I finished sections 2 and 3 and will be going to section 1 now.
I read straight across. Was there a useful hook? Did it catch my attention yet was not a thesis? Did the thesis stated exactly what will be argued?
Were there three topic sentences that focused the paragraphs? Could each topic sentence be explained with details? Did each topic sentence explain the thesis?
The topic sentences hold the piece together. Use transitions between paragraphs. Beneath each topic sentence, there should be lots of explanation of the topic sentence and supports for your thesis.
See the last blog entry for the links.
Alfaville video
Carl Jung
Get it? It's a psychology pun! :)
Any '80s parents out there?
Tuesday, December 17, 2013
Organizing the Flowers for Algernon essay
Outlines for the Flowers for Algernon essay
I am honestly surprised that students are so unsure about outlining. Regardless, I have walked them through the steps, and today I am reviewing all of their outlines. I had them type them into Google Docs so I could see their work immediately. I am also posting all of the general outlines so they can see how others outlined their papers. I am not posting all of the supports, because I think students would use what others found.
Outlines for Section 1
Outlines for Section 2
Outlines for Section 3
If you really need all the data you typed in today, e-mail me, and I will send it to you.
The rough draft is due tomorrow so we can get some feedback.
The final draft is due Friday.
We have taken the Flowers for Algernon test. I will get the scores up tonight.
Students will have some time in class Thursday to do Achieve. There are 14 articles due Friday.
I am honestly surprised that students are so unsure about outlining. Regardless, I have walked them through the steps, and today I am reviewing all of their outlines. I had them type them into Google Docs so I could see their work immediately. I am also posting all of the general outlines so they can see how others outlined their papers. I am not posting all of the supports, because I think students would use what others found.
Outlines for Section 1
Outlines for Section 2
Outlines for Section 3
If you really need all the data you typed in today, e-mail me, and I will send it to you.
The rough draft is due tomorrow so we can get some feedback.
The final draft is due Friday.
We have taken the Flowers for Algernon test. I will get the scores up tonight.
Students will have some time in class Thursday to do Achieve. There are 14 articles due Friday.
Monday, December 16, 2013
Outline for Flowers for Algernon Essay
Note:
There is no vocabulary for this week. I changed the focus to the writing.
I do want students to have 14 Achieve articles by Friday.
Outlines
I was surprised when students said that they did not know how to outline. Way too many students in sections 2 and 3 did not seem to know that you can organize your ideas before writing the essay. I am not sure what that is about, but I their rough outlines showed that was true!
Here is the outline I discussed in class. Please note that the essay should be divided by topics, not by the order of the story. Also, I expect A papers to include the topics listed at the bottom of this page.
I will check their outlines tomorrow in class. These should be correct.
There is no vocabulary for this week. I changed the focus to the writing.
I do want students to have 14 Achieve articles by Friday.
Outlines
I was surprised when students said that they did not know how to outline. Way too many students in sections 2 and 3 did not seem to know that you can organize your ideas before writing the essay. I am not sure what that is about, but I their rough outlines showed that was true!
Here is the outline I discussed in class. Please note that the essay should be divided by topics, not by the order of the story. Also, I expect A papers to include the topics listed at the bottom of this page.
I will check their outlines tomorrow in class. These should be correct.
Question: Was it good that
Charlie got the operation?
P1 Introduction
Ask
a question.
Two
sentence summary.
Thesis:
It was bad that Charlie had the operation
1,
2, 3
P2
Relationships
Charlie
before the operation
Charlie
as he gets smarter
Charlie
as he loses his intelligence
Charlie
at the end of the story
How do these show that it was bad?
P3
Lessons about life
Charlie
before the operation
Charlie
as he gets smarter
Charlie
as he loses his intelligence
Charlie
at the end of the story
How do these show that it was bad?
P4
Algernon
Charlie
before the operation
Charlie
as he gets smarter
Charlie
as he loses his intelligence
Charlie
at the end of the story
How do these show that it was bad?
P5 Conclusion
Sum
up what you proved.
Should
look like the introduction.
In order to get the A, you
must go beyond the basics.
· We discussed inferencing and point of view
· Include some discussion about the format of the text.
· You must have many supports for your position from the
text.
o
(They do not have
to be direct quotes, unless your inference comes from an understanding of a
specific line.)
Friday, December 13, 2013
Rough outline and packet due on Monday for sections 1 and 2
![]() |
| 2015 Mustang Why? Because. :) |
Section 1 had time to complete the packet which I collected. We had been reading the story in class, and they should have been doing this at home. They will work on writing their outlines Monday in class.
In sections 2 and 3, I spent time discussing themes in depth this week, which means they could not take notes as we read. I gave them time to work on the packet today. Their packet and rough outline are due Monday.
The packet is brainstorming for the essay which is due Friday, December 20.
Below is the organization sheet I gave the students today. I am not going to just give them an outline to fill in. This sheet is meant to show students how they COULD chunk their talking points.
Outlining for Flowers for Algernon Essay
Question you need to answer: Would Charlie have been better
off if he had never gained the knowledge?
(YES/NO) Now prove it.
Consider how he feels
at different points in the story.
Charlie before the operation
Charlie as he gets smarter
Charlie as he loses his
intelligence
Charlie at the end of the story
What can we use as
points of comparison?
Relationships
Miss
Kinnian
Guys
at the factory
Landlady
The
doctors
Charlie’s aha moments
List
the things he learned about life and himself.
Algernon
Was
Algernon better off for having had the operation?
Point of View
You must remember that this piece
is written from Charlie’s point of view.
Sure, you can get his thoughts,
but how reliable are they at different points in the story?
As you make judgments about
Charlie, you MUST infer from the reactions of others.
The essay should
demonstrate these skills:
You understand the story.
You can support your position with
details from the story.
Your supports are accurate.
Summary
Somewhere near the beginning of the
essay, you need to include a very brief summary of the story. This is used to focus the reader and provide
a context for your discussion. Give just
enough to get the discussion started.
Thursday, December 12, 2013
Why does the author of Flowers include the story of The Fall from the Bible?
The outline for the essay cannot be due by tomorrow. I am trying to get all classes to a jumping off point. What I mean is, I want to have taught them the skills they need to examine the piece. Sections 2 and 3 are basically there. Section 1 will be there after today. Tomorrow we will work on the outlines.
As far as vocab, we will probably just do the review unit next week and unit 7 after the break.
Today:
In sections 2 and 3 we studied "The Fall" from Genesis in the Bible. In the story Flowers for Algernon, there is a character who says that Charlie's intelligence growth is not natural, and she tells him about the story of Adam and Eve being cast out from the Garden of Eden. Common Core Standard CC.8.R.L.9 asks students to analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. I asked the students to think about why the author included this story from the Bible. There is a parallel between Charlie's quest for knowledge and the serpent convincing Eve that knowledge is good. We had, what I thought, was an academic study of the Bible story. I told the students that the more they read literature from history, the more they will encounter allusions to the Bible. There are certain stories they must be aware of. In fact, when we read the part about the snake biting the heal, some students noted that we just read about that in The Cask of Amontillado. That image was on the Montresor family crest. Allusion to this story and evil, or just a common idea that stepping on a snake wrong can result in death?
As far as vocab, we will probably just do the review unit next week and unit 7 after the break.
Today:
In sections 2 and 3 we studied "The Fall" from Genesis in the Bible. In the story Flowers for Algernon, there is a character who says that Charlie's intelligence growth is not natural, and she tells him about the story of Adam and Eve being cast out from the Garden of Eden. Common Core Standard CC.8.R.L.9 asks students to analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. I asked the students to think about why the author included this story from the Bible. There is a parallel between Charlie's quest for knowledge and the serpent convincing Eve that knowledge is good. We had, what I thought, was an academic study of the Bible story. I told the students that the more they read literature from history, the more they will encounter allusions to the Bible. There are certain stories they must be aware of. In fact, when we read the part about the snake biting the heal, some students noted that we just read about that in The Cask of Amontillado. That image was on the Montresor family crest. Allusion to this story and evil, or just a common idea that stepping on a snake wrong can result in death?
(We did not get into theological discussions of man or woman or who or what created earth. The focus was on how Charlie's situation is similar to the Bible story. The students did notice how human Adam and Eve were in the story. How could they resist eating from the tree? They also did not take responsibility blaming others.)
Here is the passage we read from the Bible in class. (NIV version)
Adam and Eve and the Tree of Knowledge
15 The Lord God took the man and put him
in the Garden of Eden to work it and take care of it. 16 And
the Lord God commanded the man, “You are free to eat from any tree in the
garden; 17 but you must not eat from the
tree of the knowledge of good and evil, for when you eat from it you will
certainly die.”
The
Fall
3 Now the serpent was more crafty than any of the
wild animals the Lord God had
made. He said to the woman, “Did God really say, ‘You must not eat from any
tree in the garden’?”
2 The woman said to the serpent, “We may
eat fruit from the trees in the garden, 3 but God did say, ‘You
must not eat fruit from the tree that is in the middle of the garden, and you
must not touch it, or you will die.’”
4 “You will not certainly die,” the
serpent said to the woman. 5 “For God knows that when you eat
from it your eyes will be opened, and you will be like God, knowing good and
evil.”
6 When the woman saw that the fruit of
the tree was good for food and pleasing to the eye, and also desirable for
gaining wisdom, she took some and ate it. She also gave some to her husband,
who was with her, and he ate it. 7 Then the eyes of both of
them were opened, and they realized they were naked; so they sewed fig leaves
together and made coverings for themselves.
8 Then the man and his wife heard the
sound of the Lord God as he was
walking in the garden in the cool of the day, and they hid from the Lord God among the trees of the garden. 9 But
the Lord God called to the man,
“Where are you?”
10 He answered, “I heard you in the
garden, and I was afraid because I was naked; so I hid.”
11 And he said, “Who told you that you
were naked? Have you eaten from the tree that I commanded you not to eat from?”
12 The man said, “The woman you put here
with me—she gave me some fruit from the tree, and I ate it.”
13 Then the Lord God said to the woman, “What is this you have done?”
The woman said, “The serpent deceived me, and I ate.”
14 So the Lord
God said to the serpent, “Because you have done this,
“Cursed are you above all livestock
and all wild animals!
You will crawl on your belly
and you will eat dust
all the days of your life. 15 And I will put enmity
between you and the woman,
and between your offspring[a] and hers;
he will crush[b] your head,
and you will strike his heel.”
and all wild animals!
You will crawl on your belly
and you will eat dust
all the days of your life. 15 And I will put enmity
between you and the woman,
and between your offspring[a] and hers;
he will crush[b] your head,
and you will strike his heel.”
16 To the woman he said,
“I will make your pains in childbearing very severe;
with painful labor you will give birth to children.
Your desire will be for your husband,
and he will rule over you.”
with painful labor you will give birth to children.
Your desire will be for your husband,
and he will rule over you.”
17 To Adam he said, “Because you listened
to your wife and ate fruit from the tree about which I commanded you, ‘You must
not eat from it,’
“Cursed is the ground because of you;
through painful toil you will eat food from it
all the days of your life. 18 It will produce thorns and thistles for you,
and you will eat the plants of the field. 19 By the sweat of your brow
you will eat your food
until you return to the ground,
since from it you were taken;
for dust you are
and to dust you will return.”
through painful toil you will eat food from it
all the days of your life. 18 It will produce thorns and thistles for you,
and you will eat the plants of the field. 19 By the sweat of your brow
you will eat your food
until you return to the ground,
since from it you were taken;
for dust you are
and to dust you will return.”
Sunday, December 08, 2013
I updated HAC, and interims are submitted.
I entered a formative grade today. It is a combination of assignments we did over the last month. That may sound like a bad teacher, but I was planning on using the activities for my own data on inferencing. But as I become used to the formatives and summatives, I realize that the skills assessed in the activities were formative to the summative assignments. I only took the average of the assignments. If one was missing, it was missing, so I skipped it in the average. If you want to know the exact scores, e-mail me. I can send you the data in my spreadsheet.
(I found this image today. It is the epitome of middle school, and maybe life in general.)
(I found this image today. It is the epitome of middle school, and maybe life in general.)
Saturday, December 07, 2013
We just had a winner of the Wizcabulary Contest
Siddarth G. just completed the 3200 correct questions to earn 100 trophies. He wins a $15 iTunes card.
Unless she falls asleep, Rebecca L. Should take second place winning a $10 iTunes gift card.
Third place is only has 56 with the next highest at 26. I am going to bed! :)
Unless she falls asleep, Rebecca L. Should take second place winning a $10 iTunes gift card.
Third place is only has 56 with the next highest at 26. I am going to bed! :)
Wizcabulary Contest Updates
If I did this correctly, you should be able to come to this blog page and the chart will update as I update the chart on my end. Experimenting.
Friday, December 06, 2013
Wizcabulary iTunes Contest Updates
As I have time, I will update this Google document. I received 54 e-mails so far this afternoon.
Maybe you should wear your magical hats you made in math class! (This is why I love middle school!)


The goal is 100. When that is reached, we will wait for the next 100 trophy winner.
I will not send blog updates all weekend. See the link above for updates. I know you don't need me to blow up your e-mail.
| Section | Initials | Trophies |
| 3 | SG | 25 |
| 3 | SK | 17 |
| 3 | RL | 14 |
| 3 | EH | 12 |
| 3 | JK | 11 |
| 3 | ER | 9 |
| 2 | IC | 6 |
| 3 | MV | 6 |
| 3 | VV | 4 |
| 3 | TW | 3 |
| 2 | KM | 2 |
| 2 | LM | 2 |
| 2 | YX | 2 |
| 2 | CA | 1 |
| 3 | RA | 1 |
| 3 | EB | 1 |
| 2 | NB | 1 |
| 3 | AM | 1 |
| 2 | KN | 1 |
| 3 | NS | 1 |
| 2 | YS | 1 |
| 3 | EW | 1 |
| 2 | AYE | 1 |
| 2 | AYO | 1 |
| 2 | JZ | 1 |
The Wizcabulary iTunes Challenge
The first student to reach 100 trophies in Wizcabulary will win a $15 iTunes gift card.
Second place will win a $10 card, and third, a $5 gift card.
It's actually a pretty time consuming challenge.
8 correct answers = a ribbon
4 ribbons = a trophy
That is 3600 correct answers. Wrong answers lose points.
However, the words do repeat: retention through repetition.
Every time a student achieves a trophy, I get an e-mail. (This is going to keep me busy.)
Vocabulary is important for the SAT's.
* If you are not sure if I am getting the scores, you can shoot me a quick e-mail: MrBoZHB@gmail.com If I am not seeing your trophies, make a new account, add a 1 to the end of your name, enter my e-mail, and BE SURE TO USE THE PULL DOWN OPTION THAT I AM A PARENT.
Here are the results I have as of 11:30 A.M. Friday morning. I will update the blog over the weekend.
| Section | Initials | Trophies |
| 3 | SG | 19 |
| 3 | EH | 7 |
| 3 | SK | 5 |
| 3 | JK | 5 |
| 2 | IC | 4 |
| 3 | MV | 4 |
| 3 | RL | 4 |
| 3 | VV | 4 |
| 2 | KM | 2 |
| 2 | LM | 2 |
| 2 | YX | 2 |
| 2 | CA | 1 |
| 3 | RA | 1 |
| 3 | EB | 1 |
| 2 | NB | 1 |
| 3 | AM | 1 |
| 2 | KN | 1 |
| 3 | ER | 1 |
| 2 | YS | 1 |
| 3 | EW | 1 |
| 2 | AYE | 1 |
| 2 | AYO | 1 |
| 2 | JZ | 1 |
Thursday, December 05, 2013
Siddarth, keep up the good work! (He has earned 14 trophies on Wizcabulary!)
Siddarth has earned 14 trophies so far today.
He has earned $4.64 for GIFT: Graph It Forward Today (GIFT) is a 501 (c) (3) not-for-profit organization. GIFT is committed to creating equal educational opportunities by providing free test prep and graphing calculators to disadvantaged, college-bound students.
Please see the previous post about Wizcabulary.
He has earned $4.64 for GIFT: Graph It Forward Today (GIFT) is a 501 (c) (3) not-for-profit organization. GIFT is committed to creating equal educational opportunities by providing free test prep and graphing calculators to disadvantaged, college-bound students.
Please see the previous post about Wizcabulary.
Wizcabulary- vocabulary practice for charity.
I found a really cool site!
The site is called Wizcabulary. Not only is it a site to help students practice vocabulary, for every question answered correctly, the company donates money to an organization that buys graphing calculators for students who cannot afford them! As a result of my three classes working on this site, our classes contributed almost $25.
I had the students set up accounts using their Achieve login information. I had them enter my Google e-mail address as the parent address. The parent address is used so a parent can incentivise his/her child's usage. For example, when the child earns three trophies, an e-mail will be sent alerting the parent. Maybe the child gets a reward of some sort. I am going to make a display in the room with the highest achievers. Try it out. See you you do. (I challenged my 16 year-old daughter. If she gets five trophies, I will give her $10. It is work, but this is studying that will pay off.)
Oh, there was plenty of giggling in class. I do teach middle school children. Let me explain. As you earn points, the yellow dude you see in the picture gets clothes. If you get one wrong, he loses one piece. That would not be my choice of how to represent achievements, but it is what it is. Why not earn coins or flowers or... anything other than clothes? I told them to think of him as wearing long-johns.
The site is called Wizcabulary. Not only is it a site to help students practice vocabulary, for every question answered correctly, the company donates money to an organization that buys graphing calculators for students who cannot afford them! As a result of my three classes working on this site, our classes contributed almost $25.
I had the students set up accounts using their Achieve login information. I had them enter my Google e-mail address as the parent address. The parent address is used so a parent can incentivise his/her child's usage. For example, when the child earns three trophies, an e-mail will be sent alerting the parent. Maybe the child gets a reward of some sort. I am going to make a display in the room with the highest achievers. Try it out. See you you do. (I challenged my 16 year-old daughter. If she gets five trophies, I will give her $10. It is work, but this is studying that will pay off.)
Oh, there was plenty of giggling in class. I do teach middle school children. Let me explain. As you earn points, the yellow dude you see in the picture gets clothes. If you get one wrong, he loses one piece. That would not be my choice of how to represent achievements, but it is what it is. Why not earn coins or flowers or... anything other than clothes? I told them to think of him as wearing long-johns.
Are you good at completing mazes?
I have explained the due dates and gave links to the assignments in previous posts.
Mazes
In the story Flowers for Algernon, the main character (Charlie) tries to beat a mouse through a maze. In the beginning of the story, because he has a low IQ and has not had the operation, he cannot beat the mouse. I gave the students three mazes. The first two are easy, but the third is hard. I wanted them to feel like Charlie does. He is overwhelmed by the complexity of the task. Below are the winners from my three classes.
Mazes
In the story Flowers for Algernon, the main character (Charlie) tries to beat a mouse through a maze. In the beginning of the story, because he has a low IQ and has not had the operation, he cannot beat the mouse. I gave the students three mazes. The first two are easy, but the third is hard. I wanted them to feel like Charlie does. He is overwhelmed by the complexity of the task. Below are the winners from my three classes.
Monday, December 02, 2013
Flowers for Algernon Project and Resources
Homework
All sections have pictionaries for unit 6.
Flowers for Algernon
Today we started a three-week project. I have put some resources online because students MUST work on this project at home.
I was hoping students could use their online books, but apparently, they cannot. :( Therefore, I found a text version online and made it a pdf. Please download and read using Adobe Reader or whatever you use. I assume it is close enough to the version we use.
I also posted the packet that I gave the students. As I explained in class, the packet is to be used as brainstorming for the essay. The essay topics can be found on the first page.
Calendar for December
I updated the calendar on my website. All due dates have been reviewed with the students today.
Poe Essay (Sections 2 & 3)
I reviewed an example of a paper that "exceeds." If you are interested, you can read it. See below. See the other day's post about how I scored the papers.
All sections have pictionaries for unit 6.
Flowers for Algernon
Today we started a three-week project. I have put some resources online because students MUST work on this project at home.
I was hoping students could use their online books, but apparently, they cannot. :( Therefore, I found a text version online and made it a pdf. Please download and read using Adobe Reader or whatever you use. I assume it is close enough to the version we use.
I also posted the packet that I gave the students. As I explained in class, the packet is to be used as brainstorming for the essay. The essay topics can be found on the first page.
Calendar for December
I updated the calendar on my website. All due dates have been reviewed with the students today.
Poe Essay (Sections 2 & 3)
I reviewed an example of a paper that "exceeds." If you are interested, you can read it. See below. See the other day's post about how I scored the papers.
Sunday, December 01, 2013
Sections 2 and 3: The Poe Analysis essays are scored and in HAC
Explanation for the Poe essay scores 2013
A critical analysis of a piece of literature should most
importantly analyze the story/stories focusing on a clear position. For these essays, most students examined how
the narrators of the stories were reliable or unreliable. Therefore, the piece should, in an organized
manner, clearly explain, with multiple examples from the text, their reasons
why they think Poe’s narrators are reliable or unreliable. The essay can include some summary to
establish a context for discussion, but the main focus of the essay should be
analysis, and the tone of that analysis is formal. Finally, there should be very few errors
because errors cause a reader to lose focus on the information being presented.
I divided the essays into four levels: Exceeds, Meets, Approaching, and Below.
Essays that Meet or
Exceed exhibit the expectations I explained above. The papers that Exceed do this in a way that is intelligent and easy to read. The papers that Meet the expectations do these in an organized manner.
Essays that are
Approaching do just that. Some
papers were a little light on proving with examples. Some did not have good introductions or
transitions to make the piece cohesive.
These papers have the basic idea, but they are not the quality required
of a proper analysis. With some improvements, they would Meet
the requirements.
Essays that are Below
do not meet the requirements of an analysis.
These papers were short or contained too much summary. They could have wandered through topics but
did not really prove a specific point.
These are not terrible papers. However, these students must improve their
analysis skills over the course of this year.
My goal for Sections 2 and 3 is to continually require them
to analyze, organize, and write. These
are the skills required for Common Core and for AP classes in high school.
The Below papers are
not C papers… yet. I am not ready to
grade quite that strict.
|
Exceeds
|
100
|
|
Meets
|
95
|
|
Approaching
|
85
|
|
Below
|
80
|
Friday, November 22, 2013
The students made excellent progress today on Achieve!
Any students in section 3, it would be great if you could double check your activities and make sure that you have completed steps 1, 3, and 4. Maybe you could even go back in and hit save at the botton of each article to complete step 2.
Section 2, there are two students who must complete the articles. You know who you are. Please step up. We need you. :)
Apparently the 100 points did not factor into our contest. However, it does help the students' points, and mine. Thank you to those who did it.
Hopefully I will know by Monday if we won!
Have a good weekend.
| Rank | Class Name | % Completed 6 Articles | Average Points |
| 1 | (8112-21) 9 Students | 100 | 18.4444 |
| 2 | Section 3 | 97 | 32.7 |
| 3 | (7113-2) | 94 | 25.9677 |
| 4 | (7113-3) | 93 | 42.2667 |
| 5 | Section 2 | 93 | 27.6 |
| 6 | (7112-2) | 87 | 26.3478 |
| 7 | (7113-1) | 86 | 36.2143 |
| 8 | (6113-2) | 84 | 19.5938 |
| 9 | Section 1 | 84 | 16 |
| 10 | 83 | 11.3333 | |
| 11 | 76 | 15.56 | |
| 12 | 74 | 17.4211 | |
| 13 | 73 | 17.4848 | |
| 14 | 67 | 15 | |
| 15 | 66 | 29.1563 | |
| 16 | 64 | 16.8636 | |
| 17 | 63 | 11.6667 | |
| 18 | 63 | 15.1667 | |
| 19 | 62 | 9.8462 | |
| 20 | 61 | 16.1429 | |
| 21 | 58 | 12.2917 | |
| 22 | 57 | 9.6957 | |
| 23 | 50 | 10.8 | |
| 24 | 50 | 10.125 | |
| 25 | 40 | 9 | |
| 26 | 40 | 7 | |
| 27 | 29 | 11.4194 | |
| 28 | 25 | 11 | |
| 29 | 20 | 5.2 | |
| 30 | 20 | 5.8 | |
| 31 | 17 | 4.9655 | |
| 32 | 17 | 3.4333 | |
| 33 | 16 | 7.5161 | |
| 34 | 14 | 7.2143 | |
| 35 | 14 | 5.7586 | |
| 36 | 14 | 3.1364 | |
| 37 | 13 | 7.4583 | |
| 38 | 11 | 3.4444 | |
| 39 | 0 | 2.625 | |
| 40 | 0 | 0.375 | |
| 41 | 0 | 1.0645 | |
| 42 | 0 | 0 | |
| 43 | 0 | 4.5172 |
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