My students need access to novels that are not torn or that must be shared among several classes. They need novels they can read outside of the classroom.
Engaged, eager, excited, intelligent young students enter my classroom seeking a classroom experience atypical to those they've had before. They are eager, young world changers hoping for an atypical classroom experience, but they are disappointed to find themselves sitting in some of the same chewing gum laden desks their parents sat in 25 years prior. They desperately try to squeeze them into groups, forming some semblance of a classroom community that they hope to have in a college level course.
My Project
The class sets of the novels I am requesting are ones that are not only challenging, but also include critical essays, an author interview, and applications of literary theory. Students will not only read the novel; they will read and apply the literary theories and critical essays to their understanding of the novel. The experience of utilizing varying perspectives will help students move beyond reading comprehension into critical analysis, which is a necessary skill for not only their end of year test, but is one that will carry over into their collegiate studies.
This project will begin to improve course accessibility to students who want to challenge themselves academically but cannot afford to purchase the materials needed.
Ideally, having more resources in my classroom will help me increase enrollment in my course, targeting lower socioeconomic students and minorities. As a result, I will see more students remain academically competitive among their graduating class.
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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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Hilton and reviewed by the DonorsChoose team.
