I’M LIT Learning

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I’M LIT Learning Hip Hop Educator’s Marketplace: Where Teachers buy and sell hip hop learning materials .

10/09/2026

Jerret Johnson founder I’M LIT Learning : Social Media Marketplace, where teachers buy culturally driven learning materials to engage their students and help close the gap to comprehension in the classroom.

Download “I’M LIT Learning” TODAY!

https://lnkd.in/gRCDNeTB

I’m surprised that my early stage in this research was found in Michigan .. ( I’M Having Fun Over Here)..

MARTIN LUTHER KING JUNIOR ELEMENTARY SCHOOL CHILDREN et al., Plaintiffs,
v.
ANN ARBOR SCHOOL DISTRICT BOARD, Defendant.
Civ. A. No. 7-71861.
United States District Court, E. D. Michigan, S. D.

July 12, 1979.

On Submission of Plan August 24, 1979.
*
1372 Gabe Kaimowitz, Kenneth Lee Lewis, Michigan Legal Services, Detroit, Mich., for plaintiffs. John B. Weaver, John H. Dudley, Jr., Butzel, Long, Gust, Klein & Van Zile, Detroit, Mich., for defendant. MEMORANDUM OPINION AND ORDER JOINER, District Judge.

A major goal of American education in general, and of King School in particular, is to train young people to communicate both orally (speaking and understanding oral speech) and in writing (reading and understanding the written word and writing so that others can understand it) in the standard vernacular of society. The art of communication among the people of the country in all aspects of people’s lives is a basic building block in the development of each individual.
Children need to learn to speak and understand and to read and write the language used by society to carry on its business, to develop its science, arts and culture, and to carry on its professions and governmental functions. Therefore, a major goal of a school system is to teach reading, writing, speaking and understanding standard English.

I’M LIT Learning 🩵
Follow our research journey” Why Culture Is Important In The Classroom. “

10/08/2026

Jerret Johnson founder I’M LIT Learning : Social Media Marketplace, where teachers buy culturally driven learning materials to engage their students and help close the gap to comprehension in the classroom.

Download “I’M LIT Learning” TODAY!

https://lnkd.in/gRCDNeTB

I’m surprised that my early stage in this research was found in Michigan .. ( I’M Having Fun Over Here)..

MARTIN LUTHER KING JUNIOR ELEMENTARY SCHOOL CHILDREN et al., Plaintiffs,
v.
ANN ARBOR SCHOOL DISTRICT BOARD, Defendant.
Civ. A. No. 7-71861.
United States District Court, E. D. Michigan, S. D.

July 12, 1979.

On Submission of Plan August 24, 1979.
*
1372 Gabe Kaimowitz, Kenneth Lee Lewis, Michigan Legal Services, Detroit, Mich., for plaintiffs. John B. Weaver, John H. Dudley, Jr., Butzel, Long, Gust, Klein & Van Zile, Detroit, Mich., for defendant. MEMORANDUM OPINION AND ORDER JOINER, District Judge.

The issue before this court is whether the defendant School Board has violated Section 1703(f) of Title 20 of the United States Code as its actions relate to the 11 black children who are plaintiffs in this case and who are students in the Martin Luther King Junior Elementary School operated by the defendant School Board. It is alleged that the children speak a
version of “black English,” “black vernacular” or “black dialect” as their home and community language that impedes their equal participation in the instructional programs, and that the school has not taken appropriate action to overcome the barrier.

A major goal of American education in general, and of King School in particular, is to train young people to communicate both orally (speaking and understanding oral speech) and in writing (reading and understanding the written word and writing so that others can understand it) in the standard vernacular of society. The art of communication among the people of the country in all aspects of people's lives is a basic building block in the development of each individual.
Children need to learn to speak and understand and to read and write the language used by society to carry on its business, to develop its science, arts and culture, and to carry on its professions and governmental functions. Therefore, a major goal of a school system is to teach reading, writing, speaking and understanding standard English.

I’M LIT Learning 🩵
Follow our research journey” Why Culture Is Important In The Classroom. “

10/08/2026

Jerret Johnson founder I’M LIT Learning : Social Media Marketplace, where teachers buy culturally driven learning materials to engage their students and help close the gap to comprehension in the classroom.

I’m surprised that my early stage in this research was found in Michigan .. ( I’M Having Fun Over Here)..

MARTIN LUTHER KING JUNIOR ELEMENTARY SCHOOL CHILDREN et al., Plaintiffs,
v.
ANN ARBOR SCHOOL DISTRICT BOARD, Defendant.
Civ. A. No. 7-71861.
United States District Court, E. D. Michigan, S. D.

July 12, 1979.

On Submission of Plan August 24, 1979.
*
1372 Gabe Kaimowitz, Kenneth Lee Lewis, Michigan Legal Services, Detroit, Mich., for plaintiffs. John B. Weaver, John H. Dudley, Jr., Butzel, Long, Gust, Klein & Van Zile, Detroit, Mich., for defendant. MEMORANDUM OPINION AND ORDER JOINER, District Judge.

The issue before this court is whether the defendant School Board has violated Section 1703(f) of Title 20 of the United States Code as its actions relate to the 11 black children who are plaintiffs in this case and who are students in the Martin Luther King Junior Elementary School operated by the defendant School Board. It is alleged that the children speak a
version of “black English,” “black vernacular” or “black dialect” as their home and community language that impedes their equal participation in the instructional programs, and that the school has not taken appropriate action to overcome the barrier.

I’M LIT Learning 🩵
Follow our research journey” Why Culture Is Important In The Classroom. “

10/06/2026

Hey everybody CONTENT DAY!! Jerret Johnson here..

GOAL: 20 PIECES or More OF CONTENT!!

Founder of I’M LIT LEARNING!.. Social Media Marketplace where teachers buy and sell, original culturally, driven
learning materials to engage their students to learn and help close the gap to comprehension in the classroom!

10/05/2026

I’M LIT Learning: Is a social media marketplace where teachers buy and sell culturally driven lesson plans to engage their student and help close the legal to comprehension in the classroom.

Three years ago I was 51 when I recorded this video about I’M LIT Learning. I’m 54 now, and I’m still at it.

Back then I was in TechTown’s Start Studio program and used my grant money to have a developer build the app on Adalo no code platform. It the front end was built out, but it couldn’t take payments and couldn’t get on the App Store. I paid another developer to finish it, and even then it barely worked and cost me every month just to keep it running on Adalo.

So after graduating from the Apple Developer Academy, I rebuilt it myself as a real iOS app with the help of AI. I built the front end in eight weeks, finished the back end in Firebase, and submitted it to the App Store on [DATE].
Now I’m inviting teachers to join as LIT Ed Creators and get paid for their original, culturally driven lesson plans. These gifted teachers already integrate culture into the curriculum and produce results in their classroom every day. Now culturally driven teachers have a home “ I’M LIT Learning” where they can earn extra money for the gifts and share with their fellow teachers.,

This isn’t just another lesson plan marketplace. It’s built for culturally driven lessons that save teachers prep time, move the needle in reading, math, and every subject, and help our students truly understand and succeed.

Three years later, I’m still pushing, because the kids need culture in the classroom.

10/04/2026

I’M LIT Learning, we believe every child learns best when they see themselves in the lesson. Original, culturally driven lesson plans don’t just teach they connect, making content relatable and unforgettable. When culture enters the classroom, comprehension rises, confidence grows, and students flourish. Because culture isn’t extra ,it’s essential to unlocking results that last.


Teachers Log On www.imlitlearning.com .... If you not a Teacher Tell A Teacher!!

10/02/2026

I’M LIT Learning: Follow our Research Journey

Dialect Barriers Of Reading Comprehension
By Kenneth S. Goodman

First read as a paper at the meeting of the International Reading Association in Detroit, Michigan, May 6, 1965, this article is here reprinted by permission from Elementary
English 42:8.853-60 (December 1965)

The only practical alternative I feel is the third one.It depends on acceptance by the school and particularly by the teacher of the language which the learner brings to school. Here are some key aspects of this approach:

1. Literacy is built on the base of the child’s existing language.

2. This base must be a solid one. Children must be helped to develop a pride in their language and confidence in their ability to use their language to communicate their ideas and express themselves.

3. In reading instruction, the focus must be on learning to
read. No attempt to change the child’s language must be permitted to enter into this process or interfere with it.

4, No special materials need to be constructed but children must be permitted, actually encouraged, to read the way they speak. Experience stories must basically be in their
language.

5. Any skill instruction must be based on a careful analysis of their language.

6. Reading materials and reading instruction should draw as much as possible on experiences and settings appropriate
to the children. While special dialect-based materials are impractical, we may nonetheless need to abandon our notion of universally usable reading texts and use a 28 KENNETH S. GOODMAN variety of materials selected for suitability for the particular group of learners.

7. The teacher will speak in his own natural manner and present by example the general language community, but the teacher must learn to understand and accept the children’s
language. He must study it carefully and become aware of the key elements of divergence that are likely to cause difficulty. Langston Hughes has suggested an apt motto
for the teacher of divergent speakers: “My motto as I live and learn, is dig, and be dug in return.”

10/02/2026

I’M LIT Learning: Follow our Research Journey

Dialect Barriers Of Reading Comprehension
By Kenneth S. Goodman

First read as a paper at the meeting of the International Reading Association in Detroit, Michigan, May 6, 1965, this article is here reprinted by permission from Elementary
English 42:8.853-60 (December 1965)

The only practical alternative I feel is the third one.It depends on acceptance by the school and particularly by the teacher of the language which the learner brings to school. Here are some key aspects of this approach:

1. Literacy is built on the base of the child’s existing language.

2. This base must be a solid one. Children must be helped to develop a pride in their language and confidence in their ability to use their language to communicate their ideas and express themselves.

3. In reading instruction, the focus must be on learning to
read. No attempt to change the child’s language must be permitted to enter into this process or interfere with it.

4, No special materials need to be constructed but children must be permitted, actually encouraged, to read the way they speak. Experience stories must basically be in their
language.

5. Any skill instruction must be based on a careful analysis of their language.

6. Reading materials and reading instruction should draw as much as possible on experiences and settings appropriate
to the children. While special dialect-based materials are impractical, we may nonetheless need to abandon our notion of universally usable reading texts and use a 28 KENNETH S. GOODMAN variety of materials selected for suitability for the particular group of learners.

7. The teacher will speak in his own natural manner and present by example the general language community, but the teacher must learn to understand and accept the children’s
language. He must study it carefully and become aware of the key elements of divergence that are likely to cause difficulty. Langston Hughes has suggested an apt motto
for the teacher of divergent speakers: “My motto as I live and learn, is dig, and be dug in return.”

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Detroit Beach, MI

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