Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Quiz on Vocab and Literary Terms from "The Canterbury Tales"
2) Go over quiz
3) Continue working on your Philadelphia Tales
Homework: Rough Draft for your Philadelphia Tales due MONDAY! This includes your prologue, character description, and character's tale (including it's own prologue).
Tuesday, September 27, 2011
Monday, September 26, 2011
Tuesday, September 27
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: Practice Quiz
Today: 1) Go over practice quiz
2) Review situational irony
3) Finish reading "The Wife of Bath's Tale" pp.184-188
4) Complete Response & Analysis Questions on pg. 188 : # 7, 8, 9, 11
5) Continue working on your Philadelphia Tales
Homework: Continue working on all three components of your Philadelphia Tales. Your rough drafts for all three are due MONDAY. Study your vocab words and literary terms from "The Canterbury Tales" for a quiz TOMORROW.
Do-Now: Practice Quiz
Today: 1) Go over practice quiz
2) Review situational irony
3) Finish reading "The Wife of Bath's Tale" pp.184-188
4) Complete Response & Analysis Questions on pg. 188 : # 7, 8, 9, 11
5) Continue working on your Philadelphia Tales
Homework: Continue working on all three components of your Philadelphia Tales. Your rough drafts for all three are due MONDAY. Study your vocab words and literary terms from "The Canterbury Tales" for a quiz TOMORROW.
Friday, September 23, 2011
Monday, September 26
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue. SWBAT analyze the effectiveness of an author’s use of irony.
Do-Now: Respond to the Quickwrite on pg. 177 by answering the question, “What is the thing that women most desire?”
Today: 1) Review irony: situational, dramatic, verbal
2) Class will read "The Wife of Bath's Prologue" pg. 178. How is Chaucer characterizing the Wife of Bath? How is the Wife of Bath an "expert" on marriage?
3) Class will begin reading “from the Wife of Bath’s Tale,” pp. 179-188 analyzing how Chaucer characterizes the knight. Does the knight in “The Wife of Bath’s Tale” resemble the knights you read about earlier this week in the history excerpts from the Middle Ages? Does this knight uphold to code of chivalry?
4) Begin writing your character's prologue and tale for The Philadelphia Tales.
Homework: Continue working on your character's prologue and tale. Study your vocab and literary terms from The Canterbury Tales for your quiz on Wednesday.
Do-Now: Respond to the Quickwrite on pg. 177 by answering the question, “What is the thing that women most desire?”
Today: 1) Review irony: situational, dramatic, verbal
2) Class will read "The Wife of Bath's Prologue" pg. 178. How is Chaucer characterizing the Wife of Bath? How is the Wife of Bath an "expert" on marriage?
3) Class will begin reading “from the Wife of Bath’s Tale,” pp. 179-188 analyzing how Chaucer characterizes the knight. Does the knight in “The Wife of Bath’s Tale” resemble the knights you read about earlier this week in the history excerpts from the Middle Ages? Does this knight uphold to code of chivalry?
4) Begin writing your character's prologue and tale for The Philadelphia Tales.
Homework: Continue working on your character's prologue and tale. Study your vocab and literary terms from The Canterbury Tales for your quiz on Wednesday.
Thursday, September 22, 2011
Friday, September 22
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will finish reading "The Pardoner's Tale" pp. 169-175
2) Class will discuss question #10 from the “Response and Analysis” on pg. 176.
4) Continue working on your Philadelphia Tales Prologues and Character Descriptions
Homework: Continue work on your Philadelphia Tales Prologues and Character Descriptions; Study your vocabulary words and literary terms from "The Canterbury Tales" for a quiz on Tuesday.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will finish reading "The Pardoner's Tale" pp. 169-175
2) Class will discuss question #10 from the “Response and Analysis” on pg. 176.
4) Continue working on your Philadelphia Tales Prologues and Character Descriptions
Homework: Continue work on your Philadelphia Tales Prologues and Character Descriptions; Study your vocabulary words and literary terms from "The Canterbury Tales" for a quiz on Tuesday.
Wednesday, September 21, 2011
Thursday, September 22
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue
Do-Now: Respond to the following quote by explaining what you feel the quote means and relating the quote to your own life: “The love of money is the root of all evil.”
Today: 1) Verbal Irony vs. Situational Irony
2) Class will read "The Pardoner's Prologue" pg. 168-169
4) Class will begin to read "The Pardoner's Tale" pp. 169-175.
5) Finish your prologue for your "Philadelphia Tales." Begin writing your character description. Remember, this is not a description of you (the narrator), but a description of one of the people you are traveling with. This character will be the person whose tale you will be writing next week.
Homework: Continue working on your character description. Study your vocab words and literary terms for the quiz on Wednesday.
Do-Now: Respond to the following quote by explaining what you feel the quote means and relating the quote to your own life: “The love of money is the root of all evil.”
Today: 1) Verbal Irony vs. Situational Irony
2) Class will read "The Pardoner's Prologue" pg. 168-169
4) Class will begin to read "The Pardoner's Tale" pp. 169-175.
5) Finish your prologue for your "Philadelphia Tales." Begin writing your character description. Remember, this is not a description of you (the narrator), but a description of one of the people you are traveling with. This character will be the person whose tale you will be writing next week.
Homework: Continue working on your character description. Study your vocab words and literary terms for the quiz on Wednesday.
Tuesday, September 20, 2011
Wednesday, September 21
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: If you went on a tour of the city, what types of people would you expect to meet? (What professions would the people have? What social classes would they come from? What parts of the city would they be from?)
Today: 1) Teacher will review characterization and discuss the techniques an author reveals character: actions, physical appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
2) Class will read “The Knight” on pg. 144 and discuss which techniques Chaucer uses to characterize the knight.
3) Students will pair up. Each pair will be assigned to read the description of a different character from “The Canterbury Tales.” After reading the description, each pair will write a brief description of the character and explain how Chaucer uses characterization to describe that character.
4) Student pairs will present their characters summaries to the class so that each student in the class is briefly familiarized with each of the characters from “The Canterbury Tales.”
5) Begin writing a description for your character from your "Philadelphia Tales." Remember to use Chaucer's "Canterbury Tales as a Guide."
Exit Slip: Based on the character descriptions you have heard in class, which character do you feel will have the best story to tell as he/she travels to Canterbury? What characteristics does this character have that leads you to believe he/she will be a good storyteller?
Homework: Work on your character description and your prologue for your "Philadelphia Tales."
Do-Now: If you went on a tour of the city, what types of people would you expect to meet? (What professions would the people have? What social classes would they come from? What parts of the city would they be from?)
Today: 1) Teacher will review characterization and discuss the techniques an author reveals character: actions, physical appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
2) Class will read “The Knight” on pg. 144 and discuss which techniques Chaucer uses to characterize the knight.
3) Students will pair up. Each pair will be assigned to read the description of a different character from “The Canterbury Tales.” After reading the description, each pair will write a brief description of the character and explain how Chaucer uses characterization to describe that character.
4) Student pairs will present their characters summaries to the class so that each student in the class is briefly familiarized with each of the characters from “The Canterbury Tales.”
5) Begin writing a description for your character from your "Philadelphia Tales." Remember to use Chaucer's "Canterbury Tales as a Guide."
Exit Slip: Based on the character descriptions you have heard in class, which character do you feel will have the best story to tell as he/she travels to Canterbury? What characteristics does this character have that leads you to believe he/she will be a good storyteller?
Homework: Work on your character description and your prologue for your "Philadelphia Tales."
Monday, September 19, 2011
Tuesday, September 20
Objective: SWBAT analyze the methods writers use to reveal character by describing a character’s actions, appearance, thoughts and feelings, interactions with other characters, narrator’s description and dialogue.
Do-Now: Re-read the section entitled "Feudal Relationships" in the long box on pg. 119. If you had lived back in the Middle Ages, where in the feudal system do you think you would have ranked? Why? Explain.
Today: 1) Class will read and explain “The Canterbury Tales: Snapshot of an Age” pp. 137-139 and look at the pronunciation guide for Middle English words on pg. 139.
2) Class will read and attempt to translate the Middle English version of The Prologue on pg. 141.
3) Class will read the Modern English version of The Prologue on pp. 142-143, examining how close the class translation of the Middle English version was to the actual meaning of the text.
4) Students will begin to write the prologue for “The Philadelphia Tales” using the same styling and characterization used by Chaucer in “The Canterbury Tales.” “The Philadelphia Tales” will be a modernized version of “The Canterbury Tales” that the students will work on writing during this unit.
Exit Slip: Give a brief summary of the prologue you have written for your Philadelphia Tales. Where are your travelers going and what is their purpose/motivation for going there?
Homework: Complete the “Write About…” activity on pg. 129 which has been copied for you on a worksheet. Respond to the questions in a 5-7 sentence paragraph.
Do-Now: Re-read the section entitled "Feudal Relationships" in the long box on pg. 119. If you had lived back in the Middle Ages, where in the feudal system do you think you would have ranked? Why? Explain.
Today: 1) Class will read and explain “The Canterbury Tales: Snapshot of an Age” pp. 137-139 and look at the pronunciation guide for Middle English words on pg. 139.
2) Class will read and attempt to translate the Middle English version of The Prologue on pg. 141.
3) Class will read the Modern English version of The Prologue on pp. 142-143, examining how close the class translation of the Middle English version was to the actual meaning of the text.
4) Students will begin to write the prologue for “The Philadelphia Tales” using the same styling and characterization used by Chaucer in “The Canterbury Tales.” “The Philadelphia Tales” will be a modernized version of “The Canterbury Tales” that the students will work on writing during this unit.
Exit Slip: Give a brief summary of the prologue you have written for your Philadelphia Tales. Where are your travelers going and what is their purpose/motivation for going there?
Homework: Complete the “Write About…” activity on pg. 129 which has been copied for you on a worksheet. Respond to the questions in a 5-7 sentence paragraph.
Sunday, September 18, 2011
Monday, September 19
Objective: SWBAT evaluate the philosophical, political, religious, ethical, and social influences of the Middle Ages by relating the Middle Ages to modern day society by filling out a graphic organizer.
Do-Now: KWL: What do you know about the middle ages? What do you want to know about the middle ages?
Today: 1) Preview Vocabulary and Literary Terms: characterization (direct and indirect), frame story, agility, eminent, accrue, arbitrate, benign, guile, obstinate, frugal, duress. (Make Word Study Chart)
2) Class will read “Feudalism: From the Top Down” pp. 119-120 and discuss the elements of a feudal society. Begin graphic organizer.
3) Students will read excerpts of history from the Middle Ages pp. 121 to 128. Students will fill out a graphic organizer in which they summarize each section and relate the information in each section to modern day.
4) Class will fill out the "L" column on the KWL chart.
EXIT ACTIVITY: Students will read “Feudal Relationships” on pg. 119. Each student will then imagine where they may have been placed in the feudal system had they lived back in the Middle Ages. Each student will write a paragraph explaining where he/she would have been placed in the feudal system and why he/she feels he/she would have been placed there.
Homework: Begin studying your new vocabulary words and literary terms for a quiz next week.
Do-Now: KWL: What do you know about the middle ages? What do you want to know about the middle ages?
Today: 1) Preview Vocabulary and Literary Terms: characterization (direct and indirect), frame story, agility, eminent, accrue, arbitrate, benign, guile, obstinate, frugal, duress. (Make Word Study Chart)
2) Class will read “Feudalism: From the Top Down” pp. 119-120 and discuss the elements of a feudal society. Begin graphic organizer.
3) Students will read excerpts of history from the Middle Ages pp. 121 to 128. Students will fill out a graphic organizer in which they summarize each section and relate the information in each section to modern day.
4) Class will fill out the "L" column on the KWL chart.
EXIT ACTIVITY: Students will read “Feudal Relationships” on pg. 119. Each student will then imagine where they may have been placed in the feudal system had they lived back in the Middle Ages. Each student will write a paragraph explaining where he/she would have been placed in the feudal system and why he/she feels he/she would have been placed there.
Homework: Begin studying your new vocabulary words and literary terms for a quiz next week.
Wednesday, September 14, 2011
Friday, September 16
Holt Elements of Literature Online
Objective: Students will be able to compare heroes to one another based on the heroes’ characteristics and actions.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Quiz on "Beowulf" terms and vocab
2) Go over quiz
3) "Zero to Hero" Part 2 : Placing the heroes on a scale of 0-10. The hero cards you filled out yesterday will be read to the class. The class will decide, based on the hero's qualities and characteristics, where the hero's card should be placed on a scale of 0-10. 0 = not a hero, 10 = the greatest hero who ever lived.
4) Review of "Beowulf" : Response & Analysis pg. 42 # 6 + 7
EXIT PASS: Do you agree with where the class placed your hero on the scale of 0-10? Why or why not?
Homework: Compose a prequel/sequel for "Beowulf." Minimum = 20 complete sentences, Worth = 20 pts.
Objective: Students will be able to compare heroes to one another based on the heroes’ characteristics and actions.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Quiz on "Beowulf" terms and vocab
2) Go over quiz
3) "Zero to Hero" Part 2 : Placing the heroes on a scale of 0-10. The hero cards you filled out yesterday will be read to the class. The class will decide, based on the hero's qualities and characteristics, where the hero's card should be placed on a scale of 0-10. 0 = not a hero, 10 = the greatest hero who ever lived.
4) Review of "Beowulf" : Response & Analysis pg. 42 # 6 + 7
EXIT PASS: Do you agree with where the class placed your hero on the scale of 0-10? Why or why not?
Homework: Compose a prequel/sequel for "Beowulf." Minimum = 20 complete sentences, Worth = 20 pts.
Thursday, September 15
Objective: Students will be able to compare heroes to one another based on the heroes’ characteristics and actions.
Do-Now: Practice Quiz Worksheet
Today: 1) Go over Practice Quiz
2) SAT Practice: Writing Section
3) Zero to Hero (PART 1): On the front of a notecard, write down the name of a hero (real or fictional) in BIG letters. On the back of the card, write a description of your hero. This description should contain a list of qualities your hero has that make him/her a hero, as well a summary of the heroic things he/she has done and how he/she has had a positive effect on the world.
Homework: Study for tomorrow's quiz on the vocabulary and literary terms from Beowulf.
Do-Now: Practice Quiz Worksheet
Today: 1) Go over Practice Quiz
2) SAT Practice: Writing Section
3) Zero to Hero (PART 1): On the front of a notecard, write down the name of a hero (real or fictional) in BIG letters. On the back of the card, write a description of your hero. This description should contain a list of qualities your hero has that make him/her a hero, as well a summary of the heroic things he/she has done and how he/she has had a positive effect on the world.
Homework: Study for tomorrow's quiz on the vocabulary and literary terms from Beowulf.
Tuesday, September 13, 2011
Wednesday, September 14
Objective: Students will be able to tell a story from a different perspective by making inferences about what a character may be thinking and feeling.
Do-Now: Respond to the quote “Hell hath no fury like a woman scorned.”
Today: 1) Grammar Link Worksheet
2) Review the homework reading of “from Grendel.” Discuss what it gained/lost by telling the story from the monster’s perspective
3) Class will make a list of nouns/adjectives to describe the role of “mother.”
4) Class will read Section 11 of "Beowulf" together, looking at the imagery the author uses. Read This Online!
5) In pairs, class will read Sections 12 and 13 of "Beowulf" together.
6) Writing Assignment : PICK ONE (Length = 15 to 20 complete sentences)
***Re-tell section 12 of "Beowulf" from the mother's perspective. Focus on what motivated her to seek revenge and what she may have thought of Beowulf as they fought.
***Re-tell sections 12 and 13 of "Beowulf" from Beowulf's perspective. Focus on what motivated him to go after Grendel's mother and what he may have been thinking as they fought. Also, include his motivation for cutting off Grendel's head.
Homework: Extending and Evaluating Question #11
Do-Now: Respond to the quote “Hell hath no fury like a woman scorned.”
Today: 1) Grammar Link Worksheet
2) Review the homework reading of “from Grendel.” Discuss what it gained/lost by telling the story from the monster’s perspective
3) Class will make a list of nouns/adjectives to describe the role of “mother.”
4) Class will read Section 11 of "Beowulf" together, looking at the imagery the author uses. Read This Online!
5) In pairs, class will read Sections 12 and 13 of "Beowulf" together.
6) Writing Assignment : PICK ONE (Length = 15 to 20 complete sentences)
***Re-tell section 12 of "Beowulf" from the mother's perspective. Focus on what motivated her to seek revenge and what she may have thought of Beowulf as they fought.
***Re-tell sections 12 and 13 of "Beowulf" from Beowulf's perspective. Focus on what motivated him to go after Grendel's mother and what he may have been thinking as they fought. Also, include his motivation for cutting off Grendel's head.
Homework: Extending and Evaluating Question #11
Monday, September 12, 2011
Tuesday, September 13
Objective: Students will be able to list THREE techniques an author uses to create suspense during the climax of an epic poem and will be able to explain the effectiveness of these techniques.
Do-Now: How does Beowulf fit the archetype of an epic hero? What do you predict will happen to Beowulf when he attempts to kill Grendel? Explain.
Today: 1) Review questions from yesterday's reading.
2) Discuss suspense techniques : imagery, foreshadowing, short sentences, repetition
3) Read Section 8 of Beowulf focusing on how the author builds suspense in the moments leading up to the battle and finding lines in the text that employ suspense techniques. Class will find TWO examples of suspenseful lines and chart them. Read This Online!
4) Finish section 8 and read sections 9-10. Find THREE more suspenseful lines and copy them on you chart. For each line: 1) Explain what techniques are being used. 2) Explain how these techniques impact the reader.
5) Class will share-out suspenseful lines from Beowulf to create a wall.
HOMEWORK: Read excerpt from "Grendel" and write a 5-7 sentence paragraph explaining what is gained/lost from knowing Grendel's point-of-view.
Do-Now: How does Beowulf fit the archetype of an epic hero? What do you predict will happen to Beowulf when he attempts to kill Grendel? Explain.
Today: 1) Review questions from yesterday's reading.
2) Discuss suspense techniques : imagery, foreshadowing, short sentences, repetition
3) Read Section 8 of Beowulf focusing on how the author builds suspense in the moments leading up to the battle and finding lines in the text that employ suspense techniques. Class will find TWO examples of suspenseful lines and chart them. Read This Online!
4) Finish section 8 and read sections 9-10. Find THREE more suspenseful lines and copy them on you chart. For each line: 1) Explain what techniques are being used. 2) Explain how these techniques impact the reader.
5) Class will share-out suspenseful lines from Beowulf to create a wall.
HOMEWORK: Read excerpt from "Grendel" and write a 5-7 sentence paragraph explaining what is gained/lost from knowing Grendel's point-of-view.
Friday, September 9, 2011
Monday, September 12
Objective: Students will be able to explain how Beowulf represents the archetype of the epic hero.
Journal: List 3 examples of epics and their epic heroes.
Review: epic, epic hero, archetype
Today: 1) Discussion: What is a hero?
2) Class will read Sections 2-4 of "Beowulf" together, starting on pg. 22. We will examine how Beowulf has the characteristics of an epic hero.
3) Independent Reading: Sections 5-7. Answer the FIVE yellow questions in the margins.
Exit Slip: Explain how Beowulf fits the archetype of an epic hero (based on his actions/characteristics).
Homework: Study for Friday's quiz on vocab and literary terms.
Journal: List 3 examples of epics and their epic heroes.
Review: epic, epic hero, archetype
Today: 1) Discussion: What is a hero?
2) Class will read Sections 2-4 of "Beowulf" together, starting on pg. 22. We will examine how Beowulf has the characteristics of an epic hero.
3) Independent Reading: Sections 5-7. Answer the FIVE yellow questions in the margins.
Exit Slip: Explain how Beowulf fits the archetype of an epic hero (based on his actions/characteristics).
Homework: Study for Friday's quiz on vocab and literary terms.
Thursday, September 1, 2011
September 6, 2011
WELCOME BACK!!!
Below is a copy of the syllabus for this course:
Randolph High School
Below is a copy of the syllabus for this course:
SYLLABUS: ENGLISH 4
Ms. Winberg
2011-2012
Course Objectives: Become a better reader, writer, speaker and listener. Explore various forms of literature including novels, short stories, poetry and plays.
Supplies:
Notebook (70 sheets or more)
Holt Elements of Literature (Sixth Course)
Grading
Do-Now: Will be completed at the beginning of every class and worth 10% of your grade. Ms. Winberg will walk around to check that you have completed your do now at the beginning of every class. An incomplete Do-Now will receive 0 pts. A partially-completed Do-Now will receive 5 pts. A fully-completed Do-Now will receive 10 pts.
Classwork: Will be worth 20 pts. each assignment unless otherwise noted and 20% of your grade. Any classwork that is not completed in class MUST be done for homework and turned in on the following day to receive full credit. Late classwork will receive 5 pts. off for each day late after the following day.
Homework: Will be worth 20 pts. each assignment unless otherwise noted and 15% of your grade.
Quizzes: Quizzes will be given almost every week and will be worth 50 pts. each and worth 15% of your grade.
Tests: Will be given approximately once every month and will be worth 100 pts. each and 20% of your grade.
Participation: Your participation grade is worth 100 pts. per week and 20% of your grade. If you are LATE to class you will have 20 pts. subtracted from your participation grade for the week. This will occur every time you are late. If, however, you are present in class and ON TIME for the entire week, you will receive 20 pts. Extra Credit each week. If you are disruptive/disrespectful during class, you will receive a warning for your first offense. Every offense after your warning will result in 5 pts. off your weekly participation grade.
Classroom Procedures
Every day when you enter class you are expected to take out your notebook, sit in your seat and begin answering the prompt written on the Smartboard unless an alternate Do-Now is given to you in the form of a worksheet. You will be given approximately five minutes to complete your Do-Now. After time is up, class will begin. Before you leave, you are expected to return the room to the condition it was in when you entered class (return desks to their original places, put away work, clean up trash, etc.) Make sure all of your completed work is turned in before you leave class. Always hand your work directly to Ms. Winberg (unless asked to do otherwise) in order to ensure it is received and graded. Once your work is graded, it will be placed in your class “OUT” bin on Ms. Winberg’s desk and you may take it.
Make-Up Work/Late Work/Missed Tests & Quizzes
If you are absent from class it is YOUR responsibility to come to Ms. Winberg to get your make-up work. You will have exactly one week from the day of your absence to complete make-up work. Any late work (excluding work missed due to an absence) will be assessed -5 pts. for each day late. If you miss a test/quiz you have one week to make up the test/quiz. Tests/quizzes must be made up AFTER SCHOOL. You must inform Ms. Winberg ahead of time when you plan to make up the test/quiz. You CANNOT make up a test/quiz during class or lunch. If you fail to make up the test/quiz within a week, you will receive a “0.”
Hallpasses
Hallpasses may be issued on a case-by-case basis. Do not ask for a hall pass unless you really need one. Each student will be allowed ONE pass per week (use it wisely!) If you do not use a hallpass for an entire week, you will be awarded 5 pts. Extra Credit.
After-School Help
If you need extra help with the work we are completing in class or have an issue you want to discuss with Ms. Winberg, let her know which afternoon you would like to come after school to speak with her. If you are not here by , Ms. Winberg might not be here, either.
On-line Grades
Your grades will be available for you to view online using the StudentNet system on the school district’s website.
Teacher Contact:
e-mail: TeacherWinberg@gmail.com
website: http://winbergenglish4.blogspot.com
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