Lesson Plan q 4- Week 2

Lesson Plan in English 10 QUARTER 4 Date: January 11, 2016 I. Objective/s II. Sbject !atte"

III. Lea"ning Tas%s $eachers $ eachers $asks ' &ntroduction: $o make riting e3ectie, the use of direct quotation marks is em+oyed, quoting direct direct+y +y hat hat the seak seaker er has said and to emhasi5e ideas in a tet' 7' #esson *roer/Discussion #et us +earn ho to use them correct+y: 

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*resent the ru+es on using quotation marks' *roide eam+es'

Day 4- Monday h anging indentation for direct  Use quotation marks or hanging quotes !"10#$-%%-&&&d-1'6'6( To#ic$ )ases of *ronouns S%ill/s$ %tudy %ki++ !ate"ials$ modu+es, mani+a aer, orksheet Re&e"ence$ .rade 10 #M age/s 20-22 .rade 10 $. age/s-

%tudents $asks 7' #esson *roer/Discussion

)' .enera+i5ation  8ae the students genera+i5e imortant oints a9out using quotation marks'

D' +ication  sk the students to anser the actiity on age 22 of their #M'

.enera+i5ation  hat are things to consider in the use of quotation marks;  8o can e use these e3ectie+y in seeches; +ication $ask 1' *air ork
nsers to $ask 2 1. "Mary is trying hard in school this semester," her father said. 2. "No," the taxi driver said curtly, "I cannot get you to the airport in fifteen minutes." 3. "I believe," Jac remared, "that the best time of year to visit !urope is in the spring. "t least that#s $hat I read in a boo entitled Guide to Europe. " %. My &rench professor told me that my accent is abominable. This sentence is correct as is. '. (he ased, "Is Time a maga)ine you read regularly*" +. &lannery #-onnor probably got the title of one of her stories from the $ords of the old popular song, "" ood Man Is /ard to &ind." 0. hen did oosevelt say, "e have nothing to fear but fear itself "* . It seems to me that "hip" and "cool" are $ords that are going out of style. 4. 5esterday, John said, "6his afternoon I#ll bring bac your boo Conflict in the Middle East "7 ho$ever, he did not return it. 18. "-an you believe, " 9ot ased me, "that it has been almost five years since $e#ve seen each other*"

$ask 2 = &ndiidua+ &n the fo++oing sentences ut in quotation marks hereer they are needed, and under+ine ords here ita+ics are needed' 1' Mary is trying hard in schoo+ this semester, her father said' 2' "o, the tai drier said curt+y, & cannot get you to the airort in >fteen minutes' ' & 9e+iee, Jack remarked, that the 9est time of year to isit !uroe is in the sring' t +east that?s hat & read in a 9ook entit+ed .uide to !uroe' 4' My @rench rofessor to+d me that my accent is a9omina9+e' A' %he asked, &s $ime a maga5ine you read regu+ar+y; 6' @+annery B?)onnor ro9a9+y got the tit+e of one of her stories from the ords of the o+d ou+ar song,  .ood Man &s 8ard to @ind' C' hen did e years since e?e seen each other; 11'  *erfect Day for 7anana>sh is, & 9e+iee, J' D' %a+inger?s 9est short story' 12' )ertain+y, Mr' Martin said, & sha++ e+ain the ho+e situation to him' & kno that he i++

11. "" :erfect 9ay for ;ananafish" is, I believe, J. 9. (alinger#s best short story. 12. "-ertainly," Mr. Martin said, "I shall explain the $hole situation to him. I no$ that he $ill understand."

I'. Evalation

' 7e+o are sentences ith direct quotations'
r e c t i ons :Punc t uat eandc api t al i z ea l lt hedi r e c t 7' Di q uo t at i o nsbe l o w. 9.Webakeal lourownpi essai dt hewai t r ess 10.Haveyou everseenagerm l i t t l eVi ol aaskedwi t h c ur i os i t y 11.Thi si sg oi ngt obehar dt oe xpl ai ns i g he dCo l l e e n 12.Whataf unnynamef oracatexc l ai medJer r y Inst"ctional (ecision

Assign)ent

A** +otations , othe" #nctation as nee*e*. So)e sentences a"e co""ect -ithot a**itions. 1' 8an said *+ease 9ring me a g+ass of +ka-%e+t5er' 2' $he trou9+e ith schoo+ said Murie+ is the c+asses' ' & kno hat &m going to do after my +ast >na+ hisered ++yson' 4' Jason admitted & hae ery oi+y hair' & ash it tice a day' A' $hats a 9eautifu+ ring ec+aimed 7o9 here did you 9uy it; 6' "o one said Mi++ie is +eaing this house' e hae a mess to c+ean u C' )andace said that her nehe from Miami ou+d arrie on the 9us' ' $im said My niece i++ 9e on the same 9us as your nehe' E' Maria said that you ou+d he+ me ith my a+ge9ra' 10' i++ you +ease he+ me ith my +a9 reort for 9otany; asked Jessica

*reared 9y:

"oted:

OSEIA P. OSTATIO %%$- &

UA P. ARERA *rincia+

Date: January 12-1, 2016 I. Objective/s II. Sbject !atte"

III. Lea"ning Tas%s $eachers $asks

Day A- 6 =$uesday-ednesday  Use +ocationa+ ski++s to gather information from rimary and secondary sources of information !"10%%-&a-1-A( To#ic$ *rimary and %econdary %ources of information S%ill/s$ %tudy %ki++ !ate"ials$ modu+es, mani+a aer, orksheet Re&e"ence$ .rade 10 #M age/s 40C-40 .rade 10 $. age/shtt://guides'+i9rary'ucsc'edu/rimarysecondary tts://'scco++ege'edu/#i9rary/*ages/rimarysources'as

%tudents $asks

' &ntroduction: sk the students a9out the +aces in the *hi+iines that they hae a+ready isited' #et them ta+k a9out their faourite tourist $ask 1- More @un in the *hi+iines destination and the reason hy they chose )om+ete the concet ma 9y su+ying it ith information that can 9e taken from the ideo c+i' rite that +ace' the key concets a9out the toic on the circ+es and the 8ae them share their detai+s a9out these key concets on the rectang+e' &t is eeriences and discoeries a9out their ery imortant to c+ose+y atch the ideo' trae+s' %ource: &ts more @un in the *hi+iines /DB$ BNcia+ O*' &nite them to read the
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7' ctiating *rior no+edge

sk the students to atch the ideo K&ts More @un in the *hi+iines' 8ae do $ask 1-More @un in the *hi+iines' !ected nsers: )irc+e: C,10C is+ands
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*rocessing of students ansers' *rocess questions: 1' fter atching the ideo, did you see ho dierse our country rea++y is; 2' hat ne information did you gather from the ideo; ' Did you notice anything that is ery creatie in terms of ho @i+iino use +anguage, seci>ca++y the !ng+ish #anguage; 4' Do you think that the socia+ media,

articu+ar+y youtu9e, is more e3ectie in romoting a camaign than other forms of communication, +ike the rint media; A' )an e say that it is rea++y more fun in the *hi+iines; 6' &f you ere gien a change to trae+ for free, hich destination i++ you isit >rst; )' #esson *roer/Discussion .ie inut on rimary and secondary sources of information' *roide eam+es' •

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hen conducting a research in the socia+ sciences, humanities esecia++y history(, arts, or natura+ sciences, the a9i+ity to distinguish 9eteen rimary and secondary source materia+ is essentia+' 7asica++y, this distinction i++ustrates the degree to hich the author of a iece is remoed from the actua+ eent 9eing descri9ed, informing the reader as to hether the author is reorting imressions >rst hand or is >rst to record these immediate+y fo++oing an eent(, or coneying the eeriences and oinions of

othersQthat is, second hand' %ee ttached discussion(

D' .enera+i5ation 8o imortant is understanding of rimary and secondary sources of information in making a socia+ research; •

!' +ication +y hat you hae +earned 9y c+assifying and te++ing hether the materia+s +isted are rimary or secondary sources of information' nsers: $ask 2'1 1' * 2' % ' * 4' * A' % 6' % C' % ' * Journa+/Diary( E' % 10'* $ask 2'2 1' ) 2' 7 ' 7 @ ) D @ 4'  A' F!%

$ask 2' 1' .rounded )an you c+assify and te++ hether the materia+s +isted 9e+o is a rimary or a secondary source of information' rite P if the materia+ is *rimary or S if the materia+ is secondary' IIII 1' #etters and Diaries IIII 2' 8istory tet9ook IIII ' .oernment documents IIII 4' Manuscrits IIII A' Oideo tae

IIII 6' !ncyc+oaedia IIII C' "esaer IIII ' Journa+s IIII E' Maga5ines IIII 10' rtifacts

$ask 2'2 Ruestions and nsers 1' hat is a rimary source; mu+ti+e choice( '  source used often 7' source found in an imortant 9ook +ike an encyc+oedia )'  source created at the time of an eent 9y an indiidua+ ho as there D'  source created after an eent has haened 2' hat is a secondary source; mu+ti+e choices( '  source hich is someone?s second choice to u se for research 7'  source created after an eent has haened 9y someone not resent at the eent )'  second iece of information ritten a9out an eent D'  source created at the time of an eent ' )heck a++ 9e+o hich are rimary sources' ' !ncyc+oedia artic+e 7' Diary )' *hotograh

D' Maga5ine artic+e u9+ished at the current time( !' $et9ook @' Museum artifact .' &nterie 8' )ommentaries &'
I'. Evalation Inst"ctional (ecision

%ee attached Rui5(
Assign)ent

(See attached assignment)

*reared 9y:

"oted:



Date: January 14, 2016 I. Objective/s

II. Sbject !atte"

Day C- $hursday  !+ain ho the e+ements seci>c to a genre contri9ute to the theme of a articu+ar +iterary se+ection !"10#$-&a2'2(  !ress areciation for sensory images used !"10#$-&a2'2'1( Selection$ $he #itt+e *rince 9y ntoine de %aint !uery S%ill/s$ #iterature !ate"ials$ modu+es, mani+a aer, orksheet Re&e"ence$ .rade 10 #M age/s 410-41A .rade 10 $. age/s- 2C-2

III. Lea"ning Tas%s $eachers $asks *re+iminary $asks ' )hecking of ssignment 7'
7' Motiation Oideo +aying Khat is a friend; *rocess questions: •

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%tudents $asks $ask 1' ord Match Directions: Match the ords in co+umn  ith the de>nitions in co+umn 7' rite the +etter of the correct anser on each 9+ank'  IIIII 1' $ame IIIII 2' "eg+ect IIIII ' %igh IIIII 4' 7urro IIIII A'
7 a' 9reath +ong and +oud 9' no +onger i+d c' to fai+ to gie the roer care or attention d' a ceremonia+ act e' necessaryH imortant f' a ho+e dug as a +iing sace 9y sma++ anima+s

1' hat is the c+i a9out; g' a oint+ess star 2' hat do they do in the c+i; ' DB you a+so the same *ost
D' Motie Ruestion s you the se+ection >nd out the meaning of this: Khat is essentia+ is inisi9+e in the eye'L •

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@' *ost
$ask 2' %ma++ .rou Di3erentiated ork( ith groumates, com+ete the fo++oing assigned tasks: .rou 1- )omose an oen +etter to the di3erent ants that the #itt+e *rince isited' Four +etter must focus on ho each of these +anets may achiee +asting eace' .rou 2- )reate a 9ig greeting card ith a message romoting resect for di3erences' .rou -
imortant; A' hat is the fos secret; Do you agree ith it; 6' Do you think you hae tamed another erson and hae 9een tamed as e++; Di3erentiated tasks *resent and e+ain ru9rics 9efore the di3erentiated tasks I'. Evalation Inst"ctional (ecision Assign)ent • •

*reared 9y:

"oted:



Date: January 1A, 2016 I. Objective/s

Day -@riday  #isten to sim+ify, reorgani5e, synthesi5e, and ea+uate information to eand , reie, or udate kno+edge To#ic$ #isten for sim+ying, organi5ing, synthesi5ing, ea+uating information S%ill/s$ #istening/riting !ate"ials$ modu+es, mani+a aer, orksheet Re&e"ence$ .rade 10 #M age/s 416 .rade 10 $. age/s- C0-C1


III. Lea"ning Tas%s $eachers $asks • •

nished tasks

%tudents $asks of

2OUR TE3T *reare the students for the +istening actiity' *resent the grahic organi5er *rocessing: 1' ho is the erson •

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%ee attached qui5(

%ee attached organi5er( )ontents: 1' *ersons name 2' !ar+y +ife ' @ami+y +ife 4' MaTor accom+ishments A' $hree interesting facts

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9eing ta+ked a9out in the tet; #istening $et 8o did she >rst 7i9+iograhy, me+ia !ahart ' 6-6E( start her career as a i+ot; hy is she an imortant erson in the >e+d of aiation; hat are the di3erent theories of her disaearance; hat are the di3erent theories of her disaearance; &f hat you hae heard is >ction, ho ou+d you hae ended her story;

!+ain ith the students ho to make sim+ify, re-organi5e, synthesi5e, and ea+uate information to eand, reie, and udate kno+edge' *roide eam+es 8ae the students genera+i5e the concets and ays to reorgani5e information using grahic organi5er' 8ae the students accom+ish the grahic organi5er ith the information from the +istening tet'

!ected nsers: *ersons "ame: me+ia !arhart

$ask 1' E( *roTect
!ar+y #ife: %he as 9orn in tchison, ansas on Ju+y 24, 1EC, here she sent her chi+dhood in arious tons, inc+uding tchison and ansas )ity, ansas and Des Moines, &oa' t age 1E, me+ia attended Bgont5 %choo+ near *hi+ade+hia, *ennsy+ania %he en+isted as a nurse aide at %adina Mi+itary 8osita+ in $oronto, )anada' me+ia enro++ed as a remedica+ student at )o+um9ia Uniersity in "e Fork' •

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@ami+y #ife: %he as a daughter of a rai+road attorney' 8er arents diorced' •

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MaTor ccom+ishments: %he urchased her >rst air+ane, a inner irster in 1E22' &n 1E2, me+ia 9ecame the >rst erson to Gy from 8aaii to the merican main+and' &n 1EA, me+ia Toined the facu+ty of *urdue Uniersity as a fema+e career consu+tant' &n June 1EC, me+ia em9arked uon the >rst around-the =or+d Gight at the equator' •

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$hree interesting facts: %he as one of the or+ds most ce+e9rated aiators' %he took u aiation as a ho99y, taking odd To9s to ay for her Gying +essons' %he disaeared after com+eting to-thirds of her historic Gight ith her naigator @rederick "oonan' %ee attached qui5' I'. Evalation
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"o' of +earners /in mastery +ee+ IIIIIIIIIIIIIIIIIII "o' of +earners needing reinforcement/remediationIIIIIII

Assign)ent *reared 9y: OSEIA P. OSTATIO %%$- &

Date: January 1, 2016 I. Objective/s

"oted: UA P. ARERA *rincia+

Day E- Monday  !and ideas using rinci+es of cohesion and coherence


III. Lea"ning Tas%s $eachers $asks •

%im+e reca++ on ho to sim+ify, reorgani5e information'

FBU< D&%)BO!rst task' I'. Evalation Inst"ctional (ecision

To#ic$ !anding ideas using cohesion and coherence S%ill/s$ riting !ate"ials$ modu+es Re&e"ence$ .rade 10 #M age/s 416-41C .rade 10 $. age/s- C1-C2

%tudents $asks $ask 1' )om+ete the fo++oing statement 9y >++ing in the square 9rackets ith a cohesie deice and the 9+ank ith detai+s you ou+d need to eand your ideas'

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1' $he #itt+e *rince tamed the @o IIIIIIIIIIIIIIII' 2' $he imortant +esson that & +earned from %aint!uerys story is IIIIIIIIIIIIIIIIIII' ' hat insired me a9out me+ia !arharts story is her am9ition to IIIIIIIIIIIIIII' 4' &f & ere me+ia !arhart, & ou+d IIIIIIIIIIII A' $he #itt+e *rince and me+ia !arharts story are simi+ar in terms of IIIIIIIIIII' %ee attached additiona+ actiities(

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%ee attached qui5
Assign)ent *reared 9y: OSEIA P. OSTATIO %%$-


Date: January 1E, 2016 I. Objective/s II. Sbject !atte"

Day 10- $uesday  .et fami+iar ith technica+ terms in research To#ic$ $echnica+ terms in research aer S%ill/s$ riting !ate"ials$ modu+es, mani+a aer Re&e"ence$ .rade 10 #M age/s 2C - 2E .rade 10 $. age/s- 2C-2

III. Lea"ning Tas%s $eachers $asks •

%im+e reca++ of eected outut of +esson = research

%tudents $asks the the

&ntroduction

)' #esson *roer/Discussion


Assign)ent

*reared 9y: OSEIA P. OSTATIO %%$- &

Date: January 20, 2016 I. Objective/s II. Sbject !atte"


Day 12- ednesday  .et fami+iar ith technica+ terms in research To#ic$ )ases of *ronouns S%ill/s$ .rammar !ate"ials$ modu+es, mani+a aer, orksheet Re&e"ence$ .rade 10 #M age/s 2C - 2E .rade 10 $. age/s- 2C-2


%tudents $asks

' &ntroduction:

7 1' ctiating *rior no+edge




Assign)ent




Day 14- $hursday  .et fami+iar ith technica+ terms in research To#ic$ )ases of *ronouns S%ill/s$ .rammar !ate"ials$ modu+es, mani+a aer, orksheet Re&e"ence$ .rade 10 #M age/s 2C - 2E .rade 10 $. age/s- 2C-2


%tudents $asks

' &ntroduction:





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Day 1A- @riday  .et fami+iar ith technica+ terms in research To#ic$ )ases of *ronouns S%ill/s$ .rammar !ate"ials$ modu+es, mani+a aer, orksheet Re&e"ence$ .rade 10 #M age/s 2C - 2E .rade 10 $. age/s- 2C-2


%tudents $asks

' &ntroduction:





"o' of +earners needing reinforcement/remediationIIIIIII

Assign)ent


Date: January 2A, 2016 I. Objective/s II. Sbject !atte"


Day 1-Monday  gures of seech/+iterary deices To#ic$ @igures of seech/+iterary deices S%ill/s$ #iterature !ate"ials$ modu+es, mani+a aer, orksheet Re&e"ence$ .rade 10 #M age/s 42-424 .rade 10 $. age/s- 2-

III. Lea"ning Tas%s $eachers $asks FBU< JBU<"!F ' &ntroduction #et the c+ass rea+i5e the imortance of 9ridging gas and connecting to other eo+e' %ho icture of %an Juanico 7ridge' sk students to share information a9out the icture' %an Juanico 7ridge stretches from %amar to #eyte and it is the +ongest 9ridge in the *hi+iines ith a tota+ +ength of 2'16 ki+ometers' 8ae the students read the quotation 9y $'D' Jakes' sk them to share insights on this' Khat is the imortance of •

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%tudents $asks )oncet ' ++iteration

7' ++usion )' 8yer9o+e

D' &rony

!' Metahor

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@' Metonymy

%tatement 1' $he incidence here an im+ausi9+e concet or character is 9rought into the story in order to reso+e the conGict and to 9ring a9out a +easing so+ution' 2' Meaning or identity ascri9ed to one su9Tect 9y ay or another' ' $he use of concets or ideas that are contradictory to one another, yet, hen +ace together ho+d signi>cant a+ue on seera+ +ee+s' 4' *+aying around ith ords such that the meaning im+ied 9y a sentence or ord is actua++y di3erent from the +itera+ meaning' A'  >gure of seech here9y the author refers to a su9Tect matter such as a +ace, eent, or +iterary ork 9y ay of a assing reference' 6' $he ractice of draing comarison 9eteen to unre+ated and dissimi+ar things, eo+e,

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9ridging gas;L Khy is it imortant to 9ridge ga'L !+ain the c+ass that the ena9+ing task/>na+ task is a cu+tura+ maing reort at the end of this +esson'

2OUR IITIAL TASS ctiating *rior no+edge( $ask 1 Magic %quare 8ae the students anser the Magic %quare )heck ansers' *roide inut for >gures of seech and +iterary deices hich seem not fu++y understood 9y the students'

.' Bnomatooeia 8' Bymoron

&' *arado

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ey to corrections

J' *ersoni>cation

' %imi+e

#' #itotes

 16

7A

) E

D 4

! 2

@ 11

. C

8 14 M' na+ogy

& 

J 10

 6

# 1A

M 1

" 

B 12

* 1 "' ++egory

B' )aesura

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sk the students to do $ask 2' Making %trange sk the student Khat is a a+k that is fe+t; Dance( 8ae the students anser the to o9Tects that ere

*' Deus ! Machina

9eings, +aces, and concets' &t is marked ith ords K+ike or as'L C' ords hose sounds are c+ose to the sound they are meant to deict' '  sym9o+ism deice here the meaning of a greater, often a9stract, concet is coneyed ith the aid of a more materia+ o9Tect or idea 9eing used as an eam+e' E'  +iterary deice herein the author uses seci>c ords and hrases that eaggerate and oeremhasi5e the 9asic cru of the statement in order to roduce a grander, more noticea9+e e3ect' 10' $he ractice of attaching human traits and characteristics to inanimate o9Tects, henomena, and anima+s' 11' $he ractice of attaching human traits and characteristics to inanimate o9Tects, henomena, and anima+s' 12' &no+es creating a fracture of sorts ith a sentence here the to searate arts are distinguisha9+e from one another yet intrinsica++y +inked to one another' 1'  +iterary deice that he+s to esta9+ish a re+ationshi 9ased on simi+arities 9eteen to concets or ideas' 14'  +iterary deice as it a++os the author to use contradictory, contrasting concets +aced together in a manner that actua++y ends u making sense in a strange, and s+ight+y com+e manner' 1A'  discreet ay of saying something un+easant ithout direct+y using negatiity' 16'  +iterary deice that uses ords in quick succession' &t 9egins ith +etters 9e+onging to the same sound grous'

$ask 2' Making %trange .uess

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descri9ed di3erent+y' sk them to sketch the image and ca++ some mem9ers of the c+ass to share their anser'

1' %he is a sno queen earing her go+den-9ron gon and her ru9y scetre ru+ing her frosty kingdom that surrounded ith ice-co+d a++s and the shiering dark sea' anser( IIIIIIIIIIIIIIIIIIIIII 2'  9a++et dancer dressed in a go+den-ye++o tutu ith a choco+ate-co+ored to' %he had this 9+ushing red face and her s+ight+y rusty tiara hi+e earing her faourite nude 9a++et shoes' %he dances gracefu++y ith her hite ri9oon at the midd+e of the stage ith hi+e curtains' anser(: IIIIIIIIIIIIIIIIIIII


Assign)ent

Research on the life and work “The Weeping Woman” by Pablo Picasso. Research on the life and works of raig Raine

*reared 9y:

"oted:





Day 2-$uesday  !+ain the +iterary deices used To#ic$ @igures of seech/+iterary deices S%ill/s$ #iterature !ate"ials$ modu+es, mani+a aer, icture Re&e"ence$ .rade 10 #M age/s 42A-42 .rade 10 $. age/s- -4

%tudents $asks

2OUR IITIAL TASS $ask 1 ( *icasso sk the students to reca++ na+y5e one of *icassos most famous aintings' .uess imortant >gures of seech and +iterary deices de>ned' its tit+e and anser the questions that fo++o' *icture Direct students attention to $it+e: IIIIIIIIIIIIIIIIIIIIIII $ask  *icasso )a++ o+unteer to read 1' hat image is seen in the ainting; research on the +ife and 2' hat is the eression of the image; ork K$he eeing omanL !+ain the detai+s to suort your anser' 9y *a9+o *icasso ' Do you think the ainting is an accurate 8ae them erform sma++ reresentation of rea+ity; !+ain your anser' grou task' •

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2OUR TE3T $ask 2 4( *u55+ing sk the students to un+ock the u55+e 9y orking ithin Un+ock the u55+e 9y orking ithin your grou' 7e sure to discuss ho you came ith the so+ution' +so, assign grou' *rocess the actiity and ho a grou mem9er to te++ ho you arried at your ansers to the u55+e' %ee age 426( students arried ith the so+utions to the u55+e' *rocess questions: 1' 8o did you >nd the actiity; 2' ere you cha++enged hen you ere so+ing the u55+es; ' )an you te++ the c+ass other u55+es that you kno; 4' &f you ere going to eerience eerything a++ oer again, do you think you i++ hae a di3erent ercetion shou+d you hae no rior kno+edge a9out it; &f you i++ descri9e eerything as though for the >rst time, ho are you going to icture them; nsers: 1' e are counting on you 2'  friend in need ' %temother 4' )aught in the moment A' Diided highay 6' %eason $icket •

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Ooca9u+ary ords


"o' of +earners /in mastery +ee+ IIIIIIIIIIIIIIIIIII "o' of +earners needing reinforcement/remediationIIIIIII

Assign)ent



Lesson Plan q 4- Week 2

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