Objective: Students will develop observational drawing skills, explore charcoal as a medium, and gain knowledge of the work of Matisse. Materials: -Charcoal -Drawing paper -Art reference images of Matisse's work -Paper towels or rags -A shallow container of water -Masking tape Vocabulary: Medium, texture, value, contrast, mark-making Step-by-Step: 1. Introduce the artist Matisse and discuss some of his work. 2. Show the students art reference images of his work. Ask them to think about what they notice in the composition, values, and textures of the pieces. 3. Explain how the charcoal will be used, including the concept of light and dark values and how to create texture with the medium. 4. Demonstrate techniques like stippling, hatching, cross-hatching, and blending with a paper towel. 5. Have the students tape their drawing paper onto a hard surface like a table with masking tape. 6. Provide them with charcoal, paper towels, and a container of water. Demonstrate how to use the water to blend their charcoal and create a smoother finish. 7. Have the students draw a still life of an object or set up a still life with objects or other art reference images of Matisse's work. 8. Encourage them to empathize with the techniques previously discussed and use them in their artwork. 9. Evaluate each drawing. Invite students to share their artwork, process, and techniques. 10. Discuss the work of Matisse and ask the students to identify the techniques they used in their artwork and compare the results to his work.

Objective: To learn the song “Twinkle Twinkle Little Star” Materials: - Pencil - Lyric Sheet - Audio Recording of the Song Instructions: 1. Explain to students the song “Twinkle Twinkle Little Star”. 2. Pass out the Lyric Sheet to the students. Read the lyrics of the song together. 3. Point out the words that are missing from the lyrics. Ask students to fill in the missing words. 4. Have students practice singing the song along with you. 5. Play the audio recording of the song. Encourage students to clap or sing along. 6. Ask students to write down their favorite lines of the song. 7. Ask the students questions about the song such as, "What is the subject of the song", "What do you think the song is about"? 8. Discuss the meaning of the song. 9. At the end of the lesson, have students share their favorite lines from the song. Assessment: Have the students sing a round of “Twinkle Twinkle Little Star” together. Observe the students as they sing to ensure they follow the correct melody and use the correct words.

Hello everyone! Welcome to our phonics lesson. Today, we are going to be learning about the letter 'd'. Let's start by saying the sound: /d/. Now, everyone put their hands together in front of their faces and flap them as you say 'd'—just like a bird's wings. Now let's practice writing the letter. Everyone take out a piece of paper and a pencil. Trace the letter 'd' on your paper and then write it several times on your own. Now let's practice saying words with the letter 'd'. I'm going to say some words and everyone repeat after me: dog, do, dug, dad, bashful, dusty. Now, I have a fun activity for you. I have some cards with pictures of different items. I am going to show you each card. Look at the card and think of a word that begins with the letter 'd' and then say it aloud. Have you got some words? Great! That's it for our phonics lesson today. I hope you all learned something new. Remember to practice the letter 'd' and the words you learned. Goodbye!

1. Who does Bill meet on the way to school? 2. What does Bill notice about the sign outside the grocery store? 3. What does Bill forget to bring to school? 4. Who does Bill encounter after school? 5. What strange sound does Bill hear coming from inside the school? 6. What is the purpose of the mysterious machine? 7. How does Bill's experiment with the machine turn out? 8. What does Bill learn from the alien visitors? 9. How does Bill handle the alien information? 10. What does Bill decide to do with the alien machine?

1. What important decision does Alice make after finding out about the cat’s secret? 2. How does Alice feel about her responsibility to keep the secret? 3. How does the cat react to Alice’s decision? 4. What does the cat’s visit to the park symbolize? 5. What is the cat’s plan to help her owner and what risk does it pose? 6. How does the cat feel after she carries out her plan? 7. What finally brings Alice and the cat closer together? 8. How does the cat learn to trust again? 9. What lesson does the cat learn over the course of the chapter? 10. How does the chapter end?

Objective: Students will understand the different food categories to create a healthy meal using the traffic light system. Time: 45 minutes Materials: - Posters of a traffic light (three circles: red, yellow, and green) with pictures of healthy and unhealthy food in different categories. - Paper and coloring utensils for each student - Copies of the traffic light template Procedure: 1. Introduction (5 minutes): Begin by introducing the idea of choosing healthy food and explain the traffic light system. Go over the meaning of the different colored circles (red for unhealthy, yellow for somewhat healthy, and green for healthy). Show examples of foods that fit in each category. 2. Guided Activity (15 minutes): Give each student a copy of the traffic light template, a sheet of paper and some coloring utensils. Have them draw examples of food and drinks in each circle and talk about why it fits into each category. Encourage them to talk with each other and help each other find foods that fit into each category. 3. Group Work (15 minutes): Break the students into small groups and have them work together to make a list of healthy options that they can use to make a healthy meal. Ask each group to come up with a healthy meal plan and a list of the ingredients they would need. 4. Wrap-Up (10 minutes): Have each group share their meal plans and why they chose those foods. Talk about how traffic light system can help guide healthy decisions when it comes to food. Assessment/Evaluation: Assess the students' understanding by collecting the traffic light templates they complete. Have the group presentations and evaluate based on their discussion of why they chose the foods they did.

Chapter 1 Comprehension Worksheet 1. Who are Wilbur, Charlotte and Templeton? A. Wilbur is a young pig, Charlotte is a gray spider and Templeton is a rat. 2. What does Wilbur want to do at the fair? A. Wilbur wants to win a prize at the fair. 3. Who is Fern? A. Fern is Wilbur’s young caretaker who loves him and saves him from being killed for pork. 4. How does Fern feel about Wilbur? A. Fern is very fond of Wilbur and cares for him deeply. 5. What is the reason Wilbur won’t be able to stay in his cozy new home? A. Wilbur won’t be able to stay in his cozy new home because he is too small and must eventually be sold to the butcher. Chapter 2 Comprehension Worksheet 1. What arrives in the country store to help Wilbur? A. A large gray spider named Charlotte arrives in the country store to help Wilbur. 2. How does Wilbur feel when he meets Charlotte? A. Wilbur is initially nervous when he meets Charlotte, but eventually he grows to like and trust her. 3. What does Charlotte hope to do for Wilbur? A. Charlotte hopes to save Wilbur from the fate of being sold to the butcher by spinning beautiful webs with words in them. 4. What does Charlotte spin her web with? A. Charlotte spins her web with silken threads from her hindquarters. 5. What does Charlotte write on her web? A. Charlotte writes words on her web with her silk threads such as “Some Pig.” Chapter 3 Comprehension Worksheet 1. What does Fern discover inside the web? A. When Fern discovers the web, she finds Charlotte’s eggs and Wilbur’s name written inside it. 2. What is the mystery behind the words on the web? A. The mystery behind the words on the web is that they cause Wilbur to win a prize at the fair. 3. What do the men who come to Wilbur’s sty think? A. The men who come to Wilbur’s sty think that he is an extraordinary pig and deserve a special place of honor at the fair. 4. Who helps Charlotte and Wilbur? A. Templeton, the rat, helps Charlotte and Wilbur by bringing them food and supplies. 5. What is Charlotte’s plan to save Wilbur? A. Charlotte’s plan to save Wilbur is to spin a web with words praising his greatness so that he will win a prize at the fair and cannot be sold to the butcher.

1. Gather materials: - a large poster board - marker - stick-on letters - seven different colored pieces of paper or construction paper 2. Begin by cutting the poster board into seven rectangular pieces. 3. Write the days of the week on each piece, using the stick-on letters and the marker. 4. Let the children pick out seven different colored pieces of paper and place them in the correct order on the poster board pieces. 5. Ask the children questions to test their knowledge such as: Which day comes after Tuesday? 6. Ask the children to recite the days in order as they point to each poster board piece. 7. Celebrate the activity by giving each child a certificate of accomplishment.

1. Multiplying: a) How many months did the Battle of Stirling Bridge last? Answer: 3 months b) How many castles did William Wallace capture? Answer: 5 castles c) How many days did the Battle of Stirling Last? Answer: 3 days d) How many nobles submitted to Edward I? Answer: 1500 nobles 2. Dividing: a) If there were 300 Scots present at the Battle of Stirling Bridge, how many Scots were there per castle captured? Answer: 60 Scots per castle b) If there were 600 Scots at the Battle of Stirling, how many Scots were there per day of the battle? Answer: 200 Scots per day c) If there were 1500 nobles that submitted to Edward I, how many nobles were there per month of the battle? Answer: 500 nobles per month

1. What are the main themes of Chapter 1 of Carrie's War? 2. How does the character of Carrie feel when she arrives in Wales? 3. What does Carrie learn about her new home when she meets Mrs Gotobed? 4. How has the evacuation of wartime London changed the lives of Carrie, her brother Nick and their friend Albert? 5. What strange behaviour is displayed by Carrie's Aunt Louise? 6. In what ways is Mrs Gotobed a kind and generous host? 7. What marks the start of an unlikely friendship between Carrie and Albert? 8. In what way does Carrie's ill health provide her with a measure of security and comfort?