Open Tent Academy: Filter and Search by Category Upcoming Courses & Workshops

It is imperative that students, with the goal of attending college, can write basic essays with ease, speed, and confidence. In this class, your child will become well-versed in the structure and application of expository, persuasive, compare/contrast, research, and personal essays, which are found on most applications and scholarship forms for college, competitive summer programs and high school admission. Students will explore and implement many stylistic techniques within the structures of their essays that will assist them later in finding their voice within their own written words. They will learn how to use composition checklists to ensure that they have done a solid job editing their work. This class is high paced with the emphasis on EDITING – TRULY EDITING using their COMPOSITION CHECKLIST. 

The goal is for the student to understand that writing takes TIME and cannot be done in one or two sittings. It is expected that the students work a minimum of 45 minutes per day on their assignment; a minimum 7 – 8 hours over the course of two weeks to produce a well written paper.

While working on homework, students are expected to repeat the writing process with some degree of independence. NEW (first year) students might need parental assistance, but, over time, ultimately, we are striving for them to establish independence as writers.

In addition, after multiple years studying/using IEW methodology, it is often during the second year of this class that a student will begin “finding their voice” and given freedom to use stylistic techniques as they feel needed.

Students are expected to be present in class, with class notes in front of them, participating actively and asking questions when they arise.   

Students are expected to USE their CLASS NOTES (provided by instructor) while writing.

Students are expected to USE their ASSIGNMENT PLANNERS while writing.

Students are expected to USE their COMPOSITION CHECKLIST while editing.

All About Essays is an interactive, fast paced class.

If the student participates in class and does their homework to the best of their ability using the tools provided, it is expected that by the end of the year in All About Essays, students should feel comfortable writing a 5-paragraph essay.  Often, students repeat this class twice. The second year ensures that students can write 5-paragraph essays comfortably, so that they are prepared for college level writing.

High School Students can take .5 (1/2) credit of English.

NOTE: This class must reach the minimum of ten students by August 10th to run. If we do not reach this minimum, parents will be notified by email.

This is an interactive, introductory class geared towards middle and upper elementary level students. In this class, students will focus on brainstorming, note taking and writing both fiction and nonfiction pieces. Writing structures will include summarizing nonfiction, narrative summaries, beginning story writing using narrative summaries, beginning report writing, writing from pictures, and beginning essay writing. Simultaneously, students will also learn how to implement various stylistic techniques to increase description, as well as remove “banned words” (overused, boring words) from their writing.

Each week, Eva will review past lessons to encourage mastery. Parents are encouraged to actively participate in the homework process. Scribing for your child is acceptable (however, don’t change their words!).

Students are expected to work on homework for approximately 30 minutes daily over the course of the two weeks.

Students are encouraged to repeat this class twice. The first year tends to be overwhelming, and in most cases the second year is when their internal “light bulbs switch on” and writing happens! Once this course is completed, students will be ready for Powerful Paragraphs.

NOTE: This class must reach the minimum of ten students by August 10, 2023 to run. If we do not reach this minimum, parents will be notified via email.

In this “technical writing” (nonfiction) class, students will focus on exploring, brainstorming and writing strong, one paragraph pieces. Structures include, but are not limited to: descriptive, chronological, definition, compare/contrast, process analysis, spatial, enumerative…. As this process is happening the students will learn how to use various stylistic techniques that match the appropriate structure, as well as which transitional words work best.

Powerful Paragraphs is a good option for the student who is not yet ready to tackle the five paragraphs expected in Middle School Writing. In addition, if you have a new or a reluctant writer, you will find it is better to build confidence rather than overwhelm your child with a class they aren’t ready for. This is a one-year class.

The goal is to help students focus on making every word count by choosing colorful, powerful words that create vivid pictures using the fewest number of words possible, as well as understanding the specific differences within each structure, and applying the appropriate transitions and stylistic techniques that lend themselves to each structure.

Students are expected to be present in class, with class notes in front of them, participating actively and asking questions when they arise.   

Students are expected to USE their CLASS NOTES (provided by instructor) while writing.

Students are expected to USE their ASSIGNMENT PLANNERS while writing.

Students are expected to USE their COMPOSITION CHECKLIST while editing.

If the student participates in class and does their homework to the best of their ability using the tools provided, it is expected thatby the end of the course they will be able to respond to short answer questions writing a solid paragraph using advanced vocabulary and stylistic techniques. Additionally, students will know a wide variety of paragraph types to use for their writing.  Finally, students will understand the writing process from brainstorming to final draft.

NOTE: This class must reach the minimum of ten students by August 10th, to run. If we do not reach this minimum, parents will be notified via email.

High School Research and More consists of two major components:  College Application Essays and a Semester Long Term Paper.

During the first half of the year, the students will also learn how to write a solid personal essay; these types of essays will help them with gaining admission to competitive summer programs, internships, colleges, and help their chances towards earning scholarships.

During the second half of the year, students will focus on the RESEARCH TERM PAPER.  Students will learn how to dissect these “long, scary assignments” and break them down into manageable chunks. We will examine how to break down a (approximately) fifteen to twenty page “assigned” term paper using time management and organizational skills. The student will learn how to:

• Research with multiple sources
• Utilize an online database via the public library
• Merge notes together to limit and choose the most appropriate information for their topic
• Write a solid thesis statement
• Write from their notes making sure all notes are appropriate for their topic
• Use IN TEXT citations
• Write an MLA bibliography, transitional paragraphs, introductory and concluding paragraphs

During the term paper portion of the class, at times, students will be dismissed from class early with the expectation that they will use some of the class time to continue writing their term paper.

Students are expected to be present in class, with class notes in front of them, participating actively and asking questions when they arise.   

Students are expected to USE their CLASS NOTES (provided by instructor) while writing.

Students are expected to USE their ASSIGNMENT PLANNERS while writing.

Students are expected to USE their COMPOSITION CHECKLIST while editing.

This class is fast-paced, with the emphasis on EDITING – TRULY EDITING, using their COMPOSITION CHECKLIST. The goal is for the student to understand that writing takes TIME and cannot be done successfully in just one or two brief sittings. 

Over the course of the two weeks between class meetings, students are expected to work approximately six hours on their writing. All students are expected to email their homework for evaluation to eva@writingteacher.com.

If the student participates in class and does their homework to the best of their ability using the tools provided, it is expected that by the end of the first half of the year the student will feel comfortable (depending on age/grade level) with the personal essay for college, scholarship, and internship applications.   In addition, if the student participates in class and does their homework to the best of their ability using the tools provided, it is expected that by the end of the second half of the year the student will feel comfortable with the concept of how to approach a college level term paper.  It is up to your students to put forth the effort.

IMPORTANT:  If students have not taken one of Eva’s IEW Writing classes before PLEASE contact her at eva@opententacademy.com prior to registering.  It is expected that students know how to write a five-paragraph research paper, IEW Stylistic Techniques and editing skills.

High School Students can take .5 (1/2) English credit.

NOTE: Registration deadline is August 15, 2022.

There must be a minimum of 5 students to run this class.

This fast paced, interactive class begins preparing your student for high school and (eventually) college level writing. In Middle School Writing, the students will be writing five paragraph critiques, research papers and essays (expository, persuasive and narrative). Students will practice each structure at least twice allowing the student to write the second or third papers with the same structure with more ease.

During class, each structure will be introduced, explained, brainstormed, and modeled.  While working on their homework it is expected that they use their handouts for reference.   Students are expected to repeat the entire writing process with some degree of independence. Students might need parental assistance; however, over time we are striving for them to establish their independence as writers.

Students will work on finding their voice through required stylistic techniques that they add into their writing. We also work hard on eliminating the use of the “subject-opener” using various sentence openers. Finally, there is a list of banned words (overused, boring) that the students are not allowed to use, so that they can find more descriptive ways to say what they mean.

There is an emphasis on editing – TRULY editing, by using their composition checklist. However, at this stage editing means revising, revamping, rewriting, restructuring….. not just correcting.

Students are expected to be present in class, with class notes in front of them, participating actively and asking questions when they arise.   

Students are expected to USE their CLASS NOTES (provided by instructor) while writing.

Students are expected to USE their ASSIGNMENT PLANNERS while writing.

Students are expected to USE their COMPOSITION CHECKLIST while editing.

Middle School Writing is an interactive, fast paced class.

If the student participates in class and does their homework to the best of their ability using the tools provided, it is expected thatby the end of the first year of Middle School writing, it is expected that students feel more comfortable writing a 5-paragraph essay.   It is typically during the second year of MSW, that students can increase their writing speed, finding their voice and fluency of word choice as the process become easier.

Please note that this class meets (typically) every other week. Over the course of the two weeks, students are expected to spend approximately 5 hours going through the writing process independently to complete their homework. Good writing takes time.

NOTE: This class must reach the minimum of ten students by August 10th to run. If we do not reach this minimum, parents will be notified via email.

This fast paced, interactive class begins preparing your student for high school and (eventually) college level writing. In Middle School Writing, the students will be writing five paragraph critiques, research papers and essays (expository, persuasive and narrative). Students will practice each structure at least twice allowing the student to write the second or third papers with the same structure with more ease.

During class, each structure will be introduced, explained, brainstormed, and modeled.  While working on their homework it is expected that they use their handouts for reference.   Students are expected to repeat the entire writing process with some degree of independence. Students might need parental assistance; however, over time we are striving for them to establish their independence as writers.

Students will work on finding their voice through required stylistic techniques that they add into their writing. We also work hard on eliminating the use of the “subject-opener” using various sentence openers. Finally, there is a list of banned words (overused, boring) that the students are not allowed to use, so that they can find more descriptive ways to say what they mean.

There is an emphasis on editing – TRULY editing, by using their composition checklist. However, at this stage editing means revising, revamping, rewriting, restructuring….. not just correcting.

Students are expected to be present in class, with class notes in front of them, participating actively and asking questions when they arise.   

Students are expected to USE their CLASS NOTES (provided by instructor) while writing.

Students are expected to USE their ASSIGNMENT PLANNERS while writing.

Students are expected to USE their COMPOSITION CHECKLIST while editing.

Middle School Writing is an interactive, fast paced class.

If the student participates in class and does their homework to the best of their ability using the tools provided, it is expected thatby the end of the first year of Middle School writing, it is expected that students feel more comfortable writing a 5-paragraph essay.   It is typically during the second year of MSW, that students can increase their writing speed, finding their voice and fluency of word choice as the process become easier.

Please note that this class meets (typically) every other week. Over the course of the two weeks, students are expected to spend approximately 5 hours going through the writing process independently to complete their homework. Good writing takes time.

NOTE: This class must reach the minimum of ten students by August 10th to run. If we do not reach this minimum, parents will be notified via email.

This course is ideal for both the voracious and reluctant reader. Students will increase their critical thinking skills through the practice of close reading. Research indicates that close reading helps the student learn how to think, and it increases student focus.

Using teacher selected short stories and excerpts from various genres (novels, poetry, non-fiction), students will learn to analyze great literature for the author’s purpose and stylistic choices. This involves repeated readings and student annotation of literary (setting, character, plot) and rhetorical (diction, allusion, theme) devices. With the teacher as their guide, students will dive deeply into texts by international authors from both classic and modern times. The depth and length of assigned readings will increase over the twenty weeks but to nothing longer than George Orwell’s novella, Animal Farm. Building this stamina for reading is an important college and workplace readiness skill. 

Each week, students will be asked to write a brief analysis of their close reading using a blueprint provided by the teacher. Students will also have practice with grammar and writing mechanics while editing teacher provided passages. To conclude the course, students will write a five paragraph analysis of a rhetorical device of the student’s choosing utilizing text evidence gathered from the readings during the course. 

Students are expected to read for pleasure. Although electronic formats are acceptable, a public library card is highly suggested as students will be asked to participate in daily reading of titles of their choosing; anticipate the inspiration for these titles to come from excerpts and authors read during class. Each student will set a personal goal and maintain a log with the goal of showing increased stamina over time. 

By taking a closer look at the art of literature, students will discover that literature mirrors the world and our understanding of it.  Great literature reveals to us truths about being human.  We read to discover who we are. 

Short stories, poetry, etc. provided by the teacher (PDF to be printed or Internet link)

Based on the student’s current stamina for reading, choose one:

How to Read Literature like a Professor for Kids by Thomas C. Foster (ISBN-10: 0062200860)

How to Read Literature like a Professor by Thomas C. Foster (ISBN-10:9780062301673)

Animal Farm by George Orwell (ISBN-10: 1840228032)

Approximately 4-6 hours of homework a week can be expected. This includes reading (and re-reading) selections, writing and editing assignments, viewing additional recorded lessons and extension videos correlated with weekly topic of study.

This course is worth 1 high school credit for English.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

This course will review pre-algebra topics and delve deeper into Algebra.  It is designed to prepare students to be mathematically literate, value the usefulness of mathematics, and form habits which will lead to success in future math courses.

During class students can expect to participate in a warm-up activity, have an opportunity to ask questions on the previous homework assignment, and learn new material while completing guided notes. Students are encouraged to actively participate in class using the chat feature. The “I do, we do, you do” approach is used for the instruction of new material. Completion of problems will gradually shift from the instructor modeling how to complete the problems to the student completing problems on their own.

This course is designed to teach students the necessary skills and habits to build a foundation for success in their high school math endeavors. In addition, students will develop number sense and the habits necessary for math success and gain confidence in their mathematical skills.

No textbook required. Students will be provided with files of the course materials by the instructor.  

Students must have access to a working printer before each class meeting to print guided notes, homework assignments, study guides, and tests. 

Students are expected to participate in class by completing the guided notes, responding to instructor questions, and asking for help when needed. Students are expected to complete homework according to the instructor’s specifications and to the best of their ability. Completed homework must be turned in on time to earn credit. The homework answers and the steps used to find the answer will be provided to students after the time each assignment is due, but before the next class. Students are expected to read and apply instructor feedback on homework, use the provided answers to check their work, and correct errors on their assignments. To LEARN math, one must DO math.

PLEASE NOTE: This class meets twice a week for 60-minutes each meeting.

PLEASE NOTE: When you break down the tuition, which I agree looks immense, the hourly rate a learner is paying is $13.33 per hour without any discounts applied.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach the minimum, parents will be notified via email.

Have your students always wanted to learn American Sign Language? This class is just what they need to get started! We will go from zero to ASL heroes over the course of the school year! Rather than learning random vocabulary words, this course will help students learn how to sign conversationally with the deaf and hard-of-hearing, even if they don’t know how to spell their names! 

By the end of the course, students will be able to carry on a basic conversation completely in American Sign Language. They’ll also have the tools they need to move on to more advanced signing concepts later. 

The curriculum parallels what we know about language development and second language learning. We focus on introducing language in context and reinforcing what is learned by engaging you into various interactive activities. A conversational curriculum requires you to be an active learner. You need to come prepared to sign with me and other classmates. 

To complete Signing Naturally Units 1-6. That being said, the schedule is subject to change, based on the progression of the class.

** NOTE:  Most states and colleges accept ASL as a Foreign Language; however, some do not. Please verify with your state/college you are interested in if they will accept ASL as a Foreign Language credit.

This course is worth 1 Foreign Language or Elective High School Credit.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

Oceanography is a lab based class, with hands on guided inquiry activities in which students will study the physical, chemical, and geological aspects of the ocean. Topics include exploration and oceanographic instruments; the chemistry of sea water; ocean dynamics; ocean floor features and formation; waves and tides.

This course is designed to give students a better understanding of the world ocean. Through hands on labs that can be easily done at home, to analyzing real world data students will take an interactive approach to online oceanography. 

Using inquiry based labs; student will explore and gain an understanding of ocean chemistry, dynamics, and geologic features. Experimental design, graphing techniques and science based math will be applied in the various lessons.   

The teacher will provide reference material, note sheets, online simulations, labs, videos, and project instructions.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

Our world is growing ever more connected; students will have an advantage if they are able to nurture those connections through the understanding of foreign languages and cultures.  In this course students will look at how ancient languages and cultures have influenced us today.  They will be introduced to vocabulary in the Latin, Hindi, and French languages as well as to ways to study these new words.  They will learn about common language concepts such as the formality and gender of words and the use of different alphabets and sounds. As a combination of foreign language and social studies this course gives students a chance to sample a variety of languages before choosing a focus as well as providing bridges to understanding the world at large.

The instructor recommends following (or preceding) this course with Viewpoints B in which students will continue their explorations with the German, Spanish, and Japanese languages and cultures.  

Ms. Rachel believes this introduction to the study of foreign languages and cultures should be fun!  Along with learning greetings and other vocabulary, we will have lots of hands-on craft projects, and students will be encouraged to earn the World Connections Through Cuisine Award (yum!).  

Ms. Rachel will be mailing each registered student a VIEWPOINTS workbook before the course begins.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

Time to earn those foreign language credits?

We will also have some fun. This class will begin with speaking to and listening to each other to each other in order to give and get information needed to do our work in the classroom.  and listening, i.e., practicing the Spanish used in the class to work.  

We will review …. from Spanish 2.  We will then learn practice methods for extracting information from a written text, for example, a story, an article, or a business correspondence. Everything we do will include communicating in Spanish. And texts about the culture of the Spanish speaking world. Grammatically speaking, we will go over points children have already learned and continue with future tenses, past continuous form, and subjunctive moods and when to use them. 

This class is targeted to learners motivated to keep up with all the exercises at home. Older students are welcome. This class can add extra language credit to transcripts and if necessary a standard credit option is available. 

By the end of this class, students will be able to use all the grammar points learned in Spanish 2 with more ease and create utterances using the present, present perfect, past simple and imperfect verb forms effectively. Reading, writing, speaking, and listening will be practiced using the grammar points we learn. 

The purpose of language is to communicate with others. Unless there are special needs, students need to be on time with microphones and cameras on.

The purpose of language is to communicate with others.  Unless excepted for adapted learning needs, it is important that students use microphones and cameras in class each week as well as in at least one weekly Spanish Study Group meeting.  Study Group is a 45 minute meeting in which students work together to complete weekly assignments.  Although the exact days and times may change based on student availability, options will likely include Mondays at 1:00 pm EST or Tuesdays at 11:30 am – in which the student will choose one option. 

Approximately 2-3 hours homework per week.

This class is taught as an Honors course which provides extra transcript credit; a standard credit option is available. 

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

If you love the creatures of the sea, then you will love this class!  This is an introductory course for students that are interested in understanding the Marine environment. We will explore all marine organisms from the shores to the trenches.  As well as cover marine habitats, their physical and behavioral characteristics, and adaptation they have to live in their marine environment.  So if you’re crazy about coral or love lobsters, then sign up for Dive Deep! Calling All Marine Biologists to Be!

This is an interactive, hands on class. Students will be required to read, take notes, make and apply concepts discussed in class with unit projects. Each unit project allows students to dive deep in to their understanding of marine ecology, animal adaptations, marine invertebrates and marine vertebrates. 

Life in the marine environment can be both familiar and other worldly. The goal for this class is to acquaint you with the organisms that call the ocean home. From microscopic plankton to giant blue whales, you will learn all about these amazing creatures. 

Student will be required to complete 2-3 hours of homework outside of the weekly classes. Most assignments can be printed and uploaded for grading.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

Time to earn those foreign language credits for the high school transcript?  

Let’s do it together with Spanish!  

Students will learn vocabulary and practice grammar by reading and writing about Sr. Adams, the main character in our textbook, as he learns Spanish to get ready for his own travels abroad.  

Students will also practice listening and speaking Spanish as they try to solve the mystery in the weekly video episodes of Mi Vida Loca performed by native Spanish speakers with a variety of accents. 

This course is targeted to motivated 8^th – 10^th graders willing to keep up with the exercises at home. Older students are welcome as are mature 7^th graders, particularly those who have had a previous language class with Ms. Rachel or someone else.  

This class is taught as an Honors course which provides extra transcript credit; a standard credit option is available. 

By the end of the course students will be expected to understand and answer multiple questions in complete Spanish sentences, conjugate present tense verbs in all subjects, and read and comprehend simple paragraphs in Spanish.  

The purpose of language is to communicate with others.  Unless excepted for adapted learning needs, it is important that students use microphones and cameras in class each week as well as in at least one weekly Spanish Study Group meeting.  Study Group is a 45 minute meeting in which students work together to complete weekly assignments.  Although the exact days and times may change based on student availability, options will likely include Wednesdays at 4:30 pm EST or Thursdays at 1:00 pm – in which the student will choose one option. 

Learning a foreign language can be rigorous; it should also be FUN!  Ms. Rachel expects students to not just keep up with the rules of grammar, but also to explore and respect the richness of the many aspects of Hispanic culture. As long as students are making a good effort, Ms. Rachel is happy to adapt and assist as needed to help EVERYONE succeed!  She encourages both students and parents to contact her throughout the year with concerns and feedback. Learning is a team effort and she looks forward to welcoming you to the team!

Teacher made workbook will be provided at the start of class.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified by email.

Are your students ready to move on to advanced ASL concepts and become fluent signers? This is the class for them! We’ll be taking what we know about ASL and building on it to help students communicate fluently with the deaf and hard-of-hearing community. If your students have been frustrated at the lack of progress in understanding how to sign, this course will strengthen their receptive skills and their expression skills so that they’ll be signing with the best! 

This class is an advanced course based on completion of ASL Level 1 or one year of previous structured ASL learning. The goal of this course is signing fluency, so classes will build toward being held completely in ASL by the end of the last term. 

The curriculum parallels what we know about language development and second language learning. We focus on introducing language in context and reinforcing what is learned by engaging you into various interactive activities. A conversational curriculum requires you to be an active learner. You need to come prepared to sign with me and other classmates.  

To complete Signing Naturally Units 7-12. That being said, the schedule is subject to change, based on the progression of the class.  

By the end of this course, students should be fairly fluent in use of ASL. 

** NOTE:  Most states and colleges accept ASL as a Foreign Language; however, some do not. Please verify with your state/college you are interested in if they will accept ASL as a Foreign Language credit.

This course is worth 1 Foreign Language or Elective High School Credit.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

Just how do detectives know how to match up fingerprints or determine the manor of death? In Forensic Science you get to kindle your fascination for sleuthing and put logic and reason to the test in this crime solving class. Join the investigation as we study the various branches of forensic science; from crime scene investigation to forensic pathology to fingerprint analysis; this class is perfect for any student interested in becoming a forensic scientist. 

This course is designed to give students a broader understanding of what a forensic scientist does. Through hands on labs, internet quests, and job shadowing opportunities, students will take an interactive approach to online Forensic Science.  

 Students will gain a comprehensive understanding of the major themes of forensic science, including proper procedures of crime scene investigation; fingerprint and blood splatter analysis, calculation of postmortem interval and identification of human remains. 

Textbook: Forensic Science: Fundamentals & Investigations        ISBN: 13-978-0-538-44586-3

The teacher will provide a digital copy of the first edition of the textbook, note sheets, online simulations, labs, videos, & project instructions.

Students can expect at least 2 hours of homework per week, including readings, web quests, labs, and questions. 

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

This is an ASYNCH class.  Your student can begin it as early as September 11, 2023, and it must be complete before March 11, 2024.

HTML is the foundation of the modern web.  It provides the structure to everything you see and do online. Through a series of self-paced lessons students will develop a strong understanding of the foundations of HTML and CSS and how to apply those to develop attractive web pages. By the end of this course the student will have designed and developed several website projects and know how to host them online.

Prerequisites:

• Students must be proficient with using a computer and web browser.

Requirements:

• Students will be required to complete end of lesson challenges before moving on to the next lesson. 

Description of Class:

Is your child interested in programming, creating apps, robots, or video games? Then this is the place to start!  This course is for the student who has an interest in programming but no experience and is looking for where to begin.  Through a series of self-paced lessons, the student will be introduced to core programming concepts using block-based programming.   They will gain a solid foundation without getting bogged down or frustrated with language syntax.  The course will conclude with the student using the skills that they learned to create an online word game that they can share with family and friends. 

This course is a great steppingstone to move on to languages like Javascript or Python.

Prerequisites:

• Students must be proficient with using a computer and web browser.
  

Requirements:

• Students will be required to complete end of lesson challenges before moving on to the next lesson. 

This is an ASYNCH class.  Your student can begin it as early as September 11, 2023, and it must be complete before March 11, 2024.

Biology is the study of life and living organisms. We will use a hands-on, inquiry-based approach to explore the physical structure, chemical composition, function, and development of life on Earth. 

Instructional strategies include modeling exercises, laboratory experiments, virtual labs, projects, class discussions, and problem-solving exercises.  

At the end of this course, students will be able to

• Demonstrate specific knowledge about biological concepts and themes 
• Evaluate scientific claims and issues that affect daily life
• Critically read biological literature
• Communicate effectively about biological subjects

Parents can contact the instructor before September 11th for their child to take this as an HONORS class. There will be an extra long term project and exam that the student will be assigned to receive HONORS credit.

High School Students can use this course as a 1 credit lab science.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not meet this minimum, parents will be notified via email.

The greatest connection we can have throughout history is the human one.  Together, in Profiles in History, the students and I will take a unique perspective on each historical figure by sharing some of the lesser known facts that you may not have heard before.  As we learn about each individual, we will focus on the strength of his/her character.  I have included some people who stories you may not have heard, but they certainly deserve or admiration.  The goal is to connect with the person – not just the history. 

Each class is told in “storytelling” format.  The student will be immersed in the lives of the people we study so that they understand not only about the person, but also about the history, time period, culture and the way people lived back then.

During session one, we will learn about authors, inventors, statesmen, everyday people and war heroes that made a significant difference in the world around them and forever changed the future.  We will begin around the year 1750 and continue through the 1950s.  

This class will combine history, reading comprehension, critical thinking, reading activities, timelines and creativity!  

I can’t wait to have your child join me in this fabulous adventure meeting people from all different times and places.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

You have asked me for it over and over!  Here it is!

A writing class that comes BEFORE Intro to Writing for our 3^rd and 4^th graders!

Students should know how to write BASIC COMPLETE sentences, use capital letters and ending punctuation properly before enrolling in this class.

In People and Places, students will be writing DEVELOPMENTALLY APPROPRIATE keyword outlines, sentences, paragraphs, and compositions with stylistic techniques as they learn about the workers, who keep a community running smoothly, from firefighters to police officers, from road crew to rescue workers.

Learning to write well will serve children not only during their school years; however, into college and throughout their adult lives.  This class is the FIRST STEP. It is a BABY STEP.  This class will encourage them to put pen to paper.

Parents are strongly, STRONGLY encouraged to be their child’s “scribe”.  This doesn’t mean “change their words”.  This means take down their dictation as they say it.  I would prefer wonderful language to flow from their mouths instead of the child being worried about spelling and handwriting.  There is a huge difference between “writing” and “handwriting.”  It is also strongly encouraged that students learn how to keyboard at a young age.

Writing is a lifelong skill.  Writing is profoundly important in the workplace.  The process of learning to write well also teaches students how to think clearly and communicate effectively in every area of life.  I will work with your students to hone the skills needed to communicate confidently and effectively. Whether your students are eager learners or reluctant writers, this step-by-step approach will give them the tools they need to confidently write well, think clearly, and express themselves eloquently and persuasively.  We will be using IEW, which is a more classical system that stresses modeling over and over.  Additionally, it builds a firm foundation of specific skills. As students practice each format and master each technique, they develop confidence – and consequently creativity. Even beginners can get a sense of structure and a repertoire of style

Students are expected to be present in class, participating actively and asking questions when they arise.   

Students are expected to USE their CLASS NOTES (provided by instructor) while writing.

Students are expected to USE their ASSIGNMENT PLANNERS while writing.

Students are expected to USE their COMPOSITION CHECKLIST while editing.

Homework is given at the end of each class session. It is expected that students work on their assignment 15 – 30 minutes daily between class sessions depending on the student’s focus and speed.

Again, this class is specifically for grades 3 and 4.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

This course will explore America’s past, reviewing and examining various political, geographical, economic, cultural, and technological issues by working with specific evidence and source documentation in order to gain a deep and meaningful understanding of American History.

The first portion of this course will span American History from the Native American presence prior to European exploration, up through the end of the post-Civil War Reconstruction Era in 1877. Topics to be covered will range from early European settlement, the American Revolution, the new nation’s post-war challenges, conflicts & governance, as well as exploration, industrialization, immigration, and political challenges faced during the antebellum period. We will also cover the events leading up to secession, the Civil War, political & military Reconstruction, and the Compromise of 1877.

The second portion of this course will cover America from the “closing in” of the Western frontier until the present day. Special focus will include exploring the impact of the Industrial Revolution on urbanization, the Age of Invention, the political, economic, and cultural environment of the Gilded Age, the rise of jingoism, progressivism and the various reformist movements, World War I, the Roaring Twenties, the Great Depression, FDR’s New Deal, American neutrality until Pearl Harbor and its entry into World War II, the rise to superpower status during the Cold War, the cultural turmoil of the Sixties, the malaise of the Seventies, the rise of Neo-Conservatism in the Eighties, the move towards globalization in the Nineties, September 11, the Global War on Terror, and the rise of political polarization. 

Our Advanced Placement United States History (APUSH) level course provides learners with an overview of major events and personalities which have shaped and guided the nation from its earliest origins to the present day. It is a college-level course taught within a high-school level framework. Working within this framework will present learners with advantages and challenges that they would not otherwise experience in a typical high-school Honors American History course. One advantage APUSH level courses offer learners is the opportunity to receive college credit for the course, provided that they earn a qualifying score on the APUSH exam. Also, enrollment in APUSH courses can present learners with an advantage in admissions when applying to college. Most importantly, the course itself gives learners exposure to the rigorous level of academic studies that they will no doubt encounter in a university setting.

AP courses prepare learners to take the corresponding AP exam each May, but learners are not required to take the exams.  Open Tent Academy will not administer AP exams. Instead, homeschool families must register and pay for AP exams through a nearby public school. Many colleges award credit or allow learners to be placed out of introductory classes if they receive satisfactory scores on AP exams. Consistent with the practices in many public and private schools, some homeschool parents elect to award additional quality points for Honors and AP classes when calculating their child’s homeschool GPA. For more information, see: https://ap.collegeboard.org/

Parents can contact the instructor in August for their child to take this as an HONORS class instead of preparation for the AP exam.

This class is worth one (1) credit of History / Social Studies OR Elective.

You can expect approximately five – six hours of homework weekly.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified by email.

Welcome to Psych 101!

This class will introduce the student to all the main concepts in psychology. Students will explore theories and think critically about all the psychological processes that contribute to human behavior. This class will cover all topics included in the AP Psych Exam. Please check with your local school district or AP exam coordinator if interested in taking the exam in the spring.

This class will be lecture and discussion based. Students will be encouraged to think critically and participate in discussion of topics. Students will have to opportunity to analyze case studies and come up with a diagnosis for each. They will also develop a presentation on the psychological disorder they’ve chosen.

Student will display considerable understanding in the following areas:

• Foundation of Psychology
• Scientific Methods in Psychology
• Biopsychology
• Sensation and Perception
• Learning
• Cognitive Psychology
• Developmental Psychology
• Motivation and Emotion
• Personality
• Clinical Psychology
• Social Psychology

Weekly homework will vary and will average approximately 2 – 3 hours per week.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum , parens will be notified via email.

This class is an introduction to the physical sciences including basic chemistry, geology, astronomy and physics. These sciences make the world go around and having a strong introduction in the field will help students succeed later on with their science studies. 

Instructional strategies include modeling exercises, laboratory experiments, virtual labs, projects, class discussions, and problem-solving exercises. 

At the end of this course, students will be able to

• Demonstrate specific knowledge about scientific concepts and themes 
• Evaluate scientific claims and issues that affect daily life
• Critically read scientific material
• Communicate effectively about physical science subjects

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

“In 2002, 89% of Americans aged 18-24 could locate the United States on a map. That means roughly one out of ten Americans could NOT find their own country.  It gets worse. 93% of Swedes could find the United States on a map whereas only 16% of Americans could find Sweden.”

~ National Geographic, 2012

Geography is more than just learning where states or countries are located; geography involves understand the why of a group of people.   

Geography is a knowledge of place names, locations of cultural and physical features; however, it also includes the languages, religions, economic activities, population, food, political systems and more for each area. This year long course will take you on a voyage of discovery as we explore the earth.

Using interactive games, personal geography interactive notebooks, culture studies, 3-D map creations, ethnic foods, and much more we will embark upon a journey discovering the fascinating world we live in. Thank you for joining us on our voyage!

Homework is approximately three hours a week with the exception of long term projects.

Ninth graders can take 1 Geography / Social Science credit (or Elective) for this course.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified via email.

Please note that this class will be following an AP schedule. 

Learners MAY opt to take the AP exam.

Students may also opt for HONORS course version.

In World History for the AP Exam: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills and methods employed by historians: analyzing primary and secondary sources; developing

historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change.

The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places across the globe: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.

Content is organized into commonly taught units of study that provide a suggested sequence for the course. These units comprise the content and conceptual understandings that colleges and universities typically expect students to master to qualify for college credit and/or placement. This content is grounded in themes, which are cross-cutting concepts that build conceptual understanding and spiral throughout the course.

Our Advanced Placement level course provides learners with an overview of major events and personalities which have shaped and guided the world from 1200 CE to the present day. It is a college-level course taught within a high-school level framework. Working within this framework will present learners with advantages and challenges that they would not otherwise experience in a typical high-school Honors History course. One advantage courses at this level offer learners is the opportunity to receive college credit for the course, provided that they earn a qualifying score on the AP exam. Also, enrollment in courses such as these can present learners with an advantage in admissions when applying to college. Most importantly, the course itself gives learners exposure to the rigorous level of academic studies that they will no doubt encounter in a university setting.

Our AP level courses prepare learners to take the corresponding AP exam each May, but learners are not required to take the exams.  

Open Tent Academy will not administer AP exams. Instead, homeschool families must register and pay for AP exams through a nearby public school. Many colleges award credit or allow learners to be placed out of introductory classes if they receive satisfactory scores on AP exams. Consistent with the practices in many public and private schools, some homeschool parents elect to award additional quality points for Honors and AP classes when calculating their child’s homeschool GPA. For more information, see: https://ap.collegeboard.org/

Finally, if your student WANTS to take this for an HONORS credit (vs. AP credit) they may do so.  If taken for an honors credit (vs. AP credit), students will be excused from DBQ writing homework assignments.  DBQ essays are one/unit (ten over the course of the entire year). Parents MUST contact Jonathan prior to the third class at jonathan@opententacademy.com.

This course will utilize a combination of instructional lecture, in-class discussions, assigned readings, and supplemental materials, such as primary sources and documentary video.

Learners should be, upon successful completion of this course, able to demonstrate mastery of the subjects and topics covered within and should be prepared to successfully complete the AP World History exam (although taking the exam is not a requirement for course completion).

Students should expect approximately five – six hours of homework a week.  Please remember this course is taught at an appropriate pace and level, in order to prepare for the AP EXAM!

Workload includes independent reading of chapters, document based questions (DBQs), preparing for class discussions, and any writing prompts provided.

NOTE: This class must reach the minimum of five students by August 20th to run. If we do not reach this minimum, parents will be notified by email.