Insight Onsight: Independent Study Curriculum I wrote and wanted to save

Livermore Valley Joint Unified School District

Vineyard High School

Current Issues

Watching and analyzing “60 Minutes”

Student________________________________ Student Number________________

Certification: To the best of my knowledge this report has been kept as required by law and in accordance with the instruction of the Superintendent of Public Instruction.

Final Grade _____________ Credits Earned _______________ Date ______________

Teacher Signature_________________________________________________________

Objective: to get more interested in current issues by watching more in-depth news stories on 60 Minutes

1. 60 Minutes is on TV on Sunday nights. It is the longest running news show on TV and was started in 1968. Watch 60 Minutes online or on TV. Write down the titles of the news stories in the program. Usually 60 Minutes presents 3 news stories during one show. Watching and writing about 2 programs (one hour long each) equals approximately 10 hours of school work.

a. write a summary of the program including your opinion of the program

b. write down at least two quotes from the program

2. Note to teachers: You can keep track of your students’ progress on the chart below. You can also assign History Channel programs, or pbs.org videos or other programs you’d like your student to watch.

date	1st program	2nd program	3rd program	grade	Teacher Initials

Vineyard High School

Summer 2009 Assignment

*This assignment is due the week of August 24, 2009 at your first meeting with

your teacher.

At the start of each school year, Vineyard High School needs to give proof to the State of California that our students completed 20 hours of homework during the summer in order to collect attendance monies (ADA) for the first week of school. Your teachers met and decided to give you a choice between two summer assignments. You can also do both summer assignements and receive extra credit.

Community Service: Caring for Others

The first choice is meant to motivate you to become more knowledgeable about community groups and about volunteering and doing community service.

1. Research at the library and/or on the Internet a minimum of 10 community service organizations. There should be at least two international organizations (such as the American Red Cross, the Peace Corps, Greenpeace) and two national organizations (such as the YMCA, the Salvation Army, the American Heart Association, the SPCA, Make-a Wish Foundation, Sierra Club.) Also, include at least two local organizations (such as the Open Heart Kitchen, Buenas Vidas Youth Ranch, Shepard’s Gate, Hoofprints on the Heart.)

2. Write one paragraph on each of the 10 organizations that you have chosen. Find out and include in your paragraph who started these organizations, what the groups’ goals are and how the organization grew.

3. Next, perform at least 10 hours of community service. You can choose one of the organizations you researched or arrange to volunteer at your church, synagogue or mosque. You can also do yard work or repair work for elderly or disabled people in your neighborhood or community. We want you to be resourceful and find a place where you can do community service.

4. Fill in the attached verification form and have it signed by the appropriate person. All the blanks on this form must be completed and handed in to your teacher.

In order to encourage you to do more community service: if you continue to volunteer during the school year (90 hours = 5 units of credit), the 10 hours of community service earned for this summer assignment will count toward your 90 hours!

Verification of Community Service

Student name ___________________________________________________________

Name of organization or individual _________________________________________

Number of hours student worked __________________________________________

Volunteer duties of student

_______________________________________________________________________

Signature of person verifying work _________________________________________

Title ___________________________________________________________________

Phone number for verification of work ______________________________________

* Student: If you work for multiple people or organizations, please duplicate this

form or print out a copy from the school website at

www.vineyard.schoolloop.com

Vineyard High School

Summer 2010 Assignment

Planning My Future 101

This assignment is due the week of August 23, 2010 at your first meeting with your teacher. This assignment is also posted on the school website: http://vineyard.schoolloop.com

Purpose: This summer assignment is intended to prompt you to research careers, colleges, universities and technical schools. Plan to do this assignment over the course of at least two or three days and not all in one day.

Supplies: You will need binder paper, unlined paper, access to the web and/or library reference books on careers, colleges, universities and technical schools.

1. Go to websites (or to the library and look at college and higher education reference books) where you can find out about colleges, universities and technical schools.

First, write or type a list of all the 23 California State campuses (Suggestions: You can search the web by typing the words: Cal State campus locations or go directly to websites like www.calstate.edu , www.csu.mentor or find this information in reference books at the library.)

Next, list all 10 University of California campuses and at least 5 community colleges and 5 technical schools. (To locate technical schools on the web, search for California technical schools) On your technical school list, include at least 5 of the specialties taught at that school. (For example, at ITT Technical Institute majors range from Construction Management, Graphic Design to Electronics and Communication Engineering Technology to Business Accounting Technology.) On your community college list, include at least 5 certificate programs or majors that the school offers. Then, think about schools outside of California and make a list of at least 5 colleges, universities or technical schools that you have read or heard about that are outside of California.

2. It is a good idea to know some of locations of colleges, universities and technical schools that are in your home state. Since you live in California, make a map of California on blank paper and locate and label all 23 Cal State (CSU) and 10 University of California (UC) campuses on the map.

3. Take an interest survey at www.CaliforniaColleges.edu

It takes about 4 steps to find the survey.

First go to “Explore Colleges and Careers”
Click on “Determine which careers best match your skills and interests.”
To find the survey click on “Career Self-Assessment”
Take the survey called “My Interest Finder.”

You will need to create an account at this point in order to take the survey. Creating an account is free. Use your own email address and password to set up a free account. If

you don’t have an email address and are doing this assignment at the library you can set up a temporary or permanent hotmail or yahoo account. The librarian can help you do this. Answer all the questions of the “My Interest Finder.” There are 15 pages to the survey with about 12 questions on each page.

Then click on “Get Results”

Print or write down the results and bring them to your teacher. If you cannot print the results, bring in your scores that show your highest interests in six categories: Realistic, Investigative, Artistic, Social, Enterprising, Conventional.

Next, find careers that match your interests by clicking at the bottom of the page

“Find careers that match my interests.” The top of this page should read “Student

Career Matching Assistant.”

Click on “Careers.” Many careers (over 500!) will be on these pages. Click on at

least 5 of the careers that you would like to learn more about. There will be a lot of details about the career, such as: description, education, training, tasks, national average salary, important abilities, etc. You will want to save the 5 careers you choose (and print the information) or take notes to bring in and show your teacher.

At the bottom of this page are “Institutions offering related majors.” Click on the

school names that offer related majors to the career choice. Write at least 5 of the school names down. Click on the name of the school to find information about schools. Use the information to make a chart. Search the school websites (or look at the reference books in the library) of the 5 schools you chose to focus on. Some students have found these websites helpful as well:

www.insidecollege.com www.mycollegeoptions.com

www.Collegeboard.com www.collegebound.net

www.Princetonreview.com

Make a chart similar to, but bigger with more room for information, than the example below. In the first row list the name of the school, then in the second row its location. In the next row list majors that match your interests, then list the costs per year (tuition & fees and room & board). Include a final row that is either extra curricular (this means clubs, sports, activities) that sound interesting or information about the school that sets it apart/makes it different from other schools.

Name of school
Location
Interesting majors
Costs per year
Other information

4. Your last task is to tie together what you have researched. Type or write a summary of what you learned about the careers that fit your interests and the schools where you can study and train for these careers. Include your top 3 choices of schools based on

your interests, your career choices, your major and the location and cost of your school.

5. For additional credit it would be a great idea to visit one or two of these schools. Take some pictures and bring in the campus brochure to show your teacher.

Note to teachers & students:

Complete assignment will include the following:

5 Lists: all 23 California State (CSU) campuses, all 10 University of California (UC) campuses, 5 community colleges (including 5 certificate programs or majors) and 5 technical schools (including at least 5 majors) and a list of 5 schools heard or read about that are outside of California
Map of California labeled with locations of all Cal State (CSU) and UC campuses
“My Interest Finder” survey results
Information on at least 5 careers
Chart of 5 schools’ names, locations, interesting majors, costs per year and interesting features about the school
A typed or written summary of your research findings
For additional credit: pictures and a brochure from a campus visit

Date _______________ Student _________________________

Credits______________ Teacher __________________________

Livermore Valley Joint Unified School District

Vineyard High School

Job Applications, Resumes, and Cover Letters

Course #87001

Student______________________________________________ Student Number________________________

Certification: To the best of my knowledge this report has been kept as required by law

and in accordance with the instruction of the Superintendent of Public Instruction.

Final Grade ____________ Credits Earned ____1______ Date ___________________________

Teacher Signature__________________________________________________________________________________

Objectives:

1. to explore and then compare two job search websites

2. to interview an adult who has a job that you would like to learn more about

3. to practice writing a resume with a cover letter and filling out a sample job application

These 8 assignments are due at your first meeting with your teacher in August.

assignment	completed	Teacher’s Initials
1. comparison of 2 job websites
2. paragraph explaining the most helpful website
3. informational interview questions (typed)
4. informational interview answers
5. paragraph about interview
6. your resume (typed)
7. your cover letter (typed)
8. your job application

1. Job websites

Explore at least two job search websites such as snagajob.com, craigslist.com, monster.com, careerbuilder.com, etc. See what help, advice and jobs these websites have to offer. Compare these websites by listing at least five features that are similar and at least two features that are different. Make a list of these similarities and differences on a separate sheet of paper. Write these similarities and differences in complete sentences not just phrases. Your list can be organized in a chart like this:

name of website:	name of website:
5 similarities of two job web sites	2 differences between two job websites

2. Write a paragraph explaining which website you think is more helpful to you and why.

3. Informational interview questions

Type up at least ten informational interview questions to guide you when you interview an adult who has a job that you want to know more about. Some sample questions are:

1. What are the skills and requirements needed to do your job?

2. What are the personality traits needed to be successful in your job?

4. Informational interview answers

Set up a time to interview the adult and ask that person the questions you have prepared. Make sure you say thank you at the end of the interview.

5. Paragraph about interview

Write a minimum of one paragraph explaining what you learned from the person.

6. Your resume

Look at the two sample resumes that follow. There is a lot of information in books and online about how to write a resume. These samples are included here because they show what a high school student’s resume could look like.

If you don’t have volunteer or paid work experience, research two jobs that a high school student may have. For example, Courtesy Clerk at Safeway, Barista at Starbucks, Food Server at Burger King, Sales Associate at Kohl’s. Find out what skills are needed to do these jobs and use these to type a sample resume. See the two sample resumes that follow on pages 5 and 6 to give to ideas.

Under work experience you can include volunteer work you have done. Below the job and volunteer titles and dates, write the duties and accomplishments as active, interesting phrases. Usually people write these phrases starting with verbs like sold, managed, assisted, etc.
Include skills you learned in school too. See the two sample resumes that follow on pages 5 and 6.
Since your resume is shorter than an adult’s resume, include your references at the bottom of the page. Ask three people who are familiar with your work if they would be willing to be a reference. Don’t include relatives.
Type your resume and then ask an adult for feedback. Make any changes that you need to make.

7. Your cover letter

Look at the sample cover letter and type a cover letter for a job you would like to have someday. See the sample cover letter below. It is a good idea to look at other samples in books or online as well. Usually cover letters are three short paragraphs.

The first paragraph states which job the person is applying for.

The second paragraph explains how the person’s skills, background and education fit into the job.

The third paragraph is usually: “I have enclosed a copy of my resume. Please let me know if you need additional information.”

Type and show the cover letter to an adult. Have that person make corrections and give you feedback. Make any changes that you need to make.

Date

Name, manager

Company

address

City, State zip code

re: food server job opening

Dear Mr. or Mrs. Name

I am applying to be a food server in your restaurant.

I have learned how to operate a cash register, keep work spaces clean, organized and stocked. I know how to take food orders quickly and accurately, and I work well both alone and as part of a team.

I have enclosed a copy of my resume. Let me know if you need additional information.

Sincerely,

Name

address

City, State zip code

phone number

email address

8. Sample job application

Fill out a sample job application by getting a sample online by searching for “sample job applications.” You can also get a sample on the Vineyard High School website or get a real application from a place that you are interested in working at. Write your answers on binder paper first so the job application will be neat. Fill out the job application in blue or black ink.

Name

Street Address

City, Sate zip code

email address

Work Experience

Sales Associate, House of Fabics, Livermore, CA September 2010-current

assist customers with purchases

stock and organize fabric, craft and other items

operate cash register

Lifeguard, Robert Livermore Community Center Pool June 2010-August 2010

teach swimming and water safety to children ages 2 - 10

communicate students’ progress to parents

keep accurate records for the Red Cross

Babysitter, Livermore, CA September 2009-current

responsible for two toddlers on a regular basis

plan meals, organize outings to the park, reading and nap time

Other Skills

knowledge of Word, Excel and PowerPoint

type 45 WPM

fluent in English and Spanish

Education

Vineyard High School, Livermore, CA 94550 Class of 2012

1401 Almond Avenue

925.606.4756

References

Name, Store Manager, House of Fabrics, phone number, email address

Name, high school teacher, phone number, email address

Name, neighbor, phone number, email address

Name

Phone: 925-XXX-XXX

Cell Phone: 925-XXX-XXXX

E-mail: FirstNameLastName@gmail.com

Education

Livermore High School, Class of 2011

GPA of 4.077, coursework included: Honors English 9 and 10, Honors World History, AP English Literature

Work Experience

Café Worker, Ofelia’s Kitchen June 2008 to current

Managed the café in Ofelia’s absence

Handled cleaning the shop and closing at the end of the day

Made sandwiches, restocked supplies, operated cash register, and attended to customers on the phone and in person

Administrative Assistant Intern, Unified Grocers June 2010 to August 2010

worked in the Advertising and Procurement Department in the Livermore office

proofed ads for member stores

arranged data into Excel spreadsheets, and completed clerical work.

Administrative Assistant, Pregnancy Resource Center Sept. 2009 to April 2010

Helped rewrite curriculum, created and arranged the layouts of brochures using programs on the computer

Tutor, East Avenue Middle School March 2010 to June 2010

Copied and compiled homework assignments for 8th grade history and English students

tutored an 8th grade class in Algebra

spoke to class about the importance of AP/Honors courses and doing one’s best in high school

Other Accomplishments

Writer and Proofreader for Livermore High School’s newspaper August 2010 to current

Attended Close Up Foundation educational trip to Washington D.C., May 2010

Girl Scouts member, 2009 to current

Ballet dancer at Livermore School of Dance, 2009 to current

Writer, “The Boy and the Ladybug” published in school’s literary magazine, June 2009

Recipient of Teacher Recognition Award from German Teacher, March 2009

Member of high school marching band and drumline, 2007-2008

Church band member and drummer, 2007 to current

Church dance team member/co-leader/choreographer, 2006 to current

Graduate of Youth Police Academy, Summer of 2004

Synchronized Swimming member, 2003-2008

References

First and Last Name, Human Resources Manager, Unified Grocers, 925-XXX-XXXX

Ofelia Gomez, Business Owner, Ofelia’s Kitchen, 925-449-5162

Creative Writing (unfinished course log)

Poetry and Prose

What is a poem?

a compression of a statement

the best words in the best order by Coleridge

the rhythmical creation of beauty by Poe

Frost A poem begins in delight and ends in wisdom.

a UCB grad students Every poem is about writing a poem. “What?”

by Hopkins a poem is speech framed to be heard for its own sake and interest even over and above its interest of meaning

the art of doing by means of words what the painter does by means of color

Macaulay

Favorite things poem

write a name poem using the letters of your name

and adjectives that describe you

senses poem Like an I spy

noun,

i see

it tastes like

smells like

sounds like

feels like

noun

general to specific tree pine spruce

female friend Kelsey

Colorful modifiers

concrete nouns add an adjective guardian spruce

noun plus adjective prep phrase the spruce with its blue green needles

noun plus adjective clause the spruce which looks over the valley

make believe explanations

clouds are great formations of smoke

from a giant dragon in space

Apology Poems

W.C. Williams This is just to say I have eaten

the plums that were in the icebox, and which you were probably saving for breakfast, forgive me they were so delicious so sweet and so cold

Cinquain poems

5 W’s Poem

Diamond Poem

I used to be...poems

I used to be a while roaming beast,

but now I am kept in a small cramped cage. “King Kong”

Personification underline the example of personification in the poem

“I wandered Lonely as a Cloud” clouds wandering, daffodils dancing, stars stretching, tossing their heads

denotation and connotation words that have levels of meaning

memory poems a memory of an event, a person, a place, an object like a toy you used to play wit, a dream, etc.

free write/collect your thoughts about it/brainstorm/

choices a list of words and phrases, complete ideas, or like a ballad,

revives note the words and ideas you like and those you don’t and want to change

eval a meaningful whole? smoothly or big jumps? careful word choice, new treatment of material, leave readers with a lasting impression or feeling?

Four ways to develop paragraphs

example, details, reasons (first, then, and then...as more time elapses….), comparison/contrast show and find examples

chronological, sequential, spatial, climatic, cause effect

transitional words and phrases/connectives

words that show time: then, while, meanwhile, after, soon, later, eventually

show number or order

to continue with the same line of thinking….and, again, also, in addition,

to show degree of certainty certainly, perhaps, possible, anyhow, anyway, …

to show summary or consequence, as a result, finally, for this reason

to show place: here, there, opposite, adjacent to, nearby, close to farther, etc.

write to inform, persuade, entertain, narrate, describe,

pick a topic where you are an expert : cat communication

to inform: cats meow at humans to get their attention and no other reason

to persuade: while cats are mostly independent, that does not mean they are not in need of a good safe home

to entertain: cats sometime think they are dogs, so knowledge of dog communication is needed too.

to narrate: my cat had caught on to me once I meowed that I want her attention. so we meow at one another once we both want each other’s attention

to describe:

Look who’s talking

imagine that a bug and a shoe could talk to each other. Inside each “talk ballon” write the words of the conversation

Conversations of a close kind

two peanuts within a shell

three pennies within a purse

five toes within a sock

grocery store items in a grocery bag

comics

collect fantasy comics what are some imaginary elements, why are they long lived, what conclusions can you make about topic, tone, audience? what conclusions can you draw about the authors’ purposes?

comic strip philosophy

The Selfish Giant by Oscar Wilde No children allowed sign…

example of description use simlie and methaphors, give size and shape through comparison,

Anecdote characteristics

single event or incident, not an involved plot, comes out of events on some person’s life, anecdotes usually have an aura of telling an episode unkon to most people, there is a sense of a punch line at the end

self portrait on a time line

original greeting card birthday, wedding, anniversary,

TV Commercial

Perspectives Omniscinet, one of the drivers, one of the witnesses, another character you put in the scene

Interview a child in order to write a kid’s book favorite animal why, favorite tv show or favorite character, least favorite food, how many brothers and sisters, favorite color, what scenario areyou most scared of?

description paragraphs draw as you listen?

excerpt from Benchley’s Jaws

Dicken’s Great Expectations

Poe’s the Premature Burial

Lewis Out of the Silent Planet

Scott The Towers of Silence

excerpt from Prologue the fellowship of the Ring

The Countess and the IMpossible Richard Y.Thurman

underline the similes and metaphors in the except

what words describe the mood created by the author...

Quotation Mark Rules

When characters speak….dialogue should strengthen the story's reality, help to characterize the speakers, help to characterize the speaker's’ relationship(s) provide necessary information

A One Act Play

point of view Little Miss Muffet Miss M, her mom, the spider

Humpty Dumpty: report from the paramedic who was called, the king’s men reporting on their efforts, a lawsuit claiming the builder...

Little JAck Horner Jack’s mom reaction to his sticking his finger in the pie, the reason why Jack’s dad had him in the corner, Jack’s explanation of his claim to be a good boy

Hey, Diddle Diddle cat’s music teacher, the speech the judge makes honoring the cow, the spoon’s reaction to leaving with the plate

Whimsical STory Chart

hero place/setting vilain conflict

superman supermarket darth vader car broke down in desert

Elements of Fairy Tales

Imagination filled stories

contains creatures often with special powers

creatures many have human characteristics

good creatures vs. bad/evil creatures

Fables short stories that teach a lesson Aesop lived around 600 B.C.

fox trying to get grapes

fisherman caught small fish and fish begged to be thrown in and catch him later when he is a large fish fisherman said no better a small fish now

crow and fox fox flattered the crow and crow dropped the cheese

bull and gnat moral? bull says you think too highly of yourself and I didn’t even notice

Telltale characteristics

truth stretched, hero and villain, special superhuman powers, hero has to overcome a problem, everything is exaggerated

targeting an audience

persuasion techniques testimonial, bandwagon, emotionalism, implied benefit, transference

Monologue writing/ stream of consciousness example: put himself inside the mind of his pet and giving a cat’s eye view of the world. the voice of a dollar bill or 20 dollar bill

whose story is it? written in first person, second person, third person, (limited, semi omniscient, omniscient

Patterned fiction the quest, the union, the initiation, the understanding, the separation, the choice, the reversal (a twist)

Livermore Valley Joint Unified School District

Vineyard High School

Cultural Cuisine

Course #65000

Student ___________________________________Student Number ______________

Certification: To the best of my knowledge this report has been kept as required by

law and in accordance with the instruction of the Superintendent of Public Instruction.

Final Grade ____________ Credits Earned _____________Date _______________

Teacher Signature_______________________________________________________

Course Description: In this course you will research foods from different countries, find recipes, prepare at least one food item each week and have the food evaluated. You will also watch and take notes on food programs (on TV or on the internet) that focus on foods from around the world. There is also a final project. For your final project you will collect all your recipes (there will be at least 24 total), photos of the food, country (or region) maps and make a geography focused recipe book.

Teachers: You can give your student a supply of evaluation forms and also Vineyard’s paragraph writing template located near the copy machine to guide your student as they write about ingredients, etc.

Week 1 and 2 Northern and Southern Italian Food

1. Research Northern and Southern Italian cuisine to learn about at least three dishes that are commonly eaten in Southern Italy (such as pasta) and three dishes eaten in Northern Italy (such as polenta.) List these 6 regional dishes and write a paragraph about each dish explaining what you found out. Watch at least two cooking programs on TV or the internet that focus on Italian cuisine. Take notes and hand these in to your teacher.

2. The Livermore Library has a great collection of international cookbooks with great photographs and recipes. Take a look at these to get an overall picture of the ingredients, recipes, equipment and cooking techniques unique to this region of the world.

3. Pick three Italian recipes and make one. Have a family member evaluate what you made. Bring in the recipes, photos of the food, a sample if your teacher would like you to, and a map of the country. (Also, make sure you are able to show on a world map where Italy is located.)

4. Make a one page photo collage of Italy’s historical landmarks. Label the landmarks and locate them on a map of Italy.

Date ___________ Teacher ________________________ Grade __________

Week 3 and 4 Greek and Turkish Food

1. The Livermore Library has a good collection of international cookbooks with great photographs and recipes. Take a look at these to get an overall picture of the ingredients, recipes, equipment and cooking techniques unique to this region of the world.

2. Make a list of at least 10 ethnic restaurants in your community. Write down the ones you have been to and which ones you haven’t been too.

3. Research Greek and Turkish food and find out about (at least) three ingredients that are typically used in Greek food (such as feta cheese, capers, different types of olives etc.) and three ingredients typically found in Turkish food (such as lamb, a spice called cumin, etc.) List these ingredients and write a paragraph explaining each ingredient.

4. Watch at least two cooking programs on TV or the internet that focus on Greek and/or Turkish food. Take notes and hand these in to your teacher. Pick three Greek food recipes and make one or pick three Turkish food recipes and make one. Have a family member evaluate what you made. Bring in the recipes, photos of the food, a sample if your teacher would like you to, and a map of the country. (Also, make sure you are able to show on a world map where Greece and Turkey are located.)

5. Make a one page photo collage of Greek landmarks and a one page photo collage of Turkish historical landmarks. Label the landmarks.

Date ___________ Teacher ________________________ Grade __________

Week 5 and 6 French food and Irish, Scottish and English food

1. Visit an ethnic food market. Don’t pick your own ethnicity, but seek out a new and different grocery store. Write a paragraph describing the store using all your 5 senses. Pick three items that you find interesting but don’t recognize. Find out what they are. Write a paragraph explaining the three items.

2. Research French food and food from England, Scotland and Ireland (England, Scotland and Ireland=United Kingdom=UK=Great Britain=British Isles) and find out about (at least) three French dishes and three Irish, Scottish or English dishes [for example, corn beef (Irish), tea and the food that accompanies tea (English), Scottish (haggis)] Pick at least 3 of these dishes and write a paragraph explaining each dish.

3. Find out about the blend of French food with Vietnamese food. What is the history behind this food? Explain the history in a paragraph. Find recipes for at least 2 foods that blend French and Vietnamese cuisine (such as banh mi=Vietnamese sandwiches.)

4. Find out the history behind the Irish potato famine. Write a paragraph explaining what happened.

5. Watch at least two cooking programs on TV or the Internet that focus on French food or food from the UK. Take notes and hand these in to your teacher. Make one of the recipes you found. Have a family member evaluate what you made. Bring in the recipes, photos of the food, a sample if your teacher would like you to, and a map of the country. (Also, make sure you are able to show on a world map where France and the UK are located.)

6. Make a one page photo collage of French landmarks and a one page collage of UK historical landmarks. Label the landmarks.

Date ___________ Teacher ________________________ Grade __________

Week 7 and 8 Mexico, Central America (such as El Salvador)

two countries of your choice that are not covered in this course

1. The Livermore Library has a great collection of international cookbooks with great photographs and recipes. Take a look at these to get an overall picture of the ingredients, recipes, equipment and cooking techniques unique to this region of the world.

2. Research Mexican cuisine and the foods eaten in El Salvador. Find out about (at least) three ingredients that are typically used in Mexican food and three dishes that are part of El Salvadoran cuisine. (Or you can choose 2 other countries not covered in this course.) List these 3 ingredients and 3 dishes and write a paragraph explaining each ingredient and dish.

3. Watch at least two cooking programs on TV or the Internet that focus on the two countries you chose. Take notes and hand these in. Pick three food recipes and make one. Have a family member evaluate what you made. Bring in the recipes, photos of the food, a sample if your teacher would like you too, and a map of the country. (Also, make sure you are able to show on a world map where the two countries are located.)

4. Make two one page photo collages of each of the country’s historical landmarks that you choose to focus on.

Date ___________ Teacher ________________________ Grade __________

Week 9 and 10 Indian food and spices

2. Find information on 10 different spices. These spices do not need to be Indian spices. (Choose oregano, Mexican oregano, cardamom, coriander, cilantro flat leaf parsley (aka Italian parsley), curly parsley, and 4 other spices of your choice.) Write down the similarities and differences between the types of oreganos and write down the similarities and differences between the types of parsley. Make a spice chart including the name of the spice, where it is found and what it is best used for.

3. Research regional Indian food. (Punjabi, Bengali, Kashmiri, and South Indian food, for example.) Find out about (at least) three foods that are commonly eaten in two of these regions. Write a paragraph explaining each of these regional dishes.

4. Watch at least two cooking programs on TV or the Internet that focus on Indian food. Take notes and hand these in. Pick three Indian food recipes and make one. Have a family member evaluate what you made. Bring in the recipes, photos of the food, a sample if your teacher would like you to, and a map of the country. (Also, make sure you are able to show on a world map where India is located.)

5. Make a one page photo collage of at least 6 historical landmarks in India and label the landmarks.

Date ___________ Teacher ________________________ Grade __________

Week 11 and 12

Ethiopian, Moroccan, Egyptian, North African and South African food

2. Research foods commonly prepared and eaten in African countries (for example, Ethiopian’s prepare a bread called Injera, South Africa’s have a tart called a milk tart, Egyptians eat falafel) find out about (at least) three ingredients that are commonly found in two of the countries. List these ingredients and write a paragraph explaining each ingredient so you can share this information with your teacher.

3. Watch at least two cooking program on TV or the Internet that focus on foods found in Africa. Take notes and hand these in to your teacher. Find three recipes and prepare one. Have a family member evaluate what you made. Bring in the 3 recipes, photos of the food, a sample if your teacher would like you to, and a map of the two countries or regions you focused on. (Also, make sure you are able to show on a world map where Ethiopia, Morocco, Egypt, etc… are located.)

4. Make two one page photo collages of historical landmarks found on the African continent and label the landmarks.

Date ___________ Teacher ________________________ Grade __________

Week 13 and 14

Chinese food: Cantonese, Szechuan, Hunan, Mandarin, etc.

and

the Cuisine of Thailand

2. Research and list the types of Chinese food and describe the similarities and differences. Present this information in the form of a chart or table instead of in an essay or paragraph. Also, find out about (at least) three ingredients that are typically found in Chinese food. List at least 3 ingredients typically found in Thai food such as coconut milk, lemon grass, etc. List these ingredients and write a paragraph explaining each ingredient so you can share this information with your teacher.

3. Watch at least two cooking programs on TV or the Internet that focus on Chinese food or Thai food. Take notes and give these to your teacher. Pick three Chinese or three Thai food recipes and make one. Have a family member evaluate what you made. Bring in the recipes, photos of the food, a sample if your teacher would like you to, and a map of the country. (Also, make sure you are able to show on a world map where China and Thailand are located.)

4. Make a one page photo collage of historical landmarks found in China and a one page photo collage of landmarks found in Thailand. Label these landmarks.

Date ___________ Teacher ________________________ Grade __________

Week 15 and 16 Middle Eastern Food

2. Make a list of the countries that are considered to be part of the Middle East. Be able to find these countries on a map of the world.

3. Lebanon, Israel, Afghanistan and Iran (historic name=Persia) are Middle Eastern countries. Research Lebanese, Israeli, Afghan, Persian or another Middle Eastern country’s food and find out about three ingredients that are typically found in this region’s food. List these three ingredients and write a paragraph explaining each ingredient so you can share this information with your teacher.

4. Watch at least two cooking programs on TV or the Internet that focus on Middle Eastern cuisine. Take notes and give these to your teacher. Find three recipes and make one. Have a family member evaluate what you made. Bring in the 3 recipes, photos of the food, a sample if your teacher would like you to, and a map of the Middle Eastern countries. Make at least 2 one page photo collages of historical landmarks found in the Middle East. Label the landmarks and show where they are located in the Middle East.

Date ___________ Teacher ________________________ Grade __________

Week 17 and 18

Scandinavian, German, Austrian and Eastern European food

Japanese food and a country of your choice

and Final Project

1. Final Project: Collect your 3 weekly recipes from the past weeks (you should have at least 24 recipes.) Also, collect all your food photos, country landmark photos and maps and put together a geography focused recipe book.

2. Research the food from two of the countries (or regions) listed above (Scandinavia, Germany, Austria and Eastern Europe, Japan or a country or region of your choice.) and find out about three ingredients that are commonly found in these foods. List these ingredients and write a paragraph explaining each ingredient so you can share this information with your teacher.

3. Watch at least two cooking programs on TV or the internet that focus on the food from the two countries (or regions) you picked. Take notes and give these to your teacher. Pick three food recipes (from the countries or regions your chose) and make one. Have a family member evaluate what you made. Bring in the 3 recipes, photos of the food, a sample of the food if your teacher would like you to, and a map of the country. (Also, make sure you are able to show on a world map where all of the regions (Scandinavia, Eastern Europe, etc…) and countries (Germany, Austria, Japan) are located.

4. Make 2 one page collages of historical landmarks from the two countries (or regions) you chose. Label these landmarks and show on a map here they are located.

Date ___________ Teacher ________________________ Grade ______

Livermore Valley Joint Unified School District

Vineyard High School

Digital Photo

Course # 60270

Student________________________________ Student Number________________

Certification: To the best of my knowledge this report has been kept as required by law and in accordance with the instruction of the Superintendent of Public Instruction.

Final Grade _____________ Credits Earned _______________ Date ___________

TeacherSignature_________________________________________________________

Each week (for 18 weeks for 5 credits) bring in at least five of your best photos relating to one theme. (To finish in 9 weeks bring in photos relating to 2 themes.) Write a statement about each of the photos. Include in the statement what you intended to capture in the photo, problems you encountered (such as, too much shadow over peoples faces, etc.) and solutions you found to these problems.

A Note to Teachers: You may want to have your students check out a photography book at the library in order to challenge themselves each week. Have your student bring in notes each week about the topic they are studying in the digital photography book. Some topics are composition, framing and layering, lighting, lenses and focal length, aperture and depth of field, found or ambient light, background and perspectiveand macro phtography. Students can learn how to draw the viewer in with leading lines and S-curves, show scale to communicate a sense of vastness and use the rule of thirds to construct well-blanced images, etc.

WEEK 1- 16

Discuss with your teacher what themes you would like to photograph each week. Some ideas are listed here:

Windows and doorways Animals Mothers and Children

Plants Portraits Dads

Shadows Hands Sunsets

People in motion Food Shoes

Landscapes Photos in a sequence Faces found in nature

Skyscapes Trees Buildings

Silhouettes Flowers Textures

Sports Transportation Night

WEEK 17 & 18

Final Project

Develop your own project and discuss it with your teacher or choose one from this list:

1. Make a calendar with 12 of your best photos. (A copy store can help you print the calendar(s) to look professional enough to give as gifts to family and friends.)

2. Mat, frame and enter one or two of your photos in the Alameda County Fair. Entries are usually due each year in May.

3. Use Windows Movie Maker to make a movie setting your photos to music or use PowerPoint to make a slideshow.

4. Research 2 to 3 professional photographers (Dorothea Lange, Carl Mydans, Margaret Bourke-White, Alfred Steiglitz, etc.) and experiment with imitating their styles and subject matter.

Livermore Valley Joint Unified School District

Vineyard High School

Drawing

Course # 60340

Student________________________________ Student Number________________

Certification: To the best of my knowledge this report has been kept as required by law and in accordance with the instruction of the Superintendent of Public Instruction.

Final Grade _____________ Credits Earned _______________ Date ___________

Teacher Signature_________________________________________________________

Go to the web site http://www.drawspace.com or http://www.finearteducation.com

These websites were developed by a self-taught professional artist and art teacher. It is free for you to log on and get a password and see the drawing lessons. You will see that the lessons are divided into three categories: beginner, intermediate and advanced. The step-by-step instructions are very good and very detailed.

WEEKS 1-16

Choose several drawing lessons to do each week. You will need to do five hours of drawing each week for 18 weeks (or 10 hours for 9 weeks) in order to earn five fine art elective credits. For the advanced lessons, it may take longer than five hours to complete just one drawing.

A note to teachers:

You can keep track of student progress (dates, grades, drawing titles, etc.) on an Independent Elective form. Ask students to write the heading on the back of their drawings and the hours it took to make the drawing. You may want to make copies of the drawings and have the student keep the originals.

WEEK 17 & 18

Discuss with your teacher ideas for a Final Project to do at the end of this course. Some ideas are:

1. Make photocopies of 12 of your best drawings and make a calendar. Kinkos can help print the calendar and it will look professional enough to give as gifts to friends and family. You can also make a portfolio of your 12 best drawings, instead of a calendar.

2. Mat one or two of your drawings and enter the Alameda County Fair. Registration for the Fair is in May every year.

3. Learn to draw people and pets and make portrait gifts for friends and family.

Livermore Valley Joint Unified School District

Vineyard High School

Khan Academy Math Elective

Course #87001

Student____________________________________________ Student Number________________

Certification: To the best of my knowledge this report has been kept as required by law and in accordance with the instruction of the Superintendent of Public Instruction.

Final Grade _____________ Credits Earned _______________ Date __________________

Teacher Signature________________________________________________________________________

Purpose: To practice elementary, middle and high school math and watch videos to learn new math skills. The mission of khanacademy.org is to offer a free world-class education to anyone anywhere.

Directions:

1. Go to khanacademy.org and login with a Google account. You will have to create a Google account if you don’t have one.

2. Click on PRACTICE and start practicing. Start with elementary school math first, like addition and subtraction, to get to know the web site. The web site has gone through changes since we first started using it. Find out how you can use the screen as scratch paper. (For more difficult problems you will want to use scratch paper.) Also, figure out how Khan Academy keeps track of your progress and your hours. Record the total time and skills you practiced each week. Plan to spend at least 2 hours a week on Khan Academy.

week/date total time (18 hours = 1 credit) skills completed Teacher initials

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5
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Livermore Valley Joint Unified School District

Vineyard High School

Fine Arts Elective

Livermore’s Annual Art Walk

Student____________________________________ Student Number________________

Certification: To the best of my knowledge this report has been kept as required by law and in accordance with the instruction of the Superintendent of Public Instruction.

Final Grade _______ Credits Earned ___1___ Date __________________

Teacher Signature__________________________________________________________

Directions: We are providing you with a chance to attend the Livermore Art Walk to earn one credit in Fine Arts. You will find art displayed in downtown Livermore. In addition you will find food and entertainment. This is a lovely way to earn Fine Arts required credit or elective credit.

You will need to fill out this form completely to earn your one credit. This experience will have you evaluating 10 artists’ works. An example of what to do follows. At the end of this exercise you will find a list of five questions for you to use to interview one of the artists. You need to record the answers and have the artist sign-off that s/he was interviewed and that you have recorded the answers accurately. We hope you enjoy your experience.

Sample:

Artist: Location:

Type of Art: