Civil Rights Reflection

This student is an 18 year old white male in the twelfth grade. He represents a majority of his classmates in his race and economic status of lower-middle class. Throughout this semester, I have noticed that this student does not seem to grasp underlying messages of text. He takes his reading very literally and is unable to identify elements of figurative language. I believe this inability stems from his learning disabilities. Most of his classmates are able to read the text from the author’s point of view to develop a claim that the author is trying to portray to the audience. This student, however, has been unable to read past the surface level of the text to develop claims of the text. We have spent previous lessons reading informational text about the Civil Rights’ Movement to understand the idea of equality during the time period.
of those involved or affected by the Civil Rights’ Movement. This student has a wonderful attitude and is very hardworking, but has struggled. He spends the class period engaged and often comes to me for help in his free time. I have a good rapport with this student and have been able to discuss with him his misunderstandings of the literature and time period, but I have been unable to lead him to his own responses or understanding of the