RAMPAGE 400 N. LAKE STREET VOLUME 69 ISSUE 5 MARCH 4, 2015

RAMPAGERAMPAGE 400 N. LAKE STREET VOLUME 69 ISSUE 5 MARCH 4, 2015 400 N. LAKE STREET VOLUME 69 ISSUE 5 MARCH 4, 2015

ACT CLASSES NOT PROPERLY TEACHING STUDENTS Pg. 7

WRITERS WEEKPg. 16-17

KEY CLUB FUNDRAISER FOR PROJECT LINUSPg. 6

UNDERAGE DRUG USEPg. 15

March 4, 2015

2 Tabl e o f Cont e n t s

Entertainment

Sports

FeatureProm behind-the-scenes/Celebrating Social Work Month.......................................................pg. 12Animal shelter awareness.........................................................................................................pg. 13How teachers use social media to network/Post-college process.............................................pg. 14Underage smoking, drug use at GCHS....................................................................................pg. 15

Writers Week spread: day-by-day performance schedule and book review of “Playlist for the Dead”..................................pg. 16-17Evolution of the word “nerd”........................................................................................................................................................pg. 18

“The DUFF” movie review/“The SpongeBob Movie” review....pg. 19Why people obsess over fi ctional characters................................pg. 20

Cosplay culture at GCHS/Max Loebman gets record deal...........................................................................................................pg. 21

“Little Shop of Horrors” preview..................................................................................................................................................pg. 22

Wrestlers go to State..................................................................................................pg. 25Boys track brief/Boys basketball brief.........................................................................................................................................pg. 26Girls track brief/Girls bowling brief/Girls basketball...................................................................................................................pg. 27Cheer places in State/Upcoming games.......................................................................................................................................pg. 28

Coaches’ dedication to sports teams..........................................................................pg. 24

Rampage welcomes letters to the editor from students, faculty and staff, adminis-trators, community residents and the gen-eral public. Letters should be 300 words or less, contain the author’s name and phone number, and be sent to GrayslakeCen-tralRampage@gmail.com. Rampage will withhold the writer’s name upon request only if circumstances warrant its absence, and only at the discretion of the editorial board. The Rampage editorial board re-serves the right to withhold a letter and return it to the author for re-submission if it determines the piece is too long or contains errors in fact, excessive gram-matical errors, or items of unprotected speech (see Law of the Student Press for specifi c legal defi nitions for libel, obscen-ity and invasion of privacy). Facts will be checked for verifi cation, but will not be edited for punctuation, grammar and us-age. Opinions expressed in a letter to the editor do not represent the opinions of the Rampage staff, the adviser, other faculty, the administration, the School Board, or advertisers. Deadlines for letters will be no later than two weeks before the next publication date.

Rampage Staff 2014-2015

EDITORIAL BOARDMax Goldberg Daniel Skinner

Opinion Editor

Feature Editor

Antonio Betancourt

Entertainment Editor

Katie Wilkinson

Sports Editor

Staff Reporters

ADVISERCarl Hauck

Online Editor

Abby Goldberg

Max Goldberg

Caroline Newman

Daniel Skinner

Erika Miessner

Diego FernandezKelsey Ford

Abby GoldbergDanielle Voss

News EditorsTaylor O’Neill

Anna Jensen

Ksenia Gorinshteyn

Kyra Dickerson

Maeve Rubin

Marissa Payne

Nafeseh Riahi

Olivia Miller

Stephany De Avila

Tristan Bergonio

Vanessa Pahlow

Spread EditorDaniel Skinner

Andrew Rosenthal

Check out our website for extended stories, staff bios and other extras: http://rampage.d127.org. Also, follow us on Twitter: @GCHSRampage

Colleen Ketterer

Letters to the Editor

News

Opinion

PARCC testing coverage/Academic team regionals......................................................................................pg. 3NAEP pilot test for school evaluation/Math mentors program......................................................................pg. 4

TWIRP ups and downs...................................................................................................................................................................pg. 5Key Club fundraiser for Project Linus/Pilot tech at GCHS...........................................................................................................pg. 6

Editorial: ACT prep, core classes encourage wrong mentality for students................................pg. 7Editorial cont’d............................................................................................................................pg. 8Student growth mindset/Makeup: social requirement for girls......................................................................................................pg. 9“Dear Abby” advice column/Student organization skills infl uence student success...................................................................pg. 10School computers should be multi-platform/TWIRP student say................................................................................................pg. 11

Copyeditors

Anna Jensen

3

March 4, 2015

News

Standardized testing season was in full swing as freshmen took the Partnership for Assessment of Readiness for College and Careers (PARCC) exam, which is closely aligned with new Common Core requirements and may eventually phase out the ACT. The Performance-Based Assessment (PBA) English portion of the PARCC assessment was administered to fresh-men on March 3, while sophomores took a practice ACT and juniors took the of-fi cial ACT. Freshmen will continue the PBA when they take the Algebra I test on March 11 and 12. “March 3 is the new date for ACT test-ing in the state of Illinois,” said associate principal of curriculum and instruction Barb Georges in an e-mail interview be-fore the PARCC test was administered. “There are a variety of schools that are

also using this March 3 date to complete a portion of the PARCC assessment (PBA ELA) to reduce interruptions to instruc-tional time on other days.” One of the major differences between the PARCC and typical standardized test-ing is that the PARCC is taken on com-puters, which brings technological issues that teachers and students have not had to deal with in the past. “There is a lot of room for error when taking a test like this on the computer,” said freshman Olivia Frank after taking a practice PARCC test. “Since the test is so hands-on and interactive, many func-tions may be hard to work or fi gure out. In my personal experience, when taking the practice PARCC assessment, I found that some of the unique test functions were tricky to get used to.” The kinds of questions asked on the PARCC involve more complex thinking, so freshmen also have to adjust to this dif-

ference. “It is very different in terms of picking sound evidence to prove a claim,” said English teacher Amy Jesionowski. “It is very much logic-based with writing and proving an argument, and is more like ‘pick the best answer’ instead of ‘pick the right answer.’” Since the PARCC is such a new assess-ment, administrators are unsure of what will happen in four years when current freshmen have their transcripts generated. In the meantime, the test will be used to further develop curriculum. “We know we will use the results from this assessment to review student perfor-mance and modify course curriculum and instruction to help students perform bet-ter in the future,” said Georges. “In other words, students should try their best on the assessment, so teachers have accurate feedback on whether or not your classes are preparing you for this test.”

Freshman pilot PARCC on testing dayMARISSA PAYNECopyeditor

The Academic Team competes in many competitions such as the World-wide Youth in Science and Engineering (WYSE) and the Scholastic Bowl. These are very different competitions but they help the team show their skills in different ways and prepare for regionals. WYSE is a written test that the mem-bers take in various subjects such as En-glish, math and different types of science, whereas Scholastic Bowl and other com-petitions require participants to buzz in their answers like Jeopardy. “The members can advance individual-ly and in regionals,” said Academic Team sponsor Debbie Hofer. “Even if the team does not have a great score, the person can still advance in their subject area.” “For the Scholastic Bowl, we do a stan-dard run-through for practice,” said junior Matt Osterndorf, who participates in both WYSE and the Scholastic Bowl. “We get out old question packets and play games with those.” To prepare for WYSE, the Academ-

ic Team does practice tests that are simi-lar to the ones they take at the actual competition. In this years WYSE competition, O s t e r n d o r f placed fi rst in both biology and English. “I was not expecting to do as well as I did in biology because I did not prepare that much,” said Ostern-

Academic Team prepares for regionalsMAEVE RUBINStaff Reporter

The Academic Team competed at the Worldwide Youth in Science and Engineering (WYSE) competition on Feb. 14. They placed sec-ond out of three teams.

Photo by Debbie Hofer. Used with permission.

dorf. “For English, I spent about an hour looking at a list of different grammar terms because that was the test’s main focus.” The team aims to do its best at region-

als, but it also hopes to succeed at other competitions throughout the season. “I would really like to get to the point where we can beat Stevenson and other high-power teams,” said Osterndorf.

4

March 4, 2015

News

A new tutoring program provides extra support for students who are having trou-ble in math. The program started at the beginning of March and will change the way GCHS students collabo-rate with their peers. With this year’s estab-lishment of a new location for the Math Resource Cen-ter (MRC), the goal was to have a place dedicated to giv-ing students help with math whenever they need it. Math teacher Dan Landau wanted to be able to have teachers re-fer students to a location that would be staffed with teach-

43 seniors at GCHS were taken out of classes on Feb. 9 to participate in the National Assessment of Educational Progress (NAEP) pilot test. The NAEP test is focused on how the nation’s schools are preparing students for the real world. “[NAEP] raises the question of whether we as a nation are creating students who are fl ex-ible thinkers and are able to actually apply their learning,” said D127 Superintendent Dr. Catherine Finger. “Are we as a country offering adequate experiences in our classroom for students to be globally competitive and for them to be able to up the game?” The pilot the seniors took was designed to test technol-ogy that is used to accurately

Seniors taken out of class for NAEP test

Math tutors add support for students

determine how students are learning. “I want the kids in my district to be exposed to the most cutting-edge assess-ments across the nation,” said Finger. “I want every single student in Grayslake to know that they have the capacity to succeed at the highest level.” The test was different and more interactive than other tests students have taken be-fore. Four students were cho-sen to do the “experimental” portion of the test. “We say ‘no’ a lot, so we have to make thoughtful deci-sions around what works best for us and whether or not it will be a good experience for our kids,” said Finger. NAEP does not give any results to the schools. Finger claims that she will try to get the results, but NAEP does

not promise schools any feed-back. “NAEP will not give you individual scores, which is what everyone wants to get their hands on,” said Finger. “It does not sort schools or rank schools.” There were fi ve academic subject choices. The students selected for each subject were chosen randomly, according to Principal Dan Landry. The science portion includ-ed a hands-on approach for assessing students. “It was my fi rst time doing a hands-on test with an exper-iment,” said senior Spencer Hirt, who participated in the science portion of the NAEP. Hirt said the test was not diffi cult and was not that bad to take. He was given multiple choice questions as well as a situation in which he had to

TAYLOR O’NEILLNews Editor

ANDREW ROSENTHALWebpage Editor

ers and students who are able to help struggling students. “With one teacher respon-sible for multiple students, we needed to fi nd a way to advocate for the students that were there to get help,” said Landau. “We solved this problem by creating the peer tutor group.” Some students who fre-quent the MRC are students who are in the freshman refer-ral program, which requires freshmen who are receiving a failing grade in their math classes to go to the MRC to get help. Additionally, the MRC serves as a drop-in cen-ter to provide math resources for all students. There may now be more

than one tutor per student, which provides addition-al help for the teachers. The tutors consist of juniors and seniors from AP Calculus and AP Statistics classes. Tutors can put the experience on col-lege applications and some can gain NHS hours for help-ing out. Following the success of a program that Landau ran at Maine South, where Landau taught prior to GCHS, he de-cided to bring the program to GCHS. At Maine South, over 70 tutors were readily avail-able for 130 students. The tutors spent their time in a math lab dedicated to tutoring students, which was consistently full of about 20

evaluate and compare two dif-ferent samples of lake water. “I liked NAEP for the sci-ence portion,” said Finger. “What they are after is prob-lem-based learning and how to assess that in the class-room.” “I want this to be an ex-citing, engaging place where people learn and where ex-periments happen in a posi-tive way,” said Finger. “I also like to be as open as possible to research as an educational institution.” NAEP is organized by the U.S. Department of Educa-tion, while the ACT, PSAT and other standardized tests are run by private companies, said Landry. “It is totally not a regular test,” said Finger. “It was a re-ally good experience for our kids.”

people. The tutors also were in Landau’s offi ce for per-sonal tutoring appointments upon request. Some met with students three times per week throughout the year or sched-uled specifi c times to meet. While Landau has not yet organized a program that matches the caliber of Maine South’s, he has found 60 vol-unteers to be both short-term and long-term tutors. “We have created a hybrid of what was at Maine South,” said Landau. “The MRC functions as a math lab and a referral place.” The MRC now provides easier access to math help and one-on-one tutoring for students when needed.

5News

March 4, 2015

TWIRP, a dance coined after the phrase “the woman is required to pay,” has been crticized increasingly in the past few years. Many students wonder why GCHS even has the dance. TWIRP, known as Turnabout at other schools, has been used as a Prom fundraiser for years, but according to some GCHS stu-dents, it just isn’t worth it. For freshman Kendall Gehring, TWIRP is very exciting. “[TWIRP] is the fi rst time [my date] will see me all dressed up,” said Geh-ring. “I think TWIRP will be classier than Homecoming was because the cou-ples will respect each other more.” Halfway through the night though , many people left the dance leaving a less than full fi eld house. Among the people who left were senior Dejuan Ali and his group. “The DJ wasn’t playing good music,” said Ali. “It wasn’t as good as dances in the past.”

CAROLINE NEWMANStaff Reporter

Women required to pay, but did any of them stay? Ali was not the only person to express distaste for the DJ. “[The DJ] didn’t play music that was easy to dance to,” said junior Erin Barnes. “He either played bad pop music or hard-core EDM music. My date and I left early with a lot of other people because it just wasn’t fun.” The music played was similar to the music played at Homecoming, which people complained about for days after the dance. Many students felt as though the music ruined their night. “TWIRP would have been more fun if we had gotten a better DJ, no doubt,” said Barnes. Overall TWIRP was mostly the same as it has been in the past, leaving many stu-dents feeling as though they could have had more fun at home. “We are never going to please every-one,” said student council sponsor Kevin Farrell. Despite all the complaints, there were parts that students enjoyed. Instead of going through the gym for

breathalyzer testing, tickets were sold behind the breathalyzer testing area and ID’s were being checked for those who-ready paid. Among the other options was karaoke, according to Barnes. “I liked the karaoke because I feel like it offered an outlet for those that didn’t want to dance, and those who did it were ironically funny to watch,” said senior Trevor Ruzzier. One idea that students have suggested is changing TWIRP to a Winter Formal. Some assume that a Winter Formal would require the guy to ask the girl, which frustrates some people since many girls enjoy asking the guy. TWIRP also gives the guys a chance to relax and not have to plan a way to ask. “The idea of a Winter Formal is really frustrating, because the guys would have to ask the girl three times in one year,” said senior Hayden Brown. With all the negativity surrounding TWIRP, it remains to be seen whether the dance will remain the same, change or diseapear forver.

History teacher Adrijana Bisevac (left) and Spanish teacher Jimmy Centella (right) crown seniors Niki Jones (left) and Max Loebman (right) 2015 TWIRP King and Queen. Photo by Max Goldberg

6

March 4, 2015

News

Key Club held a fundraiser to raise money for Project Linus, an organization based in Bloomington, Ill. that provides handmade blankets for sick and needy children in different hospitals throughout the country. In order to raise money for Project Linus, Key Club sold Arizona tea as well as “Kiss Your Crush” candygrams outside the cafeteria during lunch periods from Jan. 26 through Feb. 13. Once the club members were able to raise awareness of the fundraiser, the tea sold out quickly. “We tried our best to get the kids at school aware of the fundraiser by putting it into the announcements and hanging up posters around school,” said junior and Key Club president Julia Patel.

Sports teams sell cookie dough, wreaths and other items for their fundraisers. With this in mind, Key Club wanted to set its fundraiser apart and choose an item to sell that would be different but still satisfying to students. “Key Club sold [Arizona tea] last year and the response was very positive,” said Key Club sponsor Jim Plaza. “[The Key Club board] thought it’d be a different kind of fundraiser that kids would actual-ly want to participate in. We fi gured I’d be something quick, it’d be something that kids could buy during lunch and some-thing that we could just sell.” Counting the money earned from both Arizona tea sales and candygrams, Key Club raised a total of $200. With the money they raised the members of Key Club bought fabric and were able to make fl eece tie blankets. Once the blankets were

made, they were ready to be donated. “Our job is to take the handmade blan-kets and drop them off at a local Project Linus chapter,” said Patel. “Later the blankets usually end up at local hospitals, shelters or other agencies.” Since Key Club is dropping off the blankets to a local Project Linus chapter, this means that they don’t get to see the direct impact of their fundraising efforts. But even without seeing kids receive the blankets they made, Key Club members are proud of the work they have done for Project Linus and are happy to continue their years of partnership with the orga-nization. “It is a great experience,” said junior Tony Kula, the lieutenant governor of Key Club. “It is a chance for the club to work on a project together, while having fun and helping others at the same time.”

Key Club holds ‘tea’-rrifi c fundraiser

At the beginning of the second semester, D127 started piloting Chrome-books in many different classrooms. There are 60 kids at Central and 40 at North participating in the Chromebook piloting. They will have the Chrome-books until the end of May. “At [the beginning of the year] we didn’t know what was going to be the right device for us, and so we wanted to pilot some different things,” said Mi-chael Marassa, the director of technology at D127. Chromebooks are being piloted in a few English classes and one history class to help school offi cials recognize the potential benefi ts of using Chromebooks more widely within D127. “Even if you think English might not be the best place for technology, it has helped us in terms of in-class writing,” said English teacher Kendall Miller. In addition to Chromebooks, D127 is also piloting other technology. It seems that the iPad piloting took a different direction, according to Marassa.

“[The iPad] was very interactive and [it was] also used to create some things, but it is really not a device for students to be sharing,” said Marassa. For students who prefer to use their own devices rather than technology pro-vided by the school, Central practices the ‘Bring Your Own Technology’ (BYOT) policy. This means that students are al-lowed to bring any piece of technology to school and hook it up to the Wi-Fi to use

as benefi cial tools in the classroom. “We didn’t want to take away the tools that the students come to school with every day, and so we also gave students the ability to bring their own technology,” said Marassa. “So if they want to bring a smartphone and get it on the Wi-Fi, they can. If they want to bring an iPad or tablet or personal laptop, they can bring whatever they want.”

KELSEY FORDStaff Reporter

BYOT policy paves way for 1:1 pilot at D127

MARISSA PAYNECopyeditor

Freshmen Chelsy Rubio, Kali Kucharski, Clayton Bloemke, Miguel Campos and Jessi Ruby work on Chromebooks for a project called “Absolutism’s Got Tal-ent!” in Ms. Polychronos’ 3rd period class. Photo by Kelsey Ford

7Opinion

March 4, 2015

Editorial Board

Max Golderg Abby Goldberg

ACT prep and core classes not properly teaching studentsAnna Jensen Daniel Skinner

Editorial Staff of the Rampage-

I consider myself a proud member of the faculty at GCHS and the community as a whole. I take pride in my town and my school. I dedicate time and effort into making graduates, community members, parents and current students proud to be a Ram. This is a place I want to be, where I want my kids to attend and where I want to retire from. I am disappointed in our Superfans. Recently, I have witnessed our fan section insult and belittle members of the opposing team and their cheerleaders. Our “fans” are so engaged in making derogatory comments that when our cheerleaders try to encourage a “proud to be a Ram” cheer, only a handful respond, “yes, we are.” After seeing the enthusiasm and encouragement our fan section gave our varsity volleyball team in the regional fi nal this year, I had very high hopes for basketball season. That was one of the most fun events I have been a part of; a lot of that had to do with the positive energy coming from the student section. However, that experience seems to be an exception rather than the norm. Earlier this year, the IHSA approved a Student Section Showdown. Based on the rules stated on the IHSA website, our fan section would have been disqualifi ed immediately. Dressing up as “hicks” and spewing insults at visiting athletes has nothing to do with showing pride in our school and cheering on your classmates. Being a Superfan should not be defi ned by how badly you make opposing teams feel about themselves, but by how much support you give those that work hard to give our athletic programs a good name. Next time you go out Superfanning, remember all the Rams that you represent. Signed-Joshua Peterson, Special Education department chair

Let t er t o t h e Edit or:

Every GCHS student will, one point in time, have to take the ACT test. It has become something to fear for some students, while it marks a golden accom-plishment for others. Either way, it tends to mean that students will have to work hard to remember old material, memorize every piece of information and test-taking strategy. With the amount of stress brought to students by such a test, the debate about whether or not the ACT is an accurate evaluation of a student’s knowledge and potential still continues today. The prob-lem with the test itself, as well as the classes offered to help students take it, is that it focuses primarily on information that students only need to know for about a year. “When the ACT rolls around, it feels like teachers cram [in] as much ACT stuff as possible,” said senior Gianni Carvajal. “The ACT is just a poor evaluation in my opinion, and I honestly remember nothing from that test.” “Personally, I retain information pret-ty well,” said senior Shannan Aalbregtse. “However, classes do seem focused on re-membering information for the year, and after that it's hardly ever used again.” Some have reasonable justifi cations for why classes, especially ACT prep classes, are focused on learning only a certain set of information. Senior Ricky Tobey be-lieves that just by learning information, even if it is redundant, students will gain much more than just knowledge. “I think that the classes we teach at GCHS are preparations for the next level of that subject,” said Tobey. “But as we progress in subjects we don't care about, [classes] lose meaning. The important part to realize is that [these classes] pre-pare our brains for being able to process information more effi ciently and help our minds and learning abilities expand.” ACT prep teacher Rick Schaller, who

has worked at GCHS for 17 years, argues that his classes, while using the ACT study skills, are not reliant on the test for info. “While it’s a big piece, the whole pur-pose is not the ACT,” said Schaller. “The class is structured so that they learn how to take the test, but I never have the class to teach the test.” While it is defi nitely true that teach-ers are not orienting their class curriculas toward teaching information for students to learn solely for a test like the ACT, the fact is that most students do not gain much more than this. “It really depends on the student’s motivation or inspiration and what their goals and dreams for the future are,” said sophomore Miranda Schreiber. “Because

I want to write music, I just want to be able to pass my classes; I’m not concerned with learning science and am mostly just learning the stuff to pass tests.” This same sentiment applies to the ACT realm as well. Although Schaller’s goal is to teach students essential skills that they need for life, most students just want to learn what they have to in order to pass the test. After the test is over, they do not retain that information. Schaller believes that for students who are already in high academic stand-ing, taking the ACT class will only in-crease their scores by so much. “This class is not going to magically poof in a better score,” said Schaller.

Continued on pg. 8

8 Opinion

March 4, 2015

Continued from page 7: ACT class holds small benefi t for certain students “They designed the test to only go up by so many points.” The idea of advanced lev-el students not gaining much from ACT prep classes is af-fi rmed by honors and AP level students, but they also believe this to be an issue with the class rather than just them-selves. “I did take the school's ACT prep class last year, and honestly it did not help,” said Aalbregtse. “You learn no new information, just test-taking strategies. My score actual-ly dropped after taking the class.” The truth is, students of all academic levels are en-couraged by teachers to take the ACT prep classes and AP classes. While the ACT prep class may help students at a lower academic level, it can also impede the growth of more advanced students by

telling them how they should take a test. It is important to note, how-ever, that there are benefi ts that come from being in an ACT prep class or AP class, such as the environment the classes provide for students. “AP classes overall give you [a] rigorous class sched-ule, but also give you the skills to analyze documents faster and more precisely, the abili-ty to know time management and help you to write essays better and more easily,” said junior Avery O’Connor. “With as much rigor as they provide, they also provide a nice atmo-sphere for doing work.” Additionally, with these kinds of environments, stu-dent not only work to learn the information at hand, but they gain new friends and skills they did not set out to receive from those classes.

“I may not remember the in-formation from [AP U.S. His-tory] or AP [Government], yet I remember the other conver-sations between the students and teachers,” said Carvajal. “It’s those conversations that also help me remember infor-mation. I'll randomly remem-ber political procedures, or the physics behind a waveform, or an event in history like Mani-fest Destiny.” This kind of environment is not only found in AP or ACT classes. If students are look-ing to learn information they enjoy learning about, there are several other courses offered at GCHS for students to take. “Parenting [is] my all time favorite class,” said Aalbreg-tse. “I don't ever remember taking a test in that class, but I remember almost everything we learned in there. The in-formation in that class has

real-world applications on a daily basis.” “Personally it all depends on the class,” said O’Connor. He believes that foreign lan-guage classes like Spanish give tools for students to use for both the test and real life, while math classes do not tend to offer much to students who are not going into that fi eld. Ultimately, ACT classes are designed with the specifi c pur-pose of teaching students the information they need to take the test with the real-life appli-cation skills being supported on the side. While some stu-dents benefi t from the strat-egies given in these classes, they do not serve as anything more than a reinforcement of our society’s obsession with standardized testing and infor-mation retention.

Cartoon by Erika Miessner

9Opinion

March 4, 2015

Student growth mindset: two-way street

Caking on foundation, ap-plying mascara and spending an unhealthy amount of time looking in the mirror is a typ-ical morning for most high school girls. With makeup advertise-ments everywhere, girls can-not escape the social obliga-tion to wear makeup. “You see makeup ads ev-erywhere and everyone wears makeup,” said sophomore Hannah Groenke. “There are some people at our school that I have never seen without makeup. That’s not a prob-lem, but it makes it a societal norm.” Whether it’s because girls do not think they are naturally beautiful or because society pressures them to, most teen-age girls wear makeup. “Not wearing makeup

makes me feel like I’m be-ing lazy, especially when I have heard other people tell girls that not wearing make-up makes them look tired or sick,” said Groenke. “Most girls don’t think they are beautiful without makeup on,” said health teacher Jenna Beerbower. “Makeup is used to cover up your fl aws.” Commercials and social media heavily infl uences soci-eties perception of women. Social media presents its viewers with the idea that they are not good enough; you’re not beautiful unless you’re tall, thin and have a face full of makeup. No magazine puts a model on its pages unless he or she is retouched. Girls see those pictures and think that’s how they must look to be beautiful. Makeup such as L'Oreal and Bare Minerals like to promote

the natural beauty idea, but it’s so contradictory because their makeup technically covers up natural beauty. Men also see the models in magazines and on social media which puts a picture of a perfect girl inside of their heads. “I have never heard any guy say that they truly believe that makeup does not make a dif-ference, especially with those posts on social media where there are side-by-side pictures of one girl with makeup and one without makeup, and un-derneath it says ‘this is why I have trust issues,’” said Groenke. That's a terrible blow to self -esteem because it tells girls that the makeup is what makes them pretty and without it, they are not appealing. Some guys prefer girls with makeup, on but others don’t.

“Honestly, I think girls look better without make-up,” said sophomore Anthony Bauer. “I like natural beauty over fake beauty.” Despite all the pressure so-ciety puts on females, some people choose not to let the pressure of society get to them. “I don’t wear makeup, be-cause I don’t think it adds that much beauty; I don’t see the point,” said sophomore Miya Chiodi. “It’s a confi dence thing and I am confi dent in myself.” If young girls lack con-fi dence and keep trying to change their physical apper-acne, at what point will they be satisfi ed? “Say [someone] drops 15 pounds, well now what?” said health teacher Joe Paul. “If you’re into that stuff, is there ever a stopping point?”

ABBY GOLDBERGNews Editor

Makeup should not be social requirement for girls

KATIE WILKINSONStaff Reporter

There is a psycholog-ical theory that students who actually believe in the poten-tial to expand their skills and knowledge will have a great-er sense of motivation. This is called the student growth mindset, which is infl uenced heavily by a student’s teach-ers and classmates. A majority of GCHS teach-ers want to see their students develop their educational abilities as well as their social skills. They want a student to understand the information they are being taught, not just memorize information to pass a unit or standardized test. The problem is that oth-

er teachers are less likely to care about a student’s growth if the student is content with the grade he or she is receiv-ing in the class. Classmates can also help or hinder a person’s growth mindset. The most common example of this is found in group work. There are two psychological terms that prove this. Group polarization can help improve a student’s growth mindset. It is the in-crease in work ethic when you are surrounded by peo-ple who believe in the same things as you, and everyone is working together to com-plete a common goal. Consequently, there is an opposite effect on students, namely social loafi ng. When

grouped together, students tend to put off their responsi-bilities, believing other group members will take the lead. The question at hand, though, is whether the major-ity of the fault lies within the teachers or the students. “If it’s not what they’re in-terested in, kids are just going to procrastinate either way until they have to memorize the study guide for whatever test they have coming up,” said senior Billy Barrett. It is possible that stu-dents do not mesh well with a teacher, which gives them less incentive to do well in that class. Not everybody is going to learn the same way or at the same pace as one an-other. “I had this teacher soph-

omore year who basically gave us packets to review, didn’t go over them, then handed us a test and wished us luck,” said senior Lupe Lara. Other teachers are will-ing to help any student who reaches out to them. “Mr. Bertino helps me with what I need to do [in band],” said Lara. “He goes over everything, reinforces the structure of how I play, [and] goes into depth what he’s saying -- he really does his job”. There are multiple factors that could affect the growth mindset, but ideally, the stu-dents must motivate them-seleves, and the teachers should supply the materials for their sucess.

ANNA JENSENOpinion Editor

10 Opinion

March 4, 2015

ABBY GOLDBERGNews Editor

Organization affects students’ abilities to properly learn

Dear Abby: I have zero self-confi dence and lots of body issues. I want to look nice at school but nine times out of 10, I end up ʺbum-mingʺ it. What should I do?

Who says you have to dress nice to look good? There is absolutely nothing wrong with wanting to wear sweat-pants or a sweatshirt one day. Maybe try and focus your at-tention on your hair and face rather than on your outfi t. It’s all in fi nding what makes you feel good about yourself, not about trying to impress other people. It’s about being com-fortable in your own skin and accepting your body the way it is. Forget about your clothes. Forget about what other people say. Own what-ever clothes you wear. If you have confi dence in what you’re wearing, it shouldn’t matter what clothes you have on. You’re a beautiful per-son, so don’t let anyone else tell you otherwise.

DANIELLE VOSSNews Editor

Most students have their own organizational tech-niques, but if they do not have an effi cient way of organizing their materials, it may affect their performance both in and out of class. When a student does not have a designated process for staying organized, it can make it harder for that student to keep track of all of his or her materials. “I think organization can help people do better in school because those students can fi nd everything easier and fast-er so they do not lose things like homework, quizzes and projects, which allows them to turn in their work easily and more often,” said sophomore Clover Rodriguez. Not only does organiza-tion make a student’s work more accessible phyically, but it also helps the curriculum make more sense. “Organization is import-ant for students because their physical organization can have an effect on their mental organization as well,” said sci-ence teacher Peter Olszewski. “If papers are randomly scat-tered throughout a folder or notebook, the information on those papers may be scattered and confuse the student when they need it.” Although it can be im-portant for students to have a designated system for their materials, some teachers be-lieve that it is more important for students to fi nd that system themselves rather than have it forced upon them. “An important aspect of learning is having the materi-als you need so you can com-plete tasks more easily,” said social studies teacher Dustin

Chierico. “However, I think it is also important for [students] to fi nd their own ways that work best for them so it will continue to stay with them throughout their life and they will have the motivation to keep doing it.” Some students have higher grades if they able to stay or-ganized. “More students in lower level classes seem to strug-gle more with organization, whereas students in higher level classes seem to be over-all pretty organized,” said Olszewski. “Organization tends to go hand-in-hand with how a student learns and how well they take certain informa-tion.” All students have their own unique ways of being orga-nized and keeping up with materials. Therefore, it can be easier for some students to be more laid back with their or-ganization. “Everyone is different,” said math teacher Chris D’Ami-co. “You fi nd something that works for you, you go for it and then you stay with it. For some students, if they know where to look in the mess then they are perfectly fi ne.” While organization helps some students, others believe it is benefi cial to be disorga-nized. “Yes, some people who are organized seem to do better in school because they have a designated place for all their materials, but [that] can also be a distraction if it gets out of hand, because if something is out of place, your mindset is going to be focused on fi xing that one thing,” said Rodri-guez. Organization really depends on the individual student, and what works best for him or her.

Dear Abby: What should someone do if they don’t know how to ask someone out or let them know they like them?

First off, I would try to get to know the person you like a little better outside of a school setting to make sure that you actually like them. Ask your crush to see a movie, go bowling or just hang out to show them that you are interested. Try your best to not be nervous -- it’s just hanging out. Don’t ask someone to talk to the person you like to let them know you are interested. Involving other people often creates a mess. Besides, it’s your re-lationship. The next thing I suggest you do is be hon-est with the person that you like. If you are brave enough, then ask them out. The worst that could happen is that they say “no.” If you don’t want to do that, maybe just tell the person that you have feelings for them. You never know unless you try and they might say they like you back.

DEAR ABBY:

Senior Max Goldberg’s locker displays the disorder of high school students. This disorganization can hinder a stu-dent’s performance in class if not managed properly.

Photo by Anna Jensen

Confi dence, self-doubt issues

March 4, 2015

11Opinion

GCHS should become multi-platform The famous rivalry over Apple vs. Win-dows is popular throughout the world, but GCHS students are only subjected to one type of platform. There are many more operating sys-tems that are used in different circum-stances that we are not even accustomed to. GCHS students are not exposed to any type of operating system other than win-dows. This should change because after high school, students need to know how to use and operate other types of technol-ogy. However, the big issue throughout many schools is what types of technolo-gy are best for learning. There really is not an answer to this question because the type of platform depends on the subject you are learning. This is especially true when students get to the college level and have more individualized classes. Even beyond college, the type of computer you own depends on your working enviorn-ment. “Creativity is the new currency in the workforce,” said social studies depart-

ment chair Jason Janczak. “Macs are bet-ter to use for a creative perspective.” Michael Marassa, the D127 director of technology, said Windows is a standard and that is why use Windows computers. “There is not one encompassing de-vice,” said Marassa. Each type of device is used differently. “If I want to check e-mails during a meeting and I won’t be taking notes, I would use an iPad, but if I do need a keyboard, I would rather use a laptop.” “It is all about personal preference and comfort as well as what you are used to and grew up knowing,” said Marassa. The school also took into consideration the different types of problems each com-puter was prone to, and which was easier to fi x. “Macs are not prone to viruses, while Windows are easier to fi x manually,” said Marassa. GCHS is currently piloting a 1:1, where each student is assigned a laptop to take home and take with him or her to class. To be chosen for this program, the classes had to consist of regular every-

TAYLOR O’NEILLSports Editor day teachers and the teachers had to be

comfortable with technology, said Maras-sa. The classes that have laptops are the American Studies and Junior English Pre-paratory classes. The 1:1 program pilots Lenovo rug-gedized Chromebooks. There are advan-tages and disadvantages to each type of platform, but the majority of GCHS com-puters are Windows. According to Maras-sa, Macs are available to the principal and to the special education department. An advantage to using Macs is that it is easier to make and upload videos. Although Macs are used for creative purposes, students should have experi-ence with multiple platforms so they are prepared for whichever they should come across in the real world. “Macs give students the ability to demonstrate knowledge in creative ways,” said Janczak. “I think we should give students the choice of which device they use.” With a variety of devices, GCHS can be well educated in the workforce with more than one type of technology.

“The music really brought down my night, but I still had a good time!” -Sophomore Kerry Obis

“TWIRP wasn’t as fun as Homecoming, but my date and I made the best of it.” -Junior Jess Mata

“Worrying about the deans takes my mind off of having fun.” -Senior Alex Herrera

“The best part was the danc-ing, and the balloon drop was really fun.” -Freshman Jordan Lenz

Students speak their minds about TWIRP

12

March 4, 2015

Feature

Prom has been known to be a magical night where lasting high school memo-ries are made, but in order to put on such an event, teachers and students spend countless hours behind the scenes work-ing to ensure a seamless night. “We have been meeting in small groups since fi rst semester,” said senior Melissa Obis, President of Student Council. “We started out with just the theme ideas and now we’re getting more specifi c.” Student Council’s Prom Committee has been meeting throughout the school year to pick themes and decorations for the big day. The theme chosen by the stu-dent body is ‘Midnight in Paris.’ Other options were an old Hollywood themed “Night Among the Stars” or an “Out of this World” space theme. “The Prom committee came up with a list of themes and then there were fl y-ers around the school where people could either use the URL or scan a barcode to vote,” said Lora Ciferri, who has planned Prom eight times. Throughout the year, Ciferri and her fellow Prom planners work to get all the decorations ordered and everything

booked. In order to pay for Prom, Student Council’s fundraising committee has been selling pizza from 2:45 to 3:15 on Mondays and Wednesdays in the English hallway. Market Day sales also contrib-ute to the budget of Prom. According to math teacher Johanna Metzler, funds from the Powder Puff games in the fall make up a large part of Prom’s budget as well. “Mostly we do balloons and fi gure out how to incorporate [them into] arches and [designs] on the tables,” said senior Morgan Lee. “We’re also fi guring out if we want to put a light show in the back-ground or on a wall, and if we want a slideshow going on throughout Prom or not.” As soon as Prom ends, the Prom com-mittee tries to book a venue for the fol-lowing year. This year Prom will be at Westin Chicago North Shore. “Prom was there two years ago, and everyone loved the venue so much,” said Metzler. “As soon as we knew the date for Prom, we contacted the Westin.” “We try to alternate so that two years in row we don’t have Prom at the same location,” said Cifferi. “Just so that if you

go your junior and your senior year, you have different experiences.” According to Ciferri, about 400 kids are expected to attend Prom this year and the majority will most likely be seniors. After the venue is booked, the coach buses need to be booked. GCHS rents about nine or 10 coach buses for the night. Students are also given the opportunity to create their own tables closer to Prom. Once they fi ll out a form with the names of the people they want to sit with, Ciferri spends hours working to put people who have tables together on the same buses. “We do a lot of work to ensure that people are seated with who they want to be seated with,” said Ciferri. “So it takes a lot of time, and I don’t think students know that.” Ciferri and the rest of the Prom plan-ners also take a lot of time to consider the students’ opinion about details involving Prom. “When it comes to the theme and the party favors and stuff like that, we defi -nitely get to express our opinion and say what what we think,” said Obis. “I think the teachers defi nitely value that we’re actually the ones going.”

The month of March is known for St. Patrick’s Day and spring break, but it is also known as Social Work Month. According to the National Association of Social Work-ers (NASW) website, Social Work Month is about educat-ing the public on how social workers and the association bring about major positive so-cial changes and improves the lives of individuals and fami-lies. Here at GCHS there are two social workers, Karina Arango and Dean Griffi n. Their job is

to help students with whatev-er they need regardless of the situation. “It’s important that I com-municate their needs with teachers, as well as work closely with the guidance de-partment and SAP coordina-tor, Kate Oldenburg, and par-ents in the course of working with a student,” said Griffi n. Social Work Month is celebrated on a national and state level through organiza-tions like NASW and Illinois Association of School Social Workers (IASSW). “These organizations put together campaigns to help

educate the public about our profession and how we sup-port individuals, families and communities,” said Arango. Social Work Month is mean-ingful in many ways, not only to appreciate the social work-ers here at school, but also the work of a wider community of social workers. “It’s meaningful in the way that they raise awareness in the profession, but also cele-brate the positive impact that the profession has had in peo-ple’s lives,” said Arango. The fi rst full week of March is National School So-cial Work Week, which will

be celebrating and acknowl-edging school social workers specifi cally. According to the IASSW website, National School Social Workers Week highlights the tremendous im-pact social workers can have in helping students achieve school success. Social work-ers here at school are there for students and their needs. “Whether it be an ear to listen or a whole range of ser-vices provided for those in need, our social workers wear many hats to provide whatev-er is necessary to help in each situation,” said health teacher Joe Paul.

KELSEY FORDStaff Reporter

STEPHANY DE AVILAStaff Reporter

Planning in full swing as Prom approaches

Social workers: key part of GCHS staff

13

March 4, 2015

Feature

KSENIA GORINSHTEYNStaff Reporter

As kids, we all asked our parents if we could get a puppy or a kitten at some point. When our parents agreed, one of the toughest decisions was fi guring out where to get our new best friend. One of the fi rst places many families visit when looking for a new pet are pet stores like Petsmart and Petland. These kinds of stores often buy their animals from puppy or kitten mills, which are large scale commercial dog and cat breeding organizations. “A lot of time, the mill owner’s main interest is not in the well-being of the an-imals there,” said Save-A-Pet employee Sally Hubbard. “As long as the animals can keep reproducing, that’s the only thing the sellers care about.” There are non-profi t shelters in and around Grayslake, such as Save-A-Pet and Animal Education and Rescue, that try to keep their doors open and free up space for more animals. “If the people who are buying from the puppy mills start adopting from shelters, then you take away the incentive to keep running those mills,” said senior Mary Maraist. “They’re not just going to keep breeding those dogs for fewer people to buy.” There are some families that consider shelters fi rst rather than shops, which is not only benefi cial to the shelter in order for them to stay open, but to the animals that are staying in the shelters as well. “My family decided to adopt because we live right near Save-A-Pet and we visit often and see the numbers of strays rising faster than the number of families willing to adopt,” said sophomore Megan Moran. “Adopting can save a life.” Other families decide to make the switch after fi nding out more information about the mills. “We had done some research on the conditions of animals in pet stores, which led us to realize what the conditions were

in the mills,” said social studies teacher Heather O’Connor. “Once we had discov-ered the abuse and the neglect that was happening in the stores and mills, we de-cided to switch to shelters.” With stores, though, it’s easy to fi nd a picture-perfect pet that is just waiting to fi nd a home, which is not the case with some sheltered animals. “With stores, you can get any pet you want and they’re all probably going to get adopted,” said freshman Cassie Larson. “With shelters, some people think, ‘Oh, that animal is messed up and I don’t want that,’ and so they need saving and a lov-ing home.” A common misconception is that pure-bred animals from mills are healthier than those in shelters. According to best-friends.org, puppies and kittens that are bought from mills have a higher risk of having things like heart disease, a short-ened life and other genetic defects. “Usually through adoption, the ani-mals are fully vaccinated,” said Hubbard.

“They are also spayed or neutered, micro-chipped and tested for any diseases.” Sheltered animals are generally a lot healthier and are more comfortable around people because of how well they are cared for in shelters. “If you get a sheltered animal, you al-ready know if they’re good with other an-imals or kids,” said junior Jaime L’abbé. These animals also tend to have more of a personality that separates them from other animals. “I don’t want some perfect tumblr dog,” said Larson. “I want a dog with a personality.” Although fi nding the perfect pet may prove to be diffi cult, shelter employees will gladly help families fi nd what they’re looking for. “Our goal is not only to pick the right pet for you, but we also want to pick the right home for the animals in our care,” said Hubbard. “We want them to have a forever home.”

Momma Spice is a senior cat who was brought to Save-A-Pet after being found as a stray.

Photo by Ksenia Gorinshteyn

Shelters work to fi nd pets good homes

14

March 4, 2015

Feature

Teachers are fi nding new ways to use social media web-sites in their curriculum to make classes more interesting and effi cient, whether the stu-dents are using social media for an assignment, or teachers are gathering more informa-tion about certain topics. Social media sites such as Twitter help classes stay con-nected to topics that are going on and help them research specifi c topics. “Twitter allows easier communication and helps people access current events and it can really help with researching certain topics us-ing hashtags,” said Michael Marassa, D127 director of technology. “It is also an easy way to bounce ideas off of other people that you may not have considered.” Twitter can also be used to communicate with other stu-

dents in the class for important information about the current curriculum. “Every night around seven, I try to send out a tweet about the homework for that night as a reminder,” said English teacher Kevin Farrell. “It is a good thing to have when used appropriately and for the right reasons.” Social media is also im-portant for classes like band to promote important dates and opportunities. “During marching band sea-son the students have a Face-book page that reminds other students about performances,” said band director Dom Berti-no. “It is good for the kids that run the page as well because it helps them learn leadership skills.” Along with social media like Twitter and Facebook, teachers also use other web-sites like Schoology to give students more options and to

improve the curriculum. “I use Schoology to put all of the needed resources for class where students can easi-ly access it, which really helps make things easier,” said math teacher Jason Doll. Being able to put assign-ments and materials online can help teachers. Instead of having a lot of extra copies of handouts to keep up with, they can hand out an assignment once and have students print out any other copies they need. “It forces students to be more accountable for their education,” said Doll. “If stu-dents forget materials for class or need an extra copy they can print it themselves.” Certain resources that some teachers use do not just give students online reminders, but can give students a more effi -cient way of getting the infor-mation. “Some teachers are using Remind101 to send reminders

After many months of hard work and determination fi lling out college applica-tions, you have fi nally pressed submit. Sometime later, you receive an email and a letter congratulating you on your accep-tance. Some seniors, get very stressed waiting until the last possible moment to commit to a college. “I’ve been putting off mak-ing a major decision until May,” said se-nior Gavin Achtemeier. Of course, there are some pros and cons with waiting so long to make a de-cision. For example, this allows students time to go to different college visits and talk to students from every college. How-ever, an earlier decision may help to open

MAX GOLDBERGFeature Editor

DANIELLE VOSSNews Editor

to a certain group of people via text,” said Marassa. Social media can be used as an inspiration for some projects teachers assign that can connect information from class to activities students might take part in outside of class. “Sometimes for writing projects students do a simula-tion of Facebook posts, which is something they could en-counter at some point in their life,” said Shore. Social media is important to many classes and curriculums because it gives both teachers and students a unique way to communicate with others, gather information and share resources. “Even teachers cannot know everything about everything,” said Marassa. “These websites make it easier to access infor-mation, to connect with other people about a certain topic and get ideas.”

opportunities for scholarships and allow for planning for the next four years of your life sooner rather than later. “[Picking a college is] pretty much just fi nancially based,” said senior Luke Osterndorf. “I’ll go to the one that costs the least to go to, since all of them have programs for what I’m interested in.” Yet, it may not be as simple as picking the one that costs the least. “One [school] is cheaper with a good program, one is expensive with a great program and one is cheap with an okay program but a better town and culture,” said Achtemeier. “I’m pretty sure there isn’t a wrong choice for me in any of these schools, but that just makes it hard-er to decide.” However, if students still need help deciding, Glen Miller of the College and

Career center is available to guide stu-dents in their decision. “Make sure you take another college visit and try to talk to students who go there,” said Miller. For the juniors applying to colleges now, some seniors have some words of wisdom: “Start crying,” said Achtemeier. “Ask for your letters of recommendation in the summer and remind your recommenders once school is in swing. Try to write an application essay if you have time just to get practice, then when you actually have to write one totally rewrite it. That prac-tice will be good for English class too.” “Don’t overly worry yourself about the entire thing,” said Osterndorf. “If you tried your best to do well in high school, there’s defi nitely a college out there for you.”

Twitter more than just social tool in education

College deadline approaches: time to decide

15

March 4, 2015

Feature

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High school is a learning experience in which students can pick up many habits. Students learn things like responsibility and punctuality, and they develop their own lifestyles. While many students gain life experience in high school that is ben-efi cial towards their success, an increas-ing number of students pick up habits that are controversial and potentially harmful. Among high school students, drugs are often a temptation. So much goes on in the world of teenagers, and due to a lack of supervision, no one has control over the things teens may or may not do. Teens infl uence each other to take chances and are genuinely curious when they are ex-posed to new things. This contributes to students trying drugs during their adoles-cence. With new developments centered around the legalization of marijuana in various states, teens all across America are being hit with mixed messages about the drug. On one hand, students are taught that marijuana is psychologically harm-ful, and on the other hand, marijuana ad-

vocates are going on the record to say that marijuana is not as harmful as many are led to believe. Some even have said that it could be psychologically benefi cial. Washington D.C. and states like Cal-ifornia and Washington have already le-galized marijuana for medicinal purposes, meaning that those states offer the drugs as a type of medicine. The news channels have segments every time a new state le-galizes it. There is no doubt families that watch the news all across the nation have been exposed to the shift in attitudes to-ward the drug. The media, especially the music in-dustry, has shown an increasing presence and lift on the once-thought-to-be taboo subject of illicit drugs, not just marijuana and alcohol. Rapper Schoolboy Q’s suc-cessful album “Oxymoron” makes men-tions of abusing prescription drugs like Oxycontin and Vicodin. The album was a hit among his young fans who come from various backgrounds. Although the pre-scription drug abuse is dealt with in a neg-ative light on the album, a number of kids will have gotten the impression of people who are abusing these types of drugs. Drug use has become a cultural norm

in modern America, starting up locally in almost every community and networking itself through social media and the news. A person’s decision to try drugs comes down to how a person was raised and his or her inherent readiness to go through a new visceral experience. According to University of Michigan’s 2014 Monitoring the Future Study, a “ma-jority of high school seniors do not think occasional marijuana smoking is harm-ful.” The study supports the theory that there is a shift of consciousness occurring in America’s youth. The stigma of being drunk or high seems to play a big part in a teenager’s decision about whether or not to partake in illicit drug or alcohol consumption. For many years, society has placed the blame on Hollywood for glamorizing drinking and inordinate drug use through unrealistic characters. A recent exam-ple from Hollywood is Jordan Belfort, the main character in Martin Scorsese’s “The Wolf Of Wall Street.” Belfort is a stockbroker who gains immense wealth and success. He is seen snorting cocaine and drinking excessively throughout the movie. Although the movie is rated R, un-

derage kids still watched and were infl uenced by the movie. Something that parents seem to forget is that Hollywood is infl u-enced by society. Jordan Belfort is a real person, who was really rich and did have experience with drug usage, according to his own auto-biography on which the script for the movie was based. This refl ects what many people seem to over-look, the fact that Hollywood takes its inspiration from the real world. The media is a refl ection of reality. “Every individual needs to ask themselves: is [drug] really some-thing I need in my life?” said so-cial worker Dean Griffi n. There will always be reasons to do something. However, most every actions has consequences. Griffi n advises students to think before they decide to take a sip or a puff.

DIEGO FERNANDEZStaff Reporter

Cultural drug norms affect high school students

In-Depth16

March 4, 2015

The new book “Playlist for the Dead” by author and Writers Week 2015 presenter Michelle Falkoff is a sad but interesting story that many GCHS students would enjoy. The book begins with the main character, Sam, fi nding the body of his best friend Hayden, who

committed suicide the night before. The rest of the story involves the aftermath of Hayden’s choice. Sam tries to fi nd his way through the trauma of the death by listening to a playlist Hayden had left him, which is fi lled with a variety of dark songs. Most GCHS students will hopefully never be so closely involved with

suicide, but it is fascinating to see what kind of impact it can have on the people who fi nd themselves in such a situation. This being said, people who are sensitive to triggers involving this subject will most likely want to avoid reading it, as it delves deeply into some dark issues. The story is rather realistic in how complicated

it shows the situation to be. Responsibility and guilt are large themes in the book, and most everyone involved sees Hayden’s death as at least partly their fault. To see how the different personalities respond to that guilt in their own way is what makes “Playlist” an intriguing tale. “Hayden was surrounded by a lot of people who

loved him, but he was also surrounded by a lot of people who didn’t treat him well, or who didn’t step in when they could have,” said Falkoff in an email interview. “There was a lot going on, but there was no one thing, which means that no single person could have made Hayden’s life different enough to change how he

Bands, novelists, and highly acclaimed journalists will be on the theater stage Monday, March 30 and Tuesday, March 31 for the fi rst two days of Writers Week 2015. The Monday and Tuesday schedules are fi lled with completely new presenters. Sidewalk Chalk, a band that originated in Chicago, will be performing 1st, 3rd and 5th periods on March 30. They are an eight-piece band who mostly perform a blend ofhip-hop, soul and jazz. Each member contributes something unique, a few of those being tap, trombone and trumpet. 2006 GCHS alumnus Danny Yadron will be on stage 2nd, 6th and 8th periods speaking about his job at the Wall Street Journal’s San Francisco Bureau. He studied journalism at Northwestern University and now covers cybersecurity for the Journal. Monday’s last presenter, Bruce Miles, has vast experience in sports writing, and has been covering Major League Baseball since 1989. Miles is currently the Chicago Cubs beat reporter for the Daily Herald. During his career Miles has covered multiple Chicago teams including the Bears, Blackhawks and Wolves. He will be in the theater during 4th and 7th periods. Once Tuesday, March 31, comes along, more forms of literature will be expressed on stage. Novelists Patricia McCormick and Michelle Falkoff have each written successful, but vastly different genres of literature. McCormick’s writing style is down-to-earth and fi lled with psychological suspense. They deal with morality,

and real-world problems, such as self-harm, teenage substance abuse, child soldiers and human traffi cking. Falkoff recently published her novel, “Playlist for the Dead.” Falkoff will be presenting 5th and 8th hour, McCormick 2nd and 6th. Jessica Hopper, who will presenting 4th and 7th hour, works with writing in an entirely different fi eld. She is the senior editor for the online magazine Pitchfork. “I happened into writing,” said Hopper. “I didn’t think of myself as a writer or even a journalist until I had been getting paid to do it for [about] a decade. For a long time I was not interested in it being a job, in part because I was not confi dent I was good enough. Turns out I wasted a lot of time thinking like that.” Hopper’s favorite part of her job as an editor is helping younger writers develop their voices, and turning a good piece into a great piece. Though she loves her job, it leaves her with a limited amount of free time. Pokemon fans might know GCHS 2009 graduate Josh Wittenkeller by his YouTube name, TheJWittz. Presenting 1st and 3rd hour, Wittenkeller hopes to share his passion for Pokemon along with his form of artistic expression. Since making his YouTube channel in 2009, Wittenkeller has opened up his channel to content such as the Pokemon television show and the video games, and it then broadened to a focus on all things Nintendo. He produces all of his videos from the ground up. “I [have] always had a passion for music, writing and fi lm, so naturally those skills all

transferred extremely well to YouTube. I never planned on YouTube becoming a career when I began, but it really has been a wild ride,” said Wittenkeller. “There is a lot more to writing than putting words on a page.” The fi rst two days of Writers Week will appeal to a wide array of students. The presenters are not only here to teach us, but they hope to inspire us as well.

Poster by Maddie Bright

ANNA JENSENOpinion Editor

ERIKA MIESSNERStaff Reporter

Writers Week 2015: Schedules, writers, reviews, oh my!

Monday, Tuesday brings alumni, writers, bands

“Playlist for the Dead”: review and insight from the author

In-Depth 17

March 4, 2015

On Wednesday, April 1 and Thursday, April 2, the presenters at Writers Week will be Shanny Jean Maney, Kevin Coval and Lamar Jordan of Young Chicago Authors, Joelle Charbonneau, Lori and Wayne Earl, Second City Outreach and Diversity and Matthew Santos. First up is Shanny Jean Maney, an Illinois native, performance poet and teacher who published a book of poetry called “I Love Science” in Spring 2012. Aside from Maney, there are several other authors reading and presenting in Writers Week. One example of this is in The Young Chicago Authors group, which has sent poets to the GCHS stage during Writers Week twice before. Their

mission is to protect the voices of youths across the Chicagoland area through the powerful medium of literature and spoken word. Author Joelle Charbonneau is an experienced writer and performer. Her novel, “The Testing,” is part of the GCHS Book Club’s reading list. “The Testing” trilogy has won multiple Young Adult literature awards and a movie based on the novels is currently being produced by Paramount Studios. Making a special appearance are Lori and Wayne

Earl. They are the parents of the late Esther Grace Earl, the girl who inspired the popular novel and movie, “The Fault in Our Stars.” They founded the nonprofi t organization, This Star Won’t Go Out, named after a book of Esther’s writings. Now, Lori and Wayne speak out about caring for cancer-struck family members. While there will be a lot of traditional writers presenting, there are also several other arts that will be celebrated, like acting. The popular Chicago improv and sketch comedy organization, Second City, has launched the careers of many famous comedians, including Joan Rivers, Bill Murray, Mike Myers, Steve Carell, Stephen Colbert and Tina Fey. Their Outreach and Diversity branch is responsible for exposing individuals to the art of improv regardless of their ethnicity, gender or sexual orientation. Last but not least is Chicago singer-songwriter Matthew Santos. Santos is from Minnesota and has reached the pinnacle of stardom, collaborating with performers

like Chicago rapper Lupe Fiasco. “I just sort of quit my job, dropped out of school and...found myself on the road with Kanye and Pharrell Williams,” said Santos. While his stardom and pop success is something that many have focused on, Santos fi nds that his expression is at its best when he’s exploring sparser, more intimate music. “Often times, I just try to be completely immersed in the emotional qualities that songs are made of...to me, that’s where the soul is,” said Santos. Santos seeks to strike a more profound chord within his listeners that he cannot achieve with pop-like music. He hopes to inspire the next generation of writers. Both Wednesday and Thursday will offer exciting opportunities for audiences to expand their literary knowledge either by listening in on these presentations or by signing up for workshops. “I can bring the experience of being a professional musician -- no, an artist -- for the past 11 years,” said Santos. Santos’ statement refl ects the essence of writing; it’s not a job, it’s artistry in motion.

loved him, but he was also surrounded by a lot of people who didn’t treat him well, or who didn’t step in when they could have,” said Falkoff in an email interview. “There was a lot going on, but there was no one thing, which means that no single person could have made Hayden’s life different enough to change how he

felt about the world.” The writing and dialogue are very informal, which makes it more relatable but sometimes a bit hard to follow. Overall, though, it is not a terribly diffi cult read. Some might compare “Playlist” to “Thirteen Reasons Why” by Writers Week alum Jay Asher, but the two stories are

actually quite different. “I decided to write about suicide because I’d read some really great books about it [such as ‘Thirteen Reasons Why’], but they were about boys who’d lost girls they had romantic or semi-romantic relationships with,” said Falkoff. “I was really interested in exploring friendship and loss, so I wanted to write

about a relationship between characters who were really good friends, without the romance piece being the focus.” In general, while “Playlist” would require students looking for answers to life’s tougher questions to look elsewhere, it would appeal most to students who like to engage in modern issues and psychological quandaries.

transferred extremely well to YouTube. I never planned on YouTube becoming a career when I began, but it really has been a wild ride,” said Wittenkeller. “There is a lot more to writing than putting words on a page.” The fi rst two days of Writers Week will appeal to a wide array of students. The presenters are not only here to teach us, but they hope to inspire us as well.

Poster by Maddie Bright

TRISTAN BERGONIOStaff Reporter

Wednesday, Thursday: Actors, authors, soulful musicians

“Playlist for the Dead”: review and insight from the author

18

March 4, 2015

Feature

Everyone has heard the word “nerd” tossed around at one time or another, ei-ther to insult someone for what they like or for how they look. However, the word is taking on a new meaning. “Since I was a kid, yes the defi nition of nerd has changed,” said social studies teacher Glen Roeck. Urban Dictionary defi nes a nerd as “one whose IQ exceeds his weight.” “Nerd today is used in groups of friends,” said senior Alex Prange. “It’s more of a joking, kidding manner and a way to fi nally identify as something, feel safe and know there are others like you.” “It seems to celebrate an extreme knowledge of a single topic,” said Grays-lake alum and Writers Week presenter Josh Wittenkeller in an email correspon-

dence. “I’d say it’s interchangeable with ‘extreme enthusiast.’ If you love some-thing to a signifi cant degree beyond the average person, I’d say you can proudly call yourself a nerd for it.” Social media and websites like Tumblr have made it easier for people all around the world to talk to each other and fi nd people just like themselves. They can fi nd others who have similar interests and they create fandoms based on those interests, which has allowed for people who might be perceived as nerds to connect with oth-ers. “Technology has become a huge part of the world,” said Prange. “[It] has brought a lot of us technophiles to the surface in society so that we’re no longer the out-casts or the ones who are shunned.” The development of technology in gen-eral has changed the meaning of the word. “I think a huge event that ended up

changing the defi nition for ‘nerd’ was the boom of the technology sector,” said Wit-tenkeller. “Many of the people that grew up ostracized for their love of program-ming and computing are now some of the most successful people in the world.” People who classify themselves as nerds do not always gravitate toward technology. “I like watching history documenta-ries,” said Roeck. “I like some board games.” Just like Roeck, people can “nerd out” about all sorts of different things. “I’m a huge nerd for video games, for Star Wars, for fi lm in general, for football,” said Wittenkeller. “I genuinely think you can be a nerd for anything, even football.” The word has evolved and people are not afraid to embrace it. “Go nerds,” said Roeck.

KYRA DICKERSONStaff Reporter

Evolution of the word “nerd:” no longer insulting

19Entertainment

March 4, 2015

“The DUFF” is a movie about the traumatic experience that is high school, in which anything is possible, including breaking free of unwanted labels and even falling in love. Enter Bianca (Mae Whitman). She’s a very forward girl with plenty of witty, yet awkward comments to spare. With two best friends who receive way more attention than she does, Bianca unknowingly becomes their D.U.F.F., or “Designated Ugly Fat Friend,” a person who apparently “every group of friends has.” While these D.U.F.F.s may not actually be fat or ugly, they get the label because, in comparison, they’re not as good looking as the other people in their friend groups. With the help of her very attractive

neighbor Wesley (Robbie Amell), who just so happens to be the least DUFF-y person there is, Bianca attempts to abandon the role she plays in relation to her friends and tries to attract her crush, Toby (Nick Eversman). In exchange for his help, Bianca helps Wesley pass chemistry, which allows Wesley to maintain his position as quarterback on the high school’s football team. However, when feelings come into the mix of what was supposed to be strictly platonic, everything gets thrown for a loop. The queen bee, Madison (Bella Thorne), is de-throned, feelings get stepped on and, as cheesy and predictable as it is, the girl gets the guy. But the thing is, it doesn’t come off as all that cheese in this case. The movie was easy to follow -- it didn’t have majorly complex love triangles,

and it held my interest and managed to make me laugh on multiple occasions. It embraced high school life for what it is rather than how people see it. Whitman does a phenomenal job playing Bianca, as she seems to have no trouble playing the role of an awkward high school student. Neither did Amell playing Wesley, a slightly egotistical, yet humorous jock. The antagonist of the fi lm, Madison, is played by none other than Bella Thorne. In all honesty, while I was never a big fan of her, I thought she did a good job playing her part. She truly embraced the role of a snobby wannabe, and I felt she was even more cringe-worthy than Regina George. Needless to say, all of the actors and actresses did a wonderful job in the fi lm. If you’re looking for a laugh on a lazy day, I would defi nitely suggest this fi lm.

“The DUFF” depicts high school life at its fi nest

SpongeBob comes to theaters, as good above water as underSponge Out of Water,” Plankton continues his endless efforts to obtain the Krabby Patty recipe. The Krusty Krab is almost taken over. When war breaks out there, with condiment machine guns and airborne weapons of watery destruction, Plankton manages to temporarily get his hands on the formula. However, fate causes the formula to disappear, forcing SpongeBob’s and Plankton’s groups to work together in order to restore order under the sea. Despite being called traitors, SpongeBob and his gang work together to bring peace and retrieve the Krabby Patty formula. Meanwhile, an evil pirate named Burger Beard (Antonio Banderas), who has the ability to write the fate of their story, combats their efforts. With kids movies, we all

know that sometimes it can get a little cheesy, especially when adults come into the fi lm. However, this was not the case with Banderas. His character was spot on and fun to watch. One element of the movie that really ties things together is the 3D aspect, which lets the audience become one with the environment and actually feel the characters trying to reach out.

VANESSA PAHLOWStaff Reporter

Executive producer and creator Stephen Hillenburg makes a comeback this year with “The SpongeBob Movie: Sponge Out of Water.” The fi lm is very different than the fi rst SpongeBob movie, bringing the cartoon environment onto dry land. Delivering a fun 3D experience and strong characters both vocally and physically, the fi lm is overall great to watch. The SpongeBob cartoon was originally created in May of 1999 and has continued to bloom on the popular TV channel Nickelodeon. For years, new episodes have come out and produced thousands of silly puns to amuse children and adults alike. Today, the creators continue to create new SpongeBob episodes with the hope of pleasing the viewers and bringing back the joy of watching the characters. In “The SpongeBob Movie:

Overall, the movie‘s plot was strong and contained lots of funny puns. The voices of the characters did not change from what we’ve heard on the SpongeBob cartoon, and this helps the movie remain consistent with the cartoon. You are guaranteed to laugh and giggle at least once during each scene. For a cartoon comedy, that’s the number one aim, and SpongeBob achieves that.

SpongeBob and friends look over the beach, surveying the land-scape, in their fi rst feature fi lm. The movie released on Feb. 4.

ANTONIO BETANCOURTStaff Reporter

Photo credit: Paramount Pictures/Tribune News Service

20 Entertainment

March 4, 2015

Fictional character obsessions Many teenagers spend their time outside of school fully immersed in their favorite books and TV shows. This allows people to temporarily escape from the stress of their everyday lives and focus on something other than school, sports and work. Popular Netfl ix shows like “Gossip Girl” and “The Offi ce,” along with books such as “Divergent” and “The Hunger Games,” explain this phenomenon well. They lend themselves to character attachment,because the characters are desirable, whether it be for their traits, looks, romance or lifestyles. “Lives of [fi ctional] characters are more interesting than our own,” said senior Kayleigh Brown. “We want to be like them, and consequently, we care what happens to them.” Fictional characters that teenagers tend to relate to have fl aws and are not completely perfect, according to Brown. “People relate to characters that have been in similar situations as them,” said senior Beth Hebb. “When an author puts a character you like in a horrible situation, it can make the readers defensive of that certain character.” Consequently, we tend to become attached to the characters in our favorite books and TV shows. “It is a form of escapism,” said head of teen services at the Grayslake Public Library Lauren Hilty. “Kids seek to fi t in; books and characters are the way they fi nd it.” Depending on the show or book that one chooses to read, characters either represent the average person or the idealized person. “I’ve watched shows that employ both,” said senior Nicole Jones. “There are romanticized characters and situations, like some scenes in ‘Greys Anatomy,’ but there are other shows like ‘Modern Family’ where the characters are totally relatable, as are the situations.” The characters that people identify

with tend to be completely subjective depending on a certain person’s situation, but character attachment happens to everyone. “It occurs immediately,” said Hilty. “Babies love board books that have pictures of babies; it allows them to identify with something at a young age. Girls all have the Disney princesses phase, and they sing ‘Let it Go’ 50 times a day.” Whether it be a TV show, movie or book, teenagers and adults tend to gravitate towards a story with a likeable main character. “I don’t like books or TV shows with [un]likeable characters,” said Brown. “Books have to be relatable, and I have to be able to connect with them. I read a lot of teen romance novels, and if the main guy isn’t likable, it’s harder to fi nish.” “It’s defi nitely easier to tolerate dislikable characters on TV if they are pleasing to the eye,” said Jones. “If it’s in a book, you visualize the character with an ugly personality with an ugly face as well. That way, it’s easier to genuinely hate everything about them.” Netfl ix plays largely into the

obsession and attachment of fi ctional TV characters. “If a TV show is on only once a week, I become less interested,” said Brown. “Netfl ix allows me to watch my show whenever I want and I don’t forget things.” After watching a show on Netfl ix at your own pace, it can be hard when a show fi nally ends. “I cried for 30 minutes after I watched the [series] fi nale of ‘Friends,’” said Jones. “I was with the characters continuously for 10 hours a day, and now I’m not. When life changes for the characters, it changes for me too.” “When a TV show ends, it’s like part of your life is over that you just want to keep going,” said Brown. “It’s sad because these characters who have been such a big part of your life are suddenly gone.” People fi nd the lives of the characters they love important to them. Character attachment began before we had a name for it. We all wanted Thomas the Tank Engine to make it to the top of the mountain, and we didn’t want Swiper to swipe. Thus, characters are more than just characters -- they become our friends.

ANNA JENSENOpinion Editor

Dwight K. Shrure (Rainn Wision, left) and Jim Halpert (John Krasinski, right) are two beloved characters on the NBC hit series “The Offi ce.” Even though these two are fi ctional characters, they craft a very relatable and humorous relationship that attracts a wide array of viewers. Source: http://www.nbc.com/the-offi ce/photos

21Entertainment

March 4, 2015

Loebman, Oh No’s score offi cial record deal Senior Max Loebman’s band, Yoko and the Oh No’s, received a record deal with Autumn Tone Records in junction with Epitaph Records. Yoko and the Oh No’s is composed of Max Loebman (17), Max Goldstein (19) and Stef Roti (21). “I’ve been playing with them for four to fi ve years,” said Loebman. “We play rock ‘n’ roll, but with soul.” The members of Yoko and the Oh No’s have been working on the songs for their

new album for quite some time. “It’s the songs from the old album, but we took songs off and recorded new songs and then we remixed the whole thing so it sounds totally new,” said Loebman. The band’s music can be found on Spotify, Bandcamp, iTunes and Amazon. Once the album is released, however, it will be available only on iTunes and the Autumn Tone Record’s website. Loebman is hopeful that the record deal will make a difference in his career. “I think if something were to happen to change our lives,

this would be the start,” said Loebman. Autumn Tone Records discovered Yoko and the Oh No’s after they saw the band on Twitter, because they liked the band’s name. It is what led them to learn more about the band and their music and contact them via email. After that, the label drew up a contract with the band, according to Loebman. “We had to send it to a lawyer,” said Loebman. “First we had to fi nd a lawyer, and that took a month.” Eventually, the two parties had a contract that they both agreed on and the band was

Cosplay culture at GCHS, popularity increasing Cosplaying is becoming a fairly recognizable new trend throughout GCHS. For students who are unaware of what cosplaying is, cosplaying (originally called kosupure) is a shortened term for “costume play.” Cosplaying involves various people dressing up as their favorite characters from TV shows, movies or books and wearing those costumes on a normal day. “I cosplay because it allows me to be myself without people knowing who I really am,” said sophomore Devon Crete. “Dressing up as your favorite characters and having people fangirl over you is a real confi dence booster.” Many times, cosplayers get together in a large building and have a convention. This is where various people can cosplay together in a safe environment. At these conventions, many people can meet each other while role-playing as their chosen characters. “When you are cosplaying at conventions, you can easily identify others who are into the same things you are and meet new friends,” said Crete. Although it could seem weird to other students, cosplaying can work in both ways towards a student’s satisfaction. The

students who are not cosplaying can see their favorite characters come out of shows and into their classes. At the same time, the cosplayer can also provide themselves with an escape from themselves for a short period of time. “I went to school as Asuna [a character from an anime called Sword Art Online] and the people in the classroom were really surprised and happy,” said Anime Club president junior Kenzy Kaleel. “It was as if they could see the animated character come to life. I love when I’m cosplaying.” Although cosplaying is a rising trend, some people believe it should be left out of school because it may be considered a distraction. Also, these people believe that cosplaying should be left for spirit days. “I think a person wearing fake armor [or any other cosplay] is just as distracting as someone going full out on Green and White Day or wearing a onesie on Pajama Day,” said Crete. However, some students believe it is not distracting, but instead is a way to express oneself. “It is only distracting if people let it [be],” said Kaleel. “Personally, I think it is a great way of boosting confi dence and fi nding out new things from people because of the reactions.”

Despite these differing views, the trend of cosplaying is still rising at a rapid rate. Even some teachers fi nd it interesting. “I see a lot of kids from Anime Club cosplaying all the time,” said special education teacher Bryan Dovichi. “If I could cosplay as someone, I would be that butler guy [Sebastian Michaelis] from the anime ‘Black Butler’.”

OLIVIA MILLERCopyeditor

COLLEEN KETTERERStaff Reporter

offi cially signed to the label. Many students are excited about this. “I think Max is a really good singer and I enjoy his style of music a lot,” said junior Sydney Chamberlain. Students appreciate not only the band’s style of music, but also the members’ talent. “Max and his band are really talented,” said senior Rebecca Mimler. “It does not surprise me that they got a record deal.” Loebman is excited for this chance to work with Autumn Tone Records. “I am defi nitely stoked,” said Loebman.

GCHS sophomore Devon Crete and her friend Keven Soukanh cosplay as Lightning and Noctis from the Final Fantasy franchise at Anime Milwaukee.

Photo by Devon Crete. Used with permission.

22 Entertainment

March 4, 2015

What has intense vocals, dancers galore, handmade costumes, rotating sets and a giant man-eating plant? None other than ENCORE!’s double-casted production of “Little Shop of Horrors,” which opens March 12 and will be performed through March 15. Set in urban skid row, “Little Shop of Horrors” is about a fl orist named Seymour Krelborn (GNHS senior Matthew Silverberg and GNHS junior Kyle Fisher), who receives a mysterious plant that highly resembles a giant venus fl y trap. Upon receiving this plant, Seymour names it Audrey II (GCHS sophomore Alan Turnbull and GNHS junior Jimmy Devine) after his secret love Audrey Fulquard (GCHS senior Emily Rojewski and GNHS senior Joanne Juenger). As the story goes on, Seymour discovers that the plant feeds on human fl esh and blood and promises to make his dreams come true. As the plant brings fame to Seymour, it also brings great distress. “I think ‘Little Shop of Horrors’ is a different kind of diffi cult than what we’ve done in the past,” said director Maureen Ritter. “Last year’s show was more dance intensive, and this year I think the music is a little more complex.” One of the key features of this musical is its famous man-eating plant, which grows as the show progresses. “We’re working with a company that will provide a professional puppet because part of the show involves this giant man-eating plant,” said Ritter. “We also have a team of students who are working on puppetry skills, which we’ve never been able to do before.” In the song “Feed Me,” the puppet is shown off and the plant’s intentions are shown for the fi rst time in the show. “In ‘Feed Me,’ our choreographer pulled together some of our feature dancers who are going to be dressed as plants, and she choreographed

this intricate jazz routine around the plant and main character Seymour,” said Ritter. “I’m really excited for that song because the vocals are amazing, the dancers are amazing and the puppet fi nally gets shown off.” With rehearsals every day after school and on

“Little Shop” surprises abound, cast works hard

Saturdays as well, the whole cast is putting in the effort to create a great show. “Often we have rehearsals where only a few particular people are called,” said sophomore Christine Barreca, who is a feature dancer in the show. “On the group numbers where we all rehearse together, it’s really fun because we’re all like a family.” Even though the cast and crew are doing a lot of different things this year like making the most of their own costumes, building a rotating set and using a puppet, they have been working hard since

December and are confi dent that they are prepared for opening night. “At this point, it’s the process of putting everything together,” said Barreca. “We have it all down and now we just have to keep running it.” “I’m not really nervous about anything, because I have a lot of faith in the cast and crew,” said Ritter. “There are a lot of weird things that go on in this show but the cast and crew are really good at just going for it and making big choices and doing all the weird stuff that I ask them to do.”

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KSENIA GORINSHTEYNStaff Reporter

Feature dancers Becky Swan (left), Andy Murphy (center) and Caitlin Wolfe (right) dance in “Feed Me (Git It).” Dancing is one of many essential pieces in “Little Shop of Horrors,” which opens March 12. Photo by Ksenia Gorinshteyn

23

December 10, 2014

Fun Page

Writers Week Word Search!Z V H Q O K S W H V I D O S D W J L R V S H A I B K K N D W K F T S P O G Y S F Q L I H M F T Q O T R U X Z L R M U R R I X E W N W Q Q P I D A F C Z K Z J Y Y Z C R V R G P R A E S C P J T S P O O K E D U U O I Z F N N Y S E I R H S E V Y Y Z P I L N T T S T S J I O T O P X P B R Z D B S D V E I N K F C M S P L T C Z T P A L Y O A V N D D X E E B S T B W K E C N I I K I V E I B K R P X U Y Z O D O F S C D T I X R E G I W S I F S W R U P C E Q A N C U A F E H W M I K E W F R M S V E V K E E W S R E T I R W A N O B A I R S C I R Y L P R E S E N T E R S X L C U I O Y O V G W L O Z D H H G B N S S Z K G N Q H I H M M T C B W H R C B L R G I K I Q B S I H V S Q S L K F F Q U E Z M D Z P S M H X K U I Y B Y P E S E M C L Q M Y K O A R N P C Y K I Z H O J Q K K O I X J M A O M L T T R J M I B G

Creat ivity Lyrics Novels Presenters

Series Slampoet ry Studentvoices Submissions

Work shops Writenight Writersweek

March 4, 2015

24

Coaches are some of the most dedicated members of a team, but they often don’t get as much recognition as they should. For some coaches, like vol-leyball coach Jason Janczak ,the commute is one of the harder aspects of coaching. Janczak lives in Cary Grove, so it is hard for him to wake up at 5:30 a.m. for a morn-ing practice or fi lm, then drive through Cary Grove to Hampshire for a game at sev-en, come back through Cary Grove, and then get back to school and have to drive right back to where they just were. “Late games are hard be-cause you always have to be on your A-game; you can’t let teaching ability be com-promised because you had a tough game,” said Janczak. “You are a teacher fi rst.”

Not only do coaches who live far from GCHS have to make long commutes, but those who are teachers have to grade and prepare lesson plans. This can make for long nights and rough days, similar to the way student athletes feel while in season. For football, wrestling, and girls track coach Shawn Murphy, the commute is much easier since he lives in the Grayslake area. Living close to school makes it easy to get things from home if he for-gets something in the morn-ing, which causes him less stress on the days his teams have morning practice or late games. “I love our athletes,” said Murphy. “Sure I don’t have a lot of personal time but as soon as I’m at a game or a meet I love to see our athletes succeed,” Murphy spends 80 plus

hours at school every week between the school day and practices, but to him, every minute is worth it. Having a coach who is dedicated and loves the sport can make or break an athlete, and GCHS coaches show their dedication every day.

Sports

"[Murphy] is one of the best coaches the football program has,” said JV football player, sophomore Jude Witkowski. “Even though the [team’s] stats don't show it, he is one of the best and always brings a winning attitude and doesn't let you quit."

CAROLINE NEWMANStaff Reporter

Volleyball coach Jason Janczak talks to the team after he calls a time out during the senior night game against Woodstock North. Photo by Emerald Staff

Coaches show dedication to their teams year-round

25

March 4, 2015

Sports

The boys wrestling team ended the season on a success-ful note. Weeks of preparation prior to the season and con-stant hard work fi nally paid off as the team entered the IHSA State Series, which consists of Regionals, Sectionals and then State. “We practice twice a day sometimes, work out on Sun-days and lack a typical high school student life for approx-imately four months in order to meet the commitment that this awesome sport requires,” said head coach Mark Stewart. “Wrestling at the varsity level is essentially a full-time job.” On Feb. 7 at Vernon Hills High School, seven wrestlers out of the 12 weight class-es advanced to Sectionals by placing 1st, 2nd or 3rd.

Freshman Austin Con-nelly placed 2nd in the 106 weight class, junior Collin Pogue placed 3rd in the 138 weight class, junior Lawrence Augustin placed 2nd in the 132 weight class, junior Joey Tarnowski placed 1st in the 126 weight class, senior Jon Makey placed fi rst in the 152 weight class, senior David Theil placed 1st in the 182 weight class and junior Rich-ard Novrouzov placed 2nd in the 220 weight class. As a team, they took 5th in the tournament out of the nine teams present. Those seven wrestlers moved onto Section-als. The Antioch Sectional had many successful wrestling programs. One program was Montini Catholic’s, which won the state championship as a team in 2014 and Richmond Burton’s individual wrestlers included sophomore Gavin Sutton, who is ranked 11th in

state for the 126 weight class, and senior Grant Sutton who is ranked 2nd for the 132 weight class. On Feb. 14, the team com-peted in Antioch at Sectionals Makey lost 3-1 to senior Luke Fortuna from Montini in the championship, but both ad-vancing to State. Theil took 4th, advanced to State along with Novrouzov who took 4th as well. Novrouzov advanced

to State with a re-cord of 20-24. The following weekend, Makey defeated sopho-more Jake Kirk-man of Lemont High School 13-4. Thiel lost his fi rst match 5-1 and Novrouzov was defeated 5-1. At the IHSA State tournament, if the person who defeats you wins in the next round, you enter the wrestlebacks. For Novrouzov, the person who de-feated him won again in the sec-ond round, so he

got the chance to wrestle in the wrestlebacks. Makey was matched up with senior Chase Vosburgh of Mt. Vernon High School, who placed 3rd in state the previ-ous year. Makey lost 10-2, and entered the wrestlebacks after Vosburgh defeated senior Nick Remke of Marian Central. Makey was defeated 9-4 by junior Vaughn Hobart of Pon-tiac High School. Novrouzov was pinned in the fi rst round of the wrestlebacks by senior Lane Akre of Geneseo High School. Fortuna would wind up winning the state champi-onship, defeating Vosburgh. For Stewart’s fi rst year as a head coach, the team’s suc-cess was a result of adapting new coaching techniques to help the team. Stewart lets his wrestlers know that he is will-ing to do whatever it takes for them to be successful young men and not just talented wrestlers. “Our boy's train together, support each other and pick each other up when things are not going as planned,” said Stewart. “In the end, the team essentially becomes a second family to these young men.”

ANDREW ROSENTHALWebpage Editor

NAFESEH RIAHIStaff Reporter

Wrestlers go to IHSA State Series

The boys wrestling team went to state and took 5th as a team at University of Illinois, Urbana-Champaign.

Photo by Skyler Long

26 Sports

March 4, 2015

Boys track has started their season strong and intends to keep it up. At their meet on the week-end of Feb. 21, the team placed high, with most of the season ahead of them. “We won the entire 18-team invite at freshmen and sopho-more levels,” said boys track coach Brent Pitt. In addition, varsity placed 4th overall at the same compe-tition, which according to Pitt

is impressive. The track team has had a record of doing well at their competitions and has oppor-tunities to keep it up, since they have meets every week until May 31. The meets vary from being on the weekends, to happening during the week. There has not been any changes to the team this year, the only difference being that three sprinters moved away and some graduated last sea-son. However, Pitt does not see this as a problem.

“We have a ‘next man up’ mentality,” said Pitt. “It en-courages our kids to work harder.” Overall though, the goal of the team is the same; to con-tinue to try and improve. “We go into every com-petition with a goal of getting better as a program,” said Pitt. “Our goal is to win our con-ference, win at sectionals and to qualify as many kids as pos-sible for the state track meet.” The team is confi dent that they can achive their goals.

“As a team, we’re getting a lot better and have a lot of potential,” said senior Dejuan Ali. “I have high hopes for us and can’t wait to see how the rest of the season goes.” Pitt is optimistic, as well, about how the team will do. “I expect everybody to do well and have high expec-tations for everybody,” said Pitt. “The group of athletes we have right now are train-ing really hard and it’s really impressive.”

The boys basketball season is winding down, but that does not mean that the effort every boy puts in has diminished in the slightest. After spending nearly every day of the past four months to-gether, members of the team, along with the coaches, have grown closer. The players on the team have also learned to play on its many strengths, putting up their best fi ght they can against their opponents. “The thoughts I had going into the season were validated, as we’ve been playing our best basketball,” said head varsity coach boys basketball Kosta Kougias. “Each individual player stands out for differ-ent reasons. Each one brings something different to the ta-ble and that’s why [the team is] meshing so well.” It is obvious that the group of guys on this year’s team

get along on the court, but even off the court the team has grown to be one big family. “We’re always with each other and we have great team-work and chemistry.” said se-nior Michael Benko. However it is not just the boys who have strong bonds within the team. The boys have connected with their coaches as well. “All 15 of them have great character,” said Kougias. “One of the toughest things [about coaching] is the end of the year, when you have to say goodbye to all those seniors.” While some of the team members are graduating this spring, some will continue playing basketball in college. “Without basketball, my life wouldn’t be the same,” said Benko. “I’m always com-mitted, and somehow I’m in-volved with it year-round. You know what they say: ball is life.”

VANESSA PAHLOWStaff Reporter

KYRA DICKERSONStaff Reporter

Senior Michael Benko scores against Zion-Benton on Feb. 10. The Rams lost the game 75-89.

Photo by Max Goldberg

Boys track places high at start of season

Boys basketball teamhopeful for playoff run

27

March 4, 2015

Sports

The varsity girls basketball team went to regionals Feb. 16. The team spent the season focusing on the games ahead rather than obsessing over past failures or successes. “Our goal is to go as far as we can but we have to do it one game at a time,” said head girls basketball coach Steve Ikenn. “It helps them minimize every-thing else.” The basketball team prepares differ-ently for every game they play. “[We prepare by] watching fi lm on the other team and... analyzing how they play and how we are going to defend them as well as how we can score,” said senior Lauren Spalding. The team looked for useful insight about opposing teams and then their practices refl ected what they observed. “We get details on their star players and what to watch out for,” said junior Kelly Moroney. “Then, at practices we

do specifi c drills and run-throughs to prepare for the game.” The team’s one-game-at-a-time phi-losophy helped minimize the stress the season supplied. “The one game at a time strategy is helpful,” said Spalding. “It makes sure we don't overlook any team and it helps us focus in on the one game we are play-ing without any other distractions.” Even though they put pressure on themselves throughout the season, it got more intense as the playoffs approached. “Naturally, we put more pressure on ourselves during playoffs because we [wanted] to go as far as we [could] in our playoff run,” said Moroney. The regional game was at home and took place in the fi eld house. The team lost 42-44 against Barrington in the fi rst round of the playoffs. Even though the team lost, the season still made the girls grow closer as a team, and the returning varsity players hope to make it further next year.

As the girls bowling season comes to a close, head coach Dianna Soenksen is proud of how far the girls have come. “I am so proud that we have two in-dividuals, Sarah Polsgrove and Kelsey Holst, who advanced out of the regional,” said Soenksen. Currently, the girls bowling team is 2-5 in conference, but placed 2nd in the conference tournament. The girls hit a new program high of a 995 series, meaning all fi ve bowlers aver-aged about 200 points per game. “We had the best season since I have been at GCHS,” said Soenksen. “There was a lot of improvement and the girls really came together as a team this year.” Sectionals were held on Feb. 21-22. Unfortunately, the girls did not advance to State. “We had the most returning bowlers and three of them were 4th year bowlers,” said Soenksen. “They have really set the standard for what the program should be next year.”

MAEVE RUBINStaff Reporter

Girls basketball comes to a closeGirls bowling hits new program highABBY GOLDBERGNews Editor

Girls track moves up a level

Junior Jazmynn Foster runs in 2014 home meet. Foster qualifi ed for State in 2014 and is now running in the 2015 season. Photo by Emerald Staff

The girls track team moved up in rank from 2A to 3A this season. This means that the girls will have to put in more work to have a successful sea-son. The ranking goes in the or-der of 1A, 2A and 3A. Being in 3A means that the compe-tition will be tougher and the girls will have to strain them-selves to stand out from the competition. “The girls are doing an amazing job and they’re tak-ing practice more seriously,” said girls track coach Shawn Murphy. The girls are adapting and every practice has been more

intense, according to Murphy. Junior Alexa Schmitt said, “[although there is] room for improvement,” her teammates have adjusted in spirit and in psychical ability, taking a “tougher” approach to their involvement in the team while remaining enthusiastic about practices. The girls have placed 1st in their fi rst two meets which is an accomplishment they are proud of. “All the girls have remained positive,” said Schmitt. Murphy sees a bright future for the track team. “This group of girls has to be all-around the best team I’ve had,” said Murphy.

DIEGO FERNANDEZStaff Reporter

28 Sports

March 4, 2015

liminaries, the fi rst round of the State Tournament, and headed to the second day of the competition. They ended up placing 9th overall. “Performing at State is a completely different feeling from a typical competi-tion because the atmosphere is so alive with the spotlight surrounding us,” said senior Christine Choi. During the week after Sectionals, cheerleaders kept up the daily practice and continued to perfect their routine, choreographed by Jared Erlenbaugh, a coach at Ultimate Athletics. The week before State, the varsity cheer team was scheduled to cheer at multiple basketball games. However, the cold days prevented the cheer team from practicing, so the coaches had JV cheer at one of the basketball games to allow varsity time to practice. “They have a drive for success, and I think that really shows,” said JV head coach and varsity assistant coach Stacy DiLullo. “All the girls want to do well in competition season, and therefore it really shows in their effort at practice, their effort in tumbling and their effort in games.”

The varsity cheerleading team com-peted at the IHSA State Tournament in DeKalb, Ill. on Feb. 6 and 7. To get to State, they competed in six invitationals and one sectional competition. If a team places in the top fi ve at Sec-tionals, then they recieve a bid to State. Even though they placed in the top fi ve, they were nervous they would not make it. “I knew that this team was capable of making it to State,” said varsity cheer coach Kelsey Pierotti. “At Sectionals, though, we did have a stunt fall, which is a full point deduction. So at the time, I didn’t know that we were going to make it.” Despite the stunt fall, the team placed 3rd at Sectionals and received an invita-tion to compete at the IHSA State Tour-nament. “I was really glad that we earned our spot to go to State,” said freshman Rebec-ca Feery. “[It showed] that our work paid off.” In the week following the IHSA State Tournament, the girls did not have a stunt fall. They placed in the top 10 of the pre-

KELSEY FORDStaff Reporter

liminaries, the fi rst round of the State KELSEY FORD

Cheer places 9th in IHSA State Tournament

Cheer performed in the IHSA State Tournament on Feb. 6 and 7, placing 9th overall.

Photo by Daily Herald staff reporter Daniel White. Used with permission.

Girls Track

Lacrosse

Baseball

Boys Track

Proviso West InviteSaturday, March 7, 10:00 a.m.

@ Proviso West

Lake ForestWednesday, March 18, 6:30 p.m.

@ Lake Forest

Spring Break TripSunday, March 22 - Friday March 27

@ Wide World of Sports - Walt Disney World

Proviso WestThursday, March 5, 5:00 p.m.

@ Proviso West

Maine East Indoor Meet Thursday, March 12, 4:30 p.m.

@ Maine East

FVC Indoor Track Invite Wednesday, March 18, 4:30 p.m.

@ Dundee Crown

Carthage College InviteSaturday, March 21, 9:30 a.m.

@ Carthage College

Carthage InviteFriday, March 20, 4:00 p.m.

@ Carthage College

Illinois Prep Times - Indoor StateSaturday, March 28

@ Illinois Weslyan University

Grayslake North and WoodstockMonday, April 6, 4:30 p.m.

@ Grayslake North

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