The Bee's Knees

M AY 2 5 , 2 0 1 8

INCLUSION

TABLE OF CONTENTS MEET THE STAFF

MARTA LEIRA, REPORTER

KATHLEEN WASHINGTON, REPORTER

MADDY EPHRAIM, DESIGNER

LETTER FROM THE EDITOR Dear readers, Thanks so much for taking the time to look at our publication! These past two months have been a lot of work, and I’m honestly astounded that we managed to get it all done, but we’re here, and summer is just a step away. If this were a real publication, with profits from ads and sales, we would donate a portion of our profits towards saving the bees, who are a major pollinator to ⅓ of the world’s crops. Unfortunately, we’re broke high school kids and aren’t making any money, but we still hope to spread the word any way we can. Keep bees in mind this summer, and try to cut back on treating your lawn with chemicals and pesticides. Thanks again for this experience, and enjoy your three months of freedom!

-Annabel Hendrickson, Editor-in-Chief

Locking down on lockdowns Student Teachers Throwing to new Haights Straight out of a movie Inclusion Only 75 days

01

2

CO N T N TS

MAY. 25, 2018

4 6 8 10 14

Going the distance Sweet Success Zodiac signs with teachers

15 16 18

02

F E AT U R E

MAY 25, 2018

Locking down n Lockdowns

BY ANNABEL HENDRICKSON

ALICE Training at West encourages students to defy decades of violent intruder

T

he intruder is entering the room, and he’s going to shoot at you,” Iowa City Police officer Ashten Hayes said. “Your job is to do everything you can to survive.” On April 24, West High hosted the Iowa City Police Department with their ALICE training program.

The training was an optional event held on a Saturday that gave parents and students an inside look at the new way the police are handling violent intruder protocols in our district. ALICE is an acronym for Alert, Lockdown, Inform, Counter, and Escape, a newer way to handle violent intruders in wake of recent shootings. According to Hayes, the lockdown drill used for years in our schools isn’t sufficient by itself. “Even when I was in school, we were taught to sit with our heads under our desks and be quiet,” Hayes said. “Just laying there in plain sight is like being a sitting duck, it’s way easier to shoot.”

Hayes says that ALICE training needs to be implemented as the new violent intruder protocol in our district.

Rather than teaching kids to sit quietly and hope the intruder doesn’t see them, ALICE training give students

“ TH E CHAN CE O F SU RVIVAL GO ES U P AS YOU RU N AROU N D, AS YOU TH ROW TH I N GS. TH EY AR E N ’T EX PECTI N G YOU TO F I G HT BACK , SO WE CAN U SE THAT TO OU R ADVANTAG E .”

and teachers a choice. While Hayes says there’s no right answer, she believes it’s important for everyone to pick the response they think is correct, since it’s their lives at stake. “We don’t know when these things are gonna happen, so you need to be prepared,” Hayes said.

While lockdown is the second letter in ALICE training, ALICE doesn’t indicate the order in which people should respond; rather, it’s a number of options they can choose to respond. Hayes says that she wouldn’t recommend it unless it’s absolutely necessary. “The chance of survival goes up as you run around, as you throw things. They aren’t expecting you to fight back, so we can use that to our advantage.” Not only would Hayes recommend fighting back, she says that communication is key. The third letter in ALICE stands for inform, meaning telling as many people as possible to get help or to save them.

“Rather than having the teacher call the secretary who calls the principal who calls the police, you should call the police yourself. Share your suspicions with the force as quickly as possible,” Hayes said. “Lots of the calls we get are wrong, but I would rather check out a hundred false suspicions than skip over a real one.”

The presentation at West consisted of videos, a slideshow, and demonstrations using members of the audience. First, the volunteers were told to hide somewhere on the stage when the “shooter” entered the room.

In this example, only one person escaped getting “shot” by hiding in the curtains. Next, the volunteers were told that they had a choice-- try to hide again, or fight back by throwing things. When the “shooter” entered the second time, the volunteers all chose to fight back, throwing foam balls at the attacker and confusing him. Afterwards, all of the volunteers agreed that they felt safer and more

03

F E AT U R E

MAY 25, 2018

A L I C E

LERT: Get the word out!

Use clear, concise language and convey your

OCKDOWN: Good starting point, be as quiet as possi-

INFORM: Communication keeps shooter off balance, be aggressive

OUNTER: Apply skills to destract shooter and gain control

VACUATE: Get out quickly and reduce number of possible targets for the

confident when given the choice to defend themselves rather than attempting to hide.

Havana Heitman ‘21 was one of the West High students in attendance at the training. Throughout the demonstrations, Heitman was an active participant in simulations with a fake shooter. “I was one of the volunteers, and even though it was fake, I still felt fear seeing him emerge. He could have come from left or right, anytime, quietly or loudly, shooting or looking for us first. He took me and everybody out so fast, in under 5 seconds,” Heitman said. “Basically, no matter how fake it was, I was scared because it was an exact remake of how it would actually happen. My only thought at that moment was “I’m dead”.”

After experiencing it first hand, Heitman believes that all teachers should be required to receive ALICE training. It’s not required in the district yet, but the Iowa City Police Department hopes is will be soon. They believe that it is crucial for teachers to be able to instruct students in a situation with a violent intruder, and Heitman agrees. “It is a good tool to have, since this situation can happen anywhere anytime, not just school,” Heitman said. “It can also help save the lives of students who may be panicking and need an authority figure, like a teacher, to guide them.”

Although she severely hopes something like this will never happen at West, Hayes believes that our school needs to be prepared for the worst. “We don’t know when these things are gonna happen, so you need to be prepared,” Hayes said.

“Make mass chaos. Thow things, charge at him, use your arms and legs, do whatever you can to survive with whatever you have. Get that gun out of their hands and fight till you survive, that is the most important thing.”

“ MAK E MASS CHAOS. TH ROW TH I N GS, CHARG E AT H I M , U SE YOU R AR M S AN D LEGS, DO WHATEVE R YOU CAN TO SU RVIVE WITH WHATEVE R YOU HAVE .”

04

F E AT U R E

MAY 25, 2018

S T U D E N T T E AC H E R S

BY KATHLEEN WASHINGTON You’re walking down the hallway, approaching you next class. You realize that today is the day, that the student teacher teaches your class the lesson. You take your seat and listen to them. As your mind begins to wander, you start to think what your teachers experienced as a student teacher. All teachers were student teachers at one point in time, and some of them work at the same place they student taught in. There are many student teachers that taught at West High School over the years, and just a handful are teachers at West

DAVID ROSENTHAL David Rosenthal is a Spanish teacher who started teaching at West High School in 1994. He first got a Bachelor of Arts degree in Spanish at Earlham College in Richmond, Indiana. From there, Rosenthal got hired by a private school in Maryland, where he didn’t need a teaching certification, he just needed to have a degree in the area he was teaching in. Rosenthal spent five years teaching Spanish at the private school in Maryland. After those five years, Rosenthal decided to get his certification and a master’s degree. He decided to go to the University of Iowa for a two year program to achieve his goal of getting certified and getting a master’s degree. While he was a in college, he was a student teacher under a former teacher who has since retired, Nancy Pasha. When Rosenthal was a student teacher, he had a unique experience when he assigned a video project to his class. A couple of students in their video jumped off a bridge into the Iowa River.

Rosenthal didn’t know the students who did this until they observed the videos in class. Rosenthal didn’t know how to deal with it, but luckily he had a cooperating teacher, so he learned from that experience. After he finished student teaching, a position opened up at West and Rosenthal ended up getting the job.

DESIGN BY MADELINE EPHRAIM

05

F E AT U R E

MAY 25, 2018

TYSON SMITH Tyson Smith, a social studies teacher who is currently is teaching AP Economics, student taught at West High School in the fall of 1997. For college, he attended the University of Iowa. While he was a student teacher, he was mostly in government classes. He had a chance to interact with the West High School students. Also, while he was student teaching at West, he felt like he was playing the role of an older sibling or cool uncle in a way to the students. After college, Smith got hired by Valley High School in West Des Moines, and taught there for five years until being hired at West in the fall of 2003.

When Smith got to West, has surprised to see that the room he student taught in is now the room he teaches in today.

06

SPORTS MAY. 25,

THROWING TO NEW HAIGHTS

07

SPORTS

MAY. 25, 2018

Chandler Haight ‘18 is an extrordinary student and an accomplished thrower.

Her sister has been her coach for four years and she’s developed a passion for the sport

BY M A R TA L E I R A

C

handler Haight ‘18 was introduced to throwing in fifth grade in the beloved “track and field days,¨ which were filled with oversized school t-shirts, eraser-runs, and tug of war. Haight also threw in middle school, but she didn’t really find her passion or technique for the sport until high school. Until freshman year where with the help of her older sister, Coach Danicah Haight— Chandler flourished.

Throwing has always been somewhat of a family thing for Chandler. All three of her siblings were throwers, and both sisters threw at the collegiate level. While they are all very supportive, having a threetime state champion in the shot put as a sister and coach definitely piles on the pressure. “Everyone is expecting me to beat her record and all that kind of stuff but it’s not that simple,” Chandler said. “We’re completely different sized people-we’re different people. Our bodies? Yeah they’re similar but they’re not the same and not every thrower can throw the same thing.”

The Haight Family throwers are all about tradition. Danicah was a 2010 West High graduate and part of the throwing team. “I love throwing,” Danicah said. “I wanted to continue to be around it and hopefully coach kids not only the fundamentals and techniques of throwing, but also the importance of responsibility, commitment, hard work, self-confi-

“ WITH TH ROWI N G TH E TEAM B ECO M ES M O R E O F A FAM I LY.” dence, self-discipline, motivation, and positivity that can carry on to their lives after high school track.”

Chandler said the sport has definitely changed her for the better, and that it pushed her out of her out of her comfort zone in a good way. “It’s made

D E S I G N BY M A D E L I N E E P H R A I M

me more social, honestly,” Chandler said. “I’m more of an introverted person, but with throwing—the team becomes more of a family thing. Like you’ll be friends with people even from the other team, which is a really cool thing that doesn’t always happen in other sports.”

Chandler is the only upperclassman on the throwing team, so she sees herself taking on the role of the leader or “the mom” of the group. “She’s always

“ SH E ’S ALWAYS TH E R E I F YOU N E E D H E R ,” there if you need her. She’s like a mini Danicah,” said teammate Lexie Little ‘20. “I was so nervous for high school, but once I met her, she made it a lot more enjoyable whether it’s during track season or not.”

The most difficult thing about throwing shot put and discus is the technique, along with the mental aspect of it. “If you get mentally upset with yourself,” said Chandler, “It can throw you off, pun intended.”

Throwing is hard both physically and mentally. “It has a lot to do with technique,” Danicah said. “A lot of things could go wrong, and you have to figure out how to get past it and pick and choose what to focus on.”

Having your sister as a coach definitely has its benefits. “She can push me harder in some ways because she knows my limits.” said Chandler, “I get more of a trustworthy relationship than I think I would have with another coach, because I’ve known her my whole life.”

Being on the same team has changed the bond that the sisters share, and part of that is watching each other change. Danicah has witnessed Chandler grow up in many different ways, “Chandler has really learned not only to trust me as her coach,” Danica siad, , “but also to trust herself while gaining confidence throughout the years.”

08

PROFILE

MAY. 25, 2018

STRAIGHT out of

a

MOVIE Taylor Steggall ‘20 describes how a family secret changed her world

09

PROFILE

MAY. 25, 2018

BY ANNABEL HENDRICKSON

D

specific.” Steggall said.

While she just learned about Natalie last spring, Steggall had a few suspicions that pointed towards something her family wasn’t telling her. “There’s been these reality.

Last spring, Steggall received the news of a lifetime. At four numbers of her birthday, [that kept coming up], a family reunion in April, her dad disclosed an astound- and I was just, like, what does that represent,” Steggall ing secret: Steggall has another half-sister. “[At first] I said. “I didn’t really expect a [sibling], I just knew it was thought it was fake,” Steggall said. “I started laughing a date that was important to him, and now I know why.”

Steggall is one of the few from her family to know actually, I was like ‘I don’t have another sister, you’re about Natalie. Her parents managed to keep it hidden kidding.’” As inconceivable as it sounded, Steggall’s dad from her for nearly her whole life, and some family was telling the truth. Somewhere in Cedar Rapids, Stegmembers have yet to find out. “My gall’s half-sister is living her “ IT MAK ES M E M O R E family keeps it a secret. My dad doesn’t own life, possibly unaware that really tell anyone on my mom’s side she too has a long-lost sister. CU RI OU S TO K N OW of the family, like my aunt just found “I’m pretty sure she doesn’t out,” Steggall said. “I think I wasn’t know about me,” Steggall said. WHAT SH E ’S LI K E , mature enough [to find out earlier], “Or my brother, or my other my brother’s 10 and he doesn’t know half-sister.”

AN D I F SH E WANTS yet.”

Steggall doesn’t have a lot While the future is unclear, Stegof information about her TO M E ET M E .” gall hopes she’ll be able to meet her half-sister. “She’s 22 years old, half-sister one day. “Of course I would her name’s Natalie, and she has orange hair, and that’s all I know about her,” Steggall said. “I don’t know who her still like to have another brother, it’s still a sibling,” Stegadoptive family is, or if I’ll be able to meet her.” With the gall said. “But I feel like a sister is different, because little bit that she knows about her sister, Steggall is trying there’s this connection.” Although it could be a long to find her. Since last spring, Steggall has been searching shot, she’s planning on continuing to search for her sisthrough social media sites, especially Facebook and In- ter. “I hope [I meet her], it’d be a really cool opportunistagram, looking for twenty-two year old’s with orange ty, and I definitely want my dad to do the ancestry rehair. “I’ve been looking [for her profile], but I don’t know search tests, I think it’d be really cool to see the results.” iscovering a long lost sister your family had kept secret for years sounds like the plot of a Hollywood movie, but for Taylor Steggall ‘20—it’s

her last name or anything, so it’s hard to find anyone

DESIGN BY MADELINE EPHRAIM

10

C O V E R S TO R Y MAY 25, 2018

I NCLUSION

Iowa goes bilingual by pasiing the Seal of Biliteracy legeslation which will have a positive impact on the minority and immigrant communitiy

BY MARTA LEIRA

The Seal of biliteracy legislation was signed into law in Iowa on April 17, 2018. The seal is an honor that’s awarded by a school district or state to recognize students that are fluent in two or more languages before they graduate. Starting in the spring of 2019, Iowa students will be able to apply to take a test to obtain that certification. The legislation is meant to encourage students to study languages and recognizing students from diverse cultural and linguistic backgrounds. Itl will open up many opportunities, especially for immigrant students and ] holds many benefit for college admissions and future employment.

The law aims to affirm the value of diversity by honoring the multiple languages and cultures of the community. This is important for a state like Iowa where 91.3 percent of the population is white. Encouraging bilingualism also incentivises non-minority students to learn other languages.

One program at west that best facilitates the learning of bilingual students is the English Language Learners classroom. There, students learn about a variety of subjects in english to strengthen their ability to speak the language. “A lot of times, ELL students aren’t advocated enough for … I did part of my student teaching in Ecuador and I realized just how difficult it is to be immersed in another culture and just what it’s like day to day being somewhere where you don’t speak your first language… when I got a little bit of understanding, It made me really want to work with that group of students.” ELL Teacher Amira Nash said.

High school can be a complicated and stressful time for anyone. There is a lot of pressure to look, act, and speak a certain way which can increase the difficulty of school for students who are learning english as a second language. When they are speaking, they don’t have the same correctional resources that they would have in the ELL classroom, and that can be nerve-racking. “I had a student who I can just never get to stop talking, and when I sat in on his business class he was

11

C O V E R S TO R Y

MAY 25, 2018

completely silent.” Said ELL teacher Cat Haxton. “When I asked him about it in class he said that he didn’t want to say anything because he was too nervous he would mess up and be judged.”

Andres Fajardo lived in Venezuela for 13 years and grew up speaking Spanish. He remembers it as a diverse and familiar environment where everybody knew each other. His family was very close when they lived there but now after the move he only lives with his mother and father. Andres loves to talk to people but when he first came here he found it was difficult to express himself and that conversations felt uncomfortable. For the most part, people were considerate but some people would laugh or make comments which made heing im feel even worse. Fajardo stays positive and thinks that being bilingual is something to be proud of. “It works like a connection between many different cultures…[being bilingual] I can express myself better and learn things about many different cultures.

His reaction to the seal of biliteracy was pure excitement. “I think It could open many doors for me in the future.”

DESIGN BY MADELINE EPHRAIM

Maria Martin’s parents immigrated to the United States from Mexico before she was born. She grew up in a large, Spanish speaking household, and is what’s considered a native bilingual, which means she knew two languages since before she started Kindergarten.

Martin’s story begins in her grandpar-

“ TH E R E ’S SO M UCH M O R E TO L AN GUAG E THAN J U ST TH E WO R DS... IT ’S ABOUT TH E M EAN I N GS ents home, a Spanish speaking farm in central Mexico. The familyś plan was that she would live with her grandparents and learn English as well as Spanish until she was old enough to start school. However, a life-threatening skull fracture threw that all out of place.

When Martin was two and a half years old, she got bucked off a mule. Martin and her older sister used to ride a mule down a long dirt road where they would meet the milkman. One day, they were running

late and the mule started feeling anxious.

Once they were almost there, they could see the milkman was about to drive away so they really had to hurry. The men quickly unloaded the gallons of milk off the animal’s back. the mule started bucking and threw Martin to the ground. “It’s a fun little story” Martin said “I survived, otherwise it probably wouldn’t make anybody laugh.¨ Martin was the last of her family to be born in Mexico. Throughout her childhood, her family made sure that she kept in touch with her mexican roots. The family would spend the school year in Chicago, and the summer in San Juan de los Lagos, Mexico. Her family made sure she kept in touch with her roots talk about not only language but culture.

“There’s so much more to language than just the words. You can’t just translate a word and still have them hold the same value… its not just about the words it’s about the meanings, you have to understand the cultural implications of the words.“ Many people don’t understand how hard it actually is to learn a new language, especially at high school age. “The biggest

12

C O V E R S TO R Y MAY 25, 2018

challenge when you’re in highschool and learning a language is that in itself.

Sometimes your intellect can be judged by how well you speak the language of instruction when you start learning a language at school age your peers can tell.

“ EVE RYO N E H E R E I S TRYI N G TO B E TH E SAM E . AN D WH E N YOU AR E AN OUTS I DE R , TH EY DO N ’T ACCE PT YOU.” That said I think that we overwhelmingly have a welcoming community, “It doesn’t take away the stress thought, Of wanting to say something, and knowing what you want to say but not being able to say it in the dominant language of the community.”

Learning a language is a very complicated process that becomes even harder when you learn it later in life. There are many challenges that come with the physiology of learning a language. It requires a complicated amount of muscle memory which is why some people can read and understand years before they can actually speak proficiently. Sometimes people overlook or don’t acknowledge the progress and effort that students are making just because they can’t hear it. “When we’re speaking, we’re training muscles and the easiest one to train is the brain so the brain can read while your tongue and your cheeks and your oral cavity are still struggling to produce the right sound.’ Said Martin Studies have shown that being bilingual is actually good for the brain. It promotes spatial memory and organization. Bilingual students can also be a lot better at listening and assessing what’s important in a conversation.

Aibeer Mohamed ‘19 moved to the

united states from Sudan 5 years ago and she speaks Arabic and Fur fluently. She has found that people in America are a lot less accepting than they were in Sudan. “Everyone here is trying to be the same” Said Mohamed, “And when you are an outsider, they don’t accept you.” In Sudan, people didn’t constantly feel like they were under a microscope. “Everyone is nicer [in Sudan] and you make friends faster than here.”

Aibeer’s family is very close and she thinks that showing how much you love someone is very important.“In my culture, guys can hold hands without anyone saying anything. It’s showing friendship and showing love.”

There’s a lot of people who know even more than just two languages, “It’s interesting because in a predominantly english speaking community, we tend to underestimate the fact that many of our students and families are already bilingual and biliterate, they just aren’t bilingual or biliterate with english yet.” said Martin.

A seal of biliteracy adds an extra level of acknowledgement and motivation to students learning a second language. It praises being bilingual in a more professional and

WE TE N D TO U N DE R ESTI MATE TH E FACT THAT MANY O F OU R STU DE NTS AN D FAM I LI ES AR E ALR EADY B I LI N GUAL academic setting versus socially and in interpersonal interactions. “This is huge! People being validated in yet one more realm of what they are capable of doing versus highlighting it a deficiency.” Said Martin, “It’s really cool.”

13

C O V E R S TO R Y

MAY 25, 2018

PHOTOS BY MARTA LEIRA

14

OPINION

MAY 25 2018

ONLY 75 DAYS

BY KATHLEEN WASHINGTON

The United States should allow 17 year olds who will turn 18 years old between Nov. 6- and Jan. 20 to vote for president.

When I heard that news that Donald Trump won the 2016 election, I felt betrayed by the adults in my country that were supposed to be making all of the decisions for me and my fellow youth of the United States. This was not what I expected at all, I thought the adults in the United States of America were better than that, Since that day, I couldn’t wait for the next election, so I could vote President Trump out of office.

However, I can’t vote for president in the 2020 election because I miss election day by 17 days.

Every state in the United States should allow people that turn 18 years of age between election day and the inauguration of the president to vote for who will represent them as their president, because it doesn’t make any sense to not allow 17 year olds that are 18 when the new president comes into office to vote.

Think about it. You are technically an adult when the new president is in office, but your not allowed to vote for who will be the new president. You are an adult that isn’t represented in the United States government.

I truly don’t think that a person will immediately become more mature when they turn 18 years old.

When you turn 18 years old don’t immediately become more mature, it takes time and it depends on the person. There are many people in the United States that are immature and can vote, but there are also

DESIGN BY ANNABEL HENDRICKSON

many students in the United States that are more mature than adults that can’t vote. Some of those students might miss the chance to vote for president by up to 75 days.

There are many students I know that want to make a difference in this country. It is really disappointing that we are not really represented in this country properly. The youth of the United States at this time want change, but it is really hard when you can’t vote for who will represent you in Congress or in the Presidential office.

I personally think that the youth of the United States at this time is smarter and morally better than some of the adults that can vote in the United States.

Lowering the vote age to include the 17 years old that turn 18 when the new president goes into office will really motivate the newer generations to be more excited about voting and vote more often.

It isn’t much of a change, but it will get more people voting, and when it happens, it will get the youth of the United States more involved in politics. That means in the future, there will be better voter turnout and more of the United States will truly be represented in the government.

Making this little change in voting age will help the country in so many ways. It will empower more generations to come, vote and be represented in our government.

This change will make American youth be more involved in politics, which is one of the most important things in this world, because this world belongs to the youth in the future, so we need to take it for ourselves.

15

GOING THE DISTANCE

OPINION

MAY 25, 2018

BY ANNABEL HENDRICKSON

Girls are forced to run less than boys in distance track events and it needs to change

I

t’s undeniable that women have been systematically oppressed throughout history. From not being able to vote until 1920, to getting paid less for the same job, and to little things like the “pink tax” (an added price to products designed for women), misogyny has always found a way to prevail in our society.

One way that women are literally being put behind men is through track. In distance events, boys run 1600 meters, and girls run 1500 meters. Instead of the 3200 meters that boys run, girls only run 3000.

It’s doesn’t seem like much, but it makes a big difference at the end of a race, and it’s literally forcing women to be a few steps behind men. There’s logistically no point to having girls run just a couple hundred meters short of one mile or two miles--it’s just an outdated way of oppressing women through sports.

The fact that we still see misogyny in something as simple as high school track in the 21st century is astounding to me. It’s incredibly infuriating to run that far, and then have to stop just short of a mile or two because the people who are in charge can’t comprehend that girls can run as far as boys can. Having that small difference in distance also makes it difficult to calculate mile time.

DESIGN BY ANNABEL HENDRICKSON

I’d much rather run that extra bit to know my actual mile time than try to have to guess where I would be in comparison to the boys or college-level girls. It’s not just about equality; it’s frustrating to get so close, but still not be able to say that you’ve run a full mile or two.

It’s not only track where girls run less than boys. According to ESPN, there are still seven states where girls run a kilometer less than boys in cross country races. It’s not very far, but it’s degrading to have to run less based on the old-fashioned concept that girls can’t run as well as boys. Luckily for West, Iowa voted to raise the mileage in girls cross country to make it equal to the boys’ three years ago, but I’m surprised and angry that it took until 2015 for it to happen. It makes no sense to me why they would change the distance for cross country, but keep the distances for track unequal between boys and girls.

Although there’s inequality at the moment, I’m optimistic about the future. Since Iowa made the cross country distance equal, hopefully they will come to their senses and change the track along with it. We’ve made great strides for equality in recent years, and I hope the movement will continue to grow, even if it’s just for a couple meters.

16

E N T E R TA I N M E N T MAY. 25, 2018

SWEET

SUCCESS

BY M A R TA L E I R A

D E S I G N BY M A D E L I N E E P H R A I M P H OTO S BY M A R TA L E I R A

17

E N T E R TA I N M E N T

MAY. 25, 2018

Smoothie bowls are a trend that’s taking over instagram feeds everywhere.

The problem? Buying them from stores and restaurants can be pretty expensive. Here’s how you can make your own.

S

moothie bowls are one of those cool, non- exact recipes that you don’t have to feel guilty for not following to a T? (Plus, how do you mess up a smoothie bowl?). Feel free to adjust the measurements depending on how hungry you are, or how many people will be eating the bowl. All you need for this recipe is frozen fruit (bonus points if you get the fancy kind with no added sugar), milk, a banana, a blender, and whatever toppings you want.!

For this specific recipe I combined blueberries, strawberries, raspberries and blackberries but again, feel free to use whatever fruit you want. ½ cup of mixed frozen fruit of your choice (I used mixed berries) 1 frozen banana A small dollop of milk Assorted fruits and nuts for toppings Start out by adding the mixed berries and the frozen banana to a blender and blend on low.

After about 30thirty seconds, add a small dollop of milk Blend on low until the mixture has a similar, thick consistency to frozen yogurt.

Pour the mixture into an appropriately sized bowl Add fruits and nuts to the top for decoration and added flavor. Since there’s already a lot of fruit, I like to add a blend of nuts and cereals along with some sliced bananas and whatever else I have around the house. What I love about this recipe is how flexible it is. (How can you mess up a smoothie bowl?) You can really add any combination of fruit and it will still probably taste good.

Once you’re done, grab a spoon and enjoy. One thing I love to do is half-freeze the bowl and take it on a picnic. It’s a great way to get your fruit in for the day and it’s very photogenic.

Frozen fruit (bonus points if you get the fancy kind with no added sugar) PRO TIP: bananas are a pain to peel when frozen so take it from me, peel them before freezing.

18

E N T E R TA I N M E N T MAY. 25, 2018

SEEING STARS

A

Match your horoscopes to those of your favorite teachers.

BY MARTA LIERA AND ANNABEL HENDRICKSON

S E I R

TAU R

GEMIN I If you’re a Gemini, you’re like Dr. Shoultz! You love watching students achieve and singing along to “I’m Gonna Be (500 miles)” You’re pet peeve is when people don’t merge correctly in traffic and you hate it when people don’t get along. Although you love school, you also love to get out of the house and do some biking.

O LE If you’re a Leo, you’re like Mr. Ianonie! You like to be by yourself in your freetime, often reading a book or playing an instrument, but your favorite thing about school is interacting with the great people there. Although you like old school music, you have a soft spot for reality tv shows and competitive cooking shows.

US

If you’re an Aries, you’re like Mr. Enriquez! You’re a super social person, and you love interacting with your friends. Learning new things that genuinely interest you is one of your favorite things about school, but you can’t stand group projects. Even though you hate it when people don’t listen to you, you’re known to crack several jokes a day and brighten the room!

If you’re a Taurus, you’re like Ms. Whittaker! You love nature, and most of your favorite activities are outside. You care a lot about grammar, so something that gets you angry is when people use the word ‘literally’ in the wrong context. Although you consider yourself a refined, mature adult, you have a few guilty pleasures, including watching cheesy reality tv shows every

C CAN ER If you’re a Cancer, you’re like Rich Medd!

You’re easy-going for the most part, although sometimes you can be a little impulsive. Your ideal night consists of staying in and watching movies, but you love hanging out with people too. Your forgetfulness can interfere with academics sometimes, but overall, you love going to school and showing the world how awesome you can be!

VIRGO If you’re a Virgo, you’re like Mr. Pudil! You love sports (especially wrestling), but your family is most important to you. You tend to enjoy your personal space, and you can’t stand crowded places where you have to wait in lines like theme parks and malls.

19

E N T E R TA I N M E N T

RA B I L

SCORP I

O

If you’re a Libra, you’re like Mrs. Head!

You’re the person that people can come to when they have problems, and you’re known for your great advice. Decisiveness is not one of your strong suits, but you’re extremely patient and kind. Watch out for bad influences, you’re easily swayed into stupid decisions, like throwing bologna at people’s cars.

MAY. 25, 2018

If you’re a Scorpio, you’re like Ms. Johnson! You enjoy eating tacos, and watching awful television teen dramas. You love talking to people and making friends, unless if those people chew with their mouths open. Careful, your highschool bestie might become your future roommate someday!

If you’re a Sagittarius, you’re like Mrs. Juhl!

You enjoy making sarcastic comments and reading for pleasure, not homework. You also enjoy watching movies, but not the ones about the books you read those are “Usually disappointing.” Your favorite song is “ED SHEEREN.” And your least favorite thing about school is whining.

You hate whining.

UARIUS Q A If you’re an Aquarius, you’re like Mr. Kirpes! Your family and friends are the most important things to you, but having fun is at the top of your list as well. Little things are important to you, and you can’t stand it when things aren’t sparkling clean. Although you usually enjoy classic rock music, you have a modern day obsession shared with most of the population: You love pizza.

DESIGN BY MADELINE EPHRAIM

CA

ITTARIU G S SA

CORN I R P

If you’re a Capricorn, you’re like Mr. Henderson! You enjoy jamming out to Queen Bee. You hate getting up early and believe that anything scheduled before 10 AM is “just rude.”

You probably have gone or are currently going through an emo phase, and you think that the best part about

PISCES If you’re a Pisces, you’re like Mrs. Nahra! You’re loquacious, gregarious, and you love big words. The thing that sets you apart from the rest is your quirks, and you’ve been known to be a bit nerdy. One of your biggest pet peeves is when people get food stuck in their teeth, but you’re always willing to lend a helping hand!

W H AT ’ S A L L T H E B U Z Z A B O U T ?

1 2

3

4

5 6

7

8

AC ROSS 1. pol l e n 2 . comb 3. honey 4 . yellow

D I AGO N A L 1. hexagon 2 . flower 3. bees 4 . Beyonce

1.

3.

5.

6.

D I AG O N A L

A s i x s i d e d p o l yg o n sweet-smel l i ng flora The bi rds and the...

The Queen B

2.

4.

7.

8.

AC R O S S

bees help spread... fou nd i n beeh ives s w e e t f o o d p r o d u c e d by b e e s black and...