Marking Period 4, 2020-2021
Congratulations to all on the successful completion of the 2020-2021 school year. While it was a year like no other, we were able to ensure that all HHS students had their educational needs met. I hope everyone takes a moment to check out the final Redwing Reader and see all the fabulous programs running this year.
Congratulations and farewell to the Class of 2021. You have been a joy to me, and I hope you follow your dreams, wherever they might take you.
Enjoy the summer!
All the best,
English Language Arts
From Ms. Malenda:
We are finishing up reading Romeo and Juliet. Students have been working independently, reading the adaptive text, which keeps the original language but shortens the plot by removing excess plot lines. When we are finished with the play, students will watch the 1996 Baz Luhrmann movie.
From Mrs. Troutman:
English I students concluded the year with a close-reading of William Shakespeare's Romeo and Juliet. Some classes were even brave enough to memorize lines from the infamous balcony scene to express their understanding of the text. By the end of the play, students were shocked that many of their family members considered the play to be a tragic love story because they felt the play mostly focused on the violent culture. This week everyone is writing an essay to determine who is to blame for the deaths of Romeo and Juliet. Throughout our literary journey, we have enhanced our ability to read meaningfully and thoughtfully in order to appreciate various themes William Shakespeare's tragedy explores.
The sophomore English classes spent some time in April reading, discussing, and writing poetry. Students were given an opportunity to select different activities, such as writing poems, creating artistic responses to poetry, listening and responding to spoken word, and curating their own anthologies to represent their individual interests with regard to the genre. Students ultimately found that poetry is not as intimidating as most people think it is. In the second half of the quarter they studied the memoir, Tuesdays with Morrie by Mitch Albom. Discussions focused on the thematic ideas and the relationship between the main characters. The final project asked students to make an argument for which was the most important lesson presented in the text.
The junior classes studied the Hero’s Journey and Heroic Archetypes that originated with the work of Joseph Campbell. Students chose graphic novels from the school library, mapped out the path of the hero, and matched characters to archetypes. They also focused their observational skills by choosing two pages of the graphic novel to analyze in detail with regard to how the illustrations tell the story. At the end of the quarter, students spent a few days discussing the college process they will start in earnest next year, brainstorming for essays, and writing a first draft.
The seniors have been reading The Bluest Eye and exploring the themes of Beauty vs. Ugliness, Women and Femininity, Race and Racism, Home and Family, and gender stereotypes and gender expression in the novel as well as in real-life experiences. The students are now debating if racism or sexism poses a more significant threat to the children in The Bluest Eye. They have compiled extensive support for their arguments, so it should be a challenging debate. Next, the students will develop their own thesis statements regarding the novel's characters, themes, and/or motifs and compose essays based on their own thesis statements. Based on students' reactions to the novel and introspective class discussions, I anticipate the students writing some very contemplative essays.
Hoboken High School's 9th Grade AP World History class continues a high level of academic commitment even after the 2021 AP College Board Exam. Testing has ended, yet the 9th Grade AP World History group persists during classroom debate simulations that use AP skills to problem solve in real world situations. Students simulate local, state, and international institutions such as city council, mock congress, and United Nations in order to apply rhetoric, diplomacy and complex conceptual reasoning skills in order to reveal what best meets the needs of the world today.
US History I
Students in US History I examined the divisions that drew our country into Civil War. More importantly, they also studied the period of Reconstruction immediately following the war. With the 13th, 14th and 15th amendments as a starting point, students debated the successes and the failures of Reconstruction and how the United States developed as a result. This discussion allows them to understand why there was a need for a Civil Rights movement in the 1950s and 60s when they study US II, but also explains how the foundation laid in Reconstruction would help pave the way for some of the successes of that movement.
US History II
Students in US History II evaluated how America sought to rebound from its loss of trust in its institutions after experiencing the Vietnam War and Watergate. Students also analyze how the United States struggled economically in those years. However, America would emerge as the lone superpower after winning the Cold War. Facing the challenges of a new world, the US became a leader in technological advances that would help increase access to information, education and prosperity in the US and the global economy. Finally, students discussed how the events of September 11, 2001 fundamentally changed how the US would lead and interact with the global community in search of peace and security while still striving to attain its goals of liberty, equality, opportunity and democracy.
Holocaust, Genocide and Modern Humanity
In Holocaust, Genocide and Modern Humanity, we are examining how hard women have had to fight over time for basic rights such as the right to vote, marry whom you choose, work equality, equal pay and even the very basic right to choose what clothing to wear. Currently, we are exploring the current situation in countries where women, even little girls, still do not have these basic rights. In Afghanistan, girls are still being denied access to schooling and are forced to marry at very tender ages. By examining role models like Susan B. Anthony, Ruth Bader Ginsburg, Margaret Sanger, Waris Dirie, and Kamala Harris, students are learning how far women have come and how far we still have to go to attain full equality.
African American History and Culture
In the first half of the semester, our 10th graders were introduced to the new global studies course, African-American History & Culture, currently taught by Mr. Munoz & Mr. Najarro. In that timespan, students were able to become familiar with various topics ranging from the beginning of the Transatlantic Slave Trade in the 17th century up to the official end of slavery with the Emancipation Proclamation being fully implemented in 1865.
As such, the beginning of this marking period saw us immediately jump into the Reconstruction Era and examine how this era not only affected the lives of African Americans who lived through it, but also the lives of all people of color who face challenges today as a result of the decisions made in this defining moment. Students were able to see the immense progress initially made, with the first African American governor being elected in 1872, hundreds of African Americans being elected into local and federal positions in the south, and the passage of three major Amendments (13th, 14th, and 15th), that sought to support the recently enfranchised people. Sadly though, students then saw this progress destroyed as they examined the rise of America’s first domestic terrorist organization (the KKK) and the passage of several restrictive laws known as black codes which would eventually evolve into the more infamously known Jim Crow Laws. Thus, the rest of the marking period saw students identifying and analyzing the challenges African American citizens faced throughout the 20th century. Students engaged in a more intricate examination of major events such as the First World War, the Harlem Renaissance, the Second World War, social unrest and Civil Rights movement, the rise of the Black Panther Party, and the origins of Hip Hop.
Now as the semester draws to a close, students are working hard to learn about the significance of the holiday, Juneteenth, a day meant to celebrate the emancipation of the last legal slaves in American soil on June 19, 1865. Students will gather on Friday June 18th, in commemoration of this event.
Our World Language students continue to make progress and focus on their studies of all Spanish-speaking countries' languages and cultures. Recently, we dove into the study of Colombia, as many of our students had questions about why many people were changing their social media profile picture to the Colombian Flag. We researched and reviewed the geography, history, and current events of the country. We analyzed why the Columbian people went on strike and paralyzed the country for multiple weeks now. We learned that at nearly 20% of income, Colombian people currently pay one of the highest tax rates in the world. The government proposed adding the tax rate to basic, staple foods, such as flour, sugar, and milk, and the people could not afford it, so they went on strike. Our students made pamphlets and posters to show support for the beautiful peace-loving people of this beautiful South American country.
Seal of Biliteracy
With immense enthusiasm, we would like to congratulate all the students who took the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) and earned the Seal of Biliteracy. As stated by The American Council on the Teaching of Foreign Languages, this is an assessment of standards-based language learning across the three modes of communication (Interpersonal, Presentational, and Interpretive) as defined by the National Standards for Foreign Language Learning. The AAPPL assesses Interpersonal Listening/Speaking, Presentational Writing, Interpretive Reading, and Interpretive Listening. We would like to recognize the following students who earned the Seal of Biliteracy this year!
Nicolas Bonelli 12th
Jose Carreon 11th
Jorge Carreon 11th
Amira Colon 11th
Destiny Colon 11th
Karilynn Jimenez 11th
Chelsea Melendez 12th
Melanie Molina 11th
Arlenne Ortega 12th
Michaela Pacheco-Berger 12th
Emily Pineiro 12th
Arianna Santiago 12th
National Spanish Honor Society Induction
The Hoboken High School Lin Manuel Miranda Chapter of the National Spanish Honor Society had its third annual induction ceremony on June 23, 2021. First, we want to congratulate the new members of our Honor Society. After the ceremony, we had some time to connect with our friends and families over refreshments. The National Spanish Honor Society celebrated and honored students who excel in Spanish and are inspired toward greater achievement in the Spanish language. We are happy and enthusiastic to welcome 28 new members joining our 15 continuing members, and are saying farewell to 20 senior members. We will miss them dearly and are sure that they will be successful in their future endeavors. We thank them for their dedication and services to the LinManuel Miranda Chapter of the National Spanish Honor Society.
International Club and NSHS Make a Difference!
Our Hoboken High School International Club and the National Spanish Honor Society are so happy that they could join forces to help beautify our community. We are so excited to share that we had the magnificent opportunity to participate in our city's, Spring Fling 2021. The National Spanish Honor Society would like to recognize one of our outstanding alumni member, Angel Quinones. He came back to help us and give back to our community as always. Once our students become members of the International Lin Manuel Miranda Chapter of the Sociedad Honoraria Hispanica, after graduation, all members in good standing become honorary members of our Sociedad Honoraria Hispanica Chapter.
The students in the Biology CP classes started of the fourth marking period by learning about protein synthesis.
They practiced the processes of transcription and translation while engaging in a protein synthesis paper model lab. Students were able to decode the mRNA message using a codon chart into a sequence of amino acids to make proteins. The students also learned about heredity and genetics. The biology classes practiced constructing monohybrid and dihybrid crosses while learning about mendelian and non mendelian genetics. Later the students studied about Charles Darwin and his theory of natural selection and evolution. The students engaged in the adaptation of the opposable thumb lab as an example of an evolutionary change the occurred in humans over time! Without an opposable thumb, humans would find it difficult to accomplish many simple tasks such as grasping, grabbing, and picking up objects. The biology students ended their school year by participating in a bullfrog dissection. The students examined and identified the external and internal anatomy of the frog over the course of three days. Students also demonstrated their understanding by describing the various functions of the bullfrog anatomy and compared to to the anatomy of human beings.
Chemistry and Physics
Algebra 1 students were able to finish the last marking period on a strong note. A lot of students were able to motivate themselves to pass while some struggled, but regardless we ended Algebra I positively. During this marking period, we mainly completed assignments online and a lot of students were focused. One major topic we focused on was the translations in functions. We were able to identify the vertical shifts and horizontal shifts and we recognized the overall transformations among linear, quadratic, exponential, square root, and cube root functions. Students also worked with compound interest problems, where they found the lesson very practical to calculate how money can grow or decay depending on the interests.
We are excited for the students to move on to Geometry next year and we hope their minds will continue to thrive and grow intellectually.
In helping to develop their spatial visualization skills, students examined where individual tiles and/or cubies will move after a series of turns on a Rubik's Cube.
After examining the various layers involved in the cube, students were introduced to one of the solution methods entitled the “Daisy Method.”
Since this is our second foray into trying to solve the Rubik’s cubes, students have gained a better understanding of the algorithms in the Rubik's Cube solution guide.
Algebra 2 students wrapped up the year with logarithms and trigonometry. They completed a full unit on common logs, natural logs, how to graph exponential functions and solve logarithmic equations using the change of base formula and the properties of logarithms. Following this unit, students learned the beginnings of right angle trigonometry, special right triangles, and using the sine, cosine and tangent functions to find unknown sides and angles including angles of elevation and depression.
Algebra 2 Honors students completed their coursework on logarithms, statistics and probability and trigonometry. Students explored deep into these topics. Studying statistics and probability, we covered permutations and combinations, simple probability, measures of central tendency, normal distribution, and Z-scores. Students finished the year with a cumulative review. They are working on the Delta Math program, singing the quadratic formula for review and wrapping up the year with high marks.
Project Lead the Way (PLTW)
PLTW Computer Science Essentials
Computer Science ended the year with Python! Throughout the school year, we used programs such as MIT App Inventor and Vex V5 that make use of "block" coding to remove abstraction from the coding process. These programs helped us to build amazing programs that did a vast array of computational, and function, project goals. "Block" programming allows the user to create a program without learning the syntax (commands) necessary to code. While this was fun and exciting, we now are learning and using syntax (commands) in a text-based coding environment. Python is a very powerful program that is used in almost every computer science career in the world! As of right now, it is the number one used program in the field with the most searches in the entire world! Our students have worked extremely hard throughout the year, and everyone should be extremely proud of them. Our students should be extremely proud of themselves as they have learned programming languages and techniques that college students also learn! I'm very happy with the progress our classes made throughout the year and I am extremely proud of the hard work that all of our students put into this course.
Below, you can see some of the programs created throughout the year and some pictures of coding in action!
Over the last few weeks of school, the students in the Introduction to Engineering Design class have been learning about motion within systems. Machines are systems that create motion. The purpose of most machines is to make our lives easier. In engineering, work is a measure of how much force you apply to move an object through the distance the object moves.
When you are doing work, the force you apply is called the effort force. The weight of the object you are trying to move is called the resistance force. Usually, but not always, we want to make our tasks easier by reducing the effort force, reducing the distance we apply effort, or changing the direction of our effort force.
In class the students learned about how simple machines can make tasks easier. Simple machines are mechanisms that manipulate magnitude of force and distance. The six simple machines are: lever, wheel and axle, pulley, inclined plane, wedge, and screw. Simple machines can be connected together in systems to form a compound machine.
The IED students spent time learning about all the simple machines and learned how to calculate mechanical advantage and efficiency. Then they created simple compound machines of their own in class and tried to maximize efficiency.
PLTW Principles of Biomedical Science
PLTW Human Body Systems
From the graceful movements of a dancer to the intense moves of a football player, these actions require the coordinated motion of our muscles and bones. Second year Biomed students expanded their knowledge of joints and movement by investigating just how it is that muscle is able to pull on bone. Students tested muscle fatigue and diagnosed bone injuries by analyzing x-rays!
PLTW Biomedical Innovations
After four years, HHS senior Biomedical Science students have made it to their last lab! Students learned about autopsy and body systems as they each dissected a fetal pig. Their mission is to examine the fetal pig using the same protocol as a human autopsy, including examination of the tissues, organs, systems, and body fluids, and to note any abnormalities.They have come a long way from investigating the autopsy of Anna Garcia. They are well on their way to starting their Biomedical careers! Congratulations to Alyssa, Emily, Chelsea, Joel, Dynasty, and Kailyn for completing all 4 years of Biomedical Science.
Overall, the course caused students to look beyond the surface at the world around them, and to think about the actions taken by corporations, and how they affect all of us.
Physical education / Health
Hoboken High School’s remote learners for Health and Physical Education completed two units on Edgenuity for the fourth and final marking period.
Cardiorespiratory and Muscular Fitness was the first unit where students learned how to use the principles of biomechanics to describe an integrated system of human movement. Students then moved on to more lessons geared towards physical education which included safe and effective stretching, how to maintain a healthy body composition, incorporating a healthy diet into daily life while also identifying harmful diets and weight loss trends that are commonly seen on television and social media. The unit concluded with the students learning about the cardiovascular and respiratory systems and how they affect your cardiovascular fitness vs muscular fitness.
The second unit, Introduction to Sports and Skills for Athletic Success was a fun unit to work on to conclude the year. This unit included the common characteristics of team sports and individual sports and how participating in both types of sports can benefit the many dimensions of health. Skills, strategies and techniques were explained and why this trifecta is so important to playing sports. The unit concluded with how to be a good sport. Students learned how to apply etiquette and ethics in sports on and off the field using effective communication methods and leadership skills.
I am very proud of the hard work and dedication you all put forth in this final marking period. I am so excited to see you all in person come September!
Culinary Arts I:
Students gave presentations on their family recipes. Then they went into the kitchen to make the recipe on their own. We had some great recipes this year. Some of the recipes included: borscht, empanadas, baked ziti, homemade pasta carbonara, collard greens and smoked turkey. The students did a great job making a family favorite all from scratch.
We moved on to potatoes and rice, learning how to cut and prepare various dishes using the two main ingredients. Students had the opportunity to make nori rolls, pierogi, chicken stir fry or fried rice.
We started off marking period 4 with Mexican chocolate tarts, to help celebrate Cinco de Mayo.
Students then worked with flour alternatives, instead of working with wheat flour. We used coconut flour, tapioca flour, teff flour or brown rice flour to make brownies. Students then had to critique the brownies. We had some winning flavors and textures and some that require time to get used to.
We moved on to coffee cakes and cinnamon rolls.
The last project is creating a 3 layer cake of choice and 12 perfect cookies.
Elements of Art
The Elements of Art classes learned painting techniques such as wet on wet and dry brush. Learning to paint can be therapeutic in helping students to convey ideas, express emotion, use their senses, explore color, explore process and outcomes, and create aesthetically pleasing works and experiences. The students created landscapes and seascapes. We hung these paintings in the hallway to beautify our surroundings to promote emotional and mental wellbeing.
Art School Portfolio
Mrs. Amatucci’s art class portfolio students learned how to use carving tools to cut into linoleum to create a relief print. They then inked the linoleum and created several prints to use in a collage.
Teen Arts Winners
Photography and Photoshop
Mrs. Amatucci’s photography classes created vectors of family members or themselves in Adobe Photoshop. This requires precise line creating through the pen tool as well as patience. They also chose to concentrate in an area of photography to shoot several photographs of images that share a theme.
Hudson County Teen Arts
The Theatre and Music Departments at Hoboken High School competed in a virtual version of Hudson County Teen Arts on May 25th-27th. This is a culminating end of year celebration of the performing arts dedicated to inspire students, educators, professional artists, and advocates. The main focus is towards recognizing the accomplishments of our students, especially with the challenges faced with creating art this past school year. Our students were exemplary representatives of the outstanding artistic talent blossoming from within our hallways. What makes this event unique is that students get to sit through 3 hour workshops with a professional in the field and view all work produced by other high school students across Hudson County.
Congratulations to our recipients for “Outstanding Achievement Awards”.All of our students' work can be viewed on the Hudson County Teen Arts website under the Hoboken tab. https://www.hcata.com/
Large & Small Group Vocal Ensemble
Halie Benway, Rosie Cabelin, Mary Claire McGreivey, Kyara Pena, Mara Reba, Alana Rivas, Daniel Weintraub
Small Group Drama Ensemble
"Revolt. She said. Revolt Again."
Kendall Mcdonough & Mable Blischke-Villavicencio
Solo Musical Theatre
"Larger Than Life"
For marking period 4, Ms. Miller’s theatre I students directed and performed a one act play titled “Appropriate Audience Behavior” written by Ian McWethy. Students involved were Kendall McDonough, Mary Claire McGreivey, Jose Blanco, Devonique Walker, and Eriana Gilyard. The goal was to have students demonstrate a clear and thorough understanding of the nature, function, and interaction of the various production elements that are necessary to create a theatre performance. Actors had to memorize their lines and blocking, complete character analysis questions, separate beats in the scene, and complete an emotional memory recall. Directors completed director questions, mapped out a rehearsal schedule, and blocked out each scene. This project allowed students to tap into skills they have learned over the course of the year such as pantomime, improvisation, character development, directing, and blocking. The project was entirely self-motivated and directed by the students. They even got to invite some of their friends to come watch the final performance.
Ms. Miller’s Backstage Elements class is finishing out the year with a fun superheroes project. Superheroes are everywhere, from Spiderman to Wonder Woman to the X-Men to Buffy the Vampire Slayer. We love to cheer them on as they battle the bad guys, and we marvel at their amazing feats of strength, bravery, and leadership. Our students have to create their own unique Superhero by answering these questions:
What is my superhero’s mission?
What are my superhero’s special power(s)? How did they get them?
What is my superhero's greatest weakness?
What is my superhero’s alter ego?
How did they become a superhero?
From there, students are using the knowledge they have acquired from learning about various backstage jobs such as prop master, costume designer, set designer, and sound designer to actually create a full-on superhero by completing the following tasks:
Logo (Prop Master): Create a logo or symbol for the character (like the Superman “S” or Captain America’s star).
Costumes (Costumer Designer) : Sketch and color a costume for the character. Include notes such as a description of material/fabric requirements (e.g., flame-retardant, waterproof, etc.) and reasons for choice of color scheme.
Props (Prop Master): Using recycled materials in the classroom, design a 3D special tool for the character (such as Batman’s utility belt or Wonder Woman’s lasso of truth).
Set (Set Designer): Make a colored rendering sketch of the superhero’s headquarters or the villain’s lair. Include details such as location, equipment, special features, and choice of furnishings. Then take that rendering and actually create a 3D model of your ideas.
Sound (Sound Designer): Choose a song that could be used as the character’s theme music. The James Bond movies are great examples of this; each movie features a unique song and musician but they all have a common theme and chord progression. Describe why that song (lyrics, tone, instrumentation, vocal quality, etc.) works well for the character.
During the 4th marking period, students in Electronic Music & Songwriting created original songs, creating drum beats and melodies from scratch. They created songs in various forms, such as ABA and ABABC, while honing their audio mixing skills. Chorus members completed their theatrical video for “Bohemian Rhapsody,” which won an “Outstanding Performance” plaque at the Hudson County Association of Teen Arts in May. They also performed “You Will Be Found” at the Gay Straight Alliance Flag Raising Ceremony and created a performance video for the virtual concert.
The Rockin’ Redwings finished their virtual video for “Applause” and created a live performance video for “Into the Clouds,” all while preparing for their first live performance at the Powder Puff game, June 11th. Band seniors were honored at halftime and everyone enjoyed being able to make music in the stands once again. The band looks forward to performing at graduation and getting back on the field over the summer to prepare for marching season 2021.
Student Support Services
School library media center - Coming Soon - The makerspace
Reminder to all athletes: if you want to play fall sports, you need to turn in a sports physical. The form is available on the website of the New Jersey Department of Education. We have included a link to the form below. Also, remember to stay calm and wash your hands. If you have any questions about health or need someone to talk to email Nurse Turonis at firstname.lastname@example.org.
Hoboken High School's Class of 2021 is an unforgettable class, not only because of who they are as people, but because of the uniqueness of their final year and a half of high school. As the world has changed around us, we have adjusted and readjusted to meet expectations and maintain each individual's sense of stability and safety. Some of us have had a more difficult time than others, but what I have found with all of you is that your ability to connect, to share your experiences, and to think critically about yourselves and the world has served you very well as we have fought our way through to this moment of your graduation. Your paths have deviated, converged, diverged and frankly zig-zagged for the last couple of years, but you have been unwaveringly yourselves and have continued to impress me with your spirit and your determination to achieve, to make yourselves heard and to make your mark. While the world's curveballs are sending us on trajectories we may not have planned for heading into this year, I am supremely confident that you are all on positive paths toward your dreams. Remember that finding the right path does not mean that it will be an easy one to follow. Regardless of how you progress, the concept of "Once a Redwing, ALWAYS a Redwing" holds true for guidance counselors too! Whatever you may need whenever you may need it, I hope you will reach back out to me. I'm here to help, and I always love to hear about how things are going in your lives after graduation.
From Mrs. Gleason:
As senior year approaches for our current Juniors, there are a few things that need to be completed over the summer in order to prepare for your college applications! Mrs. Gleason posted a list of 'to do's' in your Class of 2022 Google Classroom. Please look as soon as possible and reach out with any questions!
Mrs. Gleason will be hosting a college application workshop later this summer! This will be a great opportunity for you to start filling out your Common Application and get valuable information about the application process. Details will be sent to you shortly. Also, if you are able to visit college campuses this summer, please do! Narrowing down your college list can be a daunting task but the more exposure you have to the different types of colleges, the easier it is to finalize your list! As always, if you have any questions over the summer, please reach out to your counselor!
With our most unusual school year coming to a close, the Student Center has a lot to look back on. Most importantly, during the fourth marking period we continued to address the mental health and academic needs of Hoboken High School students.
During MP4 we also provided students with engaging events and presenters. Among these was included a 4-session series with Planned Parenthood. These sessions provided enrolled students with useful information related to sexual health/wellness and healthy relationships. Our students were provided with a safe space to ask questions and to learn about these very useful life topics.
Another great success was our Resume & Interview Skills Workshop (see picture below). Students began creating resumes to help them seek employment and for educational use. They were also provided with tips and tricks to help with the, always anticipated, interview process. This workshop had a great turnout, and we were left truly impressed by our students' accomplishments!
The Student Center also collaborated with the Gender and Sexuality Alliance Club (GSA) to coordinate the school's observance in the GLSEN Day of Silence, “an effort where LGBTQ students and allies from around the country—and the world—take a vow of silence to protest the harmful effects of harassment and discrimination of LGBTQ+ people in schools”. We also showed our support for the GSA by helping organize the Pride Day Flag Raising. It is so important that our school continues, and increases, its inclusivity and acceptance!
The Student Center has a lot of excitement on the horizon with our new director, Stephen Dickerson, beginning in July. We can’t wait to continue to provide our students with support to increase our youth’s resilience and development. We are also looking forward to our newest incoming class! Cheers to the end of the 2020-2021 school year! Enjoy your summer, and always remember that the Student Center continues to be here (even over the summer)!
As last season saw our student-athletes miss-out on traditional Spring sports due to the pandemic, the Redwings "spread their wings" this Spring. Boys Volleyball demonstrated grit and showed improvement every day. Girls Lacrosse, in its first year of a co-op with Weehwaken, had the most wins in program history. Boys Lacrosse, in its first year of existence in Hoboken High School history, had a tremendous first year in partnering with Weehawken. Softball battled hard daily as it was able to qualify for the state tournament once again. Baseball also qualified for the state tournament as several young players gained invaluable experience. Last but not least, our Outdoor Track program had one of its most successful years in history as several athletes qualified for Sectionals and Ty Wholf and Karilynn Jimenez also qualified for the Group 1 Championship.
Visit the athletic website (https://hhsredwings-ar.rschooltoday.com/) for roster and/or schedule information, or to register for FALL 2021 SPORTS -- Football, Sideline Cheer, Boys Soccer, Girls Soccer, Cross Country, ESPORTS, or Girls Volleyball!
Way to go Redwings!
Student Government Election and Officer Introduction
Mr. Munoz would like to introduce your Student Government Officers for the 2021-2022 school year:
Hoboken HS Student Government President, Rising Senior, Sheila Lam
Sheila is involved in the Debate Program, National Honor Society, and Math Club. Sheila plans to attend college and plans to major in a business-related field.
Hoboken HS Student Government Vice President, Rising Senior, Gabriella Velez
Gabby is involved in the National Honor Society, Debate Program, Teen Action Task Force, and sports! She is really proud of her journey here at HHS and plans on pursuing her dream in college of studying Criminal Justice. She can’t wait to make a productive outcome in her school community!!
Hoboken HS Student Government Secretary, Rising Senior, Toni Fucci
Toni is involved in the National Honor Society, Teen Action Task Force, Model UN, Co-Vice President of the Junior Class, Soccer, and Track. She is really proud of all she's accomplished here at HHS and she can’t wait for the next journey in her life. But, first, she wants to contribute to the school community.
Congratulations to Sheila, Gabby, and Toni on their appointment to their positions.
There are still two officer positions open and will be voted on in September in a school-wide election:
- School Board Liason
In September, there will be 40 General Assembly positions open to serve on the Student Council that will be a representation of all 4-grade levels.
If you have any questions about the Student Council, please see Mr. Munoz in Room 333.
National Honor Society Induction
On Friday, June 11th, Hoboken High School hosted its’ 3rd Annual Powder Puff Game at JFK Stadium. This year’s game featured the Junior Class of 2022 vs the Senior Class of 2021.
The Junior Class of 2022 fell to the Senior Class of 2021 by a score of 46-0. What is fast becoming a Hoboken tradition, is usually held in October but due to COVID-19 restrictions, the game was delayed.
The game featured performances by the Rockin Redwings and the Redwing Varsity Cheerleaders.
There were also male cheerleaders from the Class of 2022 and Class of 2021 pumping up the huge crowd.
The Class of 2021 coaches were Jason Blanks, Ezire King, Anthony Henriquez, and Kyrin Rhone, and Advisor Mr. Christopher Munoz anf the Class of 2022 was led by Head Coaches: Jason Jeannot, Isaiah Rodriguez, and Lennox Figueroa, and Advisor Mrs. Renee Perry.
At half time, Seniors were honored from various sports and activities that missed Senior nights and celebrations due to COVID-19 cancelations.
The Class of 2022 players were Jaelin Collazo, Bria Miller, Emelie Ayala, Nyomie Mendoza, Jade De Nully, Gabriella Velez, Toni Fucci, Emily Martinez, Maya Rivera, Ariana Rodriguez, Nyla Garcia, Janiyah Ramos, Adriana Gonzalez, and Melanie Molina.
The Class of 2021 players were Anajai Brown, Jordan Bellifemine, Shyann Santiago, Alyssa Steed, Mikayla Maxwell, Karen Zapata, Michaela Pacheco-Berger, Tasyana Cason, Bianca “Rosie” Santos, Adriana Torre, Teyona Boon, Kailyn Effinger, Chelsea Melendez, Leah Haber, Zeniah Edmondson, and Kyelia Colon.
At the end of the game, the Seniors and Juniors shook hands and participated in group photos, proving that regardless of the score, the true winners were the Redwing Family.