For homework, students reread the first section of the essay and identify a central idea of the text.

Transcription

1 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn Lessn 1 Intrductin In this first lessn f the unit and mdule, students begin analysis f E. B. White s persnal narrative essay Death f a Pig. Students listen t a masterful reading f the full text befre analyzing specific wrd chices in the first sectin f the essay (frm I spent several days and nights in mid-september thrugh tw unces f castr il n the place ), in which White intrduces the reader t the pig and sets the stage fr the pig s death. Students review the characteristics f a persnal narrative essay. They then cnsider the impact f wrd chice n the develpment f the humrus and murnful tnes interwven thrughut the text, and analyze White s use f the wrd tragedy in the cntext f the essay s events. Student learning is assessed via a Quick Write at the end f the lessn: Hw d wrds and phrases in sectin 1 reveal White s tne? Fr hmewrk, students reread the first sectin f the essay and identify a central idea f the text. Standards Assessed Standard(s) RI Addressed Standard(s) W b Determine the meaning f wrds and phrases as they are used in a text, including figurative, cnntative, and technical meanings; analyze the cumulative impact f specific wrd chices n meaning and tne (e.g., hw the language f a curt pinin differs frm that f a newspaper). Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. b. Apply grades 9 10 Reading standards t literary nnfictin (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasning is valid and the evidence is relevant and sufficient; identify false statements and fallacius reasning ). L a Determine r clarify the meaning f unknwn and multiple-meaning wrds and phrases based n grades 9 10 reading and cntent, chsing flexibly frm a range f strategies. a. Use cntext (e.g., the verall meaning f a sentence, paragraph, r text; a wrd s File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 1

2 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 psitin r functin in a sentence) as a clue t the meaning f a wrd r phrase. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw d wrds and phrases in sectin 1 reveal White s tne? Thrughut this unit, Quick Writes will be evaluated using the Shrt Respnse Rubric. High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Identify the tne in sectin 1 (e.g., the tne is at times humrus and at times murnful). Identify specific wrds and phrases that reveal that tne (e.g., E. B. White creates a metaphr f a dramatic play in sectin 1 that is bth tragedy (sectin 1, paragraph 2) and slapstick (sectin 1, paragraph 3) he talks abut the sickness and death f the pig in a sad way as an interruptin that he des nt want. Hwever, the authr als tells a jke abut a pig talking in sectin 1, paragraph 4. White develps bth tnes in this sectin.) Vcabulary Vcabulary t prvide directly (will nt include extended instructin) afflicts (v.) causes pain r suffering (t smene r smething) deteriratin (n.) the act r prcess f becming wrse farcical (adj.) laughably inept; absurd; ridiculus enema (n.) a prcedure in which liquid is frced int the intestines thrugh the anus presentiment (n.) a belief r feeling that smething is ging t happen slapstick (n.) cmedy that invlves physical actin (such as falling dwn r hitting peple) vigil (n.) an event r perid f time when a persn stays in a place and quietly waits, prays, etc. especially at night interment (n.) burial Vcabulary t teach (may include direct wrd wrk and/r questins) File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 2

3 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 tragedy (n.) a very sad, unfrtunate r upsetting situatin, usually invlving a death deviatin (n.) an actin, behavir r cnditin that is different frm what is usual r expected Additinal vcabulary t supprt English Language Learners (t prvide directly) accunting (n.) reprting; a descriptin f facts r events sharply (adj.) clearly r distinctly scheme (n.) the way smething is arranged r rganized fitness (n.) the quality f being suitable fr a specified purpse icehuse (n.) a building in which ice is made r stred trugh (n.) a lng shallw cntainer frm which animals eat r drink dds and ends (idim) different kinds f things that are usually small and unimprtant Lessn Agenda/Overview Student-Facing Agenda Standards & Text: Standards: RI , W b, L a Text: Death f a Pig, by E. B. White, sectin 1, paragraphs 1 8 Learning Sequence: 1. Intrductin f Lessn Agenda 2. Masterful Reading 3. Reading and Discussin 4. Quick Write 5. Clsing % f Lessn 1. 10% 2. 25% 3. 50% 4. 10% 5. 5% Materials Cpies f the Shrt Respnse Rubric and Checklist fr each student Cpies f Death f a Pig fr each student Cnsider numbering the paragraphs f Death f a Pig befre the lessn. This unit s reading f Death f a Pig references paragraph numbers by sectin (e.g., sectin 1, paragraph 1; sectin 2, paragraph 3). File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 3

4 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 10% Begin by reviewing the agenda and the assessed standard fr this lessn: RI Remind students t cnsult their 10.1, 10.2, and 10.3 Cmmn Cre Learning Standards Tls t review the standards as necessary. In this lessn, students are intrduced t a new text: E. B. White s essay Death f a Pig. Students listen t a masterful reading f the full text. Students then read and discuss the first sectin f the essay, cnsidering White s tne as well as fcusing n wrd chice and chsing frm a range f strategies t determine the meaning f unfamiliar r figurative language. Students lk at the agenda. Ask students t Turn-and-Talk abut the fllwing questin: What are the characteristics and cmpnents f a persnal narrative essay? Student respnses may include: Usually autbigraphical Tells a stry (usually has the cmpnents f a plt: rising actin, cnflict, reslutin, etc.) Often includes characters, dialgue, and descriptin Usually fcuses n a small mment f great imprtance in the authr s life Differentiatin Cnsideratin: If students struggle t answer this questin, cnsider reminding them f their wrk with Julia Alvarez s persnal narrative essay in Lead a brief, whle-class discussin f student respnses. Encurage students t nte the characteristics and cmpnents f a persnal narrative essay as they read White s Death f a Pig. File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 4

5 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 Activity 2: Masterful Reading 25% Have students listen t a masterful reading f Death f a Pig in its entirety. Ask students t listen fr wrds, phrases, and details that establish and develp E. B. White s tne. Students fllw alng, reading silently. Differentiatin Cnsideratin: Cnsider prviding visual aids t supprt students understanding f the lcatin (farm) and animals (pig, dachshund) and building (icehuse) referenced in the text. Differentiatin Cnsideratin: Cnsider asking students t listen fr the majr events f the essay during the masterful reading. Als, cnsider psting r prjecting the fllwing ptinal extensin questins t deepen students understanding: Read the title f the text. Frm the wrds in the title, what may happen in this text? A pig is ging t die. What feeling des the title create at the beginning f the text? Student respnses may include: It creates a feeling f curisity abut hw a whle essay culd be abut an event named in the title. Als, it creates a sense f mystery because the reader knws what is ging t happen, but nt hw it is ging t happen. Lead a brief, whle-class discussin f student respnses. Activity 3: Reading and Discussin 50% Instruct students t frm pairs. Pst r prject each set f questins belw fr students t discuss. Instruct student pairs t read sectin 1, paragraphs 1 3 f Death f a Pig (frm I spent several days and nights in mid-september t I m running ahead f my stry and shall have t g back ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the fllwing definitins: afflicts means causes pain r suffering (t smene r smething) ; deteriratin means the act r prcess f becming wrse ; farcical means laughably inept; absurd; ridiculus ; enema means a prcedure in which liquid is frced int the intestines thrugh the anus ; presentiment means a belief r feeling that smething is ging t happen ; vigil means an event r perid f time when a persn stays in a place and quietly waits, prays, etc., especially at night ; and interment means burial. File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 5

6 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the class. Students write the definitins f afflicts, deteriratin, farcical, enema, presentiment, vigil, and interment n their cpy f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the fllwing definitins: accunting means reprting; a descriptin f facts r events ; sharply means clearly r distinctly ; scheme means the way smething is arranged r rganized ; fitness means the quality r state f being apprpriate; being suitable fr a specific purpse ; icehuse means a building in which ice is made r stred ; trugh means a lng shallw cntainer frm which animals eat r drink ; and dds and ends means different kinds f things that are usually small and unimprtant. Students write the definitins f accunting, sharply, scheme, fitness, icehuse, trugh, and dds and ends n their cpy f the text r in a vcabulary jurnal. Ask students t vlunteer their understanding f the wrd tragedy. Student respnses may include: A serius stry that ends in a disaster, usually death. A dramatic play that ends with death, like in Rme and Juliet when they bth cmmit suicide at the end f the play, r a dramatic play that ends with an upsetting event, like at the end f Oedipus The King when the queen kills herself and Oedipus guges ut his eyes. Cnsider encuraging students t recall their understanding f tragedy in the cntext f previus texts they have read and analyzed (e.g., Rme and Juliet in 9.1.3, and Oedipus The King in 9.2.2). Students may nt have an advanced understanding f the cncepts f tragedy and classic literary tragedy at this pint, but cntinue t return t these cncepts thrughut this and the fllwing unit. Hw des E. B. White describe tragedy in sectin 1, paragraph 2? White refers t tragedy as smething familiar that fllws a pattern r script. He describes the usual events f buying and slaughtering a pig fr fd. It includes a murder, but there des nt seem t be anything sad r scary abut White s tragedy. It is part f the nrmal relatinship between the farmer and the pig. What might be White s purpse in referring t these events as a tragedy? Student respnses may include: The death f a pig is nt usually cnsidered a tragedy, and the events White describes ( buying a spring pig feeding it butchering it (sectin 1, paragraph 2)) d nt seem t File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 6

7 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 be particularly tragic in the way that the events f Rme and Juliet are tragic. By referring t these events as a tragedy, White adds a level f drama and tensin t an therwise rutine set f events. By referring t these events as a tragedy, White is exaggerating the situatin and his sadness, which seems funny. Students may nt nte the humr f White s exaggerated grief at this pint, but cntinue t cnsider examples f his humr thrughut this and future lessns. Students return t the pivtal line Once in a while smething slips (sectin 1, paragraph 3) in later lessns f this unit as they cnsider central ideas f the text. Lead a brief whle-class discussin f student respnses. Instruct student pairs t anntate paragraphs 1 thrugh 3 fr wrds and phrases that reference the passage f time in sectin 1 and answer the fllwing questins befre sharing ut with the class. Student anntatins may include: I spent several days and nights in mid-september (sectin 1, paragraph 1) this stretch f time (sectin 1, paragraph 1) I cannt recall the hurs sharply (sectin 1, paragraph 1) nt ready t say whether death came n the third night r the furth night (sectin 1, paragraph 1) the scheme f buying a spring pig in blssm time, feeding it thrugh summer and fall, and butchering it when the slid cld weather arrives (sectin 1, paragraph 2) I had a presentiment, the very first afternn (sectin 1, paragraph 3) I m running ahead f my stry and shall have t g back (sectin 1, paragraph 3) Differentiatin Cnsideratin: Students may need supprt t understand the use f the adverb sharply in sectin 1, paragraph 1 t mean clearly r distinctly, rather than the mre cmmn having a sharp edge r pint. Hw des the passage f time in these paragraphs cmpare t what White describes as familiar (sectin 1, paragraph 2)? Time is nrmally a familiar scheme (sectin 1, paragraph 2) that fllws a pattern r script (sectin 1, paragraph 2); hwever, in this essay, smething has happened t make time wrk in a strange way. The authr is unable t recall the hurs sharply (sectin 1, paragraph 1) and File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 7

8 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 tells the stry ut f rder I m running ahead f my stry and shall have t g back (sectin 1, paragraph 3). Which wrds and phrases shw hw E. B. White feels tward the passage f time? The authr feels uncertainty (sectin 1, paragraph 1) tward the passage f time, and it is causing him t have a sense f truble r sickness he is nt in decent health (sectin 1, paragraph 1). Which wrds and phrases des White use t describe his rle (sectin 1, paragraph 3) in these events? White is cast suddenly in the rle f pig s friend and physician a farcical character (sectin 1, paragraph 3). This is nt a serius rle, like a character in a tragedy; rather, it is funny t imagine a man as a pig s friend r dctr. Hw des White achieve humr in sectin 1, paragraph 3? Student respnses may include: White has an enema bag fr a prp (sectin 1, paragraph 3), and because an enema is an unpleasant prcedure and an enema bag is a strange prp, it adds humr t the scene. Additinally, White's dg, Fred, acts as his partner wh held the bag (sectin 1, paragraph 3). This persnificatin adds humr t the scene. Differentiatin Cnsideratin: Cnsider a brief discussin f slapstick and either ask students fr examples, r prvide them with ne t supprt their understanding f the humrus tne f this sectin. Lead a brief whle-class discussin f student respnses. Instruct student pairs t read sectin 1, paragraphs 4 7 f Death f a Pig (frm My pigpen is at the bttm f an ld rchard t even if he s wrng, it can t d any harm ). Instruct students t anntate fr wrds and phrases that reveal when and where the events f this essay are taking place. Ask students t share their anntatins in their pairs, as well as their bservatins abut when and where the events f this essay are taking place. Student anntatins may include: My pigpen is at the bttm f an ld rchard belw the huse (sectin 1, paragraph 4) faded building which nce was an icehuse (sectin 1, paragraph 4) There is a pleasant yard (sectin 1, paragraph 4) File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 8

9 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 I went t the phne and cranked it fur times (sectin 1, paragraph 5) There is never any identificatin needed n a cuntry phne (sectin 1, paragraph 5) The events f this essay are taking place smetime in the past, n a cuntry farm. Cnsider prviding students with a visual f a rtary phne t clarify the image f a phne being cranked (sectin 1, paragraph 5). Ask students t cnsider hw the rtary phne lcates the essay in time. The events f this essay take place smetime in the near past, befre the advent f mdern technlgy like push-buttn phnes and 10-digit phne numbers. Instruct students t answer the fllwing questins in pairs befre sharing ut with the class. Des White s tne in these paragraphs align mre t yur understanding f tragedy r f slapstick? What wrds r phrases in the text suggest this tne? Student bservatins may include: The tne f sectin 1, paragraphs 4 7 aligns mre t the definitin f slapstick. Fr example, White says, [a] pig culdn t ask fr anything better r nne has, at any rate (sectin 1, paragraph 4), which is humrus since it creates an image f a pig speaking. Als, turning the wrd husehld int icehusehld (sectin 1, paragraph 5) is humrus because it is a play n wrds. The tne is a cmbinatin f tragedy and slapstick because sme f the details are funny, but sme are sad such as a chill wave f fear (sectin 1, paragraph 5), which recalls the feeling f tragedy. What is the cumulative tne f sectin 1, paragraphs 4 7? The cumulative tne f paragraphs 4 thrugh 7 is humrus. E. B. White makes a jke abut pigs talking in paragraph 4, [a] pig culdn t ask fr anything better r nne has, at any rate, and the cnversatin the authr has with Mr. Hendersn is mre humrus than tragic. Lead a brief whle-class discussin f student respnses. Instruct student pairs t read sectin 1, paragraph 8 f Death f a Pig (frm I thanked Mr. Hendersn. I didn t g right dwn t tw unces f castr il n the place ). Instruct students t anntate fr repeating wrds r phrases. Ask students t share their anntatins in their pairs. Student anntatins may include: File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 9

10 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 Repetitin f I wanted : I wanted n interruptin in the regularity ; I wanted n interruptin, wanted n il, n deviatin ; I just wanted Repetitin f n interruptin full meal after full meal Remind students that anntating helps them keep track f evidence they use later in lessn assessments, which fcus n the cumulative impact f wrd chice n meaning and tne. This fcused anntatin supprts students engagement with W b, which addresses the use f textual evidence in writing. What des White s use f repetitin suggest abut hw he feels abut these events? The repetitins create a sense f pattern r cycle. White ges arund and arund with his wrds, which emphasizes the feeling that everything is ging wrng it is a cllapse f the perfrmance. White just wants things t g back t the way they usually are in the nrmal repetitin f events. What wrds and phrases in the text can help yu make meaning f deviatin in this cntext? The repetitins in this paragraph reveal that smething has interrupt[ed] the regularity f events, smething different has happened that is a cllapse. Deviatin is als in a list that places it alngside interruptin, s a deviatin must mean smething negative that is different r ut f the rdinary. Cnsider drawing students attentin t their applicatin f standard L a thrugh the prcess f using cntext and wrd parts t make meaning f a wrd. Hw des the tne f sectin 1, paragraph 8 affect the verall tne f sectin 1? Student respnses may include: The tne in sectin 1, paragraph 8 is serius and sad. White is think[ing] abut [his] trubles. White is aviding the cllapse f the perfrmance, which reminds the reader that smething has gne wrng. White is aviding facing this fact by putting ff giving the pig the medicine. This sadness cntrasts with sme f the mre humrus parts f this sectin. Because this is the final paragraph, it creates an verall tne f sadness in sectin 1, even during the parts that are humrus. Lead a brief whle-class discussin f student respnses. File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 10

11 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 Activity 4: Quick Write 10% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw d wrds and phrases in sectin 1 reveal White s tne? Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Remind students t use the Shrt Respnse Rubric and Checklist t guide their written respnses. Students listen and read the Quick Write prmpt. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Activity 5: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t reread sectin 1 f Death f a Pig (frm I spent several days and nights in mid-september thrugh tw unces f castr il n the place ) and identify a central idea f the text. Infrm students that there is n ne right answer and they may chse t recrd as many central ideas as they identify. Students fllw alng. Hmewrk Reread sectin 1 f Death f a Pig (frm I spent several days and nights in mid-september t tw unces f castr il n the place ), and identify a central idea f the text. File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 11

12 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 Shrt Respnse Rubric Assessed Standard(s): 2-Pint Respnse 1-Pint Respnse 0-Pint Respnse Inferences/Claims Includes valid inferences r claims frm the text. Fully and directly respnds t the prmpt. Includes inferences r claims that are lsely based n the text. Respnds partially t the prmpt r des nt address all elements f the prmpt. Des nt address any f the requirements f the prmpt r is ttally inaccurate. Analysis Includes evidence f reflectin and analysis f the text. A mstly literal recunting f events r details frm the text(s). The respnse is blank. Evidence Includes relevant and sufficient textual evidence t develp respnse accrding t the requirements f the Quick Write. Includes sme relevant facts, definitins, cncrete details, r ther infrmatin frm the text(s) t develp an analysis f the text accrding t the requirements f the Quick Write. The respnse includes n evidence frm the text. Cnventins Uses cmplete sentences where errrs d nt impact readability. Includes incmplete sentences r bullets. The respnse is unintelligible r indecipherable. File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 12

13 NYS Cmmn Cre ELA & Literacy Curriculum D R A F T Grade 10 Mdule 4 Unit 1 Lessn 1 Shrt Respnse Checklist Assessed Standard(s): Des my writing Did I Include valid inferences and/r claims frm the text(s)? Clsely read the prmpt and address the whle prmpt in my respnse? Clearly state a text-based claim I want the reader t cnsider? Cnfirm that my claim is directly supprted by what I read in the text? Develp an analysis f the text(s)? Did I cnsider the authr s chices, the impact f wrd chices, the text s central ideas, etc.? Include evidence frm the text(s)? Directly qute r paraphrase evidence frm the text? Arrange my evidence in an rder that makes sense and supprts my claim? Reflect n the text t ensure the evidence I used is the best evidence t supprt my claim? Use cmplete sentences, crrect punctuatin, and spelling? Reread my writing t ensure it means exactly what I want it t mean? Review my writing fr crrect grammar, spelling, and punctuatin? File: Lessn 1 Date: 6/25/2014 Classrm Use: Starting 9/ Public Cnsulting Grup. This wrk is licensed under a Creative Cmmns Attributin-NnCmmercial-ShareAlike 3.0 Unprted License 13