Go away, Big Green Monster!

Explaining, in a detailed and orderly way, how are people, animals, places or objects is always very attractive and very motivating for children. Without a doubt, it is a great topic of conversation that allows children to use the foreign language in a very creative way to talk about their own interests. If we add a video like Go Away, Big Green Monster and use it as a model to invent our monsters and later describe them, we can be a hundred per cent sure that we will have provided a wonderful learning center for our students:

The results will be very creative, very original: students will produce texts, oral and written, without any difficulty and in a very enthusiastic and very willingly way.


After reading different books:  “Valentina”, “Con locura”, “El día de San Valentín” among other stories, we reflected on values such as love, respect, affection and friendship.
Afterwards we made different crafts to give to our families and show them how much we love them.

Everyday is VALENTINE’S DAY!


Adalmina, the spoiled princess…

Before sharing our creations, I must say that it was difficult to choose … Finally I decided to choose Adalmina because of the values that appear in the story, very appropriate and very suitable for my year two students. Having said that, I will share with you some titles, like the one in this same post. They also invented others such as Adalmina and the heart, Adalmina and the two fairies or Adalmina and the pearl.

Now you can read a few very, very interesting endings, which I have translated trying not to miss any of the spontaneity that children at this age have. Enjoy them.

  1. Suddenly, the princess was no longer so bad, nor so pretty, and she went with her parents to talk for a while and told them that the heart was more useful because she was humble and she  could be nice, good-humored and friendly. She went to her godmothers´  houses and told them that she had lost the pearl.
  2. The princess ran to her room and saw that the room was no longer full of gold. Her father, who was passing by, saw that she did not have the crown and said: You do not have the crown! He was very angry, but since the pearl had been lost, the wish of the blue fairy, which was the humble heart, was fulfilled, and the princess became very good as before and the red fairy asked for forgiveness and said crying: “I shouldn’t have given you that, because you’re already the prettiest for me and you’re already the wisest, and you have a wonderful family; and with those three things you’re already rich.”
  3. And the beauty faded. She was the same as before, she is no longer wise or rich. She got mad at her parents, and went further, to the blue fairy house. And she was happy although she was not the most beautiful. One day she was cleaning the windows and a prince came, and they played together, fell in love and lived together.
  4. Being less beautiful, less wise and less rich, she ran to the castle and asked the blue fairy for the humble heart. And the blue fairy, delighted gave it to her. And her parents not only learnt a lesson, but they learnt many more.

We have also drawn…

…and we have represented the most significant situations in each story we have invented using Lego…

Escape game.

Last week we carried out a particularly motivating activity that encourages teamwork, organization and time management as well as the search for a common goal for the whole group.
It is an educational escape game. As you already know we have been working a captivating learning centre: New York

So, we handed out an outstanding piece of news: “Six thieves have stolen the Statue of Liberty”:

Each work group had the mission of finding a thief and in order to solve it, they had to pass 4 tests, related to topics we studied in class before: literacy ca, que, qui, co cu spelling rules; maths, how to borrow when subtracting; and Natural Science: bones and muscles.

Little by little, the students got all the necessary clues to solve what we asked for: name and surname of the thief, name and number of the street where they lived.
Finally, we showed them a map of New York, and each group had to find the exact location of the address … and they did it!

By the way, this activity was designed by Miriam, a trainee teacher who has been working with me during this term. A few days ago she delivered a FUNtastic lesson using plickers.

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.



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.

Playing jenga

Jenga is a fun game that requires steady hands and concentration. It was only the first day at school but students had to show some skills. The Jenga game was used as an ice-breaker and since each wooden piece corresponded to a question we got to know each other and have some fun. The students had to answer the question that they picked and ask the same question to one of the other students. If the student failed to keep pull out a Jenga piece without destroying the tower, all the class would have to answer the questions corresponding to the pieces that had fallen.


I join my colleague taveramt and I will share an activity we have done this afternoon in the after school club, attended by preschool children, 3 and 4 years old. We have played Lego Animal Bingo. A wonderful activity so that children explore collaborative play, follow game rules, and take turns as they build the colorful animal models depicted on the game cards. It is also very suitable for working fine motor skills, so necessary.

Of course, we have also built our own inventions …