Claire Dagoula's Blog

We are happy to introduce Tallulah, our school newspaper created through Schoolpress as part of our English lessons.

Tallulah is a creative space where students can express their ideas, practise English and share their work with a wider audience. Through the newspaper, students write articles, present projects, create stories, review films and series, and combine their texts with their own drawings and illustrations.

The name Tallulah means “leaping water”. I personally chose it because it represents movement, creativity and the flow of ideas. Just like water, my students’ thoughts travel, change, connect and bring new life to learning.

Visitors can read our school newspaper directly from the blog menu. Simply choose:

Tallulah – School Newspaper

There, you can find the available issues and enjoy the students’ articles and creative work.

We hope you enjoy reading Tallulah as much as we enjoy creating it!

Happy reading!

Learning Traffic Signs in English

As part of our English Lesson 3 Project in Unit 8, the students of Grade 4 combined language learning with road safety education.

The children created their own traffic signs and used them to practise the modal verbs can, can’t, must and mustn’t. Through this creative activity, they learned how to talk about rules, permissions and prohibitions in English.

The students made signs such as STOP, speed limit signs, no parking signs, pedestrian crossing signs, warning signs and animal crossing signs. Then, they matched each sign with a simple English sentence, such as:

You can cross here.
You can go straight.
You can’t ride a bike here.
You can’t turn here.
You can’t go over 50.
You must stop.
You must be careful.
You must watch for animals.
You mustn’t park here.

This activity helped the children understand that English can be used in real-life situations. At the same time, they practised important road safety rules in a fun and meaningful way.

The project ended with the creation of a colourful classroom poster, where the children’s signs were organised into four categories: You can, You can’t, You must and You mustn’t.

It was a wonderful opportunity for the students to learn, create, cooperate and stay safe!

Learn the rules. Stay safe!

My Dream Job: Job Description Cards

In our 6th Grade English class, we worked on the topic “My Dream Job”. The main grammatical focus of the project was the use of modal(+semi modal) verbs, such as must, have to, need to, should and can. We also revised and expanded vocabulary related to jobs, skills, abilities, responsibilities and working conditions.

Students chose a dream job and wrote short texts describing it. They explained what a person must do in this job, what skills they need to have, what they should be good at, and what they can achieve through this profession.

After editing and improving the texts, we turned them into colourful job description cards. Each card presents a different profession, almost like a real job advertisement, including the job title, useful skills, personal qualities and a short description of the role.

Through this project, students practised grammar and vocabulary in a meaningful and creative way. They also had the chance to think about their future dreams and present them through writing and art.

Our final product: a class collection of “My Dream Job” cards!

Our 6th Grade students have completed their virtual music museum project, “The Music Gallery.” Through this creative activity, the students explored the world of music and presented some of their favourite music artists in a digital museum.

Music is a big part of our lives. It helps us express our feelings, relax, and have fun. Inspired by this idea, the students researched different artists, wrote short texts in English, and worked together to create an online exhibition that visitors can explore.

The virtual museum includes artists such as Travis Scott, Snoop Dogg, Hatsune Miku, Eminem, Jorge Rivera-Herrans, and XXXTentacion. Each contribution reflects the students’ effort, creativity, and personal connection with music.

As part of the project, the students also attempted to design a promotional poster for their virtual museum. Their original ideas, layout, and information became the basis for the final poster. With the help of AI, their work was polished and transformed into the colourful advertisement you can see here, while still keeping the students’ concept and content at the centre of the creation.

This project helped the students practise their English, improve their digital skills, and express themselves through a modern and enjoyable learning experience. It also gave them the opportunity to see how their own ideas can be developed further with the support of digital tools.

You can visit our virtual museum BY clicking on the poster or alternatively here:
https://www.emaze.com/@ALFTWQIQL/music

Congratulations to all the students for their wonderful work!

After the first part of our Unit 6 project, my 4th Grade students continued working creatively with the topic of animals. This time, their short written texts were transformed into colourful little story pages.

The aim was to help students see their own writing in a new way: not only as an exercise in a notebook, but as a small story with characters, setting and action. Foxes, rabbits, pigs, dogs, turtles, deer and capybaras became the heroes of their imaginative stories.

Through this project, students practised animal vocabulary, simple descriptions, actions and sentence structure, while also developing confidence in using English to express their own ideas.

Just like in Part 1, this activity reminded us that when language is connected to creativity, images and storytelling, learning becomes more meaningful, joyful and alive.

Press on the picture to watch their stories! Alternatively click on the following link:

https://grafis.sch.gr/index.php/s/WkeinMQ3oi3PJLT

A Little Story with a Big Heart 🦊✨

One of the most touching moments of our Unit 6 project came through this beautiful story, “The Lost Little Fox.”

Created by one of my fourth-grade students, this short story combines imagination with the use of Present Simple and Present Continuous, bringing grammar to life in a natural and meaningful way. Through the journey of a small fox, we see how language can express feelings, actions, and storytelling all at once.

As with the rest of our project, the story was transformed into a short video using Canva, giving the student the opportunity to see their ideas come alive visually. This step not only enhanced engagement but also strengthened their confidence and sense of achievement.

What makes this project special is not just the final result, but the process: students learning by creating, experimenting, and expressing themselves.

Because sometimes, a simple story about a little fox can say so much more. 🎬💛

A Living Project: Our Virtual Music Museum 🎶

This term, our 6th grade students took a creative journey into the world of museums through Unit 5, transforming their learning into something truly special: a virtual music museum.

Inspired by the idea that museums tell stories, students became curators of their own digital spaces. Each one selected a music artist, band, or genre they love and built a small “exhibit” around it. Using the Emaze platform, they combined language, creativity, and digital skills to present their ideas in an engaging and meaningful way.

But this is not just a finished project — it is an evolving experience.

Our virtual museum is designed as a living project. As we move forward, students will continue to:

• enrich their exhibits with new information
• add images, videos, and personal reflections
• improve their language using the right tenses
• explore connections between music and culture

In this way, learning does not stop when the unit ends. Instead, it grows — just like a real museum that updates its collections over time.

What makes this project especially meaningful is that it reflects their world. The music they chose represents their interests, identities, and voices. Through this process, they are not only practising English, but also expressing who they are.

You can explore our virtual museum here:
👉

We hope you enjoy walking through our students’ musical stories as much as we enjoyed creating them!

Stay tuned… our museum is still growing! 🎧

Bringing Grammar to Life Through Storytelling 🎥🐾

In Unit 6, our focus was on animals but we didn’t just learn vocabulary. My fourth-grade students took it a step further by becoming young storytellers!

Working creatively, the students wrote their own short stories using the Present Simple and Present Continuous tenses. Their stories featured animal characters, each with its own little adventure, blending everyday habits with actions happening in the moment.

To make the experience even more engaging, we transformed their written work into short videos with the help of Canva. This process allowed students to see their ideas come to life, combining language learning with digital creativity.

The results were truly delightful! Not only did the students practice important grammar structures in a meaningful way, but they also developed confidence, imagination, and a sense of pride in their work.

This project reminded us that when learning is connected to creativity and storytelling, language becomes something alive—not just something we study, but something we use to express who we are.

CLICK ON THE PICTURE  to watch their stories come to life and stay tuned to watch their next video! 🎬✨

 

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