L1+Sargent,+Elizabeth

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **

**__Lesson #:__** 1 **__Facet:__** Explain **__Numbers of Days:__** 3 days
 * __ Teacher’s Name __**** : ** Ms. Sargent
 * __ Grade Level __**** : ** Grades 9-10
 * __ Topic: __** Complex Character Development


 * __ PART I: __**


 * __ Objectives __**
 * Student will understand that ** complex characters in //The Great Gatsby// develop, interact, and advance throughout the text.
 * Student will know ** who are the complex characters, importance of relationships between characters, key scenes, and interactions.
 * Student will be able to ** describe the development of complex characters.
 * Product: ** Diorama, Google Sketch Up

Common Core State Standards Content Area: Reading, //The Great Gatsby// Grade Level: Grade 9-10 Domain: Literature Standard: Key Ideas and Details Cluster: 1, 2, 3
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * Rationale: ** Students will use a Five W's Chart to brainstorm and develop ideas about characters, how they interact, and how they advance throughout the //The Great Gatsby//.


 * __ Assessments __**


 * __ Pre-Assessment: (Lesson 1 only)- __** Students will put what they know individually about character development, theme development, inference support on paper; and then discuss what they know in groups through Think-Ink-Pair-Share.


 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction: ** During the 3-2-1 activity, students will raise the number of fingers to communicate their level of understanding of character development through a series of relevant questions geared towards their specific characters.


 * Section II – timely feedback for products (self, peer, teacher): ** Students will create a Diorama using Google Sketch Up and will be graded through a checklist. While they are working on their diorama's students will also use a checklist to self-assess, and make sure they have all the necessary components. Students will give feedback on where they are in their project by using an exit ticket to show their understanding and how they are coming on their diorama's.


 * __ Summative (Assessment of Learning): __ Google Sketch Up (50):** create a diorama on scenes in which characters go through major changes. Students need to create a diorama done in Google Sketch Up on a scene in which their chosen character from the book //The Great Gatsby// goes through the biggest change. To do this students will first look at character development. They will need to choose a character that they want to look more in depth on, possible that they identify with, and figure out where that character changes the most in the book. They then need to find the setting clues in the book, and try to visualize what that scene looks like. Students will then make a sketch of what they want their scene to look like. They will need to get their sketch approved by me before going into Google Sketch Up to start their final diorama.


 * __ Integration __**
 * Technology: ** Students will create a diorama on scenes in which characters go through major changes using Google Sketch Up.

__**Art:**__ Students will create a diorama on important scenes for their characters. They will need to visualize what the scene looks like and then make a rough sketch of what they want their scene to look like before starting their final Diorama product in Google Sketch Up.

Students will know who are the complex characters, importance of relationships between characters, key scenes, and interactions. Students will use a Five W's Chart to brainstorm and develop ideas about characters, and then share in partners to review and improve their ideas. Student will be working in partners to work out and consult about specific characters.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **

After students have brainstormed using the Five W's Chart they will then get into teams, and partners will quiz and tutor teammates on their specific characters. Partners will then use their improved information about their characters to create a Diorama in Google Sketch Up. Teams will be chosen by their proficiency with Google Sketch Up, on a scale of 1 through 5, a 5(proficient) will get paired up with a 1(learner). Teams will be assigned depending on the characters they have chosen, I will try to pair similar characters together so that the teams have more to collaborate with. In a group of three, students will get to choose one of three roles for their final product. One students will be the creator and create the Google Sketch Up scene, the second student will be the sketcher and will sketch a model of the diorama on paper, the third student will make sure that all ideas are covered that the group has come up with about characters, and make sure their products align with the checklist. The third student will also be responsible for incorporating a natural material in their diorama that connects with the scene.
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**


 * __ MI Strategies __**


 * Logical: ** Students will have the opportunity to discuss how their characters develop, what critical moments spark development in the story, how characters interact with other characters, and how their characters grow and change in small groups. Group members will give feedback to improve their ideas about their characters development.
 * Verbal: ** Students will have the opportunity to discuss how their characters develop, what critical moments spark development in the story, how characters interact with other characters, and how their characters grow and change in small groups. Group members will give feedback to improve their ideas about their characters development.
 * Visual: **Students will get to see how to use Google Sketch Up, and work with Google Sketch Up in the beginning of the lesson. They will be able to see some ways in which they might want to incorporate certain aspects of Google Sketch Up into their final diorama done on Google Sketch Up. They will also have the chance to make a visual sketch of their scene before making their final diorama on Google Sketch Up.
 * Musical: ** Students will listen to music from the movie //The Great Gatsby// during work on their dioramas. They can also choose to listen to their own music while making their Five W's Chart to brainstorm about their chosen character.
 * Intrapersonal: ** Students will work individually to brainstorm their ideas about their characters and scenes on the Five W's Chart.
 * Interpersonal: ** Students will work in partners and in groups to assess peer knowledge about characters, and also improve their own knowledge about how their character develops and what sparks those developments.
 * Kinesthetic: ** After students work diligently for over an hour they will have the chance to move around as characters do in //The Great Gatsby//, we will play a short song of choice and students will have the chance to sing along and dance like characters do at Gatsby's parties.
 * Naturalist: ** Students will be able to work outside if the weather cooperates and interact with bodies of water like in //The Great Gatsby.// Students will be going outside and getting in contact with the water, and be near the water like characters did in //The Great Gatsby.// They may also use real natural materials such as: grass, small twigs, etc, in their dioramas.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * Plan for accommodating absent students: ** If a student should be absent for work, they should come see me immediately when they get back to school the next day. If they missed more than one day in a row, they should get in contact with me while they are gone and set up a plan to get the work done that they have missed. I will create a folder in advance for students that have scheduled absences. In the event that a students misses a class and in doing so misses classwork, I will collect the work that was done that day and put their name at the top of the paper. All the papers and assignments that were missed will be put in a folder for the student to work on that weekend. They will need to finish it and hand in all missed work the following Monday. Otherwise, they will receive a zero for anything they missed. Group work will have to be done in the students own time, they will need to get together with their assigned partner from their group and work with them after school or during a study hall period. Partners will be responsible for catching the students up on any details that were left out in class such as: group ideas, work done so far, etc. I will be there for help after school on Tuesdays and Thursdays, and students will be able to contact me through email at any time. If students are able to Skype into class while they are not at school then they should do so, this will let them not miss any group work. If they are able to do this I will email them any worksheets we are working on in class.


 * __ Extensions __**


 * Type II technology: ** Students will create a diorama on scenes in which characters go through major changes using Google Sketchup. Students will be able to collaborate their ideas in groups and discuss their characters. They will be able to show their work in a Type II Technology by not only creating a diorama in Google Sketch Up, but having the Diorama be a scene that is the most important to their characters development.


 * Gifted Students: ** Students have the right to be challenged in the curriculum according to their needs. Students that need a little bit more of a challenge than this lesson offers can do some additional challenges. Students looking for a little bit more of a challenge should look to create their Google Sketch Up dioramas as life-like as possible. Before doing their diorama, students may want to research example dioramas to make sure that their dioramas on Google Sketch Up can be as life-like as possible. They can make a practice diorama on Google Sketch Up and work out the kinks before doing their final diorama. They may also write a paper explaining what makes their diorama connect with their important character development scene. Students may also create a second diorama if they believe that their is more than one scene that is important to their character development.


 * __ Materials, Resources and Technology __**
 * // Laptop with Google Sketch Up //
 * // Pencil, Paper //
 * // Five W's Chart Organizer //
 * // The Great Gatsby //
 * // Student Checklist //
 * Markers or colored pencils
 * Syllabus
 * Exit Ticket
 * Gatsby Music Soundtrack

[] (Five W's Chart Organizer) [] (Gatsby Soundtracks) [] (Exit Ticket Template) //The Great Gatsby// by F. Scott Fitzgerald
 * __ Source for Lesson Plan and Research __**


 * __ PART II: __**

// Day 1 Seating: // Students will be arranged in desk groups of Two's so that they are able to work with partners and easily move into their groups. Groups will be positioned in partner groups that are behind or in front of their group mates. Making sure that partners are seated together is important so they don't have to keep arranging themselves for partner work. Students that are shy and don't answer a lot of questions will be positioned towards the front. While those that may understand some of the content already positioned towards the back. // Day 2 Seating: // There will be groups that will be working together discussing their common character development, when they work in groups on day 2 they will already be in clusters, which will be easy to do because partners are already seated together. Partners will simply have to turn their desks around to talk with their group. When students finish discussing their characters and their scenes they will move into their groups of three and work in their own space of choice that is comfortable. // Day 3 Seating: // Students will be in their final groups of three and the clusters will be finalized at the beginning of class. They will start working on their roles for their final project. //Day 1: (80 minutes)// //Day 2: (80 minutes)// //Day 3: (80 minutes)//
 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //
 * Hook will be presented. Students will follow the tutorial on Google Sketch Up to introduce students to the technology they will use in their final product for this lesson. Their task will be to make a building that they found on the internet, and make it as real life as possible. (30)
 * After being put together with their partners students will work with their partners to brainstorm important scenes for their chosen characters. Partners will be chosen based on which character students want to do. (5)
 * After they complete the pre-assessment they will be put into these groups and then start working on their character development with their partners. The pre-assessment will show what students already know about certain characters, and who they are interested in as a character.
 * They will complete the Five W's Chart and make sure to discuss in depth with their partners about their characters.This will be worked on the rest of class and if it is not finished it is also homework. (45)
 * For homework, they will go home and play with Google Sketch up. If they finish early in class they will also be able to play with Google Sketch Up to create a firm knowledge of the technology before they start on their final product.
 * Students will be put into their groups based on their common character and they will discuss what they found, what they have in common, and what they can improve on based on what they came up with in their Five W's Chart. They do not have to agree on the most important scene, but they do need to give a logical explanation as to why that scene is the most important for the character and the group needs to agree. (15)
 * Students will then move into their final groups of three based on their common characters and their chosen scene. You will have to choose these groups based on their common characters and scene choice. (5)
 * Students will need to pick roles and come up with what they are going to incorporate into their diorama for their scene that represents the most important change for their character. (10)
 * Students will have time in class to work on these roles, and for homework they will need to work on their project as well. (50)
 * Students will work on the final touches to their projects for the first 30 minutes of class, and they will all present what they have come up with and then explain their reasoning to the class as to why they choose that character, how that character developed through //The Great Gatsby,// and why they choose that scene. (80)

Students will understand that complex characters in //The Great Gatsby// develop, interact, and advance throughout the text. Students will be better able to discern how people develop in the real world like psychologists and psychiatrists, and how to create their own characters in their own stories, like authors, and possibly how they have developed based on certain occurrences in student lives, by studying the characters in //The Great Gatsby//. //Key Ideas and Details//. Students will follow along on a tutorial on Google Sketch Up that will introduce everyone to Google Sketch Up and get students familiar with the technology. They will then accomplish a task given by me using Google Sketch up. Their task will be to make a building that they found on the internet, and make it as real life as possible. This is the link they will be using ( []). This will take 30 minutes, students will be arranged in two's so that they have partners to answer any questions they may have. I will be going around the room answering questions about the technology, and making sure that students complete the task I have given them using Google Sketch Up. **Where, Why, What, Hook, Tailors:** //Intrapersonal, Visual, Verbal//

Students will know who are the complex characters, importance of relationships between characters, key scenes, and interactions. **See Content Notes.** Students will use a Five W's Chart to brainstorm and develop ideas about characters, and then share in partners to review and improve their ideas. Here is a link to the Five W's Chart: []Student will be working in partners to work out and consult about specific characters. They will then get into teams, and partners will quiz and tutor teammates on their specific characters. Partners will then use their improved information about their characters to start thinking about what they want to include for finalized information in their final product. Students will put what they know individually on paper, and then discuss what they know in groups through Think-Ink-Pair-Share to show what they already know, and material that they do not yet understand about the coming material. The Think-Pair-Share activity will let students discuss what they already know in groups after brainstorming individually. While students are working, teacher will prompt the checking for understanding activity: 3-2-1. Use the 3-2-1 activity to help understand where students are and what they understand. Students will raise the number of fingers to communicate their level of understanding of character development through a series of relevant questions geared towards their specific characters. These questions should include questions from this website: []. Direct these questions towards students to help students come up with accurate accounts of what their characters look like, who they are, and why they are important.
 * Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, Verbal, Visual,// //Intrapersonal, Logical//

Students will be able to describe the development of complex characters. Students will create a Diorama using Google Sketch Up and will be graded through a checklist. While they are working on their diorama's students will also use a checklist to self-assess, and make sure they have all the necessary components. Students will give feedback on where they are in their project by using an exit ticket to show their understanding and how they are coming on their diorama's. Students will get to see how to use Google Sketch Up, and work with Google Sketch Up in the beginning of the lesson. They will be able to see some ways in which they might want to incorporate certain aspects of Google Sketch Up into their final diorama done on Google Sketch Up. They will also have the chance to make a visual sketch of their scene before making their final diorama on Google Sketch Up. Partners will then use their improved information about their characters to create a Diorama in Google Sketch Up (this is their final product for this lesson). Teams will be chosen by their proficiency with Google Sketch Up, on a scale of 1 through 5, a 5(proficient) will get paired up with a 1(learner). Teams will be assigned depending on the characters they have chosen, as a teacher try to pair similar characters together so that the teams have more to collaborate with. In a group of three, students will get to choose one of three roles for their final product. Students will have the opportunity to discuss how their characters develop, what critical moments spark development in the story, how characters interact with other characters, and how their characters grow and change in small groups. Group members will give feedback to improve their ideas about their characters development. After students work diligently for over an hour they will have the chance to move around as characters do in //The Great Gatsby//, we will play a short song of choice and students will have the chance to sing along and dance like characters do at Gatsby's parties. One students will be the creator and create the Google Sketch Up scene, the second student will be the sketcher and will sketch a model of the diorama on paper, the third student will make sure that all ideas are covered that the group has come up with about characters, and make sure their products align with the checklist. The third student will also be responsible for incorporating a natural material in their diorama that connects with the scene.
 * Explore, Experience, Revise, Refine, Tailors:** //Verbal, Visual, Interpersonal, Musical, Bodily, Naturalistic//

Students will use a self-assessment checklist They will use this checklist to make sure that they have all the appropriate items needed for a successful project before they present their dioramas. As the students are working on their final products it will be good to check individual understanding through a series of questions that you can get from this website on character development in //The Great Gatsby.// It will be good for students to recognize what a character needs in a diorama to be recognized, but to do this, they need to have the basic information about their characters down pact. Once they have answered all of the questions on this questionnaire, give this sheet, printed out, back to them to use for their final product:[|http://www.writingclasses.com/InformationPages/index.php/PageID/106] Students will present their dioramas to the class, and be able to answer questions about why they included the characters, what is important about the characters, and why this scene is important to the character. As the teacher, make sure you ask these questions. Students will be evaluated through a teacher checklist.
 * Evaluate, Tailors:** //Visual, Verbal, Logical, Interpersonal, Intrapersonal//

Students will know who are the complex characters, the importance of relationships between characters, key scenes, and interactions. A character contains a combination of qualities or features that distinguishes one person, group, or thing from another. Complex Characters are a type of character that is more than one dimensional. He/she changes attitudes and behaviours to suit situations. Relationships between characters are defined as relationships that occur between characters in a text and they are important because they generally shape the character, the characters personality, and how they develop. Key scenes are scenes in which major events happen or in which characters go through major changes and they are important because students need to look at how their characters develop, change, interact, and advance throughout the text. Interactions between characters are conversations that either impede or progress character development. They help the reader understand characters and they are important because students must understand character development.
 * __ Content Notes __**

[] - This link will help you to understand what the students are looking to understand about character development. It especially focuses on complex characters, which are especially important in this lesson and as part of this unit. It is imperative that you are able to understand what the students are trying to understand. [] - This site will help you to understand the novel that we are reading //The Great Gatsby//, and the characters that are within it. Since you may not have read this text, I thought it would be a good idea for you to have a little cheat sheet to go by. This is a link to an acceptable diorama page full of examples [], remember that students need to make their dioramas as life like as possible using Google Sketch Up. Make sure they go through the Google Sketch Up tutorial, and understand all parts of the technology.

// Five W's Chart //[|-http://www.eduplace.com/graphicorganizer/] (Five W's Chart Organizer) // Exit Ticket //[|- http://www.scribd.com/doc/4663033/Exit-Ticket-Template] (Exit Ticket Template) // Student Checklist // // Teacher Checklist // //Finished Questions on Character done with students, on this link//[| http://www.writingclasses.com/InformationPages/index.php/PageID/106].
 * __ Handouts __**


 * __ Maine Standards for Initial Teacher Certification and Rationale __**


 * // Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**


 * //__ Learning Styles __//**
 * // Clipboard: //**// Students will have a very organized lesson to go by. They will be able to brainstorm their ideas on paper, and brainstorm individually and with a group. They will get directions on what they are being asked to do, and be able to use the technology (Google Sketch Up) before we start using it to make the final product. Clear expectations are set out for each students, and they are able to check their progress through a couple of checking for understanding activities done by the teacher, and also through a self-check rubric. //
 * // Microscope: //**// Students will be able to analyze their characters in depth, and discuss in groups how their character develops and what scenes are important to their characters development. They will be able to focus on specific details when they start making their diorama's and make sure that these details are presented in the presentation. //
 * // Puppy: //**// Students will be able to work individually and in groups comfortably. They will get encouragement from being in groups and getting support and ideas from their peers. Students will be able to respectfully discuss with colleagues everything about their characters, and take others ideas into account to improve their own. //
 * // Beach Ball: //**// Students will get to use a variety of brainstorming activities to figure out how their characters develop. They will be able to ask other students, and the teacher questions about their character and scenes important to their character. //


 * // Rationale: //**// Students will be able to work individually and in groups to work out the background information about their character, and make sure they know everything about what makes that character develop. These groups will help interpersonal and intrapersonal learners work in an environment that is comfortable to them, and will support their intelligences. Students will be supported by their peers when working in groups to brainstorm, and be in a positive social atmosphere while in discussion. //


 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * // Content Knowledge: //**// Students will know what is listed in the Content Notes above. //

Common Core State Standards Content Area: Reading, //The Great Gatsby// Grade Level: Grade 9-10 Domain: Literature Standard: Key Ideas and Details Cluster: 1, 2, 3
 * // MLR or CCSS: //**


 * // Facet: Explain //**


 * // Rationale: //**// Students will develop characters based on an interest in one. Students need to understand how that complex character develops in the text // The Great Gatsby. //Based on how fast students work in the days they can move onto the next task when ready. The curriculum has been added to so that if a student needs more of a challenge they can do some additional work and critical thinking. When students are able to show that they understand their characters development by creating their diorama based on their characters most important development scene they will show how they have fully understood the curriculum goal.//

Students will be able to describe the development of complex characters. Students will need to explain their chosen character in detail, and show their looking through the creation of a diorama using Google Sketch Up. Their presentation involving the diorama will let other students know why they chose this character, what is important about their character, and why is the scene they chose relevant to their character.


 * Explain** - I organized my lesson by looking at the different ways that characters develop and incorporating a task that would show how students could present their specific character development. If students are able to explain why their characters have developed in the scene of their choice by using a technology they understand. Through a couple of brainstorming exercises students will be able to brainstorm and discuss their ideas with others, and justify their own ideas to their peers as well. By discussing their ideas they will be able to improve and build upon their own ideas, and as a group connect group ideas together.


 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * // MI Strategies: //**
 * Logical: ** Students will have the opportunity to discuss how their characters develop, what critical moments spark development in the story, how characters interact with other characters, and how their characters grow and change in small groups. Group members will give feedback to improve their ideas about their characters development.
 * Verbal: ** Students will have the opportunity to discuss how their characters develop, what critical moments spark development in the story, how characters interact with other characters, and how their characters grow and change in small groups. Group members will give feedback to improve their ideas about their characters development.
 * Visual: **Students will get to see how to use Google Sketch Up, and work with Google Sketch Up in the beginning of the lesson. They will be able to see some ways in which they might want to incorporate certain aspects of Google Sketch Up into their final diorama done on Google Sketch Up. They will also have the chance to make a visual sketch of their scene before making their final diorama on Google Sketch Up.
 * Musical: ** Students will listen to music from the movie //The Great Gatsby// during work on their dioramas. They can also choose to listen to their own music while making their Five W's Chart to brainstorm about their chosen character.
 * Intrapersonal: ** Students will work individually to brainstorm their ideas about their characters and scenes on the Five W's Chart.
 * Interpersonal: ** Students will work in partners and in groups to assess peer knowledge about characters, and also improve their own knowledge about how their character develops and what sparks those developments.
 * Kinesthetic: ** After students work diligently for over an hour they will have the chance to move around as characters do in //The Great Gatsby//, we will play a short song of choice and students will have the chance to sing along and dance like characters do at Gatsby's parties.
 * Naturalist: ** Students will be able to work outside if the weather cooperates and interact with bodies of water like in //The Great Gatsby.// Students will be going outside and getting in contact with the water, and be near the water like characters did in //The Great Gatsby.// They may also use real natural materials such as: grass, small twigs, etc, in their dioramas.

Students will create a diorama on scenes in which characters go through major changes using Google Sketchup. Students will be able to collaborate their ideas in groups and discuss their characters. They will be able to show their work in a Type II Technology by not only creating a diorama in Google Sketch Up, but having the Diorama be a scene that is the most important to their characters development.
 * // Type II Technology: //**


 * // Rationale: //**Students varying intelligences are taken into account through the use of multiple intelligences and using the eight intelligences to make sure that all varying intelligences in the classroom that students may have are addressed.


 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * // Formative: //** During the 3-2-1 activity, students will raise the number of fingers to communicate their level of understanding of character development through a series of relevant questions geared towards their specific characters.Students will create a Diorama using Google Sketch Up and will be graded through a checklist. While they are working on their diorama's students will also use a checklist to self-assess, and make sure they have all the necessary components. Students will give feedback on where they are in their project by using an exit ticket to show their understanding and how they are coming on their diorama's.


 * // Summative: //** Students need to create a diorama done in Google Sketch Up on a scene in which their chosen character from the book The Great Gatsby goes through the biggest change. To do this students will first look at character development. They will need to choose a character that they want to look more in depth on, possible that they identify with, and figure out where that character changes the most in the book. They then need to find the setting clues in the book, and try to visualize what that scene looks like. Students will then make a sketch of what they want their scene to look like. They will need to get their sketch approved by me before going into Google Sketch Up to start their final diorama.

About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * // Rationale: //**// Students will have the chance to ask questions with teachers about the content and make sure they are on the right track. In the formative part of the assessment students will be able to self-assess their progress, and give feedback on how they are doing through an exit ticket. To communicate quickly and effectively students will be assessed through the 3-2-1 activity in which they will communicate their level of understanding. In the summative part of the assessment students will create a diorama in Google Sketch Up that concludes all their work on character development. Students will be assessed on this product by the teacher using a checklist as well. // || [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="600"]] ||  ||
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