The Redwing Quarterly

Here we are, halfway throught the year. Time is flying, and our students are doing great. Hopefully we are through the worst of the winter, and perhaps we will get an early Spring. Keep the momentum going and let's make the second half as great as the first half.

A quick note from the HPEF:

Dads’ Night Out Tickets Are Available Now!

After a sold-out inaugural year, Dads' Night Out is back. This year, we listened to the feedback and we’re leveling up. We’re ditching the tequila and the loudspeakers for a night that’s all about the basics done right: wings, sliders, and cold beers included with your ticket.

Take a few moments over the long weekend and enjoy the Smore!

All the best,

Ms. Picc

Algebra 2:
During this marking period in Algebra 2, students focused on analyzing key features of functions, including identifying increasing and decreasing intervals, domain and range, intercepts, and rate of change. Students also explored transformations of functions and solved systems of equations using multiple methods. A major unit covered quadratic equations in various forms, including vertex, standard, and factored form. Students practiced solving quadratic equations through factoring, graphing, using the quadratic formula, and completing the square, helping them build strong problem-solving and analytical skills.

Precalculus:
In Precalculus, students began by reviewing essential algebraic skills such as factoring, working with quadratics, radicals, and rational exponents. The course then expanded into deeper exploration of functions and graphs, including identifying zeros, critical points, continuity, symmetry, and piecewise functions. Students also studied polynomials and rational functions, applying concepts such as zeros and using the Remainder and Factor Theorems. Additionally, students learned about exponential and logarithmic functions, including graphing, converting between forms, solving equations, and applying these concepts to real-world growth and decay scenarios.

Pre-AP Algebra 2

During MP2, Pre-AP Algebra 2 students studied operations with polynomials, including adding, subtracting, multiplying, and dividing, as well as graphing polynomial functions. The course also focused on rational functions, where students analyzed key features of graphs, performed operations with rational expressions, solved rational equations, and explored real-world applications. Students completed quizzes and tests on both polynomials and rational functions and engaged in revision activities to strengthen understanding. In addition, students completed Unit 1 activities, learning checkpoints, and performance tasks using College Board resources. The marking period concluded with students taking the LinkIt! B mid-year assessment for Algebra 2.

AP Precalculus – Marking Period 3:
In MP3, AP Precalculus students focused on trigonometry, including verifying trigonometric identities, solving trigonometric equations, and using sum and difference formulas. Students also solved systems of equations using both substitution and elimination methods. To reinforce learning, students completed College Board videos and quizzes, as well as the Unit 2 progress check. All multiple-choice and free-response questions were reviewed in detail, and students made corrections to deepen their understanding.

AP Calculus AB:
AP Calculus AB students covered a range of integration topics, including integrating inverse trigonometric, exponential, and logarithmic functions. Students revisited motion analysis by reviewing velocity and acceleration and applied integration to calculate area under a curve and between curves. The class also used the Fundamental Theorem of Calculus to evaluate definite and indefinite integrals and calculated the average value of a function. Students completed assessments on these topics, reviewed solutions, made corrections, and reinforced concepts through College Board videos, quizzes, and progress checks.

Students in our AP programs have been actively building advanced analytical, research, and communication skills across multiple courses this marking period. In AP Language and Composition, students are strengthening their ability to analyze texts by carefully considering the rhetorical situation — including audience, purpose, and context — while developing clear lines of reasoning in rhetorical analysis, argumentative, and synthesis essays. The focus has been on crafting evidence-based claims and organizing writing for maximum clarity and persuasive impact.

In AP Seminar, students are sharpening their critical thinking skills by evaluating the credibility and relevance of sources, synthesizing multiple perspectives, and constructing well-supported arguments. They are also learning how to design and deliver engaging multimedia presentations that effectively communicate complex ideas to an audience.

In AP Research, students are progressing through the early stages of independent scholarly inquiry. They are developing focused research questions, learning how to write literature reviews, identifying gaps in existing knowledge, and exploring appropriate research methods and study designs. Together, these experiences are preparing students for high-level academic work and independent investigation.

In English III, students read Washington Irving’s “The Devil and Tom Walker,” using the text to examine how satire exposes societal flaws through exaggeration, irony, and moral commentary. Students closely analyzed how Irving critiques greed, hypocrisy, and human nature. Building on this analysis, students are now crafting original narratives that reflect similar themes while conveying messages about modern society.

In English I, students are exploring how complex characters with conflicting motivations help develop theme in The Absolutely True Diary of a Part-Time Indian. As students read about the devastating effects of poverty on the reservation, they examine how resilience, determination, friendship, and family help build hope for the protagonist, Junior.

In English II, students read Haruki Murakami’s short story “The Seventh Man” and wrote narratives from another character’s point of view. While mirroring Murakami’s descriptive style, students incorporated literary devices such as vivid imagery and figurative language. Following this unit, students participated in an argumentative research project that culminated in a lively fishbowl-style debate focused on whether schools should maintain traditional snow days or transition to remote learning to meet the 180-day requirement.

9th Grade:

During Marking Period 2, ninth-grade students read The Absolutely True Diary of a Part-Time Indian by Sherman Alexie, viewed a documentary following teenagers on the Spokane Indigenous Reservation, and wrote a literary analysis focusing on theme and character development. Students also completed a unit on argumentative writing, during which they analyzed a variety of argumentative texts and participated in a class-wide debate on how schools and districts should handle snow days with the increased use of remote learning. In addition, students read Haruki Murakami’s “The Seventh Man,” researched Japan and its severe weather patterns, and retold the story from a different character’s perspective through a narrative assignment. To close the marking period, students began reading Persepolis by Marjane Satrapi, exploring graphic novels as a genre and examining the importance of historical, political, and cultural context in understanding a text.

10th Grade:
Tenth-grade students read The Haunting of Hill House by Shirley Jackson and completed a literary analysis centered on theme and character. Students also analyzed argumentative and informative articles, practiced applying evidence to support claims, and participated in a class-wide debate on snow days. Additionally, students read James Joyce’s “Eveline,” conducted in-depth character analysis, researched early 1900s Dublin, and wrote narrative continuations based on their interpretations of the story’s ambiguous ending. Most recently, students began reading Tuesdays with Morrie by Mitch Albom, engaging thoughtfully with the text’s reflective themes, including mortality, love, friendship, forgiveness, and leading a compassionate life.

9th Grade – Mrs. Pecora:
This year, freshmen have focused on developing strong study skills and effective test-preparation strategies while learning how to advocate for themselves with teachers and peers. Students have grown comfortable with the expectations, rules, and routines of Hoboken High School and are now able to independently access and navigate OnCourse.

10th Grade – Mr. Cagiao:
Sophomore students have received ongoing guidance on the importance of maintaining a strong GPA, meeting high school expectations, and becoming involved in clubs and extracurricular activities that promote personal growth and future success. Students also completed career interest surveys and discussed how their interests connect to potential career pathways. In addition, sophomores explored the Varsity Tutors program and how it provides academic support for PSAT and SAT preparation while supporting overall academic and postsecondary planning.

11th Grade – Mr. Terry:
Mr. Terry has been actively preparing juniors for the remainder of the school year while helping them look ahead to senior year. In late January, more than 100 junior students and parents attended the annual College Planning Night, where families received valuable information and participated in meaningful discussions. Mr. Terry has also been holding individual meetings with students to review academic progress and discuss future goals.

12th Grade – Mrs. Gleason:
Seniors have benefited from visits by representatives from local colleges and the U.S. Marines, providing opportunities to explore a variety of postsecondary pathways. Mrs. Gleason has continued to support students throughout the college application process by hosting events such as FAFSA Night and Instant Decision Day. FAFSA Night helped families understand and complete the Free Application for Federal Student Aid, while Instant Decision Day allowed seniors to meet one-on-one with college admissions representatives and receive on-the-spot decisions, making it an exciting and impactful step in their college journey.

During this marking period in Physical Education, students were introduced to a variety of engaging and active units designed to build skills and spark interest. Basketball remained a fan favorite, with students participating in two-ball drills, 3-on-3 tournaments, and free-throw competitions. Students were also introduced to pickleball, a fast-growing Hoboken favorite that has taken the world by storm and is now part of the HHS PE curriculum. In addition, students explored hockey—safely adapted for the PE setting—bringing HHS athletics into the gym. Sophomores also took part in Driver’s Education, where they learned the rules and laws of the road in preparation for their upcoming driver’s tests.

☕ Exciting News from Ms. Sivo’s Life Skills Class! ☕

Ms. Sivo’s Life Skills class has taken an exciting step forward by transitioning from our hallway coffee cart to a fully operational Coffee Café located near the cafeteria. On Wednesday, January 7th, we celebrated our soft opening, giving students the chance to practice real-world vocational skills in an authentic café setting.

As part of this new phase, students are strengthening their money skills by practicing how to count cash and make change in preparation for independently handling sales. They are also developing essential workplace habits, including setting up the café, staying organized, and managing cleanup after service. As we continue to grow, students will keep learning, adapting, and refining their skills each day as we work together to build the best Coffee Café possible.

MP 2 Biology CP – Patel:
During Marking Period 2, Biology CP students explored how energy flows through ecosystems by studying food chains, food webs, and ecological pyramids. They also examined how matter—such as water, carbon, and nitrogen—is recycled through ecosystems. In addition, students learned about different types of symbiotic relationships, ecological succession, and population ecology, including population density, growth rates, and population growth curves.

MP 2 Principles of Biomedical Science – Patel:
In Principles of Biomedical Science, students continued analyzing evidence from the Anna Garcia case, which included DNA analysis, toxicology, and autopsy investigations such as determining time of death and conducting sheep brain and heart dissections. Students successfully closed the case using scientific evidence. The class then began Unit 2: Clinical Care, where students learned about clinical empathy, medical interviewing, and how to collect vital signs including heart rate, respiratory rate, oxygen saturation, and blood pressure.

Greetings from Mr. Perez’s Science Classes

Horticulture:
Students in the Horticulture class took on an exciting new endeavor this year by growing fresh produce for those in need, helping to lower the school’s carbon footprint while creating a sustainable food source for the Hoboken Homeless Shelter. This partnership highlighted the challenge shelters face in obtaining fresh vegetables and motivated students to meet that need. Since November, students have successfully grown, delivered, and donated cucumbers, tomatoes, and several varieties of lettuce on a monthly basis.

Beginning with seeds, students carefully monitored water levels, pH, and micro- and macronutrients to ensure healthy plant growth. Along the way, they learned about the essential micro- and macromolecules required for plant development and how these nutrients move through the food chain. Students also studied key elements such as CHONPS and how they cycle through Earth between living and nonliving systems. In addition, the class explored the history of agriculture and examined how animals are bred for mass food production in order to promote food security.

AP Environmental Science:
Students recently completed a unit on human population demography and the resources required for sustainability. They analyzed data on birth rates, death rates, doubling time, and age-structure diagrams to compare the needs of developed and developing countries. Through this work, students explored how economic, social, and technological factors contribute to differences in population trends across regions. Currently, students are studying the importance of forests and their ecological and economic value. The class is also examining the various natural and human-caused threats facing forests, along with the strategies used to manage and protect these critical ecosystems.

Students in our Computer Science programs have been building strong technical and problem-solving skills across multiple levels of coursework. In Computer Science Essentials, students explored the fundamentals of programming through both block-based and text-based coding, completing hands-on projects that emphasized logical thinking, structured problem-solving, and real-world applications of computer science concepts. In AP Computer Science A, students developed object-oriented programming skills using Java, with focused study on classes, objects, inheritance, and algorithmic problem-solving, while practicing how to write, test, and debug code aligned with AP exam expectations. In AP Computer Science Principles, learners created programs using Python and examined key topics such as algorithms, data, and abstraction, with continued emphasis on computational thinking and effective problem-solving strategies.

Backstage:

Backstage students recently completed a unit on scenic design, culminating in a final project in which they constructed three-dimensional scale models of unit sets for shows of their choice. Through this process, students learned the importance of working to scale and explored how color, texture, shape, and space can be used to communicate themes and central ideas. Students also reflected on how their own visual interpretations of a story help transport an audience into the world of a production. The class then moved into a costume design unit, where students examined how color and texture contribute to character stereotypes and shape audience assumptions. By watching professional theatrical productions, students analyzed how costume design reveals a character’s role, relationships, desires, and growth. Assignments included creating an original costume rendering inspired by a planet from our solar system, requiring students to research planetary characteristics and artistically incorporate those elements into a cohesive costume design.

Acting:
In Mr. Kinnear’s Theatre II and Theatre Production classes, students spent much of the second marking period preparing individual and group performance pieces for presentation at STANJ and NJ Thespians, two statewide theatre competitions. Using detailed rubrics, students selected scenes, songs, and monologues that aligned with competition expectations and worked collaboratively in class to refine performances through focused feedback on staging and vocal choices. In Theatre I, students concentrated on the importance of specific physicality in creating fully realized performances. By analyzing professional acting examples and participating in hands-on stage exercises—such as storytelling through tableaus and using only the body or facial expressions—students learned how subtle physical choices can significantly impact an audience’s understanding of a character’s emotions and objectives.

Culinary Arts I and International Pastries began the year by preparing a variety of dishes for the Hispanic Heritage Buffet, allowing students to celebrate culture through food. In October, students enjoyed a trip to an apple orchard, where they sampled a wide variety of apples and later used their harvest to prepare homemade apple turnovers. Both classes also collaborated on creating a Thanksgiving Buffet, with each class preparing dishes to share with the entire school community. In addition, Culinary Arts I students researched famous chefs and delivered presentations on their findings, while International Pastries students explored creative and technical skills through lessons in pumpkin carving.

In US History II, students examined America's ability to confront the challenges of the Great Depression and WWII. Students examined key economic factors that led to the Depression as well as the changes that were put in place to help prevent such an event from happening again. Students debated the role of the government in the American economy by discussing conservative, liberal and radical responses to the problems of the Great Depression. They analyzed how the New Deal created many programs that would transform America. However, they also saw evidence of the fact that its programs did not reach everyone and many groups were still left without assistance. Students debated the merits and shortcomings of the New Deal, ultimately transferring the knowledge from these discussions into essays in which they argued the success or failure of the New Deal.

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

In U.S. History II, students examined key developments in early 20th-century America and how government leadership responded to national challenges. The course began with a study of Theodore Roosevelt and his progressive leadership, focusing on efforts to protect the “common man” through trust-busting, conservation, and consumer protections. Students then explored Prohibition and the enforcement of the Volstead Act during the 1920s, analyzing how these policies unintentionally contributed to the rise of organized crime figures such as Al Capone. The class also investigated the early mishandling of the Great Depression, discussing how initial responses fell short and forced later administrations to rethink their approach. Finally, students studied Franklin D. Roosevelt’s New Deal, focusing on how he expanded the role of the federal government through programs designed to put Americans back to work and establish Social Security for future generations.

The Teen Action Task Force (TATF) was highly active in promoting healthy, drug-free choices throughout the school community. Members participated in the Elks Club Drug Prevention Film Contest by creating a powerful video titled “Drug Use Can Be a Grave Mistake,” highlighting the dangers of drug use and the importance of prevention. Students and staff took part in Red Ribbon activities, writing promises to live healthy lifestyles—or wishes for loved ones struggling with addiction—which were filmed and displayed on the “Promise to Live Drug Free Tree.” TATF also hosted an Anti-Vaping resource table during lunch, offering information and giveaways to raise awareness. The school community came together to celebrate the lighting of the Promise Tree, where participants placed red ribbons and lit battery-operated candles in support of loved ones affected by addiction. During lunch periods, students shared “scary facts” about drugs and learned that “Life Is Sweeter Drug Free,” earning a small candy reward for participation. In addition, students benefited from the Credible Messengers mentor program, which focuses on building self-esteem, fostering purpose, and motivating youth to achieve academic and personal success while avoiding negative influences.

Mandarin Classes:
As we welcome the Lunar New Year, Mandarin students are exploring the traditions and cultural significance of this important celebration. They are learning about the Chinese zodiac, practicing festive greetings, and discovering customs such as red envelopes and symbolic foods. Through hands-on activities and discussions, students are strengthening both their language skills and cultural understanding.

In Mandarin 1, students are learning to talk about hobbies and sports, building vocabulary related to activities they enjoy and practicing simple sentence patterns to share their interests with classmates. Interactive speaking activities are helping them grow more confident in using Mandarin. In Mandarin 2, students are learning how to describe where things are located by using positional and directional words, developing the ability to give clear and detailed descriptions through partner and group activities. In Mandarin 3, students are discussing transportation and daily routines, practicing how to describe their commutes using more advanced sentence structures and time expressions, with conversations and role-plays helping them communicate with greater accuracy and confidence.

AAPI Culture Club:
The AAPI Culture Club is preparing to celebrate the Lunar New Year with a festive gathering featuring music, traditions, games, and cultural treats. Members look forward to welcoming the Year of the Horse and sharing wishes for good fortune, health, and prosperity with the school community.

World Language Department Update
Mrs. De La Rosa, Mrs. Cruz, and Mrs. Martinez

This marking quarter, the World Language Department has been actively engaged in building language proficiency while deepening cultural understanding of the countries where our target languages are spoken. Students participated in meaningful, authentic learning experiences that connected language to history, identity, and global issues. Families are encouraged to reach out for more information or to learn more about opportunities such as the Seal of Biliteracy Program.

Seal of Biliteracy Opportunity for Juniors and Seniors

The district proudly offers eligible students the opportunity to earn the New Jersey State Seal of Biliteracy, an official recognition of proficiency in English and at least one additional language, whether learned in school or spoken at home. Students earn the Seal by completing an approved online language assessment (AAPPL or ALTA) during the school day.

Students who qualify receive:

• A Seal of Biliteracy notation on their high school transcript

• An official certificate from the New Jersey State Department of Education

The Seal certifies Intermediate Mid–High proficiency and supports college readiness, career opportunities, and global competence. The program honors multilingualism, recognizes cultural knowledge, and helps colleges and employers identify students with advanced language skills. Juniors and Seniors interested in participating or being tested in an additional language should contact Ms. De La Rosa or Mrs. Cruz as soon as possible.

Authentic Learning Experience at The Met

Spanish students participated in an enriching field trip to the Metropolitan Museum of Art, where they explored themes of identity, history, economics, culture, diversity, and artistic expression connected to Puerto Rico. As part of the visit, students took part in a Studio Art Workshop aligned with their current unit of study. After analyzing how cultures express identity through art, students engaged in a hands-on ceramic art-making session led by a Met artist. Each student created a personal piece reflecting their own identity, making the experience both creative and meaningful.

Spanish 1

Spanish 1 students focused on mastering written numbers and basic math computations in Spanish. To apply their learning, students created mini number charts to share with elementary learners who are beginning their own Spanish number journey.
¡Bien hecho a todos!

AP Spanish

AP Spanish students are currently studying climate migration and the effects of global warming. Through firsthand eyewitness accounts and research, students examined issues related to refugees, displacement, and migration caused by climate change. They also researched the impact of climate change on Spanish-speaking countries and presented their findings, demonstrating strong analytical thinking, advanced language skills, and global awareness.

Spanish Classes: Grammar & Culture

Students continued developing grammatical accuracy by learning how to correctly use direct object pronouns. Alongside grammar instruction, classes explored the history and culture of the Dominican Republic. In commemoration of the Holocaust, students studied the Jewish settlement of Sosúa, where Jewish refugees were welcomed during World War II. Students learned how refugees and local Dominicans worked together to build schools, infrastructure, and farming cooperatives—contributing to the town’s development, including the origins of salami dominicano. This unit highlighted themes of resilience, cooperation, and cultural impact.

We are proud of our students’ dedication to language learning and cultural exploration and look forward to continuing to celebrate their multilingual achievements.