Many many good things have been happening to me recently, like:
finishing my last class before I student teach in the fall
being place in a student teaching placement-- Wellstone Elementary, St. Paul, MN
looking for a place to live with Aaron... st. paul, here we come
teaching kindergarten!
wedding research

A brand new job for me!
I'm working as a first grade assistant in a Spanish Immersion classroom at Park Spanish Immersion in St. Louis Park. I love it. Here is a link to one of the classrooms that I am working with-- they have a new "friend," Esteban el Plano (Flat Stanley), and they are taking pictures of him doing things in their classroom. They're so cute, check them out!

http://www.slpschools.org/psi/grado/primer/flatstanley/uno.html

Another semester over!!
one J-term, one spring semester, and student teaching to go.

Below are some of my final lessons. Use them, but hey, if you're going to get rich off of them, at least give me a nod. :)

Annie Olson
Hamline University
Dec. 2, 2006
Interdisciplinary Art Lesson (Language Arts)

Quilts of Gee's Bend

adapted from the Whitney Museum of American Art Pre- and Post- visit Materials for Elementary School Students, Pre-visit Project 1: Piecing Together: Classroom Community Quilt. Found online at: http://www.whitney.org/www/programs/eventInformation.jsp?EventTypeID=4
under the heading of Pre- and Post- visit materials.

Grade Level: 2-5^th grade

Time Required: About an hour.
Reading the book as a class (approx. 10 min.)
Review Gee's Bend Quilts (if time)
Student Interview Time (10-15 min.)
Time for quilt square creation (at least 15 min.)

Time for display and observation (10-20 min.)

Featured Artworks/Artists: The Quilters of Gee's Bend, Alabama

Lesson Overview: Students will read a book as an example of a cultural identity. Then students will interview a partner about their cultural identity and then create a quilt square that represents who they are.

Materials:

reliable access to the internet: “Quilts of Gee's Bend Catalogue”

http://auburn.edu/academic/other/geesbend/explore/catalog/index.htm

(click on quilts of Gee's Bend Catalog)

and/or

The Quilts of Gee's Bend by: John Beardsley, William Arnett, Pauljane Arnett, and Jane Livingston (Hardcover - Aug 2002)

One or more of these books (or another book that reflects your students' identities and communities):

Lomas Garza, Carmen In My Family/En Mi Familia, San Francisco: Children's Book Press, 1996.

Hubley, John A Family in Jamaica, Minneapolis: The Lerner Publishing Group, 1985.

Leder, Jane Mersky A Russian Jewish Family, Minneapolis: The Lerner Publishing Group, 1996.

Lyons, Mary E., Ed. Talking with Tebe: Clementine Hunter, Memory Artist, Boston: Houghton Mifflin Company, 1998.

Ringgold, Faith Tar Beach, New York: Crown Publishers, 1991.

White index cards (or cardstock); lined paper; pencils or pens; markers or crayons; tape or pushpins; bulletin board or wall.

Learning Objectives: Students will be able to interview a partner about their cultural identity. Students will be able to create a quilt square representing their partner.
(Meeting Minnesota Art Standards (k-3) D: 2, 4 or (grades 4-5) D: 2,5)

Steps:

1. Read a story together as a class. (review cultural uniquenesses represented in the book)

2. Remind students of the unit topic Gee's Bend Quilts and review some of the website slideshow or display some of the pictures of the quilts. (History)

3. Tell students that they are going to make their very own classroom quilt. Ask students to find a partner to interview. (see Attached student interview questions)

4. Have students create a quilt square that represents who their partner is using card stock and markers or crayons. (Production, Asthetics)

5. Display the quilt squares and the interviews approximately side by side to create a classroom community quilt.

6. Have students present and discuss their drawings and interviews with the class. (Critique)

Conclusion:
Discuss as a class:

What did they learn about their partners?

Which cultures are represented in their class?

What do they have in common?

What is special or unique about each person?

What do they have in common with the quilters of Gee's Bend?

Jed Radebaugh and Annie Olson
Hamline University
MAT Program
Teaching of Social Studies

Lesson Title: What Makes a Hero?
(Adapted from Lesson Plan #1 Essig, Crystal & Parise, Gina. Culturally Responsive Teaching, Secondary Social Studies. Hamline University MAT Program, December 8, 2005.)

Grade Level:
5^th -8^th

Materials needed:
writing utensils, chalkboard/overhead projector, drawing paper, markers, costumes or props optional.

MN Social Studies Standards met:
Strand 7 Government and Citizenship. Substrand A: Civic values, skills, rights and responsibilities. The student will recognize the importance of individual action and character in shaping civic life.

Student Objectives:
SWBAT verbalize a working definition of a “hero.”
SWBAT draw, write, speak, participate in a performance to demonstrate understanding of concepts related to social justice.

Key vocabulary: (Teacher discretion when to incorporate)
Hero: Any person who has heroic qualities or has performed a heroic act and is regarded as a model or ideal.
Hunger: A compelling need or desire for food; the painful sensation or state of weakness caused by the need of food.
Poverty: Condition of being poor
Social Injustice: A concept relating to the perceived unfairness of a society in its devisions of rewards and burdens.
Social Justice: Ideal condition in which all members of society have the same basic rights, security, opportunities, obligations and social benefits.

Lesson Introduction:
Teacher writes the word “hero” on the board. Students should write for one minute about what their definition or interpretation of a hero is. After the minute is up, invite students to raise their hands and volunteer some of their definitions and ideas they had written about heroes. Teacher will jot down some keywords on the board. Have the class come to an agreement about what the class's definition of a hero is.

Lesson sequence:

1. Have students individually write down the names of three people that they consider heroes. (real, living, dead, mythical) and have them list personal qualities that their heroes have.

2. Group students into small groups and have them share their heroes with each other. Have them consider these questions:

From your list of heroes, which work to end inequality and unfairness?

Do heroes always help the needy? Do they help themselves or their families?

Does a hero only save people?

How are we different than heroes? How are we the same?

3.) (Optional: Library visit, interview, talk to their parents)

As a group , have students choose one of the heroes. Have them create a story, drawing, skit, or poem describing what the chosen hero could to to try to help or change the social situation the people he/she aids are perpetually in.

4.) Have students present their heroes to the class.

Lesson Closure:
Have students think about local heroes. (were some mentioned as heroes by your students). Who are heroes that students know and respect?

Assessment:
Teacher observes student writing, drawing or verbalizing a working definition of a “hero.”
Teacher observes student drawing, writing, speaking, participating in small group performance to demonstrate understanding of concepts related to social justice.

Lesson connections/extentions:
Invite a local leader into the classroom to talk about how students can make a difference in the world.

Visit a food shelf to have students learn about how food is collected and distributed to those who need it.

Organize a food drive.

Beginning Slam Poetry work as part of a poetry unit
Grade level: 3-5th grade
Materials needed:
Example of slam poetry that uses refrain to help emphasize meaning.
Vocabulary words or short stories for the students to base their performances on.

SWBAT work as part of a group to present a word definition to the class.
Skill measured by students’ participation in small group setting and the short class presentation.

1.) Remind students that they have been studying poetry, and now as a class, you’ll be starting to branch into slam poetry. Today, you will attempt to use repetition or a “refrain” to help emphasize information.
2.) (Hook)
Watch John B. poem performance from youtube. http://www.youtube.com/watch?v=0spacxHIja4
(Or another example of using refrain within “light” slam poetry.
This could be read by the teacher or performed by a guest.
(Make sure that the poetry is age appropriate!)
3.) Group students.
4.) Hand out **hard vocabulary words.
5.) Allow time for student creation of songs/raps/skits using a refrain.
(ideally 15-20 minutes)
6.) Have students present to the larger group in their small groups.

**Note: vocabulary words can be any words that the teacher wants the students to work with. Or, students could be given short stories or parables to present to the classroom.

Standards:
Music 3501.0625 Grades 4 and 5 Standards
B: 5. student will improvise and compose rhythms, melodies, and accompaniments using classroom instruments, voice, or both to express a specific musical idea;
OR
Theater 3501.0625 Grades 4 and 5 Standards.
C: 5 student will create a dramatic performance by interpreting and adapting the plot, characters, and language from an existing piece of literature.
AND
Language Arts Grade 5 Standards
1:A:1: student will: read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural analysis.

Taylor Mali on youtube
What Teachers Make

Ken Arkind

John B poem (use this)
first 28 seconds "my president"
1:03-1:26 "your mother most likely..."
1:59-2:20 "if you're blind, stare at a rainbow"

Okay, so I've been seriously infected by Mr. Man, and I'm not talking about STDs, I'm talking about the love bug. Man o man. He actually just left here. I had left my cell phone and a bobby pin over at his place, so he decided he needed to deliver them to me today before he heads off to hang out with his family.

I just saw Mr. Man last night after going to The Singers with my mom and her friends. We went to LJ's fun Over the Top party, and I WON the ladies arm wrestling contest. Sweet. To be fair, I think I had at least 30 pounds on all three of my opponents, but really, arm wrestling's not about body mass, right? (I will go on sheepishly believing this, even if you disagree...)

Yesterday my roommate, LJ's sister, and myself all did the Reindeer Run around Lake Harriet. It was F-ing freezing, and I ran only about 2/3 of the way... I'd only gotten about three and half hours of sleep, but it was fun. Really, an excellent time was had by all, except for maybe the screaming infants in the baby strollers being pushed by their amazingly fit mothers. I did see one happy kid though-- being pushed by a dad, and the mom was running with their golden retriever... I should prod Mr. Man to see if this is a future that he could see himself in... 'cause I sure could. :)

Damn I have a sweet sweet life.

A ha ha. Pig puppets and name games sung in solfege= graduate school?
I never thought that I'd be doing this kind of stuff to garner a degree! It's usually fun, but as of right now, it's a little too high energy for me. Night school should definately allow for more sitting and vegging out.

Went to lunch at Shish today with RA. It was good, but we decided the hummus was a little funky. I saw AC at Coffee News-- she's as cute and friendly as ever. Man do I love that girl. After lunch (I had a gyro wrap, yummy cucumbers!) and coffee and tea with AC, we were off to drop in on Mr. Man for a surprise visit at his work, Wet Paint.

Mr. Man is probably the sweetest nicest person that I have ever met-- I only hope that I can keep up whatever it is that makes him think that I am also those things... RA and I were eating at Shish because he has some art up there-- line, figures, pretty minimalist, I wish I understood that more than I do. He's obviously uber talented and darker than he appears... He's a little intense though-- I mean, I will not marry him next week, but he's most certainly let me know that he's interested... actually, it's comforting knowing that I'm not going out on limb thinking about liking him, but eeeek. It was good to see him. He was obviously happy that I dropped by. RA said it was a wonder that he didn't lick my face though, he was so openly ecstatic.

KF made the point later that I like dogs-- and, I do, but I already have one. A boyfriend would be nicer than another dog. But that sounds awful. A day at a time. A day at a time. He could most certainly point out about a billion awful things about me, and enthusiasm isn't a flaw, it's contagious... so, here's hoping I get infected. :)

This is me on the beach during my recent trip to California.
It was so fun. I want to live there.

After reading my last post, unfortunately, I'm at approximately the same place in life-- unfortunately.
Life rolls on though, and I've taken a new interest in Yoga-- which feels great and seems to do good things for my body and my stress level, which is good.

That's where I'm at.

About this business of being me.

I've been struggling recently to balance things. I love my work... even though I feel like I am there way too much-- but, it's homework, sleep, and school that I feel so overwhelmed about. Much of it probably has to do with the fact that I seem to have alltogether too much homework. I mean, yes, I'm in graduate school and all, but I am working pretty hard. Harder, I think than I needed to work last year, though, this would make good sense, since I'm a year and a half into graduate school, and I guess it should be harder.

Work. Work is blissful. I often find myself saying outloud, "Ha, and I'm getting paid to be this entertained." The kids in the dorm at the arts high continuously delight me. They're so talented, so funny, so damn cute. I love them. I love my job-- even though I work weird hours and will never meet anyone because I work when people my age socialize... whatever. You can't have it all, right?

My roommate is in love. I'm happy for her. Now, if only I could join the ranks. (though, I'm working on it-- match.com, baby!)

If anyone has any tips on how to make a dog sleep, I could use them. Mine doesn't seem to want to sleep when I need to (in the middle of the day). Has anyone ever drugged their dog (safely) to sleep??

Hey. I'm going to San Francisco to visit Elliot in not that long. Yay for me. Yay for Elliot. Yay for San Francisco. Now, if I can just figure out how I feel about the last three things that I just mentioned, everything will be good. :) ah, vagueness and gray areas are always the most exciting (or scary, I'm not sure which).

All that ends well.

So, due to the fact that I have incredibly luck, some of which might be self-generated, but most of which is out there, somewhere, deciding to happen to me. I have moved, and started a job that I love, that I thought that I had lost-- a Delta Dorm coordinator.

I have a new address. It's in Minneapolis. I have a new roommate. I love her. I "have" thirty high school girls whom I am now "in charge" of. I love them too. They're so warm, shy, sarcastic, withdrawn, overly dramatic, and most of all-- they are real, they are mine, and goddamnit, I love them.

Kara (new roommate) and I have been struggling to unpack. Today, as we emptied boxes of stuff, we would yell out "hooray, one more box!" It was excellent.

Oh, and, I forgot to mention. Today was my birthday. I'm now a quarter of a century old. Which makes me way too old for high school boys to have crushes on. Seven years difference in age is significant, and well, frankly, just gross to even think about. Tell that to some of the dorm boys, please.

Ah yes, a new update.

So, last week was really hard and distressing, because I gave notice of quitting my nannying job on Tuesday (yes, there were many tears-- actually for several days-- but not straight teariness the whole time. It was hard, but I did it. I also gave notice at Minneapolis of my quitting, which was not quite as emotional, but also sad, as I love the job and feel as if I was cutting off my future as an eco-educator or something.

Then Saturday came around, and I worked a hella-hot day down at Mill Ruins digging with the public and generally experiencing various degrees of heat exhaustion... did I mention I was also hungover?? So, Saturday, on my drive home, I see that I have some cell phone messages. One of them was from the Arts High School-- oh "no need to give notice at your nannying job" because we are esentially going to screw you out of a job that we said you could have... yes, I was confused. It still isn't figured out.

Meanwhile, I have put in applications to work as an Americorps Volunteer with a terrific project, Project SUCCESS which works with Minneapolis public schools and the Guthrie. I also just got an email from my old boss at Fish and Wildlife-- he's still working on getting me a job too.

That's all hunky dorey, because I'm moving in less than two weeks, and I will be unemployed in two-and-a-half.

Sweet. I love life. Sometimes it's just so goddamned exciting, eh?

A note on Israel and Lebanon.
WTF?
One of my friends from Hamline was over tonight (to study stupid math) and noticed that I've hung pictures of Lebanon and Israel up in my kitchen-- really something that I have done since forever. (My mom has an atlas where she let me draw in the troop positions and major battles in the Iraq war the first time around.)

He said that he's heard it said (God-knows-where) that people are talking about this newest conflict becoming the basis for the next World-war. maybe. possibly. I mean, unfortunately, I wouldn't be surprised, but I can't help but be skeptical as well.

Really, it's all just incredibly sad. I heard some interviews today on public radio-- one, most notably of an Israeli woman who had a sad and scary side of things to tell. I really felt terrible for her and her children (and her husband)-- but then she went on to say that basically, she figured the best way to solve the problem was to "show strength" and kill all of the Lebanese. Ack. Shock. I just don't understand that sort of thinking.

My same friend this evening suggested to me that I would have a fierce fight-like reaction if I were put in the same circumstances. I agreed, but I only agreed that I would feel like that in a defensive way, I would never react in an offensive way in the same vein. Who is it that goes on the offensive like this? It is most certainly not mothers with children, or for that matter, even sane fathers with children-- who are these people who act in such non-seven-generational ways? Surely, no one who has seriously tried to consider what the world will be like in 300 years would act like this. I hope.

On another completely related and completely immature note-- I once erotically made-out with someone while discussing the student riots in France-- this topic would make an even better one, I think.

Recipe for a great summer day with a pre-toddler (even if it is a gabillion degrees outside):

Wake up.

Play with mom.

Eat breakfast.

Morning nap

Wake up and walk/ride to the grocery store in the wagon to buy cookie dough (for mom) and stuff to make ham and peas macaroni and cheese. Yay wagon wheel pasta!

Come home and play in your play pen with your "baby" while nanny makes mac and cheese.

Eat lunch and drink a lot of whole milk.

Change into your swim diaper and swimsuit and head over to the Lake Harriet south beach with an iced sippy cup full of watered-down apple juice and ziplock full of some animal crackers.

Liberally apply baby-50 sunblock.

Splash and swim and watch other kids fight with their parents/nannies.

Have a snack in the shade.

Crawl back into the car.

Go home for an afternoon nap. (Change into a new, sand-free diaper and a onesie.)

Wake up and drink some milk.

Go for a leisurely walk in the orange stroller.

Play in your playpen while nanny gets supper together-- pureed sweet potatoes, hot dog pieces, and homemade fruit smoothie.

Mom and dad come home. Annie goes home.

play.

bath.

go to sleep.

shhh by atmosphere

I wanted to make a song about where I'm from
You know? Big up my home town, my territory, my state
But, I couldn't figure out much to brag about
Prince lives here, we got 10,000 lakes
But wait, the women are beautiful, to me they are
And we're not infested with pretentious movie stars
And it hit me, Minnesota is dope
If only simply for not what we have but what we don't
It's all fair, it ain't out there, it's in there
It's in the mirror, behind the breast under the hair
Follow the dream doesn't mean leave the love
Roam if you must, but come home when you've seen enough
I love New York and Cali, but I ain't movin'
Too overpopulated saturated with humans
And I'm not big on rappers, actors, or models
If I had to dip, I'd probably skip to Chicago
None of this is to diss no one, nowhere
Like damn, I'm from Minnesota, land of the cold air
Too many mosquitoes and our fair share of egos
But like my man Sabe says, that's where my mommy stays

So if the people laugh and giggle when you tell em where you live
Say shhh, say shhh
And if you know this is where you wanna raise your kids
Say shhh, say shhh
If you're from the Midwest and it doesn't matter where
Say shhh, say shhh
If you can drink tap water and breathe the air
Say shhh, say shhh

Got trees and vegetation in the city I stay
The rent's in the mail and I can always find a parking space
The women outnumber the men two to one
Got parks and zoos and things to do with my son
The nightlife ain't all that, but that's okay
I don't need to be distracted by the devil every day
And the jobs ain't really too hard to find
In fact, you could have mine if you knew how to rhyme
This is for everyone around the planet
That wishes they were from somewhere other than where they standin'
Don't take it for granted, instead take a look around
Quit complaining and build something on that ground
Plant something on that ground, dance and sleep on that ground
Get on your hands and knees and watch the ants walk around that ground
Make a family, make magic, make a mess
Take the stress, feel your motivation and build your nest
It sucks that you think where I'm from is wack
But as long as that's enough to keep your ass from coming back
And with a smile and a hint of sarcasm, he said
“I beg your pardon but this is my secret garden”

All right
In the land of ice and snow
Well okay
In the land of ice and snow
Well all right
In the land of ice and snow
Well okay
Minneapolis, Minneapolis, Minneapolis, Minneapolis

If the playground is clear of stems and syringes
Say shhh, say shhh
If there's only one store in your town that sells 12-inches
Say shhh, say shhh
If no one in your crew walks around with a gun
Say shhh, say shhh
And if you ain't gonna leave cause this is where you're from
Say shhh, say shhh

Well alright, well okay
St. Cloud, Minnesota
Mankato, Minnesota
Duluth, Minnesnowta
Kansas City
St Louis, Missouri
Columbia, Missouri
Oshkosh, Wisconsin
Madison
Milwaukee
Cincinnati, Ohio
Columbus, Ohio
Boulder, Colorado
Lawrence, Kansas
Tulsa, Oklahoma
Sioux Falls, South Dakota
Ann Arbor, Michigan
Indianapolis
Say shhh..
Minneapolis

I'm back from my East Coast Peacie trip. All is well, and my friends are still as wonderful in the English-speaking world as they were in our Spanish-speaking one. I am incredibly happy and satisfied to think of them living out their bright lives so far away from me, and yet only a phone call or email away. I love them, and I missed them an incredible amount.

However, now that I have visited some of my Peace Corps friends, the goal is to visit them all. The large bulk of them will be returning from Nicaragua at the end of October (or as long as it takes them to travel home by land) and I am already looking forward to hugging reunions and lots of conversations like, so what IS your favorite band? and You don't like seafood? I never knew that you didn't like seafood-- and all the other conversations that just didn't come up, even though we all share an incredible sort of indestrucible and forever bond.

So, now that I am home, I've been incredibly busy. I am going to work in a few minutes, actually, and I will be working at the Mill City Museum site on the Mississippi River. Did I mention that I love my new job? Working for the Minneapolis Park Service with little inner city kids is as fufilling and amazing as you could imagine-- those of you who like that sort of thing, that is. If I could do this for the rest of my life, and make a living doing it, I would. I just have to figure out how to do that, now. :)

p.s. I have new pictures (mostly of my friends' dogs) of my Peacie Adventure out to the East Coast on my flickr photo site.

I am going to fly to Baltimore tomorrow. I'm going out to visit some fellow Peace Corps dropouts. I didn't realize until just today how ecstatically happy I am to see them. As my friend Michelle (who I'm going to see) puts it:

"There's all these people here, you know, in our real lives, and they don't get it. I mean, they're great, and they know who you are, and where you come from and everything,
but they just don't get it."

The it she speaks of is an intangible thing. Though, like god and wind and love, you can't really see it, but you can feel it. I'm pretty sure that for us, at least, it has something to do with being closely involved with someone and knowing them at their very lowest, at their most helpless, at their least happy, and I'm pretty sure it has a lot to do with relief work abroad and language immersion.

An example of the it is the fact that I haven't seen Michelle since I left Nicaragua last June, but when she answers a phone call from me she says, "hey there" in the most conversational tone possible-- it's not that fakey noise that you make when you answer a call from someone you haven't even thought about in weeks. It is as if I carry a little piece of Michelle's life. A secret piece. And she carries part of mine. And fortunately (or unfortunately, depending on how you look at it) each of my fellow Peace Corps volunteers still has a grain of my life with them, and I have theirs.

Another example of the it, is my whole trip out there. I called Michelle several months ago and I said, I'm coming to visit, and we are going to drive down to see Kemp and Jenn (two other Peace Corps volunteers who live in the Outer Banks of North Carolina). There was about two seconds hesitation before she said, "Okay, sounds good. We should probably tell them that we're coming."

In the Peace Corps IN country, it was much like this as well. It was not completely uncommon for me to come home from a long day of doing everything and nothing at the same time all day at the hot box of a school down the street from my house in San Jacinto, to find some bedraggled looking Peace Corps volunteer leaning against my front door, talking to my landlord (maybe someone whom I'd never met, but knew the name of) who was there to spend the night because they were traveling, or maybe they just needed dinner and a shower before heading into the big city of Leon, and they'd heard that I lived there.

Imagine, stepping off the bus in a town and asking the first person you see where the white girl lives. Everyone knew where I lived. They'd bring them to my doorstep, and if I wasn't there, they always knew where I was-- at the school, at the vet in Leon because my dog was sick, at the river washing clothes with the little girls, out for a walk (that weird white girl used to walk under the hot sun without an umbrella, que locura), or in Malpaisillo checking email at the internet cafe and buying refresco de cacao from the lady in the bus station who walked with a limp. (yes, they'd actually know this many details... and I usually only told one or two people in the whole town where I was going for the day).

So, as you can see, I'm anxious to spend time in the presence of some of these friends who know me as a Peace Corps volunteer. They knew that I twice cried in Spanish class because another volunteer made such vicious fun of me. They know that I lived with functional diarreah for a year. They know that I loved my dog more than my host family. They know that I hated my town. They know that I wanted nothing more than to have an incredible Peace Corps experience. They know that I gave up fighting tooth and nail, everyday, for every little thing, always- and I went home. They know why. They did too.