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The opening lines of Paul Revere’s Ride may be some of the most recognizable words ever written by American poet Henry Wadsworth Longfellow—and this winter, Peck fourth graders made sure our community heard them loud and clear.

During a recent Lower School Assembly, students transformed Longfellow’s famous poem into a choral reading performance. With careful pacing, expression, and teamwork, they didn’t just recite the dramatic retelling—they stepped i

nto the story, building confidence, timing, and a deeper understanding of early American history along the way.
“The poem, with its galloping measure and steady rhyme, takes readers through Paul Revere’s urgent ride on the eve of the battle of Lexington and Concord,” announced fourth grader Tommy C., as he and classmate Cameron C. introduced the performance.

The performance connects directly to the fourth grade’s yearlong Social Studies study of the American Revolution, where students are exploring key people, places, and events that shaped the nation’s beginnings. Alongside the poem, students also learned an important lesson: Longfellow’s version is memorable, but not fully historically accurate.

“Though based on historic events, the poem should be read as a myth or tale, not as a historical account,” explained Tanner A., noting that historians have compared the poem to Revere’s own written account and other evidence since it was published in 1860. Tanner and two p

Ginny C. helped clarify why those differences exist, explaining that Longfellow used “poetic license,” meaning he changed parts of the true story because he wasn’t writing nonfiction.

Thomas O. shared three key facts that Longfellow stretched: Revere knew the British route before leaving Boston, he was captured before reaching Concord, and he did not ride alone—he was one of many messengers spreading the alarm.

“This project is a wonderful bridge between literature and history,” said Fourth Grade Teacher Lynn Tecza. “Students are learning that stories can shape our understanding of the past, even when they aren’t entirely accurate.”

Fourth Grade Teacher Cara Regan agreed. “There are many stories passed down about different people and events in history. It is always eye opening for students to sift through the myths and uncover the true facts," she said. "This poem was a great opportunity to do that with a well known figure and event connected to our study of the American Revolution."

This winter, Upper School students at Peck brought imagination, humor, and heart to the stage with their production of Into the Woods Jr.—a lively musical that blends classic fairytale characters with unexpected twists and meaningful lessons.

With a cast and crew of nearly 50 students, the production showcased the energy, dedication, and creativity that make Peck’s Winter Musical program so special. Thirteen eighth graders took on leadership roles throughout the process, helping to guide younger cast members while modeling confidence, responsibility, and teamwork.

With energy and enthusiasm, students transformed familiar stories into something fresh, exploring themes of perseverance, personal responsibility, and the choices that shape who we become. From the first note to the final bow, the cast and crew demonstrated the kind of collaboration and commitment that defines the Peck experience.

“Everyone associated with this year’s musical will tell you it was one of the most meaningful experiences — because everybody brought their best selves every single day,” said Head of School Andy Delinsky.

More than a performance, Into the Woods Jr. was a celebration of community. Students balanced rehearsals with academics, supported one another through challenges, and embraced the discipline required to bring a full production to life.

The result was an evening that highlighted not only theatrical talent, but also the growth that happens when students are encouraged to take risks, step into leadership, and trust the process.

Full Photo Gallery Here

In Gabby Lopez’s Fifth Grade English class, students are diving deep into Mrs. Frisby and the Rats of NIMH by Robert C. O’ Brien—and then demonstrating their knowledge through a creative text evidence assignment. Each student randomly selected a scene from the book from a hat, and were challenged to identify three specific details from the text that work together to create a cohesive scene.

After closely reading and gathering their text evidence, students began illustrating their chosen scene. To connect their artwork back to the text, students labeled their drawings with the three details they selected as evidence. This activity helped students strengthen close-reading skills while showing how authors use detail to build vivid, meaningful scenes.

“I’m drawing a scene where the mice are putting sleepy powder into the cat Dragon’s food so they can move Mrs. Frisby’s house on moving day,” said Wren C. ‘29. “I chose details like Nicodemus stretching his leg, taking his reading glasses from the statue, and being in the library to make sure my drawing really matches the text.”
 

Laughter fills the cafeteria during Lower School lunch each Friday during a beloved Peck tradition: Friday Funnies. Started years ago by former Head of the Lower School Nina Sharma, this weekly ritual gives students the chance to share their own kid-created jokes with the school community as lunch wraps up.

Each week, students submit their jokes—sometimes called Fabulous Funnies—and take turns reading them aloud while their classmates clean up and listen. It’s a moment students genuinely look forward to, and participation is always high as friends cheer each other on and giggles ripple through the room.

This week's read:

• What happened to the ice cream when he got mad? He had a meltdown!
• When you wait for the waiter, doesn't that make YOU the waiter?

This year, Friday Funnies got a fun new twist with the addition of the Friday Funnies Board. Student jokes are now “published” alongside photos of their authors, giving the tradition a fresh spin while keeping its joyful spirit intact.

Beyond the laughs, Friday Funnies helps students build confidence, practice public speaking, and express their creativity—all while celebrating community and ending the week on a high note. It’s a perfect reminder that at Peck, learning and joy go hand in hand.
 

Three times per year the Peck community pauses for Kairos—a treasured tradition rooted in reflection, gratitude, and connection. During the school day, students and faculty gather for an assembly that celebrates our core values, while in the evening, families power down for a homework-free night designed to encourage meaningful time together.

This winter’s Kairos assembly highlighted courage, dedication, and the relationships that define life at Peck. From a student performance to heartfelt recognitions, the assembly demonstrated the values we cherish and the people in our community who make those values a reality.

Peck’s PIC (Peck InDeCoRe Club) eighth-grade student officers kicked off the morning’s assembly with a thoughtful, funny skit inspired by the world of Harry Potter’s Hogwarts. Dressed as wizards from a far away school coined Lindenwarts, the students highlighted how it takes courage to face your fears and take responsibility for one’s actions. 

The assembly also celebrated faculty milestones and contributions. Upper School Art Teacher Scott Beil was honored with Peck’s Glass Apple Award, recognizing his ten years of dedicated service to The Peck School. Upper School Woodworking Teacher Mark Mortensen followed with an IRO (In Recognition Of)—another Peck tradition—offering a heartfelt reflection on Beil’s steady care for his students, calm presence in the classroom, and enduring creativity.

“Walk past the art room early in the morning, and you’ll see what makes Mr. Beil special,” said Mortenesen. “The door is open. Students wander in to explore, to create, to simply be. Mr. Beil has built more than a classroom—he's built a sanctuary where middle schoolers can discover who they are, one brushstroke at a time. His students are gently guided and empowered to be their best selves, in and outside of the classroom. His quiet strength and genuine care speak louder than any lecture ever could.”

One of the most powerful moments of the assembly came from an eighth-grade speech, delivered by Gray S. ‘26. Eighth-grade speeches represent the culmination of years of growth and preparation in public speaking, and eighth graders can choose to deliver their speeches at all-school assemblies (in front of the nearly 400 students, teachers, and staff) or smaller, more intimate assemblies throughout the year.

Gray delivered a deeply moving and personal speech about her mother, saying “Life doesn’t come with a guide, but it comes with a mother.” Her tribute resonated throughout the auditorium and left many in the audience holding back tears.

One last moving moment came at the end of the assembly, with the presentation of Peck's annual Faculty and Staff Award for Community Connections to Gail McNamee, Peck’s Front Desk Receptionist and Information Management Coordinator.

The award, established in memory of former Peck parent David Schnur, recognizes a faculty or staff member who fosters deep, meaningful relationships with students—connections that inspire belonging, growth, and transformation.

Through her warmth, care, and daily presence at the heart of the school, McNamee exemplifies the spirit this cherished honor celebrates.

“She learns and remembers the names of students, staff, and parents, and makes every person feel seen and welcomed the moment they walk through the door,” said a colleague. “She consistently goes above and beyond to help with any task, always leading with a ‘yes’ mindset that fosters trust, belonging, and a culture where students and the entire community can grow and thrive.”

As the winter Kairos assembly concluded, students and teachers left with a renewed appreciation for the present and for those who have helped make their journeys so meaningful.

Congratulations to our honorees on this well-deserved recognition—we are grateful for the incredible impact they have made and look forward to many more years of learning, growth, and inspiration together.

Kindergarteners waddled into a day of icy excitement during this year’s Penguin Day, as both homerooms came together for a collaborative celebration filled with learning and laughter.

Students rotated through multiple penguin-themed stations, where they created crafts, raced through penguin relay challenges, and even dressed up like penguins—fully embracing the spirit of the day. As they moved from activity to activity, students discussed and reinforced what they’ve been learning in class, from identifying different kinds of penguins to exploring their natural habitats and life in cold climates.

“The best part of Penguin Day was seeing both Kindergarten homerooms learning and having fun together,” said Kindergarten teacher Camryn Salamone. “From dressing up like penguins to rotating through stations, the kids were fully engaged and so proud of everything they’ve learned.”

By combining hands-on activities with meaningful conversations, Penguin Day brought classroom learning to life in a playful and memorable way. The day is always a wonderful example of how learning, creativity, and collaboration go hand in hand!

Seventh graders are putting their historical knowledge to work as they conclude their Chinese history unit in Upper School History. As a culminating project, students are writing single-page, newspaper-style articles focused on current events in China, connecting the past to the present in a meaningful way.

Led by Upper School History Teacher Jason Guss, the assignment challenges students to explore how historical developments have shaped modern-day China while deepening their understanding of global affairs. Beyond strengthening their writing skills, the project serves to strengthen their media literacy skills—emphasizing how to read the news critically, identify bias, avoid plagiarism, and write in a clear, balanced voice.

Students are drawing from a variety of reputable news sources, including both American and international outlets, as they research and craft their articles.

“This project helps students see that history isn’t something that just lives in textbooks,” said Guss. “By examining current events in China, they’re learning how the past directly shapes the world we’re living in today.”

Through this hands-on approach, seventh graders are not only wrapping up a major unit of study but also building essential skills they’ll carry into future coursework—and into the world beyond the classroom.