Senior 3 esquema de contenidos nodales - dic 2018
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This document outlines the content and schedule for a senior literature class at Colegio Las Cumbres. Over the course of three trimesters, students will study various poems, short stories, and plays. They will learn about literary devices and techniques used in poetry and prose. Students will also practice analyzing works and comparing/contrasting texts in 300-350 word essays. In the final trimester, students will write longer essays drawing from works studied throughout the year.
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Senior 3 esquema de contenidos nodales - dic 2018
This document contains the curriculum outline for a senior literature class at Colegio Las Cumbres. It outlines the literary devices, poems, short stories, and plays that will be covered each term. In the first term students will learn about devices like metaphor, simile, and irony applied to poetry and prose. They will study poems like "Lionheart" and short stories such as "Of White Hairs and Cricket". The second term focuses on writing essays analyzing various poems, stories, and the play "A View from the Bridge". Students will compare and contrast texts. In the third term, students write longer essays analyzing works covered throughout the year in more depth.
Senior 3 esquema de contenidos nodales - feb 2017
This document outlines the content plan for a senior literature class at Colegio Las Cumbres. Over the course of three terms, students will study various poems and short stories, focusing on literary devices and techniques. They will practice analyzing works and comparing/contrasting texts in 250-300 word essays. The content includes poems such as "Stabat Mater" and "Coming Home", and short stories like "Sredni Vashtar" and "Ming's Biggest Prey". In the final term, students will write longer essays reflecting on works studied throughout the year.
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This document outlines the content and schedule for a senior literature class at Colegio Las Cumbres. Over the course of three trimesters, students will study various poems and short stories. They will learn about literary devices and analyze how they are used in different works. Students will also practice writing essays analyzing the themes, symbols, and context of various poems and stories. The class will focus on developing skills in close reading, comparative analysis, and academic writing.
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This document outlines the content and schedule for a senior literature class at Colegio Las Cumbres. Over the course of the year, students will study poetry, prose, drama, and various literary devices. They will analyze assigned works like "A Birthday", "The Woodspurge", and "Sandpiper" as well as the play "All My Sons". Students will practice writing essays comparing and contrasting different texts. The class will also prepare for the IGCSE exam through unseen paper reviews and longer essay writing assignments analyzing poetry, prose, and drama.
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This document outlines the content and schedule for a senior level Language and Literature class. Over the course of three trimesters, students will study various poetry and prose works, analyzing the literary devices used. They will examine sonnets by Shakespeare and Edmund Spencer, as well as plays like Richard III. Students will also hone their academic writing skills by composing essays, narratives, and descriptions. Vocabulary development focuses on themes like natural disasters, war, fear, and accidents. The course aims to equip students with the literary and language tools needed to deeply understand texts.
Glossary poetic terminology
This document provides definitions for various poetic terms, including:
- Acrostic: A poem where the first letter of each line spells out a word.
- Allegory: A poem that uses symbolic characters/descriptions to convey a hidden message.
- Ballad: Originally a dancing song, now refers to a simple narrative song.
- Caesura: A break in the flow of sound within a line of poetry.
- Cento: A patchwork poem made of quotations from other works.
Tp poetic terms
Simple and to the point explanation of the more basic poetic terminology - each term has an example to support understanding.
Final Group Presentation
The poems explore the beloved homeland through religious, cultural, and political lenses. Both Akhmatova and Mickiewicz express longing for their homelands of Russia and Poland, which experienced oppression, violence, and loss of independence. They find solace and identity in their shared Christian faith during times of immense suffering.
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This document contains the curriculum outline for a senior literature class at Colegio Las Cumbres. It outlines the literary devices, poems, short stories, and plays that will be covered each term. In the first term students will learn about devices like metaphor, simile, and irony applied to poetry and prose. They will study poems like "Lionheart" and short stories such as "Of White Hairs and Cricket". The second term focuses on writing essays analyzing various poems, stories, and the play "A View from the Bridge". Students will compare and contrast texts. In the third term, students write longer essays analyzing works covered throughout the year in more depth.
Senior 3 esquema de contenidos nodales - feb 2017
This document outlines the content plan for a senior literature class at Colegio Las Cumbres. Over the course of three terms, students will study various poems and short stories, focusing on literary devices and techniques. They will practice analyzing works and comparing/contrasting texts in 250-300 word essays. The content includes poems such as "Stabat Mater" and "Coming Home", and short stories like "Sredni Vashtar" and "Ming's Biggest Prey". In the final term, students will write longer essays reflecting on works studied throughout the year.
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This document outlines the content and schedule for a senior literature class at Colegio Las Cumbres. Over the course of three trimesters, students will study various poems and short stories. They will learn about literary devices and analyze how they are used in different works. Students will also practice writing essays analyzing the themes, symbols, and context of various poems and stories. The class will focus on developing skills in close reading, comparative analysis, and academic writing.
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This document outlines the content and schedule for a senior literature class at Colegio Las Cumbres. Over the course of the year, students will study poetry, prose, drama, and various literary devices. They will analyze assigned works like "A Birthday", "The Woodspurge", and "Sandpiper" as well as the play "All My Sons". Students will practice writing essays comparing and contrasting different texts. The class will also prepare for the IGCSE exam through unseen paper reviews and longer essay writing assignments analyzing poetry, prose, and drama.
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This document outlines the content and schedule for a senior level Language and Literature class. Over the course of three trimesters, students will study various poetry and prose works, analyzing the literary devices used. They will examine sonnets by Shakespeare and Edmund Spencer, as well as plays like Richard III. Students will also hone their academic writing skills by composing essays, narratives, and descriptions. Vocabulary development focuses on themes like natural disasters, war, fear, and accidents. The course aims to equip students with the literary and language tools needed to deeply understand texts.
Glossary poetic terminology
This document provides definitions for various poetic terms, including:
- Acrostic: A poem where the first letter of each line spells out a word.
- Allegory: A poem that uses symbolic characters/descriptions to convey a hidden message.
- Ballad: Originally a dancing song, now refers to a simple narrative song.
- Caesura: A break in the flow of sound within a line of poetry.
- Cento: A patchwork poem made of quotations from other works.
Tp poetic terms
Simple and to the point explanation of the more basic poetic terminology - each term has an example to support understanding.
Final Group Presentation
The poems explore the beloved homeland through religious, cultural, and political lenses. Both Akhmatova and Mickiewicz express longing for their homelands of Russia and Poland, which experienced oppression, violence, and loss of independence. They find solace and identity in their shared Christian faith during times of immense suffering.
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Anna Akhmatova was a leading Russian poet of the early 20th century known for her minimalist yet emotionally powerful style. She was a founder of the Acmeist movement which focused on clarity and directness of expression. Her works ranged from short lyric poems to longer cycles like Requiem, a tragic depiction of suffering under Stalinist terror. Requiem expressed her deep sorrow over personal and national losses during the purges as she waited for news of her imprisoned son. It reflected the universal despair of unjust human suffering and persevered with a message of hope. Later in life, her works explored deeper philosophical themes surrounding the mysteries of human existence.
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This document discusses various elements of poetry writing such as rhythm, lyrical poems, breathing patterns, tone, persona, rhyme schemes, and caesura. It defines rhythm as a repeated pattern of movement or sound. Lyrical poems follow a metrical pattern derived from the lyre, while breathing patterns depend on the natural rhythm of common speech. Tone refers to the attitude or general emotion of a poem. A persona is a character adopted by the poet. Rhyme schemes indicate which lines rhyme through letter patterns. Caesura involves cutting lines equally for emphasis.
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Senior 3 esquema de contenidos nodales - feb 2017
This document outlines the content plan for a senior literature class at Colegio Las Cumbres. Over the course of three terms, students will study various poems, short stories, and plays. They will learn about literary devices and techniques and practice analyzing works. Students will also write comparative essays on the texts, working to improve their ability to write longer essays analyzing poetry, prose, and drama.
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This document outlines the content and schedule for a senior literature class at Colegio Las Cumbres. Over the course of three trimesters, students will study various poems and short stories, focusing on literary devices and techniques. They will write essays comparing and analyzing the themes and styles within the works. The first trimester introduces literary devices and requires 250-300 word essays. The second trimester focuses on additional poems and stories, with reviews for the IGCSE exam. Students will write longer essays in the third trimester, continuing to hone their analysis of poetry, prose, and drama.
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This document outlines the content and schedule for a senior literature course. It includes studying various literary devices applied to poetry and prose like theme, tone, metaphor and more. Students will analyze and write essays on poems like "Tiger in the Menagerie" and plays like "An Inspector Calls". The course will also focus on essay writing skills, requiring students to write 250-300 word essays comparing and contrasting various texts and demonstrating their understanding of poetry, prose and drama covered throughout the year.
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This document outlines the content and schedule for a senior literature class at Colegio Las Cumbres. Over the course of the year, students will study poetry, prose, drama, and various literary devices. They will analyze assigned works like "A Birthday", "The Woodspurge", and "Sandpiper" as well as the play "All My Sons". Students will practice identifying imagery, context, and unseen analysis. The class will also focus on comparing texts and writing essays of 250-300 words on the works studied.
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This document outlines the content plan for a senior literature course at Colegio Las Cumbres. Over the course of three trimesters, students will study poetry and prose through various lenses. They will learn about literary devices and apply them in analyzing assigned works. Students will also practice comparing and contrasting poetry and prose, as well as writing essays analyzing different poems and stories. The course aims to help students improve their close reading and writing skills through immersion in classic and contemporary literature from different time periods and cultures.
Senior 1 esquema de contenidos nodales - dic 2015
This document outlines the content plan for a senior literature course at Colegio Las Cumbres. Over the course of three trimesters, students will study poetry and prose through various lenses. They will learn about literary devices and apply them in analyzing assigned works. Students will also practice comparing and contrasting poetry and prose, as well as writing essays analyzing different poems and stories. The course aims to help students improve their close reading and writing skills through immersion in classic and contemporary literature from different time periods and cultures.
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This document outlines the content and schedule for a senior literature class. It includes analysis of the play "An Inspector Calls", a review of essay writing techniques, studying literary devices in poetry and prose, close readings of sample texts, and practice writing longer essays analyzing drama, poetry and prose. Students will go through exercises in identifying imagery, analyzing concepts like rites of passage, and practicing for external exams. The class aims to improve students' skills in literary analysis and essay writing over the course of the school year.
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Anna Akhmatova was a leading Russian poet of the early 20th century known for her minimalist yet emotionally powerful style. She was a founder of the Acmeist movement which focused on clarity and directness of expression. Her works ranged from short lyric poems to longer cycles like Requiem, a tragic depiction of suffering under Stalinist terror. Requiem expressed her deep sorrow over personal and national losses during the purges as she waited for news of her imprisoned son. It reflected the universal despair of unjust human suffering and persevered with a message of hope. Later in life, her works explored deeper philosophical themes surrounding the mysteries of human existence.
Poetry writing 2
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The document provides a biography of French author Victor Hugo spanning his life and major works. It details that he was born to a general's family, began writing poetry at a young age, and published his first poems in his late teens. As he matured, Hugo became involved in the literary scene in Paris and produced famous novels and plays that helped launch the Romantic movement in France. He spent nearly 20 years in exile after opposing the French coup of 1851, during which time he wrote some of his most renowned works. Hugo eventually returned to France after the establishment of the Third Republic in 1870.
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The document analyzes Edmund Spenser's poem Amoretti LXXIX. It summarizes that the poem praises the speaker's beloved for her virtuous mind and gentle wit over her physical beauty. This perspective contrasts with other poems of the time that focused on beauty. The analysis then examines similarities and differences between Spenser's poem and works by Shakespeare, Keats, Spenser himself, and Raleigh regarding their treatment of themes like beauty, aging, and love of inner qualities versus outward appearance.
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The celts j6
The document summarizes information about the Celts who lived in Britain and Ireland during the Iron Age. It describes how archaeologists have learned about Celtic culture from accidental discoveries like a body found with food still in its stomach. The Celts lived in roundhouses and hillfort settlements for protection. They farmed, traded goods, and the men trained as warriors, using weapons like swords, spears, and chariots. Celtic religion involved belief in gods and the otherworld, and druids held important religious and social roles. The coming of the Romans would drastically change Celtic life on the islands.
The clod-and-the-pebble--autosaved-
William Blake (1757-1827) was an English artist, poet and printmaker. His poem "The Clod and the Pebble" contrasts the perspectives of a clod of clay and a pebble on the brook on the nature of love. The clod believes that love seeks to help others rather than itself, while the pebble views love as selfishly seeking its own pleasure through controlling others. Blake presents both views symmetrically without indicating a preference, showing that love can be understood in different, even contrary ways.
Anglo saxons
The Anglo-Saxons were groups of farmer-warriors from Germany who invaded Britain over a thousand years ago, consisting of the Angle, Saxon, and Jute tribes. They lived in wooden houses clustered in villages near rivers, protected by wooden fences. They grew crops like cabbage and onions and hunted wild boar and deer, eating their meat with bread and drinking beer. They were also very superstitious, believing in charms and potions for protection from evil spirits. After the Anglo-Saxons, the Normans led by William the Conqueror invaded England and defeated the Anglo-Saxons in the Battle of Hastings in 1066.
the anflo saxons
The Anglo-Saxons were farmers who lived in villages with thatched roof houses in Anglo-Saxon England. They drank beer and ate a mix of vegetables and meat like deer and wild boar. They believed in lucky charms and superstitions to protect themselves from evil spirits. The names of the days of the week come from both celestial bodies and Germanic gods. The Vikings came to Britain after the Anglo-Saxons.
the anglo saxons
The Anglo-Saxons were tribes from Germany and Denmark who settled in Britain after the Romans left in the 5th century AD. They lived in villages with long halls and slept on rushes. As farmers, they ate vegetables, meat and drank milk or mead. Society was divided into classes with thanes at the top, followed by free churls and slave thralls. They believed in Norse gods and supernatural creatures. The names of the days of the week come from Latin and Norse gods. The Normans eventually conquered the Anglo-Saxons in 1066 after the Battle of Hastings, ending their rule in Britain.
Carnival of venice
The Venetian Carnival began in 1162 to celebrate a victory over Ulrico and first featured masquerade masks in 1268. It was outlawed in the 1930s by the Italian government but revived in the 1980s by Venetian locals. The Carnival takes place in the two weeks before Ash Wednesday and features masked balls and celebrations of dancing before the Christian season of Lent. Common masks worn include the Bauta, Moretta, and Volto-Larva.
Carnival of venice
The Venetian Carnival began in 1162 to celebrate a victory over Ulrico and first featured masquerade masks in 1268. It was outlawed in the 1930s but revived in the 1980s. Today, the Carnival starts two weeks before Ash Wednesday and ends on Shrove Tuesday, featuring elaborate masks like the Bauta, Moretta, and Volto-Larva that hide wearers' identities.
Good bye senior 5
La autobiografía narra las experiencias repetidas de la persona al caer en un agujero en la acera a lo largo de cinco capítulos. En el primer capítulo, la persona se cae en el agujero y tarda en salir sin asumir responsabilidad. En el segundo capítulo, la persona se vuelve a caer en el mismo agujero y repite que no es su culpa. En el tercer capítulo, aunque ve el agujero, vuelve a caer pero reconoce que es su hábito y culpa. En el cuarto capítulo, logra esqu
Man and animals
This paper discusses Ted Hughes' animal poems and the relationship between humans and animals portrayed. It analyzes this relationship from three aspects: humans wanting to acquire animal power, animals reflecting human qualities, and the enlightenment humans can gain from animals. The analysis finds that Hughes uses animals to reveal deeper philosophical thoughts about human nature, and that humans can benefit by embracing both their human and animal qualities in harmony with nature.
Paz
The rubric evaluates student essays on literary analysis based on criteria of knowledge of content, understanding of texts and context, recognition of language and structure, and personal response. The student received a grade of C, indicating they showed understanding of texts but need to make more references and explore meanings beyond the surface, recognize literary devices' effects, and analyze how writers write.
Argentine independence-day-activities-
The document discusses Argentine Independence Day, which is celebrated on July 9th. It summarizes that the Congress of Tucumán declared independence from Spain on this date in 1816. The Congress was established with 33 delegates representing various provinces, but some provinces did not send delegates. The president of the Congress at the time was Francisco Narciso de Laprida from San Juan Province.
The independence for junior 7
The document summarizes the Declaration of Independence that was signed in San Miguel de Tucumán, Argentina on July 9, 1816. It was signed by 29 deputies who aimed to declare independence from Spain and establish a new political system and constitution for the country. The declaration was influenced by Enlightenment ideas and revolutions in both North America and Europe. It established Argentina as a sovereign nation and is still commemorated annually over 200 years later.
What is the exam about
This document provides information about Paper 1 of an exam, which involves a critical commentary question. Candidates must write a 1 hour 30 minute response to one of two critical commentary questions about either a poem or prose extract. The questions test knowledge of content, understanding of themes and characters, understanding of the writer's intentions and language use, and personal response. Candidates are advised to spend 20 minutes planning their response before writing. The exam also includes questions on poetry, prose, and a Shakespeare play.
Dr heidegger's experiment class
This three-sentence summary provides an overview of the key elements and themes in Nathaniel Hawthorne's short story "Dr. Heidegger's Experiment":
The story describes an experiment conducted by Dr. Heidegger where he has four elderly guests drink water from a mysterious vase in an attempt to regain their youth; the vase and its water represent symbolic allegorical elements and the story explores themes of the supernatural, foreshadowing, and high emotional feelings in an attempt to impart a moral lesson to the reader.
Written near a port on a dark evening charlotte smith
Charlotte Smith was an English Romantic poet known for her sonnets and Gothic novels. This poem describes a dark, foggy night near the sea. The speaker hears only the crashing waves and a distant ship's bell marking the hour. All is shadowy except for the surf's luminous line on the sand. The faint ship lights resemble "wandering fairy fires" that mislead travelers, just as reason provides an uncertain light through life's "darkling way."
A wife in london by thomas hardy
Thomas Hardy's poem "A Wife In London" depicts a wife waiting alone in London for her husband to return from war. The title suggests her loneliness without her husband. The fog represents the wife's sadness and stress as she receives only a letter from her husband, not his physical return. The letter provides a glimmer of hope as the husband writes of hoping to reunite, but ultimately the poem reveals the tragedy and absurdity of war by implying the husband may have died in conflict.
I years had been from home
The poem describes a woman returning home after many years away. As she approaches the front door, she is afraid to open it for fear of seeing a stranger or ghostly version of herself. She hesitates at the door with trembling hands, too scared to enter. Ultimately, she flees the house in a state of anxiety, unable to face what may be inside representing her inner self.
The pains of sleep by samuel taylor coleridge (bianca, juana and sol)
The poem describes a speaker's painful nights spent alone in bed, unable to sleep due to nightmares. Over the past two nights, the speaker has been awakened screaming from fiendish dreams filled with terrible images representing mankind's capacity for horror. By the third night, after again waking from these dreams, the speaker weeps like a child, overcome with strange sufferings. While the dreams seem fitting punishment for those deeply stained by sin, the speaker asks why these pains must fall upon him.
There will-come-soft-rains-mini-scheme
The document provides information about Ray Bradbury's short story "There Will Come Soft Rains". It begins with background context on the story, noting it was written in 1950 just years after the atomic bombings of Hiroshima and Nagasaki. The document then examines elements of the story, including quotes and discussing how the theme of man vs. nature is explored. It provides discussion questions and an essay prompt analyzing how Bradbury creates a sense of unease in the story.
There will-come-soft-rains-mini-scheme
The document provides information about the post-apocalyptic/dystopian genre and discusses Ray Bradbury's short story "There Will Come Soft Rains". It includes discussion questions about the conventions of the genre. Historical context is provided about the time period when the story was written. The document examines themes of man vs. nature in the story and how the author creates a sense of unease. Students are prompted to analyze quotes from the story and relate it back to the genre.
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Senior 3 esquema de contenidos nodales - dic 2018
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