LESSON OBJECTIVES At the end of this lesson, learners should be able to: -Understand a variety of spoken English at an intermediate level -Notice key words for comprehending spoken English -Analyze key words for accurate interpretation -Practice effective listening skills MATERIALS NEEDED -Audio recordings (optional) -Writing materials -Whiteboard (optional) ANTICIPATORY SET To give learners an idea of the topic, begin by explaining the importance of listening skills in the English language. Then, ask learners to identify listening situations they might encounter in their daily lives. LESSON DEVELOPMENT I. Introduce theme Allow learners to discuss the topic. Ask them to give examples of real-life listening scenarios they may find themselves in. II. Pre-listening activity Explain to learners the activities they will be doing during the lesson, introducing vocabulary related to listening. Explain the importance of understanding the context before listening. III. Listening Put learners into pairs and have them listen to a recording or audio clip. After each recording, ask learners to summarize what they have heard. IV. Comprehension Make sure understanding has taken place by using comprehension questions related to the recording. Encourage learners to explain what they have heard. V. Debrief Discuss the language used in the audio clip, focusing on key vocabulary. Review the meaning of new words, as well as their pronunciation. VI. Post-listening activity Provide learners with tasks related to their understanding of the audio clip. This can include topics such as identifying key words, filling out a chart, or summarizing the information. WRAP-UP The instructor should summarize the main points of the lesson and ask for learner feedback. HOMEWORK Learners should be invited to practice the skill at home with a partner or on their own. This could include having them listen to the audio clip from the lesson and complete the post-listening activities.

Task: Write a single paragraph that includes three topic sentences to support a main idea. Instructions: 1. Divide your group into three teams. 2. Select one team member to act as the editor. 3. Select one team to create the main idea, the second team to brainstorm 3 topic sentences that support the main idea, and the third team to develop each of the 3 topic sentences. 4. Each team should discuss and review the topic sentences, ensuring that the logic and flow of each sentence logically supports the main idea of the paragraph. 5. Once all team members have agreed on the final versions, the editor should write out the full paragraph, including all 3 topic sentences. 6. Finally, all of the group members should read the whole paragraph together to make sure that it's complete, logical, and consistent.

Objective: Students will be able to describe the structure and function of the circulatory system and identify relevant connections and examples to First Nations cultures in Alberta. (Alberta Education Science 30 Curricular Outcomes: SCI30-2, SCI30-3, SCI30-6) Lesson: 1. Introduction (5 min): Begin the lesson by introducing the topic of the circulatory system, asking the students what they already know about the system and framing the purpose of the lesson. Explain how the circulatory system is a vital system in the human body, responsible for the transport of oxygen, carbon dioxide, electrolytes, and hormones, as well as removing waste from the body. 2. Explanation (15 min): Explain the basics of the system, which is composed of the heart, blood vessels, and the blood itself. Describe the pathway of the blood throughout the body, beginning with the heart. Show an illustration of a heart and label the parts (For example, right and left atrium and ventricles, aorta, and pulmonary artery). Ask the students to describe the role of each part of the heart in the system. Then, explain that the path of the blood includes arteries, which carry oxygen-rich blood away from the heart, and veins, which carry oxygen-poor blood back to the heart. Highlight the importance of the valves within veins and arteries, and the role they play in facilitating the flow of blood. You can finish by introducing the lymphatic system (which is sometimes considered part of the circulatory system, though it does not involve red blood cells), and how it works with the cardiovascular system to recycle interstitial fluid and remove metabolic wastes from tissues. 3. First Nations Connection (5 min): Introduce the connections between First Nations cultures and the circulatory system. You can discuss the use of traditional medicines such as sweetgrass and sage and the ways these can be used to promote circulatory health. Additionally, talk about traditional diets and how particular foods can be beneficial for a healthy circulation. 4. Closure (5 min): Discuss the importance of the circulatory system and health decisions that can be taken to ensure its efficacy and efficiency. Ask the students to summarize the main points from the lesson, and to think about ways in which their decisions may impact their own circulatory health. 5. Assessment (Optional): Students can complete a short quiz to assess their knowledge of the circulatory system. Alternatively, the students can complete a creative project that explores the connections between First Nations cultures and the circulatory system.

Introduction: System programming is a crucial part of computer engineering. System programming deals with controlling hardware, processing input and output, and dealing with different types of files. In this lesson, students will learn the basic concepts of system programming, be able to implement them in practice, and understand how they are used in computer engineering. Lesson Outline: I. Overview of System Programming A. Definitions and Fundamentals (5 min) B. Types of System Programming (5 min) II. Practical Application of System Programming A. System Programming Languages (5 min) B. System Calls (10 min) III. Examples of System Programming in Computer Engineering (15 min) Questioning: Students will answer questions to better understand the concept and its practical uses. Examples of questions could include: 1. What is the definition of system programming? 2. What are the different types of system programming? 3. What makes up system programming languages? 4. What are some examples of system programming in computer engineering? Assessment: At the end of the lesson, students will write a essay about their understanding of system programming and how it is implemented in computer engineering. Differentiation: For visual learners, provide a diagram showing the different types of system programming. For auditory learners, provide a video recording of the lesson, allowing students to watch and repeat the concepts themselves. For kinesthetic learners, have them find examples of system programming in engineering by doing a hands-on activity completing a worksheet. Plenary: Students will fill out a quiz to assess their knowledge of system programming and how it is implemented in computer engineering. Resources: Video: https://www.youtube.com/watch?v=XoFlPmDXU6Y Worksheet: http://techieupdates.com/wp-content/uploads/2019/06/System-Programming-Worksheet.pdf

1. What did the people do once they flew away? A. Visited relatives B. Returned to the same place C. Flew to freedom D. Settled in new homes 2. How did the people become able to fly? A. By a magical spell B. Through scientific means C. With a flying machine D. By the power of their own dreams 3. How did the people react when they realized they could no longer fly? A. With disbelief B. With disappointment C. With dismay D. With confusion 4. What was the outcome of the people deciding to fly away instead of following the masters? A. They were welcomed back B. They were punished C. They were not seen again D. They were protected by magic 5. What did the people in the folktale do to test their ability to fly? A. Jumped from tall buildings B. Performed a ritual C. Tried to fly a kite D. Used their own wings 6.What was the main theme of "The People Could Fly"? A. Equality B. Power C. Persistence D. Freedom 7. What helped the people find the courage to fly away? A. Faith B. Music C. Hope D. Magic 8. What did the people take with them when they flew away? A. Clothing B. Food C. Money D. Nothing 9. What lesson did the people learn from their experience of flight? A. To follow their dreams B. To believe in the impossible C. To never give up D. To never trust anyone 10. What did the masters do to try and stop the people from flying away? A. Destroyed the wings B. Put up fences C. Threatened them D. Tried to capture them

1. How does the author employ techniques such as suspenseful music, gradual reveals, and incomplete information to create a sense of tension throughout the play? 2. How does the protagonist's lack of knowledge about the conversation she has overheard add to her sense of fear and confusion? 3. What other specific elements does the author use to generate suspense? 4. Why are the characters and the setting so important to the effectiveness of building suspense in the play? 5. What is the impact of the use of telephone calls in this story on creating suspense? 6. How does the audience's knowledge of the events progressively increase as the play progresses? 7. What expectations do the characters have of each other and how do these anxieties contribute to the tension in the play?

Chapter 1: The novel begins with 15-year-old Finnegan O’Malley taking care of his younger twin siblings, Benny and Maisy, while his parents are away in Ireland. After dealing with various family drama, Finnegan discovers that his dad’s company is in financial trouble and must face his dad’s return home. Chapter 2: The reader is introduced to the O’Malley family and their life on their small farm. Finnegan assists with the farm’s chores and takes the younger children to their distant school. Despite the family’s struggles, their love for one another runs deep. Chapter 3: The O’Malley family is in dire financial straits and decides to take out a loan from a shady loan shark. This causes tension within the family as Finnegan’s fear of the loan shark increases. Things get even worse when his dad discovers that his company’s finances are in shambles. Chapter 4: Finnegan’s dad returns home from Ireland and the tension leads to an explosive family meeting. The family must decide if they will take the loan, or if they will find better alternatives. Meanwhile, Finnegan worries about how the loan could affect his family. Chapter 5: After much debate, the family decides to take out the loan. In the process, Finnegan discovers that a close family friend is the loan shark’s identity. Finnegan is forced to make some tough decisions to save his family and keep their farm. Chapter 6: Finnegan hatches a plan to help save his family from the loan shark and their financial woes. He creates a business plan and starts a farm-market to make money. Despite opposition from his family, Finnegan sets out to make his plan a reality. Chapter 7: Finnegan succeeds in opening his farm-market and begins to attract more customers. After his initial success, he discovers that he must compete with a larger market run by a shady family friend. Finnegan struggles with his moral principles and whether he should compromise them to win customers. Chapter 8: Finnegan learns valuable lessons through his various experiences in running the farm-market. He begins to understand the complexity of business and discovers how courage and determination can help one to overcome obstacles. Chapter 9: The O’Malley family’s fortunes take a turn for the better and they manage to pay off their loan. Finnegan realizes the importance of family and how it can help one see through difficult times. He also begins to understand that financial success is not the only form of success in life.

Retrieval Questions: 1. What did Albert Einstein tell time traveling Quinn about the importance of time? 2. What does the teacher, Mrs. Peters, allow Quinn to do first before starting a new book in English class? 3. Who was the author of the book Quinn finds in the library about time travel? 4. How much money did Quinn’s dad give him to get supplies for the time machine? 5. What did Quinn buy with the money his dad gave him? Inference Questions: 6. What do you infer drove Quinn to leave his home and travel through time? 7. What might Quinn’s dad have been implying when he said that Quinn would understand everything in “time”? 8. What could Quinn’s visit to the library imply about his research regarding time travel? 9. How does Quinn feel about the set up of his time travel machine from the clues given in the text? Prediction Questions: 10. What do you predict Quinn’s journey through time will involve? 11. What challenges will Quinn face when traveling through time? 12. How does Quinn predict he will be able to retrieve his pet hamster from the past? Summarizing Questions: 13. In your own words, summarize the events of Quinn’s first experience in the time machine. 14. In your own words, explain what message Albert Einstein had for Quinn. 15. In your own words, describe how Quinn prepares himself for his time travel adventure.

a. Create an exit pass with a soccer ball and the numbers 1-20 written around it. Have the student tally up the total amount of numbers to equal 20. b. Create an exit pass with a soccer field, and the numbers 1-20 written on the field. Have the student select four numbers and create equations to make up the total of 20. c. Create an exit pass with six flags, with each flag representing a different country. Write the numbers 1-20 on each flag. Have the student select two flags and add the numbers together to make 20. d. Create an exit pass with a pie chart, with each slice representing a different country. Write the numbers 1-20 on each slice. Have the student select two slices and add the numbers together to make 20.

This morning starter activity will help introduce the book, Tiddler, to your Primary 1 students. First, start off the activity by asking the students what they think a tiddler is. Give them a few hints and discuss the possibilities together. Next, show the students the book cover and ask what they think the book is about based on the cover and the title. Encourage them to make predictions about the characters and the plot. Then, read a few pages to the class, making sure to pause for discussion during the most important parts. Ask the students what they think will happen next. Finally, use the story of Tiddler as a springboard to talk about the importance of being brave and facing one's fears. Ask the students how they would face Tiddler's challenges. By the end of the morning starter activity, your students will have a better understanding of Tiddler and the importance of facing one's fears.