Checkpoint #4

Standard 4 focuses on composing fiction, a skill I demonstrated mastery of during the production of my team's Monster Project. At the start of this project, my team and I brainstormed ideas for our storyline and came up with a cast of characters and a storyline that we were really excited to bring to life. However, after a conference with Mrs. Fusaro and a lot of reflecting, we decided that we needed to rework major parts of our storyline in order to fulfill the guidelines of the project. To begin, my team and I started by noting the most prominent problems in our story in order to start making meaningful changes. For example, we started by reducing the number of characters. This part of our project was definitely the most difficult patch in our creative process. It was hard to let go of the script we had already started writing, but I'm glad we did. This process challenged us to think of new solutions to refine our existing ideas. To craft our new script, my team and I used a shared document, in which we used the "comment" and "suggestion" features on Google Docs to revise and edit. Although I'm proud of our revisions, I think that we could have definitely focused more on developing the main theme of our story, particularly by elaborating on Bubbles' character arc. One way we could've revised this is by adding an expository scene explaining why Bubbles felt insecure in his own skin. Additionally, I feel like we could've better conveyed our message if we had included the ending scene we had originally written, in which Bubbles reflects on his behavior and why he finally feels comfortable being himself. (Learning Target 4A.)

In our revised script, I implemented a simplified screenplay format using indent markers to organize our stage directions, character attributions, and dialogue. (Learning Target 4F.) Having a uniform style allowed us to easily navigate our script, which was especially important when we began organizing filming schedules.

Although this class has given me many opportunities to work with others, I feel like this project was definitely the most memorable. I feel really grateful to have been able to work with such a wonderful team. Throughout the entire process, I always felt like I could count on the people in my group. I believe that the backbone of our teamwork was our continued communication, our mutual trust and respect for one another, and our shared passion to create something we could be proud of. We spent countless hours over facetime writing, rewriting, cutting, rewriting (again), and then even more time scheduling, filming, acting, and editing. This whole experience was incredibly rewarding, but most of all-- it was fun! Dragging a chair onto the bus and into the woods, setting up a suspicious ritual site, saying "ACTION" and "CUT" and "GUYSTHATWASREALLYGOOD," cutting and reworking the same five seconds of music to match our scenes-- I could not have imagined doing these things with anyone else. I am grateful to have had this experience to realize the true value of collaboration. This is an aspect of this class that I've always really enjoyed.

Farewell Staten Island Tech, Modern Mythology, my teammates, and Mrs. Fusaro. And thank you!

(Blog Posts Linked Here)

Checkpoint #3

Standard 5 encompasses criteria for developing speaking and listening skills, which I have demonstrated mastery of during my team's Celtic Creation Myth Presentation, Bible Exploration Presentation, and Norse Mythology Lesson. In my team's Celtic Creation Myth Presentation, my team and I confidently presented our creation story using a creative interpretive dance (2:00-5:10). While choreographing and rehearsing this dance, my team and I considered how our physical choices (such as body position, gestures, and facial expressions) would affect our retelling. To maintain proper blocking, we had to be very aware of our physical choices. (Learning Target 5.A). Additionally, during this presentation, I presented our creative piece-- a collage depicting Celtic mythology with images, shapes, and an original poem titled "Chaos-- then life." By carefully articulating my team's creative process (9:25-11:22), I explained how our collage was a visual representation of the patchwork-nature of Celtic mythology. To make my explanation effective, I used verbal techniques to emphasize certain parts of my analysis. For example, I made sure to emphasize words like "lost, fragmented, and forgotten" to highlight the importance of the historical context of Celtic mythology. Later, I emphasized Celtic mythology as an "accumulation of stories" in order to demonstrate the significance of all of these little stories coming together in a chaotic (but beautiful) way. (Learning Targets 5.B, 5.E, and 5.G). Finally, during this presentation, my team and I made sure to project our voices so that we could be heard through our masks and throughout the entire room. This was extremely importance, since we also had the opportunity to present with Mr. Erlenwein in the audience. (Learning Target 5.D). Additionally, in my group's Bible Exploration project, my team and I created a fluid and engaging presentation, during which we used verbal and nonverbal transitions to connect all of our ideas. For example, we planned our presentation so that each topic would flow into the next; after Charley's summary of our story, Nika gave the historical context, and I explained the significance of the historical context and how it tied into the moral of the parable. Our short but effective presentation earned 600 points for our team. (Learning Targets 5.F & 5.G). Similarly, in my team's Norse Mythology Lesson, my group and I split up our responsibilities and made sure that we all had a chance to speak. Furthermore, using transitions such as, "Thank you for the segue into our next topic..." we were able to use transitions to make our presentation flow more naturally. (Learning Target 5.F). Furthermore, when speaking about Thor's character through the lens of moral relativism, I used confident body language (e.g. eye contact, standing tall) in order to clearly communicate my ideas (10:20-12:38). (Learning Targets 5.A, 5.B, 5.D, & 5.G).

During class, I am constantly working on improving my ability to review my own work and respond to feedback in order to make effective revisions. For example, as my group and I work on our monster project, we are constantly exchanging ideas and revising our work in order to improve our project. After our first conference with Mrs. Fusaro, my group and I decided that we needed to rework some of our ideas in order to clearly communicate our vision for our project. On FaceTime, we talked through possible ways we could make our storyline more purposeful and concise. To make these changes, we referred to notes that we took during our conference. (Learning Target 7.A). This is an ongoing process; we plan to continue editing our project proposal to refine our Monster and our story. Furthermore, this process of feedback and revision is something that I really value in all areas of my life. For example, I recently had to design a highway interchange for my ACE team's annual project. This process would not have been possible without constant feedback and suggestions for improvement. I remodeled my design three times. The first revision addressed the length of the highway and the number of loops. The second revision involved adding another path to account for the traffic going in the other direction. The final revision addressed adding "on ramps" in addition to my "off-ramps" to connect the bridge from the expressway. Although this process was difficult, I feel as though I learned so much from it. I feel really grateful to have mentors who were willing to take the time to teach me new concepts and to ensure that I fully understood my design.

Checkpoint #2

Standard 1 lists learning standards for reading nonfiction and informational texts, which I have demonstrated mastery of in my team's Norse Mythology lesson and in my classwork activities. For example, during our class-led Norse mythology lessons, I used what I learned from nonfiction articles to write thoughtful responses for each team's final writing activity and to keep track of my learning. For example, in my response to team 1's activity, I read the article "Viking Mythology: What a Man Can Learn From Loki (About Unmanliness)" and wrote, "Although his mischief serves as a convenient catalyst for conflicts in many Norse myths, Loki also functions as a symbol of human behavior ... Furthermore, Loki's tendency to defy the status quo represents the existence of different opinions within a wider conversation." In these sentences, I used different sources of information to strengthen my understanding of Loki's character. (Learning Target 1.A). Additionally, in my "Book of the Dead" film reflection, I connected the Egyptian view of death to my own personal view of life and death by writing, "In Ancient Egypt, the afterlife was more important than the present life-- not because the Ancient Egyptians longed for death-- but because they were fiercely afraid of being forgotten ... I don't think I have matured enough to the point where I can confidently say that I "accept" the transitory nature of life, but I understand that death must exist in order to give life meaning. It's up to me to live my life while I am still lucky enough to know it. I am here for merely a moment-- and this is what makes life so compelling." Here, I used the film/documentary we watched to supplement my understanding of Egyptian culture in order to understand the importance of the Book of the Dead. Additionally, I was able to connect this lesson to my own life with a personal reflection. (Learning Standard 1.F). Similarly, in my group's lesson on Norse Mythology, my team made connections to other texts, ideas, and cultural perspectives. We connected Thor's character to heroes from other myths (such as Hercules), and we also used our historical knowledge of the Viking Age to understand the Norse value system. (Learning Standard 1.F). Finally, we used two articles ("The Harmful Myth About Needing to Be Loved" and "Romantic Love in the Viking Age") to understand the theme of love and its place in Norse society. Our final writing activity also made use of these articles. I responded to these questions myself, writing, "The importance of love is demonstrated by Frey's ultimate sacrifice, when he gives up his sword for the hand of Gerd. Perhaps the importance of love in Norse society can also be explained by the historical circumstances that surrounded the Viking Age. Because life was brutish and short, love was valued even more." (Learning Target 1.E).

Standard 3 encompasses criteria for reading fiction and literature, which I have demonstrated mastery of in my team's Norse Mythology lesson, our Bible Exploration of the parable of the Good Samaritan, and my classwork activities. For example, in my team's analysis of "Hymir and Thor's Fishing Expedition," we studied Thor's character as an archetypal hero and used the evolution of morality to dissect Thor's appeal to Norse society. The value system of the Norse was a direct reflection of the society that spawned it. Even if Thor doesn't seem like the perfect hero through the lens of our modern value system, he was beloved by the Norse because his strength ensured survival. Furthermore, understanding the differences between our modern society versus Norse society allowed us to hold a "thought-talk" during which we debated whether or not Thor should be seen as a "hero." (Learning Targets 3.D, 3.J, and 3.C). Similarly, during our Bible exploration, I used the historical importance of the different characters in the parable of the Good Samaritan to explain the true meaning of a "good neighbor." In my second blog, I build upon this analysis by explaining how the moral of being a "good neighbor" applies to our society today-- especially in America. (Learning Target 3.J). Additionally, in my classwork response to Team 4's presentation on "The Mead of Poets," I connected the idea of "curiosity" as seen in the story to the Garden of Eden. For example, I responded, "However, it's possible to see Eve's decision not as an act of original sin, but rather as an act of original thought. For the first time in the world, a human committed the act of making a choice-- of exercising free will over their own lives." Here, I made a thematic connection between two texts, and I used similar depictions of curiosity to explain the duality of human inquiry. (Learning Target 3.I).

During gym, Mr. Granite asked my basketball team to come up with a team name for ourselves. Since we were all seniors, we decided on "Senioritis." This was back in October-- back when I still thought senioritis was a myth. Now that it's January and it's almost the end of the fall term, I can officially say that I know what senioritis is. But what helps me stay motivated is the fact that coming to school is fun. I like working out problems in calculus even if they're hard, and I like working with others to answer difficult questions. I feel very lucky to have the ability to learn in a school like ours. Also, I find that making to-do lists also helps in keeping me organized and motivated to finish what I need to do. This is also really useful because it helps me keep myself accountable. (Standard 7).

Checkpoint #1

Standard 2 encompasses criteria for composing nonfiction writing, which I demonstrated mastery of in my fairy tale paper. In my essay, I begin with a clear thesis statement that reads, "Understanding 'Yeh-hsien' through the perspective of new historicism highlights how the social, cultural, and moral values of the author’s contextual time period (the ancient Tang Dynasty) manifest in the story through literary symbols and events." In this claim, I successfully clarify the focus of my composition by revealing my critical theory of choice (new historicism) and the specific Cinderella story I will analyze ("Yeh-hsien"). (Learning Target 2.C). Furthermore, I build upon my thesis statement with supporting topic sentences that guide the rest of my essay. For example, the topic sentence of my second paragraph reads, "Additionally, examining Yeh-hsien’s characterization reveals the social situation of women during the Tang Dynasty." In this sentence, I demonstrate to my reader exactly how I intend to build upon my thesis statement, thus creating a logical transition from my first paragraph to my second paragraph. (Learning Target 2.F). Furthermore, throughout my composition, I consider "Yeh-hsien" through the lens of new historicism by analyzing the impact of the author's historical context on the Cinderella story. For example, in my second paragraph, I comment on how the patriarchal social order defined by Confucianism during the Tang Dynasty might have impacted the author's characterization of Yeh-hsien as an idle (but beautiful) protagonist. (Learning Target 2.H). Additionally, I add depth to my analysis by considering the impact of the author's use of culturally important symbols. For example, I consider the significance of the "old man" character as a symbol of filial piety, writing, "Consequently, the author infuses Confucian teachings into 'Yeh-hsien' in order for them to endure. These specific adaptations relate directly to the historical context of 'Yeh-hsien' by revealing the culture, needs, and desires of those controlling the narrative." (Learning Target 2.I)

Standard 6 involves benchmarks for employing appropriate grammar, style, mechanics, and vocabulary, which I have met in both my fairy tale paper and my first blog post. In my fairy tale paper, I use transition words such as "similarly," "additionally," "consequently," "regardless," and "furthermore" to demonstrate the proper connections between my evidence and my commentary. (Learning Targets 6.A & 2.B). Additionally, I utilize a variety of sentence types in my fairy tale paper. For example, alongside simple and compound sentences, I successfully craft complex sentences like "Furthermore, the author makes the protagonist of a fairytale talented, gentle, and caring in order to reflect the personality of an ideal Chinese woman" in order to make my writing more dynamic. (Learning Target 6.B). Furthermore, I correctly employ in-text citations throughout my paper in addition to including a proper 'Works Cited' page that aligns with MLA formatting guidelines. (Learning Targets 6.E & 2.D). Similarly, in my first blog post, I demonstrate mastery in vocabulary by exploring my own writing style. In my poem, "Villanelle for Persephone," I use particular words like "weeping," "aches," and "ragged" to create a hopeless mood that reflects Demeter and Persephone's situation. Furthermore, I combine unsettling phrases like "spring girls" and "innocence smeared," with the refrain "old enough to learn, too young to understand" to make the reader uncomfortable with Persephone's situation. (Learning Targets 6.D & 2.E).

I believe that my portfolio accurately demonstrates the insightful lessons that I have gained from my independent work as well my group projects. So far, I have enjoyed our lessons most when we get to consider real-life applications during group-discussions. This was especially applicable during our Creation Myth project, when my group analyzed a Celtic creation story and connected it to the big bang, our contemporary understanding of ocean waves, and other texts we've read (Greek myths). (Learning Target 7.E & Learning Target 7.H).

As a student who learns best from group discussions and by talking out my ideas, I have found our in-class discussions and our partner discussions to be very valuable. I realized that I really value this type of collaborative environment last year during our virtual learning experience. In my AP Physics 2 class, it was very difficult to collaborate with my classmates when working on problem sets. I think that I felt this lack of connection most prominently in physics because science thrives on collaboration and questioning. Similarly, mythology requires the input of many different perspectives in order to grapple with questions that reflect on our humanity. It's hard to replicate this type of experience online when you can't just reach over to another classmate's desk to get clarification on a problem, or when you can't hover over the same piece of paper to work through a question together. This is why I am especially grateful for the opportunity I have now in class to share my ideas with my teammates and to work out our thoughts together.