1. What strategies have you been using to engage students during the lesson? 2. How have you been assessing student understanding? 3. To what extent have you been able to differentiate instruction to meet the needs of all learners within the class? 4. Are students taking an active role in their learning, or do they appear to be more passive? 5. How have you been tracking student progress throughout the lesson? 6. How have you been using technology to enhance student learning during the lesson? 7. Are there any strategies for increasing student motivation within the classroom? 8. How have you been offering support to students who may need extra help? 9. Are there any activities that you have found to be particularly successful in helping students learn the material? 10. What changes have you noticed in students’ attitudes and engagement levels during the lesson?

Introduction: Good morning everyone! Today we'll be discussing something very important in the world of engineering: the Engineering Design Process. Engineering is all around us, and it affects our everyday lives in many ways. It is a great skill to learn, and knowing the Engineering Design Process is an important part of that. Before we jump into our lesson, let's watch this video together so we can better understand the process. Video: (Linked here: https://www.youtube.com/watch?v=O8bUA4WSxxg ). Lesson Outline: 1. Introduction to the Engineering Design Process 2. Review the 7 Steps of the Engineering Design Process 3. Work as a class on a Design Challenge 4. Debrief Questioning: • What is engineering? • What is the engineering design process? • How can we use the engineering design process to solve problems? Assessment: Students will be assessed on their ability to understand and apply the steps of the Engineering Design Process to a given problem. The assessment will be in the form of a written or oral test. Differentiation: To differentiate instruction, students can be grouped according to their understanding and progress. Different activities can be given to groups based on their level of understanding and proficiency. For example, some students can work independently on creating a prototype while others work on writing a detailed step-by-step guide. Plenary: Let's take a few moments to review what we've learned today. What is the Engineering Design Process? How can we use it to solve problems? (Allow for student input). Great job everybody! Resource Links: Worksheet: (Linked here: http://www.fresnou.org/ourpages/auto/2012/10/5/45253959/Engineering_Design_Process_activity_sheet.pdf ) Video: (Linked here: https://www.youtube.com/watch?v=O8bUA4WSxxg ).

Topic: Exploring Tattoo's in an Adult Advanced Conversation Based ESL Class Objective: Learners will be able to identify the purposes for tattoos, discuss opinions about them, review the use of adjectives, adverbs, nouns and verbs, and understand a contextualized paragraph about tattoo’s. Materials: White board, markers/eraser, handouts, English-Spanish dictionary Procedure: 1. Warm-up: Ask learners to share any tattoos they have and explain the personal meaning or story behind them. 2. Discussion: Pose the following questions to the class: 1. Do you think tattoos should be seen as a form of self-expression? 2. Are there any personal reasons/motivations for getting tattoos? 3. Vocabulary: Present the following words to introduce tattoo related vocabulary: • Sketcher (noun): A person who designs tattoos • Phenomenon (noun): An occurrence or fact that is perceptible by the senses • Grandiose (adjective): Impressive because of uncommon largeness, scope, effect, or grandeur • Elaborate (adverb): In much detail • Express (verb): To show something explicitly 4. Inferring: Read the following paragraph to the class: “Tattooing is a whole phenomenon that has been growing in popularity over the past years. Those who practice this art work in an elaborate way to express their passion for drawing and for body modification. A sketcher has usually gone through an apprenticeship in which he or she learned all of the techniques to design tattoos.” Ask learners to make any observations or inferences from the text to promote critical thinking. 5. Grammar: Provide the class with a handout that reviews the different parts of speech. Ask learners to underline the adjectives, adverbs, verbs, and nouns from the text. Review key points from the handout as needed. 6. Wrap-up: Ask learners to share any insights or final thoughts on the topic. Closure: Invite learners to share any tattoos they may have or their thoughts on the topic. Explain how to correctly pronounce the vocabulary words discussed throughout the lesson. Learning Target: At the end of the lesson, learners will be able to identify the purposes for tattoos, discuss opinions about them, review the use of adjectives, adverbs, nouns and verbs, and understand a contextualized paragraph about tattoo’s.

Objective: By the end of this class, students will be able to identify and differentiate between adjectives and adverbs, as well as correctly use them in sentences. Materials: Flipchart and markers, handouts for practice activities Introduction (5 minutes): - Introduce the topic of adjectives and adverbs and explain their functions in a sentence (adjectives modify nouns and adverbs modify verbs, adjectives, and other adverbs) - Using a marker on the flipchart, provide some examples of adjectives and adverbs Model (15 minutes): - Using the flipchart and markers, break down a few sentences, identifying adjectives and adverbs - Ask students to provide examples of adjectives and adverbs - Model how to construct a sentence using adjectives and adverbs Apply (20 minutes): - Distribute the handouts with practice activities - Ask students to work in pairs to complete the activities - Monitor student progress and answer questions Conclusion (5 minutes): - Ask students to explain and provide examples of adjectives and adverbs - Summarize the objectives of the class and review the main takeaways - Thank students for their involvement and participation

Person A: Hey there how are you? Person B: Good, yourself? Person A: Fantastic! Hey, do you want to play a game of Scrabble? Person B: Sure! That would be a great way to practice using some of those vocab words we learned. Person A: Let's do it! What words do you remember? Person B: I remember we learned the words "clever", "buzz", and "muffle". Person A: Alright, those sound good. Let's see who can make the most words with those three words!

Retrieval Questions: 1. Who is the main character in the book The Most Magnificent Thing? 2. What was the main character trying to create? 3. How did the main character feel at the end of the story? Inference Questions: 1. What do you think the main character learned from her experiences in the book The Most Magnificent Thing? 2. What might the main character have done differently to solve her problems? 3. Why do you think the main character got frustrated at times? Prediction Questions: 1. What do you think the main character will do next? 2. In what other ways could the main character use her creativity and imagination? 3. What other challenges might the main character face in the future? Summarizing Questions: 1. What happened when the main character tried to make her most magnificent thing? 2. What obstacles did the main character need to overcome to make her most magnificent thing? 3. What was the outcome of the main character's attempts to make her most magnificent thing?

Introduction Welcome student to the class. Introduce yourself and ask the students to introduce themselves. Explain that today’s class is about the Engineering Design Process. Describe what engineers do and how their work benefits society. Show pictures or examples of different kinds of engineering. Lesson Outline 1. Explain the Engineering Design Process: Explain that engineers use a process to come up with solutions to problems. Make sure students understand that the process is not linear, but iterative. Show this video from Khan Academy on Design Thinking: https://www.youtube.com/watch?v=yF1MnS7vTJ4 2. Introduce the steps of the Engineering Design Process: Using this worksheet (https://emnaproject.weebly.com/uploads/7/9/1/2/7912412/the_engineering_design_process_students_worksheet.pdf), have students complete each step. • Ask: What problem am I trying to solve? • Brainstorm: What ideas do I have to solve the problem? • Design: What are the best options? • Create: How will I build my solution? • Improve: How can I make it better? 3. Put it all together: Using the media of their choice (sketch, write out, create a Google Slides presentation, etc.), have each student explain how the Engineering Design Process works. Questioning Use open-ended questions during the lesson to make sure students are understanding the concepts as they go. Here are some examples: • What does the Engineering Design Process help engineers to do? • What steps are in the Engineering Design Process? • How does the process help find solutions to problems? Assessment Students will be assessed based on their ability to explain the Engineering Design Process and implement it. Give students a prompt and have them apply the process to solve the problem. For example, “Design a water system to be used in a school.” Differentiation Allow students to work individually or in groups, depending on their learning level and needs. Provide extra support and guidance to those who are struggling. Plenary Discuss the importance of applying the Engineering Design Process in future projects. Ask students to reflect on their experiences with the process and what they learned. Optional: Have students present their projects to the class. This would be a way to assess their understanding of the process and what they created.

To be able to draw on personal experiences and observations to describe the Christmas holidays and how it was different from other years.

Good morning/afternoon everyone, my name is _____ and today I am going to be talking to you about the differences between Japan and Scotland. 1. The capital of Scotland is Edinburgh, while the capital of Japan is Tokyo. 2. Scotland has an area of 78,772 square kilometres, while Japan has an area of 377,915 square kilometres. 3. Scotland is ruled by a constitutional monarchy, while Japan is ruled by an independent parliamentary democracy. 4. The native language of Scotland is Scots and English, while the native language of Japan is Japanese. 5. The currency of Scotland is the British Pound, while the currency of Japan is the Japanese Yen. 6. Scotland's population is 5.4 million people, while Japan's population is 125.7 million people. 7. Scotland is known for its whisky, while Japan is known for its sake. 8. Scotland has a temperate climate, while Japan has a subtropical climate. 9. Scotland has four distinct seasons, while Japan has six. 10. Scotland celebrates Robert Burns night annually in January, while Japan celebrates Setsubun—the start of Spring—annually in February. 11. Scotland is home to the Loch Ness Monster, while Japan is home to the Kappa. 12. Scotland has two official languages, while Japanese only has one. 13. Scotland's national dish is Haggis, while Japan's national dish is Sushi. 14. Scotland's national flower is the thistle, while Japan's national flower is the chrysanthemum. 15. Scotland has a very strong Christian presence, while Japan is predominantly non-religious. 16. Scotland's national animal is the unicorn, while Japan's national animal is the green pheasant. 17. Scotland is a part of the United Kingdom, while Japan is an independent nation. 18. Scotland's biggest export is whisky, while Japan's biggest export is cars. 19. Scotland has had a long history of traditional bagpiping, while Japan has a long history of traditional taiko drumming. 20. Scotland is home to Nessi the Loch Ness Monster, while Japan is home to the Kappa. 21. Scotland's national sport is football, while Japan's national sport is sumo wrestling. 22. The Scottish flag is blue, white and red, while Japan's flag is red and white. 23. Scotland is known for its haggis and Highland Games, while Japan is known for its sushi and cherry blossom festivals. 24. Scotland is known for its castles, while Japan is known for its stunning temples and shrines. 25. Scotland is home to the Prime Meridian, while Japan is home to the highest mountain peak in the world—Mount Fuji. As you can see, there are many differences between Scotland and Japan. They both have their own unique cultures and traditions, which makes them both incredibly fascinating countries to explore. Thank you for listening.

Hello everyone, Today we are going to present on the amazing country of Japan! Japan is an East Asian island country located in the Pacific Ocean. Its capital city is Tokyo, which is located in the eastern part of the mainland. The total area of Japan is about 377,944 square kilometers, making it the 7th largest in the world. It is home to over 126 million people, making it the 11th most populous nation on Earth. Japan is known for many things, including its incredible and unique culture, its advanced technology, its delicious food, and its rich and deep history. Japan is the birthplace of some of the most famous martial arts, including judo and karate. Karate originates from the Ryukyu Island, which was once part of the Japanese Empire. Judo was invented by Jigoro Kano in the 19th century. Japanese people enjoy a variety of traditional and modern foods. Popular dishes include Sushi, Tempura, and Ramen. Japan is also well known for its technological innovations. Companies such as Sony, Panasonic and Nintendo have made their mark on the world through their groundbreaking products. Fun Fact #1: Japanese is the 9th most spoken language in the world and is spoken by over 130 million people! Fun Fact #2: In Japan, over 3,000 islands cover an area of 377,944 km2: Japan is an archipelago, or an island nation, consisting of many islands. Fun Fact #3: Japan is the most seismically active country in the world, with more than 1500 earthquakes occurring each year. We hope you have enjoyed learning about Japan! Thank you for your time!