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 1st 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 13th
Wednesday, November 3rd
Wednesday, December 8th
Wednesday, January 26th
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.
Contact Us
nina@trilliumcharterschool.org
kurt@trilliumcharterschool.org
kirk@trilliumcharterschool.org
You can also find our blogs and wiki page through the school website: www.trilliumcharterschool.org
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