I. The Isles of My Portfolio in English 121 ( Writing in the Discipline)

1.Avoiding Sentence Errors
2.Levels of Usage
3.Verb of Usage
4.Pronoun Usage
5.Subject and Verb Agreement
6.Pronoun and Antecedent Agreement
7.Adjective and Adverb Usage
8.Miscellaneous Problems in Usage

II. Students Outputs of E-Portfolio

Richard Opiaza
Diana de Mayo
Odezza Jalandoni
Prima Capilayan
Jelly Vie Lazarga
Kimberly Moyet
Ma. johnmil Cejo
Vince Warren Barbosa
Diana Aniversario
Jessica Pasion
Jn Gift Zapanta
Reyna may Maygay
Jenilyn Emboltorio
Maureen Narajos
Aljim Sacatani
Marilyn Nuto
Marites Lacambra
Imee jane Bisnar
Gretchen Demadara

III. Writing in the Discipline as a Platform in Education for Sustainable Development

      Since experts were coming from different academic backgrounds, this platform provided a space to step beyond their daily research horizon and debate subject related fields in formal and informal discussions.

“Education for Sustainable Development”(ESD) is a vision of education that seeks to empower people to assume responsibility for creating  a sustainable future. Central to ESD is the concept of culture as an essential underlying theme. Recognizing that there is no “single route” to sustainable development and that perception of, and ideas for sustainability are different, participants need to work together to negotiate the process of achieving sustainability

IV. Reflection of English 121

           My Reflection is the strengths as a reader have definitely improved after reading the material we had this year. Reading “Lord of the Flies” really taught me a lot about paying close attention to detail and describing the setting in which the book is set. Listening to people reading aloud their work, like when we played Poetry Poker, helped me grow as a listener and respectful audience. I really appreciated the other works of art that were created this year in English 10 Honors. There were definitely some writers who truly impressed me and pushed me to write even better then I was normally used to.
A strength I have in English is being able to let ideas flow freely from me. If I really enjoyed a piece of work, I can write about it easily and let whatever I want to say come out on the paper. I know a lot of people have writers block, and luckily that doesn’t happen often to me unless I am super bored. Risks I took this year as an English student included writing my “Where I’m From” poem. I had never written anything like that in my life and it took a lot of personal information from me and condensed it into a poem. I liked the format of the writing and I think in the future I may try to use it again.
This year I have grown as a writer and a reader. I was pushed to go out of my comfort zone at times, like when we built a shelter outside to see what it was like for the characters in “Lord of the Flies”! That was definitely a new experience. When we were first introduced to read “Hamlet”, I felt very unsure because I knew how difficult Shakespeare was to understand. Mrs. Larkin definitely helped me to understand the hidden meanings in Shakespeare’s work because we had a lot of time in class to discuss the different chapters of the book. It was also helpful to watch the movie so I could see someone else’s take on the play. Something that was really fun with the Hamlet unit was acting out a scene from the play. I got to do one of my favorite scenes which was the gravedigger scene.  I played the gravedigger and I feel I did a good job at putting my own spin on it! I think Shakespeare would be proud.
Throughout this year I feel I have grown as a writer, a reader and an active participator in English class. I thoroughly enjoyed each class I had and always looked forward to what new activities Mrs. Larkin would introduce to us. I will really miss English 121 Honors because I was exposed to a lot of new methods of writing and a lot of new styles of literature. I really appreciate all the help Mr. Christopher Blasurca has given me over the course of the year and I hope she thinks that I have improved as well!

V. Integration of Education for Sustainable Development to English 121

        Most of the children already moved around the community more independently of their parents and wider families. They had detailed knowledge of their local community and could operate safely and successfully in it. Their knowledge of their community however, and how they used it were very different from that of adults. (e.g their knowledge  of the recreation areas, who used them, and how safe they were).  This knowledge  was gained through exploration and paly, exchanges with peers and families through stories, and by renewed contact with each other, with older children, with adults, and with the community.