I have been thinking more recently that my teaching is more reactive than proactive. It bothers me that I come in early to school every morning (at least an hour and a half earlier than the children get there) and still can't get things finished by the time I hear the busses pull up under the front windows of the classroom. I can make a to-do list a mile long, but I can't seem to ever get it all done. And, if I do get further down on the to-do list, I seem to forget something really basic, like doing lunch count, or milk count, or attendance.
It's been frustrating trying to find individual time with my students as well. I know that some of my students can read some. I really yearn to read with them and watch them learn to read better. I have other students that need more time with me to work on behavior plans, and I yearn to watch them change as well.
As for the rest of my life, I find that my personal life is very busy. Too busy, but I think it's mostly because I hold another job outside of student teaching so as to make ends meet. Between working about ten hours at school and then between weekly work and school, I spend another 18 to 22 hours more outside of my home... it's been a very busy time in my life and I'm looking forward to finishing it.
Sunday, October 14, 2007
Sunday, September 23, 2007
I am student teaching at Paul and Sheila Wellstone Elementary in downtown St. Paul. My student teaching experience is inspiring and exhausting. Below is my second journal entry for my seminar class at Hamline. I was proud of it after I wrote it, so here it is:
The School and its culture
Wellstone elementary is situated on the riverfront in downtown St. Paul in an eight floored building. On the first floor is the front office, a community meeting room, the cafeteria, a swimming pool, a pre-k room, two kindergarten rooms, and a second grade classrooms. The eighth floor houses sixth grade, and all the other grades are found in between. The principal's office is on the fifth floor along with the teachers' lounge, the school nurse, and copy room and teacher mailboxes. The assistant principal's office is on the sixth floor along with some fifth grade classrooms, the school counselor's office, and several special education and speech and language specialists' offices. So, our school is very spread out. Several days can pass and I won't see anyone but the teachers on my floor, and the fourth grade teachers who have lunch at the same time I do everyday.
School culture is based largely on the Responsive Classroom model. Each classroom has rules that are established by the students and signed into accordance by all students and the teacher. Each class starts its day with a morning meeting. Each class has a “take a break” spot (or more than one), and teachers occasionally use “buddy passes” where a student will be sent out of their classroom and into a neighboring classroom with the goal of the student reconcentrating, calming down, and then returning to their own classroom when they feel that they are ready. Each week we have a Friday whole school morning meeting lead by our principal where we hear announcements appropriate for the whole school: a kick off of fundraising, watching a cheer squad performance, and learning about family open houses have been a few of our topics so far.
The classroom
Room 203 hosts two dual-immersion classrooms. The kindergarteners are on the far side of the classroom from the door upon entrance. One of their walls on that side of the classroom is made up of windows. The first grade classroom is on the other side of a partially divided wall from the kindergarten. Both teachers and an EA (and myself) share an office space in a loft-like area connected to the first grade half of the classroom that was once used as a reading recovery office and small group classroom space. When both classes are in our space we have fifty two students, two teachers and an aid for approximately four hours of the day, (cut up into about half hour chunks. She is shared between all three dual-immersion classrooms, kindergarten through second grade.)
On the kindergarten side of the room (which is really more L shaped, than half of the room) we have a small library space (currently unused), a teacher workspace (kidney shaped table), six student tables with between four and six students at each table, two shelves where students' supplies are kept, a lego table, a small “house” area complete with baby beds, play refrigerators, play stove and oven, play sink, play pantry and shelves, and a pretend store front with a plastic cash register. We also have a “car” carpet, where students often play with a small wooded train set during free-choice time, and we have a morning meeting rug and a bulletin board where we have our daily calendar math lesson.
Student tables are labeled with colored shapes: the purple rectangle table, the red circle table, the orange diamond table, the green triangle table, the yellow square table, and the blue oval table. Each student's space at the table is marked by the corresponding colored shape with their name on it. My teacher had not done this before, but I have found in past experiences that it makes it easier to dismiss and group students quickly for transitions and small group work. All of the students' supplies are also labeled with the appropriate colored shape as well. I hope to add pictures of their contents soon (as we're starting to get several different boxes of supplies: glue sticks, scissors, color crayons and colored pencils). Students use Ticonderoga pencils and there are enough pencils for each student to use them at the same time. Erasers are not used (or encouraged to be used, evidentally). If students make a mistake, they cross it out and write more.
Me and My Philosophy
I am dedicated to my personal vocation to teach. I believe that education, curiosity and a love of learning are powerful tools that my students can take with them out into the world, better equipped to joyously work toward the goal of a better world, where social justice and equality are the inspiring reality.
Schools train children how to fit into society. When they are new to school, we teach them to sit still, we teach them to wait. We teach them to put their names in the top left corner (or right corner) of every page that they turn in to us. We teach them when it is appropriate to sharpen their pencils, how long they have to eat, play outside, and go to the bathroom. When they are older, we teach them to keep their work spaces clean, we attempt to teach them societal norms for behavior and manners. No one who has been to a school, will deny that schools have the monopoly on teaching societal rules. We hold children in one place longer than any activity in their day (other than sleeping, we hope).
If society is taught in schools, why not take that opportunity to help teach our children how to actually take part in forming a better society- a society where roles of all kinds are split more equally between people. I can model that in my classroom by attempting to keep equality and fairness at the front of my mind. Student roles and ability to help our classroom family should be modeled, taught and scaffolded.
Students will only experience academic success if they know that success is expected of them. I believe that every child can learn, and it will be my responsibility as a teacher to decode how each of my students learn best, and provide the environment and the opportunities for each of them to experience motivating success. I believe in the importance of recognizing and teaching to the multiple intelligences. In this, I want to be unique as a teacher; I don't want to teach only as I learn, but I want to reach all my students by frequently using different types of activities, centered around multiple intelligences and different learning styles.
The best teachers that I have had in my life were the teachers that gave me the ingredients for success, and then sat back and watched as I worked toward it. They were always helpful, and supportive but never enabling. I want to be a resource and reference for my students' learning. I want to be the architect of a community where all learners (including myself) feel safe to take risks and feel valued as an essential part of a learning family.
I am a strong believer in not only being a local citizen, but being a global citizen as well. World cultures, foods, music, and traditions will be integral tools in my classroom. I want my students to be engaged, involved, and aware of the concentric circles in human society throughout our world. I believe that exposure to global culture not only builds empathy and curiosity about people different from ourselves, but it also nurtures a pride in one's own community and culture as well.
As is evident, I don't take my role as a teacher lightly. I know that the education that students leave my classroom with – not only academic facts, but their abilities to understand themselves, relate to others, problem solve, and live in the broader world, will affect them for their whole lives. I am excited (and overly eager) to become a classroom elementary school teacher, and I am ready to be exhausted with learning.
The Students
My students are inspiring, exhausting, hungry and wiggly.
My students are wiggly. They NEED to move at least every fifteen minutes and usually more often than that. I am learning all kinds of songs and activities to keep them moving in positive ways instead of poking each other, putting strange things in their mouths or throwing things that should definitely not be thrown.
My students are hungry- to learn and for food. Every student in my class has qualified for free or reduced-price lunch. Most of my students do not eat breakfast in their homes. Often an hour after they have been fed breakfast in the school cafeteria, they complain that they are hungry. One of my students is a snack hoarder- I catch him with extra napkins full of crumbly crackers in his pockets, or an extra rice krispy bar will go missing, and I'll find it in his backpack at the end of the day. Some of my students are hungry to learn. All of my students want to learn to read, some of my students already do read (which we're trying to “diagnose” levels right now, one of them reads at at least a second grade level!)
My students are exhausting. There are so many of them (twenty eight) that just keeping track of all of them takes a lot of thinking and multi-tasking. They all need so much attention and approval. Like most five and six-year-olds, they like to receive attention from adults “in-charge” in any form that they can get it. Some of my students are naughty and do things that make it hard to teach the other students, but most of them are just fairly normal kindergarteners that require a lot of patience and reminding about well, almost everything.
My students are inspiring. They are brave. Many of them are afraid of so many things and still come to school every day from sometimes scary homes, scary bus stops several blocks from their homes and scary buses with big kids who don't speak Spanish. They walk into school everyday and are greeted by (now familiar looking) adults who don't greet them in their first language. They shuffle through confusing and disorganized breakfast lines in the cafeteria and then are barked at by a woman (the lunch lady) who believes that if she shouts something in English loud enough, they'll somehow understand her better. I see my students hunched shoulders and scared eyes when they walk in through the doorway every morning, and I watch the scared melt away as they are greeted in their native language by my mentor teacher an I, and then go about doing their morning jobs with other similarily scared peers who at least speak a language they understand.
Many of my students have an entire set of knowledge that I don't have. I don't know what it is like to visit someone in jail, or what it's like to be living “bajo de la raya” as the child of a resident who is undocumented (some would say illegal immigrant. I don't believe that any human being can be illegal; they can have an undocumented and therefore illegal status of citizenship, but just as in education, I choose to acknowledge the individual and then their assigned label.). I don't know what it's like to go to bed hungry and not get breakfast until I get to school in the morning. I don't know what it is like to not have a car, or know anyone who has a car (that works).
My students have rotting teeth, rely on teacher-provided school supplies, backpacks and often clothes (hats, mittens, winter coats and boots), some of them have parents who do not know how to read or write, some have family members that are not responsible for them, or put them in dangerous situations, some have families who keep them up late, don't feed them nutritiously, and can't affort to bring them to the doctor or dentist when they are sick or hurt. Many of my students come from homes that are stable, safe, or comfortable, but as far as I can tell so far, most do not have the luxury of all three of these things. Despite this, my students are mostly very good to each other. They take care of each other and support each other. They are forming a very closely knit classroom family that is inspiring to watch unfold.
The School and its culture
Wellstone elementary is situated on the riverfront in downtown St. Paul in an eight floored building. On the first floor is the front office, a community meeting room, the cafeteria, a swimming pool, a pre-k room, two kindergarten rooms, and a second grade classrooms. The eighth floor houses sixth grade, and all the other grades are found in between. The principal's office is on the fifth floor along with the teachers' lounge, the school nurse, and copy room and teacher mailboxes. The assistant principal's office is on the sixth floor along with some fifth grade classrooms, the school counselor's office, and several special education and speech and language specialists' offices. So, our school is very spread out. Several days can pass and I won't see anyone but the teachers on my floor, and the fourth grade teachers who have lunch at the same time I do everyday.
School culture is based largely on the Responsive Classroom model. Each classroom has rules that are established by the students and signed into accordance by all students and the teacher. Each class starts its day with a morning meeting. Each class has a “take a break” spot (or more than one), and teachers occasionally use “buddy passes” where a student will be sent out of their classroom and into a neighboring classroom with the goal of the student reconcentrating, calming down, and then returning to their own classroom when they feel that they are ready. Each week we have a Friday whole school morning meeting lead by our principal where we hear announcements appropriate for the whole school: a kick off of fundraising, watching a cheer squad performance, and learning about family open houses have been a few of our topics so far.
The classroom
Room 203 hosts two dual-immersion classrooms. The kindergarteners are on the far side of the classroom from the door upon entrance. One of their walls on that side of the classroom is made up of windows. The first grade classroom is on the other side of a partially divided wall from the kindergarten. Both teachers and an EA (and myself) share an office space in a loft-like area connected to the first grade half of the classroom that was once used as a reading recovery office and small group classroom space. When both classes are in our space we have fifty two students, two teachers and an aid for approximately four hours of the day, (cut up into about half hour chunks. She is shared between all three dual-immersion classrooms, kindergarten through second grade.)
On the kindergarten side of the room (which is really more L shaped, than half of the room) we have a small library space (currently unused), a teacher workspace (kidney shaped table), six student tables with between four and six students at each table, two shelves where students' supplies are kept, a lego table, a small “house” area complete with baby beds, play refrigerators, play stove and oven, play sink, play pantry and shelves, and a pretend store front with a plastic cash register. We also have a “car” carpet, where students often play with a small wooded train set during free-choice time, and we have a morning meeting rug and a bulletin board where we have our daily calendar math lesson.
Student tables are labeled with colored shapes: the purple rectangle table, the red circle table, the orange diamond table, the green triangle table, the yellow square table, and the blue oval table. Each student's space at the table is marked by the corresponding colored shape with their name on it. My teacher had not done this before, but I have found in past experiences that it makes it easier to dismiss and group students quickly for transitions and small group work. All of the students' supplies are also labeled with the appropriate colored shape as well. I hope to add pictures of their contents soon (as we're starting to get several different boxes of supplies: glue sticks, scissors, color crayons and colored pencils). Students use Ticonderoga pencils and there are enough pencils for each student to use them at the same time. Erasers are not used (or encouraged to be used, evidentally). If students make a mistake, they cross it out and write more.
Me and My Philosophy
I am dedicated to my personal vocation to teach. I believe that education, curiosity and a love of learning are powerful tools that my students can take with them out into the world, better equipped to joyously work toward the goal of a better world, where social justice and equality are the inspiring reality.
Schools train children how to fit into society. When they are new to school, we teach them to sit still, we teach them to wait. We teach them to put their names in the top left corner (or right corner) of every page that they turn in to us. We teach them when it is appropriate to sharpen their pencils, how long they have to eat, play outside, and go to the bathroom. When they are older, we teach them to keep their work spaces clean, we attempt to teach them societal norms for behavior and manners. No one who has been to a school, will deny that schools have the monopoly on teaching societal rules. We hold children in one place longer than any activity in their day (other than sleeping, we hope).
If society is taught in schools, why not take that opportunity to help teach our children how to actually take part in forming a better society- a society where roles of all kinds are split more equally between people. I can model that in my classroom by attempting to keep equality and fairness at the front of my mind. Student roles and ability to help our classroom family should be modeled, taught and scaffolded.
Students will only experience academic success if they know that success is expected of them. I believe that every child can learn, and it will be my responsibility as a teacher to decode how each of my students learn best, and provide the environment and the opportunities for each of them to experience motivating success. I believe in the importance of recognizing and teaching to the multiple intelligences. In this, I want to be unique as a teacher; I don't want to teach only as I learn, but I want to reach all my students by frequently using different types of activities, centered around multiple intelligences and different learning styles.
The best teachers that I have had in my life were the teachers that gave me the ingredients for success, and then sat back and watched as I worked toward it. They were always helpful, and supportive but never enabling. I want to be a resource and reference for my students' learning. I want to be the architect of a community where all learners (including myself) feel safe to take risks and feel valued as an essential part of a learning family.
I am a strong believer in not only being a local citizen, but being a global citizen as well. World cultures, foods, music, and traditions will be integral tools in my classroom. I want my students to be engaged, involved, and aware of the concentric circles in human society throughout our world. I believe that exposure to global culture not only builds empathy and curiosity about people different from ourselves, but it also nurtures a pride in one's own community and culture as well.
As is evident, I don't take my role as a teacher lightly. I know that the education that students leave my classroom with – not only academic facts, but their abilities to understand themselves, relate to others, problem solve, and live in the broader world, will affect them for their whole lives. I am excited (and overly eager) to become a classroom elementary school teacher, and I am ready to be exhausted with learning.
The Students
My students are inspiring, exhausting, hungry and wiggly.
My students are wiggly. They NEED to move at least every fifteen minutes and usually more often than that. I am learning all kinds of songs and activities to keep them moving in positive ways instead of poking each other, putting strange things in their mouths or throwing things that should definitely not be thrown.
My students are hungry- to learn and for food. Every student in my class has qualified for free or reduced-price lunch. Most of my students do not eat breakfast in their homes. Often an hour after they have been fed breakfast in the school cafeteria, they complain that they are hungry. One of my students is a snack hoarder- I catch him with extra napkins full of crumbly crackers in his pockets, or an extra rice krispy bar will go missing, and I'll find it in his backpack at the end of the day. Some of my students are hungry to learn. All of my students want to learn to read, some of my students already do read (which we're trying to “diagnose” levels right now, one of them reads at at least a second grade level!)
My students are exhausting. There are so many of them (twenty eight) that just keeping track of all of them takes a lot of thinking and multi-tasking. They all need so much attention and approval. Like most five and six-year-olds, they like to receive attention from adults “in-charge” in any form that they can get it. Some of my students are naughty and do things that make it hard to teach the other students, but most of them are just fairly normal kindergarteners that require a lot of patience and reminding about well, almost everything.
My students are inspiring. They are brave. Many of them are afraid of so many things and still come to school every day from sometimes scary homes, scary bus stops several blocks from their homes and scary buses with big kids who don't speak Spanish. They walk into school everyday and are greeted by (now familiar looking) adults who don't greet them in their first language. They shuffle through confusing and disorganized breakfast lines in the cafeteria and then are barked at by a woman (the lunch lady) who believes that if she shouts something in English loud enough, they'll somehow understand her better. I see my students hunched shoulders and scared eyes when they walk in through the doorway every morning, and I watch the scared melt away as they are greeted in their native language by my mentor teacher an I, and then go about doing their morning jobs with other similarily scared peers who at least speak a language they understand.
Many of my students have an entire set of knowledge that I don't have. I don't know what it is like to visit someone in jail, or what it's like to be living “bajo de la raya” as the child of a resident who is undocumented (some would say illegal immigrant. I don't believe that any human being can be illegal; they can have an undocumented and therefore illegal status of citizenship, but just as in education, I choose to acknowledge the individual and then their assigned label.). I don't know what it's like to go to bed hungry and not get breakfast until I get to school in the morning. I don't know what it is like to not have a car, or know anyone who has a car (that works).
My students have rotting teeth, rely on teacher-provided school supplies, backpacks and often clothes (hats, mittens, winter coats and boots), some of them have parents who do not know how to read or write, some have family members that are not responsible for them, or put them in dangerous situations, some have families who keep them up late, don't feed them nutritiously, and can't affort to bring them to the doctor or dentist when they are sick or hurt. Many of my students come from homes that are stable, safe, or comfortable, but as far as I can tell so far, most do not have the luxury of all three of these things. Despite this, my students are mostly very good to each other. They take care of each other and support each other. They are forming a very closely knit classroom family that is inspiring to watch unfold.
Sunday, July 15, 2007
Aaron and I are moving to a new apartment in St. Paul.
Here is where I will compile my wishlist for new things to make our new place feel clean, hip, tidy, and relaxing.
Underbed rolling storage box from Target
bed risers from Target, so it'll work better
An Aneboda Ikea Wardrobe for us to store our stuff in
A light blue comforter similar to one at Target -- though it'd be a lot cooler if it had a screen printed design on it.
This drop leaf breakfast bar from Target would work pretty slick in the kitchen too.
These bedside tables from Ikea would be pretty sweet too.
I'd like to buy a pile of these Ikea mirrors to make a headboard-- they're mostly frame, so you can get those kinky thoughts out of your heard-- that's none of your business.
Here is where I will compile my wishlist for new things to make our new place feel clean, hip, tidy, and relaxing.
Underbed rolling storage box from Target
bed risers from Target, so it'll work better
An Aneboda Ikea Wardrobe for us to store our stuff in
A light blue comforter similar to one at Target -- though it'd be a lot cooler if it had a screen printed design on it.
This drop leaf breakfast bar from Target would work pretty slick in the kitchen too.
These bedside tables from Ikea would be pretty sweet too.
I'd like to buy a pile of these Ikea mirrors to make a headboard-- they're mostly frame, so you can get those kinky thoughts out of your heard-- that's none of your business.
Sunday, July 01, 2007
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
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
Saturday, January 27, 2007
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
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
Friday, December 15, 2006
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: 2-5th 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:
Read a story together as a class. (review cultural uniquenesses represented in the book)
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)
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)
Have students create a quilt square that represents who their partner is using card stock and markers or crayons. (Production, Asthetics)
Display the quilt squares and the interviews approximately side by side to create a classroom community quilt.
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:
5th -8th
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:
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.
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.
Saturday, December 09, 2006
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.
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"
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"
Sunday, December 03, 2006
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.
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.
Monday, November 13, 2006
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. :)
Friday, October 27, 2006
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.
Friday, September 29, 2006
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).
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).
Tuesday, August 29, 2006
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.
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.
Tuesday, August 01, 2006
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?
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?
Tuesday, July 18, 2006
Friday, July 14, 2006
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.
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.
Thursday, July 13, 2006
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.
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.
Monday, July 10, 2006
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 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
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