No, I have not forgotten...

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.

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

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

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

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

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