EVALUATION ABOUT "ENGLISH SPEAKING COUNTRIES" PROJECT

ENGLISH SPEAKING COUNTRIES

This activity has been our last teamwork task. 

We usually made these kind of tasks to review units of English.

On the other hand, today we are going to change our evaluation system.

The teachers evaluate with rubrics your tasks but now we are going to evaluate them in a different way.

How is it going to be?

• The final score will be up to 100 points.
• 50 points will be given by the teachers. (Using the rubric)
• 26 will be given by self-evaluation. (Using the rubric, it is done individually, you will divide by two your total score)
• 24 will be given to each member of the team. (Give out maximum 24 points to each member of the group)

You are going to create a paper as draft. You have to include:

• Your name and members of your group.
• Your self-evaluation with the rubric. (Maximum 26 points)
• Your team member's points. (Maximun 24 points)

Here it is the rubric

Rúbrica English Speaking Countries from Julián Mamolar

19th Century in SPAIN (Unit 13-Science Y6)

In this video you will know a bit more about one of the most important characters during this century: FERDINAND VII.

 

THE SPANISH WAR OF INDEPENDENCE.

• In 1808:
• Napoleón Bonaparte, the Emperor of France, invaded Spain.
• The King Ferdinand VII was forced to abdicate.
• Napoleon's brother, Joseph Bonaparte, became king. 
• Opposition to his reign led to the Spanish War of Independence.
• The Spanish parliament, or Cortes, took refuge in Cadiz. In 1812 they wrote the first modern Constitution, the Constitution of Cadiz (La Pepa).
• It limited the king's power.
• It stablished the right of citizens, including the vote for 25 year-old men. 

THE RESTORATION OF FERDINAND VII:

• In 1814 Ferdinand VII was restored as King. Initially, he did not accept the Constitution and he ruled in an authoritarian manner.
• In 1820 Ferdinand VII was forced to accept the Constitution after the revolt. Three years later he was restored as an absolute monarch with the help of the French. 
• The political chaos in Spain caused an independence movement in the Spanish colonies in Spain.
• In 1824 all the American colonies except Cuba and Puerto Rico were independent. 

CONSERVATISM AND LIBERALISM:

In 1833, Ferdinand's daughter, Isabella II, came to the throne. During her reign there were conflicts between two groups:

• Conservatives, they had traditional values, and supported an absolute monarchy. 
• Liberals, they wanted reforms to modernise the country. They supported the Constitutions, and favoured limitations on the powers of the monarch. 

There were many coups d'etat by army officers and in 1868 Isabella was exiled. 

In 1873, the First Spanish Republic was proclaimed, but it lasted less than a year. In 1874, the monarchy was restored under Isabella's son, Alfonso XII. 

LET'S PLAY WITH THIS ACTIVITIES AND REVIEW THE LESSON. 

EVALUACIÓN SAN GREGORIO 2013

BOURBON SPAIN (Unit 13-Science Y6)

This short video will explain to you how it was started a new period in the history of Spain:

THE SPANISH WAR OF SUCCESSION:

• Charles II, died in 1700, without descendants.
• Two Royal families claimed for the Spanish Throne: The French Bourbons and The Austrian Habsburgs.

As you can see in the map most of the European countries were involved in this long war, The Spanish War of Succession it lasted from the 1701 to the 1714.

When it ended Philip V, the French claimant, became the King of Spain. The Bourbon dinasty started and replaced the Habsburgs.

THE BOURBON DINASTY:

• Philip V established the absolute monarchy. In which the monarch has all the power of the country. 

• Other Bourbon Kings were: Charles III and Charles IV. They introduce many reforms.
• Secretaries of states were appointed to help the king with different issues such the tax collection, the administration of American territories.
• To improve the economy they created small royal factories. 

SCIENCE AND CULTURE IN THE 18TH CENTURY:

 Science and Culture were very prominent during the 18th Century:

• Academies were founded, such the Royal Academy of Language.

• Daily newspapers appeared.

• Many museums and botanical gardens were created. 

LET'S CHECK ALL WHAT YOU HAVE JUST LEARNT ABOUT BOURBONS WITH THIS ACTIVITY. 

ENJOY & LEARN

CULTURAL SPLENDOUR & POLITICAL DECLINE (Unit 13-Science Y6)

In this video you will see one of the most important Spanish books around the world, this book was written during the Golden Age:

The Spanish Golden Age was a period of great artistic activity which lasted from about 1560 to 1680:

• ARCHITECTURE: 
• The Monastery of El Escorial was built in a simple, austere style in the 16th century.
• The Baroque style of rich ornamentation developed in the 17th century. A good example is the Cathedral of Seville.

• LITERATURE:
• Miguel de Cervantes wrote Don Quixote, one of the greatest books.
• Lope de Vega who wrote plays and poetry.
• Luis Góngora who wrote poetry.

• PAINTING: 
• In the 16th Century, El Greco became famous for his characteristic of elongated figures. 
• In the 17th century, Diego Velázquez painted his masterpieces.

THE 17th CENTURY CRISIS:

Three Habsburg kings reigned in the 17th century.

• Philip III (1598-1621)

• Philip IV (1621-1665)

• Charles II (1665-1700):

• They had ministers to help them to govern. Some of these ministers became extremely powerful.
• The 17th century was a period of political and military decline. 
• After lots of years of revolts they lost the Netherlands. 
• There were revolts in Catalonia and Portugal. At the end they lost Portugal. 
• Economy was stagnant and people were very hungry. 

EVALUATION OF ACTIVITY "DOCTOR, I AM INJURED!"

DOCTOR, I AM INJURED!

This activity has been our last teamwork task. 

We usually made these kind of tasks to review units of English.

On the other hand, today we are going to change our evaluation system.

The teachers evaluate with rubrics your tasks but now we are going to evaluate them in a different way.

How is it going to be?

• The final score will be up to 100 points.
• 50 points will be given by the teachers. (Using the rubric)
• 24 will be given by self-evaluation. (Using the rubric, it is done individually)
• 26 will be given to each member of the team. (Give out maximum 26 points to each member of the group)

You are going to create a paper as draft. You have to include:

• Your name and members of your group.
• Your self-evaluation with the rubric. (Maximum 24 points)
• Your team member's points. (Maximun 26 points)

Here it is the rubric

Rúbrica Doctor I am injured by Juli_n_Sanz_Ma_3563

JIGSAWS ABOUT THE MIDDLES AGES (Unit 13-Science Y5)

REVIEW UNIT 6 MY BODY (English Y6)

First of all we invite you to have a look to this videos they will help you to review the main topics of this unit:

• Should and shouldn't.
• How ... questions.
• Vocabulary about health. 

And now you can spend some of your time doing these activities they will be very useful for you to check your learning and improve in case it would be needed.

SHOULD and SHOULDN'T:

• OUP: should /shouldn't
• Exercises about should and shouldn't
• Grammar related with Health: should and shouldn't
• Explanation and activities: should and shouldn't
• Modals: should and shouldn't
• Giving advice with should and shouldn't

HOW QUESTIONS: 

• Question words.
• Questions with how.
• How old..?
• How much or How many?

WE HOPE YOU FOUND IT USEFUL

ENJOY & LEARN

SAN GREGORIO 2013

Aquí tenéis el programa de las fiestas de San Gregorio 2013. Anímate a participar.

874 by Juli_n_Sanz_Ma_3563

Enlazado con nuestras fiestas, también puedes participar viendo este vídeo y dejando tu comentario sobre él en el muro.
Recordad quizás lo más importante sea SER BUENA PERSONA.

Created with Padlet

GRACIAS POR COMPARTIR CON NOSOTROS TU DÍA A DÍA

THE SPANISH EMPIRE (Unit 13-Science Y6)

This is a map how was Spain and the Spanish Empire after 1492 and then answer the questions:

• Who had the largest empire, Charles I or Philip II?
• Name some of the territories in the empires.
• Which territories were part of the empires of both kings?

With this video you will understand what happened along this period of History.

THE REIGN OF THE CATHOLIC MONARCHS.

 

• The Catholic Monarch unified Spain geographically, and expanded its territories. 
• They conquered the Kingdom of Granada, the Canary Islands and some territories in North Africa. 
• They financed Christopher Columbus expedition, which led to the discovery of America. 

THE SPANISH EMPIRE.

• Charles I, Isabella's grandson, became king of Spain in 1516. 
• He ruled a big empire, which included:
• The Catholic Monarchs' territories.
• The Netherlands.
• Other lands in Centra Europe. 
• He faced serious problems during his reign:
• Revolts in Spain.
• Wars in Europe (for political, social and religious reasons).

• Philip II, Charles I's heir, became king in 1556.
• His enormous empire included:
• The Iberian Peninsula.
• The Netherlands.
• Territories in southern Italy.
• America.
• Asia.
• Africa.
• He was involved in many wars:
• Against France in 1557.
• Against the Turks at the Batalla de Lepanto in 1571.
• Netherlands started a long rebellion.
• The wars were expensive so prices increased a lot and people became poorer. 
• In adittion, less gold and siver was sent from America. 

LET'S DO THIS ACTIVITY TO REVIEW WHAT YOU HAVE LEARNT ABOUT THE GREAT SPANISH EMPIRE. 

PONENCIA CFIE PALENCIA 14 y 15 de mayo de 2013

Esta es la ponencia que estamos presentando en Palencia estos días.
"Lo primero gracias de parte de Javier Ramos Sancha y Julián Sanz Mamolar a vosotros, al CFIE de Palencia y a David Ruiz por dejarnos contar nuestra experiencia. (No nos olvidamos de nuestro cole por poder venir)
Segundo, visualizad el trailer introductorio y veréis que vamos a hacer.

Aquí tenéis la presentación que os enseñaremos, no hablaremos tanto, por eso os lo dejamos aquí para que podáis consultarlo cuando queráis.

Y por último, os dejamos este muro colaborativo donde podéis dejar todas vuestras dudas o sugerencias de mejora.

Created with Padlet

Esperamos que merezca la pena.

Saludos."

@javiramossancha

@julisanzmamolar

EVALUATION ABOUT PARTNER'S THE MIDDLE AGES VIDEOS (Unit 12-Science Y6)

With this post we will keep on evaluating your partner's videos and popplets following the rubric and answering to this form.

When you finish reading the rubric and you have everything clear about your mind, you can start watching your partner's video and answering the questions to evaluate it. 
IT IS VERY IMPORTANT TO HAVE CLEAR WHAT YOU HAVE TO LOOK FOR AND WHAT THE CRITERIAS FOR EVALUATION ARE.

Videos about THE MIDDLES AGES

You will send your evaluation through this Google Form. 
DON'T FORGET TO CLICK ON SUBMIT AT THE END.

LA EDUCACIÓN EN ÁFRICA (SAL)

05_CUENTOS_Laranaylaserpiente by Juli_n_Sanz_Ma_3563

• ¿Por qué se asustó la rana al ver por primera vez a la serpiente?
• ¿Qué le hizo olvidar sus temores?
• ¿Qué se enseñaron mutuamente?
• ¿Cómo reaccionaron las madres de ambas animales cuando sus bebés les contaron los que les habían pasado?
• ¿Crees que hicieron bien las mamas al enfadarse? ¿Por qué?
• ¿Has aprendido alguna vez de tus compañeros o compañeras? ¿Cómo?
• ¿Qué es un prejuicio? ¿Crees que la educación es importante para valorar las diferencias de los demás y acabar con los prejuicios? ¿Por qué?

Created with Padlet

SPAIN after 1492 Jigsaws (Unit 13-Science Y6)

VIDEOS about THE MIDDLE AGES (Unit 12-Science Y6)

Tengo el placer de presentaros los post publicados por los alumnos de 6ºB en la asignatura de Science.

Estos posts han sido publicados en el blog de aula:

Los alumnos han utilizado la herramienta de la web 2.0 http://popplet.com/ para hacer sus propios diagramas o mapas conceptuales sobre la unidad 12 THE MIDDLE AGES. 

Después han utilizado sus propios mapas conceptuales para construir un vídeo utilizando la web tool http://www.screencast-o-matic.com/. Ese vídeo es "upload" por ellos mismos a su propio canal de youtube para terminar con todo ello, en su propio blog, construyendo un post dedicado a resumir y entender mejor la unidad.

Más tarde lo han enviado a una asignación por EDMODO nuestra red social.

Aquí os dejo con cada post hecho por cada alumno.

RAQUEL'S POST

MÓNICA'S POST

IRUNE'S POST

CRISTINA'S POST

MARÍA FERNÁNDEZ'S POST

DANIEL'S POST

MADELINE'S POST

JESUS' POST

ENRIQUE'S POST

WALTER'S POST

ETNA'S POST

MARÍA MARTÍN'S POST

MARIO'S POST

IRATI'S POST

SOFÍA'S POST

DIEGO'S POST

JAVIER'S POST

ÁLVARO'S POST

CARLOS' POST

MARÍA TORICES' POST

LAURA'S POST

ACTIVITIES TO REVIEW THE MIDDLE AGES (Unit 12-Science Y6)

JIGSAWS ABOUT PREHISTORY & ANTIQUITY (Unit 12-Science Y5)

DOCTOR, I AM INJURED!

DOCTOR, I AM INJURED!

Create a performance, you are going to use this presentation to guide you: 

• You will work individually in trios.

YOU HAVE ALL THE INFORMATION IN THE PRESENTATION.

And your evaluation will be with this rubric:

RÚBRICA DE EVALUACIÓN:

Rúbrica Doctor I am injured by Juli_n_Sanz_Ma_3563

I AM A JOURNALIST II (Final products)

These are the final tasks about the activity:

I AM A JOURNALIST

Here you can find the different Y5B JOURNALIST's presentations.

HECTOR'S DATA CARDS
MARINA'S DATA CARDS
MÓNICA'S DATA CARDS
BORJA'S DATA CARDS
MARCOS' DATA CARDS
LUISMI'S DATA CARDS
DANIEL'S DATA CARDS
ESTEFANIA'S DATA CARDS
ÓSCAR'S DATA CARDS
JAIME'S DATA CARDS
ALICIA'S DATA CARDS
CARMEN'S DATA CARDS
ÁLVARO'S DATA CARDS
GISELLE'S DATA CARDS
ADRÍAN'S DATA CARDS
EMMA'S DATA CARDS
ALEXANDRA MADALINA'S DATA CARDS
MARÍA'S DATA CARDS




LEAVE YOUR COMMENTS

EVALUATION ABOUT PARTNER'S THE ECONOMY VIDEOS (Unit 11-Science Y5)

With this post we will keep on evaluating your partner's videos and popplets following the rubric and answering to this form.

When you finish reading the rubric and you have everything clear about your mind, you can start watching your partner's video and answering the questions to evaluate it. 
IT IS VERY IMPORTANT TO HAVE CLEAR WHAT YOU HAVE TO LOOK FOR AND WHAT THE CRITERIAS FOR EVALUATION ARE.

Popplets about THE ECONOMY

You will send your evaluation through this Google Form. 
DON'T FORGET TO CLICK ON SUBMIT AT THE END.

VIDEOS ABOUT THE ECONOMY

Tengo el placer de presentaros los post publicados por los alumnos de 5ºB en la asignatura de Science.

Estos posts han sido publicados en el blog de aula:

Los alumnos han utilizado la herramienta de la web 2.0 POPPLET para hacer sus propios diagramas o mapas conceptuales sobre la unidad 11 THE ECONOMY. 

Después han utilizado sus propios mapas conceptuales para construir un vídeo utilizando la web tool http://www.screencast-o-matic.com/. 

Ese vídeo es "upload" por ellos mismos a su propio canal de youtube para terminar con todo ello, en su propio blog, construyendo un post dedicado a resumir y entender mejor la unidad.

Aquí os dejo con cada post hecho por cada alumno.

Héctor's post
Marina's post
Mónica's post
Borja's post
Marcos' post
Luismi's post
Daniel's post
Óscar's post.
Jaime's post
Estefanía's post
Alicia's post
Carmen's post
Álvaro's post
Giselle's post
Adrian's post
Emma's post
Madalina's post
María's post

REFLEXIONAMOS SOBRE EUROPA

¿Te atreves a reflexionar y conocer mejor Europa?

Últimamente habrás escuchado a los mayores hablar sobre la situación actual de algunos países miembros, entre ellos el nuestro. Comenta algo sobre ello.

Para superar las dificultades que surgen en nuestro día a día hay que mantener una ACTITUD POSITIVA y creer que podemos y somos capaces de afrontarlas. Eso te hará más feliz y hará que los demás sean felices contigo. ¡A  todos nos encanta rodearnos de gente positiva! Tú eres una de esas persona. 

Echa un vistazo a este vídeo.

• Escribe TRES palabras con las que te identificas.
• Escribe tres palabras que todavía no has desarrollado o alcanzado, pero que te gustaría poder a alcanzar.

CÍRCULO DEL ÁNIMO

Reúne al grupo en un círculo. Una persona debe empezar a decir una meta o deseo que cree difícil de conseguir. La persona que esté a su izquierda le dirá en voz alta un grito de ánimo para intentar convencerle de que ES POSIBLE. (Ejemplo: ¡Tú puedes hacerlo/ conseguirlo porque eres…., porque una vez….!)

El siguiente hará lo mismo y la persona de su izquierda le animará. Así lo harán todos los miembros del grupo. Este juego puede llevarse a cabo muchas veces cambiando de sitio a las personas en el círculo.

¡NO LO OLVIDES! Para ser positivo:

• Aumenta en cantidad y calidad las relaciones interpersonales.
• Busca  y realiza actividades que te hagan sentir bien o hagan sentir bien a los demás
• Identifica y muestra a los demás tus cualidades personales.
• Cultivar el agradecimiento, el optimismo y la esperanza.