Teacher Work Sample
Student C-Secondary Spring 2012
Longfellow Elementary
Scottsbluff, Nebraska
K-5 Physical Education
Teacher Internship – Chadron State College
2/11/2012
Table of Contents
Instructional Setting/contextual factors…………………………………….2
Assessment Plan………………………………………………………………………..5
Description of data analysis of pre-test data……………………7
Description of data analysis of post-test data………………….9
Instructional Plan………………………………………………………………………11
Decision-Making, Reflection, and Self-Evaluation…………… 25
1
Instructional setting/contextual factors
Scottsbluff Public School District is located in the southern portion of the Nebraska
panhandle and serves and area of 57 square miles. There are five elementary schools, one
middle school, and one high school within the district. Within those schools, there are over
2800 students who attend. The school district serves breakfast and hot lunch daily to the
students. 51% of the students receive free and/or reduced lunches. The student body is made
up of 55% white students, 38% Hispanic students, 5% Native American students, 1% black
students, and less than 1% Asian students.
The grade levels in which this assessment was done were the upper grades that I teach
at Longfellow. Grades 4 & 5 were the classes I chose to assess and evaluate. I teach Physical
Education to grades K-5, but chose the older grades due to the more advanced skill level of the
students. These are also the ages in which the students are developing more rapidly and
already have the basic fundamental skills so their improvement is in basketball-specific skills
instead of simply improving their fundamental skills. In this classroom, the technology
opportunity is pretty limited. The main form of technology that is used in the classroom is a CD
player with music. Other than that, there isn’t any technology use due to it not being feasible
in the 25 minutes I have with the students and the lack of facilities to house the technology
without it being damaged.
The classroom itself is a basic gymnasium consisting of one basketball court. It’s not a
full-sized basketball court, so the space is fairly limited. By the time 20-30 students get into the
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classroom, that doesn’t leave a lot of room for movement. For this reason, we are forced to do
more station-type activities to keep the students safe when moving.
Here at Longfellow, the majority of the students are white, right around 60-65%.
Hispanics make up probably 30-35% of the student population with the rest being black, Asian
or a mix. All of the students speak English well, so the language is not a barrier. In the grades I
assessed, they are in 4th and 5th grade, which would make them between 9 and 11 years old.
With the large population of Hispanics, there is a cultural difference between them and the
white students. One thing that I’ve noticed is that the Hispanic boys don’t listen very well to
the female teachers, which comes from their culture looking at women as second-class. The
Hispanic boys are more aggressive in the class and they have a hard time following the rules
and staying within the boundaries of the classroom.
Developmentally, most of the students are below average to average in their skill level
in basketball. The few students who are above average play on basketball teams within the
community, which is obvious in the disparity in their skill level compared to the rest of their
class. Because of this, my goal was to work toward correct form when completing the skills, not
the end result, such as a made basket.
Due to the size of the classroom and only having four basketball hoops, that affects
some of the activities that our classes participate in during PE. If the gym were bigger, we
would have more options available in terms of drills and activities for the students, but we
made the best with what we have. For example, a couple days we wanted to have part of the
class working on dribbling, another part passing, and the rest shooting. So we had the group of
students who were passing on the half of the gym with only one hoop so they wouldn’t affect
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the other students who were shooting. The group who was dribbling was also on that half of
the court close to the sideline so they were out of the way of the other two groups. The
shooting group was on the half of the court with three hoops. That group was split among the
three hoops evenly. By dividing up the students into that many groups, it keeps the groups
sizes small and gives the students a chance to work individually on skills.
The lessons for this work sample were drawn from both my personal lessons I came up
with, as well as, lessons that the cooperating teacher was planning on implementing. The
lessons were primarily formed by the cooperating teacher and I added in some activities on my
own. When they were taught, since I had just begun my student teaching experience, my
cooperating teacher primarily taught the classes and I helped the students individually once
they were going on their activities.
4
Assessment Plan
For the students’ pretest I chose a performance-based assessment, since my objectives
were for the students to be able to demonstrate correct form while completing each of the
basketball skills of dribbling, passing, and shooting. For most of the students, the PE class is the
only time that students will have any structured basketball instruction. From observing the
students on the playground at recess, they had little to no prior instruction on proper shooting
form, with the exception of a few students. Also, being a physical education class, a
performance assessment is much more logical to use than another form of assessment.
While evaluating the students, I will assess their performance based on the attached
rubrics for each skill. Based on the observations and the student’s performance will result in
the student’s final score. Throughout the unit, students are given instruction and feedback on
proper form of each skill. In the drills, students will be able to practice each of the given skills in
several different environments.
At the end of the unit, the posttest will consist of the same rubrics as the pretest. By
using the same assessment, it allows me to stay consistent with what I’m looking for in the
students’ performance. Also, since my objectives are consistent throughout the unit, that is
another reason for having the same pre- and posttest.
5
PRE & POST TEST RUBRIC FOR BASKETBALL UNIT
DRIBBLING
ONE POINT
Student looks at ball or hands most of the time.
Student loses control of ball after one or two dribbles.
TWO POINTS
Student keeps head up some of the time, but generally head down or looking at the ball.
Student can keep ball under control while stationary, but loses control once moving.
THREE POINTS
Student keeps head up most of the time with a few exceptions.
Student rarely loses control of the ball.
FOUR POINTS
Student doesn’t look at ball at all
Student maintains control of the ball throughout the assessment
PASSING
ONE POINT
Pass doesn’t reach target, follow through is incorrect, stepping with the wrong foot.
TWO POINTS
Pass reaches target some of the time, follow through is correct, stepping with the wrong foot.
THREE POINTS
Pass reaches target nearly every time, follow through is correct, stepping with correct foot.
FOUR POINTS
Pass reaches target every pass, shows comfort passing with either hand (wrap-around), steps
with correct foot.
6
Description of data analysis of pre-assessment data
Based on the pretest scores, the 4th grade students are behind in dribbling and shooting
and slightly better in passing. In the observations of the students out on the playground at
recess, the scores reflect what I saw for that age group. Although the scores weren’t what I had
hoped for, it does give the students quite a bit of room for improvement through the course of
the unit.
In the 5th grade class, they scored a bit higher in dribbling and shooting than they did in
passing. This could be for several reasons. They might have more experience playing
basketball, which would lead to higher scores in those areas of shooting and dribbling. In
talking with fellow teachers about the youth basketball programs here, there is little emphasis
on teamwork, which would correlate with the lower score in passing than the other two skills.
Based on the scores, all three skills are fairly consistent. That helps me in planning the
lessons for the unit. Based on what I’ve seen, I plan on teaching each of the skills fairly
consistently and split the time fairly equally among the skills. As the unit progresses, I’ll see if it
looks like I need to spend more time on a certain skill or not.
7
2.3
2.2
2.1
4th Grade Pretest
2
5th Grade Pretest
1.9
1.8
1.7
Dribbling
Shooting
Passing
8
Description of data analysis of post-assessment data
The graphs illustrate the improvement of both grades from the beginning of the unit to
the end of it. Overall, the 4th grade improved 22.75% on the three skill levels. As a grade level,
5th grade improved from an average of 2.14 on the three skills to 3.24, an improvement of
27.5%. That was surprising to me to see that much improvement in that short of time. I think
having structured lessons for the students and having activities that focuses on the execution of
the skill and not the end result shows what kind of improvement can happen, especially at the
younger grade levels.
3.5
3
2.5
2
4th Grade Posttest
1.5
5th Grade Posttest
1
0.5
0
Dribbling
Shooting
Passing
9
3.5
3
2.5
2
4th Pretest
1.5
4th Postest
1
0.5
0
Dribbling
Shooting
Passing
3.5
3
2.5
2
5th Grade Pretest
1.5
5th Grade Posttest
1
0.5
0
Dribbling
Shooting
Passing
10
Instructional Plan – Lesson Plans
Title: Basketball Skills
Designated Content Area/Lesson Focus: Basketball
Sub Focus of the Lesson: Dribbling
Designated Skill Level: 4th-5th Grades
National Standards
1, 2, 3, 4
Behavioral Objectives
Students will be able to:
Demonstrate proper dribbling form throughout the class period
Follow directions through the stations for the entirety of the class period
Skill Cues
Ball should touch pads of the fingers; Keep low center of gravity; Eyes up, not on the ball;
Dribble hard
Safety Concern
There is a possibility of students rolling an ankle, or having other lower body injuries due to the
quick change of directions in basketball. Students need to be aware of surroundings and the
possibility of basketballs in the air.
Materials Needed
Basketballs, cones
Introductory Activity
Stretching
Fitness Component
Line tag – This game is played on a basketball court with one student being “it.” The students
all spread out and begin on a line. The students have to stay on the lines while chasing and
being chased. Once a student is caught, they have to do 5 pushups then wait for the next
person to be selected to be “it.”
Organization/Management
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The class will come in at the beginning of the period and begin their introductory activity, then
move into the fitness component. Once the fitness component is over, they will go into their
dribbling stations.
- Stations – Students will be separated into groups by the teacher and begin at designated
stations. There will be 5 stations that the students will rotate through, completing each station
one or two times, depending on time constrictions. Each station will last for 60 seconds, and
students will be given 15 seconds to transition between stations.
Station 1 – Non-dominant hand dribbling – feet shoulder width apart, knees bent slightly, in
athletic position. Students will dribble with their left hand if they are right handed or with their
right hand if they are left handed. Students will vary the height from waist high, slowly working
down to ankle high.
Station 2 – Dominant hand dribbling - feet shoulder width apart, knees bent slightly, in athletic
position. Students will dribble with their left hand if they are left handed or with their right
hand if they are right handed. Students will vary the height from waist high, slowly working
down to ankle high.
Station 3 – Dribbling with dominant hand. Students will begin dribbling with their strong hand
and jog/sprint to the half court line and back.
Station 4 – Dribbling with non-dominant hand – Students will begin dribbling with their off hand
and jog/sprint to the half court line and back.
Station 5 – Two-ball dribbling – students will begin with one ball in each hand and begin
dribbling them simultaneously. They will continue dribbling as they walk, jog, or run to the half
court line and back.
Lesson Focus
Students will focus on utilizing hard dribbles using the fingers to manipulate the ball. The
majority of the force should come from the wrist/forearm action, not elbow action. Students
will also be encouraged to keep their eyes away from the ball.
Concluding Activity
A few arm stretches and quick review of the material of the day.
Evaluation/Assessment
Dribbling evaluation Checklist
ONE POINT
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Student looks at ball or hands most of the time.
Student loses control of ball after one or two dribbles.
TWO POINTS
Student keeps head up some of the time, but generally head down or looking at the ball.
Student can keep ball under control while stationary, but loses control once moving.
THREE POINTS
Student keeps head up most of the time with a few exceptions.
Student rarely loses control of the ball.
FOUR POINTS
Student doesn’t look at ball at all
Student maintains control of the ball throughout the assessment
SHOOTING
ONE POINT
Elbow is out throughout shooting motion, doesn’t follow through in the wrist, arm finishes out,
not up.
TWO POINTS
Elbow is in during some of the shooting motion, some recognizable follow through in the wrist,
arm finishes at about 45* angle.
THREE POINTS
Elbow is in during the entire shooting motion, follow through in the wrist, and arm finishes
straight up or nearly straight up in the air.
FOUR POINTS
Elbow is in during the entire shooting motion, follow through in the wrist, arm finishes straight
up or nearly straight up, ball shows backward rotation through the air, ball is on target.
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Title: Basketball skills
Designated Content Area/Lesson Focus: Basketball
Sub Focus of the Lesson: Passing
Designated Skill Level: 4th-5th Grades
National Standards
1, 2, 3
Behavioral Objectives
Students will be able to demonstrate knowledge of 4 basic basketball passes proficiently and
accurately deliver the passes in both distance and location.
Skill Cues
Chest Pass – chest to chest, thumbs end facing down Bounce pass – chest to waist, bounce ball
2/3 of the way; Overhead pass – above the head, not behind it, aim for the chin; Wrap Around
Pass – step with one foot, deliver pass with outside hand.
Safety Concern
There is a possibility of students rolling an ankle, or having other lower body injuries due to the
quick change of directions in basketball. Students need to be aware of surroundings and the
possibility of basketballs in the air.
Materials Needed
One basketball for every student, targets for the passing stations.
Introductory Activity
Slow jogging warm up for the class, 2-3 minutes. Active stretches, targeting hamstrings,
quadriceps, calves, shoulders, groin muscles, and core.
Fitness Component
5-10-5 Drill – Cones are set up 25’ apart. Students begin at the middle cone and when the
whistle is blown, students go either left or right, touch the cone, sprint all the way across to the
far cone, touch that cone, then sprints through the middle cone. That’s why it is called a 5-10-5
drill; the students sprint 5 yards, 10 yards, and then 5 yards. Students focus on using good
sprinting technique and changing directions quickly.
Organization/Management
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Adaptations – students may need to shorten the distance of the passes if they have difficulty
throwing it the full distance.
Stations – Students will be paired up, standing about 10-20 feet apart facing each other.
Students will spend 3 minutes practicing each of the passes; chest, bounce, overhead, and wrap
around passes.
Once students have had a chance to practice each of the passes, they will rotate around the
gym and throw at targets set up along the edge of the gym floor. The teacher will group the
class into four groups. Each student in the group will throw the pass at the target, catch the
bounce off the wall, and wait for the remaining members of their group to throw the pass to
the target. Once each student has completed their pass, the whole group dribbles to the next
station.
The stations are spaced out enough that students will need to dribble quickly between stations,
working on their fitness.
Station 1 – chest pass
Station 2 – bounce pass
Station 3 – overhead pass
Station 4 – wrap around pass.
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Lesson Focus
Students need to focus on proper form while executing each type of pass. For each pass,
students should have hands on the sides of the ball, gripping with the fingers, not the palm of
the hand.
Chest pass – students begin with the ball at their chest, hands on sides of the ball. They aim for
the chest of their partner and follow through in the throwing motion with the thumbs ending
pointing down at the floor with arms extended. They step with their normal stepping foot
when throwing a ball. Normally it is the left foot for right handed people, and the right foot for
left handed people.
Bounce pass – students begin with the ball at their chest, hands on sides of the ball. They aim
for a spot on the floor about 2/3 of the distance to their partner. The pass should hit their
partner in the chest. The student throwing should follow through in the throwing motion with
the thumbs ending pointing down at the floor with arms extended. They step with their normal
stepping foot when throwing a ball. Normally it is the left foot for right handed people, and the
right foot for left handed people.
Overhead pass – students begin with the ball above their head, hands on the sides of the ball.
They aim for their partners chin and snap the ball forward careful to not bring the ball behind
their head. As they snap through, they step with their normal stepping foot when throwing a
ball. Normally it is the left foot for right handed people, and the right foot for left handed
people. With the hands, they follow through until the thumbs are pointing at the floor.
Wrap around pass – students begin in an athletic stance with the ball. When making the pass
with the right hand, they step to their right with their left foot and bend down and reach out
with the ball in their right hand, moving in a sideways swooping motion. This can either be a
bounce or chest pass.
Concluding Activity
Have the students perform a 2-3 minute cool-down jog around the course. Static stretches of
the quadriceps, hamstrings, hip flexors, calves, shoulders, and core will follow to reduce muscle
soreness. While stretching a class discussion will occur about the lesson of the day.
Evaluation/Assessment
Visual Observation
ONE POINT
Pass doesn’t reach target, follow through is incorrect, stepping with the wrong foot.
TWO POINTS
Pass reaches target some of the time, follow through is correct, stepping with the wrong foot.
16
THREE POINTS
Pass reaches target nearly every time, follow through is correct, stepping with correct foot.
FOUR POINTS
Pass reaches target every pass, shows comfort passing with either hand (wrap-around), steps
with correct foot.
17
Title: Basketball skills
Designated Content Area/Lesson Focus: Basketball
Sub Focus of the Lesson: Shooting
Designated Skill Level: 4th-5th Grades
National Standards
1, 2, 3
Behavioral Objectives
Students will be able to demonstrate the proper shooting form throughout the class period
Skill Cues
Everything starts with the legs, Elbow stays in tight to body, square the body to the basket, off
hand is there only for support, shoot up not out, finish with the hand in the cookie jar, sniff
your armpit after shooting (ensures shooting arm goes up not out).
Safety Concern
There is a possibility of students rolling an ankle, or having other lower body injuries due to the
quick change of directions in basketball. Students need to be aware of surroundings and the
possibility of basketballs in the air.
Materials Needed
Basketballs
Introductory Activity
Slow jogging warm up for the class, 2-3 minutes. Active stretches, targeting hamstrings,
quadriceps, calves, shoulders, groin muscles, and core.
Fitness Component
5-10-5 Drill – Cones are set up 25’ apart. Students begin at the middle cone and when the
whistle is blown, students go either left or right, touch the cone, sprint all the way across to the
far cone, touch that cone, then sprints through the middle cone. That’s why it is called a 5-10-5
drill; the students sprint 5 yards, 10 yards, and then 5 yards. Students focus on using good
sprinting technique and changing directions quickly.
Organization/Management
- Adaptations – if students can’t shoot on a regulation hoop, a shorter hoop could be used.
18
- Stations – the students will be broken into 4 groups, and each group starting at a basket will
complete the stations’ activity and then rotate to the next basket. The stations will last for 90
seconds and will complete as many rotations as time allows.
Station 1 – Students will stand about 1-2’ from the basket and bend their knees, shoot the ball
so it goes over the rim and into the basket. Students will work on proper form, especially
shooting the ball up.
Station 2 – students will line up about 5-6’ from the basket and will use their lower body to
execute proper form to shoot.
Station 3 – students will shoot from the elbow (about 15’) and will work on their jump shots.
Station 4 – students will shoot around the world from the block, elbow, free throw line, and top
of the key
Lesson Focus
In order for students to be successful at the game of basketball, they need to be able to shoot
the ball and shoot it correctly. This lesson focuses on the mechanics of the proper basketball
shot. Students will be shown how to properly perform each of the stations and will be
observed to ensure the correct actions are taken by the students.
Concluding Activity
Have the students perform a 2-3 minute cool-down jog around the court. Static stretches of
the quadriceps, hamstrings, hip flexors, calves, shoulders, and core will follow to reduce muscle
soreness. While stretching a class discussion will occur about the lesson of the day.
Evaluation/Assessment
Visual Observation
ONE POINT
Elbow is out throughout shooting motion, doesn’t follow through in the wrist, arm finishes out,
not up.
TWO POINTS
Elbow is in during some of the shooting motion, some recognizable follow through in the wrist,
arm finishes at about 45* angle.
THREE POINTS
Elbow is in during the entire shooting motion, follow through in the wrist, and arm finishes
straight up or nearly straight up in the air.
FOUR POINTS
19
Elbow is in during the entire shooting motion, follow through in the wrist, arm finishes straight
up or nearly straight up, ball shows backward rotation through the air, ball is on target.
20
Title: Basketball skills
Designated Content Area/Lesson Focus: Basketball
Sub Focus of the Lesson: Passing/Shooting
Designated Skill Level: 4th-5th Grades
National Standards
1, 2, 3, 4, 5, 6
Behavioral Objectives
Students will demonstrate their knowledge of passing and shooting according to the grading
worksheet.
Skill Cues
Passing; aim the pass where they are going to be, not where they are right now, chest to chest
passes, don’t underestimate a good bounce pass. Shooting; smell your armpit, snap the wrist,
use your lower body.
Safety Concern
There is a possibility of students rolling an ankle, or having other lower body injuries due to the
quick change of directions in basketball. Students need to be aware of surroundings and the
possibility of basketballs in the air.
Materials Needed
4-5 basketballs
Introductory Activity
Slow jogging warm up for the class, 2-3 minutes. Active stretches, targeting hamstrings,
quadriceps, calves, shoulders, groin muscles, and core.
Fitness Component
Line tag – This game is played on a basketball court with one student being “it.” The students
all spread out and begin on a line. The students have to stay on the lines while chasing and
being chased. Once a student is caught, they have to complete 5 pushups then wait for the
next student to be chosen to be “it”. Once every student has been caught, a new student is
chosen as the one to be it.
Organization/Management
- Stations
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Station 1 – students will work on their passing skills while moving. Student will be
paired up and while running down the length of the court, they will make chest passes, bounce
passes, and overhead passes. Each pair of students will make three trips down and back on the
court. One time for each of the three passes.
Station 2 – students will line up into three lines and perform a full court 3 man weave.
The ball begins in the middle and the middle student will make a pass to either side they
choose. After passing, the student will run that same way, weaving behind the student who
caught their pass. This pattern of passing and following continues down the length of the floor
until one student performs a layup. The student, who passed the ball to the person doing the
layup, will rebound the ball and the group runs back on the outside of the basketball court and
returns in line. Each group of three students will complete the station three times, each time
performing a different pass.
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Station 3 – students will line up in two lines, free throw line extended, facing the middle
of the court. One line has the basketballs and the other begins the drill by cutting down toward
the basket before coming back up to the free throw line and catches the pass from the other
line and performs either a jump shot, or pump fakes and dribbles in to perform a layup.
Students switch lines after they have gone.
Lesson Focus
Students need to be able to perform the skills while moving, as in a game situation. They will
be instructed to focus on the performance of the activity, not the end result.
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Concluding Activity
Have the students perform a 2-3 minute cool-down jog around the course. Static stretches of
the quadriceps, hamstrings, hip flexors, calves, shoulders, and core will follow to reduce muscle
soreness. While stretching a class discussion will occur about the lesson of the day.
Evaluation/Assessment
OBSERVATION EVALUATION
ONE POINT
Demonstrates poor knowledge and demonstration of three passes. Passes are rarely on-target
and rarely executes proper shooting motion. Doesn’t work well with other students in group.
TWO POINTS
Demonstrates decent knowledge and demonstration of all three passes. Passes are sometimes
on-target and sometimes executes proper shooting motion. Works adequately with other
students in group.
THREE POINTS
Demonstrates proficient knowledge and demonstration of all three passes. Passes are mostly
on-target and properly executes shooting motion. Works well with other students in group.
FOUR POINTS
Demonstrates advanced knowledge and demonstration of all passes. Passes are on target,
shooting motion is excellent, demonstrates excellent behavior in groups.
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Instructional Decision-Making, Reflection, and Self-Evaluation
1. As I reflect on the lesson, to what extent were the students productively engaged in the
learning process? (Academic engaged time/Time on task).

Of the 25 minutes in a class, the students spend probably 18-20 minutes engaged in
activities daily.
2. Were students interested and motivated to learn during these lessons? Why or why not?
Did you make changes during the lessons to enhance interest or motivation?

Yes, students were easy to motivate, especially since the activities weren’t high
pressure or intense. I tried keeping everything fun for the students in order to keep
their interest and so they wouldn’t get burned out on the activities.
3. Did the lesson allow for students to achieve mastery of the objective(s); and engage in
activities and learning situations that were aligned with district, state, or national
standards?

Yes, primarily all of the lessons were focused on giving students time to practice the
skills. In physical education, repetition is important. Allowing the students to
practice a skill just a few times doesn’t do much for their progress in the skills.
Through the course of the unit, the students were allowed to practice the skills daily
for the majority of the time they had in class. Only having students 3-4 times a week
for 25 minutes at a time makes it hard to have the students get the time and
practice they need to truly progress in skills. However, I think the structure of the
lessons maximized the students’ opportunity to learn.
4. Did I adjust my teaching strategies and activities as I taught the lesson? If so, why and how?
25

Yes, I changed activities up through the unit so as to avoid students from plateauing
in their progress. I wanted to keep the unit fun and engaging for the students,
especially since basketball is a sport that some of the students really didn’t enjoy
playing at all. For those students who don’t enjoy the sport, I did my best to
encourage the students to apply the lessons learned here in basketball to life. I
reminded them that in life, we don’t always get to do only what we want to do, and
in those situations we need to make the best of it.

After the first lesson, I noticed that I was talking over the fourth grade students’
heads. I’m used to dealing with older students and I had to adjust the language of
the lessons to their knowledge and experience level.
5. What kind of feedback did I receive from the students indicating they had achieved
understanding and that the objective(s) were met for the lessons? (Formative Assessment)

The objectives on this lesson were performance based and so their completing the
skills properly demonstrated their understanding of the material.
6. If I had the opportunity to teach these lessons again to this same group of students, what
would I do differently? Why?

I don’t know that I would change much at all; the students showed good progress in
a short time and most of the students enjoyed the material and activities. In the
future, I would probably try a few more activities that were different, just to add
variety. I liked how the unit went in giving the students a lot of repetitions to
practice the skills in the short time we had for the unit. If anything, I’d try to
26
incorporate some activities that maybe weren’t so basketball specific, but would still
give them practice on the skills.
7. Did you receive any suggestions from the students or cooperating teacher that you did
incorporate in the lessons or that you would incorporate if you taught the lessons again?

I had a couple students who are involved in youth basketball teams suggest certain
games and/or activities that they do in practices that they wanted to do in the unit.
I made a note of a couple for the future.
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