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Ms. Harger’s Classroom Edit display name

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My coteacher and I began teaching Night as a part of our curriculum for 3 main reasons. First, we recognized our students--many of them reluctant, struggling readers--were highly engaged by true stories of real-life individuals who experienced adversity. Secondly, we recognized so many of our students will not (and/or cannot) read outside of class, so we needed a brief yet poignant text; this would give our students the experience of delving into a major work without requiring weeks of class time spent simply reading, and still permit analytical discussion. Finally, while we expected the students to know much about the Holocaust (I remember my own peers sighing, “The Holocaust? Again?"), we realized the students harbored many misconceptions on the topic and were highly interested in it. Thus, we knew early on that this text would be a valuable and permanent addition to our course curriculum.  Unfortunately, our class doesn't have its own set of books; instead, we share 25 copies with about 4 to 5 other classes and two or three other teachers, and when our class size exceeds 25 students, overlaps with another class, or our class size plus another class size exceeds 25, we must resort to photocopies of chapters or projecting the pages on the wall. When our students don't have physical copies of the books we are studying, it detracts from the reading experience in many ways: for instance, the students feel undervalued that they--once again--just get photocopies, or the students are forced to move at another student's pace because they're sharing a copy. Our own class set of Night will help our students become better readers, learn about important people and events, and feel important enough to have their own books. 

About my class

My coteacher and I began teaching Night as a part of our curriculum for 3 main reasons. First, we recognized our students--many of them reluctant, struggling readers--were highly engaged by true stories of real-life individuals who experienced adversity. Secondly, we recognized so many of our students will not (and/or cannot) read outside of class, so we needed a brief yet poignant text; this would give our students the experience of delving into a major work without requiring weeks of class time spent simply reading, and still permit analytical discussion. Finally, while we expected the students to know much about the Holocaust (I remember my own peers sighing, “The Holocaust? Again?"), we realized the students harbored many misconceptions on the topic and were highly interested in it. Thus, we knew early on that this text would be a valuable and permanent addition to our course curriculum.  Unfortunately, our class doesn't have its own set of books; instead, we share 25 copies with about 4 to 5 other classes and two or three other teachers, and when our class size exceeds 25 students, overlaps with another class, or our class size plus another class size exceeds 25, we must resort to photocopies of chapters or projecting the pages on the wall. When our students don't have physical copies of the books we are studying, it detracts from the reading experience in many ways: for instance, the students feel undervalued that they--once again--just get photocopies, or the students are forced to move at another student's pace because they're sharing a copy. Our own class set of Night will help our students become better readers, learn about important people and events, and feel important enough to have their own books. 

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About my class

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