Hi [Name], I hope you're doing well and that you had a good week. I'm sorry that I haven't been in touch for a while, but I wanted to let you know about my recent trip - I was lucky enough to watch the football World Cup 2022! It was such an amazing experience. I travelled to Qatar with my family and we arrived a few days before the match. The atmosphere was electric - everywhere we went, people were talking about it, and of course, everyone was wearing the team's colours. The city was decorated in the team's colours and the streets were lit up with flags and banners. It was so exciting to be a part of it! On the day of the game, we got to the stadium early. There were chants and cheers as we entered, and it was just incredible to be in such a lively atmosphere. The match itself was a really close one and the atmosphere was really intense! I was so proud of the team and it was just incredible to have been part of it. It was definitely one of the greatest experiences of my life and I will never forget it! I hope that one day you get the chance to go and see a World Cup match too. It is the most unforgettable experience and I would highly recommend it. Anyway, I hope that you are doing okay and that you're having a great summer. Let me know if there's anything I can do for you. Take care, [Your name]

Gin ye go tae Scotland, tae bide yer time, Ye'll find yersel' a frien' frae ilka clime. Wi' bonnie hills, an' lochs, so clear an' braw, It's a braw bricht day, gied Scotland a thaw!

Objectives: -Students will understand what gender inequality is -Students will identify how gender inequality manifests itself in society in stereotypes around colour preference and toy preference -Students will brainstorm solutions to gender inequality Materials: -Coloured pencils and paper -Pictures of people playing with different toys -Whiteboard/Smartboard Time: 45 minutes Procedure: 1) Introduce the concept of gender inequality (5 minutes): -Explain to students that gender inequality is when one gender doesn't have the same rights, power, or opportunities as the other gender 2) Guide discussion around colour preference and toy preference (10 minutes): -Discuss how gender often determines which colours and toys are preferred -Show students examples of people playing with different coloured toys 3) Drawing Activity (15 minutes): -Instruct the students to draw a picture of themselves playing with a toy -Encourage them to think about which toy they chose and why they chose it 4) Brainstorm ideas on how to reduce gender inequality (10 minutes): -Ask the students how they can make sure gender inequality isn't an issue -Brainstorm ideas on the board and discuss as a class 5) Summary & Wrap-up (5 minutes): -Review key points of the lesson -Explain that everyone should have the same rights and opportunities regardless of gender.

1. What simile does the author use to describe the giant? "The giant was like a mountain, standing tall and dark against the night sky." 2. What metaphor does the author use to describe the street lamps? "The street lamps were like faint stars in the darkness." 3. What sound did Sophie hear coming from outside her window? Sophie heard a low, rumbling snore coming from outside her window. 4. Who does Sophie plan to tell about the giant? Sophie plans to tell the Queen about the giant. 5. How does Sophie feel when she first sees the giant? Sophie feels scared and excited when she first sees the giant.

猫は かわいい いぬより（ねこ は かわいい いぬ より） 可愛く ピュアに（かわいく ピュア に） あそこにいる 安心感（あそこ に いる あやしい かん） 野性の 一面をくれる（やせい の いちめん を くれる） Translation: Cats are cuter than dogs so cute and pure, their presence brings an calming feeling and a wild side.

Objective: Students will be able to add two-digit numbers within 20 correctly. Materials Needed: -mini whiteboards -dry erase markers -adding strips Warm Up: Write the following equation on the board: 14 + 6 = Have students solve the equation using what they already know. Guided Practice: Pass out the adding strips to the students. Explain how to use the strips to add two-digit numbers. Have students complete two addition equations on their strips. Check for understanding. Independent Practice: Give students three equations, written on mini whiteboards, to solve: 1. 12 + 7 2. 17 + 3 3. 19 + 1 Have students come up to the board one-by-one to solve the equations in front of the class, using their adding strips. Check for understanding. Conclusion: Review the lesson by having students solve one more equation on their whiteboards. Check for understanding. Assessment: Have students complete a worksheet in which they add two-digit numbers within 20.

1. What is the source of the floodwater that threatens the island? (From the sea, page 10) 2. Why isn't Zoe able to leave the island? (Because the ferry has stopped running due to the floodwaters, page 2) 3. What does Zoe think the floodwater symbolizes? (The end of her old life and a new beginning, page 5) 4. What fantasy world does Zoe create in her mind to help her cope with the flood? (She creates a kingdom of light and dark and games of her own invention, page 6) 5. How does Sam reveal his knowledge of the flood? (Through a secret drawing, page 7) 6. What motivates the villagers to work together to combat the flood? (Hope that they can protect their homes and their families, page 9) 7. Who protects the island from the floodwaters? (Sam’s father and the other villagers, page 11) 8. What does Zoe learn from the experience of the flood? (That working together can help them succeed, page 12) 9. How does the flood ultimately bring Zoe and Sam closer together? (Sam’s drawing of the island’s future shows them walking hand-in-hand, page 13) 10. What does Zoe gain from the end of the flooding? (A new appreciation for her home and the people living on it, page 14)

Objective: Students will be able to explain the accomplishments Muhammad Ali made in his life and its relevance to our current culture. Materials: -Student handouts about Muhammad Ali's early life, career accomplishments, social activism, and legacy -Video clips of his most famous fights -Quotes from Muhammad Ali Lesson Plan: 1. Introduction (10 minutes): -Welcome students and explain the purpose of the lesson. -Provide students with a brief background about Muhammad Ali and why he is considered one of the most important figures in 20th century history. -Show a brief video about Muhammad Ali. 2. Discussion (20 minutes): -Discuss the student handouts on Muhammad Ali. -Discuss his career accomplishments, such as winning three world heavyweight boxing championships and becoming an Olympian at the young age of 18. -Discuss his social activism and how he spoke out against the Vietnam War, racism, and oppressive regimes. -Discuss his legacy and why Muhammad Ali still resonates with people today. 3. Activity (10 minutes): -Show students video clips of Muhammad Ali’s most famous fights. -Discuss with students how his boxing style was unique and why it made him so successful. -Discuss how these fight clips can be used as metaphors for facing other challenges in life. 4. Conclusion (10 minutes): -Discuss the impact of Muhammad Ali's life on current culture and how he still inspires people today. -Discuss some of his famous quotes and how they resonate with students. -Discuss how the lesson shows how one person can make an impact on the world. -Ask students to reflect on the lesson and how it has impacted them.

I. Introduction (5 mins): A. Definición de modernización de la economía B. Introducción histórica a la modernización de la economía española II. Antecedentes de la modernización de la economía española (15 mins): A. La Segunda República (1931-1936) B. La Guerra Civil Española (1936-1939) III. La economía española durante el Franquismo (1939-1975) (20 mins): A. El Plan de Estabilización Económica (1959-1974) B. La Estanqueidad en los Años Setenta IV. El Proceso de Modernización durante la Transición (1975-1982) (30 mins): A. La Unión Europea B. La reglamentación de la posguerra C. El Tratado de Adhesión a la UE V. La economía española desde los años noventa (15 mins): A. La adhesión a la Zona Euro B. Las reformas estructurales VI. Conclusion (5 mins): A. Resumen de la lección B. Previsión del futuro de la economía española

1. What does courage mean to you? Answer: To me, courage is the willingness to do what is necessary despite any fear or difficulty. 2. How has courage helped you overcome obstacles in life? Answer: Courage has helped me face the hard choices in life and take the risk that is necessary for growth. 3. How have you seen courage manifest in other people? Answer: I have seen courage in people who face great personal obstacles and still choose to continue on with hope and strength. 4. How does your self-belief impact your courage? Answer: Self-belief impacts my courage by providing me with the confidence to take risks and try things that I may have previously been too scared to attempt. 5. What advice would you give to someone lacking in courage? Answer: I would advise them to break the goals down into manageable steps and to start small. Baby steps and small successes can help to build the confidence needed to tackle more difficult tasks. 6. How has your understanding of courage changed as you've grown older? Answer: As I've grown older, my understanding and appreciation of courage has grown. I now recognize the importance of taking risks and facing difficulties in order to grow and succeed. 7. What have you learned about courage from difficult experiences? Answer: Difficult experiences have taught me that courage isn't about the absence of fear, but instead it's about the ability to push through the fear and still act regardless. 8. In what ways have you seen courage lead to positive change? Answer: I have seen courage lead to positive change by inspiring and empowering people to take risks and strive for something better. Oftentimes, these risks can have far-reaching and positive effects that can be felt around the world.