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Final version. Human Rights superheroes: Nancy Consuelo Prieto and Constanza Olaya Vega. Rodrigo Lara Bonilla School.

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poster final version. Noruan Constanza Olaya Vega. Group 4

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Using the Present to Talk About Cycles. 

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Using the Present to Talk About Cycles. 

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Diana Carolina Cardozo
Colegio Chuniza IED

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Using the Present to Talk About Cycles. 

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Using the Present to Talk About Cycles. 

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Diana Carolina Cardozo
Colegio Chuniza IED

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EXPRESING FEELINGS THROUGH PUPPETS By Ingrid Córdoba

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EXPRESING FEELINGS THROUGH PUPPETS By Ingrid Córdoba

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Hello Guys. I know we already voted but these are my advances in the project. It is still in progress but I could draw some previous conclusions

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Diana Jaimes and Gricelda Monroy, Kennedy I.E.D  (11th)- I.T.I. Francisco Jose de Caldas (10th)

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Diana Jaimes and Gricelda Monroy, Kennedy I.E.D  (11th)- I.T.I. Francisco Jose de Caldas (10th)

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Sistematization of our experience
https://docs.google.com/presentation/d/1D2UOIl7r2Xl5HN0W5LHq3NVLK0bYPca5Wf19z1HpdK4/edit#slide=id.g35f391192_00

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Unica-icfes Gricelda Monroy and  Diana Jaimes

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EXPRESSING FEELING THROUGH PUPPETS BY INGRID CÓRDOBA

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EXPRESSING FEELING THROUGH PUPPETS BY INGRID CÓRDOBA

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Morning guys!! thanks for your advises!

Colegio Instituto Técnico Laureano Gómez I.E.D
Eighth Grade
Ingrid J. Córdoba M.

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"THE POWER OF READING" BY NANCY MORENO SÁNCHEZ.

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"THE POWER OF READING" BY NANCY MORENO SÁNCHEZ.

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Poster and HyperDoc: " The Power of Reading" by Nancy Moreno Sánchez
Colegio Los Periodistas I.E.D
Eleventh grade.

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NANCY MORENO SÁNCHEZ -THE POWER OF READING Poster and HyperDoc

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https://issuu.com/judith.guerrero/docs/final_project_oct_11
JUDITH GUERRERO MORENO
IED EL PARAÍSO DE MANUELA BELTRÁN
GRADE:9

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SYSTEMATIZATION OF A MEANINGFUL EXPERIENCE TO TEACH ENGLISH-GRADE 9

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This is a meaningful experience to teach English

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POSTER AND HYPERDOC: "THE POWER OF READING" BY NANCY MORENO SÁNCHEZ.

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POSTER AND HYPERDOC: "THE POWER OF READING" BY NANCY MORENO SÁNCHEZ.

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Colegio Los Periodistas I.E.D
Eleventh grade.
Nancy Moreno Sánchez

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POSTER -NANCY MORENO SÁNCHEZ -THE POWER OF READING

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How much did you know about your family?

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How much did you know about your family?

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Leidy Angélica Pongutá Esparza

I.E.D. Germán Arciniegas

Alisson Rocio Rodríguez Prada

I.E.D. Fernando González Ochoa

Seventh grade

Hyperdoc: https://docs.google.com/presentation/d/1gnxlcR3tF1ziv_lVN3mJGLUPmgkh3ZFh/edit?usp=sharing&ouid=117150309981639390109&rtpof=true&sd=true

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Ricardo Cortes
Cedid Ciudad Bolívar
Eleventh grade

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MY FUTURE PLANS by Ricardo Cortes on Genially

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Discover more about MY FUTURE PLANS ✌️ - Presentation

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Physical Activities: A pedagogical proposal to foster preschoolers' vocabulary. 

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Physical Activities: A pedagogical proposal to foster preschoolers' vocabulary. 

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Sistematization of the pedagogical experience by Carolina Castro.
Colegio Antonio Jose de Sucre.

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Physical Activities: A pedagogical proposal to foster preschoolers' vocabulary.

context

FINISHED

ready to start this pedagogical trip?

EMPHATIZE

1

IDEATE

PROTOTYPE

TEST

DEFINE

2

Author: Carolina CastroSchool: Antonio José de Sucre IED

3

BRAINSTORMINGI considered different practical solutions to solve the problem. Some of them were:To design material that would motivate students to participate in the activities.To use technological resources to promote students' participation.To model and record the vocabulary that help students to practice it.To propose group activities to interact with each other.To give instructions based on the vocabulary in order to sts practice it.Also, I did the Impact Matrix to define the impact and effort that were required to generate the pedagogical proposal.

4

5

CONCLUSIONSSTRENGHTSDesign thinking is a useful strategy to plan and design a pedagogical intervention.Hyperdoc is an excellent option to promote students' participation. It is adaptable and let students interact with the tool.Design thinking and hyperdoc give the possibility to combine face-to-face process with the virtual one.The strategy let participate in different ways (group work, by pairs and individually).It is important to combine technological resources with activities where students develop their motor skills (dance, write, cut, etc.)Multimedia resources are pertinent to reinforce the vocabulary even more when the videos are done by a child because it is a model for them.WEAKNESSESPlanning and designing phases are time demanding.The implementation of this strategy requires at least five sessions to give the students the time to incorporate the new vocabulary and pronunciation.The restrictions in the internet connection limits and interrupts the activities.ASPECTS TO IMPROVETo implement this activity during the virtual sessions.To use tablets to give the students the opportunity to interact with the content directly.To redesign and adapt some classroom activities to students can practice the vocabulary and foster their listening and speaking skills..

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Pedagogical proposal to foster preschoolers' skills. by Carolina Castro on Genially

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Physical Activities: A pedagogical proposal to foster preschoolers' vocabulary. context FINISHED ready to start this pedagogical trip? EMPHATIZE 1 IDEATE PROTOTYPE TEST DEFINE 2 Author: Carolina CastroSchool: Antonio José de Sucre IED 3 BRAINSTORMINGI considered different practical solutions to solve the problem.

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Ana María Cardoso's Poster. "Motivational Strategies to Practice Hygiene Habits" . Pablo de Tarso School - Sixth Grade

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Ana María Cardoso's Poster. "Motivational Strategies to Practice Hygiene Habits" . Pablo de Tarso School - Sixth Grade

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Systematization of my experience: https://www.powtoon.com/c/cQSxtyZxTjM/2/m

Hyperdoc: https://view.genial.ly/61097e33493bc80d8e7fbe88/interactive-content-hyperdoc-pablo-de-tarso

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"DRAMA TECHNIQUES AS A SPEAKING TOOL"  By Andrés Arciniégas & Heidy Robayo       MANUEL DEL SOCORRO RODRIGUEZ IED

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"DRAMA TECHNIQUES AS A SPEAKING TOOL"  By Andrés Arciniégas & Heidy Robayo       MANUEL DEL SOCORRO RODRIGUEZ IED

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our experience: https://www.youtube.com/watch?v=oe_6UG5WvjMV

Our hyperdoc: https://docs.google.com/presentation/d/1Butitp2RE-ba4r15YE9I7GjH391Wbuo5Og4LzYHByfo/edit

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Objective

Speaking is a very important skill because it is part of our social interactions, we need to communicate with others all the time but sometimes it becomes difficult to do it in other language. So students feel shy and afraid of using other language due to they do not practise at all, that is why we wanted to implement a strategy to help them.

Introduction

" Drama techniques as an English Speaking tool"

To potentiate communicative skills and pronunciation for 5th and 9th-grade students using some theatrical tools as the sketch by implementing games in which Speaking will be our focused skill in order to get self-confidence and overcome the fear of speaking in English.

Problem

We have identified that our students feel nervious when speaking in front of others because of their pronunciation or lack of vocabulary and confidence, even if they have good ideas in mind, they prefer to be silent so as not to be ashamed.

Lorem ipsum dolor sit ametConsectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Lorem ipsum dolor sit ametConsectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Lorem ipsum dolor sit ametConsectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Lorem ipsum dolor sit ametConsectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Observations

References

Action plan

Drama techniques to enhance speaking skills and motivation in the EFL secondary classroom

Methodological proposal

Drama techniques are based on the Communicative Approach. As Larsen-Freeman (1990) remarks, the principal goal of such an approach is not focused on linguistic accuracy, but rather on making the studentscommunicate in the target language fluently.The language produced in the classroom is employed within a social context and it is appropriate to the specific participants, setting, and topic. As a consequence, the communication has a purpose and is meaningful, as it is "sociolinguistically appropriate" (Larsen-Freeman, 1990).In that sense, we decided to create a secuence of dramma activities using grammar topics (5th grade routines and 9th grade conditionals) through a hyperdoc in order to help students to potentiate their speaking skill and pronunciation while facing their lack of self-confidence to communicate in other language.

At the begining of the strategy implementation students felt afraid of expressing their ideas and communicate with others using the foreign language but little by little they realized they could gain confidence, vocabulary and a better pronunciation since they got fun.

It could be a good plan to have more time to implement the strategy so we can have a better and complete process with more results and evidences.Feedback is very important in this process since every students get involved in their own progress and they can identify strengths and weaknesses to improve.

Aldavero, V. A. (2008). Drama in the development of oral spontaneous communication. Encuentro, 17, 40-43. Retrieved on April 12th, 2015

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DRAMA TECHNIQUES AS A SPEAKING TOOL by Heidy Robayo on Genially

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Objective Speaking is a very important skill because it is part of our social interactions, we need to communicate with others all the time but sometimes it becomes difficult to do it in other language. So students feel shy and afraid of using other language due to they do not practise at all, that is why we wanted to implement a strategy to help them.

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Poster Unica - Gricelda Monroy- Diana Jaimes  (1)

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Human Rights superheroes: Nancy Consuelo Prieto and Constanza Olaya Vega. Rodrigo Lara Bonilla School.                                       

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Human Rights superheroes: Nancy Consuelo Prieto and Constanza Olaya Vega. Rodrigo Lara Bonilla School.                                       

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https://docs.google.com/presentation/d/19JeE7uq2xvcpjp7w7kQUnIoKhVPAwpbE/edit#slide=id.p1

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POSTER_HYPERDOC último con aportes de la profe.docx

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EXPERIENCE SYSTEMATIZATION       DIANA HOLGUIN                                         COLEGIO MARCO FIDEL SUÁREZ I.E.D. 10TH GRADE

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EXPERIENCE SYSTEMATIZATION       DIANA HOLGUIN                                         COLEGIO MARCO FIDEL SUÁREZ I.E.D. 10TH GRADE

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https://view.genial.ly/6126ec35c179400d2ebaff95/interactive-content-emoji-moments

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The

FLIPPED CLASS

REFERENCES

CONCLUSIONS

SYSTEMATIZATION OF THE EXPERIENCE

STUDENTS FINAL PRODUCT

ACTION PLAN

Introduction

GENERAL GOAL

PROPOSAL

TO PROMOTE EMOTIONS MANAGMENT

AT Marco Fidel Suárez IED SCHOOLBY TEACHER DIANA HOLGUIN

PROBLEM

flipped class

Applied to tenth graders through a hyperdoc to promote emotions managment.

1

2

3

Bergmann and Sams (2012)

To promote emotions managment in tenth graders using a pedagogical and a flexible approach that allows students to develop the communicative competences in hybrid lessons.

e

mo

tions

hyperdoc

Data Collection

Rubrics

padlets

pairs

04

1

Title2here

Title here

Title here

Product

Self assesment

CONCLUSIONS

01

02

03

TEACHER'S GUIDENCEAND ROLE IS VERY IMPORTANT

RESOURCES

It is important to have access to the internet and guaranteedevices for all the students

AUTONOMYit is important o work about metacognition

CONCLUSIONS

05

06

Working on emotions served to detect cases of presumed suicide, depression and family violence

Involved parents and teachers

REFERENCES

-Bergmann, J., & Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day (pp. 120-190). Washington DC: International Society for Technology in Education.-MEN (2004) Estándares Básicos de Competencias Ciudadanas. Bogotá. Ediciones MEN.Ministerio de Educación Nacional (2004). Formar para la Ciudadanía. Colombia.- Churches. A (2009). Taxonomia de Bloom para la era digital. Retrieved from: http://eduteka.icesi.edu.co/articulos/TaxonomiaBloomDigital- Goleman, Daniel (2005). Emotional Intelligence.Bantam Books, USA. P 331-

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EMOJI MOMENTS by Diana Holguin on Genially

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The FLIPPED CLASS REFERENCES CONCLUSIONS SYSTEMATIZATION OF THE EXPERIENCE STUDENTS FINAL PRODUCT ACTION PLAN Introduction GENERAL GOAL PROPOSAL TO PROMOTE EMOTIONS MANAGMENT AT Marco Fidel Suárez IED SCHOOLBY TEACHER DIANA HOLGUIN PROBLEM flipped class Applied to tenth graders through a hyperdoc to promote emotions managment.

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Systematization of my experience. Bibiana Piñeros M. IED Alfonso López Pumarejo, third grade.

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Systematization of my experience. Bibiana Piñeros M. IED Alfonso López Pumarejo, third grade.

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https://view.genial.ly/6150a0b2ada7860da81aef85/presentation-transformation-of-the-teaching-practice

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"EDUNEWS"LAST NEWS ABOUTCOLOMBIAN ENGLISH TEACHING

This methodology improves the teaching practice by means of the collaborative work between teachers and the learning students' analysis.

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.Consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.Adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

A pedagogical analysis allows to assess the changes applied in terms of planning, implementing and learning assessment.

Reflection and transformation of the teaching practice

LESSON STUDY METHODOLOGY

This framework has a direct impact reflected on students' learning .

UNICAINSTITUCIÓN UNIVERSITARIA COLOMBO AMERICANA

october, 2021

Bogotá, D.C.

Teaching for Understanding Framework

01

Title of the proposal

04

Objectives

07

Conclusions

02

Researcher and context

05

Research problem

08

Reference list

03

Introduction

06

Proposal

"EDUNEWS"LAST NEWS ABOUTCOLOMBIAN ENGLISH TEACHING

Transformation of the English teaching practice

01 Title of the proposal:

Bibiana Andrea Piñeros Merizalde:She is an English teacher who works at Alfonso López Pumarejo school. She teaches English from first to fifth grade. She holds a degree in Philology and Languages from Libre University. She is Specialist in Applied Lingüistics in the English teaching. Also, she holds a Master degree in Pedagogy from La Sabana University.

02 Researcher and context

Alfonso lópez Pumarejo school.The proposal was developed at Alfonso López Pumarejo school. It is a public school located on Villanueva, Bogotá D.C. This school was founded in 1989. It has 1753 students, 78 teachers and four coordinators. Twenty students from third grade participated in the research (ten boys and ten girls). These students are very active, they like to participate in class. However, their proficiency English level is low.

On the other hand, data analysis gathered by means of tools as lesson plans, field notes, evaluation forms and photographs points out the importance of creating a new environment for English teaching which fosters the use of previous experiences, collaborative work, visibility, flexibilization and documentation about thinking, the constant use of thinking routines and ongoing assessment. Consequently the teacher changes her teaching practices positively getting a direct impact reflected on EFL students' learning improvement.

03 Introduction

The current research shows how the reflection and transformation process of the teaching practice of a professor enhances the English learning process with a group of third grade of a public school in Bogotá. This process emerged from a pedagogical analysis based on the use of Lesson Study methodology, which let teacher deconstruct and construct her teaching practices when she assumes the researcher role in the classroom. Furthermore, this role is enriched thanks to the continuous feedback provided by her colleagues.

To improve the English teaching practice by means of the use of Lesson Study and Teaching for Understanding Framework.

04 General objective

Specific objectives:

To systematize experiences taken from the pedagogical analysis of the English class.

To share meaningful experiences about the EFL teaching.

To promote the use of Lesson Study and Teaching for Understanding Framework.

One year ago, the third grade students of Alfonso López Pumarejo school were assessed by the institution through a test in order to check their English proficiency level. The results showed a high level on listening and speaking skills, but also a low level on writingskills.This fact produced a big worry for the teacher who realized the class time was not enough to develop these skills and use a traditional way to teach the foreign language do not encourage the students to learn.Taking into account the above situation, the teacher focused her attention in the implementation of the Lesson Study and the Teaching for Understanding Framework to solve the problem and getting better outcomes in learning and English teaching.

05 Research problem

Lesson Study

06 Proposal

+

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Teaching for Understanding Framework

(Pérez and Soto, 2011).

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.Consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.Adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

(Ritchhart et al.,2014).

Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.Consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.Adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.

Why did I choose Lesson Study and Teaching for Understanding Framework?

Lesson plans

Lesson plansrubric

Lesson Study matrix

Field notes

By means of the continuous analysis and reflection carried out by the teacher, several changes were produced in order to improve her teaching practice.

Teaching for Understanding Framework is useful to promote a thinking culture in the classroom and to improve the EFL learning.

Lesson Study allows teachers be researchers in the class and to systematize meaningful experiences.

Lesson Study and Teaching for Understanding Framework demand enough time, dedication and daily work. It is necessary to be open minded.

07 Conclusions

1. Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés Formar en lenguas extranjeras: Inglés. Serie Guía número 22. Bogotá, Colombia. https://redes.colombiaaprende.edu.co/ntg/men/archivos/Referentes_Calidad/Estandares_basicos_de_competencias/Estandares_Basicos_Competencia_en_Lenguas_Extranjeras_%20Ingles.pdf2. Pérez, A. & Soto, E. (2011). Las Lesson Study. ¿Qué son? http://www.ces.gob.ec/doc/8tavoTaller/metodologa%20lesson%20study.pdf3. Piñeros, B. (2020). Transformación de las prácticas de enseñanza para el fortalecimiento en lengua extranjera. Master Thesis, La Sabana University.4. Ritchhart, R., Church, M. & Morrison, K. (2014). Making Thinking Visible. How to promote engagement, understanding and independence for all learners (translated by Barrera, M.& León, P. 2014). Buenos Aires, Argentina: Paidós.

08 References

# data[].attributes.attachment_link.title
Transformation of the teaching practice by Bibiana Piñeros on Genially

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"EDUNEWS"LAST NEWS ABOUTCOLOMBIAN ENGLISH TEACHING This methodology improves the teaching practice by means of the collaborative work between teachers and the learning students' analysis. Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.

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Systematization of experiences. Víctor Hugo Flórez H.

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Systematization of experiences. Víctor Hugo Flórez H.

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https://drive.google.com/file/d/1LksAUG1KndyuSBSLKU3EBegm6qCFiwdd/view?usp=sharing

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Claudia Viviana Medina Alarcón
Pablo Neruda School
Sixth Grade

Hyperdoc:

https://view.genial.ly/60fb6d5e57ce830d9ce5776b/presentation-presentacion-pizarra-present-simple

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SISTEMATIZATION OF OUR EXPERIENCE. Angela Coy, Gina Camacho and Eloina Trespalacios

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SISTEMATIZATION OF OUR EXPERIENCE. Angela Coy, Gina Camacho and Eloina Trespalacios

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Hyperdoc: https://docs.google.com/document/d/1L-Wcc_LxSfLUOjO2GPfgrws0DlrQ1Dnh/edit?usp=sharing&ouid=118351411176326459934&rtpof=true&sd=true

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Don't forget to mention
Name
School
Grade
and upload it!
Then have a look at some of your colleagues work and let your partners know your feelings! (vote and comment)

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Gómez Ramírez Ninfa Aleisa.
Colegio el Tesoro de la Cumbre
Sixth grade.