{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Robert L Patton High School","outOfStateSupporters":32.1,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9911934,"projectId":9452450,"letterContent":"Thanks to your generosity, our classroom has transformed into a more organized, focused, and collaborative learning environment. My students are using the new resources every single day — and they've already made a meaningful difference.\r\n\r\nThe rolling whiteboard has become the heart of our small-group instruction. During a recent lesson, students rotated between stations to analyze a poem, compare rhetorical choices, and revise their writing. The mobile board allowed me to move quickly between groups, model thinking in real time, and give students a shared visual anchor no matter where they were working. One group even asked if they could use it to map out their ideas together — something they would never have done before.\r\n\r\nThe headphones have been a game changer during independent reading, research, and skill practice. Students use them to listen to audio versions of texts, complete vocabulary activities, and access supportive learning tools without distracting others. For several of my English learners, this resource has given them more confidence and independence.\r\n\r\nThe cell phone charging station has already improved classroom routines. Students now place their phones there at the start of class, which has reduced distractions and helped them stay focused on their work. Many of them said it \"makes class feel calmer\" and \"keeps us from worrying about our phones dying.\"\r\n\r\nThe mini dry erase boards have brought so much energy into our lessons. Students love holding them up during quick checks for understanding, grammar practice, and collaborative problem-solving. What used to feel like a worksheet now feels interactive and fun.\r\n\r\nFinally, the cube organizer has made it possible to keep all of these materials neat, visible, and easy for students to access. They comment all the time on how \"put together\" the classroom looks now — and that sense of order has made group transitions smoother and faster.\r\n\r\nWhen my students first saw all of the materials set up, they were excited, loud, and full of questions:\r\n\"Are these really for us?\"\r\n\"We get to use these every day?\"\r\n\"That whiteboard moves? Can we try it?\"\r\n\r\nTheir enthusiasm has not faded — if anything, they're using the resources more creatively with each new lesson.\r\n\r\nAs we move forward in our current unit, these tools will help students collaborate on writing, participate in station rotations, and stay focused during reading and analysis work. Our next steps include building more structured small-group routines, integrating the whiteboard into peer-editing and discussion protocols, and using the headphones during independent literacy tasks.\r\n\r\nYour support has truly shaped the way we learn each day. Thank you for investing in my students, believing in their potential, and giving them the tools they need to succeed.","fullyFundedDate":1755698824950,"projectUrl":"project/equipping-students-for-collaborative-lea/9452450/","projectTitle":"Equipping Students for Collaborative Learning and Organization","teacherDisplayName":"Ms. Hyde","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9911934_orig.jpg?crop=1166,1166,x612,y456&width=272&height=272&fit=bounds&auto=webp&t=1738200093743","teacherClassroomUrl":"classroom/ms-rhyde"},{"teacherId":9911934,"projectId":9118281,"letterContent":"Thanks to your generosity, my students have been able to experience White Rose in a meaningful and powerful way. The moment the class set arrived, students were immediately drawn to the book — several flipped through the pages right away and commented on the verse structure, saying it \"felt real,\" \"looked different from anything we've read,\" and \"made history feel like a story instead of a list of facts.\" Their excitement set the tone for our unit from day one.\r\n\r\nWe are using these books daily as part of our study of rhetoric and moral courage during the Holocaust. With the physical copies in hand, students participate in close reading, annotating line by line as we analyze the persuasive strategies used by the young resisters of the White Rose movement. They have been especially captivated by how the format — verse, fragments, repetition, and voice — carries emotional weight and mirrors the urgency of resistance.\r\n\r\nA particularly powerful moment happened during a recent discussion in which students compared a White Rose leaflet to an authentic World War II propaganda poster. They quickly recognized the contrast in tone, purpose, and rhetorical appeals. Several students expressed how reading the voices of young people their own age made the historical context \"so much more real.\" One student said, \"It feels like they're talking to us.\"\r\n\r\nBecause of your support, students are also connecting these readings to survivor testimonies, historical documentaries, and actual speeches from the era. Having their own copy of White Rose has allowed them to engage deeply — annotating, questioning, and returning to key passages during class discussions. These books have elevated our lessons from passive learning to active inquiry.\r\n\r\nAs we continue this unit, students will be crafting their own rhetorical analyses, participating in Socratic discussions, and reflecting on the power of words in both resisting injustice and shaping public thought. These books will continue to serve not only this group but many more students in the years ahead. Future classes will use them to explore history, analyze language, and examine the impact of moral courage.\r\n\r\nYour generosity has given my students access to a moving, transformative reading experience — one that helps them see history through human eyes while strengthening their ability to think critically, read thoughtfully, and engage compassionately with the world around them. Thank you for believing in the importance of this work and for bringing this project to life.","fullyFundedDate":1745176361018,"projectUrl":"project/bringing-history-to-life-white-rose-and/9118281/","projectTitle":"Bringing History to Life: White Rose and Rhetorical Analysis","teacherDisplayName":"Ms. Hyde","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9911934_orig.jpg?crop=1166,1166,x612,y456&width=272&height=272&fit=bounds&auto=webp&t=1738200093743","teacherClassroomUrl":"classroom/ms-rhyde"},{"teacherId":9911934,"projectId":9087927,"letterContent":"Thanks to your generous contribution, the No Fear Shakespeare: Romeo and Juliet texts have made a meaningful impact in my classroom. These books have provided my students with the tools they need to understand and engage with Shakespeare's timeless play. The side-by-side modern translation allowed students to easily follow the plot and characters, leading to increased participation and more insightful questions during our discussions.\r\n\r\nUsing this edition every day, my students have been able to explore the rich themes of the play, including love, fate, and conflict, without the frustration of struggling with archaic language. They have been able to make connections between the world of Shakespeare's time and our own, recognizing the stark differences in values and societal structures. This has led to some powerful discussions and a deeper understanding of history and literature.\r\n\r\nParticularly, my English language learners have gained confidence in their ability to comprehend complex texts. While they've made great strides, I believe a Spanish translation would have further supported my beginning EL students in their journey. That said, I've seen these students grow in their confidence and their ability to analyze Shakespeare's work more deeply.\r\n\r\nAdditionally, the No Fear Shakespeare edition has evoked strong emotional reactions from my students. They were shocked by the tragic events in the book, and many have been eager to share their thoughts and feelings about the characters and plot. These moments of emotional engagement have shown me just how powerful this edition can be in connecting students with the text.\r\n\r\nYour donation has made a lasting difference in my classroom. My students are not only better equipped to read and understand Shakespeare, but they are also developing critical thinking and analytical skills that will serve them well beyond this unit. Thank you for supporting their journey and helping them find joy and meaning in classic literature.","fullyFundedDate":1739734881584,"projectUrl":"project/from-confusion-to-clarity-no-fear-romeo/9087927/","projectTitle":"From Confusion to Clarity: No Fear Romeo and Juliet","teacherDisplayName":"Ms. Hyde","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9911934_orig.jpg?crop=1166,1166,x612,y456&width=272&height=272&fit=bounds&auto=webp&t=1738200093743","teacherClassroomUrl":"classroom/ms-rhyde"}],"pageName":"schoolpage_94790","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":754,"numTeachers":52,"percentFrplEligible":77,"percentAsian":2,"percentBlack":2,"percentWhite":67,"percentIndigenous":0,"percentLatinx":22,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"14.5:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"RURAL_FRINGE"},"inStateSupporters":67.9,"schoolId":94790,"financialInfo":null,"twitterShareText":"Learn more about Robert L Patton High School on @DonorsChoose:","schoolName":"Robert L Patton High School","canonicalPageUrl":"schools/north-carolina/burke-county-school-district/robert-l-patton-high-school/94790"}