By Francesca Toews
Mashpee Middle High School held its much anticipated Science and Engineering Fair awards ceremony over zoom, on friday. With Mr. Hoppensteadt and Mrs. Soares making the fair a reality amidst these discomforting times, Mrs. Soares acting as the Science Fair Advisor and Mr. Hoppensteadt Coordinator, the students and teachers involved have had to face many new challenges this year. 

This year, out of twenty-six entries, two groups took first place with one being “Light Propagation: Particle Wave Duality” by Nathan and Sean Ware, and the other “How Does the Appearance of Food Affect People's Perception of It?” by Samantha Kersey, Colin Spencer, and Owen Balfour. 

Interview by Jonah Erdman
The Falconer interviewed Phil Poinelli, the project architect behind the design of Mashpee Middle High School and an architect involved in the design of around 100 other schools. 
Mr. Poinelli's answers have been lightly edited for length and clarity.

The Falconer: Could you talk about your background as an architect and who you are?
PP: My name is Phil Poinelli, I am an architect and I am also an educational planner. The architect came first and I have been practicing architecture since I graduated from Wentworth in 1971 and I have been designing schools since then. Probably six months out of college I got my first job with Pierce and Pierce which became Pierce, Pierce, and Kramer. I eventually went on to become a partner there in the 80s and I have been designing schools ever since. In June it will be 50 years that I have been doing this. I love it. I'd say that in the 50 years, probably 80% of the work that I have designed has been schools, primarily public schools. In 1991 my one remaining partner and I merged our firm, Pierce, Pierce, and Kramer, with SMMA, at the time it was Symmes Maini & McKee Associates, now we are branded as SMMA. We brought our school practice and experience to SMMA, who had never done a school before, and created a K12 practice group here. Now about half of the firm is currently doing public schools and that is a firm of over 200 people. It has been a very successful practice doing public schools.

I say that I never get tired of them because they are all different. Every single one is unique to the community within which it belongs and serves and what's interesting is that it has one of so many different types of spaces in the building. Think of a restaurant, it has a restaurant in terms of the cafeteria, it has sports facilities, a health suite, shops of all sorts, classrooms. About 15 years ago I really focused my efforts on educational planning which is the development of ideas and interviewing clients and really understanding communities and helping to determine what is best for that community and then it gets turned over to designers and other architects in the firm for execution. What this has allowed me to do is to do what I'm most interested in and I'm able to do what I want and only what I want which is nice *laugh*. But it also allows me to influence virtually all of the school projects in the office and at any given time we have 7 to 10 projects going on. So I have the ability to imprint on each of those in some way and as part of becoming an educational planner I have got deeply involved in the understanding of how education takes place and have done a lot of reading and research around how to take what scientists have learned about the brain and how the brain works and how you and I and everyone around us all learn differently and how that can take physical form.

By Abigail McGrory 
​
Due to COVID-19, many people’s lives have been turned upside down, or at least changed in some way, shape or form. But how are the high school students whose education has been affected by the virus managing all of this change? To find out just that, I sat down with hybrid learner Evelyn Provencher, a junior, and with 100% full remote learner Jenna Thompson, also a junior, to find out what they have to say about how the school year is going for them, and how their experiences differ due to their opposing situations: half remote and half in school, versus just full remote. 

Interview Subject 1: Evelyn Provencher, Hybrid Learner 
The Falconer: Good afternoon Evy, how are you doing today?
Evelyn: Hello Abigail, I am great, thank you!

Falconer: I’m just going to ask you a few questions about hybrid vs. remote learning. Alright, so my first question is: how are your grades this year?
Evelyn: I feel like my grades this year are pretty good, they are kind of similar, some of them are worse than last year, but overall, I would say that they are pretty much the same.

Falconer: So you feel that your grades have relatively stayed the same as opposed to when school was normal?
Evelyn: I would say, on average, yeah.

Interview by Francesca Toews

The Falconer was able to interview a younger, fully remote Mashpee student in order to understand the struggles of being a second grader amidst a pandemic. Before becoming a fully remote student, this seven year old loved wearing flashy clothing to school and having playdates with her friends, although recently she has had to resort to Zoom calls instead. But despite missing her friends, she has found other ways of amusing herself such as playing with her brother’s cat, Squawky, and has grown closer to her family more than ever. 

Q: How has remote school been?
A: It’s been nice and not nice, because in school you can do stuff you don’t do in real school, like you can wear your pajamas to school and slippers. You don’t have to wear shoes. It’s been nice remote schooling, but it’s still not nice because I miss my friends at school. 

Q: What has been your favorite thing about remote school?
A: The breaks between classes

Q: What has been your least favorite thing about remote school?
A: My least favorite thing is when Squawky [the household cat] goes on my lap when I’m trying to do work.

By Maile Biehl
As the 2020-2021 school year rolls around, schools are facing many difficult adjustments. Mashpee Middle High School (MMHS) rewrote the schedule for students to follow in order to best follow COVID-19 guidelines. It has been an adjustment for students and staff alike as a big change has been made.

Notably, one of the biggest changes has been a shift from 50 minute classes to 85 minute classes. In order for MMHS to fit 85-minute classes into its schedule, they shifted to two days known as A and B days compared to the seven-day rotation in previous years. Each day this year consists of four class periods all spanning 85 minutes in order to lower the amount of classrooms and interactions students and staff have. Each A day has periods 1-4 and each B day has period 5-8.

Another major change that has taken place this school year was the introduction of a directed study period for every student that takes place during period 8. In previous years, only certain students would get a directed study period, and this only happened if the student was not enrolled in a class that period. This most frequently happened to students in grades 11 and 12.

The Falconer spoke to a few staff and students to get their opinions and feelings on the new class schedule. 

Interview By Grace Antis
The Falconer was able to sit down with our newest choral teacher, Ms. Mills, for an interview to get to know her and how she's enjoying it here at Mashpee Middle-High school. This is not only her first year teaching at this school, but it is her first year teaching out of college, so she has many bright ideas and hopes for our school that we hoped to get insight on. 

The Falconer: How are you enjoying being a teacher here?
Ms. Mills: I love it! There's lots to love, I say it all the time, every day here it gets better and better. I’m happier and happier.

Falconer: What did you expect coming to work here?
Ms. Mills: Well, because I interviewed here and got to see like administration at first as well as Mr Balestracci, Mr Looney, and Mr T in my interview, it just seemed like they have such individual teaching styles and appreciated the teacher for who they are and the student for who they are. It has lived up to what I was expecting.

By Maile Biehl
​After many years of Mashpee not having a Human Rights Club, in 2019, Ms. Purdy and Mrs. Reynolds decided to open up and run the Human Rights Club.

This year, they have decided to bring back Diversity Day, which was last held in 2013. Diversity Day this year was held on January 24 throughout the school and a presentation was held in the auditorium from 12:00 to 2:45.

Many faculty and staff were involved in organizing Diversity Day, and many students who performed during the presentation for Diversity Day. The many presentations all represented the overarching theme of the diversity in Mashpee and making an effort to celebrate it by holding a Diversity Day.

Students presented songs, dances and speeches about diversity and their immigration stories. The dances presented represented different cultures, including the Wampanoag, Chinese and hispanic cultures.  Along with the student presentations, Mrs. Pamela Chatterton-Purdy presented her story with diversity and the history with creating art to represent many civil rights icons including Dr. Martin Luther King Jr., The Little Rock Nine, Emmett Louis Till, Jesse Jackson and The Children’s Campaign.

By Maile Biehl
​The fourteenth annual Mashpee chamber Christmas parade took place on December 7. With the theme this year being “Christmas around the world”, many unique floats were on display.

The parade was kicked off at Deer Crossing in Mashpee with the Colum Cille Pipes and Drums Band from Cape Cod, followed by horses and The Mashpee Middle High School Band performing multiple songs.

Every year, a group in the parade wins Best In Parade and this year, the winner was Quashnet School’s Carousel of Kindness. This award has been a part of the Mashpee Chamber Christmas Parade for many years and each year, a different group or float is awarded.

By Peyton Dauley

Interview by Maile Biehl

The Falconer:  How's your first full year teaching here so far? 
Mr. Ouimet: So far, my first year teaching has been going pretty well. The fact that I got to substitute here and work as a paraprofessional here for the last three years leading up to this has helped a lot with transitioning.  I knew most if not all of my students already before the year started so I did not have to worry quite as much about fitting into the culture here and I have just been able to focus on the academic side of things and lesson planning and all that.  

The Falconer:  What drew you to teaching here rather than somewhere else?
Mr. O:  I think, just the experiences I had substitute teaching the first two years I was here led to me really wanting to stay in Mashpee.  It was just a great community overall. Before working in Mashpee, I was in Wareham substituting for a year at the middle school. I enjoyed it a lot.  That’s kinda where the interest in teaching for me was sparked but it was much crazier, a crazier building and a just, very different atmosphere. So Mashpee was a nice change of pace and I really liked how things are run, how administration handled things and just in general, the student body is just made up of just great kids and great people, just the whole package.  It’s just a good place.