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The Return of the Buses: With Finished Construction, Daily Buses Return to Original Location

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The Greely Performing Arts Center is externally finished, and as of Tuesday, Nov. 13, the adjacent parking lot is open in the mornings allowing for a return to the original bus patterns. For the 17 buses that serve both Greely Middle and High School, there will be a significant change in traffic flow.

 

This return to the original pick-up and drop-off locations on the Tuttle Road side of the campus will prevent traffic jams with student drivers and school buses–happening in the mornings and after school–as they will no longer be arriving at the same entrance. For students and student drivers pressed on time to get to after-school practices, reducing the traffic and student overflow in the sports lobby will be beneficial.

 

Some students, however, report concerns with the change, as they have nearly missed their buses, having to walk a longer distance in the allotted time between the last period bell and the buses leaving. Between collecting belongings, leaving class, and maybe a stop by a locker, it’s easy for five minutes to fly by. If students then have to walk the length of the school, in contrast with their previous, shorter jaunt, it could be exceedingly easy to miss a bus–and this doesn’t even include if students were unaware of the shift.

 

School officials have asked that parents now drop their children off in the area closer to the gymnasium and the pool and not near the main entrance to the new building on the Tuttle Road side. With the buses in the staff lot and parent drop-off in the other, the buses can remain on time.

 

Story Design: Ella Normandeau

 

About the Writer
Bridget Lary, Ranger Review Photographer/Videographer

I am a sophomore at Greely High School and the Ranger Review was recommended to me by a friend, which I am so thankful for! I have a passion for photographer...

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Bienvenue!

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Bienvenue!

For 2 weeks, 20 students and 3 teachers from Lycée Edouard Schuré, a school in Barr, France came to America and stayed with host families from Greely. Exchange students observed the daily life of the average Greely student, the culture, and expanded their knowledge about the English language. The exchange students also got to visit  New York City, Boston, Augusta, Quebec and many also went to Freeport and Portland.

 

Eva Vuillemin was one of the 20 exchange students who came to America and was happy to be coming to see a new country. Eva said, “I expected something, I don’t know warmer, or colder with, snow, I didn’t expect this weather.”  On her way here she couldn’t wait to see New York.

While here, exchange students experienced new cultures and expanded their knowledge on the world. The exchange students stayed with host families and tried many new things. For example, students also got the chance to do some fun fall traditions like pumpkin carving.

 

Eva said the greatest difference between her country and America was sports in school because in France they are “not as important as it is in America…”.  In our school sports are a major part of our culture. They are a way to spread school spirit and a way for us to get active and have fun as a team. Along with our sports, Eva said that food was also very different because of the fat content in American cuisine.

 

Eva said that she understood the language but that sometimes “…it was very hard to just understand what happened because there are a lot of expressions like “Oh my god, I am going to kill myself.”  She also learned a lot about our culture and our slang and how we talk. Eva said, “I think I’m a better speaker here at the end of my stay, so I’m sure my English teacher would say ‘oh my god!’”

 

Aside from just learning more of the language, she said she would take back, “… all of the things I have learned because I have a book where I write everything I’ve done….” In the end Eva said that she plans on keeping in touch with her host family and would love to come back sometime as this experience has made her more open to the world.

 

Story Design: Ella Normandeau

 

About the Writer
Kaiyla Delisle, Social Media Specialist/Podcaster

I am so excited to be a part of newspaper this year! In 5th grade when I moved here from Yarmouth I was a part of the Greely Gazette. I loved it so much,...

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Greely Drama to Perform Rendition of John Cariani’s Almost, Maine

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Greely Drama’s production of John Cariani’s Almost, Maine will be performed four times over the next few days: once per night from November 15-17 at 8:00 p.m., and once more on November 18 at 2:00 p.m. on the stage in the Greely Auditorium.

 

Released in 2004 and first performed at the Portland Stage Company to critical acclaim, Almost, Maine has shattered box office records across the country, and in the 2014-15 school year eclipsed William Shakespeare’s A Midsummer Night’s Dream as the most performed play in high schools across the U.S., and then again in 2017-18.

 

The play is a collection of nine independently told stories and features several leading actors telling various stories regarding love and loss.

 

Directed by Liz Rollins, tickets are $8 for students and seniors, and $10 for everyone else, and can be bought every day during lunch periods or from 4:00-7:00 p.m. on school days.

 

Cariani, though born in Brockton, Massachusetts, graduated from Presque Isle High School in 1987 and attended Amherst College. He recently attended a rehearsal by Greely drama students and gave feedback to the director and student performers.

 

This will be the last play shown in the Auditorium as the Greely Performing Arts Center will open in January 2019.

Story Design: Ella Normandeau

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Greely Students Dig Deep to “Smash Stigmas” Surrounding Mental Health

River+Cochran%2C+the+organizer+of+the+Yellow+Tulip+Planting.
River Cochran, the organizer of the Yellow Tulip Planting.

River Cochran, the organizer of the Yellow Tulip Planting.

Emily Stinneford

Emily Stinneford

River Cochran, the organizer of the Yellow Tulip Planting.

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In honor of Mental Health Awareness Week, River Cochran, a junior at Greely High School, reached out to the Yellow Tulip Project, an organization that focuses on bringing people together to talk about mental health in communities around Maine, to create our school’s very own Tulip Team. River planned and executed the planting of a Hope Garden, the group’s signature activity. Cochran and his friends, family, teachers, and classmates joined together to plant approximately 150 yellow tulips–which, according to the Yellow Tulip Project, represents “happiness and hope”–in the flower bed outside the main entrance of the high school.

Volunteers prepared the garden and invited unexpecting students and teachers to participate in planting as they left for the day. The bulbs will sit until they bloom next spring, as the organization intends to remind people of  “newness and spring time which brings light and warmth.

After the tulips were planted, English teacher Lori Gunn spoke of her excitement for the event and introduced Suzanne Fox, the co-founder of the Yellow Tulip Project, who spoke of her fierce beliefs surrounding mental health. Her own daughter, Julia Hansen, lost her two best friends to suicide and suffered from depression herself. Together they founded their association. As Fox said, “The Yellow Tulip Project is meant to help smash the stigma around mental illness. We need to talk about mental illness, not suffer alone or feel ashamed.” One of their main goals is to instill a sense of hope among individuals diagnosed with mental illnesses and among the families, friends, and communities of those suffering.

Fox stressed the importance of normalizing the conversation rather than allowing an illness to hang over individuals, isolating them when they most need support. She smiled at the mention of her foundation growing, “What started as this sweet small idea is taking off,” she stated, which is important as “no one should be doing this alone.”

Alison Ingles, the Youth President of the Yellow Tulip Project ambassador program, also commented on the group’s growth: “I’ve been involved for a little over a year, to see how much its taken off has been incredible.” Fox’s main wish is to “build community and smash the stigma”; she wants those suffering to know “it’s okay to not be okay.”

Cochran also chose to say a few words to the small gathering. He described having a mental illness as being consistently trapped in a bad day: “imagine if you stayed there, stuck in that dark, narrow place. This is what it’s often like to live with a mental illness. Your perception becomes constricted, narrow, dark, and collapsed.”

He also raised concern for the stigma our society has created surrounding mental health: “People seem plenty happy to talk about mental health and suicide but only if its with hushed voices and behind closed doors. I don’t want to do it this way anymore. I want to open those doors and raise my voice. I want to create an understanding that no matter where you are in your life, no matter how low you may feel you have fallen, no matter how bleak your outlook is, this is not the end.”

The event was moving and powerful, but this conversation is far from over. Many students, including River, believe it is extremely important to open up about mental health within our school. Senior Anna Dewolfe, an attendee of the event, urged greater participation: “This is something that is really important. Everyone should get involved.”

Another attendee, senior Julia Martel, agreed that mental illness is “so hard for family, friends, and community members. It affects everyone. Doing this, it shows to the community that students are taking part.”

In May Cochran hopes to hold another ceremony to recognize Mental Health Month and the blooming of the tulips. The Yellow Tulip Project also has events planned for May and just recently held their third annual Community Hope Garden Planting in Longfellow Square, Portland. Through organizations like The Yellow Tulip Project, events like Greely’s tulip planting, and people like River Cochran, hopefully society can begin to understand mental illness and “smash the stigmas” surrounding it.

 

Other Resources:

 

~National Suicide Prevention Lifeline

1-800-273-8255 or text ANSWER to 839863

~Crisis Text Line

741-741 text ‘TWLOHA’

~NAMI Helpline

(National Alliance on Mental Illness)

1-800-464-5767

~The Trevor Project (LGBTQ)

1-866-488-7386 or chat & text

 

Or contact

 

Peter Scott LCSW

(207) 829-4836 or 829-4805

[email protected]

 

or Tiffany McPhetres LADC, LCPC

(207) 829-4805 x278

[email protected]

About the Contributor
Emily Stinneford, Ranger Review Staff Writer and Contributor

I am a junior at Greely High School and a contributor for The Ranger Review. I am interested in pursuing a career in journalism as I appreciate the sharing...

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Gatsby-Themed Party Allows Greely Students to “Rub Elbows with the Rich and Famous”

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The Roaring '20s arrives in the library.

The Roaring '20s arrives in the library.

Abigail Cloutier

Abigail Cloutier

The Roaring '20s arrives in the library.

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Duke Ellington’s jazz music sounded throughout the Greely High School library — not as echoing, perhaps, as it might have been in Jay Gatsby’s mansion, but close enough. Students portraying writers, actresses, criminals, dictators, and athletes gathered in small groups, chatting about the ups and downs of the 1920s.

This Great Gatsby-themed party is not new to Greely, says English teacher Lori Gunn, who came up with the idea when she taught 11th grade humanities at her former school. The event, a fun and unique change from day-to-day classroom discussions, is for 10th graders in Gunn’s and fellow English teacher Jackie Young’s classes.

After studying the classic novel by F. Scott Fitzgerald, students were assigned to choose an important person from the ‘20s, research them, and dress as them for the soirée. Coco Chanel, Al Capone, Henry Ford, and even Fitzgerald himself were on the guest list, to name a few.

The party was meant to help students understand “the influential people of Fitzgerald’s time” Gunn says, “as well as the time period in which the novel was written.” She said that because Fitzgerald lived through the ’20s, The Great Gatsby “offers an authenticity that other novels might not have,” and the event as a whole lets students experience the “food, music, and frivolity” we see the American aristocrats experience in the book.

Great Gatsby characters work on a lockbox challenge. Photo: Abigail Cloutier

From left to right: Bridget Lary, Katie Bernheisel, Elsa Dean-Muncie, Bridget Frost, Camilla Lattanzi, Mrs. Gunn, Ava Poperechny, Maddie Hall

Gunn did note that though the event’s main focus was on the high society of Long Island, the Jazz Age didn’t revolve around it. Grand parties were “reserved for the upper echelon of 1920s society. Not everyone had the means to flock to Long Island looking to rub elbows with the rich and famous.”

And students definitely get into character — aside from being in costume, they walked and talked like them, some staying in character the entire period.

Gunn remembered a past student who took this assignment to the next level: having portrayed Charles Darwin, the student attended the party “dressed head to toe,” his costume complete with “a full suit with a heavy wool coat, a wig, a beard, a cane and a top hat.” Without breaking character, he read from The Origin of Species, “spouting his theories of evolution.”

Indeed the party allowed 10th graders, dressed as Darwin or not, to take part in the festivities of the Jazz Age.

 

About the Contributors
Kate Ramseyer, Ranger Review Staff Writer

I am a sophomore at Greely, class of 2021. My work is mainly focused on reporting and writing stories, but I also record podcasts, edit, and help manage...

Abigail Cloutier, Ranger Review Photographer

Abigail Cloutier is a senior who contributes by taking pictures for the Ranger Review. While she likes to jump right into the action, she prefers to be...

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Administration Approves Outdoor Lunch

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On October 16th, administration approved Student Government’s proposal for outdoor lunch. The group has been working on the proposal after sending out a student survey last month on the subject. The potential locations are the space with benches in front of the institute building, and eventually, the area around the Performing Arts Center. Information about outdoor lunches will be provided in class meetings this Thursday and Friday. The following week, Greely High School will open its doors for trial outdoor lunches.

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Community Day Makes a Splash at Greely

Photo - Halley Price
Bryan Taylor crowd surfs on first Community Day

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“It was the best day ever!”

— Ethan Jensen

It’s 1:00 pm on a blazing hot Thursday afternoon in late August, the second day of the 2018-19 school year at Greely High School. The sun is out, temperatures creep into the low 90s, and almost every classroom and hallway is empty.

Outside, on the playing fields and walkways directly behind the school, more than 600 students talk and laugh, working on artistic sketches, playing Twister, throwing Frisbees, and getting in line for grape sno-cones and blueberry cotton candy.

On a strip of pavement outside the math wing, eight teachers set up guitars, drums, keyboards and microphones, untangling spools of cords and flipping switches and buttons and knobs.

Inside the air-conditioned library/media center, students sit around a table pulling letters for a game of Scrabble.

Back outside in the dunking booth, a brave Spanish teacher gets herself seated and ready for her first shift. Over on the bungee course, waves of cheers rise and fall and the bouncy house basketball dunking showcase is underway.

Scenes like these and many more were part of Greely Community Day on Thursday, Aug. 30, the first such event at Greely in many years and an attempt by the new administration and teacher and student leaders to create more community between students and teachers at Greely. The two-hour event, planned by new principal Mr. Hoffman, English teacher Katie Dexter, English teacher Lori Gunn, and student leaders over the spring and summer, was in part a response to student input about ways to improve culture at GHS, which arose through the GHS Culture Committee’s work last spring.

Based on comments from a wide spectrum of students, teachers, and some 600 student survey responses across all classes, the day is being seen as a positive step in new efforts to create a stronger sense of community, respect, and fun for students, teachers and staff.

Photo – Halley Price
Senior Maddy Perfetti competes against senior Jill Cass in the bouncy ball game

“I wasn’t expecting bouncy houses!” said sophomore Mollie Obar. After reviewing her outdoor options, she introduced herself to some freshmen students. They ate cotton candy and watched the teacher rock band, The Faculties, she said. She said she “wouldn’t change a thing” and hopes Greely will do Community Day again next year.

Special education teacher Amy Jacobson and her students enjoyed watching teachers get dunked at the dunk station.  “It was the best day ever!” said freshman Ethan Jensen.

Photo- Emily Rupe
Social Studies teacher Derek Soule recovers from a dunk.

His classmates, sophomores Lance and Coleby Rose, agreed.  “The dunk machines were really fun!”

Jacobson said she also enjoyed the day and said, “I saw interaction between regular ed kids and life skills kids that I normally don’t see.”

At the same time people were enjoying the outdoor events, health teacher Denise Allen welcomed students who had come to see Harper and Jade, Greely’s therapy dogs, to her classroom.  

“There was a stream of people the whole time,” Allen said.  The students who visited were a combination of regular ed and life skills students.  “These are students who don’t often get a chance to interact with each other,” she said.  She hopes Community Day will happen again but said she hopes next time she can be in a location where she can see more of the action. 

Photo – Denise Allen
Students relax inside with the new puppy, Harper

Both the Commons and the Auditorium were designated Quiet Spaces for kids and staff.

In the Media Center, STEM teacher Darren Bridgewater and other teachers played board games with students.  Scrabble and Apples to Apples were popular choices, he said, but he would also like to bring in more modern games if the opportunity arises again.  “All types of kids that had a common interest” stopped by to play, he said.  

 

A few tables away from the board games, science teachers Jan Treadwell and Carrie Gianattasio enjoyed coloring with a small group of students. Treadwell said she believed the day built school community for newer Greely students. Referring to one freshman she colored with, Treadwell said she liked how the event “connected her to something on the second day of high school.”

Gianattasio said, “I like how it was so unstructured. Students didn’t have to stick with a certain adult or a certain thing.”

Photo-Halley Price
Greely students play board games in the Media Center

New GHS Principal Chris Hoffman said he was very pleased with the event overall and feels it contributed significantly to a positive start for the 2018-19 school year.

“I loved the interactions I saw,” said Hoffman, “the students being with other students, the students dancing to music by teachers, the kids making art. I most appreciated seeing kids interact with kids they wouldn’t normally interact with.”

When asked about exact attendance statistics for the event, Hoffman said, “It was quite good. Not perfect, but quite good, and I think that’s a positive indicator.”

Mr. Hoffman is still working with event leaders to compile the data from the four-question survey that students were asked to fill out in their advisories after the event but before the end of the school day.

While the day is widely seen as a success by students and teachers at GHS, organizers say there were a few things that could be improved on for future events.

“The way people got out of the building and having the alarms go off is something we can look at,” said Hoffman. “I’d like to see us be able to get outside easily without setting off alarms.”

Hoffman added that he’d like see more hands-on activities for students. “We could have used a few more things, things that could have involved construction and building things, something for students with other skills and interests.”

Katie Dexter said, “It would have been nice for faculty to engage in more of the activities, but since they were tied up with supervising or giving out food or performing in the band, they didn’t have the same opportunity. But I also heard from faculty who enjoyed interacting even with what they were doing.”

Photo-Denise Allen
Ben Paine and Ms. Grygiel play with Harper

As Greely settles into the first quarter, many wonder how to build upon School Community’s Day positive energy.

“I wouldn’t do the same thing this year,” Dexter said, but she and others hope to “continue the momentum of what the Community Day provided and offered.”

“We’ve had some conversations already,” said Hoffman, “and I think there are some opportunities for another non-academic, high-participation day. But we have done no formal planning.”

Hoffman has also launched a suggestion box in the GHS Main Office, recently painted by junior Livy Giandrea, that awaits students’ ideas for continuing to improve school culture.

As senior Gowan Frost put it, “if you have enough people having a good time in the same space, community will inevitably grow from it.”

Correction: An earlier version spelled special education teacher Amy Jacobson’s last name incorrectly. We apologize for the error.

Story Layout: Abby Civiello and Anna Raley

 

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