10th Grade

WORLD LITERATURE

World Literature in 10 grade was a really busy yet stressful class for me. For I do not struggle with English, but there was much work to handle as well as balance between my other classes . We were assigned several mini projects to develop into one major project. But the main lesson this all had took part of, was learning about Greek Mythology. Our task was to create take Myth Notes about the Myths based off of all the information we had read about them, include a connection to the modern world we faced within the texts of the Myth, create 50 flashcards upon all the Myths we had learned about, & write a 8 quick writes that are half page about our personal experiences that contribute to the stories we have read about the Myths.

Another major thing that we have also worked on in 10th grade Literature, was that our class had started writing our own books as a project. We were required to come up with a story of 60+ pages to write from, and they are to be published in 2020 of January or February. I found this project to be both an awesome and a stressful assignment offered. If you book happens to be enjoyed and adored by the readers and viewers you will get a chance to be known to the world and earn a lot a of money. I even hear that these can also go great with collage recommendations. The book that I have decided write, is titled "Just Not The Same...".

WORLD HISTORY

In the World of History, we have learned and studied many Ancient Civilizations. We have covered the many lessons from the Ancient River Civilizations, to the Roman & Byzantine Empire, and even the Aztecs & Incas. A recent project we have covered involved experiences within the Ancient River Civilizations. We would spend time outside doing various activities that people would do back then when they did not obtain or acquire the advanced technology that we have today. Classes within this subject would learn how to form and sculpt mud bricks for shelter as well as making tepees from bamboo and twine. We also worked on sculpting small, tiny cups and bowls out of clay to make pottery. The Ancient experience was quite fun and hard work, but it is much understandable to see how people had to use these techniques to survive back then. We were able to learn about social stratification and communication. People learned about their strengths on the certain jobs that they were good at, which gave them names of their assigned job. People would also have to communicate with each other and collaborate on how things should be done. It would have been a struggle dealing with the small things like the heat, bugs, and just plain being outside working, but this experience gave most of us insight of how difficult the day could've been for then civilizations back then. Due to the qualities and characteristics it took to be a successful civilization, I learned that this would take commitment, loyalty, and collaboration.

Progressing further into the class, we also began learning lessons about the Colombian Exchange. And as a project, we have also worked to experienced the era of the Colombian Exchange in where we are placed in two teams to do a Cooking Competition. This was no ordinary competition of course, when studying about the Exchange, you get to learn about the experience of the two Eastern & Western hemispheres. Our team was assigned the Western Hemisphere. Sadly, we come at a disadvantage because the Europeans on the Eastern side contained diseases that had spread in our Western wiped out nearly 80-95 percent of the Native American population. So the food that we had managed to take/steal from the other side had a disease card that were supposed to kill off our population, there fore lesser people were able to help and cook. I sadly, was chosen to take the loss for the team member and sit on the sidelines with two other people

GEOMETRY

In Geometry, We started working on a project, in which groups of us were going to help design a ramp. Now we weren't going to make an actual ramp, but this just to tie in work we been learning previously as a class.

JWN ~ Slides: Stopmotion

JWN~ Haloments: Audio Elements Presentation

CHEMVAS

Moving into our Sophomore year, we have started a new class called ChemVAS. This is a mixture of two components/subjects of Chemistry and Visual Arts Study. Within these classes that are taken separate, you will get to learn about how chemistry can tie into art and how art makes up chemistry. Within the Visual Arts portion, we worked on developing stop-motion animations with images and forming them into a short clip or GIF.

JWN ~ Textile Art Experiences

CHEMVAS

Other assignments that we have turned into mini projects, not only consisted the aspects of both Chemistry and Visual Arts, but they have also been tied into 2 other courses, which involved Geometry and History. The projects that we have done previously were about learning and making various textiles forms.

Artist Statement

In ChemVAS, Our teacher placed us randomly into several groups and given our very first projects for the course . We were told to design a children's story book, and in making the book, must add an animation to make the book more interesting. Our teacher has also assigned us a certain class of the periodic table. Our group was assigned a section named Halogens. We learned that the numbers of elements in the Halogens are eight. And those names are Chlorine, Florine, Bromine, Iodine, Xenon, Tennisine, Tungsten and Astatine. Coming up with plans and ideas, the element we were given, we decided for them to be the main characters within the story. These characters would be birthed with super powers, and would work to defeat an evil beast that wants to consume their powers. In the end, I decided to include other elements of the periodic table, to show the Halogens that they are not alone.

My thoughts of this project, was that it was much more challenging and difficult than it had to be. I went into this project saying that there was no need for leaders and everyone agreed. When assigned groups, I already had problems with the people I had to work with. I had a feeling that they would not pull their own weight and have me carry it, but I decided not to judge the book and gave them a chance. We fell just one person short compared to others, but it was fine to me. When working on our project, problems already arose when I needed to find ideas of how we were going to construct the story. My had trouble contributing and working throughout this majority of this process, which in the end, had me doing their work instead. Soon I found that my team was slacking. They had no idea what the story-line was about, and continued coming to me for information, and sometimes I would repeat them. I tried helping them out when all they had to do was read them work I planned for them, but they were too lazy to do that. Assignments I would share with them would end up late or missing, with just my part shown and they would have to catch up. Now, I do not like to be a snitch and just say that my team did nothing, for they did, but it was not equivalent to the effort I was putting in. Soon my teacher talked to us, and my partners did notice that I was pulling most their weight. They apologized and blamed that their were other classes that they were busy with. They soon progress a good bit after that session, but soon their energy slowly declined again. In the end, all they had to do was draw out setting for the story while I would create the characters. They at least did the work in which I can give them credit for, but then again their drawings were not given as much effort. I even witnessed their friends laughing at their drawings. The day before the project was due, I had to go on a field trip with one of my classes, so I had hoped that my team would make the last few adjustment before It would be due. Now the day of, I went back to check and see if everything was together for our presentation, but nothing was even toughed. Luckily we didn't have enough time to present due to time spent with others presenting. It was until then a while after, I was told that my group has been separated the day before the project was due. For I still can't benefit much from this, because now it would take even longer to complete the project, despite the small amount of help I could have gotten. I would have stuck with what we have, but because their lack in work and effort, I would have to technically start over on their part, because the work did not even contribute to the plot of the story, and that's only because they still didn't have much clue as to what the story was about. Again I worked to push through, Finally completing the project the best I could. In the future, I learned that in being with a group with other that slack at times can be tough at times for the people who work hardest, but I learned not to always take the initiative with slacking groups, because they would expect you to do more of the work to help their grade. So I will start putting the same amount of effort as they are giving, and if it's not enough, they will see and will start working harder to do better.

JWN ~ Spanish Project

SPANISH II

Transitioning into Spanish ll, was more of a combination from it's previous year, but did feel slightly different. So far, teachers of these Spanish classes try to work really well in encouraging and motivating students to stick to Spanish and find the language fun to learn. This year, we worked on engaging more in communication. We would spend our time standing together in a circle talking about our day, discussing random lessons brought up by students such as music or sports, and even playing games revolving around Spanish.

A Project we have worked on this year is learning about the lives of other artist and celebrities that had Hispanic heritage. The celebrity I decided to choose was a Puerto rician rapper named Wisin (Juan Luis Morera Luna).

Special Comments from my Spanish Classmates...

Jordan does a good job consistently meeting our OWL goals and he is always a part of the community. Jordan may occasionally briefly break into English but he always tries to find the right Spanish word first. Also Jordan is consistently involved in the games and activities that we have. Whenever he plays a game, he is energetic even if he gets a question wrong. In conclusion Jordan is the most Spanish fluent person in my class.

Jordan does a good job in reaching into his background knowledge and using circumlocution. He knows a lot but when he doesn’t know something he will draw it or use other words he does know to describe it. I aspire to be like him to broaden my vocabulary and knowledge on the language. Even when we came into class today he jumped right into Spanish.

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