#cmwgusso16

[taylorhortonxx-blog]

*What did I create? I created a poem about a girl and a boy in a abusive relationship.

*What inspired me to create this? I was thinking a lot about relationships lately and how some aren't as good as others and people go through a lot and in the end not only do they understand the situation better but, they understand themselves.

*How did I create this? I wrote in my little book during free time in class and when I was done I gave it a title and re-wrote it so it is easier to read.

*How does this relate to the Unit Theme? (Crossing Boundaries) This relates to the Unit Theme because It is about crossing boundaries and the girl in this poem is obvioudly in a conflict where the boy is telling her he loves her, thus indicating a kiss, but then hitting her making her think she isnnt good enough. She is confused and the emotions in her are overwhelming to her. She goes through all this suffering and pain to try understand why he hits her and screams at her if he says he loves her and doesn't want her to go. Her heart has been broken and her mind is going through all these changes. The emotions and thoughts indicate the weather. Once her thoughts clear up and she starts to understand that she needs to leave and she starts to understand herself and once he walks away the weather gets better and everything drastically changes from natural disasters to great sunny skies. She understand that it wasn't really her. She deserves better because she did nothing wrong. She was just crossing her own boundaires and allowing herself to be hit on and now she understands she did everything for him and she didn't actually do anything to be beaten on, it was his own sick game in his sick mind. Once he left not only did she understand that some people are just meant to be let go so the good will happen, but she also understood herself and that she didn't deserve what he did. She understood why hurricanes are named after people.

*** 3 COMMON CORE STANDARDS***

CCSS.ELA-LITERACY.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). I used phrases and figurative language in my poem. Making natural disasters in the weather to represent a abusive relationship. Phrases like, "...now I know why they name hurricanes after people." "You kissed my lips and tornadoes started to hit the ground." etc.

CCSS.ELA-LITERACY.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. I made my point of view by writing about a girl who starts to figure out that she needed to get away from this relatonship and once she did everything started changing and she knew without him in her life everything would be better. The purpose of this poem was to show people that to understand themselves they first need to understand the situation. Once the girl understood the situation, knowing it wasn't her fault and that she didn't deserve the pain and sadness he put her through, and then she started to understand herself and realizing for her to be happy she needed to move on and that she was better than this.

CCSS.ELA-LITERACY.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. The events that happened in the poem all come together into one big idea and analysis into realizing why hurricanes are named after people. All the natural disasters in weather happened, the tornadoes, hail, and storming skies that happened all came together in one big realization that if that girl stayed in that relationship the weather would just get worse and worse each time till one day it would get to the point of death and she left realizing it was him who was doing this to her and that she didn't really od anything to get that pain he put her through.

[taylorhortonxx-blog]

*What did I create? I created a poem about love. *What inspired me to create this? Valentines day is coming up shortly and I thought this would be kind of opposite from the lovey stuff everyone hears about. *How did you create this? I typed this on word document and printed it out so the readers could see better. * How does this connect to the Unit Theme? This unit our theme is “make your mark” meaning your beliefs and values. I believe this fits in because it is someone’s belief and perception on love. They believe love will never truly exist like everyone wants it to. They believe that they don’t need love to survive but, everyone thinks they do and this person is crying to show the people that they do not d to depend on love. All they really need Is their family and friends to be in their lives. Now a days people are distant with family and loosing friends over a person who they think they will love forever but it only ends up being a one month relationship. then you are upset and you have no one because you were so dependent on love. They believe that they don’t need a love to be happy. It is her belief that love hurts and no one should center their life around it. **3 COMMON CORE STANDARDS**  CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. In my poem, the theme was about how love should not control your life. How you should care more about family and friends than affection. My text improves in the words I use to make the reader fall deep for this piece. CCSS.ELA-LITERACY.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. In my poem, I state what opinion and fact is. I continue with my argument that people depend on love and affection from your partner and you aren't realizing that all you really need is family. Stating that love ruins people's lives and how being with someone you think you "love" can tear you apart from your family, family, even yourself. CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. In my poem, one of my phrases is, "Like we need food to live. We also think we need love to survive." I compared food with love. My choice in words gets better on throughout the story as I'm getting more upset at how love hurt me and can hurt others the same way.

[taylorhortonxx-blog]

• What did I create? I created a poem about a girl looking in her reflection

• What inspired me to create this? I love to write and so I wrote this for the school magazine in 8th grade

• How did you create this? I wrote this short thing in my notebook I keep with me and when I fixed all my errors I typed up on Word Document and published it.

• How does this connect to the Unit them? The unit theme is about perception and circumstances. This story is a girl telling a women her perspective of herself. She thinks she is always wrong and will be nothing important to anyone and she believes that. So when she looks in the mirror she is describing what she sees and her thoughts on herself. In the end it tells you the circumstance. Society made her this way. She can’t help what she thinks of herself because now a days society wants everyone to be perfect but, nobody is and because of this problem she feels like she will never fit in. She can’t help what other people do and she certainly can’t help what she thinks about herself right now.

// 3 COMMON CORE STANDARDS //

CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.W.9-10.1.C Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

CCSS.ELA-LITERACY.W.9-10.3.A Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

[taylorhortonxx-blog]

TOUCH this image to discover its story. Image tagging powered by ThingLink

In the book, “The House On Mango Street” Esperanza talks about how she likes her heritage. So do i! I love my heritage. I come from a southern family in West Virginia. We try to visit them when we can and they come to visit us. I don’t have many picture of them or of us together, but I still talk to them like they are with me and I love them. They are family, Without them I wouldn’t be who I am today. You can read some of it in my ThinkLink. Click on the link to see some facts about my family. There isn’t a lot, but that’s only because it has been so long since I’ve seen them. Without my family i wouldn’t be the person I am today. I love my heritage and I hope you like it too. :)

I used 3 common core standards

CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CCSS.ELA-LITERACY.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

CCSS.ELA-LITERACY.W.9-10.1.E Provide a concluding statement or section that follows from and supports the argument presented.

[taylorhortonxx-blog]

* What did you create?

I Created a presentation of my mom on Prezi.

* What inspired you to create this?

My mom did. I had no clue what I was going to do for this identity project, so I asked my mom and she said to do something that inspires you and made you the person you are today, so i listened to her and created this on her.

* How did you create this?

I went to Prezi and took my time to make this. I had pictures saved on my computer of my and my mom. I put as many as I could on this so everyone knows this is definitely about her.

* How does this connect to the unit theme or extend understand of the unit essential question?

We read a story called the “Scarlet Ibis” and it is about a boy named Doodle who doesn’t know how to walk, but his brother inspires him to get and try. Eventually he learns to stand, then to walk, and soon to speed walk. His brother teaches him to do many more things like swim and run. His brother inspires him to do more and to be successful. His brother pushed him to success. My mom pushes me to success everyday. Doodle wouldn’t be the boy he was without his brother. And I wouldn’t be the girl I am today without my mom there to push me and teach me new things to know in life.

My creation has these 3 standards

CCSS.ELA-LITERACY.W.9-10.1.A   This states I  Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-LITERACY.W.9-10.2 Which says I  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.W.9-10.6  Which says I  Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.