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COURSE: Lesson Planning DLP06

Section 1: Welcome!

Unit 1.1: The power of a plan

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Welcome!This course is about planning for your classroom, with a focus on daily planning and lesson planning. Every teacher has had at least one day when they went to class without a plan.

Some teachers use the saying: “If you don’t have a plan for your class, your class will have a plan for you!”

Lisha Almeida is a teacher from Mumbai, and is a big believer in the value of daily planning. Why?

Click on the cross next to Lisha’s picture to hear what happened to her before she’d learned to plan.

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How Lisha learned to love planning

“When I first went to my 3rd standard classroom, the students seemed quite well behaved and intelligent. I decided this class would not need a lot of planning, that it would be okay if I just went to class every day and explained the topic. My first class was a 45 minute science class.

I had only read through the chapter once, and had not decided exactly how I was going to teach it. I finished explaining the chapter in 20 minutes, without even asking a lot of questions. I didn’t know what to do for the time after that, and told the students to copy down the questions in the notebooks.

They finished that in 5 minutes and were bored. They started talking,

shouting and even played games IN CLASS!”

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Text Wow! We’re sure most teachers out there have stories similar to Lisha’s.

If you think about your classes, how many of them end like this? Has planning a lesson well ever helped you have a great class?

A good plan is a key tool you can use to help you avoid chaotic classrooms like the one she faced.

Before we begin the course, let’s hear from Lisha again about how learning to plan really helped her class.

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How Lisha learned to love planning (Part 2)

“After my first few weeks in the classroom I started to realize more and more just how important planning can be. I started to make simple plans, and made them more and more detailed as I got comfortable with the process. When my students saw that I was planning each minute of the class, they got a lot more interested because there was no time for them to waste. They realized I took their education very seriously, and started to do the same. When the students see that the teachers care, they start caring too. I managed to teach a lot more also, because I was using my time well.”

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Text Hearing from Lisha really helps us see how planning well for your class can make such a difference for both you and your students.

How do you currently approach planning a lesson? In what ways do you feel your approach benefits your students?

Enter two or three sentences in the space provided below. When you’re finished, click the Submit button.

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Feedback Expert response:

Thank you for your response. We will revisit your thoughts at the end of the course to see how they may—or may not—have changed after you’ve been through the course.

Now please use the menu on the left hand side to open the next section: A plan for the day.

Section 2: A plan for the day

Unit 2.1: The daily plan (agenda)

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Title The daily plan (agenda)Image (if possible) Picture of teacher with agenda written behind him / her (or maybe

illustration.Text What is a daily plan?

A daily plan (sometimes called “agenda”) is a list of activities arranged sequentially, that covers all the time that you’re going to spend with your students.

While a timetable just lists the subjects, an agenda tells the students what is expected of them throughout the day.

You can write your agenda on the blackboard each day or display it prominently wherever the students can see it. An initial look at the agenda gives your students a brief overview of the day and helps them concentrate on the tasks that lie ahead.

With that day's agenda clearly visible in the front of the room, students know what to expect. As a result, they'll start to become less dependent on you for direction throughout the day.

Now take a look at two agendas, from teachers Nishit and Rajiv.

Click here to see Nishit’s agendaClick here to see Rajiv’s agenda

In the space below, write two or three sentences on whose agenda you think is better. Why is it better?

When you’ve finished writing, click Submit to get a master teacher’s view.

Nishit’s plan (for ref)

Rajiv’s plan (for ref)

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As we compare the two agendas, we can note the following:

Nishit’s agenda is clearly written on the board, with a start time and an end time for each class. He has also ticked off the classes that are over, showing his students their progress through the day. He has even written ‘recess’ and ‘end of day’ on the board to give students a clear idea of their day.

Rajiv’s agenda is written on the board, but there are no timings written next to each class. This can cause Rajiv to take one class for longer than planned, or confuse the students. Rajiv has also not told the students when recess is, and therefore his students might keep asking him how much time there is for recess or to go home.

Click the forward arrow (below) to continue.

Unit 2.2: Sharing circle

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Title Sharing circlesImage asset name DLP_Sharing_cirlce.pngImage trans. needed? NoText What is the value of a sharing circle?

A common way to start the agenda is with a sharing circle. The sharing circle begins the day on a positive and encouraging note. In the sharing circle, the teacher and students greet each other warmly.

The children and teacher sit in a circle and the group openly shares important things that have happened to them since the last time they met: how they are feeling, accomplishments, challenges, special events. You would also want to encourage discussion around values they have upheld or broken.

The sharing circle is a great opportunity to build classroom culture as well as create an environment where students feel safe and valued.

Additionally, it is a good place for you to revise the previous day’s content with students or to read out news headlines to keep them updated (and stimulate discussion) on current events in India and the world. You can also introduce a word for the day, discuss the meaning and how it’s used, and then encourage the students to use the word throughout the day.

Over time, the sharing circle helps strengthen the bond between the teachers and the students, and even between students.

In the space provided below, write two or three sentences describing your plan for a typical sharing circle with your class. Click Submit to see a model answer.

As you look at the model answer, reflect on how yours compares.

What areas do you need to improve?

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A sharing circle can begin with two minutes of silence to allow you and your students to collect their thoughts.

You can then read out a news headline and the students can discuss it, or the teacher can ask a question like “Should schools have uniforms?” or “Is it okay to spit on the road?” and the class could discuss.

This is a good way to start the day as most students will get a chance to speak and it can also help to strengthen any values you have talked about in class. The students can also talk about how they are feeling that day, reflect on actions from the previous day and talk about how they can improve this day. They can also give each other feedback on behavior, as well as tell the teacher what they did and did not like about classes the previous day.

The teacher would then take the students through the agenda for the day and explain what they will be doing through each class.

Overall, the sharing circle is a space for ALL children to feel heard and to voice their opinions, for all students to lead something and for all students to grow.

Click Knowledge check on the menu on the left to test your understanding of the content covered so far.

Unit 2.3: Knowledge check

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Multiple Choice Question

Question text “The sharing circle is a chance for the teacher to explain the agenda for the day. The students should sit quietly in a circle and listen to the agenda. Questions should be asked only at the end.”

Is this question True or False?Choice 1 text TrueChoice 2 text FalseCorrect choice(s) Choice 2All correct general Sharing circles should be interactive, and should include activities and

feedback discussions. The students should be extremely involved in morning meetings.

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Multiple Choice Question

Instructional text Check your understanding of the lesson so far with the question below.

Question text A teacher writes the agenda on the board. This is useful for:Choice 1 text The teacher to know what he/she has to teach that day and at what

timeChoice 2 text The student to get an understanding of their day and what is expected

of themChoice 3 text Both the teacher and the studentChoice 4 text Neither of the aboveCorrect choice(s) Choice 3All correct general feedback

The agenda is meant for both the teacher and the student to be aware of what is expected of them that day and to keep a check on progress through the day.

Click on The 5-step plan in the menu on the left to move to the next section.

Section 3: The 5-step Lesson Plan

Unit 3.1: Before you start

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Title Before you startImage asset name(s) Generic eye-candy image of teacher on his/her own (before entering

class – maybe in staff room?)Text In this section we’re going to look at building a lesson plan, using an

approach called the 5-Step Lesson plan.

But before you start on step one of building a plan for a specific lesson, there are three questions about the lesson you need to have clear answers to:

What’s the objective of the lesson? What are the key points of the lesson? How modes of assessment will I use to ensure that the

objectives have been met, and the key points have been understood?

Click the headings below for some more detail on these three elements. Then, when you’re ready click the forward arrow for an introduction to the 5-step approach to lesson planning.


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Objective


Objective

A lesson objective will be derived from the longer-term plan for your class (see Firki course: Long-term planning for more detail).

The objective will be described in terms of actions: at the end of the lesson, what will your students be able to do (not what have they learned). For example:

A poor objective might be: “Students will learn to add.”A good objective might be: “Students will be able to add 2 digit numbers without carry over.”

Note how the poor objective is not clear or focused on what skill the students will learn.

The good objective, however, is clear, student-friendly and tells you exactly what the student will be able to do at the end of the class.


Key points


Key points

Key points are important because they help us focus the lesson on the most essential information and not overwhelm the students with too much information.

The key points must be written in student-friendly language. Keep in mind that the term “student-friendly language” will vary from grade to grade.

To write your key points, an Internet search can help you find the points that will make the subject most clear to your students. You can also use the internet to ensure that what you’re teaching is 100% accurate.


Assessment


Assessment

The assessment is where students are can demonstrate what they have learned (or not learned). A good assessment is closely aligned to the lesson objective and the key points.

Unit 3.3: Introduction to the 5-step lesson plan

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Title Introduction to the 5-step lesson planImage 1 asset name /static/5step_plan.pngImg. trans. needed? YesText Planning a time-bound lesson with clear outcomes and methodology

is the first step in ensuring a strong class.

The 5 steps are as follows (with approximate timings):

1. Opening: The “spark” as you try to secure your students’ interest and attention. This will help them understand why they are learning this topic (5 mins.)

2. Introducing new material: You introduce topics (10 mins)3. Guided practice: This is where students practice what they

have learned with some help from you (15 mins)4. Independent practice: Students solve problems on their own

(10 mins)5. Closing: You wrap-up the lesson: re-cap what was learned

and looking forward to subsequent lessons (5 mins)

We will now explain each of these 5 steps in greater detail.

Click the forward arrow to continue to Step 1.

Section 4: Step 1: Opening

Unit 4.1: What is the “opening”?

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Title Step 1: OpeningImage Still from videoVid.. trans. needed? NoText The most important part of a lesson occurs during the first five

minutes.

Communicate to students WHAT they are going to learn. Communicate to students WHY it is important to learn this

material. Communicate to students HOW this material relates to what

has been done previously.

The goal is to engage students and capture their interest. If they’re not interested and engaged, not a lot of learning will happen in your classroom!

Click the forward arrow to see Ragini, a teacher in a government school in the Juhu area of Mumbai, as she opens a lesson with her 7th standard students.

Unit 4.2: Ragini’s class (1): Opening

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Title Ragini’s class: OpeningImage name TBD – will be still from videoImg. trans needed? NoText In the video below you will see Ragini at work with her 8th standard

students.

The video shows how Ragini opens the class. As you watch the video, think about how Ragini opens the class in terms of:

Is Ragini communicating to students WHAT they are going to learn?

Is Ragini communicating to students WHY it is important to learn this material?

Is Ragini communicating to students HOW this material relates to what has been done previously?

After you’ve watched the video, click the forward arrow (below the video) to continue.

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Video asset name DLP06_Opening.mp4Approximate time 2’00”Speaker Ragini and classTitle Ragini: OpeningIntro text N/a

Transcript See video.

Unit 4.3: Ragini’s class (1): Your view

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Component # 4.3.1Title Ragini’s class: Your viewImage name TBD – will be still from videoImg. trans needed? NoText As you watched the video on the previous page you were asked to

reflect on how Ragini opens the class in terms of:

Is Ragini communicating to students WHAT they are going to learn?

Is Ragini communicating to students WHY it is important to learn this material?

Is Ragini communicating to students HOW this material relates to what has been done previously?

In the box below please write TWO things you think Ragini did well and ONE thing you think she could do better. For each aspect of Ragini’s performance you identify, explain the reasoning behind your choice.

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Two things Ragini did well:

Ragini began her class in a very engaging way, and explained to her students what they would be doing that day. The example she used of “saving grandpa’s life” was funny and made the students interested to see what they would be learning.

She gave the students clear instructions on what to do.

One thing Ragini could do better:

Ragini could have made it clear how this was connected to things they had learned before, like other Grammar topics, or using punctuation for a writing class.

Click the forward arrow to continue to Step 2: Introduction to new material.

Section 5: Step 2: Introduction to new material

Unit 5.1: How should you introduce new material?

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Unit # 5.1Component # 5.1.1Title How should you introduce new material?Image Still from videoImg trans.needed? NoText After Step 1 (the opening) is over, Steps 2, 3 and 4 are the heart of

the lesson (Step 5 is the closing).

The heart of the lesson follows a powerful teaching approach sometimes called “I do” / “We do” / “You do.”

Step 2 is the “I do” part—meaning that I, as the teacher, demonstrate to my students the skill that the lesson will teach.

This is sometimes called “modeling”—I will model the concepts, ideas, skills or processes that students will learn.

A few guiding questions to help plan for Step 2: Introducing new material are listed below.

Click on the cross next to each heading to find out more. When you’re finished on this page, click the forward arrow to continue.


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What information to share?

We must not confuse the class with too much information, nor should we miss important ideas necessary for students to understand the content.

To help do this, teachers create an outline of main ideas and supporting points and develop a list of key messages that they want their students to leave with.


How to convey the information?


How to share the information?

Two basic methods teachers use to help present material are modeling and lecture. Many teachers often mix both methods in a single lesson depending on the context of their lesson.

Good lessons do not simply involve the teacher talking, but may include written text, visual aids (posters, graphics, illustrations), movement,

additional sounds, or even smells and tastes, if they help students remember key ideas. You can also connect to students’ prior knowledge by using examples (and non-examples), anecdotes and analogies from their lives.

For a good introduction to new material, ask yourself what the fastest, most effective and most fun way to teach this topic is.


How will you know that your students understand?


How will you know that your students understand?

You need to think ahead on some of the areas of confusion for your students and adjust your teaching to allow time for noting and clarifying those.

Another effective way is to make common mistakes during your lesson and have students correct your errors - a method that can also serve as an effective way to check for understanding.

Unit 5.2: Ragini’s class (2): Introducing new material

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Title Ragini’s class: Introducing new materialImage name TBD – will be still from videoImg. trans needed? NoText In the video below you will see Ragini at work with her 8th standard

students.

The video shows how Ragini introduces new material to the class. As you watch the video, think about how Ragini introduces the material in terms of:

Is Ragini confusing the class with too much information, or do you find the key points clear?

Is Ragini introducing the material in a fast and fun way? Is Ragini checking for understanding?


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Video asset name DLP06_IntroNewMaterial.mp4Approximate time 5’26”Speaker Ragini and classTitle Ragini: Introducing new material

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Transcript See video


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Title Ragini’s class: Your viewImage name TBD – will be still from videoImg. trans needed? NoText As you watched the video on the previous page you were asked to

reflect on how Ragini introduces new information to her class in terms of:

Is Ragini confusing the class with too much information, or do you find the key points clear?

Is Ragini introducing the material in a way that’s likely to capture the students’ attention?

Is Ragini checking for understanding?

In the box below please write TWO things you think Ragini did well and ONE thing you think she could do better. For each of the aspects of Ragini’s performance you identify, explain the reasoning behind your choice.

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Ragini’s key points are very clear and she does not give the students too much information. She also connects it to prior knowledge.

Ragini manages to keep her students as she introduces the content.


Ragini does not keep checking to make sure her students understand.

Click the forward arrow to continue to Step 3: Guided practice.

Section 6: Step 3: Guided practice

Unit 6.1: What is “guided practice”?

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Title What is “guided practice”?Img name Will be still from videoImg trans. needed? NoInstructional text After the new material has been introduced, students will need time to

practice their new skills. Inexperienced teachers often leave students to work independently right after introducing new material, without first taking time to support students while they practice.

Guided practice comes in many forms. It may occur in groups or as a whole class.

The guided practice may be the time for students to put away their notes, attempt to recall the facts or concepts taught, or work with the ideas they’ve been taught in a slightly new way.

When practicing skill-based objectives, such as math facts or grammatical corrections, teachers may provide a series of practice problems.

Click the forward arrow to continue.

Unit 6.2: Ragini’s class (3): Guided practice

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Title Ragini’s class: Guided practiceImage name TBD – will be still from videoImg. trans needed? NoText The video shows how Ragini conducts guided practice with her class.

As you watch the video, think about the guided practice in terms of:

Is Ragini supporting her students effectively as they work on the practice with her?

Are the modes of guided practice Ragini is using appropriate for the topic in your view?


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Unit 6.2Component 6.2.2Video asset name DLP06_GuidedPractice.mp4Approximate time 2’16”Speaker Ragini and classTitle Ragini: Guided practiceIntro text N/a



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Title Ragini’s class (3): Your viewImage name TBD – will be still from videoImg. trans needed? NoText As you watched the video on the previous page you were asked to

reflect on how Ragini conducts guided practice with her class in terms of:

Is Ragini supporting her students effectively as they work on the practice with her?

Are the modes of guided practice Ragini is using appropriate for the topic in your view?

In the box below please write TWO things you think Ragini did well and ONE thing you think she could do better. For each of the aspects of Ragini’s performance you identify, explain the reasoning behind your choice, and actions Ragini can take to improve.

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Ragini went around to each group making sure students were working.

Ragini gave out different questions to different groups based on their level of understanding. This way, students who are able to learn quicker are challenged more and students who struggle a bit still feel like they are doing well and don’t give up.


While Ragini did give out differentiated questions papers,

she could have spent even more time with the struggling groups to make sure every student had understood what they were supposed to do.

Use the menu on the left to continue to Step 4: Independent practice.

Section 7: Step 4: Independent practice

Unit 7.1: What is “independent practice”?

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Title Independent practiceImage asset name TBD – will be still from videoImg trans. needed? NoText The independent practice step occurs when students practice,

without the teacher’s help. It can be the time when students show their understanding of the objective through completing an assessment.

Independent practice may involve solving problems, answering questions, demonstrating a skill, completing a “performance task” (an experiment, role-play, debate, report, song, poem, skit, project) or applying the knowledge in some new way (such as developing a new analogy or metaphor).

By the end of independent practice step, students should be able to achieve the objective that you set at the beginning of the period.

Click the forward arrow to continue.

Unit 7.2: Ragini’s class (4): Independent practice

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Title Ragini’s class: Independent practiceImage name TBD – will be still from videoImg. trans needed? NoText The video shows how Ragini sets her class independent practice

exercises. As you watch the video, think about the independent practice in terms of:

Are the exercises pitched at the appropriate level for Ragini’s students?

Are the modes of independent practice Ragini is using appropriate for the topic in your view?


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Video asset name DLP06_IndPractice.mp4Approximate time 1’14”Speaker Ragini and classTitle Ragini: Independent practiceIntro text N/a



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Title Ragini’s class (4): Your viewImage name TBD – will be still from videoImg. trans needed? NoText As you watched the video on the previous page you were asked to

reflect on how Ragini conducts independent practice with her class in terms of:

Are the exercises pitched at the appropriate level for Ragini’s students?

Are the modes of independent practice Ragini is using appropriate for the topic in your view?

In the box below please write TWO things you think Ragini did well and ONE thing you think she could do better. For each of the aspects of Ragini’s performance you identify, explain the reasoning behind your choice, and actions Ragini can take to improve.

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Ragini gave out worksheets at different levels of difficulty so that all students would be challenged at the right level.

Ragini gave out very explicit directions for the independent

practice like telling students to work alone and in their mind, and saying they can’t ask her for help until they really need it.

One thing Ragini could have done better:

Ragini could have revised the content one more time before the students started working, to ensure every single student knew what they have learned.

Use the menu on the left to continue to Step 5: Closing

Section 8: Step 5: Closing

Unit 8.1: How to close a lesson

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Title ClosingImg asset name TBD [still from video]Img. trans. needed? NoText An effective lesson closing does not take much time. In fact, your

closing should usually take between five and ten minutes.

An effective closing, at a minimum, does the following:

Identifies the objective that the students have attained Revisits the importance of that objective. Assesses students’ mastery of—or progress toward—that

objective (if not done earlier).

The video below shows Ragini closing her lesson. When you’ve watched the video click forward to continue.

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Video asset name DLP06_Closing.mp4Approximate time 1’13”Speaker Ragini and classTitle Ragini: ClosingIntro text N/a


Unit 8.2: Reflection (“closing the loop”)

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Title Closing ReflectionImg asset name TBD [still from video]Img. trans. needed? NoText The closing reflection at the end of the day helps your students and

you to think about what has been accomplished that day. Normally, the end of the day is very rushed with students packing their bags and teachers feeling rushed to finish the day’s tasks.

But taking ten minutes out at the end of the day (like the Morning Meeting at the beginning of the day) brings a sense of calm, safety, and community to students and teachers. The routine also helps students practice reflecting on what’s meaningful to them about their schoolwork, their classmates, and themselves.

Activities for closing the loop could include:

Reflection statements: Encourage selected students to make reflective statements like “Something I learned today…”, “I cannot wait to tell my parents about…”

Feedback: Students close their eyes and with their fingers rate themselves, their classmates and their teacher on a scale of 1-5. Ask a few children each time to share why they have given themselves the number they have chosen.

Celebration: You can celebrate hard work and learning, living up to class rules, working to solve problems together—there are many possibilities. The celebration could be done through students sharing positive feedback about each other or a song or a cheer.

5 minute meditation: Just asking your students to sit in a circle, close their eyes and focus on their breath, stilling their mind is a great way to start or end class.

Click the next arrow to review a template to help you plan strong lessons.

Section 9: Putting it together

Unit 9.1: Putting it together

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Title Putting it togetherText Now that you have learned what the 5 parts of a lesson plan are, let’s

look at how you can put this all together.

Click here to see a template you can use to plan your lessons for each day.

You can download and print this lesson plan template. Before your lesson, fill in the following spaces:

Objective Key points Lesson assessment Opening Introduction to new material Guided Practice Independent Practice Closing

It is also divided into ‘teacher actions’ and ‘student actions’. This helps you think about what your students are doing through the class, and helps ensure there’s a good balance of activities and learning styles. For example, if you review your initial plan and see ‘students are listening’ too often, try to make the class more interactive or ask more questions. This will help students to engage more actively with the content of the lesson.

Using this template to plan will help provide a structure for your thinking about a lesson and will help you to make your classes more effective.

Click on Let’s put planning into action in the left menu to move to the final section of this course.

Section 10: Let’s put planning into action!

Unit 10.1: Let’s put planning into action!


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Title Put planning into actionText At the beginning of the course, we asked you to note down the ways

in which you currently approach planning a lesson. Here is what you wrote:

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Looking back on your earlier response, how would you change it now?

Name two ways in which you will change the way you plan. For each action you identify, please supply the reasoning for your choice.

When you’ve entered your answer, click Submit.

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Thank you very much for your reflection. You're now ready to take your Assessment.

Use the menu on the left to click on Assessment to get started.

ASSESSMENT (Unit 11)

Unit 11.1: Assessment

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Title Assessment introText Test your understanding of what you’ve learned in this course by

answering the following three questions.

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Multiple Choice Question (Q1)

Question text “A Sharing Circle is important, but should be kept as short as possible. You don’t want to waste valuable time that could be dedicated to learning.”

Is this statement True or False?

Choice 1 text TrueChoice 2 text FalseCorrect choice(s) 2General feedback This statement is False. A Sharing Circle is a great opportunity to get

your students into the right frame of mind for learning. It should not take too long, but should not be rushed (a good guide is 10-15 minutes). The Sharing Circle should be scheduled, so that there is no danger of it running into lesson time. The time you give it on the schedule should be enough for some meaningful discussions with your class.

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Question text “It is unfair to give students in your class different assignments. Everyone should get the same, so that all students can be assessed against the same benchmark.”

Is this statement True or False?

Choice 1 text TrueChoice 2 text FalseCorrect choice(s) 2General feedback This statement is False. The Guided Practice step of a lesson is a

great opportunity to provide different assignments to students at different levels. This helps children who are struggling build their confidence, whereas children who are advancing quickly are challenged by more advanced problems.

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Question text Which of the following is an important dimension to the “Closiing Reflection” stage of a lesson?

Choice 1 text Students ask questions about what they have not understoodChoice 2 text Students reflect on what they have learnedChoice 3 text Students are reminded of classroom rules to help reinforcement and

consolidation

Correct choice(s) 2General feedback Reflection on learning is a very valuable and important dimension to

the learning process. Asking questions is also important, but should

not be a fixed part of a lesson closing (you can suggest you answer the questions in the next class, or after class). The closing of a lesson is not the time to reinforce rules, which is better done earlier in the lesson (or in the morning meeting).

Component 11.1.5



Question text Which of the following is a good objective statement?

Choice 1 text My students will learn basic multiplicationChoice 2 text My students will learn how to multiply two digit numbersChoice 3 text My students will be able to multiply two digit numbersCorrect choice(s) 3General feedback The first option is too vague and focused on learning, not doing. The

third option has “do” in the wording but the outcome is not tied to a measurable action. Option two does not have “do” in the wording—however this doesn’t matter. The objective is a measurable and specific action: you will be able to assess definitively whether your students have mastered the objective or not. Can they multiply two digit numbers? Or not?

Unit 11.2: Thank you!

Component 11.2.1


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Title Thank you!Text Thank you for taking the time to do this assessment. We hope that

you'll reflect on your role as a teacher, and the power that is within you to change your students' lives--and hence the world--for the better.

Join us for more Firki courses which will look in more detail at specific aspects of the role of the teacher including coaching on:

Classroom Values Classroom Management Vision and Goal-Setting

And many more....

Don't hesitate to get in touch with us if you'd like to know more details about Firki. Please e-mail Shradha Narayanan and we'll be delighted to get in touch.

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