This unit we focused on badminton and the different serves, shots, and rules of the game.
Something I think I improved in was the forehand serve. I used to struggle with the timing but I gradually got better, and now I can serve with both serves.
Something I want to work on is adding more power and force to my shots.
Unit 2 Topic A and B Test Reflection (Functions & Statistics)
Evidence of My Best Thinking
Skills Reflection
Part 2: Goal Reflection & End-of-Semester Check-In
A. Looking Back at Your Last Goal
Last unit, you set this goal: I want to write better explanations with good evidence and reasoning.
Since there was a lot of correlation/causation and describing in this unit, it really helped me practice my explanations.
B. End-of-Semester Self Reflection
C. New Academic Goal Moving Forward
Something that might get in the way is that I might not practice a lot.
1. Describe your story and what real-life situation it modeled?
My story was about 2 brothers named Graham Cracker and Ritz Cracker playing the new Brain Rot Simulator 2. The graph modeled the rate they gained pts throughout the hour that Graham was given to play video games.
2. What part of your project are you most proud of? Why?
I’m most proud of being able to make a clear graph showing the story but also the functions. I’m proud of this because it shows that I understand how the scenario connects to the math.
3. What was the hardest part of creating your piecewise function?
The hardest part of creating my piecewise function was probably deciding the pts/min for each interval.
4. If you could revise one part of this project, what would you improve and how?
I would probably use more mathematical language in my explanations to show my understanding of the topic.
5. What did this project help you understand better about piecewise functions?
This project helped me realize how piecewise functions connect to real life scenarios, since a lot of the explanation had to do with explaining the context.
The key message I wanted to express through this art piece was my identity. I wanted to show my values, interests, personality, etc. For example, at the top of my piece, I added a thought bubble with scribble clouds. The scribbles represent my messy thoughts and how I’m indecisive a lot when making decisions. I cut the pieces out of a sky background from a magazine also. It represents how I like to daydream. The plane in the center represents me “soaring through my thoughts”.
2. Risk and Experimentation: During the creation of your artwork, how did you take risks and experiment in order to effectively express your intended message?
I think I took risks with this new medium of art because I’m not very used to working with different values/doing collage. It was a very new experience and I wasn’t really used to it, but I thought it was a unique way to express my identity. However, I’m happy that I experimented with these mediums because it worked well with my art piece. I feel like I can tell that the self-portrait is myself, and the collages piece together parts of my identity very nicely.
This unit, we played soccer and learned how to transitioning from offense to defense, dribble, pass and shoot.
Something I did well:
Something I did well was transitioning from offense to defense. I focused on the ball and transitioned when needed.
Something I need to improve on:
Something I need to improve on is dribbling. Sometimes I can’t control the ball easily.
Something I have improved in:
I have improved in collaborating with my teammates. I can determine whether or not my teammate is open so that I can pass the ball to them.
My current goal for science class is to be more engaged. I want to participate more because I can become more focused in class and get all the information I need to learn from science in school. To achieve this goal, I will answer more questions that Mr. Tafel asks to the class and be a more active learner. This way, I can be more aware of what we are learning about and do better overall in class as an active learner. So far, I’ve been answering most of the questions Mr. Tafel asks of the class. I try to always pay attention to the speaker to show my engagement.
What are you most proud of in this class so far?
I’m proud of getting good grades in this class and being able to understand what we are learning.
What has been your biggest challenge in this class?
Sometimes I fall behind on activities because I take more time, so I have to make it up at home.
How have you demonstrated the qualities of an Active Learner — preparing effectively, participating fully, collaborating well, staying positive, and reflecting to improve? Are there any areas where you want to grow or improve next quarter?
I do self assessments and reflect a lot in this class. I would like to be more engaged in class and ask more questions.
After meeting Kool Koor and learning about his artistic journey, how do you think his background in the graffiti culture of the Bronx influenced his aesthetic choices in the techniques and styles he demonstrated?
I think the graffiti culture is very bold and speedy, which shaped parts of Kool Koor’s art. Graffiti art was more violent when applying paint, and it was risky since it was usually illegal. In his original paintings with graffiti, he had many jagged and sharp lines with a blend of colors. This is now displayed in his current artwork with the patterns shown with markers (his “DNA”). Though they are smaller, the lines are still pointy, which show the techniques Kool Koor used in his past.
Considering Kool Koor’s shift from street art to studio work, how do you think different environments (like the streets versus a classroom) impact an artist’s creative process and choices? In what ways did you feel these environmental influences while trying out his painting style?
I think that different environments can definitely impact the creative process of an art piece. When you do graffiti in the streets, it is often risky, since you could get caught at any time. You use whatever you have to create bold and spontaneous art that stands out, usually with text. However, when you are in a classroom, you have more time to plan and think about what you want to make. You have more access to different mediums, and you can take a long time to make art. When trying his painting style in the classroom, I felt pretty calm. I could take time to stop and look at the piece and see where my next stroke was going to be. I think if I did this on the streets, it would be really different.
What aspects of your culture or environment do you think will influence your future artistic choices for your self-portrait mixed media artwork? How can you incorporate elements from your own background into your artwork to express your unique identity?
Since I’ve grown up with a lot of technology and access to different materials, I might use a variety of mediums to express my identity. My background can show how I perceive things compared to other people, and influence my style in my self portrait. For example, I might use more curvy lines and lighter colors as an aesthetic. My experiences shape my interests, values, and understanding of what is around me, which combined creates my identity. All these parts contribute to my self portrait and can show who I am.
In this unit, we explored a topic of interest we had and expanded on it by researching something related to it by making an inquiry question. I decided to do the Lindbergh kidnapping of 1932.
Process Journal Reflection:
Connection from PTC: I want to work faster in class.
I liked this project because I got a lot of freedom of what I wanted to do as long I met the requirements. I also felt like it was a good project to review everything we did and learned at this point in the unit. However, I wish that we could’ve looked at other projects because it would be cool to see what others did with the same requirements but different ideas.
© 2026 Candace’s Portfolio
Theme by Anders Noren — Up ↑