My students are outstanding kids who are striving to get a high school diploma and an Associate’s degree. Most of them take at least four college courses each semester, along with high school classes. The majority of the students are first-generation college-bound students who work diligently to maintain high grades and balance “the high school experience.”
About 60 percent are economically disadvantaged but want to be productive citizens in this society.
Part of their curriculum is taking a dual credit English class where they are able to get college credit and high school credit at the same time. In this class, my students are able to discuss current events, think critically about world issues, and write about a variety of topics.
Most of my students come from low-income homes so getting supplies, especially novels, can be very difficult. In addition, some of my students were affected by Hurricane Harvey last year and are still recovering from that horrific weather-related storm.
In order to give students another way to interpret and analyze novels, I am having my students use their creative talents to make drawings about different aspects of the in-class novel they will be reading. Students will use the poster boards and markers to create their projects. This will be a different type of formative assessment that students can do instead of the traditional pen and paper test.
The chart paper will be used for daily group discussions and thematic responses.
Students will be able to post their responses on the chart paper and it will be posted on the classroom walls as reminders of the themes and other aspects that will be discussed during the novel unit.
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