Lesson Title: French Cuisine Vocabulary Objective: Students will be able to identify and use key terms related to French food. Vocabulary List: 1. Baguette 2. Croissant 3. Quiche 4. Ratatouille 5. Coq au Vin 6. Escargot 7. Crème brûlée 8. Bouillabaisse 9. Macaron 10. Tarte Tatin Matching Activity: Match the French food term with its corresponding definition or description. 1. Baguette 2. Croissant 3. Quiche 4. Ratatouille 5. Coq au Vin 6. Escargot 7. Crème brûlée 8. Bouillabaisse 9. Macaron 10. Tarte Tatin Crossword Puzzle: Across: 3. A savory pie with a custard filling 5. A traditional French stew made with chicken and red wine 7. A dessert consisting of a rich custard base topped with a layer of hard caramel 9. A delicate French pastry made with almond flour and filled with ganache or buttercream Down: 1. A long, thin loaf of French bread 2. A buttery, flaky pastry often eaten for breakfast 4. A vegetable stew typically made with tomatoes, zucchini, eggplant, and peppers 6. A dish of cooked land snails, typically served as an appetizer 8. A traditional Provençal fish stew originating from Marseille 10. An upside-down caramelized apple tart Extension Activity: Have students research and present on a specific French dish, including its ingredients, preparation method, and cultural significance. Encourage them to use the vocabulary terms learned in the lesson.

Lesson Title: Introduction to Afrikaans Language Learning Intention: By the end of the lesson, students will be able to greet each other in Afrikaans and introduce themselves using basic Afrikaans phrases. Success Criteria: 1. Students will be able to say "Hello" and "Goodbye" in Afrikaans. 2. Students will be able to introduce themselves using the phrase "Ek is [name]." Introduction: Begin the lesson by showing the students a map of Africa and pointing out South Africa. Explain that in South Africa, one of the official languages spoken is Afrikaans. Tell the students that they will be learning some basic Afrikaans phrases today. Main Part: 1. Teach the students how to say "Hello" (Hallo) and "Goodbye" (Totsiens) in Afrikaans. 2. Model how to introduce yourself in Afrikaans using the phrase "Ek is [name]." 3. Have the students practice greeting each other and introducing themselves in pairs. 4. Provide worksheets with pictures and phrases for students to match and practice writing the Afrikaans words. Plenary: Gather the students together and have them share one new thing they learned about Afrikaans today. Ask them to demonstrate how to greet each other in Afrikaans. Differentiation: For students who may need extra support, provide visual aids and repetition of phrases. For students who may need extension, challenge them to create a short dialogue in Afrikaans with a partner. Assessment Strategies: Observe students during pair work to assess their ability to greet each other and introduce themselves in Afrikaans. Use the completed worksheets to assess their understanding of the new language. Higher Order Thinking Questions: 1. How is Afrikaans similar to or different from other languages you know? (Analyzing) 2. Why do you think it's important to learn about different languages and cultures? (Evaluating)

Lesson Title: Understanding Texte Learning Intention: By the end of the lesson, students will be able to identify the main components of a Texte and understand its purpose. Success Criteria: 1. Students can define what a Texte is. 2. Students can identify the main components of a Texte. 3. Students can explain the purpose of a Texte. Introduction: Begin the lesson by asking students if they know what a Texte is. Discuss with the class what they already know about Texte and why it is important to understand how to read and write them. Main Part: 1. Introduce the definition of a Texte and explain its purpose. 2. Discuss the main components of a Texte (title, introduction, body, conclusion). 3. Show examples of different types of Texte and analyze them together as a class. 4. Have students work in pairs to create their own Texte following the structure discussed. Plenary: Gather the class back together and have students share their Texte with the class. Discuss the similarities and differences between each Texte and reinforce the main components and purpose of a Texte. Differentiation: - Provide sentence starters for struggling students to help them structure their Texte. - Offer additional resources for advanced students to research and create more complex Texte. Assessment Strategies: - Observe students during the activity to see if they are able to correctly identify the main components of a Texte. - Have students write a short reflection on what they have learned about Texte. Higher Order Thinking Questions: 1. How can you use the main components of a Texte to improve your own writing? (Analyzing) 2. Can you think of a real-life situation where understanding Texte would be important? (Applying)

1. True or False: The Palestinians have been suffering for many years due to conflicts with Israel. 2. True or False: The Palestinians have their own independent country. 3. True or False: Many Palestinians have been forced to leave their homes and become refugees. 4. True or False: The United Nations has not taken any action to help alleviate the suffering of the Palestinians. 5. True or False: The Palestinians have access to the same resources and opportunities as the Israelis. 6. True or False: The Palestinians have been able to live in peace and security in their homeland. 7. True or False: The Palestinians have faced discrimination and violence from Israeli forces. 8. True or False: The international community has not shown support for the Palestinian cause. 9. True or False: The Palestinians have been able to freely travel and move within their own territory. 10. True or False: The suffering of the Palestinians is a complex issue that requires a peaceful resolution.

The central themes of "The Last Spin" by Evan Hunter include the destructive nature of gang violence, the power of choice and consequences, and the potential for redemption and change. The author develops these themes through the characters of Tigo and Dave, two teenage gang members who are forced to participate in a deadly game of Russian roulette. Through their interactions and inner thoughts, the reader sees the impact of their choices and the consequences of their actions. Tigo and Dave represent the larger issue of gang violence and the cycle of revenge and violence that can result from it. The plot of the story revolves around the tense and suspenseful game of Russian roulette, which serves as a metaphor for the deadly stakes of gang life. The author uses this plot device to highlight the senseless and destructive nature of violence, as well as the potential for redemption and change. Symbolism is also used throughout the story to convey the central themes. The gun and the spinning of the chamber symbolize the randomness and unpredictability of violence, as well as the power of choice and consequence. The title itself, "The Last Spin," suggests a final chance for redemption and change, as well as the idea of fate and destiny. Overall, through the characters, plot, and symbolism, the author effectively explores the central themes of gang violence, choice and consequences, and redemption in "The Last Spin."

Questions: 1. Who is the main character in the story? 2. What is Buddy's job? 3. How does Buddy help his owner? 4. Why does Buddy wear a special harness? 5. What does Buddy do when he sees a car coming? 6. How does Buddy know when to stop at a curb? 7. Why is Buddy called a "seeing eye dog"? 8. How does Buddy help his owner cross the street safely? 9. What are some of the dangers Buddy helps his owner avoid? 10. How does Buddy show his owner where to go? Answers: 1. The main character in the story is Buddy, the seeing eye dog. 2. Buddy's job is to guide and assist his owner, who is blind. 3. Buddy helps his owner by guiding him safely through the streets and avoiding obstacles. 4. Buddy wears a special harness to help his owner know when to stop and when to go. 5. Buddy sits down when he sees a car coming to alert his owner. 6. Buddy knows to stop at a curb when his owner tells him to "find the curb." 7. Buddy is called a "seeing eye dog" because he helps his blind owner see where to go. 8. Buddy helps his owner cross the street safely by stopping at curbs and listening for traffic. 9. Buddy helps his owner avoid dangers such as cars, bicycles, and obstacles on the sidewalk. 10. Buddy shows his owner where to go by following commands and using his training as a guide dog.

A team of five superhero puppies, each one from a different breed, gearing up for a mission. They are all wearing colorful capes and masks which serve to protect their identities. One is a black Labrador puppy; a veil of mystery surrounds him due to his dark-grey mask and cape. The second is a cheerful golden retriever puppy in a cheerful yellow cape and mask. The third is a dalmatian puppy with a bright red cape and mask to match its vibrant energy. Our fourth superhero, a pug puppy, is donning a bright green cape and mask. Last but not least, a silver Siberian husky puppy is proudly wearing a cool blue cape and mask.

1. "Please give a warm welcome to our talented young performers!" 2. "Let's hear it for our amazing young stars taking the stage!" 3. "Get ready to be amazed by our talented kids!" 4. "Let's give a big round of applause for our young performers!" 5. "Please welcome our talented children as they showcase their skills!" 6. "Get ready to be wowed by our young performers!" 7. "Let's show our support for these incredible young talents!" 8. "Please join me in welcoming our young stars to the stage!" 9. "Let's give a big cheer for our talented kids as they take the stage!" 10. "Get ready to be impressed by our young performers!"

Scheme of Work: AQA Elizabethan England Unit Lesson 1-2: Introduction to Elizabethan England - Overview of the period - Key events and figures - Differentiation: Provide visual aids and simplified texts for lower ability students - Stretch and challenge: Encourage higher ability students to research and present on a specific aspect of Elizabethan England Lesson 3-4: Elizabethan Society - Social hierarchy - Roles of men and women - Differentiation: Provide sentence starters and graphic organizers for lower ability students - Stretch and challenge: Debate on the impact of social hierarchy on society Lesson 5-6: Elizabethan Religion - Religious changes during Elizabeth's reign - Catholic vs Protestant tensions - Differentiation: Provide simplified explanations and visuals for lower ability students - Stretch and challenge: Analyze primary sources related to religious conflicts Lesson 7-8: Elizabethan Politics - Elizabeth's government and advisors - Foreign policy - Differentiation: Provide guided notes and summaries for lower ability students - Stretch and challenge: Create a timeline of key political events during Elizabeth's reign Lesson 9-10: Elizabethan Culture - Literature, theater, and music - Exploration and discovery - Differentiation: Provide audio and visual resources for lower ability students - Stretch and challenge: Research and present on a famous Elizabethan playwright or explorer Lesson 11-12: Elizabethan Economy - Trade and commerce - Agriculture and industry - Differentiation: Provide simplified explanations and examples for lower ability students - Stretch and challenge: Analyze economic data and trends from the period Lesson 13-14: Elizabethan Challenges - Plots against Elizabeth - Spanish Armada - Differentiation: Provide structured discussion questions for lower ability students - Stretch and challenge: Debate on the reasons for the Spanish Armada's defeat Lesson 15-16: Assessment Point 1 - Mid-unit test on content covered so far Lesson 17-18: Exam Technique - Understanding exam questions - Planning and structuring responses - Differentiation: Provide practice questions with scaffolding for lower ability students - Stretch and challenge: Analyze sample exam responses and identify strengths and weaknesses Lesson 19-20: Site Study - Visit to a local historical site related to Elizabethan England - Observation and note-taking - Analysis of primary sources - Differentiation: Provide guided questions and prompts for lower ability students - Stretch and challenge: Create a multimedia presentation or report on the site visit Lesson 21-22: Elizabethan Legacy - Impact of Elizabeth's reign on England - Comparison with other Tudor monarchs - Differentiation: Provide simplified summaries and visuals for lower ability students - Stretch and challenge: Research and present on a lesser-known aspect of Elizabethan legacy Lesson 23-24: Assessment Point 2 - Exam-style questions on content covered in the unit Lesson 25-26: Revision - Review of key concepts and events - Practice exam questions - Differentiation: Provide revision guides and flashcards for lower ability students - Stretch and challenge: Create a revision timeline or mind map of key topics Lesson 27-28: Assessment Point 3 - End-of-unit test on all content covered in the unit Lesson 29-30: Reflection and Feedback - Peer assessment of exam responses - Self-reflection on learning and progress - Differentiation: Provide sentence starters and reflection prompts for lower ability students - Stretch and challenge: Write a reflective essay on the most interesting aspect of Elizabethan England Resources: - Textbooks and online resources on Elizabethan England - Primary sources such as letters, diaries, and official documents - Visual aids such as maps, timelines, and images - Audio and video clips related to Elizabethan culture and society - Exam-style questions and sample responses for practice Overall, this scheme of work aims to provide a comprehensive understanding of Elizabethan England through a variety of activities, assessments, and resources. Differentiation, scaffolding, and stretch and challenge tasks are integrated throughout the unit to cater to the diverse needs and abilities of students.

One hands-on pre-reading activity for John Steinbeck's Of Mice and Men could be to create a visual representation of the setting of the novel. Materials needed: - Poster board or large piece of paper - Markers, colored pencils, or crayons - Reference images of the setting (such as the Salinas Valley in California) Instructions: 1. Divide the poster board into sections for different aspects of the setting, such as the ranch where the characters work, the bunkhouse where they live, and the surrounding countryside. 2. Use the reference images to draw and color in each section of the setting, paying attention to details described in the novel. 3. As you work on the visual representation, discuss with a partner or group what you know about the setting based on what you've read or heard about the novel. 4. Once the visual representation is complete, use it as a reference while reading the novel to help you better imagine the world in which the characters live and interact.