瑞华中文学校 Ray Chinese sChool · & Resume 6:00P - 8:45P 06/05 - 06/12 Fri Chen, Eric 12 . 60 : 23 . College Application Workshop-Standard Testing and Finding Opportunities

瑞华中文学校Ray Chinese sChool

2020年夏季课程summeR sChool 2020

June 1 – august 14

@ Benedictine University

学前班-高中

Kindergarten through K12

注册开始日期Registration Online www.raychineseschool.orgor In person Right Now

Enroll now!!!

Session 1: May 30- July 3

Session 2: July 11- August 14

2020 SUMMER SCHOOL SESSION 1 SCHEDULE (05/30-07/3 ZOOM ONLINE) No. Course Title Class

Period Day Teacher Min Age

Fee ($)

SESSION 1 1 Elementary School Enrichment English

Gr. 3 小学英语强化班（三年级） 1:00P -2:45P

05/30 - 07/03 Fri, Sun

Ziegler, John Age 7 240

2 Elementary English Literature Analysis (Gr.4&5) 小学英语精读 (四，五年级）

1:00P - 2:45P

06/01-07/03 Tue, Thu


3 Middle School Word Building/Classical Reading 初中经典阅读及词汇

1:00P - 2:45P

06/01-07/03 Tue, Thu

Shields, Amanda Age 11 260


1:00P - 2:45P

05/30-07/03 Fri, Sat


5 Middle School Advanced English Camp 初中高级英语强化营

1:00P - 4:00P

06/22-07/03 Mon to Fri

Murry, Peter Age 11 425

6 Middle School Creative Writing 初中创作写作训练

3:00P - 4:45P

06/01-07/03 Mon, Wed, Fri

Hale, Kristin Age 11 395

7 Middle School Competition Speech Training Camp 初中竞赛演讲训练营

3:00P - 4:50P

06/01-07/03 Tue, Thu

Balfe, Larry Age 10 395

8 Middle School Congressional Debate Training Camp 初中国会辩论训练营

1:00P - 4:00P

06/01-06/12 Mon to Fri Xi, Zack Age 11 225

9 AP English 1-Language and Composition 高中 AP 英语 1-语言及写作

6:00P - 8:45P

06/01-07/03 Mon, Wed

Campbell, Joshua Age 13 445

10 World Affairs 国际时事研讨 1:00P-2:45P

06/01 - 07/03 Mon,Wed


11 Great Books-High School Literature Analysis 高中阅读分析

11:00A -12:00P

06/01-07/03 Mon, Thu Patterson,

Stuart Age 14 160

12 AP Biology (AP 生物) 1:00P -

2:45P 05/30 - 07/03

Sat,Sun Lindebrekke, Karen Age 13 $285

13 Introduction to Combinations and permutations 排列组合入门

7:30PM-8:30PM

06/01-07/03 Tue, Thurs

Vincent Wu N/A 150

14 Python Program for Beginners Python 编程初级班

6:00P - 7:45P

06/01-07/03 Tue, Thu4 Zhu, Wh Age 10 285

15 Java Program for Beginners Java 编程初级班

10:00AM-12:00PM

05/30-07/03 SAT, SUN Lu, Ying Age 10 285

16 COGAT 和 TTCT 考试准备 6:00P - 7:45P

06/01-07/03 Wed, Fri

Leong, Paul N/A 295

17 Mental Math Magic (Fun) 小学快乐心算 1:00P -

1:50P 06/01 - 07/03 Mon,Wed,Fri

Jiang, Gangjuan Age 8 180

18 ACT Math ACT 数学

9:00A - 12:00P

06/01-07/03 Tue, Thu Liu, Jenny Age 13 285

19 SAT Math SAT 数学

10:00A - 11:50P

06/01-07/03 Mon, Wed, Fri Liu, Jenny Age 13 450

20 SAT/ACT Prep and SAT Essay SAT/ACT 考试准备

6:00P - 8:45P

06/01-07/03 Tue, Thu


21 SAT English Reading/Writing SAT/ACT 考试英语强化营

1:00P - 4:00P

06/08-06/19 Mon to Fri

Murry, Peter Age 13 465

22 College Application Workshop-Leadership & Resume

6:00P -8:45P

06/05 - 06/12 Fri Chen, Eric 12 60

23 College Application Workshop-Standard Testing and Finding Opportunities

6:00P -8:45P

06/19 - 06/26 Fri Gu, Jason 12 60

24 College Application Workshop-Course Selection and Summer Activities

6:00P -8:45P

07/03 - 07/10 Fri

Xi, Zachary 12 60

25 College Application Workshop-Prepare Application & Essay Writing

6:00P -8:45P

07/17 - 07/24 Fri Li, Marissa 12 60

26 College Application Workshop-Teacher Relation, Recommendation and Olympiad Prep

6:00P -8:45P

07/31 - 08/07 Fri Wang, Eric 12 60

27 Chinese Painting 水墨亲子国画 10:00P -11:45P

06/01-07/03 Mon, Wed, Fri Yang, Fei N/A 285

28 Drawing/Painting 绘画/写生

10:00A - 11:50P

05/30-07/03 Tue, Thu, Sat Ma, Bing N/A 395

29 Painting for Adult 成人油画班 1:00P -2:45P

05/31-07/03 Sun Ma, Bing N/A 100

30 Super Chess Camp 超级国际象棋夏令营

1:00P - 2:50P

06/01-07/03 Mon, Wed, Fri Marisa Li Age 8 240

31 Summer Go 暑期围棋

1:00P-1:50P

06/01-07/03 Tue, Thurs

Hang, Liping Age 8 125

2020 SUMMER SCHOOL SESSION 2 SCHEDULE (07/11-08/14 ZOOM) No. Course Title Class

Period Day Teacher Min Age

Fee ($)

SESSION 1 1 Elementary School Enrichment English Gr. 3

小学英语强化班（三年级） 1:00P -2:45P 07/11-08/14 Tue, Thu, Sat Ziegler, John Age 7 240

2 Elementary English Literature Analysis (Gr.4&5) 小学英语精读（四，五年级）

1:00P - 2:45P

07/13-08/14 Mon, Wed, Fri Ziegler, John Age 8 360


4:30P - 6:20P

07/13-08/14 Mon, Wed, Fri


4 Creative Writing 创作写作训练

3:00P - 4:45P

07/13-08/14 Mon, Wed, Fri Hale, Kristin Age 11 395

5 Middle School Public Speech Training Camp初中公共演讲训练营

1:00P - 2:50P

07/13-08/14 Mon, Wed Balfe, Larry Age 10 395

6 Middle School Congressional Debate Training Camp 初中国会辩论训练营

3:00P - 4:50P

07/11-08/14 Tue, Thu. Sat. Xi, Zack Age 11 225

7 Middle School Advanced English Camp 初中高级英语强化营 1:00P-2:45P

07/11-08/14 Tue, Thu, Sat Jan, Angela Age 11 425

8 Intermittent Public Speech Training Camp 1:00P -2:45P 07/13 - 08/14

Tue,Thu Balfe, Larry Age 12 395

9 High School Honors English 10:00A -11:50A

06/01 - 07/03 Mon,Wed,Fri


10 AP English 2-Literature and Composition 高中

AP 英语 2-语言及写作 6:00P -8:45P 07/13-08/14 Mon, Wed


11 World Affairs 2 国际时事研讨-2 10:00A-12:00P

07/13 - 08/14 Tue, Thurs Ziegler, John Age 13 265

12 Crafting a Personal Essay Workshop 大学申请

Essay 指导 10:00A -12:00P

07/13-08/14 Mon, Wed, Fr.

Patterson, Stuart Age 13 445

13 AP Biology (AP 生物)

1:00P -2:45P 05/30 - 07/03

Sat,Sun Lindebrekke,

Karen Age 13 285

14 Mathcounts 数学竞赛 7:00PM-

8:30PM 07/13-08/14 Tue, Thurs Vincent Wu N/A 225

15 Python Program for Beginners Python 编程初级班

6:00P - 7:45P

07/13-08/14 Tue, Thu Zhu, Wh Age 10 285

16 Java Program for Beginners Java 编程初级班

10:00AM-12:00PM

05/30-07/03 SAT, SUN Lu, Ying Age 10 285

17 COGAT 和 TTCT 考试准备 6:00P - 7:45P

07/13-08/14 Wed, Fri Leong, Paul N/A 295

18 Mental Math Magic (Fun) 小学快乐心算

3:00P -3:50P 07/13 - 08/14 Mon,Wed,Fri

Jiang, Gangjuan 蒋钢娟

Age 8 180

19 SAT Math SAT 数学

1:00P - 2:50P

07/13-08/14 Mon, Wed, Fri Liu, Jenny Age 13 450

20 SAT/ACT Prep and SAT Essay SAT/ACT 考试准备

6:00P - 8:45P

07/13-08/14 Tue, Thu


21 College Application Workshop-Leadership & Resume 6:00P -8:45P

06/05 - 06/12 Fri Chen, Eric 12 60

22 College Application Workshop-Standard Testing and Finding Opportunities 6:00P -8:45P 06/19 - 06/26

Fri Gu, Jason 12 60

23 College Application Workshop-Course Selection and Summer Activities 6:00P -8:45P

07/03 - 07/10 Fri Xi, Zachary 12 60

24 College Application Workshop-Prepare Application & Essay Writing 6:00P -8:45P 07/17 - 07/24

Fri Li, Marissa 12 60

25 College Application Workshop-Teacher Relation, Recommendation and Olympiad Prep

6:00P -8:45P 07/31 - 08/07 Fri Wang, Eric 12 60

26 Chinese Painting 水墨亲子国画 10:00P -11:45P

07/13-08/14 Mon, Wed, Fri Yang, Fei N/A 285

27 Drawing/Painting 绘画/写生

10:00A - 11:50P

07/13-08/14 Tue, Thu, Sat Ma, Bing N/A 395

28 Painting for Adult 成人油画班 1:00P -2:45P 07/11-08/14

Sun Ma, Bing N/A 100

29 Dance 成人舞蹈（林津） 1:00P -2:00P

07/11-08/14 Sat Lin, Jing N/A 60

30 Adults Chinese Dance 成人中国舞 3:00P -4:00P

06/01 - 08/15 Sat

Xu, Mei 徐梅 N/A 60

31 Summer Go 暑期围棋 1:00P-1:50P

07/13-08/14 Tue, Thurs Hang, Liping Age 8 125

32 Chess Camp for Beginner 国际象棋初级班

1:00P -1:50P

07/13 - 08/14 Mon,Wed,Fri Cheng,

Jefferey N/A 95

SAT/ACT Reading and Writing Preparation Campbell, Joshua - Location: Zoom Online

About Joshua Campbell

Joshua Campbell is a Chicago area native who graduated from Augustana College with an English major in the spring of 2006. After that he spent one year studying Mandarin in Beijing and the following 5 years teaching English as a Second Language and SAT in mainland China. Having lived and worked in Beijing, Yunnan, and finally Xiamen China, he have a lot of experience in and around China and in helping Chinese students to improve their English and test taking skills.

Course Overview

This Course is designed to prepare students to successfully sit for the ACT or SAT Exam. This Course will utilize examples taken from the examinations in an effort to bolster understanding. Each Sunday session will on how test questions are constructed with the intention of mastering responses specifically on the reading and writing sections of the tests.

Course Objectives

By the end of this Course, participants will...

Understand how to respond to different types of questions posed on a standardized test Feel more comfortable when approaching study materials for standardized tests Be introduced to resources to assist and guide preparation for standardized tests Identify from the group at least one study buddy Be able to clearly articulate how various nouns and verbs are used in test question

construction Be able to construct a well thought out essay response to sample ACT/SAT question

prompts

Course Offerings

• Secret Language of Standardized Tests

• Test Question Deconstruction

• Tips & Tools

Class Schedule & Fee

Session 1 (06/01-07/03) Tues & Thurs 6:00pm-8:45pm; Total 30 lessons, Fee: $465 Session 1 (07/13-08/14) Tues & Thurs 6:00pm-8:45pm; Total 30 lessons, Fee: $465 Prospective students

8th-11th grade students

AP English 1: Language and Composition Campbell, Joshua - Location: Zoom Online

About Joshua Campbell

Joshua Campbell is a Chicago area native who graduated from Augustana College with an English major in the spring of 2006. After that he spent one year studying Mandarin in Beijing and the following 5 years teaching English as a Second Language and SAT in mainland China. Having lived and worked in Beijing, Yunnan, and finally Xiamen China, he have a lot of experience in and around China and in helping Chinese students to improve their English and test taking skills.

Course Overview

“It's very easy to have slogans and rhetoric that people will follow, but eventually the slogans fall away.” - Saadi Hariri

Students in this college-level English course read and carefully analyze a broad and challenging range of nonfiction and fiction prose selections, deepening their awareness of how language works in effectively communicating an idea. Through close reading and frequent formal and informal writing, students develop their ability to work with language and text with a greater awareness of purpose and strategy, while strengthening their own writing abilities. The purpose of this course is to promote critical thinking and writing. Multiple modes of instruction and informational materials ranging from film clips to speech writing will be incorporated to enrich student recognition, comprehension, and execution of rhetorical analysis. The expectation and rigor of this course will therefore be high and the workload challenging. Discipline, focus, self-advocacy, and mature behavior in and out of class are expected.

According to the College Board, upon completing the AP English Language and Composition course, then, students should be able to

• analyze and interpret samples of good writing, identifying and explaining anauthor’s use of rhetorical strategies and techniques;

• apply effective strategies and techniques in their own writing;

• create and sustain arguments based on readings, research, and/or personalexperience;

• demonstrate understanding and mastery of standard written English as wellas stylistic maturity in their own writing

• write for a variety of purposes;• produce expository, analytical, and argumentative compositions that introduce

a complex central idea and develop it with appropriate evidence drawn fromprimary and/or secondary sources material, cogent explanations, and cleartransitions;

• demonstrate understanding of the conventions of citing primary and secondarymaterial;

• move effectively through the stages of the writing process, with carefulattention to inquiry and research, drafting, revising, editing, and review;

• write thoughtfully about the writing process of composition; revise a workto make it suitable for a different audience

• analyze image as text; evaluate/incorporate reference documents into researchedpapers.


Session 1 (6/01-7/03) Mons and Weds: 6pm-8:45pm; Total: 30 lessons; Fee: $445

Prospective students


GREAT BOOKS-HIGH SCHOOL LITERATURE ANALYSIS

Patterson, Stuart- Location: Zoom Online About Sturat Patterson

Dr. Patterson first studied visual art at the Cooper Union in NYC before getting a great books education at St. John’s College in Santa Fe. For five years after that, I was an arts therapist in northern California before returning to school to get a degree in American Studies from Emory University with a dissertation on race relations and collective memory in the 20th century. I have been with Shimer since 2004, and have taught all the courses in the core curriculum. I’ve also taught electives on the history of economic thought, on theories of metaphor, on the history and phenomenology of reading, and on museology (among others). My most recent interest (since coming to North Central in 2017) is Chinese literature, specifically The Story of the Stone by Cao Xueqin. I've been to China twice in the last three years to begin research on this masterpiece and look forward to teaching it among the other works on our ever-more-inclusive curriculum.

Course Objectives

Reflecting through Great Books

"In this "great books" course, we will read short selections of literature and philosophy that inquire into some of humanity's deepest questions, including the nature of friendship, the possibility of artificial life and how art makes meaning. We will discussthese works with the aim of understanding them and each other. We will read works from various times and places throughout human history, from contemporary US to ancient China. Students will also get practice in how discussion courses are structured and runat many liberal arts colleges and universities in the U.S."

Prospective Students

9th -12th grade students


11:00 am - 12:00 pm 06/01-07/03 Every Mon & Thurs; Total: 10 hours; Fee: $160

Test Preparation: ACT/SAT Reading/Writing Murray, Peter- Location: Zoom Online

About Peter Murray

• Adjunct Professor of English in Midwestern Career College and East-West University.

• More than 14 years of English teaching experiences. • Teaching Advanced English grammar, usage,

composition, and critique. • Has been teaching ACT/SAT exam preparation since

2014. • Start teaching at Ray Chinese School since 2018 and

his class is highly evaluated by his students and parent.

Course objectives

STUDENTS WILL BE ABLE TO…

Students taking this course will be making use of both digital and printed test preparation material, as well as supplementary content provided by instructor. Students who complete this course will have at their disposal effective and efficient methods for minimizing test errors and maximizing in-test time management.

Course description

READING/LANUAGE USAGE/ESSAY

• Multiple Choice Exam type • review and re-enforce grammar and punctuation essentials • comma rules, sentence types and patterns, clauses and phrases, and parts of

speech survey and analyze various question types in the reading and language usage sections of the exam

Essay Composition Exam Type

• basic rhetorical techniques for essay composition • essay formats, syllogism and fallacy, and “end focus”


6/8-6/19 Mon to Fri @ 1:00PM-4:00PM; Total: 30 hours: Fee: $465



Middle School Advanced English Camp

Murray, Peter-Location: Zoom

Course description

This course will focus on major elements of English Language Arts at the sixth through eighth grade level. Students who participate in this course will be able to demonstrate command of the conventions of standard English grammar and usage when writing or speaking, demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing, and determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade six reading and content, choosing flexibly from a range of strategies. Additionally, students in this course will acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, and they will be able to gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading instruction will allow students determine a theme or central idea of a text, how it is conveyed through details, and to provide a summary of the text distinct from personal opinions or judgments. Students will also compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. Students will be able to determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings, as well as compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Class Schedule

06/22-07/03 Mon to Fri @ 1:00PM-4:00PM; total 30 hours; Fee: $465



Middle School Competition Speech Training Balfe,Larry-Location: Zoom

About Larry Balfe

Thirty year professional teacher of Speech, Debate and Drama

• Teaching Certifications in Speech, Drama and History • Coached over 100 students to compete at the National

Speech and Debate National Tournament • Coached over 1,000 Students to compete at the Texas

Forensic Association. state Tournament • Coached over 100 students to the Texas University

Interscholastic League State Meet • Coached National Finalists in Impromptu Speaking,

Dramatic, Humorous and Duo • Coached National Top Fourteen Students in Oratory,

Exempt, Humorous, Dramatic and Duo • Coached Texas State Champions in Duet, Dramatic,

Prose, Poetry, Humorous and Informative Speaking • Coached Texas State Finalists in Oratory, Exempt,

Duet, Humorous, Poetry, Dramatic and Prose • Texas Forensic Association Hall of Fame Coach • Two time Texas Forensic Association State

Tournament Director • National Speech and Debate Double Diamond Coach

Course Description

In all classes, there is a certain amount of review of past classes, and an adding on to the skills learned. The same is true of math, science and language. We will always revisit what we have learned in other classes. These include

Students will learn the basics of getting up in front of an audience, physicalizing their speeches, using gestures, volume, pacing, and learning how to manage time restraints in every speech they give in front of the class. There will be two to three speeches every class for students to practice skills.

Students will learn a warmup that they can use to prepare each speech. Students will watch video examples of many speeches. Students will gain confidence and Speaking acumen by presenting a variety of speeches including an introduction speech, an interview, impromptu and news analysis. Students will also learn to give constructive criticism to other classmates, which will also help them in their speeches. Advanced Elementary students will follow the same curriculum, but speeches will be tailored to meet their needs and strengths. Students will be taught research skills, watch national champions, and prepare speeches for competition. Each student will be given individual time with the teacher in preparing their speech. Students MUST

have a laptop for this class every day. This course requires students to research on their own at home.



Class Schedule & Fee:

Session 1 06/01-07/03 Tue, Thu @ 3pm – 4:50 pm; Total Lessons: 20; Fee: $395

Session 2 07/13-08/14 Tue, Thu @ 1pm – 2:50 pm; Total Lessons: 20; Fee: $395

Original Oratory

Oratory is an activity in which the student writes, memorizes, and then delivers a persuasive speech arising from his/her personal feelings, convictions, or a source of irritation about some problem, concept or issue. These topics are very much like those used in TED Talks.

Students deliver a self-written, ten-minute speech on a topic of their choosing. Limited in their ability to quote words directly, competitors craft an argument using evidence, logic, and emotional appeals. The speech is delivered from memory.

Informative Speaking

An informative speech is an original speech designed to explain, define, describe, or illustrate a particular subject. The general purpose of the speech is for the audience to gain understanding and/or knowledge of a topic. Any other purpose such as to entertain or to convince shall be secondary. The use of audio/visual aids is optional.

Students author and deliver a ten-minute speech on a topic of their choosing. Competitors create the speech to educate the audience on a particular topic. All topics must be informative in nature; the goal is to educate, not to advocate. Visual aids are permitted, but not required. The speech is delivered from memory.

About Larry Balfe

• Thirty year professional teacher of Speech, Debate and Drama Teaching Certifications in Speech, Drama and History

• Coached over 100 students to compete at the National Speech and Debate National Tournament

• Coached over 1,000 Students to compete at the Texas Forensic Association. state Tournament

• Coached over 100 students to the Texas University Interscholastic League State Meet

• Coached National Finalists in Impromptu Speaking, Dramatic, Humorous and Duo • Coached National Top Fourteen Students in Oratory, Exempt, Humorous, Dramatic and

Duo • Coached Texas State Champions in Duet, Dramatic, Prose, Poetry, Humorous and

Informative Speaking • Coached Texas State Finalists in Oratory, Exempt, Duet, Humorous, Poetry, Dramatic

and Prose • Texas Forensic Association Hall of Fame Coach • National Speech and Debate Double Diamond Coach • Foster High School Teacher of the Year • Two time Texas Forensic Association State Tournament Director

Message from Larry: “Teaching is my life. I believe the qualities and skills of public speaking which assists all students in becoming better communicators in any avenue they wish to pursue in life. Finding your voice and understanding reading, writing, and research will strengthen their skills, so that they can understand and advocate and become vocal in whatever field they choose to pursue.”

SAT Math Jenny Liu - Location: Zoom

About Dr. Liu

Dr. Zhenyi Liu graduated from Oklahoma State University with a Ph. D. degree in mathematics,

specializing in geometric topology. She was also a visiting scholar at the University of Michigan,

Ann Arbor. She has an extensive teaching experience with five years at university, two years and

half at Ray Chinese School and many years as a private tutor. Her training in mathematics

education enables her to better understand and explore her students' potential to help them excel

in math. During her time at Ray Chinese School, two of her students won WSCAE (West

Suburban Consortium of Academic Excellence) Gold Metals in math by achieving the highest

scores on the SAT math section.

Course Description

This course is specifically designed to prepare 8th - 11th grade students for the math sections of

SAT exams. We will go through practice tests together in almost every class. Help our students

locate and improve their weak areas. We will cover important topics such as quadratic functions,

remainder theory, Vieta’s Formula, exponential functions, statistics and probabilities, geometry

and trigonometry and more. After one week of intensive training, students will master important

knowledge and strategies for excelling in the coming SAT exams.

Prospective students:



SAT 6.01-7.03 Mon, Wed, Fri @10:00am - 11:45am; Total Lessons: 30; Fee: $450

ACT 6.01-7.03 Tue, Thu @ 9:00am - 12:00pm; Total Lessons: 20; Fee: $285

SAT 6.01-7.03 Mon, Wed, Fri @1:00pm – 2:45pm; Total Lessons: 30; Fee: $450

COGAT and Torrance Test for Creative Thinking (TTCT) Test

Preparation

Leong, Paul - Location: Zoom

About Paul Leong

Paul Leong has been teaching at Ray Chinese School for more than 5 years. Paul created

this class for his own children to prep them to qualify for PI+, and both of them were

admitted to PI+ after their first attempt. Paul is also a District 203 Board member and is well

informed on a variety of placement topics for K-12 in District 203.

Course Description

In this course, we will review all 9 COGAT tests that make up this important standardized

test that weighs heavily for placement into Honors Math, PI, and PI+. We will review test

taking strategy, take practice tests, and assign homework to prepare your student to do their

best on the COGAT tests. There will be in class lecture material in addition to in class

practice and homework handouts for each topic. This course will be taught in

Englishincluding 1) Verbal Analogies 2) Sentence Completion 3) Verbal Classification 4) Number Analogies 5) Number Puzzles 6) Number Series 7) Figure Matrices 8) Paper Folding 9) Figure Classification

In addition, we will prepare students to maximize their scores on the TTCT (Torrance Test

for Creative Thinking) placement test. This test constitutes 20% of the points that are

needed to quality for PI+ (60% COGAT and 20% teacher observation). The class covers

1) Verbal 2) Single Figure 3) Multiple Figure (different) 4) Multiple Figure (same) 5) Picture Solution

Indented students This course is targeted at students who want to maximize their chances to qualify for PI+.

There is benefit for students who are taking the COGAT for the first time, as well as

students who have taken the COGAT in the past and want to improve their scores. This

course will be taught in English.


Session 1 (06/01-07/03) Weds and Fridays: 6pm-7:45pm; Total Lessons: 20; Fee: $295 Session 2 (07/13-08/14) Weds and Fridays: 6pm-7:45pm; Total Lessons: 20; Fee: $295

Middle School Advanced English Summer B 2020 Instructor: Angela Janusauskas (Ms. Angela), Meeting: Online via Zoom Tuesdays, Thursdays, and Saturdays, 1:00 - 2:50 pm. Course Description: Middle School Advanced English is a course designed to challenge students to look beyond the surface meaning of an exciting novel and read the elements of the story as an allegory with deeper symbolic significance. This term we will focus on William Golding’s The Lord of the Flies and the larger themes it presents in terms of human nature and civilization. Students will analyze these themes to reveal what the author could be saying about the world he lived in and/or the world we live in. Students will also complete a group project in which they examine the novel from various schools of literary criticism. Materials:

● Lord of the Flies by William Golding, any edition

● Access to Google Docs, PDFs, and websites shared by the instructor in class.

Class Objectives:

● Understand and appreciate a classic work of fiction.

● Analyze plot and characters by using comparison, sequence, and cause and effect structures.

● Learn to recognize literary analysis concepts such as allegory, irony, foreshadowing, personification and various other figurative language.

● Identify and find evidence of the thematic messages of The Lord of the Flies (Golding)

● Introduce students to literary criticism and empower them to “critique the critic”

● Improve students’ evidence-based reading comprehension and writing skills for school work and standardized tests.

Instruction Methods:

● Though lecture will sometimes be necessary, the course will be taught with as much student interaction as possible so that students engage in inquiry-based learning.

● Focused, independent reading will be assigned so that students develop their own observational and interpretive skills as independent readers.

● Literary discussions will be encouraged via Zoom meetings or via chat rooms so that students practice expressing their ideas aloud and listening critically to others.

● The writing process will be emphasized as students plan, draft and revise essays about what they have read. This process allows students to do their best thinking, produce their best work, and promotes good habits for in-school assignments.

● If students are making satisfactory progress through the comprehension, discussion and writing components of class, then it is possible we can add another dimension to this literary work and analyze the film version of this novel.

Course Outline:

Class Date Lesson Homework

1 7/11

2 7/14

3 7/16

4 7/18

5 7/21

6 7/23

7 7/25

8 7/28

9 7/30

10 8/1

11 8/4

12 8/6

13 8/18

14 8/11

15 8/13

Middle School Creative Writing

Hale, Kristin - Location: Zoom

About Kristin Hale My name is Kristin Hale. I am the Director of a small, private early elementary school and have been there for 15 years. I have my Master’s degree in Education with a concentration on Reading literacy. I also sit on the Advisory Board at Stagg High School. I love working with children to help meet their education goals. I have two of my own children, one just graduated from Loyola University and another serves in our U.S. Military. In my spare time, I enjoy reading, movies, volunteering, crafts, traveling, and cooking. Overview There are many forms of writing. Students typically are writing essays, book reports, theories, hypothesis, and summaries. Creative writing is different and uses a different part of the brain, one that students are not as familiar with and many times scared of. This class will gently help to guide students to open up their imagination and be able to be more confident writers. Techniques and tools will be used to enhance writing. Goal The goal of this class is to take students out of their comfort zone and into new territory, writing creatively. For some who already do this, it is an opportunity for them to enhance their writing techniques. This class will consist of different exercises to get creative juices flowing, and allow students to let their creativity and imagination run. Students will be given topics to write about and gather their own topics in different ways we will explore. Students will plan out their ideas, characters, plot, main ideas, and direction of a story prior to writing. We will use different graphic organizers to take brainstorming a step further as students begin to take their ideas and develop them. Allowing students to work independently, and in small groups, there will be a lot of flexibility and variety in writing. Using writing prompts, tools, group activities, graphic organizers and fun activities to let your creativity flow, we will be exploring different genres. Evaluations Writing content will be evaluated by me along with some peer evaluation and feedback. In addition to content, grammar, punctuation, and sentence structure will be evaluated. Pre-writing exercises we will do in class: • Identify sensory words • Identify Synonyms

• compare and contrast using adjectives • Identify different types genres of writing • Learn first, second, and third person writing • enhancing vocabulary to use in our writing • Understand detail Topics/writing to be covered: Characteristic of good writing Poetry discussion Imagery Sensory details Point of view Rhyme Short Story Word Choice Poetic forms Adventure story Character, Setting, Plot Humor Descriptive writing Persuasive writing - commercial Personal Essay Memoir - reflective writing Autobiography Children’s story Vocabulary


Session 1 (06/01-07/03) Mons, Weds, Fridays 3pm-4:45pm; Total: 30 lessons; Fee: $395

Congressional Debate

Xi, Zachary - Location: Zoom

About Instructor

Zachary Xi is the North High School debate team captain. He attended three National tournaments this school year, won championships in Kentucky and Duke Tournaments, and finished at second in Standford Tournament. He is currently one of the tophigh school Congressional debate players in the States. Zachary hosted a debate camp in Ray last year, which was widely welcomed. Last year, there were students who first contacted debate in this Camp, and became the key player in Naperville North High School Debate Team.

Course Description

The Congressional Debate is currently growing rapidly in the United States and has the largest number of participants in a single high school language competition. It is highly valued by some universities. The universities that host annual national congressional debate tournaments include: Stanford, Harvard, Yale, Duke, Princeton, New York University, Berkeley and so on.

Another benefit of Debate is the ability to train teamwork. Unlike other competitions, debate a Chamber 15-20 students mock parliament to discuss political and economic events, not only enrich the knowledge of children, but also learn how to learn in a few hours Stand Out and Likeable from a group of people (can't make the behavior too aggressive). This trains the players' communication skills. Unlike science competitions, this skill will benefit students for life. At the same time, this competition also allows students to meet with peers from all over the country who love to debate, and often debaters have their own Social Network, which greatly expands the social circle of Chinese children.

Junior high school is the best time to develop your child's interest in this area and start attending related trainings.

Because camp was successful last year, some parents had come to ask Zack whether they would be able to teach again. The class is designed to Junior High School and high school freshman Students who wants to develop congressional debates. In the 30-hour class, students will learn the following:

1. Students will learn how to obtain information quickly through reading, find information, and then delve into the skills of an issue, and organize the searched information to further develop their own arguments.

2. The course will teach students how to write a speech that will stand out and attract theattention of the audience.

3. During the course, students will have the opportunities to develop communication anddebating skills, including public speech, communication skills, and critical thinking.

4. The course will combine lectures, presentations, and competition exercises to preparestudents for future debate competitions.

5. In future career development and college application, presenting your skills is extremelyimportant, and the course will help students practice how to communicate in differentsituations to make themselves different.

6. This course is suitable for students who want to participate in lectures or debates andintroduce competitions / projects. These include the Illinois Congressional DebateAssociation, the Illinois High School Association, and the National Speech and DebateAssociation.

7. At the end of the training camp, mock legislative competitions will be held.

Schedule & Fee

Session 1 (06/01-06/12) Mon-Friday 1:00 pm-4:00 pm; Total: 30 lessons; fee: $225 Session 2 (07/11-08/14) Tue, Thu & Sat 3:00 pm-4:50 pm; Total: 30 lessons; fee: $225

WorldAffairs-TheHowandWhyofWorldConflicts:

AnIntroductiontoInternationalRelations

Haveyoueverwonderedwhythisworldisthewayitis?Whyispeacesuchadifficultthing?Whatmakescountriesfight?Whatarethemajorconflictsintheworldin2020?Howcanwebesttrytounderstandthedifficultiesbetweencountries?Thisclasswillexplorevariousaspectsofconflictintheworld.Wewillcoversomeofthehistoryandsomeofthemajordriversthathaveledtoandsustainedtheseconflicts.Theclasswillbeaguideddiscussionclass.Studentswillbeassignedhomework,mostlyintheformofvideos,toprovidethem withhistoryandcontextwithwhichtounderstandthematerial.Noothermaterialsarerequiredfortheclass,buttheteacherwillprovideadditionalin-classreadings.

Thisclassisdesignedforhighschoolstudentsthatenjoyhistory,haveadeepintellectualcuriosity,andfindthemselveswantingtoknowmoreaboutcurrentglobalaffairs.Nospecialbackgroundisrequired,andthisisagreatopportunitytogetatasteofsomeofthesocialsciencesbeforegoingtocollege.Internationalaffairsarecomprisedofhistory,economics,anddiplomacy,strategicandmilitarystudies.Itisacomplexstudy,butthisclassseeksonlytogiveatasteofwhatstudentsseekingaliberalartsdegreemayfindthemselvesexploringlaterincollege.Itwillbemostlyfocusedondiscussionandabitofwritingforyoutoreflectonthelessonswithfeedbackprovidedfrom theteacher.

Week1:

TheNatureofConflict

Whydocountriesfight?Andhowcanweusetotryandunderstandit?Topicswillincludenaturalresources,religioustensions,borderdisputes,andhistory.Thetoolswewillbegintousearelenses–waysofseeingofperceivingtheworldaroundus.Eachlenscreatesadifferentperspectivewithwhichtounderstandtheworldandguidesourdecisionswithinit.

Venezuela,Africa,andthe“ResourceCurse”

Howcanbeingrichmakeyoupoor?ThisweekwewillexaminethecaseofVenezuelaalongwithseveralAfricancountries.Wewilldelveintohowbeingrichinasingleresourcecanleadtopoverty.Wewillalsodiscussthevariousstylesofleadershipandhowthatcanaffectoutcomes.

Week2:NorthKoreaandSouthKorea:ATaleofTwoCountries

Whywouldtwocountriesthatstartedoffatnearlythesamelevelofdevelopmentevolveintooneofthepoorestandoneoftherichestcountriesintheworld?Forthissectionwewillexamineabitofthehistoryandthendiscusswhatsanctionsare,andhowtheyplayaroleinthisconflict.

Week3:TheMiddleEastMadeSimple

Isitonlyaboutoil?ThoughthereisnothingsimpleaboutthevariousconflictsintheMiddleEast,wewillusethiscaseasatooltounderstandreligioustensions(Sunni/ShiiteandArab/Israeli)aswellasthelegacyofcolonialism.OilandOPECwillalsobemajortopics.

Week4:WaterWars

Willcountriesgotowaroverwater?Thisverywellcouldbeourfuture.Thisweekexaminesmajorriversanddamsthatcrossinternationalboundariesandhowthisisaffectinglargepopulations,andhowitcouldpotentiallyleadtowar.RegionswillincludeSouthAsia,SoutheastAsia,andtheHornofAfrica.

Week5:U.S–ChinaRelations

Forourlastweekwewillexaminethemostimportantrelationshipontheglobalstage,theU.S.-Chinarelationship.Wewilltakesomeofthetoolsthatwehavelearnedcoveringthepreviouscasestudiesandapplythem tothisrelationship.Thecomplexityisdaunting,butexaminingitsvariouspartswillbringustoavarietyofoutcomesandconclusions.

AbouttheTeacher

JohnZieglerreceivedhisB.A.inInternationalRelationsin2010from WebsterUniversity,andlaterwentontoearnhisM.A.inInternationalAffairsfrom JohnsHopkinsSchoolofAdvancedInternationalStudies,in2015.HeworkedasaresearcheronSoutheastAsiaissuesattheCenterforStrategicandInternationalStudies,aninternationalaffairsthinktankinWashingtonD.C.,andalsoworkedatTheAsiaFoundationasaresearcherworkingonanicheaspectofthepeaceprocessinthePhilippines.Mr.Zieglerhaslivedforover13yearsinvariouscountriesinSoutheastAsiaandmayonedayreturn.

Super Chess Camp Li, Marissa - Location: Zoom

About Marrissa Li

• Chess Score 2074 • USA Team:

2017/10 World Youth Chess Championship, Montevideo, Uruguay. 2015/10 World Youth Chess Championship, GreeceTrainer of the former women world champion – Antoaneta Stefanova.

• National Girls Championship 2017/8, Norfolk, VT

2018/8, Madison, WI

2019/8, Orlando, FL

Award: 2017/8 Third Place;

• Illinois Girls Invitation: 2019/4 First Place 2018/5 First Place 2017/4 First Place 2016/5Second Place 2015/3 Third Place 2014/3 Second Place

• National all girls championship

2017 U16 Second Place 2016 U14 First Place

2014 U12 First Place,

Course Description

This course is designed and taught by our coach, Marissa Li, the 2017, 2018 & 2019 Illinois Girls Chess Champion. She is also the 2012 and 2014 National All Girls Champion and 2016 National All Girls Second Place. Scientific facts prove chess helps develop mental stimulation and increases brain power. She was also the 2017&2015 USA Team for World Youth Championship. This course is built on providing a warm, safe and fun learning environment for our students. Children are provided with rewards and positive reinforcement all class period, making each child feel accomplished and special. The course includes: lectures, game analyzing, blitz or bug house, team games and tournaments. The course is suitable for students who have minimum 2-years chess game experiences are pursuing development in the chess games. The class will keep small sizes (limited 12 students.)


Session 1 06/01 – 07/3

Mon, Wed, Fri @ 1:00 pm – 2:45 pm; Total Lessons: 30, Fee: $240

Mathcounts

Wu, Weiqing (Vincent) - Location: Zoom Class

About the Instructor

Weiqing (Vincent) Wu graduated from Shanghai Jiao tong University with BA in mathematics

and MA in management school. After coming to US, he graduated from University of Texas

with Master degree in economics and Master degree in computer science. Currently he works as

a distinguished software engineer at a small software company. Since year 2004, he has taught

many math courses including MATHCOUNTS, American Math Competition, AIME, Math

Kangaroo, geometry (Euclid’s Element book I), Counting and Probability, number theory, even

Crossword puzzle. He also taught chess at Ray Chinese School for several years.

Course Overview

The short session of MATHCOUNTS will practice and explain in details of actual competition

problems of sprint rounds, target rounds and team round with school, chapter and state levels for

this year (2019- 2020). Student will learn various techniques of MATHCOUNTS problem

solving skills in real competition environment. See link:

https://www.mathcounts.org/programs/competition-series/past-competitions. The link will be

updated to this year’s problems when we have the lessons.

1) first class: number sense and number theory 2) review permutation and combination, discrete

and geometric probability

Course Schedule

6pm-8:45pm, Mons & Weds, 7.13-8.14

Python Programming for Beginners Zhu, Wh - Location: Zoom

About Me:

Mr. Zhu is senior application developer in a financial company for 20 years. He has master

degree in Computational Finance. This is his 2nd year to teach Python class in Ray Chinese

School in summer school. He really enjoys teaching young students. Outside of his career, he is

good at bakery, plays the volleyball and sings.

Goal:

The goal for this course is to let students learn some basic programming skills. After some fun

projects, students are going to be interested in programming.

Course lessons:

• Variables and Simple Data Types

• Collections (List, Tuple, dictionary and set)

• For statement

• If statement

• While loop

• Function

• Module

• Class and object

• User and file

• Try exception

Projects:

• Use python random module to develop the lucky sevens game

• Use python turtle module to draw digital pictures.

• Use tkinter module to develop bounce ball games


Session 1 (06/01-07/03) Tues & Thurs 6:00 pm - 7:45 pm; Total Lessons: 20; Fee: $285

Session 1 (07/13-08/14) Tues & Thurs 6:00 pm - 7:45 pm; Total Lessons: 20; Fee: $285

初级 JAVA 编程-陆嘤

课程简介

Java 编程课程教授学生如何开发 Java 应用程序。涵盖的主题包括 Java 编程语言基础，使用 Java 面向对象编程，Class(类), 异常处理，文件

输入/输出，API, Applet, 和数据结构等。学生使用 NetBeans IDE 编写和调试应用程序。课程基于高中 AP 课程教学大纲, 然而，课程内容被修改为适合不同的学生水平。

The Java programming class is based on AP Java programming course. However, class content is revised to fit for different student levels. It covers basic Java programming syntax, Object-Oriented programming concepts, Java Class, exceptions, File input and output process, Java API, Java Applet, and data structures. NetBeans IDE will be used for programming.

上课时间

5/30-7/03 Sat, Sun @ 10-11:50am

7/11-8/14 Sat, Sun @ 10-11:50am

Middle School Vocabulary Building & Classical Reading

Shield, Amanda - Location: Zoom

About Me:

I am a certified teacher with an Oklahoma teaching license in elementary education. I hold

specialized qualifications in middle school English (grades 6-8) and in teaching English to

speakers of other languages (grades PK-12) I have been teaching English Language Arts to

middle school students in Beijing in the past few years. We often dealt with high school classics,

such as Pride and Prejudice and George Orwell’s Animal Farm, in these courses. As a teacher, I

strive to ensure that my students are the most prepared for their next endeavor.

Course Overview

This course will be an English reading and writing course for those going into 7th or 8th grade. We will focus on classic writings including short stories, plays, and poetry from well-known authors such as Jane Austen, Shakespeare, and Ray Bradbury. Students will then draw out rich vocabulary and write their own compositions. This is a good choice for those who love to read and write, or want to improve their reading and writing. Students will be introduced to texts that are challenging and fun.

Week 1: Reading: Play Pride and Prejudice Writing: Character Descriptions

Week 2: Reading: Short Stories by Ray Bradbury Writing: Setting Descriptions

Week 3-4: Reading: Shakespeare A Midsummer Night’s Dream Writing: Developing Plot

Week 5: Reading: Poetry Writing: Editing, Revising, and Sharing


Session 1 (06/01-07/03) Tues & Thurs 1:00 pm – 2:45pm; Total Lessons: 20; Fee: $260 -FULL Session 1 (05/30-07/03) Fri & Sat 1:00 pm – 2:45pm; Total Lessons: 20; Fee: $260 -NEW

Elementary English Literature Analysis (Gr4&5) About John Ziegler I am an experienced teacher with specialized qualifications in teaching English as a Second

Language. I taught Middle School English, High School Economics, and Algebra II for six years

in Thailand in English only programs, and also taught younger English learners in a private

school setting on weekends. I provide an encouraging and nurturing environment for students to

discover their own particular strengths and safe environment in which to explore them.

Course Description

In this course students will begin connecting with the literature and digging a little deeper into

narratives to uncover meaning, values, and lessons that an author may be trying to convey. For

this class we will primarily be using A Wrinkle in Time, by Madeleine L’Engle. Each week,

students will be asked to reflect upon and write about how some of the events discussed in the

book are relevant in their own lives. The novel is a classic piece which won the 1963 Newberry

Medal and has often been a part of curricula since then.

Week 1: Examining an Author’s Values

Students will move though the first few chapters and examine how the author questions the

human tendency to misjudge and fear what they don’t understand. The main character struggles

with her own uniqueness and ability to fit in at school. Students will be asked to write a letter of

support for her and connect it with plot developments in the chapters. Students may opt to write

about people they know who have had the courage to be them, even if they are different,

Week 2: Challenges and Personal Growth

In chapters 3-4, the main character faces difficult challenges and experiences personal growth as

a result of how she faces them. Students will be asked to write a short journal entry reflecting on

how they have struggles through a difficult task or have helped a friend through a problem.

Week 3: Good versus Evil

As students read through chapters 5-6, the underlying plots of good versus evil have emerged

with the outcome of the triumph of love in the end. Students will be asked to write about how

they define darkness and who, in their own lives, they see as fighting the darkness and how.

Week 4: Time and Space

Much of this story relies on the ability of its characters to travel through time and space. As the

story develops by chapters 7-8, science is a major theme alongside of the questioning of values.

Students will be asked to ponder and write about whether there are limitations on what science

can answer. The ways in which science has benefitted both the main character as well as

humankind overall will be examined.

Week 5: Character Evaluation

In chapters 8-10, the events culminate into the apex of the story and characters are faced with

their own fears as well as the difficulties in their challenge. Students will reflect upon how the

characters have grown up and evolved across their individual challenges, and as a group. Writing

this week will be a personal tale of how they have seen themselves grow and change along with

changes in how they see or experience the world.

Week 6: Final Analysis

In the final week, we will bring it all together. We will finish the book and take a while to

discuss what it was about and how students felt about it. Students will be asked to write both a

synopsis and a review of the material including their recommendations or criticisms.

Class Schedule

Summer Session I, Tuesdays, Thursdays, (1pm –2:45pm); Total Lessons: 20; Fee: $240 Session I, Friday, Sunday, (3pm –4:45pm); Total Lessons: 20; Fee: $240

Ray Chinese School

Course: BIO1 AP Biology Session 1

Teacher: Karen Lindebrekke

M.S. Ed. Curriculum and Instruction in Science and Mathematics

B.A. Zoology major & Mathematics minor

Time and Dates:

Saturdays & Sundays 3:00-4:45 PM

05/30/20–06/28/20

Location:

Virtual Zoom Class Meetings

Course Description

Advanced Placement Biology provides students with a solid foundation in college-level introductory biology. With our advances in technology, the field of biology is rapidly changing, so students need to have a solid grasp of the knowledge and be able to apply the concept of the big ideas. The College Board has organized the AP Biology course around these four big ideas:

1. the process of evolution drives the diversity and unity of life; 2. biological systems utilize free energy and molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis; 3. living systems store, retrieve, transmit and respond to information essential to life processes;

and 4. biological systems interact, and these systems and their interactions possess complex

properties. Students will also develop their science process and analytical skills.

Course Content

The AP Biology Framework provides guidance on what students must know, be able to do, and understand, with a focus on the big ideas that encompass core principles, theories, and processes of the discipline. The framework also encourages instruction that prepares students for advanced work in STEM majors. The AP Biology framework is organized into eight commonly taught units of study.

In Summer Session 1, we will explore Units 1–4.

Unit 1: Chemistry of Life

Unit 2: Cell Structure and Function

Unit 3: Cellular Energetics

Unit 4: Cell Communication and Cell Cycle

Science Practices

The updated AP Biology framework also outlines distinct skills, called science practices, that students should practice throughout the course—skills that will help them learn to think and act like scientists

Skill Description

1. Concept Explanation Explain biological concepts, processes, and models presented in written format

2. Visual Representations Analyze visual representations of biological concepts and processes

3. Question and Method Determine scientific question and method

4. Representing and Describing Data Represent and describe data

5. Statistical Tests and Data Analysis Perform statistical tests and mathematical calculations to analyze and interpret data

6. Argumentation Develop and justify scientific arguments using evidence

Course Structure

This course focuses on developing students’ biological knowledge, including terminology used in context and applications of mathematics, and conceptual understandings and scientific thinking and process skills, such as: asking questions and applying scientific methods; representing and describing data; analyzing data and visual representations; and argumentation using evidence.

In addition to lecture and discussions, students will be expected to complete:

• reading and video assignments and provide written responses or summary charts, • practice test questions, • laboratory investigations (these will be done independently, using easily obtained and

inexpensive materials, or as virtual labs for the online version of this course).

Ray Chinese School

Course: BIO2 AP Biology Session 2

Teacher: Karen Lindebrekke

M.S. Ed. Curriculum and Instruction in Science and Mathematics

B.A. Zoology major & Mathematics minor

Time and Dates:

Saturdays & Sundays 3:00-4:45 PM

from 7/11/20 to 8/9/20

Location:

Virtual Zoom Class Meetings

Course Description

Advanced Placement Biology provides students with a solid foundation in college-level introductory biology. With our advances in technology, the field of biology is rapidly changing, so students need to have a solid grasp of the knowledge and be able to apply the concept of the big ideas. The College Board has organized the AP Biology course around these four big ideas:

1. the process of evolution drives the diversity and unity of life; 2. biological systems utilize free energy and molecular building blocks to grow, to reproduce and to

maintain dynamic homeostasis; 3. living systems store, retrieve, transmit and respond to information essential to life processes;

and 4. biological systems interact, and these systems and their interactions possess complex

properties. Students will also develop their science process and analytical skills.

Course Content

The AP Biology Framework provides guidance on what students must know, be able to do, and understand, with a focus on the big ideas that encompass core principles, theories, and processes of the discipline. The framework also encourages instruction that prepares students for advanced work in STEM majors. The AP Biology framework is organized into eight commonly taught units of study.

In Summer Session 2 we will explore Units 5–8.

Unit 5: Heredity

Unit 6: Gene Expression and Regulation

Unit 7: Natural Selection

Unit 8: Ecology

Science Practices

The updated AP Biology framework also outlines distinct skills, called science practices, that students should practice throughout the course—skills that will help them learn to think and act like scientists

Skill Description

1. Concept Explanation Explain biological concepts, processes, and models presented in written format

2. Visual Representations Analyze visual representations of biological concepts and processes

3. Question and Method Determine scientific question and method

4. Representing and Describing Data Represent and describe data

5. Statistical Tests and Data Analysis Perform statistical tests and mathematical calculations to analyze and interpret data

6. Argumentation Develop and justify scientific arguments using evidence

Course Structure

This course focuses on developing students’ biological knowledge, including terminology used in context and applications of mathematics, and conceptual understandings and scientific thinking and process skills, such as: asking questions and applying scientific methods; representing and describing data; analyzing data and visual representations; and argumentation using evidence.

In addition to lecture and discussions, students will be expected to complete:

• reading and video assignments and provide written responses or summary charts, • practice test questions, • laboratory investigations (these will be done independently, using easily obtained and

inexpensive materials, or as virtual labs for the online version of this course).

My First Chinese Word Summer learning

Zhiwei Tu - Location: Zoom

About Me:

I am a certified teacher with a Shanghai, China teaching license. I hold a Junior High School Teacher Certification, a Standard Speaking Mandarin for teaching certification, a Cambridge Young Learners Teacher Certification

and “advanced”certification in Chinese language and teaching practice

from international Chinese teacher professional ability certification program. I have been teaching Chinese as Second language for 8 years in Ray Chinese School. As a teacher I always create an effective and an encouraging environment for students to learn.

Course Description

In this 11 weeks’ course students will review My First Chinese Words. The set of 36 size-appropriate storybooks is designed with the idea that young children learn best when the information given is relevant to their everyday lives, which makes learning fun and exciting. Each week kids will be reviewed 10 Chinese characters for different week’s theme. Chinese stroke order rules and pinyin will be practiced in the course. The students will enjoy fun ways of learning Chinese, like some animated stories, fun mobile friendly language learning games, popular Chinese songs and writing pad. It is good chance for the kids to review and develop the Chinese skills in summer!

Week 1: Greetings: ways of greeting 你好！

Week 2: Family members: Chinese family tree names 我爱我的家

Week 3: Colors: Chinese colors with fun activities 你最喜欢什么颜色？

Week 4: Fruit: fruit song 你最喜欢吃什么水果？

Week 5: Numbers and time: Number counting 1-100 你几岁? /老狼老狼几点了？

Week 6: Animals: what is your favorite animal? 你最喜欢什么动物？

Week 7: Week and month: What day is it today? 今天是几月几日?/红花红花几月开？

Week 8: Weather: How is the weather? 今天天气怎么样？

Week 9: Nationality：Where do you come from? 你从哪里来？

Week 10: Modes of Transportation：I go to China by airplane 我坐飞机去中国

Week 11: Directions：Where’s the kitten? 小猫在哪里？

Class schedule and Fee:

Session (06/06-08/15) 11 weeks Sat: 10: 00 AM-10:50AM Fees: $120

绘画-马冰

画家简介：马冰出生于河北省石家庄，曾于 1990-2004 任教

于河北师范大学美术学院油画系。现为自由职业画家，定居纽

约、北京、Naperville。作品曾发表于《美术》《中国油画》

《画廊》美术研究》《今日中国美术》《中国美术馆》等专业

刊物。作品被北京、上海、南京、台湾、香港以及新加坡、韩

国、美国、英国等地美术馆、艺术机构、画廊、公司及私人收

藏。

教育背景：

1985-1990，就读于鲁迅美术学院油画系，获学士学位。

1994-1996，就读于中央美术学院第八届油画助教研修班。

2000-2003，就读于中央美术学院油画系油画高级研修班。

课程简介：

春季课马上就要结束了，我们将要迎来暑期的生活。因为今年的特殊情况，我们现在都在家里通

过 zoom 来上课了。说真的，开始还真有点手忙脚乱。慢慢的，我们也习惯了这种方式，随遇而

安吧。只要我们不放弃学习，善于学习，利用不同的学习方式和机会，我们就能继续完成自己的

梦。正是因为特殊时期的特殊原因，我们制定了今年夏令营不一样的教学方案。今天把这个方案

推送给大家，就是希望中文学校大家庭的每一个成员，共同努力，度过我们人生中的一个难忘的

夏令营。这次的 Zoom 绘画夏令营，设计了同一个时间段，分组教学的方案。(油画，水彩，绘画基础）。

我们会根据报名实际情况分成三个不同的小组，每个组建立一个有家长参与的微信群，方便我们

互传信息和教学图片。同学们可以在自己的组里，把老师发送的，有关上课内容的图片保存到自

己的电子设备上，并选择自己喜欢的图片作为课堂练习。同学们在家里或在课堂上都可以完成自

己的作业，老师更希望同学们在课堂上积极提问，和老师探讨自己的作业。油画班（12 岁以上）学习计划：完成一幅主题创作作品。教学方案：先由同学提出自己的观点和想法，和老师讨论，并确定方向。寻找资料，开始构图，制作素描稿，色彩稿。制作过程中进行材料的学习和认识，最后完成一幅创作。水彩班（10 岁左右）学习计划：学习水彩画不同的表达方式，感受水彩画中水与色融合流动的千变万化。春季水彩班因为只有一节课的时间，有些同学出现了不能持续深入的问题。这次夏令营设置的两

节课的时间，正好可以帮助同学们努力探索更高阶段的知识，并解决遇到的新问题，逐步掌握水

彩画的特点。绘画基础班（6 岁左右）

学习计划：引导，激发艺术想象力，让艺术融入孩子们的生活。

孩子们根据老师提供的图片，选择自己感兴趣的题材，绘制儿童画作品。在完成过程中，培养孩

子们的基础造型和色彩能力。

成人班：

往年的夏令营，与我们大人无缘，那是孩子们的专利和乐园。今年的“居家令”给了我们机会。每

个周日下午，我们聚集在一起探讨艺术，欣赏同学们带来的艺术佳作，慢慢也成了我们生活的一

部分。有期待，有兴奋，还有点小紧张...... 欢迎新老同学继续我们的艺术学习和探索，试着给我们自己也报个夏校。在安排好孩子的学习和

娱乐之外，也给自己的心灵找一个安静的角落，落在画布上的每一根线条，每一笔颜色，都是我

们对自己最深入的了解和关注。这些对自己内心的关爱，是琐碎日常中最好的奢饰品，艺术可以

帮助我们一直在路上，归来仍是少年！

上课时间：

5/30/2020 - 7/3/2020 Tue, Thu, Sat @ 10:00 am – 11:50 am 油画班（12 岁以上）水彩班（10 岁左右） Total Lessons: 30; Fee: $395 7/11/2020 - 8/14/2020 Tue, Thu, Sat @ 10:00 am – 11:50 am 油画班（12 岁以上）水彩班（10 岁左右） Total Lessons: 30; Fee: $395

5/31/2020-7/3/2020 Sun @ 1:00PM-2:45PM 成人班; Total Lessons: 10, Fee: $100

水墨亲子国画-杨菲

画家简介：

杨菲生于北京。1995 年毕业于中央民族大学美术学院中国画专业。1996 年于北京清华大

学美术学院设计系进修。现为北京美术家协会会员。北京女美术家联谊会会员。我自幼

跟随父亲写字画画，九岁考入北京市少年宫美术班，开始正规的美术基础学习。虽然进行

了多年的素描色彩训练，但我依然喜爱笔墨线条的单纯与灵动。所以，大学我选择了从小

耳濡目染的中国画专业。近年来，因为自己的孩子到了可以拿笔画画的年龄，自然身边

也多了一些喜爱国画的孩子。我在教他们学习儿童国画的过程中，很惊喜的发现，孩子们

很容易在笔墨中找到乐趣和成就感。中国画讲究形式美，有简洁、概括的特点。构图不受

时间、空间限制，很符合儿童的视野。孩子们在国画创作中，要求胆大心细，不能来回修

改。毛笔的轻重缓急，墨色的浓淡干湿，色彩的调和变化，都会在宣纸上出现很多意想不

到的奇特效果。他们会兴奋又专注的完成作品。这是一个锻炼手、眼、脑协调的过程。因

为注意力集中，执笔，行笔会运气用力，这样会渐渐养成良好的学习习惯，对他们理解中

国文化，学习中文都很有帮助。

课程简介：

在这个夏天，遇见中国画。中国画写意抒情，笔墨之间充满灵性。中国画有属于自己的一

套审美模式，构图法则。中国画可以简洁淡雅，意境悠远。中国画也可以俏皮活泼，色彩

艳丽。中国画里蕴含着中国文化的渊源，中国画表达着我们内心深处的真实渴望。中国画

的美，我们经常感到熟悉又陌生。中国画与我们的距离，有时像隔着一个饭桌，触手可及。

有时又突然觉得隔着几千年的巨浪，一团模糊。中国画中的抽象元素和意向表达，西方很

多艺术大师都从中吸取过营养。这个春天，我们过的如此不同寻常，这个夏天，遇见中国

画，希望能带给我们一些安静的力量。

国画课程计划：根据基础和程度，分小组学习。

一组：5-8 岁儿童国画课程规划：

主题：一场笔墨纸砚的游戏。

关键词：新鲜、有趣、知识、设计、创意

课程设计：

1.介绍中国画材料：笔墨纸砚。熟悉材料性能，掌握墨分五色及各种笔法。

2.在熟悉水和墨的效果之后，开始尝试中国画颜色。学习生动有趣的写意花鸟画。

3.配合中国传统节日中的绘画素材，临摹和写生相结合，自由创作。

4.通过观看优秀的水墨动画片来学习。孩子们会发现他们所学的那些荷花水草，小鱼小虾

可以动起来讲故事，非常特别！

5.按照季节，根据孩子们耳熟能详的诗词进行创作，加深对于诗词意境的理解。

6.把现代设计带入传统国画，利用不同的道具进行创作，增加趣味性。培养动手能力和创

造力，提高综合艺术修养。比如：春天画纸伞，夏天画折扇，冬天画灯笼等。

7.书法练习自然融入。学会按照中国画的规则署名，盖章。比如：过年学写福字，对联。

二组：9 岁以上及成人国画教学：

在上述教学模式的基础上，开始系统学习《芥子园画谱》之山水篇和花鸟篇。芥子园就是中国画的乐高玩具，各种各样的石头，树木，小人，房子等就像乐高里的零件，只

要按照说明书，按照编号组合，就能完成。因为简单明了，所以上手很快，也很容易上瘾。在

学这些程式化的招式技法过程中，东方文化符号就会慢慢印在脑子里。下一步就可以开始临摹大师的作品。选择自己喜欢的，精神气质最接近自己的大师，在笔墨

中穿越。找到自己独特的笔墨情趣。第三，写生。看看真实的自然是怎样的，把自己已经习惯的，程式化的东西再重新洗洗牌。

心中的树和真实的树有何不同？师法自然。最后，创作课。结合自己的生活，将所学的传统笔墨灵活运用到创作中。慢慢找到自己独特

的绘画语言，表达自己的态度和观念。结束语：原来学国画也可以很酷！

让孩子们天生的灵性，在笔墨线条中发光！

上课时间：

6/01/2020 - 7/3/2020 Mon, Wed, Fri @ 10:00 am – 11:50 am; Total Lessons: 30; Fee: $285 Kid (40% discount for parents who registers with her/his kid); 7/13/2020 - 8/14/2020 Mon, Wed, Fri @ 10:00 am – 11:50 am; Total Lessons: 30; Fee: $285 Kid (40% discount for parents who registers with her/his kid);

Introduction to Combinations and Permutations

Vincent Wu

As a veteran math competition teacher, I was always asked by students and parents to solve some

challenging math problems they encountered at school or company. I found out that the large portion of

the questions belongs to combinator problems which are both fascinating and challenging because

school usually does not cover this branch of mathematics. The subject is hard to explain and deserves its

own importance in Mathcounts and AMC competition.

This summer I take the liberty to teach this class. Student will have a chance to learn basic and advanced

combination and permutation techniques and will experience and solve many wonderful combinator

problems in very short time. The problems include balls, dice, coins, cube, blackjack, Diophantine

equations, coupling problem, crown diamond setting.

This short session will cover:

1) Factorials, permutation and combination

2) Fundamental Counting Principal and Bijection, Sticks and Stones

3) Blackjack Probabilities

4) Inclusive-Exclusive principle: Coupling Problem

5) Binomial Expansion and Pascal Triangle

6) Burnside’s Lemma

Student will have fun and gain mathematical insights to this wonderful and inspiring subject. Attached is

sample test I compiled. Try it out and have fun!

This is my favorite book I cut my teeth on combinators:

Permutation and Combination Problems

1. A, B, C, D, E five persons stand in a line. Assume A and B must be next to each other and B must be right to A. How many ways are there to have this arrangement?

A. 60 B. 48 C. 36 D. 24

2. Seven persons stand in a line. Assume A and B can’t be next to each other. How many ways are there to have this arrangement?

A. 1440 B. 3600 C. 4820 D. 4800

3. A, B, C, D, E five persons stand in a line. Assume B must be right to A (not necessary neighboring). How many ways are there to have this arrangement?

A. 24 B. 60 C. 90 D. 120

4. Put digits 1, 2, 3, 4 each into 4 boxes labelled as 1, 2, 3, 4. How many ways are there if the digit in each box doesn’t match the number label.

A. 6 B. 9 C. 11 D. 23

5. There are three jobs A, B, and C. A requires 2 people to finish; B and C each requires only 1 person. There are 10 people to choose from. How many ways are there from these 10 people to do the job?

A. 1260. B. 2025 C. 2520 D. 5040

5.1. 12 students are sent to survey the car traffic in 3 crossroads. Each crossroad needs 4 students. How many plans are there?

A. 𝐶𝐶124 ⋅ 𝐶𝐶84 ⋅ 𝐶𝐶44 B. 3𝐶𝐶124 ⋅ 𝐶𝐶84 ⋅ 𝐶𝐶44 C. 𝐶𝐶124 ⋅ 𝐶𝐶84 ⋅ 𝐶𝐶33 D. 𝐶𝐶124 ⋅ 𝐶𝐶84 ⋅ 𝐶𝐶44/𝐴𝐴33

6.1. 4 different students are sent to 3 different schools. Each school must have at least one student. How many ways are there?

6.2. All 5 different books are distributed to 4 different students and each student will have at least 1 book. How many ways:

A. 480 B. 240 C. 120 D. 96

7. How are there ways for 10 group member positions are allotted to 7 classes with at least one student from each class?

8. 10 different students are sent 4 different cities. A won’t go to Chicago and B won’t go to New York. How many ways are there?

9.1. A 6 digits number is made of digits 0, 1, 2, 3, 4, 5 without repeat and unit digit is less than 10th digit. How many ways are there?

9.2. How many ways are there that the product from two numbers selected from {1, 2, 3, …, 100} is multiple of 7 (regardless of order)?

9.3 How many ways are there that the sum from two numbers selected from {1, 2, 3, …, 100} is multiple of 4 (regardless of order)?

10. Selecting 4 from 6 athletes to compete in 4x100 relay. How many ways are there if A is not allowed in first baton and B is not allowed in fourth baton?

11. 1 teacher and 4 students stand in a line and the teacher will not stand on the two ends. How many ways are there?

12.1. 6 different elements are lined up in two rows with 3 elements in each row. How many ways are there?

A. 36 B. 120 C. 720 D. 1440

12.2. 8 different elements are lined up in two rows with 4 elements in each row. A and B must be in first row while C must be in second row. How many ways are there?

13. There are 4 type A machines and 5 type B machines. How many ways are there to choose 3 machines with at lease 1 type A and 1 type B?

A. 140 B. 80 C. 70 D. 35

14.1. 4 different balls are put into 4 different boxes numbered 1,2,3,4 with restriction of exactly one box is empty. How many ways are there?

14.2. 4 different players chosen from 4 males and 5 females athletes practice in a group. How many ways are there?

15.1 How many tetrahedrons are there whose vertices are made of vertices of a cube?

A. 70 B. 64 C. 58 D. 52

15.2. 4 points are chosen from a regular tetrahedron’s vertices (4 points) and mind points of each edge (6 points). How many ways are there if these 4 points are not in a same plain?

A. 150 B. 147 C. 144 D. 141

16. 5 pair of twin sisters (10 people) stands in a circle. How many ways are there if twin sisters must be next to each other?

17. 6 apprentices are sent to 7 different workshops. How many arrangements are there?

18. There are 9 street lights numbered 1-9. We will shut off 3 lights of them with the restriction that no shutoff lights could be next each other (there must have one lit up light between two shutoff lights). And we can’t shut off the two lights in both ends. How many arrangements are there?

19. 5 different balls numbered 1 to 5 are put into 5 boxes numbered also 1-5 with each box having one ball. How many ways are there if there are exactly two boxes matching its ball number?

20.1. How many even positive factures are there in 30030?

20.1. Lines are made of connecting 8 vertices of a cube. How many pair of lines among them are not on a plain?

21.1. Cords are made of connecting 10 different points on a circle. What is the maximum number of intersections of these cords?

21.2. How many paths are there from A to B if you can only go up and right? B

A

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