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Mrs. Ovacz’s Classroom Edit display name

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With such a wide curriculum, yearly I find myself reflecting on the most important events to teach and feel guilty that I can't expose my students to even more. Additionally, even though I only teach social studies, I need to help support the literacy efforts of the language arts teacher. This year, in an effort to address both concerns, I would like to incorporate daily independent reading that deals with the curriculum but allows students to pursue their own interests within that structure and to intimately connect to time periods and events. Through building a non-fiction and historical fiction classroom library that contains high interest books at different reading levels, I hope to build a community of students who both enjoy reading and get to learn about historical events they find most interesting. For example, I won't teach about Lizzie Borden, but the mystery and horror surrounding her often fascinates middle schoolers. By including The Borden Murders: Lizzie Borden and the Trial of the Century students who are interested in her tale have an opportunity and set time during school to pursue their interests. Additionally, I have included on my list books from various reading levels and genres, such as the graphic novel World War II: Under the Shadow of the Swastika, which might appeal to students who are on a lower reading level that are still interested in learning about the history of WWII, and The Librarian of Auschwitz, a book that will tug on students' heartstrings. Through setting aside a time to read each day and specifically designing the types of materials to which they will have access during this time, I hope to able to foster more readers and historians.

About my class

With such a wide curriculum, yearly I find myself reflecting on the most important events to teach and feel guilty that I can't expose my students to even more. Additionally, even though I only teach social studies, I need to help support the literacy efforts of the language arts teacher. This year, in an effort to address both concerns, I would like to incorporate daily independent reading that deals with the curriculum but allows students to pursue their own interests within that structure and to intimately connect to time periods and events. Through building a non-fiction and historical fiction classroom library that contains high interest books at different reading levels, I hope to build a community of students who both enjoy reading and get to learn about historical events they find most interesting. For example, I won't teach about Lizzie Borden, but the mystery and horror surrounding her often fascinates middle schoolers. By including The Borden Murders: Lizzie Borden and the Trial of the Century students who are interested in her tale have an opportunity and set time during school to pursue their interests. Additionally, I have included on my list books from various reading levels and genres, such as the graphic novel World War II: Under the Shadow of the Swastika, which might appeal to students who are on a lower reading level that are still interested in learning about the history of WWII, and The Librarian of Auschwitz, a book that will tug on students' heartstrings. Through setting aside a time to read each day and specifically designing the types of materials to which they will have access during this time, I hope to able to foster more readers and historians.

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