Category Archives: Grade 11

First Peoples English 11

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My Writing

Written Essay on Thunderheart

I use evidence to make judgements or decisions as demonstrated in this:

While writing my past essays in class, (which were hand written) I was able to make judgments from them along with previous assignments. As well as other written pieces I had completed before in order to get a understanding of the best way to improve upon various areas. For example if I found that a certain sentence structure was not really fitting where I had proposed it to be, then the next time I could watch out for that specific error. While using these steps I am able to demonstrate a better understanding of where I went wrong and the best way I could use to fix that issue.

I appreciate feedback on, and prefer it comes in the form of:

While writing my typed English homework/essay, I appreciated the feedback from my English teacher as he was able to directly highlight the area that needed improvement and add a comment beside me work. This was very helpful as I was able to see exactly where I went wrong and how to fix it for next time, rather then a broad comment at the bottom. I feel as though this feedback allowed me to think of a solution to the issue in that written piece and then utilize a new method for the next assessment.

My strategies for collecting relevant information for specific tasks include:

When writing our various essays whether they had been written or typed I found it most useful to review the text of movie we had reviewed for a second time. To gather quotes and key points not noticed while watching/reading the first time. While collecting this information and planning where I wanted to include it in my essay structure I was able to have a better idea of the formatting I wanted to use. Then, when writing my essay in class with a time limit. I was better prepared because I had already though about where everything should go. So, I could just write it out without having to stop and wonder how to join the pieces of information together.

Critical and Reflective Thinking:

One goal I have moving forwards, is to keep reading the feedback. Even though I may find it annoying to read things I did wrong. It was very useful to read through the comments fully, then use the constructed feedback to improve my writing quality. If I continue doing this I can slowly improve in various areas because I will be able to learn from my mistakes and hopefully not repeat those same mistakes again.

Pre-Calculus 11 Core Competency Self-Assessment

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Core Competency Reflection:

Strategically preparing for assessments:

In the course I have been able to prepare for assessments such as; completing chapter review, and any missed homework from that chapter. However, first steps I normally take tends to be, looking at the notes on all the points covered in the chapter. This way, I can refresh my brain on anything that was important and any small topics I might have forgotten. After reviewing the notes I go to the chapter I am being assessed upon then start completing the questions, as soon as I finish each question I check my answer against the solution key in the back, to confirm I am on the right track. If for some reason I can not complete the question or am struggling to get to the right answer I ask my math teacher for some help. This way I can complete all the questions to make sure I understand the concepts in that specific chapter.

Learning and using Math vocabulary:

In some of the chapters I found it difficult to remember all the key terms used to describe math problems and the strategies for them. Such a case occurred in the first chapter (chapter 1). Where, learning key strategies such as; Factoring by decomposition, completing the square, factoring within factoring, or trinomials, with exponents as well as variables. When I first started this unit, I was not sure when I was supposed to use the different methods, and on what questions. But once I started connecting the vocab words to different kinds of questions it started making more sense. Especially, when I had to successfully finish the question in the most efficient way (like completing the square when you can to save time). With these given strategies of learning vocab and connecting it to questions we are given I found it is a much better way of learning them, rather than just looking at a list.

Managing time effectively:

In math Precalculus 11 I found, in order to use my time most effectively in class. Paying careful attention to the lessons at the start of class was very important, in this case making sure I come on time so I don’t miss anything. Then completing group work fully, to get full review on types of questions I may see later, then doing homework assigned right after. That way I can either finish it in class or take it home. Another useful thing, was to complete the homework in flex that way I could ask questions on the homework if I was not entirely sure how to properly complete it.

Heading: Advice for Future Students:

Make sure to complete ALL the work book questions, as any one of them could be asked on the test. Also, make sure to pay attention in group work as those questions could be put on the test. DEFFINETLY go to class on time every single morning because the lesson starts right away, and if you miss any it could be a pain to catch up.

My Parabola Transformation Problem

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My Equation

Parent Function

Blue Parabola y = 3(x+1)2 -1

Green Parabola: y = X2

The Importance of a, h and k in the equation y = a(x-h)2 +k

The significance of “a” in the equation:

The “a” in the parabola equation is what controls how compressed or expanded the parabola is.

The Larger the number “a” is, the more compressed the parabola will be from the parent function.

The smaller the number “a” is between 0 and 1 then the parabola will expand further then the parent function.

In this case “a” is 3 which means the parabola will be compressed more then the parent function.

The significance of “h” in the equation:

The “h” in the equation is what controls the movement from left to right on the parabola.

The “h” in this case is positive which means it will shift to the left, however if it was negative then the parabola would shift to the right.

The significance of “k” in the equation:

The “k” in the equation controls how much the parabola shifts up or down from the parent function.

In this case the “k” is negative 1 which mean the parabola will shift down 1 from the parent function.

Reflection:

I was able to take the idea of the movement of parabolas, by knowing how compressing or expanding, shifting up/down and side to side changes the equation from the parent function. In order to show all the differences that can come from one simple equation, which is the parent function.

In this assignment I was able to use mathematical vocabulary in order to predict how the parabola will look and where the parabola will end up on a graph. For examples, “a” making it compress or expand, “h” making it move side to side, and “k” making it move up and down.

I was able to try and make this assignment clear to understand by using colour coding with text and paragraph backgrounds. As well as different parabola colours from Desmos graphing calculator.

French 11 Movie Poster Project

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La Grande Lego Adventure (The Lego Movie)

During the creation of this French poster project I was able to practice Creative thinking by making several intricate details with the help of my partner. Such as adding certain items from the original Lego movie film. For examples the crane in the top right corner, or some of the building advertisements you would see in the movie. I also included smaller items like the mini robots and the explosion of one of the towers as well as the Kragle that was used as the ultimate weapon. We also tried to include some characters and Lego blocks for details to finish off the aesthetic of the poster.

PC 11 Chapter 1 Edublog Assignment

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Facing a Challenge:

The first time I went to attempt this equation I messed up the part where I needed to foil, the particular reason as to why I messed up was because I was rushing to try and finish before the end of class. So, while rushing I made a stupid error which would mess up any work I wrote after that point, so I took a picture of my problem and work, to continue on paper later.  

The major mistake I made was foiling (X+2) (X+2) which I accidentally made the X time X equal X3 when it should have equaled X2 this is what messed up my problem, until I went to attempt it again today finally getting it correct.  

The strategy I used to figure out the solution to my problem, was studying the notes on that unit (1.7) and seeing what steps that were used for that problem to figure out where I went wrong. Which I then realized, that my work was in fact correct and I just needed to fix a minor mistake to continue. 

The main concept I need to remember to solve this problem is foiling, because that was where my mistake had been made. I then went to foil it correctly and realized I had made a small error in my math of combining things together. 

The next time I encounter a difficult problem, that I cannot figure out; I plan to consult the notes like I normally do and see if I can check back on my steps until I find a step I competed that differs from the notes. Which I can then figure out where I went wrong and fix my solution so I can end up with the correct answer. 

My work:

The problem where I had messed up
The same problem, with the correct solution