Language Arts Grade 11

Ashdown Public School District
LANGUAGE ARTS, GRADE K

Language Arts - Grade 11

Language Arts

Arkansas' Learning Standards are defined in the Arkansas Curriculum Frameworks, discipline-based documents which clearly describe what students must know and be able to do in the area of Language Arts at three critical levels: grades 4, 8, and 12. The rigorous academic content standards and the student learning expectations within each document provide the focus for instruction for each local school district, without rigidly prescribing every element of the local curriculum. Student demonstration of the standards and learning expectations within the Arkansas Frameworks is the anchor for the entire education system, with instructional programs, state-level assessments, professional development, school improvement planning, teacher/administrator licensure, and accountability sharing the common goal of improved student learning and performance around these standards.

The Language Arts portion of the ACTAAP is based on standards in the Arkansas Language Arts Curriculum Framework.

The Stanford Achievement Test, Ninth Edition (SAT-9) contains six subtests for Language Arts levels Primary 1 through Primary 3. At the higher levels, there are seven subtests.

Grade 11

The End of Course Literacy Test is a criterion-referenced test administered in grade eleven.

Language Expressions

This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar. This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.

Fragment: Idiom
The learner will be able to identify a sentence fragment within an idiomatic expression.

Strand	Bloom's	Scope	Hours	Source
Sentence Structure/Fragment/Run-On	Knowledge	Master	0.5	American College Test (ACT), Study Guide, 1995-1996, ACT, p. 56 tested in week 9 of next year.

Conventions: Utilize/Print/NonPrintText
The learner will be able to utilize knowledge of language conventions and language structures with print and non-print texts.

Strand	Bloom's	Scope	Hours	Source
Language Conventions	Application	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W Standard 2 week tested: 22.

Listening

This unit includes identifying and distinguishing between sounds and patterns in sounds, constructing meaning from information delivered verbally, and understanding and responding to verbal information. STRAND 3: LISTENING, SPEAKING, and VIEWING

CONTENT STANDARD:

Students will develop and apply the communication skills of speaking, listening and viewing through a variety of informal and formal opportunities.

GRADES 9-12 (Student learning expectations:)

LSV. 1.1. Work collaboratively to generate ideas and solve problems.
LSV. 1.2. Express and logically defend one’s ideas.
LSV. 1.3. Speak formally to a variety of audiences for a variety of purposes.
LSV. 1.4. Participate in activities, discussions and/or debates.
LSV. 1.5. Evaluate and respond to oral presentations.
LSV. 1.6. Use graphics and supporting audio-visual media.
LSV. 1.7. Analyze how the conventions of English (grammar, usage, mechanics, etc.) affect oral expression.
LSV. 1.8. Identify the levels of usage and their areas of application.
LSV. 1.9. Identify organizational patterns appropriate to diverse situations, such as interviews, debates, conversations, etc.
LSV. 1.10. Listen effectively in formal and informal situations.
LSV. 1.11. Evaluate artistic, educational and scientific presentations.
LSV. 1.12. Evaluate media techniques and messages, such as propaganda, bias, censorship and disinformation.
LSV. 1.13. Evaluate information from a variety of sources.
LSV. 1.14. Analyze and evaluate what is heard.

Presentation: Formal/Informal
The learner will be able to listen attentively in both formal and informal presentations.

Strand	Bloom's	Scope	Hours	Source
Presentation		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, LSV.1.10 week tested: 22.

Media

This unit includes the study of information and entertainment communications. Topics include: advertising, art, journalism, film, and media messages, forms and productions. This unit includes the study of information and entertainment communications. Topics include: advertising, art, journalism, film, and media messages, forms and productions.

Media Aids: Utilize/Graphics
The learner will be able to utilize graphics.

Strand	Bloom's	Scope	Hours	Source
Media Aids: Presentation	Application	Master	1.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, LSV.1.6 week tested: 22.

Media Aids: Utilize/Audio/Visual
The learner will be able to utilize supporting audio-visual media.

Strand	Bloom's	Scope	Hours	Source
Media Aids: Presentation	Application	Master	1.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, LSV.1.6 week tested: 22.

Reading Operations

This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). STRAND 2: READING

CONTENT STANDARD 1:

Students will comprehend, evaluate and respond to works of literature and other kinds of writing which reflect their own cultures and viewpoints as well as those of others.

GRADES 9-12 (Student learning expectations:)

R.1.1. Read works from various genres and cultures.
R.1.2. Read material written for a general audience to meet personal goals, e.g. individual improvement, leisure activities, confirmation of theory.
R.1.3. Read a variety of materials for academic and other purposes, e.g. science journals to illustrate current trends in science, biographies to provide depth of understanding of historical events, etc.
R.1.4. Read and understand different points of view.
R.1.5. Monitor independent reading and make necessary corrections and adjustments to aid in comprehension.
R.1.6. Analyze a diversity of ideas generated by authors of different races, beliefs, genders, ages, etc.
R.1.7. Apply a variety of strategies to aid in the comprehension of text, e.g. prediction, context clues, phonics, structural analysis, note taking, recalling facts, determining cause and effect, paraphrasing.
R.1.8. Articulate the central purpose or theme of a text.
R.1.9. Integrate information from within the text, from other texts and from one’s own background knowledge/experience to develop solutions to problems.
R.1.10. Gather research data from a variety of sources to formulate, substantiate or refute opinions or theories.
R.1.11. Analyze how works of a given period reflect historical events.
R.1.12. Analyze the relationship between contemporary writing and past literary traditions.
R.1.13. Develop criteria for judging the quality of literary works.
R.1.14. Develop, apply, and defend judgments about the content and quality of text.
R.1.15. Use types, structures, and features of the text--e.g. headings, subheadings, examples, and subordinate organization--to aid in comprehension.
R.1.16. Apply critical thinking skills in interpreting text, e.g. inferring, comparing/contrasting, analyzing, evaluating.
R.1.17. Respond critically to what has been read, e.g. conduct panel discussions, participate in group discourse, generate ideas, develop position papers, create models.

CONTENT STANDARD 2:

Students will demonstrate a willingness to use reading to continue to learn, to communicate and to solve problems independently.

GRADES 9-12 (Student learning expectations:)

R.2.1. Read frequently a variety of materials for varied purposes including enjoyment and problem solving.
R.2.2. Extend and expand personal reading interests, e.g., print and on-line newspapers, magazines, and journals.
R.2.3. Initiate and participate actively in conversations about reading, such as Socratic seminars, on-line discussion groups, and book clubs/groups.
R.2.4. Use the library, the Internet, and other sources as information-gathering tools to develop informed opinions and make decisions in order to achieve educational and employment goals.
R.2.5. Use electronic media for language arts purposes.
R.2.6. Use the Internet appropriately for information gathering and problem-solving.
R.2.7. Collaborate with school and community organizations to foster continued interest in reading, e.g., Read Across America, peer tutoring, community service with youth/elderly/non-readers.

Strategies: Comprehend/Text
The learner will be able to use a variety of strategies to comprehend text.

Strand	Bloom's	Scope	Hours	Source
Reading Strategies		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.7 week tested: 22.

Purposes: Learn
The learner will be able to read to engage in the learning process.

Strand	Bloom's	Scope	Hours	Source
Reading Purposes		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R Standard 2 week tested: 22.

Response: Content/Quality/Text
The learner will be able to plan, apply, and defend judgments concerning the content and quality of text.

Strand	Bloom's	Scope	Hours	Source
Reading Responses: Critical		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.14 week tested: 22.

Analyzing: Examine/Ideas/Authors
The learner will be able to examine a diverse array of ideas generated by authors of different races, beliefs, genders, ages, etc.

Strand	Bloom's	Scope	Hours	Source
Analyzing		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.6 week tested: 22.

Personal: Read/Variety
The learner will be able to read a variety of materials often, for a variety of purposes, including for personal enjoyment and to solve problems.

Strand	Bloom's	Scope	Hours	Source
Reading Purposes: Personal		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.2.1 week tested: 22.

Personal: Read/Attain Goals
The learner will be able to read texts written for general audiences to attain personal goals.

Strand	Bloom's	Scope	Hours	Source
Reading Purposes: Personal		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.2 week tested: 22.

Main Idea: Identify/Analyze
The learner will be able to identify and analyze main ideas from reading passages.

Strand	Bloom's	Scope	Hours	Source
Main Idea	Analysis	Master	1.0	American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 tested in week 9 of next year.

Theme: Analyze/Central Purpose
The learner will be able to state and analyze the central purpose or theme of a text.

Strand	Bloom's	Scope	Hours	Source
Themes	Analysis	Master	1.5	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.8 week tested: 22.

Point of View: Multiple
The learner will be able to read and classify multiple points of view.

Strand	Bloom's	Scope	Hours	Source
Point of View	Analysis	Master	1.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.4 week tested: 22.

Purposes: Read/Variety/Academic
The learner will be able to read a variety of sources for academic and other purposes.

Strand	Bloom's	Scope	Hours	Source
Reading Purposes	Application	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.3 week tested: 22.

Purposes: Read/Communicate
The learner will be able to read to communicate.

Strand	Bloom's	Scope	Hours	Source
Reading Purposes	Application	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R Standard 2 week tested: 22.

Purpose: Information/Solutions/Combine
The learner will be able to read and combine information from the text, from other texts and from one's own prior knowledge and experience, to create solutions to problems.

Strand	Bloom's	Scope	Hours	Source
Reading Purposes	Synthesis	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.9 week tested: 22.

Interpretation: Use/Critical Thinking
The learner will be able to use critical thinking skills to interpret text.

Strand	Bloom's	Scope	Hours	Source
Interpretation	Evaluation	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.16 week tested: 22.

Response: Critically Respond
The learner will be able to critically respond to the material that he/she has read.

Strand	Bloom's	Scope	Hours	Source
Reading Responses: Critical	Evaluation	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.17 week tested: 22.

Historical: Analyze/Events
The learner will be able to analyze how historical events are reflected in the literature from a particular American time period.

Strand	Bloom's	Scope	Hours	Source
Themes: Historical	Analysis	Master	1.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.11 week tested: 22.

Speaking

This unit focuses on techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. This unit includes: formal and informal communication, debate skills, and verbal/nonverbal communication.

Practices: Develop/Use/Skills
The learner will be able to develop and use listening, speaking and viewing skills through a variety of formal and informal opportunities.

Strand	Bloom's	Scope	Hours	Source
Communication Practices		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, LSV Standard 1 week tested: 22.

Practices: Ideas/Generate/SolveProblems
The learner will be able to work together to generate ideas and solve problems.

Strand	Bloom's	Scope	Hours	Source
Communication Practices	Application	Master	1.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, LSV.1.1 week tested: 22.

Language Conventions: Examine/Affect
The learner will be able to examine the affect of English conventions on oral expression.

Strand	Bloom's	Scope	Hours	Source
Language Conventions	Analysis	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, LSV.1.7 week tested: 22.

Study and Research Skills

This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams. This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams.

Research Skills: Collect/Variety/Sources
The learner will be able to collect research data from a variety of sources to formulate, substantiate or refute opinions or theories.

Strand	Bloom's	Scope	Hours	Source
Research Skills		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, R.1.10 week tested: 22.

Testing Strategies: Preview Sections
The learner will be able to understand how to preview test sections before answering any questions.

Strand	Bloom's	Scope	Hours	Source
Testing	Knowledge	Master	0.5	American College Test (ACT), Study Guide, 1995-1996, ACT, p. 219 tested in week 9 of next year.

Answer Choices: Distortions
The learner will be able to identify answer choices which quote reading passages, but distort the meaning of such quotes.

Strand	Bloom's	Scope	Hours	Source
Testing: Answer Choices	Comprehension	Master	5.0	American College Test (ACT), Study Guide, 1995-1996, ACT, p. 226 tested in week 9 of next year.

Writing

This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama. This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama. STRAND 1: WRITING

CONTENT STANDARD 1:

Students will employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

GRADES 9-12 (Student learning expectations:)

W.1.1. Activate, organize and build upon background knowledge through a variety of cooperative and individual strategies, e.g. brainstorming, concept-mapping, role-playing.
W.1.2. Build a store of ideas for writing through appropriate classroom activities relating past or present experiences, literature, the opinions of others, etc.
W.1.3. Select and use methods of organization appropriate to audience and purpose.
W.1.4. Synthesize information from a variety of sources, such as traditional print, word processors,
spreadsheet, graphic software, Internet, etc.
W.1.5. Write in response to new learning in a variety of written forms.
W.1.6. Write to persuade, to defend, to inform and to explain from thoughts, experience and research.
W.1.7. Write to show knowledge of cultural diversity.
W.1.8. Write for real or potentially real situations, such as job applications, business letters, college applications.
W.1.9. Apply a variety of strategies to aid in writing about texts, e.g. prediction, context clues, phonics, structural analysis, note taking, recalling facts, determining cause and effect, paraphrasing.
W.1.10. Construct from text a statement of central purpose and theme.
W.1.11. Integrate information from within the text, from other texts and from one’s own background knowledge/experience to develop written solutions to problems.
W.1.12. Gather research data from a variety of traditional and electronic sources to formulate, substantiate or refute opinions or theories.
W.1.13. Write to develop, apply and defend judgments about the quality of text.
W.1.14. Use appropriate formatting to aid in the comprehension and focus of the student’s writing.
W.1.15. Write in class for uninterrupted periods of time both with pen and paper and on word processor.
W.1.16. Establish and use criteria for self-evaluation of writing.
W.1.17. Revise writing for clarity, coherence, economy, syntax and style.
W.1.18. Share writing through peer/teacher feedback sessions, exhibitions, classroom displays, multimedia publications and contests.

CONTENT STANDARD 2:

Students will apply knowledge of language structure and language conventions (e.g., spelling and punctuation) to print and nonprint texts.

GRADES 9-12 (Student learning expectations:)

W.2.1. Maintain and evaluate a collection of writings.
W.2.2. Edit writing for appropriate mechanics and usage.
W.2.3. Use style sheet for manuscript and multimedia production and presentation.
W.2.4. Use correct citations for sources of information including data from the Internet and other multimedia sources.
W.2.5. Synthesize research data into an original work and present that work in a developmentally appropriate manner, such as reports, annotated bibliographies, research papers, multimedia presentations, etc.

Essay: Synthesizing Information/Sources
The learner will be able to synthesize information from a variety of sources in writing.

Strand	Bloom's	Scope	Hours	Source
Essay/Composition		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.4 week tested: 22.

Response: Variety/Forms
The learner will be able to respond to learning new information by writing in a variety of forms.

Strand	Bloom's	Scope	Hours	Source
Writing Responses		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.5 week tested: 22.

Strategies: Activate/Organize/Expand
The learner will be able to activate, organize, and expand upon prior knowledge through a variety of cooperative and individual writing strategies.

Strand	Bloom's	Scope	Hours	Source
Writing Strategies		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.1 week tested: 22.

Purposes: Persuade/Defend/Inform/Explain
The learner will be able to write in order to persuade, defend, inform, and explain using thoughts, experiences, and research.

Strand	Bloom's	Scope	Hours	Source
Writing Purposes		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.6 week tested: 22.

Edit: Language Conventions
The learner will be able to edit written works for language conventions.

Strand	Bloom's	Scope	Hours	Source
Editing: Language Conventions		Master		American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 tested in week 9 of next year.

Edit: Usage/Mechanics
The learner will be able to edit written works for usage and mechanics.

Strand	Bloom's	Scope	Hours	Source
Editing: Language Conventions		Master		AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.2.2 week tested: 22.

Form: Apply/Enhance Comprehension/Focus
The learner will be able to apply formatting to enhance comprehension and focus of his/her writing.

Strand	Bloom's	Scope	Hours	Source
Form	Application	Master	1.5	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.14 week tested: 22.

Writing as a Process: Communicate
The learner will be able to apply knowledge of different writing process elements to communicate with diverse audiences for a variety of purposes.

Strand	Bloom's	Scope	Hours	Source
Writing as a Process	Application	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W Standard 1 week tested: 22.

Sequence: Paragraphs
The learner will be able to arrange a variety of paragraphs in sequential order.

Strand	Bloom's	Scope	Hours	Source
Sequence	Comprehension	Master	2.0	American College Test (ACT), Study Guide, 1995-1996, ACT, p. 79 tested in week 9 of next year.

Purpose: Demonstrate/Cultural Diversity
The learner will be able to write to demonstrate knowledge of cultural diversity.

Strand	Bloom's	Scope	Hours	Source
Writing Purposes	Application	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.7 week tested: 22.

Purpose: Everyday
The learner will be able to write for everyday purposes.

Strand	Bloom's	Scope	Hours	Source
Writing Purposes	Application	Master	1.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.8 week tested: 22.

Purposes: Combine Information/Solutions
The learner will be able to combine information from the text, from other texts and from one's own prior knowledge and experience, to create written solutions to problems.

Strand	Bloom's	Scope	Hours	Source
Writing Purposes	Synthesis	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.11 week tested: 22.

Support: Strategies/Variety/Text
The learner will be able to use a variety of strategies to support writing about text.

Strand	Bloom's	Scope	Hours	Source
Support	Application	Master	2.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.9 week tested: 22.

Transitions: Word/Phrase
The learner will be able to use paragraph context to discern the appropriate transitional word or phrase to complete a given sentence.

Strand	Bloom's	Scope	Hours	Source
Transition	Application	Master	1.0	American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 tested in week 9 of next year.

Usage: Edit
The learner will be able to edit written works for usage.

Strand	Bloom's	Scope	Hours	Source
Editing: Usage	Application	Master	5.0	American College Test (ACT), Study Guide, 1995-1996, ACT, p. 78 tested in week 9 of next year.

Clarity: Improve
The learner will be able to revise writing to improve clarity.

Strand	Bloom's	Scope	Hours	Source
Revising: Content/Clarity	Analysis	Master	3.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.17 week tested: 22.

Criteria: Create/Own
The learner will be able to create criteria to evaluate one's own writing.

Strand	Bloom's	Scope	Hours	Source
Evaluating Writing: Criteria	Evaluation	Master	0.5	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.16 week tested: 22.

Criteria: Use/Evaluate Own Writing
The learner will be able to use established criteria to evaluate his/her own writing.

Strand	Bloom's	Scope	Hours	Source
Evaluating Writing: Criteria	Evaluation	Master	3.0	AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 11, W.1.16 week tested: 22.

Vocabulary

This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.

Writing: Applying
The learner will be able to make precise, vivid, and effective word choices in written works.

Strand	Bloom's	Scope	Hours	Source
Vocabulary: Writing		Master		Stanford Achievement Test (SAT-9), Version 9, Task 2 week tested: 5.

Synonym: Identify Vocabulary
The learner will be able to identify the synonym of a given vocabulary word.

Strand	Bloom's	Scope	Hours	Source
Synonym	Knowledge	Master	0.5	Stanford Achievement Test (SAT-9), Version 9, Task 2 week tested: 5.

Context: Word Meaning
The learner will be able to infer word meaning from context.

Strand	Bloom's	Scope	Hours	Source
Context	Analysis	Master	5.0	Stanford Achievement Test (SAT-9), Version 9, Task 2 week tested: 5.

Descriptive: Identify
The learner will be able to identify descriptive words which can be applied in given sentences.

Strand	Bloom's	Scope	Hours	Source
Word Choice: Descriptive	Knowledge	Master	0.5	Stanford Achievement Test (SAT-9), Version 9, Task 2 week tested: 5.