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Ms. Levesque’s Classroom Edit display name

  • Winter Sports School
  • Park City, UT
  • More than a third of students from low‑income households

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This dystopian genre study has consistently been a favorite among my students for the past several years, but as rules for spending have changed in charter schools, I can no longer buy the books each student chooses and will have to transition to one class novel for this unit instead. While it is possible to teach this unit effectively with just one novel, it is so important that teachers have the ability and resources to lean into successful units that have student buy-in. I want my students to have ownership over their education and providing the opportunity for them to make choices surrounding what and how they learn builds their interest and accountability. With the materials I have requested, I will be able to continue to facilitate a genre study that is student-driven, allowing students to select dystopian novels that most interest them. As a result, students are more engaged in the project and are more enthusiastic readers, especially struggling readers! The bookbinding materials will allow me to continue to create sturdy, individualized study guides that will support students in their self-paced exploration of dystopian literature. Students will read their novels and work on their study guides independently, but as a class, we use these resources to enhance discussions on the similar themes, motifs, character archetypes, and conflicts that appear in each book to build a deeper understanding of the genre and its connection to our lives.

About my class

This dystopian genre study has consistently been a favorite among my students for the past several years, but as rules for spending have changed in charter schools, I can no longer buy the books each student chooses and will have to transition to one class novel for this unit instead. While it is possible to teach this unit effectively with just one novel, it is so important that teachers have the ability and resources to lean into successful units that have student buy-in. I want my students to have ownership over their education and providing the opportunity for them to make choices surrounding what and how they learn builds their interest and accountability. With the materials I have requested, I will be able to continue to facilitate a genre study that is student-driven, allowing students to select dystopian novels that most interest them. As a result, students are more engaged in the project and are more enthusiastic readers, especially struggling readers! The bookbinding materials will allow me to continue to create sturdy, individualized study guides that will support students in their self-paced exploration of dystopian literature. Students will read their novels and work on their study guides independently, but as a class, we use these resources to enhance discussions on the similar themes, motifs, character archetypes, and conflicts that appear in each book to build a deeper understanding of the genre and its connection to our lives.

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