English 14

English 14

SL:3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

all of the my life students met with two creativity profesors from out of state to disscus our my life projects. we talked about our projects and they answered any questions that we had about our projects. we were also assigned our my life coaches that were supposed to go to if we have any further questions.

English 13

English 13

W:10
Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

i did this by posting on my blog.the blog shows all progress ive made throughout the year. it include every step we've  gone through even before we knew what our projects were.

English 12

English 12

W:7

Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding on the subject under investigation.

i needed to figure out how to prevent some of the safety hazards the workers from the insurance company had brought up. we had to make a sign for the skate park rules. we did that using the plasma cam to cut out a 4x4 sign. then we had to do something with the basketball poles so no one would get hurt so we tried padding them and with generous donation from Mr. rohas we got the padding. 

English 11

English 11

W:6 Use technology, including the internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

I can tie this to our project because we are constantly using the internet to promote the skate park by trying to get donations and keeping people updated on how the skate park is going. we have gotten money donations as well as pysicle skating items

English 10

English 10

W:5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, forcing on addressing what is most significant for a specific purpose and audience

English 9

W:4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.n.

English 8

W:2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

We filled out a grant for the tony hawk foundation. the grant was for 25,000 dollars.We had to write about our town and answer questions about laton. we also explained our ideas and concepts clearly to show why we need a skate park and why we would need the money more than the next person.we also had to go back and revise our work multiple times and tried finding the best possible reason that we need a skate park.

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.