Bloomingdale Yearbook

AP Lang students were given a project involving the book, Their Eyes Were Watching God. This project required the students to compose a journal, while reading the book, of either a dialectical journal or a graphic organizer. Some of the students were not stressed at all, though, about completing the project.

“I paced myself so I didn’t procrastinate,” said junior Megan Bergevin. This timing appeared to end up being helpful to the students, though, because of all that the project asked for.

“We had to read the book and take notes about quotes,” said junior Tyler Bird. These notes and/or annotations had to be thorough reflective notes about major points and events that took place during the book.

When asked if the project was helpful to understanding the book,  junior Tyler Bird said, “Yes, because it showed me things that I din’t see when I was reading it.”

So, in the end, the project’s purpose of analyzing the book by using new reading strategies proved helpful, as brought out by junior Tyler Bird.

According to most freshmen, AP Human Geography was one of the hardest classes to take and was a college course. It required lots of studying and  cooperation, making it week number six into the school year when their first group project was assigned. For the students of Ms. Lisa Camichos’ class, this would take research, time, and lots of creativity.

The project required a setup, whether on paper or through a powerpoint, that appealed to the United Nations for aid to their specific region of the world, with examples such as it being war torn, struck by natural disasters or having severe famine.

” I did a project on the Turkish immigrants in Germany, and it went very well, ” said freshman Travis Bird.

Travis’s group assignment and many others were extremely successful in showing and educating the other students on what went on outside of America, leaving Ms.Camichos speechless.

“Oh, I was very pleased [with the projects],” she said. “I was awed at [the students'] creativity as a whole.”

This poster was about a character from Hamilton’s Mythology. Each student got assigned their own character then made a 3D poster on that character. This assignment was assigned on the second day of school and due a week later. On the day it was due the students had to give a one to two minute presentation to the class about their character. These students also had to write a three paragraph essay with an introduction stating the myth, a body paragraph about the myth, and the third paragraph being the conclusion.

     The time had come for juniors in Mrs. Hunsucker’s AP Language and Compositon class to test their knowledge on the three books they were assigned to read over summer vacation. The Crucible, Of Mice and Men, and Anthem were all fairly short reads, but managed to confuse and bore the majority of students.                                                                

     “For the first half of The Crucible, I didn’t even know it was about the Salem Witchcraft Trials!” said junior, Meghan Placke.

     She wasn’t the only one that faced these problems because many nervous students asked Mrs. Hunsucker whether or not they needed to know the historical backrounds of the novels. Although nobody knew for sure what they would be writing about, one thing was for certain, the grades may not be pretty.

     “This is the first AP course that I’ve taken so I’m kind of nervous about what’s expected in these essays,” explained junior, Megan Offenhauser. 

      The year has just begun, but this course wasted no time to get the ball rolling.

To give her students a better understanding of what rhetoric means, Mrs. Hunsucker instructed them all to wear a shirt with words on it. This seemed an odd assignment, and some weren’t sure what exactly this meant they were going to do. In order to start the year off on the right foot, they obliged.

“My Reptar shirt really got people talking!” said Conor Malloy, who took the assignment as a chance to give his classmates a good laugh.

The overall idea of this activity was to try and see if the message on the shirt matched the person’s personality and try and figure out why they wore that specific shirt. Some people wore shirts like Conor’s, while others took it a little more seriously and their messages had a deeper meaning.

“My shirt was my favorite Peruvian soda. It was bright yellow and people thought it was intersesting because it was written in Spanish,” quoted Erick Paleaz.