Saturday, May 23, 2015

LAST BLOG OF THE SCHOOL YEAR

Dear Grade 4-5 Families,

With just two weeks left in the school year, this will be the last Grade 4-5 blog post. 

This is a sad post for me to write as it also marks my last two weeks at AISB and in Bamako. I'm heading to Shanghai, China to teach Grade 4 at Shanghai International School. It's a BIG school with 3000 students on two campuses, and the city and country could not be more different than Bamako and Mali. But as they say, a rolling stone gathers no moss, so I'm going to keep rolling for now!

My three years here have been the adventure of a lifetime. Never in my wildest dreams did I picture myself teaching in an international school on the banks of the Niger, learning African dances on the patio, watching Habib Koite give a graduation speech, teaching the child of a sitting prime minister, meeting a chief in a village out in the bush, and on and on and on. Whenever I look back on these days I'll thank my lucky stars that I got to be teacher at AISB in Bamako, Mali. A big thank you Caroline Jacoby for making this all possible!

I've enjoyed getting to know all of you over the past year (or more). I just can't find the words to express how much I've enjoyed teaching your kids. I'm one of the lucky guys who looks forward to going to work every single day! Your children inspired me, made me laugh, challenged me, sometimes tried my patience, surprised me, amazed me, and helped make every day an adventure. I am confident our future is in good hands if these kids are indicative of the next generation.

All the best,
Jeff



NO SCHOOL ON MONDAY
AISB is closed on Monday for the Africa Day holiday. School resumes on Tuesday.





THE SUMMER SLIDE
Since this is the last post on this blog for the school year I want to share a bit of information about the "summer slide," a phenomenon named for what happens to children's academic abilities over the summer break. Studies dating back 100 years show that students over the summer typically fall behind an average of 1 to 2 months in reading and lose about 2.6 months of math computational skills! Research shows that teachers spend an average of one month simply reteaching skills that students forgot over the summer--which means one less month available to teach new skills.

The good news is that there are simple ways to keep this from happening to your child. Below are a few links to articles with great tips at beating the summer slide. You'll notice that key among the tips is READING daily, something I've encouraged the kids to do all year and hope they continue to do. You'll also read about some creative approaches like virtual field trips. 



A free resource for math: www.tenmarks.com 

Summer reading list for 5th-graders-to-be: http://www.educationworld.com/summer_reading/5th_grade.shtml

Summer reading list for 6th-graders-to-be: 
http://www.educationworld.com/summer_reading/6th_grade.shtml

You can also explore various online programs (fees vary) such as:

IXL, a site that allows students to practice math and language arts for $9.95/month: http://www.ixl.com/

Time for Writing, which has 8-week, one-on-one writing courses for $99: http://www.time4writing.com/




AFTER SCHOOL STOP MOTION FILM PROJECT
Last week we completed our after school activity on stop motion film. Four teams of Grade 4, 5, and 6 students each created a Public Service Announcement using the stop action film technique. This technique involves taking hundreds of still photos from atop a ladder, using the floor as the "set," and moving objects on the floor a few centimeters at a time for each photo. When viewed in sequence, it appears the objects are moving.




You can view their finished projects here:

https://drive.google.com/file/d/0B1oBcyWe5BkyX2Jvckh2T0JFNHc/view?usp=sharing



ELEMENTARY ASSEMBLY 
Last week Mrs. Fabre's beginning French students presented at the Thursday morning elementary assembly. The Grade 3-5 students performed a humorous skit about weather forecasting. Great job El-Shadai and Max!



There will be a special assembly this Thursday 28 October at 7:30 that you are cordially invited to attend. Please ask your child for the details!



READING
We continued our new reading unit based on the science fiction novel The Forgotten Door, by Alexander Key. Since our reading skill focus is analyzing how two or more texts address similar themes or topics, we explored similar science fiction themes in songs, TV shows, and movies. 

Last week we looked at two episodes from science fiction childrens' TV programs, My Parents are Aliens and The Journey of Allen Strange. We also analyzed a clip from the movie Starman, Students were able to identify the science fiction subgenres and plot lines and compare them with the themes in our novel.

We also used a theatre technique called story dramatization in which students take part of the text and bring it to life in a performance. Students performed three different scenes from the book, developing their dialogue, blocking, and props. To prepare they had to reread the section of the story and make a careful analysis of what the author was trying to express in each scene. Afterwards we had feedback sessions to critique the actor' choices.

Here are a few photos from their performances this week, as well as some shots of the students analyzing the scenes they are about to perform:


















In the coming two weeks we continue reading the story and performing story dramatization scenes. 



HOW YOU CAN SUPPORT READING AT HOME THIS WEEK
  • Ask your child to compare and contrast the aliens that have appeared in our story as well as in the TV clips, movie clips, poems, and songs.
    • Ask your child to describe the story dramatizations performed this past week." What role did he/she have? How did he/she use imagination, face/body, and voice to play the role? Whish scene was the best? Who was the best actor and why?
    • Ask your child to describe what we've read so far in "The Forgotten Door." 
    • Ask your child what book they are reading for their Read to Succeed homework. If he/she is reading a fiction book, ask questions about the story...who is the main character? What does this main character want? What's standing in the way of that character getting what he/she wants? What are your favorite parts so far? If they are reading a non-fiction book, ask what facts they have learned. Did any of the facts surprise them?
    • Check to see that your child is doing the “Read to Succeed” homework each school night: reading 20 minutes or more from a book of their choosing, then writing a 3 to 5 sentence summary about what they read. Read what he/she wrote and make sure it actually summarizes the pages read rather than giving a detailed retelling of the story, or just telling one thing that happened rather than the sum total of what happened.
    • Have your child read aloud to you to practice his/her fluency (reading accurately, smoothly, quickly, and with expression). I'm currently administering the Developmental Reading Assessment that requires reading aloud to me, and I then score the fluency I observed. Practicing with your child now could really prepare them for this assessment and will help make them a better reader overall.





    WRITING
    Over the weekend students should be completing the first draft of their literary essay, with one paragraph each written on five sheets of notebook paper. The first sheet will be the introduction, the next three sheets are the supporting paragraphs, and the last sheet is the conclusion.

    Students learned a number of ways to craft their three supporting paragraphs. They might incorporate mini-stories, lists, quotes, song lyrics, movie or TV scenarios, and/or examples of the author's craftsmanship.

    During this process I've stressed how the students should approach this essay as an artist, creating an almost poetic approach that touches our emotions. I'm so encouraged by the writing I've seen so far. Their teachers next year will be thrilled at their talent.

    In the coming week students will type their essay into Google Docs, get final feedback from their peers and from me as well, and create a final draft.


    Typing
    Is your child a competent keyboarder? Here is a great online resource to learn and practice keyboarding:

    http://www.learninggamesforkids.com/keyboarding_games/typing-course.html




    HOW YOU CAN SUPPORT WRITING AT HOME THIS WEEK

    Take a look at your child's first draft:


    • Does his/her introduction pull you in and make you want to read the rest of the essay? 
    • Does the thesis sentence represent your child's understanding of the short story he/she is writing about?
    • Do the three supporting paragraphs help explain the thesis statement with mini-stories, lists, quotes, song lyrics, movie or TV scenarios, and/or examples of the author's craftsmanship?
    • Does the conclusion remind us of the thesis and wrap up the essay in a beautiful way?



      SCIENCE
      We are working on or Human Growth and Development unit, the final science unit of the year. This important unit focuses on the physical, emotional, and cognitive changes that occur in children as they grow.

      Last week we looked at why having strong family and friend relationships is an important part of adolescent growth and development. In the last two weeks we learn about human reproduction and maturation/puberty.



      HOW YOU CAN SUPPORT SCIENCE AT HOME THIS WEEK
      • Ask your child to explain how our family helps us develop our values.
      • Ask about the qualities of a good friend, and how we can maintain solid friendships.


      COMING SOON

      MAY
      Mon 25 May: No school: Africa Day
      Thu 28 May: Very special whole school assembly, 7:30 (details to follow!)

      JUNE
      Thu 4 June: High School graduation ceremony, MPR, 6:00 PM
      Fri 5 June: Last day of school 
      Fri 5 June: final assembly 10:45 AM; students dismissed 11:45 AM

      Friday, May 15, 2015

      News of the Week: 18 - 22 May 2015

      LIBRARY BOOKS DUE WEDNESDAY
      All AISB library books are due on Wednesday 22 May. Please make sure your child checks at home and returns all books to school!


      READING
      Last week we continued our new reading unit based on the science fiction novel The Forgotten Door, by Alexander Key. Our reading skill focus is analyzing how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. So to help students understand the theme of The Forgotten Door, they will explore similar science fiction themes in songs, TV shows, poems, and movies. 

      Last week we looked at the the themes of ET: The Extraterrestrial, the song "Heartlight" by Neil Diamond, an 1965 episode of the TV program Twilight Zone called "To Serve Man," and two alien-themed poems. Students were able to identify the science fiction subgenres and plot lines and compare them with the themes in our novel.

      We also begin using a theatre technique called story dramatization in which students take part of the text and bring it to life in a performance. This requires them to analyze the scene in the novel to understand character motivation, and to really zero in on what the author is trying to say. Another interesting aspect of story dramatization is that students can take on the roles of objects--trees, a fireplace, a car--as well as human (or alien) roles. 

      Once the performance ends we have a reflection session to decide if the scene performed gave us the correct message from the novel.

      Here are a few photos from their performances this week:








      In the coming week we continue reading the story and performing story dramatization scenes. Students will also analyze two episodes from alien-themed children's programs, as well as a clip from the movie "Starman."



      HOW YOU CAN SUPPORT READING AT HOME THIS WEEK
      • Ask your child to compare and contrast Mork, the aliens in the song "Two Little Men in a Flying Saucer," ET, the Kanamets, and the aliens in both poems (Mork is interested in life on Earth and tries to blend in so he can stay; the aliens in the song find life on Earth horrible and want to leave immediately; the Kanamets want to use humans as a food source, ET just wants to get home,etc.)
        • Ask your child to describe the story dramatizations performed this past week." What role did he/she have? How did he/she use imagination, face/body, and voice to play the role? Whish scene was the best? Who was the best actor and why?
        • Ask your child to describe what we've read so far in "The Forgotten Door." What does the Bean family think about Little Jon? (They are beginning tosuspect he's not from Earth.)
        • Ask your child what book they are reading for their Read to Succeed homework. If he/she is reading a fiction book, ask questions about the story...who is the main character? What does this main character want? What's standing in the way of that character getting what he/she wants? What are your favorite parts so far? If they are reading a non-fiction book, ask what facts they have learned. Did any of the facts surprise them?
        • Check to see that your child is doing the “Read to Succeed” homework each school night: reading 20 minutes or more from a book of their choosing, then writing a 3 to 5 sentence summary about what they read. Read what he/she wrote and make sure it actually summarizes the pages read rather than giving a detailed retelling of the story, or just telling one thing that happened rather than the sum total of what happened.
        • Have your child read aloud to you to practice his/her fluency (reading accurately, smoothly, quickly, and with expression). I'm currently administering the Developmental Reading Assessment that requires reading aloud to me, and I then score the fluency I observed. Practicing with your child now could really prepare them for this assessment and will help make them a better reader overall.




        MATH



        Last week Grade 4 students looked at lines of symmetry, and took the chapter test on geometry. At this point students have experienced all of the Grade 4 math benchmarks multiple times, and have finished both volumes of the math workbook. For the remainder of the year we will review some of the Grade 5 benchmarks in preparation for next year!





        Last week, Grade 5 students looked at composite figures (three-dimensional figures made of individual cubes) to determine volume, then took the chapter test on geometry. At this point students have experienced all of the Grade 5 math benchmarks multiple times, and have finished both volumes of the math workbook. For the remainder of the year we will review some of the Grade 6 benchmarks in preparation for next year!




        WRITING
        Last week students continued work for their literary essay. They create a final thesis statement, and came up with ideas for three supporting paragraphs. On Friday they made bullet lists of what they intend to include in each supporting paragraph.

        In the coming week I'll introduce them to some strategies for writing excellent supporting paragraphs, including using mini-stories, lists, and calling out examples of the author's craftsmanship.


        Second Semester Writing Prompt
        The second semester writing prompts are completed and scored. I'll be sending them home for your review (along with the essay they write at the beginning of the year also).


        Typing
        Is your child a competent keyboarder? Here is a great online resource to learn and practice keyboarding:

        http://www.learninggamesforkids.com/keyboarding_games/typing-course.html




        HOW YOU CAN SUPPORT WRITING AT HOME THIS WEEK
        • Ask your child to explain the short story they chose to write about. Why did they choose this particular story?
        • Ask him/her to describe the thesis statement he/she developed for their literary essay.
        • What will his/her supporting paragraphs look like?



          SCIENCE
          We continued with our final science unit of the year, Human Growth and Development. This important unit focuses on the physical, emotional, and cognitive changes that occur in children as they grow.

          Last week we looked at ways of handling our emotions and expressing our emotions appropriately. We also explored self esteem, and how one can maintain high self esteem. It prompted much discussion that could have lasted all day!





          HOW YOU CAN SUPPORT SCIENCE AT HOME THIS WEEK
          • Ask your child to explain positive and negative emotions.
          • How can we maintain more positive emotions?
          • What is self esteem? How can we maintain high self esteem? What happens to people who have low self esteem?


          COMING SOON

          MAY
          Wed 20 May: All library books due
          Thu 21 May: Elementary assembly featuring Beg. French, 7:35 - 7:55AM
          Fri 22 May: Q4 after school activities end
          Mon 25 May: No school: Africa Day
          Thu 28 May: Very special whole school assembly, 7:30 (details to follow!)

          JUNE
          Thu 4 June: High School graduation ceremony, MPR, 6:00 PM
          Fri 5 June: Last day of school 
          Fri 5 June: final assembly 10:45 AM; students dismissed 11:45 AM

          Saturday, May 9, 2015

          News of the Week: 11 - 15 May 2015

          SERVICE LEARNING CELEBRATION FIELD TRIP



          Last week we celebrated the completion of our service learning project on malnutrition prevention. Grade 4 and 5 students spent the day at Kangaba, meeting with their Malian student partners, performing an original song for them about hand washing (created in Mrs. Arn's music class), distributing over 700 copies of the comic book in French to mali health representatives, eating grilled chicken and heaps of fries, and swimming in two of the three pools.

          Again, a big thank you to the families who donated to fund the printing of our graphic novels. Because of you, valuable information about malnutrition prevention will be shared with Malian school children throughout Bamako. We would not have been able to do this without your help!


          Our project is receiving much publicity around the world! Here is a story about our work on the website NextBillion:






          Here is a link to the Grade 4-5 students performing their original song for their Malian partners:






          And if you haven't seen it yet, here are links to our graphic novel:






          Finally, here are some photos from our celebration:
































          READING


          Last week we begin a new reading unit based on the science fiction novel The Forgotten Door, by Alexander Key. This book, published in 1965, is about a boy from another world who learns the best and worst of earth's civilization as he searches for the way back to his own planet. Alexander Key wrote nearly two dozen science fiction novels for children with similar themes, and hoped to inspire kids through these themes.



          Our reading skill focus is analyzing how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. So to help students understand the theme of The Forgotten Door, they will explore similar science fiction themes in songs, TV shows, poems, and movies. 

          We will also use a theatre technique called story dramatization. Like improvisation, students take part of the text and bring it to life in a performance. However, in story dramatization students can plan their dialogue in advance. Research has shown the positive effects of in story dramatization on language development and student achievement in oral and written story recall, writing, and reading.

          Here are some photos of the students practicing this technique using a short science fiction story:






          This past week students analyzed an episode of the 1980s TV show "Mork and Mindy," as well as the Ella Fitzgerald song "Two Little Men in a Flying Saucer, " comparing and contrasting the themes of each.



          HOW YOU CAN SUPPORT READING AT HOME THIS WEEK
          • Ask your child to compare the alien in "Mork and Mindy" with the aliens in the song "Two Little Men in a Flying Saucer." (Mork is interested in life on Earth and tries to blend in so he can stay; the aliens in the song find life on Earth horrible and want to leave immediately; etc.)
            • Ask your child to describe the story dramatization our class did for the short story "Aliens in My Backyard." What role did he/she have? How did he/she use imagination, face/body, and voice to play the role?
            • Ask your child to describe the first chapter of "The Forgotten Door." How does the boy from another planet get to Earth? What is his first impression of Earth? (He falls through a "door"that leads from his planet to Earth; his first encounter with humans is very unpleasant, so he probably does not have a good opinion of Earth so far.)
            • Ask your child what book they are reading for their Read to Succeed homework. If he/she is reading a fiction book, ask questions about the story...who is the main character? What does this main character want? What's standing in the way of that character getting what he/she wants? What are your favorite parts so far? If they are reading a non-fiction book, ask what facts they have learned. Did any of the facts surprise them?
            • Check to see that your child is doing the “Read to Succeed” homework each school night: reading 20 minutes or more from a book of their choosing, then writing a 3 to 5 sentence summary about what they read. Read what he/she wrote and make sure it actually summarizes the pages read rather than giving a detailed retelling of the story, or just telling one thing that happened rather than the sum total of what happened.
            • Have your child read aloud to you to practice his/her fluency (reading accurately, smoothly, quickly, and with expression). I'm currently administering the Developmental Reading Assessment that requires reading aloud to me, and I then score the fluency I observed. Practicing with your child now could really prepare them for this assessment and will help make them a better reader overall.




            MATH



            Last week Grade 4 students explored quadrilaterals. Here is a link to a video about quadrilaterals:

            https://www.youtube.com/watch?v=yiREqzDsMP8

            In the coming week they look at lines of symmetry, and take the chapter test on geometry.





            Last week, Grade 5 students explored the volume of various three dimensional shapes. In the coming week they look at composite figures (three-dimensional figures made of individual cubes) to determine volume and take the chapter test on geometry.


            Here is a link to a video introducing how to find volume:







            HOW YOU CAN SUPPORT MATH AT HOME THIS WEEK

            Have your child try some of these online games to practice the math skills we learned before break:
            • Grade 4  - Lines of Symmetry  
            http://www.hbschool.com/activity/elab2004/gr3/21.html



              • Grade 5: Volume of Composite Figures 



              WRITING
              Last week students made personal connections to a short story they chose, a connection that they may use as the basis for their literary essay. This is a complex task since the plots of the stories may not have an obvious connection to my students' lives. To find a connection they have to go deeper into the story to find a more universal theme.

              For example, the plot of the short story Spaghetti (posted in this blog two weeks ago) concerns a boy who saves a kitten he finds in the street. But the theme is about feeling needed and finding your place in the world. This is what a student might connect to when writing about this story--not about finding a cat!


              Second Semester Writing Prompt
              In the coming week AISB students will complete their second semester writing prompt. For this writing assessment, students receive a writing prompt, then have 45 minutes to write the first draft of a story based on this prompt.

              Each Grade 4 & 5 student's story will be scored by both me and Mrs. Aafke using the Six Traits Rubric. Their scores will be compared to their first semester writing prompt that they completed at the beginning of the year, giving us an indication of their writing progress over the year.


              Typing
              Is your child a competent keyboarder? Here is a great online resource to learn and practice keyboarding:

              http://www.learninggamesforkids.com/keyboarding_games/typing-course.html



              Fiction Stories
              I'll be featuring here some of the fiction stories written by our Grade 4/5 students. Here is the story written by Seyni:

              The Eerie Dream
              by Seyni Traore
                                                          

              The brilliant golden sun glinted through Jake’s window. The aroma of omelets was flying into his nostrils. Birds tweeted which meant it would be a wonderful day, but not for Jake. Even though it seemed like an idyllic morning, Jake was in a creepy house. Jake yawned as loud as a charming cub. But when he opened his eyes he was completely awestruck! Dust and spiderwebs everywhere! It was as if he was in the palace of the spider king! It was freaky, and his instinct was to jump out of the window and never come back!

              He carefully got out of the bed, then gently walked backwards. Suddenly he slipped down the dusty, wooden stairs like a soccer ball that just got kicked by Lionel Messi. Boom, boom, bang! When he arrived at the bottom of the stairs he was mad as a wet hen. His face was red boiling hot as if he crossed the Sahara Desert in a second! Suddenly he saw his mom. “Mom, why do you let me sleep in this creepy house filled with ghosts,” asked Jake? 

              “Come on Jake, stop your frivolous stories, you’re ten,” snapped his mom! 

              Finally his mom told him that when they first went to see the house,  Jake had fallen asleep in the car and missed the whole tour. Jake was so mad he wanted to punish the house. “Now I’m in captivity with this huge, dusty house,” murmured Jake with anger while eating his breakfast. 

              He finally decided to explore the house. He opened a stinky, dusty door that led him to the living room. He stomped as loud as he could. Finally he stopped and stared at a creepy painting with a gold frame. The lady’s hair was gray as a witch and dust was on her clothes. He looked precisely at the lady’s eyes. He started to tremble as if there was an earthquake! Then he thought the lady in the painting was staring at him with evil eyes for insulting this wonderful house. Jake hurtled back upstairs to hide under the blanket for security. 

              Suddenly a yell came from downstairs. “Jake!” It was his father. Jake ran down as fast as he could to not be punished by his father. “Come on Jake! I told you five minutes ago if you finished your breakfast to come cut the grass. Don’t tell me you forgot cutting the grass,” said his dad. 

              Jake nodded and started cutting the grass, even though he could barely push the heavy lawnmower. The kids on the street were starting to looking at Jake. When he looked in a close up in the kids eye it looked like the kids eyes were laughing. To Jake it was as if he was giving a haircut to the grass! So he just swallowed his pride and continued. The burning hot sun sparkled on Jake’s back. When he finished he went back upstairs. Mean neighbor kids, a scary house...it was an immense nightmare!

              A few minutes later he was exhausted so he went to take a nap. But his eyes couldn’t shut, as if his burning hot eyes were glued to the top. “Mama mia,” he told himself. He would rather jump in a volcano than stay in this haunted house. He told himself it’s a dream. So he closed his eyes and opened them again and there he was, still in the haunted house. That’s when he knew this wasn’t a dream.

              “It’s enough. I must start action,” Jake said to himself. He started thinking really hard to pop an idea, but nothing. Nothing, nothing, nothing! It was as if each time he was thinking to get an idea a bacteria’s ate one of his cells. Finally a great gift popped to his head.

              Jake started scribbling on plenty of papers for sneaky plans. “No time to waste Jake, you must have plenty of plans to get out of this nightmare,” said the brain of Jake. But then he ignored who talked to him. “I think it’s you that can’t stop talking Jake. This night you couldn’t stop talking like you had diarrhea of the mouth,” replied the brain of Jake with anger. 

              He dashed back downstairs with only two steps to get the supplies he needed for his sneaky plan. Finally `he was done with his plan, which were making a fake ghost in his room. The ghost had enormous eyes like a cyclope! Jake added a little bit of  dirt so it would scare their parents. Jake said in a evil way, “He, he, he.” 

              “Mommy, daddy,” yelled Jake, pretended to cry like a newborn baby. Mom dashed up the stairs before saying a word. She ran at the speed of light. “What’s wrong Jake?” Jake precisely pointed at the fake ghost he made.

              He sneaked behind his mom and clicked a button which made the ghost move forward slowly. He added a scary ghost sound. His mom’s eyes were more huge than her belly! She was trembling so hard her bones seemed to rattle! Jake’s mom yelled like a microphone. When his dad heard that sound he freaked out. He ran as fast as a blink. He had never heard his wife scream. When he saw the ghost he jumped off the window which led him to the garden. Jake exclaimed, “I have an idea, Let’s go back to our old home before the ghost eats us. His dad agreed they would all move back home. His car went with an awesome speed and zipped off.  And they never came back to that house again.




              HOW YOU CAN SUPPORT WRITING AT HOME THIS WEEK
              • Ask your child what personal connections they made to the short story they chose.
              • Read Seyni's story together. Ask your child how he makes the reader feel emotion in this story. How does he keep the reader interested? What are the challenges the main character faces, and how does he handle those?



                SCIENCE
                Last week we started our final science unit of the year, Human Growth and Development. This important unit focuses on the physical, emotional, and cognitive changes that occur in children as they grow. We began by exploring how personal hygiene and grooming helps us maintain a positive body image.



                In the coming week we look at ways of handling our emotions and expressing our emotions appropriately, explore the importance of strong family relationships, and determine how to maintain solid friendships.





                HOW YOU CAN SUPPORT SCIENCE AT HOME THIS WEEK
                • Ask your child to explain some ways to maintain good grooming.



                COMING SOON

                MAY
                Thu 14 May: AISB Annual General Meeting and Board Elections, 6:30 - 9:00PM
                Thu 14 May: Elementary assembly featuring PreK 2, 7:35 - 7:55AM
                Sat 16 May: PTO Garage Sale, MPR, 10:00 AM - 1:00 PM
                Wed 20 May: All library books due
                Thu 21 May: Elementary assembly featuring Beg. French, 7:35 - 7:55AM
                Fri 22 May: Q4 after school activities end
                Mon 25 May: No school: Africa Day
                Thu 28 May: Very special whole school assembly, 7:30 (details to follow!)

                JUNE
                Thu 4 June: High School graduation ceremony, MPR, 6:00 PM
                Fri 5 June: Last day of school 
                Fri 5 June: final assembly 10:45 AM; students dismissed 11:45 AM