Category Archives: Grade 11

English First Peoples 11 Reflection

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Artifact

My Artifact: This is a paragraph that is part of my Essay on “Pocahontas”

Curricular Competencies Reflection

Create and Communicate: What did you learn during this assignment or task and how did you grow in your writing, speaking, or representing skills? How will you take what you learned and use it towards working on reconciliation? 

  While doing research for the key points for the Essay, I was able to learn about the facts of what happened to the real “Pocahontas” and how Disney made a version that was far from the truth. In fact, her real name was Matoaka not Pocahontas. I learned about similarities & differences between Disney’s version and the real-life story. I was able to grow in my writing skills since I had to find words to be able to connect various kinds of ideas. Now that I know the real story of what happened to Matoaka I can help create awareness and that way people will learn the true story of her and not Disney’s version.

Core Competencies Reflection

Critical Thinking

To gather information, I had to watch the movie so I could write down some main points. After taking some notes, I listened to the audio “Missing Matoaka”. I then also wrote down some of the main points. I compared both and noted the ideas that were quite different and the ideas that were basically the same. For the essay we had to write a draft, so when I had finished a paragraph of the draft, I would ask my teacher if she could check it, so I could get some feedback and how I could improve the paragraphs, of course I tried to improve them as best as I could. If I were to make this essay again what I would improve would be to make sure I read all of the essay before I submit it make sure I edit it.

Favorite Recipe

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Shakshuka

Making and Sharing

The procedure for making this recipe started the day before we had to cook. The day before, we prepare the recipe, and we read over the recipe to know what we need to do. Usually, the day before we also have a demo which the teacher does. On the day we have to cook, we review the recipe twice and sometimes make some changes if necessary. This recipe was for the whole table group, but there were only three people that day. So, each one of us had a small job so that the making of the dish was more efficient. For example, each one of us took care of one type of veggie. In this recipe, we practiced knife skills since there were a lot of veggies we had to cut. We used a cast iron to make this dish, we sauteed all the veggies there. We also had to use the oven so the eggs could get cooked by being baked. This dish consisted of eggs being baked into a tomato sauce with veggies. Since the dish was so big it was meant for the whole table group, but that day we were only 3. The dish was so good we ate it all in class, we of course divided it equally. This recipe went very well, especially because we gave ourselves some jobs, for example, one person would take care of the peppers while another would take care of the onions, in my case I took care of the mise en place of the eggs, spinach, and feta cheese. Giving ourselves jobs made us more time efficient so we had more time to sit down and enjoy the dish instead of being rushed.

Core Competency Reflection

I show others that I truly value their contributions by… Asking their opinion on what they think about the recipe. I also asked them what they would like to work on, for example, if they want to be unit or ingredient person.

My strategies for collecting relevant information for specific tasks include… Asking my peers if they had an answer or if they could help me out. If I’m able to, I will search for some information, since some information can only be collected from the internet.

One goal that I have for myself going forward is that I want to be able to complete all the theory work from the recipes as soon as we are done making the dish, or the day after. If I have time before school finishes I will take that time to complete the theory work, if I don’t have time to complete it during class time, I will try to complete it at home or during lunch.

Core Competency Self-Assessment: Ceramics

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For this project, I made Mike Wazowski from “Monster’s Inc”. I placed him in part of Boo’s room, to be specific the closet area. I chose this character because he is one of my favorite characters from my childhood. Through this project, I demonstrated Critical and Reflective Thinking. I was able to demonstrate this because throughout this project I had to be creative and use my imagination. One strategy or activity that stimulates my imagination is… going through Pinterest since the app has a lot of stuff you can be inspired from. After going through Pinterest I mix all of the things I liked into one thing. Not only do I need imagination to be creative but you can also have some skills to help you be better. Some skills I have developed to make my creative activities better are… talking with my peers or friends and getting their opinions on what I could change or improve. Talking with someone about my next project or the one I am currently working on has helped me a lot. Sometimes they might even help me without even realizing it. Talking with someone makes my imagination grow bigger and therefore be more creative.

My Parabola

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The image below shows two parabolas. The Blue parabola represents the parent function. The Red parabola is my own function.

Equation of my own function.
Equation of parent function.

What is a, h, and k? How does it affect my parabola?

The values a, h, and k can be found in the equation y=a(x+h)^2 +k.

How “a” affects my parabola and what it means. “a” is the coefficient at the beginning of the function that controls how stretched or compressed the parabola is. If “a” is bigger than one then the parabola will become compressed as when “a” is smaller than one or a fraction it means it’s going to be stretched out. It also represents if it becomes reflected. If the “a” is negative then it parabola will become reflected. In the case of my function the “a” is bigger than one so it became more compressed than the parent function. It is also a negative, therefore it became reflected.

How “h” affects my parabola and what it means. “h” represents how the parabola shifts but in a horizontal way. If the “h” is positive in the function then that means the parabola shifts to the left, while if the “h” is negative in the function that means it shifts to the right. The “h” also represents the “x” point of the vertex. My parabola is shifted to the left because the “h” value is positive and that is how it affects my parabola.

Lastly, the “k” value. The “k” represents how the parabola is shifted vertically. This means that if the “k” is positive then the parabola is shifted upwards while if the “k” is negative then it’s shifted downwards. The “k” also represents the “y” point of the vertex. In my function the “k” is negative and that’s why my parabola is under the x-axis since it shifted downwards, unlike the parent function.

Self – Assessment

  1. How did you represent the same mathematical idea in multiple ways in this assignment? The same mathematical idea that I represented in many ways was the “a, h, and, k” values. The way I represented these was in two ways. The first one was in my own parabola so in graph form, where the “a” is -2, the “h” is +5, and lastly the “k” is -2. I also represented the values in words by having to explain what each value meant.
  2. State the relevant mathematical vocabulary words you used to demonstrate your understanding. In every explanation, I tried my best to use mathematical vocabulary. For example, when I was talking about the “a” value I talked about how it stretched or compressed. I also talked about how it reflected. I also stated several times words like parent function, parabola, shifted, and more throughout the other explanations.
  3. How did you use formatting to share this information in a clear and organized way? The way I formatted my desmos graph by having both parabolas in one photo makes it easier and clearer to see. Me explaining what the colour of the parabola represents, makes it easier for the person to understand, which function is which in the photo. The captions for the equations also make it easier to understand which parabola is the parent function and my own function.

Facing a Challenge

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The First time I tried this problem I found it challenging because… I was confused with another way of solving a similar problem. I also got confused on how the end results should look with the same similar problem which would look like this example: x2 + 6x + 8.

At first, I would do the X with 3 x2 + 14x + 8, without multiplying the 3 with 8. Then I finally realized I was doing it wrong and I started multiplying them. Secondly, I would confuse the endings, so the result for x2 + 6x +8 is (x+2)(x+4), so for 3 x2+ 14x +8 the result I would put was (x+2)(x+12), instead of (3 x2 +12x)(2x+8) and then 3x( x+4) 2(x+4) = (x+4)(3x+2). I still get confused a bit but I need more practice.

The strategies I used to figure this out were to go back to my notes and look at the practice sheets that the teacher gave us.

Some concepts and/or skills I need to remember is that if there is a coefficient then I either need to focus on two things. The first one is if they all have a number in common, if they do then I need to factor it out, so for example 3 x2 +6x +3 would become 3(x2 + 2x +3) and I solve it. If they don’t have a number in common then I solve it how I did in the second question.

Next time I encounter a difficult problem, I might try asking my friends if they understand and if they can explain. I can look back to my notes and the exercises we have made. Finally, I can ask the teacher.

P.s. I finally understand it better as in this moment that I’m writing this, earlier in the day I was still confusing them.