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Mrs. Moore's Classroom

  • Fayette County Family Care Center
  • Lexington, KY
  • 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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Make a donation Mrs. Moore can use on her next classroom project.

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Past projects 3

  • Reading with a Pen

    Funded Oct 7, 2021

    One of my scholars excitedly came up to me in the hall waving "Children of Virtue & Vengeance", the sequel in Tomi Adeyemi's Legacy of Orisha trilogy series. My 9th graders were nearing the end of reading the first book of the series, "Children of Blood and Bone" and this student just so happened to finish early. She handed me the book and said, "look, I've even been annotating – you kind of got me addicted." Of course, this put the brightest smile on my face because what this interaction so beautifully showed me was what empowerment in action looked like. My student felt the confidence and the authority to not only finish the book we were reading as a class independently, but to go out and purchase the second book on her own and start annotating! Powerful. If it were not for your kindness and generosity, moments such as these would be hard to come by.

    When I created this project, "Reading with a pen", my intention was to put a book in the hand of each student who needed one so that we can read, analyze, and annotate the text. What I got in return was deep discussions with students making real allegorical connections, asking profound questions related to theme, having authentic feelings about the steady conflict, and genuine curiosity about characters and this whole fictitious world that Adeyemi created. Reading in my classroom has never looked better! Unequivocally, this project has been a success.

    If you were to step inside my classroom today and ask any of my students about their experience reading and annotating "Children of Blood and Bone", you would be met with honesty – whatever feelings they had or have, the skill of critical thinking would be present. The excitement they conjure after reading a chapter that ends on a cliffhanger, or the tension and suspense that is ever-present keeps them on their toes, and they have annotated every piece of it. I know that my scholars feel ownership of their learning, and as an educator that is the goal. Thanking you for funding opportunities and exposure. My scholars and I thank you!”

    With gratitude,

    Mrs. Moore

    This classroom project was brought to life by Smarties Candy Company and 7 other donors.
  • Young Activists Book Club: Students in Solidarity Against Inequities

    Funded Jun 10, 2020

    I went into the 2020-2021 school year full of hope, optimism, and the intention to create a space for students to think through and discuss social issues that are both relevant and meaningful without the shadow of "traditional learning" that is often associated with the public school classroom. My vision was to facilitate a book club with students that focused on civic engagement and social change. We would hold space for everyone involved to bravely explore, question, agitate and reflect on what's going on in our world, how we are preserving or destroying these systems of oppression, and what we are going to do about it.

    As time progressed, it became clear that the Young Activists' Book Club would not be fruitful under the restraints of COVID-19. For this book club to thrive, we needed physical proximity to allow bravery, vulnerability, and accountability to happen. Therefore, I paused the mission to focus on being successful in the environment of both face-to-face and virtual learning in a global pandemic.

    Despite not being able to fully realize the book club this year, a change did indeed happen. I had a renewed spirit after this project was fully funded to shake things up and be brave in my own way in the classroom by teaching texts authored by Black people that spoke to the social issues of oppression, anti-blackness, poverty, gender, and sexism. My 9th-grade students this year read The Bluest Eye by Toni Morrison, and Children of Blood & Bone by Tomi Adeyemi. There were bouts of fear throughout my planning and execution process about the reception of these texts, but I value truth above fear, so it was with that charge I saw this vision through. As a result, I have grown as an educator in indelible ways.

    Looking ahead to the next school year, I will implement the materials and resources to not only sponsor a book club for burgeoning young activists, but use excerpts of these texts as primary and supplemental resources to foster expanded discourse by making real-world text-to-self, text-to-text, and text-to-world connections.

    It is with utter appreciation that I have the privilege to teach students. It is a responsibility that I do not take lightly. Thanks to your support and your belief in educators, I can continue doing what I cherish so dearly.”

    With gratitude,

    Mrs. Moore

  • We Like Big Books & We Cannot Lie!

    Funded Jul 21, 2019

    During a regular school day as we were transitioning from one activity to another, one of my more vocal 9th graders casually remarked, "shout-out to you Mrs. Moore, you're the goat for getting me to read a book from beginning to end that I actually enjoyed!". Much to my contentment, this student finished her independent reading book that she got from our classroom library. She voiced that this was the first book that she read and finished on her own free will. Through the funding of my DonorsChoose.org Classroom Project, "We Like Big Books and We Cannot Lie", my students are a manifestation of taking ownership of their education by being active learners with real choice in how and what they want to learn.

    Every Tuesday, my 9th and 10th grade classes participate in our Reading Workshop, with the specific purpose of getting relevant and meaningful books into their hands in order to develop them into avid and skilled readers, as well as to cultivate a love of reading by normalizing it. Having equitable access to books within the classroom has been transformational in making that purpose tangible.

    My scholars are interested and engaged on a level that I have not seen in my short five years of teaching. On Tuesdays, students make a path to our mini library and grab books that they want to read. They participate in book talks, analyze characters, examine the effects that setting has on a story, work on understanding how and why authors do what they do when it comes to writing - all from their chosen books. This makes their learning relatable and impactful in a way that standardization does not cover. On days when we don't have reading workshop, and they are an early finisher on an assignment, the expectation is that they take out their independent reading books and dive in. Many students have already finished their first books and are ready to check out another from either the classroom library or school library without prompting. It has been wonderful to witness the culture within the first nine weeks blossom and get rooted in our classroom values of self-determination, passion, and valor.

    With the help of DonorsChoose.org and every donor who has contributed to this project, my students and I thank you. Teaching is hard, but worth it, and when we have support it allows our students to thrive and realize their potential.

    P.S. Some of my scholar's favorite reads this semester has been, The Hate U Give, Allegedly, Everything, Everything, On the Come Up, We Were Liars, Children of Blood and Bone, Illuminae, & March (Graphic Novel Series)”

    With gratitude,

    Mrs. Moore

    This classroom project was brought to life by Google.org and 5 other donors.
Books change the world. As an English teacher, there is nothing that I believe more than that statement because it's true. Unfortunately, with the population that I serve, access to books can be limited. My dream is start the process of building my own classroom library. Exposure and access are the two things that are lacking when it comes to my students and I want to make an effort to bring books, meaningful books to the forefront of my classroom. I want my students to feel the connection that comes from reading a good book. I want my students to see themselves in the stories that they read. I want them to know that their lives and their voices does not solely exist in a vacuum. I want them to understand that there are others in this world who share the same victories and triumphs and the same tribulations and losses, yet somehow find the courage to keep going. I want them to find hope in the stories that they come across, so that they can continue. Books matter. I want to put those books in my students' hands.

About my class

Books change the world. As an English teacher, there is nothing that I believe more than that statement because it's true. Unfortunately, with the population that I serve, access to books can be limited. My dream is start the process of building my own classroom library. Exposure and access are the two things that are lacking when it comes to my students and I want to make an effort to bring books, meaningful books to the forefront of my classroom. I want my students to feel the connection that comes from reading a good book. I want my students to see themselves in the stories that they read. I want them to know that their lives and their voices does not solely exist in a vacuum. I want them to understand that there are others in this world who share the same victories and triumphs and the same tribulations and losses, yet somehow find the courage to keep going. I want them to find hope in the stories that they come across, so that they can continue. Books matter. I want to put those books in my students' hands.

About my class

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