Redwing Reader

Marking Period 1, 2021-2022

Principal's message

Greetings Redwing Family!

Just like that we put the first marking period behind us, and we focus on the second marking period. After the summer, the first marking period is always a transition, add the COVID year and it becomes a major transition. I am happy to report that we have hit our stride, and we are all moving in sync as we prepare to push our students in the second marking period. You will be able to see in this edition what our teachers are working on in all their classes.

November and December are short months due to the holidays, so it is extremely important that your child comes to school, unless of course they are under the weather. Attendance is critical for student success, which is why our vice principals and guidance counselors are sending letters home and setting up meetings with families to ensure your child is here to access their education.

Our senior guidance counselor, Ms. Gleason, has been working very hard with our seniors, getting their applications completed. Just this past week, we began our Instant Decision Days, and we are already seeing our scholarship dollars grow. I look forward to sharing these numbers with you, as well as our acceptances in the weekly Smore.

We are indoors through the winter with our winter sports season getting underway. We have added some great new athletic programs, most notably our ice hockey program. Mr. Baker has done a fantastic job at listening to what students and families want to see added to our already strong athletic program. We will be sharing the highlights with you weekly.

It is very important that students continue to wear masks, and wear them correctly. We have done such a great job keeping students healthy and we want to continue this, so please reiterate the importance of mask wearing with your child. Students need to be in school!

Grab a cup of coffee and enjoy!

Ms. Picc


English Language Arts

Grade 9:

The 9th grade ELA classes have been studying a unit that revolves around the theme of being an American. They have explored the stories of the immigrant experience, using short stories, poetry and informational texts, including "American History" - the story of a young Puerto Rican girl growing up in Paterson, NJ around the time JFK was assassinated. The anchor text, The Absolutely True Diary of a Part Time Indian, explores the trials and tribulations of a teenager living on a Native American reservation in Spokane, Washington.

Grade 10:

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. We are currently reading the novel, The Haunting of Hill House by Shirley Jackson and exploring what happens when fear takes over by connecting their own experiences to the stories.

The pre-AP class has followed the first unit in the new curriculum: Moves in Argument: Appreciating Writers’ Choices. This began with an examination of two photographs of Abraham Lincoln to hone observational skills and selecting the best evidence for a persuasive task. The lingering question for the unit is, “What is the value of the virtual?” After thinking about their own opinions on this topic, the students engaged in a study of several excerpts as well as a few cartoons and videos presenting different arguments addressing the topic and analyzed their claim and the writers’ moves. Students practiced annotating, descriptive outlining, composing focused analytical writing, and elevating sentence construction through diction and syntax. This led to the College Board Performance Task, an in-class essay, similar to the requirements in the AP Language and Literature course.

Grade 11:

The junior class has focused on analyzing foundational documents, like the Declaration of Independence and inaugural poems for their rhetorical qualities. Students have also developed their ability to analyze how authors use narrative elements like tone, diction, imagery, perspective, and figurative language to engage an audience.

The junior class has also sharpened their writing skills, by engaging in a series of narrative writing and the creation of several personal narratives. Recently, the class finished the first draft of their memoirs, which will be revised and edited and eventually published in the 2022 Junior Memoir Collection. Students are also preparing their contribution to The Winter Wonderland Event, as they create a short story about their favorite holiday.

Throughout their studies and activities, the junior class continues to develop their language skills and acquire new vocabulary. They review the rules of grammar and learn new vocabulary by using context clues and educational technology like


During the first marking period, the seniors enrolled in English IV 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 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 History students are busy sharpening their critical thinking skills, as they perform historical investigations in an effort to construct complex arguments on such topics as Athenian Democracy, the impact of the Black Death over time, a Renaissance murder mystery, and spiritual verses scientific views of the natural world in the early modern era. Students gather information, categorize data, corroborate evidence, uncover multiple perspectives, and check for credibility, reliability and bias in an effort to build strong historical arguments. Assertions are made, challenged, and debate and diplomacy take center stage. The truth is out there, and it's our job to find it!

US History I

Students in US History I focused on the migration of people that contribute to the diversity that is unique to America. Students discussed the rich complexity of Native American cultures and the changes that occurred in North America as the European settlers arrived. As settlements and conflict grew, students also examined the intellectual ideas that are the foundations of American democracy. Students analyzed America's connection to the ideas of natural rights and self government. As a result students will continue to discuss how America continues to grow and meet the challenges to ensure natural rights and participation in government are guaranteed to all .

US History II

Students in US History II focused on the essential question, "What is America's role in the world?" By analyzing the growth and expansion of the American economy, students also studied how that led to more connections with other nations. Classes discussed how America was not really prepared to be a world leader at the turn of the century, but by the end of WWI, the United States would be in a position to assert itself in world affairs. This will lay the groundwork for future discussion about America's continued role in the world. Students will debate what events and conflicts the United States should become involved in, as it balances its role as a world power, with the responsibilities to the people at home.

Holocaust, Genocide and Modern Humanity - Juniors, Don't Miss out on College Credit!

Students in the junior class, Holocaust, Genocide and Modern Humanity Course can 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 learn how to stop future genocides. 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 learned about the hope that these survivors carry with them to bring about positive change through education. Since most juniors are already in the class, it allows them to get college credit and again, become part of this awesome community at Kean University. There isn't any additional work except to fill out the Kean application and pay the nominal fee. For questions, do not hesitate to email Ms. Koerner, History Department at Hoboken High School and/or Sarah Coykendall at Kean University's Holocaust Center. Time is running out, do not miss out on this awesome opportunity! or / 908-737-4632

Latino American History and Culture

Latino History & Culture in America is a vibrant and lively course that provides students with the opportunity to learn more about the growing Latinx community in American society. In the first few weeks, students grappled with the concept of identity and the level of importance this plays in the community, especially when discussing the Latin Explosion. This explosion refers to the change in American demographics, first noticed in the early 20th century, that predicts that by the year 2050, over 25% of American citizens will be of Latinx descent.

This further highlights the importance of learning about Latino History as it slowly but steadily becomes a part of American identity. Overall, this course traverses the history of Latin America by first examining the Pre-Columbian cultures of the Andes and Mesoamerica and how they lay the cultural foundations for nations such as Mexico, Guatemala, Puerto Rico, Cuba, Ecuador, and Peru. After defining this foundation, students will then examine the melding of cultures that occurred in the 16th century by analyzing European colonization and the Columbian exchange. Students will develop their understanding of how Spanish Imperialism affected the development of Latin America through its 300 years of rule over the region and may recognize the sparks of liberty and revolutions that engulfed the region in the 1820s, following in the footsteps of the American and French Revolutions.

As students engage with this course’s various topics, they will learn more about the historical context that defines Latinx culture and the contemporary foreign relations between these Latin nations and the United States. As such, students will not only develop a greater understanding of Latinx history and culture but will also develop an appreciation of how it has become intertwined with the story of America.

This course is being taught during the 1st semester and there will be more to come about African-American History & Culture in America during the 2nd semester.

World Language


In our Spanish classes, we learned about Spain, Puerto Rico, the Dominican Republic, and Ecuador. Our students enjoyed learning about gastronomy, culture, traditions, economy, geography, and more. We culminated this unit in our classes by having a tasting of specialty store items. Our students got to taste "el Dulce de Amor de Amancio." We discussed how every region in a country has different culinary traditions and is known for making various dishes. Amor de Amancio is a sweet treat made in Miches, El Seibo. The pastry is made from scratch by cooking the milk until you have a condensed version that is very delicious. This pastry is accompanied by very small cookies that serve as a scoop for the condensed milk. The original version of this sweet treat was only made of milk, but now there are many dessert variations.


AP Biology

Students in Mr. Lebegue’s 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 in which situations to use each, 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 versus 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.
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Pre-AP Biology

Students in Mr. Lebegue’s 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.
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Biology (CP)

Students in the Biology CP classes started the school year by reviewing their inquiry skills. They practiced measurement using various scientific tools. Students engaged in a reaction time lab where they learned about how to conduct an experiment using the scientific method. The Biology classes also explored how plants and animals make and use energy during the first marking period. They completed a leaf disk lab which provided them with a visual representation of the process of photosynthesis. The students also participated in a cellular respiration fermentation lab where they set up an experiment to collect carbon dioxide gas as a product of fermentation. The biology classes also completed a macromolecules project to summarize their understanding of carbohydrates, lipids, proteins and nucleic acids.
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Teaching physics helps students understand how the universe works, from its structure to how the different components interact with each other. Students explore complex scientific concepts and make real-world connections to understand its impact on daily life.

Physics is taught using a combination of multimedia lessons, instructional videos, quizzes, tests and both online and offline projects.

Students in the Physics Honors class started the school year with the basic concept of speed, velocity and acceleration. Students completed a Marble Down stem activity that involves students building a maze with pegs and rubber bands, applying the concept of acceleration, friction, and time. The marbel that takes the longest time to complete the maze is the winner. Students also learned Newton’s Three Laws of Motion. Students participated in the stem activity on Egg Streme Parachuting, in which after learning about parachute construction and the physics of how they work, students designed and constructed a parachute that will protect an egg from cracking open.


In Chemistry the 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 matter. Classes have worked from the macroscopic level of particles to the atomic level of matter. CP Chemistry students have taken an in-depth look exploring atomic structure and electron configurations by analyzing models of atoms, including building their own model of an atom to develop an understanding of why atoms behave the way they do. Students in Pre AP and AP Chemistry are exploring in-depth the mathematical relationships between matter and energy by exploring how math can be used to relate atomic structure and energy. Students have created their own periodic tables of a chosen item to explore why the periodic table of elements was created and how it is used as a tool. They have also experienced how the gas law equations can be applied to practical applications and used flame tests to identify an unknown metal by the characteristic light its electrons produce.

Science Explorations

In this marking period, Mr. Perez; students studied astronomy. The first unit was dedicated to space outside our solar system and the creation of the universe (Big Bang). From there, students turned their attention to our own solar system for unit 2. Students are currently creating a poster on our solar system, studying gravitational forces, orbital periods, astronomical units, and moving towards phases of the moon and solar eclipses.

Ap Environmental Science

During the 1st marking period, students have learned about freshwater systems and resources and marine and coastal systems and resources. From there, we moved on to foundations of soil, and then sustainable agriculture. Students completed a lab that focused on the physical and chemical properties of the soil in Columbus Park. We are moving on to forestry and resources. Our next big project will focus on land use, in which students create a sim city given specific criteria.


Pre-AP Algebra I

The Pre-AP Algebra 1 course is designed to deepen students’ understanding of linear relationships by emphasizing patterns of change, multiple representations of functions and equations, modeling real-world scenarios with functions, and methods for finding and representing solutions of equations and inequalities. Taken together, these ideas provide a powerful set of conceptual tools that students can use to make sense of their world through mathematics. The aim of the first topic, this marking period, is for students to understand how to determine the constant of proportionality that relates two quantities that vary directly. Students should recognize that a direct variation algebraic rule can be determined using just a single pair of numbers from the associated relationship. Two quantities vary directly if one quantity is a constant multiple of the other or if the quotient of the associated values of two quantities is constant. Working with Arithmetic Patterns Students describe a variety of visual representations of arithmetic patterns, leading to an exploration of arithmetic sequences. Students develop the concept of slope as a unit rate. This topic connects arithmetic sequences to the conceptual development of the point-slope form of a line. Students also developed a general rule for finding their way around an arithmetic sequence. Students learn through various activities and discussions about the concepts that they are learning during exploration and critical thinking.
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Algebra I

Algebra 1 students have been adjusting to the high school environment and getting acclimated to in person instruction once again, for those who were remote last year. The beginning of the year is always a challenge but this year even more so. Now, at the end of the first marking period, students have adjusted to our classroom and the rigor of school once again. We began the year reviewing topics such as solving linear equations and inequalities, compound inequalities and absolute value equations and inequalities. We are now graphing lines in slope-intercept, point-slope and standard forms. Students will be completing a stained glass window assignment next week by graphing lines and coloring in their diagrams. This year in Algebra 1 we are incorporating several new websites that include Desmos, IXL, and DeltaMath. Each of these sites lend themselves to practice, exploration and self-assessment. They also provide videos to help students working at home.


Geometry CP

Up to this point, students have been learning the basics of geometry including conditional statements, mathematical proof, constructions, and the midpoint and distance formulas. These skills provided students with the foundation to transition into theorems and proofs involving parallel lines and triangles. They are currently working toward relating the slope of a linear function to parallel and perpendicular lines.

Pre-AP Geometry and Statistics

During marking period 1, students in pre-AP geometry and statistics were deeply engaged in their statistics unit which covered data displays, basic statistical calculations (measures of center and measures of spread), and distribution functions. Students are currently being introduced to probability, and they will be working toward identifying probability distributions as functions. After playing and analyzing several carnival games, students have declared that they are a scam, and would rather spend their money elsewhere. :)

Algebra II

Algebra 2 students have also readjusted back to in-person instruction. These sophomores and juniors are working diligently, covering topics in quadratic equations, key features of graphs that include domain and range, x and y intercepts, increasing and decreasing intervals, positive and negative intervals and rate of change. We used markers to color code our graphs in order to distinguish among all of the characteristics. Students are now learning about solving systems of equations by graphing, substitution and elimination. Various applications are also utilized in Algebra 2 that include Desmos, DeltaMath, and IXL to practice, enhance and assess learning. Students are learning to take greater ownership of their learning by exploring assigned activities, watching videos and working collaboratively. It is refreshing to see students working together once again after such challenging times in the last year and a half. We now move into the second marking period with the foundations we will need to carry students throughout the year.

Project Lead the Way (PLTW)

PLTW Computer Science Essentials

This marking period has flown by. It seems as though we just started coding with MIT App Inventor by making our very first sprite game. Throughout the marking period, we have created camera apps, game apps, and now we are moving on to useful apps such as surveys and list apps. Students have used speech-recognizers, tiny databases, camera features, and many more phone features throughout the year so far. Very soon we will be switching from MIT App Inventor to Vex Robotics. When we do, students will be coding robots to do all sorts of fun things. The year is progressing quickly, just as the students are.

PLTW Engineering

Throughout the first marking period the Introduction to Engineering Design Students learned how to apply a design process to help structure and guide their solutions to any problem. They participated in group activities where they had to collaborate on developing a solution efficiently. In one activity students were tasked with creatiing a device to launch a bean bag as far as possible. As a team they first defined the problem and identified constraints. They then collaborated in the generating concepts phase to come up with many unique ideas as possible. Choosing one, they developed it further to build and test it as a prototype. After collecting data they analyzed it and reflected on ways to optimize their device. Throughout the year the students will participate in many activities like this one and learn how to work in teams to solve problems efficiently. IED students also worked on some sketching and technical drawing. Sketching is an important skill for engineers and designers. A concept sketch allows you to quickly and clearly communicate design intent and details. The students will continue to hone their sketching skills by using them as a tool in future activities. Another tool the IED students were introduced to is CAD software. They are currently working through activities that teach them how to use the software tools to create intricate 3D designs.

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PLTW Principles of Biomedical Science

How did Anna Garcia die? Freshmen in Biomedical Science began 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 emphasized 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, and also 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!
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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.

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.

Physical Education

The Physical Education classes were lucky to be outside almost every day for the first marking period. After walking-attendance was taken in the gymnasium, the students would make their way to JFK stadium where they were gradually introduced to new sports every two weeks. By the end of the marking period the students had the opportunity to play soccer, football, basketball, work on volleyball skills, learn a new game: Spikeball and some classes were lucky to play tennis when the courts were available. The students are always given an opportunity to walk for credit if they do not want to participate in an activity that is being offered. We would like to remind everyone that you need to stay active and engaged throughout the entire class period to earn full credit for the day. We had so much fun teaching the students some new activities and watching them succeed at old ones. We are looking forward to bringing some new indoor sport options once we begin to stay inside for class in the near future. Until then, please continue to check the weather and dress accordingly because we will still go outside if the sun is shining and the weather allows.

culinary arts

Culinary Arts I:

In September we started with an introduction to the world of Culinary Arts. We then moved into the kitchen to start work on empanadas for our Hispanic Heritage Celebration Buffet. Students learn how to make a dough from scratch, chop meat, dice, mince and slice vegetables and assemble the empanadas. We also made some Hispanic dishes. We learned how to properly fill out a job application, both a paper application and an electronic application. Students worked on researching skills by creating a Google Slides presentation of a famous chef of their choice. They then presented their slides to the class.

Dia de los Muertos was also celebrated. Students prepared sugar skulls and tamales for the occasion. As we neared the end of the marking period, students worked together to create Thanksgiving menus. Once the menus were created and all the recipes were found, we headed back into the kitchen to start preparing for the school-wide celebration.

International Pastries:

The students in International Pastries class started the year with a review of all of the tools and equipment in the kitchen. We immediately started to work. The first item was to learn how to make Puff Dough. The dough was made and used to make Pastelitos de Guayaba .

For LGBT History Month, students researched cookie or cupcake recipes that they would like to make to recognize the month. We made the cookies and cupcakes and the GSA club handed them out during the lunch periods to students who read an interesting fact about LGBT History. For Dia de los Muertos Students created Pan de Muertos.

Students are currently working on creating a Gingerbread Hoboken Village. Everyone chose a building in Hoboken that they wanted to recreate in gingerbread. They created their own template and dough. After making the dough, they began to cut out the dough using their template. Once the dough is cut, it then needs to be baked. Then the really fun and creative part begins. The gingerbread village will be on display at the Winter Wonderland Celebration at JFK Stadium on December 12.

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Elements of Art

Mrs. Amatucci’s Elements of Art classes have been busy learning color theory with focus on mixing primary colors to create secondary and tertiary colors. They created value scales exploring tints and shades to create a wide tonal range. While in the process, they have been perfecting their painting skills as well as composition design.

Art School Portfolio

The Art School Portfolio students learned how to use a grid to enlarge a subject. They worked on realistic pencil drawings trying to achieve a wide range of gray tonal values through pencil.

Photography and Photoshop

The Photography classes have been diligent in learning what makes a good photograph. They have been learning rules of composition and applying it in their work. They are learning to understand balance, framing, point of view, and macro photography to name a few. Students are also gaining experience using the tools in Adobe Photoshop. Below are some examples.

Theater I

It can be very daunting and nerve racking to join an acting class without any prior experience or exposure to acting, especially for high school students. Therefore, it was imperative that students in our Theatre I course be introduced to performance in a way that was gradual, comfortable, and - perhaps most importantly - relevant. This meant that starting off the marking period with observational tasks was crucial. Students were asked to make analytical observations about basic human behaviors based on various conditions and circumstances. One major point that was stressed to the class is how similar and relatable acting is to human psychology. One cannot perform a character realistically and truthfully without first understanding how and why human beings do what they do and say the things they say (particularly how they say them). Not only did students observe one another, but they were also invited to observe some of the performances from their favorite films and TV shows in an effort to understand why the actors on the screen were making the choices they were making. Because so many of the students were more familiar with being an audience member than an actor, tapping into their own perceptions and experiences witnessing acting was actually beneficial in their understanding of how critical specific acting choices are when it comes to the impact of a performance. From these observations and understanding the basic essentials of visual storytelling, students were finally ready to begin performing.

They started off by constructing and displaying physicalized interpretations of scenarios, relationships, emotions, and mental objectives. Students determined through visualization how specificity and detail in regard to gestures, posture, expression, levels, proximity, and energy help facilitate an audience’s understanding of the situations and emotions. Students will learn these lessons through a series of guided and improvisational physical storytelling exercises rooted in tableaus and frozen stage pictures. Students will determine the effectiveness of specific choices through self-reflection, audience analysis, and collaboration. Monologues: Students will be able to dissect the text and subtext of a given monologue ("The Road Trip" from Big Magic) and determine relevant concrete objectives and tactics to then incorporate into their performance in ways that are both audibly and physically obvious to the audience, helping them better understand the character and his/her relation to the given circumstances. Students then took what they learned about establishing context and continued adding additional layers to their performances. The class pinpointed character objectives, as well as factoring in any external conditions (such as weather) using context clues and their imagination and, from there, determined and performed distinct, fully realized physical and vocal choices. Many were able to decipher how these bold and specific choices effectively communicated their pre-determined intentions. Students performed short monologues and received suggestions and feedback from their peers as they went. We closed out the marking period by balancing all the various performance layers so that they blended together effectively and didn't overpower their character's primary intention/motivation. Students will move onto incorporating internal conditions (such as injury, illness, pain, etc) into their performances as well as analyzing how these conditions influence each and every specific part of the body.

Backstage Class

Students in Backstage Elements began the first marking period gaining a basic understanding of the various backstage and technical theatre jobs and careers that correspond with the creation of live theatrical productions. While many were familiar with some of the job titles - producer, director, designer - few had exposure to the actual roles and responsibilities these artists tackle in their effort to create a memorable and impactful story. Therefore, the class spent a great deal of time examining these jobs, their artistic purposes, and how they relate to and connect with all the other jobs and careers existing in the theatrical world. This introductory phase brought the students into the physical theatre space where they were able to make connections between specific and unique theatrical terms and vocabulary associated with these jobs and what they’re specifically in reference to. To do this, students were tasked with mapping out the stage, backstage, and theatrical areas. From there, students began focusing on props and design elements by observing those featured within some of their favorite films and TV shows. The purpose of this analysis was to determine how all the various components help to paint a clear picture for both the audience and the actors performing. After all, backstage elements are just as important for the actor as they are to the audience - without a set, costume, lighting, sound, and props, so much of the storytelling process gets lost. This segued into the students creating a scenic design rendering - or plan - for a hypothetical stage adaptation of their favorite film after examining, evaluating, and incorporating specific tonal, thematic, and environmental elements of the film's setting into a detailed and achievable design. The marking period culminated with learning about the significance of “dressing the set” - or decorating the set. The class did this by making connections between the importance of accessories in real environments and setting, and those that are featured in play productions and films. Through these connections, comparisons, and analysis, students will discover the ways in which set dressing can help establish tone, mood, and specific character traits (likes, dislikes, wealth, status, etc) as well as help facilitate an audience's understanding of basic plot points and overarching thematic elements.


Global Beats

The HHS Music Department has been buzzing with activity this marking period. In Global Beats class, students opened the year with projects based on Latin music for Hipsanic Heritage Month. Using the unique sounds of Cuban percussion and reggaeton beats, they created compositions fit for any dance floor. Our music makers celebrated Italian Heritage Month in October by creating their own version of the Tarantella Napoletana. Adding modern drum loops and software synthesizer sounds, they developed remixes in various styles including trap, dance, and “video game.” For Native American Heritage Month in November, young beatmakers created a song in the style of Supaman, the Apsalooke rapper from Crow Agency, Montana. Adding one loop at a time from Supaman’s song “Prayer Song Loop,” students built a song with 5 concurrent musical ideas. Global Beats will conclude the month with a project inspired by the Lenni Lenape tribe that once lived in Hoboken. Students will create a one minute song, including sound effects, that is inspired by one of the four elements of nature (air, fire, water, or earth).

Performing Groups

The Rockin’ Redwings entered the highly competitive “Tournament of Bands” circuit this fall after a year away from the field and didn’t miss a beat. They made an appearance at their first-ever regional championship and placed 5th out of 8 bands in Northern New Jersey. The band posted the highest score in its history and was only one point away from first place! As the marking period closed, we 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 “Have Yourself a Merry Little Christmas” for a chance at a live performance at the Rockefeller Tree Lighting in NYC. Please mark your calendars for our concert on December 22nd at 7pm!

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Student Support Services

School library media center

During the first marking period, the library played host to two different virtual author visits with help from Little City Books. The first was author Val Emmich, talking about the writing process as well as his new book, Maybe We're Electric. His previous book, Dear Evan Hansen, was a novelization of the hit Broadway musical. Emmich's new book tells the story of two teens who end up sheltering at the Edison Museum while a blizzard rages outside. They learn about each other and recognize that most people are hiding something that would be better off in the open.

Our next author visit featured former Hoboken resident Veronica Chambers and Jennifer Harlan who recently published Call and Response: the Story of Black Lives Matter. they shared their writing process as well as insights about the movement in the context of Black history and other protests.

In addition, the library had a "soft opening" of our makerspace as we repurposed old outdated print materials into pretty decorations.

Transition program partners with library for sewing

Recently, as they were concluding a unit on caring for clothes, some students in the transition program came to the makerspace in the library for a brief sewing lesson with Mrs. McGreivey. Students learned to thread a needle (with a threader) and tie a knot. They also learned how to repair a tear in fabric with a whip stitch.

Nurse Notes

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

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The Guidance Department exudes a great deal of pride in our Hoboken High School students. Throughout the course of the school year, they have been a fundamental part in participating in our programs and a continuation of academic excellence. In September, we focused on the upcoming college application process. This occurred by visiting each senior classroom to aid in creating their Common Application account and linking it to their Naviance database. With this introduction to the college application experience, students have had the opportunity to meet with a variety of universities in our College Room. To name a few, these colleges include Stevens Institute of Technology, Penn State University, CUNY John Jay College of Criminal Justice (NY), Princeton University, and the New Jersey Institute of Technology. Overall, there have been over thirty colleges that have taken the time to visit our great high school to meet with students each week throughout the school year.

We also had an excellent experience visiting the college campuses of Rutgers-New Brunswick, The College of New Jersey and Temple University. This opportunity allowed for the students to briefly experience the on-campus lifestyle, speak with admissions staff and further explore their future academic options. In November, we hosted our annual College Fair where students were able to meet with multiple admissions members, network, and gather information based on their interests. We create weekly postings on the Google Classroom forum to inform students about upcoming college visits. In correlation to colleges, every Friday there is a posting with all the upcoming week’s college visits and events on the Class of 2022 forum.

We have been working diligently with students during this exciting college application process. Throughout the school day, the Guidance team has been meeting with students to discuss multiple academic programs, providing support in their future aspirations, and collaborating with college admissions professionals. In the upcoming weeks, there will be colleges visiting Hoboken High School for Instant Decision Day. This is a great opportunity for our seniors to meet with the college admissions members of each institution. Furthermore, the benefits of these days are that they add additional support to the student’s entire admission process and the possibility of financial or merit aid is provided.

Information regarding the FAFSA application process has been provided to our students and families. In October, we hosted our annual FAFSA Night. This was a great opportunity for parents to receive information about the FAFSA application process so their child could be considered for federal student aid when applying to college. Furthermore, it has been advised for students applying to NJ colleges to complete an NJFAMS account. The NJFAMS is where all New Jersey students who apply for state financial aid can view eligibility and "To Do" lists to see if there is any incomplete information needed for them to qualify for state aid programs.

In October, Guidance took part in our annual The Showcase of Excellence Event. Families were encouraged to attend to gain more insight into what Hoboken High School has to offer our Redwing community. It was also a wonderful opportunity to learn more about the different events, scholarships, college acceptances, and overall programs open to our students over the years. The programs that have gained positive feedback from our students include the following:

  • Stevens Institute of Technology is announcing their The Art Harper Saturday Academy (AHSA): The AHSA is a multi-year program that recruits high school students from under-resourced communities who are interested in pursuing college majors and careers in STEM related fields.

  • The Elks National Foundation: This opportunity will award 500 four-year scholarships to the highest-rated applicants in the 2022 competition.

  • The 23rd Annual Malcolm Bernard HBCU Virtual College Fair: 50 HBCU admissions professionals and college prep/scholarship-financial aid forums to provide excellent results for higher education opportunities for students and families.

  • Real Talk: HBCU Edition: Safe space to ask real questions and make connections that can lead to your future success. A two-part series where you and your students can connect with representatives from 17 HBCUs, including Howard University in Washington, DC, Spelman College and Morehouse University in Atlanta, and Texas Southern University in Houston.

The Redwing for a Day Program is occurring throughout the months of November, December, and January. This program is a great way for prospective students to experience Hoboken High School for the first time. During this school day, the prospective student has the opportunity to attend classes, speak with different faculty members, learn about the organizations and or clubs offered, and network with other peers. The Guidance Department welcomes all students who are interested in Redwing for a Day and encourages current high school students to participate in as many aspects of the program as possible. We are incredibly proud of our students' accomplishments, academic achievements, and look forward to the bright futures they have ahead of them.

Student Center

As we welcomed students back to Hoboken High School for the 2021-2022 school year, new staff also transitioned into our School-Based Youth Services Program (SBYSP). We’d like to take a moment to highlight our incredible staff that has been working hard to plan and organize activities, events, and resources to support all HHS students.

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

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 lives.

During the month of September, we kick started this initiative by recognizing Suicide Prevention Awareness efforts as positive mental health is essential to the wellbeing and social emotional functioning of our students. The SBYSP team provided all HHS staff with suicide prevention ribbons to wear as they joined us in our efforts to raise awareness. The SBYSP also facilitated workshops debunking mental health stigmas and exploring building supports and resources.

As we entered the month of October, we facilitated workshops recognizing the Week of Respect and began hosting Chat & Chews lunch groups. Chat & Chews are an opportunity for students to build positive relationships with their peers, explore various topics surrounding healthy youth development, and encourage self and peer empowerment. The SBYSP team also offered art activities, a ping pong tournament and celebrated the end of the month with a social during the student’s lunch periods!

We are excited to announce that during November, we partnered with Planned Parenthood Metropolitan of New Jersey (PPMNJ) and are offering all HHS 11th grade Junior students a 2-day series workshop! Our first cohort of 11th grade students received their workshops this month and were actively engaged and asked many great questions. Preventative Health Education is just one of the multifaceted services that are offered through the Student Center. If you are an 11th grade student and would like more information on when your session will be hosted, be on the lookout for more information via email.

The SBYSP team also hosted our first Community Liaison Board Meeting of the year. The Community Liaison Board consists of parents, school personnel, SBYSP staff, and representatives from various businesses and nonprofits that service our community. The goal of the Community Liaison Board Meetings are to discuss ideas, share information regarding the needs of our community, and partner in servicing our youth and families. Our Community Liaison Board is always welcoming new members!

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

The student-athletes of Hoboken High School demonstrated their incredible resiliency the entire way as they had another amazing Fall sports season and have much to look forward to in 2022.

Girls volleyball went to the Central Group 1 Sectional Championship with a 12-8 and 5-3 in the HCIAL National division. Coach Fernandes did an excellent job this season and is excited to start planning for next season.

Boys soccer, under the direction of Coach Percontino secured a conference championship with a 10-7-1 record and a 5-0-1 league record securing the regular season championship.

Girls soccer, led by Coach Gennarelli, continues to be a force in Hudson County and finished the season at 10-8 and a 7-1 HCIAL National record securing a Co-Championship.

Coach Walker led our football team with key victories over Newark Collegiate and Shabazz this season. The team looks forward to beginning offseason workouts in December to get ready for next season.

Coach Munoz and her staff did an amazing job this fall season with our Red Wings Cheerleaders. The team is gearing up and preparing for the Winter Season on deck.

Our Girls Tennis season completed their first season with an independent schedule as they look to enter the HCIAL league next year. Freshman Abigail Scott led the team in wins this season.

Coach Mendez showed great leadership with our first year Cross Country team. The team competed in several meets this fall as they look to improve for next season.

Hoboken High School under the leadership of Coach Sam Thomas began their first season of Esports. The team had a phenomenal season and looks to continue in the Spring.

The athletic department wants to thank and congratulate our student-athletes, coaches, and the Redwing family for a fantastic Fall sports season!

Winter sports registration is now open -- if you're interested in basketball, bowling, cheer, swimming, track, or wrestling, ice hockey, strength and conditioning

please visit our district website (or click HERE) and register online.

Extracurricular highlights

Classrooms Without Walls

We have attached a copy of the meeting PowerPoint from our October 26 travel night meeting to this email as well as a document with Questions and Answers from the meeting.

If you are interested in enrolling in any of our upcoming trips, please find the links to register below:

This year, during Spring our Hoboken High School Classroom Without Walls Program is going to Peru: Cuzco, Machu Picchu and Lake Titicaca Tour. If you are interested in learning more and traveling on our Spring 2022 trip to Peru click HERE or on the link for information about our Peru: Cuzco, Machu Picchu and Lake Titicaca Tour:

This year we will be going on our Grecian Odyssey Tour in the Summer. To learn more and travel with us on our Summer 2022 trip to Greece click HERE or the link below for information about our Grecian Odyssey :

At our Travel Night Meeting, we just announced our trip for next year. We will be Charting the Galapagos Islands. To enroll and secure your spot on our Spring of 2023 trip click on the link below:

If you have any questions about these trips, you can reach out to Ms. De La Rosa or Ms. Cruz!