English 2

English 2

SL: 1(A-D), 2-3, 4(A-B), 5-6 

1) Initiate and participate effectively in a range of collaborative discussions
(one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12
topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
a) Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b) Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish individual
roles as needed.
c) Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and
promote divergent and creative perspectives.
d) Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.

English7

RI:7

Integrate and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.

This week we visited Fresno State. We presented to a class of entrepreneur students our ideas for the my life project. After presenting they gave us feedback on what we could do to further our projects and helped us where we were stuck.

Last Week:

This week me and other my life project students attended a meeting at the school district office to ask them if we could use the basketball courts as a place to build the skate park.
I can connect this to the meeting at the district office I attended. In this meeting we were able to interact with the form of government previously established, and we were also able to express ourselves using our rights as citizens.

12.3.4. Performance Standard:

Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes.
CA.12.4. Content Standard: Principles of American DemocracyStudents analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.

A Few Weeks Ago

12.2 Students evaluate and take and defend positions on scope and limits of rights and obligations as democratic citizens. the relationship among them and how they are secured. we applied this to our project by publicly speaking at the Water Board/CDBG meeting. we also learned that our job as citizens to speak up about our opinions and about what we think can improve our community 

Today our teacher Mr. Paul gave us a book to read called "The Alchemist." I haven't gotten very far in it but its about a shepherd who goes on a quest to find a great treasure in the Egyptian pyramids. On the way he has already ran into two people that have helped him further his journey a gypsy and the king of Salem. This book is really capturing my attention and I am looking forward to reading farther ahead. This book has many different problems and is very structured.this book always keeps you on your toes because you never know whats going to happen next. the point of view from the story is from Santiago and his experiences throughout his personal legend.

English 3
RL:3

Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama.
English 5
RI:5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
English 4
RL:6
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant.
English 6
RI:6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.





My name is Mathew Westfall. I am 17 years old and am a senior at Laton High School. I am part of the 2015 graduating class. I am part of the My Life Project at Laton High School. I participate in football as well as baseball for the high school. I play left guard on offense and left or right end on defense. I'm currently enrolled in ROP construction and art as well as the My Life Project. After high school I want to go into the Coast Gaurd or Navy field because i don't know what i want to do and this is a great opportunity to figure out what there is and what I'm good at.