Category Archives: Grade 11

English First People Final Reflection

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Marrow Thieves written response

Curricular Competencies Reflection

I learned about the connection between the story Marrow Thieves and the real world in the aspects of natural conditions. The story takes place in a an apocalyptic dystopian future where the earth is destroyed by global warming and greed. This is similar to how the earth is right now, and is a possible outcome for the future. I grew in my writing by being more Concorde and going over the text to correct grammar mistakes. I can take what I learned and work towards reconciliation by seeing what negative personalities caused the destruction in the story and work towards not showing those personalities.

Core Competency Reflection

Communication

I feel I grew in my communication because I effectively communicated my understanding of the connection between the story and the real world in an effective manner. I kept the writing organized and it flowed well.

English First Peoples 11 Reflection

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My Artifact

Trickster Paragraph

Curricular Competency Reflection

In this assessment I was able to learn about indigenous culture of the being the called trickster. My writing grew as I seemed out many quotes and sources for this paragraph which helped strengthen my overall writing ability. Along with this paragraph I created a concept map connecting the characteristics of Trickster. After learning about how deep the Trickster being goes in Indigenous culture I can see how they tell stories.

Core Competency Reflection

I was able to think creatively while creating my concept map by connecting my characteristics to each other. I had to think critically also because some of the connections were hard to make. Next time I would try to organize my thoughts better before creating my concept map.

Desert Island Project

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Desert Island Artifact

About The Project

For this project we were instructed to for a system of laws and government for an island society. Have had to include ethical principals, law, and compare it to other systems of law through history. We had mostly creative freedom to do this project except for being restricted to keeping the laws ethical.

Core Competency Reflection

I can develop a body of creative work over time. We were given an amount of time to complete the assignment and we did it creatively.
I can tell the difference between facts and opinions. My partner gave me his opinion on certain ethics I was able to see that they’re his opinion rather than fact. I can reflect on my thinking. When I needed to see if there were any holes I. The laws we made I was able to reflect on what ideas I had to see if they were questionable. I can work with others to achieve a goal. When my partner was being annoying I was able to put him back on track to achieve the goal of competing the project.

One goal I have for myself is to achieve a 90%+ grade in all of my courses this semester. I will study harder and procrastinate less to achieve this goal.

Curricular Competency Reflection

When I was tasked with making ethics for my challenge I looked at other laws and what ethics they had and added some to my laws. I chose the least problematic type of government based on what types cause problem in the society frequently.

Life Saving Measures

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My Takings

My 3 takeaways from the safety unit are: 1. When injecting someone with naloxal you have to choose either their bum, thigh or arm. 2. the correct way to place the pads when using an AED are the left pad above their left breast, and right under their right breast. 3. there is a bad stigma again people who use drugs and there shouldn’t be.

The impact these lessons have on your life are super crucial because if your ever in the position when you will need to know these its life or death if you don’t remember.

Critical and Reflective Thinking Competency Reflection

I can analyze evidence to make judgments. i show this when learning how to do CPR and actively listening im able to make conclusions to further increase my understanding.

Graphing a Parabola

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My Parabola

Curricular Task

In a parabola the a value determines the shape of the parabola. My a value is -2, the negative means my parabola will open downwards. The 2 means my parabola will be thin but not wide which is when the a value is a fraction between 1 and 0. The h value determines where the vertex will be on the x-axis. My h value of -5 (written as (x- -5) or (x+5) means my parabola will be shifted 5 points to the left or into the negatives. The k value in a parabola determines where the vertex will be on the y-axis. My k value of -2 means me parabola will be shifted 2 points downwards or into the negatives. 

Self Assessment

  1. I represented the same mathematical idea in graph form by imputing in into desmos. I can see from the equation that my graph will be downwards and the vertex will be negative. In an equation,
    I was able to understand how my graph would look based on the values in my equation. In words, I represented it by explaining the significance of the a, h, and k value of my equation.
  2. An example of where I used mathematical vocabulary in this assignment would be in my explanation of the significance of my equation. Some examples of the vocabulary I used are; Vertex, parabola, value, negative, axis, and fraction. These words demonstrate a further understanding because I could’ve used different non-mathematical words instead like; to the left, line, numbers, and thingy.
  3. An example in this assignment where i used formatting to share information is in my photo of the 2 parabolas, i was able to show both the parabolas in different colours and label each of the parabolas with their equation.