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Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
Fourth Grade Writing Curriculum Map
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Fourth Grade Writing Curriculum Map

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  • 1. 4th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills PREWRITINGS1C1PO1 Ideas Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers, drawing, writer’s notebook, group discussion, printed material).S1C1PO2 Purpose of a writing piece Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece.S1C1PO3 Intended audience of a writing piece Determine the intended audience of a writing piece.S1C1PO4 Organizational strategies to plan writing Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.S1C1PO5 Writing ideas Maintain a record (e.g., lists, pictures, journal, folder, notebook) of writing ideas.S1C1PO6 Time management strategies Use time management strategies, when appropriate, to produce a writing product within a set time period. DRAFTINGS1C2PO1 Main idea and details Use a prewriting plan to develop a draft with main idea(s) and supporting details.S1C2PO2 Writing into a logical sequence Organize writing into a logical sequence that is clear to the audience. REVISING Evaluate the draft for use of ideas and content, organization, voice, word choice, andS1C3PO1 Six traits sentence fluency.S1C3PO2 Details Add details to the draft to more effectively accomplish the purpose.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 1Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 2. 4th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Standard Knowledge Skills REVISING Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.S1C3PO3 Words, sentences, and paragraphs Use a combination of sentence structures (i.e., simple, compound) to improve sentenceS1C3PO4 Sentence structure fluency in the draft. Modify word choice appropriate to the application in order to enhance the writing.S1C3PO5 Word choice Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine theS1C3PO6 Appropriate tools or strategies for refinement draft.S1C3PO7 Resources and reference materials Use resources and reference materials to select more precise vocabulary. EDITING Apply proofreading marks to indicate errors in conventions.S1C4PO3 Proofreading marks Apply appropriate tools (e.g., peer review, checklists, rubrics) to edit the draft.S1C4PO4 Editing tools Use capital letters correctly for:S2C6PO1 Capital letters a. proper nouns (i.e., names, days, months) b. titles c. names of place d. abbreviations e. literary titles (i.e., book, story, poem, play, song) Punctuate endings of sentences using:S2C6PO2 Punctuation a. periods b. question marks c. exclamation pointsS2C6PO5 Colon for time Use a colon to punctuate time.S2C6PO7 High frequency words Spell high frequency words correctly.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 3. 4th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge SkillsStandard EDITINGS2C6PO8 Common spelling patterns Use common spelling patterns/generalizations to spell words correctly, including: a. r-controlled b. diphthong c. vowel digraphs d. CVC words e. CCVC f. CVCC g. silent e h. irregular plurals i. affixesS2C6PO9 Homonyms Spell simple homonyms correctly in context.S2C6P10 Resources to spell correctly Use resources (e.g., dictionaries, word walls) to spell correctly.S2C6PO13 Subject/verb agreement Use subject/verb agreement in simple and compound sentences. PUBLISHINGS1C5PO1 Appropriate format for audience and purpose Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.S1C5PO2 Presentation Share the writing with the intended audience.S1C5PO3 Margins and spacing Use margins and spacing to enhance the final product.S1C5PO4 Legible handwriting Write legibly.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 4. 4th Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge SkillsStandard LITERARY RESPONSESS3C5PO1 Reflection to a literature selection Write a reflection to a literature selection. (e.g., journal entry, book review).S3C5PO2 Book report or review Write a book report or review that identifies the: a. main idea b. characters c. setting d. sequence of events e. conflict/resolutionS3C5PO3 Response that demonstrates understanding Write a response that demonstrates an understanding of a literary selection, and depending on the selection, includes: a. evidence from the text b. personal experience c. comparison to other text/mediaPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 5. 4th Grade Writing Curriculum Map Isaac School District No. 5Quarter : 1Unit Name and Description: Expressive Writing through Personal NarrativesCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Writing is a way to express ones thoughts, ideas and events. Why is it important to add details to your writing?All writing should be in a logical and sequential order. How can details make a story interesting?Good writers are aware of their audience when writing a story. How do good writers use different words to express their thoughts and capture a reader’s interest?Narratives are based on imagined or real events, observations or memories. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative observations, or memories that includes: Characters a. characters b. setting Setting c. plot Plot d. sensory details Sensory Details e. clear language Logical Sequence f. logical sequence of events Audience PurposeS2C1PO2 Content and details Provide content and selected details that are well-suited to Resolution audience and purpose. Closure Word ChoiceS2C2PO2 Create a beginning that captures the reader’s interest. Style Story beginning Descriptive WordsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 6. 4th Grade Writing Curriculum Map Isaac School District No. 5S2C2PO5 Story ending Create an ending that provides a sense of resolution or Simple and closure. compound sentences Show awareness of the audience through word choice and OrganizationalS2C3PO1 Audience awareness style. structure Parts of Speech Descriptive words and phrases Use descriptive words and phrases that energize the writing. NounsS2C4PO2 Action Verbs Personal Pronouns Simple and compound sentences Write simple and compound sentences. AdjectivesS2C5PO1 ConjunctionsS2C6PO11 Paragraph breaks Use paragraph breaks to indicate an organizational structure.S2C6PO12 Parts of speech Use the following parts of speech correctly in simple sentences: a. nouns b. action verbs c. personal pronouns d. adjectives e. conjunctionsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 7. 4th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expository WritingCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Expository writing provides information on a specific topic. Why is it important to record information when writing about specific information?Details provide support for the main idea. Where would you see expository text in the real world?Sentence fluency is important when writing expository text. What is a main idea? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO2 Expository Writing Write an expository paragraph that contains: Expository a. a topic sentence Topic b. supporting details Supporting Details c. relevant information Relevant informationS3C2PO1 Topic Information Record information (e.g., observations, notes, lists, charts, Relevant Details map labels and legends) related to the topic. Record Legend/Key ObservationS2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas. Main IdeaPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 8. 4th Grade Writing Curriculum Map Isaac School District No. 5S2C2PO3 Supporting Details Place details appropriately to support the main idea. Sentence Fluency Natural Sound OrganizationalS2C2PO6 Organization Construct a paragraph that groups sentences around a topic. structure Summary EssayS2C5PO2 Sentence fluency Write sentences that flow together and sound natural when Newspaper Article read aloud. Reflective Paper Log*S2C6PO11 Paragraph breaks to indicate Use paragraph breaks to indicate an organizational structure. Journal organizationS3C2PO3 Variety of expository forms Write in a variety of expository forms (e.g., essay, summary, newspaper article, reflective paper, log, journal).PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 9. 4th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expressive WritingCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Writing is a way to express ones thoughts, ideas and events. Why is it important to add details to your writing?All writing should be in a logical and sequential order. How can details make a story interesting?Narratives are based on imagined or real events, observations or How do good writers use different words to express their thoughts andmemories. capture a reader’s interest? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative observations, or memories that includes: Characters a. characters Setting b. settings Plot c. plot Sensory Details d. sensory details e. clear language f. logical sequence of eventsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 10. 4th Grade Writing Curriculum Map Isaac School District No. 5S3C1PO2 Variety of expressive forms Write in a variety of expressive forms (e.g., poetry, skit) that Logical Sequence may employ: Figurative language a. figurative language Rhythm b. rhythm c. dialogue Dialogue d. characterization Characterization e. plot Appropriate Format f. appropriate format Transitional Words TopicS2C1PO1 Clear and direct ideas related to Express ideas that are clear and directly related to the topic. Originality topic Sincerity LivelinessS2C2PO4 Transitional words Use a variety of transitional words that creates smooth Humor connections between ideas. Descriptive Words EnergizeS2C3PO2 Voice Convey a sense of originality, sincerity, liveliness, or humor Enhance appropriate to topic and type of writing. Flow Effective Dialogue*S2C4PO2 Descriptive words and phrases Use descriptive words and phrases that energize the writing. Natural Dialogue Apostrophes Contractions Singular Possessive*S2C5PO3 Sentence Fluency Vary sentence beginnings, lengths, and patterns to enhance Connections the flow of the writing.S2C5PO4 Dialogue Use effective and natural dialogue when appropriate.S2C6PO6 Apostrophes Use apostrophes to punctuate: • contractions • singular possessivePREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 11. 4th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Expository WritingCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Expository writing provides information on a specific topic. Why is it important to record information when writing about specific information?Details provide support for the main idea. Where would you see expository text in the real world?Sentence fluency is important when writing expository text. What is a main idea? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C2PO2 Expository Writing Write an expository paragraph that contains: Expository a. a topic sentence Topic b. supporting details Supporting Details c. relevant information*S3C2PO1 Topic Information Relevant Record information (e.g., observations, notes, lists, charts, information map labels and legends) related to the topic. Relevant Details*S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas. Record Legend/KeyPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 12. 4th Grade Writing Curriculum Map Isaac School District No. 5*S2C2PO3 Supporting Details Place details appropriately to support the main idea. Observation Main Idea*S2C2PO6 Organization Construct a paragraph that groups sentences around a topic. Sentence Fluency Natural Sound Organizational*S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when Structure read aloud.*S2C6PO11 Organization Use paragraph breaks to indicate an organizational structure.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 13. 4th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Functional WritingCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Functional text is an integral part of our daily lives. How is functional text relevant to your everyday life?There are different types of functional text. Why is it important to be able to interpret specific information in functional text? What are different types of functional text? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO1 Variety of functional text Write a variety of functional text (e.g., directions, recipes, Functional Text procedures, rubrics, labels, graphs/tables). RubricsS3C3PO2 Communications Write communications, including: Friendly/Formal a. thank-you notes Letters b. friendly letters Invitations c. formal letters Envelopes d. messages e. invitations Correspondence RecipientS3C3PO3 Envelope for correspondence Address an envelope for correspondence that includes: Communication a. an appropriate return address b. an appropriate recipient addressPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 14. 4th Grade Writing Curriculum Map Isaac School District No. 5*S2C1PO2 Ideas Provide content and selected details that are well-suited to Audience audience and purpose. PurposeS2C2PO1 Type of writing structure Use a structure that fits the type of writing (e.g., letter format, Style narrative, lines of poetry). Terminology Sentence Fluency*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and Greetings style. Closings SeriesS2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Introductory Words of writing.*S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when read aloud.S2C6PO3 Commas Use commas to punctuate: a. items in a series b. greetings and closings of letters c. dates d. introductory wordsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 15. 4th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Persuasive WritingCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Persuasive writing is intended to persuade the reader. What is the purpose of persuasive writing?Through the use of specific vocabulary the reader’s thoughts, beliefs and What are some examples of persuasive writing that you have seen or heard?feelings may be persuaded. How might persuasive writing influence a reader’s thoughts, beliefs andPersuasive topics should be relevant to the intended audience by the use of feelings?vocabulary. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C4PO1 Persuasive text Write persuasive text (e.g., advertisements, paragraph) that Persuasive Text attempts to influence the reader. Advertisements Influence*S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas. Relevant Details Topic*S2C2PO6 Organization Construct a paragraph that groups sentences around a topic.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 16. 4th Grade Writing Curriculum Map Isaac School District No. 5*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and Audience style. StyleS2C4PO1 Word Choice Use a variety of specific and accurate words that effectively Convey convey the intended message. Literal Language Figurative*S2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Language of writing. Terminology RhymingS2C4PO4 Literal and figurative language Use literal and figurative language in a variety of ways (e.g., Imitating imitating, creating new words, rhyming),although may be Dialogue inconsistent or experimental. Quotation Marks Effective Dialogue*S2C5PO4 Dialogue Use effective and natural dialogue when appropriate. Natural Dialogue Sentence FluencyS2C6PO4 Quotation Marks Use quotation marks to punctuate: a. dialogue (although may be inconsistent or experimental) b. titlesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 16Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 17. 4th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 4th Grade Performance ObjectivesUnit Name and Description: ResearchCluster: 7Big Ideas/Enduring Understandings Essential Question(s)An informational report includes main ideas and relevant details. Why might organizing notes in a meaningful sequence help a writer?Paraphrased information is a summary of what the author originally wrote. How is a research paper different from other types of writing?Notes need to be written in a sequential order to help the writer effectively How would knowing how to write a research paper help a student in the realwrite a research paper. world? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C6PO3 Informational report Write an informational report that includes main idea(s) and Informational relevant details. Relevant Details Paraphrase Reference materialsS3C6PO1 Paraphrase Paraphrase information from a variety of sources (e.g., Sequential Internet, reference materials).S3C6PO2 Organization Organize notes in a meaningful sequence.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 17Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 18. 4th Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 4th Grade Performance ObjectivesUnit Name and Description: Functional WritingCluster: 8Big Ideas/Enduring Understandings Essential Question(s)Letters are a form of correspondence. How is functional text relevant to your everyday life?Functional text is part of their lives. Where would you see types of functional text?Through functional text they must apply appropriate vocabulary for the What is the purpose of functional text?intended audience. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C3PO1 Variety of functional text Write a variety of functional text (e.g., directions, recipes, Functional text procedures, rubrics, labels, graphs/tables). Rubrics*S3C3PO2 Communications Write communications, including: Friendly/Formal a. thank-you notes Letters b. friendly letters Invitations c. formal letters Envelopes d. messages e. invitations Correspondence*S3C3PO3 Envelope for correspondence Address an envelope for correspondence that includes: Recipient a. an appropriate return address b. an appropriate recipient addressPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 18Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010
  • 19. 4th Grade Writing Curriculum Map Isaac School District No. 5*S2C1PO2 Ideas Provide content and selected details that are well-suited to Communication audience and purpose. Audience*S2C2PO1 Type of writing structure Use a structure that fits the type of writing. (e.g. letter format, Purpose narrative, lines of poetry). Style Terminology*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and Sentence Fluency style. Greetings Closings*S2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Series of writing. Introductory words*S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when read aloud.*S2C6PO3 Commas Use commas to punctuate: a. items in a series b. greetings and closings of letters c. dates d. introductory wordsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.* = POs previously introduced Bold = Priority PO 19Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-14-2010

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