My students are energetic and fun inner-city high school students. Many of my students have a range of disabilities including learning disabilities, visual / hearing impairments, and a great deal of them are also English Language Learners. My students show greater motivation when they are able to demonstrate their skills using a range of current resources. My students have been drilled with classical literature so they don't know how fun reading can be!
My students are bright, intelligent, and capable, but don't find reading enjoyable - yet.
I hope to remedy this situation by allowing them to read literature that they find interesting and relatable. My school is located in a large, segregated city. Of our 3,100 students, 94% are low-income, 10% of the students have disabilities, and 8% are English Language Learners. Most of my students are low-income, have disabilities and/or are English Language Learners. I teach my students not to let their ethnicity, personal home situations, English Language Learner status or disabilities hinder their academic or social-emotional growth.
My students are incredible readers when they feel as though the literature was written with them in mind. Many of the books at our school are not written for students of color and are in dismal condition. My students deserve to have access to new books so that they can utilize the strategies they learn in class using books that are not falling apart or taped up. I want to get new books so my students do not have to share with a neighbor because their book doesn't have the pages we are currently working on.
My students amaze me every day with the amount they grow in spite of their personal, academic, and community obstacles.
They will use the novels to improve their reading skills, explore social justice issues and foster their love of reading. After reading the novel, students will use their voices to develop social justice-oriented projects of their choice. More than anything, I want to help my students feel seen.
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