The document describes a collaborative storytelling activity with students. Each student contributes a short part to the developing story about a character named Pedro. Through their individual contributions, the students create a full narrative where Pedro dreams that he is alone in an empty house and calls the police before realizing it is just a dream. The story concludes with Pedro looking at the moon before going to bed and dreaming about being on the moon.
Als xiquets/es d'infantil els agraden molt els contes i és un recurs molt utilitzat a infantil per la seua motivació i per tant pel seu valor pedagògic. És un conte tradicional que agrada moltíssim als infantils i als/les mestres d'aquest cicle i a la majoria del nostre cole Alfàndec. Espere que vos agrade molt.
Als xiquets/es d'infantil els agraden molt els contes i és un recurs molt utilitzat a infantil per la seua motivació i per tant pel seu valor pedagògic. És un conte tradicional que agrada moltíssim als infantils i als/les mestres d'aquest cicle i a la majoria del nostre cole Alfàndec. Espere que vos agrade molt.
AQUEST ÉS UN CONTE CLÀSSIC EXPLICAT A PARTIR D'UNA SÈRIE D'IMATGES I LLETRA DE PAL AL COSTAT DE CADA IMATGE PER TAL QUE ELS INFANTS MÉS PETITS PUGUIN LLEGIR-LO.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Home assignment II on Spectroscopy 2024 Answers.pdf
Conte inventat' atrapat en el somni
1. AMB L'EXCUSA QUE PER LA FESTA DEL LLIBRE ES LLEGEIXEN I NARREN MOLTS DE CONTES AIXÍ COM ALGUNA HISTÒRIA FANTÀSTICA, PROPOSAM FER EL
NOSTRE PROPI CONTE.
AQUESTA VEGADA CONSISTEIX EN QUÈ CADA NIN VAGI APORTANT DE MANERA IMMEDIATA UN BOCINET, UN TROSSET D'HISTÒRIA QUE POC A POC
S'ANIRÀ CONVERTINT EN EL CONTE CREAT PER NOSALTRES MATEIXOS.
PER FACILITAR EL TORN DE PARAULA I ESCOLTAR LES APORTACIONS INDIVIDUALS I ANAR UNIT ELS RELATS EN ASSEIEM TOTS JUNTS EN ROTLLANA I
FEIM UNA DINÀMICA DE PILOTA.
DESPRÉS DE CREAR EL CONTE, ENS ADONAM QUE HEM DE POSAR I CERCAR UN NOM AL PROTAGONISTA I UN TÍTOL A LA NOSTRA HISTÒRIA FANTÀSTICA.
AMB NA MARIA ELENA FEIM DIFERENTS SUGGERÈNCIES I LES ESCRIVIM EN FORMAT DIGITAL I EN FORMAT MANUAL.
DESPRÉS FEIM VOTACIONS FINALMENT... . EL NOSTRE CONTE ES DIU:
" ATRAPAT EN ELS SOMNIS" I EL SEU PROTAGONISTA ÉS EN PEDRO.
AIXÍ QUEDA EL NOSTRE CONTE AMB LES APORTACIONS I VOTACIONS CORRESPONENTS...
AGUEDA: UNA VEGADA EN PEDRO QUE ESTAVA DORMINT A CASA SEVA
LUCIA: ESTAVA SOMIANT UNA COSA MOLT BONA!
ELBA: QUAN ES VA DESPERTAR NO VA TROBAR A NINGÚ!
ARIADNA: ES VA SENTIR MALAMENT EN NO VEURE A NINGÚ, I VA COMENÇAR A PLORAR
MOLT
GERARD: DESPRÉS VA BAIXAR LES ESCALES CORRENT I AIXÍ I TOT NO VA VEURE A NINGÚ.
JÚLIA: VA TORNAR A PUJAR LES ESCALES, VA VEURE EL TELÈFON I VA TRUCAR A LA POLICIA.
TENC UNA EMERGÈNCIA! ESTIC SOL!. EL POLICIA VA TRUCAR A ALTRES POLICIES.
JAUME: ELS POLICIES ES VAREN REUNIR FORA DE CASA DEN PEDRO I L’ENVOLTEN TOTA
LLUIS: EN PEDRO NO SABIA QUE TOT ERA UN SOMNI, ESTAVA ASSUSTAT, ERA UN MAL
SOMNI! NO ESTAVA TOT SOL!!! PERÒ AIXÍ I TOT HAVIA TRUCAT A LA POLICIA.
BRUNO: EN PEDRO SE’N TORNA AL LLIT, ESTÀ CANSAT DEL MAL SOMNI PERÒ LA POLICIA
ESTÀ FORA!!!
ALAIN: ABANS DE POSAR-SE AL LLIT, VA PARLAR AMB LA POLICIA DEMANANT DISCULPES. TOT
HAVIA ESTAT UN SOMNI.
JUAQUÍN: EN PEDRO EXPLICA LA TRUCADA A LA SEVA MARE I AQUESTA LI DIU:
MARIO: ABANS DE TRUCAR A LA POLICIA HAS DE MIRAR SI ESTÀS DESPERT O DORMIT, I MIRAR SI ME TROBES.
MARINA: I QUIN SOMNI HAS TINGUT? QUÈ HAS SOMIAT? EN PEDRO DIU QUE HAVIA SOMIAT AMB UN MONSTRE QUE ES VOLIA MENJAR A LES PERSONES.
CRISTINA: ESTAVES BEN ASSUSTAT AMB AQUEST SOMNI DEL MONSTRE!!!, PERÒ SEMPRE HAS DE MIRAR SI HI HA LA MAMÀ O EL PAPÀ ESTAN A CASA.
2. MIREYA: UNA VEGADA POSAT TRANQUIL, EN PEDRO I LA MARE ANAREN A BERENAR AL CAMP.
NEREA: AL CAMP BERENAREN I AGAFAREN FLORETES DE MOLTS DE COLORS.
ELIAS: EN PEDRO ESTAVA TAN CONTENT QUE FA FER UN RAMET DE FLORETES PER LA MARE.
AIDA: DESPRÉS DE BERENAR AL CAMP, ANAREN AL MERCAT A COMPRAR MADUIXES
MANNASSEH: PARTIREN CAP A CA SEVA I ALLÀ ES MENJAREN LES MADUIXES
DAVID: LES MADUIXES FOREN MOLT BONES, I SE N’ANAREN DESPRÉS A LA PISCINA
OMAR: A LA PISCINA JUGAREN I NEDAREN
MARC FERRERO: EN ACABAR SE N’ANAREN A CASA
MARC MARTORELL: JA HAVIA SORTIT LA LLUNA I ERA HORA D’ANAR A DORMIR. ABANS DE DORMIR VA MIRAR LA
LLUNA
MIQUEL: MIRAVA LA LLUNA, I AQUELLA NIT VA SOMIAR QUE ESTAVA A LA LLUNA.
LAIA: EL SOMNI ERA MOLT GUAPO I PER AIXÒ ESTAVA MOLT BÉ.
EITHAN: EN PEDRO VA APRENDRE QUE ABANS DE TRUCAR A LA POLICIA, S’HA DE SABER SI ÉS UN SOMNI O NO I TAMBÉ S’HA DE MIRAR SI HI HA ELS PARES A CASA.
I CONTE CONTAT, CONTE ACABAT.
RAQUEL: I UNA MAMBELLETA BEN GROSSA.
