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Why doesn't NEWSELA have a text set or any content about the lies of Thanksgiving, the colonist mindset, indigenous people's rights, etc?!!

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There's myths all over the world. I introduced the subject as if 'Greek and Roman' mythology were IT. Definitely centering white mythology over others. Even though we are studying Greek & Roman civilizations, starting tomorrow we will be looking at other myths and seeing what patterns we can identify between mythology from different places around the world.

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BHP is a progressive source, but even then the language is Eurocentric and biased. This is apparent in the assumptions made about European expansion. 

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BHP is a progressive source, but even then the language is Eurocentric and biased. This is apparent in the assumptions made about European expansion. 

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Relationships with my families

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I think the way our writing was scaffolded, particularly in unit 2 was really appropriate, and we saw a lot of growth quickly. Our journals became tools that students could use as reference materials. We started co-creating slides with key words they would need for writing.

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Seemed to make assumptions about student knowledge and not a lot of built in support.

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Doing directed draws together has sparked joy... especially the realization that the differences between their work are what makes them unique and beautiful.

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After adapting unit 2 for distance learning students are representing different countries assigned to them (from a model un program). But we haven't thoroughly learnt about inequalities across these countries and how that affects their ability to tackle climate change and the privilege involved in some climate action.

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Unit 2: Student/Young inventors/engineers. Kids their age inventing.

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Our first unit, community of cultures does not so much recognize the "American "culture (it is very culturally responsive, recognizing many and all) but it put's a lot of emphasis on past family identities  rather than current identities and the American culture that they are apart of toady. I need to work on bridging that concept next year.

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Free write time-My students can write SO MUCH MORE when they have time to write about whatever they want.

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More student voice was used in discussions about BLM, the Presidential Election, Women's Rights, and the consequences of the Colombian Exchange. This offered a place for unique perspectives to be shared and students were very interested to hear what their peers thought about events that were currently effecting them. My evidence is that these discussion lasted longer, intriguing questions were asked, and a range of students participated.

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Small breakout rooms for them to be “scientists” and discuss their mystery science hypothesis. For the most part, they do an amazing job sharing the space. Not specifically thematic related but can easily be adapted for thematic discussions.

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Fifth grade's first unit is very culturally responsive. There is an entire section based on inequities in history, and having students identify aspects of marginalization and privilege. The ideas in this unit are very challenging for students to grasp - I wonder if some of the more current information of Columbus is a little bias - and not giving our students a fair shot to make their own opinions.

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Our first unit had a strong representation of different identities however our second unit was more science based so there wasn't much focus on identities or inequities.

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I felt like a champion when I got several of my students to shift their attendance, work completion, and grades after a resilient effort by the CARE team and myself. Seeing students really turn around and take ownership of work, routine, etc.

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Changemakers have many different itentities/cultures represented. Our second unit, focuses on first people.

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Changemakers have many different itentities/cultures represented. Our second unit, focuses on first people.

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Mystery Science
Interviewing family members

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I have been opening up each day with a Myth. Students then try to identify what natural question the myth was trying to answer. It's been great for engagement, and I truly feel like 99% if my classes is engaged right now.

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One of my students made a connection between a book I had read previously and the growth mindset lesson we were learning that day.

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Model UN group work, students were so excited to learn about a country they get to represent in our meeting (we even got fist pumps from 8th graders!)

Flipgrid videos! We made flipgrid videos representing different systems of government using household objects..

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Stranger at Home is one of our mentor texts. This is my third year teaching it and it wasn't until this year that I realized how mis-represented one of the characters is. The character is described as a person with dark skin and referred to as "the devil" often without any reconciliation.
Our Marginalized and Privileged Identities writing and discussion needs more resources and I personally need more teacher training in order to teach this without making students feel badly about any or all aspects of their identity.

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The change in schedule and feedback from students/parents altered the way I pushed out lessons. It is much simpler now, easier to comprehend for all, and accessible to all students. I also feel like I finally have the time to see my students, get to know them and interact with them.

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I recommend Dr. Sharrkoly Hollie for insite, however I noticed that his video is not approved by BVA 

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I recommend Dr. Sharrkoly Hollie for insite, however I noticed that his video is not approved by BVA 

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he teaches that you can see if a school book is CR if it depicts equally different cultures(benchmark not CR)

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The mini-chain reaction machine that students had to film and share. "What's Up Wednesday" where students create a presentation and share about themselves. Activities like Kahoot BreakoutEdu where students are actively participating.

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13 Colonies Project - because there was a choiceboard and one of the choices was for them to come up with their own plan for showing what they'd learned
Multiplication Slideshows - once students were confident in solving the math and taking pictures of their work, that's all they wanted to do!
Wonder - the students LOVE reading Wonder because it is about a student their age starting middle school. It is funny and relatable to them.

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Unit 1 has a really solid set of BIPOC and women

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Unit 1 has a really solid set of BIPOC and women

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I feel most successful during individual assessments with students. This gives me the opportunity to really see what they know and how much they’ve grown (a lot!). It’s also a great chance to continue building individual connections with the students.

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A successful moment that comes to mind is when my students explain their thinking, and process on how to solve a math problem they have just completed.

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Passion Project- they were so excited to show off their skills, talents, and interests.

Inviting special guests to listen to them read their paragraphs aloud made my kids feel so special and accomplished!

Anything Mystery Science related or any engineering time sparked so much joy because the kids were so excited to see how things worked, observe natural phenomena, and build/experiment/create. It felt more like we were in the classroom learning together.

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It is tough for me to answer because I feel like it has been difficult to gauge student feelings about activities. For some students I noticed that they were excited to work on assignments within groups no matter what it was. When I started leading groups within the main session, I noticed a lot more participation and work completion. During this time, other groups worked with peers or had the choice to work independently and I think that choice may have given them joy.

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I have felt most successful when I considered the unique circumstances of a student and used my knowledge of them to engage or connect with them. This has not always been some grand action, but rather small touches that have made me feel like I see and hear my individual students.

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Even though I was nervous about this project, some students were able to get really creative with their work. I enjoyed seeing their personalities shine through and see their creative choices.

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I saw a lot of joy and ownership over the work created by our students when we gave them a variety of ways to share their knowledge and understanding of the different novels we read. The kids made videos, mini-book, power points, drew pictures, and wrote.

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When I took a risk and tried a Breakout Room with my classes. I knew it would be hard for them but they actually worked together and many students were so excited and proud when they completed a lock. I was proud that I took a risk and thrilled that it led to student engagement

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Students were really engaged in the interactive notebooks, and I received mostly positive feedback from them during conferences on our interactive notebooks and how students engaged with them. A few students began to look ahead on their notebooks in order to contribute
videos, reading or information they knew regarding the subject being addressed the next day (Example: When teaching Chinese Dynasties, a student sent me a 'Oversimplified" video that summarized the battles taking place between dynasties).

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When the students "teach" me how to solve math problems. This stands out because all of the students love to do this and are actively engaged. It also gives me a chance to see how they are thinking when they work on math.

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Rosie did a great job adapting the resource to turn it into a digital version for our 5th graders. They loved getting to collaborate in a different way in groups, and I had many students share out and participate during the Zoom Trial.

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When students voluntarily come to Wednesday tutorial support to ask for help. I feel like I've made a genuine connection with students, they trust me enough to meet in a small group or even 1:1 and feel that they will benefit from that time.

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Our passion project sparked joy because it gave me an insight into who my students are and what makes them tick. Our journal writing is also bringing me joy because they are all engaged, enjoying and producing great work.

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Our passion project sparked joy because it gave me an insight into who my students are and what makes them tick. Our journal writing is also bringing me joy because they are all engaged, enjoying and producing great work.

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The space craft that students created during the last unit of the year.They were really creative and loved sharing their designs. The trial and error aspect of the shock absorber test was really engaging too.

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The space craft that students created during the last unit of the year.They were really creative and loved sharing their designs. The trial and error aspect of the shock absorber test was really engaging too.

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The students recently went through a series of growth mindset lessons. They were able to come up with so many amazing responses and encouraging statements that they can share with themselves and other.

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Seeing my students have real passion and opinions that they wanted to discuss even through Zoom was awesome. It was the first time it felt like students were really engaged, making thoughtful connections and asking questions.

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I feel most successful when I have planned out my week and can focus on reflecting on each day, making adjustments as needed.

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Using anchor charts. My students love to see their words on the paper contributing to our class understanding. It is when I get the most participation and we are all fully engaged with one another.

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The "Best Part of Me" project at the beginning of the year because students' strengths and confidence shines through their work. SO many students took it to heart and went above and beyond! All student work was shared with all families.

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I had a day where I had a ton of student participation, cameras on, and responsive body language. It made me feel as close to being in a classroom as I have felt since March.

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In Distance Learning, there are a lot of history standards that we are leaving out of our Unit. Molly and I were thinking of ways we could discuss the 13 colonies with only a week and incorporating information the students had already learned. I came up with an idea of a choiceboard style project that incorporated our focus vocabulary words like natural resources, indigenous people, and colonization. I put together the project and collected student friendly research resources. The students were stoked on the choiceboard options and we received projects ranging from an informational paragraph to a video game.

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I feel most successful when I am prepared for my day. The teacher weekly planner that my partner and I made with all links, and lesson info makes it super quick and easy to review what we for the day.

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Parent teacher conferences were an important time for me to hear positive feedback and appreciation.

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Parent teacher conferences were an important time for me to hear positive feedback and appreciation.

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I am proud of the growth mindset learning engagements that we did during our Unit 2 Healthy Bodies. We did a lesson a day for a week using Class Dojo and students were able to recall the lesson prior and were excited to see what they

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White board assessments in math are often exciting when it is clear that students have understanding.

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White board assessments in math are often exciting when it is clear that students have understanding.

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When I took over one of my guided reading groups and the engagement levels went way up. This feeling was brought on when I addressed the feelings that my students were having regarding the challenges of reading. After this discussion

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When I took over one of my guided reading groups and the engagement levels went way up. This feeling was brought on when I addressed the feelings that my students were having regarding the challenges of reading. After this discussion

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is when the engagements went up.

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Wednesday Live Support sessions allowed me to feel like I was able to respond to my students who were struggling. I was able to meet 1:1 with those students and I knew exactly what they were struggling with.