Wednesday, February 25, 2015

February week 16-20 SPEAKING AND LISTENING STANDARDS 6-12

Although we had done some changes to our student store cabinet, we still decided that it can use a little more. This week we tried out the store, in other words, we tested it by opening it to see if people would still be asking the usual question, " what do you guys sell?". The snack display on the inside of the door was a success it really helped us from answering that question. But now students were asking for the prices, so we figured out that we better have them written down so they can be visible.

Because we had the inside of the other door empty, we decided to have them written down there. At first we decided to write them down in a poster paper and just tape it on but we thought it would be cooler if it was a chalk board. Melisa looked up paint and she said that they sell chalk board spray paint. During the rest of the week we all pitched in money from our own pocket to give to the twins so that they can go buy it. The following day after they bought it, we went outside and started spray painting the inside of the door. Mr. Paul helped us by recording us spray painting it. We gave it multiple layers to make sure that it was dark enough. We spray painted it during second period and gave it another layer during sixth period that same day. Then finally, we wrote down the items with their corresponding prices.

Standard: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.



O - Overview
P - Parts
T - Title
I - Inference
C - Conclusion

O - A crowd of children
P - The contrast is dark, their clothes are dirty, faces are sad, they're crowded, no light, lack of emotion.
T - Coal Mine
I - To portray the lifestyle that children took on, work labor, working conditions, and atmosphere.
C - Used to end child labor, crowded v.s. one child because they wanted to emphasize that there was numerous children working not just one or a few.

February week 9-13 WRITING STANDARDS 6-12

During this week, Jazmine came back to school and we explained to her the in which we were at. When she arrived she had pointed out that the cabinet in which we had all of our snacks was very dull. She came up with the idea of decorating it, to make it look more friendly so more students would be drawn to buying our snacks. Ever since we got the snacks, they have been in the same boxes in which they came in. We all agreed that it needed to look better so we used some of the poster paper that was in the library and covered up the top shelf. The other thing that we did was put some snacks on display in the shelves that are on the door so that students are able to see what we sell rather than keep asking us.

Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
e. Provide a concluding statement or section that follows from and supports the argument presented.



Warming up to write an argument

  •  Write down at least three objections to each of the following propositions: 
a. Women should be drafted into the military                                        
b. The United Nations should have its own military.                             
c. The euro should now be used in every country of the world.            
d. Every official meeting of Congress should begin with a prayer.      
e. " I am not responsible for saving the world. "                                   

  •  For each of the following areas, list three topics you think you could develop into a persuasive argument.     
         a. Something in your personal life you would like to change 
b. A social or political problem that you needs solving 
c. An area of education you would like to see improve 

  • Sketch out some ideas you would use to support the following quotations: 
a. "Opinions founded on prejudice are always sustained with the greatest violence" -Francis Jeffrey
b. "The most tragic paradox of our time is to be found in the failure of nation-states to recognize the imperatives of internationalism." -Chief Justice Earl Warren
c. "There is no greater lie than a truth misunderstood. " -William James                                            
d. "To be success in business, be daring, be first, be different. "  - Marchant                                      
e. " The drive toward complex technical achievement offers a clue to why the U.S is good at space gadgetry and bad at slum problems. " - John Kenneth Galbraith  


1 a.  -Not enough physical strength against man                                    
-Alter military image(feminism)                                              
                             -End of chivalry                                                                                                    
                        b. -Violate a nations sovereign borders                                                                           - Was created to make peace not other way around                    
- Too costly                                                                                  
c. - There would no longer exist a difference between countries          
- Values will remain the same                                                    
- Currency provides national identity                                        
d. - Different religion                                                                          
- Atheist                                                                                    
- Religion shouldn't be a factor in decision making                
e. - Recycle                                                                                      
- Save water                                                                          
- Go green                                                                            
2a.- Attitude, Family, Housing                                                          
                  b. - Criminal Justice, Prejudice, Child Abuse                                                  
                           c. Make students responsible for own learning, prepare for college, and life after high school
3a. -Prejudice brings out hatred                                                      
b. more patriotic                                                                        
c. you have to make sure you say it clear                                
d. you can't have a good business with emotion                      
e. U.S does nothing to help poor                                              


Friday, February 20, 2015

February week 2-6 WRITING STANDARDS 6-12

Standard:

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counter-claims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
f. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). CA

Weekly Update 

Because we were having a difficult time trying to make the veterinarian therapy project work, we decided to stick with the student store since we had already advanced it. The only changes that we were going to make was expand it in a clothing line. We decided to make T-shirts with our own designs and sell them during school as opposed to having to wait after school.

Along with coming up with making and selling T-shirts, we had to do some research. We needed to figure out if we were going to buy, rent, or get a silkscreen donated, or if we were going to go to some place to get them done. Because Melisa and Jazmine go to Ms.Dewey's class for 6th period and they talk about the project, she offered to help us in anything we needed. We had mentioned that we were going to expand the store by selling T-shirts and she said that she knows that Caruthers lends other schools silkscreens.

A Modest Proposal

It is quite depressing seeing the streets empty in the bright afternoon when the sun is still shining above roof tops. When you see that everywhere you go, there are children, teenagers, and adults, not one single person without a phone in their hands. When you see people go in and out of public places without taking their eyes off their cellular devices with their headphones like they don’t want anything to do with anyone except their phones, technology and themselves instead of carrying out a small conversation with one another in waiting rooms, lines to pay, restaurants, stores, or even restrooms. It is depressing to see individuals pull out their phones when asked for their own phone number or when they do not know their best friends number the person who they text with the most. They are becoming antisocial, lazy, inactive, and uneducated. They rely on their phones for everything, including to save data, reminders, and make calculations.

Where are all the children riding their bicycles or running around in the afternoon sun? Where is the laughter or screams of joy? The kids jumping over fences through neighbors backyards or hiding in other people’s gardens while playing hide and seek? The footsteps all over family’s freshly planted flowerbeds? Instead you see them inside through the windows playing on their new devices; xbox, ps3, wii, iphone, ipads, ipods, and laptops. It has now come to everyone’s attention that these kids have spent so much time on these technological devices that they have become experts. They have made it a priority to use these continuously, that they have forgotten the world they live in and have made one of their own. They spend more time fighting off characters and passing more levels than reading or properly spending more time on school work. It has been proven that 70 percent of young individuals spend about 85 percent of their time on some type of technological device throughout each day. In addition 3 out of 5 students are failing their classes in math, science, and English.

Therefore, I propose that we help out these young individuals and future individuals to avoid our society from becoming illiterate. My intentions are merely to help out our future, to ensure that our businesses are run by smart individuals who know what they are doing to therefore stabilize our economy so that our country can run smoothly. I propose that every born child has surgery performed on them the minute they are out of their mothers womb. Every child will have their brain taken out and replaced by a robotic brain that will relieve their body from working too much. This robotic brain will scan everything your eyes see and memorize it. It will distinguish whether if something will be important and delete every unnecessary data within 3 months and will keep any essential information for a life time. It is programmed to make any type of calculation and will hold more memory than what an actual brain can hold. Young individuals would not have to worry about being inactive because it will send sensory receptors that will stimulate your nervous system to exercise your muscles.

Because the robotic brain will be advanced in levels of math, science, literature, and exclusively in areas that will be beneficial to our economy, I will not accept any other expedients such as setting limits, developing other hobbies, exercising weekly, and time management. This proposal will not only benefit the economy but it will also bring peace to everyones lives. There will no longer be children screaming in the afternoons, stomped flowers, or neighbors hiding in your backyards. People will finally be able to leave their windows open and take a nap without getting woken up.

Thursday, February 19, 2015

Jan week 26-30

On the last week of January, we worked solely on coming up with projects that we can do in regard to animals. With the help of Ms. Dewey we came up with the possible ideas of volunteering our time in Animal therapy, possible vet tech, or creating our own animal shelter at our school. She mentioned that she knows a few people in Fresno that does their own therapy and inclusive in various Veterinarian hospitals that does chemotherapy and other advanced treatments. She offered to drive us once a month to go visit the vet hospital so we can get a good idea of what they do, how they help out animals, and what we can do to help animals.

What followed from figuring out a project that interested us was research. We researched more in depth on the subject so we know for sure what we were going to go into. We researched other possible veterinarian therapy centers and what type of animal we would like to help. We found that there was a therapy ranch in Clovis on horses. We found that interesting but because it was quite far we decided to try to find a place closer in the area.

Jan week 19-23 Reading Standards for Literature 6-12

There was a lot of changes that took place in the beginning of the second semester. Most of which included changes within how the My Life Project was going to develop. At the beginning of the third week of January 19-23, the second week of coming back from winter break, we had a meeting with all of our returning and new advisors, Dr. Audet, Mr. Krikava, and the two guys that we had previously video chatted with in the beginning of the school year.

The meeting took place in the school library and the purpose was to discuss the new changes. First of all, We found out that Ms. Dewey and Mr. Lopes were going to replace Ms. Pilcher. But not only were we getting new advisors but that instead of having to talk to everyone of them, each group was going to be assigned to one single adult that way the teacher can focus on a single project, therefore help that group of students or student more thoroughly. 

Next, the guys talked about creativity and how to incorporate that in our projects. With that being said at the meeting my group, Melisa, Julisa, and Jazmine, decided that we wanted to go in a different direction with our projects. We figured out that the student store was not how we expected it to be therefore we wished to end it and commence with a different project. 

The first week on our return we worked on brainstorming, listing, and discussing different areas of interest that we shared because we had decided that we would continue working our next project as a group. Some of the areas that we came up with were teaching, design, and veterinarian projects. Because part of us go to Ms. Dewey's class she talked to Melisa and told her that she can help us with our project if we were going to do it based on animals.


Sojourner Truth


Speech for May 28-29, 1851
(This page is edited by Heidi Jacobs.)
"Well, children, where there is so much racket there must be something out of kilter. I think that 'twixt the negroes of the South and the women of the North, all talking about rights, the white men will be in a fix pretty soon. But what's all this here talking about?
That man over there says that women need to be helped into carriages and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain't I a woman? Look at me! Look at my arm! I could have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man- when I could get it- and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen them most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?
Then they talk about this thing in the head; what's this they call it? [Intellect, somebody whispers] That's it, honey. What's that got to do with women's rights or negro's rights? If my cup won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me have my little half measure-full?
Then that little man in black there, he says women can't have as much rights as men, 'cause Christ wasn't a woman! Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him.
If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back, and get it right side up again! And now they is asking to do it, the men better let them.
Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say."
Standard: 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.)

Multiple- Choice questions

1. Truth uses all of the following in this passage except
d. zeugma

2. Why does Truth address her audience as "children"?
b. She believes that everyone is a child of god.

3. Truth's observation that "the white man will be a fix pretty soon" is an example of
e. irony

4. What is the structure of paragraph 2 from the second sentence ("That man over there......") to the sentence that begins, "Then they talk about this thing in the head...?"

5. Why does Truth use two examples based on religion (paragraph 3 and 4)?
d. She is appealing to ethos

6. Which of the following describes Truth's tone in this passage?
b. impassioned and confident

7. The directions and commentary that are italicized in this speech serve primarily to
e. show the drama surrounding the speech

8. By ending with the reference to herself as "old Sojourner," Truth
c. evokes a sense of humility