La fiesta del Año Nuevo en España

¡Bienvenidos a mi blog!

 

Hoy voy a presentar sobre la fiesta del año nuevo en España.

 

Porque el año nuevo de España es una fiesta que muchos países celebran, es importante que conozcamos cómo, donde, y por qué celebrar la fiesta. La fiesta también se llama nochevieja en España. Pienso que la nochevieja sea una oportunidad para descansar y pasar mas tiempo con la familia.

 

Las personas celebran nochevieja porque pueden saludar al año nuevo, pasar tiempo con la familia y amigos. La historia del año nuevo de España es interesante: los romanos empezaban la tradición. Comían con sus parientes en el ultimo día del año y tenia la intención de empezar el año con suerte.

La frecuencia del año nuevo de España es una vez al año y nochevieja es en la noche del treinta y uno de diciembre o la ultima noche del año. Creo que todas las personas esperen la fiesta porque celebramos la fiesta solo una vez del año.

 

Se puede pasar la nochevieja con personas varias como la familia, los amigos, los parientes, y los vecinos. Cualquiera puede celebrar el año nuevo en España.

 

Los eventos del año nuevo de España incluyen doce uvas de la suerte y la cuenta regresiva. Doce uvas de la suerte es una tradición muy difícil donde necesitas comer una uva por cada campana del reloj. Además, en la plaza del pueblo o la ciudad, en frente del reloj de la iglesia, las personas esperan para las agujas se aproximan a la vertical perfecta.

 

En España, cada uva representa un mes del año nuevo, por lo tanto, es crucial que las personas coman todas las uvas. La tradición comenzó en el año mil novecientos nueve. Los cultivadores de uva en alicante tuvieron muchas uvas y doce uvas de la suerte fue una estrategia de marketing.

Existe celebración como esta en la cultura de Asia: el año nuevo chino. El año nuevo chino y la nochevieja tienen similitudes y diferencias. Para empezar, lo mismo es que se puede pasar mas tiempo con amigos, familia y vecinos. Pero, la diferencia es que las fiestas tienen fechas diferentes. La nochevieja en España es en treinta y uno de diciembre mientras que el año nuevo chine es aproximadamente en enero o febrero dependiendo el año.

 

Adicionalmente, la nochevieja refleja la tradición de España porque la nochevieja tiene historia y muestra cómo los Españas celebrar la fiesta. Aprendí que la cultura hispana es generalmente optimista con el año nuevo y hay muchas maneras de celebrar. Aunque el año nuevo es una fiesta que muchos países celebran, nochevieja, que es una fiesta de España, tiene manera única de celebrarla como doce uvas de la suerte. Me gustaría celebrar la nochevieja porque me gusta comer frutas como uvas. ¡Si tuviera la oportunidad para participar en doce uvas de la suerte, comería todas las uvas!

 

¡Gracias por leer!

Time Capsule – ATW 9

In this task, we were asked to collect “artifacts” or evidences to create a virtual time capsule. In the capsule, information in regard to history, economy, politics, and geography were required to be included. Here are my “artifacts”:

This artifact depicts a map of where the coronavirus started, and the early stages of the outbreak. The diagram was created on January 31st, therefore it is valuable since geographers can look back at this source to identify and analyze where the virus started. They can also find a correlation between the severity of the virus and population.

 

This is a screenshot demonstrating my first few weeks of eLearning. It is from my mentoring class, and it has value for historians because they can see how certain policies, such as eLearning, affected certain group of people and how the implementation lead to an intended or unintended consequence.

This headline shows how Trump claimed that disinfectant injected into the human body can prevent the coronavirus. It is an important source for political scientists as it clearly indicates how effectively was the US functioning and responding towards the outbreak.

This headline confirms how numerous airlines were bankrupted due to the coronavirus, with a reduced demand for air travel. This is a valuable resource for economists, as it demonstrates how certain companies and industries were affected financially.

This is an excerpt from a news article when China closed its borders to foreigners. This is a relatively recent source and it can be valuable for all historians, economists, political scientists, and geographers. This is because with China closing its borders, there are certainly varied outcomes including political, economical consequences, with certain structure and location of nations affecting it.

Dear English 9 Teachers… Here are my final words about the course…

Dear English 9 teachers,

I am writing to you on behalf of all English 9 students.

Throughout the whole course, I have learnt various techniques that would help me through grade 10 and beyond.

Firstly, I have acquired the skill to reduce repetition in my writing. As my teacher pointed out, it would “give me more room for a deeper analysis” (Zoom 5/26) especially in tasks with a limited word count, like the Five Dialectical Journals assignment. Moreover, the literary analysis and poetry unit taught me to ask myself “why?” and “how do I know that?” in order to make my analysis more appealing and detailed. I have improved in terms of finishing off my thoughts and giving reasoning to avoid assumptions in my writing.

Also, in the political cartoon and persuasion unit, I have learnt to identify underlying assumptions and logical fallacies such as circular reasoning and red herring technique. In addition, I became proficient in appealing to ethos by adopting a persona or a position in a writing: “I am writing to you on behalf of all English 9 students.”

Especially, in the poetry unit, I learnt that humor was created when there was irony, as “the characters don’t realize that they are doing ___, but we do” (Zoom 5/19). Furthermore, it taught me to point out some social humor in plays, stories, and poems, which is when the author or the creator intends to make “recognizable human behaviors and fails” (Zoom 5/19)  with the characters. In respect to the poetry unit, I would still like to learn more about how specific literary techniques lead to different types of humor and how they interact to reveal the theme of the poem.

The particular one-act that I liked in the play Confusions was Mother Figure: at the center of this funny act lies the theme of a single parent’s loneliness and isolation from a colorful and suburban life. The author managed to utilize juxtaposition, double entendre, and symbolism in this act. An example of a double entendre is when Terry says,

“Er… Oh no—I don’t go in for that sort of drink much, if you know what I mean. (He winks, then reaches for a biscuit) I’ll have another one of these though, if you don’t mind?” (Ayckbourn 26).

Not only does it word-to-word mean that Terry does not like juice, as offered by Lucy beforehand, but it also alludes to the fact that he prefers alcoholic drinks.

At the start of our last unit, my SMART goal was to include as many literary terms as I could in my writing. For instance, instead of simply addressing what is written in the text, I tried more to connect or reference to a specific literary device term that I have learnt throughout English 9. Achievement of this goal was represented through my CER literary analysis on the poem Frau Freud by Carol Ann Duffy. I used literary terms such as synonymia to mention the synonyms listed by the author in the poem: “beef bayonet, the pork sword, the saveloy, love-muscle, night-crawler, dong, the dick, prick, dipstick and wick, the rammer, the slammer, the rupert, the shlong” (Frau Freud 7-10).

To be honest, the challenging part of this unit was when we had to write our dialectical journals for the play Confusions and a CER for our chosen poem. This was because both of them had a word or sentence limit: dialectical journals could not exceed 200 words per entry, and the CER had to be 8 sentences or less. It particularly difficult to summarize my ideas into limited words and to make every word count.

I think I met the “Responsibility” strand of Student as a Learner to an exemplary level. Not only was I the first one to post a response towards a prompt in majority of the posts, but I have attended all Zoom meetings throughout eLearning. In addition, I have met deadlines (contracts) and took the responsibility to push the deadlines if I could not make it. I also think that I have met the “Attitude” criteria to an exemplary level. This was because I tried my best on every assignment and sought for feedback from my teacher. Moreover, I participated regularly with enthusiasm in Zoom meetings and I asked questions when something was not clear, like how to cite multiple sources from an identical author in MLA format.

In the upcoming English 10 course, I have several goals that I have for my learning. Firstly, I want to try to learn and use more advanced literary device terms in my writing. It would allow my writing to be more coherent and precise. Secondly, I want to try to bring my literary analyses into a deeper level by constantly ending my thought with “because, so, or but” (Zoom 5/26). Finally, my goal is to vary my sentence beginnings. Instead of going into a sentence by directly addressing the subject, I would like to try more gerund or infinitive phrases at the beginning of my sentences.

I think I have had a successful and fun English course.

Thank you,

Daniel L.

Editorial Cartoon Presentation Reflection

The aim of the last month or so was to produce three editorial cartoon/ad analyses. We had to create a presentation out of it and deliver a pitch. Two of them were formative, where my peers and Ms. Wong gave me constructive feedback, and the most recent one was summative. To be honest, the concepts were not that hard to understand. But, the challenging part of these assignments were looking at the visualizations’ bigger picture and analyzing the intended usage of certain techniques by the author. I have learnt how to deliver speeches by effectively appealing to pathos, ethos, and logos. Also, it was interesting to know about the different logical fallacies and how vulnerable we were to the them. Most importantly, the process of recording my presentation taught me a life-long technique: how to record both your face, screen, and audio using QuickTime Player.

It was a stretch to hook the viewer, provide context, look over the visuals, analyze the techniques used, and offer my opinion in a limited time. I was recording my face, so it was awkward to see my face while speaking. The most common techniques that I have seen throughout this unit were the utilizations of humor, satire, symbolism, and appeals to pathos and ethos. It was fun to realize how the real intention of the cartoons, with what it was subjecting and why. Moreover, trying to sound natural, instead of following a solid structure like a robot, was difficult because a checklist was provided and it seemed very appealing to follow.

After completing three analyses, it was very surprising to see how I could point out the purpose, techniques, and the six dimensions of rhetoric from an ad out of the YouTube video that I was watching!

Ad: “Have you ever wanted your own website? With wix.com…” Me: “Ok, the ad is firstly establishing a connection with the viewers to provoke a sense of familiarity, thus…”

IDU Collaboration Reflection

Over the past few weeks, the whole Grade 9 has been working on the IDU Project. This year’s focus was on inclusion in ISB. Our group decided to focus on body image as an issue and we managed to come up with a high quality solution, which was a website. Although I finished this project without trouble, one of this project’s constraints included group members that I was not familiar of. This was because in this unit, each individual was assigned a random group. So, collaboration was a key to success in this unit, or else the group would fall apart.

I think that my strength as a team member would be responsibility and work quality. For example, I managed to create the home page of our website within three days and I took the lead to create a WeChat group for communication. Responsibility and the ability to produce good work is important in group projects because they increase the efficiency of the whole group: every team member is ready for the next step. Also, throughout this project, I contributed regularly in group discussions, and came to each meeting prepared to share my idea. Therefore, I would give myself a meeting for the collaboration assessment if I were to grade myself. To be honest, I could still improve on agreeing upon other’s ideas. Some of the times I monopolized group conversations, not allowing room for my teammates to contribute.

Out of the norms of collaboration, paraphrasing is the most important one. This is because paraphrasing allows information to be concisely communicated, thus saving time throughout the project. This was particularly useful in the planning stage, as detailed research and prototyping required a lot of time, and paraphrasing ideas helped with the time. However, we realized that this was not a great idea because later on in the sharing part of the project, we had gaps in our presentation, mainly due to the summarized informations from the planning stage. So when we actually needed more words, we did not have them. Our group learnt that paraphrasing is not always helpful when the information needs to be referenced further on.

The only problem our group encountered was when we had to choose our target population and inclusion focus. We originally planned of developing a solution relating to mental health issues, but one of our group members thought that mental health was a topic that was common among groups. Therefore, we voted on another issue that was not so prevalent: body size. We managed that situation well with a peaceful method, where a dispute might have happened.

To conclude, the IDU Project required a lot of collaboration. I learnt many new collaboration skills throughout this unit. For example, I figured out instead of voting, doing Rock Paper Scissors was a better method to decide on an idea as it was fast and easy. And yes, this would be a lifelong skill to have.

The Absolutely True Reflection of the Part-Time Socratic Seminar

One of the area that I have improved on from the last formative socratic seminar is that I was able to effectively build on others’ ideas to construct my claim. Throughout the seminar, I politely disagreed to some people’s arguments while connecting that to build my claim to further develop the conversation. Also, I have improved in participating in the seminar. For example, I asked questions in relation to the theme of the book, which lead an interesting discussion topic. Finally, I have improved on utilizing my Cornell notes. I built my claims upon the notes as evidence, which strongly supported my claim.

However I think I could improve on the analysis part of the seminar. Next time, I would discuss about the literary elements of the book to bring the seminar into a deeper level. The analysis  would be important in order to understand specific parts of the book.