This document provides information about how Christmas is celebrated in different parts of the world. It describes some key traditions and customs in places like England, Ireland, France, Germany, Spain, the Netherlands, Australia, Latin America, and Venezuela. Some of the traditions discussed include hanging stockings for gifts, attending midnight mass, eating special foods like turkey and plum pudding, participating in posadas ceremonies in Mexico, and breaking pinatas. The passage aims to educate students about the cultural diversity of Christmas celebrations globally.
This document discusses how Christmas is celebrated in different cultures around the world. It provides details on traditions and customs in places like England, Ireland, France, Germany, Spain, Australia, Latin America, and Venezuela. Some of the traditions highlighted include hanging stockings for Father Christmas in England, singing carols in France in exchange for wassail punch, Saint Nicholas visiting homes in Germany, dancing in the streets after midnight mass in Spain, and eating hallacas and pinatas in Latin America. The passage compares and contrasts how diverse communities celebrate Christmas similarly and differently based on their cultural backgrounds.
This document outlines a lesson plan for teaching subtraction to elementary school students up to quantities of 5. The objectives are for students to recognize the meaning of subtraction through illustration, subtract up to quantities of 5, and cooperate in group activities. The lesson plan includes preliminary activities like counting and reviewing addition, a story problem motivation, presentation of subtraction concepts, group activities to practice subtraction, and assessment. Students will practice subtracting quantities up to 5 and applying subtraction to word problems.
Konstadinos attends the 1st Primary School of Ilioupolis in Athens, Greece, which has about 25 teachers and teaches many subjects. The school has about 300 students split across 15 classrooms and also has special rooms like a computer lab and gym. Konstadinos enjoys talking with his friend Manos in the school park each morning before classes start.
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
The volunteer summarizes their experience volunteering in a kindergarten classroom at Miami Heights Elementary School. They observed the classroom environment and daily activities, helped teach lessons, and engaged with the students. Some highlights included reading Green Eggs and Ham and doing a related cooking activity with the students, watching the students openly share feelings and experiences with each other, and participating in a fun "farmer day" celebration. The volunteer felt they gained improved communication, cultural awareness, responsibility, technology, and art skills from the experience.
1. The document outlines a detailed English lesson plan for 7th grade students focusing on writing essays.
2. It includes objectives, subject matter, learning activities such as a video to motivate students about writing and group activities.
3. The lesson teaches students to identify the three parts of an essay and applies a cause-and-effect relationship from a poem to writing.
This document provides a lesson plan for teaching 11-12 year old students about Christmas vocabulary and customs in English-speaking countries. The lesson plan involves listening to and filling in the lyrics to the song "Jingle Bells", discussing Christmas traditions, and completing a crossword puzzle with vocabulary from the song. The goals are for students to increase their Christmas vocabulary in English and develop cultural understanding, teamwork skills, and pronunciation.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
This document discusses how Christmas is celebrated in different cultures around the world. It provides details on traditions and customs in places like England, Ireland, France, Germany, Spain, Australia, Latin America, and Venezuela. Some of the traditions highlighted include hanging stockings for Father Christmas in England, singing carols in France in exchange for wassail punch, Saint Nicholas visiting homes in Germany, dancing in the streets after midnight mass in Spain, and eating hallacas and pinatas in Latin America. The passage compares and contrasts how diverse communities celebrate Christmas similarly and differently based on their cultural backgrounds.
This document outlines a lesson plan for teaching subtraction to elementary school students up to quantities of 5. The objectives are for students to recognize the meaning of subtraction through illustration, subtract up to quantities of 5, and cooperate in group activities. The lesson plan includes preliminary activities like counting and reviewing addition, a story problem motivation, presentation of subtraction concepts, group activities to practice subtraction, and assessment. Students will practice subtracting quantities up to 5 and applying subtraction to word problems.
Konstadinos attends the 1st Primary School of Ilioupolis in Athens, Greece, which has about 25 teachers and teaches many subjects. The school has about 300 students split across 15 classrooms and also has special rooms like a computer lab and gym. Konstadinos enjoys talking with his friend Manos in the school park each morning before classes start.
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
The volunteer summarizes their experience volunteering in a kindergarten classroom at Miami Heights Elementary School. They observed the classroom environment and daily activities, helped teach lessons, and engaged with the students. Some highlights included reading Green Eggs and Ham and doing a related cooking activity with the students, watching the students openly share feelings and experiences with each other, and participating in a fun "farmer day" celebration. The volunteer felt they gained improved communication, cultural awareness, responsibility, technology, and art skills from the experience.
1. The document outlines a detailed English lesson plan for 7th grade students focusing on writing essays.
2. It includes objectives, subject matter, learning activities such as a video to motivate students about writing and group activities.
3. The lesson teaches students to identify the three parts of an essay and applies a cause-and-effect relationship from a poem to writing.
This document provides a lesson plan for teaching 11-12 year old students about Christmas vocabulary and customs in English-speaking countries. The lesson plan involves listening to and filling in the lyrics to the song "Jingle Bells", discussing Christmas traditions, and completing a crossword puzzle with vocabulary from the song. The goals are for students to increase their Christmas vocabulary in English and develop cultural understanding, teamwork skills, and pronunciation.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part II)
- The document summarizes a short story called "The Fun They Had" by Isaac Asimov about schools in the 22nd century. It describes the author Isaac Asimov and some of his notable works. The story contrasts the futuristic school attended by Margie, who studies alone via television and mechanical teacher, with the older style of school Tommy reads about in a book, where children learned together in a classroom. It provides character details about Margie, an 11-year-old girl who prefers the older style of school, and Tommy, a 13-year-old boy who shows Margie the book and represents the contrast between new and old schools.
This document contains an English exam for Year 3 students. It includes multiple choice questions testing comprehension of passages about daily routines, families, and animals. It also contains exercises asking students to rearrange words into sentences, complete sentences with given words, and write short paragraphs describing objects and people based on provided details.
Mrs. Ealy's 2nd grade class update includes information about upcoming specials, field trips, and celebrations. The class earned a pizza party for bringing in the most box tops. She encourages parents to volunteer to read in the classroom during reading month and sends home a reading calendar and scale to track reading minutes. The letter also provides details on what topics the class is learning about in different subjects.
The student wakes up at 7:15, gets ready for school, and arrives at 8:00. They play with friends until the morning bell rings for prayer. After prayer, they go to their classroom where they have seven hours of lessons, including Greek, Math, History, and more, with breaks in between. At 2:00, lessons finish and the student goes home.
Detailed lesson plan on I found a frogcarlynseludo
The document provides a detailed lesson plan for teaching a story called "I Found a Frog" to elementary students. The lesson plan has clear objectives for students to understand the story, answer WH questions, and sequence events. It includes various activities such as reading the story, group activities to relay the story's messages nonverbally, writing the story from the perspective of talking to a mother, and sequencing story events. The plan assesses if students met the objectives and assigns reading their story to family as homework.
The document recounts a terrible day that the writer had. They woke up late because their alarm clock didn't go off. They then burned their hand while rushing to make breakfast and forgot to wear socks while getting dressed. The writer missed their bus and didn't have enough money for a taxi, so they walked 3 miles to school only to discover it was Sunday.
The document provides an introduction to basic English grammar lessons from the website Espresso English. It includes a table of contents that lists grammar topics such as the present simple tense of to be verbs, possessives, articles, and more. Each topic is explained over multiple pages with examples and exercises. The summary concludes by welcoming students to the site and providing contact information for the author.
This document contains an English grammar and vocabulary exercise for students. It includes multiple choice questions, fill-in-the-blank exercises, and reading comprehension questions about short passages. The topics covered include parts of speech, tenses, prepositions, family traditions, and holiday celebrations.
The document provides information about various classes and events at Phoenix School in Vietnam for the month of April 2015. It includes summaries of activities and learning in the pre-nursery, nursery, kindergarten, preparatory, bilingual grade 1, grade 3, grade 5, and grade 9 classes. It also introduces some new teachers and staff at the school. The newsletter highlights that all students participated in Easter activities such as decorating eggs and an Easter egg hunt. It provides the school holiday schedule and announces the last day of school will be May 29th.
The document summarizes the journey of creating an educational book through a partnership between the Department of Education and UnionBank of the Philippines. It describes how UnionBank developed reading workbooks for students integrated with values education over several years, benefiting over 2.5 million students. Evaluation studies found the program improved reading achievement and positively impacted values. The final product of this collaboration is an institutionalized textbook to be used nationwide in Grade 2 classrooms.
The document summarizes the curriculum map for 2nd grade English Language Arts at Isaac School District. It outlines the units, big ideas, essential questions, vocabulary, standards, and sample activities for studying building bridges with unlikely friends through fiction texts, non-fiction texts, and writing assignments. Students will explore prefixes, suffixes, phonics, comprehension, characters, plots, illustrations, and more. Activities include identifying author's purpose, comparing characters, connecting to events, and writing friendly letters between characters.
This document outlines a 5-day unit on Ghana for 5th grade students. On day 1, students will learn basic facts about Ghana through a presentation and develop research questions. Day 2 involves independent research on assigned topics. Day 3 has student groups discussing findings and planning presentations. Day 4 is for practicing presentations. The goal is for students to learn about Ghana's culture through research, collaboration, and presenting to peers.
This document outlines a 5-day unit on Ghana for 5th grade students. On day 1, students will learn basic facts about Ghana through a presentation and develop research questions. Day 2 involves independent research on assigned topics. Day 3 has student groups discussing findings and planning presentations. Day 4 is for practicing presentations. The goal is for students to learn about Ghana's culture through research, collaboration, and presenting to peers.
This document outlines the curriculum map for an English Language Arts unit in the 2nd grade at the Isaac School District. The unit focuses on the African American journey to freedom through reading informational texts and fictionalized accounts. Students will read about important figures like Henry "Box" Brown, Rosa Parks, and Ruby Bridges. They will write narratives from the perspective of being in a "freedom box" like Brown as well as opinion pieces on racial equality that will be published digitally. The curriculum map provides learning standards, essential questions, vocabulary, and sample activities for teachers.
1) This document provides an overview of the 1st grade English Language Arts curriculum unit on American contributions. The unit focuses on biographies of famous Americans and fictional stories about the same people.
2) Students learn strategies for reading independently and fluently, such as using context clues to understand unfamiliar words. They also learn to form opinions and support them with evidence from what they have read.
3) The curriculum map outlines standards, sample activities, and assessments for students to meet objectives like retelling stories, comparing fiction and nonfiction texts, and using illustrations to describe story elements.
Here are the answers to your questions in complete sentences:
My complete name is Claude.
My favorite color is blue.
I don't have any brothers or sisters.
My favorites are reading books and playing games.
I usually eat cereal or toast for breakfast.
I love to eat sandwiches and soup for lunch.
My best dinner meal is pasta because I enjoy the different sauces.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN Mother Tongue Based (MTB)LiGhT ArOhL
Here are the answers to your questions in complete sentences:
My complete name is Claude.
My favorite color is blue.
I don't have any brothers or sisters.
My favorites are reading books and playing basketball.
I usually eat cereal or toast for breakfast.
I love to eat sandwiches and soup for lunch.
My best dinner meal is spaghetti and meatballs.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides a sample response about Hugh Jackman, an Australian actor known for his roles in X-Men and Les Miserables. The response discusses how he is famous, the positive changes he has brought through his philanthropy in fighting poverty and supporting charities. Follow-up questions are also provided about what makes people famous and differences between famous and ordinary people.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides a sample answer describing Hugh Jackman, an Australian actor known for his roles in X-Men and Les Miserables. The response notes that he is famous for his acting career, philanthropic work supporting charities and social causes, and brings positive change through his fame and donations to fight poverty and help those in need. Follow-up questions provided with the topic ask about what makes people famous, differences between famous and ordinary people, and mentioning an internationally famous person from their country.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides potential answers that could be given, focusing on describing Australian actor Hugh Jackman. It notes that he is famous for his roles in X-Men and other movies. The response says he is mentioned because the person is a fan of his acting. It also outlines Jackman's philanthropic work and how he tries to fight poverty through charity, having a positive impact on the country.
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part II)
- The document summarizes a short story called "The Fun They Had" by Isaac Asimov about schools in the 22nd century. It describes the author Isaac Asimov and some of his notable works. The story contrasts the futuristic school attended by Margie, who studies alone via television and mechanical teacher, with the older style of school Tommy reads about in a book, where children learned together in a classroom. It provides character details about Margie, an 11-year-old girl who prefers the older style of school, and Tommy, a 13-year-old boy who shows Margie the book and represents the contrast between new and old schools.
This document contains an English exam for Year 3 students. It includes multiple choice questions testing comprehension of passages about daily routines, families, and animals. It also contains exercises asking students to rearrange words into sentences, complete sentences with given words, and write short paragraphs describing objects and people based on provided details.
Mrs. Ealy's 2nd grade class update includes information about upcoming specials, field trips, and celebrations. The class earned a pizza party for bringing in the most box tops. She encourages parents to volunteer to read in the classroom during reading month and sends home a reading calendar and scale to track reading minutes. The letter also provides details on what topics the class is learning about in different subjects.
The student wakes up at 7:15, gets ready for school, and arrives at 8:00. They play with friends until the morning bell rings for prayer. After prayer, they go to their classroom where they have seven hours of lessons, including Greek, Math, History, and more, with breaks in between. At 2:00, lessons finish and the student goes home.
Detailed lesson plan on I found a frogcarlynseludo
The document provides a detailed lesson plan for teaching a story called "I Found a Frog" to elementary students. The lesson plan has clear objectives for students to understand the story, answer WH questions, and sequence events. It includes various activities such as reading the story, group activities to relay the story's messages nonverbally, writing the story from the perspective of talking to a mother, and sequencing story events. The plan assesses if students met the objectives and assigns reading their story to family as homework.
The document recounts a terrible day that the writer had. They woke up late because their alarm clock didn't go off. They then burned their hand while rushing to make breakfast and forgot to wear socks while getting dressed. The writer missed their bus and didn't have enough money for a taxi, so they walked 3 miles to school only to discover it was Sunday.
The document provides an introduction to basic English grammar lessons from the website Espresso English. It includes a table of contents that lists grammar topics such as the present simple tense of to be verbs, possessives, articles, and more. Each topic is explained over multiple pages with examples and exercises. The summary concludes by welcoming students to the site and providing contact information for the author.
This document contains an English grammar and vocabulary exercise for students. It includes multiple choice questions, fill-in-the-blank exercises, and reading comprehension questions about short passages. The topics covered include parts of speech, tenses, prepositions, family traditions, and holiday celebrations.
The document provides information about various classes and events at Phoenix School in Vietnam for the month of April 2015. It includes summaries of activities and learning in the pre-nursery, nursery, kindergarten, preparatory, bilingual grade 1, grade 3, grade 5, and grade 9 classes. It also introduces some new teachers and staff at the school. The newsletter highlights that all students participated in Easter activities such as decorating eggs and an Easter egg hunt. It provides the school holiday schedule and announces the last day of school will be May 29th.
The document summarizes the journey of creating an educational book through a partnership between the Department of Education and UnionBank of the Philippines. It describes how UnionBank developed reading workbooks for students integrated with values education over several years, benefiting over 2.5 million students. Evaluation studies found the program improved reading achievement and positively impacted values. The final product of this collaboration is an institutionalized textbook to be used nationwide in Grade 2 classrooms.
The document summarizes the curriculum map for 2nd grade English Language Arts at Isaac School District. It outlines the units, big ideas, essential questions, vocabulary, standards, and sample activities for studying building bridges with unlikely friends through fiction texts, non-fiction texts, and writing assignments. Students will explore prefixes, suffixes, phonics, comprehension, characters, plots, illustrations, and more. Activities include identifying author's purpose, comparing characters, connecting to events, and writing friendly letters between characters.
This document outlines a 5-day unit on Ghana for 5th grade students. On day 1, students will learn basic facts about Ghana through a presentation and develop research questions. Day 2 involves independent research on assigned topics. Day 3 has student groups discussing findings and planning presentations. Day 4 is for practicing presentations. The goal is for students to learn about Ghana's culture through research, collaboration, and presenting to peers.
This document outlines a 5-day unit on Ghana for 5th grade students. On day 1, students will learn basic facts about Ghana through a presentation and develop research questions. Day 2 involves independent research on assigned topics. Day 3 has student groups discussing findings and planning presentations. Day 4 is for practicing presentations. The goal is for students to learn about Ghana's culture through research, collaboration, and presenting to peers.
This document outlines the curriculum map for an English Language Arts unit in the 2nd grade at the Isaac School District. The unit focuses on the African American journey to freedom through reading informational texts and fictionalized accounts. Students will read about important figures like Henry "Box" Brown, Rosa Parks, and Ruby Bridges. They will write narratives from the perspective of being in a "freedom box" like Brown as well as opinion pieces on racial equality that will be published digitally. The curriculum map provides learning standards, essential questions, vocabulary, and sample activities for teachers.
1) This document provides an overview of the 1st grade English Language Arts curriculum unit on American contributions. The unit focuses on biographies of famous Americans and fictional stories about the same people.
2) Students learn strategies for reading independently and fluently, such as using context clues to understand unfamiliar words. They also learn to form opinions and support them with evidence from what they have read.
3) The curriculum map outlines standards, sample activities, and assessments for students to meet objectives like retelling stories, comparing fiction and nonfiction texts, and using illustrations to describe story elements.
Here are the answers to your questions in complete sentences:
My complete name is Claude.
My favorite color is blue.
I don't have any brothers or sisters.
My favorites are reading books and playing games.
I usually eat cereal or toast for breakfast.
I love to eat sandwiches and soup for lunch.
My best dinner meal is pasta because I enjoy the different sauces.
K TO 12 GRADE 3 LEARNER’S MATERIAL IN Mother Tongue Based (MTB)LiGhT ArOhL
Here are the answers to your questions in complete sentences:
My complete name is Claude.
My favorite color is blue.
I don't have any brothers or sisters.
My favorites are reading books and playing basketball.
I usually eat cereal or toast for breakfast.
I love to eat sandwiches and soup for lunch.
My best dinner meal is spaghetti and meatballs.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides a sample response about Hugh Jackman, an Australian actor known for his roles in X-Men and Les Miserables. The response discusses how he is famous, the positive changes he has brought through his philanthropy in fighting poverty and supporting charities. Follow-up questions are also provided about what makes people famous and differences between famous and ordinary people.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides a sample answer describing Hugh Jackman, an Australian actor known for his roles in X-Men and Les Miserables. The response notes that he is famous for his acting career, philanthropic work supporting charities and social causes, and brings positive change through his fame and donations to fight poverty and help those in need. Follow-up questions provided with the topic ask about what makes people famous, differences between famous and ordinary people, and mentioning an internationally famous person from their country.
The document describes a cue card topic for IELTS speaking about describing a famous person from your country. It provides potential answers that could be given, focusing on describing Australian actor Hugh Jackman. It notes that he is famous for his roles in X-Men and other movies. The response says he is mentioned because the person is a fan of his acting. It also outlines Jackman's philanthropic work and how he tries to fight poverty through charity, having a positive impact on the country.
Sarakk is a 29-year-old student from Cambodia who struggled to complete her education due to financial difficulties. Her mother, a farmer, worked hard to support Sarakk and her siblings after their father passed away. Sarakk persevered through challenges like walking long distances to school. She earned a scholarship from PEPY to study hospitality and tourism in Siem Reap. PEPY has helped Sarakk with housing, English lessons, and career training. Sarakk dreams of becoming a hotel manager to support her family and help others.
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is to help students improve their communication skills while learning about family relationships.
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different text types, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading narratives and answering comprehension questions, and identifying elements of a story. The lesson emphasizes family values and developing communication skills.
The lesson plan is for Grade 3 students and covers a week of instruction. It focuses on oral language skills, reading comprehension, writing riddles, and grammar. The plan includes daily objectives, learning activities, and assessments. Some key points:
- Students will participate in oral sharing activities, read stories aloud, write riddles, and identify nouns.
- Two stories are read during the week - "Doing Things for Mother" and "A Kitten for a Pet". Comprehension questions follow each reading.
- Activities include role playing dialogs, class passports, retelling stories using a map, and creating riddles about story elements.
- Grammar is taught through identifying nouns
Here are the key points about using this presentation template:
- You can modify and use the template for both personal and commercial purposes.
- You do not need to keep the "Thanks" slide if you are a Premium user.
- You can delete, edit or replace any of the slides.
- You own the copyright for any modified versions of the template.
- You can use elements from the template separately from the full template.
- You can register modified elements as trademarks or intellectual property.
- Make sure to review Slidesgo's Premium Terms of Service for full details.
As a Premium user, you have more flexibility in how you can use and modify this template.
The document describes a typical daily routine which includes waking up in the morning, doing hygiene tasks, having breakfast, commuting to school, attending lessons, having snacks and lunch, returning home in the afternoon, doing chores and homework, having dinner, and relaxing in the evening before bed. It also discusses weekend activities which differ from school days by allowing more sleep and free time to spend with friends and any weekend jobs.
The document outlines a student's proposed GYSD project to help underprivileged school children in need. The student aims to organize other students to volunteer at the school on a Saturday to provide clothes, gifts, school supplies and lessons to children from poor families. The plan involves recruiting volunteers, hosting games and lessons, providing lunch, and distributing supplies. The student believes this will help the children be happier and do better in their studies. Resources needed include a classroom, kitchen assistance, money for supplies and snacks, and clothing donations. The student hopes the project will improve the lives of the children in need.
The document contains profiles from students in South Africa ranging from grades 2 through 10. Each profile provides the student's name, grade, school details like class size and subject preferences. They describe their home life, including parents' employment and languages spoken. Students also share their future goals and questions for American students. Common themes are traveling long distances to school, unsafe neighborhoods, parental unemployment, and dreams of helping their families through education.
This document is the cover and introduction pages of an English language textbook for 9th grade students in Ukraine authored by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. The textbook provides lessons on English grammar, vocabulary, and passages about Britain, the United States, Canada, Australia, theater, cinema, and literature to help students improve their English skills. The authors wish the students success and an enjoyable experience learning from the textbook over the coming year.
This document is the cover of an English textbook for 9th grade students in Ukraine titled "English. Year 5" written by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. It provides publishing details such as the authors, publisher, date, and recommends the textbook for use in Ukrainian schools.
This document is the cover and introduction pages of an English language textbook for 9th grade students in Ukraine authored by M.O. Kuchma and L.I. Morska and published in Ternopil, Ukraine in 2017 by Navchalna Knyha-Bohdan. The textbook provides lessons on English grammar, vocabulary, and passages about Britain, the United States, Canada, Australia, theater, cinema, and literature to help students improve their English skills. The authors wish the students success and an enjoyable experience learning from the textbook over the coming year.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. Competency Goal 3
The learner will analyze how individuals, families, and
communities are alike and different.
Objectives
3.01 Compare similarities and differences between oneself and others.
3.02 Describe similarities and differences among families in different
communities.
3.03 Compare similarities and differences among cultures in various
communities.
3.04 Identify multiple roles performed by individuals in their families and
communities.
3.05 Identify historical figures and events associated with various cultural
traditions and holidays celebrated around the world.
3.06 Identify individuals of diverse cultures and describe on their
contributions to society.
Competency Goal 1
3.01 Compare similarities and differences between oneself and others.
Lesson 1
2. Alike and Different
*This lesson may take several class periods*
Materials: Class directory student forms (About Me sheet) and Venn diagrams
for each child (see next two pages)
Introduction:
Ask the students: What are some ways in which all the kids in this class are
alike?
What are some ways you are different?
Chart children’s responses on the board. Brainstorm questions kids could ask to
learn more about each other and the diversity that exists within the classroom, for
example: What do you call your grandmother? (Nana, Bobci, etc.) What chores
do you do at home? Help student groups choose questions, conduct surveys,
and create web charts to show responses.
Class Directory: Distribute an information form for each child to complete.
Items include name, birthday, three words that describe you, your favorite thing,
your least favorite thing. Provided is a space for drawing a self- portrait. Later,
the teacher can assemble all the forms in a class directory. The children can later
browse through the pages, discovering similarities and differences.
Partner Interview: Distribute copies of the Venn diagram. Partners will
interview each other and record their similarities and differences. Have partners
ask each other questions to learn more about one interesting “difference.” Model
this process with a volunteer.
About Me
Name: ____________________________
Birthday: __________________________
Favorite Color: _____________________
Favorite Food: _____________________
3. Three Words to Describe Me:
__________________
__________________
_________________
Favorite Things:
________________________________________________
________________________________________________
________________________________________________
________________________________________________
____________________________
Things I Don’t Like:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
*Draw a picture of yourself on the back of this sheet*
My Partner and I: Similarities and
Differences
Partner 1
Partner 2
Both
4. Competency Goal 2
3.02 Describe similarities and differences among families in different
communities.
Lesson 2
Different Families
*This lesson may take several class periods*
Preparation: before carrying out this activity, ask children to bring in photos of
their families (or drawings) to show the class.
You will need:
• photos of the children's families (see above)
• a copy of Muluken's story (next page)
• a copy of Shakeel’s story (next page)
• a note home to parents for homework assignment (next page)
Ask the children to show their family photos or drawings to the class. Talk about
the different kinds of family that exist and explain that they are going to be finding
out about some other families in different parts of the world.
Read Muluken's story. Talk about Muluken's family and what it means to her.
Draw attention to the fact that she lives in a compound, with all her relatives close
by. Ask children to think about the ways in which members of her family help
each other (fetching water and firewood, cooking food, giving each other cuddles
5. etc.). What are the similarities in children's own families? Most children in the
class will probably live in a 'nuclear' or a single parent family, but explore which
other relatives or carers might be involved, or who might get together with them
on special occasions, such as Christmas or New Year.
Then read Shakeel’s story. He lives with his mom and dad, and his brother
and sister.
Homework: Ask students to take home the letter located on the next page, and
complete the task for homework. Spend some time over the next few class
periods sharing the assignments.
Muluken's story
My name is Muluken and I'm seven years old. I live in a village called Gerba
Sefer which is high in the mountains in Ethiopia. My house is made of earth and
wood and there are trees all around.
Near my house is a canyon. I go there with my sister or friends. We climb on the
rocks and I can see for miles around. We watch the monkeys that live up there. I
live with my family all around me, in a group of houses called a compound. I live
with my dad, my older sister Esketsenaf and my younger sister Mekdes. My
grandmother also lives with us. She's special because she does all the cooking
and everything for us in the house. My mum works as a teacher in a school which
is 20 kilometers away. It is difficult to travel so far every day, so she comes home
on weekends and on the holidays. My uncle and his family live in the same
compound. I see them every day. Sometimes my uncle lets me ride his mule. My
cousin Zebawork is like another big sister. Another special person who lives near
my house is the village elder. He is old and wise and kind to us children.
In my village it's easy to find someone to join in my games. My favorite game is
playing 'shop'. We also play a game called Segne maksegno. This means
Monday and Tuesday and it is a sort of hopscotch.
I started school this year. After breakfast, I walk to school every day with my
sister. It takes about 15 minutes. I go to school in the mornings from 7:30 to
12:30. In the afternoons a whole new group of children come to school. That's
because the classrooms would be too small to hold all of us children together.
Many children don't come to school all the time. That's because most families
here are farmers. When it is time to plough the land or harvest, lots of children
are needed to help out at home.
There's no running water in my house so one of my jobs is to fetch clean water
from a pump and carry it back home. We always have to wash our hands before
we eat. There's no electricity so we use paraffin lamps at night and cook over a
wood fire. Another of my jobs is to collect firewood. Before I go to bed I like to
draw. When my mum is home, I cuddle up with her to sleep.
6. Shakeel’s story
My name is Shakeel and I'm seven years old. I live in a suburb of the city of
Hyderabad in India. It's hot, dry and dusty here, but other areas of India are lush
and green. I have always lived here, and my father was born here too.
I live with my mother and father, and brother and sister. At home we speak Urdu,
which is one of many languages that are spoken in India. The main ones are
Hindi and English.
I wake up at six o'clock in the morning, just as the sun comes up. My brother
Shabeer sleeps in the same room. Mum and dad are already up. My mum
fetches water from the tap in the street so that we can all wash, and my dad
washes his auto-rickshaw. This is a taxi with three wheels.
We are Muslims and say our prayers every morning. Then it's time to eat. For
breakfast I have salted parathas with tea. I like lots of sugar in my tea. Mum
helps me get ready for school.
At seven o'clock off I go to school. My dad gives me a lift on his way to work. We
see lots of monkeys on the way.
We have a blue and white uniform at school. There are about 40 children in my
class and so it gets very noisy. I like Craft and History best. I've got four special
friends - Rahim, Moulana, Ahmed and Suleman. At break time we play football.
It's so hot and dusty that some children prefer not to wear shoes.
I walk home from school with my big sister and our friends. It takes us quite a
while but on the way there's a very big tamarind tree. We stop and throw stones
to break off the juicy fruit. When I get home I milk and feed the goats. That's my
special job. I like it because then I can drink the milk. I also help my mum get the
evening meal ready by cutting vegetables. We eat dinner at about 7.30pm. I like
dal, potatoes and tomato curry. We all eat together if Dad is back from work.
After supper I watch TV or listen while my sister reads a story. By nine o'clock I
am in bed. I sleep with my favorite pillow, which I don't like anyone else to use. A
cool fan keeps Shabeer and me comfortable until morning.
Dear Parents,
Please share a story with your child about your own childhood. For example: A
7. favorite memory, family tradition, or school experience. Together, draw a picture
with your child. With your permission, the students will share your stories and
drawings with the class.
Thank you so much for all that you do,
The Second Grade Team
Competency Goal 3 and 4
3.03 Compare similarities and differences among cultures in various
communities.
3.04 Identify multiple roles performed by individuals in their families and
communities.
Lesson 3
8. People Around the World Part 1 (2 class periods)
In order to better understand diversity the students first need to learn a bit
about some other cultures and places around the world. To do this
effectively, the teacher will first show a short video episode of Arthur: Los
Vecinos . This video is about understanding the differences of families
from different countries. After watching the video about the family from
Ecuador, discuss the differences that they noticed. Additionally, ask the
students to share any stories they may have had with people from different
cultures.
In addition to the video, there are a number of books that highlight the
differences between children of different cultures around the world.
Together, the class will read and discuss the books.
As a closing exercise, ask each student to draw a picture that represents
something that they learned about from another culture.
What if
What would you do if new neighbors from another country moved in next door?
What if they did not speak English? What kinds of foods would you like them to
try? What would you like to learn from them? Write about it below.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
10. Competency Goal 3 and 4
3.03 Compare similarities and differences among cultures in various
communities.
3.04 Identify multiple roles performed by individuals in their families and
communities.
Lesson 4
People Around the World Part 2 (2 class periods)
In addition to reading and discussing new cultural information, the students
will have the opportunity to experience it. The students can get a taste of
other cultures through the demonstration of some games and dances from
other parts of the world. For games to play visit
http://www.topics-mag.com/edition11/games-section.htm
Clips of traditional Indian dancing can be found on youtube. Additionally,
the students can participate in a simple teacher led dance lessons on the
Mexican Hat Dance or the Irish Jig, set to some music.
Lastly, with the help of parent volunteers, the students can sample some
simple ethnic dishes. Such as Greek Baklava or Indian samosas.
11. Competency Goal 5 and 6
3.05 Identify historical figures and events associated with various cultural
traditions and holidays celebrated around the world.
3.06 Identify individuals of diverse cultures and describe on their
contributions to society.
.
Lesson 5
Christmas Around the World
You will need:
• a copy of the passage about Christmas around the world(next page)
• a quiz for each child (next page)
The best way to discuss holidays around the world is similar to the way in which
the cultural diversities were taught in lesson 3. Read (teacher should read this
first and paraphrase for discussion with students) and discuss the following
passage with the students. The students will be quizzed about what they learn.
Christmas Around the World
In England, Ireland, Scotland, and Wales:
12. Many Christmas customs originated in England, Ireland, Scotland, and Wales. These
customs include sending Christmas cards and hanging a sprig of mistletoe in a room or
hallway. According to tradition, a person may kiss anyone standing under the mistletoe.
On Christmas Eve, children hang up stockings for Father Christmas, the British version
of Santa Claus, to fill with presents. On the afternoon of Christmas Day, most British
families watch their monarch give a special Christmas message on television. In
England, dinner on Christmas Day features roast turkey and dessert of mince pie and
plum pudding.
During the days before Christmas, children or groups of adults go from house to house
singing Christmas carols. Children ask for money for themselves, but adults usually ask
for money for charity. This tradition began many years ago, when visitors sang carols in
return for a drink from the wassail bowl. The bowl contained hot punch made from ale,
apples, eggs, sugar, and spices. The word wassail comes from Was haile, an old Saxon
greeting that means Be healthy. Today, English people at large parties still drink punch,
but it is usually made from wine and other alcoholic beverages, fruit, and spices.
In Ireland, people put a lighted candle in their window on Christmas Eve as a sign of
welcome to Mary and Joseph. In Wales, people have caroling contests during the
weeks before Christmas. Roast turkey is the main course for dinner. People in Scotland
also have roast turkey and exchange small gifts. Some Scottish families decorate a
Christmas tree and sing carols, but most hold their main celebrations on New Year's
Day.
In France, children put their shoes in front of the fireplace so Pere Noel (Father
Christmas) can fill them with gifts. Many families attend midnight Mass and then have a
festive supper called Le reveillon. Large numbers of French families also decorate their
homes with small Nativity scenes. In these scenes, clay figures called santons (little
saints) portray the story of Jesus's birth. Some people put additional santons in their
Nativity scenes every year. They buy these figures at special holiday fairs that are held
before Christmas.
In Germany, Saint Nicholas visits children's homes on Saint Nicholas Eve, December
13. 5, and delivers candy and other sweets to be opened on December 6, Saint Nicholas
Day. According to one tradition, the Christkind (Christ child) sends the gifts on Christmas
Eve. This tradition is most popular in the mainly Roman Catholic region of southern
Germany. In the northern, mainly Protestant areas, parents usually say the
Weihnachtsmann (Christmas Man) brings the gifts.
Most German families have a Christmas tree that they decorate with lights, ornaments,
and tinsel. Spicy cakes called lebkuchen are made in various shapes and used as
decorations.
In Spain, people dance and sing in the streets after midnight Mass on Christmas Eve.
Most Spanish homes and churches display a miniature Nativity scene called a
Nacimiento.
In the Netherlands, Belgium, and Luxembourg, according to legend, Saint
Nicholas gives presents to children on Saint Nicholas Eve, December 5, which they open
on December 6, Saint Nicholas Day. Wearing a red robe, he arrives on a boat from
Spain and rides down the streets on a white horse. His servant, Swarte Piet (Black
Pete), accompanies him. Saint Nicholas goes down the chimney of each house and
leaves gifts in shoes that the children have put by the fireplace.
In Australia and New Zealand, December comes during the summer. Many people
celebrate Christmas by going on a picnic or to the beach. Schoolchildren have a six-
week summer vacation at Christmastime. Caroling takes place in many cities and towns.
Popular Christmas foods include turkey and plum pudding. Both Father Christmas and
Santa Claus are popular symbols of gift giving in Australia and New Zealand.
In Latin America. The nine days before Christmas have special importance in Mexico.
These days are called posadas, which means inns or lodgings. On each day, Mexicans
reenact Mary and Joseph's search for lodgings on the first Christmas Eve. Two children
carrying figures of Mary and Joseph lead a procession of people to a particular house.
The people knock on the door and ask for lodgings. They are refused at first but finally
are admitted.
14. After each posada ceremony, Mexicans feast and celebrate. Children enjoy trying to
break the pinata, a brightly decorated paper or clay figure containing candy and small
gifts. The pinata may be shaped like an animal, an elf, a star, or some other object. It is
hung from the ceiling, and the children take turns trying to hit it with a stick while
blindfolded. When someone breaks the pinata, the gifts and candy fall to the floor, and
the children scramble for them.
In Venezuela, people have a late supper after returning from midnight Mass on
Christmas Eve. Most of these meals include hallacas, which are corn-meal pies stuffed
with chicken, pork, beef, and spices. A favorite Christmas dish in Argentina is ninos
envueltos (wrapped children). It consists of rolled beef slices filled with seasoned
mincemeat.
Children in some Latin-American countries, including Brazil, Colombia, and parts of
Mexico, receive gifts on Christmas Day. In Argentina, Puerto Rico, Venezuela, and most
areas of Mexico, the wise men leave the presents on the eve of Epiphany.
In Asia. Christmas is not widely celebrated there. In areas where Christmas is
observed, people follow such Western customs as attending religious services,
decorating Christmas trees, giving presents, and singing carols.
In Japan, Christians are a minority, yet the popular aspects of Christmas are increasingly
seen. Gifts are exchanged, lights decorate business districts, and department stores
often display Christmas trees. Even Santa Claus makes his appearance in the crowded
stores.
In Africa, as in Asia, the celebration of Christmas is not widespread because most of
the countries have a small Christian population. Missionaries brought Christmas
customs to Africa and so people in the Christian communities generally follow Western
traditions. However, Africans sing carols and hymns in their own languages. In Ethiopia,
members of the Ethiopian Orthodox Church hold religious services on Christmas,
January 7. The major celebration takes place nearly two weeks later at Epiphany.
Christmas Around The World Quiz
Name _________________
Date __________________
15. 1. Circle two names for Santa Claus
Saint Nicholas Santa Man Pere Noel Rudolph
2. In France, where does Pere Noel leave gifts for children?
A. In a sock C. In the kitchen sink
B. In a shoe D. Under the Christmas Tree
3. In Ireland, people put __________ in their windows to show a sign of
welcome to Mary and Joseph
candy toys lights small cakes
4. What do people in Australia and New Zeland do to celebrate Christmas
A. Drink hot Chocolate C. Build a snowman
B. Picnic on the beach D. Build a fire
True or False
5. _____ In Asia and Africa, not very many people celebrate Christmas.
6. _____ In Australia, Christmas happens in the summer.
Competency Goal 5 and 6
3.05 Identify historical figures and events associated with various cultural
traditions and holidays celebrated around the world.
3.06 Identify individuals of diverse cultures and describe on their
contributions to society.
.
Lesson 6
Holidays Around the World
You will need:
• a copy of the passage about holidays around the world(next page)
16. • a quiz for each child (next page)
Lesson 6 will be led just as lesson 5 was led. Read (teacher should read this
first and paraphrase for discussion with students) and discuss the following
passage with the students. The students will be quizzed about what they learn.
Holidays Around the World
Shichi-Go-San
In Japan, children who are three, five, or seven years old are thought to be especially
lucky. So, on November 15, families who have children of these ages take part in a very
old festival. This special children's festival is called Shichi-Go-San, or "Seven-Five-
Three."
On this day, the children dress in their finest clothes. Some wear Western-style clothes.
Others follow the old customs. They wear traditional kimonos, which are beautiful,
brightly colored robes made of cotton or silk. And every child has a long, narrow paper
bag. On each colorfully decorated bag there are pictures, usually of a pine tree, a
tortoise, and a crane. These are symbols of youth and long life.
When everyone is ready, the families go to a shrine, or place of worship. There, they
give thanks for the good health of the children. They also ask for a blessing for the future
health and happiness of the children.
17. Outside the shrine, there are stalls where the parents buy candy and toys to fill the
children's paper bags. After the families return home, the children give some of their
candy to visiting friends and relatives. In return, the children are often given gifts. Finally,
the day may end with a party.
Guadalupe Day
Guadalupe (pronounced gwahth ah LOO pay or GWAHD uhl OOP) Day commemorates
the day that the Virgin Mary is believed to have appeared to Juan Diego, a Mexican
Indian. According to legend, on Dec. 9, 1531, Juan was hurrying over Tepeyac Hill, in
what is now Mexico City, when a vision appeared to him. A lady told him to ask the
bishop to build a shrine where she stood. But the bishop did not believe Juan until the
vision appeared again, on December 12, and produced a sign. The lady later appeared
to Juan's uncle and called herself Holy Mary of Guadalupe. Our Lady of Guadalupe
(often called the Virgin of Guadalupe) became the patron saint of Mexico.
Roman Catholics throughout Mexico and in parts of the southwestern United States
celebrate the feast of Our Lady of Guadalupe on December 12. The Roman Catholic
Church declared Juan Diego a saint on July 31, 2002.
Saint Lucia Day
Down the village street comes a small group of young people. At the head of the group
walks a pretty girl in a long, white dress. Upon her head she wears a crown of green
leaves and seven glowing candles. In her hands she carries a tray of little cakes. Behind
her walk some younger girls, also in white, carrying candles. A number of boys in tall,
pointed hats follow them. Processions such as these can be seen in all parts of Sweden
on Saint Lucia Day, December 13. The girls and boys bring cakes and coffee to
factories, homes, hospitals, and offices.
The girl with the crown represents Saint Lucia, a young Christian girl. She was killed by
Roman soldiers about fifteen hundred years ago for refusing to give up her religion.
Because Saint Lucia was an Italian, her day is also celebrated in Italy. There, people
honor her with bonfires and parades on her feast day.
Boxing Day
Boxing Day is a holiday celebrated in Australia, Canada, New Zealand, and the United
Kingdom. It falls on December 26, which is also Saint Stephen's Day. The public
observance of Boxing Day takes place on the following Monday if December 26 falls on
a Saturday or Sunday. The traditional celebration of Boxing Day included giving money
and other gifts to charitable institutions, needy individuals, and people in service jobs.
The holiday may date from the Middle Ages (A.D. 400's-1400's), but the exact origin is
18. unknown. It may have begun with the lords and ladies of England, who presented
Christmas gifts in boxes to their servants on December 26. Or it may have begun with
priests, who opened the church's alms (charity) boxes on the day after Christmas and
distributed the contents to the poor.
Holidays Around The World Quiz
Name _________________
Date __________________
1. What does Shichi Go-San mean?
A. Seven, Five, Three C. Merry Christmas
B. Thank you D. Five Million
2. What is the name of the fancy robe worn in Japan?
A. Bath robe C. Kimono
B. Dress D. T-Shirt
3. Guadalupe Day is celebrated in
A. France C. Spain
B. Brazil D. Mexico
4. What do the people of Sweden eat on Saint Lucia Day?
A. Candy C. Little Cakes
B. Carrots D. Donuts
True or False
5. _____ On Boxing Day, people normally give money to a charity or the
needy.
19. Assessments
1. about me page(lesson 1)
2. venn diagram (lesson1)
3. participation grade based on listening to and respecting others sharing
(lesson 2)
4. story and drawing done with family member (lesson 2)
5. What if paper (lesson 3)
6. participation grade based on following directions and listening to readings
(lesson 3)
7. picture drawn demonstrating a cultural tradition (lesson 3)
8. participation grade for participating in multi-cultural activities
9. Christmas around the world quiz (lesson 5)
10.Holidays around the world quiz(lesson 6)