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Date set: Thursday 4th June 2020

 

Mrs Paliwal's Poems: Mrs Paliwal has kindly read some more poems for you to listen to! I've uploaded these under the Mrs Paliwal's Poems section on the home page smiley

 

Today in English you are going to read our new class text, which is called 'One Chance', which you can find in the document below. You have two tasks to complete:

 

1. You're going to read the first page of the story and then write your own prediction about what is going to happen next. Try to write a detailed prediction - not just one sentence, but a couple of sentences describing the end of the text in detail. Once you've written your prediction, read the rest of the text and see how close you were!

 

2. After this, I want you to underline any words that you don't know the meaning of, and find out what they mean. You might use a dictionary, ask an adult, or you can use google. If you type: 'define:' and then your word into google, it will come up with a definition. Don't worry that some words are in bold - we are going to do some vocabulary activities with these words tomorrow.

 

Date set: Wednesday 3rd June 2020

 

The Explorer: I've uploaded the next chapter of The Explorer, 'Con', where we learn a little bit more about Con's background....

 

Yesterday, you thought about possible advantages and disadvantages of wishes.

 

Today, you are going to read two poems (in the document below). One is called 'The Mirror of Wishes', and is about what different people might wish for. The other is called 'The Mirror of Despair', and is what the same groups of people might fear.

For example, the first verse of 'The Mirror of Wishes' is:

 

'The teacher looked into the mirror

And saw a class of hard-working children.'

 

You are going to write your own two poems, using the same structure as the The Mirror poems. Choose one of the three challenges below:

 

Challenge 1: Use your own wishes/fears when rewriting the poems. You can use your ideas from yesterday to support you.

e.g. I looked into the mirror

And saw an exotic jungle waiting to be explored.

 

Challenge 2: Think of your own characters/people and their wishes/fears to write your poem about.

e.g. A crocodile looked into the mirror

And saw magnificent mountains of delicious fish

 

Challenge 3: Adapt the structure of the poem slightly. Make sure you still have repeating structure throughout your poem.

e.g. Looking into the mirror,

The crocodile,

Spied a magnificent mountain of delicious fish.

Date set: Tuesday 2nd June 2020

 

The Explorer: I've uploaded the final part of the Explorer chapter, 'The Monkeys and The Bees'. Whilst climbing the tree in search of honey, Fred makes yet another exciting discovery...!

 

In English, we are going to be thinking about writing our own 'wishing story'. Before we begin thinking about what this is, I want you to think about wishes.

 

Open the document below and work your way through it. It asks you to think about what wishes you might make, and what possibly bad things could come out of these wishes. Then it asks you to move on and think about more 'magical wishes'.

Date set: Friday 22nd May 2020

 

The Explorer: I've uploaded the next part of the Explorer chapter, 'The Monkeys and the Bees'. Is the children's plan to get the honey going to work...?

 

On Monday, you wrote your first paragraph about the appearance of your animal, on Tuesday, you wrote your second paragraph about the habitat that your animal lives in, on Wednesday you wrote about the diet of your animal and on Thursday you wrote about the special talents of your animal. Today you're going to write your fifth and final paragraph, giving any extra information about your paragraph. If you're not sure what to write, choose Challenge 1, where you can edit the example text to suit your animal. If you've got ideas, choose Challenge 2 or 3 where you have more freedom to write what you would like to.

 

You can find your challenges in the documents below.

 

Challenge 1: In challenge 1, you are going to change the parts of the text in blue to make them about your animal (see the document), whilst keeping the rest of the text the same.

 

Challenge 2: In challenge 2, you are given the paragraph from the example text and are asked to write your own, final paragraph about your animal. You can take ideas from the text, or you can write a paragraph completely of your own, it is up to you!

 

Challenge 3: In challenge 3, you are going to write your own paragraph, but there's an extra challenge about including dashes to indicate parenthesis.

Date set: Thursday 21st May 2020

 

Firstly, I want to share a fantastic piece of work with you. Esme wrote an excellent paragraph describing the diet of her imaginary animal, the Kiger Popea. She's not only used her own creative ideas, but used the structure of the example text to help to put them together. I've uploaded Esme reading this beautifully below smiley

 

The Explorer - I've uploaded Part One of a new chapter of The Explorer, where the children find a surprisingly clever way that some monkeys in the rainforest use to safely eat honey...

 

On Monday, you wrote your first paragraph about the appearance of your animal, on Tuesday, you wrote your second paragraph about the habitat that your animal lives in, and yesterday you wrote about the diet of your animal. Today you're going to write your fourth paragraph about the special talents of your animal. Think about the specialised talents that your animal has, that are unique to your animal.

 

Today there are three challenges to choose from. You can find your challenges in the documents below.

 

Challenge 1: In challenge 1, you are going to change the parts of the text in blue to make them about your animal (see the document), whilst keeping the rest of the text the same.

 

Challenge 2: In challenge 2, you are given the paragraph from the example text and are asked to write your own paragraph about the habitat of your animal. You can take ideas from the text, or you can write a paragraph completely of your own, it is up to you!

 

Challenge 3: In challenge 3, you are going to write your own paragraph, but there's an extra challenge about using a range of co-ordinating and subordinating conjunctions.

Esme's work.mp3

Date set: Wednesday 20th May 2020

 

The Explorer – I’ve uploaded the next chapter of The Explorer, called 'Abacaxi', where the children make another exciting discovery...!

 

On Monday, you wrote your first paragraph about the appearance of your animal, and yesterday, you wrote your second paragraph about the habitat that your animal lives in. Today you're going to write your third paragraph about the diet of your animal. Think about what it eats, how it finds its food, and any fun facts.

 

Today there are three challenges to choose from. You can find your challenges in the documents below.

 

Challenge 1: In challenge 1, you are going to change the parts of the text in blue to make them about your animal (see the document), whilst keeping the rest of the text the same.

 

Challenge 2: In challenge 2, you are given the paragraph from the example text and are asked to write your own paragraph about the habitat of your animal. You can take ideas from the text, or you can write a paragraph completely of your own, it is up to you!

 

Challenge 3: In challenge 3, you are going to write your own paragraph, but there's an extra challenge about using semi-colons in your work.

Date set: Tuesday 19th May 2020

 

The Explorer – I’ve uploaded the next chapter of The Explorer, called 'Sardines'. This time, Fred goes on the hunt for some firewood, but finds something even better...!

 

Yesterday, you wrote your first paragraph about the appearance of your animal. Today, you're going to write a paragraph about where you animal lives, or its habitat. Think about where in the world it lives, what type of habitat it lives in (e.g. rainforest, desert, woodland), and where your animals make their homes/like to sleep.

 

Similarly to yesterday, there are two challenges to choose from.

 

Challenge 1: In challenge 1, you are going to change the parts of the text in blue to make them about your animal (see the document), whilst keeping the rest of the text the same.

 

Challenge 2: In challenge 2, you are given the paragraph from the example text and are asked to write your own paragraph about the habitat of your animal. You can take ideas from the text, or you can write a paragraph completely of your own, it is up to you!

Date set: Monday 18th May 2020

 

The Explorer – I’ve uploaded Part Two of the Explorer chapter 'Maiden Voyage'. What is it that the children have spotted in the water.... is it friend, or foe?

 

This week you are going to be writing your very own information text about the animal that you designed last week. We will do one paragraph a day, so that we are focusing on the quality of our writing, rather than the quantity.

 

Today, you're going to write the appearance paragraph, explaining what your creature looks like. I have uploaded two challenges below.

 

Challenge 1: In challenge 1, you are going to change the parts of the text in blue to make them about your animal (see the document), whilst keeping the rest of the text the same.

 

Challenge 2: In challenge 2, you are given the paragraph from the example text and are asked to write your own paragraph about the appearance of your animal. You can take ideas from the text, or you can write a paragraph completely of your own, it is up to you!

Date set: Friday 15th May 2020

 

The Explorer – I’ve uploaded Part One of the next chapter of The Explorer, called 'Maiden Voyage'. A maiden voyage is the first ever journey (voyage) of a boat... or a raft in this case!

 

For today's English, you are going to revisit apostrophes. Remember, apostrophes can be used for two reasons:

 

1: Omission (contractions) - These apostrophes are used to omit (to leave out) letters from words. We do this to 'squash' two words together. Notice that in the example below, the apostrophe almost always replaces the missing letter (the o)

E.g. do not -> don't

 

2. Possession - These apostrophes show that something belongs to someone. The apostrophe always lives with the 'owner'.

E.g. 'The dog's kennel' or 'the girl's football'

 

For today's task, follow the link below. I would like you to watch the videos and complete activities 1 and 2.

https://www.bbc.co.uk/bitesize/articles/zdsthbk

Date set: Wednesday 13th May 2020

 

The Explorer – I’ve uploaded a new chapter of The Explorer, called ‘Fire’. How would you make a fire if you were stranded in the middle of a rainforest….?

 

In English, we are going to begin working towards writing your own information text, similar to the rhi-swano-zeb-tah. Before we begin thinking about writing, you need to design your very own animal to write about.

 

Today, I would like you to draw a picture of an animal that you have created. Your animal can be completely unique, or you can take parts of different animals and combine these to create a new animal. Remember to give your new animal species a name!

 

You then need to label this animal with lots of information about it. You might include information about:

 

  • Appearance (What does it look like?)
  • Habitat (Where does it live?)
  • Diet (What does it eat?)
  • Talents (What can it do?)
  • Any other fascinating facts!

 

If this is a bit of a tricky task for you, think about the animals that you know about. Use this to design a creature which has different parts of these animals, and use the information you know about these animals to label it. 

Date set: Tuesday 12th May 2020

 

Mrs Paliwal's Poems: Yesterday Mrs Paliwal sent me some great recordings of some silly poems. We've had lots of fun with poets who have visited us in school, so we know that you love a good poem! If you go onto Fox Class page, and click on the purple swirl with 'Mrs Paliwal's Poems', you can listen to Mrs Paliwal reading these smiley

 

For today's English, you are going to practise using adverb sentence starters. I have attached the example text and the task below. Firstly, go through the text and underline any sentences that you can see with adverb sentence starters. Remember, adverbs usually end in -ly, and describe the verb. For instance, interestingly, strangely, weirdly, surprisingly...

 

Then, using the worksheet below, you are going to write your own sentences about the Rhiswanozebtah using adverb sentence starters - you can invent your own facts! The worksheet then shows you ways that you can add more facts in your work, using interesting sentence starters. Have a go at this task too.

Date set: Monday 11th May 2020

 

The Explorer. I have uploaded the next chapter of The Explorer. In this chapter, the children begin to think about finding some form of food.... but how do they all feel about the food that they do find....?

 

On Saturday, it was World Fair Trade Day. When we buy products in this country, such as food grown or produced in other countries, sometimes the people who have grown or produced the food are not treated fairly, and not paid fairly. Fair Trade helps to make things fairer, and we can buy Fair Trade products to make sure that people are being treated fairly.

 

For today's English, I would like you to have a go at the reading comprehension below to learn more about Fair Trade. There are three levels of challenge in the document, and answers for each challenge level.

Date set: Thursday 7th May 2020

 

The Explorer. I have uploaded Part Two of the Chapter 'The River', where the children meet something unexpected whilst out for a swim...

 

Today in English we're going to focus on some grammar. The task below tells you all about brackets, and gives you some sentences to complete. Read through the sheet and have a go. Then I would like you to write five of your own sentences using brackets. These sentences might be about the Rhiswanozebtahs or any topic which you choose.

 

If you want to challenge yourself even further, can you experiment with using commas and dashes instead of brackets?

Date set: Wednesday 6th May 2020

 

The Explorer. I have uploaded the beginning of another chapter of The Explorer if you would like to listen. In this chapter, the children think they've found something very useful by following a group of ants...

 

For today's English we're going to look more closely at our class text by completing a reading comprehension on it.

 

Remember, when you read a question think carefully about key words which will help you to find information in the text. Can you remember which paragraph you would find it in? Or can you scan your eyes over the text to look for keywords.

 

I've attached the text and questions in one document below, and some answers that I have done in another.

Date set: Tuesday 5th May 2020

 

I was really excited yesterday to receive some fantastic examples of the stories that you wrote on Friday! They were brilliant and you should all be very proud of yourselves. I wish I could have recorded all of your stories, but one which particularly stood out was Evie's, and I have recorded me reading it below. Take a listen and think about what you did similarly to Evie, what you think Evie did well, and whether you can get some top tips for your next piece of writing smiley

 

For today's English, we are going to be looking at the meanings of different words in the text that you read yesterday.

 

Your first task is to open the document below and complete the vocabulary tasks. Once you've done this, I want you to choose 3 extra words which you were not familiar with, look them up in a dictionary or online, and draw a picture to represent their meaning.

Evie's story.mp3

Date set: Monday 4th May 2020

The Explorer: I have uploaded some more of The Explorer over the weekend.

 

For today's English, we are going to begin working through a new booklet, called 'Meet the Rhi-swano-zeb-tah'. 

 

For today's task, I would like you to read through the first four pages of the booklet (I've attached these below). The first three pages give you some background information. On pages 4 and 5, you will find an information text about The Rhiswanozebtah, by Ted Splorer. You can also listen to this text here: https://soundcloud.com/talkforwriting/rhi-swano-zeb-tah.

 

All I would like you to do today is underline any of the words which you don't understand. Next, I would like you to label these words, using the key below. You might label using numbers, or underline in different colours, it's up to you!

 

Key:

1 - I've never heard this word before

2 - I think I've heard of this word before, but I don't know what it means

3 - I've heard this word before and I think I can guess what it means, but I'm not 100% sure.

 

Tomorrow we'll look at these words in more detail smiley

Date set: Friday 1st May 2020

The Explorer: I have uploaded part of the next chapter of The Explorer, where the children have made an exciting discovery....!

 

For today’s English, you are going to write the story that you planned yesterday. Remember, each box of your plan should be a paragraph of between five to seven sentences. If you find this writing task tricky, use The Game story to help you. Look at the ideas that The Game starts with and adapt them using your own plan.

 

I would love to read some of your stories. You can either type them up and email them to me, or take a photo and send them to me at year5@maltese.essex.sch.uk

 

Here are some tips for each stage of your story if you’re struggling to think of what to write:

 

Introduce the main characters (MCs) and where they are

In this section, remember to describe the setting and the characters. What’s the weather like? What do your characters look like? What are they talking about? Can you show their personality through the way they say things?

Main characters find something they have not seen before

Think about how the character find the object. Do they stumble across it? Do they see it out of the corner of their eye? Does it magically appear? Also what does the object look like? Does it look mystical and mysterious?

The object that has been found causes strange things to happen

Think about including lots of action in this section! What happens? Does anything come out of the object? Does the object turn into something else?

MCs work out how to stop the strange things Is there something around the main character that they can use to stop the strange things? Are there some instructions that came with the object that they can read?
Everything is back to normal

Once the danger is open, what do the main characters to next? Do they put the object back where they found it? Do they take it home to explore more? Or do they hide it so that no one has to find it again….

 

Date set: Thursday 30th April 2020

The Explorer: Firstly, I've uploaded Part Two of Chapter Two of the Explorer for you to listen to. Are the children going to escape the snake unharmed...!?

 

For today’s English, you are going to plan your very own story, based on ‘The Game’. Go to page 22 of your English task booklet and fill in the boxes with your own ideas for each part of the story. You can make your plan as similar or as different to The Game as you like. Think carefully about where your story is going to be set and what the main characters are going to find. I’ve planned my own story below to give you some ideas. Remember, this is only the plan – you can include some ideas for description and different features, but don’t write too much!

 

Introduce the main characters (MC) and where they are Tilly and Dan are walking through the forest during the summer holiday, trying to think of things to do. In this paragraph I will describe the forest and Tilly and Dan will be talking.
Main characters find something they have not seen before

Tilly stumbles across a rock and falls over. Beneath the twigs on the forest floor, she finds a strange book, covered in dirt. When she brushes away the dirt she sees that the book is in a strange language, which pictures of planets and stars on the front.

The object that has been found causes strange things to happen

Dan is curious so he opens the book and out spring twenty tiny, six-eyed, purple fluffy alien. The aliens try to attack Dan and Tilly.

MCs work out how to stop the strange things

Tilly opens the book to see if there is a way to stop the aliens. When she opens it to one page one of the aliens is slowly sucked towards the book and back into it. She keeps turning the pages until all of the aliens are back in the book.

Everything is back to normal Tilly and Dan walk back home as the sun begins to set, with the book under Dan’s arm. They don’t want anybody else finding this anytime soon…

 

Date set: Wednesday 29th April 2020

I hope that you enjoyed the first chapter of The Explorer. If you follow The Explorer link on our class page, I've uploaded the first part of the second chapter which you can listen too. I've uploaded the two versions of the book cover below, so that you can compare it with yesterday's task.

 

For today's English lesson you are going to look at the use of inverted commas (speech marks) to write speech and dialogues. We have done this a couple of times before in lessons, but it is something that we tend to forget, so I thought we could use a little refresher lesson on it!

 

Follow this link: https://www.bbc.co.uk/bitesize/articles/zb2wjhv Watch the video and complete Activities 1 and 2. Activity 3 is optional.

 

Top tips:

 

1) Put inverted commas (speech marks) around what is being said

 

2) Begin all speech with a capital letter

 

3) If the reporting clause (she said) comes after speech, end speech with either , ? or ! Remember that this punctuation comes inside or your inverted commas.

For example,

"Let's play football," suggested Ella.

 

4) If the reporting clause comes before speech, use a comma after the reporting clause and a full stop to end speech.

For example,

Ella suggested, "Let's play football."

 

 

 

Picture 1
Picture 2

Date set: Tuesday 28th April 2020

 

I hope that you all enjoyed the end of Cosmic! Now that we have finished reading it, I’ve found a new book to begin reading to you, which links to our rainforest topic. It's called The Explorer, by Katherine Rundell, and it won the Costa Children’s Book of the Year in 2017.

 

For today’s English, I would like you firstly to read the blurb for The Explorer below. Then listen to the first chapter (below the blurb). Once you've read the blurb and listened to the chapter, I would like you to design your own book cover for this book, using what you know of the book so far. Tomorrow I will upload a picture of the actual book cover for you to compare the two.

 

I hope that you enjoy the first chapter - I'm going to continue reading The Explorer for you to listen to, and will upload all of the recordings into a new 'The Explorer' symbol, next to 'Cosmic' on our class page smiley

 

Blurb:

From his seat in the tiny aeroplane, Fred watches as the mysteries of the Amazon jungle pass by below him.

He has always dreamed of becoming an explorer, of making history and of reading his name amongst the lists of great discoveries. If only he could land and look about him.

 

As the plane crashes into the canopy, Fred is suddenly left without a choice.

 

He and the three other children may be alive, but the jungle is a vast, untamed place.  With no hope of rescue, the chance of getting home feels impossibly small. Except, it seems, someone has been there before them...

 

1. Flight.mp3

Date set: Monday 27th April 2020

 

Today in English, you are going to have a go at rewriting The Game story, but replacing some parts with your own, very similar idea.

 

Firstly, find page 16 of the booklet. Warm your English brain up by having a go at the adjective game, where you replace adjectives to create different moods/meaning.

 

Once you've warmed up, read the short section of The Game on page 17 to remind yourself what happened. Scroll straight down to page 18. Page 18 lists some parts in the story. Fill in the table showing how you would change the story. Keep the classroom setting.

 

Once you've filled in the table, it's time to get writing! Looking carefully at the text and your own ideas, try to write your own version. I've written my own example below to help. Notice how I keep some parts of the text the same, but change small parts to make it suit my animal.

 

Miss Browning's example:

 

At that moment, the table began to shake, then the windows rattled and the floor vibrated. Everyone stopped what they were doing and the room fell silent.

 

"EARTHQUAKE!" shouted Billy, bursting with laughter. He soon stopped, as in the blink of an eye, a colossal snake, three times larger than an anaconda, pinged out of the game and landed in the very middle of the classroom. Everyone froze. It's metallic-looking scales shimmered in the light as it coiled, ready to pounce and its whole body seemed to pulse. Two gleaming eyes scanned the room and then...

 

It sprung into action! It slithered over and under tables, crushed the wet play games and sent children flying across the classroom with a flick of its tail. 

 

Date set: Friday 24th April 2020

 

Firstly, well done for all of your hard work this week! I've loved seeing examples of your work. Beneath, I have included the answers to the reading comprehension that you completed yesterday, if you would like to check your work. 

 

Today, you are going to complete pages 14 to 15 of your booklet. These pages introduce some grammar - relative clauses. We have worked on relative clauses before in class. They are when we add a relative clause to a sentence (beginning with which/who/whose/that) to add more information about the noun. You can find a good video explaining relative clauses here: https://www.bbc.co.uk/bitesize/topics/zwwp8mn/articles/zsrt4qt

 

For the first examples on page 14, you need to drop in a relative clause about the people. For example, 'Danny, who couldn't believe it was wet play yet again, was looking out of the window.'

 

On page 15, you're adding relative clauses about the nouns.

For example, 'The board game, which Danny thought looked incredibly dull, intrigued Susie.'

 

You don't need to complete the sentence imitation task at the bottom of page 15, we will continue with this on Monday.

Date set: Thursday 23rd April 2020

 

Good morning (or afternoon!) 

 

Firstly, the next part of Cosmic is ready for you to read....! See the Cosmic link - it's called 'Logic Says... Part Two' smiley

 

For today’s English task, you are going to be having a closer look at the text, and having a go at a reading comprehension task. Reread ‘The Game’ and then have a go at answering on the questions on pages 11-13 of the booklet.

 

Here are some top tips to help you:

 

1. Remember to use evidence from the text to support your answer.

For example, question 5 asks you ‘Is Mrs Allbright the teacher in the class? What are the clues to suggest this?’ For this question, find the evidence in the text – it is okay to copy these into your answer and explain why this is evidence.

 

2. When you’re asked to find a number of different things for one answer, number these in your answer to make it clear that you have listed the right number of different things.

For example, question 2 asks you to ‘Write down two things that children are doing in the classroom.’

Lay your answer out like this:

1 – First thing children were doing

2 – Second thing children were doing

 

3. You don’t need to write in full sentences in your answers! In a test situation, this would waste valuable time. It is okay to start your answers with the word ‘because’.

For example, question 6 says ‘Why might another lunchtime inside be stressing Mrs Allbright?’
Your answer to this can begin with ‘Because…’

Date set: Wednesday 22nd April

 

Yesterday you read a story called 'The Game' and predicted the ending. Today you're going to be looking at some of the trickier vocabulary in this text, and trying to use these words in sentences yourself. Look at page 7 to 9 of your booklet. You are going to do the task 'What Do the Words Mean?'

 

Firstly, go through the text and underline any words that you're unsure of. Next, you are given the definitions and examples of 3 words that appeared in the text: streaked, resurgence and ferocity. You need to write your own sentences with these words in them.

 

Finally, find out the meanings of any of the other words that you were unsure of in the text - you might use a dictionary, look them up online, or ask someone at home. Choose three of these words - can you write one sentence for each of these words, using the words? If you want to, you can draw pictures for your sentences, to try to help you remember these words to use later in your own work.

 

Don't forget to enjoy your 30 minutes of reading! 

Date set: Tuesday 21st April

 

Good morning Fox Class! I hope that you all did well on yesterday's work. Don't forget to email me at year5@maltese.essex.sch.uk before the end of the week to let me know how you are doing and to share any work smiley

 

For your task today, I want you to look at pages 4 to 7 of the English booklet (attached below). 

 

Firstly, it shows you the plot of a 'finding tale' story. Look carefully at this, as you will be planning your own 'finding tale' soon! Remember, 'MC' in the table means 'main character'.

 

You're then going to read another story called 'The Game', which has the same 'finding tale' plot as Jumanji. However, it stops at an interesting part of the story..... your job is to predict what happens next! Have a go at writing down your prediction, before reading the rest of the story.

 

You do not need to do the next task in the booklet yet (the task called 'What do the words mean?'). We will do that later on this week smiley

 

Don't forget to enjoy your 30 minutes of reading! 

Date set: Monday 20th April

 

In English, we are going to begin working through a unit of work based on the book ‘Jumanji’. You might have heard of/seen the films. We are going to do lots of work on the story, before having a go at writing our own story.

 

Below, there is a copy of this unit of work. Look through up until page 3 only. Do not go ahead, as we are going to work slowly through this booklet over the next week or two.

 

Once you have watched the video (https://www.youtube.com/watch?v=yLyXEQPuLJo), I would like you to warm up your writing brain by writing a description of the scene that you saw with the monkeys destroying the kitchen. Imagine you are in the room, and try to use all of your senses. What can you see, hear, smell and touch? Can you still taste the breakfast you had before these monkeys arrived in your kitchen?

 

Don't forget to enjoy your 30 minutes of reading! 

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