Anna Suminski- Writing Unit

8/9/2019 Anna Suminski- Writing Unit

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Anna SuminskiSPED 123Diferentiated Lesson Plans11/29/14

5th

Grade Writin !nit

"ommon "ore State Standards1# Write o$inion $ie%es on to$i%s or te&ts' su$$ortin a $oint o( )ie*

*ith reasons and in(ormation#a# +ntrodu%e a to$i% or te&t %learl,' state an o$inion' and %reate an

orani-ational stru%ture in *hi%h ideas are loi%all, rou$ed tosu$$ort the *riter.s $ur$ose#

# Pro)ide loi%all, ordered reasons that are su$$orted , (a%ts anddetails#

%# Link o$inion and reasons usin *ords' $hrases' and %lauses 0e##'

consequently, specifcally #

2# With uidan%e and su$$ort (rom $eers and adults' de)elo$ andstrenthen *ritin as needed , $lannin' re)isin' editin're*ritin' or tr,in a ne* a$$roa%h# 0Editin (or %on)entionsshould demonstrate %ommand o( Lanuae standards 13 u$ toand in%ludin rade 5# (W.5.5.)

3. Pro)ide a %on%ludin statement or se%tion related to the o$inion$resented# (W.5.1.)

""L Goals

4# Add in(ormation to a narrati)e te&t to in(orm readers sometimes%reate h,rid te&ts#

5# +n%lude arument and $ersuasion *hen a$$ro$riate# Pro)ide details and interestin e&am$les to de)elo$ the to$i%#

Da, ne

6o$i%7 +ntrodu%tion Persuasi)e Writin

8aterials7

• ut E&%use 8e 6hat.s 8, ook ,7 Lauren "hild• "hart $a$er

• Writin utensils

• Where the Wild 6hins Are

6ea%her A%tions


2/19

• :ead aloud the stor, ut' E&%use 8e' 6hat is m, ook to the *hole%lass#

• Lead the Generati)e Writin A%ti)it,

• Look o)er e&it sli$ (or understandin

• 6alk o)er the $oints (rom the mentor te&t

Student A%tions• Listen to the stor, ut' E&%use 8e' 6hat is m, ook

• Parti%i$ate in the Writin A%ti)it,

• :es$ond thouht(ull, to tea%her and $eer asked ;uestions

• 6urn in their e&it sli$

Writin A%ti)it,• A(ter listenin to the stor, ut' E&%use 8e' 6hat is m, ook students

*ill e i)en time to think aout *hat "harlie *as doin to tr, and

$ersuade Lola into $i%kin a ne* ook# Students *ill e sittin in alare rou$ on the %ar$et a(ter ein read the stor,#

• Students *ill do a think $air share to %ome u$ *ith ideas and *illthen take turn *ritin the ideas *e %ome u$ *ith on %hart $a$er#

• n%e all o( the student.s ideas are *ritten on the %hart $a$er *e *illha)e a lare rou$ dis%ussion aout the ideas on the oard#

• As a %lass *e are oin to tr, and $ersuade Lola into %he%kin outthe ook Where the Wild 6hins Are usin one o( the te%hni;ues$re)iousl, talked aout in our lare rou$ dis%ussion#

• A(ter *e %om$lete this as a *hole rou$ the students *ill return totheir seats# 6he, *ill then $i%k their (a)orite $i%ture ook and one o(the te%hni;ues $re)iousl, talked aout to tr, and $ersuade Lola into%he%kin out a diferent ook#

Lola ,ou should %he%k out the ook


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Assessment• A(ter *e %om$lete this as a *hole rou$ the students *ill return to

their seats# 6he, *ill then $i%k their (a)orite $i%ture ook and one o(the te%hni;ues $re)iousl, talked aout to tr, and $ersuade Lola into

%he%kin out a diferent ook# 6he tea%her *ill use a %he%klist tos%ore the *ritin#

• Students *ill e raded on $arti%i$ation (or the da,#

Student =ame7


4/19

• @ 6his one tells ,ou all aout histor, on the :omans# Like ho*:omans uilt )er, lon straiht roads and rode %hariots and had>hts *ith s*ords#

• @6oo man, i *ords "harlie# 8, ook has ot $i%tures that + reall,like#

• @Bmm ho* aout this En%,%lo$edia# +t.s ot millions o( dra*in andmillions o( (a%ts# Cou %an learn aout e)er,thin#

What is "harlie doin to tr, and hel$ Lola >nd a ook

Da, 6*o

6o$i%7 +ntrodu%tion Persuasi)e Writin "ontinued

8aterials• 6he Da, the "ra,ons uit , Dre* Da,*al, and Pi%tures ,7 li)er

Fefers• "hart $a$er

• Writin !tensil

• "o$ies o( te&t (or all students

6ea%her A%tions• :ead aloud the Da, the "ra,ons uit to the %lass

• 6ea%her *alk around the room7o Ans*erin student ;uestionso Posin ;uestions to (urther students thinkino 6ake mental note on *ho seems to e understandin and *ho

still needs hel$o Pass out %o$ies o( te&ts

• 6he tea%her *ill $oint out the (ollo*in $oints in the mentor te&tse%tions elo*# 6he, *ill share the sam$le letter the, ha)e %reated*ith the %lass#

Student A%tions• Listen to 6he Da, the "ra,ons uit

• Work efe%ti)el, in rou$s

• Pi%k the :EAL %olor o( the sun and $ro)ide su$$ort (or their thinkin

•:e*rite a letter to Dun%an as a rou$

• Students *ill listen to the tea%hers sam$le letter

Writin A%ti)it,• As a lare rou$ students *ill listen to the tea%her read t*o letters

(rom 6he Da, the "ra,ons uit# Students *ill hear (rom the ,ello*%ra,on and the orane %ra,on#


5/19

• Students *ill then tra)el a%k to their desks and as a tale de%ide i(the %olor o( the sun in ,ello* or orane# As a rou$ 03?4 studentsthe, *ill %ome u$ *ith a list o( reasons *h, that %olor is the :EAL%olor o( the sun# 6he, *ill re%ei)e a %o$, o( that %ra,ons %olors letter#

• n%e the, ha)e %ome u$ *ith 3 solid $oints the tale *ill re?*rite a

letter (rom Dun%an (rom the $oint o( )ie* o( the %ra,ons# 6he, *illneed to tr, and %on)in%e him that the, are the :EAL %olor o( the sun#

• We *ill read the letters out loud as a %lass#

8entor te&t7 6he Da, the "ra,ons uit• @+ am SB+=+=G do*n :+GB6LC on the >eld o( ,ello* %orn 0Pae

1H# 6his is sho*in me that the %olor ,ello* is des%ried as othshinn, and riht# + kno* the sun is oth o( those thins as *ell# 6hismakes me think that ,ello* is the :EAL %olor o( the sun#

• @We oth kno* + am %learl, the %olor o( the sun e%ause' on 6hursda, ,ou used me to %olor the sun on 6B the @monke, islandand the 8eet the Ioo Jee$er $aes in ,our Da, at the Ioo %olorinook# 0Pae 19# When + read this and see that Dun%an has usedorane 6W diferent times to %olor the sun it makes me se%onduess *hat + thouht aout ,ello* ein the sun' Dun%an used theorane t*i%e as mu%h to %olor the sun than he did the ,ello*# 8a,eorane is the :EAL %olor o( the sun#

KKE&am$le (or the "lassDear Dun%an'

+t.s me' Cello* "ra,on here# Will ,ou PLEASE tell rane "ra,on that +

am the one true %olor o( the sun 8, %olor shines S riht that $eo$le

ha)e to shade their e,es *hen + am on the $ae# Peo$le don.t need to

shield their e,es (rom $lain old orane thouh# 6he Sun is so )i)id and

shinn, that + %an liht u$ the *hole sk,' ut *hat %olor does the Sun

look in the sk, rane 6hink aain $al i( the Sun *as orane *e

*ould ha)e a dark sk, all the time# My light %olor makes it eas, (or the

Suns ra,s to >ll u$ the sk, *ith ust enouh liht (or e)er,one

0in%ludin C! to see#


6/19

Cour DAII+L+=G (riend'

Cello* "ra,on

Assessment

• Students *ill %om$lete the (ollo*in sel( assessmentE&it Sli$

Student =ame7


7/19

6o$i%7 "om$arin Persuasi)e Writin

8aterials• Menn diaram

• Elmo

• "olored $ens o( all %olors• ut E&%use 8e 6hat.s 8, ook ,7 Lauren "hild

• 6he Da, the "ra,ons uit , Dre* Da,*al, and Pi%tures ,7 li)er Fefers

6ea%her A%tions• 6he tea%her *ill summari-e the $ast t*o da,s o( %lass and talk aout

$ersuasion#• 6he tea%her *ill lead a lare rou$ dis%ussion aout $ersuasi)e

*ritin#

Student A%tions• Students *ill %ontriute to the %on)ersation , talkin aout *hat

the, ha)e noti%ed aout $ersuasi)e *ritin#• Students *ill talk aout ho* Cello*/rane %ra,on tried to %on)in%e

Dun%an the, *ere the :EAL %olor o( the sun# We *ill then talk aoutho* "harlie tried to %on)in%e Lola to $i%k another ook# Students *ill%om$are and %ontrast the three stories *ritin st,les on a Menndiaram#

• Students *ill hel$ %ome u$ *ith a tem$late (or *ritin their

$ersuasi)e essa,#• Students *ill sumit a to$i% that the, *ant to *rite aout to the

tea%her#

Writin A%ti)it,• Start *ith a *hole %lass dis%ussion aout *hat ,ou ha)e learned so

(ar aout $ersuasi)e *ritin# Students *ill %all out *hat the, ha)enoti%ed or learned and the tea%her *ill *rite all o( these thins on theoard#

• Students *ill talk aout ho* Cello*/rane %ra,on tried to %on)in%e

Dun%an the, *ere the :EAL %olor o( the sun# We *ill then talk aoutho* "harlie tried to %on)in%e Lola to $i%k another ook# Students *ill%om$are and %ontrast the three stories *ritin st,les on a Menndiaram#

• Nrom there *e *ill use *hat learned aout these *ritin st,les and%ome u$ *ith a %lass tem$late aout ho* to *rite our $ersuasi)eessa,s#


8/19

• Students *ill sumit a to$i% that the, *ant to *rite aout to thetea%her#

Assessment• Students *ill turn in the e&it sli$ aout the to$i% the, *ant to *rite

aout and *ill ha)e to $ersuade the tea%her to let them *rite aoutthat to$i%#

E&it Sli$

Student =ame7


9/19

• Gi(ted Learners7o Students *ill %reate their Menn diaram on a mind ma$$in

s,stem like $o$let or +ns$iration# 6he, *ill share this *ith the%lass#

o Students *ill %om$lete a >sho*l dis%ussion aout *hat oes

into $ersuasi)e *ritin#o Students *ill *rite letter to the tea%her aout the to$i% the,

*ant to *rite aout and *h, the, should e ale to *rite aoutthat to$i%# 6he to$i% should %hallene the students thinkinand *ritin#

Da, Nour

6o$i%7 Normattin Persuasi)e Writin

8aterials• Ado$tin a Pet Nrom the Pound stor, 0te&t

• Bihlihters

• Elmo

6ea%her A%tions• 6ea%her *ill $la%e a %o$, o( Ado$tin a Pet Nrom the Pound stor, on

the Elmo and read it orall, to the %lass#• 6he tea%her *ill look at the >rst $arara$h and hihliht the diferent

$hrases in the $arara$h that the author is usin to tr, and $ersuade

the reader into u,in a $et#• 6he tea%her *ill o throuh the >rst $arara$h on the Elmo *ith the

students 0see mentor te&t#• 6he tea%her *ill listen to the students share res$onses on $arara$hs

2 and 3' *hile *ritin the student ideas on the oard#• 6he tea%her *ill start %on(eren%in *ith students *ho ;ui%kl, >nish

their >rst $arara$h#

Student A%tions• 6he students *ill listen to the tea%her read aloud Ado$tin a Pet Nrom

the Pound stor,#• Students *ill (ollo* alon *ith the tea%her as the, hihliht and

summari-e the main $oints in the >rst $arara$h#• As a tale students *ill o throuh' hihliht' and summari-e the

main $oints in the se%ond $arara$h# 6he, *ill share out *hat the,>nd#

• Students *ill do the third $arara$h , themsel)es# Aain thestudents *ill share out on%e e)er,one is done#


10/19

Assessment• Students *ill %om$lete an assinment inde$endentl, like the, did in

%lass toda,# 6his *ill allo* the tea%her to see i( the students %anidenti(, diferent $ersuasion te%hni;ues in *ritin# 6his *ill also let

the tea%her see *hat students need more attention *hen the,%om$lete %on(eren%es7

Diferentiation• Strulin Learners7

o Students *ill hihliht the ke, ideas o( the mentor te&t#

• Gi(ted Learners7o Students *ill summari-e the ke, ideas (rom the mentor te&t#o Students *ill identi(, the audien%e o( the mentor te&t#

8entor 6e&t

• “Owning a pet from the pound or Animal Rescue League has manyadvantages. First of all, a child feels good about rescuing anabandoned or abused animal and giving it a whole new life. Besides, if


11/19

the animals from the pound arent adopted right away, they might beput to sleep. !aving a pet also means lots of responsibilities. A childhas to feed, clean up after, brush, and e"ercise the pet.#

o $o loo%ing at the phrases & have highlighted & %now the authorbrought up two good points in the first paragraph.

A child can help save an animals life by adopting themand it ma%es the child feel li%e they have a purpose.

Da, Ni)e

6o$i%7 Do it ,oursel( Persuasi)e Writin

8aterials• Student ournals


12/19

• Diferent %olored *ritin utensil

6ea%her A%tions• 6he tea%her *ill i)e ea%h student a %o$, o( the ruri% and let him or

her all kno* the to$i% the, *ill e *ritin aout 0*hi%h the, ha)e

$re)iousl, re;uested#• 6he, *ill ans*er an, ;uestions or address an, %on%erns that the

students *ill ha)e#• 6he, *ill instru%t the students to *rite their introdu%tion' >rst and

se%ond $arara$h#• Aout hal( *a, throuh the allotted *ritin time the tea%her *ill start

%on(eren%in *ith students to see ho* the, are doin# 6he tea%her*ill $ro)ide them *ith (eeda%k (or the start and the rest o( the$a$er#

Student A%tions• Students *ill look o)er the ruri% and ask the tea%her an, ;uestions

that the, ha)e# 6his is also *hen the, should address an, %on%ernsthe, ha)e aout the oin (or*ard *ith the $a$er#

• Students *ill start their introdu%tions to the $ersuasi)e essa, the,are *ritin ased on the to$i% the, ha)e re;uested and the tea%herhad a$$ro)ed#

• Students *ill also *rite the >rst and se%ond $arts o( their $ersuasi)eessa,s#

• 6he students *ill %on(eren%e *ith the tea%her and in(orm them onho* their *ritin $ro%ess is oin# 6he, *ill also ask the tea%her an,

;uestions the, ha)e at this $oint in time#• Students *ill %om$lete a sel(?assessment#

Assessment• 6he assessment *ill e done *hen the tea%her does mini

%on(eren%es *ith as man, students as $ossile (or toda, 0allo*intime to >n>sh the %on(eren%es the ne&t da,# 6he students *ill alsoe >llin out an e&it sli$ allo*in the tea%her to kno* ho* the *ritin$ro%ess *ent that da,#

• 6he assessment ruri% is atta%hed elo*# 6he students *ill re%ei)e a%o$, o( this ruri% e(ore startin their *ritin $ro%ess# 6his *ill allo*the tea%her to rade/look at s$e%i>% elements o( the students*ritin#

Student =ame7


13/19

+ think m, %on(eren%e *ent7

+ (eel %on>dent aout %om$letin m, *ork tomorro*7

What ;uestions do + still ha)e7


14/19

un!el"tedtopi%.

m"#es sense.

*oi%e The studentdoes not use

h"t the&

h"+e le"!ned"$out

pe!su"sionte%hni,ues

"nd does nott!& to

in%o!po!"te itin thei!

!itin pie%e.

The studentsomeh"tuses h"t

the& h"+ele"!ned "$out

pe!su"sionte%hni,ues"nd t!ies toin%o!po!"tes

it in thei!!itin pie%e.

The studentuses h"tthe& h"+e

le"!ned "$outpe!su"sionte%hni,ues

"ndin%o!po!"tes

it in thei!!itin pie%e.

Con+entions The !"mm"!"nd

%on+entionsdist!"%t the!e"de! !omthe %ontent

$e%"use the&e!e notolloed.

The studentm"#es " e

!"mm"! "nd%on+entions

e!!o!s th!ouhout the pie%e.

The studentuses %o!!e%t

!"mm"! "nd%on+entionsth!ouh outthe pie%e.

'o!m"ttin The studentspie%e is "ll

o+e! the pl"%eith nothin

to %onne%t the"%ts $ein%on+e&ed.

The studentspie%e

someh"tos !om

one point tothe ne/t.

The studentspie%e loi%"ll&

os !omone point to

the ne/t.

Content The!e is littleto no %ontent!itten. Thestudent doesnot in%lude#e& det"ils.

The studentspie%e is

mostl& loi%"l"nd someh"t$"%#s up the

topi% thestudent is

!itin "$out.

The studentsomeh"t

in%ludes #e&det"ils.

The studentuses loi% "nd

!e"soninhen t!&in tope!su"de the!e"de!. The&

"!umentm"#es sense

o! the topi%"t h"nd. The

studentin%ludes #e&

det"ils.

Diferentiation


15/19

• Students *ill e at diferent le)els *ith the tea%her *ill e ale tos%afold and ask ;uestions in the mini %on(eren%es# 6he tea%her %anask the diferent students diferent le)els o( ;uestions 0eneral's$e%i>%' leadin' and o$en ended ;uestions#

• Strulin Learners7

o Students *ill e ale to let the tea%her kno* ho* the, aredoin , %ir%lin $i%tures and e&$ressin their (eelins throuh)isuals rather than *ords#

o Students %an use Senten%e 8aker to hel$ them *rite their$ersuasi)e $a$er#

• Gi(ted Learners7o Students %an et *ith another student in the %lass and re)ise

their $a$er# 6he, *ill (ollo* the 6AG model (or i)in (eed a%k# 6ell them somethin ,ou like Ask them a ;uestion Gi)e a suestion

Da, Si&

6o$i%7 Do it ,oursel( Persuasi)e Writin %ontinued

8aterials• Student ournals

• Diferent %olored *ritin utensil

6ea%her A%tions• 6he, *ill ans*er an, ;uestions or address an, %on%erns that the

students *ill ha)e *hile s%afoldin#• 6he, *ill instru%t the students to *rite their >nal $arara$h and a

%on%lusion# 6he, *ill also instru%t the students to o a%k and edit*hat the, ha)e alread, *ritten and remind them to look at theruri%#

• 6he tea%her *ill start %on(eren%in *ith students that the, did notet to mini %on(eren%e *ith ,esterda,# 6he, *ill $ro)ide them *ith(eeda%k (or the start and the rest o( the $a$er#

• 6he tea%her *ill listen to the students share their $a$ers *ill the%lass#

• 6he tea%her *ill rade the essa,s and then 0*ith student $ermission$ost them on the ulletin oard in the %lassroom desinated (orstudent *ork#

Student A%tions


16/19

• Students *ill edit *hat the, ha)e alread, %om$leted (rom *ritin theda, e(ore# 6he, *ill %ontinue to *rite the >nal $arara$h o( theessa, and the %on%lusion#

• Students *ill re)ise their essa,s and use the ruri% that *as handedout the da, e(ore to hel$ uide them#

• 6he students *ill %on(eren%e *ith the tea%her and in(orm them onho* their *ritin $ro%ess is oin# 6he, *ill also ask the tea%her an,;uestions the, ha)e at this $oint in time#

• Students *ill %om$lete a sel(?assessment#

• Students *ill share out their $ersuasi)e essa,s (or the entire %lass tohear# n%e the, ha)e shared their stor, the, *ill turn it in to thetea%her to e raded#

Assessment• 6he assessment *ill e done *hen the tea%her does mini

%on(eren%es *ith as man, students as $ossile (or toda, 0allo*intime to >n>sh the %on(eren%es the ne&t da,# 6he students *ill alsoe >llin out an e&it sli$ allo*in the tea%her to kno* ho* the *ritin$ro%ess *ent that da,#

• 6he assessment ruri% is atta%hed elo*# 6he students *ill re%ei)e a%o$, o( this ruri% e(ore startin their *ritin $ro%ess# 6his *ill allo*the tea%her to rade/look at s$e%i>% elements o( the students*ritin#

Student =ame7


17/19

ne thin that *ent *ell aout this assinment *as7


18/19

"nd%on+entionsdist!"%t the!e"de! !omthe %ontent

$e%"use the&e!e notolloed.

m"#es " e!"mm"! "nd%on+entions

e!!o!s th!ouhout the pie%e.

uses %o!!e%t!"mm"! "nd%on+entionsth!ouh outthe pie%e.

'o!m"ttin The studentspie%e is "ll

o+e! the pl"%eith nothin

to %onne%t the"%ts $ein%on+e&ed.

The studentspie%e

someh"tos !om

one point tothe ne/t.

The studentspie%e loi%"ll&

os !omone point to

the ne/t.

Content The!e is little

to no %ontent!itten. Thestudent doesnot in%lude#e& det"ils.

The students

pie%e ismostl& loi%"l"nd someh"t$"%#s up the

topi% thestudent is

!itin "$out.The studentsomeh"t

in%ludes #e&det"ils.

The student

uses loi% "nd!e"sonin

hen t!&in tope!su"de the!e"de!. The&

"!umentm"#es senseo! the topi%"t h"nd. The

studentin%ludes #e&

det"ils.

Diferentiation• Students *ill e at diferent le)els *ith the tea%her *ill e ale to

s%afold and ask ;uestions in the mini %on(eren%es# 6he tea%her %anask the diferent students diferent le)els o( ;uestions 0eneral's$e%i>%' leadin' and o$en ended ;uestions#

• Strulin Learners7o Students *ill e ale to let the tea%her kno* ho* the, are

doin , %ir%lin $i%tures and e&$ressin their (eelins throuh)isuals rather than *ords#

o Students *ill also e allo*ed e&tra time to take their essa,shome *ith them# 6he, %an *ork on addin and re)isin their*ritin#

o Students *ill talk *ith the tea%her aout *hat the, ha)elearned aout $ersuasi)e *ritin (rom this unit#

o Students %an ans*er the ;uestions and re%ord their ans*ers onAudio=ote#


19/19

• Gi(ted Learners7o Students *ill rade themsel)es on the ruri% i)en to them#o Students *ill *rite a reOe%tion talkin aout *hat the, ha)e

learned aout $ersuasi)e *ritin (rom this unit#KKKPersuasi)e Essa,

Nor as lon as + %an rememer students ha)e een ettin in troule ats%hool (or the *a, the, dress# Either somethin is too short' doesn.t%o)er *hat is intended to' or has a neati)e messae# +( *e *ere toet s%hool uni(orms students *ould not et in as mu%h troule (or *hatthe, *ear' it *ill e easier to et read, (or e)er,one' and e)er,one*ould @e on the same le)el#

+( *e are re;uired to *ear s%hool uni(orms the numer o( students *hoet in troule (or not (ollo*in dress %ode should dro$# 6he s%hooluni(orms that the s%hool $ro)ides (or the students to $ur%hase *ill eu$ to dress %ode e%ause the s%hool is desinin them# 6he, *ill make

sure that skirts and lon enouh and that the shirts students *ear donot ha)e an,thin ad on them# 6his *ill also hel$ students et read,in the mornins#

+( students kno* *hat the, ha)e to *ear to s%hool in the mornin the,%an et read, mu%h (aster e%ause their %lothes are alread, $i%ked out(or them# 6he, do not need to run around lookin (or somethin to*ear e%ause the, are *earin the same thin the, *ore the da,e(ore and the da, e(ore that# 6his also means that students don.tha)e to u, ne* s%hool %lothes e)er, ,ear e%ause the, alread, ha)ethe %lothes the, need to *ear to s%hool# +n a *a, this makes e)er,one

e;ual#

=ot e)er,one has a lot o( mone, to s$end on thins like su$er ni%e%lothes# Sometimes this makes students (eel ad e%ause the, *ant todress like e)er,one else' ut the, %ant al*a,s do that# S%hool uni(ormsmake it so those students do not (eel le(t out or e&%luded# E)er,one inthe s%hool *ill e *earin the same out>t or uni(orm' *hi%h meansthat e)er,one *ill e @e;ual# Students *ill not e ale to ude thestudent or make assum$tions aout them , *hat the, are *earin#

+n %on%lusion' + think that ettin s%hool uni(orms is the est situation

(or e)er,one# S%hool uni(orms make it eas, (or students to et dressedin the mornin' *ill hel$ students sta, out o( troule *hen it %omes todress %ode' and $uts e)er,one on the same $ae#

Documents

Anna Suminski- Writing Unit