Student-led Conferences


Please email your preference for a 30 minute period for student-led conferences no later than 5:00pm, Sunday, March 5.

During this time your child will share some of their learning with you and reflect on their goals for term three. Ms. Allan, Mrs. Weiss and/or Mr. Woelders will also be available to discuss any questions you have, but the goal is to have parents meet with students. 

After the conferences, we can schedule an alternative meeting with teachers if you feel it is required. 

Reminder: On March 8 and 9, students will be dismissed at 1:30pm each day.

Available times: 

Wednesday, March 8 (Ms. Allan/Mr. Woelders)

  1. 2:00-2:30pm 
  2. 2:30-3:00pm
  3. 3:00-3:30pm
  4. 3:30-4:00pm
  5. 4:00-4:30pm
  6. 4:30-5:00pm
  7. 5:00-5:30pm
  8. 5:30-6:00pm 
Thursday, March 9 (Ms. Allan/Mrs. Weiss)
  1. 2:00-2:30pm
  2. 2:30-3:00pm
  3. 3:00-3:30pm
  4. 3:30-4:00pm

Lit circles week 4

Students met Wednesday with Mrs. Weiss to clarify lit circle jobs and due dates, and we answered any questions they had about the process. In their lit circle duotang is a yellow sheet titled “lit circle notes” which has all the information they need to continue forward into week 4. We discussed the process at length. 

All lit circle readings and jobs for week 4 will be due Wednesday morning, February 1, for discussion group meetings. 

Students have been working diligently and enjoying their books. Keep up the good work!

Folk dance

Many thanks to the Surrey international folk dance society who came out to RCG this past week and taught our students some folk dances from a variety of countries. Check out div four dance “Sacha” from Russia. ​

First Peoples of Canada

Division 4 students are researching the First Peoples of Canada in order to help students at our school understand and appreciate the unique characteristics and cultural diversity of the First Peoples whose traditional territories reside inside the modern borders of Canada. 




Below are some links that will help you get started. Be careful with names of First Peoples groups. Some names have been changed back to the traditional names, so there could be confusion. 

Western Cordillera

Stella, Ryla & Aubrey Tsilhqot’in (Chilcotin)
Serena & Aichen Tsek’ehne (Sekani)
Lily & Karon Haida
Daniel & Markus Gwich’in
Ayden & Maria Nuu-cha-nulth (Nootka)
Jacob & Michael Coastal Salish*
Shuswap (Secwepemc)

Interior Plains

Jorgia & Kriselle Dakota-Sioux *
Jalen & Jayden C. Métis

Canadian Shield

Jadon Y. Woodlands Cree
Isaiah & Ryan Dene*
Matteo & Abhishek Kivallirmiut (Caribou Inuit)

Great Lakes/St. Lawrence lowlands

Thomas, Tyler & Jaden L. Wendat (Huron)
Alivia & Kaitlyn Haudenosaunee (Iroquois)


Bowen Inuvialuit*

Appalachian Lowlands

Rylan Beothuk  
Didar Mi’kmaq

*Indicate there may be many different groups included in this people. 


research-proposal: Complete and hand in January 20

research-notes: Complete one for every source you use.

  • Students can use these questions to guide their research and note taking, or you can generate some of your own. The questions above were created by students, about the things they wanted to find out about. 
  • Use at least 3 or 4 of these questions to research in detail. You may use as many as you find necessary to communicate expert knowledge about the peoples you are learning about. 
  1. What are the beliefs of the First Peoples group I am researching? How do they share their beliefs and pass them on from generation to generation? How are they similar or different from other First Peoples? 
  2. How do these First Nations people pass on important knowledge and values to the generations? What was the role of stories and oral tradition? What was the role of art?
  3. What was here in Canada before Europeans arrived? What was the traditional territories of this First Nations people like? How did it change?
  4. How has this First Peoples group struggled for their rights and land? Provide examples. Have they been successful?
  5. What do these First Nations believe about their origins? How do they explain how they got here? What other evidence or theories are there about how North America was populated?
  6. How did colonization by Europeans affect or change these First Peoples?
  7. What kinds of technology did these First Nations people adopt? How did it work? 
  8. How did the First Nations people adapt to their geography (surrounding landscape)? How did they use the resources around them to survive?
  9. What kind of settlements or homes did the First Nations people develop?  
  10. What are the unique customs and cultural practices of this First Nations people? 
  11. Were there wars and conflict between First Peoples before Europeans arrived? How was warfare conducted? For what kinds of reasons did warfare or conflict break out between First Peoples? 
  12. What do these First Nations people understand about medicine and healing?


  • Students must choose an effective format (report, illustrations, models, art, essay, stories, info chart posters etc.) to communicate their learning. It must be able to present to the school by being posted in a hall. The format is up to you. 


Math Problem of the Day

Sorry division 4! I completely forgot to post this yesterday afternoon. There is still time in the week to have a math conversation with your parents or someone else.