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.

Tsunamis

Earthquake

Hurracaine

Floods

War

Devastation

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:

https://bubbl.us/

http://popplet.com/

https://coggle.it/

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!!

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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.

Ejemplo

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.

Portfolio

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:

#lascumbresedu

#portfolio

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

Feedback

¿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.

Video

https://literarydevices.net/naturalism/

-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:

https://www.shmoop.com/naturalism/characteristics.html

-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)

Blackberry-Picking

Death of a Naturalist

Digging’.

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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My Greatest ambition

Last class we read “My Greatest Ambition” and we focused on Rite of Passage.

Resultado de imagen para ambitions

Let’s analyse the story. Think and write notes about the following:

-Explain the title

-Setting

-Point of view

-Mood

-Characterization

-Themes

-Conflicts (Person vs Self/Person vs Society/Person vs Parents)

Writing

IN WHAT WAYS DOES THE STORY REMIND YOU OF REAL LIFE EXPERIENCES? WHAT DOES THE STORY REVEAL TO US ABOUT HUMAN CONDITIONS? SUPPORT WITH SOLID PROOF FROM THE TEXT.

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My Parents by Stephen Spender

Sir Stephen Spender, in full Sir Stephen Harold Spender, (born February 28, 1909, London, England—died July 16, 1995, London), English poet and critic, who made his reputation in the 1930s with poems expressing the politically conscience-stricken, leftist “new writing” of that period.
download

Read the poem by Spender

My Parents
My parents kept me from children who were rough
Who threw words like stones and wore torn clothes
Their thighs shone through rags. They ran in the street
And climbed cliffs and stripped by the country streams.
I feared more than tigers their muscles like iron
Their jerking hands and their knees tight on my arms
I feared the salt coarse pointing of those boys
Who copied my lisp behind me on the road.
They were lithe, they sprang out behind hedges
Like dogs to bark at my world. They threw mud
While I looked the other way, pretending to smile
I longed to forgive them but they never smiled.

Stephen Spender had a foot affliction and he lisped while he spoke; this made his parents extra careful about exposing him to rough handling and bullying in school. A reading of this poem however makes us wonder whether he approved of that move entirely. He seems to have been ambivalent about the whole issue. He was not comfortable with the roughness of the street children either.

Metaphorical Inference

This poem has strong autobiographical overtones. Stephen Spender had a club foot and he lisped while talking. His parents tried to shelter him from the rough street children. While Spender seems to have been uncomfortable with their coarse speech and rude gestures, he admired the strength of their bodies and the freedom they enjoyed. They could come and go as they liked and they were uninhibited (“stripped by the country streams”). His overtures of friendship were rebuffed by them; perhaps they mistrusted people of his class. The tone is in parts wistful and there is a longing for physical perfection that he could see in the children.

Prepare a post in your blog with the following tasks.

Task 1. 

How do you think he might felt while going to school?

Task 2

Watch the video which analyses the poem. Take notes and publish them in your blog.

Task 3

Here a summary of each and every stanza.

-Find a quote to prove each of them.

-Find a literary device in each stanza and explain what the writer is using that device for.

This webpage may be of great help

Stanza 1

The poet’s parents sought to protect him from the street children. They were rude in speech and were dressed in rags. They were uninhibited and stripped off their clothes and swam in the country rivers.

Stanza 2

The speaker feared the brute strength of the boys. They were muscular and did not hesitate to use their arms and legs. The poet was also scared of their mocking ways. They laughed behind his back, imitating his lisp.

Stanza 3

The boys were like vandals; they threw mud at people and pounced on them. But despite all this, the speaker was forgiving. He wanted to be friendly and smiled at them. But they did not reciprocate the friendly overtures.

Task 4

Themes: Social Inequality (Social segregation/Class differences/Isolation). Explain how this is portrayed in the poem. Quote!

Task 5

Choose another poem you have studied which shares some characteristics with this one and write a 150 words text. Quote to prove ideas.

Task 6 (In class July 2)

Write an essay

Explore the ways in which the poet vividly presents his childhood experience in the poem.

In your answer you should explore:

-The poet’s thoughts and feelings about the bullies

-The portrayal of the boys

The overall impact of the poem on you

 

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The Destructors

We have been working on War Poetry, a literary movement that criticized WWI.

Now, we are going to read a story: THE DESTRUCTORS by G. Greene which deals with the results of WWII in Britain.

The story begins by introducing us to the Wormsley Common Gang, a group of boys ranging from nine to fifteen years of age, who live in a tough area of London and spend their summer holiday pulling pranks. They gather daily in an empty lot created when bombs dropped on England during World War 2 destroyed the houses that used to stand there. One beautiful old house still stands on the edge of the lot, although it was damaged during the war and is propped up by wooden struts. This house is owned by Mr. Thomas, an elderly, solitary man who used to be a builder and a decorator, and whom the boys derisively call “Old Misery.” The bombing destroyed the house’s plumbing, so Mr. Thomas uses an outdoor lavatory.

The leader of the gang is a boy named Blackie who concerns himself with fairness and with the gang’s reputation. A boy named Trevor, who comes from a more affluent background, but whose parents have fallen on hard times, is the gang’s newest member. Usually the boys would make fun of the name Trevor, but the menacing way he carries himself inspires their respect. They call the new boy “T.” and allow him to enter the group without a humiliating ritual induction. Other members of the group include the young and easily surprised Mike, and the more practical and outspoken Summers. (summary from https://www.litcharts.com/lit/the-destructors/summary)

The story

Take a look at this presentation

https://prezi.com/dfn68ziwzupy/the-destructors-by-graham-greene/

Comprehension questions (pair work)

  • The Wormsley Common Gang. Comment on membership, recruitment, enemies, activities, and motivations. How about gangs today?
  • What do you see as the central theme of this story? Remember: a theme is not simply a subject like “love”. It is a fuller expression of what an author is trying to suggest about this subject. Write a paragraph explaining your interpretation of this story’s theme.
  • Identify three important conflicts present in the story. Explain what exactly is causing the problem—and whether they are internal or external in nature. Finally, explain which of these conflicts seems to the central problem.
  • Draw an image of Mr. Thomas’ house. Now explain the gang’s motivation to destroy the house by webbing out points and quotations to each of the ideas below:
    1. the age and beauty of the house
    2. the gang’s usual pranks around London
    3. what has occurred in the recent past with T’s parents
    4. Blackie’s reaction to the word “beautiful”
    5. The boys’ reaction to Mr. Thomas’ gift of chocolate
    6. Summers’ reaction to the word “please”
    7. the burning of the banknotes
    8. their consideration for Old Misery
  • Of what significance is the setting of this story in blitzed London? Does the story have anything to say about the consequences of war? About the causes of war?
  • Address the following quotation in the story by explaining its context and overall significance to the story:

“Streaks of light came in through the closed shutters where they worked with the seriousness of creators—and destruction after all is a form of creation. A kind of imagination had seen this house as it had now become.”

  • Describe what happens in the resolution of the story. Why might Graham Greene have ended the story in this ironic manner?
  • On the surface this is a story of action, suspense, and adventure. At a deeper level it is about delinquency, war, and the hidden forces which motivate our actions. Do you agree? Give reasons for your answer.
  • Research a definition of the philosophy of nihilism. How might the Wormsley Common Gang’s actions in the story demonstrate a kind of nihilism?

Choose a question to write an essay (pair work)

Deadline: July 2

  1. The setting for this story is London, nine years after the city survived a series of bombing attacks during WWⅡ. How does this setting contribute to the development of the story?
  2. “The Destructors” written by Graham Greene is set in London nine years after the end of World War II. People survived from “The Blitz”. The Blitz “was Nazi Germany’s sustained aerial bombing campaign against Britain in World War Two.”(The Blitz) Everything was in chaos, people lost their home, slept in the underground station and lost their hope for the future. Comment closely on this.
  3. Graham Greene’s portrayal of human nature, in “The Destructors,” conveys the idea that people have the instinctive ability to distinguish, and make a conscience choice, between what they believe to be good and evil. This message is clearly projected by the characters and their actions: that children born to a traumatized society will grow rebellious. Comment closely on this.

 

 

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Topics for the Research Paper

Resultado de imagen para writing a paper

Comparing novels and movies

1. Harry Potter and the movie. The gothic genre.

2. Frankenstein and the movie (the one with Robert De Niro). The Gothic Genre.

3. The Great Gatsby and the movie.  The American Dream. The 1920s in the USA. Symbolism.

4. The Hunger Games and the movie. Social context and criticism to the system. Symbolism.

Role of Women and Rite of Passage in Katherine Mansfield’s short stories. Compare and contrast this to the world today.

Resultado de imagen para katherine mansfield

Suggested stories (of course, you can choose others)

http://www.eastoftheweb.com/short-stories/UBooks/Blis.shtml

http://tvtolstova.narod.ru/olderfiles/1/A_Cup_of_Tea.pdf

https://www.browardschools1.com/cms/lib/FL01803656/Centricity/Domain/204/THE-GARDEN-PARTY1921.pdf

http://commapress.co.uk/resources/online-short-stories/the-fly

http://www.eastoftheweb.com/short-stories/UBooks/HerFirs.shtml

http://www.katherinemansfieldsociety.org/short-stories-by-katherine-mansfield/

 

Chauvanism and the role of women in Ernest Hemmingway’s stories. Compare and contrast this to the world today.

Link to Stories

Nature and man in the poems by Ted Hughes: 

Links to his Poetry

https://interestingliterature.com/2017/01/11/10-of-the-best-ted-hughes-poems-everyone-should-read/

Sci-Fi stories and their criticism to historical and social contexts, especially totalitarian governments and societies.

http://www.openculture.com/2014/04/read-hundreds-of-free-sci-fi-stories-from-asimov-lovecraft-bradbury-dick-clarke-more.html

http://www.shortstoryguide.com/ray-bradbury-short-stories/

 

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Parts of the Paper and Research Time

Resultado de imagen para part of the paper

  1. Title
  2. Quotation (by another author but related to your paper)
  3. Index
  4. Biography of writer (and director in the case of choosing a movie too)
  5. Context of production (historical, social, literary context)
  6. Thesis question
  7. Introduction
  8. Body development
  9. Conclusion
  10. Bibliography (appropriate citation)

http://www.citationmachine.net/apa/cite-a-website

Imagen relacionada

-Author

-Context

-Themes you are going to tackle

-Reading and gathering ideas, information, important quotations.

 

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