“Flanders Fields the poem of the war,

poppies noticed never before.


On our chests,

To honour their deaths

Help us remember,


Lest We Forget.”


Portion of a poem written by Ivan Sun, one of my students.

I observe.

I observe the two moments of silence every year. I observe the many photos, posts, articles and programs that appear to remind us of sacrifice, of a world, a whole world, that went to war on foreign soil. I observe the stories etched in the faces of each veteran. I observe those who wear poppies and those who do not. I observe by asking questions, by forging connections between the past and by analysing its impact on the present. This year, I encouraged my students to write their thoughts on remembrance for the annual Royal Canadian Legion poetry contest, the same one I entered as a student at St. Paschal Baylon.

Many of those students are recent immigrants to Canada and are just learning of our history. All of them had the same questions, the same challenges in engaging with the assignment. “I don’t know anything about war. How do I write about something I can’t relate to?”

This led to discussions about sacrifice, about what remembrance means to them. It led to research: watching videos, imagining what it would have been like to switch places, filling in the spaces where no words existed, looking at the faces and photos of war and diving deep into the characters that stared back at us.

The results were amazing.

“Fighting through fear.

Passionate to bring victory near.

Living in intense conditions.

Determined to complete every mission.

On my shirt a red poppy I’ve pinned.

In remembrance of my ancestor’s kin.

And those who’ve laid down their lives for us all,

lest We Forget, your names we recall.”


Portion of a poem by Andrew Li

I am happy to say that our schools are doing a tremendous job in balancing remembrance of bitter wars with as sense gratitude for the peace that followed and the peace we sustain. They have instilled in children, myself included, who have not experienced war first hand, a sense of respect and solemnity, a need to, even when they have graduated from the system, to bow their heads and reflect on November 11th.

Yesterday, I attended a beautiful ceremony of Remembrance at Samuel Brighouse Elementary School in Richmond, BC. Students from Kindergarten to grade seven filed into the gym in silence and remained silent throughout the service. It began with bagpipes and poetry and the singing of O Canada. It melts me every time I hear a school of children, from so many different backgrounds singing about keeping our land glorious and free. Their voices are the voices of the future and they were harmonious.

Next, seventeen students from different backgrounds came forth and as candles were lit, they each said the word for peace in the language of their kin. It was a true metaphor for Canada and where we are today, so many voices, all understanding and reflecting on one word…peace.

There was a trumpeter who played the last post and the reveille, poetry, videos and music. Every student was involved and they created awareness, respect and solemnity around commemorating the past and envisioning a peaceful, inclusive future.

I leave you with this, today. In the words of a grade five student.

“I think you’d be pleased to know that on Remembrance Day we spend a moment to recall your stories.

I think you’d be pleased that we wear poppies to look back on the battles you lost and won.

I think you’d be pleased to know how grateful we are, even though you are not standing in front of us today.

We will not forget.”

Segment of a poem by Farrah Fang.

Enjoy the photos, they were all taken by me on our visit to mark the 100th anniversary of the Battle of Vimy Ridge in France this past April.


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Celebrating Unity Through Art

Art is all around us. On a recent trip to the Canadian National Exhibition (the CNE) in Toronto, I came into contact with the Unity Pole, a magnificent piece of artwork created by Ojibway artist Kris Nahrgang. I was immediately inspired and energized.

Totems are not usually the traditional way of communicating culture in Eastern Canadian Indigenous Nations, they are usually associated with Western Canadian Indigenous Peoples. Kris was asked to create an installation that would share some of the history and culture of Indigenous Peoples in Canada in a vision that reflected a journey towards unity. He chose to express this using a totem infused with symbolism.


As I was soon to be presenting to teacher candidates at Brock University at the Arts Matter Conference, a unit on using drama across curriculum with a focus on also incorporating Indigenous culture, I saw this as a wonderful teaching tool!

Below is the information and inspiration behind the symbolism that was selected and highlighted by Kris in carving the Unity Pole as well as how it was turned into a lesson that can highlight diversity, acceptance, empathy and understanding in any classroom.


Symbols: Turtle: refers to Indigenous creation stories. It is rooted at the bottom of the pole and is the foundation of the other stories, holding the weight of the other images and allowing the story to build.


Bear: The Canadian Black Bear represents family and on a larger scale, Canada’s culture. He is beating a drum with feathers attached. The drum celebrates the heartbeat of our community and our connection of family and Mother Earth. The feathers represent healing, the various cultures in our communities and the need for healing in our beating hearts.


Otter Loon and Fish: Otter and Loon are depicted above scattering fish, their source of nourishment. Fish are a staple in many Indigenous people’s diets as well as in the diets of many other cultures. The feed us, nourish us and look after us. This shows the importance of working in harmony and as a group as well as the beautiful resources we have in Canada. The movement of these creatures emphasizes the need for groups to work together to survive in today’s trying times.


Wolf: The wolf is howling a prayer of hope. He sits atop the conflict of the story.


Beaver and Maple Leaf: The beaver represents everything the fur trade brought to Canada including the very beginnings of “good and bad” for Indigenous peoples. The maple leaf is the national leaf of Canada. The combination of these images pays tribute to the CNE’s vintage emblem which originated in the 1920’s and underscores the relationship of the fair with Canada and its community.


Eagle Feather: In Indigenous culture to receive an eagle’s feather is the highest honour you can receive as a person. , it’s given only when you do great things or when you’ve done something for your people. It is painted white to represent healing. It symbolizes healing trickling down the pole and bringing with it reflection and balance.


Spiral: the spiral is painted the 4 colours of the community: red, white black and yellow reinforcing the story line of the pole, calling to action a need to come together.


Eagle: The eagle symbolizes a messenger that can fly between the spiritual and mutable worlds. The eagle here is shown passing along the messages of the Creator by absorbing the red power lines through the spiral. The eagle is also shown sending blue power lines back through he side of the pole.


Red and Blue Painted Power Lines: Power lines run along side of the pole. The red power line symbolizes hostile energy and flows through the story of the pole before traveling up through the eagle. While the blue painted power line, representing balance and calm flows down through the eagle in the hopes that coolar heads will prevail in times of conflict to help usher in an era of harmony throughout Canada and its peoples.


Lesson: Review videos and stories about the artist and the Unity Pole. Print out the meaning of the selected symbols. Frame the lesson with information on the cultural significance of totem poles using historical images to support.

-Collectively review how to write an I Am poem and write the first part collectively.



I am the totem pole,

I wonder if people understand my symbols.

I see…stories

I hear the drums, the heartbeat of my people.

I want people to know why I exist and to bring unity through stories

I am the totem pole.


Students then fill in the following based on the information Kris used above in his Unity Pole.


I am (name of totem animal or symbol)_________________________________

I (action) _______________________________________________________________

I represent _____________________________________________________________

I am (name of totem animal or symbol)_________________________________


-Once students have written their section, they practice choral speaking with the collective piece, then, move in, reciting their segment to create a dramatic poem. Singing, chanting and drumming can be used as intervals.


This format can also be used to create a class totem based on the many cultures that make up a classroom, or a school totem with each division or group of students creating a symbol to represent them, their culture and what they bring to a united, unified Canada.




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Sink Your Teeth Into These New Books by the Fang Twins!

I am pleased to announce another book birthday!  Students Farrah and Lewis Fang are celebrating the launch of their newest books, “Farrah’s Magical Stories” and “The Great Dinosaur Robbery”.  Enjoy the interview below with these talented young authors!

Lewis Interviews Farrah

What idea made you write spy girls?

In my old school we made a spy club and we spied on people so that is where I got the idea.


What was the most difficult obstacle in your story Fairy Wish?


The most difficult obstacle in Ferry Wish was that Fern had to find a special key that opened a magical door.


Why did you decide to put more than one story in your book?


The book wasn’t long enough to be a novel with just one story in it.


What is the story you like the most in your book and why?


My two favourites are Spy Girls and Fairy Wish because I want to be a spy and fairies are one of my favourite things.


Why did you decide that your book should be fiction?


I do not like non-fiction and I like to use my imagination.


Do you like writing books?


I like writing books because I get to use my brain and I like the illustrating part because that is my favourite thing to do.


Farrah Interviews Lewis


What’s your favourite part of the story and why?


I like it when Sam the robber sits on a whoopee cushion because it sounds rude.


How did you get the idea of writing about dinosaurs?


I just think dinosaurs are cool.


Where did you get the characters names?


I got the names from books and from people at my old school.


What were the problems in your story?


Sam stealing the dinosaur and the adults and kids trying to find it.


Do you like being an author and why?


I like being an author because I get to make stories by myself I don’t like illustrating as much because it takes more time and I have to be neat.

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Celebrating My Grandmother


Today is my grandmother’s 93rd birthday and she celebrates is in style surrounded by family in Toronto.  Recently I had the privilege of spending the night with her.  She had a copy of the Dundalk paper which I read to her over morning coffee.  I came across a call for submissions for a Canada 150 publication that requested articles and stories about people from the Shelburne/Dundalk area.  I told Grandma she was going to be a writer and on her behalf came up with the following.  She still has to edit them.

The poem is reconstructed.  I actually wrote that for her 75th birthday back in 1999.  Join me in celebrating Ivy Sherritt today!


Humble and Kind

“Help the next one in line, always stay humble and kind…” the lyrics of Tim McGraw’s 2015 hit resonate not only with a modern day crowd, but celebrate the values that my 93-year-old grandmother lives to this day.

Born Sylvia Ivy Eileen Demmans on June 20th, 1924 on a farm in Riverview, Ontario, “Ivy” grew up at a time when farms had no electricity, when all meals were made from scratch and the refrigerator was delivered when the ice man came and deposited a large ice block in the cellar. People were always at the ready to lend a hand to their neighbours and the days and seasons were marked by the chores everyone pitched in to complete. There was a deep connection between people and the earth, a harmony and respect that is still engrained in those who work it today. Even when she moved to the city to raise her family, my grandmother kept a garden and made preserves, pies and meals from those scratch recipes that had been passed down to her. She married Archibald Sherritt, had 7 children and one stepchild, has 17 grandchildren and 29 great-grandchildren.

Perhaps you have heard some of the ‘back in my day’ stories that parents and grandparents have recited, particularly the one, “I used to have to walk 12 miles to school; uphill both ways…” In my grandmother’s case, this was true, other than the uphill part. She attended one-room schools in both Riverview and Corbetton both a significant distance from her farm. Her favourite teacher was Mr. Bob Duncan and she played the same games that her great-grandchildren play today: baseball, skipping and hopscotch at recess. Humble and kind though she was, Grandma was also practical, tough and brave. She could navigate Maude and Leo, their horses through driving snow as they pulled her cutter, and she never had to cry over spilled milk because she was so adept at handling their twelve cows.

Grandma’s family roots reach back into Canada’s pioneer history and extend now across North America. Her legacy is her family and the values she has instilled in them. She has given wisdom and guidance yet never judged. She models patience and believes in creating a waste not want not world. She has taught us to approach people with helping hands and generous hearts and to fill our homes with welcome, laughter and friends. She reminds us that it is the simple things that matter and that time is the greatest gift you can give to others; that saying please and thank you and holding doors open are acts of kindness that never go out of fashion.

Ivy Sherritt, the little girl from Riverview, has made a positive impact on everyone simply by being who she is, a woman with a big heart and timeless values. She is the light that shines at all of our front doors.



A Tribute to My Grandmother Ivy Sherritt (born Demmans)

By: Lori Sherritt-Fleming

At 93, she still inspires the telling and keeping of stories,

her smile fairy like and uplifting as she listens.

Fears are collected and calmed in her presence; solutions neatly cross-stitched onto pillows for her great-grandchildren to dream upon.

She never boasts wisdom, though she has plenty to share…from the wonders achieved with borax and vinegar to tips on how to milk a cow or steer a cutter through the snow.

You have to lean close to catch her words above the creak of the porch swing and cricket song, for her voice runs gentle, like the rivers of the place that raised her.

Ivy knows the smell of city rain on asphalt, but she was country born, calling Riverview, Dundalk and Shelburne home.

The aroma of fresh baked pie, of pasture breeze, of grass underfoot is always with her somehow.

In a world of cellophane she recalls the first taste of summer preserves and the sweetness of peas still wet with dew, torn from the pod and popped crisp into hungry mouths.

Her harvest of children have knows such delights.

She has been their diviner, finding refreshment when the well was dry.

“Waste not, want not,” her favourite catch phrase is echoed to this day as everyone scrapes their supper plates clean.

On this day of her birth, they have come to honour her, with a bagpipe procession.

She looks back and she looks forward to the clan of Sherritts she has borne.

And celebrates the greatest gift her long life has given her…family.


Happy birthday Grandma!  Love you!


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Ivan and Andrew: Young Authors Launch Their Books!

ivan and andrew books

Interview With Author Ivan Sun

Written by: Andrew Li


What inspired you to write your book The Wonders of Time: Book One?

“Well what really inspired me was my passion for cars so I added a car, such as the Bugatti Veyron, for every place they went to and I chose places such as ancient Rome because first of all ancient Rome has a whole lot of history and also it has magnificent mind blowing structures such as the Colosseum.”

What was your favourite part of the book and why?

“Oh, my favourite part of the book was writing about Albert Einstein Junior Junior Junior Junior Junior Junior Junior who was evil. I liked how he fooled the characters into helping him to build evil robots to take over the world. I liked writing that part because Albert Einstein is a historical character and it was funny to make him evil.”

Why did you choose the following settings in your book:  Ancient Rome, the future on Mars and World War Two?

“Well I chose these places because they had a lot of historical meaning and then I chose the one in the future because it was really fun to imagine what it would be like in the future on different planets.   It was fun to let my imagination go wild.”

What did you find difficult while you were writing your book?

“What I found difficult was editing and paying attention and thinking of interesting ideas that would really hook the reader.  The best part of writing this book was inferring things about the past such as in Roman times and World War 2.  I liked using websites and books as research tools and to give me information.”


Interview With Andrew Li

Written by: Ivan Sun


What inspired you, Andrew, to write adventure stories and The Magical Book Part One?

“Natural events from the past such as the Titanic and different cultures from the past such as Vikings inspired me to write this book about two kids. They take this invention, this time machine, which is also a book, a magical book, and they have a great adventure where they meet the Vikings and feel what it is like to be on the Titanic just as it was sinking.”

What was the hardest barrier while writing your book?

“The hardest barrier…was coming up with ideas that would be great in a story and seeing if they worked or not. Editing was also challenging for me because when I write I usually check but it is hard for me to find mistakes.”

How did you come up with your characters?

“I have a very good friend at school. I just decided to add him into my story. My other character I called Michael. I just thought it was a pretty decent name so I chose that name.”

What did you feel when you received your book at the end?

“When I received the book I felt joy in my heart because I worked so hard to prepare for this book and I was writing for lots of hours and hours. I hope that people will really like the book.  I learned that if you work hard, great things will happen!”

Big congratulations to Ivan and Andrew on their newest books!  A year in the making!  Next year they want to write sequels!



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Brighouse Elementary’s Story Fence: Ready to Read!

After in class research and design workshops, after outdoor paint sessions, after drilling and weatherproofing (courtesy of SD38) and mounting the completed pieces of student artwork in snow, rain and sunshine, Brighouse Elementary’s Story Fence has finally been launched just in time for spring planting! Over 400 students, teachers and community members contributed to its creation and installation.

DSCN7107 - Version 2

This multi-layered project was all about community; in fact, as you walk around the garden and enjoy the words and images designed by students, the story of Richmond unfolds. It is a legacy project made with many hands, the product of many ideas and gallons of paint! It will circle the garden for generations to come.

The Story Fence combines words and images, reflecting the multicultural community that had a hand in its development. Welcome is written in many languages and is one of the first panels to greet you as you enter the school grounds. Brighouse’s school motto, “Where Everyone Counts” embraces the theme of the project. This sunny panel was designed by Brighouse’s Educational.Assistants and features the handprints of the students that they work with.


There are images from Musqueam, designs reflecting agriculture from the time when people in Richmond traveled by river not roads to the present, the city’s diverse eco-system with a full sized sturgeon depicted, the old school building and the new school which opened in 2011, connected with a rainbow of positive words that connect the two, colourful Todd Parr style portraits of students and their perceived community, and finally, symbols and triptychs of transformation that represent how we will continue to grow and change with the times.

As a writer, I am also a lover of the words that are posted: poems and single lines strung together to help tell the story of this place and what makes it unique. It warms my heart to see students pointing out the piece that they painted and reading the words aloud to their families and friends. This project has had a great impact on drawing the community together.


The sun shone down, the band played and Elder Mary Jane Joe drummed, danced and prayed in her language to bless the land and all of the hands who nurture her. Principal Mr. Adjel-Achampong (Mr. A.) and V.P. Mr. Sala with star volunteer Susan Tanko, helped to place the final piece. Special thanks to Ms. Anderson who helped to organize the grant and the celebrations, to the PAC at Brighouse and the volunteers, to the teachers and students, to Joe, to SD 38 and especially to ArtStarts who provided funding to support this life and community enhancing, educational and artistic project. It is one of the largest I have ever worked on and certainly one I will never forget and continue to enjoy!


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Knights and Damsels: Confidence and Creativity Through Drama


Saturday marked the finale of my drama class at R.L. Education in Richmond. Since January, we have been building an original play generated directly from the imaginations of 6-9 year olds and written to reflect their needs as emerging writers, actors and English speakers. Most students are recent immigrants to Canada and their mother tongue is Chinese.

They varied in age and ability to read, write and communicate. Some were exceedingly shy, others needed to practice collaboration, awareness and control, but the environment was such that they all felt like equals in a safe, playful and creative space.

Our experience together was transformational. They challenged me to keep them engaged while teaching the basics of performance: extension, expression, levels, volume, emotion, eye contact, intention and control.

On our first day, the students wanted to be knights and princesses, so we played with how these characters would walk and talk and what they would want. We created two different kingdoms, the Lava and Water Kingdom and the Golden Kingdom. Fuelled by their interest in knights and damsels, we built a story around a conflict between them. All students chose their characters and essentially ‘wrote’ their own parts. From the outside, as dramaturge, I pulled their ideas together into a story with action, conflict and dialogue.


Magic happened almost every week through the simple process of play. One day the students found a balloon that someone had left behind and began an impromptu game of ‘Boom Ball’ that we incorporated as one of the challenges between the two kingdoms.

To help them develop language skills, one of the challenges was for them to find words to describe a ‘royal’ object. They chose, of course, a crown. The final ‘battle’ featured a recitation, where students did some choral/dramatic speaking and recited, the famed poem, “Alligator Pie”, selected by them.

We spent some time building and painting props and costumes, rehearsed a bit and it was ‘Places please…’ I thought the students did an exceptional job. The shy became less shy, the loud became less loud and more expressive, we worked as a team and created a beautiful work of art, a play that teaches as well as entertains. I look forward to the next set of sessions where we continue to develop confidence and creativity through drama at R. L. Education.


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