Hans

toc =Semester 1=

SELF PORTRAIT
This is Hans Lee. He took this photo this way because he likes to smile and he always has a positive attitude towards EVERYTHING.

**TASK #2 : DESCRIBE A PLACE AT SAS**
**The Field of SAS**

A warm breeze blows softly over the green, fresh grass over the vast field of SAS. Without a movement, the two poles at each side of the fields stay firmly. Workers with dark green suits crouching on the field, looking down at the ground picking up dead grass. Mr.Yun blowing his whistle, counting until five to regroup. Middle schoolers in PE, dribbling the ball around, passing and sprinting to reach their time in zone. Their heart rate monitors beeping, echoing the field. Airplanes flying by, making us temporarily inaudible. Rugby balls flying across the field with quick accurate passes. Ground rumbling and shaking as the rugby team huddles around the coach. Somedays the field is crowded with people, but somedays it is empty as space. This is the Field of SAS, that we as a student of SAS feel most proud of our school. The mighty field of SAS!

**TASK #3 : VOCABULARY**
EAGLEs

Powerschool : Powerschool is a website where you check grades and sign up for activities.

China Alive : China alive is a trip that we go every year for one week in China.

The Lounge/Orange Couch Room (OCR) : Room with orange couches, kids usually hang around and do he's at OCR.

Library Lecture Hall (LLH) :

Spirit Week : Spirit week is an exciting dat, where people cheer for the houses.

Pep rally :

STUCO : student council

Block schedule : ex. 4A, 1B

Animal Rescue : Animal rescue is a club that you can join to help rescuing animals.

ASA : ASA stands for After School Activity.

APAC : APAC stands for Asian Pacific A

Roots and Shoots : Roots and Shoots is a after school club

Habitat for Humanity : club that helps 3rd world countries.

IB : Internaltional Baccaluareate

AP : Advanced Placement

Equitrac : Equitrac is a printer that we use in SAS.

PTSA : PTSA means Parents Teachers Students Association, where parents work and organize activities for students.

Freshman : 9th grade.

Sophomore : 10th grade.

Junior : 11th grade.

Senior : 12th grade.

TASK #4 : FACULTY NAMES
English: Mrs.Edmunds

Lucinda.Edmunds@saschina.org

Math: Mr.Hing

Anson.Hing@saschina.org

Biology: Ms.Horner

Kara.Horner-bottino@saschina.org

P.E.: Mr.Machado

Ricardo.Machado@saschina.org

EAL/Flex: Mr.Nordmeyer

Jon.Nordmeyer@saschina.org

Asina History: Mrs.Udwin

Leah.Udwin@saschina.org

Concert Band : Mr.Leonard

John.Leonard@saschina.org

TASK #6 : VARK SURVEY
I think this survey VARK tells us about our personal learning styles. As you can see, The numbers for visual, aural, and kinesthetic was fairly higher than Read and Write. This means I can be an effecting learner when I listen, see, and interact with things. I think this VARK survey is a good way to know what your learning styles are and a good way to start off with your own study strategies using the data and the study guides.

LEARNING STRATEGIES By doing a survey on VARK, I can know what my style of learning is. If I get organized I will be able to keep track of whats going on, like tests and quizzes. By taking notes I will be able to remember the key points of the lesson. By drawing diagrams and pictures I will easily be able to understand the concept. When reviewing a wrong answer I will be able to find what I did wrong to get the question wrong.
 * **VARK survey**
 * **Get Organized**
 * **Take Notes**
 * **Draw Diagrams and Pictures**
 * **Review Wrong Answers**

Task #7 : LEARNING SUMMARY
After finishing studying our SAS culture unit in academic literacy, I learned that SAS provides various opportunities that help students live in their dreams. Firstly, by reading and translating the SAS mission statement, I learned that SAS gives the students courage to live in our dreams. After reading this, I was able to clarify what our school provided and what they required us, such as acting with integrity and compassion as a learner at SAS. Secondly, by interviewing and knowing some of my teachers and SAS staff members, it really made me think about what I want to do in life, such as being a film maker. This task was not only focused on questioning the teachers, but also realizing what and who we will be in the society. I think SAS is a place where students can pursue our dreams and goals in life.

= Semester 2 =

ANALYZING POETRY / SONG
Analyzing Poetry/Song The song “Grenade” is a lyrical ballad that expresses the singer’s thoughts and feelings about his ex through a violent but a truthful love song. It is made up of 13 stanzas with many different techniques with hidden meanings such as refrains and hyperbole. The verse 3, 7, and 10 is a refrain that includes “I would…but you wouldn’t do the same” These refrains emphasizes his desperate love towards the girl but how she wouldn’t realizes or accept him. This usage of the technique also portrays the meaning of the song; somewhat like “love can be cruel and unfair” Another technique that Bruno Mars uses in his song is hyperbole. By using exaggerations such as “I would… catch a grenade, I would… take a bullet” to proof his love through sacrifices, it also revealed a hidden meaning that Bruno Mars tried to convey through the song, like “Love can sometimes blind people”

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 * LISTENING**

In EAL, I have done music monday which was an assignment based of distinguishing multiple meanings of the lyrics. This assignment helped me to develop skills of distinguishing multiple meanings of oral words or phrases in both social and academic context.
 * L1: I can distinguish between multiple meanings of oral words or phrases in social and academic contexts**

In Chemistry, I used my knowledge of separation to finnish my lab.
 * L2: I can analyze content-related tasks or assignments based on oral discourse**

Text A is from a technical report since it uses highly technically sophisticated vocabularies. Text B is from a poem since it is in stanzas. Text C is from a shanghai newspaper since it talks about shanghai Text D is from a international newspaper since it talks in 3rd person about China. Text E is from a blog entry since it uses an informal way of writing.
 * L3: I can categorize examples of genres read aloud** *

The difference in the two stages were that on the second stage it was the first time in 100years of tour de france, climbing the same mountain twice.
 * L4: I can compare traits based on visuals and oral descriptions using specific and some technical language***


 * SPEAKING**

In English, one of our assignment was to write a speech about a prompt and effectively support it with evidence. I got a 94% on this assignment proving I can take a stance and use evidence to defend it.
 * S1: I can take a stance and use evidence to defend it**

On April 29th (my birthday) we had to do a keynote speaking assessment which included a compare and contrast question. We had to compare and contrast an old father and a modern father. I said that the old fathers are more strict then fathers now
 * S2: I can compare and contrast points of view**

One of the assignment in English class, was to analyze a given quote from Romeo and Juliet.
 * S3: I can explain content-related issues and concepts**

My mom and I analyzed the pros and cons of choosing different classes for next year. For example my mom told me i had to get in to Chinese level 3 by next year. The pros were that i can take AP Chinese in 11th grade and the cons were that it would be really hard for me.
 * S4: I can analyze and share pros and cons of choices**

Since I watch many different TV shows, I can easily use and respond using slags, gossips, and idiomatic expressions. I was able to use these techniques from watching "How I Met Your Mother" and many more TV shows that I watched.
 * S5: I can use and respond to gossip, slang, and idiomatic expressions**

At home I usually speak English with my mom, but when she doesn't understand a word I use Korean to help her out.
 * S6: I can use speaking strategies (e.g., circumlocution)**


 * READING**

In my book review for our independent reading project, I compared the author of the book "Crazy House Electric Game" and the author of the book "Stones" saying that they both studied in China.
 * R1: I can compare/contrast authors’ points of view, characters, information, or events**

In chemistry, one of our project was to do a lab and write a lab write up. In this lab write up, we had to interpret and analyze a graph that we made from our lab.
 * R2: I can interpret visually- or graphically-supported information**

Everyday in EAL class we used to work on an inference packet which was a packet full of inference questions. From this I was able to infer on meanings from texts very fast and precisely.
 * R3: I can infer meaning from text**

In history class, we learned about the fall of Qing dynasty. The cause was that all governors were having a fight for power and they were all corrupted, and the effects were that the Qing dynasty came to an end.
 * R4: I can match cause to effect**

For asian history I have annotated a bibliography evaluating the usefulness of the data.
 * R5: I can evaluate usefulness of data or information supported visually or graphically**

http://www.cits.net/china-guide/places/karez-water-system.html This website helped me find how the Karez water system worked in a stage by stage step.

- A karez is a horizontal underground gallery - Transports water underground to prevent evaporation - Karez uses the gravitational pull to pump the water out


 * WRITING**

In asian history, I took notes on Japan and China from our Japan and China packet.
 * W1: I can summarize content-related notes from lectures or text**

In EAL one of my assignment was to write an essay about Korean and English. After writing that essay my friends gave me feedback and I revised it, fixing my grammer and errors.
 * W2: I can revise work based on narrative or oral feedback**

In EAL I composed a bilingual book containing two different languages. One for Korean and one for English.
 * W3: I can compose narrative and expository text for a variety of purposes**

In English, one of our assignment was to write a speech about a prompt and effectively support it with evidence. I got a 94% on this assignment proving I can take a stance and use evidence to defend it.
 * W4: I can justify or defend ideas and opinions**

In chemistry, one of our biggest graded project was to do a lab report on our separation experiment.
 * W5: I can produce content-related reports **