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"American history textbooks can differ across the country, in ways that are shaded by partisan politics"
By: Dana Goldstein

Title of article: Two States, Eight Textbooks, Two American Stories

Name of magazine, newspaper:The New York Times

Summary Information

Students are being taught different variations of history depending on which state they live in, and the political ideologies at the time.

Summarize the most important information in this article:

The same historic event, for example, the second amendment that allows firearms, is clearly stated in a Californian textbook, while in Texas, the space remains blank and information-less.

Personal Reaction

What was the most surprising/interesting thing you found out by reading this article?

That our history can be changed at any time, and that not everyone is on the same page when learning history in their district. It really surprised me how the textbooks and education varied by region. It surprised me that there are many stories of the same exact event, and they aren’t all taught the same, or with the same context.

What question(s) do you have after reading this article?  What would you like to learn more about?

How do we know which textbook is actually telling the direct story? How far do these changes delve as each state edits their education outline?

Is there anything you can use from this article in your classroom?

Not much, other than be aware of what you’re learning, and who it was created by.

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1. Bloodborne pathogens
2. Cultural Competence & Racial Bias
3.Disruptive Student Behavior
4. Child Abuse-Mandatory Reporting (MI)
5. FERPA
6. CPR/AED Certified
7. A.L.I.C.E training
8. Special Education

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For my classroom management project, It was difficult for me to think of an idea that would work in my class. I have 5th grade math, and most of my kids are excelling and plenty respectful during class hours. There was one, small issue that I did notice, and that was that during their notes and lecture time, a lot of the students tucked away in the corners of the classroom tended to chat a lot. My teacher doesn't correct them unless it gets to the point of obnoxious, but I thought that maybe I could implement a system where the students wouldn't even talk. I thought about things that I liked in 5th grade; reading, candy and recess. Each student carries their own free-time book around school, so there wasn't much I could change there, and with the weather outside, the kids usually end up having recess inside. That left me with candy. I thought of a way to reward them without talking, but not just passing out candy to each student every time. I devised a system where every time chatter broke out among the class, I'd put a marble, or an item in a measured glass. The higher they marbles stack, the less candy they recieve at the end of the week, which I planned to give each student a tiny little baggie of goodies.

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Today I Will: Read the first chapter of Shadow Children

So that I: Can understand the plot of the story

I’ll know I’ve got it: When I can fill out a reading guide about the first chapter

Direct Instruction

1. Gather students into a common area, ask them to get comfortable. Begin the lesson by explaining the basic plot of the book, ask students if they’ve ever read the book before, or know of it.

2. Once the plot is explained, start by reading the first paragraph out loud, then ask for volunteers to read a paragraph one by one. Finish the first chapter, then decide if the students can sit through another few paragraphs, if not, then wrap up the first chapter.

Independent Practice:

1. Send each student back to their desks, and ask them to pull out something to write within preparation for the guided reading answers. Give each student ample time to finish the questions.

2. Once the class is finished, call for attention and ask if anyone has questions.

Differentiation:

1. Skim each student’s answers, and compile groups for them to be separated into. Once they are grouped, announce that they should discuss each question and their responses together.

2. During this activity, walk around to spot if anyone is struggling or in need of clarification. Call for class’ attention and begin explaining the worksheet and its correct answers

3. Once that is complete, if possible, play the movie created from the book if it correlates, just in case some students were lost during group reading.

Assessment:

1. Continue to gather students for group reading, chapter by chapter. Hold pre-tests for each chapter to prepare students for the actual test that will take place at the end of the book.

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Authors: American Psychological Association, December 15, 2003

Title of article:  Family-Like Environment Better for Troubles children and teens.

Name of magazine, newspaper: American Psychological Association

Briefly state the main idea or thesis presented in this article:

When troubled students are in a learning environment that is nurturing, such as a parent teaching their children, the teens experience fewer run-ins with the law, better grades, going to college, etc.

Summarize the most important information in this article:

Troubled students are still children, and they need a comforting, loving environment to be able to flourish.

Personal Reaction

What was the most surprising/interesting thing you found out by reading this article?

The Teaching-Family Model is used now in foster care, home treatment settings and even in school.

What question do you have after reading this article?

Who is the one giving the student attention? Is it a normal teacher, a CPS worker?

Is there anything you can use from this article in your classroom?

Yes, and it’s that just because it is a school environment, does not mean that the students should be treated carelessly. They should be given love and respect from their supporters and caretakers.

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Today I Will: Revise long division with decimals
So that I: Can understand how to divide and do mental math
I Know I've got it when: I'm able to complete the exit ticket and homework.

Materials: Student handbook, multiplication chart, and pencil.

Instructions:
Each student will pull out their work book and quietly wait for instructions.
Follow along with teachers lesson, writing down notes and answering questions.

Independent Practice:
After students learn the lesson, they will be assigned a page in their student handbook. It can be done for homework or after the lesson. Teacher will walk around and vist with the students, checking up on how they're doing with it independently.

Differentiation:
While most of the students can learn by lecturing and presenting the notes, the other kids that struggle will be taken aside after or before the lesson, and given the teachers full attention.

Assessment:
After the lesson is completed, along with the homework, there will be a pre-test that the students take on their own. Depending on the results of the test, there will be more instruction to follow, or an actual test.