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Thematic Planning Responding to the Needs of the Learner

(Handout available electronically at helenacurtainswiki.wikispaces.com)

Explanation for Creating a Thematic Unit Using Backward Planning

Helena Curtain, Ph. D. [email protected] Adapted from: Curtain, Helena and Carol Ann Dahlberg. (2010) Languages and Children Making the Match:

Bringing New Languages to Young Learners. New York: Pearson.

Identify sources of outcomes/ Resources you need for planningThe first step in thematic planning is to assemble the resources and guidelines available for the planning process. At a minimum, this should include the following:

• Standards, local and state curriculum guides/frameworks• Lists of language functions (language in use)• Culture products, practices and perspectives• Content guides for curriculum areas

Choose a thematic center/unit focusThe focal point for a thematic center may be a topic from the general school curriculum or it may be drawn from the literature or culture of the target language. Some broadly based thematic units may be designed to last for weeks—explorations, for example, or change. Other units may have more focused themes, based on a single story, a holiday, or a special occasion like a birthday celebration, a curriculum concept, a cultural concept, a book , poem, or story, a school or grade topic of emphasis, piece of art or music…From Topic to Theme.

As you plan your unit, you want to be sure that you move from a topic to a theme. A theme is a richer basis for a unit, one that has greater potential for meaning and purpose. While a topic usually involves just a loose collection of ideas, a theme suggests a “big idea” and a focused collection of ideas. It provides a goal, or a destination for the learning, resulting in a planned culminating activity. We often express this goal or destination by means of a focus question/essential question that guides the activities of the unit.

Develop an enduring understanding and a focus question (See below) Brainstorm/develop a web of potential outcomes, content and activities As you brainstorm using the web as an organizer for putting down your ideas, you write down all the possible activities you can think of related to your theme. Try to include at least two activities under each area of the web. Be sure to include activities that balance the goals of language, culture and content Once a theme has been established, the next step is to begin a brainstorming process that yields a web-like organization of ideas related through meaning to one another and to the central theme. A web is a cognitive organizer, a visual representation of concepts and their relationships that allows you to see how the ideas and activities relate to each other in a non-linear fashion. Using a web allows you to extend the theme in many directions and to flesh out the topic with meaningful categories and subcategories. Although not every element from the brainstorming web will be used in the final form of the unit, the ideas and activities gathered in this way can be used in the future as other thematic units are planned. There are various ways to build a web, such as by subject content areas, by multiple intelligences or in a free form fashion.

FLENJ, March 15, 2013, Helena Curtain, [email protected] ,

mailto:[email protected]

Web: Subject Content and Standards Subject Content Web Webbing by subject content areas, enables you to think of activities that might otherwise be overlooked and provides a rich source of ideas for the unit. Of course, webbing around subject content topics also provides valuable links to the regular curriculum and supports content-related instruction.

Standards Web Webbing by Standards is similar but it ensures that all aspects of the standards are already included in the webbing process,

even before the unit plan inventory is filled out.


CultureInfused

throughout

LanguageInfused

throughout

Language Arts

Science

MusicFine Arts

Social Studies

Geography

Mathematics

Physical Education

Webbing by

Content Disciplin


Make selections for the unit from web and lay out on unit plan inventory.

Explanation of Unit Plan Inventory (UPI)The Unit Plan Inventory serves as a chart for organizing information from the web. Below is a detailed explanation on how to fill in the unit plan inventory.

Scenario This is a short description in a few sentences summarizing the unit including the beginning and end.

Stage 1 What students should know and be able to doEnduring Understanding(s)An enduring understanding represents a “big idea” having enduring value beyond the classroom." They are umbrella-like organizers of what you want your students to remember for a long time. The enduring understanding answers the question: What do I want my students to understand about this topic? It is often stated in the form: “Students will understand that…”

Essential Question(s): The essential question gives the unit focus. It is the question that students will be able to answer after they have completed the unit.

Targeted Standards:These can be the national foreign language standards and/or local standards.

Outcomes/ObjectivesHere you will list what the students will be able to do at the end of the unit. The number of outcomes/objectives will depend on the length of your unit. Remember that the outcomes must be measurable and observable and must specify what the students will be able to do. Attached are lists of verbs to help you in this process.

Stage 2 How students will demonstrate what they know and can do

Performance AssessmentsAt various points in the unit (Some, but not all at the end) you will provide assessments for the students that show that they have learned what you wanted them to learn. Be sure to assess language objectives as well as content objectives. Provide an assessment for each of the three communication modes: interpersonal, interpretive and presentational. Include the rubric for each of the assessments attached to the unit

The Interpersonal Mode• two way spontaneous communication that involves active negotiation of meaning between people• direct oral or written communication between individuals who are in personal contact • tasks are unrehearsed, unrefined, unscripted

Memorized material such as a skit is not an interpersonal mode task.



The Interpretive Mode• 0ne way receptive communication through listening to or viewing of oral or written messages involving print and

non-print material whose creator is absent.• there is no possibility for active negotiation of meaning with the writer or the speaker• involves comprehension of words, concepts, ideas, meaning• learners are exposed to a wide variety of culturally authentic materials such as texts, films, works of art, songs, poems,

advertisements, music videos.Translation is not an interpretive mode task.

The Presentational Mode• One way spoken or written productive communication between the creator and an audience• there is no immediate personal contact with the audience.• learners are able rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.

Stage 3 Preparing students to demonstrate what they know and can doThis section of the UPI contains the inventory of functions, structures, vocabulary, materials, and major lesson topics and performances.

As you work on your UPI, look at your web and begin to narrow down the ideas that you will actually use in this unit. Some of the ideas that you brainstormed for the web might be useful in another unit. As you narrow down your outcomes and assessments, you will begin to see what parts of the web you can use most successfully and what parts might not work so well, or might take too long, or might not work for other reasons.

Functions:List the language functions that you will have the students perform in the unit. Two or three is sufficient. Write in which context the functions will be used. For example instead of just saying “identify” you would say “identify geographical areas of Peru” or “describe foods available at the market.”

StructuresList the grammar the students will be using in the performances for this unit.

VocabularyList the vocabulary for the unit. You do not have to list every word, but be specific about the vocabulary so that the scope is clear. For example say “adjectives such as tall, short, cold, hot” rather than simply “adjectives.” This column helps you to identify the scope of the vocabulary for the unit.

Materials/ResourcesWhat materials will you need to complete the unit? List books by name and author, name songs, and give web addresses. Be as specific as possible. Remember others will be using your unit.

Major Lesson Topics/PerformancesThis is not a complete list of all the activities but a general framework for the unit. This shows the flow of the unit. In the “Beginning” section list some ideas for how you will motivate your students at the beginning the unit. In the “End” section, include how you will end the unit and what the culminating activity will be. In the “Middle” section, list the skill-building activities that you will do in the middle of the unit

Adapted from: Curtain, Helena and Carol Ann Dahlberg. (2010) Languages and Children Making the Match, 4th Ed. New York: Pearson Allyn & Bacon.



Unit Plan InventoryUnit Title:Author(s):

Language/Level:School:

Scenario/Unit Overview:

Stage 1 What students should know and be able to do

Enduring Understanding(s) (Big Idea) (Students will understand that…) Essential Question(s):

Targeted Standards: (Local, State, National) Outcomes/Objectives/Progress Indicators:

DO What will students be able to do and what kinds of things will they be able to say at the end of this unit? Please list here. KNOW What vocab, grammar, culture and content must students know in order to meet the objectives of the unit? Please list in columns below.

Stage 2 How students will demonstrate what they know and can do: Performance-based AssessmentInterpretive Task and Rubric Interpersonal Task and Rubric Presentational Task and Rubric

(Use separate page for rubrics.)

Stage 3 Preparing students to demonstrate what they know and can doLanguage/Communication

Culture(s)(Know)

Subject ContentConnections

(Know)EssentialMaterials

Learning Activities , Performances(Formative Assessments)

(Do)LanguageFunctions (Do)

GrammaticalStructures (Know)

Vocabulary(Know)

(Use separate page for this section)Beginning

Middle

End

Comparisons:

Communities:



Learning Activities , Performances (Formative Assessments)

Beginning

Middle

End



Lesson Plan Format Unit _______________________________ Lesson Number _______ of _________Grade Level ________________ Time of Year to be Taught______________

Stage 1: What will students know and be able to do at the end of this lesson?DO

KNOW

Stage 2: How will you know that students can do that?

Stage 3: What instructional activities will be used?Opening/Activity 1Activity 2Activity 3Activity 4Closing/Activity 5

Materials needed for this lessonSource: Greg Duncan

NOTES on the Lesson Plan Stage 1

DO What do you want students to be able to do at the end of the class? This should be a real-life use of language.KNOW What vocabulary, structures and/or culture do students need to know in order to do what you have targeted?

StageHow will you know that students can do what you targeted as a performance? What will they do to demonstrate that to you?

Stage 3Do the activities in the lesson … Provide sufficient opportunities for understanding new words before expecting production? Provide multiple, varied opportunities for students to hear new words/expressions used in highly visualized contexts that

make meaning transparent? Provide students with an authentic purpose for using words and phrases? Engage ALL students (VS. just one or two at a time)? Give students a reason for needing to/wanting to pay attention and be on task? Vary in the level of intensity and physical movement from one to the next? Represent the best possible use of instructional time? Take an appropriate amount of time considering the age of the learner? Make the learner the active participant and not the teacher?

Additional thoughts as each activity is envisioned . . . What will the teacher be doing during the activity? What will the student be doing? How long will the activity take? What materials / resources does the teacher need to have available?

Developed by Greg Duncan and Mimi Met, 2008



Communicative FunctionsWays language is used for communicative purposes

Listed below in boldface are five major language functions. Under each basic function are listed some examples of how these functions can be used in various ways.

(involving both initiating and reacting)

Socializingusing different modes of addressinquiring about healthgreetingintroducingthankingattending to cultural differences

Exchanging informationidentifyingasking for/giving informationdescribingnarrating personal experiencesinquiring about or expressing

knowledgeinquiring about or expressing

opinionsasking for/giving permissionstating necessity and needinquiring about or expressing

wishes

Getting things donerequestingsuggestingmaking arrangementsreacting to offers, requests,

suggestions, invitationsinvitinginstructing

Expressing attitudesexpressing admirationexpressing approval/disapprovalexpressing interest/disinterestexpressing friendshipexpressing regretexpressing apologyexpressing likes, dislikes,

preferences

Organizing and maintaining communication

attracting attentionexpressing lack of comprehensionasking for repetition or rephrasingasking how to say something in

the target languageasking how to spell something

mentionedasking someone to explain what

they just said



Unit Plan InventoryUnit Title:Author(s):

Language/Level:School:

Scenario/Unit Overview:

Stage 1 What students should know and be able to do

Enduring Understanding(s) (Big Idea) (Students will understand that…) Essential Question(s):

Targeted Standards: (Local, State, National) Outcomes/Objectives/Progress Indicators:

DO What will students be able to do and what kinds of things will they be able to say at the end of this unit? Please list here.

KNOW What vocab, grammar, culture and content must students know in order to meet the objectives of the unit? Please list in columns below.

Stage 2 How students will demonstrate what they know and can do: Performance-based AssessmentInterpretive Task and Rubric Interpersonal Task and Rubric Presentational Task and Rubric

(Use separate page for rubrics.)



Stage 3 Preparing students to demonstrate what they know and can doLanguage/Communication

Culture(s)(Know)

Subject ContentConnections (Know) Essential

MaterialsLearning Activities ,

Performances(Formative

Assessments)(Do)

LanguageFunctions (Do)

GrammaticalStructures (Know)

Vocabulary(Know)

(Use separate page for this section)Beginning

Middle

End

Comparisons:

Communities:



Lesson Plan Format Unit _______________________________ Lesson Number _______ of _________Grade Level ________________ Time of Year to be Taught______________

Stage 1: What will students know and be able to do at the end of this lesson?DO

KNOW

Stage 2: How will you know that students can do that?

Stage 3: What instructional activities will be used?Opening/Activity 1Activity 2Activity 3Activity 4Closing/Activity 5(Note: there can be many more activities The lesson plan is not limited to five activities.)

Materials needed for this lessonSource: Greg Duncan



Brainstorming Web for Exchange Student Unit (Sample)

Sample Unit Plan InventoryEleanor Flores. Wilson High School Portland Public Schools

Unit Title: What’s it like to be me/you? (Being an exchange student)September – Spanish 3rd year

Language Level: Novice High/Intermediate lowSchool: Wilson High School

Scenario: After adding (from previous years) new and detailed vocabulary about the self (physical descriptions/ personality/identity) and others (countries/nationalities), students at the end of the unit will be able to do such tasks as filling out forms (ie. applications to study abroad programs in Spanish); and describe the self to an organization such as Rotary; by writing a letter to a host family; going through customs; writing a recipe and cooking it for their family; and by being a witness to a crime and describing the criminal in a panel.

Stage 1: What students should know and be able to do_________________________________________________________________________________________________________________________Enduring Understanding: How people are different from us, how we are similar, and how we’re becoming more alike (music, television and technology.

Essential Question: What’s it like to be me/you? (Exchange students)

Outcomes: Students will be able to talk about self and about a Spanish-speaking country of their choice through topics such as family, school, daily life, and fun. Students will be able to compare and contrast adolescent life here and in Spanish-speaking countries.


School LifeClasses

Schedule

Cultural Art –Artists

Colors-formsHistory, Music

IdentityApplying for

exchange Filling out

forms

Food

What we eat/they eat

RecipesNumbers

GeographyCountries Capitals Nationalities

Physical and personality

traitsDescribing self/others

Leisure Activities

Money

What’s it like to be me/you?

FamilyRelationshi

ps


Stage 2: How students will demonstrate what they know and can do: Performance –based AssessmentInterpersonal Task and Rubric Interpretive Task and Rubric Presentational Task and Rubric “En la aduana”

Each student will take the role of a customs officer or tourist.

“Un robo en la plaza”

Students will be on a panel of 3 witness of a crime and describe the criminal to the detective.

“El retrato”Students will write a letter to a friend or grandparent describing a host family member from the country they are visiting. They will cut out a picture from a magazine and attach it to the letter

Stage 3 Preparing students to demonstrate what they know and can do. Language Functions

Grammatical Structures

Key Vocabulary Culture (s) Subject Content

Greeting and introducing

Using different modes of address

Describe peopleand places

Compare and contrast school schedules/classes between US and host country

Ask for and giving personal info

Stating necessity and need

Use of ser vs. estartener, hay

Reviewing regular verbs –ar, -er, -ir

Introducing imperfect

Pluralization of nouns, adjectives

Masc. vs. Fem agreement

Review preterito as needed

Intro imperfect for description

Identity (for forms like birthdate, age)

Physical Description expanding from previous years

Reviewing/expanding, class subjects, numbers, time

Food, recipes

Art- colors, forms, shapes

Countries, capitals,nationalities

Class schedules and student life

Foods, recipes,meal times

Artists, paintings,Museums

Addresses, phone numbers, money

Music

Geography Capitals and Nationalities

Physical/Personality traits

Fine Arts Artists- Painting Museums

Foods around the world, learning a recipe, making a menu

Numbers: measurements,money exchange

FamilyStories and poems

Essential Materials Major Learning Activities, Performances (Formative Assessments)

Maps

Realia Customs Forms Applications

Photos/Drawings People and faces

Art Prints/Power point presentation

BEGINNINGFantasy (Virtual) Trips to various Spanish-speaking countries (cities)

MIDDLE Several activities describing people to partner Sing songs (authentic pop, folk and those for learning structure written by teacher or colleagues) Recite poems related to describing people and about other cultures Participate in reciprocal interviews Play games like CONGA (oral Bingo), four corners Fill out forms for travel (customs form), applications (student exchange

Program Describe artists/paintings Make an travel itinerary Describe a typical day at school in their host country Investigate popular recipes in their host country and cook one Exchange students will share their experiences

END

Apply to a travel abroad/student exchange program; speak to same program about self and reasons for wanting to travel abroad; get through customs, write to host family describing self; write to a friend/relative describing host family member.



Sample Brainstorming Web According to Subject Content Areas


MusicAnimal songs

Physical EducationAnimal locomotion charades/pantomime

Where do Animals Live?

Social StudiesAnimals as symbolsImportance of animal to the culture Pets

Language ArtsStories Poems ChantsRhymesAnimal sayings

ArtAnimals in art worksMaking animal masks Drawing picture from an animal’s perspective

MathematicsMeasuring animal sizes in metric systemGraphing favorite animals of classComparing sizesPlotting animal populations on a graph

GeographyLocations of animal habitatsContinentsCountriesLandforms

ScienceAnimal habitats Animal food How animals moveFood chain?Endangered animals?


Sample Unit Plan Inventory (UPI)

Unit Plan Inventory Unit Title: Where do Animals Live?Teacher(s): _________________________

Language Level: Novice Grade Level:_____School: ___________________

Unit Overview: After learning details about animals and their various homes, students at the end of the unit show that they have integrated their learning by creating an imaginary animal and describing it from various aspects.

Stage 1 What students should know and be able to doEnduring Understanding: Understand that all living things need a place to live.

Essential Question(s): Where do animals live?

Standards: (Local and or National)

Outcomes/Objectives/Progress Indicators: DO: Students will be able to compare and contrast selected animals based on specific criteria such as habitat, size, movement, color and cultural connectionsKNOW: (See columns below)

Stage 2 How students will demonstrate what they know and can do: Performance AssessmentInterpersonal Task and Rubric Interpretive Task and Rubric Presentational Task and Rubric

Each student will take on the role of one of the animals and interview another student.

Students will answer questions based on a reading at the end of the unit.

Create an original product relating to animals and present it to the class or another audience.For example:• Create an imaginary animal and describe its appearance and habitat• make a diorama with accompanying text and oral presentation



Stage 3 Preparing students to demonstrate what they know and can do

LanguageFunctions

GrammaticalStructures

Key VocabularyCulture(s)

SubjectContent

(Connections)

EssentialMaterials

Major Learning ActivitiesPerformances(Assessments)

Describe animal appearance and characteristics

Identify animals by name and habitat

Express likes and dislikes

Comparisons

1., 2., 3. personsingular of verbs:

likeliveeatbe

see

Verb to beis , are

Adjectives to describe:

colorspeedsizetexturepersonality

Nouns foranimalshabitatsgeographical regionscontinents

Verbs foranimal movement

Animals sounds

Symbolic animals

Cultural importance of animals

Animal sayings

Animal stories

Animal songs

Artists and animals

• Sciencehabitatsanimal foodlocomotion• MathematicsMeasuring animal sizes,Comparing sizes graphing favorite animals of class

• Geographylocations of habitats• Fine ArtsAnimal PaintingsMake animals masks• Language Artsanimal storiesPattern poems about animals such as Diamante

MapsAnimal picturesArt printsArt suppliesPattern poem examples

BEGINNINGFantasy (Virtual) Trip to various habitats

MIDDLE•Name animals using culturally related art prints•Match animal with habitat•Rhymes, songs and games related to animals•Graph animals according to attributes, habitats•Take on animal identity and participate in interviews•Move like an animal•Make and describe animal masks

END•Create a story about favorite animal describing it and telling about its habitat.

or•Create fantasy animal and describe it and its habitat



Sample Enduring Understandings -1

Greece Central School District Office of World Languages LOTE Levels I - IV topics matched to grades 6-12 additional ELA themes and corresponding essential questions Created July 2004



Sample Enduring Understandings -2


Sample Enduring Understandings -3FLENJ, March 15, 2013, Helena Curtain, [email protected] ,


Thematic Topics LOTE Greece School District (Adapted & Reformatted)

http://www.greece.k12.ny.us/district.cfm?subpage=846 Retrieved January 29, 2012

LOTE Topics

Social Studies Conceptual Themes*Required for grades 6-12

ELA Themes*Additional

Personal Identification* ***

-Global Connections Culture-Time, Continuity and Change-Individual Development and Identity

-Constructing Identities -Creation-Our View of Ourselves and the World-Heroes and Sheroes -The Pursuit of Happiness

House &Home***

-Culture-People, places, and environment

Freedom and Responsibility

Family Life******

-Global Connections -Culture-Time, Continuity and Change-Individual Development and Identity-Individuals, Groups and Institutions

-Constructing Identities -Creation-Human Condition -Chaos and Order-Freedom and Responsibility -Love and Sacrifice-Relationships and Community

Community and Neighborhood*****

-Global Connections-People, Places and -Environments-Science, Technology and Society-Individual Development and Identity-Civil Ideals and Practices

-Creation -Constructing Identities-Human Condition-Good and Evil in the World-Freedom and Responsibility-Relationship to Community-The Pursuit of Happiness

Physical Environment* ** ***

-Global Connections-People, Places and Environment-Culture

-Nature in Balance-Chaos and Order-Our View of Ourselves and the World

Meal Taking -Global Connections -Culture-People, Places and Environment

Health & Welfare * ** ***

-Culture-Individual Development and Identity

Education* *****

-Science, Technology and Society-Individuals, Groups and Institutions-Culture -Global Connections

-Love and Sacrifice-The Human condition-Creation

Earning a Living* ** ***

-Culture-Individual development and identity-People, places and environment

-The Human Condition -Love and Sacrifice-The Pursuit of Happiness-Our View of Ourselves and the World

Leisure***

-Culture -Shades of Truth -Language and Literature-Constructing Identities -Past, Present and Future

Public & Private Services

-Culture-Civic Ideals and Practices-Power, Authority and Governance

-The Human Condition-Love and Sacrifice-Freedom and Responsibility

Shopping-Production, Distribution and Consumption-Culture -Global Connections

-Creation -Freedom and Responsibility-The Pursuit of Happiness -Love and Sacrifice

Travel *** ***

-Global Connections -Culture-People, places and environment

Current Events**

-People, Places and Environment -Science, Technology and Society-Production, Distribution and Consumption -Power, Authority and Governance-Civic Ideals and Practices -Culture

* Fits with Grade 9 ELA theme Decisions, Actions and Consequences ** Fits with Grade 10 ELA theme Utopia and Dystopia*** Fits with Grade 11 ELA theme The American Dream



http://www.greece.k12.ny.us/district.cfm?subpage=846

Advanced Placement (AP) ThemesGlobal Challenges

Science and TechnologyContemporary Life

Personal and Public IdentitiesFamilies and Communities

Beauty and Aesthetics

1. Global Challenges Diversity Issues – tolerance Economic Issues Environmental Issues Health Issues Human Rights Nutrition and Food Safety Peace and War

4. Personal and Public Identities Alienation and Assimilation Beliefs and Values Gender and Sexuality Language and Identity Multiculturalism Nationalism and Patriotism

2. Beauty and Aesthetics Architecture Contributions to World Artistic

Heritage Ideals of Beauty Literature Music Performing Arts Visual Arts

5. Science and Technology Current Research Topics Discoveries and Inventions Ethical Questions Future Technologies Intellectual Property The New Media Social Impact of Technology

3. Families and Communities Age and Class Childhood and Adolescence Citizenship Customs and Ceremonies Family Structures Friendship and Love

6. Contemporary Life Advertising and Marketing Education Holidays and Celebrations Housing and Shelter Leisure and Sports Professions Rites of Passage Travel



ResourcesBackward Design and Standards Based Instruction Powerpoint by Jennifer Eddy, Queens College http://nclrc.org/about_teaching/related_docs/eddy2009.htm

Greece NY School District World LanguagesEnduring Understandings, Essential Questions:http://web001.greece.k12.ny.us/files/874/ELA%20Add%27l%20themes%20Chkpts%20A%2CB%2CC.pdf

Handouts on Thematic Teachinghttp://helenacurtainswiki.wikispaces.com

Languages and Children: Making the MatchCurtain, Helena and Carol Ann Dahlberg. (2010) Languages and Children Making the Match, 4th Ed. New York: Pearson.

New Jersey FLENJ Live Healthy Unit Vive Sano URL http://www.state.nj.us/education/cccs/21cu/7/Live Healthy/Vive Sano Unit OverviewLive Healthy/Vive Sano (NH) - Files Compressed for Download [zip format] (Download size: 28.5 MB)This excellent unit is ready to Teach!! This unit is fully complete with all lessons and materials. It is available in Spanish but can be converted to other languages.

Pennsylvania Department of Education Standards Aligned System (SAS) (Select World Language Subject area ) Lists essential questions according to Cultures, Communities, Connections, Comparison and Interpretive, Interpersonal and Presentational Communication http://www.pdesas.org/module/sas/curriculumframework/

Presentation on Content-based Instruction (Including Thematic Teaching) Wendy Brownell http://wendybrownell.wikispaces.com

World Languages Framework Project Homepagewww.state.nj.us/education/aps/cccs/wl/frameworks/wlo World Languages Framework Learning Scenarios Project consists of learning scenarios (thematic units) containing lessons and activities.



http://www.state.nj.us/education/aps/cccs/wl/frameworks/wlo

http://wendybrownell.wikispaces.com/

http://www.state.nj.us/education/cccs/21cu/7/

http://helenacurtainswiki.wikispaces.com/

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