L3+Sprague,+Karina

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

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Karina Sprague **__Lesson #:__**  3 **__Facet:__** Explain
 * __Grade Level __****: **8th Grade **__Numbers of Days:__** 3
 * __Topic: __**Forming an Opinion


 * __PART I: __**

Student will understand that they must research and understand their topic.
 * __Objectives __**

Student will know how to glean important information and how to define an argument.

Student will be able to recognize their position and opinions of the topic and recognize the importance of the topic.


 * Product **: Position Paper on Class Wiki

Common Core Standards
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Content Area: Speaking and Listening

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Grade Level: 8th Grade

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Domain: Speaking

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Standard: Presentation of Knowledge and Ideas

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cluster(s): 4 and 5

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Rationale:** Students will conduct research which will be the topic of their oral presentation.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessments __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pre-Assessment: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will use a 4-3-2-1 technique to check the students understanding throughout the lesson.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The position paper will be assessed by peers and the teacher using a rubric.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – timely feedback for products (self, peer, teacher) **


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative (Assessment of Learning): __**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will assess the position papers after all editing and review processes have been completed. The position papers will show the students ability to incorporate and explain their own ideas and opinions. The position papers will also show the students understanding of their chosen research topic.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will use laptops to access websites, the class wiki space, and use word processors.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Areas: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Social Studies- Students are forming opinions on current event topics.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will use an essay map to plan their position paper. The students will then split into partners to do a three step interview process to talk about their topic and opinions.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groupings __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will choose their partners by eliminating everyone they have already worked with. They must choose a new partner to do the three step interview with. The interviewer will ask the student about their topic, then about their opinion on the topic, and then the interviewer will ask a question that will help their partner expand or improve their position paper.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Logical **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Students will use an essay map to form a strategy for building their position paper

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal**: Students will be able to type their arguments for and against their current event and give verbal feedback during the interview

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual**: Students will be able to see the sequence of their argument in the graphic organizer

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical**: Students may listen to music write writing the paper, or incorporate lyrics into the paper if their current event encompasses music

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal**: Students will write their own position paper

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal**: Students will collaborate with each other using the wiki

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic**: Students may move around or take on an acting role while doing the three step interview

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Students may support their arguments using examples from nature


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Plan for accommodating absent students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will have homework buddies that will record notes from class and e-mail them to their absent partners. The notes will include directions and suggestions for filling out the essay maps, as well as idea's that were shared during the interviews or class discussions. If both partners are absent, the teacher will send these notes. Any worksheets or assignments will be left in an absent folder. Students will have extra time to make up missed assignments.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extensions __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will post their position papers to the class wiki.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">As an additional challenged, gifted students may choose to form an opinion that is different from their true opinion.

// Laptops //
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Essay map handout// //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Wiki space must be up and running// //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Rubrics for peer and teacher feedback// //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.readwritethink.org/files/resources/interactives/essaymap/- Essay map <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*See content notes
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PART II: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The class will be set up in rows, and then transferred to paired seating when meeting with partners.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Day 1 (80 Minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The teacher will introduce the hook by asking a question and having a group discussion (10 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The teacher will introduce the meaning of arguments and opinions (10 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The students will get into groups with someone they have not worked with yet (5 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The teacher will introduce the essay maps and the concept of position papers (10 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The teacher will pass out the essay maps and each student will plan their own position paper (40 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The teacher will close the class by using a 4-3-2-1 technique to check the students understanding and progress (5 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Day 2 (80 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The students will get back into their partner groups and go over their essay maps (10 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The students will use a quick three step interview to make sure their partner has covered the main ideas or opinions (15 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The students will begin writing their position paper (40 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The students will share what they have so far with their partners and give each other suggestions (10 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The teacher will close the class by using a 4-3-2-1 technique to check the students understanding and progress (5 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The students will finish their position papers and post to the class wiki as homework

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Day 3 (80 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The students will have a chance to post to the class wiki if they were not able to access the internet from home (5 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The students will use the three step interview process to ask about the main ideas, their partners opinion/position, and ask a question that was not answered in the position paper (20 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The teacher will introduce the rubric and check for understanding (10 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The students will peer edit their partners position paper using the rubric and the comment section of the wiki page (20 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The students will have time to make any changes to their position paper if they wish (20 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*The teacher will close the class by checking for understanding the final time and collecting the essay maps and the peer rubrics (5 minutes)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //The teacher will access the students comments and position papers via the class wiki.//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The students will understand that they must research and understand their topic and form an opinion. The students will have already completed the preliminary research before this lesson, so during this lesson they can focus only on opinions and arguments. The students will have to understand that not everyone will agree with them and they must create unbiased, persuasive, and professional arguments. This lesson will be useful for the students in the future because they will know how to participate in an argument without being offensive. They will also learn how to have an educated argument and learn how to edit their peers work throughout the peer review process. The students will be hooked by participating in a class discussion about past experiences with arguments and persuasion. They will be able to share stories and ideas about their experiences that will help understand why this is important to learn, as well as help students get ideas for their position papers.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Where, What, Why, Hook, Tailors:** Verbal, Kinesthetic

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will need to know how to glean important information while researching. The main skills needed for research will have been covered in lessons 1 and 2, so students will need to glean information about the arguments surrounding their topic instead of gleaning general information. Students will also need to know what an argument is. Students will need to know this so they can create their own persuasive argument for their current event topic. The teacher will give general directions and walk around the room to offer assistance, but the students will need to rely on their partners for help and suggestions. The teacher will constantly be checking for understanding by looking at essay maps while walking around the room and by using the 4-3-2-1 technique.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Equip, Explore, Rethink, Tailor:** Logical, Visual, Verbal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will explore their opinions by creating a position paper to explain their topic, the arguments surrounding their topic, and their opinion on the topic. The majority of the paper should be the student's opinion, since forming an opinion is the purpose of the paper. By writing the position paper, students will be able to form an opinion on a topic, present their opinion, and they will be able to recognize the importance of their topic. Students will be partnered with people that they have not worked with yet to interview each other throughout the process to make sure they are both on track. Students will show their evidence of learning by passing in their graphic organizers, interview notes, and revision notes. Students will get multiple chances to edit their position paper and essay maps during the interview processes and after the final peer edit.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Explore, Experience, Rethink, Revise, Refine, Tailor:** Logical, Visual, Verbal, Naturalist, Kinesthetic, Interpersonal, Intrapersonal, Musical

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will peer assess each other’s position papers and working processes using a rubric. After the students get a chance to peer edit their partners work and revise their own work, they will pass in their final product, along with any work done throughout the lesson (essay maps, interview notes, rubrics) so the teacher can see the progress made throughout the lesson. The teacher will assess the work and give feedback during the next class. If the students do not need to make any revisions after the teacher assessment, they are ready to begin the final process of the oral presentation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Evaluate, Tailor:** Logical, Visual

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students have already completed the preliminary research for their current event topic. At the beginning of the first class, the teacher will ask the students the hook question (would you be successful in a debate about your topic?). This should lead the class into a conversation about debates, debate skills, and their confidence in their current event research. The teacher may have to lead the students to think about their opinions on the topic and think about how to determine the arguments surrounding their topic. This short discussion will lead into the introduction of the lesson.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> During the first day, the students will need to understand the meaning of an argument. An argument is the result of a disagreement between two or more people. Not all arguments have a negative tone, and they are usually productive when sharing ideas and disagreements. During this lesson, the students will have to pick their side of the arguments that surround their current event topic. Each student will have picked a controversial current event topic so every topic should have at least two arguments. The students will use an essay map to plan their position paper. In the position papers they must include an introduction and overview of their current event topic, a brief overview of the arguments surrounding their topic, and the majority of the paper should be their opinion on the topic. During the planning, the teacher should walk around the room to observe and answer any questions. These components will be planned out using the essay map. At the end of the day, ask students to give you a 4-3-2-1 to rate their progress and understanding. Go around the room and have the students share their number out loud.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The students will get into pairs to review their essay maps. The students will choose a partner that they have not worked with before on this project. People with the same or similar topics are encouraged to partner up to compare arguments. These partners will remain the same throughout the lesson. Once with their partners, the students will share what they have on their essay maps by using the three step interview process. In this process, the students will interview each other using the interview guide and ask the following questions: 1) What is your topic? 2) What are the arguments surrounding your topic? 3) What is your position on the topic?. Students will take brief notes on their interview guide. They should leave enough room to add more notes during the final interview. After the students review each other’s maps using the interview process, they will begin writing their position paper. The paper should include everything that is on the essay map. After the students have 40 minutes to work on their position paper, they will discuss their progress with their partners. The teacher should walk around the room and observe the students and answer questions. During the final discussion of the class, students should use each other as resources before asking the teacher. Before the students leave, as for a visual 4-3-2-1 check in by having the students show the numbers on their hands. The numbers will represent how much they understand and how much progress they have made.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> On the final day, the students will peer edit their partner’s paper using the three step interview again. This time the students will record the final notes on their interview guide. After the interviews, the teacher will introduce the rubric. The rubric includes rating scales for content (Did the student include all arguments? Was their position clear? Did they give an overview of their current event?) and composition (Was the paper 2 pages long? Was the paper clearly organized and separated into paragraphs? Were there any spelling or grammatical errors?). After the students use the rubrics to assess their partner’s position paper, the students will get a chance to edit their position papers before passing it in. Once the students are done with their final minor edits, they will pass in their rubrics, interview guides, and essay maps to the teacher. The teacher will access the position paper from the class wiki and assess the papers using the same rubric. The students will receive feedback during the next class. They can edit their position papers for homework.

// Essay map //
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Rubrics// //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Three step interview record sheet// //


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">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. //**
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Styles __//**

//** Clipboard: **//// Learning is sequenced, graphic organizers for visuals and organization //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Microscope:** Students will participate in class discussions, and conduct further research (if necessary)//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Puppy:** Partners with familiar people, positive-constructive feedback only//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Beach Ball:** Students will have personal freedom when choosing their current event topic, they will also get to choose which side of the argument to side with.//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Rationale:** Students will have total freedom when choosing a current event topic (as long as it is appropriate). Students will also have total freedom when picking a side of the argument to agree with. Students will have content and format structure when writing their position paper, but they may include any topic specific examples or supporting evidence that they choose. They will also work on smaller assignments to prepare themselves for the large position paper assignment.//


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**

//** Content Knowledge: **//// Student will know how to glean important information and how to define an argument ////<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">. //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**MLR or CCSS:**// <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Common Core Standards

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Content Area: Speaking and Listening

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Grade Level: 8th Grade

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Domain: Speaking

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Standard: Presentation of Knowledge and Ideas

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cluster(s): 4 and 5

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Facet:** Explain//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Rationale:** By teaching students about the meaning of argument, and by giving examples during discussions about the importance of arguments and debates, I am showing students that I know about this topic. Also, by offering help and guidance throughout the lesson by walking around the room and being available, students will be able to come to me to get accurate answers and constructive help.//


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies: //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Logical **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Students will use an essay map to form a strategy for building their position paper

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal**: Students will be able to type their arguments for and against their current event and give verbal feedback during the interview

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual**: Students will be able to see the sequence of their argument in the graphic organizer

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Musical**: Students may listen to music write writing the paper, or incorporate lyrics into the paper if their current event encompasses music

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal**: Students will write their own position paper

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal**: Students will collaborate with each other using the wiki

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic**: Students may move around or take on an acting role while doing the three step interview

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Naturalist:** Students may support their arguments using examples from nature


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II Technology: //** // Position Paper (posted to class wiki) //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**// By offering time for students to work alone an in pairs and by giving students an opportunity to role play, I am appealing to the kinesthetic, the intrapersonal, and the interpersonal learners. By providing graphic organizers to visually plan the position papers, I am appealing to the logical and the visual learners. By having class discussions I am appealing to the verbal and the interpersonal learners. By giving students an opportunity to research musical or natural current event topics, I am appealing to the musical and the naturalist learners. //


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will check for understanding throughout the lesson by walking around the room and observing students, and also by using the 4-3-2-1 technique to assess the students’ progress and understanding at any given time.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **//Summative://** The teacher will collect the essay map, the peer assessments, and the position papers to assess.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Rationale**: By collecting all of the work that the students did throughout the lesson, the teacher will be able to see the students' thought and learning processes. Also, by constantly checking in on the students, the teacher will be able to keep everyone on track. The teacher will only assign a grade to the position papers because they include all the knowledge that the students needed. The peer assessments and essay maps will be a portion of the participation grade at the end of the unit. || ||   || 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].
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