THE TIGER QUARTERLY

6th Grade: For the 6th grade field trip, students attended the Metropolitan Museum of Art. They learned about pieces of art that have been around for hundreds of years, asking questions and sharing their opinion. They enjoyed walking around the museum and reading about different statues and paintings!

7th Grade: Our 7th grade students had a wonderful time at their field trip for the third marking period. Students visited the Modern Museum of Art (MOMA) located in New York City and had an amazing time exploring all of the amazing artwork. We then ate lunch at a park and enjoyed all of the beautiful scenery. Thank you to all of our students for helping us experience this amazing field trip!

8th Grade: Our 8th grade field trip to the Grounds for Sculpture was a great experience! Students learned about Seward Johnson before walking the sculpture grounds. We learned about the different pieces from our insightful tour guides. Students also had the opportunity to create their own unique sculptures out of clay!

CTY students enjoyed an amazing trip to the Meadowlands Environmental Center where they learned about density and buoyancy. Students used microscopes to investigate aquatic life in the estuary, specifically plankton. Applying their knowledge, students were given popsicle sticks, paper clips, pennies, and tinfoil to attempt to build a structure that, like plankton, is neutrally buoyant.

Hello Tiger Family,

As we conclude the 3rd Marking Period, I am thrilled to reflect on the incredible achievements of our Tiger community. Our students have shown remarkable dedication to academic excellence, excelling in their studies and embracing opportunities for growth in extracurricular activities.

During this period, we witnessed our Tigers shine in various subjects and extra-curricular activities, arts, and community service initiatives. The strong sense of unity and support among students, families, and staff continues to strengthen our school.

Our highlights of the 3rd Marking Period will be celebrated during our "Tigers Got Talent" assembly, where students and staff will showcase their diverse talents and passions. From musical performances to dance routines, and even artistic displays, it will be a celebration of creativity and skill. In addition we will recognize our academic achievements along with honoring students' positive contributions to our HMS Community.

Looking ahead, our focus turns to the upcoming New Jersey Student Learning Assessments (NJSLA) starting on May 6th. Our students have been preparing diligently, and I am confident in their abilities to showcase their knowledge and skills.

As we navigate through this exciting and challenging time, I encourage our Tigers to stay focused, remain positive, and approach the NJSLA with confidence. With our collective support and dedication, I have no doubt that our students will continue to achieve great things.

Thank you for being part of our vibrant and thriving school community.

“Tiger Pride Enjoy the Ride”

Principal Sorafine

I’ve had a wonderful time during the third marking period. Personally, my favorite part of this marking period was the assembly. It was so fun competing against my peers with trivia-based questions. It was amazing to see one of my favorite TV shows get adapted into our school. Outside of academics, this marking period has still been great! My soccer team has been doing well as long as my other sports team. I’m glad to be a Hoboken Middle School student!

My name is Sadie and I am a part of the newsletter club. Outside of school I play soccer and play the guitar. My favorite school subject is math and I love HMS. The newsletter club is so fun and I am happy to have it as my after school club. My favorite part of this marking period was the assembly. It gave us all an opportunity to participate in a classic game show, just the middle school’s version. Including the assembly, this marking period was great!

This marking period was so much fun. My favorite part of this marking period was the assembly. I loved how they brought a game show to real life. Also outside of academics my basketball team has been doing great, we are in the championship. Even other than basketball, my baseball team is doing great.

ELA

In this marking period, our students learned so much in ELA. Students read Percy Jackson: The Lightning Thief which students used to define what a hero is. Then, students did a close reading of the text Heroes Every Kid Should Know: Perseus. Furthermore, students connected how the resolution of the conflict (ultimate beheading of the mythical creature, Medusa) contributes to the meaning of the myth genre. Also in Unit 3, individuals wrote their Extended Writing Projects which required an in-depth analysis of how the individuals covered in this unit faced and overcame challenges. This included analyzing how a line or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot by closely reading the poem, “The House with Nobody In It.” We saw our students grow so much!

Math

During marking period 3, 6th grade math students were able to write percentages that were greater than 100 and write percentages that were less than 1 by using previously learned structures and strategies. Students were able to realize that finding percentages and finding equivalent ratios are very similar. Afterwards, 6th graders were introduced to geometry where they learned how to calculate the area of parallelograms, triangles, and trapezoids. Students were also able to determine surface area and the volume of shapes.

Science

For this marking period in science we started our new unit: Energy in the Atmosphere! At first, we focused on energy and matter. Students explored the effects temperature has on kinetic energy, particle movement, and volume. We also discussed the factors that control phase changes in elements, what dictates elements being in certain states, and the movement of particles in each phase. Next, we learned about the three types of thermal energy transfer (conduction, convection, and radiation) and focused on thermal conductivity where students tested insulator types in a virtual lab and analyzed the data through graphs afterwards. Students then switched to learning about the water cycle and how solar energy on Earth relates to the atmosphere and oceanic currents. We thank our sixth graders for being such great students!

Social Studies

To kick off the third marking period our sixth grade students dove deeper into their study of the U.S. Constitution by analyzing how much power was given to the Executive and Judicial branches. To test their knowledge, students took their Unit 3 test which covered the following: Magna Carta, Checks and balances, Civic Virtue, Separation of Powers, Social Contract, General Welfare Clause, and a really deep dive into the Constitution.

Next, students worked on their next unit of Federalism in which they learned about our federal system, its basis in popular sovereignty, and some of the problems arising from our federal system. They learned how the Constitution created a federal system of government and how the people approved the Constitution. To show what they learned, students analyzed The Federalists and The Anti-Federalists that were mentioned in class and discussed the arguments of each side in the ratification of the Constitution. We’ve had a wonderful marking period with our sixth grade students!

ELA

Students began Unit 3 and the third marking period by considering: Chasing the Impossible - essential question: What makes a dream worth pursuing? Then students started reading the Core novel: We Beat the Street by Drs. Sampson Davis, George Jenkins, and Rameck Hunt. Then they analyzed the 1976 keynote speech given by Barbara Jordan at the Democratic National Convention. Also students read the opinion-based article, “Machines, not people, should be exploring the stars for now.” After reading several informational, opinion-based texts about space exploration, students acted as a congressional budget committee, debating whether we should be investing in manned or robotic space exploration. Lastly, students wrote an argumentative essay about a club, class, or activity that would benefit the HMS community.

Math

Students continued their work with inequalities & created graphs that represented solutions. After that students used repeated experiments and proportionality to predict a sample space. Also students decide whether or not an object is fair by comparing probabilities from a model to the results of a repeated experiment. After that Students applied what they have learned about probability tools and repeated experiments to simulate multi step real-world events. Lastly, students learned the terms sample and population and explored the advantages and disadvantages of using samples to answer a question about a population.

Science

In science this week the students created slides that would help younger students understand the connection and relationships between land, water, and air resources. After that the 7th grade students continued presentations on their Black American Scientist or Mathematician. Then students identified how resources are distributed, and how depletion of resources is a risk that we face when resources are not used properly. Lastly, they Learned about synthetic materials.

Social Studies

To start this marking period students concluded their section on the United States. The students then began learning about Canada. When they started to learn about Canada students read and answered discussion questions about the economy and culture of Canada today. As well as the similarities and differences between our economy and Canada’s. After that they spent their class time exploring the relationship between Quebec and Canada, concluding the America and Canada unit. Lastly, they learned about Mexico's geography and history.

ELA

During the third marking period of ELA, 8th grade students concluded Unit 3 and their reading of Narrative of the Life of Frederick Douglass, an American Slave. They ended the unit with an argumentative essay on freedom. Moving on to Unit 4, students began reading Louisa May Alcott’s Little Women. Students spent some time characterizing the March sisters. Additionally, students paid attention to emerging themes and character development in the novel. 8th graders read additional short stories including Ray Bradbury’s All Summer in a Day, making a comparison with Little Women.

Pre-AP Algebra

During this marking period in Pre-AP Algebra, students worked through many contexts for which writing and solving a system of equations made sense. The big goal was to get comfortable using different models and strategies: graphing, elimination and substitution to get to a logical solution. Students dove even deeper into systems of inequalities, better learning to set boundary lines and determine where the solutions lie. In their project, “What Happened to the Kids?” students worked with a partner to consider what the parent (basic) equation of a linear, quadratic, absolute value, square root of cubic function will look like in a graph.

Pre-Algebra

During the third marking period in Pre-Algebra, students expanded on their knowledge of linear equations by talking about equations that have one, none, or infinitely many solutions. Additionally, students expanded their knowledge on systems of equations by looking at graphs that have no solutions and infinitely many solutions. Lastly, students explored transformations. They reviewed translations, reflections, and rotations of shapes on an off the coordinate plane through various application activities.

Science

During this marking period in Science, 8th grade students reviewed the effects of tectonic plate movements and started their research and design process to create an earthquake proof building/tower with limited supplies. Furthermore, students reviewed the components that create the first kit in the Physics in the Box and built circuits using the Physics in a Box kits. They first learned how to assemble many different circuits just using electrical diagrams before starting the labs. Then students built their first working circuits by including all the components needed: power source, wires and light bulb. Additionally, students learned about the different human body systems. Students worked on a scavenger hunt activity to identify what organs and functions pertain to what body system.

Pre-AP World History

During the third marking period of Pre-AP World History, students examined historical sources and documentaries to explain the impact of pastoralism as it relates to lifestyle, environment, and sedentary societies. Then, students began examining the continuities and change in the development of ancient Afro-Eurasian religions and their impact on the states in which they were created. Furthermore, students completed reexamining the prompt from our unit claim. Students were tasked with answering, “To What extent did the aim and influence of religion change over the course of the ancient period?”

Social Studies

In 8th grade Social Studies, students analyzed how the Renaissance changed European art and learning by examining different pieces of historical evidence to prove cultural shifts from the Middle Ages. Later they learned about the causes and effects of the Catholic and Protestant reformation and the effect on economic and cultural trends. Additionally, students explored the causes and effects of World War I and how the Great Depression brought about hardship and unrest in Europe. Furthermore, students analyzed two texts about Ronald’s Reagan's contribution to the fall of the Berlin Wall. Students then examined how the Cold War divided Europe and the formation of the European Union.

French

6th graders learned about subject pronouns in French, including when to use the informal and formal versions of the word you (tu and vous). Students practiced reading comprehension skills by answering reading comprehension questions based on a cultural reading. 6th graders prepared for and completed the Unit 2A test in French, for which they identified key vocabulary to express leisure activities as well as conjugated -er verbs correctly.

7th graders completed a project for which they wrote several physical descriptions of various family members, combined with a family tree and an oral speaking assessment. We learned how to use possessive adjectives in French to describe different family relationships. 7th graders prepared for and completed the Unit 5A test, in which they identified vocabulary related to the family and physical descriptions, as well as identifying possessive adjectives to describe ownership in French.

8th graders learned about several important monuments in Paris, as well as cultural facts associated with these important cultural landmarks. Students learned how to write in the past tense in French, a skill that takes a lot of practice to master. 8th graders completed the reading of our first novel in French, Zeinixx, by actively participating and working as a class to answer all of the comprehension questions related to the book.

Spanish

Grade 6 students discussed and drafted a dialogue using vocabulary words related to classroom objects. Students learned about Afro-latinos for Black History Month. 6th grade students learned how to ask and respond to a person's birthday and also students learned the happy birthday song in Chinese. Lastly, Grade 6 students discussed subject pronouns, as well as definite and indefinite articles

Grade 7 students presented their family projects. Students learned about Afro-latinos for Black History Month. 7th grade students did Chinese new year activity on Monday and then continued with Unit 9 on the topic of clothes. Grade 7 sharpened their skills in writing. We are discussing the verb to live "vivir" and the verb "salir" to go out,

Grades 8 continued to discuss family members' personality traits. Next, we used verbs like "vivir", "ir", and "salir". Students learned about Afro-latinos for Black History Month. Then, we continued with the presentation of the project presenting Chinese characters. Grade 8 discussed different housing options in Venezuela. Students discussed rooms of the house and the verb to say, decir.

Mandarin

6th grade students did a presentational speaking quiz introducing their name, age and birthday. Students learned about the Chinese New Year. 6th grade students practiced how to ask and respond to a person's birthday and zodiac by doing interpretive reading and presentational writing practice

7th grade students continued with Unit 9 on the topic of clothes. 7th grade students practiced how to ask and respond to questions related to the color of their clothes and their opinions about them by engaging in interpretive reading and listening activities, as well as interpersonal dialogue writing and speaking.

8th grade students completed a project in which they searched 4 different cities in the world and presented the information including the time, weather, temperature and clothes in Chinese characters sentences.8th grade students moved onto part two of Unit 14 with the topic of school subjects.

During MP3 in Physical Education, we concluded our hockey unit. Then, we moved on to volleyball!

Visual Arts

Ms. Whelan’s visual art students had the opportunity to learn a variety of new skills, techniques, vocabulary, and art history during this marking period.

Creative Writing

This semester in Creative Writing we have worked on our use of descriptive words in our writing. We have been working in groups to brainstorm and have utilized a variety of graphic organizers to create slide -shows on: famous African Americans, Women, created our own Island, created their own candy, designed a car to list a few of our great assignments. We have become better thinkers and collaborators by using our imaginations. I hope each student will continue to use their creative side to think outside the box.

Pre-AP Dance

In Pre-AP Dance this marking period three 6th graders went through their introduction to movement with concepts covering various aspects of performance and interpretative dance. Anchor works were interpreted, analyzed, and discussed in order to better understand the how and why of movement. They ended each concept segment with a product created by themselves. In grades 7th grade students explored the genres of Ballet and Hip Hop with an intense look at histories, famous compositions, and where each genre is today. They learned and practiced key movements from each, and are ending their marking period with the combining genres and what that looks like. And in 8th grade students learned in depth the concepts of Theme and Variation and how they can influence a dance performance. Fusion dance will be ending the marking and will also take into account their own dance experience and interests.

Pre-AP Music: Band

In Pre-AP Music: Band, 7th & 8th grade students started Module 2, examining how scales are created using whole and half step intervals. In 6th grade, Module 1 students have been experimenting with interpreting music expressively by altering dynamics, instrumentation, tempo, and articulation.

Pre-AP Theater

In Pre-AP Theater, students participated in many different activities throughout the marking period to strengthen their stage presence. 6th, 7th, and 8th grade students performed pieces to demonstrate their stage presence skills at the end of the marking period!

Newsletter Club

The Newsletter Club worked diligently to publish the Third Tiger Quarterly! Shoutout to the amazing members of our club for all of their hard work.

Student Council

In the third marking period, the Student Council planned a Valentine’s Day Spirit Day where HMS wore red and/or pink on February 14th. Members passed out lollipops for Valentine’s Day. Then, the Student Council started to brainstorm themes for grade-level dances this spring! The Student Council decided on “A Night in New York” as our dance theme. We look forward to our dances on April 18th!

Academic Team

The HMS Academic Team prepared for their upcoming National Geography Challenge (NGC) Meet competed in the National Geography Challenge this week! In under thirty-five minutes, our sixth graders answered 40 multiple-choice questions, and our seventh and eighth graders answered 50 multiple-choice, geography-based questions. Our scores have been entered, and in May, we will receive results to see how we placed amongst other middle school students across the country. Congratulations to our top scorer: Jonathan Offer!

NJHS - This marking period the HMS Pulchra Varietate Chapter of the NJHS welcomed nine new members from the 7th grade. The students were inducted based on their achievement in the four pillars of character, leadership, scholarship & service. The ceremony was held on Thursday March 7th. Congratulations to our newest members. Additionally, NJHS members are continuing to volunteer in our school and district communities through tutoring and mentoring in the elementary school and the 5th grade Game Night here at HMS.

GSA

GSA participated in a reading circle, reading aloud short stories from This is Our Rainbow. watching clips from the new film, Rustin, which chronicles the contributions made by Bayard Rustin in the March on Washington. LGBTQ-inclusive short story, “Petra & Pearl” from the book This is Our Rainbow.

Best Buddies

On March 21st, Best Buddies led HMS in celebrating World Down Syndrome Day! We wore crazy socks to spark the conversation of Down Syndrome awareness!

Literary Club

The Literary Club continued reading The Book Thief and gained a deeper understanding of our different perspectives, and points of view when it comes to historical fiction. During our last meeting we looked closely at our options for our next read, and decided upon “This Is How You Lose the Time War”, by Max Gladstone. The rich conversations, and the kind and positive relationships that have developed while keeping the focus on literature has made this ‘Lit Club” the place to be!

Chorus Club

The Chorus Club began working on their first concert song, "What Was I Made For?" We focused on part independence and balance, making sure the melody is loudest, but could still hear the harmonies.

Band Club

This week in Pre-AP Music (band), Mr. Stasiak's 6th grade Novice Band members focused again on the lyrical section of their first concert piece, "BlackBeard."

Junior Thespians

Junior Thespians acted out their performance of familiar musicals. We played a variety of improv activities including freeze, the alphabet game, emotion bus, and late charades. Students conducted a character analysis of a character of their choosing. During "ABC Pose," participants walked around the stage in an "actor neutral" waiting for a random letter to be called. Lastly, Junior Thespians participants engaged in a theater game called werewolf, by popular demand.

During the winter session of PTL, students had the option of volleyball, table tennis/pickleball, cardio kickboxing, painting/sculptures/elements of the stage, cheer, chess, or soccer! During the spring session, students had the choice between 3D drawing, pickleball/ping-pong, robotics, tennis, chess, or painting, sculpture, and backstage art!

Most proud of: Doing his best in school!

Would want to spend a day with: Victor Wanyama.

Advice to self: Do not stress out!

"If I could’ve spent a day with anyone, it would be with Buzz Lightyear. It may sound a bit weird, but I think spending time with a fictional character would be amazing. You could hear all of the crazy stories that he’s experienced."

"Out of anyone in the world, I am most proud of my older brother. He is one of the most well-rounded people I’ve ever seen. He is both athletic and academically gifted. I’m insanely proud of him."

"During the third marking period, my grades have been at an all-time high. I have learned so much in this school year and it is now finally paying off."