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https://www.washingtonpost.com/news/morning-mix/wp/2015/10/05/immigrant-workers-or-slaves-textbook-maker-backtracks-after-mothers-online-complaint/?noredirect=on&utm_term=.088c1ebc4be6

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Connect:
Have you ever been told on before?  I know I have. Today, we are going to talk about tattling.

Teach: What is tattle telling?  What is good tattle telling?  What is bad tattle telling?  Provide one model example for them to get started with the Active Engagement.

Active Engagement:
Chart/List of what is "good tattling" vs. "bad tattling" where they provide examples of each type of tattling.

Link:
Students may have experienced situations similar to this article outside of the classroom.
Using the Paul Blart article, it is a critical reflection of how students may police other students in your classroom.

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| Teaching Point | Reliability and Validity
| Connect | Have you ever taken an exam and the questions were unfamiliar or was otherwise not in your funds of knowledge?
| Teach | Give examples of high and low validity/reliability
| Active Engagement | Divide students into four groups each assigned to one of the following: high validity, low validity, high reliability, low reliability. Have students design a quick example that demonstrates their assigned category.
| Link | Helps teachers to address the issue of why valid and reliable testing is important with their students, why time is spent teaching test skills, and the necessity of reporting on a large scale for accountability.

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Connect: Story: Show poem video and written version. Manny's son beginning in seventh grade had the choice of taking regular pre algebra or taking algebra with statistics (a higher math class). Had he chosen the lower class, he wouldn't have the opportunity to take higher math classes. Can you think of an example of tracking in your own learning or teaching experiences?
Teach: Turn and talk with a partner and share your experience with tracking.
Active Engagement: What is one way to make classes more accessible? What is one way to combine student choice and zone of proximal development so as to challenge students?
Link:

For Students:
Connect: Show video.

Teach: Give students a map of the school. Ask them in groups to label their perceptions of the spaces/hallways/etc. First, label based on academics. Second, label based on slang or what it is known for among social groups.

Active Engagement: Relabel the map. What changes would you make?

Link: In the next week, spend time in a space where you don't normally spend time in.

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Connect:
We have seen a lot of videos, articles, etc about people policing people of color.  Topics such as these may come up in your classrooms in a variety of ways.

Teach:
We are teaching this topic because it directly engages with becoming culturally conscious and it  addresses issues that the kids may encounter on a day to day basis.  Additionally, it forces us to reflect on our biases that may not be apparent.

Active Engagement:
Think about how you would counter these deficit notions in your classroom.  Write a reflection about these topics and how your biases engage with countering these deficit notions.

Link:
Students are seeing the behavior of the teacher and students when we, as teachers, are addressing/teaching/disciplining behaviors.

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| Teaching Point | What is the point of testing?
| Connect | Have you ever gotten the results from an exam and not understood why you scored the way you did?
| Teach | Show students the Statewide MN Report card. Discuss with students the meanings behind “Exceeds, meets, partially meets, and does not meet” educational standards. Show that 1 in 5 students this past year in the state of MN does not meet standards. Strive to encourage each student recognize what exceeding standards means, and then strive to do so.
| Active Engagement | Give students four examples of a simple story. One in perfect English, one in passing English, one in only partially-acceptable English, one in poor English. Have the students determine which story they would label as “Exceeds, meets, partially meets, and does not meet” their expectations.
| Link | We test so that we can see your progress from year to year, and make sure that your growth is on track with every other student your age across the country, as well as to make sure your teachers are doing a good job.

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Connect: Who's had Shakespeare as a part of their curriculum?

Teach: Western knowledge dominates American schools. The western perspective creeps into every aspect of schools in schools including the language in texts.
**read article**

Active Engagement: Turn and Talk:
This student in the article draws attention to the misrepresentation in the textbook.
1. How can we use the narratives our students bring with them to ensure multiple perspectives in the classroom?

Link:
It's important to analyze our language and texts in order to include our diverse student narratives.

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Connect:
Word choice can misrepresent people or concepts. It's important to pay attention to the words an author is using.

Teach:
Put up the picture found at the top of the article as is. Put up a picture of the picture found at the top of the article with the word "worker" replaced with "slave." Talk as a group about the two different definitions.

Active Engagement:
Think Pair Share
How do the two different definitions make you feel? What different pictures do they put in your head?

Link:
Hold up a text book. The text book isn't always right. It's good to question what you're reading. Be aware that people and concepts may be misrepresented in texts.

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Connect: “Raise your hand if you have heard about how schools need more funding to close the achievement gap. How about if you have heard about changing our resources instead? Our chapter talks about the benefit of resources instead of funding.  What do you think is the difference between resources and funding?”
Teach: Present resource given (RTT).  Talk about the use of funding and the text's perspective on funding. Talk about how can we use this information and make it accessible/ a discussion point about ways of addressing educational concerns that isn’t just monetary.
Active engagement: Small groups.  Question regarding RTT
(“how would you respond to the board if they showed interest in the funding from RRT to address their needs.” Make connections to the text.)
Link: Understanding funding, resources, and how schools utilize (or abuse) these helps teachers to be educated on
laws and policies in the hopes of being more proactive about choosing effective resources to spend money on.

For Students (9th graders):
Connect: Talk about things at school they notice they have (or do not).  Discuss discuss resources other schools may or may not have (Why some schools get iPads and other’s don’t?  Why do some schools get to wear new uniforms and others have used uniforms from other districts?)
Teach: Show website. Summarize the purpose of the funding in RTT, which states won the money, and what they did with it & how it impacted their schools.
Active Engagement: Scenario to talk with peers - "There is money marked for 11 iPads per classroom. There is also extra funding for 'helping students succeed.'  It could buy more iPads, but the school is missing other supplies. What do we spend that money on?"
Link:

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https://drive.google.com/open?id=1yNtMJUUe8bG6DV5D12soXqXE3Fc6NwT-

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https://drive.google.com/open?id=1kL1mBGhlvMvrqh0PHvVrfWRvy5we6Hce