JANUARY 13, 2022 VOLUME 95, ISSUE 3
LIBERTYVILLE HIGH SCHOOL’S STUDENT NEWS PUBLICATION
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CONTENTS
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NEWS 4-5 NATIONAL
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Infrastructure Investment and Jobs Act Signed into Law
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FEATURES 7-9 LHS
18-19 HUMAN INTEREST
Parking Lot Pandemonium: The Challenges of the LHS Parking Lot
Macaire Everett: A World Colored by Chalk
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20-22 SEASONS
10-13 LHS
The LHS Classes Everyone Should Know About
Snapshots of Seasonal Scenery
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26 WHAT’S TRENDING
14-15 GOALS
Checking off the Bucket List 16-17 HOUSEHOLD
Family is Family: Students with Varying Types of Households
Self Care
27 MAD LIBS
The New Year
SPORTS 25 SPORTS
OPINION
A Look into LHS Winter Sports
23 STAFF EDITORIAL
24 COLUMN
Acknowledging that Libertyville isn’t perfect
Wake Up LHS: Bring Back Nap Time
WHO WE ARE WE’D LOVE TO HEAR FROM YOU Contact us at L.doi@d128.org Contents by Natalie Isberg Cover Photo by Roqaya Elmenshawy Cover Design by Kylie Skibitzki 2
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Drops of Ink is a student-written, edited and produced high school publication. Our publication functions as a service to the school and greater community of Libertyville, first and foremost delivering open-minded, informative content that is relevant to our readership. While not our primary motive, Drops of Ink also looks to provide entertainment to our audience. We aim to challenge readers to see different perspectives and gain knowledge of the world around us.
DROPS OF INK
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CONTENTS
CHECK US OUT ONLINE lhsdoi.com
WHICH MUSIC PLATFORM HAS THE BEST LISTENING EXPERIENCE? Ashley Sanchez
BOYS BASKETBALL BATTLES LAKE FOREST BUT LOSES CLOSE GAME
LE CHOCOLATIER: SHANE WIMMER
Andrew Brooks
Natalie Isberg
EDITORIAL BOARD
STAFF
JADE FOO
JASMINE LAFITA
Editor in Chief jade.foo@lhswildcats.org
Online Editor
ELLIE GEORGE
Opinion Editor
Editor in Chief ellie.george@lhswildcats.org
ANDREW BROOKS
PAUL REIFF Faculty Adviser
Ashley Sanchez
SARAH WUH
Sports Editor
Andrew Brooks Jack Birmingham Alex Clark Ella D’Amore Roqaya Elmenshawy Eva Fahrenkrog Jade Foo Liam Foo Ellie George Natalie Isberg
Lauren Kern Mia Khan Jasmine Lafita Liv Martin Sadie Parvis Zahraa Patel Ashley Sanchez Kylie Skibitzki Marisa Tarica Sarah Wuh
paul.reiff@d128.org
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NEWS
INFRASTRUCTURE INVESTMENT AND JOBS ACT SIGNED INTO LAW Jasmine Lafita
Alex Clark
On November 15, 2021, President Joe Biden signed the $1.2 trillion Infrastructure Investments and Jobs Act, enacting the bill, which has been compared to historical relief packages, into law. The bill not only seeks to improve infrastructure, including drinking water, roads, public transportation and broadband coverage, but also will create jobs to support these projects, especially in construction. It is projected that the bill will add an average of 1.5 million jobs per year for the next 10 years, mostly in the areas of construction, to help aid the implementation of the new building projects. Illinois will see $17 billion of the infrastructure bill, with Governor JB Pritzker’s office dividing up where the funds will go. The money will be spent based on need, so the areas that require the most help will get the most funds. “One of the ways that typically [the government] would divvy up the money for schools is based on income,” said District 128 business manager Dan Stanley. “So if you have a high low-income population, you would get more money. A district like ours has a pretty low low-income population, so we don’t get a whole lot of federal money because, understandably, they recognize [we] don’t really need it.” A majority of federal funds granted by the Infrastructure Investment and Jobs Act will go toward transportation, totalling to $284 billion. Almost half of this sum, $110 billion, will go toward the U.S.’s crumbling roads and bridges. Construction projects across the country have broken ground following the signing of the bill, including many in Lake County, according to the Chicago Tribune. Illinois’ roads are ranked third worst for congestion, along with excess fuel consumed, in the country. Of the funds Illinois received, a total of $11.2 billion will go to improving roads, divided between highways and bridges.
Photo via Electrify America Newsroom The infrastructure bill invests $7.5 billion into the national buildout of fast chargers to make traveling in an electric vehicle easier. These chargers will be placed strategically along highways and transportation corridors under networks like Electrify America (pictured) and EVgo.
“We have potholes; we’ve got bridges and all those other things that need attention, so I would hope… that the benefits of [the Infrastructure Investment and Jobs Act] would be spread nice and evenly throughout the country, including Lake County,” stated AP US History teacher Andrea Lara. As climate change has become a greater threat, more emphasis in government has been put on making the United States greener, and the Infrastructure Investments and Jobs Act is no different. A total of $105 billion will be put towards improving public transit, including both buses and railroads. The public transit system in the United States is ineffective and “broken,” according to Vice News. The investment in improving transportation in the bill could fix these problems, encouraging more people to take public transit instead of personal vehicles, which would help reduce the amount of harmful greenhouse gases emitted into the atmosphere. As well as public transportation, the bill makes an effort to make personal transit greener by investing in infrastructure for electric vehicles (EVs), including both cars and buses. The United States is behind Photo via Wikimedia Commons other countries in EV infrastructure, but Amtrak, the main United States passenger rail service, specifically will receive $66 billion from the this act seeks to provide the foundation for infrastructure bill. Money will go towards infrastructure investments across the country but mostly on the Northeast Corridor, which connects cities like New York City and Washington DC. a reliable network of EV charging stations. 4
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NEWS lately that has been bipartisan,” said AP Government teacher Matthew Wahl. “One of the reasons why is the Senate filibuster rule where, essentially, you have to get 60 votes to get anything passed, so the [infrastructure] plan is very significant because [it cleared] that hurdle.” The bill was one part of a combined omnibus package that made up the Build Back Better Plan. It was split into two sections, the Infrastructure Investment and Jobs Act and the Human Infrastructure Plan, which passed the House of Representatives and has yet to pass the Senate. For a while, the Infrastructure Investment and Jobs Act was in deadlock in the House between Speaker Nancy Pelosi and factions within the party, after passing the Senate. Progressives in the House of Representatives initially threatened to vote “no” on the bill without the passage of the Human Infrastructure plan first, which would have killed the act in the House, given its limited support from House Republicans. “Progressives really hurt this cause,” Mr. Wahl explained. “They Roads, bridges and highways were the main driving factor of the infrastructure held the bill back and hurt the Democrats in the [2021] elecbill. One in five miles, or 173,000 miles total, are in poor condition. $110 billion tions. If they had actually passed something tangible, maybe the will be invested into fixing crumbling roads, and $40 billion will be allocated specificaly to bridges. The focus of these investments is on climate change miDemocrats could have won. In the end, it was the Congressional digation, resiliance, equity and saftey for all users, according to the White House. Black Caucus that pushed it forward for the rest of the party.” At the last minute, progressives made a deal with Pelosi and voted for passage, sending the legislation to President Biden’s desk. Illinois is set to spend $149 million on building charging stations The Infrastructure Investment and Jobs Act is similar to Franklin throughout the state, but it is eligible to get up to $2.5 billion more Delano Roosevelt’s New Deal and Lyndon B. Johnson’s Great Society, in grants to further expand EV infrastructure. In today’s world, it has grown even more necessary to have reliable both of which sought out to expand social welfare and eliminate poverty, according to Politico. internet access, as more and more aspects of life, including work, Much of the effects of this legislation will not be visible for years, school, and gatherings, have moved to remote, due to COVID. Withas infrastructure is slowly built up and improved nationwide. out internet access, many students, especially in low income areas, “It’s one of the biggest investments in [infrastructure] in Amerwere left behind academically, since they didn’t have the resources ican history,” said Mr. Wahl. “Just like the American people, I’m kind to succeed. of torn on it. We want to wait to see results and what it actually will A significant amount is also going into providing broadband coverage across the country, especially in rural areas. Over the COVID-19 accomplish. Hopefully, it goes to all the right places. We may not see for a few years. We won’t know if it’s a good or bad thing until pandemic, already present income disparities have worsened, since [then].” low income areas are far more likely to have no broadband providers. “[District 128] found that, after remote learning, [some kids] just wouldn’t have internet connectin... There probably is work to be done in the Libertyville area to help improve their broadband connectivity just because [buildings and infrastructure] are very old,” explained Stanley. The Infrastructure Investment and Jobs Act puts $66 billion into expanding broadband coverage and “ensur[ing] every American has access to reliable high-speed internet,” according to the White House. The bill was passed with some bipartisan support, first going through the Senate and passing 69-30, then the House of Representatives, where it passed on a far slimmer, far more partisan margin of 228206. In the Senate, 19 senators, or 38 percent, of Senate Republicans, voted to pass the bill, while only 13, or just over 6 percent of, House Republicans, voted for it. Both senators from Illinois, Dick Durbin and Tammy Duckworth, and the representative from the Libertyville area, Brad Schneider (D-10), voted to pass The infrastructure bill provides the single largest investment to the United States power grid in history. The roughly $65 billion investment will help transition the country to more the Infrastructure Investment and Jobs Act. clean, reliable energy to midigate the dangerous effects of climate change. “Not much [legislation] has passed Congress JANUARY 2022
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FEATURE
Eva Fahrenkrog & Marisa Tarica
Ashley Sanchez
Kylie Skibitzki
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FEATURE The LHS parking lot is a center for heavy traffic and potential accidents. At the end of the school day when the bell rings, there is a mass exodus of students who are eager to get to their cars and leave as fast as possible. Likewise, parents want to pick up their kids and exit the parking lot in a safe and effective manner. The current system could stand to be improved in order to avoid accidents. There are 297 available student parking spaces during school hours, Monday through Friday. Three hundred staff share the staff parking lot from the early morning until the late evening, as well as construction workers, whose attendance at LHS has fluctuated as the school has undergone several projects. Students and staff are not permitted to use each other’s lots, with the exception of after-school hours. “This alleviates congestion, and gives both groups their own space,” explained Mr. Uliks, the LHS Director of Campus Safety. Students and staff must also use the back gate alongside the tennis courts to enter the campus past 8 a.m so they are not caught up in traffic with parents using the main entrance. If a student attends an after school club or practice they can park near the pool entrance after 3:25 or on weekends. “The school’s primary objective is safety,” stated Mr. Uliks. Both before and after school there are five security supervisors whohelp individuals enter and exit the lot. One of the main parking lot dilemmas occurs when parents line up in the parking lanes, blocking student parking spaces, thus preventing students from exiting the lot. This leads to the pickup lane becoming congested and disorderly. The parking lot security supervisors allow the parents to pull into and wait in the lot, rather than causing a backup on Road 176. Waiting for the backup to clear is very frustrating for students attempting to leave the school.
Security directs traffic to maintain an orderly environment.
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Student Experience Senior Katie Meyer uses a carpool spot, the numbered spaces closest to the school. The purpose of the student carpool spots is to reduce the number of cars using the parking lot by having students ride with each other to and from school. Though it would seem that there would be less traffic due to the fewer amount of cars occupying the parking lot, the number of parents picking up and dropping off their kids defeats the purpose entirely. “I would say carpool spots help other people, but don’t help the carpoolers,” Meyer said. Individuals who park in normal parking spots are farther away from school but are also free from some of the traffic congestion where the parents line up. Oftentimes it takes so long for everyone to safely exit the parking lot, it’s better to wait out the rush. “Usually I sit in the library or hang out in the school for 10 minutes to let the parking lot clear out,” Meyer said. She added that the perfect time to drive in and out of the parking lot before the lot becomes chaotic is before 8:30 a.m and 10-20 minutes after 3:25 p.m. Driving stress can be often attributed to fear of vehicle collisions. Although everyone hopes they will never be in this situation, some might not always be so fortunate. Senior Charlotte Bossler’s car was totaled while parked in a regular parking space, during the morning rush, as students are hurried to park and arrive to class on time. Bossler, who is a member of the Illinois student organization Traffic Safety Board, understands the dangers of bad driving habits developed at a young age. The Illinois Traffic Safety Board is focused on driver mental health and traffic safety. “Many surrounding counties have also experienced problems with irresponsible teen driving,” Bossler said. “It’s important that we instill good habits in teen drivers.” Bossler also thinks that the LHS parking lot traffic situation needs a solution. “As LHS continues to expand their student populus, they need to provide better parking,” Bossler stated. Senior Allison Bolas struggles with the stress of leaving the parking lot at 3:25 every day. Tensions between drivers arise when students are blocked into their spots by parents. Fortunately, according to Bolas, the majority of the students handle the chaotic traffic with level heads. “Other students are usually pretty nice,” Bolas said. “We do our best to communicate with each other while driving.” Even when there is a conflict between drivers, the security supervisors involve themselves when necessary to de-escalate any situation. However, driver conflicts and car accidents are not the only concerns. Vehicle-student collisions are another serious issue. Even students walking from the Brainerd campus are at risk if drivers are not paying attention. The majority of sophomore and junior drivers park at Brainerd and walk to LHS from there. Pedestrians should always use crosswalks, monitored by security supervisors, to cross the street to avoid accidents.
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FEATURE
Cars line up to depart the West Parking Lot after school gets out. Photo Credit: Billy Dempsey
Solutions Allison Bolas offered up the idea of separate parent pick-up times. LHS could establish a specific time for parents to come to pick up their students - possibly 10-20 minutes after students are released from school to alleviate the overload of traffic in the parking lot at 3:25 p.m. This would allow for students to safely exit the parking lot before the rush of parents. Mr. Uliks explained how reducing parental driving would also reduce traffic stress in the lot. “Students should drive themselves if possible,” said Mr. Uliks. If students can’t drive themselves, taking the bus is another good option, since it reduces congestion and increases safety. Regarding accidents in the parking lot, LHS is ready to assist. “It’s an accident, it’s a mistake, we understand, but do report to someone if you have been in or caused an accident,” said Mr. Uliks. If there’s an incident in the parking lot, it should be reported. As long as the school’s parking lot rules are being followed, students should feel safer when driving. “Use crosswalks, wear your seatbelt, don’t use your phone while driving, and pay attention,” added Mr. Uliks. Mr. Uliks mentioned that the best thing to keep in mind while driving in a crowded lot full of people, is to always be courteous of others. “Be extremely courteous, follow the rules, and most importantly, realize that the priority is to get everyone safely in and out of the lot.”
“Be extremely courteous, follow the rules, and most importantly, realize that the priority is to get everyone safely in and out of the lot.” - Mr. Uliks
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FEATURE
The LHS Classes everyone should know about Andrew Brooks Course Selection is right around the corner! In a matter of weeks, all juniors, sophomores and freshmen will be choosing the classes that will make up their schedules for the 2022-2023 school year. Most students’ schedules consist of an English class, joined by Math, Science, Social Studies, Foriegn Language, Physical Education, and Lunch.
Automotive Technology I LHS has its very own Auto Shop which houses both the Auto I and Auto II courses. Robert Kelch teaches both, and says that while emphasizing safety, students will “operate every large piece of machinery in the shop. They will use a drill press, grinders, welders, and hand power tools. They’ll take a small engine apart, put it back together, and do some basic car maintenance.” Senior Carson Agee took Auto I his sophomore year. Agee “really liked welding and learned a lot when we took apart and reassembled the engines.” Mr. Kelch stressed that no prior experience with cars or maintenance is required to sign up for the course. “People feel or have the perception initially that if I take that class, I need to know something. And you don’t. Everybody in this room doesn’t know anything at the start.” Mr. Kelch is also very open to student input in the projects. “I’m all for doing different things, if it’s mechanical, requires some fabrication, and gets your juices flowing, then let’s do it. Learning how to do something with your hands, there’s a certain amount of satisfaction that you can’t can’t replicate,” he said. “Auto put me in a good mood while teaching me valuable information about my future,” Agee concluded. Auto II is available as a year-long course that students can repeat if they enjoy Auto I.
Mia Khan
Jade Foo
However, that only makes up seven of the eight periods in a school day. An elective course is available, and LHS has an abundance of classes to offer. With that in mind, Drops of Ink presents a variety of elective courses that all students should know about before they choose their classes for next year.
Sports and Entertainment Marketing This semester long class looks at Marketing Principles through the lens of a sports or entertainment medium. After learning marketing techniques such as ‘The Four P’s’: Product, Place, Price and Promotion, the students will create their own sports or entertainment entity. “We create a team, a logo, a slogan, a venue with ticket pricing, advertising, a website, promotional materials, hats, shirts, all those types of things,” says Bill Reichert, who teaches the course at LHS. He enjoys teaching it because it “gives students an opportunity to explore something that they’re interested in.” Junior Chris Bennett took Sports and Entertainment Marketing his sophomore year and created his own NHL team for this project. “We looked at the NHL salary cap and signed famous players to contracts that were all within the salary cap. It was very cool,” Bennett said. Mr. Reichert elaborated on the skills taking this class can give. “We don’t take tests, we don’t do book work or homework. We develop presentations, we make all kinds of artifacts, we use different web based software. You’re really learning a meaningful business curriculum while combining all those soft skills. It’s really awesome.”
Students in Auto I and Auto II will get to learn valuable car maintenance skills as well as learn how to build an engine and operate the machinery within the shop.
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FEATURE
JEWELRY METALSMITHING STUDIO
Pictured are rings that were designed by students that took Jewelry Metalsmithing Studio. The rings were first carved from wax and then sent to be cast in metal for a wearable piece of jewelry.
This course teaches students metalsmithing skills and allows them the ability to create their own jewelry. Senior Delaney Hackett took the course during the first semester of her senior year and loves the “creative freedom and individuality which leads to no one’s [jewelry] turning out the same.” Hackett is “so glad” she took the course and is excited to have learned “a lot of metalsmithing skills from soldering metal for rings or sawing pieces of metal to make a pendant or keychain.” Teacher Julie Johnson explained some of the techniques students will learn. “Students learn how to use Jewelry torches, set a stone and create a beautiful wearable ring. They also work on wax carvings and enameling.” She enjoys teaching the course because, “Everyone uses the techniques to create original work that is personally significant to them. It is a unique experience that can’t be found in most other high schools.”
PReschool “We actually run a Preschool program in the building here,” says Kristin Tarrant, who teaches the course at LHS. “We have a room setup for preschoolers with small tables and toys. My students become their teachers.” The kids are dropped off by their parents or guardians and picked up either two or three class periods later based on how many sections of Preschool class there are. The only requirements are that the kids are between 3 and 5 years old, and are potty trained. Senior Kaitlyn Gallo took the course her sophomore year and enjoyed it so much that she signed up for Preschool II her senior year. ““We’re learning how to be creative in lesson plans,” Gallo said. “The
actual information you’re teaching is so easy, but coming up with fun ways to teach it, you use a whole different side of your brain as opposed to math or science class.” Both Gallo and Mrs. Tarrant agree on their favorite part of the class, which according to Mrs. Tarrant is “the connections the students make with the little kids and the relationships that they build with them.” Gallo added that she “enjoys the preschoolers because they’re wide eyed, so creative, and they have no filter, which is absolutely hilarious. I feel like they bring out such a good and happy side of everyone.”
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DARKROOM PHOTO STUDIO Students in this course will “learn how to use a 35 mm camera, shoot and process film, and create photographs in the darkroom under red lights,” according to Mrs. Johnson, who teaches this course as well. Senior Kate Shannahan took the course her junior year and described a typical project. “ We would have an assignment to go out and take pictures. Sometimes the assignment was ‘Nature’ so I took pictures of trees or animals or flowers. Then, during the week we do the whole process of developing the pictures and rolling the film.” Both Mrs. Johnson and Shannahan agree that it is a nice change of pace to step away from digital photos and screen time. Shannahan describes it as “more fun to not be able to see the pictures you take until you develop it.” Her teacher says “seeing the images on the film, after processing, is always magical.”
Pictured is the darkroom where Darkroom Photo students process and develop their film. The only light allowed within the room are red lights which protect the film from getting ruined when being developed.
UNDERSTANDING PERSPECTIVES: AFRICAN AMERICAN HISTORY Understanding Perspectives: African American History is a brand new class coming to LHS for the 2022-2023 school year. According to Social Studies Department Head Brian Voss, the focus of the course is “to give a perspective of the African American experience and give an opportunity to appreciate, celebrate, and empathize.” This semester course will study African American History from slavery to modern times. The idea for the class came from a group of students at Vernon Hills High School, who came to one of their history teachers in 2019 to request a course that “goes deeper” than US History, according to Mr. Voss. D128 has been working on creating the course since this time. “I hope a big takeaway is to not change the story, but just kind of reinterpret the narrative,” says Mr. Voss. “Yes, there are bad things happening. But here’s all the great things that come out of it. Here’s all the people that have stepped up and made a change and inspired others. Here’s the artwork, poems, literature, and speeches that show this celebration of identity and history within the American experience.”
Woodworking I Woodworking I is a semester class that, similar to Auto I, requires no prior experience. Jeremy Gerlach teaches this course at LHS and describes it as “risky and high stress. But the students seem to thoroughly enjoy that.” “We start with safety and being able to name tools. Then we learn how to cut things at the right angles. It’s a very active class with very few lectures,” Mr. Gerlach explained. Mr. Gerlach also detailed the project progression of the class. “We start out simple with a cutting board, then we move on to the side table, which is actually probably more of an advanced project, but we do it anyway. And then building Adirondack chairs is the culminating project.” Junior Sydney Maheu took the class her freshman year and she still has each of the items she made in Woodworking. “I gifted my mom the cutting board and I have the table I built with the chair I built.” She explained she liked the class because “[Mr. Gerlach] would give us direction for the day and say, ‘You need this type of wood and this is what you need to get done for today’. It was a very independent class but I was able to learn some real life skills.” Just like Auto, Woodworking II can be taken and repeated after finishing Woodworking I.
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GRAPHIC COMMUNICATIONS I
In Graphics class, students can create many projects, including screen printing. This involves creating a design on Adobe Illustrator, printing out their design on a vellum paper and exposing the design onto a screen to cure the emulsion. This student is pulling the ink over their design.
Graphics I has many similarities to Woodworking. It is a semester class, it has a second level course, it is taught by Mr. Gerlach, and once again students need “zero prior knowledge” to sign up for the class. The course teaches students how to use three web-based design softwares from Adobe and how to put those designs on items, such as t-shirts. Mr. Gerlach believes that designing t-shirts is the students “favorite project.” Senior Nora Dudley, who took Graphics I her sophomore and Graphics II her junior year, explained some of the projects she worked on. “We put our designs on coasters and mugs. I made a screen print of a Nike logo and put it on a sweatshirt. I also got super close with my entire class because we brainstormed together to create.” Mr. Gerlach says students should sign up for Graphics “if they want to learn how to do computer software, work with different machines, and be able to kind of chat and interact with other students.”
Fashion Merchandising and Marketing This course was created “in direct response to the successful marketing programs at LHS” such as Sports and Entertainment, according to Debra Kellum, who teaches the course. “We wanted to offer another version of marketing for students who might not be interested in sports,” she explained. In this semester-long class, marketing principles are studied alongside fashion trends and history. Additionally, merchandising, and specifically displaying merchandise, is taught. The students will also learn eight basic hand stitches that they can use to “create an entire garment,” according to Dr. Kellum.
Senior Josie Liu took the class her junior year because she has “always been into fashion.” A few projects she enjoyed were “designing a storefront” and “making an upcycle by turning one of my dad’s old pairs of jeans into a top.” Liu loves how the class gives “a lot of room for creativity and doing your own projects.” Dr. Kellum agrees, saying she enjoys teaching Fashion Merchandising and Marketing because “there’s a lot of freedom, a lot of student expression, and a lot of imagination available.”
MUSIC PRODUCTION AND SOUND ENGINEERING This course teaches students “how to create a song from a musical and technological standpoint,” according to Matt Karnstedt, who teaches it at LHS. The enrolled students utilize the Red Door Studio, a brand new recording studio within the LHS Studio Theatre. This studio has “microphones, digital audio interfaces, mixing consoles” and all kinds of technology accessible to students, says Mr. Karnstedt. Mark Tu, a senior who is currently taking the course for the second time, says he enjoys the class because “you learn music theory and chords but then you just get to explore the software. It’s really cool to see the diversity of sound from all the students.” Mr. Karnstedt says, “The coolest thing that we do is the mixtape project. Each student creates their own individual project and we bring them together to work on something as a group.” He also believes it is “important for students to have some sort of creative outlet in their time in school.” He describes the class as “project based and individualized” and emphasized that “the entire spectrum of experience is welcome in the program.”
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The Red Door Studio is a brand new recording studio within the LHS Studio Theatre. It is full of high-tech recording equipment that is available to students enrolled in Music Production and Sound Engineering.
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FEATURE
Lauren Kern & Jack Birmingham
Roqaya Elmenshawy
Sadie Parvis
Over the years, LHS students and teachers have been creating lists of key vacation spots, memorable moments, and ‘hope to accomplish’ goals. These items, compiled in a list format, have been dubbed ‘bucket lists’ and are a framework for what people wish to do in life to feel accomplished. Each bucket list presented here highlights the many adventures of LHS students and staff.
A notable bucket list belongs to Craig Schmidt. Philosophy and Film teacher, Mr. Scmidt is a contender for what is perhaps the most adventurous bucket list. Schmidt, who became a teacher in 1997, has gone white water rafting through a Costa Rican rainforest, and skydived. Also, since 2007, he has even been writing his own novel! Schmidt has shown that good friends and family are important as well; other items on his list include being a great husband, father and building friendships wherever the world takes him. Overall, his diverse, unique, and interesting list is without a doubt worth recognizing.
idt Mr. Schm g after ridin
- Lea rn to f - Hik e dow ly a plane n into (and t - Visit back out!) he Grand Canyo - Wea all major n le r mask a “V for ague ballp V a t e - Lea hrough a ndetta/G rks rn ir u (1000 to sail a port secu y Fawkes rit n ” nd - Write ma iles or so.)d sail a long dyis la a e Z w e N t - Sky ovel ance div (in pr lacier in N ere. - Nat e ogres hikes a g h t s io t e ) n al P - Scu er to g ba div arks road a helicopt e or s t norke rip l in co ral re efs
A well-known face around LHS, Dr. Koulentes has had many adventures throughout his life. Some of which include: living in a foreign country, visiting all seven continents, becoming a teacher, and seeing the marine iguanas and blue-footed boobies in The Galapagos Islands. Friendship and family are also important values to Dr. Koulentes. He is constantly working hard to make LHS a better place while maintaining a strong connection with his family and accomplishing his goals in life.
Dr. Koulen tes visits a waterfa Rica near ll in Costa Manuel An t onio Natio after livin nal Park g there fo r a year.
- Skydive in Switzerl and - Explore a cave - Learn how to snowb oard, play piano, and drive an ATV - Attend a film premie re - Sing in an opera - Become fluent in tw o or more languages - Go snorkeling in Ha waii - Touch the New Yea r’s Eve ball - Have my art hung at an institute - Go snowmobiling - Wrap a snake around my neck
Katherine Fosmoen rides an AT V in Florida near her grandmother’s house on Christmas Day in 2011.
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world nts el the en contine v a r v ) -T e a s ic all rct - Visit ding Anta lu (Inc Spanish ntry n cou rn - Lea in a foreig - Live a Rica) er (Cost e a teach land e m o I c , e t r -B elfas os Island and B it nas - Vis Galapag Igua - Visit he marine bies t o - See Footed Bo Blue-
Senior Katherine Fosmoen already has an amazing start on an adventure-included bucket list. Fosmoen has ziplined over an ocean, performed at Carnegie Hall, climbed a volcano, and learned to ski. While she has certainly made an impressive start, she still has much to learn, many places to go, and more adventures to experience.
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FEATURE
Avid theater participant, senior Reeve Lounsbury has a bucket list to look forward to. The list includes a variety of topics from pets, to fun experiences outside of the norm, to adrenaline-filled adventures and travel. She looks forward to making the most out of life and the experiences it has to offer with core values such as creating new friendships with complete strangers during chance encounters. Lounsbury is definitely the person who makes the list for the wackiest and wildest stories. ll
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ame ag t -O y rd a - Pl n a ra a bi - B wn a g th w i o a e t cat l l d O w i a he to Gor tion wn - O lk to a nversa - E grad first s end ic n o a u c w t k ate - F er om - T ve a s bac ceram nd fri t a i a a n c k h Reeve Loun - H d ha e e olleg n in - H t tal ething family n my sbury tha t som rs to - T elp as ppine ginee e f a n e t r i mil rin i t a n t P k - C avel man ss e l gf y o et l ield och wt rite - G iff ju the w y peo - W arn ho to cr ge p mp o a l o w e e u t o -C o a ing rld as ng - L arn h l Ic n la - A imb u mov in I an - Le arn sig rd tal p i p e p a a -V p l y - Le n a liz isit y to c mou remi Always ready to explore and try new things, senior Jasmine Seay has a w all olleg nta ere -O i 63 n bucket list filled with nature. She has already accomplished her goal of e of the climbing a mountain and is well on her way to visit all 63 national parks nat in America. Her life goals focus on a successful career and becoming ion al p ark the first woman in her family to graduate college - a goal Jasmine is s
soon to check off her list after having applied to colleges this fall with engineering in mind. She has some ways to go but she hopes her journey will be filled with happiness, love, and exciting memories.
Jasmine Seay
- Wat c - Visit h someon e - Visit the Fren surf a m av ch - Im Yellowsto Riviera erick prove ne - Ow at sk n ii - Bec a lake ho ng us ome g - Sky ood a e/cottag d e t the - Att ive piano end a - Att Chels e e - Be nd one of a game an ex my sis t - Lea r rn to a in a mo ter’s swim vie drive meet stick s shift
or tdo u o ny l ma ch as l i f l fu su s to et list use. n a l k p o son er buc lake h a e l h on eG ng a Paig ntures d owni e n adv iving a skyd Senior Paige Gleason has created a diverse and interesting bucket list, combining a mix of new talents, improved skills, and future memories to make. While developing her piano skills, and learning to drive stick-shift have earned spots on her list, so have large-scale, adventurous experiences. This includes going skydiving, attending a Chelsea soccer game, and playing an extra in a movie. Gleason’s efforts to complete items on her bucket list have begun to take root, as she will be completing her first bucket list item, attending her sister’s swim meet, in January.
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FEATURE
Family is Family:
Students with Varying Types of Households Sarah Wuh
Jasmine Lafita
Ellie George
Our society has progressed past the notion that a normal family equates to a nuclear family. In fact, according to the 2020 U.S. Census, only 40% of all families are nuclear families with two married parents and children. Some varying households include those with extended family, single parent, divorced, and same-sex marriages. Each different type of family has its own dynamic, its own beauty, as well as its unique struggles.
Kate Mitchell: Two Moms Sophomore Kate Mitchell lives as an only child with her two mothers. One of her moms works in business and the other works as a teacher. Although one might view her situation as unique, Mitchell does not see her family as anything other than just her family. “People expect it to be different,” Mitchell said. “But it really isn’t. They are my moms, and that’s that.” Just like other parents, Mitchell’s moms have personalities that contrast and compliment each other. One of them is more structural while the other is more “go with the flow”. But ultimately her parents’ character traits, in her opinion, complement each other. “I would say they are very different,” Mitchell explained. “...However, these differences work well together and are both very useful in
[varying] ways and situations.” Her moms are always there for her when she needs them, whether it be school-related or for just a little pick-me-up. They are always supportive of her, no matter what. Mitchell appreciates their accepting outlook on life. “They always see people for who they are and they don’t judge others,” Mitchell said. Mitchell recognizes that her family is “different” in that she has grown up with a disability in addition to having two moms. However, because her moms have always been at her side, having two moms never crossed her mind as something out of the ordinary. “I mean, there’s always people who stare, but I wouldn’t say [having two moms] made me feel any different,” Mitchell articulated.
Sophomore Kate Mitchell is an only child with two moms. Even though it may be seen as a strange, Mitchell sees her family just like any other. Photo courtesy of Kate Mitchell
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FEATURE
Monica Jacksack: Divorced Parents Freshman Monica Jacksack and her younger brother live with their father full time. Earlier this year, Jacksack’s mother moved out, and her parents got divorced. Jacksack tries to visit her mother, who lives an hour and a half away, at least every other week. Her older brother lives with her mom, and her older sister is in college. Her mom and dad are still in contact, and Jacksack enjoys spending time with her mom when she can. However, Jacksack feels she has a closer relationship with her father. “My dad is much more in charge of the stuff that happens in my life,” Jacksack expressed. “He mostly takes care of me rather than my mom.” The period before her parents’ divorce, as well as the overall process of her parents getting divorced, proved to be the most difficult thing for Jacksack. “When my mom decided to leave and we had to pack up our stuff, that’s when it really hit me,” Jacksack said. “I was like, oh my god, I’m not going to see her as much, and she’s not going to be there for my dad.” At home, she has spent an increasingly large amount of time with her younger brother, and she has felt her responsibilities as an older sister shift. “I feel like I’m trying to help as much as I can,” Jacksack articulated. “...My dad is busy with work and things can be tough, so I make sure to take care of my brother. We’ll make dinner together, and we always do the chores.” But ultimately, her parents’ divorce was almost a relief for Jacksack. Her shifted family structure ended up strengthening her connections with both her parents and her siblings. “I actually have a better relationship with my parents, and all of my siblings,” Jacksack said. “Especially my older brother because he is with my mom. Every time I see him, time feels more valuable.”
Freshman Monica Jacksack and her brother live with her father, after her parents divorced. She feels very close with her father and brother, and thinks that their relationship has strengthened over time. Photo courtesy of Monica Jacksak
Freshman Payton Howard has lived with three of her younger cousins for a couple of years, since her aunt could not take care of them. She thinks of them as similar to siblings, and has taken on a big sister role for them. Photo courtesy of Payton Howard
Payton Howard: Extended Family Freshman Payton Howard, along with her older sister Logan Howard, who is a sophomore, lives with three of her cousins and her parents. Her family took in her cousins Connor (age 15), Gavin (age seven), and Mason (age five) in early 2018. Howard’s cousins needed a place to live because her aunt was not in a position capable of supporting both herself and her children. After temporarily staying with her grandparents, Howard’s cousins moved into her household. At first, switching from being the youngest child all her life to becoming a middle child proved to be a big change for Howard. “All of the attention on you is on you when you are the youngest,” Howard articulated. “It’s different being a middle child. [For instance,] I have to help them out before I can help myself. And I have to show a [good] example.” Now, as a couple years have gone by, Howard no longer thinks of her cousins as just cousins. The Howards eat dinner together as a family, and share their roses (something positive that happened that day, buds (something to look forward to in the future), and thorns (something negative). “The dynamic has changed, and there is more of a sibling attribute to it,” Howard explained. “Mason has started calling my mom, ‘mom’. I have gone into the role of taking care of them when my parents aren’t home – just like a good big sister.” Prior to her cousins moving in, Howard felt that everything was quiet, and sometimes even lonely. But with her cousins in the house, especially now during the holidays, the Howard household is full of liveliness. “On Christmas, the little kids just get so happy and it just reminds me of when I was younger,” Howard said. “It’s like I get to experience that joy all over again.” JANUARY 2022
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FEATURE
Macaire Everett:
A World Colored By Chalk Natalie Isberg “I’m Macaire Everett, and I did chalk art on my driveway for 100 days in a row.” This was the driving motivation behind Macaire Everett’s debut novel, The World From Our Driveway. During the early months of quarantine in 2020, Macaire Everett, along with her younger brother Camden, created massive murals of chalk artwork on their driveway. After receiving praise from family members and neighbors alike for their extravagant drawings, Macaire and Camden decided to share their artwork with more people locally, nationally, and eventually, the world. Macaire Everett, a sophomore at Carmel High School, has currently written and illustrated two books, both of which have been featured in more than 40 countries across the globe, her work connecting with students and teachers from Norway, to Italy, and beyond. Both siblings have also been featured on the daytime talk show “Live with Kelly and Ryan.” She and Camden helped to create the wonderful chalk art world of their books: Macaire draws the landscapes and writes, while Camden poses for the pictures and encourages his sister along the way. Starting out, Macaire explored ways to showcase her artwork beyond her audience of enthusiastic neighbors and family. She explained that she utilized social media platforms like Facebook and Instagram, where she had already begun posting pictures of her art to promote her books. “We had multiple followers on my Instagram asking for us to write a book, and I think that’s really, really cool that other people were enjoying the art,” Macaire said.
Alex Clark
Macaire, along with her younger brother Camden, illustrated and wrote their first book together called The World From Our Driveway. Since then, Macaire has finished and published her second book, Cam And Hopper Travel The World. Photo courtesy of Christine Everett.
The World of Macaire and Camden In their first book, The World From Our Driveway, Camden explores the world through his sister’s chalk art, from the “bright lights of Times Square” in New York, to the Great Wall of China. Jump roping with Kangaroos, even? Sure thing. There is nothing limited to the imagination in the world of their chalk art. After the release of their first book, Macaire and Camden decided to continue their endeavor with their second book, Cam And Hopper Travel The World. This time, Macaire wrote haikus in tandem with the artwork, which she learned by practicing and researching with her uncle, who studies japanese art and literature. “He told me how the art really pairs well with nature so I thought because of my art and this book being mostly about the outdoors, I thought the writing style would pair well,” Macaire explained.
The Process The feat of drawing each chalk mural is no simple process. Each chalk drawing differs in size, with the most complex taking up to five to six hours to complete. The publishing of the first book proved difficult at times, as Macaire had to work together with a company to self-publish it. But, no matter the obstacles, Macaire and her brother persevered with their project. Even the coming snow of winter did not stop Macaire and Camden from chalking up the place. Her father helped renovate their basement, making sure it could accommodate six sheets of plywood colored like their driveway, each measuring 12 by 16 feet. Once a drawing was done, it was then transported outside, where Camden posed for a picture shot by a drone.
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FEATURE
Memories and Chalk Looking back, Macaire feels one of the most positive outcomes of the whole experience was bonding time among family members, especially with her younger brother. “He was really willing [to help with the book],” Macaire explained. “I think he really enjoyed how other people loved it. He was just excited more than anything that he was on the front cover and in the photos [too].” She also noted that whenever she experienced writer’s block, she sought out the help of family members to get her back on track. “I turned to my mom, [who] really helped me with this [writer’s block],” she said. “My brother and my dad were both really good [at giving me] suggestions [too].” In the future, Macaire expressed that she would enjoy continuing her work in chalk art and writing in the future, as well as pursuing other interests such as engineering.
Interested in seeing more
Large scale chalk drawings like these can take around five to six hours to complete. Art by Macaire from Cam and Hopper Travel the World.
of Macaire’s chalk art? You can follow Macaire on her Instagram or visit her website.
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FEATURE
SNAPSHOTS OF SEASONAL SCENERY Andrew Brooks
Liam Foo
January 1st
February 1st
May 1st
June 1st
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FEATURE Growing up in Austin, Texas, I did not experience many seasons. It never snowed in the 11 years I lived there, and the only color change I saw was the grass turning from yellow in the winter to brown in the heat of the summer. When I moved to Libertyville, I was amazed by the changing of the seasons. I soon realized that one of the places in town that best demonstrates the passing of the seasons is Adler Park. During 2020, nearly every hour I spent out of the house was at Adler Park, for either Frisbee Golf or Cross Country practice. I saw the park pass from a blooming spring to a green summer, summer to red fall, and fall to a bare winter. I kept wishing I would have documented the beautiful landscapes. So, starting on the first day of 2021, I took a picture of the tree-lined fairway of the second hole of the Adler Park Frisbee Golf Course. I continued this trend on February 1st, March 1st, and all the way through the year, until I captured the scenery of Adler Park on the first day of every month during 2021.
March 1st
July 1st
April 1st
August 1st
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FEATURE
September 1st
October 1st
November 1st
December 1st
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STAFF EDITORIAL
acknowledging that libertyville isn’t perfect. DOI Staff
Natalie Isberg
Zahraa Patel
Note: This piece is a staff editorial, which is an opinion article meant to reflect the opinions of the Drops of Ink staff. Because of this, the author’s name does not appear alongside the story, as the opinions shared in here are based on class discussions about the topic among the 20 DOI staff members. The staff is composed of students of all grades from a variety of backgrounds and experiences; therefore, the editorial speaks to the publication’s view on a subject and is not representative of each staff member’s exact view on the issue at hand.
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ibertyville is a community of opportunity. Many activities line the calendars and there are many things that people can do throughout the area. Some describe Libertyville as a charming small town out of a Hallmark movie. Libertyville seems much different than surrounding communities and has more of a “small-town” vibe. Local businesses and welcoming stores line the streets in Main Street Libertyville. Picturesque gatherings and activities seem to bring the entire community together like a family. Activities like the annual tree lighting and small business Saturdays come to mind as popular community events in Libertyville. The schools in Libertyville are some of the best in the Chicago suburbs and even the state, consistently receiving various awards. Families come to Libertyville solely because of the schools and all of the unique activities that they offer. They really are the best of the best. The natural beauty of the Libertyville forest preserves offers many opportunities for the community to enjoy, such as hiking, biking and boating. The forest preserves are some of the busiest and largest in Lake County. Many especially love taking a morning jog on the community’s outstanding trail system. Libertyville seems to live up to the definition of a premier suburb, but at what point do flaws muddle this picture of perfection? One of the unique quirks of Libertyville is the strong feeling of self-pride, which some describe as overwhelming. Some Libertyville residents believe that the community is the best and has everything one could possibly want. It’s important to have pride in your community, and know where you came from; but, thinking so highly of where you live can be offputting to new residents or residents interested in the area. The town can feel confining, as Libertyville cannot offer the advantageous and unique opportunities that other parts of the United States can. In recent years, LHS seniors have reflected that they want to “get out” of Libertyville. To some, it seems that the community can have a magnetic pull, drawing back its previous alumni to raise their own families. Even alumni who disliked their experience in Libertyville find themselves coming back to raise families of their own. Cliques from high school remain in adult years. Conversely, students who move to Libertyville with their parents, who did not attend LHS, can feel like outsiders. These new parents can have
trouble finding a strong sense of belonging in Libertyville, where others have been for many years. Diverse families especially can have a harder time assimilating. At LHS itself, the message of inclusivity and equality is promoted everywhere you look. LHS is not just preaching equality, but it is encouraging a variety of students to actually practice it. The school has done an admirable job spreading its message of inclusivity to all students. Even though the Libertyville community supports LHS and its students, the message of acceptance is not as strong outside of the school as it is inside. Some parents or guardians send their children to a high school that values equality but don’t always practice it on their own time. How are we supposed to follow the example the faculty sets for us, only to go home and the adults in our life do not? But maybe, this has to do with the fact that there isn’t much diversity in the Libertyville community to begin with. Fixing these imperfections isn’t like flipping a switch, but the community needs to open up to everybody. Including new and diverse residents in conversations about how to improve the community is important to stimulate progress. Being empathetic to new residents joining the community is vital. Think about how you would feel if you were new in a community where some people have been friends since their childhood. We are ever grateful for the opportunities that we have as Libertyville residents, but it is important to remember that believing Libertyville is the best can halt progress. Progress is important, and we should continue to strive for improvement, no matter our history or background with Libertyville. Let’s come together as a community to make Libertyville the best it can be for everyone.
Photo courtesy of Billy Dempsey Libertyville High School has done an exemplary job promoting and practicing inclusion on-campus; however, off-campus the message is not as strong.
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OPINION
WAKE UP LHS: BRING BACK NAP TIME Sarah Wuh & Eva Fahrenkrog
I can’t count how many times during the school day I say to my friends, “I could really use a nap.” Attempting to exert my full effort in each class, I hardly have any time to take a breather. With tests to make up, or assessments to study for, homework to complete, in the hustle and bustle of the cafeteria, my lunch hardly feels like an actual break. This fatigue and weariness blankets many of my classes and I know my classmates are feeling similarly. Now, if I were to explain this tiredness to an adult or a parent, they would probably respond with, “Get more sleep at night! Go to sleep earlier! Have a regular sleep schedule!” To which I respond: How? It’s just not possible. With the amount of homework I receive every day from school plus extracurriculars, there are simply not enough hours in a day (or night) to get sufficient sleep. Whether it be going to work after school or attending sports practices, many days I don’t get home until late at night. And, of course, every day, I am bombarded with school work. Trying to get everything done, in addition to allowing myself time to do the things I enjoy, often gets in the way of my sleep schedule. Senior Anthony McClendon also experiences a tumultuous sleep schedule having to balance wrestling, talking with friends, and school work. After practice, he doesn’t get home until 6 or 7, and is unable to get to his homework until very late. “Sometimes I try to get . . . my homework done until two, three in the morning,” McClendon said. “Many times I pass out in my chair from trying to do my work so late.” This is a very relatable experience — going through a busy day, having a late night, and consequently getting only a couple hours of sleep. The challenge is waking up to get ready for school after a late night. Even after initial sleepiness is shaken off after 9, general fatigue starts to set in for the rest of the day Last year, when e-learning was in full swing, the block schedule and flexibility allowed for me to take a nap (or multiple naps) throughout the school day. The sudden 360 from being able to take breaks throughout the day to suddenly being slammed with a normal schedule again with very little time to breathe was difficult. There are many instances every day where I wish there was an
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Natalie Isberg
Liam Foo
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opportunity for me to set my head down for a little while and rest — to nap purposefully. LHS should create specialized times and areas where students can relax and reset. Whether that means a 10 to 30 minute nap or Z just some quiet time alone, it would be both beneficial and incredZ ibly appreciated. Z “Naps are effective,” said Health and Wellness Coordinator Dr. Brenda Nelson. “Although they are not a total antidote to sleep loss, they can definitely help. Anything from a 10 to 30 minute nap is just a really, really good refresh and reset.” It just so happens that a half-period at LHS is approximately 22 minutes, which lands perfectly in between the 10 to 30 minute range. So being able to take a half-period of lunch or any free period and utilizing the time to nap would be highly effective and helpful. The school should establish supervised locations for these types of breaks where we can nap, or just rest our eyes for a little while to refresh. Schools throughout the United States are utilizing “Energy Pods’’ that provide a quiet space for an individual, as well as creating phone-free and conversation-free rooms. On a small scale, Dr. Nelson has been allowing students to take half-period naps in the Drop In Lab during their free periods. Eva: I used Dr. Nelson’s nap room for about 45 minutes during my fourth period lunch. I was able to enjoy the peace and quiet during this time. As someone who is often sleep deprived but is bad at taking naps, I used the time to sit quietly and breathe through the stress of my week. Allowing myself a break from the school day cleared my head and helped me finish the day with a positive mindset. Sarah: I took a nap in Dr. Nelson’s room for around 20 minutes during the second half of my lunch. The ambience was warm and cozy there, and I slept on a fluffy carpet with some pillows and blankets. After the nap, I not only felt relaxed, I also felt refreshed, energized, and I got the boost I needed to make it through the rest of my day. This should be implemented on a larger scale at LHS, and awareness about these opportunities should be expanded. Students will jump at the opportunity, and it could benefit us health wise, boosting our memorization and focus. It’s time to wake up to the harsh reality of teenage sleep deprivation, and bring back nap time.
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SPORTS
A LOOK INTO LHS WINTER SPORTS DOI Staff
Alex Clark
LHS winter sports seasons are underway, and the teams have already had incredible successes. Enjoy the photos that the DOI Staff has captured from their meets, games, and matches! Full coverage of each of these events, and many others, can be found online at lhsdoi.com.
Kate Rule (24) drives to the basket for a strong layup in a Wildcats win over Crystal Lake. Photographer: Sadie Parvis
Vaughn Kator delivers a clean shot straight into the pocket for a strike, as the Cats defeat Stevenson by 428 points. Photographer: Liam Foo
Senior Caelan Riley pins his Stevenson opponent, giving six points to LHS in a meet where the Cats prevailed 41-31. Photograpaher: Natalie Isberg
Senior Emaline Frey exhibits an incredible leap, while winning the balance beam event in a Tri Meet against Lake Forest and Mundeleien. Photographer: Ellie Geroge
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WHAT’S TRENDING
What’s Trending: Jade Foo
Ella D’Amore
Read a Book
Self Care
Practicing self care is a necessary part of your schedule, as it helps to relieve stress and anxiety and improve your well-being. Although it can be difficult, finding time to take care of yourself can make a difference, even if you only spend 10 minutes doing so. Here are some strategies and methods that you can add into your routine to take care of your mind and body in order to relieve everyday stressors and improve your quality of life.
Sleep
Read for enjoyment, not just an assignment. Reading makes you feel more relaxed and helps to reduce stress.
Although it’s difficult to do, getting 8 to 10 hours of sleep a night can reduce your stress, help you think clearly, and improve your mood.
Take care of your skin
Exercise
Taking care of your skin can help you relax and feel more put together. Wash your face and do a facemask or pamper yourself by painting your nails.
Moving your body can make you feel more awake and will improve your mood, strength, and endurance. Go for a run or walk for some cardio or lift weights to build your strength. You could also do some yoga to relax while also getting your blood moving.
Eat Healthy
Eat foods that are healthy and will fuel your body throughout the day. Fruits, vegetables, and whole grains are all great options.
Take up a Hobby
Spend time doing a hobby that you enjoy or pick up a new hobby. Create art, take a walk, or bake pastries.
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MAD LIBS
MAD LIBS:
the new year Liv Martin
New year, new ___________! 2021 was a ___________ year, but I’m noun
adjective
excited to ___________ in 2022.
verb
This new year is an opportunity to ___________ ___________ my goals. adverb
verb
I aim to improve my health by ___________ and ___________ every day. I verb ending in -ing
verb ending in -ing
should declutter this year and get rid of all my ___________ to make room plural noun
for more ___________. I also have to stop ___________ my money on things plural noun
verb ending in -ing
I don’t need. Last September, I spent ___________ on ___________ alone! amount of money
plural noun
This year, I want to expand my taste in music too. I was so upset when ___________ wasn’t nominated for a Grammy. I listened to their album celebrity
“Pieces of My ___________” for days. I can’t forget about my favorite movie noun
___________ starring ___________ and ___________. I can’t wait for all the movie title
celebrity
celebrity
new movies, books, shows, and songs in the new year.
One of my ___________ memories of this past year was ___________
verb ending in -ing
adjective
with ___________. We had so much fun ___________ in ___________, it made a person/people
verb ending in -ing
place
me realize I want to ___________ more often.
verb
If I work towards my goals and promise to ___________ every day, I verb
know that ___________ ___________ are going to happen for me this year! adjective
plural noun
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