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Mr. Ghazzawi’s Classroom Edit display name

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To Kill a Mockingbird is a fantastic read. So are Romeo & Juliet and The Most Dangerous Game. All three are classics. The thing is, the main characters of those texts are white, while over 95% of my students are not. And yet, those texts are the foundation of my prescribed curriculum. My project's goal is to enrich my curriculum with books by a diverse set of authors, whose characters connect with my students in refreshingly relatable ways. Many of the 60% of my students who are Latino share a similarly harrowing immigration story to the one that inspired Enrique's Journey. Devon Hope from Bronx Masquerade is a young African-American who craves to be seen as more than an athlete, just like many of my black male students do. And Marjane of Persepolis, a rebellious Iranian girl who embarks on a campaign of self-understanding and acceptance, is just like the hope-filled young women in my classroom who desire to learn more about the world and find confidence in it. Reading about characters who look, speak, act, and relate to the world like they do will increase my students' engagement in reading more than your average book would. Yes, we'll continue to conduct close readings and analyze key passages. Yes, we'll discuss figurative language and characterization. These things my students do with any other text I put in front of them. More importantly, though, through Enrique's Journey, Bronx Masquerade, and Persepolis, we'll find purpose in what we read. We'll ask life's big questions and seek answers from the characters who ask the same ones. And finally, we'll find satisfaction in the reading journey rather than simply close the book when done.

About my class

To Kill a Mockingbird is a fantastic read. So are Romeo & Juliet and The Most Dangerous Game. All three are classics. The thing is, the main characters of those texts are white, while over 95% of my students are not. And yet, those texts are the foundation of my prescribed curriculum. My project's goal is to enrich my curriculum with books by a diverse set of authors, whose characters connect with my students in refreshingly relatable ways. Many of the 60% of my students who are Latino share a similarly harrowing immigration story to the one that inspired Enrique's Journey. Devon Hope from Bronx Masquerade is a young African-American who craves to be seen as more than an athlete, just like many of my black male students do. And Marjane of Persepolis, a rebellious Iranian girl who embarks on a campaign of self-understanding and acceptance, is just like the hope-filled young women in my classroom who desire to learn more about the world and find confidence in it. Reading about characters who look, speak, act, and relate to the world like they do will increase my students' engagement in reading more than your average book would. Yes, we'll continue to conduct close readings and analyze key passages. Yes, we'll discuss figurative language and characterization. These things my students do with any other text I put in front of them. More importantly, though, through Enrique's Journey, Bronx Masquerade, and Persepolis, we'll find purpose in what we read. We'll ask life's big questions and seek answers from the characters who ask the same ones. And finally, we'll find satisfaction in the reading journey rather than simply close the book when done.

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About my class

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