1. i like to play outside with my friends 2. my favorite color is blue 3. i have a pet dog named max 4. we are going to the park tomorrow 5. my mom is making spaghetti for dinner 6. i love to read books before bed 7. my birthday is in july 8. we are going on vacation next week 9. i enjoy playing soccer on the weekends 10. my sister is learning how to ride a bike

Lesson Title: Crafting the Opening to Oliver Twist Learning Intention: To understand the key elements of a captivating opening to a story and apply this knowledge to write the opening to Oliver Twist. Success Criteria: 1. Identify key elements of a captivating story opening. 2. Use descriptive language to set the scene and introduce characters. 3. Create an engaging opening to Oliver Twist. Introduction: Begin the lesson by discussing the importance of a strong opening to a story. Show examples of captivating story openings and discuss what makes them effective. Main Part: 1. Introduce the story of Oliver Twist and discuss the setting and characters. 2. Discuss the key elements of a captivating story opening, such as setting the scene, introducing characters, and creating suspense. 3. Provide examples of strong story openings and analyze what makes them effective. 4. Give the children time to brainstorm ideas for the opening to Oliver Twist, focusing on setting the scene and introducing the character of Oliver. Plenary: Review the children's openings to Oliver Twist as a class. Discuss what worked well and areas for improvement. Encourage peer feedback and suggestions for improvement. Differentiation: - Provide sentence starters or templates for struggling students. - Offer additional support for students who may need help generating ideas. - Challenge advanced students to incorporate more descriptive language and create a cliffhanger ending to their opening. Assessment Strategies: - Observe students' participation in discussions and their ability to apply new knowledge to their writing. - Review students' written openings to Oliver Twist for creativity, descriptive language, and engagement. Higher Order Thinking Questions: 1. How did the setting of your opening contribute to the mood of the story? (Analyzing) 2. What techniques did you use to create suspense in your opening? (Evaluating)

Questions: 1. What is the name of Percy's best friend in the book? 2. Where does Percy live at the beginning of Chapter 2? 3. What strange event happens to Percy during the school field trip? 4. Who is the teacher that accompanies Percy on the trip? 5. What does Percy see when he looks at Mrs. Dodds? 6. What does Percy's pen turn into when he clicks it? 7. Who is the mysterious man that helps Percy during the attack? 8. What does the man give Percy before disappearing? 9. What does Percy's mother tell him about his father? 10. What is the name of the camp that Percy's mother wants to send him to? Answers: 1. Percy's best friend is Grover. 2. Percy lives in New York City at the beginning of Chapter 2. 3. Percy is attacked by Mrs. Dodds, who turns into a monster. 4. The teacher that accompanies Percy on the trip is Mrs. Dodds. 5. Percy sees Mrs. Dodds with wings and claws when he looks at her. 6. Percy's pen turns into a sword when he clicks it. 7. The mysterious man that helps Percy is Mr. Brunner. 8. Mr. Brunner gives Percy a pen that turns into a sword before disappearing. 9. Percy's mother tells him that his father is a mysterious figure who left when Percy was a baby. 10. The camp that Percy's mother wants to send him to is called Camp Half-Blood.

One fun and engaging morning greeting activity for 3rd graders is to have them participate in a "compliment circle." Have the students sit in a circle and take turns giving a genuine compliment to the person sitting next to them. This activity helps promote positivity, kindness, and building a sense of community within the classroom. It also sets a positive tone for the day ahead.

1. The Holocaust: Was it planned or a result of chaos and confusion? Background: The Holocaust was the systematic, state-sponsored persecution and murder of six million Jews by the Nazi regime and its allies during World War II. Some historians argue that the Holocaust was meticulously planned and executed by the Nazis, while others believe it was a result of chaos and confusion within the regime. Key arguments: - Those who believe the Holocaust was planned argue that the Nazis had a clear and deliberate strategy to exterminate the Jewish population, as evidenced by the establishment of concentration camps, gas chambers, and other means of mass murder. - Those who believe the Holocaust was a result of chaos and confusion argue that the Nazis' policies and actions were often inconsistent and contradictory, suggesting a lack of centralized planning and coordination. Discussion questions: - What evidence supports the argument that the Holocaust was planned? - How do conflicting accounts of the Holocaust impact our understanding of this historical event? - What implications does the debate over the planning of the Holocaust have for Holocaust education and remembrance? 2. The Armenian Genocide: Should it be recognized as genocide by the international community? Background: The Armenian Genocide was the systematic extermination of 1.5 million Armenians by the Ottoman Empire during World War I. While many countries and international organizations recognize the Armenian Genocide as a genocide, Turkey denies that it was genocide and instead refers to it as a "tragedy" or "massacre." Key arguments: - Those who argue that the Armenian Genocide should be recognized as genocide point to the overwhelming evidence of systematic killings, deportations, and other atrocities committed against the Armenian population. - Those who argue against recognizing the Armenian Genocide as genocide claim that the term is politically motivated and that the events of 1915 were part of a larger conflict in which both Armenians and Turks suffered. Discussion questions: - How does the denial of the Armenian Genocide by Turkey impact international relations and diplomacy? - What role does historical memory play in shaping national identity and collective memory? - Should the international community intervene in cases where a country denies or distorts historical events such as genocide? 3. The American Civil War: Was it primarily about slavery or states' rights? Background: The American Civil War was fought from 1861 to 1865 between the Northern states (Union) and the Southern states (Confederacy) over issues of slavery, states' rights, and the preservation of the Union. While many historians agree that slavery was a central cause of the Civil War, there is debate over whether it was the primary cause or if states' rights played a more significant role. Key arguments: - Those who argue that the Civil War was primarily about slavery point to the secession declarations of Southern states, which explicitly cited the protection of slavery as a reason for leaving the Union. - Those who argue that the Civil War was primarily about states' rights claim that the conflict was fundamentally about the balance of power between the federal government and the states, with slavery being just one of many issues at stake. Discussion questions: - How does the debate over the causes of the Civil War shape our understanding of American history and identity? - To what extent do issues of slavery and states' rights continue to influence contemporary political debates and social divisions in the United States? - How can we reconcile conflicting interpretations of the Civil War to promote a more inclusive and accurate understanding of this pivotal period in American history?

Lesson Plan: People, Place, and Environment - Exploring Scotland's Landscape Subject: Social Studies Grade Level: Second Level (ages 8-12) Topic: People, Place, and Environment - Scotland's Landscape Curriculum Links: Curriculum for Excellence - Social Studies Learning Outcomes: - I can describe the major characteristic features of Scotland's landscape. - I can explain how these features were formed, with a focus on volcanic mountains. Resources: - Maps of Scotland - Pictures of Scotland's landscape - Informational videos or websites about Scotland's geology - Paper and pencils for students to take notes Introduction (10 minutes): 1. Begin the lesson by showing students a map of Scotland and asking them to identify major geographical features such as mountains, rivers, and lakes. 2. Discuss with students what they already know about Scotland's landscape and how it may have been formed. Main Activity (30 minutes): 1. Introduce the concept of volcanic mountains and explain how they are formed through volcanic activity. 2. Show pictures and videos of Scotland's volcanic mountains, such as Ben Nevis and the Cuillin Hills, and discuss their characteristics. 3. Have students take notes on the major characteristic features of Scotland's volcanic mountains and how they were formed. 4. Divide students into small groups and have them research and present on a specific volcanic mountain in Scotland, including its formation and significance. Conclusion (10 minutes): 1. Have students share their research findings with the class and discuss the similarities and differences between the different volcanic mountains in Scotland. 2. Review the major characteristic features of Scotland's landscape and how they were formed, focusing on volcanic mountains. 3. Encourage students to think about how Scotland's landscape has influenced its history and culture. Assessment: - Students' notes on the major characteristic features of Scotland's volcanic mountains and how they were formed. - Group presentations on specific volcanic mountains in Scotland. Extension: - Take a virtual field trip to a volcanic mountain in Scotland using Google Earth or other online resources. - Have students create a poster or infographic showcasing the major characteristic features of Scotland's landscape, with a focus on volcanic mountains.

Activity: Cultural Diversity in Scotland Objective: Students will be able to discuss issues of the diversity of cultures, values, and customs in Scottish society. Instructions: 1. Begin the lesson by discussing the concept of cultural diversity and its importance in society. Explain that Scotland is home to a diverse population with people from various cultural backgrounds, each bringing their own values and customs. 2. Divide the class into small groups and assign each group a specific cultural group that is present in Scotland (e.g. Polish, Indian, Chinese, Somali, etc.). 3. Ask each group to research and prepare a presentation on the cultural values, customs, traditions, and contributions of their assigned cultural group to Scottish society. 4. After the presentations, facilitate a class discussion on the similarities and differences between the various cultural groups in Scotland. Encourage students to share their thoughts on how cultural diversity enriches society and promotes understanding and tolerance. 5. To further explore the topic, provide students with case studies or real-life examples of how cultural diversity has impacted the economy and business in Scotland. Discuss how businesses can benefit from embracing diversity and catering to the needs of a multicultural society. 6. Conclude the lesson by asking students to reflect on the importance of cultural diversity in Scotland and how they can contribute to promoting inclusivity and understanding in their own communities. Assessment: - Students' participation in group discussions and presentations - Quality of research and presentation on assigned cultural group - Reflection on the importance of cultural diversity in society Extension: - Invite guest speakers from different cultural backgrounds to share their experiences living in Scotland - Organize a cultural fair or exhibition showcasing the traditions, food, music, and art of various cultural groups in Scotland.

Activity: Exploring Scotland's Coastal Landscape Objective: By the end of this activity, students will be able to describe the major characteristic features of Scotland's coastline and explain how these were formed. Materials needed: Maps of Scotland, pictures of different coastal features, internet access for research, notebooks and pens. Procedure: 1. Begin the lesson by discussing with students the importance of Scotland's coastline and its impact on the environment and people living there. 2. Show students a map of Scotland and point out the different coastal regions such as the Highlands, Lowlands, and Islands. 3. Divide the class into small groups and assign each group a specific coastal feature to research (e.g. cliffs, beaches, sea stacks, caves, etc.). 4. Have students use the internet or provided resources to research their assigned coastal feature. They should note down information about how these features were formed, what makes them unique, and any interesting facts they find. 5. After researching, have each group present their findings to the class. Encourage students to ask questions and engage in discussions about the different coastal features. 6. As a class, create a collaborative map of Scotland's coastline, marking the different features discussed during the presentations. 7. To reinforce learning, have students write a short paragraph describing their favorite coastal feature and how it contributes to Scotland's unique landscape. 8. Conclude the activity by discussing the importance of preserving Scotland's coastline and the need for sustainable practices to protect these natural wonders for future generations. Assessment: Students' understanding can be assessed through their research notes, group presentations, and written paragraphs describing their favorite coastal feature. Additionally, their participation in discussions and engagement with the topic can also be used as a form of assessment.

Activity: Exploring Scotland's Lochs Objective: By the end of this activity, students will be able to describe the major characteristic features of Scotland's landscape, specifically focusing on lochs, and explain how these were formed. Materials needed: Maps of Scotland, pictures of various lochs, information about the formation of lochs, writing materials Instructions: 1. Begin the lesson by discussing with students the concept of lochs and their significance in Scotland's landscape. Show them pictures of different lochs and ask them to describe what they see. 2. Provide students with maps of Scotland and ask them to locate some of the major lochs in the country. Discuss with them the different types of lochs and how they were formed (e.g. glacial, volcanic, tectonic). 3. Divide the class into small groups and assign each group a different type of loch formation to research. Have them create a presentation to share with the class, explaining how their assigned type of loch was formed and providing examples of lochs that fit that category. 4. After the presentations, lead a discussion on the major characteristic features of Scotland's landscape, focusing on the role that lochs play in shaping the environment. Encourage students to think about how the presence of lochs affects the surrounding areas and the people who live there. 5. To reinforce their understanding, have students write a short paragraph describing their favorite loch in Scotland and explaining why they find it interesting. They can also draw a picture of the loch to accompany their writing. 6. To conclude the activity, have students share their paragraphs and drawings with the class, allowing them to showcase their knowledge of Scotland's landscape and the formation of its lochs. By engaging in this activity, students will develop a deeper understanding of the major characteristic features of Scotland's landscape, particularly focusing on lochs, and how these natural formations were created. They will also learn about the importance of lochs in shaping the environment and the ways in which they impact the people and places of Scotland.

Activity: Exploring Scotland's Lochs Objective: By the end of this activity, students will be able to describe the major characteristic features of Scotland's landscape, with a focus on lochs, and explain how these were formed. Materials needed: Maps of Scotland, pictures of various lochs in Scotland, internet access for research, notebooks and pens. Procedure: 1. Begin the lesson by discussing with students the concept of landscape and how it is shaped by various factors such as geology, climate, and human activity. 2. Show students a map of Scotland and point out the different lochs that are scattered throughout the country. Discuss with them the significance of lochs in Scotland's landscape. 3. Divide the class into small groups and assign each group a different loch in Scotland to research. Provide them with pictures of the loch, its location on the map, and any interesting facts about its formation. 4. In their groups, students will research and discuss how their assigned loch was formed. They should consider factors such as glacial activity, tectonic movements, and erosion. 5. After completing their research, each group will present their findings to the class. Encourage students to use visual aids such as pictures or diagrams to help explain the formation of their assigned loch. 6. As a class, discuss the similarities and differences between the formation of the various lochs in Scotland. Encourage students to draw connections between the geology of the region and the landscape features that are present. 7. To conclude the activity, have students reflect on what they have learned about Scotland's landscape and the role that lochs play in shaping it. Ask them to consider how the formation of these features has influenced human settlement and activity in the region. Assessment: Students will be assessed based on their participation in group discussions, the accuracy of their research findings, and their ability to explain how Scotland's landscape features, specifically lochs, were formed.