Grade 5 Students Take Global Learning Out of the Classroom

Amélie_KellyPerhaps the best indication of LCC’s success as a leader in developing open-minded, empathic and engaged citizens of the world is when students, on their own initiative, cross cultural and linguistic boundaries to gain new perspectives and a better understanding of one another. That is precisely what happened when Amélie and Kelly met in their grade 5 class.

New to Montreal and to LCC, Kelly befriended Amélie and the two girls quickly realized how much there was to learn from each other. An agreement was struck at recess: Amélie would teach French to Kelly and Kelly would teach Mandarin to Amélie. Both girls took their commitment seriously, creating well-conceived lesson plans that even included homework. Excited by the potential of this relationship, the girls then decided to share their respective cultures, and each will visit the other’s home for a typical French or Chinese meal.

Véronique, Amélie’s mother, can relate to Kelly’s experience, having immigrated to Quebec from France at the very same age. She says that she has taught her daughter to be open and welcoming to people from other countries but she also credits LCC for its promotion of global education. “LCC creates and nurtures an environment where students are encouraged to take these types of initiatives,” she says. “The school’s culture is truly in line with its vision to be an inclusive community of globally-minded learners.”

Kelly’s father, Rocky, is enthralled by his daughter’s drive. “This is very exciting to witness because of the cross-cultural component,” he says. “And I am hoping that Kelly will have an easier time picking up French as a result.”

Véronique doesn’t necessarily expect Amélie to become fluent in Mandarin but is impressed by her daughter’s and Kelly’s mutual willingness and desire to broaden their minds. She hopes that the relationship will evolve and that these newfound friends will continue to value diversity and each other’s unique identity.

Projet semences d’avenir au Mont-Royal

photo 5Les élèves de 3e année, dans le cadre du programme de science et technologie, participent cette année au Projet semences d’avenir. Cette activité est organisée par les Amis de la montagne, une association à but non lucratif qui vise à sauvegarder et à valoriser la faune et la flore que l’on retrouve sur le Mont-Royal.

Vendredi passé, les enfants participaient à la première étape du projet qui consistait à recueillir des semences d’arbres communs à la montagne. Les jeunes ont profité d’une belle journée automnale et sont revenus enchantés de leur premier contact avec cet environnement.

Ils étaient accompagnés d’élèves du Middle School Pride. L’objectif étant de créer des relations entre les enfants du Junior School et du Middle School.

Tous ont très hâte de revoir leurs animatrices dans une rencontre à venir. Ils apprendront alors au sujet de la germination des graines récoltées et de la transplantation des jeunes plants dans la forêt.

Comme il est valorisant de participer de façon si concrète à la sauvegarde de notre planète tout en acquérant des connaissances scientifiques!

Galerie de photos



Grade 6 Students Visit the Montreal Holocaust Memorial Center

LCC grade 6 students touch upon the causes of the Second World War and the atrocities of the Holocaust. Here is a sampling of reflections from some of our students about their recent visit to the Montreal Holocaust Memorial Center. Students also sketched an artifact that they saw at the museum.

Choose and describe an artifact that interests you and why you chose it.

The artifact was a doll. It was found in the Warsaw Ghetto by Thea Borzuk’s dad in an abandoned apartment. She took it when the family escaped the ghetto and played with it when they lived in hiding. The whole family survived and they moved to Canada in 1950. I chose the artifact because I thought it was interesting how it was found and how the owner escaped the ghetto and lived in hiding until the end of the war. – Sebastian J.

My artifact is a blue and white striped dress that was worn in a concentration camp as it was the uniform that had to be worn. Men wore striped pants and shirts in the same colours, blue and white. I chose this artifact because I found it interesting that someone had actually worn it a long time ago and how so many people must have worn it, as it was all tattered. – Chloé

The artifact I chose is a purple heart shaped booklet with the letter F on the front of it. They used pieces of black bread spread with margarine as glue. It was used as a birthday present for a girl (Fania). Since they were in Auschwitz, it was forbidden to have art materials so Fania’s friend had to steal some materials. This booklet had 20 pages in it and each woman signed it. There were two heart-shaped purple pieces of fabric from a blouse stuck on with bread and the notes. I chose this artifact because I found it really interesting how the heart was made and I think it was very thoughtful and I also found that it was very cool that so many of her friends signed it. I think it was also very brave for the girls to make her a birthday present. – Jordan

The artifact I chose is a voting ballot. It was used in the second round of the Presidential elections in Germany. I chose this artifact because on the ballot someone had voted for Hilter, who soon became chancellor of Germany. Also, I thought it was an intriguing artifact that I wanted to learn more about. – Emma B.

I chose the poster identifying the different types of prisoners in the concentration camps. This poster identifies what type of prisoners were in the Ghettos. Each prisoner had a badge, for example, political prisoners had a red triangle.  There was a classification and badge for every type of prisoner. – Bogdan

The person who used my artifact was a female doctor named Ginda Kalujna Rosenblatt. During the war when some soldiers went to see her and another doctor, they told the soldiers that they had fake heart ailments so they couldn’t participate in the war. I chose this artifact because when I saw it made me think what it was and who used it. After some research I figured out that it was a syringe kit and it belonged to Dr. Ginda Kalujna Rosenblatt. It was used in 1920. – Emanuel

The artifact looks like a yellow and red Star of David. It was a badge that told the Nazis that the person who wore it was a political prisoner and a Jew. It was one of the many badges to tell the SS guards why the person had been incarcerated. I chose this artifact because I was very interested in how the Nazis organized themselves to pull off a mass murder with the help of badges. – Grayson

Grade 6: The Suitcase Assignment

The sixth graders were recently given a very strange homework assignment. They were asked to pack a suitcase with items which they thought were essential to them – items with which they could not do without.  The problem was the students were not told where they were “going” nor for how long they would “stay”.  The questions from the children were numerous, the answers were few.

The following day, both classrooms were littered with clothing, stuffed animals, books, sports equipment, flashlights, toothbrushes and paste, water bottles, and nail polish (!) to name but a few “essential” items. The children discussed and debated the necessity of some of these items and jointly compiled a list of what they simply could not live without regardless of their destination.

The purpose of this assignment was to get the youngsters thinking. What if they were suddenly told that they would be leaving home the following day? How would they feel if they had to pack without understanding where they were going or for how long they would be gone?

Our new novel, Hana’s Suitcase, is about a ten-year old child who faced deportation during Hitler’s regime.  As a result of our “suitcase” assignment, the sixth graders have been sensitized to the real-life experiences of another child in another time.  Hopefully, our LCC students will become adults who will show compassion and acceptance for any culture and religion without exception. – Belinda Rother, Grade 6 English and History, Geography and Citizenship; English Coordinator, Junior School

Port-au-Saumon: Observation des baleines

Une activité où je me suis amusée aujourd’hui est quand nous avons fait l’observation des baleines. Lorsque nous étions sur le bateau, nous avons vu des phoques gris, une baleine bleue et une baleine à bosse.

Ma baleine préférée était la baleine à bosse, car elle a fait un saut dans l’air et c’était extraordinaire! Nous avons aussi vu la queue de baleine à bosse. Il y avait beaucoup de phoques autour du bateau et la baleine bleue était gigantesque! J’ai essayé de prendre des photos, mais le « zoom » de mon appareil photo était défectueux. Plusieurs images ne sont pas très réussies. – Makena Rivard ’20