The 18th century is typically characterized by two major artistic styles: Romanticism and Neoclassicism. Although both styles differ in their approach to artistic expression, they both had a lasting impact on culture and history. Romanticism focused more heavily on emotion and personal expression, while Neoclassicism was rooted in the traditions of ancient Greece and Rome. So, what were the main differences between Romanticism and Neoclassicism, and how have these two movements impacted the way we view art today?

1. What element of art is the use of lines, shapes and forms to create a visual composition? 2. What principle of design involves the use of opposite elements such as dark and light, large and small? 3. What element of art is the use of tonal values, commonly referred to as “value”? 4. What principle of design is used to create a sense of tension or movement into a composition? 5. What element of art is the use of color to create a visual representation? 6. What principle of design is the effective organization of visual elements? 7. What element of art is the use of physical objects and textures to create a visual representation? 8. What principle of design involves opposition, harmony and balance between elements? 9. What element of art is a visual representation of space and depth in a composition? 10. What principle of design is the intentional use of emphasis to draw attention to certain elements of visual design? 11. What element of art is the use of lines or shapes created by the artist to form and organize visual design? 12. What principle of design is the intentional use of different elements and qualities to create a composition? 13. What element of art is the use of light and dark tones combined to create a two-dimensional image? 14. What principle of design is the use of lines, shapes and forms to create a visual rhythm? 15. What element of art is the use of line weight or dots, lines or shapes created by overlapping elements?

1. Establish a Learning Management System (LMS) strategy: Work with stakeholders to determine the purpose and goals of the LMS, outline the desired user experience, identify the target audience, and establish a timeline for set-up and content creation. 2. Define the structure and functionalities of the LMS: Break down the content into logical modules in the form of categories, subcategories, and learning objects, determine the functions the LMS will include and how they will interact, and develop a comprehensive list of tasks that need to be completed. 3. Content creation: Create original content or select outside sources, write and proofread content, and create graphics, videos, audio files, and other multimedia content as needed. 4. Content review: Review content with stakeholders and subject matter experts to ensure accuracy, accuracy, relevance, and appropriateness for target audience. 5. Content editing: Edit existing content for style, grammar, accuracy, formatting, and user experience. 6. Content upload: Upload content to the LMS and test for desired functionality. 7. User training: Provide training for users on the features and functionalities of the LMS.

Lesson Plan Title: Introduction to the Initial Sound ‘H’ Objective: Students will be able to identify and write words that begin with the letter ‘H’. Materials: • Alphabet cards • Chalkboard and chalk • “H” posters or flashcards • Pencils or erasable markers for the students • Worksheets and videos (see resource links below) Differentiation • Educators may provide students with a modified worksheet • Educators may provide students with alphabet cards to help them make connections between the visual and the sound • Educators may also provide tactile aids for students who need it to make connections Procedure: 1. Introduce the lesson by explaining to students that they will be learning about the letter ‘H’, its sound and its symbol. 2. Show students the alphabet card ‘H’ and have them point it out. 3. Read aloud the names of pictures that start with ‘H’. Ask students why they think the pictures start with the letter ‘H’. 4. Provide worksheets and ask students to write words that start with ‘H’. 5. Show the students a “H” poster and/or video that goes over some of the common words that begins with ‘H’. Ask students to find and write down some words from the poster or video. 6. Provide students with tactile aids or alphabet cards that have the letter ‘H’ on them. Allow students to explore the letter ‘H’ and point it out on their worksheet. 7. Wrap up the lesson and ask the students questions about the lesson to assess their understanding. Assessment • Educators may check students’ worksheets to monitor their understanding • Educators may administer a quiz at the end of the lesson to assess students’ knowledge Resource Links: • Video: ‘Letter H’ video – https://www.youtube.com/watch?v=rCopf1yManA • Worksheet: “Write Words With the Letter H” – https://worksheets.theteacherscorner.net/make-your-own/letter-h.php

# I. Introduction A. Hook: (5 minutes) 1. Show short video introducing the concept of ‘H of Initial Souls’. (https://www.youtube.com/watch?v=Q7GdDOVRUVM) 2. Ask students to think about the idea of ‘H of Initial Souls’ and then discuss together. B. Motivation (5 minutes) 1. Introduce the term ‘initial souls h’ and explain its origin from the Bible. 2. Discuss the importance of ‘initial souls h’ for Christians and its relevance today. # II. Main Activity (50 minutes) A. Discuss ‘initial souls h’ in more detail (20 minutes) 1. Show a PowerPoint presentation about ‘Initial Souls h’ (https://www.todayshomeowner.com/wp-content/uploads/2020/09/PPT-Slide_3.pptx) 2. Guide the students in exploring what the four letters of ‘Initial Souls h’ mean (help them to be creative). 3. Ask the students to summarise what they have learned and report back to the group. B. Worksheets (25 minutes) 1. Distribute worksheets to help students learn more about ‘Initial Souls h' (https://www.superteacherworksheets.com/initial-soulsk.html) 2. Explain the instructions to the students and let them complete the worksheets in pairs. 3. Ask some pairs to present their answers to the class. C. Quiz (5 minutes) 1. Use an online quiz to check understanding of the lesson (https://quizlet.com/72199071/initial-soulsh-flash-cards/). 2. Allow students to take the quiz as a team and make sure all students have the opportunity to answer questions. # III. Wrap Up A. Review (5 minutes) 1. Ask students to reflect on what they have learned. 2. Give students 5 minutes to discuss what they have learned. B. Assessment (10 minutes) 1. Ask students to write a short essay/article summarising what they learnt. 2. Give students 10 minutes to write their essays/articles. C. Final Task (5 minutes) 1. Ask students to draw a picture or design a poster depicting a scenario related to ‘Initial Souls h’. 2. Give students 5 minutes to complete their drawings/posters.

Activity: Roles and Responsibilities of Using Online Technology Objective: To gain an understanding of the roles and responsibilities of instructors and students in designing and delivering an online learning experience. Instructions: Working in small groups, participants will transfer a list of roles and responsibilities onto a post-it note. Groups are then encouraged to assign each role and responsibility to an instructor or student. The instructor and student then discuss the impact of this responsibility and how it can benefit the online learning experience. Questions: 1. What roles and responsibilities should instructors and students take on in an online teaching environment? Answer: Instructors should facilitate and guide the learning process, set expectations, manage the online content and resources, provide feedback and support, create an engaging and interactive learning environment, assess and evaluate student progress, and develop a plan for post-course follow-up. Students should be active, engaged participants, have clear outlines of expectations and goals, have access to resources and materials, and be able to communicate effectively with instructors and fellow students.

Lesson 1: Introduction to Shapes Objective: Students will be able to identify shapes in 3D objects Materials Needed: - Various 3D objects (cubes, pyramids, spheres, cylinders) - Magnets (optional) Lesson Plan: 1. Begin the lesson by introducing the concept of 3D objects. Explain that 3D objects are real-life items that have more than two dimensions. Give examples of 3D objects that can be found in the classroom (e.g. ruler, eraser, desk, books, pencil cases etc.) 2. Introduce the 3D objects that students will be working with. These will likely include cubes, pyramids, spheres, and cylinders. Ask students to describe the shapes of these objects, and explain that these are the same shapes used in everyday objects. Students can hold the objects in their hands, explore them, and even use magnets to make them “float” in the air if magnets are available. 3. Ask the students to identify which objects have the same shape. For example, ask them to look at a cube and a pyramid and determine which shape is the same. Ask other questions like, “Which shape is different from the others?” 4. Call on students to explain their answers, and then explain why the shapes 3D objects have these shapes. Explain that the shapes are used to create different objects. For example, cubes are often used to build buildings, pyramids can be found in certain types of ancient architecture, and spheres can be used as balls in sports. 5. Conclude the lesson by having students draw 3D objects on a piece of paper. Ask them to name the shapes they drew, and explain why the shapes are useful. Assessment: Ask students questions throughout the lesson and use their drawings as a form of assessment.

Learning Objectives: 1. Students will understand the basics of persuasive writing. 2. Students will be able to develop a creative and effective persuasive advertisement for a new brand of sweets. Materials: - Computers or laptops - Graphic design software (Adobe Photoshop or Inkscape, etc) - Pen/Pencil - Paper Lesson: 1. Introduction (15 minutes): Introduce the concept of persuasive writing and advertising. Talk about the different elements of persuasive writing and what makes a good advertisement (target audience, catchy titles/slogans, visuals—photo, illustrations, etc). 2. Practice (20 minutes): Ask students to brainstorm ways to create a message for the new brand of sweets that is both persuasive and memorable. Have students discuss and collaborate on potential slogans, visual elements, and target audiences. 3. Design (30 minutes): Have students use the graphic design software to begin creating the actual advertisement. Ask them to include elements such as text, logos, visuals and color scheme. 4. Editing (20 minutes): Ask students to review and edit their work. Have each student present their advert to the class and receive feedback from the other students. 5. Wrap-up (10 minutes): Summarize the lesson and check for understanding. Ask students to assess their own work and name one thing they learned from the process.

Lesson 1: Introducing Katie Morag Objective: Students will be able to identify who Katie Morag is, and what island she lives on. Materials: A copy of the first Katie Morag book, “Katie Morag Delivers the Mail” Activity: Read aloud the story to the class and have students observe the illustrations. Ask students questions throughout the story to make sure they are understanding. At the end of the story, have students discuss what they learned about Katie Morag and her island. Lesson 2: Exploring the Island of Struay Objective: Students will explore the geography of Struay and discuss its landscapes Materials: A map of the Island of Struay, a selection of illustrations from the Katie Morag stories. Activity: Begin by introducing the map of the island. Have students look at the map and identify the three main geographical regions (the hills, the harbor, and the beach). Ask students questions about each region, such as, “How might the hills look different from the beach?” or “Where is the harbor located on the map?” Next, have students look at the selection of illustrations. Ask them to match the illustrations with the geographical regions on the map. Discuss the features of each region with the class. Lesson 3: Understanding the Characters from the Island of Struay Objective: Students will be able to identify, describe and discuss the characters from the Island of Struay Materials: A selection of illustrations from the Katie Morag stories, name tags. Activity: Have students look at the selection of illustrations and name the characters. Give each student a name tag that corresponds to one of the characters, and ask them to practice introducing themselves as that character. Next, have students describe the characters to one another in pairs. Give each student a list of questions to answer about their partner's character. Finally, have the class come together to discuss the characteristics of the characters. Ask the students questions such as, “What are some of the similarities between the characters?” or “What makes each character unique?”

Lesson 1: Developing Our Voices In this lesson, we will explore the range and power of our voices. 1. Begin by having students stand in a circle. 2. Ask them to close their eyes and take a deep breath. Ask them to use their voices to make any sound they like. Allow students a few minutes to explore the sounds they can make with their voices. 3. Ask students to open their eyes and stand in silence as one person after another in the circle shares their sound with the rest of the group, in turn. 4. Talk to the students about the importance of being mindful of the volume of their voices. Demonstrate how changing the volume of our voices can influence the meaning of what we’re saying. 5. To reinforce this idea, have the students practice saying a common phrase such as ‘Good morning’ at different volume levels. For example, have them practice saying it in a very loud voice, a very quiet voice, and in between the two. 6. Now it’s time for some fun! Have the students practice making their voices sound like different animals. They can make a deep lion roar, a funny bird chirp or a menacing snake hiss. 7. Finally, ask them to experiment with speaking in different voices. Have them practice voicing something in an adult voice, and then an old man voice, then a baby voice. Encourage them to help each other by giving feedback and sharing their own interpretations. Lesson 2: Voice and Emotions In this lesson we will look at how our voices can be used to express different emotions. 1. Begin by having each student pick an emotion to act out, such as joy, anger, sadness, surprise, or fear. 2. Ask them to practice using their voices to express this emotion. Ask them to think about vocal characteristics such as volume, pitch, and the rate of speed with which they speak. 3. Then, have each student take turns presenting their emotion in front of the class. Ask the rest of the students to close their eyes and listen to each performance before allowing them to open their eyes and give feedback. 4. Once each student has had a chance to present, ask the class to brainstorm situations in which that emotion might be expressed. They can think of real-life scenarios or create their own stories and scenarios. 5. Working in pairs, ask the students to rehearse scenes, ask each other questions, and take turns expressing emotions with their voices. 6. As the students practice, provide feedback and suggestions for how they can use their voices to better express what their character is feeling. 7. Finally, have each pair present their scene to the rest of the class. Encourage the rest of the students to give feedback and share what they liked or didn’t like about each performance. These activities should help the students develop an understanding of how their voices can be used to convey different emotions and situations. As they practice and gain experience, they will be able to use their voices to better express themselves in various contexts.