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Mr. Garton's Classroom Edit display name

  • Sparks High School
  • Sparks, NV
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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COVID-19 has presented interesting obstacles for students and the typical classroom learning environment. I would like to offer my students book selections that represent facets of their identity and who they are: teenager, student, racial minority, LGBTQIA, or any other identity. We will be using these stories to help students, through SEL writing and reflecting, to produce personal narratives that are a reflection of themselves and their chosen stories. This is meant to combat the issues of loneliness, emotional health, and trauma many students faced during the pandemic. Also, by providing high engagement text, students will be better motivated to engage in the process of reading and writing. Standards: ELA RL9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELA RL9-10. 6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELA RL11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.ELA RL11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELA W9-10.3 a-e: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELA W11-12 a-e: same as above.

About my class

COVID-19 has presented interesting obstacles for students and the typical classroom learning environment. I would like to offer my students book selections that represent facets of their identity and who they are: teenager, student, racial minority, LGBTQIA, or any other identity. We will be using these stories to help students, through SEL writing and reflecting, to produce personal narratives that are a reflection of themselves and their chosen stories. This is meant to combat the issues of loneliness, emotional health, and trauma many students faced during the pandemic. Also, by providing high engagement text, students will be better motivated to engage in the process of reading and writing. Standards: ELA RL9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELA RL9-10. 6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELA RL11-12.5 Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.ELA RL11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ELA W9-10.3 a-e: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELA W11-12 a-e: same as above.

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About my class

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