I teach at a Title 1 school in Arizona. Our students come from diverse economic and ethnic backgrounds. Over 75% of our students receive free or reduced lunch daily.
My school's mission statement is: we are committed to creating a school that knows no limits to the academic success of each student.
We believe all students can be successful and we try to give them all the tools they need to reach their goals. Our staff teaches after school clubs throughout the year that range from art and dance to technology and math.
My students are typical middle school students who live a low income existence. Having books in their home for their reading consumption is unlikely. Priorities such as food, rent, and clothing is where the bulk of the family income must be designated. Being able to read and learning to love reading is of the utmost importance if these children are not going to repeat the cycle of poverty with their children. My students love to be read to and they love hearing stories about children their own age and how they deal with the problems of growing up that they themselves face. When I immerse these students in good books with great stories and/or information of the world outside their typically small universe, their imaginations and views of the possibilities in life, come to life.
I'm keeping with my philosophy that reading diverse books will broaden students' informational base and shape their futures.
In the novel Bud Not Buddy, students will evaluate Bud's life as we know it by creating projects to show their understanding.
These unit lessons will be designed to include: reading, activities, cooperative group projects, and individual product creation that ultimately leads to comparing and contrasting today to the Great Depression. Analyzing plot, character development and global questions to solve, create new ideas and compare and contrast Bud to other characters in the book as well as themselves. To facilitate my students learning I am requesting 35 Bud Not Buddy novels.
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