Enlace para "Las ventajas de ser invisible" (doblaje latino)

http://www.peliculasflv.tv/2014/09/las-ventajas-de-ser-invisible-2012-online.html

Simulacro de evaluación de pronombres, 2º año Cangallo

      a) Clasificá en el siguiente fragmento de “La sirena”, los pronombres subrayados y únicamente señalá los referentes de los personales, posesivos y demostrativos (5):

Ella se aproxima cautelosamente. No ha quedado casi nadie en los bergantines. Eso le permite acercarse. Nunca ha rozado como hoy con su pecho grácil las proas; nunca ha mirado tan vecinas las velas cuadradas que tiemblan al paso de la brisa.
Son unos barcos viejos, mal calafateados. La noche de junio se derrumba sobre ellos. Y la Sirena bracea silenciosamente alrededor de los cascos. En el más grande, en lo alto de la roda, bajo el bauprés, advierte una armada figura, y de inmediato se esconde, temerosa de ser descubierta. Luego reaparece, mojado el cabello negro, goteantes las negras pestañas. ¿Es un hombre? ¿Es un hombre armado de un cuchillo? O no... o no es un hombre... El corazón le brinca. Vuelve a zambullirse. La noche lo cubre todo. 

    b) Completá con pronombres el siguiente texto (2):

Rosalinda,……….padre fue desterrado, estaba triste, y por……., pensó en entretener…….con amores. Celia……...advirtió………no entregara……..corazón. Pero……..…conoció a Orlando,……hizo inmediatamente.

 c) Uní las siguientes oraciones utilizando cuyo/cuya/cuyos/cuyas (1.50):

1.      Ella fue la primera persona en romperme el corazón. No recuerdo el nombre de ella.

2.      El profesor tenía alumnos aplicados. Las notas de estos alumnos eran brillantes.

3.      Orlando quería encontrar su destino. El hermano de Orlando lo privaba de su herencia.

    d) Reescribí el siguiente texto eliminando las repeticiones subrayadas con pronombres (1.50):

Leonel y Celina se conocieron cuando eran chicos. El flechazo entre Leonel y Celina surgió inmediatamente. El amor de Leonel y Celina se extendió por toda la vida. Cuando Leonel vio a Celina por segunda vez, Celina se iba de viaje. Por el viaje de Celina no se vieron por mucho tiempo. 

TP sobre "Y por eso rompimos" 2º A y B, Cangallo

Trabajo práctico - 2º año A/B – Lengua y literatura – Año 2016

Profesora: Marcela Testadiferro

Tema:   Novela de educación sentimental: Y por eso rompimos, de Daniel Handler

Normas a cumplir:

• El trabajo deberá ser entregado en una carpeta rígida o semirrígida.
• El trabajo deberá ser tipeado en máquina  de escribir o con un procesador de texto. La tipografía deberá ser Times New Roman, tamaño 12, con interlineado sencillo.
• El trabajo podrá entregarse hasta el 27 de mayo
• Fecha de devolución: hasta el 6 de junio.

Consignas a realizar:

a)      Lean la siguiente reseña literaria y respondan las preguntas a continuación:

Daniel Handler’s Teenagers Out of Love

Published: December 16, 2011, The New York Times

Principio del formulario

Final del formulario

 “It’s not you, it’s me — you’re great.” “I’m so sorry, but this just isn’t working out.” “I think we should see other people.” Whether it was the boy who dumped you in the sandbox for that kid with the bright red fire truck or the girl who abruptly stopped answering your notes during algebra, no one makes it through life without exposure to that miserable condition known as the breakup. And now we have Daniel Handler (who also writes as Lemony Snicket) giving us the lowdown on the rise and fall of one dissolution in particular in “Why We Broke Up.”

WHY WE BROKE UP

By Daniel Handler. Illustrated by Maira Kalman

No spoiler here — the title says it all: Min Green, a high school junior, and Ed Slaterton, a senior, have broken up. All that remains is for Min to tell Ed why in one very long letter, explicating a collection of artifacts from their romance (as illustrated by Maira Kalman) that she has tossed into a box and is about to dump on his front porch. The first object: a couple of bitter-ale bottle caps from her friend Al’s Bitter Sixteen party where she and her arty group are enjoying bitter music, bitter food and, yes, bitter beer when Ed, a basketball star, and a few of his pals show up. “It was flushed, every room, too hot and too loud, and I ran up the stairs, knocked in case people were in Al’s bed already, picked up the cardigan, and then slipped outside for air and in case you were in the yard,” Min recalls breathlessly. “And you were, you were.” The sparks between Min and Ed are immediate, and so it begins.

A film aficionado, Min wants to be a director one day, and this brings us to the next artifact: a ticket stub from the vintage movie theater where the smitten and affable Ed joins her for their first date, to see the legendary film star Lottie Carson in “Greta in the Wild.” One of the book’s many charms is that Min can’t go long without resorting to a film reference, often a full synopsis of a beloved movie. Handler has made them all up, but so superbly you feel certain they must really exist. He does similar magic with music; I still want to hear the sounds of Hawk Davies, whose delightful jazz seems to flow through the book.

Their romance lasts only a few weeks, but the fullness and richness of the two falling madly in love and lust in that short time is beautifully rendered. As is Handler’s remarkable presentation of an adolescent girl’s point of view: at one moment, during a deadly-boring-to-her basketball game, Min wonders wryly just what is keeping her in the relationship, while at another, her responses to Ed’s amorous attentions make it very, very clear.

But it isn’t just sex, and Ed is no dumb stud. Not only is he a top-notch basketball player and a math whiz, he also easily matches wits with Min in conversation. Handler ably shows their developing feelings for each other while tearing holes in the fabric of the relationship. Take the moment when Ed, looking to write down a number for Min, carelessly rips off a corner of a poster she has just put up — a poster that her friends have worked hard on, that means a lot to them though it is meaningless to him. A similar act of arrogance at a local hangout with Min’s friends leaves them dumbfounded and him genially oblivious.

Handler captures the sweetness of Min and Ed’s courtship, their sincere feelings for each other, and their differences, partly — but not only — because they are from such contrasting social groups. Min and her friends are cerebral types, full of arch comments, esoteric references and extreme loyalties to one another. As for Ed, within his circle of jocks, the boys are baffled by his besottedness with Min, while the girls are alternately irritated and tolerant. As befits a book set tightly in the world of adolescence, adults barely register — the only one of note is Ed’s older sister, Joan, who is taking care of things while their mother is ill.

Kalman’s illustrations poignantly encapsulate the detritus of the romance, providing an emotional vernacular all their own. Like film stills in Min’s mind, they achieve a powerful impact as the book draws to a close. Filled with long, lovely riffs of language (some paragraphs of Min’s moody reflections go on for over a page), exquisite scenes of teenage life and the sad souvenirs of one high school relationship, “Why We Broke Up” is a silken, bittersweet tale of adolescent heartache.

Monica Edinger is a fourth-grade teacher at the Dalton School in New York City and blogs at Educating Alice.

1.       ¿Cuál es uno de los encantos de la novela, según la autora?

2.       ¿Qué nos revela sobre todas la música y las películas que se mencionan en el texto?

3.       ¿Qué ejemplos da la autora de cómo se van haciendo grietas a medida que la relación entre ellos se va desarrollando?

4.       La autora dice que Min y Ed pertenecen a grupos sociales contrastantes.  ¿Cómo describe a cada uno de esos grupos?

b)      Imagen otra receta del libro que Ed le compró a Min, inspirada en alguna película que conozcan y transcríbanla. (10 líneas al menos).

c)      Agreguen un objeto a la caja (dibújenlo) y un texto en 1º persona, como si fueran Min,    explicando la importancia tuvo el mismo. Indiquen la ubicación. Lo que agreguen debe ser coherente con el resto del texto (20 líneas como mínimo).

d)     Señalen al menos tres aprendizajes que Min hace sobre su educación sentimental.

      e)    Relacionen la teoría de G. Lukács sobre “la novela de educación sentimental” con la leída. 

     Esto es, qué cosas se cumplen y cuáles no. 

Ver: profetesta.blogspot.com.ar/2015/05/educacion-sentimental-2-y-b-cangallo.html

TP sobre "La delicadeza", 2º A/B, Escuela Cangallo

Trabajo práctico - 2º año A/B – Lengua y literatura – Año 2016

Profesora: Marcela Testadiferro

Tema:   Novela de educación sentimental: La delicadeza, de David Foenkinos.

Normas a cumplir:

• El trabajo deberá ser entregado en una carpeta rígida o semirrígida.
• El trabajo deberá estar impreso usando Times New Roman, tamaño 12, con interlineado sencillo.
• El trabajo podrá entregarse hasta el  27 de mayo.
• Fecha de devolución: hasta el 6 de junio.

Consignas a realizar:

a)      Lean la siguiente reseña literaria y respondan las preguntas a continuación:

Book World: ‘Delicacy’ by David Foenkinos is a tasty French morsel

By Sarah Pekkanen 

Hmph. Not only do French women never get fat but they apparently also grieve more fetchingly than we do. In “Delicacy,” by Parisian author David Foenkinos, a breathtaking young woman named Natalie is in an uncommonly happy marriage with Francois: “Time didn’t seem to dull their sex life. . . . Natalie didn’t understand the expression ‘Being in a relationship takes work.’ ”

One might be inclined to dislike Natalie ever so slightly, except that by Page 27 of this slim novel, a car has hit and killed Francois during his Sunday afternoon jog.

Natalie drags herself back to her marketing job a few months after his death, only to suffer the advances of her blundering boss, who “could write a book on the subject of Natalie’s knees” and who notices her face has been “purified by her tragedy.” He’s far from alone: Co-workers, strangers in bars, even heterosexual females are entranced by Natalie. Yet three years after Francois’s death, she remains numb.

The man who finally breaks through her shell is a surprise: a tall, awkward Swede named Markus, who, not surprisingly, becomes infatuated with her after she plants a kiss on him during the middle of the workday. “Natalie’s hair was wonderfully sleek. Of an astonishing beauty,” he notices. “In the face of such a capillary revelation, he felt at a loss for words.”

His inexperience with women serves him well during their courtship. Because he knows she’s out of his league, he walks out of a cafe during their second date, telling her their relationship can’t go anywhere. “Without realizing it, Markus had acted brilliantly. He’d reawakened Natalie. He’d pushed her into asking herself some questions.”

She’s intrigued, and soon they’re a couple. (…)

Foenkinos, who also is a screenwriter, uses spare strokes to paint these chapters, which often run just two or three pages long. His bag of literary tricks includes whimsical lists and offbeat footnotes, one of which suggests that a director would cast Audrey Tautou to play Natalie’s character (prescient, since Tautou is now attached to the film adaptation of the novel, which is a bestseller in France.)

Foenkinos infuses the perfect amount of humor into this unorthodox love story to temper its tragedy. At times, his prose conjures up the comic neurosis of Woody Allen. During Natalie and Francois’s first date, for instance, Francois wonders what she’ll order to drink. He’s convinced that their entire future hinges on a beverage choice: If she orders tea, they’re doomed. “Just met, and already settling into some kind of dull cocoon. You feel like you’re going to end up spending Sunday afternoons watching TV. Or worse: at the in-laws’. Yes, tea is indisputably in-law territory.”

The novel isn’t flawless. Foenkinos provides a lot of praise for Natalie’s looks without much supporting information about her personality. A few quirks would have gone a long way toward making her seem three-dimensional. And her grief isn’t very palpable. We see her weeping on the street corner where her husband was hit, but the scene isn’t as affecting as it could be.

Still, this is a delicious chocolate truffle of romance. Not that we Americans could eat just one.

Extraído de: https://www.washingtonpost.com/entertainment/books/book-world-delicacy-by-david-foenkinos-is-a-tasty-french-morsel/2011/12/05/gIQAZ92u4Q_story.html

1.       ¿En qué se diferencian las mujeres francesas de las estadounidenses, según la autora,  tomando como referencia esta novela?

2.       ¿Cómo describe a los separadores que aparecen entre los capítulos de la novela?

3.       ¿Por qué relaciona al autor del libro con Woody Allen?

4.       La autora señala una falla en la novela. ¿Cuál es?

              a)    Uno de los separadores de la novela se refiere al cuadro “El beso”, de Gustav Klimt. Averigüen acerca de esta pintura y transcriban la información que encontraron con sus propias palabras. Además, escriban unas líneas con su opinión acerca de este cuadro.

b)    Todos los separadores de la novela tienen relación con algo que se dijo anteriormente. Inventen uno de al menos 10 líneas y señalen dónde lo ubicarían, o sea, después de qué capítulo.

c)    Señalen al menos dos aprendizajes que hacen Natalie y Markus sobre su educación sentimental.

d)      Relacionen la teoría de G. Lukács sobre “la novela de educación sentimental” con la leída. Esto es, qué cosas se cumplen y cuáles no. Ver: profetesta.blogspot.com.ar/2015/05/educacion-sentimental-2-y-b-cangallo.html

TP sobre "Las ventajas de ser invisible", 2A, Cangallo

Trabajo práctico - 2º año A – Lengua y literatura – Año 2016

Profesora: Marcela Testadiferro

Tema:   Novela de educación sentimental: Las ventajas de ser invisible, de Stephen Chbosky.

Normas a cumplir:

• El trabajo deberá ser entregado en una carpeta rígida o semirrígida.
• El trabajo deberá estar impreso usando Times New Roman, tamaño 12, con interlineado sencillo.
• El trabajo podrá entregarse hasta el  27 de mayo.
• Fecha de devolución: hasta el 6 de junio.

Consignas a realizar:

a)      Lean la siguiente reseña literaria y respondan las preguntas a continuación:

The Perks of Being a Wallflower

by Stephen Chbosky

By Mark Flanagan, About.com Guide

In The Perks of Being a Wallflower, Charlie chronicles his freshman year in high school in a series of letters to an anonymous recipient. It's clear from the begining that Charlie is not your ordinary teenager and that he is shouldering more burdens than should be asked of a single fifteen year old kid. In his first letter he reveals that he is grappling with the fact that his best friend Michael has recently committed suicide, and he mentions having seen Susan, Michael's girlfriend from middle school, who he finds has changed over the summer and is evidently no longer interested in being his friend:

"In middle school, Susan was very fun to be around. She liked movies, and her brother Frank made her tapes of this great music that she shared with us. But over the summer she had her braces taken off, and she got a little taller and prettier and grew braes. Now, she acts a lot dumber in the hallways, especially when boys are around."

Charlie, who struggles with relationships, meets a senior in his shop class named Patrick and subsequently, Patrick's step-sister, Sam. These relationships become crucial to Charlie and his story of his freshman year. As the wallflower of the subtitle, Charlie's struggle is moving from an observer to a participant in his own life, and Sam and Patrick are instrumental in encouraging Charlie in this direction:

"Charlie, don't you get it? I can't feel that. It's sweet and everything, but it's like you're not even there sometimes. It's great that you can listen and be a shoulder to someone, but what about when someone doesn't need a shoulder? What if they need the arms or something like that? You can't just sit there and put everybody's lives ahead of yours and think that counts as love. You just can't. You have to do things."

Charlie's is a heavy story for teen and adult readers alike. Don't be fooled by the novel's size and the seeming breeziness of its structure. Within just a few pages, Charlie deals with a wide array of issues including molestation, domestic abuse, rape, and drug use. With experience beyond what any teenager should have to confront, Charlie turns inward and this detachment is what renders his voice much younger than that you might expect of a character his age. At the same time, his actual thoughts seem to be those of someone much older, as with this insight surrounding It's a Wonderful Life:

"The family watched It's a Wonderful Life, which is a very beautiful movie. And al I could think was why didn't they make the movie about Uncle Billy? George Bailey was an important man in the town. Because of him, a whole bunch of people got to get out of the slums. He saved a town, and when his dad died, he was the only guy who could do it… I just wanted the movie to be about Uncle Billy because he drank a lot and was fat and lost the money in the first place. I wanted the angel to come down and show us how Uncle Billy's life had meaning."

The Perks of Being a Wallflower is an intriguing read, and it has an incredible cult following. Detractors will point out innumerable inconsistencies in Charlie's character - the notion that Charlie would be as sophisticated a reader and writer as Charlie is, the incontinuity of his emotional intelligence and evident emotional level, and the incongruities of his high school experience. However, Chbosky's Charlie is an unforgettable character with a unique voice and the story, told as it is through Charlie's letters, is undeniably engaging.

Extraído de http://contemporarylit.about.com/od/fiction/fr/The-Perks-Of-Being-A-Wallflower.htm

1.      El autor dice que Charlie soporta cargas inusuales para su edad. ¿Cuál es la que se revela en su primera carta?

2.      ¿Por qué resulta crucial para Charlie conocer a Patrick y a su hermana? ¿Qué transformación provocan en él, según el autor?

3.      ¿Por qué el autor dice que es una historia fuerte tanto para adolescentes como para adultos?

4.      ¿Cuáles son las incongruencias que podrían señalar los detractores del texto?

b)      Vean la película homónima, y señalen al menos cinco diferencias entre el film y el texto. Luego escriban, en 10 líneas como mínimo, un texto de opinión argumentando si la adaptación cinematográfica está bien hecha o no.

c)      Agreguen una carta al texto, indicando la ubicación. La misma debe ser coherente con el resto del texto (20 líneas como mínimo).

d)     Señalen al menos cinco aprendizajes que Charlie hace, por sí mismo, o a través de otros, sobre su educación sentimental.

e)      Relacionen la teoría de G. Lukács sobre “la novela de educación sentimental” con la leída. Esto es, qué cosas se cumplen y cuáles no. Ver: profetesta.blogspot.com.ar/2015/05/educacion-sentimental-2-y-b-cangallo.html

TP sobre "Las ventajas de ser invisible" para 2ºB, Cangallo

Trabajo práctico - 2º año B – Lengua y literatura – Año 2016

Profesora: Marcela Testadiferro

Tema:   Novela de educación sentimental: Las ventajas de ser invisible, de Stephen Chbosky.

Normas a cumplir:

• El trabajo deberá ser entregado en una carpeta rígida o semirrígida.
• El trabajo deberá estar impreso usando Times New Roman, tamaño 12, con interlineado sencillo.
• El trabajo podrá entregarse hasta el  27 de mayo.
• Fecha de devolución: hasta el 6 de junio.

 Consignas a realizar:

a)      Lean la siguiente reseña literaria y respondan las preguntas a continuación:

 The Perks of Being a Wallflower

by Stephen Chbosky

By Mark Flanagan, About.com Guide

In The Perks of Being a Wallflower, Charlie chronicles his freshman year in high school in a series of letters to an anonymous recipient. It's clear from the begining that Charlie is not your ordinary teenager and that he is shouldering more burdens than should be asked of a single fifteen year old kid. In his first letter he reveals that he is grappling with the fact that his best friend Michael has recently committed suicide, and he mentions having seen Susan, Michael's girlfriend from middle school, who he finds has changed over the summer and is evidently no longer interested in being his friend:

"In middle school, Susan was very fun to be around. She liked movies, and her brother Frank made her tapes of this great music that she shared with us. But over the summer she had her braces taken off, and she got a little taller and prettier and grew braes. Now, she acts a lot dumber in the hallways, especially when boys are around."

Charlie, who struggles with relationships, meets a senior in his shop class named Patrick and subsequently, Patrick's step-sister, Sam. These relationships become crucial to Charlie and his story of his freshman year. As the wallflower of the subtitle, Charlie's struggle is moving from an observer to a participant in his own life, and Sam and Patrick are instrumental in encouraging Charlie in this direction:

"Charlie, don't you get it? I can't feel that. It's sweet and everything, but it's like you're not even there sometimes. It's great that you can listen and be a shoulder to someone, but what about when someone doesn't need a shoulder? What if they need the arms or something like that? You can't just sit there and put everybody's lives ahead of yours and think that counts as love. You just can't. You have to do things."

Charlie's is a heavy story for teen and adult readers alike. Don't be fooled by the novel's size and the seeming breeziness of its structure. Within just a few pages, Charlie deals with a wide array of issues including molestation, domestic abuse, rape, and drug use. With experience beyond what any teenager should have to confront, Charlie turns inward and this detachment is what renders his voice much younger than that you might expect of a character his age. At the same time, his actual thoughts seem to be those of someone much older, as with this insight surrounding It's a Wonderful Life:

"The family watched It's a Wonderful Life, which is a very beautiful movie. And al I could think was why didn't they make the movie about Uncle Billy? George Bailey was an important man in the town. Because of him, a whole bunch of people got to get out of the slums. He saved a town, and when his dad died, he was the only guy who could do it… I just wanted the movie to be about Uncle Billy because he drank a lot and was fat and lost the money in the first place. I wanted the angel to come down and show us how Uncle Billy's life had meaning."

The Perks of Being a Wallflower is an intriguing read, and it has an incredible cult following. Detractors will point out innumerable inconsistencies in Charlie's character - the notion that Charlie would be as sophisticated a reader and writer as Charlie is, the incontinuity of his emotional intelligence and evident emotional level, and the incongruities of his high school experience. However, Chbosky's Charlie is an unforgettable character with a unique voice and the story, told as it is through Charlie's letters, is undeniably engaging.

Extraído de http://contemporarylit.about.com/od/fiction/fr/The-Perks-Of-Being-A-Wallflower.htm

1.      El autor dice que Charlie soporta cargas inusuales para su edad. ¿Cuál es la que se revela en su primera carta?

2.      ¿Por qué resulta crucial para Charlie conocer a Patrick y a su hermana? ¿Qué transformación provocan en él, según el autor?

3.      ¿Por qué el autor dice que es una historia fuerte tanto para adolescentes como para adultos?

4.      ¿Cuáles son las incongruencias que podrían señalar los detractores del texto?

b)      Transcriban la canción Asleep (la favorita de Charlie) y hagan un análisis de su contenido relacionándolo con la novela (10 líneas al menos).

c)      Agreguen una carta al texto, indicando la ubicación. La misma debe ser coherente con el resto del texto (20 líneas como mínimo).

d)     Señalen al menos cinco aprendizajes que Charlie hace, por sí mismo, o a través de otros, sobre su educación sentimental.

e)      Relacionen la teoría de G. Lukács sobre “la novela de educación sentimental” con la leída. Esto es, qué cosas se cumplen y cuáles no. Ver: profetesta.blogspot.com.ar/2015/05/educacion-sentimental-2-y-b-cangallo.html