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LESLEARNING & EVALUATION SITUATION TITLEWhat’s Their Story?: The Importance Narrative and Imagery DURATION4 class periods (75 minute classes)TEXT(S)No specific texts(i.e. novels, short stories), based on images and handouts attached in AppendixMATERIALSLaptop, projector, screen or smart board, images for students to look at, handouts (story structure, Narrative outline sheet, peer-editing checklist sheet, self-editing checklist, Narrative grading rubric, word banks)Top of FormSUBJECT AREAEnglish Language Arts- EnrichedLEVELSecondary Cycle One PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Year 1 (Gr. 7) PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Year 2 (Gr. 8)Secondary Cycle Two PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Year 1 (Gr. 9) PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Year 2 (Gr. 10) PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Year 3 (Gr. 11)PROGRAM CONTENTCategory of Program Content: Writing ProcessWriterly Practices– Writes for sustained periods of class time– Produces draft(s) and adopts a drafting process that is context- and text-dependentChooses the context(s) for own writing based on own interests, e.g. purpose, audience, genre, topic/issueTalks with peers and teacher, e.g. to brainstorm ideas, clarify and extend thinkingUses strategies to work out ideas and to draft, e.g. free-writing, clustering, listing, mind-mappingAttends to clarity, presentation style and personal expression when presenting final draft(s)FeedbackCollaborates in group feedback sessions, e.g. peer response groups, student editorial boardsDevelops strategies for giving feedback, e.g. praises strong elements, asks questions, gives suggestionsSelects feedback to improve textRevisionDevelops techniques to indicate changes for drafts, e.g. crossing out, cutting and pasting, using symbols and/or arrowsUses self as audience, e.g. reads own text aloud, rereads oftenRevises contentMakes ready use of resources to enhance communication, e.g. dictionary, thesaurus, peersCategory of Program Content: Developing StyleImmersion into Texts– Explores the grammars of text:Applying Knowledge of Language – Explores the uses of language:– Makes appropriate and effective word choices to represent ideas, people, things, events, experiences:-- Arranges information in the text(s):Develops the text, e.g. sequencing by cause and effect, chronology, providing and prioritizing detailsUses cohesive devices, e.g. paragraphing, coordinating parts to the whole, using transitions, conjunctions, punctuation– Adapts common linguistic conventions to a specific genre, e.g. using present tense in a report – Begins to manipulate common linguistic conventions to achieve specific effects, e.g. using sentence fragments in a narrative, using slang in Developing Voice: Assuming Roles as a Writer? Explores different perspectives of a person, issue, event, e.g. multiple voices in a narrative, bias in news writingLEARNING OBJECTIVESStudents will be able to…Plan and organize their thoughts in the form of an outline for a narrative text. (Activity 1)Write a narrative text that follows the classic story structure. (Activity 2)Better understand the importance of grammar and learn how to apply it to their writing.(Activity 3)Peer-edit narrative texts, looking specifically to give constructive criticism for grammar, clarity and word choice and edit their own work through adjustments to language, grammar and writing conventions based on peer-editing suggestions. (Activity 4)SUBJECT-SPECIFIC COMPETENCIESSecondary Cycle One PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 1. Uses language/talk to communicate and to learn PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 2. Represents her/his literacy in different media PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 3. Reads and listens to written, spoken and media texts PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 4. Writes a variety of genres for personal and social purposesSecondary Cycle Two PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 1. Uses language/talk to communicate and to learn PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 2. Reads and listens to written, spoken and media texts PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 3. Produces texts for personal and social purposesCROSS-CURRICULAR COMPETENCIES PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 1. Uses information PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 2. Solves problems PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 3. Exercises critical judgment PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 4. Uses creativity PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 5. Adopts effective work methods PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 6. Uses ICT PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 7. Achieves his/her potential PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 8. Cooperates with others PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Competency 9. Communicates appropriatelyBROAD AREA OF LEARNING PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Health and Well-Being PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Personal and Career Planning PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Environmental Awareness / Consumer Rights and Responsibilities PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Media Literacy PRIVATE "<INPUT TYPE=\"CHECKBOX\">" MACROBUTTON HTMLDirect Citizenship and Community LifeCLASS PERIOD & DURATIONLesson Plan: What’s Their Story? CLASS # 13 Min. to Settle in15 Min. for Activity2 Min. to Wrap UpTotal: 20 Min. for Activity 1LEARNING ACTIVITY 1: Let’s Talk Story! (Story Structure Re-cap)Note to Teacher: This lesson would fit into a Unit Plan based on short stories and fairytales. Students will already be familiar with story structure and the conventions of these types of narratives. This first activity will be a quick refresher to make sure students know and understand the different elements of plot that way they are beginning to prepare for the final Performance task of writing their own narrative.*All necessary handouts and documents to show can be found in the appendix Introduction/Warm-UpOnce students have settled in and general housekeeping items are in order tell students that this week they will be working towards writing their own short narrative based on what they have learned during this unit plan of short stories and fairy tales. In order to do so the class will begin with a group activity of revising the elements of plot structure. DevelopmentStudents will have already studied this and will have their own personal plot elements hand-outs with notes on them. Ask all students to close their note books and binders and show a blank version of the classic plot structure* of stories smart board, if it is not working you can draw this on the chalkboard or whiteboard. Ask students to identify each area first. If smart board or chalk board have students come up and write their answer below that specific area. Each student who comes up to the front of the class can become the mediator. If students are dissatisfied with the answer they have provided, they may raise their hands and the mediator can call on them for new answers or variations. Do this until students are satisfied with the answers. Next ask them to define each plot element, once again have them come up and write their answer until the class is satisfied. This should be overseen/mediated by the teacher but should truly allow the students to work as a class to come up with the correct answers. Teacher should step in if students are becoming too rowdy, arguing needlessly or making other students feel left out. Discussion Prompts:Start at the beginning, have students go about filling in the image in chronological order.Ask students to draw on past stories they have done in class to remember important plot points. (if this is a sub or other teacher unfamiliar with previous texts, they can bring up a popular movies to make the same point)Some questions student’s may ask and possible responses:Q. Can we use our notes? A. No this is review activity based on the knowledge you have acquired during this Unit. Let’s work together as a class to find our way to the correct answersQ. Can you give us an example of a story to remind us?A. Take this question and throw it back to the students. Ask them to tell you a recent story/fairy-tale that they just studied and quickly run through the main plot points, this this may help students in refreshing their memory with a concrete example of something they have already studied.Q. This is too hard/boring, can we do something else?A. In order to move onto our more exciting activity let’s finish this first activity together. It will be very helpful as a refresher of story elements before we move on.Q. What is the definition of that word?A. Prompt another student in the class to answer this that way students can test out their own knowledge and help other students learn. Closure/Wrap-UpTo wrap up the activity, the teacher should of course make sure that the answers the students have provided are correct and then offer the class to ask questions or clarify any concepts that student are having trouble with. Extension/What’s Next?No extension necessary for this activity. The next activity will build on what students know about story structure. They will begin to create the roadmap/outline for their own narrativeMulti-level ModificationsExceptional Students: No modification for this activity, however may be best chosen as the mediators to come up and direct class discussion.Students with Disabilities: May take out their copy of the story structure in order to better follow along with their classmate and may also make them more confident answering questions in front of the class.AssessmentInformal assessment, give students who participated points towards their participation grade for the semester.CLASS # 15 Min. for Intro.3 Min. for Part 17 Min. for Part 22 min for directions5 min discussion38 Min. for Part 32 Min. to pick up workTotal: 47 Min. for Activity 2Total: 75 Min. PeriodLEARNING ACTIVITY 2: “A Picture is Worth a Thousand Words” and “Road Trip!!!” (show images and hand out Narrative outline and the Narrative Writing grading rubric)Introduction/Warm-UpThe teacher can begin by explaining the importance of visuals and how-as cheesy as it may sounds- a picture is worth a thousand words. So far, students have worked with short stories and fairy tales that had little to no images that went along with the narratives they read. From these tales, they imagined the universe in which the story was taking place through the words on the page. Images without words or captions beside them are subject to interpretation by the person looking at them. This is much like looking through a relative’s photo album without them explaining what is happening in each image. We are left to surmise what is occurring in each image and therefore create our own narrative about the goings on in that image. More importantly we are surrounded by images every day and each one is trying to tell us a different story. May it be an ad for the newest pair of Nikes or a weight-loss ad of a skinnier woman wearing a pair of jeans that are 10 sizes too big, each visual has a story behind it that becomes inherently understood by the onlooker. But why do we understand these images outright? This is the bigger question. With ads, these images are engineered by marketing specialists whose job is to combine images and words to create a desired effect and understanding for consumers. But what about images that are not trying to sell us something what about images that tell us about world events, the lives of others, natural disaster ect. How do photographers take these types of images and have us understand the story that they are trying to capture in their photos? How is that they visualize the world differently from a story teller, or is there a different at all? How do they use their photography to connect with the world around them and then by sharing their work as you, the viewer to also understand the story they are trying to tell of the people and events they have captured in their photography? This is what we will be trying to understand and work with today. Based on the World Press Photo series which is a competition of photojournalistic work from around the world. We will take a look at four different images from this series and attempt to understand their importance as narratives of the world around us. DevelopmentPart 1: In order to try and understand this idea better students will silently engage with an image for 1 minute. For this activity the teacher will tell everyone to take out a loose-leaf, or their copybooks. The teacher will tell students that he/she is about to put up on the screen/smart board 4 different images. The teacher is not to tell the students why or what this will lead to in order for students to simply focus on the images and draw inspiration and get true first impressions from them. The students are to choose one of the four images that immediately speaks to them or attracts them, and must write the first words that come to them. These may, be feelings, descriptive words, memories ect. Anything that jumps out at them. They have 1 min to do this.Part 2: Once this is done, ask for a show of hands to see which images the students have chosen. Ask one or two students why they chose the image they did and have them read, if they like, some of the words they wrote down. Now tell students that the image they have chosen will be the basis of a creative writing assignment that they will begin to work on today. Go through each of the images and give some background to them as found on the World Press Photo website*. Make sure to have researched the events in which these photos have taken place should students want or need more context. Answer any questions students may have pertaining to the images themselves*Info for each image will be written below in in the Appendix Some questions student’s may ask and possible responses:Q.A.Part 3: Tell them that they must write a narrative based on the writing conventions that they have learnt about short stories and fairy tales as well as their basic writing skills (plot structure, writing conventions, grammar ect.) The image will serve as their inspiration and must be incorporated into their story. Each image has a person in it and that person must be an integral part of their narrative also they must incorporate one detail, even something as small as the setting of the image, the colours or a background detail into their narrative. Tell students to consider the background information of these images when writing their narratives. It is not necessary to write a narrative about the actual events depicted in the image but may be used to inspire their stories. For example, if the image Is about war, the student is not required to write about that specific war but may write a narrative based on the idea of war. Tell students that they can bring in their own various cultural and gender perspectives into their narratives and can use the images along with their first impressions and their own personal narratives as the spring board for their story.To help students flesh out their story, leave the images up on the board and hand out 2 of the hand-outs. The first being the Narrative Outline sheet to help students organize and plan their narrative, explain that this will essentially be the road map for their narrative, much like a trail to follow they will be able to write down their thoughts and follow their notes to the end of their narrative which, in its completion will become their destination. The second is the Narrative Grading Rubric so that students will know, from the beginning what is expected of them. Quickly go over these sheets with students to make sure all the information is clear and then let them begin outlining their stories. Do this until the end of class to give students as much time as possible to complete their outlines. They may ask questions to the teacher and whisper quietly to a peer if necessary. This is not a group activity. Make it clear to students that they must do this individually and that the proper completion of their outline will factor into their final grade (1%). This is to encourage students to complete their work as they don’t want to lose easy marks.Some questions student’s may ask and possible responses:Q.A.Closure/Wrap-UpAllow students to work on this till the end of class. At the end of class, give the students each a paperclip and make sure that all students hand in their outlines and grading rubric together with their names on them, back to the teacher in order to receive their completion grade. Extension/What’s Next?For next class, tell students to bring to class a dictionary and a thesaurus if they have one in order to edit their narrative. Also to make sure to bring in their binders with the hand-outs about word choice that they have collected over the term as they will be going over grammar and writing conventions before writing the drafts of their narratives.Multi-level ModificationsExceptional Students: Can choose more than one image and combine the stories of the 2 people depicted in the images.Students with Disabilities: May have a scribe to help them get down their ideas, images can be printed if they need them closer to see them better. AssessmentInformal participation grades if students asked pertinent discussion questions. Formal assessment of 1 % for properly completing their outlines.CLASS # 25 Min. for Intro. 67 Min. for Writing3 Min. to hand in workTotal: 75 Min. Class PeriodLEARNING ACTIVITY 3: Back to Basics! : The Importance of Grammar and Peer Editing and How it Will Make your Writing Stronger!!Introduction/Warm-UpExplain to students that upon receiving their work they must also take out some loose-leaf or their copy book. While they are doing so complete the general house-keeping such as attendance. DevelopmentTell students if they need more time to complete their outline, they will have 10 min at the beginning of next class to finish up and begin the next part of the writing exerciseStudents are to edit based on the checklist. Any spelling, grammar or sentence structure is to be corrected in a coloured pen and then students can also highlight words that they believe the writer can change to make their writing stronger as they were taught previously in the grammar and peer editing lesson. For example if a student wrote; The woman was very sad They could highlight very sad and the student can change that to… MiserableSome questions student’s may ask and possible responses:Q.A.Closure/Wrap-UpExtension/What’s Next?Student will be given the entirety of next class to write their narratives. Also, tell students to bring to class a dictionary and a thesaurus if they have one in order write their narratives as well as their binders with the hand-outs about word choice that they have collected over the term as the new notes and work they have done on grammar and editing.Multi-level ModificationsExceptional Students: Students with Disabilities: May have a scribe to help them get down their notes or can use a computer to type up their notes if necessary. AssessmentCLASS # 45 Min. for Intro.65 Min. for Activity(5-7min Peer discussion)*5 Min. to hand in work ad wrap upTotal 75 Min. Class Period.LEARNING ACTIVITY 4: “If a story is in you, it has to come out”–Faulkner (Writing First Draft of the Narrative and the Importance of Drafting) Introduction/Warm-UpStart class right away by handing students back their outlines and the grading rubrics and put up the 4 images once again. Once those are all given out, do the general house-keeping such as attendance. Explain to students that upon receiving their work they must also take out some loose-leaf. Today they will begin to write the first draft of their narrative which must be 500-800 words long. In order to give student’s as much time as possible, begin right away. Quickly revise basis for their narratives with notes from the first day of class*. (See Intro of Activity 2)DevelopmentStudents who did not finish their outlines may continue to do so for the first 5 to 10 min. Students who have finished their outline last class are encouraged to read over their work in order to know where they will be going with their story as well as to read over the grading rubric so that they know what they are being graded on and can ask questions to clarify anything. Students are encouraged to look back at their chosen image for inspiration for their story. This is a silent and individual activity. If students have questions they may raise their hand and the teacher will come over to them. *If teacher thinks it is appropriate (i.e students have been working really well, or students look to be having difficulty) allow the students to pair up with the nearest partner (no leaving their desk) to discuss their stories for 5-7min. This may help them come up with a new interesting idea or help them word a thought, or even get them off their writers block.Some questions student’s may ask and possible responses:Q.A.Closure/Wrap-UpAllow student to work till the end to make sure they have as much time as they need. Students must hand back their outline, first draft and grading rubric at the end of class and paperclip them together once again. This is to ensure that students are working in the allotted time and to make sure that this remains a class activity where students are truly working on their own.Extension/What’s Next?For next class, tell students to bring to class a dictionary and a thesaurus if they have one in order to edit their narrative. Also to make sure to bring in their binders with the hand-outs about word choice that they have collected over the term. Student will be given 35min next class to wrap up their narrative and 45 min for peer-editing.Multi-level ModificationsExceptional Students: Can write a longer narrative if they wish, maximum 1000 words. Students with Disabilities: May have a scribe to help them get down their ideas, images can be printed if they need them closer to see them better, can use a computer to type up their narrative if necessary. Length of story can be shortened depending on the student’s needs.AssessmentStudents will be assessed informally for working diligently and participating in class discussion on the importance of drafting (points towards their class participation grade for the semester). CLASS # 53 -5 Min. for Intro. 35 Min. for Writing1-15 Min. for Peer-editing 15 Min. for Self-Editing3 Min. to hand in workTotal: 75 Min. Class PeriodPERFORMANCE TASK: “With a Little Help From my Friends”-The Beatles (Peer-Editing and Self Editing Day leading to final draft)Introduction/Warm-UpHave students settle in, do housekeeping, put up four images and begin. Tell students, as mentioned last class, that today they will have a chance to continue and finish writing their narrative for the first 35 min of class. The last 45 min of class will be spent peer-editing for 30 min and 15 min to revise the peer-edits and begin their own self-editing. Tell students that the peer-editing and self-editing will also be graded and be a part of their final grade. Once again this is to make sure students take responsibility for their work and to make sure that they are helping their peers and not hindering them. Return all sheets to students and tell them to begin once they receive their work.DevelopmentPart 1: The first 30 min of class will be devoted to finishing their narrative. Once again students are to work silently and if they have a question they may raise their hand and the teacher will come by. If students have small short questions they may also whisper to someone who sits beside them. During this time, the teacher can circulate through the rows and give each students the peer-editing and self-editing checklists. Part 2: At the end of the 30 min students will be asked to stop what they are doing, whether they are finished or not, and find someone sitting beside them to exchange their first draft with and to also give the person they are exchanging with their peer-editing checklist. They will have 30 minutes (about 10-15 min per peer-editor) to edit this draft, and they must fill in the checklist, sign it and return it to the student. Then each student must find another person sitting beside them to peer-edit with again. This allows for students to have 2 different opinions on their draft and gives them the opportunity to improve. Also the person peer-editing learns to practice their basic writing skills by correcting those of others while enhancing their own writing by reading others work.Part 3: Once students have returned all drafts and peer-editing checklists. Students will have 15 minutes to read over the changes their peers suggested and may choose to use or not use the suggestions they made. They may but small check marks or x’s beside the suggestions they will use or not use respectively. Students can begin to go through their work and self-edit while filling out the self-editing checklist the self-editing checklist will be due the day the final draft is handed in. If Students finish self-editing they may begin their Final Draft.Some questions student’s may ask and possible responses:Q.A.Closure/Wrap-UpGive students till the end of class to self-edit. Once again have them paperclip all their work together and hand it in. Make sure all students have handed in work and ask students what they thought of the activity and if they feel they were to exemplify the story writing skills and conventions that they had previously learned about.Extension/What’s Next?Next class, students will finish self-editing and begin writing their final draft. Make sure all students have handed in work and ask students what they thought of the activity and if they feel they were to exemplify the story writing skills and conventions that they had previously learned about.Multi-level ModificationsExceptional Students: If they read quickly they can take on a third peer-editing to help others and can make a note of this on their peer editing sheet. Can also be paired with weaker students to help them.Students with Disabilities: May have a scribe to help them write down their can also use a computer to type up their narrative if necessary. For peer-editing can be paired with a stronger student and have a teacher aid as well.Evaluation CriteriaOutline: 1% of final gradeFilling out the Story Map* hand-out to the best of their ability, must complete all sections. This is a roadmap for their narrative. Picked up at the end of Day 1.Peer Editing: 2% of final gradeEach student that peer-edits must fill out, sign, and return the Peer-Editing Checklist* hand-out to the student they peer-edited and must have given helpful constructive criticism and attempted to edit to the best of their abilities. Must be stapled to first draft when returned to teacher. Picked up at the end of Day 5.Self-Editing: 2% of final gradeStudent’s must take into account peer-editing and then do their own final editing of their work. They must fill out their Self-Editing Checklist*and staple this to their first draft when returned to teacher. Picked up at the end of Day 5.Final Narrative: 10% of final gradeThe student’s final draft of their narrative will be graded using the Narrative Rubric*, (handed out to them at the beginning of the assignment). They must staple this to their final draft when returned to teacher. Picked up at the end of Day 5 or following class. Assignment total of 15%* all hand-outs can be found in the Appendix SectionsAPPENDIX #Rubric:4. room to improve address more explicitly bigger purpose intent, explanation by keeping it open ended make room for students to bring in their various cultural/gender perspectives6. improved what student might struggle with and challenges, think about it in regards to story structure getting started7. Applying les to other context: lesson about life society ect, what is that story going to be about, to restrict but guide them in boundary to create more meaningful product Introduction/Warm-UpHave students settle in, do housekeeping, put up four images and begin. Tell students that They have the entire class to complete both their self-editing and recopying their final draft. Students will be handed back their first draft, peer and self-editing sheets and the grading rubric and should be getting a loose-leaf.DevelopmentStudents will finishing self-editing their work and when they have completed that they may begin writing the final draft of their narrative on a clean loose-leaf. As usual this is a silent and individual assignment, if there are any questions students may raise their hand for the teacher’s assistance or whisper quietly to a nearby peer.If students finish early they are first to make sure that all of the hand-outs have been fully filled out and are accounted for and may the hand in all of their hand-outs and final draft. They may then choose to read silently or grab a worksheet from the “Finished Early?” this would be a bin of activities in the class always ready for students who finish early, the sheets are all about, practicing writing, vocabulary and grammar.Closure/Wrap-UpExtension/What’s Next?Students who do not complete the assignment by the end of Day 4 must see the teacher at the end of class in order to make further arrangements. Some options could be to: stay in at lunch or recess to finish up last minute work if they don’t need a lot of time. For students who need more time, class time activities that do not require students to learn new material, such as silent reading, can also be given to complete work. This is truly meant to be an in-class assignment, that relies on group interaction and completing work in the time allotted, therefore allowing students to bring home the work is not ideal. draft)Multi-level ModificationsExceptional Students: If they finish very quickly, along with the options of silent reading and taking from the worksheet bin, they may also choose to circulate and help others if they have any questions concerning editing. They can make a note of this on their peer editing sheet. They can also be specifically paired with a weaker students to help them finish editing.Students with Disabilities: May have a scribe to help them finishing editing and recopying their final draft. Images can be printed if they need them closer to see them better, can use a computer to type up their narrative if necessary. ................
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