Redwing Reader

Marking Period 1, 2020-2021

Principal's message

Greetings Redwing Family!

Congratulations Hoboken High School, as we have successfully completed the first marking period during a most challenging time. I am proud of our model that allowed for a full traditional onsite program as well as a virtual program for those who were more comfortable with that choice.

As you will see, we have been able to move forward with all our curriculum and activities at Hoboken High School. Of course, there are measures in place to ensure students are in a healthy space when in school. I am confident that in the next few months, we will start moving in the direction that will bring more of our student body back onsite. Until then, please stay safe and enjoy our quarterly newsletter.


English Language Arts

Grade 9:

Before Mrs. Troutman's ninth graders embarked on their literary journey through The Absolutely True Diary of a Part-Time Indian by Sherman Alexie, students created a Google Slides presentation to teach their peers about a unique issue that plagues Native Americans. Each student had to read an article published by The New York Times, write an objective summary of the article, analyze a specific paragraph for evidence of the writer's tone, and compare the facts from the article to their "bell ringer" responses from earlier in the week. The issues that were presented ranged from crumbling schools to inadequate healthcare, so each student was able to compare their original assertion regarding Native Americans to an issue taught by one of his or her peers. The students succeeded in educating one another and learning something new about contemporary Native American people.

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 "The Fall of the House of Usher" by Edgar Allen Poe and "House Taken Over" by Julio Cortazar, 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. The students wrote expository essays explaining what happens when fear takes over by connecting their own experiences to the stories. The end of the unit allowed for student choice in the CP classes, as students selected from the textbook which stories they wanted to work with and completed activities from a choice board. The Honors class read Like Water for Chocolate, furthering their study on Magical Realism and author's style.

Grade 11:

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 in these documents. We have explored narratives, poems, and essays that examine the concept of freedom and applied the various perspectives about the American experience to the ideas and ideals alluded to in our country's foundational documents. Our students have navigated new technology as we work together to overcome the obstacles associated with the current pandemic.

Students have engaged in group work using Google Breakout Rooms and programs like Google Jamboard. They have used Flipgrid to present ideas and, our online texts and Common to develop their language skills. Our students are prepared to continue learning despite any obstacles.

Grade 12:

Ms. Chakov's seniors have been crafting creative and personal college essays. First, they reviewed the Common Application Essay Prompts and examined a variety of college essays to evaluate their effectiveness. Next, students watched videos of college admissions officers offering advice regarding college essay writing. Students were then encouraged to organize their college essays creatively by following an inspirational pattern from one of the exemplar college essays they read.

Mrs .Troutman's English 4 students were assigned various topics to research in preparation for reading A Streetcar Named Desire by Tennessee Williams. Students researched the accomplishments and controversies of Tennessee Williams, the symbolism he utilized to portray the main characters and Elysian Fields in the play, and the recurring motif of "the blue note." They also searched for information regarding the history and culture of New Orleans and the characteristics of the Old South (Antebellum South) vs. the New South. Students examined the time period of the late 1940s and were amazed by the style and traditions of U.S. citizens at the time. Students explored the conception and application of streetcars and musical elements such as polka, the blues, and jazz. Overall, the students enjoyed compiling their research materials into a Google Slides presentation and sharing their discoveries with their peers. We're now ready to tackle one of the greatest plays ever!


World History

Mr. D'Bernado's 9th Grade World History classes have been 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, 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. The truth is out there, and it's our job to reveal it to the world!

US History I

Students in US History I have been exploring the constitutional foundations of American democracy. They have analyzed the various groups that came together to form the unique culture of the American continent by combining diverse peoples, cultures and traditions. By studying the complex native civilization, Columbian exchange and colonial influence and English political traditions, students have discussed and debated the questions at the core of America's identity.

US History II

Students in US II have analyzed America's changing role in the world as an industrial power and a player on the world stage. They have discussed how great power often includes recognition of great responsibility and how Americans fought to protect democracy in nations abroad. Additionally they also discussed America's challenges as a growing power, as it struggled to deal with issues of equality within its own borders by trying to bridge the gaps to create a more inclusive and stronger nation.

Holocaust, Genocide and Modern Humanity

HHS has added a new college partnership with Kean University. Students in the junior class are enrolled in Holocaust, Genocide and Modern Humanity, a full year course that examines the history of genocides, The Jewish Holocaust, and why genocide and mass violence occur in society. The Rwandan Genocide, The Armenian Genocide and other genocides and acts of mass violence will be discussed and explored as well. Students will immerse themselves in the complexities of understanding racism, bigotry and hatred by studying contemporary issues along with genocides of the past. The final part of the course will discuss how genocide is a consequence of prejudice and discrimination. Students will emerge from the course with the knowledge that our everyday choices impact our world and all citizens have a responsibility to challenge bigotry, hatred, racism and prejudice in a positive way in order to prevent future genocide and mass violence from occurring again.

*This course is partnered with the Kean University's Holocaust Resource Center and college credit can be obtained simply by filling out a Kean University application and paying a small fee of $300. These credits are transferable to other colleges/universities as well.

For more information, parents can contact - or Sarah Coykendall / 908-737-4632.

People Who Shaped the World

During the first quarter, a theme of our People Who Shaped the World course was courage. Galileo defied the church to defend truth; Gandhi’s actions against British oppression set the standard for non-violent protest; the unknown Rebel of Tiananmen Square proved bigger than a fleet of Chinese tanks; those who flouted segregated laws at lunch counters in the 60s knew the power of a simple act; the first responders who rushed into the burning ruins of lower Manhattan after the 9-11 attacks were brave beyond belief; and the kids at Parkland High were stronger than any gun. Rounding out the theme of courage, students did a presentation project, more than a few of which highlighted medical professionals. We learned that this terrible pandemic has called on everyday individuals (quite a few of them parents or relatives) to do extraordinary things. We all agreed that these individuals are owed a great debt of gratitude and respect.

Latino History

Hoboken High School has added Latino & African-American History & Culture to the curriculum. This new course is required as part of the Global Studies curriculum for all 10th grade students.The course is under the direction of Mr. Munoz & Mr. Najarro.

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.

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World Language


For Hispanic Heritage Month, our Spanish classes analyzed immigration from different perspectives. We looked at why people leave their native land and how their departure affects their immediate and extended family from both an economic and emotional perspective. We looked at the pros and cons of immigration and how it affects our country. We explored the history of Latin America and the Caribbean, including cultural roots in African, indigenous, and European culture, and analyzed the diversity within these countries. We focused on Haiti, the Dominican Republic, Cuba, Brazil, Mexico, and Peru. We got a more personalized look at how these different ethnic roots come into play in certain people's lives through stories that we learned of on our academic journey.


AP Biology

Students in Mr. Lebegue’s AP Biology class conducted several scientific investigations throughout the first marking period. Students performed demonstrations about the chemical nature of water, conducted an experiment analyzing the molecular components of food, tested the relationship of cell surface area to cell volume, investigated the properties of cell membranes, designed their own experiment testing their bodies’ homeostatic mechanisms and evaluated the microscopic structure of cells. The labs involved the use of chemical reagents, living organisms, and mathematical calculations. Students mastered the fundamentals of experimental design and all investigations were inquiry based. Quantitative data was collected, graphed, and students utilized newly acquired skills in statistical analysis to determine if their results were statistically significant or not. See some images of the scientists below.
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Biology (CP)

The flourishing young 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 how glucose is broken down in autotrophs and heterotrophs to produce chemical energy through the process of cellular respiration. The students conducted an alcoholic fermentation lab to show how glucose is broken down into carbon dioxide when oxygen is not present. 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 Gizmo Identifying nutrients virtual lab.
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Ms. Amin shares a student's reflection on a recent lab.

The ‘Mole’ lab had us working with individual atoms and chemical compounds. In the world of chemistry outside the classroom, elements are not found or measured as an individual atom, instead they are measured in grams, and appear in moles. This distinction was confusing to me at first and I found that through working with these conversions in a lab setting helped me to make this distinction at a deeper level than simply then having it explained would. The lab began with us measuring various elements based on the amount of atoms giving us weight in grams. After having time to explore, we were given a formula, which we applied to the scale and predicted the grams based on the number of atoms. By exploring conversions before and after being exposed to the formula helped me make connections between what I had already been taught, and the new information presented to me in the lab. Finally, the lab ended by having us work directly with the formula, and no longer with the help of a scale. This allowed me to apply what I have learned in the lab, and test myself and my understanding. This part of the lab usually opened up questions where we worked together with our teacher's assistance to ensure we fully understood the content of the lab. I feel this is one of the most important labs of the year, because working with these types of conversions plays a major role in AP chemistry especially. Without a proper understanding of these conversations, I feel as though I will have a challenging time in this class.


In Physics class, students are learning about Newtonian Mechanics. During an enrichment activity in Physics, students model Newton's Second Law and Hooke's Law using a slinky. The extent of slinky compression is directly proportional to the amount of Net Force on a given slinky segment; this is then directly proportional to the acceleration of that slinky segment.


Algebra I

The ninth-grade students who are taking Algebra I began the school year with the real number system. Then followed by the linear equations, for which some of the concepts were covered in 8th-grade mathematics courses but we dove deeper. At this point, students feel comfortable working with the slope-intercept form, point-slope form, and the standard form of linear equations.

The next topic of study focuses on the linear functions, which continues the idea of linear equations but now we will consider them as functions.

Students are engaged in a variety of instructional strategies. Students mainly use Google Classroom to submit homework but we occasionally use Plickers and DeltaMath during class.


During the past few weeks in geometry classes, students have been exploring the relationship of angles formed by parallel lines when they are intersected by another line. There are several names associated with these angles, therefore some time has been spent learning their names. Many of the problem solving approaches involves the use of algebraic equations so many of the students are becoming familiar once again with the basics of algebra. As we finished up the first marking period, the another major concept of slopes was reintroduced in relationship to parallel and perpendicular lines.

Algebra II

Students in Algebra 2 have been hard at work since the very first day of school. Those learning remotely on Edgenuity are following a rigorous, comprehensive program. For each topic covered students watch tutorials, go through a series of warm up exercises, complete an assignment and then take a quiz. The program is challenging and thorough and preparing our students well. For those students learning in person, we are following the same rigorous course schedule. All students have gained an understanding of relations and functions, transformations of functions, piecewise defined functions, rate of change, systems of equations and inequalities, and are now deep in their learning of quadratic functions in vertex, standard and factored form. We will be moving on to the complex number system as well as solving quadratics by completing the square and using the quadratic formula. Students will gain an understanding of how the discriminant is used to predict solutions of quadratics as well.

Our Algebra 2 students have been having fun while learning. We had an intense game of trashketball as part of a review for a quiz, stayed after school to have a pizza/study party for the first chapter test and completed Tarsia puzzles by solving systems of equations. The students are engaged in their learning and coming for extra help whenever necessary. We are enjoying the in person learning environment and staying socially distant while working collaboratively.

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Precalculus and AP Calculus

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.

In Mrs. Tank’s AP Calculus class this quarter, students learned to estimate limit values graphically, algebraically and using tables. They also learned to determine limits using the squeeze theorem and explored different types of discontinuities. They connected infinite limits and vertical asymptotes. They connected limits at infinity and horizontal asymptotes. They defined average and instantaneous rates of change at a point. They estimated derivatives of a function at a point connecting differentiability with continuity. Students applied techniques of differentiation, power rule, product rule, chain rule and quotient rule to functions including trigonometric functions, exponential functions and logarithmic functions. Students also learned to apply implicit differentiation to related rates in real life problems.

Project Lead the Way (PLTW)

PLTW Computer Science Essentials

Throughout the first quarter of the year, Computer Science Essentials students have been developing phone applications on a program called MIT App Inventor. These applications have gone through many iterations, starting with simple games that use the device's accelerometer, to ones more recently that compile data sets from given questionnaires. Recently, students were able to design their own application and present on those ideas to the entire class. We will continue working with MIT App Inventor, eventually starting Python and finally programming robots! It's been a great year so far and we are very excited to continue our learning!

PLTW Engineering

There are many ways to solve a problem. Sometimes it is as simple as applying a piece of duct tape. Other times it takes months or years for a product to progress from an idea into full-scale production. Often engineers and designers use a specific set of steps, sometimes called a design process, to find the best solution to a problem. Students in the Introduction to Engineering class have been learning the design process and how to apply it to solving problems that are presented. They have been introduced to concept sketching. Sketching is an important skill for engineers and designers to quickly and clearly communicate ideas. Representing existing objects and new ideas with sketches can make the design process more effective and efficient and greatly enhance the ability of others to understand your engineers' and designers' ideas. Along with concept sketching, the students have learned how to complete technical drawings such as isometric, oblique, perspective, and multi-view sketches. These are all skills that are essential to an engineer to communicate their vision of an idea.

PLTW Principles of Biomedical Science

Who killed Anna Garcia? Students have been engaged in determining how a woman, Anna Garcia, died in her home in early September. Students investigated the scene, gathered evidence, and then moved to the lab to analyze their findings. Through their examination of key evidence, students were introduced to the structure of DNA and learned how basic molecular biology techniques can be used to connect suspects with a crime scene. Students also discussed the bioethics of scientific research, explored the bounds of HIPAA legislation, and spoke to Hoboken police officers!

PLTW Human Body Systems

The PLTW Human Body Systems 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 Innovations

In the Biomedical Innovations course, students are asked to apply what they have learned in the previous three courses to solve unique problems in science, medicine, and healthcare as they complete 5 project-based missions. The first mission was to learn more about the research process in order to design, conduct, and analyze an experimental study. Students worked in teams to investigate a question that might potentially provide information to further advance the medical community. The class tested students from their class and family at home for their experimental trials. The topics included temperature and lung capacity, music and muscle fatigue, and the effects of smoking and heart rate!

Economics and financial literacy

In the Economic Literacy classes, students are learning about budgeting and the importance of saving money. They also learned about the different types of financial institutions available to them, including banks of different types and credit unions. They also have started working on the online Money Power platform in preparation for the W!SE Financial Literacy Certification test at the end of the semester.

Physical education / Health

This marking period in Physical Education our goal was to get back to WELLNESS! After months of being limited in movement, inundated with stress, and not being able to see our friends/teachers, we are now able to take advantage of being together safely. Students have several options; they can walk/jog and incorporate technology with fitness apps/trackers. Students can also go back to skill work and at a safe distance and with masks on, work on passing and receiving skills in football, soccer, and volleyball.

If you follow us on Twitter (HHSphysedNJ) you will see ideas for "Motivation Monday, Tone up Tuesday, or Flexibility Friday." Our daily focus is to move, to build back that connection with our mental/emotional health, all while getting back to healthy socialization.

To see updates and get tips follow Hoboken High School Physical Education Department's Twitter! @HHSphysedNJ

culinary arts

Culinary students started the year off cooking. We prepared empanadas for the students to enjoy during lunch for our Hispanic Heritage Celebration. Students made everything from scratch, making the dough for the discs and grinding all of the meat for the fillings. Tres Leches 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 were able to create “Day of the Dead” pumpkin carvings.

To help celebrate Oktoberfest, we made Apple Strudel and Bavarian style pretzels. The students learned how to create super thin strudel doughs, in order to wrap up the sweet apples they cut.

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Elements of Art

The 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 through 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 tones 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.

Media Production

Video in the Connected World 1 & 2 has been trying to move forward in this time of the pandemic. Normally we would have had the chance to try to create an in-camera edit, shooting a film in sequence of the story, and producing commercials. Instead we have been working in a film history curriculum. This has given students the opportunity to view the very first motion pictures, starting with Eadweard Muybridge, Thomas Edison, Augustus and Louis Lumiere and making our way to the Silent Film Era.

In between seeing examples of the first films, we have had a chance to also view the movie Hugo, the Martin Scorsese film that incorporates early filmmaking, and Georges Méliès in a fictitious story. Students were able to discuss the importance of filmmaking in an abstract way, beyond entertainment: film is a time capsule that brings dead people back to life. Though film, we returned to New York at the turn of the century and hypothesized about children that were filmed in 1894.

We also discuss current politics and propaganda. Students have the opportunity to see the original D. W. Griffith 1915 film, Birth of a Nation, and analyze the negative influence it had on American society and racism. We are then able to compare this film with the Nate Parker 2016 movie Birth of a Nation, and its influence on society and returning pride to Black lives, and in particular, Nat Turner.

Students will have the opportunity to discuss and observe the power of editing, screenwriting, color temperatures and media as we continue dissecting movie messages and their influence on us.

Theater: She Kills Monsters - Virtual Realms

Hoboken High School’s Theatre Department is not letting a pandemic get in their way of creating meaningful art experiences. As they say, “The Show Must Go On” and students in the Drama Club are making history as they produce, rehearse, and perform in the virtual play She Kills Monsters - Virtual Realms by Qui Nguyen. This play tells the story of Agnes Evans and how she is impacted by the death of her younger teenage sister, Tilly. Agnes finds Tilly’s Dungeons & Dragons notebook and, as a way of getting to know her younger sister better, she decides to embark on a journey filled with discovery and action packed adventure in Tilly’s imaginary world. This play is a dramatic comedy filled with vicious fairies, nasty ogres, and 1990s pop culture that is sure to bring out the geek and warrior inside all of us.

As this is a new means in which to create theatre, Ms. Miller, Mr. MacAulay, and Mr. Stasiak have been having fun experimenting with the most inventive ways to tell this story. During rehearsals, turning on and off cameras is being used as the “new” way for actors to enter and exit on the “stage”. Sound design is more important than ever, not only for scene transitions, but for all the Dungeons & Dragons battles. Mr. Stasiak is hard at work creating original music and sound effects for this production. Mr. MacAulay is the glue holding this entire project together with his creative ideas and filming and editing knowledge. Lastly, we will partner again with Broadway Media Distributes to incorporate visual storytelling elements such as puppetry, battles, and various monster creatures that are encountered while playing Dungeons & Dragons.

This theatrical experience over the Internet will surely be a crowd pleaser. Once a ticket is purchased, a secure link is sent to buyers to view the stream on their computers or other mobile devices from the comfort of their own home. Viewing show dates and times are:

Friday February 5th at 7pm

Saturday February 6th at 7pm

Sunday February 7th at 2pm

Student Single Viewer Stream Pass $5 (same price as always)

Adult Single Viewer Stream Pass $10 (same price as always)

Family/Group Viewer Stream Pass $25 (this allows an entire family to buy one ticket and watch the show together from the same device)

Tickets can be purchased at


Tilly: Mary Claire McGreivey

Agnes: Rosie Cabelin

Chuck: Miguel Cabelin

Lilith: Sofia Melfi

Miles: Daniel Weintraub

Vera: Juliet Hysen

Orcas: Halie Benway

Kaliope: Riddhi Damani

Evil Tina: Kendall McDonough

Evil Gabby: Mable Blischke-Villavicencio

Farrah the Faerie: Naomi Cooke

The Great Mage Steve: Kiomy Cuevas

Hava: Feline Dirkx

Stage Manager: Dante Bates

Dungeons and Dragons Expert: Andrew Castlen

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Theater: Backstage Class

Ms. Miller’s Backstage Elements students are learning how to be prop masters for the High School Theatre Department's production of She Kills Monsters Virtual Realms written by Qui Nguyen. First students had to research the props and demands of the play by making choices as to whether each prop should be bought, built, or rented based on cost effectiveness. They then presented design concepts before they were able to move forward with prop construction. Recycled materials such as cardboard, foam core, tissue paper, fabric, egg cartons and paper towel rolls are being used to create props such as fairy headpieces, swords, shields, treasure chests, and various monster creatures. The best prop pieces will be featured and used in the actual production in February.

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The HHS Music Department has been buzzing with activity this marking period. In Global Beats class, students 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). The remote chorus and band program is also in full swing, meeting weekly and recording parts for composite virtual videos. The chorus is going to recreate the tight harmonies of Queen, as they sing “Bohemian Rhapsody.” The band will be playing a marching band-style arrangement of “Mic Drop,” a song made famous by the omnipresent K-pop group, BTS.

Student Support Services

School library media center

While we are seeing fewer students in person in the library, we have moved more of our services online to meet their needs. We have adopted resources from two digital book platforms: Mackinvia and Sora. Both platforms offer a mix of audiobooks and ebooks appropriate for high school readers. Students can log into the Sora app right from the Google Apps Launcher (waffle) and sign in with Google to start borrowing books immediately. If they have a public library card, they can also link it to access e-book and audiobook resources from the Hoboken Public Library. Students can go to and sign in with their school Google account to read hundreds of ebooks and listen to hundreds of audiobooks online or download them on their device. At the Mackinvia site, we have also linked all our subscription databases for students' research needs.

We are also supporting our school's goal to fully implement the Common Sense Digital Citizenship Curriculum to become a Common Sense Certified School. All teachers will attend two professional learning sessions online and most teachers will teach some of the Common Sense lessons. Below we are sharing some tips for families on finding media balance in our technology rich-society. Digital Citizenship is more important now than ever.

Nurse Notes

Nurse’s Corner

Renee Turonis, MSN, RN

Jocelyn Canty, MA, MSN, RN

Sarah Doyle, BSN, RN

We are currently in the midst of the second wave of COVID-19 in Hudson County. While we believe that the pandemic won’t last forever, as we approach winter, it is important that everyone continue to practice hand hygiene, wearing masks, and social distancing. Especially, with the holiday season quickly approaching, we must take added precautions with family and friends to prevent the spread of COVID-19. We continue to practice social distancing at the high school, and students are being very cooperative. We’re in this together and have hope for a return to normalcy. Please continue to fill out the COVID-19 daily symptom report.

If you haven’t already signed up for alerts from Mayor Bhalla, check out the link below. He sends frequent updates about COVID-19 in Hoboken and community news:

Here is a link to several great videos from the National Association of School Nurses that speak to COVID-19 precautions (in English and Español):

Some quick health facts about COVID-19

  • How is COVID-19 spread? The virus is spread between people who are in close contact (~6 feet) through respiratory droplets produced when an infected person coughs/sneezes/talks.

  • How can you help protect yourself and others from COVID-19? (NASN, 2020)

    • Stay home when you are sick

    • Avoid touching your eyes, nose, or mouth

    • Cover your nose and mouth when you cough and sneeze with a tissue or using the vampire method

    • Clean and disinfect surfaces or objects frequently

    • Wash your hands often with soap and water for at least 20 seconds especially after being in a public place, blowing your nose, coughing, or sneezing. If unavailable, use a hand sanitizer with at least 60% alcohol.

    • Avoid close contact with others. Stay 6 feet apart from other people outside your home.

    • Monitor your health daily. Be alert for symptoms such as fever, cough, and shortness of breath.

  • Tips on wearing a mask (CDC, 2020)

    • Wear the mask over your nose and mouth and secure under your chin

    • Wash your hands before putting on a mask

    • Do NOT touch the mask when wearing it

    • Choose masks that have two or more layers of washable/breathable fabric, that completely cover your nose and mouth and fit snugly around your face.

    • Do not choose masks that have exhalation valves/vents that allow virus particles to enter.

    • Caution wearing gaiters and face shields. Evaluation of the effectiveness of these methods is still ongoing.

    • The proper way to take off a mask: handle only by the ear loops, fold the corners together, do not touch eyes/nose/mouth when removing, and wash hands immediately after removing.

    • Clean your masks regularly with your laundry. Use regular detergent and the warmest water setting for the cloth used to make the mask. Dry on the highest heat setting until completely dry.

  • What to do if you are sick (CDC, 2020)

    • Stay home--most people can recover at home without medical care

    • Take care of yourself--get rest and hydrate

    • Stay in touch with your doctor--call before seeking medical care

    • Avoid public transportation

  • When should you seek emergency medical attention? (CDC, 2020)

    • Trouble breathing

    • Persistent pain or pressure in the chest

    • New confusion

    • Inability to wake or stay awake

    • Bluish lips or face

Note on teens' social, emotional, and mental health (CDC, 2020): the pandemic is affecting teens' wellbeing and it is important to address challenges they may be facing, such as:

  • Changes in their routines (social distancing from friends and family)

  • Breaks in the continuity of learning (virtual learning from home)

  • Missed significant life events (celebrations and milestone life events like graduation)

  • Lost security and safety (food insecurity, exposure to online bullying, the threat of physical illness)

Your child may be experiencing stress related to the pandemic that can manifest as anxiety, fear, or sadness. They may cope with unhealthy eating or sleeping habits, changes in activity level, substance abuse, or other risky behaviors. Start a conversation with your child about how they’re feeling (ex. “Wearing masks and staying at a distance from others is not something we’re used to doing. How do you feel about that?”, “COVID-19 is a new disease and can be confusing. Do you have any questions about it?”)

Reminder about flu vaccination: It’s that time of year again to get your flu vaccine! It’s never too late to get vaccinated. It’s important this year more than ever to make sure you’re vaccinated to help stop the spread of germs. Getting the flu vaccine is important to help protect vulnerable people in our community, such as young children, the elderly, and anyone who is immunocompromised and cannot be vaccinated.

If you need immediate help in a crisis, here are some resources:


Center for Disease Control (2020). Prevent getting sick. Retrieved from:

Center for Disease Control (2020). Children and young people’s social, emotional, and mental health. Retrieved from:

National Association of School Nurses (2020). Coronavirus disease 19 - Talking points for school nurses. Retrieved from:

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Representatives from a number of colleges (listed below) have met with our students so far this year. In addition, the school counselors are working with seniors on pursuing their plans for after high school graduation. To that end, we are holding application workshops for students, meeting individually to discuss next steps toward their goals, and engaging parents in the process as much as possible.

On October 22nd we held a hybrid virtual and in-person FAFSA night, where we reviewed the financial aid process and then worked with families to complete the application. The presentation is attached below.

Virtual visits so far this year:

Fairleigh Dickinson University-Metropolitan Campus

Seton Hall University

Dominican College

Georgian Court University

University of New Haven

Pace University-New York

New Jersey Institute of Technology

Merrimack College

Iona College

Western New England University

University of Bridgeport | Canceled

Monmouth University

Saint Anselm College

Delaware Valley University

Quinnipiac University

Johnson & Wales University, Providence

George Mason University

St. Joseph's College-New York

Kean University

Ramapo College of New Jersey

Bloomfield College

Rutgers University-Newark

Stevens Institute of Technology

New Jersey Institute of Technology

CUNY John Jay College of Criminal Justice

St. John's University

Fisher College

Universal Technical Institute of Pennsylvania Inc

Moravian College

Seton Hall University

Western Connecticut State University

Fairleigh Dickinson University-Metropolitan Campus

William Paterson University of New Jersey

Centenary University

Lincoln University

Sacred Heart University

Caldwell University

Parisian Beauty Academy

University of Maine

Caldwell University

San Diego State University

New Jersey City University

Drew University

Rutgers University-New Brunswick

New York Conservatory for Dramatic Arts

Hofstra University

Ringling College of Art and Design


Juniors are gearing up to prepare for the college application process. Although they will not complete these until Senior year, they have started to research college options and are beginning to build their college lists. There are many virtual college fairs available to students and families and it is important to use these opportunities to learn more about the various programs that are offered. In the next month or so, we will begin to register students for their spring SAT and ACT tests.


For sophomores, the important work is in the classroom. Students are working steadily to maintain and improve grades. They have new electives in Science Explorations and Latino American History & Culture, which we hope are opening pathways in their thinking toward future college majors and careers.

We have several students attending the Art Harper Saturday Academy with Stevens Institute of Technology. The Academy " is a multi-year program that will reach out to high school students from under-resourced communities who are interested in pursuing college majors and careers in STEM related fields" ( Applications for the program were completed by a number of Hoboken High School students, and included submission of official transcripts as well as letters of recommendation. Sophomores Gina Cruz, Glenn Galapon, Suhailey Gonzalez, Eliza Santiago and junior Asher Strell were accepted and have been attending weekly virtual sessions with the Academy.


9th grade students have transitioned nicely to life as high schoolers. It is important for them to continue to work in their Google Classrooms and on Edgenuity. Students start to build their grade point average (GPA) as freshmen so every grade counts! Mrs. Gleason will be working with them in the next month or two to register them in Naviance. Naviance is a college and career readiness solution that assists students with college planning and career assessments. It is never too early to start thinking about life after high school!

Child Study Team

Planning for Life After High School Starts Now!

The Child Study Team of Hoboken High School has been referring students with Individualized Education Programs (IEP’s) and Section 504’s to the Division of Vocational Rehabilitation Services (DVRS) for decades. DVRS provides services that enable individuals with disabilities to find and maintain employment. For over 80 years, the mission of the NJ federal and state vocational rehabilitation system has been to help disabled adults prepare for and obtain employment that is consistent with their abilities, strengths and priorities.

In years past, case managers primarily referred seniors approaching graduation. However, it is important for students and their families to know that in the last few years the division developed amazing programs and collaborated with outside agencies to support our students while in high school. This process can now begin as early as 10th grade. This is exciting news for our students and families.

Child Study Team and Guidance will continue to refer our students to DVRS even during the pandemic. Your success and support is important work. After we submit your applications you will receive a letter introducing you to your DVRS counselor. We encourage students and parents to follow up with the office as soon as the office sends your case counselor assignment.

Students, please remember that

  • A DVR counselor will help you choose a career that will match your interests, skills, and abilities

  • DVR will work with you to develop an IPE (Individualized Plan for Employment). This plan includes your vocational goal and the services you need to reach it and succeed in your job.

  • Our goal is to make your transition from school to work an easy one. We will help you get ready to start working, or to start training that leads to a job.

So check those mailboxes, help is on the way!

Student Center

The Student Center has been working hard to serve our community prior to when the 2020 school year even began! Over the summer we worked with incoming HHS students and their parents to support and orient them to our Redwing family. We also offered other virtual programs and small in-person gatherings to help students to transition back to school.

Consistent with 2020, the Student Center at Hoboken High School has experienced a great deal of change! After experiencing the loss of our dear colleague, friend, coach, and Youth Development Specialist, Mr. Louis Taglieri, we have done our best to try to fill his big shoes. This was a loss for our school and community at large. We will do all that we can to make sure his legacy lives on!

After much advocating, we were so happy that the state of NJ has restored funding for School Based Youth Services Programs, and that we are able to continue to serve our students. This time of uncertainty left us to reflect on the impact of our program, and we are now, more than ever, ready to move forward and continue to make a difference.

The start of the 2020 school year has looked different than any other! At the Student Center we continue to connect with our students, whether they are onsite or remote. Registration is always open! For our remote students who may be looking for some support, please do not hesitate to reach out!

During the month of September we spread awareness on Suicide Prevention through the use of the #BeThe1To campaign. We educated our students on the 5 steps to support those experiencing thoughts of suicide. Every onsite student was provided with information on New Jersey’s Prevention HopeLine (885) 654-6735. This campaign was also posted to our Instagram @HobokenSBYSP. Give us a follow for more Student Center happenings!

In the theme of change, our Program Director, Dr. Cecila D’Elia, has moved on to be the Director of Special Services after 11 years at the Student Center. She has done an immeasurable amount of work for our program and will be greatly missed!

With every change is a new beginning and we are very excited to welcome Mr. Keeon D. Walker (pictured above, right) as the new Youth Development Specialist. Mr. Walker is a Hoboken native with roots deep in the community. Since 2008 he has proudly served the community as a Hoboken firefighter. Mr. Walker also leads the Redwings football team as head coach for the past four seasons. He previously worked with the late Coach Tag as an assistant coach.

Mr. Walker is coming back home, as he previously worked at the Student Center before becoming a firefighter, and he is also a HHS graduate! He has held various positions over the years in social service agencies such as the Boys and Girls Club. Mr. Walker is committed to working alongside the community for the benefit of all. He is a graduate of Syracuse University where he was a four year letter winner of the football team. We are very excited to have him on our Student Center team!

Remember that we are always here for you. May you continue to stay healthy and safe!


Winter Sports

The Redwings battled their most difficult opponent this fall -- COVID 19. Yet, despite this worldwide pandemic, 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 2020-21.

Girls volleyball, a traditional fall sport, was postponed by the NJSIAA until February due to the pandemic.

Boys soccer, under the direction of Coach Percontino, had a rebuilding year and competed hard every game despite facing a difficult schedule, qualifying for the state tournament yet again.

Girls soccer, led by Coach Gennarelli, continues to be a force in Hudson County and finished the season at 6-2-1.

Coach Walker led our football team to its best record in several years, finishing the year at 5-2, with key victories over rivals Shabazz and Weequahic.

Last but not least, Coach Munoz took over our cheerleading program and did an amazing job keeping spirits up during these difficult times while supporting our programs.

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

Go Redwings!