The document contains reflections from a student on their poetry portfolio. They discuss their growth as a writer in experimenting with new forms like the Italian sonnet and free form poetry. They also reflect on revising their short story, including adding more foreshadowing and hints about the causes of the main character's anger issues. The student summarizes their process for revising parts of the short story based on feedback, such as expanding on an "abrupt" revelation and character realization.
This document provides a summary of the novel For One More Day by Mitch Albom from the perspective of a student. The summary is in 3 paragraphs:
1) The novel tells the story of Chick Benetto whose life spirals out of control after his mother Posey's death. He deals with career and financial problems and becomes an alcoholic. He comes to regret idolizing his father over his mother.
2) Through a dream, Chick gets a chance to reconnect with his mother and learn the truth about his parents' divorce. Major themes of the novel include mortality, unconditional love, and taking loved ones for granted.
3) The student reflects on how the book relates to their own
This document summarizes and analyzes the themes in Mitch Albom's novel For One More Day. The main themes are: [1] unconditional love, especially between a mother and child; [2] taking loved ones for granted; and [3] coming to terms with parental divorce and choosing between parents. The summary provides examples from the story of how these themes are portrayed, particularly through the relationship between the main character Chick and his mother Posey.
This document provides an excerpt from a story about a man named Calvin who struggles with his past actions. As a young man in college, Calvin pursued a relationship with a woman named Adele, but lost interest after she became pregnant. He pressured her to get an abortion, deeply hurting her. Years later, married with a pregnant wife of his own, Calvin is haunted by his past treatment of Adele. When his wife ends up in the hospital, Calvin is forced to confront how his past actions still affect him today.
Ella was born with the gift of being able to see the future by the colors that emanated from people's foreheads. She struggled with her gift for many years, afraid that knowing people's futures would cause them harm. Eventually, Ella learned to control and interpret her ability, helping many people but also attracting unwanted attention from those who wanted to exploit her power. When a professor began stalking her to take her gift, Ella unlocked her most powerful ability to help friends in danger. Though now very powerful, Ella chose to live alone to avoid causing trouble with her revelations. She only briefly reemerged to help others before disappearing again to her isolated home.
Elijah Wan organized a bachelor challenge for his sister Elisha Familiar to prove that no one would be good enough for her. Elisha and 6 suitors were transported to an alternative universe house where they would live together. The suitors were Amin Tricou (Elisha's boyfriend), Connor Whedon, Hugh Trottier, Micheal Newson, Robert Penguino, Rowan Regacy, and Thomas McCarthy. On the first day, Micheal and Hugh interacted with Elisha the most, while Connor and Robert did not interact with her at all. This resulted in Connor and Robert being tied for last place and at risk of elimination. After brief ch
Elisha's bachelorette challenge continues with drama unfolding between the contestants. On day 3, Michael gains favor with Elisha. Day 4 starts well but takes a turn when Hugh slaps Elisha after she hugs Amin, sparking tensions. Hugh refuses to make amends, upsetting Elisha and causing doubts about their relationship. Though a love begins to form between Elisha and Michael, the house remains divided by jealousy and disagreements as the challenge continues.
Elisha continues her journey on The Bachelorette to find love. After the first elimination of Robert, the remaining bachelors compete for more time with Elisha through hot tub dates and one-on-one conversations. Micheal and Hugh seem to be in the lead with their affection for Elisha, while others like Rowan struggle without ways to pursue their careers. At the end of the second day, Connor is eliminated for having the weakest connection to Elisha.
Israel Gordon had a difficult childhood with his bipolar mother and absent father. He calls child services for help and is placed in foster care with Sarah Miller and her children. At first, his new life seems good, but he later learns from the other foster children that Sarah has been responsible for the deaths of five previous foster children who challenged her authority. When the spirits of those children enter the house and possess the other foster kids, Israel kills Sarah to protect them. The children then claim she ran away so they won't get into trouble. They are placed in a care home until they meet Sarah's ex-husband Paul, who still loves her and wants revenge on the children for her death.
This document provides a summary of the novel For One More Day by Mitch Albom from the perspective of a student. The summary is in 3 paragraphs:
1) The novel tells the story of Chick Benetto whose life spirals out of control after his mother Posey's death. He deals with career and financial problems and becomes an alcoholic. He comes to regret idolizing his father over his mother.
2) Through a dream, Chick gets a chance to reconnect with his mother and learn the truth about his parents' divorce. Major themes of the novel include mortality, unconditional love, and taking loved ones for granted.
3) The student reflects on how the book relates to their own
This document summarizes and analyzes the themes in Mitch Albom's novel For One More Day. The main themes are: [1] unconditional love, especially between a mother and child; [2] taking loved ones for granted; and [3] coming to terms with parental divorce and choosing between parents. The summary provides examples from the story of how these themes are portrayed, particularly through the relationship between the main character Chick and his mother Posey.
This document provides an excerpt from a story about a man named Calvin who struggles with his past actions. As a young man in college, Calvin pursued a relationship with a woman named Adele, but lost interest after she became pregnant. He pressured her to get an abortion, deeply hurting her. Years later, married with a pregnant wife of his own, Calvin is haunted by his past treatment of Adele. When his wife ends up in the hospital, Calvin is forced to confront how his past actions still affect him today.
Ella was born with the gift of being able to see the future by the colors that emanated from people's foreheads. She struggled with her gift for many years, afraid that knowing people's futures would cause them harm. Eventually, Ella learned to control and interpret her ability, helping many people but also attracting unwanted attention from those who wanted to exploit her power. When a professor began stalking her to take her gift, Ella unlocked her most powerful ability to help friends in danger. Though now very powerful, Ella chose to live alone to avoid causing trouble with her revelations. She only briefly reemerged to help others before disappearing again to her isolated home.
Elijah Wan organized a bachelor challenge for his sister Elisha Familiar to prove that no one would be good enough for her. Elisha and 6 suitors were transported to an alternative universe house where they would live together. The suitors were Amin Tricou (Elisha's boyfriend), Connor Whedon, Hugh Trottier, Micheal Newson, Robert Penguino, Rowan Regacy, and Thomas McCarthy. On the first day, Micheal and Hugh interacted with Elisha the most, while Connor and Robert did not interact with her at all. This resulted in Connor and Robert being tied for last place and at risk of elimination. After brief ch
Elisha's bachelorette challenge continues with drama unfolding between the contestants. On day 3, Michael gains favor with Elisha. Day 4 starts well but takes a turn when Hugh slaps Elisha after she hugs Amin, sparking tensions. Hugh refuses to make amends, upsetting Elisha and causing doubts about their relationship. Though a love begins to form between Elisha and Michael, the house remains divided by jealousy and disagreements as the challenge continues.
Elisha continues her journey on The Bachelorette to find love. After the first elimination of Robert, the remaining bachelors compete for more time with Elisha through hot tub dates and one-on-one conversations. Micheal and Hugh seem to be in the lead with their affection for Elisha, while others like Rowan struggle without ways to pursue their careers. At the end of the second day, Connor is eliminated for having the weakest connection to Elisha.
Israel Gordon had a difficult childhood with his bipolar mother and absent father. He calls child services for help and is placed in foster care with Sarah Miller and her children. At first, his new life seems good, but he later learns from the other foster children that Sarah has been responsible for the deaths of five previous foster children who challenged her authority. When the spirits of those children enter the house and possess the other foster kids, Israel kills Sarah to protect them. The children then claim she ran away so they won't get into trouble. They are placed in a care home until they meet Sarah's ex-husband Paul, who still loves her and wants revenge on the children for her death.
Elisha is participating in a reality dating show to find a partner. After the first elimination, the remaining contestants compete for her attention through activities like hot tubbing and one-on-one dates. Micheal and Hugh seem to be leading so far, having strong connections with Elisha, while others like Amin and Rowan struggle to connect. At the end of the second day, Connor is eliminated as Elisha knows him the least of all the contestants.
Joseph Yen is Adeline's wealthy but ignorant father who only pays attention to her achievements in school. Her stepmother Niang is cruel, favoring her own children, and the enemy of Adeline and her siblings. Lydia, the oldest sibling, is envious and manipulative towards Adeline. Gregory, the next oldest, shows some kindness but also lies to Adeline. Aunt Baba is Adeline's only supporter, encouraging her to pursue her dreams.
The document summarizes the plot of a Japanese light novel titled "Daughters of the Earth for Sons of Heaven and Hell". It follows a male character named Mizuki who wakes up one morning transformed into a female. All other men in the world have similarly changed sexes except for married men. The plot then follows Mizuki and his girlfriend Kaori as they investigate the cause of this event with their friends and encounter a demon named Ortel who was responsible for the global transformation. In the end, society adapts to an all-female world where women can mysteriously still become pregnant through supernatural means.
Abigail Salmon has an affair with the detective investigating her daughter's case after her daughter goes missing. She struggles to accept her daughter's death and gives up hope. After her daughter's death is confirmed, Abigail neglects her family and focuses only on her own needs, having another affair and moving away. She misses signs that the suspect has been lying and ignores her family as they try to cope and prove the suspect's guilt. Abigail leaves her son alone at a mall to continue her affair. She refuses to attend her daughter's memorial and lies to her family about leaving them before finally moving to California.
1. The document summarizes key events and insights from J.D. Salinger's novel The Catcher in the Rye. It includes 59 discussion points about Holden Caulfield's experiences at Pencey Prep school, interactions with various characters, and reflections on themes of maturity, phoniness, and death of his brother Allie. 2. Many entries describe Holden's negative views of various institutions and people as "phony" and highlight how he struggles with questions about his identity and future. 3. By the end, the document suggests Holden has matured slightly and come to realize he is also "phony" like those he criticizes, showing growth in his self-awareness by the conclusion
This document contains a collection of poems written by Mone' Hawkins dedicated to her family. It includes an introductory poem addressed to her mom, dad, and siblings thanking them. It then shares poems written by other authors on various topics like nature, family, and loss. Mone' concludes with several of her own poems touching on themes of family, relationships, and dedication to loved ones, along with a bibliography and final thank you note to her family.
Niang is Adeline's step-mother who is half French and half Chinese. She is impulsive and exerts power and control over the Yen household. She yells at others and thinks everyone should obey her. She is violent towards family members, slapping Adeline and her daughter. Others resent and hate her because of her treatment of them. She only wears French clothes and uses French perfume, and has a stern look.
Many students introduced themselves and shared their favorite books. Common favorites included Addison Cooke and the Treasure of the Incas for its action and suspense, Friday Barnes, Girl Detective for its mysteries, and Front Desk for its relatable storylines. Other popular picks were A Boy Called Bat for its cute animals, Serafina and the Black Cloak for its scary fantasy elements, and Inside Out and Back Again for its perspective on immigration.
Fifty Shades of Folklore: Portrait of a Folk GroupDanielleMohl
This is my midterm paper I have written in my Folklore class. I hope it can help others who are looking to write the same kind of paper as I have written. I have researched many websites and I have put them together in this 1 paper. Hopefully this is helpful.
From "Chinese Cinderella" by Adeline Yen MahGeeth Menon
The document provides background information on the autobiography Chinese Cinderella by Adeline Yen Mah, in which she describes growing up in a wealthy family in Hong Kong in the 1950s, facing rejection from her stepmother. In this extract, Adeline relates the only moment when she was praised by her father, after winning a playwriting competition. Though usually a distant figure, her father recognizes her talent and agrees to let her study in England. The extract depicts Adeline's fear and excitement in meeting with her father in his private room, where he praises her accomplishment but remains a commanding presence, leaving Adeline still wary of their relationship despite gaining his approval.
The chapter focuses on Lena recalling memories of her mother Ying-Ying and the superstitions she held. Lena remembers stories her mother told of their ancestors and her time immigrating to America. The chapter also describes tensions growing in Lena's marriage as communication breaks down with her husband Harold. Lena comes to realize her marriage is lacking the love and understanding she had hoped for.
The document provides an update on the 11th generation of a Sims legacy family. It summarizes births, deaths, marriages, graduations, and other life events. Key events include twins Alice and Olivia being born to Celine, Charlotte being born as the first possible heir to Zac and Jade, and Matthew being born to Vera and George. The document notes some challenges of rebuilding the game and legacy due to computer issues but expresses determination to continue the multi-generational story.
Jade is torn between her duty to protect the Legacy bloodline and her growing feelings for Dalen. Dalen orders Jade to kill Lyra and give her blood to the demon Xylen, increasing his power over the Olympians. Jade knows she must find a way to delay and stall without blowing her cover, even if it costs her life, to protect the Legacy who is not yet ready to face Xylen. Meanwhile, Reias is also wrestling with his conscience as Zeus has ordered him to bring Solan to Olympus to fulfill his duty, just after Minos' birthday.
Marina had the most points after giving birth to quadruplets. She earned 5 points for each child as well as 1 point for being pregnant, totaling 21 points. Drea earned permanent satisfaction points after Drew had 6 plantbabies to fulfill her lifetime wish of having 6 grandchildren. The contest ended with Marina in first place, Drea fulfilling her aspiration, and Rachel C. having a nervous breakdown on the floor.
Israel Gordon grew up with neglectful parents - his father was absent and his mother suffered from bipolar disorder, making it difficult for Israel to connect with her. He calls child protective services after his mother destroys a drawing of his ideal happy family. Two officers arrive and take Israel away, placing him in foster care with the Miller family. At first it seems like a dream come true, but Israel soon learns from the twins that the Miller's mother has a history of abusing and killing the children she fosters. Strange events start occurring in the house and Israel believes it is the spirits of the dead children trying to get revenge against their abusive foster mother. In the end, the spirits drive the Miller mother insane and kill her in
- Lewis Nordan grew up in 1940s Mississippi without his biological father, who died when Nordan was young. He was raised by his alcoholic, absent stepfather.
- As a child, Nordan coped with his father's death and unstable home life through fantasies and comic books. He struggled with curiosity, alcoholism, and mental health issues as an adult.
- Nordan had a turbulent personal life including two marriages plagued by adultery and the loss of two children. He eventually found success as a writer later in life, publishing memoirs about his upbringing.
This document provides an overview of the book series "Gifted" by Marilyn Kaye. It introduces the main characters including Amanda Beeson, Jenna Kelley, and Tracey Devon who each have supernatural abilities. It describes the plot of the first book where Amanda wakes up in Tracey's body and discovers a special class for students with gifts. The document also includes biographies of the author and descriptions of subsequent books in the series that focus on different characters and their abilities.
Charlotte finds missing pages from her great-grandmother's novel that provide context to the story. The pages describe how Calista accidentally kills her fiancé Ryker with a spell. Her witch friends think a demon trapped in Calista's house is responsible. To get Ryker back, Calista must go to the basement where she finds the demon Mason. He says she must make others suffer through curses or dark arts to gain her happiness back. He suggests targeting a Legacy family.
This document is a student portfolio containing assessments and learning evidence for various subjects. It includes the student's name, test scores, and where they are at on learning targets for math, reading, writing, Hawaiian studies, and science. For each target, the student provides a self-assessment of their progress, typically giving themselves a "MP" (Meets Proficiency), "DP" (Developing Proficiency), or "WB" (Working Below). They also explain how they plan to improve or achieve mastery. General learner outcomes are assessed on a scale of 1 to 3. The portfolio is for the student to show their parents and explain what they have learned in the first quarter.
This portfolio document provides a summary of Lindsey Tharpe's qualifications and experience in advertising and public relations. It includes samples of her student advertising work, communications research project, senior campaign project for a university athletics department, public relations work, and references. The portfolio demonstrates Tharpe's skills in copywriting, design programs, research, and press release writing from both academic and internship experience.
Elisha is participating in a reality dating show to find a partner. After the first elimination, the remaining contestants compete for her attention through activities like hot tubbing and one-on-one dates. Micheal and Hugh seem to be leading so far, having strong connections with Elisha, while others like Amin and Rowan struggle to connect. At the end of the second day, Connor is eliminated as Elisha knows him the least of all the contestants.
Joseph Yen is Adeline's wealthy but ignorant father who only pays attention to her achievements in school. Her stepmother Niang is cruel, favoring her own children, and the enemy of Adeline and her siblings. Lydia, the oldest sibling, is envious and manipulative towards Adeline. Gregory, the next oldest, shows some kindness but also lies to Adeline. Aunt Baba is Adeline's only supporter, encouraging her to pursue her dreams.
The document summarizes the plot of a Japanese light novel titled "Daughters of the Earth for Sons of Heaven and Hell". It follows a male character named Mizuki who wakes up one morning transformed into a female. All other men in the world have similarly changed sexes except for married men. The plot then follows Mizuki and his girlfriend Kaori as they investigate the cause of this event with their friends and encounter a demon named Ortel who was responsible for the global transformation. In the end, society adapts to an all-female world where women can mysteriously still become pregnant through supernatural means.
Abigail Salmon has an affair with the detective investigating her daughter's case after her daughter goes missing. She struggles to accept her daughter's death and gives up hope. After her daughter's death is confirmed, Abigail neglects her family and focuses only on her own needs, having another affair and moving away. She misses signs that the suspect has been lying and ignores her family as they try to cope and prove the suspect's guilt. Abigail leaves her son alone at a mall to continue her affair. She refuses to attend her daughter's memorial and lies to her family about leaving them before finally moving to California.
1. The document summarizes key events and insights from J.D. Salinger's novel The Catcher in the Rye. It includes 59 discussion points about Holden Caulfield's experiences at Pencey Prep school, interactions with various characters, and reflections on themes of maturity, phoniness, and death of his brother Allie. 2. Many entries describe Holden's negative views of various institutions and people as "phony" and highlight how he struggles with questions about his identity and future. 3. By the end, the document suggests Holden has matured slightly and come to realize he is also "phony" like those he criticizes, showing growth in his self-awareness by the conclusion
This document contains a collection of poems written by Mone' Hawkins dedicated to her family. It includes an introductory poem addressed to her mom, dad, and siblings thanking them. It then shares poems written by other authors on various topics like nature, family, and loss. Mone' concludes with several of her own poems touching on themes of family, relationships, and dedication to loved ones, along with a bibliography and final thank you note to her family.
Niang is Adeline's step-mother who is half French and half Chinese. She is impulsive and exerts power and control over the Yen household. She yells at others and thinks everyone should obey her. She is violent towards family members, slapping Adeline and her daughter. Others resent and hate her because of her treatment of them. She only wears French clothes and uses French perfume, and has a stern look.
Many students introduced themselves and shared their favorite books. Common favorites included Addison Cooke and the Treasure of the Incas for its action and suspense, Friday Barnes, Girl Detective for its mysteries, and Front Desk for its relatable storylines. Other popular picks were A Boy Called Bat for its cute animals, Serafina and the Black Cloak for its scary fantasy elements, and Inside Out and Back Again for its perspective on immigration.
Fifty Shades of Folklore: Portrait of a Folk GroupDanielleMohl
This is my midterm paper I have written in my Folklore class. I hope it can help others who are looking to write the same kind of paper as I have written. I have researched many websites and I have put them together in this 1 paper. Hopefully this is helpful.
From "Chinese Cinderella" by Adeline Yen MahGeeth Menon
The document provides background information on the autobiography Chinese Cinderella by Adeline Yen Mah, in which she describes growing up in a wealthy family in Hong Kong in the 1950s, facing rejection from her stepmother. In this extract, Adeline relates the only moment when she was praised by her father, after winning a playwriting competition. Though usually a distant figure, her father recognizes her talent and agrees to let her study in England. The extract depicts Adeline's fear and excitement in meeting with her father in his private room, where he praises her accomplishment but remains a commanding presence, leaving Adeline still wary of their relationship despite gaining his approval.
The chapter focuses on Lena recalling memories of her mother Ying-Ying and the superstitions she held. Lena remembers stories her mother told of their ancestors and her time immigrating to America. The chapter also describes tensions growing in Lena's marriage as communication breaks down with her husband Harold. Lena comes to realize her marriage is lacking the love and understanding she had hoped for.
The document provides an update on the 11th generation of a Sims legacy family. It summarizes births, deaths, marriages, graduations, and other life events. Key events include twins Alice and Olivia being born to Celine, Charlotte being born as the first possible heir to Zac and Jade, and Matthew being born to Vera and George. The document notes some challenges of rebuilding the game and legacy due to computer issues but expresses determination to continue the multi-generational story.
Jade is torn between her duty to protect the Legacy bloodline and her growing feelings for Dalen. Dalen orders Jade to kill Lyra and give her blood to the demon Xylen, increasing his power over the Olympians. Jade knows she must find a way to delay and stall without blowing her cover, even if it costs her life, to protect the Legacy who is not yet ready to face Xylen. Meanwhile, Reias is also wrestling with his conscience as Zeus has ordered him to bring Solan to Olympus to fulfill his duty, just after Minos' birthday.
Marina had the most points after giving birth to quadruplets. She earned 5 points for each child as well as 1 point for being pregnant, totaling 21 points. Drea earned permanent satisfaction points after Drew had 6 plantbabies to fulfill her lifetime wish of having 6 grandchildren. The contest ended with Marina in first place, Drea fulfilling her aspiration, and Rachel C. having a nervous breakdown on the floor.
Israel Gordon grew up with neglectful parents - his father was absent and his mother suffered from bipolar disorder, making it difficult for Israel to connect with her. He calls child protective services after his mother destroys a drawing of his ideal happy family. Two officers arrive and take Israel away, placing him in foster care with the Miller family. At first it seems like a dream come true, but Israel soon learns from the twins that the Miller's mother has a history of abusing and killing the children she fosters. Strange events start occurring in the house and Israel believes it is the spirits of the dead children trying to get revenge against their abusive foster mother. In the end, the spirits drive the Miller mother insane and kill her in
- Lewis Nordan grew up in 1940s Mississippi without his biological father, who died when Nordan was young. He was raised by his alcoholic, absent stepfather.
- As a child, Nordan coped with his father's death and unstable home life through fantasies and comic books. He struggled with curiosity, alcoholism, and mental health issues as an adult.
- Nordan had a turbulent personal life including two marriages plagued by adultery and the loss of two children. He eventually found success as a writer later in life, publishing memoirs about his upbringing.
This document provides an overview of the book series "Gifted" by Marilyn Kaye. It introduces the main characters including Amanda Beeson, Jenna Kelley, and Tracey Devon who each have supernatural abilities. It describes the plot of the first book where Amanda wakes up in Tracey's body and discovers a special class for students with gifts. The document also includes biographies of the author and descriptions of subsequent books in the series that focus on different characters and their abilities.
Charlotte finds missing pages from her great-grandmother's novel that provide context to the story. The pages describe how Calista accidentally kills her fiancé Ryker with a spell. Her witch friends think a demon trapped in Calista's house is responsible. To get Ryker back, Calista must go to the basement where she finds the demon Mason. He says she must make others suffer through curses or dark arts to gain her happiness back. He suggests targeting a Legacy family.
This document is a student portfolio containing assessments and learning evidence for various subjects. It includes the student's name, test scores, and where they are at on learning targets for math, reading, writing, Hawaiian studies, and science. For each target, the student provides a self-assessment of their progress, typically giving themselves a "MP" (Meets Proficiency), "DP" (Developing Proficiency), or "WB" (Working Below). They also explain how they plan to improve or achieve mastery. General learner outcomes are assessed on a scale of 1 to 3. The portfolio is for the student to show their parents and explain what they have learned in the first quarter.
This portfolio document provides a summary of Lindsey Tharpe's qualifications and experience in advertising and public relations. It includes samples of her student advertising work, communications research project, senior campaign project for a university athletics department, public relations work, and references. The portfolio demonstrates Tharpe's skills in copywriting, design programs, research, and press release writing from both academic and internship experience.
The document discusses the student's music video project for a class. It describes how the student followed conventions of romantic ballads in their video, such as showing a young couple enjoying their love despite obstacles. The student used inspiration from other songs but also included original ideas. They faced challenges with shooting on a limited budget and schedule. The student discusses their use of software, hardware, and online platforms to produce, edit, and promote their music video.
This document reflects on a teaching portfolio and asks questions about demonstrating competence or growth in target areas, identifying needs for future growth, other learning results, how teaching practice may change, what was learned about students, how students grew as a result of the project, how the learning can be applied to students, and how it can be shared with colleagues.
A portfolio is a collection of a student's work that shows their efforts, growth, and achievements over time. It can include work samples, projects, written assignments, and self-reflections. When creating a portfolio, students should collect work samples often, periodically select pieces to include based on criteria, and continuously reflect on the selected work and their growth. The portfolio process culminates with the student proudly presenting their curated portfolio as a demonstration of their strengths and development.
The document discusses using portfolios to help students reflect on their own learning and growth over time. It describes the portfolio process, which includes collection, selection, reflection, and presentation. Portfolios can be used to showcase student work and accomplishments, provide evidence of learning, and be used as an assessment tool. Benefits include helping students see their personal growth, set learning goals, take ownership of their work, and engage in self-reflection. Examples provided include rubrics, reflections on skills and projects, and electronic or concrete portfolio formats. The document also discusses implementing language-focused portfolios for AP Spanish students to curate evidence of growing language skills and get feedback.
This document discusses the use of ePortfolios to support reflection. It begins by defining what an ePortfolio is, both traditionally and in an educational context. It then discusses the purpose of ePortfolios in helping students find their passion and set goals through reflection. The document outlines Kolb's experiential learning model and how it relates to ePortfolio development. It then provides examples of digital tools that can be used to capture artifacts, reflect, collaborate, and present learning. It concludes by emphasizing that reflection is the most important part of an ePortfolio and should not be overshadowed by the technology.
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
The document discusses student portfolios, which are purposeful collections of a student's work that demonstrate their progress. A portfolio must include student participation in selecting content, guidelines for selection, criteria for judging quality, and evidence of self-reflection. Portfolios produce holistic portraits of students and involve them in evaluating their own work. They are useful assessment tools that can be organized in different ways, including by subject area or developmentally, and include contributions from teachers, students, and parents.
This document discusses assessment and reporting in education. It begins by outlining the purpose of keeping a journal on assessment topics and classroom activities. It then explores formative and summative assessment, noting the difference is that formative assessment provides feedback during instruction while summative assessment measures growth after instruction. The document also examines the cycle of inquiry in teaching and learning, emphasizing the importance of reflection. Key aspects of quality assessment like clear purposes and targets are connected to the author's experiences. The relationship between assessment and evaluation is defined, and ingredients for an effective assessment approach are presented.
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
Interactive ePortfolios allow students to reflect on their learning using Web 2.0 tools in multiple formats. They can showcase their work online to various audiences, engage in dialogue about their work and reflections, and receive feedback to improve their learning. EPortfolios serve both student-centered purposes like pursuing interests and goals, as well as school-centered purposes like meeting standards and demonstrating accountability and achievement. They represent both a process of ongoing reflection and curation of artifacts, as well as a product to share learning.
The author reflects on what they have learned through their educational technology program. They realize that effectively integrating technology into their teaching requires ongoing learning and developing their skills in content, technology, and teaching (TPACK). Looking forward, the author outlines goals to (1) adopt new teaching methods using technology, (2) integrate technology across their school, and (3) foster a culture of technology use. They acknowledge challenges but draw motivation from supporting resources like colleagues and students.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
This document summarizes the experiences of a student during their 51-hour field study observation at Fort Bonifacio Elementary School. It includes a brief history of the school, noting its founding in 1949 and growth over time. It also outlines the daily experiences of the student over their first four days, which involved submitting requests, being assigned to different grade levels and resource teachers, introducing themselves to classes, taking charge of classes when teachers were absent, and giving students activities and assignments.
This document is a portfolio created by Orly Abellanosa for her practice teaching. It includes:
- Reflections on her readiness and preparation to teach students.
- Notes about her first experiences at her cooperating school and interactions with her cooperating teacher and students.
- A case study of a teenage student who became pregnant and how it affected her school performance and experience.
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
This document contains Ronda Wilson's professional portfolio, including personal details, education history, career goals, and samples of work. The personal section includes statements of authenticity for the portfolio contents and Ronda's career mission statement. The education section outlines Ronda's plan of study at DeVry University for a Bachelor's degree in Computer Information Systems, along with descriptions of relevant coursework. The professional section covers Ronda's resume, references, and career goals. The portfolio concludes with samples of Ronda's project work.
The document describes three potential narratives for young audiences. The first is about a girl named Kamila who discovers a mysterious marking and sets out to learn about her origins and special powers. The second is a romance between neighbors Liam and Eve, where Eve is terminally ill but finds love. The third is about a girl named Sophie who moves into a house haunted by the ghost of a boy named Toby who died in a fire long ago; they become friends.
This document summarizes the deconstruction of a narrative told by a woman named Colleen about her experience with an unwanted pregnancy and choosing to have an abortion. The analyst questions many details of Colleen's story, finding inconsistencies and finding it unlikely that some events she described, such as interactions with teachers and a nun, occurred as presented. The analyst believes Colleen may be exaggerating or fabricating parts of her story to blame others and present herself as a victim who had no other choice but to abort.
This document provides a summary and analysis of Colleen's story about her experience with an unwanted pregnancy and abortion when she was 18 years old. The summarizer deconstructs each paragraph by questioning details, inconsistencies, and implications. Overall, the summarizer is skeptical of Colleen's account, noting ways she portrays herself as a victim and others in a negative light. The summarizer suggests Colleen may be exaggerating aspects and overlooking her own role in the events and choices that transpired.
The document provides details about 17-year-old patient Holden Caulfield, noting his poor general health, careless and irresponsible behavior, immaturity, unrealistic views, self-isolation, and depression following his brother's death. It analyzes Holden's problems, including his lack of care for school, unrealistic dreams of being "the catcher in the rye," dislike of others, and desire to isolate from society, and provides treatment recommendations such as meeting with his parents, living in the hospital, attending social skills classes, and getting a job to help him develop responsibility and feel useful.
Max, a 15-year-old boy, goes for a walk with his talking collie dog Collie. Collie leads Max into the woods and to a giant robot. Collie takes Max inside the robot and they travel to another planet called La-Mystica. Max learns he is part of an ancient prophecy to defeat a great evil. He also gains dog ears and a tail. Collie reveals she can transform between a dog and a human girl. They prepare to leave the village but are interrupted when attackers set fire to Collie's home, killing her mother.
MODULE 2 NOVINS Deconstructing Colleen Spring 2014novins
This document provides a summary and analysis of Colleen's story about her experience with an unwanted pregnancy and abortion when she was 18 years old. The analysis deconstructs various parts of Colleen's narrative, questioning aspects of her story and reasoning. Some key points raised in the deconstruction include questioning whether some events she described could have actually occurred as stated, such as interactions with certain medical professionals and teachers. The analysis also questions some of Colleen's reasoning and blame placed on others for influencing her decision, as well as her life outcomes after the abortion. Overall, the deconstruction casts doubt on parts of Colleen's story and suggests she may be exaggerating or omitting details at times.
This document provides a deconstruction and analysis of a woman named Colleen's story about getting an abortion when she was 18 years old. The analyst questions many of the details Colleen provides, arguing that she portrays people and events in an unfairly negative light and fails to take responsibility for her own choices. While Colleen claims the abortion destroyed her life, leading to relationship and emotional problems, the analyst believes her life outcomes were more complex, influenced by her own immaturity and decision-making. Overall, the analyst casts doubt on Colleen's narrative and suggests she is trying to blame others rather than acknowledge her role in what occurred.
This document summarizes the book "A Walk to Remember" by Nicholas Sparks. It discusses the main characters including London Carter, a bad boy, and Jamie Sullivan, a kind girl who is religious. The story is about how London and Jamie fall in love despite their differences. However, Jamie becomes ill with leukemia. By the end, London looks back on their time together and believes in miracles, leaving it ambiguous whether Jamie survives. The document analyzes themes of personal change and the power of love.
You will get_what_you_do_to_others_-_stevenhepauloazul
Li-Li got married and moved in with her mother-in-law, but they constantly argued. Li-Li decided to poison her mother-in-law to solve the problem. However, after controlling her temper and treating her mother-in-law kindly for six months, their relationship improved and they became like family. Li-Li then asked to stop the poisoning, realizing that her changed attitude had improved their relationship, not any poison. The story shows that how you treat others affects how they will treat you in return.
Li-Li got married and moved in with her mother-in-law, but they constantly argued. Li-Li decided to poison her mother-in-law to solve the problem. However, after controlling her temper and treating her mother-in-law kindly for six months, their relationship improved and they became like family. Li-Li then asked to stop the poisoning, realizing her attitude was the real problem, not her mother-in-law. The story teaches that how you treat others affects how they treat you in return.
Li-Li got married and moved in with her mother-in-law, but they constantly argued. Li-Li decided to poison her mother-in-law to solve the problem. However, after controlling her temper and treating her mother-in-law kindly for six months, their relationship improved and they became like family. Li-Li then asked to stop the poisoning, realizing her attitude was the real problem, not her mother-in-law. The story teaches that how you treat others affects how they treat you in return.
Li-Li got married and moved in with her mother-in-law, but they constantly argued. Li-Li decided to poison her mother-in-law to solve the problem. However, after controlling her temper and treating her mother-in-law kindly for six months, their relationship improved and they became like family. Li-Li then asked to stop the poisoning, realizing her attitude was the real problem, not her mother-in-law. The story teaches that how you treat others affects how they will treat you in return.
You Will Get What You Do To Others StevenheHomeschool mum
Li-Li got married and moved in with her mother-in-law, but they constantly argued. Li-Li decided to poison her mother-in-law to solve the problem. However, after controlling her temper and treating her mother-in-law kindly for six months, their relationship improved and they became like family. Li-Li then asked to stop the poisoning, realizing that her changed attitude had improved their relationship, not any poison. The story shows that how you treat others affects how they will treat you in return.
You will get_what_you_do_to_others_-_s_guest53cc40d
Li-Li got married and moved in with her mother-in-law, but they constantly argued. Li-Li decided to poison her mother-in-law to solve the problem. However, after controlling her temper and treating her mother-in-law kindly for six months, their relationship improved and they became like family. Li-Li then asked to stop the poisoning, realizing that her attitude was the real problem, not her mother-in-law. The story teaches that how you treat others affects how they will treat you in return.
The narrator reflects on their 30-year marriage to Claire, marked by his alcoholism, infidelity, and absence while Claire raised their daughter Ellie and supported the family. On Christmas Eve, Ellie calls the narrator in a panic saying Claire has been taken to the hospital. When he arrives, he finds Ellie distraught and Claire unconscious in her hospital bed. Holding Claire's hand, the narrator realizes this may be his last chance and promises to change his ways and become a better husband and father.
The document contains three initial ideas for movies. The first is about a girl named Kamila who lives with her grandmother and discovers she has a mysterious tattoo. She learns she is from a special tribe with healing powers. The second is a romance between neighbors Liam and Eve, where Eve dies from a tumor after confessing her feelings in a letter. The third is a children's thriller about a girl named Sophie who moves into a haunted house and befriends the ghost named Toby who died in a fire there decades ago.
The document contains three narratives. The first is about a girl named Kamila who discovers a strange marking on her wrist and sets out to find her deceased parents, pursued by two men in black. The second is a romance between neighbors Liam and Eve, where Eve falls ill with a tumor and passes away after confessing her feelings for Liam in a letter. The third story is about a girl named Sophie who moves into a house near a forest and befriends the ghost of a boy named Toby who died in a fire fifty years ago.
This document contains three initial ideas for movie plots:
1) "Tattoo" follows a girl named Kamila who discovers a mysterious marking and sets out to find her parents, learning the marking connects her to a special tribe with healing powers.
2) "A Misunderstanding Dream" is a romance about neighbors Liam and Eve, where Eve keeps her feelings secret as she becomes ill with a tumor and ultimately passes away.
3) "Strange Wind" is a children's thriller where a girl named Sophie befriends the ghost of a boy named Toby who died in a fire fifty years ago in the large house where she now lives.
The document summarizes three movie ideas:
1) "Tattoo" is about a girl named Kamila who lives with her grandmother and discovers a strange marking on her wrist. She learns it connects her to a special tribe with healing powers.
2) "A Misunderstanding Dream" follows neighbors Liam and Eve, who develop feelings for each other as Eve battles a terminal illness.
3) "Strange Wind" is about a girl named Sophie who moves into a haunted house and befriends the ghost of a boy named Toby who died in a fire there decades ago.
1) A woman named Li-Li was unhappy with her mother-in-law due to constant arguing and criticism.
2) She asked a friend for poison to kill her mother-in-law, but he instead gave her herbs and advised her to be kind and treat her mother-in-law well.
3) Over time, as Li-Li followed this advice, her attitude changed and her relationship with her mother-in-law improved, with them becoming close like a mother and daughter.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. Overall Portfolio Questions
• I would like my fellow students to know that although some of my poems seem
dark or sad I am actually a very happy person! I write sad poems because I think
it brings more emotion from the reader than a happy poem. I have tried to write
happy poems before and I always find it to be extremely difficult.
• I used to only write poems with about 3 stanzas and an ABABAB pattern. I always
stayed away from free form because to me it didn’t seem like poetry. But after
writing an Italian sonnet and some free form poems I can tell there are other
ways than just rhyming the last word to make poetry actually be poetry.
• What I like about this portfolio the most is the revision of my short story. When I
turned in my short story I still felt as though the ending was abrupt which both
peers and teacher pointed out. After some time away from the story and reading
the comments on it I was able to make adjustments and I’m a lot happier with the
outcome.
• In this portfolio I see evidence of growth. I was forced to venture into
unchartered waters and I was extremely nervous about it. The Italian sonnet
really threw me for a loop and I thought my poem was not very good but after
reading the comments I found out that the two people who reviewed it actually
enjoyed it a lot. Just because something is new does not mean you should stray
from it.
3. Short Story: Creative Process
• My story is of a 13 year old boy, Collin, struggling with anger
problems fueled by two dead-beat parents who do not care for him
and (you don’t find this out till the end) his ADHD medication. He
is cared for by Alice, a woman who is not related to him at all, but
has raised him since taking him home from the hospital the first
day he was born. Collin tries to deal with his anger by torturing
and killing small woodland animals until he gets caught and finally
has to face his problems.
• My story is actually based off a true story. Although the boy the
story is based off of does not torture or kill woodland animals but
he did get caught throwing a kitten over a bridge and it was found
out that his ADHD medicine caused anger in him. I knew I wanted
to write about this because I also went through a childhood with
two failing parents so not only could I use the actual story for the
plot but I could use my own feelings to make Collin seem real and
believable.
4. Short Story: Revision
• Two big reveals are in my story and for both of them my peers and
teacher said they were very abrupt and were not worked up to.
Usually when reading a book you have a general idea of where the
story is going to go but with my story it was more of an explosion
in the readers face leaving them dazed and confused. For my
revising I focused on dropping more hints as to what was the cause
of Collin being angry and what he doing in the woods to release his
anger.
• Ways I dropped more hints was by talking about Collin’s ADHD
medicine more throughout the story. He talks about unknown
anger and a “poisonous weed” growing inside him. As for him
torturing and killing woodland animals instead of this being found
out after Collin returns from the woods from one of his killings I
instead had Collin bring it up in one of his deep thought sections.
He talks about why he does it and where he first got the idea to do
it from. Collin strives for the love of his dad and since his dad does
it he feels it is okay for him to do it as well.
5. Short Story: Revision
• “You and I have a special conference on
Monday.” Alice finally said. “Officer Tom
will be joining us.” Collin stiffened at the
mention of a cop. It wouldn’t be the first
time he had been involved with the police.
But he couldn’t remember doing anything
recently that would cause him to have cops
be looking for him. His heart sped up as he
thought of the traps he had set up in the
woods. At first it was only one trap; one
animal every few days if he was lucky. It
was his secret release for the rage that
grew in him like a poisonous weed. In the
beginning he couldn’t stand the squeal of
terror or the look of fear in the animals
eyes and would kill them almost instantly.
But he has grown cold to it now as if
something was transforming him. Day by
day his traps grew and he started taking
more trips to the woods. But had he taken
it too far? Had someone finally found
them? But they couldn’t possibly know he
had set them or for what purposes.
• “You and I have a special
conference on Monday.” Alice
finally said. “Officer Tom will be
joining us.” Collin froze at the
mention of a cop. It wouldn’t be
the first time he had been involved
with the police. But he couldn’t
remember doing anything recently
that would cause him to have cops
be looking for him. His heart sped
up as he thought of his traps in the
woods. What if someone had come
across them? They couldn’t
possibly know he had set them.
Here is where I added more detail about Collin’s trips into the woods as well as
dropping several hints as to something else being the cause for his anger. He says his
rage grows like a poisonous weed and he feels as though something is transforming
him. This is foreshadowing and helps lead up to the big reveal.
6. Short Story: Revision
• The mention of the medication
caused Collin’s temper to slowly
flare. Alice was the reason he had
to take those awful things. Alice is
the reason he is different, the
reason his parents don’t love him.
• The mention of the medication
caused Collin’s temper to slowly
flare. The pills were to help him be
normal? He was normal! The pills
were what made him different and
it was Alice who made him take
those awful things. If he weren’t so
different than maybe his parents
would actually love him. But that
wasn’t possible. It was if a neon
sign hung from his neck flashing
“DANGER! DO NOT APPROACH!”
For this part one peer wrote that Collin blaming Alice for everything was a big
jump and might need some leading up to. Rather than Collin blaming her I again
wanted the focus to be more on his medicine as well as him seeming paranoid
and lost. I brought the story back to the pills by saying how Collin says the pills
are what makes him different and he just wants to be normal.
7. Short Story: Revision
• “Collin, don’t you understand? I
love you. You are my family. You
are my son.” Collin’s stomach
squeezed so tight he thought he
was going to throw up. He looked
into Alice’s eyes and saw her for
the first time without his anger
getting in the way. Alice looked at
him the way his parents never had.
She had stayed up all night
worried about him even though
she worked early the next
morning. Alice did love him. She
always had. Collin threw his body
at Alice, this time crushing her as
tightly as he could.
• “Collin, don’t you understand? I love you.
You are my family. You are my son. I have
done everything in my power to protect you
from this. I don’t want you to hurt Collin. If I
could make your parents love you the way I
love you I would do it. Even if it meant you
leaving and never being able to see you
again, I would do it, because I know how
happy it would make you.” Collin’s stomach
squeezed so tight he thought he was going
to throw up. He looked into Alice’s eyes and
saw her for the first time without his anger
getting in the way. Alice looked at him the
way his parents never had. She had stayed
up all night worried about him even though
she worked early the next morning. She took
off when he was sick so that she could stay
home and take care of him and when she
found out he was struggling with school she
got him medication, not to make him
different, but to help him focus. It was all so
clear now, like a breath of fresh air. Alice did
love him and she always had. Collin just had
never taken the time to notice it. Collin
threw his body at Alice, this time enjoying
being crushed against her.
8. Short Story: Revision Continued
• A comment made here was that Collin’s ‘epiphany’ seemed very
rushed. He goes from hating Alice to realizing her love too quickly.
It needed more depth as to why he finally realizes she loves him.
To do this I added more detail explaining all the things she does for
him and how she would sacrifice never seeing him again so that he
could go live with his parents because that is what would make
him happy
9. Short Story: Revision
• It had been a week since the fight
with Alice. Collin had started
counseling with a therapist and
had been taking his pills every day.
It seemed to be helping, but there
were days when he still found
himself to be angry for no reason.
• It had been a week since the fight
with Alice. Collin had started
counseling with a therapist and it
had helped a lot being able to
finally talk to someone. But there
were still days when Collin was
overcome with anger. He no longer
went into the woods but had taken
up running for a release.
I found this part of my story was contradicting. Taking his pills every day would not be
more beneficial. I kept making it seem his pills were for anger management rather
than ADHD so instead I said talking to someone has been helping but he still gets
angry for some unknown reason.
10. Short Story: Revision
• The medication you have been
taking has been proven to cause
aggression in kids. It hasn’t been
you Collin. It has been the
medicine.” Collin felt as if a weight
had been lifted off his chest. The
medicine had never been the
solution. It had been the problem.
Collin looked at Alice and she
smiled down at him. Someone had
been looking for him after all.
• The medication you have been
taking has been proven to cause
aggression in kids…” Collin felt as
if a weight had been lifted off his
chest. Collin smiled up at Alice, as
everything seemed to fall into
place. He was not a poisonous
weed; he was only ingesting it.
And the medicine had never been
the solution. It had been the
problem.
In the beginning I wanted to tie something back around to him comparing himself to
Nemo and feeling as though no one was looking for him. But this seemed weird
because once again the main problem was the medicine and not Alice. I decided to
word the ending differently and make the connection that the poisonous weed Collin
had felt was inside him was actually his medication.
11. Short Story: Further Plans
• With this story I realized I am actually capable of writing a
complete work. One comment made by the teacher was that I
needed to take the story farther than one room and let the readers
see Collin in a different light. I considered doing this but I felt that
it would take the story passed being short, especially with the
detail I like to throw into my writings. I rather have a more one
scene story full of detail rather than adding another scene that was
brief and not as detailed as the rest of the story.
• Something I would like to add but chose to leave out for the
courtesy of the readers is a scene with Collin in the woods and
torturing one of the animals. It would give more look into why he
does what he does and whether he truly feels no emotion or if he
feels guilty. I would have him break down and cry in the woods and
this would show Collin is more than a cold misguided boy, but he is
really hurting.
12. Love Never Forgets: an Italian Sonnet
Creative Process
• I usually only write poems with an ABABAB pattern and about three
stanzas. I noticed that these poems can read childish and almost in a
nursery rhyme kind of way. So for my fixed form poem I decided to
venture out of my safety zone and try a completely new form. I ended up
with an Italian Sonnet.
• How I come up with my poems is really simple. I sort of just talk until I
find a line that sounds “pretty.” The first line that came to mind was “I
kissed you first you ran away.” That was going to be the opening line of
my poem but I decided I needed more of an opener. Basically after that I
just worked with trying to find words that rhymed as well as getting what
I wanted to say across.
• My poem is about two lovers. They first meet when they are three and the
girl wonders if the boy will remember her. Then they get married and are
married for sixty years and the boy gets Alzheimer's and the girl wonders
how will the boy remember her. The ending talks about how the girl
reminds the boy about their love every day even though she knows he
will never remember. She says that although he cannot remember their
love she will remember it for him.
13. Love Never Forgets: an Italian Sonnet
Revision
• For my poem I wanted to focus on word choice and getting the
poem to read more smooth. I have a problem with starting out
lines with “and” and “but.” These words are unnecessary in most
cases and causes the poem to read choppy and disjointed. In both
peer reviews they each pointed out different spots in which I
started a line with “and” when it was unnecessary.
• I also wanted to focus on taking out what I like to call “filler
words.” Words I put in for when I need extra beats in the poem.
This poem did not follow a set meter so the filler words were not
necessary.
14. Love Never Forgets: an Italian Sonnet Revision
Ive known you for years since we were three
I kissed you first but you ran away
Girls have cooties that’s what you would say,
and I always wondered would you remember me?
You asked for my hand right under that tree
Sixty years now and I’ve loved you each day,
but now your mind is lost; the memories gone
away
And I always wonder how will you remember me?
I show you pictures from our past
and you always question if they are real
You don’t remember me. It is all new
The words I tell you never seem to last
But that will never change how I feel
You don’t remember me, so I remember for you.
I’ve know you since we were three
I kissed you first but you ran away
Girls have cooties you would say,
I always wondered would you remember me?
You asked for my hand under an oak tree
Sixty years now and I’ve loved you each day,
but now your mind is lost; the memories gone
away
I always wonder how will you remember me?
I show you pictures from our past
You always question if they are real
You don’t remember me. Everything is new
The words I tell you never seem to last
But that will never change how I feel
You don’t remember me, so I remember for you.
15. Love Never Forgets: an Italian Sonnet
Revision
• The first stanza has the most revision. I started the poem with “I’ve know you
since we were three,” because if you have known someone since they were
three than it is redundant to also say “I have known you for years.” I changed
the third line and took out some what I believe to be filler words so that the
line does not read so disjointed. The last change was suggested by a peer
which was to remove the “and” from the start of line four. I like this change
and agree that it helps the text read more smoothly.
• For the second stanza I decided to replace “right under that tree” with “under
an oak tree.” “right under” really gives no imagery and does not add to the
poem whereas “oak tree” creates an image for the reader. Again, I removed
the “and” from the start of the 8th line as suggested by a peer.
• The only change to the 3rd stanza was at the end of line 11. A peer suggested
I reword “It is all new” because she said it seemed forced. I agree that again it
was as if I was trying to create a meter when none is present. I decided to
change the words to “Everything is new,” instead and think it fits better.
• There was no revision to the 4th stanza and no comments were made about
needed revision to this area.
16. Love Never Forgets: an Italian Sonnet
Further Plans
• I am happy with the sonnet but think that more could be added. I
would love to run through the sonnet two or three times adding
more detail about the lovers lives. I would tell about how the two
moved away from each other and maybe the girl helps the boy
through a rough relationship and she never stops loving him even
though she has to listen to him talk about the relationship. She still
always wonders if he will remember her. Then I would bring it
back to them finding each other again and falling in love. There is
just a huge gap from when they are three to being married for sixty
years that I think this poem could really go more in depth while
following the repeated line of “will you remember me.”
17. Precious Gem: Metaphor Poem
Creative Process
• At first I had no idea how I was going to write a metaphor poem. I am a huge
fan of the simile. But after reading examples and going through the lesson I
realized metaphor is also close to a symbol. When I discovered that I also
decided I wanted my poem to be free form so that I had more breathing room.
Taking on a metaphor poem as well as having it fit fixed form was just a bit
too overwhelming for me.
• My poem compares a couples love to a small gem. In this case it is a ring. The
poems starts out with the ring being important and precious to the narrator
but then the ring gets lost. This suggests how in a relationship everyone
starts out in what is known as the “honeymoon phase.” Everything is knew
and you are so in love with each other but with time it is easy for this love to
be lost or put aside.
• The poem goes on to say how everyone once in awhile a glitter catches their
eyes but they are too tired and too busy to search for the the gem. This goes
back to in a relationship when you will have sparks or moments when you
are reminded of how your relationship was in the beginning. What used to be
falling asleep in his arms every night has turned into sleeping alone in a cold
bed. And it compares to how people always have excuses for not having the
time to find or remember that love anymore. They are too tired or too busy.
18. Precious Gem: Metaphor Poem
Revision
• I had to make this Power Point early on because this weekend my
sister is getting married and on Monday I work so This was really
the only day to do it. Sadly neither one of my peer reviews have
been posted yet so I did not get feedback on how I needed to
improve the poem.
• Instead I went off of what I felt. I knew that I wanted to go a bit
more in depth with details to really show how much this gem
means to the woman (I guess it could be a man also!) and I also
wanted to see about making my poem into an image. I wanted to
do this mostly out of self interest. The image of a ring does add a
bit to the poem but it is nothing substantial.
19. Precious Gem: Metaphor Poem
Lost in wrecked house
A small gem
Before hung around my neck
Filling my heart with warmth
So precious but now forgotten
Laid down and knocked behind the
dresser
Collecting dust and memories
A glitter catching our eyes at times
But we are too tired
Too busy
To search
For that small but precious gem
20. Precious Gem: Metaphor Poem
Revision
• In revision there was not much I wanted to actually change but I
wanted to go more in depth to show how at first this gem really
meant a lot to the narrator. I also switched the gem from being a
necklace to being a ring (does not say a wedding ring but it is
implied.) Making the gem a ring seemed to add more sentimental
value to the gem and to the poem.
• One major change I took when revising the poem was the layout. I
tried once before in creating an image with the words of my poem
but making a house proves to be very hard!! I took a chance with
this poem because I really enjoy poems that are able to create that
image as well as still reading proper. I don’t think that the spacing
created by the image distorted the reading of the poem and I’m
very happy with the outcome.
21. Precious Gem: Metaphor Poem
Further Plans
• I think this poem also could go more in depth with the story. I
think that I could tell more about the relationship in the beginning
and how the two were completely head over heels for each other
and compare it to a brand new gem. Then when the relationship
starts going “bland” I could compare it to maybe the ring breaking
or losing a few stones. Maybe the gem starts to lose its shine. I
could even write about how she tries to regain that love and this
could be her going to get the ring fixed or clean, but even though
she tries these things, she still ends up losing the ring.