5h Grade English
Term II: Sacrifice, Loyalty, and Unconditional Love
Ms. Marybeth Anderson
manderson@daltonschool.kr (last check at 7:30 pm, Monday-Thursday)
Class Website: http://andersonCDS.weebly.com
Class Assignment
Outcome: Through reading, discussing, and writing about a novel, news articles, and other sources, you
will be able to tell about: sacrifice, loyalty, and unconditional love. You will also be able to use gradeappropriate vocabulary, make strong arguments, and compare many sources of information. Finally, you
will explain what loyalty means.
Term Introduction: Sacrifice, loyalty, and unconditional love are things we see often. Whether it’s your
family, friends, pets, or others, you most likely see examples of loyalty every day. Sacrifice and
unconditional love affect human relationships, and are emotions many people experience.
This term, we will spend our classes reading a novel, sharing news articles, discussing important themes,
and doing several projects. We will compare different media (e.g., art, poetry, prose, short stories, a
novel, news articles, etc.) to further develop the concepts listed above.
Topic Overview
-Poverty, The Great Depression
-Our Relationships with Animals
-Identifying Story Elements (plot, theme, characters, setting, etc.)
-Family Bonds
-Violence, Bullying, and Adversity
-Native Americans: History and Legends
-World Religions
-Loyalty, Determination, and Love
Essential Questions
-Why are some people very, very rich, while many others are extremely poor?
-What relationships do humans have with animals, and why?
-How do different families function? What does this mean for all of us?
-What is bullying, why does it happen, and what can we do to prevent it?
-Who are Native Americans? What can we learn about their history?
-What are some religions around the world?
-Where can we find examples of loyalty, determination, and love?
Skills List
These are the skills we will focus on developing this term. All skills are identified according to their number within the CDS English
Language Arts Standards. To see the skills in full, please consult these standards. In addition: Please note that certain skills, such as those
related to language and vocabulary, are not listed among the goals of specific lessons because they are not the primary aims of these
lessons.
Reading Literature
 RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described
 RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and
topics.
Reading Informational Texts
 RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
 RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
 RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject
area.
 RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in two or more texts.
 RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably
Reading: Foundational Skills
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RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
Writing
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W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
 SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively,
and orally.
 SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
 SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
 SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the
development of main ideas or themes.
 SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Language
 L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content,
choosing flexibly from a range of strategies.
Class materials
The class materials that are listed below must be with you for every class. Failure to bring any of these
six (6) materials will affect your citizenship grade. (You will lose points for not bringing these to
class.)
 All class handouts handed out to date (A file or binder would be good for these.)
 An independent reading book of your choice (NOT on the CDS curriculum for English classes)
 Your reading log
 Notebook for taking notes and doing in-class writing
 Pen or pencil
 Class novel: Where the Red Fern Grows by Wilson Rawls
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Day by Day
WEEK ONE (Dates: ___________________________________________)
1. Review and preview: Date: _________________________________
Goal: Reviewing themes in the previous class novel and unit; previewing similar themes
Standards: SL5.4, L5.1, L5.2
Recap of last term: Pros? Cons? How to improve individually and as a class? Do survey.
Introduction to Wilson Rawls and Where the Red Fern Grows (Handout 2-1)
Discussion of the time and place in which the novel takes place
Homework: Finish the 10 questions about Wilson Rawls.
2. Poverty and the Great Depression: Date: _________________________________
Due: Wilson Rawls: 10 questions
Goal: Discovering information about the Great Depression and how it relates to poverty today
Standards: RI5.4, W5.1, W5.4, SL5.5
Journal: What do you think of when you hear (or see) the words “great depression”? What is poverty?
Why are some people rich and some poor?
Discussion of poverty and wealth throughout time and how financial disasters can be avoided
What was the Great Depression? (Handout 2-2)
Review news homework layout (Handout from last term)
Homework: Find a news article about poverty, then summarize it.
3. Humans’ relationships with animals: Date: _________________________________
Due: News article and summary
Goal: Describing and analyzing the various relationships humans have with animals
Standards: W5.10, L5.1, L5.2
Free-write (“free association”): Write anything that comes to mind for the word “animal,” then repeat
with “pet.” Compare the two lists.
Discuss how we interact with animals on a daily basis (consider their roles in our lives)
Read Chapter 1 together
Homework: Write a 1-2paragraph summary of Chapter 1 (5-20 sentences)
4. Story elements in Where the Red Fern Grows: tone, setting, plot: Date: ____________________
Due: Chapter 1 summary
Goal: Identifying and providing examples of how a tone is set at the beginning of the novel; analyzing
the other story elements of setting and plot
Standards: SL5.2, RI5.2, RI5.4, L5.4
Review Chapter 1, discussing summaries and begin story dictionary
Discuss the importance of tone and setting in stories
Read Chapter 2, stopping to discuss and note the use of language to establish plot
Find and discuss any new vocabulary, take note in story dictionary
Homework: Write a 1-2-paragraph summary of Chapter 2 (5-20 sentences). Also, find and
summarize a 2013 article about animals or nature
WEEK TWO (Dates: ___________________________________________)
5. Families and characters in real life and in fiction: Date: _________________________________
Due: Chapter 2 summary; news article and summary
Goal: Understand and communicate how different people deal with traumatic events
Standards: RI5.2, RF5.4, W5.3, L5.3
Presentations of news stories (3-4 students)
Review the plot and setting so far in the novel
Journal: What’s your family like? Who’s in it, and how do you feel about your family? Why?
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Read Chapter 3, taking notes of characters and descriptions of each
Discussion: How does your own family differ from or mirror the family in our novel? How?
Continue with unfamiliar vocabulary in book dictionary
Homework: Write a 1-2-paragraph summary of Chapter 3 (5-20 sentences)
6. Examples of perseverance: Date: _________________________________
Due: Chapter 3 summary
Goal: Citing textual examples of perseverance
Standards: RI5.2, W5.1, W5.4, W5.9, W5.10
Share chapter summaries together, noting plot
Journal: What is something at which you work very hard? When have you been in a situation when you
didn’t give up (but could have)? Is it important to keep trying things, or is it better to quit them?
Read Chapter 4 together, noting examples of perseverance in the book
Discuss: Who works hard in the novel so far? Give examples (quotes and page numbers) from the book
Write a summary about perseverance: How did someone work hard to achieve something, and why?
Homework: Write a 1-2-paragraph summary of Chapter 4 (5-20 sentences)
7. Bullying and Adversity: Date: _________________________________
Due: Chapter 4 summary
Goal: Finding examples of and reflecting on examples of bullying and/or adversity
Standards:RL5.6, RL5.9, RI5.5, W5.3
What is bullying? (Handout 2-5)
Journal: Have you been bullied or teased? Have you teased other people? Tell about one situation
when you teased or were teased by someone. How did you feel?
Discuss how and why people bully, and how people react to adversity
Read Chapter 5 together
Take note of examples of bullying
Homework: Write a 1-2-paragraph summary of Chapter 5 (5-20 sentences). Also, Quiz #1
(Chapters 1-6) is the next class.
8. Loyalty: Date: _________________________________
Due: Chapter 5 summary
Goal: Recognizing and explaining examples of loyalty in a text
Standards: RI5.1, RI5.2, RF5.4, SL5.3
Review plot, characters, and major themes in the book
Read Chapter 6 together
Quiz #1 (Chapters 1-6)
(Define “loyalty.” How are you loyal, and to whom? Why? Why would one person be loyal to
another? Also, continue with unfamiliar vocabulary in book dictionary)
Homework: Write a 1-2-paragraph summary of Chapter 6 (5-20 sentences)
WEEK THREE (Dates: ___________________________________________)
9. Identifying Plot I: Date: _________________________________
Due: Chapter 6 summary; news article and summary
Goal: Identifying and summarizing story elements, focusing on plot
Standards: RL5.6, RI5.1, SL5.2, SL5.3, SL5.5
Review Chapter 6 together
Take notes on Chapter 7
Read Chapter 7, stopping to discuss the plot (half of the chapter)
Homework: Find and summarize a news article about Native Americans.
10. Native Americans and Native American Folklore: Date: ___________________________
Due: News article and summary: Native Americans
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Goal: Reading, discussing, and finding similarities between Native American stories and the current text,
citing examples throughout
Standards: RL5.9, RI5.5, RI5.9
Present news article (3-4 students)
Finish reading Chapter 7
Discuss some well-known folktales from any culture
Read several famous Native American tales (Handout 2-7)
Class discussion of the folklore and how it coincides with Where the Red Fern Grows
(Look at www.cherokee.org/ together to learn about the Cherokee Nation; read about Native American
history and culture; journal: How does our life and culture differ from that of Native Americans?)
Homework: Write a 1-2-paragraph summary of Chapter 7 (5-20 sentences).
11. Context clues and vocabulary: Date: _________________________________
Due: Chapter 7 summary
Goal: Identifying, defining, and using challenging vocabulary from the class text
Standards:RI5.2, L5.1, L5.4
Read Chapter 8, stopping to identify and define difficult vocabulary
Review vocabulary through Chapter 8, updating book dictionary
Review and preview difficult/unfamiliar words
Homework: Write a 1-2-paragraph summary of Chapter 8 (5-20 sentences)
12. Religion and its role in a novel: Date: _________________________________
Due: Chapter 8 summary
Goal: Identifying and discussing the role of religion in a class text
Standards: RI5.1, RI5.2, RI5.9, W5.9
Survey: Religion (Handout 2-10)
Class discussion on world religions; examine the role of religion in Where the Red Fern Grows
Read Chapter 9
(Journal: What role (if any) does religion play in your life? How? Why? How is religion important in
other people’s lives?)
Homework: Write a 1-2-paragraph summary of Chapter 9 (5-20 sentences); optional: find and
summarize a news article about religion. (Will substitute for a missed news homework!)
WEEK FOUR (Dates: ___________________________________________)
13. Determination and goals: Date: _________________________________
Due: News article and summary
Goal: Citing examples of determination in fiction and non-fiction; defining one’s own goals
Standards: W5.1, W5.3, W5.4, W5.10
Present news articles (3-4 students)
What are my goals? (Handout 2-11)
Journal: How and why are people determined? Why do some people work very hard to achieve their
goals, while others go through life accomplishing very little? In what ways are you determined?
Read Chapter 10
Discuss examples of determination though Chapter 10
Homework: Write a 1-2-paragraph summary of Chapter 10 (5-20 sentences)
14. Female roles in the class novel: Date: _________________________________
Due: Chapter 10 summary
Goal: Identifying, exemplifying, and discussing gender roles in the class novel
Standards:RI5.1, W5.1, W5.4, W5.9
Journal: Do you like being a (girl/boy)? What’s good about it? What’s bad? What are the
advantages/disadvantages of your gender? Of the other?
Read Chapter 11
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Identifying and exemplifying gender roles in Where the Red Fern Grows
Class discussion: Is it important the way men and women are described in literature/nonfiction? Why?
Why not? Is your gender important? Why or why not?
Homework: Write a 1-2-paragraph summary of Chapter 11 (5-20 sentences); also find and
summarize a news article on a gender issue
15. Vocabulary, literary device: flashbacks: Date: _________________________________
Due: Chapter 11 summary, news article and summary
Goal: Examining the importance of flashbacks and vocabulary in a story
Standards: SL5.2, SL5.4, SL5.5, SL5.6
Present news articles (3-4 students)
Read Chapter 12, updating book dictionary
Journal (or discussion, depending on time left): How would the story be different if Billy told it from the
point of view of a child? Would it matter? Why do you think the author chose to use flashbacks to tell
the story? What flashback stories can you think of from your own life?
Homework: Write a 1-2-paragraph summary of Chapter 12 (5-20 sentences); Also, Quiz #2
(Chapters 7-13) is the next class, and Book Report #1 is also due the next class.
16. Violence in literature and in real life: Date: _________________________________
Due: Chapter 12 summary and Book Report #1
Goal: Exemplify and discuss violence in fiction and in real life
Standards: RI5.1, RI5.2, RF5.4, W5.9
Read Chapter 13
Quiz #2 (Chapters 7-13)
Discussion about the role of violence in fiction, nonfiction, different media, and in real life
Homework: Write a 1-2-paragraph summary of Chapter 13 (5-20 sentences); also, find and
summarize a news article about violence.
WEEK FIVE (Dates: ___________________________________________)
17. Identifying plot II: Date: _________________________________
Due: Chapter 13 summary and news article
Goal: Using a story map and identifying action and events in the plot of the class novel
Standards: RI5.1, RI5.4, SL5.2, SL5.3
Presentations of news articles (3-4 students)
Review and update dictionary from the novel
Review the plot thus far
Read Chapter 14
Update story map through chapter 14 (Handout 2-13)
Predict: What do you think will happen next in the story? Why?
Homework: Write a 1-2-paragraph summary of Chapter 14 (5-20 sentences).
18. Editing workshop: Date: _________________________________
Due: Chapter 14 summary
Goal: Editing and reviewing our own work and the work of others
Standards: L5.1, L5.2, L5.3, L5.4
Teacher’s presentation: The importance of good grammar II
Editing tips, examples, and rubric (review and redistribution of Handout 1-11)
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Edit each other’s summaries (Chapters 1-14) using the rubric distributed in class
Discuss the author’s use of conventions, citing good examples
Homework: Find and summarize a news article about violence or poverty.
19. Themes in the class novel: Sacrifice, religion, violence, poverty: Date: _______________
Due: News article and summary
Goal: Find evidence of and discuss different themes in the class novel
Standards: RI5.1, RI5.2, SL5.3, SL5.4
Presentations of the news (3-4 students)
Introduce themes in the novel (sacrifice, religion, violence, poverty)
Read Chapter 15, stopping to discuss how and why these themes are used throughout the novel
Homework: Write a 1-2-paragraph summary of Chapter 15 (5-20 sentences).
20. Competitions, victory, and heroism: Date: _________________________________
Due: Chapter 15 summary
Goal: Recognizing examples of heroism in fiction and real life
Standards:W5.1, W5.3, W5.10
Journal: Who are some of your heroes? Why? Who are the heroes of other people? What makes
someone a champion? Why do some people do better than others?
Read Chapter 16
Class discussion: What makes a hero? In what ways are everyday people heroic? Why?
Homework: Write a 1-2-paragraph summary of Chapter 16 (5-20 sentences)
WEEK SIX (Dates: ___________________________________________)
21. Dangerous situations: Date: _________________________________
Due: Chapter 16 summary
Goal: Identifying dangerous situations and discussing how to handle them
Standards: RL5.6, RI5.1, W5.1, W5.4, W5.10
Journal: Have you ever been in a dangerous situation? If yes, what happened? If no, what kind of
dangerous situation might happen to you, and how would you deal with it?
Read Chapter 17
Class discussion: How do Billy and the dogs deal with dangerous situations? What happens?
Homework: Write a 1-2-paragraph summary of Chapter 17 (5-20 sentences).
22. Identifying plot III: Date: _________________________________
Due: Chapter 17 summary
Goals: Using a story map and identifying action and events in the plot of the class novel
Standards: RL5.6, SL5.2, SL5.3
Presentations of news articles (3-4 students)
Review and update dictionary from the novel
Review the plot thus far
Read Chapter 18 and update story map through chapter 18 (Handout 2-14)
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Predict: What do you think will happen next in the story? Why?
Homework: Find and summarize a news article about death or loss.
23. Dealing with death and loss: Date: _________________________________
Due: News article and summary
Goal: Identifying and reflecting on how different people deal with death
Standards: RL5.6, RI5.2, W5.4
Presentations of news (3-4 students)
Journal: Has anyone you known died? Has anyone in your family died? If so, what happened and how
did you and your family deal with it? If not, how do you think you would react to the death of someone
you love?
Read Chapter 19
Class discussion: How does Billy deal with the loss of his two companions? What happens, and how
does he finally make peace with the situation?
Homework: Write a 1-2-paragraph summary of Chapter 19 (5-20 sentences) ; Also, Quiz #3
(Chapters 14-20) is the next class!
24. Symbolism in Where the Red Fern Grows: Date: _________________________________
Due: Chapter 19 summary
Goal: Recognizing and explaining basic symbolism
Standards: RL5.6, RI5.1, RI5.4, SL5.2, SL5.3
Read Chapter 20
Quiz #3 (Chapters 14-20)
Draw an image for 10 ideas (e.g., “love,” “freedom,” “wisdom,” “happiness,” etc.)
Discuss what images are evoked for each word and why
Brief slideshow of images and what ideas/words/emotions they evoke
Identify famous symbols/logos/flags throughout history (Handout 2-15)
Look at excerpts from Where the Red Fern Grows, and identify examples of symbolism in notebook
Homework: Write a 1-2-paragraph summary of Chapter 20 (5-20 sentences). Get ALL 20
summaries and put them together, due Class 26; Create a document (Word, PowerPoint, etc.)
with a picture AND description of 3-5 symbols in Where the Red Fern Grows, due next class.
WEEK SEVEN (Dates: ___________________________________________)
25. Compare and contrast I: Date: _________________________________
Due: Symbolism document
Goal: Presenting a culminating project on symbols presented in readings this term; to compare this
novel to the prior term’s
Standards: RL5.9, RI5.5, RI5.9
Presentations of symbols used in Where the Red Fern Grows
Compare and contrast this novel with last term’s Hatchet in their uses of nature (Handout 2-16)
Journal: Which book did you like better: Hatchet, or Where the Red Fern Grows? Why? How did each
novel deal with nature? Which book felt more real to you? Why?
Introduction and rubric for the Final Project (Handout 2-17)
Homework: Prepare final project rough draft (bring 1 printed copy); all 20 chapter summaries due
next class, put together
26. Final Project: Preparation: Date: _________________________________
Due: Final project rough draft; all 20 chapter summaries, printed and put together
Goal: Presenting a culminating project on symbols presented in readings this term; to engage in the
peer-editing process
Standards: L5.1, L5.2, L5.3, L5.4
Turn in all 20 chapter summaries
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Share progress on final project rough drafts
Engage in peer editing process
Revise projects in class, with teacher feedback
Ensure that projects are ready enough to be finished by the next class
Homework: Prepare final project, final draft (1 printed copy), book reports and reading log due
next class
27-28. Final Project: Presentation; Book Report #2, Final Reading Log Check
Dates: __________________________________
Due: Final project, final draft
Goal: Presenting a culminating project on symbols presented in readings this term
Standards: SL5.2, SL5.3, SL5.4, SL5.5, SL5.6, L5.1, L5.2, L5.3, L5.4
Present projects
Write book report in class
Final reading log check
Wrap-up discussion
Looking ahead: preview of the next term
Homework: None! 
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Assessments and Projects
As is always the case for middle school English at the Cheongna Dalton School, your
grade each term is based upon the following Grading Breakdown:
In-Class Assessments: 20% (three quizzes, 5% each and in-class writings, 10% total)
Projects: 30% (in this case, a main project near the end of the term)
Citizenship: 20% (based on daily participation, preparedness, and good behavior)
Homework and in-class writing: 20% (work done in class; homework; reading log)
In-class Book Report: 10% (book report on one independent reading book)
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Important Due Dates and Assessment Dates
Class #8: Quiz 1 (Chapters 1-6)
Class #16: Quiz 2 (Chapters 7-13)
Class #24: Quiz 3 (Chapters 14-20)
Class #26: All 20 chapter summaries
Class #26: Rough draft of final project due
Class #27: Final project due
Class #30: Book Report and Reading Log Due
In Class Assessments (Quizzes) Classes #8, 16, and 24
The quizzes in this term are designed to assess:
Your ability to analyze story elements (plot, characters, setting), RL5.6, RI5.1, RI5.5
Your ability to make and support arguments, explain ideas in texts, W5.1, W5.4, W5.9, W5.10
The following instructions apply to all quizzes:
Quizzes will consists of questions that must be answered in the form of analytical paragraphs
specifically using evidence from the text
Quizzes will be entirely open book. You must bring the required reference materials (dictionary, pen,
notebook, all handouts, and class novel) with you on ALL days.
No talking whatsoever is allowed during quizzes. All instructions will be read at the beginning of the
quiz. After that, no questions are permitted. Students may silently raise their hands either to request
permission to use the restroom or to request additional paper. All other communication is prohibited.
These assignments assess CDS Writing Standards 5.1, 5.3, 5.4, 5.9, and 5.10.
Chapter Summaries (20) and Final Project, due classes 26 and 27, respectively
Your two final projects for this term will be:
-To complete a 1-2 paragraph summary of EACH chapter (20 total) (due class 26, worth 10%)
-To complete a final project of your choosing (guidelines will be discussed and distributed in class)
(due class 27, worth 15%)
These responses are designed to assess your understanding of this term’s material, your writing
ability, and your ability to develop a piece.
Substantive and Technical Requirements and Grading Rubric: These will be distributed in class.
Citizenship (All Classes)
I give every student a citizenship grade each day. Provided you come to class prepared, actively
participate in class (meaning speaking in the class discussion or participating in group work), and
remain focused, you will receive full citizenship credit. With 30 classes this term, citizenship for
each class is worth a little less than 1% of your grade for the day.
I note all losses of citizenship credit in Powerschool. Therefore, misbehaving will not only lower
your grade, your parents will also be made aware of it immediately.
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The class website contains electronic copies of this syllabus along with assignments and
announcements. It also contains various links you may find useful. Please also make your parents
aware of it, so that they can see what we are studying in class. If you miss class, it is your
responsibility to download and print any handouts you missed.
Independent Reading (Every Night)/Book Report (Due on the Last Day of Term)
It is our school’s policy that all middle and high school students must spend at least 20 minutes a day
reading a grade appropriate English-language book and furthermore that they must read at least one
such book per term.
All reading must be recorded in the blue CDS Reading Log on a nightly basis with the following
information: (1) Title of Book (2) Author of Book (3) Time Spent Reading and (4) Pages read. It
must also be signed by a responsible adult (parent, guardian, or dorm parent). Half of your
independent reading grade (5% of our term grade) is awarded proportionately based upon doing this
reading.
All students must also write a book report each term. Instructions for this book report (250-500
words) are as follows, per CDS English Language Arts Department Policy. Credit is awarded based
upon the directions given in class.
Expansion Pack
Tangential Topics
Caring for pets
Hunting
County fair competitions
Raising animals for various purposes
Bullying, violence
Family ties
Recommended Reading
Hoot by Carl Hiaasen
Island of the Blue Dolphins by Scott O’Dell
The Tale of Despereaux by Kate DiCamillo
Slob by Allen Potter
Shiloh by Phyllis Reynolds Naylor
Poppy by Avi
Cracker!: The Best Dog in Vietnam by Cynthia Kadohata
Please speak with the instructor for further recommendations based upon your personal interests.
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Term 2 ENGLISH Calendar/Due dates/Class numbers:
Monday
October 2013
Wednesday
Tuesday
Thursday
Friday
21
22
23
24
25
x: No English class
today
28
29
30
31
1 Parent-teacher
conferences (no
classes)
Monday
November 2013
Wednesday
Tuesday
Thursday
Friday
4
5
6
7
8
x: No English class
today
11
12
13
14
15
x: No English class
today
18
19
20
21
22
x: No English class
today
25
26
27
28
29
x: No English class
today
Monday
December 2013
Wednesday
Tuesday
Thursday
2
3
4
5
9
10
11
12
12
Friday
6
x: No English class
today
13
x: No English class
today; END OF
TERM 2!! 