In our Language class we have been working on war vocabulary. We read several articles and worked in groups. I was with Luna and Nico, and here are our final destinations with the vocabulary we found.
In our History class we have been studying the Industrual Revolution and what followed, how it affected different aspects of society. I worked with Nico and Pancho on the Reform and the Chartist movement. Here is our presentation.
In our Literature class we have been studying and analyzing “Evening in paradise”. We made a slideshare, and our teacher gave us some tasks for us to do.
The first 12 lines show an analogy between evening and paradise. The writes expresses that night is beautiful, it’s the time when you rest, when you are at peace. This description of the night is used to explain heaven, paradise. Both have similar features, such as resting, being at peace, being beautiful, and so the explanation of the evening is used to compare and explain heaven too; that’s why it is said to be an analogy.
-Day/night: “twiglight” “lightingale” “moon” “dark” “wakeful” “silence” “descant”
-Nature: “lightingale” “beast” “bird” “nests”
_Jewelry: “sapphires” “glowed” “hesperus” “brightest” “majesty”
-Analogy: It’s a comparison between things that have similar features, often used to help explain a principle or idea. In “Evening in paradise” the analogy carries the message. It carries the most important and crucial part. This being that the evening equals heaven/paradise; and that working in life brings peaceful nights, after a hole life working comes paradise.
-Images: The writer uses images and a specific diction of nature so as to portray the message and the analogy of the story. Such images of nature, of night and of day, call our attention and makes us stop and focus on them.
No, the scene is not portrayed as a natural scene and it could be a funeral scene. This is dude to the portrayal of a situation in which the evening and the night is described so much and so deeply through the use of images and specific diction in connection to death, darkness, afterworld.
“light” “fresh morning” “labour” “eyelids” “retire” “risen” “work”
In our Biology class, we have been studying water. We made individual presentations, this is mine.
In our Language class, we have been studying connectors. We made groups and worked on different types of connectors. I worked with Catu and Cata on Addition.
This are our exercises:
– Cata is going out tonight…. Going to the cinema ….. To a bar
– Luna loves dogs… ,she is getting one for his boyfriend next week. Pato loves dogs…
– …, the demilitarization of the rhineland was … cause for the outbreak of the second world war.
– … with the policy of appeasement, there was … policy, the policy of isolation.
– Nico plays football two times a week, and goes to the gym once a week. … he studies and has good grades.
– Argentina is a large and extensive country. … she has access to the Atlantic Ocean.
In our History class we have been studying the Industrial Revolution. Our teacher Lenny asked us to search for innovative creations which contributed to the Revolution, and to make a presentation about it. I chose Dynamite. It Revolutionized mining and construction.
Here is my presentation.
En nuestra clase de Física, empezamos con un tema nuevo: la Hidrostática, y también empezamos a estudiar la presión de los fluidos; es por eso que nuestro profesor Eduardo nos pidió que hagamos dos experimentos. En el primero teníamos que llenar un vaso con agua, colocar un papel arriba, y darlo vuelta tratando de que el agua no se escape. Luego sacabamos la mano, y la presión que ejercía el papel era la misma que la del agua, lo que hacía que el agua del vaso no se cayera. El segundo experimento consistió en apretar un huevo de ambos extremos con toda nuestra fuerza, y ver que este no se rompía.
¡Este es mi video!
Our Literatrue teacher, Ceci Lasa, asked us to do a questionnaire on a new poem called “These are the times we live in”. I worked with Joaquin Venini, Cata Rela and Luna Perez Muniz. Here is our work.
This is an assignlent our Literature teacher usked us to do. We have to choose a stanza or set of lines of a poem analysed in class and show the connection with the hypothesis we elaborated in class, which is: “These poems share a criticism to the industrial, urban, rational and bellicose society of the 18th century”.
I chose this line from “Soldier, rest”: “Huntsman rest! thy chase is done”
I believe this is a clear example of the criticism shown towards the industrial, urban, rational and bellicose society of the 18th century because the writer is comparing a mercyless huntsman to a soldier. He criticizes the soldiers with this comparison because huntsman hunt to eat, they kill for food. It is a clear criticism to war and to people from that time, it is saying that they were going back in time, instead of going forwards.