Guide Entry to 25.03.05
This unit reflects my commitment as an educator who does not mind standing on business for my students. It responds to the needs of Hearne High School students navigating poverty, generational struggles, or resettlement in a new country, who are too often underestimated or overlooked. Grounded in the English Language Proficiency Standards (ELPS) and the Texas Essential Knowledge and Skills (TEKS), the unit positions graphic narratives as rigorous yet accessible entry points for engaging with complex ideas while strengthening language proficiency. Students will examine how visual storytelling integrates illustration and text to construct narrative, while analyzing the cultural impact and representation of diversity, identity, and marginalized voices. These explorations are framed in relation to the lived experiences of emergent bilingual students, many of whom encounter marginalization when adapting to a new language and culture while being compelled to suppress their own. By centering these realities, the unit advances the argument that emergent bilinguals in Hearne and beyond should not simply be accommodated, but empowered to affirm identity, exercise agency, and define success on their terms.
(Developed and recommended for emergent bilingual students, grades 7-12)
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