9th Grade English 9 Humor Stage 3

  • What did I learn about how writers use language to create a humorous effect?
  • What are some things that I would still like to learn more about with respect to this topic?   
  • Did I achieve the SMART goal I set for myself in this unit?  Why or why not?   
  • What was particularly challenging about this unit?   
  • What successes did I have? 
  • To what extent did I meet the Student as a Learner (SAL) criteria of “Responsibility” and “Attitude”? 
  • In what ways do I still need to grow with respect to these two SALs? 
  • What goals do I have for my learning in English 10?   

When I first began 1st grade, I learned that a writer uses humor to make their audience feel more connected with them. However, it was not until I reached 9th grade that I learned that a writer can use different language usages in order to amplify humorous effect. Techniques such as tone, irony, and hyperbole are the ones that I seem to find with relative ease, but I still would like to learn how to actually use these techniques to their prime.  I didn’t really achieve my smart goal, since my grades were not exactly the greatest I’ve gotten. Something that was particularly challenging for me in this unit was the Dialectical journals that we did, since I couldn’t pick out any phrases that I found comedic. However, the successes I made was getting my work done before the deadline, since I didn’t get anything done late. In the student as a learner criteria, I believe that I was satisfactory  in responsibility and attitude, since I tried to do my best and get the work in on time. I believe that I still need to ensure the quality of the work I hand in, however, since it wasn’t exactly the most high quality work I could’ve handed in and I probably could have been more thorough when reviewing the rubrics. For English 10, I wish to get Meeting grades more frequently, and to do so I will be following a study plan that my family  and I agreed to do over the summer so I could improve my grades, which mainly involves two hours of reading and one and a half hours of reviewing the 9th grade work I did every day. I also am currently reading the lord of the rings series, with the Hobbit, the prequels and the sequels. I plan on reading and analyzing these books over the course of the summer vacation.

Logger pro math project

The logger pro math project is a math project where we had to record 3 different videos of 3 different throws with different velocities and heights. We were then tasked with plotting the data sets and making a movie that describes accurately and pointing out information like maximum height, initial height, final height, maximum speed, and minimum speed.

I learned nothing in general in the activity that relates with math. I did, however, learn about the new features about logger pro and how to carry a team. A thing my group did well was find something to do that helps me while I work on making a movie for the team.


What lies behind what we don’t know

Throughout this experience, the steps James and I followed was a rather strange one, compared to many other groups. Firstly,  what we did find pollution videos on youtube and download them if they are suitable for our movie. What we did next was take a film first and then make a script depending on what we liked and what we didn’t like. After that, we took another video for the movie, but then we made it too obvious we were reading off of a script, and therefore we had to film again. In fear of screwing up, however, we decided to make one of those old-fashioned movies where it’s black and white without sound, therefore covering up our script issues. However, sometimes the lips do not sync, which is why I fear that the audience may notice our mistake. However, I believe that James and I did our best, and that the audience should accept nothing more or less than the developer’s full effort. What I learned was that it is PAINFUL to make a movie, since me and James devoted hours of our time just trying to find the right amount of time for the subtitles we included so that the audience could eventually read everything without the need to read faster than they are comfortably with. In addition to that, the videos had to be longer if we made the subtitles longer, and that forced us to change the speed of the music in our video, which lead to even more problems, since I only know how to change the music and its pitch along with the speed, and we wanted to keep the pitch the same, which forced me to spend time listening to the whole thing, listening for anything that sounds remotely wrong. Eventually, James and I finished this and learned not to be movie directors.


Polymer blog 5

In the end, this project was very valuable for me as a student as a learner and as a learner. I learned about the many ways that chemicals bonded to form polymers, and the difficulties of creating a product for me and my team. Another challenge for me and my team was time management. While we got the planning sequence done in around a day, we spent long periods of time refining our recipes and finding the exact solution for things, since we often randomly made things and then attempted to recreate the polymer. Over all, the end product was not close to what we wanted, but definitely huge compared to what we had originally.

Journal entry 4

For my 4th journal entry, I’d like to say that our project was an over all success. For our polymer, we got a bouncy, solid polymer. We, however, needed to find a way to make sure the polymer sticks and forms its shape properly. Tucker then suggested the idea of wrapping rubber bands around the polymer so that it would stick in place while the polymer air dries. This is our final product, but we have much to improve. For example, this image below shows us that we need to more evenly place the polymers, since one side is heavily covered and the other is just barely covered. Another things is that this doesn’t stick well if not coated over a bit of the phone, so we are developing a second polymer that goes with this to make it stick.