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Ms. Parker's Classroom

  • Thunderbird High School
  • Phoenix, AZ
  • More than half of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Support Ms. Parker's classroom with a gift that fosters learning.

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We'll charge your card today and send Ms. Parker a DonorsChoose gift card she can use on her classroom projects. Starting next month, we'll charge your card and send her a DonorsChoose gift card on the 17th of every month.

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Make a donation Ms. Parker can use on her next classroom project.

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Past projects 2

  • SEL & Social Justice in YA Novels

    Funded Mar 14, 2022

    I’m grateful for these COVID relief funds and what those funds make available through the state of Arizona. I am excited for my students to see these new titles and for us to read and grow together. The pandemic has presented challenges, and with support, students are up to them!”

    With gratitude,

    Ms. Parker

  • Art Spiegelman's MAUS: Picturing Our Future Through Our Past

    Funded Aug 13, 2012

    Thank you for your kind and generous sponsorship of our co-taught sophomore English classroom. Your support in the form of 35 copies of Art Spiegelman's graphic novel, MAUS: A Survivor's Tale: My Father Bleeds History made a direct and significant impact on me, my co-teacher, and our 34 diverse students.

    We began the MAUS unit with an introduction to graphic novels as a genre. Students studied pages from novels like Persepolis by Marjane Satrapi and The Odyssey by Gareth Hinds. Students had just completed a long unit on Homer's The Odyssey and we had often referred to Hinds' book for both clarification of difficult concepts and extension of those ideas. Students also studied Plato's Allegory of the Cave, which is a challenging text as you know. During that unit groups of students drew huge timelines of Aristotle, Socrates, and Plato's lives. They also created individual pictorial depictions of The Allegory of the Cave. By the time we were ready to crack open our brand new books, students were well versed in using picture to tell story.

    Still, I don't think students were quite prepared for the emotional, visceral impact of Spiegelman's story. We actually read MAUS aloud to students as they followed in their own texts, stopping along the way to engage in student-driven discussions -- both about Art Spiegelman as a a creator and about his parents and their story of the Holocaust. When we finished reading MAUS, we asked students to write a long contemplation of how Plato's Allegory of the Cave and Spiegelman's MAUS might be connected. These timed writing, which served as students' final "exams," exhibited the most provocative writing and thinking we had seen by our students yet.

    We refer to MAUS often, both its form and its content. Many of our students went on to find and read MAUS II on their own. Everyone in the class is looking forward to our future study of another powerful book set in Europe during WWII, Soldier X by Don Wulffson.

    My co-teacher and I are so grateful for your generosity. On behalf of our classroom and its students, we thank you.”

    With gratitude,

    Ms. Parker

The students in my co-taught tenth-grade classroom are an ethnically, linguistically, and racially diverse group of learners. Our school is a large, urban, Title I high school in Arizona -- often a politically contentious environment in which to teach and learn. Oddly enough, our school functions almost as an island in that larger political hotbed. At our school, extraordinarily privileged, predominately white students sit next to extraordinarily economically disadvantaged, ethnically and linguistically diverse students. An extraordinarily bright student who reads far above grade level sits next to a student who reads at a third-grade level. Often, students are flagged with ELL, Learning Disability, Emotional Disability, Title-1 Math, and Title-1 Reading designations simultaneously. Other students letter in three varsity sports on state-championship teams, take all AP classes, and spend semesters abroad. Our diversity challenges us to learn and grow in exciting, positive ways.

About my class

The students in my co-taught tenth-grade classroom are an ethnically, linguistically, and racially diverse group of learners. Our school is a large, urban, Title I high school in Arizona -- often a politically contentious environment in which to teach and learn. Oddly enough, our school functions almost as an island in that larger political hotbed. At our school, extraordinarily privileged, predominately white students sit next to extraordinarily economically disadvantaged, ethnically and linguistically diverse students. An extraordinarily bright student who reads far above grade level sits next to a student who reads at a third-grade level. Often, students are flagged with ELL, Learning Disability, Emotional Disability, Title-1 Math, and Title-1 Reading designations simultaneously. Other students letter in three varsity sports on state-championship teams, take all AP classes, and spend semesters abroad. Our diversity challenges us to learn and grow in exciting, positive ways.

About my class

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