The phrase “the route to heaven is filled with good intentions” is a proverb that implies that any person who sincerely and genuinely wishes to reach heaven must choose their path filled with virtuous and honorable values. It can be interpreted as a message to ensure that a person’s journey towards achieving something great such as heaven should be walked while abiding by a set of values and ethics. One of the core values present in this proverb is being an honest and remaining truthful. It suggests that a person needs to stay truthful regardless of the consequences and the opposition. This is because lying and deception, even if it benefits the person, is not supported by the ultimate goal of going to heaven. Another lesson from this proverb is to remain humble and have empathy towards other people. To be able to reach the heavenly gates, one needs to respect the beliefs and values of other individuals. Believing that one’s own beliefs and way of life is the only right one will not lead them to their destination. Furthermore, having humility and understanding is key in order to cross the bridge towards their destination. Furthermore, the proverb encourages people to be generous, kind and benevolent. Giving to the needy, being self-sacrificing and helping those who are in need all comes with the good intentions to reach heaven. Doing so lowers the distance that must be crossed between the person and their end goal. Another key lesson in this proverb is being forgiving. Having the capacity to forgive and let go of past situations and events will create the ability of a person to reach his or her heavenly destination and prevent it from being blocked. In conclusion, the proverb “the route to heaven is filled with good intentions” conveys a positive and meaningful message. It encourages people to choose their path with a set of virtuous and ethical values as a part of their journey towards an ultimate goal such as heaven. It suggests a person to be truthful, humble and understanding, to be generous and kind, and to forgive in order to reach their destination. By embracing these values, one will eventually reach his or her heavenly gates.

1. 8 + 2 2. 7 - 4 3. 10 + 0 4. 6 - 1 5. 3 + 5 6. 10 - 8 7. 2 + 1 8. 3 - 3 9. 9 + 0 10. 7 - 6

Διάσημα νέα: Η Λακωνία επιβιώνει κατά τις επομένεις ιππότες Σήμερα πραγματοποιήθηκε ένα μόνιμο νικήματα για τη Λακωνία, όταν ο ηγέτης τους Αγησίμαχος νικήσαμε τους ιππότες της Αθήνας. Ο Αγησίμαχος είπε στους ορκωμοσιευμένους θαυμαστές: "Λικέρναμε τις ιππότες επειδή ήμασταν καλύτεροι οπλισμένοι και ήμασταν υπεροχοί ίπποι ". Να θυμηθεί ότι οι Αθηναίοι επιχαραγμένη από την δάμαλισμα της Λακωνίας το 447 π.Χ. Το επικεντρωμένο παρατηρητή της μάχης Αριστοτέλης έκανε την παρακάτω αναφορά των δραστηριότητων: "Παρουσιάστηκαν τόσο επιτυχίας οι Λακωνικοί όσο και ικανοποίηση των ορκωμοσιευμένων και μας άφησαν τον ίδιο επικεντρωμένοι για ακόμα περισσότερες νίκες στο μέλλον. ". Η Λακωνία μπορεί να προσδοκιώνται να ικανοποιήσει τις επομένες ατομικές και κοινωνικές νικές τους. Εν ολίγι ηκολούθησε επιτυχία και η ίδια η Λακωνία εγγυήθηκε έναν υμένα για τα επόμενα μέρη της μάχης.

Lesson Plan Objectives: • To explore the use of relative clauses to build and report on the Ancient Greek news • To produce a written and verbal Ancient Greek news report • To recognise the importance of direct and indirect speech to create convincing news reports Materials: • Laptops/computers • Whiteboard/large sheet of paper • Paper/pen • Ancient Greek newspaper article or script Structure: Start: • Explain the lesson objectives and how the students will be working to achieve them (15 mins). Middle: • Brainstorm what would make a good story for an Ancient Greek News Report (15 mins). • Each student to write their own story – first draft. They need to create a story based on Ancient Greek times, with a headline and including relative clauses, direct and indirect speech (20 mins). • Stimulate discussion/debate involving each student to share their stories (15 mins). • Read through a printed off news script – highlighting direct and indirect speech, plus relative clauses (15 mins). End: • If there is time left, each student to present their news report to the rest of the class (20 mins). • Summarise the lesson objectives and ask for any feedback or questions (5 mins). Additional notes: Remind the students to use relative clauses when writing/discussing their stories, plus emphasizing the importance of direct and indirect speech to create convincing news reports. For example, “The Mycenaean King heard from a messenger that the palace had been attacked by ….” (direct speech) or “The Mycenaean King was told that the palace had been attacked by...” (indirect speech).

1. “The entire worth of democracy resides in the conception that the worst should not be allowed to rule.” 2. “All the values which the democratic movement has created for the modern world, the movement itself being merely its most recent form, are profoundly antiauthoritarian.” 3. “What is needed is not more democracy, but more responsibility and a more conscious, responsible attitude by citizens toward the state.” 4. “Democracy is the herd instinct in the individual.” 5. “The lies which democracy tells itself about itself — the belief that it is realizing the natural order — can only be sustained by a tolerant blindness to the truth.” 6. “A democracy may become firm on an shaky foundation and make a good use of a mediocre constitution. Democracy appeals to the masses and disguises its weaknesses. It replaces the principles of reason and justice with the majority opinion.” 7. “It is the beginning of all freedom when the individual learns to acknowledge a higher authority than his own desires. This is the source of democratic thinking and the foundation of a democratic society.” 8. “In democracy, people learn that their opinions can shape the destiny of their nation. They realize that their will accepted by a majority gives them power and legitimacy which they can use as they wish.” 9. “The development of democracy requires many difficult and delicate adjustments and balancing acts — among groups and between disparate beliefs — and a willingness to compromise.” 10. “Democracy is a form of government well adapted to a society in which the focus is on the power of the people and not the will of a tyrant or autocrat.”

Objective: To teach 2nd grade students about saving money and how it relates to spending and budgeting. Materials Needed: Whiteboard or Chalkboard, colored markers or chalk, sheet of paper and pencils for each student Time: 45 Minutes I. Introduction (5 minutes) A. Hook: Ask students if they know the difference between saving and spending money. B. Introduction to Learning Goal: Explain to students that today’s lesson is about understanding how to manage money and to build good saving habits from a young age. II. Discussion (15 minutes) A. Ask each student to draw a saved money jar and spending money jar on their sheet of paper. B. Divide the class into two halves and have each one discuss the importance of saving money and the consequences of not saving money. C. After the discussion is complete, ask each student to draw their dream purchase in the “Spending Money” jar. III. Activity (15 minutes) A. Divide the class into small groups of 4-5 students and give each group a hypothetical scenario where they must decide what to do with their money. B. Ask them to discuss the pros and cons of each scenario and to decide as a group how to best manage their money, taking into account budgeting, saving, and spending. C. Have students write down their decisions and solutions on the board for the class to discuss and provide feedback. IV. Conclusion (10 minutes) A. Ask the students to share their solutions and discuss what strategies they found to be most effective. B. Ask each student to explain one way that they can start saving money on a daily basis in order to achieve their dream purchase. C. End the lesson with a brief summary of today’s learning goal, emphasizing the importance of building good saving habits.

1. Solve the equation: (3x^2) + 4x + [3 - (2x + 1)] = 0 2. Simplify the expression: 2x^2 + 5x - 3 + 3x^2 - 4x + 3 3. Find the value of y for which the equation 2x^2 + 5x + y = 0 has no real solutions. 4. Factor the expression 24x^2 + 46x - 62 5. Find the equation of the line parallel to y = 4x -1 and passes through the point (5, 8). 6. Find the slope of the line 3x - 4y = 14 7. Find the equation of the circle whose center is (2, 3) and passes through the point (4, 1). 8. Find the area of the triangle formed by the points (1,3), (3,2), and (2,1). 9. Find the equation of the line perpendicular to the line 4x + y = 5 and passes through the point (2, 3). 10. Find the midpoint of the line segment with endpoints (-2, 3) and (4,6).

Title: The Birdman of Why The Whales Came Subheading: A Mysterious Figure "Not only did [the children] discover he was a birdman, but a birdman of amazing abilities." (p.14) Page 14: A mysterious figure who inhabits the mysterious island of Birdholm is the birdman of Why The Whales Came. He is able to interact with the birds, in ways the children never imagined. The children are enamoured by him and they take little time to realise that he has special powers and can do many things like: * Fly with the birds - "The birdman was flying not directly but almost as if he were directing the birds around him." (p.15) * Talk to the birds - "[The birdman] seemed to be talking to them as if he were speaking their language." (p.17) * Know what the birds are saying - "[The birdman] looking straight up at wild geese, seemed to realise just what they were saying." (p.17) Page 18: The children learn that the birdman is a man of many secrets. He tells them stories of the mysterious island and its strange inhabitants, but always leaves them with more questions than answers. He is a solitary man and the children take more time to learn more about him, such as his past, his motivations and his connection to the island. The birdman is a mysterious and fascinating presence throughout the novel and the children come to understand and appreciate the bond between him and nature. He is a gentle spirit, a Father Christmas for the birds, who shows the children the beauty of nature and the importance of preserving it.

Topic: Natural Disasters and Their Impact on People's Lives and Landscape Learning Objectives: 1. Understand the potential causes of natural disasters. 2. Develop an awareness of the potential effects of these disasters on people's lives and landscape. 3. Identify ways in which humans can lead more environmentally responsible lives. Success Criteria: • Identify at least three different types of natural disasters and their potential causes. • Comprehend how natural disasters can impact people's lifestyles and the environment. • Explore ways to limit the environmental harm caused by human activities. Tasks: 1. Brainstorm a list of natural disasters, their potential causes, and the impacts they have on people's lives and landscape. 2. Research and analyze ways in which people’s lives and the landscape are affected by natural disasters. 3. Investigate the environmental impacts of human activities and develop a list of possible solutions for mitigating these impacts. 4. Present findings and discuss possible ways to lead more environmentally responsible lives.

Objectives: 1. Students will be able to recognize, name, and write the words for several different fruits in French 2. Students will be able to describe a fruit using adjectives 3. Students will be able to ask and answer basic questions about fruits in French Materials: - Student workbooks - Green, Pink and Yellow Post-It Notes - Whiteboard and markers Procedure: 1. (Warm-up, 5 minutes) To begin the lesson, the teacher will write 10 French words for fruits on the board (e.g. pomme, orange, poire, fraise, banane, etc.). The students will be asked to match the French words with the English equivalents already written in their workbooks. 2. (60 minutes) Next, the teacher will explain to the students that this lesson is about recognizing and writing the French words for different fruits. She will separate the students into three groups and give each group a different colored Post-It Note. The teacher will then ask each group to make four different sentences about different fruits (e.g. Je mange une pomme rouge., J'aime les oranges douces, etc). 3. (10 minutes) The students will then be asked to orally present their sentences to the class. Depending on the student's level of proficiency, the teacher can ask them to describe the fruits with adjectives or ask questions about the fruits. 4. (5 minutes) To end the lesson, the teacher will ask the students to explain what they have learned during the lesson and to share any other words they may have learned. Closure: The teacher will summarize the lesson and explain to the students that they have now learned some basic French words for fruits and adjectives to describe them. She will end the lesson by telling the students that they can practice what they have learned at home.