Outside of the Liberty, Othiteka walked across the gangplank, he lift the welcome mat, picked up the house key, unlocked the door, and he stepped inside. 

Othiteka: Anarka? *He put the box down, put the key back under the mat, and closed the front door. * Hmm. I thought she would still be home. Anarka?

Anarka: I'm coming, lad. *She walks down from the upper deck and she sees a box on the floor. * You're done with work?

Othiteka: Yep. We weren't very busy at the cinema.

Anarka: Okay. Well since you're home, shall we go shopping for party food?

Othiteka: Sure.

Anarka: But first, what's in the box? 

Othiteka: Oh. I found it by the dumpster. Someone just threw out... these. *He opened the box lid, Anarka looked inside the box, and saw five kittens inside. *

Anarka: Oh my word. Kittens. Who would ever throw them out?

Othiteka: Guess someone who's not much of a cat person. *Anarka picked up the orange fur kitten, gently rubbed its head, and the kitten meowed and purred. * 

Anarka: I'm sure these little ones can stay for a while. Until they're suitable to be taken to a good home. Given a week or so.

Othiteka: I agree with you on that one. So, are you ready?

Anarka: I got the list and some money. The kids should be out of school by the time we're done with shopping.

Othiteka: Let's hope so. *They leave the Houseboat and head to the grocery class. Outside of the bakery, Luca holds a bag of croissants for him and Helen. *

Luca: Here's your croissant, sis.

Helen: (taking one croissant) Thanks. *She takes a bite of the croissant. * Mm. So good.

Luca: (eating the croissant) The bakery's croissants are always fresh. 

Helen: I have to help mom out at home.

Luca: She still want us to come over for dinner tonight?

Helen: Yeah, it's been a while since we did that. *She eats the other half of her croissant. * 

Luca: Wonder what we'll have. *They both start walking together. *

Helen: I hope we'll have her delicious chicken Alfredo.

Luca: Or maybe her beef lasagna and her cucumber salad.

Helen: Whatever it is, mom's cooking is always the best. 

At College Francoise DuPont, in Mrs. Howards' English class, Mrs. Howards talks about the part of speech topic: adjectives, preposition, and conjunction. 

Mrs. Howards: We shall continue with our parts of speech, we already covered Nouns, Verbs, and pronouns. Today we will cover the Adjective, Preposition, and Conjunction. Adjective is a word or phrase naming an attribute, added to or grammatically related to a noun to modify or describe it. Adjectives are words that describe the qualities or states of being of nouns like... *She writes down the examples for adjective. * Words like enormous, doglike, silly, yellow, fun, fast are adjectives. *Nicole raised her hand. * Yes, Nicole?

Nicole: So adjective is describing something or someone?

Mrs. Howards: That's right. I'll show you all a sentence on what I'm talking about. *She holds a chalk and writes down a sentence of an adjective. * 'They live in a beautiful house.' Since adjective is describing something or someone, who can point out the Adjective? *Nino raised his hand. * Nino?

Nino: The Adjective is beautiful.

Mrs. Howards: That's correct. The adjective is beautiful because why?

Nino: It describes a house.

Mrs. Howards: Yes, it describes how beautiful the house is. Do you all get it? *Some answered yes to Mrs. Howards. * Good. Let's do another sentence. *She writes down another adjective sentence. * Okay, now this sentence: There is little time for preparation. Who can point out an adjective? *A few students raised their hands. * Hmm... Ivan?

Ivan: Little.

Mrs. Howards: That's right. Little is the adjective. Why is little an adjective?

Ivan: Because it describes the time for preparation. 

Mrs. Howards: That's correct. Now one more before I let you all do some on your own. *She writes down the third example. * Okay. Ashutosh bought her a beautiful saree on their anniversary. Who can find an adjective in this sentence? *Leon raised his hand. * Leon?

Leon: The adjective is beautiful.

Mrs. Howards: That's correct. Beautiful is an adjective. Why is the adjective, Leon?

Leon: Because it described the saree Ashutish bought.

Mrs. Howards: That's correct. You all get adjective? *Everyone answered yes to. her. * Good. Now, I'm gonna write up to five sentences for you all to do. Let's see if you all can do this on your own and then we can go over them together. *She gets a chalk, write down five sentences, and everyone starts writing them down then start finding the adjectives. * 

In Mr. Scott's classroom, Mr. Scott went through a music lecture on sound. 

Mr. Scott: Okay, my young pupils. Today we will learn why do notes sound good. Why do notes sound good? *A few don't know, Kyanna raised her hand. * Yes, Kyanna?

Kyanna: Is it because every note's frequency matches up well with every other note's frequencies?

Mr. Scott: That's right. The amplitude of each frequency which is excited will be proportional to the coefficient in the Fourier decomposition. In this lecture we will start to understand how different frequencies combine to produce music. I want you all to get out your textbooks and turn to page 16. *Everyone get out their textbooks and turned to page 16. * Now, In the first section "playing notes" of the notebook, you can listen to a pure frequency (C4 = middle C = 261 Hz). It sounds pleasant, but not particularly interesting. Now play the "square wave" version of middle C – you should notice that it sounds somewhat tinny and unpleasant. These are the same notes, but different sounds. Why do they sound different? One way to understand the difference is to compare the Fourier decomposition of the sine wave and the square wave. Take a good look at the difference between the two. 

Matt: Huh. They look different.

Mr. Scott: That's right, Matt. They do look different. For both the sine wave and the square wave, the dominant mode is the fundamental. However, the square wave has lots of other modes which make the note sound less pure. One way to understand why the square wave sounds worse is that it has many high frequency notes with significant amplitude. It is hard for our brains to process all these high frequency notes, so we find it jarring. In fact, if all frequencies are present at once we get so-called white noise. White noise is perhaps as unmusical as you can get.

Gina: That's something my mom used on Mina and Tina when they were babies.

Mr. Scott: Yes, the white noise is a random signal having equal intensity at different frequencies, giving it a constant power spectral density. I would like a volunteer to play a note. Who would like to play a note? *Luka raised his hand. * Okay, Luka. *Luka stands up, Mr. Scott hands him a guitar, and Luka holds it. * Mr. Couffaine, I would like you to play the 250 Hz and 270 Hz notes at the same time.

Luka: Okay. *Luka plays the note on his guitar. *

Mr. Scott: Hear his frequency on how he played the guitar? *Some answered yes to him. * And it doesn't sound great. Why?

Taylor: (raised her hand) It doesn't.

Mr. Scott: Why?

Taylor: It's Dissonance.

Mr. Scott: That's correct. Thank you, Luka. 

Luka: You're welcome. *He put the guitar down and walked back to his seat. *

Mr. Scott: On one point. This is the sum of those two notes that oscillates at 10 Hz and at 260 Hz. The 10 Hz oscillation (which we hear as a 20 Hz beat frequency) is jarring – your mind tries to process it consciously. Frequencies as high as 260 Hz do not have this effect. Thus there seem to be two reasons sounds appear unmusical: Too many frequencies are present for once and Beating occurs at frequencies we can consciously process. Now, let's continue.

Matt: (head down) 'So boring.' *In Ms. Maxwell's classroom, her class was talking about a book called To Kill a Mockingbird, she reads chapter 1, and everyone reads the book too. Once she and everyone else read chapter 1, she set up questions only regarding chapter 1 only, and she faced the class too. *

Ms. Maxwell: Well, everyone. I hope you all read and pay attention to chapter 1 of To Kill a Mockingbird, because I have some questions that I would like you all to answer on your own. Plus, I'll grade them and hand them back to you all on Monday- to see if you paid attention to the chapter. 

Mariah: (rolled her eyes) 'Typical.'

Ms. Maxwell: I'll give you all until the end of class to get started on the questions. *She sits at her desk, grades some papers from her previous class  while the whole class starts answering the questions. * 

Travis: 'Hmm. Who is the narrator of the novel? What type of narration is used?' *He starts writing his answer down. Zoe erased her second answer and looked back at the book. *

Zoe: 'Oh, Scout is the narrator of the story. The type of narration used is the 1st person perspective.' *She writes down the response to the first question. *

Ms. Maxwell: You know, you all can work together on this assignment. *A few sighed with relief and they went to their partner and worked on the assignment together. Owen looked at Zoe, who he was sitting next to. *

Owen: Hey, Zoe.

Zoe: Hmm? *She turned and looked at Owen. * Ye-yes?

Owen: Do you wanna work together on this assignment?

Zoe: Oh, uh... s-sure. Hehe.

Owen: Okay. You got number 1?

Zoe: Yeah. It's Scout who is the narrator of the story and the type of narration used is the first person perspective. 

Owen: I got the first part, but not the second part. Thanks. *He writes down the second answer to the first question. * Now, number 2. The narrator begins her story by giving the reader some background information. What does the narrator reveal about her family history in the first several pages? What do you think?

Zoe: (opening the book) Um... *She reads over chapter 1. * She has an ancestor named Simon. He had settled in Alabama and he didn't have a lot of money.

Owen: That's right. She does have an ancestor. *They both write down the answer to number 2. *

Zoe: 'First we talked and now we're working together on an assignment. If we do a project together, I hope we partner up.' *They both keep working on the assignment together. *

In the Library, Bridgette's there because she has a free period, she works on her two homework assignments: biology and pre-algebra. She works on biology first, while listening to 4*Town on her MP3 player. 

Bridgette: 'How do flowering plants reproduce asexually?' Hmm, how do flowering plants reproduce asexually? *She looked through her textbook on the chapter she's currently studying. * Here it is. Many plants reproduce asexually as well as sexually. In asexual reproduction, part of the parent plant is used to generate a new plant. *She writes down her answer and moves onto the next question. * Good thing I only got two questions left since I did almost all 10 questions in class. *Soon, her phone buzzed quietly, Bridgette paused her music, put her pen down, and saw who was calling her. * Felix? *She answered the phone and talked through it. * Hello?

Felix: (on the phone) Hey, Bridgette. I'm not disturbing you in school, am I?

Bridgette: (through the phone) No, just doing homework, saves me the energy to do it at home. Plus, it's my free period.

Felix: (on the phone) Oh. I disturbed you then. Call me when you're done with school.

Bridgette: (On the phone-writing in her notebook) No, you didn't disturb me or anything. So, why did you call?

Felix: (on the phone) Oh, uh... I was wondering if you have any plans this weekend because I want to take you out.

Bridgette: (through the phone) It depends on what day. I'm probably buying this weekend, you know with Juleka's birthday and me and my family going to a wedding this weekend.

Felix: (on the phone) Oh, right. Forgot your family owns a family and you and your siblings sometimes help out.

Bridgette: (on the phone-flipping through the pages in her textbook) Only from the summer. Since we're back in school, we'll only help out during the weekends and then during the Holidays.

Felix: (on the phone) I see. Hmm. So, let me know if you're free or anything.

Bridgette: (through the phone) I'll keep that in mind. Bye.

Felix: (On the phone) Bye. *He pressed the end call button, he then scrolled through his gallery, and went through a bunch of pictures of him and Bridgette, looking happy. He sighed. * 'I miss these moments. I know we just got back together over the summer, but why do I feel like I'm not good enough for her? What can I do to prove it to her? I need some help sorting out my feelings for her. But who can help? ' *He thinks about it while looking through his gallery. Back at the Saint-Jacques Public Elementary school, Ms. Myers collected the assignments from their magnet experiment, put them together, and place them on her desk. *

Ms. Myers: From the looks of your magnet assignment, you're all understanding what attract and repel is. 

Timmy: That was easy to know. 

Ms. Myers: We got only 5 minutes until school's over, why don't I discuss with you all on what's coming up this weekend.

Erika: Yeah, Ms. Lingo's wedding is this Sunday.

Leah: And she invited us to her wedding too.

Ms. Myers: Yeah, she told me and the other teachers about her wedding coming up. I hope to see you all at the wedding on Sunday. *Some kids were murmuring and talking about how the wedding will turn out. * Yes, yes, yes. I know you're all excited about the wedding. But we'll get to that moment another time. *Soon, the school bell rang. * Oh, that's it for today. Hopefully to see you all at the wedding this Sunday. Gather your stuff and have a good day. *They all stand up, gather their stuff in their backpacks, then leave the classroom, and head outside. Outside of the school, a few kids head to their parents, Timmy looks around, and he sees his dad. *

Tom: Hey, Timmy.

Timmy: Hi, dad. *They both hugged and they walked home together. * 

Tom: How was your day?

Timmy: It was good. Ms. Myers was talking us about Ms. Lingo's wedding this Sunday.

Tom: Really?

Timmy: Yeah. The whole class is going to her wedding.

Tom: That sounds nice. If we're not too busy on Sunday, we can all go to her wedding.

Timmy: Okay. *They keep walking home together. * 

At the Firemen - Rescue Center de Sevigne, a girl named Skye walked inside with her filled out job application.