more from THE TEACHERS' DESKS...

ENGLISH 1

Students in English 1 completed a writer’s workshop where we learned to write better sentences.  For one part of the curriculum we skimmed through old magazines and clipped out the most powerful verbs we could find and pasted them onto cardstock.  One bulletin board in the room is now a “verb wall” and we’re using these words to improve our writing.  Instead of “John said,” we have dozens more descriptive words:  shouted, proclaimed, whimpered, etc.

My American Literature classes just finished reading and watching a play by Arthur Miller, either Death of a Salesman or The Crucible depending on the class they are in.  Students took on roles and we read the parts and then compared our work around the table with performances on video.  We discussed “the willing suspension of disbelief” that theatre requires and the possibility, then, for theatre to be a mirror for our lives.  For example, Mike O. discovered himself in Biff Loman.  He noticed the process where Biff gradually came to understand the truth about and facts of his life is the same process he is in right now.  It was a beautiful, yet unforced, realization.

All of my students are finishing their first independent reading book of the quarter.  I’ve seen students reading everything from Harry Potter to The Autobiography of Malcom X.  Students are creating advertisements for these books, which hopefully will create even more excitement around reading.  We’re just beginning a group writing project titled, America Is.  If all goes well, parents will be able to see a collection of short essays written by my students at the December Parent Conference.

Glenn Austin

ENGLISH 2 (10th grade)

AMERICAN LITERATURE (11th grade)

In both classes we started with an American Literature unit that focused

on Naturalism. Students took notes on themes, characteristics, and

practitioners of the movement. We read Jack London's "To Build a Fire",

and Steven Crane's "The Open Boat". Assignments also included daily quick

writes that emulated Naturalism's style with first person point of view

narrators and person versus nature conflicts.

Next, we did a unit on writing persuasive essays. Students were encouraged

to pick a topic that had real meaning for them. Many of these came in the

form of proposals. The first had to fill out a template worksheet, which

provided that with an outline of their essays thesis and argument.

Currently, the English 2 class has been reading David Sedaris short

stories and completing quick writes that relate to each story. In American

Literature we are reading "Babylon Revisited" by F. Scott Fitzgerald and

working on a guided reading worksheet as we go.

The past two days both classes have been working on a Dead Words project.

Students select one overused, dull, nondescript work from their speech or

writing, write a eulogy, make a tombstone, and ritualistically bury their

word.

Boone Nicholson

GUIDANCE/CAREER CENTER

The Guidance/Career Center is finally up and running after complete renovation. The walls are painted, new furniture has arrived, and personal touches have made the Center a pleasant place for students and staff to come together and to work on different projects.

The mission for the Center is to be a place where students can be comfortable searching for colleges and information regarding career choices.  The Center offers access to the CIS network developed by the University of Oregon. The Career Information System, CIS, steam-lines information regarding all higher education institutions, military careers, and career option profiles.  The beauty of the system lies with the ability for each student to create a portfolio and save information for later use. Students can access this information from any system in any state that supports the CIS network. This network is and invaluable tool that has been under-utilized until this time.

Students using the center can sign up for SAT/ACT testing, take advantage of SAT workshops, study for test using SAT/ACT prep books, and fill out on-line college applications. We can apply for extended time or SSD accommodations for students that meet certain criteria. Students can access FAFSA reports for student financial aid and prepare for the PSAT.  Phase groups also do career testing at the Center.   This information is complied, by the student, into a career portfolio that is presented for academic credit.

The Center does not recommend colleges or universities since we are not Educational Consultants and we do not have the appropriate information regarding all schools to make such decisions.  The purpose of the Center is to help students to narrow choices and to focus on specific goals and to follow through with paperwork and timelines. We communicate with the parents and mentors regularly.

I am currently working on IAP profiles for each student enrolled since September 15, 2005. Individual Academic Profiles are used to design credit analysis procedures for the entire stay of each student at MBA. These profiles are used as goal structures for academic success and action relating to graduation. I am conducting Academic I seminars to transition students into the realm of academics.  I will track their academic progress and follow them through to graduation.

The Center is busy.  We are in the business of helping the kids. The Center is a good environment for some students, who feel the stress of the classroom, to come and work in a different environment. It is a place that can be used for staff conferences and parent conferences. It is a great place to be.

Linda Williams

Guidance Counselor

MATHEMATICS DEPARTMENT

It is evident that opportunities for students in the field of mathematics

are on the increase.  Modern technology, scientific research, finding

mathematical patterns and learning how to solve problems in logical and

efficient ways, have become more important.  Mount Bachelor Academy realizes

the importance of offering students a variety of approaches to learning

math.  Toward this end, we offer a variety of methods of instruction to meet

the needs of our students who have typically struggled with math in the

past.

The Math Department offers basic courses that will enable students to

prepare for college as well as learn the skills required in everyday life.

Students progress at their own pace in their course work to accomplish

individual goals.  The department's goal of individualized instruction is

its primary directive. Classes are generally small and time is allotted for

tutoring students.  Instructors are well qualified and demonstrate

enthusiasm for their subject matter.

Mathematics Course Descriptions

Scope and Sequence

Consumer Math

Pre-Algebra

Algebra I

Geometry

Algebra II

Calculus I with Pre calculus

Consumer Math

The Consumer Math course has two main goals.  The first is for students to

acquire the knowledge they need to manage their personal finances.  The

second is for students to develop realistic expectations about their

personal financial future, and how their career and educational choices may

affect them.  Topics covered in this course include budgeting, checking

accounts, credit, loans, and taxes.

Pre-Algebra

Pre-Algebra is a course designed to acquaint students with elementary

mathematical concepts.  Topics include numbers, measurements, the use of

variables, arithmetic operations, graphing, solving simple equations, and

finding areas and volumes.  Logical reasoning is used throughout the course,

and theoretical and real world models are studied.

Algebra I

Algebra is a course designed to develop the skills of symbolic manipulation

and problem solving.  This course uses the fundamental mathematical tools

developed in Pre-Algebra to broaden students’ mathematical understanding.

This course is reality oriented and emphasizes reading, problem solving, use

of technology, lab activities, hands-on projects, and practice and review.

This course involves analyzing and developing graphical representations of

problems.  Special attention will be given to translating real life problems

into mathematical equations that may be manipulated and solved.

Geometry

Geometry is a course designed to introduce students to two and three

dimensional spatial visualizations.  Four areas of understanding are

emphasized: skill and drawing, visualization, and following algorithms;

understanding of properties, mathematical relationships, and proofs; using

geometric ideas in real situations; and representing geometric concepts,

with coordinates, networks, or other diagrams.

Algebra II

Algebra II is a course developed to review and extend upon the concepts and

processes studied in Algebra I.  Topics include, but are not limited to,

linear and quadratic relations, sequences and series, matrices, systems,

analytic geometry, powers and roots, and exponents and logarithms.

Theoretical and real world models are presented, and logical/creative

reasoning in both written and oral form is stressed. Students are also

exposed to a variety of computer simulations, and learn how to develop a

mathematical/computer model.

Calculus I with Pre calculus

Calculus I with Pre calculus is an advanced level course.  The first section

of the course covers the basic concepts of functions and in particular

algebraic functions.  This preliminary section provides the foundation for

the core calculus concepts of limits, derivatives, and integrals that are

covered in the second section of the course.  After mastering these

concepts, students are prepared to work with higher level topics for the

second semester of the course, including transcendental, exponential,

logarithmic, trigonometric, and inverse trigonometric functions; systems of

equations and matrices; and topics in analytic geometry.

Brett Summers

POLITICAL SCIENCE

In Political Science, we have been focusing on the Legislative branch this

quarter.  We have been studying the structure of Congress, it’s powers as

granted by the Constitution, and how it gets the work of the nation done,

and sometimes not done.

We have used the study of Congress as an opportunity to discuss events

happening today, such as the recent appointments to the Supreme Court and

the Senate’s power to confirm or reject these nominations.

In the near future, we will conduct simulated congressional hearings where

we will discuss and debate proposed legislation. This activity gives the

students a hands on concept of one of the steps a bill must go through

before becoming a law, while also giving us the chance to discuss

important issues such as gay marriage, immigration policy and education

reform.

Bill Gardner

SPANISH

Students have learned not just how to say Spanish words and phrases, but

all exposed to Spanish speaking tradition, art, music, history, geography

of Spanish-speaking countries, and foods. Students who didn't get a chance

last quarter to got to a Mexican restaurant will do so this quarter.

Students who didn't get a chance last quarter, made Mexican Sugar Skulls

for the Day of the Dead. As you know, the Day of the Dead is a Mexican

celebration on November 2. Students in all classes painted their faces

with skulls to reflect the tradition in Mexico. (I have pictures of this

and other activities on CD that I can send you).

Currently we are studying the life of Benito Juarez and the beginnings of

the Mexican government. Last month we touched on the indigenous people of

Latin-America; Aztecs, Mayans, and the Incas.

Silvia Scherer

US HISTORY

My class began this quarter with the Civil War.  We

covered the issues causing the war, some of the major

battles of the war, along with strategies and

strengths/weaknesses of both sides, through to the

devastations of the war.

Now we are talking about the Reconstruction period

after the Civil War.  We are covering the problems

caused by the war itself, on the South, Reconstruction

acts and regulations, freedmen’s civil rights (and

violations of), Southern economics, carpetbaggers, the

KKK on to the end of Reconstruction.

The students have been working on projects like:

writing letters from Northerners to Southerners (and

visa versa) about certain issues; preparing

argumentative essays on whether they will fight in the

next war or become conscientious objectors; creating

journals of ex-slaves during the time of their first

news of freedom on through the next year during

Reconstruction; making posters advertising their need

of labor/laborers after the war.

Kathy Boyer

For more picture from FALL 2005 click here

For pictures from SUMMER 2005 click here