One Day Academy

The focus of this class will be on journalistic writing, but students also will be instructed on the various branches of the news media and the general communications field. This will include:

• Reporting

• Interviewing

• Article writing (online or print news)

• History of journalism and Christian ethics in journalism

• Analyzing and tracking current news topics

• Editing and proofing

• Copy writing (television, radio)

• Photography as it relates to journalism with emphasis on content and what constitutes good visual coverage of a story

• Editorial management

• Opinion and editorial writing

• Overview of the communications field, including broadcast journalism, social media, public relations, etc.

Students will write for ODA Insight, One Day Academy’s online blog. Reporting, writing, and photography are assigned as homework, with weekly progress and drafts graded for effort, writing quality, and timeliness. This class is considered an introduction to publishing and other media, so students will learn the importance of meeting deadlines and how to produce an article from start to finish in a timely manner.

Purpose

High School English 1 introduces students to a variety of writing types and purposes, as well as literary analysis elements and techniques. These include narrative, descriptive, and persuasive writing, literary analysis, basic essay writing, and research and presentation skills.

Process

High School English 1 is an introductory writing and composition course for the high school years. Students review basic grammar, punctuation, and sentence composition through daily grammar practice exercises. Students are also introduced to sentence variety and complexity through a focused study of clauses and phrases and will build on previous vocabulary study by continuing work with vocabulary roots and derivatives. Writing instruction includes scaffolded instruction for a variety of writing purposes: narrative, descriptive, persuasive, informative, personal narrative, and creative writing, as well as building literary analysis skills through the study of plot, literary terms, figurative language, imagery, and authors’ techniques. Students are introduced to research paper writing and Modern Language Association (MLA) formatting and citation through a career research paper and presentation.

Parental Responsibilities

Parents are responsible for helping students establish a routine that includes daily grammar and sentence writing practice as well as time to work on required homework and class preparation. Parents are responsible for grading anything with a key, which includes Vocabulary and Grammar, while teachers will grade all writing, compositions, and exams. It is highly recommended that parents review student writing and offer feedback before final drafts are turned in.

Purpose

The course’s first semester reading of poems, short stories, and novels focuses on the culture of the United States from the colonial era through the 19th century while the second semester’s fiction titles highlight the consequences of our country’s progressive social evolution in the 20th century away from being predominantly Christian. 

Process

Students will learn how classic American authors utilized characterization, setting, irony, and other literary tools to expand upon various themes, often in ways that are unique to American culture. Students consider the use of these tools and themes and analyze them from a Christian perspective through class discussion and writing assignments. Lessons include:

• An overview of the history of the time period and its predominant worldviews;

• An explanation of the authors’ backgrounds and personal worldviews;

• Charts, essay questions, and literary analysis essays.

Parental Responsibilities

Parents are responsible for purchasing the course workbook and each of the novels (print version preferred) for their student at the beginning of the year. While library editions are also permitted, students must have the workbook and the current reading book with them in class each week. Parents are also asked to help their student pace out their reading, fill in the worksheets, and submit their writing and worksheet assignments on time.

Purpose:

Students will unlock the power of their imagination and discover their unique voice in Creative Writing: Short Stories & Poetry. This robust course will guide high school students through the fundamentals of creative writing as they explore beloved poetry (1st semester) and short stories (2nd semester) from writers such as Faulkner, Poe, Hemmingway, Steinbeck, O’Conner, and others.

Process:

Students will learn how to craft vivid characters, build compelling plots, and develop rich settings by experimenting with figurative techniques and poetic devices. Through reading and analyzing diverse works, students will gain inspiration and insight into how storytelling works across forms. Weekly writing exercises, peer workshops, strong revision, and class presentations will engage students in developing original literary art. By the end of the course, students will have the tools and confidence to continue their writing journeys and share their original portfolios with the world.

Parental Responsibilities:

Parents are responsible for helping students create a daily routine that ensures that students read assignments and complete writing exercises. Parents should review writing assignments, provide feedback, and ensure that students turn in assignments on time.

Purpose

High School English 2 builds on previous writing and literature studies to introduce upper high school students to rhetorical analysis, critical thinking and evaluation skills,  and the research and writing skills needed to succeed in the workplace or in university studies.

Process

High School English 2 is an advanced composition course that builds on previous grammar and vocabulary study, as well as previous writing and literature courses to extend and expand student skills in understanding, analysis, and communication. It introduces students to rhetorical analysis, critical thinking, and evaluation skills, as well as the research and writing skills needed to succeed in the workplace or in university studies. Students explore rhetorical appeals and techniques through the study of essays, short fiction, speeches, and novels. They learn argument, persuasion, and perspective through writing essays, literary analysis, and a research paper, and develop advanced writing skills through peer review and revision. The class includes vocabulary study and grammar reinforcement and incorporates Modern Language Association (MLA) formatting and citation.

Parental Responsibilities

Parents are responsible for helping students establish a routine that includes daily grammar and sentence writing practice as well as time to work on required homework and class preparation. Parents are responsible for grading anything with a key, which includes Vocabulary and Grammar, while teachers will grade all writing, compositions, and exams. It is highly recommended that parents review student writing and offer feedback before final drafts are turned in.

Purpose

To aid the student in thoughtful analysis of various classical and British works of ancient origin through the 20th century.

Process

Students will learn how the Bible’s authors, Homer, and British authors utilized characterization, setting, irony,  and other literary tools to expand upon various themes in ways unique to the local culture at the time of the  work’s conception, yet still relevant today. Through this course, students learn to discuss at a college level major  artistic works in the context of their impact on society and on individuals while becoming more confident in  expressing their interpretations based on a Christian worldview. Lessons include:

• An overview of the history of the time period and its predominant worldviews,

• An explanation of the authors, their backgrounds, and personal worldviews,

• Themes of the works and their biblical relevance,

• Charts, essay questions, and literary analysis essays.

Parental Responsibilities

Parents are responsible for purchasing the course workbook and each of the reading titles (print version  preferred) for their student at the beginning of the year. While library editions are also permitted, students must  have the workbook and the current reading book with them in class each week. At this level, students are  encouraged to pace out their reading, fill in the worksheets, and submit their writing and worksheet  assignments independently and on time.

Purpose - High School English Three builds on previously learned skills from HSE1, American Lit, and HSE2. It includes the basics of logic and reasoning, the building of reading comprehension strategies, written and oral communication, speech practice, research, and advanced writing skills in order to prepare students for college coursework in any discipline, entrepreneurship, or the workplace.

Process - High School English Three further develops student abilities in analysis, argumentation, rhetoric, speech and thesis writing. Students will be introduced to new forms of argumentation, communication, critical thinking skills, evaluation, evidence, oral and written persuasion, and research in order to succeed in the workplace or in university studies. Students will complete an end of the year project that demonstrates mastery of content learned throughout the year. The class also incorporates Modern Language Association (MLA) formatting and citation.

Parental Responsibilities: Parents are responsible for helping students establish a routine that includes writing practice as well as time to work on required homework and class preparation. Parents are responsible for grading at home materials while teachers will grade all presentations, writing compositions, speeches and in class exams. It is highly recommended that parents review student writing and offer feedback before final drafts are turned in.