Background
Teaching predominantly eighth grade boys with behavioral and emotional disabilities, I have had trouble getting them to focus on what they read. Reading disabilities prevent some from answering basic comprehension questions. In addition to inconsistently answering basic questions they struggle answering first order interpretive questions that require more thought. Therefore the goal for this unit is to immerse my students in poems with themes (mainly sonnets) that will serve as a basis for practicing "pre-reading," "during," and "after" reading strategies, enabling them to read challenging poems and craft thoughtful responses. I also want to use this unit to encourage my students to benefit from the wisdom of literature in their own lives. At times, I think the students are not applying themselves, but I may not be helping them make the appropriate connections to support them while they read. With this in mind, I will be sure that students have in advance any information that is necessary to approach the poems.
I teach in Charlotte, NC, which is the second largest county in the state and the twenty-fifth largest school district in the United States. My school district has over 180 schools. I teach in one of two separate schools that are exclusively for students with Exceptional Needs. My school serves for children primarily with Behavioral and Emotional Disabilities in grades kindergarten through twelfth. 95% of the students receive free and reduced lunch, and the entire school population is ensured a free appropriate public education based on individualized education plans. Although the primary disability among them is Behavioral and Emotional Disabled, we provide services as well to students with Autism, Other Health Impaired and Intellectual Disabilities. The racial breakdown for the students served is 72% African American, 23% Caucasian, 2% Hispanic and 3% other.
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