HADDON HEIGHTS JUNIOR/SENIOR HIGH SCHOOL
HADDON HEIGHTS, NEW JERSEY
ACCOMPLISHMENTS, EVENTS, FACULTY HIGHLIGHTS AND INNOVATION
REPORTS FROM DEPARTMENT COORDINATORS' MONTHLY REPORTS
Curriculum, Special Classroom Events, Speakers, etc.
1. New registration totals are up to 37 new students since the beginning of August.
High School enrollments are 687. The Junior High enrollments are 149. We also had 31
withdrawals over the summer.
2. A September college representatives’ visitation schedule has been printed and placed
in the daily announcements. Copies are available in Student Services and are posted on the
Student Services E-Board. All juniors and seniors have been emailed the list via Naviance.
(Students have been in attendance in large numbers. This is very encouraging to the college
3. A copy of the Student Services newsletter has been prepared by Mr. Weckerly and
was mailed home to freshmen, sophomores, juniors and seniors.
4. A flyer, promoting the PSAT administration on October 15th, was mailed home to all
sophomore and juniors and is posted in the daily announcements and website.
5. Updated IEPs have been filed for the new 2011/2012 school year.
6. Five 504 meetings were held this month, on September 14th, 19th, 20th, 23rd and 30th.
A total of 18 plans were reviewed and updated.
7. All AP courses are in the process of being authorized by College Board for this school
8. A fifteen year comparison study of A.P. tests is as follows:
Year #Exams Different Subject Tests
1997 4 2
1998 8 4
1999 26 5
2000 38 6
2001 57 6
2002 55 6
2003 71 6
2004 69 6
2005 63 6
2006 53 7
2007 53 7
2008 57 6
2009 69 6
2010 76 7
2011 110 8
9. The College Board Advanced Placement Participation Form and Surveys were
10. Mr. Weckerly and Mrs. Zelley have begun visiting senior English classes to discuss
college applications. They are retraining the seniors to use our Naviance software.
11. Mrs. Hoeschele is excited for the Teen Pep class. They are motivated and excited
about this year.
Preparations for Future Faculty Highlights, Special Training, Innovative Efforts
1. Mrs. Lodge and Mrs. Warren attended a three hour Bully Training in August
sponsored by Stauss Esmay.
2. Mrs. Warren trained the faculty and support staff for a two hour bullying workshop on
September 6th & 7th. Ms. Owen assisted.
3. Mrs. Warren reviewed 504 forms with Mrs. Renner to help acquaint her with the
districts new policy and procedures.
4. Preparations are underway for Back to School Night. A table will be set up outside
the auditorium to process registrations for PSAT’s.
5. PSAT’s are scheduled to be held at Haddon Heights’s on Saturday, October 15th.
6. Preparations are being made for the October HSPA test.
Language Arts, Grade 7:
7th Grade Language Arts students ignited the new school year with beautifully done symbolism
projects from their summer reading. They explored the school's library where they were able to
hear Mrs. Tagmire give book talks on high interest novels. Students also studied various genres
and their unique features, which gave them the tools to read with purpose. Pronoun-antecedent
agreement and noun recognition were learning points students met in order to further their
knowledge of grammar. They will be developing reading strategies for understanding text structure
Language Arts, Grade 8:
Students explored Greek and Latin Roots, vocabulary, Freytag's pyramid, characterization and various
types of point of view. Students learned to present properly, read actively, and participated in a
tournament based on their Summer Reading Project and book.
English I started the year establishing the routine of daily independent reading. Students chose
books of interest to them and have begun reading daily to build stamina and to form a concept of
reading as a pleasurable activity. We have also begun our "Taking Perspectives" unit, where we
read Walter Dean Myers' novel Monster in class, focusing on how Myers' use of different modes
and flashbacks gives us insight into the character of Steve Harmon. The "Taking Perspectives" will
also include a personal narrative as our first major essay, and so we have begun pre-writing
activities to mine for ideas.
Honors English I:
The Honors English I students are reading To Kill a Mockingbird as an exploration of our theme for
the year, “Rites of Passage.” The majority of texts we examine will deal with young people and their
passage into adulthood. Students submitted summer reading papers on their two books, all of which
also addressed the theme of maturation. We recently assigned an independent reading/creative project
where the students will be required to construct “promotional materials” for their personally selected
novel which could be used to “sell” the book to potential readers; an oral component will accompany
the visual product.
Honors English II:
The Honors English students completed their study of Fahrenheit 451 and presented their findings with
regards to books that everyone should read. They also explored the idea of government and how and
when society could question governmental actions.
English II explored the idea of identity and how background shapes people. They explored this idea
through the summer reading and the photo essay. They also read three short stories exploring these
same ideas. We also prepared to begin the study of Julius Caesar.
Honors English III, English III-A, and English III-B:
All levels of English 3 classes analyzed the summer reading novel, The Catcher in the Rye.
Students utilized a variety of class activities to explore the themes and conflicts presented in their
reading. A creative project, “Literature Meets Life,” connected the text to self and our society
today. English 3 classes also began our study of Native American myths. We are also preparing
for SAT through practice and explanation of SAT questions and SAT caliber vocabulary. In
addition, Honors completed a literature analysis for their second summer reading novel of choice.
Honors classes are also studying Native American myth and are exploring a variety of cultures
through myth, connecting culture and commonalities (universality) through polygenesis and
monogenesis. HSPA students are utilizing Study Island, learning strategies, practicing reading and
writing, and evaluating through the use and understanding of the state rubrics.
We used William James' concept of the dialogical self to understand the summer reading novel,
Grendel, and discussed identity. Students are in the process of working on narrative writing, by
writing a college essay. We are also beginning to explore Joseph Campbell's theory
of the Heroic Monomyth, which students will apply to their own lives as
well as the texts we'll read in October, and understand the function and purpose of myth in their
own lives and in the human condition.
English IVB students started the year with the "Who Am I?" unit. Students explored the essential
questions of the unit through activities, readings, and writing prompts. The first few weeks’
students learned about the idea of metacognition and "knowing oneself." We studied current
learning style theories, including the LCI and Gardner's Multiple Intelligences. Students then
applied those theories to their own experiences in school. We spent the second half of the month
reading short stories and poems that focused on identity. As a summative assessment, students
wrote a creative piece incorporating the ideas covered in class.
Honors English IV:
We used William James' concept of the dialogical self to understand the summer reading novel,
Grendel, and discussed identity. Students wrote a college essay, and also explored Joseph
Campbell's concept of the Heroic Monomyth, applying it to Beowulf, Grendel, and their own
journeys (on their way to college!).
We started the year looking at the identity of characters from the summer reading books (Beowulf
and Grendel) and students' own identity through the writing of the college essay. We also
examined William James' concept of the dialogical self and applied it to these works of literature
as well. We began reading excerpts from the Iliad, using the philosophical debate between
determinism and indeterminism to drive our interpretation.
The purpose of this course is to remediate 12th grade students who did not pass the Language Arts
portion of the HSPA in their junior year. We are working on building reading & writing skills as well
as practicing specific test taking strategies. The HSPA re-test will take place during the first week of
This course started with students investigating their own experiences, starting with their names.
Utilizing the writing process and simultaneously forming their own "best writing process,"
students also wrote a "Where I'm From" poem and are currently working on a short memoir.
ENGLISH SPECIAL EDUCATION CLASSES/TEACHERS
Literacy/READ 180 Classes-- Ms. Janis Gershowitz, Ms. Denise Hosack:
READ 180 students have taken the SRI, chosen lexile appropriate reading material, and participated in
program goals. We are very grateful to Darrell Strong for all of his help.
TAP Program-- Ms. Denise Hosack:
TAP English is in complete alignment with English 4B. Students are engaged and learning about
themselves as "learners".
Mrs. Ruthmarie Weinberg:
I attended the South Jersey Summer Institute for Teachers Dinner at the Mansion in Voorhees
where teachers are recognized for helping students become members of our community by
working with over one hundred business people in South Jersey. The speaker for the dinner was
Wells Fargo's President who shared their story about how teachers have made an impact in her life
and how they can make an impact in their students' lives. It was great meeting and greeting the
business owners throughout South Jersey.
I want to acknowledge the Rob Evangelisti, Inc. for speaking and sharing their expertise with my
graduates from Heights this summer. The students took time out their day to come to my house
and observe my new porch and deck being built as they asked questions of Dennis Evangelisti
about jobs in the field of Construction. (This was a really cool experience for me as a teacher to
watch learning going on in the summer.)
My Study Skills classes have been covering skills in Time Management, Organizational Skills,
Using the Agenda Book and how to study Vocabulary.
The Multiply Disabled History class is covering the importance of our country's flag and
fascinating facts about our country.
In the Multiply Disabled English Class the students are writing journals, improving language and
reading skills using materials directed towards their needs.
The Men's Chorus is awesome! I oversee two students in this class who have special needs and
they are doing great.
Spanish Language and Cultures:
Students have learned common greetings/farewells, how to ask/answer how they are doing, and how to
introduce others/respond to introductions. They have also learned the Spanish alphabet. Culturally, we
studied Mexican Independence Day and the Grito de Dolores; the Spanish-speaking countries of the
world; and Hispanic culture in New York City and Philadelphia.
Students have been working on the following:
1. Song competition with a Spanish Alphabet song/video from YouTube.
2. Practiced numbers with a secret number game; they played a spelling bee game with
Spanish-speaking countries, their capitals and the Spanish alphabet.
Students have been working on the following:
1. Writing: Describing themselves and others
2. Speaking: Describing a famous person to a classmate so that he or she guesses who that is.
3. Celebrate Love and Friendship day
Students have been working on the following:
1. Writing: a diary about a perfect weekend they had.
2. Speaking: Conversation in pairs about activities they did last summer
3. Forum: participate on Athena responding to a question about what they do after school
4. Celebrate Love and Friendship day
Students worked on the following:
1. Students are in the beginning stages of creating a legend about their family to help their town
increase tourist dollars and help out the school as well (performance task--information learned
with connection to family and town).
2. Students also created and presented a hypothetical elaborate 8 minute FIRST MEETING Skit
using everything they learned from the last 3 yrs. of Spanish. We have incorporated Songs and
Dances related to the language and just finished our first song. We listen to the songs (Native
Spanish singers of various styles), do a song fill-in, sing along, and then dance.
Students have been working on the following:
1. Formal oral presentation about reasons to do a cultural trip with a provoking introduction, a
body citing 2 sources and a conclusion with a projection for the future
2. Conversation in pairs about an anecdote during a trip
3. Read an article about Machu Picchu in Peru
4. Forum: participate on Athena responding to a question about where they prefer to travel
Grade 8 French:
Students have learned some basic conversational skills and are now learning to say the alphabet,
spell words, and understand words as they are spelled out to them.
Unit 1: “Getting Acquainted with French”– Greetings and formal addresses– the French Alphabet
and numbers 1-30. They have been learning how the French greet each other, i.e. boys shake
hands, girls kiss each cheek (faire la bise). Currently, students are learning subject pronouns and
how to use the verb avoir (to have).
Unit 6: “Au Café” (At the café) –Café and food vocabulary and a review of the verbs avoir, être and
regular –er verbs. Students already made short role-plays using the vocabulary and presented French
Students are learning about housing in France as well as using prepositions to describe where
things are in a house.
Unit 1 – “Salut, les copains » - Bien Dit Level: Review all 3 groups of regular verbs, the past tense,
major grammar points and various vocabulary.
New vocabulary to start a short mystery, La Poursuite Inattendue, (The Unexpected Chase).
This year we will focus on writing using more complex sentences and a broader vocabulary, also
treating more profound themes. In addition, I will stress the importance of speaking French
constantly in class.
The Haddon Heights Media Center continues to welcome classes, students and faculty before,
during and after school hours. September’s report will focus primarily on class visits, new
extracurricular programs, and changes that have been implemented. The usage statistics for the
Media Center are also provided.
Although it is only September, classes have already begun visiting the library. The Media Center
provides not only a change of scenery for students, but it also allows students to engage in print
and internet research, as well as select books for class and pleasure reading.
The seventh grade English students came in for their first introduction to the Media Center, which
consisted of book-talks, browsing time, and independent reading. Students heard book-talks books
that fell into three categories: Most Circulated Books 2009-2011, Teacher Picks, and Banned
Books. The majority of the students all found something that sparked their interest, and we look
forward to them visiting again. Two tenth grade English classes also visited to hear some book-
talks and to select reading materials. We also had visits from classes signing up for goodreads.com
and classes engaging in research for class projects.
The Media Center is pleased to introduce the Battle of the Books program to junior high students.
Sponsored by the New Jersey Association of School Librarians, Battle of the Books is a reading
incentive program that strives to foster a love of reading through a friendly trivia competition.
Students are encouraged to form teams of six. Each team is responsible for reading roughly twelve
books from September to May. As they are reading, students take notes, jot down ideas, and
challenge each other with questions from the books. In May, students participate in a formal
competition that tests their knowledge of the books. One team advances to the regional
competition and they will compete with the advancing teams from Haddonfield, Haddon
Township, Runnemede, Stratford and others. Battle of the Books is immensely popular at the
elementary level, and we look forward to the students’ continued participation.
The Media Center is also the home base for assorted extracurricular clubs and activities. After-
school times can be reserved on the library sign-up sheet.
The Media Center is making a few changes this year. We have upgraded our sign-up sheet so it is
now powered through Google Docs. This allows faculty to sign up to use the Media Center 24/7.
Additionally, the Media Center e-board has been consolidated with the elementary Media Center e-
board so students in all grade levels across the district can “one-stop shop.” The e-board continues
to provide a wealth of information from policies, to helpful websites, to virtual libraries. Nearly
any question can be answered with a visit to the Media Center e-board.
• 93 classes X 25 students/class = 2,325 students serviced in library with class instruction
• 148 students signed in before school
• 113 students signed into library during periods 1 to 8
• 29 students signed in after school
• Technology committee met on Monday, 9/19
• Scribe Meeting on Monday, 9/19
• Vinyl Club met on Tuesday, 9/20
The Media Center hours are from 7:00 AM to 3:30 PM daily. We look forward to your visit!
The summer was busy for Mrs. Joanne Johnson who started with wrapping up the AHSA math
program. Mrs. Ruth Tocco was able to spend extra time with AHSA students and adjust her exam
schedule so that she could administer the AHSA PATs during final exam week in June. Joanne
Johnson completed the documentation (for Math and English) by the first week of July and submitted
it to Pam Driver to be packaged and mailed to Measurement, Inc. The results came back August 12th.
Out of the four math students, two passed and were eligible for graduation as long as their other
criteria were met.
Joanne Johnson was also a part of the interview process for a new math teacher who was to replace the
retirement of Mrs. Cindy Roos and the halftime part of Mrs. Julie Ulrich. (Julie switched to part-time,
therefore the math department needed a fulltime teacher.) Out of the many resumes, the first round of
interviews happened during the third week of July. Twelve people were interviewed. For the second
round of interviews, four candidates were asked back to present a math lesson. The BOE interviewed
the top two choices and selected the new math teacher. Mr. Paul Stanziale is our new math teacher,
and we welcome him! He comes with three years of prior teaching experience.
The math department participated in the Summer Bridge program. Mrs. Ruth Tocco taught the first
two weeks at Haddon Heights, which began on July 6th. Mrs. Joanne Johnson taught the second
session in Lawnside, which began on July 19th for English and July 26th for Math. Mrs. Johnson was
present on July 19th to meet with Dr. Alicia Monroe and coordinate classrooms and supplies for the
summer Bridge program. During that week, Dr. Monroe, Nancy Seddon, and Joanne Johnson met and
collaborated about the transition of students from 8th to 9th grade from Lawnside to Haddon Heights
High School. Dr. Monroe was the Director of the STEM (Science, Technology, Engineering, and
Math) program in Lawnside and wanted to find out how we could all work together to help the
students as they advance from Lawnside to HHHS. A future meeting was planned for late in
September. During the week that Mrs. Johnson taught the summer Bridge math in Lawnside, she was
able to meet informally with Mrs. Paula Davis, math teacher in Lawnside (grades 7 and 8) to discuss
Lawnside’s NJASK-8 scores and how they would effect the students going into HHHS from
Mr. Larry Ottman spent a week in Daytona Beach scoring AP statistics exams from all over the USA.
This was a very valuable experience for Larry and HHHS, as Mr. Larry Ottman is now more aware of
what the national AP Board is looking for on their exams. Larry will use that information throughout
this school year as he teaches AP Statistics. Larry also delivered the Texas Instrument Nspire 3 day
institute here at the high school during the third week of July. It was well attended from many different
schools. Three of our teachers attended: Mrs. Dorothy Johnson, Ms. Michelle Carter, and Mr. Brian
Roney. Furthermore, Larry Ottman conducted workshops at Absegami high School and Bridgeton
High School during the summer. He also worked on developing training (and went through it himself)
for a Gates Foundation Grant project awarded to Tutor.com to start a project called "My Live PD”. It is
a project to provide live online coaching for Algebra I teachers at select pilot sites throughout the
Once Mrs. Joanne Johnson received the NJASK-7 and NJASK-8 scores from all three districts by the
beginning of August, she was able to revisit the list of students she had recommended for Algebra 1
Support class in order to delete students who had improved (and were Proficient) on their NJASK-8
and add students who were only “Partially Proficient” and in need of extra remediation in addition to
their 9th grade Algebra 1 exam. She also consulted with the three 8th grade teachers (from Lawnside,
Barrington, and Haddon Heights) to confirm the editing of these lists. We were very excited to see that
14 of Haddon Height’s 8th grade students scored a perfect 300 on their NJ ASK-8!! This was a nice
reflection on Mrs. Jill VanArsdalen Ferry (8th grade teacher) as well as the math teacher in 7th grade
(Mark Johnson) and the elementary teachers in Haddon Heights who developed the students’
foundation in math.
Joanne Johnson came in on six different days in mid-August to process budget items that had arrived
or were missing. She also arranged and met with the new math teacher (Mr. Paul Stanziale) on two
different days: August 24th and August 30th.
On September 15th, the entire math department (and Special Ed. teachers assigned to the math
department) met with Ms. Lisa Owen from 7:15 am – 7:55 am to review math and school business.
On Friday, September 9th, Joanne Johnson met with Ron Corn, Lisa Owen, and Dan Fraga to review
the template (about 45 pages) for the Title 1 Unified Plan (associated with AYP/NCLB). Joanne and
Dan were asked to fill out specific pages of the plan. A week later (Friday Sept. 16th), Joanne
transmitted the template which she had filled out (as mush as was applicable to math) electronically to
Ron and Lisa for use in the final report.
On Friday, September 23rd, Joanne Johnson met with the Special Services department as well as Lisa
Owen and Ron Corn to discuss the plight of ESL students as related with advancement through the
grades and participation on the HSPA and AHSA. In order to gain some clarification, Nancy Seddon
and Mike Adams will be consulted so that we can decide what is the best path to follow with these
students and when (and if) they will be required to take the standardized state testing if they are not
eligible for graduation.
The Back-to-School nights at Barrington and Lawnside were held on Wednesday and Thursday nights
respectively (Sept. 21st and Sept. 22nd) were attended by Joanne Johnson. She prepared a Power Point
presentation to acquaint parents with the high school math curriculum and how HHHS helps their
children succeed. She met and talked with many parents as well as teachers at these two events.
On Thursday, Sept. 22nd, the math department had a meeting from 2:30 – 3:15 PM. The main topic
was AYP, but other business was also discussed.
The Physical Education promoted the Fitness Gram program from just 9th graders in 2010 to all
students in grades 7 through 10. The first marking period fitness assessments will consist of body
fat %, flexibility, and cardiovascular endurance. The students are going through various activities
to promote the improvement in those areas. Each fitness assessment starts with a day of “chalk
talk” with explanation of the importance of the above fitness areas and practice of the assessment.
We upgraded to web based Fitness Gram 9.0. We also introduced the NJCCCS of the F.I.T.T.
Besides the Fitness gram program, the students are also participating in the following activities:
Project Adventure 1, Football, Golf, Softball and Badminton.
7th Grade Health
The 7th grade students are discussing smoking of tobacco and chewing tobacco and its harmful
health issues that are associated with them. The students watched various smoking ads from
around the world and discussed other countries’ views on smoking tobacco.
8th Grade Health
The 8th grade health students are learning about the risks and dangers of alcohol and drug use and
abuse. They will discuss legal situations involving use and abuse and the factors that affect how
these substances react in the body.
9th Grade Health
Family Life discussed how everyday choices impact overall health. Also, they discussed life
expectancy and the factors that impact that. The goal is to learn how to make responsible decisions
in regards to health.
10th Grade Health
The Driver’s Education classes went through the introduction to the road, signs of the road and
basic vehicle safety. They also discussed the needed documents to secure their driving permit and
11th Grade Health
Over the summer, Albert Mailahn was certified by ECSI (Emergency Care and Safety Institute) as
an approved instructor for CPR, AED, First Aid and Blood Borne Pathogens. He is now the
instructor who can do in house certifications for all classes and coaches.
The First Aid and CPR classes had a guest speaker come in to all classes, Peggy Iuvara. She gave
all the classes an in depth explanation of the Circulatory system and the importance of having a
good blood pressure.
12th Grade Health
Senior Health classes are discussing sexual harassment. Students learned what it is, different types
and the legal issues associated with it. Officer Bauman spoke to the classes about legalities and
The Teen PEP class has been working on team communication, presentation skills, and
communication basics. In preparation for the role of the small group facilitator, we have
familiarized the students with the steps involved in conducting activities and the lesson format that
creates a productive and comfortable learning environment. The students have observed a teacher
on their class schedule to see how the lesson model is properly executed. To build on this
exercise, the students will be given a topic that relates to the curriculum and will plan, design, and
team teach/facilitate the lesson to their peers as practice. A portion of their classmates will be
strictly observing, and will give constructive feedback that will help them tweak their approach.
Once this process is completed the students will then begin to prepare for their first workshop
called “Let’s Wait Awhile, Postponing Sexual Involvement”.
General – Ms. Keller and Mrs. Egner attended the TI nspire workshop to learn how to use the new
TI nspire calculator and incorporate the date collection capabilities into the laboratory experience.
Also, at the end of last school year, Ms. Keller, Mrs. Egner and Mrs. Ryan worked together to
write a Vernier Technology grant which was for $10,000 of Vernier equipment. Unfortunately, we
did not win the grant. It was given to ten schools with much more finical need than us. I would
like to thank those who took the initiative in these finically strapped times for attempting to secure
funds to improve existing technology. Tim George enjoyed a professional day, learning about
the Biology Alternative Proficiency Assessment. The online training was informative and will help
him to meet the needs of a diverse learning population. The Science Department is very proud of
the student achievement in AP Biology and AP Chemistry. 92% of the students who took the
exam had a score of 3 or better. Mrs. Ryan was in Washington DC for a week long PD with
NatGeo. This is a continuation from last summer. This summer the NGS staff worked on how to
share the curriculum with other teachers from a professional development viewpoint. They are
expected to share the Marine Protected Areas curriculum with at least 10 people. Mrs. Ryan is
working with Mrs. Seddon to create time during the county in service day to share the curriculum.
7th grade - This new school year began with the typical paperwork to be reviewed and signed by
student and parent/guardian. Textbooks were distributed to be kept at home, as we are fortunate to
have a class set in school to use. Wear and tear on the books has been greatly reduced with this
system. Safety in the Laboratory was our first topic of the year. Mrs. Richard’s students learned
all the parts of a compound microscope and then how to properly use one. An investigation using
the microscopes was performed, in which students made their own wet slides in addition to using
prepared slides of insect parts. To begin our unit on Science Skills, students were pre-assessed.
After introduction and discussion of the skills, students were given lab practice using them.
8th grade - This month in Ms. Mason’s 8th grade science students are studying the S.I. system.
They started off the unit with a team building project in which they made marshmallow towers
using uncooked spaghetti. Involved in the unit are metric conversions, scientific notation, and a
study of temperature and density. Throughout the month students will be honing their science
skills in order to complete experimental investigations and analyze data.
• In Mrs. Ryan class, we have been discussing science as a process. Students have done very
well thus far with their inquiry-based labs. They particularly enjoyed designing scientific
experiments to test various superstitions. Their experiments were very creative! Next we
will begin discussing the cell and its parts.
• Mr. Schoettler’s classes began with our basic expectations, lab safety, the Scientific
Method and Metric system. The biology courses continued with an introduction to the
tools of a biologist, and the characteristics of life. They covered the parts of an experiment,
microscopy and other lab instruments and technology used in biology.
Biology A - This unit began by defining Biology as a science. Mrs. Ryan’s class has focused upon
the scientific method and data collection. The students enjoyed displaying their graphing abilities
via the Card Sorting Lab. They thrive on competition.
AP Biology - Mrs. Gramble’s students began the year with a unit on Ecology. This unit begins
over the summer and continues the first 3 weeks of school. The students went over the different
chapters using different hands on activities. They also completed two of the mandatory 12 AP
labs. They completed one on animal behavior using Pill bugs and another one on dissolved
oxygen. They began the second unit on chemistry. They started studying atoms using hands-on
activities and Socratic questioning.
Genetics – Mrs. Gramble’s class began the year studying DNA and Protein Synthesis. The
students used models to demonstrate how DNA replication takes place and how a protein is made.
During the unit, students learned how to take Cornell Notes to enhance their learning. The class
started a second unit on cell division. This unit is taught completely with differentiated
instruction. It uses a layered curriculum to help the students navigate through Mitosis and Meiosis.
Human Anatomy – The class started off with an Introduction to Anatomy. Mrs. Gramble’s
students worked on the language of anatomy and the basics of the organization of the human body.
The student completed their first histology lab looking at epithelial and connective tissue. In the
last week of the month, the students began the Skeletal System.
Microbiology – Mr. Schoettler’s Microbiology class began similarly to the biology classes. In
addition, they reviewed the cell, taxonomy, microscopic measurement and etymology. They
surveyed the high school building for molds and bacteria on common surfaces.
Marine Biology - In our first unit, Mrs. Ryan’s class has spent time defining marine science and its
history. Furthermore, they have begun to discuss how we as humans impact the interconnected
marine environment. This topic will be an ongoing theme to the course.
Honors Freshman Physical Science – Ms. Woods’ class studied measurements this month.
Students review basic lab safety techniques. Students learn to appreciate how the development of
standardized measuring systems allowed humans to start to build civilizations. Students explore
the differences between mechanical vs. electronic balances. Students investigated ancient
measuring techniques and compare them to the scientific metric system.
Students are working on calculations using exponents and significant figures and apply these
concepts in their labs.
Freshman Physical Science - Ms. Woods’, Ms. Keller, and Mr. Lynch classes studied
measurements this month. Students review basic lab safety techniques. Students learn to
appreciate how the development of standardized measuring systems allowed humans to start to
build civilizations. Students explore the differences between mechanical vs. electronic balances.
Students investigated ancient measuring techniques and compare them to the scientific metric
system. Mr. George works with Ms. Woods to ensure the needs of our diverse learners are meet.
AP Chemistry – Ms. Keller’s class wrapped-up the summer assignment that was focused on a
review of chemistry topics. The students then calibrated the thermometer they will be using for the
remainder of the school year. This is done to make sure that all temperature measurements are
accurate. The students then began an investigation of chemical bonding. They learned how the
electrons play a role in the characteristics of the compounds that are formed.
Honors Chemistry - This month Mrs. Egner’s classes started off with the ACS Safety Film. This
film is a classic. It covers all possible scenarios for the entire year. This year they are starting with
a new unit Chemath. We investigate density with the lab, The Density of Pennies. The pennies lab
looks at the change in composition of the current ‘copper’ penny versus earlier pennies. We also
are doing mole/mass conversions. The emphasis with this unit is to increase the understanding of
math in the chemistry class. The lab, Mole/ Mass Relationship, for mole conversion focuses on
that. We end up with the Bean Lab. The beans are the model for atoms.
Chemistry A - Welcome Back to Chemistry! This month Ms. Keller’s students tackled a new unit
of study. They learned the basic math concepts that are going to be used throughout the course this
year. They investigated the process of converting temperatures and metric measurements. They
calculated the number of atoms in a compound by looking at the formula. They then calculated the
mass of the compound using the formula and the mass of the elements found on the periodic table.
In lab this month they investigated density of different metals and learned how to use the water
displacement method. They also performed a lab where they compared the mole/mass relationship
of a compound. They performed a chemical reaction and compared results to accepted values. Mrs.
Keller and Mrs. Chatzidakis do an excellent job collaborating to ensure success of all learners.
Biochemistry - With Biochemistry Mrs. Egner’s class started with the ACS safety film. Next the
class worked on the basics of Organic Chemistry and basic properties of Hydrocarbons. They use
the model kits to build carbon chains with both saturated and unsaturated properties. They finish
the month with the beginning of the functional groups that are essential to the life processes
starting with Oxygen Groups. Our labs included Fermentation of Produce and Esterification.
Forensic Science – Mrs. Egner’s class spent the first month learning to work as teams on
measuring and evidence collection. The second unit is Observation & Documentation. Here the
students work with The FACES program to create their own mug shot. Every class period is set to
a task. They will become practiced at working in their roles within the squad.
Honors Physics and Physics - These classes are running parallel at the moment, the main
difference being the level of problem solving difficulty, and the amount of trigonometry based
problems in particular. This month Mr. Lynch’s students learned the big idea behind Physics is
explaining how the world works. They began this lofty goal with the mathematical study of motion
(kinematics). They begin here because, as the students seemed to be aware, everything moves.
Students performed a lab that involved collecting, graphing, and analyzing data as they walked
down the hall. They also used the Pasco computer programs to observe how the graphs of constant
velocity and acceleration compare and contrast, as well as using the computer to graph their own
motion and see how well they can match a computer provided distance vs. time graph. They will
wrap up the month exploring the concepts of freefall and the acceleration of gravity by collecting
and graphing data using freefall timers, as well as designing labs to measure reaction time based on
the acceleration of gravity.
Astronomy – Ms. Woods’ started the year with the History of Astronomy. Students will explore
humanity’s need to watch the stars since ancient times. . Ancient civilizations thought that our
future was defined by the stars…the superstitious astrology approach that was embraced by
Alexander the Great’s tutor: Aristotle. Aristotle’s ideas held sway for almost 2000 years until the
technology developed to measure the stars using telescopes and sextants and other tools. Students
incorporated their individual ancient astronomy research assignments into posters for display.
Mr. George - It has been a great beginning to the 2011-2012 school year. He has been
collaborating with regular education teachers to plan dynamic instruction and assessments within
both Physical Science and Biology In Class Replacement settings. Topics we have covered include
safety, the scientific method, measurement, graphing, and organization. We have designed
effective and efficient classroom structure and identified strategies to co-teach, as well as various
teaching methods to increase student performance. We have closely examined the students in class
with IEP modifications and have provided them with the skills they need to engage the curriculum.
He continues to teach Biology pull out replacement. In this course they have been learning about
safety, expected behaviors, living and non-living things, as well as using microscopes. The
structure of our classroom continues to be our primary focus. This year her duties have been split
between high school and Jr high. He has enjoyed this change in schedule. The 7th grade students
are a joy to work with. His 7th grade class provides reinforcement for students in both science and
The Social Studies Department has started of the school year running. We have already begun
revamping the lessons in US History 1 so that we can get further in US History 2 and we have had a
7th and 8th grade articulation meeting to implement the needed changes in the curriculum for those
courses. We will continue to work on these district goals as well as look at the data so that we can
make the necessary changes to the quarterly exams. At the writing of this report, Back to School
night has yet to happen, but I am sure that it will be a success. Social Studies teachers will present
their information via SmartBoard and some may even play music in the History Corridor as we
"show off our wares".
Special Events –
The Social Studies department would like to welcome Mr. Sean Burg as a student teacher with Mr.
Krause. Mr. Burg has spent the last 13 years working as a counselor and assisting those with
mental health and addiction issues. He is pursuing his Master’s degree with Grand Canyon
University. Welcome Mr. Burg!
Mr. Adams visited Mrs. Borden’s classroom on Thursday the 22nd and took part in her classroom
“assembly line activity”. He played the role of “line foreman” as the students learned about the
conditions of the Ford assembly lines first hand.
Some of our classes had the opportunity to utilize the Media Resource Center this month to get their
students back into school mode. US1 courses researched the various colonies as they studied the pre
revolutionary period. The incoming freshmen got their feet wet as they were attempting to understand
the proper way to find sources.
Student Achievements -
In Mr. Clark's TAP program, 4-5 students have reached Platinum level, the highest level of the
behavior modification program. Shatavia Prescott, a student in Mrs. Borden’s Honors US II class,
completed the summer reading assignment and questions in an outstanding manner. Her chapter
summaries were thorough and well written and her responses to the critical thinking questions
were insightful. Meanwhile, Mr. Krause’s junior high students have transitioned well and are
adjusting to their normal routine.
In the classroom – Creative Projects and Activities
The Social Studies department has diligently worked on updating the curriculum to match the
NJCCCS. We are shifting an early unit of US History 2 to the end of US History 1, which means
that we will need to be ever more mindful of the length of time that we spend on various topics.
We are pushing aside certain aspects we enjoy from certain units and instead are focusing on what
is the most important information.
Flynn’s Files –
Mr. Flynn is still teaching up a storm, using a multi-media approach to have his students
understand the key concepts of industrialization and labor unions (are unions still needed?). U.S.
History II classes also analyzed and sang work related songs of the industrial era in his popular
“History Hootinanny”, using the songs to determine worker grievances, proposed solutions to their
plights. Some students also took advantage of an offer to add verses to the popular songs that
would provide even more info about the era. Immigration is also being discussed as his classes go
APE (Analyzing Primary Evidence) and learn about the actual Cunard Line screening questions.
Critical thinking skills were emphasized as they analyzed political cartoons about unions and
Esposito’s Exposé –
In Mrs. Esposito’s (formally Ms. Moran) World History and Cultures classes, she has been
utilizing D.I., group work, and the analysis of primary and secondary sources to aid in learning.
Students moved around the room to Learning Centers, reading several primary and secondary
sources about the Americas Before the Age of Exploration, to answer questions about the land
conquered. RAFTS was D.I. so that each student would be able to complete the work based on
their abilities. One was from the perspective of a Portugal explorer wanting to trade in China; the
other was a Spanish missionary trying to convert the people of Japan. Students worked in groups
for “Snapshots” outlines of certain European countries and how they colonized America. They
then drew pictures to go along with their notes and teach their classmates. In her Contemporary
Issues class, the students read articles, watched news videos, and completed webquests about the
Mexican Drug Cartel. Students looked about President Felipe Caldron and his efforts in Mexico
and then created their own plan/strategy that they would implement to control the drug cartels.
Ms. Kelly’s Communiqué –
Since this is the beginning of the year, Ms. Kelly’s lessons have focused on getting everyone from
the three middle schools on the same page in her Honors World History and Cultures classes.
Students have received review material which helps them identify primary and secondary sources,
use the internet wisely, and introduced the students to the research databases in the library. H-
WHAC students have reviewed world government styles and major world religions, and are just
beginning to move into the first global age and will be examining primary sources from the time
and international trade routes impact on the world. In Ms. Kelly’s AP European History class,
students have discussed the late middle ages (including the mindset of late medieval man and how
it leads to the renaissance). By exploring the major works of the Renaissance, they are learning
how to tell the difference in the styles of the major artists of that age. Students have examined
primary sources, from Erasmus, della Mirandola and Thomas More. Currently, the AP Euro
students are exploring how the Protestant Reformation happened and its impact on European life.
The Krause Account –
The seventh grade Social Studies classes are being introduced to the study of geography and
geographic method. They are learning how to give proper directions and using modern technology
to assist them (GPS, MapQuest, Google Earth). They are also learning how geographers use
various methods to describe a place. For example, one can describe Haddon Heights (or any
location) by using pictures, poems, lyrics, and various musical genres. Next, students are exploring
how humans and nature interact—sometimes in positive and negative ways. In co-operative
learning groups, the students are developing proto-type towns and are discovering the importance
of urban planning. Along with economics, “government” and “citizen” participation also play a
major role in the activities.
J. Smith Summary –
The Eighth Graders created a “mosaic” that represents what makes them Americans, as well as
what unifies us as Americans. Each student created a collage representing ten statements about
what makes them an American. The students will soon create a “symbol of America” mosaic on
the classroom wall using their individual collages. The symbol has yet to be chosen. Mr. Smith’s
students have also been examining immigration in a number of ways, including analyzing articles,
discussing documentaries, and even coming up with ideas about how they would establish the US
Immigration Policy if they were the Chief of the Immigration and Naturalization Service. The
eighth graders are also doing a project on immigration: Students started researching videos,
scrapbooks, or PowerPoint presentations tracing the experience of immigrants at the turn of the
Clark's Conventional Wisdom –
In Mr. Clark’s TAP History, students have learned about the colonization of the United States. In
TAP Science, lab safety, weights and measurements have been used. In TAP Life Skills, students
have learned about personal strengths and weaknesses, along with conflict resolution.
Chambers’ Chronicles – Students in Mr. Chambers’ HUSH classes participated in discussions of
the essential questions that they uncovered for their unit on the Colonial Period. The students
analyzed why Europeans would want to come to America and even sang “Coming to America” by
Neil Diamond! Students thought like a colonist by taking on one of five socioeconomic factors by
making a sales-pitch presentation regarding their favorite colony. Students responded to real life
situations faced by the Colonists as a member of the clergy, a lawyer, a doctor, a farmer, or a
fisherman. The main focus is to teach the students perspective by placing themselves in the shoes
of those that lived in a certain era. This helps the students to not look at history with 21st Century
eyes. Students in Mr. Chambers’ classes can also Moodle by accessing Athena. This is an excellent
way to take the class out of the classroom and allow them to work and consider historical ideas
well beyond the time constraints of the typical classroom period.
Martins Memos –
Mr. Martin’s U.S. I students just finished “The 13 Colonies” project where they researched one of
the original colonies. Students then had to play the role of travel agent and try to convince people
from England to move to their colony.
American Wars spent the first two weeks learning about U.S. Military traditions and Rank
structure. The class appointed class officers and selected six wars to study. Students picked The
American Civil War, The Banana Wars (American Military Intervention in Latin America), World
War I, World War II, Korea and Vietnam, and Terrorism.
Garofalo's Gazette –
In Mrs. Garofalo's World History and Cultures A class, the students started the year off by being
introduced to basic research tools such as internet researching, fact vs. opinion and primary and
secondary sources. The class then moved on to reviewing types of government and religions. They
“played” a review game on religions using the smart board. In US History I A, the class year
started off with remembering 9/11 by discussion and short video clips. The class then did a project
designing a travel brochure for one of the first colonies. The students did this in groups. In her US
History II A class, Mrs. Garofalo’s students discussed why the United States was number one in
the 1800s, along with discussion, reading, and study guides for chapters 14-17. In-between, the
class discussed 9/11 and other current events.
Borden’s Briefs –
No student was injured on the job during this lesson! Students in Mrs. Borden’s U.S. 2 history
classes underwent a simulated assembly line task in which they experience first hand the
difficulties of what it would be like to work on Henry Ford’s assembly line during the turn of the
century. Mr. Adams visited on Thursday the 22nd and took part in her classroom “assembly line
activity”. He played the role of “line foreman” of the assembly lines as Mrs. Borden made her
“working environment” as unbearable as possible. Even though she held this activity for only 20
minutes, students felt like they were actually working an 8-hour work day! Students were also
asked to research and investigate technology and innovations of the turn of the century, as well as
create their own “inventions.” Many groups came up with some very original ideas such as the
“foli wave” which creates any hairstyle you want. Also impressive was the Forever Fresh Fridge –
a refrigerator that keeps food fresh – forever.
The Social Studies department has been diligently analyzing data from last school year’s exams.
We are in the midst of re-writing our exams based on the successes of the students quarterly
common core assessments. In other professional development news, everyone attended the
Harassment, Intimidation, and Bullying In service days. Finally, it is official; Mr. Smith has his
diploma in school leadership from Wilmington University!
Mrs. Seddon, Mr. Chambers, Mr. Smith, and Mr. Krause met to continue the implementation of
the New Jersey Social Studies Core Curriculum Content Standards into the district’s curriculum.
Further discussion will take place with elementary teachers in the near future—as well as teachers
from Lawnside and Barrington. Lastly, Mr. Krause will be learning how to infuse Stratalogica and
Study Island (subscription based Internet sites) into the Social Studies curriculum.
Ms. Kelly and Mrs. Esposito had common planning, while Mrs. Esposito, Mr. Chambers, and Ms.
Kelly have met to discuss their ‘game plans' for H-WHAC lessons and calendars. In addition, the
Esposito/Clark co-teaching team is off to a great start! Mr. Krause spent time observing Mrs.
Borden’s US History II block day activity about industrialization and the assembly line process. It
is always a great time in her class!
Curricular Corner –
Mrs. Borden believes acknowledges that there has been some personal adjustment to the updated
curriculum and “weeding out” past activities and information, but she will continue to push
towards the goal. The Junior High team has already met regarding implementation of the tri district
articulation document that was constructed during the past school year. We will be meeting with
the teachers in grades 5-8 from Barrington and Lawnside on October 21.
With the opening of school and Back-to-School Night behind us the seventh and eighth grade
students have begun to settle in. Currently we have 77 seventh grade students and 72 eighth grade
students. Of these students we had 6 students transfer into seventh grade and two students transfer
into eighth grade.
Our Junior High students enjoyed their first Pep Rally of this school year. Seventh and Eighth
grade students competed against the high school students. Our students were not only competitive,
but actually won a number of contests. Again, this year our eighth grade science teacher, Ms.
Christina Mason defeated all Faculty members in the customary pie eating contest.
Our Back-to-School Night was very well attended. Parents were very engaged and enthusiastic.
CAREER AND TECHNICAL EDUCATION
Intro to Art– Mrs. Carson
This month in the Intro to art classes we are focusing on two of the elements of design: shape and
space. We started with the creation of a cut paper artwork in the style of illustration artist Charley
Harper. Harper’s style is one in which his figures are made of simple shape and assembled into
sophisticated artistic compositions. Students started with observation drawing and breaking
objects down into simple shape in order to build confidence and sharpen observation skills. The
second artwork is the drawing of a classroom still life. Students will build on their shape lesson
and now add the knowledge of the creation of space on a 2-D surface.
Intermediate Art– Mrs. Carson
The intermediate art students began the month with a few warm up exercises involving observation
drawing. From there they continued to refresh their drawing skills by creating a drawing from a
classroom still life. The artwork started as a contour line drawing and then value was added with
ebony pencil. They then participated in their first art critique. The second artwork created was
another drawing. This second drawing gave the students an introduction to adding value with
colored pencil. Proper colored pencil technique was discussed and students participated in
completing a value worksheet where they were to create a value scale using three different colors.
This activity and artwork completed the observation review and students will move on to more
conceptual artwork in October.
8th Grade – Mrs. Carson
This year the eighth grade students are focusing on the principles of design. The first two
principles introduced to them were contrast and pattern. The students practiced their observation
drawing skills and then drew the shoe of a classmate using contour line. Following was the
addition of pattern to the contour line drawing. After the pattern was added students then created
contrast with sharpie marked. The next principle learned was unity. Students experienced the use
of oil pastels and created a pointillist artwork in the style of post impressionistic artist Georges
Seurat. Students reviewed complementary color and used their knowledge in the creation of the
Graphic Design– Mrs. Carson
Graphic design students started the month learning about the principles of graphic design:
proximity, repetition, alignment, and contrast. They search magazines in order to recognize and
identify the principles that will be used in future artwork created. They then moved to the
computer and began to learn the workspace and palettes of Photoshop CS5. Simple Photoshop
exercises were performed in order to introduce the students to the program.
Intro to Art – Mr. Kessler
After creating a portfolio and a sketchbook the students began discovering the seven art elements
starting with line. The students were introduced to the Spanish surrealist Joan Miro. Focusing on
his consolation series the students studied abstract line and created their on consolation painting.
Multicultural Art – Mr. Kessler
The multicultural class began their journey around the world in Central America. After learning
about the Mayan culture the students created their names in Mayan hieroglyphs. Once the students
designed the names into squares they pressed out their Glyph onto aluminum. The next culture on
the journey around the world will be South America.
7th Grade Art – Mr. Kessler
The 7th graders first project was creating tessellations, which involved using math and art together.
The students translated their squares into unique shapes and then transformed them into creatures,
people, or objects. Selecting one of their designs the students created two color schemes for their
design. Similar to a checkered board the student fill their paper with their one shape leaving no
empty spaces and alternated the color schemes. The next project the students will be working with
clay creating a human head sculpture.
Intro to Art - Mr. Smargisso
After exploring many responses to the question:”What is Art?, students discovered the many facets
of the visual experience. Within the first unit, Investigations in Line, students have been employing
various line qualities to achieve accurate proportions when drawing the human face. This has
resulted in a graphite self-portrait.
Intermediate Art & 2-D Design - Mr. Smargisso
With the emphasis placed on complex perspectives and proportions, students illustrated three
quarter view portraits from life observation. Building upon that lesson, students transitioned into
the area of figure drawing from life in an attempt to learn of full proportion and gesture
application. All students were given the opportunity of receiving partial scholarships for Saturday
art classes at Moore, U Arts, and Tyler at Temple University.
Advanced Art & Portfolio - Mr. Smargisso
Engaged in the study of quality design, students are employing the D.E.S.I.G.N. process to the
Philadelphia Museum of Art Collab student design competition of creating a beautiful and
functional overnight travel bag concept based on the works of world famous architect Zaha Hadid.
Also, all students were given the opportunity of receiving partial scholarships for Saturday art
classes at Moore, U Arts, and Tyler school of art.
Mr. Kent’s Accounting I students have spent the last three weeks learning the basics: terms,
analyzing transactions, the accounting equation, and the balance sheet. Our main focus has been
spent on fundamental business transactions and how they affect the accounting equation. One
simulation required students to pair up and play the role of accountants (analyzing business
transactions) for their favorite musical artist or their own business creation.
Business & Marketing Co-op
Mr. Kearns’ students are seeking part-time employment by the September 30 deadline. During the
month, Mr. Kearns arranged interviews at various area employers; some students are pursued their
own job leads or began the year with appropriate employment. Class work has focused on
improving job applications and resumes, interview and follow-up techniques.
Mr. Kearns’ students started September with a basic introduction to desktop publishing, the variety
of careers in this field, and the desktop publishing software used in the course (Adobe InDesign).
Most of the focus has been spent on becoming familiar with the new software. With a basic
knowledge of the software, the students’ first creation was a name logo that mixed text with pen
tool graphics, fills and strokes.
Integrated Computer Practices
Mr. Kent, Ms. Withers’, and Ms. Hutchins’ Integrated Computer Practices students have been
learning the touch-type method of keyboarding through various mediums consisting of software,
drill sheets, and dictation. To reinforce their knowledge, the teachers took digital pictures of each
student while they were demonstrating the proper touch-typing technique at the keyboard. The
students then inserted their picture into a Word document, edited them, described the technique
they were showing in the picture and printed them as a reminder of the proper technique. Students
also creatively used the graphic features in Word to create covers for their portfolios which are the
binders in which they maintain notes, logs showing their progress, and graded assignments.
Integrated Computer Practices-2
Mr. Kearns’ students are learning the fundamentals of navigating the Microsoft Excel screen,
identifying screen elements, gaining knowledge of the terminology used by Excel and
incorporating the terminology into their own conversations and questions. Students have learned to
create and use a fully functional Excel spreadsheet version of the board game Battleship.
This is the first semester of our brand new Financial Literacy class here at Haddon Heights.
Financial Literacy is a half year class designed to give our students the knowledge and skills they
need to make informed decisions about their finances, now and in the future. We started out the
year discussing savings and the steps one needs to make in order to reach financial peace.
Important topics included emergency funds, making purchases using the sinking fund approach,
and compound interest. One project students engaged in required them to choose five things to cut
out of their weekly or monthly budgets and determine how much money they would save if they
invested their money at various interest rates over 10, 25, and 40 year time periods. This was a
huge eye opener for students as they saw how a small investment can grow into large sums of
money over time. Students look forward to our next unit, in which we will be studying the various
ways they can invest their money. This class is currently taught by Ms. Withers and is a
graduation requirement for all students, starting with the class of 2014.
FAMILY AND CONSUMER SCIENCE DEPARTMENT
Creative Foods and Nutrition
For the first unit to this introductory class, students are studying equipment use, and safety and
sanitation issues. Sensory evaluation methods are being explored so students have objective and
subjective ways of evaluating the quality of the food they make. Students are also being introduced
to the steps of following a recipe, appropriate dry and liquid measurement, and how to develop a
work plan for working in a kitchen in a group. The food labs on block days support the academic
The high school students in the Child Development classes are busy getting ready for the preschool
children to start. The focus of this preparation unit has been on identifying the characteristics of a
successful teacher, setting class limits, preparing the learning environment, and developing sound
lesson plans. Yet to be addressed are safety and sanitation issues. The tentative start dates for the
preschool children are October 11th or 12th.
High School Choir
After losing 18 seniors last year, I didn’t know what the choir would be like this year. I’m happy
to report that the quality is great. We have 2 sections of women’s choir and a section of men’s
choir with 12 men. I’m very happy with the sound and the attention of the singers.
Junior School Chorus
The same is true in the junior high. The chorus lost many strong singers, but the seventh graders
are participating and some new eighth graders decided to join this year. We’ve played a lot of
music games to help young students get over their shyness.
We started playing drums and the students created improvisations within a drum circle. We’ve
discussed “Why Study Music” and found that music is present in many areas of our lives. We are
now experimenting with found sounds in the classroom.
The guitar players can play the chords to “Horse With No Name”, “Rock-a-My Soul” and “He’s
Got the Whole World in His Hands” .They’ve taken their first playing test on the notes on the first
string and are continuing to the second string.
Our high school class currently is working on developing new skills on their instrument. Along
with learning new musical concepts, we are focusing on training our ears to recognize major and
minor chords, perfect intervals, and major intervals. We also are learning to read and notate
simple rhythm patterns.
Members of the Jazz Band will be participating in the Haddon Heights 4th Friday event in
The students are beginning to compose scales which are the basic building block for harmony.
Harmony is the focal point in the Music Theory course.
8th Grade Music
The students have been performing improvised patterns and solos in large ensemble and small
ensemble drum circles. The students have been performing on the world music drums and
We are excited to get back playing on our instruments this new school year! Our new instrumental
music students have just heard a demonstration of all the instruments they can play this year, while
our returning students are busy signing up to take instrumental lessons and return to band. We
look forward to playing with each other in the school band.
Advanced Transportation Technology
Students were given Student Info. Sheets, explanation of teacher’s expectation and safety rules
were reviewed. Measurement was reviewed and a safety assessment was completed. The
development of the Kite was assigned and student researched information on historical time line
from the Media Center through the guidance of Amanda Cherico. This lead into their first skilled
based activity “Delta Kite” design & construction and a rubric was given for the activity.
Students were given Student Info. Sheets, explanation of teacher’s expectation and safety rules
were reviewed. Measurement was reviewed and a safety assessment was completed. The students
were introduced to “Understanding Flight” VHS, data was collected from watching this valuable
video. Theory was discussed on “Lift/Stall”; airfoil design was reviewed, which lead up to their
first activity “Glider” design & construction and a rubric was given for the activity.
Students were given Student Info. Sheets, explanation of teacher’s expectation and safety rules
were reviewed. Measurement was reviewed and a safety assessment was completed. Review of the
4 main area of Construction (Light, Heavy, Industrial, & Civil), students demonstrated a clear
understanding of the differences of each main area. A review of sq./ft. area calculations was
assigned and assessed. The first activity on “Floor Planning” was introduced and a rubric was
given for the activity.
Staff Updates/Student Achievement/Professional Development/Highlights
The CTE Department is excited to welcome Mrs. Mary Jane Murphy-Bowne, our new Family and
Consumer Science teacher. She comes to Haddon Heights High School with over twenty years
experience as a Registered Dietitian. With this background, she brings a focus on healthy eating to
the Creative Foods and Nutrition classes. She is also very excited to be able to fill the shoes of
Mrs. Chando as our new Nursery School director.
Mr. Kessler, Mr. Smargisso, and Mrs. Carson will attend the Art Educators of New Jersey
Conference in October in order to attend professional development workshops.
Ms. Withers’ Legal Environments class has been approved for dual credit through Camden County
College! Now, any student who passes this high school course will be able to pay a small fee (a
fraction of what it would cost to take a normal college class) and receive three college credits from
CCC. We are currently working on articulating multiple other CTE courses with Camden County.
Mr. Hinger attended a 5 day Engineering work shop at Rowan University this summer. The
Engineering clinic covered: Wind Turbines, Bridge Design, Rocketry, Robotics and a “Teaching
Pedagogy” review. This also included a trip to Water Treatment Facility in A.C. This work shop
reinforces that the programs offered at the high school are aligned with the “Pre Engineering”
needed for Universities like Rowan.
Mr. Dean attended three-day Introduction Engineering Workshop at Weidner University this
summer. The purpose of this workshop was to increase awareness of engineering as an exciting
career, understand the engineering curriculum and the profile of prospective students, and to
discover new hands-on and virtual projects to enhance the teaching skill set.