From powerful wartime images to satirical sketches these are the worlds most influential political cartoons.
Imagen 31 de 33 de la galería de Biblioteca Pública “Iván de Vargas” / ESTUDIO ANDRADA ARQUITECTURA. Elevaciones
Time: 10 minutes Age: Big kids Difficulty to make: Easy peasy Skill: Literacy, story telling
implententing the ying-yang sign as the form driver of the building, the library becomes a public multicultural information center.
Aquí o conto Versión anotada do conto Guía de variantes sobre o relato orixinal Contos de princesas e zapatos Ruth Sanderson Había una vez un rey que tenía doce hermosas hijas. Ellas dormían en doce camas en una misma habitación y cuando se iban a la cama, las puertas se cerraban y eran puestas bajo llave. Sin embargo, cada mañana sus zapatos fueron hallados muy desgastados como si hubieran bailado con ellos durante toda la noche; nadie pudo averiguar aún cómo ocurrió eso, ni dónde habían estado. Ruth Sanderson 2 Ruth Sanderson 3 Sheilah Beckett 2 Su Blackwell María Pascual María Pascual María Pascual Barbie Dancing Princesses Brigitte Barrager 1 Brigitte Barrager 2 Daniela Jaglenka Eleonore Abbott Helen Stratton Iona Tee Hpqsca Kay Nielsen Kinuko e Craft Lidia Postma Kay Nielsen Margaret Evans Price Margaret Evans Price Marianna Mayer Mia Araujo P. J. Lynch Maicontent Maicontent Anne Anderson
Image 15 of 17 from gallery of Bishan Public Library / LOOK Architects. first floor plan
L'intero nome che è il numero 1 è trasformato in un gruppo di lettere, in modo da poter usare le frazioni. Un'attività per i primi giorni di scuola.
Image 1 of 15 from gallery of English for Fun Flagship in Madrid / Lorena del Río + Iñaqui Carnicero. Photograph by Imagen Subliminal
The Book of Soyga, or the Aldaraia sive Soyga vocor, was written in the sixteenth century as a possible treatise on magic. The illustrious occultist John Dee of the court of Elizabeth I owned one of only two known copies, perhaps one of the reasons why it serves pertinent to research on Renaissance magic and alchemy. Not unlike his own work on the Enochian, or Angelical, alphabet, the Book of Soyga appears
Observaciones: Presentamos en esta entrada una cadena de dominós de fracciones. La cadena trata de la simplificación de fracciones utilizando el concepto de fracción «como parte de un todo» Los alu…
La Jitanjáfora: ideas para la Escritura Creativa La escritura creativa se puede trabajar en el aula de diversas maneras. Es una i...
So, I posted recently that my sixth graders were writing a mystery that was going to take place in the library. I took two of the best mysteries that were submitted and combined them! Here's how our mystery looked: The Problem: Mrs. Svarda got to school on Monday morning and saw the mess. At first she was just mad that all of the books were out, then she saw that all the books were missing their endings. She picked up a book and noticed that the barcode was missing, too. She looked around and found that several books were missing their endings and barcodes. The scanners were also missing so no one could check out books! Then Mrs. Svarda was scared and mad. Who could've done such a thing? What happened here? How could this happen? She needed help. Starbelly Sneetch Alibi: It was 5:00 and I heard a knock on my door. It was Fox in Socks. He came in and I turned off my music and put away my IPod. We played at my house until we got bored. We decided it would be fun to go to the movies. We texted Hop On Pop and Yertle the Turtle to see if they wanted to come, too. Everyone came to the movie except Hop on Pop. After the movie we couldn't think of what to do so we walked around. We thought we might stop by the library to visit Hop On Pop. It started to rain as we walked so we stopped at Fox in Sock's house to pick up some blankets to keep dry on our walk. Hop On Pop Alibi: It was 5:00 and I was looking at my clock when the doorbell rang. It was Yertle the Turtle. He had brought me some homemade bread. He asked if I wanted to go to the mall. My mom said, "No. I had to work on my homework at the library." Yertle the Turtle got a text right after that asking if we wanted to go and see the Diary of a Wimpy Kid movie. Bummer. I really wanted to see a movie and hated that I had to go to the library instead. Yertle the Turtle left to meet everyone for the movie. I headed to the library with my homework. My animal report was due on Monday and mom said I couldn't do anything fun until I was finished with the report. The fun thing was that everyone came by the library after the movie and told me all about it. They had a great time. At 8:00, everyone had to head home. I had about thirty minutes left of homework, so I told them I'd have to stay around just a bit longer... Yertle the Turtle Alibi: It was 4:00 and I was cooking some homemade bread. When it was done I wanted to have some fun so I took some bread over to my friend Hop On Pop. I asked if he wanted to go to the mall, but then I got a text from Fox in Socks and Starbelly Sneetch asking if I wanted to go to the new Diary of a Wimpy Kid movie. My mom said I could go to the movie, but his mom said he had to do homework. He tried not to show it, but boy, was he mad. I had to leave Hop On Pop to make it to the movie on time. I told him if we had time, we'd stop by the library after the movie to hang out with him. Fox in Socks' Alibi: I was sitting in my room when my mom came in and said when I finished my chores I could play. I decided to go over to Starbelly Sneetch's house to play. We thought it would be fun to go to see a movie and texted our friends to see if they could come, too. When the movie was over we went by my house to get some blankets because it was raining and we didn't want to get wet. Then, we headed to the library to visit Hop On Pop because he was doing homework there. At the library, I looked for the Diary of a Wimpy Kid book. I really liked the movie so I thought I would like the book. What the students do: When the students entered the library, they each grabbed a clipboard with a pencil, ingredients of a mystery checklist, alibis, map of the crime scene, and suspect list attached to it. They also grabbed a highlighter. I had the problem and alibis typed up on my SMART board including pictures of the characters. I read the problem and each alibi to the students. We walked through the ingredients of a mystery and checked off all of the mystery elements that our mystery had on the list. Then, I separated the students into two groups. One team surveyed the crime scene and drew the map of the evidence in the crime scene first. The second team worked in teams to read through the alibis and highlight evidence they found in the text that made them believe a character or characters might be guilty. After ten minutes, the teams swapped stations. We returned together as a group to discuss all of the evidence the students had found in the crime scene as well as the alibis that led them to believe that specific characters could be guilty of the crime. We completed the suspect list together. Students work in teams to highlight evidence in the alibis. Students sketched the crime scene. We taped off the crime scene with caution tape. The crime scene included Diary of a Wimpy Kid books, barcodes with fur on them (from characters), endings ripped out of the end of the Diary of a Wimpy Kid books (these were really just copies I ripped), a blanket, movie ticketes (3), and a book about bumblebees (this was the book Hop On Pop was using to do his research for homework). I found the copies for the ingredients of a mystery checklist and suspect list from Beth Newingham's Scholastic post about the mystery unit she teaches in her classroom. The Solution The students really thought like detectives in this lesson! I did catch a few of them off guard with my red herrings, though. The fuzz on the barcodes made some of them immediately suspect Fox in Socks and the Starbelly Sneetch. One of the kids said, "This is the best lesson we've had in the library all year!" So, you can make whoever you want responsible for the crime. I decided that Hop On Pop was guilty. He was mad that he did not get to go to the movie with his friends. He was working on his report about bumblebees (since bears love honey) and had to stay later than his friends in the library to finish up. All of the other characters visited the library to visit Hop On Pop and they did not say anything about something being wrong in the library. Hop On Pop tore the endings out of the books when his friends left. To excite the kids about checking out mysteries in our library, we created a mystery display. All of the books were sealed in brown paper bags with the barcodes on the outside so we could check the books out without opening the bags. Each bag had a different mystery inside. This was a fun way for our students to try reading something new in the library and practice their detective skills we learned in our lesson together! Mystery books in mystery bags!
Learning Languages Made Easy
Linking up with Blog Hoppin’ again today for Day 3 of Teacher Week! Thanks for visiting! Well, there’s good news and bad news for today’s post. The bad news is that my classroom i…
Reading between friends / Leyendo entre amigos (ilustración de Paul Hoppe)
Stai imparando i verbi? Eccoti la nostra proposta per aiutarti ad impararli: il condominio dei verbi da creare, costruire e montare. Ti aspettiamo!
C'est une feuille d'exercice pour entraîner les homonymes. Bon chance!!! - Fiches FLE
New retelling activities, retelling ideas, and retelling lesson plans are always something I am searching for. Retelling is a skill many of my students
Tumblr Blog
Nice E-Reader.
Image 9 of 16 from gallery of Sobrosa School / CNLL. Ground Floor Plan
January is rolling along and my kids (both my school and actual kids) are finally readjusted to our routine after winter break. While in real life, I find January-March the three most difficult months to
Image 17 of 21 from gallery of Library House / Shinichi Ogawa & Associates. Photograph by shinichi ogawa & associates
Inspired by the Brown Bag Teacher and her blogpost, we held a Book Tournament this year in my classroom. It coincided with the PARCC test and ended up being the perfect activity to do when we were finished the test. Set up your brackets The first thing we did was pick our 'Sweet 16.' I had students each write their top 5 books read this year. They also had to write their favorite chapter book and picture book read aloud and basal story. From their lists, I narrowed it down to 16 books - a mix of read alouds, picture
Augustine explains the Creation to Epicurus. Augustine of Hippo - De Civitate Dei contra Paganos (c. 1475).
4 livres pour les enfants qui ont besoin d'être rassurés sur l'amour que leur portent leurs parents. Essentiels en cas de gros changements (séparation, naissance...)
Want to ensure that you teach EVERY standard every year? We are here to help and give you the inside scoop into our year long plans!
Bingo for revising or learning classroom words. - ESL worksheets
This page is constantly evolving. The recent "fake news" explosion prompted me to put all resources in one spot for our students Via Tom D'Amico (@TDOttawa)
fonte da imaxe Hoxe queremos amosaros a nosa biblioteca de aula. Todavía non ten moitos libros pero pouquiño a pouco irémola enchendo. Iso si, xa dende o segundo día a utilizamos todos os días porque ademais de consulta, no noso centro temos o "Tempo de Lectura", vinte minutiños diarios (de 9 a 9,20) nos que podemos disfrutar da lectura do libro que queiramos da nosa biblioteca. A principio de curso preparei varios materiais para organizar a biblioteca. Ainda que son de elaboración propia, algúns están baseados nuns que vin no blogue Lapicero Mágico de Isabel Bermejo. Estes son os materiais que preparei: - O cartel do rincón da Biblioteca: - O das normas: - O LECTÓMETRO, para levar un control visual dos libros que levamos lidos. Cada vez que rematamos de ler un libro, coloreamos un dos libros da estantería: Ollade como estase a encher: - E o noso diario de lecturas no que completamos una ficha sobre o libro (autor, ilustrador, editorial,...) e lembramos a parte do libro que máis nos gustou copiando unha frase, facendo un debuxo, coas nosas palabras,... Déixovos todos os nosos materiais nun PDF para que poidades descargalos se vos gustan: Ademais, para saber en cada momento en que páxina do libro nos quedamos, nas primeiras clases de PLÁSTICA, fixemos estes chulísimos marcapáxinas. Gústanvos? Aquí os tedes nun libro que usamos de exemplo para que poidésedes ver o ben que quedan e os útiles que nos resultan:
En este libro, Mollison explica la técnica por la cual se ganó un lugar en la historia del cuidado del medio ambiente: la permacultura, una filosofía de trabajar con, y no contra la naturaleza
Schede didattiche sugli assiri per bambini della classe quarta della scuola primaria con teoria ed esercizi di verifica in PDF da stampare sulle origini, la linea del tempo, la capitale Ninive, l'utilizzo del ferro, le invenzioni, le macchine da guerra, i carri, l'ariete ed una mappa concettuale da completare
Geometric Figures, Shapes
Prefix, suffix, and root lesson using morphology notebooks Are you teaching prefixes, suffixes, and roots? I strive for a literacy-rich classroom. Developing morphological-rich awareness is a basic building block for reading comprehension, spelling, and even fluency. If a student can pronounce and know what a “tyrannosaurus rex,” they are more than capable of interpreting a […]
The Monk, Who Sold His Ferrari by Robin S. Sharma, is a story of Julian Mantle, a successful lawyer, and his journey to the path of enlightenment.
New scholarship on Rome reminds us of the fragility of human societies in the face of nature.
