Learning Competencies

Goal 1: Kimora will stabilize her mood and maintain her safety. Kimora was in a good mood when the QP met with him for a session. Kimora denied reaching out to see her biological father instead Kimora's stepmother reached out to her mother and ask if they could come for a visit. Kimora acknowledged, "I was happy to see my siblings, my father, and get my hair braided."

Additionally, students will learn how to: “read texts critically,” analyze writing, respond in a constructive and professional manner, and “evaluate sources and integrate the ideas of others into their own writing” (Rhetorical Choices 2-3).

When readers use this school readers can evaluate tone, point of view, themes, ironies, figures of speech, imagery, ambiguities, paradoxes, word usage and meaning, connotation, allusions, symbols, and the relationship between the title and the text. Analyzing these concepts will allow the reader to understand the author emotionally and physically.

Achievement Standard English 91479: Develop an informed understanding of literature and/or language using critical texts.

The first learning outcome I had to accomplish was reading. To do this I had to use reading strategies in order to identify, analyze, evaluate, and respond to arguments, rhetorical elements, and genre conventions in college-level texts and other media. In simpler terms: I had to realize the impact a speaker had on his audience, the subject of the reading, and its context. However, this learning outcome in particular was very difficult for me. I did not understand what it meant to analyze or evaluate texts. For instance, in the first essay we wrote, I was required to read a certain article and write a rhetorical analysis about it. I had to analyze the argument the author was making to his readers, the tone he set for them to feel, and the

Before taking on the challenge of critical reading, writing, and researching, I would like to

         Be able to interpret the writer’s ideas and be able to explain the views and perspectives presented in the texts

The University of Illinois create five areas of competency, Five areas of competency: Social Awareness, Self-Awareness, Self Management, Relationship Skills, and Responsible Decision Making, these areas combined make up CASEL-Collaborative for Academic, Social, and Emotional Learning. (Beland, K. (2007). (Boosting Social and Emotional Competence. Educational Leadership, 64(7), 68.) Students at Eleanor Roosevelt High School have implemented School-Connect, an SEC program. This program was created to go along with their English and Health classes. Educators have come to realize that SEC programs are important and that they must be developed in order to teach these skills in school. (Beland & Douglass, 2006). (Beland, K. (2007). Boosting Social

After taking the study skills test, I feel that my scores reveal that I am proficient in one category but then satisfactory in every other one. I find that I am proficient at using Google Drive because I got a 12/12 in that category. I always keep my Google Drive organized with every document in a folder, and sometimes another folder in that folder. For example, I have an English folder with five folders in it, and another folder in one out of those five. I feel that I struggle with organization which is shown by my nine out of 12 on that specific category. I always have a document or project, but occasionally it takes me a while to find it. I could, additionally, use a calendar to always keep track of what I have on a particular day. Improving

W.1:The student will be able to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience; apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style; write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and

Students make personal and critical responses to texts which show insight into the ways in which meaning is conveyed. They refer to aspects of language, structure and themes to support their views. Students develop a perceptive personal response which shows analytical skills when exploring texts. There is understanding of the techniques by which meaning is conveyed and of ways in which readers may respond. They support their responses with detailed references to language, theme and structure. Students show analytical and interpretative skill when evaluating texts, making cross-references where appropriate. They develop their ideas and refer in detail to aspects of language and structure making apt and careful comparison, where appropriate, within and between texts. Students show originality of analysis and interpretation when evaluating texts. They make cogent and critical responses to texts in which they explore and evaluate alternative and original interpretations. They show flair and precision in developing ideas with reference to structure. Students make subtle and discriminating comparisons, where appropriate, within and between texts. No rewardable material. Students make a limited response to texts.

Take a minute to consider the objective and the strategies you will need to accomplish it. What do you remember from prior lessons in this unit about the reasons why authors write? How do you think you can use clues to make inferences about the author’s point of view or stance? Write your ideas in your digital notebook.

This semester in English Literature 101 has helped me to improve my reading skills and habits from the beginning to the present. For instance, I realized through reading I manage to learn new vocabulary that improves my English in speaking and writing. Furthermore, now I can read two to three hundred pages per day, whereas before I would read fifty pages only in one day. Having assignment, of reading fifty pages or eight poems per day in Literature has supported all my circumstances of learning English and other courses. In addition, not only did reading help in developing skills, but also create a determination of critical thinking in writing, judging, analyzing, and arguing. Particularly, by reading different works of literature I realize that they create different discussions, conversations, and interpretations among the readers and what exactly we did in the class. Everyone has his or her own way of understanding and exploring what is in a poem, story, drama, or fiction.

Writing and reading will be part of the exercises as well as speaking-my challenge will be “to make these written exercises involving, interesting, and collaborative” (Hedgcock & Ferris 2009, p. 99).

English literature has progressed and taken many different forms over the years and constantly evolves numerous elements that makes it such an elaborate art. It all begins with an emotion, perception, or experience the author may have endured or witnessed. It is the understanding of these words and elements, which causes not only the students that are required to read said literature; but those who appreciate the true authenticity of a well written novel or short-story, to truly appreciate the purpose and importance of it all.