Objectives: 1. To increase students’ understanding of Latin American culture and its associated superstitions. 2. To provide students with a safe and comfortable space to discuss and evaluate different superstitions. 3. To gain an in-depth knowledge of Latin American superstitions and how they shape the culture. Materials Needed: -Whiteboard and markers - Varied texts and images about Latin American superstitions (presented digitally or printed out) - A deck of cards with Latin American superstitions printed on them - Notebooks and pens for the students Time and Duration: 90 minutes Introduction (10 minutes): The instructor should start by setting the tone and explaining why discussing superstitions is important. Ask students to recall any superstitions they already know and why they think they are held. You can also discuss some common Latin American superstitions so that students have a context. Activity 1 (20 minutes): In this activity, students should break up into small groups of three. Ask each group to study the texts and images provided and form an opinion about why superstitions are important in Latin American culture. After 10 minutes have elapsed ask each group to report back their opinion within a minute and give their opinion about the superstitions in the region. Activity 2 (30 minutes): In this activity, each student should be given a card with a superstition printed on it. Each student should then be asked to explain the superstition to the rest of the class and why it is important, as well as how it has impacted their own culture and life (30 minutes). After each student has discussed their superstition, the instructor should lead a brief discussion about how superstitions can be beneficial, as well as harmful to people’s understanding of the world and way of life. Conclusion (20 minutes): The instructor should lead a final discussion asking students to gather their observations and opinions about superstitions, highlighting both the beneficial and detrimental aspects. As a final project, have the students create a poster or collage that represents the superstitions discussed in the class. This should be a creative project that creates a physical representation of their discussion and understanding of superstitions in Latin American culture. Assessment: At the conclusion of the session, the instructor should give each student a short assessment asking them to evaluate the importance and implications of superstitions in Latin American culture. Additionally, students should be asked to describe the creation of their project and how it reflects our discussion.

Welcome to your first Indonesian lesson! In order to get started, here are some essential grammar rules, basic sentence structure, and tips on how to read and pronounce Indonesian: Grammar 1. Indonesian is a Subject-Object-Verb language, meaning that the verb usually comes at the end of the sentence. 2. Nouns are not inflected for gender. 3. Indonesian does not have articles (a/an/the) and does not differentiate between singular and plural nouns. 4. Most adjectives and adverbs come after the nouns or verbs they are referring to. 5. Verb tenses are indicated by using auxiliaries. Sentence Structure 1. Indonesian sentences typically follow the subject-object-verb structure: Subject + Object + Verb For example: Saya makan nasi. I eat rice. 2. To form commands, use the verb in the imperative mood: Verb + Object For example: Makan nasi. Eat rice. Reading & Pronunciation 1. Indonesian has a lot of vowel sounds, so make sure to practice pronouncing them properly. The most common vowels are "a, e, i, o, and u." 2. When pronouncing a word with two vowels, it is important to stress the first vowel sound. 3. Stress the word’s last syllable when more than two syllables are present. 4. Indonesian has many double consonants such as 'rr' and 'ng'. When pronouncing these, try not to separate the two consonants. With these grammar rules, sentence structure, and pronunciation tips, you are well on your way to learning Indonesian!

1. How many blocks can you build a tower with? 2. Can you count how many apples are in the basket? 3. How many animals are in the farm? 4. Can you sort balls by color? 5. Can you add two sets of numbers together? 6. Can you subtract one set of numbers from another? 7. How many sets of numbers can you find that add up to 10? 8. Can you count how many shapes are in the picture? 9. Can you figure out the pattern between two sets of numbers (for example, 2, 4, 6...) 10. Can you identify the fractions of each shape (for example, one-half, one-third etc)?

Objective: At the end of this lesson, a beginner guitarist should be able to play basic chords and understand how to read guitar tabs. Materials Needed: - acoustic or electric guitar - tuner - guitar pick - guitar tabs (optional) Lesson Outline: 1. Pick Up and Tune the Guitar - Pick up the guitar, strum the open strings to get a feel for it and then plug in your tuner. Tune each string one at a time until they are in tune. 2. Correct Hand Postures - Demonstrate the correct left and right hand postures for playing the guitar. 3. Pick and Strum Basics - Explain how to hold the pick and demonstrate strumming the strings with an up and down motion. 4. Play Open Position Chords - Show the beginner how to play open position chords. Once they have mastered the correct forms and postures, they can move on to strumming basic progressions. 5. Reading Tabs - Explain the basics of how to read guitar tabs, and demonstrate how to use the tabs to play basic songs. 6. Review and Practice - Do a quick review of the concepts and ask the beginner to practice strumming chords and reading tabs until their next lesson. 7. Wrap-up - Congratulate the beginner for completing their first lesson and set up their next lesson.

1. Connect 8: Divide the group into two. Ask each half to come up with 8 words that describe themselves. Make sure to explain the words if necessary. When both teams are ready, call out one of the words and ask a team member from both sides to start a conversation about the word. The goal is to find similarities and/or differences between the team's descriptions as they talk. 2. Find Me: Make 12 copies of a worksheet with 12 pictures of animals or objects. Ask the group to try to find someone in the room who matches the picture on the paper. After successful pairings, each team members can then write a few things they have in common with the other person. 3. Question Quiz: Prepare a list of questions related to the English language and their everyday lives. Divide the group into two teams. Each team will take turns asking each other questions. The team with the most points at the end wins. 4. Word Association: Ask the students to think of a word, then ask team members to say a similar word that comes to mind. The first team to can’t think of a word loses. 5. Memory game: Divide the group into two teams and give them the same list of words. Ask the teams to memorize the words in two minutes. When the time is up, a team member from each team will take turns to recall the words in order. The team who can remember the most words in order wins.

Lesson Plan: Objectives: - Introduce yourself in English - Play and practice English in a fun way - Get to know each other as classmates Materials: Name cards, pencils Warm-Up (10 minutes): - Name Game: Begin by introducing yourself to the group in English. Then, each student draws a card with a name of another student that he or she must introduce to the class in a creative way. - Alphabet Game: Give students one minute to come up with as many English words as they can that begin with a particular letter of the alphabet. The person who comes up with the most words is the winner. Introductory Activities (15 minutes): - Introduce Yourself: Ask each student to introduce themselves to the class in English. After they finish, the class will repeat their name to help them remember. - Introduction Icebreaker: Give each student a piece of paper and ask them to draw a picture of themselves on the paper and write their name underneath. Then, students will find a partner and work together to introduce each other to the rest of the class. Practice Activities (25 minutes): - Interview Game: Ask each student to make a list of five questions about a specific topic, such as hobbies, family, career, etc. Then, have each student interview their partner using their questions and have them take turns introducing each other using their answers. - Charades: Divide students into groups of four and give them each a list of 5-10 English phrases. Ask each group to come up with their own actions or drawings to represent the phrases and to act them out while the other members of the group try to guess what the phrase is. Closing Activity (5 minutes): - Post-Lesson Evaluation: Ask each student to write a short evaluation of the lesson, including what they liked, what they didn’t like, and any suggestions they may have. - Goodbye: Ask each student to say goodbye in English.

Lesson Plan: Introductions and Fun Learning Objectives: By the end of the lesson, students should be able to: - Introduce themselves in English - Demonstrate their knowledge of basic greetings in English - Participate in team-building activities Materials: - Flashcards (showing English greetings, words that describe a person, adjectives, etc.) - Board or whiteboard - Chairs Procedure: 1. Warm-up (10 minutes): - To start the lesson, have students form a circle. - Ask each student to introduce themselves in the language they are most comfortable with. - Next, ask each student to introduce themselves in English, using a few adjectives or phrases to describe themselves. 2. Activity 1 (15 minutes): - Divide the students into pairs, and give each pair a set of flashcards. - Have them take turns introducing each other in English, using the flashcards to help. - Encourage them to use as many English words and phrases as possible. 3. Activity 2 (15 minutes): - Group the students into groups of four. - Explain the game “Two Truths and a Lie.” - Each student takes a turn introducing themselves in English, and the group has to guess which statement is the lie. 4. Wrap-Up (5 minutes): - Make sure to emphasize any difficult words or phrases the students encountered during the lesson. - End the lesson by thanking the students for their participation and encouraging them to practice their introduction in English. Assessment: - Observe and provide feedback on each students' ability to introduce themselves in English. - Encourage students that are struggling and provide extra help when necessary. Additional Information: This lesson plan can be modified to suit any group. Different activities and games can be tailored to different levels. For example, for more advanced students, the game “Two Truths and a Lie” can be changed to a game of bluff or bluffing. Additionally, the focus of the introduction can be changed to different topics, such as job descriptions or hobbies.

Introduction: Friction is a very important force in our everyday life. The force of friction gives us traction and helps us drive our cars, as well as helps us grip items. Today we will discuss what friction is and how it affects us, and give students a chance to see it in action and experiment with it. Lesson Outline: • Explain what friction is (5 minutes) • Demonstrate frictional force on an object (5 minutes) • Let students observe and test the effects of friction (15 minutes) • Conduct a group experiment (10 minutes) • Summarize the lesson (5 minutes) Questioning: • What is friction and what causes it? • How does friction affect us? • How can we control or reduce friction? • What are some everyday examples of friction? Assessment: This lesson can be assessed through a written assessment in which students will be asked to explain what friction is and answer some of the questions asked during the lesson. Differentiation: • Students with learning disabilities can be given worksheets with simpler questions and more practical activities. • Students with stronger abilities can be given more complicated questions and experiments to do. Plenary: At the end of the lesson, students can be given an opportunity to present their findings and results to the rest of the class. Resources: • Video: https://www.youtube.com/watch?v=eStsSC_jQu8 • Worksheet: https://www.twinkl.co.uk/resource/t2-s-231-friction-worksheet

An example of how population changes shape global interactions is the refugee crisis in Europe. Worldwide population movements are occurring due to wars and unrest in the Middle East and North Africa, leading to an influx of over one million refugees into Europe in the last four years. This has had a wide-reaching impact on the global economy, politics, and social fabric of the continent. Additionally, the debate surrounding how best to handle the influx of refugees has spilled into the public sphere, leading to an increase in racially motivated hate speech, discriminatory laws, and civil unrest in many European countries. This development is important for 9th grade geography students to be aware of and shows how population changes, especially when happening on an international scale, shape global interaction in today's world.

1. Where did the little boy in the story come from? Answer: The little boy in the story came from Africa. 2. What did Bert turn the old chair into? Answer: Bert turned the old chair into a lion. 3. Why couldn't Bert take the lion with him when he emigrated to England? Answer: Bert couldn't take the lion with him when he emigrated to England because it was too bulky to fit on the boat. 4. What kind of food did the little boy make for the butterfly lion? Answer: The little boy made semolina pudding for the butterfly lion. 5. How does the tear stained butterfly lion come back to Bert in the end? Answer: The tear stained butterfly lion comes back to Bert in the end after being rescued from the barn by an old man.