The Simpsons

My Analysis

Creating and Communication

This unit showed me irony, satire and allusion in action. I already knew a little bit of irony before but this unit helped me gain a much more deeper understanding of what all three were. Through the help of Mr. Cook’s pausing the video and pointing it out, it helped me with identifiyng allusions and satire more. When we were starting the episode “The TaleTail head” I never knew the entire episode was an allusion to Edgar Allan Poe’s poem, “The TaleTail Heart”

The night before our The Simpsons essay, I re-watched the episode that we watch during class, trying to spot irony, allusions and satire on my own. I tried to add the key iconic things to what made the Simpsons so successful, like memorable characters, witty jokes and writing and quotable lines all the while trying to incorporate the a more deeper understanding of the writing in the Simpsons like irony, allusions, satire.

While writing my essay tried avoiding run-down words the best that i can. I also tried to re-read my essay to try and spot any grammatical errors or misspelled words. I’m working on having a smoother transitions from point to point.

Core Competency

I can describe how satire, irony and/or allusion relates to The Simpsons. I can identify allusion and irony in The Simpsons, an example of irony or dramatic irony is in “Homer The Herathic”, when Ned was saving Homer from the house fire instead of homer landing on the mattress he instead bounced back into the buring house. An Example of allusion is in the episode of “Krusty gets Busted” in the scene where Bart is in his room talking to him self and he referenced a line in Hamlet by William Shakespeare “to be or not to be”.

An example of where I built upon someone else’s ideas is when, Mr. Cook told me what my Greek Mythology essay class essay was going to be i did a little bit of researching before hand, watching the Movie “Troy” researching more about each character in The Illiad and creating a draft essay the night before.

Linear System Group Assignment

Purpose

our group made our own linear system question and we had to present it with a graph and an algebraic equation.

Curricular Response

When we were doing our linear we used a fair amount of mathematical vocabulary. It was easier to understand and use mathematical words that everybody understood. We used words like “plotting points”, “addition method” “substitution method” “substitute” and “coefficient”. it made things a lot easier when using the vocabulary words because it made things much more straightforward and professional when explaining how the methods were used. We used the word “Addition method” when we were attempting our first equation. We decided that we should give the substitution a try since we finished early, so we erased our first question and did that. We chose to tackle the problem algebraically since it was the most understanable method. We made a couple of tries when attempting this, but in the end, we used this equation because it was a complex yet straightforward question, it gave me and my groupmates a new way method.

Core Competency Self-Assessment

I work with others to achieve a goal. I gave a few suggestions on how to start the equation and asked if we needed one of the lines to be in standard form to be able to solve this. I demonstrate respectful, inclusive behavior, through listening to others’ responses, equation suggestions, and asking how it became like that. I included others by asking them for suggestions and help. I find it easy to be part of a group, when everybody helps out, not going off to other groups and ignoring whatever is happening in their own group and ultimately just having fun chatting which each other while we wait for the next question (on normal school days) or when we’re done our work. I recognize different points of view and can disagree respectfully, I ask them how they got to that solution respectfully, sharing questions regarding their methods, like why chose this method over the other? or how did you get XX?.