I would love to improve on being an skillful communicator. Since first of all, I would like to improve my Chinese speaking, reading and writing. Since I have not worked specifically in Chinese for a long time, I never study Chinese outside of homework and school.
Chinese: I would like to improve by reading Chinese books, maybe finish one book by March. Also I could work on Chinese in Duolingo to help master the skill.
Orchestra: I would like to improve by learning how to convey emotion and feelings through bow strokes, dynamics, and the choice of piece. Therefore help elevating my skills on the Cello.
Write a short paragraph explaining what the task was and why you chose to do your presentation in this format.
The task was to create a sort of media to teach our learnings (our essay) to people. On itself it should be able to teach the viewer the pros, cons, and the solutions. The thing that I made this unit was a board game. I wanted to do a board game because I knew there was going to be chances (the cards, penalties and grids) that I would be able to correctly inform people of the required information. Also that it involves design, art, logic and it’s also hands on. Which I enjoy all of these qualities.
Write one thing that you think you did well
I think I created the visuals very well, as you can see, I used the famous F1 track Silverstone for the shape of my game board. And I included things like penalties and spin agains and game pieces and the spinner just like real board games.
Write one thing you think you need to work on for next time
I think next time, I should gather more data, write down more relatable scenarios so that people can invest into the game, relate it to their own life, and be able to remember what I have taught them.
Write a brief summary of what steps you went through to get to essay.
Firstly, I analyzed all the information and evidence I had to fit it into the 2 topics (the pros and the cons) of the essay. I picked the evidence I thought best represent the topics pro for economy and con for health, along with the solution to the con: seatbelts. Then I wrote each C,E,R individually for all 3 essays. And after tweaking and adjustments, I pieced the whole thing together to form my complete essay.
One thing I did well in my essay.
I feel like my claims were well written in my essays, they were all differently phrased, to give the readers something new to understand. Also I feel like my evidence and data were well chosen. I chose the ones that I thought best represented what I wanted to convey, I chose the ones that I thought would get the readers to think about the impact and emphasize the danger or advantage.
One thing I still need to learn to do.
I know I still need to learn how to be concise. I usually just write down everything I would say, but I know speech isn’t the same as writing. I need to carefully choose my words, and phrase my sentences and paragraphs so that it’s not something I would say, but something I would write.
When I’ve been placed in a new table group: I have always became friends with my table mates, which meant that we would be able to collaborate, have conversations and class would be more easy.
I often take the lead when our table had to choose someone to get stuff or put stuff away, but it’s not always me. I volunteer but I make sure all other people do it too.
When I am asked to turn and talk with a partner, I often drive the conversation and engage: while listening carefully to the other person.
During the dystopian story writing period, me and my partner collaborated. I wrote the story, and he designed it. We had equal workloads and we worked together.
When we did the product branding in U1, we shared our workload, talked about ideas and finished everything on time.
I would give myself an Exceeding in collaboration
I think all other students in class would say that too since I contribute a lot to discussions, I’m outgoing and I love to take charge during projects.
We had 3 summatives for this past unit: a CERER (3 standards), a pitch (1 standard), and an outline demonstrating our understanding of traits (1 standard).
I think my summatives were an improvement from my formatives, since I improved 1.5 points (growing from 9.5 points to 11 for my CERER) and I met standards in everything except for claim. But my character analysis was the same: all correct for the formative and exceeding standards for the summative. There wasn’t a pitch for the formative so I think my 4 was very good.
I’m proud of getting two 4s despite the 2 and the 3s in the CERER. Since I feel like analysis and speaking are my strong points, I’m proud of writing a pitch that had a hook, making people interested and also analyzing my character well along with developing a good story.
I think the main challenge for me was writing the CERER. Since I’m not good at writing concise paragraphs, and also I got the wrong claim, so my whole CERER was based off the wrong claim. Despite the fact that I practiced with the chatbot, I got the claim wrong since I didn’t focus on the CENTRAL conflict.
I think I didn’t use a lot of feedback this unit since we didn’t really get feedback this unit. Apart from the feedback from the rubric, I don’t think I got any feedback from my peers. As for the feedback on the rubric, I looked at it and tried to see what I could do, which helped me boost my evidence and reasoning and conventions to a meeting from the formative to the summative.
If I could redo a summative assignment, I would focus on finding the central conflict. I didn’t write about the central conflict, which meant that my claim was an automatic 2. Therefore I would spend time reading the whole article first before deciding my claim.
I would tell myself in U3 to focus on my writing. Since I would say I’m very good at speech and reading, therefore I would like to work and study upon the category I’m weakest in.
In the future, I would like to improve my CERER writing skills, to be able to develop a claim and find supporting evidence, and reason them.
I understand how to find the percent change, use the percent equation (part=%*whole), calculate simple interest, and calculate tax and tips. I also feel confident in finding the different components of the percent equation if it was missing therefore solving the percent problem.
N-New information?
I learned the formulas for finding the part, whole or percent: part=%*whole. Where I used to just divide by 100 and multiply by the % amount. But now I can follow the formula.
I-Interesting information you learned?
Learning how to calculate simple interest. Since I’ve never had to calculate simple interest, I usually just do accelerated interest and at that, I put it into an interest calculator. But now I know how to calculate it by hand, which I’m sure will help me a lot in future problems.
T- Tricky information?
I think that remembering if it was tax before tip or tip before tax or some other combination was hard. Since it honestly changes during tests and sometimes I have to do both and give the answer for both so that I don’t get it wrong from a simple mistake like this. But, this is also fun since looking at things we would calculate and experience in real life helps me connect the learning to the world better.
I chose the essential question B: “How do our body systems work together when we play or favorite sport?” Because I loved sports and being athletic, therefore I thought it’d be fun to connect one of my favorite subjects with my favorite activity. In the first half of the unit, the body systems that we learned about really helped me during this project. We learned about how they work together, organ systems, found out how they contribute to our body as a whole while cooperating with the other systems. The jello cell model also helped because it deepened my knowledge on the cell parts and their functions and we couldn’t rely on outside sources so everything we did that day came from our brain. This project clearly demonstrates that the body is a big system made of subsystems which are made of subsystems and so on. Since every subsystem has ONE single purpose, whether be digesting, support, thinking or such. And when we get to the cell, the cell is the large system, and the organelles (which are subsystems in this case) also only focus on ONE single purpose, whether be producing protein, thinking, or storing stuff. Which shows that the body is a large system consisting of small systems that work together while doing different tasks so that the body can function as a whole.
The most memorable activity we did this unit is arguably the dissections and the edible cell. These things are memorable and impactful since that they’re both hands on, they’re both unique, and we haven’t done any of those before. But most importantly, they are innovative since we have to work on it ourselves so we’re basically learning independently and going wherever it takes us. I would say I’m an independent learner that likes hands on activities better and those 2 activities are exactly what I like: combining individual learning and hands on fun.
If I could improve 1 aspect of your learning in this unit as a whole, it would be checking the rubric and working towards extensions. Since I usually just do what I THINK the teacher wants instead of what the teacher ACTUALLY wants. While that didn’t minus me points yet, it might bite me back in the future. I think since I’ve already met standard for everything, I should work on trying to get to the L4 standards, which will help me make use of my extra time, and also get me a better grade!
The piece I’ve created includes 3 different stickers, all supporting my message of supporting the Earth and SDGs 13,14, and 15. The art pieces are named “Share to Care.” Because you are supposed to pass stickers around, therefore spreading the message.
My intended audience is everyone. The Earth is home to every single one of us, so I believe that everyone should care about the message I want to send. Which is that everyone one of us has to take a part, if only a small one, to save and restore our planet.
One design strategy I used is I used contrast. The green and blue represents the healthy Earth, and the red, gray colors represent the bad side. The second design strategy I used is relevance. Since everyone puts stickers on their laptop and waterbottles these days, I thought creating stickers would better help get the message across.
I understand how to find the scale factor on both the areas, and the measurements. Also I learned the formulas for finding the scale factor in both when OG=> copy and copy=> OG. I also feel confident enough to draw a scaled copy of the image based on the SF.
N-New information?
I learned the formulas for finding the SF. Where I used to just count and find the factor. But now I can follow the formula!
I-Interesting information you learned?
Learning how to write a CER for MATH was interesting. Since I’ve never written a CER for math, only ELA, SS and Science. Therefore learning how to write a CER tailored for math is more interesting.
T- Tricky information?
I think that looking at those maps, and finding the SF in account of real life situations was tricky. Since we had to measure it ourselves and find the SF of the real life situation. But at the same time, this is also fun since looking at the real life situations help us connect the learning to our lives.
During the Soccer unit, we practiced dribbling, shooting and soccer strategies. We played matches against various groups and various people. Learned and refreshed about soccer rules like throw ins and corner kicks. Communicating effectively throughout the field and assisting people.
During the Swimming unit, we practiced artistic swimming floating, sculling, and diving ways. We learned how to commute creatively and also did a little fitness swimming. Communicating under water and being cohesive throughout the performance.
