Writing Standards 6-12

Standard:

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.

f. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or
the significance of the topic).

The United States Postal Service


About two centuries ago, the United States Postal Service(USPS) delivered efficient and reliable communication across the country. This new change helped millions of Americans stay in contact with their friends, family, and business. It not only increased communication but the U.S economy as well. People were able to pay their bills via the USPS. But before emails, texting, and face timing, the internet in general developed, people were content with waiting a couple of days to read a letter from their loved one or a lost friend. So because of such technology, the USPS has slowly become unnecessary to many people. The USPS should be restructured to meet the needs of a changing world by increasing delivery, making it more significant and by closing branches.

First of all, the USPS should increase its delivery. Customers are continuing to migrate to the internet and to cheaper standard-mail options and away from the postal services signature product (source c). Now a days people don't want to wait a couple of days to receive a simple answer of yes or no to a question that could easily be answered via the phone , email, or text message. "It's satisfying to write a real letter, put it in an envelope and drop it into the mailbox(source f). If the USPS took less time to send a letter more people would actually take the time to write one.

Second of all, the USPS should become more significant, no one knows what the postal service stands for, says Wacker (source a). Maybe a change of name will make a difference. After all, a company's brand is its most valuable tool, or it's biggest liability (source a). Sometimes the brand is the only thing that catches a customers attention. There's a lot of people who actually buy a certain company's product just for their brand. For example, converse have been out for as long as I can remember but it wasn't until after that people started buying more and more because they were a "good" brand.

Finally, the USPS should close branches. We really have so much technology that it has become unnecessary. Emails are rarely even opened because you get so many notifications from social medias including a lot of other junk mail. I have deleted hundreds of emails in one swoop without taking the time to reread them (source f). Many people don’t even use them often because they can simply just text anyone. Usually the only people who utilize them are business people, they might as well make it professional and hand write it instead of typing it.

In conclusion, people shouldn’t stop using the USPS because besides the fact that it was one of the first ways we started communicating it really has helped a lot and should remain very significant to all Americans. The simple fact of writing and keeping one from a loved one should be enough. Writing, sending it off, waiting for getting one in return, and being able to keep it for years should be a good enough reason to not stop using the USPS.

Writing Standards 6-12

Standard: 

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

I am running for president of the dress code campaign. I believe in equality and fairness towards all individuals. Everyone should be allowed to express themselves. It would only be fair if all high schools had the same dress code. It shouldn't be too enforced. Its taking away the right for students to make their own decisions. Adults always determine students behavior as childish and demand for a more mature behavior. Well I say that its time for adults to start letting students act like adults and the only way to do that is to have students take charge of their own decisions and choices. I think its absurd we’re all at that age where we know what’s appropriate or not appropriate to wear. The dress code says that its for our own safety because they don’t want anything to happen to students, but once students are out of high school they’re on their own, might as well prepare them for when they need to take charge of their own safety. I want students to feel better about themselves, to feel more independent and in control of their lives. They should be able to express themselves, feel confident, and at the same time take charge. I have helped express this unfairness towards other local high schools so i’m quite involved. Thanks to people like me many other high schools have changed dress code. This is in the name of students free choice, right, and freedom.

Reading Standards for Informational Text 6-12

Standard:

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Putin plays peacemaker in Ukraine

Pro

• Massive influx of Russian troops, tanks, and artillery from across the border 
• Putin boasted that he can easily take over Kiev in 2 weeks 
• Putin annexed Crimea 
• Russian troops stopped Ukraine's offensive in East 

Con

• Ukraine remains overwhelmingly dependent upon Russian gas shipments 
• Europe and U.S refuse to arm Ukrainian (no support) 

Stance: 

I think they should keep fighting because Russia is not going to stop attacking Ukraine and if they don't do anything about it eventually other countries will assume that it is okay and easy to take over other smaller countries. 

Writing Standard 6-12

Standard:

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

Question 3

Compare Nancy and Kenyon Clutter's upbringing to either Dick Hickock's or Perry Smith's family background. If Dick or Perry had raised at River Valley Farm, do you believe their lives would have been different? Alternatively, do you believe they committed the crimes sue to something ingrained in their natures? Explain your answer.

Question 3:

In the novel "In Cold Blood", the author depicts a real life crime that takes place in Kansas and describes the lives of the clutter family before the murder and it characterizes both Dick and Perry before, during, and after the crime. Dick and Perry are characterized very different. Dick as a real tough criminal and Perry as a criminal but as more sensitive. The story is set up so that the reader questions why Dick and Perry commit such a crime. Dick's upbringing can be described as average even normal whereas Perry's is dysfunctional. He didn't have a good life, he was placed in an orphanage, two of his siblings committed suicide, and he was never loved. I believe that they're lives wouldn't have been different if they had lived at River Valley Farm because the place in which one grows up doesn't fully affect someone's behavior. An individual's personality and behavior is affected through how they were treated, how bad the situation was, and how that individual takes in.

In comparison to how Nancy and Kenyon were raised was very much different than how Perry was, not so much Dick because he had a normal life. So yes Dick committed the crime due to something ingrained in his nature. Nancy and Kenyon had grown up with a family and community who loved them and complimented and acknowledged their success. Everyone in the community would always compliment Nancy on how smart and pretty she was. If someone ever complimented Perry when he was young and got that love he probably wouldn't have committed the crime.

Writing Standard 6-12

Standard:

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation including footnotes and endnotes. CA

Japanese Westernization

For nearly over 250 years, Japan lived among peace and prosperity under the Tokugawa Shogunate government. But it was not until after the arrival of the Portuguese in 1542 that Japan finally took on the form of isolationism. The Portuguese were the first Europeans to arrive to Japan due to one of their ships sailing off course and landing on the Southern tip of Japanese Archipelago. Fascinated by the Portuguese firearms, the Japanese accepted trade with the Portuguese. This initiated the Nanban, Southern barbarian, period of active commercial and cultural exchange between Japan and the West (Thomas). Over the next century, Japan initiated commerce with more than a few European countries, which included the Netherlands, England, and Spain. Along with firearms, the Portuguese introduced Christianity, which eventually led to the enforcement of isolationism in 1641, where the government banned commerce with all foreign countries and abolished Christianity. But because the Dutch did not practice Christianity, they were not inducing a civil disorder, therefore the Japanese permitted limited trade with only the Dutch.

Japan eventually led to Westernization due to the pressure within and outside of Japan. Its limitation on trade caused economic problems within Japan from the collapsing of the feudal system. Famines, along with several natural disasters, caused the wealth of the ruling samurai classes to fall. As a result, they attempted to regain back the fall through an increased taxation on the lower class, which caused major uprising. Besides it’s financial situation, Japan was pressured to trade by many foreign powers. But it was not until 1853 when the United States Navy sent a war fleet to Edo Bay to demonstrate their military power. Due to Japan’s lack of technology and military power, Japan was then forced to open its ports to foreign traders and sign the Treaty of Kanagawa. This opened Japan’s eyes, without any modern technology they were behind all world powers, therefore weak. The end of the Edo period and the start of the Meiji Restoration in 1868, was the major shift between tradition to modernization. Westernization in Japan altered many factors such as government, culture, and society.

The Tokugawa Shogunate, was the final era of traditional Japanese government that existed from 1603 to 1868. This period was also recognized as the Tokugawa bakufu and the Edo bakufu, bakufu meaning military government. Under the Tokugawa Period, the government was strictly based on feudal military dictatorship. The Tokugawa Political system, also known as the bakuhan taisei, consisted of the emperor, the shogun, the daimyo, and the samurai. The Bakuhan Taisei split feudal power between the shogunate and the han. Han meaning domain, referring to the 250 domains that existed during the Edo period. Each domain had to a certain extent power and were allowed their own government in exchange for security from the Shogun. As well as the han, the Shogun also had its own government except that their level of power was above the han including the emperor. The Shogun had both the military power and the power to eliminate, annex, and transform domains. Although the emperor was the legitimate ruler of Japan, the Shoguns controlled Japan while the emperor had the only authority to appoint the shogun, but had essentially no say in state business.

The Meiji Restoration, meaning “Enlightened rule” was the start of Japan’s alteration. This revolution brought about the modernization and westernization of Japan (Encyclopedia Britannica). Under the Meiji period, the form of government altered from being a strictly feudal military dictatorship to Oligarchy, in which all control of the country was returned to the emperor. The first goal of the new government was to annihilate the old feudal reign. This was attained in 1871 when the domains were eliminated and replaced by a prefecture system, in other words every domain was placed under the control of a state-appointed governor. The Meiji restoration increased industrialization, which led to the development of an army which was newly formed as the Imperial Japanese Army. Furthermore, the emperor additionally seeked to abolish the four divisions of society. In 1868, all lands were confiscated and placed under “imperial control” leading to the economic stability among the lower class. Japan abolished feudalism and adopted a constitution.

Japanese culture was one of the many factors that was altered by Westernization. During the Edo period, one of the well-known traditional japanese clothing was the kimono. The word kimono, literally means “ a thing to wear” and symbolizes the tradition and beauty of Japan. It is a floor-length robe worn daily by men, women, and children. They are T-shaped, wrapped around the body and are detained by a sash tied in the back. Since the kimono has a basic pattern, it could fit people with different body types by adjusting the neck and waistline(Schwebius). Because kimonos were traditionally worn everyday, they were suitable for any type of weather. During the winter, kimonos were layered to provide warmth and over the summer, they were made of cotton to be more comfortable. There are various types of kimonos ranging from formal to casual. Formal Kimonos are made of silk whereas casual kimonos are made of cotton. The design on the kimono can reveal the type of occasion, social status, and inclusive women’s marital status. Some of the types of kimonos include the Furisode, which is the most formal and has the long sleeves demonstrating an unmarried woman, the Mofuku, which is worn by both genders for funerals, the Tomesode, used by married women, the Uchikake, worn only by brides, and Yukata, a summer kimono worn for events and festivals. During the Edo period, kimonos developed as an art form becoming more valuable that they were utilized as family heirlooms.

During the Meiji period, kimonos were slowly fading out due to the cause of new influence of government, the collapse of the silk production, and the influence of fashion magazines. When the new government was adopted, the government encouraged the Japanese people, government officials, and the military to take up western clothing. Silk production fell due to the continuous popularity of artificial fabrics. It was not until after the Edo period that fashion magazines started becoming popular. Fashion magazines showed women how to dress and established new styles. Eventually, people stopped wearing kimonos every day and were now only being used for special occasions such as weddings, funerals, tea ceremonies, and summer festivals.

During the Edo period, religion played an important part by influencing the Japanese diet. The Buddhist dietary practice of abstaining from meat meant that many Japanese people turned to fish as a dietary staple (Avey).Thus, establishing sushi as one of the most popular Japanese dishes. The idea of sushi was introduced to Japan in the ninth century and become popular as Buddhism advanced. Although the true origins of sushi are quite mysterious, there are legends about how sushi came to be. In an ancient Japanese wives’ tale an elderly woman started hiding her pots of rice in osprey nests so that nobody would steal them. She realized that after some time the rice had begun to ferment and that the fish scraps had fallen from the osprey’s meal had mixed into the rice and were kept preserved. The process of using rice to prevent the fish from spoiling commenced in Southeast Asia, but the Japanese were recognized as the first to prepare sushi as a complete dish.

The meiji revolution brought a new culture that emerged from the mix of traditional Japan with the new trends brought in from the West. Along with modernizing Japan’s technology, Japan’s cuisine was also greatly altered. With the influence of religion, during the Edo period, the Japanese diet was limited to only seafood and vegetables. But when the Edo period ended, the new key ingredient that was incorporated into the traditional diet was beef. The custom of eating beef was rare and attaining ingredients for Western Style was difficult as well as understanding the new cooking methods, so the easiest way to incorporate beef was in the gyu-nabe beef hot pot. Beef was simply substituted for goose meat, and ground sansho pepper, the preferred spice for goose meat, was initially used in gyu-nabe (Maenobo).

In the beginning of the Edo period, Shintoisms was the only religion in Japan until the arrival of Buddhism. Before Buddhism, early Japanese were devoted to the spirits of nature and there was no formal shinto religion. They developed rituals and stories that allowed them to understand the universe. By creating such spiritual world, it helped them in a way to have more control of their lives. After the arrival of Buddhism, shinto faiths started to take on some elements of the Buddhism religion. Shinto shrines became Buddhist temples and with the ruling aristocracy’s influence, Buddhism began to spread significantly. By the 17th century, Buddhism was the main religion. Because it was heavily favored by the ruling class, the Japanese people were forced to register at a Buddhist temple. The meiji restoration brought new changes in religion thought. The new government’s goal was to provide religious support, a religious theory, and to support religion through the government. Shinto was completely separated from Buddhism and eventually became the official state religion of Japan.

Society was also another factor that was altered by Westernization. Society in the Edo period, was strictly based on class hierarchy. The daimyo were on the top, the samurai were next, then the farmers, artisans, and traders were below. The daimyo and the samurai were almost the same because the daimyo can be trained as samurai. There was frequent uprisings during the Edo period among the social classes because of taxes being charged on the lower class. The tax system at the time of the Edo period was only making an economic instability among the rich and the poor, making the poor even poorer and making the ruling class even wealthier. One of the major differences between the samurai and the lower class was the right to bear arms, but this ancient right was extended to every male in the nation after the meiji period.

In conclusion, the end of the Tokugawa Period and the beginning of the Meiji Restoration marked the major shift between traditional to modern Japanese government, culture, and society. Although it changed a lot of Japan’s traditional trends it also brought about a major improvement to Japan. After the Meiji Emperor took power, Japan quickly came to rise and became one of the top world powers.

Writing Standards 6-12

This week we set up, we put all of our merchandise or snacks in our cabnit and refrigerator. We got our locks installed so we were finally able to move our items and have them stored under a lock rather than having them stored in the cabnits in the office.

We opened the student store on Wednesday the 3rd at 3:30. Although we did sell a few items we did not have as much success as if we were to start selling right after school because a lot of students had already left. Most get on the bus or leave home right away. I think what we could have done differently would be that we would let students know ahead of time maybe at the beginning of the week so they know to bring their money. On Wednesday there was the cheerleaders but because we just opened it and put up a sign that same say most didnt have money with them.

We also did some inventory and we calculated our total amount of items we sold and how much money we made. Throughout the week we also were working on videos with Mr.Paul. The whole class was going to record themselves about how and what they do for the project.

Standard:

 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

1. Introduction (Japanese Westernization )
1. Westernization
2. Tokugawa Shogunate (Edo 1603-1867)
1. Final era of traditional Japanese government, culture, and society
3. Meiji Period/Restoration ( 1868-1865)
2. Government
1. Military
3. Culture
1. Clothing
1. Kimono
2. Happi
2. Food
1. Sushi
2. Rice
3. Fish
4. Seasonal and Local Food
3. Religion
1. Shinto
2. Buddhism
3. Yamaha
4. Language
1. Writing
2. Grammar
3. Pronunciation
4. Levels of Speech
5. Traditional Sport
1. Sumo
2. Kendo
3. Karate
4. Aikito
5. Judo
6. Beliefs/ Customs
1. Marriage
2. ChildBirth
7. Traditions/Holidays
1. Tea Ceremony
2. New Years
3. Gardens
4. Society
5. Conclusion

Thesis : Westernization in Japan altered many factors such as Japan’s government, culture, and society.

Reading Standard

Because last week we gave a list to patty of all the things we were going to sell she went to go buy them and she told us that we would get them here by Tuesday this week. On Monday we worked on making the posters announcing the opening of the student store for Friday that way students can know ahead of time to bring their money.

So Tuesday, the merchandise arrived and we hanged the posters. We didn't get the refrigerator until Wednesday so we stored the items in the office until then. But because the refrigerator doesn't have a lock we still can't put in our drinks until that gets done. So instead we cleaned it and we moved the cabinet  that was in the wood shop to the library. We filled out a work request so they can install a lock and a request to get a cash box.

On Thursday, Melisa and Jazmine made an inventory chart so we  can keep track of all the items that we sell, which ones sell the most, and which ones sell the least. Ms. Pilcher gave us feedback on that and helped us out with figuring out the prices for each of our items and also with finding our profit.



Standard: 

4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (See grade 11–12 Language standards 4–6 for additional expectations.) CA

In the following passage, the author describes his situation towards hospitalization and reveals that he is not a fan of such feelings, through figurative language, diction, and syntax. The author’s tone is seen as pessimistic and overwhelming.

The author reveals his negativity toward hospitalization through figurative language. Towards the end of the passage, in paragraph four, lines 53-62, the author uses repetition to emphasize how one as an individual changes from being a patient to an inmate. In the same lines, the author uses analogy to show the negative effect as well by making a reference to a patient to a prisoner. He compares both and reveals how being a patient is just as well as being a prisoner. The author uses the simile “ The hospital, a prosaic victorian building, looked for a moment like the tower of London.” to show the author’s shift from losing reality.

The author uses diction as well to obtain that negative feeling to get his tone across. In paragraph two, lines 26-27, the author uses imagery to explain the way he felt as he was being placed on a wheeled stretcher. He says that it made him think of a tumbril, which are dead- carts used in the French Revolution. This lets the reader know how he feels scared and nervous. The author also uses the description “ notorious torture chamber” to explain how the room he was in was rather tiny and how it set off that kind of vibe.

Finally, the author uses syntax throughout the passage to establish the tone in which he reveals his feelings of nervousness. In the beginning of the passage, lines 20-23, the author uses short sentences to communicate the repetitive emotions he is feeling when he is in the hospital. The author also uses long complex sentences to further establish and emphasize his tone, he uses these sentences in the first paragraph, lines 5-15,. Here he explains the terrible dread of being in his situation.

In conclusion, the author uses figurative language, such as repetition and similes, diction, and syntax to describe his overall tone of the passage, which are feelings of negativity, nervousness, and overwhelming.
   

Writing Standard

Standard

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

Hell Description

Hell is a place that is miles and miles beneath Earth’s surface, a place that has no exit, once you go in you never go out. Anyone that goes in lives eternally in agony with no mercy. It consists of the most terrifying demons and creatures. Among them, the scariest of them all crawls on its four feet in the entrance of the doors of hell waiting for those condemned souls to make their lives a complete misery.

Hell contains of such powerful like that it blinds you, making it almost as if you’re in darkness. But instead of being pitch black, the only thing you see is bright red. Instead of seeing the flames burn, the only thing you see is the color of the flames. But the light is so bright that it makes you believe that you’re burning completely in fire when in reality there aren't any at all. The light gives off such heat that it makes you feel like you’re burning inside.

The light isn’t the physical torture of the condemned souls, they’re the ones torturing themselves. The light deceives them into thinking that the fire is eating them alive. Because they think that the fire is burning their skin, they begin to tear themselves apart. First they start with their face, they scratch their face until they make themselves bleed. They scratch themselves so hard that their skin comes completely off. Then they work their way down to their arms and to the rest of their body.

At this point, they’re in so much pain that they’re screaming their lungs out. But because hell has such tall walls, they’re so tall that you can’t see the ceiling, it makes an echo. So when you scream it echos back making you think that there is a crowd screaming in your ear. But of course you’re stuck with all the other condemned souls so their screams combine together to sound even louder.

This powerful light deceives them in every way, they think that they’re completely alone when in reality they’re accompanied by all the other sinners. They just can’t see them because this powerful light blinds them to only see the color red. They can’t feel them because the the light gives off such heat that the only thing they feel is the burning, so the pressure of all the crammed bodies combines making them think its the “fire.”

The light is eternally ongoing so they scratch themselves and they bleed eternally. They think that eventually they will bleed out and their pain will end but because they are immortal they will continue to bleed out and feel the pain forever. Because they don’t know that there are millions of bodies crammed together they think that all of everyone's blood is theirs making them go completely insane.

At this point because everyone has been bleeding out it begins to form a stream of blood and because they are crammed together they are unable to move so they end up choking on everyone’s blood. They choke over and over again for the rest of their lives.

Reading Standards for Literature 6–12

This week we worked with Patty to finish our donation letter. She helped us make it look more professional by adding the school logo and the name in fancy letters in other words we included a header. We also searched businesses that donate to a non-profit organizations. We figured out that Smart and Final donates to schools and has done so for our school in the past with FFA. We also found out that we can apply to a donation request online so we made an account.

English Standard:

3. Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters,
and advance the plot or develop the theme.

I have also been reading the book "In Cold Blood", I have read Part 3 this week. The main characters Dick and Perry develop new characteristics over the course of the story or more specifically throughout part 3. They are at the point where the detectives are getting closer to catching both of them. The detectives already know that Dick and Perry were the ones who committed the crime due to the living "witness" also known as Floyd Wells, a past cell buddy of Dick's, who confessed that he was the one who told Dick of the Clutter family and their supposedly safe.

Before they were caught and arrested Dick was portrayed as "hard-rock, pragmatic, virile, a real brass boy." Just alone with his actions proved that he was a real murderer with no feelings of any kind. How he would run over dogs and smash them just for the hell of it and would only laugh at the sight and feel no consideration or pity what so ever. Or how he had continuously told Perry that they didn't need no masks because they were not going to leave a single witness alive. But these characteristics were only a mere cover up of how Dick really was for he'd proven to be "pretty weak, shallow, and a coward." When they arrested both Dick and Perry, they were separated into different rooms to be interrogated and with the pressure of the questions being asked Dick put all the blame on Perry and made him self look like the victim as well.

Perry on the other had showed to be the complete opposite of how he was described throughout the story. In part three, Perry reveals himself as not that sensitive but rather tough for a guy like himself. Before the murder the reader can only assume that tucking in the dead victims and doing such things as putting a pillow as to make them more comfortable would only be something that Perry would do. But after they were arrested Perry confessed when they told him that Dick blamed him for all the murders and said that he was a " natural born killer" and said that that was not true and that he killed Mr.Clutter and Kenyon while Dick killed Nancy and Mrs. Clutter. Something that the reader wouldn't have expected Perry to do.

Reading Standard

Standard 


2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

This week I read Part 2 of the novel "In Cold Blood." The novel is about the murder of an entire family that was well known and respected in their community. The story is told in third person omniscient and from two different perspectives, the clutter family, before they were killed and the two criminals, their characterization. The beginning of the story is a mere introduction of the characters and how the situation evolves from the crime. As the store continues it builds on to the suspense of what had happened and continues with the communities reaction.

Part one talks about the clutter family, it describes each character in detail it let's the reader know how each character was to make the story seem less predictable so that the reader questions why was that specific family murdered and not anyone else in the town. The clutters were popular and we're not the  wealthiest so why murder them if it was not for robbery and since they were well liked they had no enemies, which leaves the reason of their murder unsolved and the whole town scared to death.

On the other side, the murderers were also being described in detail. Their names are Dick and Perry, both of which are conveyed as tough criminals, Dick more than Perry. As the story progresses we learn that Perry is not as tough as he makes Dick believe and we know that if it were not for Dick, Perry would not have committed the crime by himself. He is later revealed as a sensitive soul that is only the way he is and is only in the situation that he is because he got it tough in his childhood. Whereas Dick is portrayed as insensitive and stubborn.

Throughout part two, after the murder, Perry continuously worries about getting caught and says that there must be something wrong with the both of them for killing an entire family without getting caught. Here Perry shows that he isn't a true murderer and is only covering up so that Dick won't think of him as less manly and tough or incapable of such crimes. Perry is more capable of other things than being a murderer he unlike Dick is smart and has much talent.

 Dick on the other hand is a real criminal and murderer he does not regret anything and is confident about not getting caught. The story has not revealed the reasons for how he acts like it did for Perry but he is described to have cold blood and not have a heart towards anything or anyone. In a scene, while they were driving to another state, Dick runs over a dog without consideration.

Speaking and Listening Standards

English Standards

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.

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.

On Monday, I, along with other students, went to Fresno State to talk to some entrepreneurs  to get some ideas for our own projects. I was expecting to talk to a few of them, we were told that we were going to talk to entrepreneurs at Fresno State and that we would have to talk for 90 seconds but I did not expect to talk to a whole class.

When we arrived, the first thing we did was meet up with one of the business professors. He took us to the recreation building that's where we were going to be at and he showed us around. He took us to two student's offices, one was a student who made their own stickers and the other one's business was an online page for those students who wanted to travel.

After the small tour we went to the actual classroom where we were going to pitch our projects to the students. So the twins and I went up and just explained to them how we wanted to bring a student store on our campus. We mentioned some of the problems that we encountered, what we did, what we were doing, and where we were at.

October week 13-17

This week we did not do anything major, we were waiting on the district to send us any information of the student store. We were hoping that the fundraising request form would get approved and we were waiting to get the list of food items we were allowed to sell.

Yesterday, we had a meeting with Jeanie, the one who is in charge of the Cafeteria's food. She informed us that we would not be able to sell mostly any of the snacks we had in mind and that selling after school would not make a difference because we still had to follow the California Health law. They also told us that we are going to have to send another request to the district because since we sent a fundraising request that would mean that we would just be using the store temporarily just to fund raise which is not the case.

October week 6-10

This week we worked on the student store survey. Jasmine finished it online, we printed it out and we went to the office to see if patty can send an email to all teachers saying if its okay with them if students take the survey during their first period class. Tuesday we figured out the number of students that each teacher had for their first period. I started making copies for each class and Jasmine finished and put them in the teachers boxes. Wednesday they were handed out and we received them on Thursday where we tally marked the students responses to see which flavor of drinks and candy was the most popular; Friday we started painting the cabinet.

Civics Standard CA.12.4.

Civics: 


https://docs.google.com/document/d/1UAr_WmsGxMCgK4vAWlXJ8zX9G1NEOotQBm6KQuIUQTg/edit

Writing Standards 6-12

This week we worked on extending the donations letter, revising it and just improving what ever needs to be improved. What we did was just extend the introduction, we explained the program and its purpose so that the businesses we go ask for donations know a little more about what is going on. We also broke it down to where it was more specific so that businesses know where their money will be going, that way they know that its being used for a good purpose. We had said that the money would be to help out our school economically but we didn't specify exactly how it was going to help our school. So with that said we included how the money was to go directly to ASB.

 Another thing was that i went to the cafeteria to talk to Rhonda about the food that might be possible to sell on campus or the food that we can't sell. But she told me that we might have to talk to Belinda in the District office because it might be a district policy. Towards the end of the week we walked down to the District office and we talked to Belinda she told us that she'll be sending us a list of the things we can and can not sell.

Standard : 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.

a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting

https://docs.google.com/document/d/17vSDAnS57-DE9q2p1Z_Bor_ybzYb3qLT8HrHqrU-XOI/edit

September week 22-26

In the beginning of the week we focused on getting the fundraising application done for the student store so we can get it approved as soon as possible. We just needed a few more details to add to the description and a few other signatures before we turned it in.

Towards the end of the week we decided that we needed to work on getting some donations but before we go out and actually ask we had to research what businesses we can ask. So that's what we did we researched some local businesses donation policies because each business has different requirements and certain organizations they only donate to. Some of the possible businesses that we so far qualify for is Costco. It said that Costco supports local non-profit groups with donated items from a range from $25-$50.

Civics

12.3.1. Performance Standard:

Explain how civil society provides opportunities for individuals to associate for social, cultural, religious, economic, and political purposes.

Having a student store on campus creates a relationship between buyers and sellers. Our project covers the topic of economy, students will practice on maintaining a budget, making profit, and learn how to manage money. This not only benefits the students but the school as well considering that the profit will go to the school. 

Last week our group worked on writing a timeline for the process of our project. We wrote down some of the goals we would need to do for the next 12 weeks of carrying out the project of the student store. They included getting a storage room, a booth, getting the tax code, filling out the approval application, asking for donations, and making a donation letter. We also had to make an individual goal of what we were going to each work on to get the student store ready to open. So that week was pretty much dedicated to planning out for future goals. Besides planning, writing, and discussing our future goals, I finished reading the Alchemist. The ending was totally ironic, i didn't expect it at all. Santiago, the protagonist, went through a couple of final hardships. He turned himself into the wind to prevent himself from being killed and he got beat up by two men. Although at first he had no idea how to turn himself into the wind in the end he was successful. The lesson he learned was that the power of conquering over your hardships is within you. He arrived at the pyramids but he didn't find his treasure there however the men who beat him told him that next time he should not have been so dumb enough to follow his dreams. He even told him that he had a dream that there was treasure under a huge tree next to an old church abandoned in the meadows, so it ended up being the same place Santiago slept when he was a shepherd. The story finished off with him finding the Spanish treasure full of gold coins.

Reading Standards for Literature 6-12

In the beginning of the week we finished our group proposals. I'm working together with Melisa, Julisa, and Jazmine, our project was to create a student store to provide students with the opportunity to buy and make their own merchandise and to acquire some extra profit for our school. We had to turn in an actual proposal on Tuesday so we divided the work and we each finished our part. I worked on the cover letter, Melisa did the summary, Julisa worked on the introduction, and Jazmine worked on the budget. That same day we presented what we had and discussed our ideas to Ms. Pilcher and Mrs. Cervantes. They in return gave us some feedback on what we should work on. Ms. Pilcher gave us some important factors that we should consider thinking about, they included the location, storage, and the liability of our project. Towards the end of the week, within our group we discussed the factors that we needed to consider and I read the Alchemist. So far much of whats going on has to do with the protagonist's journey and the things he's doing to get to his destination. He has gone through so much that it has become a lesson. In his journey the protagonist has learned to not trust no one, his biggest mistake was to trust a complete strange with all his money. He also learned that you should just do what you want to do, to follow your dreams. He wanted to travel so he became a shepherd but because he wanted to find this "treasure" he lost himself on the way he no longer was a shepherd and was working for a whole year just to get his life back.

 1) Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

 

2. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed). CA

 

5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

This week, we focused on the skate park project. We decided that we would all continue working on it since we had initially helped with the proposal. We discussed the possible grants that we needed to apply in order to get funded. Mrs. Rempp came to inform us about varies grants that she had found, including the Tony Hawk foundation and the California department of parks and recreation. She also gave us phone numbers of people who we could contact to ask what they did to acquire a skate park. She told us that this would be a very long process the CA department of parks would take two to three years so she said that our best bet would be the Tony Hawk foundation which only took one year. But even then she said that because it was a long process to not get discouraged because there are many more grants available out there we just have to look, so with that she offered her help to assist us in anything we needed help with. So besides working on the skate park we have also been planning and writing our own proposals. We decided that we did not want to do individual projects so we decided to divide in small groups to work on a project together. We had a student store in mind so we planned to work on that. The student store consists of many smaller areas that we can include. Some of the things we had in mind were constructing a booth, making our own t-shirts to sell, and selling baked goods.

This week our task was to find our passion to focus on one interest so that we can start working on individual projects. Because that was the goal this week I read half of part one in "The Alchemist". The Alchemist talks about the journey of this young boy who is trying to find his treasure/passion. The boy was raised so he can become a priest but because his dreams were of traveling he talked to his parents about becoming a shepherd. With this the author conveys that you shouldn't lose control of what's happening to you and to not let fate control your life. The standards that apply are 1. Cite strong and through textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Some of the interests that I have are Design and art. I like the idea of being able to use different colors and styles in both design and art. It has been something that has always caught my attention. I think that my individual project can be about helping design the interior of a building or something along those lines. Besides trying to find our passion we also worked on answering some questions for a grant we are trying to get for the skate park project. The questions involved the budget, future funding, and how we would apply the standards to this project.

For our first project we decided on carrying out the idea of constructing a skate park in our community here in Laton. We knew that it was not going to be easy especially since we only had a few days until we had pretty much everything done before the big meeting. We all had our roles in contributing towards getting things done. Some of the things that we had to get done consisted of writing a proposal and reaching out to our community for assistance. Myself including a few others had the task of writing the proposal. We researched the writing style in order to create an appropriate proposal to present to the board. Because the proposal consisted of many factors we divided the work among the people who were writing it. Some of the things we needed to include were a cover letter, summary, introduction, budget, and the objectives. The rest of the students went to present the proposal to the water board at the meeting that was held on Wednesday, August 20th.