Category Archives: Grade 11

Spanish 11: Romeo y Julieta Paragraph

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My artifact is my groups Romeo y Julieta paragraph. We tried to add lots of details to make the paragraph flow. We didn’t want it to sound choppy. My group shared ideas to make the paragraph sound as good as possible. My group was able to converse well with each other which was a good thing, because we added onto each others ideas. After we finished writing the paragraph we all took turns reading the sentences so we could work on pronouncing all the words correctly. We read it through twice to fix any mistakes we made. We did a pretty good job overall.

Spanish 11 Core Competency Self-Assessment

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Communication: Collaborating

My Artifact: A group script about a conversation in a cafeteria.

I can work with others to achieve a goal. We were put into groups of four. We were told to complete a script in one block. We used many transitional phrases. We used food in spanish. We were helping each other come up with ideas to make the script more complex We also helped each other saying the script with expression. I can take on roles and responsibilities in a group; I do my share. I read the longer sentences(Carlos, Violeta) because nobody else wanted to read them. I helped my classmates practice their scripts with expression. When we presented everybody had a lot of expression. We all worked hard on it and it payed off in the end.

Independent Novel Study Review

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The Writing Process

When I was writing my book report I had to leave out a lot of details. I found it difficult to take out parts of the book. I wanted to include many details. When I first started my presentation I was nervous. My voice was shaky in the beginning. I did enjoy talking about the initiating incident and rising action.

Core Competency Reflection

My strategies for collecting relevant information for specific tasks include using sticky notes for my book report. It helped me decide which part of the book was important. An example of something I have spent a lot of time learning about is the holocaust. I took Genocide Studies 12 last semester and I have a lot of valuable information about many genocides. I show others that I truly value their contributions by listening to feedback. Two of my friends edited my book report and I changed things around.

Physics Core Competency Self-Assessment

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Thinking

Position vs. Time Graphs for Constant Velocities Lab

I can analyze evidence to make judgements, by collecting data, and making a graph that correlates with the data. I can give, receive and act on feedback to progress in my goals, getting feedback on my labs and to try not to make the same error on the next lab. I can reflect on my thinking. I use evidence to make judgements or decisions as demonstrated in this ‘What did you learn from this lab?’ question. Also for making the position vs. time graphs.

An example of where I built upon someone else’s ideas is for the question ‘How are you going to ensure that your walkers/runners are going at a constant velocity for the entire 50m?’. One of my group members said that we should make the walkers/runners start a little behind the start line. I explained to the group why that would be useful to do.