www.whshoofprint.com VOLUME 46, ISSUE 4 Feb. 12, 2014
“We always knew that we had a special team and the chance to do something like this. At the same time, we know that it’s just a reflection of the exhaustive preparation we’ve put into every game and practice leading up to this and that we need to maintain our level of performance in C.I.F. “ Jefferey Huang, 11 PHOTO BY BELLE SUN
table of contents
table of contents
Chess Club held its first schoolwide chess tournament for members to practice their skills learned at meetings.
Senior Cristian Garcia makes electronic music with his keyboard and computer.
A worthy challenge
Given the prevalence of social media, it can be easy to miss how invasive they can really be.
DanceTeam competed at Sonora High School on Feb. 8.
10 16 18 What is common core and how does it affect school?
Lemonade in Downtown Pasadena offers fresh foods.
Varsity Boys wrestling falls to Diamond Bar, ending the season 4-2.
We, the Hoofprint staff, strive to inform the student body in an accurate, timely and objective manner. While we take responsibility for the legitimacy of our reporting, we also recognize the freedom of the press and speech given to us under California Education Code 48907. We seek to reflect the diversity of the school and to be an open forum that encourages student expression and discussion. Through our coverage, we hope to represent the distinct character of the Walnut community.
Staff Writers: Andraes Arteaga, Jezebel Cardenas, Anabelle Chang, Crystal Chang, Emily Chen, Cherie Chu, Samantha Gomes, Kent Hsieh, Caroline Huang, Michael Hyun, Sajid Iqbal, Daniela Kim, Austin Lam, Jessica Lee, Doris Li, Serena Lin, Susan Lin, Aurora Ling, Elaine Liu, Sarah Liu, Cynthia Lu, Jason Luna, Gabrielle Manuit, Ashlyn Montoya, Eunice Pang, Nikita Patel, Joshua Shen, Lisa Shen, Caroline Shih, Deanna Trang, Terrence Tsou, Morgan Valdez, Sabrina Wan, Alexa Wong, Bryan Wong, Brian Wu, Kevin Wu, Aaron Yong, Yolanda Yu, Anthony Zhang, Laura Zhang, Maxwell Zhu Print Editors-in-Chief: Jessica Wang, Candee Yuan Online Editor-in-Chief: Alvin Wan Managing Editors: Janzen Alejo, Tiffany Diep Copy Editor: Nathan Au-Yeung News Editors: Alison Chang, Michelle Chang Opinion Editors: Jackson Deng, Spencer Wu Feature Editors: Brandon Ng, Jessica You In-Depth Editor: Mary Zhang Arts Editors: Chantel Chan, Ashley Xu
Scene Editor: Megan Wu Sports Editors: Bryan Wong, Ted Zhu Business Managers: Janzen Alejo, Tiffany Diep, Jefferey Huang Photo Editor: Belle Sun Tech Team Leader: Jackie Sotoodeh Tech Team Editors: Anita Chuen, Derek Wan Adviser: Rebecca Chai
Why do people take on challenges? Everybody has different reasons for pushing themselves. Peer pressure, expectations from parents or even just a personal desire to improve are a few. We’re often told that overcoming challenges yields some benefit, be it self-improvement or building character. Every day, students makes decisions about whether or not to take challenges. In the high school sphere, several of these decisions have to do with the classes we choose to take. Given the choice between an easier and a tougher class, which should students choose? Sometimes, the reasons why we take these tougher classes are actually quite shallow. Harder classes are just ornaments for our transcripts. After all, colleges love the more rigorous and challenging course load. College is no trivial matter. However, taking these classes just to look better on paper certainly is. Some of the most popular reasons for taking challenging classes are meaningless, if not outright self-defeating. For instance, the selling point for Advanced Placement (AP) classes is that they should save money, allowing students to skip introductory classes in college or to obtain general education credits to get ahead. However, not all colleges accept AP scores as substitutes for introductory classes. AP was designed to bring college-level work to the high school environment. This is a legitimate purpose. But by going into class with the intent to save money, we don’t realize that we’re costing ourselves in other ways. We’re gearing up to skip an introductory course but struggle with the next one, which is more and more likely the case. At the same time, there are plenty of reasons to not take a tougher class. Perhaps students in higher classes fear being labeled as bookworms, and for some, that is reason enough not to take tougher classes. Peer pressure is the driving force. From another perspective, the workload is heavier in a tougher class, and in select cases, there is no reason to overburden yourself. A person planning to major in English, for example, doesn’t need AP Physics and could simply take Honors, or forego the class entirely. Some people take the easier option to avoid sabotaging their GPA. Earning a 4.0 in a regular class is easier than a 4.0 in its AP equivalent. Despite the rationale and reasoning, we should be taking the tougher class, even if it means getting a lower letter grade. It’s like being the worst Varsity athlete compared to being the best JV athlete. Given the opportunity then, each and every student should seize that opportunity to practice with the varsity athletes, to learn with the grittier students. The benefit of challenging ourselves extends beyond “improving the self” or “building character”. It’s an experience, a chance to learn alongside competitive peers. Ω
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february 12, 2014
Science Olympiad goes to Troy Invitational
As a warm-up event for members before regionals, Science Olympiad competed at the Troy High Invitational.
Derek Wan Tech editor Science Olympiad competed against 13 schools at the Troy High Invitational for the first time on Saturday, Feb. 8. Some of the state’s top teams also participated, including North Hollywood, and Mira Loma, a perennial nationals competitor from northern California. Students competed in events such as Astronomy, Geological Mapping, Scrambler and Write It Do It. “Since I didn’t make it onto the regional team, the Troy Invitational was probably my only chance to get to compete for Science Olympiad this year, so I really wanted to use the opportunity well,” sophomore Ella Wang said. “I was nervous about the competition, but my partners helped me a lot during the tests, and we had lots of fun working together.” To become a member of the competing team, candidates took tests, which were designed by Science Olympiad board members. These tests reflected the rules of the year’s upcoming competitions, and their results were used as a basis for determining the team’s roster.
“I spent about an hour a day reviewing notes and looking for new notes online,” freshman William Sheu said. “My motive to get into the team kept me going.” The invitational was a warm-up event for the regional competition later in February. Some experienced members did not compete in order to give new members a chance to participate and gain valuable experience for the future. “In general the club is open to new potential. The club’s leaders happily welcome newbies to experience what Science Olympiad events feel like,” junior Bob Feng said. “They’re not exactly expecting the newer people to win at Troy; it’s just for experience.” Notable wins included junior Vincent Liu and freshman Ayesha Ng’s first place finish in Designer Genes, and junior Jonathan OngSiong and sophomore Dalton Trinh’s second place finish in Bungee Drop. “I realize that I could have designed my glider and boomilever much better and used better materials, and I also should have asked for more tips on making a winning design,” Trinh said. Ω
SCIENCE FOR LIFE (FROM TOP): To prepare for the competition, junior Brian Sonner works in his garage and builds a Rube Goldberg machine, for the Mission Possible event. | For one of the Troy Invitational events, juniors Ming Hsieh and Jefferey Zhang build a scrambler.
ASB will encourage students to dress according to their relationship status for Valentine’s Day on Friday, Feb. 14. Students wear red to indicate that they are in a relationship, pink to indicate that they are in an unofficial relationship, and white to indicate that they are available. “We used Valentine’s Day as a way to get students involved with school events. When they see their friends getting involved, they are motivated to participate. It acts like a chain reaction,” ASB member sophomore Daniel Gomez said. Ω
IB Ice Cream Social Brian Wu Staff writer PHOTOS BY ANTHONY ZHANG
To ensure quality club performances, ASB held the Multicultural Assembly auditions for the first time. Gabrielle Manuit Staff writer
PHOTO BY EUNICE PANG
LET’S PLAY POOL: Taking a break from dancing, senior Robert Carillo prepares to play pool as senior Alexis Mireya stands by and watches. Cherie Chu Staff writer The annual Winter Formal, themed “Down By New Orleans,” was held on Saturday, Feb. 1 at the Anaheim Bowlmor. “We wanted Winter Formal to be less formal this year. Last year’s ‘Queen Mary’ theme was more elegant. However, this year we wanted more fun aspects,” ASB member junior Abiyah Parris said. “We were trying to think for those who don’t like dancing.” The Mardi Gras theme was incorporated through the purple, green and gold lighting on the dance floor and the multi-colored beads on the decorations. “There were lots of bright colors which contributed to the party
atmosphere,” junior Natalie Kim said. “It made the place more lively, and people felt more relaxed.” The venue was chosen so that participants could play pool and air hockey, go bowling, or take photos. There was also a snack bar where attendees could get food and drinks. “It’s fun regardless if you danced or not because there are other things that can keep you feeling like you’re having a good time,” sophomore Jeffrey Tan said. The formal kings and queens were juniors Jonathan Mau and Camille Casilang, and seniors Austin Johannsen and Marissa Delphin. “Being queen is a nice feeling because I know it’s all my friends who supported me, but it’s not like I really wanted it. It was a surprise,” Casilang said. Ω
Valentine Spirit Day Alison Chang News editor
Winter Formal held at Tryouts conducted for the Anaheim Bowlmor Multicultural Assembly This year, Winter Formal featured a “Down by New Orleans” theme and was hosted at a bowling alley.
“Basically what we look for is how well they all deliver their performance and how they captivate To prepare for the upcoming our attention. We make sure it’s Multicultural Assembly, ASB held a good enough performance for auditions for the clubs’ performances the entire school to see. I think the from Monday, Jan. 27 to Wednesday, auditions are a good way for groups Jan. 29. In order to earn their spots in to realize that they need to be serious the assembly, clubs had to showcase about the assembly,” ASB member one minute senior Jasmine of their Husain said. “If a “From what I’ve seen, group can perform in performances in front of a you can expect a very sync, it’s impressive committee of it’s hard high energy performance because ASB judges. enough to learn the depicting each culture moves alone. If they “ T h i s multicultural can perform with well.” assembly will energy, it’s even be a shorter better. We were able Jake Dytuco, 11 to see that from some one, as we have less clubs of the groups.” performing, The auditions but a lot of clubs have allowed the judges to ensure really improved and I’m excited that every club taking part in the for everyone to see what they have assembly was allotted an appropriate in store,” ASB member junior Jake amount of time for its performance. Dytuco said. “My favorite part was ASB also needed to make sure that seeing the clubs put out their best the content of each performance was effort. I think they were successful, appropriate. although not many clubs signed up. “I think that the auditions From what I’ve seen, you can expect are necessary because they filter a very high energy performance out things that are inappropriate, depicting each culture well.” since everyone in the audience will The judges scored each be watching these performances. club based on the delivery of the People who audition can get a better performance and how well the club feel for how the performance will be was able to capture the attention of like,” Halo Halo member freshman the judges. Kathryn Carlos said. Ω
Senior IB students will participate in the annual IB Ice Cream Social on Thursday, Feb. 13 in the MPR. These students will talk to potential IB students, answer questions and socialize while eating ice cream. “It helped when I was a confused sophomore coming into a program as intimidating as IB,” senior Joseph Chow said. “We host it because there are a lot of questions to come for those potential IB students. Frankly, it was terrifying coming into IB, so having some assurance from the senior IB kids is nice.” Ω
Debate competes Caroline Huang Staff writer The second varsity debate tournament was hosted at Schurr High School on Jan. 25, featuring 18 schools competing. The preliminaries consisted of four win or lose rounds for each pair of debate partners and the opponents received every round depended on the pair’s previous performances. For the people who make the finals, there was an extra round for determining the places. “Since this is the second tournament I’ve been to, we learned about how debates worked. You go against people better than you, so you can see what you could work on more, how your opponents speak, and what the judges are like,” freshman Shaunak Shah said.. “It was a fun day hanging out with everybody.” Ω
opinion feature in-depth arts scene sports
Chess Club holds first tournament Anatomy students attend For the first time, Chess Club organized a school-wide chess tournament as a way for members to practice the strwategies learned at the weekly meetings. an annual class field trip
To have a hands-on experience with class material, students had the chance to participate in a seminar. Anabelle Chang Staff writer
PHOTOS BY ANDRAES ARTEGA AND YOLANDA YU
CHECKMATE (FROM LEFT): Freshman William Sheu and junior Rex Armstrong compete on the final day of the tournament. | Sophomore George Wang contemplates his next move against his chess opponent. Emily Chen Staff writer Chess Club began its first chess tournament on Monday, Jan. 27. The tournament was held each lunch meeting every Monday until Friday, Feb. 7, when the final match was played in the MPR after school. “We had less people sign up than I had hoped, but it’s still good since we’re just getting started. I’m hoping that we can get more participation,” cabinet member junior Bobbie Chen said. “This is our first opportunity to show what we learn about at our meetings.” The tournament consisted of
four rounds total for each player. In the first round, the participants were matched randomly. Every subsequent round was based on the player’s win-loss record. There were no score sheets or judges. “People who won the first round will play other people who won the first round, so we have a balanced match-up. We’re not enforcing strict tournament rules, and they all know how to play so that’s not really an issue,” Chen said. This chess tournament was created for members to apply the strategies taught in weekly club meetings to their games and encourage more competition.
“I feel like it’s a great opportunity to practice more and have an incentive to get better. Based on all the games I’ve played, moves, and openings I’ve learned, it helps a lot in the match,” junior Theresa Lo said. Freshmen Vince Hung and William Sheu split the champion title and the $15 winning prize. “I’m happy that I won and was able to share the winning prize with William; it’s not a problem for me at all,” Hung said. “Even though I blundered and made stupid moves, he was a fun opponent to play against since he put a lot of effort into each move he made.” Ω
Anatomy students visited the high school anatomy seminar at the Southern California University of Health Sciences on Friday, Jan. 31 and Friday, Feb. 7. “The trip allowed us to learn more about human anatomy and link what we learned in class and experience it hands-on. It’s also kind of a break from a school-type environment and it makes it really real to you,” senior Annie Fan said. The purpose of the trip was to give students a hands-on experience of the material covered in class organs and systems of the human body. “The trip is more of a realistic approach and we actually get to see things in real life instead of just out of a book,” senior Michelle Lee said. “It was a definitely an interesting but unusual experience. Since we have been learning about bodies and organs all this time from a book, it was nice to experience holding and seeing what real internal organs look like.” Students were divided into groups and assigned an instructor. They stayed at three stations each for thirty minutes, which covered
embryology, the nervous system and special senses, and internal organs. “I liked the way the instructors went into more detail about each organ; for example, my teacher would just give us the function, but the instructors there would give us a more in-depth explanation of the function as well as a couple interesting facts about it,” senior Patrick Chow said. At each particular station, students were able to look and touch things that were specific to what they were learning. At the first station, they looked at embryos and fetuses of different ages, at the second, they moved to an adult cadaver, where they were able to go through the body systems, and at the third, the students saw a skull and spinal cord and learned about the central nervous system. “It was really morbid for me, but it was also a really cool experience. I don’t think it would’ve been something I would be able to do had it not been for anatomy,” Fan said. “It really opened my eyes to how the body really works, not only in learning, but it also helped me learn to appreciate life a little more since there’s so many different complex parts and you never really know if things were placed differently if it would work.” Ω
Music Club organizes Hoops 4 Hope hosts clinic for kids 4 Hope members planned a clinic for children to help them develop their Valentine’s Day show Hoops basketball techniques as part of the club’s goal to give back to the community. To encourage involvement in school performances, Music Club will host a relationship-themed show. Sabrina Wan Staff writer
both groups gain more publicity if we put on a performance at school.” The performance will feature Music Club will be hosting solos and duets accompanied by a post-Valentine’s Day show for guitars, woodwinds, and a string members to perform love-themed ensemble. Music Club members will songs on Feb. 21 in the MPR. be playing several Disney songs and “I’m excited to see how many traditional love songs. people this event will pull in and “This is my first experience how everyone in working with will enjoy it,” another club, so “Different clubs can work I’m apprehensive Music Club public relations officer excited,” together for one cause and junior Nathan Music Club and express their love for coordinator senior Wong said. “It music and words.” was planned to Justin Wu said. be on Valentine’s “It’s difficult Day, but it was to balance two Katrina Villavert, 9 agreed that we mediums of art needed more time and create a show to practice for such a big event.” that flows well. I’m looking forward The purpose of having this to ultimately to putting up a show that performance was to give Music Club my friends and family can enjoy.” members an opportunity to perform Performed songs will also at school in a casual environment alternate with pieces from Spoken and to collaborate with other clubs, Word. such as Spoken Word. “It’s a great honor to work with “I wanted to revamp our a different group because it shows music club performances because that different clubs can work together we only perform at one location - for one cause and express their love The Regency Grand,” Wong said. through music and words,” freshman “Pulling in Spoken Word would help Katrina Villavert said. Ω
Farhan Kamdar Staff writer Hoops 4 Hope members organized and hosted their first free clinic at Suzanne Middle School on Saturday, Jan. 25 to help elementary school and middle school students develop their basketball skills. “The kids have so much potential and so much they can learn. It’s fun to teach them how to improve and learn,” cabinet member junior Alena Koay said. PHOTO BY EUNICE PANG While the first clinic was originally scheduled PLAY BALL: Hoops 4 Hope cabinet member junior Jherric Requinto teaches a for earlier in the school middle school student a variety of basketball skills on the courts of Suzanne. year, it was cancelled due to up with several jogging exercises kids improve on something and have weather conflicts. “We had a lot of cabinet and stretches, each cabinet member fun at the same time.” The purpose of the clinic was meetings to discuss our plan since our worked individually with a participant first clinic was rained out. We kept to teach him or her the fundamentals, to give back to the local community building onto the original clinic, so including ball handling and shooting. and to help younger children develop “We did individual drills and their basketball techniques. we were that much more prepared,” “We wanted to raise awareness cabinet member freshman Tristan told each one of them what to fix and how. It was more of a skill toward our club and just help out our Park said. To better organize the event, development than a coaching type of community in general,” Handjojo cabinet members were divided into clinic,” cabinet member sophomore said. “I wanted to see kids have fun groups that specialized in different Kenny Handjojo said. “The younger improving, and I saw a lot of kids aspects, including set-up, equipment, kids were always willing to improve, who were dedicated to really learn and development. After warming and that is what we want - to help how to play basketball.” Ω
february 12, 2014
Walnut High School:
Schools should emphasize:
vocational skills to prepare for careers
communcation and social skills development of character
one interest of the student’s choice
of male students would change something about Walnut High’s education system
67% of WHS students think classes go through just enough material
Walnut students value our school’s: 16%
of female students would change something about Walnut High’s education system
Finland (known for education)
college is free light homework loads curriculum is the same for all Finland schools not graded for first 6 years of schooling no classes for gifted children
Singapore (known for math)
values vocational and technical skills highly for economic development focus on mastery of central mathematical concepts only one teacher training institution
for Shanghai, China (known test scores) have a standard curriculum built around examination preparation class sizes of 50 students most students participate in cram schooling
570 SHANGHAI, CHINA
46% of WHS students think classes go through material too quickly
PISA 2012 READING TEST SCORES UNITED STATES
Voices of Walnut’s students
Compiled by: Alison Chang, Michelle Chang, Alvin Wan and Jessica Wang
How does the U.S. education system compare to other systems around the world? Everything from the length of the school day to the structure of the curriculum to the homework load varies. All of these differences make for unique learning and teaching styles, some successful and some rather not. In this issue’s Investigative Report, the Hoofprint takes a look at the culturally and academically diverse world of education.
This Investigative Report uncovers the differing educational systems of countries around the globe and the voices of students regarding the Walnut High schooling system.
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The Programme for International Student Assessment test is given out every 3 years to 15-yearolds worldwide, with over 60 participating countries. The three subjects that are tested are reading, math, and science. 500 is considered the standard score.
for United States (known universities)
one of the biggest gaps between high- and lowperforming students in an industrialized nation SAT and ACT are the principal tests used as criteria for admission to college/university high degree of parental involvement individual responsibility is highly valued
Russia (known for rigid structure) state standards for minimum content of education grading system uses a scale from 2 (unsatisfactory) to 5 (excellent) professors announce students’ grades in class final exams are worth 90 to 100 percent of grade
1/3 of students complete basic schooling learn by repetition instead of creative, independent thought instruction in Pancasila (official philosophical foundation) in public schools shortage of qualified teachers and school supplies 15 percent of students choose to attend Islamic schools
defining feature: expansive enrollment growth high school is not mandatory to attend parent involvement not required grading system is from 5 (failed) to 10 (best grade) corrupt sale and inheritance of teaching jobs
SOURCES: GREATSCHOOLS.ORG, NYTIMES.COM, NCES.ED.GOV, ISSS.UMN.GOV, NCEE.ORG, ASIASOCIETY.ORG, INDONESIANEMBASSY. ORG, COUNTRYSTUDIES.US, INDONESIABERKIBAR.ORG, WENR.WES.ORG, RUSSIANENIC.RU, SMITHSONIANMAG.COM, EXPATICA.RU
Q&A on experiences with foreign education
Math homework and tests in Germany would be only two or three problems. You had to explain every single step and tell why you did every single step. The teacher could easily see if you understood the problems. German teacher Ursula Rovell
The myth about students who are perfect little angels and do exactly what you want is not true. Kids in Japan are kids; some are excited to learn, some are resistant. English teacher Jennifer Maletz
How do the foreign country and U.S. education systems differ?
In Guatemala, the students don’t move between classes and the teachers are the ones who are moving. It’s very fun this way, because you are surrounded with the same friends Karen De Leon Perussina, 10
How would you characterize the students in the foreign country?
The students here are more creative because they get the freedom to choose what they want to do. The Chinese system forces you to do what they think is important. The students in the Chinese public school system are diligent and hard-workers. Vincent Liu, 12
49% of students prefer 5-6 hours in a school day
7.73 is the average rating for Walnut’s learning experience
3 in 10
31% of students value developing social skills at WHS
students think the most accurate type
of assessment is short answer BASED ON A SURVEY OF 282 STUDENTS
feature in-depth arts scene sports
Begging to ask the question With the rule that states that students can’t ask others to dances during school hours in full effect, many students are looking for an alternative. Jessica Lee Staff writer The last bell of the day rings and a sense of relief washes over the classroom. As everyone starts to slowly come out of class, I see a lucky girl who’s in the middle of a crowd. She is handed flowers and takes a picture with her pun-ny poster and soon-to-be date. We’ve all seen this before, whether in person or posted on Instagram or Facebook. However, ever since arule was established, stating that students could not ask during school hours, some boys turn toward the only alternative they have: asking right after school - an option that barely detracts from the pressure of the crowd on the girl to say yes. The new rule came into place around early 2011, when a guy asked a girl whom he had never talked to before in front of a large crowd at lunch. When she turned him down, the crowd responded negatively by throwing food and loudly “booing.’’ Many still don’t know exactly what happened to the two; however, it ultimately changed how the
administration saw dance proposals. Rather than being a tradition in the school, askings became nuisances that could result in disastrous events. However. some students find the rule unreasonable, as asking on campus is the most expected and convenient way of asking another person to a dance. It’s part of the
Students find the rule unreasonable, however, as asking on campus is the most expected and convenient way of asking another person to a dance. It’s part of the culture. culture, part of what makes it so fun to watch, and sometimes the ritual is the biggest part of a creative asking. The asking itself, the attention to detail and showiness make it such an important part of dances themselves. Although I will say that it’s definitely risky to ask a girl: knowing what she wants, putting in the effort, timing it so correctly, and even
Would students benefit from the option of having an extended deadline?
“I think it gives more time to do better work sometimes. Having more time to do it would increase the quality of the work. Besides, most students are rushed and have a lot of homework.” Mariam Habbak, 9 “If you don’t get a deadline, there’s a chance that you could procrastinatepeople always do that. It helps to extend the deadline since you won’t be stressed in case you have a test the next day.” Justin Clark, 10 “Teachers shouldn’t offer extended deadlines since it leads to procrastination and the mentality of the student changes. If a student knows the deadline is in a few weeks, he or she would postpone it or not do it at all.” Mario Chalew, 11 “I think it actually does help students because a lot of assignments are always due at the same time. If it helps us to do it better and put more effort into it, [the deadline extension] really benefits both the teacher and the student.” Iris Zhang, 12 COMPILED BY SABRINA WAN AND SPENCER WU
knowing whether or not she wants the attention. To some girls, the attention is the worst thing that could ever happen to them. But to other girls, it’s never bad to go over the top, because that’s how people see the work you put into it, and maybe how much you care about her. I’m not saying that boys who don’t go over the top are lazy and don’t care, but it’s those extravagant askings that just add the cherry-ontop to an already cute asking. For example, videos on YouTube of an outrageously cute asking don’t go viral for being average; he goes over the top to receive the attention that he knows the girl would appreciate. In the end, one botched asking should not completely change the way dance proposals are done at school, and the current policy should be reconsidered. Taking away privileges from all students now and in the future deprives them of something that’s a large part of the school culture. Askings play a crucial part in what makes the dances appealing and attention-grabbing, but when the strict rules of our school come in the way, it takes away some of the overall charm that is conveyed when we hear the word “dances.” Ω
Asking About Asking With the dance asking rule, where do students ask others to dances now? 15% PRIVATELY 8% ONLINE
21% PERSON’S HOUSE
49% ON CAMPUS
HAS THE RULE CHANGED THE WAY THAT STUDENTS ASK? 28.78% SAY YES 32.20% SAY NO 39.02% SAY THEY HAVEN’T NOTICED DO YOU BELIEVE THAT STUDENTS SHOULD BE ABLE TO ASK OTHERS TO DANCES DURING SCHOOL HOURS? 68.59% SAY YES 0.524% SAY NO 30.89% SAY THEY DON’T CARE BASED ON A SURVEY OF 205 STUDENTS
Extending the deadline Teachers utilize grade completion deadlines to receive punctual work from students, but extending deadlines can improve the quality of work. Samantha Gomes Staff writer By the time the clock strikes 3 in the morning and there is still be more to do, the question I end up asking myself is: What homework will I actually do tonight (if I even decide to do any more at all) and what will I rush through the next morning? Teachers assign homework so that students have a chance to reinforce what they learn in class. However, when students are overloaded with assignments and other commitments, they often submit rushed work and sacrifice quality for quantity in order to meet strict deadlines. There are only so many hours in a day that a student can devote to doing homework. When students have numerous assignments and teachers offer little to no credit for late work, students are often forced to choose between sloppily finishing it in time or simply losing points, and they often pick the former. This also leads to another problem in the long run, where students can lose the incentive to do work unless they can complete it by the deadline their teachers set, thus defeating the purpose of assigning homework. Increasing the leniency
in late work policies and offering extended deadlines can help lead to student work with more integrity. When students can take their time with assignments, not having to stress over merely completing work provides them the opportunity to put value into what they turn in. Of course, it takes commitment from both parties to promote an education system that supports effective homework completion rather than hinders it. Teachers have the power to evaluate how well students work with extended deadlines and grant extended deadlines accordingly. In the end, the teacher has the final say as to whether extensions help or hurt a particular class. Students, on the other hand, should make use of their extra time, honoring the agreement to turn in quality work, especially because it’s “late.” Experimenting with a revised late work policy is simple: if students turn in high quality work and don’t abuse the privilege, extensions should be given. If not, teachers and students should test other methods for improving work quality. Regardless, the current system in which students either submit low quality work or agonize over strict deadlines has rendered homework a rote process that simply does not provide a conducive learning environment.
Students often get the idea that deadlines are inflexible and that some piece of work, regardless of its quality, must be turned in. Generally, this holds true for many classes. However, when it gets to the point where students are struggling to turn in their assignments, the task of completing homework takes an unproductive turn. It’s important to remember that retention matters, so by asking for additional time, students are showing teachers that they plan to put more thought into their assignments. At some point, students begin to understand that the endless cycle of rushing work is detrimental to their learning. Once that realization is made, it’s the responsibility of students to take the initiative and inform teachers that without more time, they cannot turn in their best work. Students asking for extended deadlines may seem lazy, even irresponsible, but when flaws in the educational system become apparent, it is important to tackle those problems. Extending deadlines might not work for every class: inevitably, there will be some students who may use it as an excuse to simply put off work even longer. However, given the benefits that responsible students can reap from the option, it’d be a waste not to give it a shot. Ω
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february 12, 2014
Getting a snap of your story
With the recent leak of around 4.6 million Snapchat accounts, the security and reliability of certain social media sites are being called into question.
Despite all the time it’s taken up, watching anime has had its benefits. Jessica Wang Editor-inChief
EDITORIAL CARTOON BY MARY ZHANG
Doris Li Staff writer It is no novel idea that social media sites gather and store information into their databases every time people send messages or share photos online. With websites like Twitter, Facebook, Instagram, and Tumblr watching our every move and collecting information with every tweet, post, like, and recommendation. With that in mind, it’s natural instinct to search for a way to share photos and messages with friends without risking privacy invasions and information leaks. But many of the methods we’ve found to keep information within its intended audience have done us wrong, and oftentimes the ways we utilize sites give only an illusion of safety. These are key aspects of the general perception of websites that information collecting companies can use to their advantage. For example, for a break from more public networks, many look to Snapchat, an application used thirty million times a day by people around the world as a quick, seemingly riskfree way of sharing pieces of their lives with others. The self-destructive feature of these photos and videos is what makes the photo application widely popular. But the sense of privacy that Snapchat gives off can be misleading. Just last year, usernames and phone numbers of 4.6 million Snapchat users became available in a file available for download by
anyone with Internet access. The security breach shocked the millions of people who believed their accounts to be safe. Additionally, Snapchat’s “selfdestructing” aspect of a Snapchat creates a trust in users that their photos are gone forever once the timer runs out. But every time someone sends a photo or video through the app, he or she is really posting something to the Internet, where nothing ever disappears. The photo is saved on the sender’s as well as the receiver’s device, and can be accessed by Snapchat servers. That same photo can be used for advertisements or as data to be sold to companies that collect information pools. Another supposedly safe website that we use to obtain information is the Google search engine, one of the most popular on the web. Every time people search up things and click on the resultant links however, their computer and browser information is sent to websites. Third-party advertising companies can build profiles on these people and show ads to them related to what they’ve
BY THE NUMBERS 97%
of Google’s revenue is from advertising
estimated Snapchat users worldwide
trackers on Facebook monitoring internet activity SOURCES: USNEWS.COM, HUFFINGTONPOST. COM, BUSINESSINSIDER.COM
searched up, which follow them everywhere around the Internet. And it’s not just Google and Snapchat - the problem is far more widespread. Once we search up anything on Amazon, the site saves the search terms, and related products follow us everywhere, appearing in a small box in the bottom left corner on Quizlet, or on a bar on the side of the screen on Yahoo! Mail. Almost all online platforms generate revenue from selling user information and ad space to companies. Nothing you search up can ever be completely removed because of this aspect. What exacerbates the problem is the often hidden away privacy measures. Blocking tracking from companies is often difficult to do, with such features or options being tucked away behind a myriad of different links and settings, if they exist at all. Although social media networks are effective mediums through which we can connect with others and share bits of everyday life, these sites are prone to security and privacy breaches. Aware of the dangers of posting information onto social media sites, students turn to apps like Snapchat for a facade of security. They search up things on Google, thinking they are safe from scrutiny. But the truth of the matter is, almost anything posted online can be made public, no matter what precautions are taken. Privacy has become a luxury rather than an expectation, as companies increasingly track consumers to sell something. The appearance of privacy that some companies offer however, can be even more dangerous. Ω
I t started in sixth grade. Naruto was my first series. I dropped it after episode 90 (“But that’s when it gets good!” my friends gush), sampled and finished a few others, and got scolded for spending too much time on the computer. I’d emerge from my room sometimes in tears over a character’s death and sometimes ecstatic over a victory. I went to my first Anime Expo in the summer after eighth grade. A lot of people know I like to draw, but few know why I got serious about art. Seeing so many unique styles at the Artists’ Alley in the Expo was what convinced me to pick up a sketchbook and brush up on my basics. For some reason I stopped watching anime shortly after that, but ever since, I’ve been bent on improving in drawing. In other words, something that has supposedly “wasted so much of my time” has also contributed to my other interests. The fanbase scares the life out of me sometimes, but I’d be lying if I said I could have reached the level I’m at today without the influence of anime. So who’s to say that unproductivity can’t give rise to productivity? It happens all the time. I have a friend who, after watching countless Chinese dramas, took up translating them into English for Englishspeaking fans. A group
of League of Legend players at our school put their organizational skills to action and hosted a tournament. A diehard Whovian plans to start her own club that would both promote the show and hold community service and benefit events. Here I am as a senior, picking up animes left and right again. I watched Samurai Champloo on a whim last November and I’ve added a few Attack on Titan posters to my bedroom wall. This time, anime has managed to pull me over a major art block. If this whole thing just sounds like a really elaborate excuse for me to keep watching anime, then so be it. I’ve gained more than just artistic inspiration - anime has actually strengthened my theme and character analysis skills, which I’m able to use in English. Most animes are the union of intricate plots, wonderful art and philosophical meaning. So are countless other TV shows, video games and the like, often too quickly dismissed as purely entertainment. What I see now more than ever is their potential to fuel interests or give rise to community activism. Of course I don’t expect everyone to take up some personal project because of a show, and to be fair, it’s probably impossible to get anything from shows like Honey Boo Boo. However, it might be time to start seeing today’s popular entertainment in an entirely different light. It’s just too easy to just call it pointless or mindless and leave it at that. Ω
HOW TO GET YOUR OPINIONS PUBLISHED: 1.
Type a full-length reply to a particular article or situation on campus and email to firstname.lastname@example.org, or draw a sample comic or political cartoon in black ink and turn it into Ms. Chai in D-1. Include your name, grade, first period class, and phone number. (Anonymous letters will not be published.)
feature in-depth arts scene sports
ON THE CURVE Near the end of the semester, many students are on edge about their grades being on the edge. In turn, the question remains- should teachers be lenient with rounding up or should they maintain a strict cutoff point throughout the year? PHOTO BY ANTHONY ZHANG
Maxwell Zhu Staff writer You know that feeling when your grade is a 89.5. That queasy, butterflies-inyour-stomach, I-hope-my-teacheris-nice feeling. At that point, it can go two ways. One, your teacher believes in rounding, and tells you everything above 89.5 is an A-. Or if the stars weren’t in alignment that year, perhaps you got a teacher that says 90 is an A-, nothing less. Either way, it seems many teachers have a clear-cut boundary as to where grades are determined; one hundredth of a percentage point over or under can make an enormous difference. But that’s the problem: the fact that you misread one night’s homework shouldn’t have the ability to determine an entire semester’s worth of time and effort. The main reason for this is that grades are quantitative, and quantitative measures can only get you so far. Numbers and statistics do not make up who we are, and
not everything important can be measured by them. Effort, for example, can’t be assigned a letter grade. There is no unit for it, but teachers are indeed aware of how much time and resources students put into their academics. For a culture that emphasizes never giving up, it seems a little disheartening that we don’t reward effort. I’m not saying if students try hard enough they can go from a C to an A, but rather, if they’ve been working extremely hard and end up with a 89.3, they deserve an A-. And if that’s not how it works in the real world, then that’s a problem for another day. If you’re concerned about bias, teachers certainly have the credentials to accurately determine our grades. After all, our English teachers subjectively grade our essays and papers. I do understand that this is more power we are putting in the hands of our teachers, but I feel much safer leaving it to teachers who are qualified to make these decisions than numbers that don’t always show the entire story. Under this system, students would most likely start to improve
their behavior in class, but not because they believe in doing so, but rather because they want to “kiss up” to the teacher in order to get better grades. Regardless of the reason, students will behave better in front of teachers, and the classroom will generally be a more productive workplace, as no one wants to leave a bad impression to the person who controls their grade. Of course there’s also the issue of favoritism, but that exists regardless; if teachers are unprofessional enough to show favoritism with this system, they would have found a way without. At the end of the day, there is no concrete system I am advocating. Nor do I want an entirely teacher-based holistic style grading system. I simply believe in a system where teachers, who have a first-hand glimpse at the various interactions that occur outside the tests and quizzes, have a greater say in what the student is capable of and what grade they receive in the class. Bottom line is, teachers are a better judge of a student’s grade than numbers indicate. Now let’s give them the ability to do so. Ω
VS Anthony Zhang Staff writer “The only reason so-andso got an ‘A’ is that the teacher liked him.” This sentiment is one that many of us are familiar with. From that impossible-to-please English teacher to that history teacher who rounded your grade up from an 88% because you were a “hard worker,” teacher subjectivity when it comes to grading is almost a given. Despite its prevalence, however, subjectivity in grading should be minimized because it can go against the purpose of grades as well as detract from the learning process. When teachers, universities, and even future employers look at your grades, they expect those letters to indicate how well you know your stuff. After all, that’s what grades should be: measurements of your mastery of your courses. However, in order to remain reliable, accurate measurements, grades should be as objective as possible. Ideally,
a student who gets a “B” in a class should have a better understanding than one who gets a “C”, regardless of how hard the latter worked. When teachers blur the lines by giving students grades they technically did not earn, they change the grades from measures of knowledge to measures of their feelings about the students, making the grades less meaningful and less useful. However, that’s not to say that effort has no place on grading rubrics. While you won’t find any category titled “effort” on your Parent Portal, hard work shows itself through your participation in class, homework and test scores- things that do make an impact on your grade. This shouldn’t be confused, though, with a teacher’s impression of how hard you work. While things like scores, homework, and participation can be direct, objective reflections of how hard you work, a teacher’s impressions can be prone to bias and inaccuracy, making them inappropriate as criteria for what should be objective measurements. Furthermore, grading subjectivity opens the door to grading based on favoritism. Teachers are still humans,
EDITORIAL CARTOON BY MARY ZHANG
and that means that they’re still subject to human biases, In psychology there’s something known as the halo effect, where people let their overall impressions of a person to affect how they evaluate that person’s specific traits. For example, in psychologist Dr. Neil Salkind’s Encyclopedia of Educational Psychology, he notes that a teacher who sees that a student in her class is well-behaved is inclined to go on to assume, without evidence, that the student is smart and hardworking. When schools allow for teacher subjectivity in grading, they allow the teacher’s human biases to influence students’ grades. This becomes a problem especially when students wise up to a teacher’s favoritism. When students find out that how their teacher feels about them will have an impact on their grades, their focus and efforts often shift from actually learning to warming up to the instructor. Ultimately, teacher subjectivity has no place in the grading process. In order to preserve the integrity of grades, concrete cutoff points will ensure that classrooms remain a suitable learning environment. Ω
Should teachers provide a subjective or objective cutoff line at the end of the semester?
“The reason why they got 89.5% was because they didn’t work as hard as people who got 90%. If they slack off during class and strive to get that .5% [from rounding], they don’t deserve it.” Cindy Lo, 10 “I think it depends on the student’s effort. If they really try hard and push for it, but the [grade mathematically] is too far from an A, then the teacher should see how hard they work. Then the number shouldn’t matter.” Hannah Lee, 11 “Teachers should round up the grade if students work hard and have no missing assignments. For AP classes, they should be rounded since they are harder classes than Honors or regular classes.” Enrique Abreu, 12 COMPILED BY AARON YONG
Ω the hoofprint
february 12, 2014
Empowered by passion Walnut High School students take their time to show their creativity to others in person and online through Youtube, Instagram, Twitter, and Facebook. COMPILED BY NIKITA PATEL, BRIAN WU, JACQUELINE SOTOODEH, YOLANDA YU. PHOTOS COURTESY OF MELISSA DOMINGUEZ, TIFFANY LIN, AND MATTHEW HUANG
Sophomore Ardella Phoa makes instrumental covers of pop songs. Q: What about making covers makes it so enjoyable? A: ”I think playing the guitar is fun; just the learning process of new songs is challenging and makes me a better musician. Making covers ensures precision and helps show other people how I play a certain song and they could possibly learn from it too.” Q: What kind of feedback do you get from your viewers? A: “I usually get positive feedback from people asking me to do tutorials. I enjoy the positive feedback and overall experience of playing for people on Youtube.com. Playing guitar is a hobby and it’s fun just to play songs and see what people think about it.”
Businesswoman Junior Tiffany Lin works with her mother in an online business selling jewelry. Q: What does it take to run a business? A: “You need to be really organized and then you need to know which direction you’re going to and then you’ll need trustworthy helpers. And also a really good support system.” Q: How did you get into it? A: “I got into it because [my mom] was like, ‘Oh, come and make a heart shaped beads with me,’ and I was like, ‘Okay, sure.’ I tried it and it was actually pretty hard, but I liked it because I got to spend time with my mom.” Q: What’s unique about each product? A: “Each product is unique because we’ll find what we like, like penguins and stuff and then online, when we find the whole outline of it and make it ourselves. Then we also chose the colors of the crystals.”
Freshman Matthew Huang recently started making videos on Youtube, using his voice as his instrument.
Senior Christian Garcia works with a computers to electronically create intelligent dance music.
Junior Jamie Chu makes inspirational videos for those who are going through troubled times.
Senior Melissa Dominguez buys her own cloth to fabricate her own designs in her hand made blankets.
Q: Because you’ve just started, what plans do you have for the future?
Q: What got you started with making electronic dance music for others?
Q: Why did you start making videos?
Q: What do you sell and where do you sell them?
A: “So I’ll try to post videos once in a while because I just started and so we’ll see.” Q: What’s been the initial reaction so far?
A: “I used IDM as an outlet for my creativity and self expression, and it’s also a method of distraction for me.”
A: “I haven’t really got a lot of feedback but some say [my singing] is good, and there hasn’t really been any bad [feedback]. But a lot of my friends are really shocked because they never really knew I had this high voice.” Q: When did you start your Youtube channel? What songs do you sing? A: “I started my Youtube channel about one to two weeks ago and I’ve only made one video. I just sing random songs but I prefer ones with high voices since I have a high voice.” Q: Why do you like to sing? Do you add your own spin to the songs? A: “I started singing one to two years ago and I enjoy making videos because it makes me happy and I love it. “
Q: How do you feel about your music? A: “To be honest, a lot of electro music that are mainstream are really similar, there isn’t much variety to it. I also started making IDM because it was my reaction to modern electronic music, , which usually follows a really simple formula so there isn’t much variation. I wanted to do something different, and it’s helped renewed my faith in music.” Q: What do you enjoy about making the music? A: “The isolationism is the greatest part. In electronic the individual is in control of the entire arrangement, the individual is the composer and the performer, and is given the freedom to experiment with the basic elements of noise, melody, and sound.”
A: ”Well I started to really like making videos in the summer after 6th grade when I took this computer class at Suzanne. It felt really good to be able to start something and go through the process of finishing and getting it done. I loved working with friends so that was a plus when I had friends in the same class. I joined broadcast in 7th grade and I just kept making videos.” Q: How is it like working with some of these troubled youth? A: ”It’s so hard working with them sometimes because they don’t like to communicate. Most of them forget that they need to show up And they blame us for not getting it done.” Q: What kind of work goes into making a video? A: ” Well, we come up with the idea, and tell them what to do. We film the basic outline of the whole video: beginning, middle, and end.”
A: “I sell blankets where customers can practically choose any of the 2 fabric design. I advertise through social media, I post pictures on Instagram, Twitter and Facebook. Then people place orders and I go buy the fabric that they want.” I started selling blankets in 8th grade because I wanted to raise money so I could buy my Disneyland pass and I have been doing that every year since.” Q: Looking back, how have you grown? A: “I have become better, more patient, and more careful as I make my blankets. Comparing the blankets I made in middle school to the blankets I made this year, you can tell the weave in my technique is a lot more precise and tight.“ Q: What keeps you interested? A: “It’s fun seeing people get happy when I hand them the finish product. It also makes me feel as if I am giving or selling the gift of comfort.”
Ω the hoofprint
arts scene sports
february 12, 2014
Changes to expect from Common Core:
source: Principal Jeff Jordan
How did Common Core affect your teaching methods? compiled by Lisa Shen
”The students learned more about how to write about and process information. This has changed the instructional strategies a lot. For biology honors this year we actually tried a couple of new activities. One of them was a genetic engineering debate. Another one that we are doing is on evolution, students wrote a dialogue and made a video on theories of evolution.”
New testing schedule
Students will take the Smarter Balanced Assessment Consortium (SBAC) that is aligned with Common Core curriculum every grade from K to 8. Then in high school, students will only take the SBAC in the 11th grade.
Tests will be administered electronically on computers. This year for field testing, Walnut students will use Chromebooks and laptops. The tests are interactive and will include questions that require dragging and dropping, graphing diagrams, and short answer responses.
Biology Honors, IB HL Biology
“So far I haven’t changed too much because I already do things similar to the Common Core strategy. We analyze and take apart documents relevant to history and government. Documents like the Constitution are something we analyze in Civics. We also look at the effects of court cases and students write whether they disagree or agree and elaborate on their reason.”
Civics, World History
“The whole point of common core is to have kids get higher critical thinking skills, so it’s changed the way I ask questions in class. I ask students to think through problems more. We also work scenarios real life problems. Students have to write equations, map out solutions and keep track of their numbers. There’s different rules that are thrown in that you have to pay attention to.”
The 5 C’s
Teachers will incorporate 21st century learning skills into their instruction to better prepare students for future colleges and careers. These skills are communication, creativity, critical thinking, collaboration and citizenship.
More interaction with curriculum
The curriculum taught by teachers will incorporate more depth into the lessons. Students will be required to analyze and assess the subjects taught in detail and provide thorough explanations for their conclusions.
Connectedness throughout curriculum
What is Common Core? Promoted by educators as a constructive way to change students’ learning methods and classroom environments, Common Core has recently been adopted by the Walnut administration, which hopes to improve the way students approach core subjects. Our education system has seen countless changes and new testing systems over decades. This year, a program that institutes a different style of teaching and emphasizes “creativity, critical thinking, collaboration, communication and citizenship”, called Common Core, has been introduced. Common Core may be unfamiliar to most people, but it is simply a new name given to an old concept. It began in New York and Illinois, and the K-12 California Common Core Standards was adopted by the California State Board of Education on Aug. 2, 2010. In addition to its unique standardized testing, it aims to prepare students beyond the classroom and provide students with lifelong problem-solving skills. This year, Common Core is being implemented by the Walnut Valley Unified School District (WVUSD). In this issue, we observe its effects and application through the opinions of Walnut faculty and students. Jessica Wang, Editor-in-Chief
Business Math, Algebra 2 Honors, Math Analysis
Common Core will implement a new computer-based format for standardized testing. Considering how technology has become an integral part of society, will taking tests on the computer ultimately benefit student education?
A newly introduced test-taking and teaching method, Common Core, will be replacing the old system over the next few years. Common Core incorporates all subjects into a cohesive curriculum for example, words to explain a real-life math problem. More importantly however, it will also introduce technology into our everyday education. The use of technology in Common Core will be helpful in preparing us for college and more importantly, the real world. With Common Core, not only do you have to understand the material being taught to you, but you also have to be able to apply it. Instead of just knowing what a word means or what a certain formula is, Common Core encourages students to apply what is learned in the classroom to situations that can be useful in the future through integration with technology. For example, Common Core will integrate the use of computers for tests, streamlining the test-taking process. Computerized test taking will be faster
and more efficient than bubbling answers down. The new tests will consist of both multiple choice and short answer questions, but the questions can be automatically generated by the computer, specifically tailored for each student. As you progress on the test, the computer will take data scored from previous questions to determine whether or not the test will increase or decrease in overall difficulty, letting each student learn at his or her own pace. The use of applications and programs that will be customized for Common Core will make it easy for students to do things that could never have been achieved before, making interactive testing possible, a definite improvement over the rote and routine pen-and-paper tests. Common Core will enhance skills that students will eventually need in college and after that, giving them personalized education and the ability to perform beyond memorized formulas. Learning at one’s own pace enhances both retention and understanding, as students aren’t forced to rush along with a curriculum that they aren’t capable of keeping up with. With the implementation of technology in Common Core, students will learn for the benefit of their future. Ω
Students who like to work on group projects
Students who like to solve word problems
Anita Chuen Tech editor New school year, new state standards; new state standards, new standardized tests. With Common Core implementing new standards, tests will now be taken on computers. Although computer-based testing seems quite beneficial, there are still certain aspects that can hinder the idea from achieving its fully desired purpose. Technology has become a necessity nowadays, but the practicality of actually going through the new testing process isn’t exactly convenient. Remember Accelerated Reading tests (AR tests)? It didn’t take long to finish the test, yet it was frustrating to accidentally press the wrong key with no way to go back and change it. Even though it’s possible to accidentally fill in the wrong bubble in our current CST’s, there’s still a reassurance that you can double check to fix your mistakes. It also seemed difficult to fully understand a few questions because it was on a screen instead of on a sheet of paper. According to “A Comparison of Reading Paper and On-Line Documents”
by Kenton O’Hara and Abigail Sellen, reading comprehension is enhanced and quicker on paper than online. A reduction in reading comprehension ultimately leads to difficulty in answering response questions. Many teachers’ goals are to prepare their students for the CST’s so they can score as high as possible. Thus, class time is spent learning new material and handy test-taking strategies. Common Core’s tests include questions that require students to drag items around on the screen -- a more hands-on approach. With the new system, teachers will have to spend more time preparing their students to become familiar with the new format. Since written tests, short-answer or multiple choice, are the norm, time is taken away from the already shortened class hours. Whether or not computer-based testing will be beneficial and more efficient compared to our current testing system, there are still certain conditions needed to be considered. I believe that for now, this new approach to taking tests won’t be as successful until the kinks are solved. But who knows, this could be a case similar to our new bell schedule. Ω
Have teachers implemented Common Core teaching methods in class? freshmen
“I like the idea because it adds an element of creativity and allows you to use a different part of your brain instead of just crossing your fingers hoping you got an answer right on a multiple choice test. Testing should be about the journey in getting the answer; and mistakes can be easily fixed by allowing them to understand what they did wrong.”
“Common Core is easier for me to explain more about the answers than just giving a straight answer and not understanding the question. It would help us students get more tests questions correct and score higher. Common Core is giving more information, while the other tests are just about answers. I think it would be easier because it gives you more information.” Elizabeth Correa, 12
What do teachers think about the new Common Core curriculum? compiled by Anabelle Chang and Emily Chen
“Common Core is ‘common sense’ learning for the students and ‘common sense’ teaching for the educators. I believe that my students are beginning to understand and connect with many of the standards through practical applications inside and outside of my classroom.”
“I like Common Core because it already validates what I’ve been doing in class. It’s preparing the kids for college better because of emphasizing more non-fiction pieces. I think overall, it’s going to be a good change, but it’s going to take a few years before we’ll see it.”
“I like Common Core because for math, it focuses on letting kids explain conceptually. I think using Common Core to teach is more effective than how I taught before because since students are thinking about why mathematical concepts work.”
Geometry, Geometry AB, Senior Algebra
English 1, 2
English 1, English 4, English 4 AP
Students’ perception of Common Core positive change
don’t know, would like to learn more
don’t know, would not like to learn more
“I don’t think this new Common Core CST will affect us as a whole individual; I mean, a test is a test. Since it’s new, I really don’t know much about it. It’s okay, [Common Core] is about the same as the standards we learn right now.” Matthew Tseng, 10
Of the 5 C’s:
Teachers’ perception of Common Core positive change
“It’s going to be a little harder because its emphasis is more on critical thinking; you have to think deeper and go into detail. I have to put more effort into my answers now that Common Core has started. These Common Core questions make you think a little harder, and it’ll take time to answer them.” Jason Corpin, 9
Which is the easiest for teachers to implement?
Which is the hardest for teachers to implement?
compiled by Emily Chen
What do students think about the new Common Core curriculum?
Tiffany Howell, 11
Students who like to analyze reading passages students do
based on surveys of 293 students 30 teachers
Computerized Testing: E-asier or Not? Brian Wu Staff writer
Student and Teacher Statistics:
The material of each subject (English, Math, Social Sciences and Science) will be interwoven with each other. This is to maintain constant exposure to the lessons of each course.
OVER THE YEARS
The new Common Core curriculum isn’t the first revision of standardized testing in Walnut High history. Teachers have gone through curriculum adjustments before, and this is what they think about the changes. compiled by Caroline Huang
“We had to revise when the CST standards came out, so we did the same thing. I was at Troy High School and we took the [CST standards] and adjusted our teaching. I think it is good to be constantly improving. The math Common Core changes will help students attack problems as groups, so that will be beneficial to them in the future.”
IB HL Math, Calculus BC AP, Algebra B, Math Analysis Honors
“In my many years of teaching I’ve seen many types of strategies for teaching and standards. Every so often standards change and the way we’re supposed to be teaching changes. Years ago before we used to teach Common Core; we had application of skills, we taught the concept and the students apply the concepts. We’re kind of swinging back that way now.”
Algebra 2, Algebra B
“For foreign language we’ve already done a lot of changes. I’ve gone from very traditional ways - memorizing vocabulary and tests - to teaching proficiency through reading and storytelling. It’s now different. Everything in education goes through lots of changes over time. Sometimes it improves and sometimes it doesn’t. What works for a few students may not work for others and not everyone learns the same way.”
“As teachers we get together with our core group - whatever we are teaching - and we get together to discuss the changes that we need to make for the upcoming school year for Common Core. It is difficult since we made quite a few changes midyear. The new topics we have to teach for new standards could be difficult for some of our students. We try to teach them why and how to get to an answer.”
German 1, 2, 4
Algebra B, Geometry
Volunteering where the wild things are
Seniors Austin Tsao and Sydney Tsao have been volunteering together at the L.A. County Zoo since their freshman year of school. Gabrielle Manuit Staff writer With their variety of wildlife on display, zoos provide us with a look into worlds outside of our own, but for seniors Austin Tsao and Sydney Tsao, the zoo is not just a place to watch animal demonstrations and find exotic creatures. As volunteers at the Los Angeles Zoo, the siblings are able to see the zoo from a different perspective. “It’s a really fun way to volunteer because it’s at a famous place, and going is pretty fun too,” Austin said. “We do something different every time we go. When you’re volunteering there, you also get to see the animals, so you get free tickets every time you go, and you get to enjoy yourself there, too.” Before the Tsao siblings first began volunteering at the LA Zoo in their freshman year, they had to complete a mandatory 12-week training course to learn more about things like ecology, the different animals, and the events they would eventually be in charge of as volunteers. “I wanted to be fully committed to this program because I went through a long process just to become a volunteer,” Sydney said. “I had an incredible experience volunteering at the zoo for four years. I learned many new things and got the opportunity to help out at the same time. I feel extremely grateful to have had this opportunity because I might not be able
to experience this again.” B e i n g exposed to the animals’ environment provided the two of them with an unusual volunteering experience. “ M o s t people go to the zoo once every two years and I get to go once every month, so it’s really nice,” Austin said. “I get hours for CAS, but it’s also a really unique way to volunteer because you get to volunteer outdoors and the weather’s usually really great. It’s not a bad way to spend our weekends there, so it’s not really boring. I enjoy going there. It’s nice to help out guests there and see the animals at the same time.” Volunteering at the zoo has not only given the Tsao siblings this unique experience but also an opportunity to spend some bonding time with each other while working on the same events. “We’ve definitely become
Around the zoo in 80 minutes Ostrich The ostrich is the world’s largest bird. It roams the African savannah and desert lands and gets water from the plants it eats. Though it cannot fly, the ostrich is a fast, strong runner. Ostriches live in small herds that typically contain less than a dozen birds.
Asian elephant Asian elephants have been very important to Asian culture for thousands of years. Elephants form deep family bonds and live in tight matriarchal family groups of related females called a herd. PHOTOS COURTESY OF SYDNEY TSAO
even closer these past four years because we were able to go through the same experiences,” Sydney said. “It’s definitely a great feeling. I’m extremely grateful we had the opportunity to spend some quality time with each other. Since we’re graduating soon, we may not get to experience something like this again. Sharing and treasuring memories together is important to me.” Ω
Giraffe Giraffes are the world’s tallest mammals, thanks to their towering legs and long necks. A giraffe’s legs are taller than many humans. Typically, these large animals roam the open grasslands of Africa in small groups of about half a dozen.
your cultural heritage Preview Nouveau Riche Embrace Juniors Katherine Lu and Kelly Seto perform for the Asian-American Expo.
Sophomore Aditi Bhanot has a student-run magazine. Q: What is the purpose of it? A: The main goal of this [magazine] is freedom through writing. In my experience, when I’m given a task that I could do anything I want, I tend to get pretty creative. There’s no restrictions, so I could just let my creativity bloom. PHOTO BY BRIAN WU
Q: How did you get the idea to start Nouveau Riche? A: “I was actually inspired by a video I saw on TED Talks. Basically what he talked about is that we’re all born creative but because of education, everyone is educated out of creativity. I kind of became dependent on the knowledge of other people and I didn’t like that about myself. I was getting concerned and I thought that I want to be able to make sure that the small amount of creativity could blossom more. Through that drive, I decided to create the magazine.” Q: What is the structure of Nouveau Riche? A: This magazine is divided into eight sections: arts and culture, review, science and technology, general news, fashion, sports, a gallery of photos, visual section, and free write. We have staff writers and directors of these sections and we write about anything we want, but usually they write for the sections they are a part of.
Q: What do you hope this publication would bring to the Walnut High population? How do you wish others to view it as? A: I kind of hope the audience is not just the high school, and my purpose is to inspire others; there is so much creativity in this world, and through a couple of high school students they could see that “wow, my creativity has not completely disappeared yet.” We’re bring all ideas and topics together. By this magazine, maybe my peers could see that ‘oh, it’s someone the same age as I that I could relate to’. I feel like school is just a checklist of achievements and students don’t think outside the box. I know that because of our education it’s really scary to make mistakes, and maybe by seeing my magazine, and they’ll be like, ‘look at these kids doing what they want, writing what they are passionate about. They’re writing about things that they like rather than what they’re told about.’ COMPILED BY CAROLINE HUANG
PHOTOS COURTESY OF KATHERINE LU
ALL EYES ON YOU(LEFT TO RIGHT): Junior Katherine Lu (far left) plays the flute for the audience. | Kelly Seto (second from right) and Junior Katherine Lu (second from left) perform in the opening ceremony. Brandon Ng the past few years. The members of the really have any special routines but Feature editor orchestra play a variety of instruments for youth group, we usually have this that include traditional chinese chant we do before we go on stage.” Widely recognized, Chinese instruments like the bamboo flute. Along the way, they’ve performed New Year is filled with good wishes “It’s really fun being able at many other different venues, for fortune and health. Juniors to play a variety of instruments, including private banquets and events. Katherine Lu and Kelly Seto and their especially because they aren’t “Throughout the year we get youth group orchestra played at the as like well known as regular invited to places to play, but the most opening ceremony of the Chinese new Western instruments,” Lu said. popular time when people want us to year festival at the Asian American Playing at the opening ceremony perform is during chinese new year, Expo in the Pomona Fairplex. in front of hundreds of people is no easy as a way to celebrate, or if they have “For Chinese new year we task; it requires a lot of preparation a banquet they would invite us,” performed at several different places, beforehand and constant practicing. Seto said. “This is our second year but the biggest thing we performed at “We usually just practice like performing at the Asian-American was that the Chinese Asian-American regular music rehearsals, but it’s a Expo. We get invited to so many Expo. We performed there as an lot more “free” as in we get to talk performances, this just feels like orchestra for the opening ceremony,” to each other, but we still get stuff another one of them. But I guess it’s Lu said. “It was an honor. There done. It’s especially fun because also exciting because a lot of officials were cameras, and it was really fun.” we only get to see each other on are there, and once they see us they Kelly Seto and Katherine Lu Fridays, which makes us really want to invite us to their show, so it’s perform with the String and Bamboo treasure those conversations and all like connections. We get more and Orchestra, and have been doing so for inside jokes, Lu said. “We don’t more performances each year.” Ω
Ω the hoofprint
february 12 , 2014
Do you want to play with magic?
Seniors Aldo Lemcke and Varun Rapaka are both dedicated to their hobby of magic and have been performing in multiple shows. Nathan Au-Yeung Copy editor It’s entertaining and esoteric. It’s captivating and confusing. It’s mindblowing and mind-boggling. But despite the arcane secrets and mystical nature of magic, it never fails to be anything less than mesmerizing. The art of magic has found two homes in senior Aldo Lemcke and senior Varun Rapaka, who have long pursued their desire of magic by expanding from engaging in a simple hobby to performing magic shows in front of audiences. Lemcke first discovered his love for magic while serving as a photographer for his brother, who worked as a clown during high school and performed acts that involved magic. “My brother was a part-time clown, and while he was in high school, he did clowning as a job, and so he incorporated some comical magic,” Lemcke said. “I was always his photographer, so I would always take pictures, and I thought it was really cool how he did some things. Curious, I asked him how he did some tricks, and he showed me some funny ones, one where there was a crayon box, and he shows everyone the crayons, shakes it, and the crayons disappear. I was like ‘Wow, that’s really cool!’”
Although Rapaka also began magic at a younger age, he rediscovered his enthusiasm for magic through inspiration from Lemcke, who soon joined up with Rapaka to form a magic duo. “When I was a kid, I used to always adventure into different hobbies and things like that, so magic
“If I presented it in a way that it would be exciting for the audience then it would be a lot better. It’s all about showmanship.” Varun Rapaka , 12 was just one of them at the time,” Rapaka said. “I wasn’t really serious about it, but then again once I met Aldo, I got really interested into it. We just started doing research, and we learned a lot of tricks, and I got pretty good at it, so that’s why I continued.” Lemcke and Rapaka have performed several various magic shows, including birthday parties, Christmas parties, formal events,
benefits, club events, and church events, and seek to engross their audience through storytelling with the magic. “If I did a trick and I didn’t present it well, and it was still a really good trick, the audience wouldn’t perceive it in a way that wouldn’t make them excited to see it,” Rapaka said. “But if I presented it in a way that would be exciting for the audience, then it’d make it a lot better. It’s all about showmanship and how you talk to the audience.” To the two budding magicians, magic is not a mere activity solely for pure pleasure. It is also an unorthodox medium through which they can connect with their audiences and develop their arsenal of tricks and gimmicks in order to become as close to magic virtuosos as they can be. “When you think of magic, you think of one master magician,” Lemcke said. “You need to learn not to be the center of attention, which is hard for magic, obviously. You need to learn how to share the attention, but that can also be a great advantage. We are constantly trying to get better than each other. I teach people my magic tricks so that way if I want to impress them again, I have to form a whole new trick, which is good for me because it makes me a better magician.” Ω
PHOTO BY ANTHONY ZHANG
DIVERTING YOUR ATTENTION: Senior Varun Rapaka is recorded as he does a card trick for his audience. He has done magic tricks since he was a kid and performed in many shows.
Teaching more than just numbers in math
Whenever students need a little bit of encouragement for a test, they can always count on Mrs. Shari I to give them a cheering-up. Jessica You Feature editor Everyone has those days where things just don’t go right and frankly, as much as we hate to admit it, going to school does not help. Most of the time the classes we take are just rushing to finish the scheduled lessons and tests in order to prepare us for our finals or exams - which only adds on to the stresses in our lives. During that time, we all know how a little inspiration and a little bit of encouragement can go a long way. Mrs. Shari I, math teacher for fifteen years, understands this well and does her best to give her students the support they need in class. “One of our [core standards] is about communication, and in math class we don’t really have an opportunity to about talk anything; basically it’s just math related,” Mrs. I said. “So communication skills are important in life, other than positive attitude and I believe that’s my mission. I believe that teaching is my job
but promoting the positive attitude is essential.” Discussing the quotes in class provides a better outlet for Mrs. I to understand her students and also teach them valuable lessons. “We talk about those positive quotes, we talk about the application, so it’s not just telling you the quote and memorizing, so it does require communication skills because we talk about it in class,” Mrs. I said. Being able to reach out to her students makes Mrs. I see her job as more than just another math teacher. “I felt that my job was more meaningful than before. Before - not that I don’t
think my job was important - I was just teaching,” Mrs. I said. “Now, I see how much I can impact my student’s life, and also I apply those positive cores to myself. So its a win-win situation for me and my students.” Hearing feedback from students about how this impacted their lives and being able to see them change is a rewarding part for Mrs. I. “I was really happy last year when a student actually sent me an email after school was over and said, ‘Ms. I, because of your inspiration I was able to make positive impact in his life,’ [and] I see [that the] student’s attitude has been different too,” Mrs. I said. “I think a lot of times students don’t hear positive things, and when I put more emphasis, the students try to remember it and anything they’ve never thought of before start clicking. I see the positive impact. It’s not just positive attitude, its also about moral values too, its about the student character, and I have seen that change.”Ω
Words of Wisdom
Attitudes are more important than facts.
Three As to reach your goals are “Aiming, Attitude, and Action.” Our lives are not determined by what happens to us but how we react to what happens. ”Genius is 1% inspiration and 99% perspiration” -Thomas Edison Sow a habit, you reap a character. Sow a character, you reap a destiny.
PHOTO BY BELLE SUN
opinion feature in-depth
Anatomy of the
Color Guard Member Q&AWHO WE ARE IT’S
Compiled by Aaron Yong and Chantel Chan
Q: How does this year’s costume vary from last year’s and
what is your opinion on it? A: [The Lion King] costume made us feel like actual color guard since each costume was different. If you wear a really nice costume you like, you feel comfortable in it and it gives you more confidence when you perform. Jasmine Lambert, 12
| liquid eyeliner extends to the brow and filled in with black eyeshadow. Gold is then added on the top and in between the lids to resemble the The Lion King
| costumes imitate The Lion King theme which consist of cheetah prints that have different undertones and add up to approximately $200 | for field show, hair is tied up in a sock bun, and for parades, hair is mostly half up and half curled down
Q: Is there a method you practice during rehearsals to
| new coach is responsible for choreography and advising proper hand-eye coordination | have to know the spread, or position in which he flag needs to be caught
| for flag warm-ups, do about 100 drop spins and 10 single tosses left and right | for rifle and saber, do 100 drop spins right and left, and 3 drop spins
Kenrick Yuen, 12 10 Hillary Nguyen,
remember various routines and choreography? A: Some people pick up routines really fast, but some people might take a little longer; it just depends on the person. If the choreography is hard, I just have to practice really hard and run it through my head a lot of times in order to get it. Hillary Nguyen, 10
Drama lets the “Curtains” rise Huang hones craft Senior Jessica Huang performs in the Rose Bowl The drama department is hosting “Curtains” on March 14, 15, 21, and 22. Parade and after, signs a contract with PCCG. Caroline Huang Staff writer
“Toward the end of the night, they taught us the routine and judged [how quickly] you could perform.” Four years ago, senior Jessica The members trained at Dodger’s Huang was chosen to be part of Color stadium almost daily to ensure a solid Guard. Since then, she has performed performance. in the Rose Bowl Parade and signed “It built up my agility. My most a contract with Pacific Crest Color memorable moment is definitely the Guard (PCCG) to perform nationally. rehearsals even though we had to get A selective process was used up at 2 every morning.” to narrow 120 candidates down to a The performers marched along team of ten. Huang was one of the six miles, with crowds cheering candidates who passed. on both sides of the street. Huang “We did stretches, dances across relished in her experience and would the floor, and flags,” Huang said. repeat it if given the chance. “I was actually thinking about going to Pasadena City College just to do it again,” Huang said. “I would take the rehearsals more seriously and soak in every moment.” After the performance, Huang signed a contract with Pacific Crest Color Guard to travel and perform across the nation. “There are field competitions, and it’s a 24/7 thing. I still have to go to the auditions because they want to see you improving and they also want you to meet the new members of the audition,” Huang said. Huang has to commit herself to rehearsals at Diamond Bar High School until her April deadline. At the start of June, she will have rehearsals every weekend. In retrospect, she believes that it was perseverance and her passion for the sport that led her this far. “In previous years, I’ve gone to a lot of camps and training. If you want to be a performer for this type of group, you really have to put yourself out there,” Huang said. “This is what I’m passionate about; this is my calling. I like performing, and I like being in front of thousands and millions of PHOTO COURTESY OF JESSICA HUANG people.” Ω
Nikita Patel Staff writer The drama department will showcase “Curtains,” a musical comedy, on March 14, 15, 21, and 22. It is a mystery, whodunit playwithin-a-play that centers around a detective’s investigation of the inner play’s murdered main actress. “The musical as a whole is kind of light hearted,” senior Lauren Dimalanta said. “Dark comedy would be a little too heavy, and I don’t think the murder dominates.” The drama department hired a professional to create usable sets instead of renting them, as done in previous years. “Since I’ve been in the past three shows, it’s a change to have our sets and props coming from our own shop. I believe the reason we made our own props is because of our budget,” junior Zoe Gavina said.
To enhance the play-within-aplay experience, the inner play will have We s t e r n - t h e m e d props with the actors’ back facing the audience. The actual play is in a modern Broadway theater with actors PHOTO BY KENT HSIEH facing the audience on the center stage. Curtains: Senior Samantha Joun rehearses her “It’s funny and lines and choreography with her castmates. breaks down the boats. It’s silly,” Lucero said. fourth wall because the actors play as Songs like “Thataway,” “He other actors,” Lucero said. “ Did It,” and “Showpeople” will be Applied arts teacher Mr. Mike performed. Yamashiro carved small boats for “The songs are more fast-paced some of the characters to wear during and lighthearted,” said Dimalanta. a scene in the inner play. “[I’m excited for everyone to see] “They have a scene that’s really the amount of detail that goes silly. It’s from the play-within-a-play into everything and the amount of so it’s a really corny scene where planning that went into it.” Ω people are practically singing about
Band and Orchestra head to San Francisco
Band and Orchestra will be marching in the Chinese New Year Parade and visiting tourist attractions as part of their four day trip to San Francisco. Megan Wu Scene editor Orchestra and Band will be performing in an annual Chinese New Year parade at San Francisco on Saturday, Feb. 15. The performance, which will be held in San Francisco’s China Town, is part of a four-day trip from Feb. 14-17. “To be honest, I actually feel honored because we get invited to this stuff,” orchestra member sophomore Andrew Kwang said. “I’ve performed in concerts, but never at a parade. It’s out of my comfort zone because I’m playing orchestral instrument other than the tuba or something.” This is the first year that orchestra will be parading along with marching
band, and the 150 members will be playing “Chinese Folk Fantasy” by James Curnow during their 1.5-mile long parade. “It’s something new and old that you typically don’t see,” orchestra member freshman Jacob Myung said. “I think it’s going to look and sound professional. It’s a good opportunity, just having the experience to be in a marching orchestra. It’s an experience that you won’t really have on your everyday basis.” Students will also have the opportunity to visit several tourist attractions, including Hearst Castle, Alcatraz Island, Pier 39, and Six Flags. “I’m excited and it’s going to be really fun because I’m going to be
able to learn a lot of new things about places I haven’t been to before,” marching band member freshman Jason Wang said. “I’m excited about hanging out with my friends and experiencing new things with them.” In addition to going sightseeing, some students hope to bond with their fellow orchestra and band members during the trip. “I’m excited because I’ve never been [to San Francisco] with a group of friends who share the same interest as me,” orchestra member sophomore Carol Li said. “I’ve always heard about how band is like a big family, and this trip can help me bond between people in both band and orchestra. It’s a good time for making new friends.” Ω
Ω the hoofprint february 12, 2014
Dance Team competes in Regional Competition Dance Team receives a score of 89.33 for a USA Nationals competition at Sonora High School. Aurora Ling Staff writer Dance team competed in its Regional Competition hosted by USA Nationals at Sonora High School on Feb. 8. They received an overall score of 89.33, thus placing for the Championship Division for Nationals, while also obtaining first place in the category for kick. “There were some teams there, but I didn’t know how it would turn out. While we were doing the competition, seeing all those good dancers, I was so mind-blown. It was just crazy seeing how teams can work together. It’s inspiring to me,” sophomore Catherine Yong said. In addition to morning practice, Thursdays after school were dedicated to two-hour practices to maintain the level of technique and performance. “I think just the reminder that we have already been five-time national champs [is what] keeps us motivated,” senior Carlene Chinn said. “It’s not all about the reward. It’s also about the feeling you get as a team when you know you’ve performed your best.” The team is now preparing for Nationals in late March and for the rest of the competition season. “I was definitely nervous because we were going against such amazing
teams and I knew it would be harder to place. I just wanted to do my best and give each dance my all. I went really full out and gave a performance I knew I would be proud of,” senior Amberly Hsieh said. “At the end of the day, I was proud of my team. I feel that we are in a good place for Nationals and I’m optimistic.” Coming back with notes and comments from judges as well as with a score sheet, the team is preparing with room for improvement. “Every time we compete, we hope to learn from any and all mistakes in order to improve so that by the time Nationals comes around, we’ll be performing our best,” junior Megan Chang said. “After this last competition, [we got] an idea of where we stand in terms of nationals.' While the dancers are working to learn from this competition, they are also enjoying dancing in itself. “Before a competition the feeling is quite daunting because you know you have a long day ahead of you. But in the middle of performing, there’s nothing but adrenaline and you forget about everything except the music and the team,” Chinn said. “We always say there’s no other place to go but up and hopefully we can keep our focus for every competition and have higher expectations.” Ω
Dance Regionals IN PHOTOS
Cheer places third JV and Varsity cheer members compete in the United Spirit Association and earn third place.
Gabrielle Manuit Staff writer
from the each other and their coaches that helped to boost the morale. “We were all frustrated when we Members of Junior Varsity and couldn’t hit the routine, so we had to Varsity cheer teams participated in have pep talks with each other, and the United Spirit Association cheer then we were okay,” junior Rika competition at Yorba Linda High Cimineri said. “ We all had personal School on Jan. 18, where they placed obstacles but we overcame them just third. by practicing over and over again. Teamwork was essential in the At the competition, we hit a perfect competition, and routine.” so the cheer teams The cheer worked closely teams’ effort earned together to improve them third place in upon their routine. the Super Varsity “We’ve been Show Cheer Novice together since division. the summer so “We did go we’ve bonded over up against some practices,” sophomore good teams,” senior Caitlyn Monroy said. Emily Mendoza “We work together said. “We did pretty and we give each other well for it being our pointers, which helped first time doing this Emily Mendoza, 12 type of competition. us improve. Our coach can’t see everything, You’re going up so if we weren’t told against the top by anyone else, we probably wouldn’t schools. Compared to the past years, know to make the corrections for our everyone this year has been working performance.” hard trying to win, trying to get a The cheerleaders focused on good score, and trying to do well in perfecting their routine with support the competition.” Ω
“We did pretty well for it being our first time. You’re going up against the top schools.”
PHOTOS BY ASHLEY XU
DANCE TEAM REGIONAL COMPETITION (CLOCKWISE): Freshman Jazmine Fan, sophomore Kristie Law, juniors Bridget Ise and Frances Lai, and senior Amberly Hsieh perform in the medium dance routine to “Breath of Life” by Florence and the Machine. | Junior Jade Chen performs in the large lyrical routine to “Nightingale” by Demi Lovato. | Senior Carlene Chinn performs in the animated prop performance influenced by Disney’s Mary Poppins. | Dance Team members perform the kick routine together to the song “Country Road” by Herme’s House. | Junior Brianna Mariscol dances along her teammates during the medium dance for “Breath of Life” by Florence and the Machine.
opinion feature in-depth arts
Hibachi Super Buffet Healthier dining at Lemonade 1459 N Citrus Ave., Covina, CA 91722
This Asian-American buffet offers decent food at a low price, from a personalized stir-fry line to sushi. Megan Wu Scene editor In many ways, Hibachi Super Buffet lives up to its name. The building is super-sized inside and out, the price is super low, and its array of food is super extensive, ranging from sushi to a steamed crab legs. Situated just a block from downtown Covina, its dishes lean more toward the Panda Express cuisine than the typical tastes you
might find at Chinatown - complete with the usual orange chicken and and beef-broccoli stir-fry. At $10 per person on a weekday evening, I wasn’t expecting anything too fancy. However, it lacks consistency in quality. While most of its dishes are decent and some are excellent, some are not fresh. Hibachi offers a variety of food while still following its Asian-American cuisine. Ω READ MORE AT WHSHOOFPRINT.COM
SUPER BUFFET (LEFT TO RIGHT): An extensive array of sushi is plated at the buffet line. | A variety of seafood is offered
PHOTOS BY MEGAN WU
Outdoor shopping malls
COMPILED BY CAROLINE HUANG AND EMILY CHEN
Downtown Pasadena Almost any famous brand that one could think of are there, including Abercrombie and Fitch, Tiffany and Co., Banana Republic, and Sephora; along with petite cafés contribute to Downtown Pasadena’s antique feel.
146 S Lake Ave., Pasadena, CA 91101
Located in downtown Pasadena, Lemonade offers fresh, seasonal foods in a casual dining experience for those looking for a healthier option. Serena Lin Staff writer Despite its name, Lemonade serves lemonade and several other dishes as well. However, each dish was quite similar in that they were all healthy. Although I don’t particularly enjoy following a healthy diet, I decided to try the food at Lemonade anyways. When I first walked into Lemonade, I was surprised. After all, I find it odd when restaurants adopt a casual cafeteria setting since cafeterias aren’t known to be the most sanitary of places. In addition, Lemonade incorporates a unique twist along with the cafeteria setup. Although the typical image of a cafeteria would be a dull, metallic setting, the restaurant was decorated with yellow and green pastels, creating a relaxing feel. Overall, the decorations seemed creative yet conservative. The menu is as straightforward as it can get. The pricing depends on the number of portions ordered. Following the traditional cafeteria set-up, the different foods were laid out in a long line. Since it was my first time, I was hesitant about what to order but the servers were friendly and were willing to wait for me to make a decision. I was curious about the menu of
Families and friends are able to spend time at Color Me Mine, Farrell’s Ice Cream Parlor, Berkeley Dogs, Crepes de Paris, Merely Sweets, Edwards Cinema, or Bruxie’s in this casual outdoor setting.
The Shoppes Located in Chino Hills, The Shoppes includes Pinkberry, Reflection, Trader Joe’s, name-brand shops, as well as popular restaurants, and sometimes offers live music on cool weekend evenings.
Lemonade and looked it up on Yelp, read several reviews, and found that staying true to its name, Lemonade does in fact serve lemonade. The restaurant serves several unique lemonade flavors such as the Blueberry Mint and the Watermelon Rosemary. At the first sip, the guava flavor of the Guava Lemonade didn’t particularly stand out to me. Rather, the zesty lemon flavor seemed more dominant. Despite this, the drink itself was still refreshing and tasty. Next, I tried the white truffle mac n’ cheese. The chewy pasta and the stringy cheese were a delicious combination. With every new bite, the white truffle flavor became increasingly evident. The minced apple and cilantro in the quinoa salad made it crunchy and slightly sweet. At the first bite, into the caprese sandwich, the creamy thousand island-like sauce
exploded in my mouth. It balanced the saltiness of the meat. The bread was soft in the middle and crunchy on the outside. Overall, Lemonade did not disappoint. The prices were low and the ingredients seemed fresh. This restaurant is the perfect alternative for a fast-food restaurant with its large portions and colorful sides. Ω
Just another spy movie
PHOTOS BY MEGAN WU
Released Jan. 17, 2014
A film adaptation of Tom Clancy’s book series, “Jack Ryan: Shadow Recruit” is cliché but still proves enjoyable. Annabelle Chang Staff writer
It’s not your usual James Bond movie, but it’s close. After the latest release of yet another film adaptation of the “Jack Ryan” series by Tom Clancy, I couldn’t help but wonder if “Jack Ryan: Shadow Recruit” would be as iconic as the book. Don’t get too excited for this one; it’s just another shot in the box office that’s hoping to get big. “Jack Ryan: Shadow Recruit” starts off with a brief preview of Jack Ryan’s (Chris Pine) life as a war veteran before he turns into a CIA agent. As the film flashes forward, Ryan now works for Wall Street, but leads a double life by reporting to the CIA any information he finds. However, Ryan must fly to Moscow, Russia when he realizes Cherevin Corporation, a company owned by Viktor Cherevin (Kenneth Branagh), has been suspiciously supporting the United States economy even when catastrophic events have been happening. Ryan must find the secrets and motives of Cherevin, and help along the way from his friend Thomas
Harper (Kevin Costner) and fiancé Cathy Muller (Keira Knightley). As an action thriller film lover, I had my hopes high for this one, but unfortunately my expectations were not fully met. Despite the action-packed car chases and seemingly authentic Russian accents, this movie lacked the zing I hoped it would have - it didn’t have enough action, but was mostly filled with cheesy, cliché romantic scenes between Ryan and his fiancé. Through the film’s fast-paced scenes that had me sitting at the edge of my seat and plot that is different from most action thrillers, this movie made out to be mediocre but still enjoyable. Although “Jack Ryan: Shadow
Recruit” did not live up to my expectations, it’s a movie to watch if you’re seeking for something with action and a twist of romance. Ω
PHOTO COURTESY OF WIKIPEDIA.ORG
Ω the hoofprint february 12, 2014
Action-packed puzzles, car racing, and more
COMPILED BY EMILY CHEN
From adorable live pudding to fast-moving arcade action, these new apps offer endless fun and entertainment for gamers.
Tilt to Live 2
BADLAND carries a creative game structure with intricate graphics that certainly illustrate the theme of the game beautifully. The game itself is a fascinating puzzle; it’s something I’ve never played before or heard of. It’s fresh to play something unique that doesn’t have the same old, usual plot. Along with it’s craftily designeda game structure, the visuals are also unique and allow the storyline come to life. Ω
Asphalt 8 creates that stimulating rush of adrenaline when you take on one of its action-packed races. It’s refreshing to drive illegally fast and feel good about it(even if it’s not real). What makes this game different from other car racing games is how realistic and detailed the action is. Overall, the graphics presented in this app were what I liked most. In my opinion, a good car racing game must have excellent visuals; and in this case, Asphalt 8 satisfies that. Ω
Tilt to Live 2 takes place in a world filled with fastpaced, tilt-only arcade action. You basically tilt to avoid and kill a relentless onslaught of dastardly dots and dart between single-use weapon orbs. The graphics and music have changed, including the screen and score formatting. Tilt to Live 2 presents a new perspective in the Tilt to Live world with its new features and unpredictable onslaughts of endless dots. Ω
Adorable but with a mind of their own, these pudding monsters go through series of levels by escaping the fridge to avoid being slurped and eaten by humans. In Pudding Monsters, the deceivingly, innocent-like pudding characters and graphics are appealing and fun to watch and play. With the comically drawn characters, pleasing graphics, and entertaining music, I give Pudding Monsters a delectable 5 stars. Ω
Clumsy Ninja displays wonderful 3-D graphics in presentation. This game is okay, but I believe it would be more fun for children, as the straightforward challenges and slow action seem to be directed more toward new and inexperienced gamers. Even though Clumsy Ninja has mostly easy-to-understand tasks and is not a real challenge at all, this app game surely entertained me with its silly and delightful animations. Ω
“Ride Along,” laugh along Released Jan. 17, 2014
Laugh along with Ice Cube and Kevin Hart in their hit comedy filled with action, humor, and familial bonding. Nikita Patel Staff writer As a general rule, outrageous comedies paired with fast-paced action will always make the perfect flick to watch with a couple of pals when unwinding for the weekend. Packed with crude jokes, action movie cliches, and humor that appeals to an awkward audience, “Ride Along” delivers a movie that leaves you laughing but following a storyline that may feel too simplistic and straightforward. “Ride Along” centers on the odd duo of the skittish, hot-blooded security guard, Ben Barber (Kevin Hart), and his cool and collected brother-in-law, Officer James Payton (Ice Cube). Wanting to marry longtime girlfriend Angela (Tika Sumpter), the sister of James, Ben has to prove to James that he is worthy of his blessing by going on a 24-hour ride along with him. Throughout the film, the two try to uncover the unknown identity of Atlanta’s most powerful gang leader. With a unique blend of Ben’s loveable dorkiness and James’s frighteningly tough demeanor, it was no surprise that the humorous scenes and situations often left the entire audience howling with laughter. Since the main characters were practically polar opposites, the jokes were able to cover to a wide variety of topics as the humor included clever jabs at common
action movie cliches, simple offhand remarks about race or gender, and the shocking mishaps resulting from Kevin’s explosive ego. To compliment the comedic aspect of “Ride Along,” its action had always packed a punch thanks to its electrifying soundtrack, fasttalking protagonists, and dynamic, adrenaline-fueled gunfights. These scenes were extremely fluid and managed to achieve a perfect balance of nail-biting action without overwhelming viewers. To further this balance, comedic details like Kevin’s poor coordination and geekiness were integrated within the brawls. However, much to my disappointment, a few of the scenes without the action seemed to drag on due to the uneven pacing of the movie and its sharp contrast between thrilling stunts and idle banter about trivial topics or jokes that seemed to stopped being funny after repeated use. Granted, there are quite a few notable twists and turns woven throughout the movie’s storyline, but it is in no way complicated nor original. Even though “Ride Along” had poked fun at typical action movie tropes , it was really no different than your average action comedy as the plot was predictable and characters’ developments were
greatly hindered by the comedic sequences. It felt that whenever the characters got personal, there would be some funny circumstance popping out of nowhere and overshadowing the characters’ growth. To be quite honest, the movie at times had felt more like a series of funny skits about two cops rather than a coherent plotline illustrating the growing bonds between two cops. Where the plot lacked, the cast made up. As a fan of Ice Cube’s past work, I immediately saw him as the perfect fit for the harsh, nononsense attitude of James. From silent expressions to his interactions with other characters, Cube’s interpretation of James was very favorable among the audience. As the primary butt of jokes, Kevin Hart was able to fully portray Ben’s inexperience with police work and dedication to gain James’s blessing. Both Cube and Hart were successful in creating an amusing relationship of good cop and bad cop, fluidly switching those two roles around. After an intense week of school, it’s great to kick back and relax with a movie like “Ride Along”. Blending Ben’s over-the-top silliness with James’s violent severity, “Ride Along” will guarantee long fits of laughs, though at the price of a good plot. Ω
Candee Treats Herself: Big Bear Snow Play 42825 Big Bear Blvd Big Bear Lake, CA 92315
Candee and her sister treat themselves to a day of tubing in the mountains at Big Bear Snowplay. Candee Yuan Editor-in-Chief After almost four long years consisted of numerous sleepless nights, I finally reached the second semester of senior year. Senioritis hit me, and hit me hard. Between choosing to stay at home or to go tubing at Big Bear with my sister, it was a no-brainer that I chose the latter. Tubing at Big Bear was something that I’d never tried before, and I can guarantee you that I will eventually go back. It was definitely a plus to get away from the blazing Californian sun and into the snowy mountains at Big Bear. It was finally my turn to go down the lane with a doughnutshaped ring of air as my only means of transportation down the slope. Tubing down the slope and
experiencing the humps in the lane gave me the same feeling as experiencing the drop in a roller coaster. After waiting in line to finally get a chance to tube down a lane, it was right back to waiting in line again for me. Because of the number of families there, after each time down the slope I had to wait in line again for approximately another 10-15 minutes. Despite the wait time and the lack of snow outside of the lanes due to the drought California had been in, I still enjoyed myself. Going tubing at Big Bear gave me an experience that homework will never give me. I’m not saying to live by the slogan, “yolo,” but it’s senior year. It may be a bad idea to give into senioritis and forget about homework for bit, but I certainly do not regret it. Ω
TUBING THROUGH THE SNOW: Tubers walk along the snow at Big Bear Snow Play, getting ready for another round. PHOTO BY CANDEE YUAN PHOTO USED WITH PERMISSION OF AP IMAGES
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HORSE’S MOUTH Our oft-negative perception of athletes is a damaging outlook that inhibits personal growth Ted Zhu Sports editor It was easy to call Seattle Seahawks cornerback Richard Sherman brash, arrogant, and narcissistic when he declared that he was “the best cornerback in the game.” But it also seemed far too quick for some people to step across the line and call him a “brainless thug”, “unintelligent moron”, and “just another stupid football player.” It is easy to see why some people jumped to such impulsive conclusions. The ugly yet real and apparent stereotype of football players being a part of the “dumb jocks” is an idea rooted firmly in our nation’s pop culture and unfortunately, high school culture. But Sherman is the antithesis of the dumb jock and a model for what we can become. In high school, Sherman had a reputation for berating teammates who did poorly in school. In the notorious gang and violence filled suburbs of Compton, he stood out and excelled athletically and academically, taking AP classes and finishing with a 4.2 GPA. After graduation, he chose Stanford over football powerhouse USC to prove to everyone that a poor kid from Compton could make it in one of the world’s top universities. And he did just that, finishing with a 3.7 and a degree in communications, while starting on the Cardinal football team and becoming an All-American in track and field. His past reveals Richard Sherman to be more than any of the stereotypes people have hurled at him, and it shows why he deserves more respect
his critics will allow. Importantly, Sherman did not let his stereotypes define him; not one of “brainy nerd” nor one of “dumb jock”. The “dumb jock” stereotype is not just a harmless label; it is a harmful mentality. We seem to think that in order to be jocks, we have to dedicate high school life to excelling on the field, working out, dating cheerleaders, and disregarding school. In contrast, to be nerds, we have to dedicate life to acing tests, memorizing textbooks, kissing up to teachers, and reading professional journals. But why do jocks have to do those things to be a jock? Why do nerds have to do such things to be a nerd? Why can’t I be an engineer who shines in drama and loves playing the trombone? Does that make me any less of an engineer? And why can’t you be a basketball player who loves philosophy and prefers classical over rap? Does that make you any less of a basketball player? Why do I have to be a jock or a scholar? Why can’t I be both a jock and a scholar? In our school, these dumb jock stereotypes are not just insidious because of the social stratifications that they instigate. What’s really insidious about these stereotypes is that they make us believe in them. We self-stereotype and limit ourselves. We may be the best stereotypical cheerleader, the best stereotypical athlete, or the best stereotypical nerd, but in pursuing these narrow pathways we’re giving up so much along the way. Instead of conforming to what stereotypes ask of us, we could be the jock and scholar. Ω
From courts to classrooms CIF academic standards are to have a 2.0 GPA every semester. This year so far, we’ve only had four students or five students these past two seasons that have been on the ineligibility list. 186 polled
Are athletes smarter than average students? Do you think athletes do better in school than the average student?
Out of the hundreds of fall and winter sports athletes, few take it upon themselves to enroll in AP/IB classes. The average number of advanced classes per athlete during these seasons ranges between zero and one.
honors classes each athlete takes
GIRLS AP/IB classes each athlete athlete takes
of athletes take honors courses
How many AP/IB courses do you think the average athlete takes each year? 0 1-2 3+
14% 69% 17%
How many AP/IB courses do you think the average WHS student takes each year? 0 1% 1-2 3+
BOYS VARSITY BASKETBALL POLL Varsity boys basketball players were asked about academic values and expectations set for them in the classroom.
Do you feel athletes have a lower academic expectation?
What is more important to you, academics or basketball? academics basketball
McKenzie recruited by Rangers Brennan McKenzie pursues the opportunity to play professional baseball. Caroline Huang Staff writer Blonde hair, intense eyes and a confident but sometimes sarcastic smile always tugging at his lips. That’s the sophomore who has been scouted by professional baseball scouts early on in his sophomore year. Meet Brennan McKenzie. “He is very driven and motivated and surrounds himself with good people to keep him away from some of the distractions. He is goaloriented, motivated, hardworking, and very reliable,” varsity boys baseball head coach Paul Acosta said. McKenzie grew up in a
family that valued sports; his father encouraged McKenzie and his older brother to play baseball and football from a young age. “My dad inspired me to play these sports. He took me to college games when I was young and I wanted to play them,” McKenzie said. From early on, McKenzie showed promise. He has been to the UnderArmour Showcase in Tucson, Arizona, considered to be the highest level for his age. “The first thing I see about him is his work ethic. Usually individuals who are used to being bigger and better than everybody at this stage sometimes get complacent,” Coach
Acosta said. “I think he knows that he has the skills, but he comes out and tries to work hard to sharpen his skills.” McKenzie practices twice a day and six days a week. “It’s about the muscle memory and the mental aspect of the game,” McKenzie said. “You just keep drilling the same things over and over again and eventually it becomes your second nature.” His work eventually paid off when scouts from the professional Texas Rangers took notice. “The fact that I hate to lose helps motivate me. To compete with my seniors puts a lot of pressure on me, but you have to
FIELDING VICTORY: Sophomore Brennan McKenzie fields a grounder in the infield during a practice with the Rangers scout team. physically and mentally relax and fall back on what you’ve been taught.
Confidence is the central part and key to baseball,” McKenzie said. Ω
Ω the hoofprint
february 12, 2014
TENNIS FRESHMEN ON THE RISE Dozens of athletes try out for the tennis team every year, hoping to see their name on the roster. Less than 16 make the lineup. Meet the two freshmen who are on the varsity team this year.
AGE 14 HEIGHT 5’8” WEIGHT 105 lb. TENNIS RECRUITING NETWORK RANKING
“It feels pretty good to make varsity. It’s one of my goals I wanted to accomplish before I graduated high school. It’s important because it’s like a thing to get me into college. My goal is to play pro circuit. Making varsity will be a step toward my goal. It’ll help me with my attitude with my team mates.” -Ryan Wong, 9
AGE 14 HEIGHT 5’9” WEIGHT 137 lb. TENNIS RECRUITING NETWORK RANKING
“I enjoy playing tennis because it’s a fun sport and it’s physically challenging and also mentally. Tennis is important to me because it keeps my life balanced. If I didn’t have tennis, I wouldn’t have a stress reliever in my life. “It feels good knowing I made varsity as a freshman because there’s only one other freshman that made it.” -Dylan Truong, 9
Boys wrestling finishes league duals against Diamond Bar The Mustangs complete the team season with a loss to the Brahmas 26-32. Bryan Wong Sports editor Varsity boys wrestling finished its league duals with a loss to Diamond Bar 36-42 in a home match on Tuesday, Feb. 4. “I feel as a team that we did really good and a lot better than last year,” senior Robert Gomez said. “We need to improve our cardio so we can wrestle longer and better without getting tired.” Both schools began the dual with pins at the 106 lb and 113 lb weight classes. Captain junior Marc Anthony Sanchez stopped the Brahmas’ momentum with a close victory against MUSTANG SPIRIT IN THE RING: Senior 126 lb. Kevin Lu counters his former Walnut varsity wrestler Donald Palmer. opponent’s high crotch shot with a crotch lock in an attempt to roll him over. “Donald, being a former had the home crowd on my side.” lbs, the Brahmas claimed a bye Mustang meant that he knew Diamond Bar began to take at 220 lbs and defeated Walnut’s what we drilled and what moves I the lead, claiming victories at heavyweight, sealing the victory. liked to go for. But I kept drilling the 138, 145, 152, and 160 lbs The Mustangs will not compete as my stuff and my game play was leading 16-8. a team against their longstanding to keep a fast paced match and weight classes, “I was mad that we were rivals next season because Diamond dominate when I was on top and not let him hold me down on bottom, losing some matches, but I Bar will move up a division. “We were all worried to lose which worked perfectly,” Sanchez was excited at the same time because it was a rivalry match.” the dual, and there was a lot of said. “Freshman year, we would challenge each other for the varsity junior Dane Nakamura said. excitement and adrenaline because With five weight classes left to Diamond Bar is our rival and this spot and although every match wrestle, the Mustangs trailed by 16. was the last time we are going to was close, he would come out the winner. So I was very motivated, and Despite Walnut’s three consecutive face them in league,” sophomore victories at 170, 182, and 195 Zachary Rohskothen said. Ω
A FAST introduction to swim
Varsity swimmers help the junior varsity members in the FAST program to polish up their technique. Cherie Chu Staff writer Swim team implemented FAST, a program designed to help junior varsity swimmers with their techniques and strokes. Varsity members work with junior varsity swimmers on their technique every Friday at the Walnut High School pool after school starting Jan. 31. To help the junior varsity members, the trainers demonstrate strokes and aid them with their positions if they are struggling. “[The instructors] watch you one by one, and after, they give you advice or tell you if you did a good job. Sometimes, they encourage you, which is good,” freshman Matthew Huang said. “The advice really helps you because you correct it the next time and you get better.” Junior varsity swimmers sign up with a certain varsity trainer they want to work with. Each group contains seven to nine swimmers, excluding the trainer. “All in all I think it’s good because you get to practice with someone you feel comfortable with. The trainers are around our age so it’s
easier to connect and negotiate with them on a more casual level,” junior varsity sophomore Melody Wen said. Last year, captains attempted to create a swimming aid program, which did not last because of inconvenient timing and insufficient preparation. However, this year instructors have met to plan the lessons and started the program earlier so that the junior varsity members have training before swim season starts. “But we’re still hoping that we can help a majority of the swimmers improve their times this season, or at the very least, create a better bond between the captains and the rest of the team,” varsity junior Sarah Le said. With FAST, swim captains hope to train the junior varsity swimmers so that they will build a good technique foundation and a closer bond with the varsity swimmers. “The purpose of FAST is to help JV swimmers reach their full potential, to allow them to compete at a level that separates them from others,” varsity sophomore Jerry Chen said. “I think this is a great program for the JV people because it allows them to swim fast, and we need fast swimmers in order to win CIF and in league.” Ω ADVERTISEMENT
Ω the hoofprint february 12, 2014
Boys’ basketball reclaims league title Varsity basketball extended its undefeated Hacienda League record to continue its momentum toward CIF playoffs. The Mustangs are now 9-0 in league play. Ted Zhu Sports editor Boys’ varsity defeated West Covina 81-47 on Friday, Feb. 7, continuing its undefeated league streak. The Mustangs extended its 9-0 undefeated league streak to claim its first league title in 11 years. “The last time we won league was over 10 years ago. It’s a great achievement by our juniors and seniors. We have a group of extremely dedicated athletes who try their hardest,” center PHOTO BY EUNICE PANG junior Benjamin Lundblade. Walnut started off early SWISH, BABY, SWISH: Guard junior Jack Charles pulls up for a baseline in the first quarter, with an jumper late in the third quarter. Walnut finished the third quarter up 63-31. offensive splurge and never ahead by 27 points. By the latter the league title with an overall 20-5 looked back. West Covina earned its rare points off of free throws and a half of the second quarter, Walnut’s record, setting itself up as the number Walnut wrapped up the quarter 23-8. starters were resting on the bench one seed from Hacienda League in the “We’ve been playing great while the backups wrapped up the first upcoming Division 1-AA playoffs. Walnut came out slow in the defense all throughout league so that’s half with a comfortable 49-18 lead. “I felt really proud because we first quarter against Los Altos, what got us to where we are now. That game against West Covina was blew them out and it made us league trailing 8-12, before exploding for good. We killed them but it was fun,” champs. If we lost, we might have been a 27 point third-quarter effort that senior forward Rob Harrelson said. co-league champs with Diamond Bar,” put it ahead and seal the game. “We really do feel accomplished Walnut then stretched the lead forward senior Albert Jelowicki said. Walnut then overcame a tight Los because we haven’t won league in 11 with an 8-0 run, which quickly grew into an 18-6 run and put the Mustangs Altos game to win 64-60 on Monday, years so it made me think that it’s special Feb. 10. to clinch sole possession of to come in and win,” Harrelson said. Ω ADVERTISEMENT
20 VARSITY WINTER SPORTS SCOREBOARD BOYS’ BASKETBALL 1/22 1/24 1/27 1/29 2/5 2/7 2/10
Los Altos 65-55 W Diamond Ranch 64-49 W Diamond Bar 56-53 W Rowland 60-43 W Bonita 46-19 W West Covina 81-47 W Los Altos 64-60 W
WRESTLING 1/9 1/16 1/23 1/28 1/30 2/4
vs. Rowland 27-52 L @ Bonita 36-34 W @ West Covina 58-18 W vs. Los Altos 67-12 W @ Diamond Ranch 65-15 W vs. Diamond Bar 36-42 L
GIRLS’ BASKETBALL 1/2 1/24 1/27 1/29 2/5 2/7 2/10
GIRLS’ WATER POLO 1/14 1/22 1/23 1/28 1/30 2/4
GIRLS’ SOCCER 1/7 1/14 1/16 1/21 1/23 1/27 1/28 2/4 2/6
vs. Rowland 3-1 W @ Bonita 3-2 L vs. West Covina 1-1 T @ Los Altos 1-0 L vs. Diamond Ranch 2-1 W @ Diamond Bar 1-0 L @ Rowland 2-1 W vs. Bonita 4-2 L @ West Covina 2-0 W
vs. Los Altos 66-20 W @ Diamond Ranch 26-68 L vs. Diamond Bar 45-29 W vs. Rowland 61-28 W @ Bonita 44-79 L vs. West Covina 58-66 L @ Los Altos 66-39 W
@ Rowland 13-5 W vs. Bonita 15-7 L vs. West Covina 11-4 W @ Los Altos 13-3 L vs. Rowland 22-4 W @ Bonita 12-2 L
BOYS’ SOCCER 1/7 1/14 1/16 1/21 1/22 1/23 1/27 1/28 2/4 2/6
@ Rowland 3-2 L vs. Bonita 3-1 W @ West Covina 3-0 W vs. Los Altos 2-1 L @ West Covina 3-0 W @ Diamond Ranch 5-2 L vs. Diamond Bar 2-1 W vs. Rowland 1-0 W @ Bonita 2-0 W vs. West Covina 3-1 W