Vocabulary on devastated places

In our literature class, we read some articles in connection to disasters and we made a list of words and phrases to describe devastated places in groups. I worked with Silvestre and Margarita.

Sil chose reading the Tsunamis article, Margui chose Earthquake, and I chose Hurracaine one. After we listed all the words, we add some pictures to illustrate our vocabulary

Then, we created a chart to portray all the new vocabulary!

 

Seamus Heaney Poetry

In our literature class we read a story called “Journey”, a story that deals with rite of passage. Then we worked on Seamus Heaney and how he deals with Rite of Passage in his poems.

Group work: Silvestre Braun, Margarita Muller and Rosario Vago

Resultado de imagen para seamus heaney

Seamus Heaney:

Seamus Justin Heaney was born on April 13, 1939, on a farm in the Castledàwson, County Londonderry region of Northern Ireland, the first of nine children in a Catholic family. He received a scholarship to attend the boarding school St. Columb’s College in Derry and went on to Queens University in Belfast, studying English and graduating in 1961.

In 1953, Heaney’s second youngest brother Christopher was killed in a road accident, aged four. This tragic event is commemorated in one of his most famous poems, ‘Mid-Term Break’. After Christopher’s death, the family moved to a new farm, The Wood, outside the village of Bellaghy. Heaney was deeply influenced by the life of country, which later, found expression in his poetry. But then, as he grew up he also watched the industrial mushroom around him, and soon he saw the rural side of Ireland deplete.

 

We read some poems written by Seamus Heaney and we analyze them!

 

After reading and analysing the poems in groups I was able to make a connection between them and Seamus life. I was able to spot how he writes things connected with his own life and how many poems include rite of passage.

For example, in the poem “personal helicon”, a boy is described that used to love going to a well where “echoes gave back your own call, with a clean new music in it”. This portrays the innocence and naiveness life of the kid, since he loved doing such a simple thing: going to a well. His “personal helicon”, his instrument, is the well. As a kid, it reflects his joy, so that’s the reason why the well that gives back your own call gave him back clean music. Because he was an innocent and naive boy. When he grew up and went back, the well reflected a dark echo. This is due to the fact, the boy grew up and mature. He lost his childhood innocence. So here is where the rite of passage is described. Moreover I also related this with his life, since the well reflects how he feels, as a child it reflects joy while as a grown up it reflects darkness, guilt. The guilt of being a writer and leaving the farming family legacy.

Moreover we can see another example of rite of passage in the poem “Blackberry-picking”. This poem deals with a boy that picks up a lot of berries and does not understand they will rot. Again, the poet compares childhood with adulthood since that boy realized the fact he should not pick so many berries, because they will rot, when he matured and grew up. Here the rite of passage is also presented, since he passed from not knowing to knowing, from not understanding to understanding and having an epiphany: picking so many berries won’t get you anywhere, ambitions won’t get you anywhere.

Another poem where rite of passage is portrayed is in the poem “Digging”. This poem presents a boy who remembers how his father and his grandfather spend their time, digging. He remembers seeing them through the window, while he handed a pen. The pen here is used as a metaphor since he dedicated his life to writing rather than digging the farm. The poem reflects his childhood at the farm. There is a rite of passage since the pen is the tool to dig inside himself and to take out his feelings, he carries deep inside. Instead of using a spade as a tool to dig, he uses a pen. He is “digging” for his identity.

 

 

Songs & Literature

In our literature class, we have been discussing our favourite songs. We shared lyrics we adore and we debated and commented on them. We also read an article about Bob Dylan winning the Nobel Prize for Literature.

After that, we were told to choose a song. I chose the song psycho by Muse.

 

Muse biography:

Muse is a British rock band formed in Teignmouth, Devon in 1993. Its three members are Matthew Bellamy (singer, guitarist and keyboardist), Chris Wolstenholme (bassist) and Dominic Howard (drummer and percuasionist). They started playing since 1994 to now a days.

Muse signed to Maverick Records and released their debut album, Showbiz, in 1999. They have won numerous awards, including two Grammy Awards, two Brit Awards, five MTV Europe Music Awards and eight NME Awards.

Resultado de imagen para muse band

 

Video:

 

 

Song lyrics: "Psycho"


Love, it will get you nowhere
You're on your own
Lost in the wild
So come to me now
I could use someone like you
Someone who'll kill on my command
And asks no questions

I'm gonna make you
I'm gonna break you
I'm gonna make you
A fucking psycho
A fucking psycho
A fucking psycho
Your ass belongs to me now

Are you a human drone?
(Aye, sir!)
Are you a killing machine?
(Aye, sir!)
I'm in control, motherfucker, do you understand?
(Aye, sir!)

Your mind is just a program
And I'm the virus
I'm changing the station
I'll improve your thresholds
I'll turn you into a super drone (super drone)
And you will kill on my command
And I won't be responsible

I'm gonna make you
I'm gonna break you
I'm gonna make you
A fucking psycho
A fucking psycho
A fucking psycho
Your ass belongs to me now

Are you a psycho killer? Say "I'm a psycho killer!"
(I am a psycho killer!)
Scream it!
(I am a psycho killer!)
Show me your war face!
(AHHHH!)
You are a pussy! I said show me your war face!
(AHHHH!)

I'm gonna make you
I'm gonna break you
I'm gonna make you
A fucking psycho
A fucking psycho
A fucking psycho
Your ass belongs to me now

I will break you, do you understand?
I will break you, do you understand?
I will break you, do you understand?
I will break you, do you understand?
(Aye, sir!)

You fucking psycho
Your ass belongs to me now
Your ass belongs to me now
Main themes: 

Criticism to wars

Criticism to the system

Criticism to the ones supporting war

 

In my opinion, the song criticizes the whole system that causes war, but most importantly to the people who trie to convince men to join the army and to “honorably” fight for other people’s mistakes. The song criticizes the ones who brainwash men to become soldiers, since they were transforming them into monsters rather than fighters.

 

Main tones:

Ironic

Critical

Direct

Radical

Powerful

 

The criticism is expressed by making a militar man the voice of the song in order to portray the brainwashing, so as to express what those men were capable of, and to show the way they treat men, soldiers. So I find the song ironic, since they are not in favor of what the militar man says, they are exposing what someone like him would say and do in order to criticize them and their methods.

 

Literary devices:

  • In the song I found a voice, that could be a military or political figure that is talking to a crowd of soldiers.

 

  • Metaphor: “Lost in the wild” representing that men are lost in society and in life, and that entering the army would provide a reason to live. This totally criticizes the brainwashing the politicians do at times of war.

 

  • There also is a simile that says “I could use someone like you”, this is used to make a personal ‘speech’ to the soldiers in order to make them feel special, since they can be used by the armed force.

 

  • And asks no questions”, this is an oxymoron to emphasize the idea of not asking questions about the deaths. 

 

  • Repetition to emphasize the fact that the army transforms men into monsters. There is repetition in other phrases as well all along the poem.

“I’m gonna make you

I’m gonna break you

I’m gonna make you

A fucking psycho

A fucking psycho

A fucking psycho”

 

  • There is a metaphor to emphasize how soldiers are controlled by the army when the voice says, “Your ass belongs to me now

 

  • There is another metaphor when the voice compares itself “Your mind is just a program And I’m the virus I’m changing the station”. Here we can see how the army knows they are infecting people’s lives. They are aware about the fact they are “the virus”, interfering in the many families lives, but they just do not care. This criticizes the system.

 

  • The system is also criticized when the song reveals to us the brainwashing. “Are you a killing machine?.. Aye, sir”. Here it is portrayed how soldiers were manipulated. That is also present when the song says “You will kill on my command and I won’t be responsible”, meaning that either the militar or politician that is in charge of the killing won’t accept the responsibilities that are required. 

 

Personal opinion:

I did not know the song when I chose it nor the band, I chose this one because I wanted to analyze something new. After hearing the song, I interpreted it. The song starts telling us that love is pointless and worthless since it “will get you nowhere”. At the same time, this same voice tells us “I could use someone like you Someone who’ll kill on my command”. So I thought that the one who is talking might be someone who wants to ‘reclute’ men, or women, to kill people. The voice wants to make people understand love is useless, in order to make their lives “worth” by doing something useful: according to the voice, killing people for him. Later, the song tells us “I’m gonna make you A fucking psycho”. So here was when I made my interpretation, I believe this band is criticizing not only war, but also the men who cause it and who incentive people to fight. This could be any military or political figure that supports war. This band is criticizing their way of treatment and how they transform soldiers, by remarking the fact that they are not transforming men into soldiers, they are transforming them into monsters, into “fucking psychos”. The song also criticizes how they convinced people to go to fight, they criticize the brain washing, of telling love is pointless, when, in my opinion, love is actually what saves us.

 

El Cruce de los Andes para la Expedición Libertadora de Chile y del Perú

En nuestra materia historia, con nuestra profesora María Laura Najleti, estuvimos trabajando con el cruce de los Andes debido a que en este año se conmemora el bicentenario del mismo. Luego de recolectar información sobre este cruce, realizamos una actividad grupal. A cada uno de los grupos les asignaban un determinado paso. Luego debíamos responder unas preguntas sobre el cruce, armar una maqueta, encontrar un mapa que demostrara cada parada que realizó la comuna y hacer un video explicando la maqueta. Yo hice mi trabajo con Federika Marty, Milagros Montanelli y Ignacio Maestro Malek. Nos tocó el Paso de Guana. ¡Esperamos que les guste!

Preguntas:

Video:

Mapa:

 

Tyres

In our literature class we read a story called “Tyres”, written by Adam Thorpe. Here is the analysis of it and the stages of rite of passage I wrote with Victoria Landolfo, Lola Villegas, Rosario Vago and Sybilla Correa Perkins

Analysis                                                                                                                               Setting: Macrocosm (historical-social context)
• war (dark)
Microcosm
• life in a french village
• Love relationship (clear)

(P. 404)
Key moment
• Now, they can see the war is near!
• war is really happening in front of their eyes!

Love and war get interconnected

• specularity -> he feels reflected on the body of a young boy (son of a butcher’s)

• Climax: point of no return
He finally feels involved/touched

 

(P. 405) -> description of the “act”
• full of emotions
• The narrator feels more alive than ever before!

=\=

Ending (p. 407)
Dead -alive
• he is alive but dead inside
• Narrator:
~ feels guilty
~ he never grew out of it
~ senseless life
~ stagnation (stillness)
• he spends the rest of his life paying for his mistakes

• Voice: a narrator telling his memories (a flash back)

• Theme:
~ never letting go
~ paying for your mistakes
~ loyalty to the girl, country
~ love for the girl and for France
~ no cutting corners
~ love vs war
~ how individuals are kind of determined by the reality of society and the content they lived in

• Tone:
~ sad / depressing
~ romantic
~ guilty / remorseful

 

STAGES OF RITE OF PASSAGE:

from not knowing that war was near to experiencing it.

  • Object of desire: the girl, Cecil                                                                                              
  • Trespassing, breaking the law of “the father figure”: when he prefers the girl over his own father
  • there should be a dare (taking action): when he breaks the tyre of the Gestapo officer, he “cuts corners”

Trespassing and dare are connected

  • The mischief should be owned up: he don’t confess and accept, he feels guilty and remorseful. He didn’t speak to his father or to Ceci’s family. He got stuck in the past. He is dead-alive
  • An act of atonement: he decides he’ll never be happy again. He punished himself. He didn’t move on, because mature people accept their responsibilities, without forgetting it, but continue living their lives. However, he never had a family or kids.

 

Tarea de Geografía

Nuestro profesor de  Geografía, Pablo Peez Klein, nos dio tarea para las vacaciones; consigna.

Actividades finales, pag 91:

2) Trabaja con el mapa y la información de las páginas 52 y 53

A- ¿Que información se brinda sobre el agua en el planeta?

El texto explica que la cantidad de agua dulce está distribuida desigualmente a lo largo de todo el mundo: el continente americano contiene el 40%, Europa el 8%, África el 11%, Asia el 36% y Oceanía el 5%. Con esta información se puede ver claramente la desigual distribución de agua dulce en el planeta.

B- ¿Que aspectos de esa información se relacionan con los problemas de acceso al agua de la población?

En la actualidad, acceder a este recurso depende bastante del nivel social de cada uno, ya que muchas personas quieren acceder a tener agua limpia y dulce, pero debido a su nivel social, no pueden. Por ejemplo, aquellos en situación de calle o las ciudades pobres, pues el agua tiene un costo y hay algunos que aunque quisieran poder pagarlo, no pueden

C- ¿Que importancia tienen los recursos hídricos de América en el contexto mundial? ¿porque?

Los recursos hídricos de América son muy importantes porque este continente posee el 40% de agua dulce  de todo el planeta. Por eso, América se debe encargar de que el agua sea bien distribuida para los habitantes dentro de ella y si es necesario, para otros continentes también. Por lo tanto yo creo que tienen mucha presión, pues poseen casi la mitad del agua dulce del mundo y sin embargo hay una significante parte de la población que no tiene el acceso a este muy necesario recurso.

5)

A- La privatización de los recursos hídricos traen como consecuencia disputas o enfrentamientos armados pese a los acuerdos ya antes escritos.

B- Los factores que convirtieron al agua en un recurso estratégico son los siguientes: la explotación, el control y la administración de recursos como agua, petroleo y gas natural.

C- El conflicto del agua genera disputas por esta entre los países, que terminan en guerras. Por eso, se hablaba de la futura tercera guerra mundial, una guerra en la que se luchará por el agua. Actualmente, hay disputas por el agua: Por ejemplo la de Mendoza y la Pampa, que luchan por el río Atuel.

Report

After having studied passive forms,  Pilar, our language teacher, told us to write a crime report using at least three passive constructions.  We had to choose one headline, between the ones she gave us, to write it. We also had to Include the vocabulary we learnt in connection with crimes.

Report:

Mom pleads not guilty to setting home afire with kids inside

Last Wednesday, In the suburbs of San Fransisco, An American woman was accused of setting a house on fire with her children inside. She was charged with arson.

Police officers, communicated that the woman, Lucie Rogers, had plead not guilty. Her neighbours stated that she was preparing dinner before the incident happened. Lucie poisoned her husband, David, due to the fact that she suffered from domestic violence. When she was interviewed, she confessed that she had poisoned her husband because of this reason.

The reporter, Charles Levingston, interviewed the criminal and affirmed she was only planning on hurting her husband, not her children. Police officers, found out that David wasn’t inside the house at that moment, since witnesses spotted him going to the market to buy some drinks. So when Mr. Rogers, her husband, entered the house, he would eat the food in a hurry because he was going to be very hungry, and the poison was going to work effectively.

Robert Smith, the police leader, claimed that when David entered the house, he noticed that Lucie had left the oven on and he could see that it started a fire that went from the kitchen to the living room, so he run away from the house. Lucie, few minutes later, had the same reaction, leaving her children alone in their rooms. In the court, she desperately affirmed, “it was an accident, David and I could escape but the fire trapped my children. I didn’t want to harm them”.

Authorities decided that the criminal must spent at least 3 years in prison. However, Robert thinks that if she has a good solicitor, her sentence is going to be shorter. Levingston, on the other hand, analysed the relationship between Lucie and David and stated he must go to jail too, since he abused and mistreated her.


Exchange

Today in the afternoon, we had a meeting with teens from the USA. We had to exchange our culture, different hobbies, favorite subjects and other things.

Activity:

What we have in common with them is that we enjoy playing sports like soccer, that we like watching netflix and we both like to eat candies.

What called our attention was that they can have their driver’s license when they are 16, while we can have it when we are 17. Another thing was that they have their parties until 12 or 1am, maximum 4 (depending on your age), but we end them at 6 or even more. Also, that they can’t go to their houses during lunch while they are in school. Moreover, the fact that everything there is extremely more cheaper than here, from cloth to phones. Finally, they have proms and to ask their dates they do proposals to them.

We think that this activity helps us to understand the US culture through a point of kids that are 16-17 years old, almost the age of us.

 

By: Maria Roggero & Juana Perez Muniz

 

The Manchuria Crisis in process

In history we are staring a new topic: the work of the League of Nations in the 1930s. So today we are going to learn about the 1st incident: the Japanesse invation to Manchuria in 1931. Our history teacher, Lenny, gave us a task. We had to see the following video and answer some questions.

Questions:

  1. How does the video open? What might the connection between the League and the opening scenes in Poland be?
  2. What problems did Japan face? (Mention ALL of them)
  3. What was the role of the army in Japan?
  4. What did army leaders believe Japan needed?
  5. What was the value of Manchuria?
  6. What happened at Mudken?
  7. What did the League do about it?
  8. What was Japan’s reaction to the decision of the League?

Answers:

  1. The video is open by saying the reasons of how the League failed during the 1930s: in maintaining peace and avoiding war. It also showed Poland in 1939 and it says that the second world war started. The connection between Poland and the League was that both
  2. The problems that Japan faced were the followings…

Japan had suffered more than most from The Great depression

Japan was an isolated country from trade

Japan did not have natural resources from her own to exploit, and her population was booming

In 1930s unemployment was very high

3. The politicians took second place to the army. The Japanese army controlled the education system. Their main objectives was to expansion there territory. Japanese believed that territory in Asia would benefit their empire.

4. Army leaders believed that Japan needed natural resources

5. Manchuria was mostly barren, but it was rich in natural resources, which Japanese desperately needed for its economy.

6. There was an explosion at Mukden, so Japanese used that conflict as an excuse to invade Manchuria. They invaded Manchuria and not another place because they needed more natural resources and more space for it population. Manchuria was the perfect place to do that.

7.  China appealed to the Leauge, who finally decided that Japan should leave Manchuria and become a semi-independent nation free from China and Japan.

8. Japan leave the League of Nations because she wanted to have Manchuria, and leaving the League meant that nobody would intervene.