Connectors

For our language class we have been given the task of getting in groups and creating posters in connection with linkers. In the following post I will show the posters we have done, a brief exercise related to connectors and a word cloud with all the linking words we have learnt.

Here is the exercise on connectors. I have created the sentences and you have to complete the blank spaces:

  • I forgot to close my backpack.  ______ my keys, books and notes have fallen along the way home.
  • Mary was feeling sad and blue, ___ she decided to go to her best friend´s tea party.
  • ______ my dad arrives I will ask him if he can give me a ride to Nina´s birthday.
  • I had a bad day. My wallet got lost______ my ID and credit cards.
  • ________ the rainy day, we went to the park for a picnic. It was fun!
  • I have a lot to tell you. _______ I am moving to L.A.
  • ________ I win this competition, my mom will take me to London.
  • I walked my way home ______ spend money on a cab.
  • I have completed all my tasks _____ the presentation for biology.
  • Tom was not going to come, ____ he was feeling bad __ he made other plans.

I also created a word cloud with all the connectors we have learnt. Here is my work.

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“The Lady in the Looking-Glass: a Reflection”

In our Literature Class we have been reading a story by Virginia Wolf. The novel depicted how women were seen at those times and the roles they played in society. For this activity we had to get in groups and justify each moment of the story with quotations. I worked with Epi Nicora and Lu Roggero.

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The Yellow Wallpaper Virtual Period

In literature we have been reading and analysing “The Yellow Wallpaper” written by Charlotte Perkins. For our virtual period our teacher Pat Chujman told us to compare it with extracts from another story, “The Mark on the Wall” by Virginia Wolf.

1- Both of these texts have female main characters. The main object of observation in both stories is the torn wallpaper, at such point that these women become obsessed with it. It turns into a distraction, they live upon such hard standards and oppression that the only way to escape from their situation is by staring at the imperfections in the wall. They both feel irritated by this imperfection but then they start getting involved with it, thinking deeply about those imperfections.

2- The woman believes the wallpaper is somehow where a woman is trapped, “If that mark was made by a nail, it can’t have been for a picture, it must have been for a miniature—the miniature of a lady with white powdered curls, powder-dusted cheeks, and lips like red carnations.”,  the woman is trying to escape from it as she has broken with her “nails” the wallpaper.

3- The woman has different random thoughts, she is confused about everything. She is confused about her position in society, about the wallpaper, about her condition. She even talks about  lack of control in irrelevant subjects such as  possessions and material stuff “… how very little control of our possessions we have…”.

 

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Lemon Orchard

Virtual Period

The Lemon Orchard

1- The story is called the lemon orchard because of where it is settled. It takes place on an area of land where lemons are grown. The whole story is settled in this place.

2- I think that the story might have been written to expose racism and to show the horrors black people were exposed to only because of the fact that white people thought themselves to be better. The story creates an impact in the reader, the whole story is against racism and the author also made use of nature so as to fight against discrimination and violence.

3- The author makes use of a lot of imagery so as to place the reader in the story, creating a better impact. “The moon was hidden” , we can visualize the darkness of the surroundings. It also makes us think about the position of nature, of the moon, as regards discrimination. The moon could be hidden either because she didn’t want to take part in the murder that was about to happen, as if she were turning her head to the other side Or the moon hid so as to help them, because it is easier to hide in the dark.

4- The impact of both introduction and ending  is that the diction used in both of them makes use of nature elements. The diction alludes to words used for theaters or spectacles, as if nature were creating a special place for the event.

5- The use of language in the ending emphasizes the crime that is being committed. The story isn’t clear about it, wether nature is in favor or against it, leaving an open ending and making the reader wander and reflect on this. There is a “fragrant growth”, a pleasant feeling, there is a “quivering shine”, which shakes and trembles. They create an atmosphere of hope and the feeling that something good will happen.

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La mujer, el sexo debil.

¿Por qué será que todavía siguen existiendo estas ideologías en las cuales a la mujer se la desestima y describe como el sexo mas débil? Hace ya varios años que coexistimos con una sociedad machista, en donde se normalizan las practicas, comportamientos y dichos que resultan ofensivos y degradantes para la mujer. El machismo no viene solo por parte de la mayoría de los hombres, si no que también viene de las tradiciones y costumbres antiguas que se van heredando de generación en generación, en las cuales las mujeres tenían menos voto, menos igualdad. A lo largo de los años las mujeres intentaron alzar la voz, que ahora suena como un grito ante la desesperación de las injusticias que reclamaron y nunca fueron escuchadas.

La mujer considerada bajo el concepto de “sexo débil” surgió hace ya bastantes años, cuando ellas no podían hacer trabajos de mano dura, o que requiriesen de mucho esfuerzo físico, lo cual no implica que sea el sexo débil ya que no esta preparada, anatómicamente hablando, para realizar estos trabajos. La definición “débil” es invalida, ya que seria una comparación con respecto al hombre. Una comparación pobre en su esencia porque no se puede comparar de forma correcta y justa al hombre y a la mujer en términos de quien tiene mas fuerza o no, porque son distintos cuerpos, distintos órganos. No se pueden comparar al encontrarse en situaciones con un abismo de diferencia.

¿Por qué las mujeres no tenían voz? ¿Por qué no tenían voto? Los hombres siempre estuvieron acostumbrados a vivir en un circulo donde estaban rodeados de personas de su mismo sexo. Todos los desafíos, trabajos, reuniones, decisiones, etc, estas situaciones siempre habían sido llevadas a cabo por un hombre. Ya se les había hecho costumbre, sabían como pensaba un hombre y como dar en el punto débil de este, como atacar a sus enemigos, entre otras estrategias. Ahora cuando las mujeres intentaron involucrarse en estos ámbitos, no para sacarles el puesto, ni ¨destronarlos¨ , simplemente por el hecho de querer participar, cooperar, aportar un punto de vista totalmente diferente, los hombres sorprendidos, entrando un poco en pánico. Su cabeza estructurada, con estrategias ya comodas y eficientes para lidiar con sus enemigos o contrarios, ahora era des esquematizada, por este nuevo ente, delicado, que parecía frágil pero al mismo tiempo podía atacar con tanta fuerza, un ente con ideologías inteligentes y practicas. Como iban a competir con algo que les era tan distinto. Tenian miedo. Porque otorgarles el derecho a tener un voto, una voz, si sabian que iban a perder. Mejor mantenerlas calladas, les sacamos la oportunidad de estudiar, de aprender, de hablar, de participar, de existir de forma autónoma. Asi, de esa forma, pudieron mantener a la mujer en ¨su lugar¨, siempre dependiente del señor de la casa. Ellos crearon la idea de la mujer como sexo débil, ¿Qué conveniente no?

El dia de hoy, estos títulos y etiquetas con las que la mujer fue identificada y caracterizada, permanecen. Llevaron, en consecuencia a que el hombre busque humillar a la mujer, hacerla sentir menos, quieren lograr esto a tal nivel que son capaces de recurrir a la violencia extrema, al femicidio, a la violación, todo con el objetivo de sentirse mas importantes, no dejan progresar a las mujeres. Nos culpan de los crimenes que ellos cometieron. Nos quieren hacer débiles, pero nosotras no nos quedamos calladas, ya no más.

Publicado en 4AC2016, castellano, lengua | 5 comentarios

The French Revolution

Our History teacher, Lenny Ambrosini asked us to create a timeline stating the most important dates and thing which happened in France, related to the French Revolution.

Here is my Timeline on French Revolution

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Soldier, Rest

For our literature class, our teacher Cecilia Lasa asked us to get in groups and analyze a certain given poem. I worked with Lucia Roggero and Delfina Nicora. The poem we were assigned was ¨Soldier, Rest¨ by Sir. Walter Scott.

This is our PRESENTATION.

 

Publicado en 4AC2016, DHsecundaria, ingles, literature | Deja un comentario

Endocrine System

In our biology class we have been studying the endocrine system.

We had to prepare an activity in our blogs. I worked with Epi Nicora.

  1. Define HORMONE: a chemical substance produced by a gland, carried by the blood, which alters the activity of one or more specific target organs.
  2. Glands which secrete hormones in the human bodyglands

ADRENALINE

Effects:

  • Heart beats faster, supplying oxygen to your brain and muscles more quickly, which gives them more energy for fighting or running away.
  • Increases breathing rate, more oxygen can enter the blood in the lungs.
  • Blood vessels in the skin and digestive system contract so that they carry very little blood. Makes you go pale.
  • Pupils in the eye widen, more light is allowed into the eye which might help you see more clearly.
  • Liver releases glucose for the muscles so that they can release energy for contracting.

ADRENALINE

In the image above a man is riding a unicycle on the peak of a cliff. This is a very risky situation because if you lost the balance you would fall from a very high height.

 

Publicado en 4AC2016, biology, ingles | Deja un comentario

Payada en la Pulpería entre Fierro y el Moreno

En nuestras clases de Literatura estuvimos estudiando el Martin Fierro. Nuestra profesora Camila Aliberti nos dio la consigna de preparar un guion basado en alguno de los episodios del Martin Fierro y luego filmarlo. Yo trabaje en grupo con Luli GiambruniTomas BordaAgustin SeguraPancho MosqueraDelfi Miy Uranga y Rochi Hartmann.

Publicado en 4AC2016, castellano, lengua | Deja un comentario

Nervous System

In biology we started learning about the nervous system and how it works. Our teacher Male Ravagnan gave us some activities to do in her blog.

Nervous System.

    1. Lesson introduction; 2 – Your control centre, the key parts; 3 – The receptors; 4 – The neurones, nerve cells; 5 – Different types of neurones; 6 – Progress question; 7 – The central nervous system; 8 – Progress question; 9 – The nervous pathway; 10 – Example of a nervous pathway; 11 – Progress question.
    2. SENSORY NEURONS: carry signals from receptors to the spinal cord and brain.RELAY NEURONES: carry messages from one part of the CNS to another.

      MOTOR NEURONES: carry signals from the CNS (central nervous system) to effectors.

      special-senses-4-638

    3. This is a short video I have found, which explains briefly hoy a synapse works.

Publicado en 4AC2016, biology, ingles | Deja un comentario

A peek into discrimination: The KKK.

In our language class we have been learning about segregation and racism. Our teacher Daniela Barra gave us the task of getting in groups and choosing a subject related to these topics and make a presentation about it.

We chose to speak about the KKK (Ku Klux Klan)

Here is the link to our Presentation.

Publicado en 4AC2016, ingles, language | Deja un comentario

French Revolution: Henri Grégoire

For our history class we had to prepare a fakebook about an important character who played an important role during the French Revolution. I worked with Nico Monguzzi and we prepared a presentation about Henri Grégoire.

Here is the Fakebook we created.

Publicado en 4AC2016, history, ingles | 1 comentario