LPS



Monday Tuesday Wednesday Thursday Friday

|August 11-15 |First Day of School - 9th grade only |First day of school – all students |Ethical Leadership and Learning / Goal|Five paragraph essay review of structure – |

| | |Expectations/syllabus |setting |Mini-essay organization activity (Pasta, |

| | |Ethical Leadership and Learning / | |Tootsie Rolls) |

| | |Goal setting | |Introduction Letters – lab |

| | | | |GP Lab A220 |

| | | | |Period: 1B    09:36 – 10:51 |

|August 18-22 |Grammar Pretest | Be Specific – Natalie Goldberg |Grammar – Nouns |B220  |

|From Bedford: Recalling an Experience |Topic Sentence Exercises |Response WS |Educational Autobiography – lab |Manager: Lori Mescher  |

|(Kennedy et. al., 58-76) |How to write an essay | |Heading and writing |Period: 1A    08:15 - 08:58  |

|The Assignment: | |Writing Techniques – Verb Choice |GP Lab A220 |Date: 08-22-2014  |

|Essay Outline (packet 30) |Educational Autobiography –brainstorm & |(power point) – pair/share |Period: 1B    09:02 - 09:45 |Educational Autobiography – lab -print 3 |

|COMPOSITION: TOPIC SENTENCE/THESIS MODEL |draft | | |copies |

|(packet 32) | | | |VERB CHOICE (p. 53) |

|The Introductory Paragraph (packet 33) | | | |SENTENCE LENGTH (p. 79) |

|Educational Autobiography (handout) (packet | | | |TRANSITIONS (packet 82) |

|26) | | | | |

|Elements of Fiction (packet 29) | | | | |

|August 25-29 |Grammar – Common and Proper Nouns |Eliminating Wordiness |Grammar – Verbs – Action and Linking |ACT Prep – Reading 2 |

|ACT Basics and Composition – | |(ppt 4-7) |Exercises for Eliminating Wordiness |More Exercises for Eliminating Wordiness |

|Purpose: How ready are you for college or |Eliminating Wordiness (ppt - 1-3) - |NYT Article – Zombie Nouns |Educational Autobiography – lab |Educational Autobiography – lab – Final Draft|

|the work place? |whiteboards |ACT Prep – Reading 1 |GP Lab A220 |due – attach to Mrs. Payant’s / Ms. Fantini’s|

|Scholarships: academic, athletic and how |Educational Autobiography – teacher |Taboo – describing words (adjectives,|Period: 1B    09:02 - 09:45 |feedback sheets |

|these may work together. |feedback |verbs, adverbs) | |GP Lab A220 |

|What is it? | |Educational Autobio – hand write your| |Period: 1B    09:02 - 09:45 |

|When? October testing | |own changes on Payant Copy | | |

|How will this class prepare you? | | | | |

|Educational Autobiography – Peer Feedback | | | | |

|Revising and Editing (packet 31) | | | | |

|September 1-5 |Grammar – Verbs – Tense and Conjugation |Supporting Details |Grammar – Adverbs |Choose Your Own Details |

|No School - Labor Day |Letter of Love, thanks or admiration |Letter of Love, thanks or admiration |Letter of Love, thanks or admiration –|Letter of Love, thanks or admiration – final |

| |assignment |– hand draft |lab |– print 2 copies |

|September 8-12 |Grammar – Conjunctions |Details Which Do Not Support |Grammar – That Dratted Apostrophe |Redundant Pairs & Redundant Categories |

|Process Paper – How to be Successful |Barry Miller to observe |"Willpower: A Game of Strategy." |Why Ideas Stick (NPR) |MLA Citations |

|(persuasive – Problem, Solution, Impact) |“How You Can Harness ‘The Power of |(NPR) | | |

|Effective Study Techniques – Identify either |Habit’” (NPR) |“The Secret of Self Control” (New | | |

|a skill you would like to build or a strong | |Yorker) | | |

|area you could shore up. Tell me why you | | | | |

|chose this area and back up your reason with | | | | |

|an anecdote. | | | | |

|September 15-19 – |Gramamar – Two, Too and To |Process Paper – How to be Successful |Grammar – Lie and Lay |Process Paper – How to be Successful |

|Process Paper – How to be Successful | |(persuasive – Problem, Solution, |Process Paper /Compare and Contrast / |(persuasive – Problem, Solution, Impact) |

|(persuasive – Problem, Solution, Impact) | |Impact) |Definition– How to be Successful | |

| | | |(persuasive – Problem, Solution, | |

| | | |Impact) lab | |

|September 22-26 |Grammar – Lose it or Loose it | |Grammar – Is it Farther or Further? | |

|September 29-October 3 |Grammar – How does the effect affect you?| |Grammar – Sit or Set |This I believe assignment |

| | | | | |

|October 6-10 - Finals Week | This I Believe - lab |Grammar Final |Finals Blocks 1 & 2 |Finals Blocks 3 and 4 |

|This I Believe - lab | |Writing Final |This I Believe presentations |This I Believe presentations |

What we do not complete in class will be homework due the next day. Quizzes may be unannounced.

fantastic teaser intro, Lincoln Christian, BB, likes creative writing, improve fluency, transitions and thesis, solid conclusion



Monday Tuesday Wednesday Thursday Friday

|January 6-10 |The Secret Life of Bees Frontload |Before Lunch Hairspray |SLoB discussion 1 |4A+ 1:133 |

|First day of school – all students |Research- media 4B |SLoB Frontload 1 |Homework: The Secret Life of Bees |MC Orientation |

|Expectations/syllabus | |Read |Chapter 1 |Hairspray |

|Name game | | |Quiz |Homework: The Secret Life of Bees Chapter 2 |

|Hairspray | | | | |

|January 13-17 |WDGE: writing MC pre-test |SLoB discussion 3 |WDGE – Review |SLoB Chapter 3 Quiz |

|Chapter 1 Quiz |Civil Rights Video (MLK) |Homework: The Secret Life of Bees | |SLoB discussion 4 |

|SLoB discussion 2 |Metaphor, allusion… |Chapter 3 – | |Homework: The Secret Life of Bees Chapter 4 |

| | |WDGE: writing MC pre-test | | |

|January 20-24 |SSR |SLoB Chapter 5/6 Quiz SLoB discussion|Vocabulary Review 7 |Vocabulary Post-test |

|No school – MLK Day |SLoB Chapter 4 Quiz |7 |SLoB Chapter 7 Quiz |SLoB discussion 9/10 |

| |Vocabulary Pre-test unit 7 |Homework: The Secret Life of Bees |SLoB discussion 8 |Homework: The Secret Life of Bees Chapter 8 |

| |Homework: The Secret Life of Bees |Chapter 7 |WDGE – Narrative - write | |

| |Chapters 5-6 |Vocabulary Practice 7 | |WDGE – Narrative - lab |

| | |WDGE – Narrative - brainstorm | |A220 2B    02:20 - 03:03 |

|January 27-31 |WDGE – Narrative scoring and exemplars |SLoB Chapter 11 Quiz |SLoB discussion 12 |Vocabulary Post-test |

|Homework: The Secret Life of Bees Chapter |SLoB Chapter 9/10 Quiz |SLoB discussion 12 |Homework: The Secret Life of Bees |SLoB discussion 13 |

|9-10 |Homework: Secret Life of Bees Chapter 11 | |Chapter 12 |WDGE – Narrative– Final Draft – typed |

| | |Vocabulary Practice 8 |Vocabulary Review 8 |A120 2B    10:38 - 11:21 |

| | | |WDGE – Expository – editing/revision |A120 3B    12:44 - 01:27 |

| | | | |Homework: The Secret Life of Bees Chapter 13 |

|February 3-7 |SLoB – Expos draft |SLoB Expos write A220 2A 09:51 - |Secret Life of Bees Final Exam |Movie – The Secret Life of Bees |

|SSR |Vocabulary Pre-test 8 |10:34 |Vocabulary Post-test 8 | |

|WDGE – Expos brainstorm | |A220 3B 11:57 - 12:40 |Movie – The Secret Life of Bees | |

|SLoB discussion 14 | | | | |

|Homework: The Secret Life of Bees Chapter 14 | |Secret Life of Bees Review for Exam | | |

| | | | | |

|February 10-14 |WDGE Practice – Narrative – write |RGDE - |RGDE – A22011:57 - 12:40 |A220 11:57 - 12:40 WDGE Guided practice – |

|WDGE - Narrative - review |WGDE – practice |WDGE Practice – Narrative – score and|Lab – Guided practice for WGDE |areas of weakness Grammar bytes |

|Movie – Hairspray |The Secret Life of Bees |revise |The Secret Life of Bees |The Secret Life of Bees |

|The Secret Life of Bees |LT chpt 2, 16-28 |The Secret Life of Bees |LT chpt 4, 44-56 |LT chpt 5, 57-74 |

|LT chpt 1, 1-15 | |LT chpt 3, 29-43 | |Weekend: LT chpt 6, 75-92 |

| | | | |LT chpt 7, 93-106 |

|February 17-21 |The Perilous Journey: 887 |WDGE – written |WDGE – Narrative | The Odyssey-The Cyclops, 899-909 |

|The Odyssey – 878-886 |Quickwrite “The Journey?” – 887 |3rd lunch |3rd lunch |LT chpt 12, 188-196 |

|View Recruiter Odysseus 21:15- 24:30, Glory |Tell the Story (Invocation) 890 The |The Odyssey- summary in packet–books |The Odyssey- summary in packet–books |Weekend: |

|and Doom thru 27:25 Parting gift 2:15:52-? |Odyssey- Part 1, Calypso, The Sweet Nymph|6,7,8 |6,7,8\ LT chpt 11, 168-187 |LT chpt 13, 197-211 |

|Homework: The Odyssey E of L 878-884 |891-893 |The Odyssey-I am Laertes Son , | |LT chpt 14, 212-218 |

|People and Places: 885-886 |LT chpt 9, 127-148 |899-998 | | |

|LT chpt 8, 107-126 | |The Odyssey-The Lotus Eaters, 898 | | |

| | |LT chpt 10, 149-167 | | |

| | | | | |

|February 24-28 |The Odyssey-The Sirens – Scylla and |WDGE - Expository RDGE – first Wed |The Odyssey-The Beggar and the |Vocabulary Post-test 10 |

|Vocabulary Pre-test 10 |Charybdis 916-922 |after break – test in a.m. |Faithful Dog 932-934 |The Odyssey-Death at the Palace, 941-943 |

|The Odyssey-The Witch Circe, 911-915 The |The Odyssey-The Cattle of the Sun God, |The Odyssey-The Homecoming, 928 |The Odyssey-The Test of the Great Bow,|The Odyssey-Odysseus and Penelope, 944-947 |

|Land of the Dead, 914-915 |922-924 |The Meeting of Father and Son 929-931|922-924 |LT chpt 19, 300-319 |

|The Odyssey- summary in packet–books 13,14,15|LT chpt 16, 242-265 |LT chpt 17, 266-282 |LT chpt 18, 283-299 |Weekend: Finish Book |

|LT chpt 15, 219-241 | | | |LT chpt 20, 320-333 |

| | | | |LT chpt 21, 334-353 |

| | | | |LT chpt 22, 354-375 |

|March 3-7 |The Odyssey theme review |Oh Brother Where Art Thou |Finals Blocks 1 & 2 |Finals Blocks 3 and 4 |

|The Odyssey- summary in packet–books 24 |Homework: The Odyssey Final Exam | | | |

|The Odyssey-review-Chew on this |The Odyssey – essay exam | | | |

What we do not complete in class will be homework due the next day. Complete Odyssey Packet as you read. Quizzes may be unannounced.

Monday Tuesday Wednesday Thursday Friday

|March 17-21 |Romeo and Juliet | Romeo and Juliet (1.1, 1.2, 1.3, 1.4)|Romeo and Juliet (1.1-1.5) |Romeo and Juliet (2.1,) |

|Welcome |B220 – Read Act I online regular |Understanding Shakespeares Language, |Read Act I.1 |10 minutes: Pass out and review |

|Romeo and Juliet |English |Prologue – Iambic Pentameter (rhythm) |20 min Class debate about arranged |Shakespeare Literary Terms |

|Begin discussing outline of the |B2 9:36-10:12 |- handouts |marriage. Divide class into two groups|30 minutes: Go to lab, A220 - Have |

|history of Shakespeare to familiarize |B3 10:57-12:03 |Before you Read – The Tragedy of R & J|and assign pro and con. Allow about 5 |them create flashcards with the terms,|

|students with the time period of the | |731-733 |minutes to prepare arguments and |either old school or using StudyBlue. |

|text and the author.Shakespeare video | |Watch Zeffirelli version of act one |rebuttals. |The term should be on one side of the |

|William Shakespeare’s Life |Pass out and complete opinionnaires |Before you Read: 732-733 |25 min: Read Scene 4 aloud (discuss |card and the definition on the other |

|El of Lit 726-727 |On the back of the opinionnaire – |Discuss as a class Scene 2, marriage, |“Queen Mab” speech together) |side. |

|Shakespeare and His Theatre 728-730 |three columns, one for how you |love, and comic relief. |Read Scene 5 for homework | |

|Shakespeare Notes (handout) |envision the play based on your | |After reading Act I.1, watch Luhrmann |Blk 2 -Read Act I.2 |

|Shakespeare’s Language |reading (setting, costumes, what do | |(1996) version – compare/contrast to |After reading Act I.2, |

|Poetry- Reading skills and strategies |the swords look like, how old are the | |own vision and Zeffirelli version |Blk 3 Read Act 1.3 |

|740-741 |characters) | |Complete Act 1.1 Study Questions 1-5 | |

|John Branyan’s The Three Little Pigs | | |(open play – formative) |watch Luhrmann (1996) version – |

| |Discuss opinionnaires in small groups | | |Complete Act 1.2 Study Questions 1-5 |

| | | | |(open play – formative) |

| | | | | |

|March 24-28 |GP Lab B220 |Romeo and Juliet |Romeo and Juliet (2.1,2.2) |Break |

| |Period: 3A   11:57 - 12:40 |Sonnet form in Dialogue (ws)–30 |Pep Rally Schedule | |

|Blk 2 Romeo and Juliet (1.2, 1.3) |Blk 2 Romeo and Juliet (1.4, 1.5) |minutes: Pass out sonnet form in |10 minutes to complete Act I summative| |

|Blk 2 Romeo and Juliet (1.3, 1.4) |Blk 2 Romeo and Juliet (1., 1.5) |dialogue sheets. Review and explain |quiz | |

|Watch Luhrmann version of 1.2 and 1.3 |Compare Contrast: |rhyme scheme. Complete worksheets in |Act II – listen to CD- | |

|3 minutes: Attendance and housekeeping|20 minutes: Hand out instructions, |small groups. |Read Act II Scenes I and II with CD as| |

|45 minutes: Class discussion and |divide into groups of three-four, |Finish and Turn in Study Guide – Act I|a class. Point out that the last line | |

|summarization of Act One (see |assign each group their topic (see |Pair up students with The Mysteries of|of Scene I and first line of Scene II | |

|handout). |attached), and create a bulleted list.|Love-speak the lines alternately to |make a rhyming couplet. (Benvolio | |

|During the review a mini-lesson on |Collect for a daily grade. |each other – Discus as a class what |says, “To seek him here that means not| |

|iambic pentameter and couplets will be|10 minutes: Watch Zeffirelli version |images, words, ideas or figures of |to be found” – Romeo says, “He jests | |

|covered depending on when questions |of prologue and fight scene (fill in |speech they heard? Were the lines |at scars that never felt a wound”) | |

|arise (10 minutes) (attached). |sheet) |more comic or persuasive? Have 350 |Watch Luhrman version of movie – Act | |

|7 minutes: Wrap up and pass out |10 minutes: Watch Luhrmann version of |years changed the language of love. |2, scenes 1 and 2 (2nd block) Act 2 | |

|compare/contrast sheet. Begin filling |1.4 and 1.5 |Read aloud R & J 2.246-145 – Discus |scene 1 (block 3) | |

|out |Blk 2 watch 2.1, 2.2, 2.3 |similarities and differences btwn R & | | |

|Act I sections and finish for homework|Blk 3 watch 2.1, 2.2 |J and Mysteries. In small groups of 3| | |

|(prologue and fight scene) | |or 4 re-write a few of Mysteries more | | |

| | |persuasive passages in Modern English,| | |

| | |trying to retain the essence of the | | |

| | |original. Would any of these lines | | |

| | |work today? | | |

|March 31-April 4 |Romeo and Juliet (2.3) | Romeo and Juliet (2.4) |Romeo and Juliet – finished Act II |Vocab Post-test |

| |5 minutes: Go over correct answers of |: Finish rewriting scenes for homework|10 minutes: Journals: (Skepticism |Romeo and Juliet- Act III |

| |Act II Study Guide |and be prepared to read |about Romeo’s love) |5 minutes: Shakespeare’s life Quiz |

| |Block 2 – watch Luhrman version of Act|them in class |10 minutes: Read Act 2, Scene 5 aloud |Romeo and Juliet – Act III |

| |2, scene 2 (balcony scene) |3 minutes: Attendance and housekeeping|as a class |Supplies – textbooks and study guides |

| |30 minutes: Divide into pairs and read|5 minutes: Students break into pairs |30 minutes: Pass out and explain Venn |Directions: |

| |Act 2, Scene 3 |and review the re-written version of |Diagrams. Students must pick a |1. Divide Roles by scene – sign up on|

| |15 minutes: Rewrite Act 2, Scene 3 in |Act 2, Scene 3 that they wrote |character and start working on these. |your group’s sheet as well as on Mrs. |

| |pairs (pass out directions) |yesterday. |2 minutes: Assign Act 2, Scene 6 for |Payant’s sign up sheet. Each group |

| |2 minutes: Finish rewriting scenes for|45 minutes: Students either read or |homework. |member should sign up to read at least|

| |homework and be prepared to read |act out their scenes for the class. |Romeo and Juliet(4.1) |three times. |

| |them in class |2 minutes: Any extra class-time will |3 minutes: Attendance and housekeeping|2. Including the scene summary – read|

| |3 minutes: Attendance and housekeeping|be spent reading |10 minutes: Review Act 2, Scenes 2 & 6|the play aloud. Be sure to read |

| |5 minutes: Students break into pairs | |and take notes on handout |sidebars. |

| |and review the re-written version of | |20 minutes: Watch Act 2, Scenes 2 & 6 |3. Answer the questions on your study|

| |Act 2, Scene 3 that they wrote | |in the Luhrmann movie and take |guide as you read the play. Be aware |

| |yesterday. | |20 minutes: Watch Act 2, Scenes 2 & 6 |of the “next” question on the sheet as|

| |45 minutes: Students either read or | |in the Zeffirelli movie and take notes|you read. Your response should answer|

| |act out their scenes for the class. | |on handout |the question and provide a cited |

| |2 minutes: Any extra class-time will | |2 minutes: Read Act 3, Scene 1 for |reference for where your answer is |

| |be spent reading Act 2, Scene 4 and | |homework |supported in the text. |

| |students must finish this for | | |4. As a group, discuss the questions |

| |homework. | | |on page 1071 – Connect to the |

| | | | |Literature and Think Critically |

| | | | |5. There are 19 pages in this scene. |

| | | | |You have half an hour today to get set|

| | | | |up and read Scene I. We will take the|

| | | | |Act III quiz Monday. |

|April 7-11 |Romeo and Juliet (4.1, 4.2) |Romeo and Juliet |Romeo and Juliet |Romeo and Juliet (finish 5) |

|Romeo and Juliet(Act III) |3 minutes: Attendance & housekeeping |3 minutes: Attendance and housekeeping|Block 3 – thru Act 4, iii |3 minutes: Attendance and housekeeping|

|3 minutes: Students work in small |finish Act III- watch Zeffirelli Act |watch Zeffirelli Act III (blk 2) |Block 4 – thru Act 4 iv |5 minutes: Lead in from prior journal |

|groups to read Act II and complete the|III (blk 3) |30 minutes: Read Act III Scene V aloud| |and prepare for the intensity of this |

|study guide |blk 2 Act IV, scene 1 |with class. | |scene |

| | |2 minutes: Wrap up. Read Act IV, Scene| |15 minutes: Watch Luhrmann version of |

| | |I for HW | |Act IV Scene I and fill in sheet |

| | | | |10 minutes: Read Act V, Scene I as a |

| | | | |group aloud |

| | | | |2 minutes: Read Act V, Scene II for HW|

|April 14-18 |Romeo and Juliet |Romeo and Juliet |Before Lunch |No School - |

|10 minutes: Pass out sheet and explain| |Essay Exam |Shakespeare Literary Terms Exam |West Side Story |

|kinds of love (attached) | | |Romeo and Juliet | |

|25 minutes: Work in pairs to find | | |Final Exam | |

|examples of each kind of love | | | | |

|15 minutes: Come together as a class | | | | |

|and have students write examples on | | | | |

|the board | | | | |

|2 minutes: Be prepared to write | | | | |

|compare/contrast essay 10 minutes: | | | | |

|Reread example from class and review | | | | |

|the five different types of love. | | | | |

|2 minutes: A220 2nd , A120 3rd LAB. | | | | |

|40 minutes: Have students quietly type| | | | |

|their compare/contrast essays. | | | | |

|2B    10:38 - 11:21 | | | | |

|3B    12:44 - 01:27 Format for | | | | |

|Compare/Contrast Essay | | | | |

|Introduction | | | | |

|Background information as to why you | | | | |

|chose the two types of love | | | | |

|Purpose / Focus of essay | | | | |

|First Body Paragraph | | | | |

|First type of love description and | | | | |

|quote from play | | | | |

|Second Body Paragraph | | | | |

|Second type of love description and | | | | |

|quote from play | | | | |

|Third Body Paragraph | | | | |

|Similarities between the two | | | | |

|Fourth Body Paragraph | | | | |

|Differences between the two | | | | |

|Conclusion | | | | |

|Summarize main points | | | | |

|* Remember to include important | | | | |

|character information with your quotes| | | | |

|from the text.(Act,Scene,line) | | | | |

| | | | | |

|April 21-25 | | |Write 10 original sentences with |Vocab 9 post-test |

|PT Conferences |No school ACT testing |Write 10 original sentences with first|second 10 vocab words |Flight Night |

|Vocab 9 pre-test | |10 vocab words |Schoolhouse Rock Nouns, adjective, | |

|Copy words for vocab 9 | |Research 101 R & J |verbs | |

| | | |Research 101 R&J – finish | |

| | | |Research 101 da Vinci as homework | |

|April 28-May 2 |Media C113 |Choose your person |Choose your person |Vocab 10 post test |

|Copy words for vocab 10 |- Get 3 articles about 3 different |Highlight your article w/regard to |Highlight your article w/regard to |2B /3B |

|Vocab 10 pre-test |people – possibilities for research |personal life, career and |personal life, career and | |

| |use |impact/legacy |impact/legacy | |

| |MC itself - Read and commit |Write up 5 notecards – summary, |Write up 5 notecards – summary, | |

| | |paraphrase, quotation (at least one of|paraphrase, quotation (at least one of| |

| | |each) |each) Media C113 | |

| | |2B/3B Research CRT |2B/3B Research CRT | |

| | |database article for their person |database article for their person | |

|May 5-9 |Notecards – finish and outline paper |Write Papers Set up MLA headings A120 |Write papers |Research Papers due |

|Noodle Tools - Database – Media center|C113 4B – 3rd source and export |– pull over Sources page |Write Papers Set up MLA headings C113 | |

|lab | |GP Lab A120 |Notecards – legacy | |

|C113 4A 01:33 - 02:16 | |Period: 4A    01:33 - 02:16 |Write intro/conc | |

| | |Date: 04-09-2014 | | |

| | |Notecards – finish (early life and | | |

| | |career) and outline paper | | |

|May 12-16 |C113 2B 3B Animal Farm Groups |C113 2B 3B | | |

|Animal Farm | |Animal Farm Small Group s | | |

|Intro – Set up Google docs powerpoint | | | | |

|C113 2A 3A | | | | |

|May 19-23 | |Finals 1 and 2 |Finals 3 & 4 |Happy Summer! |

| | |Animal Farm |Animal Farm | |

|May 6-10 | | | |Animal Farm read chapter 1 as |

| | | | |homework |

|May 13-17 |Animal Farm chpt 4 & 5 |Animal Farm chpt 5&6 |Animal Farm chpt 7-8 |Animal Farm chapt 9-10 as |

|Animal Farm Small group |1. What do you know about the revolution (communism, leadership style | | |homework |

|projects |of Stalin, freedom, Russian propaganda/Pravda) | | | |

|Animal Farm – read chpts 2 & 3| | | |

| |ckers-still-jailed | | | |

| | | | |

| |-political-battle | | | |

|May 20-24 |Animal Farm – review for final |Finals blocks 1&2 |Finals blocks 3&4 | |

|Animal Farm | | |Vocab Pre-test | |

| | | |Animal Farm Final | |



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