Category Archives: Grade 11

“First Peoples English 11 in Review ” 

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My Work

This is part of the pover point presentation that we did as a group from the novel Green Grass, Running Water by Thomas King.

Core Competency Reflection

When I need to gather information for a project or assignment, I use a few different strategies. First, I do some research online and in books to get a solid understanding of the topic. Then, I ask questions to clarify anything I’m not sure about. Next, I organize all the information I’ve found into a way that makes sense to me, like a timeline or a list. I also like to work with my classmates and friends to share what we’ve learned and get different perspectives.

In class discussions, I try to listen carefully to what others are saying and ask questions to help me understand their point of view. I also share my own thoughts and experiences, and use examples to support my ideas. I think it’s important to be able to explain things in a way that makes sense to others, so I try to summarize and paraphrase what I’ve learned to help myself and my classmates understand it better. By working together and sharing our knowledge, we can all learn more and do our best in class.

English 10🩵

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My Artifact 🙂

My Learning

This project likely enhanced my ability to analyze complex situations and extract key details from a news article.This project also improved my understanding of narrative structures and the ability to convey a sequence of events effectively.

Core Competency Reflection

  1. When faced with ambiguity or setbacks, I utilized brainstorming techniques to advance the development of my ideas. This involved stepping back from the initial challenge, allowing myself to reflect on the problem from different angles, and generating new approaches to overcome obstacles. Through this process, I demonstrated resilience and adaptability, essential qualities for navigating uncertainty and achieving creative solutions.
  2. An area of writing in which I feel confident to develop new ideas is in summarization and analysis. By distilling a complex news article into a concise explanation, I honed my ability to extract key information, prioritize details, and construct a coherent narrative. This project allowed me to deepen my expertise in synthesizing information effectively, showcasing my capacity to develop new ideas within the framework of structured and informative content.

My Parabola:)

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The variables a, h, and k have specific meanings and play a crucial role in shaping the parabola.

The value of “a” determines the direction and width of the parabola. In this equation, a is -1/2, which means the parabola opens downwards since “a” is negative. Compared to its parent function (y=x^2), this parabola has a negative coefficient (-1/2) in front of the squared term, so This causes the parabola to be wider than the parent function, due to the “a” that is in between 0 and -1. The width of the parabola is stretched horizontally, resulting in a wider shape.

The value of “h” represents the horizontal shift of the parabola. In this equation, h is 3, indicating that the vertex of the parabola is horizontally shifted 3 units to the right compared to the parent function. It determines the new position of the vertex along the x-axis.

The value of “k” represents the vertical shift of the parabola. In this equation, k is -4, indicating that the vertex of the parabola is vertically shifted 4 units downward compared to the parent function. It determines the new position of the vertex along the y-axis.

Self-Assessment

In this assignment, I represented the same mathematical idea in multiple ways by expressing the equation of a parabola in different forms. The given equation y = -1/2(x-3)^2 – 4 is written in vertex form, which shows the vertex of the parabola at (3, -4) and the coefficient -1/2 indicating that the parabola opens downwards.

The relevant mathematical vocabulary words used to demonstrate understanding include:

– Equation: A statement that two expressions are equal.

– Parabola: A U-shaped curve formed by a quadratic function.

– Vertex: It shows the point where the parabola begins to open.

– Coefficient: A numerical factor multiplying a variable.

To share this information in a clear and organized way, I used bullet points to separate each question and provided numbered responses for each question, also in the Desmos I changed the settings to make it more clear. This formatting helps to visually organize the information and make it easier to read and understand.

Facing challenge

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The first time that I tried this problem I found it challenging because I did not know what should I do with the bracket.

The first time that I tried it, I squared everything inside of the brackets.

The strategies that I used to figure it out were: 1- I asked for help from my teacher. 2- I listened carefully to all my teacher’s explanations and tried to learn the solution. 3- I watched YouTube videos about this kind of problem, and I did some problems like this problem, in order to remember everything completely.

The skill that I used to solve this problem correctly was: foiling the squared binomial and combining like terms to solve the rest of the problem.

Next time I encounter a difficult problem, I might use the same strategies to figure out future problems.