Virtual Period: Soldier, rest! // The Death

Task of the week: 

  1. Check out the following page:
  2. Choose one poem and prepare an analysis.
  3. Compare it to “Soldier, Rest!”
  4. Illustrate it with pictures and explain which different parts of the poem they illustrate.
  5. Post the analysis in your blog.

Done by: Trinidad Torrendell, Sol Bernusi, Victoria Lupi & me.


Both poems are totally different. Rupert Brooke (“ The dead”) and Sir Walter Scott (“Soldier, rest!”) present different points of view. In the following poem, Soldier rest, Scott paints an attractive picture of death to the weary and battered soldier/hunter. Death is presented as a restful sleep where all the stresses and strains of martial life drift off to nothingness. The main characters of the poem, the soldier, are made to obey orders as the title says “Soldier, rest!” which take them to death, give up, war is over, so their lives. In this poem, death isn’t represented as being something to fear as it frees the soldier’s mind of fighting and danger that are presumed to dominate his life.

On the other hand, “The dead” written by Sir Walter Scott shows war as an honorable act and experience highlighting the positive aspects of war. At first he tackles with the daily routine of men before going to war, they are loved, they feel happiness, etc. He creates a warm atmosphere shared with the colours and times of the day, the weather. However, suddenly all this comes to an end when they become soldiers and have to face death. He also indicates, in the line ‘washed…to mirth’, that yet this life was not perfect and that they too have their share of problems and unhappiness, but still they do not hesitate to laugh it off as being part and parcel of life. When it says “dawn is their” it represents that their time to shine has come and that they appreciated the little things in life like: friendship, love, happiness.

This may have to do with the fact that he never took part in war and never saw action because he died before entering into the First World War (1914-1918). That’s why he could ignore the ravages of war, and glorify it as an experience that renders the soldier above the ordinary mass of humanity.

We believe that both poems mention war as part of humanity though both them treat them in a totally different manner. We identified ourselves with the second poem as in some point we are in the same place as Rupert Brooke, we like people to defend our nation and values but we don’t take part in it. We talk as outsiders. Did you ever take into account the million lives that were sacrificed during a war? Is war the best way to sort out conflict between nations?


Link: supreme art of war de Felicitas Donato

Publicado en 4AC2017, literature | Deja un comentario

History Virtual Period

Task of the week: Find key information about Napoleon Bonaparte’s life (dates, early life, achievements, political career, etc) and prepare a short powerpoint, prezi or any kind or presentation with it. (This is not for any oral presentation, just to post in your blogs).

Napoleon Bonaparte’s Presentation

Publicado en 4AC2017, history, Ingles | Deja un comentario

Virtual Period: “An Englishman’s Home”

Task of the week: 

  • Get together (2-3 people) and choose 5 questions to explore in detail. Write the answers in your blog.

I worked with: Tota Lupi, Trini Torrendell and Sol Bernusi.

1) Compile a list of lexis about social hierarchy. What does this tell the reader about the characters, the setting and the ideas?

The ‘Coda’ is an ending part of a literary word that is separate from the previous part. We can say that “An Englishman’s home” ends with a coda and not a typical ending since the center of attention changes completely from what it previously was. This is because during the story the reader will think that the main topic is Mr.Metcalfe’s wish of becoming a true countryman but then, the reader realizes that the center of the parody are the two mysterious mans who bought the landscape in first place.

2) Later on, when conflict between the characters becomes more obvious, Waugh uses semantic fields of war and battle. Find examples and comment on what this conveys about the changing characters, their relationships and the ideas behind the story.

The tension in the story begins to rise mainly during the meeting that Mr Metcalfe summoned. That is where the characters learn of the differing opinions and positions that each neighbor takes. And Waugh, in a subtle way, uses semantic fields of war and battle to portray this conflicting situation.
One example where this literary technique is reflected is when it is described the reaction that took place at the Manor. It was said to take place in the form of an “explosion of wrath”. The word explosion connotes war, violence and aggressiveness. Therefore, it allows to portray the scene as one that is seriously hostile and upsetting for the villagers.
Another example is when it is made clear that most people believe that Mr Metcalfe should be the only one to take responsibility and action for this problem. It says: “Duty called, clearly and unmistakably, to Mr Metcalfe alone”. The use of the word duty also makes allusion to battle and the tasks that are entrusted to each soldier. So this depicts that Mr Metcalfe was expected to walk into the battlefield alone and fight by himself.
Finally, the meeting resembles greatly one destined to plan out the next move in a battle. Mr Metcalfe even points out his “readiness to co-operate” and that he “would willingly stand down”. These claims, if out of contest, could easily be mistaken for ones being told between leaders and allies during war.

3) Find examples of how Waugh conveys the importance of maintaining status through appearance and how we can see social hypocrisy through this.

Throughout the story “An Englishman’s Home” Waugh very distinctly and deeply depicts how crucial the maintenance of status is through appearance. In fact when we, as readers, analyse the relationship of the characters, we can find that the characters of the story limit themselves when expressing themselves due to worries on how they are going to be perceived. For example, when discussing how to fix the problem (factories planning to be build in the countryside) Lady Peabury stops herself from stating her true intentions because she didn’t want to appear inferior economically than Mr. Metcalf “Delicacy forbade recognition of the vital fact that Mr. Metcalfe was very much the richer—delicacy tempered with pride.”The protagonist, also, constantly addresses what being a TRUE countryman is, bringing the reader to question: If he tries so hard to be a countryman, and has so much conflict, then will he ever be a genuine and natural countryman? Both of this examples, showcase the hypocrisy of the country people. By putting so much weight on what other people think about them, and what they are expected to be, they are left trapped in their image. More actors than anything else, forcibly living. By living in a lie, they achieve exactly the opposite of what they aspire to be. In fact, by trying to be superior than others, they emphasize the fact that they think they aren’t, so they have to act it.

5) Waugh sometimes builds long descriptions which seem to lead to a climax but in fact end anticlimactically. For instance, look at the over romanticised ideal of the rural life of a ‘landowner’ on p135 and Metcalfe’s ‘sudden change’ into the ‘Lion of the Rotarians’ on p142. Explore how Waugh builds up his initial crescendo of feeling and what this leads us to expect. Then consider the anticlimactic end and what the effect of the irony is. How can this reflect further ideas about the text?

Waugh creates this crescendo of feeling in each one of his descriptions when he is talking about careful matters that need irony to be interpretated. For instance, in the first example given, Metcalfe is talking about the land he owns. It is known from the beginning that Metcalfe was a new rich, not an aristocrat like his neighbors and that is a difference we see all through out the story. People treat him differently even though he has the same amount of money as the others, the difference is how the got it. So, to put irony into this “conflict” between aristocrats and new rich people he starts describing all his land and how he could afford even more, but at the same time he cant afford any more without being judge by his neighbors. On the second example we see he is talking about the deal they, himself and the neighbors, were trying to close so that the land is not bought by industrial people. All of a sudden he is no longer a countryman but money they could use to continue living as they were. Metcalfe says this with irony because he knows what they are trying to do but although it has a bad look, because they are using him, he takes advantage of it because he now controls everyone in what he calls The Rotarians, meaning a sort of club were only aristocrats were allowed in. This use of irony in both descriptions is what creates this anticlimatic effect because all of a sudden we are in a satire again and things are seen as they should.

7) How are the characters shown as outsiders compared to the rural working people? What is the effect of this? How does Waugh show that they view each other as outsiders and what is implied by this? To what extent are the newcomers accepted into society by the end of the story?

Mr. Metcalfe is shown as an outsider in the story, in change Boggett, is not. Boggett is at the bottom of the social pyramid, however still a part of Aristocratic Society, and accepted. But Mr. Metcalfe is rich, he is a landowner, he has a family and employees but he is not accepted in the aristocratic group because he is a “new rich”. He had to work for his money, unlike Aristocrats which inherited it. An example of this is when the lands that are next to Metcalfe’s lands which were owned by Lord Brockhurst are sold to a man who is planning to build a factory. The aristocrats blame without a doubt that Mr Metcalfe was to responsible for not buying when he was offered to. By the end of the story, Mr Metcalfe is partly accepted by society because they end up accepting the deal where everyone puts in a part to be able to buy the land and save it from being built on.

Publicado en 4AC2017, Ingles, literature | Deja un comentario

Ensayo: “La figura de la mujer”

  • En el area de Literatura estuvimos estudiando y analizando el rol de la mujer en la literatura, el caso de “Las Hermanas Ocampo”.  Por ello, nuestra profesora Camila nos pidió que redactáramos un ensayo refutando o aprobando la siguiente postura.

“La mujer es el sexo más débil”

         A lo largo del tiempo, se consideró a la mujer como el sexo más débil debido a la estructura corporal de la misma, creándose así un mito generado por la sociedad. A pesar de ser irrelevante este hecho, porque el tamaño del cuerpo no determina la debilidad y fragilidad del individuo.

              Dichas creencias durante siglos han hecho que la mujer se sintiese debil y fragil y que esta se viese obligada a realizar  determinadas tareas llamadas “artes femeninas”,entre las cuales podemos nombrar las actividades de  coser, bordar, tejer, entre otras. Esto ha obligado a la mujer a exagerar las “diferencias” entre ambos sexos ya que su aceptación social, depende de ello.                                                                                                                            

Como consecuencia, las habilidades de la mujer se fueron reprimiendo por sus miedos manteniendolas en la penumbra reprimiendo la de sus talentos y de su creatividad. Incluso, muchas mujeres se abstuvieron a usar sus cuerpos por temor al ridículo o porque dichas presunciones hicieron que estas piensen que estaban incapacitadas para llevar a cabo estas actividades.

Pero, existen razones por la cual dicho mito se cuestiona. La fuerza y la habilidad no tiene nada que ver con el sexo, sino con el adecuado entrenamiento y la capacidad de mejorar. Amen de ello, las mujeres han establecido nuevos récords mundiales en diversos deportes en mayor  o igual grado que los hombres. Pero si existen distintas maneras de afrontar o experimentar la competencia deportiva mientras que , las mujeres quieren ganar la aprobación de otros, los hombres buscan simplemente ganar.

         Sin embargo y a pesar de todo, la mujer ha tenido el valor, el coraje y la fuerza para ir decididamente más allá de lo que el mundo pre establecido le ofrece. Es un mundo ya de por sí herido de muerte, que fue conformado por leyes involutivas establecidas por la sociedad.

         Lamentablemente a no todos los países del mundo se le otorga a la mujer, el lugar  que ella merece por derecho propio.

         Es así que,  la misma mujer  fue quien ha tenido que brindarse a sí misma esos derechos y todas las oportunidades y posibilidades de ascensión, aun en contra de todo y de todos. Asumiendo y corriendo de esta forma, el riesgo a ser etiquetada. Con lo hasta ahora expuesto podemos adentrarnos en el concepto de igualdad de género. Dicho principio de orden constitucional estipula que, los hombres y mujeres son iguales ante la ley”, lo que significa que todas las personas, sin distingo alguno en orden al sexo gozan de los mismos derechos y deberes frente al Estado y la sociedad en su conjunto. Pero realmente cabe preguntarnos, los tenemos?

            Constitucionalmente somos tanto las mujeres como los hombres iguales. Cada ser humano, hombre y mujer, ha sido creado con el  propósito: unirse en  cuerpo y alma para poder  vivir en el   mundo como un lugar mejor y más sagrado.

            En su servicio a Dios, no hay ninguna diferencia entre hombres y mujeres; la única diferencia es la manera en la que el servicio se manifiesta.

         A lo largo de la historia podemos ver como las leyes de la sociedad reprimieron la figura de la mujer e hicieron que ella cuestione sus propias capacidades. Sin embargo al hombre nunca se lo cuestionó por sus pensamiento y acciones machistas, vivimos en una sociedad cuya cultura es extremadamente machista.

       Según la institución de la Real Academia Española el “sexo débil” es el conjunto de mujeres, mientras que el antónimo “sexo fuerte” es el conjunto de hombres. Entonces cómo se puede celebrar el Día Internacional de la Mujer,  durante la cual se lucha a favor de la igualdad de género, si ni siquiera podemos asimilarlo.

        Cuando hablamos de sexo débil, nos referimos a un expresión que se utiliza “con intención despectiva o discriminatoria y peyorativa”.

         Los hombres son físicamente más fuertes. Por naturaleza, son usualmente más agresivos en contraste con la mujer generalmente más sutil. Dicha sutileza tiende a confundirse o relacionarse con el concepto de debilidad. La naturaleza de la mujer, que es sutil, no es débil. Y la naturaleza del hombre, que es agresiva, no es bruta. Para que el hombre y la mujer sean completos, deben poseer ambas energías.

Publicado en 4AC2017, Castellano, Literatura | Deja un comentario

Literature Virtual Period: “I Find no Peace”

Task of the week: Answer a set of questions and prepare an animation using Animoto to illustrate the poem with pictures.

1) What situation is the speaker reflecting on?

He reflects on the conflicting feelings he feels: excitement and passion about this lady, but at the same time he is filled with doubt and misery as he fears rejection and unfulfilled lust.
2) What metaphors and similes does he use to express his feelings?

  •   “I burn and freeze like ice.”  The poet uses contradictions as a well as simile to talk about what he feels.
  • “I fly above the wind, yet I can not arise.” This talks about how he can go wherever he wants, but he chooses not to move.

3) How many separate paradoxes are in the poem?

There are 10 separate pradoxes in the poem.  He is unable to rest, and yet he has no fight left in him. He is optimistic yet afraid, he is ablaze yet frozen. He is soaring, yet cannot take off; he has nothing, yet he holds the whole world. Though there are no locks strong enough to imprison him, he cannot escape. The narrator feels he has no control over whether he lives or dies. He can see without his eyes, and complains without a tongue. He says he wishes to expire, and yet demands strength. Until line 11 when the writer when the the speaker reveals a less paradoxical contrast.

4) What is the cumulative effect of so many paradoxes? 

The purpose or effect that a junction of paradoxes may provoke is the arresting of attention and fresh thoughts, enclosing the tensions of error and truth simultaneously. To show the twin power of love, to excite and to destroy.
5) What is the general topic of the paradoxes in lines 1-4?

General Topic: Lust and romantic love.

I find no peace, and all my war is done.

I fear and hope. I burn and freeze like ice.

I fly above the wind, yet can I not arise;

And nought I have, and all the world I season.

6) What is the general topic of the paradoxes in lines 5-8?

General Topic: Conflicted state of mind, he cannot escape his own thoughts. 

That loseth nor locketh holdeth me in prison

And holdeth me not—yet can I scape no wise—

Nor letteth me live nor die at my device,

7) Why does the speaker in line 11 declare that hating himself is the consequence of loving another?

In line 11 the speaker declares that hating himself is the consequence of loving another because he is prepared to put himself in danger by loving another. He must not care enough about himself to prevent his own destruction.

8) Why is it ironic that his “delight” is the “causer of this strife”?

Is ironic because delight or pleasure is a cause of enjoyment not of strife. His pleasure, of loving another will finally end up killing him. “Likewise displeaseth me both life and death.” Its clear that which gives him the most pleasure is what causes him the most peril.

9) To what extent do you think the paradoxes are an accurate expression of the feelings of a person in love, particularly in light of the fact that in the 16th century the completely free and unchaperoned meetings of lovers were not easily arranged?

Wyatt expresses his great frustration at love through the use of paradoxes or oxymoronic ideas. He is optimistic yet afraid, he is ablaze yet frozen. He is soaring, yet cannot take off; he has nothing, yet he holds the whole world…etc.  All of this because of “my delight is causer of this strife.”  That which brings him joy, his love, also causes him this pain, and so paradox is the only way rough which he can express it. Another contrasting idea presented in the poem is: “I love another and thus I hate myself” description for being in love.  Loving another is the knowledge that you are not whole.  It is allowing yourself to be hurt as deeply as you can imagine, and knowing that another is loving you with that same power or intensity.  But, if it is a frustrated love, it would indeed rob you of all peace, as the title says “I Find no Peace”.  So I agree, I think that paradoxes contribute to refer to the larger role of love and express of a person in love.
10) To what extent do the paradoxes capture the agonies of the speaker?

Wyatt seems to use contrasting ideas to create imageries that describe his feelings. “Likewise displeaseth me both life and death.” This line makes the reader wonder; how can one be displeased by both life and death? Sir Thomas Wyatt feels this way- this displeasure of both living and dying, – and thus he makes it seem as though any feeling, emotion, or thought is possible. Wanting to die, and wanting to live there is no in-between feeling. I agree with the statement.


I Find no Peace

Publicado en 4AC2017, Ingles, literature, Uncategorized | Deja un comentario

History Virtual Period: Jacobins and Girondins

  • We have been given the task to find a picture that best represents the Girondins and one that best represents the Jacobins. We have to Give the characteristics of each group at the beginning of the French Revolution.


  • Formed in Paris
  • Left-wing revolutionary politics
  • They were relatively moderate in their demands, but they soon became more extreme
  • Supported Louis XVI execution
  • Jacobins clubs were later organized in provinces too and served as debating societies
  • Allies to the sans-culottes, popular work force of working-class Parisians
  • Supported the rights of property, presented a much more middle-class position


  • South of France
  • Supported the rights of provinces to influence the revolutionary movement
  • Encouraged negotiation with Louis XVI
  • Part of the Jacobin movement until they were acuses of monarchism and purged
  • Campaigned for the end of the monarchy
  • The Girondin leader was Jacques-Pierre Brissot


Publicado en 4AC2017, history, Ingles | Deja un comentario

History Term Assignment

Here is the pdf containing the sources we have to analyze to do the term assignment. I worked with: Felix Ockecki, Juan Stordeur, Gaston Posse, Trinidad Torrendell.

History assignment

1) Analyse the following sources and discuss the change in them. What has changed? Why might that change have come about? Draw on previous knowledge from the whole unit.

Source A: A letter by Marie Antoinette to her mother shortly after her marriage to Louis in 1770

Source B: An illustration of the Royal Family being returned to Paris after being captured at Varennes.

“Source A” Shows the joy and affection the people have towards both Royal families, Austria and France. In spite of poor people being overwhelmed by the high taxes they had to pay, they received jollity The Dauphin and Marie Antoinette. Source A presents the Royal’s family rise to power and the celebration of the diplomatic reconciliation. French people loved them. After 19 years things changed, the mood changed. France entered in a financial debt and the king decided to impose higher taxes, the indifference of the social classes (nobles vs lower classes) cerated tension and the rigid and unsympathetic attitude of the kings wife to resist reform bles vs lower classes) created tension. The rigid and unsympathetic attitude of the king’s wife to resist reform added to his increasing unpopularity. She was extremely extravagant at a time when many people were facing extreme hardship. All this caused the start of the revolution the 14th of July of 1789 for the establishment of a Republic. That’s why in 1971 Louis could not Stand for it flee to seek safety abroad. “Source B” shows how Louis XVI and Marie Antoinette are arrested during the Flight to Varennes and taken back to Paris under heavy guard, where they remained until their execution in 1973. French people no longer supported the Royal family, the fact that the king abandoned his country in time of trouble showed the inability to exercise a figure of authority.
Source​ C: Shows the Kings and Marie’s desperation​. Both of them felt unsafe everywhere. They didn’t even trust the people around them, the guard. They wished and desired to escape from France and go to Varennes, 30 miles from the border. They were going to abandon the kingdom next month, the 20th of July of 1971 that’s when they were caught.
Source D: This letter is written from the Minister of foreign affairs to a diplomat in America telling the King’s intentions sentiments about the Revolution and the majesty’s intentions.
Source E: Reveals the reasons for the king’s departure. The outrage and the unsafe environment​ that he went through while going to St. Cloud. The insults, the opposition who was against him because they wanted a constitution. The insecurity and unwillingness to quit publicly to the throne make him escape from France. Here he clarifies his intentions not to abandon the kingdom that he was traveling to Montmedy, where he was going to be safe and his family too against any invasion. But his intentions weren’t clear enough, so they were arrested, and taken back to Paris until 1793 when they were executed. They had suffered the consequences of their own acts.

Sources “C, D and E” show the consequences of the French Revolution and how the King acted towards this total chaos.

Publicado en 4AC2017, history, Ingles | Deja un comentario

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.

Answer the following questions:

I worked with Sol Bernusi and Trinidad Torrendell.

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?

It is said that her life was a tragedy because:

  • She came from a large family of seven children, Mew witnessed three brothers die while she was still a child, another was committed to a mental asylum alongside one of her sisters – both for schizophrenia. As a result of this history of mental illness, both her and the remaining sister decided not to marry so they wouldn’t pass on these issues to their children.
  • It is also believed that she was a lesbian, in a time when it was definitely not cool to be a lesbian. However, it is unclear as to whether she ever realised her sexuality with a lesbian relationship. It sounds a bit to me like critics have put two and two together when learning that she used to wear tailored men’s suits and decided that made her a lesbian.

Her works span the cusp between Victorian poetry and Modernism. During the Victorian period men and women’s roles became more sharply defined than at any time in history. In earlier centuries it had been usual for women to work alongside husbands and brothers in the family business.

2. Read the poem: how are “rooms” described?

Rooms is an interesting title for such a poetic peace, due to its simple meaning; a part or division of a building enclosed by walls, floor, and ceiling. But the literal meaning is not what gives the poem sense, the figurative meaning is what makes this title worth it. Mew materializes romantic relationships and separate them into rooms, reflecting about how each relationship affected her on her life. When she visits different old rooms (previous relationships) with melancholy, she ends up remembering why they ended. However, she finally tells us about the room she decided to never end up with, which is filled with memories of passion, but has much more than that.

‘…remember rooms’: Alliteration. As if rooms have some sort of meaning in addition to the experiences observed in the rooms.
.‘…steady slowing’: Again alliteration, further developed ‘…of the heart’, which essentially denotes the gradually decreasing heartbeat of someone. When does for example, when you sleep. Therefore, Mew is referring to sleep and how she remembers the rooms she has slept in. Alternatively, the slowing down of a heart could refer to the eventual death of someone, in this case the relationship.

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

I can account for this, by the following quotations:

  • “Rooms where for good or for ill, things died”
  • “Through every morning we seem to wake and might just as well seem to sleep again”

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

The opening of the poem is deeply nostalgic, with brief flashes of forgotten joy mingled with remembered bitterness. However, these diametrically opposed memories are quickly washed over with reason that stems from the joy of having a secure, stable and fully realised loved. The last four lines are a happy recall from nostalgia to the joy of today.

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

The theme could denote how we spend our lives essentially in rooms, and each room has its own experience and background which ultimately shapes our identity and future. Alternatively, and in addition, the rooms we spend our time in could eventually shape our personalities and identities and therefore the word rooms is used as the setting or context in which we spend the majority of our lives.  Moreover, the tone of the poem is nostalgia (“I remember”) and sorrowfulness mixed with joy, its something the author misses and remembers. Something thats no longer there, something that had died.

Virtual period Activity (Deadline: May 15)

  • 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. // HOME IS SO SAD de Felicitas Donato

Publicado en 4AC2017, Ingles, literature | Deja un comentario

Nuestra Payada Intelectual

Nuestra Payada Intelectual

  • Nuestra profesora de Literatura, Camila Alberti, nos asignó un trabajo que consistia en: imaginar un duelo intelectual de carácter musical, redactar su guión y llevarlo a la pantalla. La actividad debió realizarse en grupos de entre 4 y 5 alumnos y entre todos elaboramos el guión, y luego nos repartimos las tareas vinculadas a la realización cinematográfica (dirección, filmación, actuación, edición).

Nuestro Grupo esta conformado por:  Victoria Quiroga, Alina Claps, Victoria  Lupi, Eugenia Kenny, Sol Bernusi y Felicitas Donato. 


A: Vengo a contar una historia

Que hasta ahora nadie conoce

Acudiendo a mi memoria

Para que todos la gozen

A: yo nose ni quien es Dios

Yo nose que es el amor

Pues me han roto el corazón

Y estoy lleno de dolor

B: yo tampoco sé de dios

Pero se que es el amor

Un sentimiento sin razón

Que te abre el corazón

B: es por eso que hoy te digo

Tenga fe mi fiel amigo

El amor aparece de la nada

Y te ciega la mirada

A: qué sabe usted señor 

sobre los males del amor

Si no le han roto el corazón

Y no sabe del dolor

A: el amor es una ciencia 

Que genera una falencia

Es por eso que hoy le digo

déjelo en el olvido

B: yo y mi china hemos sufrido

Y aunque todo hemos perdido,

el amor que nos tenemos

nos mantiene siempre vivos. 

A: no me importa lo que digas,

tus dichas no son mías

A mi me han abandonao

Y solo me he quedao 

A: yo tenia hijos y una esposa

Una vida hermosa

Y de la noche a la mañana

Me quede sin nada

A: con mis hijos ella partió

Y mi corazon rompio.

De la mano de un sargento 

Ella se fue sin lamento

B: tu desdicha yo comprendo

Pero no siento tu lamento

Si tu mujer te ha dejao

Es porque tu la has descuidao

B: como la biblia expresa

A la pareja no se deja 

Ni en la salud ni en la pobreza

De ella tu te alejas

A: yo no la he dejao

Ni la he descuidao

Ella es la que me ha abandonao 

Y sigue viviendo de mis pagos

A: pues basta ya de esto

Que el pasado ya es recuerdo

Le pondremos fin a este duelo

Que en otro momento resolveremos

Publicado en 4AC2017, Castellano, Literatura | Deja un comentario

History Virtual Periods

Causes of the French Revolution 

  • To integrate the work we’ve been doing on the causes of the French Revolution, we have to draw a diagram relating all the long and short-term causes we studied. We should also rank them according to how important I think they were in the development of the revolution.


The Storming of the Bastille 

  • Imagine you are a French citizen who was involved in the storming of the Bastille. Later that night, write your diary entry, explaining what happened (from your viewpoint) and expressing your fears, wishes, hopes for the future, etc. Be as creative as possible in finding a voice for that character to make it sound realistic.


Sunday 15th July 1879

Dear diary,

                    July 14th 1879,  we had won and Louis had lost. Yesterday, King Louis XVI ordered royal troops to surround  Paris and had dismissed Jacques Necker, the finance minister. He didn’t allow us to join the three states altogether and that’s why, we, the third state proclaimed ourselves “The National Assembly”. He wanted to solve the economic crisis in France, but he couldn’t. King Louis had overthrown the Assembly, by locking the place were we used to meet, that’s why we met at the Tennis Court Oath as act of defiance towards the king and to show him that we, the French people, can take part in the governments  decisions . After all he had done, and had taken from us I couldn’t believe he wanted more blood to be spilled and he got it! The storming of the bastille was coming. The bastille was a symbol of tyranny for its imprisonment of people without trial. We wanted to reform the absolute rule of the monarch. Louis was weak. He wasn’t able to solve the economic crisis and stop us. He hasn’t the right to absolute the rule, this government is a social contract between we the French people and the King. I hope we find someone who would fight, and stand for equality and abolish feudal rules and set up a parliament. We want a Republic!



  • We were also given the task to prepare a timeline with the main events of the Revolution from the Estates General in 1789 to The Flight to Varennes in 1791.


Publicado en 4AC2017, history | Deja un comentario