Thursday, May 28, 2015


Writing Standards (6, 7, 8)

6) Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.
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, demon-
strating understanding of the subject under investigation.
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

I used these standard 6 when I put up these blog posts because I'm using technology to post up these standards and getting feedback from peers because of it, it is also applied when I use Google Docs wo share documents with my peers.

I used standard 7 while writing proposals and essays for MyLife project, like when I wrote the proposal for the stage. This really allowed me to focus on my penmanship and use it in a real life situation, a situation in which I could apply my writing skills in multiple ways.

I used standard 8 in many ways this year. I used it when researching information about the skatepark, the stage, and even my vet science projects. I learned how to use web information and put it in my own words, without plagiarizing.

Thursday, March 19, 2015


English Standards

Standard W:1 (c-d) c) Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d) Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.

I think that these standards apply to a lot of what we do in the MyLife Project. For example, in the beginning of the year when we had to present our proposal to the water board, as well as to the county of Fresno, we had to make sure that our tone was very formal. We had to make sure that we clearly presented our point and that we had a cohesive argument. We also had to do this when we had a few meetings with Dr. Audet and the board, and with Mr. Krikava. It is important to be formal and to sound professional and disciplined. It does not look right when one is presenting a proposal to use slang terms. It is best to be professional to capture the attention of the people you are presenting to. A formal and professional attitude will go a long way in gaining the respect of the people you are talking to.



Standard 12.1.1 Examine the casual relationship between scarcity and the need for choices.

Basically, it is because of scarcity that we as consumers must make choices. For example, over six million people travel into London each day and they make decisions about when to travel, whether to use the bus, the tube, to walk or cycle or work from home. Millions of decisions are taken, many of them are habitual – but somehow on most days, people get to work on time and they get home too in safety if not in comfort! This is a great way to explain this standard because although our options are somewhat limited, people still got to where they had to get on time.

Standard 12.8.2 Describe the roles of broadcast, print, and electronic media, including the internet, as means of communication in American politics.

In the MyLife Project we use these means for pretty much everything. We use the internet, social media, and emails to communicate with each other. If I need something from David or Mathew for example, I can easily text them, or tell them something on some means of social media. This is also similar to how politicians use TV and the internet to communicate their respective positions on real time issues. We use print as well to communicate standards to each other, and to pass down information to each other.

Thursday, December 18, 2014


English RI:
9) Analyze seventeenth-, eighteenth-, and nineteenth-century foundational
U.S. documents of historical and literary significance (including The
Declaration of Independence, the Preamble to the Constitution, the Bill of
Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes,
and rhetorical features.

I feel that this standard applies to the essay that I did for Mrs. Cervantes about the Constitution. I looked through the Constitution and I wrote about the meaning behind it and why it is necessary for our success as a country. I also talked about the influences of the Constitution, from Montesquieu to John Locke.

English W:

6) Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback,
including new arguments or information.

This standard applies to just about everything we do in the MyLife Project, from the blogs to the essays that we write to Mrs. Cervantes. We use technology every day in MyLife Project. We've used it to make and create videos, to update our blogs, write essays, research information, write grants, and everything in between.

Friday, November 14, 2014


So, recently, Fernando and I have been extremely focused on trying to find the microphones and the flooring for the stage. We have found the correct microphone, which is a Shure microphone.
Now, we are really focused on finding the same microphone at a low price. Also, we have been trying to find the correct flooring for the stage.

English L:
1) Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a) Apply the understanding that usage is a matter of convention, can change
over time, and is sometimes contested.
b) Resolve issues of complex or contested usage, consulting references
(e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern
American Usage) as needed.
2) Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a) Observe hyphenation conventions.
b) Spell correctly.

I believe these standards apply to what we have done in regards to our research with the microphones. A lot of the things we have researched have involved a lot of deciphering the terminology involved with stages and the arts. Some of the information about the microphones has been rather confusing, which is in a way how these standards apply.

Tuesday, October 21, 2014

Last Week

Last week I focused on finding out more information with regards to the stage project I am working on. My plan is hopefully to fix the stage by redoing the lights, as well redoing the flooring and the walls. Mr. Paul has a friend who is an electrician who will be coming by the school Wednesday the 22nd between 3 and 5 o'clock. He will consulting us with regards to the lights and what exactly we need to get so he can help us set it up. This project won't be going at the pace which I have been planning, but I will end up getting it done.

English SL:

1) 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.
b) Work with peers to promote civil, democratic discussions and
decision-making, set clear goals and deadlines, and establish individual
roles as needed.
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.
d) Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.
5) 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.
6) Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate. (See grades 11–12 Language
standards 1 and 3 for specific expectations.)


CA.12.4. Content Standard: Principles of American Democracy
Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
12.4.1. Performance Standard:
Discuss Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law.

The standards above apply to our recent meeting with the school board in which David, Mathew, and I proposed to use school property for our skate park project. We used a visual representation of the park for them to see exactly how we wanted to use their property. They also gave us feedback and suggestions with regards to other things we should find out, such as liability, and they also gave us suggestions about other places on school property and in town that we could use. We were also able to fully explain the intentions and the necessary aspects of the skate park to a school board who might not be very familiar with the idea of a skate park. All in all, we were able to collaborate to come up with a resolution, which was that for the sake of the grant, we put that there was available land for the park but that once the grant was filled out and hopefully accepted that we could come up with a formal conclusion.

Although with the civics standards we haven't really dealt with these standards in somewhat of a national perspective, I feel going to these meetings and talking to our representatives in our local government, we have come to understand how things are ran locally, and nationally. I understand that each branch of government has there own role just like every person in those board meetings has there own specific role.

Tuesday, October 7, 2014

These Last Two Weeks. . .

So, these last two weeks have been weird for me, I have really been focusing on the grant, as well as fixing the English standards on the main blog. I haven't really done much else this week. But I do feel I can tie in some standards with the stuff I have done over recent weeks.

12.3.4. Performance Standard:
Compare the relationship of government and civil society in constitutional democracies to the relationship of government and civil society in authoritarian and totalitarian regimes.
CA.12.4. Content Standard: Principles of American Democracy
Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
I can connect this to the meeting in which David, Mathew, Fernando, and I attended. In this meeting we were able to interact with the form of government previously established, and we were also able to express ourselves using our rights as citizens. I realized that even in this small town government and its many branches and democracies has its effect here.
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.
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.
I can connect the following standards to when we read The Alchemist, a book that Mr. Paul suggested we read. Personally, I loved it, it has really helped find out where I am in my life. I realize that like Santiago, the main character, I am at a point in my life where my journey hasn't even begun. I hope, like Santiago, I will be able to find me way to the crystal shop, through the desert, and to the treasure. I must also keep in mind, that like in the book, it is not the end result that is important, but rather the journey that you went through to get there. I love the way in which Paulo Coelho ends the story on a rather sudden note and leaves us hanging there wondering what exactly happens to the boy, Santiago, and to the girl from the oasis, Fatima. I still wonder whether or not he returns, but then again that's really for my imagination to decide I guess.