Rooms & Home is so Sad

Rooms

BY CHARLOTTE MEW

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. “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 quotation from the poem

4. The poem begins “I remember”. What does this tell you about the voice? And the tone?

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

This video will help you understand the poem a bit more!!

 

Activity 2

Read the following poem and compare and contrast it to “Rooms”  in terms of style, language and form, paying special attention to their portrayal of abandoned rooms.

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.

Hi Pato, I forgot my questions at school. As soon as I get them, then it will be published.

HERE IS MY POSTER:

https://www.canva.com/design/DAC1TUiLebk/share?role=EDITOR&token=-6RxShAJ99kLE5K1CvhI_Q&utm_content=DAC1TUiLebk&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

Publicado en 4AC2018, literature | Deja un comentario

Short Stories: Writers that inspire us to write

Our teacher, Pato Chujman, assigned us to work with two authors who we are going to read stories from, learn about their life experience and the literary movement which they belonged to. We divided into groups so as to be able to discuss and collect the information we needed when looking for these prestige writers.

HERE IS THE COLLABORATIVE PRESENTATION:

https://www.slideshare.net/fefimarty/short-stories-as-senior-4-90521357

 

 

Publicado en 4AC2018, ingles, literature | Deja un comentario

El Lenguaje es el arma más poderosa

Nuestra profesora de Literatura, Camila Aliberti, nos asignó un trabajo el cual consistía en elegir dos opciones y hacer un ensayo a partir de una de ellas. Yo elegí “El lenguaje es el arma más poderosa”.

Si bien el lenguaje se caracteriza por ser parte de nuestro día a día, hay veces que los humanos no solemos pensar cuánto daño nuestro habla podría causar. Este puede transmitir ideas negativas, causar desgracias, e incluso llegar a un punto en el que ya no hay retorno. Deberíamos considerar al lenguaje como poderoso ya que uno nunca sabe acerca del poder de las palabras y que finalidad en verdad tienen.

Para empezar, algo que distingue al ser humano es el poder comunicarse, desarrollar las palabras, conectarse, vincularse o expresarse con otras personas. ¿Que sería de nosotros si no pudiéramos comunicarnos? Por esa misma razón, el lenguaje es vital para poder vivir en comunidad y lograr alcanzar la forma de transmitir el habla. El lenguaje también es parte del aprendizaje, es así como nos formamos académicamente.

En primer lugar, es tan importante y valioso considerándose un medio para expresar y difundir pensamientos propios al resto de nuestros pares.  Cada uno se diferencia gracias a esta “herramienta” diría yo teniendo en cuenta como hoy en día escuchamos gente hablar y hablar. Ese mismo “hablar” es el trasmitir de una idea que en muchos casos, trata de advertir a nosotros los humanos acerca de asuntos que podrían afectarnos en un futuro cercano.

Por otra parte, mediante el uso del lenguaje, se pueden difundir ideas negativas y eso hace de este un mal uso ya que se contrapone con la idea de un buen uso que simplemente es, hacer el bien. Por esa misma razón también se lo puede considerar como inestable, ¿Pero es el lenguaje el arma mas poderosa?

Si bien existen armas con un gran poder y finalidad, que es el de cumplir su objetivo que es nada mas ni nada menos que acabar con el enemigo sin embargo, volviendo al tema del lenguaje, esas armas fueron creadas porque una o varias personas transmitieron la idea de crearlas y causar mucho daño. Como dije es totalmente inestable ya que una orden puede llegar a convencer a cualquier persona de causar temor a otra, vivir con miedo. Algo muy simple y tranquilo puede llegar a terminar en algo muy grande y riesgoso. Es así como el mismo lenguaje puede llegar a pérdidas fatales. Solo una simple palabra, idea, frase basta con causar una desgracia.

Como conclusión, no cabe duda que el lenguaje es un arma no solo poderosa, sino también atemorizante. Las palabras van y vienen pero hablamos de algo mucho mas grande, no existe arma mas temerosa, por lo menos en mi caso yo ya se cual es la que va a terminar  de definir de qué estamos hechos.

 

 

Publicado en 4AC2018, literatura | Deja un comentario

Math Homework

  1. Square root of 7
  2. a. 84 ( 28.3 ) and ( 21.4 )  b. 83 and 89  divided by itself and by 1  c. 85   ( 1700/85 )= 20  ( 1700/20 )= 85
  3. a. ( 49/7 )= 7   b.  2,4,6, etc.
  4. a.   1, 3, 7, 21    b.   1, 2, 4, 7, 14, 28  c.   7  ( 7.3 ) and ( 7.4 ) 21 and 28
  5. a.  Square root of 49 (7) and 9 (3)  b.  Square root of 121 (11) 11.2 =22   c.  Square root of 16 and 64 (2.8) and (2.32)    d.  Square root of 15= 3,87
  6. a.  ( 5. 3.2 )= 30   b. ( 2.2.2 x 3 )= 24  c.  ( 3.3 x 2 )= 18   d. ( 2.2 x 7 )=28   e. ( 7.5.3 )=105   f. ( 2.2.2.2.2.2 )
  7. a. ( 6.5 ) and ( 6.4 )   b.  ( 4. 7 ) and (4.16)  c.  ( 3.6 ) and ( 3.35 )

in process

Publicado en 4AC2018, math | Deja un comentario

TP ¿Cómo hablamos?

Nuestra profesora, Carolina Silva, nos asignó un trabajo en el cual consistía en poder elegir un tema a trabajar y también analizar que no todas las personas hablan de la misma manera, depende del uso de su gramática. Para eso realizamos 3 entrevistas cada uno ( 12 en total) para ver que personas cometen mas errores gramaticales.

Publicado en 3AC2017, castellano, lengua | Deja un comentario

Trabajo Práctico de Formación Ética y Ciudadana

Nuestra profesora, Maria Laura Nasjleti, nos asignó un trabajo práctico que consistía en responder 6 preguntas. Una de ellas era sacarnos los tres integrantes del grupo,   http://vigneshanilmanwani ,  http://ottokreutzervernet , una foto en una de las sedes del Estado Nacional Argentino.

Profesora: María Laura Nasjleti

Grupo: Francisco Lusso, Vignesh Manwani, Otto Kreutzer Vernet

3er año

Colegio Las Cumbres

https://docs.google.com/a/lascumbres.edu.ar/document/d/1X67GymOD-D6uU47_KZTn_0M6OPF4pycEh1jd1GmCOsI/edit?usp=sharing

Publicado en 3AC2017, form etica | Deja un comentario

The Innocent by Ian Mcewan Booktube

 

 

 

Publicado en 3AC2017, language | Deja un comentario

Online Test

Read Passage A carefully and then answer the questions.
Passage A:

First fill in the gaps with the correct tense and then answer the questions.

The Sleeping Giant
A new and extreme tourist attraction…has just exploded…..(just explode) on to the scene in
Iceland: Volcano Walking. It would appear, according to Trip Advisor, that
this is one trip that cannot be missed, despite the extortionate cost.
The idea of making Thrihnukagigur volcano accessible was the brainchild
of Ami B. Stefansson, a doctor in Reykjavik and a lifelong cave enthusiast.
He………..has been studying………………..(study) caves in Iceland since 1954 and some would argue
that there is no-one who has more experience. Thrihnukagigur has always
been special to Stefansson ever since he was the first to descend down to
the crater base in 1974. Like most people who experience it, he was utterly
spellbound by its uniqueness and beauty and made it his mission to
protect and preserve this stunning natural phenomenon. Unlike others
who may have only seen the profit that could be made from walking into
the mouth of a volcano, Stefansson ………believed…………(believe)   that the primary focus was
to treat such a grand natural wonder with the utmost respect, to protect
and defend it. The first ‘volcano tourists’ entered the volcano in 2005 and
it has since been labelled as one of the most unique tourist attractions in
the world.
Volcano walkers ………are taken……….(take)to the mouth of the crater from where they
are lowered in a basket into the depths of the earth. People once thought
that volcanoes were portals to Hell and associated with death and destruction
and yet the entrance to the crater is awe-inspiring and almost
ethereal. The vastness of it can feel overwhelming; it is the size of a cathedral
and the Statue of Liberty could easily fit into the shaft. After 6
minutes and 120 metres, visitors arrive at the crater base. The ground
space is the size of three full-sized basketball courts placed next to each.

Practice Paper: Text A (pt2)
At the bottom there is a reverent hush. People whisper in respect to the
sleeping giant who has lain dormant for 4,000 years. The subterranean
walls are scorched with colours from a divine palette: magenta red, vibrant
purple, burnt orange, vivid green and honey yellow. The colour intensifies
in certain places where 4000 years ago the magma was pushed
out with brutal force. This is Mother Nature’s secret place, her private art
studio where visitors feel like trespassers. The protruding rock faces show
a tapestry of patterns and formations that have been moulded by heat,
pressure and time. Floodlights illuminate the walls and draw attention to
the beauty humans were never intended to see. A light rain weeps from
the porous rock above and covers the crater sides with a shine that makes
it sparkle. The scorch marks……can be seen………..(can see) close up – at one point in time
these rock faces were glowing red with fiery heat. This giant, although
sleeping, is still dangerous: an 80-metre drop into the void is disguised by
a collection of rocks close to where visitors stand.

It is a soul-enriching experience and visitors often report feeling deeply
moved by the beauty and tranquillity of something that was once so destructive
and angry. Confronted with this result of the unrestrained forces
of nature, it is hard not to feel small and powerless in comparison. Sadly,
the magical spell is broken when the basket appears, indicating that it is
time for visitors to return to reality. On the return hike, visitors walk
across the lava fields as though they are astronauts on the moon. They
pass enormous open wounds where the landscape is literally tearing itself
apart as tectonic plates slowly shift. It serves as one final reminder that
this giant is merely dormant, not dead.

Re-read the descriptions of:
(a) The volcano in paragraph 3, beginning, “Volcano
walkers… ”
(b) The crater in paragraph 4 , beginning, “At the
bottom…”
Select four powerful words or phrases from each paragraph.
Your choices should include imagery. Explain
how each word or phrase selected is used effectively
in context.
Write about 100 to 150 words

Explain the meaning of the words in bold. Use synonyms to explain them.

A)

1) Mouth of the crater

2) Associated with death and destruction

3) Crater is awe-inspiring

4 ) Vastness

B)

1) Dormant

2)  Colours from a divine palette

3) Mother Nature’s secret place

4) A tapestry of patterns 

Writing

These words or phrases I chose are used effectively and contained lots of imageries.  In the third paragraph the phrase “mouth of the crater” is powerful because it  referred to the fact  that the walkers were feeling that the volcano was about to swallow them, it sounds spooky.  “associated with death and destruction”  symbolised the passage of death which lived destruction behind. The volcano was a symbol of devastation.  “awe-inspiring” meant that the crater was stunning and impressive. The volcano was astonishing as well as powerful. The word “vastness” reflected that the walkers were impressed about the volcano. It was immense and enormous. In the fourth paragraph I chose some words and phrases such us ” dormant”. The volcano was “asleep”. The word “divine palette” made reference to the fact that it  was full of colours. The  walls of the volcano were amazing to see. “Mother Nature’s” secret place referred to the crater which was a special, splendid and picturesque place to visit. The last one ” a tapestry of patters” showed us a beautiful and  hallucinatory atmosphere.

C)  The Sleeping Giant:  one that has great but unrealized or newly emerging power

extortionate: grossly, excessive, exorbitant, extremely expensive

spellbound: hold the complete attention of someone, fascinate, enchanted

unlike: different, unequal

awe-inspiring: spectacular, magnificent

overwhelming: much larger, stronger

dormant: asleep, inactive

soul-enriching: fulfilment of soul by doing good deeds and having good thought( good experience)

Finish these sentences in an appropriate way.

If I hadn’t visited Mary last week, I wouldn´  t have played tennis

If I could help Sue, I would talk to her

You need to study more if you want to pass your termtest

Why don’t you go to the doctor if you are feeling sick?

Suppose you had the chance of moving abroad, Would you move  to Argentina ?

Jack can lend you the money as long as this business goes on

I wish I were taller. I would love to work as a model.

I wish you would stop smoking. It’s bad for your health.

Writing Task

Compare the two main characters of More than just the disease and Face. What do they have in common? Write a paragraph (90-100 words)Include at least one conditional sentence and one compound adjective. Include at least three of the following terms:

grope for – overcast- to prune- to scold- nosy- sip- to shiver- to hum- to quiver- reluctant- to coax- gloomy- to gleam- scorching hot- rusty- to scratch.

To start, the novel “Face” by Benjamin Zephaniah and the story “More than Just a Disease” by Bernard Maclaverty shared lots of things in common.

The main characters of both texts, Martin Turner and Neil dealt with physical difficulties. After a car crash, Martin ended up with serious injuries. He lost his friends and his confidence. Martin was different, he did not want to face his situation. He was uncomfortable with his life and was concerned about people’s thoughts. Everything was gloomy for him.

Neil dealt with a skin disease( psoriasis). He was afraid of taking his shirt off even it was a scorching hot day. He suffered a lot. At first,  Neil could not enjoy his childhood.

At the end, Martin gained confidence because he did what he really liked, gymnastics. He did not care about people’s thoughts. He changed a lot. Martin was not a bigoted person anymore.

Neil talked with a woman. She told him not to be afraid about people’s comments. He felt better. He did not care about his appearance like in the beggining. He finally went to the sea.

Publicado en 3AC2017, language | Deja un comentario

Bulling Poem by Francisco Lusso and Otto Kreutzer

Writing Task

People are afraid to go to school because there are bullies like you,
Soon they can’t accept it anymore
They only think, What I do live for?
You did it all for fun
You didn’t know what could have been done
They drink a lot and overdose with pills
Don’t you notice you are my biggest fear
I scream loud but no one hears
But in the end, I am the one who wins

 

 

Publicado en 3AC2017, language | Deja un comentario

Trabajo Práctico de Formación Ética y Ciudadana El Internet y la Sociedad

En este segundo trabajo de Formación Ética y Ciudadana yo trabajé con Jerónimo Leguizamón y Inés Galmarini.

https://docs.google.com/a/lascumbres.edu.ar/document/d/11q0v1wvY18D27BTW72eOaS0qcpdZmBq-topPcHkLq9Q/edit?usp=sharing

Publicado en 3AC2017, form etica | Deja un comentario