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.

Seniors that are in English had to do a photo essay about the enviornment or any cause that you could add pictures to. 

The students had to have ten pictures to put on their project along with captions and a catchy title that didnt give away their topic. 

“The photo essay was a great way to view how others see things and explore others perspectives,” senior Rily Scaife said.

The seniors also did a class gallery walk where they walked around the classroom and viewed their classmates projects. During the gallery walk, they would write comments on sticky notes then they would take their projects home and reply to the comments.

 In schools around the united states, school districts have introduced SpringBoard books. The purpose of these SpringBoard books to build the skills that student need for success in AP courses and college-level work. This program provides English and mathematics lessons for students in grades 6-12.Also SpringBoard has Student editions,Teacher editions, and even has online springboard to help student at home so they can study and work in the book for practice.

 This system shows what successful students should know and be able to do at each grade level to succeed in AP courses and college. To insure this SpringBoard uses a systematic approach to ,increase rigor in the curriculum, improve diversity in AP courses, to prepare students to succeed in AP and colleges courses, and to challenge and ingage all students.

 Today, more than 7,000 teachers and 600,000 students are involved in SpringBoard courses, and that number grows significantly each year.Also 23 out of 100 of the largest schools in the united states use this program.

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.

After a summer staff meeting at Panera Bread, the yearbook staff has updated their site to include social media.

The website, www.bloomingdaleyearbook.com, now integrates the yearbook Twitter and Facebook accounts for a more interactive user experience. It also now features news stories by staffers as the focus of the site. Updates about portrait days can now be found under pages at both the top right and lower left corners of the site.

With last year’s switch to chronological coverage, the staffers’ work will be published on the main page as the premier site for student-produced journalism on the page. Articles will be written by students in Ms. Heather Hanks’s 6th period Journalism I class, with a taste of features by advanced journalism students on yearbook staff.

Comments and feedback are welcomed on all articles.