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“Monster Talent” kills this year’s talent show By Ashley Judilla

by Ashley Judilla

On January 29, twen- ty-nine performances were show-

cased in the annual ALHS talent show. The three-hour show (in- cluding a 15 minute intermission) entertained and stunned the crowd.

The talent show is a special event for many students. Kiersey

Ryan, junior and a performer in the show describes it “like BSA [Broth- erhood Sisterhood Assembly] for individuals.”

The description is not far off from what many people believe the talent show brings to the school. BSA is known for clubs coming together to put on a show, but this show is for students to shine among their peers.

Marlo Nermal, senior, performed for the first time this year.“I think that the talent show is for you to show [your] individuality, an opportunity to stand out.”

Some seniors wanted to go all out this year and decided to

perform for the talent show for the first time, while others have been performing every year since they came to Lincoln.

The school tradition not only lets individuals show their hidden talents but also helps students break out of their shell.

“I didn’t want to spend four years of high school being

known as the shy girl,” says junior,

Domenica Baires. Baires expressed how tired she was of not letting other people know she can sing since singing is her hobby. Baires makes Instagram videos of herself singing but thought of the talent show as taking it a step further.

Despite the fantastic show, it was obvious that some performers

were more nervous than others. Hid- ing behind my reporter’s notebook, I was silently hoping that some sort of miracle could help the students shake out of their nervousness. Then, I heard clapping. A perfect example would be the first act, Philip Wang and Victor Lei’s cover of One Direc- tion’s “What Makes You Beautiful.”

The performance started out a bit shaky, but the duo ended up being a great start to what would be a fantas- tic show. During Nine Sirikittocul’s cover of Fall Out Boy’s “Thnks fr th Mmrs”, had to step away from the mic for a moment after forgetting some of the lyrics. As a small push for him to keep going, cheers erupted in the auditorium. I looked backed at the audience then back to the stage, and I couldn’t help but smile at the reactions from them.

Another reason why Mus- tangs love the talent show? It’s a great

confidence booster. The supportive audience makes the event even more fun. It takes guts to stand on a stage alone and sing in front of a huge crowd. The performers, no longer overwhelmed by the huge audience, managed to put on an unforgettable act for both the performer and the audience.

The evening showcased creative covers and some originals that awed the audience. One of my

favorites was the jazzy take on Nicki Minaj’s “Anaconda” performed by Marlo Nermal and Gwynette Oller. Another was a cover of “Eternal Flame” by The Bangles. Performed by Ibrahima Mobley, Michelle Wan and Johnny Nguyen, the trio’s voices blended beautifully.

Besides Henry Monteiro’s awe-striking guitar playing in his

original “Rinse and Repeat”, his response to forgetting his lyrics was priceless. He stops playing for a moment to only say, “Okay, now pretend I sang something meaningful here.”

I’m wishing for a studio version of Daniel Fielding’s “Bluebird”. Can he please record it so I can listen to it when spring arrives? The adorable and catchy song needs to be in my spring playlist. I couldn’t wipe the smile off my face.

The performers, Mon-stars (drama students), producer Elaine Walenta and everyone behind this

year’s ALHS talent show did a terrific job. But most of all, the audience made the experience worthwhile.

How do you recover from credit recovery?

by Dana Yong

What was the last thing you spent sixty hours on? Binging on Netflix? Video games? How about an online class? Well if you answered no to the last question, you’re one of the lucky ones. Last semester, I spent over sixty hours of my life outside of school to complete a health course on Edgenuity, the current online program for credit recovery at Lincoln.

This online course consists of chapters, which consist of subsections, that each include a series of three video lectures ranging between three to ten minutes, written content, many multiple-choice questions, a quiz, and finally a test.

Theoretically, this system isn’t a bad idea; it should engage the students and basically force them to learn. They’re supposed to sit and listen then apply that knowledge to different assignments.

The interactive course (although tedious) is also completely understandable for core classes such as math or English since those can be difficult to grasp. However, a student who is currently making up an English class may just see it as a meaningless review. After all, if you don’t learn well through lectures and busy work, you won’t learn with Edgenuity.

With classes like College and Career and Health (which are the longest and most tedious courses), I think all the time and energy put in is completely unnecessary. Spending four hours learning about how to properly plan and execute a fitness plan is a little excessive, isn’t it?

In Edgenuity, you can’t just skip through the videos. I mean you can try, but it just brings you right back to the beginning. So what most students ended up doing (myself included), was starting a video, getting up to do something a bit more productive, and coming back to answer the questions. I’m not saying this is a good idea, and you’re obviously not going to get an A+ by doing this, but you’ll probably maintain your sanity. It’s simple cost versus benefit.

Most of the lessons we hear in health class are things we already hear all the time: don’t drink, don’t do drugs, and definitely don’t drive if you’re doing either of those. Why do we have to spend hours upon hours listening to the lecturer drone on about it? Yes, health is important, both physically and mentally, but why exactly do we have to learn it by spending over sixty hours in front of a computer screen?

Ironically enough, the course includes a section in which they advise against overuse of a computer. Thanks for the suggestion, but we don’t really have a choice. After hours of hearing how to get in shape, why would anyone be motivated to actually do it? Yeah, that’s right, you’d be too sleepy from sitting around for hours listening to the instructor trying to tell you why junk food is bad.

While I was taking health, I had the genius idea to keep putting the lessons off. About three weeks before the deadline to finish, I was behind in the class by 60%. In those last few weeks, I went in to take a chapter test every day. That meant I had to finish an entire section each night. I ended up finishing a week early, but it was not fun.

On the plus side though, you don’t have to carry around a sack of flour for a week. I obviously haven’t taken the actual course that Lincoln offers, so I don’t have much to compare it to. I am glad that I was able to free up my schedule, but after enrolling in the online class I seriously doubted my choice.

Of course there’s no competition between an online course and an actual class taught in an actual classroom with an actual teacher. Learning from a stranger in a video and an automated program isn’t exactly ideal. Without direct human interaction, you lose the opportunity to ask questions, have conversations, and essentially the ability to create a deeper connection between the students and the material. Then again, I suppose it’s all a trade-off for convenience.

Long story short, health on Edgenuity is awful. I know I should be grateful for the variety of programs that Lincoln offers to students, but this one has made it very, very difficult. 

Travel on A Bullet With a New California Train System

by Junhui Lei

California has decided to construct a high-speed, 200 miles per hour, rail system that connects Los Angeles with San Francisco. It will bring convenience to transporters. Students at Abraham Lincoln High School, who are direct benefactors of the system, are welcoming this new transportation.

“I’ve been on a bullet train when I was in China, so I know how convenient and quick it is,” says senior Rose Lu. “People who don’t have cars (such as myself) can travel and explore other cities, so that would be lots of fun.” Lu pointed out how the bullet train can help students release stress. “Sometimes students like myself just want to have a relaxing day or weekend with friends and family after months of stress from school. We can go to LA or, if the bullet train stops in other cities along the way, other places.”

The trip, which would take less than three hours, would make going to Los Angeles from San Francisco more possible for everyone.

“I finally can go on a field trip to LA,” said senior Amy Wu. Wu is excited that riding a bullet train to Los Angeles would take three hours in the future, instead of driving for about eight hours, which increases the possibility that a school in San Francisco could take a field trip to Los An- geles.

“You learn new stuff in [a] different city.” Wu thinks that go- ing to a different city can help

students have a different learn- ing environment. I personally support the idea of building a bullet train. Not only does the bullet train make travel easier, but it also may affect the students’ choices of college. Since going to Los Angeles will only take around two to three hours, students who want to go to a college that is near home could choose to go to college in Los Angeles instead.

Overall, students in Lincoln are supportive of the bullet train. They believe that the train will bring them convenience and new learning experiences.

Advice Column with Pen!

by Penelope Kim

What do I do when teachers yell at students and

call them 4th graders? I don’t enjoy it when

teachers belittle students’ abil- ity, but they could have been justified if a student was acting like a fourth grader,saying inap- propriate things, or complaining constantly or even whining. If you feel like you were called a fourth grader without justifi- cation, or if you witnessed this happen to another student I rec- ommend two ideas:

If you were a bystander: I know it can be hard to stand up to somebody in a class of 35 peo- ple, especially if the one doing the name calling is your teacher. You might think- “What will happen if my teacher just ig- nores my opinion?” or “What if I get a lecture for standing up for what’s right?” Regardless, you can comfort that student and check in on how they are doing after class. Remind them words aren’t facts and that there are resources for them! You could take them to the Wellness Cen- ter or the counseling office to tell their counselor what’s hap- pening in the class. Not only will you as a bystander feel like you directly helped the victim, the victim will directly benefit from your genuine concern and action. Also, a hug never hurts anyone. Don’t let your teacher keep dragging students down if

this situation persists. If you are the victim:

Remember you’re in a differ- ent grade than a fourth grader therefore you aren’t a fourth grader! Try to shake off the dis- paraging remark and keep doing

whatever you please, unless it is beating yourself up over an in- sult from a teacher. You need to tell your counselor if your teacher keeps insulting you or other students. If this only happened once, it was probably because the teacher was having a bad day. I know you might be afraid or feel like your teacher’s remark is true, but remember not all words are facts, and you shouldn’t let anybody belittle you.

Growth Mindset Is The Way To Success

by Penelope Kim

Consider the following fictional students: David  is a brilliant student who is only motivated in his history class, but after every failed quiz or puzzling topic he promptly gives up. He believes intelligence can only be separated by the people who can learn and can’t learn.  Intelligence can't be grown or enhanced through struggle and persistence. He is scared of any test or measurement of his abilities. This is when growth and fixed mindset come into the ability of your success!

Ananda is a student who asks, "How can I be effective after a setback?" She embraces every class with an “I can learn” attitude even though she may not understand parabolas or the climax of "The Grapes of Wrath" at that moment. Intelligence and traits can always be improved in Ananda's head. She can improve her intelligence through learning and working through her mistakes and failures.

Let's say both students have bad days: They  get a D on the same history test, miss their bus home and arrive an hour late, and get brushed off by their best friend. They would both feel very frustrated and disappointed.

A person in the fixed mindset would promptly think all these events are a direct measurement of how much they are worth.  David would say: "I feel like a reject." "I'm a failure." "Nothing good ever happens to me. I'm the most unlucky person in this state."  David's Friday evening would include moping about failure instead of studying or trying to revisit the questions  on the quiz he missed   while vowing to let nobody measure his worth.

Ananda, on the other hand, would say,"Today was a very bad day." While she may still continue on with feelings of frustration and disappointment,she wouldn't see these events as a measurement of her worth. "This D will motivate me to work harder in this class and study in a different method. And I’ll talk to my friend about my frustration the next time I see her." She'll promptly get out her quiz and see what mistakes she made and what other  methods she can use to get the answer based off her learning and notes.

              "In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits," Carol Dweck says in her book "Mindset the Psychology of Success." 

For example she cites a boy named Phillip who, after dropping nails, defeatedly says,"I'm so clumsy." However, if Philip was in the growth mindset he would say,"The nails spilled! I'll pick them up!"

Growth mindset is the exact opposite of fixed mindset. Those with growth mindset look for the ways to improve from failure instead of dwelling on it. Challenge isn’t seen as a threat to their ability; it is a way to grow their resilience and problem-solving skills. 

I am also a victim of fixed mindset when it comes to school. It is quite easy to set my thinking that way. If you were in a growth mindset you would approach failure. For example, if you failed a math test you could tell yourself: "What other ways could I study instead of what I'm doing right now?"(Growth). If you were in a fixed mindset you would probably believe that  you are the grade you have and there is no way around it or any way to learn from your failure.

      What if you tried this mindset before a test or final? You could believe that your intelligence isn’t fixed by a test score and you can always improve or learn something from your failure.See what will result when you start  changing your mindset!

      I honestly thought growth mindset was silly before I tried to think about other ways to approach an issue. In Dweck's books she cites how kids can be in a fixed or growth mindset when it comes to puzzles. Kids in the growth mindset exclaimed,” I love challenges!” or “ I wanted this to be challenging!” The children in the fixed mindset said,”I’m afraid I’ll fail these!” or “It was much more fun when these puzzles were easier.”

            I believe that growth mindset classes need to be in Lincoln’s community not only to build better problem solvers but to pave a way for resilience. When I think of growth oriented classrooms, I automatically think of Mr. Hutchinson’s  AP World History Class. Although he doesn’t teach here anymore he let us discuss and formulate our own ideas and accommodated to every individual's learning style. Failed tests were approached by questions like, "What study methods were you using? What types of learning don’t work for you/do work for you?” Failure wasn’t fixed or set because you could always change mindset.

            In classes where the majority seem fixed onto their beliefs, remember that feelings aren’t facts. Although the tone of the class seems like you're bound for failure, you can only control your attitude and action when it comes to mindest. If you keep in mind that you can change and be successful in spite of challenges, you will succeed whether you're in a AP class or regular class.

         If you’re interested into researching more about mindset, I recommend watching Dweck's Ted Talk on mindset and reading her book, "Mindset The Psychology of Success." If you want to initiate a growth mindset classroom setting you can go on where they teach you pretty much everything that was in her book for a hefty price. That's why I believe her book(nine dollars and fifty cents on is much better than a seventy-nine dollar(for one student) computer class on mindset oriented for elementary schoolers.