El documento presenta información biográfica breve sobre diversas artistas mujeres de diferentes épocas y lugares como Louise Bourgeois, Maria Callas, Maruja Mallo, Georgia O'Keeffe, Rosalía de Castro, J.K. Rowling, Beatrix Potter, Jane Austen, Frida Kahlo, Mata Hari, Isadora Duncan, Sarah Bernhardt, Margaret Keane, Camille Claudel y Jane Drew. Se destacan detalles sobre su vida, obra y logros artísticos.
El Príncipe Ceniciento era bajito, pecoso, sucio y delgado, y siempre estaba limpiando la casa mientras sus tres hermanos peludos y grandulllones se divertían en la Disco Palacio con las princesas. Una noche, un hada le concedió sus deseos de ser fuerte y peludo, pero lo convirtió en un mono grande y peludo por error. A medianoche volvió a la normalidad, pero dejó sus pantalones en la parada del autobús donde conoció a la Princesa Lindapasta. Ella lo buscó y
El documento presenta información biográfica breve sobre diversas artistas mujeres de diferentes épocas y lugares como Louise Bourgeois, Maria Callas, Maruja Mallo, Georgia O'Keeffe, Rosalía de Castro, J.K. Rowling, Beatrix Potter, Jane Austen, Frida Kahlo, Mata Hari, Isadora Duncan, Sarah Bernhardt, Margaret Keane, Camille Claudel y Jane Drew. Se destacan detalles sobre su vida, obra y logros artísticos.
El Príncipe Ceniciento era bajito, pecoso, sucio y delgado, y siempre estaba limpiando la casa mientras sus tres hermanos peludos y grandulllones se divertían en la Disco Palacio con las princesas. Una noche, un hada le concedió sus deseos de ser fuerte y peludo, pero lo convirtió en un mono grande y peludo por error. A medianoche volvió a la normalidad, pero dejó sus pantalones en la parada del autobús donde conoció a la Princesa Lindapasta. Ella lo buscó y
This document contains summaries of comparisons between various fictional superheroes and their abilities. Some of the superheroes described include Clara, Jajasuper, and Manuela; Women Violet and Perfect Girl; Super Margara, Super Douna, and Super Pike; Super-Virtual and The Walking Clock; Carmen and Super Xplosion; Supervieita and Anaisineitor; and Superfly and María. Their various powers and personal traits are listed and compared to judge who is better at certain attributes like intelligence, strength, generosity or politeness.
The document discusses the importance of diversity and inclusion in the workplace. It notes that a diverse workforce leads to better problem solving and decision making by bringing in a variety of perspectives. The document advocates that companies should strive to create an inclusive environment where all employees feel respected and able to fully participate.
Bernie decides to play a prank on his friend Nick on their last day working at a theme park by taking him on the Ghost Train. However, things take a scary turn when they meet the train's caretaker Lurch who places them under a spell. To break the spell, Nick and Bernie must ride the train and find an antidote while facing lurking monsters and creatures. They encounter a beheaded man and other beasts on their quest to save themselves from the ghostly train.
The document describes Mr. Bear's day going to school. It shows pictures of Mr. Bear getting ready in the morning by waking up, getting dressed, brushing his teeth, and packing his schoolbag. He then goes to the bus stop to take the bus to school, but the bus is broken so he has to find another way to get to school where he learns various subjects like vowels and days of the week.
The document outlines a trip taken from October 28th to November 11th 2018 where the author visited various locations in Torquay and surrounding areas in the UK. They stayed in Cockington Village, visited Babbacombe Beach, and their residence was Crofton House. They attended Kaplan International school and experienced typical UK meals like breakfast, lunch and cream tea. Additionally, they took trips to the hippie village of Totnes and the historic town of Plymouth.
The document provides prompts for students to create their own versions of classic fairy tale characters like Snow White, Cinderella, Rapunzel, Aurora, and others. Students are asked to describe the character, what they look like, where they live, what they like to do, and create a new story for each character.
Myths and legends stories were presented along with summaries of some common myths. Pandora's box myth was summarized, describing how Pandora opened a box containing evil that was released upon the world, but hope remained inside. Norse mythology and some key gods like Thor and Loki were briefly introduced. Summaries of other myths included the Minotaur, Medusa, Trojan War, and the myth of Narcissus where he falls in love with his own reflection and dies.
Third grade students at CEIP Conmeniño created artwork in the style of Georgia O'Keeffe to celebrate International Women's Day in March 2016. Their teacher had them study O'Keeffe's paintings of flowers and other natural forms at enlarged scales to understand her unique artistic style. The students then produced their own interpretations of O'Keeffe's floral paintings in various mediums. Their works were posted on the school's blog to showcase discovering women artists.
Students in a 5th grade art class at CEIP Conmeniño created portraits of Mexican artist Frida Kahlo for International Women's Day in March 2016. Their teacher had them study Kahlo's self-portraits to learn about her life and art. The students' interpretations of Kahlo were displayed on their school's blog to showcase their learning about influential women artists.
Superhero films are popular among 5th graders who wrote a report about them. The report discusses the appeal of superhero movies and characters who have special powers and use them to help others and fight crime. It was written by 5th grade students at CEIP CONMENIÑO school in March 2016.
This document is a report created by groups of 6th grade students at CEIP Conmeniño school in O Grove, Spain about mythological creatures. It was created in March 2016 and contains sections written by different pairs or groups of students about various mythological creatures.
Margaret Keane was born in 1927 in Tennessee and was known for her paintings of big-eyed angels in her church. She met and married Walter Keane in the 1950s in San Francisco, where he began selling her paintings but claiming the work as his own. Margaret's paintings of large-eyed figures became very popular, though Walter controlled her work and profits. She eventually fled from Walter out of fear and revealed the truth of the authorship in a radio interview, which led to a trial where Margaret proved she was the true artist.
This document provides an exercise for students to practice using descriptive adjectives. It includes instructions to underline physical appearance adjectives, circle psychological description adjectives, and classify them into groups. Students are asked to use adjectives like "noisy" and "silly" to describe Mr. Men pictures. They also define adjectives, write opposites, describe Mr. Men characters, and design their own Mr. Men character with a thinking map. The goal is for students to learn and demonstrate their understanding of different types of descriptive adjectives.
The document lists different animal body parts and examples of animals that have them, including tails (cats, dogs), claws (crabs, scorpions, owls, eagles, cats, tigers), wings (birds), scales (snakes, geckos, fish), paws (cats, dogs), horns (cows, goats, rhinos), shells (turtles, snails), and tusks (elephants, hippos). It then prompts the reader to create their own imaginary animal using the listed body parts as inspiration.
This document contains summaries of comparisons between various fictional superheroes and their abilities. Some of the superheroes described include Clara, Jajasuper, and Manuela; Women Violet and Perfect Girl; Super Margara, Super Douna, and Super Pike; Super-Virtual and The Walking Clock; Carmen and Super Xplosion; Supervieita and Anaisineitor; and Superfly and María. Their various powers and personal traits are listed and compared to judge who is better at certain attributes like intelligence, strength, generosity or politeness.
The document discusses the importance of diversity and inclusion in the workplace. It notes that a diverse workforce leads to better problem solving and decision making by bringing in a variety of perspectives. The document advocates that companies should strive to create an inclusive environment where all employees feel respected and able to fully participate.
Bernie decides to play a prank on his friend Nick on their last day working at a theme park by taking him on the Ghost Train. However, things take a scary turn when they meet the train's caretaker Lurch who places them under a spell. To break the spell, Nick and Bernie must ride the train and find an antidote while facing lurking monsters and creatures. They encounter a beheaded man and other beasts on their quest to save themselves from the ghostly train.
The document describes Mr. Bear's day going to school. It shows pictures of Mr. Bear getting ready in the morning by waking up, getting dressed, brushing his teeth, and packing his schoolbag. He then goes to the bus stop to take the bus to school, but the bus is broken so he has to find another way to get to school where he learns various subjects like vowels and days of the week.
The document outlines a trip taken from October 28th to November 11th 2018 where the author visited various locations in Torquay and surrounding areas in the UK. They stayed in Cockington Village, visited Babbacombe Beach, and their residence was Crofton House. They attended Kaplan International school and experienced typical UK meals like breakfast, lunch and cream tea. Additionally, they took trips to the hippie village of Totnes and the historic town of Plymouth.
The document provides prompts for students to create their own versions of classic fairy tale characters like Snow White, Cinderella, Rapunzel, Aurora, and others. Students are asked to describe the character, what they look like, where they live, what they like to do, and create a new story for each character.
Myths and legends stories were presented along with summaries of some common myths. Pandora's box myth was summarized, describing how Pandora opened a box containing evil that was released upon the world, but hope remained inside. Norse mythology and some key gods like Thor and Loki were briefly introduced. Summaries of other myths included the Minotaur, Medusa, Trojan War, and the myth of Narcissus where he falls in love with his own reflection and dies.
Third grade students at CEIP Conmeniño created artwork in the style of Georgia O'Keeffe to celebrate International Women's Day in March 2016. Their teacher had them study O'Keeffe's paintings of flowers and other natural forms at enlarged scales to understand her unique artistic style. The students then produced their own interpretations of O'Keeffe's floral paintings in various mediums. Their works were posted on the school's blog to showcase discovering women artists.
Students in a 5th grade art class at CEIP Conmeniño created portraits of Mexican artist Frida Kahlo for International Women's Day in March 2016. Their teacher had them study Kahlo's self-portraits to learn about her life and art. The students' interpretations of Kahlo were displayed on their school's blog to showcase their learning about influential women artists.
Superhero films are popular among 5th graders who wrote a report about them. The report discusses the appeal of superhero movies and characters who have special powers and use them to help others and fight crime. It was written by 5th grade students at CEIP CONMENIÑO school in March 2016.
This document is a report created by groups of 6th grade students at CEIP Conmeniño school in O Grove, Spain about mythological creatures. It was created in March 2016 and contains sections written by different pairs or groups of students about various mythological creatures.
Margaret Keane was born in 1927 in Tennessee and was known for her paintings of big-eyed angels in her church. She met and married Walter Keane in the 1950s in San Francisco, where he began selling her paintings but claiming the work as his own. Margaret's paintings of large-eyed figures became very popular, though Walter controlled her work and profits. She eventually fled from Walter out of fear and revealed the truth of the authorship in a radio interview, which led to a trial where Margaret proved she was the true artist.
This document provides an exercise for students to practice using descriptive adjectives. It includes instructions to underline physical appearance adjectives, circle psychological description adjectives, and classify them into groups. Students are asked to use adjectives like "noisy" and "silly" to describe Mr. Men pictures. They also define adjectives, write opposites, describe Mr. Men characters, and design their own Mr. Men character with a thinking map. The goal is for students to learn and demonstrate their understanding of different types of descriptive adjectives.
The document lists different animal body parts and examples of animals that have them, including tails (cats, dogs), claws (crabs, scorpions, owls, eagles, cats, tigers), wings (birds), scales (snakes, geckos, fish), paws (cats, dogs), horns (cows, goats, rhinos), shells (turtles, snails), and tusks (elephants, hippos). It then prompts the reader to create their own imaginary animal using the listed body parts as inspiration.
2. ACORAR: Respirar con dificultade ou sentirse afogado a causa dunha emoción,
da angustia, fatiga,…
6º de E.P.
ABULIA: É a falta de ganas ou de ánimo para facer cousas como xogar, correr,
estudar, facer os deberes…
3º A de E.P.
3. AGARIMO: É un sentimento de amizade ou ternura que sentimos por alguén.
2º de E.P.
ACOUGO: Estado de tranquilidade ante calquera situación.
5º de E.P.
4. APERTA: Cando apertamos a alguén cos nosos brazos porque o queremos
moito. Pódense dar apertas porque estamos alegres, namorados, tristes ou por-
que temos medo.
5º de E.I.
ALASAR: Respirar de forma axitada e entrecortada por causa da fatiga, da calor,
dunha emoción, etc.
3ºA de E.P.
5. AZORAR: É facerlle pasar a alguén un momento de moita vergoña e turbación.
3ºA de E.P.
ARROLO: Canto suave e doce para adormentar un neno.
4º de E.P.
6. BÁGOA: Auga que cae dos ollos cando estamos tristes, cando ulimos cebolas,
cando nos facemos dano e cando temos medo. Tamén podemos telas cando es-
tamos moi alegres.
2º de E.P.
BENQUERENZA: Sentimento de afección por alguén (afecto, agarimo, amor,
cariño).
6º de E.P.
7. BICO: É un cariño que sae da boca, cos “labios” ou beizos. Que se lle dá aos
papás, as mamás, aos avós, ás avoas, aos irmáns, e aos primos… as persoas
que queremos. Os cabalos ás veces dan bicos, e os monos…
Hainos grandes e pequenos, e pódense botar polo aire.
4º de E.I.
CARRAXE: rabia, cólera, furor, ira.
3ºB de E.P.
8. FALAGUEIRA: Persoa cariñosa e simpática que fala moito.
4º de E.P.
LEDICIA: Felicidade que che fai rir e bailar. Estar contento; algo moi bonito.
Exemplo: sol brillante, relucente, amarelo.
6º de E.I.
9. Morriña: Cando votamos de menos a nosa casa, a nosa familia, a nosos ami-
gos, as nosas mascotas e a todas as cousas que queremos moito moito.
1º de E.P.
NAMORAR: Espertar nunha persoa a paixón do amor.
4º de E.P..
10. PAIXÓN: Persoa que se sinte atraída por algo ou por alguén.
5º de E.P.
PAPEXAR : Axitar o corpo ao sentir un gran medo debido a unha emoción
(tremelar, tremer).
6º de E.P.
11. PATÉTICO: Persoa á que non lle saen ben as cousas.
5º de E.P.
SAUDADE: Témola cando sentimos melancolía. Cando botamos de menos algo
que amamos como ub lugar ou obxeto. Tamén lle chamamos nostalxia.
2º de E.P.