Dulce Et Decorum Est ….and other war poems

  • Look for information about Wilfred Owen
  • Characteristics of war poetry
  • Explain each stanza with your own words
  • Which images predominate? Quote and explain
  • What does the title mean?


  • Wilfred Owen:
    • Born in 1893 died in 1918
    • War poet
    • English soldier who fought in the WW1
    • He was homosexual
  • War poetry:
    • Themes
      • Rhetoric of honour
        • Early war poets focus on the causes of the war and the emphasize the abstract notion of honour
        • Late war poets are visibly anti-war. Focus on the details of their war experience and the hard reality of war.
      • Injury
      • Death


  • 1st stanza:
    • Soldiers are backing up, growing away from the battlefield. They are in very poor conditions. They are exhausted and upset because things aren’t going as planned (ex: “disappointed shells that dropped behind”).
  • 2nd stanza:
    • They throw gas at them. They ran away. People started dying. He saw a man die in front of him, drowning and in agony.
  • 3rd stanza:
    • the man keeps dying and his mind; the voice can’t save him and is clearly hurt because of it.
  • 4th stanza:
    • It starts describing all the bad things about the war, all the suffering and showing the true side of the war. There is an irony when the government explains to the new young soldiers entering the army what war is (pride, honour, defend the country), but in fact, they are hiding the truth.


  • The images that predominate are auditory and visual:
    • Visual:
      • “like old beggars under sacks”: they have the same poor conditions as a homeless person.
      • “coughing like hags” the author wants to portray their bad physical condition.


    • Auditory:
      • “still was yelling out and stumbling”: Chaos and shouting plus the sound that the boots and the falls made together with the ground.


  • The exact meaning of the title is “it is sweet and honourable”. But this really makes sense to the reader when it is followed by “pro Patria mori”, which means “to die for one’s country”. This is the real idea that the author wants to portray throughout the poem: how the people made it sound like in the attempt to encourage them to sign in, but it was really horrible, they died in awful conditions and humiliated.

Deep analysis per stanza:

  • First Stanza:
    • What is the main emotion expressed in the first stanza (verse)?
    • Write an example of a simile used in the first stanza
    • Why were the shells ‘disappointed’?
  • Pity, fury towards the government, sadness and sorrow
  • “like old beggars under sacks”: Simile undermines stereotypes image of soldiers as young and fit. Suggests they are filthy and weak
  • The metaphorical meaning of the disappointed shells is that the enemies throw the soldiers bombs, but they were “disappointed” because they never got to their target.


  • Second Stanza:
    • How does the emotion change at the beginning of the second stanza?
    • What were the soldiers ‘fumbling’ for and why?
    • Owen uses a metaphor to describe what the gas looked like. Write it here:
  • The main emotion changes from sadness and pity to shock and madness. We can see this because there is a new unknown element for the soldiers, and they are surprised when they see the effect in people (gas bombs): “GAS! Gas! Quick, boys!” the exclamation mark suggests that something important is happening, and as gas is new to them, they are surprised and scared, so they must act fast.
  • Fumbling: move clumsily in various direction using the hands to find one’s way. Soldiers were fumbling to find their way through the mist and trying not to tumble over bodies on the ground.
  • “through the misty panes and thick green light, As under a green sea”.


  • Third Stanza:
    • Why do you think the third stanza is only two lines long? Think about the dramatic effect and the emotion:
  • We think that the stanza is two lines long because the phrase is one of the most important and shocking from the poem. The writer vividly transmits how he was perturbed by the death of his friend, dying in front of him “choking, drowning”, maybe in his own blood.


  • Fourth Stanza:
    • What is the main emotion expressed in the fourth stanza?
    • Name three parts of the body that are affected by this sort of gas:
    • Explain the final lines.
  • The main emotion expressed in the fourth stanza is anger towards the government and the way they tried to persuade people into signing in for the war. He describes it as “The old Lie”.
  • The three parts are:
    • The face (eyes): “And watch the white eyes writhing in his face”. The sight of the men was suffering, both from the gas and from the horrible view.
    • The lungs/respiratory system: men were fighting to breathe, as they suffered. Also, the blood they were throwing up didn’t let them breathe, and they started choking.
    • The stomach/digestive system: soldiers, because of the bitter smell of the gas, started throwing up the blood which “Come gargling from the froth-corrupted lungs”.
  • The meaning of the final lines is: Owen tries to make us re-ask ourselves, after giving us another completely new point of view of the war, if it is worth to die for our country or not, by repeating the title and completing the phrase.


Extended question:

The poem transmits anger, sadness and fury from the voice, he is clearly upset that he was forced to see a friend die, and it makes him feel desperate for not being able to do anything. The voice is also angry because he was forced to fight in awful conditions:  with few hours of sleep and with heavy and uncomfortable clothing.

Similes as: “Obscene as cancer, bitter as the cud” show us how dark, filthy and bitter the situation was. We believe the author wants to make the reader understand how awful war was, the things that it does to you, the hard time of having to see a friend die and the despair of not being able to do anything about it. Another thing the author wants us to understand is the fact that gases were unknown at the time, so people were surprised by them and killed due to the damage these provoked.

Task 3:

The Kiss: Siegfried Sassoon

To these I turn, in these I trust—
Brother Lead and Sister Steel.
To his blind power I make appeal,
I guard her beauty clean from rust.

He spins and burns and loves the air,
And splits a skull to win my praise;
But up the nobly marching days
She glitters naked, cold and fair.

Sweet Sister, grant your soldier this:
That in good fury he may feel
The body where he sets his heel
Quail from your downward darting kiss.


Themes: war, death, loyalty

Tone: maniac, adulating

Literary devices:

  • Alliteration: “Sister Steel”
  • Oxymoron: “To his blind power I make appeal”
  • Imagery: “darting kiss”

Personal opinion: Siegfried Sassoon, through this poem, wants to transmit that war is crazy and that can turn a man into a crazy person, that only wants and loves killing. In this poem, the voice is a soldier who is speaking about his gun: “Brother Lead and Sister Steel”. Brother Lead is the bullet, and Sister Steel is the barrel. In his first sentence he says “in these I trust”. We can see that the has a complete sense of trust over the gun. He gained this from using it a lot of times, so we can assume he killed a lot of people. Then he shows his admiration for the bullet, but also he has a bigger admiration for the barrel, which he keeps “clean from rust”. The second stanza he admires how the bullet goes through a skull. And in the third stanza, the voice talks of killing a man with the barrel, putting his feet on him, and then giving him a darting kiss from the barrel. In conclusion, this poem shows how people can go mad during war, as the voice in this poem, who is adulating the weapon, and he also feels he is in “heaven” when he kills with it.

Everyone sang: Siegfried Sassoon

Everyone suddenly burst out singing;
And I was filled with such delight
As prisoned birds must find in freedom,
Winging wildly across the white
Orchards and dark-green fields; on – on – and out of sight.

Everyone’s voice was suddenly lifted;
And beauty came like the setting sun:
My heart was shaken with tears; and horror
Drifted away … O, but Everyone
Was a bird; and the song was wordless; the singing will never be done.


Themes: freedom, hope, liberty, happiness, life.

Tones: hopeful, encouraging, happy, positive.

Literary devices:

  • simile: “As prisoned birds must find in freedom”
  • Alliteration: “setting sun”
  • Imagery: “dark-green fields”


Personal opinion: We understood this poem as a disappointing one, we interpreted it as the end of the first world war in 1914, but at the end, we perceive a severe disappointment from the voice, claiming that the war hadn’t ended quite yet. We understand this in the last stanza when it says:

“My heart was shaken with tears; and horror
Drifted away … O, but Everyone
Was a bird; and the song was wordless;

the singing will never be done.”

We believe that the voice refers to the treaty of Versailles when the allies were very harsh on Germany, there were many people that disagreed with the big three end were very afraid of the second world war.

Publicado en 4AC2018, literature | Etiquetado , | Deja un comentario

RUSIA 2018


Publicado en 4AC2018, historia | Etiquetado , , , , | Deja un comentario

The Girl in The Looking-Glass: A Reflection

The Girl in The Looking-Glass: A Reflection


  1. Notice how the mirror in the first paragraph is set up as the frame for a kind of a portrait.
  2. The unnamed narrator attempts to construct a portrait of the Isabella Tyson that consists of her outer self and her inner self. The portrait is reflected in the objects inside and outside the house as they reflect in the mirror. Describe the images reflected in the mirror.
  3. What kind of contrast is there between the objects inside the house and outside the house, as they are reflected in the mirror?
  4. Describe how the narrator attempts to compose the portrait through the mood inside the room, through her own imagination, and through the presentation of Isabella in the mirror
  5. What are the known facts about Isabella’s outer self?
  6. What material objects inside and outside the house does the narrator use to imagine Isabella’s life?
  7. What are Isabella’s letters supposed to conceal, according to the narrator? What would one know if one could only read them?
  8. At the end of the story, according to the narrator, is it possible to know objectively one’s inner reality?
  9. In this story Woolf questions whether the inner self of an individual is finally knowable. What do you think is her conclusion? Provide support for your statement.
  10. What do you think is the role of the mirror in the story? How has the mirror been used as a metaphor in literature?
  11. Describe the characteristics of this story that resemble stream-of-consciousness narrative technique.

Find a picture of a room inside and a garden to illustrate the house in the story

Read the following text. How is this related to the story?



    1. The mirror at the beginning of the story portraits Isabella because of the fact that from the outside of the House, and metaphorically speaking physically, lets us see how her action in her house are, her intimacy,  things that we aren’t supposed to see from the outside. Her real her.
    2. The unnamed narrator attempts to construct a portrait of the Isabella Tyson that consists of her outer self and her inner self.  There is a reflection of the objects inside and outside the house as they reflect in the mirror. Imageries reflected in the mirror are described as unorganized, always moving, as a mess. ¨Nothing stays the same for two seconds together¨ This is how the narrator describes the furniture in the inside of the house, messy, not steady. This messy house is a metaphor of this Isabela´s mind. On the other hand, the reflection of the mirror outside is described as The contrary from the inside. ¨But, outside, the looking-glass reflected the whole tables, the sunflowers, the garden path so accurately and so fixedly¨As a contrast, the outside was the reflection of Isabela´s appearance. She seemed to had a perfect life. ¨All changing here, all stillness there¨ The outsides reflection was the contrary from the insides reflection.




  1. The narrator attempts to compose the portrait through the mood inside the room, through her own imagination, and through the presentation of Isabella in the mirror. The narrator describes Isabella as a spinster apparently 55 years old, full of secrets,¨Long letters of intimacy and affection, violent letters of jealousy and reproach, terrible final words¨. This letters made us feel she has lots of history, a life full of passion and emotions. Also, the narrator things she has lots of things hidden from us lots of secrets ¨There must be a truth; there must be a wall¨ the narrator by this quote shows as that he/she thing that Isabella has people that know her although she hides everything, supposedly. Also, he/she thinks that Isabella travels and has an interesting, full of joy life.
  2. What we knew from Isabella, in connection to her outer-self is that:¨Any woman of flesh and blood of fifty-five or sixty should be really a wreath or a tendril¨She is around fifty-five years old. ¨As for facts, it was a fact that she was a spinster; that she was rich; that she has bought this house and collected with her own hands¨ in connection to her outer self we know that she lives alone, that she was rich (is what we think about the beginning) and that she started her life at this same house at her own. Another fact from her outer self is that:
    ¨She had gone presumably into the lower garden to pick flowers¨ she always worked with flowers.
  3. The narrator uses furniture, letters, walls and her flowers to imagine her life. ¨The rugs, the chairs, the cabinets, which now lived the nocturnal life before one’s eyes¨ the furniture is described as a wild animal, something to fear of, messy. The walls wide ¨There must be truth; there must be a wall¨. ¨Burst here and there into white and violet blossoms¨Flowers are part of Isabel’s life. ¨One realized at last that there were merely letters, the mad had brought the post¨ Isabella always received letters. This letters, in connection with what the narrator things she had lots of letters that were full of Isabella´s history.
  4. According to the narrator, Isabella’s letters would show as all her history. A full life full of secrets. They would let us know how she has. ¨And thus if one had the audacity to open a drawer and read her letters, one would find traces of many agitations, of appointments to meet, of up breathing for not having met¨. All what we needed to know was in her letters.
  5. Yes, at the end of the text we can really see Isabella’s inner self, it stops being a thing the narrator suppose, and it becomes a fact. ¨ She stood naked¨what it represents the fact that she was naked is that we can see her real her, without any obstacle. ¨Isabella was perfectly empty¨There weren’t any emotions, any feelings, she was thinking of nothing, anything inside her.
  6. In our opinion, Woolf shows at the end the real part of Isabella: ¨ At once the looking-glass began to pour over her a light that seemed to fix her¨. This quote portrays a message connected to the fact that she was full of superficial things. And the mirror didn’t show that things that people usually saw in Isabella, but, what she had inside. How she really was, who she really was, all that she was thinking. And how she really was, who she really was and what she was thinking was nothing. ¨She stood naked in that pitiless light¨, she was no one, nothing inside, everything outside.
  7. The role of the mirror in this story is a connection to this story has to do with seeing the inner self of someone through the mirror. It can show what someone has inside without any stereotypes neither thing covering nither related to the superficial things.  The symbol of mirrors in literature is connected with a reflection of the soul. It doesn’t lie. It is a mechanism of self-realization.
  8. All throughout the story we have a third person, omniscient narrator who is limited. We only know what the narrator sees and thinks, nothing else. The narrator doesn’t know the truth, he only knows thinks be what he sees and facts. In this way, we can analyze firstly the out self of the character. But at the end of the story, the narrator changes to an unlimited narrator. Where we can see who the character really is. We see her soul, her inner self. This way of narrating help us to compare the superficial and how we think someone is by seeing her from the outside and compare it with what we see in the end. Her soul.

We chose this image because we wanted to show how people saw Isabella, connected to her outer self. The garden we choose is full of flowers and we connect that with the fact she is described as someone who was always in his garden looking after her flowers. And on the other hand, the inside of the house doesn’t look organized and it seemed a thing had been moved. The house was described, as a metaphor, as if nothing stayed the same for too long.

Publicado en 4AC2018, literature | Etiquetado | Deja un comentario

Guión cinematográfico

Una vez leidos los libros de Martín Fierro, ambos escritos por José Hernandez, nuestra profesora decidió hacer un proyecto grupal. Este consistía en dividirnos en grupos de a seis y elegir una de las escenas sucedidas en el transcurso del relato para trabajar. Luego debíamos elaborar un guión cinematográfico y actuarlo. Yo realicé mi trabajo con Juana Perez Muniz , Federika Marty, Otto Kreutzer, Martina Ibarbia y María Roggero.


La pelea con la partida policial. La intervención de Cruz

Ext. Tapera – Amanecer/dia

Nos encontramos afuera de una tapera. MARTÍN FIERRO está tirado en el piso escondiéndose. De repente escucha las pisadas de los oficiales. CRUZ y la partida policial están en búsqueda de FIERRO.

FIERRO se levanta del piso y prueba el filo de su CUCHILLO


No se han de morir de antojo


Vos sos gaucho matrero


Vos mataste un moreno y otro en una pulpería, y aquí está la policía que viene ajustar tus cuentas; te va a alzar por las cuarenta si te resistís hoy día


No me vengan con relación de dijuntos: esos son otros asuntos; vean si me pueden llevar, que yo no me he de entregar aunque vengan todos juntos

(Los oficiales rodean a FIERRO)

El OFICIAL 1 le dispara a FIERRO, pero lo esquiva. FIERRO, luego, lo mata

El OFICIAL 2 está distraído con su rifle y FIERRO lo acuchilló.

Dos OFICIALES, con SABLES, se ubican enfrente de FIERRO. FIERRO pone su PONCHO en el piso. El OFICIAL 3 pisa el PONCHO y FIERRO lo quita. El OFICIAL 3 se cae de espalda. El OFICIAL 4 se va corriendo.


Si me salva la Virgen en este apuro, en adelante le juro ser más gueno que una malva

El OFICIAL 5 intenta matar a FIERRO con SABLE, pero FIERRO le quita el brazo antes de que lo lastime. FIERRO le arroja TIERRA a los ojos del OFICIAL 5. Mientras el OFICIAL 5 se intenta de sacar la TIERRA de sus ojos, FIERRO lo voltea.

Un OFICIAL acuchilla a FIERRO, en las costillas, con su SABLE.


¡Cruz no consiente que se cometa el delito de matar ansí un valiente!

CRUZ y FIERRO luchan contra los OFICIALES restantes. Los OFICIALES terminan huyendo.

(hacia los oficiales que se escaparon)

Que vengan otro policía a llevarlos en carreta

FIERRO hace una CRUZ de un palito y le reza a Dios. Después de amontonar a todos los OFICIALES muertos, CRUZ y FIERRO se van de la escena.

Por: María Roggero, Silvestre Braun, Otto Kreutzer, Martina Ibarbia, Federika Marty y Juana Pérez Muñiz


Publicado en 4AC2018, lengua | Etiquetado , , , , , | Deja un comentario

Virginia Woolf

  1. write down important facts about her life
  2. her influence on women writers
  3. her technique she introduced in Literature



-Born in a high-class English household

-Raped by her 2 brothers

-Suffered from depression

-her depression was getting worse as her sister and mother died, and when her father died

-She committed suicide by walking into the sea


2)While Woolf was alive, she was very criticised since she was a female writer. The fact that Woolf focused on women’s rights that influenced her writing. She influenced other many feminist women to write. Writing, for women as a profession, was vas seen at that time. But with her hard work, she could manage in a world of men. So she is seen as a hero foto many other woman writers.


3)At first, she changes the perspective of the narrator in any part of her novels. In her writings, she uses the order and they caos total describe some characters or places. She uses a lot of literary devices like metaphors, comparisons, similes, alliterations, personifications, and imageries, to help the creation of caos.

Publicado en 4AC2018, literature | Etiquetado | Deja un comentario

The eye as a sense organ


Study the structure and functions of the human eye HERE, and complete pages 9 and 10 from the booklet.


Watch the video!

Booklet Act: COMPLETE questions 4 c and d on page 10.


  • In pairs,  add a video which shows the pupil reflex in your eyes.
  • Using your reflex actions knowledge, sketch the sequence of the pupil reflex. State the stimulus, receptors, coordinator, effector, effect, response and all the neurons involved.
  • What is the importance of this reflex?
  • Booklet act: COMPLETE questions 1 b and c on page 9.


  • Play this animation about focusing a close or distant object and answer the interactive questions.
  • Booklet act.: Answer questions 2 and 4 a and b.


Let’s discuss them HERE!

Connections between the nervous system and the eye as a sense organ.

Booklet act: Answer question 5 on page 10.


2a. Lens and cornea.

2b. CIliary muscle would contract so the lend go fatter and shorter.

Stimulus (light intensity)—– receptors(retina)–sensory neuroncoordinators(Brain)—-Effector–muscle of iriseffect—-response

  • Bright Light=cones—-Pupil constricts
  • Dim Light=rods—-Pupil dilates

The importance of this reflex is to prevent the damage of the retina. If too much light reaches the retina, it can be damaged. On the other hand, if the light is dim if the pupils would dilate we wouldn’t be able to see in the dark.

4a. Muscle A= Ciliary muscle: Allows the lens to become fatter for focusing on close objects

Muscle B= Iris circular muscles: The pupil becomes smaller.

Activity 4c

Activity 4D

Exercise 1 activity c:

  1. C) Jasmine could see shapes but not colors in a dark room because cones are the once that detect color thanks to the bright light can’t work without light. On the other hand, rods can work with dim light and allows as to distinguish shapes.
Publicado en 4AC2018, biology | Etiquetado , | 1 comentario

Comparison between Rooms & Home is so Sad

This two poems have too much in common. I did this essay to prove my ides!

Essay QuestionComment Closely on how the writers of “Rooms” and “Home is so Sad” deal with the double meaning of “rooms” in their poems.


By analyzing the poems “Rooms” and “Home is so Sad” in detail, there are a lot of similarities between them. Not only the authors express their ideas about rooms literary as a physical place, but also they show their ideas about this place in a metaphorically place where memories and feelings are kept and stalked.

On the one hand, in the poem “Rooms”, by Charlotte Mew describes the rooms as small places where the old abandon things are kept: “seaweed smell” By this olfactory imagery, the author portrays the idea that there are rooms where nobody entered for a long time. Places where there are humidity and seaweed. This type of rooms are described as safe areas since only the owner could enter and have his personal and intimate things. In addition, this poem has other themes, that it is need to be read between lines. The other meaning of rooms in this poem is more metaphorical. Rooms are used to keep memories and feelings: “I remember rooms that have had their part” The author portrays her ideas that there are rooms for all the types of memories and feelings and once that these things pass, this room is closed forever, as a phase of your life. But there is a big criticism: “Rooms where for good or for ill—things died”.Using this quote, the author is trying to portray the big themes of this poem that are depression and sadness towards her memories. There will be a point where we die, and all our memories, feelings and actions would be forgotten forever.

On the other hand, the poem “Home is so Sad”, by Philip Larkin also describes the rooms as feeling and something more than a small place where people sleep. This poem has the same theme of the previous one. The reader can realize of this by reading the alliterative title: “Home is so Sad” where there is an emphasis on the word “S” which represent the feeling of sadness and depression that, for the author, it is caused by the home. And as the other poem, this one can be interpreted in another way, on a more literal: “It stays as it was left”. The author is portraying the theme of privacy. No one can enter to your room without your permission. In there you have full power and is the only place where you could have your own privacy and the personal things: “Shaped to the comfort of the last to go”, continuing with the same idea, the room can be organized and reorganized by the owner, the times that he want, and nobody could tell him what to do. The room is the safe place for one person and it always be like that.

To conclude, the poems “Rooms” and “Home is so Sad” are much more similar than it seems. Both can be analyzed in two different ways (literal and metaphorical).

Publicado en 4AC2018, e-portfolio, literature | Etiquetado , , , , | Deja un comentario

The Hollow of the Three Hills

The Hollow of the Three Hills, is a story that make me remember to to a very famous christmas movie, “Christmas Carols”.


Here is a trailer of the movie:

At first, in both stories the protagonists had three different encounters with people that were affected by the protagonists, thanks to something or someone supernatural. Although in Christmas Carols the specter can see what is happening, in The Hollow of the Three Hills, there are only auditory descriptions(that is the only information that she receives).

Secondly, the two stories, the protagonist had made something wrong that they are ashamed and regretful about. In The Hollow of the Three Hills, the girl can’t do anything about it. She is an specter that can only see, or hear the things and can’t influence the reality. She has to accept what she did and live with that for the rest of her short live. While in Christmas Carols, the protagonist, that did horrible things, can do something about it. The supernatural encounters opened his eyes, realizing that he was a selfish and a stingy person. The realized that he can change the present, saving his future

Publicado en 4AC2018, e-portfolio, literature | Etiquetado , , | Deja un comentario

In our literature class, we started reading a poem called “rooms”, written by Charlotte Mew. After reading it, we had to do an activity that consists in two parts. In the first part, we had to answer some questions about the previous poem, while in the second activity, we had to read a poem called “Home is So Sad” and contrast it to “Rooms”  in terms of style, language and form.

Activity 1:

Activity 2:

I did it with Juana Perez Muniz


Publicado en 4AC2018, literature | Etiquetado , | Deja un comentario

Literature, Authors Presentations

On ower Literature, all together, we created a presentation based on the writers of the 12 stories we are going to read throughout the year.  We were divided into groups and each group presented two writers.

Publicado en 4AC2018, literature | Etiquetado , , | Deja un comentario