I am a second year teacher in an urban public school. Over time, I am slowly building our classroom library to provide foundational texts grounded in our core values as a school: be empowered, be inclusive, be kind. With limited resources and large class sizes, it is necessary to keep students involved in their learning.
Teaching in an urban setting allows for a diverse and impressionable classroom.
My students are between ages 13 and 14, and they have vibrant, strong personalities that deeply connect with literature. As a teacher, it is my duty to open their eyes, their ears, and their voices to our outside world. Because of this, we frequently study fiction and nonfiction texts through relevant lenses.
The most powerful aspect to this unit will be the differentiated texts that will service all reading levels of my students. The 8th graders read below, at, and above grade level in a variety of languages. This variety of books will allow for purposeful grouping in our literature circles.
"I am Malala" will inspire and empower all students to understand the power of their voices.
Providing culturally relevant literature in a classroom allows students to become the leaders of generations to come. With new books, students will gain independence in classroom routines. Students will engage in a variety of discussions that allow for ownership over their learning and their lives.
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