Mandalas for Kids.

Mandalas are geometric patterns starting from a central dot, working outward in repetitive patterns, often integrating symbols and vibrant colour. A circle within a circle is a universal pattern full of symbolic meaning. It is simple yet contains an element of the eternal. Mandalas remind us of our relation to the infinite world both beyond and within our bodies and minds.

There are numerous ways to teach kids and teens about the beauty, complexity, universal nature and healing powers of mandalas. Three of which will be discussed here along with specific examples and applications.Explore Mandalas in Nature

Mandalas are all around us. One simply has to walk through a garden to find beautiful flowers in bloom and appreciate their circular, repetitive patterns. Increasing awareness of the many manifestations of mandalas in nature can begin by examining an atom. Each cell is a mandala. On a grander scale the universe with the rotation of the planets around the sun or the shape of the galaxies and other cosmic manifestations demonstrate mandalas as a fundamental form. Mandalas are present in almost all scientific studies from geology and biology to physics and chemistry. Becoming aware of their ever present nature allows individuals to find mandalas in previously unrecognized locations.

Examine the Universal Cultural Use of Mandalas
Mandalas are found throughout the world. From Tibetan monks who create sand mandalas as a form of devotion, to Navajo sand painting used during complex healing ceremonies, mandalas are present in nearly every culture and religion. Showing kids and teens the universal nature of this art form helps to build connections and cultural understanding. Two easy ways to teach the use of mandalas by different groups include:

1. Research Project: Providing a list of cultures/religions (Buddhist, Hindu, Christian, Celtic, MesoAmerican, Aboriginal, etc), allow children to search for the use of mandalas by that culture/religion. This is highly effective in partners or small groups where each group is assigned one culture and then asked to present their findings to the class.
2. Matching Game: Using photos of various mandalas and a world map, match the mandala with its geographic location, include a discussion on the similarities and differences.

Create Personal Mandalas
Once kids and teens have a basic understanding of mandalas, creating their own mandala allows for ownership and integration of the principles being taught.

Personal Mandalas: Often personal mandalas are used as a form of meditation or colour therapy and assist in calming the mind and nourishing the soul. Producing specific, multicoloured mandalas is a creative and individual process. Any variety of medium can be used including sand, shells, tiles, string, chalk, collage, crayons, paints, glass, fabric, etc. However, it is important to maintain the shape and repetitive geometric patterns classic to mandalas.

Group Mandalas: Similarly group mandalas offer many personal rewards but also incorporate cooperation and teamwork. These are wonderful expressions to celebrate workshops, events or special celebrations. Connections are strengthened and the use of symbolism explored as a group works together to create a representation of their time together.
Mandalas are powerful. Their presence throughout nature and use by many cultures demonstrate their connection with humanity and the universe. Teaching kids and teens about mandalas helps them to more fully understand the world and themselves.
MANDALAS COLOURING PAGES
http://www.hellokids.com/c_19826/coloring#contenu

Children Song: It Is A Small World ( With lyrics)

It's A Small World

It's a world of laughter,
A world of tears.
It's a world of hopes
And a world of fears
There's so much that we share,
That it's time we're aware,
It's a small world after all.

There is just one moon
And one golden sun;
And a smile means
Friendship to everyone.
Though the mountains divide,
And the oceans are wide,
It's a small world after all.

It's a small world after all!
It's a small world after all!
It's a small world after all!
It's a small, small world!

By
Richard M. Sherman and Robert B. Sherman 

Yo soy tu amigo fiel, Toy Story.

Toy Story Main Theme (Disney) Teaching Values

Teaching Values through Disney Movies.

What Are Kids Learning From Disney Movies?
Disney movies have become a hallmark of children's entertainment because of their enduring themes and values. These movies have mixed imaginative worlds with real-life problems and applications. Each movie's plot and characters are specifically designed to impart an important value to the audience. From classics to modern Disney movies, children could gain a lasting lesson from these movies which they will carry with them to adulthood.

Love and Friendship
o Disney consistently reinforces these timeless values with every new generation of children. Every few years, Disney creates live action and cartoon movies which portray main problems being solved by the power of love and friendship alone. Other values include teamwork and perseverance against adversity. Examples of movies under this category include classics such as "The Little Mermaid" to re-imagined stories like "The Princess and the Frog."
Value of Education
o Disney has regularly promoted the value of education; in addition to their shows teaching children comprehension and academic skills
Disney has also used the success of their mainstream children movies as a platform to create educational tools such as "Toy Story" pencils and "Cars" rulers.
Character Judgment
o "Do not judge a book by its cover" is a recurring theme in many Disney films. Classics such as "Beauty and the Beast" emphasize the importance of character and attitude over physical appearance. Other Disney movies may even feature characters who initially start as villains but ultimately turn into heroes
Contrast: The "Good" Image
o Researchers point out that most Disney villains such as Cruella De Ville from "Dalmatians 101" or Ursula from "The Little Mermaid" are ugly. This equation of beauty equaling good and ugly equaling bad is a prevalent stereotype: People tend to trust good-looking people more based on their attractiveness alone.
Teaching Children Values
“There is no such thing as absolute value in this world. You can only estimate what a thing is worth to you”.—Charles Dudley Warner
Life is not what it used to be. Yesterday’s child grew up, lived, and died within a small community. Today’s child, on the other hand, faces a kaleidoscope of choices. And tomorrow’s child will enter an even more diverse world.
Among the most important things you can provide are the tools to build a set of values.
Values: the cornerstones our values are the ideas you have about what is important and what is not; what is good and what is bad; what is right and what is wrong. You may, for example, think the most worthwhile things in life are honesty and friendship. Or you may pursue wealth and power.You may never even stop to think about your values.
Nevertheless, they are there, standing behind your beliefs, attitudes, interests, and goals. They affect: •what you do with your free time,
•how you spend your money, •what friends you choose, •how you dress, and •what you eat.
In other words, your values give meaning and direction to every part of your life. Experience: the bricks cost of your values have grown out of your experience within a certain family and culture.
Some families, for example, place a high value on learning. Others think physical fitness is more important. Some cultures stress group cooperation. Others reward individual ambition.
But, most likely, the values you learned as a child have changed over time. As the world has changed, so have your values. As you have grown, so have they. You probably have found, too, that it is not always easy to decide what is good and bad, right and wrong, true and false. The best time to start clarifying values in these ways is in a child’s earliest years. Parents: the architects
Your values will have a great effect on your children. But your children also are picking up other ideas about values from everything and everyone around them. Your children may have found that some people hold values that seem strange or even wrong. Without some help from you, your children may be confused about what to believe. They may put down values that are different from their own.


• You've got a friend in me You've got a friend in me
When the road looks rough ahead
And you're miles and miles
From your nice warm bed
You just remember what your old pal said
Boy, you've got a friend in me Yeah, you've got a friend in me

You've got a friend in me You've got a friend in me
If you've got troubles,I've got 'em too
There isn't anything I wouldn't do for you
We stick together and can see it through
Cause you've got a friend in me
You've got a friend in me

Some other folks might be
A little bit smarter than I am
Bigger and stronger too
Maybe
But none of them will ever love you
The way I do, it's me and you
Boy, and as the years go by
Our friendship will never die
You're gonna see it's our destiny
You've got a friend in me
You've got a friend in me
You've got a friend in me
•
•
• 1 Andy's toys
o 1.1 Woody
o 1.2 Buzz Lightyear
o 1.3 Jessie
o 1.4 Rex
o 1.5 Hamm
o 1.6 Slinky Dog
o 1.7 Mr. Potato Head
o 1.8 Mrs. Potato Head
o 1.9 Bullseye
o 1.10 Aliens
o 1.11 Barbie
o 1.12 Sarge and the Bucket O' Soldiers
o 1.13 Bo Peep
o 1.14 RC
o 1.15 Wheezy
o 1.16 Etch
o 1.17 Mr. Spell
o 1.18 Rocky Gibraltar
o 1.19 Lenny
o 1.20 Others
• 2 Sid's house
o 2.1 Combat Carl
o 2.2 Hannah's dolls
o 2.3 Mutant toys
• 6 Humans
o 6.1 Andy Davis 6.2 Molly Davis 6.3 Ms. Davis 6.4 Sid Phillips
o 6.5 Hannah Phillips 6.6 Al McWhiggin 6.7 Geri the Cleaner 6.8 Emily
o 6.9 Bonnie Anderson 6.10 Daisy
• 7 Animals
o 7.1 Buster
o 7.2 Scud
o 7.3 Crazy Critters

Yo soy tu amigo fiel yo soy tu amigo fiel
y si un dia tu te encuentras lejos muy lejos de tu lindo hogar
cierra los ojos y recuerda que:
yo soy tu amigo fiel si, yo soy tu amigo fiel!!
Yo soy tu amigo fiel yo soy tu amigo fiel
tienes problemas..yo tambien
no hay nada que no pueda hacer por ti
y estando JUNTOS TODO MARCHA BIEN!
pues yo soy tu amigo fiel si, yo soy tu amigo fiel
Tal vez hay seres mas inteligentes,
mas fuertes y grandes tambien, (tal vez)
ninguno de ellos te querra como yo a ti mi fiel amigo
Nuestra gran amistad el tiempo no borrara
ya lo veras no terminara
Yo soy tu amigo fiel
Yo soy tu amigo fiel
Si, Yo soy tu amigo fiel
Movie: Toy Story
1. Name the main characters, describe them and discuss their roles in the film.
2. Which character do you like best? Why? Explain.
3. Make a chart describing Andy's toys and Sid's toys. differences.
Andy's Toys Sid's Toys

4. Why doesn't Woody like Buzz when Buzz arrives? Give two reasons.
5. Buzz and Woody cooperate during the film. Describe how and why this happens.
6. What is the relationship between Buzz and Woody at the end of the film? Explain.
7. What part of the movie did you like best? Why? Explain.
8. Which toy in the film would you like to own? Explain your choice.
Buzz Lightyear is the deuteragonist of the series. He is a "space ranger", and wears a space suit with various features such as retractable wings and transparent helmet, a laser "weapon", and various sound effects. In Toy Story , He begins the series unaware that he is a toy, and immediately develops a rivalry with Woody, who resents him for getting more attention as the newcomer. He is brave and courageous, and extremely loyal to his friends

Jessie
Jessie (Toy Story)
Jessica Jane Pride is the tritagonist of the series. She is a cowgirl, and part of the Woody's Round Up gang. She first appeared in Toy Story 2 along with Bullseye and Stinky Pete At the end, Jessie and Buzz danced to the spanish version of You've got a friend in me.

Rex
Rex is an excitable large, green, plastic Tyrannosaurus rex who suffers from anxiety, aninferiority complex ("I just don't think I could take that kind of rejection!") and the concern that he is not scary enough. Rex's worst fear (after Sid) is that Andy will get another, scarier dinosaur, but feels better after Buzz gives him a few pointers on how to roar more effectively.

*Hamm
Hamm is a wise cracking realist piggy bank with a cork in his belly in place of a stopper. He and Mr. Potato Head appear to be best friends, and are often seen playing games, such asBattleship (with Hamm always winning). Out of all the toys, he is shown to have the most knowledge of the outside, often being very familiar with various gadgets that are shown, likely as an homage to Ratzenberger's famous role of mail carrier and bar know-it-all Cliff Clavin on the sitcom Cheers.
Hamm also appears in the theatrical short films Hawaiian Vacation, Small Fry andPartysaurus Rex.

*Slinky Dog
"Slinky Dog" Slinky Dog (usually called just Slinky or sometimes Slink) is a toy dachshund with a metalSlinky for a body, who speaks with a southern accent. Slinky's head, feet, and tail are plastic and he is missing his pull string. Slinky also has a green collar. Slinky Dog is based onSlinky, a pull toy by James Industries, which was popular in the 1950s, 1960s and early 1970s.

*Mr. Potato Head
Mr. Potato Head (often referred to as simply Potato Head) is a moody doll based on itselfby Playskool. He is outspoken and sarcastic potato-shaped toy: his patented design allows him to separate his detachable parts from his body by removing them from the holes on his body

*Mrs. Potato Head
Mrs. Potato Head is Mr. Potato Head's wife and female counterpart. Unlike her husband, Mrs. Potato Head is sweet and not hot-headed or impatient.

*Bullseye
Bullseye the horse is the first toy with which Woody interacted in Al's penthouse. He was extremely happy to finally see Woody over a long time in storage. When Woody found a shelf full of collectibles of him and his roundup gang,
*Aliens
The Little Green Men (also referred to as "LGMs" in Buzz Lightyear of Star CommandSeries) are a series of green, three-eyed rubber aliens.
.
Barbie
Barbies are a line of dolls manufacted by Mattel who appears in the second and third films.

Sarge (also known as Army Sarge and Sergeant) is the gung-ho commander of an army of plastic toy soldiers from Bucket O Soldiers and loosely based on his voice actor's role as Gunnery Sergeant Hartman in 1987 film Full Metal Jacket.

Bo Peep
Bo Peep (sometimes known simply as Bo) is a porcelain shepherdess figurine. Bo Peep and her sheep are adornments of Molly's bedside lamp. She is inspired by the classic children's nursery rhyme, Little Bo Peep. Bo is sometimes considered to be "Andy's toy", because Andy likes to make her the damsel in distress in his plays. Bo is the romantic interest of Woody, providing a calm and loving comfort whenever he is scared. She is noted for using her shepherd's crook to hook her cowboy and bring him closer in a romantic way.
.
RC
RC (often known as RC car) is Andy's remote controlled buggy. He has a green body with blue splash decals on the front. RC speaks in "revving" sounds (he can't talk, but Potato Head and the toys can understand his motor sounds). RC stands for "Radio Controlled". RC is a playable character in the Toy Story Racer Video Game.
Wheezy

Wheezy (also known as Wheezy the Penguin) is a rubber squeeze toy penguin with a redbow tie.
Etch
Etch is an Etch-A-Sketch magic screen by Ohio Art Company. Etch can draw quickly and accurately. Such sketches include guns, portraits of Buzz, Woody and Al, Hangman nooses, and even semi-complicated maps.

Mr. Spell
Mr. Spell is based on a popular 1970s Speak & Spell toy by Texas Instruments. He frequently holds or has held seminars on a variety of topics such as "plastic corrosion awareness" and "what to do if you or part of you is swallowed".

Rocky Gibraltar
Rocky Gibraltar, more simply referred to as Rocky, is a figure of a heavyweight wrestler, probably based on Wrestling Superstars collectible wrestling figures made by Hasbro.

Lenny
Lenny (often known as Lenny the Binoculars) is a pair of wind up binoculars. He is used as binoculars by the other toys in various situations and is talkative when he warns the toys what he sees on his watch.
Others
 Mr. Shark is a blue rubber squeeze toy shark.

 Snake and Robot Snake is a green purple jointed rattlesnake, Robot is a toy byPlayskool. Robot can talk, Snake cannot.

 Troll A female troll in a bikini with crazy hair.

 Roly Poly Clown is a rocking, chiming clown toy for young children with a hand–painted jacket and yellow stripes and a party hat.

 Toddle Tots are a set of toys directly taken from the Little Tikes company
 Mike, also known as Mr. Mike, a toy tape recorder by Playskool who helps Woody to amplify his voice when the toys have a staff meeting, and serves as a karaoke machine when Wheezy sings, he does not appear in Toy Story 3 he was sold at a yard sale shortly before toy story 3 along with Lenny, Wheezy, Mr. Spell, Etch, Robot, Snake, Mr. Shark, RC, Rocky, Bo Peep, her sheep, the Troikas, Troll, Toddle Tots, the Toddle Tots Fire Truck and Roly Poly Clown.
 Troikas, a set of five plastic egg-shaped toys in the style of Matryoshka doll with a picture of five animals: bulldog (largest), cat (second largest), bird (medium), fish(second smallest) and ladybug (smallest). Troikas are based on Little Tikes Nested Farm Animals. They're sold at a yard sale before Toy Story 3, along with Lenny, Wheezy, Mr. Spell, Etch, Robot, Snake, Mr. Shark, RC, Rocky, Bo Peep, her sheep, Mr. Mike, Troll, Toddle Tots, the Toddle Tots Fire Truck and Roly Poly Clown.
 Barrel of Monkeys, Red monkeys and yellow barrel, which is produced by Milton Bradley.

 Hockey Puck, a hockey puck toy with short arms and legs and has yellow gloves and red feet and two red cruciate ice hockey sticks as his emblem.
The Mutant Toys are unfortunate, mutilated toys who live their unhappy lives in the darkest corners of Sid's room. They are assembled by Sid from mixed pieces of several toys that belong to him and Hannah (hence the baby doll's parts).
 Baby Face (A.K.A. "Spider Baby") - the leader of the mutant toys, he is a one-eyed male Baby Doll head staked on top of a spider-like body with crab-like pincers made ofErector set pieces.
 Legs - a toy fishing rod with Barbie doll legs. She is shown to be very strong, being able to hold Ducky's and Baby Face's weight.
 Hand-in-the-Box is based on the character Thing from the 1960s TV horror spoof The Addams Family; a green rubber arm that emerges from a black box,
 Roller Bob - a jet pilot action figure, whose torso has been attached to an old-school mini-skateboard.
The Frog - the speediest toy of all: a tin wind-up frog with two different wheels (left is from an erector set and right is from a monster truck) instead of legs.
 Jingle Joe - another triple toy combination. He is a Combat Carl head staked on top of a Melody Push Chime toddler toy (possibly from the one Sid blew up earlier in the film) with an arm which is missing from a Mickey Mouse figure
 Ducky - the result of triple toy combination: a duck-headed Pez dispenser with a baby doll torso and plunger base
 Rockmobile - a figure with an insect's head (it looks like a weird hybrid of fly and praying mantis) who sits in a headless upper torso of Rocky Gibraltar, in which is a steering wheel from a toy car.
Walking Car - a yellow 1957 Austin-Healey 3000 car with small baby doll arms. He can run and climb very quickly
Janie and Pterodactyl - Hannah's beloved rag doll,

The Hungry Dragon.

http://learnenglishkids.britishcouncil.org/en/short-stories/the-hungry-dragon

EL CAMALEÓN CAMALEÓNICO-Eric Carle-Proyecto Español-Inglés.

The Mixed Up Chameleon.wmv

The Mixed-Up Chameleon by: Eric Carle

The Mixed-Up Chameleon.

The Mixed-Up Chameleon            

Introduction:

The Mixed-Up Chameleon is one of Eric Carle’s best loved children’s books. It tells the story of a chameleon who leads an uneventful life, until the day he comes across a zoo. Amazed by all of the beautiful animals, he wishes for some of the qualities of the creatures he sees. To his delight, his wishes come true.The chameleon becomes big and white like a polar bear, handsome like a flamingo, and strong like an elephant – each time taking on a physical characteristic of the animal he has just seen. Before long, the chameleon is an incredible mix of creatures but discovers that he is no longer able to catch his favourite meal – a fly. With his final wish, he returns to being a chameleon, catches the fly, and reminds us all why it’s important to be yourself.

Activity 1:

Get in the mix

Start muddling mammals and randomising reptiles…

_ to explore habitats, interdependence and adaptation.

Read the book to the children.

 _act out the various animals whose features are slowly added to the chameleon.

 _Each child who comes to the front has to add the relevant part to the chameleon until he is completely mixed-up.

_ challenge the children to come up with their own mixed-up animal. In pairs or individually, sketch, draw or paint a new creature that is made up of several different parts

_When the creatures are completed, they will need to be named.

Activity 2: What is that?                                                               And now for the science bit…

_ children have had the opportunity to create their own mixed-up creatures, it is time to see just how much they really know about their new pets.

 In groups,  pupils come up with a series of questions they could ask to find out more about their creature:

_ Where would it live?

_ What would it eat?

_What conditions is it suited to?

When the questions have been generated, they can be used by the children to think in more detail about their pet.

 _ encourage them to use what they know about the animals to describe potential habitats or feeding relationships.

_ask the children how they might find out more about the animals they have used.

_Challenge pupils to answer as many questions as possible about the animals that make up their creature.

Activity 3: Location, location

Create a hybrid home…

_We have created incredible mixed-up creatures, researched the component animals, and even named them, but what do we do with them now?

 The creatures must live somewhere, but with such a mix of animals, what would the ideal habitat look like?

-children are challenged to design an enclosure for their mixed-up creature.

_ It must meet the needs of every animal used in order for them to survive.

_ All of the children’s knowledge and research will be needed to create a habitat that will support their creature.

 The design may start by looking at the basic habitats that each animal requires – it could develop to include other animals that would form part of the mixedup creature’s food chain.

_To complete the design, children can add labels to explain the different features they have included.

Activity 4: Become a zoo guide

Activity four build your own zoo…

_Each team, or group, is given one of the creatures to work with, and they must carefully follow the design to recreate the enclosure (complete with mixed-up creature) in the classroom,

_When the habitats are completed, the children act as safari guides, taking groups of visitors around their zoo and sharing their knowledge of the incredible creatures that live there.

                                           

Lesson Plan
The Mixed Up Chameleon by Eric Carle

Curriculum Area
Technology and Language Arts (Writing)

         I wish I could ______ like a _______"I wish I could fly like  a bird.

   ")__ students will use KidPix software during computer lab to write, illustrate and publish their statements.

***************
--Communicate ideas in writing to accomplish a variety of purposes.
--Use appropriate instruments, computers,to access information, process ideas and communicate results.

Learning Objectives
_Child will be able to do the following:

_Listen to and comprehend the story “The Mixed Up Chameleon”.

_Participate in discussion of book either through expressing ideas or actively listening to others' comments.

_Comprehend mini-lesson on writing original sentences using a fill-in-the-blank method.

_Use imaginative thought to generate ideas for independent writing.

_Independently use KidPix software to publish sentence and draw appropriate illustration to accompany it.

Materials
Book 'The Mixed Up Chameleon' (Eric Carle)
KidPix

Time Required
Read aloud and Book Discussion: 20 minutes

Mini-Lesson on writing "I wish I could..." statements: 5 minutes

Xo´s: 30 minutes

Assessment.

"I wish I could ____ like a _____." Student illustrated and published this statement according to time frame allotted. 

The Elves And The Shoemaker

The Elves and the Shoemaker: Learn English with subtitles - Story for Ch...

The Shoemaker and the Elves

http://www.shoemakerandtheelves.com/book/164-f2-shoemaker-and-the-elves

http://www.primarytreasurechest.com/once-upon-a-time/the-elves-and-the-shoemaker.html
"Things aren't going well in the shoemaker's shop. The old shoemakers are hungry and cold and down to the final piece of leather to make one last pair of shoes. But help comes in a very unexpected way..."


The Elves and the Shoe Maker – The Story


A shoe maker and his wife lived in a little house on the edge of a wood.

They were very, very poor and each day they grew poorer and poorer. At last there was nothing left in the house but leather for one pair of shoes.

“I will cut out this last pair of shoes, “the shoe maker said to his wife. “Tomorrow I will sew them and peg them”

The shoe maker cut out the leather and left it on his bench.

The next morning the shoe maker went into his workshop to finish the shoes.

What did he see?

A pair of shoes, all nicely made and ready to be placed on display in the window. The stitches were so fine and the shoes so well made that they were quickly sold.

With the money from the sale, the poor shoe maker brought leather for two pairs of shoes.

The shoe maker said to his wife, “I will cut out the leather for two pairs of shoes. Tomorrow I will sew them and peg them.”

So the shoe maker cut out the leather for the shoes and left it on the bench.
The next morning the shoe maker went into the workshop to make the shoes.

What did he find?

Yes, there were two pairs of shoes already made. The work was so well done that those shoe were also sold very quickly.

With the money the poor shoe maker brought enough leather for four pairs of shoes.

The shoe maker cut out the leather and left it on the bench once more.

The next morning the shoe maker found four pairs of beautifully made shoes.

And so it went on and on. Night after night the shoe maker would leave the cut leather in the workshop and in the morning he would come down the stairs to find the shoes magically finished and waiting on the bench. Instead of being a very poor shoe maker, he became a very rich shoe maker.

His shoes were so well made word spread across the land and even the Queen herself wore them.

At last the shoe maker said to his wife, “We must find out who makes the shoes.”

So one bright moonlight night they hid behind a curtain, where they could watch the bench and not be seen.

On the stroke of midnight, two little Elves jumped through the window, they skipped and danced up to the bench, sat down with their legs crossed and began to work at the leather.

Their needles flew back and forth, back and forth!

Their hammers beat rap a tap-tap, rap a tap-tap!!

Almost before the shoe maker and his wife could blink, the work was all done and the little Elves skipped and danced over to the window and vanished into the night.

The next morning the shoe maker said to his wife, “What can we do for those helpful little Elves?”

“I would like to make some cloths for them, “ said his wife. “Their cloths are like rags.”

“If you will make their cloths, I will make them some shoes, “ said the shoe maker. “Their little feet were bare.”

When the shoes and cloths were ready, the shoe maker and his wife left them upon the bench for the little Elves to find.

The shoe maker and his wife again hid behind the curtain.

Just as before, when the clock struck twelve, in jumped the tiny Elves. They went skipping and dancing to their work, but stopped in their tracks when they saw the tiny cloths and the tiny shoes.

The Elves clapped their hands for joy, then put on their cloths and skipped out of the window.

The shoe maker and his wife never saw the little Elves again, but after that night good luck seemed to always be with them.


The Brothers Grimm
Jacob Grimm (1785 – 1863) and William Grimm (1786 – 1859) were German brothers most famous for their collections of fairy tales. 
It took ten years (1812 –1822) to collect together over 200 stories that make up the Grimm tales. 
The two brothers lived in Kassel until 1829, when they moved to the nearby University of Gottingen, where they worked as librarians and professors.
The Grimm brothers were sacked from their jobs at the university in 1837, when Ernest Augustus, duke of Cumberland, became the new King of Hanover. The King had the brothers sacked because they had spoken out against his new laws.
In 1840 they were invited to go to Berlin by the King of Prussia, Frederick William IV, to become members of the Royal Academy of Sciences. While at the Academy the brothers started work on the German Dictionary, but they never completed the work before they died.
The Brothers Grimm wrote over 200 fairy tales and folk stories.
How many of these tales by the Brothers Grimm do you know?

Rapunzel
Hansel and Gretel
Cinderella
Faithful John
The Frog King
Rumpelstiltskin
The Golden Goose
The Shoes that Were Danced to Pieces
Snow White and Rose Red
The Three Spinners
The Giant and the Tailor
 1.) How did the Elves help the shoe maker?
2.) How did the shoe maker and his wife help the Elves?
3.) Think of different ways that you can help people.
4.) Write a story about a time that you helped someone.
5.) Who do you know who helps you?
6.) What is another name for a shoe maker? Here is a clue: It starts with the letter C.
7.) How would if feel to sneak into the shoe shop late at night? Imagine that you are one of the Elves and think of 5 words to describe how you would feel.
8.) Who wrote The Elves and the Shoe Maker? 
9.) What were their first names?
10.) What country did the writers of The Elves and the Shoe Maker come from?
1) What was the name of the Shoemaker in this play? What was the name of hisdaughter? The Two Elves?
 If you could pick names for the Elves, what would they be?
Why?
_Draw a picture of your favorite part of the play. What was it about that part of the story that made you like it best?


_ How did the Elves know that the Shoemaker needed help? Do you believe wishes come true?
_ Have you ever had a wish come true?
_ What are some of the special things we wish upon? (i.e. birthday candles,evening star, etc.)
_CRISPIN, BUTTON, PEG, ELVES, CANDLE,
GIFT, SHOE, MARY

El Jajilé Azul

http://primerciclolecturas.blogspot.com/2010/05/el-jajile-azul.html

What does a plant need?

The Tiny Seed by Eric Carle

The Tiny Seed Sequencing

Learn to read/How plants grow.

http://treasures.macmillanmh.com/florida/students/grade2/book1/unit2/farfallina-and-marcel
all about plants
http://activities.macmillanmh.com/OralLanguageActivities/main1.php?activityID=177

how they grow
hContent Objectives
Children will:

• Learn about the concept of how plants grow.
• Access prior knowledge and build background about plant parts.
• Explore and apply the concept of of how plants grow to the ideas about what helps plants to grow.


Language Objectives
Children will:

• Demonstrate an understanding of the concept of plants alive.
• Orally use words that describe plants and plant parts.
• Extend oral vocabulary by speaking about what helps plants to grow.
• Use key concept words [stem, leaf, root, seed, soil, grow].

Other
Explain

• Use the slideshow to review the key concept words.
• Explain that children are going to learn about:
• What plants are.
• Plant parts.
• What helps plants to grow.
• What does not help plants to grow.
Model

• After the host introduces the slideshow, point to the photo on screen. Ask children: What will this seed turn into when it grows? (plant). What does this seed need to grow? (water, soil, sunlight).
• Ask children: Why does a plant have roots? (to get food from the soil).
• Say: We find plants in many places. We have a plant in our classroom. or We have plants growing outside. Where are some places that we find plants? (homes, gardens, fields, woods, farms etc.)
Guided Practice

• Guide children through the next four slides, showing them the different parts of a plant. Always have the children predict what part or parts the plant will grow next.
Apply

• Have children play the games that follow. Have them discuss with their partner the different topics that appear during the Talk About It feature.
• After the first game, ask children to name the parts of the plant and help the children learn more about the kinds of plants they are interested in. After the second game, ask children to tell each other about plants they see every day. Have them discuss the kinds of plant they would choose to grow. Would it provide food? Would it have beautiful flowers? Would it have long vines?
Close

• Ask children: How would you take care of the plant you chose? Explain.
• Summarize for children that we can help a plant grow by giving it soil and water and making sure it gets plenty of sunlight. Encourage children to think about how the things that plants need are different from and the same as the things that animals need.
ttp://activities.macmillanmh.com/OralLanguageActivities/main1.php?selectionID=98

Cartoon Characters & Mascots

Could you name fifty famous cartoon characters off the top of your head? I didn’t think I could … until I got started. I’d wager if you are over 30 years old, you would recognize and know every single one of these characters. For real, every single one. In writing this post I came to realize the sheer volume of cartoon characters that have permanently infiltrated my brain. A famous cartoon character or mascot design seems to have one thing in common: they are incredibly sticky. Like it or not, they invade your head space, and never leave.

If you are like me, some of these characters you grew up with as a kid, others you will have gotten to know and love as an adult. The one’s that made it on this list did so because of their enduring greatness to last beyond mere fad and pull up a permanent place both in popular culture and in our minds.

Mickey Mouse

Joyful, vulnerable, lovable. Mickey came into our hearts and minds decades ago and still reigns supreme. He’s like the Jesus of cartoon characters.

Eric Theodore Cartman
Eric showed up in the 90′s and will forever leave us laughing … and emotionally scarred.


Homer Simpson
Homer made us all feel A-OK about being overweight, gluttonous and idiotic. Thanks buddy.


Popeye
Popeye showed us that all you need is a heart of gold and you’ll be just fine. A pair of killer pipes don’t hurt either.

Joe Camel
Hey smoking is cool! Right? Er … well, it used to be. Thanks Joe


Garfield
Mischievous, scheming and adorable. Garfield has had us grinning for years and years.


Charlie Brown
Yet another vulnerable and lovable icon. Charlie made being neurotic totally cool.


Alvin
Furry, friendly and gifted at turning a catchy tune.


Tweety Bird
Feathery, friendly and gifted at the art of escape!


Tom & Jerry
Polar opposites providing some great laughs during their constant fighting.

Toucan Sam
One of the original cereal icons, Toucan Sam has gone on to grace much more than a cereal box.


Archie
You can’t stand in a supermarket checkout line without seeing Archie getting into trouble with the girls.

Fat Albert
In 1967, Bill Cosby introduced us to Fat Albert and his friends. They’ve been making us laugh ever since.


Linus van Pelt
Brother of Lucy. Friend and unusually smart sidekick to Charlie Brown. Linus showed us we all need our comfort “thing” in some way, shape or form.


Bart Simpson
Enough said.


Mighty Mouse


Rocked up in the 1940′s and was one of the original cartoon super stars. Mighty made many things possible for many characters who followed in his footsteps.

Lucy van Pelt


Bossy, crabby and bad tempered. For all her bad vibes, Lucy had a romantic side that would emerge regarding a certain boy called Schroeder.

Capt’n Crunch


Introduced in 1963, the Captain has thrived for decades amidst growing competition for our cereal dollars.

Fred Flintstone


We can credit Fred for many things. One of which was laying the foundation for a guy like Homer to be created.

Porky Pig
Awww.


Shaggy
Flared pants, scruffy facial hair, crazy voice. We love you Shaggy.


Richie Rich
Another supermarket superstar, Richie let us tag along for the ride as he lived the life we all wished we could.


Casper
Was he a little rich boy before he was a ghost? We’ll never know but Casper sure is a nice fella.


Pink Panther
In 1963, the title sequence to the Pink Panther movie was so popular that the character was given his own animated series of shorts. The rest is history!


Ren & Stimpy
Nonsensical, absurd, controversial. Ren & Stimpy made us cackle and cringe all at once.


Spiderman
Created by legendary writer Stan Lee, Spiderman hit the scene in the early 60s and has hung around ever since.


Jughead
Jughead (real name Forsythe Pendleton Jones III!) . Best friend to Archie and a fast runner which helps him get away from Ethel!


Mr. Kool Aid
Also known as Kool Aid Man came to life in 1954. He’s been representing colored sugar water ever since.


Betty Boop
Betty was the original cartoon sex kitten. She arrived in the 1930s and was turning heads long before most of us were born.


Road Runner
Always smarter and faster than one…


Wile E. Coyote
The eptitomy of persistence. If you look up “tenacious” in the dictionary, there should be a picture of Wile E. Coyote. This guy NEVER gives up.


Jolly Green Giant
How do you sell more peas and corn? In the 1920′s, they decided that creating a huge, friendly green guy might do the trick. He’s still around so they might be onto something.


Bugs Bunny
Super intelligent, cool and calm. Bugs always seems to know what’s up … (doc).


Olive Oyl
In 1919, it was “Popeye who?” Olive Oyl was the star of the show.


Daffy Duck
In the late 1930′s, Daffy came along and established himself as a hilarious and lovable screwball. We’ve been laughing with and at him ever since.


Scooby Doo
Shaggy’s pet and best friend, Scooby is probably the world’s most famous Great Dane and in the running for most famous dogs ever.


Donald Duck
He wears a hat and a shirt but no pants. Donald is another character born in the 1930′s that has stood the test of time with flying colors.


Elmer Fudd
Elmer is a lovable dope with an unmistakable voice. His mission in life? Shoot Bugs Bunny dead. It’s been seventy years and he’s still trying.





Wonder Woman


December 1941 is when Wonder Woman showed up. And ever since, she’s been wielding tons of feminine super power.



ART FROM YOUR DNA


Hello Kitty


A one billion dollar per year industry is Hello Kitty. Born in 1974, this cat knows how to sell anything from a pencil case to a handbag.

Papa Smurf


The oldest and wisest of all the Smurfs. Papa Smurf is the rock the other Smurfs all turn too whenever there’s a problem. We applaud you for a job well done Papa Smurf.

Batman


Another legend from the late 30′s, Batman is one of those epic characters that has graced almost every medium known to man.

Superman


Arguably the most famous of all cartoon superheros, Superman was created in the early 30′s and left an lasting impression on mainstream and popular culture in more ways than we’ll ever know.

Snap, Crackle & Pop

These three fellas have been getting us to by Rice Crispies for decades and have done a pretty darn good job of it. I don’t think they’ll be out of work any time soon.

Smurfette


Ah the beautiful and lucky Smurfette. Blonde hair, white high heels and the only girl in town makes her the love interest of practically every Smurf around!

Kenny McCormick


No one has died on screen more times than Kenny. This guy is forever etched in our minds for his bright orange parka, muffled speech and numerous disgusting deaths he has suffered at the hands of his creators.

Goofy


Another Disney legend and one of Mickey’s best friends, Goofy was born in 1932 and is yet another cartoon icon who has stood the test of time.

Calvin & Hobbes

All time favorites of yours truly. The adventures of young Calvin and his tiger Hobbes keep us charmed to no end and ensure we keep on reading and loving them.

Winnie the Pooh


Also known as “Pooh Bear”, Winnie came first came to us in 1926. His travels and friends grace the minds of almost every kid at some point in our lives. Thanks Winnie.

Yogi Bear


Our favorite rhyming bear, Yogi has been shamelessly self-promting and overestimating his intelligence since the 50′s with his sidekick Boo Boo.

So was I right … did you recognize every single one of these characters and mascots? I’d say if you are younger than 30 years old than perhaps not. If you are 30 years old or over then my bet is you knew each and every one of them. Consider this Part 1 of the Most Famous Cartoon Characters and Mascots. Got a character or mascot you want to see in Part 2? Tell me in the comments!

ESCUELA Nº 98 Autor César Rodríguez Musmanno Año 1971-73

Texto extraído dehttp://fronterasdesdibujadasartearq.blogspot.com/2009/11/escuela-n-98.html

ESCUELA Nº 98
Autor César Rodríguez Musmanno
Año 1971-73
Fotografía César Rodríguez Musmanno

..."El mural de areniscas, calizas y granitos tal como salen de las barrancas del río Uruguay, tiene un predominio absoluto en la composición de la fachada de la Escuela Nº 98 del arquitecto y artista César Rodríguez Musmanno. En este mural se pueden observar aspectos del informalismo constructivo característico de sus obras plásticas y sus recurrentes formas circulares y los “símbolos esbozados en pinturas y grafías rupestres”[1]
Esta escuela es un ejemplo de integración, no solamente entre la arquitectura y las artes visuales, sino entre la arquitectura y la naturaleza. Las características topográficas del terreno son respetadas y aprovechadas, al ubicar las aulas en distintos niveles acompañando los desniveles del mismo. El proyecto se distancia de las tradicionales escuelas al ubicarse las aulas independientes de los espacios comunitarios (préau, comedor y sector administrativo) y también independientes entre sí. Las aulas comparten un espacio común de circulación y tienen otro espacio íntimo que se puede utilizar para actividades como plantar o desarrollar las clases al aire libre en esos días cálidos tan característicos en Salto. En este proyecto, así como en los de las otras cuatro escuelas que proyectó el arquitecto, el aspecto pedagógico está siempre presente, la arquitectura y el arte se ponen al servicio de la enseñanza, en este caso por ejemplo, en el mural pueden reconocerse las piedras características del subsuelo y en los espacios exteriores las especies de árboles autóctonos.Un aspecto anecdótico que es recordado por Rodríguez Musmanno en relación a esta escuela, es que debido a que su inauguración fue cercana al golpe de Estado que sufrió el Uruguay en el año 1973, los militares no quisieron que el arquitecto asistiera a la misma debido a su militancia en el Partido Socialista, su dirigencia gremial. A pesar de esto, en otra de sus comprometidas acciones, Rodríguez Musmanno asistió a la inauguración y además habló ante la insistencia de las maestras, provocando el malestar de las autoridades militares presentes que tuvieron que aceptar y “comerse los codos” al decir del propio arquitecto"...