Middletown High School North
Departmental Highlights
September 2014
English
Audrey McGowan
AP English students created Animoto Videos for their second summer reading assignment to
make a book/movie trailer.
Short Story students have been presenting their selections for the first part of class. They must
conference with me (the teacher) before their presentation and create a "Do Now", five
questions to promote a discussion, a Power Point on the author and small group activities.
Amanda Diercksen
Students in English and Expository Writing read the epic poem Beowulf. They compared this
Anglo Saxon piece of literature written in the late 600's to modern culture today, evaluated
Beowulf as a true epic hero, wrote about conquering their own personal "dragons," and crafted
literary analysis essays.
Guidance
John Carmody – Assistant Principal
At the Senior Parent College Information Night, the counselors presented a detailed explanation
of the college application process, the many resources available for the seniors, and how to
navigate Naviance to over 100 senior parents who were in attendance.
They met with all sophomores and juniors in small groups to distribute review booklets and to
explain the best preparations for the PSAT that will be given on October 15th.
The Department has been inviting college representatives to meet with small groups of senior
students and assisting them with the application process.
Family and Consumer Science, Technology, Visual and Performing Arts
Chris Reginio—Assistant Principal
Amy Skibinski and Carin Kuzmin
Student artwork from the Fine Arts and Functional Design classes was displayed in the
school hallways, library, and display cases.
Representatives from the Montserrat College of Art met with Advanced Art students.
Students in Applied Arts and Design classes have been very busy learning Photoshop, how to
read a ruler, and drawing. They have been exposed to local galleries and newsworthy stories
through the use of our new iPads.
Choirs and Music Theory
Peter Isherwood
The MHSN Choirs have begun the year with a fundraiser, our annual Mum Sale, and the sale
of MHSN Music apparel. Roughly 150 students are part of Concert Choir, Chorale, Chamber
Choir, and our extra-curricular ensemble, A CAPPELLA. Students have gone through vocal
placements and been grouped into the vocal sections Soprano, Alto, Tenor, and Bass. They
have begun learning 4-part (SATB) music from diverse cultures in several different languages
for the Winter Concert on December 18th. Students have begun preparing audition music for
the 2014-2015 All Shore Chorus, and the choirs have sung the National Anthem at several Fall
school activities and games.
Music Theory I has completed work on rhythmic note values and time signatures (Meter).
Within this work, students have written their own rhythms, performed and written aural
dictations, and participated in sight reading and performance of various rhythms. The class has
worked on the recognition of notes within multiple staffs, accidentals (flats b‟s & sharps #‟s) and
enharmonic note writing, and steps within the Chromatic, Whole Tone, and Major Scales. All
work performed has been written on staff paper, at the keyboards, and in group composition
and performance. Students have worked within packets, through internet resources such as
musictheory.net, and in actual performance in the class.
In AP Music Theory, students have reviewed fundamental concepts such as scales, intervals,
key signatures, rhythm and meter, staff notation, and chord formation. The class is now moving
into harmonic structure and chord composition. Within this unit of study, students will compose,
analyze, and listen to many examples of tertian (triadic) harmony within great classical and
contemporary music. The concept of chord “voicing” through exposure to classical, jazz, and
contemporary music will be discussed, analyzed, and performed in depth. All work within the
course is in keeping with the updated curriculum (Spring 2014) for preparation of the AP Music
Theory Exam in May 2015.
TV Production
Wes Ciesla
As a preparation to conduct real “on camera” interviews, students performed an exercise that
allowed them to get an insight into the nature of an interview. They assumed the roles of an
interviewer, interviewee, cameraperson and sound person to learn and observe the process of
the interview from all possible angles to comprehend the complexity of this seemingly simple
process.
Graphic Design 1
Dorothy Bagley
Students have started learning the fundamentals of Graphic Design. They brainstormed and
then brought in samples and examples that are present in their everyday lives; from logos and
typefaces to social media and clothing design. The students soon realized that they could not
escape the elements of Graphic Design and analyzed popular Brand Identity (Logo) Design to
find the hidden meaning or symbolism in the logos. Students reviewed the color profiles: CMYK
vs. RGB, explored the essential software programs Adobe Photoshop and Adobe Illustrator, and
began learning both the technical skills and vocabulary they will be using throughout the year.
Architecture & Spatial Design
Roberta Vega
Students generally work on two types of assignments: 1.) conducting Internet research and
2.) creating virtual 3-D models using SketchUp. During the month of September, students
researched specific residential building styles. They gathered information about features and
characteristics that distinguish one style from another, and they found examples of each style in
their assignment list. They reported their findings in a Google document. Using SketchUp they
received an introduction to the workspace and basic tools and commands. They followed a
sequence of steps that were explained by the teacher, outlined in written instruction sheets, and
demonstrated in a video tutorial. The written instructions allowed students to work at their own
pace and the video tutorials let them stop and review parts of a demonstrated process. The
tutorials guided them through the completion of rendering a set of three chairs – each drawn
using a different method. As a final part of the unit, students were instructed to apply what they
had learned in the tutorial to design and render a wheel chair.
Below left is the first stage as completed by Sophia Goos. Below right is an example of the final
project as completed by Andrew Timoniere.
Photography I
Roberta Vega
Students began the marking period by taking a set of photos designed to communicate a little
bit about themselves and then sharing those photos in a class critique. To accomplish this
assignment, they had to learn how to complete several complex tasks. After creating the
images as a homework assignment, they brought the images to class and transferred them from
their digital cameras to a specific folder on the school computers. Next, they used Adobe
Bridge to organize the images into a sub folder and create a digital contact sheet. After that,
they used Adobe Photoshop to create small file size copies of their images and then inserted
the small file size copies into a Google presentation for sharing in the class critique.
The current project is to create a series of photographs that demonstrate specific composition
guidelines. Students are in the process of creating the images and preparing them (applying
the steps they learned in their introductory project) for an upcoming critique.
Theatre Ensemble
Gerry Mahoney
Students have casted their first production “Sprucey, The Blue Christmas Tree” directed by
senior Guy Rose and are rehearsing. Brian Kern (designer and technical director) is working
with his crew on building the scenery, costumes, props, lights, sound and publicity. This show
will be performed for the kindergarten and first grades at New Monmouth School on Friday
December 5, 2014 at 1:00.
Stagecraft students are learning floor plans in the early stages of designing for the stage. They
have begun building scenery for the fall play “Moon over Buffalo” to be performed November 2022.
Business
Susan Heeter and Serena Kirschbaum
The Criminal and Business Law students participated in analyzing the First Amendment.
They created and presented a Timeline on Timetoast about important information/dates that
lead to the First Amendment. The students analyzed Unclear Laws and debated on the
regulations of those laws. They are now editing and creating a new law to present to Congress.
The students are currently researching law journals, magazines, radio transcripts, court ruling,
and other sources to analyze and help them write their new law.
The students in the Career and College Planning classes are analyzing their personality,
natural intelligence types and learning styles. The students have created collages about their
personality and the “true self.” They also researched different careers that are suited to their
needs.
The Sports and Entertainment Marketing students are in the process of developing and
creating their fantasy sports franchise. The students have decided on their location for their
team and have created “Target Marketing People” that are posted around the classroom. They
outlined a specific target market with products that are focused on demographic, geographic,
psychographics, and product benefit information. The students also researched, created, and
presented a Fall Premiere TV Show presentation and tried to convince their classmates to
watch the new show.
Library Media Center
Lauren Stout – Media Specialist
Each member of the Class of 2018 participated in an interactive library orientation program to
learn about the services and materials available to them in their new Library Media Center. The
orientation was staged as a competition with clues leading students to hidden QR codes,
Google Doc embedded challenges, and animated video hints.
Media Center Usage Statistics:
10
584
306
5
40 minute class sessions booked in September
Students used the Media Center before and after school
Materials checked out in September
Professional development and training sessions
Physical Education and Health
Neil Leone- Assistant Principal
Freshman Physical Education
Justin Nathanson and Patricia Misciagna
The Freshman Physical Education Department is currently participating in the Low Elements
Challenge Adventure Program. The courses are meant to promote teamwork, critical thinking,
trust, and camaraderie with the students. Some examples of the courses include the Track
Walk, Whale Watch, Triangle Traverse, Mohawk Walk, Island Hopping, and Commitment
Bridge. During these exercises, students must work together to accomplish a common goal
while only given limited information on how exactly to complete the task.
Freshman Physical Education classes have also been completing the Challenge Adventure
Program low elements rope course at Tindall Park. The objective of this unit is to have students
work cooperatively and develop trust with classmates. Students will be able to understand the
importance of a positive self-concept, interpersonal relationships and problem solving skills.
Challenges involve balancing and walking on cable wires, using ropes and classmates to spot
one another and communication to complete each task.
Sophomore Physical Education
Liz. Keene
The sophomore class has completed the fitness testing component during the first week and a
half of school. Students are now working on their team building skills through the use of our
High Element Challenge Adventure course. This activity is a continuation of their participation in
the low element challenge adventure at Tindall Park from last year. The course now takes the
skills of team building, communication and physical skill and adds the challenge of height. The
students had their pre-training and are now well on their way to climbing the towers.
Junior Health
Mike Iasparro
Junior Health classes are beginning their latest project called “Nutritionist for Hire.” They are
taking on the role of a nutritionist who has been hired by a “client” to devise a week long,
detailed dietary plan that will focus on specific areas (i.e. weight loss, weight gain, reducing
cholesterol, lowering blood pressure, diabetes, etc.). Each student will assume the role of both
the nutritionist and the client. They will be working in computer labs and with the Google
Chromebooks to do their research.
The dietary plan must include:
- a breakdown of specific foods for each day for a week
- total grams of fat, carbs, and protein
- total calories for each meal
Senior Physical Education
Maureen McCall
Senior teachers are motivating the students by having them compare their fitness scores to
national standards.
Science
Steve Trudell – Assistant Principal
BSCS
Biology/Biotechnology
Lynn McGimpsey
Biology students enjoyed playing a „safety‟ board game with their team members as
reinforcement of laboratory safety procedures. In addition, they reviewed laboratory safety, lab
tools/glassware and accurate measurements by completing a dilution lab.
The scientific method was applied to a lab in which students were required to build „the tallest
free standing tower‟ using limited resources. Only one sheet of paper and 30 cm of tape were
allowed for use. Students also applied the scientific method to an inquiry lab, in which they
were required to hypothesize the effect of string length on pendulum motion.
Biotechnology students have been investigating DNA structure, replication and control of
protein synthesis. Students built a 3-D model of DNA and extracted actual DNA from
strawberries.
The Biology and Biotechnology students have been „going green‟ by limiting the necessary
number of photocopies and using the online website www.edmodo.com for resources,
assessments, homework posts, polls, etc.
AP Biology
Rick Unterstein
Members of the Middletown High School North AP Biology class explored the complexities of
protein structure by modeling a portion of the multi-polypeptide molecule known as hemoglobin.
Proteins play a key role in cellular structure, metabolism and communication.
Physics
Chris Setteducato
As an introduction to two dimensional kinematics and a review of trigonometric operations, CP
Physics classes applied their knowledge of trigonometry to calculate the height of trees on the
North campus. After measuring the distance from the tree's base, a simple altimeter was able to
determine the angle of the student's line of sight to the tree top. From these measurements,
students were able to determine the approximate height of the tree or any other tall object.
Science of Nutrition I
Eric Hoblitzell
This month in Mr. Hoblitzell‟s Science of Nutrition I classes, students learned about the basic
steps involved in the scientific method, light microscopy techniques, and the metric system. The
six essential nutrients were discussed in detail throughout the month of September. Students
learned how many calories of energy can be obtained from consuming carbohydrates, fats, or
protein. They then applied their knowledge of energy-yielding nutrients when they analyzed
nutrition labels and calculated daily percentage values. The students ended the month with a
nutrition quackery project in which they developed an advertisement using five earmarks of
nutrition quackery. The students presented their advertisements to their classmates in an oral
presentation/skit/infomercial.
AP Environmental Science
This month in Mr. Hoblitzell‟s students covered sustainability, matter and energy, and
ecosystems. The students learned the required components of a professional formal lab report.
They simulated the concept of sustainability by modeling Garret Hardin‟s concept of the
Tragedy of the Commons. After learning about the importance of sustainability, students
investigated the first and second laws of thermodynamics. They conducted a simulation of the
first and second laws through a kidney bean relay race experiment, in which energy flow
through an ecosystem could be recorded and analyzed. The month concluded with an aquatic
ecosystem investigation at Sandy Hook in collaboration with the Marine Science classes.
Students collected beach survey data, water samples, and live specimens. They used Vernier
Instrumentation to read dissolved oxygen levels, temperature, and pH of the selected sampling
sites. The water samples were brought back to the lab for further analysis in the coming weeks.
Chemistry
Mike Coppola
Honors and CP Chemistry students were given unknown samples of three different substances
and were asked to identify the substances by calculating their density and comparing it to a list
of known substances.
Biology
Katie Connelly, Suzanne Matisoff and Jennifer Woods
The first activity of the year provided the students with practice in “Thinking like Scientists” by
solving a problem using The Scientific Method. The students needed to determine which of the
three brands of paper towel was the most absorbent by carrying out a test, collecting and
analyzing data and forming a conclusion.
Their next activity revolved about the human animal and the many characteristics we share with
other organisms. The students first listened to Jane Goodall speak about her work with
chimpanzees. Then they had the opportunity to examine information about six traits (physical
and behavioral) that in combination, make humans unique. Students especially enjoyed the
part of the activity where they watched Koko the Gorilla communicate and compared her use of
language to ours. Watch the video of Koko the gorilla at
https://www.youtube.com/watch?v=SNuZ4OE6vCk
Their final activity introduced the students to “Lucy”, a hominid relative dating to 3.2 million
years ago. In order to visualize the huge expanse of geologic time and put events like Lucy in
perspective, they created a Timeline of the Earth‟s history. It contained major Biologic and
Geologic Events that have taken place during the 4.6 billion years since the Earth‟s formation.
Students looked for patterns from the Timeline that showed evidence of change over time. Most
were surprised at how recently modern humans appeared.
Chemistry
John Midtgard
The Chemistry classes spent much of the first month reviewing concepts from the students‟
previous Math and Science courses, while introducing new concepts unique to Chemistry.
There was significant focus paid to the importance of preparation, organization, and the need for
active participation, in order for them to achieve maximum success.
They performed several labs designed to sharpen the students‟ ability to make both qualitative
and quantitative observations. These early labs also taught practical laboratory skills that the
students will use throughout the year.
Kirsten Price
Anatomy and Physiology
Anatomy and Physiology students have been hard at work learning anatomical regions,
planes and directional terms. They tried out the new Google classroom with an anatomical
regions photo assignment.
Med Lab Tech students also tried out the new Google Classroom by developing case studies
with scenarios about improper clinical laboratory practices. Since the whole class had access to
the document, other students had to find those safety violations and comment on them.
Randy Kalman
Visions Science
Biology - attached is a picture of a recently created "brain hat" depicting different lobes of the
brain that went along with an animation describing their functions as well as the Phineas Gage
story.
Environmental – The students are are going to redo the planter in the courtyard (may also
biology students) when they begin more work on ecosystems.
Chemistry – The students will be displaying their layers of the atmosphere projects including
where CFCs were measured.
Forensics – They have just begun acting out a crime scene case study.
Nutrition - Each group was assigned one of the six major nutrients and presented their findings
to the class.
Brock Silvestri
Marine Science
This month the Marine Science students explored the various ecosystems and presented
their research to their classmates. Each student also taught their peers about a marine
sanctuary highlighting the purpose, status, and organisms of each sanctuary. At the end of
the month, the students took a trip to Sandy Hook where they completed beach surveys,
beach profiling, water sampling, and specimen data collection. The pictures below are a
few taken from the trip.
Fundamentals of Science
The students focused on the importance of data collection, presentation, collaboration, and
analysis of data. They demonstrated these skills through interpreting graphs, measuring
various objects using the metric system, creating graphs from data tables, and their
understanding of the scientific method.
Social Studies
Tyniesha Douglas – Assistant Principal
Danielle Brosonski
Aim: Your Passport to America.
Motivation: Creation of an authentic passport. A survey was conducted to determine the number
of students who already had a passport and their familiarity of the application process.
Lesson: Mini-PowerPoint--Students experienced the procedures that immigrants go through in
order to remain in the country.
PBL/ Project--Teacher explained the assignment “Bon Voyage!” where students utilized their
knowledge to create their own passport discussing their goals and objectives for the future.
US History 1
Mara Hussey
Her students utilized Chromebooks and research for group work to investigate, compare and
contrast various empires prior to and during the Age of Exploration. They also analyzed
excerpts from the Magna Carta in groups to determine its importance to Europe, the world, and
predicted its impact on the future American Revolution. A secondary resource about Christopher
Columbus was then analyzed to determine the main reasons for exploration and the viewpoints
explorers had about the new world and its peoples. Students also conducted research about
various explorers and peoples during the time of exploration to complete an Age of Exploration
Instagram poster. Some students actually created Instagram accounts and then took
screenshots to submit.
Economics and Entrepreneurial Literacy
Students begin most class days watching CNN news and answering questions relating to
varying economic issues to keep up with current events. For one activity, students looked at an
article online and posted their reaction on the Google classroom page: How 9/11 affected
business. Students had to choose 3/16 effects listed and explain which they felt were most
important and provide a rationale. They also learned about the economic flow of goods and
services and the four factors of production. The students created their own poster with a
company of their choice with images and labeling to help reflect the flows, the products, and the
different parts of the market. Current events were completed about different countries to
determine which obstacles countries need to address first in order to have a stronger role in the
economy.
Behavioral Science students started off the year by creating psychology career brochures
using lib-guides and other psychology related websites to research colleges, profiles, courses,
etc. about varying careers. They then applied their knowledge of the varying psychological
perspectives to “outrageous personalities” to explain why a specific personality type would act in
a certain way. Moving onto the brain, the students used an interactive website and completed a
graphic organizer for the parts of the brain, their locations, and functions. They also used
another interactive website to look at PET scans. Based on where the activity in the scan was
taking place, they could determine what the person was actually doing.
Economics
Doug Felegy
Students completed „The Island Game‟ PBL. The „Island Game‟ gave students the opportunity
to create their own economy based upon what they value and what they view the goal of their
economy should be. Students were broken up into small groups and asked to develop the basic
outline of their economy (market, command, traditional, or mixed), how they will use their scarce
resources, and a problem scenario to solve. Each group then reported back to the whole class
on how they set up their economy, what their issue was, and how they proposed to deal with it.
Time was then allotted for the other students to ask specific questions and to facilitate whole
class discussions.
US History I
Jen Smith and Matt Ritter
As an introduction to US History I, students engaged in a Postcard America research project.
The goal of the project was to familiarize the students with the geography of the United States.
In order to achieve this goal, each of our students was given an American attraction to research.
They also had to design a postcard as if they had recently visited the location. Starting on a
specific date, students were randomly selected at the end of each period to present their
attraction to the class and to successfully identify the location of their attraction on the back wall
map using a push pin. The completed project is a visual display of over 125 attractions across
the United States of America.
Civic Leadership
Mrs. Smith September
Throughout the course of the year, Civic Leadership students will engage in many difficult,
meaningful and significant tasks that involve philanthropy, fundraising, school and community
awareness and action planning. In order to be successful in completing such tasks, it is critical
that the students understand how to properly set goals for themselves and for the groups/teams.
As a class exercise and discussion, it was decided that a visual display reminding students of
the proper goal setting techniques should be created. This was the end product. Students will
be able to reference this visual display and add notes to themselves and their classmates on the
board as the process of completing tasks moves forward.
AP US History
Ellen Hill
Once again the APUSH students participated in the Patriot Games, a debate regarding the
achievements and essential contributions of the Founding Brothers. The debate encourages
the use of an abundance of evidence and arguments proving the superlative thesis. Excellent
work was done by the defenders of Alexander Hamilton, Ben Franklin, Thomas Jefferson, Henry
Knox, George Washington, John Dickinson and Samuel Adams. Students became quite
attached to the defense of their patriots and seemed to truly admire them for their achievements
beyond the normal reviews done by history textbooks. Finally, in this debate, students practiced
the essay developing skills they need to master in gathering information and analyzing it
successfully.
Vision Program
Neil Leone - Assistant Principal
US History I
Tim. Heaney
Students will break into groups and research various aspects of the American Civil War. Maps,
generals, battles, strengths and weaknesses of both sides will all be included in their projects.
They will be able to use various resources in their research (textbooks, primary and secondary
sources, Chrome books, etc.) Each student will present their findings to the class.
World Languages
Chris Reginio – Assistant Principal
Spanish 1: After learning vocabulary for basic introductions, students presented projects about
themselves.
Spanish 2: Students wrote dialogues in pairs and performed skits in class incorporating
chapter 1 vocabulary. They enacted scenes of a family preparing for a celebration at home or
describing a potential new boy/girlfriend to another friend.The students also created projects
about a famous person. They used their new vocabulary from Unit 1, the grammatical point of
noun/adjective agreement and the verbs “ser,” “tener” and “gustar” when describing their
famous person. These projects were presented to the class.
Spanish 3: Students were assigned a short writing task and oral dialogues about their summer
vacation. These writing and speaking activities reinforced the use of their new Unit 1
vocabulary and the preterit tense in Spanish.
Spanish A: Students created presentations with visuals about their summer experiences as a
culminatiing project of their review unit.
Latin III/IV: In addition to learning new vocabulary and reviewing Latin sentence structure, each
student was assigned to write one or more original sentences of their own. They took turns
reading them to the class, and their classmates had to draw a picture of what was happening.
The student who wrote the sentence then judged whose picture was the best.
French 1 –Students acted out “les dialogues,” introducing themselves to each other.
French 2 – “On Cherche”: Students created a “Wanted” poster, describing themselves in
French.
Mon Identité: Students talked about who they were for 30 seconds in French without any notes.
French III students worked with adjectives to describe people physically as well as their
character traits. They selected a picture of a person and created “wanted posters” in which they
described the wanted person and made others aware of the negative attributes of their
personality!
AP French students are working on the topic of tolerance in society. After having read “Le
Rascisme Expliqué A Ma Fille” by Tahar Ben Jellon, the students selected a related topic and
wrote a dialogue in the style of the author.
Italian I - Students listened to different Italian songs by famous singers and musicians to
reinforce vocabulary as well as a cultural fun fact for each class about the geography and
history of Italy. They learned phrases and questions when greeting individuals formally and
informally through role-playing activities. The students reinforced the pronunciation of letters in
the alphabet by singing songs and worked in pairs to practice the spelling of vocabulary words
and names. They used definite articles in class to ask and answer the location of classroom
vocabulary. Students tasted Italian ice cream, "un gelato" and discussed where to buy it, from
whom and how delicious it was.
Italian II – Students learned about extended family members and how to read a family tree;
discussed family celebrations; compared holidays celebrated in Italy and America; expressed
what people like and dislike; described recent past events; and wrote about a favorite member
of the family.
Italian III – Compared high schools in Italy and America; expressed what subjects and activities
they liked and disliked; practiced giving and following commands in the classroom; described
physical and personality traits of classmates; and wrote about one aspect of their school.
AP Italian – Students identified, read about and described environmental problems and
solutions; expressed what they would do in a given situation using the conditional tense;
expressed what they should, could and would like to do using the conditional tense; expressed
what they would have done in a situation using the conditional perfect tense. Students also
practiced vocabulary related to music and theater, indicating their preferences; identified some
famous Italian musicians; listened to Italian songs; practiced combining simple sentences into
complex sentences using relative pronouns; and read and translated common Italian proverbs.