NEWS

OBEY Classical

The Library Obey Wall

What do Sophocles, Shepard Fairey, President Obama and Andre the Giant have in common?

Classical’s Sophomores have been involved in a classwide common assessment that links the ancient Greek playwright, Sophocles and the modern street artist Shepard Fairey. The results of the assignment which was to design a poster that investigated one of the themes of the play, Antigone are on display in the library, and in Mr. McQueen and Ms. Frey’s rooms. Shepard Fairey gave the project his blessing and was kind enough to donate artwork to help inspire Classical’s sophomores.

The OBEY ANTIGONE Assignment Artwork donated by Shepard Fairey

The beginning of the OBEY Wall

The finished Obey Wall

Harvard Calling

Kevin Mazige, of Classical's Class of 2009, reflects on his first semester at Harvard

College began on a hot August 27th for me. I remember being nervous that morning, wishing for the summer holidays to somehow lengthen themselves. At the same time, I was very excited and I was ready to take advantage of all the things Harvard had to offer me. It felt like the beginning of a new life.

The university was very good at integrating the new freshman class into its already vibrant community. There were many activities and games over opening days that got us to interact on different levels: as entry ways, (an entry way is a small section of your dorm, i.e., mine has 30 people out of a total of 60) dorms, and as a class. The different departments also had their own fairs where they enticed us with candy among other things. This gave me a good chance to look at the different majors, or concentrations as they are called here, Harvard offers. I attended the athletic fair as well and as a result I joined the archery club. It was loads of fun at first but I was not at all prepared for the repetitiveness involved in actually improving at the sport. That as well as the hassle involved in catching the shuttle to the quad meant that I stopped going.

A very good support system is in place for students here. Each student has a proctor, the person in charge of maintaining order in the dorms, who is available at any time for anything, an academic advisor whose job it is to help you pick the right classes for you, and a PAF, peer advising fellow, an upperclassman who helps you get acclimated to life here.

I settled into the swing of things really quickly. What struck me the most then, and in fact still strikes me just as much now, is the quality of teaching, and the eagerness of every student here to learn. I also like how there is no one set type of Harvard student, for every type of person, there is a Harvard student. The professors are not at all aloof; as brilliant as they are, they are also very approachable and they encourage students to stop by office hours for extra help, or just to simply chat.

Something I have learnt from being here is that collaborating on assignments with others drastically reduces the amount of time you need to spend on homework and greatly increases your understanding of the material and as a result your test scores (future college students take note!).

Although the student body at Harvard consists of highly intelligent hard working people that is not to say that they don’t party. My theory is that the harder they work, the harder they party. So far it has held true. Sometimes, people party too hard……….. I don’t have much else to say on this topic.

I feel right at home at Harvard now. Especially with the start of the second semester this feeling has only intensified. I learn new things every day and more and more I am starting to feel like a world citizen. When here, it is very clear how much of an impact an institution like Harvard makes on the world. The school has a way of imparting that feeling on its students. When here, you feel inspired to do your best and to achieve all that you can. It really feels as though the sky is the limit.

Senior Epiphany Part 2 by Elis Varanda

So, here we are again. One more quarter and we are done. It’s insane how fast it seems to be passing by. Soon enough we shall be crossing that stage and will be done with this chapter and onto a new one. We await all of our college’s news, hoping for the best, that our first choice will be a yes and dreading the worst. Some of us already have received all of our letters notifying us of our choices for this fall, all we have to do now is decide which one to go to. Though, many of us still are waiting to hear back, to narrow down what this upcoming fall will consist of. Our dreams are dangling over our heads, we've pretty much done all we can and now we can only wait. Meanwhile, we try to enjoy the last few months of being a high school student: getting away with things, going to games, complaining about school work and having to come to school. We are growing up though, whether we like it or not. We realize that in 3 months we won’t have these 4 walls to protect us anymore. We won’t know all of the teachers that can bail us out. We will be little fish in big ponds. But, here's to now: here's to enjoying our last few months and getting away with as much as possible; here's to taking it all in and not leaving any regrets. Here's to being a senior.

My Senior Year Epiphany by Elis Varanda

This is what we have been waiting for, to finally be the boss. We are all excited to be growing up, being able to drive, but Senior year is bittersweet, and comes with its downside; responsibility, responsibility, responsibility. And this is our last year of being babied.

Because come on no matter what everyone says, we get babied. Since elementary school we have been hearing, "oh next year, the teacher won't take late work, wont accept your behavior" and so on. Though, every year we still get away with things. We still get reminded to bring things in; we still get a helping hand if we ask. But now, when our teachers tell us "next year it will be different" we know it’s true. The relationships we have with these teachers aren't going to be the same ones we have with our professors next year. We have developed close relationships with our teachers in high school. We all have that one teacher we can go up to with almost anything and they will help us out. It’s scary thinking that next year that teacher won’t be down the hallway anymore. The kids you went to school since kindergarten aren't going to be in the same building as you anymore. They probably won't even be in the same city or state as you. The kids we have been sitting next to in homeroom won’t be there anymore: the friendships we’ve built up for years will be put to the final test of how strong they really are. Will all the relationships be able to survive after high school life? I guess only time will tell. This year is filled with our lasts; our last first day of school, our last Columbus Day Weekend, our last semi-formal etc.

But then again, senior year has it sweet moments. We know our way around the school, what teachers to avoid, and how to cut that extremely long lunch line without getting caught. We know all the teachers you can go to for extra help, or in case you are looking for pencils. High school has an impact on all of us: the games, the people, the pep rallies. The good and the bad, this has been the place we’ve gone to consistently for the past 4 years-- Classical is pretty much our second home: we’ve spent 6 hrs a day, 5 days a week for about 9 months in this place.

To all the underclassmen, take advantage of the time you have, because before you know it, it will be your time to leave. No matter how much you think you want to be gone, growing up isn't as fun as it seems to be. To the senior class, lets enjoy this, and make it last, because in less then 6 months we will be crossing that stage, and opening up a new chapter in our lives.

The Wall that Heals: Remembering Vietnam By Cara Garrity

At the close of August, the Wall that Heals, the traveling Vietnam Wall, made a visit to Lynn for four days. It rested on Frasier Field for the duration of its visit. This visit was the only one to New England this year and it was the first time in ten years that it has visited Lynn. It was an extraordinary experience for all in attendance.

Cristian Lopez and I assisted Mr. Grealish in putting together a documentary of the visit. Several weeks prior to the visit Cristian and I met with and interviewed several people involved in the project including committee members for the Wall, Vietnam Veterans, and Goldstar family members. Filming was done by Luis and Karen Diaz and Pantelis Thomadis provided filming and interviewing help during the visit at Frasier Field.

The Wall arrived on August 25 and was assembled by the Lynn English ROTC. On August 26 the opening ceremony was conducted. Each night a ceremony took place specifically honoring different groups. All four ceremonies were filmed. Each ceremony was incredibly powerful. We also took several interviews on the field. They ranged in content from technical and procedure oriented to personal and emotional.

During the closing ceremony I had the privilege of reading the poem “Dear Vietnam Veteran”. The poem focused on the absence of appreciation for Vietnam Veterans upon their return from Vietnam. It is in the form of a letter from America apologizing to all Vietnam Veterans for their mistreatment during so many years. I felt honored to be able to take part in recognizing and honoring all Vietnam Veterans.

Talking to Veterans and family members truly made a deep impression. It really allowed us to know why we must remember. During the several days I was at the Wall, I looked at it closely only once, and it was so impacting to see all the names on the wall, all belonging to a real person with a real life and loved ones. It is sobering to see so many names written so plainly on the wall, bare and undecorated in design but highly decorated in thoughts and gestures. The whole visit emphasized how fallen soldiers, veterans, and their families deserve the utmost respect and honor. Nineteen men from Lynn are on the Wall and it was the great pleasure of many to show that respect and honor to the veterans, their families, and their fellow fallen. The visit of the Wall that Heals was incredible and healing truly took place. It is one of the things this summer that Lynn should be, and is, very proud and grateful for.

Fall Fashion by Daybelis DeLaRosa

Autumn has arrived everyone! A new season, new fashion trends.

Classical it's time to step up to the plate and walk the streets as if it were a runway everyday.

Leave your summer clothes behind!

This season the colors that are dominating are bright pink, warm olive, majolica blue, burnt sienna, and the "new black" Iron (gray). Ladies, the must have item for this season are thigh high boots, so make sure you grab a pair. Leather is overpowering the catwalks and is standing strong. Leather looks great on both men and women. Suede is a favorite this season. Guys' military inspired jackets are a huge must have. It gives your outfit a futuristic look while making all the girls turn heads. Last but not least, men don't be afraid to "scarf it up." Scarves are an elegant type of accessory that will be sure to flare up an outfit.

Have a fashionable season, and keep your looks on the cutting edge!

Last Year's Features:

What to Wear This Summer by Daybelis DeLaRosa

Summer has arrived!

Its time to hit the beach with the latest fashions,so start dressing the part from the feet up. Always splurge when it comes to your footwear. Gladiators or strappy sandals always looks sheek with any outfit for the girls. As for the guys, put your sneakers away and get comfortable in sandals.

Bold belts are a summer must have. The colorful belts will instantly add character and style to your outfit. Keep your outfit simple with big and bold accessories. Short, jump suits are also taking the stage this summer. Graphic oversized bags and boy-cut blazers also make the list for this summers must haves.

Enjoy your summer, and remember ALWAYS dress your best!

Sumptuous Spring Fashions

Recently, Lynn Classical hosted a Prom Fashion show in conjunction with The Men’s Warehouse and David’s Bridal. Ten juniors: Ricky Bigwood, Jarrell Byrd, Chevere Archer, Chris Cole, RithRoeung, Ashley Flores, Dora Malila, Diedre Archibald, Diamond Doe, and Franshelix Martinez; and ten seniors: Jack Erekson, Brian Kolodjiez, Rodger Khun, Gary Sisson, Cam Smith, Rachel Carroll, KT Fitzgerald, Emily Shepherd, Sochitta Men, and Frances Matthieu served as models, as well as four faculty “guest appearances.” The show was an enormous success, with a wide, captive audience. The students exhibited modern styles in formal wear, semi-formal wear, and casual clothing. The students also modeled clothing fashions that were to be sold by the senior class, including sweatpants, capri sweats, tank tops, hoodies, boxers, etc. All of which were well received.

The Men’s Warehouse was enormously helpful—a gentleman from the Saugus store sized and fitted our models, came to the fashion show, brought the wardrobe, helped dress the models, and returned all the merchandise to the store. This Men’s Warehouse has proved its professionalism, accountability, and care that the students of our school, and the members of our community, should recognize.

OurJunior and Senior girls looked elegant in their gowns. The semi-formal shorter dresses were flirty and fun as was the senior class fundraising clothing. But regardless of what they were wearing, the poise, the stature, and eloquence of our girls speaks to the class of our school. Devastatingly beautiful, our girls brought the fashions alive.

As an added bonus to the show, four faculty members modeled their formal wear as well. The beautiful Ms. Cavanaugh and Betty Jo Leslie, looked devasting in their gowns, escorted by the always handsome Mr. Winchester and Mr. Constantino. The crowd cheered on our faculty as they walked, posed and twirled. It’s always fun to see our teachers and administrators out of context, and all dressed up!

Between each section of the show, the audience was entertained by our Classical songbirds, Rachel Dunnigan and Juliana Davis. As always, the girls were fantastic and made the show that much better. Jaycee Carr and Diana Naw served as MCs announcing our models. Several other students assisted in the production of the show, from backstage assistance to lighting, staging, and filming. The many hands of the Classical family came together once again to create an evening worth remembering.

Lynn Classical High School always represents itself well. We are known for our academic and social excellence. The Fashion Show presented our students in their most beautiful light—surely a preview of the prom season to come!

Team Teaching: A Nationally Recognized Classical Tradition by Patty White Frey

Team Teaching at Classical High

Co-teaching inclusion classrooms are a proud Classical tradition. Classical Special Education teacher, Patty White Frey, gives a historical context to the program and explains how the whole Classical community benefits from the program.

Historical Context

Special Education has come a long way in Lynn since the Parent Advisory Council brought the Lynn Public Schools to court in 1988, which placed the department under a consent decree to comply with all state and federal laws. At that time, Daniel Driscoll the Sped Administrator, his staff and I worked to develop a matrix system that provided the best and cutting edge Special Education delivery program in Massachusetts.

In 1990, Team Teaching at Lynn Classical High was implemented resulting in 7 Co- Teaching Inclusion classrooms. Lynn Classical was the first school to receive state recognition as a model for Massachusetts. Furthermore, we have been recognized as an excellent Team Teaching model for our accreditation as a member of NEASC (New England Association of Secondary Schools and Colleges) as well.

Due to research completed in 1989-1990 in Anne Arundel County in Maryland, parents of special needs students, teachers, administrators and students were surveyed on the effects of team teaching classes. In a nutshell, all categories preferred this delivery model because Sped students enjoyed school more, learned more, improved self esteem and achieved higher academic success in this type of class environment. No negative impacts such as limited time on assignments, fear in asking questions or behavioral issues were noted. As a result of this research, a countrywide effort to expand this model continues today.

The Benefits of Team Teaching

There has been some real documentation on the benefits. This first benefit is the student has immediate access to the general curriculum. The second benefit is that 81 % of teachers are more likely to provide instruction and involve the students in higher dimensions of learning(Exceptional Child March 2001). These types of inclusion classes have students earning higher grades, attending school and scoring higher on standardized tests(Exceptional Child March 2001). Hines and Johnston (1997) reported co taught classrooms have the fewest incidences of behavior problems. Walther-Thomas (1996) and Baker Zigmond (1995) reported that Special needs children improve their self-esteem, make more friends, and form a circle of support for themselves. Teachers involved in co teaching often report an increased feeling of worth, renewal, partnership and creativity. (Council for Exceptional Children 2001 Vol.33) As a result of these benefits, The National Center for Restructuring Inclusion stated many schools have now implemented the co-teaching model because of its success and benefits.

Team Teaching at Classical includes all of the following:

· Differentiated Instruction (Tomlinson)

· Universal Design for Learning (Cast)

· Cooperative Learning (Johnson and Johnson)

· Address Multiple Intelligence (Gardner)

· Address Learning Styles which are divided between teachers

· Individualize Instruction

· Brain Breaks (Instructors are on for 10-15 with a different assignment)

· Lecturing while note taking (auditory and visual all the time)

· Behavior Management

· Review and Re -Teaching in small groups

· Proctoring Tests for different learning styles

· Role play/ model for the students

· Focus on the gifted and talented in the classroom

· Vary assessments and grading policy for IEP assessment

· Keep portfolios on all students.

· Stay after school EVERYDAY with students in need.

· Improve MCAS scores

· Help students earn passing grades

· Prepare students for college (majority of our Sped students attend college)

· Offer American Sign Language as needed.

Sadly, some people feel that Special Needs students don’t amount to very much. Without programs like Team Teaching, technical schools and colleges would have been out of the question for many Sped students. The truth is a majority of our Special Needs students graduate from colleges and technical schools. At Classical High, these students are included in so many regular English, Math and Science classrooms that they are accepted, voted into class office and flourish. Where but at Classical can a Special Needs student, year after year be voted as King or Queen of our proms? How proud must these parents be of their children?

Team Teaching from a Special Education Perspective by Ms. Wortman and Mr. Ryan

At Classical High School all of our Special Education Programs are designed to do two things:

1. Meet the needs of the students.

2. Do so in the least restrictive environment.

Our goal is to be an Inclusive School with all students enjoying healthy high school experiences in the mainstream of school classes, events, and happenings.

Inclusion means different things to different people, but it is based on the belief that all students are unique in their learning needs, and that all students deserve an education that focuses on their particular learning styles.

There are different models of inclusion. At Classical we have adopted a co-teaching model that we think best meets the needs of our population. In this model some students are in the class by design because they have IEPs that mandate this service and others are assigned to the class through the normal scheduling process. Two teachers are assigned to the classroom to in a partnership. One teacher is a regular education teacher in charge of the content area. The second teacher is a Special Educator whose specific areas of concern are the accommodations necessary to ensure that all students are able to access the learning. The Special Education Teacher’s area of expertise includes an understanding of the varieties of learning modalities differentiated instruction, multi-sensory approach, etc. (all the strategies that will enable each student to learn).

Currently, we are offering inclusion classes in Math, English and Science. Another important component of the Inclusion program is the Learning Center; most students on an IEP are scheduled into a Learning Center daily. Learning Center Teachers model mini lessons designed to inculcate organization strategies and study skills while offering an environment of support. Students are encouraged to bring work to the Learning Center where difficult assignments can be broken down into smaller more manageable segments. Additionally, students needing extra time to complete tests can do so in the Learning Center.

The third component to our inclusion program would be our liaison program. All students on IEPs are assigned liaisons from the Special Education Staff. Liaisons assume responsibilities for annual reviews, provide academic testing for re-evaluations and handle the plethora of paperwork that accompanies the Special Education process. Most importantly, Liaisons monitor student progress, trouble shoot student problems and provide classroom teachers with the information necessary to ensure implementation of IEPs and healthy classroom experiences.

The success of the Inclusion Program can be measured by MCAS scores. 100% of the inclusion students in our 12^th grade English and Math Team taught classes passed MCAS. Many of our students move on to 2 and 4-year schools well prepared to tackle the challenges of a College Curriculum.

National Youth Arts Month is during the month of March. Lynn Classical High School students advocate Visual Art by spreading the message of the importance of Art education. These hard working students made posters using the artistic medium, pastel.

During the Night of Excellence students of the Art Club set up artist easels and painted live for the parents and guests. Also, during this event the students’ art pieces that were exhibited included acrylic and watercolor paintings, charcoal drawings and drawings in pen and ink, located on the first floor A Corridor of LCHS, called The Gallery Walk.

The Classical Freshmen Academy students worked on an Interdisciplinary project led by History teacher, Toni Zavras and Art teacher, Patty Klibansky. This project was on WWII and the communication through Art as exhibited by Pablo Picasso’s famous mural, Guernica. The students learned about the history of WWII and made a replica of this famous Picasso mural. They discussed and visualized the effects the bombing of the Basque town in Northern Spain, Guernica, which was a pre-war example of what was to come during WWII. The fighter planes tested their new guns and bombs on this civilized town. Thousands of people were killed instantly. Picasso communicated horror and despair through his painting, which symbolized the unnecessary pain that transpired in Guernica.

The LCHS students found themselves sharing stories as they painted. Some of the stories the students told each other were about the students’ Cambodian parents and grandparents fleeing the country for their lives, during the Khmer Rouge led by dictator Pol Pot. The students made important connections as they worked after school in the Art room with their teachers and were very excited to be a part of something educationally rich in Art History and culture.

The Massachusetts Lions have been sponsoring a youth speech competition for a number of years; I was fortunate enough to become involved while teaching at Classical. The topic of this year’s competition "How has modern media affected our lives" was an excellent subject and the speeches were sure to be thought provoking. I was involved with coaching two students from Lynn Classical, Minh Le and Zuruf Bashur. I know from personal experience that public speaking can be rather intimidating, and was amazed that both students took this as an opportunity to work on their public speaking skills. Zuruf was in a unique position; he knew first hand the power of the media. His speech was an informative one, "What the media doesn't report". It was a hard-hitting speech that, held audiences spell bound. It was unfortunate that he was eliminated before he went on the state competition. I spoke to him regarding this, and although he was a little disappointed, he felt good he was able to educate the audience members about the ongoing genocide ongoing in Darfur.

This is our destiny. Such a short sentence, but which holds such great meaning in regards to the movie that has touched people all around the world- Slumdog Millionaire. Brilliant director, Danny Boyle, manages to capture the true meaning of love in this epic story that has the film academy going crazy.

The title alone says it all. An uneducated kid from the slums of Mumbai uses his life story (all 18 years) to play the Indian version of “Who Wants to be a Millionaire” while being questioned for telling the truth and answering correctly. Don’t let this young man’s short age trick you- for this unfortunate guy lives through murder, abuse, miserable poverty, and painfully forsaken love.

This slum kid, Jamal Malik (played by the astounding Dev Patel) should not be underestimated. Unlike most contestants, Jamal answers the questions through his life

experiences-it’s the only thing he has- seen through a series flashbacks. Through these flashbacks we are introduced to the most important people in Jamal’s life:

his mother who was brutally killed in a riot, his out-of-control brother Salim ( Madhur Mittal), and his destined love, Latika (the stunningly beautiful Frieda Pinto).

It’s incredible how Danny Boyle (famous for his raw view on drug addicts in 1996’s adaptation of Irvine Welsh’s book Trainspotting, and his gory take on blood thirsty zombies in the 2002 horror film 28 Days Later) takes on what could have been another “I wanna shoot myself in the knee” sappy love story, and turns it into a magical story about love and destiny...TAKE THAT DISNEY!

This movie has more ups and downs than my teachers do when they don’t have their morning coffee, and is definitely worth watching at least once. With all of its multi-climactic moments, the movie is compelling viewing.

While you’re still probably replaying this movie filled with angst in your head the minute the movie is over, Slumdog even puts a new meaning to the words ending credits. You receive a fun up beat musical number at the end of the film…TAKE THAT HIGH SCHOOL MUSICAL. Talk about more for your 10-dollar ticket.

For those of you who are wondering how to roll in style this season, this is for you! Ladies,

this season don't be afraid to express your true style, have some fun and take risks. This spring floral prints are very much in.

Long/short trail-y gowns irreverently called ‘mullet dresses' made a shocking appearance on Paris runways, and they are arriving here for the season.

For those of you who thought that skinny jeans were ''Out'', think again they have come back and are here to stay for a while.

Guys colors of the season are predominantly neutral(putty and grays) with splashes of color such as pink (from dusty bright as well as oranges and yellows). The 80's look in definitely in, but be careful how you use it.

On Thursday, February 5th, a group of performing arts students attended a trip to the Boston Symphony Orchestra. Each month, the orchestra hosts an open-rehearsal where students get to observe the inner-workings of an actual orchestra dress rehearsal. James Levine, music director, conducts the orchestra as they perform their pieces that will be presented to the public that evening. This rare glimpse of the world inside of the symphony allows students to understand the precise techniques, professionalism, and hard work that it takes to be a musician.

For this performance, students enjoyed watching rehearsals of two Mozart arias with a guest soprano. Students were also incredibly fortunate to observe a rehearsal of Where the Word Ends; written by the 20th century composer, Gunther Schuller. This composer was even present for the rehearsal and students observed the dialogue between Schuller and director James Levine.

This opportunity was open to all performing arts students and there are other events like this throughout the school year. Students interested in any performing arts classes should visit us anytime down in the music room. Hope to see you drop by!

On Thursday February 6 members of Classical’s performing arts department took a trip to Boston’s Symphony Hall. Students from the band, the chorus, theater arts, and piano attended an open rehersal of the Boston Symphony Orchestra with Mrs. Weiss. This was the rehersal of the orchestra before their opening performance that night. Before the rehersal was a brief educational session on the musical pieces to be performed by the BSO. Background information on the selections as well as the composers was given. When the rehersal began, students were able to observe the rehersal setting and procedure for a professional performing group.

The orchestra played two opera pieces accompanied by an elegant opera soprano. Their third piece was written by Gunther. Schuller. It is a contemporary symphonic piece that made its performance that night. It features the beautiful strong voices of the orchestra as well as the few woodwind and brass instruments. Those attending the open rehersal were the first to see this particular piece performed. Gunther Schuller is an accomplished composer and the BSO has played several of his works.

The trip was educational and entertaining but it was also fun. On the bus ride there and back the performers entertained themselves with silly games such as I’m goin’ on a picnic, Never have I ever, and Wanna buy a duck. It was a good opportunity for the different kinds of performers to intermingle.

Trips to performances such as this are very beneficial. They provide a sense of what it takes to be a professional performer, aiding high schoolers in choosing their career path. It also reinforces the importance of the performing arts program. This is what our teachers are training us to do and be.