Virtual Period History

In out History class our teacher Julia Fernandez, assigned us this:

Imagine you are a French citizen who was involved in the storming of the Bastille. Later that night, write your diary entry, explaining what happened (from your viewpoint) and expressing your fears, wishes, hopes for the future, etc. Be as creative as possible in finding a voice for that character to make it sound realistic.
Dear Diary,

Today was an important day in my and in all peasants life. We had broken down with years of injustices. We produced a revolution and we overtook the bastille. Leaving aside inequality and discrimination from the first and second state though ards us. I feel a little bit confused because we killed many innocent people, but at the same time I know it was the only way to finish with all this. We had been trying to solve it out peacefully but nobody heard us, so unfortunately we had to take the horrible decision of killing everyone who stood in our way. 

I know maybe today I would be with guilt, but I do it for my son’s and grandsons. 

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Poster Ode On Melancholy

In literature, we analysed the poem “Ode on Melancholy” and we were asked to create a poster, including a quote, an image and the mesaage. Here i would leave mines:

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Clase 4 Logica

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Logica Clase 2

En la segunda clase do Logica con Nuestra profesora Sofia Polidano, definimos en grupos distinas palabras que ella nos indicaba a mi grupo nos toco definir la palabra 

Dios: Energia/ ser espiritual, superior al hombre

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Ode on Melacholy

In Literature we started analysing a new poem, “Ode on Melancholy” by John Keats and to start we searched about the writer’s background, the literature movement and vocabulary. 
Keats lost his parents at an early age. He was eight years old when his father, this had a profound effect on the young boy’s life. In a more abstract sense, it shaped Keats’ understanding for the human condition, both its suffering and its loss. The father’s death brings a lot of financials problems. In 1810 her mother died and during this period, Keats found solace and comfort in art and literature.


Lethe: any of several plants in the aconite genus Aconitum, including A. lycoctonum, bearing stalks of hood-shaped purplish-blue flowers, the monkshood A. napellus, which yields a poisonous alkaloid used medicinally, and numerous garden varieties in various colors.
Thy: the possessive case of thou (used as an attributive adjective before a noun beginning with a consonant sound):thy table.
Nightshade: any of various plants of the genus Solanum, especially the black nightshade or the bittersweet.
Ruby: a deep-red port wine.
Proserpine: greek goddess of the underworld. 
Yew: any of a genus (Taxus of the family Taxaceae, the yew family) of evergreen gymnospermous trees and shrubs with stiff linear leaves and seeds surrounded by a fleshy red aril.
Beetle: any of numerous insects of the order Coleoptera, characterized by hard, horny forewings that cover and protect the membranous flight wings.
Moth: any of numerous insects of the order Lepidoptera, generally distinguished from the butterflies by having feathery antennae and by having crepuscular or nocturnal habits.
Mournful: feeling or expressing sorrow or grief; sorrowful; sad.

Psyche: Psychology, Psychoanalysis.the mental or psychological structure of a person.
Downy: of the nature of or resembling down; fluffy; soft.
Drowsily: half-asleep; sleepy.
Rave: To speak wildly, irrationally, or incoherently. 
Wakeful: unable to sleep; not sleeping; indisposed to sleep
Droop-headed: as an adjective that describes the heavy, hanging blooms of flowers yet also harmonizes with the sad or depressed mood he invokes with phrases like “melancholy fit”, “weeping cloud”, and “April shroud”.
Shroud: a cloth or sheet in which a corpse is wrapped for burial.
Glut: to eat more than you need.
Globed peonies: colourful flowers
Peerless: having no equal; matchless; unrivaled.
Dwells: to live or continue in a given condition or state.
Bid: old-fashioned to give a greeting to someone, or to ask someone to do something. / to command; order; direct.
Adieu: goodbye; farewell.
Sips: to drink (a liquid) a little at a time; take small tastes of.
Veil’d: something that covers, separates, screens, or conceals.
Sovran : an archaic spelling of “sovereign”.
Shrine: a building or other shelter, often of a stately or sumptuous character, enclosing the remains or relics of a saint or other holy person and forming an object of religious veneration and pilgrimage.
Strenuous: characterized by vigorous exertion, as action, efforts, life, etc.
Palate: the sense of taste.
Literary movement: ROMANTICISM
MELANCHOLY: a gloomy state of mind, especially when habitual or prolonged; depression.

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Nervous System

In Biology, with my partner Agustin Bravo, we did some research about the Nervous System, and we then completed the task male gave us.

1)Parts of the central nervous system:
The nervous system consists of two main parts: the central nervous system and the peripheral nervous system: The central nervous system is divided between the brain, and the spinal cord.

2)types of cells

Sensory neurons:
Motor Neuton:

Relay neurone:

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 neurons: carry signals from the CNS to effectors.

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Living Spaces

In our language class we read a story, an autobiography called “Living Spaces” by Bonnie Benjamin.It was really interesting to read an autobiography of a girl of our age.

 I also enjoy reading it because many years ago I lived the same situation, I has to start a new school on a new neighbourhood and make new friends. 

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En nuestra clase de Literatura nuestra profesora Camila Aliberti nos propuso hacer un ensayo dando nuestra opinión sobre dos argumentos que ella nos dio. Yo elegí el siguiente argumento “EL LENGUAJE ES EL ARMA MÁS PODEROSA” y este es mi ensayo.

Si bien el lenguaje es uno de los factores utilizados para transmitir mensajes positivos ya sea para relacionarnos, ayudar o buscar paz en el mundo, también puede utilizarse para discriminar, para insultar, para mentir y para dañar a las personas.

El hombre es el que domina el mundo y lo que diferencia al hombre del resto de los animales es el lenguaje, es por eso que podemos decir que El lenguaje es el arma más poderosa.

Por un lado como todos sabemos el lenguaje es la base de la comunicación. Nos sirve para expresar nuestras propias opiniones y nuestros pensamientos, al igual que nuestros sentimientos ya que mediante el lenguaje podemos comunicarle a nuestros seres queridos lo mucho que los queremos y lo que sentimos por ellos. Sin el lenguaje seriamos todos iguales ya que no podríamos expresar nuestras distintas ideas y pensamientos.

Otro factor positivo del lenguaje es el poder comunicarnos con el prójimo, crear vínculos, hacer amistades, poder escucharlos y  contar las cosas que nos pasan y nos dejan de pasar.

También es muy importante para aprender y enseñar. Ya que sin lenguaje no te driamos la capacidad de saber nada sobre el pasado, de dónde venimos, donde vivimos, etc. Si nos ponemos a pensar cuando uno es niño, o tiene un niño, lo primero que les enseñamos o aprendemos es a comunicarnos, porque sabemos que es la herramienta que más nos va a servir en un futuro y en toda nuestra vida.

Por otro lado, aunque sea el ama más poderosa, si no sabes comunicarte bien y no sabemos utilizar correctamente el lenguaje, pierde dicho poder. Al contrario de lo que dije anteriormente el lenguaje puede ser utilizado para dañar a la gente, ya sea para discriminar a los que son diferentes, insultar a los que expresan distintas opiniones a las nuestras, mentir o faltarle el respeto a las personas.
En mi opinión el lenguaje es el arma más poderosa, ya que tiene mucho valor en las personas porque si la usas para el bien genera felicidad en la gente y si la usas para el mal daña más que cualquier daño físico.

Publicado en 4AC2017, lengua | Deja un comentario

Lógica 3/3


Hoy fue mi primer clase de lógica con nuestra profesora Sofia Polidano. Conocí la materia y me intereso bastante, definimos la palabra Lógica y la palabra Definición. Poli nos propuso subir todos los viernes algo visto ese día en la clase de Lógica es por eso que hoy voy a poner las definiciones vistas en clase.

Lógica: La  ciencia que se basa en las leyes, modalidades y formas del conocimiento científico se conoce bajo el nombre de lógica. Se trata de una ciencia de carácter formal que carece de contenido ya que hace foco en el estudio de las alternativas válidas de inferencia. Es decir, propone estudiar los métodos y los principios adecuados para identificar al razonamiento correcto frente al que no lo es.

Definición: Acción de definir una palabra o un concepto. (Esta definición fue la que yo busque)

Publicado en 4AC2017, Logica | Deja un comentario

Sredni Vashtar: Reading Comprehension

Our Literature teacher Pato gave us some questions to answer after reading the story “Sredni Vashtar” i work with Alina Claps.

Questions for after reading…

1. Why is Conradin’s imagination the mainstay of his life?
2. Why do you think Conradin hates his guardian? Give two examples to support your answer.
3. The tool shed is a refuge for Conradin. But he keeps it a well guarded secret. Why was this so?
4. Saki employs ironic humor in Sredni Vashtar. Pick out any two examples.
5. “Do one thing for me, Sredni Vashtar.” Why does Conradin implore Sredni Vashtar to help him?
6. Can it be said that Mrs De Ropp brought about her own end? Support your answer with relevant arguments.

1- We can say that Conradin”s imagination is the mainstay in his life because , despite de fact that he is a sick boy and dying, his cousin, out of hatred, mistreats him and won’t let him do anything childish like, with the excuse he could get hurt.

2- I think Conradin hates his guardian because she is conatantly thrawrting him “for his own good”, she sells the hen so much loves and cared for.

3- He kept the shed a secret from her because he was afraid, and quite certain, that if she knew what was inside brought him joy she would make it go away just like she did with the hen.

Publicado en 3AC2016, literature | Deja un comentario