ࡱ> q` ybjbjqPqP 78::{ ppp8pq ssFssssss$hdxssxxss»Z{Z{Z{xssZ{xZ{Z{Css pyc,c$ػ0zvXCC snuZ{vnw~sss{Xsssxxxx   kp   p     Social Issues/Personal Essay Unit (Writing) 3rd Grade Desired Results for the UnitGOALS (What are our relevant goals for this unit?) - Students will develop their own thesis statement with supporting details to create a well-written essay. - Students will use details and examples from real life experiences. - Students will incorporate the craft lessons taught throughout the year in their writing.OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) Students will understand - A desire to advocate and a growing conviction of what is right related to a concept. - The desire to support, learn more about and convince others of an idea.ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide our actions?) - How can writers make judgments and express their opinions on personal and literary levels? - What writing strategies did you implement in your writing? Assessment EvidenceCULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: - Students will compose and publish a thesis essay using all strategies taught in writers workshop. - Publishing partyINFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data should be collected?) - Conferencing - Writers notebook entries - Collection of first drafts with revisionResourcesUNIT RESOURCES: (What materials and resources are needed to support this unit?) - Mentor Texts - TC unit resources (personal essay resources) - Teachers writers notebookSTUDENT RESOURCES: - Writers notebooks - Mentor texts - Post-its  Date MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK 1: READING WORKSHOP Immersion in Personal EssayTeaching Point: Readers can identify the elements of Personal Essay Thesis statement Specific structure - intro, body, conclusion Preparation: A personal essay on chart paper Connect: Were going to begin a unit on essay reading and writing. During this unit were going to practice thinking bigger than we usually do. Teach/Model: Listen as I read this aloud. Listen for the kind of thinking the writer shows. I notice she makes a strong point about and then keeps on going back to that point throughout the writing. So, this is a personal essay. It includes something called a Thesis Statement (add to chart Elements of Personal Essay) It makes a point and its the big focus or big idea of the writing its called the thesis statement. Active Engagement: Does anyone notice anything else? -Add structure to chart- Link: During reading today you should read your independent books and see if you can figure out the thesis statement or the big focus that you are reading about just to get practice thinking that way. Conference: Guided Reading Group: Share: 1-2 students Teaching Point: Readers continue to listen to and read personal essays. They can identify the elements Preparation: A personal essay on chart paper Connect: Yesterday we started talking about personal essay and finding the big ideas. Teach/Model: Let me show you that again. Link: During reading today continue with your independent books and continue to try to identify big ideas or thesis statements Conference: Guided Reading Group: Share: 1-2 students Teaching Point: Readers can summarize the big idea and the supporting details in a personal essay as they read. (Active summarization) Preparation: 2 personal essays on chart paper Connect: Good readers know how to summarize by finding the main idea which we have been practicing when we have been identifying the big idea, focus or thesis statement. Today were going to identify some of the supporting details the ones that back up the thesis statement or big idea. Teach/Model: Let me show you how I think about the big idea in this personal essay and then realize that there are tiny details each in their own paragraphs that help prove the big idea and its really tight and focused writing. I am actively summarizing as I read Im not waiting until Im finished reading. Active Engagement: Lets read this one together. Turn and talk about the big idea or thesis statement. Now try to find the supporting ideas. Link: When you go back to read today, you could try to do this with the book youre reading. Even if youre not reading a personal essay lets say youre reading non fiction well usually you can find a heading and then some details that support it or if youre reading fiction and an author is describing a character- thats the big idea and they usually describe the character so those are the supporting details. Try summarizing actively as you read instead of after you read. Guided Reading Group: Conference: Share: 1-2 studentsTeaching Point: Readers can summarize the big idea and the supporting details in a personal essay as they read. (Active summarization) Preparation: 2 personal essays on chart paper Connect: Were going to continue thinking big and thinking small today. Teach/Model: Let me show you again Read aloud a personal essay-This is the big idea and these are the details that support it. So, we need to continue thinking like essayists and see the world more critically. When we critique something we make judgments about it Thats what you do as an essay writer. Its very different than writing a story. Active Engagement: So, have a try locating the thesis statement and the supporting details Link: Again, Even if youre not reading a personal essay lets say youre reading non fiction well usually you can find a heading and then some details that support it or if youre reading fiction and an author is describing a character- thats the big idea and they usually describe the character so those are the supporting details. Guided Reading Group: Conference: Share: 1-2 studentsTeaching Point: Readers can develop a rubric for personal essay to set the expectation Preparation: Blank rubric chart essays read from previous days Connect: All this week we have been thinking about personal essays. Today were going to talk about setting a standard for what makes a good essay. Today were going to create a rubric for a personal essay. Teach/Model: I think that one criteria for a personal essay should be a clear thesis statement. Add to chart Active Engagement: Lets brainstorm what we think the criteria is for a personal essay. Create rubric Link: Today during independent reading I want you to practice active summarization. Guided Reading Group: Conference: Share: 1-2 students  Date MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK 1: WRITING WORKSHOP Immersion in Personal Essay **Important for Teacher to have a model Writers Notebook**Teaching Point: Writers push themselves to develop thoughts from their observations in a writers notebook Preparation: Chart paper for modeling Connect: Weve been collecting seeds in our writers notebooks during the year and today were going to revisit our thinking Teach/Model: Work with one student and her notebook to revisit and reread the thinking in her notebook and model how to push the thinking - like if there is an entry about an annoying older sibling you could model the thinking that many older siblings are bossy Active Engagement: Let students revisit the notebooks and try to push themselves to come up with thoughts about their thinking - partnerships Link: Go off and jot the thinking Conference: as many as possible Share: 1-2 students or more Teaching Point: Writers push themselves to develop thoughts from their observations in a writers notebook Preparation: Connect: Yesterday we reread out notebooks pushing ourselves to think about our observations. Lets practice that again today because that is the first step in our planning to write personal essays Teach/Model: Work with one student and his notebook to revisit and reread the thinking in his notebook and model how to push the thinking - topics will vary Active Engagement: Let students revisit the notebooks and try to push themselves to come up with thoughts about their thinking - partnerships Link: Go off and jot the thinking Conference: as many as possible Share: 1-2 students Teaching Point: Writers use a graphic organizer What I notice What it makes me think Preparation: copies of graphic organizer and chart of graphic organizer to use as model Connect: Weve been trying to develop our thinking to help us to write personal essays so Im going to share with you a graphic organizer that will help your thinking Teach/Model: Let me show you how to use the organizer - On the one side it says What I notice - on the other it says - what it makes me think . So using my own notebook (or a students) I notice that I wrote Im glad Im not Peter that makes me think - parents have a lot of control especially when they name their children Active Engagement: Lets try someone elses noticing Link: When you go off to work today, I want you to record your noticings (in your writers notebook) and then work on what that makes you think - were forming judgments Conference: Share: 1-2 students Teaching Point: Writers understand the difference between narrative and non narrative writing Preparation: A small moment story written during the year on chart paper A graphic organizer for a thesis statement and 3 supporting details (teacher and student copies) Connect: This morning I started talking to you about how essay writing is different from small moment writing. Teach/Model: Let me show you how I can reread a story that I wrote earlier in the year and think about what I notice and what it makes me think. Im going to take my idea from narrative writing and show you how I can use it to write an essay. Model how to fill in the graphic organizer. Active Engagement: Lets use ------- s story and try to make a thesis statement. Link: Try to read through some of your writing and find a noticing and then try to make a judgment a thesis statement. You can fill out the graphic organizer as a practice if you find one Conference: Share: 1-2 students Teaching Point: Writers use a rubric for a personal essay to help guide the writing Preparation: chart paper Connect: Yesterday I read my story on ---- and I was able to think critically about ---- I filled in my graphic organizer. This morning we created the rubric for a personal essay so Im just going to use it as a guide to make sure I get a 4. Teach/Model: First I read through the criteria. Im going to start drafting my first supporting paragraph. Active Engagement: Have students help out after a teacher model Link: Today when you get to writing, you can continue looking for a thesis statement and continue listing noticings and what it makes me think in your writers notebook Conference: Share: 1-2 students  Date MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK 2: READING WORKSHOP Teaching Point: Good readers think critically when they read and evaluate the writing against a standard (the rubric) Preparation: The rubric charted, a personal essay for modeling, many personal essays for the tables Read Aloud/Shared Reading: A personal essay Connect: Last week we created rubrics to help us to know what was expected of us when we write a personal essay. We can also use it to judge the strength of personal essays we have read so far. Teach/Model: Let me show you how I can judge the personal essay against the first 2 criteria of the rubric Active Engagement: Students can try judging the rest Link: Weve been training ourselves to be more critical of what we see, read and will write, so today take a personal essay from your table and grade it with a rubric. Turn and talk to share your ideas. Then read from your independent reading book. Guided Reading: Conference: Share: 1-2 students Teaching Point: Good readers form opinions and make judgments as they read Preparation: a personal essay Read Aloud/Shared Reading: a personal essay Connect: In this unit were reading and writing personal essays that are filled with opinion and judgments about topics. Teach/Model: Today I want to show you how good readers form opinions and make judgments as they read. Read aloud a personal essay. Think aloud and form an opinion about the issue - then make a judgment Active Engagement and Link: Were continuing to train ourselves to be more critical, so today I want you to try to form and opinion and then make a judgment while you read a different essay on the tables. You might want to write a paragraph in your readers notebook and share your thinking with me. Then read from your independent reading book and try to form an opinion about something and make a judgment Guided Reading: Conference: Share: 1-2 studentsTeaching Point: Good readers use their prior knowledge to make connections to what they are reading Preparation: a personal essay Read Aloud/Shared Reading: a personal essay Connect: So, for the thinking part of this unit were going to be practicing using strategies that good readers use. Teach/Model: One of the strategies they use is to use their prior knowledge - what they already know- to make connections to what they are reading. Let me show you what I mean This is a personal essay about dogs I can think about all I know about dogs which makes me think about the thesis: People should adopt dogs from shelters. Active Engagement: Practice using what you know about a topic to make a connection to something you could write about Link: Read a different essay from your table and practice this strategy Guided Reading: Conference: Share: 1-2 students Teaching Point: Good readers visualize comprehension by making pictures in their minds. Visualizing is a strategy that helps readers understand what they are reading Preparation: a personal essay Read Aloud/Shared Reading: a personal essay Connect: Were continuing to practice strategies that good readers use. Teach/Model: Today I want to show you how I make pictures in my mind - visualize - That helps me to make the words come alive. Listen as I read This is what I see Active Engagement: Students can have a try Link: Today I want you to try to visualize while you are reading. You might want to write a paragraph in your readers notebook and share your thinking with me on what you see while you are reading Guided Reading: Conference: Share: 1-2 studentsTeaching Point: Good readers stop and reread when they want to clarify their thinking Preparation: a personal essay Read Aloud/Shared Reading: a personal essay Connect: In continuing to practice what good readers do, today I want to show you how at some times while readers read, they stop and reread to make sure they understand what the are reading Teach/Model: Listen as I read this essay and stop and reread quickly to make sure I understand what Im reading. Model this think aloud. A good time to stop and reread is when you find yourself questioning your understanding of what just happened. Active Engagement/Link: Practice this while you are reading either a personal essay or your independent reading book. Dont just stop and reread because Im asking you to - only stop to reread when you truly want to make sure that you understand or if you want to clarify your thinking. Guided Reading: Conference: Share: 1-2 students  WEEK 2: WRITING WORKSHOP Teaching Point: Writers explore the world around them. They can form a thesis statement from observations and start a list in their writers notebooks Preparation: Chart paper Connect: This morning we practiced using the rubrics and grading a personal essay. Were going to be doing a lot of thinking before we actually do a lot of writing. Teach/Model: Today were going to push ourselves to look around the room and make observations and try to turn those observations into thesis statements. Let me show you what I mean When I look around the classroom I see that there are girls and boys. I can add that to my What I notice side Hmmm that makes me think Boys and girls should be taught in separate classrooms Now, I might go with that idea or not - Ill just jot it down - Let me try another one - I see student workStudent work should not be posted Active Engagement: Turn and talk about your observations and what it makes you think Link: List your noticings and what it makes you think Conference: Share: 1-2 students Teaching Point: Writers explore the world around them. They can form a thesis statement from observations they make and continue adding to their lists Preparation: Chart paper Connect: Yesterday we practiced with noticings and what they make us think. Today we are going to look outside of the classroom to do our work. Teach/Model: Let me look out the window ( or go outside) I notice cars parked on both sides - that makes me think about alternate side parking - that makes me think about having to move your cars and getting a ticket if you dont - I can come up with the thesis - People should not have to move their cars every other day. Active Engagement: Turn and talk about your observations and what it makes you think Link: List your noticings and what it makes you think Conference: Share: 1-2 students Teaching Point: Writers can form thesis statements from reading their writers notebook entries and continue adding to their lists Preparation: writers notebooks Connect: Were continuing to practice developing our thinking Teach/Model: Writers can think up thesis statements by reading through their writers notebook. Let me show you how I do that. Heres a question I had about the world - why do we have a five day work/school week? I could turn that into a thesis by stating: There should not be a five day work week. Active Engagement: Give it a try - read through your notebooks now - did anyone find a noticing? Link: List your noticings and what it makes you think - try to make a statement Conference: Share: 1-2 students Teaching Point: Writers can form thesis statements from reading writers notebook entries with a partner and continuing to add to their lists Preparation: writers notebooks Connect: Today were going to work in partnerships to read certain entries in our notebooks Teach/Model: Who would like to use their notebook and be my partner? Model reading through and finding a thesis statement Active Engagement: work in partnerships to give it a try Link: List your noticings and what it makes you think - try to make a statement Conference: Share: 1-2 students Teaching Point: Writers reread small moment stories and try to come up with thesis statements and continue adding to their lists Preparation: Writing folders - small moment stories Connect: Were going to continue to look for thesis statements today and by Monday we will begin choosing and developing our thesis statements Teach/Model: Remember when I wrote the story in the beginning of the year? Well now Im going to reread it and try to notice something. I think I can make that into a thesis statement Active Engagement: Let students try with your stories or a volunteer story Link: List your noticings and what it makes you think - try to make a statement Conference: Share: 1-2 students  Date MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK 3: READING WORKSHOP Teaching Point: Good readers can summarize - they can identify the main idea and supporting details Preparation: a personal essay (it can be one already read) Connect: Today were going to look back at this essay, and summarize because thats something that good readers do while they are reading to make sure they understand. We are going to identify the main idea and then also identify the supporting details. I want you to pay close attention to the word because. What does the word signal to the reader? Teach/Model: Let me show you what I mean Read aloud essay and find the word because Think aloud this word is a signal to me that a supporting detail is about to come. Lets see if thats true. Active Engagement: Give it a try Link: When you are reading today, I want you to select an essay from the table and try to find the signal words were going to be using that idea in our writing today. Guided Reading: Conference: Share: 1-2 students Teaching Point: Good readers can summarize - they can identify the main idea and supporting details Preparation: a personal essay Connect: We are going to practice summarizing when readers summarize they kind of sum up the main or big idea of the essay. I can summarize what I think the essay is all about. Teach/Model: Let me show you what I mean When you read essays its pretty easy to summarize. Read a personal essay aloud and stop when you find the thesis. Its always kind of in the beginning and the author reminds you of it with each paragraph. Active Engagement: See if you can locate the other places in the personal essay where the main idea is stated Link: When you are reading I want you to try that on your own and then try it in your independent book. Guided Reading: Conference: Share: 1-2 students Teaching Point: Good readers grow an idea across a text Preparation: a personal essay Connect: In personal essays we need to understand that one idea is going to be the focus and that idea is going to be proven in paragraphs throughout the essay. Good readers know that about essays and can grow that idea over the course of the reading Teach/Model: Let me show you what I think while I read an essay. Read aloud the intro Hmm so its going to be about read the next paragraph okay so this is about which supports the main idea or thesis. Etc. Active Engagement: See if you can mimic my thinking with a personal essay from the table on your own Link: Then read from your independent book and try to do the same kind of thinking. Try to grow an idea across the text. Conference: Share: 1-2 students Teaching Point: Good readers make predictions Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Good readers ask I wonder why questions Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students  WEEK 3: WRITING WORKSHOP Teaching Point: Writers can add because to their thesis statements to construct them one part at a time. They choose one thesis statement from their list and add subordinate ideas on a graphic organizer. Preparation: graphic organizer with because, students writers notebooks Connect: This morning we started talking about signal words like the word because. Teach/Model: Let me show you how I choose one of the thesis statements from my list and transfer the statement onto this organizer. For example: People should adopt dogs from shelters now Im going to add because and then Im going to brainstorm why. Active Engagement: Open up your writers notebooks to your list of thesis statements and choose one thesis statement. Add the word because to it and then turn and talk to a partner and begin to brainstorm the supporting details Link: During writing today, transfer that thesis statement onto the because graphic organizer and jot down supporting detail ideas. Conference: Share: 1-2 students Teaching Point: Writers can frame their work thesis and bullets They choose one thesis statement from their list and add subordinate ideas on a graphic organizer with bullets Preparation: graphic organizer with bullets Connect: Were continuing to think about big ideas and small details that support that big idea Teach/Model: Writers do a lot of thinking and planning before they actually start their writing. Let me show you how I choose a different thesis from my list add the word because and then add subordinate or supporting details Link: Choose another thesis add the word because on the organizer and then list some supporting stories that would prove your thesis stories from your own life. Conference: Share: 1-2 students Teaching Point: Writers can frame their work thesis and bullets They choose one thesis statement from their list and add subordinate ideas on a graphic organizer with bullets Preparation: graphic organizer with bullets Connect: Were continuing to think about big ideas and small details that support that big idea Teach/Model: Let me show you how I choose a different thesis from my list add the word because and then add subordinate or supporting details Link: Choose another thesis add the word because on the organizer and then list some supporting story ideas that would prove your thesis stories from your own life. Conference: Share: 1-2 students Teaching Point: Writers choose a different thesis statement and add subordinate ideas on a graphic organizer with bullets Preparation: graphic organizer with bullets Connect: Were continuing to think about big ideas and small details that support that big idea Teach/Model: Let me show you again how I choose a different thesis from my list add the word because and then add subordinate or supporting details Link: Choose another thesis add the word because on the organizer and then list some supporting story ideas that would prove your thesis stories from your own life. Conference: Share: 1-2 students Teaching Point: Writers choose the thesis they would like to develop and begin to collect stories to support subordinate points - introduce folders Preparation: graphic organizers Connect: Weve spent a lot of time doing the thinking thats going to go into our essays. Today were going to choose one that we are going to develop into an essay. Teach/Model: Im going to pick this one because I feel I have a lot to say about this topic Active Engagement: Link: Conference: Share: 1-2 students  Date MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK 4: READING WORKSHOP Teaching Point: Good readers self correct when comprehension breaks down. They ask themselves - Does that sound right? Does that look right? Does that make sense? Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Good readers reread when necessary to self correct but not as a habit Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Good readers read fluently, slowing down to figure out new words and then resuming speed Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Good readers read fluently, with phrasing Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Good readers notice and use punctuation to assist smooth reading Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students WEEK 4: WRITING WORKSHOP Teaching Point: Writers continue to collect compelling evidence. They collect mini stories to support their thesis in folders Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers continue to collect compelling evidence. They collect mini stories to support their thesis in folders Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers continue to collect compelling evidence. They collect mini stories to support their thesis in folders Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers continue to collect compelling evidence. They collect mini stories to support their thesis in folders Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers continue to collect compelling evidence. They collect mini stories to support their thesis in folders Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students  Date MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK 5: READING WORKSHOP Teaching Point: Good readers actively acquire new vocabulary as they read Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Readers can connect important ideas to each other by thinking about a common link (focus of an essay) or the use of transitional words (another way that) Preparation: chart for listing transitional words Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Readers find and understand the important ideas in a text and make inferences Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Readers find and understand the important ideas in a text and make inferences Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Readers can integrate new knowledge with prior understandings (summarization) Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students WEEK 5: WRITING WORKSHOP Teaching Point: Writers can add transitions and transitional phrases Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers can add transitions and transitional phrases Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers can polish introductions Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers can polish conclusions Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers can edit for mechanics (use classroom data) Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students  Date MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYWEEK 6: READING WORKSHOP Teaching Point: Readers make predictions before reading Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Readers make predictions during reading Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Readers use relevant prior knowledge to form and justify their predictions Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Literary Essay Teaching Point: Readers can identify the features of Literary Essay Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Readers can support their predictions with evidence from the text and explain their inferences Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students WEEK 6: WRITING WORKSHOP Immersion in Literary Essay Teaching Point: Writers publish Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers publish Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Writers celebrate in a public display of learning Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Literary Essay Teaching Point: Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students Teaching Point: Preparation: Connect: Teach/Model: Active Engagement: Link: Conference: Share: 1-2 students      PAGE  PAGE 2 Last saved by C. 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