NEWSA Singapore American School community service publicationVolume 6, Issue 7-03/04 - Fourth Quarter 2004

FLASH

In March, Singapore American Schoolreceived notification from the KhooFoundation that it was making a

$2 million donation to the school to assist inthe completion of the new high school library.

The Khoo Foundation is a charitableorganization created by the late Khoo TeckPuat, a prominent Singaporean businesstycoon and philanthropist who passed away inlate February.

The SAS relationship with the Khoo familybegan when Khoo Teck Puat’s daughterElizabeth enrolled her daughter Lauren ineighth grade. This May Lauren graduated fromSAS and plans to attend Brown University.SAS received the donation from the KhooFoundation to a large extent because of thepositive educational experience that ElizabethKhoo believes her daughter has had in theschool. Besides Lauren, four youngergrandchildren of Khoo Teck Puat are currentlyattending SAS in primary and intermediatedivisions.

The library will be a focal point of the newhigh school building, due to open in August.Besides incorporating stunning architecturaldetail, the library will be able to house a50,000-volume book collection and will beequipped with high-tech multi-media facilitiesfor use by students, staff and parents.When the new library opens in August therewill be a plaque at the main entranceacknowledging Khoo Teck Puat’s generouscontribution.

SAS Receives$2 Million

Contribution fromKhoo Foundation

The new high school library will house over 50,000 books

“ We have ambitious goals for this new library:we hope it will become the standard to which all internationalschools aspire. The new SAS High School Library will be astate-of-the-art facility. It will double our current space, andwill eventually house over 50,000 books. Facilities willinclude: a multimedia theatre to broadcast films and onlineapplications in all formats; a mini College and Career Library;a mini Modern Languages Library; and a computer lab with amini Multimedia Computer Applications Room. The librarywill also offer remote access to our online databases, whichcontain full text articles from over 3,000 journals, magazines,and books. The new library will be a dramatic symbol of theschool’s commitment to learning and knowledge. Thisbeautiful setting will attract students and parents to ournumerous resources, and will offer a dramatic venue forschool events and displays.”

“ These funds will be a tremendous boost to our library, whichwe consider to be the heart and soul of our school,” said RonStarker, high school librarian and media specialist. In voicinghis gratitude to the Khoo Family, Ron stated, “ You arecreating a lasting legacy in honor of your family. Futuregenerations of learners will reap the benefits, and will bereminded of your family’s contribution to SAS.

Ron Starker, high school librarian, and Bob Gross, SAS superintendent,holding the architect’s drawing of the new library

Board ofGovernors

NEWSFLASH is published bimonthly in

October, December, February, April and

June, by the Communications Office of the

Singapore American School. It is circulated

free of charge to the parents, faculty

members and organizations served by the

school. Inquiries and comments should be

addressed to:

COMMUNICATIONS

OFFICE

Singapore American School

40 Woodlands Street 41

Singapore 738547

6360-6303

email: ghan@sas.edu.sg

SAS Home Page:

http://www.sas.edu.sg

Chairman of the

Board

Mrs. Shelley DeFord

Superintendent

Mr. Robert Gross

Director of Business Affairs

Mrs. Rhonda Norris

NEWSFLASH

BOARD OF

GOVERNORS

ChairmanShelley DeFordVice-ChairmanGarth Sheldon

MembersRichard M. Borsuk

Melanie ChewRobert L. Comstock

Sally G. GreeneLowell J. Gruman

Edison LiuJohn Medeiros

Maya Roll Carl Stocking

Mary Witkewicz

CurriculumCommittee

Sally Greene (C)Richard Borsuk

Edison LiuMaya Roll

Garth SheldonMary Witkewicz

FacilitiesCommittee

Garth Sheldon (C)Melanie Chew

Robert ComstockSally Greene

Lowell GrumanJohn Medeiros

FinanceCommittee

Carl Stocking(C)Richard Borsuk

Robert ComstockShelley DeFordLowell Gruman

Edison Liu

TrustCommittee

John Medeiros(C)Melanie ChewShelley DeFord

Maya RollCarl Stocking

Mary Witkewicz

2

Board Member Michael Dee,appointed in January to the Boardposition vacated by Haywood

Blakemore, has resigned his Board position.The Dees are moving to Houston Texas whereMr. Dee will head the Houston office ofMorgan Stanley.

Mr. Dee served on the Curriculum andFinance Committees of the Board ofGovernors.

Professor Edison T. Liu has been appointed to take Michael Dee’s place on the Board of Governors.

Professor Liu, who arrived in Singapore withhis family in 2001, is Executive Director ofthe Genome Institute of Singapore. He andhis wife Margaret have three children: Ashton(SAS ‘04), Connor, 8th grade, and Summitt,3rd grade. Professor Liu is a graduate ofStanford University and Stanford MedicalSchool. He was previously a professor at theUniversity of North Carolina at Chapel Hill,and is currently a professor at the NationalUniversity of Singapore. He also recently

served on the Singapore Ministry of Education Committee to RestructureSecondary Schools.

As a volunteer in Singapore, Professor Liu has also participated on theExternal Advisory Committee of Singapore Polytechnic and the BioethicsAdvisory Committee. In the U.S. he was on the Advisory Board of the SusanG. Komen (Breast Cancer Research) Foundation, the Board of Governors ofthe American Association for Cancer Research, and the General Motors CancerResearch Awards Committee.

Among Professor Liu’s many interests are jazz and classical piano, musiccomposition, writing and public speaking. He also has a particular educationalinterest in science and technology, in language, and in a school environmentthat fosters a global perspective.

SAS Open HouseSaturday August 14

10:00 a.m. to 2:00 p.m.

Classes StartMonday August 16

Every school year starts witha spirited optimism aboutthe growth, happiness and

satisfaction that awaits us as theschool year progresses.

Admittedly, in this code-orange world there are also concernsabout terrorism, SARS or some other calamity that we hopewon’t raise its ugly head during the school year. I amreminded of Mark Twain’s admonition: “ Worry is interestpaid in advance on trouble that never happens.” It seems awaste to worry about something that likely will not happen,and if it does happen, there is only a minimal chance ofchanging the outcome.

With the end of this school year, we can report that theoptimism in which we entered the year has certainlymanifested itself in numerous and, often, spectacular waysduring the school year. Our seniors, despite the occasionalinterruptions from the construction project, had an unusuallysuccessful year gaining acceptance into the top tieruniversities in the United States and, more importantly,gaining acceptance into the college or university of theirchoice.

Our students distinguished themselves through theirparticipation in dozens of community service projects,IASAS competitions and performances in the visual andperforming arts. The curriculum has been strengthenedthrough the addition of more elective and advancedplacement opportunities.

We continue to become more diverse as students from avariety of backgrounds and nationalities have enrolled atSAS and have been challenged to do their best. Thepercentage of students with US passports has graduallydecreased from a high of 81% seven years ago to 63% thisschool year. Our enrollment at the end of this school yearstood at 2975 students, which is 30 fewer students than weended with last year.

Mark Boyer, the new Director of Staff Development andCurriculum, has led us through some major studies inreviewing the Reading/Language Arts Program,implementing the Six Traits Writing Program, beginningpreliminary work on the review of the Visual and PerformingArts Program and the Computer, Technology and BusinessPrograms. The comments that we received from parentsthrough surveys, individual contacts and ad hoc committeeswere very helpful in preparing the respective programrecommendations.

The Board of Governors approved the implementation of aDevelopment/Endowment program effective August, 2004.Lisa Kamemoto, previously employed at the AmericanSchool in Japan, has been hired as the DevelopmentDirector. The foundation established for this purpose willbe soliciting funds to enhance our support of:1) the visual and performing arts program2) the athletics program3) financial aid to assist with tuition payments,4) student scholarships5) community service projects6) general operations

Construction has taken place throughout the school year onthe new high school and early childhood center scheduledto open at the start of the new school year in August.During the summer we are also adding some classrooms tothe intermediate school and doing an extensive renovationof the middle school. The final phase of the constructionproject is scheduled for the summer of 2005 with theaddition of classrooms to the primary division and therenovation of central administration offices and theadmissions office.

While it is difficult to capture all the laughter and learningthat occurs in the classrooms, theaters and playing fields, itis important for you to know that SAS is committed toproviding an exceptional educational experience for ourstudents. It is a place that pays attention to the mind andheart and nurtures in its students such qualities as integrity,honesty, initiative, self-discipline and service to others.The staff at SAS joins me in thanking you for sending ussuch delightful children.

Robert L. GrossSuperintendent of Schools

From the SuperintendentFrom the SuperintendentFrom the SuperintendentFrom the SuperintendentFrom the Superintendent3

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Lisa Kleintjes Kamemoto (Lisa KK) has recentlybeen appointed as the Director ofDevelopment for Singapore American School, a

new position established to help create a schooladvancement program.

A native of southern California, Lisa KK has lived andworked in Japan for over 16 years in both the academicand corporate worlds and has traveled throughoutSoutheast Asia. While she began her career in humanresources/intercultural training, marketing and publicrelations, she has worked with independent schools forthe past seven years in admissions and development.She served as Director of Admissions and DevelopmentOfficer at the American School in Japan and mostrecently has worked as the Director of Admission andEnrollment Management at the Evergreen School inSeattle, WA.

In her free time, Lisa enjoys hunting for Asian antiques,playing volleyball and walking her “big dog”, aGerman Shepherd. Lisa is moving to Singapore thissummer with her daughter, Emi Kamemoto, who willbe entering 9th grade.

Lisa Kleintjes KamemotoAppointed Director of Development

Middle and High School Yearbooks Achieve

The 2003 SAS highschool and middleschool yearbooks

were two of fifteenyearbooks to receive GoldCrown awards from theColumbia Scholastic PressAssociation of Columbia'sJournalism School in theirannual awards ceremoniesin late March. Of the 1,810current CSPA memberseligible to enter the CrownAwards, 1,514 submittedcopies of their magazines, newspapers and yearbooks for this competition.Judging took place at Columbia University in December, 2003. Publicationswere judged on writing/editing, design, content, concept, photography, artand graphics. The Gold Crown is Columbia's highest award. There werefive middle school books among the fifteen given Gold Crowns, and tenhigh school books. Besides SAS, the other Gold Crown Awards were allawarded to U.S. schools. The Islander (SAS high school yearbook)previously received a Silver Crown for the 2001 edition. Islander 2003book editors were Tate Sonnack and Marisse Reyes, with Mark Clemens asfaculty sponsor. The Middle School yearbook is edited by Jo Ann Clemenswith assistance from students in the middle school yearbook club.

contributed by Mark Clemens, high school publications teacher

Pictured holding the middle school GoldCrown award are the three returning 8thgraders that worked on last year'swinning yearbook: Daksha Rajagopalan,Ang Jun Seow, and Jack Pitfield. Therewere about 25 additional students whocontributed to the yearbook.

GOLDGOLDGOLDGOLDGOLD

5From the Director of Staff

Development and Curriculum

Mark BoyerDirector of Staff Development and Curriculum

A tremendous amount of work was accomplished thisyear in curriculum enhancements and studentresource purchases for English/Reading Language

Arts. A group of teacher leaders who agreed to serve asgrade level/division representatives for this subject area tookon the task of significantly upgrading the school’s curriculumfor reading, writing, speaking, listening, and media, and alsotook on the task of a major review of publisher materials tosupport a $1 million purchase of new materials for studentuse next school year. The curriculum went to the CurriculumCommittee and Governing Board for adoption in May, andcan now be viewed on the SAS web site (www.sas.edu.sgunder the red button About SAS).

In addition to numerous rounds of collaborations with staff,Diane Murphy, an external reviewer who has considerableexperience and expertise with this curriculum area, engagedthe Curriculum Team in a teleconference in February on whateveryone had produced. Diane provided some specific pointsfor the team to incorporate in their revisions, and thenproceeded to congratulate the group for developing a clearand exemplary curriculum for students in preschool through12th grade. Discussions then followed on how to bestprovide support for the implementation of this curriculum andresource materials for next school year.

In looking at “best hopes” in the early phases of thecurriculum development, the teacher leaders articulated theinterests that they wanted to incorporate into this curriculum.

All of our work as teachers, parents, students, andadministrators is collaborative effort, and we are continuallytrying to make things smarter and better for everyone. If wecan continue to keep these “best hopes” alive in ourinteractions and implementation processes, then everyonewill be very well served.

In closing, I asked representatives from each of the divisionsto share their insights on this curriculum process.

English/Reading Language ArtsRepresentatives on the

Curriculum Writing Team:

• Matthew Steuer, Preschool Teacher

• Karen Kwee, Pre-Kindergarten Teacher

• Debra Woodfield, Kindergarten Teacher

• Lance Kershner, Kindergarten Teacher

• Sarah Absolom-Coole, First Grade Teacher

• Kristi Diebly, First Grade Teacher

• Cathy Berg, Second Grade Teacher

• Barbara Procida, Second Grade Teacher

• John Larson, Second Grade Teacher

• Louise Perdana, Third Grade Teacher

• Ian Woodfield, Third Grade Teacher

• Jennifer Hopkins, Fourth Grade Teacher

• Larry Burk, Fourth Grade Teacher

• John Kimzey, Fifth Grade Teacher

• Beth Burnett, Fifth Grade Teacher

• Julie Bredy, Sixth Grade Teacher

• Stacey Jensen, Seventh Grade Teacher

• Linda Xuereb, Eighth Grade Teacher

• Kathy Stefanides, High School English Co-Chair

• Jeri Kett, High School English Co-Chair

• Mark Boyer, Director of Staff Development andCurriculum

The “best hopes” and the divisionalcomments about the RLA Curriculum processare summarized in the following 2 pages.

66666

The Curriculum:• provides clear expectations• provides the best possible programs for all students• provides high levels of quality and consistency across classrooms• encourages equity• provides continuity for parents who have children at SAS for several years• increases understanding for where reinforcement is important and where to build on prior learning• addresses the needs of all children• does not confine students, but rather provides the opportunity to reach out to wherever the student is• supports student individuality• increases confidence in the educational experiences for SAS students• shows parents that their children are appropriately challenged• shows parents that the curriculum and the learning opportunities for SAS students are current with

what is known about best practices• shows parents how to connect and interact with the curriculum and the school• allows parents to feel that the learning needs of their children are well-supported• enhances communication and support

Best Hopes for How the Curriculum Can Support TeachersThe Curriculum:

• is useful, practical, and meaningful• is a working document that we continue to develop/refine as we learn more• offers good support for new teachers• is helpful in the development of classroom units and assessments• is a useful guide in conferencing with parents• establishes clarity across grade levels for a continuum of learning without

gaps or unnecessary redundancy• provides support for teachers to discuss issues and to plan together• helps to establish agreements on areas of focus within grade levels• is user-friendly• incorporates what is known about best practices in language arts• provides direction in working with students at their optimum levels• is clear for all users• provides realistic goals• guides teaching, rather than books guiding teaching• lowers teacher stress because of clear expectations and support• allows ESL to become more aligned with grade levels

Best Hopes for How the Curriculum Can Support StudentsThe Curriculum:

• establishes clear expectations for learning• supports quality rubrics• supports learning on a continuum vs. fragmentation, redundancy, gaps• provides greater opportunities for depth and application• lowers student stress because of clear expectations and support• creates equity for learning opportunities• strengthens and supports each student’s gifts• provides a variety of rich experiences• offers a sense of direction• allows students to be able to apply what is taught, rather than just cover a subject• helps students find their learning to be relevant and meaningful• allows skills developed in the language arts (e.g., writing, reading, listening,

speaking) to be applied successfully across all subject areas• develops similar expectations for research• provides an engaging experience• provides an opportunity to toss out the old and tired stuff• supports a feeling of more ownership for their own learning

Best Hopes for How the Curriculum Can Support Parents

7Preschool & Pre-Kindergarten

The revised RLA curriculum document is far more practicalthen the one previously used. In regards to early childhood, itis more developmentally appropriate, and it provides aclearer, easier to read guideline for new and returningteachers. The smooth and easily understandable transitionsfrom Preschool to Pre-K, and then from Pre-K toKindergarten, with just enough overlap to allow for theindividual differences in children, makes this document anexceptional foundation for our Reading Language Artsprogram. The early childhood resources ordered to supportthe new RLA curriculum, selected to be practical, flexible,and as rich and inspiring as possible, will make a profoundimpact at the Early Childhood Center.

PrimaryThe new RLA curriculum provides teachers and parents

with a clear statement of what is to be taught and how it willbe assessed. It shows continuity through the Grades, buildingskills in a logical sequence. We worked together as a wholedivision for cohesiveness to encourage better readers andwriters K through 2.

Adding the Six Traits to the writing section of ourcurriculum gives teachers and students across all grades anddivisions a common language.

We have purchased excellent resources and enriched ourliterature selection to support the curriculum.

We feel that Primary students at SAS will be much betterserved by this new RLA curriculum.

Intermediate

Clarity, continuity, consistency and convenience in bothformat and content distinguish the new RLA curriculumdocument from its predecessor.

Clear and measurable learner outcomes for all curriculumstandards indicate the content of the RLA program and degreeof mastery expected at each grade level. The revised formatconveniently presents the third, fourth and fifth grade learneroutcomes for each standard, side by side on the same page. Inaddition to providing an immediate overview of skills andcontent being taught for each standard across the entiredivision, this approach facilitates consistency in terminologyand promotes continuity of skills development from grade tograde. Specific content, such as designated genre studies forreading and writing, and the implementation of the Six Traitsfor writing are further enhancements. Continuity andconsistency are also fostered within each grade level with theidentification of common resources and assessmentinstruments pertaining to each standard.

The new RLA curriculum document serves our schoolcommunity more effectively, by providing new and returningteachers, parents and students, an explicit and comprehensivepicture of what is being taught and assessed in the ReadingLanguage Arts program.

Middle SchoolIn designing the RLA curriculum during the 2003/2004

school year, three priorities became evident. First, achange in the organization of the document was needed.The previous curriculum was organized around teachingunits: Independent Reading, Novel Study, andBiographies. The new document is structured aroundnationally recognized standards and benchmarks. Thestandards are consistent from the preschool through 12th

grade curriculum, providing the opportunity for consistentsupport at all grade levels for what is most important.

It was a stated goal of the curriculum team to compareour grade level objectives with models outside of ourorganization. Like an instrument that consistently tunesoff itself, without outside comparison, the entire sequencecan become skewed. The curriculum team looked atmany exemplary curriculum models and selected learneroutcomes we believed to best fit our student population.We have confidence that the new curriculum is well suitedto SAS, and it also correlates with the best curriculumthinking and practices in the United States.

Finally, once the standards, benchmarks, and learneroutcomes were delineated, we had the opportunity toengage in the fine-tuning work of vertical articulationthroughout all of the grade levels. We first establishedsequencing agreements within divisions and then pursuedchecks with neighboring grade levels. When we finallymet with teachers from all of the divisions, it wasaffirming for our division to see the progressions leadingup to middle school and then to see how our high schoolcolleagues were extending the work with our students. Itbuilds teaching confidence when one is part of athoughtfully designed sequence.

High School

Since the whole department has been involved in theprocess of reviewing and refining the curriculum,articulation across the levels has increased and sharing/refinement of ideas will continue to transpire. As a HighSchool English Team, we have had the opportunity toclarify skills taught at the various areas, and in doing so,have also identified areas which we need to continue tostrengthen. This process has also given us the opportunityto effectively provide an enhanced cross-subject transitionfrom English 9 to English 10 by offering AmericanLiterature at the 10th grade level, and adding a WorldLiterature course the following year. Furthermore, theopportunity to update texts and to order supplementalmaterials will assist us in the delivery of the content andthe building of skills to meet the various needs of ourstudents and the ever-changing challenges that they face.

During February, all the third graders took partin a watermelon seed-spitting contest. Thecontest was held as an extension of the

Everyday Math program focusing on predicting andmeasuring distances, collecting, graphing, andorganizing data and observing and communicatingwith team members.

In groups of three, students took turns being thespitter, the measurer and the recorder. The spittershad to spit seeds as far as they could, trying to spit theseed further than the other students. The spitters had tostand at the end of a long sheet of paper that wasmarked off in centimeter intervals and spit the seed.The measurers marked the paper at the place whereeach seed hit the ground and measured the farthestspit. The recorders had to listen to the measurers andrecord the distance in centimeters.

All the results were displayed on bar graphs in thethird grade group room and presentations based on theevent were featured in the following third gradeassembly. The top boy and top girl spitters from eachclass competed in the finals.

On February 27th the entire third grade gathered inthe Drama Theater for the finals. First the teachers hada seed-spitting contest, with Mr. L’Heureux emergingas the champion. Each student finalist had 3 spits,which were measured and recorded. The boy championof the third grade Watermelon Seed Spitting Contestwas Evan Nessim from Mr. Hinton’s class. The girlchampion of the third grade Watermelon Seed SpittingContest was Isabella Speciale from Mrs. Banks’ class.Afterwards all the third graders met in the cafeteria tofeast on watermelon.

Congratulations to our champions Evan andIsabella and to all the third graders who took part inthis fun, educational activity!

Everyday Math

at Work

contributed by Susan Youngmanthird grade teacher

3rd Grade 3rd Grade 3rd Grade 3rd Grade 3rd Grade8

Skye says she loves skating. “ I loveskating because I love trying newthings and love having a challenge. Mymost favorite part of skating islistening to different pieces of musicand getting to interpret the music.Whether it’s sad, happy, or even angry music, I love getting to move myarms, body and feet. My free program this year is to West Side Story andit’s very dramatic. Part of it is sad, and part of it is really fast and lively. Ihave to try to share those feelings with the people watching me skate. Iwatched the movie several times to help me understand the music. Weemailed the music to the lady in the US who made my dress. She sent me8 sketches and I picked one and she added some of my ideas. This is theeasy, really fun part of skating.”

Skating isn’t all fun, however, and some things are very difficult. “Thisis the tough thing about skating, you have to have courage and you mustalways stay with it. I hope that someday in skating, I will go to theOlympics and win the gold medal. If I accomplish that goal, I plan tobecome an international skating judge, and someday judge at theOlympics. I would also like to be a choreographer, designing programs forskaters all over the world.”

Skye Casey, 5th grade

Skye Casey, an SAS 5th grader,and Brittany Lau, an SAS 4thgrader, both won Silver Medals

at the Singapore National FigureSkating Championships a few monthsago. In the stiff competition, Skyemissed her gold medal by only .2%points.

Skye, who was 10 at the time of thecompetition, began her skating inSingapore when she was six, andmanages to fit it in along with otherinterests in playing double bass,singing, ballet and writing.

Brittany Lau, 4th grade

For 9 year old BrittanyLau, this was her first yearcompeting. She began herskating in San Francisco overthree years ago and currentlyspends up to 8 hours a weekskating. Brittany also has askating future in mind.“What I like about skating isthe feeling of gliding on theice fast enough to feel likeI’m flying. I also like thosebeautiful costumes. It’s mydream to skate with Disneyon Ice and of course theOlympics.”

Besides skating, Brittanyspends a lot of time atgymnastics and ballet.

Congratulations to both Skye and Brittany!

9

Roman ‘slaves’ milled around the courtyard,walking barefoot and carrying trays ofbread, olives, and a variety of savory dips.

Well-known historical characters from ancientGreece and Rome also walked amidst SAS sixthgrade students. Meanwhile, works of fine art suchas pots, masks, plates, and mosaics (made bystudents) were marveled at where they sat ondisplay in the group rooms.

These were only a few of the scenes you couldwitness that day. There were the aqueducts, plays,masks, mosaics, weaving, sculptures, architecture,famous Greeks and Romans, and even Food andFashion, the most popular activity by far. All sixthgrade students participated in one of theseactivities for Greek and Roman Day held inMarch.

Some highlights of the day were the plays in theDrama Theater, in which the solemn stories ofEcho and Narcissus and Perseus and the Gorgonwere acted out with a bit more spice andmodernization. A Fashion Show was also hosted inthe Drama Theatre, and boasted tremendouslyfashionable models, such as ‘da beggas’, Medusa,Hades, and even Pegasus! In the AqueductsCompetition, several teams of two to five studentstested out their aqueducts, or long series of tunnel-like, half open pipes, which were built toefficiently carry the water out. (At least, that’swhat they were supposed to do.)

However exciting these events might havebeen, the Olympic Games were still more exciting.In the heat of the day, each city-state marched intothe stadium, cheering and holding their chariothigh. Each E-period class had been working ondecorating its chariot with symbols and the colorthat represented its city-state. (The students hadalso decorated themselves with symbols, colors,and writing.) When the torchbearer ran into thestadium, the Olympic Games began! The girls andboys had separate games for the throws, jumps andruns. In each category, there were three events.However, for the chariot-races, it was a fierce fightbetween city-state teams. In the end, Athens wonthe clash of the city-states and emerged victoriousas the Olympic winner, followed by Olympia forsecond place, and Thebes, Cydonia, and Argos tiedfor third.

Everyone was tired out and ready to go homeby the end of the school day. Greek and RomanDay was a truly unforgettable event for the SixthGrade, filled with memories of Mr. Haas’ lamejokes, and cheering and screaming kids. A bigthanks to all of the teachers for organizing it!

Splendor of GreeceGlory of Rome at

SAScontributed by Akane Otani and EllenUrhein, sixth grade students

ArtsArtsArtsArtsArts10

IASAS Cultural ConventionInstrumental Delegates Excel in K.L.By Stephen Bonnette

Congratulations to all the instrumental musicians whowere selected for this year’s convention in KualaLumpur.

There were many marvelous performances, and the consistentlyhigh level of musicianship was most impressive. The competitionwas awesome, and each delegate should feel extremely proud!The panel of adjudicators wrote some glowing remarks as theylistened to the solo/small ensemble phase of the Festival. OurBrass Trio (Hatim Thaker, Jonathan Lee and Rezan Amiruddin)and Eagle String Quartet (June Hyun Hwang, Danny Wen,Joanna Tu and Wesley Tillu) were selected to perform at theprestigious Honors Recital.Special kudos to the following students who representedSAS so admirably:Strings:Joanna Tu, Sam Indyawan, Erin Chu, Paul Kang, Danny Wen, WesleyTillu, June Hyun Hwang, Akshay Balsubramani (Alternates: C.T. Chen, Angela Chan)Wind Ensemble:Barney Lin, Kathleen Sun, Rezan Amiruddin, You Bean Oak, Jonathan Lee, Josh Velson, DavidCastillo, Hatim Thaker, (Alternates: Jared Newton, Ben Spalter)

ARTS at SASHigh School IASAS Cultural Convention, March

Debate, Forensics, Dance and Drama were held at International School Bangkok; Music and Art wereheld at Interntional School Kuala Lumpur. Besides SAS, ISB, and ISKL, other participating schools wereTaipei American School, International School Manila, and Jakarta International School

Drama - Shakespeare’s Twelfth NightA 45-minute adaptation of Twelfth Night presentedby the SAS drama delegation was very wellreceived . Cast included Chris Chmelik, CallaVidet, Erin Han, Jessica Felt, Eric Fisher, SarahGundle, Jason Chin, Tiffany Lin, Kathy Lin, WillReid, and Stephanie Train. Erich Bussing was theTechnical Assistant for both the Drama and Danceproductions.

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ForensicsOriginal Oratory: Libby Henessey (Silver Medal),Stephanie Tang (Finalist)Oral Interpretation: Chris Chmelik (Gold Medal), SalSciandra (Bronze Medal), Tiffany Lin (Finalist)Impromptu: Kathy Lin, Penn Bullock (Finalists)Extemporaneous: Jason Chin (Bronze Medal), AlexMcCabe (Finalist)

DebateStephanie Tang and Stephanie Train: A-Team (Gold Medal),Alex McCabe and Priyanka Dev: B-Team (Bronze Medal)

Dance “A Closer Look”

Vocal MusicLauren GaylordMing VandenbergChristine ByrneMeg KalbagChris WongTadashi SomaAndrew PadgettWhun Ohand alternatesTerrence LeungJane Lee

Piano

ArtCultural ConventionArt entries includedworks of drawing,painting, mixedmedia, ceramics, andphotography. Manyof the submittedpieces were also ondisplay during theMay high school ArtsFestival

Stephanie QuachJason TsaiChelsea Park

Marisa HaleKatherine LungAli PerryOlivia KellyHeather WigmoreOlivia CainHannah NicholsKate LeSueurand alternatesCordelia RossTiffany Too

It is doubtful that Carl Orff knew the stir that this work would cause when heset these secular medieval poems to music in 1937. Although there may bethose who do not know this work by name, it is rare to find anyone who is

unfamiliar with its most well known piece “OFortuna,” which has been widely used innumerous action films and commercials.Written by pseudo monks/intellectuals/vagabonds in the 12th century, the poetry ofCarmina Burana encompasses the topics offate, tavern life and love.

The Singapore American School Choirs,Orchestra and select winds performed thisexciting work on Saturday, May 15 at thebeautiful Victoria Concert Hall.

High School ARTS Festival, April/MayCarmina BuranaVictoria Concert Hall

May 15

Jazz NightApril 2

contributed byNanette Devens

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The Front PageAdvanced

Drama ClassProductionMay 7-8

Art ShowApril 16-23

Middle SchoolChoir Concert

May 6

HS Dance Showcase

April 16-18

14

Honor Choir London Trip

Six SAS Middle School students were selected by audition to attend the International Honor Choir Festival in London. Thefestival was hosted by the American School in London, and our delegates participated in rehearsals and a culminating concertalong with 90 of the best MS singers from international schools in Europe and the Middle East. The SAS delegationconsisted of Callie Gruman, Abby Murray, Tiffanie Widjaja, Renuka Agarwal, Luke Ettensperger, and Matthew Long,accompanied by MS deputy principal Rob Godley and MS Choir Director Pat Brown. Mrs. Brown also conducted sectionalrehearsals at the festival. The group spent time sightseeing in London and Paris along the way. It was an exciting andchallenging time for everyone involved. Next year's festival will be in either Warsaw, Poland or Ankara, Turkey.

International Honor Choir WowsLondon Audience!

contributed by Pat Brown, photos Mary Gruman

MS

Dancetasy II

April

160 middle school

students particpated

in April’s

Dancetasy II

Jenifer Anderson’selementary art classescreated an “Art Feast”

Fourth Gradeclasses learn toplay the intricateIndonesianGamelanFourth Grade art students

glazing their ceramic creations

Elementary School

As We See It8th Grade Drama

April 22-23

The Middle School Drama production, As We See It, hadpizzazz, panache, and style! This year’s double-cast shows

dished up a refreshing series of parodies on a huge variety of themes –from the SAS dress code, true love, wannabes and the art of advertising, to

the psychology of superheroes. There were cheesy salesmen, pony-lovingchildren, misguided mothers, Barbie, flirtatious teen-agers and secret agents.The following quandaries were solved: When you buy an albatross, do you getwafers with it? Just how trying is the life of an advice columnist? What’s a“Rembrandt Doll?” And finally, just how far is a school willing to go to defendits dress code? Presented by 87 students in grade 8 drama classes, this was acollection of comedic vignettes, “30 plays in 90 minutes!”

contributed by Tracy Meyer

16

5th Grade Music

Kaleidoscope5th Grade Art

ShowMay 7-14

IS Variety ShowMay 8

18

A Hasty Honeymoon(Romeo and Juliet)

Kindergarten and 2nd Grade

LafcadioThe Lion Who

Shot Back(adapted from the

book by ShelSilverstein)

Kindergartenand 3rd Grade

Shakespeare? Elementary, my dear!

Students from Ed Sheerin’s kindergarten class and PollyDoyle’s second grade class performed A HastyHoneymoon, adapted from Shakespeare’s Romeo and

Juliet, for their peers, proud parents, and other members of theSAS community in March. Sheerin and Doyle’s collaborativeproductions in previous years have included adaptations of TheHobbit (2003) and Hamlet (2002).

Working from a 22-page, 12-scene script adapted by theteachers, the students spent approximately two months,including a month in scene rehearsals, preparing for theperformance. At the beginning, time was spent in telling thestory and in discussion about the plot and what the charactersmight be feeling.

Not only was the project exciting and interesting for thestudents, but there were many opportunities for improvedwriting (using six traits elements such as word choice, ideas,and especially voice) as students worked on their journals;improved reading, speaking and memorization skills; as well associal studies tie-ins, team-building and improved self-confidence.

While audiences clearly enjoyed the performances, the kidscherished the entire process - and saw the performance assimply the final reward of a priceless experience.

19

contributed by Debra Eason, second grade teacher

Earlier this year, Madam Nur Ashikin, a teacherfrom the Nan Chiu Primary School contacted measking if my second grade class would be willing

to be pen pals with her class. I readily agreed and havenever regretted a moment of my decision! We haveexchanged letters and the children in both schools have

been so excited to send and receive the letters! In fact,Madam Nur had initially said she would only be able tosend one round of letters but her students loved it somuch that we have kept going!

We then received invitations fromher class to come to their school tomeet them and help them celebrateInternational Friendship Day. Wewere able to work everything out andon Friday, April 16, my class of 21went to meet her class of 42. We hada wonderful time! First we met ourpen pals and went to the gym to playsome ice-breaking games. The kidsplayed hopscotch, and a ball gamecalled monkey in the middle, andkicked around a shuttlecock. By thattime, we were all hot and thirsty. We were treated to a

very nice snack and had a chance to sit and chat. Next onthe schedule was a school-wide assembly to watch a show

called The FlyingCarpet. We got to sitwith our new friendswhile watching theshow. After the showwe went to our penpals’ classroom, and wemade and exchangedfriendship bracelets.They did a reader’stheater for us justbefore we had to leave.Before leaving theygave us a class

autobiographical poem book they had made for us, keychains for each of us, and a school yearbook for eachchild! They went with us to our bus, and with regret we

said our goodbyes and waved tothem until they were out of sight.

It was a wonderful experience forall of us. We came right back andwrote thank you notes to them. Weall agreed that we really want to seethem again and hope to invite themto our school soon to return thewonderful hospitality we received.

InternationalFriendship

Day

It Was OutIt Was Out

of This Worldof This World

PTAPTA

COUNTY FAIRCOUNTY FAIR

20042004How do we begin to thank the

hundreds of people who helped makethe 2004

County Fair one of the best!We would love to personally thank

each person who worked a booth, rana game, entertained us, set upequipment, donated or made

something but that would takeforever. So please accept this heartfeltTHANK YOU for helping us make it all

possible. The County Fair is a greatexample of what we can accomplish

when we all work together.It was truly a BLAST!

Susan FayPTA County Fair Chair

22 “Thank You” to Teachers Leaving SAS

DAVE SMITH Grade 5 (8 years at SAS)“ I came to SAS in the fall of 1996 to teach atthe newly opened Woodlands campus. Mycareer in education began in 1959 in a smallcountry school in Northern Alberta, Canada,and I have enjoyed it for the past 44 years. It’snow time to ‘hang up my skates.’ I’m lookingforward to spending more time with familyand friends and will continue to remain inSingapore. Finishing my career at SAS has

been a super bonus.”

FARIDEH MALLAL, Grade 1 (32 years at SAS) “ For 32 years I have gotten up before dawn toteach at SAS, on three different campuses, and each day has been an exciting new adventure andchallenge. Now it is time to have some different adventures and challenges. So I thank every oneof the “Emilys, Matthews, Huey Jins and Kellys” who have given me as much or more than Icould ever give them. I have had the best colleagues and administration in the world. As a younggirl growing up in Singapore I never would have thought then that I would have met suchinteresting people who would challenge me to become the best professional I could be. Thank youfor making these years such a joy and pleasure. I will miss seeing all my friends and colleagues,but since I will be in Singapore I will not be a stranger to SAS.”

Farideh Mallal Retiring after 32 Years at SAS

David Smith Retiring after 8 Years at SAS and 44 years Teaching

IS Librarian Tim Ramsey accepts book donation honoringDavid Smith from PTA President Susan Murray

PS Librarian Kirk Palmer accepts book donation honoringFarideh Mallal from PTA President Susan Murray

The Teacher

Over thirty years ago she began teachingyoung children;she didn't know much about children at first,but over time learned more and more.

She gave them hugs and wiped their tears,and never left them alone;she guided them through the small things,which often turned out to be milestones.

Her first students are all grown now,and she waves to them when they pass;there's a banker, a writer, a lawyer, an artist,and parents with children in her class.

To those who ask if she plays all day,she says with a gleam in her eyethat she teachers bankers to add and subtract,and artists the color of the sky.

She teaches the alphabet to writers,and lawyers what it means to be fair;she teaches politicians to take their turn,and executives how to share.

She knows that what's learned in the sandboxwill influence them for years to come;it's the little things that shape them,so impressionable are the young.

Edited By: Pat Quick for Ms. MallalOriginal by Tim BetDear Ms. Mallal:I found this poem and I thought of youinstantly! You gave 100% to all your studentsand they in turn learned many valuable toolsthat will last them their entire lifetime! Thankyou for all you did for Abby when she was inyour first grade class. Not only did Abby get agreat teacher but I made a friend as well! Bestwishes on your retirement! Pat & Abby Quick

My years at SAS were ever so blessed because of thededicated educator and truly caring person, known bymany thousands of students, parents and teachers as MsMallal.Farideh is a gentle person with a quiet voice and ahuge heart. She really cared about every one of her studentsand colleagues. Her focus each day was finding the best inpeople and the best in every situation. For years she hasbeen my inspiration and my beacon of strength! Thank youMs Mallal for all you gave to the students and teachers atSAS over these 32 years. We are so very much bettereducators and more caring people having been touch by ourtime with you. Love you and God bless, Joan Adams

It's hard to believe so many years have goneby. I can still remember our days together atUlu Pandan like it was yesterday. I wishyou all the best in your retirement." Withwarmest regards, Ursula Pong

Hello Mrs. Mallal, I hope you remember me,the little girl who used to bring you kerupukudang from Indonesia. You were my firstgrade teacher, and now I'm 26 and married! Ijust wanted to say what a wonderful teacheryou were to me, and I'm sure you havepassed on your kindness, generosity, andwisdom to many other students. You inspiredus to follow our dreams, and I especiallyremember how much you encouraged mywriting. Now I am aspiring to be ascreenwriter, and I know that your words ofencouragement were a factor to that. Thankyou for all the wonderful memories. I wishyou all the best in the future.Margaret Tranggono-Kerrison

Thank you for giving me such a strong foundation. Irecognize that I am only a product of those who havetaught me. So, thank you!! To think of yourcontributions in the lives of so many is overwhelming, Icould only aspire to leave such a legacy behind! AllysonTippie (your grade 1 class of 1989)

You are now, and always have been, an inspiration toother teachers at SAS. I remember your supportive smile,your kind comments, your thoughtful suggestions, andthe hugs you shared with everyone. Just thinking of youbrings back such warm feelings of Singapore. Yourepresent the spirit of friendship and professionalism thatmakes SAS the great school that it is. I know there arehundreds of children all over the world that can lookback at their time with you and smile. Cherie Larson

I was Mrs. Mallal’s student in 1989 Ibelieve, and I would like to thank heronce again for all the wonderful workshe does! I will always remember herWe love you Mrs. Mallal!! -Eric Pan

Mrs. Mallal - SAS will not be the samewithout you! I am getting married inOctober, and I am stopping in Singaporeand I was looking forward to coming toSAS and seeing you! It was such a treatlast time to be able to see you and Ms.Ashness. Congratulations on yourretirement, and just know that you areremembered fondly, I'm sure, by all ofyour students. Especially ME!! LoveAlways Jessica Wilgus (SAS ‘99)

Below are excerpts from some of themessages that have come in to expresscongratulations and thanks to Farideh Mallal

23

KAREN BENJAMIN Grade 5 (2 years at SAS) Karen and her daughter Cassandra will be repatriating after ten yearsin Asia. Karen will join her husband in their home north of Seattle and hopes to continue teaching, while Cassandra willbegin her college career. “ Life at SAS has been all I had hoped for prior to arriving. Thank you, Mr. Gross and Ms.DeGroot, for the opportunity to work with a staff committed well beyond the call of duty in their devotion to students.Thank you parents, for the privilege of spending each day with your remarkable children. Students, remember that youhave the power to ensure your success. Dream LARGE.”“ Don’t cry because it’s over; smile because it happened.”

LISA FIRST grade 5 RLA/Math (2 years at SAS) Lisa is returning home to upstate New York where she will beplanning a December wedding to her fiance, Andrew. “ I may return to a former elementary position, but I am currentlyexploring other professional options. I am also considering taking some time off to pursue writing and art interests,perhaps some courses in both. Two years has not been long enough for me, but I have been so grateful for theexperience of being part of SAS. I have grown so much professionally, and it has been so rewarding to work with suchmotivated and dedicated colleagues and administrators. I will especially miss the the humor and support of my 5thgrade colleagues. To my dear friends, thank you for the wonderful experiences and memories. To my amazing studentsand their parents, thank you for two great years! You will always be remembered. Hope to see everyone overseas againsomeday.”

ANN WHITTON8th Grade Math/Science,(2 years at SAS)Ann will be moving to Houston, Texas

LINDA VAN SICKLE 7th grade Social Studies and RICHARD KOLODSICK High SchoolComputer Science (4 years at SAS) Linda and Rich plan to spend time with family and friends in theU.S. “ Living in Singapore and teaching at SAS has been a great experience. We have boththoroughly enjoyed being a part of the SAS community during the last four years. We will certainlymiss all of our wonderful friends, colleagues, and students. We wish to thank everyone for all thefond memories we take with us.”

STACIE STEPANOV MS French(substituting for Karen McDowell), previouslyHS French (3 years at SAS) Stacie will be

moving to Boston, Massachusetts.

JEFF OVERLIE 5th Grade Social Studies & RLA and JULIE KIVELL OVERLIE IS/PS Music(5 years at SAS) Jeff and Julie are moving back to Minnesota. While Julie changes careers to be astay-at-home mom, Jeff plans to continue teaching intermediate-aged students. “ SAS is a difficultplace to leave because of the many friends made and the positive teaching environment. It hasallowed us the opportunity to see the world together while doing what we both love, teachingchildren. We will always have fond memories of the five years we spent here!

SUZANNE AMES Intermediate Academic Support (2 years at SAS) Suzanne is moving to Dubai in the Untied ArabEmirates. She will teach elementary special education at the American School of Dubai and is looking forward toreturning to the Middle East. “I have enjoyed teaching at SAS. All my students were wonderful and are very special to

me. I will miss them very much and carry lots of fond memories with me to Dubai.”

JOY KOLLER Primary Resource (3 years at SAS) Joywill be completing further training in Italy this fall and willbe involved in a literacy project in Croatia. “ SAS hasprovided me with many opportunities both professionallyand personally. Thank you David and Ken for your supportduring my three years and a special thank you to all of mycolleagues. I am grateful to have worked with a group ofvery dedicated, committed teachers. To my students, parentsand friends, I will miss you!”

SUZANNE BORDEAU, MS Spanish and electives (3 years at SAS) and JOSHUAASHTON Primary Academic Support (2 years at SAS) Josh and Suzy plan to head backto their hometown: Minneapolis/St.Paul, Minnesota. “ We have enjoyed working withthe great students, parents, teachers and support staff here at SAS. Thanks to everyonefor the great experience here. We will miss SAS!”

BRIAN MILBURN Grade 5 (3 years atSAS) “ My time at SAS has been awonder. I will fondly remember thestudents, parents and staff in the SAScommunity. I am excited to be headingfor Buenos Aires, Argentina, where Iwill teach fourth grade at the LincolnSchool. Thanks to all for an excellentexperience.”

Also leaving SAS are high school language teachers JAVIER BUGARIN and AMELIA HERRAN. Both will be stayingon in Singapore.

MARY MCDONALD high school counselor (9 years at SAS) Mary will be moving to Kent, Connecticut where she hasaccepted a job as a college counselor at Kent School. “ SAS has been a wonderful place to work. I enjoy our studentsvery much - such a variety of types and cultures and values, talents and personalities, but all great to work with. I havehad the privilege of working with many intelligent, caring and supportive administrators. And I currently work in the BestCounseling Office in the World (as described by more than one college admissions officer). I’ll never again be so lucky.My colleagues are intelligent, knowledgeable, hard working, caring, amazingly supportive, and very funny. But, sadthough it makes me in many ways, my move is very exciting as I will be close to my daughter, son-in-law, two-year-oldgranddaughter Molly, and the soon-to-arrive second granddaughter.”

By: Jessica Yoshimura

Oreos! Punk Rock! Sport Jersey! WackyTacky! To some these may just seem like randomwords or phrases, but to Singapore American

Middle Schoolers, they’re the most fun words of April.That’s because these were the four themes for April’s SpiritMonth. The last day of every week in April, SAS MSstudents were encouraged to dress in the theme of the day toshow their school spirit. This month was a fun time forstudents to get creative in their alternate dress. It was anoccasion that allowed students to go all out, riffle throughtheir closets, and pick out their best-suited outfit for the spiritday.

To start Spirit Month off, there was a Pep Rally onWednesday March 31st. With a dance from our SAS student

cheerleaders, a spectacular fashion show, and funnyentertainment from our SAS faculty football and cheerleadingsquad, the pep rally was tons of fun.

Leading off Spirit Month was Wacky Tacky Day. Studentswere given the opportunity to be - well - wacky and tacky.Get out those icky old plaid shorts and a bright pink polka-dot

shirt, pair it with green hair and mismatched socks andsneakers, and you’ve got one very wacky tacky outfit. Duringthe lunch periods on Wacky Tacky Day, middle schoolers goteven wackier by showing off weird talents. Crossing only oneeye, mooing like a cow, doing funky dances, and many moreodd abilities were shown off.

The second week of Spirit Month was Oreo Day, wherestudents were only allowed to wear black and/or white. Lunchperiods on this day were filled with fun activities, all of theminvolving oreos! Oreo-stacking contests; who can make theirstack the highest? And oreo-transfer; who can get the mostoreos from one bowl to the other with…chopsticks!

Following Oreo Day was Punk Rock Day. On this day, wehad a Punk Rock Salon in the Middle School/IntermediateSchool Cafeteria. At the Punk Rock Salon, students got theirhair dyed, make-up done, nails painted, and all sorts of othercool “punk-ish” salon type things.

Last, but certainly not least, was Sport Jersey Day, wherestudents got to wear their favorite sport jersey to school. ForJersey Day, since it was Sport Jersey Day, there was a Studentversus Faculty basketball game during the lunch periods.

So now, you can obviously tell that Oreo, Punk Rock,Sport Jersey, and Wacky Tacky are not just words - they’reSpirit Days!

We’ve got spirit,yes we do, theMiddle Schoolhas spirit, how

about you?

24

Near the end of the fourth quarter, the SAS Primary Library,SAVE club members, parent volunteers, and art and scienceteachers helped to organize this year’s Eco-Ed program. The

2004 theme was The Local Butterflies of Singapore, especially apt as theBlair Sonnenberg Memorial Butterfly Garden near the High Schoolcafeteria was being restored. In April, high school students from grades9 to 12 helped with Eco-Ed, an interdisciplinary environmental andconservation education program. They used 45 minutes of their freeperiod to interactively instruct primary school students fromkindergarten to grade two, mainly about the top ten local butterflyspecies in Singapore. The curriculum encompassed anatomy, life cycle, feedinghabits, symmetry, planting butterfly-attracting plants, and the impact ofhumans on their population in theworld. Not only did the primarystudents enjoy the activities andcrafts while learning about localbutterflies, but the high schoolstudents got a wonderful opportunityto improve their teaching andmanagement skills.

Based on SAVE Club’s Co-Presidents Jennifer Ong’s andStephanie Tang’s grant proposal,Booster Club generously donatedfunds to support the restoration ofthe Blair Sonnenberg MemorialButterfly Garden. Restorationconsisted of a new garden design,garden construction, and buying,planting, watering, and caring fornew plants that will attract butterflyspecies, especially the ten endemicbutterfly and moth species. On EarthDay, April 22, the official opening ofthe butterfly garden was held, with participation by the four school principals,symbolizing the entire community’s ownership of the garden, as each school haddonated $300 towards its restoration. High school students also continued to usetheir free periods during April and May to become nature guides and conduct toursof the butterfly garden to primary students.

Eco-Ed and the restoration of the butterfly garden were fun, student-drivenservice projects, in which students took the initiative to write the Eco-Ed

curriculum, plan the variousactivities, as well as design thebutterfly garden, acquire funding,research plants, and then plant andcare for the garden themselves.Since education and resourcemanagement are both importantin shaping the futureenvironment, Eco-Ed and therestoration of the butterflygarden strives to impart to youngand older students alike, thevalue of the Earth’s land andnatural resources and wildlife,

and the need forconservationand

preservation of the ecosystem.Through this awareness andknowledge, students will hopefullyrealize how much power they hold intheir choices that affect people andthe environment. They may bemotivated to make responsible andinformed decisions about their actionsand additionally further their interestand seek other opportunities inenvironmental service.

Numerous people contributed tothe organization of Eco-Ed and therestoration of the new butterflygarden. Special thanks to anincredibly hardworking andcommitted group of people consistingof Kirk Palmer, Nature SocietySingapore volunteers Andrew Tay andVilma D’Rozario, parent volunteers,High School and Middle Schoolstudents, Martha Began, Steve Early,and Kate Thome, all who havecontributed their valuable time andeffort to do something important forchildren, as well as the environment,now and for the future.

Eco-Ed 2004 - Butterfly GardenContributed by Kathleen Sun, high school sophomore

25

The butterfly lives in a plantIn the middle of a hot sunny islandAbout the size of a small leafCircular in shapeOrange in colorFree like meI would fly in the hot summer sunTo cool myself downIt is fast and crazy like a tornadoIf the Danaus Chrysippus Chrysiapus lands on youYou will have good luckCarrying the souls of childrenWho died before baptismA blur of butterflies

Ryan Sawyer

Mrs. Bredy’s sixth grade RLA Classes

The Branded Imperial

First, I am an egg,Then, I am a caterpillar,Then, I am a cocoon,Now, I am a butterfly!

I am Orange, White, and Black,I am light and soft as a leaf,I drink nectar from flower toflower.

I fly way up high,Day and Night,Through the air,Soaring through the sky.

I can fly away from you,Softly formed yet graceful,I may be fragile,But beautiful to look at,I bring good luck if I land on yourshoulder.

I am beautiful,Inside and out,Flying high,Then gently landing on a floweror leaf,With neither a worry or care,I am a Branded Imperial,Eooxylides Tharis Distanti,Or you can call me butterfly.

By Michael Chang

Fluttering in the windThis darting insect fliesAround flowersThrough the meadowsUnder the bright sunIt never grows tired,The lovely butterflyThe pod of colors on its wingsBlack, white, and brown.This is a Danus GentiaA common Tiger Butterfly

Natalie Flens

Fluttering awayThere goes the LeopardThrough the pitter patteringOf the rainLight as a featherIt soars through the skiesMysterious black spotsLepidopteraQuite compassionate and calmCheering up people’s livesSo why do I feelIntimidatedBy the Leopard Butterfly

Chelsea Leonard

Happiness yellowSadness blackPure whiteHyperactive OrangeColors of a butterflyThat can make a rainbow of aperson.

Abby Oliver

26

The plain tigerLives in the crown flower.

The size of my thumb,The weight of a featherAlways soft,Inside or outsideAnd the color of salad.

Always flyingAround, tryingTo get awayAlways uncomfortable,For it can be caught.Always like sweetThings, as well asMilk, just like me

If I had those wings, I wouldFly around,Looking atthe world As a picture.If I was a baby butterflyI would sleep All winter.

Sometimes, they are the weather Before it rains:Gloomy, dark, cloudy, windy,And gothic.

They enjoyMilk, as well as butter, and ofcourse,Flower nectar.

Bringing good luckTo your shoulder

The mix of colors.

Yun Hoi Koo

Flittering ,fluttering,With velvet wings.Mysterious,Like a breezy autumn day.Calm and quietIn the gardens.Sitting on your shoulder.Whisper your secretAnd they’ll fly to the heavensAnd grant it.The best insect of allThe butterfly.

Savannah Geiger

A bundle, a bunch, a barricadeSo many of themLike they’re on paradeDipping, diving,’dancing, drivingAs I look, I can’t help smilingThe butterflies up in the airUp so high without a careAnd when I see themI think to myselfThey’re living.

Hanna Dijkstra

Butterflies fluttering around,In their garden of beautifulflowers they live.The size of a battery,The weight of a paperclip,The colorful white butterfliesflutter around.The butterfly relates to methrough color:I am a very light white and thebutterfly is also white.If I was this butterfly,I would flutter around,And land on people’s hands.I would hide when it rains.I would fly around when it issunny.This butterfly is like the rainyweather,This butterfly is white,It is almost transparent.All butterflies are namedLepidoptera in scientific naming.The cascade of butterflies fluttersaround everywhere.They must feel like everywhere istheir home.During the 4th Century B.C.Butterflies were believed to beformed from people.They said that the souls of peoplewould depart at nightOut of people’s mouthsAnd would form into butterflies,The white butterfly is a Physce

Josh Davies

27

Did you know there was an AtlasMoth at SAS?! The news spread likewildfire three months ago� Of course�that’s old news now� Now Mr�Zielinski’s class is going to bring youthe newnewnewnewnew news� Hot off the press!You see� this moth wasn’t doingnormal moth things� Nope� it waslaying eggs all over the school wall�Mr� Z took some of the eggs off thewall before… well� who knows’whatwhatwhatwhatwhatwould have happened�

When Mr� Z broke the news to uswe all went bananas knowing thelargest moth in the world would beraised by us� Once the caterpillarshatched� they were no larger than agrain of rice� Everyone started takingturns cleaning the container andgetting food for them� It was asurprise because only about �� out of��� eggs hatched� and only eightcaterpillars made it to the big � inch

long � inch wide stage� Our biggestcaterpillar drowned in the water ofthe plants they were eating from�Another caterpillar was found deadthe next day and shriveled up tonothing� The � fat ones that were leftwent into cocoons and we were veryfortunate to see two out of the sixcaterpillars making their cocoons�

It happened! It reallyhappened! Our first moth hadhatched! It was a large male� He

came out of his cocoon on the ��thof April� ���� His name was Unofor being our first moth out of hiscocoon� Uno flew over our desks inthe classroom� We let him go on the�st of May ���� The next moth outwas Dice� another male� The mothswere popping up like dandelions!Dice left on the �nd of May ����We’ve got to admit� they werepretty bad flyers� Both of themretreated to the tree near our classroom�

And then a female moth wasborn! We named her Lily� She cameout of her cocoon on the �th of May���� She was pretty big for beingbred in captivity� As a matter of fact�she was the biggest moth yet� Shewas let go on the �th of May ����

Mr� Z asked Katie and Tom tobring the remainingcocoons home for theweekend� Kelsey gotinvited for a sleepover� Weall stayed up late thatweekend to see if any moremoths hatched� Finally atmidnight we went to bed�but we set the alarm for:� a�m� and woke up onthe dot! To be honest� itwas a littleboringdoing thenight shift�We werealmostasleepwhen one

of the cocoonsstarted rattling!Then right beforeour eyes� wewatched a mothslowly wedging itselfout of its cocoon�Another moth hadhatched!

It wasn’t until the next day thatwe noticed the moth was a female�

We named her Eagle Eye after thepattern she had on her wings� EagleEye was let go in the Eliot’s rambutantree� A male moth came from theBukit Timah Nature Reserve andmated with Eagle Eye� The next daythey were gone�

Yikes! Another moth had hatched!The place was going mad! Thesmallest moth so far had been born�We named him Shrimp because of hissmall size� We still had one cocoonleft� which we brought to school� Toour surprise� this last cocoon hatchedthe following morning! It wasn’t anormal moth� though� with flatregular wings� It had square bumpspressed into the wings� Mr� Z� thoughtit wouldn’t fly so at the end of the dayKatie and Tom took it home to seewhat would happen� The next day ithad flown from its place on a branchto a bookshelf� It hadn’t mated� but itcould still lay eggs� The eggs weren’tfertilized� though� so they all wouldturn out to be males� We noticed thatit liked laying eggs on things that werewhite� After it laid its eggs� it flew outthe window and disappeared�

So now if anyone in our class stepson even the smallest kind of moth� it’sa BIG crime in Mr� Zielinski’s class!

By: Kelsey Roll and Tom and Katie Eliot, 4th Grade

Young caterpillar � two weeks afterYoung caterpillar � two weeks afterYoung caterpillar � two weeks afterYoung caterpillar � two weeks afterYoung caterpillar � two weeks afteregg hatchingegg hatchingegg hatchingegg hatchingegg hatching

Mature caterpillar� close to inchesMature caterpillar� close to inchesMature caterpillar� close to inchesMature caterpillar� close to inchesMature caterpillar� close to incheslong� a voracious eater� will soonlong� a voracious eater� will soonlong� a voracious eater� will soonlong� a voracious eater� will soonlong� a voracious eater� will soonspin a cocoonspin a cocoonspin a cocoonspin a cocoonspin a cocoon

The background photo is of the mother moth just before she laid her eggs in January� Her wingspan was about � cm�

28

BibliographyBibliographyBibliographyBibliographyBibliography http://www�szgdocent�org/ff/f�lep�htmhttp://en�wikipedia�org/wiki/Atlas_moth

One of the biggest moths inthe world�

Up to � cm wingspan�

Name derived from map orGreek Mythology�

Scientific name: Attacusatlas�

Eats the leaves of Japanesecherry (muntingia)�soursop� cinnamon� lime�pomelo� rambutan� guava�citrus fruits�

Adult Atlas Moths do noteat because they don’t havea digestive system�

Moths raised in captivityare smaller than thoseraised in the wild�

LifecycleLifecycleLifecycleLifecycleLifecycle

Egg – � weeks

Caterpillar – weeks

Pupae (Cocoon) – weeks

Moth – ��� weeks

Facts about the Atlas Moth Facts about the Atlas Moth Facts about the Atlas Moth Facts about the Atlas Moth Facts about the Atlas Moth

A caterpillar in the process ofA caterpillar in the process ofA caterpillar in the process ofA caterpillar in the process ofA caterpillar in the process ofspinning a cocoonspinning a cocoonspinning a cocoonspinning a cocoonspinning a cocoon

Students inStudents inStudents inStudents inStudents inMr� Zielinski’sMr� Zielinski’sMr� Zielinski’sMr� Zielinski’sMr� Zielinski’sclassroomclassroomclassroomclassroomclassroomgather roundgather roundgather roundgather roundgather roundto see theto see theto see theto see theto see thecocoonscocoonscocoonscocoonscocoons

The cocoon isThe cocoon isThe cocoon isThe cocoon isThe cocoon issecurelysecurelysecurelysecurelysecurelyattached to theattached to theattached to theattached to theattached to theunderside of aunderside of aunderside of aunderside of aunderside of aleafleafleafleafleaf

A remaining caterpillarA remaining caterpillarA remaining caterpillarA remaining caterpillarA remaining caterpillarcontinues to eat leavescontinues to eat leavescontinues to eat leavescontinues to eat leavescontinues to eat leavessurrounding the cocoonsurrounding the cocoonsurrounding the cocoonsurrounding the cocoonsurrounding the cocoonuntil it is time to spin itsuntil it is time to spin itsuntil it is time to spin itsuntil it is time to spin itsuntil it is time to spin itsown cocoonown cocoonown cocoonown cocoonown cocoon

The first mothThe first mothThe first mothThe first mothThe first mothemerges from itsemerges from itsemerges from itsemerges from itsemerges from itscocoon in Maycocoon in Maycocoon in Maycocoon in Maycocoon in May

SSSSStudentstudentstudentstudentstudentsmeasure themeasure themeasure themeasure themeasure thenew moth� Itsnew moth� Itsnew moth� Itsnew moth� Itsnew moth� Itssize indicatessize indicatessize indicatessize indicatessize indicatesthis one is athis one is athis one is athis one is athis one is amalemalemalemalemale

Tom and Katie Eliot‘sTom and Katie Eliot‘sTom and Katie Eliot‘sTom and Katie Eliot‘sTom and Katie Eliot‘sphotos below show onephotos below show onephotos below show onephotos below show onephotos below show oneyoung moth matingyoung moth matingyoung moth matingyoung moth matingyoung moth matingand the other laying itsand the other laying itsand the other laying itsand the other laying itsand the other laying itseggs in their houseeggs in their houseeggs in their houseeggs in their houseeggs in their house

The released female secretes a pheromoneThe released female secretes a pheromoneThe released female secretes a pheromoneThe released female secretes a pheromoneThe released female secretes a pheromoneto attract a male from the nearby natureto attract a male from the nearby natureto attract a male from the nearby natureto attract a male from the nearby natureto attract a male from the nearby naturereservereservereservereservereserve

TheseTheseTheseTheseTheseunfertilized eggsunfertilized eggsunfertilized eggsunfertilized eggsunfertilized eggswill develop intowill develop intowill develop intowill develop intowill develop intomalesmalesmalesmalesmales

Staff weretremendouslyhonored with the

fabulous display of all-dayfood provided by parentsat all divisions. Thankyou PTA and all parents!

The PTA Volunteer Appreciation Tea andAGM was held in May at the home ofAmbassador and Mrs. Frank Lavin. All

SAS parents were invited to participate. Duringthe Tea, the PTA generously donated over $150,000to the four school divisions raised during thisyear’s PTA fundraising activities.

The 2003-4 PTA Board

The four school principals gratefully accepted the PTAdonations at the Tea

The Tea was held at the lovely home of Ambassador andMrs. Frank Lavin

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Suddenly overnight, there is a newly paved sidewalk outside, a new

set of lights in the hallway, a brand new school next door. Who was

responsible? When did the construction even start? These are just a

couple of questions that have yet to be asked. A careful observer might

notice the hundreds of construction workers that arrive early in the morning

and work into the night on the construction of our new school building

every day.

With recent news of deaths,

improper reporting, and the poor

living conditions of migrant workers

not only in Singapore, but around the

world, we are made more and more

aware of the lives these individuals

live. Danger abounds in the

everyday life of a migrant worker

and cases of underpayment only

worsen the situation. Not only are

migrant workers treated as third-class

individuals everywhere, but they are

also bonded to their employers, which may create

another multitude of difficulties. Foreign labor is also a

major source of income for the government due to

established levies, making migrant work something that

is definitely not frowned upon by the authorities and,

honestly, an age-old institution that is here to stay,

everywhere.

However, every step counts, and this has encouraged

me to initiate my event.For the project, I set up a series

of tables at the entrance to the construction site where plastic bags and t-shirts were given out as the workers arrived. By

providing a bag filled with snacks such as a fruit, nuts, a piece of cake, and a box of juice, I aimed to show the workers at our

own school that they are appreciated and their efforts have been acknowledged. Simply by watching their expressions and

speaking briefly with them, it was clear that they appreciated the gesture. Many of the workers had left families behind in order

to work abroad and many of these were being relied on to support those very families with the pay they earned. While it was a

small token of appreciation, it was a significant one nonetheless- perhaps one which others will see and emulate.

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Global Issues Projects

Taking a Step Forward:Migrant Construction Workerscontributed by Andrew Chin, grade 11 Global Issues student

Breanne and Marcia Waggott: We have continued with our project on learning differences by adding to theBlackbaud system. We have been working on forming a support group for parents of LD students.

Kate LeSueur: I have created awareness, organized a forum, and helped those concerned about eating disorders.I have devised a model for helping students with eating disorders.

Isaac Allen: I have been working on bringing dogs together with old folks and other needy people, in anattempt to make a difference in peoples’ lives through the use of pet therapy.

Urvashi Mathur: I have been working on music therapy as my project for this class. It has been an amazingexperience to research a topic I am so passionate about. I have been working on helping students reduce stresswith the use of music.

Tara John and Vihari Sheth: We aim for the health classes to change their curriculum to give a biggeremphasis on the importance of safe sex.

Bryan Wong: For my project I have been working to enact change in the Singaporean Education System.

Global Issues is a high school semester class taught by Dr. Roopa Dewan. It is self-directed,offering a project-based curriculum using investigative research. Students work on an area ofpersonal interest. Below are projects other students have worked on during the past semester.

Ming Vandenberg, a student at SAS sincepreschool, and Stephanie Tang, a studentat SAS since 5th grade, have been named

recipients of Singapore's prestigious A*STAR BS-PhD Science Scholarship. This National Sciencescholarship offers support for undergraduatethrough postgraduate studies up to the PhD level atselected overseas universities. Successfulcandidates receive support for up to 8 years ofacademic pursuit, leading to a PhD degree. Mingwill be attending Harvard University and Stephaniewill be attending the University of Pennsylvania.Congratulations to Ming and Stephanie!

Ming Vandenberg andRou Huey Stephanie TangWin SingaporeBS-PhD Scholarships

Senior Awards

SAS Student Elise Castillo – Winner of the Margaret SandersFoundation International Schools Scholarship

MITA (P) 289/10/2001 published and printed by the Singapore American School - Gillian Han, Editor

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MiddleSchool

Graduation

(originally published in EARCOS Magazine)

Elise Castillo is a passionate and committed person who genuinely cares about other people. Her high school counselor, Mark Swarstad, describes Elise as a–“compassionate, intelligent person willing to get involved in what matters,” and that is what impresses one about her,

beyond the excellence of her many achievements, talents and awards.The Margaret Sanders Foundation was established to fund educational opportunities for members ofthe overseas schools community and awards up to four seniors annually with $5000. Any internationalschool may submit only one student portfolio for the award and then each region must choose onlyone student to nominate of those submitted. The scholarship “is awarded to students whodemonstrate character strengths such as persistence and motivation, resourcefulness, and acceptanceof other cultures and points of view… [who] display a genuine interest in, and sustained commitmentto, the welfare of others.” This year, besides Elise, who was the EARCOS nominee, winners camefrom the International School of Islamabad, the American International School of Budapest andLincoln Community School in Ghana.

Elise will be attending Barnard College in New York, where she will undoubtedly continue to make a difference in people’s lives,while pursuing her love of English and writing. Although she has participated in numerous community service initiatives, fourdedicated years with SAS’s Peace Initiative, reputedly Singapore’s only human rights organization, has instilled in Elise a desireto work for the Peace Corps after college. After that, who knows? One way or another, this is one individual who is destined tochange lives.

Valedictorian - Elisabeth HennessySalutatorian - Rou Huey Stephanie TangBlair Sonnenberg Memorial Award - Joanne LonerganBurdell-Wood Memorial Award- Scott GreeneDon Bergman Leadership Award - Rou Huey Stephanie TangK Sunil Abraham award- Joshua KaoOutstanding senior Girl Award- Elisabth HennessyOutstanding Senior Boy Award - Jason ChinScott Seator Scholarship Award - Nicole DeFordHumanities Award - Elise CastilloMathematics/Science Award - Elisabeth HennessyECIS Award - Tiffany Lin

Valedictorian Elisabeth Hennessy

Ming Vandenberg

Nicole DeFord, Scott Greene

Graduation Speaker Eric Burnett

Chris Chmelik

Salutatorian Stephanie Tang

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By: Corinne Weber Fifth Grade

Millard Fuller, the founder anddirector of Habitat for HumanityInternational, visited SAS in March to

speak about Habitat for Humanity. He was on his firstvisit to Southeast Asia and we were extremelyfortunate to have him here on campus. In his talk heencouraged the SAS community to embrace Habitatfor Humanity as a school-wide commitment. Whilehe was in Singapore speaking at another publicforum, Mr. Millard gave SAS an award for theschool’s work with the Habitat organization. MichaelCox, Habitat sponsor, accepted the award on behalf ofthe school. For additional information about MillardFuller and about Habitat for Humanity, go tohttp://www.habitat.org and for more about theSingapore chapter, http://www.habitat.org.sg.

Millard Fuller Visits SAS

Singapore American Schoolhas lots of things to do likeafter school clubs, team

sports, and trips to new places. Iwent on one of the trips to Beijing,China over Spring Break. Beijing isa great place to go with a lot ofexciting things in store for you.Beijing has 12 million people and isthe site for the 2008 OlympicGames. Visitors can see a silkfactory, Great Wall, Forbidden City,Summer Palace, Temple of Heaven,a Beijing Opera, acrobatshow, and others. We sawall of these amazing placeswith its ancient history andwonders.

Our group also went toplaces that most touristsdon’t get to see. My favoritewas the Martial Arts School.This is a boarding schoolwhere children from the ageof 2 to 16 come to build their muscles and their souls. Do you know some ofthe students can only see their parents once a year? I thought that was pretty sad,since we see our family almost every day. Some of the students performed for usby breaking bricks and fighting with swords and bamboo sticks. Afterwards, eachof us had a private lesson in martial arts.

The second thing I really liked was the Lei Feng school. Eleven SAS studentswere introduced to the whole school. They made us feel so welcome! There wasno air-con and no special swing sets, but so much fun. We attended their Art andP.E. classes and made masks and new friends. The school’s soccer ball was badlydamaged so we bought three new ones and gave them and an SAS blanket to theschool as gifts to say thank you for having us. The Lei Feng students performedfor us on the last day. The children are so talented.

China was probably the greatest experience I have ever had. From everythingthat I saw and did, I have learned much about life in China. I hope I will see you there next year!

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On Thursday, April 8, the High School Sophomore StudentCouncil held Geckos Night Out for third and fourth gradestudents. Check-in at the primary cafeteria started at 5:45 p.m.,

when the first kids arrived. For the first 15 minutes, members of theSophomore Class Cabinet stuck dragon tattoos on the students’ arms andpainted butterfly faces, while other members of the cabinet and councilmade sure everything outside was set up for the games.

At 6 p.m. the games started and, like a stampede, most of the 260 thirdand fourth graders who attended ran downstairs to the playground area.

“ It looked like all the kids were having fun,” council treasurer CarolineJoseph said.“ I know we were having fun watching them all.”

When the games ended at 7:30, the kids were brought back into the elementary theater to watch Homeward Bound and answertrivia questions in exchange for candy.

“ I really loved it when the kids were sitting down and captivated by the movie, and then all of a sudden they started clapping!Everything went absolutely great and all the hard work was worth it,” council president Vrutika Mody said.

The movie and trivia finished around 9 p.m. and after 68 pizzas, 400 drinks and three hours, Geckos Night Out ended perfectlyand parents picked up their children.

“ I thought it was a wonderful evening,” said Dave Norcott, high school deputy principal and sophomore council sponsor.

This year, the students in Mrs. Walker’s fourth grade classhad the opportunity to correspond with a fourth grade class atDean School in Brown Deer, Wisconsin, through letterwriting. Each student in her class wrote to a student (somewrote to two) in Mrs. Caruso’s fourth grade class. Thisexchange was made even more fun by the fact that Mrs.Caruso is Mrs. Walker’s mother, so the students on both sidesof the globe were given frequent updates as to what was goingon in each others’ classrooms. Each class has received severalbatches of letters, a couple of photo albums, and souvenirsfrom Singapore and Wisconsin. The students got so creativethat they even made videos, capturing their schools on film, aswell as giving the kids a chance to glimpse one another “ inperson.”

Recently, this exchange was expanded to includeartwork. Mrs. Balistreri, whoteaches art to Mrs. Caruso’skids in Wisconsin, heard aboutthe penpal exchange, and shethought it would be reallyinteresting to try and add anart component to it. Ms.McFadzen, who teachesart to Mrs. Walker’s kids,thought that was a great

idea. Both teachers selected

by Laura Imkamp, Sophomore Communications Director

Sophomore Council and Cabinet members

pieces that their students had completed, and those piecesmade their wayoverseas!

The students in Mrs.Walker’s class werereally excited about theopportunity to extendtheir correspondence inthis way. They’d gottenthe chance to knowtheir penpals throughthe letter-writing, butthe art exchangeprovided them with theopportunity to learn even moreabout their new friends. Both artteachers also found it reallyinteresting and beneficial to getan idea of the kinds of projectsthe kids complete at eachschool.

The artwork sent to SASfrom Dean School wasdisplayed on the bulletinboards outside of Ms. McFadzen’sroom and the Elementary/Middle SchoolCafeteria.

contributed by Lauren Walker, fourth grade teacher

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On 28th April a total of 6,744 participants from259 companies took part in the JPMorganChase Corporate Challenge. The 5.6-kilometre

event was staged at the Singapore Cricket Club andincluded 39 runners from Singapore American School(teachers, administrators and security). The race coursemeandered around the RafflesAvenue, Marina Promenade andEsplanade area and proceeds from therace went to the enhancement of theAsian Civilizations Museum. It wascertainly a unique and successfulevent in terms of team-building, andthe camaraderie was evident before,during, and after the race.

Singapore American School wasfortunate to finish second in the Mixed category, behind avery strong team from the Gurkha Contingent of theSingapore Police Force. Andrew Hallam deserves a specialmention as he finished 9th in the race, the first non-Gurkha!

On behalf of the runners I’d like to thank the support teamof 6 helpers (Marian DeGroot, Bob Gross, Karen Coppell,Karen Benjamin, Vanessa Hardinge and Kelly McFadzen),as well as the large group of cheering spectators whoencouraged their colleagues.

We hope to build on this success and have 100 runners toethe starting line in 2005!

SAS Staff Run theJPMorgan ChaseCorporateChallengearticle and photos contributed by Ian Coppell

In April, noted author Russell Freedman visited the intermediate, middle andhigh schools to talk about writing and his interests in American history.Freedman is a nonfiction writer, but prefers to be called a factual author.

Among his more than forty books are titles covering Eleanor Roosevelt, theWright brothers, Independence, Franklin D. Roosevelt, Lincoln, Crazy Horse,and Martha Graham. He has received many awards for his writing, including theNewbury Medal, and the Laura Ingalls Wilder Medal for “a lasting andsubstantial contribution to children’s books.”In talking to students about his writing, Mr. Freedman explained that he liked towrite about people that he wanted to learn more about. “ Like every otherwriter, a nonfiction writer is essentially a storyteller. Whatever my subject, Ialways feel I have a story to tell that is worth telling, and so I want to tell it asclearly and effectively as I can, in a way that will stretch the reader’simagination and make that reader care.”Mr. Freedman’s visit was sponsored by the PTA.

Russell Freedman Visit

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contributed by kathy higgins, IS ESL teacher

Students usually don’t need verymuch encouragement to startthinking and talking about food.

Earlier in the year they had anopportunity to discuss their favorite andnot-so-favorite foods, when Mr.L’Heureux and Ms. DeGroot read food-related literature and poetry to thestudents from Ms. Higgins ESLIntermediate classes. The three days ofreading and writing ended with aculminating activity in which studentsdesigned their own menus. The activitygenerated much discussion and sharingof opinions.

The 5th grade ESL students went on aculinary tour of Fair Price, to providethem with an opportunity to comparethe food of their native countries withthose of other countries. They wentwith open minds. The were also armedwith a partner, a recipe, shopping list,and a small budget to choose ingredientsfor making a new dish to share withtheir classmates. Students comparedprices, brands and packaging beforemaking their final choices. They spoketo store personnel to find out if the storestocked the item they needed, or if therewas a substitute they could use instead.They also learned what constitutes a

healthy diet and experimented withvarious systems of weights andmeasures. The unit ended with apotluck “supper” where students sharedtheir dishes with others in the class, andto celebrate the diversity of flavors theybrought to the dinner table.

It was rewarding to see the studentsmake such an effort to concentrate ontheir tasks: shopping, comparing,searching, keeping to their budgets and,at the same time, interacting with peopleof the community. They took their jobsseriously, and earnestly lived up to theirresponsibilities. They worked politelyand cooperatively with their assignedpartners.

I have included some of the students’comments on their experience:

The thing about this field tripthat helped us was that you had toread the labels on the boxes andtags, which helped in reading skills.We had to decide which productwas cheaper because we only hadten dollars.” Julia

“ The Fair Price store was almost thesame as supermarkets in Japan. Thedifference is that in the Japanesesupermarkets, there may be staffstanding by the food section saying,“tasty, good, fresh food! And it’s verycheap!” Isn’t that confusing to you?Conan and I made a food calledGreek Borek. I crumbled the cheeseby mashing it, while Conan took offthe mint leaves. Later we mixed themint and crumbled cheese together.Then we put it on the filo dough oneby one. We baked and waited. Whenwe tasted it, all we could taste wasmint! We must have used too much!From that I learned many things like:how to make Greek Borek; it’s easierto round off the prices to the nearestdollar to make sure we have enoughmoney; and never run in stores orsupermarkets.” Yuji

“ My partner and I made Scottish OatCookies. It was pretty hard to findthe ingredients, like brown sugar andbaking powder, but we had a lot offun baking them. In my country, thefood stores have things writtenmostly in Korean. We had to find outfrom the staff where some thingswere, but they were friendly. ” Mike

“It was a positive experience to goshopping at Fair Price, because Juliaand I could find all the ingredients weneeded for our corn muffin recipe. Wefound the American flour which wasreally expensive. Then, we found theHong Kong flour which was waycheaper, so we decided to buy thatinstead of the American flour. Wethought that maybe we could find thecheaper brand of corn meal, but therewasn’t any, so we had to buy theAmerican corn meal which was just asexpensive as the American flour. Ourmuffins turned out great and everyonelike them. Eating and making foodfrom a different culture was a greatexperience.” Natsuki

“ The difference between Japanesesupermarkets and the Singaporesupermarket we visited is that there areso many more sections in Japanesemarkets, and sometimes there is asecond floor. With all of the ingredientsmy partner and I bought, we made aGreek dish called Borek. I didn’t like it,but I thought it was a positiveexperience because when it isThanksgiving, Christmas or New Year’s,I can make it for my family. I shared thefood that I made with Ms. Higgins, myfamily, and some ESL students. Theyall said it was good, so I was happybecause I thought everyone who ateBorek was going to throw up and say ittasted terrible. I liked this trip becauseit was fun and I never knew that I couldactually cook! ” Conan

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”“

,,,,,

CHARACTER EDUCATION IN THEPRIMARY SCHOOL

Mr. Steuer’s (p.m. preschool) and Mrs.Terrile’s (grade 2) classes are buddies

Good character is recognized in

grade 2 students at a weekly assembly

The school environment remindseveryone of the five character traits

Monthly guidance lesson - Charactercomes through cooperation

The Community

Classrooms in the Primary School have established a partnership with the Adventist Rehabilitation Centre (ARC). Studentspractice respect, responsibility, honesty, kindness, and tolerance through working with the patients at the center.

Mrs. Procida’s class working with theARC patients…learning andpracticing good moral character

Submitted by Colleen Steigerwald & Matthew Turner, Primary School Counselors

Correct principles are like compasses; they are always pointing the way.And if we know how to read them, we won’t get lost, confused, or fooled

by conflicting voices and values. S. Covey

Here in the Primary School, character education is a dynamic process involving the students, faculty, and parents. TheSingapore American School identified five character traits that serve as a foundation for a strong moral compass. Thetraits are respect, responsibility, honesty, kindness, and tolerance. The Primary School strives to promote an

environment where students learn and apply these values. As the year drew to a close, the Primary School reflected on waysour community has focused on building character. Here are some highlights from the year.

Classroom and School Environment

• Classroom buddies build partnerships that build character.

• 420 students visit the principal’s office annually for recognition of a job well done.

• Grade 2 holds weekly assemblies recognizing outstanding role models.

• Classroom teachers honor ‘random acts of kindness’ in the classroom.

• Our United Nations Day promotes tolerance for countries worldwide.

• The SAS Super Six rules remain the overall guide for helping students develop andmodel strong character.

38

“Don’t make fun of other people’s differences” Daniel Venema� kindergarten

“Think of other people’s hearts and be nice to people from different countries” Stefan DeCornez� grade �

“Don’t make fun if someone speaks wrong (different language)� you can still be friends” Morgan Donahue� grade �

“If someone tells you off� you must be tolerant and not blow up like a volcano” Jared Briskman� grade �

RespectRespectRespectRespectRespect

“Being nice” Chip Mountan� pre�kindergarten

“Being polite and listening to grown�ups” Matthew Bakley� kindergarten

“Treat people the way you want them to treat you” Nikki Gruman� grade �

“Use your manners” James VanOver� grade �

“Being nice and kind when you speak� Say please & thank you” Eric Edmond� grade �

ResponsibilityResponsibilityResponsibilityResponsibilityResponsibility“Taking care of other people’s things” Rebecca Karjian� kindergarten

“Following the rules” Tyler Clontz� grade �

“Doing what you are supposed to be doing” Jimmy Chen� grade �

“If Mom and Dad get you something alive� like a dog� you take care of it so it doesn’t die” Isabelle Tan� grade �

“Doing stuff without being reminded� like taking a shower or doing your homework” Mason Jones� grade �

“You have to do it not someone else…it’s your responsibility” Kyler Ramsey� grade �

HonestyHonestyHonestyHonestyHonesty

“To tell the truth” Alex Roll kindergarten

“Don’t tattletale� say the right answers” Idil Evren �grade �

“If you break something� you do not blame someone else” Hari Sivaskandan� grade �

“Do not lie” Yoon Sun Oh� grade �

KindnessKindnessKindnessKindnessKindness“It means you are good” Alexandre Benissan� pre�kindergarten

“You can invite someone to your house and share your toys” Danielle Ellis� kindergarten

“If someone falls don’t walk away� Ask if they need help” Belle Wilai� grade �

“You shouldn’t do the wrong thing at school or home” Ji Won Jeong� grade �

“Do not bully other people” Chinmay Markale� grade �

“Be nice to each other� Respect other people” Sara Fritsch� grade �

ToleranceToleranceToleranceToleranceTolerance

Primary Students Define Character

From kindergarten to twelfthgrade, students and teachersraised money for

educational needs, for children, andfor families in Singapore,Cambodia, Thailand, Indonesia,Pakistan, Africa, China,Philippines, Nepal and India.Besides fundraising, students gaveof their time regularly and duringholidays to work at the AdventistRehabilitation Centre, the MettaHome, the Leprosy Home, theSingapore Children's Society, withSpecial Olympics, at the PulauUbin Sensory Trail, in the KranjiMangroves, at a school in thePhilippines, and housebuilding inCambodia and in Thailand.

SAS Students and Teachers contributedover $220,000 to Charity in 2003-4

Tabitha Craft Sale

“Read to Feed”

Fundraising for CharityHigh School$50,000 raised through Peace Initiative, Wishfor Kids, Habitat for Humanity and otherclubsMiddle School$60,000 raised through home base initiatives,Tiger Bake Sale, Run-a-thon and clubs,including $30,000 in Tabitha craft salesIntermediate School$78,000 raised through third grade Earn-to-Give and Read-and-Feed, fourth gradeswimathon, and fifth grade spellathonPrimary School$6,000 raised through sales of Barong Dancecrafts, and choresTeachers$30,000 raised through the ABFAB DinnerDance and donations for Cambodiahousebuilding

A bake sale held in the Middle Schoolcafeteria in January raised money for theFateh School in Ranthambore, India. By

raising money for the school, SAS middle schoolstudents hoped to help educate the children in theFateh School about their environment and how topreserve it and keep it healthy. In the long run, this will help the tigers becausethe children will know how to treat them. With education, the children in theschool will be able to get jobs that give them a good salary and they won’t haveto destroy the environment.The bake sale was extremely successful and raised $3,143. We would like tothank the seventh grade social studies classes for baking the food that we sold,setting up, cleaning up, and being cashiers. We would like to thank Mr. FrankMars of Mars Inc, for the generous donation of Skittles and M&M’s to the sale.We would also like to thank both of the social studies teachers, Ms. Van Sickleand Mr. Molly, as well as Mrs. Thome, sponsor of the Eco club. Finally, wewould like to thank everyone for purchasing baked goods and helping tocontribute to this cause. the bake sale success was possible because of yourhelp. Thank you!

contributed byShirali Giridharadas andKelsey Park, 7th grade

The Tiger Habitat in RanthambhoreNational Park, India, has been afundraising project supported over anumber of years by the SAS Middle School.The Tiger Habitat is under threat becauseof the demand for natural resources by themore than 200,000 residents of the 96villages surrounding the park.The Fateh School, started in April 2002,with 111 students, is part of acomprehensive program run by Dr. G. S.Rathore, established to help preserve thenatural environment of the park and thetiger habitat. The school, when finished,should serve 1000 students, many from the96 villages of Ranthambhore. Dr. Rathore’saim is to improve literacy (currently at 36%in Ranthambhore), and thereby alsoimprove the local understanding of the need

to protect the environment.

40