My Son the Fanatic

After reading the story, watch the film adaptation , and write a review of the film comparing it to the original story.

My Son the Fanatic

Posted in Tutorials Lang & Lit 2017 | Tagged | Leave a comment

Last Sonnet by J. Keats

Read the sonnet

Bright star, would I were steadfast as thou art! –
Not in lone splendour hung aloft the night,
And watching, with eternal lids apart,
Like Nature’s patient sleepless Eremite,
The moving waters at their priestlike task
Of pure ablution round earth’s human shores,
Or gazing on the new soft fallen mask
Of snow upon the mountains and the moors –
No -yet still steadfast, still unchangeable,
Pillowed upon my fair love’s ripening breast,
To feel for ever its soft fall and swell,
Awake for ever in a sweet unrest,
Still, still to hear her tender-taken breath,
And so live ever -or else swoon to death.

1. What do you understand from the first reading?

Check this video and take notes

Another piece of help:

Answer the following questions and hand in today!! (pair work)

  1. Based on the poem as a whole, would you say that the speaker is friendly towards Nature or is he enemies with it? Or is he somewhere in between? If he’s somewhere in between, what would be a better way of explaining the speaker’s relationship with Nature?
  2. Based on the poem as a whole, what would you say is the speaker’s attitude towards humanity?
  3. In some editions of this poem, depending on which manuscript the editors look at, the words “swell” and “fall” in line 11 appear in the opposite order from the way they appear in the version of the poem we quote on Shmoop. (For an example of this, check out this version of the poem, which reproduces the text as it appeared when the poem was first printed in 1848, 27 years after Keats’s death.) What difference do you think each way of ordering the words makes? If you were editing an edition of Keats’s poems, which version would you choose and why?
  4. In the text of the poem we’re using (the Oxford World’s Classics version edited by Elizabeth Cook), the poem ends with a dash: “—”. This follows the punctuation of one of Keats’s own manuscript versions of the poem. Other modern editors prefer to add a period at the end. Is there a different mood created by the two forms of punctuation? If so, what is it? If you were the editor, would you have followed Keats’s manuscript punctuation, or would you have modernized it? Why?
  5. In this poem, Keats uses a Shakespearean sonnet rhyme scheme (ABAB CDCD EFEF GG) and the thought-pattern of a Petrarchan or “Italian” sonnet: one thought-chunk in the first eight lines (the “octet”) and one thought-chunk in the last six lines (the “sestet”). Why do you think Keats might have chosen to organize his material in this way? What effect does it have on the poem?

Next class: essay on this poem

Posted in Senior 3 2017 | Tagged | Leave a comment

Topics for the Final Paper (Term Test 3)

Dear all,

Here a list of topics for you to choose and write about.

  1. War Poetry

Resultado de imagen para war poetry

-Write about the period of time when these poets wrote. What inspired them and what themes they tackled.

-Here a webpage with lots of poems. Choose 7 poems by Wilfred Owen and Siegfried Sassoon.

-Write about these 2 authors and then analyse, compare and contrast their poems and write your paper.

2. Katherine Mansfield´s short stories

Resultado de imagen para katherine mansfield

-Tackle the writer and context of production (historiacal and social context and major themes and concerns in her literature)

-Consider Rite of Passage.

Analyse the following stories:

3. Drama: The Tempest b W. Shakespeare

Resultado de imagen para the tempest shakespeare

-Analyse the writer and the context of production.

-What is postcolonialism and why it is said that this play is the first postcolonial story of all times?

-Analyse the text deeply:


-Read the texts chosen and prepare your essay question (create a hypothesis that will be discussed in your paper)

Read this to help you:

-Check this post to read about how to write a Literature paper and do proper analysis.

-Write an introduction including information about the writer/s and the context of production. You can also include any other information you consider important for your paper.

-Pose the hypothesis and write an introduction

-Hand in this first part of your paper. (October 18)

-Write the rest of your paper.

-Be original!!!

-Write a paper tht is interesting and that it will be a pleasure for me and other people to read!!

-Hand in complete paper! (Bring it to school, I won´t accept a drive on November 17)

Resultado de imagen para work hard literature


Posted in Home, Senior 5 2017 | Tagged | Leave a comment

Verse Written on her Death Bed


This is a beautiful and moving poem filled with the romance of a woman who feels she has truly found her soul mate.

Read the poem

Thou who dost all my worldly thoughts employ,
Thou pleasing source of all my earthly joy,
Thou tenderest husband and thou dearest friend,
To thee this first, this last adieu I send!
At length the conqueror death asserts his right,
And will for ever veil me from thy sight;
He wooes me to him with a cheerful grace,
And not one terror clouds his meagre face;
He promises a lasting rest from pain,
And shews that all life’s fleeting joys are vain;
Th’ eternal scenes of heaven he sets in view,
And tells me that no other joys are true.
But love, fond love, would yet resist his power,
Would fain awhile defer the parting hour;
He brings thy mourning image to my eyes,
And would obstruct my journey to the skies.
But say, thou dearest, thou unwearied friend!
Say, should’st thou grieve to see my sorrows end?
Thou know’st a painful pilgrimage I’ve past;
And should’st thou grieve that rest is come at last?
Rather rejoice to see me shake off life,
And die as I have liv’d, thy faithful wife.

Mary Monck (?-1715)

Work in pairs and include:

-data about the writer and context of production

-whether this poem is based on her  life or not

-themes and tones

-literary devices used by the poet to put across her message

-personal conclusion on the poem

Virtual Period

-choose a song that deals with the same topic, find a video and analyse it.

-Post it in your blog

Deadline: September 25

Posted in Senior 4 2017, Virtual period S4 2017 | Tagged , | Leave a comment

A View from the Bridge: a play

Here a link to more features on the elements of Drama

Posted in senior 1 2017 | Tagged , | Leave a comment

For My Grandmother Knitting

After analysing the poem, write the following essay:

1. Comment closely on how the writer deals with respect and admiration in the poem “For My Grandmother Knitting”.

2. Comment closely on how the generation gap affect the relationship in the family in the poem “For My Grandmother Knitting”.

3.  ‘How does Liz Lochhead powerfully covey her feelings about her Grandmother?’

Posted in Senior 3 2017 | Tagged , | Leave a comment

Writing your third term paper

Before writing your paper, take a look at these guides:

Posted in 2016, Senior 5 2016, Senior 5 2017 | Tagged , | Leave a comment

A View from the Bridge


In 1947, Arthur Miller was doing research on Pete Panto, a young Longshoreman who was executed by the mob for attempting to revolt against union leadership. He was told an interesting story about another Longshoreman in the area who had ratted to the Immigration Bureau on his own relatives. The Longshoreman was attempting to prevent the marriage between one of the brothers and his niece. The man was scorned and ostracized in the community and soon disappeared. In the community it was rumored that one of the brothers had killed him. Eight years later, in 1955, the one-act version of A View from the Bridge, based on the story of that same Longshoreman, was produced. The play was presented with another one-act Miller play, A Memory of Two Mondays.

Postcard of Brooklyn Bridge

New York critics poorly received the evening of two plays and the production only ran for 158 performances. Miller believed the story was so complete and shocking that he did not wish to adorn the tale with subjective meaning, but rather lay out the facts in an action-oriented, objective tale. The result, according to critics, was a cold, un-engaging work. Miller admitted his play was an experiment, an attempt to stray from the psychological realism that dominated the American theatre, “I wanted to see whether I could write a play with on single arch instead of three acts I wanted to have one long line of explosion we have all forgotten that the Greek plays were all one-act plays, a continuous action.” Not just the form, but also the actors were taught to consciously disengage themselves from the emotion of the work and, in a Brechtian sense, attempt to reveal abstract ideas about the human condition.

After two years, time that possibly allowed Miller to find an emotional connection with the work (Miller’s condemnation as a Communist in the McCarthy era and his relationship with Marilyn Monroe), he revised the script. The new version was staged in London and received rave reviews. Miller enlarged the characters of Beatrice and Catherine, who played a greater role in Eddie‘s fate. The set was more realistic, a Brooklyn neighborhood scene, and Miller eliminated the use of verse. The relationship between Eddie and Catherine was played down and the final scene altered. Rather than at the feet of Catherine, Eddie dies in the arms of his wife Beatrice, and he reconciles the couple’s relationship.

In the Paris production, Miller rewrote one more final ending to the play in which Eddie actually commits suicide. While this ending may be the most dramatically satisfying, Miller chose to publish the London edition in his collected works.

Arthur Miller was born in was born in New York City on October 17, 1915 to Isidore and Augusta Miller. At the time, Miller’s father owned a successful clothing business and the family lived in a Harlem neighborhood. In 1929, the family business failed as a result of the depression and moved to Brooklyn. Miller was a very active child and hardly spent any time reading or studying. He only took an interest in academics in his final year of school, too late to make the grades to be accepted into college. Miller worked various jobs after high school, including one as a salesperson that inspired his later play, Death of a Salesman. Miller was finally accepted into Michigan State in 1934 and he studied journalism. While in college, Miller won several collegiate awards for his plays. Out of college, Miller’s first successful work was All My Sons, which opened on Broadway in 1947. Miller is best known works are The Crucible and Death of a Salesman. In 1956, Miller was asked to testify before the House Un-American Activities Committee, but heroically refused to name the names of communist sympathizers. The following year he was charged for contempt, a ruling later reversed by the U.S. Court of Appeals. In 1956, Miller also divorced his college sweetheart and married Marilyn Monroe.

Arthur Miller

Prepare a post in your blog and include information about Arthur Miller and the context in which the play was written (read the text above)

Do some reasearch on:

  • Italian immigration to the USA after WW II
  • American Dream (for immigrants)

 Include this info in your post

Posted in senior 1 2017 | Tagged | Leave a comment

Catu found out the single story about….

After watching, reflecting, talking, debating on Chimamanda Ngozi Adichie and her speech on “The danger of a single story”, Catu Grosso did some research on “hippies”

Resultado de imagen para hippies

There are always two sides of one story but to know both of them is necessary to open your mind and put aside your prejudices. There is not a wrong side, both of them are different.  When talking about how dirty, smelly, crazy hippies are we should be open to the possibility that they are not, they are something else, much deeper and stronger.


The word Hippie comes from hipster,the dictionary definition is a group of people that join together to use drugs such as marijuana, LSD, mushrooms to explore altered states of consciousness. We can say this is an act of total discrimination and not taking into consideration so much deeper and important things. Why would a international dictionary define them as only that… they are a group of people that share ideas not drugs. In the following essay I will explore the two sides of the hippies, the others people perspective and their own.


Most people who criticize and discriminate hippies are conservative families which have strict rules and have to follow a moral structure. For them hippies were disrespectful , they were unemployed, lazy, good for nothing and homeless. They had no future and were just there to disturb and make their county seem as a total failure.

Conservative women were against this movement because girls of around 20 were liberated and did not follow any rules, they weren’t repressed by the social gaze, they were free to use and do whatever they wanted. They did not had to wait until marriage to have sexual relations because they believed in pleasure and a natural one, why would they had to repress they feeling, they saw having sexual relations as a liberation. They are badly seen because they are not respecting the old values but in time of modernization narrowed minds can’t go with the movement and they stay stagnant.


They are also criticized because of being dirty and smelly, having long hairs and old clothes. One side opinion could be they are poor, they don’t respect the others , they just think of themselves meaning they don’t care if it’s not okay for the other people who are part of the community. But there is another view to this, they are against wasting energy and destroying nature. They prefer wearing dirty cloth and washing themselves once a week or less but not because they want to call the attention or disturb the other citizens they really believe they are making a change and by doing this feel they are part of a community who takes into consideration the damage people are doing to nature. Women are also criticized because of not shaving and not using bodice but that is a personal decision and no one has the right to discuss it. They had simple lives and were against materialism, they did not want to depend on man made things.

Hippies were part of big movements to stop war, asking for demilitarization, making peaceful interventions, trying to stop killings and casualties. They were an enormous group of people defending the rights of others. They wanted free love, supported homosexuality this was badly seen and people talk about them as they were sick or having mental disorders, they strongly believed the solution for everything was love. They were against nuclear weapons.

The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” this phrase is from Chimamanda Ngozi Adichie who has been in touch with this topic of only seeing one side of the story. The story of the hippies is just like this, if you want to judge and live under ignorance you can do it and still think hippies are like that just to call the attention and do drugs but if you really want to know why there is so much people that believe in their ideas and follow them, well you can do it too and it will be a great learning.

Thanks Catu for this great writing!!

Posted in DHsecundaria, Senior 5 2017, Tutorials Lang & Lit 2017 | Tagged , | Leave a comment

One Art by E. Bishop

Image result for elizabeth bishop

Listen to 3 different readings of the same poem

General questions:

  1. What do you think the poet means by “the art of losing” and how serious is she about this idea?
  2. How important is the poem’s form to your reading of it?
  3. What effect does the refrain have upon your understanding of the poem’s tone? How does the meaning of this single line change throughout the piece?
  4. What are we actually meant to believe about the poet’s reaction to her losses?
  5. How honest is the poet with herself? With her readers?
Posted in senior 1 2017 | Tagged , | Leave a comment

Dulce et Decorum est

After reading the poem and watching the presentation work on your worksheet.

Then, link this post to your blog  and answer the questions in the ppt (virtual period activity: August 28)

Posted in Senior 4 2017, Virtual period S4 2017 | Tagged | Leave a comment

Thinking, reflecting, writing….

The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” -Chimamanda Ngozi Adichie

Let`s listen to her!!

The danger of a single story

3 Lessons From Chimamanda Ngozi Adichie’s “The Danger of a Single Story”

a. What do you think ‘the danger of a single story’ means?

b. What are the dangers of stereotyping?

c. Do you have a single story about anyone? Who? What do you know?

d. What can we do to make sure that we hear more than one story about these people?

e. What is she trying to tell us in the end?

f. Explore a the impact a “single story” has on Identity, Perceptions of Others, Social Relations, and Social Institutions: How does the story affect people’s sense of self? How does it affect the way people understand each other? How does the story affect contemporary social relations? How does it contribute to the perpetuation of inequality in society? How has it become institutionalized?


If people are consistently stereotyped in a negative way, their human rights are at risk of being abused or denied.


Choose any part of the talk that you like a prepare a poster like similar to the one I posted here!!

Posted in Tutorials Lang & Lit 2017 | Tagged | Leave a comment