Update

English RI:

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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.

Update

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.

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.)

Civics

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.

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.

 

RL:

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.

Weeks Ago. . .

A few weeks ago we went to the Water Board/CDBG meeting to discuss our plans for a skate park here in Laton. 12.2 Students evaluate and take and defend positions on the scope and limits of
rights and obligations as democratic citizens, the relationships among them,
and how they are secured. We applied this standard to our projects by speaking at a public meeting and voicing our opinion to the board members. Aside from this, we also learned through this event that it is our job and duty as citizens to speak up and voice our opinions.

This Week. . .

So this week I finished reading The Alchemist, a book about a young shepherd named Santiago who wants to travel and see the world. He goes through a bunch of ups and downs to fulfill his Personal Legend, his dream of going to see the pyramids, to find the gold at the pyramids. Through the process, he has had to do tons of different tasks, and he has found a way to overcome almost every single one. I have begun to realize that it is not the end of your goal that matters but rather the journey to that goal which is important. I think this a great life lesson for all of us to learn. It is important that we realize how we get there rather than just where we're going. If we do something as simple as this, then we will never take anything for granted. Personally, I believe one should never be satisfied or complacent with what they have, but they should also never take it for granted.

I also am helping out my classmates in finding an agreement with the district to let us use the (unused) tennis courts to build a skate park. This would be the first step in applying for the Tony Hawk Foundation Grant. Others in our class will be working on developing a student store for our high school. I will also be trying to set up a series of concerts and plays to raise money to professionalize the stage. If all goes well, we should have enough money to buy some stage microphones, fix the rather terrible lighting on the stage, as well as redoing the tile floor and the walls.


5. Analyze how an author’s choices concerning how to structure a text, order

events within it (e.g., parallel plots), and manipulate time (e.g., pacing,

flashbacks) create such effects as mystery, tension, or surprise.the plot or develop the theme.

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or

live production of a play or recorded novel or poetry), evaluating how each

version interprets the source text.

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 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 provide a complex analysis; provide an objective summary of the text.

3. Analyze how the author unfolds an analysis or series of ideas or events,

including the order in which the points are made, how they are introduced

and developed, and the connections that are drawn between them.

This Week. . .

So far this week, we've started reading The Alchemist, which is a very good book. So far the story consists of a shepherd who is on a quest to find a hidden treasure that has appeared in his dreams. Along the way, he has met a lady who told him what his dream is supposed to mean, along with an old man who is actually a king. Personally, I feel he won't find his treasure, and if he does, it will be more a personal experience, almost like an epiphany, but we will see, I guess. Also, I have been thinking about a project that I could do which would involve my passion to rap and make hip-hop music.

Common Core Standards

1. Cite strong and thorough textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.

Quotables

"There is huge difference between appreciating something and being satisfied with it. Always appreciate what you have and never take it for granted, but never be satisfied with it. Always strive for better, but never forget what you had"

-Axel the Abstract

My Passion

My passion, is to become a hip hop artist, not just a rapper. As a rapper, one only constructs verses made of words that rhyme and sound cool. I want to be much more than that. I want to be an artist, one who can construct well done songs that not only are catchy, but also have a theme. I want to be more than just the average. I'm planning to maximize my potential through hardwork, dedication, and overcoming the obstacles that one needs to cross in life. Whether it takes me 2 years or 10 years, I plan to continue to pursue my dreams.

Quotables

"It's easy to forget who you are"

-Kendrick Lamar

Quotables

"If you're scared to take chances you'll never have the answers."

-Nasir bin Olu Dara Jones

Quotables

"The impact of a conscious artist is necessary, and it ripples through the world."

-Common

Skatepark Proposal

So. . . Yesterday we proposed our plan for a skate park to some Fresno County representatives. . . and it surprisingly went very well, even though we might not get the grant for the park immediately we got some great ideas for other grants we could apply for, including the Tony Hawk and Lance Armstrong foundations. Hopefully, with the support of our community we can make this project a reality, because this project could be only the beginning of something huge for the town of Laton. . . And honestly, this town needs something new. Not only for the benefit of the kids, but for everybody. If this works out, which I believe it will, this can be something great.

CA.12.2. Content Standard: Principles of American Democracy

Students evaluate and take and defend positions on the scope and limits of rights and obligations as democratic citizens, the relationships among them, and how they are secured.

Quotables

"Sometimes it's to your advantage for people to think you're crazy"

-Thelonius Monk

Quotables

"I stare at the mirror and realize that 'real'  lies within me"

-Kendrick Lamar