This is how I select images and words to create impact for different audiences:
I tend to have difficulties with this core competency because I do not know what word choices are fitting for specific assignments at times. For an example, in my English class I used the most basic words for an assignment because I thought it would be a good chose when having to read it to the class because I thought it will be easier for the listeners to understand. Then after I got feedback on the assignment, I was told that I should have used more powerful words. So, I feel like at times I could improve on knowing when to use more basic words and when to use more powerful words. I can achieve this goal by knowing what the assignment is and deciding what words to choose based on the assignment.
I am clear on the difference between simple “group work” and collaboration as evidenced by:
I show my understanding of this by knowing when we are doing group activities such as a science lab, I had to do a few days ago. We were told to do group work to figure out one common goal all together and that common goal was to make a bouncy ball out of the materials and instructions that were given to our group. I learnt that what we did during the lab was group work because we needed to work as a group on the same thing to figure out one common goal together. In my opinion collaboration can be many different things. An example of when I used collaboration was when I had to do a Spanish bingo activity in my class. We were asked to go around and find people who can achieve these tasks that were given on our bingo worksheet. One of the questions on my worksheet was “find someone who knows what Hola means” then I had to walk around asking people this question, so I think that was an example of collaboration because I had to ask and work with someone to achieve a goal.
I show others that I truly value their contributions by:
I tend to show others that I value the effort and work that they contributed by telling them how great they did, and I also usually give them some feedback on how they might be able to make their work even better for next time. When I am working in a group or with anyone, I like to value that fact that it was not only me who put effort in, so I tend to show my appreciation to my group members by saying that they did an excellent job on their share, and I tend to incorporate their ideas into our work to show that I value their ideas and effort. I value all their contributions but if I am not fully satisfied with something they have done, I will share my feelings in a polite and kind way so we can make changes and come to an agreement within the situation.
If you were to look at our board game it may seem basic and boring, but really it is not. You start in the centre of the swirl and that represents your home town and the finish line (the end of the swirl) represents Canada or the U.S. Depending on the cards and actions you get, you will go through the board game with a different storyline each time. Their are a few other twists to make our board game fun like our punishment cards, These cards are for when people don’t do he action cards we supplied or if they get a trivia question wrong. We also had a really funny paper hat and a colourful T-shirts as a punishment as well. The trivia questions can be as simple as “what are the struggles that Irish immigrants faced” they could also be more complex like “Did the slaves from North America escape? If so how?” Our class was learning about British and North America colonization. Our board game could be use as a study guide for colonization because we included the Irish immigration and some fun facts about colonization.
My Achievement:
When me an my classmate were making the board game together I did not agree on some things. So I recognize my emotions and use strategies to manage them. I did this by communicating in a kind way what I felt was wrong about our board game and then we made some changes to the game so we could both agree on it. Fo an example, when we were making our board game we painted it and did not like how it turned out so we both agreed and decided to colour over the watercolour paint with pencil crayons an smudge marker on top of that as well.
My goal:
During the board game sometimes I felt like stuff was dived unfair and I had a har time sharing my opinions and thoughts to my classmate. So I want to work on this statement to make my self a better person. This is the statement: “I can explain when something is unfair and advocate for others.” How I will work on this is by gaining more confidence in my self and expressing my thoughts and provide solutions on how we can make it fair. For an example, I can write out what i am going to do in our project and I can write out what my classmate is going to do. Then I can confirm if the work jobs seem equal to her as well, and if they do not we can communicate and change some things around until we both agree on it.
I learnt that you must put thoughts and evidence from the book together, In order to figure out what your character might look like or act like. In the book their was not a lot of information about what my character looked like. I had to assume what my character looked like based off of other information like her job and her personal life choices. For an example in my book Lucy stated that she does not wear a lot of makeup, so based off of that I assumed what her face might look like. I also had to assume what my characters age was. Lucy in the book said she worked in Diana’s bakery for over twenty years, based off of that information I knew that Lucy must be older that twenty. For choosing my plot points I thought of the key scenes and important information that people would need to know about. For an example I wrote a significant scene from the beginning of my book and a few from the middle and the end as well. Because Lucy worked in a bakery I assumed the main setting would be the bakery. To me the word mood means what you feel from watching the movie. I think the mood of my book was happy because most people in the book acted like they were happy. I picked the song I picked because it seemed to match the happy, chill kind of vibe of my book. This is why I chose that song.
Core Competency Reflection
This is how I select images and words to create impact for different audience. I did this by reading my book over again and writing down powerful words as well as significant words in my book.
Examples of where I communicate clearly and purposefully can be seen in my voice over. I used a clear voice to communicate the story and plot of my book to others.
In discussions and conversations, I help to build and extend understanding by suggesting cool deigns that could be used in peoples PowerPoint movie. I also shared my thoughts and opinions with the class in some discussions as well.
My goal: I use evidence to make judgements or decisions. I think I need to improve on this because I did not include much evidence on where I got my thoughts from.
By doing this digital footprint online, I make a positive difference to my peers. I can make a positive impact by doing this because I am sharing my knowledge on how to be safe online. My knowledge can help my peers and others become informed about being safe online and digital footprints. I make digital ethical choices such as making my social media private in order to keep my online life and personal life safe. Some of my preferred strategies for maintaining a healthy, balanced online presence include knowing what is right to post, say, and do online.
A family is wanting to come up with a weekly meal plan, that will have everyone cooking throughout the week and it works with everyone’s weekly activities. They want to make a plan that involves when dinner will be, what will be cooked, how much to make and who is cooking.
Pat the chicken breasts dry with paper towels. Cut each breast in half horizontally into 2 thinner cutlets. Alternately, place the chicken breasts between two sheets of plastic wrap and pound to an even thickness.
In a shallow bowl combine the flour, salt, pepper and garlic powder. Set aside.
Add 2 tablespoons butter and 1 tablespoon olive oil to a large skillet. Heat over medium until the butter is melted. Dredge 3 chicken cutlets in the flour mixture, coating both sides, shaking off the excess flour. Add the coated chicken to the skillet and cook until well browned, about 5 minutes. Turn and cook another 3-5 minutes. Remove the cooked chicken to a plate and cover to keep warm. Repeat until all chicken is browned.
Add remaining 2 tablespoons butter to the pan and heat until melted. Add the sliced mushrooms and cook, undisturbed, until the mushrooms are very dark on one side. Stir and turn the mushrooms and continue cooking until the moisture is released and then evaporated, and the mushrooms are all well browned.
Add the sliced shallots to the pan and cook until softened and starting to brown. Add the minced garlic and sauté for 30 seconds or until fragrant. Pour the wine into the pan and scrape the bottom to deglaze. Add the thyme sprigs, chicken broth, mustard and cream. Bring to a boil and cook for 5 minutes. Stir in the dissolved cornstarch. Bring the sauce back to a light simmer and add the chicken. Heat and simmer for 5 minutes or until the sauce is thickened and the chicken warmed through. Remove the thyme sprigs and season the dish with salt and pepper to taste.
Garnish with parsley or additional thyme and serve with rice, potatoes or noodles.
Justifications
Justification: Monday
I choose this recipe because its different yet is capable of meeting everyone’s tastes buds. The overall cook time is one hour, so I decided to choose Teen 1 and 2 to cook. They both get home first and will start cooking it around 4:30 when Parent A gets home. When parent be gets home dinner will be on the table and ready to go, so they can get to their fitness class on time for 7pm. Also, they will have enough left over for both teens to have one serving for lunch tomorrow.
Justification: Tuesday
I picked this recipe because it works with everybody’s schedule. It’s a recipe that is cooked in 20 minutes. Which means when Parent B gets home at 5:30 they can cook it 10 minutes after they get home with the normal portion size, and it’ll be done by 6:00. Then Parent A can eat it right when they get home, and teen 2 can get to soccer practice by 6:30.
Justification: Wednesday and Thursday
I chose this recipe because there can be leftovers, and it is a larger meal. Everyone can eat as a family. On Thursday as the left overs day, if someone in the family is hungry once they get home they can eat right away since the dish will be pre made for the night before. They would just need to heat it up.
Justification: Friday
I chose this recipe because Friday is a day that the dinner can take longer, and this recipe does. Also, parent A and Parent B will get two portions.
How we communicated and shared information with each other: The technology was used by all the group members. We used technology to see the word document. We all did one food dish, got the ingredients and recipes from the examples. We added why each of us chose that meal, who cooks the meals and when each meal is eaten in the day.
We had a email thread to use in case we needed to connect outside of school, if anyone needed help.
How We used technology:
The technology was used by all the group members. We used technology to see the word document. We all did one food dish, got the ingredients and recipes from the examples. We added why each of us chose that meal, who cooks the meals and when each meal is eaten in the day. I am familiar with these programs because of the About me Project.
We had a email thread to use in case we needed to connect outside of school, if anyone needed help.
Distribution:
We all had to complete one day and we all did one extra thing as well.
I did Thursday and the table chart
Contribution
I was assigned Thursday and the table chart. When You look at our group solution “The table Chart” You can see all of the days that each person did and information on each day.
