English 7 – Unit 3 – Poetry

In this unit, we learned how to analyze poems. All the poems we analyzed are about family relationships. In this unit, The poem I enjoyed the most is For Heidi with Blue Hair. I like this poem because I like the theme of the poem. This poem is mainly about the individuality and rebellion of independence from a girl. The girl in the poem, Heidi, dyed her hair into blue and was being sent home because the color doesn’t match with the school rules. The poem communicated that a person should have their own style and independence. For the summative, we chose a poem from the collection, then we need to analyze it. After that, we need to make a box that matches with the poem’s main theme. Then, you have put four objects in the box that have personal connections with you and have something in common with the poem. After doing all these things, you need to write a PEE paragraph about why did you design your box like this and why did you put these objects in it. On the day where these items are due, we need to present our box to the class. The thing I enjoyed the most is presenting the box to the class. When I was presenting my box, my peers are very engaged and they asked details about the items and asked a few WHYs? For my ATL skills, I think I presented Self Management the most. Before the summative, we got work periods to work on the project. I always make sure I’m on task because time is tight for our summative. Overall, I liked this unit a lot because we got the opportunity to explore new forms of literture in this unit.

English 7 – Unit 2 Short Stories (Theme: Family)


Global Context – Personal and Cultural Expression
Key Concept(s) – Perspectives
Related Concept(s) – Character and Point of View
Summative Assessment(s) – Fishbowl Discussion and Create your Own Short Story


What did you enjoy about this unit (content, activities, etc.)? Explain

I enjoyed the fish bowl discussion at the end of the unit. The fish bowl discussion is a summative where everyone in the class get into small groups and each small group has it’s own short story to discuss. While the people in a small group, the rest of the class will watch to discussion and give comments to a certain person. My group’s short story is Gaston by William Saroyan. The story is about a daughter meeting his divorced father. The whole story is in a tension tone because it’s awkward for a girl to speak with a “stranger”. I enjoyed the process of the discussion where every gets to share their ideas which gave me a better understanding of the story.

Which short story was your favorite? Why?

The lottery was my favorite short story. I like this story because it is suspenseful and also ironic. The author uses a anxious tone in the story. Although at the beginning of the story, it is described as a sunny day in June, which sounds pretty chill, at the end of the story everything seems happening so sudden. The author also uses the word “lottery” to make the reader believe people that are being chose in the story are having money, gift, etc. But instead, the people being chosen are getting hit by rocks to death. The author also uses foreshadow to give reader unexpected clues. Overall, I had a lot of fun reading and analyzing the story.

What did you enjoy and find challenging about the summative assessments (fishbowl discussion and/or writing your own short story)?

I really enjoy doing the fishbowl discussion and planning my short story. For the fishbowl discussion, I really enjoy discussing with my classmates which gives me a better understanding of the story (as mentioned above). I also enjoy planning my short story and writing my first draft. Originally, I planned my story to be about stage fright but instead, I made a short story about the stress of having pressure on stage. My challenges of the summative is probably making the climax of my short story. At first, my climax is really boring and people can even recognise it is the climax part of the story. Encountering that problem, I went for extra help for some ideas. At last, I came up of an idea of making the climax the part where Emily (my main character) waits for her score.

Which ATL skills did you display throughout this unit? Take a snapshot of a piece of work as your evidence and explain.


I used my communication skills in this unit. I communicated in both discussions and my writing. In my writing, I often use appropriate forms to communicate and be sure the audience will understand what I am saying. In my discussion, I gave and receive meaningful feedback from my peers. I also make sure I read a variety of information and sources to make sure I understand the short story I was given. By the end of the discussion, I can make interferences and draw conclusion from both my communicating skills and other. Here’s the analyze of my short story for discussion, Gaston.





In this unit, I also used my self management skills for both summatives. Before both summatives are due, we have work periods in clas to prepare and work on the project. I always have specific goals for every work period so I can use my effectively. Every lesson, I make sure I am on-task so I can concentrate and focus on my work. If I didn’t meet my goal, I will always go back and self-reflect on what went wrong or what didn’t work well with me so I can guarantee that I will be successful next time. Here are the picture of the notes I’ve taken for my short story discussion.

What are the elements of a short story?

The elements of a short story is character, setting, plot, conflict, and theme. Character is basically analyzing a character’s personality, character traits, etc. The setting is where the story is set and when did the story happen. The plot is basically the basic plot outline (introduction, complicating incident, rising action, climax, falling action, and conclusion). The conflict is what the main character is fighting or against There are four types of conflict, person versus self, person versus person, person versus nature, and person versus society. The theme is what the author’s purpose of writing this story or what the author wants to communicate through the story.

What causes change in a character?

In stories, when a character encounters events that will change their lives forever (usually bad events), and they want to change that event, the character will usually have change such as being more mature or understanding the reality. The event that happened may be by accident, or something intentional that’s created by someone that wants to change the main character.

Is change inevitable?

No, change is not always inevitable. There are people in this world that wants to live the same way every day and avoiding things that will make change to them. For example, there are people that doesn’t want to try new things and staying in the same routine every day, every year. If people won’t want to try new things, they will not be able to have change.

English 7 – Unit 1 Novel Study – The Giver

Global Context – Fairness and Development
Key Concept(s) – Connections and Culture
Related Concept(s) – Perspectives
Summative Assessment(s) – PEE Paragraph


What did you enjoy about this unit (content, activities, etc.)?

I enjoyed the discussions in class we made about the novel. I find the discussion very interesting because I can listen to different people’s opinions to certain questions. I also enjoyed the activity where we are given memories and decide whether we should transfer this to Jonas (the main character) or not. I found this activity quite fun and it also requires a lot of thinking. One of the most interesting topic of the activity is whether we should keep the memory about the Germans keeping the Jews in the concentration camp in Auschwitz. We have a bit of argument in our group about whether we should keep it or not. At last, we decided to keep it because we think that Humans need to learn from the past. If we don’t keep it, these horrible events may happen again in the future. That’s also part of the reason why we should learn about history, is to learn from mistakes from the past and prevent it to happen again.

What did you enjoy and find challenging about the summative assessment (PEE paragraph)?

For my PEE paragraph, I didn’t do really well on it. I enjoyed the steps of thinking and analyzing the novel but I find writing my ideas down in a PEE structured paragraph quite hard. Part of the reason why I didn’t did really well is because this is my first ever English summative. When I was writing the paragraph, my ideas seem to be flowing around and I can’t put it together. Even though my I have main points to support my opinion, I didn’t really explain the points thoroughly. I also included some point that have conflicts against each other. For example, I said that we should keep the memories in the novel but I not only included points that support my idea, I also have some ideas that are against my point which doesn’t make any sense. Second reason why I didn’t do well is because I added new points while I’m explaining another point. For example, I mentioned that we should keep good memories but I wrote about the idea of keeping the bad memory is good idea as well which is a point that I didn’t fully explain. The last reason why my paragraph wasn’t successful is because my use of grammar. In my paragraph, I keep switching tenses which confuses people. For example, I used past tense to describe the dystopian world in”The Giver” but I changed it into present tense later in the paragraph. That’s why I was disappointed with my score.

Which ATL skills did you display throughout this unit? Take a snapshot of a piece of work as your evidence and explain.

  • Collaboration skills

I used my collaboration skills through the unit. An example of this is the activity is where we get in groups and decide whether we should keep the memory provided or not (as mentioned above). In this activity, I share the responsibility for decision making when we discussed our final decision. I solved some conflicts when arguments while making decisions. For example, once we are deciding if the memory of a couple getting married is necessary or not. I also listened carefully to everyone’s opinions and perspectives so we can have impartial decision. Here’s a photo of all the notes we’ve taken:

  • Critical Thinking

I used my critical thinking skills in this unit. In class, we worked on a PEE paragraph that has the prompt as: Do you think that most of the community in The Giver  is happy? This requires the thinking of “Practice observing carefully in order to recognise problems” (a rubric from ALT skills sheet). For writing this paragraph, I need to consider about all the factors and consequences in the novel. For example, I need to think about the pros and cons of the community, does the community feel they are perfect without experiencing the “bad” memories or do they feel comfortable about having no choice in the community? I also “Consider ideas from multiple perspectives “. I thought about the perspective of the “normal” people in the community, and the people, specifically the giver and Jonas’s perspective while working through the question. I thought about which side I should pick and at last I picked the community’s side because at least most people in the community enjoy living in here. Here’s a shot of my paragraph (with teacher’s comments):



How can we express our hopes and fears about our world through creative writing?

We can express the fears about our world through creative writing by from designing a place where all the things we feared happened there and write how about how the main character solves the problem (the same thing with hope as well, idea based on The Giver.  For example, we can write about how the world will be replaced by robots everywhere which will probably happen in the future. In this world we created, we can have people that lost their jobs because of robots replacing them, and another community where everybody has a job as a scientist and doesn’t have to worry about job, money, etc. We can design a character that’s from the “perfect” community and he can discover the truth from poor and homeless people from that society. Then, he quickly learned more about the problem and solves it in some way at the end. Using this kind of writing, we can express what the world will look like in the future and successfully alert people and get their attention about this.

Why are dystopian novels so popular with teenagers today?

The reason why dystopian novels are so popular with teenagers is because most of the dystopian work are written in a teenager’s perspective. Some examples are the novel The Giver, Divergent, etc. The good thing about a teenager’s perspective is we always have drama and suspenseful scenes in it which attracts young adults these days. Another reason why is young adults usually would like to find out who they are and what is the responsibility of themselves. Young adults that had read these books before knows what issues we commonly have now. Also, a common part of dystopian novels is the main character is always fighting the government. We as young adults, we still have no idea how dangerous and powerful the government will be in the future. Therefore, dystopian novels also gave us an idea how cruel the reality will be once you starts working and fighting in a brutal society.