Thesis Statement

People make better decisions when they understand who’s watching, what’s public, and how to protect themselves — and we can learn this in a fun, playful way.

Learning Objectives (2)

1. Participants will identify situations where people might be “snoopy” or watching their actions. Example: Participants list funny examples like “my little cousin reading my texts” or “IT watching my college email.”
2. Participants will practice choosing smarter, safer actions when privacy is limited. Example: Participants rewrite a silly message (“Send me that shower selfie!”) into a professional one.

Learning Outcomes (2)

1. Participants will demonstrate awareness of digital spaces that are monitored. Example: Participants correctly label which accounts are private vs. monitored (college email, work email, social media, etc.).
2. Participants will apply safer communication choices in a playful scenario. Example: Participants choose the best response to a goofy prompt like: “Your friend wants you to send a secret message through your college email — what do you do?”

5E Learning Model (Short & Fun)

Engage

Play a quick game: “Who’s Watching?” Participants guess whether silly scenarios are monitored or private. Example: “Sending grandma a recipe through college email — monitored or not?”

Explore

Participants share funny stories of people being snoopy (siblings, parents, IT, teachers). Keep it light and humorous.

Explain

Facilitator breaks down the truth: some accounts are watched, some aren’t — and why it matters.

Elaborate

Participants rewrite goofy messages into smart, safe versions. Example: Original: “Bro, look at this wild picture of me in the shower.” Rewrite: “Let’s talk on a private platform.”

Evaluate

Participants complete a quick challenge: identify the safest communication choice in three funny scenarios.

Assessments

Formative Assessment

Participants complete a “Snoopy or Safe?” exit card listing:

• One monitored space
• One private space
• One smart communication choice they’ll use today

Summative Assessment

Participants create a short comic strip showing a character learning the difference between monitored vs. private communication — with humor encouraged.

Contact: 773-809-8594 0r radiotalklr@gmail.com

Group Mini‑Lesson: “We Don’t Quit Here”

Learning Objective

Group members will identify one shared “quit message” and replace it with a collective resilience statement. Example: Quit message: “We always struggle with this.” Resilience statement: “We grow stronger together every time we try.”

Learning Outcome

Participants will demonstrate the ability to support one another by reframing negative group self‑talk into positive, action‑based language. Example: Negative: “We’re not good at finishing things.” Reframed: “We finish more when we help each other stay accountable.”

5E Learning Model (Group Version)

Engage (2 minutes)

Place the phrase in the center: “I Am Stupid — Can’t Learn — Please Help.” Ask the group: How does this statement feel when someone in the group says it? This opens empathy and connection.

Explore (3 minutes)

Each person shares one “quit message” they’ve heard in the group. Examples:

• “We’re not smart enough.”
• “We always mess things up.”
• “We never get things right.” This builds honesty and trust.

Explain (4 minutes)

Facilitator teaches:

• Groups often pass down quit habits without noticing.
• Failure is information, not identity.
• Groups grow stronger when they reframe together.

Elaborate (5 minutes)

As a group, pick one quit message and rewrite it into a group resilience statement. Example: Quit: “We give up too fast.” Resilience: “We stay in the fight because we don’t struggle alone.”

Have each person say the new statement aloud.

Evaluate (3 minutes)

Group members share one way they will help someone else not quit this week. This shifts the lesson from individual to collective responsibility.

Formative Assessment

Group Reflection Card: Each person completes the sentence: “Today I learned our group becomes stronger when we…”

Collected responses show:

• Understanding of resilience
• Ability to reframe
• Commitment to supporting one another

To Be a Guest on This Podcast Call 773-809-8594

Dreaming of owning a home in St. Paul but worried about the upfront costs? This episode is for you!

Join Estrella Carter, The House Lady with The Stellar One Group at Coldwell Banker Realty, as she sits down with Kevin Murray, Mortgage Loan Originator with Planet Home Lending, to discuss the newly released St. Paul Down Payment Assistance Program and what it could mean for aspiring homeowners.

In this episode, we cover:

• What the new program is and why it was created
• Who may qualify
• How much assistance may be available (up to $110,000)
• Down payment and closing cost assistance
• Home inspection reimbursement
• Whether first-time homebuyer status is required
• How this program can be combined with other assistance programs
• The application process and important timelines
• Common myths about down payment assistance
• Steps buyers should take now before funding is exhausted

If you’ve been waiting for the right opportunity to purchase a home or know someone who has - this conversation is one you won’t want to miss.

For more information call 651.338.4207

estrella.carter@cbrealty.com

http://estrellacarter.com/

Share This Episode with People That Need To Listen.

11 Ways to Choose God Instead of Relapse When You’re Alone

1. Remember God’s Love in the Moment of Temptation (John 3:16)

When the urge hits, pause and remind yourself: God still loves me right now. Temptation grows strongest when a person forgets they are loved. Recalling God’s love interrupts the separation that leads to relapse.

2. Tell the Truth About the Struggle Instead of Hiding It (Romans 3:23)

“All have sinned…” means you don’t have to pretend. Admitting the struggle out loud — even if only to God — breaks the secrecy that fuels relapse. Honesty is the doorway back to connection.

3. Use the Authority God Already Gave You (John 1:12)

You have the right to choose differently. Speak it: I have authority to walk away from this. Authority unused becomes relapse; authority exercised becomes recovery.

4. Replace the Escape With a Scripture You Can Say Out Loud

When the group show is gone, your voice becomes your weapon. Speak one line:

• “God so loved the world…”
• “All have sinned…”
• “By His wounds I am healed…”
• “He gave the right…” Speaking Scripture disrupts the mental pattern that leads to relapse.

5. Change Your Physical Position Immediately

Relapse often begins with stillness. Stand up. Walk. Step outside. Move your body. Movement breaks the chain between thought and action.

6. Call One Person Who Knows the Real You

Not the group version. Not the testimony version. The real you. Connection kills isolation, and isolation is where relapse grows.

7. Pray a Short, Honest Prayer Instead of a Long Religious One

God doesn’t need performance. Say: God, I’m struggling. I need You right now. Honesty reconnects you faster than religious language.

8. Identify the Lie Behind the Temptation

Every relapse begins with a lie: “I need this.” “I can handle this.” “No one will know.” Name the lie. Naming it breaks its power.

9. Choose a Healing Action That Matches 1 Peter 2:24

“By His wounds you were healed.” Healing requires action:

• Drink water
• Take a shower
• Read one verse
• Step outside
• Write one sentence Small healing actions reinforce the larger spiritual healing Christ already provided.

10. Remove the Object of Temptation From Your Immediate Reach

Relapse is often proximity-based. If it’s near you, it owns you. Distance creates clarity. Clarity creates strength. Strength creates obedience.

11. Ask Yourself the Question That Defines Your Essay

“The group show is gone. What are you going to do?” This question forces the person to confront the truth: Recovery is not what they say in the group. Recovery is what they choose when they are alone.

• John 3:16 — Remember God’s love
• Romans 3:23 — Tell the truth about the struggle
• 1 Peter 2:24 — Walk in healing
• John 1:12 — Use your authority

Contact: radiotalklr@gmail.com

See My Book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930

To be a guest on the podcast call 773-809-8594

Elizabeth Brown is a Financial Educator and Pre-Planning Specialist who has worked with families across the United States to help them achieve financial security and peace of mind. Her primary base is Minnesota.

As a financial educator and pre-planning specialist, Elizabeth works closely with individuals and families who are interested in learning more about financial protection, including the “new” life insurance, health insurance, pre-planning, retirement, and more—for both the present and the future. Elizabeth guides clients through the process, explains the short- and long-term benefits of strategic planning, and helps identify the best path forward for each unique situation.

Please don’t hesitate to contact Elizabeth with any additional questions!

https://clients.firstfinancialsecurity.com/JW1714

https://calendly.com/elizabethbrownffs/30min

To be a guest on the podcast and share what you are doing call Mr. Positive- 773-809-8594

To Be a Guest on This Podcast call 773-809-8594

Lesson Plan: Black Studies & Voice — Featuring Dr. James A. Robinson

Learning Objective (1)

For the Worksheet That Goes with This Lesson Plan email: radiotalklr@gmail.com

Students will analyze how Black Studies is defined, practiced, and shared by examining Dr. Robinson’s scholarship and the Metro State Black Student Achievers Podcast as parallel forms of knowledge production.

Example: A student explains how Robinson’s research on Black railroad labor and the podcast’s student stories both recover voices often excluded from mainstream narratives.

Learning Outcome (1)

Students will identify one way Black Studies empowers communities and provide evidence from either Robinson’s work or a podcast episode.

Example: “The podcast shows how Black students narrate their own academic journeys, which aligns with Robinson’s learner‑centered approach.”

5E Learning Model

Engage

Play a 30–45 second clip from the Metro State Black Student Achievers Podcast. Ask: Whose voices are centered here? Why does that matter?

Explore

Students read short excerpts from Dr. Robinson’s biography. In groups, they connect his work to the podcast’s mission: defining Black Studies, elevating community knowledge, and documenting lived experience.

Explain

Students answer: What is Black Studies? Where is it learned? They use evidence from Robinson’s research AND the podcast’s storytelling.

Elaborate

Students map the eight guiding questions onto the podcast: e.g., What do students learn in Black Studies? How does the podcast model that learning?

Evaluate (Formative Assessment)

Exit Ticket: “Using Dr. Robinson’s work or a podcast episode, explain why Black Studies is important for students and communities.”

For A Copy of My Book: www.weusoursluckybooks.com

Top To Bottom Fashions - 763-951-2857

Visit the Location

3310 Brookdale Dr. N.

Brooklyn Park MN 55433

763-951-2857

To be a guest on the podcast and share what you are doing call:

773-809-8594

For A Copy of My Book: www.weusoursluckybooks.com

To Be a Guest on The Podcast call: 773-809-8594

Lesson Plan — “Tikar Sew” (Teddy Afro)

Theme: Unity, justice, and national healing in Ethiopian society.

Learning Objectives (with examples)

1. Analyze how the song uses historical references to promote unity. Example: Students identify a lyric that references past conflict and explain how it calls for reconciliation. *
2. Interpret the cultural symbolism in the song’s imagery. Example: Students explain how references to “the people” or “the land” symbolize shared identity.

Learning Outcomes (with examples)

1. Students will explain the song’s message about collective responsibility. Example: A student states how the chorus encourages citizens to care for one another.
2. Students will connect the song’s themes to modern social issues. Example: A student compares the song’s call for unity to current community tensions or divisions.

5E Learning Model

Engage: Play the opening section; ask students what emotions or images they immediately feel.

Explore: Students discuss Ethiopia’s historical struggles and how artists use music to address national healing.

Explain: Break down key lyrics and visuals from the music video, focusing on unity, justice, and shared humanity.

Elaborate: Students create a short reflection, poem, or sketch showing how “Tikar Sew” applies to their own community’s challenges.

Evaluate: Students share their work and explain how their piece reflects the song’s message of unity and responsibility.

Formative Assessment

One‑minute written response:

“What message from ‘Tikar Sew’ is most important for society today, and why?”

Evaluate for clarity, connection to the song, and evidence of critical thinking.