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.

Why is point of view important when reading a text?

Posted in Senior 1 2020 | Tagged , | Leave a comment

Topics for the Research Paper

Resultado de imagen para writing a paper

Choose a topic and do research on the writer/writers and the literary movement.


Frankenstein by Mary Shelley. Read the book and then decide on the topic you would like to develop.


The Picture of Dorian Gray Read the text and decide what you’d like to write about.


Emma by Jane Austin. Read the text and decide what you’d like to write about.


The Great Gatsby and the movie.  Analyse the following: The American Dream. The 1920s in the USA. Symbolism. Make a comparison between the book and the movie.


Ernest Hemingway’s stories. Analyse these 4 stories plus one of your choice that is connected to these ones in some way.

The Snows of Kilimanjaro

Hills Like White Elephants

Cat in the Rain

The Short Happy Life of Francis Macomber


Choose 8 poems to fully analyse war poetry (you can include 2 of the poems we have studied + 6 others) Read as many as you can before choosing. Find a link that you want to develop and then choose the poems you will use to prove your point.


Autoethnographies: is a form of qualitative research in which an author uses self-reflection and writing to explore anecdotal and personal experience and connect this autobiographical story to wider cultural, political, and social meanings and understandings.

Read the stories (I can give you access to my drive) Choose 6 stories to explore the life of Latinos writing in English.

Link to drive

Posted in Project 2020 | Leave a comment

Poetry (19thC)

Task 1: Read the poem

How Do I Love Thee? (Sonnet 43)

Elizabeth Barrett Browning – 1806-1861

How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day’s
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints. I love thee with the breath,
Smiles, tears, of all my life; and, if God choose,
I shall but love thee better after death.

Task 2: What are your first impressions?  Make a note of your ideas. 

Task 3: Chatterbox (pair work)

  • Do any words grab your attention?
  • Are there more nouns, verbs, adjectives, etc? What is the effect of this?
  • What do you notice about the tense of the verbs?  What is the effect of this?
  • Are there any repeated words that you think might be significant? What is the effect of this?
  • Are there any word sets that seem linked in some way? What is the effect of this?
  • What’s the mood and atmosphere?  What creates this?
  • Can you identify words that use the senses?  Which senses does the poet tend to focus on?  What is the effect of this?
  • What about the voice of the narrator of the poem?
  • What do you think the poem is going to be about

TAsk 4

Refrain: a phrase or line that is repeated throughout a poem, often at the end of stanzas.

-What is the REFRAIN in this poem? WHat do you think it means?

Task 5: Watch the videos and watch the prezi presentations. Annotate your poem.

Task 6: Test yourself

Posted in Home, Senior 1 2020 | Tagged | Leave a comment

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: Post it in your blog

Task 4: Which 3 periods do you like best? Explain why.

Posted in Project 2020 | Tagged | Leave a comment

Poetry (Seamus Heaney)

Mid-Term Break


I sat all morning in the college sick bay
Counting bells knelling classes to a close.
At two o’clock our neighbours drove me home.

In the porch I met my father crying—
He had always taken funerals in his stride—
And Big Jim Evans saying it was a hard blow.

The baby cooed and laughed and rocked the pram
When I came in, and I was embarrassed
By old men standing up to shake my hand

And tell me they were ‘sorry for my trouble’.
Whispers informed strangers I was the eldest,
Away at school, as my mother held my hand

In hers and coughed out angry tearless sighs.
At ten o’clock the ambulance arrived
With the corpse, stanched and bandaged by the nurses.

Next morning I went up into the room. Snowdrops
And candles soothed the bedside; I saw him
For the first time in six weeks. Paler now,

Wearing a poppy bruise on his left temple,
He lay in the four-foot box as in his cot.
No gaudy scars, the bumper knocked him clear.

A four-foot box, a foot for every year.

MidTerm Break” describes the aftermath of a tragedy: the speaker’s four-year-old brother has been hit by a car and killed. But the poem doesn’t spend a lot of time describing the accident or memorializing the dead child. Instead, the poem focuses on the way that other people respond to this tragedy.

Analysis of the poem.

TASK 1: Annotate your poem. Be as detailed as possible.

Poem analysis Link

TASK 2: After reading and analysing the poem, work in pairs (use Meet) and take notes so we can discuss everything later.

1.What time did the neighbours pick the boy up?

2.When he arrived home what was the boy’s father doing?

3.When was the last time the boy had seen his little brother?

4.What two items where beside the bed?

5.What age was his little brother when he died?

Posted in Senior 3 2020 | Tagged , | Leave a comment

Rite of Passage

Gennep’s major work was Les Rites de Passage (1909; The Rites of Passage), in which he systematically compared those ceremonies that celebrate an individual’s transition from one status to another within a given society. He found a tripartite sequence in ritual observance: separation, transition, and incorporation.

Definition: A ritual or ceremony signifying an event in a person’s life indicative of a transition from one stage to another, as from adolescence to adulthood.

Passing from not knowing to knowing, from not understanding to understanding, from ignorance to awareness.

rite of passage - Liberal Dictionary

5 stages in Rite of Passage

  1. an unattainable object of desire (human quest): a strong desire that needs to be satisfied.
  2. Trespassing (breaking the law of the father or any authority): breaking rules to defeat the authority, to come of age
  3. There should be a DARE (a challenge): to reveal the dark side of oneself (specular moment). Identity is in the process of being constituted.
  4. Mischief (a child’s bad behaviour): this must be accepted with responsibility, in a mature way.
  5. Atonement (to feel sorry for something bad that you did): understand and apologize. To learn from this.

Analyse the following:

  1. “She had lost all the dignity he knew” (p.209)

Why is this a specular moment in the story?

2. the theme of “loss” . Apply evidence from the text.

3. the necessity of forgiveness. Find evidence in the text

4. Death as a moment of epiphany (twice in the story)

Posted in Senior 3 2020 | Tagged , | Leave a comment

Vocabulary: 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!!

Posted in Senior 5 2020 | Tagged , | Leave a comment

Dr. Heidegger’s Experiment

Watch this video to review characters and themes!

Make sure you have the story with you to find quotations!!

After watching the video, organize private Meets with 2 or 3 partners

Discuss ideas!!

-First focus on the characters.

-Then, make a mind map with themes and quotations. Can you add another theme that is not in the video?

Have Fun Quote Images, Stock Photos & Vectors | Shutterstock
Posted in Home, Senior 1 2019 | Tagged , | Leave a comment

Virtual period #7

Read the story: “Secrets” by Bernard MacLaverty

Bernard MacLaverty was born in Belfast in 1942, and moved to Scotland in 1975, where he lived in Edinburgh, on the Isle of Islay, and now in Glasgow. After leaving school he became a Medical Laboratory Technician, later studying at Queen’s University, Belfast and becoming an English teacher

Secrets and Other Stories: Bernard MacLaverty: 9780099773610 ...
Just in case you don’t have Stories of Ourselves with you, here the pdf

As you read, make connections between the writer and Irish Catholicism. What evidence of strong beliefs can you find in the story? (Do some research if necessary)

Leave a comment in the blog

Posted in Tutorials IGCSE | Tagged , | 14 Comments

Nathaniel Hawthorne and Dark Romanticism

Before reading the story DR HEIDEGGER’S EXPERIMENT, the students investigated the writer and Dark Romanticism.

Posted in DHsecundaria, Senior 1 2020 | Tagged , | Leave a comment

Poetry Presentations

Presentation 1

Presentation 2

The Pains of Sleep by Juana, Bianca and Sol

Presentation 3

Presentation 4

Presentation 5

Activity: Get in pairs with the same person you prepared the presentation.

Take a look at each presentation. For each poem:

-think of the theme and the line in which it is clear

-choose a picture to illustrate it and explain the pic chosen

-investigate the literary theory behind (romanticism, war poetry, etc. and say which characteristics of the period are clear in the poem.

-choose your favourite literary device in the poem and explain why you find it amazing

Share a drive with me

Posted in Home, Tutorials L&L 2020 | Tagged , , | Leave a comment

All My Sons (group work)

Plus Activities

Scan this QR to see all the presentations !! GREAT WORK!!

Scan this and take a look at all the presentations

Posted in Senior 5 2020 | Tagged | Leave a comment