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Sophmore Capstone by Mind Map: Sophmore
Capstone
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Sophmore Capstone

Odyssey Magazine

standards

    Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately   10.1.1 Understand technical vocabulary in subject area reading. Example: While using a word-processing program on the computer, learn new terms and special meanings for words from the manual and online help feature: control, enter, insert, format, font, template, page break, file, and folder.   10.1.2 Distinguish between what words mean literally and what they imply, and interpret what words imply. Example: Understand descriptive phrases when reading, such as A man’s feet must be planted in his country, but his eyes should survey the world (George Santayana) or We must be the change we wish to see in the world (Gandhi). 10.1.3 Use the knowledge of mythology (Greek, Roman, and other mythologies) to understand the origin and meaning of new words (Wednesday/Odin, Thursday/Thor). Example: Use the myth of Narcissus and Echo to understand the word narcissistic. Use the myth of Procrustus to understand the word procrustean. 10.1.4 Identify and use the literal and figurative meanings of words and understand origins of words.      

artifact

reflection

10.1.4 Identify and use the literal and figurative meanings of words and understand origins of words. The Odyssey Magazine was to tell about Odysseus or his wife. There were to be several pages including an article and several advertisments. I based the magazine around Penelope's life after her husband went away. The magazine included a table of contents, seven pages of ads, and a two page article. The entire project used words from the Odyssey to describe a product or their uses. In an ad for a cell phone called the Samusung Hermes Heel Phone is decribed as being sent  from the Gods themselves. The play on words relates the messenger Hermes to a phone or a message. This magazine is the project I am most proud of. I worked hard and tried to be as creative as possible.      

SWLO

The school wide learning outcome shown in this project was work ethic. Work Ethic- getting all jobs done

Slavery and Oppression

standards

  Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text Students read and understand grade-level-appropriate material. The selections in the Indiana Reading List illustrate the quality and complexity of the materials to be read by students. At Grade 10, in addition to regular classroom reading, students read a wide variety of nonfiction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information.   10.2.1 Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes. Example: Analyze an advertisement that has been made to look like the informational newspaper or magazine text around it. Explain why the advertisement would be designed this way and evaluate its effectiveness.    

artifact

reflection

  10.2.1 Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.   During the Slavery and Oppression project my goal was to make a webpage reflecting on a major conflict in England and then present the information. I chose the abolishing of slavery. In order to do this I had to look at several resources such as books, videos, stories and blogs. Reading more than one informational texts would give me different dates about certain things. I always chose the fact or date that appeared most in the creditable sources. I feel as if I accomplished my task quiet well. I used several resouces, made a legible and easy to read webpage, and presented with confidence in my work. To have improved on my web page I could have put more time in my research and looked for something interesting about the topic that most people wouldn't already know.

Renaissance

standards

  Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. Students deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing. 10.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.    

artifact

reflection

10.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.   The Renaissance project's requirements were to make two coffee shops, one in Renaissance time, and the other in modern day time. My part of the project was the modern day coffee shop. It to include items that showed how it related to this time and community. The shop has artwork to show how art has evolved over time. There are older paintings on the wall, along with some modern pieces. Computers line the wall to allow cumstomers to use the internet since technology is a big part of our lives today. I did the best of my abilities to create the coffee shop. At the time I had very little experience with the software used to make it, but it turned out quite well with practice.

SWLO

The school wide learning outcome shown in this project was critical thinking. Critical Thinking/Creative Problem Solving- did you figure it out.

Baby No Baby (Biohealth)

standards

  Standard 4 WRITING: Processes and Features Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising).   10.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.    

artifacts

reflection

  Standard 4 WRITING: Processes and Features Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising). 10.4.9 Use a computer to design and publish documents by using advanced publishing software and graphic programs.   Baby No Baby was a project that took place in Biohealth. I had to take on the role of a genetic counsler and tell a parent about their genetic history witha Sickle Cell Anemia. I also had to determine the possible outcomes that their offspring could Sickle Cell Anemia. I did research about the topic and displayed the information found in pedigrees and punnett squares. The information was printed out and used to display info to my client. Presenting the information was easy considering I studied the research and have become comfortable talking to others over the year. The actual link that is on this mind map was not what I presented. The information on the linked website is what I created and presented, but for this portfolio I made a webpage for the info so the viewer could follow it better.

SWLO

The school wide learning outcome shown in this project was communication. Communication- explain what you know

Short Story (Biohealth)

standards

Standard 6 WRITING: English Language Conventions Students write using Standard English conventions.   10.6.2 Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modifiers, and proper English usage, including the use of consistent verb tenses.       Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 10, students combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students compose business letters. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.     10.5.1 Write biographical or autobiographical narratives or short stories that: • describe a sequence of events and communicate the significance of the events to the audience. • locate scenes and incidents in specific places. • describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings. • pace the presentation of actions to accommodate changes in time and mood      

artifact

reflection

    Standard 6 WRITING: English Language Conventions Students write using Standard English conventions and writing strategies.   While talking about genes and mutations, Mr. Nelson assigned a quick short story about the bombing of Hiroshima in 1945. The short story was to include details about what happened, sensory, and emotions. I feel as if it could have been better in some ways, perhaps longer, but I enjoy the organizition of it.  

SWLO

The school wide learning outcome shown in this project was citizenship. Citizenship-done in timely manner

Genghis Khan Interview

standards

  Standard 3 READING: Comprehension and Analysis of Literary Text Students read and respond to grade-level-appropriate historically or culturally significant works of literature, such as the selections in the Indiana Reading List, which illustrate the quality and complexity of the materials to be read by students. At Grade 10, students read a wide variety of literature, such as classic and contemporary literature, historical fiction, fantasy, science fiction, folklore, mythology, poetry, short stories, dramas, and other genres.   10.3.4 Analyze characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy.    

artifcts

reflection

    10.3.4 Analyze characters’ traits by what the characters say about themselves in narration, dialogue, and soliloquy. The assignment was to write an interview as Genghis Khan. First, I research his life in order to learn more about his personality and achievements. The interview consisted of questions concerning his childhood, and customs. To have improved I could have included more information about his life as Khan.  

SWLO

The school wide learning outcome shown in this project was peer collaboration. Peer Collaboration-good team

Letter to Me

standards

  Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 10, students combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students compose business letters. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Featurees.Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. 10.5.8 Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.  

artifact

reflection

    Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics) At Grade 10, students combine the rhetorical strategies of narration, exposition, persuasion, and description in texts. Students compose business letters. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Featurees.Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.   The Letter to Me was simple that. I was to write a letter to my future self that I would read when I graduate. The letter was to include goals that I had set and hoped to reach. The audience was myself so I was allowed to write with some jargon. I could have made more goals for myself, but I would have hated looking back and not have accomplished them. I do not like to disappoint anyone, especially myself.  

3 Writing Examples

Your School

standard

artifact

reflection

Reason for Murder

standard

artifact

reflection

Abolishing Slavery

standard

artifact

reflection

Digital Portfolio

Artifact

You're looking at it. (:

Reflection

The digital porfolio was to capture key projects that showed growth or relation to standards. Creating the digital portfolio involved a ton of technology. In order to make it, I had to create/remember several accounts to get access to all the information and tools I needed. In the end the Mind Map I made is something I am proud of. Some of the sites used to create this mind map. calameo.com wix.com jing.com mindmeister.com dropbox.com easybib.com turnitin.com criterion.ets.org    

SWLO

Technology

Intoduction Letter

Personal Artifacts/ Conclusion Letter