I teach in a Title I School in North Georgia. The majority of my students struggle with issues many of us adults have never dealt with. They show so much strength and perseverance in their daily lives by just showing up. I truly believe that with the right equipment and opportunity, they will create advantages for themselves. Many of my students struggle with reading and comprehending what they read. I strive to engage them in the reading world and show them all the places they can go within a book, which may not be possible in the real world just yet. I truly believe that once the spark for learning is lit, it never really goes out. They are so eager to learn and I look up to them in so many ways!
My Project
After standardized testing, some classrooms become demotivated. Students feel they have accomplished all they need because they have taken THE TEST. My colleagues and I do not believe in wasting any instructional time, and are planning a cross curricular unit of study involving the book "The Boy Who Harnessed the Wind", by William Kamkwamba. We are excited to share this story of a young boy's desire to help his community and his exploration of science, social issues, mathematics, and reading that lead to his successful implementation of alternative resources for his village. Each academic area will investigate concepts related to the story and connect his struggles and successes to the ones they themselves encounter. We believe this to be an excellent motivator for students to continue to be engaged in those transition days before summer vacation. In addition to reading the book, students will be constructing their own wind turbines in Science, using mathematical resources to determine appropriate measurements, calculating the maximum energy collected. Social Studies will provide geographical and sociological information to give students a frame of reference for William's struggles. English/Language Arts will focus on the importance of learning from informational text, as well as William's incredible journey.
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