Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

II.

This semester, I entered the learning environment and immediately noticed areas of

strengths and weaknesses. I wanted to improve the learning environment as much as possible,
and as soon as possible. I began to notice the length of time it took to transition from one
subject to another, one activity to another, or simply transitioning from the desks to form a
line. September 9 was the first day I noticed that the majority of the class was taking longer
than necessary to put away/take out materials and especially had difficulty with the concept
of lining up for specials, lunch, the media center, etc. I observed one particular student who
strictly follows an individualistic approach, most of the time. http://rachaelcurtis.weebly.com/

feaps-internship-blog-2015-2016/09092015. This became a problem, especially because the

way the desks are grouped and how often the students work together. It seemed that after I
thoroughly observed the learning environment, and collected multiple forms of data, I
ultimately saw a disconnect amongst the expectations in the classroom. I asked my CT on
August 25, the second day of school, about her management procedures and expectations of
the students. I was curious about why there was no introduction of expectations, rules, or
management procedures given on the first week of school. Her response to me was that she
does not like giving them on the first day/week because the students always forget. The
seating chart could have also been a reflection of the disconnect, as I mentioned the one
student was unfamiliar with the collectivistic approach, amongst other reasons. Below is a
seating chart of how they were currently grouped. The second seating chart is one of four
that I came up with according to their DRA levels, tier groups, ELL or not, IEP or not, as well
as their personality and what Ive noticed about how each student behaves. My CT decided
she liked the layout of this one best, so we grouped the class accordingly.

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Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

There are a variety of needs when it comes to my learners in this environment. There
are four students who are ELL and six students with an IEP. Majority of the learners are from a
black, non-hispanic background. More specifically, I noticed there is more than one student
who should be provided with enrichment during lessons. There is more than one student who
requires almost constant redirection throughout a lesson, and especially when released to do
individual work. I would consider two students to be the barometer children of the class if we
focus on how they behave. This lead to disruption many times while the teacher is trying to
teach and the students are trying not to be distracted. Two students, on many occasions,
rarely achieve their class work due to their learning development levels. Many times, these
students require individual one on one help in order to complete their work. There is also
more than one student who is very attentive to the teacher, and directions at all times. These
students are focused on the task and lead by example in our classroom. Many student are
constantly asking to help others, or volunteering to help one another when they have finished
or when they see a peer who is struggling. Overall, the needs of our learners showed to be
powerfully diverse.

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Rachael Curtis

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Section II & FEAPS

EDE 4504 !
Due: 11/27

Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

After observing my learning environment and my learners I had an idea of where to

start on my journey to improve the learning environment as a whole. My first steps required
action to assist the class with structured transitioning strategies. They demonstrated the need
for learning how to line up efficiently. Along with that was being able to put away and take
out materials having a purpose in mind. Considering there was a collectivistic approach taking
place in the classroom, it is important for every student to be on board and understand this
concept. Students displayed their cultural understandings through different actions and
attitudes that I witnessed. I knew that having these two different approaches, of
individualistic and collectivistic, would result in more unnecessary time spent on behavior,
and also be misleading for the classroom community. Having such a diverse group of learners
meant that quality differentiation would be ideal in order to see this classroom community in
full effect. This environment needed a sense of safety and comfort which the students proved
was lacking. Expectations needed to be put in place and practiced, in order for teaching and
learning to take place in a coexistent manner.

http://rachaelcurtis.weebly.com/feaps-management-blog--ede-4504/when-children-make-rulesdevries-zan-connections

!Lemos, M. S., & Verssimo, L. (2014). The Relationships between Intrinsic Motivation, Extrinsic
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Motivation, and Achievement, Along Elementary School. Procedia - Social And

Behavioral Sciences, 112(International Conference on Education & Educational
Psychology 2013 (ICEEPSY 2013), 930-938. doi:10.1016/j.sbspro.2014.01.1251

Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

III. FEAP 2 evidence

!2a. Organizes, allocates, and manages the resources of time, space, and attention
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My first morning meeting was on 10/28 which was when we made the

classroom expectations for the students, and myself, along with other aspects
of a morning meeting. I feel as if the morning meeting went really well
because of the reaction from my students. At first they were reluctant to do
the sharing activity, because it involved saying something nice to the person
sitting next to them. I remember their reaction before we started which I felt
was due to the environment theyre all used to, which probably rarely
involves complimenting one another. Once I got everyones attention we
completed this activity and no one was allowed to be skipped, considering a
few people asked for this permission. We were able to get through the whole
class and it went smoothly! The reaction received after was much more
accepting and understanding. The students seemed more at ease with each
other and realized that giving compliments, especially in morning meetings/
the classroom, is completely normal. I used the basic outline for morning
meetings that was taught through our Morning Meeting textbook related to
our Creating & Differentiating the Learning Environment in Elementary
Schools course. I also tried to incorporate strategies we practiced in the class,
for example a Kagan strategy (shown below for Sharing). Here is evidence
from my second morning meeting held the next day, 10/29. This morning
meeting went well. I would say it was better than the first because the
students were already getting more used to this procedure. Also, a link to my
blog post which has some further information pertaining to these ideas.

http://rachaelcurtis.weebly.com/feaps-internship-blog-2015-2016/category/
feap-2a
http://rachaelcurtis.weebly.com/feaps-management-blog--ede-4504/whenchildren-make-rules-devries-zan-connections

Kriete, R. (2002). The morning meeting book. Thunder Falls, MA: Northeast Foundation, Inc.

DeVries & Zan. (2003). When children make rules. Educational Leadership, 61(1), pp. 64-67.

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Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

!2b. Manages individual and class behaviors through a well-planned management system
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The whole system is designed to directly relate back to her goals in order to

meet them. This is an excerpt from one of my blog posts which talks about
an individual code of conduct idea. I originally came up with the idea mostly
on my own, and it just so happened the reading we were assigned the next
week directly related to this concept. Chapter 5 mainly talked about a whole
class code of conduct. I do enjoy this idea as well. We managed whole class
behavior in a different way using a Bravo Board and Class Pet incentive. With
the entire class as a whole, I mostly started to develop a cooperative
discipline mixed with beyond discipline system. However, circumstances
permitting, I wanted to do an individual code of conduct with a particular
student in order for her to gain self control and build a better relationship
with teachers rather than using her usual AGM (attention getting
mechanisms), which were mentioned in this chapter as well. I wanted to help
manage her behavior in order for her to feel a sense of belonging that she
desired. This chapter reassured me I was on the right track to managing
individual behaviors in order to blend with the whole class. I feel this system
was successful because there was a noticeable change in this students
behavior right away and as time went on. There was complete ownership of
her behavior at this point, which was something we werent used to. She
would verbally remind me about her goals and moments she felt successful in
meeting them, and more. The seriousness of our plan was understood and her
behavior was a reflection of this. Overall, she was able to gain a much better
attitude in the classroom amongst her peers as well as the teacher. It took
time for her to reach her goals and display intrinsic and extrinsic motivation.
It was beneficial for her to notice her progress and take her time in making
these personal, positive changes. Here is a blog post about chapter 5 that has
more detail, and a blog discussing Kohns views. Also, here is evidence
pertaining to the code of conduct system we used.

http://rachaelcurtis.weebly.com/feaps-management-blog--ede-4504/category/
feap-2b
http://rachaelcurtis.weebly.com/feaps-management-blog--ede-4504/chapter-12summaries-charles-senter-connections
Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston.
Allyn and Bacon. 2002. Ch. 5. pp. 67-84.
Charles, C. M. Alfie Kohns Beyond Discipline. In Building classroom discipline. Boston.
Allyn and Bacon. 2002. Ch. 12. pp. 189-204.
Rothstein-Fisch, C., & Trumball, E. (2009). Managing diverse classrooms: How to build on
students cultural strengths. Virginia: ASCD.

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Rachael Curtis

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Section II & FEAPS

EDE 4504 !
Due: 11/27

(The student maintained a personal, more formal, copy of My Contract in her desk)

Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

2c. Conveys high expectations to all students

!As a student teacher/teacher in training, Ive learned to persevere through the

challenges of creating and setting a presence in the elementary classroom. A

preservice teacher must know to set high expectations for themselves and for
the students at all times, starting from day one. In order to convey high
expectations to all students I was able to conduct my first morning meeting
with a greeting planned to make rules, discuss why we are here, and in the end
collaboratively create expectations (for the students and myself/CT). I had the
students close their eyes and think about all the times our peers were nice to
us, mean to us, and what environment they desire and wish to see and hear
around them in the everyday classroom. I wanted them to picture how we
would/should behave and treat each other, a technique explained in the
chapter. If the students were at a desperate level of thinking I was going to use
the acronym from our textbook, C.A.R.E.S which stands for cooperation,
assertiveness, responsibility, empathy, and self control. Instead, I was able to
lead the activity appropriately while the students grasped the concept of
creating expectations. Once we created our expectations, I made it clear that
we would have to follow these expectations to receive team points for the
Bravo Board, on top of other community building, respectful behavior. I printed
out a copy of these expectations and snapped them around our class
pets (Black Ninja), neck for students to be exposed to them even more. Along
with these implementations, I hung another sign with these expectations by the
front white board which was bright neon for everyone to see at all times.
During the rest of the morning meetings I held on Wednesdays and Thursdays,
we usually reviewed these expectations chorally during the greeting portion. At
certain times, I was able to point out a students behavior and relate it to our
expectations. For example, during an informal observation with my CT on
November 18, a student exclaimed to the class, I dont get it! My response to
her was, questioning if she tried her best, and if she had a good attitude. This
idea is exactly the purpose of classroom expectation #2, along with holding the
students accountable and conveying these high expectations. Here is evidence
of our expectations created during the morning meeting on our class pet, our
team flags which was added to our system later for further reinforcement, and
the format/plan of our first morning meeting (including the greeting of
creating expectations). Also, is my link to the blog which I included further
information. http://rachaelcurtis.weebly.com/feaps-management-blog-ede-4504/category/feap-2cb5bb87f99d
http://rachaelcurtis.weebly.com/feaps-management-blog--ede-4504/
chapter-3-6-connections-clayton-forton-levin-nolan

Levin, J., & Nolan, J. F. (2010). Principles of classroom management: A professional decisionmaking model, (6th Ed.). Boston: Pearson.
Clayton, M. K, & Forton, M. B. (2001). Classroom spaces that work. Thunder Falls, MA:
Northeast Foundation, Inc.

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Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

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!2d. Respects students cultural linguistic and family background
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One particular day, on September 16, I ended up having to take over the rest

of the school day when my CT went home. A common occurrence in the

classroom resulted in having to respect a students cultural linguistic and
family background. I had to take action in order to succeed at converting the
entire classroom into a collectivistic approach rather than a tried approach at
having some students used to the collectivistic approach and some students
used to the individualistic approach. It was during math when a typical
situation occurred with the group at table 1. One student is used to not
sharing and probably was taught using an individualistic approach. I had to
make my way over to this student and have a personal conversation with them
to inform how we operate in the school as a classroom community. The most
important message I wanted conveyed to this student during this conversation
was that he might have certain ways of acting at home which is completely
fine, however, it is different once we are at school. This blog has further
evidence about this instance and respecting students cultural linguistic and
family background which should be engraved in the everyday interaction
between teachers and students.

http://rachaelcurtis.weebly.com/feaps-internship-blog-2015-2016/category/
feap-2d

Rachael Curtis

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Section II & FEAPS

EDE 4504 !
Due: 11/27

I also had the opportunity to sit in on a conference with my ELL on October 7.

Considering he is still in the process of developing L2, and teaches his parents
English, I thought this would be a great way to get to know the student and
his family even further. I was also motivated by an ESOL project I was doing at
the time which had to do with my ELL. Below are notes I took from this
conference.

Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

2e. Models clear, acceptable oral and written communication skills

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My CT decided to have me lead a whole group review for a math test to be

given the following day. I wanted to take this review very seriously, as it
should be, and also model this for the students in a way that they would take
it just as serious. Throughout the entire review I repeated how significant this
process is and how much potential there is to help them fell better, and
succeed, for the test. While we reviewed, I made a point to repeat the
strategies that were used by the student. When the student who was chosen,
using popsicle sticks, explained their strategy I was able to model their
strategy again in a way to communicate to the students how the problem is
solved. Clear, acceptable oral and written communication skills were used
thoroughly throughout this mathematics review session. Below is a link to my
blog containing evidence about further detail relating to this situation and
FEAP. I also find it interesting that my CT and I use different influential
techniques throughout the day. These influential aspects of our teaching
coincide with modeling clear, acceptable oral and written communication
skills. Here is an excerpt from my blog written on October 23. Especially
considering how much it is understood that a teacher is the biggest influence
in the classroom. What kind of influence does yelling have in an atmosphere
where learning is supposed to be taking place? I hope to never incorporate
yelling as part of my teaching practice. I understand that there are times
where we want/need to be heard, which is why having a calm, yet firm, tone
of voice can be productive and beneficial. I've noticed my CT and I have two
different ways of modeling our communication skills. http://

rachaelcurtis.weebly.com/feaps-management-blog--ede-4504/category/feap-2b
http://rachaelcurtis.weebly.com/feaps-management-blog--ede-4504/chapter-8summaries-levin-nolan-connections

Charles, C. M. Linda Albert's 'Cooperative Discipline'. In Building classroom discipline. Boston.

Allyn and Bacon. 2002. Ch. 5. pp. 67-84.

Levin, J., & Nolan, J. F. (2010). Principles of classroom management: A professional decisionmaking model, (6th Ed.). Boston: Pearson.

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The ball we used for the review:

Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

2f. Maintains a climate of openness, inquiry, fairness and support

I was able to conduct a survey about what each student would change about
the classroom and something each student would keep the same. I wanted
feedback about what was working for each student and possibly what was not
working. This procedure was able to be completed however, did not quite go
exactly how I wished it would have. This is part of the learning process and if I
had the opportunity, I would repeat this activity and/or I will in my future
classroom. For example, more than 1 response of what would be kept the
same had to do with the color of the walls. I was looking for different
specificities. Although, I was happy to receive some insight from doing this.
Another example of maintaing a climate of openness, inquiry, fairness, and
support goes right along with my team of the week strategy. The Bravo Board
was implemented, as mentioned briefly, to reach our classroom expectations
and also incorporate a more respectful and desirable classroom community for
everyone. My CT gave me the privilege of implementing this strategy and Im
pleased to say how effective this turned out to be! My original idea of this
strategy differed a little from how I actually incorporated it into our
classroom community. I first introduced the Bravo board in a morning meeting
and made sure every single student was on board with how this works. The
whole class showed excitement and were ready for the challenge to become
team of the week. It was personally rewarding to witness such a different side
of these students. They truly demonstrated a noticeable motivation to work
together, respect each other, cooperate, and more. Of course, this was a
world they were still getting used to in a way that they gradually made
progress and still had some downfalls, as expected. Notice, in the picture
below Team 5 has two stars. This indicates they were the best example they
could be, as a group, for two weeks. This also applies for Team 2 who
demonstrated this for 1 week. A specific instance would be, when table
captains were asked to put away their groups science notebooks and table 5s
captain immediately got up to collect science books while the rest of the
group cooperatively handed it to him/her and they were patient and sensible
waiting for the rest of their classmates to also finish this task. Below is, first,
the link to my blog having the idea about implementing Team of the Week,
and second is the link to my blog about the survey I took. The picture is
evidence of the Bravo Board at the end of week 3. The other picture was a
group part of a morning meeting which consisted of making team flags to
create further ownership and community of my strategies. Also, is a picture of
majority of surveys. http://rachaelcurtis.weebly.com/feaps-management-blog--

ede-4504/category/feap-2f
http://rachaelcurtis.weebly.com/feaps-management-blog--ede-4504/chapter-3-4levin-nolan-rothstein-fisch-trumball-connections
Wolfgang, C. H. (unknown). Chapter 4: Assertive Discipline, pp. 79-99.

Weinstein, C. S., Romano, M. E., & Mignano, A. J. (2011). Elementary

classroom management: Lessons from research and practice,
(5th Ed.). New York: McGraw-Hill.

Rachael Curtis

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Section II & FEAPS

EDE 4504 !
Due: 11/27

Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

2g. Integrates current information and communication technologies

I have integrated technology since the start of preservice teaching. This is something we are
constantly told to include in our lessons. This semester, I have continued to use technology in
each lesson. There are screenshots of the evidence of the technology which was used.
Specifically we were able to take advantage of having the new laptops from the school.
During a lesson on September 30, the students used these laptops in groups in order to
research information on weather for the science lesson. In the same lesson, I used an
informational YouTube video as part of wrapping up our lesson. The reaction from the
students is usually always positive when a clip is incorporated into the lesson, or some sort of
new technology which appeals to them. During the day my CT will send students to the
laptops to complete their time requirements for programs such as istation, myon, or iready.
These programs help students improve their skills. I began helping my CT send students to the
computers in order to satisfy their hours. There is required understanding of who has been on
the computers already that week, and who is behind in their time. An important factor is also
what the rest of the class is doing. We cant have a student on istation and missing the lesson
if its a student that will struggle without this content later.

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Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

2h. Adapts the learning environment to accommodate the differing needs and diversity
of students

I think this FEAP also carries over to the seating chart I made. Shown above in the learning
environment part II section. This chart was carefully designed to accommodate the different
learning needs of the classroom. I felt that the groups were lacking and we could mix them
around in order to take advantage of what each student can offer. The seating chart did prove
to increase the all around needs and diversity of the students in a positive way. For example,
the Bravo Board was first implemented on October 28. This tool was used for many reasons,
one of them being to see which tables prove to be the best example of working together/
cooperating, following our set expectations, respecting each other, moving with a purpose,
and more. Team 5 noticeably was getting the most points day after day, week after week.
When I put together the current seating chart on paper, and then connected their DRA levels,
Tiers, ELL or not, IEP or not, and considered behavior and personality, this led me to
understand why team 5 has been receiving the most points based off off our point system.
After I implemented the seating chart, there was a noticeable increase in tallies on our Bravo
Board, for all tables. The students even recognized their increased potential and continued
striving to work together with their new table mates.
This blog has some information about the behavior system I implemented in order to reach
the needs of the entire learning environment. When there is a single student who is
distracting everyone else, this begins to impact the class as a whole. Here is a bit that I wrote
pertaining to this scenario.
The behavior system Ive been using with the one student is actually built to not cause more
disruption to the teaching and learning and environment than the students disruptive
behavior itself, as mentioned on page 208. The way I keep track of her behavior throughout
the day is with a checkmark/X system which we go over at the end of the day. When she
exhibits disruptive behavior, she now notices when this happens and recognizes what she's
done. The recognition usually occurs along with eye contact and awareness that Im noticing
her behavior, too. http://rachaelcurtis.weebly.com/feaps-management-blog--ede-4504/category/

feap-2h
This student would pout and complain at times during instruction, she would be extremely
bossy to her classmates especially when she is the table captain. Many behaviors she
displayed are written under her weaknesses that we came up with together. Ultimately this
system helped her turn her weaknesses into strengths, while we made her strengths even
stronger. This student has a lot to bring to the table, as any other student can. However,
there was difficulty with her establishing how to do so. One instance specifically where this
system was put in place was when my CT used her own behavior management system by
telling this student to go flip her card. Normally, the student would take 2-3 minutes walking
over, standing in front of the chart, flipping her card, and still hesitating to walk back to her
seat. This became a disruption and was also mentioned as part of her weaknesses. After our
contract was made, she knew that when she was to flip her card, it was meant to be done
with a purpose and with little distraction. As she was walking over to flip her card, it was
clear she remembered these directions. Once she got there, I noticed she started to slow
down and was about to get back into her old habits. We made eye contact and I gave her a
signal basically to let her know that I am watching her and we both know the expectations.
That signal was enough to make her smile and feel guilty that she was doing what she was not
supposed to be doing. This made her snap back into the moment and hurry up to flip her card
and walk back to her seat.

Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

The last task I did which directly relates to this FEAP is a line system along with a chant. I cut
and colored 18 footprints to stick to the floor. We ended up receiving another student this
semester, so 18 came in handy. I noticed within the first week or two that lining up was
difficult for this group of students. It could be what theyre used to from previous years, it
could be the length of time they had off because of summer break, or it could be that my CT
thought they could do it with little structure. I found they required explicit structure and
directions in order to form a line and prepare to walk in the hall. I figured if we put a highly
visual display on the floor for each student to line up, this will give them the specific
direction they need. After this was implemented, on October 7, I noticed, from then on, how
quickly the class could form a line with little confusion and little disruption. I still noticed
there needed to be some adaptations to how we act once we leave the classroom. I came up
with a line chant, the next week on October 14, to accommodate the students who think they
could talk in the halls and not follow the directions. They still needed more structure for this
task. I implemented another duty for the CHAMPS monitor, which is part of the classroom jobs
list. This student is responsible for being the first to line up, along with the door holder, line
leader, and lights person. Once this student notices all the others are almost in a line, he/she
begins the chant. This is the signal that everyone should be in line and ready to go once the
chant is over. Once the chant is over, we walk exactly how were supposed to in order to get
to lunch, specials, media center, or wherever. I noticed a huge improvement in the way the
students expect themselves to walk in the hall. Mostly all of them increased their efforts.
They held high expectations for themselves, and every time I witnessed this chant I noticed at
least 16/18 students were participating. At times, I would have to use proximity to help
students realize they must participate. The evidence of our feet-line and chant is below.

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Rachael Curtis

Section II & FEAPS

EDE 4504 !
Due: 11/27

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Levin, J., & Nolan, J. F. (2010). Principles of classroom management: A professional decisionmaking model, (6th Ed.). Boston: Pearson.

Rothstein-Fisch, C., & Trumball, E. (2009). Managing diverse classrooms: How to build on
students cultural strengths. Virginia: ASCD.

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Rachael Curtis

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Section II & FEAPS

EDE 4504 !
Due: 11/27

2i. Utilizes current and emerging assistive technologies that enable students to
participate in high-quality communication interactions and achieve their educational
goals

When I was developing a wondering for my classroom, I created a document which provided
further insight to my wonderings. This allowed me to take a closer look at my students and
see where we could incorporate assistive technologies for students to meet their individual
goals and objectives for each lesson. We used manipulatives in most math lessons because I
noticed the class is more motivated this way, alongside the manipulatives being a strategy
that majority of the class desires. For two math lessons, I took it a step further and
incorporated candy corn as a manipulative because it was near Halloween and I knew it would
grab interest in order for them to participate in high-quality communication interactions
throughout the lesson. Also, I used dragon eggs for another math lesson for the same reason. I
was able to tie the dragon eggs to our class pet which also completes the evidence for this
FEAP.
I was able to do research on physical activity and how this coincides with academics in an
elementary classroom. The research was positive and showed an increase in academics when
physical activity is integrated throughout the school day. Utilizing current and emerging
assistive technology, my colleagues and I discovered a website which allows students to get up
and move around, basically in the form of a brain break. I explained to the class near the
middle of October that I signed up for an account on gonoodle.com. I told them how difficult
it can be for us to sit for long periods of time using our brain to focus and maintain steady
progress on our work. We discussed that with more physical movement and brain breaks, we
would be able to participate in these videos in order to ultimately achieve our educational
goals. I told the class there will be two times throughout the day when we can decide to do a
video. It was up to them to communicate to each other when they are feeling ready for a
break and agree that we would, or would wait a bit. In order to keep track if we did one, or
two, or if we have any left, we put magnets on the board which represented our gonoodle
characters. The students were also responsible for taking one of them down when necessary.
Research article:
Vazou, S. s., Gavrilou, P., Mamalaki, E., Papanastasiou, A., & Sioumala, N. (2012). Does
integrating physical activity in the elementary school classroom influence academic
motivation?. International Journal Of Sport & Exercise Psychology, 10(4), 251-263.

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Rachael Curtis

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Section II & FEAPS

EDE 4504 !
Due: 11/27