Redwing Reader

Marking Period 2, 2021-2022

Principal's message

Greetings Redwing Family!

And with the blink of an eye we just passed the 100th day of school! This is a great time to reflect on the first half of the year and look at what went well, and what needs improvement. It is also a great time to set up a meeting with your child's guidance counselor if you have questions or concerns.

As we head into the Spring we have to prepare our grade 9 students and grade 11 students for the state assessments. During the week of March 14th, our grade 11 students will be sitting for the New Jersey Graduation Proficiency Assessment (NJGPA) which is a graduation requirement. During the week of March 16th our grade 9 students will be sitting for the New Jersey State Learning Assessment (NJSLA) which is also a required assessment. We will be working in their ELA and Math classes to best prepare students for these assessments. In addition, we have been running Saturday tutoring for Grade 11 students, and will start Saturday tutoring for Grade 9 students in late March. I will cover much more in my Weekly Smore.

For now, take a moment and review all the fabulous work being done in the classrooms as well as on our athletic fields and in our co-curricular arena.

Grab a cup of coffee and enjoy!

Ms. Picc


English Language Arts

Grade 9:

Close encounters, vindictive smart homes and living on Venus! 9th graders in Ms. Malenda's class have been studying the fascinating genre of science-fiction. For generations science fiction has predicted the future - from computers, to space travel to something as simple as earbuds (as first mentioned in Fahrenheit 451 ). By reading various short stories by Ray Bradbury, Phillip K. Dick, and Terry Bisson, students have been exposed to the ideas of time travel, smart homes, virtual reality, intelligent animals and aliens. Students analyze stories for the basic elements of the genre and then dive deeper to answer the important questions these authors are posing: Just because we can, does it mean we should? Who or what is responsible for the upbringing of society's children? What happens when we want to change the past?

Grade 10:

The sophomore English classes studied the novel The Haunting of Hill House by Shirley Jackson during the second quarter. Students tracked the development of characters throughout the novel, finding quotes to demonstrate internal and external characterization. They also tracked the “odd” occurrences in the house, working to determine if they were supernatural or just the overactive imagination of the characters. This led to a deeper understanding of character and the themes of the novel. Students also used the text to analyze stylistic devices of diction and detail, commenting on how Jackson built up suspense for the reader.

The pre-AP English II class worked on a unit titled Persuasion in Literature: Reading Fiction Through an Alternate Lens. The pre-AP curriculum led them through a study of excerpts from texts such as The Adventures of Tom Sawyer, “Marriage is a Private Affair,” A Raisin in the Sun, and Macbeth. With each text, students were challenged to look carefully at the text in a scene to determine not only what was being said, but what persuasive moves the text utilized to enable the character to persuade another to see their point of view or take action. Students extended this analysis in an essay on Achebe’s “Marriage is a Private Affair,” commenting on the success or failure of a particular move and how that conveyed the theme.

Grade 11:

Juniors in English III continued to make progress on their memoir writing throughout the 2nd quarter. First drafts underwent peer editing and led to second drafts. Students used the IXL platform to enhance their skills with commas and dialogue, and then went back to revise those grammatical points in their own writing. Students read the play “Trifles” by Susan Glaspell and had much to say about the surprise ending. They tracked the symbols, connected them to themes, and then evaluated whether “justice is the same as the rule of law.” They continued the practice of tracking symbolism and connecting it to themes in “The Story of an Hour” by Kate Chopin, where we found that identifying irony can entirely change your understanding of the theme.


The seniors have completed reading the play A Streetcar Named Desire, by Tenessee Williams, and have concluded their exploration into how each character interacts with the truth throughout the novel. Students examined the text to identify exemplary quotations supporting the viewpoint that Stanley seeks the truth and prefers to live in realism, Blanche disregards the truth, preferring illusion and magic in romance and in life, and that Stella attempts to hide from crushing truths, which ultimately leads Stella to profound regret. The students utilized these quotations as evidence to support their claims in a literary analysis. In this in-depth analysis of the play, students scrutinized the main characters and displayed a deep understanding of how the acceptance and denial of truths and lies leads to rich and complex lives. As one student noticed, “It’s been said, ‘The truth is rarely pure, and never simple.’” He elaborated that regardless of how each character handled the truth, they “were all in the wrong.” The best part of this unit may have been the intense competitions in preparation for the final test. We had to extend the class competitions to serve as tie breakers in a few of the classes. Overall, students loved the book, even though they despised the ending.


World History

The students of Hoboken High School's 9th grade have been working hard to sharpen their critical thinking skills. Using historical research and a wealth of primary documents, they considered such topics as early modern African kingdoms, European interactions with Native Americans in the New World, and the Transatlantic Slave Trade's connections to racial discrimination in our contemporary society. The Advanced Placement students have been working overtime to prepare for May's College Board exam, as they sit for a practice session of 55 multiple choice questions in 55 minutes (see picture above). Overall, the 9th Grade is learning what it takes to become a successful high school student, as they utilize student-centered learning, peer support, and develop social, emotional, and academic strategies in their quest for excellence. Keep up the amazing work 9th graders!

US History I

Do you have a clue what happens now?

Oceans rise, empires fall

It's much harder when it's all your call

All alone across the sea

When your people say they hate you

Don't come crawling back to me.

Those are the imagined words of King George III, from Lin-Manuel Miranda’s hit musical, Hamilton. Here, the defeated monarch ponders what might be the fate of the newly independent America. Through recent studies examining historical documents and in-class debate, US History I students wondered the same.

What we all agreed upon was that ol’ King George was right about one thing - it is, indeed, easier to rebel than it is to govern. All the notions that made it "Common Sense" to "Join or Die," all those ideals and images that brought the disjointed snake together in a unified cry of, "Don’t Tread on Me!" - those were the same issues that made it nearly impossible to unite as a cohesive, functioning society in the aftermath of the revolution. Ideals were high; trading one flavor of tyranny for another was not acceptable. The age-old conundrum of all progressive societies was now in stark relief for American patriots as they asked themselves, "How can we balance freedom with security and stability?"

While the founding fathers were suffering from paralysis by analysis, the world kept turning. Without the protection of the monarchy, and the Union Jack flying overhead, American ships were incessantly harassed and unable to establish profitable trade relations. An economic crisis was quickly realized.

If things were a mess abroad, they were no better on the continent. Territorial hostilities with both Native Americans and European colonizers - the friends, enemies, and frenemies, alike - induced no small level of anxiety. Disgruntled Americans like Daniel Shays were none too happy with the bill of goods they’d been sold and had long since lost their British, stiff upper lip. The Continental Congress was faced with addressing these challenges, but was stymied by the Articles of the Confederation. Something had to give.

Did this failed nation ever seriously consider crawling back to the king? No, but it’s clear that a "more perfect union" was needed, and stat. As with any relationship, students quickly discovered that there was going to have to be some give-and-take to make it work. Big states, small states, slave states, free states, industrial states, agrarian states - all stakeholders had unique needs and different lines in the sand. In the end, the framers of the Constitution were wise enough to not let perfection get in the way of good, and compromises were made. A new republic, imperfect but equipped to deal with its imperfections, was born.

As we conclude the quarter and consider the legacy of George Washington, we would be oblivious not to notice that a lot of the issues that existed at our founding are still here with us today. As part of his farewell address, the great patriarch warned against divisions and extolled the virtues of seeking common ground. Americans, he said, “must always exalt the...pride of patriotism of the whole nation more than any feelings or concerns derived from local discriminations.” That is as true today as it was back then.

US History II

In US History II, students examined America's ability to confront the challenges of the Great Depression and WWII. Students examined key economic factors that led to the Depression as well as the changes that were put in place to help prevent such an event from happening again. Students debated the role of the government in the American economy. They analyzed how the New Deal created many programs that would transform America. However, they also saw evidence of the fact that its programs did not reach everyone and many groups were still left without assistance.

Students also debated America's struggle between isolationism and interventionism in WWII. They would see how the United States was finally forced to commit to the war effort to push back against the aggression of the Axis powers. Additionally, students would also discuss how World War II would really spur the US economy as America became the "arsenal of democracy." Through World War II, students analyzed how America was forced to change socially as it began steps to end segregation and discrimination in the defense industry. These themes will continue throughout the year, as they begin to examine the Cold War and the Civil Rights Movement of the 50s and 60s.

AP US Government and Politics

In this marking period, students were introduced to the units, Interactions Among Branches of Government and Civil Liberties and Civil Rights. Through the first unit, students learned about the structure of our government and how this structure influences the political activity of our society. It was by establishing this foundation that students were able to then more thoroughly engage with the concepts discussed in the second unit, Civil Liberties and Civil Rights. It was there students were able to analyze different Supreme Court cases, looking at the likes of Roe v. Wade, Schenck v. United States, Engel v. Vitale, Brown v. Board of Education, and much more. It has been through the analysis of these court cases, as well as the examination of our civil liberties and rights, that students have begun to better understand the impact our nation has on their day-to-day lives. Students are looking forward to engaging with the new unit, American Political Ideologies and Beliefs.

Holocaust, Genocide and Modern Humanity

Holocaust and Genocide Studies is a full year course that examines the history of genocides, The Jewish Holocaust, and the further examination of why genocide and mass violence occur in society. This month the students have examined the history of

resistance and how it can take many forms. Students studied Jewish resistance during the Holocaust and for African-American History Month, students researched how slaves resisted bondage. Students created poems, short stories and collages on how slaves fought back in various forms such as by running away, forming rebellions and in other more subtle ways such as through sabotage, spirituals, folk tales, kinship and through art/music. Students examined primary documents such as letters, songs, slave advertisements and other accounts. The objective was to learn not only about the horrors that took place but to also learn about the strength of the human spirit.

People Who Shaped the World

People Who Shaped the World is a semester-long course that is provided to our seniors as one of the final components of our Global Studies curriculum. In the course, students were able to develop their skills in gathering, examining, and utilizing information from an array of artifacts to build on their arguments and research. Throughout this marking period, students have been specifically examining artists and leaders that have shaped our contemporary world by having case studies on notable individuals. Some of these case studies were focused on individuals like Frida Kahlo, Pablo Picasso, Napoleon Bonaparte, Theodore Roosevelt, Martin Luther King Jr., and many others. These case studies provided students with great opportunities to build their knowledge on historical figures. The true value of this course came at the end of each unit as students were tasked with finding individuals in each category to examine and determine their influence in shaping the world. The course encourages the development of critical thinking, research analysis, and personal knowledge.

Latino American History and Culture

Students in Latino American History wrapped up the semester by jumping into today's news and analyzing the contemporary issues involving Latinos and people of color such as affirmative action and DACA. We also took a closer look at media and political bias in the news and how they can impact how people vote and act. We will continue this research and conversations in the spring semester in our African American History and Culture class. The pictures below represent our students preparing for and debating some of the issues we learned about.

World Language


During the second marking quarter our World Language classes have been busy acquiring more language. We have been learning about Spanish-speaking countries, vocabulary and grammar. To commemorate Martin Luther King Jr. in our Spanish classes we implemented the three lessons described below. Dr. King was known for his massive role in the Civil Rights movement, characterized by non-violent, yet poignant actions. To educate our students about the values embraced by Dr. King, we incorporated readings related to the causes and people that MLK fought for. The late Civil Rights activist and former US Congressman John Lewis dedicated his life to social justice causes, such as voting rights, and left a powerful legacy of advancing not just civil rights, but human rights also. The Haitian-American artist Jean-Michel Basquiat has been called "The Van Gogh of the 20th Century” and the themes of his paintings cover race and self-identity among many others. His artwork is still used by activists and art lovers alike.

Latin America is a diverse land, filled with people of all creeds and skin colors. This lesson explores the wide variety that is the Latin American demography.

To celebrate Black History Month, the Spanish classes focused on learning about the descendants of the African Diaspora. Our first lesson was about Afro-latino identity activity that responds to student questions about identity like, "How Can You Be Black and Hispanic?" An Afro-Latin American (also Afro-Latino) is a person of African descent from Latin America. Also, it can be defined as ‘a black person who comes from one of the Latin American countries.' Many Brazilians, Dominicans, Cubans, Puerto Ricans, Panamanians, Hondurans, Mexicans and other Latinos identify as afro-latino. About 95% of the Africans who came into the Americas during the transatlantic slave trade were scattered about Latin America and the Caribbean. The very first Africans to reach the New World arrived on the island of Hispaniola, which is the Dominican Republic and Haiti. Dominicans and Haitians are descendants of the first African slaves in the New World. Only 5% of the Africans to arrive in the Americas went to North America, who are the African Americans, descendants of the last and the fewest Africans to reach the New World. The students researched and created a profile of an Afro-Latino person. They read about the strong Afro-Latino presence in Latin America and researched the contributions of key figures. This 2 day project included a short reading in English, a list of accomplished people of Afro-Latino descent or heritage with teacher-provided Internet links and a Afro-latino Spanish language profile for students to complete as they did research about their person.

La La Anthony Celebrates Afrolatinidad | Black, Latino and Proud | Netflix


Happy Lunar New Year from Hoboken High's Mandarin class! These students are learning Mandarin through the Edgenuity platform. They have shown dedication in their studies and maturity in working together on this online platform.
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AP Biology

Students in AP biology completed several inquiry based labs this marking period. The students honed their skills using the light microscope and looked at slides of the brain, spinal cord, nerves and various glia. They preapared detailed drawings of cell signaling pathways using colored chalk and presented their drawings. The budding scientists analyzed a microscope slide of an onion root tip, identified the various phases of the cell cycle within the image and calculated the amount of time the cell spent in each phase of the cell cycle. During their unit on heredity, the students studied the fascinating topic of linked genes and analyzed microscopic images of the fungus Sordaria sp. Using their skills of observation and statistical analysis, the students were able to determine the length of the gene's locus from the chromosome's centromere and determine if the gene for spore color was linked or assorted independently. To kick off the unit on gene expression, they worked with models and puzzles of DNA and extracted the DNA from a strawberry after creating their own lab procedure. Finally, they concluded the marking period by producing models of the lac and tryp operons, culminating with a lab in which they successfully inserted jellyfish green fluorescent protein into bacterial cells via the process of transformation.
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Pre-AP Biology

Students in Pre-AP biology worked on a unit on evolution during marking period 2. They discovered what evolution is and were exposed to evidence that it truly exists. They completed several case studies in which they handled and examined fossil data in order to establish the evolutionary history of dinosaurs. They conducted several laboratory investigations in which they learned to create cladograms (also known as phylogenetic trees). They did so using pieces of candy, in which they assigned the characteristics of the candy they observed into various clades and attempted to establish the evolutionary relationships between them! They also did so by examining the shells of twenty species of mollusks in an attempt to establish their phylogeny. They also were exposed to the theory of natural selection (survival of the fittest) and modeled the process of evolutionary change by playing roles of song thrush birds which prey upon the brown-lipped snail. The poor snails were preyed upon by the students, and in a few generations, they were able to witness changes in phenotype which accompany the environmental pressures that all organisms encounter in nature.

Biology (CP)

The students in the Biology CP classes spent the majority of their time during the second marking learning about ecology. Students were introduced to various levels of organization and how they interact with the abiotic and biotic factors within their environment. They traced the flow of energy through an ecosystem while differentiating between the producers and consumers. Students demonstrated their learned knowledge by constructing and analyzing food webs during a lab. They also learned about the 4 types of matter cycles and how they cycle through an environment. The students practiced their knowledge about the carbon cycle while conducting a photosynthesis and cell respiration micro algae bead lab. Carbon dioxide indicators were utilized during the lab to help visualize the production of carbon dioxide and oxygen. The biology classes also learned about the various relationships between organisms in nature and reviewed multiple methods used to study population sizes. Students calculated population density, the birth rate, death rate, population growth rate and the doubling time for a particular population. Toward the end of the 2nd marking period students reviewed the structure and functions of prokaryotic and eukaryotic cells. Students became familiar with the compound light microscope and used this essential tool to help them visualize the onion skin cells and human cheek cells during a lab investigation.
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Student Spaceflight Experiments Program (SSEP)

This year, students from Hoboken High School participated in the Student Spaceflight Experiments Program (SSEP) Mission 16 to the International Space Station (ISS). The students worked in teams to design a question, conducted research, communicated with professional advisors in the field, performed experiments, and collected and analyzed their data. Three of the proposals were submitted to the National Step 2 Review Board conducted by the National Center for Earth and Space Science Education (NCESSE). This past December, Nanoracks performed a preliminary review of the flight experiments to ensure they met the safety requirements for the flight.

We are thrilled to announce that 11th grade students, Kai Hultstrom and Feline Dirkx's project, The effect of microgravity on catheter biofilm formation by the bacterium Pseudomonas fluorescens, has been selected for flight aboard the International Space Station! This study will be launched in Spring/Summer 2022! The reviewers were impressed by the study's "elegant and straightforward" experimental design.

The scientific question that these two budding researchers assigned for their study was "Does a microgravity environment affect the biofilm growth of Pseudomonas fluorescens?”. Their hypothesis is that if Pseudomonas fluorescens is exposed to a microgravity environment, then biofilm growth will accelerate. Biofilms are harmful secretions made by microorganisms that can often block catheters and interfere with other medical devices in a clinical setting. A catheter is a tube used to deliver medications and fluids to patients.

For their experiment, they will set up identical tubes, inoculated with this microorganism, with a section of catheter submerged in a growth medium. They will be able to assess the amount of biofilm growth by using both a spectrophotometer as well as visual analysis. They designed an experiment, which makes perfect use of the fluids mixing enclosure (FME) device "mini-lab system" which will be sent to space and manipulated by an astronaut aboard the ISS. The same experiment will be run at Hoboken High School, so a direct comparison of biofilm growth can be made.

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Physics students were learning Archimedes Principle, and buoyancy: They did a virtual lab on the ‘Labster’ simulation platform on Applications of Buoyancy: floatation.

Around 246 B.C., the Greek scientist Archimedes discovered that an object totally or partially immersed in a fluid experiences an upward buoyant force FB equal to the weight of the fluid it displaces. This makes sense because that same volume of fluid was in equilibrium with its surroundings before the object was placed in the fluid (see figure at right).

It is important to note that the only object property that affects the buoyant force is its volume - not what it is made of or its shape. For example, a solid metal ball and a hollow plastic ball, of the same volume, both held underwater, experience equal buoyant forces.

Of course, as long as there is gravity (g), the object in the fluid always has the weight force pulling down on it, and the buoyant force pushing up on it. How these two forces compare determines whether the object sinks or floats.

On the other hand, if the weight of our completely immersed object is less than the buoyant force on it, the object will experience a net force upwards, causing it to rise upwards to the surface. Once at the surface, the object will float with just a fraction of its volume submerged, such that the buoyant force and its weight are in equilibrium.

Another lab they really enjoyed this marking period was on Newton’s Third Law and Engineering Design. Students were thinking like champions with the Balloon Cars Challenge! In this project, each group constructed and tested an easy-to-assemble balloon-powered car prototype. Next, students used their knowledge of forces and Newton’s laws to identify variables that may affect the car’s performance. Modifications were then made to the basic design in order to investigate one or more variables. Finally, the redesigned cars are put to the test—who would win the challenge? This was a fun and memorable activity to engage students in science and engineering practice.


During quarter 2 the students in CP Chemistry have taken a deep look at how the electron configuration of an atom relates to its behavior. They discovered what periodicity is and how the periodic table is based on the patterns of behavior that emerges from the changing electron configuration of the elements. They have been exploring ionic compounds and how the electrons in the elements in an ionic compound behave to form the bond. They related the unique behavior of electrons in metals to the unique properties seen by metallic bonded solids. The Pre-AP students have continued their exploration of matter and how its separation depends on forces not only between the elements in a molecule but also the forces between the molecules. They are relating these forces to electron structure of the atoms and the properties associated with an element's electron configuration.

The AP Chemistry class also dove deeply into chemical transformations of matter by building on the study of physical transformations. They explored how chemical changes involve the making and breaking of chemical bonds and how the properties of a chemical system can be understood using the concepts of varying strengths of chemical bonds and weaker intermolecular interactions. Using data and analytical techniques the students were able to derive and predict measurements of products in the different types of chemical reactions the students have learned.

Science Explorations

We finished learning about the characteristics pertaining to the ocean, from the composition of the ocean to tides, and how the ocean circulates. For instance, surface currents move by wind, while other currents, such as thermalhaline currents, are driven by density and affect global temperatures such as El Niño and La Niña. Students also learned the sources of pollution that are affecting marine ecosystems, such as plastic, oil, nutrient, sediment, and toxic, which can lead to biodiversity loss. In addition, students researched how the Great Pacific Garbage Patch has been created and what remedies are being developed to fix this problem and prevent this from continuing to happen. See figure below.
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Ap Environmental Science

The second marking period was a culmination of learning about four particular topics: forest and resources, waste management, minerals and mining, and biodiversity and conservation. Students had to create a poster as their marking period project on land management and water use. Students were tasked with creating a sim city and identifying how people were going to gather resources and dispose of them while situating them in the correct areas of the poster. The challenge for students was to allocate resources to meet the community's needs and respect the environment. Issues they had to address were the need for freshwater and treatment of that for sewage disposal, forestry and the need for lumber, agriculture and livestock, mining and waste disposal, energy sources and transportation. Students gained an authentic experience of being an urban planner and realized how much goes into every decision. One example of student work is below.
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Algebra I

Ms. Perry's Algebra 1 students have been hard at work this marking period. They have covered topics from slopes and y-intercepts all the way up to graphing and interpreting scatter plots. Students graphed their shoe size versus height to observe a positive correlation that as we grow taller our shoe size grows bigger. Some shoe sizes even grow very large! Students have been actively practicing concepts using IXL and DeltaMath as learning supplements that help provide extra examples and tutorials to struggling students. In the next week Algebra 1 students will be creating anchor charts to show examples of their learning and complete an assessment based on self and student work. This self assessment will give both the students and teacher a full understanding of student comprehension.


Geometry CP

Students have been working on transformations and congruence this marking period with the goal of being able to solve real world problems. In chapter 3, students explored different logos and patterns through the use of transformations before discussing symmetry. In chapter 4, students worked on showing that different objects are congruent, with a strong focus on proving triangle congruence. They worked hands-on with partners to create triangles from descriptions so that they could determine what criteria is needed to prove congruence.

Pre-AP Geometry and Statistics

This quarter, students finished up their statistics unit by looking at different ways to calculate probability. There was a strong focus on data displays including venn diagrams and contingency tables. The unit concluded with a project in which students had to collect and analyze data from their peers in order to answer a research question. The beginning of their geometry unit began with measuring and copying geometric figures, and we are currently working on finding unknowns using the distance formula.

Algebra II

Ms. Perry's Algebra 2 students have been challenged with many quadratic equation concepts that include factoring, solving by completing the square and the quadratic formula. Students constructed factoring tarsia puzzles that look like eggs to show their proficiency in factoring. We spent time learning complex numbers to allow students to solve any quadratic equation with real rational, real irrational or imaginary solutions. Students are currently building a quadratic formula string of pennants. The class with the longest string of problems will win a prize.

Financial and Economic Business Literacy

Hoboken High School students are trading stocks on various exchanges and indexes, using a virtual stock exchange for the month of February. Our students will be competing with other schools in New Jersey. Each student starts with $1,000,000 to trade. Students will be fluent in the trading and financial world language, such as market order, short selling, margin, etc. The 25 students in New Jersey with top-performing portfolios as of February 28th will be invited to Stevens Institute of Technology for a live trading competition. Students have been really excited about competing and tracking the leaderboard, comparing their positions. This is an example of authentic learning at its best, as students apply the theory they have learned to a hands-on, fast-paced trading experience.

Project Lead the Way (PLTW)

PLTW Computer Science Essentials

Computer Science began the year with MIT App Inventor. In the Second Marking Period, we finished that up! We completed our final project for MIT App Inventor and started working with Roblox Game Design Studio. As a final project, students needed to create a code that they found interesting, then create a presentation describing the difficulties they had, the process of developing their code, and how the project came together. Overall, all presentations were amazing and the projects even better. During the third marking period, we will be focusing on more text-based languages with the expectation that we start Python before the fourth marking period.

PLTW Engineering

Introduction to Engineering Design students collaborated in a few hands-on activities in which they applied the design process to create solutions to simple problems. In the Aerodynamic Distance challenge groups were tasked to create a vehicle from simple materials that can fly as far as possible. Distances were recorded and analyzed for evaluation of success. In another challenge, Cable Car, students had to design and build a device or vehicle to move a small figure as far as possible across the room on the fishing line cable. They had to create a propulsion system to move it down the line. Activities like these promote collaboration and organization of the planning process when working towards a solution.

The new unit that we started in the 2nd marking period focuses on reverse engineering. Students learned about the elements and principles of design and how they are applied within a design as part of a visual analysis process. They also learned how to do a functional analysis in which they identify the function of a product and determine what the inputs and outputs are that help it carry out that function. Finally, they were introduced to a structural analysis and product disassembly. During this phase of the reverse engineering process they take apart the product and identify all the components and inventory them. They document subassemblies and subsystems and how parts interact within the product. This is to gain information that might not be known from just looking at the product. Students are currently reverse engineering a solar powered calculator.

PLTW Principles of Biomedical Science

Unit 2 welcomes students to their workday at the PLTW Total Care Clinic! Each patient they "see" highlights key clinical skills and allows them to explore the way the human body works. Students will apply what they have learned to design a plan for a routine visit of a patient with a chronic health condition. Students explore the relationship between DNA, chromosomes, genes, and proteins and use what they have learned to help a family interested in learning more about their genetic risk. Finally, students are tasked with helping a new patient at the PLTW Total Care Clinic. Students need to evaluate all medical evidence, question the family, record vital signs, order and evaluate bloodwork, and synthesize data to make a diagnosis.
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PLTW Human Body Systems

This marking period the PLTW Human Body Systems class has been investigating how the human body communicates within itself as well as with the outside world. They explored the ways in which hormones and the endocrine system control body function in order to diagnose their patient, Lincoln. Students also tested their reflexes by performing online reflex tests. Finally, they investigated the anatomy and physiology of the eye by dissecting a cow eye!
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PLTW Biomedical Interventions

Today scientists and biomedical professionals have the power to look inside of our cells and decipher the DNA code. Various genetic tests are used to diagnose disease before it ever shows its face or affects our offspring. Students examined the available types of genetic testing and screening and discussed the ethical implications of these tests. We focused on prenatal testing, newborn testing, and carrier screening. Will parents be able to design their children? Students examined available reproductive technology and debated these medical interventions of the future. Lastly, students met Dr. Kumar of UMass Memorial Medical Center. Students heard some interesting stories from the Emergency Department and learned what it takes to become a doctor!
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Physical Education / Health / Drivers Education

Freshmen, Juniors and Senior students all participated in Health class during the second marking period. The Freshmen focused on Health Maintenance and Nutrition. The Junior class took on two units, Alcohol, Tobacoo and Other Drugs and Growth, Development and Sexual Health. The Seniors concluded their final marking period of health at Hoboken High School with a unit favorite, Family Life and Sexuality.

The sophomore class took Drivers Education during the second marking period which counted towards their health class requirement. The students worked hard to learn the material covered in the New Jersey Motor Vehicle Commision manual. They learned the NJ license system, rules and regulations of the road, privileges and penalties as well as different aspects which covered basic vehicle information. The students took “Part One” of the “Early Bird Road”, where they will continue to work towards receiving their Special Learners Permit. They were able to take the written test here at Hoboken HS which is the one of the first steps that will put them on the way to receive their permit!

We are all very excited to get back into the gymnasium for Physical Education class. We are looking forward to heading outside as soon as the weather warms up. Please be reminded to dress appropriately for whatever weather conditions come about during the spring season. We will most likely be outside April-June and will stay inside on rainy days.

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culinary arts

Culinary Arts I:

Culinary Arts I started marking period 2 off with the objective of creating a Thanksgiving lunch celebration for the whole school to enjoy. After having a great luncheon, students were tasked with finding the actual cost of preparing the meal. Students also created hundreds of cookies for the Winter Wonderland Celebration at JFK Stadium.

We then spent some time focusing on safety and sanitation issues in the food service industry.

That information was used to create Foodborne Illness Wanted Posters. The posters are hanging in the hallway (with a few examples below), with the hopes to inform others.

Then we moved into our research projects for Black History Month. Students researched one of the following cities: New Orleans, Atlanta, Detroit, Chicago, DC, Memphis, NYC or St. Louis. They created a Google Slides presentation and a menu. Students also continued to practice their public speaking by giving an oral presentation about their cities.

We finished up the marking period by making dumplings from scratch for Lunar New Year.

International Pastries:

International Pastries created a gingerbread village of Hoboken for the Winter Wonderland celebration. The students had to choose which building they wanted to recreate. This required creating a template, while everyone had to agree upon the scale we were going to use to create the mini-Hoboken. Students made their own dough, rolled, cut and baked everything they needed for their buildings.

We moved from gingerbread houses to learning about sourdough starters. We created a starter. The starter is being used each week. Every week a different student feeds the starter, so that they can create their own sourdough bread.

Students also researched desserts that they would like to make for Black History Month.

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Art and Photography

Students in all art & photography classes participated in contests during this marking period. They entered The 2022 Law art contest, the NJDOE Contest for Hope, Healing and Resilience, and the Drop the Vape contest. Entries will be judged on creativity, originality, clarity, and composition. Winners will be announced in the spring. Prizes will be awarded.

Theater Extracurriculars and awards

The theatre students at Hoboken High School had a very busy, very competitive last few months. Following a successful and highly innovative production of the stage classic, 12 Angry Jurors, the thespians spent much of their time preparing various scenes, monologues and songs for two statewide theatre competitions. For the NJ Thespian competition, students were awarded the top prize for their one act production of “Teen!” Therefore, the cast has been given the incredible opportunity to perform the play one more time at the International Thespian Festival in June in Indiana! To help compensate for the cost of the upcoming trip, students will be preparing several fun (and tasty!) fundraisers over the next few months, including a movie night and the return of our famous Disney and Donuts event! Rosie Cabelin, Shai Warsharsky, and Daniel Weintraub, who were all featured in Teen, were also awarded for their standout performances. In addition, Miguel Cabelin and Alana Rivas were given a prize for their dramatic performance of a scene from the play Rabbit Hole, and the entire cast of 12 Angry Jurors were awarded for their dramatic performance of the show’s act two climax.


On January 22nd the Hoboken High School Thespians Competition Team participated virtually in the New Jersey Thespians Festival. Over fifty high schools in the state competed. Our students did very well, taking home several awards in the top main categories. Congratulations to Mr. Kinnear and all our Redwing theatre students. We are so proud of you.

  1. Chapter Select One Act Play 1st Place Winners under the direction of Mr. Kinnear and Ms. Brittany Schruefer

This means that our students get to be the state's representative and receive a performance slot on stage at The International Thespians Festival in June at Indiana University, Bloomington Indiana.

Actors include:

Rosie Cabelin

Miguel Cabelin

Kendall McDonough

Halie Benway

Shai Warshawsky

Alana Rivas

Daniel Weintraub

Riddhi Damani

Naomi Cooke

Mable Blischke-Villavicencio

Anthony Barahona

Arcadio Torres

  1. 1st Place Best Actress: Rosie Cabelin

  1. 2nd Place Best Actress: Shai Warshawsky

  1. Honorable Mention Best Supporting Actor: Daniel Weintraub

  1. Superior Winner Duet Acting (ITF Category): Miguel Cabelin & Alana Rivas

These students now get to compete against the best of the best who won on state levels at The International Thespians Festival

  1. Superior Winner Group Scene (ITF Category): Rosie Cabelin, Miguel Cabelin, Kendall McDonough, Halie Benway, Shai Warshawsky, Alana Rivas, Zion Taylor, Riddhi Damani, Naomi Cooke, Mable Blischke-Villavicencio, Anthony Barahona, Arcadio Torres

Only two schools won in this category and these students now get to compete against the best of the best who won on state levels at The International Thespians Festival.

  1. Ms. Danielle Miller was awarded “New Jersey Theatre Educator of the Year” from NJ Thespians Association


STANJ hosted the NJ Governor's Awards Competition on February 11th. Our students submitted pieces (monologues, scenes, musical theatre) to be adjudicated by professionals in the field of theatre. Thirty schools with an average of 200 submissions per category competed across the state in this event. Winning first place at this prestigious and highly competitive event also grants that student the additional honor of obtaining a Governor’s Award in Arts Education in a ceremony at the War Memorial Theatre in Trenton in May. This is the highest arts honor you can achieve in the state.


1st Place Comedic Pairs: (and the Governors Award) Rosie Cabelin & Miguel Cabelin

Finalist Dramatic Pairs: Alana Rivas & Miguel Cabelin

Stay tuned for Matilda auditions! Students from all grade levels are invited to try out for the district-wide musical - the first in person district musical since 2019! Auditions will take place at the end of this month with acting, singing, and dancing rehearsals commencing in early March! Hope to see you there!

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Backstage Class

In our Backstage Elements class, students have been learning the ins and outs of costume design! Over the last month, students analyzed characters from the musical Into the Woods and designed their own unique costumes for the musical’s characters based on their own individual interpretations. This past week, they had a blast partaking in a “Chopped” inspired costume design activity: students were broken up into groups, given a specific character to clothe, and then given only 3 minutes to grab 8 materials and items from our school’s costume/prop room. Like Chopped, students had to incorporate these pieces in some way into their designs! Next, the class will be moving onto learning about lighting and sound design and how these two elements help to complement visual storytelling.

Media Production

Students in Video 1 have sadly had to return to Film History from Film Production lessons. Since December 14, we have put our pre-production tasks on hold until we can get close again. In Film History we have continued looking at the acting work of Denzel Washington from the movies, "A Soldier's Story," "Glory," "The Preacher's Wife," and lately two films created by director Spike Lee. Besides looking at the characters that Mr. Washington has brought to the screen, we also covered Mr. Lee and Ernest Dickerson's classic dolly shot. Students learn about the "Vertigo" shot, dollying back and zooming in to give the illusion that the background is moving away from the subject. Lee and Dickerson came up with placing the subject on the dolly and freeze their emotion for dramatic need. Students had a chance to try this shot at Hoboken High School. They experienced the time needed to set up the tracks, doorway dolly, centipede, and lights to make the shot. Besides having the camera test, students also had a chance to have some fun.


Global Beats

In Global Beats class, students have been studying and producing the music of East and Southeast Asia. They generated original melodies using the Bhairav scale (India) and pentatonic scale (China and Japan). On the final leg of their trip around Asia, they focused on the ever-popular “K-Pop” genre (from South Korea). Mixing K-Pop loops with hip-hop, dance, and rock loops, students created their own brand of the growing musical style. Global Beats producers will look forward to Black History Month, in which students will create a composition using authentic vocal melodies and harmonies in the South African isicathamiya style, made popular by Ladysmith Black Mambazo. They will also be recreating classic West African rhythms on an authentic djembe drum.

Performing Groups

The band and chorus were able to perform at their rescheduled winter concert at the end of January after several performances in town for the holidays. The chorus sang “Once Upon a December,” from the musical Anastasia and “Have Yourself a Merry Little Christmas.” The band offered a rousing rendition of “Sevivon” (aka “Hanukkah Dance”) and a Glee-inspired medley of Christmas songs called “A Gleeful Christmas.” The concert also featured the HHS String Ensemble, a new part of the high school music department led by Rockin’ Redwing alumnus and district music teacher Jason Oliveras. The band and chorus look forward to their upcoming performances at the New Jersey Amistad Commission event, “More Than a Month,” on February 16th. The band will be performing a New Orleans jazz-style version of the famous spiritual “The Battle of Jericho” and the chorus will be singing “Siyahamba,” a South African hymn of hope and peace.

Student Support Services

School library media center

During the second marking period the library media center continued to support students by hosting after school help sessions daily and by providing a quiet getaway during lunch periods, as well as a before school study spot. We held one "Crafternoon" for making snowflakes out of recycled book pages and we look forward to offering more sessions like that.

We would like to remind all students that we have audiobooks and ebooks in addition to the print collection. You can download the Sora app and the Mackinvia app and borrow great titles on your phone. For more information, see Mrs. McGreivey.

Nurse Notes

The COVID-19 Booster was approved in January for use with individuals ages 12-15. Currently, the Pfizer vaccine is the only one authorized for persons under 18 years of age. According to the NJ Department of Health, as of January, more than 256,000 New Jersey children aged 12-15 had received both doses of the Pfizer vaccine. Of that number, over 100,00 were eligible at that time for a booster. On a more local level, the City of Hoboken stated on February 13th that 98% of residents 12 and over had received the first vaccine dose and that 83% had also received the second dose. New Jersey Department of Health Commissioner Judith Persichilli states that “Boosters will strengthen their defenses against serious illness, help them remain safely in schools, and also protect their families. Vaccines and boosters are our most vital tools in our fight against COVID-19 and its variants.” The NJ Department of Health encourages Individuals who have completed their primary vaccine series to get their booster. Pfizer boosters are available five months after completion of the primary two-dose series. There are approximately 2,000 vaccination sites in New Jersey. Visit to locate a vaccination site or if you need help finding an appointment, call the state’s Vaccine Call Center at 1-855-568-0545.

For more information about booster shots, click here.

If you have any questions about health or need someone to talk to email Nurse Turonis at


The Guidance Department expresses a great deal of enthusiasm for our Hoboken High School students. Throughout the course of the school year, they continue to exude academic excellence and admirable dedication to succeed in all their endeavors. In the previous months, we put a great emphasis on the notion of “knowledge is power.” Visits to each classroom to aid in the Common Application account process, Naviance database activities, college visits, Instant Decision Days, and PSAT preparation are only a few of the events that have taken place. It is with pride that we report a plethora of positive feedback thus far from our students and the Redwing community at large.

Students have been working diligently with the Guidance team in our ACT and SAT workshops. These have sparked in-depth discussions about multiple academic programs. Testing has been a paramount consideration for our students as well. As a team, we value providing additional resources for our students' families. Last week, we hosted the PSAT Interpretation Night in a virtual setting. The PSAT/NMSQT assesses the same knowledge and skills as the SAT, providing a check-in on college readiness before students take the SAT exam. The content that was discussed focused on how to interpret the PSAT score report, suggestions towards testing strategies, and how to best prepare for the official SAT or ACT coming up in the Spring.

An important component of a student’s college application consists of participating in pre-college summer programs. Participation generates opportunities for students to gain knowledge on scholarships available, different academic programs, network with higher education institutions, and much more. The upcoming summer pre-college programs include the following:

  • 59th Annual National Youth Science Camp: A science, technology, engineering, and mathematics (STEM) program designed to honor and challenge some of the nation's rising STEM leaders and provide them with opportunities to engage with industry professionals.

  • Columbia University

    • College Edge: Students earn college credit and prepare to maximize their college experience through this in-person commuter program on our Morningside campus.

    • Summer Immersion (NYC): Students engage in a rushed and demanding academic experience on Columbia's historic campus in the heart of New York City, with over 70 courses to choose from in a dozen subject areas.

    • Summer Immersion (ONLINE): Students dive into an Ivy League education with Columbia's world-class instructors in a dynamic online experience.

  • Cornell University

    • Online Learning: Choose from hundreds of courses, work with a Cornell faculty member, study alongside undergraduate students, and improve your college study skills.

    • Summer Residential Program: Spend 3 to 6 weeks living on the beautiful Cornell campus, taking fascinating classes with university faculty, earning credits and a Cornell transcript, prepping for college admissions, and making friends from around the world.

  • Tufts University

    • College Experience: Enroll in 6 to 8 credits of real Tufts Undergraduate-level courses and gain experience with the excitement, freedom, and challenge of college-level academics.

    • Summer Accelerator: Balancing engaging academic seminars, with expert-led College Prep workshops and social activities, the Tufts Summer Accelerator will help students develop a clear vision for their future areas of study and potential career paths.

    • Summer Research Experience: Students will gain proficiency in authentic research practices as they work side-by-side with the faculty, postdoctoral scholars, and students at Tufts University.

  • William Paterson University

    • School of Continuing & Professional Education: College readiness (SAT Prep & Writing), Fine Arts & Communication, Humanities & Social Sciences, Science & Health. GRADES 4-8: Reading & Math recovery clinics, creative writing classes, debate & public speaking, fun STEAM technology courses, summer life.

  • Rutgers University

    • Physics Program: In this program, students will learn about the currently most important open questions in fundamental physics. Students will gain first-hand knowledge of research in elementary par9cle physics by analyzing real data from the Large Hadron Collider at the CERN laboratory in Switzerland using event displays and the analysis tools used by research physicists.

  • The Stevens Institute of Technology

    • Pre-College Summer Program: Offers opportunities to enjoy an immersive campus experience with the chance to live in residence halls, conduct hands-on projects, visit successful companies, and meet industry leaders.

Prior to the college application process, we emphasize the importance of completing the FAFSA application with our students and their families. This is a form filled out by current and future undergraduate and graduate college students in the United States to determine whether they are eligible for student financial aid. Throughout the past few weeks, The Guidance Department has also been hosting Instant Decision Days. This is a wonderful opportunity for our seniors to meet with the college admissions members of each institution. The benefits of these days are that they add additional support to the student’s entire admission process and the possibility of financial or merit being provided. To name of few, these colleges include Kean University, St. Peter’s University, New Jersey City University, New York Institute of Technology, and many more.

With all of the admirable, hard work our seniors have completed during their final year of high school, they have also been invited to participate in multiple programs, receive awards, and scholarships. Each program includes the following:

  • The New Jersey Department of Education (NJDOE)

    • 59th Annual National Youth Science Camp: This highly competitive, merit-based program, sponsored by the Nation Youth Science Foundation, is a science, technology, engineering, and mathematics (STEM) program designed to honor and challenge some of the nation’s rising STEM leaders and provide them with opportunities to engage with industry professionals.

  • The Mercey College School

    • The Leadership Academy 2022 program: Rising seniors can experience college first-hand during the week-long, action packed summer program. Learn about leadership and business careers from an Executive Faculty Member who has worked at top global companies.

  • The New Jersey Health Care Employers District

    • Youth Transition to Work Program: In addition to this training, there is guaranteed job placement in a Major Hospital System, hourly way of fifteen dollars, thirteen and a half college credits, employer assisted college tuition plans, first aid and CPR certifications, free transportation, and free uniforms.

  • Yale Center for the Study of Race Indigeneity and Transnational Migration

    • Bassett Award for Community Engagement: Recipients of this award must have a record of creative leadership and public service, academic distinction, interdisciplinary problem solving, and experience addressing societal issues that include, but need not be limited to, race and racism.

  • Dustin J. & Daniel Friedland Foundation Scholarship

    • This scholarship was created in loving memory of Dustin J. and Daniel Friedland, former Hoboken residents. Dustin was a remarkable person with the kindest heart and most noble soul. Daniel was an intelligent, fun-loving person who more than anything cherished his family and friends. Through this scholarship we carry on those beautiful attributes and their legacy.

The Guidance Department continues to maintain a supportive environment towards our student’s aspirations. We value providing social, emotional, and academic support for our students. It is truly wonderful to see each student excel into the bright future they have ahead of them.

Student Center

Welcome to the Hoboken School Based Youth Services Student Center!

Our goal at the Student Center is to provide students with the skills and tools needed to overcome challenges, develop a healthy sense of self, and build strong positive relationships with peers, family, school, and community members. We strive to promote academic and social emotional wellness while helping students navigate their day to day.

During the month of November we partnered with Planned Parenthood Metropolitan of New Jersey (PPMNJ) and offered all HHS 11th grade Junior students a 2-day series health preventative workshop. Students have been actively engaged by asking many questions and participating in group discussions. Preventative Health Education is just one of the multifaceted services that are offered through the Student Center. We look forward to continuing to engage Junior students in this opportunity as we wrap up our series this month.

In December, The Student Center also collaborated with the National Honor Society, Student Government, African American Culture Club, Hispanic Culture Club, and GSA to promote Human Rights Day. Many students joined in the cause to sign the pledge that they will treat others equally and with the rights they are entitled to as a human being, regardless of differences.

In January, The Student Center also hosted Professional choreographer and motivational speaker Paul Herman of Press Play Motivation . Paul Herman introduced his program “Playbook Sessions” where he shares his life experience and “Playbook” for success. Students were able to learn from his journey how to stay motivated and pave their own path to success. Opportunities to participate in future conversations are still available! We encourage students interested in joining us to please see the Student Center staff in RM230.

Paul Herman also had the opportunity to connect with a group of Hoboken High School Dancers to help them prepare for our “More than a Month” Black History Month Celebration. Paul effortlessly guided students through the progression of a dance through his own choreography. Students matched his high energy, enthusiasm, and professional demeanor as they navigated the complex movements of this dance. Not only did our students gain experience through a professional choreographer, they were able to connect to life lessons on the way. Shout out to Mrs. Miller and Ms. Rotondi for their coordination and participation in the dance!

In addition to many events facilitated, The Student Center has added another engagement opportunity for students to connect and reflect through a new group, “Conversations and Motivations”. In this group, students will explore social and community issues, strategies for overcoming challenges, and creating current and future goals. We’ll kick-off our group conversations by discussing the 5 Steps To Success. Any students interested in engaging in these conversations are encouraged to meet with The Student Center staff.

February arrived and with a new marking period came new opportunities. The Student Center has been working diligently to meet with students and create academic plans to help navigate assignments and strengthen time management skills. Have you found yourself feeling stressed about your assignments? Are you having difficulty juggling your responsibilities? Schedule a time to meet with our Student Center staff or School Counselors and we can help you tackle your goals.

We have many upcoming events scheduled at the Student Center. Working in collaboration with Ms. McGrievey, we will be hosting our two part Resume building Workshop. Have you been thinking about or actively looking for a job but don’t have a resume? “Let’s Make This Bread” and join us! In this workshop, you will be provided with skills to help you gain employment. You will also learn how to use Naviance and Google Docs to create a resume. These tips and tricks will help you get that job you want! Pre-register for this event by stopping by the Student Center in room 228A. The workshop will be held on February 22nd and February 24th from 3:00pm-4:00pm.

If you find that you need some time to decompress and relax during your lunch period, remember to stop by the Student Center. Wanna play a game of pool with your friends? Want to challenge a friend to a ping pong match? We got you covered. Come relax in our meditation room if you're looking for some quiet time or catch up on some school work in our study lounge.

If you want to stay in the loop of Student Center happenings, take a look at our bulletin board on the first floor lobby. You may also stop by our Activities Room (RM 230) and Student Center office (RM228) for more information on how to participate in our program.


Winter Sports

The Hoboken High School student-athletes are finishing the 21-22 Winter schedules. Our teams have been competing and playing hard over the course of this season. Our teams are excited to begin their county and state tournaments very soon.

Our Ice Hockey Team, Under the direction of Coach Arnone have completed their first season in school history. The team is excited for the future of the HHS ice hockey program.

Our boys basketball team is currently 9-4 under the direction of head coach Shaun Kolmer in his 7th season. The team is preparing for both county and state tournaments to begin at the end of February.

Coach Pogorzelski and the Hoboken High School boys and girls swim team have been working hard this winter season as they gear up for their county championships in Bayonne starting 2/5/22. The girls swim team beat Hudson Catholic at home on 12/17/21.

Coach Gazerwitz in his first year as head coach of the Lady Redwings beat Newark Labs on. 12/17/ 21 by a score of 32 to 19. The team also beat Ferris on 1/31 on a buzzer beater by Melanie Molina! Junior Hanah Berman leads the team in scoring averaging 7 points a game.

Coach Stanek and our wrestling program secured victories over Weehawken and Paterson Eastside. The team is preparing for counties in North Bergen beginning 2/5/22.

Our indoor track team led by Coach Mendez is preparing for their county and state champiopships. At the Bill Reid Memorial in the JC Armory, Ty Wholf placed 3rd in the VB 400m (53.62) and 4th in the VB 100m dash(6.83). Xaiden Simmons placed 3rd in the JV 100m dash (7.10).

Congratulations to Melanie Molina. This stellar Lady Redwing was selected as Hoboken High School’s recipient for the @NJSIAA National Girls & Women in Sports Award. Melanie always represents Hoboken HS & the community well w/ hard work & strong leadership on the field, court & in the classroom.

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Melanie Molina - Hoboken High School’s recipient for the @NJSIAA National Girls & Women in Sports Award

Extracurricular highlights

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