Year End Final Reflection + U3 EQ

Year-end Reflection + Unit 3 EQ: 

  1. When looking at my Unit 3 – 6 portfolio, I see my greatest achievement has been. . .
    I think that my greatest strength was creativity. I enjoyed working on the assignments that allowed us to be creative, such as the poem (when I go to doing it, it was enjoyable) and the Sociogram. I enjoyed working on the Sociogram as it allowed me to connect my thoughts together in a visual manner.
  2. When looking at my feedback on my work and Mastery Data (as found in Schoology), I noticed. ..
    I noticed that I was missing work and I struggled with understanding the text. I do sometimes struggle with comprehending the meaning of the text, as it takes me longer. I also need to understand the context and background of the text before reading, as it helps me understand what the author is saying.
  3. Considering most of second semester was virtual learning, I’d like to say. . .
    It was clearly obvious that I had a hard time adjusting to visual learning, as most of it was determination and discipline. At first, I had a hard time completing assignments as I wasn’t as sure of what was expected and what we have learnt. However, in the remainder of the course I found it easier to cope with the virtual learning and completed most assignments.,
  4. When reviewing my goal for Semester 2, I can say that i . . .
    One of my main goals in Semester Two was completing assignments. Unfortunately, I do not think I have met this goal. One of my other goals was to understand poetry better. I still have a hard time with poetry, but I think my analysis of poetry got better.
  5. A reflection on a Unit 3, 4, or 5 EQ is. . . (Include the EQ and response)

    How is a writer’s voice and writing style significant to the meaning of a text?
    I think that a writer’s voice and writing style is pretty significant to the meaning of a text as it helps to sway the reader to understanding what the text is about. Even though there might be different interpretations to a text, the author’s writing style can indicate how the author wanted the reader to interpret their text.

    How can I refine my voice and style to communicate my messages effectively?
    I think there are many ways that a writer can alter and refine their writing style to match the message. For example, changing the sentence structure or diction and indicate a specific tone or message to the reader.

    How do writers from different eras or movements write differently?
    I believe that cultural eras, revolutions, movements and societal rules can impact what the author would want to convey. In many different eras, there are authors who are continuously trying to either support or challenge the status quo during that movement or era. These texts can be very influential as it could serve as something that spreads their message and ideas.

    Unit 4: How does literature get to the “heart of the matter”?
    In Unit 4, we examined different types of texts and learned about what the author’s message was. I read the novel One Flew Over the Cuckoo’s Nest, and the book challenged the ideas of individuality and individualism, treatment of patients in a mental hospital and the contrast between freedom and the oppressed. I believe that this novels that symbolized the message of the story very well, and ultimately, got to the heart of the matter.

    Unit 5: What are the complexities and paradoxes of “family”?
    In Unit 5, I explored how different authors write about family. For example, in the novel I read, The Book Thief, it really emphasized the point that you don’t need to be with your biological parents to feel the same protection or fatherly love. There are many complexities and paradoxes when it comes to family, as it means something to every person, but the way literature has brought in many different perspectives of what family is, is very powerful. I remember in one of the early units, I read a short story about how an African American family dealt with the difference of perspectives when it came to embracing and remembering their culture, roots, and where they came from. This is an example of how the complexities of family could be different for each family, and how literature could cultivate and spread the differences of each person through family. 

APL: U3: Reduced Scene (F)

Act 3 Scene 3

Enter King, Rosencrantz, and Guildenstern

King: Go with Hamlet to England

Guildenstern: Yes.

Rosencrantz: We’ll hurry

Exit Rosencrantz and Guildenstern. Enter Polonius

Polonius: Imma hide in the queen’s closet to spy on her and Hamlet. Will keep you updated 

King: K thanks 

Polonius exits

King: wow I feel so guilty about killing the king. Perhaps if I pray God will forgive me for my vicious and heartless murder?

Hamlet enters/hiding

Hamlet (aside): I could easily kill him right now, but if I do it now while he’s confessing, God will forgive him and he would go to Heaven. I’ll do it later so he can go to Hell

Hamlet exits

King: Words without meaning will never go up to heaven. 

King leaves