Description
For this project, you will write two complete lesson plans and submit each one for evaluation and feedback. You MUST use two different TEKS and two different lesson plans when you submit. Your work must be your own. You may not use district provided lesson plans or those others in this course have submitted. Submitting work that is not your own is plagiarism and violates the ethical and professional standards in Texas, as well as violating the Academic Integrity portion of your contract with us.
1. Select a standard from your content area, and using the approved template, write Lesson Plan 1. Submit this plan on the page that says Submit Lesson Plan 1 Here. You must use the provided template to ensure you meet the technical requirements of lesson planning as required in the state code. This is not a traditional lesson plan format, but is designed to walk you through the process of what is evaluated.
2. Select a different standard from your content area, use the same format as before ,and write Lesson Plan 2.
DO NOT PLAGERIZE!!!!
In this context, appropriate use of generative AI might be asking for examples in order to spark your own creativity and thought process. You might use it to precheck assignments for feedback suggestions or to summarize an article you are considering using to support your work. It is not an appropriate use to copy the response you receive and submit it as your own. You are responsible for the caliber of content you submit, and AI is not an acceptable substitute for your unique and original work. Submissions that are inaccurate, fail to correctly attribute others’ work, contain offensive material, or are plagiarized will not be considered to be proficient. To use generative AI in lieu of original work is a violation of our Academic Integrity Policy.
Teachers of Tomorrow instructors have been trained on AI-generated material and may reach out to you if they suspect your work is disproportionately composed of material found by using AI tools. To keep your work above suspicion and your academic integrity intact, it is your responsibility to carefully consider and edit any research done with generative AI. In addition, you are expected to cite your sources in a recognized format (APA, MLA, or Chicago).
-Down below i will submit all the information you will need to be successful on the project. This project is based on a 7th grade science class. you have to look up 7th grade science TEKES of texas and base the lesson plan on the TEKES you chose.
1. 700.4PBP TEMPLATE- This is the template you MUST use to be successful with this project.
2. 700.4PBP Rubric- Please follow this rubric and make sure all the criteria is met in order to be successful.
3. 700.4PBP Example- This is an example document that can help guide you through the lesson plan.
Unformatted Attachment Preview
TEXAS TEACHERS LESSON PLAN PROJECT FORMAT
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the plan note the following items as
indicated below to facilitate identification of the required elements.
Use of Groups
Critical Thinking or Problem Solving
Learning Modalities
Blue or Aqua
Pink or Magenta
Underline
NAME:
SUBJECT:
CERTIFICATION AREA: _________________________________________________________________
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:
LEARNING OBJECTIVE(S): The student will
ASSESSMENT/PERFORMANCE MEASURE:
MATERIALS and SETTING
What materials do you need for this
lesson? What is the setting? Are
students in pairs, groups, stations,
floor, library, science lab?
KEY VOCABULARY and ACADEMIC
LANGUAGE
What vocabulary terms must students
know to understand the concept being
taught?
FOCUS ACTIVITY/ANTICIPATORY SET
What activity will students engage in
that will pique their interest about the
upcoming lesson? Think of this like a
preview for an upcoming movie –
something that ignites curiosity
CONNECTION TO PRIOR LEARNING OR
REAL WORLD
This is what you say to students about
what they have already learned and
how it prepares them for what they
are about to learn; review what they
have learned to prepare them for the
upcoming lesson.
OBJECTIVE STATEMENT (be sure to
include the performance measure)
This is what you say to students about
what students will learn today, and
how they will show they have learned
the content (that is the performance
measure)
PURPOSE OF LEARNING
Why do students need to learn this
today? This should be written in what
you will say to students and should
include both why it is important to the
content and why it is relevant in their
lives.
INSTRUCTIONAL STEPS
Include:
Step by Step Instructions
Key Points
Directions to give
LITERACY STRATEGIES USED
STUDENT USE OF TECHNOLOGY
CLOSURE:
Review: How will you cement the
learning that has taken place in this
lesson?
Connect to future learning: How will
what students learned today help
them in upcoming lessons?
REFLECTION QUESTIONS: Answer each of the following questions in the text box provided. Your answer
should be written in complete sentences and be at least one and no more than three paragraphs per
question.
1. Explain how the instructional strategies you chose for this lesson help your students learn the
material. Consider the diverse learning needs in a typical classroom, including your students who
are below grade level or English learners.
2. Explain what criteria you will use to group students. Include things such as group size, learner
characteristic, special needs of specific students, etc.
3. Explain how this lesson plan supports what we know about how learning occurs and how learners
develop, construct meaning, and acquire knowledge and skills
4. How will you encourage persistence and a growth mindset throughout this lesson?
CRITERIA
RATINGS
STRATEGIES FOR
INSTRUCTION
EXPERT: 20 pts
Explicit and detailed
opportunities for authentic
engagement through an
anticipatory set, student
collaboration, and/or writing
activities.
Small group instruction fully
supports learning objectives,
activities and outcomes.
PROFICIENT: 16 pts
Meaningful opportunities for
authentic engagement
through an anticipatory set,
student collaboration,
and/or writing activities.
Multiple strategies for
learning lesson content,
utilizing at least three
different modalities, are
available to students.
May include nontraditional
activities, or assessments.
Strategies for learning lesson
content include at least three
different modalities, used
appropriately.
Standard 1:
Instructional
Planning and
Delivery
A. Teachers design
clear, well organized,
sequential lessons
that build on
students’ prior
knowledge.
ii. Teachers
effectively
communicate goals,
expectations, and
objectives to help all
students reach high
levels of
achievement.
iii. Teachers connect
students’ prior
understanding and
real-world
experiences to new
content and
contexts, maximizing
learning
opportunities.
C. Teachers design
lessons to meet the
needs of diverse
DEVELOPING: 12 pts
Adequate opportunities for
authentic engagement using
an anticipatory set, student
collaboration, and/or
writing activities.
NOVICE: 8 pts
Limited opportunities for
authentic engagement through an
anticipatory set, student
collaboration, and/or writing
activities.
Specific evidence of
planning for small group
instruction (content for
different groups, minilesson objectives, etc.)
where applicable.
Instructional examples,
teacher modeling, or other
input is specifically aligned
with objective and lesson
activities.
Adequate evidence of
Instructional examples, teacher
planning for small group
modeling, or other input is not
instruction (content for
aligned with objective or lesson
different groups, miniactivities.
lesson objectives, etc.)
where applicable.
Instructional examples,
Instructional examples,
teacher modeling, or other
teacher modeling, or other
input is detailed and explicitly
input is adequately aligned,
supports the objective and
but may lack detail or be
lesson activities.
loosely supportive of the
objective and
lesson activities.
Explicit evidence of activities
Activities that require critical Activities that require critical Activities that require critical
that require critical thinking
thinking or problem solving
thinking or problem solving are
thinking or problem solving
or problem solving are
are in place and align well with are inferred but may lack detail lacking or not included. No
expertly aligned with the
or alignment with objective.
apparent alignment with the
the objective.
lesson objective.
objective.
Strategies for learning lesson
content include at least two
different modalities used
appropriately.
Lack of strategies for learning
lesson content or strategies used
inappropriately.
learners, adapting
methods when
appropriate.
iii. Teachers
integrate the use of
oral, written,
graphic, kinesthetic,
and/or tactile
methods to teach
key concepts.
E. Teachers promote
complex, higherorder thinking,
leading class
discussions and
activities that
provide
opportunities for
deeper learning
ii. Teachers provide
opportunities for
students to engage
in individual and
collaborative critical
thinking and problem
solving.
CRITERIA
LITERACY
STRATEGIES
Standard 2:
Knowledge of
Students and
Student Learning
C. Teachers
facilitate each
student’s learning
by employing
evidence-based
practices and
concepts related
to learning and
social-emotional
development.
iii. Teachers apply
evidence-based
strategies to address
individual student
learning needs and
differences, adjust
their instruction, and
support the learning
needs of each student.
Standard 3:
RATINGS
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
* Literacy components
(comprehension, text
structures, opportunity for
written response, etc.) are
detailed and enhance the
lesson content along with
literacy development, where
appropriate.
* Literacy components
(comprehension, text
structures, opportunity for
written response, etc.) are
present in all appropriate
areas.
* Some Literacy components
(comprehension, text
structures, opportunity for
written response, etc.) are
present where appropriate.
* Literacy components
(comprehension, text structures,
opportunity for written
response, etc.) are minimal or
may not be present.
* Detailed information about
required vocabulary for lesson,
detailed and specific indication
of direct or indirect vocabulary
instruction.
*Specific information about
required vocabulary for
lesson, adequate indication of
direct or indirect vocabulary
instruction.
* Adequate information about
required vocabulary for
lesson, some indication of
* Limited information about
direct or indirect vocabulary required vocabulary for lesson,
instruction.
little or no indication of direct or
indirect vocabulary instruction.
*Meaningful supports
(graphics, animations,
examples, etc.) for
academic language
included.
*Some supports (graphics,
animations, examples,
etc.) for academic
language included.
*Minimal supports (graphics,
animations, examples, etc.)
for academic language
included.
*Materials presented are
specifically intended for
reading level of the
students.
*Materials presented are
appropriate for reading
level of the students.
*Materials presented may not be
appropriate for reading level of
the students.
*Detailed and specific supports
(graphics, animations,
examples, etc.) for academic
language included.
*Materials presented are
specifically intended for
reading level of the students,
with consideration given to
students below level.
Content
Knowledge and
Expertise
B. Teachers design
and execute
quality lessons
that are consistent
with the concepts
of their specific
discipline, are
aligned to state
standards, and
demonstrate their
content expertise.
iii. Teachers promote
literacy and the
academic language
within the discipline
and make disciplinespecific language
accessible to all
learners.
*Writing requirements (if
present) are explicitly
matched to the level of the
students and enhance the
learning and
engagement of the
lesson content.
*Writing requirements (if
present) are meaningful and
well matched to the level of
the students.
*Writing requirements (if
present) are
appropriately matched to
the level of the students.
*Writing
requirements
(if
present) are not well matched to
the level of the students.
CRITERIA
USE OF TECHNOLOGY
Standard 1:
Instructional Planning
and Delivery
E. Teachers promote
complex, higher-order
thinking, leading class
discussions and
activities that provide
opportunities for
deeper learning
iii. Teachers
incorporate
technology that
allows students to
interact with the
curriculum in
more significant
and effective
ways, helping
them reach
mastery.
RATINGS
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
*Explicit evidence of
integration of technology
with pedagogy and content
(TPACK) and alignment with
ISTE standards.
*Appropriate evidence of
integration of technology
with pedagogy and content
(TPACK).
*Some attempt of alignment
with ISTE standards and/or
TPACK integration.
*Vague alignment with ISTE
standards, or standards do
not match lesson objective.
*Technology is efficiently
used for learning in a manner
that is inconceivable
without the technology.
*Technology enhances and
supports mastery of the
objectives.
*Student use of technology is
present, but connection to lesson
content is weak.
*Minimally supports the
lesson content.
*Supports student
collaboration, creativity,
critical thinking, problem
solving, and digital
citizenship.
*Some indication of support
of student collaboration,
creativity, critical thinking,
problem solving, and digital
citizenship.
*Student use of technology may
not necessarily enhance learning
of content, but it is not a
distraction.
*Use of technology may be
disorganized or feel
disconnected to student
learning.
*Lesson includes meaningful
components of blended
learning with online
assignments, instruction,
opportunities for
collaboration, or product
creation.
*Teacher models digital
fluency, innovation or
citizenship preparing for
student use.
*Teacher’s use of technology is an
attempt to model digital fluency,
innovation or citizenship.
*No student use of
technology present in
lesson.
*Provides immediate
feedback to students about
learning.
**Technology is used to
assess learning when
appropriate. May provide
some feedback to students
about learning.
*Used to deliver content, but
there may be minimal student
interaction with technology.
*Technology is used to
address diverse student
needs.
*Technology is available to
address diverse student
needs.
CRITERIA
RATINGS
REFLECTION
EXPERT: 20 pts
PROFICIENT: 16 pts.
DEVELOPING: 12 pts.
NOVICE: 8 pts.
Fully explains how the
instructional strategies used
make the subject matter
more accessible to students.
Strategies used are correctly
targeted to meet learning
needs of 3 different groups.
Explains how the instructional
strategies used make the
subject matter more accessible
to students Strategies used are
correctly targeted to meet
learning needs of at least 2
different groups.
In depth analysis of grouping
strategies used. Match well
with task and goal. Applies
cooperative grouping best
practices.
Criteria used to group students
is fully explained and
appropriate for the task.
Demonstrates understanding
of cooperative grouping best
practices.
Makes connection between
instructional strategies and
relevant motivation and
learning theories, which are
applied correctly.
Somewhat explains how the
instructional strategies used
make the subject matter more
accessible to students. Strategies
used are targeted to meet
learning needs of at least 2
different groups, but may not be
effective.
Criteria used to group students
is somewhat explained and
appropriate for the task.
Demonstrates some
understanding of cooperative
grouping best practices.
Some connection between
instructional strategies and
relevant motivation and learning
theories. May be incomplete.
Weak or lacking an
explanation of how the
instructional strategies used
make the subject matter more
accessible to students.
Strategies used are not
targeted to specific groups
and/or not effective.
Criteria used to group
students either not explained
or inappropriate for the task.
Demonstrates little or no
understanding of cooperative
grouping best practices.
Very little or no connection
between instructional
strategies and relevant
motivation and learning
theories. May be incomplete
and/or incorrect.
Reflection paragraphs are
loosely or not organized.
Mechanics and language
usage are poor and detract
from meaning.
Standard 1:
Instructional Planning
and Delivery
B. Teachers design
developmentally
appropriate,
standards-driven
lessons that reflect
evidence-based best
practices.
i. Teachers plan
instruction that is
developmentally
appropriate, is
standards driven and
motivates students to
learn.
ii. Teachers use a range
of instructional
strategies, appropriate
to fit the content area,
to make subject matter
accessible to all
students.
C. Teachers design
lessons to meet the
needs of diverse
learners, adapting
methods when
appropriate.
ii. Teachers plan
student groupings,
Explicit connection between
each instructional strategy
and specific motivation and
learning theories, all of
which are applied correctly.
Reflection paragraphs are
well-organized. Mechanics
and language usage are
excellent with few or no
errors.
Reflection paragraphs are
organized, Mechanics and
language usage are good with
few errors.
Reflection paragraphs are
somewhat organized. Mechanics
and language usage contain
errors that do not detract from
the meaning.
Includes fully elaborated
description of how a growth
mindset and persistence will
be encouraged throughout
the lesson.
Includes solid description of
how a growth mindset and
persistence will be encouraged
throughout the lesson.
Includes some idea of how a
growth mindset and persistence
will be encouraged throughout
the lesson.
Includes little or no
description of how a growth
mindset and persistence will
be encouraged throughout
the lesson.
including pairings and
individualized and
small-group
instruction, to facilitate
student learning.
TEXAS TEACHERS LESSON PLAN PROJECT FORMAT
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the plan note the following items as
indicated below to facilitate identification of the required elements.
Use of Groups
Critical Thinking or Problem Solving
Learning Modalities
Blue or Aqua
Pink or Magenta
Underline
NAME: New Teacher
SUBJECT: Environmental Systems
CERTIFICATION AREA: __Science 7-12_________________________________________
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:
Environmental Systems (4) Science concepts. The student knows the relationships of biotic and abiotic
factors within habitats, ecosystems, and biomes. The student is expected to:
(G) predict how species extinction may alter the food chain and affect existing populations in an
ecosystem.
LEARNING OBJECTIVE(S):
The student will predict how species extinction may alter the food chain and affect existing populations
in an ecosystem by making predictions and explaining the effects of extinction on populations given a
sample food chain and extinction scenarios.
ASSESSMENT/PERFORMANCE MEASURE:
Informal Assessment: In the “We Do” portion of the class, I will walk around and check off whether their
group dry erase predictions were correct or not. If they were incorrect, I will guide them into explaining
the question until they find the correct answer.
Formal Assessment: This will be a short quiz at the end of class. Students will be given a sample food
chain and possible extinction scenarios. Students must be able to predict whether the other species in
the food chains will have increasing or decreasing populations, as well as explain why this would occur
using the relationships that food chains describe. Their performance will be scored with a rubric where
the criteria will include a correct prediction based on the scenario and a correct explanation of the
student’s prediction.
MATERIALS and SETTING
What materials do you need for this
lesson? What is the setting? Are
students in pairs, groups, stations,
floor, library, science lab?
Setting: Classroom
Materials: Dry Erase Pockets with different food chain
pictures, dry erase markers
Students will start as a whole class for “I do”, will move into
partners for “we do”, and will go as individuals for “you do”
KEY VOCABULARY and ACADEMIC
LANGUAGE
What vocabulary terms must students
know to understand the concept being
taught?
FOCUS ACTIVITY/ANTICIPATORY SET
What activity will students engage in
that will pique their interest about the
upcoming lesson? Think of this like a
preview for an upcoming movie –
something that ignites curiosity
CONNECTION TO PRIOR LEARNING OR
REAL WORLD
This is what you say to students about
what they have already learned and
how it prepares them for what they
are about to learn; review what they
have learned to prepare them for the
upcoming lesson.
OBJECTIVE STATEMENT (be sure to
include the performance measure)
This is what you say to students about
what students will learn today, and
how they will show they have learned
the content (that is the performance
measure)
PURPOSE OF LEARNING
Why do students need to learn this
today? This should be written in what
you will say to students and should
include both why it is important to the
content and why it is relevant in their
lives.
INSTRUCTIONAL STEPS
Include:
Vocabulary: Extinction, food chain, producer, primary
consumer, secondary consumer, tertiary consumer
Academic Language: Sentence stems to help guide them in
their responses.
Based on the food chain, if the population of (organism)
went extinct, the populations of (XYZ) would increase and
the populations of (ZYX) would decrease. I know this
because (explain their answer through the relationships of
organisms in a food chain).
I will start the lesson talking about things that have gone
extinct (dinosaurs, mammoths, dodo birds) and have a fun
discussion about what that means. When they correctly
answer a group dry erase question later in the lesson, I will
have a new one ready for them to answer after. We will
form it as a competition to see who can answer the most in
the time. Winners will get some sort of prize.
This will help you understand why the ecosystems around
the world are changing because of the impact species
extinction has on all the other organism in its ecosystem,
and how that affects us as humans. As we move through the
semester and talk about how animals have changed over
time, this will be important to understand how those
changes happen!
Today we will be learning to predict how species becoming
extinct could alter the food chain and affect the other
existing populations in an ecosystem. We will do this by
evaluating food chains and given a sample extinction
scenario, predict the effect the extinction of one population
would have on the others and explain this using the
relationships between organisms. After we do a few
examples together, you will complete a similar activity on
your own and will be scored using a rubric based on your
ability to correctly predict and explain the effects of
extinction on populations in a food chain.
We are learning this to understand the importance of
relationships between organisms within an ecosystem and
the impacts that changes in these relationships is important.
This will also help you understand why the ecosystems
around the world are changing because of the impact
species extinction has on all the other organism in its
ecosystem, and how that effects us.
1. I will start the lesson talking about things that have gone
extinct (dinosaurs, mammoths, dodo birds) and have a fun
discussion about what that means.
Step by Step Instructions
Key Points
Directions to give
2. We will then quickly move into the objective statement:
Today we will be learning to predict how species becoming
extinct could alter the food chain and affect the other
existing populations in an ecosystem. We will do this by
evaluating food chains and given a sample extinction
scenario, predict the effect the extinction of one population
would have on the others and explain this using the
relationships between organisms. After we do a few
examples together, you will complete a similar activity on
your own and will be scored using a rubric based on your
ability to correctly predict and explain the effects of
extinction on populations in a food chain.
3. I will then go through the “I do, you do, we do” method of
modeling. With a food chain up on the board, I will explain
the effects of species extinction on the entire food chain,
and explain my findings using relationships within food
chains. As I am modeling, I will be asking the class for
answers to help me model and to assess student learning.
4. In the “we do” portion, I will pass out dry erase sleeves
with food webs chains and extinction scenarios they have to
answer in groups. They will have to write down their
answers, and when I come by to check be able to explain
how they found it. I will have a new one ready for them to
answer after. We will form it as a competition to see which
group can answer the most in the time. When I check each
group, I will make sure that each member is equally
contributing and understanding, by asking specific questions
that require open-ended answers.
5. : We will then move into the formative assessment. This
will be a short quiz at the end of class. Students will be given
a sample food chain and possible extinction scenarios.
Students must be able to predict whether the other species
in the food chains will have increasing or decreasing
populations, as well as explain why this would occur using
the relationships that food chains describe. Their
performance will be scored with a rubric where the criteria
will include a correct prediction based on the scenario and a
correct explanation of the student’s prediction. This will be
online and give them multiple attempts that I can grade
throughout class.
LITERACY STRATEGIES USED
When we are modeling the questions, we will go over how
to read the question, underline or highlight important
STUDENT USE OF TECHNOLOGY
information, and relate it to the graphic (the food web)
using labels, annotating, and drawing arrows and “X”s.
Students will use technology to take their quizzes. This
allows almost immediate feedback on correct/incorrect, and
I can also make additional comments on their explanations if
they need more instruction or if they did well. It also allows
me to give them multiple attempts to maximize their
learning potential and let them correct their mistakes.
CLOSURE:
Review: How will you cement the
learning that has taken place in this
lesson?
At the last 5-10 minutes of class after all students have
turned in their quizzes, we will have closing. We will briefly
review our learning objective, and on a scale of 1-5 rank
how confident we feel on our learning.
Connect to future learning: How will
what students learned today help
them in upcoming lessons?
We will discuss what this applies to for the remainder of the
week to our upcoming lessons, and briefly state the learning
goal for tomorrow.
REFLECTION QUESTIONS: Answer each of the following questions in the text box provided. Your answer
should be written in complete sentences and be at least one and no more than three paragraphs per
question.
1. Explain how the instructional strategies you chose for this lesson help your students learn the
material. Consider the diverse learning needs in a typical classroom, including your students who
are below grade level or English learners.
I like to use the “I do, we do, You do” method of modeling in my class a lot, to demonstrate to my
students exactly what I am expecting and quickly address any issues or misconceptions. This also
allows for group work in the “We Do” portion to help them with their academic language with
each other and allows students to ask each other questions to figure out a problem without
needing my help. It also allows my student who are at a lower learning level to have an example
of what to do and peer support before they perform an assessment on their own. I also do most
of my assessments online because it allows for accommodations and modifications if needed,
such as content clarifiers, text-to-speech, translation, reduced answer choices, and extended time
to name a few. I chose to do an open-ended quiz, so the students are required to not just answer
the question but explain their learning. Providing sentence stems allows them structure to
organize their thoughts, but still requires them to think for themselves.
2. Explain what criteria you will use to group students. Include things such as group size, learner
characteristic, special needs of specific students, etc.
When I group students, I try to mix them as evenly as possible, given gender, personality, class
grade, ELL level, or learning disability. I try to group students with others who may not be their
best friends, but they will still be able to enjoy each other’s company while accomplishing the
work. I try to pair a student who struggles in one area with another who thrives in the area, to
support them and help guide them. I put students with behavior issues with others who have lots
of patience. When making groups, I also always include at least one with neat handwriting and
one who is not afraid to speak up in front of the class, in case those two skills are needed. Making
multiple drafts of groups also takes into account any absences that may happen.
3. Explain how this lesson plan supports what we know about how learning occurs and how learners
develop, construct meaning, and acquire knowledge and skills
The I do, we do, you do model slowly gives students more responsibility for their learning. We start
with teacher driven, then move to group driven, and finally individual driven to help them slowly
take control and be self-sufficient learners. This also allows for most learning, including visual,
reading/writing and audio. It could also be adapted to be kinesthetic if needed. The lesson allows
the students to drive their own learning in the group portion, which gives the teacher the
opportunity to walk around to observe and answer any questions before they move to individual
assessment.
4. How will you encourage persistence and a growth mindset throughout this lesson?
Praising effort goes a long way to encourage students to persevere. Many times, we offer more
correction than we do praise, and this can affect the classroom environment. Letting students
know when they are doing a good job helps them have a positive outlook on learning and feel
confident in themselves. The model I use in this lesson which slowly gives more control to the
students helps foster the growth mindset. By modeling as a teacher, then allowing them to try with
groups, this gives them an opportunity to understand and work through problems with support
and feel confident before they have to work on their own.
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