Ku’ulei Nitta CID: 0427160 Student Teaching Fall 2013 ...
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Ku’ulei Nitta CID: 0427160 Student Teaching Fall 2013 Kapolei High School Secondary English Cooperating Teacher: Ms. Joan Lewis University Supervisor: Mr. Michael Cawdery
Transcript of Ku’ulei Nitta CID: 0427160 Student Teaching Fall 2013 ...
Ku’ulei Nitta
CID: 0427160
Student Teaching Fall 2013
Kapolei High School
Secondary English
Cooperating Teacher: Ms. Joan Lewis
University Supervisor: Mr. Michael Cawdery
Established Goals:
9-10.RI.1
Create opinions and ideas from reading and analyzing the test and support your reasoning with evi-
dence
9-10.RI.8
Look closely at a text to see if the argument and claims are valid and if the evidence used is relevant
and valid. ID false statements and reasoning.
9-10.W.1
Write arguments to support claims, using valid reasoning and enough relatable evidence.
a. Specifically introduce claims, show counter-claims, organize the information into clear relation-
ships with claims, counterclaims, reasons, and evidence
b. Represent both claims and counterclaims fairly; show both strengths and limitations; talk to the
audience
c. Link topics to have a good flow throughout writing using words, phrases, or clauses
d. Write in a formal and respectful tone that stays true to the subject
e. Conclude writing with a statement that supports and flows from the argument presented
9-10.W.4
Clear, easy to understand writing with development and organization
9-10.W.5
Develop and strengthen writing by: planning, revising, editing, rewriting, clearly stating significance
and purpose for audience
9-10.W.6
Use technology to create and update writing. Use technology to present and share information.
9-10.W.7
Research projects to answer a question of solve a problem. Use multiple sources on the subject to
show understanding (pros and cons; claims and counter-claims)
Conduct short as well as more sustained research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10.W.8
Gathering valid information from multiple resources to answer the research question. Avoid plagia-
rism and cite sources; using resources to add to ideas.
9-10.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature
b. Apply grades 9–10 Reading standards to literary nonfiction
9-10.L.1
Demonstrate understanding of standard English grammar and usage when writing or speaking.
9-10.L.2
Demonstrate understanding of standard English capitalization, punctuation, and spelling when writing.
9-10.SL.3
Evaluate a speaker’s point of view, reasoning, and use of evidence, ID any false reasoning or exagger-
ated evidence.
9-10.W.10
Write over extended time frames (time for research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) .
Stage 1 - Desired Results
Transfer
At the end of this unit, students will be able to: organize opinions and support them by using the right resources that are properly cited. They will be able to connect thoughts and ideas drawn from reading text. They will also learn about the writing process and how an essay is developed and formed using evidence and a formal tone.
Students will understand: How to organize facts (sources), and
topics (outline) What you need to write an essay and
how to communicate their opinion on a topic while using facts to back it up.
Knowing who your audience is affects the language and content of writing
How a thesis statement summarizes the overall topic and is the focus of the essay
Technology is a useful tool when used correctly to find sources that support claims and counterclaims
There are many different perspectives that represent a variety of topics
Acquisition
Students will be skilled: Producing a quality outline How to sort through valid/invalid sources Read and analyze work Writing process: Drafts, editing, MLA format Constructive criticism and comments when edit-
ing work
Students will know: What an outline is How to identify and cite sources How to find useful information from dif-
ferent texts What a thesis statement is What a valid source looks like What to look for when analyzing a text
Essential question: Why is organization essential? How can out-
lines and lists help keep us organized? How do you analyze a text to make an infer-
ence and communicate an opinion? Are you able to back up your opinion using the text?
Does who we’re writing to affect how we write? How?
Is it possible to insert a whole essay into one sentence?
How do you identify valid and invalid sources when using the internet? Are we able to use those sources to create valid arguments?
There are always going to be both sides to an argument. Is it possible to communicate your own beliefs while still respecting someone else’s?
Big Ideas:
Citing sources and making inferences from text, gathering information (RI.1; W.8)
Evaluate argument and claims through research, identify false statements and assess where reasoning
is valid (RI.8; W.7)
Write for audience and support claims using evidence from text to support analysis (W.4; W.9; W.10)
Argue to support claim with formal style and conclusion (W.1; SL.3)
Writing development using proper punctuation and grammar (W.5; L.1-2)
Use of technology (W.6)
Meaning
Stage 2 - Assessment Evidence
Results Topic Worksheet (ex. Red vs. Blue; Pros and Cons) Outline (Including Thesis statement) Bibliography Draft #1 (handwritten) Draft #2 (typed) Final Draft
Evaluative Criteria Topic Worksheet: Main topic, 4 Points in each box Outline: Introduction (Thesis: clear explanation of topic with use of appropriate vocabulary) Body—3 subtopics with 3 bullets each Conclusion—restatement of thesis Draft #1: Handwritten; 4 paragraphs (introduction, 2 body paragraphs, and a conclusion) Draft #2: Typed, 5 paragraphs (introduction, 3 body, conclusion) Peer Review: read and annotate essays Bibliography: 4 cited sources Final Draft: Typed, 5 paragraphs (introduction, 3 body, conclusion), MLA, bibliography Portfolio: all work is provided in one folder
Performance Task Pre-Assessment: First draft. This will include: Introduction and concluding paragraphs, a thesis statement, the body will be 2 paragraphs long, and the paper will align with the students’ outline. This pre-assessment will show where the students are in terms of writing and organizing their thoughts into an argumentative essay.
Task 1. You will develop a list of pros and cons representing 2 opposing topics. 2. Your job is to create an outline in order to organize topics and sub-topics 3. You need to develop a thesis statement so that the reader (your teacher and peers) will
understand what your essay is about 4. Your goal is to find three valid sources you can cite in your essay using MLA format and
to consolidate them in a bibliography 5. Your first draft must meet the following standards: Introduction paragraph including your
thesis two paragraphs including 2 out of 3 sub-topics, one cited source, and a conclusion paragraph.
6. When your first draft has been corrected, you will need to develop a typed second draft that will have more information about your topic. Look over and edit your own work. Your second draft must include: introduction paragraph including your thesis, three paragraphs including all three sub-topics, two cited sources, and a conclusion.
7. You are an editor. When doing a peer review for the second draft, make sure to correct and annotate the work. Include 5 comments/annotations, and make sure it’s constructive criticism.
8. The challenge will be to create a final draft that encompasses all that was learned during the writing process including,: an outline, 5 paragraphs (introduction including thesis, three paragraphs including all sub-topics, a conclusion that restates the thesis), peer re-view and self-evaluation corrections, and a bibliography. Also included will be a portfolio that has all these pieces of evidence
Learning Event 1 - Topic Worksheet and Outlines
Essential Question: Why is organization essential? How can outlines and concept maps help keep us
organized?
Goals:
Find a topic
Focus on your topic
Find 4 things that relate to it (pros and cons, compare and contrast)
Put thoughts and ideas in order using an outline format
Why - We are doing this to help organize our thoughts, and focus on topics that will be used in our
essay writing. When we organize our thoughts, we are able to know exactly where we’re going with
our writing. This will also help us to structure our ideas and build connections. (Facet 1)
Hook - Pros and cons can help when thinking of points to argue. (Facet 2)
What are your ideas/opinions on...
“How do you think? What can you come up with?”
Explore/Equip - Whole Class: list topics that are appropriate, and could be used to argue for or
against. Small group work: Students will choose their own arguments basing it on a topic that they are
able to defend and support with facts
Individual Work: Using their topic worksheet, students will edit and organize their topics into an out-
line format. Doing this enables students to hone in on topics and ideas that are important to them and
have value in their lives. (Facet 3)
Rethink/Revise - When students have an idea about topics that support their opinion, they will be
asked to reevaluate the topic and find counter arguments, this way students are able to see both per-
spectives. (Facet 4)
Exhibit/Evaluate - Students reflect on what they’ve learned about their topics, was it easy to find a
counter argument to their claim, how organizing their ideas has helped them search for a topic, and did
they feel that they connected more when they researched both sides. (Facet 5 & 6)
Tailor to needs - The topic worksheet and outline will be discussed and covered in class so students
are able to ask for clarification and use their peers as one form of a resource.
Organize - Because this is the initial class, the unit will be introduced and the rubrics will be handed
out. Then the first part of the essential question will be introduced. Next, what an argumentative paper
is will be introduced with a whole class example of topics that would be acceptable followed up with a
small group/individual example. Once students have finished the research and have a clear direction
on what their topic is going to be, along with counter claims, they will be guided in the creation of
their outline.
What good are outlines?
Aids in the process of writing
Helps you organize your ideas
Presents your material in a logical form
Shows the relationships among ideas in your writing
Constructs an ordered overview of your writing
Defines boundaries and groups
Formative Assessment:
Topic Worksheet
Stage 3 - Learning Experiences
Standards met:
9-10.W.5
Develop and strengthen writing by: plan-
ning, revising, editing, rewriting, clearly
stating significance and purpose for audi-
ence
9-10.W.9
Draw evidence from literary or informa-
tional texts to support analysis, reflection,
and research.
Learning Event 2 - Creating a Thesis Statement
Essential Question: Is it possible to insert a whole essay into one sentence?
Goals:
Create a thesis statement that clearly communicates what the essay is about
Input thesis statement into outline
Use thesis statement to help guide topics and research
Understand that a thesis statement summarizes an overall concept and focus for the essay
Why & Where - Now that we have thoughts, and we have organized them using a concept map and
outline format, we are ready to clarify what our topic is. We need to learn to create a thesis statement
not only because it’s essential in all essays, but it also helps to guide us in our writing and informs the
reader about what we’re writing about. (Facet 1)
Hook - “What I’m trying to say is….” Will students be able to finish the sentence while encompassing
all the information about their topic that they have on hand? If they already have something, can they
come up with something better? Will they be able to create an essay by basing it off of that one sen-
tence? (Facet 2)
Explore/Equip - Small Group: Students will be given a worksheet where they will have to identify a
strong vs. a weak thesis statement. Through this exercise they will be able to gain an outlook on how a
thesis could contain a plethora of information. Individual Work: Students will develop their own thesis
statements. (Facet 3)
Rethink/Revise - When they are done creating their thesis, students will insert it into their outline to
check if they were able to communicate their topic properly. Students will also check each others’
work for either clarification or feedback. (Facet 4)
Exhibit/Evaluate - Were students able to create a strong thesis? What did they have to do to make it
strong? (Facet 5 & 6)
Tailor to needs - The thesis statement and outline will be completed in class, if necessary, students
will be allowed to take the work home, but they will be required to turn it in the following day. When
graded, students will be allowed to re-submit their outline ONCE for a higher grade.
Organize - Again, the lesson will start with asking the essential question to the whole class. What a
thesis statement is and why it’s important will be discussed. The thesis statement worksheet will be
done in group work so students can discuss what looks like a strong/weak thesis and why they think it
looks strong/weak. Students will need their concept maps and outlines so they can use the information
they have to create a thesis. Then students will be given time to develop a standpoint on their topics
and work to develop a thesis based on their opinion. At the end of class, students will be required to
turn in their outlines for grading.
A good thesis statement clearly suggests an essay’s direction, emphasis, and scope. A thesis statement
should not make promises that the essay will not fulfill. It should suggest how ideas are related and
where the emphasis will lie. A thesis statement will usually argue a point of view, is not vague, and is
strong (assertive language).
Formative Assessment:
Outline
Standards met:
9-10.W.4
Clear, easy to understand writing with development
and organization
9-10.L.1
Demonstrate understanding of standard English gram-
mar and usage when writing or speaking.
Learning Event 3 - Citing Sources and Creating a Bibliography
Essential Question: How do you analyze a text to make an inference and communicate an opinion?
Are you able to back up your opinion using the text? How do you identify valid and invalid sources?
Goals:
Determining a valid/invalid source
Finding four sources that relate to the thesis statement
Citing sources that support counter-claim to help strengthen argument
Why & Where - Now that we have our topic and some claims/ counter-claims to support our argu-
ment, we will work on finding sources to support our claims. Citing valid sources will show the reader
that your argument is logical, and when sources aren’t cited, not only does it seem like your whole es-
say is based on personal opinion, it’s called plagiarism. (Facet 1)
Hook - “Can you keep it real?” We see information all the time, but how do we know that it’s true or
valid? Are we able to identify valid and invalid sources? (Facet 2)
Explore/Equip - Individual Work: Using each of their four sources, students will make a fact sheet
for quick reference. When they have all the information, they can then translate their fact sheet into
MLA format. With students finding all the facts out first, they will be able to determine if a source is
valid or not (ie. if an article has no author, the information is from a blog or opinion column). (Facet 3)
Rethink/Revise - Halfway through the lesson, the students will be asked where their progress is and
how they feel like they’re moving along. What have they learned when looking for information? Are
there any sources that are obviously biased? (Facet 4)
Exhibit/Evaluate - After searching for sources, students may feel like changing their topic, or they
may find a challenge in finding four valid sources to support both their claims and counter claims. Stu-
dents will be asked: Has this process of finding materials helped strengthen or weaken your position
on your topic? (Facet 5 & 6)
Tailor to needs - The bibliography will be completed in class, if necessary, students will be allowed
to take the work home, but they will be required to turn it in the following period. When graded, stu-
dents will be allowed to re-submit their bibliography ONCE for a higher grade.
Organize - The outlines will be handed back to students, and there will be a demonstration on certain
shortcuts when searching for information, how Wikipedia isn’t a source to cite, and what a valid
source looks like. MLA formatting will also be explained: what the purpose is, how to format your
sources, what information is needed to properly cite your sources. Students will then be given time to
work on finding their four sources.
Formative Assessment:
Bibliography
Standards met:
9-10.W.8
Gathering valid information from multiple resources to answer the research question. Avoid plagiarism
and cite sources; using resources to add to ideas.
9-10.W.7
Research projects to answer a question of solve a problem. Use multiple sources on the subject to show
understanding (pros and cons; claims and counter-claims)
Conduct short as well as more sustained research projects to answer a question (including a self-
generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
9-10.RI.8
Look closely at a text to see if the argument and claims are valid and if the evidence used is relevant
and valid. ID false statements and reasoning.
Learning Event 4 - First Draft
Essential Question: Is it possible to insert a whole essay into one sentence?
Goals:
Create an introductory paragraph that both interests the reader and communicates the thesis statement
Using their outlines, students will have 2 paragraphs in the body of their essay
Clearly state a stance on the topic
Create a concluding paragraph that revisits the main topics
Why & Where - Now that we have our ideas organized and out topics generalized, and we know how
to properly search for and cite sources, we are ready to write our first draft. The first draft is important
because it helps us to get all our ideas out in a sentence form, and once that’s down, we can add to it
when we create our next drafts. (Facet 1)
Hook - What makes you want to read something? Do you think you can “hook” someone within the
first paragraph? The first 3 sentences? What style of writing makes things interesting, or is it the topic
that makes the writing interesting? (Facet 2)
Explore/Equip - The students have their outlines to refer to when concentrating on the topic they
have chosen. The SEEI technique is something the students are familiar with, so they can use it as
their “base skeleton” for this draft. Small Group: When students have their introductory paragraph,
could read within their group and get verbal feedback. (Facet 3)
Rethink/Revise - Did the outline and informational resources help students to explain their opinion in
a logical and convincing manner? Does the thesis statement help to guide our writing? (Facet 4)
Exhibit/Evaluate - Was it challenging to write according to the thesis statement? Why or why not?
(Facet 5 & 6)
Tailor to needs - Students may be likely to lose their papers, so after the bibliography and outline are
handed back, students have the option of leaving their work with me to keep it all in one place since
they will be needing to use them in class. If students who are done early, their drafts will be corrected
and they will have permission to start typing out their second drafts.
Organize - Students will be handed back their bibliography and be required to have their outlines with
them. As a class, a couple introductory and concluding paragraphs will be read. Students will be asked
which was interesting and what made them that way. Students will start creating their first draft in
class, and may need to continue into the next class period.
Formative Assessment:
First Draft *
*Note: this draft does not have to be typed, the main idea for this assignment is to start putting all our
information into sentence form
Standards met:
9-10.W.1
Write arguments to support claims, using valid reasoning and enough relatable evidence.
a. Specifically introduce claims, show counter-claims, organize the information into clear relation-
ships with claims, counterclaims, reasons, and evidence
b. Represent both claims and counterclaims fairly; show both strengths and limitations; talk to the au-
dience
c. Link topics to have a good flow throughout writing using words, phrases, or clauses
d. Write in a formal and respectful tone that stays true to the subject
e. Conclude writing with a statement that supports and flows from the argument presented
9-10.W.4
Clear, easy to understand writing with development and organization
9-10.W.10
Write over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) .
Learning Event 5 - Second Draft and Peer Review
Essential Question: Does who we’re writing to affect how we write? How?
Goals:
Edit and revise drafts
Know how to criticize constructively and respectfully
Remember to keep the audience in mind
Why & Where - After the first, must come the second. We are creating a second draft so we can prac-
tice building on our ideas and information. Since the first draft was read and corrected by the teacher,
now the second draft will be anonymously read and corrected by other students. (Facet 1)
Hook - Rome wasn’t built in a day, after receiving back the first draft, how can we improve our writ-
ing and add to our work? Have I been given advice that will help me? Will I be supportive and re-
spectful of other students’ work when I read it? (Facet 2)
Explore/Equip - Individual Work: Type out second draft and send in either electronically or as a hard
copy. Referring back to the rubric, students will be building up their essay from the corrected first
draft. When reviewing an essay, students will annotate the work and write constructive criticism and/
or comments to help the writer become better. (Facet 3)
Rethink/Revise - Both when writing and reviewing students will be reminded to keep in mind their
audience. Is there a way they can communicate their opinions clearer? Is the writing content or process
different now that there is an audience in mind? What kind of comments would be appropriate? What
type of advice would I like to receive? (Facet 4)
Exhibit/Evaluate - What have I learned between my first and second draft? What have I learned from
the peer review, both from the advice given and the advice I gave? (Facet 5 & 6)
Tailor to needs - There will be class time given for students to type out their second draft. All papers
will be consolidated by the teacher so students have no excuse about losing their work.
Organize - Class will start with comments about the first draft and the writing process. Students will
be asked about how they feel where they are in the process and one on one time will be given to those
who are behind or lost. Because students will need to have this draft typed, there will be class time for
them to accomplish this task. While students aren’t on the computer, they will either be working on
work not yet turned in (first draft, bibliography, outline, etc) or answering the essential question in a
small group discussion. When working on peer review, students will be given a numbered essay, and
they will grade it using the rubric and annotate while reading. Students will also have a space to write
advice/comments on the rubric.
Formative Assessment:
Second Draft
Peer Review
Standards met:
9-10.SL.3
Evaluate a speaker’s point of view, reasoning, and use of evidence, ID any false reasoning or exaggerated
evidence.
9-10.W.5
Develop and strengthen writing by: planning, revising, editing, rewriting, clearly stating significance and
purpose for audience
9-10.L.2
Demonstrate understanding of standard English capitalization, punctuation, and spelling when writing
9-10.W.6
Use technology to create and update writing. Use technology to present and share information.
9-10.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
9-10.RI.1
Create opinions and ideas from reading and analyzing the test and support your reasoning with evidence
Learning Event 6 - Final Draft
Essential Question: There are always going to be both sides to an argument.
Is it possible to communicate your own beliefs while still respecting someone else’s?
Goals:
Students will thoroughly communicate their opinion on a topic while using facts to back it up.
Understand that there are many different perspectives representing a variety of topics
Create a final essay using the MLA format with bibliography
Why & Where - This is the last part of the writing process where everything comes together in an or-
ganized and logical manner. Why write something over and over again? The final draft is work that
has been built upon to create an argument. Now we are able to take a stand on a topic and support our
opinion using valid sources and staying on topic. (Facet 1)
Hook - The Final Frontier. The Big Lebowski. Everything leads to this. (Facet 2)
Explore/Equip - Using the peer review, how can my writing improve? What can I incorporate into
my essay while still staying on topic? (Facet 3)
Rethink/Revise - How has everything we done contributed towards the final product? (Facet 4)
Exhibit/Evaluate - Is the writing process easier now? How can my writing become better? How can I
use what I’ve learned in my day-to-day life? (Facet 5 & 6)
Tailor to needs - Students will be allowed to organize their materials so their final is turned in.
Organize - Students will have class time to type their final and put their paper together. The papers
they will be required to turn in will be: typed final draft with bibliography, peer review, and 2nd draft.
Post-Assessment:
Final Draft
The Final essay will show if students have learned how to organize their thoughts, support claims with
valid evidence, and how to follow along with a main topic. It will also show their growth and if they
tried to improve their performance.
Portfolio
The portfolio will contain the whole process in one place.
Standards met:
9-10.W.1
Write arguments to support claims, using valid reasoning and enough relatable evidence.
a. Specifically introduce claims, show counter-claims, organize the information into clear relationships
with claims, counterclaims, reasons, and evidence
b. Represent both claims and counterclaims fairly; show both strengths and limitations; talk to the audi-
ence
c. Link topics to have a good flow throughout writing using words, phrases, or clauses
d. Write in a formal and respectful tone that stays true to the subject
e. Conclude writing with a statement that supports and flows from the argument presented
9-10.W.4
Clear, easy to understand writing with development and organization
9-10.W.5
Develop and strengthen writing by: planning, revising, editing, rewriting, clearly stating significance and
purpose for audience
9-10.W.6
Use technology to create and update writing. Use technology to present and share information.
9-10.L.1
Demonstrate understanding of standard English grammar and usage when writing or speaking.
9-10.L.2
Demonstrate understanding of standard English capitalization, punctuation, and spelling when writing
Monday
10/14
Tuesday
10/15
Wednesday
10/16
Thursday
10/17
Friday
10/18
NO SCHOOL Topic Worksheet
Outline
Weekly Schedule - English
Monday
10/21
Tuesday
10/22
Wednesday
10/23
Thursday
10/24
Friday
10/25
Outline
Thesis Statement
Citing Sources
MLA Format
Creating a Bibliography
COMPUTER LAB
Monday
10/28
Tuesday
10/29
Wednesday
10/30
Thursday
10/31
Friday
11/1
First Draft
COMPUTER LAB
First Draft - DUE
Monday
11/4
Tuesday
11/5
Wednesday
11/6
Thursday
11/7
Friday
11/8
Second Draft Second Draft - DUE
Peer Review
COMPUTER LAB
Monday
11/11
Tuesday
11/12
Wednesday
11/13
Thursday
11/14
Friday
11/15
NO SCHOOL Peer Review - DUE
Final Draft
Monday
11/18
Tuesday
11/19
Wednesday
11/20
Thursday
11/21
Friday
11/22
Final Draft FINAL DUE
COMPUTER LAB
Resources
Different ideas for brainstorming techniques
http://writingcenter.unc.edu/handouts/brainstorming/
What is an argumentative essay?
https://owl.english.purdue.edu/owl/resource/685/05/
http://classroom.synonym.com/make-strong-argument-essay-4837.html
Tips for an outline and thesis statement
MLA Formatting/Bibliography
https://owl.english.purdue.edu/owl/resource/747/01/
http://www.grammarly.com/handbook/research-and-documentation/documentation-styles/1/mla
-modern-language-association/
Resources: valid vs. invalid
http://www.grammarly.com/handbook/research-and-documentation/evaluating-resources/2/
good-or-bad-resource/
Tips on writing style
http://www.grammarly.com/handbook/organization-and-development/writing-concisely/4/
unnecessary-words-and-phrases/
http://www.grammarly.com/handbook/revising-and-editing/spelling-and-grammar/7/transitions/
http://larae.net/write/transition.html
Topic Worksheet
Outline
Bibliography
Draft #1
Draft #2
(Typed)
Peer Review
Portfolio
Final Draft
Including Bibliography
(Typed)
________/20
________/25
________/25
________/25
________/50
________/20
________/35
________/100
Resubmit:______
Resubmit:______
10/31
11/7
11/14
11/21
11/21
Assignment Due Date Points Earned
Points Total: ________/300
PROS
CONS CONS
PROS
Thesis Statement:
VS
Topic Worksheet
Topic: Introduction:
Thesis Statement:
Main Point:
Main Point:
Outline Template
1 of 2
Main Point:
Outline Template
2 of 2
Conclusion:
First Draft Paper
First Draft
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