Portfolio Checkpoint 1
Through my Fairy Tale Writing Piece and first blog post, I have demonstrated mastery of Standard 1, which encompasses reading nonfiction and informational texts and Standard 4, which includes composing fiction.
The Standard 1 component of the assessment involves reading informational and nonfiction texts, which I demonstrate mastery of generally through the several writing assignments I have completed in class. During the past few weeks, I have studied and analyzed various nonfiction texts and videos, such as “Final Moments of Incan Children Mummies’ Lives Revealed”, “Military Funeral Honors Ceremony & Requests”, and National Geographic Films “The Book of the Dead” and “Egyptian Secrets of the Afterlife”. I met the standard in Learning Target 1.A. by reading and watching these informative videos which I then was able to reflect upon the content of the articles I read and create responses based on my reflections. For example, after watching the video about the Egyptians' view of the afterlife, I was able to reflect on how they viewed death differently because of their belief in immortality. Then I was able to demonstrate mastery for Learning Target 1.F. by providing my own reflection about death “ I think burning a body after death is a quick way to free the soul and allow it to move on. I remember when I went to a funeral, we would burn red envelopes as a way of providing the deceased with the money they would need to live a comfortable life after death.” My response uses the video to compare the Ancient Egyptians' views on death with my own beliefs about death and dying. In addition, I analyze how the author determines the author's purpose through his choice of one element of nonfiction with the findings of a scientific research specialist. The article “Final Moments of Incan Children Mummies’ Lives Revealed'' uses hair samples to support their claim, “The samples revealed that all three children consistently consumed coca leaves and alcoholic beverages, but the oldest child, the famed "Maiden," ingested markedly more of the substances.” which satisfies Learning Target 1.C. In addition to analyzing how the author creates a connection between multiple elements of nonfiction to engage the reader, I examine how he uses ethos as a rhetorical tool to invoke credible professionals' references, “[The Maiden] became somebody other than who she was before," said study lead author Andrew Wilson, an archaeologist at the University of Bradford in the U.K.”, which masters Learning Target 1.D. I demonstrate mastery in Learning Target 1.E. by reading “Military Funeral Honors Ceremony & Requests” and connecting it to flower myth stories like Persephone and Narcissus. By integrating and evaluating these sources on the same topic or argument, I am able to address the question “What can we understand about the culture of death and dying from the evolution of the flower myths?” My response was “Myths and legends have given flowers a variety of meanings, from new life to death, purity to passion. A flower's blooming from a tender bud is associated with youth and beauty. As flowers wilt and die, they symbolize fragility and the swift transition from life to death.” Accordingly, I examine the effect structure has on exposition or argument in terms of clarity and audience appeal by stating that "Each section is clearly labeled and even includes links to find out more about the topic if needed.", which meets the Learning Target 1.B.
Standard 4 consists of several learning targets related to fiction composition. In regard to my fairy tale writing piece, I achieved the standard of crafting a work of fiction. Using my own experiences as a basis for my fairy tale, I was able to draft a character who struggles with self-doubt. As well as having a peer revise my fairy tale, I was able to revise theirs as well. As a result of their comments, I was able to revise my fairy tale to make it better, mastering Learning Target 4.A. Readers were able to establish a certain mood and atmosphere through the use of figurative language contained in this piece. For example, I wrote “Kyla heard a growl behind the bushes and she dashed away in a sprint. Because of the lack of light, Kyla tripped over a root and hit her head on a rock. Stars filled her vision, and the last thing she could make out was a shadow approaching her.” Those sentences allow the reader to imagine being in Kyla’s situation and the powerlessness that she must have felt, meeting Learning Target 4.B. In my fairy tale writing piece, I can utilize structural elements of drama like character attributions and dialogue. As a result of Kyla's inner voice, it implies that she has self-doubt, which is reflected in her dialogue, achieving Learning Target 4.C. Using multidimensional characters to develop themes was a good way for me to show readers how they can overcome their self-doubt “Her mind was surprisingly peaceful, and Kyla no longer felt like a stranger in her own head. With a smile of satisfaction, Kyla realized that her curse broke. She was finally free and lived happily ever after.”, applying Learning Target 4.D. Additionally, the story contains motifs and symbols that serve a larger purpose in conveying its message, embodying Learning Target 4.E. For example, the wolf in the fairy tale represents Kyla’s spirituality and natural guidance, giving her the confidence she needs to continue on her journey. Additionally, the phoenix symbolizes great virtues, such as kindness, which Kyla showed to her when she helped her and in turn, she returned the favor.
Through my fairy tale writing piece and my first blog, I have successfully demonstrated mastery in employing grammar, style, mechanics, and vocabulary, in accordance with Standard 6. I used a variety of transition words and phrases like “in addition”, “furthermore”, and “however” to switch between ideas and help the reader follow the flow of my ideas, per Learning Target 6.A. Additionally, sentences such as “As time passed by, the entity became more invasive like an unwanted tenant in her own head” (fairy tale writing piece) and “These standards were crafted from my problems that I experienced as a student during my past years in high school” (blog #1) show use of a variety of sentence structures, which developed my writer’s style, achieving Learning Target 6.B. After writing the first draft of the fairy tale and the blog, I revised it and then I had a friend revise it again and make any necessary revisions, like spelling and punctuation, which completes Learning Target 6.C. and Standard 7.
It has been a great experience learning about myself as a learner through the construction of my portfolio. I realized that analyzing literary works so thoroughly allows me to really immerse myself in them. Additionally, writing a fiction piece that reflects my criticisms and perspectives emphasizes how different we perceive our perceptions as readers and writers. I am most proud of my fairy tale writing piece because it allows me to demonstrate my critical understanding of literary, social, and cultural influences, while drawing from my own experiences and life experiences. It took me some time to come up with an interesting plot and idea for my story, but eventually I found inspiration in my own struggle and identity. With the help of my peers, I gained a good understanding of this learning process.
Procrastination has plagued me throughout my high school career, as I mentioned in my first blog. This has been a common problem throughout my high school years, especially during my senior year due to college applications and poor time management. I mentioned in my blog that my goal for this year is to set standards for myself, such as setting time goals and reducing my phone usage. Each day, I feel like I am getting closer to achieving my goals. Lately, my homework has been done right away, and I have not been distracted by social media, resulting in better sleep. By doing this, I have significantly improved my time management and my ability to complete tasks days, not minutes, before the deadline. As opposed to my past self, I successfully completed this assignment over several days rather than in one go. Procrastination can be overcome by small accomplishments like these. My struggles with procrastination have been slowly overcome through these methods, allowing me to grow as a learner.
Portfolio Checkpoint #2
Norse Mythology (Feedback Sheet)
Through my Aztec Mythology Presentation, Bible Exploration Presentation, and Norse Mythology Lesson, I have demonstrated mastery of Standard 5, which encompasses developing speaking and listening skills. I became a stronger speaker as a result of the projects, which helped me develop the skills needed to clearly present my views to an audience.
The Standard 5 component of the assessment involves developing speaking and listening skills, which I demonstrate mastery of generally through the several writing assignments I have completed in class. To respect the importance of the topic of Aztec Mythology, I spent a lot of time researching the proper pronunciation of deities' names in preparation for the presentation, demonstrating mastery for Learning Target 5.G. Moreover, I tried to use appropriate vocabulary and enunciate my words to do each deity justice, applying Learning Target 5.E. My group used less words in the slideshow so our classmates would be able to focus more on the stories while also providing accurate visuals to aid them in understanding them. It helps me concentrate better on presentations, so I used my own learning process with the presentation, using Learning Target 7.B. to efficiently complete this transition. To highlight the importance of particular parts of the story in the presentation, I used proper articulation and emphasis throughout the presentation, meeting the standard in Learning Target 5.B. Also, we utilized verbal and nonverbal transitions throughout our Bible Exploration Presentation to connect our ideas, creating a fluid and engaging presentation. For instance, the presentation was planned so that each topic led to the next seamlessly integrated, starting with the summary, followed by the prologue, then explanations of the important events, and finally ending with historical connections and connections to contemporary culture, achieving Learning Target 5.F.
The Norse Mythology Project involves constant idea exchange and revision in order to improve its quality. After our first conference with Mrs. Fusaro, my group decided that we needed to have ideas that involved less technology as the Norse were more about storytelling. We referred to our notes taken during our conference to make these changes, per Learning Target 7.A. While presenting and acting out the play for the Norse Mythology Project, my team considered how our physical choices like body positions and facial expressions, would affect our retelling of the story "Thor's Journey to the Land of the Giants". For the characters to be properly portrayed, my team had to embody their personalities, completing Learning Target 5.A. In order to ensure that my teammates and classmates heard my words clearly through my mask, I maintained an acceptable volume and rate, portraying Learning Target 5.D. After the play, my team led the class in discussions about the story by talking about looking at the story through historical lens, explanations for nature, themes in the story, hubris, and answering any questions they had, encompassing Learning Target 5.C. Every group presentation ended with a feedback sheet, in which we had to state specifically areas of strength and areas in need of improvement to our peers by listening actively, mastering Learning Target 5.H.
As a result of the continual evolution of my portfolio over the past few months of this course, I have gained a great deal of insight into myself as a learner. It is definitely my group projects that I am most proud of in class, which I have been working on throughout the year. Having the opportunity to share all of my thoughts with my teammates allows me to combine a number of different perspectives and create something I would have never been able to do alone. In our teams, we created different presentations that allowed us to exchange ideas in order to create a piece that combined each member's point of view and reflected our collective ideas. Moreover, I always feel nervous and underprepared before presenting a project. In spite of this, I was able to present the information with confidence with the help of conferences and practice sessions with my group before each presentation. Although my public speaking skills still need some work, I hope to improve them over time.
To conclude, the ability to speak in public is an essential skill that few people actually possess. The majority of us spend the rest of our lives learning how to speak in front of large crowds and becoming more comfortable with it. Therefore, it is critical to practice public speaking skills so that you can confidently convey information in an engaging way, since this is a skill you should use all of your life, not just in school. Identifying and implementing these learning targets into my current presentations and future talks helped me identify the various strategies of public speaking. As we come to the end of the first semester and the end of the school year looms closer, in the future, I hope to learn more about different cultures I have never explored before, as well as continue my journey of self-discovery.
Portfolio Checkpoint #3
Through class activities and discussions, I have demonstrated mastery of Standard 3, which encompasses reading fiction and literature.
The Standard 3 component of the assessment involves reading fiction and literature, which I demonstrate mastery of generally through reading and analyzing “Grendel” and “Interview with the Vampire”. From finishing “Grendel” to now reading “Interview with the Vampire”, I achieve mastery in Learning Target 3.B. by being able to analyze how the author’s choice to develop characterization influences the impact of the text on the reader’s experience. This story challenges the reader's assumptions about good and evil by telling the tale from the perspective of Grendel, a traditionally monstrous character. Grendel is characterized as a complex, multidimensional character with both positive (empathy and understanding) and negative characteristics (violence and destruction). Grendel's internal dialogue gives the reader a deeper understanding of his motivations and desires by allowing the reader to view the world from his perspective. Additionally, we did a poster in class describing Grendel’s characteristics and how the more he explores the world, the more he questions and hates the world. As part of Learning Target 3.D., my group identified and analyzed how archetypal characters and the evolution of morality shape stories and the reader’s experiences. Our discussion focused on how as a result of embodying traditional heroic qualities such as bravery, strength, and self-sacrifice, Beowulf becomes the antithesis to Grendel, who is more complex and conflicted. Alternatively, Grendel could be seen as an archetypal villain, a symbol of chaos, darkness, and destruction. Moreover, it subverts these archetypes by showing Beowulf to be a flawed and hubristic character while also portraying Grendel with a sympathetic perspective. As a result of this subversion of archetypes, it invites a deeper understanding of the characters and their motivations, which challenges the reader's assumptions about morality and heroism. A strong emphasis is also placed on Grendel's struggle to reconcile good and evil, morality and meaning, and the nature of existence in the novel. Initially, a sense of rage and isolation drives Grendel's early portrayals as violent and nihilistic. Eventually, he begins to question his own actions and beliefs, and looks for meaning and connection through his interactions with other characters, such as the dragon and humans. Adding on, comparing the reading of "Beowulf" and "Grendel" is crucial for readers to gain a deeper understanding of both works' themes, characters, and plots. The story of Beowulf revolves around a man who battles monsters, including Grendel, a monster that terrorizes the Danish villages. In contrast, Grendel is a novel that tells the story from the monster's perspective. Comparison of these two works allows us to understand the differences in perspectives and themes explored by the characters. For example, when compared with Beowulf, Grendel offers a sympathetic character that gets misunderstood and mistreated by humans, challenging the heroic narrative in Beowulf, showing Learning Target 3.I. I achieved mastery for Learning Target 3.J. by writing an introductory paragraph for whether or not Grendel should be taught in our contemporary culture. Grendel is depicted as a monster with no morals, an epitome of evil. However, in some ways, he appears a little more human than monster since he confronts the same question humanity has always faced, “how do we find meaning and purpose in our lives?” I thought the story of Grendel should be taught in our contemporary culture because it addresses the themes of identity, isolation, and human-nature relationships from a unique perspective. There are internal changes that Grendel undergoes in light of his conversations with the dragon and the Shaper, implying that many of his problems can be found within, which can be the same for society. Additionally, it explores how Grendel lived despite him being born into an unfortunate circumstance and shows that life is unfair. There is insight to be drawn from Grendel about making meaningful choices in one's life and finding meaning in it. There are a number of lessons we can learn from Grendel that we can apply to our daily lives. Grendel teaches us how to be more insightful readers, and should be read carefully in order to fully comprehend the novel's underlying themes and author's intent. In addition to challenging readers to critically examine the nature of good and evil, it encourages them to apply their own moral codes to the situation. There is a lot of symbolism and so many lessons that can be unpacked from it. Through close analysis and interpretation, rather than simply extracting surface-level meanings, Grendel emphasizes how to gain a deeper understanding and appreciation for literature. I apply Learning Target 3.E. when we differentiate between specific cultural significance and potential universal significance in Grendel. During our discussion, we discussed how Grendel was influenced by Anglo-Saxon culture and Beowulf’s story. Throughout the novel, themes of heroism, fate, and the struggle between good and evil are explored, all of which are central to the worldview of the Anglo-Saxons. In addition to using Old English language, the novel intertwines elements of Anglo-Saxon poetry, reflecting the culture and literature of the Anglo-Saxons. There is a universal theme in the novel that explores the nature of existence and the search for meaning. Readers of any cultural background will be able to relate to Grendel's struggle with identity and purpose as an outcast in the world.
I meet Learning Target 3.A. because I can read and understand “Interview with the Vampire”, as well as reflect on it from a poem we went over in class, “Auguries of Innocence” by William Blake. This quote "To see a world in a grain of sand / And a heaven in a wild flower / Hold infinity in the palm of your hand / And eternity in an hour" highlights the infinite complexity of the universe and the interconnectedness of everything in it, as well as the wonder and potential of even the smallest of things in it. It suggests that we can tap into this infinite potential by developing an appreciation of the natural world and experiencing a sense of connectedness with the universe that transcends space and time. It connects to the story because frailty and transience are what give meaning and value to human life. Rather than appreciating this fact, people tend to spend their lives trying to create something that will outlast them so they can achieve a kind of immortality. In reality, immortality could be a curse, for it robs life of its intrinsic meaning and purpose. After living for centuries, Louis has experienced the futility and emptiness of immortality. His sense of purpose and direction have been lost as a result of seeing and doing everything there is to see and do. Through the use of structure, Rice establishes relationships between different elements in her fiction. A young journalist conducts a series of interviews with Louis, creating an intimate and real connection between the characters and the reader. With this narrative structure, Rice explores both personal and universal themes of mortality, morality, and human nature. It also allows the reader to see Louis’ story unfold in his own words, and the larger story is put into perspective. In addition, she uses setting and imagery to create a sense of atmosphere and mood throughout the novel. As a result of the dark, gothic atmosphere of New Orleans, there is a sense of foreboding and tension throughout the story. Similarly, from their pale skin and glowing eyes to their insatiable thirst for blood, the descriptions of the vampires themselves create an evocative and haunting image that stays with the reader long after reading. I analyzed how Anne Rice establishes relationships between different elements of fiction in "Interview with the Vampire" to create an effect that is both immersive and emotionally resonant, demonstrating mastery of Learning Target 3.C. Furthermore, as discussed in class, the syntax of the title "Interview with the Vampire" places particular emphasis on "the." This means that Louis is not just any vampire, but the main vampire. This choice of syntax implies the story will be centered around a specific character rather than a broad exploration of vampire culture, demonstrating Learning Target 3.H. I can analyze how Interview with the Vampire has influenced and created impact on history, society and culture, proving Learning Target 3.F. It helped to popularize vampire mythology in popular culture. This novel introduced vampires as more than just monsters, but as complex and sympathetic characters. This helped to pave the way for other popular vampire-themed works, such as the "Twilight" series and "The Vampire Diaries." Sexuality and gender were also explored; the novel explores themes of sexuality and gender in ways that were viewed as controversial at the time and helped to broaden societal discussions about these topics. I can read through the lens of a variety of critical theories in the novel, showing Learning Target 3.G. It can be viewed through feminist lens by presenting female vampires as powerful and sexual beings. For example, Claudia is depicted as both innocent and manipulative, challenging traditional views of women as unchaste and virginal. Also, the novel can be viewed through a psychoanalytic lens as it explores the unconscious mind and how it relates to human behavior. As a Freudian concept, Louis is a representation of the unconscious id, driven by unconscious desires and impulses.
As for my personal growth as a learner, Interview with the Vampire has widened my thinking to a great extent. It was fascinating to learn about the history of vampirism at the beginning of the unit, and I was particularly struck by this statement about monsters reflecting social class: “vampires as refined aristocrats, werewolves as the unstable middle class, and zombies as deprived, working-class creatures.” Other books have illustrated monsters in similar ways, but I never really connected them to a greater order that reflects human society. By reading “Interview with the Vampire”, I have gained a deeper understanding of a much darker and gritty world than what I am accustomed to. This novel is more slow-paced and heavily centered on Louis’ life story and his struggles with morality, which makes for an interesting and slightly confusing reading, compared to books I’ve read previously. Also discussed were how humans interacted with vampires, viewing them as the “other world” creature and with fear, disgust, and much more. In society nowadays, this can be applicable to many groups of people, and I am interested in seeing how it concludes for Louis. The emphasis on interpersonal relationships and connections in “Interview with the Vampire” and “Grendel” has profoundly impacted my worldview, Learning Target 7.H.
Similarly to Learning Target 3.G, i wrote Blog #3, Socio-political Consciousness, sharing my thoughts about issues of inequity, oppression, and/or power. Talking about the issues has made me open my eyes to how the world has been plagued by issues of inequity, oppression, and power throughout human history. As a society, we will never be able to completely eradicate injustice, oppression, and power. I believe that we can better understand other people’s way of thinking by seeing and learning about different cultures. A new perception can be useful not only in interactions with other people, but can also be useful in reflecting on yourself, since you are now seeing yourself as others do. And hopefully, these new experiences will help people become more open-minded and less susceptible to oppression, inequity, and power imbalances leading towards enlightenment.
Portfolio Checkpoint #4
Interview with the Vampire Mini Essay
Through my Interview with the Vampire Mini Essay and my Monster Project, I have demonstrated mastery of Standard 2, which encompasses composing nonfiction.
The Standard 2 component of the assessment involves composing nonfiction, which I demonstrate mastery of generally through several writing assignments I have completed in class. Ms. Fusaro introduced the monster project to us in the beginning of February, providing us plenty of time to write and produce a great video that highlighted problems that we relate to. The first step to creating a successful short film is to brainstorm an effective idea, an idea that can be related back to us. My group discussed a lot of ideas for multiple class periods, throwing around concepts of monsters that represented issues ranging from anxiety to college stuff. Eventually, we landed on a monster that represented the stress of trying to live happily and create the “perfect” life. But in the end, you have to realize that there is no such thing and that whatever path you choose in life, you shouldn’t regret that choice. Our first order of business after we nailed down our idea was to figure out an effective way to display that on screen. We decided on the basic outline of the script, the props, costumes, and locations. After deciding the basics of our script, it was time to get to work. Throughout the many hours it took to discuss, plan, and nail down our idea for the script, my group met the standard in Learning Target 2.A. In the monster project script, we have included a quote from JFK, “To be a 'Harvard man' is an enviable distinction!” to illustrate the great opportunities of going to Harvard. This shows mastery of Learning Target 2.C. because we cited the text appropriately to support our story. The socio-political lens can be applied to the monster project to illustrate socio-political consciousness in the writing because of analyzing the political, social, and economic forces shaping society and one’s status in it. The main character has that mindset that attending a good school and getting a good job can help her live a good and easy life. She will attend law school and become a lawyer, therefore living her best life. She believes that as long as she has a good job that pays well, she can live happily and be higher up regarding social status. But in the end, she realizes that social status/power is not important, no such thing as a bad job, and a perfect life doesn’t exist, applying Learning Standard 2.G. Finally, the monster project script proves Learning Target 2.F. which is about crafting a good conclusion sentence. Our conclusion sentence “Stop it! I’m okay with this life, I don’t regret any of my choices! What’s done is done.” is a good wrap to the whole script and ties the idea of the whole project together. It reminds the audience back the main point we are trying to convey and how it was resolved.
Another writing piece I worked on was the Interview with the Vampire mini-essay. This essay was given after the viewing of the film and reading the novel. Our task was to analyze the differences from the film and the novel and evaluate the impact those changes have on the audience. My topic sentences throughout my essay demonstrated Learning Target 2.B. and Learning Target 2.E. because of the compelling claims that acted as a map for the structure of the essay, which helped guide the focus of my writing. Each topic sentence provided a specific focus for the analysis that would be discussed in that paragraph. For example, my topic sentence, “Interview with the Vampire: The Vampire Chronicles omits several significant plot points and characters from the novel, like the death of Louis’ brother and the complicated relationship between Louis and Lestat, which can have significant impacts on the audience.” set the stage for the rest of my essay that describes the differences in more detail. I achieved Learning Target 2.D. because I used precise language, literary techniques, and content-specific vocabulary, like “the story’s emotional resonance can also be compromised by the omission of Paul’s death… level of emotional depth to the story due to Louis’ grief and guilt.” that conveyed the complexity of the topic being discussed in the essay. Learning Target 2.H. was met because I analyzed the significance of those differences and the impacts it can have on the audience. I mentioned in my essay about how by omitting the death of Louis’ brother in the film, the audience’s perception of Louis can be changed, such as viewing him as a less complex character.
As I am writing the final portfolio checkpoint, I am realizing that my personal development growth over the course of this year has been this portfolio. Taking a look back and seeing all the progress made from one checkpoint to the next really shows my growth as a learner. Taking the time to reflect on my assignments in Mythology and explaining exactly which parts were good or bad has helped my writing improve significantly, especially since I dove in deep with the prompts.
In the beginning of the year, I wasn’t really great at contributing to group projects and feared public speaking. I was aware of that but didn’t really know how to change. But throughout the year, I have grown more comfortable with discussing my ideas to the group and the monster project really helped me with that, as there needed to be a lot of group collaboration for that. While all the work and projects we have done this year has helped me develop as a learner and reach towards enlightenment, I would say that the monster project was the turning point of it all. It was the biggest project we have done all year and a lot of work too, so it was impossible to do alone. Listening to all of the different ideas from my group really helped open my mind and allowed me to become a better thinker through it all. It was a lot of fun filming the project but also a lot of work, figuring out all the angles and coordinating meetings to film. It has definitely helped with time management because we had to manage our time to give our editor plenty of time to edit so we needed to try to even out the filming over the days before the ap tests. The skills I have picked up from this project, like time management, will be useful in the future. The monster project is a good way to end the year as it revolves around all the lessons and skills we have learned in the class. Overall, I learned a lot in this class that I wouldn't have learned in other classes and it has opened my eyes to many different cultures as well.