Albrecht's Update

Field Trip to Burns Bog by: Nicholas

2008-07-17T17:10:00.001-07:00

On May 9th/2008, Div.4 went on a field trip to Burns Bog (as a gift from Tanner's parents).

First, we took a school bus from Willoughby to Burns Bog in Delta. On the bus we played a game called “Stop-Go” that Mrs. Albrecht likes to play (she catches everyone).

When we got to Burns Bog, a tour guide lady guided us around the Bog and we saw some “interesting” plants (well, to me). One plant called “Sphagnum” definitely deserved to be called the “King of the Bog” .

When we came back to Willoughby, I thought that the day was fun BUT. Ms. Bublitz made us do a whole “Burns Bog Activity Booklet” .

*And, kindly, Devon’s mom gave us a chocolate cookie each.

Aside from the work packet, the trip was great.

Dancing by Peter Kacz

2008-07-17T17:04:00.000-07:00

We did dancing in P.E. a few weeks ago. We had to learn hip hop, line dancing and we had to make up our own. David and I made up a weird dance that consisted of 24 beats and 4 moves (try and follow that one!).

David and I used different moves in our dance and so did everyone else in the class. There were some great (and hilarious) dances. Everybody in the class got into groups and created some kind of dance.

Ms.Bublitz taught us specific moves like the 'grape vine' and she taught us whole dances like The Men In Black dance.

We did a lot of dances in P.E. with Ms.Bublitz during April and May.

Birds attack! By Gavin Gill

2008-07-17T17:01:00.000-07:00

On a warm sunny day in May we were marking our math (from the day before), when two birds flew into the classroom. Their names were Molly and Joe, although there have been some heated disputes over the names.

Ms.Bublitz (our student teacher) ran out of the class and Tanner jumped under a desk. Please note, Ms. Bublitz’s pathological fear of birds had her disregard the safety of the entire class; she forgot we were even there!

Neil was screaming his head off and in the melee, I kicked my whole desk over.

We all ran screaming into the hallway at which time Mrs. Albrecht appeared. She told us to go back into the classroom while she tried to shoo the birds out the door. They (the birds) were not having any of it.

We all went outside with Ms. Bublitz and walked/ ran while Mr.Harrington came and tried to get Molly and Joe out. After one hour we went to the library and after recess we got to go back inside because Molly and Joe were gone.

Published By: Gavin Gill also known as G doc in the hood

Last Post of The Year

2008-06-23T22:38:00.000-07:00

Sports Day at Willoughby Elementary By: Peter Kwon

Today was the day everyone was waiting for - everyone was so excited to start Sports Day. I heard people cheering for Yellow, Orange, Red, and Green House colours. There were also some parents here, cheering for their children. Teachers were also having fun watching their students compete.

There were many fun games such as hockey, carrying a wiffle ball on a badminton racket, carrying a potato on a spoon, pulling a big rubber ball with a hoop, and carrying a tray that has a dish, a cup, a fork, a spoon, and a knife.

As the time passed by, the order of 4 colours began to change, but not Yellow. Yellow always stayed in the first place position, followed by Orange, Green, and then Red.

Finally it is the time for the Grade Seven chariot race and grade groupings’ tug of wars! Red came in the first place, wearing red clothes and hats. Green came in second with their ‘bee’ costumes. Yellow came in third and Orange came in last because their chariot broke down.

During the tug of wars, it was very funny when one team could not handle the other team’s strength and every one of them fell backwards and forwards. As I remember, Orange won most of the tug o wars.

Then it was time to finish our wonderful Sports Day. Now, we need some drum rolls! First, Red came in last. Green was third. Who is the first place? Yellow or Orange? And the second place was… Orange! So that means Yellow came in the first place! Congratulations, Yellow!

Track and Field By: Harry

At Willoughby, students tried out for track and field by running a preliminary race. The top students were chosen to represent our school.

My name is Harry and I was chosen to compete after I won the 200 meter trial race. I went to the track meet, on May 28th, and participated in the 100 meter, 200 meter and the relay race.

I thought Willoughby was going to do great, but it was harder than I thought. I was disappointed that I got 6th place (out of 8) in the 200 meter.

One of the students Harry competed against ran like Naruto – he finished the race in like 20 seconds.

I was so upset, I missed the 100 meter race. Then I realized, I can do this! I ran my hardest during the relay race. Although I didn’t win, I think I did my best and I ran as fast as I could.

I think the Track Meet was awesome. I also think that doing your best is better than the final outcome..

Photography Analysis by Brianna

During the last two weeks we have been studying photography angles. We now know ten different angles. To start off learning the angles, we found magazine pictures that used the angles, cut the photographs out and labeled them.

Afterwards, we brought digital cameras and went outside (during designated times of the day) to take pictures. The picture taking could take you all over the school ground from the far back field to the doorway of our classroom.

I think we all had a wonderful time studying photography.

Our End of the Year Trip to Playland By. Mike. C

Where do I start? Well, Playland was awesome. We went with Mrs. Sofiak’s class. Everyone had fun but I think we didn’t stay long enough. We got wet, we got hyper, and some of us got sick.

The Playland trip was planned in April, and we all complained it would be forever before we go to Playland. But soon enough, I was exclaiming to Mrs. Albrecht, “How did the time pass so fast?” Mrs. Albrecht replied, “I don’t know. I really don’t know.”

Once we arrived at Playland we were already hyper. After we got in it was nothing like you’ve seen before. (Parents, you have never seen your kids this excited, trust me.)

Each group had parent supervisors and they even went on some of the rides. They looked like they were kids again.

I’m not saying that Mrs. Albrecht exaggerated, but she figured there would be hardly any schools there. But guess what? There were a lot of high school and elementary school students there. Although the lines were really long, it was still worth it. Some of the rides carried a lot of people so we didn’t have to wait a long time in line.

From my point of view, I think the roller coasters were the best. For any adults who don’t know what roller coasters are, ask your kids - they probably know all about it.

All I have to say is that we had a tremendous time at Playland.

Good-bye Ms.Bublitz By: Eric C.

Wow, where should I start? So much has happened since Valentine’s Day but this article is only about Ms.Bublitz leaving.

We are really sad to see you leave, Ms.Bublitz. You were great Ms.Bublitz. Every day you came into the class energized and ready to have a good time. We had some great times (especially when the birds flew into the classroom). I can’t believe you left us in the room alone with those birds… way to make sure we’re safe!

Overall, you were a great student teacher and at times it seemed like you were the actual teacher. I think the other student teachers were jealous.

Thank you Ms.Bublitz you were a fun teacher and whatever school gets you is very lucky!

Speeches By: Sean

Mrs.Albrecht assigned two-minute speeches. She gave us two minutes to talk about anything we wanted. A couple of people spoke about their animals, but it wasn’t as easy as it sounds.

Mrs.Albrecht tested us on – eye contact –clarity – loudness – timing, and not reading off sheets.

“The most hard thing was trying to remember what to say” said Eric C.

We got two days to find a topic, and practise at school and at home.

We presented our speeches to the class and my speech was on pandas that I saw at the San Diego Zoo There was a mama panda and a baby panda (they were just imported from Japan). I passed around some pictures that I had taken when I was at the zoo.

Our Last Entries

2008-06-23T22:07:00.000-07:00

Interview With Ms. Kuehn By: Jackie

I decided to interview Mrs. Kuehn for my final class article because she has helped me a lot over the last few years.

Mrs. Kuehn’s favourite day is the first day of school, in September, because she loves her job as an English as a Second Language teacher. She looks forward to teaching new students that the English language is difficult, but not too scary.

Her other favourite day is the end of June, because she enjoys seeing the growth the students have made and she enjoys the beginning of summer weather.

Mrs. Kuehn's favourite food is Hungarian food, as well as dumplings or anything with paprika seasoning. Her other favourite food is Vietnamese food: especially soup, noodles, and dumplings. She also enjoys French cuisine.

Mrs. Kuehn’s favourite singer is Celine Dion because she is a beautiful and talented singer. As well, Mrs. Kuehn admires how Celine overcame many English-speaking obstacles, while learning to sing in English. As a result, Celine is one of the top-charting singers in the entire world. It just goes to show that perseverance pays off,especially when learning a new language.

Some Drama To Look Forward To

2007-12-21T00:24:00.000-08:00

Drama: We finished up our final presentation of first term’s plays. During the first term, the dramatic focus was on delivery - knowing their lines, demonstrating proper vocal modulation and enunciation. During second term, the focus is on vocal delivery and the incorporation of props. The third term will involve vocal delivery, use of props and creativity with costumes.

I have several more areas to delve into, but I will address those (hopefully) over Winter Break.

December, the Month of Giving

2007-12-20T22:50:00.000-08:00

December usually reminds me of all the marking I have to do over the holidays (hence the book pictures) but it also makes the students of my class 'shine' in their generosity.

December has also been a busy month for giving - both in charity and amongst friends. We have several important causes/events to celebrate.

Gift Jars - (December 13th was jar shopping day) The PAC has come up with a wonderful idea for fund-raising. Each child was encouraged to bring a gift themed jar. These jars may contain a ‘bath’ theme, ‘candy’ theme, ‘toy’ theme, ‘sticker and stamp’ theme, ‘coffee and tea’ theme etc.

The class (Mrs. Webber's) who brought the most gift jars, received cookies and milk and the opportunity to go 'jar shopping' first! (Well Done!)

Classes followed in the order of number of jars collected. The class with the second largest submission of jars were chosen to go shopping, and so on, through all of the classrooms. Wow! What a fabulous idea and an amazing set up. The gymnasium was filled with tables offering jars for $5.00, $2.00 and $1.00! Such a great bargain for Christmas shopping and a great idea to raise money for the schools. Already, students were discussing next year's "Jar Sale". I even received a couple of gift jars courtesy of Devon and Eric C., which was very thoughtful. As usual, Willoughby's Parent Advisory Committee presented a unique fundraising idea and made it successful. Kudos to PAC.

A big thank you to Mrs. Chan for coming in and helping our students craft a fabulous gift. Everyone was able to produce a card craft that looked as though it was bought in a gift store (but better). Such a professional touch. I later talked Mrs. Chan into helping out with Mrs. Sofiak's class. Heh! The poor woman was put on the spot! But we all know that Mrs. Chan is an outgoing and amiable woman, so she graciously signed on to present to another class.

Another fundraising drive, Toys for Tots, also went well. Overall, I am pleased with Division Four's charitable and generous nature. I am proud of my students’ willingness to rise to any occasion.

Last, but not least, our students enjoyed a Secret Santa exchange. Unfortunately, I missed the event due to an ill child and the exchange wasn't handled quite the way I would have liked it. One student did not receive her secret Santa gift, but being the ever-so-classy gal, she didn't make a fuss or blow an angry fuse. She wanted to speak to me first before she reacted. As it turned out, her gift had been stored away in my file cabinet for well over a week but my Teacher on Call failed to understand with the note I left. Christmas is a hectic time for everyone, including TOC's, so the misplaced gift is just 'one of those things' that happens to all of us and I am sorry that I wasn't there to sort things out.

As usual, Division Four responded to the girl's situation with charitable generosity; offering to share just-opened Secret Santa gifts with her, and offering to purchase a new Secret Santa gift which they would bring in the next day. Such an amazing group of kind-hearted children. I am proud to know them.

Marissa H. Wins District Poster Contest

2007-12-11T16:41:00.000-08:00

The next couple of entries for Albrecht’s Updates should make up for our recent lack of online activity. Not that Division Four hasn’t been newsworthy - quite the contrary! Between report card assessments, play rehearsals, writing to Canadian soldiers in Kandahar, creative country presentations, Frindle novel study displays, volleyball playoffs, and STOMP recitals, we still managed to share our Anti- Bullying message during November. Division Four has been a veritible ‘hive’ of buzzing activity.

Willoughby Elementary took part in the School District’s Wear Blue on Friday to demonstrate our unity against all forms of bullying. Furthermore, we submitted entries towards a poster contest that visually demonstrated the impact of cyber-bullying. Not only did the students’ drawings make all of us realize how pervasive and threatening cyber-bullying is, but our own Marissa H.’s poster made such an impact that she was a winner of the district wide cyber-bullying poster contest. Her poster will appear in the 2008 Cyber-Bullying Awareness Calendar. Each Winner and Honourable Mention will receive a calendar and Marissa has won her class a Sony cyber-shot digital camera.

The 2008 Calendars will be selling for $5.00 (proceeds to support further Cyber-Bullying Awareness activities). If you are interested in buying a calendar, please contact Sandra Averill: saverill@sd35.bc.ca

Marissa H. was the overall winner from Willoughby Elementary, and some (posters) honourable mentions are:

Andy K. - Willoughby, Rebecca L.- Willoughby Kelsey O. –Willoughby

(Slogans) honourable mentions:

Michelle C-Willoughby

No, I have not forgotten...

2007-11-06T23:59:00.000-08:00

Hello parents, students and readers

I have not forgotten all about Division Four's website. It has been a busy three weeks. Parent-teacher meetings went very well and it was a lot of fun to see how many characteristics and similarities our parents have passed on to our students.

I was hoping to use this site entry to remind parents to feel free to drop by the classroom and check out the Purple Parent Binders. I try to phone parents regularly to inform them how their son/daughter is progressing. Unfortunately, these phone marathons can often take up to three hours. That's where the Purple Binders come in handy. If you are ever wondering if your son or daughter is maintaining his/her homework, behaving appropriately, having classroom issues and/or successes, you need only to look in the binders for your child's name and you will see where I have written my observations.

Again, parents are welcomed into the classroom at any time. If I happen to be in mid-sentence, mid-teaching etc., come on in and have a seat at the back table (that is where the binders are). Division Four's door will always remain open for parents as a strong teacher-parent relationship sends a positive, and reinforcing message to the students. We are partners in education and I look forward to seeing you all, at one time or another, in the classroom.

I have received many articles written by the students to post on this site. Please understand that the articles will appear, I just need to find some extra time to type and post them. They WILL appear... eventually.

Here are some fun Hallowe'en photos from last Wednesday. Such fun costumes! We also had students attend without their costumes and I wanted to share their working-hard-on-Hallowe'en Day images as well. And a big thank you to parents who passed on some treats/goodies for the class to share. The day went really well and I hope the students had a safe and successful (candy accumulation) outing.

Gavin gets a head start on some yummy treats...
Eric is contemplating his candy route for the evening...
Eric P is thanking Gavin for the cupcakes...
Harry is multitasking with treats and seatwork.
Mackenzie is looking ‘devilish’ in her outfit.
All of the girls, including Amy and Altn are just too darn cute to ever be scary enough!
Courtney’s opting to study cupcakes instead of math... I don’t blame her.
Brianna and Tanner are obviously enjoying themselves (judging by those grins).
Michael came dressed as the Rambunctious Division Four Student.
Marissa is helping out with handing out treats...
Sarah and Shaina are probably wishing that every day was as delicious as Hallowe’en in class.
Susan is quietly reflecting on her upcoming candy collection...

Last but not least - who is this new student? Although she looks young enough to be a student, this is actually Division Four's newest addition - Ms. Bubblitz - our teacher in training (from UBC). She will be with us until June of 2008. Welcome Ms. Bubblitz!

Willoughby Elementary’s Annual Corn Roast By: Levi E.

2007-10-19T15:42:00.000-07:00

Every September The P.A.C. (Parents Advisory Council) holds a fun party and barbecue for all the families of Willoughby Elementary. There are a lot of games, food and activities (skipping, scavenger hunt, fire truck hose, hula hoops, etc.) This is an opportunity for new families to the area to meet other families and it is held at the school (inside the gymnasium if it rains.)

While the kids are playing you will see adults chatting with friends and teachers until it’s over. For $1.00 a ticket you can buy chilli, hot dogs, corn on the cob and ice cream.

When the Corn Roast is over, some parents and kids stick around to help clean up. The kids usually plead to stay longer, but in the end the parents win and they all head home.

Come check out the Corn Roast next September.

Albrecht's All Stars - Building Esteem While Tackling Curriculum

2007-10-19T05:05:00.000-07:00

I came up with an idea the other night while I was reading students’ goals, looking through the infamous Parents’ Purple Student Progress Binder, as well as analyzing my grade book.

Whether it be spelling, writing summaries, auditory comprehension, giving a Current Events presentation, math seatwork, creative writing, building islands, putting effort into the school community, or demonstrating empathy when assisting peers, this grade six class is unique in the vast amount of areas students have talent or skill in.

All the classes I have taught, over the years, demonstrate similar attributes, but this year my students’ abilities are more varied with wider ranges.

After, what seemed to be, hours of note taking, I decided to group together like-minded, similarly-talented, skilled students into smaller Working Groups (Albrecht’s All Stars). These groupings will not be required to work together all of the time, however, they may be called upon to perform specific tasks within the classroom or within the school (the groups have been made available to other teachers to call upon).

I did not go into thorough detail about each group’s various talents (I do not want to limit their approach to tasks) but I did give them a brief explanation. An example would be: Group *** you're gifted with seeing the ‘big idea’ or the finished product. You are able to immediately visualize how a task should look when it’s completed (as opposed to a person who may be unsure of, or worried about, what is expected of them.).

Another working group was commended for their advanced story writing abilities. They have the ability to create a story which is detailed, creates a visual and draws the reader into the text.

One working group was celebrated for their verbal ability. The students in this group do not enjoy writing down their lengthy and detailed ideas. Subsequently, these students skip valuable details in order to complete their assignments quickly. This working group would be allowed to present information orally, through video, visuals, drama and/or audio tape. By allowing an alternate presentation, their learned information will remain intact and their contribution to their peers’ learning would be considerable.

At various times throughout the year, I will be calling on specific groups to supplement curriculum based lessons for the entire class. I am hoping that students who struggle with, or feel inadequate in, certain subject areas will learn new techniques by watching and interacting with their peers. Hopefully they will learn new strategies for learning in their problem subject area and ultimately gain confidence

I believe we (especially as youth) are all equally talented. We just need the time, practise, new strategies and learning techniques to experience success which will then build our confidence. in order to build our confidence.

I look forward to seeing these groups interact with, and learn from, e

Oct 16th Update

2007-10-17T01:36:00.000-07:00

What’s this? October is already half way over? I think the Time Bandit has been back at Willoughby Elementary.

This will be a quick update for any parents wondering how our BIG assignments are coming along in class.

The students have received a three hour head start on their island projects and October 18 through to the 21st is the first time I will allow the students to take their islands home to work on. I have even offered to hand out some wallpaper paste powder for their home attempts.

Please note that I do not want the islands painted at home as I would prefer to watch the students do that portion of the project.

Please help your child by ensuring they are following the criteria. As well, please remember that I did NOT ask your child to work with a group - that was his/her choice.

I was marking our goal setting assignment tonight and I felt extremely jealous. I have decided I want to be eleven again so I may set some new goals. Don’t get me wrong - I have achieved every goal I set, but now that I have seen my students’ goals. Well... I am too old to add some of my own so I shall have to live vicariously through Division Four.

Some wonderful examples of goals and dreams for our future citizens:

Thomas plans to become a pastry chef in Paris

, and Jessica is intent on learning to play drums.

Mackenzie is aiming for an

artist’s life, and Amy is similar, yet she has chosen the singing arts.

Eric P. has a difficult goal planned - an Air Traffic Controller

, and Nicholas is playing it safe by focusing on improving his spoken English from this year to the end of Grade Seven. (I think he’s almost there!)

Shawn has chosen the philanthropic goal of becoming a doctor or a scientist so he may help others,

and Shaina also plans on becoming a doctor - but to four legged patients.

Neil and Marissa have similar goals; Neil plans to become a cartoonist and an animator

whereas Marissa is focused on her goal of becoming an Anime cartoonist.

Emma also hopes to be a veterinarian, and preferably one working at an aquarium.

Sarah’s goal is one close to my own heart

becoming a teacher.

I have several boys who have created hard working goals: The All Fascinating National Hockey League. Gavin Would prefer to play for Vancouver or Pittsburgh Penguins; Eric C. is hoping to be drafted by the Ottawa Senators, and Devon is open - just so long as he becomes a Hockey Hall of Fame inductee.

Michael

has written a goal plan for playing pro soccer with help from Ronaldo.

Levi intends to follow Tony Hawk’s wheels into professional skateboarding.

Lastly, we have Altn’s goal of becoming a gymnast.

Now I know there are more goals planned within the classroom, but for now, these are the ones I have received. I wish each one of my goal-setters a successful, rewarding, and satisfying future regardless of the goal they may have presently planned. Of course, if all goes well within the universe, I will have sole bragging rights to my Class of ‘08.

Grade Six Frindle Project for Language Arts

2007-10-11T00:41:00.000-07:00

Frindle Final Projects - Choose ONE task for presentation. Due October 30/2007

The following assignments were selected after a thorough examination of all the students’ learning styles. For our classroom's Frindle Final Project, I chose projects that were voted the most popular amongst the students. The students' main interests were with projects that contained an artistic or 3-D/ involving assembly) component. Our next novel, Mrs. Frisby and the Rats of Nimh will provide a more in-depth, student-directed final project.

BACKGROUND

Here are the assignments for the students’ Frindle Novel Study Project: All projects are due on October 30 2007.

Please have your child do most of the work. I know some eager and creative parents are dying to offer some advice... And YES, your child is more than welcome to accept your ideas - parents generally come up with great ideas and/or creative solutions.

However, when marking, I am keenly aware of students who received EXTRA PARENTAL HELP (A good thing) as opposed to students who received NO EXTRA HELP from their family. Students who received NO assistance will be graded using a separate set of criteria. Not all of us are blessed with amazing parents who offer great ideas and assistance.

(For example, I know a teacher who gets home around 6:30 - 7:00 p.m. each evening, briefly acknowledges her darling son (whose mouth is forming some words about needing 'help with his math homework') only to receive a blank stare from his mom, which translates to: “What? Huh? Who? Me?!" This poor boy does all of his assignments on his own as his Mom - who is also a teacher - named Mrs. A. - Whoops! Now how did my son's homework predicament get in here?

ASSIGNMENTS OFFERED

1. A photo album summary

You will submit a photo album with photographs detailing the events that occurred in Frindle. You may have to ask other friends to assist you with your scene set ups.

• Photo 1 may have Nick and Janet outside discovering a pen (with the caption - “Nick thinks of the word Frindle” mod podged onto the picture.)

• Your could have a picture of the outside of a store with some children lined up getting ready to ask for a ‘frindle’ Make sure to add some context.

2. Story Quilt:

Using 22 cm by 22 cm (9" X 9" or 10" X 10") square pieces of paper - illustrate, paint, or draw 9 important events from the book, Frindle. Later, the squares will be mounted on a piece of construction paper to look like a quilt. Be sure to design and colour each piece differently.

3. Create a diorama

Take a shoe box and create a miniature scene of Nick’s adventures with his ‘frindle’. Ideas could be:

• diorama of Nick sitting n Granger's classroom (with her dictionary) signing the note

• Nick on the Conan O'Brien Set showing his frindle and the dictionary it has been published in

• Show Nick and friends lined up in the store to purchase a frindle.

• If you can think of another time (that centers around the pen - then feel free to create the scene.)

4. Draw a poster

Your full sized poster must give a summary about the story without giving the ending away! It must make the reader want to go and buy the book because they read your poster.

• Throw in some rave book reviews from other newspapers ie: Two thumbs up from the New York Times Have the poster brightly drawn with a couple of scenes from the book illustrated (Flet Pens stand out). Above all, Make the pictures relevant to Frindle.

5. Design a boardgame that is relevant to the book.

• Your game pieces should be mini pens, books, glasses, etc. and you need to provide dice and cards (if needed)

• The boards should not be too big (try not to exceed a half metre in length (if rectangular).

• Boards should have rewards for Nick winning the word war, ie: Move forward three spaces)

• Or go back two spaces for whenever Granger makes a good counterpoint.

Have a great, imaginative name for your Game Board.

6. Comic Series

Design a cartoon detailing nine important events from the book.

• You may exceed 9 but not 12 squares for each cartoon event.

• Each square will be approximately 7cm X12 cm.

Huge Grade Six Social Studies Project - Due Nov. 9th

2007-10-08T23:55:00.000-07:00

Imaginary country assignment

This is a huge part of the students’ first term Social Studies' grade.

Due: November 9, 2007

Working ON YOUR OWN or in groups of 2 or 3 (no more than 3) Complete the following assignment.

Please Note: You will be given plenty of time to complete this at school. You may do some at home, but never leave your work at home. (You will lose points as this is your work, remember - not your parents.

Project Assignment:

Create an island/partial mainland that shows the following topographical features (see handout and/or Visit Go to Landforms Definitions link on our website if you are unsure of the feature.)

Criteria:

• The island base may not be larger than your desk top. You will lose marks if it is larger.

• 2 mountain ranges with 2 peaks

• 1 fjord

• 1 Valley

• 1 Isthmus

• 1 Cliff

• 1 Bay

• 1 strait

• 1 peninsula

• 1 reef

• 3 lakes

• an ocean

• another island

• a partial mainland

• 3 rivers

• identified lowlands and highlands

• 1 swamp

• The island must have each of the features labelled and named ie: Bailey’s Bay

Oral Presentation Must Include

• your island model

• A poster with the following information:

1. Government and Laws - What are the laws of your country? Is it a democracy, oligarchy, monarchy, dictatorship? Who is/are the leaders? What is against the law? How are people elected?

2. Religion & Customs- What religions are practised on your island? Are their any specific cultural holidays? What books, music, art do the citizens like? What type of foods are eaten?

3 Physical Environment - What is the capital city? What modes of transportation are available? Do they have any natural resources that they may export for money?

4. Economy - What type of currency is used? (Create a sample to share with the class). Are there rich people and poor people? How does the government look after the poor or the sick? How does the government make money? Are there taxes? What kind?

5. History - What is the history of your island/country? How was it founded and by whom? Was there any wars or was it a peaceful settlement. Were people brought from another country to populate this country?

Helpful Hints for creating a papier mache island:

A few drops of oil of wintergreen stops the papier mache from rotting over the years.

Begin bringing old newspapers to begin the project.

The school will provide the wallpaper paste to assist with the papier mache.

Try to cut a plywood (thin) platform that measures no bigger than 13” x 13” (sorry, I only had my prehistoric ruler.)

Grass and moss have lots of good uses for forests, lowlands, etc. Sand is good for beachfront. And pepples from outside are fabulous for reefs and rocky shorelines.

Some students have even used coffee grounds for a dirt appearance!

Above all - enjoy this project. It is amazing what one learns about landforms when one has to recreate them! Enjoy!

For more information/clarification - Please feel free to email me at calbrecht@sd35.bc.ca or telephone at 604 790 5849

Mrs. Albrecht's Lengthy Explanation for why she dislikes Hallowe’en Stance October 8, 2007

2007-10-08T23:47:00.000-07:00

First off - Happy October everyone: Parents, Guardians, Students, Readers! I love October because it has the most beautiful colours I have seen (I tend to favour autumn shades). Autumn also brings to mind hunting season. Yes, I was an ‘avid’ hunter in my Kamloops days. I was also the gal who could shoot bottles off of a fence but, God forbid, aim it at an actual animal? Not a chance!

If your child hasn't already informed you, I am a 'Bah Humbug' Teacher when it comes to celebrating Hallowe’enEven with my blasé attitude towards Hallowe'en, I still can get a good chuckle out of Hallowe'en jokes like this one:

I was not born hating Hallowe’en. Quite the opposite; I loved Hallowe’en as a child and often went out trick or treating (until the ripe ol’ age of 12 when my Mother determined I was officially 'too old').

During my elementary school years I attended friends’ Hallowe’en parties, ate roasted pumpkin seeds, made candy apples, toffee popcorn, and created Hallowe’en themed art. My elementary school (and others throughout the district) NEVER promoted Hallowe'en as a legitimate 'event'; didn't encourage classroom parties; would not accept children arriving at school in full costume, and would not provide Hallowe'en themed learning resources.

The following cartoon is unrelated to Hallowe'en but reminds me of how I would torment younger siblings/relatives at Hallowe'en. I would insist the young 'uns empty their candy bags on to the table so that I could assess and remove any potentially 'tainted' pieces. Of course 'removal' meant I would eat all my favourite candies - from their bags - as soon as their backs were turned. However, I would remind them it was a good thing I was there to save their lives. (Yes, I was the middle child - Christine the trickster.)

Fast forward to teaching. My first Langley placement (grade 7) was a job share with a fabulous male teacher. He showed me how to organize grade seven students into peer leadership groups. The two of us, and our student leadership groups, went on to create a haunted house for the school. The haunted house was simply the classroom partitioned off like a rat's maze, completely darkened except for some strategic lighting, and various props strewn about. The final result (courtesy of childrens' vivid imaginations) was a spectacular and spooky winding path that led you past a graveyard, a Frankenstein, and other ghouls and goblins (with some even moving). In lieu of having to pay a set price of $1.00, visitors could set their own price and all proceeds went to UNICEF (after materials costs. AND... I started to soften my negative stance regarding Hallowe'en. My relaxed attitude was short lived.

A small group of 'visitors' decided to preview our haunted house to determine how scary it would be for the younger students. The group began to enter, and then they stopped. They didn't even attempt to see beyond our Frankenstein greeter, nor did they care to listen to our explanations (ie: that we keep the lights on for grades 2 and under - and for some of the older ones). I was approached by the group and severely reprimanded for my poor decision in letting the grade sevens partake in such an acitivity. I was indirectly compared to a devil worshiper and the more this group ranted about the haunted house set up, the more I vowed never again. As well, that particular group of adults taught me the importance of acquiring knowledge and making good choices rather than living with self-imposed ignorance. (Remember, this group had directed all of these accusations against my jobshare teacher and me without even looking in the room or at any of the props.

After this unfortunate experience, I simply ignored Hallowe'en at school which was relatively easy because none of the schools I taught in acknowledged Hallowe'en. Occasionally Hallowe'en would be suggested as a potential activity/fun event for students but fiercely objected as it was deemed immoral, evil, teaching students the wrong values, etc. I respect everyone's right to personal/moral/religious views, so I dismissed all Hallowe'en associations from my classroom except when I (quietly and only at home) continued with my personal Hallowe’en observances. Albrecht's Family Traditions: ... Hmm, how many children can I fit into my bubbling cauldron, along with my homemade pickled frogs' brains, and eyes of newts? 0h so many darn recipe adjustments! Well, perhaps if I remove the kids' heads and feet? Darn - No? How about removing the frogs' heads and feet? That's it! ).

Imagine my surprise when I came to Willoughby and discovered that not only was Hallowe'en openly celebrated, the school's population (especially teachers) were encouraged to dress up. I've chosen not to dress up as I still respect the percentage of families opposed to the custom. As well, there will always be students who do not want to (or are unable to) dress up in costumes. (An observation - adults are scary enough to small children without putting them in bizarre makeup and clothing. Sheesh, talk about traumatizing the wee ones.)

So mean ol’ Mrs. Albrecht will NOT be having a Hallowe’en party this year or any other year to come. Students may dress up (as per school expectation) or not, and students may share a classroom treat if they wish. But PLEASE do not ask me to organize a Hallowe'en party for the class. I will not set aside a couple of hours for children to play games, sings songs, binge on sugary treats, and participate in Hallowe'en themed events especially for a day that is not even recognized as a 'proper' holiday or event. The day will keep its educational focus, just as any other.

Wow, this was a long post/rant. I hope that my entry will answer any question you may have about my lack of enthusiasm for Hallowe'en. And if this post has only served to leave you with even more questions for me... the classroom door is always open and you are welcome to drop in at any time.

Mrs. Albrecht's Open Classroom - Drop In

2007-10-02T06:16:00.000-07:00

Volunteers Needed in the Classroom

As you may already be aware (from Meet the Teacher night), I have an open door policy in my classroom. Parents and volunteers are welcome to drop in at any time. You do not have to wait to get an invite from me. (But please sign in at the office for safety precautions).

(Research shows that students always benefit from one on one interaction in the classroom,) so please feel free to assist a child in any of the following ways... (I will add to this list as the concepts studied evolve )

(Also, Great times to show up are (but not limited to): 1:00 - 1:30, 10:45 - 12:15)

• Listening to a student read,
• play a game of cards with the children using multiplication strategies,
• provide an audience for a child who would like to read their recent creative writing
• help children use cut out letters to practise their spelling tests
•help the teacher with wall displays or mounting students’ work
• scribe/or type up a story/answers for a child who has difficulty getting words to paper.
• Help record books on tape for the class library
• help Mrs. Albrecht organize the classroom shelves, books, etc.

And, of course, - Help with Volleyball.

Parent Volunteers Needed!

2007-10-02T05:39:00.000-07:00

Dear parents of Grade Six Students, in Divisions Three, Four and Five.

I need some volunteer assistants to help out with Grade Six Volleyball Practises as well as Game Days. Volleyball is fun to coach and it doesn’t have a plethora of rules to remember; you’ll be glad you came out to participate and assist.

Also ... Gulp ... I Volunteered to coach BOTH Grade Six Boys’ AND Grade Six Girls’ volleyball teams.

WITHOUT ADDITIONAL ASSISTANCE FROM THE PARENTS, THERE WILL NOT BE A WILLOUGHBY TEAM IN THIS YEAR’S LEAGUE.

• Practise assistants to help with drills and skills during the 8:15 practises
• browse the internet for warmup volley ball games (I have a few, but am physically limited due to injuries)
• Volleyball game day drivers

If you are able to assist with morning practises. Please forward your name and phone number in your son/daughter's agenda and I will contact you regarding days you are available.

If you are able to assist by being a driver for the 'away' games, please let me know and ensure you submit two photocopies of your drivers licence and your insurance coverage to the office (1 for me and 1 for the office).

Thank you all for being a part of your children’s learning/ school /experience/ and memories. This is an involvement that will never be forgotten by your child and it will also create a great memory for you.

Thank you!

Nightly Multiplication Drills

2007-10-01T21:46:00.000-07:00

Math Drills
Article Contributed by Sean M.

The students in Division 4 were given a packet of multiplication drill sheets to take home. After we look over the sheets with our parents, we will choose one of the drills to officially ‘start’ our practise drills.

(After we have chosen our starting drill, we will tell Mrs. Albrecht and she will run off a copy on a transparency. Then we can practise the drill as many times as we want without wasting a lot of paper. We will just wash off the ink and be ready for the next try.)

Once we have received our ‘official’ starting drill, we have to practise every night (only once a night). However, we can attempt the drill as many times as we wish. The drills are between the 4x and the 12x tables).

(In February, Mrs. Albrecht will be adding some division and fraction drills as well.)

We are practising our drills because the faster we can recall facts, the easier it is to do all mathematics. Also, we want to be able to ‘beat’ our own recorded time. We will write down how long it took to complete the drill the very first time we try it, and then we will try to ’beat’ that time.

For example, if it takes someone 4 minutes and 18 seconds to do the 8 X drill on Monday, then hopefully by Sunday, it will take him/her only 4 minutes 3 seconds to finish. Mrs. Albrecht will be very happy if we improve upon our first time and hopes our parents will write her a note in our agenda, so she can encourage us.

If we can finish the entire drill within 3 minutes and 30 seconds (with only 2 mistakes or less) we can bring back the drill and pick a new one.

If we become too frustrated with a drill, we can exchange it for a different one after two weeks. Sometimes it is really hard to reach the 3.5 minutes time, and Mrs. Albrecht will be happy if we show improvement.

Mrs. Albrecht has to receive a note from our parents before she will give us a new drill. The note will either report the time it took us to complete it, or it will say that we are too frustrated to continue.

Mrs Albrecht says, Ready...? Set...? Start your drill...!

Mrs. Albrecht - Time Bandit

2007-10-01T20:47:00.000-07:00

October 1st, 2007

I think I may have become a “Time Bandit” in my students’ eyes. Last Friday, September 28, an interesting exchange took place between myself and the students in Division Four.

“Next time I see you will be in October” I casually announced as they were leaving for the day.

“What?”

“No way!”

“How can that be?” was the reaction.

Then the teacher-pupil exchange took on an accusatory tone as the class realized that September had indeed, passed.

“Hey, what happened to the third week of September?” a boy asked (with the tone of a lawyer, I might add).

“Yeah”, came the supportive chorus, with accompanying nods.

I started to laugh at this implausible scenario (that, somehow, I had stolen and hidden an entire week of school). I reminded the students that we had only been in our officially assigned classrooms since September 10th,which made the month seem very short.

So yes, they were right. We hadn’t ‘ideally’ received a third week of a school month. Technically, though, September was over and all weeks were accounted for.

I knew then that I was going to be held accountable for many school ‘happenings’ (whether they are my responsibility or not). This group of children is not letting anything slide by without close examination.

And I wouldn’t want it any other way.

Welcome Division Four to Grade Six 2007 to 2008

2007-09-14T01:35:00.000-07:00

Welcome to Mrs. Albrecht’s Division Four class website.

We are finishing up our second week of grade six and if these last two weeks are any indicator of what is to come, the 2007/2008 school year is going to pass incredibly fast.

During the first week, all of the grade sixes were divided into two groups. The two groups alternated between Mrs. Sofiak’s and Mrs. Albrecht’s classroom. Mrs. Sofiak had the students conduct interviews, then use the information gathered to formally introduce their peer to the class.

Mrs. Albrecht had the students study three selling techniques used in commercials. The students had to incorporate the techniques learned, into selling an imaginary product of their own.

September 10th arrived and the students were ready to formally begin grade six. In spite of our homework board listing several assignments, the students will only have homework IF they were not able to utilize their class time wisely. Each assigned task is allotted a full period (or more) to work on the task. If the assignment is not completed during the time given, your child is expected to take the work home for completion.

We experienced a death this week and held a funeral/farewell for the deceased. No, it was not an actual physical death, but the death of a learned response that has been detrimental to our students.

On Monday, students were asked to list every school task, behaviour, thought, expression etc.,they feel they CANNOT do. The students were taken aback by this negative request. After some initial hesitation, our children were soon filling their lined sheets with every conceivable I CAN’T thought. The students were then asked to hand the sheets in to me.

It was a fabulous feeling - I had every I CAN’T, every self doubt, or thought that held your/OUR children back from succeeding in my hand.

I announced that there would be a cremation and burial of the I CAN’TS the next day. Students were encouraged to prepare a sentence, paragraph or thought to say goodbye. We also needed to prepare for (and accept) the non existence of the words I CAN’T in our classroom.

The next morning was crisp and clear and perfect for a funeral. After a quick cremation (in a metal cooking container) we lined up, single-file, to dig up then bury the ashes of the I CAN’TS.

The Cremation:

The digging up:

Sarah begins the farewells:

The Burial:

Finally, the class of 2008 is ready to start their grade six year - free of those pesky I CAN’TS!

Since Wednesday, we have spent several sessions creating our Puzzle Profiles for Personal Planning (what a tongue twister).

One of our learning outcomes is for the student to “describe their own individuality within a social group”. By using the format of a jigsaw puzzle, the students are able to pictorially demonstrate how many pieces make up their personality. Some students have added more pieces, making their personal puzzle more intricate. This is true in real life as some of us have many, intricate sides, and others have fewer, yet more open personalities.

I have been learning a lot about the students by reading their profile puzzle pieces, and hopefully we will all learn a little more about each other as the project continues.

We will be writing more about the Community Corn Roast Dinner and posting pictures of the fabulous turnout!