District Office Pacing Calendar 2017-2018
ENGLISH IV
September 2017Monday / Tuesday / Wednesday / Thursday / Friday
1
4 Labor day- No School / 5 Professional Development / 6
Getting to know you and establish procedures
/ 7
Getting to know you and establish procedures
/ 8
Getting to know you and establish procedures
11
UNIT I BEGINS
Teacher introduces literary terms: irony, satire, parody.
Teacher models irony satire, parody.
Students analyze literary terms and apply to articles from The Onion (
Teacher checks for points of understanding.
RI.12.2, RI.12.4
/ 12
Teacher reintroduces literary terms: irony, satire, parody.
Teacher models irony satire, parody.
Students analyze literary terms and apply to articles from The Onion (
Teacher checks for points of understanding.
RI.12.2, RI.12.4
/ 13
Teacher REVIEWS literary terms: irony, satire, parody.
Teacher provides an exemplar short response applying irony, satire and/or parody.
Students create a short response (3 paragraphs) applying irony, satire and/or parody.
RI.12.2, RI.12.4
/ 14
Teacher introduces Geoffrey Chaucer’s The Canterbury Tales. Teacher/Students review the backstory of Chaucer and how the author uses humor to drive home a greater meaning or point.
Students predict the outcome of the tale and analyze the character list.
RI.12.1
/ 15
Teacher introduces Geoffrey Chaucer’s The Canterbury Tales. Teacher/Students review the backstory of Chaucer and how the author uses humor to drive home a greater meaning or point.
Students predict the outcome of the tale and analyze the character list.
RI.12.1
18
FIRST READ OF THE WIFE OF BATH’S PROLOGUE
Students do a first read.
Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire.
Students annotate the text.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
/ 19
FIRST READ OF THE WIFE OF BATH’S PROLOGUE
Students do a first read.
Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire.
Students annotate the text.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
/ 20
SECOND/THIRD READ OF THE WIFE OF BATH’S PROLOGUE
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples of irony, satire and/or parody within the text. Students also answer text dependent questions.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
/ 21
SECOND/THIRD READ OF THE WIFE OF BATH’S PROLOGUE
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples of irony, satire and/or parody within the text. Students also answer text dependent questions.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
/ 22
DOQ 1.1 Test ID 135245
25
FIRST READ OF THE WIFE OF BATH’S TALE
Students do a first read.
Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire.
Students annotate the text.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 26
FIRST READ OF THE WIFE OF BATH’S TALE
Students do a first read.
Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire.
Students annotate the text.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 27
FIRST READ OF THE WIFE OF BATH’S TALE
Students do a first read.
Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire.
Students annotate the text.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 28
FIRST READ OF THE WIFE OF BATH’S TALE
Students do a first read.
Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire.
Students annotate the text.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 29
FIRST READ OF THE WIFE OF BATH’S TALE
Students do a first read.
Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate situational, verbal or dramatic irony, parody, satire.
Students annotate the text.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
October 2017
Monday / Tuesday / Wednesday / Thursday / Friday
2
SECOND/THIRD READ OF THE WIFE OF BATH’S TALE
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples of irony, satire and/or parody within the text. Students also answer text dependent questions.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 3
SECOND/THIRD READ OF THE WIFE OF BATH’S TALE
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples of irony, satire and/or parody within the text. Students also answer text dependent questions.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 4
SECOND/THIRD READ OF THE WIFE OF BATH’S TALE
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples of irony, satire and/or parody within the text. Students also answer text dependent questions.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 5
SECOND/THIRD READ OF THE WIFE OF BATH’S TALE
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples of irony, satire and/or parody within the text. Students also answer text dependent questions.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 6
Review/Reteach DBQ 1.1 standards
9
Much Ado About Nothing- Shakespeare intro/preview
OR
Don Quixote
OR
Pardoner’s Tale
Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards
(see unit I in the curriculum portal for learning plans)
RESPONSIVE ESSAYs: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay.
Text dependent question: How do authors apply humor to drive home a greater meaning?
Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”
W.12.4. / 10
Much Ado About Nothing- Act II Scene III (see learning plan in unit plan)
OR
Don Quixote
OR
Pardoner’s Tale
Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards
(see unit I in the curriculum portal for learning plans)
RESPONSIVE ESSAYs: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay.
Text dependent question: How do authors apply humor to drive home a greater meaning?
Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”
W.12.4. / 11
Much Ado About Nothing- Act II Scene III (see learning plan in unit plan)
OR
Don Quixote
OR
Pardoner’s Tale
Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards
(see unit I in the curriculum portal for learning plans)
RESPONSIVE ESSAYs: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay.
Text dependent question: How do authors apply humor to drive home a greater meaning?
Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”
W.12.4. / 12
Much Ado About Nothing- Act II Scene III (see learning plan in unit plan)
OR
Don Quixote
OR
Pardoner’s Tale
Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards
(see unit I in the curriculum portal for learning plans)
RESPONSIVE ESSAYs: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay.
Text dependent question: How do authors apply humor to drive home a greater meaning?
Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”
W.12.4. / 13
Much Ado About Nothing- Act II Scene III (see learning plan in unit plan)
OR
Don Quixote
OR
Pardoner’s Tale
Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards
(see unit I in the curriculum portal for learning plans)
RESPONSIVE ESSAYs: responses to texts we read. Illustration of the R.A.C.E strategy and how to write an effective essay.
Text dependent question: How do authors apply humor to drive home a greater meaning?
Pair w/ Mark Twain’s “How To Tell A Story: an Essay on Humorous Storytelling”
W.12.4.
DOQ 1.2 Test ID 135247
16
Much Ado About Nothing- Act II Scene III (see learning plan in unit plan)
OR
Don Quixote
OR
Pardoner’s Tale
Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards
(see unit I in the curriculum portal for learning plans) / 17
Much Ado About Nothing- Act II Scene III (see learning plan in unit plan)
OR
Don Quixote
OR
Pardoner’s Tale
Each text should focus on irony, satire, parody) RL 12.3 and 12.5 standards
(see unit I in the curriculum portal for learning plans) / 18
UNIT REVIEW FOR UNIT I TEST / 19
UNIT REVIEW FOR UNIT I TEST / 20 Professional Development Day
23
UNIT I TEST
Include curriculum content, passages and vocabulary / 24
UNIT II BEGINS
Teachers introduces terms: oppression and resistance as the centerpiece for this unit. Students analyze the terms: oppression and resistance. Students define vocabulary: dignity, impoverished, supremacy, inferiority, conciliation for this unit.
RI.12.4 / 25
Teachers REVIEWS terms: oppression and resistance as the centerpiece for this unit. Students analyze the terms: oppression and resistance. Students define vocabulary: dignity, impoverished, supremacy, inferiority, conciliation for this unit.
RI.12.4 / 26
Teacher introduces Nelson Mandela, backstory and facts. Students construct a chart to graph their prior knowledge of Mandela, history, representation.
Students apply the terms for this unit deciphering how they may be related to Nelson Mandela’s An Ideal For Which I am Prepared to Die”
RI.12.4 / 27
Teacher Reintroduces Nelson Mandela, backstory and facts. Students construct a chart to graph their prior knowledge of Mandela, history, representation.
Students apply the terms for this unit deciphering how they may be related to Nelson Mandela’s An Ideal For Which I am Prepared to Die”
RI.12.4
30
All classes: See learning plan 3 and teacher module for “The Mighty Pen”
Close read under teacher/student module
FIRST READ OF “AN IDEAL
FOR WHICH I AM PREPARED TO DIE” – MANDELA
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on oppression/resistance.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 31
All classes: See learning plan 3 and teacher module for “The Mighty Pen”
FIRST READ OF “AN IDEAL FOR WHICH I AM PREPARED TO DIE” – MANDELA
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on oppression/resistance.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
STANDARDS:
RI.12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
RI.12.2. Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text.
RI.12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;
STANDARDS:
W.12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
RI.12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
RI.12.2. Determine two or more central ideas of a text, and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text.
RI.12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RL.12.1. Cite strong and thorough textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.12.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure.
RL.12.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (e.g., Shakespeare as well as other authors.)
RL.12.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
November 2017Monday / Tuesday / Wednesday / Thursday / Friday
1
SECOND/THIRD READ OF THE WIFE OF MANDELA
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.
OR
Let Freedom Ring (learning plan)
OR
A Modest Proposal textbook)
OR
Nonviolence (Gandhi)
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 2
SECOND/THIRD READ OF THE WIFE OF MANDELA
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.
OR
Let Freedom Ring (learning plan)
OR
A Modest Proposal textbook)
OR
Nonviolence (Gandhi)
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 3
DOQ 2.1 Test ID 135286
Review/Reteach DOQ 1.2 standards
Let Freedom Ring (learning plan)
OR
A Modest Proposal textbook)
OR
Nonviolence (Gandhi)
6
SECOND/THIRD READ OF THE WIFE OF MANDELA
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.
OR
Let Freedom Ring (learning plan)
OR
A Modest Proposal textbook)
OR
Nonviolence (Gandhi)
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
Workshop
ARGUMENTATIVE ESSAYs Illustration of ARUGMENTATIVE ESSAY strategy.
What Is YOUR point and how do you drive it home to the reader?
W.12.1 / 7 Election Day- District Holiday / 8
SECOND/THIRD READ OF THE WIFE OF MANDELA
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.
OR
Let Freedom Ring (learning plan)
OR
A Modest Proposal textbook)
OR
Nonviolence (Gandhi)
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
Workshop
ARGUMENTATIVE ESSAYs Illustration of ARUGMENTATIVE ESSAY strategy.
What Is YOUR point and how do you drive it home to the reader?
W.12.1 / 9
NJEA Conference / 10
NJEA Conference
Veteran’s Day
13
FIRST READ OF “LETTER FROM BIRMINGHAM JAIL”
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on oppression/resistance.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12. / 14
FIRST READ OF “LETTER FROM BIRMINGHAM JAIL”
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on oppression/resistance.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 15
SECOND READ OF “LETTER FROM BIRMINGHAM JAIL”
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on oppression/resistance.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 16
THIRD READ LFBJ
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 17
THIRD READ OF LFBJ
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
20
Review of DBQ data/materials
OR
Continuation of “Letter from Birmingham Jail” / 21
Review of DBQ data/materials
OR
Continuation of “Letter from Birmingham Jail” / 22
1pm dismissal for all staff / 23
Happy Thanksgiving / 24
Happy Thanksgiving
27
1pm dismissal for all staff
PD for High School
P/T conference Family and elementary schools / 28
1pm dismissal for all staff
PD for family and elementary schools
P/T conference for High School / 29
ARGUEMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS.
W.12.1 / 30
ARGUEMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS.
W.12.1
December 2017
Monday / Tuesday / Wednesday / Thursday / Friday
1 DOQ 2.2: Test ID 135288
Review/Reteach DOQ 2.1 standards
4DOQ 2.2: Test ID 135288–Makeup Day if needed
or
ARGUMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS. W.12.1 / 5 ARGUMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS. W.12.1
Or
Begin an option from the following week to allow students more time for text analysis and suggested activities before recess. / 6 ARGUMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS. W.12.1
Or
Begin an option from the following week to allow students more time for text analysis and suggested activities before recess. / 7 ARGUMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS. W.12.1
Or
Begin an option from the following week to allow students more time for text analysis and suggested activities before recess. / 8 ARGUMENTATIVE ESSAY ON TEXT DIFFERENTIATING BETWEEN TEXT AND BEST SOLUTIONS.W.12.1
Or
Begin an option from the following week to allow students more time for text analysis and suggested activities before recess.
11
Teacher introduces background and story of Jonathan Swift A MODEST PROPOSAL
Students make predictions based on the title and pre-discussions. +Vocabulary introduced used in the text.
RI.12.4
OR
Circle back and select one of the options not previously covered.
Like:
Let Freedom Ring (learning plan)
OR
Nonviolence (Gandhi)
OR
See page 7 of the Unit 2 plan for additional text suggestions
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 12
FIRST READ OF A MODEST PROPOSAL
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on oppression/resistance.
See Unit Teacher Module for specific suggested activities.
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
OR
Circle back and select one of the options not previously covered.
Like:
Let Freedom Ring (learning plan)
OR
Nonviolence (Gandhi)
OR
See page 7 of the Unit 2 plan for additional text suggestions
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 13
FIRST READ OF A MODEST PROPOSAL
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on oppression/resistance.
See Unit Teacher Module for specific suggested activities
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
OR
Circle back and select one of the options not previously covered.
Like:
Let Freedom Ring (learning plan)
OR
Nonviolence (Gandhi)
OR
See page 7 of the Unit 2 plan for additional text suggestions
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 14
FIRST READ OF A MODEST PROPOSAL
Students do a first read. Teacher orchestrates stops in key areas of the text to check for understanding.
Teacher chunks part of the text to demonstrate UNIT’S focus on oppression/resistance.
See Unit Teacher Module for specific suggested activities
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
OR
Circle back and select one of the options not previously covered.
Like:
Let Freedom Ring (learning plan)
OR
Nonviolence (Gandhi)
OR
See page 7 of the Unit 2 plan for additional text suggestions
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 15
SECOND/THIRD READ OF MP
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.
See Unit Teacher Module for specific suggested activities
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
OR
Circle back and select one of the options not previously covered.
Like:
Let Freedom Ring (learning plan)
OR
Nonviolence (Gandhi)
OR
See page 7 of the Unit 2 plan for additional text suggestions
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
18
SECOND/THIRD READ OF MP
Students do a second read accompanied by an assignment instructing them to identify AND analyze examples and differentiations of oppression and resistance. Students also answer text dependent questions.
See page 7 of the Unit 2 plan for additional text suggestions
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5
OR
Circle back and select one of the options not previously covered.
Like:
Let Freedom Ring (learning plan)
OR
Nonviolence (Gandhi)
RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5 / 19
UNIT II ASSESSMENT
Complete Final Read and check mastery of culminating question
And/Or
RESPONSE ESSAYS
W.12.4
(RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5) / 20
UNIT II ASSESSMENT
Complete Final Read and check mastery of culminating question
And/Or
RESPONSE ESSAYS
W.12.4
(RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5) / 21
UNIT II ASSESSMENT
Complete Final Read and check mastery of culminating question
And/Or
RESPONSE ESSAYS
W.12.4
(RI.12.1, RI.12.2, RI.12.4, RL.12.1, RL.12.3, RL.12.5) / 22
1 pm dismissal for all staff
25
Have a safe and Happy Holiday / 26
Have a safe and Happy Holiday / 27
Have a safe and Happy Holiday / 28
Have a safe and Happy Holiday / 29
Have a safe and Happy Holiday
STANDARDS: