Project: Ideas

Last week we saw a video about what an idea is.

In this class, we’ll take a look at 2 videos that will expand on our ideas on what a successful talk must include.

Watch the videos and take notes.

Then, complete the document in classroom

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If Thou Must Love Me

We are going to read and analyse 2 poems (This activity will take 3 classes)

La feminista victoriana que amaba a Homero – Courbett Magazine — Libros,  Ilustración, Cultura y Diseño
Elizabeth Barret Browning

Task 1: She was called “the feminist Victorian writer”. Do some research and tell me why. (write answers in your folder to be discussed later)

Task 2: Poem

If Thou Must Love Me

If thou must love me, let it be for nought
Except for love’s sake only. Do not say
I love her for her smile … her look … her way
Of speaking gently, … for a trick of thought
That falls in well with mine, and certes brought
A sense of pleasant ease on such a day’—
For these things in themselves, Belovèd, may
Be changed, or change for thee,—and love, so wrought,
May be unwrought so. Neither love me for
Thine own dear pity’s wiping my cheeks dry,—
A creature might forget to weep, who bore
Thy comfort long, and lose thy love thereby!
But love me for love’s sake, that evermore
Thou may’st love on, through love’s eternity.

Listen to the poem

Task 3: What is the poem about? Watch the video and read the webpage. Take notes of background, themes, tones, literary devices used to put meaning across and structure.

This webpage will also help you to understand the poem

Task 4: Take the quiz to prove yourself

Task 5: Read the following Sonnet by Shakespeare

William Shakespeare: Así vivió el mejor dramaturgo de la historia

Listen to the poem

Sonnet XIX

Devouring Time, blunt thou the lion’s paws,
And make the earth devour her own sweet brood;
Pluck the keen teeth from the fierce tiger’s jaws,
And burn the long-lived phoenix in her blood;
Make glad and sorry seasons as thou fleet’st,
And do whate’er thou wilt, swift-footed Time,
To the wide world and all her fading sweets;
But I forbid thee one most heinous crime:
O! carve not with thy hours my love’s fair brow,
Nor draw no lines there with thine antique pen;
Him in thy course untainted do allow
For beauty’s pattern to succeeding men.
   Yet, do thy worst old Time: despite thy wrong,
   My love shall in my verse ever live young.

Poem explanation

Task 6: Write a paragraph or two comparing and contrasting both poems

Choose either Task 7 or 8

Task 7: Prepare a poster for the class with your main ideas on these poems. Illustrate it with drawings or pictures.

Task 8: Find a song or another poem that deals with the same themes of these 2 poems and prepare a presentation to show your ideas. (3-5 slides)

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I Hear an Army

Ocho décadas sin James Joyce | elPeriódico de Guatemala

I hear an army charging upon the land,   
  And the thunder of horses plunging, foam about their knees:   
Arrogant, in black armour, behind them stand,   
  Disdaining the reins, with fluttering whips, the charioteers.   
They cry unto the night their battle-name:        
  I moan in sleep when I hear afar their whirling laughter.   
They cleave the gloom of dreams, a blinding flame,   
  Clanging, clanging upon the heart as upon an anvil.   
They come shaking in triumph their long, green hair:   
  They come out of the sea and run shouting by the shore. 
My heart, have you no wisdom thus to despair?   
  My love, my love, my love, why have you left me alone?

By James Joyce. He was born in Dublin, Ireland, in 1882. A major figure in avant-garde modernism and twentieth-century English literature, he is the author of Collected Poems (The Black Sun Press, 1936) and Ulysses (Shakespeare and Company, 1922), among others.

Task 1: Here you have some presentations that will help you understand the poem.

Task 2: Watch this video to learn about war poetry. Make a list of the most important characteristics of this literary movement. What do images show?Make connections with the poem you have read.

TASK 3: Prepare a video with images to show and describe what is going on in these beautifully written stanzas.


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Do some research on Wilfred Owen and takes notes of five important facts as regards him, war and poetry.


Move him into the sun—

Gently its touch awoke him once,

At home, whispering of fields half-sown.

Always it woke him, even in France,

Until this morning and this snow.

If anything might rouse him now

The kind old sun will know.

Think how it wakes the seeds—

Woke once the clays of a cold star.

Are limbs, so dear achieved, are sides

Full-nerved, still warm, too hard to stir?

Was it for this the clay grew tall?

—O what made fatuous sunbeams toil

To break earth’s sleep at all?

Listen to the poem

‘Futility’ takes the form of a short elegy. An elegy, or an elegiac poem, was a form of writing that had its first depiction in the 16th century, and was considered to be a lament – a crying out for the loss of a beloved and was used primarily in the romantic sense.

Could this be a soldier speaking to his comrades? A soldier attempting to wake their fallen friend.? And as the title suggests, this attempt is futile?

In classroom, you will find a video explaining the poem so you can annotate it.

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Project: War Poetry

This is the first part of our project this year.

We’ll be working on WAR POETRY

Task 1: The following questions are just a guide for you to prepare a mind map on war poetry. (you don’t need to answer the questions)

  1. What is war poetry?
  2. Name some war poets and famous poems.
  3. How are soldiers typically portrayed?  Is there a common theme which unites the various countries?  What do these representations tell us about  the society which produced such an image?
  4. What are the roles which children played in wartime propaganda”  Why were children “essential victims” in the war?
  5. What was the role played by women in war times?
  6. What is the typical message/imagery in war poems?
  7. Overall, what value does poetry have for the historian of war?  Can poetry be used to examine the nature of the war experience, and if so, how?  Are there other sources which are “better” for the study of war, and if so what/why?

Some links to help you

Get ready to discuss ideas

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Romeo and Juliet

Senior 4 has read and analysed Romeo and Juliet.

After watching 4 movie trailers and comparing and contrasting them, in groups, they prepared their own “movie trailers”.

By Paz, Facu, Belu, Santi G and luki
By Emi, Simón, Juana and Mati

Please, check out the actors and actresses here!!

By Mati Carreira, Manu, Mora and Caro

By Valu, Nico L, Sol and Mati H

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3 stories connected

Watch the videos and take notes.

How are the 3 stories connected? Leave a comment in the blog.

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I remember rooms that have had their part

     In the steady slowing down of the heart.

The room in Paris, the room at Geneva,

The little damp room with the seaweed smell,

And that ceaseless maddening sound of the tide—

     Rooms where for good or for ill—things died.

But there is the room where we (two) lie dead,

Though every morning we seem to wake and might just as well seem to sleep again

     As we shall somewhere in the other quieter, dustier bed

     Out there in the sun—in the rain.

Activity 1

Answer the following questions

1. Read about the writer.
Make notes about her life and about what may have influenced her writings.  Why is it said that the life of the writer was a tragedy?
2. Read the poem: how are “rooms” described?
3. Read the following quotation: “The poem offers us a poignant account of loss as qualified through the depiction of abandoned rooms. Rooms are the physical means to which relationships are developed and consecrated. It entails intimacy and love, as well as abandon and death. It shelters individuals, as well as couples, from the harshness of the natural elements outside, providing them with a private and cosy space. There is also a sense of shifting dependence as the couples travel from room to room, leaving their trails behind and simultaneously having images of the abandoned rooms imprinted upon their memories.”

Account for this with quotations from the poem

4. What is the theme in your opinion? What is the tone?

5. This video will help you understand the poem a bit more!! Watch it and then explain the poem with your own words.

7. Here another poem in connection to “rooms”. Read the poem and say if you agree or disagree with the following idea:

Home is so Sad’ by Philip Larkin is a touching ten-line poem that describes what happens to a home when people begin to leave it behind.

Give reasons for your answer (which lines of the poem justify your opinion?

Home is so Sad by Philip Larkin

Home is so sad. It stays as it was left,
Shaped to the comfort of the last to go
As if to win them back. Instead, bereft
Of anyone to please, it withers so,
Having no heart to put aside the theft

And turn again to what it started as,
A joyous shot at how things ought to be,
Long fallen wide. You can see how it was:
Look at the pictures and the cutlery.
The music in the piano stool. That vase.

8. Here a presentation to help you understand the poem a bit more!! Then, answer the questions below the presentation.

What calls you attention about this poem? Mention 3 literary devices used by the writer. Why are they significant in the poem?

9. Take a picture of your favourite ROOM at home. Describe it and say why you like it. Is there anything you would change? What? Why? (100 words)

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Time Periods in Literature

We are going to do some research on Literary periods to understand writers and the literature that took place over different socio-historical eras.

Task 1: Read and investigate

Literary periods

Literary periods and movements

Task 2: Prepare a timeline using

Include the period, important characteristics and important writers and books (add some images)

Task 3: Which 3 periods do you like best? Explain why.

Submit your work in classroom

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Anger Lay by Me

Read the poem and work on the following questions

  1. How many stanzas does th epoem have?
  2. can you find a rhyme scheme?
  3. Who is the voice?
  4. Find a personification
  5. Read the poem and write all the actions “Anger” performs.
  6. What is the tone of this poem?
  7. What is the theme?

Write a short paragraph comparing the two poems we have read. (what do they have in common?, how are they different? Do they share the same theme and tone?, etc)

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Point of view

5 Easy Activities for Teaching Point of View

Point of view is the “eye” or narrative voice through which you tell a story. When you write a story, you must decide who is telling the story, and to whom they are telling it. The story could be told by a character who is involved in the story, or from a perspective that sees and knows all of the characters but is not one of them.

Example from a story we have read: The Fall of the House of Usher

First Person Narrator: is he reliable?

The narrator is nameless, which suggests that his principal job is to narrate. We don’t know much about him, and our attention is drawn instead to the strangeness going down in the House of Usher; it’s the narrator’s place to take us on a tour of the Mansion de Fear.

The narrator acts as a pair of eyes observing the goings on within the Usher house, where Roderick and Madeleine have been living solitary and in suffering. As the childhood friend of Roderick Usher, the narrator is able to detail the changes in Roderick, and to report on and, to an extent, tend to Roderick as the supernatural events of the story play out.

At the start, he seems to be a reliable narrator. As the story goes on, and as he is drawn further and further into Usher’s insanity, he becomes unreliable.

The narrator tells us the story, he orders Roderick’s narrative and mediates between reality and insanity.

In the end, the narrator is the only witness of the fall of the house of Usher.

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The Caged Skylark

Task 1

The writer of this poem is Gerard manley Hopkins. What do you know about him?

Gerard Manley Hopkins | British poet | Britannica

-Check your notes from last year with Pia, or search for information and write down 5 important things about him.

-He was a Victorian poet, what does it mean? Read about Victoria literature and make a summary (5-10 lines)

Task 2: Let’s listen to the poem and then, read it.

Task 3: This link will help you to understand the poem. Click on every line.

Task 4

Also, watch the following video.

Strong suggestion: print out the poem, take a pen and highlighters and annotate your poem!!

After working on this, check classroom for a pair work activity.

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