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° In this activity we had to make use of our symbol and theme interpretation skills. This helped us progress by making us use our minds to give each theme and symbol a coherent meaning within the story.
° This evidence shows my progress in this unit because it can be seen how I am applying my interpretation skills in each theme and question, also when literary devices needed to be interpreted.
° The information gathered is useful and trustful because it was a worksheet checked by the teacher and it was made applying concepts and contents seen in class.
° This evidence helps me solve the problem of this unit because it helps me understand what type of themes chilean youth may like to read, and also which type of wording and writing style they might find more appealing.
° The difficulties I encountered while doing this activity was the wording and writing style of the author in  the story.
° I have learnt from myself that it's easir to interpret themes and symbols when thinking with and open and imaginative mind.

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I'm so sorry I don't have the answered worksheet because I handed it to you in class </3

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Class 1 - 2 Grade 10 - The Selfish Giant Analysis

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° The difficulties I encountered while doing this activity were mainly due to the text's length and use of figurative lenguage.
° What I have learnt of myself while doing this activity is that a lengthy and wordy story makes it difficult for me to analyse it because I get stuck in the text.

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° In this activity we had to make use of the analytical skills that were taught to us in class. This helped us progress in our learning because it made us apply the knowledge we acquired on class.
° This activity shows my progress in this unit because I can be seen using the analytical skill taught in class.
° The evidence displayed here is useful and trustful because it leaves in evidence my progress in the unit and the contents seen in class.
° This activity helps me solve the problem of this unit because it helps analyze the type of texts and content that chilean youth may or may not like.

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https://docs.google.com/document/d/1ZdQJIg4Y5tPJXb00qcWkPHKKEgF6HiamzjajBptx2Sc/edit?usp=sharing

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To enable screen reader support, press Ctrl+Alt+Z To learn about keyboard shortcuts, press Ctrl+slash
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Text commentary S. Foix, A. Núñez, M. Vera

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° In this activity we had to make use of imagery to decribe taste to a tasteless person. This helped us progress in our learning because it required us to use our imagination and writing skills.
° This activity shows my progress in this unit because it leaves in evidence how I had to use my writing skills and imagery devices.
° The evidence seen in here is trustful because when writing the activity I made use of the knowledge seen in class and it was also checked by the teacher.
° The activity helps me solve the problem of this unit because it helps me connect with deeper emotions that might be relatable to other students
° The difficulties that I encountered while doing this activity consisted of a lack of imagination in describing the taste.
° I have learnt that for me it is easier writing stories if it relates to a personal experience.

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Reminiscence of youth, playfulnes, mischievous jokes, laughing and playing.
Like a melting popsicle in a hot summer afternoon.

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I think this question is relevant because of the lack of reading among Chilean students. I think this is mostly due to schools forcing students from a very young age to read topics that greatly differ from their range of interests. This could be fixed by letting young students pick a book that interests them, causing to develop a reading habit while growing up. That way reading, not taking in consideration the language it is written in, will not seem like a tedious activity to them.

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Why do I believe this challenge is relevant?

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I can gather information using surveys, and from the english class. I can trust both of these sources, I can trust the surveys because the information I will get from them would have been obtained by myself, and I can trust the information gathered from the english class because im receiving it from a trained profesional.

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How can I gather information to solve the main problem of the unit? Which sources can I rely on and why?

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Chilean students don't read because the academic system in Chile has made reading a tedious activity that involves forcing students to read texts and books which they have no interest in.

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My hypothesis regarding the problem question.

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In this unit i will learn how to write short stories, use literary devices, and acquire motivation skills.

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What do I think I will learn?

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The challenge for this unit is to find a way to motivate students to read in English. This could be a challenge for me due to the negative image that has been created by the same students in regards to reading in general. This negative image could've been created by the fact that often times, schools make reading a forced activity that usually involves topics or stories that a common student wouldn't find interesting.

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What is my initial challenge for this unit?

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I think the purpose of this unit is to find a way to connect with Chilean students using the short stories as a tool to achieve this goal.
Short stories are known to be shocking, due to this, many people have used them to talk about social issues in our society. This way,
short stories will be used to connect with Chilean students, and motivate them to consume more english-written literature.

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What is the purpose of this unit?