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Mrs. Boucher's Classroom Edit display name

  • Mohave Middle School
  • Scottsdale, AZ
  • More than a third 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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My students are typical middle school students who live a low income existence. Having books in their home for their reading consumption is unlikely. Priorities such as food, rent, clothing is where the bulk of the family income must be designated. Being able to read and learning to love reading is of the utmost importance if these children are not going to repeat the cycle of poverty with their children. My students love to be read to and they love hearing stories about children their own age and how they deal with the problems of growing up that they themselves face. When I immerse these students in good books with great stories and/or information of the world outside their typically small universe, their imaginations and views of the possibilities in life, come to life. Keeping with my philosophy that reading diverse books will broaden student’s informational base and shape their futures, my objective is students will be able to compare and contrast nonfiction and historical fiction, evaluate their understanding of historical fiction and nonfiction individually, and create a product that demonstrates their understanding. Unit lessons will be designed to include reading, activities, cooperative group projects, and individual product creation that ultimately leads to comparing and contrasting these two literary types. Students will read both works, analyzing their structure, take the information, sort it, think critically about them, problem solve, create new ideas and compare and contrast these two forms of literature critically and their emotional response to both pieces of literature.

About my class

My students are typical middle school students who live a low income existence. Having books in their home for their reading consumption is unlikely. Priorities such as food, rent, clothing is where the bulk of the family income must be designated. Being able to read and learning to love reading is of the utmost importance if these children are not going to repeat the cycle of poverty with their children. My students love to be read to and they love hearing stories about children their own age and how they deal with the problems of growing up that they themselves face. When I immerse these students in good books with great stories and/or information of the world outside their typically small universe, their imaginations and views of the possibilities in life, come to life. Keeping with my philosophy that reading diverse books will broaden student’s informational base and shape their futures, my objective is students will be able to compare and contrast nonfiction and historical fiction, evaluate their understanding of historical fiction and nonfiction individually, and create a product that demonstrates their understanding. Unit lessons will be designed to include reading, activities, cooperative group projects, and individual product creation that ultimately leads to comparing and contrasting these two literary types. Students will read both works, analyzing their structure, take the information, sort it, think critically about them, problem solve, create new ideas and compare and contrast these two forms of literature critically and their emotional response to both pieces of literature.

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