Objective: SWBAT describe how Death is personified in
“Fences.” SWBAT identify and describe an
instance of situational irony.
Do-Now: Making Predictions: Now that Troy has revealed to Rose that Alberta is pregnant with his baby, what do you expect to happen? (Ex. Will Troy and Rose stay together or break up? Will Troy move in with Alberta? Will Alberta decide not to keep the baby? Will Rose and Alberta confront each other?) Explain your predictions.
Today: 1) Review situational irony. What events have occurred so far in the play which could be considered situationally ironic?
2) Review personification. How has Death been personified in the play?
3) Class will read Act 2, Scene 2 pp. 73-77 and Act 2, Scene 3 pp. 78-79.
4) Fences Project Guidelines
Homework: Continue working on Fences Project : Due MONDAY, October 15. Test on Fences will be FRIDAY, October 5.
Exit Slip: Project Proposal: Which project have you chosen to complete for Fences. Describe your plans for completing this project.
Friday, September 28, 2012
Thursday, September 27, 2012
Friday, September 28
Objective: SWBAT describe how Act 2, Scene 1 of “Fences”
represents the play’s climax.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will review the function of a play's climax.
2) What is the purpose of Gabriel's character in this play?
3) In groups, students will finish reading Act 2, Scene 1 pp. 65-72. How does this scene represent the play's climax? What is Gabriel's purpose in this scene?
4) TV Talk Show: Imagine Troy decided to take Rose on a talk show to reveal his affair to her in front of a live audience. What show would he choose? Who might he bring with him to be on the show? How might he break the news to her? Compose a 2-page talk show script where Troy tells Rose his secret. You may use an existing talk show or create one of your own. This assignment is worth 20 points: 10 pts. for length, 5 pts. for creativity, and 5 pts. for accuracy.
Homework: Finish talk show script. Test on "Fences" will be Friday, October 5.
Exit Slip: What are your reactions to Troy's news to Rose? Were you expecting this to happen? If you were Rose, would you stay with Troy or leave him? Explain.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Class will review the function of a play's climax.
2) What is the purpose of Gabriel's character in this play?
3) In groups, students will finish reading Act 2, Scene 1 pp. 65-72. How does this scene represent the play's climax? What is Gabriel's purpose in this scene?
4) TV Talk Show: Imagine Troy decided to take Rose on a talk show to reveal his affair to her in front of a live audience. What show would he choose? Who might he bring with him to be on the show? How might he break the news to her? Compose a 2-page talk show script where Troy tells Rose his secret. You may use an existing talk show or create one of your own. This assignment is worth 20 points: 10 pts. for length, 5 pts. for creativity, and 5 pts. for accuracy.
Homework: Finish talk show script. Test on "Fences" will be Friday, October 5.
Exit Slip: What are your reactions to Troy's news to Rose? Were you expecting this to happen? If you were Rose, would you stay with Troy or leave him? Explain.
Tuesday, September 25, 2012
Thursday, September 27
Objective: SWBAT describe examples of fences being built in the play "Fences." SWBAT compose a poem based on the theme of fences.
Do-Now: What do you believe motivated Troy to ruin Cory's football career? What may have motivated Troy INTERNALLY? What may have motivated him EXTERNALLY? EXPLAIN. (Hint: Think about what Troy has been through in his life and how the events in his life may affect how he treats Cory)
Today: 1) Review Plot Structure: How have the events in the play been leading up to the climax?
2) Class will read Act 2, Scene 1 pp. 59-65.
3) Discuss the theme of "Fences" : Examine Bono's remark about fences from pg. 61 - "Some people build fences to keep people out...and other people build fences to keep people in." Who/what has Troy been trying to keep in his life? Who/what has Troy been trying to keep out? Where else in the play have we seen fences (either tangible or intangible?)
4) Fences Poem: Think about the fences you have built in your life. How have you built them? Where have you built them? What have you been trying to keep out? What have you been trying to keep in? Compose a poem/song in which you describe the different fences (both tangible and intangible) you have built in your life and the reasons you have built those fences. Your poem DOES NOT have to rhyme, although you can choose to have it rhyme. Your poem should be AT LEAST 20 lines long. This poem will be worth 20 POINTS: 10 pts. for length, 5 pts. for style/creativity, 5 pts. for content. Your poem is due TOMORROW, Friday, September 28.
Homework: Finish your poem.
Exit Slip: Making Predictions: Based on hints given during Bono’s conversation with Troy in the beginning of the scene, what might Troy have to tell Rose? Why do you believe this? EXPLAIN.
***For extra help with "Fences" click HERE
Do-Now: What do you believe motivated Troy to ruin Cory's football career? What may have motivated Troy INTERNALLY? What may have motivated him EXTERNALLY? EXPLAIN. (Hint: Think about what Troy has been through in his life and how the events in his life may affect how he treats Cory)
Today: 1) Review Plot Structure: How have the events in the play been leading up to the climax?
2) Class will read Act 2, Scene 1 pp. 59-65.
3) Discuss the theme of "Fences" : Examine Bono's remark about fences from pg. 61 - "Some people build fences to keep people out...and other people build fences to keep people in." Who/what has Troy been trying to keep in his life? Who/what has Troy been trying to keep out? Where else in the play have we seen fences (either tangible or intangible?)
4) Fences Poem: Think about the fences you have built in your life. How have you built them? Where have you built them? What have you been trying to keep out? What have you been trying to keep in? Compose a poem/song in which you describe the different fences (both tangible and intangible) you have built in your life and the reasons you have built those fences. Your poem DOES NOT have to rhyme, although you can choose to have it rhyme. Your poem should be AT LEAST 20 lines long. This poem will be worth 20 POINTS: 10 pts. for length, 5 pts. for style/creativity, 5 pts. for content. Your poem is due TOMORROW, Friday, September 28.
Homework: Finish your poem.
Exit Slip: Making Predictions: Based on hints given during Bono’s conversation with Troy in the beginning of the scene, what might Troy have to tell Rose? Why do you believe this? EXPLAIN.
***For extra help with "Fences" click HERE
Monday, September 24, 2012
Tuesday, September 25
Objective: SWBAT describe an instance of foreshadowing in "Fences." SWBAT describe a character's internal vs. external motivation.
Do-Now: Who/What motivated you to come to school today? (Why did you come to school today?) Were you forced to come or did you come because you wanted to? Explain your reasons for being here in this classroom today.
Today: 1) Internal Motivation vs. External Motivation:
Internal Motivation is when you do something for yourself or someone else out of your own free will.
External Motivation is when someone forces you to do something or offers a consequence for not doing what they ask or offers a reward for complying with what they ask.
2) In groups, read the remainder of Act 1, Scene 4 pp. 50-58. Create a timeline of Troy's life using the story he gives. Your timeline should include SIX major events in Troy's life. Each group member is responsible for his/her own timeline.
3) Open Mind : Internal vs. External Motivation: To show your understanding of internal vs. external motivation, fill out an Open Mind listing/drawing the things/people who motivate you. On the inside of the mind, list what motivates you INTERNALLY and, on the outside, list the things/people who motivate you EXTERNALLY.
Homework: Finish your Open Mind
***For extra help with "Fences" click HERE
Do-Now: Who/What motivated you to come to school today? (Why did you come to school today?) Were you forced to come or did you come because you wanted to? Explain your reasons for being here in this classroom today.
Today: 1) Internal Motivation vs. External Motivation:
Internal Motivation is when you do something for yourself or someone else out of your own free will.
External Motivation is when someone forces you to do something or offers a consequence for not doing what they ask or offers a reward for complying with what they ask.
2) In groups, read the remainder of Act 1, Scene 4 pp. 50-58. Create a timeline of Troy's life using the story he gives. Your timeline should include SIX major events in Troy's life. Each group member is responsible for his/her own timeline.
3) Open Mind : Internal vs. External Motivation: To show your understanding of internal vs. external motivation, fill out an Open Mind listing/drawing the things/people who motivate you. On the inside of the mind, list what motivates you INTERNALLY and, on the outside, list the things/people who motivate you EXTERNALLY.
Homework: Finish your Open Mind
***For extra help with "Fences" click HERE
Friday, September 21, 2012
Monday, September 24
Objective: SWBAT identify and describe two instances of situational irony in “Fences.”
Do-Now: Making Predictions: Do you believe Troy will get fired from his job as a garbageman after filing a complaint, or will he be allowed to drive the truck? Why do you believe this? Do you believe Lyons will ever pay Troy back? Why do you believe this? EXPLAIN.
Today: 1) Introduce "situational irony" : when the opposite of what you expect to happen occurs
2) Class will read Act 1, Scene 4 of "Fences" pp. 41-50. What two instance of irony do we find in this scene?
3) Scene Re-Write: Two things occurred in this scene that the audience would not have expected. Re-write the scene to make the outcomes more realistic. For example, have Troy get fired from his job for complaining or Lyons come ask Troy for more money. Your scene re-write should be about TWO pages long and should be written in play format (list each character's name before he/she speaks and leave a space between each character's dialogue.) You are encouraged to make your re-write humorous and entertaining. This re-write is due TOMORROW (Tuesday, September 25) and is worth 20 points: 10 pts. for length, 5 pts. for creativity and 5 pts. for accuracy.
Homework: Finish your Scene Re-Write
Exit Slip: Which two events in this scene could be considered ironic? Why are they ironic? How do these events make the play more interesting? EXPLAIN.
***For extra help with "Fences" click HERE
Do-Now: Making Predictions: Do you believe Troy will get fired from his job as a garbageman after filing a complaint, or will he be allowed to drive the truck? Why do you believe this? Do you believe Lyons will ever pay Troy back? Why do you believe this? EXPLAIN.
Today: 1) Introduce "situational irony" : when the opposite of what you expect to happen occurs
2) Class will read Act 1, Scene 4 of "Fences" pp. 41-50. What two instance of irony do we find in this scene?
3) Scene Re-Write: Two things occurred in this scene that the audience would not have expected. Re-write the scene to make the outcomes more realistic. For example, have Troy get fired from his job for complaining or Lyons come ask Troy for more money. Your scene re-write should be about TWO pages long and should be written in play format (list each character's name before he/she speaks and leave a space between each character's dialogue.) You are encouraged to make your re-write humorous and entertaining. This re-write is due TOMORROW (Tuesday, September 25) and is worth 20 points: 10 pts. for length, 5 pts. for creativity and 5 pts. for accuracy.
Homework: Finish your Scene Re-Write
Exit Slip: Which two events in this scene could be considered ironic? Why are they ironic? How do these events make the play more interesting? EXPLAIN.
***For extra help with "Fences" click HERE
Thursday, September 20, 2012
Friday, September 21
Objective: SWBAT dramatize a scene from Act 1 of "Fences."
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Discuss Jackie Robinson article
2) How to Dramatize a Scene: How you can use your tone, facial expressions, and actions to add meaning to dialogue.
3) In groups of no more than 2-4, choose a two-page portion of a scene from Act 1 of "Fences" that we have already read in class. Using your book as a script, prepare a dramatization of the scene to present to the class. Focus on how you will use tone, facial expressions, and actions to add meaning to your dialogue. You WILL be able to use the books during your performance, therefore you DO NOT have to memorize your lines. Your group will be given time to rehearse the scene before presenting it to the class. You may use items in the class or items you have with you as props. Your group will receive a grade out of 20 POINTS for you presentation: 10 pts. for overall performance (did the class enjoy your scene and was your scene well-rehearsed?), 5 pts. for creativity (were you able to make the scene your own using the resources available to you?), and 5 pts. for fluency (did the performance go smoothly, without any stops or mistakes?).
Exit Slip: Do you feel your group's performance went well? What might you do differently next time? What are some things you or your group needs to work on for your next performance?
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Discuss Jackie Robinson article
2) How to Dramatize a Scene: How you can use your tone, facial expressions, and actions to add meaning to dialogue.
3) In groups of no more than 2-4, choose a two-page portion of a scene from Act 1 of "Fences" that we have already read in class. Using your book as a script, prepare a dramatization of the scene to present to the class. Focus on how you will use tone, facial expressions, and actions to add meaning to your dialogue. You WILL be able to use the books during your performance, therefore you DO NOT have to memorize your lines. Your group will be given time to rehearse the scene before presenting it to the class. You may use items in the class or items you have with you as props. Your group will receive a grade out of 20 POINTS for you presentation: 10 pts. for overall performance (did the class enjoy your scene and was your scene well-rehearsed?), 5 pts. for creativity (were you able to make the scene your own using the resources available to you?), and 5 pts. for fluency (did the performance go smoothly, without any stops or mistakes?).
Exit Slip: Do you feel your group's performance went well? What might you do differently next time? What are some things you or your group needs to work on for your next performance?
Wednesday, September 19, 2012
Thursday, September 20
Objective: SWBAT describe how Troy’s relationship with his
sons Lyons and Cory aligns with and/or deviates from the norms of a father/son
relationship.
Do-Now: What qualities do you believe a man should have in order to be a good father? BE SPECIFIC.
Today: 1) Review Do-Now: Make a list of qualities a father should have. Does Troy fit these qualities?
2) In groups, read Act 1, Scene 3. Add Cory to your character chart. ***CHARACTER CHARTS DUE TODAY***
3) Finish reading the article on Jackie Robinson.
Homework: Compose a letter in the voice of Jackie Robinson. This letter should be addressed to future generations (our generation) and explain what life was like for him as the first African-American baseball player. The letter should also explain how he hoped to influence the game of baseball as well as the issue of racism in this country. Your letter should be about 15-20 complete sentences and is due TOMORROW, September 21.
Exit Slip: Describe Troy's relationship with Cory. How is it similar/different from his relationship with Lyons? Do you feel Troy is a good father to Cory? Explain.
Do-Now: What qualities do you believe a man should have in order to be a good father? BE SPECIFIC.
Today: 1) Review Do-Now: Make a list of qualities a father should have. Does Troy fit these qualities?
2) In groups, read Act 1, Scene 3. Add Cory to your character chart. ***CHARACTER CHARTS DUE TODAY***
3) Finish reading the article on Jackie Robinson.
Homework: Compose a letter in the voice of Jackie Robinson. This letter should be addressed to future generations (our generation) and explain what life was like for him as the first African-American baseball player. The letter should also explain how he hoped to influence the game of baseball as well as the issue of racism in this country. Your letter should be about 15-20 complete sentences and is due TOMORROW, September 21.
Exit Slip: Describe Troy's relationship with Cory. How is it similar/different from his relationship with Lyons? Do you feel Troy is a good father to Cory? Explain.
Tuesday, September 18, 2012
Wednesday, September 19
Objective: SWBAT describe how religion is used as a theme
in “Fences.” SWBAT describe Jackie
Robinson’s baseball career from his perspective.
Do-Now: If one of your family members were disabled, would you help take care of him/her? Why or why not? Explain.
Today: 1) Review characterization. Introduce theme. How can religion be a theme?
2) Class will read Act 1, Scene 2 of “Fences" pp. 21-28. Add Gabriel to character chart.
3) Preview vocabulary for Jackie Robinson article.
4) In groups, read the article "Jackie Robinson."
Exit Slip: Do you believe Troy took Gabriel in because Gabriel was his brother, or because Troy wanted Gabriel's money? Why do you believe this? What do Troy's actions towards Gabriel say about Troy?
Homework: Compose a letter in the voice of Jackie Robinson. This letter should be addressed to future generations (our generation) and explain what life was like for him as the first African-American baseball player. The letter should also explain how he hoped to influence the game of baseball as well as the issue of racism in this country. Your letter should be about 15-20 complete sentences and is due FRIDAY, September 21.
Do-Now: If one of your family members were disabled, would you help take care of him/her? Why or why not? Explain.
Today: 1) Review characterization. Introduce theme. How can religion be a theme?
2) Class will read Act 1, Scene 2 of “Fences" pp. 21-28. Add Gabriel to character chart.
3) Preview vocabulary for Jackie Robinson article.
4) In groups, read the article "Jackie Robinson."
Exit Slip: Do you believe Troy took Gabriel in because Gabriel was his brother, or because Troy wanted Gabriel's money? Why do you believe this? What do Troy's actions towards Gabriel say about Troy?
Homework: Compose a letter in the voice of Jackie Robinson. This letter should be addressed to future generations (our generation) and explain what life was like for him as the first African-American baseball player. The letter should also explain how he hoped to influence the game of baseball as well as the issue of racism in this country. Your letter should be about 15-20 complete sentences and is due FRIDAY, September 21.
Thursday, September 13, 2012
Friday, September 14
Objective: SWBAT characterize Lyons from "Fences." SWBAT present their personal portfolios to the class.
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review characterization: direct vs. indirect
2) Finish Act 1, Scene 1 of "Fences." Add Lyons to the character chart. Discuss the relationship between Troy and Lyons.
3) Portfolio Presentations
Exit Slip: After reading Act 1, how do you feel about Troy's character? Do you believe he is a good friend? A good husband? A good father? What have you learned about him that may help you predict what might occur later in the play?
Do-Now: FREE WRITE (Write 5-7 sentences about anything you want)
Today: 1) Review characterization: direct vs. indirect
2) Finish Act 1, Scene 1 of "Fences." Add Lyons to the character chart. Discuss the relationship between Troy and Lyons.
3) Portfolio Presentations
Exit Slip: After reading Act 1, how do you feel about Troy's character? Do you believe he is a good friend? A good husband? A good father? What have you learned about him that may help you predict what might occur later in the play?
Wednesday, September 12, 2012
Thursday, September 13
Objective: SWBAT devise the meaning of words by reading them in context. SWBAT describe the impact the Negro Leagues had on baseball.
Do-Now: List THREE facts you remember from yesterday's article on "The Negro Leagues." (These do NOT have to be the same facts you used for classwork.)
Today: 1) Review the article "The Negro Leagues." What are the most important facts to take away from this article?
2) Re-read sections of "The Negro Leagues" containing challenging vocabulary words. Attempt to devise the meanings of these words by reading them in context: dispensation, gibberish, forerunners, ramshackle, ostensibly, inconspicuous, congenial, heckling, aptly, barnstormed, powerhouse, tandems, deadpan, disbanded, posthumously, retroactively, faux, nostalgia.
3) Finish working on folders/portfolios. Presentations will be TOMORROW!
Homework: Bring in notebook for class. Portfolio presentations tomorrow!
Do-Now: List THREE facts you remember from yesterday's article on "The Negro Leagues." (These do NOT have to be the same facts you used for classwork.)
Today: 1) Review the article "The Negro Leagues." What are the most important facts to take away from this article?
2) Re-read sections of "The Negro Leagues" containing challenging vocabulary words. Attempt to devise the meanings of these words by reading them in context: dispensation, gibberish, forerunners, ramshackle, ostensibly, inconspicuous, congenial, heckling, aptly, barnstormed, powerhouse, tandems, deadpan, disbanded, posthumously, retroactively, faux, nostalgia.
3) Finish working on folders/portfolios. Presentations will be TOMORROW!
Homework: Bring in notebook for class. Portfolio presentations tomorrow!
Tuesday, September 11, 2012
Wednesday, September 12
Objective: SWBAT describe what life was like for a player in the negro leagues prior to the desegregation of baseball. SWBAT describe how/why Troy personifies Death in "Fences."
Do-Now: Describe what you know about segregation in America. Do you believe it still exists today?
Today: 1) Small group reading of "The Negro Leagues." In your groups, find FIVE keys facts about the negro leagues.
2) Review "personification" : Giving human qualities to inanimate objects, animals, or ideas/concepts.
3) Continue reading "Fences," Act 1, Scene 1. Characters: Troy, Bono, Rose. How does Troy personify Death in this scene? What do you believe is the purpose of personifying Death?
Exit Slip: Write a paragraph (5-7 sentences) describing what life would have been like for Troy if he had joined the negro leagues.
Homework: Bring in a notebook for class and decorations for your folder.
Do-Now: Describe what you know about segregation in America. Do you believe it still exists today?
Today: 1) Small group reading of "The Negro Leagues." In your groups, find FIVE keys facts about the negro leagues.
2) Review "personification" : Giving human qualities to inanimate objects, animals, or ideas/concepts.
3) Continue reading "Fences," Act 1, Scene 1. Characters: Troy, Bono, Rose. How does Troy personify Death in this scene? What do you believe is the purpose of personifying Death?
Exit Slip: Write a paragraph (5-7 sentences) describing what life would have been like for Troy if he had joined the negro leagues.
Homework: Bring in a notebook for class and decorations for your folder.
Monday, September 10, 2012
Tuesday, September 11
Objective: SWBAT characterize THREE of the main characters from "Fences." SWBAT describe what life was like for a player in the negro leagues prior to the desegregation of baseball.
Do-Now: Write ONE example of direct characterization and ONE example of indirect characterization. Use YOURSELF to describe. (Ex. Ms. Winberg is wearing a polka dot dress and purple shoes. Ms. Winberg rarely smiles at her students and repeats everything she teaches them three times.)
Today: 1) Review Characterization: Direct vs. Indirect Characterization
2) Read Act 1, Scene 1 Pp. 1-13 of "Fences." Characters: Troy, Bono, Rose
3) Characterization Chart: How would you characterize each of the three characters we've been introduced to? (Use both examples of indirect and direct characterization.)
4) In groups, read "The Negro Leagues."
5) Work on folders/portfolios (if time left)
Exit Slip: Write a paragraph (5-7 sentences) describing what life would have been like for Troy if he had joined the negro leagues.
Do-Now: Write ONE example of direct characterization and ONE example of indirect characterization. Use YOURSELF to describe. (Ex. Ms. Winberg is wearing a polka dot dress and purple shoes. Ms. Winberg rarely smiles at her students and repeats everything she teaches them three times.)
Today: 1) Review Characterization: Direct vs. Indirect Characterization
2) Read Act 1, Scene 1 Pp. 1-13 of "Fences." Characters: Troy, Bono, Rose
3) Characterization Chart: How would you characterize each of the three characters we've been introduced to? (Use both examples of indirect and direct characterization.)
4) In groups, read "The Negro Leagues."
5) Work on folders/portfolios (if time left)
Exit Slip: Write a paragraph (5-7 sentences) describing what life would have been like for Troy if he had joined the negro leagues.
Sunday, September 9, 2012
Monday, September 10
Objective: SWBAT show their understanding of classroom norms and procedures. SWBAT identify examples of indirect and direct characterization.
Do-Now: Review the syllabus for this class. List the THREE most important things to remember from the syllabus. List any questions you have about the syllabus.
Today: 1) Review syllabus and classroom expectations.
2) Introduce characterization: direct vs. indirect characterization.
Direct Characterization: Telling the reader about a character.
Indirect Characterization: Showing the reader about a character.
PRACTICE: Is each example direct or indirect characterization?
A) Alice had long, yellow hair and wore a blue dress and black shoes.
B) The little boy slammed his bowl on the table and yelled, "I want more!"
C) Whenever Tina got into her car, the car sank down until it was only a few inches from the ground.
D) As Caroline walked down the street, all the men stared at her and smiled.
E) Donald was a millionaire and, as a result of his wealth, was very snobbish.
F) Emily was afraid to step on cracks or open umbrellas inside her house.
3) Introduce "Fences." Where do we build fences? What are fences used for?
4) Read the character list for "Fences." Review setting and read the setting of "Fences."
5) Work on decorating portfolios.
Exit Slip: Describe the difference between direct and indirect characterization.
Homework: Bring in a journal/notebook for class. Bring in materials for decorating your portfolio.
Do-Now: Review the syllabus for this class. List the THREE most important things to remember from the syllabus. List any questions you have about the syllabus.
Today: 1) Review syllabus and classroom expectations.
2) Introduce characterization: direct vs. indirect characterization.
Direct Characterization: Telling the reader about a character.
Indirect Characterization: Showing the reader about a character.
PRACTICE: Is each example direct or indirect characterization?
A) Alice had long, yellow hair and wore a blue dress and black shoes.
B) The little boy slammed his bowl on the table and yelled, "I want more!"
C) Whenever Tina got into her car, the car sank down until it was only a few inches from the ground.
D) As Caroline walked down the street, all the men stared at her and smiled.
E) Donald was a millionaire and, as a result of his wealth, was very snobbish.
F) Emily was afraid to step on cracks or open umbrellas inside her house.
3) Introduce "Fences." Where do we build fences? What are fences used for?
4) Read the character list for "Fences." Review setting and read the setting of "Fences."
5) Work on decorating portfolios.
Exit Slip: Describe the difference between direct and indirect characterization.
Homework: Bring in a journal/notebook for class. Bring in materials for decorating your portfolio.
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