“Shel Silverstein wrote his poems from the perspective of a child,” Mr. Wheeler explained. He added that many of the Upper School students would be performing for the first time. “They are a little nervous.” For more than half of the students, 70 percent had never done a play before, he said. The students performed in theater-in-the-round, designed to increase the fun and level of interaction between the performers and the audience.

The next 50 minutes contained kid-friendly poems brought to life by performers in colorful costumes who energetically acted out often-familiar scenes. Popular poems included “Sarah Cynthia Sylvia Stout Would not Take the Garbage Out,” “Boa Constrictor” and “Sister for Sale.” Shel Silverstein’s poems are short, humorous, and imaginative which is what drew the Upper School students to his work. Mr. Wheeler says, “We took the poems and started experimenting with them and performing them for one another. We took the poems that really ‘popped’, that worked, and we created a show out of them.”

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St. Margaret’s Episcopal School Director of the Arts Darcy Rice says that the Theater 1 performance for Lower School students has a double purpose. “This performance provides a really great experience for the older kids. They might not perform in a drama again for the rest of their lives, but they will remember this experience. The performance also involves sharing theater with younger students and giving them a sense of what artistic options they might experience in their future years at St. Margaret’s.”

Whitney Fohrman, grade 5, said she really enjoyed the performance. “All of the actors were really good. It seemed like the actors were not acting at all, as if the entire performance came naturally to them.” Theater 1 student Emily Morton, grade 9, said that she thought her class’s performance, which represented their final for the school year, was pretty good. The course is designed to be a progression. Mr. Wheeler says, “I ease the students into a formal scripted performance throughout the course of the year. First quarter, we play improve games. Second quarter, the kids get up and do scenes in front of their peers. Third quarter, they are up in front of the public doing their Rockstars, but they’re not yet speaking. The final quarter, all of that previous work is displayed. We add in all of the technical elements.”

According to Director Darcy Rice, “The reason we have 160 cast members is that we don’t want to deny the experience of performing arts to anyone. The way that the kids learn is through experience. It is kinesthetic learning. Being part of a musical is such a great experience because each cast member works together to create something greater than the sum of its parts.”

Having such a large cast brought challenges that had to be overcome to create a wonderful experience for each cast member. Mr. Rice worked with smaller groups in after-school rehearsals for many weeks. Musical Director Diane Hawkins worked with ensembles and principal characters, teaching the story line and songs to the cast members. Choreographer Karen Cahill worked with the dancers on their numbers.

As opening night approached, the production team pulled all of the pieces together. They integrated the many scenes and cast members in full-cast rehearsals. Each cast member’s learning curve increased when they moved to the set in Sillers Hall to rehearse. They learned how to get on and off the stage, where they would stand once on stage. They learned how to integrate props and got used to the lighting and microphone packs. Mr. Rice also helped cast members understand how to move when they were on stage. He reminded cast members to “Show yourself, your beauty and your talents” when you are on stage.

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Because he has directed 26 productions across three divisions of the school, Mr. Rice has observed the maturity that students gain as they continue in the performing arts. “As they get older, in Upper School, sometimes Middle School, the students have developed a sense of how to be onstage,” Mr. Rice says. “We’ve created a safe environment in which kids know they’re all working together for the same result—a successful production.”

Afterward, the classes recorded their observations, noted what they had learned, and identified further questions. A sampling is below.

Liam Ghahreman – “I thought the tortoise was really slow and cool.”

Taylor Nock – “The tortoise was eating edamame and they got stuck to him.”

Claire Mullen – “The tortoise used to eat strawberries but now he eats edamame. I wonder why.”

Cameron Sharifian – “The tortoise looked different from the turtles I’ve seen in my life. He’s really interesting.”

Paige Manclark – “The tortoise ran across the table, away from the beans, really fast!”

Katherine Mower – “The tortoise ran across the table!”

Christopher Petersen – “The tortoise went faster than I thought he would!”

Whitney Riley – “The tortoise was so cute. I eat edamame too! We don’t know if it’s a boy or girl though, Mrs. Suttile said it’s too soon to tell.”

Tyler Payne – “The tortoise stretched his neck out to get the food and I thought that was cool.”

Cole Dearmin – “The tortoise was heading right to Cameron and Tyler across the table. He zoomed!”

Quinn Novick – “I thought it was interesting that part of his neck had more skin than other parts.”

Policy Advisor Ray Grangoff attended St. Margaret’s Chapel and presented the certificate to Kenley, congratulating him on winning the Orange County Spelling Bee in February. The certificate signed by Supervisor Bates read, “You are to be commended for your hard work and determination. We wish you the best of luck and look forward to your future achievements!”

Kenley competed in and won the 13-round competition against 70 other local students, the largest field in Orange County history. He will compete in the televised Scripps National Spelling Bee in Washington, D.C., in early June.

Read more, including the Orange County Register article about Kenley’s win at the Orange County Spelling Bee.

Every week, my class completes a writing assignment called “Paragraph a Week.” A recent Paragraph a Week assignment was “Create Your Own Cookie.” Although the assignment was to draw a picture of the cookie, the class took the assignment further, with students creating their cookies, and then baking them to share with their classmates. The assignment was extended over the weekend, and on Monday morning, the classroom smelled like a bakery! It was delightful, and the class learned a lot.

During the project, the students learned the importance of “sequencing,” which is putting steps in the proper order to reach a specific outcome; and advertising, with some students providing clever marketing ideas and imaginative cookie names. And, although this began as a writing assignment, because of the baking experience, it encompassed math as well.

This turned out to be one of the most successful (and delicious) assignments so far this year. After completing the presentations, the class said, almost in unison, “Can we do this assignment again?”

View some of the completed Create Your Own Cookie paragraphs.

For the past few weeks, Grade 5 teacher Mr. Tait Lihme and I have been working with grade 5 students to create a “Revo-News Podcast” based on the students’ research on Revolutionary history and the Boston Massacre. Students selected the theme and, with our help, were responsible for researching information using books and on-line resources. They used the St. Margaret’s Library and other sources to build a script that would offer not only factual information but a reasonable facsimile of the emotional climate of the day. Prior to writing a final draft, students debated the dividing issues between the Red Coats and the Colonists, and then recorded the factors that might have contributed to this terrible riot.

In preparation for their presentation, the class was divided into three groups: Writers, Performers, and Producers (our technology experts). Each team was expected to complete its task and be responsible for maintaining factual integrity within the storytelling experience.

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How rewarding it was to witness our students working in teams, thinking critically and discussing their opinions of the written authentic eyewitness accounts of the Boston Massacre! Students also evaluated and extracted historical information that would support the story line of the script. For example, when the Producers considered using the sound of a gunshot, students researched what type of military weaponry was available at the time. All learning was student-driven—fueled by the students’ desire to know and to share knowledge! I sincerely enjoyed seeing the integration of research projects and the arts across the curriculum.

Photographs of our planning stages and final recording performance only show a part of the joy of learning that we all experienced. Please visit the St. Margaret’s Library Web site to listen to “Revo-News” created by this grade 5 class. We hope that you will enjoy listening to the Podcast and that you will be left with a desire to learn more.

For the second year in a row, our BOB competitors brought home trophies by answering competitive book-related questions correctly to successfully defend the title of reigning champion.

So many students were interested in BOB, that two St. Margaret’s teams of six traveled to St. John’s Lutheran School in Orange; one team won first place, and the other won fourth place. Our teams competed with teams of six from other Orange County independent schools, answering questions such as, “In which book do characters play ball without using a ball?” For a winning answer, the team must provide the book title and the author’s full name. (The correct answer: BFG by Roald Dahl. In the book, the characters toss around a small giant rather than a ball.)

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One St. Margaret’s team went into the final round against St. John’s undefeated. Although the team lost one match in the final round to St. John’s, they sealed the win after a suspenseful seven rounds of sudden-death, tie-breaking questions. The other St. Margaret’s team won fourth place. According to Director of the Library and Media Center Darla Magaña, “I am very proud of our teams’ overall results, with both squads staying in the competition all the way to the quarter-finals.” The competing schools included Zion Lutheran, Pegasus, Harbor Day, East Bluff, St. John’s Episcopal School, Salem Lutheran, Tarbut V’Torah Community Day School, and St. Paul’s Lutheran.

This victory was the result of much research, preparation and practice by BOB teams, who all participate in the BOB club. As part of the club, students read books and join in book-related games and discussions to encourage a love of literature and reading. Books for the competition include “Three Cups of Tea,” (Young Readers’ Edition), adapted by Sarah Thompson; “The Kid Who Ran for President,” by Dan Gutman; and 21 others. The complete list of books is on the Library Web site.

Their coaches help them learn and apply the research skills they need to succeed in competition: BOB is co-coached by Mrs. Magaña and Mrs. Colleen Beshk, grade 2 teacher. BOB books are selected by librarians from all competing schools, and club members each read three books from the list. During club meetings, with the help of the coaches and parent volunteers, students discuss BOB books and participate in activities and games. Meetings are designed by the coaches to be fun and interactive while sparking enthusiasm for reading, and preparing club members for BOB competition.

According to self-proclaimed BOB-er, David Chou, grade 4: “BOB was an enriching experience for me and my mom. BOB helped my reading comprehension and speed. The BOB battle was exciting. I enjoyed this competition, and I am looking forward to it next year.”

The feedback from BOB team parents is also positive. Eric Sellas, father of Daisy, grade 4, said the competition “Was awesome, especially for kids who, like Daisy, may only have participated in physical competitions such as soccer and horseback riding. Daisy was really excited to have had success in this other realm—and she also really liked meeting older kids and having a team experience with kids outside of her class and grade level.”

Mrs. Magaña celebrates more than these wins: She stresses that the club’s teamwork, preparation, and the one-day competition help foster good sportsmanship and character. These traits were evident in our teams, as Mrs. Magaña reports that St. Margaret’s BOB teams “were truly a class act” at the competition.

The St. Margaret’s BOB team members are: Katherine Adelman, grade 5; Jana Phillips, grade 5; Allison Demas, grade 5; Tejav Narayanan, grade 5; David Chou, grade 4; Jack Li, grade 5; Jessica Guerinot, grade 5; Will Rosenthal, grade 5; Natalie Bosu, grade 5; Becka Olsen, grade 5; Daisy Sellas, grade 4; and Karen Ahn, grade 5. Students in grades 4 and 5 are welcome to join the BOB team—grade 6 students can get involved as coaches!

High school students passing by Siller’s Hall last Friday were heard exclaiming, with obvious nostalgia, “Pioneer Day Rocks!” On Friday, March 12, St. Margaret’s third graders and their parents came together for the 26th annual Pioneer Day. This beloved, interactive and educational event created by teacher and founding faculty member Susan Remsberg remains a highlight of the Lower School experience.

This year, our traditional celebration of our historic local community integrated new curriculum elements, service opportunities as part of Celebrating Community.

The day’s events were updated to reflect changes in the grade 3 social studies curriculum, based on California State Standards. Students are studying how their local community was formed and how it has changed over time, and Pioneer Day this year celebrated all the pioneers who settled Southern California, including Native Americans, Spanish Missionaries, Mexican ranchers and westward-moving pioneers. Students, parents and faculty sported clothing reflecting all the cultures that have shaped our local community.

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In Sillers Hall, students moved through a variety of interactive stations. They shaped arrowheads, created story sticks, churned butter, milked a “cow”, pressed tortillas, made orange juice, experienced leather-working, dippped candles, designed their own brands, baked apple pies, square-danced, learned about blacksmithing, roped a steer, cinched a saddle and played old-time games, among other activities. At the end of Pioneer Day, when the students were asked about their favorite part, every activity was mentioned by at least one raving fan!

In honor of St. Margaret’s 30th anniversary theme of Celebrating Community, the students also collectively weaved three baskets during the day that were filled with cards of best wishes for three local Native American families in need. The baskets and cards were presented along with groceries collected and donated by the third grade.

In an effort to keep the day student-driven and integrate the latest technology, Wanted Posters were created by the students as an in-classroom technology project. A Pioneer Day Web site created on Angel displayed student research projects, poetry, stories and artwork for all to view.

Although some of the activities at Pioneer Day changed this year, important elements remained the same. Pioneer Day remains a highlight of the Lower School experience, for both the students and their parents. It is a collective effort that requires Wranglers and Sheriffs; volunteers who help set up and others who work that day; people who loan keepsakes and those who offer to wash glasses or linens; generosity from families in many different grades at St. Margaret’s; planning and coordination from the third grade and special subject teachers; and help from many others at the school and from outside. Thank you to all of our many volunteers who made this day so successful and memorable.

Only at St. Margaret’s could a traditional event tie in new subject material and the latest technology, and present so many learning opportunities with this much support and success!