Clubes: Encuentro #9

¿Cómo sonar inteligente en tu charla?

En parejas:

-Esxuchá la charla de tu compañero

-Valorá su charla en base a la Escalera de Feedback de Daniel Wilson (1999)

Resultado de imagen para feedback escalera

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The Danger of a Single Story

Take notes of her main ideas, for example:

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

Let´s work on this chat!!

1. Why did the first stories Chimamanda Adichie wrote include children eating apples & playing in the snow?
A She thought apples must be much better than mangoes and snow was the best weather.
B. She thought books always included activities like that, like all the stories she had read.
C. She had lived in England when very young and remembered apples and snow as very special.
D. She didn’t have any imagination, so she just copied what she read.

2. Why did Adichie tell the story of her first college roommate (the girl assigned by her college to share a room with her when she started at the university?)
A To show how geographically uninformed American young people are
B. To demonstrate how much more she knew about American life than her roommate knew about Nigerian life.
C. To show how much her roommate didn’t understand about her since she only had a single story in her mind about Africans.
D. To illustrate the importance of learning about American music before starting university study in the U.S.

3. In minute 8:20-9:00 Adichie tells about visiting in Mexico and being surprised to see people happy in their daily lives. She said “I realized that I had been so immersed in the media coverage of Mexicans that they had become one thing in my mind, the abject immigrant. I had bought into the single story of Mexicans…” What does she mean when she says “I had bought into the single story of Mexicans…”?
A. She had paid for newspapers and cable so she wanted to accept what they showed.
B. She had accepted without questioning that what she was hearing about poor Mexican
immigrants was the whole story about Mexico.
C. She had bought one book about Mexicans and that was enough.
D. She had bought tickets to travel in Mexico.

4. Which of these quotes most closely expresses the main theme or idea of this talk?
A. “So I was an early reader, and what I read were British and American children’s books. I was also an early writer, and… I wrote exactly the kinds of stories I was reading…”
B. “But I must quickly add that I too am just as guilty in the question of the single story.”
C. “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.”
D. “I teach writing workshops in Lagos every summer, and it is amazing to me how many people apply, how many people are eager to write, to tell stories.”

5. Adichie admitted, “Africa is a continent full of catastrophes” (terrible things going wrong.) Then she added, “But there are other stories that are not about catastrophe, and it is very important, it is just as important, to talk about them.”
After listening a second time to min. 14:08 to the end of the talk, give two examples of other important stories about Nigeria that Adichie gave to balance the stories of catastrophes.

6. Adichie said “All of these stories make me who I am. But to insist on only these negative
stories is to flatten my experience and to overlook the many other stories that formed me.”
Discuss with a partner (or write about) an experience that by itself would “flatten” the story of your life. Which stories do you think are important in explaining who you are?

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There Will Come Soft Rains

Ray Bradbury is the author of this great Sci-Fi story.

Imagen relacionada

  • Who was Ray Bradbury? Find out

SCIENCE FICTION (Sci Fi)– stories that often tell about science and technology of the future involving partially true fictions laws or theories of science

  • Take a look at the characteristics of sci-fi literature and make a list of 10 important ones.
  • Then, get together with a partner, share ideas and make a list of 8 important characteristics.

Links to help you

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Elephant by R. Carver

Let’s get to know the writer

Carver, Raymond


Here a link to the story ELEPHANT

Reading Questions (discuss with your partner)

  1. What kind of metaphorical meaning do we get from the story’s title?
  2. What is the narrator’s dependence or addiction?
  3. What pattern of the narrator’s pathological behavior becomes evident on page 476?
  4. How much threat is there when he says he’s going away to Australia? None because everyone knows he’s a junkie giver, an enabler.
  5. What is dangerous about enablers such as the narrator?
  6. Why can’t an enabler like the narrator “just say no” and establish boundaries with people?
  7. In addition to giving or “loaning” people money, what other kinds of enabling behavior do we see?
  8. How does being a martyr feed the narrator’s ego?
  9. What is the bitter and ironic truth about enabling others?
  10. What are the qualities of symbiosis?
Posted in 2019, Senior 5 Lang & Lit 2019 | Tagged , | Leave a comment

The Lady in the Looking Glass: A Reflection

Resultado de imagen para virginia woolf

Virginia Woolf

Biography 1

Biography 2

Role of women in the 19th C

Victorian women

Women in the 19th C


  1. In pairs, each student will read one article from each topic and will take notes.
  2. Then, you’ll get together and share ideas.
  3. Finally, together, you’ll write a short biography of the writer (include, especially, those ideas that have to do with her writings) and a text which will include 10 characteristics of 19th C women.
  4. Hand in individual and pair work.


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

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 ( )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 2019 | 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

Posted in 2019, Senior 1 2019 | Tagged , | Leave a comment

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