Objective: By the end of the lesson, students will be able to understand the repercussions of bullying and identify ways to prevent it. Materials: Whiteboard, markers, assorted worksheets Duration: 35-40 minutes Introduction (5 minutes) 1. Ask the students to explain what they think bullying is. 2. Lead a discussion about bullying and why it happens. Main Body (25-30 minutes) 1. Explain to students that bullying includes all types of disrespectful and hurtful behavior such as name-calling, physical violence, and cyberbullying. 2. Discuss the effective ways to address bullying, such as telling an adult, avoiding the perpetrator and keeping a safe distance, and being kind to the perpetrator. 3. Ask the students to brainstorm a list of anti-bullying strategies, like talking to the perpetrator, confronting the bully in a respectful manner, or seeking help from school personnel. 4. Show the students a video regarding bullying and its effects, then lead a discussion about it. 5. Give each student a worksheet that has activities related to bullying and its effects. Ask them to complete the activity either individually or in small groups. Conclusion (5 minutes) 1. Summarize the main points of the lesson and remind students of the different techniques they can use to prevent bullying. 2. Give the students an opportunity to discuss their worksheet activities and what they have learned. 3. Encourage the students to practice the anti-bullying techniques they have learned and ask them to report back at the end of the week on their experience.

Objective: Students should be able to use ICT (information and communication technologies) to explore the formation of the continents. Materials: Computer with internet connection Lesson plan: 1. Introduction (15 minutes): Introduce the students to the concept of the formation of continents. Explain the process of continental drift and present the scientific theories behind it. 2. Exploration (20 minutes): Guide the students to an online interactive map (make sure the map covers the formation of the continents) that allows them to explore the movement of the Earth’s plates and how this influences the shape of the continents. 3. Recap (5 minutes): Ask the students to explain what they have learnt from their exploration and reinforce the key points from the introduction. 4. Task (15 minutes): Ask the students to find images of the ancient continents and describe the similarities and differences between them and the continents as they are today. 5. Assessment (15 minutes): Test the students’ understanding and recall of the key points by asking a few questions about the formation of the continents. 6. Wrap Up (5 minutes): Highlight some of the key points covered in the lesson and encourage the students to seek further information.

Tectonic Plate Movement: Tectonic plates are large slabs of the Earth's crust that move, interact, and cause a variety of geologic processes. Plate movement is responsible for the formation of mountains, volcanoes, and earthquake activity. Plate movements also play a role in the formation of continents and the movements of large landmasses. Sea Floor Spreading: Sea floor spreading is the process by which tectonic plates move apart, forming new seafloor in the process. As plates move apart, molten rock (magma) rises from beneath the Earth's surface, creating new mantle and crust on the sea floor. Over time, this process causes the sea floor to become wider and thicker in the area where the plates are moving apart. Landmass Fusion: Landmass fusion is the process by which large landmasses join together to form a supercontinent. It happens when two tectonic plates collide, forcing the two landmasses into one larger piece of land. Landmass fusion is responsible for the formation of supercontinents like Pangea and Laurasia. Plate tectonics also contributed to the formation of more recent supercontinents like Gondwana, which formed about 500 million years ago.

Introduction Hello students! In this lesson, you will learn how to create an app that tracks inventory of various products. We will be using Thunkable, which is an online platform for building apps on a Chromebook. Ready to get started? Let's dive in! Step 1: Selecting the Platform First, you'll need to select the platform you're going to use: iOS or Android. After you select the platform, log into the Thunkable website (https://thunkable.com/) and click the "Create New App" button. Step 2: Setting up the App Now that we have our new app, let's set it up. We'll start by creating the app's user interface (UI), which is critical in ensuring that the app looks good while its users interact with it. To do this, you'll want to drag-and-drop different app elements such as containers, buttons, and text boxes to your page. Here is a helpful video guide (https://www.youtube.com/watch?v=Lr8BJ3q3jKg) that can walk you through setting up an app UI on Thunkable. Step 3: Adding Functionality Now that we have our app's look and feel set up, it's time to add functionality. This is achieved by using “blocks”, which are code components written in a language called App Inventor. To create the functionality that allows our app to track inventory, you’ll need to drag-and-drop a few different blocks for each product. Here's a great video tutorial (https://www.youtube.com/watch?v=yQjohMkGqaQ) that will help you learn how to incorporate basic blocks into your app. Step 4: Testing the App Once you’ve finished adding your blocks and setting up the app, it's time to test your work. Click the "Test" button in Thunkable, and the app should open in an emulator. This will let you see how the app looks and functions and make adjustments accordingly. Conclusion Congratulations! You've now created an app that tracks your inventory of various products with Thunkable on a Chromebook. With practice, you'll be creating more complex apps in no time. Happy coding!

Objective: Students will compare and contrast the roles and privileges afforded to patricians and plebeians in Ancient Rome. Materials: - Print-out copies of a Venn diagram outlining the differences between patricians and plebeians - Writing materials Procedure: 1. Ask students to recall some of the general characteristics of the Roman Republic, stressing the class divisions between the patrician and plebian classes. 2.Distribute a print-out of a Venn diagram to each student. 3. Ask students to take out their writing materials. 4. Explain to students that they will be comparing and contrasting the privileges of the patrician and plebian classes in Ancient Rome. 5. Ask the students to fill out the Venn diagram with characteristics that made patricians and plebeians noticeably different from one another. 6. Call on students to share their work and explain what they have learned about the differences and similarities between patricians and plebeians. 7. Ask comprehension questions to assess students’ learning. 8. As a closing activity, have students come up with examples of how the class system persists in society today. Closure: Ask students to summarize the key differences between patricians and plebeians in Ancient Rome.

1. How can you declare a function in MQL4? 2. How can you call a function in MQL4? 3. What are the parameters of a function in MQL4? 4. What determines the return type of a function in MQL4? 5. How can you prevent functions from being called more than once in MQL4? 6. What is the difference between a function prototype and function definition in MQL4? 7. What are the different ways to pass parameters to a function in MQL4? 8. What is the purpose of the keyword 'static' when declaring a function in MQL4? 9. Are function names case-sensitive in MQL4? 10. Are all functions in MQL4 visible to all modules of a program?

Understanding Questions: 1. What is the theme of the poem After the Titanic? 2. Who are the characters in the poem? 3. Who is speaking in the poem “After the Titanic”? 4. Who is the narrator of the poem? 5. How many sections are there in “After the Titanic”? 6. What object is mentioned in the first section of the poem? 7. What is the significance of the sea and the iceberg in the poem? 8. What is the tone of the poem? 9. What is the ending of the poem? Analysis Questions: 10. How does Derek Mahon use personification throughout “After the Titanic”? 11. How does the poet use imagery to create a sense of hopelessness in the poem? 12. How does the poet use metaphor to describe the shipwreck? 13. What kind of language does Derek Mahon use to create a sense of awe or terror? 14. What kind of structures does the poet employ to build up a sense of irony and sorrow in the poem? Evaluation Questions: 15. What is the biggest strength of the poem “After the Titanic”? 16. What is the weakness of the poem “After the Titanic”? 17. Do you think the poem was effective in conveying the emotions of the event? 18. Does the poem reflect your thoughts and feelings on the tragedy? 19. Could the poem have been written differently to achieve a better effect? 20. What other poetic devices should the writer have employed to make his poem more powerful?

1. Greet the students and introduce yourself. 2. Pass out any materials or resources needed for the lesson. 3. Review the classroom rules and expectations. 4. Ask a warm-up question. 5. Ask students to share prior knowledge. 6. Give instructions on the activity. 7. Check for any previous learning. 8. Get the students seated in a comfortable position. 9. Start a discussion about the lesson topic. 10. Provide an overview of the purpose of the lesson.

1. What is the official language of Bangladesh? A. Hindi B. English C. Bengali D. Urdu 2. What is the capital of Bangladesh? A. Dhaka B. Islamabad C. Peshawar D. Agartala 3. What is the shape of Bangladesh's flag? A. Rectangular B. Triangular C. Square D. Hexagonal 4. What is the predominant religion practiced in Pakistan? A. Judaism B. Hinduism C. Buddhism D. Islam 5. What is the official language of Pakistan? A. Urdu B. Hindi C. English D. Persian 6. Who is the present Prime Minister of Pakistan? A. Hanif Abbasi B. Imran Khan C. Asif Ali Zardari D. Nawaz Sharif 7. Who is the president of Bangladesh? A. Abdul Hamid B. Shakib Al Hasan C. Sheikh Hasina Wajed D. Muhammad Yunus 8. What type of government system does Pakistan have? A. Parliamentary democracy B. Absolute monarchy C. Theocratic Republic D. Socialist Republic 9. What is the currency of Bangladesh? A. Dollar B. Peso C. Euro D. Taka 10. What is the capital of Pakistan? A. Dhaka B. Islamabad C. Peshawar D. Agartala

Session Title: Decolonizing Shakespeare Learning Outcomes: - Explain what decolonizing Shakespeare means - Analyze examples of productions that have decolonized Shakespeare - Evaluate the challenges associated with decolonizing Shakespeare Materials Needed: - Worksheets - Access to online resources - Optional – Computers/devices to access online resources Time Needed: 45 mins – 1hr Introduction (5 mins): Welcome students to the session and explain what the topic is: Decolonizing Shakespeare. Explain the rationale for this topic – why is it important? Introduce the concept of decolonisation in the context of theatre, what does it mean? Main Content (35 mins): Explain the objective of the session - to discuss and evaluate the challenges associated with decolonizing Shakespeare. Instruct the students to break into small groups. Provide each group with worksheets - a copy of the text and some discussion questions. Ask them to discuss the following: - What does it mean to decolonize Shakespeare? - What is the purpose and importance of decolonizing Shakespeare? - What challenges are associated with decolonizing Shakespeare? Following the breakout session, have each group share their conclusions, and facilitate a larger discussion to discuss the points raised. Examples (15 mins): Show examples of productions that have decolonized Shakespeare, such as: - The Cast Offs - The Lorax - Rhapsody of the Black Dog Share the following videos with the students to get more details on each production: - The Cast Offs (https://www.youtube.com/watch?v=Pjh08dDih14) - The Lorax (https://www.youtube.com/watch?v=81tGZC7hnMI) - Rhapsody of the Black Dog (https://www.youtube.com/watch?v=S-InT_n-_wE) Plenary (5 mins): Summarize the main points raised in the session. Ask the students to explain what they have learned about decolonizing Shakespeare and what were the biggest challenges that emerged. Optional Homework: Provide students with the following worksheet to deepen their understanding of the topic (https://www.britishcouncil.org/voices/decolonising-shakespeare-worksheet-activities). End of Session (5 mins): Thank the students for participating and remind them of any upcoming events/deadlines. §§ 1035 END OF SESSION.