Homework

Math - Lesson 52: evens

Grammar - 3.3


TODAY

We took a look at poetry structured around syllable counts: cinquains and haiku

HOMEWORK

Math - Lesson 51: odds

Grammar - Practice Book 3.1 and 3.2


TODAY

We took a closer look at two poetic forms: Rhyming Couplets and Quatrains.  Ask your child to share one of their creations!  :)

HOMEWORK

History - Chapter 15 + Notes

Every Night - Study 15 minutes

HOMEWORK

Math - Lesson 50 evens

Writing - This is a long term project with no due-date as of yet.  Collect at least 20 poems.  You may, at most, have 3 poems from a single author.  You may have, at most, 3 songs, though each song must be from a different artist.

HOMEWORK

Math - Lesson 48

History - Chapters 13 & 14: read and notes (due Thursday)

Vocabulary - Unit 7: A-D (due Friday)

Writing - We are spending a large portion of tomorrow thinking about, writing, planning, and formatting how-to's.  They should be set to fly solo after tomorrow.  We're going to try to be done with them by Friday, so these aren't going to be massive papers.  The vision is: 1 introductory paragraph, a body that presents instructions with a combination of words and images, 1 concluding paragraph.

Grammar - Tests over unit 2 may be taken Wed, Thurs, or Friday at student's discression.  They have been given instructions on how to study and how to recognize what they should study and what they can skip.

Studying in general - I do recommend studying a little (maybe 15 minutes) every night.

HOMEWORK

Math - Lesson 47 evens

History - Reach Chapter 13 and take notes (due Thursday morning)

Vocabulary - Unit 7: A-D (due Friday morning)

Grammar - TEST over unit 2 may be taken on WED, THURS, or FRI at student's discretion.  (I will briefly quiz a student if they want to take it on W or T to make sure they've studied enough.  We have gone over study techniques and self evaluation strategies a number of times at this point :)

HOMEWORK

Math - Lesson 46 odds

History - (this isn't actually homework, they can do this tomorrow) beautiful notes for chapter 12

Homework

Grammar.  Practice book 2.9

History. Cornell notes chapter 12 pt. 2

11/14

HOMEWORK

Writing - Come to school with a written list of 5 possible How To article topics.  The goal is to find something interesting that is able to be demonstrated at school.  Nothing too simple, but nothing so complex it would take hours to show how it is done.

11/8

HOMEWORK

Math - Lesson 41, evens

Math - Complete measurement calculations for reducing our classroom down to 3% of its size.  (Should have finished in class)

11/7

HOMEWORK

None


TODAY

We spent the time we would usually have math, thinking about and praying for the Hickel family.  We will have a classroom card for all the students to sign, tomorrow.  Some students also wanted to make individual cards.  They can give those to me tomorrow as well.

11/2

HOMEWORK

Math - Lesson 40, evens.  STUDENTS MAY SKIP QUESTION 30.

Vocabulary - Unit 5 spelling and vocabulary test tomorrow

Tuesday

HOMEWORK

Math - 39 odds

Vocabulary - unit 5 vocabulary and spelling test on Thursday

Writing - Create a material list and simple, numbered how to instructions for an easy art project or food creation

Monday

HOMEWORK

Math - Lesson 38: evens

Vocabulary - Spelling and Vocab over unit 5 test on Thursday

HISTORY TEST INFO!

    There is a small “5W’s” history exam this Wednesday over Conquistadores, Mary of Scotts, James I, Hideyoshi, and Jamestown.  On these “5W’s” tests, students answer Who, What, Where, When, and Why for each of the topics (which have been pulled from the timeline that is up in our room). 

An example: Sekigahara - Who: Mitsunari and Tokugawa.  What: A battle.  Where: Japan.  When: October of 1600.  Why: Mitsunari and Tokugawa were fighting over who would be Shogun of Japan.

The test will not allow notes, but students may pre-write their answers and study those up until the time of the test

10/28

HOMEWORK

History - Beautiful Notes 10a and 10b due Monday

Math - Lesson 37 odds

10/27

HOMEWORK

Math - Lesson 36, odds

Grammar - Practice book 2.3.  Write a short paragraph demonstrating the proper use of subject pronouns and pronouns used as subject compliments.

History - Cornell notes for 10b.  Beautiful notes for both parts are due on Monday, we started them in class today.

Writing - Write a one paragraph how-to, guiding students from one part of the school to another.  The focus of this project is to practice writing instructions in a logical order that can be accurately followed.

Vocabulary - Exercise A-D due tomorrow.  Tests next Thursday.


TODAY

Math - Subtracting fractions from whole numbers.

History - We reviewed the Cornell notes for 10a and selected the important information to transfer over into our beautiful notes.  Students reflected on whether they were writing too many extra details, not enough details, or getting it juuuuuust right.

Grammar - Pronouns used as subjects (I am a teacher.) and subject compliments (The greatest teacher is she.)

Writing - We are studying how-to writing.  Today, students worked on writing instructions in a logically progressing order.

Literature - Students are learning to read literature from a Christian world view by discussing when a story is Messed Up (from God's intended design) and Matched Up (with God's will).

10/26

HOMEWORK

Math - 35: evens

History - Cornell notes over chapter 10a

Vocabulary - Unit 5: A-D due Friday

Grammar - Practice book page 2.2 and Apply It Now from Voyages Book

Writing - Writer's Corner and Activity C from page 256 - 257 in Voyages Book


CURRENT EVENTS!

I'm using this second trimester to transition into a more centers-based class structure.  Students are divided into small groups and cycle through various activities such as literature circle, grammar practice, writer's workshop, independent reading, and so forth.  As students progress through their centers, I either set up at a particularly tricky activity, or go from group to group making informal assessments and providing support.

I love running my classroom this way!  It is incredibly dynamic!  It allows me to give a lot of individualized attention, students can work at the pace that suits them best, and students are often free to choose to work with partners, in groups, or work independently, depending on their preferred learning style.

We're still in the training period, but I've been quite pleased with how well the kids are doing with it!

You'll notice the homework list has grown significantly.  This is because work not completed in their centers becomes homework.  So much of what is listed above is expected to get mostly finished up at school.

HOMEWORK

Math - Lesson 34 odds

History - Chapter 10a cornell notes due Thursday (will have 20 minutes tomorrow in class)

Grammar - Practice book 2.1 (using pronouns)

Vocabulary - Unit 5: A-D due Friday.  Text NEXT Tuesday

10/18

Homework

Math - Lesson 32: odds

Vocabulary/Spelling - Test tomorrow over unit 4

History - Beautiful Notes for chapter 9 (started in class)

Grammar - Optional re-tests tomorrow

10/17

HOMEWORK

Math - Lesson 31, evens

Literature - Find Biblical references to bravery and courage.  Come to school tomorrow ready to share the verses you found.

FRIDAY

TODAY

We finished our papers for Jamestown projects and ran a Jamestown museum throughout the end of the day!



We also completed our first grammar tests!  I haven't finished them all yet, but I'm noticing a consistent pattern of struggling with possessives, particularly plural possessives.  I've already pulled together a little re-teach for Monday and Tuesday, and we'll re-test over just possessives on Wednesday (as well as keep trying to use them in our writing to get practical practice)

THURSDAY

Homework

Vocabulary A-D due tomorrow


We are working on a short personal narrative, describing the process of making our Jamestown projects, and we did a little research today for short history papers we will write in class tomorrow!  These are not major papers, so do not have a detailed rubric to go with them.

Wednesday

Ack!  James being sick threw me all off routine and I've forgotten to update the blog this week!

Homework

Vocabulary unit 4, exercises A through D (not E)

Vocabulary test next week on Wednesday (due to no school on Thurs or Fri)

10/5

homework

Math lesson 28

History beautiful notes due Friday for chapter 8

10/4

HOMEWORK

Math - Lesson 27 odds

History - Read Chapter 8 and take notes (this has been assigned since last Friday :)

Vocabulary - Tests on Thursday, Projects due friday

Jamestown - The models are due Friday (the written pieces will be discussed, researched, and mostly written in class next week.  They will kick off our first research piece for the year, so we need to spend time on it together.)

10/3

HOMEWORK

Math - Lesson 26: evens

History - Read Chapter 8, part 1

Vocabulary - Spelling/Vocabulary test this Thursday

9/29

HOMEWORK

History - Chapter 6 beautiful notes (finished in class)

Math - Lesson 24 evens

Vocabulary - Unit 3 of worldly wise. REMINDER this was assigned on Monday and is due tomorrow!

I noticed, during carpool, a handful of students had very little completed.  If your child starts bumping up against the 50 minute work limit, you have my support to allow them to stop working.  However, this could also be a valuable opportunity to discuss with your child the importance of planning ahead and spreading out their work into manageable chunks instead of procrastinating!

(Better to figure these things out in 5th grade than in college! :)

Blessings,

Josh

9/28

HOMEWORK

Math - Lesson 23, odds

9/26

HOMEWORK

Math - Lesson 21: odds

History - Chapter 7: Part 1 cornell notes

Vocabulary - Unit 3: A-E due FRIDAY

9/23

HOMEWORK

Math - Lesson 20, odds

History - Beautiful Notes for Ch6 due at the END of Monday

9/22

Homework

Math - lesson 19 odds

History - read second part of chapter 6

Writing - work on grammar and  punctuation edits

Vocabulary - creative project due tomorrow afternoon

9/21

HOMEWORK

Math - Lesson 18: odds

Literature - Mark three to five instances in Blood on the River, Chapter 18, that display one of Sam's character traits.

Vocabulary - Creative vocabulary project, due Friday


TODAY

Literature - I have been discussing "meta-cognition" with the kids.  That is, "thinking about our thinking."  Yesterday we discussed how to do Real Reading and created a Real Reading Salad.  As I read a story about Autism to the kids, we would add Text Tomatoes (red paper) into a salad bowl when I was focusing on the Text, then I would pause and share some of my thoughts at which point we would add Thoughts Lettuce (green paper) to the bowl.  We then discussed how we get the most out of reading when we focus equally on reading the text and paying attention to the thoughts we have about the text.

Using a concrete visual, like this Real Reading Salad, is an accessible way to begin introducing the idea of being strong, meta-cognitive readers.  This is the first part of an overarching strategy to bolster reading comprehension.

Today we created a Venn Diagram illustrating how text and thoughts combine to create Real Reading:

Lips are hard to draw...

Special Olympics - Also today, Mrs. Murphy came to talk to the kids about special needs and special education!  She was able to answer a lot of questions, discuss the different abilities the pen-pals will have, and got a feel for how best to pair up her students with ours!

9/20

HOMEWORK

Math - Lesson 17: odds

Vocabulary - Present the vocabulary words in a creative way on Friday (This is just a fun project.  Some of the students asked if they could make plays using the vocabulary words, so I thought we'd all try to make something fun.  Students may make games, pictures, videos, poems, stories, or any other creative way to showcase this weeks vocabulary words.)

History - Cornell notes for Chapter 6, part 1.  (Mostly done in class)

9/19

HOMEWORK

Math: lesson 15 odds


TODAY

Writing - The main push with class time today was talking about revising for Main Idea.  We read through numerous student examples of personal narratives and check for how well they taught the lesson or conveyed the main point.

Specifically, we used a hi lighter to hi light the concluding sentence, THEN read through the entire paper, hilighting sentences that reinforced, led to, or in some way contributed towards proving the paper's main point.

After going over these in partners, then again as a group, students traded papers and went through eachothers personal narratives.

After seeing the results, students brainstormed a few ways they could spruce up their work.  We'll try to implement those ideas tomorrow.

9/16

HOMEWORK

Math - Lesson 15: odds

Writing - Completed first draft of personal narrative (I am reading over whatever students have done currently, and they will have my comments to work with on Monday.  I couldn't be more pleased with the direction they've gone with these!)

9/15

HOMEWORK

Writing - First Draft (If I had your child fill out an outline first, then they may come in with just an introductory paragraph completed)

Math - Lesson 14: evens

History - Beautiful Notes for Chapter 5 (not due until the end of the day)


TODAY

Sometimes I like to build rapport with students by sharing my interests with them.  Today I showed them one of my favorite scenes from Les Miserables.  The criminal, Jean Valjean, is welcomed into the home of a poor bishop to eat spend the night.  In the night, Jean Valjean steals the bishop's silverware, though he is shortly caught and returned.  The bishop has mercy on Jean by telling the officers the silverware was a gift.  He then extends his mercy farther, displaying the compassion of Christ by giving Jean Valjean a very valuable silver candleholder as well.

Here's a link to the scene:
https://m.youtube.com/watch?v=MEJ7KmgOfwo

We discussed possible messages from the scene.  Ella compared it to the verse where Christ calls his followers to give their shirt to a man who takes their cloak.

9/14

HOMEWORK

History - Cornell notes for Chapter 5: part 2.


CHANGE IN WRITING DUE DATES

Writing - New first draft due Friday morning

We will work on revisions this Friday at school

Additional revisions should be made at home over the weekend

We will revise and edit on Monday and Tuesday

We will start making published copies on Wednesday and Thursday

We will present our personal narratives to our class (and maybe other classes) on Friday


WHY THIS CHANGE IN SCHEDULE?

I finished going over the personal narratives last night and felt like, for the most part, we missed the point of what a Personal Narrative should be.  The way I put it to the kids, "These were entertaining and well written stories, but we're not actually personal narratives.  They relate events, and adventures, but don't really discuss a journey of personal growth."

That's not to say ALL of the pieces were like that, but most were.  Which makes me conclude I did not fully explain to students the purpose and critical components of a personal narrative.

So today, I remedied that.  I read a few more examples of personal narratives written by students.  We learned the importance of writing a narrative that conveys a moral or presents a final thought.  And we brainstormed ideas for personal stories that have some sort of lesson to conclude with.

I feel like this all went quite well.  I am excited by the ideas I heard coming from the students today!

• One student has a story about using a painful experience to comfort someone else going through the same thing.

• Another has a story about daring to try new experiences.

• Another talked about controlling anger.

• And yet another had a wonderful story about learning to laugh at yourself instead of being embarrassed or ashamed.

This what I was hoping for when I first assigned personal narratives, and I am so happy we're getting there.  God knew these children intimately, even before they were born.  They are important to Him, and they live lives of consequence, filled with important stories to tell.  I can't wait to see how God is reflected in them and their writing this year!

We are saving the first attempts.  Many of them are fine stories and might be turned into fuller pieces later in the year.  Some WERE fine personal narratives.  I'm still asking all students, even those who nailed it the first time, to go ahead and write another, as we all have more than one story that's worth sharing :)

I tried very hard to communicate this is NO punishment, nor am I in any way disappointed!  There is nothing wrong with not getting something right the first time!  I invite you to join with me in putting a positive spin on this with your children.  Encourage them to think of their lives and their experiences as important gifts from God, and something worth sharing in their writing!

Blessings and best regards,

Joshua Murphy

9/13

HOMEWORK DUE WEDNESDAY

Math - Lesson 13 odds

History - Beautiful notes for chapter 4 (Henry Hudson and Samuel Champlain)

Writing - Make revisions to your personal narrative draft.  (I had time to go through about half of them today, and students made comments on eachother's papers.  I sent an email today with some guidelines I use for making paper revisions, so you can use that method at home if you wish)


DUE THURSDAY

History - Read and take notes over the second half of Chapter 5.

Writing - Finish revisions and start making edits.





TODAY

History - This week we're watching an nicely made BBC drama/documentary that covers the chapter students reading about the rise of Tokugawa as Japan's Shogun.  It's a well made piece, derived from written records of the time and filmed in authentic castles from the period.  You can view it here:

https://vimeo.com/18702695

9/12

HOMEWORK

MATH lesson 12 odds

HISTORY read and notes for chapter 5 part one (this was pushed back from being due today)

Writing:  Pre-writing and 1st draft due in tomorrow.  May be typed (we set up our classroom accounts) but may also be turned in handwritten

9/9

HOMEWORK

I listed a number of assignments on the board today.  Many are due later in the week.  I've broken down the homework section by day due. (Only the Tuesday Writing assignment was listed on the board.  I wrote the rest of the week's writing assignments here for your benefit :)

Due Monday
History - Read Chapter 5 pt. 1 and take Cornell notes
Math - Survey presentations (We conducted surveys on Thursday.  Each student was assigned to present their results in either a bar-graph, a frequency table, or an information sheet/cover page
Vocabulary - Lesson 2B

Due Tuesday
History - Chapter 4 Beautiful Notes (we took notes over the chapter, students need to transfer these notes over to "beautiful" pages I printed out for them)
Writing - Personal Narrative: Complete First Draft (may be fictional, real, or a mix of both)

Due Wednesday
History - Reach Chapter 5 pt. 2 and take Cornell notes
Writing - Personal Narrative: First Revised Draft

Due Thursday
Writing - Personal Narrative: Second Revised Draft

Due Friday
Writing - Personal Narrative: Editid Draft (should have been looked over by at least 2 adults)
History - Beautiful Notes for Chapter 5

Due Monday (19th)
Writing - Personal Narrative: Published Copy


TODAY
Bible/Literature - In our book, Blood on the River, a secondary character, James, was killed in an attack by Native Americans.  Sam, the protagonist, blames himself for James's death.  Sam regrets many of the things he said and did to James, things that stopped James from trusting Sam during the attack.

Today, on the radio, I heard an interview by the man who was at the ticket counter on the day of the September 11 attacks.  Much like Sam, he blamed himself for taking the hijacker's tickets,  though, unlike Sam, he had not actually done anything wrong.

We listened to that interview today and compared Sam's experience with this man's, and discussed guilt and redemption.  We supplemented the discussion with the Bible verse Matthew 12:36-37.   Here is a link to the radio interview:

http://www.npr.org/2016/09/09/493133084/on-sept-11-he-checked-hijackers-onto-flight-77-its-haunted-him-ever-since

9/8

HOMEWORK

Enjoy the Cardinals Game!

9/6

HOMEWORK

Math - Lesson 10: odds

Grammar - Practice Book pg. 11

Writing - Lesson 4: Exercise 2 (students are writing sentences with the provided words, then re-writing using synonyms found in the thesaurus)


TODAY

Busy day.  Students took their first vocabulary and math tests today.

8/31

HOMEWORK

Writing - Much like yesterday, students are writing simple 5 to 8 sentence introductions to a personal narrative style story.  Fictional or non-fiction are both fine.  However, today students were asked to write two different introductions for the same story.  They could write them from different perspectives, with different styles, different hooks, or trying to evoke different feelings.

The point is not necessarily to make great literature, but to experiment with different ways to introduce a story.

Students have a tendency to think their first draft of a story is the way the story has to be.  This is an exercise in re-thinking.  Trying things out from a new angle :)


Math - Lesson 7 Written Practice: Evens


Vocabulary - Study for the vocabulary test this Friday.  This is the one unit where there will be no spelling test (we've enough memory work already between Bible and Latin).

8/30

HOMEWORK

Math - Lesson 6: Written Practice (evens)

Vocabulary - Study definitions for Friday's test

Writing - Write a personal narrative introduction, with the specific goal of evoking a feeling in the reader (dread, curiosity, amusement, wonder, suspense, etc.).  Students may riff off introductions from published books, changing the details to fit the student's story (just make sure they note down where they got their idea from).  These do not need to be true stories.

TODAY

Tuesdays are always packed, as we have NO specials (balances out all the specials on Monday :)

For me, a hi light of the day was our writing session.  We shared the introductions from the books students have been reading during our Read to Self period.  We talked about what feelings the authors  were trying to inspire in the readers, and how the authors were trying to hook our interest.  I was very impressed with the introductions the students came up with, and was especially impressed with how many students wrote and re-wrote their intros, trying to get the feeling just right!

8/29

HOMEWORK

Math - Corrections from Lesson 5 homework

Latin - They were assigned 2 pages.  Not sure which ones.

Computer - Signed computer agreement.  Needs to be returned before a student may use the school laptops.

8/26

HOMEWORK

Math - Written Practice Evens: Lesson 5

Grammar - Practice Book 1.4

Vocabulary - 1E

Latin - Page 9

8/25

HOMEWORK

Math - Practice Set 4 (pg. 26)

Grammar - Practice Book 1.3

Vocabulary - 1C and 1D

Home - Study memory verses for 5 to 10 minutes each night.  Preferably, right before bed.

Home - Start collecting and bringing in flat sheets of cardboard

8/24

HOMEWORK

Home - Bring in sheets of cardboard.  This is in preparation for a future project that is still months away, but I thought it prudent to begin gathering material now.  I would appreciate all cardboard boxes be broken down into flat sheets for easier storage.

Writing - Postcard from the future.  This is a project students were asked to do by some architects that came to visit the school this morning.  These architects are planning the new site and would like student feedback, so the kids are writing "postcards from the future" that describe their ideal school/playground.  These will be given to the architects.


TODAY

The day began with a visit from the architects.  They gave a presentation on how they do their jobs.  One of them designed for Disney and had a number of fun stories.  You should ask your children about the Haunted Wedding Ring.

In Math we looked at a few problems dealing with missing numbers in division and multiplication problems.  The architects presentation ate up much of our math time, so we'll finish up the lesson tomorrow.

We compared our character webs for Blood on the River, read chapter 4, and participated in a little Reader's Theatre.

In grammar, we began learning the routine for grading grammar homework.

8/22

HOMEWORK

Memory - Spend 10 minutes working on your memory verse


TODAY

Mondays are heavily loaded in specials classes.  I have the students for about an hour of class time.  This opens up the rest of the week for long, uninterrupted periods, which is great for class stability and structure!

Science -
For science, we watched an introductory video to kick off our science unit on the universe.  Here is the link:
https://www.youtube.com/watch?v=rhfONpeXXuA

I play all videos through safeyoutube.net.

When preparing for this unit, I watched another video that I found very entertaining, though it was somewhat lacking in the academics.  It's a virtual tour through the solar system.  Your child might find it interesting extracurricular viewing.  We will not be watching this one at school:
https://www.youtube.com/watch?v=5vOU6-1yNZs

Math -
In math we discussed the four major mathematical operations: addition, subtraction, division, and multiplication.

We looked at the vocabulary (addend, sum, product, etc.) and created an interactive journal entry to go with it.

8/19

HOMEWORK
Writing - Create a Published copy of your "I Am" poem.  When creating a published copy, I asked the students to keep in mind that publishing means making their work public.  What they create, needs to be made with the viewer in mind.  So any decision on layout and design should compliment the piece and be reasonably accessable to someone who walks up to read it.

Math - 10 problem solving questions from their textbook.
We ran out of time before getting to this.

TODAY

Math - We put the 4-step problem solving process into practice by attempting to solve a number of team building activities.  Students were asked to form into various line orders (based on things such as height, hand size, and birthdays) within a tight timelimit.  Students also attempted to problem solve ways to fit the entire class within a 2ft by 2ft square I'd taped on the floor.  Through some smart planning, they almost accomplished it :)

Literature - We read chapter 2 from Blood on the River, and discussed how to analyze text through a Christian worldview.  I use a discussion tool called the 4Ms to help facilitate these types of discussions.  We as, "How do the events and characters Match Up to God's will?  How are the events and characters Messed Up from the way God intended?  What is the Message this book is trying to tell us, and how does it compare to God's message?  And finally, what is the Mission (How are we being called to apply what we have learned to our lives?)

Writing - Continued our discussion of the writing process.  Reviewed all the steps we've been through and talked about what Publishing entails.  Details above in the Homework section.


EVENTS

I was told I should post the last two slides from last night's presentation, so here is the permenant text from those:

1: Homework
You have my blessing to call it quits on homework whenever you see fit.
50 minutes is the maximum any 5th grader should work in the evening.
Home time is family time and I do not want to encroach on that.
If your child ever has more than 50 minutes of work, I must have misjudged how long the assignment would take.
The only exception to the 50 minute rule is if, according you your discression, you feel your child has not been working as rigorously as they should have been and you want them to feel the responsibility of that :)

2: Contact
If you are feeling anxious about something or need a prompt reply, please call me.  I will respond either immediately or within an hour or two.  If it's something serious, I'd much rather be called than emailed.  812-631-4772

Only email me something if you're OK with me taking up to 24 hours to respond.  I have difficulty interpreting tone in emails, so again, if there is a concern or something is causing anxiety, please give me a call.  I much prefer that method of communication.
Jmurphy@ccsstl.org

3. Tragic News
I no longer eat sugar, meat, or caffeine (generally speaking)
Any sugary, meaty, or caffeinated gifts will be fed to your children, so beware :)

8/18

Hello, and welcome to the 5th grade blog!  Homework will be posted here every day.  Some assignments will have extended descriptions and clarifications to go with them.  Pictures from field trips and school events will be posted here as well.  The blog has been marked to be "unsearchable" so the only way to connect to it is through typing the address and/or bookmarking the page.


HOMEWORK

Latin - Page 5 (from what I understand, most or all students finished this in class)

Writing - Finish revisions and editing the "about me" poem.  Have a final draft version ready for publishing in class tomorrow.

Summer Packets - Tomorrow is the last day to turn in Summer packets


EVENTS

Tonight is back-to-school night.  Drinks and other refreshments will be served in the fellowship hall starting at 7:00.   After some opening comments, teachers and parents will be dismissed down to the classrooms.  I usually touch on the curriculum, talk about a few of the major trips and projects, then open the floor to questions.