(To lazy to upload video so here is just the script I used)
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English Inquiry Project Core Competencies
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Tag: communicationcc
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Open in new tab Lit Circle Theme Park Project – The Back of The Turtle
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After we all brainstormed ideas for the theme park, we each did a section of it. I did the characters part, with the three characters being Gabriel, Dorian, and Sonny. The most challenging thing about that was trying to find pictures for the characters, since the book did not describe their appearance very much or even at all. So, I went through each character and tried to find even small details of how they look like. Sonny for example, they never said anything about how he looks like. But I remembered that if Crisp is Sonny’s uncle, they probably had to look somewhat alike. Crisp had reddish hair and blue eyes, so thats what I imagine Sonny to have too. The only thing the book said about Dorian was that he used to have long hair, so i’m assuming now he has short hair. Since he is the CEO, he probably dresses like one too. Gabriel was probably the more easy one out of all of them. At first, I tried to look for an First Nations guy for his photo, but then I remembered that in the book, its mentioned a couple times that he did not look Indian. He is said to have short brown hair, and pale skin. So I looked for a guy that matched that. I also tried to base their theme park personalities as close as I could do their book ones. To find out the personalities of the characters, I looked at their actions, what others say about them, and also what they think about themselves. I found lots of quotes to support it too. In doing this project, it really helped with knowing the characters better. Like how it was nice to find a picture that looked something like them. When your trying to put a person in a completely different environment, you have to get to know them really well to guess how they would act. The park shows, merchandise, and rides also matched the theme of the book quite well, and it would be really interesting to see it in real life.
Basket Golf
on Riverside Game Design
| Name of the Game | |
| Basket Golf | |
| Objective – What is the Purpose | Goal of the Game | |
| Objective is to get the most points with your 10 balls within the 30 second time limit. | |
| Description – Describe Your Game and What it Should Look Like | |
| This game should be played with at least a minimum of 3 buckets to a maximum of about twelve buckets. Place the buckets at least six feet or more in front of you on the floor or on a raised surface and at least a foot or more apart in a horizontal or vertical manner. The buckets can be colour coded or they can be identified with numbers.The 1st bucket(s) should be 5 points, the second should be 10 points, and the third bucket(s) should be 15 points and so on. For each additional bucket(s) you can increase the point by 5 points. The buckets can be the same size or different sizes, it depends on the player and how challenging you want the game to be.
This game can be played by anyone of any age but in order to help younger children between the ages of 3-8, with their coordination, you may want to use larger buckets and put them in closer proximity to the children. In order to increase the complexity of the game you can add buckets of the same size or different sizes and lay them out randomly or in multiple rows. For example, you can have four small buckets at five points, four medium buckets at ten points and four large buckets at 15 points. You can set the buckets out randomly amongst each other or you can set each size of bucket in a horizontal or vertical row. You can use soft balls, bean bags, foam balls, kids toy balls, or crumpled paper. If players do not have balls or buckets to play the game, the game can me modified by using plastic cups and crumpled paper instead of buckets and balls |
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| Rules of the Game – Describe the Rules
Any number of people can play this game This game can be played with each player participating one at a time or by having two or more players participate at the same time. If a player gets a point after the time limit it will not count During the time of covid remember to adhere to the 6 feet distancing rule For teens and adults playing the game remember to try and remain at least 6 feet away from the closest bucket Each person should have 10 balls and a 30 second time limit (the number of balls can be changed) |
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| Strategies | Tactics | Progressions – Can it Evolve |
| A strategy is to try and perfect your aim, you don’t want to throw the ball too far, or too close. You want the aim to be just right so it gets into the bucket.
You can throw your first one, and based on how far it goes, use that to measure how hard or soft your next ones will be. |
To develop your eye hand coordination and to challenge yourself, you can try standing farther away from the buckets.
If a player(s) does not have the required items they can try using something as simple as the pockets of a shoe holder or plastic cups Another idea is to add more buckets so that it challenges you to move and think faster to get more points within the time limit. To increase the level of competition for multiple players, add additional buckets and have everyone play in a circular manner while trying to score the most points within the time limit. |
| Equipment – List What is Needed | Safety Considerations – Safety First |
| 10 balls ( i.e. tennis balls or golf balls), bean bags or styrofoam balls,
3 or more buckets or plastic cups One or more players A marker (to indicate the number of points each bucket is worth) Or colour coded buckets or plastic cups Some method of timing yourself |
Make sure you are socially distancing from the person in front of you.
Wear gloves if you choose to share the balls with each other. Or use/ bring your own balls. Play the game outside or in an area without any breakable items. To reduce safety concerns is to use soft balls,,bean bags or styrofoam balls |
REFLECTION
I think this project went well. The planning and video ended up good. My role in the project was editing the video and helping with the planning part fill out thing. Overall everything went pretty smoothly in my opinion and it was good. Since I had edited a lot of videos before making this one wasn’t that hard and I knew what to do. We made a google docs so we could all edit the document above, so that went well and we got that finished. To improve for next time, we can fix some things from the feedback we got. Like the time limit may be too short to throw all the balls in, or stuff like if it bounces in but then bounces out would it still count. For our game, they also said that they liked that it was simple enough to understand yet challenging enough to be fun. And also that the video was good.
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ESM Scenario
on Socials Reflection
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English Reflection
on https://prezi.com/view/nUinbuu96JXwtaeugUmO/
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Pythagoras Math Project
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Core Competencies Foods 10
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Dance Video Gym
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Grammar Video Project – “Modifiers – Misplaced and Dangling modifiers”
on Misplaced and dangling modifiers. They are similar, but not the same. Misplaced is when the thing your describing, is put in a wrong place causing it to sound weird or confusing. While dangling is when it’s not clear, or doesn’t make sense. Here are some examples. This one is a misplaced modifier.
“While she was jogging, Rose found a blue guy’s hat.”
In that example, how its written, it seems like the guy was blue. Since it says ‘Blue guy’s hat’ If you want it to make it so that the hat was blue, you would put it like,
“While she was jogging, Rose found a guy’s blue hat.”
Sometimes moving just a word would fix a misplaced modifier. Or you might need to move a couple of words. But for dangling modifiers, sometimes you need to add a few more words.
“While looking at the sun, the clouds started to rain.”
It’s not really clear who’s looking at the sun. Since ‘the clouds’ is right after, it sounds like the clouds are looking at the sun. So you need to add someone. Like add a subject.
“While I was looking at the sun, I saw the clouds were starting to rain.”
It’s sometimes confusing to tell whether it’s a misplaced or dangling modifier. Dangling modifiers are usually missing something, like a person. So it would make the sentence unclear of who or what its describing. When you fix a dangling sentence, it usually takes a few more words, or sometimes rearranging the whole sentence. Misplaced sentences are describing the wrong thing. So that it sounds crazy or weird. All you need to do is move one or a few words so that it sounds normal again.
Misplaced and dangling modifiers – Mini test
Fix the following sentences:
(Misplaced modifiers)
- They saw a bird behind the dog flying.
- Crying on the examination table, the doctor gave the small child his vaccine.
(Dangling modifiers)
- Raised in Texas, it is natural to like barbecue
- before finishing breakfast, the cereal was soggy
- At the age of 5, my father took me to Mexico
*ANSWERS*
#1 They saw a bird flying behind the dog
Now the modifier describes the bird and not the dog.
#2 The doctor gave the small child crying on the examination table his vaccine.
The modifier now correctly describes the child as crying, not the doctor.
#3 Raised in Texas, I natural to like barbecue
Now there’s a known subject and we know who was raised in Texas.
#4 Before I finished breakfast, my cereal was soggy
We now have a subject and know for sure that the cereal was soggy before I finished breakfast
#5 When I was five, my father took me to Mexico
The original meaning of the sentence before it got transformed would mean that when my father was five years old his own father took him to Mexico which is not what the writer was implying
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