PJ 5/15/17

First 15 minutes of skills practice

For the first 15 minutes of skills practice, I took my vocabulary test. I feel that I did better than before.

Last 15 minutes of skills practice

For the last 15 minutes of skills practice, I learned about different writing techniques. Like a syntax is a sentence structure that helps build suspense in a story-while also learning about how metaphors, personification, and colorful descriptions can change how a story is interpreted and brought up.

  • Diction: Word Choice
  • Imagery: Figurative language used to paint a picture
  • Syntax: Sentence structure and arrangement
  • Flashback: Altered sequence of events

Application time

During application time I continued to read my book and collect more information about the story.

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PJ 5/11/17

First 10 minutes of skills practice

For the first 10 minutes of skills practice, I was actually with my vocabulary group doing a review for the test we have coming up next class. I did alright… :/ : )

Next 20 minutes of skills practice

For the next 10 minutes of skills practice I learned about author’s writing styles (based off the Story “Mrs.Perez” by Oscar Casares). An author’s style includes figurative language, word choice, and sentence structure. Some author’s even use flashbacks as a style element. I was also able to learn about different element styles.

Diction: Word choice (dialogue, embedded Spanish, etc.)

Imagery: Sensory experiences you get through writer’s words (includes descriptive, figurative language)

Syntax: Sentence structure

Structure: flashbacks (which alter the time sequence and chronology)

Application Time

During application time I finished my vocabulary extra credit sheet and continued to read my book. I was able to make it to Chapter 12, page 135.

 

PJ 5/9/17

First 10 minutes of skills practice

For the first 10 minutes of skills practice I continued (once again) to learn about the story of Nina, and how cause and effect come in to play in a story. I was also able to learn about symbolism and how symbolism has deeper meaning to a text and allows the readers to bring their own interpretations to a text (no matter your interpretation, you should be able to support your belief with evidence).

Next 10 minutes of skills practice

For the next 10 minutes of skills practice I practiced learning about denotation and connotation. I was able to learn how to chunk the words (meaning how to break the word apart to understand it better) and when I took the test given, I got 7 out of 10 answers right. All this helped me expand my word consciousness. One meaning is apparently from the brain and one is from the heart.

Brain= denotative

  • Denotative meaning is a word’s exact meaning, the dictionary definition
  • DICTIONARY DEFINITON

Heart= Connotative

  • Connotative meaning is the emotions and feeling that a word creates
  • PERSONAL MEANING

Last 10 minutes of skills practice

For the last 10 minutes of skills practice I continued to practice the meaning of denotative and connotative using the given exercises to help me follow along.

Application time

During application time I continued reading my book and understanding who my characters are. Today I was able to read up to chapter 11,  pg. 118. The book so far has covered who Lex and Ty are, how Ty dies, and how all their friends and family are factors that lead to Ty’s suicide.

PJ 5/5/17

First 10 minutes

For the first 10 minutes of skills practice I continued to learn about the story of “Nina” and how an author’s background can make an imprint on the story itself.

Next 10 minutes

For the next 10 minutes of skills practice I learned how the text is written can make a difference in how you view the characters. For the character Nina (the little girl in the story of “Nina”) the author describes her as “…hardly there, just bones and eyes, and a few pale wisps of hair bleached by malnutrition,” and “…the say she has a hole in her stomach.”

The narrator in the story is somewhat of a young, naive, self-centered tomboy who finds herself in a foreign environment and then comes Nina-a poor, sick, starving little girl, with a big heart and the polar opposite of the narrator. Because they have differences, it allows the mood of the story to be optimistic and the tone to be loving.

The authors tone of the story is described when it reads, “On one of my solitary expeditions I wandered far beyond those walls, beyond the open fields, and into a mud-floored hut with a thatched roof and many inhabitants. The family greeted me as if I had some right to invade their home. The children came outside to introduce me to their mule, their chickens and the sensitive Mimosa plant which closed its leaves at the touch of a child’s fingers.” Showing how this Cuban family invited her in, showed her around, and the introduced her to their mule and chickens. The author is proud of the spirit and compassion of the Cubans despite their situation. 

“For every action, there is an equal and opposite reaction.”- Sir Isaac Newton

During application time I hope to continue reading my book and then continuing to work on my Facebook profiles.

Math Star Testing

I was able to finish the star test within 30 minutes. I feel that I did okay. Math is not my strong suit.

Application time

During application time I continued to read my book, “The Last Time We Say Goodbye.”

PJ 5/1/17

For the first 15 minutes of class, I went with my reading group to learn new vocabulary words. After those 15 minutes, I then started the reading star test which I feel went pretty well.

For the rest of the class period, I continued to read my book, “The Last Time We Say Goodbye,” by Cynthia Hand. I continued to write down important parts and quotes that can help me classify the characters using a Facebook Profile format. So far in my book, the main character “Lex” has been talking about the events leading up to her brother’s death and events going on afterwards. Not only with effecting “Ty” but her mom, friends, her dad, and herself. Most people who read books about suicide assume that it is going to make them depressed. But this book invites mystery for what her brother “Ty” texted her before he shot himself. She explains somewhat in the beginning how she could of prevented it. How? What did Ty text her?

 

4/27/17 PJ

First 10 minutes of Skills Practice

In the first 10 minutes of skills practice I learned about a story called “Nina” by Margarita Mondrus Engle. It says that the author of this short story, Margarita M. Engle, was very fond of all kinds of animals. That Engle was the daughter of a Cuban mother and an American father; she grew up in LA, but spent many childhood summers in Cuba with her grandmother. Her experiences in Cuba inspired her writing to grapple with issues of human suffering and with Cuban culture and heritage.

“Nina” is set in Cuba, during the time of the Cuban Revolution. The year the story takes place, 1959, is the same year Fidel Castro rose to power. The story’s protagonist, Margarita, is from the US and is visiting her mother’s family in Cuba.

Next 10 minutes of Skills Practice

For the next 10 minutes of skills practice, I continued learning about the story of “Nina” and how I can analyze the text in order to discover who the characters really are and how they change over the course of the story.

Application time

During application time I continued reading my book and taking down notes that would allow me to understand how the characters are feeling and who they are through the perspective of Lex (the deceased sister). So far I have read through the about 57 pages of the book and  have documented what have happened on each page. These notes will allow me to create the Facebook profiles of the characters I am able to.

4/25/17 PJ

First 10 minutes:

For the first 10 minutes of skills practice, I did an activity where I learned about analyzing characters and how I can know what the characters are like based off of certain text presented in the given reading.

Next 10 minutes:

For the next 10 minutes of skills practice, I answered questions based on Act 2, Scene 2 of Romeo and Juliet. Learning about their emotions towards one another, what they did, and how it was so risky. I was also assigned to write a “paper” on why I thought authors used first person, second, and third. My main thought on the paper question was that authors just want to write in a style for which their readers can learn from and feel for-as if they are in the book or experiencing what is going on, in real life.

Last 10 minutes: 

In the last 10 minutes of skills practice I learned about a story called “Nina” by Margarita Mondrus Engle. It says that the author of this short story, Margarita M. Engle, was very fond of all kinds of animals. That Engle was the daughter of a Cuban mother and an American father; she grew up in LA, but spent many childhood summers in Cuba with her grandmother. Her experiences in Cuba inspired her writing to grapple with issues of human suffering and with Cuban culture and heritage.

Work Time:

During application work time, I continued reading my book (The Last Time We Say Goodbye) and taking notes on the events that happen to the characters, traits of each character, and quotes I could use in my project. I was able to reach chapter 4 and learned about a time when Ty was happy and how she is starting to let out her feelings while still keeping them in. I was also able to learn about when and how Ty died and why she thought he killed himself.

4/21/17 Pj

First 18 minutes of Skills Practice:

For the first 18 minutes of skills practice I was with my vocabulary group learning new vocabulary, but when I came back I started working on compass learning in the reading category.

Last 22 minutes of Skills Practice:

For the last 22 minutes of skills practice I worked on strengthening my understanding of literature and how to understand character analysis, along with what the text meant in meaning to the story. Mainly learning how to paraphrase the text given, which works because the topic they gave me was the story of Romeo and Juliet and how the characters must have been feeling at a certain act in the play-as if they are real people because most stories could have happened in real life at one point.

 

PJ 4/19/2017

First 10 minutes of skills practice:

For the first 10 minutes of skills practice I continued learning about how to find important information in given text. Whether it is a story, article, or anything related. The topic that compass learning gave me was based on the campaign for “Make a Difference Day.” I was able to answer some questions where I had to use what I learned from the text and what I found was relevant to what the question was asking.

Next 10 minutes of skills practice:

For the next 10 minutes of skills practice I was able to finish the first activity (as previously mentioned) with easy understanding of what I was suppose to take from the activity.

Skills practice time (30 min.):

During my practice time I was able to learn about expository text and how there are different ways to give information to the public. Such as in the forms of essays, public service announcements, and news articles. This was helpful to my project #3 because for my project, I will be expressing what the truly important parts of my book are and how my characters shaped those events featured in the form of a profile. This profile will be including quotes from the book and different traits I believe the characters have based on how they spoke and acted throughout the story.

Standards:

  1. Provide a sufficiently complex summary to address key plot points and thematic development.
  2. Analyze the cumulative impact of specific word choices and figurative language figurative language in literary text, including how language creates imagery, establishes mood and tone, evokes a sense of time and place, and advances the author’s theme or purpose.

Application time: This is what I did⇓⇓

My book: The Last Time We Say Goodbye By: Cynthia Hand

  • New York Times bestselling author
  • Originally published 2015

Description of  book: 

THERE’S DEATH ALL AROUND US. WE JUST DON’T PAY ATTENTION. UNTIL WE DO

Since her brother, Tyler, committed suicide, Lex has been trying to keep her grief locked away. But memories of Tyler haunt her every step, and there’s a secret she hadn’t told anyone-a text Tyler sent, that could have changed everything. Lex’s brother is gone. But Lex is about to discover that a ghost doesn’t have to be real to keep her from moving on. 

From the back of the book

Review:

“A quietly powerful, emotionally complex novel that will echo with readers long after it is finished. Both shatteringly painful and bright with life and hope.”

-ALA Booklist (starred reviewed)

During my application time I was able to do a little research on the book I will begin to read for this project. Figuring out when it was published, who wrote it, what it is about, and a review that really emphasizes how great I can expect the book to be.