When a student decides to write….

In Language and Literature Tutorials, we read some poems by Benjamin Zephaniah.

Jerónimo and Rochi chose the poem “The British” to analyse and prepare a presentation for the rest of the students.

The British (serves 60 million)

Take some Picts, Celts and Silures
And let them settle,
Then overrun them with Roman conquerors.
Remove the Romans after approximately 400 years
Add lots of Norman French to some
Angles, Saxons, Jutes and Vikings, then stir vigorously.

Mix some hot Chileans, cool Jamaicans, Dominicans,
Trinidadians and Bajans with some Ethiopians, Chinese,
Vietnamese and Sudanese.
Then take a blend of Somalians, Sri Lankans, Nigerians
And Pakistanis,
Combine with some Guyanese
And turn up the heat.
Sprinkle some fresh Indians, Malaysians, Bosnians,
Iraqis and Bangladeshis together with some
Afghans, Spanish, Turkish, Kurdish, Japanese
And Palestinians
Then add to the melting pot.
Leave the ingredients to simmer.
As they mix and blend allow their languages to flourish
Binding them together with English.
Allow time to be cool.
Add some unity, understanding, and respect for the future,
Serve with justice
And enjoy.
Note: All the ingredients are equally important. Treating one ingredient better than another will leave a bitter unpleasant taste.

Warning: An unequal spread of justice will damage the people and cause pain. Give justice and equality to all.

Then, Jero (http://jeronimoleguizamon.cumbresblogs.com/ )decided to write a poem, based on Zephaniah’s structure for The British but about our own country, Argentina!

The Argentinians

Put Some Spanish conquerors with african slaves

and add them native americans.
Let the mixture a while and then you will have a solid bunch of Argentians,

thanks to the help of some powerful ingredients

such as San martin, Belgrano and Sarmiento.

Later, Combine Asado with Vino and you will have an argentino.

Put Mate and Choripan and finally Seru Giran.
Mix Borges with La Mona and add them Maradona.
On that mixture, stir quickly Fangio and Darin

with a little bit of Clarin.
With enthusiasm put Ocampo and please don’t be so sad, add Sosa.
If you think, Too much for me, come on, keep on working,

now add Storni.
Mix Lucha Aymar with Ringo, Messi, Ginóbili, Pichot, Vilas

and you will have Cortazar.
To that, add Pastelitos, also Locro, Cerati, La sole, Favaloro and

you will have Patricio Rey y Los redondos.
In a bowl put Folklore and Colon. Add them Caminito, Jorgito, obelisco and El gauchito.
In that mixture include: Susana, add Lujan and Che guevara, and stay “tranca”

how beautiful is Celeste y Blanca.

If you mix some charly with Piazzolla, Olmedo, Tango, Pato and zamba you will have

” el gaucho Martín”. To that also add Quinquela Martín.
Quickly stir Del potro, add it Dulce de Leche, “Birra”, Fernet and you will have Rodrigo El potro.
Pappo & Gardel sang “El fin”, you just need el 2 de abril.

Add Malvinas and get your final work, Argentina

Note: This product doesn’t have an ending, we are still writing the final recipe,

we are still writing history😁💪🇦🇷.

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Friend – Hone Tuwhare

Hone TuwhareMaori poet (born Oct. 21, 1922, Kaikohe, Northland, N.Z.—died Jan. 16, 2008, Dunedin, N.Z.), made an international impression and became the first widely celebrated Maori poet with his initial collection, No Ordinary Sun (1964). Tuwhare’s poetry, written in English, has a conversational tone and incorporates both Maori and biblical rhythms; the subjects range from the political to the personal and often powerfully evoke the beauties of nature. No Ordinary Sun won Tuwhare a fellowship at Otago University in 1969. He published Come Rain Hail (1970) and Sap-wood and Milk(1972) and then helped organise the first Maori Writers and Artists Conference (1973). During the 1970s he was able to give up his job as a railroad boilermaker and devote himself to poetry. Of the many verse collections that followed, Shape-Shifter (1997) and Piggy-Back Moon (2001) won Montana New Zealand Book Awards. Tuwhare was poet laureate of New Zealand in 1999–2000, and in 2003 he, together with novelist Janet Frame and historian Michael King, received the inaugural Prime Minister’s Awards for Literary Achievement.

Task 1: Read the poem and write a sentence that explains what the poem is about.


Do you remember
that wild stretch of land
with the lone tree guarding the point
from the sharp-tongued sea?

The fort we built out of branches
wrenched from the tree, is dead wood now.
The air that was thick with the whirr of
toetoe spears succumbs at last to the grey gull’s wheel.

Oyster-studded roots
of the mangrove yield no finer feast
of silver-bellied eels, and sea-snails
cooked in a rusty can

Allow me to mend the broken ends
of shared days:
but I wanted to say
that the tree we climbed
that gave food and drink
to youthful dreams, is no more.
Pursed to the lips her fine-edged
leaves made whistle – now stamp
no silken tracery on the cracked
clay floor.

in this drear
dreamless time I clasp
your hand if only for reassurance
that all our jewelled fantasies were
real and wore splendid rags.

Perhaps the tree
will strike root again:
give soothing shade to a hurt and
troubled world.

Task 2: Deep analysis (check out this presentations and annotate your poem)

Task 3: Answer the following questions

  1. Who is the speaker in this poem? What kind of person is he or she?
  2. To whom is the speaker speaking, or in other words, who is the audience?
  3. What are the situation and setting in time (era) and place?
  4. What is the purpose of the poem?
  5. State the poem’s central idea or theme in a singular sentence.
  6. Describe the structure of the poem. How does this relate to content?
  7. What is the tone of the poem? How is it achieved?
  8. Notice the poem’s diction. Discuss any words which seem especially well-chosen.
  9. Are there predominant usages of figurative language? What is the effect?
    1. Metaphors
    2. Similes
    3. Imagery
    4. Allusions
    5. Personification
    6. Sumbols
  10. Explain the use of any  devices (mentioned before) and how they help to convey tone or theme.
Posted in 2019, Senior 3 2015 | Tagged , | Leave a comment

Encuentro #8

Ya estamos escribiendo el guión de la charla.

Cada uno de ustedes ha pensado en una idea que debemos ir puliendo para que sea clara, emotiva y deje pensando a nuestra audiencia.

Hoy, trabajaremos las emociones y cómo transmitirlas!

Resultado de imagen para emociones

Luego de la recorrida por el aula, transmitiendo ideas y emociones a diferentes personas, haremos una reflexión!

Compartimos otra charla?

¿Qué emociones transmite?

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Benjamin Zephaniah´s poetry

Who is Benjamin Zephaniah?

Poet, novelist and playwright Benjamin Zephaniah was born on 15 April 1958.

He grew up in Jamaica and the Handsworth district of Birmingham, England, leaving school at 14. He moved to London in 1979 and published his first poetry collection, Pen Rhythm, in 1980. He was Writer in Residence at the Africa Arts Collective in Liverpool, and was a candidate for the post of Professor of Poetry at Oxford University.

In 1998, he was appointed to the National Advisory Committee on Creative and Cultural Education to advise on the place of music and art in the National Curriculum and in 1988 Ealing Hospital in London named a ward after him.

His second collection of poetry, The Dread Affair: Collected Poems (1985) contained a number of poems attacking the British legal system. Rasta Time in Palestine (1990), an account of a visit to the Palestinian occupied territories, contained poetry and travelogue. His other poetry collections include two books written for children: Talking Turkeys (1994) and Funky Chickens (1996). He has also written novels for teenagers: Face (1999), described by the author as a story of ‘facial discrimination’; Refugee Boy (2001), the story of a young boy, Alem, fleeing the conflict between Ethiopia and Eritrea; Gangsta Rap (2004); and Teacher’s Dead (2007).

In addition to his published writing, Benjamin Zephaniah has produced numerous music recordings and has also appeared as an actor in several television and film productions, recently in Peaky Blinders. His radio play Listen to Your Parents, first broadcast on BBC Radio 4 in 2000, won the Commission for Racial Equality Race in the Media Radio Drama Award and has been adapted for the stage, first performed by Roundabout, Nottingham Playhouse’s Theatre in Education Company, in September 2002.

Many of the poems in Too Black, Too Strong (2001) were inspired by his tenure as Poet in Residence at the chambers of London barrister Michael Mansfield QC and by his attendance at both the inquiry into the ‘Bloody Sunday’ shootings and the inquiry into the death of Ricky Reel, an Asian student found dead in the Thames. We Are Britain! (2002) is a collection of poems celebrating cultural diversity in Britain.

He has recently been awarded further honorary doctorates by London South Bank University, the University of Exeter and the University of Westminster. Recent books include an autobiography, Benjamin Zephaniah: My Story (2011), and further books for children, When I Grow Up (2011) and Terror Kid (2014).

Unexpectedly perhaps, for a poet associated with protest literature, many of Zephaniah’s poems are tempered by hope, humour and laughter.

Read and listen to this poem

Do some research. choose another poem by Benjamin Zephaniah and prepare a presentation for your classmates.

Include: themes/context/tone/literary devices/personal opinion

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Cetacean by Peter Reading

Poet Peter Reading was born on 27 July 1946 in Liverpool, England.

He worked as a school teacher in Liverpool (1967-8) and at Liverpool College of Art where he taught Art History (1968-70). He was Writer in Residence at Sunderland Polytechnic (1981-3) and he won a Cholmondeley Award in 1978. His collection Diplopic (1983) won the inaugural Dylan Thomas Award. Stet(1986) won the Whitbread Poetry Award and he was awarded the Lannan Award for Poetry in 1990 and again in 2004. In 1997 he held the Creative Writing Fellowship at the University of East Anglia. The collection Marfan (2000) was inspired by his tenure as Lannan Foundation Writer in Residence in Marfa, Texas, in 1999.

His third volume of collected poems – Collected Poems Volume 3: 1997-2003 – was published in 2003. His last poetry collection was Vendage Tardive (2010).

Peter Reading died in November 2011.


Task 1: Read the Poem

Task 2: Compare The poem by Reading to the one in the video

Task 3: Answer the following questions

  1. How does the poet create a sense of breathless excitement at the start of the poem?
  2. Why is the size of the boat important?
  3. Why capitalise Blue Whales?
  4. How many times does the poet use the word ‘they?’ What is the effect of this?
  5. What is the effect of the sibilance (repeated s) on line 4?
  6. What words in the poem are synonyms for small?
  7. What are the connotations of the word ‘columns’?
  8. What is the effect of the alliteration of the ‘d’ in ‘diminutive dorsals’?
  9. List all the verbs that relate to seeing
  10. What is the effect of the repetition of ‘heads’ and ‘backs’?
  11. What verbs describe the movements of the whales and what do they all have in common?

Some help



Task 4: Write a paragraph connecting this poem to the other 2 poems read.

Deadline: July 5

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Vocabulary on devastated places

Activity 1

Read these articles in connection to disasters and make a list of words and phrases to describe devastated places.

Resultado de imagen para devastated places

Use google drive  to share the document with all the members of your group and the teacher.

-Each member of the group will choose a topic and will read an article.







Activity 2 

-After reading a preparing a list of important words/phrases, get together with your group to start working on the next activity.

-Try to find pics to illustrate your vocabulary

Activity 3

Create a mind map (or more than 1) grouping the vocabulary you gathered last class.

Share the link with me.

Tools to create mind maps:




You can use any other tools you like!!

Activity 4: Writing in class (July 16)

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Visible thinking via twitter

After the class on portfolio, we shared ideas and thoughts via twitter! Here your comments!

Congrats on such wonderful work today!!

Posted in 2019, Senior 4 2019 | Tagged , , | Leave a comment

Encuentro #7

Etapa 3. Comunicar

Luego de compartir y analizar las charlas que ustedes eligieron, vamos a empezar a trabajar más profundamente sobre la idea elegida.

Trabajaremos el Esquema de Burbujas y Puentes mediante la charla de Micaela Amore

Burbujas y Puentes

Este esquema propone pensar escenas o segmentos de la charla, vinculados por puentes narrativos/argumentativos que los conectan.


Ahora, hagamos un esquema cada uno de nosotros que explique nuestra idea.

Título de la Burbuja: nombra el segmento de la charla.

Objetivos argumentativos: pistas que permiten que el oyente se acerque cada vez más a tu conclusión final.

Clima deseado: ¿qué querés que los espectadores sientan? ¿qué ambiente querés generar?

Recurso: elementos narrativos que se van a usar (historias, razonamientos, citas, metáforas, o chistes vas a usar)

Puente narrativo o conceptual: transición. Pueden ser frases, preguntas, o conceptos que hacen fluir la charla.

Cada charla puede tener la cantidad de burbujas que necesiten para contar la idea. Una charla de 5 minutos, no debe exceder las 4 burbujas.



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Portfolio…Starting Off

The moment has come to start writing your first post in the portfolio.

Both, Camila and I, have already introduced what a portfolio is and you have worked on understanding what producing a portfolio is and you have also visited portfolios created by the students who are in senior 5 now.


Camila Aliberti

To start with, let’s have a look at the brainstorming we did last class on all the topics and activities worked on during the first term.

Today, you are going to choose a learning experience and write and reflect on that.

To carry out this activity, you are going to follow the 3 steps Camila and I have told you about:

  1. Description of the learning experience

-Describe the activity in detail. (what it was about, how it was carried out)

-Include the activity

2. Reflection on the learning experience

Selection questions/prompts

  • Why did you select this piece?
  • Why should this sample be included in your portfolio?
  • I chose this piece because ….

Growth questions/prompts

  • What are the strengths of this work? Weaknesses?
  • What would you work on more if you had additional time?
  • How has your ______ (e.g., writing) changed since last year?
  • How did you get “stuck” working on this task? How did you get “unstuck”?
  • One skill I could not perform very well but now I can is ….
  • From reviewing this piece I learned ….

Goal-setting questions/prompts

  • What is one thing you can improve upon in this piece?
  • What is one way you will try to improve next time you work on this kind of task?
  • One thing I still need to work on is ….
  • I will work toward my goal by ….

3. Connection to the real world, your personal life or any other subject.

Sharing ideas through twitter

Choose a phrase from this poster and send a tweet using the following hashtags:



Resultado de imagen para reflection stems


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Encuentro #6

Para empezar este encuentro, haremos una puesta en común sobre la charla TED de la clase anterior (Chris Anderson: ¿Qué tiene una buena charla TED?)

Resultado de imagen para ideas

Luego, pasaremos a trabajar “la calesita de ideas”

Cada uno, contará su idea a un compañero en 2 minutos, en el estado que esté la idea, y luego a otro, y a otro….así puliendo la idea.

En un minuto, el compañero contará como se sintió al escuchar la idea: le interesó? se emocionó? ya la conocía?

Puesta en común de lo sucedido.

¿Fue cambiando la idea que contaban?

Actividad de cierre de hoy Lunes 24 de junio

Aquellos alumnos que no contaron su idea a todos la clase anterior, la cuentan


¿Qué palabras está usando el orador que no son propias del contexto?

¿Qué gestos está usando el orador que no son propios del contexto?

¿Qué emoción te despertó el orador?



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The Open Boat

Resultado de imagen para the open boat crane

Prepare a google presentation in groups with the following ideas:

-Read about Naturalism and Realism. Explain what they mean and their basic differences.



-Comment on the importance of nature in the story. Make reference to man and nature. List some examples of the indifference of nature against the struggle of the men.

-Comment on Determinism and Fate. Also, you can work on darwinism.

This link will help you:


-Why does the cook dream/talk about pie and sandwiches?

-Why do you think Billie is the only named character?

-What is the relationship between the captain and the others on the boat?

-Why can we say that the characters in the story are metonymic?

-Make a list of themes in the story and explain their significance.

-In your opinion, why do you think the oiler, the strongest of the four, is the one to die at the end?

-Change the title of the story.

Some help!!

Share the presentation with me and post it in your blog

Deadline: June 25


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Seamus Heaney Poetry

When we read “Journey”, we talked about Rite of Passage. This time, we are going to get to know Seamus Heaney and how he deals with Rite of Passage in his poems.

Group work

Resultado de imagen para seamus heaney Seamus Heaney

Task 1

Do some research on the writer chosen for today’s activity. Work on aspects that may have influenced his writings. Take notes to be able to share with the rest of the group.

Task 2

Take a look at these poems, read them all and choose one that you really like.

Then, take some time to understand the poem, connect it with the writer’s background, explain the title; and analyse how it deals with Rite of Passage. (make sure, everybody in the group has chosen a different poem)


Death of a Naturalist


Personal Helicon

Two Lorries

Individual work (deadline: June 19)

Make a post in your blog including:

-a short biography of the writier

-the 3 poems

– a text connecting the 3 poems and Seamus Heaney’s life.


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