Comp-Lit 2
This is one of my very favorite classes that i have at ECHS. English has never been as fun as this, our teacher Ms. Zachan man learning fun and is a real comedian. Makes everyone laugh and makes learning fun. We learn many things and everyone i believe, has seen how helpful all these things that we have learned will help us in the future.
CAHSEE Prep. Book Project
Standards:
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.
3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.
This project was done for the purpose of getting prepared for the CAHSEE exam that is taken on the second semester of Sophomore year. How we started this project was in class, we were given about 3 weeks to do the project I presume, and we were given examples on how to do the project so we didn't mess up on it and get a bad score. Every individual would make a small book that would help us study for the CAHSEE. This is what I did for my individual work: I had to choose words in a list that my English teacher gave me, words that I already did not know. I chose the ones that were hard for me to learn and understand and I put everyone of those words into each page of my small book. Then to show a that we could understand how to use the meanings and how to use them we put them into math word problems. Our math teacher made us do this part because there would also be a math CAHSEE exam. We used the word in the word problem and we also had to make up the word problem and different methods on how to solve the problem that we had made up. The final product of this project was each word in a page of the book with their literal meanings, math problems, and some example to show we understood the word. There were 26 pages total in my CASHEE book, one for every word and then 4 left over pages for the math section that was included. Then I made a nice cover for the book because we would get points on the cover of our book and how creative it was. I checked if the pages were all evened out and I put tabs on them, The words I put them in alphabetical order so I put tabs from letters A-Z. I made the table of contents when I was done with every part of my book and put page numbers; then I stapled my book three times down the spine and my book was complete.
I learned from doing this project was; a new way to study for big exams or tests that can really be effective and help me out. I learned every term not exactly their dictionary meaning but some of it and I can give examples or come up with examples to explain them. I learned some of these words in the past but there is nothing wrong with learning things again because you could really use things that are taught to your or just things that you learn on your own, so now with this I can better understand what this vocabulary actually means now. This helped me for my writing because it gives me ideas on what to write. From doing this project, I can know what to do when another event like this one occurs. This was a big help and I really wouldn’t mind doing these types of projects once in awhile if it is something that will really help me out. Everything came out a okay but I think more effort can be put into projects like these so next time I will put more effort into them and not procrastinate because it's better to do something ahead of time and not at the last minute.
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
3.7 Recognize and understand the significance of various literary devices, including figurative language, imagery, allegory, and symbolism, and explain their appeal.
3.10 Identify and describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature.
This project was done for the purpose of getting prepared for the CAHSEE exam that is taken on the second semester of Sophomore year. How we started this project was in class, we were given about 3 weeks to do the project I presume, and we were given examples on how to do the project so we didn't mess up on it and get a bad score. Every individual would make a small book that would help us study for the CAHSEE. This is what I did for my individual work: I had to choose words in a list that my English teacher gave me, words that I already did not know. I chose the ones that were hard for me to learn and understand and I put everyone of those words into each page of my small book. Then to show a that we could understand how to use the meanings and how to use them we put them into math word problems. Our math teacher made us do this part because there would also be a math CAHSEE exam. We used the word in the word problem and we also had to make up the word problem and different methods on how to solve the problem that we had made up. The final product of this project was each word in a page of the book with their literal meanings, math problems, and some example to show we understood the word. There were 26 pages total in my CASHEE book, one for every word and then 4 left over pages for the math section that was included. Then I made a nice cover for the book because we would get points on the cover of our book and how creative it was. I checked if the pages were all evened out and I put tabs on them, The words I put them in alphabetical order so I put tabs from letters A-Z. I made the table of contents when I was done with every part of my book and put page numbers; then I stapled my book three times down the spine and my book was complete.
I learned from doing this project was; a new way to study for big exams or tests that can really be effective and help me out. I learned every term not exactly their dictionary meaning but some of it and I can give examples or come up with examples to explain them. I learned some of these words in the past but there is nothing wrong with learning things again because you could really use things that are taught to your or just things that you learn on your own, so now with this I can better understand what this vocabulary actually means now. This helped me for my writing because it gives me ideas on what to write. From doing this project, I can know what to do when another event like this one occurs. This was a big help and I really wouldn’t mind doing these types of projects once in awhile if it is something that will really help me out. Everything came out a okay but I think more effort can be put into projects like these so next time I will put more effort into them and not procrastinate because it's better to do something ahead of time and not at the last minute.
Enlightenment Thinker Sonnet Project
2.1 Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals
This project was done for the purpose of gaining some new writing skills, the writing skills for writing a sonnet. This project was all about an enlightenment thinker that we had chosen to write on. This all involved writing a Bibliography about the enlightenment thinker; mine was John Locke, writing a sonnet from their point of view and then writing a sonnet from my point of view. I ended up getting a pretty nice grade because my sonnets were good, not perfect but good. The biography that I wrote on John Locke was good as well. The steps I took to making this project were coming up what to write my sonnets on. I chose a topic on natural rights that John Locke thought up of and I came up with a metaphor for the sonnet. When we were done with the sonnet Our English teacher saw it and had to approve it to see if the structure and the rhyme schemes and everything was ok. Once that was done I went from writing a sonnet from John Locke's point of view to my point of view; I wrote that sonnet, sonnet number two, and I got that approved as well and I was told the areas where I had to improve. I rewrote the sonnet and got rid of any unwanted mistakes. The third step in this was writing the Bibliography so people could know what John Locke's ideas were and what he did for the people. Everything was done and the whole project was coming out perfect. Then I made a nice colorful cover and put everything in order.
I learned from writing my sonnets and doing this nice assignment, how to write my first sonnets ever and I know what to do later on if I want to write some sonnet for fun or as an assignment. I learned much about John Locke my enlightenment thinker and about his life his ideas and most of all what he believed in for the rights of the people. I learned how to better write a biography without plagiarizing and showing where I got the information in my bibliography and putting the citations in it. This project helped me out a lot for any other projects in the future to better know what to do. I learned much more in this project that I would probably just have to make a list for it, but I liked this assignment and who knew writing sonnets was pretty fun.
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals
This project was done for the purpose of gaining some new writing skills, the writing skills for writing a sonnet. This project was all about an enlightenment thinker that we had chosen to write on. This all involved writing a Bibliography about the enlightenment thinker; mine was John Locke, writing a sonnet from their point of view and then writing a sonnet from my point of view. I ended up getting a pretty nice grade because my sonnets were good, not perfect but good. The biography that I wrote on John Locke was good as well. The steps I took to making this project were coming up what to write my sonnets on. I chose a topic on natural rights that John Locke thought up of and I came up with a metaphor for the sonnet. When we were done with the sonnet Our English teacher saw it and had to approve it to see if the structure and the rhyme schemes and everything was ok. Once that was done I went from writing a sonnet from John Locke's point of view to my point of view; I wrote that sonnet, sonnet number two, and I got that approved as well and I was told the areas where I had to improve. I rewrote the sonnet and got rid of any unwanted mistakes. The third step in this was writing the Bibliography so people could know what John Locke's ideas were and what he did for the people. Everything was done and the whole project was coming out perfect. Then I made a nice colorful cover and put everything in order.
I learned from writing my sonnets and doing this nice assignment, how to write my first sonnets ever and I know what to do later on if I want to write some sonnet for fun or as an assignment. I learned much about John Locke my enlightenment thinker and about his life his ideas and most of all what he believed in for the rights of the people. I learned how to better write a biography without plagiarizing and showing where I got the information in my bibliography and putting the citations in it. This project helped me out a lot for any other projects in the future to better know what to do. I learned much more in this project that I would probably just have to make a list for it, but I liked this assignment and who knew writing sonnets was pretty fun.
| john_lock_project.doc |
Africa Research Paper
Standards:
Reading Comprehension: 2.3, 2.4, 2.5
Writing Strategies: 1.1, 1.2, 1.3-1.9
Writing Applications: 2.3
Written and oral Language Conventions: 1.0
Listening and Speaking: 2.5
The project that was completed was the biggest assignment we’ve ever had in our class. Had to write a 5-7 page research paper, the paper had to be on a specific problem that is going or was going on in Africa and needed to be solved. My topic was specially on the problem that Kenya had towards having no access to clean water. My final product was a 5 and ½ written research paper, it was all about the people in Kenya having no access to clean water. To start explaining how this all went step by step: first came a list that we were given about possible topic that we the student could be interested in. I was interested in access to clean water, not many other student were doing this topic so I decided to choose it. Next just came obtaining information about our topic and what it was and who it affected. With the information we were asked to obtain, we were helped and started writing. First came writing a thesis, then the introduction that was with the thesis. We wrote them and had to get them checked off to see if everything was okay. Next came writing the body paragraphs, we used information that we learned from our topics put it in our body paragraphs then had to use statistics or facts to back up our information. The same was for the body paragraphs, we had to get them checked off and see if they were okay and rewrite whatever had to be rewritten. We had to write 5 body paragraphs in total and all had to have clear transition sentences that smoothly would transition to the next paragraph. Then finally writing the conclusion, the conclusion was all just relating back to our introduction and thesis. We wrote our conclusions got them checked off and we were off to write the final product. I wrote everything and put it all together to get a 5 page paper.
This project seemed pretty hard but at the end it all was okay and I figured I didn’t have to have stressed out for a big assignment like this, all you had to do was do the research keep up with the work and everything would be alright. I think I did a pretty good job for this project but I feel like I could have put a little more effort into it and not have procrastinated on the work. I enjoyed this project and I really would mind having a project like this again. I could have improved on using bigger words, more intelligent words and just again put some more effort into it and not having procrastinated would have gotten me a better grade. This is all for our great paper that was given to us , the Africa research project.
| africa_final.doc |
Access to no clean water in Kenya
Hero Project
Standards:
1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive
perspective on the subject and maintain a consistent tone and focus throughout the piece of
writing
Writing Strategies: 1.1, 1.2, 1.3-1.9
Listening and Speaking: 2.52.1 Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
The assignment that was completed for this class was called The Hero Project. On of the tasks was to write a biography of an important person who is well known for what they accomplished or did towards human rights. Then the other task, in a group of four people that you chose, we had to do something for our community such as a simple beach cleanup or just doing community service. Then we present the information on our hero and Talk about their life then talk about the good deed that was done for the community. The final product was a presentation on all the info and the good deeds that our group did.
The process towards all this and complete it was to: first choose what human rights hero you wanted and every student in the class got a chance to choose one and only one; the one person I hadn’t heard about was Mikhail Gorbachev. We then got info such as: when the person was born, where he or she was born, childhood life, and their life towards the end when they were grown up and what they did for human rights. We then got all our information stamped and checked off and we got to write a two page essay talking about his whole life. When that part of the project was done we then started the second part. We had to get into groups, then in the groups an outline was handed out and the group had to decide what good deed was going to be done for our community. What my group had chosen by everyone was a park clean up. We went to Fairview Park and picked up any trash or dog droppings that dog owners left behind and didn’t pick up after their pets. We chose to do this because people can really get mad just seeing trash pilled up or just walking along and “oops” they step on some dog droppings; nobody wants to step on any sorts of droppings. We continued and went around picking up trash until we all thought we did a decent job of cleaning up the park. From this assignment I personally believed that I learned to take more care of nature and to not litter because it’s pretty nasty from what I saw; seeing a dead animal wrapped in trash is not good because then you see their truly in danger. I also learned more about my hero Mikhail Gorbachev and was good he did towards helping end the Cold War and what he did for human rights.
1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive
perspective on the subject and maintain a consistent tone and focus throughout the piece of
writing
Writing Strategies: 1.1, 1.2, 1.3-1.9
Listening and Speaking: 2.52.1 Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
The assignment that was completed for this class was called The Hero Project. On of the tasks was to write a biography of an important person who is well known for what they accomplished or did towards human rights. Then the other task, in a group of four people that you chose, we had to do something for our community such as a simple beach cleanup or just doing community service. Then we present the information on our hero and Talk about their life then talk about the good deed that was done for the community. The final product was a presentation on all the info and the good deeds that our group did.
The process towards all this and complete it was to: first choose what human rights hero you wanted and every student in the class got a chance to choose one and only one; the one person I hadn’t heard about was Mikhail Gorbachev. We then got info such as: when the person was born, where he or she was born, childhood life, and their life towards the end when they were grown up and what they did for human rights. We then got all our information stamped and checked off and we got to write a two page essay talking about his whole life. When that part of the project was done we then started the second part. We had to get into groups, then in the groups an outline was handed out and the group had to decide what good deed was going to be done for our community. What my group had chosen by everyone was a park clean up. We went to Fairview Park and picked up any trash or dog droppings that dog owners left behind and didn’t pick up after their pets. We chose to do this because people can really get mad just seeing trash pilled up or just walking along and “oops” they step on some dog droppings; nobody wants to step on any sorts of droppings. We continued and went around picking up trash until we all thought we did a decent job of cleaning up the park. From this assignment I personally believed that I learned to take more care of nature and to not litter because it’s pretty nasty from what I saw; seeing a dead animal wrapped in trash is not good because then you see their truly in danger. I also learned more about my hero Mikhail Gorbachev and was good he did towards helping end the Cold War and what he did for human rights.
| mikhail_gorbachev.doc |
