Chapter 1: Today was a difficult day. We came to Venice hoping we could all find peace, but it's been nothing but trouble since we got here. My little brother Bo and I were on the run from the orphanage, but the kindly old toy-seller, Hornet, brought us here. I'm worried about Bo, he seems to just want to steal to make a living, but I don't want that for him. I want him to have a better life, not one of crime. Chapter 2: We've been here in Venice for a few months now, and life is getting better. We met a mysterious old man in the bookshop called Scipio, who talks in riddles and gives us saucy advice. He seems to know our situation and has helped us settle in. He knows the Thief Lord, and I'm curious to know more about him. I still worry about Bo, but he seems to be keeping to the straight and narrow. Chapter 3: Today Bo and I visited the city of Venice with Hornet. We went to the masked ball, and I saw a side of Venice I never expected. It was full of life and excitement, and I felt free to be whoever I wanted to be. It made me want to stay here in Venice forever. I was glad that Bo enjoyed himself too. He has seemed more content and at home since we arrived here. Chapter 4: We kept hearing about the Thief Lord and his gang, and today Scipio told us a little bit more. He is a mysterious figure who seems to be doing some good in the city, but still there are whispers of him being dangerous. We have no idea where he is, but my heart is racing at the thought of meeting him. I'm sure Bo is just as curious, and I worry about what he might get into if he joins the gang. Chapter 5: My worries about Bo are becoming more and more intense as we get closer to uncovering the truth behind the Thief Lord. We finally found him, and while I'm still apprehensive, I'm also excited to know what he has to offer. Either way, I'm going to make sure Bo stays away from the darker side of this business. Venice is an exciting place, and Bo should make the most of the opportunities here, not get caught up in a life of crime.

The young child's curious eyes reflect a kind of wonder, one that is ever ready to discover and explore the world around them. As they take in the sights and sounds of a new place, their minds are filled with possibilities, making them the explorers of a new land. Their joy and excitement can be found in every accomplishment, no matter how big or small. Their spirit is infectious, inspiring us to embrace each day with fresh eyes and a playful heart.

Lesson Plan: Superlativus and Comparativus Objective: At the end of the lesson, the students will understand the difference between the superlativus and comparativus forms of Latin adjectives and be able to identify their use in simple sentences. Materials: -Whiteboard -Markers -Chalkboard (Optional) -Textbook Time: 30 minutes Procedure: 1. Introduction (5 minutes): Explain the concept of superlatives and comparatives in Latin. 2. Review some adjectives (5 minutes): Point out and review some adjectives that the class already has learned. 3. Activity: Make sentences (10 minutes): Ask the students to make sentences using both superlatives and comparatives. Encourage students to use the new words they just learned. 4. Practice (10 minutes): Have the students demonstrate their understanding of superlatives and comparatives by writing comparatives and superlatives sentences. Conclusion (5 minutes) : Summarize the lesson, provide an overview of the concept and seek feedback from the students on the different activities.

Objective: Students will practice paper engineering by creating a paper crane, while exploring how folding increases the strength of paper. Materials: -Paper (colored, blank, or with patterns) -Scissors -Glue -Construction paper Vocabulary: -Paper engineering: Use of paper to create mechanical structures, designs, and artwork. -Folding paper: Bending of paper to create form and structure. -Paper strength: Ability of paper to withstand bending, tearing, or other forces. Hands-On Activity: STEP 1: Give a brief overview/ overview of paper engineering. Explain how folding paper can increase its strength and how this can be used for paper engineering. STEP 2: Provide students with a sheet of paper and a pair of scissors to cut out and create a template for a paper crane. This template can include instructions, a drawn picture, or a pre-made template. STEP 3: Once the template is complete, have the students fold the paper along each line of the template. Have them explain why they think folding would make the paper more durable. STEP 4: Once the paper crane is folded, have the students glue the parts together and let it stand for a few minutes so it will hold its shape. Step 5: Ask them to explain why they think folding paper increases its strength and how this can be applied to paper engineering. Conclusion: Explain how folding increases the strength of paper and how it can be used in paper engineering, such as creating sculptures and artwork. Evaluation: Ask the students to draw a picture of the paper crane and explain why folding paper increases its strength.

Objective: Students will be able to describe the origin and history of baseball in the United States Materials: -Presentation with key dates, information, and images of the history of baseball -Handout with questions to answer during the presentation Procedure: 1. Introduction (5 minutes): Introduce the lesson by calling attention to the importance of baseball in U.S. culture. Explain how the game of baseball has evolved over time, and how the experiences of players of different backgrounds have shaped the game. 2. Presentation (30 minutes): Use the presentation to discuss the key dates in the history of baseball, including the formation of the first league in 1845, the integration of the Major Leagues in 1947, and the founding of the Little League in 1939. Show images and quotes to further illustrate the history. 3. Discussion (15 minutes): Divide the class into groups and have them answer questions from the handout. Facilitate a discussion based on their responses and key points from the presentation. 4. Wrap-Up (5 minutes): Summarize the main points of the lesson, stress the importance of baseball’s history in American culture, and encourage students to learn more about the game. Assessment: Collect and grade the discussion handouts for accuracy.

The Loch Ness Monster is one of the most enduring and popular myths in the world. It is believed to be a creature which resides in a deep water lake in Scotland, and has captivated the imagination of people for centuries. On one hand, many people believe firmly that the Loch Ness Monster does exist and is still living in the depths of the lake. To support this view, several people claim to have seen the creature, either in person or on video. Furthermore, intriguing sonar images of what some believe to be a large creature have strengthened the argument of these believers. On the other hand, there is an equal amount of scepticism and disbelief that the Loch Ness Monster exists. Scientists have conducted investigations into the matter, but large-scale searches of the lake have failed to identify any significant evidence of the creature. Some have even argued that the sightings and videos of the monster are merely hoaxes. To sum up, public opinion about the Loch Ness Monster is divided and judgement must be left to the individual. In addition to the conflicting interpretations of empirical data, people are also subjected to alternate and competing views regarding the creature. While some people remain convinced that the Loch Ness Monster dwells unsuspectingly in the lake’s depths, others believe that this is merely a figment of some people's vivid imaginations.

Warm up: • Have the students stand in a circle • Ask the students to do some stretches with their arms and legs • Ask students to do a few squats, jumping jacks, and arm circles to get their heart rates up Activity: • Create three circuits for all the students to complete • Station 1 - 10 burpees • Station 2 - 10 push-ups • Station 3 - 10 sit-ups • Allow the students to go through each station consecutively for 3 minutes • At the 3 minute mark, switch the stations so all students will do the same station Cool Down: • Have the students lay down on their mats • Ask the students to take slow and deep breaths • Ask the students to do some relaxation and neck stretches Resources: • Mats for stretching and cooling down • Timer • Music for motivation

1. Networking Roleplay: Divide the entrepreneurs into pairs. Ask the pairs to have an introduction conversation as if they were meeting in person at a networking event. Give each person a few facts about their "networking persona" (e.g. a working professional, or starting/growing a business) and have them practice introducing themselves and having a brief conversation about their interests and goals. 2. Presentation Scavenger Hunt: Select 20 or so attendees to become "presenters". Assign each presenter a specific topic to present on (e.g. their startup, professional background, areas of expertise, etc) and ask Attendees to search for three or four "presenters" who can provide information related to your topic. At the end of the exercise, each "presenter" can explain what they were sharing, and attendees can explain what they learned. 3. Networking Speed Dating: Arrange chairs in two circle, one containing the entrepreneurs and one containing the "networking contacts". At each round, the entrepreneurs rotate to a new contact for a timed six-question-one-minute networking session. By the end of the session, each entrepreneur should have connected with each contact, learned about their background and interests, and hopefully made a few connections as well! 4. Follow Up Workshop: After the event, invite the attendees to participate in a follow up workshop focused on crafting professional emails to make follow-up connections with people they met at the event. Ask attendees to bring specific contact information and provide them with templates and tips for successfully craft emails and staying in touch with their contacts. 5. Matchmaker Exercise: Ask attendees to match specific entrepreneurs with other contacts based on shared goals, interests, or backgrounds. Give each entrepreneur a short "elevator pitch" listing their skills/goals and let the group brainstorm as to which contacts they could best serve. At the end of the session, attendees can use the suggested connections to start initiating relationships.

Objective: By the end of the lesson, students will be able to identify 3D shapes and their properties. Introduction (5 minutes): Begin the lesson by introducing 3D shapes. Explain what 3D shapes are and how they differ from 2D shapes. Discuss the different properties that relate to 3D shapes, such as faces, edges, and vertices. Show students examples of 3D shapes, such as a cube and a cylinder. Ask students to share what they know about 3D shapes. Group Activity (15 minutes): Break the students into small groups. Give each group a selection of 3D shapes, such as cubes, spheres, pyramids, and cylinders. Ask the students to work together to name and describe the properties of each shape, focusing on the number of faces, edges, and vertices of each shape. Circulate to answer questions and provide feedback. Independent Activity (15 minutes): Distribute worksheets that require the students to identify various 3D shapes and describe their properties. Allow the students to work at their own pace while circulating to provide individual feedback and guidance. Conclusion (5 minutes): Bring the students together to review the class activity. Ask one student from each group to describe their 3D shapes and their properties. Re-emphasize the importance of learning the properties of 3D shapes. Ask the students to recall what they have learned throughout the lesson. Assessment: At the end of the lesson, assess the students’ understanding by having them complete a quiz of 3D shapes and their properties.

Materials: -Large classroom rug or sheet -Smaller sticks or strips of paper -Colored markers -Glue -Small pieces of fabric cut in various shapes and sizes Lesson: Part 1- Introduction (10 minutes): 1. Ask the students to sit in a circle on the classroom rug. 2. Explain the concept of plate tectonics to the students (e.g. on how different plates move and interact with each other, how they form continents and mountain ranges, etc). 3. Describe the four layers of the Earth and talk about how movement in the outer layers create pressure and force plates to move over each other (e.g. convection currents, subduction, continental drift), and how this affects the Earth's surface. Part 2- Activity (15 minutes): 1. Divide the students into groups of four and give each group a stick or strip of paper and several pieces of fabric. 2. Ask the students to draw Earth's four layers on the paper, using the different colored markers. 3. Explain to them how the Earth's plates float on the mantle, how they move and interact with each other and how this affects the Earth’s surface. 4. Ask the students to study their fabric and glue it on the paper in the order of the Earth's layers, so they form a representation of the plates tectonics. Part 3- Discussion (15 minutes): 1. Ask the students to come back together as a group and explain the formation of the plates tectonics to them. 2. Ask each group to present their models to the class and explain how their models illustrate the Earth's layers. 3. Lead a discussion about plate tectonics and let the students ask questions and share their ideas. Part 4- Conclusion (5 minutes): 1. Summarize the main points from during the lesson. 2. Ask the students to come up with ideas on how plate tectonics affects the Earth’s surface. 3. Conclude the lesson by thanking the students for their participation and interest in the topic.