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

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

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

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!

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

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...!