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.
Wednesday, December 17, 2014
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
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.
Tuesday, December 16, 2014
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.
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.
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.
Monday, December 15, 2014
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
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.
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.
Friday, December 5, 2014
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.)
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.)
- Introduction (Japanese Westernization )
- Westernization
- Tokugawa Shogunate (Edo 1603-1867)
- Final era of traditional Japanese government, culture, and society
- Meiji Period/Restoration ( 1868-1865)
- Government
- Military
- Culture
- Clothing
- Kimono
- Happi
- Food
- Sushi
- Rice
- Fish
- Seasonal and Local Food
- Religion
- Shinto
- Buddhism
- Yamaha
- Language
- Writing
- Grammar
- Pronunciation
- Levels of Speech
- Traditional Sport
- Sumo
- Kendo
- Karate
- Aikito
- Judo
- Beliefs/ Customs
- Marriage
- ChildBirth
- Traditions/Holidays
- Tea Ceremony
- New Years
- Gardens
- Society
- Conclusion
Thesis : Westernization in Japan altered many factors such as Japan’s government, culture, and society.
Thursday, November 20, 2014
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.
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.
Wednesday, November 12, 2014
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 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.
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.
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