Final Project Outline 4/4/17

Today I was able to complete my star reading test (Which I feel pretty positive about) and I was able to complete my personal project #3 outline. I decided that I will be focusing on my reading standards. I decided to read my new book and create Facebook profiles for each character.

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PJ 3/31/17

For the 30 minutes of skills practice I:

  • Practiced my vocabulary skills
  • Learned the importance of a dictionary and resources related to it, how they have changed, and why they are a positive.

I then took a vocabulary quiz and got 6 out of 10 questions correct-but it stills sent me back to the previous lesson (which was stupid).

I re-watched the video, answered there questions, and retook the quiz. Then receiving a score of, 8 out of 10.

I finished my project two classes ago, so I began working on other assignments.

PJ 3/29/17

For the first 15 minutes of class, I worked with my vocabulary group and learned 10 new words.

15 min remaining

For the remaining 15 minutes of skills practice, I continued to learn about how a simple word/sentence choice/structure can make a difference in how one comprehends a story/poem/anything written.

I was able to finish my project last class!

For the rest of class, I continued practicing my skills. Vocabulary, creative writing, all the bueno apps.

 

 

PJ 3/23/17

10 minutes into skills practice: 

Within the first 10 minutes of skills practice, I was able to complete a reading unit on compass learning. The unit was based around the fact that a simple word choice/sentence structure can make a big difference in the story you are writing. It also allowed me to show how synonyms can make a difference for a sentence and what you are trying to say.

ex.

The dress was as bright as the sun.     CHANGED TO     The dress was as vibrant as the sun.

10 more minutes into skills practice:

For the next 10 minutes, I learned how readers and listeners like to relate to what the writer/speaker is saying. How the word choice they use, can make all the difference to the person reading/ listening to what they have to say. Also establishing credibility can make a  big difference as well (a.k.a telling personal stories).

ex.

President Roosevelt and the fire side chats: During the time of the Great Depression, most people received their news from the radio. President Roosevelt’s introductions clearly communicated his agenda, grabbing the listener’s intention. Roosevelt often told personal stories to connect with his listeners and establish credibility. 

MY INTERESTS: 

  1. Photography
  2. Creative Writing
  3. Helping others
  4. Watching Tv shows/movies
  5. Music
  6. Baking goods

For the rest of class I was able to finish my project and upload it to Pathbrite.

I feel that this class period was very successful and I was able to design and finish a lot.

 

PJ 3/21/17

First 10 minutes of class: I took my vocabulary test. I feel that I did pretty well-better than last time at least.

Last 15 minutes of practicing: I was able to practice (using odyessy) how to use correct synonyms to add definition to the story you are telling. How a simple choice in words can make a big difference in how you are writing and telling a story. I am a writer and I never thought about how the simplest choice in words can make more or less people attracted tot eh story you are telling. For my project I am creating a piktochart-which is mostly interesting graphic accompanied by the shortest words to get a point across. The two relate to each other because both try to get a certain message across in a creative and attractive way.

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.

Work Time: For the period of work time, I was able to find more information regarding the new uniform policy and I was able to add to my piktochart. I am hoping that by the end of next class, I will be finished finding my information and close to finished with my piktochart. Then next week, I would like to be able to proceed with my annotated bib in MLA form.

PJ 3/16/17

30 min. of skills practice: What I learned

  • expository text: nonficiton designed to inform the reader.
  • Vocabulary word choice and personal style: mood, tone, description (imagery)
  • Metaphors, similies, etc.
  • Some can be short, sweet and to the point: “In the fall the war was always there, but we did not go to it anymore. It was cold in the fall in Milan and the dark came very early. Then the electric lights came on, and it was pleasant along the streets looking in the windows. There was much game hanging outside the shops, and the snow powered in the fur of the foxes and the wind blew their tails.”-from Ernest Hemingway’s “In another Country”
  • Writing Style considerations: word choice, sentence structure, syntax, figurative and descriptive language.
  • What we can learn about writing style  from the masters:

Shakespeare= meter, figurative language, wordplay

Woolf=narration, punctuation

Hemingway=brevity and simplicity, deliberate word choice and syntax, personal life experiences

 

30 min. of work

For the work period of the time, I took the star Math test (which I feel pretty positive about) and I reviewed the progress I have made so far regarding my project. I am almost done. Basically all I have to do is add the little information I have remaining about the poverty it will cause families (especially in Milwaukee).

PJ 3/14/17

For the first 15 minutes of class, I played Kahoot with my vocabulary group to see if I understand the vocab we have been learning. We have been mainly learning different roots and stuff, but I didn’t do so hot. So I will have to study for next weeks test. Then, for the next 15 minutes of class, I was learning about the different parts to a story. Such as, the plot, conflict, resolution, climax, rising action, and falling action. After looking at the reading practices given, I chose to work on “CETI,” which allowed me to learn about inductive and deductive reasoning.

During application time, I worded on the piktochart I am creating as my project two. Pulling out key information and organizing it so people are interested in what they are reading and what they are reading exactly.

Today I was also able to complete the star reading test. I feel like I did pretty good. Then I was able to continue working on my piktochart. Overall it was pretty successful. I will continue working on it after and during school though so it is finished on time.

PJ 3/10/17

First 10-15 minutes of practice: During the first 10-15 minutes of practice, I was reviewing how to pick out important information from given texts. The main focus I was given was on Act 2 Scene 2 of Romeo and Juliet. During the videos I was watching, I began taking notes so I would understand how the story follows the diagram of characterization and the plot line using supporting evidence.

During the work time I began working on my pikto-chart that will help me prove my understanding of my topic. So far I have been able to take out key information that helps support the reasoning to my question.

Overall, I believe this project is very successful (as of now). Because I am creating a pikto-chart, I am able to review my information thoroughly that will allow me to give in answer for my question but also make others debate whether or not uniforms should be enforced on students or not.

Information #2

http://kids.lovetoknow.com/wiki/History_of_School_Uniforms

the first recorded use of school uniforms is in England in 1222. Students at one school were required to wear a robe-like outfit called a ‘cappa clausa.’ However, it wasn’t until the 16th century that modern school uniforms made an appearance in recorded history.

Private and Preparatory School Uniforms

Later, school uniforms became associated with the upper class as private and preparatory schools began to use them more. Uniforms at these schools were incredibly formal. For example, ProCon.org notes that students at the prestigious Eton College were required to wear a black top hat and tails as their uniform up until 1972.

Modern Trends

Today, many students attending elementary and secondary schools in England are required to wear uniforms. The tradition began as a way to give schools a sense of identity and cohesion. School uniforms were meant to bring equality to the students regardless of their parents’ wealth, says BBC.

Instead of the traditional uniform of a blazer and tie in a thick fabric, T-shirts or polo shirts and sweatshirts in school colors have become standard. Plain colored pants or jeans are also worn at some schools.