Stories of Ourselves: Revision

Today we briefly revised some KEY concepts that will cut across our discussions of PROSE this year. We analysed them in the light of some chosen quotations from “Tyres”, “Games at Twilight” and The Prison”.

Selected Quotations Tyres_Games_Prison

Key Words Short Stories

Have a copy of the file “Key Words….” so that we can continue referring to it next class as we talk about “Sredni Vashtar”, the imaginary devilish creature of Conradin’s prayers. Read the story and focus on the title (DO RESEARCH!), the genre and the characterisation of young Conradin.

A View from the Bridge

Today we referred to Arthur Miller’s play A View from the Bridge in a quite superficial way, but next class we’ll be working on an analysis of as many aspects of the text as we possibly can. In order to do so, please bring with you all the necessary material. If you have last year’s Lit Booklet, check if the file I’m sharing below is there. If it isn’t, print the file so that we can work on all the activities in class.

View from the Bridge Study Guide

HOMEWORK:

1) Read the “before reading” section on the second page of the pdf document. Just read! You don’t need to do any extra research. Highlight contextual information that aids the understanding of the play.

2) Work on the activities on pages 3 and 4 of the pdf document. There is a fill-in-the-blanks activity based on Act I and a listing / bullet-pointing activity based on Act II. Both exercises are related to plot.

3) In the study guide there are several questions that address specific quotations in the play. Make sure you mark all those quotations in your books. You may use different colour post-it’s or write a list of quotations with the page numbers where they appear in a chart or in bullet points.

Welcome back!

A new year has begun!

And this means there will be lots of new challenges, expectations, goals and experiences.

This may also mean having doubts and facing fears:

What will happen?                                What will we do?                            

                                              Will we be able to do it?                      

A new school year might seem a bit overwhelming at the beginning, but it always allows us to reflect upon who we are, how we learn and what we want to achieve.

So, cheer up! We are about to embark upon our next journey.

So, what are your goals for 2017?

And remember…

Do not decide you can’t before you’ve discovered you CAN!

welcome

Período de orientación y evaluación – Diciembre 2016

Senior 4

Contenidos nodales: https://www.slideshare.net/secret/cP2jjxL7PxmToZ

Plan de trabajo: https://es.slideshare.net/secret/1KBFo7HWn7RCsf

IMPORTANT: There´s a mistake in the timetable. Wednesdays we’re meeting as from 10.45, our usual class time.

Ejercitación:

1er trimestre https://es.slideshare.net/secret/hEciW4gbAmjMoo

2do trimestre https://es.slideshare.net/secret/d8G5aPdA0A0V99

3er trimestre https://es.slideshare.net/secret/3Mc0kYpyXHxt95

Senior 2

ORAL

Contenidos nodales: https://www.slideshare.net/secret/eWAINSCOGe8kUE

Plan de trabajo: https://www.slideshare.net/secret/N5zbVM9uWes7m9

Ejercitación:

If you’re sitting for one term, Read ONE NOVEL from the Lending Library. Once you’ve made your text choice, send an email to me. Not sending the informative email will count as not having done your work.

If you’re sitting for two terms, Read ONE NOVEL from the Lending Library and TWO SHORT STORIES from Anita Desai’s anthology Games at Twilight. You MUSTN’T choose the first story (i.e. “Games at Twilight”). Once you’ve made your text choices, send an email to me. Not sending the informative email will count as not having done your work.

If you’re sitting for three terms, Read TWO NOVELS from the Lending Library and ONESHORT STORY from Anita Desai’s anthology Games at Twilight. You MUSTN’T choose the first story (i.e. “Games at Twilight”). Once you’ve made your text choices, send an email to me. Not sending the informative email will count as not having done your work..

WRITING

Contenidos nodales: https://www.slideshare.net/secret/kAcQTEHuvGhLK7

Plan de trabajo: https://www.slideshare.net/secret/BIycjLHqcWCQuT

Ejercitación:

1er trimestre https://es.slideshare.net/secret/BaxYocK0NKbwBU

2do trimestre https://es.slideshare.net/secret/HmriwQRve0nBh9

3er trimestre https://es.slideshare.net/secret/2cKbaUnyKUNo2J

 

 

The Village by the Sea: Reaching the end, going back to the beginning.

This novel has taken us on a journey from Thul to Bombay, and from Bombay to Thul. In the middle of this journey we encountered different obstacles, reflected upon different circumstances, and felt different feelings.

Here are some essay questions that focus on some of the many aspects of analysis The Village by the Sea offers. Pick a mate, choose ONE of the following and write.

  1. The Village by the Sea is dense with cultural signifiers: rituals, festivals, climatic phenomena, food, clothes, religious practices and so on. All these make up Indian identity. To what extent can we say that Anita Desai’s novel is a portrayal of Indianness?
  2. The Village by the Sea is narrated in 3rd person. However, the narrative technique is focalized: in other words, it shows a very specific perspective – that of Indian childhood. Discuss how imagery, themes, linguistic choices and symbols contribute to building up this particular point of view.
  3. The Village by the Sea depicts Hari’s journey to Bombay and back home and his development as a character that grows from childhood into a certain maturity. How far would you say this novel is a rite-of-passage text?
  4. The role of men and women seems to be clear cut in Hindu families and communities. Discuss how being either female or male impacts on the identity and life of some of the characters in the novel The Village by the Sea.
  5. The Village by the Sea tackles some sociopolitical issues which affect plot development. Taking into account Biju’s business, the differences between villagers and city people, the setting of factories in Thul, the role of the Sahib, etc. describe the different points of view and discourses present in the novel and analyse how far social background has an effect upon the decisions characters make.

Voice your feelings, analyses and ideas, but always make sure you illustrate with clear examples and suitable quotations.

thevillagebythesea

Linking devices in main and subordinate clauses

Hi, everyone!

Due to a replanning and restructuring of lessons, I’m hereby sharing with you the key to the exercises which appear in the Booklet on pages 58 to 66 and which you have worked on as homework. Although we won’t have a chance to go through it all in class, do not hesitate to ask me should there be any doubts about the answer key as suggested by the book.

Remember it’s important that you go over this content as it’ll be included in the upcoming term exam.

All the best!

Answer Key Grammar Lab Module 13 CONNECTORS

Books…. Books… and more BOOKS!

A part of our syllabus is devoted to borrowing a book from the school library, reading it and working on it.

How do we work on a book we have read?

I here leave a file for you to find out about this! Please, read it thoroughly. And start thinking of what aspects of your chosen book you’ll deal with.

LENDING LIBRARY 2016

As your first lending library assignment is filming a BookTube, check out the links suggested in the file.

Also, visit the following online article and watch, at least, 3 BookTubes. Write a comment for each of them on your blogs.

Top 5 Booktubers

Deadlines

Booktube commenting activity: It MUST be posted by Wednesday, April 27th.

Booktube: Send a link to your final BookTube by Wednesday, May 18th.