very excited for the 2009-2010 school year to begin. There are many wonderful and challenging classes being prepared by all of the teachers upstairs, and an increasing opportunity for upper school and lower school to teach cross-age levels. We start on September 14th at 8:30 am.

I would like to remind folks of a few important details about my advising and the beginning of the year.

1) Please check this site, and our MS Wikispace (navigated through the website) for many important announcements, class assignments, due dates, service learning trips, and more! It is a vital way to stay informed.

2) NOTE: My classroom has moved downstairs into the "old" garden room! That is right! The garden space needed to be next to our new Eco-roof Garden so I have changed and rearranged to a new class space. Different, yes, and better in many ways as you will see...I think it looks lovely and will work well. It is also a sort of "bridge" if you will of upper and lower school energy and dynamics!

3) HOME VISITS are being scheduled soon. If you have not received a call, or do not yet know which advising class your student is in...PLEASE don't worry. It will all be handled soon, and meetings will be set up for the week before school starts. You will have received a packet that needs attention BEFORE I arrive. Thanks! This is an important time to ask questions, choose classes, and set up ways to help each other and the school have a great year...

4) Liaisons will be used this year for all advisors. That means a class parent (or two!) might call you to ask to drive on a trip, or help with supply donations, or plan our class parent meeting this year, or make a wish list for the MS etc. Once the year gets going, this is an essential and much appreciated volunteer position. Thanks TFT!!

5) I will teach the following classes in the fall (they will change for the second semester):

Middle School Writing Workshop
Advising (of course)
Songwriting/Musicianship (there is a $10 consumable materials fee for all enrolled students)
Making Meaning (HS = team-taught with Ken Gadbow)
Literature: J.R.R. Tolkien (a foundations course for college-bound students)
Drama (LS and MS combined)

I mention these classes so that you can look for syllabi and descriptions, assignments and due dates, supply lists and fees and more...updated HERE!

Thanks once again. If you need to contact me: kirk@trilliumcharterschool.org

More soon,

Kirk

Advising Syllabus

2008-11-17T09:07:00.000-08:00

Just for your reference. Enjoy!

Middle School Advising Syllabus
2008-2009 (Semester 1)
Advising is a block class that has distinct sections. It meets Monday through Thursday from 8:30 to 10:30 and Friday from 8:30 - 12:00. Examples and grading percentages have been assigned so that students and their families can see that time must be spent with thoughtfulness and respectful engagement. Each advisor reserves the right to tailor these categories and corresponding grade-value percentages as they see fit to match the learning community of their classroom

Objectives:
Students will demonstrate their understanding of the Rights and Resonsiblities of the Trillium Constitution.
Students will participate in Trilliums's democratic process by attending and participating in weekly class meetings and middle school meeting.
Students will develop Personalized Learninig Plans. These learning plans will allow student's to pursue their own interests and passions. Students will be required to show their work and what they have learned at Trillium's Middle School Project Fair.
Student's will learn to work independently.

Course Overview:
Advising time will be spent:
Building relationships within each individualized advising group.
Building relationships with middle school staff and other advising groups.
Seeking support from advising group and advisor for academic success.
Learning skills to allow them to work independently.
Evaluation:
NOTE: Approximate percentages (%) are assigned to the categories below. This allows for a pass/no pass policy connected to a rubric that indicates exemplary, acceptable, deficient and disengaged language. To be more clearly defined 70% and above is ÒpassingÓ.

Attendance & Participation:
· On-time to class/announcements
· Current events/ class discussions
· Buddies
· MS meeting
· Class meeting/duties
Course Work, Projects, PLP Work:
· Rotations and workshops with other advisors
· Fairs and exhibitions
· Choices designed by students
· Projects worked on in-class
Community:
· Fridays
· Circle of Friends
· Service
· Lit. Circle
· Read Aloud
· Literacy

ROTATIONS:
The purpose of rotation is to:
Allow students to build an academic relationship with all middle school advisors.
Supplement Personalized Learning Plans with additional academic support.
Enhance basic skills in reading, writing , speaking and science.
Provide basic skills in a consistent manner to all middle school students.
The nature of rotation is designed to change at semester. Currently advising rotation offerings include:
Speech and Debate
Animal Biology
Human Anatomy-Introduction to Body Systems
Spelling and Grammar
Objectives:
Students will:
Participate in daily advising rotation in a way that meets the individual teachers expectations.
Demonstrate their knowledge by completing neccesary class work or projects required by rotation teacher.
Utilize academic instruction and knowledge to support and enhance Personalized Learning Plan projects.

There is rarely, if ever, a time when a student has nothing to do. All of the above listed items are happening each week in some form.

NOTE: Advising is a community activity that centers on the Trillium Constitution. Cornerstones of this program are PLPs, Buddies, Friday outings, service, ASM (all-school meeting), MS meeting and Rotations. If one or more of these have an increased emphasis from semester to semester then grading policy changes to meet the expectations of the class.
Mid-semester and end-of-semester grading reports are generated. Parent conferences are scheduled in the fall.

Mid-Semester is here

2008-11-16T10:54:00.001-08:00

...And that means conferences and progress reports. We have another 8 weeks of the semester to go so this is a good time to check in with each other about the year. This whole week is dedicated to those conversations before a much needed Thanksgiving week off!

I have also updated and included some of the syllabi and study material from my classes this term. An update on important project/class material as follows:

Tuesday November 18th: British Isles Tea Party & Lunch
Week of November 18th & 20th: American Literature reflections due (King of the Bingo Game); Langston Hughes discussed and Joyce Carol Oats assigned over break
November 20th & 21st: Kirk's Advising Rotation = Persuasive Speeches DUE
December 9th: Third (of four) music performances for musicianship
December 18th: Third exam in History of the British Isles

Follow material for reference:

American Literature
Fall Semester 2008-2009

Instructor: Kirk Ellis
Contact: kirk@trilliumcharterschool.org
Cell: 503-680-7761

Overview:

NOTE: This is a foundation course for upper division high school students intending to go to college. It is classified as a WIC (writing intensive course) for the purposes of tracking on a transcript as AP or college preparatory.

The theme of this American Literature class deals with the perception of the natural world and its influence on one’s identity, as opposed to the (industrializing) city and its energy. There is also a sub-theme; the role(s) we play in our daily existence versus (or complimentary to) the ideals we put forth, along with the struggle, to fulfill our potential.

As might be expected these accomplished writers speak to these two themes quite differently as they witness the turning of two centuries (19th & 20th) and the mechanizing of a nation. So we as 21st century observers can try to make sense of why the writings I have included are considered great literature, as well as how we might express ourselves on this same class topic if we were writers.

Reading List:

Along with this syllabus, your reader includes the following collection of short stories, poetry, plays and excerpts from longer novels. Each week we will read and discuss 1 or 2 of the offerings in class (not necessarily in the order listed below).
Lectures about the context of each piece and their author’s lives outside the page will be provided (and popular theories about them will be examined). Students then have time to discuss in small groups and work on their weekly reflections.

Henry David Thoreau - Walking, Civil Disobedience
Walt Whitman - Leaves of Grass (excerpts)
Nathaniel Hawthorne - The Birthmark
Edgar Allen Poe – Selected Poetry
Sarah Orne Jewett - A White Heron
Kate Chopin - The Story of An Hour, The Awakening (excerpts)
Katherine Anne Porter - Rope
Emily Dickinson - Selected Poetry
Ralph Ellison - The King of the Bingo Game
Mark Twain - Thoughts of God
Langston Hughes - Thank You M'am, Selected Poetry
John Cheever - The Swimmer
Tillie Olsen - I Stand Here Ironing
Joyce Carol Oats - The Girl
Virginia Woolf - Henriette Wilson, The Death of the Moth
Susan Glaspell – Trifles
Marianne Moore – What There Is To See At The Zoo

Theme(s) of class (and possible essay topics):

1) Country & City = nature vs. artifice
2) Simplicity of Daily Existence to fulfilling our Potential and living our Ideals
3) American Identity at the turn of the 19th compared to 20th century (as 21st century observers)

Grading Policy:

The grading is based on a point system with a possible 100 points being the maximum. Completion of the course awards .5 Language Arts credit.

Participation = discussion and attendance 40 points
Weekly Reflections 15 points
Final Exam 15 points
Final Essay 30 points

Breakdown:

100 A+
99 - 92 A
91 - 90 A-
89 - 88 B+
87 - 82 B
81 – 80 B-
79 – 78 C+
77 – 72 C
71 – 70 C-
69 – 60 D
59 – 0 F

NOTE: While it is officially “passing”, Oregon colleges (as well as some others) do not accept credit for classes that receive a D grade or lower.

Reflections:

A written reflection is due at the start of class on Tuesdays (starting Tuesday, September 16th) and covers material from the previous week’s readings and discussions. They are ½ to 1 page typed and should address how the piece related to the theme of the class or not, and discuss the value (if any) and merits (or not) of the piece as literature. There are 15 of these reflections throughout the semester and are 1 point each.

Final Exam:

A multiple choice test at the end of the term will be administered to cover plot, character, author’s purpose, sub-text, symbolism and metaphor, and how each selection is related to the theme of the class: fifteen questions worth 15 points.

Final Essay:

A paper will be due at the end of the semester. The format requirements are MLA for citation and reference and must be 12point font, Times New Roman, 1.5 spaced, and a minimum of 6 pages.

Essays can be on the relationship (compare/contrast) between two or more selections from the packet, on the deeper meaning of a selection on the theme of the class, your view of the literature as a 21st century reader, or a critique of a piece or pieces as “good” or “bad” writing: thirty (30) points are possible for this assignment.

As a creative option, a piece of fiction can be submitted that emulates the style and/or the content of one of the authors in our syllabus. This piece has the same formatting requirements but must be a minimum of 8 pages and needs instructor approval.

Work Sample and ePearl Portfolio:

Students will be selecting one of their reflections to expand upon and make into a work sample for their portfolios. Their final paper will also be uploaded on ePearl, and this work will be done in the final two weeks of the term in mid-January.

NOTE: IF you need extra support in your writing, I will be offering a writing workshop/writing center time on Monday mornings before school from 7:30 to 8:30. Tea/coffee and snacks will be available. Lots of love to you all…

History of the British Isles
Syllabus – Fall 2008-2009

Kirk Ellis
kirk@trilliumcharterschool.org

Overview:

This middle school social studies/language arts course will cover the history of the British Isles from the pre-Roman invasion (Neolithic to Bronze ages), through the Vikings, the conquest of Normandy, and the feudal system during the Dark Ages and following monarchies.

Class will be conducted in a lecture-style format in order to convey the large amount of information. Project choices, 3 exams, reading of historical fiction and on-line texts, possible role-playing and video will round out the curriculum.

Grading & Assessment:

To MEET the expectations of the course (pass with either acceptable or exemplary grades) every student must:
Demonstrate note-taking skills and/or study skills with study guides
Pass the 3 exams
Finish a final project taken from a menu of options to be created in class.
Attendance and participation in discussion will be essential in retaining the information presented.

Exam Dates (subject to change if staff/school conflicts arise):

Thursday October 2nd = Fill-in Exam
Thursday November 6th = Multiple Choice Exam
Thursday December 18th = Multiple Choice and Short Essay Exam

A notebook, folder, or journal of information and notes is highly encouraged to be kept and brought to class. This is an organizational tool designed to help each student. They will be occasionally turned in and discussed one-on-one to see if there are any questions and if notes are being taken effectively. This will also help students study and retain information.

Project:

DUE: January 12th.

Must be a book project, detailed presentation on a class topic, or an instructor-approved choice that reflects deep understanding of the material in class. TBD at mid-term. This project must also have a writing component that relates the material back to the history of the British Isles. The writing component of this project OR the essay portion of the final exam will be used as a writing sample for student portfolios.

Soon...

2008-09-03T06:36:00.000-07:00

Well...
Home visits are underway and the start of the year is rushing upon us. Look to this site for syllabi and due dates, class announcements and more. The new wikispace will help speed up communication and simplify access to classes. I will post weekly.

Looking forward to a great year . Welcome back!

Kirk

Welcome New and Old Advising Families

2008-06-19T07:09:00.000-07:00

Summer is here! Grades are being finished up...new class lists are distributed and you will all receive a welcome letter from me very soon.
Next fall will be exciting. We will have a potluck for the middle school at the end of August, home visits in the first week of September, and start up again on September 8th.
We have a new team: Nina, Amy, Kurt and myself. We will also usher in a new class/project rotation in advising, but the schedule will for the most part stay the same (other than going to semesters for the classes).

I had a wonderful year, and I am looking forward to a refreshing break and an amazing 2008-2009 school year; the "golden age" of Trillium.

Kirk

Fourth Quarter

2008-03-30T08:15:00.001-07:00

Happy Spring!

The fourth and last quarter begins on April 7th. New schedules will be handed out and we will be off and running.

The project fair went extremely well. Look for one more round of project exhibitions at the end of the year, more literacy (book reading and writing) through advising, and more getting out into the world!
There is outdoor school and the campout coming in May.

We have nurses from Linfield college coming to offer a series of workshops throughout the term on sex education, drug and alcohol awareness, nutrition, and more.

It is also a time when we will look in a concentrated way at how the PLP format has worked for your student and how the project-based style of the school has been successful.

My classes are largely the same with the exception of musical theater which is now back to being one of my more "standard" drama classes (Little Shop of Horrors was sadly not able to get off the ground). There are already plans in the works for next years' production(s)!

Syllabi are forthcoming and I will have due dates, performance events, field trips, campout location and sign-up options, and advising deadlines posted with more regularity as we finish up the year. Thanks!

Kirk

Q3 and more

2008-02-19T05:28:00.000-08:00

Well, I haven't posted in a while so here is a lot of information for you all!

1. We are into a new quarter and report cards should be arriving at your door at any moment from Q2.

2. We have been testing, and are still in the midst of it...scores have been the best ever this year for MS.

3. ALL-SCHOOL project fair is coming up on March 20th (6:30 pm). It is a mandatory part of all students' curriculum to create work for this exhibition.

4. Middle school dance on Friday, February 22nd.

5. This is a short quarter. It ends on March 21st and then spring break begins (two weeks off). So academic concern notifications are being produced this week.

6. NEW advising grade breakdown is attached below. Students have been increasingly disengaged. Part of this is the time of year, and it is cyclical. I thought that a % breakdown might help...

Thanks! More soon,
Kirk

NOTE: Advising is a block class that has three distinct sections. Clear examples and grading percentages have been assigned so that students and their families can see that time must be spent with thoughtfulness and respectful engagement.

There is rarely, if ever, a time when a student has nothing to do. All of the below listed items are happening each week. The % also allows for a pass/no pass policy to be more clearly defined (70% and above is passing).

Attendance & Participation: 50%
• On-time to class/announcements (very important)
• Current event discussions
• Buddies
• MS meeting
• Class meeting/duties

Projects, PLP work: 30%
• Fairs and exhibitions
• Choices designed by students
• Projects worked on in-class

Assigned Work: 20%
• Fridays
• Circle of Friends
• Service
• Lit. Circle
• Read Aloud
• Literacy

Happy New Year

2008-01-07T04:39:00.001-08:00

Hope this year finds you healthy and happy. Here are some updates:

End of Q2 is February 1st.
In advising this week:
1) we will start book groups (which were assigned before break).
2) writing workshop will continue and I will be working on getting a writing sample from every one of my students
3) testing preparations begin
4) current events discussions will begin each day
5) PLP work will deepen and continue toward an end of the quarter presentation

ALL classes have due dates for material coming up soon e.g. drama has lines due at the end of the month, philosophy class has projects beginning this week and journals on-going, musicianship has a collaborative piece to present and a fund-raising performance to prepare for in the first week of February.

LOTS going on!!

If you did not get a conference and feel that you would like one, I can still meet during the day on Tuesdays and Thursdays at 10:45. More soon!

SPECIAL THANKS to my advising class, Valerie and John, Jim Bernard and all who helped this year. The drum set is awesome and I hope to see the classes, the school, the kids and whole community grow in friendship like the middle school has this year. Thanks again,

Kirk

Winter Break is coming!

2007-12-17T08:07:00.000-08:00

Well...
\
...just this week left before break. Lots going on! We had a good trip to the archery range last week. This Friday is a trip with Nick's class to the Food Bank.

Also, academic concern notifications are going out by the end of the week (it is already mid-quarter).

Writing workshop is happening on Mondays, and more lit. circle will be in place for the second half of Q2. Conferences will last this week, and some of the feedback has been more reading and writing...which pleases me!

Watch for snow closures too! It is that time of year - we follow Portland Public Schools on that issue...
And we are coming back from vacation on Monday, January 7th (a little later than usual since we don't start our break until noon on the 21st).

Any questions? Feel free to email: kirk@trilliumcharterschool.org
...and you can check the syllabi below.

Kirk

What is happening?

2007-12-06T16:29:00.000-08:00

Well,

The potluck was a great success. Thank you Valerie and John for hosting (and for the guitar)! There will be a email soon that summarizes the note and the wonderful wish list that was put together. It was a delightful evening that I would love to do again in the spring.

Conferences are underway. If you have not had a chance to sign up, there will be another correspondence about this as well i.e. best times to meet with me and so on.

I will be out on Monday.

Tomorrow, Friday, we will watch a film and have a writing prompt about it. The film is Mozart and the Whale. It goes well with the Circle of Friends curriculum and its themes are important for our community.
Next Friday will be our archery outing (December 14th) and we NEED drivers for this one.
The following Friday (the 21st) is the last day before winter break and we are going to the Food Bank with Nick's class.

Thanks again for being a part of Trillium. I am glad for the opportunity to work with your kids.

Kirk

Potluck etc.

2007-11-28T05:25:00.000-08:00

Hello again,

Just briefly to remind folks about conferences... I will have my calendar in hand at the potluck to sign people up for parent/teacher/student conferences.

Also, there have been some questions about the advising grade portion of the (messy) new report cards. There is a separate sheet that Nick created for MS advising which not everyone adopted (or used in time). I will present this at the potluck, and advising feedback will be given in detail at the conferences. Also, the form will be added into their files. Thanks for those of you who asked, and please send that info along to the kids...again.

This Friday was supposed to be a workshop on reproductive and sexual health, offered by two nurses who are working with the 3-4-5 currently, but they had to delay it. I am working on a backup plan. Also, we are going to an archery range on the 14th of December and will need drivers for that trip. I'll email an update about all of this soon.
Thanks,
Kirk

Conferences and more...

2007-11-23T08:32:00.000-08:00

Welcome back from Thanksgiving Break (almost)!

On Monday we will finalize the add/drop process and the new classes for Q2 will be official.

I hope that report cards were received well. We are transitioning to a new format. There is some paper work that obviously needs streamlining, and the information will become clearer and more detailed. If you felt that advising reports were thin...they were! We are also using a new advising report card that will be filled out and gone over during conferences.

Speaking of conferences. They will begin the week of December 3rd and be held over two weeks. I will be scheduling soon, so let me know what times are best for you.

December 3rd is currently our advising class potluck. We are slated to meet at Valerie Day and John Smith's house (Matt's parents) that evening to go over our Trillium experience together. Once again, John Ross and I will "host". Please come! It is very important that we support each other as families and friends.

Also, our Friday (11/30) experience when we return next week will be a health class presented by two guest speakers (nurses) who have helped in classrooms schoolwide this year. The topic is sexual and reproductive health and education. There will be consent forms sent out. If you feel that your student is not ready, let me know. I have been trying to keep our "in house" Fridays centered around three topics: PLP skills, health and wellness, buddies and service.

Thanks! More soon,

Kirk

Let the Second Quarter Begin!

2007-11-13T05:43:00.000-08:00

Okay...here is what is happening:

New schedules for Q2 handed out Tuesday morning. There is ONLY this week to decide on whether to add/drop a class.

Thanksgiving break begins at 12:00 noon on Friday, November 16th. The quarter resumes on Nov. 26th.

Advising: Buddies, read aloud, circle of friends, class and MS meeting are all continuing. However, this quarter in advising will see more writing and literacy expectations/workshops, tutorials, and up and running PLPs for ALL students!

Grades for Q1 will be turned in and sent out this Friday the 16th.

Syllabi for my classes next quarter are as follows. PLEASE note the attendance and tardy policies:

Course Name
Philosophy and Ideas
Subject (Content) Area
Language arts, social studies
Teacher
Kirk Ellis
Time/Day
Intensive: 12:35 – 3:15 Monday and Wednesday
Required Materials
Pens, pencils, paper, pocket folder
Prerequisites
Recommended for students interested in writing and analyzing ideas. Grade-level reading highly recommended, assumed maturity around the six rights and responsibilities of the constitution
Course Explanation
This class is designed to explore ideas.

Every week there will be a menu of topics up for discussion with represented viewpoints of western and eastern thinkers, debatable issues of our current day, voices of pundits and spiritualists, and the work of artists, musicians, and writers. With the help of teaching assistants, our class conversations will be the main vehicle of understanding the various theories and ideas.

Assignments and readings will be given each week on the voted upon topic. There will be formal written reflection(s) included in the course as well. There will also be an opportunity for students to create their own project on the material of the class for presentation at the end of the quarter.

The instructor will share leading the discussions and providing background material. Circle discussion and Socratic methods are expected.

There will also be a class within a class for a small group of middle school students interested in debate. Formal procedures for pro/con argument formation, speaking and questioning in turn, and documented research will be taught and practiced. IF high school students have interest in helping these groups they may as part of their graded, individual projects.

There will be two teaching assistants in the class. Discussion prompts, managing and encouraging engagement, and research will be part of their job. They will NOT grade student work.

Framework Goals (in part):
Listen critically and respond appropriately
Evaluate the significance and accuracy of information and ideas in all forms of writing
Understand, interpret, and make connections between wide varieties of literature/research material of varying complexity
Be able to investigate topics of interest and draft a personal learning plan that will display the results of that study
Examine a controversial event, issue, or problem from more than one point of view
Apply critical thinking skills in discussion, writing, and problem solving
Access and demonstrate learning in multiple ways
Demonstrate an understanding that culture includes language, literature, arts, traditions, beliefs and values, and behaviors
Demonstrate knowledge of and act in accordance with the constitution of the school

Course Requirements and Grading

There will be a decent bulk of readings (hopefully) in a packet.60% - Attendance, Participation, and In-Class work/effort including a tardy and absent policy as follows: Participation is essential. IF a student has three (2) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 3 = D, 4 = F. Work must be made up regardless.
Snacks and a break will happen with regularity.
Since the class is right after lunch, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing (F) grade.
40% - Cumulative Average of two (2) projects. For one assignment, the requirements will be determined and will include either essays on topics and class material or an instructor-approved creative piece(s) designed by the student. The second assignment is a daily journal. Checked weekly for progress. See instructor for format and direction.
A-F grades will be given. Narratives will be written for each student.
Lesson Plans (may be attached)
TBA
Field Trips (actual or proposed)
Probably a couple of forays into the city and the beautiful world (including library or universities). Coffee…?

Course Name
Musicianship
Subject (Content) Area
Art & Performance, language arts
Teacher
Kirk Ellis
Time/Day
Block 3: Tuesday/Thursday 12:35 – 1:50
Required Materials
Pens, pencils, paper, pocket folder, musical instrument (strings, picks, headphones, CDs, iPod, tuner – if available)
Prerequisites
Committed interest in music as a performer and/or musicology (assumes grade level understanding of texts)
Course Explanation
This is a distillation of all previous guitar, sound, and songwriting classes. The material will be leveled.

Instruction will be provided in small groups for more beginning work on guitar and music theory. Peer teaching is encouraged. There will be a unit on musicology and the social study of music in the class (approx. 2-3 weeks long) that will break up the performance schedule. Once songs are selected for the first performance, this unit will begin (most likely after Thanksgiving break).

Two performances are expected; one is an initial song that will mark the students’ ability to work in groups and in public (after 2 ½ weeks into the term), and the other will be a final piece for portfolio (at the end of the 8 weeks, giving roughly 5 ½ weeks to practice). Film, guests, and field trips will be incorporated, including recording opportunities.

Framework Goals (in part):

Observe, discuss, analyze and make critical judgments about artistic works
Exhibit learning in the performing arts grounded in production and performance
Demonstrate willingness to take creative risks, try new things, and be productive
Use music to express ideas
Learn and develop the essential skills and technical demands unique to music
Demonstrate knowledge of and act in accordance with the constitution of the school
Think critically about bias and point of view from multiple sources
Understand the complex ways in which behavior, beliefs and values vary among groups and across time
The value of arts in culture

The HUT: This is a class for students who want to study music and perform, not for students looking for a place to “jam” and hang out. The Hut will be checked out for that purpose and clear guidelines for its use will be shared and respected. Rehearsal time in class will require cooperation because the Hut is not available in this block. Acoustic instruments, amplifiers with headphones, and NO drumming are encouraged. IF a student wants to use the Hut for practice, it must be checked out according to a calendar of availability and prearranged.

Course Requirements and Grading

40% - Attendance, Participation, and In-Class work/effort including a tardy and absent policy as follows: Participation is essential. IF a student has three (3) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 4 = D, 5 = F. Work must be made up regardless.
Since the class is right after lunch, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
40% - Cumulative Average of two (2) performances.
20% - Material assigned in support of musicology unit. Requirements to be determined (i.e. personalized and according to the framework) and will include, in addition to class discussion, either an essay on topics and class material or a creative piece designed by the student, or a reflective piece on the main points of class discussion or approved student-interest topics. Assignments may vary.
A-F grades will be given. Narratives will be written for each student.
Lesson Plans (may be attached)
TBA
Field Trips (actual or proposed)
To take in the fresh air…

Course Name
Musical Theater – Little Shop of Horrors
Subject (Content) Area
Art & Performance
Teachers
Kirk Ellis & Yoko Niki-Breyfogle
Time/Day
Tuesday/Thursday 1:55 – 3:15
Required Materials
Brains, and a folder with pockets to hold papers, YOUR SCRIPT!
Prerequisites
Cast in the show and instructor approval
Course Explanation
This is a continuation of a yearlong class that will be the workshop and rehearsal space for staging Trillium’s 5th drama production, Little Shop of Horrors. Yoko, the show’s musical director, will continue to provide vocal coaching and lessons for the cast, and blocking and performing direction will begin as the term gets underway.

Commitment and cooperation is essential. Crew will begin to design and build sets and work on fundraising and production of the show, from film to costumes. Cast and crew presence and participation will be essential in the 3rd and 4th quarters. Some drama and acting games and assignments will fill the downtime between projects and scheduled rehearsal times with Kirk and Yoko.

Lines will be due COLD at the end of this quarter, including all songs memorized and blocking/choreography sketched out. Character and cast biographies will be created, program finished, all fundraising and front of house duties will be undertaken. Set design and construction begun.

Framework Goals (in part):

Exhibit learning in the performing arts grounded in production and performance
Demonstrate willingness to take creative risks, try new things, and be productive
Learn and develop the essential skills and technical demands unique to theater
Work cooperatively within diverse populations
Make and meet deadlines
Contribute to community by sharing expertise in music and theater
Turn passions into a plan for production
Observe, discuss, analyze and make critical judgments about artistic works
Demonstrate knowledge of and act in accordance with the constitution of the school

Course Requirements and Grading

50% - Attendance, Dedicated Participation (in the form of a rehearsal schedule and fulfilling assigned jobs related to the production). In-Class work/effort is important and it includes a tardy and absent policy as follows:
Participation is essential. IF a student has three (3) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 4 = D, 5 = F. Work must be made up regardless.
Tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
50% - Effort, behavior, and respectful participation in all final rehearsals, class activities and performance dates.
A-F grades will be given. Narratives will be written for each student.
Lesson Plans (may be attached)
TBA
Field Trips (actual or proposed)
TBA

End of First Quarter

2007-11-05T06:08:00.000-08:00

It is here!

This Thursday (November 8th) is the last day of the quarter. Any and all work for classes must be submitted by that time. Specific due dates are as follows:

6th Grade Inquiry: Essay on Middle School due Monday, November 5th.
Once Upon a Time: All work (specifically 2nd essay/fiction) due Tuesday, November 6th.
Sound Intensive: Final Performance (to be videotaped): Wednesday, November 7th.
Advising: All projects and works in progress due in class Thursday, November 8th.

NOTE: Four day weekend coming up!! NO SCHOOL Friday, November 9th or Monday, November 12th.

NOTE: All course selection worksheets for second quarter are due back (signed by you folks) on Wednesday.

NOTE: Look for NEW report cards this quarter!!

More to come,

Kirk

Week 5 News

2007-10-09T05:33:00.001-07:00

Hello,

I am just coming back from a long weekend in California. It will already feel like a short week because of the staff retreat this Thursday and Friday...no school!

Our advising class had a great discussion last week on water resources, bioregionalism, and the end of the world! It was fun. We are starting a unit on hunger and homelessness which means trips to the Food Bank, Dignity Village, and I am trying to arrange a tour of Stumptown Roasters to talk about coffee and fair trade. This will also be punctuated by our Harvest Festival on the 26th and a bowling outing (the kids think that I never arrange anything "fun").

There is another newsletter online and lots of great info.
Other dates and announcements in my classes:

Academic concern letters go out this week
Sound Class: Performance #2 on the 17th. Writing assignment on the U.S. vs. John Lennon due on Monday the 15th.
Musical Theater: Scripts go out to all students today and rehearsal schedule is discussed.
Daily Literacy: New short stories for analysis this week. Critiques get assigned on the 8th and are due next week.
6th Inquiry: note-taking lessons continue with a film next Monday.
Once Upon a Time: Literature assignments due Next Tuesday the 16th. All second assignments/essays for the class must be started and conferenced upon this week.
Advising: PLPs turn into projects soon for the end of the quarter exhibition coming up the first week of November. Class party on November 2nd and reading/discussion/modeling of past portfolio work and examples.

Cheerio!
Kirk

Week Three Already...

2007-09-23T11:46:00.000-07:00

Greetings,

The campout was a great success! In fact, it was one of the smoothest running and cooperative outings that we have had. Looking forward to the spring too. Thanks so much to a great group of chaperones, and to all our drivers.

This coming Friday we have a guest speaker for our advising group. Iliana Fontal from Northwest Family Services is coming to show a film and do a presentation on drug and alcohol awareness for teens. I will also be preparing the 6th graders for this workshop in our inquiry class.

We will start book groups in advising this week, and I am continuing to read aloud and discuss Bread Givers by Anzia Yezierska. I will have two groups of 10; one will read To Kill a Mockingbird and the other will read Snow Falling on Cedars. Discsussions and writing reflection will be mandatory as part of a language arts component of advising. Next quarter, 6th inquiry will be through and I will offer a middle school writing course in the scheduled offerings.

In other classes:

Rough drafts due in Once Upon a Time... on Thursday 9/27.
First performances in Sound class on Wednesday 9/26.
Final auditions and cast posting for Little Shop of Horrors on Tuesday 9/25.
PLP/Literacy class final drafts due on Wednesday 9/26.

Make sure to check syllabi for details on grading.
Again, any questions contact me at: kirk@trilliumcharterschool.org

Kirk

First Week & Welcome

2007-09-12T05:51:00.000-07:00

Hello again. All is well and things are running as smoothly as can be expected in the first two days. I am including some syllabi and the campout letter here. We are also going on the Jet Boats Friday!

I will add more as we go and answer questions too!

Please use the following email to contact me now: kirk@trilliumcharterschool.org

Thanks!
Kirk

Dear Parents and Middle School Students,

We are going camping again! We are going to Milo McIver Park on the lovely Clackamas River. We are going Wednesday afternoon through Friday morning, September 19th – 21st (NOTE: this is the second week of school). It should be great fun since our last several trips there have been such successes.

We need drivers! Our carpools will be loaded and on the way from Trillium around 1:00 Wednesday (please arrive with gear in the common space by 12:00). NOTE: If you come earlier than 11:45 it disturbs the lower school so plan accordingly. We are encouraging the students to have already eaten lunch when they show up at school if they are coming late in the morning. They will be in advising all morning if not, and a snack will be served at the campsite on arrival.
It is about a 45-minute drive depending on traffic. We shall leave for home from Milo McIver by 11:00 am Friday, and you can pick up your students at the usual end-of-school time (12:00 pm). Please decide on whether or not you can chaperone, help with meals and facilitate the cooking, and/or volunteer to drive back and forth. Let your advisor or liaison know as soon as possible
We also will have email sign-up, phone calls, and a list at the front desk and with each advisor. Parent support makes this trip run smoothly. An extra chaperone or two will be greatly appreciated.
As a staff we came up with a list of essentials for each student to bring:

Sleeping bag
Tent (please bring an extra to loan if you have one!)
Flashlight
Rain gear
Sunscreen
2 pairs of pants (shorts optional)
2-3 short sleeve shirts
1 long sleeve shirt
1 jacket (this is important: it is always cold in the morning)
2 pairs of shoes
4 pairs of socks
Reading material
Journal (if you wish)
Frisbee, kite, beach game etc.
1 plastic bag
1 garbage bag

We have been asked about swimming. Our policy is to be advised by the rangers on site. If they feel it is safe and encourage it, we MAY find a suitable place that can be adequately supervised. If there is any doubt about safety we will NOT swim. If you have any personal reservations please let us know, and please do not pack a swimsuit for you student.
It can be very chilly and windy at any time in Oregon, even when the sun is shining beautifully. Be prepared by dressing in layers, and don’t forget a jacket of some sort that will cut the wind factor. It always gets cold at night. Have warm, dry clothes available.
On this trip there will be required group activities led by parent volunteers and staff members after lunch both days (2-4 p.m.), as well as after campfire each night. This might include trips to the river, the surrounding forest, hiking, bacci, Frisbee, touch football, disc golf, jump rope, soccer and more. There will be plenty of time to read, hang out with friends, and have quiet time to oneself. We have experimented with allowing Boffer fencing on more than one campout. IT IS NOT ALLOWED ON THIS TRIP. Please let your students know.

There are some rules of course, and some things to leave behind:
· Your teacher will be organizing the sleeping arrangements in the tents. Once this is done NO ONE may move or change tents. Consider this rule set in stone. Lights out at 10:30 p.m. and this is also the signal for quiet time. If students cannot settle, they will be moved. Boys and girls sleep separately without exception.
· Please DO NOT bring along any electronic devices (this includes Walkmans, CD players, Gameboys, PSPs etc.). We are camping. Feel free to bring an acoustic musical instrument, board games, cards, books, or a song!
· Snacks will be provided so please, NO soda, NO candy, and NO sugary snacks. If you have a student with blood sugar issues, let the staff know.
· The adults will be doing the cooking. There is no need for you to bring matches, knives of any sort (even Swiss Army or Leatherman tools), campfire hatches, or tools of any kind.
· There will be parent chaperones sleeping over and helping with the carpool. Please consider every parent as a staff member of Trillium on this trip and give him or her the attention, gratitude, and respect that they deserve.

NOTE: If you have paid, the beginning of the year activity fee covers the price for the camping trip.

We hope that you and your student will participate in this beginning of the year event. It is a wonderful way to relax and get to know each other. And please let us know, again, if you would like to help in any way. We need support. We look forward to having a great time. Thank you!

Kurt, Tobie, Nick, and Kirk

Course Name
PLP/Literacy Workshop
Subject (Content) Area
Language arts (TBD)
Teacher
Kirk Ellis
Time/Day
Daily 2 10:40 – 11:45
Required Materials
Pens, pencils, paper, pocket folder
Prerequisites
PLP designed with advisor/instructor for working independently of the class curriculum. This class is designed for students with a learning plan in place by the add/drop time. Need instructor and advisor approval, especially for MS students.
Course Explanation
First and foremost, students may work off their learning plans in this class with me as a supervising staff member. There will be language arts instruction and assignments for those who are looking for a writing and reading focused class (and who might need extra support). In accordance with the Framework, students will be able to investigate topics of interest and draft individual project plans that will display the results of that study. The academic focus will be on communicating ideas through writing, and reading discussion.
Two “strands” are operating for the 8-week term: personal learning plan work around language arts or social studies focused projects; a reading and writing laboratory.
PLP participants will make their own schedule (with my support) for the entire quarter in the first week of classes.

Other students will cycle through the following options every two weeks eventually doing all four (4).
Short readings in class and discussed as a group. Emphasis based on framework expectations around inference, reading at grade level, note-taking skills, communicating ideas through writing, and reading selections from different sources and comparing content. Participation is required. There will be one reading per day.
Narrative writing. Personal and fictional narrative will be defined, explored, and created by the students. One final piece that has undergone the entire writing process is expected after two weeks.
The critique. Having an opinion is easy, expressing why you have it and then defending it is difficult. We will read opinionated works, analyze them, and craft our own.
Intro to literary analysis. We will read one piece of literature that is/might be considered “great”. As a whole group we will practice the skill of close reading and look for symbolism, metaphor, irony, and allusion. Written reflection is expected.

Course Requirements and Grading

50% - Attendance, Participation, and In-Class work/effort including a tardy and absent policy as follows: Participation is essential. IF a student has three (5) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 6 = D, 7 = F. Work must be made up regardless.
Since the class is in the middle of the morning, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
50% - participation and completion of the four (4) categories of written assignment listed above.
A-F grades will be given. Narratives will be written for each student.
Lesson Plans (may be attached)
TBA
Field Trips (actual or proposed)

Course Name
Sound
Subject (Content) Area
Art & performance, language arts
Teacher
Kirk Ellis
Time/Day
Monday/Wednesday 12:35 – 3:10
Required Materials
Own instruments and musical accessories if possible (picks, strings, tuners, amps, sheet music/tablature etc.), pocket folder
Prerequisites
For MS need instructor’s approval, ability to work independently, and a background in music. Preferably middle school students need to have taken songwriting or musicology previously and/or have some articulated commitment to learning a musical instrument and demonstrate cooperation and commitment in the add/drop period. For HS need strong interest in music and a willingness to perform in public. Class maximum of 20
Course Explanation
This is a combination of songwriting, musicology, and a new addition to music instruction at Trillium called “rehearsal and performance”. With the addition of a separate music space, students are involved in a more college-like atmosphere of music study.

The class will be divided into daily mini-lessons on theory and practice, lessons and independent work on the social study and impact of music and lyrics, analyzing and writing songs, and finally the rehearsal and performance of three pieces of music per quarter.

The music “Hut” will be checked out and respected by students needing to practice their instruments. Originality is the goal of the performance pieces and the student must write one original song per quarter. The final (or students’ choice) will be videotaped for portfolios. Cooperation and sharing space will be essential.

Course Requirements and Grading

It is essential that full engagement and cooperation happen in this class. Sharing the space and resources respectfully is mandatory – lack of participation in cleaning and properly checking out the Hut will get students uninvited to this class next quarter.
50% - Attendance, Participation, and In-Class work/effort including a tardy and absent policy as follows: Participation is essential. IF a student has three (3) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 4 = D, 5 = F. Work must be made up regardless.
Since the class is in the middle of the morning, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
40% - Cumulative Average of three performances. One MUST be original. All performances must be done on the due date. Extensions disrupt the flow of the class and create more work for others.
10% - Written response to mini-lessons on musicology and theory & practice. Due date for reflection to be determined mid-way through the quarter.
A-F grades will be given. Narratives will be written for each student.

Lesson Plans (may be attached)
TBA
Field Trips (actual or proposed)
TBD – Ethos? PCC? EMP? Concerts in PDX?

Course Name
Once Upon a Time…
Subject (Content) Area
Language arts, art
Teacher
Kirk Ellis
Time/Day
Tuesday/Thursday 12:35 – 1:50
Required Materials
Pens, pencils, paper, pocket folder
Prerequisites
None (assumes grade level understanding of texts)
Course Explanation
This is a language arts class (and it is a social studies class depending on the student’s plan). The history and art (history) of storytelling, where the phrase “Once Upon a Time…” came from, and examples of some great and unusual literature will be the theme of the class. Although we will deviate from this talking point and explore more modern interpretations of the narrated story that will include plays, poems, lyrics, and video/film.

Each student will chose historical topics and time periods to support their understanding of the cultural and personal relativism of “good” stories (in whatever media) and literature. For example, one might study the teaching stories of Persia, the morality play of the Elizabethans, the fairy story of western Europe, or the creation stories of indigenous people from around the world.

One will also write and read a lot in this class! One may also work off their PLPs in this class. As far as Framework goals, the main category addressed will be understanding, interpreting, and making connections between wide varieties of literature of varying complexity. Critical thinking and approaching grade level texts is assumed. Writing to display an understanding of inference, symbolism, and improve critical thinking and expression through language.

Course Requirements and Grading

50% - Attendance, Participation, and In-Class work/effort including a tardy and absent policy as follows: Participation is essential. IF a student has three (3) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 4 = D, 5 = F. Work must be made up regardless.
Since the class is in the middle of the morning, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
50% - Cumulative Average of two (2) projects. Requirements to be determined (i.e. personalized and according to the framework) and will include either an essay on topics and class material or a creative piece(s) designed by the student that obviously begins with “Once upon a time…”A-F grades will be given. Narratives will be written for each student.
Lesson Plans (may be attached)
TBA
Field Trips (actual or proposed)
To take in the fresh air…

Course Name
Musical Theater
Subject (Content) Area
Art & Performance
Teacher
Kirk Ellis & Yoko Niki-Breyfogle
Time/Day
Tuesday/Thursday 1:55 – 3:15
Required Materials
Brains, and a folder with pockets to hold papers
Prerequisites
None (but auditions for voice and movement will be required for the cast)
Course Explanation
This is a yearlong class/commitment that will be the workshop and rehearsal space for staging Trillium’s 5th annual drama production, Little Shop of Horrors.

The class will need students who are interested in the performance of the 10+ main characters of the musical, extras and walk-on roles (i.e. street denizens, reporters, customers, and crowds), stagehands and crew. Yoko, the show’s musical director, will provide vocal coaching and lessons, leading the cast through rehearsals of the score.

Commitment and cooperation is essential. Your grade is largely dependent on fulfilling the roles and duties assigned to you by the teachers/directors. There will also be a rehearsal and production schedule to help define when lines are due, songs are practiced, sets built, costumes made etc. Staying true to this schedule will be the concrete rubric for passing the class. Some out of class rehearsal time will be necessary later. Performance times will be announced later as well.

This will also be the school’s first musical (after 4 years of dark comedies and one-acts) and student involvement will help decide if theater such ambitious theater as the Rocky Horror Picture Show or Shakespeare can be tackled next year.

Course Requirements and Grading

70% - Attendance, Dedicated Participation (in the form of a rehearsal schedule and fulfilling assigned jobs related to the production), and In-Class work/effort including a tardy and absent policy as follows: Participation is essential. IF a student has three (3) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 4 = D, 5 = F. Work must be made up regardless.
Since the class is in the middle of the morning, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
30% - Effort, behavior, and respectful participation in all final rehearsals and performance dates.
A-F grades will be given. Narratives will be written for each student.
Lesson Plans (may be attached)
TBA
Field Trips (actual or proposed)
?

Almost Time!

2007-08-30T06:10:00.000-07:00

Hello,

School is almost here! Home visits are beginning and there is much to discuss.
I am very excited about all of the changes and about being in our new building for our second year.
Please watch this site weekly for the following information:

syllabi and assignments
field trips and Friday updates
advising schedule and information
campout information
volunteer opportunities
and more...

I will have most of this up and running by September 10th and it will serve as my weekly newsletter. Please check out the website and look for other blogs and news sources around the school. Add a comment if you have a quick question, or send me an email.

Looking forward to a great year!
Kirk

Summertime

2007-06-26T12:12:00.000-07:00

Hello. This blog is going to be renovated soon (perhaps changed to a website). Look for the changes in August.

Happy Summer! Hope we can all come back in the fall relaxed and renewed.

Kirk

End of Q3, babies, and break

2007-03-19T05:22:00.000-07:00

Hello,

Here is an update on some end of the quarter due dates for my classes. It also may interest you to know that it is almost Spring Break! March 24 - April 8th. Two weeks off...
My wife, Cynthia, is due to have our second baby on April 13th but she might arrive early. I will have a sub and plans arranged because I am taking a full two-weeks leave for the wonderful occassion.
Thanks to Trent and Grant who have been subsituting for me these past two Fridays. And this Friday will be a service day clean up of the neighborhood with Polly's class.
Thanks!

D.A.D.A. = all work due by Monday April 9th. Rough drafts in class by Wednesday, March 21st.
World Music = All work due and presented Monday & Wednesday April 9th and 11th. Roughs by 3/21.
Songwriting = 2nd performance this Thursday 3/22. Final is on Thursday April 12th.
Drama = all lines, costumes, and props in class Wednesday March 21st. Final Performance Monday, April 9th.
Writing = ALL work due by Thursday, March 22nd. Publishing party and read-around April 10th.
Literature = all genre pieces due by Tuesday, March 20th. Final exam Thursday, March 22nd.
Advising = ILPs created and framework addressed for Q4 by Thursday, March 22nd.

Testing...

2007-02-20T05:48:00.000-08:00

...has begun again! We will be doing the writing test in the middle school this week. It is a benchmark time for 7th graders and a work sample opportunity for 6th and 8th. Hopefully, through their language arts classes and advising they will be done on Friday.

Grades will be handed out at the end of the day today, and in the mail. Please see me with any questions or concerns. I will be lining up Q3 and Q4 assessment to the Framework and their formal ILPs for the next two reports. More on that soon.

Tonight is a Meet the Teachers event at 6:00 p.m.
The board meets tomorrow night.
Look for news soon about rescheduling my advising class potluck - realistically right after Spring Break is most likely.
I am formulating a NEEDS list that would help upstairs. I will post it on the blog, through email, and at the front desk (supplies, tasks, repairs, field trips, etc.)

DUE THIS WEEK:
Drama: lines memorized on Wednesday, 2/21
World Music: topic selected, rough draft begun, lecture on India continued on Wed. 2/21
D.A.D.A.: rough drafts need to be in class on Wednesday 2/21
Songwriting: first performance(s) on Thursday 2/22 and Tuesday 2/27
Literature: Testing all week
Writing: Testing all week
Advising: ILP conferences and autobiography cover pages done by Thursday 2/22

Hope you had a pleasant three-day weekend!
Thanks,
Kirk

Potluck and More

2007-02-16T19:39:00.000-08:00

Oh well, I guess we'll do the potluck at another time - I hear Monday, Tuesday, and Wednesday are better than Friday! Me too...

We will reschedule. The agenda still stands: ILPs, Fridays, John Ross and his Marvelous Ideas, and concerns and hopes.

Speaking of Fridays we went ice skating today. The kids voted and really seemed emotionally relieved to be doing something "non-academic and not at Trillium", in their words. They are also keen on bowling next Friday to balance out the vote. I am not a fan of either to be honest. And that is why Fridays was on the potluck agenda. More on that later.
My class was wondering why we don't do anything fun.
We have gone to breakfast, Dark Horse Comics, bowling twice, the ballet, had in-house team building activities, two parties, movies (one for Black History Month), OMSI, and now ice skating. The library was boycotted, and an earlier suggestion of the zoo met with groans. They forgot that we also had around 5 Fridays with no school. They rest of the time was spent with buddies or building projects for the very successful project fair. We cleaned for part of one of those Fridays.
All they remember is that Kirk's is the class that cleans!

Why am I saying this? To ask for YOUR help in planning educational and engaging activities. There will certainly be service learning projects, especially as the weather continues to improve. Any thoughts? Send me an email: jkirke2001@yahoo.com

Class lists are finalized and I'll have them at the front desk on Tuesday...with their grades!

Independent learning plans are becoming formalized and put together with the Framework (finally!), and if this sounds odd to you it will be explained in detail in the coming week(s).

Thanks for letting me blog at you,
Kirk

New Quarter and More

2007-02-11T18:13:00.000-08:00

Hello! Is it Quarter Three already?

I have included the syllabi for my classes below. Please keep in mind that due dates are co-created with the students so I will post those as the quarter moves on. Also, in case you weren't aware, students have new classes and the add/drop period is at an end for them. I will have a copy of their updated schedules in my room and available at the front desk this week. If there is any issue or concern, let me know and in most cases classes can be changed by staff.

Grades are finishing up and should be with you soon. Look in the mail or with your student by the end of this week.

There is much to talk about so I am keeping it brief. Advising has a bit of a new look this term. The middle school staff is opening up mini-workshops for the students to choose from a week in advance. That way they know what they will be doing every day in advising ahead of time. We also have the support of Elaine (art teacher), Eddie, Elizabeth, Grant, and Allison to round out some offerings for the kids. Fridays will remain the same, and we will continue to have Buddies with Brian's class as well as our weekly class meeting.

Middle school and all school newsletters are coming out more often; please see Ken and Tobie's Blogs for more details.
NOTE: This Friday, February 16th, is our second advising class potluck - thanks to liaison extraordinaire, John Ross. It is at 6:30 p.m. at school in my classroom. We felt that hanging in the space that your students occupy would be an interesting setting. PLEASE come along to offer reflections on the year, proactive ideas, humor, and food. I have much to share, and most of it positive and hopefully interesting to you. As a teacher, Trillium parent, member of the board, part of the Administrative Support Team, Judicial Committee staff representative, village idiot, and member of Trillium since the first year, I feel that I have a unique perspective on what we have just accomplished in our move. We all deserve a little well-earned reflection and relaxation.

More to come. Here are the syllabi (subject to change):

World Music
Language arts, art
Kirk Ellis
A2 10:25 – 11:45
Pens, pencils, paper, pocket folder
none
This high school language arts class is part of the musicology series wherein we will veer away from the music styles and genres in the United States and look at traditional and modern music from different world regions. For the purposes of instruction the class focus through lectures and seminar will be on Indonesia, India, Mexico, Spain, and Eastern Europe (specifically Romanian, Czech, and Slavic dance music). Some guests will help round out the discussions.
Of course students may choose any genre or world region for their own projects and papers e.g. Japanese Pop, Heavy Metal in Europe, Celtic traditions, West African Pop, etc. Crossover music and fusion will become an important theme of the class. For example, artists like Bjork, Café Tacuba, The Waterboys, Marc Anthony, Dead Can Dance, and others will be discussed.

Music will be played, but it will not happen daily. There will be guest speakers on West Africa, India, and Eastern European music. There will also be some live performances.
Art or social studies credit may be arranged with consent of the advisor and instructor.
50% - Attendance, Participation, and In-Class work/effort including a tardy and absent policy as follows: Participation is essential. IF a student has three (3) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 4 = D, 5 = F. Work must be made up regardless.
Since the class is in the middle of the morning, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
50% - Cumulative Average of two (2) projects. Requirements to be determined and will include either essays on topics and class material or an art or creative piece(s) designed by the student. Essays MUST be typed and drafted, final versions in 12-point font (Times) and single spaced. A-F grades will be given. Narratives will be written for each student.
TBA

Defense Against The Dark Arts
Language arts
Kirk Ellis
A1 9:00 – 10:20
Pens, pencils, paper, pocket folder
none
Two “tracks” can be taken in this course, and the grading varies on that choice (see below). In this high school class (where all skill levels are welcome!) we will look at writing in two ways: improving our creative fiction, memoir, or poetry (having students be open to mini-lessons on the elements of fiction, style, and reading other works), AND/OR practice expository and analytical writing through non-fiction essays, letters, speech writing etc. Examples of successful research pieces and essays will be provided and analyzed, topics can be chosen or assigned, and mini-lessons on conventions and organization will be necessary.

Why Defense Against the Dark Arts? For two reasons: first, to banish darkness in the world one needs the skills of written and verbal expression. We will practice that in here, and with fortune on our side, skills will be improved upon and the shadow of ignoble deeds throughout the land will no longer hold sway over us. Second, the examples and themes of assigned work in class will focus on “good” and “evil” in both literature and these modern times. We will essentially explore, through creative and analytical writing as well as mini-lessons and short lectures, the dual nature of the world.

Creative Writing: if students choose to do this they MUST complete the entire piece this quarter i.e. no “works in progress” that extend past the 8-9 week term. A minimum number of pages is difficult to assign. As a rough guide 1 typed page per week is expected, and all final work must be typed in 12-point font (Times) and single spaced. IF more than one piece is planned e.g. poetry, lyrics etc., there still needs to be an equal amount of work produced i.e. 1 poem per week to workshop and edit. Check ins with all rough drafts are required.
Expository Writing: Two Essays are required (25 points each) The first must be chosen within the first week of class. It can also be assigned or chosen from a menu of options. The second essay will come mid-term and should be on the theme(s) of the class. Each essay is a minimum of 3 typed pages, 12-point font (Times), single-spaced. Drafts required.
50% - Attendance, Participation, and In-Class work/effort including a tardy and absent policy as follows: Participation is essential. IF a student has three (3) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 4 = D, 5 = F. Work must be made up regardless.
Since the class is in the morning after advising, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
50% - Cumulative Average of projects. Requirements to be determined and will include either essays on topics and class material or a creative piece(s) designed by the student.A-F grades will be given. Narratives will be written for each student.
TBA

Middle School Literature
Kirk Ellis
Q3 – 2007

In this class there will be required reading and discussion of excerpts or whole examples from the following genres: non-fiction, fiction, historical fiction, memoir, poetry, detective fiction, westerns, sci-fi, fantasy, and comics/graphics.

The purpose of this survey is to orient the students to many different kinds of writing, good and bad, and have them come to find their own preference and be able to articulate why they like it. We will continue and deepen the discussion from last quarter on symbolism, metaphor, author’s purpose, archetypes, etc., but we will add to the discussion all of the “elements of fiction” and how they apply to plays, memoir, and non-fiction as well.

Reading in class in expected. I will also read aloud and lead discussions. There will be homework too. Some material might have to be read twice.

There will be a required reflective paper in addition to class discussion. It must be typed. I will no longer accept emailed work from middle school students. All papers must be printed ahead of time and turned in as a hard copy, in class, and on the due date. NO EXTENSIONS.

The reflective paper will be a minimum of two (2) typed pages (single-spaced). It has to demonstrate an understanding of the chosen reading topic (one of the genres) and include your own analysis and connection to the class discussions and mini-lessons. This will help prepare for high school work and hopefully make each person more comfortable with essays and book reports.

Due dates TBA.

Writing, Songwriting, and Drama remain largely the same. The exception is that drama is for middle school only and songwriting will try to focus on filmed performances and recording of material. See instructor for details. Due dates forthcoming.

End of the Quarter

2007-01-25T05:51:00.000-08:00

Ahhh...the end of the quarter is upon us. Next week is the last week of the term and it is only a four-day week. Please help your student lower their stress levels by getting their work in over the next three or so class periods. Sometimes they (we) procrastinate....

This Friday in advising I will be at PCC Cascade with a group of high school students for a music conference. Marie Taylor will be my substitute and there will be a day of group activities in the multi-purpose room with a potential for some to work on projects for the fair.

Project Fair Night is Thursday, Feb. 1st from 6 - 8:30 p.m. This has been the bulk of our efforts in advising, and there will be work from other classes represented too. We also have some live performances and art to show.

This week:
There is a guest speaker from Dark Horse Comics coming to my graphic novels class.
Gaming night is Friday...all night! I will be there . Please hold me in your thoughts.
There is a high school sexual harassment workshop being led by some of the upper school staff this Thursday.
New classes will be selected next week. NOTE: I would like to involve the parents more this time around...by having you check off that you approve of the choices your student made. I will make this easy for you this time by getting a copy of their schedule directly to you or available from the front desk.
Coming soon is another advising family meeting (February 16th). Liaison extraordinaire , John Ross, has set it up at Renee's house again. Times, details, and agenda coming up! I am very excited about this.

That is probably good for now. Due dates below still apply. NOTE: if we never conferenced, my apologies. We can still make an appointment anytime.

Kirk

Snow. So...

2007-01-17T07:35:00.000-08:00

We will be pushing back a few due dates, obviously, from what I stated. I will basically hold folks to their work deadlines next week and I will re-write the dates below.
I love snow! Not because there is no school - I actually miss it - but because I can be "forced" to be quiet and slow down. Lovely.

This quarter is quickly dwindling, and I think it might take some students by surprise unless they are communicating with their teachers...there are lots of projects and work coming due. PLEASE ask your students to make sure they are clear with the expectations this last tw0 and a half weeks of the term.

In advising, I will be out on Friday the 26th doing a workshop at PCC with some high school kids. I will have a parent leading an activity at school. That leaves only this Friday of the term for projects (NOTE: no school on Friday, Feb. 2nd for an in-service work day).

Please email if you have questions: jkirke2001@yahoo.com

Kirk

Project Fair and Assignments

2007-01-11T06:08:00.000-08:00

Hello again,

Here is a reminder that the All-School Project Fair is on Thursday, February 1st. Our advising class has been working on projects and doing well with our time in class. This is the major assignment for the term in advising (we will be moving on to storyline projects in Q3 and Q4). However, some work might not be easy to present (papers, stories, etc.) and I am encouraging the students to use completed work that they are proud of from any class for the fair. I will be helping set up all classes for the event. Please come and support the whole school, especially the upper school this year.

My other quick note is a reminder about major due dates for all classes (also see syllabus): UPDATED on Wednesday, Jan. 17th due to SNOW delay

MS Literature: Book Project Due Mon. Jan. 22nd (further assignment dates TBA)
Graphic Novels: Rough Project(s) in class on Thursday, Jan. 18th;
Dark Horse Visit on Jan. 25th;
Final Projects Due Tuesday, Jan. 30th (present in class also on Feb. 1st)
Drama: ALL scenes due for performance on Thursday Jan. 11th (new scenes assigned Thursday Jan. 18th), Final Performances on Tuesday, Jan. 30th
Writing: All work due on Tues. January 23rd. Mini-lesson assignments to follow with dates TBA = first lessons on the 23rd as well.
Modern Music: Rough Drafts due IN CLASS on Monday, Jan. 22nd. Final Drafts of projects due on January 31st.
Songwriting: Second Performance on Wednesday, Jan. 10th. Final Performance on Wed. January 31st.

There are several upcoming events being planned. A small group of interested musicians will be attending a workshop at PCC Cascade on Jan. 26th from 8:00 - 2:00.

I am working on taking another small group to Ashland. We will see the Oregon Shakespeare Festivals performance of As You Like It. Look for meeting info. soon.

Kirk

Happy New Year

2007-01-02T05:12:00.000-08:00

Happy 2007! I hope you made the most of your time off. I had a very relaxing time and I am ready to enjoy the rest of quarter two.
A few items of note: conferences were not completed before the break so if we didn't meet please don't feel left out. I am scheduling them this week (and next if necessary). I know schedules are tough, but it is a good time to really check in and ask a lot of questions and reflect on the start of this unusual year.

Also, I am going to ask all families in advising to take on the planning of ONE Friday activity for the class. I have found that over time it is difficult to have our outings be fun and interesting for the kids, educational, community-building, and fit within the budget when only one person (me) is doing all of the planning. There are some trips that we will certainly take for service learning experience (Dignity Village, Food Bank, Cycling Center, Humane Society etc.), but it would be wonderful to see what you folks can come up with...at least send me your ideas and I can do the footwork.

There are only 5 weeks left of the term! Projects are underway in advising and many things coming due this week in other classes - see list below - and please ask your students about what they are working on in advising. There is also an all-school project fair coming up in February. It would be nice to see some of the work of this quarter refined to show up on display for that event...more details soon.

That is it for now. Watch for emails, check this site, and feel free to ask anything as we go along.

Kirk

What's New?

2006-12-12T06:29:00.000-08:00

Hello,

Conferences continue this week. I know that they are difficult to fit in and some may have to wait until after break (we have progress reports, test scores, independent projects and more that we could talk about). Quarter 2 is up and running and many students are settling into Trillium and the self-led, project-based model...but it takes time.

Some things coming up in my classes:

Writing = workshopping the first assignment continues and it will be due JAN. 2nd, 2007. Also Trent Retallack will come in this week and involve some middle school students with his class downstairs in the intermediate.

Modern Music = a discussion prompt assignment was due yesterday, and there is a chance to turn it in and continue the work on Wednesday. Project choices will be conference on this Wednesday.

Drama = scene work continues. Individual work throughs of every scene on Thursday. Due the week of our return (Jan. 4th)

Songwriting = First performance round this Wednesday!

MS literature = assignment has been given, all book choices due. In-class work happening now with an assignment to make rough draft of project due Jan. 3rd.

Graphic Novels = class is going great. Two assignments coming up. Rough draft of first due on Jan. 2nd.

Advising = Independent projects, class meetings, constitution review and current events taking up all our time! Due dates are individualized.

That is it for now. I will try to attach a newsletter to this site this month. Please email with any questions you might have: jkirke2001@yahoo.com

See ya soon,
Kirk

Testing and More

2006-12-03T15:27:00.000-08:00

Hello,

Testing begins this week and some of the class schedule will be modified to accommodate the big job. We decided to test English and writing in related class times, so the students will be in a familiar setting to that subject matter. All math and science testing is done in math and science class blocks leaving advising as a time to make up testing time.

Also, please contact me about a conference in the next two weeks before break. We will have progress reports and all of Q1 to reflect on, as well as talk about adjustments and hopes for the rest of the year. If all goes well we might have some test scores to look at...

Students have Monday to finalize their add/drop forms for their new Q2 schedules. I am requiring that the parents sign off on their choices. If you have not seen or approved your student's schedule, please let me know and I will pull it up for you. I would love to know that you had in on the choices and commitments they made for this term.

Look to the class section of this blog for added syllabi and even due dates and modifications as the quarter goes on. Talk more soon!

Kirk

Advising This Week

2006-11-30T06:28:00.000-08:00

Hello,

The potluck went very well. It was a positive and timely meeting, and I want to thank our liaison John Ross for organizing it. I think that it would be valuable to have one every quarter. There was much kind and hopeful feedback about the school, and the concerns seemed to focus largely on school culture so the independent model can work more effectively.

I say it was timely because much of the time we are spending now in advising is on the constitution and community identity. Today we have a class meeting and Friday we will have a constitution review and quiz, orientation and certification on how to use supplies and be in certain spaces, detailing ILP and project plans, work with buddies, and more.

Tonight is the upper school open house at 6:30. Come along and talk to other teachers about your student's experience upstairs. It will also be a time where you can sign up for conferences with me. They start next Monday and can be scheduled up through the 15th. Progress reports will have been delivered by then and be available for those meetings.

There will also be a volunteer sign-up sheet for all of my classes and the upper school in general. If you would like to be trained on the constitution and the OVRR system (how it stands) then the students and I can arrange that before any volunteer time occurs.

Again, thanks for being a great advising class! Look through these syllabae and be sure to ask questions about due dates as the come up. This is also a site for all advising activities and calendar adjustments. The middle school newsletter will be emailed separately.

Kirk

The Q2 Classes

2006-11-26T07:21:00.000-08:00

Literature Class: Middle School
Q2
Kirk Ellis

This class is designed to work with a small group of dedicated readers and literature enthusiasts. We will share work that we have already read, some we that can recommend to each other, and books that we have always hoped to read!
We will define the term “literature” and discuss what makes a book good or bad. In fact, there will be little writing in this course, as the bulk of our time will be spent discussing read-aloud material and assigned texts.
Metaphor, symbolism, the use of archetypes (and what makes a work universal), irony, and the 6 + 1 Traits of writing will be explored through student driven projects.

Each student in responsible for one (1) major project on a book of their choice. The focus of the assignment is on how that book reflects “the human condition”. This term will be discussed and defined as I read to them and we all talk.
Participation is essential. We will brainstorm good works, talk about why sci-fi and fantasy (especially in serial form) is at the core of most middle school reading lists, and how to let such literature shape identity and even culture. We will work very hard to avoid such words as “cool”, “boring”, “interesting”, or “fun” as we critique in an effort to be very specific and detailed in our responses.

Homework is given only to encourage the managing of this large project – so procrastination does not occur. In addition to the one assignment and the in-class participation grade, students will be expected to create a reading list for the school and actively listen to the mini-lessons provided by the instructor or guests. More to come as the class takes form…

Trillium Charter School
High School Syllabus TEMPLATE

Course Name
Modern Music
Subject (Content) Area
Language arts (possible social studies credit = see instructor)
Teacher
Kirk Ellis
Time/Day
A2 (10:25 – 11:45)
Required Materials
Provided reading packet, CDs, writing material and paper, folder to organize handouts
Prerequisites
None (previous enrollment in musicology classes helpful)
Course Explanation
This class specifically explores styles of modern music genres (mainly in the United States but to include some world music) from 1980 to the present. Lyrics will be the main vehicle for conversation and musical exploration. The main goal of the class is to listen and discuss. Students are expected to write about the work of the class (see below).

The structure of the class will be as follows: listen to music provided by instructor or guest speakers. Discuss music in terms of lyrical structure and (potential) effect on culture or individual. Read excerpts from academics, artists, composers, and students. Study lyrics of favorite musicians. Listen actively to all opinions in class without personal attack (disagreements are healthy and encouraged).
Ideally this will be a class for students who love music and are open to examining the social and political implications of music, how it shapes their own identity, and why we listen to it in the first place. Guests and field trips as well.
Course Requirements and Grading

70% - Attendance, Participation, and Effort = Participation is essential. IF a student has three (3) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 4 = D, 5 = F. Work must be made up regardless.
Since the class is in the middle of the morning, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
30% - Cumulative Average of all work = ONE paper is required of every student. It must be a minimum of three (3) typed pages, 12-point font, single-spaced. It can be a reflective essay on the material and discussions of the class, OR it can be a book of lyrics/poetry that reflect a creative understanding of the material of the class, OR a proposed topic/project from the student to replace this assignment.
Letter grades and narratives will be written for each student.
Lesson Plans (may be attached)
N/A
Field Trips (actual or proposed)
EMP

Trillium Charter School
High School Syllabus TEMPLATE

Course Name
Songwriting
Subject (Content) Area
Language arts, fine arts, music elective
Teacher
Kirk
Time/Day
A3 12:30 – 2:15
Required Materials
PLEASE bring your own instruments to work with.
Prerequisites
Preference given to progressing students and those with musical experience. Please, MAXIMUM enrollment of 14 students.
Course Explanation
This class is for those who want to write their own music (through any instrument and genre), learn cover songs with the intention of improving their own songwriting skills, or guitar and bass players who’d like to practice and progress. There is also room for students who want to pursue singing, electronic music on computer, and work to record and play together.
There will be individual tutoring, group lessons, opportunities for bands to form and rehearse, and duets. This is a multi-level and multi-age (MS & HS mixed) classroom. We will practice patience, tolerance, taking turns, active listening, and respectful language and interaction. Your grade depends, in part, on your maturity in regard to these areas.
You must perform (for the class or larger group) at least three times.
Course Requirements and Grading

70% - Attendance, Participation, Effort, Cooperation30% - Cumulative Average of all work and (3) final performances.A-F grades and narratives will be written for each high school student. Emerging through advanced with narrative for each middle school student.
Lesson Plans (may be attached)
TBA – see class syllabus on first day
Field Trips (actual or proposed)
TBA – partnership with PCC and some trips to music stores planned.

Trillium Charter School
High School Syllabus TEMPLATE

Course Name
Getting Graphic
Subject (Content) Area
Language arts, art
Teacher
Kirk Ellis
Time/Day
B2 10:25 – 11:45
Required Materials
Pens, pencils, paper, pocket folder
Prerequisites
none
Course Explanation
This class will explore the origin and current “golden age” of the graphic novel. We will examine the effect of illustration on writing, the genres that have pioneered this combination, comic books, self-published work, manga, and more.
Students are to read a variety of source material (comics and graphic novels) as well as academic literature on the subject. Art and illustration will play an important role, as will the phenomenon of taking print to film. We will view and analyze anime and the often-adapted comics and books to the big screen.
The material in this class can be mature themed. Violence, drug and alcohol use, sexual situations, and profanity are sometimes used or referred to in telling the story. We will handle this material with care and be sure to get permission when necessary for students in the mixed-age setting.
Dark Horse Comics will again pay us a visit in order to round out the discussion on current titles and trends.
Course Requirements and Grading

50% - Attendance, Participation, and In-Class work/effort including a tardy and absent policy as follows: Participation is essential. IF a student has three (3) unexcused absences the best grade they can receive is a “C”. For each absence after that they will go down a letter grade e.g. 4 = D, 5 = F. Work must be made up regardless.
Since the class is in the middle of the morning, tardiness will not be tolerated. Three (3) tardies will result in falling one whole letter grade. Five (5) unexcused tardies will result in a failing grade.
50% - Cumulative Average of two projects. Requirements to be determined and will include either essays on topics and class material or a creative piece designed by the student.A-F grades will be given. Narratives will be written for each student.
Lesson Plans (may be attached)
TBA
Field Trips (actual or proposed)
Dark Horse Comics

Trillium Charter School
High School Syllabus TEMPLATE

Course Name
Drama
Subject (Content) Area
Language arts, fine arts
Teacher
Kirk
Time/Day
B3 12:30 – 2:15
Required Materials
Comfortable clothing that allows freedom of movement
Prerequisites
None (although there will be more advanced scenes for students with previous acting experience). MAXIMUM of 20 students in this class.
Course Explanation
If you are in this class it means that you do not mind performing, speaking, singing, dancing, and making a fool of yourself in front of others. That is the first requirement for this class.

This is also an INTERMEDIATE drama class for some of you, and a continuation for others so I am assuming that you have acted, performed, or taken a class like this before. The following is very important: I shall expect a lot from the class in terms of respecting one another. The only way this class can be successful is if we feel “safe” in an atmosphere of trust. Even for the most seasoned performer, there are times of nervousness and insecurity. We must feel able to make ourselves look absurd! If someone is performing, the rest of the class is being a respectful audience. There are no exceptions to this rule, ever! If you cannot be respectful, you’ll be asked to leave.

The main goal of this class is to cast, rehearse, stage, and perform scenes by the end of the term. There will also be opportunities for students to work on projects of their own design, including film work. With luck (and effort) we can have an evening or performance day to share what we have done with whomever you like.

Some of the in-class scripts, exercises, or improves that I provide are designed to “stretch your range” as an actor, so there may be mature content and language. Please consider this class a laboratory where we can really be ourselves and say what we feel and think. If you or your parents are uncomfortable with a few words of profanity here and there, and/or conversations that are REALLY happening at this age, please let me know immediately.
Since there are both middle and high school students in this class, I propose having two “sections”. I will have a teaching assistant this term to help with some version of this. This is not set in stone; it all depends on how we work together. It is also because of the different levels of maturity and age groupings that I am considering this method of grouping. We will, of course, see each other’s work and share ideas and experiences.
Course Requirements and Grading

75% - Attendance, Participation, and Effort, and making/meeting deadlines25% - Cumulative Average of final project presentations (2) and participation(A-F grade with narratives will be written for each high school student. Emerging through advanced with narrative for each middle school student)
Lesson Plans (may be attached)
TBA
Field Trips (actual or proposed)
TBA

Writing Class – Middle school
Kirk Ellis – Q2
B1 (9:00 – 10:20)

Hello! This class is designed to work on writing fundamentals. In addition to choosing a complete “meal” from the menu below, we shall work on in-class exercises and set aside time to work on ILPs and Framework Expectations. You will hopefully discover where your strengths, weaknesses, and passion lie and then act upon that discovery! Good luck.

Appetizers

Vocabulary Builders – A delicious list of commonly misspelled and misused words. Eat through them with a dictionary!

Grammar Packets – A sweet, well-balanced bunch of worksheets made to order to your own taste and skill.

Pre-Write Plate – The ever-popular hamburger graph and topic exercises on a bed of crisp, fresh, writing prompts. Your essays will be full when you are done with this one!

Build Your Own! – Only for the motivated and well-organized diner. Ask your server for details.

Entrees

The 5-Paragraph Essay – Using juicy words to fill 4 to 7 sentences per paragraph, you may write on any non-fiction topic that suits your palette. The rough draft goes delightfully with this item. Serves only you.

Book Report – The Classic! Enjoy at least a page and a half worth of your own typed writing. Be sure to include what and why as you write this piece with relish. Of course, selecting a succulent book is the best part of this meal.

Researcher’s Delight – A challenge! Includes a bibliography with 4 – 6 sources (only two may be from the Internet). Select a meaty topic or have the chef suggest one, and get cracking on a fact-finder’s dream. This is a must for the serious student and it must be at least three pages typed.

Movie Review – As with the book report, what and why answers are essential. It is the same size, but must also include a visual feast (for the other diners) that is NOT part of the original movie. Sound intriguing? A refreshing choice for those who are eating lightly.

The Short Story – For the fiction aficionados. Write an amazing tale of intrigue and adventure! Who knows, someone may be eaten alive…This romp through the salad days of your life must be at least three pages typed, and no more than ten.

News Item a.k.a. Current Events – For those with a taste for the political and social. You must find the “good” story and inform the general public. As if you are working for the Associated Press, fill up on the currents of our great society and put it in black and white (one and half pages of typed black and white to be precise).

Build Your Own! – As above, so here. But richer and zestier to make a full meal.

Desserts

Poetry – Chose from a list of decadent morsels: a bite-sized collection of Haiku, a satisfying Shakespearean sonnet, or a rich ode or two. Try them all in a sampler plate!

Playwriting – Script that witty dialogue you had over breakfast or on the phone last night. Try a cynical slab of your own droll creation! One of Oscar Wilde’s favorite delights.

Parables – Ever thought about how nice and filling a teaching story can be? Here’s a chance to create your own bedtime story without the milk and cookie. Try a light fairy tale, a piece with a layered moral, or one with a barb.

Build Your Own! – You get the picture. See your server for details.

Please Note

You must eat a complete meal.

Please select one item from each course. All of your final work must be typed in order for me to “digest” it – no exceptions. This means you’ll have to budget your time and perhaps make a trip to the library if you do not have the capabilities to print your work at home.

You must also include a rough draft, so again time management will be essential for a successful dining experience.

Remember, all good meals are made from scratch and use only the finest ingredients. Take your time and do your best work. You don’t want indigestion!

However, if you finish early and are still hungry there are other options more akin to a buffet. See your server for details. As always, the chef determines the pacing of the meal. Keep in mind as well that you must finish every thing on your plate before moving on…

Buen Provecho, Bon Apetite, Eat Well!

Hello Again

2006-11-26T04:43:00.000-08:00

Well, here is my new blog. I have discontinued my site from last year and folks can look here for information about all of my classes at Trillium Charter School. We are just about set to begin the second quarter of a rather exciting year. I am very happy with the transition to the new building and how, for the most part, we all adjusted to the increase in size and space. Change is good.
This is also the place to look for information about advising events, links to school news, course syllabae, due dates, random thoughts from me, and hopefully some art and music. I will do my best to post weekly...enjoy!
Kirk