Identity By: Amma Sarkodee-Adoo

Civic Discourse: Identity in Discussion

This is a slide from a lesson I taught in yearbook on writing interview-based copy. As an editor, when we began teaching new staff I had to teach lessons in front of the class to new staff members. This is an example of demonstrating a formal classroom presentation that includes strategic use of digital media. Yearbook: Copy Lesson

This is a picture of a “public service announcement” I made in World History about the poor conditions of factory workers during the Industrial Revolution. This is an additional example of a formal classroom presentation that “wows” the audience. WHAP: Short Film

This is a video blog entry I created for United States History 2, using evidence from our spring semester biography to argue that Andrew Jackson was an American Lion. This is an example of an in- depth verbal response that fully defends and supports an opinion with academic research. US2: American Lion Blog

This is a Committee Report I wrote for Student Government. After Food Truck Friday, my committee had a formal discussion about what went smoothly and what could be improved upon next year. After this, we wrote small reports on this discussion. This is an example of a collaborative discussion where contributions and ideas are expressed clearly. Additional examples can be found on my website. Stugo: Committee Report

Conversation is a skill that we possess from early childhood, but as we advance in our lives and education, in becomes a critical factor in the development of our individuality. Civil discourse becomes a part of our daily lives, in the form of speeches, debates, and Socratic seminars. The way we approach this challenge, whether it be with fear or with confidence, is a reflection of our academic identity. This semester, I experienced a variety of opportunities for civil discourse throughout my classes.

z Written Expression: Identity in Writing

This is an interview- based copy I wrote for the yearbook. For this copy I interviewed two O’Connor students and then used these interviews to write a short copy to accompany my page. This is an example of written expression using different multimedia forms. Yearbook: History Copy

This is the script of a group performance I did in Language Arts on Shakespeare’s Taming of The Shrew. My group rewrote Act 2, Scene 1 from the play using 90’s slang and presented it to the class. This is an additional example of written expression. English: TOTS Play

This is the powerschools grade for a change and continuity essay I wrote in World History. I do not have a copy of the actual essay, since we handwrote it in class and turned it in. This is an additional example of written expression using different multimedia forms. WHAP: CCOT Essay

This is an interview- based copy I wrote for the yearbook. For this copy I interviewed two O’Connor students and then used these interviews to write a short copy to accompany my page. This is an additional example of written expression using different multimedia forms. English: Written Final

Contrary to popular belief, writing isn’t a skill that appears solely in Language Arts classes. Writing appears in every class and furthermore, in every area of life. Because of this, the stronger your writing skills are, the more you can utilize that skill to express your identity. This semester, written expression was featured in almost all of my classes, giving me the opportunity to strengthen this skill.

Inquiry Thinking Skills: Identity in Thought

This is a research microtheme I wrote for language arts. In this essay, I read two documents with opposite stances on body art in the workplace and analyzed which one better argued their stance. This is an example of developing arguments that distinguish between opinions and well- informed hypotheses with multiple examples of evidence from texts. English: Research Micro

This is a related rates problem I developed and solved in math. Using the formulas given to me and a chart of numbers and situations, I had to predict how long it would take for a ladder to slide down a wall. This is an additional example of creating and interpreting in-depth graphs, tables, timelines, or charts and develops sophisticated conclusions from graphics. Math: Related Rates

This is s lsb I did in chemistry in which we were given a reaction with two reactants, and had to test which one was the limiting reaction. This is an example of developing and explaining an in-depth interpretation based on the constructed evidence. Chemistry: Mass-Mass Lab

This is a picture of my group’s National History Day project. For this project, we answered the academic question “How was the passage of the Pure Food and Drug Act relative to rights and responsibilities of American citizens?” and conducted research to accompany our thesis. This is an example of developing an academic question, construct responses supported by data and research, and predict outcomes. US2: National History Day

This is the powerschools grade for a change and continuity essay I wrote in World History. I do not have a copy of the actual essay, since we handwrote it in class and turned it in. This is an additional example of evaluating how an idea, an experiment, or an idea changed and continued over time. WHAP: CCOT Essay

One of the most important life skills is evaluation. In order to make decisions, it is important to analyze, compare, synthesize, and make in-depth observations. This makes inquiry thinking skills critical throughout life in the formation of your identity. Throughout the semester, I have had opportunities to develop inquiry thinking skills in multiple ways.

Application of Electronic Formats: Identity in Technology

This is the header of my Edmodo account. I use this account to ask questions, communicate with other students, and get documents from teachers. This an example of software use. English: Edmodo

This is my schoology account. I use this account to answer blog posts, communicate with other students, submit and receive assignments, and get documents from teachers. This an additional example of software use. WHAP: Schoology

This is an in-progress spread I’ve been working on for the yearbook, created with FotoFusion, a branch of the LumaPix software. This spread includes my own photography and captions from interviews with O’Connor students. This is an additional example of utilization of software. Yearbook: FotoFusion

This is a video blog post I created for United States History 2. For this blog post, I used a combination of PowerPoint and iMovie. This is an additional example of utilization of software. US2: Blog Post

Of all of the skills I’ve covered in this presentation, this is the skill I feel is most relevant to myself. Living in the technological age, electronics are constantly all around me, and make their appearance in my education constantly. Not only that, but they make up a large part of my personal life, making them a huge contribution to my identity.

Organization and Time Management: Identity in Organization

These are color-coded folders that I use for school This an example of a method of organizing over the course of a semester Folders

This is a screenshot of the schedule/calendar that I keep on my phone. This is an example of time management over the course of a semester Schedule

This is a list of the classes I have selected to take for the rest of high school. This is an example of evidence of long term college, career, or goal planning. Selected Classes

This skill is one that extends not only to within academic areas of my life, but in every aspect. Being organized is one of the keys to success, and time management goes right along with it. In order to balance schoolwork, extra- curriculars, and social activities, it’s important to develop organizational and time management skills.