BONUS: How to Run a March Madness Poetry Bracket in Any Classroom

March can bring some unpredictable classroom energy… but what if you could channel it into something that boosts engagement and hits reading, writing, and discussion standards all at once? In this week’s Teaching Middle school ELA podcast episode, we’re walking you through exactly how to run a March Madness Poetry Bracket in any classroom. From choosing poems and setting up your bracket to building powerful justification skills through authentic voting, this strategy turns poetry into something students actually look forward to. If you’ve ever wanted a way to make poetry feel exciting, competitive, and deeply instructional — this is it. 

Resources Mentioned:

Poetry: A New Perspective YouTube Episode: https://www.youtube.com/watch?v=IhKSG3-joAw

January Bonus Podcast Episode: BONUS: How to Use EB Resources With Your District Curriculum (Without Getting Behind or Overwhelmed)

Transcript

Welcome And Mission

SPEAKER_00 0:00

Hi there, ELA teachers. Caitlin here, CEO and co-founder of EB Academics. I'm so excited you're choosing to tune into the Teaching Middle School ELA podcast. Our mission here is simple: to help middle school ELA teachers take back their time outside of the classroom by providing them with engaging lessons, planning frameworks, and genuine support so that they can become the best version of themselves, both inside and outside of the classroom. And we do this every single day inside the EB Teachers ELA portal. This is a special place we've developed uniquely for ELA teachers to access every single piece of our engaging, fun, and rigorous curriculum so that they have everything they need to batch plan their lessons using our EB Teacher digital planner that's built right into the app. Over the years, we've watched as thousands of teachers from around the world have found success in and out of the classroom after using EB Academics programs. And we're determined to help thousands more. If you're interested in learning more, simply click the link in the podcast description. And in the meantime, we look forward to serving you right here on the podcast every single week. Well, hello, teachers, and welcome back to another episode of the Teaching Middle School ELA podcast. I am so excited because Genevieve, our membership manager, is back with us today. Welcome back, Genevieve. Hey everyone. I'm so happy to be back. You were with me last when we had like a bonus episode that we aired about using EB as a supplemental resource in addition to like a big box curriculum that teachers might be using. That was the last time you were on, right?

SPEAKER_01 1:39

That was it, yes. And it was really exciting talking about that because I live it every day.

Why March Needs Fresh Energy

SPEAKER_00 1:45

That was a great discussion. So if you actually haven't listened to that episode, go back in like mid-January, I think is when it aired. And it just says bonus. Um, and it's extremely helpful that episode. So definitely take a listen to that. But today we are talking about, I guess this is another bonus episode that we're airing. I didn't realize you're just our bonus episode interviewee. Excellent. I love that. I love that for me, and I love that for everyone. I love it. And we are talking about how to run a March Madness poetry bracket in your classroom. So this is a really exciting episode. We're gonna walk you through how it's structured. Um, of course, if you're an EB teacher, we have this resource inside of our portal, inside of the membership. But if you're not an EB teacher, you can totally recreate this on your own. We're gonna walk you through the steps and all of that stuff. Um, but I love this because March madness happens anyways. And so many of our students are into this in and of itself with basketball and all of that that's going on with college basketball. Um, but it's also March is one of those months where I just remember being in the classroom in Genevieve. I know, like, we're recording this in February, but I know by the time we get to March, it is like, oh my God, bro, how am I gonna make it to the finish line? Like, how am I gonna make it to the end? And March feels like it lasts for frickin' ever. Is that your experience too?

SPEAKER_01 3:06

Absolutely, 100%. I am already feeling that a little bit, and it's the first week of February, and I just don't know how I'm gonna make it to March. And our spring break is the end of March, so I have to make it to then. But I do know that March Madness does breathe a little bit of life back into my classroom. So I just have to look forward to the fun things that we get to do.

SPEAKER_00 3:33

Yeah, and I think too that that's really helpful, just like for your own mental health, is when you know you're coming into a season of the year that it's gonna feel like slogging through because at least for us, like our spring break this year isn't until April. So, you know, our schools are in all of March. There's no break because ski week is in February and March is 31 days, and it's like, holy cow, how are we gonna do this? And so if you know that that's coming down the pipeline, let's prepare for knowing it's gonna be maybe a challenging month for you to get through mentally, emotionally, psychologically, whatever it is. So we've got to add something fun into there that mixes it up or that gets us excited so that it feels less like we are slowly dying and more like, hey, we can do this. Like I have something fun to look forward to. Um, so today, Genevieve is here to talk to us about our March Madness poetry bracket. Um, she's used this in her classroom, used it last year for the first time. Um she said she's definitely gonna be using it again this year because your students requested it. Is that right?

SPEAKER_01 4:40

So I teach a creative writing class and they are sixth graders. And at the end of every unit, or at the end of every quarter at least, I always ask them which are the units that you absolutely loved and that I should do again with next quarter, next semesters or next year's students. And when I asked them about this specific unit, they were 100% of my students said, you have to do this with next year's students.

What A Poetry Bracket Is

SPEAKER_00 5:05

And I was like, okay, we're gonna do it. Done. I love it. Well, when students are bought in to that capacity, if 100% of them said yes, you know it's a great activity to include in your classroom. Um, so I know like for a lot of us, a March madness bracket, special poetry bracket, whatever it might sound complicated, but honestly, it's something that any teacher can do. Like it really is something that is easy to implement. And when you do it well, which you're going to after you listen to this episode, it's gonna hit the reading, writing, discussion, student engagement all at once. You're gonna get all of that stuff all at the same time. So we're gonna walk you through exactly how to implement this in your classroom. And so I want to start Genevieve with the big picture before we dive into the details. What is a March Madness poetry bracket? If a teacher's never done this before or they've seen it maybe on social media and just a picture of it, but don't really understand the concept of it, how would you describe it?

SPEAKER_01 6:04

Yeah. So I was one of those teachers, just to kind of backtrack a little bit, I'd always seen March Madness poetry bracket. And I thought, what even is that? First of all, uh, the only sports I really like are track and field and soccer. And so I don't understand basketball at all. Or is it football? See, I don't even know.

SPEAKER_00 6:26

It's basketball, it's college basketball. It's college basketball. So, like, okay, hold on. I just want to appreciate that for a moment. You don't even know what March Madness is in like the larger scheme of of life and like social culture, but you were still able to do it last year with your students. 100%.

Materials And Setup

SPEAKER_01 6:44

Yes, you are right on the money. Um, so yes, basketball. So I know it's like, you know, you vote for your teams and you want them to go through to the next round, right? Um, so basically that's how we are doing it with poetry. So it's like a structured poetry tournament. Students are gonna read a set of poems, typically 16, but you can change that number, and then they compare the poems head to head across multiple rounds, and each round focuses on a specific poetry concept. And then, like Caitlin said, um, students are going to discuss, they're going to write, they're going to read. Like it hits on all of the standards, and then they're going to vote on which poem advances. And so what makes it so effective is that students aren't just saying, like, I like this one better, but they're rereading poems, they're really digging deep, they're citing evidence, and they're doing the most important thing that we always talk about here at EB. They're justifying their thinking. Um, and you know, that that piece is so important. And so we're gonna come back to that in a little bit because um that's a huge writing skill that's embedded there that I don't think I didn't realize was was in this poetry bracket. Um, I just thought, well, I've never done one. I've always wanted to try. I like poetry, and we have a unit on it. And I know EB makes things so great, so and easy for us teachers to implement. So I just dove in and I'm so glad I did.

SPEAKER_00 8:14

I love it. So even if you don't know anything about March Madness, basically there are, you know, 32 teams that go make it to the tournament, the NCAA tournament, and they play a game and then they move on to the next level. So it's like the Sweet 16, the Elite Eight, the Final Four, and then there's the actual championship game. And so you're basically doing that same thing with the poems where the poems are competing against each other. But Jenny, you've just said the most important thing is they're not just reading the poem and saying, I like this one. They're justifying. And that is, again, one of those skills that I hear from teachers all the time. My students suck at justification, they can't do it, they struggle so much with it. And I'm like, okay, but how often are you actually giving students the opportunity in your classroom to justify their thinking like every day? Like it shouldn't just happen when we're writing essays or you know, responses to paragraphs or something along those lines. Like, this is what my whole YouTube video is about that I aired a couple of weeks ago. I did a whole podcast episode on this. Like, this is so important, and that is a huge writing skill. It's really a thinking skill that then transfers to writing that's embedded into this March Madness poetry bracket. So, even though it's really fun, it's super engaging. Students are reading poetry, which we know a lot of students don't particularly love, but they're working on this very difficult skill that we don't give them enough time to practice. So I think that is a huge win with this particular activity. Um, so thank you for the overview. Let's talk about getting started. Let's talk logistics. What does a teacher actually need? Like what are the materials and things like that to get started with this particular um unit or activity?

First Pass Reads And Predictions

SPEAKER_01 9:53

Oh, this is a really great question because it can sometimes feel overwhelming, right? What do I need to have and give to the students? So, first you need your poems. I recommend starting with 16 poems that are short enough to read multiple times, um, varied in tone, structure, and voice, and then of course appropriate for your grade level. They can be themed or they can be a mix. It just really depends on what you want to do. I like personally, I like a mix of poems in all areas because I can get more students that way. Um, and then you need a bracket, and this can be super simple. You can literally go to Google and type in, if you're not a member, you can type in, you know, March Madness Poetry bracket. And there are so many that will come up. You don't even have to type in all of that, just you know, March Madness printed bracket. Um, you can make it in a Google Doc, a slideshow, you can draw one on your whiteboard. I've seen, I've seen that in some classrooms. Um, and then what you want to give to students, this is really important. You want to give them two brackets. So I just print the same bracket front and back. And one of those brackets is for predictions. So they're gonna write down all of their predictions, like who they, which poems they want to win, or which poems they think are going to win, or like the rounds, and then one on the other side to track the actual winners when you're going through the unit. Um, and that prediction piece is really huge for buy-in. And I'll talk about that a little more in a little while. Um, but that's really all you need.

SPEAKER_00 11:33

Easy. Yeah, it could be as simple as that. And so if you are an EV teacher, um, you can just print out the bracket that we have inside of the membership and move on with your life. But if you are creating it yourself, it really doesn't need to be super fancy. But that prediction part is a huge piece of um the whole thing. So you want to make sure that they do the prediction and then they have the one to track the actual winner. All right. So then Genevieve, now that we have our brackets, what happens before the competition actually starts? Oh, wait, hold on. There was one other thing that I wanted to say before I moved on to this question. In terms of the poems that teachers choose, you could totally use ChatGPT and say, hey, I need 16 poems that are short, that are varied in tone, structure, and voice, and that are appropriate for eighth grade. What poems should I use? And it could spit out a list, no problem. Obviously, you want to check what ChatGPT gives to you, but it's such an easy way to utilize that as a resource for you to start to gather these so you don't have to spend a ton of time. However, I will say that as a former American literature teacher when I taught high school, there were some fantastic poems that immediately come to mind that I would be choosing for this bracket situation, but that's okay. Okay, what happens before the competition officially starts?

Round One: Topics And Themes

SPEAKER_01 12:54

Okay, so yes, good point about the poems. Um, and there are so many great websites as well. There was one I was trying to look up that I use, but I can't think of it off the top of my head. Um, but there are so many great poems. So you've got your 16 poems, or however many you want to use. Um, and before students do any voting, students are going to read all 16 poems. And this first pass is really just about like that gut reaction that students have, um, getting a basic understanding of each poem and then making predictions. And we have, you know, if you're a member, we have all of this, you know, laid out to help you be able to do that. Um, but really, you know, what I tell my students is the first time you read these poems, it's really just like, did you like it? Did you not? What, what do you think about it? What is it about? You know, and we'll just go through a very basic understanding of the poems. And then, and I do have to tell students, they're not choosing the best poem yet. They're just getting to know them. That way, when the competition starts, the poems feel familiar, but they can really then dig deep into it. So they're just gonna make their predictions at this point. Um, and they're gonna fill out that one side of the poetry bracket. And yes, they're making these predictions based on like their initial reactions and and whatnot, but that's okay. You know, that's kind of what we do in sports a little bit. So perfect.

SPEAKER_00 14:25

I love it. Okay. Um, so before we get into like the rounds, right? We have like sweet 16, the elite eight, the final four, et cetera. I want to ask you this question. Do you notice after you've like introduced this whole concept to your students, do you notice or did you, when you did it last year for the first time, a shift in how your students felt about poetry?

SPEAKER_01 14:47

Yes, this is a great question. And I can't believe I didn't talk about it earlier, but this is a great time to talk about it because when you first introduce this whole unit and the 16 poems, especially when they hear they're gonna be reading 16 poems at once. There are groans, they're like, what? Poetry. You know, I did a raise of hands, like who even likes poetry? And there were like three kids, maybe. And I was like, that's okay, we're we're gonna do this anyway, and we're gonna see how it goes. Um, and so that's kind of one of my favorite parts of the unit is that you know, only a couple of kids said yes at the beginning, and then by the end, it was like a total shit. I had 100% of my students saying that I should do this again next year.

SPEAKER_00 15:33

Yeah. So yeah, that's a huge shift. And I love that because I love poetry and I know that it's hard to it's helpful as a student when your teacher really loves what they're teaching because that rubs off on you a little bit. But there are still always gonna be students who are like, poetry, you know, schmoetry. Like, I'm not, I'm too cool for that, right? But if we bring it to them in this fun kind of package of March Madness, it changes everything, obviously. 100% of your students said that you should do it again. Um, so I think that tells us everything about this idea and using March Madness poetry in your classroom is that it's not just standards, it's like a mindset shift for them, for them to be able to go from hating poetry to, oh my gosh, that was really that was really cool. And that is a huge win for our students. So I want to talk about the rounds. What does round one look like? What do you do the first round with your students?

SPEAKER_01 16:28

Okay, so after they've read their 16 poems, um, round one focuses on the topics or the themes of the poem. So the students will now start to look at the poems in pairs, right? They're gonna basically have two poems side by side, and they're going to respond to questions like what idea is the poet exploring, what lines show that, uh, what is the author trying to say in this poem? And so they're gonna write first, you know, like a pre-write or sorry, a pre-think, um, and then discuss in small groups, and they love that part. I've laid the groundwork with discussions with them already. And so by the time we get to March Madness, they already know how to talk in small groups and they're just, you know, bouncing around their initial ideas, they're talking about the topics of these poems or the theme. And then we're gonna come back together as a class before voting. And so this round does take the longest because students are revisiting all 16 poems, but I kind of break it up. If you have the time, you can, you know, do two or four poems, you know, like one pair of poems or two pairs of poems, you know, at the end of your class, or you can just knock it out in one class period. I did both with two, I had I taught two classes last year and I did both. Um, and for me, what worked better was doing them, you know, kind of like a little bit at a time. But then it was nice to have them all read, all discussed in one class period. So both can work.

Voting Systems And Justification

SPEAKER_00 18:04

Yeah, you could even set a timer for students. Like you only get four minutes to talk about this poem and the timer goes off, you move on to the next one, and it becomes like a kind of fast thing. I do think it's key that students write before they talk, right? So that they can get their own brain think out of their heads before they have a conversation in their small groups. When you vote, how do how did you vote? Like, how did you have your students vote? Did you say, like, okay, for this poem, I don't know, T. S. Elliott's the love song of Jay Alfred Proofrock. Not that we're gonna read that with their sixth graders, but I taught it to my eighth graders in my favorite poems. Um, do they just raise their hands or like do they put their heads down and put their thumb up, like heads up seven up, so that no one's, you know, persuaded by their friend raising their hand or whatnot? Do they get to vote for every single poem? Like, how did it work for you?

SPEAKER_01 18:54

So you could do it really any way you want, but I love Google Forms. So I put them all into a Google form. And I I think we actually have them in the uh membership, in the in our resource. And I just had them vote between, you know, those two. And it was as simple as this poem or this poem. It was a multiple choice. And then below it, this is this was the most important part, right? Below it was their justification. They had to write at least two sentences on why they chose that poem and they had to reference their discussion or they had to reference like when they wrote about it. Um, and I think that was really, really powerful because I wasn't asking them to write even a full paragraph for each vote. I was asking them to write two sentences.

SPEAKER_00 19:43

Yeah.

SPEAKER_01 19:43

You know, so they were practicing and then I would look at those, and this is why I liked doing it with my class, where I kind of did a little bit each day, um, because I had them every day, where I could look at their responses and I could see like who was getting stronger with justification and who I needed to do reteaching with in the other part of my class. Brilliant. Um yeah, so that was that was the key. Simple as a multiple choice, and then give me, give me your answer why. Like, why do you choose that poem?

SPEAKER_00 20:14

Gotcha. And then did you decide which two poems were pitted against each other?

SPEAKER_01 20:20

It's laid out in our resource. Um, I think it's laid out which two poems. I did do a couple substitutions. So I did choose a couple of pairs where um I chose the two that were pitted against each other, but for the most part, I really just use the resource. But you could, as a teacher doing this, you know, if you're not in our membership, you could absolutely decide which two are pitted against each other. And I think for one of them, it was a trio instead of a pair. Oh, interesting. Because I found a third poem that was in the similar theme. And I was like, I love this poem. I want to see about my students, and nobody liked it.

Round Two: Imagery Focus

SPEAKER_00 20:56

Nobody voted for it. Oh my gosh, I love it. Okay, so the first round you did topic and theme as kind of like the focus. Round two is focused on what? What changes in round two?

SPEAKER_01 21:10

So now we are down to eight poems and we're gonna focus on imagery. So students are asking which poem creates stronger mental images, which what language stands out most? Um, and at this point, students are start noticing craft moves, not just meaning. Like, why does an author choose this word or vocabulary or uh image versus this one? Um, what's the symbolism here? You know, and and I I did this with sixth graders. Um, they're not going too super deep, you know, like eighth graders or high school, but they were starting to get it. And, you know, I had already laid the groundwork before of talking about imagery and what that means.

SPEAKER_00 21:52

Yeah.

SPEAKER_01 21:53

Um, so it's nice to see them apply that to the poems.

SPEAKER_00 21:56

Um, okay. So you know what's so interesting is I'm totally going to interject. We have YouTube video that I recorded, gosh, many feels like many years ago at this point, that is about poetry. And essentially what I did with my students is I would put, I think I set up like six different poetry stations for my students. And I had them at each station read the poem differently based on what was at that station. Um, so like for example, I would have them read, I can't, I'm not gonna be able to find it. I will find it for you guys and I will put it in the show notes because it's a really fantastic way to teach poetry. It's like the first station they read through the lens of like a very specific type of questioning, whether that's imagery or topic or theme. The second station is reading for it for figurative language, the third station is reading for it like outside of the box. What could this poet actually be talking about that isn't what they're talking about? Right. Like, what is the larger extended metaphor? Um, so it just has me thinking about that. Like those poetry stations are such a great way to get students to understand, like, poetry isn't just what it seems like at first on the surface level. Like, there's so much more nuance and like beauty in the language when you break it down and really look at it through all of these different lenses of topic and theme. And now we're focused on imagery. And I know I went off uh on a tangent there, but then round three, right, is focused on figurative language. So tell us about figurative language.

Round Three: Figurative Language

SPEAKER_01 23:23

Yeah, absolutely. Um, I use those stations prior in a different unit for something else, and it definitely came back and helped my students.

SPEAKER_00 23:34

Yeah.

SPEAKER_01 23:34

Um, so round three is figurative language, and they're going to be looking, you know, for similes, metaphors, personification, all those things. By now, my students are feeling more confident in reading the poems. They know the poems better and their discussions get more nuanced. And so as you go through each round, you're gonna keep the same structure. They're going to write, they're gonna reread the poems that are left, they're gonna write about them, you know, based on whatever you're focusing on, in this case, figurative language, and then they're gonna have a discussion again. And so they're definitely speaking with clearer language, they're using, you know, these um authors' craft words. They're they're definitely becoming the discussions are becoming more interesting. And so it's just fun to watch them.

SPEAKER_00 24:21

Yeah, I love the kind of evolution of it. So then round four is probably would be my favorite. So this is the last one. This is like the championship game, right? It's two poems. You have made it to the final game. Um, and obviously, I'm sure it feels intense for your students. And so, what happens in round four? What is this one about?

SPEAKER_01 24:39

Okay, this is the biggest one. They are all so excited, and this is really about connections. Um, they talk about text-to-self connections, text-to-text connections, text-to-world connections, and they really are super invested because the majority of the class has chosen these two poems, right? So they already have those connections. They've already been thinking about those things. And so they really care a lot about which poem wins. And you're just gonna go through the whole structure again. And they're just, they're just gonna love it.

Championship Round: Making Connections

SPEAKER_00 25:10

Okay. Um, so we kind of talked about this a little bit with like the voting and the justification. I don't know if there's anything else that you want to go more into with that, but basically, every time students vote, they're answering a question that makes them justify, which is why does this poem deserve to advance? So every single time they're formulating a claim, they're supporting it with evidence, they're explaining their reasoning and right, that is basically argument writing or literary analysis writing. And the best part is like they don't even realize that they're doing it because they are simply arguing for their poem that they feel very passionately about. Um, so let's talk about the fun part. Let's talk about the reveal, the celebration, what happens at the very end. Yes, this is so fun.

The Big Reveal And Celebration

SPEAKER_01 25:55

So I always, or not always, I've only done this once last year, but like with any kind of last, you know, like a publishing party, I like to go all out. Um, you don't have to go all out, but I really do like to, you know, maybe play some music. Um, we have like a little cheer audio clip in our resource that I like to play. And so what I'm doing the whole time is I'm telling the votes after class and I tell them, you're gonna know when you get back to class the next day, and they hate it, but it really does like build that anticipation and suspense. And so the final round really should feel like an event. You know, I display the whole bracket, they have their own brackets out. They've been marking down, I guess I should have said this earlier, but they've been marking down like which poems have been advancing so they can see on their own brackets the last two that are pitted against each other. So I play some music, like I said. Um, I didn't do snacks, but you could do snacks if you wanted to. You could even have like a paper basketball toss, like trash get ball if you wanted to do that. Um, I didn't do that, but that would be super fun. And then you I always have my students do a drum roll and I pull up, like I pull up the Google form and I show them the little circle that Google Form creates, you know, of like this many voted for this one, and this many voted for this one, and they just erupted. It was fantastic, yes.

SPEAKER_00 27:23

Oh, that's so awesome. I love it. So that is just such fun energy to enjoy. And that's exactly what I was talking about at the beginning, right? Like to get to do something like this with your students at a time of the year that can feel very boring and arduous and a struggle, like this brings some excitement, some fun, some anticipation, some competition, right? All of those things that keep the energy at just a little bit of a different level for you as you head into the end of the year. Um, so quick reflection at the end. Why is reflection so important? But and like that's not just it. Like we don't just end, we have a reflection about it. What do you do with your students?

Reflection, Mindset Shifts, Next Steps

SPEAKER_01 28:04

Yeah, so they always want to talk about, you know, why theirs didn't win or, you know, all of that stuff. So I give them a reflection and this lets them process whether they agreed with the final winner, how their thinking changed, which poem stayed with them. And I always add in that piece where I ask, how did poetry change for you? What do you think about poetry now? And I don't get a 100% I love poetry, but I do get more students um who said, Yeah, poetry is not that bad. And I did have some students who said, actually, I love poetry now. And then the 100% that I did get was, should I do this again next year? And they said, Yes, absolutely. Love it. So that was really fun. Yeah. Yeah.

Closing And Resources

SPEAKER_00 28:51

It's neat to see them reflect on their opinions of something changing, which I think is really just a powerful uh perspective for them to learn that I can feel one way about something, but then after I actually experience it, my opinion on that thing might change, which is important for life. That's a good life skill, right? Um powerful. Yeah. So thanks so much, Genevieve, for coming on the podcast and sharing. I loved hearing how it went with your students in your class. Um, this is something you should add to your lesson plans for March. If you're an EV teacher, just go grab the resource. If you're not, we talked you through everything that you need materials-wise, and then how to roll this out to your students. And I'm honestly, as we were doing this, I'm like, I should record a YouTube video about this so that you can see the brackets on the whiteboard and what that's structured like. So I'll probably do that for you guys in March as well. And I think it's great because it's engaging, yes, but like it is really deeply instructional, especially as students are doing so many close reads of these poems through different lenses, is just really neat.

unknown 29:56

Yeah.

SPEAKER_01 29:57

Yeah, I agree. It's it's the energy that we need in March. And like you said, they're still getting that um academic writing piece. And then they get to talk to each other, which they also love because they're middle schoolers. So it's got everything. I loved it.

SPEAKER_00 30:12

Well, thank you so much, Genevieve, for coming on the podcast. I so appreciate having you here. It's always fun to chat through this with someone else and have a guest on the podcast. So thanks so much for being here.

SPEAKER_01 30:24

Yes, thank you so much, and I can't wait to be back.

SPEAKER_00 30:26

All right, you guys, we'll see you next week on the podcast. Have a great rest of your day.