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