Redwing Reader

Marking Period 1, 2022-2023

Principal's message

Greetings Redwing Family!

One down and three to go. Congratulations to the students at Hoboken High School for making first marking period such a fabulous one. Students did a great job at meeting the challenges of their courses, and using the resources that are available to them. I believe the first marking period is difficult, especially for our freshman as they transition from middle school to high school. This is the time for all to reflect on what went well and what did not work, and adjust to ensure we have a successful second marking period. The critical piece is being present in school and utilizing the resources in place. Everyday our after school tutoring is open in the library from 3:00 - 4:00 pm and the Academic Support Center, led by Mr. Benway, is also available after school. Please encourage your child to take advantage of these opportunities.

I am looking forward to a strong second marking period at Hoboken High School. As always I am available to answer any of your questions, just reach out to me at

Wishing you a happy and healthy holiday season.

All the best,

Ms. Picc


English Language Arts

English I CP

Ms. Troutman’s English I CP classes read fiction and nonfiction selections that represent a variety of American voices. The final passage in the unit was "American History" by Judith Ortiz Cofer and students were asked to write a narrative to develop their ability to evenly unfold a plot, integrate meaningful dialogue, and resolve one conflict. In addition to analyzing fiction and nonfiction works, students studied three different units of vocabulary and participated in vocabulary jams, presented vocabulary slides, and wrote short passages with those words. Students also began to practice grammar skills with and enhance reading fluency with IXL.

Pre-AP English I

Ms. Troutman's Pre-AP English I classes studied unit 1 of the Pre-AP curriculum which required them to closely observe the "telling" details before jumping into the analysis. We began the unit by studying a series of photographs to determine who the owner of the room was based on the details. We continued to read "Bread," which enabled us to appreciate the power of the imagination. The class embarked on a close study of characterization with "The First Day," but also considered how their own first-day experiences paralleled or contrasted the young girl's first day of school. Toward the end of the unit, students participated in a contest sponsored by The New York Times entitled, "Coming of Age in 2022." All of the students created a meaningful representation of their lives and I am certain we have many winners among us. The contest provided everyone with an opportunity to write an artist's statement, which is much different than any formal writing they have done. In addition to the artist's statement, everyone penned a narrative and they will produce final drafts this upcoming week. This marking period provided many opportunities to strengthen our close reading skills, enhance our grammar skills with, and expand our vocabulary with

English II

The sophomore English classes started the year with a unit called Inside the Nightmare. To examine what the allure of fear is, students read selections such as “Where is Here?” by Joyce Carol Oates and examined photographs from "The Dream Collector" by Arthur Tress. We discussed the elements of Gothic Literature and began our study of how style helps to create meaning with a focus on diction and details. Students looked for elements of traditional Gothic and Modern Gothic elements in current media. The unit concluded with Poe’s classic “The Cask of Amontillado” and a sorting activity in which the students matched quotes to the text to the appropriate form of irony: verbal, dramatic, or situational.

Pre-AP English II

The sophomore English classes started the year with a unit called Inside the Nightmare. To examine what the allure of fear is, students read selections such as “Where is Here?” by Joyce Carol Oates and examined photographs from "The Dream Collector" by Arthur Tress. We discussed the elements of Gothic Literature and began our study of how style helps to create meaning with a focus on diction and details. Students looked for elements of traditional Gothic and Modern Gothic elements in current media. The unit concluded with Poe’s classic “The Cask of Amontillado” and a sorting activity in which the students matched quotes to the text to the appropriate form of irony: verbal, dramatic, or situational.

English III

Our students have been exploring texts that elicit the question, “What does it mean to be American?” Students have examined the Declaration of Independence and the United States Constitution and continue to evaluate the extent to which our country and culture have realized the ideas and fulfilled the ideals alluded to in these documents.

We have explored narratives, poems, and essays that examine the concept of freedom and the various perspectives about the American experience. Students have honed their communication skills as they express their ideas. They have utilized writing guides such as They Say, I Say, to help them organize their thoughts and provide strong evidence-based arguments. Students have read, analyzed, and emulated the style of various authors of fiction, such as Sandra Cisneros and Ray Bradbury.

Students have used the program IXL to identify and strengthen their academic weaknesses. They have engaged in daily vocabulary activities and expanded their vocabulary by using and various reading comprehension skills.

As our English III students begin the second quarter, they will shift their focus to personal writing and begin their winter memoir. We are excited about the next marking period and looking forward to learning together.

English IV

During the first marking period, the seniors enrolled in English 4 worked diligently on revising their college essays and learning college-specific vocabulary. We have begun reading A Streetcar Named Desire by Tennessee Williams, and already the students have been shocked and amused by the tension between the characters in the play. Students are becoming familiar with the characters through characterization charts, and students are utilizing plot diagramming to understand the conflict and tension between the characters. Next, students will pretend they are one of the the main characters (Stella, Blanche, Stanley, or Mitch) and create a diary entry from that character's point of view. The seniors are anxiously anticipating witnessing the action as the play's events unfold.


World History

Hoboken High School's 9th Grade World History students kicked off the school year by addressing the enduring question; do the benefits of interconnectedness outweigh the costs? In an effort to better understand how to use a variety of perspective based lenses to view several historical themes, students worked in "think tanks" to identify, describe, categorize, corroborate, and determine the credibility and reliability of several primary and secondary sources. Students applied these analytical skills to such civilizations as ancient Greece, the Mongol Empire, and the Song Dynasty in East Asia. In class, we added gallery-style lighting to primary source posters made in our media center, as well as thematic music to really engage our historians. Varying evidence based conclusions prompted complex discourse and debate!

US History I

USI history classes took an in depth view of the Declaration of Independence and the Constitution and how it shaped the future of our young and fragile country. Students examined the complexity of both documents and how they served to foster the beginnings of a strong nation.

The Declaration of Independence demonstrated the grievances against the crown and Great Britain. The colonies were in a period of a transformation from loyalists to patriots. This new group was starting to identify as a new nation independent from the crown. While there was still nostalgia towards their former country they now wished to formulate a new government.

The Constitution was ratified on September 17, 1787. This living document was the framework for a new government that has inspired multiple countries to seek independence. The founders and framers took great pride in this document and how it would affect future generations. The document is open to change but it was purposely made difficult to ensure the rights of citizens. The Bill of Rights and additional amendments helped to further protect the rights of its citizens and paved the way for our country to expand.

US History II

In US History II, students focus on the changing role of the government in order to address the issues that had developed throughout its history. Discussions centered around the development of the constitutional amendments and other government regulations of the early 1900s. These amendments attempted to address some problems that had arisen by creating more funding for the government through the creation of the income tax through the 16th. This was at a time when people expected the federal government to do more to help protect average Americans. Additionally, The 17th and 19th amendments gave citizens more of a say in government by allowing for direct election of senators and women's suffrage. Through these topics students discussed the role of citizens in a democracy, especially as it helps determine what the people want their government to do.

Additionally, students in US history II also began to examine how the United States transitioned into a world power from the Spanish-American War, World War I and World War II. These topics allow for a discussion of when and why the United States gets involved with other countries. Lessons help examine the debate that continually pops up in discussions of America's foreign policy regarding when an American should be more isolationist and when we should act as an interventionist.

Holocaust, Genocide and Modern Humanity

Students in the junior class, Holocaust, Genocide and Modern Humanity Course can still get college credit for simply taking this course at Hoboken High School (which most juniors are already enrolled in!). It is partnered through Kean University and the cost is only $300. Students will simply obtain credit for a course they are already taking and become part of a larger community of people who are trying to make a positive impact on the world by stamping out hatred, stereotyping and bigotry. In the Holocuast, Genocide and Modern Humanity Class, students examine the origins of hatred and racism. We study the genocides that have taken place and how we can prevent hatred and bigotry. Last year we listened to several survivor stories from the Holocaust to Rwanda. We did not only hear about the horrors that took place, but we also learned about the hope that these survivors carry with them to bring about positive change through education. In this current school year we have studied thus far the origins of genocide and are listening to stories about indigenous peoples of the Americas. As Thanksgiving approached, we learned that there is much more to the story than our history books have told us about what happened between the Pilgrims and Native People.

The class also continues to work with Kean University's Holocaust Center and recently we had a virtual visit from Chief the Poet who illustrated how to heal through poetry and other art forms. Students got the chance to interact with high schools from all over New Jersey and converse about how poetry can be a vehicle to healing and finding your authentic, true voice.

For any questions regarding the dual credit opportunity or anything else regarding this history elective course, do not hesitate to email Ms. Koerner, History Department at Hoboken High School and/or Sarah Coykendall at Kean University's Holocaust Center. or / 908-737-4632

People Who Shaped the World

Pioneers go first. They are the movers and the shakers–the folks who have the vision to imagine what can be and the grit to make it reality. During the first quarter of People Who Shaped the World, we honored folks who exhibited the pioneering spirit.

Amelia Earhart was the first female aviator to conduct a solo transatlantic flight and Alexander Graham Bell made it possible for the less adventurous among us to reach out and touch someone wherever they dwell. When we enjoy some other basic modern conveniences we can remember inventors like William Carrier (I mean, how did we function without air conditioning?) and Thomas Edison who, instead of giving up, “found 10,000 ways that didn’t work.” And, yes, as we check in with our friends in a fast food parking lot we can thank Mark Zuckerberg for his social network and Roy Crock for his golden franchise.

And who doesn’t like a good baseball story? Jackie Robinson broke the color barrier back in ‘47 and MLB now rightfully honors his courage every April 15th when the entire league dons the iconic number 42. The game was changed in the 90s when Billy Beane committed to building his squad of Oakland Athletics based on a statistical approach known as cybermetrics.

Getting hyper-local, Maria Pepe showed us that you don’t have to be a boy to be a slugger when she became the first girl to play Little League–a big win for the game and a proud moment in Hoboken history. “How can you not get romantic about baseball?”

Music provides a soundtrack for our lives and there, too, are pioneers. Beethoven made classical music more romantic and Louis Armstrong put Jazz on the map. Chuck Berry “could play guitar just like a ringing a bell” and Jimi Hendrix played like a tiger in a cage–both revolutionized Rock & Roll! No less, DJ Cool Herc, Afrika Bambaataa, and Grandmaster Flash formed the “Holy Trinity” of Hip Hop.

All of the absolute legends we examined in PWSTW class deserve our respect, not because what they achieved was easy or without struggle. Sure they were all exceptional people but to recognize that, they all had to overcome obstacles and a whole lot of doubt from within and without. Perhaps the overarching lesson we learned from these folks can be summed up by Roy Crock when he said: "Nothing in the world can take the place of persistence. Talent will not; nothing is more common than unsuccessful individuals with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and determination alone are omnipotent."

AP Us Government and Politics

During the 1st marking period, students were introduced to the units, Foundations of American Democracy and Interactions Among Branches of Government. Throughout the first unit, students were brought back to the beginning of our nation to examine and analyze the key documents that went to shape it. This would include the Declaration of Independence, Articles of Confederation, Constitution, and several essays from the Federalist Papers (penned by Alexander Hamilton and James Madison), all of which highlighted the core democratic values that are defined in the structure of our government. This is then further explored in the second unit, as students continued to learn about the structure of our government and how this structure influences the political activity of our society. Dealing with different institutions such as the role of the presidency, congress, the formation of laws, the policymaking process, and the reapportionment and redistricting of our congressional districts. It was by establishing an understanding of the foundation in the first unit that students were able to then more thoroughly engage with the concepts discussed in the second unit.

World Language


In Spanish classes with Mrs. Cruz and Mrs De La Rosa, students had a memorable cultural experience as they learned more in depth about a colorful and emotional Mexican tradition, “El Dia de los Muertos.” Students were able to visit some different “virtual stations” via Google Classroom to learn about this tradition. Each station was focused on a different topic related to el Día de los Muertos. There were six stations total, and each student had to visit at least four. They got to choose which four they wanted to visit! The stations included ¿Qué es el Día de Muertos?, Las calaveras, El altar de Muertos, Los Alebrijes, La flor de cempasúchil, and Las mariposas Monarca. At each station, they read a short article and/or watched a video. Next, they completed a comprehension activity. The instructions for each activity were in the Speaker Notes!

Our students worked on creating their own Calavera of La Señora Catrina or Señor Zapata. La Catrina was specifically created in the early 1910s by Mexican political cartoonist José Guadalupe Posada. According to Dr. Canto, Posada frequently used elegantly dressed skeletons to criticize the dictatorship of Porfirio Díaz and the upper classes that supported him during the Mexican Revolution.

The last part of our Day of the Dead unit will be for the students to learn about and discuss the practice of “Calaveras Literarias.” Calaveras Literarias are a form of poetry that has become quite popular in Mexico during Día de Los Muertos. These poems use witty rhyme and repetition to make fun of a particular quality or trait of relevant or prominent figures. Today, Las Calaveras Literarias has become an Internet craze that has cultural relevance to us. In one meme, the pop hit “Despacito” is called a “contamination” and listening to it a “sickness.” Another example of a Calavera Literaria is “Mujeres juntas, ni difuntas! Dijo la catrina llevándose a su galán, Es más fácil que lloremos juntas Que éste se pase de patán!” (Women together, nor deceased! La catrina said, taking her Galan; it's easier for us to cry together than that; this one gets past as a scoundrel.)

Our students wrote their reflections on La Señora Catrina, Señor Zapata, and Calaveras Literarias. We included some of the Calaveras Literarias and ArtWork below.

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French and Italian

During the first marking period, students were practicing songs to improve their pronunciation skills. Italian class is working on an Italian song, and French class is working on a French song.

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AP Biology

Students in AP biology class began the school year by learning how to process data and utilize statistics. The students learned how to perform standard deviation and put error bars onto their graphs and how to perform chi-squared analysis. These techniques can be used to determine if the difference between two groups is statistically significant or not but cannot be used interchangeably. The students learned which situations to use each in and practiced their calculations. They flipped coins and rolled dice to practice chi squared and then used these skills on a lab about organismal behavior. An organism will choose one of two sides of a container, similar to how a coin could flip between heads and tails. Is the position of the organism related to a preference or avoidance of an introduced nutrient? They used chi squared analysis to compare their observed and expected values and form a conclusion as to whether the difference between observed and expected was due merely to chance or due to an observed phenomenon. The students then turned their attention to chemistry – learning about the amazing properties of water, also known as the “miracle molecule”. The students conducted an investigation into the properties of cohesion and adhesion, properties which have widespread implications for life, generated data and used it to form conclusions about which types of solvents display these properties and which types of solutes can disrupt them. The students also conducted an inquiry-based study into why cells are small. They cut out cells of custom sizes, calculated surface area and volume for each and then put these cells to the test to determine the relationship between size and efficiency. In their next lab investigation, they were given six “mystery” solutions. They were “mystery” solutions because the solute concentration of each solution was unknown. Using potato cores, the principle of osmosis and a multi-day lab procedure, they were able to determine the molarity of each solution, produce a graph of concentration verses percent change in mass for each solution, interpolate the curve to determine the solute concentration of the potato and then finally use this information to determine the water potential using the formula -iCRT, where i is the solute constant, C is the concentration of the solution, R is the ideal gas constant and T is the temperature of the room. Students studied homeostasis and designed their own experiment to investigate homeostasis in their own bodies. They were able to make their bodies depart from the set point for heart rate, respiratory rate and temperature and track the body’s return to normal values. Recently, the students have been studying cell signal transduction pathways communication. They completed a neurobiology lab where they examined real histological slides of neurons, the spinal cord and other nervous tissues. In another recent lab, they completed table drawings of signal transduction pathways (chemical pathways that help changes take place inside of cells)using chalk and gel markers in order to help them understand and memorize these important concepts.

Pre-AP Biology

Students in Pre-AP biology class honed their skills in working with the metric system by completing a lab conducting scientific measurements of mass, volume, temperature and length. They utilized Archimedes’ principle of displacement to calculate the density of irregular solids in order to identify unknown materials. They then took their measurements and used newly learned skills of dimensional analysis to convert their measurements from one unit to another. Their next lab involved designing a scientific investigation. They were each given a scientific question and had to identify any observations that caused that question to be asked, the independent and dependent variables, the alternative and null hypothesis. They created hypothetical data and graphs, wrote conclusion paragraphs, produced posters and finally, presented their work to the rest of the class. The budding scientists then designed and conducted an experiment using baker’s yeast. They had to produce their own protocol with the objective of determining which type of nutrient (protein, carbohydrate or water) that yeast prefers. They utilized both their newly acquired skills in scientific measurement as well as their skills of experimental design to complete the investigation. They then designed their own investigation into light preference in pill-bugs. Given only a list of materials and the scientific question, the students constructed experimental and null hypotheses, made a multi-step procedure, carried out their experiments, collected and graphed data and generated lab report posters. After a brief stop in learning about the most abundant elements found in living organisms, the students turned their attention to nutrient cycling. The students manipulated models of the hydrologic, carbon and nitrogen cycles and learned how these nutrients are cycled in the environment by both natural and human induced means. They then created their very own nutrient cycling diagrams featuring all three cycles on the same diagram, keeping in mind that these cycles take place in unison in the natural environment. Students in Pre-AP biology turned their attention to population ecology. They manipulated models of populations composed of various varieties of beans and conducted mark and recapture and quadrat sampling to estimate the total population size, before confirming their estimates by counting all members of the population. They were able to calculate the percent error between their estimated and actual numbers, and decide which situations are most appropriate for each sampling method. The students have also conducted case study research into various factors influencing population size in Serengeti National Park in Tanzania. They have learned to analyze real experimental data in population ecology studies to form conclusions about which factors affect real living populations. For instance, they investigated the legendary Kaibab Plateau which taught ecologists a great lesson in resource management. Predators were removed to protect the Kaibab mule deer population which was 4,000 individuals strong. By removing predators, the population size skyrocketed to over 100,000 individuals, leading to a large population crash in which many deer starved to death. Learning about these kinds of real incidents, with real data allowed the students to collaborate to decide what they would do differently to manage natural resources, given what they’ve learned.

Biology (CP)

The inquisitive scientists in the Biology CP classes started off the school year reviewing the process of scientific inquiry. Students conducted a reaction rate lab to practice the steps of the scientific method. The classes learned about the ATP which is the chemical energy molecule created and used by cells. They built clay models of the high energy ATP molecule and the low energy ADP molecule. Students were then introduced to the process of photosynthesis where sunlight is converted into food for plants in the form of glucose. To further their understanding about the chemical equation of photosynthesis, the kids built molecular models to show its reactants and products. They were also able to witness the processes of the light and dark reactions of photosynthesis while engaging in a spinach leaf disk lab. The biology classes also studied the process of cellular respiration and described how glucose is broken down in autotrophs and heterotrophs to produce chemical energy. The students conducted an experiment to test the effect of intensity of exercise on aerobic respiration. They concluded that the intensity of exercise increases the rate of cellular respiration in students. Lastly, the students reviewed the various essential macromolecules that are found within organisms. They were able to identify the macromolecules that were present in different food samples while engaging in a “Who Done” lab activity. Students created positive test results for known samples of nutrients. An unknown sample was then tested and compared to the known samples to determine the nutrients that were present in the food item.

Chemistry CP

In Chemistry the CP students began the year learning about matter and how it is classified. They got experience in mathematical relationships of matter and the tools used to study it. Classes have worked from the macroscopic level of particle interaction to the atomic level. Once they explored how matter can be categorized they began to study the structure of the atom by modeling how the subatomic particles are arranged in the atom. They currently are modeling how electrons are arranged using electron configurations and orbital diagrams to develop an understanding about how and why atoms interact with each other. The CP Chemists really enjoy their time in labs doing experiments that have focused on chemical and physical changes of matter, calculating the average mass of an element and practicing how to measure accurately.

Chemistry - Pre-AP

Students in Pre AP Chemistry are exploring in depth the mathematical relationships between matter and energy. The students have been modeling particle interactions by representing them in both diagrams and mathematically. The Pre AP students learned how to calculate the amount of energy transferred between a system and its surroundings using calorimetry and related this to real world examples from farming and biology. They currently are studying gasses and have been able to do some fun gas labs and explore how heating then cooling gasses and cause cans to implode or hard boiled eggs to get sucked in through a small opening in a bottle. They have modeled the particle movement based on the Kinetic Molecular Theory to deepen their understanding as they support and verify predictions about these models using observations of real-world phenomena and calculations of various physical properties such as the density of solids and liquids, the basic parameters of gases such as pressure and volume, and the role energy plays in phase transitions.

Chemistry AP

AP Chemistry began the year with a unit on Atomic Structure.This first unit sets the foundation for the course by examining the atomic theory of matter. The students made observations of chemical properties on collections of atoms and realized that macroscopic systems involve such large numbers that they require moles as a unit of comparison. They explored how the periodic table provides information about each element’s predictable periodicity as a function of the atomic number. The students learned that the electronic structure of an atom can be described by an electron configuration that provides a method for describing the distribution of electrons in an atom or ion. The class moved on to unit two where students applied their knowledge of atomic structure at the particulate level and connected it to the macroscopic properties of a substance. The class represented the chemical and physical properties of materials by explaining the structure and arrangement of atoms, ions, or molecules and the forces between them. Finally in unit two the students learned how to use electronegativity to make predictions about the type of bonding present between two atoms. The final unit of the quarter focused on Intermolecular forces between molecules allowing the students to explore the properties of solids, liquids and gases and how the transformations of matter can be observed in ways that are generally categorized as either a chemical or physical change. They applied the concept of molecular geometry they learned in unit two to explain how the shapes of the particles involved and the space between them are key factors in determining the nature of physical changes. The relationship between the macroscopic properties of solids, liquids, and gases, as well as the structure of the constituent particles of those materials on the molecular and atomic scale has been a theme in unit three that has been explored through creating particle diagrams and using mathematical relationships to represent the properties of the particles.


Algebra I

Algebra 1 students have been tackling the Mathematics Vision Project this year. Students began the year investigating arithmetic and geometric sequences. This program prepares students to model visual patterns with variables and to discuss math together. It introduces arithmetic sequences, recursive thinking, and common difference by modeling a pattern that starts with tables, graphs, and equations. It introduces geometric sequences, recursive thinking, and common ratio by modeling a pattern that starts with tables, graphs, and equations. It also solidifies common difference and extends recursive thinking to writing a recursive equation for an arithmetic sequence. In addition, it models a story context that begins with tables, graphs, and equations and extends conceptual understanding of arithmetic and geometric sequences, including decreasing sequences of both types. The curriculum also extends skill in writing equations for geometric sequences by using a percent decrease, builds fluency in distinguishing between arithmetic and geometric sequences and in using tables to write recursive and explicit equations. Students are now exploring concepts related to exponential and linear functions.


Geometry CP

During the beginning of the school year, geometry classes' primary focus was to build on three components on which the curriculum is based- conceptual understanding, procedural fluency, and application. Starting with foundations of geometry dealing with segments/ angles and then moving on to parallel and perpendicular lines, the overarching goal was to move towards the principles of proofing.

For the start of the 2nd marking period, geometry classes have been exploring the various types of transformations that can be used on figures. To extend this topic further, we have begun exploring the symmetry that might be found in some countries’ flags. By researching flags online, students are asked to determine which flags show line symmetry. As an extension of the lesson, we have also began exploring rotational symmetry found in certain flags. With the World Cup in full swing, many students are examining which remaining team’s flags some certain types of symmetry.

Pre-AP Geometry and Statistics

Students in Pre-AP Geometry and Statistics have started their work with geometric relationships this marking period, exploring concepts such as measurement, parallel lines, and right triangle geometry. The measurement section focused on finding lengths and angles, copying geometric figures, and finding distance in the coordinate plane. They then moved on to characteristics of parallel and perpendicular lines, exploring their slope relationships and their properties when cut by a transversal. Section 3 focused on right triangles, specifically looking at the Pythagorean Theorem and special relationships between similar triangles. They finished the marking period by proving the Pythagorean Theorem and learning about Pythagorean triples.

Algebra II

Algebra 2 students are tackling concepts related to quadratics. We began the year exploring key features such as domain, range, increasing and decreasing intervals, positive and negative intervals, transformations and rate of change. We are now discussing quadratics in its 3 forms: vertex, standard and factored forms. Students will find key features such as the vertex, axis of symmetry, minimum or maximum, domain and range. For standard form they find the vertex, y-intercept and a point reflected over the axis of symmetry. We continue with factored form, finding roots, solutions, x-intercepts and zeros (all of which are the same thing!).


Students in Mrs. Tank’s Pre-Calculus class this marking period learned the following:

Use the Leading Coefficient Test to determine the end behavior of graphs of polynomial functions.

  • Use long division and synthetic division to divide polynomials
  • Use the Remainder and Factor Theorems.
  • Use the Rational Zero Test to determine possible rational zeros of polynomial functions and the Fundamental Theorem of Algebra to determine the number of zeros of a polynomial function.

Students identified domains, intercepts, holes, vertical, slant and horizontal asymptotes of graphs of rational functions. Students were also able to sketch graphs of rational functions. They applied graphs of rational functions to model and solve real-life problems. Students applied their knowledge of how a vertical asymptote can be used to analyze the cost of removing pollutants from smokestack emissions.

Project Lead the Way (PLTW)

PLTW Computer Science Essentials

Our Computer Science classes worked hard to finish up the idea of variables, conditionals, and user interfaces this marking period. All of the projects completed led up to a "build-your-own" project that permitted the students multiple options of showing the class what they can do. Next we focus on lists and data storage, gathering data, and hacking! (In a safe environment, of course.) After finishing up 1.2, we go into VEX robotics. The students are working hard and are looking forward to working with the robots after 1.2.

PLTW Engineering

Introduction to Engineering Design helps students develop problem solving skills by using the Design Process. The Design Process is a detailed problem solving approach which involves defining what a problem is, generating concepts through brainstorming and sketching, developing solutions, building, testing, evaluating and finally presenting.

Students have participated in various group projects where they have had to apply the design process by collaborating with group members. So far students have created the following projects:

  • Marshmallow Launcher

  • Carnival Game

Throughout the year, students will hone their problem solving strategy skills by using the design process approach to future projects. Recently they have been introduced to spatial visualization and 3D CAD modeling software which will be used to create detailed 3D designs.

PLTW Principles of Biomedical Science

How did Anna Garcia die? Freshman Biomedical Science begin their training as medical investigators. Shadowing members of the forensic investigation team, they documented and analyzed the clues left at the scene of a woman’s death. A video from the police commissioner emphasizes the severity of the situation, the need for more qualified professionals to help solve these types of cases, and the need for them to get to the bottom of the case ASAP. Students documented evidence, analyzed trace evidence in the lab, analyzed biometric data of interviewed suspects, as well as recorded a video check-in for the police commissioner – chronicling what they have learned about the case so far. Students were also introduced to experimental design by conducting a number of blood tests: blood presumptive tests, blood typing, and blood splatter!

PLTW Human Body Systems

The PLTW Human Body System students have been discussing what it means to be human. Students have been looking at differences in tissues, such as bone and muscle, and in molecules, such as DNA, to pinpoint what makes each of us unique. As they learn about new body systems, students have been adding muscle, fat, and organs to their own half skeleton models. Students also dissected sheep brains as they learned about the parts of the brain! Students working remotely created Flipgrid videos demonstrating their learning of each concept.
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PLTW Biomedical Interventions

Third year Biomedical students (Medical Interventions) were exposed to interventions involved in detecting, fighting, and preventing an infectious disease as they investigated a potential outbreak at a fictitious college. Students performed a lab that demonstrated the mechanisms by which DNA from one bacterial cell is transferred to another bacterial cell, which leads to antibiotic resistance. Finally, students also investigated the physics of sound, learned how sound is detected and processed by the body, and conducted a variety of hearing assessments.
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Physical Education

This Marking Period we were able to enjoy the beautiful fall weather. We started the year off with getting a baseline for our fitness testing; in push ups, sit ups, and the pacer. Then we proceeded to work on skills and form needed to participate in our all electives; football, soccer, field hockey, ultimate frisbee. In addition to the traditional fall sports, students had the option to play volleyball, basketball, or walk the track to work on cardiovascular endurance.

Special congratulations to our September, October, and November Physical Education Students of the Month! The following students demonstrated leadership, good sportsmanship while in class, helped classmates/teachers with games and equipment, and are always on time and ready to participate. Overall these students represented what it is to be a HHS Redwing: Valentina Castellon Ardon, Brandon Otero, Aldo Vespro, Jayla Dale, Jayla Johnson, and Grayson Stier.

culinary arts

Culinary students started the year off cooking. We prepared empanadas for the students to enjoy during lunch for the Hispanic Heritage Celebration. Students made everything from scratch, making the dough for the discs and chopping all of the meat for the fillings. Tres Leches cake was made by the International Pastries class.

We worked on creating sugar skulls and Pan de Muertos in Culinary Arts classes, while International Pastries students made tamales in honor of “Day of the Dead.”

Students in Culinary Arts I created Thanksgiving menus and worked on costing out their menus.

All students worked on creating a great Thanksgiving lunch buffet for the entire school to enjoy.

When not in the kitchen, we researched famous chefs to create a Google Slides presentation in order to present to the class. Students also learned how to fill out a job application and who to list as references.

International Pastry students created popular Indian desserts to help celebrate Diwali, while Culinary Arts students learned how to make samosas.


Elements of Art

During marking period 1, the elements of art classes focused on drawing forms, understanding color theory and then value. Students have been creating landscape washes to show different values.

Photography and Photoshop

Photography classes explored landscapes and texture during marking period one. Students viewed works from many photographers such as Ansel Adams, Joshua Hoffine, and Moises Levy for inspiration for some of the lessons.

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By Naomi Cooke

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By Valeria Garcia Quintero

Art School Portfolio

Portfolio classes concentrated on showing value through pencil drawings.

Theatre I and Backstage Elements

Acting and Backstage:

The first marking period has been a very busy time in Mr. Kinnear's theatre classes. Both courses, Backstage and Acting, were introduced to theatrical concepts and conventions which they were then able to see first hand in the school's musical production of Urinetown. Based on recent feedback from the students, being able to witness the hypothetical lessons they learned about in class come to life in an actual production benefited the students immensely.

Acting students began the year taking baby steps. Many of the students were not only hesitant to perform at the start of the year, but were also completely unprepared. Therefore, understanding acting through observation, both within actual social behavior and acting performances on the screen, helped the students navigate through the puzzle pieces which come together to form a fully realized performance. From observation, students moved onto understanding the two major components that provide the framework for acting: their voice, and their body. How do our voices convey emotion? How and why do we select certain words or phrases to stress when we're speaking? How does the tone of our voice help to create a reaction from someone else? These were all questions that were hypothesized and played with throughout the first marking period in various activities, such as line repetitions, a poem performance, and one sided/imagined phone conversations. Students are now moving onto the physical aspects of theatre by creating and responding to tableau and pantomime performances. This involves watching movie and television scenes on mute and determining what is happening within a scene based solely on body language and expressions, as well as staging frozen pictures in an effort to display character relationships, emotion, specific traits, etc. What has been most noteworthy is that these young actors have learned the valuable lesson that acting derives from a series of choices and the options are limitless, providing they can be justified.

Meanwhile, in Backstage, students began the year by studying the value of props - the items that are often utilized within scenes to help both the audience and the actors when it comes to the greater storytelling experience. Through their research, students were able to learn that property design and scenic furnishings must be carefully and specifically selected based on a wide variety of important variables, such as time period, socioeconomic status, functionality, and budget. These lessons also enabled students to get a sense of history - both time and place. For example, when determining which props were to be used for a 1940s play, students had to select a phone. This was the first time many of the students had exposure to a rotary phone - not only what it looked like but also how it was used. These lessons allow students to get a better sense of how and why everyday items evolved over time. Once we got closer to the time of the show (Urinetown), however, students switched gears and began the actual process of creating props for the given circumstances of the show, many of which couldn't be simply found. Having hands-on involvement in the creation of an actual musical allowed students to create hybrid props and set pieces, meshing together purchased, found, and constructed items. This is an experience that will benefit them immensely once we move onto creating props, sets, costumes, and sound effects for our next musical, Spongebob, which exists in an entirely fictionalized environment.

Theater performance

The hard work of the Hoboken theatre students paid off this past month when high schoolers and middle schoolers teamed up to perform the hit Broadway musical, Urinetown. During the rehearsal process, students were able to learn about the relationship between the semi-ridiculous plot of the satire and the very real themes of corruption, depleting natural resources, false hope, and gang mentality that parallel the real world. Urinetown had the largest audiences for a high school production in over five years. Word on the street is that Urinetown was one of the most splendidly performed and thought provoking musicals the school has ever done.

The experience also allowed students the opportunity to get a first hand account of the backstage practices - such as lighting design, set design, and marketing - that accompany a musical production. As a matter of fact, two students who are frequently seen acting on the stage took on the challenging job of spotlight operators for this particular show (and illuminated the show brilliantly).

As we move into the month of December, the high school Thespians have begun rehearsing yet another show, this time a one act play highlighting yet another complex subject matter: the relationship between gender roles and society. Along with other various short scenes and monologues, the students will be performing this one act at the NJ Thespian completion in January. Last year, Hoboken High School took home top honors and ultimately performed their show at the International Festival in Indiana. We hope to make that happen again this year! To all the Hoboken Thespians, we once again say, “break a leg!” Your school is very proud of you!

Musical Performing Groups

Performing Groups

The Rockin’ Redwings made their mark this fall in the highly competitive “Tournament of Bands” circuit, placing top three in all of their Region 10 (North Jersey) competitions. They made their second appearance at their regional championships and placed 3rd out of 10 bands in the Northern New Jersey/NY Metro area. Extending their season into November, the band competed in their first ever NJ State Championship and finished in 9th place, with the percussion section 3rd place in points. Moving on to the Atlantic Coast Championships at Hershey Stadium, the band placed 11th (and 8th in percussion) competing against the best bands from New Jersey, Pennsylvania, New York, Maryland, and Delaware. The following week, they transitioned to concert band, practicing songs for various town events and our winter concert. Meanwhile, the concert chorus has grown larger and is singing in three part harmony for every song. Recently they submitted a video of their performance of “Once Upon a September” for a chance at a live performance at the Rockefeller Tree Lighting in NYC. Please mark your calendars for our concert on December 16th at 7pm!

Media Production

Our Video Production II students have partnered with The Arts in Education Program Grant through The County of Hudson-- Office of Cultural & Heritage Affairs/Tourism Development & "Art House Productions" in Jersey City to create Communication Media Film Projects.

Through this program, an artist in residence, Tyrell Vaughn, has been working with students to create videos for the "Communications Media" category for The Speech and Theatre Association of New Jersey Governor's Awards in Art Education Competition. The culminating project is to submit videos for the Communications Media category at STANJ. Students have been diligently working on creating original videos about social justice issues that effectively communicate a message to an audience using no words, only images. Only visuals such as video clips, still pictures, cartoons, and/or instrumental music will be allowed in the presentation. As the students wrap up editing their videos, students are working towards a strong point of view that achieves effective communication with timely and accurate information. The message of each video encourages change.

We are working on planning a showcase in which students will present their video projects and explain their process from start to finish on the topics they chose. Stay tuned for an announcement about that!

Student Support Services

Academic Support Center and FCSAA

Hello Redwing family, Greetings from the Academic Support Center. Located in room 222, the ASC has been able to service the HHS school community in a variety of ways. Many of our seniors continue to make progress towards completing Credit Recovery classes putting them back on track for Graduation. Our underclassmen have been able to also complete the Credit recovery course along with keeping up with their regularly scheduled classes. Athletes are improving their GPAs en route to obtaining college Scholarships. So if anyone needs help in any area come check us out in room 222.

Another program in which we partner is the the Hoboken High School Future Collegiate Student Athlete Academy (FCSAA). It was established to assist high students who are interested in continuing their athletic pursuits while furthering their education at the next level.

The FCSAA will bond Hoboken High School’s student athletes and their families together, regardless of the sport, with a series of informational dinner sessions that will outline the eligibility, recruitment, scholarship and selection processes associated with NCAA programs across the country. Participants will explore the differences between NCAA Division I, II, and III programs and speak with Hoboken High School graduates who are playing or have played sports at the college level. Below are some photos of one of our recent events for families of athletes.

Thank you

Mr. Benway

Administrator of the

Academic Support Center

School library media center

During the first marking period, we hosted ELA I and ELA II classes at book tastings to help students select independent reading books. Students were introduced to our genre categories and were also told how to access our e-book and audiobook collections. We created displays for Banned Books Week and for Native American History Month. We added shelf markers to the stacks to indicate the presence or audiobooks and ebooks, which might otherwise not be "visible."

We also hosted two lunchtime craft programs. In October we made cute ghost or pumpkin ornaments and also had a period of making friendship bracelets. The latter program was led by junior Sage Gurtman.

Nurse Notes

During the first marking period, Nurse Gutierrez Lopez screened all the tenth grade students for vision. Referral forms were sent home for any students needing to see an eye doctor for glasses. If your student needs to see a doctor but is on Medicaid, here are a few local providers who accept Medicaid:

Morillo Eye Associates

Union City, NJ

(201) 867-0199

Eye Site

1108 Washington St, Hoboken

(201) 210-5133

Super Vision

461 Central Ave.

Jersey City, NJ

(201) 420-0101

Next up: juniors, who will be screened for vitals: blood pressure, height weight and also hearing.

Also, the CDC and the NJ Department of Health recommend that we all get a flu shot to remain healthy during flu season!

Big picture


The Hoboken High School Guidance Department has had an exciting Fall, but first meet our counselors. Celebrating her 10th year at HHS, Stacie Gleason, Coordinator of Guidance, heads the department. She is the counselor for all 9th and 11th grade students. Our newest counselor is James Terry. He will be stepping into Ms. Markowitz’s role. James has been interning in the Guidance Department since September of last year. He feels it is a privilege to work with the HHS students. He has been heavily involved with the college process and helped many seniors last year with their applications, scholarships, and eventually their decision-making. He also worked with many students who chose to pursue post-graduate plans outside of a two-year or four-year college, such as enrolling in the military, attending a trade school, or entering the workforce directly. He also has over 15 years of professional experience. He is dedicated to providing your children with insight into what will be needed for them to be successful in high school and beyond. He is the counselor for 10th and 12th grade. Finally, Bliss Lecea, from Montclair State University and Barbara Maino from NJCU, are our school counseling interns this year.

One of our most important initiatives in the Guidance Department is to expose our students to the many post-secondary higher education opportunities available to them. Since September, a diverse group of college admissions representatives have visited Hoboken High School. Students have met with representatives from the U.S. Naval Academy, Princeton University, Penn State University, Stevens Institute of Technology, St Peter's University, Fairleigh Dickinson University, Fairleigh Dickinson University’s Latino Promise Program, Monmouth University, New College of Florida, St John’s University , Lehigh University, NJIT , Felician University, Rowan University, Caldwell University, Albertus Magnus College, LIM Fashion and Merchandising College , Bloomfield College, St. Thomas Aquinas College, St Anselm College, Moravian College, Albright College, Binghamton University, Hampshire College, University of New Haven, and Bergen Community College. We also hosted our annual Hoboken High School College Fair with 30 + colleges, branches of the military and trade schools. All HHS students attended the fair. We also held our annual FAFSA, Financial Aid Evening with a financial aid representative from Drew University. Over 50 parents and students attended.

Thanks to the Hoboken Public Education Foundation’s generous funding, we have taken students on field trips to Villanova University, Swarthmore College, The College of New Jersey, The Historically Black Colleges and Universities College Fair at New Jersey Institute of Technology and The National Hispanic College Fair at Montclair State University.

Finally, we are about to begin our College Instant Decision Days in December. At the IDD, an admissions representative meets with all students who would like to apply to the school in attendance that day. At the end of the meeting the student will know their admission status and if they will receive scholarship money from the school. It is a great opportunity. This year we have Instant Decision Days with:Felician University:, FDU, NJCU, Caldwell University, William Paterson University, St Elizabeth’s University, Bloomfield College, Kean University, and Stockton University.

We are looking forward to speaking with you in the future.

Student Center

Welcome to the Hoboken School Based Youth Services Student Center and 2022-2023 school year! We’d like to take a moment to highlight our incredible staff that has been working hard to plan and organize act

Mr. Stephen Dickerson is our Director of the School-Based Youth Services Program as well as Director of Diversity, Equity, and Inclusion. Mr. Dickerson strives to partner and coordinate efforts throughout the district and community to support our program. Mr. Dickerson can be reached via email at

Ms. Katherine Escalante is our Mental Health Practitioner for the School-Based Youth Services Program. Ms. Escalante’s goals are to provide school-based counseling services, preventative health efforts, and resources to our student population and the families we serve. Ms. Escalante can be reached via email at

Mr. Keeon Walker is our Youth Development Specialist. Mr. Walker provides learning support and employment counseling services to all HHS students through enrichment and life skills programming, exposure to higher learning, resume building, and more. Mr. Walker can be reached via email at

Ms. Carolina Arango is from Montclair State University and our Student Intern this school year. Ms. Arango has experience in mental health and meeting socio- emotional needs of individuals. During this school year, she has been able to participate in different programs and provide school-based counseling services to students. Ms. Arango can be reached via email at

As we combine our skills, knowledge, and backgrounds, our SBYSP team works hard 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 September, SBYSP encouraged staff and students to join Hoboken High School in breaking the mental health stigma and be a part of the change. Close to 150 students participated in the event. Staff and students signed ribbons in support of the cause, engaged in dialogue regarding facts and myths about the mental health stigma, and obtained resources for the National Suicide & Crisis Lifeline 9-8-8. When people call, text, or chat 988, they will be connected to trained counselors that are part of the existing National Suicide Prevention Lifeline network. These trained counselors will listen, understand how their problems are affecting them, provide support, and connect them to resources if necessary. For more information, you may visit Lifeline (

In addition to prevention and programming, SBYSP also offers students opportunities to engage in games, trips, and activities that build connections amongst peers in a safe and comfortable environment. Our students are huge fans of ping pong, pool, air hockey, foosball and more!

SBYSP participated in a walking field trip with Mrs. Miller and the Theatre Department. HHS students walked to Hoboken’s Mile Square Theatre to watch the play Berta Berta by Angelica Cheri. Close to 50 students signed up to participate.

SBYSP is also hosting Nights at the Nest! This is an opportunity for Hoboken High School Students to connect with other students, sharpen their skills, and have a safe and secure place to spend their Friday nights. For Hoboken High School Students interested in participating in any upcoming scheduled Friday Night At the Nest Event, sign up using the HHS Student Center QR Code or with a Student Center Team Member. Completing this form is a commitment to attend. If you have three No-Shows without prior notice you will no longer be able to attend.

Participation Instructions:

1. Register in advance

2. Swipe your High School ID

a. Hoboken High School Students Only STRICTLY ENFORCED

3. Enter no later than 7:30 PM

4. Agree to leave at 10:00 PM (no re-entry)

For any student interested in participating in our program, stop by our Activities Room (RM 230) bulletin board for more information on our Student Center happenings and job postings or the Student Center office (RM228) to learn about how to participate in our program. We look forward to continuing to work with our students, staff, families, and community members to support a successful and healthy school year!


Fall Sports

Cross Country

The Redwings XC crew competed at the N2G1 State Sectional Championship at Oak Ridge Park in Clark, NJ. For the Girls 5K event, freshman Samantha Gotimer placed 12th overall (22:40), qualifying for the Group 1 Championships. Senior Madison Gray in her final XC meet, ran a PR time of 23:37, placing 21st. In the Boys 5K event, junior Sean O' Callaghan placed 39th, with a time of 20:15.


Football started off on a fast start with a 2-0 record right off the get go. Dorian Moorman started the season off with 354 yards and 8 touchdowns in the first 2 games. He was named SFC player of the week for Week 2 when he had 214 yards and 4 touchdowns. The Hoboken football team featured a young team, with 7 underclassmen starting on offense and 6 underclassmen starting on defense. The future looks bright for the Hoboken football team the next couple years. They have a promising freshman at quarterback in Isaiah Blanks, and a great mix of freshman and sophomores on the offensive line and at the skill positions.


Congratulations to the Hoboken High School Cheerleaders on a great Fall season. Led by Coach Bruny Munoz the team enjoyed a phenomenal performance on their senior night vs Cedar Grove on the Louis M. Taglieri, Jr. Stadium dedication.

Congratulations to our seniors Angelina Diaz, SuHailey Gonzalez, Jennifer Hoffer, Ciani Jefferies, Aisha Lopez, Maria Mastrogiovanni, Aileen Melendez, Briana Montague, Kyara Pena, Madison Ramos, and Emily Roche for a fantastic season.

The team is preparing and looking forward to their Winter Sports Season!

Girls Volleyball

The Lady Redwings began the 2022 fall season looking to build on their success from last year, and despite losing 6 seniors, the girls all had high ambitions to make a run in the County and State Tournament. While the girls ultimately fell short of their goal this year, there are still many accolades and achievements that are worth mentioning as we head into the offseason. As a team, we finished the season with 14 wins, which set a new single season record that was shortly held by last year's team, which finished with 12 wins. The Lady Redwings also had key victories over tough conference opponents such as Union City and Hudson Catholic, who were both Hudson County finalists this year. Individually, our girls also set new records and achieved personal goals that they have a lot to be proud of and build on going into next season. On offense, sophomore Morgan Walia-Peters and junior Kayla Zegarra led the way with 150 & 130 kills respectively, while Madison Walia-Peters collected 337 assists along the way, putting her career total at 562 assists. On defense sophomore Libero Stella Jacey collected 373 digs and was one of our main leaders on the court. We'd like to thank our 4 seniors Autumn Cangley, Amani Aviles, Anahi Mejia, and Laysha Pena for their hard work and dedication they gave to the program. We are looking forward to continuing to build on our success next year. Go Redwings!

Boys Soccer

The Hoboken High Boys Soccer team had a progressive season this year. The theme of hard work played a pivotal role in the progression of the season. With 4 seniors on the team this year, the leadership helped the team push through its highs and lows. With Lucas Sanchez, Neftali Figeroua, Aldo Vespro, and Kevin Snachez leading the group, the Hoboken High Boys Soccer team saw great accomplishments. With a huge 1-0 win over Bayonne High School and a trip to the Hudson county Quarterfinal Round, the Redwing Seniors looked to leave an impact in their last merry-go-round. This tight-knit community of Hoboken has been at the forefront of their success, with constant parent support at away and home games to a connection with each other that can be seen on and off the field. All the preparation that went into the season all started with the gentlemen who dedicated most of their summer to pre-season workouts, early morning conditioning, and constant physical activity to get them in shape for the season. Some highlights to distinguish the season include beating Bayonne High School in the opening round of the Hudson County Tournament to beating Ferris High School at home.

At the forefront of the Hoboken High School soccer team, its Head Coach Andrew Paredes orchestrated the strategy for the Redwings, from set-pieces to strategic corner kicks. The Redwings look to work even harder in the offseason to improve their craft and bring a great number of returning players to the pitch for next season. The Redwing boys are ready and poised to attack anything head on in front of them.

As the season ends, the Hoboken High School Soccer team seniors close a chapter in their book but wait to write the next chapter in their life. We bid our seniors a long and great farewell; these men have helped transform their peers and themselves into the individuals they are today. To Lucas Sanchez, Neftali Figeroua, Aldo Vespro, and Kevin Snachez, we bid you farewell and good luck in your future endeavors. Once a redwing, always a redwing!

Girls Soccer

The Hoboken High School Girls Soccer team finished their season with a 15-4 record. Captains Hannah Berman and Emilia Rokeach helped the Lady Redwings become back-to-back HCIAL National Division Champions as they went undefeated in the division,10-0.

This year the Redwings added Freshman Emma Conway who was a great asset. She led the team and the HCIAL with 30 goals and 23 assists. Emma will continue to be a key player over the next three years as a forward and a midfielder. Additionally, Hannah Berman added 21 goals and 19 assists, and Sydney White scored 15 goals and 5 assists to contribute to the 87 goals the Lady Redwings scored this season. Key defensive players this year included Marina Boyajian, Alexandra White, and Emilia Rokeach.

The team participated in both the Hudson County Tournament and the NJSIAA Group 1 North 2 Tournament. The Lady Redwings had a bye in the first round of the Hudson County Tournament and defeated Union City in the Quarterfinals. Despite their camaraderie on the field, they lost in the semifinal round to Kearny, this year's county champions. The Lady Redwings were seeded 3rd in the NJSIAA State Tournament, which enabled them to have home games. Their win over Newark Technology in the first round was the first time a squad of Lady Redwings soccer players won a state game, which is a stellar achievement. In the quarterfinals the mighty Lady Redwings fell to Mountain Lakes. recognizes two offensive players (forward & midfield) and two defensive players (defender & gk) each week, as well as MVP of the week for each county. Many of the Hoboken Girls Soccer Team athletes were recognized. This included Emma Conway (September 14th HCIAL Offensive MVP of the week), Mia Naranjo (September 15th HCIAL Defensive MVP of the week), Emilia Rokeach (September 22 & October 6 HCIAL Defensive MVP of the week), and Melanie Murray (October 12th HCIAL Offensive MVP of the week).

Many of our key players were also selected for the HCIAL National Division First Team. They include Sydney White and Hannah Berman for forward, Emma Conway and Emilia Rokeach for Midfield, Alexandra White for Defense, and Honorable Mentions Teagan Clark and Marina Boyajian. Head Coach Victoria Gemma was also selected as the HCIAL National Division Coach of the Year.

As the team sets their sights on a new season, they have been forced to bid farewell to ten of their comrades who will graduate this year. The ten seniors leave behind a legacy of dedication, sportsmanship, and passion that the remaining Lady Redwings are eager to reignite next season.


The Hoboken eSports team entered their second season in the Helix Gaming League. Fortnite and Multiverse were added to the list of competition games, along with Valorant, Overwatch, and Super Smash Bros. We have many new players joining the team. The Overwatch and Valorant team had an early win against Union City this year. Ryan Womack is highly competitive in Multiverse and made his way to the semi-finals during the mid-season tournament. Freshmen Oscar and Omar play both Overwatch and Fornite and have helped bring home multiples this year. Playoffs started on November 22!