EMAC students explore reporting
Today, the Academy classrooms were surprisingly small, and it had nothing to do with the fact it is almost Christmas break. EMAC Academy students were excused from class for one school day so they could test their talents as reporters.
The sophomores and freshmen were put into groups of three and challenged to develop, investigate and produce news stories covering campus news, education, sports, entertainment/fine arts or student life.
“My group decided to do a preview of the varsity basketball game against Fossil Ridge,” EMAC sophomore Mark Slette said. “We decided to do this because we thought sports would be our strong suits for a story.”
Once the students had their topics selected and investigated, they were to write a news story with at least three sources, produce a news video that was a minute to a minute and a half long, create a photo gallery with five to seven pictures with captions and provide informative updates on Twitter.
This day allowed the sophomores and freshmen of the Academy to work together and use their new found skills to develop a final product.
“Working with the freshmen has been interesting,” Slette said. “They’re learning the basics and we are helping them out.”
The freshmen think working with the sophomores is both beneficial and fun.
“Having the sophomores there makes it easier because they have more experience which helps us out a lot,” EMAC freshman Braden Creel said.
Overall the EMAC News Showcase has been very successful, and allowed the students to grow closer together and develop their reporting skills and learn from one another.
“I enjoyed it, the day was a lot of fun because it’s not the normal EMAC classes,” Creel said. “We got to experience all the things you get to do in EMAC, it was very beneficial.”
As the day drew to a close the students of the EMAC Academy were able to look back on all they had accomplished that day, and know that they learned new things while working with new people.
Written by Elizabeth Sims
The sophomores and freshmen were put into groups of three and challenged to develop, investigate and produce news stories covering campus news, education, sports, entertainment/fine arts or student life.
“My group decided to do a preview of the varsity basketball game against Fossil Ridge,” EMAC sophomore Mark Slette said. “We decided to do this because we thought sports would be our strong suits for a story.”
Once the students had their topics selected and investigated, they were to write a news story with at least three sources, produce a news video that was a minute to a minute and a half long, create a photo gallery with five to seven pictures with captions and provide informative updates on Twitter.
This day allowed the sophomores and freshmen of the Academy to work together and use their new found skills to develop a final product.
“Working with the freshmen has been interesting,” Slette said. “They’re learning the basics and we are helping them out.”
The freshmen think working with the sophomores is both beneficial and fun.
“Having the sophomores there makes it easier because they have more experience which helps us out a lot,” EMAC freshman Braden Creel said.
Overall the EMAC News Showcase has been very successful, and allowed the students to grow closer together and develop their reporting skills and learn from one another.
“I enjoyed it, the day was a lot of fun because it’s not the normal EMAC classes,” Creel said. “We got to experience all the things you get to do in EMAC, it was very beneficial.”
As the day drew to a close the students of the EMAC Academy were able to look back on all they had accomplished that day, and know that they learned new things while working with new people.
Written by Elizabeth Sims
Hobbies inspire students to be responsible
Every time Omar Rosales pounds a punching bag with his fist, he’s not only preparing for his next boxing match; he’s relieving himself of academic stress.
The basics of school can help with a lot of means in a students’ life, whether it’s helping the student’s organize their schedule well when a lot of things are going on at the same time, or helping to time and prepare when too much material is due around the same time.
Life outside of school can deal with studying, hanging out with friends, or enjoying your favorite hobby; having an extra curricular activity. Everyone, no matter what age you are, needs something significant to maintain his or her sanity other than focusing on one matter. When participating in the activity you take part in after or during school, it could be accountable that it’s possible to lose stress that you once had from projects being due on the same week (school) or from family and friends issues.
“I box outside of school and one of the things we do is practice with the punching bag. Hitting the punching bag gets a lot of stress out of me from school or just in general, but at the same time it’s a great workout, so it’s a win win,” PSA sophomore Omar Rosales said.
Having the responsibility on participating in extra curriculum activities can also teach the student to prepare and time their schedule well when too many things are going around at the same time, especially when they feel like everything’s over lapping one another, back to back.
“School helped me prepare for fights when I joined the academies; it helped me manage my time wisely and taught me how to prepare for things that would be going around the same time,” Rosales said.
Sports or clubs happening around the school can also count as an extra curricular activity for a student that attends CHS; each organization we the student take part in could play a role for teaching us how to have responsibility and stand up on our two feet.
“School has helped me prepare for different things, and since I’m in PSA, it helps me focus more on the skills I need for my future career in life,” said PSA sophomore Caitie Galvan.
If it’s not the other, it certainly is how the way school works. Letting you go to school with 3,000 other students and standing in the cafeteria line not knowing who you’re standing next too. School sure does make you talk and become friends with people you would’ve never thought of talking to before, in a good way.
“School helped me with my social skills,” said Galvan.
Being apart in one of the three Academies, PSA, EMAC and STEM can each give you an separate opportunity to think in a more analytical way and could also help you time your schedule well when too many things are going around at the same times; hobbies or activities going around after school circling around back to homework.
“I have a more media perspective on things because I’m in EMAC, and also a more of an analytical reasoning on how things work,” EMAC sophomore Kristen Anderson said.
Written by Sydney Williams
The basics of school can help with a lot of means in a students’ life, whether it’s helping the student’s organize their schedule well when a lot of things are going on at the same time, or helping to time and prepare when too much material is due around the same time.
Life outside of school can deal with studying, hanging out with friends, or enjoying your favorite hobby; having an extra curricular activity. Everyone, no matter what age you are, needs something significant to maintain his or her sanity other than focusing on one matter. When participating in the activity you take part in after or during school, it could be accountable that it’s possible to lose stress that you once had from projects being due on the same week (school) or from family and friends issues.
“I box outside of school and one of the things we do is practice with the punching bag. Hitting the punching bag gets a lot of stress out of me from school or just in general, but at the same time it’s a great workout, so it’s a win win,” PSA sophomore Omar Rosales said.
Having the responsibility on participating in extra curriculum activities can also teach the student to prepare and time their schedule well when too many things are going around at the same time, especially when they feel like everything’s over lapping one another, back to back.
“School helped me prepare for fights when I joined the academies; it helped me manage my time wisely and taught me how to prepare for things that would be going around the same time,” Rosales said.
Sports or clubs happening around the school can also count as an extra curricular activity for a student that attends CHS; each organization we the student take part in could play a role for teaching us how to have responsibility and stand up on our two feet.
“School has helped me prepare for different things, and since I’m in PSA, it helps me focus more on the skills I need for my future career in life,” said PSA sophomore Caitie Galvan.
If it’s not the other, it certainly is how the way school works. Letting you go to school with 3,000 other students and standing in the cafeteria line not knowing who you’re standing next too. School sure does make you talk and become friends with people you would’ve never thought of talking to before, in a good way.
“School helped me with my social skills,” said Galvan.
Being apart in one of the three Academies, PSA, EMAC and STEM can each give you an separate opportunity to think in a more analytical way and could also help you time your schedule well when too many things are going around at the same times; hobbies or activities going around after school circling around back to homework.
“I have a more media perspective on things because I’m in EMAC, and also a more of an analytical reasoning on how things work,” EMAC sophomore Kristen Anderson said.
Written by Sydney Williams
Looking forward to their futrue
The EMAC freshman took their first field trip of the year to The World Affairs International Career Day in Bedford Texas. They were there to learn about multiple media job offerings/openings.
There were a variety of speakers who talked to them about traveling abroad and the do’s and don’ts of business international.
The day started off with the coordinator of the World Affairs Council, Jennifer Bowden speaking and showing a seven-minute video. She then proceeded to introduce the following speakers, the executive vice president of the World Affairs Council of Dallas / Fort Worth, Beth Huddleston, Program Coordinator for the International Visitor Program and International Education Program, Chelsea Marshall and Study Abroad Advisor at the University of Texas Arlington Kelsi Cavazos.
The day turned truly beneficial when the students were able to go to any speaker they desired.
The students were able to break out into smaller group where they listened to speakers talk about topics such as, Foreign Journalism, Foreign Service, Humanitarian Rights, Military Service, International Business, International Medicine, EF Travel Tours and Study Abroad.
“My favorite session was the Military service because I have always wanted to be in the military I have always wanted to serve my country,” EMAC sophomore Kilian Bresnahansaid.
The EMAC students were required to hear Pulitzer prize award-winning journalist, Tod Robberson speak. Although some were unaware of the requirement, they ventured off to other topic that sparked their interest.
I attended the field trip as well as the other EMAC officers, Natalie Hinson, Megan Menegay, Mark Slette and Kilian Bresenehan.
“I think the most beneficial part was us learning about all the international differences that I am going to need to know for what I may do when I'm older and I know that I am going to need to work on my cultural skills,” Bresnahansaid.
There was a specific session called Study Abroad, which was teaching the high school students what it was like to travel to different places and be a teacher or travel for their job.
“My favorite was the study abroad because it gives you ideas of what you can do in the future. I used to think it could get really expensive, but now that I realized it's not, I may want to do something like that,” EMAC freshman Emily Shultz said.
Some students are looking to start a career in a few of the breakout sessions, but others want to receive some more information about it before they decide for sure.
“I attended the International Journalism, E.F Travel tours, and the Military Service, but I do not know if I want to pursue a career in any of them because I feel like I may need a little bit more information about everything that would happen, EMAC freshman Michael Butzer said.
These field trips were one of many that may be happening this year. The students are excited to take many more in the future.
“I would actually really enjoy that, but maybe something with different job ideas in the media field so that I can see more areas in the field,” Bresnahan said.
Written by Shannon Wilkinson
There were a variety of speakers who talked to them about traveling abroad and the do’s and don’ts of business international.
The day started off with the coordinator of the World Affairs Council, Jennifer Bowden speaking and showing a seven-minute video. She then proceeded to introduce the following speakers, the executive vice president of the World Affairs Council of Dallas / Fort Worth, Beth Huddleston, Program Coordinator for the International Visitor Program and International Education Program, Chelsea Marshall and Study Abroad Advisor at the University of Texas Arlington Kelsi Cavazos.
The day turned truly beneficial when the students were able to go to any speaker they desired.
The students were able to break out into smaller group where they listened to speakers talk about topics such as, Foreign Journalism, Foreign Service, Humanitarian Rights, Military Service, International Business, International Medicine, EF Travel Tours and Study Abroad.
“My favorite session was the Military service because I have always wanted to be in the military I have always wanted to serve my country,” EMAC sophomore Kilian Bresnahansaid.
The EMAC students were required to hear Pulitzer prize award-winning journalist, Tod Robberson speak. Although some were unaware of the requirement, they ventured off to other topic that sparked their interest.
I attended the field trip as well as the other EMAC officers, Natalie Hinson, Megan Menegay, Mark Slette and Kilian Bresenehan.
“I think the most beneficial part was us learning about all the international differences that I am going to need to know for what I may do when I'm older and I know that I am going to need to work on my cultural skills,” Bresnahansaid.
There was a specific session called Study Abroad, which was teaching the high school students what it was like to travel to different places and be a teacher or travel for their job.
“My favorite was the study abroad because it gives you ideas of what you can do in the future. I used to think it could get really expensive, but now that I realized it's not, I may want to do something like that,” EMAC freshman Emily Shultz said.
Some students are looking to start a career in a few of the breakout sessions, but others want to receive some more information about it before they decide for sure.
“I attended the International Journalism, E.F Travel tours, and the Military Service, but I do not know if I want to pursue a career in any of them because I feel like I may need a little bit more information about everything that would happen, EMAC freshman Michael Butzer said.
These field trips were one of many that may be happening this year. The students are excited to take many more in the future.
“I would actually really enjoy that, but maybe something with different job ideas in the media field so that I can see more areas in the field,” Bresnahan said.
Written by Shannon Wilkinson
Social networking steals student’s time during school
It used to be that students went to school with a few notebooks and a couple of pencils, sat down in their desk, and prepared to learn with no other distractions.
These days, students walk into school with laptops in their backpacks and cell phones glued to their hands, take their seat, open their laptop and juggle the temptation to log onto Facebook with the necessity to listen to their teacher.
Statistics show that people spend 700 billion minutes per month on Facebook; each Facebook user spends on average 15 hours and 33 minutes a month on the site; 190 million average Tweets per day occur on Twitter; and over 35 million people are registered on Tumblr.
“I get on [social networking websites] every single day...basically every chance I get. It distracts me a lot,” EMAC sophomore Blessed Seneh said.
Even when she isn’t using these websites, she’s logged in to remain constantly connected.
“I get on it all the time, but I don’t actually do anything. I leave it open, just in case,” Seneh said. “I also get on it on my cell phone.”
EMAC sophomore Muriel Primo admits she gets on social networking websites every time she gets on her laptop.
“I get on Tumblr the most,” Primo said. “It probably slows me down about 45 minutes.”
EMAC sophomore Kristin Schulz agrees Tumblr is the most time-consuming social networking website during school. Tumblr is a blogging site; the pictures on it capture students’ attention and makes them want to look at more.
“I get on it maybe twice a period if I get distracted,” Schulz said. “It slows me down a significant amount.”
PSA sophomore Alexa Ramirez also gets on Tumblr more than any other social website.
“I get on social networks about three times a day,” Ramirez said. “I don’t let it slow me down though. I have a self control app that helps keep me on task, but I do waste about an hour before I do my homework.”
There are several self control applications that allow the user to block websites and limit the time spent on them.
Some students take their self control even further than Ramirez; STEM sophomore Alex Mudd and EMAC sophomore Kilian Bresnahan claim they never get on social networking websites during school.
“I’m not a big Facebook person,” Bresnahan said.
While EMAC sophomore Emma Eells admits that she does get on Facebook, Twitter and Tumblr sometimes during school, she doesn’t let it get in the way of her schoolwork.
“There’s a time to get on it and time not to,” Eells said. “It’s annoying when we’re doing group work and my group members are constantly on Facebook and not doing their part.”
Written by Regan Sullivan
These days, students walk into school with laptops in their backpacks and cell phones glued to their hands, take their seat, open their laptop and juggle the temptation to log onto Facebook with the necessity to listen to their teacher.
Statistics show that people spend 700 billion minutes per month on Facebook; each Facebook user spends on average 15 hours and 33 minutes a month on the site; 190 million average Tweets per day occur on Twitter; and over 35 million people are registered on Tumblr.
“I get on [social networking websites] every single day...basically every chance I get. It distracts me a lot,” EMAC sophomore Blessed Seneh said.
Even when she isn’t using these websites, she’s logged in to remain constantly connected.
“I get on it all the time, but I don’t actually do anything. I leave it open, just in case,” Seneh said. “I also get on it on my cell phone.”
EMAC sophomore Muriel Primo admits she gets on social networking websites every time she gets on her laptop.
“I get on Tumblr the most,” Primo said. “It probably slows me down about 45 minutes.”
EMAC sophomore Kristin Schulz agrees Tumblr is the most time-consuming social networking website during school. Tumblr is a blogging site; the pictures on it capture students’ attention and makes them want to look at more.
“I get on it maybe twice a period if I get distracted,” Schulz said. “It slows me down a significant amount.”
PSA sophomore Alexa Ramirez also gets on Tumblr more than any other social website.
“I get on social networks about three times a day,” Ramirez said. “I don’t let it slow me down though. I have a self control app that helps keep me on task, but I do waste about an hour before I do my homework.”
There are several self control applications that allow the user to block websites and limit the time spent on them.
Some students take their self control even further than Ramirez; STEM sophomore Alex Mudd and EMAC sophomore Kilian Bresnahan claim they never get on social networking websites during school.
“I’m not a big Facebook person,” Bresnahan said.
While EMAC sophomore Emma Eells admits that she does get on Facebook, Twitter and Tumblr sometimes during school, she doesn’t let it get in the way of her schoolwork.
“There’s a time to get on it and time not to,” Eells said. “It’s annoying when we’re doing group work and my group members are constantly on Facebook and not doing their part.”
Written by Regan Sullivan
Spotlight on Matt
You can’t judge a book by its cover. Freshman Matt Lasky has always had a passion for hockey since age 5 and is currently on the high school hockey team. He plays hockey games for Coppell High school every Sunday.
“It’s fast paced and hard work,” Lasky said.
Consequently, he has to practice Monday through Friday at CHS. Tuesdays and Wednesdays before school Lasky tries to pursue his passion in hockey at CHS. However, Lasky has had previous hockey experience before with the baseball little leagues.
When he was playing for the little leagues he played from August through March. Since then, Lasky’s passion grew more and more. Freshman Scott Browrig is one of Lasky’s hockey teammates.
“I’ve known Matt since he was little, and he’s always doing something cool when he plays,” Brownrig said.
Brownrig is not only one of Lasky’s hockey teammates but he is also a childhood friend of Lasky’s.
Lasky has friends whom he plays hockey with. Lasky is the type of person who is hard to not like, he always has a positive attitude even when he is mad. But, why does Lasky like hockey so much?
Lasky said “fast paced activities”, which attracts him to hockey. Lasky is a persistent student. Students at CHS usually have extracurricular activities they take part in.
Lasky is in the EMAC Academy and entered because in middle school at Coppell Middle School North he did skits on TV, since then he grew a passion for media and decided to join EMAC because it involves media.
What is Lasky thinking about doing for his future? He hasn’t set any long-term goals and is still currently in the process of thinking about what he wants to do.
However, he is thinking about hockey or skits on TV as of right now.
But, then again most students at CHS are still thinking about what they want to major in, while some have already decided.
“If hockey doesn’t work out then I might want to do skits for fun,” Lasky said.
Written by Damien Fralin
All the things I'm blessed to have
When I was young my mom would always say, “Boy, you just don’t know how good you got it.” Those words never really touched me until I she showed me how much she really cared about me. A person can be thankful for many things but I’m different from most people. I’m thankful for my mom being there for me when I was down, happy and even mad.
Most people don’t realize it but you only get one life. Disrespecting your parents is one of the harshest things a child can do to their mother. Your mother could have given you away or even made your life difficult. The main point is, you shouldn’t disrespect your parents because they’re the ones who raised you.
My mom would bend over backward everyday just to make sure we had food on the table. She would even have food ready when we came home because she knew we would be hungry. My mom did a lot of things for me I would never forget. When she passed away, I didn’t think I could move on.
A couple days later, I realized what she had meant when she told me I don’t know how good I got it, and I was just thankful that God had showed me how it felt to have a mother who really cares about you. And till this day I’m a whole new person since that incident and I see life in a whole different perspective. Keep this in mind. Cherish those near you while you have them because you never know when you will wake up and not see them there.
By Damien Fralin
Most people don’t realize it but you only get one life. Disrespecting your parents is one of the harshest things a child can do to their mother. Your mother could have given you away or even made your life difficult. The main point is, you shouldn’t disrespect your parents because they’re the ones who raised you.
My mom would bend over backward everyday just to make sure we had food on the table. She would even have food ready when we came home because she knew we would be hungry. My mom did a lot of things for me I would never forget. When she passed away, I didn’t think I could move on.
A couple days later, I realized what she had meant when she told me I don’t know how good I got it, and I was just thankful that God had showed me how it felt to have a mother who really cares about you. And till this day I’m a whole new person since that incident and I see life in a whole different perspective. Keep this in mind. Cherish those near you while you have them because you never know when you will wake up and not see them there.
By Damien Fralin
It's the most wonderful time of the year
EMAC sophomore Kristin Schulz decorates the Christmas tree.
Christmas time is right around the corner and the Academy students are looking forward to opening presents, spending time with family and taking a break from school stress.
After a semester of late nights studying for tests, finishing projects, and writing essays, Christmas break could not come a second too soon.
“My favorite part of Christmas break is not having school so that I can relax,” EMAC sophomore Sarah Gibbons said. “Also, I get to spend time with family that I don’t get to see a lot.”
EMAC sophomore Capri Jordan is also looking forward to the break because “it will be stress free and fun.”
“For Christmas I am just chilling out at home and hanging out with my friends,” Jordan said.
Other Academy students are looking forward to spending time with family.
“I love getting to see all my family again because they’re only able to come into town once a year since they live far away,” PSA sophomore Audrey Mitchell said. “We have relatives coming into town from California and we’re all going to have a big Christmas dinner.”
Fellow PSA sophomore Olivia Richards is also excited to see the relatives she hasn’t seen in a while.
“We always go to my grandparents’ house and open presents on Christmas Eve with them,” Richards said. “We’re going to visit them over the break.”
STEM sophomore Tyler Wilford has the same plans.
“We always go to my grandparents’ house,” Wilford said. “We also are going to some Christmas parties.”
EMAC sophomore Jill Fisher is also excited to go visit her family and take advantage of the snowy season.
“I’m going to visit family in New York then I’m going to Connecticut to visit my [extended] family,” Fisher said. “Then I’m going up to Vermont to snowboard for a week.”
While EMAC sophomore Kristin Schulz isn’t in school over Christmas break, her family takes the opportunity to teach her something other than math and English: culture.
“We always cook a classic Italian dinner complete with seven different types of fish because it’s good luck,” said Schulz, who comes from an Italian background.
Other than that, Schulz also enjoys celebrating the holidays and the family traditions that come with them.
“My mom always makes my grandma’s cookie recipes and we always open one present on Christmas Eve,” Schulz said. “Sometimes they’re a joke and it’s really funny to see who gets what.”
Jordan’s family also has their own unique traditions.
“We have a tradition of singing Happy Birthday to Jesus since it is the main point of our celebration on Christmas day [when] my family comes over my house and we eat and hang out together,” Jordan said.
Students are ready to switch out their backpacks for travel suitcases, their late nights studying for late mornings sleeping in, and months of stress for weeks of relaxation.
Written by Regan Sullivan
After a semester of late nights studying for tests, finishing projects, and writing essays, Christmas break could not come a second too soon.
“My favorite part of Christmas break is not having school so that I can relax,” EMAC sophomore Sarah Gibbons said. “Also, I get to spend time with family that I don’t get to see a lot.”
EMAC sophomore Capri Jordan is also looking forward to the break because “it will be stress free and fun.”
“For Christmas I am just chilling out at home and hanging out with my friends,” Jordan said.
Other Academy students are looking forward to spending time with family.
“I love getting to see all my family again because they’re only able to come into town once a year since they live far away,” PSA sophomore Audrey Mitchell said. “We have relatives coming into town from California and we’re all going to have a big Christmas dinner.”
Fellow PSA sophomore Olivia Richards is also excited to see the relatives she hasn’t seen in a while.
“We always go to my grandparents’ house and open presents on Christmas Eve with them,” Richards said. “We’re going to visit them over the break.”
STEM sophomore Tyler Wilford has the same plans.
“We always go to my grandparents’ house,” Wilford said. “We also are going to some Christmas parties.”
EMAC sophomore Jill Fisher is also excited to go visit her family and take advantage of the snowy season.
“I’m going to visit family in New York then I’m going to Connecticut to visit my [extended] family,” Fisher said. “Then I’m going up to Vermont to snowboard for a week.”
While EMAC sophomore Kristin Schulz isn’t in school over Christmas break, her family takes the opportunity to teach her something other than math and English: culture.
“We always cook a classic Italian dinner complete with seven different types of fish because it’s good luck,” said Schulz, who comes from an Italian background.
Other than that, Schulz also enjoys celebrating the holidays and the family traditions that come with them.
“My mom always makes my grandma’s cookie recipes and we always open one present on Christmas Eve,” Schulz said. “Sometimes they’re a joke and it’s really funny to see who gets what.”
Jordan’s family also has their own unique traditions.
“We have a tradition of singing Happy Birthday to Jesus since it is the main point of our celebration on Christmas day [when] my family comes over my house and we eat and hang out together,” Jordan said.
Students are ready to switch out their backpacks for travel suitcases, their late nights studying for late mornings sleeping in, and months of stress for weeks of relaxation.
Written by Regan Sullivan
Decisions, Decisions, Decisions
People make choices everyday, whether you’re a child, teenager or an adult. You just have to make sure you’re making the right one and deciding which is more important for you and those around you.
“If you have good grades people think you’re smart and will ask you for help on their homework, if you’re grades are bad, people aren’t going to want to be your partner in group work or might be uncertain about your character as a person. Grades can be a way of judging somebody,” EMAC sophomore Kilian Bresnahan said.
When making the choice on deciding whether to study for school or to hang out with your friends, a student should choose studying. Your friends aren’t going to be with you while you take the SAT; a person does that by himself or herself. So why do we choose our friends instead?
Few students have realized this idea and when their friends would ask them to come over, they would now say no because they rather study for a test they have the next day than hangout with their friends; right choice.
Grades can also be a punishment between our parents. If you get good grades your parents’ reward you with having the ability to go wherever you want with your friends or going to school games. If you get bad grades your parents punish you with not having the right to go places with your friends, being grounded, not having your phone, you name it. It’s our job the child and student to get good grades so our parents won’t complain and later punish us.
“Grades get you into college, if I get bad grades I get in trouble and I can’t do what I want. When I can’t do what I want it motivates me to get good grades so I can do stuff with my friends,” EMAC sophomore Capri Jordan said.
There are a few tricks a student could do to get good grades. Instead of being on the computer or watching TV open a textbook or book, read over notes you wrote in class, watch videos on Khan Academy, a website that has several subjects and tutorial videos or write down math problems and practice the ones you don’t understand. Turn off the television and organize your schedule so you can give yourself hours of studying for each class in your school schedule.
“I give the same number of hours of studying for each class. I don’t study everyday but I do study each subject on the daily basis,” Kilian said.
Although some students study, others don’t. Few students would rather do their homework and call that “studying”. However, homework can be a way of studying, while doing your homework you’re practicing a problem and looking over material you learned in class for a certain amount of time.
“I do my homework, I don’t prepare for tests. Homework is my practice before tests. I do my homework when I know I don’t understand what I’m learning in class and when I know that I need to practice more,” Jordan said.
Homework can be a form of studying and studying can be a form of homework. If a student does both, you could hardly recognize the difference. The studying and extra practice you’re doing at home alone will pay off in the end; your grade in the class that you were struggling with before is higher than it was lasts.
Column by Sydney Williams
“If you have good grades people think you’re smart and will ask you for help on their homework, if you’re grades are bad, people aren’t going to want to be your partner in group work or might be uncertain about your character as a person. Grades can be a way of judging somebody,” EMAC sophomore Kilian Bresnahan said.
When making the choice on deciding whether to study for school or to hang out with your friends, a student should choose studying. Your friends aren’t going to be with you while you take the SAT; a person does that by himself or herself. So why do we choose our friends instead?
Few students have realized this idea and when their friends would ask them to come over, they would now say no because they rather study for a test they have the next day than hangout with their friends; right choice.
Grades can also be a punishment between our parents. If you get good grades your parents’ reward you with having the ability to go wherever you want with your friends or going to school games. If you get bad grades your parents punish you with not having the right to go places with your friends, being grounded, not having your phone, you name it. It’s our job the child and student to get good grades so our parents won’t complain and later punish us.
“Grades get you into college, if I get bad grades I get in trouble and I can’t do what I want. When I can’t do what I want it motivates me to get good grades so I can do stuff with my friends,” EMAC sophomore Capri Jordan said.
There are a few tricks a student could do to get good grades. Instead of being on the computer or watching TV open a textbook or book, read over notes you wrote in class, watch videos on Khan Academy, a website that has several subjects and tutorial videos or write down math problems and practice the ones you don’t understand. Turn off the television and organize your schedule so you can give yourself hours of studying for each class in your school schedule.
“I give the same number of hours of studying for each class. I don’t study everyday but I do study each subject on the daily basis,” Kilian said.
Although some students study, others don’t. Few students would rather do their homework and call that “studying”. However, homework can be a way of studying, while doing your homework you’re practicing a problem and looking over material you learned in class for a certain amount of time.
“I do my homework, I don’t prepare for tests. Homework is my practice before tests. I do my homework when I know I don’t understand what I’m learning in class and when I know that I need to practice more,” Jordan said.
Homework can be a form of studying and studying can be a form of homework. If a student does both, you could hardly recognize the difference. The studying and extra practice you’re doing at home alone will pay off in the end; your grade in the class that you were struggling with before is higher than it was lasts.
Column by Sydney Williams
Pictures and videos are more than classwork
Freshman Christian Meyers edits a video for his EMAC Video Editing class.
Just because the students of the EMAC academy are working on editing videos and taking pictures does not mean its all for school and all seriousness.
Many of these EMAC students love taking pictures or videos of their friends and family or just something that may interest them.
"For pictures I usually just take nature shots or something out of the ordinary and with videos its just if I have friends over, we make them of what we are doing or to document a trip," EMAC freshman Analise Gerald said.
After freshman year, some of the sophomore EMAC students had decided to join in on KCBY,
Round-Up and The Sidekick. The students that did this had a passion in all these different genres.
Some of the freshman thought that they had a calling to taking pictures, but now that the year has started some of them have changed their minds.
"I actually started liking the video and video editing more, so I really want to be in KCBY now," EMAC freshman Mio Yamada said.
Students in the Photography class have assignments where they are supposed to take pictures with certain camera settings. They do not always take them for fun.
"The pictures I take are normally for Photography class, so it depends on whatever the assignment is," EMAC sophomore Jill Fisher said.
Many of the freshman and sophomores have always had an interest in the media field for a while. Their interests sparked in middle school.
“I have always liked taking pictures, but I got more into it when I started taking media in 7th grade,” Yamada said.
Not all EMAC students have always loved taking pictures; in fact, some of them didn’t even know it this was something they wanted to do in their future.
“My mom decided to put me in EMAC because she thought it would be good for me to learn some photography skills and video editing skills, but now that I am in it, I really enjoy it,” Fisher said.
Even though they like both photography and video, they had to choose just one to take part in. One may be school work and another a hobby, but they are both something they love.
“Making videos is definitely more of a passion then taking pictures, but I do love both. KCBY was just something I have always wanted to do, EMAC sophomore Kristin Schulz said. I definitely want to continue doing this.”
Written by Shannon Wilkinson
Many of these EMAC students love taking pictures or videos of their friends and family or just something that may interest them.
"For pictures I usually just take nature shots or something out of the ordinary and with videos its just if I have friends over, we make them of what we are doing or to document a trip," EMAC freshman Analise Gerald said.
After freshman year, some of the sophomore EMAC students had decided to join in on KCBY,
Round-Up and The Sidekick. The students that did this had a passion in all these different genres.
Some of the freshman thought that they had a calling to taking pictures, but now that the year has started some of them have changed their minds.
"I actually started liking the video and video editing more, so I really want to be in KCBY now," EMAC freshman Mio Yamada said.
Students in the Photography class have assignments where they are supposed to take pictures with certain camera settings. They do not always take them for fun.
"The pictures I take are normally for Photography class, so it depends on whatever the assignment is," EMAC sophomore Jill Fisher said.
Many of the freshman and sophomores have always had an interest in the media field for a while. Their interests sparked in middle school.
“I have always liked taking pictures, but I got more into it when I started taking media in 7th grade,” Yamada said.
Not all EMAC students have always loved taking pictures; in fact, some of them didn’t even know it this was something they wanted to do in their future.
“My mom decided to put me in EMAC because she thought it would be good for me to learn some photography skills and video editing skills, but now that I am in it, I really enjoy it,” Fisher said.
Even though they like both photography and video, they had to choose just one to take part in. One may be school work and another a hobby, but they are both something they love.
“Making videos is definitely more of a passion then taking pictures, but I do love both. KCBY was just something I have always wanted to do, EMAC sophomore Kristin Schulz said. I definitely want to continue doing this.”
Written by Shannon Wilkinson
Students looking to serve in their futures
Though they are only in high school, the students in the Public Service Academy are already looking to the future and preparing to take on the careers they hope to have one day.
PSA is designed to create a smaller learning community for students who are interested in having a career in the medical or education field. This academy provides the students with a variety of opportunities that allows the students to pursue their interests.
“In both of the classes, they learn the basic skills that they will need for their practicum. The education kids learn how to write lesson plans and be ready to move into the classroom, and the health care kids learn skills so that they are able to work with patients,” PSA lead teacher Brenda Brinkman said. “The big component of both of those is communication; putting the student first and putting the patient first.”
The students also believe PSA is preparing them for the future.
“It prepares you for things you may encounter in the actual medical field, like leadership and social qualities that help you in the real world,” PSA sophomore Mason David said.
David joined the medical side of the academy with hopes of becoming a pediatrician or a surgeon. With both of his parents working in the medical field and a drive to help others spurring him on, he chose PSA to help him prepare for his career goals.
“I really liked helping people, and I felt like I wanted to make it a profession so joining would help me accomplish that,” David said.
PSA provides specified electives for the students, which focuses on the education or medical career the students strive to achieve. The education students are provided with “Introduction to Principles of Education and Training” their freshman year, “Technology Integration with Education and Training” their sophomore year, and “Ready, Set, Teach!” during their junior and senior years.
The medical students are given “Introduction to Medical Terminology and Principles of Health Science” in their freshman year, “Health Science Technology” their sophomore year, “Practicum in Health Science” their junior year, and certification classes their senior year.
While the “Health Science Technology” elective provided in the academy is giving him a glimpse of what it takes to work in the health care field, David prepares for his career choice outside of school, as well.
“I volunteer hours at various organizations because it shows dedication to helping people,” David said.
Though many students are focused on the medical side of PSA, there are still quite a few students who have chosen to pursue a career in the education field.
PSA sophomore Maci Nichols chose the education side of the academy because it provided her with a way to explore the education field and see if she really wanted to be a kindergarten, first or second grade teacher.
“I have always said that I wanted to be a teacher because my mom was a teacher and is now a preschool director,” Nichols said. “I have always loved working with kids and this has always been a job I can see myself doing.”
Though she is enrolled in the “Integration of Technology and Education” elective in the academy and it is giving her a glimpse of what it would be like to be a teacher; Nichols also looks beyond the walls of the school to prepare for her chosen career path.
“I help a lot with my church, I volunteer at the church’s vacation Bible school and teach kindergarten, this year I have helped with watching the special needs kids, and I have helped with the summer reading with the underprivileged kids that have trouble reading,” Nichols said. “All of these things have really helped me be involved and help me have a better sense of what I could potentially be doing in the future.”
The teachers notice all of the hard work demonstrated by the students both in school and out, and encourage them to continue to pursue service through their passions.
“Within the Academies there is a service requirement and we want them to be able to connect to their passion and find a way to give back to the community and that’s why we do our expo,” Brinkman said. “After that we want them to choose something that would connect to health care and education. In addition to that we encourage that they get involved over the summer.”
With the help from their provided academy electives and their service opportunities outside of school, the students enrolled in PSA are sure to have bright futures, whether they choose to become tomorrow’s educators or doctors.
Written by Elizabeth Sims
PSA is designed to create a smaller learning community for students who are interested in having a career in the medical or education field. This academy provides the students with a variety of opportunities that allows the students to pursue their interests.
“In both of the classes, they learn the basic skills that they will need for their practicum. The education kids learn how to write lesson plans and be ready to move into the classroom, and the health care kids learn skills so that they are able to work with patients,” PSA lead teacher Brenda Brinkman said. “The big component of both of those is communication; putting the student first and putting the patient first.”
The students also believe PSA is preparing them for the future.
“It prepares you for things you may encounter in the actual medical field, like leadership and social qualities that help you in the real world,” PSA sophomore Mason David said.
David joined the medical side of the academy with hopes of becoming a pediatrician or a surgeon. With both of his parents working in the medical field and a drive to help others spurring him on, he chose PSA to help him prepare for his career goals.
“I really liked helping people, and I felt like I wanted to make it a profession so joining would help me accomplish that,” David said.
PSA provides specified electives for the students, which focuses on the education or medical career the students strive to achieve. The education students are provided with “Introduction to Principles of Education and Training” their freshman year, “Technology Integration with Education and Training” their sophomore year, and “Ready, Set, Teach!” during their junior and senior years.
The medical students are given “Introduction to Medical Terminology and Principles of Health Science” in their freshman year, “Health Science Technology” their sophomore year, “Practicum in Health Science” their junior year, and certification classes their senior year.
While the “Health Science Technology” elective provided in the academy is giving him a glimpse of what it takes to work in the health care field, David prepares for his career choice outside of school, as well.
“I volunteer hours at various organizations because it shows dedication to helping people,” David said.
Though many students are focused on the medical side of PSA, there are still quite a few students who have chosen to pursue a career in the education field.
PSA sophomore Maci Nichols chose the education side of the academy because it provided her with a way to explore the education field and see if she really wanted to be a kindergarten, first or second grade teacher.
“I have always said that I wanted to be a teacher because my mom was a teacher and is now a preschool director,” Nichols said. “I have always loved working with kids and this has always been a job I can see myself doing.”
Though she is enrolled in the “Integration of Technology and Education” elective in the academy and it is giving her a glimpse of what it would be like to be a teacher; Nichols also looks beyond the walls of the school to prepare for her chosen career path.
“I help a lot with my church, I volunteer at the church’s vacation Bible school and teach kindergarten, this year I have helped with watching the special needs kids, and I have helped with the summer reading with the underprivileged kids that have trouble reading,” Nichols said. “All of these things have really helped me be involved and help me have a better sense of what I could potentially be doing in the future.”
The teachers notice all of the hard work demonstrated by the students both in school and out, and encourage them to continue to pursue service through their passions.
“Within the Academies there is a service requirement and we want them to be able to connect to their passion and find a way to give back to the community and that’s why we do our expo,” Brinkman said. “After that we want them to choose something that would connect to health care and education. In addition to that we encourage that they get involved over the summer.”
With the help from their provided academy electives and their service opportunities outside of school, the students enrolled in PSA are sure to have bright futures, whether they choose to become tomorrow’s educators or doctors.
Written by Elizabeth Sims
Service hours come into play in the academy
The Academy students at CHS are given many opportunities to find their passion throughout the school year. And this year they are given yet another opportunity.
This year the academy students have a new requirement, in which each student must complete 10 service hours before the end of the school year.
“The 10 hours of community service really allows students to get more involved, and it proves the point why they are in the academy for a reason,” PSA sophomore Caitie Galvin said.
The expectation of the students completing the service hours was put into place for that reason, to become more involved in our community.
PSA lead teacher Brenda Brinkman said the service hours were not put into place just so the students can help out in the community, but to also trigger ideas for career path for the students in the future.
Brinkman designed the task of completing the service hours last year for her students in PSA. But now since all three academies are combined, the STEM and EMAC students will also be responsible for these hours.
“At first I thought ten hours was a lot, but if you really think about it, it’s not that much,” EMAC sophomore Sarah Gibbons said.
Gibbons says students need to learn how to manage their time and split up the hours because it won’t be possible to complete the hours in just a couple days.
Helping out the community teaches students how to prepare themselves for the world in the future.
“This community service allows us students to actually be aware of what it’s like to serve and get out in the community,” Galvin said.
Galvin also mentions that helping out in the community opens eyes of the students and makes them realize what they are really blessed for.
Brinkman says it gives her students an “a ha,” moment when they find that thing that are passionate about. She also says she hopes her students find something that they won’t to do, not what they have to do.
Not only is this beneficial to PSA students, but also to STEM and EMAC students.
“With these hours, we’ll realize that having amazing grades isn’t the only important thing in life,” Gibbons said.
The leaders of the academies are hoping that this experience will not only help people in the community, but also give students the opportunity to find what they are passionate about.
Written by Kasey Tucker
This year the academy students have a new requirement, in which each student must complete 10 service hours before the end of the school year.
“The 10 hours of community service really allows students to get more involved, and it proves the point why they are in the academy for a reason,” PSA sophomore Caitie Galvin said.
The expectation of the students completing the service hours was put into place for that reason, to become more involved in our community.
PSA lead teacher Brenda Brinkman said the service hours were not put into place just so the students can help out in the community, but to also trigger ideas for career path for the students in the future.
Brinkman designed the task of completing the service hours last year for her students in PSA. But now since all three academies are combined, the STEM and EMAC students will also be responsible for these hours.
“At first I thought ten hours was a lot, but if you really think about it, it’s not that much,” EMAC sophomore Sarah Gibbons said.
Gibbons says students need to learn how to manage their time and split up the hours because it won’t be possible to complete the hours in just a couple days.
Helping out the community teaches students how to prepare themselves for the world in the future.
“This community service allows us students to actually be aware of what it’s like to serve and get out in the community,” Galvin said.
Galvin also mentions that helping out in the community opens eyes of the students and makes them realize what they are really blessed for.
Brinkman says it gives her students an “a ha,” moment when they find that thing that are passionate about. She also says she hopes her students find something that they won’t to do, not what they have to do.
Not only is this beneficial to PSA students, but also to STEM and EMAC students.
“With these hours, we’ll realize that having amazing grades isn’t the only important thing in life,” Gibbons said.
The leaders of the academies are hoping that this experience will not only help people in the community, but also give students the opportunity to find what they are passionate about.
Written by Kasey Tucker
Secrets to Academy Students’ Success
It is a commonly known fact that everyone learns in a different way. This is no different for the students enrolled in the Academies @ CHS. Each student has a specific preference as to how they learn a subject.
However, a common trend in learning preferences was discovered between students from each academy.
“I like doing activities in class, not just taking notes to learn new material,” PSA sophomore Amanda Hoppie said.
The preference of hands on and interactive activities in class to learn a new subject continues into the EMAC academy, as well.
“Hands on activities like what we do in chemistry, where we built the bonds, helps me learn new material,” EMAC sophomore Christina Burke said. “I like to work with my hands and create rather than do content work.”
Not surprisingly, the students in STEM also prefer to do activities that allow them to use their hands and create.
“I prefer to do projects, group activities and discussions because I’m an engineer and I like to use my hands,” STEM sophomore Travis Bauman said.
The Academy teachers have even taken notice and try to design their lessons so they can meet the preferences of all their students.
“For the most part (the activities) are hands on,” Academy English teacher Laura Salamone said. “I think that when a student can teach something to someone else, I think that is the best way for them to learn something.”
Their preference for hands on learning impacts the way they like to do the projects assigned to them. They seem to prefer to do projects that allow them to be creative and make something to present to their peers rather than do research and write an essay.
“I prefer to do projects that let me be creative because when you do PBLs, the research is difficult. I like it better when a teacher gives a lesson and we do a project over it,” Hoppie said.
The other Academy students also have a preference for this type of project because it gives them leeway to use their creativity.
“I like creative projects because there are so many things you can do and directions that you can take. It’s interesting to see what everyone is capable of,” Burke said.
The teachers, in response to this, have created projects that allow them to express themselves and build up each other’s strengths and weaknesses.
“There is a lot of collaboration; I tend to group students based on their strengths and weaknesses. There is definitely a lot of movement in the room, you’ve got to appeal to all the styles of learning, whether it is verbal, oral or written,” Salamone said. “They all learn so differently so I try to offer all of the teaching strategies so they have options.”
Even though they still have to do some book work and worksheets, the Academies definitely support the students in their hands on learning preferences and offer them opportunities to demonstrate their creativity.
Written by Elizabeth Sims
However, a common trend in learning preferences was discovered between students from each academy.
“I like doing activities in class, not just taking notes to learn new material,” PSA sophomore Amanda Hoppie said.
The preference of hands on and interactive activities in class to learn a new subject continues into the EMAC academy, as well.
“Hands on activities like what we do in chemistry, where we built the bonds, helps me learn new material,” EMAC sophomore Christina Burke said. “I like to work with my hands and create rather than do content work.”
Not surprisingly, the students in STEM also prefer to do activities that allow them to use their hands and create.
“I prefer to do projects, group activities and discussions because I’m an engineer and I like to use my hands,” STEM sophomore Travis Bauman said.
The Academy teachers have even taken notice and try to design their lessons so they can meet the preferences of all their students.
“For the most part (the activities) are hands on,” Academy English teacher Laura Salamone said. “I think that when a student can teach something to someone else, I think that is the best way for them to learn something.”
Their preference for hands on learning impacts the way they like to do the projects assigned to them. They seem to prefer to do projects that allow them to be creative and make something to present to their peers rather than do research and write an essay.
“I prefer to do projects that let me be creative because when you do PBLs, the research is difficult. I like it better when a teacher gives a lesson and we do a project over it,” Hoppie said.
The other Academy students also have a preference for this type of project because it gives them leeway to use their creativity.
“I like creative projects because there are so many things you can do and directions that you can take. It’s interesting to see what everyone is capable of,” Burke said.
The teachers, in response to this, have created projects that allow them to express themselves and build up each other’s strengths and weaknesses.
“There is a lot of collaboration; I tend to group students based on their strengths and weaknesses. There is definitely a lot of movement in the room, you’ve got to appeal to all the styles of learning, whether it is verbal, oral or written,” Salamone said. “They all learn so differently so I try to offer all of the teaching strategies so they have options.”
Even though they still have to do some book work and worksheets, the Academies definitely support the students in their hands on learning preferences and offer them opportunities to demonstrate their creativity.
Written by Elizabeth Sims
Another Year of Thanks: Shannon Wilkinson
As the holiday season is fast approaching, we prepare to give thanks with our loved ones for the upcoming days this year.
We all know the traditional Thanksgiving meal, you can smell the apple pie and turkey in the kitchen and you can hear to football fans cheering from the couch. When everyone sits down at the dinner table together thanking each one of us for being there and listening to everyone else.
Last year, I ended up staying in Coppell just watching football games with my immediate family. This year, my family is blessed enough to be driving to Oklahoma and stay at a lake house with our extended family.
During middle school, we didn't make our way to Oklahoma. I wasn't sure why and I was truly upset. I later found out that no one had invited us to come up there and spend time with everyone.
We went looking for alternate options to spend our time with friends elsewhere. My family got a warm welcome from and old friend. She told us her doors were always open to my mom and her family. I was so thankful that we had a place to go. Anything was better than staying at home.
I am so thankful that we have family we are able to spend time with. I love being able to sit around and know that we will have food to eat and football to watch.
Knowing that not everyone has the joys of being able to have a meal, makes me thankful for my parents who provide for me in every way possible.
God as truly been at my side every single day of my life. I am so thankful that he was able to get me through the tough times I have had in my life. I also am thankful for everyone that I have been so blessed to meet and know.
We all know the traditional Thanksgiving meal, you can smell the apple pie and turkey in the kitchen and you can hear to football fans cheering from the couch. When everyone sits down at the dinner table together thanking each one of us for being there and listening to everyone else.
Last year, I ended up staying in Coppell just watching football games with my immediate family. This year, my family is blessed enough to be driving to Oklahoma and stay at a lake house with our extended family.
During middle school, we didn't make our way to Oklahoma. I wasn't sure why and I was truly upset. I later found out that no one had invited us to come up there and spend time with everyone.
We went looking for alternate options to spend our time with friends elsewhere. My family got a warm welcome from and old friend. She told us her doors were always open to my mom and her family. I was so thankful that we had a place to go. Anything was better than staying at home.
I am so thankful that we have family we are able to spend time with. I love being able to sit around and know that we will have food to eat and football to watch.
Knowing that not everyone has the joys of being able to have a meal, makes me thankful for my parents who provide for me in every way possible.
God as truly been at my side every single day of my life. I am so thankful that he was able to get me through the tough times I have had in my life. I also am thankful for everyone that I have been so blessed to meet and know.
Being thankful is an understatement.
When asked what I am thankful for, the first things that come to my mind are my faith, family and friends. Though some may say that answer is cliché or too original, those things can really go into depth.
My faith in Jesus Christ is what keeps me going everyday. To know that I am promised an everlasting life through my faith is a blessing itself. I’m truly mesmerized of the concept of forgiveness. God loves me no matter what mistakes I ever make, small or big, to be thankful for that is an understatement.
My family, they are my support system. They know me better than anyone. In my family, there is genuine love always flowing. Though we might get on each other’s nerves every once in awhile, we will always love each. Their endless love is what I’m thankful for.
I’m not very sure where I’d without my friends. If I ever have a problem or need help with anything, I always know I can come to them. I also know they will never judge me, no matter what. I’m very thankful for such amazing friends who know me so well.
Written by Kasey Tucker
My faith in Jesus Christ is what keeps me going everyday. To know that I am promised an everlasting life through my faith is a blessing itself. I’m truly mesmerized of the concept of forgiveness. God loves me no matter what mistakes I ever make, small or big, to be thankful for that is an understatement.
My family, they are my support system. They know me better than anyone. In my family, there is genuine love always flowing. Though we might get on each other’s nerves every once in awhile, we will always love each. Their endless love is what I’m thankful for.
I’m not very sure where I’d without my friends. If I ever have a problem or need help with anything, I always know I can come to them. I also know they will never judge me, no matter what. I’m very thankful for such amazing friends who know me so well.
Written by Kasey Tucker
Season of Thanks: Elizabeth Sims
In a privileged city like Coppell, it might be easy to overlook the little things we have. With Thanksgiving just around the corner I have been thinking about how my life has been blessed.
Six years ago, my dad lost his job and my family became very concerned with how we were going to make ends meet. Though I was young at the time, I still remember having to give up many things that I was so used to having. However, I discovered just how blessed I really am during that time, and I became aware of the little things that I had taken for granted.
That time made me realize just how lucky I was to live in a house with running water and food on the table. My family never actually lost our house, but we had to limit our water usage and we couldn’t buy as much as we would have liked to.
I also became very aware of just how close we were as a family because we stuck together and made sacrifices so we could keep the things we really needed. This helped me develop an extremely close relationship with all the members of my family, especially my mom; I felt like I could tell her anything and she would give me guidance and advice on any problem I had. My mom has always been a huge blessing because I know I am lucky to have her around.
This struggling time taught me to value friendship, even though I was struggling to make friends at that time. It was so cool for me to see so many of our family friends rally around us and give us support. They never judged us because we didn’t have as much as they did; in fact they would offer to pay for meals for us and would help us out in any way they could. When I look back on that time it makes me feel so thankful for the friends I have now because they are so similar to my parents’ friends. They don’t judge me, they accept me for who I am and they are always there for me, whether I need someone to talk to or I just want to someone to hang out with.
The struggles my family faced that year may have seemed huge in the moment, but looking back it allowed me to see just how much I have to be thankful for. In the words of the Zac Brown Band, “It’s the little things in life that mean the most…”
Written by Elizabeth Sims
Looking through a different set of eyes.
Masden Stribling.
Photo by Maggie Crosby
Being in the Academies we have the same classes, the same teachers, the same people, and the same assignments. In a way we have our own little community. English teacher Clara Caussey always says “Go outside of the Coppell bubble.”
Outside of our community, people care about what others think, and that is what I am going to do. What do students outside of the academy see of us?
The top headline, what do students see and think when they here the words, The Academies at CHS? I have concluded most students think of the academies as a group of students that know what they want to do. Students have set their minds to the career path that we want to pursue.
In a way that is true, but the Academies are much more than that. The students in PSA, EMAC and STEM have heart. They love what they are doing. Senior Tatyana Harris now knows that, from seeing her friend, STEM junior engineer Mark LeGros.
LeGros is a member of CHS`s underwater robotic class, and would one day like to go into a marine field once his older. Once he graduates from CHS, he would like to major in either mechanical or civil engineering.
“I [would like to] go into the oil business, and work as an engineer offshore”. LeGros said. “[STEM Academy] is insightful and a good learning experience.”
Other than seeing the people that make the academies, it is good to see what happens behind the scenes. Whats going on in the academies? What are they doing for the community? How can the academies help out inside of the academies? For the obvious they can help you with being ahead of the curve and to specialize more for their future.
This is pretty much all that I got for what the advantages are of being in STEM, PSA and EMAC. This concerned me a little. I like to know that people can see what we are doing. Freshman Sarah Slover and Harris think informing people of what is going on in the academies is important.
Its all good to see that the academies are helping, but it is also good to see how to implement improvements. One way for someone to learn is by trial and error. Slover suggested we show people what we do for after school activities, like PSA being involved in Relay for Life.
By informing the community and the student body, the knowledge of the academies would be more diverse. The academy participant number would, most likely, rise.
Teachers expect a lot from their students. Chase Wofford, EMAC Advanced Reporting and Sidekick adviser, expects his students to be “above all ethical, responsible, and mature, honest and a strong work ethic. Give me the student who is ethical, responsible, honest and has a strong work ethic that maybe struggles with writing rather than a student that is a natural at writing and has a poor work ethic. I would rather take the first student.”
That is exactly what Stribling and Harris see. They are the average student. Stribling’s academy students and friends are “not the trouble makers, [but they are] upbeat”. The way Harris describes academy students as “more responsible. They [seem] to have their head on their shoulders”.
One of the most important characteristic of the students and staff of PSA, EMAC, and STEM is our ethics and attitude. These are all being noticed. I thought that it was an honor to hear Stribling say, "there are certain characteristics also just with the personalities of the people who are in them, that when you know them its like ok their Academy totally fits them."
What a feeling it is to see that people know about us through our behavior. We can always change the fact that we should inform the community more, but through people seeing us in the halls and out and see how we act and how we treat and react to events, is what we should stand for.
Written by Maggie Crosby
Outside of our community, people care about what others think, and that is what I am going to do. What do students outside of the academy see of us?
The top headline, what do students see and think when they here the words, The Academies at CHS? I have concluded most students think of the academies as a group of students that know what they want to do. Students have set their minds to the career path that we want to pursue.
In a way that is true, but the Academies are much more than that. The students in PSA, EMAC and STEM have heart. They love what they are doing. Senior Tatyana Harris now knows that, from seeing her friend, STEM junior engineer Mark LeGros.
LeGros is a member of CHS`s underwater robotic class, and would one day like to go into a marine field once his older. Once he graduates from CHS, he would like to major in either mechanical or civil engineering.
“I [would like to] go into the oil business, and work as an engineer offshore”. LeGros said. “[STEM Academy] is insightful and a good learning experience.”
Other than seeing the people that make the academies, it is good to see what happens behind the scenes. Whats going on in the academies? What are they doing for the community? How can the academies help out inside of the academies? For the obvious they can help you with being ahead of the curve and to specialize more for their future.
This is pretty much all that I got for what the advantages are of being in STEM, PSA and EMAC. This concerned me a little. I like to know that people can see what we are doing. Freshman Sarah Slover and Harris think informing people of what is going on in the academies is important.
Its all good to see that the academies are helping, but it is also good to see how to implement improvements. One way for someone to learn is by trial and error. Slover suggested we show people what we do for after school activities, like PSA being involved in Relay for Life.
By informing the community and the student body, the knowledge of the academies would be more diverse. The academy participant number would, most likely, rise.
Teachers expect a lot from their students. Chase Wofford, EMAC Advanced Reporting and Sidekick adviser, expects his students to be “above all ethical, responsible, and mature, honest and a strong work ethic. Give me the student who is ethical, responsible, honest and has a strong work ethic that maybe struggles with writing rather than a student that is a natural at writing and has a poor work ethic. I would rather take the first student.”
That is exactly what Stribling and Harris see. They are the average student. Stribling’s academy students and friends are “not the trouble makers, [but they are] upbeat”. The way Harris describes academy students as “more responsible. They [seem] to have their head on their shoulders”.
One of the most important characteristic of the students and staff of PSA, EMAC, and STEM is our ethics and attitude. These are all being noticed. I thought that it was an honor to hear Stribling say, "there are certain characteristics also just with the personalities of the people who are in them, that when you know them its like ok their Academy totally fits them."
What a feeling it is to see that people know about us through our behavior. We can always change the fact that we should inform the community more, but through people seeing us in the halls and out and see how we act and how we treat and react to events, is what we should stand for.
Written by Maggie Crosby
Pocket change makes big change
Students count the donated change to find a total. Elizabeth Sims photo.
Nothing brings a smile to the face of World History teacher John Harris like having his students give back to others.
“My classes seemed to catch an enthusiasm for a cause that is rarely seen,” Harris said. “We talked about the issues facing the people in Northern Uganda, and the students understand what is happening.”
Since it was started, the Invisible Children club at Coppell High School has held a fundraiser called Change for Change. This fundraiser encourages students to bring in their loose change to their fourth period class so it can be donated to support the war torn region of Northern Uganda.
Last year, it was Harris’s class who won the competition with a total of $166. This year, however, the competition between the fourth period classes was heated, and Harris’s class was challenged right from the start.
“Mr. Crocker’s class challenged us this year,” Harris said.
With the added pressure of the competition, the students in Harris’s fourth period Academy World History class took action and the change began pouring in.
“We won last year so we wanted to win again; the friendly competition between Mr. Crocker’s class also motivated us,” PSA sophomore Reagan Shaffer said.
Despite the constant challenges from Crocker’s class, Harris believes something else was motivating his students throughout the competition. Their passion for the Invisible Children cause, combined with the need to defend their title, led Harris’s students to go above and beyond while collecting change.
“I asked all my neighbors,” Shaffer said. “We also asked our parents for money and donated some of our own.”
Even though the change was pouring in, Harris’s fourth period class was still unsure if they would have enough to stay ahead. With the pressure of the competition mounting, a special alliance formed between all of Harris’s classes, allowing them to pull off a victory.
“In total my classes raised $1,317 with the help of my other classes who voted to help fourth period. Fourth period alone raised over $900,” Harris said.
Winning the competition for the second year in a row was very important to the students, and this victory has given them a competitive edge for the rest of the school year.
“We had to hold up our title from last year, but we also plan to win the Pennies for Patients fundraiser,” Shaffer said.
Harris has a new sense of pride in his students because of their willingness to be inspired by the Invisible Children cause. He believes that his class has made a huge impact through their efforts.
“I am really proud that the students let this fundraiser inspire their hearts. It seems to me that we have the greatest impact with issues of the heart, not simply issues of the mind,” Harris said.
From this experience, Harris believes his students have made great strides in looking past the walls of the high school. He says his students’ enthusiasm has made them learn more about the world around them.
“I think students, at times, realize that in a place like Coppell, it’s easy not to look beyond the border. It blesses me when students pierce the ‘Coppell bubble’ and influence the world around them in a positive way,” Harris said.
With their title renewed for another year and their interest in the world around them raised, Harris’s students are ready to make a big impact, one fundraiser at a time.
Written by Elizabeth Sims
“My classes seemed to catch an enthusiasm for a cause that is rarely seen,” Harris said. “We talked about the issues facing the people in Northern Uganda, and the students understand what is happening.”
Since it was started, the Invisible Children club at Coppell High School has held a fundraiser called Change for Change. This fundraiser encourages students to bring in their loose change to their fourth period class so it can be donated to support the war torn region of Northern Uganda.
Last year, it was Harris’s class who won the competition with a total of $166. This year, however, the competition between the fourth period classes was heated, and Harris’s class was challenged right from the start.
“Mr. Crocker’s class challenged us this year,” Harris said.
With the added pressure of the competition, the students in Harris’s fourth period Academy World History class took action and the change began pouring in.
“We won last year so we wanted to win again; the friendly competition between Mr. Crocker’s class also motivated us,” PSA sophomore Reagan Shaffer said.
Despite the constant challenges from Crocker’s class, Harris believes something else was motivating his students throughout the competition. Their passion for the Invisible Children cause, combined with the need to defend their title, led Harris’s students to go above and beyond while collecting change.
“I asked all my neighbors,” Shaffer said. “We also asked our parents for money and donated some of our own.”
Even though the change was pouring in, Harris’s fourth period class was still unsure if they would have enough to stay ahead. With the pressure of the competition mounting, a special alliance formed between all of Harris’s classes, allowing them to pull off a victory.
“In total my classes raised $1,317 with the help of my other classes who voted to help fourth period. Fourth period alone raised over $900,” Harris said.
Winning the competition for the second year in a row was very important to the students, and this victory has given them a competitive edge for the rest of the school year.
“We had to hold up our title from last year, but we also plan to win the Pennies for Patients fundraiser,” Shaffer said.
Harris has a new sense of pride in his students because of their willingness to be inspired by the Invisible Children cause. He believes that his class has made a huge impact through their efforts.
“I am really proud that the students let this fundraiser inspire their hearts. It seems to me that we have the greatest impact with issues of the heart, not simply issues of the mind,” Harris said.
From this experience, Harris believes his students have made great strides in looking past the walls of the high school. He says his students’ enthusiasm has made them learn more about the world around them.
“I think students, at times, realize that in a place like Coppell, it’s easy not to look beyond the border. It blesses me when students pierce the ‘Coppell bubble’ and influence the world around them in a positive way,” Harris said.
With their title renewed for another year and their interest in the world around them raised, Harris’s students are ready to make a big impact, one fundraiser at a time.
Written by Elizabeth Sims
Student First Career Second
What makes a student have an idea of what extra curriculum activity they want to do in high school or after they graduate? Does the idea come from seeing someone else doing it, or from something they watched on television?
Usually when a student or child sees someone occupying a job that they would want to possibly occupy in the future, the job suddenly looks interesting and entertaining.
“At Dallas Morning News I liked seeing first hand what people in my field are doing, and what I’m eventually going to do; wouldn’t get to read about that experience in a textbook. Instead I got to see what really goes on in my future career,” sophomore The Sidekick staff writer Kristen Shepard said.
The field trips the EMAC academy took last year involving The Dallas Morning News, WFAA and Cowboys Stadium benefited most students in the academy than others. Having responsibly of ourselves, acting like young mature adults and dressing professionally gave the students an idea of what working in the media field was like and what skill techniques came with the job.
Students in the EMAC academy learned a lot while participating in the field trips, whether it was talking to the employees at Dallas Morning News or WFAA, taking professional angle photographs, taking good notes or watching someone take part in a particular thing they, the student, wants to do when they become of age; internship.
“When we went to Dallas Morning News and WFAA it really helped me on what to look for. Our groups talked to the photographer at Dallas Morning News and he basically told me what my job had to be in the newspaper; gave me tips of what jobs and later careers are like,” sophomore The Sidekick photographer Trevor Stiff said.
Finally accepting the fact that wanting to be in Sidekick or KCBY is what they wanted to achieve in high school, they stopped dreaming and started accomplishing what they always wanted to be in their high school involvement career.
“Through middle school I kept up with the sidekick website already knowing it was what I always wanted to do; looking forward to the opportunity and knowing I would be able to write those stories later on,” Shepard said.
The EMAC academy gives a lot of opportunities and preparation to it’s students. The Sidekick and Kcby can be one of those great opportunity elective classes at CHS, even though anyone, non related academy students, can sign up or give an application to to the teachers who teach Sidekick and KCBY.
“I was so happy when I found out I made KCBY. At that moment I knew that I was going to be involved in something at the high school the next common year,” sophomore KCBY staff Kristen Schulz said.
The EMAC academy also gives students a chance to pursue their future career while making sure they’re going to do their job right; elective classes teaching different concepts. Whether the student wants to be a reporter for the nearest newspaper company, professional photographer, or video editor. CHS has it all for it’s students who are in the academies and for those who aren’t.
“Being in [photojournalism teacher Rachel] Pellegrino’s [photography elective class teacher] last year prepared me for being one of the photographers for Sidekick. I learned how to write good captions for the photos, and headlines in the stories,” Stiff said.
Written by Sydney Williams
Usually when a student or child sees someone occupying a job that they would want to possibly occupy in the future, the job suddenly looks interesting and entertaining.
“At Dallas Morning News I liked seeing first hand what people in my field are doing, and what I’m eventually going to do; wouldn’t get to read about that experience in a textbook. Instead I got to see what really goes on in my future career,” sophomore The Sidekick staff writer Kristen Shepard said.
The field trips the EMAC academy took last year involving The Dallas Morning News, WFAA and Cowboys Stadium benefited most students in the academy than others. Having responsibly of ourselves, acting like young mature adults and dressing professionally gave the students an idea of what working in the media field was like and what skill techniques came with the job.
Students in the EMAC academy learned a lot while participating in the field trips, whether it was talking to the employees at Dallas Morning News or WFAA, taking professional angle photographs, taking good notes or watching someone take part in a particular thing they, the student, wants to do when they become of age; internship.
“When we went to Dallas Morning News and WFAA it really helped me on what to look for. Our groups talked to the photographer at Dallas Morning News and he basically told me what my job had to be in the newspaper; gave me tips of what jobs and later careers are like,” sophomore The Sidekick photographer Trevor Stiff said.
Finally accepting the fact that wanting to be in Sidekick or KCBY is what they wanted to achieve in high school, they stopped dreaming and started accomplishing what they always wanted to be in their high school involvement career.
“Through middle school I kept up with the sidekick website already knowing it was what I always wanted to do; looking forward to the opportunity and knowing I would be able to write those stories later on,” Shepard said.
The EMAC academy gives a lot of opportunities and preparation to it’s students. The Sidekick and Kcby can be one of those great opportunity elective classes at CHS, even though anyone, non related academy students, can sign up or give an application to to the teachers who teach Sidekick and KCBY.
“I was so happy when I found out I made KCBY. At that moment I knew that I was going to be involved in something at the high school the next common year,” sophomore KCBY staff Kristen Schulz said.
The EMAC academy also gives students a chance to pursue their future career while making sure they’re going to do their job right; elective classes teaching different concepts. Whether the student wants to be a reporter for the nearest newspaper company, professional photographer, or video editor. CHS has it all for it’s students who are in the academies and for those who aren’t.
“Being in [photojournalism teacher Rachel] Pellegrino’s [photography elective class teacher] last year prepared me for being one of the photographers for Sidekick. I learned how to write good captions for the photos, and headlines in the stories,” Stiff said.
Written by Sydney Williams
EMAC sophomores move on
Between late nights trying to finish spreads for the yearbook before deadlines, and writing an article in a limited amount of time for the newspaper, EMAC sophomores were thrown with these challenges whether they were ready or not.
Last year, the students of the EMAC Academy got a little taste of what they might want to do during their sophomore year. They had this opportunity through the four intro classes they took every six weeks.
The four classes included journalism, video editing/reporting, marketing, and photography. Each student took one of these classes every six weeks.
These classes were designed to help students figure out what publication they might want to go into the following year. These publications are KCBY, The Sidekick, and the yearbook.
Though some students say that these classes did help, others say they wish that they had gotten to spend more time in each class.
Christina Burke, a sophomore who is now a writer for the newspaper, said she wishes the classes had gone a little bit more in depth.
“The journalism class introduced me into the writing world, but I had to pick up on a lot of things in newspaper this year,” Burke said.
Burke mentioned that what she really had to pick up on this year in newspaper was learning how to write a featured article.
Burke also said that though the classes were short, they helped her decide on what publication she wanted to be in during her sophomore year.
“When I first came in, I thought I wanted to be a photographer,” EMAC sophomore Natalie Hinson said. “But then after going through the video editing class I understood where I really belonged.”
Hinson is now a member of KCBY, and also mentions that the class did prepare her for what she needed.
The classes did more than just prepare the students; they gave the students a taste of what it might be like to be apart of the yearbook staff, KCBY, and a writer for the newspaper.
Megan Menegay, a sophomore who is now apart of the yearbook staff, said the intro classes helped her decide what she wanted to do her sophomore year.
“The classes gave me reassurance that I really wanted to be apart of the yearbook and take photos,” Menegay said.
Though the classes were short, and the teachers weren’t able to go more in depth in the curriculum, they helped students decide which publications to be apart of.
Written by Kasey Tucker
Last year, the students of the EMAC Academy got a little taste of what they might want to do during their sophomore year. They had this opportunity through the four intro classes they took every six weeks.
The four classes included journalism, video editing/reporting, marketing, and photography. Each student took one of these classes every six weeks.
These classes were designed to help students figure out what publication they might want to go into the following year. These publications are KCBY, The Sidekick, and the yearbook.
Though some students say that these classes did help, others say they wish that they had gotten to spend more time in each class.
Christina Burke, a sophomore who is now a writer for the newspaper, said she wishes the classes had gone a little bit more in depth.
“The journalism class introduced me into the writing world, but I had to pick up on a lot of things in newspaper this year,” Burke said.
Burke mentioned that what she really had to pick up on this year in newspaper was learning how to write a featured article.
Burke also said that though the classes were short, they helped her decide on what publication she wanted to be in during her sophomore year.
“When I first came in, I thought I wanted to be a photographer,” EMAC sophomore Natalie Hinson said. “But then after going through the video editing class I understood where I really belonged.”
Hinson is now a member of KCBY, and also mentions that the class did prepare her for what she needed.
The classes did more than just prepare the students; they gave the students a taste of what it might be like to be apart of the yearbook staff, KCBY, and a writer for the newspaper.
Megan Menegay, a sophomore who is now apart of the yearbook staff, said the intro classes helped her decide what she wanted to do her sophomore year.
“The classes gave me reassurance that I really wanted to be apart of the yearbook and take photos,” Menegay said.
Though the classes were short, and the teachers weren’t able to go more in depth in the curriculum, they helped students decide which publications to be apart of.
Written by Kasey Tucker
Academy officers pave the path for the future
EMAC officers Shannon Wilkinson & Megan Menegay
The Academy officers hold the future of the Academies in the palms of their hands.
“We are setting the path for EMAC students,” EMAC officer Natalie Hinson said. “That’s difficult but it’s also fun and exciting because we get to decide what happens with everything and it’s our choice of how we want to do things.”
EMAC, PSA and STEM all have different goals specified for their Academy, but each Academy hopes to unite with the others.
PSA public relations officer Bianca Gabardo wants PSA to participate in more service projects to give back and serve the community.
“Overall we want to serve the Academy as much as possible, bring everyone’s ideas into the Academy, and try to make the Academy the most comfortable and nice place to be,” Gabardo said.
STEM Engineering Congress chairman Dylan Thomas says they have changed the way the Academy works as a whole. They do not have a typical president, vice president, secretary, treasurer, and public relations officer of the Academy like PSA.
“We have an engineering congress, which was piloted and now used by colleges such as Texas A&M,” Thomas said. “We run everything and make all of the decisions. It is modeled after actual congress and majority wins.” Thomas says that STEM is focusing on unity this year.
“We want to unite the STEM Academy through the student run student congress; through socials, meetings, and block parties,” Thomas said.
The EMAC officers function differently as well.
“We don’t have positions; we’re all considered officers and we just have to rise up to leadership,” Hinson said.
One of Hinson’s overall goals is to make sure EMAC has a good reputation and is recognized for everything its students do.
“I want to make sure that EMAC isn’t really looked down upon and I want to make sure that people know us in the school and think it’s cool what we do because honestly it is,” Hinson said. “We get to do stuff other people don’t.”
Hinson says the EMAC officers also have some other ideas in mind to shape the EMAC students’ futures.
“We want to bring in a lot of guest speakers so we can get an idea of people older than us that have journalism careers,” Hinson said.
PSA, STEM and EMAC all want to bring the Academies together and unite as a whole: the Academies of Coppell High School.
Gabardo has some ideas to accomplish this.
“We want to blend the Academies and have a really big expo with different sections,” Gabardo said. “Maybe we can do out of school Academy activities and meet every once in a while or have clubs after school.”
Hinson shared the EMAC officers’ thoughts.
“We want to make sure all the Academies blend well together and we can socialize with one another,” Hinson said. “We want to do a lot of social events. I want everyone to just blend and be able to confront each other about anything.”
Thomas wants the Academies to be diverse and united at the same time.
“Within the curriculum of core classes, we are taking in account the aspect of not only STEM, but also EMAC and PSA, thus strengthening our PSTEMAC skills,” Thomas said. “By the end of the year, we hope to accomplish a strong relationship between STEM, EMAC and PSA and all of the competition teams of engineering also. We hope to be organized and run the academy smoothly while having fun and learning.”
Written by Regan Sullivan
“We are setting the path for EMAC students,” EMAC officer Natalie Hinson said. “That’s difficult but it’s also fun and exciting because we get to decide what happens with everything and it’s our choice of how we want to do things.”
EMAC, PSA and STEM all have different goals specified for their Academy, but each Academy hopes to unite with the others.
PSA public relations officer Bianca Gabardo wants PSA to participate in more service projects to give back and serve the community.
“Overall we want to serve the Academy as much as possible, bring everyone’s ideas into the Academy, and try to make the Academy the most comfortable and nice place to be,” Gabardo said.
STEM Engineering Congress chairman Dylan Thomas says they have changed the way the Academy works as a whole. They do not have a typical president, vice president, secretary, treasurer, and public relations officer of the Academy like PSA.
“We have an engineering congress, which was piloted and now used by colleges such as Texas A&M,” Thomas said. “We run everything and make all of the decisions. It is modeled after actual congress and majority wins.” Thomas says that STEM is focusing on unity this year.
“We want to unite the STEM Academy through the student run student congress; through socials, meetings, and block parties,” Thomas said.
The EMAC officers function differently as well.
“We don’t have positions; we’re all considered officers and we just have to rise up to leadership,” Hinson said.
One of Hinson’s overall goals is to make sure EMAC has a good reputation and is recognized for everything its students do.
“I want to make sure that EMAC isn’t really looked down upon and I want to make sure that people know us in the school and think it’s cool what we do because honestly it is,” Hinson said. “We get to do stuff other people don’t.”
Hinson says the EMAC officers also have some other ideas in mind to shape the EMAC students’ futures.
“We want to bring in a lot of guest speakers so we can get an idea of people older than us that have journalism careers,” Hinson said.
PSA, STEM and EMAC all want to bring the Academies together and unite as a whole: the Academies of Coppell High School.
Gabardo has some ideas to accomplish this.
“We want to blend the Academies and have a really big expo with different sections,” Gabardo said. “Maybe we can do out of school Academy activities and meet every once in a while or have clubs after school.”
Hinson shared the EMAC officers’ thoughts.
“We want to make sure all the Academies blend well together and we can socialize with one another,” Hinson said. “We want to do a lot of social events. I want everyone to just blend and be able to confront each other about anything.”
Thomas wants the Academies to be diverse and united at the same time.
“Within the curriculum of core classes, we are taking in account the aspect of not only STEM, but also EMAC and PSA, thus strengthening our PSTEMAC skills,” Thomas said. “By the end of the year, we hope to accomplish a strong relationship between STEM, EMAC and PSA and all of the competition teams of engineering also. We hope to be organized and run the academy smoothly while having fun and learning.”
Written by Regan Sullivan
Academy students take talent to the Beast
I was actually pretty calm. I wasn’t freaking out. I was actually excited about the first song because it’s my favorite song in the entire show.
It was my first high school production so I was expecting to be nervous. During the day, people wished me luck and I started to get excited.
I walked in 2 hours before thee play started and everybody talked and had fun. It kept my mind off the nervousness.
This year the annual theater play performed was “Beauty and the Beast”. This show is one of many that will be put on this year. In this specific show, there are five academy students, Maggie Crosby, Jack Hobbs, Jack Robertson, Taylor George and Alex Irizarry.
“Theater wise, this really is my first all out theater performance. Choir wise, I started taking private voice lessons when I was 8. I was in choir all through middle school and I am in the choir for school now,” EMAC sophomore Maggie Crosby said.
The play was very time consuming for these Academy students and all the students who take part. They rehearsed Monday, Tuesday and Thursdays, but two weeks before the show was put on, they rehearsed every day except Friday.
Jack Hobbs is part of the EMAC Academy and he takes part in KCBY. He really enjoys acting and participating in theater events. He takes part in the special features section of KCBY.
“You have to get up and actually act and do your part. You are not able to shy away from things it is almost exactly the same in theater. If you are shy, you might not get the part you want,” said EMAC sophomore Jack Hobbs.
Though the students in the Academy don’t play Belle or the Beast, each one of their roles is an important one. Hobbs plays the baker and a knife, Crosby plays a spoon, and a village member and she is a chorus member and Alex Irizarry plays a villager and candlestick.
These four EMAC students not only see acting/singing as a passion, but as a useful tool in the Academy.
“I chose to be in the Academy because I enjoyed acting. My dad actually used to work for a TV station and he did a lot of acting. I really enjoy it as well and it helps me in the play since I already knew a few things about acting in front of a camera or crowd,” Irizarry said.
Even though there are only a handful of Academy students in the schools musical, the ones that are in the Academy have tried to convince the others that they may like it EMAC.
“If I see someone who really likes media, I mention it. I talk about it to some people, just so they know that I like it and that I’m in it,” Crosby said.
The play was an all around success throughout rehearsals and showings. The shows took place on, Thursday November third, Friday November fourth, Saturday November fifth, Sunday November sixth and the last showing was on Tuesday November eighth.
With all the time spent working on the musical, the students had to take up time management. Auditions were in the beginning of September and rehearsal began September eighth. Getting all their homework done along with learning notes and lines was what they ate, drank and breathed theater.
“I have learned a lot more about theater in general. I have learned about time management since we have play rehearsal almost everyday and that I need time for homework. I also learned all the sections of the stage,” said Crosby.
Over two months of practice has definitely paid off. The show was a success and the ones to come will be too.
Written by Shannon Wilkinson
It was my first high school production so I was expecting to be nervous. During the day, people wished me luck and I started to get excited.
I walked in 2 hours before thee play started and everybody talked and had fun. It kept my mind off the nervousness.
This year the annual theater play performed was “Beauty and the Beast”. This show is one of many that will be put on this year. In this specific show, there are five academy students, Maggie Crosby, Jack Hobbs, Jack Robertson, Taylor George and Alex Irizarry.
“Theater wise, this really is my first all out theater performance. Choir wise, I started taking private voice lessons when I was 8. I was in choir all through middle school and I am in the choir for school now,” EMAC sophomore Maggie Crosby said.
The play was very time consuming for these Academy students and all the students who take part. They rehearsed Monday, Tuesday and Thursdays, but two weeks before the show was put on, they rehearsed every day except Friday.
Jack Hobbs is part of the EMAC Academy and he takes part in KCBY. He really enjoys acting and participating in theater events. He takes part in the special features section of KCBY.
“You have to get up and actually act and do your part. You are not able to shy away from things it is almost exactly the same in theater. If you are shy, you might not get the part you want,” said EMAC sophomore Jack Hobbs.
Though the students in the Academy don’t play Belle or the Beast, each one of their roles is an important one. Hobbs plays the baker and a knife, Crosby plays a spoon, and a village member and she is a chorus member and Alex Irizarry plays a villager and candlestick.
These four EMAC students not only see acting/singing as a passion, but as a useful tool in the Academy.
“I chose to be in the Academy because I enjoyed acting. My dad actually used to work for a TV station and he did a lot of acting. I really enjoy it as well and it helps me in the play since I already knew a few things about acting in front of a camera or crowd,” Irizarry said.
Even though there are only a handful of Academy students in the schools musical, the ones that are in the Academy have tried to convince the others that they may like it EMAC.
“If I see someone who really likes media, I mention it. I talk about it to some people, just so they know that I like it and that I’m in it,” Crosby said.
The play was an all around success throughout rehearsals and showings. The shows took place on, Thursday November third, Friday November fourth, Saturday November fifth, Sunday November sixth and the last showing was on Tuesday November eighth.
With all the time spent working on the musical, the students had to take up time management. Auditions were in the beginning of September and rehearsal began September eighth. Getting all their homework done along with learning notes and lines was what they ate, drank and breathed theater.
“I have learned a lot more about theater in general. I have learned about time management since we have play rehearsal almost everyday and that I need time for homework. I also learned all the sections of the stage,” said Crosby.
Over two months of practice has definitely paid off. The show was a success and the ones to come will be too.
Written by Shannon Wilkinson
Thank God I'm Thankful: Sydney Williams
During class I was to answer what I was thankful for. Millions of things ran into my head right after another, I was thankful for food, shelter, parents or family, my faith in the God, friends, education, life, and so much more.
I kept thinking and ended up picking a top three, life, family and shelter. I believe that that these three things are necessary; makes an individual unique or original in their own special way.
I’m thankful for my family because when your friends end up not being your friend at all, or suddenly lose touch of them. You always have your family to turn too. They’re the ones that you think don’t understand you, but in reality they understand every little detail about you. Family is one thing that you can’t go wrong with. Yes, every family has its pasts, but I strongly believe they could put aside those differences and become one once again.
I’m thankful for life because without it I wouldn’t be here on earth living and breathing fresh air that this planet produces. Without life I wouldn’t be socializing with others, like I do almost everyday at school. With out life I couldn’t understand myself. Without life I wouldn’t be able to see my friends, family, teachers, or students at school. I thank God everyday that I’m still here, and for accomplishing certain things I never thought of even imagining yet.
The last but not least, I’m thankful for having a place to eat, sleep, and to live in; shelter. I understand some people don’t have a place to sleep or to raise their family in. I pray for them, because life is hard, and you never know where your course of life can take you. One minute you have everything, and the next it can be gone. A home can be shelter for when it’s raining, snowing or when you want to rest, it’s everything you wouldn’t forget and couldn’t forget.
Life, family, and shelter are what I’m most thankful for. I guess you could say that these necessities complete me.
Written by Sydney Williams
I kept thinking and ended up picking a top three, life, family and shelter. I believe that that these three things are necessary; makes an individual unique or original in their own special way.
I’m thankful for my family because when your friends end up not being your friend at all, or suddenly lose touch of them. You always have your family to turn too. They’re the ones that you think don’t understand you, but in reality they understand every little detail about you. Family is one thing that you can’t go wrong with. Yes, every family has its pasts, but I strongly believe they could put aside those differences and become one once again.
I’m thankful for life because without it I wouldn’t be here on earth living and breathing fresh air that this planet produces. Without life I wouldn’t be socializing with others, like I do almost everyday at school. With out life I couldn’t understand myself. Without life I wouldn’t be able to see my friends, family, teachers, or students at school. I thank God everyday that I’m still here, and for accomplishing certain things I never thought of even imagining yet.
The last but not least, I’m thankful for having a place to eat, sleep, and to live in; shelter. I understand some people don’t have a place to sleep or to raise their family in. I pray for them, because life is hard, and you never know where your course of life can take you. One minute you have everything, and the next it can be gone. A home can be shelter for when it’s raining, snowing or when you want to rest, it’s everything you wouldn’t forget and couldn’t forget.
Life, family, and shelter are what I’m most thankful for. I guess you could say that these necessities complete me.
Written by Sydney Williams
Giving gratitude to God: Regan Sullivan
Listing the things that I’m thankful for sounds like a simple task, but it actually makes me think. There are the obvious things: God, my family, and my friends; and then there are the millions of little things that surround me in everyday life.
We don’t notice these things as we go through the motions of our scheduled days, but things like a sunrise, the sound of the ocean, a cozy fire, a good book to read, or tea in the morning are some of the things I’m most thankful for. They are sleeping in, discovering a new favorite song, and watching a good movie. They are the flip side of the pillow, the steam rising from the coffee mug, and the cat brushing against your leg. They are the things that breathe life into your senses and make life meaningful.
Every single person in my life has had an impact on my life that I’m thankful for. I’m thankful for all of the bad experiences and people I’d rather not deal with, as well – they have led me to the place I am now. The people who annoy me teach me patience, the people who insult me teach me grace, and the people who hurt me teach me forgiveness. Everyone who brings any type of negativity into my life gives me the opportunity to grow in positivity. I’m thankful for all of these opportunities, and therefore I’m thankful for all of these people. Every person I meet and every situation I go through is a part of God’s master plan.
When it comes to the obvious things like God, my family, and my friends, I can’t even begin to express my gratitude for them. Without God, I wouldn’t even be here and I wouldn’t have anything to be thankful for at all. My family consists of the people I can count on no matter what; no matter what I do, they are there for me. I’m thankful for my mother and her indescribably caring personality, for my father and the creativity he has inspired in me, and for my brother and how he always has my back. And last but not least, I have the most incredible friends I could ever ask for. We know each other inside and out and we have so much fun together; I can’t imagine having any other group of friends.
None of this would even be in existence without God, so in the end, He is the one I have to thank for all of this. I will never stop expressing my love and gratitude for Him every day of my life, not just during the holiday season.
We don’t notice these things as we go through the motions of our scheduled days, but things like a sunrise, the sound of the ocean, a cozy fire, a good book to read, or tea in the morning are some of the things I’m most thankful for. They are sleeping in, discovering a new favorite song, and watching a good movie. They are the flip side of the pillow, the steam rising from the coffee mug, and the cat brushing against your leg. They are the things that breathe life into your senses and make life meaningful.
Every single person in my life has had an impact on my life that I’m thankful for. I’m thankful for all of the bad experiences and people I’d rather not deal with, as well – they have led me to the place I am now. The people who annoy me teach me patience, the people who insult me teach me grace, and the people who hurt me teach me forgiveness. Everyone who brings any type of negativity into my life gives me the opportunity to grow in positivity. I’m thankful for all of these opportunities, and therefore I’m thankful for all of these people. Every person I meet and every situation I go through is a part of God’s master plan.
When it comes to the obvious things like God, my family, and my friends, I can’t even begin to express my gratitude for them. Without God, I wouldn’t even be here and I wouldn’t have anything to be thankful for at all. My family consists of the people I can count on no matter what; no matter what I do, they are there for me. I’m thankful for my mother and her indescribably caring personality, for my father and the creativity he has inspired in me, and for my brother and how he always has my back. And last but not least, I have the most incredible friends I could ever ask for. We know each other inside and out and we have so much fun together; I can’t imagine having any other group of friends.
None of this would even be in existence without God, so in the end, He is the one I have to thank for all of this. I will never stop expressing my love and gratitude for Him every day of my life, not just during the holiday season.
Students look forward to their future
It is another year at Coppell High School and this means students are excited for their upcoming years not only at CHS but into college and their careers. Some students have an idea as to what they would like to do with their lives.
For students outside of the CHS Academy, they will focus on grades and SAT scores. This will result in getting into a good college where they will learn a trade and earn a degree.
EMAC [Emerging Media and Communications], STEM [Science Technology Engineering and Math] and PSA [Public Service Academy] have introduced a new way to learn. Rather than going through high school learning about things that do not interest them, students are building skills for college and their future.
“It’s crazy to think that very soon I will be going in to college where I will have to know what I want to do for the rest of my life,” said sophomore Jack Hobbs, who is a member of KCBY.
Hobbs mentioned how his father works in media and how he had always influenced him. His favorite thing to do is be doing anything behind a camera, as he is in the “special features” division of KCBY where he makes videos for each week’s episode to add comedy
“You only get 17 years to decide what you are going to do for a lifetime. I know I want to do something in media... But that could mean in sports or television or literally anything. I'd even love to be an actor,” Hobbs said.
Hobbs is in Theatre II this year and was in Take One, the freshman advanced theatre class last year. Hobbs is excited about his role as the Baker in “Beauty and the Beast,” this year’s musical
“EMAC gave me an opportunity to be in KCBY and really just to let me learn about all of the things I was kind of ‘iffy’ about. It has cleared all that up and now I know I want to work in broadcasting or something of that sort,” Hobbs said.
Former PSA student and current EMAC Sophomore Mabry Culp also has severely benefited from the Academy experience.
“At first I wanted to be a doctor, but through PSA I realized what all that means – it means a lot more schooling and it’s just way more to it than meets the eye, so I transferred to EMAC which caters to like all of my interests [of acting and being on stage plus behind the scenes work] and now I want to be like a news reporter of some sort,” Culp said.
Culp enjoys her photography class because it appeals to her “artistic side” and she wonders what the future holds. Culp is extremely excited about college but has no idea where she wants to go. She wants to get a degree in film or cinematography where she may work, filming on the sets of movies, acting in front of Disney or possibly, teaching theatre to inquiring young minds which would blend together PSA and EMAC.
“I have a job with Disney radio station, I announce songs over the radio,” said Culp, who explains that all it entails is just going up to a studio every other Saturday morning where she is recorded introducing songs.
“They said it was because I have a smooth ‘radio’ voice or something,” said Culp, with a laugh.
It is hard to say on the spot what you want to do for the rest of your life but sometimes, the most difficult decisions are the most important. Many students are reluctant to make their decision right away and most are just willing to “go where ever the wind might take them” and take a chance because they know that everything will be fine if they work hard, get good grades and take care of what is most important, their future.
Written by Jack Robertson
For students outside of the CHS Academy, they will focus on grades and SAT scores. This will result in getting into a good college where they will learn a trade and earn a degree.
EMAC [Emerging Media and Communications], STEM [Science Technology Engineering and Math] and PSA [Public Service Academy] have introduced a new way to learn. Rather than going through high school learning about things that do not interest them, students are building skills for college and their future.
“It’s crazy to think that very soon I will be going in to college where I will have to know what I want to do for the rest of my life,” said sophomore Jack Hobbs, who is a member of KCBY.
Hobbs mentioned how his father works in media and how he had always influenced him. His favorite thing to do is be doing anything behind a camera, as he is in the “special features” division of KCBY where he makes videos for each week’s episode to add comedy
“You only get 17 years to decide what you are going to do for a lifetime. I know I want to do something in media... But that could mean in sports or television or literally anything. I'd even love to be an actor,” Hobbs said.
Hobbs is in Theatre II this year and was in Take One, the freshman advanced theatre class last year. Hobbs is excited about his role as the Baker in “Beauty and the Beast,” this year’s musical
“EMAC gave me an opportunity to be in KCBY and really just to let me learn about all of the things I was kind of ‘iffy’ about. It has cleared all that up and now I know I want to work in broadcasting or something of that sort,” Hobbs said.
Former PSA student and current EMAC Sophomore Mabry Culp also has severely benefited from the Academy experience.
“At first I wanted to be a doctor, but through PSA I realized what all that means – it means a lot more schooling and it’s just way more to it than meets the eye, so I transferred to EMAC which caters to like all of my interests [of acting and being on stage plus behind the scenes work] and now I want to be like a news reporter of some sort,” Culp said.
Culp enjoys her photography class because it appeals to her “artistic side” and she wonders what the future holds. Culp is extremely excited about college but has no idea where she wants to go. She wants to get a degree in film or cinematography where she may work, filming on the sets of movies, acting in front of Disney or possibly, teaching theatre to inquiring young minds which would blend together PSA and EMAC.
“I have a job with Disney radio station, I announce songs over the radio,” said Culp, who explains that all it entails is just going up to a studio every other Saturday morning where she is recorded introducing songs.
“They said it was because I have a smooth ‘radio’ voice or something,” said Culp, with a laugh.
It is hard to say on the spot what you want to do for the rest of your life but sometimes, the most difficult decisions are the most important. Many students are reluctant to make their decision right away and most are just willing to “go where ever the wind might take them” and take a chance because they know that everything will be fine if they work hard, get good grades and take care of what is most important, their future.
Written by Jack Robertson
Students reach out to community to show love of engineering
As the first six weeks of the 2011-2012 school year closes, the students of the Science Technology Engineering and Math [STEM], Academy will begin working on its fourth annual expo.
The expo is Nov. 6 from 2 – 5 p.m. at Coppell High School.
“The Engineering Expo is a way for the STEM Academy to educate the community about engineering,” STEM lead teacher Mike Yakubovsky said. “The visitors get to see the projects done in the program, along with what certain colleges do with engineering. It also shows what engineers do in industry and how they work.”
Anyone is welcome to attend that may be interested in what the students of STEM are working on.
The students are required to prepare displays and create posters explaining what they may be working on. Some of the displays will include a solar car, First Robotics, a Hovercraft and more.
Even though the students are in the STEM program, there is a possibility the student may end up not doing something with engineering.
“More than 60 percent of people with an engineering degree don’t work in an actual engineering field,” Yakubovsky said.
For the students outside of the Academy, this gives them the chance to see what these hardworking STEM students are doing in their chosen Academy. These students get to see what engineering is and the pathway from high school to college, to a job after college.
This year, some of the EXPO events include, Rubik’s Cube contests, First Lego League Exhibition and Chemistry and Physics Demonstrations. There are also some amazing raffle prizes you can win. All of the proceeds go to the Engineering Booster Club for the benefit of Coppell High School Engineering. Raffle tickets can be bought for $5 from any CHS engineering student.
There are opportunities for all students to serve as volunteers. Planning and preparing can be a stressful, yet rewarding experience.
“The Expo is very beneficial because we are learning about all the new tools we are able to use for engineering,” STEM sophomore Hunter Lockwood said.
Some of the students involved in the EMAC Academy would be interested in getting involved.
“The expo would be beneficial to us in EMAC because we would be able to see what it is like to be in STEM,” EMAC sophomore Elizabeth Sims said. “We all like to stereotype the people in STEM as being the really smart and brainy ones, but maybe we could see what it was like doing what they do.”
Written by Shannon Wilkinson
The expo is Nov. 6 from 2 – 5 p.m. at Coppell High School.
“The Engineering Expo is a way for the STEM Academy to educate the community about engineering,” STEM lead teacher Mike Yakubovsky said. “The visitors get to see the projects done in the program, along with what certain colleges do with engineering. It also shows what engineers do in industry and how they work.”
Anyone is welcome to attend that may be interested in what the students of STEM are working on.
The students are required to prepare displays and create posters explaining what they may be working on. Some of the displays will include a solar car, First Robotics, a Hovercraft and more.
Even though the students are in the STEM program, there is a possibility the student may end up not doing something with engineering.
“More than 60 percent of people with an engineering degree don’t work in an actual engineering field,” Yakubovsky said.
For the students outside of the Academy, this gives them the chance to see what these hardworking STEM students are doing in their chosen Academy. These students get to see what engineering is and the pathway from high school to college, to a job after college.
This year, some of the EXPO events include, Rubik’s Cube contests, First Lego League Exhibition and Chemistry and Physics Demonstrations. There are also some amazing raffle prizes you can win. All of the proceeds go to the Engineering Booster Club for the benefit of Coppell High School Engineering. Raffle tickets can be bought for $5 from any CHS engineering student.
There are opportunities for all students to serve as volunteers. Planning and preparing can be a stressful, yet rewarding experience.
“The Expo is very beneficial because we are learning about all the new tools we are able to use for engineering,” STEM sophomore Hunter Lockwood said.
Some of the students involved in the EMAC Academy would be interested in getting involved.
“The expo would be beneficial to us in EMAC because we would be able to see what it is like to be in STEM,” EMAC sophomore Elizabeth Sims said. “We all like to stereotype the people in STEM as being the really smart and brainy ones, but maybe we could see what it was like doing what they do.”
Written by Shannon Wilkinson
Life Changing
Everyone no matter what age you are knows what it’s like to be a freshman in high school. You have your good moments and your bad ones. You just try to make the best out of everything so your first year of high school can turn out great.
Academy sophomores believe that the freshmen, which are new to the academies at CHS this year, are eager to learn different techniques for school and what they want to later pursue as their career, whether it’s for media, health services or engineering.
“So far, they’re shy about things, but I think they’re eager to learn. I’m excited to see how they work together like we did last year,” EMAC sophomore Natalie Hinson said.
Academy freshman in the academies, STEM, PSA and EMAC like how the academies are set up in a different way and the many opportunities the academies hand out to the students’; teaching the students to learn in a new way. Letting the students to think and learn on their own by using problem solving skills to finish certain projects or assignments in class.
“It’s a lot of fun being in the academies. It’s different because you choose to be here it’s not by force,” EMAC freshman Bethany Tallon said. “I want to be probably in the journalism area when I go to college. I used to not like writing but now I’m starting to like it more because I am getting better at it and it’s becoming easier.”
Academy sophomores have been in the freshmen’s shoes before and know what it’s like to be in a new group organization, the rules that follow, and the difficulty of thinking on your own; different from middle school.
“Being in the academy was hard and stressful at first until I got used to it. I wasn’t stressful in a bad way, only because it was causing us to use our brain,” EMAC sophomore Octavia Bell said.
The teachers in the academies don’t “hold your hand,” they let it go and let you fly away from your comfort zone. Letting the student know before hand what their limit can be and teaching them skills that could later be used in school or life eventually letting the student develop their own kind of thinking; skills being taught the students now can be with them for the rest of their life or future career.
“If I had a chance to give advice for the freshmen I would say to not give up on anything, you’re being stretched; pays off in the long run,” Hinson said.
The elective classes in the academies, depending on either academy you take part in, are helping the students learn new learning techniques and teaching them how to pursue the path they want to take in their future career.
The many different elective classes, journalism, video-editing, health, engineering, etc., also teach the individual student what they need to know, what’s the competition, and what new technology that is out in the world. Therefore, when the student is of age and completing their resume they would have something different than other individuals applying for the same job.
“Right now we’re learning about bridges in STEM, and it’s teaching me how to make structures more capable which is creating good problem solving abilities,” STEM freshman Nelson Rhea said.
Academies at CHS can easily be thought as a life changing experience for some of the students who participate in them. The diversities of students in one classroom can come together to change either one’s mind of thinking while also teaching one another to be open-minded of issues around the world or in their community.
“I learned to stop thinking about myself and to acquire knowledge that there’s other personalities and other opinions at mind,” Bell said.
Written by Sydney Williams
Academy sophomores believe that the freshmen, which are new to the academies at CHS this year, are eager to learn different techniques for school and what they want to later pursue as their career, whether it’s for media, health services or engineering.
“So far, they’re shy about things, but I think they’re eager to learn. I’m excited to see how they work together like we did last year,” EMAC sophomore Natalie Hinson said.
Academy freshman in the academies, STEM, PSA and EMAC like how the academies are set up in a different way and the many opportunities the academies hand out to the students’; teaching the students to learn in a new way. Letting the students to think and learn on their own by using problem solving skills to finish certain projects or assignments in class.
“It’s a lot of fun being in the academies. It’s different because you choose to be here it’s not by force,” EMAC freshman Bethany Tallon said. “I want to be probably in the journalism area when I go to college. I used to not like writing but now I’m starting to like it more because I am getting better at it and it’s becoming easier.”
Academy sophomores have been in the freshmen’s shoes before and know what it’s like to be in a new group organization, the rules that follow, and the difficulty of thinking on your own; different from middle school.
“Being in the academy was hard and stressful at first until I got used to it. I wasn’t stressful in a bad way, only because it was causing us to use our brain,” EMAC sophomore Octavia Bell said.
The teachers in the academies don’t “hold your hand,” they let it go and let you fly away from your comfort zone. Letting the student know before hand what their limit can be and teaching them skills that could later be used in school or life eventually letting the student develop their own kind of thinking; skills being taught the students now can be with them for the rest of their life or future career.
“If I had a chance to give advice for the freshmen I would say to not give up on anything, you’re being stretched; pays off in the long run,” Hinson said.
The elective classes in the academies, depending on either academy you take part in, are helping the students learn new learning techniques and teaching them how to pursue the path they want to take in their future career.
The many different elective classes, journalism, video-editing, health, engineering, etc., also teach the individual student what they need to know, what’s the competition, and what new technology that is out in the world. Therefore, when the student is of age and completing their resume they would have something different than other individuals applying for the same job.
“Right now we’re learning about bridges in STEM, and it’s teaching me how to make structures more capable which is creating good problem solving abilities,” STEM freshman Nelson Rhea said.
Academies at CHS can easily be thought as a life changing experience for some of the students who participate in them. The diversities of students in one classroom can come together to change either one’s mind of thinking while also teaching one another to be open-minded of issues around the world or in their community.
“I learned to stop thinking about myself and to acquire knowledge that there’s other personalities and other opinions at mind,” Bell said.
Written by Sydney Williams
Academy students not too old for Halloween costumes
“I’m going to be Johnny Depp’s character from the Pirates of Caribbean movie series. His character is the best character in the movies I think. He inspires me to be who I am, and he’s the coolest pirate.”
“For Halloween I’m going to be Luigi from the Mario cart video game. Whenever I play Mario cart, I always play his character, he’s my favorite character in the game. My friend is going to be Mario, so it’s going to be like “partners in video game.”
“I really wanted to be a lady bug. I wanted to be something that had wings, and I didn’t want to be a fairy. I saw it at the store and besides it I saw a bumble bee costume, but the lady bug one caught my eye; it was so cute!”
“I’m going to be Superhot Fire from the rap battle parody videos on YouTube. He pretty much inspires everyone to be funny while life lasts. He also has good parody raps. I’m going to wear a leather jacket, with glasses; trying to be his twin.”
Written by Sydney Williams
Written by Sydney Williams
Magical life of Aaron Maynard
Both photos credited to JoAnn Maynard
Aaron Maynard may seem like the average freshman. He is actively involved in the STEM Academy and Solar Car team at the high school. Outside of school, Maynard enjoys playing baseball and playing, both, the acoustic and electric guitar.
However, one of Maynard’s hobbies sets him apart from the rest of his classmates. He is a magician, and a very talented one according to those who know him.
Maynard’s interest in magic began when he was in second grade, and he discovered it entirely by chance.
“I was at a monster truck show in El Paso, and there was this magician there. He caged one of the monster trucks and covered it, and when he uncovered it the monster truck was gone,” Maynard said. “It just wowed me.”
When she looks back to that time, Aaron’s mother Joann Maynard is surprised by the rare opportunity that has had such an impact on her son’s life.
“There are no magic clubs in El Paso so we just lucked out,” Mrs. Maynard said. “The show just made him ‘wow’. He became curious about magic and looked at books.”
After learning and practicing as much as he could from the books, Aaron decided he needed a magic kit to expand upon his newfound interest. As chance would have it, he found the perfect magic kit at the Houdini Magic Shop on Pier 39 in San Francisco.
“It was during spring break vacation when he was in fifth grade. We gave him $100 and said, ‘This is for your souvenirs, you know, anything you to buy.’ He just looked in that shop, but he didn’t buy anything,” Mrs. Maynard said. “He just looked at it, and the whole vacation went but he never bought anything. And we were like, ‘OK, we’re going to be leaving now.
“And he wanted to go back to the Houdini Shop to buy a magic kit that he wasn’t sure about buying, but by the end of the trip he was sure he wanted it. So he bought it and brought it home and started practicing.”
With a new magic kit, more practice and new tricks up his sleeve, Aaron performed at the Town Center Elementary Talent Show just two months after purchasing his magic kit.
“It was pretty impressive; they actually had a whole bunch of kids doing something in the talent show and most of the kids only got five minutes, but Aaron got to do a half hour set. And he did a completely different show in the morning for the kids than he did for the parents at night because he had so much magic to perform,” Mrs. Maynard said.
Aaron’s performance in the talent show was a big success, and pushed his simple interest into a passion that has blended itself into the other areas of his life, including Boy Scout Troop 842, which he joined in September 2010. Though Aaron joined the troop a little over a year ago, he has made many accomplishments including his current ranking as a STAR Patrol Leader. This means he is only two positions away from receiving the ever coveted ranking of Eagle Scout. Aaron has tried to incorporate his magic in his scouting as much as possible, and he is currently making progress to develop a magic merit badge.
“Aaron has pursued and made good progress trying to get a Magic merit badge added to the list of merit badges that Boy Scouts of America offers and approves. He has also performed some magic show at our troop meetings,” Boy Scout Troop 842 leader, David Lautzenheiser, said via e-mail.
Magic has not only penetrated his scouting, it has also blended into his involvement in the STEM (Science Technology Engineering Mathematics) Academy. At the same time, STEM helps him to improve his magic tricks.
“I get ideas for how to create and change magic tricks to fit myself,” Aaron said.
Aaron not only uses his magic to entertain his friends and family. He uses it to help those in need. Aaron performs for the children who are long term residents at Cook Children’s Hospital, and for the terminally ill children involved in the Make-A-Wish Foundation. His mother is constantly impressed by her son’s ability to cheer these kids up, and how he handles situations that would be difficult for most people.
“I am so proud of how he handles the situation that could be very tough, and that I don’t think I could handle. He was telling me about one of the girls he performed for who was missing part of her jaw. He is able to make them laugh and forget about the problems they have. He is extremely good hearted and has become a better person because of his exposure,” Mrs. Maynard said.
His passion for magic has even led him to make a proclamation to the Coppell City Council to recognize the week of Oct. 25-31, 2010 as Magic Week. He was awarded the proclamation and a story was written about him in the Citizen’s Advocate. Aaron returned to the council this year to make his proclamation again. This time, he was not only awarded the proclamation, but he was asked by the council to perform for them and their assembled guests.
“Magic Week is the week that Houdini died, and it is very important in the magic community. The council wanted to see me perform so they could see how far my magic has come,” Aaron said.
With Aaron’s magic career already going strong, he is well respected among the adult magicians in the magic clubs he is involved in. In fact, he is the youngest person in the Dallas Magic Club and is helping the adults to mentor the young magicians involved in the club. Aaron has even inspired his nephew to start practicing magic.
As Aaron continues to move forward with his magic, he is looking to have a successful future in entertaining people. He hopes that through his magic he can make people happy.
“I hope to make people enjoy being surprised; I just want to make them happy. Mainly, I want to earn money doing what I love,” Aaron said.
With so many experiences and accomplishments at such a young age, there is no doubt that Aaron’s future is bright. He is sure to amaze and surprise everyone who witnesses his unusual talent.
Written by Elizabeth Sims
However, one of Maynard’s hobbies sets him apart from the rest of his classmates. He is a magician, and a very talented one according to those who know him.
Maynard’s interest in magic began when he was in second grade, and he discovered it entirely by chance.
“I was at a monster truck show in El Paso, and there was this magician there. He caged one of the monster trucks and covered it, and when he uncovered it the monster truck was gone,” Maynard said. “It just wowed me.”
When she looks back to that time, Aaron’s mother Joann Maynard is surprised by the rare opportunity that has had such an impact on her son’s life.
“There are no magic clubs in El Paso so we just lucked out,” Mrs. Maynard said. “The show just made him ‘wow’. He became curious about magic and looked at books.”
After learning and practicing as much as he could from the books, Aaron decided he needed a magic kit to expand upon his newfound interest. As chance would have it, he found the perfect magic kit at the Houdini Magic Shop on Pier 39 in San Francisco.
“It was during spring break vacation when he was in fifth grade. We gave him $100 and said, ‘This is for your souvenirs, you know, anything you to buy.’ He just looked in that shop, but he didn’t buy anything,” Mrs. Maynard said. “He just looked at it, and the whole vacation went but he never bought anything. And we were like, ‘OK, we’re going to be leaving now.
“And he wanted to go back to the Houdini Shop to buy a magic kit that he wasn’t sure about buying, but by the end of the trip he was sure he wanted it. So he bought it and brought it home and started practicing.”
With a new magic kit, more practice and new tricks up his sleeve, Aaron performed at the Town Center Elementary Talent Show just two months after purchasing his magic kit.
“It was pretty impressive; they actually had a whole bunch of kids doing something in the talent show and most of the kids only got five minutes, but Aaron got to do a half hour set. And he did a completely different show in the morning for the kids than he did for the parents at night because he had so much magic to perform,” Mrs. Maynard said.
Aaron’s performance in the talent show was a big success, and pushed his simple interest into a passion that has blended itself into the other areas of his life, including Boy Scout Troop 842, which he joined in September 2010. Though Aaron joined the troop a little over a year ago, he has made many accomplishments including his current ranking as a STAR Patrol Leader. This means he is only two positions away from receiving the ever coveted ranking of Eagle Scout. Aaron has tried to incorporate his magic in his scouting as much as possible, and he is currently making progress to develop a magic merit badge.
“Aaron has pursued and made good progress trying to get a Magic merit badge added to the list of merit badges that Boy Scouts of America offers and approves. He has also performed some magic show at our troop meetings,” Boy Scout Troop 842 leader, David Lautzenheiser, said via e-mail.
Magic has not only penetrated his scouting, it has also blended into his involvement in the STEM (Science Technology Engineering Mathematics) Academy. At the same time, STEM helps him to improve his magic tricks.
“I get ideas for how to create and change magic tricks to fit myself,” Aaron said.
Aaron not only uses his magic to entertain his friends and family. He uses it to help those in need. Aaron performs for the children who are long term residents at Cook Children’s Hospital, and for the terminally ill children involved in the Make-A-Wish Foundation. His mother is constantly impressed by her son’s ability to cheer these kids up, and how he handles situations that would be difficult for most people.
“I am so proud of how he handles the situation that could be very tough, and that I don’t think I could handle. He was telling me about one of the girls he performed for who was missing part of her jaw. He is able to make them laugh and forget about the problems they have. He is extremely good hearted and has become a better person because of his exposure,” Mrs. Maynard said.
His passion for magic has even led him to make a proclamation to the Coppell City Council to recognize the week of Oct. 25-31, 2010 as Magic Week. He was awarded the proclamation and a story was written about him in the Citizen’s Advocate. Aaron returned to the council this year to make his proclamation again. This time, he was not only awarded the proclamation, but he was asked by the council to perform for them and their assembled guests.
“Magic Week is the week that Houdini died, and it is very important in the magic community. The council wanted to see me perform so they could see how far my magic has come,” Aaron said.
With Aaron’s magic career already going strong, he is well respected among the adult magicians in the magic clubs he is involved in. In fact, he is the youngest person in the Dallas Magic Club and is helping the adults to mentor the young magicians involved in the club. Aaron has even inspired his nephew to start practicing magic.
As Aaron continues to move forward with his magic, he is looking to have a successful future in entertaining people. He hopes that through his magic he can make people happy.
“I hope to make people enjoy being surprised; I just want to make them happy. Mainly, I want to earn money doing what I love,” Aaron said.
With so many experiences and accomplishments at such a young age, there is no doubt that Aaron’s future is bright. He is sure to amaze and surprise everyone who witnesses his unusual talent.
Written by Elizabeth Sims
Hope that never dies
When she left the doctor’s office after learning she had breast cancer, not once did Laura Salamone thinks she was going to die.
One in eight women in the United States will develop breast cancer in her lifetime. Facts are just facts. But once you are faced with this battle, you will then realize how much this disease can do.
October is breast cancer awareness month, and at Coppell High School many participated in this annual event by showing their support.
It is said that a woman’s risk of breast cancer doubles if she has a first-degree relative, like a mother, sister, or daughter, who has been diagnosed with breast cancer.
Salamone was diagnosed with breast cancer last December.
Both her mother and her sister had breast cancer previously, so it wasn’t a surprise that Salamone was also diagnosed with this horrible disease.
“I never for a minute thought that I was going to die of breast cancer,” Salamone said. “I never for a minute had any other plan than to get through this disease and survive.”
Salamone remained positive throughout her battle, and is now a six - month survivor. But she says that she couldn’t have done it without her students’ support
from last year.
PSA sophomore Sarah Robinson said Salamone’s fight has taught her an important lesson.
“She inspired me because she never stopped helping us even though she was hurt so badly,” Robinson said, “Her drive to help people has impacted how I act towards other people.”
Every morning before school during the second semester, Salamone would go to radiation. But when she would come back her students were always very welcoming with warm hearts.
EMAC sophomore Kristin Anderson is working on a KCBY segment on breast cancer awareness and tells Salamone’s story.
“I thought that her story was inspiring and since I don’t have anyone close to me who has breast cancer, it really helped me understand how much of a life changing disease it really is,” Anderson said.
After battling the disease, Salamone said she does have a new outlook on life.
“Because I was faced with something could have taken my life, I have this whole new perspective about a lot of things I used to get all worked up about,” Salamone said. “And now I don’t anymore because it’s not worth it.”
To Salamone it’s very important that especially girls are aware and educated about this life threatening disease. More than one in four cancers in women are breast cancer. Unfortunately, people do not think about the consequences there are for not staying healthy or eating right.
Salamone wishes young ladies would take notice of the risks associated with breast cancer and be proactive as opposed to taking the disease seriously only once they or somebody they are close to is diagnosed.
Written by Kasey Tucker
One in eight women in the United States will develop breast cancer in her lifetime. Facts are just facts. But once you are faced with this battle, you will then realize how much this disease can do.
October is breast cancer awareness month, and at Coppell High School many participated in this annual event by showing their support.
It is said that a woman’s risk of breast cancer doubles if she has a first-degree relative, like a mother, sister, or daughter, who has been diagnosed with breast cancer.
Salamone was diagnosed with breast cancer last December.
Both her mother and her sister had breast cancer previously, so it wasn’t a surprise that Salamone was also diagnosed with this horrible disease.
“I never for a minute thought that I was going to die of breast cancer,” Salamone said. “I never for a minute had any other plan than to get through this disease and survive.”
Salamone remained positive throughout her battle, and is now a six - month survivor. But she says that she couldn’t have done it without her students’ support
from last year.
PSA sophomore Sarah Robinson said Salamone’s fight has taught her an important lesson.
“She inspired me because she never stopped helping us even though she was hurt so badly,” Robinson said, “Her drive to help people has impacted how I act towards other people.”
Every morning before school during the second semester, Salamone would go to radiation. But when she would come back her students were always very welcoming with warm hearts.
EMAC sophomore Kristin Anderson is working on a KCBY segment on breast cancer awareness and tells Salamone’s story.
“I thought that her story was inspiring and since I don’t have anyone close to me who has breast cancer, it really helped me understand how much of a life changing disease it really is,” Anderson said.
After battling the disease, Salamone said she does have a new outlook on life.
“Because I was faced with something could have taken my life, I have this whole new perspective about a lot of things I used to get all worked up about,” Salamone said. “And now I don’t anymore because it’s not worth it.”
To Salamone it’s very important that especially girls are aware and educated about this life threatening disease. More than one in four cancers in women are breast cancer. Unfortunately, people do not think about the consequences there are for not staying healthy or eating right.
Salamone wishes young ladies would take notice of the risks associated with breast cancer and be proactive as opposed to taking the disease seriously only once they or somebody they are close to is diagnosed.
Written by Kasey Tucker
Slette looking to become next YouTube sensation
When the name Mark Slette is mentioned, most EMAC students immediately think of his unique and popular YouTube videos. With as many as 351 views, Slette began recording himself singing and dancing to songs on his webcam last year.
“Literally, I was bored doing nothing and my parents said ‘be active and do stuff’ so I decided to make a music cover,” Slette said.
This simple statement from his parents has led Slette to major popularity within the EMAC Academy.
“[The videos] are popular among the EMAC sophomores,” student Keith Kellenberger said.
When the YouTube channel was created and the first videos were uploaded last year, many EMAC classroom doors opened to students watching the videos, showing them to the teachers, and asking their friends if they had seen the most recent one.
This is exactly what Slette wants.
“I make them just for fun to entertain people and to get some attention,” Slette said. “I want to be famous but I know that’s probably never going to happen. It’s just one of my hobbies.”
So far, Slette has four music cover videos uploaded on his channel “MDogSlette”: “Don’t Wanna Think About You” by Simple Plan, “SOS” by the Jonas Brothers, “Love in America” by JTX, and “What is Love” by Haddaway. These videos don’t include the ones he has on his computer to be posted in the future. He says possible future videos could be “Pray” by Justin Bieber or “Skyscraper” by Demi Lovato.
The last video, “SOS”, was released one month ago and is the second most watched with 234 views. Slette’s third video, “Love in America”, beats it with 351 views so far.
EMAC sophomore Trevor Stiff likes Slette’s videos and his favorite is “What is Love”. Kellenberger says his favorite is “SOS”.
“I think that they’re original and they reveal Mark’s personality in a unique way,” Stiff said.
Slette has expressed desire to perform at the end of year EMAC banquet.
“I think it’d be a fun experience and would let the other academies get to know Mark Slette a little bit better,” Stiff said. “If he did something big like the banquet, [his videos would] become a little bit more popular. It would be very memorable to everyone at the banquet.”
Kellenberger thinks it’s a great idea and says he’d even like to participate.
“I’ve come to Mark multiple times asking if he wants a guitarist,” Kellenberger said. “I’m totally for him doing it at a banquet.”
Slette is grateful to EMAC students for watching his videos, and he hopes they’ll become more popular in the other academies.
“I hope more people tune into them and just enjoy watching them,” Slette said. “I want to thank everybody for all the views that I’ve gotten and there’s going to be several more coming out.”
Check out Slette's most popular video, "What is Love", here: http://www.youtube.com/watch?v=d1uV9e8f70U&feature=channel_video_title
Written by Regan Sullivan
“Literally, I was bored doing nothing and my parents said ‘be active and do stuff’ so I decided to make a music cover,” Slette said.
This simple statement from his parents has led Slette to major popularity within the EMAC Academy.
“[The videos] are popular among the EMAC sophomores,” student Keith Kellenberger said.
When the YouTube channel was created and the first videos were uploaded last year, many EMAC classroom doors opened to students watching the videos, showing them to the teachers, and asking their friends if they had seen the most recent one.
This is exactly what Slette wants.
“I make them just for fun to entertain people and to get some attention,” Slette said. “I want to be famous but I know that’s probably never going to happen. It’s just one of my hobbies.”
So far, Slette has four music cover videos uploaded on his channel “MDogSlette”: “Don’t Wanna Think About You” by Simple Plan, “SOS” by the Jonas Brothers, “Love in America” by JTX, and “What is Love” by Haddaway. These videos don’t include the ones he has on his computer to be posted in the future. He says possible future videos could be “Pray” by Justin Bieber or “Skyscraper” by Demi Lovato.
The last video, “SOS”, was released one month ago and is the second most watched with 234 views. Slette’s third video, “Love in America”, beats it with 351 views so far.
EMAC sophomore Trevor Stiff likes Slette’s videos and his favorite is “What is Love”. Kellenberger says his favorite is “SOS”.
“I think that they’re original and they reveal Mark’s personality in a unique way,” Stiff said.
Slette has expressed desire to perform at the end of year EMAC banquet.
“I think it’d be a fun experience and would let the other academies get to know Mark Slette a little bit better,” Stiff said. “If he did something big like the banquet, [his videos would] become a little bit more popular. It would be very memorable to everyone at the banquet.”
Kellenberger thinks it’s a great idea and says he’d even like to participate.
“I’ve come to Mark multiple times asking if he wants a guitarist,” Kellenberger said. “I’m totally for him doing it at a banquet.”
Slette is grateful to EMAC students for watching his videos, and he hopes they’ll become more popular in the other academies.
“I hope more people tune into them and just enjoy watching them,” Slette said. “I want to thank everybody for all the views that I’ve gotten and there’s going to be several more coming out.”
Check out Slette's most popular video, "What is Love", here: http://www.youtube.com/watch?v=d1uV9e8f70U&feature=channel_video_title
Written by Regan Sullivan
Teaching in a jail
Teaching inmates: A conversation with World History teacher John Harris
CHS Academy World History teacher John Harris taught inmates at the Ellis county jail in Waxahachie. Harris was looking for a temporary job so he saw an ad one day at Navarro College that read teach GED. He decided to take the job and taught inmates subjects like science, math and reading as they pursued their GEDs.
Mr. Harris not only taught inmates but he had to deal with prison behavior such as sociopaths, gangster behavior and attitude. Harris had one day that he would soon never forget. He was at a local store and he heard this woman say, “Mr. Harris it’s me from the GED class”, Mr. Harris saw her in a dress with two kids and she seemed happy. She informed him that she earned her GED.
“I will never forget those words she said to me and if you really want to know the truth it inspired me to become a teacher,” Harris said. “When the girl told me she got her GED, it showed me the difference a person can make on ones’ life and till this day I still get emotional whenever I think of that story.”
Written by Damien Fralin
CHS Academy World History teacher John Harris taught inmates at the Ellis county jail in Waxahachie. Harris was looking for a temporary job so he saw an ad one day at Navarro College that read teach GED. He decided to take the job and taught inmates subjects like science, math and reading as they pursued their GEDs.
Mr. Harris not only taught inmates but he had to deal with prison behavior such as sociopaths, gangster behavior and attitude. Harris had one day that he would soon never forget. He was at a local store and he heard this woman say, “Mr. Harris it’s me from the GED class”, Mr. Harris saw her in a dress with two kids and she seemed happy. She informed him that she earned her GED.
“I will never forget those words she said to me and if you really want to know the truth it inspired me to become a teacher,” Harris said. “When the girl told me she got her GED, it showed me the difference a person can make on ones’ life and till this day I still get emotional whenever I think of that story.”
Written by Damien Fralin
Students switch between Academies
Amber Bouressa, bottom left, on an EMAC field trip last year
For many students, their future career path is a path of unexpected turns and twists in the road. They either have their plans set, no idea what they want to do, or their mind is somewhere in between.
The Academies are available to help students with these choices and get them started on their career paths. However, that doesn’t mean the Academy students don’t change their minds.
“If you feel like your Academy career isn’t what you want to be when you grow up and you want to switch, I don’t see anything wrong with wanting to change your mind,” EMAC sophomore Jill Fisher said.
Sophomore Mabry Culp was in PSA last year, but is in EMAC this year.
“I switched because I am way more interested in media, the news and photography versus medicine,” Culp said. “I am very satisfied with the switch. EMAC has everything I am looking for, and I am very confident in my choice.”
Fisher, a friend of Culp’s, agrees that Mabry made a good decision.
“Mabry wanted to learn more about media and she always says she wants to be a news broadcaster,” Fisher said.
Sophomore Amber Bouressa was in EMAC last year, but made the switch to PSA for the 2011-2012 school year.
“I am happy that I switched over to PSA because whenever I think about the future, I see myself doing something in the medical field and PSA is exactly what I need. I want to be a physical therapist and in health science right now we’re learning all the terminology,” Bouressa said. “It’s exactly what I need for the future.”
Bouressa enjoyed EMAC last year and says PSA reminds her of it in some ways.
“We use Macs all the time. Everything is a group project, basically the same as EMAC,” Bouressa said.
On the other hand, Culp thinks EMAC and PSA are not very similar.
“EMAC has a lot more technology and more access to it, as does PSA but the way they use it is different. [EMAC is] more open to new ideas with technology,” Culp said. “Almost everything we do is with technology. In PSA they have access to it, but it isn’t as big of a deal as it is to EMAC.”
Bouressa misses her friends in EMAC and working on projects with them, but she’s happy the Academies combined so she can still have classes with them.
“All the Academies are combined now so they’re kind of together anyways,” Bouressa said.
Both seem to have found the right place for them.
“EMAC and PSA are somewhat similar in the group concepts and the relationships. They both have very open, friendly people who are all very close,” Culp said.
Written by Regan Sullivan
The Academies are available to help students with these choices and get them started on their career paths. However, that doesn’t mean the Academy students don’t change their minds.
“If you feel like your Academy career isn’t what you want to be when you grow up and you want to switch, I don’t see anything wrong with wanting to change your mind,” EMAC sophomore Jill Fisher said.
Sophomore Mabry Culp was in PSA last year, but is in EMAC this year.
“I switched because I am way more interested in media, the news and photography versus medicine,” Culp said. “I am very satisfied with the switch. EMAC has everything I am looking for, and I am very confident in my choice.”
Fisher, a friend of Culp’s, agrees that Mabry made a good decision.
“Mabry wanted to learn more about media and she always says she wants to be a news broadcaster,” Fisher said.
Sophomore Amber Bouressa was in EMAC last year, but made the switch to PSA for the 2011-2012 school year.
“I am happy that I switched over to PSA because whenever I think about the future, I see myself doing something in the medical field and PSA is exactly what I need. I want to be a physical therapist and in health science right now we’re learning all the terminology,” Bouressa said. “It’s exactly what I need for the future.”
Bouressa enjoyed EMAC last year and says PSA reminds her of it in some ways.
“We use Macs all the time. Everything is a group project, basically the same as EMAC,” Bouressa said.
On the other hand, Culp thinks EMAC and PSA are not very similar.
“EMAC has a lot more technology and more access to it, as does PSA but the way they use it is different. [EMAC is] more open to new ideas with technology,” Culp said. “Almost everything we do is with technology. In PSA they have access to it, but it isn’t as big of a deal as it is to EMAC.”
Bouressa misses her friends in EMAC and working on projects with them, but she’s happy the Academies combined so she can still have classes with them.
“All the Academies are combined now so they’re kind of together anyways,” Bouressa said.
Both seem to have found the right place for them.
“EMAC and PSA are somewhat similar in the group concepts and the relationships. They both have very open, friendly people who are all very close,” Culp said.
Written by Regan Sullivan
Camping, 20 minute projects, and the History of Reunion Arena, Oh My!
Ready, Set Go!! You have 20 minutes to get a simple design down for keeping a Coca-Cola can cold for one hour, in this hot Texas heat. Trying to make a can of soda cold for one hour is hard to do. Students in Mike Yakubovsky’s classes will have to with fast projects.
In projects Yakubovsky assigns he looks for the over and beyond. He wants you to understand and like engineering. When thinking of ideas to go that “extra mile” in his class go for what gets to be clear, sharp and precise thought and product out.
Camping. Close your eyes and imagine what you expect from a campout. You could see tents, marshmallows, a fire pit and stars brightening up the night sky. In Creighton Hulse’s Spanish 3 class, you get to go camping. Kind of. Hulse said that students will be put into groups, and to practice on different camping situations based on pictures. So that on the day of the presentation, or camping project, they will be ready to go and know exactly what to say.
If you are in John Harris’s U.S. History class you will be comparing and contrast of different types of governments around the world and seeing how that effected our government. One subject that you could look at is the area in Dallas that was called La Reunion, the former site of Reunion Arena. In the late 1800s a group of 200 amish people came and tried to have a utopian society. In the long run it failed. You will look at what they did, back then, and see how that affects us.
You may be wondering how teachers are incorporating each Academies in each class. Yakubovsky has three classes that not only have engineers, but they need all of the other classes. He says that they need medical students to be on the team, in the case of an accident. They need student that can write. Student in his classes write a lot. They write newsletters and reports on what they are doing. EMAC students will be needed to help with publishing events, to get more people in the community to know whats going on in the engineering world at CHS.
When you get a rubric and look at the far right column it will normally say Exceeds Standards or something of the sort. Some expectations teachers look for is when the students do some thing other than what is on the rubric. They want you to be creative. Harris wants to see that you understand the historic concepts and to be able to connect the ancient to today. Yakubovsky wants you to find out what you like about engineering. He wants to see something that no one has ever seen before.
Written by Maggie Crosby
In projects Yakubovsky assigns he looks for the over and beyond. He wants you to understand and like engineering. When thinking of ideas to go that “extra mile” in his class go for what gets to be clear, sharp and precise thought and product out.
Camping. Close your eyes and imagine what you expect from a campout. You could see tents, marshmallows, a fire pit and stars brightening up the night sky. In Creighton Hulse’s Spanish 3 class, you get to go camping. Kind of. Hulse said that students will be put into groups, and to practice on different camping situations based on pictures. So that on the day of the presentation, or camping project, they will be ready to go and know exactly what to say.
If you are in John Harris’s U.S. History class you will be comparing and contrast of different types of governments around the world and seeing how that effected our government. One subject that you could look at is the area in Dallas that was called La Reunion, the former site of Reunion Arena. In the late 1800s a group of 200 amish people came and tried to have a utopian society. In the long run it failed. You will look at what they did, back then, and see how that affects us.
You may be wondering how teachers are incorporating each Academies in each class. Yakubovsky has three classes that not only have engineers, but they need all of the other classes. He says that they need medical students to be on the team, in the case of an accident. They need student that can write. Student in his classes write a lot. They write newsletters and reports on what they are doing. EMAC students will be needed to help with publishing events, to get more people in the community to know whats going on in the engineering world at CHS.
When you get a rubric and look at the far right column it will normally say Exceeds Standards or something of the sort. Some expectations teachers look for is when the students do some thing other than what is on the rubric. They want you to be creative. Harris wants to see that you understand the historic concepts and to be able to connect the ancient to today. Yakubovsky wants you to find out what you like about engineering. He wants to see something that no one has ever seen before.
Written by Maggie Crosby
You have to spend time to make time
Everyone wonders why some schools ask for money over and over again, and the ones who don’t wonder don’t mind. But, has anyone thought about why the schools or extra curricular programs ask for money? It could be for extra supplies we need or don’t need; usually depends on the school function.
Coppell High School Academy students spend a lot of money going towards their classrooms for projects and assignments. The electronics used in class are necessary since most of the Academy assignment are media-based.
“The technology we use helps extremely, otherwise you wouldn’t know what you were doing,” EMAC sophomore Blessed Seneh said. “I already had my camera for photography, I only had to use the school’s Mac laptops, so it was less money for me.”
Although the cost of spending for supplies is a little over priced for some of the students who are in the academies, other students like Seneh might already own their own camera or laptop.
Fortunately the CHS Academies provide laptops for students who do not own their own, or for students who do not bring their laptop to school. Each of the three academies - STEM, PSA and EMAC - has access to Mac/PC carts. They might have to share throughout the other teachers in the Academies. But, it’s better than nothing, especially when the funds for state public schools are being cut.
Some may believe it’s cheaper to do that instead of the teacher’s telling the students to each buy a laptop to use, on the individual paper that everyone gets before school to see what supplies they need for the school year. Understanding that some of students in the academies may be financially incapable of buying their own laptop or camera.
“I wish we were a 1-1 school or one computer to one child. But then again it’s expensive and a lot of the other students have their own technology,” EMAC Academy lead teacher Irma Kennedy said.
Sometimes it’s necessary to spend as much as you bargain for however, especially when it comes to the value of education for the students’; technology use of the Academies.
Kennedy’s statement, regarding that most of the students in the Academies at CHS, STEM, PSA and EMAC having their own electronics or technology during class are true.
“Having my laptop at school is very helpful, like when you have files or projects. You can already have it and work on it at home or at school. I use it the majority of the day,” EMAC sophomore Emma Eells said.
To sum the basis up, anything an employee would need to be successful in their work; media, engineering or health services. The Academies at CHS have; where the teachers and administrators are gladly able to teach to their students.
“Technology is changing. The more you use it the better you get at it,” Kennedy said.
Written by Sydney Williams
Coppell High School Academy students spend a lot of money going towards their classrooms for projects and assignments. The electronics used in class are necessary since most of the Academy assignment are media-based.
“The technology we use helps extremely, otherwise you wouldn’t know what you were doing,” EMAC sophomore Blessed Seneh said. “I already had my camera for photography, I only had to use the school’s Mac laptops, so it was less money for me.”
Although the cost of spending for supplies is a little over priced for some of the students who are in the academies, other students like Seneh might already own their own camera or laptop.
Fortunately the CHS Academies provide laptops for students who do not own their own, or for students who do not bring their laptop to school. Each of the three academies - STEM, PSA and EMAC - has access to Mac/PC carts. They might have to share throughout the other teachers in the Academies. But, it’s better than nothing, especially when the funds for state public schools are being cut.
Some may believe it’s cheaper to do that instead of the teacher’s telling the students to each buy a laptop to use, on the individual paper that everyone gets before school to see what supplies they need for the school year. Understanding that some of students in the academies may be financially incapable of buying their own laptop or camera.
“I wish we were a 1-1 school or one computer to one child. But then again it’s expensive and a lot of the other students have their own technology,” EMAC Academy lead teacher Irma Kennedy said.
Sometimes it’s necessary to spend as much as you bargain for however, especially when it comes to the value of education for the students’; technology use of the Academies.
Kennedy’s statement, regarding that most of the students in the Academies at CHS, STEM, PSA and EMAC having their own electronics or technology during class are true.
“Having my laptop at school is very helpful, like when you have files or projects. You can already have it and work on it at home or at school. I use it the majority of the day,” EMAC sophomore Emma Eells said.
To sum the basis up, anything an employee would need to be successful in their work; media, engineering or health services. The Academies at CHS have; where the teachers and administrators are gladly able to teach to their students.
“Technology is changing. The more you use it the better you get at it,” Kennedy said.
Written by Sydney Williams
Kenzie Hitz voted president for MATE
After being ranked first in the region and ninth in the world last year, the Marine Advanced Technology Education (MATE) underwater robotics team seemed to have a road filled with success in its future.
This was true, until the end of the school year when the team’s former president Hunter Heaton graduated in June to leave MATE without a leader. With the team in need of a president, STEM sophomore Kenzie Hitz stepped up to take on the leadership role.
“I just fell into the job,” Hitz said. “Instead of being put in an individual group; I did a little bit of each to see what underwater robotics was all about. The job was sort of predestined.”
Shortly after Hitz became president of the club, many of its existing members were skeptical of Hitz’s ability to lead the group. However, after seeing Kenzie in action; there was no doubt she was very qualified to lead the MATE team.
“She was closest to the core four, and she had more knowledge of what was going on. She knew where we were with the robot and where we needed to be. She was the best candidate since a lot of our members graduated last year,” senior Sarah Hawman said.
Even the club’s sponsor, STEM engineering teacher Bill Montana, was unsure about how qualified a sophomore was to lead the team. His mind was quickly changed after observing Hitz interact with her team members, and how the students responded to her.
“Last year, I had my doubts because she was a freshman and it was her first time on MATE, but she has done a very good job. She is not your average sophomore. She is very mature and not intimidated by seniors,” Montana said.
While the thought of leading a club where a large portion of its members are upper classmen might seem like a lot of hard work and rather uncomfortable for many sophomores, Hitz views it as an opportunity to prepare for the future.
“It’s a lot of hard work, a lot more than I expected,” Hitz said. “But it’s really fun to lead such a diverse group of kids. I’m in charge of kids who are older and smarter than me, and I have to tell them what to do. It prepares you for the real world, and helps you prepare who say, ‘You aren’t as qualified in my eyes’.”
With the new MATE season starting, Kenzie hopes her team will be just as successful as the previous year’s group.
“At the very best, I hope we win at internationals; at the very least, we have a robot that works. I want everybody to learn, be prepared for next year and know everything about trial and error. Overall, I hope we grow together as a team,” Hitz said.
As MATE enters this year with a new president and new members, a change has certainly swept through this club. Many of the original members believe this change is good.
“Having a sophomore a president changes the club in a good way. She’s got it, and she knows what’s going on,” Hawman said. “She’s really plugged into engineering and stays on topic. She’s setting really good goals for the club. Her grade has nothing to do with it.”
The club’s sponsor has even observed a change in the students and the team as a whole.
“The students act differently toward her, but it’s hard to tell comparing this year to last year. The teams are different every year,” Montana said. “They (the students) do respect her because she is on top of her game and she has a take-charge mentality and I think that they respect that. She’s not all business, she likes to have fun too, but I think she gets a lot out of the people so I think there is respect there.”
With her interest in engineering, along with the support of her fellow team members, spurring her on, Kenzie is projected to lead the MATE team in a very successful year.
Written by Elizabeth Sims
This was true, until the end of the school year when the team’s former president Hunter Heaton graduated in June to leave MATE without a leader. With the team in need of a president, STEM sophomore Kenzie Hitz stepped up to take on the leadership role.
“I just fell into the job,” Hitz said. “Instead of being put in an individual group; I did a little bit of each to see what underwater robotics was all about. The job was sort of predestined.”
Shortly after Hitz became president of the club, many of its existing members were skeptical of Hitz’s ability to lead the group. However, after seeing Kenzie in action; there was no doubt she was very qualified to lead the MATE team.
“She was closest to the core four, and she had more knowledge of what was going on. She knew where we were with the robot and where we needed to be. She was the best candidate since a lot of our members graduated last year,” senior Sarah Hawman said.
Even the club’s sponsor, STEM engineering teacher Bill Montana, was unsure about how qualified a sophomore was to lead the team. His mind was quickly changed after observing Hitz interact with her team members, and how the students responded to her.
“Last year, I had my doubts because she was a freshman and it was her first time on MATE, but she has done a very good job. She is not your average sophomore. She is very mature and not intimidated by seniors,” Montana said.
While the thought of leading a club where a large portion of its members are upper classmen might seem like a lot of hard work and rather uncomfortable for many sophomores, Hitz views it as an opportunity to prepare for the future.
“It’s a lot of hard work, a lot more than I expected,” Hitz said. “But it’s really fun to lead such a diverse group of kids. I’m in charge of kids who are older and smarter than me, and I have to tell them what to do. It prepares you for the real world, and helps you prepare who say, ‘You aren’t as qualified in my eyes’.”
With the new MATE season starting, Kenzie hopes her team will be just as successful as the previous year’s group.
“At the very best, I hope we win at internationals; at the very least, we have a robot that works. I want everybody to learn, be prepared for next year and know everything about trial and error. Overall, I hope we grow together as a team,” Hitz said.
As MATE enters this year with a new president and new members, a change has certainly swept through this club. Many of the original members believe this change is good.
“Having a sophomore a president changes the club in a good way. She’s got it, and she knows what’s going on,” Hawman said. “She’s really plugged into engineering and stays on topic. She’s setting really good goals for the club. Her grade has nothing to do with it.”
The club’s sponsor has even observed a change in the students and the team as a whole.
“The students act differently toward her, but it’s hard to tell comparing this year to last year. The teams are different every year,” Montana said. “They (the students) do respect her because she is on top of her game and she has a take-charge mentality and I think that they respect that. She’s not all business, she likes to have fun too, but I think she gets a lot out of the people so I think there is respect there.”
With her interest in engineering, along with the support of her fellow team members, spurring her on, Kenzie is projected to lead the MATE team in a very successful year.
Written by Elizabeth Sims
New face in the EMAC Academy
Most sophomores who are in the Academy this year chose to be members their freshmen year. But Francesca Graham has a different story.
Graham chose to be a part of the EMAC Academy this year as a sophomore.
“A lot of my friends were a part of the Academy last year and I heard about all the cool events they did,” Graham said.
Last year was the first year for the EMAC Academy. Many people were informed about the Academy, but there were still some unanswered questions.
“I knew it was the first year of the Academy, so I wanted to wait and see how it panned out,” Graham said.
Graham said she learned about the academy throughout her freshmen year. She gained more information from her friends who were a part of the Academy their freshmen year.
“I showed Francesca around Mrs. [Clara] Caussey’s room and told her about how everyone enjoyed the academy,” sophomore Emma Eells said.
The time Eells showed Graham around the Academy was during the time that EMAC was working on a project based learning [PBL] assignment. The PBL was a long-term project that the students took on and Eells thinks since Graham got to see that in play, she got a good taste of what it might be like next year.
Caussey said she and Graham got the chance to talk about her joining the Academy last year. Caussey got the chance to prepare Graham throughout the second semester last year.
“Francesca fits in really well with the academy even though this is her first year” Eells said, “She’s interested in all the same career opportunities as everyone else in EMAC.”
Graham is also a member of the Round-Up yearbook staff. She enjoys being around people with similar interests, notably photography.
Graham can easily tell the difference of the classes she had last year to the Academy classes she has this year.
“It’s a lot easier to work together and get to know more people because I have a lot of classes with the same people,” Graham said.
“Francesca is a great student. She’s very open to new ideas and change,” Caussey said.
Graham hopes to one day become a sports or fashion photographer. And being in the EMAC Academy will provide her with experience and a good taste of what it might be like to be a photographer.
Written by Kasey Tucker
Graham chose to be a part of the EMAC Academy this year as a sophomore.
“A lot of my friends were a part of the Academy last year and I heard about all the cool events they did,” Graham said.
Last year was the first year for the EMAC Academy. Many people were informed about the Academy, but there were still some unanswered questions.
“I knew it was the first year of the Academy, so I wanted to wait and see how it panned out,” Graham said.
Graham said she learned about the academy throughout her freshmen year. She gained more information from her friends who were a part of the Academy their freshmen year.
“I showed Francesca around Mrs. [Clara] Caussey’s room and told her about how everyone enjoyed the academy,” sophomore Emma Eells said.
The time Eells showed Graham around the Academy was during the time that EMAC was working on a project based learning [PBL] assignment. The PBL was a long-term project that the students took on and Eells thinks since Graham got to see that in play, she got a good taste of what it might be like next year.
Caussey said she and Graham got the chance to talk about her joining the Academy last year. Caussey got the chance to prepare Graham throughout the second semester last year.
“Francesca fits in really well with the academy even though this is her first year” Eells said, “She’s interested in all the same career opportunities as everyone else in EMAC.”
Graham is also a member of the Round-Up yearbook staff. She enjoys being around people with similar interests, notably photography.
Graham can easily tell the difference of the classes she had last year to the Academy classes she has this year.
“It’s a lot easier to work together and get to know more people because I have a lot of classes with the same people,” Graham said.
“Francesca is a great student. She’s very open to new ideas and change,” Caussey said.
Graham hopes to one day become a sports or fashion photographer. And being in the EMAC Academy will provide her with experience and a good taste of what it might be like to be a photographer.
Written by Kasey Tucker
Hometown Hero hits again
Hometown Hero is off to a running start for the second year in a row. By taking a walk in EMAC’s shoes and making videos to profile nominees for the year’s Hometown Hero, PSA students love this project.
“I absolutely enjoy Hometown Hero,” PSA sophomore Olivia Richards said. “It allows me to gain communication experience with people in our community. I’ve also learned a lot about filming and editing through this project.”
PSA sophomore Vivit Chetry agrees.
“It really shows what type of people are dedicated and service-oriented towards the community,” Chetry said. “They have really shaped and put happiness in our community.”
Not only will the viewers watch the videos to decide who to vote for as that year’s Hometown Hero, but they will also be able to get ideas on how to benefit the community for themselves.
“I hope we can get a message to not only CHS but to Coppell...to show how one individual just takes time from their job to provide the community with service and goes out of their way to make individuals and the community grow,” Chetry said.
“The community will be able to see how many different ways you can help through the videos we make,” Richards added.
Hometown Hero is an election throughout the community, run by PSA, to recognize one specific person who has brought light and positivity into the community through their actions. Last year’s winner was Taylor’s Gift founder Todd Storch. Taylor’s Gift raises awareness for organ donation in honor of Coppell eighth grader Taylor Storch, who died in 2009.
This project takes up a significant amount of time, but PSA students and the community think it’s worth it. There are six groups of nine to 13 students, each dedicated to campaigning for their own nominee that they choose themselves, that meet up once a week. Working together, they plan, create and edit videos for their nominee’s campaign.
Currently, students are planning their videos. Richards said the video editing process is most time consuming.
“This [project] really needs time to be put in because it is just such a challenge,” Chetry said.
EMAC students are interested in this project due to the communications and video aspects of it.
“I could see PSA and EMAC coming together and doing it,” EMAC sophomore Maggie Crosby said. “We could have EMAC students help the PSA kids on the video so that they could learn how to edit better.”
EMAC sophomore Shannon Wilkinson agrees.
“We could help with the video section of it because we know how to communicate with each other and the community to help make the videos look how everyone wants it to look like,” she said. “We would also be really good at getting the word out because EMAC is all about communications.”
All Coppell residents are eligible to vote for Hometown Hero.
Written by Regan Sullivan
“I absolutely enjoy Hometown Hero,” PSA sophomore Olivia Richards said. “It allows me to gain communication experience with people in our community. I’ve also learned a lot about filming and editing through this project.”
PSA sophomore Vivit Chetry agrees.
“It really shows what type of people are dedicated and service-oriented towards the community,” Chetry said. “They have really shaped and put happiness in our community.”
Not only will the viewers watch the videos to decide who to vote for as that year’s Hometown Hero, but they will also be able to get ideas on how to benefit the community for themselves.
“I hope we can get a message to not only CHS but to Coppell...to show how one individual just takes time from their job to provide the community with service and goes out of their way to make individuals and the community grow,” Chetry said.
“The community will be able to see how many different ways you can help through the videos we make,” Richards added.
Hometown Hero is an election throughout the community, run by PSA, to recognize one specific person who has brought light and positivity into the community through their actions. Last year’s winner was Taylor’s Gift founder Todd Storch. Taylor’s Gift raises awareness for organ donation in honor of Coppell eighth grader Taylor Storch, who died in 2009.
This project takes up a significant amount of time, but PSA students and the community think it’s worth it. There are six groups of nine to 13 students, each dedicated to campaigning for their own nominee that they choose themselves, that meet up once a week. Working together, they plan, create and edit videos for their nominee’s campaign.
Currently, students are planning their videos. Richards said the video editing process is most time consuming.
“This [project] really needs time to be put in because it is just such a challenge,” Chetry said.
EMAC students are interested in this project due to the communications and video aspects of it.
“I could see PSA and EMAC coming together and doing it,” EMAC sophomore Maggie Crosby said. “We could have EMAC students help the PSA kids on the video so that they could learn how to edit better.”
EMAC sophomore Shannon Wilkinson agrees.
“We could help with the video section of it because we know how to communicate with each other and the community to help make the videos look how everyone wants it to look like,” she said. “We would also be really good at getting the word out because EMAC is all about communications.”
All Coppell residents are eligible to vote for Hometown Hero.
Written by Regan Sullivan
Caussey taking reading to center stage
Most students are used to sitting in their English class silently reading old literature. But in Clara Caussey’s Academy classes, they are reading their story in a bit of a different way.
This past week, Caussey’s Academy students have been reading Antigone. Antigone is a Greek tragedy play that was written in 442 BC.
“I chose this story because [World History teacher John Harris] has been focusing so much on Greek theater,” Caussey said. “I wanted to make sure that we did not just a play about Greece, but an actual Greek play.”
Antigone is written in a type of format that not a lot of students are used too.
“In the story, they aren’t very straight forward and they use a lot of analogies,” EMAC sophomore Megan Menegay said.
Caussey knew there would be some students who thought this would be challenging to read, therefore she had her students annotate and discuss with peers throughout the story. She also set up the room in a bit of a different way. Instead of there being several desks for students to sit at, Caussey folded up the desks and put the chairs into a big circle in the middle of the room. Some of the students were assigned parts, and when their character was speaking Caussey had the students go in the middle of the circle.
“Plays are meant to be seen, not meant to be read,”Caussey said. “Anytime you see a play acted out, even if it is acted out poorly, it does improve your comprehension.”
Having the play be acted out by fellow peers, students got the chance to be able to really see the emotions and actions in the play, not just words on a piece of paper.
EMAC sophomore Jordan Bickham, who had Caussey last year as a teacher, agrees this gives students a different view of the story. Bickham said she would like to have this kind of set up in her English classroom this year while reading literature, but she also said it depends on what you’re reading.
“If my class read a play like Antigone, I would definitely like to act it out just to get a feel for it,” Bickham said.
Reading the play out loud in class is a way to get everyone involve. Since the structure of the text is confusing, it also helps students to understand what the text is trying to say.
“This way is a lot easier to grasp the idea of the story,” Menegay said.
Menegay said if her class has to read a story like Antigone again, that she would love to act it out. Having the students interact with one another, and letting them really see what is going on in the story is clearly a great way to really see what is going on even if the text in the story is difficult.
Written by Kasey Tucker
This past week, Caussey’s Academy students have been reading Antigone. Antigone is a Greek tragedy play that was written in 442 BC.
“I chose this story because [World History teacher John Harris] has been focusing so much on Greek theater,” Caussey said. “I wanted to make sure that we did not just a play about Greece, but an actual Greek play.”
Antigone is written in a type of format that not a lot of students are used too.
“In the story, they aren’t very straight forward and they use a lot of analogies,” EMAC sophomore Megan Menegay said.
Caussey knew there would be some students who thought this would be challenging to read, therefore she had her students annotate and discuss with peers throughout the story. She also set up the room in a bit of a different way. Instead of there being several desks for students to sit at, Caussey folded up the desks and put the chairs into a big circle in the middle of the room. Some of the students were assigned parts, and when their character was speaking Caussey had the students go in the middle of the circle.
“Plays are meant to be seen, not meant to be read,”Caussey said. “Anytime you see a play acted out, even if it is acted out poorly, it does improve your comprehension.”
Having the play be acted out by fellow peers, students got the chance to be able to really see the emotions and actions in the play, not just words on a piece of paper.
EMAC sophomore Jordan Bickham, who had Caussey last year as a teacher, agrees this gives students a different view of the story. Bickham said she would like to have this kind of set up in her English classroom this year while reading literature, but she also said it depends on what you’re reading.
“If my class read a play like Antigone, I would definitely like to act it out just to get a feel for it,” Bickham said.
Reading the play out loud in class is a way to get everyone involve. Since the structure of the text is confusing, it also helps students to understand what the text is trying to say.
“This way is a lot easier to grasp the idea of the story,” Menegay said.
Menegay said if her class has to read a story like Antigone again, that she would love to act it out. Having the students interact with one another, and letting them really see what is going on in the story is clearly a great way to really see what is going on even if the text in the story is difficult.
Written by Kasey Tucker
One of a kind teacher
A geometry Academy teacher, Michael Fields’s life was not like the ordinary but unique in it’s own special way. Before becoming a teacher, Fields was in the Air Force for 24 years.
He acquired several jobs in the service and never knew what to expect.
“I got a call at 2 a.m. in the morning once to fly to another place and by 5 a.m. I was in another country,” Fields said.
However, Fields didn’t complain. He loved working in the military and did everything he was called to do; even the boring stuff. After working in the military for 24 years, Fields wanted to become a licensed teacher. He always knew he was going to become a teacher however, because of the passion he had.
“I knew for 20 years that I was going to become a teacher one day because of the passion I had for the job. I loved learning about everything,” Fields said.
In his 20s, Fields was given a chance to give an aircraft tour to elementary kids. While giving the tour, the kids seemed excited and loved the idea about flying airplanes, and this sparked Fields passion for teaching even more.
“I loved the excitement they had, and it felt good to pass knowledge to another human being,” Fields said.
Fields also enjoys when his students try to convince another student to find learning in math; it creates a purpose.If given the chance to go back in time, Fields would not make any changes to his career path.
“But I’ve made many mistakes which made me learn; defining who I am. Going back in time is a fantasy,” Fields said.
Students appreciate Field’s passion for teaching geometry and teaching in general.
“He’s helped me get better, learn and think more reasonably,” EMAC sophomore Capri Jordan said.
When Fields teaches he goes into deep thought about making students think, creating logic for our results, and making them realize they will be using algebra or geometry for the rest of their lives.
“One day we were learning something in science math related to algebra,” PSA freshman Sierra Andres said.
One of the best things Fields does for his students is teach a valuable lesson either for inside the classroom or outside of school.
“Every time we have a lesson, or get off track, we always talk about stuff that has happened. That day we talked about 9/11 can be a example,” Jordan said.
Everyone also enjoys when he goes into depth on subjects and makes our wonders come into reality.
“Mr. Fields is deep, because he talks to us about our outside life and the world. He really made a connection with me and other students when he was talking about 9/11 that day,” Andres said.
When talking to the class, Fields also creates his own quotes about math or about life. You would think he was Albert Einstein’s twin.
Written by Sydney Williams
He acquired several jobs in the service and never knew what to expect.
“I got a call at 2 a.m. in the morning once to fly to another place and by 5 a.m. I was in another country,” Fields said.
However, Fields didn’t complain. He loved working in the military and did everything he was called to do; even the boring stuff. After working in the military for 24 years, Fields wanted to become a licensed teacher. He always knew he was going to become a teacher however, because of the passion he had.
“I knew for 20 years that I was going to become a teacher one day because of the passion I had for the job. I loved learning about everything,” Fields said.
In his 20s, Fields was given a chance to give an aircraft tour to elementary kids. While giving the tour, the kids seemed excited and loved the idea about flying airplanes, and this sparked Fields passion for teaching even more.
“I loved the excitement they had, and it felt good to pass knowledge to another human being,” Fields said.
Fields also enjoys when his students try to convince another student to find learning in math; it creates a purpose.If given the chance to go back in time, Fields would not make any changes to his career path.
“But I’ve made many mistakes which made me learn; defining who I am. Going back in time is a fantasy,” Fields said.
Students appreciate Field’s passion for teaching geometry and teaching in general.
“He’s helped me get better, learn and think more reasonably,” EMAC sophomore Capri Jordan said.
When Fields teaches he goes into deep thought about making students think, creating logic for our results, and making them realize they will be using algebra or geometry for the rest of their lives.
“One day we were learning something in science math related to algebra,” PSA freshman Sierra Andres said.
One of the best things Fields does for his students is teach a valuable lesson either for inside the classroom or outside of school.
“Every time we have a lesson, or get off track, we always talk about stuff that has happened. That day we talked about 9/11 can be a example,” Jordan said.
Everyone also enjoys when he goes into depth on subjects and makes our wonders come into reality.
“Mr. Fields is deep, because he talks to us about our outside life and the world. He really made a connection with me and other students when he was talking about 9/11 that day,” Andres said.
When talking to the class, Fields also creates his own quotes about math or about life. You would think he was Albert Einstein’s twin.
Written by Sydney Williams
Laughter when learning
Clara Caussey throwing a notebook onto the floor.
Column by Sydney Williams
Academy English teacher Clara Caussey’s fourth period class has laughs when a few other students’ notebooks get thrown in all directions of the room. They know to expect the expected in Caussey’s classroom.
While Caussey was teaching a subject earlier this week in the Identifying Relationships unit, sophomores Bianca Gabardo, Jill Fisher, Mabry Culp, Kevin Songco and I put all their notebooks together getting ready to leave before the bell rang for lunch.
Some teachers don’t appreciate it when their students get ready to pack up before the bell rings while they’re still talking to the class.
Showing how Caussey didn’t like us getting ready for the bell. She picked up our notebooks and threw them in all different corners of the room, and continued teaching.
Everyone was shocked in astonishment but laughed in amusement within five seconds. A couple of students even joined in and hid my notebook between books in the bookshelf in the back of the classroom.
“I think its rude to pack up or start talking before the bell rings unless permission to do so, so I wanted to do something rude back; I was also in a mood to be drastic,” Caussey said.
Caussey throwing our notebooks around in different corners of the room did get our attention however.
“After our notebooks were thrown, I felt bad and disrespectful,” said Gabardo, who is a PSA student.
The five students learned how to not pack up before the bell unless permission to do so, and to listen when the teacher’s talking that school day. I know I won’t make that same mistake in the future.
Sophomore Sydney Williams is in the EMAC Academy.
Academy English teacher Clara Caussey’s fourth period class has laughs when a few other students’ notebooks get thrown in all directions of the room. They know to expect the expected in Caussey’s classroom.
While Caussey was teaching a subject earlier this week in the Identifying Relationships unit, sophomores Bianca Gabardo, Jill Fisher, Mabry Culp, Kevin Songco and I put all their notebooks together getting ready to leave before the bell rang for lunch.
Some teachers don’t appreciate it when their students get ready to pack up before the bell rings while they’re still talking to the class.
Showing how Caussey didn’t like us getting ready for the bell. She picked up our notebooks and threw them in all different corners of the room, and continued teaching.
Everyone was shocked in astonishment but laughed in amusement within five seconds. A couple of students even joined in and hid my notebook between books in the bookshelf in the back of the classroom.
“I think its rude to pack up or start talking before the bell rings unless permission to do so, so I wanted to do something rude back; I was also in a mood to be drastic,” Caussey said.
Caussey throwing our notebooks around in different corners of the room did get our attention however.
“After our notebooks were thrown, I felt bad and disrespectful,” said Gabardo, who is a PSA student.
The five students learned how to not pack up before the bell unless permission to do so, and to listen when the teacher’s talking that school day. I know I won’t make that same mistake in the future.
Sophomore Sydney Williams is in the EMAC Academy.
A day in the life of a STEM girl
Within the Academies @ Coppell High School there is one particular academy that stands out from the other two. This is the STEM Academy, which stands for Science Technology Engineering Mathematics.
With the focus being primarily on engineering, this academy is dominated with boys. This fact makes people overlook the few and proud STEM girls. These girls strive to learn and develop the skills they need to achieve the science or engineering career of their choice. These girls, though they are few, want to achieve the same things as their male classmates. Some students opened up and revealed what it is like to be in the STEM Academy.
Sophomore Christina Rapert has been a member of the STEM Academy for two years and enjoys the experience. Her interests in science and technology were key factors in spurring her to join the academy her freshman year.
“I joined because I like science and they (the teachers) teach a lot about technology,” Rapert said.
A variety of reasons drew these girls to the STEM Academy. They seem to enjoy their experiences as many of them returned to continue on their science and engineering education. The students are able to relate well with their teachers because they share similar interests. Some girls, however, are bothered by the high population of boys within the academy.
“I enjoy STEM because I have teachers that are interested in what I’m interested in. But I don’t because of all the guys,” Rapert said.
With girls being the minority of this academy, some of the guys, in Rapert’s opinion, can be very sexist. Sometimes the boys will harass their female classmates, but the STEM girls do not speak out because they know this behavior just comes with working in a male dominated environment.
The teachers have their own thoughts on how the girls are treated by their male classmates, and STEM teacher Grant Garner shared his personal observations.
“The way the guys treat the girls depends on their background. If they were raised to respect women then they do it here. In general, the girls are treated very well and are extremely well respected. The girls are the glue that keeps STEM together, by far,” Garner said.
STEM sophomore Blake Hopper also opened up and expressed his own opinion on the treatment of his female classmates.
“Last year, a lot of the guys were very sexist toward the girls, but this year it is a lot better,” Hopper said. “Most of the guys aren’t very rude and treat them (the girls) well. We watch what we say around them, and a handful of guys speak to the girls willingly.”
Even with a handful of guys who will speak to the girls willingly; the communication and interaction is far from average.
“There is not much “normal” interaction. There is either the extremely negative who say, “Girls don’t belong in engineering”. Or the extremely positive who say, “Oh my gosh, there’s a girl here, let her take charge”. There is more of that than what I describe as “normal” interaction,” Garner said.
While it is only a few of the guys who voluntarily talk to the girls outside of class or have “normal” interaction with them; most of the conversations between the two happen in the classroom. A large majority of the STEM guys talk to the girls while they are working together on a project. It is during these times when the STEM guys are more than willing to communicate with their female classmates.
“The boys are always willing to work with the girls because it is the girls who are more organized and willing to take on responsibilities for things,” Garner said.
Group projects are not the only times the boys want to work with the girls. Individual projects seem to bring out the helpful side of the STEM guys.
“Some of them (the guys) are actually very kind and mannerly. They will offer to saw things for you or help you while you’re working on a project,” Rapert said.
The STEM Academy is a great place for boys and girls who are interested in science and engineering to explore their interests. The group, as a whole, is unified, and has been described as a “big family” by several of the students. Since the students in the academy share similar interests, they are able to connect with each other and learn from one another.
“The girls are fine. I mean, they’re just normal. They act like themselves around the guys, and we treat them like anybody else. Most of the girls don’t really care what people think of them. It’s cool because we’re interested in the same things,” Hopper said.
The girls feel the same way about the relationships with their peers, and believe their similar interests bring STEM students closer together.
“Everyone is interested in the same thing so we get along really well. The people in the Academy are interesting, but as you get to know them you can hang out with them and learn from them,” Rapert said.
While it may be tough to be a girl working in the male dominated environment of the STEM Academy, both the guys and girls have come together in order to learn and explore the fields of science and technology. In pursuing their interests, the STEM girls are also learning what it is like to work in a place where a large majority of their peers are guys.
In the end, though, it does not matter whether the students are boys or girls. What matters is, they are sharing common interests and helping each other to learn about these interests.
Written by Elizabeth Sims
With the focus being primarily on engineering, this academy is dominated with boys. This fact makes people overlook the few and proud STEM girls. These girls strive to learn and develop the skills they need to achieve the science or engineering career of their choice. These girls, though they are few, want to achieve the same things as their male classmates. Some students opened up and revealed what it is like to be in the STEM Academy.
Sophomore Christina Rapert has been a member of the STEM Academy for two years and enjoys the experience. Her interests in science and technology were key factors in spurring her to join the academy her freshman year.
“I joined because I like science and they (the teachers) teach a lot about technology,” Rapert said.
A variety of reasons drew these girls to the STEM Academy. They seem to enjoy their experiences as many of them returned to continue on their science and engineering education. The students are able to relate well with their teachers because they share similar interests. Some girls, however, are bothered by the high population of boys within the academy.
“I enjoy STEM because I have teachers that are interested in what I’m interested in. But I don’t because of all the guys,” Rapert said.
With girls being the minority of this academy, some of the guys, in Rapert’s opinion, can be very sexist. Sometimes the boys will harass their female classmates, but the STEM girls do not speak out because they know this behavior just comes with working in a male dominated environment.
The teachers have their own thoughts on how the girls are treated by their male classmates, and STEM teacher Grant Garner shared his personal observations.
“The way the guys treat the girls depends on their background. If they were raised to respect women then they do it here. In general, the girls are treated very well and are extremely well respected. The girls are the glue that keeps STEM together, by far,” Garner said.
STEM sophomore Blake Hopper also opened up and expressed his own opinion on the treatment of his female classmates.
“Last year, a lot of the guys were very sexist toward the girls, but this year it is a lot better,” Hopper said. “Most of the guys aren’t very rude and treat them (the girls) well. We watch what we say around them, and a handful of guys speak to the girls willingly.”
Even with a handful of guys who will speak to the girls willingly; the communication and interaction is far from average.
“There is not much “normal” interaction. There is either the extremely negative who say, “Girls don’t belong in engineering”. Or the extremely positive who say, “Oh my gosh, there’s a girl here, let her take charge”. There is more of that than what I describe as “normal” interaction,” Garner said.
While it is only a few of the guys who voluntarily talk to the girls outside of class or have “normal” interaction with them; most of the conversations between the two happen in the classroom. A large majority of the STEM guys talk to the girls while they are working together on a project. It is during these times when the STEM guys are more than willing to communicate with their female classmates.
“The boys are always willing to work with the girls because it is the girls who are more organized and willing to take on responsibilities for things,” Garner said.
Group projects are not the only times the boys want to work with the girls. Individual projects seem to bring out the helpful side of the STEM guys.
“Some of them (the guys) are actually very kind and mannerly. They will offer to saw things for you or help you while you’re working on a project,” Rapert said.
The STEM Academy is a great place for boys and girls who are interested in science and engineering to explore their interests. The group, as a whole, is unified, and has been described as a “big family” by several of the students. Since the students in the academy share similar interests, they are able to connect with each other and learn from one another.
“The girls are fine. I mean, they’re just normal. They act like themselves around the guys, and we treat them like anybody else. Most of the girls don’t really care what people think of them. It’s cool because we’re interested in the same things,” Hopper said.
The girls feel the same way about the relationships with their peers, and believe their similar interests bring STEM students closer together.
“Everyone is interested in the same thing so we get along really well. The people in the Academy are interesting, but as you get to know them you can hang out with them and learn from them,” Rapert said.
While it may be tough to be a girl working in the male dominated environment of the STEM Academy, both the guys and girls have come together in order to learn and explore the fields of science and technology. In pursuing their interests, the STEM girls are also learning what it is like to work in a place where a large majority of their peers are guys.
In the end, though, it does not matter whether the students are boys or girls. What matters is, they are sharing common interests and helping each other to learn about these interests.
Written by Elizabeth Sims
Medical world of PSA
The typical classroom features desks, whiteboard and maybe access to some computers. Public Service Academy students are learning their classrooms are anything but the norm.
PSA offers students a chance to get a taste of what it would be like to work in the teaching and medical field. The medical side of PSA gives theses students the opportunity to know what it really feels like to help someone and their health.
The PSA classroom is not like your typical high school class. This classroom consists of multiple hospital beds with dummies.
“I’m interested in being a veterinarian, and also a psychologist,” PSA sophomore Nancy Thomas said.
Thomas said she chose the medical side of PSA because she loves seeing people in good health, mentally and physically.
The medical side of PSA has a lot to offer their students. From the class, Health Science I, to working hands on with local hospitals and clinics, these students get a real taste of what it would be like to work for their dream job.
PSA lead teacher Brenda Brinkman said her main goal is to give her students the opportunity to decide if health care is a good fit for them. She also says that she wants to be able to teach her students the necessary skills for college and their careers’ in the future.
In Health Science I, the students learn a variety of things, for example, how to admit a patient, completing paper work for the patient, and also how to do vital signs. Students also get the chance to be certified in CPR.
“CPR was the most interesting thing I’ve learned so far, because I had never learned that before. It’s a good learning process I’d never been through, and now I have my CPR licensed,” sophomore Hira Raza said.
If students stay in the medical program through PSA, by the time they graduate they will have received the chance to get their health care certification. Having the certification gives students many job opportunities, like being an EMT, a certified nurse aid, or even work in a pharmacy.
“The most important thing a student could learn in this Academy could be the heart for service,” Brinkman said. “Within the Academy, whether they’re in health care or education, it is serving, it is putting people’s needs above yours.”
Thomas and Raza said they love to see people smile. The medical side of PSA truly offers their students a chance to give back and provide for others.
Written by Kasey Tucker
Backpacks becoming pain in the back
One of the most important tools a student needs to succeed in school is a backpack. They are able to carry all the supplies they need for class in one simple bag. The backpack has been used by students for a long time, but as schools in today’s society require more and more from students, these basic school staples and their carriers are being stretched beyond their limits.
Now, instead of being a helping hand for students; backpacks have become a real pain in the back.
When students were asked what they carried in their bags, four basic materials were a constant: binders, spiral notebooks, a water bottle and a laptop. While this may not seem like much, the weight can really add up and cause a student’s backpack to become extremely heavy. Though they have a locker at their disposal, students opt to carry their bags with them because it is one of the simplest solutions to make it to class on time with all the supplies needed.
Some students believe teachers require them to carry far too much to class each day. If they (the students) had it their way, the amount of supplies they need in class would be greatly limited.
“We should just have to have paper, a pencil and a binder or something to keep us organized in class,” Public Service Academy sophomore Megan Alberse said.
Along with the necessary pencil and paper, students also think a personal computer is one of the few things they need for class.
“We just need to have paper or a notebook and a laptop for class,” Emerging Media and Communications Academy sophomore Shannon Wilkinson said.
It is not only the students who feel the increasing weight in their backpacks is an issue. Some teachers have noticed this problem and have taken action to try and lighten the students’ loads.
“The only materials that I require my students to carry are something to write with, something to write on, and any paper work having to do with the assignments due that day,” Academy World History teacher John Harris said.
Harris thinks students carry way too much on their backs, and thinks the only materials they need to carry are paper, a writing utensil and a computer. The history teacher also worries about the students’ health, believing these overweight backpacks are seriously damaging the backs and shoulders of the students.
“I am concerned for students carrying these heavy bags throughout their school years. They cause harm to the shoulders and backs of the students. People were not designed to carry that much weight,” Harris said.
It is not only Harris who thinks the backpacks are harming the students. Many students complain heavy bags are hurting their backs and shoulders. They believe it is the result of the increase in the materials needed by the teachers.
There are ways to end this pain, however. Students have agreed that the utilization of their lockers could greatly decrease the weight in their backpacks. They have also said eliminating the unused or unneeded items in their bags could lighten their loads.
“I could get rid of my binder, since I don’t really use it, and use my folders instead. I could also take out my laptop since it hurts my back to carry it around,” Alberse said.
Harris had a solution to this problem as well. He believes a greater usage of technology on the teacher’s side could help the students.
“The use of an online textbook and a class set of textbooks could really help the students. The teachers are doing the best they can at this point. I think we need to find ways to leverage, or fully use, technology to decrease the textbook burden,” Harris said.
Though student backpacks have become more and more burdensome over the years, teachers and students are finding ways to overcome this problem. While all the solutions may not be available to them at this time, there could be some changes in the near future that could make backpacks much more manageable.
Written by Elizabeth Sims
Now, instead of being a helping hand for students; backpacks have become a real pain in the back.
When students were asked what they carried in their bags, four basic materials were a constant: binders, spiral notebooks, a water bottle and a laptop. While this may not seem like much, the weight can really add up and cause a student’s backpack to become extremely heavy. Though they have a locker at their disposal, students opt to carry their bags with them because it is one of the simplest solutions to make it to class on time with all the supplies needed.
Some students believe teachers require them to carry far too much to class each day. If they (the students) had it their way, the amount of supplies they need in class would be greatly limited.
“We should just have to have paper, a pencil and a binder or something to keep us organized in class,” Public Service Academy sophomore Megan Alberse said.
Along with the necessary pencil and paper, students also think a personal computer is one of the few things they need for class.
“We just need to have paper or a notebook and a laptop for class,” Emerging Media and Communications Academy sophomore Shannon Wilkinson said.
It is not only the students who feel the increasing weight in their backpacks is an issue. Some teachers have noticed this problem and have taken action to try and lighten the students’ loads.
“The only materials that I require my students to carry are something to write with, something to write on, and any paper work having to do with the assignments due that day,” Academy World History teacher John Harris said.
Harris thinks students carry way too much on their backs, and thinks the only materials they need to carry are paper, a writing utensil and a computer. The history teacher also worries about the students’ health, believing these overweight backpacks are seriously damaging the backs and shoulders of the students.
“I am concerned for students carrying these heavy bags throughout their school years. They cause harm to the shoulders and backs of the students. People were not designed to carry that much weight,” Harris said.
It is not only Harris who thinks the backpacks are harming the students. Many students complain heavy bags are hurting their backs and shoulders. They believe it is the result of the increase in the materials needed by the teachers.
There are ways to end this pain, however. Students have agreed that the utilization of their lockers could greatly decrease the weight in their backpacks. They have also said eliminating the unused or unneeded items in their bags could lighten their loads.
“I could get rid of my binder, since I don’t really use it, and use my folders instead. I could also take out my laptop since it hurts my back to carry it around,” Alberse said.
Harris had a solution to this problem as well. He believes a greater usage of technology on the teacher’s side could help the students.
“The use of an online textbook and a class set of textbooks could really help the students. The teachers are doing the best they can at this point. I think we need to find ways to leverage, or fully use, technology to decrease the textbook burden,” Harris said.
Though student backpacks have become more and more burdensome over the years, teachers and students are finding ways to overcome this problem. While all the solutions may not be available to them at this time, there could be some changes in the near future that could make backpacks much more manageable.
Written by Elizabeth Sims
Academy social brings students together
Rather than editing videos, building solar cars or taking patients blood pressure, Academy students will spend a night bowling for strikes, challenging friends to a game of laser tag and battling each at air hockey. EMAC, PSA, and STEM leaders have put together a party for all three cademy students to come together, have fun with their friends, and also to make new ones.
The social will take place on Monday, Sept. 26, at Main Event in Lewisville for $10 upon arrival. Bowling, arcade games and laser-tag are available to everyone interested.
“I’m mostly looking forward to laser-tag and talking to fellow classmates without the distraction of school,” EMAC sophomore Keith Kellenberger said.
This is exactly the kind of enthusiasm Academy leaders are looking for.
“We want to give the students a chance to have fun and hang out as an entire academy,” STEM leader and brain behind the social, Mike Yakubovsky, said, “and to feel more a part of the academy and feel like a closer group.”
EMAC student Mark Slette is going for that very reason.
“I’m going to really try and bond with everyone in the academies and meet new people,” he said, enthusiastically. “I’m gonna have a great time with whoever is there.”
The students of EMAC, PSA, and STEM have felt separated as an academy until now, but this party should really bring them together and make them feel more united.
Written by Regan Sullivan
The social will take place on Monday, Sept. 26, at Main Event in Lewisville for $10 upon arrival. Bowling, arcade games and laser-tag are available to everyone interested.
“I’m mostly looking forward to laser-tag and talking to fellow classmates without the distraction of school,” EMAC sophomore Keith Kellenberger said.
This is exactly the kind of enthusiasm Academy leaders are looking for.
“We want to give the students a chance to have fun and hang out as an entire academy,” STEM leader and brain behind the social, Mike Yakubovsky, said, “and to feel more a part of the academy and feel like a closer group.”
EMAC student Mark Slette is going for that very reason.
“I’m going to really try and bond with everyone in the academies and meet new people,” he said, enthusiastically. “I’m gonna have a great time with whoever is there.”
The students of EMAC, PSA, and STEM have felt separated as an academy until now, but this party should really bring them together and make them feel more united.
Written by Regan Sullivan
Students cash in with learning through Caussey’s ATMs
Each week students in Academy English teacher Clara Caussey’s first, third, fourth and sixth periods, she has two students presenting an Academy Teaching Moment [ATM] per period, per week. This helps all of her student to learn about the new technology available to them.
“The ATMs are important because we can actually use them outside of school in the “real life,” EMAC sophomore Emma Eells said.
The students all have different requirements depending on which academy they are in. This helps them to reach out to their specific academy, but they are also teaching the two other academies new things as well. EMAC’s ATM has to be a media or technology beneficial to the public. PSA’s has to be something that could be useful in the medical field, but also useful to the public. Lastly, STEM’s has to do something along the lines of science and math.
Eells presented the Flickster movie app showing what new movies are available.
“Presenting ATMs in class has three purposes, one is that is a quick way to practice your oral communication. Two, all students are able to learn something about thing about the other academies that are beneficial to them, and three, I want all of my students to look at emerging media and how it benefits all of us,” Caussey said.
There are two ATM’s done each week in each class, so that means there are 12 done a six weeks.
“I like doing the ATM’s because its good to be able to go outside of your comfort zone and research new things,” EMAC sophomore Maggie Crosby said. “We are able to be more up to date on media and things, but we are learning what is going on in the medical and engineering field as well.”
Caussey has been pleased wit the ATMs presented thus far by students.
“My favorite one that’s been presented was one that Blake Hopper shared with the class. It was a current event about a man who created something that syncs with remote and you can mute someone on the channel. For example, the man who created it, made it so that every time Snooki talks it mutes her voice,” said Caussey.
Written by Shannon Wilkinson
“The ATMs are important because we can actually use them outside of school in the “real life,” EMAC sophomore Emma Eells said.
The students all have different requirements depending on which academy they are in. This helps them to reach out to their specific academy, but they are also teaching the two other academies new things as well. EMAC’s ATM has to be a media or technology beneficial to the public. PSA’s has to be something that could be useful in the medical field, but also useful to the public. Lastly, STEM’s has to do something along the lines of science and math.
Eells presented the Flickster movie app showing what new movies are available.
“Presenting ATMs in class has three purposes, one is that is a quick way to practice your oral communication. Two, all students are able to learn something about thing about the other academies that are beneficial to them, and three, I want all of my students to look at emerging media and how it benefits all of us,” Caussey said.
There are two ATM’s done each week in each class, so that means there are 12 done a six weeks.
“I like doing the ATM’s because its good to be able to go outside of your comfort zone and research new things,” EMAC sophomore Maggie Crosby said. “We are able to be more up to date on media and things, but we are learning what is going on in the medical and engineering field as well.”
Caussey has been pleased wit the ATMs presented thus far by students.
“My favorite one that’s been presented was one that Blake Hopper shared with the class. It was a current event about a man who created something that syncs with remote and you can mute someone on the channel. For example, the man who created it, made it so that every time Snooki talks it mutes her voice,” said Caussey.
Written by Shannon Wilkinson
Fresh start for freshmen in Academies
By the time teenagers start high school, they usually have an idea of what they want to be when they grow up. Coppell High School offers their students an opportunity to be apart of the Academies at CHS.
The Academies at CHS are classes that students are able to take that focus on their interest. Emerging Media and Communications, Public Service Academy, and Science Technology Engineering and Mathematics are the three different academies. The EMAC Academy focuses on emerging media, while the PSA Academy teaches students about the medical and teaching field. And the STEM Academy is for students interested in engineering. These classes are a great way to let students get a taste of what they might be doing in the field they are interested in during the future.
“It would be cool to work for a news crew or write for a newspaper,” EMAC freshman Analiese Gerald said.
In the EMAC Academy, students are able to take classes the academy offers as electives that focus of a media field of choice. These classes teach curriculum over writing, marketing, reporting, and video editing.
“This year I really just want to get a feel for reporting and video editing so I can decide if that’s what I want to get into or not,” Gerald said.
In the academy, students get the chance to experience hands on opportunities that can help them get a real taste of what the real work world might be like.
“I want to get better at using new technology “ Gerald said, “Using technology is such a big deal in today’s world and it would be very useful to know how to use it all.”
Gerald said she has an interest in working with cameras and video editing in the future. The EMAC Academy gives her opportunities to do just that at such a young age.
“Next year in KCBY I would definitely want to be behind the camera. I’m more interested in filing and video editing than actually reporting. It would be a good experience for knowing if I would want to be in a news crew or not,” Gerald said.
The EMAC Academy is a great experience for students like Gerald who are already thinking about what they really want to do in the future. The Academy is taking these students to the next level in figuring out their goals for the future.
Written by Kasey Tucker
The Academies at CHS are classes that students are able to take that focus on their interest. Emerging Media and Communications, Public Service Academy, and Science Technology Engineering and Mathematics are the three different academies. The EMAC Academy focuses on emerging media, while the PSA Academy teaches students about the medical and teaching field. And the STEM Academy is for students interested in engineering. These classes are a great way to let students get a taste of what they might be doing in the field they are interested in during the future.
“It would be cool to work for a news crew or write for a newspaper,” EMAC freshman Analiese Gerald said.
In the EMAC Academy, students are able to take classes the academy offers as electives that focus of a media field of choice. These classes teach curriculum over writing, marketing, reporting, and video editing.
“This year I really just want to get a feel for reporting and video editing so I can decide if that’s what I want to get into or not,” Gerald said.
In the academy, students get the chance to experience hands on opportunities that can help them get a real taste of what the real work world might be like.
“I want to get better at using new technology “ Gerald said, “Using technology is such a big deal in today’s world and it would be very useful to know how to use it all.”
Gerald said she has an interest in working with cameras and video editing in the future. The EMAC Academy gives her opportunities to do just that at such a young age.
“Next year in KCBY I would definitely want to be behind the camera. I’m more interested in filing and video editing than actually reporting. It would be a good experience for knowing if I would want to be in a news crew or not,” Gerald said.
The EMAC Academy is a great experience for students like Gerald who are already thinking about what they really want to do in the future. The Academy is taking these students to the next level in figuring out their goals for the future.
Written by Kasey Tucker
New Experiences
Academy student representatives rowdy up the crowd to get them motivated to have school spirit for the upcoming school year at Coppell High School.
On the second day of school, the Coppell High School Academy, which includes Emerging Media and Communications (EMAC), Public Service Academy (PSA), and Science, Technology, Engineering and Math Academy (STEM) held their first pep rally in the Lecture Hall, the morning before school and during third and sixth period. The pep rally was an event to celebrate all the three academies (EMAC, STEM, PSA) joining together and getting to know the new freshmen that joined in. During the pep rally, the upper classman were assigned to “bond” with the freshmen; playing 20 questions and enjoying puzzles with each other.
“I enjoyed the pep rally, because we got to play games and welcome the new freshmen who joined the academies this year,” EMAC sophomore Damien Fralin said.
The pep rally wasn’t only for the students to have fun, but for the teachers as well.
“I thought it was a good way to start the week and getting a chance to see everyone, but I also felt like 3rd period was more of a pep rally than the one we had in the morning,” Academy English teacher Clara Caussey said.
Unfortunately, not everyone had a chance to go to the first pep rally in the morning, because of other activities they had before school. However, the competitions during third period had a way of making that up for the students who couldn’t
Mabry Culp and Jill Fisher jumping in excitement
for the upcoming year of the academies.
go.
“It was kind of fun because we had competitions for the different chants and logos we came up with,” EMAC freshman Braden Creel said. “I feel good about being in a academy, it seems more like a family to me.”
Even though this was the academy’s first pep rally, students and teachers are openly excited about the upcoming year.
“It was good, and I hope we have them more often, it’s a way to get to know one another, and it’s a better experience to get more comfortable with all the other academies,” said PSA sophomore Amber Bouressa, who was in EMAC last year.
Written by Sydney Williams
On the second day of school, the Coppell High School Academy, which includes Emerging Media and Communications (EMAC), Public Service Academy (PSA), and Science, Technology, Engineering and Math Academy (STEM) held their first pep rally in the Lecture Hall, the morning before school and during third and sixth period. The pep rally was an event to celebrate all the three academies (EMAC, STEM, PSA) joining together and getting to know the new freshmen that joined in. During the pep rally, the upper classman were assigned to “bond” with the freshmen; playing 20 questions and enjoying puzzles with each other.
“I enjoyed the pep rally, because we got to play games and welcome the new freshmen who joined the academies this year,” EMAC sophomore Damien Fralin said.
The pep rally wasn’t only for the students to have fun, but for the teachers as well.
“I thought it was a good way to start the week and getting a chance to see everyone, but I also felt like 3rd period was more of a pep rally than the one we had in the morning,” Academy English teacher Clara Caussey said.
Unfortunately, not everyone had a chance to go to the first pep rally in the morning, because of other activities they had before school. However, the competitions during third period had a way of making that up for the students who couldn’t
Mabry Culp and Jill Fisher jumping in excitement
for the upcoming year of the academies.
go.
“It was kind of fun because we had competitions for the different chants and logos we came up with,” EMAC freshman Braden Creel said. “I feel good about being in a academy, it seems more like a family to me.”
Even though this was the academy’s first pep rally, students and teachers are openly excited about the upcoming year.
“It was good, and I hope we have them more often, it’s a way to get to know one another, and it’s a better experience to get more comfortable with all the other academies,” said PSA sophomore Amber Bouressa, who was in EMAC last year.
Written by Sydney Williams
EMAC Intro classes switch up the system
Along with the new school year and new freshmen, changes in the EMAC academy have taken place. The system the freshmen went through in the Intro to Mass Media classes last year has been modified greatly.
Last year, the students switched to a different class every six weeks. Throughout the five six weeks, the students rotated through four different courses: Photography, Journalism, Video Editing and Marketing. The students had the opportunity to learn as much as possible in six weeks in each of these classes and see which one they liked best. This year, freshmen and sophomores go to one elective class for each semester, meaning they only choose two out of the four options.
With more time in each class, they will get the chance to go more in depth on each subject. This new system has raised mixed feelings among the sophomores and freshmen.
“I’d probably do the old way because I feel like you can cover everything,” freshman Christian Meyer said. “One class wouldn’t take up a whole semester.”
EMAC sophomore Mabry Culp disagrees.
“I like how it is now because you get to pick what you’re interested in. That makes it a lot more fun,” Culp said.
Perhaps their opinions will change as the year continues, but for now the students' feelings remain pretty diverse. Despite the changes of the new year, the Intro to Mass Media classes will continue to introduce its students to the media world and how it works.
Written by Regan Sullivan
Last year, the students switched to a different class every six weeks. Throughout the five six weeks, the students rotated through four different courses: Photography, Journalism, Video Editing and Marketing. The students had the opportunity to learn as much as possible in six weeks in each of these classes and see which one they liked best. This year, freshmen and sophomores go to one elective class for each semester, meaning they only choose two out of the four options.
With more time in each class, they will get the chance to go more in depth on each subject. This new system has raised mixed feelings among the sophomores and freshmen.
“I’d probably do the old way because I feel like you can cover everything,” freshman Christian Meyer said. “One class wouldn’t take up a whole semester.”
EMAC sophomore Mabry Culp disagrees.
“I like how it is now because you get to pick what you’re interested in. That makes it a lot more fun,” Culp said.
Perhaps their opinions will change as the year continues, but for now the students' feelings remain pretty diverse. Despite the changes of the new year, the Intro to Mass Media classes will continue to introduce its students to the media world and how it works.
Written by Regan Sullivan
Safety lesson named first project for
Academy students
During the first week of school, chemistry students from the Academies at CHS were
assigned a very unique project that was created by the Academy chemistry
teacher, Mrs. Sally Urquhart.
They were to get into small groups of three or four, and work together for the first time in order to create a five to 10 minute laboratory safety lesson that they would present to other science classes on Sept. 1 or 2. This project was meant to not only teach the science classes, but the Academy students.
“This project is going to teach the Academy students what is involved in safety while they are sharing their knowledge with others. It will teach them that lab safety is more than just a set of rules,” Urquhart said.
The way they presented their lesson was their own decision and different for every group.
“The ways these projects are going to be presented are unique to everyone. I left that part of the project open because one size doesn’t fit all, as the old cliché goes,” said Urquhart, with a smile.
The only medium the Academy students were not allowed to use was PowerPoint because Urquhart thought this medium was “overused” and she knew that the students knew how to use more than PowerPoint. With that knowledge, the students set out to make a final presentation that was original to each group.
“My group did a Wix [website] with a game at the end,” Public Service Academy (PSA) sophomore Sarah Robinson said. “It is the most interesting way to get the most information into the presentation, and it is new age technology.”
These mediums were picked for reasons as unique as the mediums themselves.
“We made a Prezi with a video of a safety rap at the end that the students are going to sing along with,”Emerging Media and Communications (EMAC) Academy sophomore Emma Eells said. “We picked it because it is easy to use and graphically pleasing.”
Without the restrictions of PowerPoint, the Academy students were able to come up with these formats as well as others, such as Glogster, games and skits. The utilization of different formats was one of the major goals of this project, along with expressing their knowledge of lab safety.
“I wanted them to demonstrate that they know and understand safety, but I also wanted them to be able to share their knowledge with other students while they work within the different Academies,” Urquhart said.
The Academy students were able to come together and use each other’s unique skills and creativity to only teach others but learn a little themselves.
“I learned how difficult it is to make a safety lesson, and how to make the presentation interactive,” Robinson said.
Along with expanding their presentation skills, the students learned how to utilize others special gifts. This was a big milestone for the Academy students as they worked together for the first time.
“I learned how to use the other Academy kids’ talents and more about safety,” Eells said.
As the project draws to a close it is very evident that the Academy students have learned, not only how to teach a group of students about lab safety, but how to use each other’s strengths for the benefit of the whole group. It is clear that the goal for this project was definitely met.
Written by Elizabeth Sims
Learning in a different way
On August 24, Mr. Harris and Mrs. Caussey’s sophomore classes decided to combine as one large class for the students to break into groups and use summer current events to create a front section of a newspaper. Not only did the students get a better chance to interact with other students, they get to they get to do fun assignments that correspond with both English and U.S History.
Each period that they had either Mr. Harris or Mrs. Caussey, went to the Library. They were then assigned what they were going to do. Over the summer, not only did they have required reading they had to be on the lookout for current events. They were told that assignments would be assigned during the first semester of the school year. Each group had to represent two different Academies. This helped the students to realize each other’s strengths. This was a great way to kick off what Humanities will possibly look like.
Megan Menegay said, “I like combining with other classes because I get to socialize with other students and working with students that I haven’t worked with before, but it’s easier to stay in our own classrooms because we have already discovered each others strengths. She might be correct, but Elizabeth Sims has this to say, “We have only combined once, but it was fun working with other people who were not in our class.”
The class of 2014 had the opportunity to use Humanities a few times in the beginning of the year. This gave them the chance to see what it might look like when they were sophomores.
Even though the Academies are now one large Academy and we are all working together this gives us even more of an opportunity to meet new people and learn new things. Hopefully Humanities is something that will continue in the Academies throughout the years.
Written by Shannon Wilkinson