It was a cold, dark night when Rose decided to take a walk in the woods near her home. She heard strange noises that made her heart beat a little faster, but she continued on, determined to enjoy the crisp fresh air. Suddenly, Rose heard an unfamiliar sound: a low moan coming from just ahead of her. She cautiously approached and saw something that made her blood turn cold. There, draped over a gnarled tree was an old woman. She was shrouded in a tattered black cloak and her face was hidden, but something about her was grey and skeletal, as if she hadn't seen the light of day in years. The old woman raised her head and stared at Rose with eyes that glowed like hot coals in the darkness of night. Suddenly, the woman's mouth widened in a silent scream and Rose felt her knees turn to jelly. She turned to run, but the woman had other ideas. Without warning, the old woman released a blood-curdling screech and began to chase Rose. Rose sprinted as fast as she could, but the woman kept reappearing in her path, getting closer and closer each time. Finally, after what seemed like an eternity, Rose made it back to her house. She slammed the door behind her and backed away, trembling and perspiring. Hours later, Rose finally summoned the courage to venture back outside. She looked around, relieved that the woman was gone. But then, just as she was about to go back inside, she heard a tapping sound from the darkness of the woods. Suddenly, the old woman was there; she had been waiting for Rose to come back...

1. Who follows the two boys on their way out of Venice? 2. What does Prosper notice about the old man's eyes? 3. What does the old man mean when he calls the two boys "thieves of time"? 4. What does Bo offer the old man in return for his watch? 5. What did the old man leave Prosper with?

Dork Diaries is a humorous children's book series written and illustrated by Rachel Renee Russell. The series follows the adventures of middle-schooler Nikki Maxwell as she chronicles her day-to-day life in a diary format. The books feature plenty of doodles, diagrams and illustrations, as well as an array of colorful characters. The series currently consists of 16 books and several spinoff novellas.

1. What does the Snake Man use to spy on Scipio and Victoria? 2. At the end of the chapter, where does the Snake Man disappear to? 3. How does the Snake Man help Scipio and Victoria obtain a certificate of death for Riccio? 4. What does Hornet do while Scipio, Victoria and the Snake Man are busy with their plan? 5. What do the street musicians think of Victoria and why? 6. What does the invisible professor offer in exchange for the secret of Riccio's death? 7. Why doesn't Scipio accept the offer of the invisible professor? 8. Why do the police officers tell the Snake Man to stay out of sight? 9. What is the nickname that the travelers use for Scipio? 10. Infer why the snake man is so eager to help the children obtain a certificate of death for Riccio. Evaluative Question: What lesson does Scipio learn from the confrontation with the invisible professor?

1. How much more is 98765 than 48719? ___50046___ 2. How much more is 17353 than 74598? ___-57245___ 3. How much more is 78615 than 28420? ___50195___ 4. How much more is 28174 than 49811? ___-21637___ 5. How much more is 91320 than 83045? ___8275___ 6. How much more is 38159 than 71289? ___-33130___ 7. How much more is 64532 than 12038? ___52494___ 8. How much more is 48350 than 91346? ___-42996___ 9. How much more is 15783 than 69814? ___-54031___ 10. How much more is 58114 than 24173? ___33941___

Objective: Students will be able to identify and explain the main themes in two poems Curriculum Links: • Reading and Comprehension – analyzing texts • Literature and poetry • Writing Materials: • Copies of the poems ‘Bamp’ and ‘My Grandparents’ by Jonathan Edwards and Jean Long, respectively. • Pencils and paper • Whiteboard with markers • Student handouts summarizing the lifetime of a poem • Poem analysis worksheet Warm-up: 1. Ask the students to take out a pencil and piece of paper. 2. Explain to them that they will be reading two poems: ‘Bamp’ and ‘My Grandparents’ by Jonathan Edwards and Jean Long, respectively. 3. Ask the students to list on the paper 3 words which come to mind when they think of grandparents. 4. Ask for a few volunteers to share their words. Core Activity: 1. Introduce the first poem ‘Bamp’ by Jonathan Edwards. 2. Read the poem aloud with the class. 3. Go through the poem line-by-line and get the students to identify key words. 4. Get them to understand the message of the poem: death of a grandparent. 5. Ask the students to answer the following questions on their own, in pairs or in small groups: • What is the theme of the poem? • What does ‘Bamp’ mean? • What poetic devices does the author use and why? • What impact does the poem have on you/reader? 6. Allow some time for discussion and then ask for volunteers to share their answers. 7. Introduce the second poem ‘My Grandparents’ by Jean Long. 8. Read the poem aloud with the class. 9. Go through the poem line-by-line and get the students to identify key words. 10. Get them to understand the message of the poem: love between grandparent and grandchild. 11. Ask the students to answer the following questions on their own, in pairs or in small groups: • What is the theme of the poem? • What poetic devices does the author use and why? • What impact does the poem have on you/reader? 12. Allow some time for discussion and then ask for volunteers to share their answers. 13. Discuss the similarities and differences between the two poems. Conclusion: 1. Provide each student with their handouts summarizing the lifetime of a poem. 2. Ask each student to complete the poem analysis worksheet. 3. Answer any questions the students may have. 4. Discuss any homework, if applicable.

1. Have students research a famous Scottish engineer and discuss the most important engineering feats accomplished by this person. 2. Have students create a drawing or diagram of a Scottish engineering project and explain the function and purpose of the device. 3. Investigate the geology of Scotland and have students identify the materials used in various famous engineering works in Scotland. 4. Have students use newspaper articles or videos and create a timeline showing the development of engineering in Scotland over the years. 5. Have students design a bridge using a specific material, such as steel, and explain the components and how the bridge could be constructed. 6. Have students research the engineering efforts involved in constructing an environmentally friendly wind farm and create a diagram that shows how the farm works. 7. Have students explore the usage of human-made barriers and how they are used to protect Scotland’s coastlines and harbors. 8. Have students construct a model of a historical device used in Scotland, such as the Forth Bridge or the Forth and Clyde Canal. 9. Have students plan a hypothetical engineering project for a specific location in Scotland, such as a dam or hydro-electric power station. 10. Have students explore the implications of the current Scottish engineering projects, such as nuclear power plants or wind farms, and discuss the effects of these projects on the environment.

Task: Design a floating fish farm in the sea off the coast of Scotland! Instructions: 1. Research the current fish industry in Scotland. 2. Brainstorm ideas for an innovative fish farming design that can work in the coastal waters of Scotland. 3. From your research and ideas, create a model of your proposed fish farm. 4. Test your model in a water tank filled with Scotland’s seawater. 5. Use your results to make improvements to your fish farm design. 6. When you’re happy with your design, write a report detailing your design, data collected, and conclusions.

Task: 1. Research the Scottish coastline. What are the longest and shortest coastlines? 2. Research the wildlife found in Scotland. How many species of mammals, birds, and reptiles can you find? 3. Create a map of Scotland using the geographic features you've researched. What are some of the geographical features that make Scotland unique? 4. Calculate the area of Scotland and research the population density. 5. Develop a presentation to present your findings in a poster or slideshow. 6. Discuss your findings as a group, or present your findings to friends and family.

World War One, also known as the Great War, was one of the most devastating conflicts in human history, with an estimated loss of life of close to 10 million people. The causes of this global conflict are still being debated and studied to this day. In this essay, we will explore the main long-term and short-term causes that led to the outbreak of World War One. One of the most prominent long-term causes of WWI was the rise of militarism and dangerous alliances between major powers. In the late nineteenth century, Europe was divided into two rival alliances: the Triple Entente, which consisted of France, Russia, and Great Britain, and the Triple Alliance, which was composed of Germany, Austria-Hungary, and Italy. This division of power was a major source of instability, as each nation tried to outdo the other through aggressive posturing and deepening militarization. This tension was further exacerbated by the creation of a German-dominated Central Powers alliance in 1882, which led to a further buildup of arms in Europe. Additionally, imperialism was another major underlying cause of WWI. In the late nineteenth century, European powers increasingly vied for control of Africa, Asia, and the Middle East, leading to a number of conflicts and increasing resentment between nations. In particular, the rivalry between Britain, France, and Germany over the control of Morocco was a major factor that contributed to the outbreak of WWI. Moreover, there were a number of short-term causes that precipitated the start of WWI. The most immediate of these causes was the assassination of Archduke Franz Ferdinand of Austria-Hungary, which took place in Sarajevo on June 28th, 1914. This assassination was seen as an attack on Austria-Hungary’s sovereignty, and the country’s subsequent refusal to accept Serbia’s ultimatum regarding their involvement in the assassination resulted in a declaration of war by Austria-Hungary against Serbia. This then drew in Germany, Russia, France, and Britain as each nation was bound by their respective alliances. Lastly, nationalism was a major factor that played a role in WWI. This has been especially noted in recent years as a major factor that contributed to the outbreak of the war. Nationalism was a force that was used to rally countries to the cause of defending their respective nations, even when faced with increasingly difficult odds. It was this sense of patriotism and commitment to one’s nation that contributed to the increasing militarization and arms buildup prior to WWI. In conclusion, there were a number of long-term and short-term causes that led to the outbreak of WWI. These included the rise of militarism and dangerous alliances between major powers, the race for imperial control, and the short-term events such as the assassination of Archduke Franz Ferdinand and increasing nationalism among the nations involved. Each of these causes contributed to the escalating tensions that resulted in WWI, making it one of the deadliest conflicts in human history.