Help me give my students copies of The House on Mango Street by Sandra Cisneros and Red at the Bone by Jacqueline Woodson so that they can read dynamic stories of empowered young people of color.
FULLY FUNDED! Mr. Jones's classroom raised $1,392
This project is fully funded
My Project
In this age of AI-driven technology, my colleagues and I are becoming increasingly concerned that students might eventually come to see writing as a machine-driven endeavor that exists entirely outside of themselves and their own lived experiences. If writing is merely something to be generated, what place will writers themselves have in the process? What reason would there be to insert yourself into your writing at all?
To stave off this possible severing of self and writing, we have decided to commence this year of instruction with the coming-of-age narrative.
We want students to be able to write about themselves and their experiences in a way that is meaningful to them and their peers. We want to create community within our classrooms during the crucial time when students first arrive at our school. And we believe that we can achieve this by showing them strong examples of stories of adolescent experiences that they can then emulate in their own written work.
Using feedback from former students as a reference point, we've selected the classic The House on Mango Street by Sandra Cisneros as well as the more recent and much-lauded Red at the Bone by Jacqueline Woodson as mentor texts for the unit. Please help us put copies of these works into the hands of our students as we embark on a year of rigorous reading, writing, and thinking!
More than half of 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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