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Wheeling High School 900 S. Elmhurst Rd. Wheeling, IL 60090 Volume 47 Issue #1<www.wheelingspokesman.com> September 24, 2010

District announces new cell phone policy

At the start of the school year, District 214 announced a new cell phone policy in effect for all District 214 schools.

“The district felt we kind of needed to...step up and get a new policy,” Debra Swierczek, dean of students, said.

According to the new policy, cell phones are only allowed before school, after school and during lunch periods in the main foyer, main hallway, cafeteria, front and back foyers, courtyard and anywhere outside the building. Students still cannot use cell phones in the academic hallways, locker rooms, library and washrooms.

Along with this policy, all students start the year with no cell phone violations that they received from previous years.

“We felt like since it was a new policy, everyone needs a fresh

start,” Dean Swierczek said.

Faith Pharr, sophomore, was caught using her cell phone during class once last year. According to Pharr, she thinks the new policy is nice, but she does not use her cell phone all the time.

“I only use it (a cell phone) when I need to,” Pharr said.

Like Pharr, Omar Bahena, sophomore, also enjoys the new policy because the policy allows him to use his phone more.

“We don’t have to hide our phones anymore,” Bahena said.

The new policy also allows students to keep their cell phones in their purses, backpacks, lockers and pockets as long as the phone stays off.

“If they’re (students) in a classroom (and their phone goes off), teachers (are) supposed to take (it) away,” Dale Thal, security, said.

D i s c i p l i n e consequences stayed the same as last year.

GPA, class rank undergo changes

Over the summer, the District 214 School Board approved numerous changes to the GPA and class rank systems. The District made the most significant change to the system by altering class rank from a decile system to a quartile system.

“This will help students applying to upper tier colleges that not only look at GPA but also at class rank,” Dr. Rick Watson, counselor, said.

The District set the current system so that students are ranked in increments of 10 percent. For example, one student may be in the top 20 percent, another in the top 30 percent, and the

rankings continue in groups of 10. The new system will change this into 25 percent increments.

Steve Kellner, associate principal, believes that this new system will help students by creating larger GPA brackets.

“By making larger groupings we try to reduce the class rank competition,” Mr. Kellner said.

Dr. Watson agrees with Mr. Kellner and stated, “I think it will help those with a GPA of a B or higher. I also don’t think that it will hurt the people at the top either.”

Krista SanfordNews Editor

Gaby Chihuahua and Alex Hammack, juniors, text during seventh period lunch. “It’s (the cell phone policy) stricter here. At my old school we could text whenever we weren’t in class,” Hammack said. (photo by Jennie Alcantar)

School board disallows off campus lunch for freshman

The school board for District 214 decided in May that freshmen will no longer have the advantage of going out for lunch, even if students pass all their classes.

According to Debra Swierczek, dean of students, district principals and the superintendent decided to come to this conclusion, but in no way did they do this to punish students.

Encouragement to make this decision include transitional

problems and failing grades.

“No matter what we do, kids will want to go out to lunch, but I would say that 99.5 percent of the freshmen comply with this rule. Now our freshmen failing rate is decreasing with these new rules,” Dean Swicerczek said.

Students like Chelsea Ratnarajah and Kamila Krol, freshmen, think that this rule is unfair because last year freshmen had the priviledge of going out to lunch.

“Instead I would (have rather) have had us still go out second semester depending on if we had good grades,” Ratnarajah

said.According to Krol, if

she could go out for lunch she would definitely be walking somewhere.

“I don’t think it’s (the new policy) fair, everyone should be able to go out for lunch. What makes sophomores so much different than us?” Krol said.

District principals met for a meeting and decided to give freshman the privilege of going out to lunch during their sophomore year, depending on their academics.

“We thought that the freedom of letting them go out to lunch combined with the transition of

going to a high school setting was too much. It’s something that all high schools have to struggle with,” Dean Swierczek said.

The district saw freshmen failing classes, and decided to look at going out to lunch as a privilege that could be earned by being academically successful in school.

“It sucks because I was looking forward to it (being able to go out for lunch). It should still be the same rule as last year where you can go out second semester depending on grades,” Alex Marriner, freshman, said.

Megan JonesFocus Editor

Policy allows students use of cell phones during lunch periods

Chris SchwarzForum Editor

- Continue reading at Classes’ GPA value changes on page 2

Ds and Fs

Term 2

Term 4

Totals

07-081390

1406

2796

08-091220

1351

2571

09-101094

1295

2389

Freshman

Infographic by Jocelyn Torres

News 2September 24, 2010Spokesman

Wheeling graduate returns as speech team coach, establishes new goals

Alumni return for Hometown Celebration

Graduating in the class of 1996, Ryan Andersen, English teacher, participated on the debate team during his high school years. This year, he returns to WHS as the speech and acting coach.

“We didn’t have speech team (when I went to WHS), but being on debate team inspired my love for public speaking,” Mr. Andersen said.

Mr. Andersen previously coached speech team and debate team at Lake Park High School, as well as volunteering with the WHS debate team and assistant coaching Hersey High School’s debate team.

“He (Mr. Andersen) seems very serious about the team and he’s very driven,” Jessica Ausnehmer, sophomore and returning member, said. “He has brought kids to state before, and I think he’ll push us further than we’ve ever gone.”

Mr. Andersen has

recently started a new speech team website <www.w h s s p e e c h t e a m . c o m > separate from the WHS school website. The site holds all the information for the team, including schedules, events and information about the coaches.

Each member of the team will participate in one or two different events. According to Ms. Berger, they hope to have two members performing each event.

“They (the members) will choose one event to do and then we (the coaches)

will assign the second one...it’s going to be a good turnaround year, with the amount of talent and the different types of talent we have,” Ms. Berger said.

The team has tournaments scheduled for nearly every weekend of the season, starting Nov. 6 at Warren Township High School.

“State is the tough one; it’s like (the equivalent of) the World Series, whereas Nationals is more like the All-Star game,” Mr. Andersen said.

Book Bites, WHS’s book club, plans to promote the club more this year to encourage new members to join.

Although the club only consisted of four to 10 members last year, Laura Wagner, Book Bites co-sponsor and English teacher, said that she enjoyed the small group.

“I think that because we (Cynthia Carro, sponsor and English teacher, and I) co-sponsor other activities, we’re (too) busy (to advertise Book Bites),” Ms. Wagner said.

As the sponsors are busy with other activities and may not be able to have flexible time arrangements, students like Emily O’Neil and Nastassia Saidak, juniors, say that the amount of homework does not allow them to read as much as they would like.

“It’s sad because I never really get to read books that I want (due to too much homework),” O’Neil said.

Although Alison Alexander, junior, is busy with different activities, she participated in Book Bites last year after her friend Christina Lorey, junior, convinced her to join.

“I just read what I could, when I could,” Alexander said.

According to Ms. Wagner, she thinks that Book Bites will still have a successful year this year just like last year.

“I know it’ll (Book Bites) be successful, we already have students who love to read,” Wagner said.

The first meeting for Book Bites was held on Sept. 17 in room 142. The next meeting will be held sometime in October.

Book Bites encourages new members

Classes’ GPA value changes

The district has also changed the GPA credit for several courses.

The newly approved classes, College Calculus 3 and Western Literature and Thought (only available at John Hersey High School) both will receive a 6.0 on the 5.0 scale because they are college level courses.

The other major

change is that foreign language levels three and four will both receive honors credit, a 5.5, on the 5.0 scale.

But according to Mr. Kellner, students should not determine what classes they take solely based on GPA.

“What I would love to see is a system where students don’t have to play the GPA game,” Mr. Kellner said. “I want kids to take the courses that not only they’re interested in, but that they are successful with as well.”

While most of the fine arts courses are considered regular level

classes, Mr. Kellner explained that students that enjoy fine arts the most can still receive AP or college level credit.

Mr. Kellner stated that students involved in music can take AP Music Theory and Art students can take AP Art; that way all students have the opportunity to take 6.0 classes, regardless of their interests.

“We’re very aware of the competitive nature of school and we want our kids to be competitive with themselves and to do their best, but not to compare and waste energy competing with others,” Mr. Kellner said.

- Continued from page 1

Gaby NajeraA&E Editor

Chris SchwarzForum Editor

What do you think?Are you aware of the district changes in the GPA/class rank system?

15 Yes 160 NoIf so, do you think that switching to the quartile rank system will be beneficial?

8 Yes 15 No 152 Don’t knowDo you agree with foreign language levels three and four now having a GPA of 5.5?

117 Yes 33 No 25 Don’t know

Stevi AndersonAssociate Editor

Dr. Carla Koretsy (left), associate professor at Western Michigan University, and Dr. Mark Lathan, Composer and Music Professor at Waubonsee Community College, talk with classes on Sep. 10 as distinguished alumni.

(Photos by Jes Martinez)

175 surveyedInfographic by Krista Sanford

Forum3 SpokesmanSeptember 24, 2010

Spokesman Staff

20

10

-20

11 Editor-in-Chief

Daniel Brount

Associate EditorStevi Anderson

Web EditorBrianna Bitout

News EditorKrista Sanford

Forum EditorChris Schwarz

Feature EditorRosalie Chan

Focus EditorMegan Jones

La Voz EditorKaren Rodriguez

A&E EditorGaby Najera

Photo EditorJennie Alcantar

Sports EditorJess Musto

Graphics ReporterJocelyn Torres

Multimedia EditorMallorie Bromer

Newsroom ManagerNicole Neumann

ColumnistSolinna Chong

Staff ReportersDerek SpalloneLiz McDanielMary Jo CameronNinoshka LlontopRachael LaingEmina AdzamijaJasmine Hernandez

Staff ArtistKeira Skenandore

Staff PhotographerDilsia MirandaJes MartinezBrenda HernandezValerie Westin

AdviserKaren Barrett, MJE

Advertising- For information, call (847) 718-7114 Monday-Friday 7:25 a.m. to 2:50 p.m. This is the official student newspaper of Wheeling High School, 900 S. Elmhurst Road, Wheeling, Ill. 60090. Written, edited and distributed 9 times a year by advanced journalism classes, independent studies and other interested and qualified students. Produced by using desktop publishing and is printed by Son’s Enterprises, Inc., Skokie Ill. Mailed subscription $15 per year.

Letters- Spokesman is

a limited public forum and welcomes a free exchange of ideas from all readers. Readers are encouraged to contribute letters to contribute letters to the staff in room 137 or mail them in care of WHS. All letters must be signed. Letters may be edited for length, style, possible libel, clarity, and adherence to our publication policies. Spokesman’s mission is to report the news objectively and truthfully. We will not print any known errors here in the issue following our gaining knowledge of the error.

Corrections

Editorial

MP3 player policy creates too many class restrictions

Due to student distractions from iPods and MP3 players in P.E., teachers decided to change the policy this year so students cannot use music devices in P.E.

The original policy allowed students to use iPods and MP3 players during P.E. for activities such as fitness testing, working out in the fitness center and other work outs. Teachers have cited instances of distraction such as students playing games, listening to music while the teacher gives instructions and two students moving slowly because they try to use the same MP3 player.

With the advancing capabilities of iPods and other MP3 players, potential remains for more distraction. The only purpose of having an iPod in P.E. is to aid working out through music. Instead students now have the ability to play games and access the internet through their iPods as well as using the MP3 device as a phone. This alone has severely increased the distraction caused by MP3 players, hindering learning.

Spokesman feels the

rule must only allow the use of musical devices that do not double as communication devices during specific activities. Most students find it useful to have their music during running or fitness center workouts and for fitness testing.

In a study from the Research Institute for Sport and Exercise Sciences located in Liverpool, United Kingdom, originally published in 2009, they discovered benefits to listening to music during exercise. Through this study, they proved that listening to faster music during a workout intensifies the workout overall. Having MP3 players available while exercising would benefit students in ways other than just enjoying the music.

For times other than those suggested, like fitness testing and workouts, the rule should require students to have their MP3s in their pockets or locker.

However, student distraction is not the only problem. Teachers have had issues managing the rule in the past. In

past years, the policy on iPods in P.E. remained inconsistent among different teachers. In addition, teachers allowed any kind of iPod or MP3 player.

While Spokesman believes teachers should permit the use of iPods and MP3 players once again, we also believe that the administration should restructure the policy to lessen confusion.

For one, teachers need to keep consistent on their rules. This would aid student understanding of the rule and therefore make it easier to follow.

Staff must also learn to be aware of the models of iPods and MP3 players that students use. More distracting devices, such as iPhones, need to be banned, rather than musical devices as a whole. Limiting the uses to focus more on music-only technology would lower the amount of distracting elements.

Rule reform and student cooperation would decrease the negatives of iPod and MP3 player usage, while still allowing the positives to remain.

‘Required’ books enhance overall reading experience

At first, it seems like a drag. The book starts off interesting, one that I have always planned to read. But soon, I’ve s e a r c h e d for every last literary device and p i c k e d

apart the language so thoroughly that two weeks later when I hand the book in, it has become the exact opposite of interesting. Quite honestly, I wouldn’t mind if I never looked at it again for the rest of my life.

The daily declarations of, “How many pages?” and “But we have a game tonight!” chime through the classroom as our teacher announces the homework. Suddenly, four chapters every night suck the fun right out of even the most exciting classic novels until I either dread leaving class to face the long evening of homework, or dread coming to class without it finished.

The frustration with English class begins to trouble me: I love reading; I always have. Why does adding the word “required” immediately make the book so unappealing? Something about the thousands of posit-it notes and searching for a hidden meaning that I cannot find causes the assignment to take up so much time that continuing becomes the last thing I want to do.

But as I look back on four years of high school English classes, the books I read and dicussions I had, I have come to discover the eye-opening experience

it has given me. My teachers introduce me to books that I never got around to reading, including some that I never even expected to encounter, and inspired me to read others just like it. Though “Slaughterhouse-Five” seemed impossible at first, trying to fit the 40 page assignments in between rehearsals, meetings and other homework, the task paid off when I found myself plucking “Cat’s Cradle” from my father’s bookshelf. The discussions in class concerning poetic devices, character analysis and hidden meanings behind stories help me appreciate such things like rich language and the little “a-ha” moments as Wendy Relich, my AP English Literature teacher, calls them, even in my extracurricular reading.

Even though it may be easy sometimes to complain about the reading simply because it is considered schoolwork, before I know it, my literary horizon has expanded even beyond the class. Without having books such as “The Great Gatsby” and “A Tale of Two Cities” forced on me, I would never have thought to read some of my favorites such as “Mansfield Park” or “Anna Karenina.”

According to Mike Hurley, AP English Literature teacher, “I don’t see how it (reading requirements) is a detriment. The kids who want to read will, and even the ones who don’t might find something they enjoy. It’s more likely than not that a book surprises them.”

It is true that attempting to fly through the book in order to pass a test is not at all fun, but at some point or another, one may be drawn to a new kind of book because of something one might read in school. Suddenly, one might walk into class and tell the teacher in surprise, “Wow...I actually like this one.”

Keira’s Cartoons

Stevi Anderson

Associate Editor

New policy allows for cellphone distractions in class

It was s e v e n t h p e r i o d lunch, and I conversed with my f r i e n d s about the party on Friday night. S u d d e n l y , my phone vibrated in

my pocket. Discreetly, I peeked into my pocket

and replied to the text. When I finally looked around the cafeteria, I realized my sly attempt was useless, considering the numerous phones in plain sight of the security guards.

The new phone policy states that students can use cell phones before and after school and in the foyer, cafeteria, main hallway and front and back entrances during lunch hours.

This will actually open doors to cheating because students can depend on their peers at lunch to look up information they need and get that information through one text.

The new policy will also hinder social activity among students.

During lunch, I usually talk to my friends about weekend plans. Since the new policy, they rarely listen to

me and would rather be in a “cyber-conversation” with their other friends in the foyer.

Although the school thinks it’s doing students a favor, it is actually a rule setting itself up for failure.

If the deans did not trust students with their phones before, then why do they trust them now? Students are just as prone to cheat even if the phone policy has changed.

Also, students will get more distracted with a vibrating cell phone in their pocket whispering, “You have a text. You have a text.” It is ridiculous that students need their phone “24/7.” Students will do almost anything to get their daily dose of texting.

Although the policy has changed, the punishments have not, so students will still face the same punishments they did with the old policy.

Students will find more trips to the Dean’s office since this policy has been put to effect because of misuse.

School is supposed to be a learning environment, not a place for cheating and dishonesty.

If the new policy continues, then teachers should be more aware of students working independently during class or consider a tighter security patrol. Instead of making a new policy, the school should just consider going back to the old cell phone policy.

Solinna Chong

Columnist

Feature 4September 24, 2010Spokesman

Ms. Linzmeier diagnosed with breast cancer, takes integrative chemotherapy treatments

Karen Linzmeier, chemistry teacher, has been diagnosed with breast cancer, but will not take a permanent leave of absence from school. In the middle of June, Ms. Linzmeier found out she had cancer in her right breast after several tests.

Ms. Linzmeier said she does not believe in traditional chemotherapy and instead will take integrative cancer therapy to help cure herself.

“I was shocked (when I found out),” Lauren Linzmeier, ‘09 graduate and daughter of Ms. Linzmeier, said. “I was the only person with my mom when she was diagnosed. Both of us suspected something was wrong when she noticed hardened breast tissue, so that possibility loomed in my mind. Of course, no one can possibly prepare themselves to hear a cancer diagnosis. I still don’t think this has fully hit me.”

Ms. Linzmeier found a change in the breast tissue and scheduled a mammogram, which came back inconclusive. Doctors performed other tests, including ultrasound and biopsies, which confirmed cancer in her right breast.

“My immediate reaction was all over the place. I was frustrated, surprised and scared. The chemotherapy scares me because it will affect my healthy cells just as much as it will affect my cancer cells,” Ms. Linzmeier said.

Ms. Linzmeier had

surgery to remove the cancerous breast tissue on July 9 at Evanston Hospital. A plastic surgeon completed breast reconstruction immediately after the mastectomy, a surgery where they remove the breast, including cancerous regions.

Chemotherapy started on Sept. 8, and on the days that Ms. Linzmeier has treatment she will miss school. Pete Ogilvie, retired WHS physics teacher, will substitute for Ms. Linzmeier on the days that she is gone. She will receive a total of eight treatments and finish around late December.

In addition to Mr. Ogilvie, Julie Levene, science teacher, is teaching Ms. Linzmeier’s AP Chemistry class for the first semester until Ms. Linzmeier knows how she reacts to her treatments.

“She is an incredible teacher and I didn’t want to take away from her treatments to be there with her AP students. I want her to be 100 percent cured and free from cancer so she can do anything she wants to do in her life,” Nancy Heintz, science division head, said.

Kim Davis, student teacher for Ms. Linzmeier, has survived breast cancer. She is happy to help give support to Ms. Linzmeier during her treatments.

“I could not be more happy to be (student teaching) under her. As a breast cancer survivor, I could not be happier to give her as much support as she needs,” Davis said.

At one point Ms. Linzmeier considered

not taking chemotherapy treaments. She will be taking intergrative cancer therapy at the Block Cancer center in Evanston, Ill.

“I’m very much against conventional cancer therapy by itself because it is very toxic to all of your systems,” Ms. Linzmeier said.

Instead of normal chemotherapy treatment, integrative cancer therapy includes nutrition, diet modification, exercise, supplements and mind, body and spirit connections along with chemo.

Exercise, oxygenation and a low sugar diet are very important pieces to Ms. Linzmeier’s treatment.

Alex Linzmeier, junior and son of Ms. Linzmeier, said that his home life has not changed much besides eating on a healthier diet and eating out less.

“My mom has opted to do alternative care and had radically changed her diet. Consequently, we shop for food far more often because food without preservatives does not keep long. We have to more carefully plan our meals. Also, because my mom has many medical appointments, we attend those often. However, I think my mom and I have have gotten even closer,” L. Linzmeier said.

After Ms. Linzmeier’s surgery there have been no signs of cancer returning so far.

“I have a positive attitude about my health situation and know that God will see me through this. I’m strong and I have God on my side,” Ms. Linzmeier said. (Photo by Jennie Alcantar)

WHS welcomes new teachers

Jill Amati, student services secretaryMs. Amati worked for a year at Maine West and for 14 years in Des Plaines.

Sarah Yun, orchestra teacherMs. Yun taught at Maine East for one semester and arrived during the middle of last year.

Dian Perkins, French teacherMs. Perkins coordinated the ESL program at WHS for 20 years. She became the French teacher this year.

Barry Hanrahan, librarianMr. Hanrahan worked for 5 years as a librarian at Jacobs High School.

Megan JonesFocus Editor

Photos by Dilsia Miranda, Jennie Alcantar and Krista Sanford

Karen Linzmeier, chemistry teacher, teaches block C. Even though she has been diagnosed with breast cancer, she will not take a leave of absence from school. “They (the students) have been so caring,” Ms. Linzmeier said.

Information gathered by Gaby Najera

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Feature5 SpokesmanSeptember 24, 2010

“We played versus teams across the United States. Sometimes you play (in soccer games) for 45 minutes, sometimes you don’t play at all. You have to show yourself off to the team and the coach. I play the hardest I can just to prove to myself what I’ve got,” Saul Mancilla, junior, said.

S. Mancilla, along with his brother Ivan Mancilla, freshman, and Hector Alvarez, junior, play soccer for the Sockers FC (Football Club). They have two-and-a-half-hour practices four to five days a week at Schaumburg Olympic Park. Club players can compete in state, national and international tournaments.

There are 45 teams under the Sockers FC logo. Since 1987, at least one of the teams from Sockers FC have won the Illinois State Cup every year except for two. Fifteen former Sockers FC players have become professional soccer players in the United States, England, Holland and Guatemala.

“It (club soccer) helps me stay in shape and stay in good condition,” Alvarez said. “You have to work hard, and it takes time from your social life, but when I think about it, it’s worth it.”

When they started Alvarez joined the

team when he was 11 years old. He usually plays defense for the junior academy team.

“My dad used to play soccer. He encouraged me to take the ball and start playing soccer,” Alvarez said. “The difference (between WHS and club soccer) is that where I play, they push you. They want good effort from me, and there’s more discipline.

At school, everyone just fools around.”

S. Mancilla joined club soccer when he was 12. He plays midfield for the academy team. Unlike Alvarez, he does not play soccer for WHS, but he did so as a freshman.

“I know he’s (S. Mancilla) very dedicated to it (soccer). He’s been doing it since he was little,” Daniela Miranda, junior, said. “It really takes up a big part of his life. He finds a good way to spend time. Oftentimes, he has tournaments outside of state. Sometimes he has to be absent on Friday.”

I. Mancilla joined club soccer when he was 10. He plays forward for the U14 team.

S. Mancilla currently does not play soccer because he injured his hip flex last year during winter break.

“I wasn’t doing anything while we had winter break, so I just jumped right in (to soccer), and I guess I didn’t warm up,” S. Mancilla said.

S. Mancilla also said that he hopes he’ll be able to play soccer again in a week or two.

Soccer Games and Practices

During the season, the Sockers usually have games on the weekends against other club teams from all over Illinois. In addition, the team sometimes travels out of Illinois to play against club teams from other states.

“You get to play with people that are older, and there’s more competition,” I. Mancilla said. “(There are) people that know more, who are better, faster and stronger.”

The whole team practices in the same park for two to three weeks. For the rest of the season, the team divides into the different levels to practice.

“We’ve developed over the years what we need practice on. We get to see each other’s skills, which is cool,” S. Mancilla said. “Since I got into the club I’m in, I’ve matured much faster, and I’m more disciplined. They don’t take crap from you.”

At soccer practices, players work on skills by running, conditioning, doing workouts, aerobics and soccer drills.

“They (the coaches) make you work hard, weight lift and you have to be in good physical shape. It’s really hard, especially when there’s hot weather,” Alvarez said.

Currently, the team plays preseason games, but they will start games when the season begins this month.

“Their games are pretty intense. The crowd gets fired up actually,” Alan Flores, junior, said.

Where they traveled with their teams

The teams of Sockers FC travel out of state to compete in tournaments. Alvarez has gone to Iowa, Indiana, Florida and Wisconsin; S. Mancilla to Arizona, Texas, Ohio, Indiana and Michigan and I. Mancilla to Arizona, Ohio and West Virginia.

“Soccer team’s like a family. You get to chill with your family, and it’s cool,” S. Mancilla said. “Every time we go to a hotel, wherever we stay, we run around and do stuff we aren’t supposed to.”

S. Mancilla also went to Spain with his team when he was in eighth grade.

“We almost burned down the hotel (we stayed at in Spain),” S. Mancilla said. “We got to see a church, and the church was huge. It’s nice seeing what other cultures have. The roads are built differently. Most roads there are made of brick, instead of everything being paved.”

Sockers FC players practice soccer for hours each week, compete at state, national levels

Rosalie ChanFeature Editor

Mr. Lennon wears same shirt every Thursday

(Photo by Jes Martinez)

“It’s the ugliest shirt I’ve ever seen,“ John Kritek, business ed teacher, said.

The colleagues of Kevin Lennon, business ed teacher, sit in their respective chairs as they laugh and make fun of the shirt he wears every Thursday without missing a single beat.

It started on Mr. Lennon’s first day of teaching when he did not own any other Wheeling shirts except his yellow coaching shirt. Later, Elizabeth Lennon, social studies teacher, would realize that her husband wore it every Thursday.

“I noticed, so I told him, ’Hey you’re wearing the same shirt,’” Ms. Lennon said.

Mr. Lennon, for a joke, decided that he would wear it every Thursday.

Eventually Ms. Lennon pointed it out to their colleagues, and from then on, it became a habit of Ed Uhrik, mathematics teacher, along with other colleagues, to make fun of Mr. Lennon when he would show up with his shirt.

The Thursday Shirt, as his colleagues and students began calling it, became somewhat of a joke.

“Some people think it’s an ugly

shirt, which adds to the excitement,“ Mr. Lennon said, looking over at his colleagues.

According to Jonathan Powell, senior, he supports Lennon wearing the shirt.

“Maybe I would (wear the shirt) just to support Mr. Lennon,” Powell said.

Andrew Eiter, senior, also supports Mr. Lennon even if teachers think it is funny.

“I think it’s a fantastic idea. I would have a Thursday theme to support him,” Eiter said.

Even though Lennon’s colleagues laugh at the shirt, Mr. Uhrik said his parents told him how nice the shirt is. Mr. Uhrik wears the shirt as well.

“My parents told me how nice it was (shirt). They said, ‘that’s a nice looking shirt,’” Mr. Uhrik said.

According to Mr. Lennon, having the Thursday shirt makes it easier to know what he will wear.

“It simplies life,” Mr. Lennon said.According to Ms. Lennon, Mr.

Lennon wears the Thursday Shirt on Thanksgiving as well since it falls on Thursdays.

“He thinks it makes me mad but I just laugh it off, “ Ms. Lennon said.

Mr. Lennon said he would most likely not make it to school if his yellow shirt ripped.

“I might not be here on Thursdays,” he said.

Karen RodriguezLa Voz Editor

Saul Mancilla, junior, practices with a soccer ball in the field after school. He attends club soccer for the academy team in the Sockers Football Club, but currently does not play due to an injury. (Photo by Brenda Hernandez)

Kevin Lennon, business ed teacher, and John Clancy, physical education teacher, wear matching yellow Wheeling Athletics shirts on Thursday. “I think it’s funny how much people dislike it (the shirt),” Mr. Lennon said.

Focus6September 24, 2010Spokesman

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Staff bans MP3 players in Physical Education

Previously, teachers permitted student use of iPods and other MP3 players during P.E. classes, but the staff members revoked the privilege for this school year.

Students can no longer use iPods in any P.E. class, and teachers will confiscate these devices if students use them.

“There was a lot of debate, and teachers had different policies (about MP3 player usage) so students said it was unfair that some were different,” Neal Weiner, P.E. teacher, said.

According to Mr. Weiner, it took time to get to an agreement because teachers saw both positives and negatives to having iPods available for use in P.E. Rita Runyard, P.E. teacher, said she found many negatives.

“For one, there have been thefts (of MP3s) in the locker room. Two, students that listen to it don’t pay

attention to the teacher. Three, people play games on it,” Ms. Runyard said.

Students such as Jacqueline Chavez, senior, argue that listening to music benefits fitness.

“I kind of think that it’s (MP3 players not being allowed) unfair, like for me personally, I concentrate on the music more than the work out so it makes it easier,” Chavez said.

Despite not agreeing entirely with the policy, Chavez also said that the rule could cut down on stealing. Morgon Lockwood, junior, said she did not understand why the rule changed, but she does not think it will cause problems.

“I don’t think that there will be any negatives, I just think it was nice having the ability to listen to it,” Lockwood said.

According to Kevin Muck, P.E. Division Head, he has not heard “a lot of back lash... it’s a transition period.”

“We aren’t doing it (restricting MP3 usage)to be mean. It’s not like that. It’s not a punishment,” Mr. Weiner said.

Teachers use music as learning tool

Music has been used as a way to help students learn. Research shows that music does indeed help students learn and remember concepts a lot easier.

Teachers at WHS have also proven this by incorporating music into the curriculums they

teach“(Using songs)

emphasize the themes we’re talking about,” Michael Burke, English teacher, said.

Mr. Burke uses different songs every unit to show that what he talks about in class is still present now, showing that “it’s not just old book stuff.”

Mr. Burke uses this technique in AP Philisophy of American

Language as well as in his Popular Lit class. He makes students analyze the songs, find the imagery and figurative language.

His students agree that using the songs helps.

“I think it helps to analyze music in an English class because it’s easier to focus on understanding a song than a long passage in a book,” Heather MacIsaac, junior, said.

Orin Xavier, English and Drama teacher, also uses music in his Pop Lit class. Mr. Xavier had his students pick 10 songs that represented their lives. The project goes along with the book “The Perks of Being a Wallflower” by Stephen Chbosky.

“One of the characters, Charlie, creates playlists for himself,” Mr. Xavier said.

Daniel BrountEditor-in-Chief

Jennie AlcantarPhoto Editor

Dan Peters, sophomore

If you could choose a song to represent the soundtrack of your life, what would it be?

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“I’d choose ‘Never Enough’ by Eminem because it’s about how whatever you do it’s not enough, but to not stop trying and keep getting better.”

Gianluca Lapalomella, junior

Are you for or against the new policy of iPods not being allowed in PE classes?

“I”m against it because P.E. is boring and your iPod can help you move faster.”

Celine Dirkes, freshman

Do you play any instruments? Why?

“I play violin, because I love playing music. It makes me feel talented.”

Samara Vazquez, senior

Do you listen to music while working on homework? Do you find that this helps?

“Yeah (I do listen to music), I think it does help me because the music inspires me while doing my work. It just let’s me let it all out.”

What song represents the soundtrack of your life?

Photo Opinion by Megan Jones and Jennie Alcantar

by Jennie Alcantar, Mallorie Bromer, and Megan Jones

Infographic by Jocelyn Torres and Megan Jones

Against: 135

Indifferent: 36

Yes: 6

No: 60

Yes: 127

-Rock

-Jazz

-Rap

-Pop

-Classical

-Mr. Burke’s Class Playlist

Playlists Name ArtistBreathe (2 AM) Anna Nalik

Jackson Browne The Pretender

Dispatch The General

BrickBen Folds

SandmanMetallica

Simple Man Lynryd Skynyrd

197 people surveyed

Don’t Stop Believin’- Journey-Male, freshmanA Thousand Miles- Vanessa Carlton-Female, freshmanLove the Way You Lie- Eminem feat. Rihanna-Male, sophomoreFifteen- Taylor Swift-Female, sophomoreSo Ambitious- Jay-Z feat. Pharrell-Male, juniorTeenage Dream- Katy PerryFemale, juniorLose Yourself- Eminem-Male, seniorBigcitydreams- Never Shout Never-Female, senior

Results taken from annoymous survey

Focus7 SpokesmanSeptember 24, 2010

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Sammi Zuba, senior, plays the vibraphone in marching band at Home Town Celebration on Sept 10. Zuba attends five AP classes, keeps a GPA of 5.6 and is in band, choir and orchestra at WHS. “It’s (being in all music programs and AP classes) really stressful, but I enjoy what I do and have good time management,” Zuba said. (Photo by LAIR)

Teichert produces original music, posts on fanpage

Since seventh grade, J.T. Teichert, senior, has been writing songs. In his freshman year, Nate Lichtenberger, senior, joined him, and they started producing songs like “On Top”, “Time” and “So Long”.

“I started (band) in seventh grade, from there it spawned into writing songs and getting heart broken. I wrote my first song about a girl who moved to Tennessee. I think from then, it just kinda took off,” Teichert said.

According to Teichert, music has always been a part of his family. Dating all the way back to the dixieland era with Teichert’s great grandpa, all the way to his generation.

Teichert now creates his own songs, and posts them on his Facebook fan page and performs them at different events.

“I’ve seen him perform at Relay For Life, and I know he does benefit concerts around the Wheeling area. Basically, the passion he puts into when he performs, and the lyrics are really awesome because they come from his heart,” Kelly Echeverri, junior, said in an email interview.

He records the music on his own using Garage Band.

Lichtenberger helps by laying down drum beats and layering the different instruments used in Teichert’s songs.

“It’s just another thing you can tell people you’ve done. Everyone plays guitar and everyone sings, but nobody’s doing anything to show it. I feel like producing is just another way of expressing myself,” Teichert said.

J.T. Teichert, senior, plays his guitar at Relay For Life on May 22. “The music scene in this area is kind of dead, it’s really sad. For Relay For Life, I’ve been playing since feshman year, so I generally just ask for a spot,” Teichert said. (Spokesman File Photo)

Byrne grows up playing in Irish ensemble

In the orchestra room during fifth period, Catriona Byrne, senior, holds her cello upright, takes the bow and plays the stringed instrument, adding to the resonance of violins, violas, cellos and basses.

Byrne also plays the cello for an Irish music ensemble at the Academy of Irish Music, a school where members play music based on traditional Irish music. In the ensemble, the sound of the cellos joins the harmony of instruments such as the wooden flute, tin whistle, bodhrán, fiddle and viola.

In addition to the cello, Byrne plays the tin whistle and sometimes the wooden flute for the ensemble. She started playing the cello at age eight, but she started playing the tin whistle, her main instrument, at age five or six.

Byrne has a brother, two sisters and three cousins who have also played for the ensemble.

“I can’t even remember (when I started Irish ensemble). I was born into Irish music,” Byrne said. “For a long time I was self-taught (for Irish instruments). It helped me develop my own style, and I learned from other

generations (in the Irish ensemble).”Byrne now plays for the advanced

ensemble. The advanced group, which consists mostly of college students, plays more difficult pieces and helps teach Irish music to younger students in the Academy.

The Irish Academy of Music, founded by Noel Rice, director and Irish flute player, has at least 30 members. They practice for four hours every Saturday at the Irish American Heritage Center in Chicago, and they sometimes practice on Wednesdays.

The Academy plays traditional Irish music, but they combine it with different keys, second lines, third lines and rhythms.

“What we try to do is make kids aware of Irish music...We create an environment that allows them to be creative,” Mr. Rice said. “Say you have a tune that starts like a reel...it gets pretty hard to listen to after a while. There’s not enough movement.”

According to Mr. Rice, the ensemble performs at least 50 times a year. They

play at gigs, weddings, house parties, charity events and Irish festivals.

In addition, the ensemble has performed for a Catholic cardinal, two presidents of Ireland and the U.S. Embassy in Ireland.

“People will ask for them to play at gigs,” Olga Ziminska, senior and friend of Byrne, said. “They’re (the ensemble) so laid back with they’re music. They were all looking around, and smiling, and they know what they’re doing...When they perform, it’s absolutely phenomenal.”

Every year, Byrne performs with the ensemble at the Celtic Fest in Chicago and the Milwaukee Irish Fest, the world’s largest Irish Festival.

Byrne and the other ensemble members also compete at the Midwest Fleadh Cheoil, a traditional Irish music contest and a preliminary for the All-Ireland Fleadh Cheoil, a traditional Irish music contest in Ireland.

This year, the Midwest Fleadh Cheoil took place on June 25 to 27 at Forest

Park. At the Fleadh, the advanced ensemble won first place.

Byrne won first place in Accompaniment and Whistle Slow Airs, second place in the Miscellaneous category and third place in duets with Kiera Byrne, her older sister and ‘06 WHS graduate.

According to Mr. Rice, every year, the Academy comes in first or second place at the Fleadh. The Academy does not compete at the All-Ireland even though they qualify to go.

C. Byrne went on a tour of Ireland with the ensemble in summer 2008. They stayed at the U.S. Embassy in Ireland, did workshops and performed at music schools, parks and music festivals.

“The way we play Irish music is different. People are intrigued by what we play. If you listen to traditional CD’s, it’s very plain. It’s almost the same thing over and over again. We find tunes that are older...we connect it using cellos and second lines,” C. Byrne said.

For the last two years, C. Byrne has performed with some members from the ensemble at the Circus fundraiser at Barnes and Noble, and she plans on doing so again at the fundraiser this year on Nov. 6.

Rosalie ChanFeature Editor

Jess MustoSports Editor

Bryne plays cello, tin whistle at Irish Academy of Music, performs ‘at least 50 times a year’

Zuba practices multiple instruments

Megan JonesFocus Editor

Ca

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r “I just love Irish music. I love being able to play every single week...I haven’t had a Saturday off for the last ten years. My life revolves around the music.”

La Voz 8el 24 de SeptiembreSpokesman

Club Latino apoya al equipo de fútbol de todos los niveles

“Durante el verano Sra. Castro, Sra. Medina y yo nos reunimos ... una de las cosas que queríamos ver en Wheeling High School es a más latinos asistiendo a nuestras actividades extracurriculares. Queremos hacernos visibles y que todos sepan que nuestra población latina es una fuerza positiva,” la Sra. Sanchez dijo.

Club Latino ha hecho el esfuerzo de ir a animar al equipo de fútbol.

“Creemos que es importante salir y no sólo animar al equipo de fútbol, debemos alentar a cada uno de nuestros equipos. Muchas veces los otros equipos no tienen demasiados espectadores, así que tenemos la esperanza de mostrar nuestro apoyo al visitar diferentes eventos de deportivos,” dijieron Bertha Sánchez y Rebeca Castro, las patrocinadoras de Latino Club, en una entrevista por correo electrónico.

De acuerdo con Ed Uhrik, entrenador de varsity, tener una mayor multitud en los juegos motiva a los jugadores.

“Ellos (los jugadores de fútbol) estan todos muy agradecidos (que el Club Latino ha hecho el esfuerzo de salir y alentarlos en los juegos),” dijo Sr.Uhrik.

De acuerdo a Alan Flores, junior y jugador de fútbol, una gran multitud de personas los hace tener un mejor momento jugando.

“Estoy agradecido de que Latino Club salio (para animar en el juego). Nosotros necesitamos a la gente y se siente bien

(que alguien salió al juego),” dijo Flores.Pedro Hernández, junior y jugador

de junior varsity, piensa que tener más gente en los juegos es bueno porque los ayuda a jugar mucho mejor.

“Si no hay nadie, entonces ¿para quién vamos a mostrar? Ellos (los fanaticos) nos dan inspiración “ Hernandez dijo.

Brenda Carlos, junior y miembro del Club Latino, estubo presente en el partido de fútbol.

“Es bueno tener otras personas además de sus padres, animadolos)” dijo Carlos.

El 20 de septiembre Latino Club asistio el partido de freshman y sophomores, a las 4:30.

Los miembros del club se pintaron la cara y tenian carteles que decían “Latino Club.”

Como patrocinadores del Club Latino, su enfoque es que los demás vean la unidad y ver que todos son uno en esta escuela. No nada màs es un equipo de fùtbol que ganà juegos, sino que ellos tambièn apoyan a la escuela.

“Queremos que la gente nos vea y nos respecte como lo que somos. También queremos exponer a nuestros miembros del club a una variedad de deportes y actividades para que puedan extenderse,” dijieron la Sra. Castro y la Sra. Sanchez.

Leticia Mancilla, junior y parte de Latino Club, estaba contenta de poder estar animando al equipo de fùtbol.

“Me siento súper emocionada porque estamos aquí y porque nuestros Cats estan ganando,” dijo Mancilla.

Carlos dice que como el equipo de fútbol no tiene porristas, es bueno que el Club Latino ha salido a apoyar al equipo.

Este año escolar Literatura Española AP se ofrece para estudiantes que han completado los niveles requeridos de Español: uno, dos, tres, y cuatro. Como todas las clases AP, esta es una skinny tambièn.

La idea origino de Rebecca Castro, maestra de Español. De acuerdo a la Sra. Castro una de las metas del distrito es que estudiantes tomen mas clases de AP. Literatura Española AP no solamente trabaja en desarollar a los estudiantes en el lenguage, sino en la literatura tambièn.

“Decidimos que seria una perfecta opurtunidad para nuestros alumnos latinos tener una opciòn mas para aprovechar su fondo linguistico en Español y desarrollarlo màs por medio de la literatura hispana,” la Sra Castro dijo.

Ademas, WHS es la primera escuela en ofrecer esta clase, dijo Paula Kruty, supervisora de evaluacion.

“Es una oportunidad para muchos de nuestros estudiantes a participar en la esta clase y ganar créditos universitarios a nivel de escuela secundaria. Es muy emocionante ser el primero en ofrecer algo nuevo,” Sra. Kruty dijo.

Poesia, lectura, y obras son algunas de las pocas cosas que los alumnos analizan. A los estudiantes se le entregan paquetes con diferentes tecnicas.

De acuerdo con Janette Arroyo, junior, lo mas dificultoso de la clase es el poder entender los poemas, ya que ademas de ser en Español, requieren mucha dedicacion.

“No es nada màs leer sino analizar los poemas y las lecturas con profundidad,” Arroyo dijo.

La clase tambièn incorpora fondo

historico y literario de cada epoca de la literatura. Sin embargo, la clase no nada màs es dificultoso para Arroyo, sino para la Sra. Castro tambièn pero no dificil de cumplir.

“La primera vez que vi un examen de AP y el contenido me espantò un poco -casi me rajè- parecia una lengua extranjera...Despues que volvì a estudiar todo me di cuenta que no era imposible,” la Sra. Castro dijo.

Sin embargo, el material que Literatura Española AP ofrece no es completamente nuevo para los estudiantes. De acuerdo a Arroyo la razòn por la cual le està yendo bien en el curso es porque Sra. Castro los preparo en el nivel tres y cuatro.

“Ya sabemos un poco de lo que va a pasar con la clase,” Arroyo dijo.

La Sra. Castro desea que sus estudiantes de Literatura Española AP puedan lograr tener un estudio profundo en cuanto a la histora, la cultura, la musica, y ahora la literatura.

“Para mi, el ciclo se cierra y mis alumnos se podran bautizar como expertos del mundo hispano,” la Sra. Castro dijo.

De acuerdo con la Sra. Castro hubo resistancia en cuanto a exponer esta clase, pero de acuerdo con ella esta es una opurtunidad mas.

“No podemos conformarnos,” la Sra. Castro dijo.

Es importante para la Sra. Castro que los latinos puedan ser los primeros en cada actividad.

La clase tiene el enfoque que los estudiantes puedan relacionarse con el texto no nada màs leerlo y salirse de la clase como si nada hubiera pasado. Literatura Espanola AP se centra en que los alumnos puedan compartir sus historias asi como hacer conexiones.

“Si no es relevante (lo que leen) a nuestras vidas no tiene la misma importancia. Tenemos que hacer conexiones,” la Sra. Castro dijo.

Castro agrega nueva clase de AP al curriculo Español

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Jes MartinezStaff Photographer

Fernando Garcia y Sergio Teran, sophomores, apoyan al equipo de fùtbol de parte del Latino Club dirigido por Rebecca Castro y Bertha Sanchèz. Hasta la fecha este es el segundo juego que han atendido. (foto por Dilsia Miranda)

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Recently, I became interested in finding new artists to listen to. I looked on various websites, and I came across a song called “Everything to Me” that instantly became one of my favorite songs.

Indiana native David Lehr has been writing his own songs since age 10. Now at 17, Lehr has written a number of songs and recently released his debut EP titled “Daisy.” The EP contains six songs accompanied by Lehr playing the guitar.

“Say Something” starts with chords and the tambourine as the introduction. After fifteen seconds, the tambourine stops, and then Lehr projects his voice. Lehr talks about someone being in a position that they like someone so much, they don’t care what they say or do as long as it’s something “I can respond to....because the silence is killing me.”

“I was referring to

my ex. If she was upset about something, she often would never talk about it and just be mad. So, I was wanting her to ‘say something’ so I could know what she was thinking,” Lehr said.

I n “ E l e v e n E l e v e n , ” L e h r makes a connection a b o u t w i s h i n g at 11:11. I thought the lyrics for this song were a little too cliché. It would have been nice if Lehr was able to put add more profoundness, a little more zest. “Eleven Eleven” is faster than most of his songs. Although it’s a little more energetic, Lehr manages to keep the song in the acoustic genre. Lehr speeds up the chords from the very start of the song. He keeps the upbeat rhythm, but it fails to maintain the listeners interested.

The third song of the album, “Everything To Me” was the first song that I heard. I love the sweet lyrics, and the guitar playing in the background definitely gives it more depth. When I heard this song,

I have to say that I fully related with Lehr when he talked about staying up until 3 a.m. to talk to someone.

“I’ll be saying my goodbyes, but I’ll be thinking in my head:

you are everything to me.”

F i r s t listening to “Don’t Say a Thing,” I was certain he played u k u l e l e in the o p e n i n g . A f t e r hearing the next couple of seconds I came to find that Lehr played g u i t a r .

Honestly, this song seemed too short. I really don’t even remember hearing it twice. As much as I like Lehr’s music, I can’t say this was my favorite.

The title song “Daisy” is probably my second favorite song by Lehr. I really wish this song was longer, but the three minute masterpiece is spectacular. His voice mixed with the innocence that the song holds is a great way to express how he feels about someone he really likes. I like that he says that although he writes about love, he’s not sure really what love is. It’s easy for teens to

think that love is in arm’s reach when in reality, it isn’t.

The final song entitled “Dreaming at Hello” surprised me, in a good way. Lehr managed to create a beautiful song with piano, drums and rarely any guitar. He also seemed to use a lot of effects in this one, which is good. I liked that this song wasn’t just limited to complete acoustic. I would’ve loved to hear it as an acoustic version, but I’m content with the way I originally heard it. His lyrics for this song were less lovey-dovey, which was definitely a change from the other songs in this EP.

Overall, I am beyond happy that I found an upcoming artist that I really enjoyed listening to. His song “Everything to Me” has been played 43 times on my iTunes player and it will be played many more times, I promise. I would definitely encourage anyone that’s into some good ol’acoustic love songs to google search “David Lehr” and download his wonderful art.

A&E9 SpokesmanSeptember 24, 2010

Greenberg restarts Coffee House

Top Left: Heather McIssac, junior, plays her guitar to “Romance Anónimo,” a Spanish tune. Middle Top: Rachael Laing, senior, expresses her artistic form by sitting reversed while reciting her original poem. Top Right: Kasia Suchojad, sophomore, reads a poem. Right: Ashley Greenberg, junior, organized Coffee House. “I decided to host it because there are so many creative and talented people at Wheeling who don’t have a place to share poetry, prose and music,” Greenberg said. Left: Teri Gansinger, sophomore, read a poem by Shel Silverstein at the Coffee House at 5:30 p.m. on Sept. 16. Photos by Jennie Alcantar

Lehr creates original music at home, releases debut EP ‘Daisy’

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“I was referring to my ex. If she was upset about something, she often would never talk about it and just be mad. So, I was wanting her to ‘say something’ so I could know what she was thinking,”

House of Heros plays up sound with ‘suburba’ theme on album

The songs on “Suburba” by House of Heroes are so addicting that I pressed the replay button numerous times, resulting in them getting stuck in my head all day.

This pop-rock band from Columbus, Ohio ,released its fourth album, “Suburba,” on Aug. 3, 2010.

I had noticed that certain songs tied into a suburban theme. The moment I started listening to the first track “Relentless,” I knew I was right to feel excited for the rest of the album. With various suburban references and multiple dimensions of guitars, vocals and rhythms, “Relentless” also set the tone and theme for the rest of the album.

The two top picks are “Love is for the Middle Class” and “God Save the Foolish Kings.”

The first lines of “Love is for the Middle Class” immediately caught my attention. “I got my GED with a 2.2/ I couldn’t take four more in a business school.” In this song, Lead vocalist Tim

Skipper’s voice blended perfectly with the vivacious guitars, drum beat and background vocals to equal one of the catchiest pop rock songs ever.

I thought “God Save the Foolish Kings” had the strongest lyrics of all the other tracks. “We’re devils try’n to earn our angels wings/ We stumble at every turn indeed/ We’re desperate chasing down the love to just survive.” House of Heroes also packed energy into the music, which I felt from every part of the song, from the lyrics to the music to the vocals.

The only complaint I have was the random interruption of “Independence Day for Petty Thief.” I loved the song, which related to a July fourth theme, but a random “Sinner, you better get ready...” stopped the bold rhythms and guitars. It played before the song, which was fine, but when I first heard the album, I thought the break meant “Independence Day” was over. Just when I thought that, the guitars started playing again to end the song.

Growing up in the suburbs, I could relate to the album and understood the references in the lyrics. I also loved how while the album had a small-town theme, it connected it to large dimensions of music and symbolic lyrics.

Rosalie ChanFeature Editor

Jennie AlcantarPhoto Editor

A&E 10September 24, 2010Spokesman

Pupillo teaches three master classes to high school students

At the Artist in Residence Show on Sept. 15, Nick Pupillo, founder and director of the Visceral Dance Center in Chicago, introduces himself to the audience and talks about the master classes and choreography for the show.

The show took place from 7:30 to 8:30 p.m. at the Elk Grove High School gym.

Wearing black shorts and tops in a variety of bright colors, students from dance groups of District 214 high schools; then warm up and do technique combinations on the gym floor, which takes up the majority of the hour.

“I’ve learned so much about different types of dance, and I had a blast,”

Julia O’Brien, senior, said. “I love dancing, so any opportunity there is, I want to jump at it.”

For the Artists in Residence Project, students from dance groups in District 214 can choose to take master classes that a professional dancer teaches and perform what they have learned in an informal presentation.

This project has been going on for about 15 years, and every year a different professional dancer works with the students.

“I love the Artist in Residence project. It’s great for the artist to work with that many kids,” Diane Rawlinson, dance teacher, said. “It gives dancers in the district a shared experience to work together.”

This year, Mr. Pupillo taught three master classes on three different days to about 100

students.Mr. Pupillo

choreographed a contemporary lyrical dance to the song “Turn to Stone” by Ingrid Michaelson for the dancers to perform together at the show.

“The main focus is to challenge dancers as much as possible,” Mr. Pupillo said. “Day one, I saw every school in different groups. Now, every school is dancing with each other.”

WHS and Prospect High School hosted the master classes, where dancers worked on stretches, technique building, cross-floor exercises and the dance combination they would perform. PHS hosted two out of the three master classes taught by Mr. Pupillo.

“It’s kind of fun to see kids walk into our school. They thought the commons was cool. It’s

always fun to host,” Ms. Rawlinson said.

Four students from the WHS Orchesis performed in the show: O’Brien, Brianna Bitout, senior, Kamneev Rai, junior and Jess Musto, sophomore.

“It’s really fun because it’s great to meet new people and dance with new people. It’s good to see what other people are doing because you get caught up with your own Orchesis group,” O’Brien said.

Toward the end of the show, the sounds of piano music, running footsteps and feet squeaking from rubbing against the wooden floor fill the gym as the dancers show off the choreography they learned.

“I really liked the choreography. It was a great experience overall,” Sammy Gonzalez, junior at Rolling Meadows High School, said.

Preparations for fall play begin

“If Google Earth were a guy, it couldn’t find me if I was dressed as a 10 story building.”

“Easy A” is filled with lots of laugh and jokes. If you don’t laugh during this movie then I’m honestly worried for you. Olive Penderghast, portrayed by Emma Stone, is your everyday invisible teenage girl at Ojai North High School in California, but a little lie of hooking up with a freshman in college turns her life upside down.

The funny thing is that Olive only lied because she didn’t want to spend her weekend with her friend Rhiannon, played by Aly Michalka. The movie begins with a fast pace right off the bat. Ojai North High looks like any other high school and even though the “students” all look and are around their twenties, they are all pretty accurate to present day students and cliques in high school.

The movie is split into five parts that Olive discusses during a web cast to finally get out the truth after things had spiraled out of control. Olive’s little white lie only covers half of what the first part was about, the other half explains how things got so bad so fast because by the next day everyone knew what Olive “did”

through texts and the web. The blame for this belongs to Marianne, played by Amanda Bynes, and portrayed as the “crazy Christian.” She’s so religious that she made the school change mascots. No longer the Blue Devils, but the Woodchucks. Super intimidating, right?

“The next day it (Google Earth) could find me if I was a crack in the street.”

Not only did everyone at school hear what Olive “did” but they began adding their own twist little by little. She went from being with a college guy to being with six guys in a hot tub in a little over a day. By part 4 Olive is “open for business,” as she put it, and began selling “fake” sex for money, gift cards, etc.

Easy A was pretty fast paced, but not hard to keep up with.

Olive’s life at home seemed odd but ordinary at the same time. She lived with her two parents, who are a bit more quirky than parents are usually portrayed on the big screen, and a younger adopted African-American brother.

Overall, “Easy A” was a great movie because of it’s originality. It was genuinely funny and all the characters were easy to connect to. There’s a part where Olive says she wishes her life was like an eighties movie and then lists some romantic moments from movies like “16 Candles”, “The Breakfast Club”, and “Can’t Buy Me Love.” That was my favorite part and if you want to get your world rocked by this amazing movie then go see it now. Get a group a friends, buy a bucket of popcorn and enjoy!

‘Easy A’ gets two easy thumb ups

Top Left: Sean Kolodziej, senior, walks into his scene while Libby Fisher, senior, and Aaron Jung, freshman, read their scripts. Top Right: Ashlee Malloy, senior, reads her script in preparation for the fall play, “Noises Off.” Left: Fisher and Jung rehearse their performance for “Noises Off.” Above: Fisher and Jung rehearse their scripts and performance for “Noises Off”. The play will be at 7:30 p.m. on Oct. 7 and 8 and at 2 p.m. on Oct. 9. “Noises Off” is a play within a play as it tells the story about the drama within the cast.

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Sports11 SpokesmanSeptember 24, 2010

Leah Malsom, junior and Varsity girls’ swim team co-captain, swims in the 500 yard freestyle race. “I didn’t do as well as I’d liked; usually pace better when I have someone right next to me,” Malsom said.

Swimming stays strong despite loss of seniors

Leah Malsom, junior and varisty swim team co-captain, describes this swim season as “a rebuilding year” after losing many experienced seniors.

“The tough thing is that a lot of our girls have only been swimming for three or four years, and they’re competing against girls who have been swimming since they were eight years old,” Lisa Hanrahan, varsity girls’ swim coach, said.

Despite this setback,

the girls performed well despite the loss on Thursday, Sept. 16 in their home meet against Prospect High School. According to Morgan Lockwood, junior, and Katherine Schwarz, sophomore, both dropped their racing times.

Malsom took first place in both the 200 yard and 500 yard freestyle races.

“It (my 500 yard freestyle time) wasn’t as good as I had expected; I got five minutes and 42 seconds, and I was shooting for five minutes and 35 seconds...I just don’t think I’ve reached my full potential yet,”

Malsom said.Kayla Dale,

sophomore, placed first in the 50 yard freestyle race.

“I think it went really well, though it wasn’t my best time; I got 26.60 seconds,” Dale said.

Malsom, Dale and Callie Schoeneman, senior and varsity swim team co-captain, took first place in the 400 yard relay.

Overall, Coach Hanrahan does not worry about the future of her team.

“They’re sore and tired, but they’re learning to swim despite that,” Coach Hanrahan said.

Spectators attend mainstream sports

Every week, I attend the football game, and when I look at the stands, the first thing I see are the Superfans dressed in the theme for the week, screaming at the Cats to do their best, running down the side of the track for every touchdown.

I think it’s great that the Superfans encourage others to attend the football games, but I can’t help but wonder: what about the other sports?

My little sister, Danielle Bitout (junior), plays first string for the varsity tennis team. I am unfortunately unable to attend all of her matches, but I attempt to attend as many as possible. Whenever I am able to watch her match, I always notice the same thing: the players’ parents are cheering their kids on, but there are almost no other spectators; I am one of the few WHS students there.

I applaud the Superfans for their school

spirit, but I do not feel as though they realize the power they have. I talked with a few people, and when I asked them why they chose to attend the football games, the most popular answer seemed to be “because of the Superfans.”

The Superfans always encourage school spirit, but now I encourage them to change it up. Try and attend other sporting events throughout the week and cheer on the athletes because they too deserve recognition. Just because tennis, soccer, golf and other sports throughout the school year might not be as popular as football, it doesn’t mean they’re not as important.

Wildcats lose fourth game in a row to Broncos

Throughout the years, a group of seniors made up the Superfans. This year, all students are eligable to become a superfan.

“I wanted to get as many people as possible (to be a superfan),” J.T. Teichert, senior, said.

According to Teichert, he posts different things on Facebook for every student to read and get involved in, like a Gold Rush for a game. That is where people could buy the “WHS Superfans” T-shirts that all the Superfans wear.

Everyone was able to buy T-shirts but, as of now, no more Superfans

T-shirts are being made.Teichert said that about 40 people

bought Superfan T-shirts, but there are only about 10 main Superfans that plan things for the Superfans to do.

“We have everyone give ideas and we choose the best for that week,” Kevin Leska, junior, said.

Both Teichert and Leska think having everyone able to be a Superfan is a lot better than years before.

“Having everyone involved brings a lot more spirit...We need a lot of fans to support the team and out do everything else the other schools do,” Leska said.

According to Teichert, he thought that last years’ Superfans “had a lot of great energy and got everybody riled up, but they didn’t show up to a lot of the games.”

Superfans expands to grade levels other than seniors

The Wildcats suffered their fourth loss in a row, leaving the Barrington Broncos with a 24-7 win last Thursday.

The first quarter started with the Broncos taking an early lead, scoring a touchdown and leaving the end of the quarter 7-0.

In the last five minutes of the second quarter, the game started heating up. With 3:13 left on the clock, the Broncos scored yet another touchdown.

As the Cats started 1 and 10, Tyler Brady, junior quarter back, passed to Kyle Batiz, senior wide receiver, who then made a 55 yard run.

Soon after, Brady ran in a touchdown with 38 seconds left on the clock.

The Broncos attempted and missed a 23 yard field goal, ending the first half.

“I have respect for Coach Dunbar,” Joe Sanchez, Barrington’s head coach, said. “I played for him as a kid.”

The second half started with the Broncos running in a touchdown from the 22 yard line for their third touchdown for the night.

Tensions ran higher during the fourth

quarter. Ben Lecompte, Barrington’s defensive corner back, intercepted the Wildcat’s ball early in the quarter.

Lecompte had a total of four interceptions and one fumble recovery throughout the game.

“The interceptions are not all me...it could be the QB or the scout teams...I just catch the ball,” Lecompte said.

The Broncos took advantage of the interception. At the 23 yard line, the Broncos scored a field goal,

bringing the score to 24-7 Barrington.

Dave Dunbar, head coach, said the team “shot their self in the foot,” but he was still proud of the team.

“When we needed to play, we didn’t rise to the occassion, but they’re good guys and hard working football players,” Coach Dunbar said.

At 7:30p.m. on Friday the cats play Rolling Meadows High School at home.

Kyle Batiz, senior wide reciever, runs a pass from Tyler Brady, junior quarter back, down the field before the Broncos tackle him. Batiz ran the ball 55 yards down field earlier in the game. (photo by Brianna Bitout)

Brianna BitoutWeb Editor

Krista SanfordNews Editor

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(photo by: Jennie Alcantar)

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Wheeling High School 900 S. Elmhurst Rd. Wheeling, IL 60090 Volume 47 Issue #1<www.wheelingspokesman.com> September 24, 2010

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Runners improve time despite loss

On Sept. 16 at Heritage Park, the varsity boys cross country team lost against Rolling Meadows High School, but according to the team members, their times have improved.

“We did awesome. We had four guys within 20 seconds of each other, and that’s huge. We haven’t done that for years,” Nick Modlin, junior, said.

Modlin and Jordy Arriaga, junior, led most of the race until two Rolling Meadows runners passed them.

“Nick Modlin and Jordy Arriaga led most of the way (before Rolling Meadows caught up). They ran close to their season best,” Tom Polak, head boys cross country coach, said.

The first five places from WHS were Modlin, who came in third

place, Arriaga who came in fourth, Jose Ortiz, junior, who came in seventh, Terence Moran, sophomore, who came in eighth and Jonathan Kirby, senior, who came in tenth.

“They (the varsity boys) ran very well. Over the last half mile they were a little stronger,” Coach Polak said. “They continue to get better and stronger to the level where it belongs.”

Moran ran in the varsity event, the three-mile race, for the first time at the meet.

“I was kind of nervous at first. I didn’t know if I was able to run with varsity at first, but putting the work in helped,” Moran said.

Since the beginning of June, the team started running to prepare for the season.

“(Our goal is) to get out of the regional, which we haven’t gotten in two years,” Ortiz said.

The next cross country meet will take place Sept. 30 at home against Elk Grove and Buffalo Grove.

Nick Modlin, junior, leads the race at the Sept. 16 home meet against Rolling Meadows. Modlin took third at the meet after two Rolling Meadows passed him towards the end of the race. “(We did) pretty good except for at the end we got passed at the last 400,” Modlin said. (photo by Kristina Piamonte)

Volleyball wins third at New Trier

The varsity girl’s volleyball team began its season with flying colors as they took third place out of 16 teams at the New Trier High School tournament on Saturday September 4.

“This early success is caused by the fact that these girls are really committed, start to finish,” Jason Kopkowski, coach,said.

The team’s early success continued with conference wins over Buffalo Grove High School and Elk Grove High School.

“The main contributors to our success are our hard work ethic and energy we bring to the court every time we play,” Kayla Jordan, senior outside hitter, said.

Prior to the home game against BGHS the team cupped the fence at the Hintz Road entrance to school, spelling out “Bison Beat-down.”

“As a team we decided to cup the fence because we thought it would be a fun way to get some fan support at our home game,” Jordan said.

According to Coach Kopkowski, the team’s commraderry extends beyond just cupping the fence in an effort to gain school support.

“The chemistry on this team is so positive that that intangible quality alone puts us ahead of other teams,” Coach Kopkowski said.

The team is currently 8-3 and is 3-1 in conference. John Hersey High School defeated the Cats in two games on September 16, delivering them their only conference loss.

“We played tight and tentative and tried not to make mistakes instead trying to play confidently,” Coach Kopkowski said.

The team’s next match is on Tuesday at home against Prospect High School.

What is the biggest difference between high school and college football?

Well, the speed is different and everyone is faster, they have better IQ’s and they all can keep up to the tempo of the game.

What’s your greatest accomplishment within this sport?

What do regular practices consist of?

So far, it has to be winning that first win.

It is a struggle at times but there will always be ups and downs (it can be hard and easy).

Is school work a conflict?

Everyone usually starts off with an individual (workout) going into what each position which in my case, qb skills.

What college are you planning on going to?

What do you hope to accomplish in future years with this sport?

What do regular practices consist of?

I hope to be able to receive a D1 scholarship and play in college.

Is school work a conflict?

TYLER BRADY5’10180 lbs#10Junior in High School3 years plaing in High School (9 total)Played linebacker, receiver, running back, corner, safety, tight end, and slot.

Everyday is different. One day is offense, another is defense, then we have a walk through, and then the game. Mondays are just days to get a look at the other team for the first time.

MATT BROWN 6'4220 lbs#13Junior (in college)3 yrs playing (in college)Currently in ISUGraduated in 2007 from Marion High School in Southern Illinois

Depends on the day. This year it is harder than last year, yet i’m putting more effort in to both school and football now.

Chris SchwarzForum Editor

Rosalie ChanFeature Editor