SOPHOMORE YEAR- IDEA BOOKS
Performance Outcomes:
- Develops real or imagined experiences, events, and/or characters representing multiple points of view, creating coherence and building towards a particular tone and outcome.
- Introduces and develops a clear, precise, and complex thesis through an explanation of significant and relevant details, extended definitions, and examples from sources.
- Communicates with few errors in Standard English conventions that do not impact readability. Varies sentence and word choice, consistently applies appropriate conventions and style/tone, and cites sources consistently and appropriately.
For my sophomore year in AGS, each six weeks, we were assigned a writing prompt for each core subject, in which we had to write a response for. The Idea Books ranged from magazine style, to newspaper style and inquiry, to fictional. Each entry was unique and pertained to what we were learning in the specific class it was assigned in. Idea Books challenged my classmates, and myself to write at a proficient level and think about ideas through different subject lenses. These assignments definitely helped me develop my writing skills, taught me how to respond to diverse prompts, and articulate my thoughts to an audience.
SOPHOMORE YEAR- ALGEBRA II REGRESSION PROJECT
Performance Outcomes:
In Algebra II, students learn about the lines of regression and how they work on a graph. To extend this learning, we were tasked with using a linear regression equation to find the amount of municipal solid waste used over a certain period of time. The project combined research work, math variables and equations, and a report paper on what we discovered. Our goal was to figure out how much waste is produced in Austin, then turn our findings into an essay that communicated our results. The project was fairly challenging, since each student had to solve for the variables in the equation, and make sure they were accurate. Then, we had to incorporate a written component that explained our findings, and communicated our thoughts and reflections.
- Engages in clear oral and written mathematical discourse, analyzing the context of a problem to determine the level of precision that is needed. Identifies sources of error in estimates and evaluates its potential impact on the solution.
- Selects and uses appropriate media to effectively communicate mathematical ideas. Evaluates and refines media choices and mathematical ideas.
In Algebra II, students learn about the lines of regression and how they work on a graph. To extend this learning, we were tasked with using a linear regression equation to find the amount of municipal solid waste used over a certain period of time. The project combined research work, math variables and equations, and a report paper on what we discovered. Our goal was to figure out how much waste is produced in Austin, then turn our findings into an essay that communicated our results. The project was fairly challenging, since each student had to solve for the variables in the equation, and make sure they were accurate. Then, we had to incorporate a written component that explained our findings, and communicated our thoughts and reflections.