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Dr. McGill's Classroom

  • West High School
  • Salt Lake City, UT
  • 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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Past projects 4

  • Empowering Fiction: Navigating Climate Change and Pandemic With Books

    Funded Feb 15, 2024

    My students have recently completed this novel study, and many of them opted to use this work during their IB exams and projects, which have taken place recently. We've had very interesting discussions about the novel's speculative content and its multi-layered narrative structure. Students have found the experience of revisiting certain pandemic-related feelings and memories from their early high school years to be meaningful and often cathartic.

    For the students taking IB exams, this novel proved tremendously helpful as an option for their literary analysis paper. They were able to put this recent work in conversation with more historical novels, such as Crime and Punishment, or culturally diverse texts, like How the Garcia Girls Lost Their Accents. The connections and ideas they were able to find among this range of texts would not have been possible without your support. Thank you!”

    With gratitude,

    Dr. McGill

  • History and Justice Through Colson Whitehead's the Nickel Boys

    Funded Mar 16, 2021

    Thank you all very much for your support of this project. Due to the circumstances of this past year, our students have been forced to complete all of their class reading on screens. I know from past experiences, as well as from literacy research on this subject, that screen reading is not ideal for comprehension and engagement. I think students sense this intuitively themselves, as many of them express a preference for reading books in print. Thank you for helping us make a triumphant return to the printed page in 2021-22, and for placing these books in the hands of students who I think will appreciate them like never before!”

    With gratitude,

    Dr. McGill

    This classroom project was brought to life by The DonorsChoose Community and 7 other donors.

  • The Diary as Literature. The Diary as History.

    Funded Oct 17, 2018

    Many thanks for your incredible program and providing this opportunity for these students. This will be a fantastic addition to our course reading, and one that many students are going to find meaningful both personally and academically. Having access to high quality texts that are in good condition is one of the regular challenges at our school, and your support goes a long way toward helping us meet that challenge and do our jobs effectively.”

    With gratitude,

    Dr. McGill

    This classroom project was brought to life by Chevron Fuel Your School and one other donor.

  • Ascending the Heights!

    Funded Dec 10, 2017

    Your support of this project has allowed 160 students over two years to closely read and study Wuthering Heights. During the course of our reading, we used these texts everyday in class to read and analyze Bronte's intense, intricately told story. By having regular access to these books, students were able to become comfortable with the density and complexity of Bronte's prose and her vocabulary, and they able to immerse themselves in and appreciate her sophisticated technique of flashback and layered narration. Without the ability to read this book on a daily basis and live with its story over a period of weeks, many of them would not have become as fluent in Bronte's story or style.

    In the end, almost all of the students felt great pride in finished a "classic" and came away with a real sense of the social complexities that Heathcliff, because he is both poor and racially othered, faces in the novel, which allowed many of them to connect this "old" story to very current issues. Thank you for your help showing them that all stories, no matter how old, can teach readers something new.”

    With gratitude,

    Dr. McGill

    This classroom project was brought to life by Anonymous Donor and 3 other donors.
I teach at a large urban high school where there is a discernible inequity in access between students from different income backgrounds. Bluntly, students from the affluent downtown neighborhoods to our east often procure their own course books, notebooks, and class tools, while students from the lower-income neighborhoods to our north and west generally make do with the public resources. Just last week I had a student in one of my "non-honors" classes ask me, "Are we ever going to get to read a real book like the honors kids?" It is for these classes of students I am hoping to obtain a course set of quality paperback texts, so that, at least once a year, they will have the experience of reading a single-title, dedicated published text. Or, as my student so aptly put it, a "real book." I am hoping for Gatsby for my 11th grade American Literature class, The Alchemist for my 9th graders, and Into the Wild as a nonfiction text to be used in both classes. In total, almost 4 sections of students would be served by these texts--about 160 individual students.

About my class

I teach at a large urban high school where there is a discernible inequity in access between students from different income backgrounds. Bluntly, students from the affluent downtown neighborhoods to our east often procure their own course books, notebooks, and class tools, while students from the lower-income neighborhoods to our north and west generally make do with the public resources. Just last week I had a student in one of my "non-honors" classes ask me, "Are we ever going to get to read a real book like the honors kids?" It is for these classes of students I am hoping to obtain a course set of quality paperback texts, so that, at least once a year, they will have the experience of reading a single-title, dedicated published text. Or, as my student so aptly put it, a "real book." I am hoping for Gatsby for my 11th grade American Literature class, The Alchemist for my 9th graders, and Into the Wild as a nonfiction text to be used in both classes. In total, almost 4 sections of students would be served by these texts--about 160 individual students.

About my class

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