Shreya Prabhu interviews Kimberly Palomino ‘24, the founder of Dreams United, a non-profit that aims to provide support to immigrant children at the U.S. border. 

Q: Hi Kimberly! Before I ask you about Dreams United, can you talk a little bit about your involvement at GHS?` 

A: In my short time at GHS, I have been part of the Greenwitch Literary Magazine with Ms. VonBrachel, who inspired me and supported me in my first year here at GHS. In addition, I was involved last year in the International Night, where I brought Peruvian food and contacted dance associations to perform here at GHS and showcase their rich culture! 

Q: What is Dreams United? 

A: Dreams United is an organization that strives to provide a beacon of hope through sincere, heartfelt letters to immigrant children currently residing in Texan detention centers who have been separated from their families at the U.S. border through our letters of love writing campaign. 

Q: What gave you the inspiration for Dreams United? 

A: As the daughter of Peruvian immigrants, my heart connects with the 18 million immigrant children who carry that same sense of wonder when it comes to dreams. Unfortunately, upon entrance to the United States, many children get separated from their families to faculties for weeks or possibly up to months. Within these shelters, many children, majority from Latin American countries, experience loneliness, have little contact with their families, and face uncertainty for their future life in the U.S. Witnessing this situation unravel, I decided to create a letter of love writing campaign that would unite American youth with the hearts of young immigrant dreamers who need love and support. Although we all might come from different backgrounds and endure different obstacles, I believe there is one thing that unites us all—and that is our same sense of wonder when it comes to dreams—a dream that is born across various continents—the American dream. At Dreams United, we strive to empower the new generation of Americans. We are proud to say we are standing hand in hand with passionate Latinx youth leaders across the nation who also desire to uplift our immigrant community on a global scale. 

Q: How did you found Dreams United and what were the steps that made this possible? 

A: It was difficult at first to organize Dreams United but with the help of many people and students who wrote letters from various institutions, it truly assisted in creating a strong foundation for the letters of love writing campaign. Currently, I am still connecting with various high schools and institutions to gain more letters every day! I am in the works to host a letters of love event at GHS before winter break! 

Q: How many people have you been able to reach through Dreams United? 

A: There’s about 300 letters that we’ve collected so far and it’s growing every day. 

Q: Finally, what have you learned from founding Dreams United? 

A: I learned the importance one’s voice has, and the power it holds to truly initiate social change. I definitely grown become more open and incredible people through dreamsunited’s Letter Writing event whose passion the line with mine to uplift and power our global immigrant community. being able to connect with the with an incredible community of immigrant advocate truly inspires me to keep moving forward with my mission. 

MAR 2023 Last week, on Jan. 26 and 27, Greenwich High School welcomed Micheal Garman, Holden Culotta, Will Conway, and Laura Del Savio to speak about our government and political system. From this presentation, students were inspired to take advantage of opportunities and increase civic engagement within both the federal and state governments. This presentation conveyed how dialogue can be used to unify and educate students about possible voting reforms, specifically ranked-choice voting. This process consists of choosing first and second choices to satisfy more voters.

Students also learned about the opposing Democratic and Republican parties' core political beliefs that often divide Americans. Presenters heightened student thinking by providing possibilities and outcomes that accompany this imbalance. All of these elements worked to make the learning experience all the more powerful. We would love to give a special thanks to the Student Policy Initiative Club for organizing this special presentation. Without the works of Hanna Klingbeil and the club, GHS would not have received the incredible opportunity to meet and learn from these speakers.

On Friday, June 3, the Greenwitch Club hosted its first annual Poetry Picnic. During this event, students had the opportunity to share poetry and prose with an audience in a "picnic-like" format. The event was held in the sanctuary just beyond the tennis courts.

As I walked to the sanctuary, I couldn't help but think how beautiful the weather was. The sun was shining, the grass was green and there were dandelions everywhere. An enthusiastic audience attended, including Greenwitch alumni Veronica Paez-Deggeller and Alex Shaw.

Clara MacLean, the secretary of Greenwitch, was especially good at emceeing with the microphone. She was wonderful at making funny jokes in between poetry performances. The event started with one of the faculty advisors, US history teacher Michael Belanger, reading a poem from 1939. After reading the short but descriptive poem, Belanger thanked everyone for coming to this event.

Then, MacLean took the microphone and called each person to the black music stand (the make-shift podium) to read their poem. The audience, each sitting on a picnic blanket, listened attentively to the speaker. When each speaker was done, the audience "snapped" (a way of applause for the poet).

Honestly, I can't say which poem was my favorite, because there were so many amazing pieces. Belanger agreed, saying it was "too difficult to choose! Everyone did a great job and brought something unique to the event." As for Alicia Tang, the current Editor-in-Chief and a graduating senior, her favorite poems were "The Lost Generation of Spain" by GHS sophomore Ciara Herrera and "Ripe Mirage" by GHS junior Elizabeth Wallace.

When the event was over, I chatted with English teacher Jessica VonBrachel, the other faculty advisor of the club. I asked her what she thought of the event and if she would be open to having one next year. VonBrachel stated that it was "really successful" and she has plans in the works for next year. In the future, she would like to collaborate with the Poetry Club at GHS and incorporate the "Poetry Out Loud" program, which encourages students to memorize a poem and perform it dramatically.

Mr. Belanger agreed with VonBrachel that it was a "wonderful event." He stated, "This event showed what Greenwitch leadership can accomplish and the creative ways they come up with to spread the love of writing to the wider GHS community." I agree with Belanger; this event was a great way for writers to share their work in a casual setting. This Poetry Picnic is one of many events the Greenwitch club holds. During the school year, the club workshops literary works and creates two magazines. Hopefully, there will be more events to come in the following years!

Before I joined the Greenwich Literary Magazine, I had always enjoyed creative writing. One day, I decided to share a piece of writing with my English and U.S. history teachers, Ms. Von Brachel and Mr. Belanger. By chance, they were the advisors for a creative literary magazine at GHS. When they read it, they told me how much they enjoyed it and encouraged me to join the Greenwitch club. They informed me that their club creates a winter and spring issue each year, publishing a mix of poetry and short stories from members and non-members. The club sounded interesting, but I was worried about what the club would be like. I went to the meeting anyway, since it doesn’t hurt to try. Turns out, I am glad I made that first step.

I’ve since interviewed poetry editor Sydney Floch, a member for 3 years, who shared that her favorite part of the club is “definitely the atmosphere,” saying, “I’m always drawn back to Greenwitch by the amazing people and writing. It doesn’t matter what ‘level’ of a writer you are, as long as you arrive with an open mind.” I definitely felt what Sydney said, for everyone was friendly, funny, and brought great ideas to the table.

A typical session at this club entails coming together and looking at a piece of writing somebody would like to share. We give the writer both praise and constructive criticism. For me, this workshopping helps me grow as a writer. Having different people review my piece and share their views helps me make my writing stronger, more detailed, and more varied. Not to mention, looking at other people’s short stories and poems helps me see what styles and techniques I can emulate from them. I’m not the only one. Alicia Tang, the lead editor, feels “the diversity of thought that pervades every club meeting continually encourages [her] to broaden [her] writing horizons.” Not to mention, all the interaction between the writer and the rest of the club is positive. Junior Laforest, a member for 3 years, loves how “we're all very accepting of feedback and honest thoughts, and we're able to come together and grow.” He learned how being honest produces the best feedback.

In addition to workshops, the Greenwitch club hosts many exciting events. We try to have a couple of “Open Mic Nights.” At these events, “members and non-members alike can come to the podium to share their pieces,” says Alicia. We are in the process of organizing another one for Friday, June 3rd. Everyone, including parents, is welcome. Students are welcome to bring their best-written work to share in front of everyone. If you enjoy writing and want to get better with others as like-minded as you, Greenwitch is the perfect place to do so.

The club meets Tuesdays from 3:15 to 4:15 in room 219 in Clark House. If you have any questions, feel free to email: alicia.tang@greenwichschools.org

English for Learners of Other Languages, otherwise known as ELL, is a program for transfer students or students who are not comfortable enough with English to take on-level English classes. Not only is it a safe place for students of other nationalities to learn English as a second or third language, but it is also a tight-knit community. Hidden in a corner of Clark House, the ELL room bustles with a frenzy of students’ native tongues as well as careful English. 

Upon first arrival, Mrs. Steinhorn, the Program Associate for the entire ELL family, explains the different levels of the program. There are three levels of English, based on how much experience with English the students have already been exposed to.

During an interview with Mrs. Steinhorn, regarding her fascinating community, two girls,  one Asian and the other European sat next to each other, laughing and doing their homework together. On the other side of the room sat a boy who Mrs. Steinhorn explained “He’s now in the regular English classes. He just comes in here because it’s a safe haven from the rest of the school. Because he has friends here and he feels safe here.” 

Not only does the ELL program teach kids to speak English more fluently and help students get acclimated to GHS, it also helps develop students who previously could not speak a word of English into experienced writers, who are able to produce a collection of stories called Fables, Folktales, and Stories, among other pieces. Each story introduces the author, helping the readers connect to their stories. The stories themselves are intricately written, and all widely different. From stories of princesses and valiant princes to comedies, Mrs. Steinhorn and her associates aid in wonderful works that students would otherwise not have been able to write and publish. The prose is beautiful and inspiring, showing that great works can come from any writer from any place, as well as the fact that with the right encouragement and motivation, magical things can be produced. 

Mrs. Steinhorn’s goal, since she started teaching and directing the ELL program, has been to help students build confidence, skill, and relationships. Diversity and speaking limits feel like no real problem in the ELL center as students are easily able to overcome interracial differences.

Despite the captivating community inside ELL, it is largely unknown among the GHS community. Junior Brooke Cumberland and sophomore Henry Freyer say that they knew of the ELL Center but did not know where or when it met. Considering how many students are part of ELL, it is surprising how little it is acknowledged! However, it is reassuring to think that in such a big school, there is a special community built for students who may be struggling to navigate their new surroundings.