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Mr. Weller's Classroom Edit display name

  • Mead Middle School
  • Wichita, KS
  • Nearly all 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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I teach three periods of 6th Grade Honors English, and at the beginning of the year, I ask all of my students ten questions about their reading lives. I call the questionnaire "The Afterlife of Reading." It is designed to determine the extent to which students have a reading life outside of school. Sadly, they don't seem to have much of one, and so the goal of my project is simple: to encourage students to develop a reading life of their own. Every year, I read Dickens's "A Christmas Carol" with my honors students, and for the most part, they love it. Nevertheless, the difficulty of Dickens’ prose poses an obvious impediment to their complete immersion, and it is necessary for me to read it with them in class in order to orchestrate a musical and meaningful experience. All this is to say that it's unreasonable to ask 6th graders to read “A Christmas Carol” on their own. And then last year, something novel happened. My school hosted its first Scholastic Book Fair in over a decade, thanks to the unflagging efforts of the new librarian. As I made small talk with her, my eyes drifted like slow globes orbiting an invisible mass, and I was arrested by the ghostly flash of that favorite word of mine: “The Afterlife of Holly Chase,” by Cynthia Hand. I bought it, read it and knew immediately that each of my students needed a copy that they could check-out from me and take home to read. I want all of my students to have a copy of this modern fairy-tale to take home and weigh against the classic in the privacy of their rooms, in the same patient, mental space where we sometimes dream of loved ones lost: the afterlife of reading.

About my class

I teach three periods of 6th Grade Honors English, and at the beginning of the year, I ask all of my students ten questions about their reading lives. I call the questionnaire "The Afterlife of Reading." It is designed to determine the extent to which students have a reading life outside of school. Sadly, they don't seem to have much of one, and so the goal of my project is simple: to encourage students to develop a reading life of their own. Every year, I read Dickens's "A Christmas Carol" with my honors students, and for the most part, they love it. Nevertheless, the difficulty of Dickens’ prose poses an obvious impediment to their complete immersion, and it is necessary for me to read it with them in class in order to orchestrate a musical and meaningful experience. All this is to say that it's unreasonable to ask 6th graders to read “A Christmas Carol” on their own. And then last year, something novel happened. My school hosted its first Scholastic Book Fair in over a decade, thanks to the unflagging efforts of the new librarian. As I made small talk with her, my eyes drifted like slow globes orbiting an invisible mass, and I was arrested by the ghostly flash of that favorite word of mine: “The Afterlife of Holly Chase,” by Cynthia Hand. I bought it, read it and knew immediately that each of my students needed a copy that they could check-out from me and take home to read. I want all of my students to have a copy of this modern fairy-tale to take home and weigh against the classic in the privacy of their rooms, in the same patient, mental space where we sometimes dream of loved ones lost: the afterlife of reading.

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About my class

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