L3+Welch,+Leigh

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

** LESSON PLAN FORMAT **


 * __ Teacher’s Name __**** : ** Leigh Welch **__Lesson #:__3 __Facet:__ Perspective**
 * __ Grade Level __**** : 9-12 ** **__Numbers of Days:__ 2-3**
 * __ Topic: __ Lines, Angles and Triangles **


 * __ PART I: __**

Student will understand that triangles, lines and angles are foundations in Geometry. Student will know the properties of angles (Alternate Interior Angles), Properties of lines (equals 180 degrees, has slope), Area of a triangle (1/2b x h), Properties of triangles (equal 180 degrees, three sides, three angles, etc.) Student will be able to compare and contrast the properties of angles, lines and triangles
 * __ Objectives __**
 * Product: Mind Map using Mind Mister **

Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles.
 * __ Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**
 * Rationale: ** In this lesson students will be comparing and contrasting the properties of lines, angles and triangles and showing how they work with each other.


 * __ Assessments __**
 * __ Pre-Assessment: (Lesson 1 only) __**

During this lesson I will be using a up/down to check for the understanding of every student. In Up/Down I will ask students where they stand on their understanding of the information. If they feel comfortable I will ask them to stand up and if they are questioning I will have them stay seated. Then can squat in the middle of standing and sitting if they want. I will have students create a rough draft and share them with a partner (partners are decided by counting off) and they will share the rough draft. The partner has to ask questions on parts they do not understand. Then the other partner will do the same so that both rough drafts have been reviewed and then students will have the go ahead through me. They will have to show me what they changed and tell me why. There will also be a rubric for the students to follow to self assess. **Mind Mapping-** Students will be comparing and contrasting the properties and definitions of lines, angles and triangles. They will be given a Venn Diagram to sort their thought and the information provided. From this graphic organizer students will use a Mind Mapping tool called Mind Miester to display their thoughts and ideas on how the topics in their graphic organizer work together to create key concepts in Geometry. Students should add pictures, video, audio, anything they want that will enhance the presentation. (25 points)
 * __ Formative (Assessment for Learning) __**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * __ Summative (Assessment of Learning): __**

**Technology:** Students will be using Mind Miester, which is an online brainstorming website that will allow students to get there ideas down on the page but also add video, audio and any other feature they can think of to help them better understand the material. **English-** Students will be writing down their thought and ideas about the properties of lines, angles and triangles. They will also be using their comparing and contrasting skills to help them.
 * __ Integration __**

Students will, individually, use a Venn Diagram to compare and contrast the properties of angles lines and triangles. Students will talk about their Venn Diagrams with their table groups and then report out to the class. Students will be, individually, creating their own Mind Map using Mind Miester to help them better understand the material and make connections between the properties.
 * __ Groupings __**
 * Section I - Graphic Organizer & Cooperative Learning used during instruction **
 * Section II – Groups and Roles for Product **


 * __ Differentiated Instruction __**
 * __ MI Strategies __**
 * Logical: **Students will be discussing mathematical properties and making connections between them.
 * Verbal: **Students will be writing thoughts and facts about the PowerPoint Presentation I am giving on the properties of lines, angles, and triangles, into their Venn Diagram.
 * Visual: **Students are asked to add visual elements to their Mind Miester to enrich their map.
 * Musical: **Students are asked to add music if it fits into their Mind Miester. Students also have to option to add their voice talking about the mind map.
 * Intrapersonal: **Students will each be building their own Mind Map on Mind Miester.
 * Interpersonal: **Students will be working in groups to focus on their topic and then present it to the classroom.
 * Naturalist:** Students are encouraged to use real life situations as examples on their Mind Map if they choose to.


 * __ Modifications/Accommodations __**
 * // From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**// I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

Students are expected to attend class. Students are also responsible for any work that they miss in that class and any homework assigned during that missed class period. Students will be able to find the PowerPoint -that contains all the definitions and examples that were gone over in class- on the class wiki. Students should also come into my classroom and get the graphic organizer and any other papers, or homework from the "Absent Folder". My classroom is always open, before and after school, if a student or students need to come in and get help with something they do not understand or are having a hard time with.
 * Plan for accommodating absent students: **


 * __ Extensions __**

Students will be creating a Mind Map in the form of Mind Miester. This software allows you to get all your thought into one space and then connect all the different pieces of information using arrows. You can also add pictures and music to enhance your Mind Map and help you to better understand the material. Gifted students will be asked to display the similarities between the properties just like the other students. They should make their Mind Map and add real life examples of the properties that they are talking about. They can be made up or from the world around them.
 * Type II technology: **
 * Gifted Students: **

// Whiteboard // // Venn Diagram (1 for each student) // // Checklist // // Rubric // // Textbook // // Mind Miester account // // Tutorial of Mind Miester // // Markers // // Projector // // Student's laptops // // PowerPoint with notes // // Notes on Class Wiki // // List all the items you need for the lesson. //
 * Materials, Resources and Technology: **

[] for acute triangles
 * __ Source for Lesson Plan and Research __**

[] for obtuse triangles

[] for right triangles

[] for angles

[] for lines

[] for vertices

[] for alternate interior angles

[] for supplementary angles

[] for area of triangles

http://www.eduplace.com/graphicorganizer/ for graphic organizer

http://www.mindmeister.com/ mind miester // List all URL and describe. //


 * __ PART II: __**


 * __ Teaching and Learning Sequence __**** (Describe the teaching and learning process using all of the information from part I of the lesson plan) **// Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

(20 minutes) students will be doing a quick write on the prompt that will be projected on the board at the beginning of class. We will then have a discussion on the thoughts of the students and see what they are thinking about the question. (40 minutes) we take notes and go over all the material we have learned thus far in this unit. I will answer any questions over any of the sections we have covered. this day will be about getting everyone on the same page and making sure that everyone understands and looks deeper into the content. (20 minutes) We will have a large Venn Diagram on the board and we will complete it as a class. Students will have their own to contribute to their notes.
 * Day 1 **
 * Homework:** Create a Mind Miester account and look over your notes. Come to class with any questions you may have.

(15 minutes) go around the room and make sure everyone has a Mind Miester account, and go over any questions students ask about the unit. (15 minutes) split students into groups of two or three and introduce them to Mind Miester. Allow them to play with it a little bit. (50 minutes) students will be assigned the summative assessment of creating a Mind Map using Mind Miester where the show the connections and differences of the four or five properties that they choose, that we have learned during this unit. Students will b given the rest of the period to work on this.
 * Day 2 **
 * Homework:** Finish the Mind Miester and have it ready to be presented for next class.

(80 minutes) presentations of the Mind Miester created by the class.
 * Day 3 **

The classroom will be set up in table groups. This set up allows students to get to know other members of their class and feel comfortable with each other. This setup also allows students to ask each other questions instead of relying solely on the teacher. Students will understand that triangles, lines and angles are foundations in Geometry. Lines, anlges and triangles are fundamental aspects in Geometry. //Prove theorems about lines and angles. Prove theorems about triangles.// At the beginning of the first class in this lesson students will be asked to do a quick write on the question that is projected on the board. The question is "In a single paragraph, answer the question, why do we need lines, angles and triangles?". During this time I will take attendance. After students have answered this question we will go over what they wrote and see all the different points of view that the students have to offer. ​ Students will know the properties of angles (Alternate Interior Angles), Properties of lines (equals 180 degrees, has slope), Area of a triangle (1/2b x h), Properties of triangles (equal 180 degrees, three sides, three angles, etc.). We will be taking notes from the PowerPoint. This presentation will include definitions and examples so students will be provided with opportunities for practice. During this lesson we will be using Venn Diagrams to help organize our thoughts on the properties that we have looked at thus far. There will be a large Venn Diagram on the board and a list of properties on the side on the board. We will compare and contrast the properties as a class and the students will follow along, contribute and copy all of it down on their own Venn Diagram so they can have the information in their notes. We will discuss the information we put into the class Venn Diagram together and decide if it is accurate and should be put in the class Venn Diagram. Students will be asked to think of one thing that should be added to the class Venn Diagram as a table group and then we will discuss it. During this process I will be checking for understanding using the Up/Down method.
 * Where, Why, What, Hook Tailors:** //Interpersonal, Intrapersonal, Verbal, Logical//
 * Equip, Explore, Rethink, Tailors:** //Interpersonal, Intrapersonal, Logical, Verbal, Visual//

Students will be able to compare and contrast the properties of angles, lines and triangles. Students will be asked to create their own Mind Miester account for homework. (Day 2) we will go around and make sure everyone has an account and then students will be allowed to play with the program for a few minutes. Students will then be split into groups of two or three and they will be constructing a Mind Map that shows the connection and differences between the properties that they pick. They should add graphics, videos, music, anything they need to enhance the presentation. Students will be given a majority of the class period to work on their Mind Map, this gives them the opportunity to ask any questions they might have. In their groups students should choose four or five properties that we have looked at thus far in the unit and then find the depict the connections between them using Mind Miester. (Day 3) Students will be presenting their Mind Map and they will have to keep in mind how these properties connect and the explanation they had for their connection. Students should try to explain their reasoning to their statements. The presentation aspect of this lesson allows students to take pride in their work and show the other members of their class what they have discovered. The presentation aspect also creates a safe environment for students to learn and grow together.
 * Explore, Experience, Rethink, Revise, Refine Tailors:** //Logical, Musical, Visual, Verbal, Interpersonal, Naturalist//

Students will self assess their group Mind Map with a checklist. This check list will include, but is not limited to clarity, accuracy, teamwork, etc. They will also assess their group members in a peer assessment. They will use a rubric to grade the individual members of their group. Each member of the group will be given this opportunity and they will all be turned in at the time of their presentation. In this lesson I will be providing teacher feedback in the form of answering any and all questions. I will do this both privately and publicly. If more then one person comes to me with roughly the same questions I will bring everyone together and answer this question for the whole class. If more then one student is struggling with a question, there is a high chance that others are wondering the same thing. If students want me to look over their work I will be glad to and give them feedback. I will also help them brainstorm for a minute, but I will be a crutch holding them up. I want them to think for themselves. Students will be graded on their final projects using a rubric and they will get that back.
 * Evaluate, Tailors:** //Logical, Interpersonal, Intrapersonal, Verbal//

Students will know….. Definitions- __A____ngles-__ //A shape, formed by two lines or rays diverging from a common point (the vertex).// __L____ine-__ //A geometrical object that is straight, infinitely long and infinitely thin.// __Vertex-__ //A point where two or more straight lines meet. A corner. This is going to be a point. Like (2,3) you can find this by solving for one of the variables in one equation an then plug that into the second equation.// __Properties of lines-__ Lines have slope. This is something that should not be new. In algebra 1 students should have learned slope intercept form of a line. They should also know how to calculate slope using two points that are on the same line. If given (3,4) and (4,7) they should be able to calculate slope. (7-4)/(4-3) this equals 3/1 so the slope of that line is 3. Also when talking about slope we need to talk about parallel lines. Parallel lines are lines that never intersect. They never intersect because they have the same slope so they are growing at the same rate. __Perpendicular lines__ and two lines that intersect at exactly one point. They intersect and form a 90 degree angle. so these lines will have opposite reciprocals for slopes. For example: a line with the slope 3 is perpendicular to a line with the slope -1/3. __Properties about Angles-__ A full rotation is 360 degrees. From the proof of this you also find out that a line is equal to 180 degrees. This will lead into a discussion about opposite interior angles. __Opposite interior angles__ is just a name for saying the interior angles of a parallelogram (which is a shape that is made up of two sets on parallel lines) are equal. So if you have a parallelogram that has one angle labeled as 45 degrees you know that the angle that is exactly opposite from it is also 45 degrees. From this you can find out what the measure of the other angles are. You know that the two remaining angles are going o be equal. You also know that the interior angles of a four sided shape will equal 360 if added together. So right now you have 45+45+2x=360. There is a 2x because the there are two unknown angles measures and you know that they are equal because the shape we are working with is a parallelogram so it has opposite interior angles. So to solve for x you combine like terms. So 45+45=90, so you have 90+2x=360. You then subtract 90 from both sides in order to get the variable and it's coefficient on one side by themselves. So you are left with 2x=270. From here you want to get x by itself, and to do that you have to divide both sides by 2. So you get x=135 degrees. so the four angles in your parallelogram are 45 degrees, 135 degrees, 45 degrees, and 135 degrees. __Alternate interior angles-__ When two lines are crossed by another line (which is called the Transversal), the pairs of angles on opposite sides of the transversal but inside the two lines are called Alternate Interior Angles. __Supplementary Angles-__These are sets of angles that when added together equal 180 degrees. These angles can share a vertex or not share a vertex. These two angles (140° and 40°) are Supplementary Angles, because they add up to 180°. If you have a pair of angles that add up to 180 degrees then you have supplementary angles, there can be more than two angles, you could have three angles that, when added together, equal 180 degrees, or four, or five, etc. For example: one angle equals 120 and another angle equals 60, 120+60=180. these two angles are supplementary. Another example could be if you have three angles that are supplementary then the angle measures could be as follows, angle 1= 47 degrees, angle 2= 52 degrees, and angle 3= 81 degrees. These angles are supplementary because 47+52+81=180. __Properties of interior angles-__ A four-sided shape consists of four interior angles. These interior angles will always equal 360 degrees when added together. This is true for any four-sided shape. A three-sided shape consists of three interior angles. These interior angles will always equal 180 degrees when added together. This is true for any three-sided shape. __Triangles-__ A three sided shape. this shape also has three interior angles. When these angles are added together they will always equal 180 degrees. For example: 90+60+30=180 this means that one angle is equal to 90 degrees, the second angle is equal to 60 degrees and the third angle is equal to 30 degrees. All triangles are not 30, 60, 90 triangles, there can be any combination of three numbers as long as they are positive numbers that add up to 180 degrees. You can also find the third angle of a triangle if you are given two angles. Say you have a triangle that has one angle equal to 54 degrees and the other equal to 72 degrees, the third angle would be 54 degrees because, 54+72+x=180 so 126+x=180 (you subtract the 126 over) x=54. Another way to look at it is 54+72=126 and 180-126=54. Therefore the third angle is 54 degrees. __Area of Triangle-__ The area of a 2-dimensial shape is the amount of surface this shape takes up. there are different ways to calculate area. If the shape is on graph paper and not cutting any of the little blocks into pieces then you can just count them. Not all shapes are as nice as squares or rectangles so you can also calculate area with a formula. The students should have at least heard of LxW (length times width). This works for squares and rectangles. When dealing with triangles you will use the formula 1/2b x h this is one half of the base times the height. For Example: a rectangle with the length of 10cm and the width of 2cm has the area of 20cm^2 because 10cm x 2cm = 20cm^2. When looking at triangles you go through the same process but with different information. For Example: A triangle has a base of 14cm and a height of 4cm. So you use the area formula for a triangle (1/2b x h). 1/2(14cm) x (4cm). So 7cm x 4cm = 28cm^2. __Right Triangles-__ These triangles are special cases. In a right triangle there is going to be one angle that is 90 degrees. the interior angles will still add up to 180 degrees, but you know that one of the angles is going to be 90. With these triangles you can find the length of the longest side (hypotenuses) by using the Pythagorean theorem a^2 + b^2 = c^2. This will be talked about in more depth in the next lesson. __Acute Triangles and Obtuse Triangles-__ Acute triangles are triangles that have three angles that all measure to be less than 90 degrees. This means that all the angles on the inside of the shape will be less than 90 degrees. For example: A triangle can have the interior angle measures of 86 degrees, 71 degrees, and 23 degrees. This still follows the rule of interior angles of a triangle because the interior angles still add up to 180 degrees, 86+71+23=180. If any angle gets to be more that 90 degrees than the triangles becomes obtuse. Obtuse triangles are triangles that have one angles that is more than 90 degrees. For example: a triangles can have interior angle measures of 144 degrees, 26 degrees, and 10 degrees. This triangles still follows the rules of interior angles because all of the interior angles still add up to 180 degrees, 144+26+10=180.
 * __ Content Notes __**

// Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //

__** Handouts: **__ // Venn Diagram // // Checklist // // Rubric // // Mind Miester Tutorial // // Class notes if needed // // List the items that need to be printed out for the lesson. //


 * __ Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale __**
 * // Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**
 * //__ Learning Styles __//**
 * // Clipboard: //**// This lesson is well organized and the nature of the type II technology that is used in this lesson is to help students make connections to the information they are receiving and the information they already know. This helps students organize their thoughts and make sense of everything they have learned. //
 * // Microscope: //**// This lesson has students investigating ways in which some of the knowledge they have learned fits with other pieces of information that they know. The students will be demonstrating through Mind Miester the connections that they come up with. //
 * // Puppy: //**// Students have to opportunity to make their Mind Map with a partner, so that they have support and are comfortable throughout the entire experience. //
 * // Beach Ball: //**// The nature of Mind Miester is to create a Mind Map that organizes your thoughts but in a new and creative way. You can add pictures, word art, video and audio along with your own knowledge to this map and that is fun and creative. //


 * //Rationale://** //Students are exposed to a wide variety of learning styles in this lesson. They will experience investigating what they know (Microscope), organizing all of their thoughts (Clipboard), partner work for support (Puppy), and creativity in their connections (Beach Ball). This lesson is designed to reach out to all the learning styles, and it does just that.//

During this lesson I will be using a up/down to check for the understanding of every student. In Up/Down I will ask students where they stand on their understanding of the information. If they feel comfortable I will ask them to stand up and if they are questioning I will have them stay seated. Then can squat in the middle of standing and sitting if they want. I will have students create a rough draft and share them with a partner (partners are decided by counting off) and they will share the rough draft. The partner has to ask questions on parts they do not understand. Then the other partner will do the same so that both rough drafts have been reviewed and then students will have the go ahead through me. They will have to show me what they changed and tell me why. There will also be a rubric for the students to follow to self assess. **Mind Mapping-** Students will be comparing and contrasting the properties and definitions of lines, angles and triangles. They will be given a Venn Diagram to sort their thought and the information provided. From this graphic organizer students will use a Mind Mapping tool called Mind Miester to display their thoughts and ideas on how the topics in their graphic organizer work together to create key concepts in Geometry. Students should add pictures, video, audio, anything they want that will enhance the presentation. (25 points)
 * // Standard 6 - // //Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.//**
 * // Formative: //**
 * Section I – checking for understanding during instruction **
 * Section II – timely feedback for products (self, peer, teacher) **
 * // Summative: //**


 * // Rationale: //**// Students receive multiple methods of feedback such as creating a rough draft and getting feedback on it, using an Up/Down method of checking for understanding and working with a partner for support. All of these forms of assessment will document the students growth and help to to learn. //

Common Core State Standard Content Area: Geometry Grade Level: High School Domain: Congruence Cluster: Prove Geometric Theorems Standard: 9. Prove theorems about lines and angles. 10. Prove theorems about triangles.
 * // Standard 7 // - //Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//**
 * // Content Knowledge: //**// See Content Notes //
 * // MLR or CCSS: //**
 * // Facet: //**// Perspective //


 * // Rationale: //**// This lesson meets the Common Core State Standards because the students are focusing on the properties of lines, angles, and triangles. In this lesson they will not only need to know that properties, but be able to make connections with them to gain a deeper understanding of the material. //

**Mind Mapping-** Students will be comparing and contrasting the properties and definitions of lines, angles and triangles. They will be given a Venn Diagram to sort their thought and the information provided. From this graphic organizer students will use a Mind Mapping tool called Mind Miester to display their thoughts and ideas on how the topics in their graphic organizer work together to create key concepts in Geometry. Students should add pictures, video, audio, anything they want that will enhance the presentation. (25 points)
 * // Standard 8 - // //Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.//**
 * // MI Strategies: //**
 * Logical: **Students will be discussing mathematical properties and making connections between them.
 * Verbal: **Students will be writing thoughts and facts about the PowerPoint Presentation I am giving on the properties of lines, angles, and triangles, into their Venn Diagram.
 * Visual: **Students are asked to add visual elements to their Mind Miester to enrich their map.
 * Musical: **Students are asked to add music if it fits into their Mind Miester. Students also have to option to add their voice talking about the mind map.
 * Intrapersonal: **Students will each be building their own Mind Map on Mind Miester.
 * Interpersonal: **Students will be working in groups to focus on their topic and then present it to the classroom.
 * Naturalist:** Students are encouraged to use real life situations as examples on their Mind Map if they choose to.
 * // Type II Technology: //**

//** Rationale: ** This lesson reaches into many of the intelligences. Some are represented in the hook (Musical, Visual, Verbal), others in the content (Logical, Verbal, Visual), and some in the classwork (Interpersonal, Intrapersonal, Logical, Verbal, Visual, Naturalist). All of the intelligences in this lesson help to enrich the learning experience and aid students in their learning. //

__//**NETS STANDARDS FOR TEACHERS**//__ a. Promote, support, and model creative and innovative thinking and inventiveness
 * 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.**

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

//**Rationale:** Students will be using Mind Miester to visually portray what they know about lines, angles, and triangles and how they relate to each other. They can use video, music and pictures (that they've taken or gotten off the Interent, with citations) to enhance their Mind Map.//

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

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 * //Rationale://** //The Mind Map provides students with the chance to take what they know and organize it into a visual portrayal of their knowledge. Students should be creative in the way they show this information. They can connect videos, pictures and audio if they believe it will help them remember and better understand the information. There are also multiple forms of assessment, both during the lesson and in the product itself. The variety of assessment in this lesson will allow students to reflect upon their progress and make adjustments if needed.// ||  ||   ||
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