About the Literature Week Project!

Krali Marko

In Bulgarian dramatical existence, a dream was born for an independent and decent life expressed in the images of fictional heroes embodying the most important of our value system. One of these is the legend of Krali Marko, which combines physical strength and high morals, and this becomes an ideal.
In many songs and stories, dedicated to Krali Marko, there is an idealization, a romantic show, bordering on fiction and leading to a legend.
In the image of the Krali Marko, the people embody their bright ideal of heroic personality, whose supernatural qualities pave the way to a free, independent and just life, turning it into a message of good creativity and harmony.

Krali Marko
Krali Marko finds a horse and a bride
When Marko came back, at the end of the town, he got off the white forehead deer and let him go into the forest at Gjurga. He got his sword and then went home. His heart started to beat so hard when he thought whose hand squeezed previously the sword. An old mother went out to meet him at the gate. She asked him.
— Why do you need that scary sword?
— I will go, mother, to defend my brothers from the enemy who is trampling our beautiful land. Touch the ground with your ear and you can hear how our people scream like a little weak eagle whose nest is burning and tries, in vain, to spread his bare wings and escape!
— Our land is wide, Marko. If you walk, you can’t arrive everywhere on time. Where is your horse?
— I haven’t got a horse – thought the young man.
— You shouldn’t be without a horse. Once upon a time, your father had a mare with thin legs. If you see her you will recognize her by the black mark between her eyes. Her eyes are yellow like the autumn leaves in the forest. When your father passed away I left her in the meadows next to the Prespa like. Years have passed since then. She grazed there and never came back. Go to find her. The white mare who has carried your strong father over Macedonia and foreign kingdoms will carry you, too. Go to find her!
Marko turned and walked to Prespa lake where dense green grass grew. He went near the shore of the like and hissed. The mare with thin legs was grazing dewy grass in a deep meadow. When she heard him she raised her head and started to whinny. Beside her, a young stallion with blazing red fur sharpened his ears. Marko tried to catch her by the silver chain but she shivered and threw into the lake. Then Marko caught the foal and looked at him. His eyes were yellow like his mother’s. He climbed on his back, moved forward squeezing tight his furry mane. The foal circled the meadow and streaked off into the lake after his mother. He was swimming and Marko was swimming, too. He sank to the chest in the water. When they passed to the other shore, the young man patted the foal on the back, caressed him on the forehead and told him:
— I will be your master!
Then, like a miracle, the horse spoke in a human voice:
— I am brave but you are stronger than me! Be my master!
— What is your name? – Krali Marko asked him.
— My name is Sharkolia.
— Can you run fast?

To be continued …


Literature Week Project!

For this year’s Literature Week, the Funtastic! teachers decided to work together on a joint project.

The idea this year was to introduce each other to children’s stories from our Erasmus+ project countries: Finland, Norway, Bulgaria, Cyprus, and Spain. Finland started off with the Literature week and completed our project plan and idea. Students in our partner schools will be introduced to the Finnish author Zacharias Topelius and his story “Adalmina’s Pearl.”

The directions for our Literature Week project are as follows:

The students in your classes are not to be shown the title of the story! The students will make up their own title after reading the introduction and completing their own version of the story.

· Students only read the introduction of the story.

· Students continue from the introduction and write their own version of the story.

· Students are encouraged to draw pictures inspired by the story.

 · After students have completed their story and drawings, they can read the original story with the original title.

The story “Adalmina’s Pearl” begins….

In a distant kingdom a long time ago lived the King, the Queen and their beloved only child, a baby daughter, the Princess named Adalmina.

The Princess had two godmothers, the Red and the Blue Fairy. The Red Fairy gave Adalmina a present: a pearl. The pearl would make the Princess wiser, more beautiful and richer every day. But, if Adalmina were to lose the pearl, she would lose all of its magic until the pearl was found again.

The Blue Fairy gave the Princess a fourth gift: a humble heart. The fourth gift would only come true if the pearl was lost, so the Princess couldn’t have all four of the gifts at the same time.

The King and Queen said that the Blue Fairy’s gift was of no use and no good. The King and the Queen liked the Red Fairy’s gifts very much and they said that they would look after the precious pearl. The King had a beautiful crown made for the Princess, and the crown would fit only Adalmina’s head. And the pearl, of course, was on the crown and so well mastered that it would never fall off.

Adalmina wore the crown all the time. The Kind and Queen were very strict and they never allowed Adalmina to leave the Palace. The Princess grew up and she was, just like the Red Fairy had predicted, the most beautiful and richest princess on earth. Everything Adalmina wore was gold, her room was covered with gold and she ate from gold plates. She was also the wisest princess ever.

Everything was well in the royal family. The King and the Queen admired their beautiful and wise daughter. But, unfortunately, Adalmina grew up to be very selfish, arrogant and believed that she was superior to everyone. The Princess also became very greedy, envious and rude. Eventually, everyone became afraid of her.

One day the Princess went to the palace garden, and decided to run away from the Palace and to go as far as possible. After a while, the Princess became thirsty and tired so she stopped by a little pond. The Princess bent over to have a sip of water from the pond. She looked at her face in the pond and admired the beautiful sight she saw. All of a sudden, the crown dropped into the water and sank into the depths. All of a sudden, the reflection in the water changed into something completely different. She was no longer a princess….

From here, students begin to write how they believe the story continues and to create artwork inspired by their own story.

Our students enjoyed this project very much! The students were excited to continue a story and to create their very own version of well-known Finnish story. The artwork that corresponded to the story was another element that allowed students to use their creativity.

We hope that you all enjoy creating your own “Adalmina’s Pearl!”

How would you paint New York?

A few days ago, my year 2 students read the poem New York City, by Carlos Reviejo, which is one of the readings included in our textbook 12 SORPRESAS. LECTURAS, SM Savia. The poem mentions Mondrian’s New York City 3 painting:

MONDRIAN, Piet_New York City, 3 (inacabado), 1941_679 (1983.17)

We connected this idea with the topic we have been working in Social Sciences, giving directions using a map…, and for that reason, we projected the following image of New York:

Then we reflected on the way Mondrian painted New York, and posed the question: How would you paint New York? This question shook our minds activating very creative ideas (click on the link to see more):

Finally, we have made use those creations in each of our cooperative learning groups. First, we made a list of the aspects we liked in each drawing; and then, we have drawn these murals trying to gather in them all those positive aspects that we had highlighted in each individual drawing.

We liked them so much that we have chosen one to be the background of our blog.


During two weeks we have been learning that our body is made up of tiny cells that working together in order to form tissues, organs, systems and finally organisms. We know all the systems that form our body, we have studied them, we have learned how to make our summaries and everything working in cooperative teams. We have drawn these systems on sugar paper to show them to our classmates and as our school is bilingual we have decided to join our mother tongue with english. In this way we all learn from each other.



We spend many hours together and we enjoy great moments togheter but sometimes we don’t know the partner’s hobbies very well, their preferences, where they live or what they usually do during the weekend. We have encouraged ourselves to write in english about our favourite foods , sports and activities that we do outside and inside the school. We tell our classmates about it and we will learn how to express ourselves in English. At the end we all got a big round of applause.




The ’80s, the ’20s… all the decades have been interesting for some reason. The children investigate what was done at that time, the clothes they wore, the food, the habits, the routines, the music, what they saw on TV…if there was TV at that time, of course.
Each student choose the most interesting decade to him or her. Researches and even disguises himself or herself. Then they exposes it to their classmates and we spend a good time togheter.



Today Google wore the following doodle:

The reason:


A time to celebrate and a time to demand action. Kids are taking a stand around the world to say: it is time for every child, to have every right.

For that reason, today we read some of the Rights of a Child in a thoughtful way, thinking that if these rights exist it is because there are many places where they are not respected and because there are many children in the world who suffer precisely everything that those rights try to guarantee …
We have worked collaboratively and each group has chosen a right from among all those we have read and we are preparing posters.


A couple of weeks ago Miriam, who is doing her Teacher Training, started to work with me in class, which is a great luck for me as she is a very proactive and creative teacher. For example, throughout these first days of her training, in addition to actively participating in some of the lessons, she has implemented a questionnaire based on the contents that we have worked in social sciences with our year two students. To do this, she has used PLICKERS. In the following sequence of photographs you can see the use of this wonderful application (top job, Miriam).

Each student is given a card. They will use the card to show their answers. Each side of the card has a letter A, B, C or D, and the student must show the card leaving the option chosen in the upper side.

Then, the teacher projects the questions (previously created by the teacher in PLICKERS)

Students then show their answers to the teacher…

and the teacher walks around the class using her mobile to read the answers…

This is what the teacher sees through her mobile…

Students can follow their progress in the screen…

And the teacher gets inmedate feed back ( and a downloadable sheet with the score of each student)