Sports Idioms

For today’s class, we worked with Idioms and created a poster including some of the idioms we found interesting to us. In this specific case, we’ve chosen Sports Idioms and spilled some on the canvas.

I worked with Felipe Vidal, Fran Lusso and Benja Mayol.

Diseño creado con PosterMyWall

Publicado en 1AC2015, DHsecundaria | Deja un comentario

Seamus Heaney Poetry

In Language and Lit. with Pato, we read about Seamus Heaney, and read and analyze some poems. We did an activity in groups. Then Pato gave us an activity to do individually.

Seamus Heaney biography:

  • Born in County Londonderry, Northern Ireland, on April 13, 1939,
  • Died on 30 August 2013 (aged 74) Blackrock, Dublin, Ireland
  • Won the Nobel Prize for Literature in 1995
  • Heaney taught at Harvard University
  • Themes he tackles: modern Northern Ireland, its farms and cities beset with civil strife, its natural culture, and language overrun by English rule
  • Naturalism
  • Catholic in Protestant Northern Ireland
  • At an early age, Seamus was a student of high intellect and a dedicated one, and at the early and astonishing age of twelve, he’s been awarded a scholarship to St. Columb’s College.
  • He received a scholarship to attend the boarding school St. Columb’s College in Derry and went on to Queens University in Belfast, studying English and graduating in 1961.
  • Heaney worked as a schoolteacher for a time before becoming a college lecturer and eventually working as a freelance scribe by the early ’70s. In 1965, he married Marie Devlin, a fellow writer who would figure prominently in Heaney’s work. The couple went on to have three children

Poems chosen:

  • Death of a Naturalist (BY ME)

All year the flax-dam festered in the heart
Of the townland; green and heavy headed
Flax had rotted there, weighted down by huge sods.
Daily it sweltered in the punishing sun.
Bubbles gargled delicately, bluebottles
Wove a strong gauze of sound around the smell.
There were dragonflies, spotted butterflies,
But best of all was the warm thick slobber
Of frogspawn that grew like clotted water
In the shade of the banks. Here, every spring
I would fill jampotfuls of the jellied
Specks to range on window sills at home,
On shelves at school, and wait and watch until
The fattening dots burst, into nimble
Swimming tadpoles. Miss Walls would tell us how
The daddy frog was called a bullfrog
And how he croaked and how the mammy frog
Laid hundreds of little eggs and this was
Frogspawn. You could tell the weather by frogs too
For they were yellow in the sun and brown
In rain.

Then one hot day when fields were rank
With cowdung in the grass the angry frogs
Invaded the flax-dam; I ducked through hedges
To a coarse croaking that I had not heard
Before. The air was thick with a bass chorus.
Right down the dam gross bellied frogs were cocked
On sods; their loose necks pulsed like sails. Some hopped:
The slap and plop were obscene threats. Some sat
Poised like mud grenades, their blunt heads farting.
I sickened, turned, and ran. The great slime kings
Were gathered there for vengeance and I knew
That if I dipped my hand the spawn would clutch it.


The poem is about when Heaney was a kid and went to biology class. His teacher taught the class the way frogs reproduce. But she did not show them, she only explained it. But one day, while he was walking, he saw some frogs reproducing. He was so disgusted that he run away, almost vomiting.

Basically, the connection of Heaney’s life and the poem is its childhood. Heaney narrates in the form of a poem his disgusting incident.

The title: the title is a metaphor. No one dies, but his passion for science is gone, forever, at that moment, when he sees the frogs reproducing.

Elements of rite of passage:

An attainable object of desire →  More knowledge

Trespassing  the father figure/authority → He trespass the teacher’s lesson

A dare →  There is no dare

Understand the mischief → understanding of how babies are born

Accepting →  accepts his loss of innocence



Between my finger and my thumb
The squat pen rests; snug as a gun.

Under my window, a clean rasping sound
When the spade sinks into gravelly ground:
My father, digging. I look down

Till his straining rump among the flowerbeds
Bends low, comes up twenty years away
Stooping in rhythm through potato drills
Where he was digging.

The coarse boot nestled on the lug, the shaft
Against the inside knee was levered firmly.
He rooted out tall tops, buried the bright edge deep
To scatter new potatoes that we picked,
Loving their cool hardness in our hands.

By God, the old man could handle a spade.
Just like his old man.

My grandfather cut more turf in a day
Than any other man on Toner’s bog.
Once I carried him milk in a bottle
Corked sloppily with paper. He straightened up
To drink it, then fell to right away
Nicking and slicing neatly, heaving sods
Over his shoulder, going down and down
For the good turf. Digging.

The cold smell of potato mould, the squelch and slap
Of soggy peat, the curt cuts of an edge
Through living roots awaken in my head.
But I’ve no spade to follow men like them.

Between my finger and my thumb
The squat pen rests.
I’ll dig with it.


Poem understanding and title: ‘Digging’ reflects the strong feelings Heaney has for the land. He grew up on a farm, Mossbawn in County Derry, where his father worked the soil and sold cattle for a living. The tone is full of reflection and quite serious, as we can see how Seamus exhibits his family’s way of living and tradition: working the land. So, childhood and adolescent life explained in the aspect of family tradition, work and the environment that surrounded him.

Connection with background:
1)The Pen and the Spade: The pen is the spade, the speaker declaring that he will use the pen to dig with, leaving behind the tool of his forefathers, the farmer’s spade.
2)Legacy: Seamus’ father and his father before him had been working the land ever since, and it seemed as an obligation for Seamus to continue the working tradition he was to inherit. He wanted to tell his father that he desired to write, not to work the land; use the pen and not the spade.
3)Dig: Seamus uses this word for two meanings: the literal digging of land, as in working it like his father and grandfather have done, and digging into his heart and exhibiting his passion for poetry more than ever.

Elements of rite of passage:
An attainable object of desire → writing poetry
Trespassing the father figure/authority → not working the land, discontinuing the family tradition/legacy
A dare → say ‘no’ to his father
Understand the mischief → cutting the roots of the family, ending the family business
Accepting → his decision to go for his dream, even though he is conscious of him ending his family business


  • Personal Helicon (BY LUCAS CAMPION)

As a child, they could not keep me from wells
And old pumps with buckets and windlasses.
I loved the dark drop, the trapped sky, the smells
Of waterweed, fungus and dank moss.

One, in a brickyard, with a rotted board top.
I savoured the rich crash when a bucket
Plummeted down at the end of a rope.
So deep you saw no reflection in it.

A shallow one under a dry stone ditch
Fructified like any aquarium.
When you dragged out long roots from the soft mulch
A white face hovered over the bottom.

Others had echoes, gave back your own call
With a clean new music in it. And one
Was scaresome, for there, out of ferns and tall
Foxgloves, a rat slapped across my reflection.

Now, to pry into roots, to finger slime,
To stare, big-eyed Narcissus, into some spring
Is beneath all adult dignity. I rhyme
To see myself, to set the darkness echoing.


“Personal Helicon” is a highly symbolic poem of Seamus Heaney. It is autobiographical but at the same time has universality in it. It is the story of every person; rather it is a journey from childhood to maturity. It also reflects the journey of a poet. The poem is not only about a single journey but about many journeys of life. This poem is evident that Seamus Heaney’s contribution to English poetry can never be underestimated.

Examine the title: in Greek mythology, Helicon was the name of the mountain where the Muses lived. The word is now used, like “Muse,” to describe a source of poetic inspiration. So in choosing this title, Heaney can be seen as setting out to describe, explore and explain his personal source of inspiration. In his childhood, the speaker (definitely the poet) wondered about the wells. They always attracted him but he was not allowed to go near them. He was curious to see what was inside them. The buckets, pumps, and windlass drew his attention.

Individual work:

Here is my text:

I can connect the three poems of Seamus Heaney. The connection I find between them is that the three of them (Death of a Naturalist, Digging, and Personal Helicon) is that all talk about Heaney’s life: his childhood and his country, Northern Ireland. As his biography says, he uses a lot of Naturalism in his poems. He talks about Ireland, the farms (also in this case his father’s farm in ‘Digging’: “To scatter new potatoes that we picked” ) and cities beset with civil strife, its natural culture. In the three poems, he basically talks about certain characteristic events in his childhood which marked his life. In ‘Death of a Naturalist’, he narrated how he discovered the way babies are born (astonishing for Heaney, who was a kid). In ‘Digging’, he decided that he wanted to be a writer, and not to continue with his family job (farming). And in ‘Personal Helicon’, he told us what was his inspiration when a child. All these events, and millions more made him the person he was: one, to not say the best writer in the history of the UK, and maybe, the world.

Publicado en 5AC2019, ingles, language & literature | Deja un comentario

Songs and Literature (in process)

In class we started an activity with Pato, in which we had to choose a song and show it to the class. I chose “zZz” by DROELOE. Then for the second activity, each of us had to choose a song from a list Pato gave us. I chose “Beds Are Burning” by Midnight Oil.

Here is some information Pato asked in activity 3 in relation to the song and band:

  • a short biography of the singer or band
  • a video of the band or singer playing the song
  • main themes (quote to prove) and tones
  • at least 3 literary devices you can spot
  • your opinion on the topic
  • any pic you want to use to illustrate the matter
  • Also, make a reflection on this learning activity (did you like it? was it useful? what did you learn?, etc)


  • Here is the short biography
  • Here is a video of the band playing the song in a concert
  • Main themes and tones:
    • Themes:
      • Feeling bad
      • Return what does not belong to you
    • Tones:
      • Regretful
      • Wanting to take action
  • Quotes:
    • “How do we sleep while our beds are burning?”
    • “It belongs to them, let’s give it back”
  • 3 literary devices I can notice in the song:
    • Enjabment: “The Western Desert lives and breathes
      In forty-five degrees”
    • Anaphora: “How can we dance when our earth is turning?
      How do we sleep while our beds are burning?
      How can we dance when our earth is turning?
      How do we sleep while our beds are burning?”
    • Repetition of the chorus to emphazise the idea:

How can we dance when our earth is turning?
How do we sleep while our beds are burning?
How can we dance when our earth is turning?
How do we sleep while our beds are burning?

  • My opinion on the topic:
    • I think that it is a very interesting topic because it does not only cover the native people of Australia which are referred to in the song. This topic covers basically all the world except Europe and parts of Asia. Europe people started migrating and colonizing areas outside Europe, like America, Oceania, or Africa. In that process, they forced the native people in that area to move, and then, they built their cities in what wasn’t their territory. They imposed their will on them: they imposed their culture, their society scheme and organization, their political ideas, etc. But if you think all the problem through, a first argument is that if we want to return back the lands to the native people, is impossible, first because almost all the tribes of people are extinct, or they are not the original “blood”, and second, is impossible because we would have to destroy all the cities and civilization, and then all of us would not have a place to live. I think the topic is very interesting and wide.
  • The picture to illustrate the matter:

Publicado en 5AC2019, ingles, language & literature | Deja un comentario

To the Evening Star – by William Blake

Pato told us to make a poster answering the questions about the poem “To the Evening Star”, by William Blake. Here is our poster. I did it with Benja, Martin and Lucas:

To the Evening Star by Gonzalo Gaston CRINITI

Publicado en 5AC2019, ingles, language & literature | Deja un comentario

My expectations for 2019

¤What do you expect?

For this year I expect to fulfil all my goals and accomplish everything I propose to myself, even though if what I try to carry out seems impossible, I’ll do my best to achieve perfection.

¤What are your dreams?

I don’t have any big dreams for this year. But if I have to say something, one dream could be winning all the football tournaments that I have this year.

¤How are you planning to spend your last year at school?

I am planning to have fun, a lot of fun. I will focus on doing everything well academically, but I will not forget that this is my last year and that I have to enjoy it.

Publicado en 1AC2015 | Deja un comentario

Closure of the e-portfolio

For me, this was a very long and stressful year. I had very good times, outside the school as well as inside the school. Once again, I think I’m getting better at analysing literature things. I remember that a year ago it seemed so difficult, but with the passing of time, it becomes easier and easier.

My favourite topic this year was war poetry. I really find it interesting and very useful. It is really amazing how all the poems are connected in a way. I really learned a lot.

I think that my favourite activity in the year was the e-portfolio. It really helped me think about a lot of stuff, and analyse a lot more, although it was very hard to start.

I don’t think that there was something I didn’t enjoy.

I really don’t know if there is a way I could learn better, but I think it would be funnier or more entertaining that instead of only analysing the poem or story, to discuss like a ‘mini e-portfolio’ each time in class, where all can express what they feel.

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

Lady in the Looking Glass / e-portfolio

“The Lady in the Looking Glass: A Reflection” by Virginia Woolf. Here are my notes about the story:

In the story, the woman seems perfect from the outside, but in the inside, she was pure chaos. A lot of people do this every day in their life’s. They show that they are okay to everyone, but when they are alone they take their ‘masks’ off. This is done for different reasons. A lot of people try to hide their feeling from others, because of fear for example.

In my case, I do this. But only because I don’t want people to worry about me. I want to be always in a happy mood when I am with someone. I don’t want to make them sad because I’m sad, so I am happy while I’m with them so they are happy too. What I’m trying to say is that using the ‘mask’ is how everybody knows me. Only when I’m alone I think about my stuff.

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

The Hollow of the Three Hills / e-portfolio

The story talks about a girl, who wanted to know about the important people she left behind in her life. So, to do this, she contacted an evil witch, who asked her soul for her to do this. The girl accepted. So the witch made her listen to their voices and the context in which they were, and finally, after she finished listening, the evil witch took her soul.

I can relate this with something of the Greek mythology. I remember that when I was reading Percy Jackson, in one of its books there were like 3 witches who you had to give something in return for them to predict your future. Also if I’m not wrong, this also appeared in the story of Hercules. I think that them to have this gift, they had to give up something. I think that the gods made them give up their vision, and only left them one eye which had to be used in turns.

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

The Destructors / e-portfolio

The Destructors is set in blitzed London, just after the Second World War. The main conflict in the story is how the man shows it’s true colours, or true nature just after suffering a war: everyone stops being friendly with the other ones as if you weren’t human or something. There is no empathy left in one single person. Mistrust is present everywhere. The author shows this through a gang of kids. This gang didn’t trust a man who tried to be friendly with them. In consequence, they tried to bother him by kicking a ball against his house’s wall, until one of the kids came with the idea of destroying the house. After some planning, they destroyed the house of the poor man, who had done nothing but being kind. The kids and the other people didn’t care that this man didn’t have a house anymore. As I said, empathy wasn’t present. 

I can see what the author wants to portray through his story in my daily life. Almost no one cares about the others, or sometimes without intention you just ignore someone. For example, while you are walking on the street there is a homeless man sitting there. A normal person in Argentina sees approx. 3 or 4 poor people. But when you walk by this person, you don’t look at him or her, you “don’t care”. You just ignore the person laying there.

In my case, I try to help as many people as I can. I can’t stand seeing homeless or poor people. I just can’t understand why there are people with millions and millions, while there are also people in the street dying. I also see how people, at least in Recoleta, that if they see someone who seems to have dark skin, they cross to the other side of the street (you already know why). I’m really tired of that because is also a very big stereotype. Another things that bother me a lot is that we treat people as if they were machines. For example, the bus driver. Most of the people just get on the bus and says an address. They don’t say hi neither look at the bus driver. In my case, I look at him, say hello, I tell him where I want to go, say please and thanks, always looking at him. I try to do that everywhere I go with every person because you don’t know what he or she is going through. Maybe that smile can change his or her day. Even their life.

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

Rooms and Home is So Sad / e-portfolio

We know that a room is a place where you are protected from the outside, it is a place of comfort. The relationship of the poem “Rooms” for me is that the rooms for the voice are like relationships. In the first sentence in the poem, it says “I remember”. Memory is associated with the past, and with the death of passion and emotion. Here, the voice is remembering all his or her past relationships. For example, when the voice refers to the “room in Paris, the room at Geneva”, he is remembering her lovers, which maybe he met at that place.

In the other poem, “Home is So Sad”, by Philip Larkin, the meaning of room is the same (a place where you are protected from the outside, it is a place of comfort). Here, the voice personified the House as a human being: “Home is so sad”. He is telling the story of home, which was very depressed because it wanted the people to live back inside him, and to it wanted to feel like a home again.

For me, my place of comfort is not only one place, like a house. In my case, I feel that what I consider my home is Chapadmalal. I consider my home the hotel where I go, where I always see the same people. They are very beautiful people, which are always very funny, charismatic and extroverted. I also consider home the beach where we always go, which is two blocks away from the hotel, where I have met the same kind of people but of my age. These two places make up my home.

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