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Long Way Down will be used as a class set for 65 students - usually we read from photocopies or borrow from a library set... but now that we're removed in a virtual learning setting - I want our students to be able to keep developing their literacy skills. Jason Reynolds is a favorite author among the kids, and anytime I have shared an excerpt from this book - they are always intrigued by the rules he lays out - as they echo the rules of the neighborhoods they live in. As for peace - to offset the trauma from gun violence in their everyday communities, my advisory students have requested a diffuser (they miss our in-class diffuser - to keep the peace) and a Rubiks Cube to stay busy (and also continue building on their problem-solving skills/ improve their design thinking). I know this is an odd project request - but for our students to stay engaged in the virtual (and physical) sphere, they must be grounded and able to engage in healing acts of self-care. After all, healing is part of resistance, and resistance is part of our healing. This project is one-part healing project, and one-part literacy-resistance (of the dominant narrative) project. We are grateful for your consideration!

About my class

Long Way Down will be used as a class set for 65 students - usually we read from photocopies or borrow from a library set... but now that we're removed in a virtual learning setting - I want our students to be able to keep developing their literacy skills. Jason Reynolds is a favorite author among the kids, and anytime I have shared an excerpt from this book - they are always intrigued by the rules he lays out - as they echo the rules of the neighborhoods they live in. As for peace - to offset the trauma from gun violence in their everyday communities, my advisory students have requested a diffuser (they miss our in-class diffuser - to keep the peace) and a Rubiks Cube to stay busy (and also continue building on their problem-solving skills/ improve their design thinking). I know this is an odd project request - but for our students to stay engaged in the virtual (and physical) sphere, they must be grounded and able to engage in healing acts of self-care. After all, healing is part of resistance, and resistance is part of our healing. This project is one-part healing project, and one-part literacy-resistance (of the dominant narrative) project. We are grateful for your consideration!

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About my class

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