JUNIOR - Terry Fox Foundation

Transcription

Working Together To Outrun Cancer
JUNIOR
1
Lesson: Identifying Heroes and Character Traits
Curriculum Connection: Language Arts
Grade Level: Junior
Time: Approximately 45 minutes
Lesson Snapshot
Terry Fox is the epitome of the character virtues we as teachers are trying to instill in our students.
Using this lesson, students will work through activities to help identify Terry as a national hero, as
well as recognize every day heroes in their own lives.
Success Criteria
Students;
 will identify effective words and use them to describe Terry Fox
 are able to identify famous and non-famous heroes in their lives
Curriculum Expectations
Reading
 Read a variety of texts
Reading
 Use stated and implied ideas in texts to make inferences and construct meaning
Reading
 Make judgments and draw conclusions about the ideas and information in texts and cite stated
or implied evidence from the text to support their views
Reading
 Sort and classify ideas and information for their writing in a variety of ways
Materials/Media





BLM J-1: “Word Graffiti” (enlarged to 11x17)
BLM J-2: “Heroes”
BLM J-3: “Terry Fox Graffiti Assignment” rubric
Chart paper
Markers (Seven Different Colours)
80
Lesson Delivery
Setting the Stage: Graffiti Activity
 Take enlarged sheet of graffiti words and cover each student's desk. When students come to
their desks, ask them to silently read the graffiti sheet that is on their desk. Emphasize NO
talking. You want the students to come up with their own ideas and opinions about the words.
Ask them to circle or highlight five words that truly stand out to them.
 Hand out BLM J-2. Students will sort the words they have selected in order and then use the
words to describe people they know or people they have heard of, in a sentence.
Core Learning Activity
 Group the students. Together they will bring their worksheets and graffiti pages together.
Distribute a marker and piece of chart paper for each group.
 Draw the following chart on the board for students to copy on their chart paper.
PEOPLE WE HAVE HEARD OF
PEOPLE WE KNOW
Application of Information
 Given their list of phrases, selection of words and the words on the graffiti sheet, the students
must name 5 t0 7 people in each category.
 Each group will present their ideas and as a class circle commonly themed names.
 Have a discussion about who the graffiti was about.
 Introduce Terry Fox to the class and share his biography and information about The Terry Fox
Foundation.
 Each student will then create their own graffiti about Terry, following the format of the given
sheet at the beginning of the lesson. Students may use 5 of the words included in their graffiti.
Assessment
Anecdotal observations can and should be made during the group work part of this lesson.
Teachers may choose to mark the BLM J-2 and use the attached rubric (BLM J-3) to assess student
created Terry graffiti.
Extension Activity
Use the website wordle.net to create a graffiti word web about a hero in their own lives. Display on a
bulletin board near the Terry Fox graffiti that is the main product of this lesson plan.
81
82
BLM J-1
BLM J-2
83
Terry Fox Graffiti Assignment
Word Choice
Colour
Level Four
All selected words
are effective,
appropriately
describing Terry
Fox
Use of many
vibrant and bright
colours
Level Three
Most words
selected are
effective,
appropriately
describing Terry
Fox
Use of some
vibrant and bright
colours
Level Two
Some words
selected are
effective,
describing Terry
Fox
Use of few vibrant
and bright colours
Level One
Few words
selected are
effective,
inappropriately
describing Terry
Fox
Used little colour
Feedback
Terry Fox Graffiti Assignment
Word Choice
Colour
Level Four
All selected words
are effective,
appropriately
describing Terry
Fox
Use of many
vibrant and bright
colours
Level Three
Most words
selected are
effective,
appropriately
describing Terry
Fox
Use of some
vibrant and bright
colours
Level Two
Some words
selected are
effective,
describing Terry
Fox
Use of few vibrant
and bright colours
Level One
Few words
selected are
effective,
inappropriately
describing Terry
Fox
Used little colour
Feedback
BLM J-3
84
Lesson: Soundtrack of Terry’s Life
Grade Level: Junior
Time: approximately 100 minutes
Lesson Snapshot
Terry Fox experienced various roadblocks and successes in his life before and during the Marathon of
Hope. In this lesson, students will analyze lyrics from various songs to assign them to an important
part of Terry Fox’s life.
Success Criteria
Students;
 are able to assess the importance of life events and justify a song choice to best fit the emotion
of that event
Music
 Create musical compositions for specific purposes and audiences
Music
 Express detailed personal responses to musical performances in a variety of ways
Writing
 Generate ideas about a potential topic and identify those most appropriate for the purpose
Writing Sort and classify ideas and information for their writing in a variety of ways
Visual Arts
 Create two- and three-dimensional art works that express feelings and ideas inspired by their
own and other’s points of view
Visual Arts
 Use elements of design in art works to communicate ideas, messages and understanding
Materials/Media

BLM J-4: “Soundtrack of Terry’s Life” template
85






BLM J-5: “Soundtrack of Terry’s Life” exemplar
BLM J-6: “Soundtrack of Terry’s Life” rubric
Terry Fox print materials – articles, books
Access to YouTube via Internet
Computer access for word processing and publications
12x12 cm card stock squares
Lesson Delivery
Setting the Stage: Graffiti Activity
 Begin by going through Terry Fox’s biography – one can be obtained online, from a book or
from materials provided to schools by The Terry Fox Foundation.
 Read through Terry’s story so students have a good idea of what he went through.
 As a group, discuss the stages of Terry Fox’s life. For example, some stages might include
childhood, basketball dreams, car accident, diagnosis, treatment, the Marathon, Thunder Bay,
going home, saying goodbye and a legacy. These can vary; students will have approximately 8
to 10 areas of Terry’s life to get the most out of the assignment.
 Once the class has decided the stages, students will discuss different samples of music that
would be complimentary to that point in Terry’s life. Give them an example of a finished
“soundtrack”, demonstrating a way for kids to tell Terry’s story through musical composition.
 Each student will create a Terry Fox soundtrack. They will select a song for each stage of
Terry’s life, as determined by the class in the core learning activity section.
 Allot computer time for students to look up songs on YouTube, if necessary.
 Once they have selected their songs, BLM J-4 must be completed.
 After the musical and written composition is complete, a CD cover can be designed.
 Design can be by hand or on a computer-publishing program. 12x12 centimeter card stock
squares can be distributed to put good copies of covers on.
Assessment
Teachers can assess BLM J-4. Assessment of this entire lesson is also covered using the rubric labeled
BLM J-5.
Extension Activity
Use Photo Story 3 or another similar program to create a visual slideshow to go along with their Terry
Fox Soundtrack.
86
87
BLM J-4
BLM J-5
88
SOUNDTRACK OF TERRY’S LIFE
Song Choice and
Justifications
CD Cover
Spelling and
Grammatical Errors
Level Four
I have written
thorough and
complete
justifications for all
of my songs
choices.
My CD cover has
bright colours and
my title stands out.
It is eye catching
and done neatly.
My soundtrack
project has 0 to 1
spelling and
grammatical errors.
Level Three
I have written
complete
of my song choices.
Level Two
I have written
of my song choices.
Level One
I have written
justifications for
some of my song
choices.
My CD has some
bright colours and
my title is easily
read. It is done
neatly.
My soundtrack
project has 2 to 4
spelling and
grammatical errors.
My CD has few
bright colours and
my title is hard to
see/read. It has been
somewhat rushed.
My soundtrack
project has 5 to 7
spelling and
grammatical errors.
My CD does not
have bright colours.
My title is not
present and is done
messily.
My soundtrack
project has more
than 8 spelling and
grammatical errors.
SOUNDTRACK OF TERRY’S LIFE
Song Choice and
Justifications
CD Cover
Spelling and
Grammatical Errors
Level Four
I have written
thorough and
complete
of my songs
choices.
My CD cover has
bright colours and
my title stands out.
It is eye catching
and done neatly.
My soundtrack
project has 0 to 1
spelling and
grammatical errors.
Level Three
I have written
complete
of my song choices.
Level Two
I have written
of my song choices.
Level One
I have written
justifications for
some of my song
choices.
My CD has some
bright colours and
my title is easily
read. It is done
neatly.
My soundtrack
project has 2 to 4
spelling and
grammatical errors.
My CD has few
bright colours and
my title is hard to
see/read. It has been
somewhat rushed.
My soundtrack
project has 5 to 7
spelling and
grammatical errors.
My CD does not
have bright colours.
My title is not
present and is done
messily.
My soundtrack
project has more
than 8 spelling and
grammatical errors.
BLM J-6
89
Lesson: Making Headlines
Grade Level: Junior
Lesson Snapshot
Terry Fox was often a focus of the media during his very public battle with cancer. In this lesson,
students will use newsprint headlines and phrases to provide a visual display of Terry Fox filled with
words that represent who he is.
Success Criteria
Students;
 will use print media to visually demonstrate a point of view
Media Literacy
 Use overt and implied messages to draw inferences and construct meaning in media texts
Media Literacy
 Produce a variety of media texts for specific purposes and audiences, using appropriate forms,
conventions and techniques
Visual Arts
 Create two- and three-dimensional art works that express feelings and ideas inspired by their
own point of view
Visual Arts
 Use elements of design in art works to communicate ideas, messages and understandings
Materials/Media






BLM J-7: Terry Fox Silhouette (enlarge)
BLM J-8: Making Headlines Rubric
Chart paper/Chalk Board/Smart Board
Newspapers
Scissors
Glue
90
Lesson Delivery
Setting the Stage
 Find some intriguing headlines and place up on Smart board/chalk board/chart paper. Discuss
the words, what they mean and who or what the headline could be about.
 Show the outline of Terry Fox. Discuss different words that describe him, include phrases and
possible headlines that might have been in newspapers during Terry’s time.
 Provide students with newspapers and the enlarged outline of Terry’s frame. Ask them to fill
the outline with words and phrases from each newspaper.
 Students must fill the outline of Terry’s frame with phrases, words and headlines from the
newspapers.
Assessment
Use of BLM J-7 and a rubric will allow for full assessment of this assignment.
Extension Activity
Create a headline that could have been used in newspapers at the start of Terry’s Marathon of Hope.
Enlarge and place near their completed silhouette.
91
92
BLM J-7
MAKING HEADLINES RUBRIC
Finished Product
Use of Time
Level Four
My Terry frame is
full of words,
phrases and
headlines. I have
filled as much space
as possible.
I used given time
wisely to complete
this project on time
and to the best of
my ability.
Level Three
My Terry frame is
mostly full of
words, phrases and
headlines. I have
filled most of the
space.
I used given time
wisely most of the
time.
Level Two
My Terry frame is
somewhat full of
words. I have filled
some of the space.
I used given time
wisely some of the
time.
Level One
My Terry frame is
not full of words,
headlines and
phrases. I have
many large empty
spaces.
I wasted class time
and did not
complete this
project on time or to
the best of my
ability.
Feedback
MAKING HEADLINES RUBRIC
Finished Product
Use of Time
Level Four
My Terry frame is
full of words,
phrases and
headlines. I have
filled as much space
as possible.
I used given time
wisely to complete
this project on time
and to the best of
my ability.
Level Three
My Terry frame is
mostly full of
words, phrases and
headlines. I have
filled most of the
space.
I used given time
wisely most of the
time.
Level Two
My Terry frame is
somewhat full of
words. I have filled
some of the space.
I used given time
wisely some of the
time.
Level One
My Terry frame is
not full of words,
headlines and
phrases. I have
many large empty
spaces.
I wasted class time
and did not
complete this
project on time or to
the best of my
ability.
Feedback
93
BLM J-8
Lesson: Graphing Terry’s Success
Curriculum Connection: Math
Grade Level: Junior
Lesson Snapshot
Terry Fox has had a direct impact on cancer research as well as improved survival rates. In this lesson,
students will analyze data from The Terry Fox Foundation and select an appropriate graph to show
how Terry Fox has directly affected improvements in cancer research and survival.
Success Criteria
Students;
 will work with data
 will accurately select an appropriate graph to demonstrate data
Data Management and Probability
 Collect and organize discrete or continuous primary data and secondary data and display the
data in charts, tables and graphs that have appropriate titles, labels, and scales using a variety of
tools
Materials/Media




BLM J-9: “Cancer Research: It’s Working”
BLMJ-10: “Data Management & Donations”
BLMJ-11: “Graphing Terry’s Success”
Access to graphing software and/or graphing chart paper
Lesson Delivery
Setting the Stage
 Discuss cancer with the class. Explain as simply as possible what cancer is, and discuss how it
has affected the class. ie, who knows someone who has had it etc.

Discuss the changes in cancer. What could have changed? How do you think success rates have
changed?
94

Put statistics sheet up on Elmo, Smartboard etc and discuss the changes in cancer for both men
and women since Terry was diagnosed.
 Distribute print materials that include data discussed as a class. Hand out BLM J-8 as a
guideline to help them with this activity.
 Using data presented in class, students will present their findings and information on a graph
they deem to be the best choice.
 Remind students that their assignment guideline will remind them of the rules of graphing.
 Students will either create the graph using graphing chart paper and/or graphing software.
Assessment
Use rubric BLM J-8 to assess this assignment.
Extension Activity
Use publishing software to create a pamphlet for the Terry Fox Foundation to demonstrate data and
statistics.
95
96
BLM J-9
97
BLM J-10
Graphing Terry’s Success
Follows
Graphing Rules
Accurate Data
Neatness and
Accuracy
Level Four
My graph follows all of
the graphing rules: has
X and Y labels, a clear
legend, straight lines
and a clear and specific
title.
The information on my
graph is very accurate
and precise and
correctly demonstrates
true facts about the
Terry Fox Foundation.
Level Three
My graph follows most
of these graphing rules:
has X and Y labels, a
clear legend, straight
lines and a clear and
specific title.
graph is accurate and
precise, and correctly
demonstrates true facts
about the Terry Fox
Foundation.
Level Two
My graph follows some
specific title.
The information in my
graph is somewhat
accurate and precise,
and demonstrates some
facts about the Terry
Fox Foundation.
My graph is done
neatly, data is graphed
accurately and I have
added eye catching
colour and detail.
My graph is done
neatly, and my data is
graphed accurately.
My graph is completed
with some neatness and
my data is mostly
accurate.
Level One
My graph follows few
specific title.
graph is not accurate
and precise, and does
not accurately
demonstrate facts about
the Terry Fox
Foundation.
messily, and my data is
sometimes inaccurate.
Graphing Terry’s Success
Follows
Graphing Rules
Accurate Data
Neatness and
Accuracy
Level Four
My graph follows all of
the graphing rules: has
X and Y labels, a clear
legend, straight lines
and a clear and specific
title.
graphs is very accurate
and precise and
correctly demonstrates
true facts about the
Terry Fox Foundation.
Level Three
My graph follows most
specific title.
graph is accurate and
precise, and correctly
demonstrates true facts
about the Terry Fox
Foundation.
Level Two
My graph follows some
specific title.
graph is somewhat
accurate and precise,
and demonstrates some
facts about the Terry
Fox Foundation.
My graph is done
neatly, data is graphed
accurately and I have
added eye catching
colour and detail.
My graph is done
neatly, and my data is
graphed accurately.
with some neatness and
my data is mostly
accurate.
98
Level One
My graph follows few
specific title.
graph is not accurate
and precise, and does
not accurately
demonstrate facts about
the Terry Fox
Foundation.
messily, and my data is
sometimes inaccurate.
BLM J-11
Lesson: Dear Terry
Grade Level: Junior
Lesson Snapshot
Terry Fox consistently set goals for himself in his life. His goals varied from something as simple as
making the basketball team in high school to one as monumental as running across Canada for cancer
research. In this lesson, students will write letters to their parents detailing the character traits Terry
Fox exemplified in his life that they most admire and wish to emulate.
Success Criteria
Students;
 are able to follow the format for formal and informal letter writing
 will compare Terry Fox to the character traits in their school Character Traits initiative
Writing
 Gather information to support ideas for writing, using a variety of strategies and a range of print
and electronic resources
Writing
 Sort and classify ideas and information for their writing in a variety of ways
Writing
 Make revisions to improve content, clarity and interest of their written work
Materials/Media




BLM J-12: “Character Traits”
BLM J-13: “Dear Terry Rubric”
Video: http://www.youtube.com/watch?v=f1QOtPDAAeY&feature=plcp
Computer processing software
99
Lesson Delivery
Setting the Stage
 Distribute BLM J-12 to each student.
 Show students the video Terry Fox: 30 Years of Hope.
 As students are watching the video, they should jot down examples of things Terry does and
says for each character virtue from your school’s character initiative.
 Teacher will model the writing of a letter. This letter can be written to anyone regarding any
topic – it is simply scaffolding how to write a letter for the students.
 Put on chart paper and leave up in the classroom as a model.
 Give students time to write a rough draft of a personal letter to someone about the upcoming
Terry Fox event at school. They can describe the event, the school’s challenge and how the
event is run. They can also explain why the school does the Terry Fox Run/Walk and why it is
important to donate.
 Using the formal letter writing process, students will use the organization chart from Setting
the Stage to write a letter to their parents, telling them what they admire about Terry Fox and
how he is a role model.
 Students will explain the character initiative for their school and provide examples of how
Terry fulfills each of the character initiatives.
 To finish the letter, students will explain what trait they admired most in Terry, and create a
plan to become more like him in that way.
Assessment
Teacher edits of rough drafts will be followed to ensure accuracy in their final products. Final drafts
can be assessed with BLMJ-13.
Extension Activity
Students can write a letter to Terry, detailing the characteristics Terry showed that they most admire
and want to emulate.
100
101
BLM J-12
Dear Terry Rubric
Follows Letter
Writing Example
(date, salutation,
conclusion,
paragraphs etc.)
Links to the
Character Traits
Spelling and
Grammar
Follows Teacher Edit
Level Four
Level Three
Level Two
Level One
My letter follows the
elements of a formal
letter and includes all
necessary parts with a
high degree of
effectiveness.
My letter links Terry
to all 8 character
traits.
My polished letter
makes 0 to 1 spelling
and grammatical
errors.
I follow every edit on
my rough draft that
was checked by my
teacher.
necessary parts with
effectiveness.
some effectiveness.
limited effectiveness.
to 6 or 7 character
traits.
My polished letter
and grammatical
errors.
I follow most edits on
my rough draft that
was checked by my
teacher.
to 4 or 5 character
traits.
My polished letter
and grammatical
errors.
I follow some edits on
my rough draft that
was checked by my
teacher.
to less than 3 of the
character traits.
My letter makes more
than 8 spelling and
grammatical errors.
I follow few edits on
my rough draft that
was checked by my
teacher.
Dear Terry Rubric
Follows Letter
Writing Example
(date, salutation,
conclusion,
paragraphs etc.)
Links to the
Character Traits
Spelling and
Grammar
Follows Teacher Edit
Level Four
Level Three
Level Two
Level One
necessary parts with a
high degree of
effectiveness.
to all 8 character
traits.
My polished letter
and grammatical
errors.
I follow every edit on
my rough draft that
was checked by my
teacher.
effectiveness.
some effectiveness.
limited effectiveness.
to 6 or 7 character
traits.
My polished letter
and grammatical
errors.
I follow most edits on
my rough draft that
was checked by my
teacher.
to 4 or 5 character
traits.
My polished letter
and grammatical
errors.
I follow some edits on
my rough draft that
was checked by my
teacher.
to less than 3 of the
character traits.
My letter makes more
than 8 spelling and
grammatical errors.
I follow few edits on
my rough draft that
was checked by my
teacher.
BLM J-13
102
Lesson: Terry’s Canada
Curriculum Connection: Social Studies
Grade Level: Junior
Lesson Snapshot
Terry Fox impacted every part of Canada both during the Marathon of Hope and for years afterwards.
Using this lesson, students will create a map that demonstrates landmarks in Terry’s life.
Success Criteria
Students;
 are able to accurately label a map of Canada
 effectively use a legend
 appropriately plot cities on a map
Social Studies
 Construct a variety of maps to display and interpret information for specific purposes
Materials/Media







BLM J-14: Terry Fox Fact Sheet
BLM J-15: “Terry’s Canada”
BLM J-16: “Terry’s Canada Rubric”
Terry Fox print materials
Enlarged blank maps of Canada
Internet access
Post It Notes
Lesson Delivery
Setting the Stage
 Print out a copy of Terry Fox fact sheet (BLM J-14).
 Distribute a square of paper to each student. Have them walk around the room and try to
match up their fact with the province it comes from. Each province and fact can be shared with
the class.
103
 Distribute enlarged maps of Canada to each student. Have them label and colour the provinces
and territories of Canada.
 Distribute assignment sheet for this task (BLM J-15) .
 Using Terry Fox print materials and/or facts from the Internet, students will locate 8 (or a
number you deem acceptable) cities that were vital to Terry’s story.
 Students will plot their selected cities on the coloured map using a legend.
 They will use a Post It note for each plotted city and write a fact about that city and how it
played a role in Terry’s journey or life.
 The map of Canada in the Terry Fox Information Booklet (provided by The Terry Fox
Foundation) is a great example to share with students.
Assessment
Completed maps can be assessed with BLM J-16.
Extension Activity
Use a symbol to plot the distance and area covered on Terry’s Marathon of Hope on another map of
Canada.
104
105
BLM J-14
Terry’s Canada
Name: _________________________
You are going to create a map of Canada that demonstrates important facts and
information about Terry Fox.
You will select 8 cities in Canada that have played an important role in Terry’s life. It
can be as simple as labeling Winnipeg, Manitoba as his birthplace.
CITY
FACT
After your map is coloured, and the provinces and territories are labeled, plot the 8
cities your facts are about on the map using a legend. Next, get 8 Post Its from your
teacher. Write your facts on the Post Its. Glue each Post It around the map of Canada,
and draw arrows from the post it to the city it is about.
BLM J-15
106
TERRY’S CANADA RUBRIC
Terry Facts
Labels
Spelling and
Grammar
Level Four
My map
demonstrates 9 or
more Post It facts
about different cities
that relate to Terry
Fox.
All of the provinces
and territories are
labeled correctly.
My map makes 0 to
1 spelling and
grammatical errors.
Level Three
My map
demonstrates 8 Post
It facts about
different cities that
relate to Terry Fox.
Level Two
My map
demonstrates 6-7
Post It facts about
Most of the
provinces and
territories are
labeled correctly.
My map makes 2 to
4 spelling and
grammatical errors.
Some of the
provinces and
territories are
labeled correctly.
My map makes 5 to
7 spelling and
grammatical errors.
Level One
My map
demonstrates 5 or
less Post It facts
Fox.
Few of the provinces
and territories are
labeled correctly.
My map makes
more than 8 spelling
and grammatical
errors.
TERRY’S CANADA RUBRIC
Terry Facts
Labels
Spelling and
Grammar
Level Four
My map
demonstrates 9 or
more Post It facts
Fox.
All of the provinces
and territories are
labeled correctly.
My map makes 0 to
1 spelling and
grammatical errors.
Level Three
My map
demonstrates 8 Post
It facts about
Level Two
My map
demonstrates 6-7
Post It facts about
Most of the
provinces and
territories are
labeled correctly.
My map makes 2 to
4 spelling and
grammatical errors.
Some of the
provinces and
territories are
labeled correctly.
My map makes 5 to
7 spelling and
grammatical errors.
Level One
My map
demonstrates 5 or
less Post It facts
Fox.
Few of the provinces
and territories are
labeled correctly.
My map makes
more than 8 spelling
and grammatical
errors.
BLM-16
107
Lesson Plan Project Team
Amy Whalen B.A, MST, OCT
South Crosby Public School
Cathy Nealon, B.A, B.Ed, OCT
Cardinal Leger Catholic Elementary School
Colleen Gibson B.Phed, B.Ed, B.A HLST, OCT
Lambton Kingsway Junior Public School
Robert Dunlop, B.A, B.Ed., OCT
Prince Philip Elementary School
Physical Education Specialist, Computer Specialist
Reviewers
Anne Heath, B.A., B.Ed. OCT
Lambton-Kingsway Junior Public School
Daisy-Mae Hamelinck B.A, B.Ed, SSWD, MA
Laura Keeping, B.A., B.Ed, OCT
Lynn Sweeney McGinn, B.Ed
Melissa Dunlop, B.A.Sc, RD
Michael Snow B.A, B.Ed, M.A, OCT
Pelham Centre Public School
Melissa McKinney-Lepp B.A. B.Ed, OCT
Reading Specialist, Special Education Specialist
DSBN Instructional Coach
Sherri Merkley, B.A, B.Ed, OCT
South Crosby Public School
Suzanne Taylor, B.A.Sc., B.Ed., OCT
Lambton-Kingsway Junior Public School
Filomena Tuccitto B.A, B.Ed, OCT
Cardinal Leger Catholic Elementary School

JUNIOR - Terry Fox Foundation

Transcription

Similar documents

Terry Fox: Canadian Hero

Terry Fox 2014

My 2015 Terry Fox Run Pledge Sheet

Straight Shooter

From fantasy to reality, Terry Mourched`s epic `68 Charger is

HISTORY - Long Grove Historical Society

the 39-storey treehouse

Americana Makeover

In Black and White