Posts filed under ‘Houses’
Continental Math
Alison Spasyk
Twelve years ago, Mr. Reese was 15 years older than his son is now. If the son is now 10 years old, how old is Mr. Reese now?
This is Continental Math. It’s all about problem solving. Students working on problems that really make you think a little harder. Continental Math groups usually meet once a week with a parent volunteer. Groups practice problems and learn problem solving strategies. It is a great way to build up your math confidence and you can prove what you have learned once a month when there is a meet. A meet is like a test consisting of six challenging problems, each getting harder. You have 30 minutes to complete the questions.
You do not have to be great at math to participate in Continental Math. It is for anyone grades 2-8 at any level. It is a great way to improve your skills and learn useful math concepts that will not only help you in the monthly tests but in everyday math class and beyond. Continental Math is also extremely fun and enriching.
This year’s Continental math session has just ended, but we are always looking for new people for next year. Continental math is also competitive. The third grade winner this year was Amanda Li and second place was Jessica Klein. First place in the fourth grade was a tie between Benjamin Herskowitz and Baker Angstman and second place was Storm Rushford. In the fifth grade, first place was Ben Klein and second place was Justin Schaaf. The winner of the sixth grade was Ananth Malladi and second place was Sam Gelin. First place in the seventh grade was Will Hubbard and second place went to Zach Varricchione. The winner of the eighth grade was Kathy Joseph and second place was Alison Spasyk.
And for those who put on their thinking caps, the answer to the sample 8th grade problem above is that Mr. Reese is now 37 years old.
Madeleine Barrett; Avid Student Playwright
Madeleine Barrett
I was ridiculously excited. But intermixed with that excitement was a bit of nervousness. Okay, a lot of nervousness. I had only contacted these people through e-mail. I had never met them, nor had they met me. What if I did not live up to what they expected of me? What if they thought I was just a child? Or worse— what if there were other children there and I was taking this too seriously?
These were all the thoughts I had while walking into Flynn Space on Monday, the second of April. I had been invited to judge the plays for Young Playwrights, a program in which I was a participant last year.
I had contacted Cristina Weakland, the director of education, and she had come up with opportunities to help me in my 8th grade challenge, but also in my passion for writing and theatre. She then directed me to Joan Robinson, the Associate Director for School Programs. They invited me to come help judge the plays submitted by the schools around Vermont, and then to attend the Festival in May. I was awestruck by this honor.
That very same day as the judging, I had come back from a weekend trip to Boston for a final showing of Les Misérables on tour (Yes, this is what we playwrights do in our spare time) and I was so tired that all my negative thoughts ate at me. What if? What if? It was not helped by the fact that when I got there, the inside door was locked. Just in front of it was a sign that read: Young Playwrights Judging meets down here, with a nice and big arrow pointing to the stairs. The elevator would not go down. What if I had come to the wrong place? Or the wrong time? What if it was the wrong day? My father and I stood there for a few moments, awkwardly shifting in the thick silence. But soon a woman with short hair wearing a white Irish cable knit sweater went to unlock the door. I opened my mouth to speak, but she didn’t seem to notice me or my 6-foot-something father. But just as she turned the key, she also turned to me, and said welcomingly—
“Are you Madeleine Barrett?” and extended her hand as I said yes. She brought me down to the basement stage room and explained to me what would be happening. I was still a tad jumpy, but seeing that stage down there and feeling the atmosphere made me feel much more secure; and as the others filed in, I knew I was with my own ‘kind’ and I felt completely at ease. Some people as they walked in looked confused at my presence and my tiny briefcase. Some looked just plain surprised. Others rushed toward me and introduced themselves, asking about what brought me here. I met my e-mail buddies, along with seeing people I already knew. When we began, we sat and introduced ourselves. We were to state our name and what force had brought us here, or our occupation. The line slowly progressed toward me. Each person had fantastic feats under their belts— like being in medical school or producing a show professionally, and I wasn’t sure what to say to make me sound in the least bit impressive. Finally they all glanced toward me. And the words were coming out before I knew it.
“Madeleine Barrett; avid student playwright.” I said certainly. They all smiled— some seemed as if it was because I was ‘cute’, but most others looked almost proud at how well I was blending in. I was the only younger-than-adult person there. When they divided into groups of four and divvied up the plays, the real fun began. We’d go through a play, making it come to life as best we could, and then comment and rate it. Between plays, I’d glance at the treat bowl in the center of the table, which none had yet taken from. I must not give into my childish urge for sweets! I did not want to be the first to break, but I was. Oh, well.
Each play was unique. Some did need some clear editing work, but they all shined in their own light. One of the things I found was that the group much preferred the plays of the middle-school pupils than that of the high school students. We had some real fun with characters, and it is not because we’re all undiscovered stars that an agent was never lucky enough to pick up. Well, that too. But it was because each person really made their characters, and story, shine in one way or another.
I must admit, I was much impressed by the work of the students. Now, the last thing I wish to be sounding like is superior. I am most certainly not, or I at least do not think of myself as being this way. I make mistakes; have stiff dialogue in some places; and sometimes many too-dramatic-storylines, among other things. When my school selected Young Playwrights participants this Fall, I was not selected since I had already had the chance to participate last year. I felt an unbelievable sadness about this. I was jealous of those who were lucky enough to have their name plucked by fate. For a long time I was bitter. But now I know without my misfortune, I would have never have looked for another way to be involved and have this awe-inspiring experience. By reading the work of others, I gained insight into my own writing.
I grabbed my briefcase and the last bits of chocolate from the treat bowl, looking around the near-empty room. Our group was the last one there. My father came in, right on time, 7:00 pm, and waved. They greeted him as Madeleine’s father. “You can call me Bob,” he said with a wry smile, “but my name’s David.” We all laughed. “Now we know where she gets it from.” Joan said with a wink.
Technology at Allen Brook School by Lily, Parker and Kevin
We have iPads, computers in classrooms and a Technology lab. We all interviewed students and teachers about technology. If you want to learn about technology at Allen Brook School you have to keep reading!
Technology Lab by Lily
In the Technology lab you can learn on Type To Learn Jr. It teaches you to type on the keyboard; you learn ABC’s, 123′s and sentences. With Star Falls you can learn ABC’s and to read. There’s music, too. Learning is fun in the tech lab. First you type in your name, then you type in your password and then you go to a web site. There are 23 computers and a printer.
I interviewed Mrs. Rogers in Synergy. Her class goes to the Technology Lab about every two weeks to learn something new. Then they practice in class on laptops and classroom computers. They use Google Earth, word processing, student blogs, art and favorite internet sites. Ms Munt in Harmony said that they use the Paint program to add pictures to their words. They made a Voicethread of their wishes for the world. They also use Type to Learn 4 and a program called Animationish to learn about matter.
I asked Jasmine in Horizon if she liked to use the Tech lab and why. She said she tries to get better and better on the computer. I also asked her what she liked to do best. She said she likes Paint and Type to Learn 4.
iPads by Parker 
Lily, Parker and Kevin stand by the iPad cart.
We have iPads in the tech lab. There is a cart to put the iPads in to recharge. Teachers can sign up to use them in the classrooms. I interviewed some people to learn how they use the iPads. Sabina, who is a second grader in Synergy House, said she can post on the class blog. I said, “Do you use them correctly?” And she said, “Yes.” Collin, who is a second grader in Horizon House said yes to the same question. Collin also said they have iPads to help students learn technology and without them, kids wouldn’t be so smart. I asked him what games he played to learn. He said, “Word Wizard, Word Wall, Bob Books, and Read on Sight.” 
In Ms. Macnee’s room, Kali learns with one of the iPads.
On the iPad, there are games that help you learn. Bob Books have four levels and in every level you spell words. It gets harder and harder. In Word Wall, you try to find a hidden word. Or you can match a word and a picture. In Word Wizard, there’s a broom in the corner to sweep the letters away. There is a big map in Puzzle Map; you drag the states to where they go in the puzzle.
Computers in the Classroom by Kevin 
Ava and Wyatt work together in Mrs. Dyer’s classroom.
Our computers have Star Falls. It has music and letters. On the v, on the first part it just shows you a vacuum cleaner, then it goes away and a V just boings up. It has an uppercase and a lower case. In my classroom, we all get to use the computers during ease-in time. We wait in line if someone else is on them and we can watch. Sometimes it is a station to go to the computers during work time.
In Ms. Schwartz’s class they use them before Morning Meeting and during Writers’ Workshop. The students looked for pictures for ‘All About’ books. The kids also use them for their own blogs and to finish work they started in the Tech Lab.
We think that everybody likes the technology and that it is very important.
Sterling on Broadway
By Makenzie Detch and Sophie Beliveau
In February, Sterling House students performed two grim fairytales, “The Emperor’s New Clothes” by Hanes Christan Anderson, and “The Pied Piper” by the The Grimm Brothers.In Hanes Christan Anderson’s classical tale “The Emperor’s New Clothes”, a boy named Peter lives with his grandmother. One day, they run out of money so Peter is determined to go into town, get a job, and make some money. He meets a blacksmith that leads him to the emperor’s palace. Peter tricks the emperor to think that he makes “magic” clothes even though he can’t. He pretends to make the magic clothes that are invisible to anyone who is unfit for their position or unfit for royalty. Later, at the royal precession, the emperor comes out without clothes, and gets revenge on Peter. “The best part was when the emperor was sleep-walking onto the stage.” Reports Tyler. Julianna feels that “The precession was the best part.”
In the Grimm Brothers tale “The Pied Piper”, Hamelin Town has trouble with rats so the piper comes to help. The piper exclaims that he’ll rid the town of rats for 1,000 dollars. After the deal was made, the piper got to work and all the rats left Hamelin Town. The Mayor and the city Council members decided to cheat the piper out of his fee. So the Piper gets mad and leads Hamelin Town’s kids toward the Kolpperburgh Hill that’s a thousand feet high. Hamelin Town loses their purse-strings and their collars then decides to pay him the 1,000 dollars. “The best part was when the townspeople yelled at Browning.” according to Liam. Shannon sums up the experience by saying, “The best part was being on stage having fun with all my friends.”
In conclusion, we think Sterling House did a wonderful job with these productions. We hope they do more good plays next year!
Fight Against Internet Censorship!
Phillip Nguyen
Warning! The Internet as you know it may be at risk due to the United States Government’s interference of the Internet! Even if you don’t regularly use the Internet, this change may affect you in ways you couldn’t imagine! US Congress is threatening to pass a bill infamously known as SOPA (Stop Online Piracy Act) and PIPA (Protect IP Act) that could permanently damage the future of our lives. The US government has no right to affect our freedom of speech or take away our free knowledge, creativity, and our entertainment.
Protect IP will not stop illegal downloads. You can enter a blocked site by entering it’s IP address instead of it’s name. Therefore, the bill could just turn everyone into creepy hackers. In China they use Tor (The Onion Router) to bypass “The Great Firewall of China”. It’s actually very simple: in onion routing, data is repeatedly encrypted and sent to other onion routers. Each router removes a layer of encryption to uncover routing directions to be sent to another router for the process to be repeated. These processes make your web activity completely anonymous and impossible to intercept. That shows that censorship in other countries cannot hold a tight grip on the Internet, so why should America? If downloaders cannot be fully stopped by the government, why ruin the Internet?
What if other countries follow in our path and make their own laws? Everyone in the world will have different Internets. Protect IP will probably mess with the inner workings of the Internet, making it less secure and less reliable. Experts believe that if we mess with the registry of domain names, the result would be less security and less stability. “It contains provisions that will chill innovation. It contains provisions that will tinker with the fundamental fabric of the internet. It gives private corporations the power to censor. And best of all, it bypasses due legal process to do much of it,” says James Allworth from Harvard Business School. In short, Protect IP won’t stop piracy but will hinder the Internet and our creative ideas.
Online piracy is bad, but SOPA and PIPA are not needed. The government wants to stop piracy by killing the Internet, but honestly it’s just several steps too far. Online sites such as YouTube already have the power to take down pirated content and gain the same power to users to report illegitimate content. Private corporations already have the power to sue software companies out of existence. Under current DCMA laws, users that post copyrighted content are responsible, so in this case the user and content are mainly focused on. As opposed to SOPA and PIPA, they focus on links to violating sites. Sites such as YouTube that contain lots of movie clips, copyrighted music, and stolen content also include lots of protests, art, creative content, and free expression are at risk of being shut down. Some may argue current laws aren’t good enough, but what about what’s too much?
SOPA and PIPA also affect the lives of Americans. The Internet is a vibrant medium that many people use to express themselves, post ideas, art, protests, as well as run businesses. According to US Secretary of State, Hillary Clinton: “When ideas are blocked, information deleted, conversations stifled and people constrained in their choices, the Internet is diminished for all of us.. There isn’t an economic Internet and a social Internet and a political Internet. There’s just the Internet.” I believe that this is a violation of freedom of speech. What’s even more is that The Congressional Budget Office has estimated that PIPA alone would cost $47 Million in tax money over five years! I believe that money can go to much better causes. There has been history of corporations stretching and abusing their power. They tried to take a video of a baby off YouTube just for the music playing in the background. This “solution” to commercial piracy will target families and children. Ordinary people can be sued and/or sent to jail for up to five years for posting copyrighted work, even singing to a pop song. So how far could the government really take this?
The government is trying to pass an ineffective bill that would ruin the Internet for US citizens.* Protect IP will not stop illegal downloaders and it would only make it slightly harder for them to access their content. The world may follow our example and we will all have very different Internets. SOPA and PIPA will affect the lives of US citizens. We can stop this, we can fight this! The government will only go as far as we’ll let them.
* Currently, the bill has been withdrawn in response to popular demand.
How to Survive School: A Harbor House Production
Becca DeCamp
The time has come again for the second of the five house plays that will make their debut on the Williston Central School stage this school year. The casts of the Harbor 7th and 8th graders are preparing their lines and learning their cues las they do in any house play.
In a nutshell, the play is about the stereotypical cliques that we see in school every day. Some of them are nice, and some of them… not so much. Another big component of the play is what happens when a football jock falls head-over-heels in “like” with one of the matheletes. This may seem like any typical play that you might see in the Williston Central theater, however this play is a bit different.
The play that Harbor is putting on is a student-written and a student-directed play, which has become a new tradition for the house. The writer and head director is Shea Savage, a local Harbor 8th grader who, in addition to directing this year, had a lead role in the last Harbor play, which was also a student-written play by Seamus Nolan, now a 9th grader at CVU. She also had other roles in 5th and 6th grade in the Meeting House plays, before the house was disbanded.
As a lead director, Shea holds a main leadership position in this play, along with fellow 8th graders Emily Pierson, Aliza Anderson and Michael Chirgwin, the other co-directors. These are the kids who have the responsibilities of making sure actors learn their lines and reminding them that the whole cast has only about 14 practices to prepare for performance day.
The actors are not the only hard workers. This year, Harbor has a great stage crew that has been busy at work painting sets and building props for about as long as the actors have been rehearsing. The three stage managers, Zack Davis, Jeremy Fuller and I, have been leading the crew in the building and painting of sets, working on cues with lights and sound and even helping the directors block and reminding the cast about important things such as bringing in costumes and props.
As part of the article, I conducted an interview with the young writer Shea Savage.
Q: The main theme of the play this year is stereotypical middle/high school cliques. Why did you decide to write a play that depicts this side of school that sooner or later, we all see?
Shea: “For one thing, I couldn’t think of anything better (chuckles). And for another thing, I thought that making fun of the stereotypes in this play might be funny, since we don’t really see these things in our school. I don’t actually know any of the people like the people in my play.”
Q: You’re in charge of a lot of kids in this play, who, as I have observed, have been a little unruly. What is it like to work with the young actors/actresses that you cast?
Shea: “Well, it gives you a great perspective on how teachers feel every day, but it’s also good to see them grow and learn as actors and actresses. So I guess that makes it worth it.”
Q: Another part of the job is praising the good actors. Are there any potential actors that we might see in the upcoming school production Honk?
Shea: “Kaity McSalis, definitely. She’s got a great love for acting, and she’s been in lots of school plays in the past. Plus she’s good. (chuckles) Lots of other people I know have definitely expressed interest in doing the school play as well. So I guess this is good practice for them.”
Q: I noticed in the play that you have a Lady Gaga fan club, led in their passion of theatricality by their president, Stephanie. What made you decide to write the role for these “Mother Monster” lovers? Was it perhaps your love of the singer?
Shea: “Well, in truth, Lady Gaga kind of scares me. But we wanted to have an opportunity for kids who like singing more than acting so they can shine. So what better person to have a fan club for than someone who’s creative and colorful and weird like Lady Gaga?”
Q: A big process of the play is blocking. How did that go for you, considering it was your first time attempting to do something like that?
Shea: “Well I can say that I was lucky to have Emily as my co-director for that experience. I would have had no idea about how to go about doing that. I mean, I’ve been in plays in the past, but I’ve never actually had to come up with the blocking myself.”
Q: Another big part of the play production process is the stage crew. What do you think about the stage crew this year? Were they helpful?
Shea: “Oh, well, stage crew is a really difficult job because they have to create a set out of my imagination. I worked with them quite a bit this year, and I think they’re really good. “
Q: My final question for you today is about the other directors. Did you find that they were able to re-create your vision for this play as accurately as possible?
Shea: “I was lucky enough to have directors that were friends with me, so they kind of share my sense of humor, especially Michael (Chirgwin). So I think they all did a really great job bringing it to life. (I say ‘so’ a lot, don’t I?)”
When you’re a middle school kid, seeing a house play is kind of a second-nature thing to you. In Williston, we see about five of these a year. But what really makes ours special is that the kids just didn’t take part in performing and setting up for it. They also played a big role in running, directing and even writing it. With our opening night being tomorrow, everyone is working especially hard to make this happen, but no one is working harder than the directors, who are in charge of making writer Shea Savage’s vision come to the stage.
The Snowy Day Stories by Mrs. Spagnuolo’s Class
Kindergarten students wrote about activities for a snowy day after reading the story by Ezra Jack Keats. Enjoy hearing their ideas. Please comment below.
Kaleidoscope’s Immigration Open House
By Jami, Kayleigh, Kimberely, Max, Connor , Amelia and Jackson
Max found out that he had an ancestor from Germany! Do you know where your ancestors are from?
In Kaleidoscope House, third and fourth graders studied immigration. We learned from books, videos, speakers, google earth, grandparents and researching. In Mr. Willis’s class, Kayleigh studied Ireland. She learned that between 1820 and 1860, the Irish were never less than one third of all immigrants to America. Kimberely learned that in 1608, Polish people came to Virginia twelve years before the pilgrims. In Mr. Kellogg’s class we learned about our ancestors and the country they came from. We wrote a story about life before they left, the journey to America, arriving in America and what life was like. We researched to find the information.
In Ms. Marybeth’s class we also learned where our ancestors were from. Everone made flags of the country. Connor’s ancestors were from Germany. He found out by asking his Dad. He learned that it was the second largest group to go through Ellis Island.
In Ms. Haas’s class, Jackson chose to write about an immigrant from China because his Mom goes there and he knew a little bit about the country. Jami’s story was also about an immigrant from China because it is his favorite country. They learned that Chinese immigrants coming to America on the west coast, went through Angel Island. The class also learned about the symbols of America including, the Statue of Liberty, the Liberty Bell, the American flag, the bald eagle, the Great Seal and Uncle Sam. They also wrote a family tree with grandparents on both sides of the family, with where they were from. You added your own name and birthplace, too.
There was an Open House to show the parents all of the work that we did. Many of the students dressed up as the immigrant in their story. They displayed portraits, paintings, stories, flags, spreadsheets, Statue of Liberty pictures, trioramas with a clothespin doll as the ancestor and a few students made food from the country.
Parents and other relatives came to the Open House. It felt exciting to tell about your journey to America.
Ladies and Gentlemen, the Magic of the Big Top Awaits…
Sophia Gigliotti
This past week was the Voyager production, “Clowns and Crooks”. The play was written and directed by Voyager teacher, Mr. Messer and Madeleine Barrett, a Voyager student. Students received their scripts before Winter break, and the students rehearsed from Winter break until the performance day. The performance was held on January 19th to an enthusiastic audience of parents and friends. It took a lot of effort, and every Voyager student had a part in the production. Big or small, every job was very important.
In the play, a family, the Carr’s, are mugged on their return from a showing of “Breaking Dawn” by a seemingly common criminal. They soon discover that the criminal is much more dangerous than expected. The witness protection program moves the family to the circus, and the main character, Olive Carr, does not have an easy transition to her new life. She runs away, and finds out her family is in danger. Realizing the importance of family, she heads back to the circus to save the day.
Before Winter Break started, Voyager held auditions for everyone interested in being onstage. Students could sign up for an acting role, stage crew, props, publicity, costumes, lights, sound, or an acting extra, which is a non-speaking role. For auditions, there was a reading for each character. Our directors, Mr. Messer and Madeleine Barrett, were in charge of casting for every Voyager student.
When I asked Voyager students if they had learned or gained anything from being in the play, Marlee Gunn, a stage manager of the play, said “I learned about being backstage and working together to get things done on time.” Being in a play can be very beneficial to students, because they learn important skills to work together, make friends, and gain confidence onstage. Maddie Collins, who played the youngest Carr, Sydney, answered “I think I have definitely gained confidence in myself because I needed to perform in front of a big audience, and in order to do that you need to be confident, especially when you’re dressed like a three year old!”
A few stage crew members and Ms. Hill (a teacher in Voyager) painted our sets, which turned out fabulously! As Marlee mentioned, Voyager was pretty rushed on time since Winter break fell within our production time. We really had to work together and make sure everyone was helping, and we made it! The props, costumes, sets, and the actors all had to hurry to make the deadline, and everything came out great! Good job to the Voyager cast and crew for the wonderful production, “Clowns and Crooks!”
