Update Dec. 13

Bellwrite: We wrote our final entry for the semester in our commonplace books. Then students turned in their commonplace books for grading.

Students finished the assignment from Foundations Topic 3 and turned it in. Then they worked to create study guides for the history final exam.

Homework:
Prepare for finals.

Update Dec. 12

Writing Portfolio
We reviewed the concepts of concession and refutation. Then we read two sample letters to the editor, examining their organization, use of evidence, and voice. An effective way to introduce a letter to the editor is by making a concession and refutation. The conclusion should be sure to explain why your main point (thesis) matters. "So what?" Voice should be personal, yet informed. You should clearly take a position, yet also be reasonable.

Core
Students did a freewrite on their Les Miserables essay prompt of choice. Then they conferenced in small groups to develop ideas and identify passages from the novel to use for the essay.

We also began working on Foundations Topic 3: Prelude to the Restoration (p.17 of the history book).


Homework:

• First full draft of the letter to the editor is due Tuesday.
• Foundations Topic 3: Prelude to the Restoration Reason and Record questions due tomorrow at the end of class.
• Les Miserables essay final exam on Monday. Open note, open book.
• History final exam (comprehensive) on Tuesday.

Update Dec. 11

Bellwrite: What is the significance of Javert's suicide? What is the significance of his suicide note? Does Javert change?

We discussed the bellwrite topic. We noted that the scene of Javert's suicide is between two straight bridges (the bridge of mercy and the bridge of our lady--AKA the Virgin Mary). We also noted that Javert is simultaneously compared to a wolf seizing his prey (Jean Valjean) and to a dog coming home to his master (Jean Valjean). We again discussed the difference between Hugo's conceptions of justice and law.

Students took the Glorious Revolution Quest.  They also began working on American Founding Topic 2: The U.S. Constitution.

Homework:

• Finish reading Les Miserables.
• Memorization of Mosiah 4:17-20 due tomorrow.
• 3 concession & refutation sentences due tomorrow.

Update Dec. 10

Writing Portfolio
We considered some of the arguments students researched from the other side of the Constitution debate. We also began learning about concessions and refutations.

Core
Bellwrite: None

Students reviewed the memorization of Mosiah 4:17-20. We played an improve game to help us learn about the argumentation pattern of making concessions and refutations. In building an argument, it can strengthen your position to acknowledge the truth in an opposing viewpoint (make a concession), and then refute (argue against) it.

Students developed a study guide for the history unit on the Glorious Revolution. We will have a quiz-test (quest) tomorrow.

Homework:

• Study for history quest.
• Memorization due Thursday.
• Read Les Miserables through page 572.
• Write 3 sentences giving concessions and refutations to the other side of the question of whether or not the U.S. Constitution is exceptional.

Glorious Revolution Quest Review

People

Locke
Milton
Evelyn
Trenchard & Gordon
Henry VIII
James I
James II
Charles I
Charles II
Oliver Cromwell
Roundheads
Cavaliers
William and Mary of Orange
 
Dates
1601
1607
1611
1620
1534
1688
1776
1789
 
Events
English Civil War
English Restoration
Glorious Revolution
 
Milton
Divine Right of Kings
When is revolt justified?

Locke
Property
State of nature
Natural rights
Social contract
When is revolt justified?
U.S. Declaration of Independence
 
Cato’s Letters
Limited government
Freedom of speech as an indicator of liberty
Effect on U.S. revolution
Love of liberty is the parent of all virtues
Liberty is the opportunity to enjoy the fruits of your labors

English Bill of Rights

Influence on U.S. Bill of Rights
Change to English government
Due process
Freedom of religion?
 
Other Concepts
Self-government
Rule of law

Update Dec. 9

Bellwrite: Write a 4-part quotation analysis in response to one of the subquestions for the essay test final exam).

We reviewed the four part quotation analysis pattern. Then we discussed the significance of the sewer scene in Les Miserables. Valjean, in the sewers, had taken the final step into the mire which would have committed himself to dying for Marius, and like Abraham in offering up his son Isaac, had shown his willingness to consummate his sacrifice (p.515).  We saw that Jean Valjean, after his ordeal in the sewer acquired the lens of love (p. 520). The way he sees the world upon exiting the sewer echoes the way Marius saw the world when he was in love with Cosette (p.385) and the way Eponine saw the world when in love with Marius (p. 453). [Sidenote: we considered why it was that, of all the things Eponine might talk about as she dies, she chooses to mention Marius' mirror.] We also considered why it was significant that Thenardier was the one who unwittingly saved Valjean from the sewers, and how this may be an expression of the divine justice which recompenses Valjean's noble behavior when held captive in the Jondrette's "den." We ended our discussion with a consideration of which elements of the hero's journey are present in the novel (see graphic on the following webpage http://mormonmatters.org/2013/09/17/192-the-heros-journey/).

Students worked to read the English Bill of Rights (Glorious Revolution Topic 5).

Homework:

• Les Miserables through p. 550.
• Respond to all the questions for Glorious Revolution Topic 5.

Update Dec. 6

Bellwrite: Write in your commonplace book.

We discussed Les Miserables and began preparing for the final exam (see separate post). We considered Hugo's description of the social "subsoil" of France (pp.280-281). We considered the ways in which characters are "reduced" in the story and how the reduction of mankind is related to the animal/bestial imagery in the novel.

Finally, we considered the ways in which Les Miserables can be considered an epic work, using this list of epic conventions (http://english.tjc.edu/greekromanepic/conventions.htm).

Homework
Read Les Miserables through page 528 by Monday.
Work on memorizing Mosiah 4:17-20.

Update Dec. 5

Writing Portfolio
Bellwrite: What is the difference between persuasion and manipulation?

We reflected on Doctrine and Covenants 121:41 and how it related to writing a letter to the editor.

Students shared with one another additional ideas they encountered in their research as they answered the three questions they selected from class on Tuesday.

Next, we learned the concession-refutation model of argumentation. This model follows the principle that we must seek first to understand and then to be understood. We practiced using this model to persuade in some improvisational scenarios.

Students then worked to argue for the other side of the question: Is the U.S. Constitution exceptional?

Homework: Research the other side of the argument. Write your responses to these two questions:
What are the strongest points for the other side of the argument?
What evidence is there to back up those points?

Core
We discussed the Relate and Record questions for Locke (Glorious Revolution Topic 3).
Then students worked on Glorious Revolution Topics 4 & 5.

Homework:

• Read Les Miserables through page 506.
• Work on memorizing Mosiah 4:17-20.

Update Dec. 4

We had a "cozy read-in" day. Students enjoyed hot cocoa while reading from Les Miserables. They also worked on memorizing Mosiah 4:17-20.

Homework:
Read Les Miserables up to page 484.
Work on memorization (due Thursday, Dec. 12).

Update Dec. 3

Writing Portfolio
We worked on the prewriting stage of our letter to the editor. We shared ideas about ways in which the U.S. Constitution may or may not be exceptional. Through our discussion, we identified questions that need further research.

Homework: Select three questions and conduct further research for your letter to the editor.

Core
Bellwrite: Describe the form of your self government.

We discussed the idea that all external governments are reflections of individuals' self governments. The concepts we will learn about in our government unit will have parallels in self government. Perhaps the individual, like a state, consists of competing interests. Perhaps the powers of the individual can be considered as different functions-- such as executive, legislative, judicial. Perhaps self government may involve the sharing of power with others including parents, media, the Holy Ghost, school authorities, etc. How do we wield the power of agency in a responsible fashion? What does irresponsible use of this power look like? How can we use agency in a way that respects the agency of others? Do we have a written constitution or written laws? What is our judicial system like?

We continued studying Locke together (Glorious Revolution Topic 3).

Homework:

• Answer the Reason and Record questions for Locke.
• Memorize Mosiah 4:17-20
• Read Les Miserables through page 462. Tomorrow we will have a hot chocolate reading day. Bring a blanket to sit on.

Update Dec. 2

Bellwrite: Are Cosette and Marius really in love? What is love?

We practiced our memorization of Mosiah 4:17-20. We also had a reading check (Students should be on page 418 by today.).

We then worked on discussing the following questions from Les Miserables.

1. What does Hugo mean by the "reduction of man"? Which characters have been reduced? Describe all that is lost when man is reduced. (291, bending continually more and more 66)
2. Describe the reduction of Monsier Mabeuf. (removed Marius' cataract 263, descending 341, misery unbinds 342, 402)
3. Why does Hugo include the description of the criminal ring Patron-Minette? How does the description evoke mythological imagery? How does the description show the final reduction of man? (280-282)
4. Why is the significance of Eponine's teeth? (teeth gone 285, bread 289)
5. Why does the animal imagery predominate the scenes in the Jondrette's "den"? (eat the whole world 293, nor of living 293, idleness 294, animal imagery 303, gone crazy from misery 314)
6. Why does Thenardier blame Valjean for his misery? (diseased perception 318-319)
7. Why does Valjean burn his own arm? (327)
8. Is Gavroche reduced? (332-333, and passage from unabridged)
9. Why did Valjean leave the convent? (350)
10. What is the significance of Valjean's box? ("Inseparable" 351)
11. Were Cosette and Marius truly in love? (odorous garden like Eden 353, Marius dazzled 298, love at first glance 357, the love letter 364-365, read in his eyes 366, what is your name? 370)
12. What is the significance of the mirrors? (Eponine sees a mirror 287, Cosette dazzled by herself 355, Fantine's mirror 66)
13. How does love affect perception? (385)
14. Note: Marius redeems Cosette by refusing to play her the way Fantine had been played, when his grandfather suggests he make her his mistress. (397)

Homework

• Read Les Miserables through page 440.
• Free write for Letter to the Editor due tomorrow.

Letter to the Editor Assignment

What is a Letter to the Editor?

Since the earliest days of newspaper and magazine publishing, community members have written letters to publication editors as a way to respond to stories they've read. These letters could range in topics from heartwarming human interest notes, to comments about publication design, to the more common and sometimes passionate political rants.

As more and more of our publications have gone entirely "online," the art of writing well-researched, well-constructed letters has dwindled. But letters to editors are still appearing in many publications, and learning to write an effective letter to the editor can help you be an informed and influential citizen.

Topic: Is the U.S. Constitution Exceptional?

Recently the president of Russia, Vladimir Putin, published an article in the New York Times regarding the United States’s involvement in Syria and other international military conflicts. In that article, he argued that it is dangerous to encourage a nation to see itself as exceptional. Please read the following article from Putin, noting particularly his argument against exceptionality. Then please respond to the question whether or not the U.S. Constitution is exceptional. Do NOT answer the question whether or not the U.S. is exceptional.

 

Please note that there are various senses of the word exceptional:

1) Different from all the others

2) Not subject to the same rules of conduct as the others 

3) Having a distinct mission or purpose

 

The primary question you are being asked to consider has to do with the first definition: is the U.S. Constitution different in some fundamental way from all the other national constitutions? If you decide the answer to this question is yes, then you may also consider (briefly) whether or not the exceptionality of the U.S. Constitution gives the U.S. distinct privileges or responsibilities.

Length: 290-300 words

Tips:

1.    You should get to the point early. Don't bury your point inside a lengthy argument. Long, wordy letters give the impression that you're trying too hard to make a point.

2.    Don't appear to be overly emotional. You can avoid this by limiting your exclamation points. Also avoid insulting language. Be confident, but also fair-minded.

3.    Follow the concession + refutation model.

4.    In your first paragraph, introduce the debate and sum up your position.
In the second paragraph, include sentences with strong evidence to support your view.
End with a great summary and a clever, punchy line.

5.    Do several drafts. Writing concise, punchy sentences takes several rewrites. Seek lots of feedback.

First Draft due Tuesday, Dec.3.

Op-Ed Contributor

A Plea for Caution From Russia

What Putin Has to Say to Americans About Syria

By VLADIMIR V. PUTIN

Published: September 11, 2013 4447 Comments

MOSCOW — RECENT events surrounding Syria have prompted me to speak directly to the American people and their political leaders. It is important to do so at a time of insufficient communication between our societies.

Relations between us have passed through different stages. We stood against each other during the cold war. But we were also allies once, and defeated the Nazis together. The universal international organization — the United Nations — was then established to prevent such devastation from ever happening again.

The United Nations’ founders understood that decisions affecting war and peace should happen only by consensus, and with America’s consent the veto by Security Council permanent members was enshrined in the United Nations Charter. The profound wisdom of this has underpinned the stability of international relations for decades.

No one wants the United Nations to suffer the fate of the League of Nations, which collapsed because it lacked real leverage. This is possible if influential countries bypass the United Nations and take military action without Security Council authorization.

The potential strike by the United States against Syria, despite strong opposition from many countries and major political and religious leaders, including the pope, will result in more innocent victims and escalation, potentially spreading the conflict far beyond Syria’s borders. A strike would increase violence and unleash a new wave of terrorism. It could undermine multilateral efforts to resolve the Iranian nuclear problem and the Israeli-Palestinian conflict and further destabilize the Middle East and North Africa. It could throw the entire system of international law and order out of balance.

Syria is not witnessing a battle for democracy, but an armed conflict between government and opposition in a multireligious country. There are few champions of democracy in Syria. But there are more than enough Qaeda fighters and extremists of all stripes battling the government. The United States State Department has designated Al Nusra Front and the Islamic State of Iraq and the Levant, fighting with the opposition, as terrorist organizations. This internal conflict, fueled by foreign weapons supplied to the opposition, is one of the bloodiest in the world.

Mercenaries from Arab countries fighting there, and hundreds of militants from Western countries and even Russia, are an issue of our deep concern. Might they not return to our countries with experience acquired in Syria? After all, after fighting in Libya, extremists moved on to Mali. This threatens us all.

From the outset, Russia has advocated peaceful dialogue enabling Syrians to develop a compromise plan for their own future. We are not protecting the Syrian government, but international law. We need to use the United Nations Security Council and believe that preserving law and order in today’s complex and turbulent world is one of the few ways to keep international relations from sliding into chaos. The law is still the law, and we must follow it whether we like it or not. Under current international law, force is permitted only in self-defense or by the decision of the Security Council. Anything else is unacceptable under the United Nations Charter and would constitute an act of aggression.

No one doubts that poison gas was used in Syria. But there is every reason to believe it was used not by the Syrian Army, but by opposition forces, to provoke intervention by their powerful foreign patrons, who would be siding with the fundamentalists. Reports that militants are preparing another attack — this time against Israel — cannot be ignored.

It is alarming that military intervention in internal conflicts in foreign countries has become commonplace for the United States. Is it in America’s long-term interest? I doubt it. Millions around the world increasingly see America not as a model of democracy but as relying solely on brute force, cobbling coalitions together under the slogan “you’re either with us or against us.”

But force has proved ineffective and pointless. Afghanistan is reeling, and no one can say what will happen after international forces withdraw. Libya is divided into tribes and clans. In Iraq the civil war continues, with dozens killed each day. In the United States, many draw an analogy between Iraq and Syria, and ask why their government would want to repeat recent mistakes.

No matter how targeted the strikes or how sophisticated the weapons, civilian casualties are inevitable, including the elderly and children, whom the strikes are meant to protect.

The world reacts by asking: if you cannot count on international law, then you must find other ways to ensure your security. Thus a growing number of countries seek to acquire weapons of mass destruction. This is logical: if you have the bomb, no one will touch you. We are left with talk of the need to strengthen nonproliferation, when in reality this is being eroded.

We must stop using the language of force and return to the path of civilized diplomatic and political settlement.

A new opportunity to avoid military action has emerged in the past few days. The United States, Russia and all members of the international community must take advantage of the Syrian government’s willingness to place its chemical arsenal under international control for subsequent destruction. Judging by the statements of President Obama, the United States sees this as an alternative to military action.

I welcome the president’s interest in continuing the dialogue with Russia on Syria. We must work together to keep this hope alive, as we agreed to at the Group of 8 meeting in Lough Erne in Northern Ireland in June, and steer the discussion back toward negotiations.

If we can avoid force against Syria, this will improve the atmosphere in international affairs and strengthen mutual trust. It will be our shared success and open the door to cooperation on other critical issues.

My working and personal relationship with President Obama is marked by growing trust. I appreciate this. I carefully studied his address to the nation on Tuesday. And I would rather disagree with a case he made on American exceptionalism, stating that the United States’ policy is “what makes America different. It’s what makes us exceptional.” It is extremely dangerous to encourage people to see themselves as exceptional, whatever the motivation. There are big countries and small countries, rich and poor, those with long democratic traditions and those still finding their way to democracy. Their policies differ, too. We are all different, but when we ask for the Lord’s blessings, we must not forget that God created us equal.

<img src="http://meter-svc.nytimes.com/meter.gif"/>

Vladimir V. Putin is the president of Russia.

A version of this op-ed appears in print on September 12, 2013, on page A31 of the New York edition with the headline: A Plea for Caution From Russia.

Update Nov. 20

Bellwrite: Where did government come from? Who created it and why? When would it be appropriate to revolt against your government?

Student passed off their memorization of John 8:31-34. They were assigned to begin working on their next memorization (D&C 134). We will first work on verses 1-6.

We reviewed the history of the Glorious Revolution, clarifying the succession of the monarchy and the role of parliament. Students should know the following people/ideas:

• Divine Right of Kings theory
• James I
• Charles I
• Commonwealth
• Cromwell
• English Restoration
• Charles II
• James II
• Glorious Revolution
• William and Mary
• Absolute monarchy
• Constitutional monarchy
• English Bill of Rights
• Separation of Powers

We then studied Glorious Revolution Topic 3: Locke on Government.

Homework:

• Read Les Miserables through page 296. We will have a reading quiz tomorrow.
• Make sure you have read Putin's article (from Writing Portfolio), and that you have begun to research whether or not the U.S. Constitution is exceptional. How does it compare to other significant national constitutions?
• Work on memorizing D&C 134:1-6.

Review of the past few days

A quick update for the past few days. Sorry for the delay--I have been very sick and unable to keep the blog up-to-date, though I expect to return to daily updates now.

We memorized John 8:31-34 and will be passing it off today. We have considered how this scripture applies to the characters in Les Miserables.

In Les Miserables, students should have read up through page 274 by today. We will have a reading quiz tomorrow. We have been working on discussing the following topics from the novel:

• The "death" of Jean Valjean (p.147)
• What is the difference between virtue and love?
• The redemption of Cosette and Fantine—how has Jean Valjean become the Bishop? (p.150)
• Why Christmas? Why no room at the inn? (p.161, p.185 advent, p.181 9 months)
• Why does Valjean refuse to share any kind of passport or documents with the Thenardiers?
• Why does Valjean pay the Thenardiers far more than they deserve or even ask? (He pays them 15000 francs which would be approximately $6,000 today.)
• Significance of the doll? (p.171) Of the clothing? (p.177)
• In what ways has Valjean redeemed Cosette's childhood?
• Symbolism of passing over the wall INTO the garden this time: paradise regained (p. 214)
• Convent saved Valjean from pride (p.215,216 Cosette: love; Convent: humility)
• How was the convent similar to and different from prison?
• Second house of God (p.216)
• “Father” motif: who is fatherless/parentless, and who serves as adoptive fathers?
• Who’s who in the Gillenormand family? (pp.222-228)

 On Nov. 19, I gave a brief overview of the history of the French Revolution to provide background for Les Miserables. We will study this same history in greater detail soon.

In Writing Portfolio we have been practicing writing summaries. We have written two types of summaries:

1. A summary which summarizes from the author's point of view (Luther's Address to the Christian Nobles)
2. A summary which draws on multiple sources to create a unique narration of a historical event (Summary of the Glorious Revolution)

In Writing Portfolio, we are starting our next writing assignment: a letter to the editor in response to the question, "Is the U.S. Constitution exceptional?" (Please see separate post.)

Update Nov. 12

Writing Portfolio
We learned a speed reading exercise that can train the eyes and mind to speed up.  We also continued practicing writing summaries. Students worked in pairs to write a one paragraph summary of the history of the Glorious Revolution based on the background readings for Topics 1 & 2.

Core
Bellwrite: What is the difference between law and justice?

We finished taking our Les Mis reading quiz up (for the reading up through page 142). Students discussed in small groups the following questions.

• The Fall of Adam motif in the Champmathieu affair
• Christian imagery in the Champmathieu affair
• The symbolism of Jean Valjean's dream
• The symbolism of candles
• The difference between law and justice (see p. 105, p.75)
• How Javert sees the world (pp.54-55)
• Valjean's redemption of Fantine (p.76)
• The symbolism of Cosette's clothing

Homework:
Les Miserables reading up through page 164 due tomorrow.

Update Nov. 11

Bellwrite: Summarize Ballard's argument from the assembly. Then respond to it.

Students read Glorious Revolution Topic 1: To Kill A King from our history reading packet.

Students took a Les Miserables reading quiz up to page 120.

Homework
Les Miserables reading page 142 due tomorrow.
Final edit of Hamlet essay due tomorrow. Make sure to use the checklist given in class.

Update Nov. 7

Writing Portfolio
We learned some skills for helping with the final edit of the Hamlet essays.  We reviewed MLA formatting (see https://owl.english.purdue.edu/owl/resource/747/01/). We also considered different ways of combining independent and dependent clauses in sentences to create sentence variety and fluency.

Homework: The final edit of Hamlet essays is due on Tuesday. The marked up draft should be attached to the back of the final edit copy.

Core
No bellwrite

We enjoyed a Hamlet celebration. We feasted, played some games, and enjoyed the students' performances of their Hamlet monologues.  Many thanks to Mrs. Jody Nielson for her kind help with delicious food and beautiful decorations!

Homework: Les Miserables reading up through page 120 due on Monday.

Update Nov. 6

Renaissance & Reformation History Exam

Homework:
Prepare for the Hamlet celebration tomorrow. Students may wear Renaissance costumes throughout the day. No weapons please.
Les Miserables p. 88 due tomorrow.

Hamlet Essay Editing Assignment

If writing an essay were compared to building a house, then revision would involve knocking down walls and rebuilding them in a better location or installing windows where there were none. In contrast, editing would be like painting a room a different color, adding furniture, and greasing the hinges on doors. Editing does not involve major changes in ideas so much as minor changes which help improve the readability or clarity of the ideas that are already in place.

Your assignment for Writing Portfolio is to edit your Hamlet essay. Your final edit should attend to the following details. Spaces have been provided for you to “check off” each item as you complete it.

1.       ______Follow MLA formatting guidelines for the heading, header, title, margins, and in-text citations.

2.       ______Check for spelling, punctuation, and capitalization.

3.       ______Read aloud to check for sentence fluency. Vary sentence length, using some short and some long sentences. Don’t start all your sentences the same way; rather, vary the way you combine dependent and independent clauses.

4.       ______Make sure you have no sentence fragments or run-ons.

5.       ______Use transition sentences between all the body paragraphs to help your reader understand how each new paragraph is connected to the main idea of the previous paragraph.

6.       ______Use transition words and phrases between and within sentences to help ideas connect.

7.       ______Properly introduce dialogue. In most instances you should use a dialogue tag such as “He says,” before a quotation. Occasionally, if it is very clear who is going to be speaking from your context sentence, you may use a colon to introduce a quotation.

Example— After the king and Polonius are positioned to spy on Ophelia and Hamlet, Hamlet enters the scene and gives his famous monologue: “To be or not to be…”

8.       ______Use ALL of my written comments on your essay draft. You must account for every single mark I have made on your paper.

9.       ______Make sure every pronoun (they, he, him, them, she, it, that, etc.) clearly refers to a specific noun. If your reader could possibly mistake it, clarify it. (If your reader could possibly mistake the meaning of a pronoun, then substitute a noun or phrase to make the meaning evident.)

As you follow these editing guidelines, the house you have built for your brilliant ideas will become more accessible and appealing to your readers who will feel comfortable to come inside and make themselves at home. This final edit of your essay is due on Tuesday, November 12.

Update Nov. 5

Writing Portfolio
We finished writing our paragraph summaries of Luther's attack on the three walls of Catholicism. Students also completed their reflections on their writing processes for the Hamlet essays. Students received their Hamlet essays with editing marks. They are required to do a final edit which  is due next Tuesday.

Core
Bellwrite: Select a passage from Les Miserables. Reflect on it.

We had a reading check for Les Miserables. We then discussed the first 44 pages of Les Miserables.
Students also had time to study for tomorrow's history exam.

Homework:
Les Miserables p.66 due tomorrow
History Exam tomorrow
Hamlet monologues will be performed on Thursday at our Hamlet Celebration!

Les Miserables Reading Schedule

Please plan ahead. If you know you are going to be busy or go on a family vacation, you should read ahead so you can keep up. There will be unannounced reading quizzes periodically. The final exam for Literature will be an essay on Les Miserables.

Date Due	Page
11/4	22
11/5	44
11/6	66
11/7	88
11/11	120
11/12	142
11/13	164
11/14	186
11/15	208
11/18	230
11/19	252
11/20	274
11/21	296
11/22	318
12/2	418
12/3	440
12/4	462
12/5	484
12/6	506
12/9	528
12/10	550
12/11	572
12/12	595