The Destructors

I did my work with Ine and Margui!

Rite of passage

  • An object of desire:breaking the house
  • Trespassing (defying authority)
  • Dare/challenge (construction of identity)
  • The mischief (it should be accepted and death with in a mature way)
  • Atonement (confession and regret->acceptance)


  • Mr Thomas’s house:
  • Mr Thomas and the children
  • Old misery
  • Money burning
  • The debris of the house
  • The laughter of the driver


1) Research and compare the Wormsley Common Gang with modern American gangs. Consider factors like membership, recruitment, enemies, activities, and motivations. What similarities did you find? What are some differences?

The Wormsley Common Gang is similar to modern American gangs as they both follow an initiation ritual when recruiting new members and they confront their enemies with violence and vandalism. However, American gangs engage in far more serious and obscure activities, such as drug trafficking and prostitution, while the kids from the gang only use vandalism. In addition, American gangs are motivated to gain wealth to live more comfortable lives, while the kids didn’t vandalise to steal money; in fact, they never stole anything. Another difference is that, when dealing with enemies, American gangs would kill them while the Wormsley Common Gang responded by vandalizing their property.

2) What do you see as the central theme of this story? Remember: a theme is not simply a subject like “love”. It is a fuller expression of what an author is trying to suggest about this subject. Write a paragraph explaining your interpretation of this story’s theme.

In our opinion, another important theme of the story is based on the “Loss of Innocence”. It is clearly shown that the group of children had lost their innocence during the story. They are children of nine years old. However, in the story it is shown that they did not lose their innocence completely since they never actually accept their mistake and the damage caused.

3) Identify three important conflicts present in the story. Explain what exactly is causing the problem—and whether they are internal or external in nature. Finally, explain which of these conflicts seems to the central problem.

construction versus destruction. The gang members grew up seeing the destruction of war. They act as if

destruction is a form of creation.

In the story, not only the house of Old Missery was destroyed, but also the whole society after the war.

The children, which are involved in the destroyed society, destroy the man’s house. Carrying out that act, it can be understand as if the children are ending with war. The house was the only thing that survived war, and destroying it means, starting all over again. The destruction of all, means the start of something new.

Society postwar. This external conflict points out the fact that the society was broken down after the war. Every person in society saw themselves totally affected and prejudiced by the war and tried to build up their normal lives back. However, war left an atmosphere of unconfidence, untruthful sense.

Building up society again would take a lot of time. belonging. This last conflict could be understood in two different ways.

On the one hand, it can be understand as if T wants to belong to the gang. He is looking to fit on a group and to feel comfortable in it. That is a internal conflict since it is the character’s feeling.

On the other hand, the sense of belonging could be understood to becoming part of society. At that moment in history, the society was destroyed after the war. That is why belonging to society was difficult to achieve.

In our opinion, the central conflict is a combination of all of them. The war have left a destroyed society, harmful, where the people could not find their place. The destruction of the society, creates a new beginning.

Publicado en 1AC2015 | Deja un comentario

War Poems Analysis

Choose 2 poems and prepare an analysis.

Illustrate them with pictures and explain which different parts of the poem they illustrate.


  • War
  • Death
  • Regret
  • Loss
  • Forgiveness
  • Peace
  • Freedom


  • Experienced
  • Hurt
  • Hopeful

Literary devices

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

War Poems

First Stanza:

Stanza 1 begins with a description of the shocking condition of a group of soldiers retreating from the battlefield. Owen is the observer of another incident of misery and the horror if trench warfare.

“Bent double, like old beggars under sacks” simile undermines stereotypes, imagine of a soldiers as young and fit. Suggests they are filthy and weak.

Owen gives an impression that war was disappointing and makes the soldier appear drunk, or even like zombies from the exhaust and continues fight to survive, even without a gas bomb or a battle, they are zombie-like.

Second stanza:

“Gas! Gas!” This line begins with two disruptions of the rhythm, with the succession of the four sharp, short, stressed syllables and the disruption of the telling voice.

The “ecstasy of fumbling” which goes on here, however, is anything but rapturous.

We’re back to the sort of ironic language that we’ve seen in the title – combining elevated language with absolute chaos makes the whole experience seem totally out of proportion, they are scared and mad because of war.

“As under a green sea, I saw him drowning” an extended metaphor describes the man choking to death – unable to breathe, he falls about. Owen describes having flashbacks to the death of his comrade highlighting how the impact of war last over many years and across generations.

Read the poem:

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 Edward Salter Owen, MC (18 March 1893 – 4 November 1918) was an English poet and soldier. He was one of the leading poets of the First World War. His war poetry was on the horrors of trenches and gas. He had been writing poetry for some years before the war.

War poetry is poetry written that was written during WW1, between 1914-1918. It deals with 4 important themes: honor, injury, gender relations, and poetic formalism.

Stanza N°1: The first line takes the reader straight into the ranks of the soldiers, an unusual opening, only we’re told they resemble old beggars and hags by the speaker who is actually in amongst this sick and motley crew.

Stanza N°2: We delve deeper into the scene as chemical warfare raises its ugly head and one man gets caught out. He’s too slow to don his gas mask and helmet which would save his life by filtering out the toxins.

Stanza N°3: Only two lines long, this stanza brings home the personal effect on the speaker. I, my, me – the image sears through and scars despite the dream-like atmosphere created by the green gas and the floundering soldier.

Stanza N°4: The speaker widens the issue by confronting the reader (and especially the people at home, far away from the war), suggesting that if they too could experience what he had witnessed, they would not be so quick to praise the war dead. They would be lying to future generations if they thought that death on the battlefield was sweet.

The title of the poem is a reference to one of Horace’s, a roman philosopher and poet, odes. The phrase is translated to “It is sweet and fitting to die for one’s country.”

Poem analysis

Soldier, rest! by Sir Walter Scott

It is composed by three stanzas each one of 12 lines

It has repetitions:

“Soldier, rest! thy warfare o’er”

“Sleep the sleep that knows not breaking”

“dream of battlefields not more”

“nights of waking”

“Huntsman, rest! thy chase done”

“rising sun”




literary devices:


Sleep! the deer in his den;

Sleep! thy hounds are by three lying;

Sleep! nor dream in yonder


Sleep the sleep

days of danger

fairy strains of music fall


Days of danger, nights of waking

morn of tail, nor night of waking.

Hands unseen

Sleep the sleep that knows not breaking

The warfare o’er


nights of waking


war and army, hunting, deer, den, hounds


Criticism of war

Struggle of life

Battle of life and death

After life

Meaning of life






Our interpretation of the story is based on life and death and life after death, we believe that through the poem the author is trying to transmit us that life is a constant battle and that has lots of difficulties and that there are obstacles that we are going to get through but they are some we won’t, at the end death is compared with finally resting and being in peace and never suffer again because that was life. The poem has a connection with Romanticism because the Romantic movement had a strong influence on death and the afterlife, this afterlife is became idealized in literature, they were against their society and so they had other alternatives; to focus on the past or to focus on the life after death.

Death Bed by Siegfried Sassoon

The poem “Death Bed” by Siegfried Sassoon portrays the experience of a soldier who is badly hurt and is coming in and out of consciousness. The soldier is suffering a battle between life and death, which finally ends with him dying because death “chooses” him. As, during the poem, he is coming in and out of consciousness, he can’t distinguish reality from dreams. This confuses us readers as we as well can’t differentiate what is real and what isn’t.




Battle of life and death





Publicado en 1AC2015 | Deja un comentario

Virtual Period: Chromosomes and Mitosis


1- a- Make a drawing of a body cell which contains one chromosome.

b- Make a drawing of a body cell which contains one chromosome before cell division.

Explain the difference between them.

2- Explain the difference in the number of chromosomes between a body cell and a gamete.


Watch THIS video about mitosis.

1- Make a drawing of a cell with 2 chromosomes.

2- Make a drawing of the same cell before cell division.

3. Make a drawing of the daughter cells.

4- Name examples in which mitosis takes place in the human body.


4) Mitosis happens when we cut ourselves, where new skin cells are made to help heal the wound.

Publicado en 1AC2015 | Deja un comentario

Male Reproductive System – Virtual Period

Male Reproductive System

  1. Act: Use information from the text book to build a comparison table between sexual and asexual reproduction.
  2. Act: Summarize the functions of each of the organs which are part of the male reproductive system.
  3. State the components and the function of semen.
  4. Make a large labelled drawing of a sperm cell and state how the structure is adapted to its function. (Do not add a picture).




  • Testes
    • Where spermatogenesis (the creation of sperm) takes place
    • Process has to happen at a temperature lower than body temperature, which they do by being located in the scrotum
    • Create testosterone
  • Scrotum
    • Regulates the temperature of the testis by retracting upward towards the body or descending depending on the temperature, using the cremaster muscle and the dartos muscle
  • Epididymis
    • Set of tubes where sperm is stored and gains more mitochondria
  • Vas deferens
    • Drains the epididymis of sperm and transports it to the urethra
  • Urethra
  • Seminal Vesicles
    • Contributes fluid to sperm
  • Prostate Gland
  • Bulbourethral glands
  • Penis
    • Made up of the shaft


3) Semen

  • Components:
    • Sperm
    • Seminal Plasma
  • Function: it is a fluid emitted from the male reproductive tract that carries sperm cells capable of fertilizing female eggs.



The structure of a sperm cell is adapted in order to make it easier for the cell to fulfill its function and carry DNA to the female egg. The tail of the cell allows it to travel to the female egg, while the shape of the cell allows it to carry genetic information in its head.



Publicado en 4AC2018, Virtual Periods | Deja un comentario

The Lady in the Looking Glass

Author´s biography:

  • Virginia Wolf was born in 1882.
  • She published her first novel in 1915.
  • She suffered from deep depression and committed suicide in 1941.
  • In her childhood she was sexually abused by her half-brothers George and Gerald Duckworth.
  • When she was 13, her mother passed away, which led to her first mental breakdown. Two years later she lost her half-sister Stella.


  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.


  1. The mirror in the first paragraph is set up as a frame for a kind of portrait as it reflects what the narrator can see about Isabella’s life. The mirror is big and luxurious, and in it you could see the reflection of Isabella’s house and garden. This image represents the aspect of Isabella’s outer life; what the narrator uses to inspire her imagination. However, this image hides who Isabella truly is.
  2. The mirror reflects part of Isabella’s house and her garden. This environment is fancy and portrays luxury, which reflects the image the narrator has about Isabella. It seems to belong to a successful, wealthy person.
  3. The contrast between the objects inside the house and outside the house shows the chaos in her mind. Inside the house, there are objects moving all the time portraying turmoil and mess. However, in the outside everything is still and quiet.
  4. The narrator composed the mood inside the house as harmonic, calm and happy. She describes Isabella as a person who is very successful and now lives surrounded by the consequences of her success. She seems happy and looks like she has lived a lot of adventures.
  5. In the story, very little is known for a fact about Isabella’s outer self; the description in the story is based purely out of suppositions. The few facts that we know about her outer self are that she is quite wealthy and she lives alone.
  6. The material objects inside and outside the house does the narrator use to imagine Isabella’s life are, to begin with, the letters. The letters portray Isabella as a social, interesting and passionate woman. Moreover, the narrator saw grey-green dresses, shoes and ‘something sparkling at her throat’. This shows an Isabella who is superficial, materialistic and who cares too much about appearances.
  7. Isabella’s letters supposed to conceal, according to the narrator, that Isabella had known many people, that she had many friends and if one would read the letters one would find ‘appointments to meet, of upbridings for not having met, long letters of intimacy and affection, violent letters of jealousy and reproach, terrible final words of parting’. The narrator wanted the readers to understand how passionate and experienced Isabella’s life was.
  8. It is possible to know objectively one’s inner reality. At the end of the story, Isabella has the possibility to meet her inner self by looking at a mirror. When she encountered her truly self she realized how she had no thoughts, no friends, no letters. How she was ‘old and angular’. She felt alone and miserable.
  9. In this story Woolf provides a contradiction between the inner and the outer self, how different they are and how people may never get to see the inner self of an individual. She reaches the conclusion that the inner self of a person is not knowable to other people, as she expresses with Isabella’s story. The narrator makes up an entire fake image about Isabella, as she sees her as a happy, successful person with a lot of friends and who has lived many adventures. However, in the end of the story, we can see how this outer image of Isabella collapses as the narrator expresses how all the mail she got,which she thought was from friends, lovers and admirers, were actually bills. Isabella’s true self is hidden from the world; nobody truly knows what she has done or if she is happy or not.
  10. The role of the mirror in the story is crucial. The mirror reflects inside herself, the mirror is able to see beyond the superficiality. Throughout the story, the narrator describes a mysterious Isabella, nobody knew anything about her other than the fact that she was a spinster. In the end of the story, the mirror reflects her inner self, it shows how empty she really was. ‘She stood naked in that pitiless light. And there was nothing’.
  11. Stream of consciousness is a narrative method that portrays the thoughts and feelings that pass through the mind. “The Lady in the Looking Glass” resembles this narrative technique as the narrator expresses her thoughts about Isabella all throughout the story. The story itself consists of the narrator’s thoughts and assumptions about Isabella, which she is expressing to the reader.

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


Resultado de imagen para fancy house inside old


Resultado de imagen para garden

Publicado en 4AC2018, literature | Deja un comentario

Sex Hormones and Puberty Virtual Period


Female: oestrogen and progesterone

Male: testosterone




  • Follicle Stimulating Hormone
  • Produced in the pituitary gland
  • Regulates the functions of the ovaries and the testes


  • Luteinising hormone
  • Controls the reproductive system


  • Makes girls develop into women at puberty


  • Produced by the ovaries and adrenal glands
  • Helps to sustain pregnancy and regulates menstrual cycle
Publicado en 1AC2015 | Deja un comentario

Biology Virtual Period: Reflex Arcs





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Biology Virtual Period: Nervous system: neurones and synapse


The three main functions of a neuron are to receive signals, integrate this signals, and communicate them to target cells. The first two neuronal functions take place in the dendrites. One neuron may have a lot of dendrites, which allows it to communicate with thousands of other cells. The structure of a neuron allows it to pass signals from one cell to another. Its long extensions allow it to send signals all across the body.



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Short Stories for the AS, authors

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