If Thou Must Love Me

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

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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 https://www.canva.com/templates/search/timeline-infographics/

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 https://genius.com/Gerard-manley-hopkins-caged-skylark-annotated 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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Review on Literary Devices

Literary devices poster - Download your free copy - CENTURY

Last year, when we analysed poems and stories, we paid attention to literary devices that are used to enrich the texts.
Here some games to review some of them

Game 1 Game 2 Game 3

Are there new terms for you?

Activity: In groups, prepare a presentation using slides or canva, or any other tool you feel comfortable with.
-Include between 10 and 12 literary figures/devices.
-Write the definition and minimum one example (use pictures to illustrate some of them)

cooperative-work - Profe Recursos

Share them in classroom. (one per group, PLEASE)

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Working on Connectors


Class 1 (March 3)

Task 1

Ex 1      Ex 2    Ex 3    Ex 4     Ex 5     Ex 6    Ex 7    Ex 8     Ex 9     Ex 10

As you work on the different exercises (if any link does not work, don’t worry), take notes of those linkers/connectors that are difficult for you.

If possible, write down the example(s) you could not work out.

Task 2

After working on connectors, you are going to create a quiz to test your classmates!

Be Creative and Have Fun Journal: Not Available: Amazon.in: Office Products

Group work: Use one of the following tools to create a 10 question quiz and share it in your blog:

-google forms

-/https://www.flexiquiz.com/ (register for free, it is really easy to use and then you can publish it in your blog)

Class 2 (March 9)

Task 3: Visit blogs of different students to try their quizzes!!!

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Good Bye Senior 5

Aprender, desaprender e reaprender! – eccho HR Specialists
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Art and Literature

Amazing work!!

The students in language and Literature observed some works of art and choose the ones that inspired them to write a picture story.

Congratulations on your learning process!! You have sucessfully written insightful stories and applied literary devices.

It was awesome how you, without even noticing transmitted all your feelings during this lockdown to your writings. The predominant themes were: entrapment, freedom, prisoner of our mind, oppression, time, relationships, darkness and finally HOPE. All these themes can be connected to living with COVID-19, don’t you think?

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safri_portfolios [michael rowe]

Remember these 4 stages mean:
Collect:Take a look at all the activities we have worked on
Select: choose an activity and copy-paste it
Reflect: Follow the questions to help you reflect (but do not include the questions, they are just a guide)
Share: post it in your blog

What is Portfolio Learning? An introduction to Portfolio Learning ?  Portfolio Education is an experience, which focuses on you, the learner!  Where am I? - ppt download

Questions to guide your reflection
 What did you learn? (Explain the activity and include it in the post)
 Did you give your best effort on this assignment?
 Were the strategies, skills and procedures you used effective for this assignment?
 Did this activity help you learn more than others we’ve done? Why?
 Were you prepared to learn (in both your attitude and with all your supplies)?
 What are some things you did really well on this assignment?
 If you could do this assignment over, what would you do differently?
 What resources/abilities do you have that can help you learn new material?
 What class activities or assignments help you learn the most?
 What do you believe the teacher could have done differently to help you learn this objective easier?
 What’s one thing the teacher did for this objective that you really liked? If any?
 How can you prove to the teacher you know the objective?


It is very important to reflect on the way you learn to set objectives to learn better in the future. If you know what to do to be able to learn in a more favourable way, you’ll achieve better results.

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