The Art of War
Chapter 1: Making of Plans
Chapter 2: Waging of War
Chapter 3: Strategic Offensive
Chapter 4: Forms and Dispositions
Chapter 5: Potential Energy
Chapter 6: Empty and Full
Chapter 7: The Fray
Chapter 8: The Nine Changes
Chapter 9: On the March
Chapter 10: Forms of Terrain
Chapter 11: The Nine Kinds of Ground
Chapter 12: Attack by Fire
Chapter 13: Espionage
The Art of War with Commentary
Chapter 1: Making of Plans
Chapter 2: Waging of War
Chapter 3: Strategic Offensive
Chapter 4: Forms and Dispositions
Chapter 5: Potential Energy
Chapter 6: Empty and Full
Chapter 7: The Fray
Chapter 8: The Nine Changes
Chapter 9: On the March
Chapter 10: Forms of Terrain
Chapter 11: The Nine Kinds of Ground
Chapter 12: Attack by Fire
Chapter 13: Espionage
The Art of War
Chapter 1: Making of Plans
Chapter 2: Waging of War
Chapter 3: Strategic Offensive
Chapter 4: Forms and Dispositions
Chapter 5: Potential Energy
Chapter 6: Empty and Full
Chapter 7: The Fray
Chapter 8: The Nine Changes
Chapter 9: On the March
Chapter 10: Forms of Terrain
Chapter 11: The Nine Kinds of Ground
Chapter 12: Attack by Fire
Chapter 13: Espionage
The Art of War with Commentary
Chapter 1: Making of Plans
Chapter 2: Waging of War
Chapter 3: Strategic Offensive
Chapter 4: Forms and Dispositions
Chapter 5: Potential Energy
Chapter 6: Empty and Full
Chapter 7: The Fray
Chapter 8: The Nine Changes
Chapter 9: On the March
Chapter 10: Forms of Terrain
Chapter 11: The Nine Kinds of Ground
Chapter 12: Attack by Fire
Chapter 13: Espionage
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All reading communities should contain protected time for the sake of reading. Independent reading practices emphasize the process of making meaning through reading, not an end product. The school culture (teachers, administration, etc.) should affirm this daily practice time as inherently important instructional time for all readers. (NCTE, 2019) The Penguin Random House High
Translanguaging is a communicative practice of bilinguals and multilinguals, that is, it is a practice whereby bilinguals and multilinguals use their entire linguistic repertoire to communicate and make meaning (García, 2009; García, Ibarra Johnson, & Seltzer, 2017) It is through that lens that we have partnered with teacher educators and bilingual education experts, Drs.
