- Check your answers for Tuesday’s vocabulary activity on “Choosing the Right Word” (#1-25) for unit 4 vocabulary words. (Link below)
- “Choosing the Right Word” Answer Key HERE. - Complete Synonyms (#1-10) and Antonyms (#1-5) on pages 56-57 of your vocabulary book. If you do not have your vocabulary book, you can access a PDFs through the links below. The answers to this assignment will be posted later on the blog so you can check your work.
- Unit 4 word list here
- “Synonyms” assignment here
- “Antonyms” assignment here - If you have not yet enrolled our class's Schoology course, please do so. The access code can be found here.
- Complete Assignment #1: “On Wiesel’s Night” Poem Analysis in Schoology. (Navigate to Schoology, then select the “Night - Introduction Activities” Folder, then complete Assignment #1. Further instructions are provided in Schoology.)
- Complete Assignment #2: Discussion Post Part 1 in Schoology. (Navigate to Schoology, then select the “Night - Introduction Activities” Folder, then complete Assignment #2.Further instructions are provided in Schoology.)
- If you were absent Friday, 3/13 and did not complete your still life project (assignment here) in class, please complete the following to submit your make-up work. Set up your five items and snap a picture! Then, type up an email explaining your five items and how they relate to your book. (This should be about a paragraph. Be sure to explain each of your items.) Attach your picture to the email, and send it to your teacher’s cobb county address.
By Friday, 3/20 at 11:59 p.m., please complete the following activities:
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ATTENTION, STUDENTS AND PARENTS: No changes have been made since the last blog post to these activities. Thank you to everyone who has already completed the assignments!
By Tuesday, 3/17 at 11:59 p.m., please complete the following two activities:
Hello, Digital Learners!
GETTING STARTED: During our digital learning adventure, work will be due twice weekly, on Tuesdays and Fridays by 11:59 p.m. (You may always submit work early!) You will always have a list of items to complete for each date, so please be sure to check the blog daily for any updates. The World Literature teachers are still working on your activities for later this week, but here’s your first assignment! :) ASSIGNMENT #1 By Tuesday, 3/17 at 11:59 p.m., please complete the following two activities:
MAKE UP WORK: STILL LIFE PROJECT: By FRIDAY, 3/20 at 11:59 p.m., please complete the following if you were not present on Friday, 3/13 at school:
OUTLINE OF WEEKLY ASSIGNMENTS: As we settle in to this digital learning experience, here are some things you can expect:
HELPFUL INFORMATION: Always remember to CHECK THE BLOG FIRST. Assignments will always be clearly communicated through the blog. You won’t have to run around all of our digital platforms looking for things at random. You will ALWAYS have a clear “to-do” list with links and clarification on the blog, which will lead you to wherever you need to go. Please be sure to contact me through email ([email protected]) or through Remind (text @vanbo2020 to 81010) if you have any questions at all. Even though we’re not all gathered together in person, you are not alone. We are still a community. I am still your teacher. We’re in this together. I promise. :) We’ve GOT THIS! GO HOYAS!!!!!! Planning Your Week:
Monday, 3/9 - Groups present Levels of Hell projects (here) Tuesday, 3/10 - Participate in the Dante and Justice Seminar Assignment (here) (bring your article, Analyze This, your 5 seminar questions, and be prepared to discuss the text See the resources below!) Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here) Upcoming Due Dates: Friday, 3/20 - Vocabulary Unit 4 quiz (word list here) Resources: Text: Dante’s Inferno Class Text Levels of Hell Assignment & Rubric here Instructions for finding articles here Seminar Assignment & Rubric here Writing Discussion Questions handout here Analyze This here CRAAP Test here (only used for articles that come from a non-CDL source) Monday, March 9 Learning Goal(s): Share your ideas in the form of a presentation, utilizing public speaking skills; Learn new SAT vocabulary and practice using unfamiliar words in context Targeted Standards: ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) Agenda:
Tuesday, March 10 Learning Goal(s): Demonstrate your verbal communication skills by propelling a discussion forward! Targeted/ Standards: ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives,summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. ELAGSE9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. ELAGSE9-10SL3: Evaluate and/or reflect on a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Agenda:
Wednesday, March 11 - Early Release Day Learning Goal(s): Become familiar with Elizabethan culture, language, and texts; learn new SAT vocabulary and practice using unfamiliar words in context. Targeted Standards: ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Agenda:
Thursday, March 12 Learning Goal(s): Become familiar with Elizabethan culture, language, and texts. Targeted Standards: ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature Agenda:
Friday, March 13 Learning Goal(s): Articulate your literal and symbolic understanding of your independent novel by presenting your novel through tangible artifacts. Targeted Standards: ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,substance, and style are appropriate to purpose, audience, and task. ELAGSE9-10SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.) Agenda:
Planning Your Week:
Tuesday, 3/3 - Bring in a poster board or trifold board by today for your Levels of Hell project Friday, 3/6 - Unit 3 vocabulary quiz (word list here) Upcoming Due Dates: Monday, 3/9 - Groups present Levels of Hell projects (here) Tuesday, 3/10 - Participate in the Dante and Justice Seminar Assignment (here) Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here) Resources: Text: Dante’s Inferno Class Text Levels of Hell Assignment & Rubric here Instructions for finding articles here Seminar Assignment & Rubric here Writing Discussion Questions handout here Analyze This here CRAAP Test here (only used for articles that come from a non-CDL source) Monday, March 2 Learning Goal(s): Compose informational paragraphs with valid evidence and explanations. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures. Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Agenda:
Tuesday, March 3 Learning Goal(s): Compose informational paragraphs with valid evidence and explanations. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures. Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Agenda:
Wednesday, March 4 Learning Goal(s): Compose informational paragraphs with valid evidence and explanations. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures. Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Agenda:
Thursday, March 5 Learning Goal(s): Compose informational paragraphs with valid evidence and explanations. Evaluate the consequences of our choices as humans and assess what is sin as it is presented throughout history, religion, and other cultures. With this knowledge, determine how justice is presented throughout other cultures. Targeted Standards: ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.ELAGSE9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Agenda:
Friday, March 6 Learning Goal(s): Demonstrate your knowledge of grammar and SAT vocabulary by taking the assessments. Compose and revise/edit informational paragraphs with valid evidence and explanations. Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ELAGSE9-10L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Agenda:
Planning Your Week:
Monday, 2/24 - Extra Credit assignment due today (assignment here) - no late credit; no partial credit Thursday (2/27) and Friday (2/28) - Meet in the Learning Commons to work on Summative Assignment Upcoming Due Dates: Friday, 3/6 - Unit 3 vocabulary quiz (word list here) Monday, 3/9 - Groups present Levels of Hell projects (here) Tuesday, 3/10 - Participate in the Dante and Justice Seminar Assignment (here) Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here) Resources: Text: Dante’s Inferno Class Text Dante Guided Reading Questions (Canto 1, 3, 5, 33, 34) Instructions for finding articles here Seminar Assignment & Rubric here Analyze This here CRAAP Test here (only used for articles that come from a non-CDL source) Course Hero Videos! Canto 1 Canto 3 Canto 5 Canto 33 Canto 34 Monday, February 24 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Use textual evidence to analyze author’s purpose. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Agenda:
Tuesday, February 25 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Use textual evidence to analyze author’s purpose. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Agenda:
Wednesday, February 26 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Use textual evidence to analyze author’s purpose. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Agenda:
Thursday, February 27 Learning Goal(s): Use advanced searches to find articles on justice, crime, and punishment. Targeted Standards: ELAGSE9-10SL1: a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question Agenda:
Friday, February 28 Learning Goal(s): Use advanced searches to find articles on justice, crime, and punishment. Targeted Standards: ELAGSE9-10SL1: a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. ELAGSE9-10W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question Agenda:
Planning Your Week:
Wednesday, 2/12 - Bring a typed, printed, double-spaced final draft of your Narrative Assignment (here) Friday, 2/14 - Take the Unit 2 vocabulary quiz AND take the Magic Lens quiz Be ready for a reading quiz after each canto from Dante’s Inferno. Upcoming Due Dates: Monday, 2/24 - Extra Credit assignment due today (assignment here) - no late credit; no partial credit Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here) Resources: Narrative Assignment (here) “Two Kinds” (SB PDF here; pages 21-29) “A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here) “Life is Sweet at Kumansenu” by Abioseh Nicol (text here) Text: Dante’s Inferno Class Text Dante Guided Reading Questions (Canto 1, 3, 5, 33, 34) Instructions for finding articles here Seminar Assignment & Rubric here Course Hero Videos! Canto 1 Canto 3 Canto 5 Canto 33 Canto 34 Monday, February 10 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Use textual evidence to analyze author’s purpose. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Agenda:
Tuesday, February 11 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Use textual evidence to analyze author’s purpose. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Agenda:
Wednesday, February 12 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Use textual evidence to analyze author’s purpose. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Agenda:
Thursday, February 13 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Use textual evidence to analyze author’s purpose. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Agenda:
Friday, February 14 - Happy Valentine’s Day! Learning Goal(s): Demonstrate your knowledge of using words in context. Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Use textual evidence to analyze author’s purpose. Targeted/ Standards:ELAGSE9-10L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States. ELAGSE9-10RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RL2: Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Agenda:
In the lab today, please complete the following:
Planning Your Week:
Thursday, 2/6 - Bring a typed, printed, double-spaced draft of your Narrative Assignment (here) for peer review Upcoming Due Dates: Wednesday, 2/12 - Bring a typed, printed, double-spaced final draft of your Narrative Assignment (here) Friday, 3/13 - Complete your IR book and bring your Still Life project to class! (here) Resources: Narrative Assignment (here) “Two Kinds” (SB PDF here; pages 21-29) “A Very Old Man with Enormous Wings” by Gabriel Garcia Marquez (text here) “Life is Sweet at Kumansenu” by Abioseh Nicol (text here) Text: Dante’s Inferno Class Text Dante Guided Reading Questions (Canto 1, 3, 5, 33, 34) Instructions for finding articles here Seminar Assignment & Rubric here Monday, February 3 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author's choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion. Agenda:
Tuesday, February 4 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author's choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion. Agenda:
Wednesday, February 5 Learning Goal(s): Understand the context of a medieval Italian text in order to analyze a particular point of view outside of the United States. Targeted/ Standards: ELACC9-10RL5: analyze a particular point of view or cultural experience reflected in a work of art outside the United States /ELACC9-10RL5: analyze how an author's choices concerning structure, order, etc. ELACC9-10SL1: initiate and participate effectively in a range of collaborative discussion. Agenda:
Thursday, February 6 Learning Goal(s): Work as a peer editor to revise a piece of writing. Targeted Standards: ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening, and to write and to edit so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, APA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. Agenda:
Friday, February 7 Learning Goal(s): Put polishing touches on a draft to work through the writing process; set up digital systems to support learning. Targeted Standards: ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) ELAGSE9-10W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.) ELAGSE9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Agenda:
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